LM=24 MN=13 what is KM?​

Answer:

72

Step-by-step explanation:

all you had to do was divide by 2

Answer: x = 34

Step-by-step explanation:

2x+3+3x+7=180

5x+10=180

5x=170

x = 34

Answer:

C. 12x² + 8x + 25

Step-by-step explanation:

A. 12x² + 15

B. 20x² + 25

C. 12x² + 8x + 25

D. 24x² + 16x + 50

Hypotenuse = 8x²

Height = 4x² + 15

Base = 8x + 10

Perimeter of the triangle = hypotenuse + height + base

= 8x² + (4x² + 15) + (8x + 10)

= 8x² + 4x² + 15 + 8x + 10

Perimeter of the triangle = 12x² + 8x + 25

C. 12x² + 8x + 25

Answer:The answer is C

Answer:

5

Step-by-step explanation:

Answer:

2 + y > 16

Step-by-step explanation:

the sum of 2 and y is greater than 16

                   2 + y           >                   16

2 + y > 16

Answer: 4

2x2+3(2)−6

lets make sure we do OOO (order of operations correctly)

2x2+3(2)−6

4+3(2)−6

4+6−6

10−6

4

Step-by-step explanation:

Answer:

35/87

Step-by-step explanation:

To find the probability, we must find (total number of favorable outcomes)/ (total number of outcomes). We thus need to find the total number of outcomes. As people have only answered "yes" or "no", the total number of outcomes is 208+140 = 348.

The total number of favorable outcomes, or what we're looking for, is 140 (140 people responded that they had run a red light). Thus, our fraction is 140/348, or 35/87

Answer:

[tex]13x=39[/tex]

Step-by-step explanation:

Given

[tex]2x - y = -4 \to 10x - 5y =-20[/tex]

[tex]3x +5y =59 \to 3x +5y = 59[/tex]

Required

What can replace [tex]3x +5y = 59[/tex] ?

We have:

[tex]10x - 5y =-20[/tex]

and

[tex]3x +5y = 59[/tex]

Add up both equations:

[tex]10x +3x-5y+5y=-20+59[/tex]

[tex]10x +3x=39[/tex]

[tex]13x=39[/tex]

Since [tex]13x=39[/tex] is a result of [tex]10x - 5y =-20[/tex] and [tex]3x +5y = 59[/tex],

[tex]13x=39[/tex] can replace [tex]10x +3x=39[/tex]

Step-by-step explanation:

a)50°

b)75°

c)125°

d)d=40°

Answer:

Step-by-step explanation:

A)180-(60+70)=50

C)180-30=150 150/2=75

B)180-(35+20)=125

D)2d+d+60=180

3d+60=180

3d=120 ; d=40 ; 2d=40×2=80

Answer:

x = 35

Step-by-step explanation:

-6/5x-4=-46​

Add 4 to each side

-6/5x-4+4=-46+4

-6/5x=-42​​

Multiply each side by -5/6 to isolate x

-5/6 * -6/5x=-42 * -5/6​

x = 35

Answer:

x = 35

Step-by-step explanation:

-6 / 5x - 4 = - 46

Add 4 to each side

- 6 / 5 x - 4 + 4 = - 46 + 4

- 6 / 5 x = - 42

To find x, multiply 42 by 5 and then divide by 6.

x = 42 × 5 / 6

x = 7 × 5

x = 35

Answer:

Try to glue it back together

Step-by-step explanation:

I heard gorilla glue works, but be careful and don't get the glue on your body. If that happens it can cause irritation and call posion control immediately.

Answer:

-10

-7

-4

-1

2

Step-by-step explanation:

Substitute  in the x value

Remember a negative minus a negative is a negative.

Answer:

(-2,-10),(-1,-7),(0,-4),(1,-1),(2,2)

Step-by-step explanation:

f(x)=3x-4

f(x)=y

y=3x-4 ; x(-2)

y=3(-2)-4

y= -6-4

y= -10

y=3x-4

y = -1(3)-4

y= -7

y= 3x-4

y = 3(0) -4

y= -4

y= 3x-4

y = 3(1)-4

y= -1

y=3x-4

y=3(2)-4

y= 6-4

y =2

Answer:

Step-by-step explanation:

[tex]carry\: on \: learning[/tex]

Answer:

21 x 3.1 / 2 = 32.55

Step-by-step explanation:

Answer:

its 55 not 60

Step-by-step explanation:

just divide 260 by 5 and 3

The required number of large and small popcorn boxes sold are 40 and 20 respectively.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication, and division,

Here,
Let the number of the large box be x and the small box is y.
According to the question,
5x + 3y = 260   - - - - - -  -(1)
x + y = 60
x = 60 - y - - - - - - - - (2)
Put the value of equation, (2) in equation 1
5 (60 - y) + 3y = 260
300 - 5y + 3y = 260
2y = 40
y = 20
Now,
x = 60 - 20
x = 40

Thus, the required number of large and small popcorn boxes sold are 40 and 20 respectively.

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Answer:

After the distribution of the 5 and the addition of x to both sides, the x variable is cancelled out leaving 1 = - 20.

This statement is false. Hence, no solution

Step-by-step explanation:

1 - x = 5(x - 4) - 6x (Distribute 5)

1 - x = 5x - 20 - 6x (Combine like terms)

1 - x = -x - 20  add x to both sides

1 = - 20 False

Answer:

Exponential

Step-by-step explanation:

By visual inspection the graph generated by the points plotted is an exponential graph as the graph curves upward. The graph is also continous and differs from either a decreasing or increasing Linear graph, which shows a straight best of fit pattern. Hence, the graph most closely represents an exponential graph from visual examination.

