Answer:
False
Step-by-step explanation:
All measures of triangle add up to 180°
[tex]A + B + C = 180[/tex]
[tex]62 + 93 + 35 = 190[/tex]
[tex]190 \neq 180[/tex]
[tex]62 + 93 + 25 = 180[/tex]
the third measure is [tex]25[/tex] not [tex]35[/tex].
plz mark me brainliest ;)
Please help. I need it because I don’t remember much about the lesson.
Answer:
Step-by-step explanation:
Consider the following pair of equations:
y = −2x + 8
y = x − 1
Explain how you will solve the pair of equations by substitution. Show all the steps and write the solution in (x, y) form.
Answer:
y+2x=8.....(1)
y-x=-1.......(2)
in equation (2) make x the subject of the formula x=y+1
substitute y+1 for x in equation (1)
y+2(y+1)=8
y+2y+2=8
3y=8-2
y=2
substitute 2 for y in equation 2
y-x=-1
2-x=-1
x=2+1
x=3
y=2 x=3
I’ll mark brainliest to the first person to answer :D
Answer:
decrease
Step-by-step explanation:
it's 5 - 3 which means it's decreasing
Use the area of the rectangle to find the area of the triangle.
8 ft
A. The area of the triangle is 40 square feet, because the area of the
rectangle is 40 square feet.
B. The area of the triangle is 20 square feet, because the area of the
rectangle is 20 square feet.
C. The area of the triangle is 13 square feet, because the area of the
rectangle is 26 square feet.
D. The area of the triangle is 20 square feet, because the area of the
rectangle is 40 square feet.
Answer:
D
Step-by-step explanation:
the area of the triangle is 20. using the base of the rectangle [5] and the height of the triangle[8]. I did the same for the rectangle and got the area of 40 for the rectangle
I hope this helped :)
What is m∠DEF?
Enter your answer in the box.
Answer:
I think this question contain figure , check it
Answer:
jjzz
kkfkfklllflflfljfjfj
jjfjf
-9x2y5 is polynomial or monomial or binomial or trinomial or polynomial
Answer:
Monomial
Step-by-step explanation:
Monomial is only one value therefore the following value is a monomial.
[tex]-9x^2y^5[/tex]
write the equation of this line in y= mx + b form:
Answer:
y = 2.5x + 3
Step-by-step explanation:
y = mx + b
y = 2.5x + 3
As you can see, each unit is not 1, its 0.5. We need to go up 5 times, and so 0.5 times 5 gives us 2.5, and thats how i got my slope.
I got 3 as my y-intercept because it's were the line intersects the y axis.
Hope this helped!
Have a supercalifragilisticexpialidocious day!
Answer:
y=5x+3
Step-by-step explanation:
Slope: y2-y1 over x2-x1 so it will be 3-(-2) over 0-(-1) and the answer will be 5.
Y intercept: In order to find the y intercept it is necessary to replace the y an x coordinate in the equation: y= mx+b and replace 3=5(0)+b... simplifying would be 3=b
so the final answer would be y=5x+3
In ΔMNO, the measure of ∠O=90°, the measure of ∠N=70°, and OM = 3.3 feet. Find the length of MN to the nearest tenth of a foot.
Answer:
Side MN = 3.5
Step-by-step explanation:
Side NO = 1.2011
Side OM = 3.3
Side MN = 3.51179
Angle ∠M = 20° = 0.34907 rad = π/9
Angle ∠N = 70° = 1.22173 rad = 7/18π
Angle ∠O = 90° = 1.5708 rad = π/2
The perimeter of a rectangular playground is 86 feet, the width of the playground is 15 feet, what is the length
Two divers are underwater. Nick is 33 feet below the surface. Tristan is 15
feet above him. What is Tristan's depth?
A
15 feet below the surface
B
18 feet below the surface
33 feet below the surface
D
48 feet below the surface
(0) А.
OB
OC
OD
Answer: 48 feet below the surface
Step-by-step explanation:
From the question, we are informed that two divers are underwater. Nick is 33 feet below the surface while Tristan is 15 feet above him.
Tristan's depth will be represented as x.
Therefore, x - 33 = 15
x = 15 + 33
x = 48
Therefore, the answer is 48 feet below the surface.
Answer:
B 18 feet below
Step-by-step explanation:
So subtract 33-15 bechas depth means below and since tristan has less of a depth to go rather than Nick you would subtrac.
