What is the solution for -10 < x - 9?

x > -19
x < -1
x < -19
x > -1

Answer:

  A -- only

Step-by-step explanation:

A segment bisector intersects a segment at its midpoint.

S is the midpoint of segment PQ, so ST is a segment bisector. (It intersects PQ at its midpoint, S.)

No other midpoints are shown in this drawing.

__

A perpendicular bisector is perpendicular to the segment it bisects. None are shown in this drawing.

__

An angle bisector divides an angle into two congruent parts. None are shown in this drawing.

__

The vertex of a right angle is often marked with a small square. Only point P is the vertex of a right angle in this drawing. (We cannot assume OPQR is a square.)

Answer:

F

Step-by-step explanation:

Answer:

  F

Step-by-step explanation:

You only need to read as far as ...

  y ≤

to choose the correct graph. The values in the solution will be less than or equal to those on the boundary line. That means the graph will be shaded below the line, and the line will be solid (because it is part of the solution).

The graph with a solid line and shading below is graph F.

Answer:

y = 3

Step-by-step explanation:

The triangles are congruent by AAS.

Sides 5y and 3y + 16 are congruent by CPCTC.

5y = 3y + 6

2y = 6

y = 3

From the information given, the time taken for the rock to hit the ground will be 3.326 seconds.

From the information given, the formula for the height is given as:

h(t) = -16t² + v + h0

where,

h0 = 177

h(t) = 0

We'll put the values back into the formula. This will be:

h(t) = 16t² + v + h0

0 = -16t² + 177

16t² = 177

t² = 177/16

t = 3.326

Therefore, the time taken will be 3.326 seconds.

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Take two co-ordinates

[tex]\\ \sf{:}\Rrightarrow m=\dfrac{4-0}{0+2}=\dfrac{4}{2}=2[/tex]

Equation in point slope form

[tex]\\ \sf{:}\Rrightarrow y-y1=m(x-x1)[/tex]

[tex]\\ \sf{:}\Rrightarrow y-4=2(x-0)[/tex]

[tex]\\ \sf{:}\Rrightarrow y=2x+4[/tex]

Answer:

The first one. All the x values are 2. So it wouldn't pass the vertical line test.

Step-by-step explanation:

Answer: it’s A

Step-by-step explanation: I just did the quiz

Step-by-step explanation:

6)

[tex]k = \frac{6}{4} \\ k = \frac{3}{2} [/tex]

7)

[tex] \frac{ab}{mn} = \frac{bc}{no} = \frac{cd}{op} = \frac{da}{pm} [/tex]

8)

[tex]y = 8 ( \frac{3}{2} ) \\ y = 12[/tex]

[tex]z = 6 ( \frac{3}{2} ) \\ z = 9[/tex]

9)

[tex]5k = 8 \\ k = \frac{8}{5} \\ x( \frac{8}{5}) = 32 \\ x = 20ft[/tex]

Answer: x=2

Step-by-step explanation: 28/4-5= 2

The length of the compass so that ΔXYZ is isosceles and not equilateral could be;

Option C; between ¹/₂XY and XY

Option E; greater than XY

We are told that;

Student has drawn a line XY

Now the student opened the compass with a set length to draw two intersecting arcs with X and Y as centers.

Now, for these two arcs to meet, the compass has to be opened to a length that is more than half of segment XY.

Secondly, since the triangle is not equilateral, it means the compass cannot be opened to length AB.

The next step would be t open the compass to a length slightly bigger or slightly smaller than AB.

Finally, the options that apply are Options C and E.

Read more about construction of Isosceles triangles at; https://brainly.com/question/2520169

Answer: 9.75m

Step-by-step explanation:

3.5 + 2.1 + 1.9 + 2.25 = 5.75 + 4 = 9.75 m

Answer:

3

Step-by-step explanation:

5 is a term 6b is a term 3d is a term

Answer:  150 students

Step-by-step explanation:

Let X be the total number of students.  We are told that:

0.60X = 90 students

X = (90 students)/0.60

X = 150 students

Answer:

The value of [tex]gof (-2)=79[/tex]

Step-by-step explanation:

We have

[tex]f(x) = x^2 -5x +1 \\\\f(-2) = (-2)^2 -5\times-2 +1 \\\\=15[/tex]

Now we need to find

[tex]gof (-2)=g(15)[/tex]

[tex]g(15) =5\times15+4\\\\=79[/tex]

Answer:

[tex]g(x)=\frac{1}{8} x^{3} -\frac{3}{2} x^{2} +6x-5[/tex]

Step-by-step explanation:

[tex]x=2\sqrt[3]{y-3} +4[/tex]

switch the x and y, then use order of opperations

The function that best defines this arithmetic sequence is:

The recursive function that defines the sequence is:

[tex]f(n) = f(n - 1) + d[/tex]

[tex]f(1) = f_0[/tex]

In this problem, the sequence is: {9, 5, 1, -3}

Hence, the function is:

You can learn more about arithmetic sequences at https://brainly.com/question/6561461

To identify the functions which best define the given sequence, we have to identify the number pattern.

