180 in² - the area
width × lenght - the area
length : width = 5 : 4 therefore length = 5x and width = 4x
(x - some unit of length)
The equation:
(5x)(4x) = 180
20x² = 180 divide both sides by 20
x² = 9 → x = √9 → x = 3 in.
The length = 5x, therefore your answer is:
5x = 5(3 in) = 15in PLS HURRY GOT 10 MINUTES! JUST NEED THESE TWO QUESTIONS AND I DON'T KNOW THEM! WILL GIVE BRAINLIEST!!
1. What is the linear function equation represented by the graph?
f(x)=
2. classify each sequence as arithmetic, geometric, or neither by dragging it into the correct box.
Arithmetic Geometric Neither
−4,−2,1,4,8,… −1,3,7,11,15,… 36,12,4,4/3,4/9,…
Answer:
1) f(x) = -1/2x+1
I'm sorry I don't know the 2nd one...
Step-by-step explanation:
The y-intercept is always plotted first. from there, you go down one, and to the right too. and so one, and in reverse, up one, and left two.
Answer:1. f(x) = -1/2x+1
Kris has a box of 8 crayons. Silvia, s box has 6 times of many crayons as Kris box . How many crayons are in sylvia box
Ryan rides his bike for 30 minutes and travels a distance of 4 miles. How fast was Joe traveling?
Answer: 8 miles per hour
Step-by-step explanation:
30 + 30 = 60, 60 minuets in an hour 4 + 4 = 8. 8 miles per hour hope i helped :)
Answer:
8 miles!
Step-by-step explanation:
30 + 30 = 60, 60 minutes in an hour and 4 + 4 = 8. So the answer is 8 miles per hour
Hope this helps!
Ms.Rochelle wants to put her 29 students into groups of 6. How many groups of 6 can she make? If she puts any remaining students in a smaller group, how many students will be in that group?
Answer:
A. 4 groups of 6 students in each group.
B. The smaller group will have 5 students.
Step-by-step explanation:
We have been given that Ms.Rochelle wants to put her 29 students into groups of 6.
A. To find the number of groups of 6 that can be made from 29 students, we will find the greatest multiple of 6 from 29.
Multiples of 6 are: 6, 12, 18, 24, 30, 36,...
We can see that the greatest multiples of 6 in 29 in 24.
[tex]\text{Number of groups that can be made with 29 students}=\frac{24}{6}[/tex]
[tex]\text{Number of groups that can be made with 29 students}=4[/tex]
Therefore, Ms. Rochelle can form 4 groups from 29 students with 6 students in each group.
B. To find the number of students in small group, we will subtract 24 from 29.
[tex]\text{Number of students in the small group}=29-24[/tex]
[tex]\text{Number of students in the small group}=5[/tex]
Therefore, If Ms. Rochelle puts any remaining students in a smaller group, the number of students in smaller group will be 5.
Find the slope-intercept form of the equation 3x + 7y = 14.
A. 7y = 3x + 14
B. 7y = -3x + 14
C. y= (-3)/7 x+2
D. y= 3/7 x+2
The slope-intercept form:
[tex]y=mx+b[/tex]
We have:
[tex]3x+7y=14[/tex] subtract 3x from both sides
[tex]7y=-3x+14[/tex] divide both sides by 7
[tex]\boxed{y=-\dfrac{3}{7}x+2\to\boxed{C.}}[/tex]
The slope of the line below is-1/7Write a point-slope equation of the line using the coordinates of the labeled point.
Answer:
While you do not have the coordinates included, you can use the point-slope form of the equation and input the slope. This would be:
y - y1 = -1/7(x - x1)
In this equation, simply put the ordered pair in at x1 and y1. This will give you the full point-slope equation.
What is the Domain?
What is the Range?
[tex]f(x)=5x\\\\\text{The domain:}\ D=\{0,\ 1,\ 2,\ 3,\ 4,\ 5,\ 6\, ...\}=\text{Whole numbers}\\\\\text{The range:}\\\\f(0)=5(0)=0\\f(1)=5(1)=5\\f(2)=5(2)=10\\f(3)=5(3)=15\\f(4)=5(4)=20\\f(5)=5(5)=25\\\vdots\\R=\{0,\ 5,\ 10,\ 15,\ 20,\ 25,\ ...\}[/tex]
If U = {natural numbers less than 20} and N = {factors of 18}, what is N
This is from the answer key to this question;
N= {4, 5, 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 19.}
Solve 14.2 divided by 0.5 dhow your work and explain how you new where thr decamal point whas going to be
Final answer:
To solve the division problem 14.2 divided by 0.5, you can use the long division method. The quotient is 28.4.