Hope this helped! :)
please answer urgently
What is the measure of the missing angle?
•86
•96
•76
•94
Answer:
[tex]86[/tex]
Step-by-step explanation:
A triangle has [tex]180[/tex] degrees.
To solve this, we must first add the other degrees.
[tex]28+66[/tex] = [tex]94[/tex]
[tex]180[/tex] - [tex]94[/tex] = [tex]86[/tex]
Hope I helped!
Check out my profile for more answers!
Answer:
86 degrees
Step-by-step explanation:
the degree angles of a triangle add up to 180 degrees; so far we have 94 degrees. 180 - 94, which is equal to 86.
8TH GRADE MATH!!
PLEASE HELP ME
Answer:
20
Step-by-step explanation:
115+x = 135 (remote interior angles)
x = 135-115
x = 20
Please Make Me Brainlist
Answer:
20
Step-by-step explanation:
first look at the line which says a and 135, they add up to 180 so
a + 135 =180
a= 180-135
a= 45
Then to find the x we will have to add all the angles inside the triangle which would add up to 180
So,
x+115+45=180
x+160=180
x=180-160
x=20
THEREFORE X = 20⁰
factorise x^12 y^4 - x^4 y^12
PLEASE PLEASE explain in step by step Pleasseeeeee
Answer:
Step-by-step explanation:
First, look at your terms. You have two terms and two variables in each. So they can be factored out because you can distribute them back in easily.
Focus one variable first, x. You cant factor an x^12 out of an x^4. You can, but you really don't want to, it'll turn your problem into a mess. So the only thing you can do is factor out the lower exponent, x^4.
[tex]x^4(x^8y^4-y^1^2)[/tex]
We arent done yet because the terms still share the y variable. You cant factor a y^12 from a y^4. This is the same problem with the x variable. So take out the lower one, y^4.
[tex]x^4y^4(x^8-y^8)[/tex]
WILL GIVE 100 BRAINLY POINTS Instructions
Sarah’s neighbor offers to pay her $5 for every shark tooth she finds on the beach. After collecting only three shark’s teeth, Sarah decides to share the opportunity with her friend John. Sarah can find shark teeth twice as fast as John, but she can earn even more money with his help.
Sarah can use the expression 5(2j + 3 + j) to represent the amount of money she can earn.
Part 1: Writing Expressions: 25(10j + 18 + 5j)
Write an expression that looks like Sarah’s expression: 5(2j + 3 + j). Replace the coefficients so that your expression is not equivalent. You may use any number that you choose to replace the coefficients. Be sure to leave the variables the same. For example, 8(3j + 7 + 3j) looks like Sarah’s expression but is not equivalent.
Translate the algebraic expression you created in Question 1 to a verbal expression.
Twenty five times the sum of ten j plus 3 plus j
Part 2: Writing Equivalent Expressions
You will now use mathematical properties to create two expressions that are equivalent to the expression you created in Question 1. Make sure you show all steps in your work.
Using commutative property of addition, the expression in question 1 can be rewritten as follows:
25(10j + 18 + 5j) = 25(10j + 5j + 18)
Using distributive property of multiplication over addition, the expression in question 1 can also be rewritten as follows:
25(10j + 18 + 5j) = 250j + 450 + 125j
Use either the commutative property or combine like terms to create an equivalent expression.
Use the distributive property to create an equivalent expression.
Pick a number from 1 to 10. Use that number to verify your three expressions (the original, the one from 3a, and the one from 3b) are equivalent by substituting it into each expression. Show all your work for complete credit.
Part 3: Finish the Story
Write a few sentences to end Sarah’s story. How many shark teeth did she find? How many shark teeth did John find? How much money did Sarah earn?
Choose a method to present your assignment. You may submit your work in a Word Document or you may choose to develop a PowerPoint presentation or video recording of yourself. Use your creativity! Make sure to include the information from all three parts in your Word Document or presentation.
Answer:
the answer is in PREZI, just search up this question and u will find it : )
by the end of the day Sarah had found 4 shark’s teeth. John found 2 shark teeth .total they found 6 shark teeth .when Sarah and John showed it to their neighbours they paid her 30 dollars the splited the money by 15 dollars for each
the photos is given in order. so write accordingly .
-f +1/6uA=4; solve for a
Answer:
-1/6f
Step-by-step explanation:
-f+1/6uA=4=
What is the distance of
CD
given that
C (5,-2) and D (-3,8)
Leave your answer as a square root.