The correct option is (a).

Given:

The given sequence is as follows,

[tex]9,5,1,-3[/tex]

The arithmetic sequence define as the difference between two consecutive number would be same.

If we subtract 4 form each digit we will get next digit.

[tex]9-4=5\\5-4=1\\1-4=-3[/tex]

So the function would be,

[tex]f(1) = 9, f(n + 1) = f(n) -4; \rm for \:n\geq 1[/tex]

The option (b) and (d) show the increasing function whereas we have decreasing sequence.

Thus, the correct option is (a).

Learn more about arithmetic sequence here

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Answer:

50%

Step-by-step explanation:

Answer:

[tex]x=-4[/tex]

Step-by-step explanation:

[tex]x+2y=-6[/tex]

[tex]y=-1[/tex]

_________

[tex]x+2\left(-1\right)=-6[/tex]

[tex]x-2\times \:1=-6[/tex]

Multiply: 2*1= 2

[tex]x-2=-6[/tex]

Add 2 to both sides:

[tex]x-2+2=-6+2[/tex]

[tex]x=-4[/tex]

________________

* Hope it helps

* Have a good day!

________________

Answer:

x = -4, y = -1

Step-by-step explanation:

Simple, just plug the Y in

(Pemdas)

x+2(-1) = -6

x-2 = -6

x = -4

-4+2y = -6

2y = -2

y = -1

Answer:

a₄ = - 26

Step-by-step explanation:

Substitute n = 4 into the nth term formula

a₄ = 6 - 2(4)² = 6 - 2(16) = 6 - 32 = - 26

Answer:

Hello your answer should be: Bella saved more per chore than Sweet T.

Step-by-step explanation:

Hope this helped! :)

Have a great rest of your day!

Answer:To convert a mixed fraction to an improper fraction, follow these steps:

Multiply the whole number part by the fraction's denominator.

Add that to the numerator. or this might also help,

Then write the result on top of the denominator. To convert a mixed number to an improper fraction, follow these steps: Multiply the denominator of the fractional part by the whole number, and add the result to the numerator. Use this result as your numerator, and place it over the denominator you already have.

Step-by-step explanation:

Hope this help

Step-by-step explanation:

if you factor it will be 6(5x-2y)

if you graph the slope will be 5/2

Therefore, 8 is the answer.

Hoped this helped.

[tex]BrainiacUser1357[/tex]

Answer:

Rolls $6, Folded $4

Step-by-step explanation:

Minh: 6r + 2f = 44

Mikayla: 3r + 9f = 54

Multiply Mikayla's x 2:  6r + 18f = 108

Subtract Minh:               6r + 2f = 44

                                    16f = 64

f = 4, Folded paper is $4.

Substitute 4 for f into one of the equations.

6r + 2(4) = 44

6r + 8 = 44

6r = 36

r = 6 Rolled paper is $6

We want to write and solve a system of equations to model the given situation.

The answers are:

A)

y =  50 + 4*x

y = 17 + 7*x

B) after 11 weeks.

C) 94 subscribers.

First, we must find the two linear equations, we know that Robin has 50 subscribers and she gets another 4 per week.

Then for Robin, we can write:

y = R(x) = 50 + 4*x

The equation that models the number of subscribers that Robin has at week x.

Dimitri at the moment has 17 subscribers and wins 7 per week, then his equation is:

y = D(x) = 17 + 7*x

A) Then the system of equations is just:

y =  50 + 4*x

y = 17 + 7*x

B) Now we must solve the system.

Notice that in both equations we have y isolated, then we can write:

50 + 4*x = y = 17 + 7*x

50 + 4*x =17 + 7*x

Now we can solve this for x:

50 + 4*x =17 + 7*x

50 - 17 = 7*x - 4*x

33 = 3*x

33/3 = 11 = x

This means that at week 11 they will have the same number of subscribers.

C) To get this we just need to evaluate any one of the two linear equations in x = 11

D(11) = 17 + 7*11 = 94

Both of them will have 94 subscribers.

If you want to learn more about systems of equations, you can read:

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Answer:

849,400

Step-by-step explanation:

hi

Answer:

I thinks it 849,400 bc you would round it up because it over half

Answer: Situation:

Step-by-step explanation:

You are walking in a grocery store and you see a nice deal saying that if you buy 4 batches of 2 bananas, you will get 5 extra bananas free of charge. However you see in another store that for the same price, you can buy 12 batches of 2 bananas but 11 of them are always bad and are needed to be thrown out. You calculate which deal is better and you decide on the first one because you hate stinking bananas. Hope this helps!

:)

Cars are vehicles means cars=Vehicles

So

[tex]\\ \sf\longmapsto C=V[/tex]

Converse statement:-

[tex]\\ \sf\longmapsto V=C[/tex]