The area of a square poster is in.. Find the length of one side of the poster to the nearest tenth of an inch.

Answer:

39

Step-by-step explanation:

3(5+5-3)

15+15+9

30+9

39

Answer:

your answer would be 21 hope i helped:)

Step-by-step explanation:

Answer:

1. Definition of parallelogram

Step-by-step explanation:

1. Definition of parallelogram

2. Angle Congruence Postulate

3. m<2 + m<3 =180

4. m<1 + m<3 =180

5. Definition of supplementary

∠1 is supplementary to ∠3 by the Definition of supplementary angles

Two angles whose sum is 180° are called supplementary angles. If a straight line is intersected by a line, then there are two angles form on each of the sides of the considered straight line.

Prove: Angle 1 is supplementary to angle 3.

Given information as; ABCD is a parallelogram.

Proof:

∠1 = ∠ADB

∠2 = ∠DBC

∠3 = the exterior angle adjacent to angle D B C.

Statement                                         Reason

∠2 is supplementary to ∠3           Linear pairs

m∠2+m∠3=180°                             Definition of supplementary angles

m<1 + m<3 = 180                            Alternative interior angles

m∠1+m∠3=180°                              Substitute property of equality

∠1 is supplementary to ∠3            Definition of supplementary angles

Therefore, we can conclude that ∠1 is supplementary to ∠3 by the Definition of supplementary angles.

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Answer:

Option 3

Step-by-step explanation:

to get inverse function, swap x and y first:

f(x)=5x : y=5x --> x=5y

solve for y: y=1/5 x

use inverse notation: f^-1(x)=1/5 x

Answer:

No

Step-by-step explanation:

If the x value does not repeat than it's a funtction so therefore so therefore it t's not a function cause the variable of repeats

Answer:

The slope IS NOT 3.

So the statement is FALSE.

Step-by-step explanation:

y = mx + b

If we change the graph shown into the format shown above it would be:

y = 1x - 3

mx = slope

Slope = 1x

b = y-intercept

b = -3

To find the slope you must do:

[tex]\frac{y}{x} =\frac{RISE}{RUN}[/tex]

y = rise

x = run

In the graph shown, the points are going up and shift to the right 1 unit.

So the slope is: 1x

Therefore, the statement, "The slope is 3" is actually false.

Answer:

[tex]\boxed {x = -4}[/tex]

Step-by-step explanation:

Solve for the value of [tex]x[/tex]:

[tex]9(5 - x) = 81[/tex]

-Use Distributive Property:

[tex]9(5 - x) = 81[/tex]

[tex]45 - 9x = 81[/tex]

-Subtract [tex]45[/tex] to both sides:

[tex]45 - 45 - 9x = 81 - 45[/tex]

[tex]-9x = 36[/tex]

-Divide both sides by:

[tex]\frac{-9x}{-9} = \frac{36}{-9}[/tex]

[tex]\boxed {x = -4}[/tex]

So, the value of [tex]x[/tex] is [tex]-4[/tex].

Answer:

I honestly don't know?????? but I know some but I can't see the word clearly???!

Answer:

84 m^2

Step-by-step explanation:

Area is Length times width

12 times 7 is 84

Answer: 52 students were in the bus.

Step-by-step explanation: First, you start with the equation:

9x+4=472

Since four students rode in cars, you want to eliminate this part of the problem to find how many students actually rode in the buses.

So you would subtract 4 from both sides and get: 9x=468

Finally, you would divide both sides by 9 and get 52 students on each bus

Answer:

1

Step-by-step explanation:

Characters are developed in the passage through their actions. Therefore, option A is correct.

Characters are the people, animals, or entities portrayed in a literary work such as a passage, story, or novel. They are often the main focus of the narrative and drive the plot forward.

A character can be developed through various literary techniques such as actions. Their traits, motivations, and relationships with other characters help to create a deeper understanding of the story and its themes.

Well-developed characters often feel like real people, with complex personalities, histories, and emotions, which helps to engage the reader and create a sense of empathy or connection. Therefore, option A is correct.

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Answer:

x=42

Your welcome!

