Answer:
This might help
Step-by-step explanation:
Answer: Y = 6
Step-by-step explanation: The equation is this because when you put this equation on a graph, it makes a horizontal line passing through (3,6). When an equation is like Y = 6 it will make a horizontal line on that coordinate of Y, but if it is X = 6 it will make a vertical line on the coordinate of X.
the marked price of a shirt was sh 150 a customer paid sh 135 after being allowed a discount how much was the percentage discount
Answer:
The discount is 10%
The difference between the original price and the discounted price is $15
150-135 = 15
[tex]\frac{150}{15} = 10%[/tex]
(Original price)
Discount = ------------------------------------------------------
(Original Price - Discounted Price)
Check your answer:
1) 150 (0.10) = 15
2) 150- 15 = 135
Hope this helps (:
Please rate thanks!
Solve the equation for y. 7x + y = 10
Answer:
y=10
Step-by-step explanation:
Let x equal 0
7(0)+y=10
0+y=10
y=10
Math Is hard please
Answer:
60 cubic inches
Step-by-step explanation:
each square is one cubic inch
find the dimensions
height=2 cubic inches
width=5 cubic inches
length=6 cubic inches
finding volume so lenght*width*height, or 2*5*6, which is 60
60 cubic inches
hey guys I need help for this math problem is about function thanks if you can have a good day
2.5x - 4 = 41
i do not think it is x=18
Answer:
x=18
Step-by-step explanation:
you are correct all you do is add the four to 41, which is 44. you then divide 2.5 it equals 18
Answer:
18
Step-by-step explanation:
2.5x - 4 = 41
add 4 to both sides
2.5x = 45
divide both sides by 2.5
x = 18
hat value for the constant, in the equations own below will result in an infinite number ofsolutions?6x+18=h(3x+ 9)A.−2B.−3C. 2D.
Answer:
The answer is 2.
Step-by-step explanation:
[tex]6x + 18 = h(3x + 9) \\ 2(3x + 9) = h(3x + 9) \\ then \: \\ h = 2[/tex]
Will a fraction increase or decrease and by what percent if its numerator is increased by 20% and its denominator is increased by 50%?
The fraction will increase or decrease by what percent
Answer:
increase by the percent
The fraction will decrease by 20%.
What is Fraction?A fraction represents a part of a whole.
Let's assume the original fraction to be x/y.
If we increase the numerator by 20%, it becomes 1.2x.
If we increase the denominator by 50%, it becomes 1.5y.
So, the new fraction will be:
(1.2x) / (1.5y)
Simplifying this expression, we get:
(4x/5y)
The new fraction is (4/5) times the original fraction.
Therefore, the fraction will decrease by 20%.
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the same digits are used for the expression 2^5 and 5^2 explain how to compare the value of the expressions
Answer:
5^2 < 2^5
Step-by-step explanation:
2^5 = 2x2x2x2x2 = 32
5^2 = 5x5 = 25,
since 25 is less than 32, the comparison 5^2 < 2^5 is correct, or 25 < 32
The value of 2^5 is greater than 5^2.
What is an expression?An expression in maths a sentence with a minimum of two numbers or variables and at least one math operation.
Given that the same digits are used for the expression 2^5 and 5^2
2^5 = 32
5^2 = 25
Therefore, 2^5 > 5^2
Hence, The value of 2^5 is greater than 5^2.
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Help So this is from geometry and I’m kind of confused???
Answer:
4√6 /3
Step-by-step explanation:
Simplify. Please help me
Answer:
B
Step-by-step explanation:
BDNSNSLWPAMDBDJDHZHDBDNDMDMMDFMFKKF
What is the
range of
the quiz
grades?
Answer:
25
Step-by-step explanation:
In order to find the range, you have to subtract the smallest number from the largest number. 100 - 75 = 25.
Hope this helped!
Can anybody help me with this question
I’ll mark you as a brainliest
Answer:
1 over 100
Step-by-step explanation:
Answer:
Step-by-step explanation:
If by what is the measure of angle CBD you mean the degrees then I would say it is 45 degrees.
Determine the intercepts of the line.
y-intercept:
x-intercept:
y
1
0.8
0.6-
0.44
0.2
x
↑
+
0.2
0.6
2.4
-0.8
0.8
-0.6 -0.4 -0.2
-0.2-
-0.47
-0.6
-0.8
Answer:
y-intercept= (0, 0.4)
x-intercept = (0.3, 0)
Step-by-step explanation:
The intercept is where the line crosses the axis, and a coordinate is written out as, (x,y).
With this knowledge in mind, for the y-intercept, the x coordinate would be 0, and the y coordinate would be 0.4, which is where it crosses the y axis. This would make the y-intercept (0, 0.4).
For the x-intercept, the y coordinate would be 0, and the x coordinate would be where the line crosses the axis, making it 0.3. With these numbers and coordinates in mind, the coordinate for where the line intercept the x axis is (0.3, 0).
