Answers
Answer:
[tex]6 \sqrt{5} [/tex]
Step-by-step explanation:
Take out Square root 5 as common and then add numbers
[tex]4 \sqrt{5} + 2 \sqrt{5} \\ 6 \sqrt{5} [/tex]
Related Questions
What is another word for zeros?
Answers
Answer:
nothing
Step-by-step explanation:
Zero is a number without a value so nothing could be another word for it
by first considering the angles on line abc show that ac is parallel to df
Answers
Answer:
so you have to use interior and exterior angles to solve
pls answer this. its easy but for me nah
Answers
Answer:
1. acute
2. Right
3. maybe acute
4. obtuse
5. acute
6. obtuse
7. straight
8. obtuse
9. acute
10. obtuse
11. acute
12. acute
13. obtuse
14. obtuse
Find the value of x
3x+2=23
Answers
Answer:
x = 7
Step-by-step explanation:
23 - 2 = 21
21 / 3 = 7
x = 7
Answer:
x = 7
Step-by-step explanation:
3x + 2 = 23
3x = 23 - 2
3x = 21
x = 21/3
x = 7
I hope you understand...
This is Right answer...
The histogram represents the distributions of essay scores for high school sophomores and juniors in a contest. Which statements are true about the data used to create the histogram? Select three options.
Answers
Question options:
A. The mean is the best comparison of the measures of center.
B. The juniors tended to have higher essay scores than the sophomores.
C. The medians of both data sets are equal.
D. The interquartile range is the best comparison of the measure of variability.
E. A histogram is the best way to show that both distributions are nearly symmetric.
Answer:
B. The juniors tended to have higher essay scores than the sophomores.
C. The medians of both data sets are equal.
E. A histogram is the best way to show that both distributions are nearly symmetric.
Explanation:
A histogram is used to represent data in a bar graph like manner. In a histogram, the bars lie along the x axis, each within the range of intervals while the y axis is used to count the frequency of occurrence that determines the area of each bar in the graph. Using a histogram, we can find B, C, and E from the options given above.
What would be a sound, simple, straightforward way to describe IQR (Interquartile range)
Answers
Answer:
IQR: is the length of the middle 50% of that interval of space
Step-by-step explanation:
In order to find IQR, subtract the third interquartile range - the first interquartile range
the quotient of 55 and x
Answers
Answer:
the should be one more piece of information..
Step-by-step explanation:
may be your answer is
55/x
Evaluate 2(x+ 1 - 3 when x = 6 O Ο Α. 11 OB. 5 O C. 8 ( D. 10
whoever answers this first will get 25 points
Answers
[tex]\implies {\blue {\boxed {\boxed {\purple {\sf {A. \:11}}}}}}[/tex]
[tex]\sf \bf {\boxed {\mathbb {STEP-BY-STEP\:\:EXPLANATION:}}}[/tex]
[tex]2 \: ( \: x + 1 \: ) - 3[/tex]
Plugging in the value "[tex]x\:=\:6[/tex]" in the above expression, we have
[tex] = 2 \: ( \: 6 + 1 \: ) - 3[/tex]
[tex] = 2 \: ( \: 7 \: ) - 3[/tex]
[tex] = 14 - 3[/tex]
[tex] = 11[/tex]
Note:-[tex]\sf\red{PEMDAS\: rule.}[/tex]
P = Parentheses
E = Exponents
M = Multiplication
D = Division
A = Addition
S = Subtraction
[tex]\large\mathfrak{{\pmb{\underline{\orange{Mystique35 }}{\orange{❦}}}}}[/tex]
18. Given that g(x) = -(x^2)/4, what is the value of g(+8) ?
F. -16
G. 4
H. -1
J. 4
K. 16
Answers
Answer:
F. -16
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
FunctionsFunction NotationStep-by-step explanation:
Step 1: Define
Identify
[tex]\displaystyle g(x) = -\frac{x^2}{4}[/tex]
Step 2: Evaluate
Substitute in x [Function g(x)]: [tex]\displaystyle g(-8) = -\frac{(-8)^2}{4}[/tex]Exponents: [tex]\displaystyle g(-8) = -\frac{64}{4}[/tex]Divide: [tex]\displaystyle g(-8) = -16[/tex]Find the area of the shape.
