Answer: it might be C let me know if im wrong
Step-by-step explanation:
Jenny ha 50 quare tile he arrange the tile into a rectangular array of four row how many tile will be left over
Two tiles will be left over. Jenny will have two square tiles left over after arranging her tiles into a rectangular array of four rows.
50 quare tiles divided by 4 rows = 12.5 quare tiles
12.5 quare tiles per row x 4 rows = 50 quare tiles
50 quare tiles used - 50 quare tiles = 0 quare tiles
Remaining tiles = 0 quare tiles
50 quare tiles - 0 quare tiles = 50 quare tiles
Left over tiles = 2 quare tiles
Jenny has 50 square tiles which she arranges into a rectangular array of four rows. To work out how many square tiles are left over, first divide 50 by 4. This gives us 12.5 tiles per row, however this is not possible so we need to round this number down to 12. Multiplying 12 by 4 gives us 48 tiles used in the rectangular array. Subtracting the 48 tiles used from the 50 tiles that Jenny had originally gives us a result of 2 square tiles left over. In conclusion, Jenny will have two square tiles left over after arranging her tiles into a rectangular array of four rows.
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If m = −7/2 is slope, y - intercept is 12 and the point ( x, 5 ) lies on the line. What is the value of x ?
5=-7/2x+12
-7=-7/2x
x=2
The table represents a function. X y 0 6 2 8 4 10 6 12 complete the statement by selecting from the drop-down menu. The rate of change in the function y = x + 4 is choose. The rate of change of the function represented in the table.
The table represents a function. X y 0 6 2 8 4 10 6 12 complete the statement by selecting from the drop-down menu. The rate of change in the function y = x + 4 is equal to the rate of change of the function represented in the table.
Consider the function shown in the table.
The table's coordinates are as follows:
(0,6) (2,8) (4,10) and (6,12) (6,12)
Take into account the first two coordinates (0, 6) and (2,8)
x₁=0, y₁=6, x₂=2, y₂=8
Linear equation is provided by (y-y₁) =m(x-x₁)
Where 'm' is the slope (rate of change), the following formula is used:
m = y₂ - y₁
x₂ - x₁
So,
m = 8 - 6 = 1
2 - 0
So, the line's equation is:
(y-6)= 1 (x-0) (x-0)
y-6=x
y=x+6
Putting it up against the common equation of the line y=mx+c with slope "m."
Thus, m(Rate of Change)=1 is obtained.
Now,
We will calculate the slope for the function y=x+4
Putting it up against the common equation of the line y=mx+c with slope "m."
Thus, m(Rate of Change)=1 is obtained.
The rate of change in the function y=x+4 is therefore equal to the rate of change of the function shown in the table.
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Each image shows a quadrilateral in a plane. The quadrilateral has been dilated using a center above the plane and a scale factor between 0 and 1.
Match the dilation with the scale factor used.
Match the image with the letter it belongs with.
image 1
Image 2
Image 3
A) 1/2
B) 3/4
C) 1/4
In this quadrilateral, Dilation A will have largest scale factor. Dilation B is smallest and will have smallest scale factor. Now for the given scale factors: 3/4 > 1/2 > 1/4
what is quadrilateral?A quadrilateral is a four-sided polygon in geometry that has four edges and four corners. The word is a derivative of the Latin words quadri and latus (meaning "side"). Having four sides, four vertices, and four corners, a rectangle is a two-dimensional form. Concave and convex come in primarily two varieties. Additionally, there are several subclasses of convex quadrilaterals, including trapezoids, parallelograms, rectangles, rhombuses, and squares. Four straight sides make up a rectangle, which is a two-dimensional form. There are several different types of quadrilaterals, including parallelograms, trapezoids, rectangles, kites, squares, and rhombuses.
here,
in this quadrilateral
Dilation A will have largest scale factor.
Dilation B is smallest and will have smallest scale factor.
Now for the given scale factors:
3/4 > 1/2 > 1/4
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Alicia paid $1.32 for a bag of pinto beans. The beans cost $.55 per lb. How much did the bag of pinto beans weigh?