In the given trapezium PQRS , A and B are the mid - points of the diagonals QS and PR respectively. Prove that :
1. AB [tex] \parallel[/tex] SR
2. AB = [tex] \frac{1}{2} [/tex] ( SR - PQ )
[ Hint : Join Q and B and produce QB to meet SR at C ].
~Thanks in advance !
Answer:
See Below.
Step-by-step explanation:
In the given trapezoid, A and B are the mid-points of QR and PR, respectively.
Question 1)
Please refer to the first diagram below.
As instructed, we will join Q and B to produce QB to meet SR at C.
Statements: Reasons:
[tex]1)\text{ } PQ\parallel SR[/tex] Given
[tex]2)\text{ } \angle RCQ\cong \angle PQC[/tex] Alternate Interior Angles Theorem
[tex]3)\text{ } B \text{ is the midpoint of } PR[/tex] Given
[tex]4)\text{ } PB=BR[/tex] Definition of Midpoint
[tex]5)\text{ } \angle CRB\cong \angle QPB[/tex] Alternate Interior Angles Theorem
[tex]6)\text{ } \Delta CRB\cong \Delta QPB[/tex] AAS-Congruence
[tex]7)\text{ } QB\cong CB[/tex] CPCTC
[tex]8)\text{ }A\text{ is the midpoint of } SQ[/tex] Given
[tex]9)\text{ } SA=AQ[/tex] Definition of Midpoint
[tex]10)\text{ } AB\parallel SR[/tex] Triangle Midsegment Theorem
Question 2)
(We will use the proven statements above as "given.")
(And please continue referring to the first figure provided.)
Statements: Reasons:
[tex]1)\text{ } AB\parallel SR[/tex] Given
[tex]2)\text{ } \angle QSR\cong\angle QAB[/tex] Corresponding Angles Theorem
[tex]3)\text{ } \angle SCQ\cong\angle ABQ[/tex] Corresponding Angles Theorem
[tex]4)\text{ } \Delta SCQ\sim \Delta ABQ[/tex] Angle-Angle Similarity
[tex]5)\text{ } \displaystyle \frac{SQ}{AQ}=\frac{SC}{AB}[/tex] CSSTP
[tex]6)\text{ } A\text{ is the midpoint of } SQ[/tex] Given
[tex]8)\text{ } SA=AQ[/tex] Definition of Midpoint
[tex]9)\text{ } SQ=SA+AQ[/tex] Segment Addition
[tex]10)\text{ } SQ=2AQ[/tex] Substitution
[tex]11)\text{ } \displaystyle \frac{2AQ}{AQ}=\frac{SC}{AB}[/tex] Substitution
[tex]12)\text{ } \displaystyle 2=\frac{SC}{AB}[/tex] Division Property of Equality
[tex]13)\text{ } 2AB=SC[/tex] Multiplication Property of Equality
[tex]14)\text{ } SR=SC+CR[/tex] Segment Addition
[tex]15)\text{ } \Delta CRB\cong\Delta QPB[/tex] Given
[tex]16)\text{ } CR\cong PQ[/tex] CPCTC
[tex]17)\text{ }SR=SC+PQ[/tex] Substitution
[tex]18)\text{ } SC=SR-PQ[/tex] Subtraction Property of Equality
[tex]19)\text{ } 2AB=SR-PQ[/tex] Substitution
[tex]\displaystyle 20)\text{ } AB=\frac{1}{2}(SR-PQ)[/tex] Division Property of Equality
Answer:
Given: In trapezium PQRS, A and B are midpoints of diagonals PR and QS.
To Show: AB=1/2(SR-PQ).
Construction:draw midpoints C and D of SP and RQ respectively and join CA and BD
Proof: In triangle SPQ ,C and B are midpoints of SP and SQ
Therefore,by midpoint theorem
CB || PQ and 2CB= PQ ......1
In triangle QSR B and D are midpoints of QS and RQ
Therefore, by midpoint theorem
BD II SR and 2BD =SR..2
In triangle SPR C and A are midpoints of SP and RP
Therefore by midpoint theorem
CA = 1/2 SR .3
From 2
2 BD = SR =
BD =1/2 SR ........4
From 3 and 4
CA = BD ........,.......5
From 1 and 2
SR -PQ= 2 BD -2 CB -
SR-PQ = 2( BD-CB)
From 5
CA = BD ,
Therefore,
1/2(SR-PQ) =AB
AB= 1/2(SR-PQ)
Hence Showed
The poster that lists the classroom rules in Mrs. Akin’s classroom has a length of 23 yard and a width of 34 yard. image aa2b159187a4443a9dd36a9dfe9e29b8 What is the area of the poster
Answer:782
Step-by-step explanation: area equals length x width so your length is 23 and your width is 34 so you have to do 23x34
Answer:
2/3
Step-by-step explanation:
because i said so
solve the equation -16(d+1) =-20
Answer:
d= 1/ 4
Step-by-step explanation:
Answer: 1/4
Step-by-step explanation:
-16(d + 1) = -20
-16d - 16 = -20
-16d - 16 + 16 = -20 + 16
-16d = -4
-16d/-16 = -4/-16
d = 1/4
n
Which equation represents the line that passes through (-6, 7) and (-3, 6)?