17 m
4 m
7 m
9 m
What is the area
Answers
Step-by-step explanation:
Area squares the unit of length. in this case, none of these are area
(By the way is this question tagged with a picture)
Solve −1/4x=7 please
Answers
Answer:
x = -28
Step-by-step explanation:
−1/4x=7
Multiply each side by -4 to isolate the variable
-4 * −1/4x= -4*7
−1/4x=7
What is the area of the triangle in centimeters
squared?
Answers
Answer:
A = 112cm²
Step-by-step explanation:
Area of a triangle = (bh) / 2
b = base length and h = height
The triangle shown has a given base length of 14cm and a given height of 16cm
Hence area = ( 16 * 14 ) / 2
16 * 14 = 224
224 / 2 = 112
A = 112cm²
Which expression is equivalent to (-7) (-7) (-7)
Answers
The equation a + b + c = 180 describes the sum of the angles in a triangle.
Use this formula to find the values of a, b and c when b = 2a and c = 3a
Answers
Answer:
a=30 b=60 c=90
Step-by-step explanation:
you replace b with 2a and c with 3a and you get
a+2a+3a=180
6a=180
a=30
from here you replace a with 30 and find b and c
b=2a=2*30=60
c=3a=3*30=90
Choose the function that is a "parent function". O f(x) = x=3 o f(x) = (x - 3)2 O o f(x)= X O f() = x-31
Answers
Answer:
option D is the correct answer I think so
En el subnivel basica superior de la unidad manuela cañizares el numero de estudiantes que se alimentan de forma inadecuada ( grasa saturada ) el triple del numero de estudiantes que consumen alimentos saludables menos 8. Si existen 392 estudiantes entre los que consumen alimentos sludables y los que no se alimentan de forma adecuada palntea una ecuacion y determina ¿cuantos estudiantes se alimentan de manera saludable y cuantos estudiantes se alimentan inadecuadamente?
Answers
Answer:
La cantidad de estudiantes que se alimentan de manera saludable es 100 y la cantidad de estudiantes que se alimentan inadecuadamente es 292.
Step-by-step explanation:
Existen 392 estudiantes entre los que consumen alimentos saludables y los que no se alimentan de forma adecuada. Esto es:
Estudiantes que se alimentan adecuadamente + Estudiantes que no se alimentan adecuadamente= 392
El numero de estudiantes que se alimentan de forma inadecuada es el triple del número de estudiantes que consumen alimentos saludables menos 8. El triple de un número se calcula multiplicando el número por 3. Entonces, siendo x la cantidad de estudiantes que se alimentan adecuadamente, la cantidad de estudiantes que no se alimentan adecuadamente se puede calcular como: 3*x - 8
Por lo que:
x + 3*x - 8= 392
Resolviendo:
x + 3*x= 392 + 8
4*x= 400
x= 400÷4
x= 100
Entonces: 3*x - 8= 3*100 -8= 300 - 8= 292
La cantidad de estudiantes que se alimentan de manera saludable es 100 y la cantidad de estudiantes que se alimentan inadecuadamente es 292.
Need help will give thanks and brainliest
Answers
Answer:
6in x 4in = 24in
and for the second one
6in x 2in= 12in
HELP! ASAP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Ty ty ty ty tysmmmmm! I hope you have a amazing day!.
Answers
Answer:
(1)1 hour 15 minutes
(2)4:07
(3) 30 minutes
(4) 8:35
Step-by-step explanation:
1.We are given that
Trey and Na'Asia played basketball from 10:30-11:45
We have to find the time they play basketball.
11:45-10:30
11-10=1 hour
45-30=15 minutes
They played basketball for duration=1 hour 15 minutes
(2)
School left at 3:15
I got home 52 minutes later.