Explanation:
To solve the division problem 14.2 divided by 0.5, we can perform the long division method. Here's the step-by-step process:
Place the dividend, 14.2, inside the division bar.Place the divisor, 0.5, outside the division bar.Divide the first digit of the dividend, which is 1, by the divisor. The result is 2.Write down the quotient, 2, above the division bar.Multiply the quotient, 2, by the divisor, 0.5, which gives you 1.Subtract the product, 1, from the first digit of the dividend, 1, which gives you a remainder of 0.Bring down the next digit, which is 4, from the dividend.Divide the new dividend, 4, by the divisor, 0.5. The result is 8.Write down the new quotient, 8, next to the previous quotient.Multiply the new quotient, 8, by the divisor, 0.5, which gives you 4.Subtract the product, 4, from the new dividend, 4, which gives you a remainder of 0.Since there is no remainder anymore, the division is complete. The final quotient is 28.4. Therefore, 14.2 divided by 0.5 is equal to 28.4.
Someone please help with these questions
Question 4:
Statement Reason
1. [tex]\overline{AC}[/tex] and [tex]\overline{BD}[/tex] bisect at O 1. Given
2. O is the midpoint of [tex]\overline{AC}[/tex] and [tex]\overline{BD}[/tex] 2. Definition of bisector
3. [tex]\overline{AO}[/tex] ≅ [tex]\overline{CO}[/tex] and [tex]\overline{BO}[/tex] ≅ [tex]\overline{DO}[/tex] 3. Definition of midpoint
4. ∠AOB ≅ ∠COD 4. Vertical Angle theorem
5. ΔAOB ≅ ΔCOD 5. SAS postulate
6. ∠A ≅ ∠C 6. CPCTC
*****************************************************************************
Question 5:
Statement Reason
1. [tex]\overline{BD}[/tex] ≅ [tex]\overline{BC}[/tex] and [tex]\overline{AD}[/tex] ≅ [tex]\overline{CD}[/tex] 1. Given
2. [tex]\overline{BD}[/tex] ≅ [tex]\overline{BD}[/tex] 2. Reflexive Property
3. ΔABD ≅ ΔCBD 3. SSS Postulate
4. ∠1 ≅ ∠2 and ∠3 ≅ ∠4 4. CPCTC
5. [tex]\overline{BD}[/tex] bisects ∠ABC and ∠ADC 5. Definition of angle bisector
find the sum of the geometric series. 14-7+(7/2)-(7/4)+
Mrs.Davis bought 6 pounds of grapes for 18 dallors at this rate how much would 72 ounces of grapes have cost
Answer:
Cost of 72 ounces of grapes is $13.5
Step-by-step explanation:
In order to solve his problem, we first need to get all the values in the same units.
1 pound = 16 ounces
∴ 6 pounds= 16×6 = 96 ounces
Now by unitary method, we solve the question as follows:
price of 96 ounces of grapes = $ 18
price of 1 ounce of grapes = $ (18÷96)
∴ price of 72 ounces of grapes = $ [(18÷96)×72]
= (0.1875×72) = $ 13.5
1 yard = 3 feet 1 foot = 12 inches 1 inch = 2.54 cm Convert 2 yards to centimeters (round to the nearest whole centimeter).
The measure of 2 yards in centimeters is 182.88 cm
Using the conversions given:
1 inch = 2.54 cm1 yard = 3 × 12 inches
1 yard = 36 inches
1 yard = 36 × 2.54 cm
1 yard = 91.44 cm
Hence,
For 2 yards : (91.44 × 2) = 182.88 cm
The measure of 2 yards in centimeters is 182.88 cm
10 cookies and 3 brownies cost $11.25 6 cookies and 9 brownies cost $15.75 what is the cost of one brownie?
Answer:
One brownie costs $1.25
Step-by-step explanation:
We need to solve this with simultaneous equations. First, write the equations out in two lines:
c = cookies and b = brownies.