The weight of the bag of pinto beans she bought is; 2.4 lbs
How to solve Algebra Word problems?Algebraic word problems are defined as questions that require translating sentences to equations, after which we then solve those equations.
Now, we are told that;
Amount paid by Alicia for a bag of pinto = $1.32
Cost of beans = $0.55 per lb
Now, the weight of the bag of pinto beans that Alicia bought will be;
Weight = Amount paid/cost per lb
Weight = 1.32/0.55
Weight = 2.4 lbs
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A slushy recipe calls for 4 cups of fruit juice, but you only have 3 1/2 cups. By what percentage do you need to cut back all the ingredients to make the recipe turn out correctly?
Can u guys pls help me I'm not good at math (TT~TT)
Answer:0.125% on all ingredients or go to the store and buy more
Step-by-step explanation:
what persent is 3 1/2 out of 4 is 87.5%
87.5% - 100% = 0.125%
1
6
m25=
5
3
If 41 42 = 23, 24 = 25, and m 24 = m23 +10°, What is m/45?
D
4
PLEASE HELP MEEE!! ASAPP!!!
The value of m∠5 = m∠4 + 10° or m∠3 + 20°.
How to calculate exterior angle of polygon?The exterior angle of a polygon is the angle formed by one side of the polygon and the extension of the adjacent side. The measure of each exterior angle of a polygon is equal to the sum of the interior angles of the polygon divided by the number of sides of the polygon.
To calculate the exterior angle of a polygon, use the following formula:Exterior angle = (Sum of interior angles of the polygon) / (Number of sides of the polygon)For example, if a polygon has 6 sides, the sum of its interior angles is equal to (6 − 2) × 180° = 720°. Therefore, the exterior angle of the polygon is 720° / 6 = 120°.Knowing how to calculate the exterior angle of a polygon is helpful in solving problems related to geometry and trigonometry. It is also important in understanding the properties of polygons and their characteristics.Solution:
The given value of m∠4 = m∠3+ 10°
The value of m∠5 is increase in 10° of m∠4
The answer is m∠5 = m∠4 + 10°.
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7/6 u = 42
how do i solve u
Answer:
36
Step-by-step explanation:
7/6 u=42
7u =42×6
u=252/7
u=36
Pls help with this rounding
Answer:
0.36
0.0068
0.043
0.00048
Step-by-step explanation:
trust me bro
How many roots exist for polynomial function?
The Fundamental Theorem of Algebra asserts that this 2 n d degree polynomial must have precisely two roots.
What is algebra?According to the Fundamental Theorem of Algebra, this 2 n d degree polynomial must have precisely two roots. Algebra is the branch of mathematics that aids in the representation of problems or situations using mathematical expressions. In algebra, we utilize integers with definite or fixed values such as 2, 7, 0.068, and so on. In algebra, we employ variables such as x, y, and z in addition to integers. Elementary algebra, advanced algebra, abstract algebra, linear algebra, and commutative algebra are all sub-branches of algebra. In algebra, an algebraic expression is composed of integer constants, variables, and the basic arithmetic operations of addition(+), subtraction(-), multiplication(), and division(/). 5x + 6 is an example of an algebraic expression.
Here,
According to the Fundamental Theorem of Algebra, this 2 n d degree polynomial must have precisely two roots.
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Hi, hope you have a great day
Maryellen opened a aving account with an initial depoit of $1500 and will not make any additional depoit or withdrawal. The account earn 5% interet compounded annually. What i the balance in dollar and cent that Maryellen will have in her account at the end of 3 year? (Round to the nearet cent. )
Maryellen will have in her account at the end of 3 year? (Round to the nearet cent. ) is 1578.93 dollar of 5% interest
Why is it called compound interest?
Compound interest is the interest on a deposit calculated based on both the initial principal and the accumulated interest from previous periods. Or, more simply put, compound interest is interest you earn on interest
What are simultaneous equations?
When two or more algebraic equations are solved concurrently, we call them simultaneous equations.
We can solve simultaneous equations by graphing, elimination, or substitution methods.
deposit = 1500
interest = 5%
after one year = 1500+75= 1575
second year = 78.75+1500 = 1578.75
third year = 78.93+1500= 1578.93
Maryellen will have in her account at the end of 3 year? (Round to the nearet cent. ) is 1578.93 dollar of 5% interest
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Simplify.
(-3ab3)4 please
Answer: -12ab^3
Step-by-step explanation: (-3ab^3) 4 -12ab^3
An object is launched into the air at 60 feet per second from a platform 80 feet high given by the equation f(t) = -16t2+60t+80.
What is the maximum height?
Answer:
Below
Step-by-step explanation:
For the Quadratic Equation - 16t^2+ 60t + 80
the max value will occur at t = - b/2a = -60 / (2 * -16) = 1.875 s
use this value f t in the equation to find max height = 136.25 ft
What is quadratic inequalities Grade 9?
A quadratic inequality is an inequality that can be written in the form of "ax² + bx + c < or > 0" where a, b and c are real numbers and x is a variable.
The solutions to a quadratic inequality are the values of x that make the inequality true. To solve a quadratic inequality, we first set the expression equal to zero and then find the roots (also known as the zeroes or solutions) of the equation. We then use these roots to divide the number line into three regions: the region where the expression is less than zero, the region where the expression is greater than zero, and the region where the expression is equal to zero.
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Use the drop-down menus to compare −5.25 and −6.
A number line. Points are plotted at negative 5 and 25 hundredths and at negative 6.
CLEAR CHECK
−5.25
−6 because −5.25 is ...
−6 on the number line.
−5.25 > −6.
There are two of them.
These two numbers need to be compared.
A number's square root is always less than?A number's square root is never greater than the number itself.
According to the question, we have -
A = −5.25
B = −6.
Clearly, A > B
Hence,−5.25 > −6.
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Given: angle LMN is congruent to angle LNM; angle MPN is congruent to angle NOM
Prove: MP is congruent to NO
The prove that segment MP is congruent to segment NO (MP ≅ NO) can be presented as follows;
Statement [tex]{}[/tex] Reasons
1. ∠LMN ≅ ∠LNM [tex]{}[/tex] 1. Given
∠MPN ≅ ∠NOM
2. MN ≅ MN [tex]{}[/tex] 2. Reflexive property
3. ΔMNP ≅ ΔNMO [tex]{}[/tex] 3. SAA congruency postulate
4. MP ≅ NO [tex]{}[/tex] 4. CPCTC
What are congruent segments?Two segments are congruent if they have the same length
The known relationships between the measures of the angles are;
∠LMN ≅ ∠LNM
∠MPN ≅ ∠NOM
Required to prove that MP ≅ NO
The two column method can be used to prove the congruency of the sides MP and NO as follows;
Statement [tex]{}[/tex] Reasons
1. ∠LMN ≅ ∠LNM [tex]{}[/tex] 1. Given
∠MPN ≅ ∠NOM
2. MN ≅ MN [tex]{}[/tex] 2. Reflexive property of congruency
3. ΔMNP ≅ ΔNMO [tex]{}[/tex] 3. SAA congruency rule
4. MP ≅ NO [tex]{}[/tex] 4. CPCTC
Details of the above postulates and rules used to prove the congruency of the segments MP and NO are as follows;
SAA congruency postulate
The SAA (SAA is an acronym for Side-Angle-Angle) congruency postulate states that if two angles and a non included side of one triangle are congruent to two angles and a non included side of another triangle, then the two triangles are congruent.
CPCTC
CPCTC is an acronym for Corresponding Parts of Congruent Triangles are Congruent. It indicates that if two triangles are congruent, then, their corresponding sides are also congruent.
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Find the quotient of 2 7 and 3 5 give your answer as a fraction in its simplest form.