Then, I got home at =3:15+52 minutes
15 minutes+52 minutes=67 minutes
67 minutes=1 hour 7 minutes
Therefore, I got home at 4:07.
(3)
He begins making Macaroni and chees at 6:35
He finished at 7:05.
He cook his food for time =25+5=30 minutes
(4)
Mahkiya and Madison went to Cheerleading at 7:15
It was over 1 hour and 20 minutes later .
Therefore, time=7:15+1 hour 20 minutes
=(7+1) : (15+20) minutes
=8:35
Hence, it was over at 8:35.
Why does the congruency of all angles not prove the congruency of two triangles?
Answers
Draw an equilateral triangle with side lengths 5 inches each. Each interior angle is 60 degrees (this is true of any equilateral triangle).
Now draw an equilateral triangle of 10 inches each. The angles will be the same as before. We can see that the triangles are not congruent. Congruent triangles must have the same side lengths, but clearly the second one is larger than the first.
This is an example of why knowing solely the congruency of the angles is not enough to prove the triangles congruent or not. We would need to know something about the sides (whether they are congruent or not) to be able to determine overall triangle congruency.
Answer:
Because even though the angles may be the same, the lengths can be different. In an isosceles triangles, this may be the case.
Step-by-step explanation:
Mrs. Johnson has 159 chickens that she puts in shelters at night to keep safe. She places 12 chickens in a shelter and continues putting this number of chickens in each shelter until she comes to the last one. How many chickens will Mrs. Johnson put in the last shelter?
Answers
Answer:
3 chickens will Mrs. Johnson put in the last shelter
Step-by-step explanation:
According to the question,
Given,Mrs. Johnson has 159 chickens that she puts in shelters at night to keep safe. She places 12 chickens in a shelter .
thus,If she put 12 chickens in each 13 shelters ( 12×13=156 chickens) adjusted in shelters .
Then, the remaining 159-156 = 3 chicken will Mrs. Johnson put in the last shelter .
factorise fully the following expression (x2-3x-10)
Answers
Answer:
(x - 5)(x + 2)
Step-by-step explanation:
the perimeter of one rectangle is 120cm. another rectangle with twice the length amd and one third the width has a perimeter of 170 cm. what are the dimensions of the two rectangles?
Answers
Answer:
Dimensions of 1st rectangle,
length = 39 cm, width = 21 cm.
Dimensions of the 2nd rectangle,
length = 78 cm, width = 7 cm.
Step-by-step explanation:
Let the dimensions of the 1st rectangle be,
Length = x, width = y
so the dimensions of the 2nd rectangle becomes,
Length = 2x, width = y/3
perimeter of the first rectangle,
2(x+y)=120 --------- (i)
perimeter of the 2nd rectangle,
2(2x+y/3)=170 ---------(ii)
if we solve equation (i) and (ii), we'll get,
x = 39
y = 21
for the other rectangle, 2x = 78, y/3 = 7.
Answered by GAUTHMATH
If f(x) = 4x − 6 and g(x) = 6x − 4, what is f · g?
Answers
Answer:
f · g = 24x² - 52x + 24
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Terms/CoefficientsExpand by FOILFunctionsFunction NotationStep-by-step explanation:
Step 1: Define
Identify
f(x) = 4x - 6
g(x) = 6x - 4
Step 2: Find f · g
Substitute in function values: f · g = (4x - 6)(6x - 4)Expand [FOIL]: f · g = 24x² - 16x - 36x + 24[Subtraction] Combine like terms: f · g = 24x² - 52x + 24PLEASE HELP AT YOUR EARLIEST CONVINECE CORRECT ANSWER GET BRAINLIEST AND 50 POINTS PLEASE HELP
The data set below shows the weights of some puppies, in pounds, at a kennel:
10, 11, 12, 12, 13, 13, 14, 15, 15
Which histogram represents the data set?
