Answer:
4 yards
Step-by-step explanation:
they gained 12 yards and then lost 8
that can be expressed as 12-8=4
Answer:
12+(−8)
Step-by-step explanation:
which ones does not belong 1/2 5/3 2/10 2/5
Answer:
the one that doesn't belong is 5/3
HELP PLEASE (image) Find the volume of this triangular prism.
the answer is 235 cubic meters
Answer:
V = 240 m^3
Step-by-step explanation:
The volume of a triangular prism is
V = Bh where B is the area of the base and h is the height
B = the area of the triangular base
B = 1/2 bh
B = 1/2 *5*12
B = 30 m^2
The volume is
V = 30 * 8
V = 240 m^3
Find x round to the nearest tenth
=================================================
Work Shown:
Law of Cosines
c^2 = a^2 + b^2 - 2ab*cos(C)
22^2 = 20^2 + 18^2 - 2*20*18*cos(X)
484 = 724 - 720*cos(X)
484 + 720*cos(X) = 724
720*cos(X) = 724 - 484
720*cos(X) = 240
cos(X) = 240/720
cos(X) = 1/3
X = arccos(1/3)
X = 70.528779
X = 70.5
Make sure your calculator is in degree mode.
5/6 minus 1/9 I need help!! I would really appreciate
Answer:
0.72
Step-by-step explanation:
5/6 - 1/9 =
(5×9)-(1×6) over (6×9)
= 39/54
=39÷3 over 54÷3
=13/18
Decimal result: 0.72
I asked Google so if this is wrong or unhelpful I'm so sorry.
5a²b² ×(3a²-4ab+6b²)
Answer:
15a⁴b²-20a³b³+30a²b⁴
Step-by-step explanation:
3a²-4ab+6b²
so for 5a²b²
(5a²b²)(3a²-4ab+6b²)
=15a⁴b²-20a³b³+30a²b⁴
By applying the distributive property, 5a²b² × (3a²- 4ab + 6b²) = 15a⁴b² - 20a³b³ + 30a²b⁴
Given the expression: 5a²b² × (3a²- 4ab + 6b²)
We would apply the distributive property by multiplying every term inside the parentheses by 5a²b².
This can be done as shown below:
5a²b² × (3a²- 4ab + 6b²) = 5a²b²(3a²) - 5a²b²(4ab) + 5a²b²(6b²)
5a²b² × (3a²- 4ab + 6b²) = 15a⁴b² - 20a³b³ + 30a²b⁴
Therefore, by applying the distributive property, 5a²b² × (3a²- 4ab + 6b²) = 15a⁴b² - 20a³b³ + 30a²b⁴Learn more here:
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The graph of a quadratic function having the form f(x) = ax? + bx + c passes
through the points (0, -8), (3, 10), and (6,34). What is the value of the function
when x = -3?
Answer:
f(-3) = -20
Step-by-step explanation:
We observe that the given x-values are 3 units apart, and that the x-value we're concerned with is also 3 units from the first of those given. So, a simple way to work this is to consider the sequence for x = 6, 3, 0, -3. The corresponding sequence of f(x) values is ...
34, 10, -8, ?
The first differences of these numbers are ...
10 -34 = -24
-8 -10 = -18
And the second difference is ...
-18 -(-24) = 6
For a quadratic function, second differences are constant. This means the next first-difference will be ...
? -(-8) = -18 +6
? = -12 -8 = -20
The value of the function at x=-3 is -20.
_____
The attachment shows using a graphing calculator to do a quadratic regression on the given points. The graph can then be used to find the point of interest. There are algebraic ways to do this, too, but they are somewhat more complicated than the 5 addition/subtraction operations we needed to find the solution. (Had the required x-value been different, we might have chosen a different approach.)
An ordinary (fair) die is a cube with the numbers through on the sides (represented by painted spots). Imagine that such a die is rolled twice in succession and that the face values of the two rolls are added together. This sum is recorded as the outcome of a single trial of a random experiment. Compute the probability of each of the following events.
Event A: The sum is greater than 7.
Event B: The sum is divisible by 4 or 6 (or both).
Answer:
a. 5/12
b. 7/18
Step-by-step explanation:
In this question, we are interested in computing the probabilities.
Firstly, we need to get the sample space of the results. This refer to all possible results that can emerge from the rolling of the two die.
This can be found in the attachment.
What is important to know however is that the total number of possible results is 36;
so let’s compute;
a. For a, let’s circle all sums which are greater than 7 ;
We can see a total of 16 circled sums;
So the probability is 15/36 = 5/12
b. Sum divisible by 4 or 6 or both
Let’s make a circle again ;
So we have a total of 14
So the probability will be 14/36 = 7/18
what is the volume of the box?
Answer:
720+810=1530
Step-by-step explanation:
THEIR AGES
If you add the square of Tom's age to the age of Mary the sum is 62; but if you
add the square of Mary's age to age of Tom, the result is 176. Can you say
what are the ages of Tom and Mary?
Answer:
Tom’s age is 7 years
Mary’s age is 13 years
Step-by-step explanation:
Since we do not know the ages, let’s represent the ages by variables at first.
Let m represent mary’s age will t represent Tom’s age.
Now, let’s proceed to have equations.
Adding square of Tom’s age (t^2) to mary’s age give 62
t^2 + m = 62 •••••••(i)
Adding square of mary’s age (m^2) to Tom’s age give 176
m^2 + t = 176 •••••••(ii)
Now, to get the individual ages, we will need to solve both equations simultaneously.
Solving both equations simultaneously without mathematical softwares can be a little hard.
By the use of mathematical software ( wolfram alpha to be specific), we can input both equations and allow the software to solve.
By inputing these equations, we have the values of t to be 7 and m to be 13
And if we try to check by inspection, we can see that these values are actually correct.
7^2 + 13 = 62
13^2 + 7 = 176
Which sentence contains an adverb?
3
A
Three brown-and-white birds chirped.
B
The gymnast's routine was perfectly executed.
C
A sluggish Tim stumbled to the bus stop.
D
Tim had trouble answering the difficult question.
Write the expression in radical form
Six values on the number line above are marked with letters. Which letters represent integers when the value on the number line that corresponds to those letters is divided by 2? Question 9 options: A) L, N, O, P B) L, N, P C) N, O, P, Q D) L, M, N, O
Answer:
A) L, N, O, P
Step-by-step explanation:
The even numbers on the number line are marked by the letters L, N, O, P.
_____
If a number gives an integer result when divided by 2, it is an even number. Zero is an even number, giving the integer zero when divided by 2.
The area of a rectangular countertop is 30 square feet. It is 10 feet long. How wide is it?
Answer:
w = 3 ft
Step-by-step explanation:
The area of a rectangle is given by
A = l*w
30 = 10 *w
Divide each side by 10
30/10 = 10w/10
3 = w
9. A pyramid has a square base with an area
of 144 ft.2 What is the perimeter of the base
of the pyramid?
48 ft
Step-by-step explanation:A = 144ft² = l²
144 = l²
l = √144
l = 12 ft
P = 4l
= 4×12ft
= 48 ft
is this a parallelogram?
Answer:
No
Step-by-step explanation:
A parallelogram has opposite angels equal and opposite sides equal. in this case, only a single pair of angels are equal.
Please answer, I will give brainliest
Step-by-step explanation:
Hey, there!!
Let's look in your question,
Firstly Mr.Ingerson was in Ghana and bought it in 35000 cedi for a djembedrum.
At that time 1 US dollar= 7000 Cedi.
He paid 35000 cedi.
Us dollar for 35000 cedi = 35000/7000 $.
So, he had bought it in $5.
now,
At present,
The value of 1$ is 5.79 cedi.
As he bought it on same value,
5$ is equal to 5.79×5
= 28.95 cedi.
{ here, as it told that it was bought in same value its value is $5 only but, as the value of $ will be changed into 5.79}.
Hope it helps...
