Answer: 16
Step-by-step explanation:
A perfect square is basically some number multiplied by itself. For example, 4 is a perfect square because 2x2=4.
22 x 22 = 484 (under 500)
23 x 23 = 529 (over 500)
Therefore, the perfect square must be 484.
Subtract 484 from 500:
500 - 484 = 16
16 is the answer :)
PLEASE HELP!! I WILL GIVE BRAINLIEST!!
In the figure below, ∠DEC ≅ ∠DCE, ∠B ≅ ∠F, and DF ≅ BD. Point C is the point of intersection between AG and BD while point E is the point of intersection between AG and DF. Prove ΔABC ≅ ΔGFE.
Hey There!!
∠ABC ≅ ∠DEC
∠DEC = ∠GEF
thus:
∠ABC = ∠GEF
∠GFE ≅ ∠DCE
∠DCE = ∠ACB
thus:
∠ACB = ∠GFE
If two of their angles are equal, then the third angle must also be equal, because angles of a triangle always add to make 180°.
Thus: ΔABC ∼ ΔGEF by AA similar triangle postulate.
Hope It Helped!~ ♡
ItsNobody~ ☆
Calculate the time period of a pendulum if it
completes 46 oscillations in 20 seconds.
Answer:
0.44 seconds
Step-by-step explanation:
Time period is the time duration for completing one oscillation:
T = 20/46 ≈ 0.44 secondsAnswer is 0.44 seconds
Step-by-step explanation:
The Time period of pendulum (T) is
T=46/20
T=2.3s
A candy store called "Sugar" built a giant hollow sugar cube out of wood to hang above the entrance to
their store. It took 13.5 m² of material to build the cube.
Answer:
whats the question love?
Step-by-step explanation:
Can you help me please
Answer:
x = - 11Step-by-step explanation:
[tex] \frac{4}{x + 2} = \frac{12}{2x - 5} [/tex]Cross multiply
That's
4( 2x - 5) = 12( x + 2)
Expand the terms in the bracket
That's
8x - 20 = 12x + 24
Group like terms
8x - 12x = 24 + 20
- 4x = 44
Divide both sides by - 4
We have the final answer as
x = - 11Hope this helps you
Answer: x = -11
Step-by-step explanation:
First Cross product to reduce it
4(2x-5) = 12(x+2) Now apply the distributive property on each sides and solve for x.
8x - 20 = 12x + 24 Add 20 to both sides
+20 +20
8x = 12x +44 subtract 12x from both sides
-12x -12x
-4x = 44 Divide both sides by -4
x = -11
Currently, your plane is cruising at an altitude of 33,000 feet and holding steady. You are instructed from the airline control tower that you need to get to a crusing altitude either below 31,000 or above 35,000 feet. If your plane can comfortably climb at an average rate of 800 feet per minute and descend at an average rate of 500 feet per minute, what is the range of times (in minutes) it will take your plane to be in the instructed cruising altitude?
Answer:
The range of time it would take the plane to be in the instructed area is 2.5 minutes to 4 minutes.
Step-by-step explanation:
The given parameters are;
The current altitude of the plane = 33,000 feet
The required altitude of the plane = Below 31,000 or above 35,000 feet
The average climbing speed of the plane = 800 feet per minute
The average descending speed of the plane = 500 feet per minute
The difference in the current and required altitudes are;
For climbing we have 35,000 feet - 33,000 feet = 2,000 feet
For descending we have 33,000 feet - 31,000 feet = 2,000 feet
Speed = Distance/Time
∴ Time = Distance/Speed
Based on the climbing and descending rate, we have;
The time it would take to climb 2,000 feet is t = 2000 feet/(800 feet/minute) = 2.5 minutes
The time it would take to descend 2,000 feet is t = 2000 feet/(500 feet/minute) = 4 minutes
The range of time it would take the plane to be in the instructed area is therefore;
Time for descending to time for ascending, which is 2.5 minutes to 4 minutes.
The range of time it would take the plane to be in the instructed area = 2.5 minutes to 4 minutes.
1/5 × 2/3 + 2/5×1/2 ,..... Pls do in steps I will make u as the brailiest
Answer: 1/3
Multiply
1×2=2
5×3=15
= 2/15
2×1=2
5×2=10
= 2/10
Simplify
2/5 = 2/15
2/10 = 1/5
Add
2/15 + 1/5 = 1/3
Answer:
[tex] \boxed{ \huge{ \boxed{ \bold{ \sf{ \blue{ \frac{1}{3} }}}}}}[/tex]
Step-by-step explanation:
[tex] \sf{ \frac{1}{5} \times \frac{2}{3} + \frac{2}{5} \times \frac{1}{2} }[/tex]
Multiply the fractions
⇒[tex] \sf{ \frac{1 \times 2}{5 \times 3} + \frac{2 \times 1}{5 \times 2} }[/tex]
⇒[tex] \sf{ \frac{2}{15} + \frac{2}{10} }[/tex]
Take the L.C.M of 15 and 10
⇒[tex] \sf{ \frac{2 \times 2 + 2 \times 3}{30} }[/tex]
Multiply the numbers
⇒[tex] \sf{ \frac{4 + 6}{30} }[/tex]
Add the numbers
⇒[tex] \sf{ \frac{10}{30} }[/tex]
Reduce the numbers with 10
⇒[tex] \sf{ \frac{1}{3} }[/tex]
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How can we find the L.C.M ( Least Common Multiple )?
https://brainly.com/question/17208712
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Hope I helped!
Best regards!
please help :) Evaluate this: (15+12)−3 to the 2 power =
Answer:
576
Step-by-step explanation:
"(15+12)−3 to the 2 power" can be rewritten, symbolically, as:
[ (15+12) − 3 ]^2, or
[ 27 - 3 ]^2, or
24^2, or 576
Answer:
it is 18
Step-by-step explanation:
Write the equation of the line in slope-intercept form and identify the slope.
−5x + 10y = 20
Answer:
Slope = 1/2Step-by-step explanation:
Equation of a line is y = mx + c
where
m is the slope
c is the y intercept
From the question the equation is
- 5x + 10y = 20
To find the slope we must first write the equation in the form above
- 5x + 10y = 20
Move - 5x to the right side of the equation
10y = 5x + 20
Divide both sides by 10
We have
[tex]y = \frac{5}{10} x + \frac{20}{10} [/tex]
[tex]y = \frac{1}{2} x + 10[/tex]
Comparing with the general form of equation above
Slope / m = 1/2
Hope this helps you
2. Three more than four times a number is 15.
Answer:
The number is 3
Step-by-step explanation:
Let the number be x
Four times a number = 4 *x = 4x
Three more than four times a number = 4x + 3
4x +3 = 15
Subtract 3 from both sides
4x + 3 - 3 = 15 -3
4x = 12
Divide both sides by 4
4x/4x = 12/4
x = 3
What is the sum of the two largest numbers in the list $$\frac 13,~\frac 27,~\frac 3{10},~\frac 4{13},~\frac 5{17}~?$$ Express your answer in simplest form.
Answer:
[tex] \frac{25}{39} [/tex]
Step-by-step explanation:
[tex]\frac 13,~\frac 27,~\frac 3{10},~\frac 4{13},~\frac 5{17}~?[/tex]
Convert them to fractions with their L.C.D (lowest common denominator)
[tex]\frac {15470}{46410},~\frac {13260}{46410},~\frac {13923}{46410},~\frac {14280}{46410},~\frac {13650}{46410}~?[/tex]
hence the two largest are
[tex] \frac{1}{3} \: and \: \frac{4}{13} [/tex]
[tex] \frac{1}{3} + \frac{4}{13} = \frac{25}{39} [/tex]
BRAINLEST PLS... ;-)Lisa buys a dozen apples and two oranges. Jeremy buys six apples. Oranges cost $1 each, and they spent $9 total. Which of the following shows how to define the variable in order to find the cost of the apples and oranges? A. cost of apples − a cost of oranges − O B. a + cost of apples O + cost of oranges C. a − cost of apples O − cost of oranges D. a = cost of apples O = cost of oranges
Answer:
D. a = cost of apples O = cost of oranges
Step-by-step explanation:
The only choice that actually shows a definition of the variables is choice D.