Answer:

x=42

Step-by-step explanation:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    4/7*x+5/14*x-(39)=0

Simplify 5/14

((4/7• x) +  (5/14 • x)) -  39  = 0

Simplify 4/7

  4         5x    

 ((— • x) +  ——) -  39  = 0

   7         14    

Find the Least Common Multiple

     The left denominator is :       7

     The right denominator is :       14

       Number of times each prime factor

       appears in the factorization of:

Prime

Factor   Left

Denominator   Right

Denominator   L.C.M = Max

{Left,Right}

7 1 1 1

2 0 1 1

Product of all

Prime Factors  7 14 14

     Least Common Multiple:

     14

Calculate multipliers for the two fractions

   Denote the Least Common Multiple by  L.C.M

   Denote the Left Multiplier by  Left_M

   Denote the Right Multiplier by  Right_M

   Denote the Left Deniminator by  L_Deno

   Denote the Right Multiplier by  R_Deno

  Left_M = L.C.M / L_Deno = 2

  Right_M = L.C.M / R_Deno = 1

Calculate multipliers for the two fractions

   Denote the Least Common Multiple by  L.C.M

   Denote the Left Multiplier by  Left_M

   Denote the Right Multiplier by  Right_M

   Denote the Left Deniminator by  L_Deno

   Denote the Right Multiplier by  R_Deno

  Rewrite the two fractions into equivalent fractions

Two fractions are called equivalent if they have the same numeric value.

For example :  1/2   and  2/4  are equivalent,  y/(y+1)2   and  (y2+y)/(y+1)3  are equivalent as well.

To calculate equivalent fraction , multiply the Numerator of each fraction, by its respective Multiplier.

  L. Mult. • L. Num.      4x • 2

  ——————————————————  =   ——————

        L.C.M               14  

  R. Mult. • R. Num.      5x

  ——————————————————  =   ——

        L.C.M             14

Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

4x • 2 + 5x     13x

———————————  =  ———

    14          14

 13x    

 ——— -  39  = 0

 14    

 Subtracting a whole from a fraction

Rewrite the whole as a fraction using  14  as the denominator :

         39     39 • 14

   39 =  ——  =  ———————

         1        14  

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding up the two equivalent fractions

13x - (39 • 14)     13x - 546

———————————————  =  —————————

      14               14    

 Pull out like factors :

  13x - 546  =   13 • (x - 42)

13 • (x - 42)

 —————————————  = 0

      14  

 When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

 13•(x-42)

 ————————— • 14 = 0 • 14

    14    

Now, on the left hand side, the  14  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

  13  •  (x-42)  = 0

Solve :    13   =  0

This equation has no solution.

A a non-zero constant never equals zero.

Solve  :    x-42 = 0

Add  42  to both sides of the equation :

                     x = 42

Please Give me Brainliest

Answer:

[tex]x^2\sqrt{x+5} -2\sqrt{x+5}[/tex]

Step-by-step explanation:

use foil

[tex]x^2\sqrt{x+5} -2\sqrt{x+5}[/tex]

cannot be simplified any further so it's the answer

Answer:

X < -2 or x > [tex]\frac{11}{6}[/tex]

I hope this helps

if you could, feel free to mark me Brainliest it would be much appreciated :D

The answer is 10 inches.

Given:

Total fund = $500

cost of each trip = $80

To find:

The an algebraic expression that represents the money the club has after going on field  trips.

Solution:

Let x be the number of field trips.

Cost of 1 field trip = $80

Cost of x field trip = $80x

We have, Total fund = $500.

So, the money the club has after going on field  trips is

[tex]\text{Remaining money}=500-80x[/tex]

Therefore, the money the club has after going on field  trips is $(500-80x).