-5 + x = 2 1/2
How do I solve this problem
Answer:
x = 15/2
Step-by-step explanation:
Solve for x:
x - 5 = 2 + 1/2
Hint: | Put the fractions in 2 + 1/2 over a common denominator.
Put 2 + 1/2 over the common denominator 2. 2 + 1/2 = (2×2)/2 + 1/2:
x - 5 = (2×2)/2 + 1/2
Hint: | Multiply 2 and 2 together.
2×2 = 4:
x - 5 = 4/2 + 1/2
Hint: | Add the fractions over a common denominator to a single fraction.
4/2 + 1/2 = (4 + 1)/2:
x - 5 = (4 + 1)/2
Hint: | Evaluate 4 + 1.
4 + 1 = 5:
x - 5 = 5/2
Hint: | Isolate terms with x to the left hand side.
Add 5 to both sides:
x + (5 - 5) = 5/2 + 5
Hint: | Look for the difference of two identical terms.
5 - 5 = 0:
x = 5/2 + 5
Hint: | Put the fractions in 5/2 + 5 over a common denominator.
Put 5/2 + 5 over the common denominator 2. 5/2 + 5 = 5/2 + (2×5)/2:
x = 5/2 + (2×5)/2
Hint: | Multiply 2 and 5 together.
2×5 = 10:
x = 5/2 + 10/2
Hint: | Add the fractions over a common denominator to a single fraction.
5/2 + 10/2 = (5 + 10)/2:
x = (5 + 10)/2
Hint: | Evaluate 5 + 10.
5 + 10 = 15:
Answer: x = 15/2
Answer:
7 1/2
Step-by-step explanation:
Hello!
To solve this we have to get x by itself
What we do to one side of the equation we have to do to the other
-5 + x = 2 1/2
To get -5 to the other side we have to add 5 to make it zero
What we do to the left side we have to do to the right
-5 + 5 + x = 2 1/2 + 5
Simplify
0 + x = 7 1/2
We can drop the 0
x = 7 1/2
The answer is 7 1/2
Hope this helps!
Tell which set or sets the number below belongs to: natural numbers, whole numbers, integers, rational numbers, irrational numbers, or real numbers.
- 14
Answer:
I think the answers are, rational and real.
Step-by-step explanation:
- 14 belongs to the sets of rational numbers and real numbers.
What is a rational number in math?
Rational Numbers: Any number that may be written as a ratio (or fraction) of integers is a rational quantity.
A Rational number is a number that is expressed because of the ratio of two integers, wherein the denominator ought to now not be the same as zero, whereas an irrational number cannot be expressed inside the form of fractions. Rational numbers are terminating decimals however irrational numbers are non-terminating and non-habitual.
Learn more about Real numbers here https://brainly.com/question/155227
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I went from my house to a playground, 300
metres away in 10 minutes. I ran back and
reached in 2 minutes. What was my average
speed?
Average Speed=Total Distance / Total Time
Converting meter into km
300/1000=0.3km
Average Speed=(0.3+0.3)/12
Average Speed=0.6/12
=0.05km/min
I hope this helps you.
Plz mark me as the Brainliest.
please help me im lost
Answer:
the lcm is 30
Step-by-step explanation:
Answer:
30
Step-by-step explanation:
Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, ..., 30
Multiples of 6: 6, 12, 18, 24, 30
Multiples of 10: 10, 20, 30
30 is the first number to appear on all three lists of multiples
Hi i kinda stuck on this question.
Help please.
Workings Please
Answer:
D. 4[tex]m^{2}[/tex]
Step-by-step explanation:
First find the area of 1 tile
= length * breadth
= 8 * 5
= 40[tex]cm^{2}[/tex]= 40/10000 = 0.004
no. of tiles= 1000
therefore, total area of 1000 tiles = area of room= 1000*0.004
=4[tex]m^{2}[/tex]
Please help asap I will give brainlet !
Answer:
B = -5x + 30
Step-by-step explanation:
y= mx+b
m = slope = rise/run = -5
b = y-int = 30
Answer:
B = -5x + 30
Step-by-step explanation:
y= mx+b
m = slope = rise/run = -5
b = y-int = 30
A study of parents of kindergarteners included 349 parents who were chosen at
random. Of these parents, 47% said they sent their children to pre-kindergarten. School
records show that only 31% of parents of kindergarteners sent their children to pre-
kindergarten. Identify the statistic and the parameter.
Three hundred forty-nine is the parameter and 47% is the statistic.
Three hundred forty-nine is the statistic and 47% is the parameter.
Three hundred forty-nine is the parameter and 31% is the statistic
Forty-seven percent is the parameter and 31% is the statistic
Forty-seven percent is the statistic and 31% is the parameter
Answer:
47% is the statistic and 31% is the parameter.
Step-by-step explanation:
A parameter is a quantity of a variable representing certain characteristic of a population.
A statistic is a quantity of a variable representing certain characteristic of a sample.
The sample of parents of kindergartners selected is, n = 345.
The School records show that only 31% of parents of kindergartners sent their children to pre-kindergarten.
That is the population proportion is, p = 0.31.
This is the parameter value.
Of the 349 parents, 47% said they sent their children to pre-kindergarten.
That is the sample proportion is, [tex]\hat p[/tex] = 0.47.
This is the statistic value.
Thus, the correct option is:
47% is the statistic and 31% is the parameter.
Which method and additional information would prove triangle ONP and triangle MNL similar by the AA similarity postulate?
A. Use rigid and nonrigid transformations to prove segment PN over segment MN equals segment LN over segment ON.
B. Use a rigid transformation to prove that angle NPO is congruent to angle NLM.
C. Use rigid and nonrigid transformations to prove segment PN over segment ML equals segment LN over segment ON.
D. Use a rigid transformation to prove that angle NLM is congruent to angle LMN.
Use a rigid transformation to prove that angle NPO is congruent to angle NLM
=====================================================
Explanation:
The AA stands for "angle angle". So we need two pairs of angles to prove the triangles to be similar. The first pair of angles is the vertical angles ONP and MNL, which are congruent. Any pair of vertical angles are always congruent.
The second pair of angles could either be
angle NOP = angle NMLangle NPO = angle NLMso we have a choice on which to pick. The pairing angle NOP = angle NML is not listed in the answer choices, but angle NPO = angle NLM is listed as choice B.
Saying angle NLM = angle LMN is not useful because those two angles are part of the same triangle. The two angles must be in separate triangles to be able to tie the triangles together.
We would use a rigid transformation to have angle NPO move to angle NLM, or vice versa through the use of a rotation and a translation.
Angle Angle AA similarity postulate states that two triangles are similar if
two angles in one of the triangles are congruent (equal) to two angles in the
other triangle
The correct option for the method and additional information that would
prove triangle ONP and triangle MNL similar by AA similarity postulate is
option B.
B. Use rigid transformation to prove that angle NPO is congruent to angle NLM
The reason for arriving at the above selection is as follows;
The known parameter in triangle ΔONP and ΔMNL are;
Lines MO and LP intersect at vertex point N.
The angles on opposite side of the point N (either side of the X shape
formed by the two lines) which are ∠ONP and ∠LNM are vertically opposite
angles or opposite angles.
According to vertically opposite angles theorem ∠ONP and ∠LNM, which
are vertically opposite angles are congruent, and we can write.
∠ONP ≅ ∠LNM
The required parameter;
To find the additional information that would prove ΔONP and ΔMNL by
AA (Angle-Angle) similarity postulate.
Strategy;
Given that from the drawing, one (vertex) angle in one triangle is congruent
to one (vertex) angle in the other triangle, that is ∠ONP ≅ ∠LNM, it is
required to prove that one other angle in triangle ΔONP is congruent to a
corresponding angle in triangle ΔMNL.
Solution;
Prove that either ∠NPO or ∠NOP in ΔONP are congruent to ∠NLM or
∠NML respectively in ΔMNL by performing rigid transformations
(transformations that does not change shape) on either ΔONP or ΔMNL
including;
Rotating triangle ΔONP by 180° with origin at point N, to form the image ΔO'N'P'.Translating the vertex point P' in the image ΔO'N'P', to the location of the point L in ΔMNL, and verify that the segments LN and LM in ΔMNL coincide with the segments P'N' and P'O' respectively of triangle ΔO'N'P'.Therefore, the correct option is option B. Use rigid transformation to prove
that angle NPO is congruent to angle NLM.
Learn more about similarity, congruency postulates and rigid transformations here;
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PLZ HELP.ASPP.PLZ NEED HELP FAST
Given that M is the midpoint of VW, what is the length of line segment VM?
4x-1 3x + 3
Answer:
VM = 15
Step-by-step explanation:
Given that line segment VM = 4x - 1
line segment MW = 3x + 3,
since M is the midpoint of VW, therefore:
VM = MW
Thus,
[tex] 4x - 1 = 3x + 3 [/tex]
Find the value of x
[tex] 4x - 3x = 1 + 3 [/tex]
[tex] x = 4 [/tex]
VM = 4x - 1
Plug in the value of x
[tex] VM = 4(4) - 1 = 16 - 1 = 15 [/tex]
VM = 15
somebody please help and give me the reasons i’ll mark u the brainliest
Reason 1: Given
We basically just restate the given information exactly word for word (symbol for symbol). It may seem redundant, but imagine this proof is something you give to your friend. So you want the proof to be independent and on its own.
=====================================
Reason 2: Addition Property of Equality
We're adding [tex]m \angle MON[/tex] to both sides of the first equation mentioned in statement 1.
=====================================
Reason 3: Substitution
The [tex]m\angle MON[/tex] on the right hand side is replaced with [tex]m\angle IKH[/tex]. This replacement is valid because of the second equation in statement 1.
=====================================
Reason 4: Angle Addition Postulate
This is the idea where we can glue two smaller angles to form a larger angle. Or we can go in reverse to break up a large angle into smaller pieces. This is similar to the segment addition postulate.
=====================================
Reason 5: Substitution
Statement 3 says that LOM+MON = JKI+IKH. Statement 4 says LOM+MON = LON. So this must mean LON = JKI+IKH. Then we use another substitution to say LON = HKJ
Which of the following best defines a line in geometry? A. A line that starts at 1 point and goes forever in one direction B. A line that starts and ends between 2 points C. A line goes forever in both directions Hurry please:(((
Answer:
Step-by-step explanation:
i would believe that it would so there is your answer
Gregory knows that ABC is reflected onto ABC which statement about the figure is true
Answer:
Option a is right
Step-by-step explanation:
Given that a triangle ABC is reflected in triangle A'B'C'
Here reflection is done on a line
If you imagine the line as a mirror then ABC will have image on the mirror line as A'B'C'
Recall that in a mirror the object and image would be equidistant from the mirror and also the line joining the image and object would be perpendicular to the mirror
But note that corresponding images will only be perpendicular bisector to the line of reflection,
So A and A' only will be corresponding so AA' will have mid point on line
Option 1 is right
Answer:
Its A
Step-by-step explanation:
BECAUSE IM RIGHT
One of Euclid’s postulates has always seemed to be too complex, and Euclid himself thought it should be proved as a theorem--but it cannot be. Which postulate is this
Answer:
Postulate 5, The Parallel postulate: If a straight line intersects two other straight lines, and so makes the two interior angles on one side of it together less than two right angles, then the other straight lines will meet at a point if extended far enough on the side on which the angles are less than two right angles.
The parallel postulate is needed to derive the elements, but it seems too complex.
Rewrite the equation by completing the square. x^{2}+16x+64 = 0
Answer:
(x+8)²
Step-by-step explanation:
x² + 16x + 64 = (x+8)²
(x+8)² = (x+8)(x+8) = x*x + x*8 + 8*x + 8*8 = x² + 8x + 8x + 64
= x² + 16x + 64