If:
AC=26,
BC=7x + 2, and
AB = 9x + 8
Find BC!

Answer:[tex]\frac{500}{3}[/tex]π [tex]in^{3}[/tex]

Step-by-step explanation: diameter=10 in

radius=[tex]\frac{diameter}{2}[/tex]=[tex]\frac{10}{2}[/tex]=5 in

volume=[tex]\frac{4}{3}[/tex][tex]r^{3}[/tex]

=[tex]\frac{4}{3} X 5^{3}[/tex]  x π =[tex]\frac{500}{3}[/tex]π [tex]in^{3}[/tex]

Answer: It's not a rhombus

It would be a rhombus if all four sides were the same length, but we don't have that. Side DE is longer than EF, because the opposite angles are larger. We have 75 > 72, so that's why DE > EF.

Answer:

Step-by-step explanation:

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

Hope 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  

Answer:

x ≤ -15

Step-by-step explanation:

-x / 3 ≥ 5

multiply by 3

-x ≥ 15

add x to both sides and subtract 15 from both sides

-15 ≥ x or x ≤ -15

Answer:

[tex] \boxed{\sf C. \ 161 ^{ \circ}} [/tex]

Step-by-step explanation:

Opposite angles are also congruent angles, meaning they are equal or have the same measurement.

[tex] \sf \implies \angle VYZ = \angle WYT \\ \\ \sf \implies(8x + 1) ^{ \circ} = (9x - 19)^{ \circ} \\ \\ \sf \implies 8x^{ \circ} + 1^{ \circ} = 9x^{ \circ} - 19^{ \circ} \\ \\ \sf \implies 8x^{ \circ} - 9x^{ \circ} + 1^{ \circ} = - 19^{ \circ} \\ \\ \sf \implies - x^{ \circ} = - 19^{ \circ} - 1^{ \circ} \\ \\ \sf \implies \cancel{ -} x^{ \circ} = \cancel{- }20^{ \circ} \\ \\ \sf \implies x^{ \circ} = 20^{ \circ} [/tex]

[tex] \therefore[/tex]

[tex] \sf \implies \angle VYZ =(8x + 1) ^{ \circ} \\ \\ \sf \implies \angle VYZ =(8 \times 20 + 1) ^{ \circ} \\ \\ \sf \implies \angle VYZ =( 160+ 1) ^{ \circ} \\ \\ \sf \implies \angle VYZ =161 ^{ \circ} [/tex]

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.

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.

Answer:

Solution : 4 or more times

Step-by-step explanation:

As the inequality is given to us, it makes this a bit simpler.

3t + 10 ≥ 22 ( Subtract 10 on either side )

3t ≥ 12 ( Divide 3 on either side )

t ≥ 12 / 3 ≥ 4

And hence we have a solution of t ≥ 4. Elena will ride around the loop 4 or more times.

Replace x with 3. Then simplify

f(x) = 4x+1

f(3) = 4(3)+1

f(3) = 12+1

f(3) = 13

Answer:13

Step-by-step explanation:

You place 3 in place of x then multiply 4 and 3. You would get 12. Then you add 1. Which is 13.

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

Based on the number line provided for this exercise (see attachment), a point which could represent 5/3 is given by C.

A number line can be defined as a type of graph with a graduated straight line which contains both positive and negative numerical values that are placed at equal intervals along its length.

Based on the number line provided for this exercise (see attachment), a point which could represent 5/3 is given by C:

1 < C < 2

Read more on number line here: brainly.com/question/24644930

#SPJ1

Answer:

[tex]d = 100-25t[/tex]

Step-by-step explanation:

Let's use basic logic here.

If we are 100 miles away from a place, and we've got 25 miles to go, we've already travelled 75 miles.

Since we've travelled 75 miles in 3 hours, then we travel at a rate of [tex]75\div3=25[/tex] miles per hour.

The distance to City A will be represented as 100 - miles already travelled. We  can find how many miles have been travelled by multiplying 25 by [tex]t[/tex], the amount of hours we've spent driving.

This creates the equation [tex]d = 100 - 25t[/tex]

Hope this helped!

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

Complete Question:

In a jar there are 19 red jelly beans and 10 green jelly beans. In how many ways can you pick 4 red jelly beans and the same number of green jelly​ beans?

Answer:

[tex]Both = 813960[/tex]

Step-by-step explanation:

Given

Red Jelly Beans = 19

Green = 10

Required

Select 4 out of 19 red jelly beans and 4 out of 10 green jelly beans

The keyword in the question is pick and this implies combination;

4 from 19 red jelly beans is calculated as follows

[tex]^nC_r = \frac{n!}{(n-r)!r!}[/tex]

Where n = 19 and r = 4

[tex]^{19}C_4 = \frac{19!}{(19-4)!4!}[/tex]

[tex]^{19}C_4 = \frac{19!}{15!4!}[/tex]

[tex]^{19}C_4 = \frac{19 * 18 * 17 * 16 * 15!}{15! * 4 * 3 * 2 * 1}[/tex]

[tex]^{19}C_4 = \frac{19 * 18 * 17 * 16}{4 * 3 * 2 * 1}[/tex]