Answer:
CD = [tex]\sqrt{164}[/tex]
Step-by-step explanation:
Calculate the distance d using the distance formula
d = [tex]\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }[/tex]
with (x₁, y₁ ) = C(5, - 2) and (x₂, y₂ ) = (D(- 3, 8)
d = [tex]\sqrt{(-3-5)^2+(8+2)^2}[/tex]
= [tex]\sqrt{(-8)^2+10^2}[/tex]
= [tex]\sqrt{64+100}[/tex]
= [tex]\sqrt{164}[/tex]
= 2[tex]\sqrt{41}[/tex] ← in simplest form
As, we have C (5, - 2) and D (- 3, 8), to find CD let's use distance formula :
[tex] \underline{\boxed{\tt{Distance \: between \: two \: points = \sqrt{(x_2 - x_1)^{2} + (y_2 - y_1)^{2}}}}}[/tex]
Here,
x₁ = 5x₂ = - 3y₁ = - 2y₂ = 8So, by filling values :
[tex] \sf : \implies CD = \sqrt{(-3 - 5)^{2} + (8 - (-2))^{2}}[/tex]
[tex] \sf : \implies CD = \sqrt{(-8)^{2} + (8 +2))^{2}}[/tex]
[tex] \sf : \implies CD = \sqrt{64 + (10)^{2}}[/tex]
[tex] \sf : \implies CD = \sqrt{64 + 100}[/tex]
[tex] \sf : \implies CD = \sqrt{164}[/tex]
Hence, distance of CD is [tex] \bold{\sf \sqrt{164}.}[/tex]
What is the value of j?
Answer:
34 degrees
Step-by-step explanation:
Since, this is an example of supplementary angle you will do the following :-
180 degrees - 146 degrees = 34 degrees
Hope this helps, thank you !!
PQ is a diameter of a circle with centre If angle PQR=55 ,SPR=25 and angle PQM=50
Find QPR, QPM, and PRS
Answer:
m∠QPR = 35° m∠QPM =40° m∠PRS = 30°
Step-by-step explanation:
ΔPRQ is a right triangle with right angle at R. So m∠QPR = 90 - 55 = 35
ΔQPM is a right triangle with right angle at M. So m∠QPM = 90 - 40 = 40
Arc RQ = 2(35) = 70 and arc SR = 2(25) = 50.
So arc PS = 180 - (arc RQ + arc SR) = 180 - (70 + 50) = 180 - 120 = 60
Now arc PS is the intercepted arc for ∠PRS.
Therefore, m∠PRS = 60/2 = 30
I used the fact that an inscribed angle has a measure 1/2 the measure of the intercepted arc several times. Also, I used the fact that the acute angles of a right triangle are complementary. And, finally I used the fact that an inscribed angle in a semicircle is a right angle.
I hope this helped.
Help me true or false
1 true
2 false
3 false
4 true
5 true
6 false
7 false
8 true
Step-by-step explanation:
1 true
2 false
3 false
4 true
5 false
6 true
7 false
8 true
i dont know if this is right
I need help with this
Someone help pls i will mark u brainliest
Answer:
24
Step-by-step explanation:
Have a blessed day! :)
The grade of a hill is its steepness represented as a percent. Jin tracks his walking speed up different hills. What does the rate of change, or slope,
represent in this situation?
Answer: The rate represents a decrease in speed for each 1% grade increases.
Step-by-step explanation:
You can use the fact that normal slope is measurement of how much the height changes as we walk on the ground for a unit distance forward. And that percent calculates everything compared to 100 parts.
The rate of change or slope, in this situation tells that if we walk 100 units horizontally, then the slope percent gives us the amount of height increased compared to height before walking 100 units.
How to find the percentage from the total value?Suppose the value of which a thing is expressed in percentage is "a'
Suppose the percent that considered thing is of "a" is b%
Then since percent shows per 100 (since cent means 100), thus we will first divide the whole part in 100 parts and then we multiply it with b so that we collect b items per 100 items(that is exactly what b per cent means).
Thus, that thing in number is
[tex]\dfrac{a}{100} \times b[/tex]
How to measure the rate of change of something as some other value changes?Suppose that we have to measure the rate of change of y as x changes, then we have:
[tex]Rate = \dfrac{y_2 - y_1}{x_2 - x_1}[/tex]
where we have
[tex]\rm when \: x=x_1, y = y_1\\when\: x = x_2, y= y_2[/tex]
Remember that, we divide by the change in independent variable so that we get some idea of how much the dependent quantity changes as we change the independent quantity by 1 unit.