O y=-x+9
y=-*x+5
y=-3x - 11y
y=-3x + 25
Answer:
Y=-3x-11y
Step-by-step explanation:
Not sure but I am pretty sure it is this
If you answer I’ll make you the brainiest
Answer:
the second one
Step-by-step explanation:
if it is right pls mark brainliest thanks :)
11/44 as a equivalent fraction
Answer:
1/4
Step-by-step explanation:
11/44 = 1/4
Divide the numerator and the denominator by 11
11 ÷ 11 / 44 ÷ 11
1/4
Hope this helped!
Have a supercalifragilisticexpialidocious day!
Answer:
1/4
Step-by-step explanation:
11/11= 1, 44/11= 4
A solution of the equation 2x2 + 3x + 2 = 0 is
Answer:
Not sure but gave it a try
Step-by-step explanation:
The equation is called the Quadratic Formula
I'm sorry i tried my best but x=0 is the only thing i got even though it's wrong
if there was a x for 2 it would be correct.
2(0)^2 + 3(0) + 2 = 2
Step-by-step explanation:
ill give Brainliest,
Morgan earns 6$ per hour babysitting. whats a expression to determine the total amount of money Morgan earns.
(its question 17)
Answer:
$6x
Step-by-step explanation:
If x is the number of hours she works then the expression would be $6x.
please help me with this question
In engineering, equilateral triangles can support the most weight and so are commonly found in the design of bridges and buildings. Equilateral triangles are triangles with three congruent sides and three congruent angles. What are the measures of the angles of an equilateral triangle?
Answer:
Hey mate....
Step-by-step explanation:
This is your answer....
Yes, because a equilateral triangle has 3 equal angles. The 3 angles of a triangle equal 180°. So if the angles are all equal in an equilateral triangle, we do 60 times 3 which equals 180°.
hope it helps you,
Mark me as the brainliest.....
Follow me!
What are the scale factor and center of dilation?
find the radius length if the arc length is 8m and the central angel is pi over 4
Answer:
r ≅ 10.2m
Step-by-step explanation:
Use formula: s = r * θ
s = arc length
r = radius
θ = angle in radians
8 = r * π/4
r = 32/π
r ≅ 10.2m
Given b(x) - 1X+4. what is b(-10)?
-10
-6
6
14
Answer:
D. 1×10⁻⁸ M
Explanation:
[H⁺] [OH⁻] = 10⁻¹⁴
(1×10⁻⁶) [OH⁻] = 10⁻¹⁴
[OH⁻] = 1×10⁻⁸
-54, 432 ÷ (-12) =. I need help:))))
Answer:
4536
Step-by-step explanation:
yes
B. Solve:
1. An item price at P3,600 has a 25% discount. Find the
discounted price.
2. John lives twice as far from school as Mona does. If
the total distance that John and Mona travel every
school day is 8.7 km, how far from school does John
live?
3. Find two consecutive integers whose sum is 143.
(hint: let x-the first integer, X+1-second integer)
Answer:
1. 3600 x 25 ÷100 =900
there fore the discount price is p900
3. it means if you add to integers you get 143
so x +x+1=143
2x +1=143
2x+1-1=143_1
2x=142
2x/2 =142/2
x=71
x+1=71+1=72
The measure of one angle is thirteen less than five times the measure of another angle. The sum of the measures of the two angles is 140°. Determine the measure of each angle in degrees.
Answer:
The two angles are 25.5 and 114.5
Step-by-step explanation:
x = measure of one angle
5x - 13 = measure of the other angle {one angle is 13 less than 5 times the other}
x + 5x - 13 = 140 {sum of the two angles is 140}
6x - 13 = 140 {combined like terms}
6x = 153 {added 13 to each side}
x = 25.5 {divided each side by 6}
5x - 13 = 114.5 {substituted 25.5, in for x, into 5x - 13}
the grocery store clerk
Answer:
. . .cussed out the customer for being . . . du mb?
Step-by-step explanation:
after a few mathletes join the team, the team is able to solve 40% more problems per session. Of the team can solve 42 problems per session now, how many problem were they able to solve before the new mathletes joined?
Answer:
30
Step-by-step explanation:
Ur Welcome
The number of problems they were able to solve before the new mathletes joined, 30
What is the percentage?Percentage is a way to express a number as a fraction of 100. It is often used to represent ratios and proportions in a more convenient and understandable form, especially in financial and statistical contexts. For example, 50% means 50 per 100, or half of a given quantity. It is denoted using the symbol "%".
Given that,
After a few mathletes join the team, the team is able to solve 40% more problems per session
Let X be the number of problems the team was able to solve before the new mathletes joined.
We know that after the new mathletes joined, they were able to solve 42 problems per session, which is 40% more than before, so:
X x 1.40 = 42
Solving for X:
X = 42 / 1.40 = 30.
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