2/3 (n - 6) = 5n - 43
please help me i cant get the right answer you will get 30 points please help
[tex]\dfrac{2}{3} (n-6)=5n-43[/tex]
Distribute:
[tex](\dfrac{2}{3} )(n)+(\dfrac{2}{3} )(-6)=5n-43[/tex]
[tex]\dfrac{2}{3} n-4=5n-43[/tex]
Subtract 5n from both sides:
[tex]\dfrac{2}{3} n-4-5n=5n-43-5n[/tex]
[tex]-\dfrac{13}{3} n-4=-43[/tex]
Add 4 to both sides:
[tex]-\dfrac{13}{3} n-4+4=-43+4[/tex]
[tex]-\dfrac{13}{3} n=-39[/tex]
Multiply both sides by -3/13:
[tex]-\dfrac{3}{13} \times(-\dfrac{13}{3} n)=-\dfrac{3}{13} \times(-39)[/tex]
[tex]\fbox{n = 9}[/tex]
A pizza parlor has a choice of 10 toppings for its pizzas. From these 10 toppings, how many
different 8-topping pizzas are possible?
I
On solving the provided question, we can say that by permutation, 90 different 8-topping pizzas are possible
what is permutation?The permutation of a set in mathematics is essentially the rearranging of its elements if the set is already ordered, or the arrangement of its members in a linear or sequential order. The act of altering the linear order of an ordered set is referred to as a "permutation" in this context. The mathematical calculation of the number of possible arrangements for a given set is known as permutation. Permutation, in its simplest form, refers to the variety of possible arrangements or orders. The placement of the elements matters with permutations. The placement of items in a specific order is known as a permutation. Here, the set's components are sorted in either chronological order or linear order.
here,
by permutation
[tex]^{10}P_8[/tex] = 10!/2/1 = 10 X 9 / 1 = 90 ways
90 different 8-topping pizzas are possible
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bryan is starting a tutoring company that charges 10 as an initial fee and 7.50 dollars per hour of tutoring. Laura is starting her own company and she wants to charge less for the initial fee, but more per hour. which equation could represent her charges? please explain why you chose this answer. i will mark you brainliest
The function that could represent Laura's charges is given by -
y = 5x + 12
What is expression?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.Given is that bryan is starting a tutoring company that charges $10 as an initial fee and 7.50 dollars per hour of tutoring. Laura is starting her own company and she wants to charge less for the initial fee, but more per hour.
The function representing the amount charged by Brayan is -
{B} = 10 + 7.5x
Amount charged by Bryan per hour is -
$7.5
Amount charged by Bryan as an initial fee -
$10
The function which charge less for the initial fee, but more per hour is -
y = 5x + 12
Therefore, the function that could represent the amount charged by Laura is given by -
y = 5x + 12
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Hikers are traveling at 3.5 miles per hour. They leave camp and hike N72°W for 2 hours. They change course to S23°W for 4 hours. How many miles is the trip directly back to camp? What bearing should the hikers take to head back to camp?
Answer: To solve this problem, we can use the law of cosines. The law of cosines is a useful tool for solving problems involving distances and angles between points in two-dimensional space. We can use the law of cosines to find the distance between the starting and ending point of the hike, and the bearing to get back to camp.
The law of cosines states that:
c^2 = a^2 + b^2 - 2ab * cos C
where c is the distance between the two points, a and b are the distances of the two legs of the hike, and C is the angle between them.
Using the given information, we can set a as the distance traveled at 3.5 miles per hour for 2 hours, which is 3.5 * 2 = 7 miles,
b as the distance traveled at 3.5 miles per hour for 4 hours which is 3.5 * 4 = 14 miles,
C as the angle between the two legs of the hike which is (72 + 23) = 95 degrees.
Now we can substitute this values into the law of cosines formula:
c^2 = 7^2 + 14^2 - 2(7)(14) * cos 95
Solving this equation will give us the square of the distance between the starting and ending point of the hike. To find the actual distance, we'll have to take the square root of that.
The distance directly back to camp is √(196 - 98*(√2/2)) = √(196 - 98*(√2/2)) ≈ 8.14 miles
To find the bearing to head back to camp, we must know that the bearing of a line is defined as the angle between the line and the North direction, measured clockwise.
We can use the bearing of N72°W and S23°W to find the back bearing to camp.
The back bearing is (180 + 72 + 23) = 275 degrees. The hikers should take a bearing of 275 degrees to head back to camp.
Step-by-step explanation:
Care dintre urmatoarele numar este prim 91,29,85,39
Answer:
29,
Step-by-step explanation:
If a mountain rises 25.0 centimeters (cm) in 125 years:
The rate of uplift is
cm/yr
Answer: 0.2 cm/yr
Step-by-step explanation:
simply divide centimeters by years
25.0 cm ÷ 125 yr
0.2 cm/yr ... answer
The rate of uplift is 0.2 cm/yr
hope that helps...
What is the solution to this system of equations 2x y 40 x − 2y − 20?
The system of equations 2x + y = 40 and x - 2y = -20 has a solution of x = 12 and y = 16. We can solve this system by using the method of substitution or elimination.
One way to solve the system is to use the method of substitution. We can first solve one of the equations for one of the variables and substitute that expression into the other equation.
For example, we can solve the first equation for y by isolating y on one side: y = 40 - 2x. Then we can substitute that expression into the second equation and solve for x:
x - 2(40 - 2x) = -20
x - 80 + 4x = -20
5x = 60
x = 12
Then we can substitute x = 12 into the first equation, or either equation to find the value of y:
2(12) + y = 40
y = 16
So the solution to the system of equations is x = 12 and y = 16.
Another way to solve the system of equations is to use the method of elimination. This involves adding or subtracting the equations to eliminate one of the variables. For example, we can add the equations and get:
3x - y = 20
Then we can solve for x or y and substitute it back into either of the equation to find the other variable.
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The complete question is:
What is the solution to this system of equations 2x + y = 40 and x - 2y = -20?
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PLEASE HELP IM DESPERATE
[tex]\frac{sqrt{5} }{3}[/tex]
Step-by-step explanation:
Its root 5 over 3
Answer:
cos (90 - m)° = 2/3--------------------------------------
If m° is one of the angles of a right triangle, the complementary angle is (90 - m)°.
We know that sine of the angle is same as the cosine of the complementary angle. It means:
sine m° = cos (90 - m)°Therefore the value of cos (90 - m)° is 2/3.
What is the actual length of the bus?
Answer:
35feet
Step-by-step explanation:
Since it's a scale, we can take the backsides of both buses. They read 2in and 10ft
12 inches are in one foot, so 120 inches are in 10ft
Next we'll divide 120/2 and we get 60.
That's means we can multiply 7 * 60, getting 420inches
To get it back to feet, we divide by 12
420/12 = 35 feet
y = 5x + 22
y - 4 = 10x
please help need a solution
Answer:
x=18/5, y=40. (18/5, 40).
Step-by-step explanation:
y=5x+22
y-4=10x
---------------
y=10x+4
10x+4=5x+22
10x-5x=22-4
5x=18
x=18/5
y-4=10(18/5)
y-4=36
y=36+4
y=40
Doe function g appear to be invertible? Ue complete entece to xplain you reaoning
Yes, the given function y = g(x) in the attached graph is invertible as each input value of x has unique output y.
As given in the question,
Graph of the function y = g(x) is attached.
Invertible function are defined as when each input value of the function has unique output or for each input there is only one and only one output.
In the given graph of the function y = g(x)
Each input value of x there is only one and only one output.
Given graph y = g(x) is representing the straight line.
Therefore, the given graph of the function y = g(x) represent it is an invertible function as each input as one and only one output.
The above question is incomplete, the complete question is :
Does function g appear to be invertible? Use complete sentence to explain you reasoning?
Graph of the function g(x) is attached.
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Twelve students were asked how long they spent doing homework last week. The scatter plot shows the results of the survey.
Is there an outlier in the data set? If there is an outlier, identify it and explain why it is an outlier.
The scatter plot shows the results of the survey and yes, there is an outlier in the data set which is the lowest time value of grade 11 and it is an outlier because it is an extremely low data point relative to the nearest data point.
What is an Outlier?This is referred to as an extremely high or extremely low data point relative to the nearest data point and the rest of the neighboring co-existing values in a data graph.
The outlier is at the lowest time value if grade 11 and it falls under such category because it is an extremely low data point relative to the nearest data point in the given graph.
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