(5 change per 3 unit can be rewritten as 5/3 change per 1 unit)
Converting rate of change or slope to percentage(where dependent variable is height and the independent variable is the distance walked horizontally)
Slope percent = [tex]Slope \times 100[/tex] = [tex]\dfrac{y_2 - y_1}{x_2 - x_1} \times 100[/tex]
This, shows that, if we walk 100 units horizontally, then the slope percent gives us the amount of height increased.
Learn more about percentage here:
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Ralph has $10 in his wallet he wants to buy 5 pencils, 3 pens, 2 notebooks from the school store how much more money dose he need
Answer:
The correct answer is 1.75
Step-by-step explanation:
5 x 0.50 = 2.5
3 x 1.25 = 3.75
2 x 2.75 = 5.5
Then we want to add
2.5 + 3.75 + 5.5 = 11.75
Now, Subtract.
11.75 - 10.00 = 1.75
The total amount spent will be equal to $12, so the money added by Ralph will be equal to $2.
What are arithmetic Operations?The four fundamental operations of arithmetic are addition, subtraction, multiplication, and division of two or even more items.
Included in them is the study of integers, especially the order of operations, which is important for all other areas of mathematics, notably algebra, data management, and geometry.
As per the data given in the question,
The total money Ralph has is $10.
Price of each pencil = $0.50
Then, price of 5 pencil will be = 5 × 0.50 = $2.5
Price of each pen = $1.25
Then, the price of 3 pens will be = 3 × 1.25 = 3.75
Price of each notebook = $2.75
Then, the price of 2 notebooks will be = 2 × 2.75 = 5.5
Then, the total money spent by Ralph = 5.5 + 3.75 + 2.75 = 12
The money that he should have to add will be,
$12 - $10 = $2
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Mr. Martin is giving a math test next period. The test, which is worth 100 points, has 29 problems. Each problem is worth either 5 points or 2 points. Write a system of equations that can be used to find how many problems of each point value are on the test.
Let x be the number of questions worth 5 points and let y be the number of questions worth 2 points
Answer:
x + y = 29
5x + 2y = 100
Step-by-step explanation:
y = 15
x = 14
Answer:
The answer is A
HELP RN 25 POINTS ITS TIMED
Answer:
y=2/x+3
Step-by-step explanation:
JNCHH$JCERLKERIUVHCEKCORCURNJ
Answer:
YAs
Step-by-step explanation:
Find the slope of (-8.-4) and (-4,-9
Answer: -5/4
Step-by-step explanation:
Answer:
= -5/4
Step-by-step explanation:
To find the slope, we can use the slope formula
m = ( y2-y1)/(x2-x1)
= ( -9 - -4)/( -4 - -8)
= ( -9 +4)/( -4 +8)
= -5/4
Eloise runs 1 3/4 miles on Monday and 2 3/4 on Tuesday how many miles do she run
Answer:
4.5
Step-by-step explanation:
1+2=3
3/4+3/4=6/4=1.5
3+1.5=4.5
Eloise ran a total of 9/2 miles, which can also be expressed as 4.5 miles.
To find out the total number of miles Eloise ran, we need to add the distances she ran on Monday and Tuesday.
On Monday, Eloise ran [tex]1\frac{3}{4}[/tex] miles.
On Tuesday, she ran [tex]2\frac{3}{4}[/tex] miles.
To add these distances, we need to find a common denominator for the fractions.
The least common multiple of 4 and 4 is 4.
Converting the mixed numbers to improper fractions:
[tex]1\frac{3}{4} = \frac{(1 \times 4 + 3)}{4}[/tex]
[tex]= \frac{7}{4}[/tex]
[tex]2\frac{3}{4} = \frac{(2 \times 4 + 3)}{4}[/tex]
[tex]= \frac{11}{4}[/tex]
Now, we can add the fractions:
7/4 + 11/4
= 18/4
Simplifying the fraction:
18/4
= 9/2
Therefore, Eloise ran a total of 9/2 miles, which can also be expressed as 4.5 miles.
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In an elementary school with 400 students, 22% had their photographs retaken.
How many students had photo retakes?
Answer:
88
Step-by-step explanation:
400*0.22=88