Which of the following best defines an angle?
O A corner of a figure like a triangle or square
O Any object that has a vertex,
OTwo rays that share a common endpoint
O The point where two line segments intersect
Answer:
Third option
Step-by-step explanation:
The first definition is not as broad as it should be, therefore, while an angle does meet that criteria, it's not a general definition, hence, it is incorrect. The second one is incorrect as well because a parabola has a vertex, and it is certainly not an angle. This definition is not specific enough, so it will be eliminated. The last one is again, too specific. The third one is the best answer because it is broad enough while still being specific.
-21+7u=28 solve for u
Answer:
u = 7
Step-by-step explanation:
-21 + 7u = 28
add 28 to both sides
7u = 49
divide by 7
u = 7
Answer:U=7
Step-by-step explanation:
2.1.3
Some questions allow you to choose several correct answers from a list of possible answers.
Click the square near each correct choice to fill it in. Be sure to mark all correct answers.
Which of the following mathematical statements are true? Select all that apply.
A. 1.2 = 2
B. 1.1=1
C. 1+2 = 2
DD. 2-2=1
E. 1+1=2
Answer:
a and e jfdjjxjccjddjdjdjdjdjjdjdidie
please help! provide thorough explanation and use elimination method!!
Multiply both sides of the second equation by 100 to get rid of the decimals:
0.05n + 0.10d = 1.50
==> 5n + 10d = 150
Multiply both sides of the first equation by -5:
n + d = 21
==> -5n - 5d = -105
Add the two equations together:
(5n + 10d) + (-5n - 5d) = 150 + (-105)
Notice that the terms containing n get eliminated and we can solve for d :
(5n - 5n) + (10d - 5d) = 150 - 105
5d = 45
d = 45/5 = 9
Plug this into either original equation to solve for n. Doing this with the first equation is easiest:
n + 9 = 21
n = 21 - 9 = 12
So Donna used 12 nickels and 9 dimes.
In a football game, Jim's team gained 7 yards on the first play, lost 2 yards on the second play, and lost 10 yards on the third play. How many total yards did Jim's team gain or lose after three plays?
Answer:
team loss after three games is 5.
Step-by-step explanation:
we will use positive sign for gain and negative sign for loss.
Given
Jim's team gained 7 yards on the first play
gain of yards = +7
lost 2 yards on the second play
loss of yards = -2
lost 10 yards on the third play
loss of yards = -10
Total yards gain or lost by Jim's team = +7 + (- 2) + ( - 10)
Total yards gain or lost by Jim's team = +7 -2 -10 = -5
sine sign is negative, it means there is loss and the net loss is 7 yards.
Thus, team loss after three games is 5.
write an expression
the quantity of 7+x, squared
Answer:
[tex]\huge \boxed{(x+7)^2 }[/tex]
Step-by-step explanation:
The quantity x + 7 is squared.
[tex](x+7)^2[/tex]
Expand the brackets and simplify the expression.
[tex](x+7)(x+7)[/tex]
[tex]x(x+7)+7(x+7)[/tex]
[tex]x^2 +7x+7x+49[/tex]
[tex]x^2 +14x+49[/tex]
We can leave the expression in factored form.
Answer:
( X+7 ) ^ 2
Step-by-step explanation:
=X ^ 2+ 2 x 7 x X + 7 ^ 2
= X^2 +14X +49
Which expressions are equivalent to − 6 + 3 ( 2 + ( − 4 t ) ) −6+3(2+(−4t))minus, 6, plus, 3, left parenthesis, 2, plus, left parenthesis, minus, 4, t, right parenthesis, right parenthesis ?
Answer:
-12tStep-by-step explanation:
Given the expression − 6 + 3 ( 2 + ( − 4 t ) ), to get the equivalent expression, the following steps must be followed;
Step 1: Multiply the signs inside the parenthesis
= − 6 + 3 ( 2 + ( − 4 t ) )
= -6+3(2-4t)
Step 2: Open up the parenthesis
= -6 + 3(2)+3(-4t)
= -6 + 6 - 12t
Step 3: Simplify the resulting expression by taking the diffrence between -6 and 6:
= 0 - 12t
= -12t
Hence the equivalent expression is -12t
Answer:
-12t
Step-by-step explanation:
Here is a rule to make a sequence. The next term is 4 less than 3 times the previous term. .Starting with the initial term of 10, build a sequence of 5 numbers.
Answer:
So the sequence of the five numbers are;
10,26,74,218,650
Step-by-step explanation:
In this question, we are interested in building a sequence of 5 numbers given the initial term.
Okay, to build this sequence, we will need to look at the rule that guides the building of the new sequence:
The rule is that the next term is 4 less than 3 times the previous term.
Okay, let’s call the next term y, while the previous term is x.
Following what was specified in the question;
y = 3x -4
Recall; the next term(y) is 4 less (-4) than 3 times (3 multiplied by) the previous term (x)
So let’s start with the initial term of 10.
The next term will be;
y = 3(10) -4 = 30-4 = 26
The next term after 26 will be ;
y = 3(26) -4 = 78-4 = 74
The next term after 74 will be;
y = 3(74) -4 = 222-4 = 218
The next term after 218 will be;
y = 3(218) -4 = 650
a distribution has the five number summary shown below what is the range of this distribution?
24,36,42,57,65
Answer:
41.
Step-by-step explanation:
The range = highest - lowest value
= 65 - 24
= 41.
Answer:
Step-by-step explanation: use the calculatrr
There are 35 students in the drama club. 2 out of every 5 students in the club are boys. How many students in the club are boys?
A) 7
B) 20
C) 14
D) 15
PLEASE HELP
Answer:
umm I'm not pretty sure but i say 7
Using proportions, it is found that 14 students are boys, option C.
-----------------------------
This question is solved by proportions, using a rule of three.Out of every 5 students, 2 are boys.How many are boys out of 35?2 boys - 5 students
x boys - 35 students
Applying cross multiplication:
[tex]5x = 2 \times 35[/tex]
[tex]5x = 70[/tex]
[tex]x = \frac{70}{5}[/tex]
[tex]x = 14[/tex]
14 students are boys, option C.
A similar problem is given at https://brainly.com/question/24112433
Whats the common difference?
Answer: The common difference is 8
Step-by-step explanation:
First Use the formula for the second to generate the first two numbers.
[tex]u_{n}[/tex] = 2^3n-2
Put in 1 for the first term and you will get 2 and the second term is 16 and to get from 2 to 16 you will multiply by 8.
The function h(x)= 12x^8+49 is an even function. Which transformation of h(x) would result in a function that is neither even nor odd?
Answer:
A translation (9 units) to the left will result in a function that is neither even nor odd
Step-by-step explanation:
With horizontal translation to the left, we have;
h(x) = 12(x - 9)⁸ + 49
Which gives;
h(x) = 12(x - 9)⁸ + 49 = 12(x⁸ - 72x⁷ + 2268x⁶ - 40824x⁵ + 459270x⁴ -3306744x³ + 14880348x² - 38263752x + 43046721) + 49
For x = 1, we get;
h(x) = 201326641
When we replace x by -x, we get;
h(x) = 12(-x - 9)⁸ + 49 = 12(x⁸ + 72x⁷ + 2268x⁶ + 40824x⁵ + 459270x⁴ + 3306744x³ + 14880348x² + 38263752x + 43046721) + 49
For x = 1, we get;
h(x) = 1200000049
Therefore a translation 9 units to the left will result in a function that is neither even nor odd.
There are 123,456 children living in a town. Out of which 64,456 are girls. Approximately, what is the total number of boys in the town?
Answer:
59,000
Step-by-step explanation:
123,456-64,456=59,000
23=9-4x I don’t understand this equation
Answer:
= -7/2
Step-by-step explanation:
What the equation is saying is that 9 - 4x = 23.
x means some number we don't know, but the value of x should be able to satisfy 9 - 4x = 23
In order to find what x may be we must separate it so it is by itself.
First we subtract 9 from both sides,
9 - 9 - 4x = 23 - 9
-4x = 14
Now we divide both sides by -4 to get x,
-4x/-4 = 14/-4
x = -14/4 = -7/2
Answer:
x= -3.5 or x=-7/2
Step-by-step explanation:
We are given the equation:
23 = 9 - 4x
We want to solve for the variable, x. Therefore, we must isolate x on one side of the equation.
First, let's rearrange the equation.
23 = 9 -4x
23= -4x +9
9 is being added to -4x. The inverse of addition is subtraction. Subtract 9 from both sides of the equation.
23-9= -4x +9-9
23-9= -4x
14 = -4x
-4 and x are being multiplied. The inverse of multiplication is division. Divide both sides of the equation by -4.
14/-4= -4x/-4
14/-4= x
-7/2=x
-3.5=x
Let's check our solution. Plug -3.5 in for x and solve.
23=9-4x (x=-3.5)
23= 9-4(-3.5)
23= 9- -14
23= 9+14
The statement above is true, so we know our solution is correct.
The solution to the equation is x= -3.5 or x= -7/2
Solve.
x/8 - 5/2 =5/2
Answer:
x = 40
Step-by-step explanation:
x/8 - 5/2 =5/2
x/8 = 10/2
x/8 = 5
x = 40
Answer:
[tex]\Huge \boxed{x = 40}[/tex]
Step-by-step explanation:
x/8 - 5/2 = 5/2
Add 5/2 to both sides of the equation.
x/8 - 5/2 + 5/2 = 5/2 + 5/2
Simplify the equation.
x/8 = 10/2
x/8 = 5
Multiply both sides of the equation by 8.
(8)x/8 = (8)5
x = 40
3a - 2b - ab - (a-b+ab)+3ab+b-9
Answer:
2a +ab-9
Step-by-step explanation:
First, write out what you have:
3a-2b-ab-(a-b+ab)+3ab+b-9
Then, distribute the "-" to the "a-b+ab" inside the parenthesis:
3a-2b-ab-a+b-ab+3ab+b-9
Finally, combine like terms and simplify:
3a-a-2b+b+b-ab+3ab-ab-9
2a-2b+2b+3ab-2ab-9
2a+0+ab-9
2a+ab-9 is you equation fully simplified
Evaluate 7n+5 when n = 8
Answer:
61
Step-by-step explanation:
7n+5
Let n=8
7*8 +5
56+5
61
Answer:
[tex]\Huge \boxed{61}[/tex]
Step-by-step explanation:
[tex]7n+5 \\ \\ \\ n=8[/tex]
Replace n with 8.
[tex]7(8)+5[/tex]
Evaluate the expression.
[tex]56+5[/tex]
[tex]=61[/tex]
A driveway is 81 feet long 12 feet wide and 6 inches deep. How many cubic feet of the concrete will be required for the driveway help
Answer:
486 cubic feet
Step-by-step explanation:
This question is trying to trick you, by including 6 inches. Convert 6 inches into 0.5 feet to make the question easier. Now, all you have to do is multiple 81 x 12 x .5 to get the answer of 486 cubic feet of concrete.
Use dimensional analysis to convert the measurements. A dwarf sea horse swims at a rate of 49.68 feet per hour. Convert this speed to inches per minute. The speed is inches per minute.
Answer:
9.936in/minStep-by-step explanation:
Given the rate at which a dwarf sea horse swims expressed as 49.68 feet per hour, to convert the speed to inches per minutes, the following conversion factors must be used.
1 foot = 12inches and 1 hour = 60 minutes
49.68 feet per hour can also be written as [tex]\dfrac{49.68* 1 ft}{1 hour}[/tex]
On conversion:
[tex]= \dfrac{49.68* 1 ft}{1 hour} * \dfrac{1 hour * 12 in}{1 ft * 60min} \\\\= \dfrac{49.68* 12in}{60 min} \\\\= \dfrac{596.16in}{60 min}\\\\= 9.936 in/min[/tex]
Hence the speed expressed in inches per minute is 9.936in/min