[tex]^{19}C_4 = \frac{93024}{24}[/tex]

[tex]^{19}C_4 = 3876[/tex]

Similarly;

4 from 10 green jelly beans is calculated as follows

[tex]^{10}C_4 = \frac{10!}{(10-4)!4!}[/tex]

[tex]^{10}C_4 = \frac{10!}{6!4!}[/tex]

[tex]^{10}C_4 = \frac{10 * 9 * 8 * 7 * 6!}{6! * 4 * 3 * 2 * 1}[/tex]

[tex]^{10}C_4 = \frac{10 * 9 * 8 * 7 }{4 * 3 * 2 * 1}[/tex]

[tex]^{10}C_4 = \frac{5040}{24}[/tex]

[tex]^{10}C_4 = 210[/tex]

Ways of selecting both is calculated as follows

[tex]Both = 3876 * 210[/tex]

[tex]Both = 813960[/tex]

Answer:

Step-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

Answer: -8=r

Step-by-step explanation:

Answer:

r= -9

Step-by-step explanation:

We are given the equation:

-11 = r+ (-2)

If we want to solve for r, we must isolate r on one side of the equation.

Let's simplify the right side. A + - can just be written as -

-11= r-2

2 is being subtracted from r. The inverse of subtraction is addition. Add 2 to both sides of the equation.

-11 + 2= r-2+2

-11+2=r

-9=r

r=-9

Let's check our solution. Plug -9 in for r and solve.

-11= -9 + (-2)

-11= -11

This checks out, so we know our solution is correct.

The solution to the equation -11=r+(-2) is r=-9

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:

Answer: Add  3.26 d  and  9.75 d . 13.01 d − 2.65

Step-by-step explanation:

Answer:

13.01d-2.65

Step-by-step explanation:

Since you have to simplify it you have to get rid of them so just add 3.26d+9.75 and you get 13.01d and the  minus 2.65

Answer:

Sampling Error

Step-by-step explanation:

We are told that the phenomenon is the naturally occurring difference between a sample statistic and the corresponding population parameter.

Now, it's sampling error because sampling error is simply defined as a deviation or difference in a sampled value as against the true population value due to the fact the sample is not a true representative of the population.

This is also similar to the definition given in the question.

Thus, it's sampling error!

Answer:

1

Step-by-step explanation:

the greatest common factor of 9 and 22 is 1.

Answer: 5.6%

Step-by-step explanation:

Actual Value observed=2.850 g/cm3

Expected value=2.699 g/cm3

Error =Actual value - expected value

         = 2.850-2.699

Error  = 0.151

Error percent = [tex]\frac{Error}{Expected Value} 100%[/tex]%

                     =[tex]\frac{0.151}{2.699} *100\\0.056*100\\5.6[/tex]

The student's percent error ​is 5.6%

Answer:

Step-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

Answer:

22

Step-by-step explanation:

[tex]f(x)15+x\\\\f(7)15+7\\\\\boxed{f(7)=22}[/tex]

Hope this helps.

Answer: 12 is the greatest common factor.

Step-by-step explanation:

Answer:

The answer is 14

Step-by-step explanation:

Answer:

x2-y2?x2+xy=x-y/x

Step-by-step explanation:

as we know , x2-y2=(x+y)(x-y)

and in case of the denominator take x as a common one then we will get

(x+y)(x-y)/x(x+y)

=x-y/x    its the answer

thank u

Answer:

b =0

Step-by-step explanation:

The only value where  |b| = -b  is when b=0

|0| = -0

0 = 0

Absolute value means non- negative

non-negative = negative

This is only true when we equal zero

Answer: b = 0 or anything negative (like b = -2)

So any value of b such that [tex]b \le 0[/tex]

==================================================

Explanation:

|b| is the distance from b on the number line to 0

The distance is never negative as negative distance does not make sense.

If b was some positive number, then |b| = b. For instance, |7| = 7. This shows 7 is seven units away from 0 on the number line.

----------

If b is negative or zero, then |b| = -b. Why? Because the result of |b| is the opposite of whatever negative b value you put in. For example, b = -2 leads to

|b| = |-2| = 2

while

-b = -(b) = -(-2) = 2

The two negatives cancel each other out to get a positive result.

This shows, |-2| = -(-2) = 2

Meaning that the location -2 is two units away from 0 on the number line.

Answer:

3 is your answer

Step-by-step explanation:

-7-(-10)= 3

Answer:

[tex]\Huge \boxed{3}[/tex]

Step-by-step explanation:

-7-(-10)

Distribute the negative sign.

-7+10

Add the numbers.

3

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.

Answer:

Hope it helps!

please mark me brainliest

Answer:

-4

Step-by-step explanation:

firt you add a minus one on both sides:

7n + 8 + 1 + (- 1) = -19 + (- 1) => 7n + 8 = -20

then add a minus eight on both sides:

7n + 8 + (- 8) = -20 + (- 8) => 7n = -28

finally in order to find (n) , devide both sides by seven:

7n ÷ 7 = (- 28) ÷ 7 => [ n = -4 ]