10c + 3b = 11.25
6c + 9b = 15.75
We need to make either the two c values the same or the two b values the same. Lets change the two b values to the same by multiplying the first equation by three:
10c + 3b = 11.25
10c * 3 = 30c
3b * 3 = 9b
11.25 * 3 = 33.75
30c + 9b = 33.75
Now we can subtract the second equation from this:
30c - 6c = 24c
9b - 9b = 0
33.75 - 15.75 = 18
24c = 18
Now divide both sides by c to find 1c:
c = 0.75
Now put this back into the first equation:
10(0.75) + 3b = 11.25
7.50 + 3b = 11.25
Move the +7.50 over to the other side making it a negative:
3b = 11.25 - 7.50
3b = 3.75
Divide both sides by 3:
b = 1.25
So one brownie costs $1.25Ron buys pens from a store. 3 packs of blue pens cost $22.50 and 4 packs of black pens cost $34.00. How much would it cost Ron to buy 2 packs of blue pens and 3 packs of black pens?
Hat is the position of 7 in the number 876,543? A. The ten-thousands place B. The hundreds place C. The tens place D. The thousands place
In triangle LNP, R is the centroid and LO = 30. Find LR and RO. Enter the answers as numbers.
Answer:
[tex]|LR|=20[/tex]
[tex]|RO|=10[/tex]
Step-by-step explanation:
The centroid divides the median in the ratio [tex]2:1[/tex].
Thus [tex]|LR|:|RO|=2:1[/tex]
This implies that,
[tex]|LO|:|RO|=3:1[/tex]
We were given that,
[tex]|LO|=30[/tex]
We substitute this value to obtain,
[tex]30:|RO|=3:1[/tex]
or
[tex]\frac{30}{|RO|}=\frac{3}{1}[/tex]
We cross multiply to get,
[tex]3|RO|=30\times 1[/tex]
We divide through by 3, to get,
[tex]|RO|=10[/tex]
We can observe from the diagram that
[tex]|LR|+|RO|=|LO|[/tex]
[tex]|LR|+10=30[/tex]
[tex]|LR|=30-10[/tex]
[tex]|LR|=20[/tex]
Please answer this question! 23 points and brainliest!
Answer:
C
Step-by-step explanation:
We can find the surface area of the dumbbell by adding the surface areas of each part. We have two equal round ends of the dumbbell to count and the skinnier inside. Each is a cylinder and each can be found by finding the area of the base (times 2 for two bases) and adding it to the circumference times the height.
[tex]2(\pi r^{2} )+(\pi d)h[/tex]
Dumbbell Ends
There are two ends and so we will count this measurement twice. The diameter is 12.5. The radius is half of this and is 6.25. The height is 8.
[tex]2(\pi r^{2} )+(\pi d)h[/tex]
[tex]2(\pi (6.25)^{2} )+(\pi 12.5)8[/tex]
[tex]2(\pi 39.0625 )+(\pi 100[/tex]
245.4369+314= 559.43
But we must count is twice, so 559.43(2)=1118.87 cm squared.
Dumbbell Middle
The diameter is 2.50. Radius is 1.25. The height is 10.5. The ends actually don't show because they are attached. So we will only calculate the second part and add it to the other.
[tex](\pi 2.5)10.5[/tex]=82.47
82.47+1118.87=1201.33 cm squared.
Why is this too large? Why isn't it an answer choice? Because the ends of the middle don't show, they also take up that much area on other side. They are not part of the surface area and they make it smaller. So we will subtract that area now.
[tex]2(\pi 1.25^{2} )[/tex]=9.817
1201.33-9.817=1191.84 cm squared.
Triangle ABD is congruent to Triangle DFE. If the length of line segment BC is 5 units, what is the length of line segment EF?
Answer:
EF = 5 units
Step-by-step explanation:
If ΔABC and ΔDFE are congruent, then
AB = DF
BC = FE
CA = ED
and
angles A and D are congruent
angles B and F are congruent
angles C and E are congruent
If matrix A has dimensions m x n and matrix B has dimensions n x p where m, n, and p are distinct positive integers, which of the following is true?
I.the product of BA doesn't exist
II. the product of AB exists and has dimensions m x p
III. the product of AB exists and has dimensions n x n
a) I only
b) II only
c) III only
d) I and II only
e) I and III
You probably already have an idea of what a matrix is; it's a rectangular array of numbers. What they represent is a bit complicated to explain. There's a whole subject about it (see "linear algebra" for more info). Whatever they represent isn't important though, you don't need to know everything about matrices to compute their product (or whether it's even possible).
A quick definition: A matrix of dimension [tex]r[/tex]-by-[tex]c[/tex] is a matrix with [tex]r[/tex] rows and [tex]c[/tex] columns.