A histogram is shown with title Puppy Weight. On the horizontal axis, the title is Pounds. The title on the vertical axis is Puppies. The range on the horizontal axis is 10 to 11, 12 to 13, and 14 to 15. The values on the vertical axis are from 0 to 6 at intervals of 1. The bar for the first range goes to 2, the bar for the second range goes to 4, the bar for the third range goes to 3.
A histogram is shown with title Puppy Weight. On the horizontal axis, the title is Pounds. The title on the vertical axis is Puppies. The range on the horizontal axis is 10 to 11, 12 to 13, and 14 to 15. The values on the vertical axis are from 0 to 6 at intervals of 1. The bar for the first range goes to 3, the bar for the second range goes to 4, the bar for the third range goes to 2.
A histogram is shown with title Puppy Weight. On the horizontal axis, the title is Pounds. The title on the vertical axis is Puppies. The range on the horizontal axis is 10 to 11, 12 to 13, and 14 to 15. The values on the vertical axis are from 0 to 6 at intervals of 1. The bar for the first range goes to 2, the bar for the second range goes to 3, the bar for the third range goes to 4.
A histogram is shown with title Puppy Weight. On the horizontal axis, the title is Pounds. The title on the vertical axis is Puppies. The range on the horizontal axis is 10 to 11, 12 to 13, and 14 to 15. The values on the vertical axis are from 0 to 6 at intervals of 1. The bar for the first range goes to 4, the bar for the second range goes to 2, the bar for the third range goes to 3.
I ATTACHED A PICTURE OF THE GRAPH ANSWER CHOICES FOR BETTER UNDERSTANDING
Thank you have a wonderful day :) (dont stress over this just try your hardest)
Answers
Answer:
the last graph
Step-by-step explanation:
Answer:
Putting an answer so you can give the other person brainly.
Step-by-step explanation:
Also is it really D) ???
Cause I thought it was A)
Using √6241=79, Find the value of √62.41
Answers
Answer:
[tex] \blue{7.9} [/tex]
Step-by-step explanation:
[tex] \sqrt{6241} = 79 [/tex]
[tex] \sqrt{62.41} = [/tex]
[tex] = \sqrt{\dfrac{6241}{100} [/tex]
[tex] = \dfrac{79}{10}[/tex]
[tex] = \blue{7.9} [/tex]
If b=3-2s and A= -2s^2+2s+3 find an expression that equals 2b+2A in standard form
Answers
I think this might be the answer you’re looking for so best of wishes and good luck!!
pls help I was sick from school and have some much more work to do have a good day yall
Answers
Answer:
3 hours :)
Step-by-step explanation:
5 km x 3 = 15km
also i hope you can catch up on ur work :)
The pyramid ABCDE has a square base. the pyramid is 20cm high and each sloping edge measures 30cm. calculate the length of the sides the base
Answers
Answer:
44.8 cm
Step-by-step explanation:
Vertical height (h) = EM = 20 cm
Slant height (l) = 30 cm
This two heights form a right angle at the interception at the base. Thus, we have a right angle triangle.
The length of the sides of the base = 2 × the base of the right triangle
✔️Use Pythagorean theorem to find the base of the right triangle formed. Thus: c² = a² + b²
a = base of the triangle
b = h = 20 cm
c = l = 30 cm
Plug in the values
30² = a² + 20²
a² = 30² - 20²
a² = 500
a = √500
a = 22.4 cm
✔️length of the sides of the base = 2 × the base of the right triangle
= 2 × a
= 2 × 22.4
= 44.8 cm
If the bearing of B from A is 302, what is the bearing of a from B ?
Answers
Answer:
The bearing of A from B is 122°
A model of a car is 24 in. long. The actual car is 16 ft long. What is the ratio
of the length of the model to the length of the car?
Answers
1 foot = 12 inches.
The model of the car is 24/12 = 2 feet long.
The ratio would be 2 ft/ 16 ft which can be reduced to 1/8
Answer 1/8