Answer:

number is 10

Step-by-step explanation:

let n be the number, then 4 more than the number is n + 4, thus

n(n + 4) = 140 , that is

n² + 4n = 140 ( subtract 140 from both sides )

n² + 4n - 140 = 0

Consider the factors of the constant term (- 140) which sum to give the coefficient of the n- term (+ 4)

The factors are + 14 and - 10 , since

14 × - 10 = - 140 and 14 - 10 = + 4 , thus

(n + 14)(n - 10) = 0 ← in factored form

Equate each factor to zero and solve for n

n + 14 = 0 ⇒ n = - 14

n - 10 = 0 ⇒ n = 10

Since n is a whole number the the required number is 10

Answer: 2 /21

Step-by-step explanation:

Answer:

10

Step-by-step explanation:

2/5 x 10 = 4

Step-by-step explanation:

Okay, don't panic. Use M-a-t-h-w-a-y. It's online and it can help with all of these problems. <3 I currently have my own OVERDUE math test to do, so I would do this all but I'm time-tight too! aha

Answer:

x2

Step-by-step explanation:

you multiply 1x2 to get 2 and multiple 3x2 to get 6

pls mark brainly :)) hope you have a good day

Answer:

Step-by-step explanation:

Since, ΔBCM ≅ ΔZYR,

∠B ≅ ∠Z

∠C ≅ ∠Y

∠M ≅ ∠R

And BC ≅ ZY

CM ≅ YR

BM ≅ ZR

a). CM = YR = 11 m

b). BM = RZ = 15 m

c). YZ = BC = 8 m

d). m∠B = m∠Z = 45°

e). m∠M = 180° - [m(∠B) + m(∠C)]

              = 180° - (45 + 103)°

              = 180° - 148°

              = 32°

f). m∠Y = m∠C = 103°

Congruent triangles have equal corresponding sides and angles

The given parameter is:

[tex]\triangle BCM \cong \triangle ZYR[/tex]

This means that triangle BCM and ZYR are congruent.

So, we have the following congruent sides

[tex]YZ =CB[/tex]

[tex]BM =ZR[/tex]

[tex]CM =YR[/tex]

So, the measure of the side lengths are:

[tex]YZ =8[/tex]

[tex]BM =15[/tex]

[tex]CM = 11[/tex]

Also, we have the following congruent angles

[tex]\angle B = \angle Z[/tex]

[tex]\angle C = \angle Y[/tex]

[tex]\angle M = \angle R[/tex]

So, the measure of the angles are

[tex]\angle B =45[/tex]

[tex]\angle Y =103[/tex]

The measure of angle M is calculated using:

[tex]\angle M + \angle C + \angle B = 180[/tex]

So, we have:

[tex]\angle M + 103 + 45= 180[/tex]

[tex]\angle M + 148= 180[/tex]

Subtract 148 from both sides

[tex]\angle M = 32[/tex]

Read more about congruent triangles at:

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5^3 and that evaluated is 125

Step-by-step explanation:

slope is

[tex] \frac{1}{2} \\ [/tex]

equation of that line is

[tex]y = \frac{1}{2} x + 5 \\ [/tex]

and y intercepts that line at point (0,5). x=0 and y=5

Answer:

Yes

Step-by-step explanation:

since this inequality can be represented by 0<x<7. And by absolute value form

|2x-7|< 7. As you can see 4 is greater than zero and less than 7.

Answer:

Strawberry- 6  12  18

Banana -      1    2   3

Hope this helps :)

Step-by-step explanation:

Answer:

y = x² - 3x - 4

Step-by-step explanation:

Given that the x- intercepts are x = - 1 and x = 4, then the corresponding factors are

(x + 1) and (x - 4) and the quadratic is the product of the factors, that is

y = (x + 1)(x - 4) ← expand using FOIL

y = x² - 3x - 4

Answer:

w=36

Step-by-step explanation:

to get the perimeter you add all sides.

w+w+2w+6+2w+6=228

6w+12=228

6w=216

w=36

length= 2(36) +6

length= 78

width= 36

If it's wrong, I apologize honestly! Answer: 91

Step-by-step explanation:

2w+6= 2(?)+6

If the perimeter is 288, then we have to find what's the closest to it. So let's try 91. 2 ×91= 182 , so it's going to be 182 +6, which equals 188. Remember if the w is 100 the w in the width is going to be 100 also, so 188 + 100= 288 glad I could help!

Answer:

8

Step-by-step explanation:

Answer:

(2x+5)−23=10

2x - 28  =   2 • (x - 14)

2=0

Add  14  to both sides of the equation :

                     x = 14

Step-by-step explanation:

X=14

Answer: 14

Combine like terms

sadmep

Answer:

Yuri read 12  more books than Hiro.

Step-by-step explanation:

17-5=12