Matrix multiplication all comes down to an operation called the "dot product". It's defined by the sum of component-wise products of elements between two lists. What this means is, if [tex]x=\{1,2,0\}[/tex] and [tex]y=\{-1,0,3\}[/tex], then the dot product of [tex]x[/tex] and [tex]y[/tex] is
[tex]x\cdot y=(1)(-1)+(2)(0)+(0)(3)=-1+0+0=-1[/tex]
What we did was take the first elements of each list and multiplied them, and the same for the other two elements, then added them all together. Notice that the product can't be computed if [tex]x[/tex] and [tex]y[/tex] don't thave the same number of elements.
We write this product in matrix form as
[tex]\begin{bmatrix}1&2&0\end{bmatrix}\begin{bmatrix}-1\\0\\3\end{bmatrix}[/tex]
Notice the pattern here: on the left, a matrix with 1 row and 3 columns; on the right, a matrix with 3 rows and 1 column. The number of columns of the first matrix have to match the number of rows of the second.
The orientation makes a big difference. The product above returns a 1-by-1 matrix (or simply a scalar number):
[tex]\begin{bmatrix}1&2&0\end{bmatrix}\begin{bmatrix}-1\\0\\3\end{bmatrix}=\begin{bmatrix}(1)(-1)+(2)(0)+(0)(3)\end{bmatrix}=\begin{bmatrix}-1\end{bmatrix}=-1[/tex]
On the other hand, the alternate orientation would result in a 3-by-3 matrix.
[tex]\begin{bmatrix}1\\2\\0\end{bmatrix}\begin{bmatrix}-1&0&3\end{bmatrix}=\begin{bmatrix}(1)(-1)&(1)(0)&(1)(3)\\(2)(-1)&(2)(0)&(2)(3)\\(0)(-1)&(0)(0)&(0)(3)\end{bmatrix}=\begin{bmatrix}-1&0&3\\\-2&0&3\\0&0&0\end{bmatrix}[/tex]
So the number of rows of the first matrix and number of columns of the second matrix determine the number of rows and columns, respectively, of the matrix product.
I think we have enough information about matrix multiplication to answer this question. If [tex]A[/tex] has dimensions [tex]m\times n[/tex] and [tex]B[/tex] has dimensions [tex]n\times p[/tex], then the matrix product [tex]AB[/tex] exists ([tex]n[/tex] columns in [tex]A[/tex], [tex]n[/tex] rows in [tex]B[/tex]), but the matrix product [tex]BA[/tex] does not ([tex]p[/tex] columns in [tex]B[/tex], [tex]m[/tex] rows in [tex]A[/tex], but [tex]m\neq p[/tex]). So I is not true.
We know [tex]AB[/tex] exists, and with [tex]m[/tex] rows in [tex]A[/tex] and [tex] p[/tex] columns in [tex]B[/tex], we expect [tex]AB[/tex] to have [tex]m[/tex] rows and [tex]p[/tex] columns, so [tex]AB[/tex] has dimensions [tex]m\times p[/tex]. So II is true.
With dimensions [tex]r\times c[/tex], a matrix would contain [tex]rc[/tex] elements. [tex]m,n,p[/tex] are distinct, so [tex]mp\neq n^2[/tex]. So III is not true.
Answer: The correct option is
(d) I and II only.
Step-by-step explanation: Given that matrix A has dimensions m x n and matrix B has dimensions n x p where m, n, and p are distinct positive integers.
We are to select the one that is true from the following :
I. the product of BA doesn't exist
II. the product of AB exists and has dimensions m x p
III. the product of AB exists and has dimensions n x n
We know that two matrices X and Y can be multiplied if the number of columns in X is equal to the number of rows in Y.
Also, if X has dimensions a x b and Y has dimensions b x c, then the product XY is possible and it has dimensions a x c. Also, the product YX doesn't exist.
So, for the given matrices A and B, the following points are true :
(I) the product of BA doesn't exist.
(II) the product of AB exists and has dimensions m x p.
Thus, only I and II are TRUE.
Option (d) is CORRECT.
Use mapping notation to represent a 90 degree clockwise rotation about the origin of the point (x, y)
Answer:
see explanation
Step-by-step explanation:
Under a clockwise rotation about the origin of 90°
a point (x , y) → (y , - x)
Answer:The answer is choice C. and the rotation is 180
Step-by-step explanation:i just got it right
Please help me with questions 12, 14, and 15. I really need to finish this.