The best-fitting regression model for the considered data plot is given by:

Option A: Exponential.

When the data shows some trend, either linear (making a line), or non-linear (a predictable curve), we fit a mathematical curve on that data set, as a representative of the pattern in that data set, to predict the output based on the inputs.

The considered plot is not forming a straight line(so no linear fitting), but we can see that a smooth curve can be fitted in the considered data. Since the exponential functions' graph approximately goes the same way (for positive exponent, and increasing value of output).

Thus, the best-fitting regression model for the considered data plot is given by: Option A: Exponential.

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Answer:B

Step-by-step explanation:

simple, there is one point of intersection or where the lines meet

Answer:

B:  One solution

Step-by-step explanation:

The graphs show that the two lines intersect at one point.  This point represents the ONE solution of this system of equations.

If the lines did not intersect, the system would have no solution.

If the lines coincide, the system would have infinitely many solutions.

Answer:

midpoint x=5/2&y=-7/2 this might be helpful

Step-by-step explanation:

this is inverse variation

the function is

xy = 128

=> y = 128/x

[tex]\implies {\blue {\boxed {\boxed {\purple {\sf {x\:=\:33}}}}}}[/tex]

[tex]\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}[/tex]

[tex]x = 42 - 9[/tex]

➼[tex]\:x = 33[/tex]

Therefore, the value of [tex]x[/tex] is 33.

[tex]\sf\pink{Thank\:you. \:ヅ}[/tex]

Answer:

x =33

Step-by-step explanation:

x = 42-9

We are solving for x, which is already isolated

42-9 = 33

x = 33

Check 33+9 = 42

Answer:

The number of boys are 18 and the number of girls are 30.

Step-by-step explanation:

The ratio of number of girls to the boys = 3 : 5

Let the number of girls is g and boys is b initially.

b : g = 3 : 5

5 b = 3 g ..... (1)

Now, girls are 6 + g and boys are b - 9

So, the ratio is

(b - 9) : (6 + g) = 1 : 4

4 b - 36 = 6 + g

4 b - g = 42 .... (2)

From ( 1 ) and ( 2 )

[tex]4 b - \frac {5 b}{3}= 42\\\\\frac{7 b }{3} = 42\\\\b = 18[/tex]

And , g = 5 x 18/3 = 30

So, the number of boys are 18 and the number of girls are 30.  

Answer:

1) f(x) = 500·(1.1)ˣ

2) f(x) = 500·(0.9)ˣ

Step-by-step explanation:

1) The given values in the table are;

x; 0, 1, 2, 3

f(x); 500, 550, 605, 665.5

By observation, we have that each two subsequent term of f(x) have a common ratio, given as follows;

550/500 = 11/10 = 1.1 = 605/550 = 665.5/605

From which we have;

The values of f(x) are in a geometric progression

The nth of a geometric progression = a·rⁿ

The common ratio, r = 1.1

The first term, a = 500

The number of terms, n = x

Therefore, xth term, f(x) = a×(r)ˣ

Substituting the values gives;

The equation for the data shown in the table is f(x) = 500·(1.1)ˣ

2) The given table of values is presented as follows;

x; 0, 1, 2, 3

f(x); 500, 450, 405, 364.5

The common ratio, f(xₙ)/f(xₙ₋₁) = 450/500 = 9/10 = 0.9 = 405/450 = 364.5/405

The terms of f(x) are in a geometric progression

The first term. a = 500

The common ratio, r = 9/10 = 0.9

The nth term of a geometric progression, G.P. = a·rⁿ

By plugging in the values of 'a', 'r', and 'n', the value of the xth term, f(x), therefore;

The equation for the data shown in the table is f(x) = 500·(0.9)ˣ.

Answer:

Step-by-step explanation:

[tex]\frac{3*4}{2*4}=\frac{12}{8}\\\\\frac{5*4}{2*4}=\frac{20}{8}[/tex]

Three rational numbers:

[tex]\frac{13}{8};\frac{14}{8};\frac{15}{8}[/tex]

Answer:

sorry only doing the ones i know how to do

b) for the histogram, just write all the numbers on the table on the bottom, theres 13 lines but 2 repeats so it should be even. on the side write a range of minutes

c) mean = 7.8 ; standard deviation = 3.13

d)

min = 2

max = 13

range = 11

q1 = 5.5

q3 = 10.75

iqr = 5.25

median = 8

what does iqr represent? it represents the middle 50% of all the values

e) write the numbers from the table without repeats and mark them how many times theyre written

Answer:

second option: product is irrational because both are irrational

Step-by-step explanation:

The second option which is the product is irrational because both are irrational numbers.

These are those numbers which are impossible to  be written in the form of p/q.

We have been the given the following numbers.

[tex]\sqrt{2 } and \sqrt{7}[/tex] and we have been asked to find the description of the product of both. We know that these are irrational numbers because it cannot be written in the form of p/q. When we multiply this we can get root 14 which is also a irrational number.

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Answer:

y=1/2x+6

Step-by-step explanation:

Answer:

98deg

Step-by-step explanation:

Angles in a triangular add to 180.

180-(53+45) is the top angle.

Angles on a line add a up to 180

180 - triangles top angle = x