Answer:
(12) A
(14) A
(15) E
hope this help
Step-by-step explanation:
Find X
I have no idea how to make it
Answer: 5
Step-by-step explanation:
The length of the midsegment is one-half the length of the base. So,
Base = 2(midsegment)
7x + 1 = 2(4x - 2)
7x + 1 = 8x - 4
1 = x - 4
5 = x
Write an expression to represent: Three more than the product of two and a number x.
Answer:
2x + 3
Step-by-step explanation:
product means to multiply, hence
the product of 2 and a number x = 2 × x = 2x
3 more than means add on 3, thus
expression is 2x + 3
What is the distance between the two points (5,-2) and (-3,8)
Jenny makes and sells bracelets. She paid $12.75 for the materials to make 45 bracelets. If she sells every bracelet for $1.50 each, how much profit will she earn?
Jenny's profit per bracelet is about $1.22. If she sells all 45 bracelets, her total profit is approximately $54.77.
Explanation:The subject of this question is profit, which in this case will occur when Jenny is able to sell her bracelets for more than she paid for the materials to make them. She pays $12.75 for the materials to make 45 bracelets, meaning each bracelet costs her $12.75 / 45 = $0.283 to make. If she sells each bracelet for $1.50, that means she earns $1.50 - $0.283 = $1.217 in profit for each bracelet. If she sells all 45 bracelets, her total profit would therefore be $1.217 * 45 = $54.765. However, since we typically round money to the nearest cent, her total profit will be approximately $54.77.
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x+2= √2 solve for x will give brainliest
Answer:
Our answer is [tex]x=-2+\sqrt{2}[/tex].
Step-by-step explanation:
To solve for x, we need to isolate the variable. We can do so by subtracting 2 to both sides.
[tex]x+2=\sqrt{2} \\x+2-2=-2+\sqrt{2} \\\\x=-2+\sqrt{2} \\[/tex]
Our answer is [tex]x=-2+\sqrt{2}[/tex].
To find the decimal, calculate with a calculator.
Can someone help me with these please?
Point-slope form: y-y1 = m(x-x1)
Standard form: ax + by = c
Slope-intercept form: y = mx+b
Start by finding the slope. We know it is negative since the line is decreasing. The slope is -4/3.
To create point-slope form, we need to get one point from the graph. Let's use (3,0).
[tex]y = -\frac{4}{3}(x-3)[/tex]
To create slope-intercept form, we need the slope and the y-intercept. The y-intercept is the point where our equation crosses the y-axis. For this equation, it is 4.
[tex]y = -\frac{4}{3}x + 4[/tex]
To get standard form, solve the equation in terms of C.
Point-slope form: y = -4/3(x-3)
Slope-intercept form: y = -4/3x + 4
Standard form: 4/3x + y = 4
p-2 times what = 4-p^2
Answer:
-2-p
Step-by-step explanation:
(p-2)x=4-p^2
(4-p^2)/(p-2)
-2-p
The solution of the expression for the given condition would be, - (p + 2).
Used the concept of trigonometry formula which stated that,
[tex](a - b)^2 = a^2 - 2ab + b^2[/tex]
Let us assume that,
When we multiply by x in (p - 2) the solution is (4 - p²).
So, it can be written in mathematical form as,
[tex]x \times (p - 2) = (4 - p^2)\\[/tex]
[tex]x \times (p - 2) = (2^2 - p^2)\\[/tex]
[tex]x \times (p - 2) = (2 - p) (2 + p)[/tex]
[tex]x \times (p - 2) = - (p - 2) (2 + p)[/tex]
Divide both sides by (p - 2),
[tex]x = - (p + 2)[/tex]
So, we get;
[tex](p - 2) \times - (p + 2) = (4 - p^2)[/tex]
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Line m intersects the x-axis. Line n is parallel to line m. Which statement MUST be correct about line n? A) It intersects the x-axis at a right angle. B) It intersects the x-axis at a straight angle. C) It intersects the x-axis at the same angle as line m. D) It intersects the x-axis at a different angle than line m. E) It intersects the x-axis at an angle complementary to the angle at which line m does.
Answer:
Choice C --- It intersects the x-axis at the same angle as line m
Step-by-step explanation:
Check out the attached image below for an example. In this example, both lines form a 30 degree angle with the x-axis. These two angles are congruent due to the corresponding angle theorem. This is the idea where two parallel lines form congruent angles such that they are in the same corresponding position.
Answer:
the answer is c
Step-by-step explanation: