A tailor cuts off a 2-meter long section from a 20-meter long piece of cloth every day. After how many days will he cut off the last section?

Answer: -2

Step-by-step explanation:

Answer:

-2

Step-by-step explanation:

Answer:

A True

Step-by-step explanation:

B vertices would be the top of an isosceles

As any equal sides can form an isosceles, the measure of the base could be any size and isnt relevant to the triangle unless we are looking for a calculation for its height, which does not determine shape only equation.

Therefore with sides of triangles if they are equal we cna make the shape consist of any length base as long as it measures less than double than either side length.

Therefore a 1cm base does apply and can form a triangle of two equal sides 7cm and 7cm as the diagram asks.

Answer:

true

Step-by-step explanation:

THE reason it true is because on on the lines doesn't equal to the 2 other lines

Answer:

To have maximum profit, the price must be increased by 5,

Step-by-step explanation:

Given that the price increase function is:

f(x) = -2x² + 20x + 150,

For maximum profit, then f(x) = 0.

Putting f(x) = 0, we have

-2x² + 20x + 150 = 0

Or

x² - 10x - 75 = 0

(x + 5)(x - 15) = 0

x = -5

Or

x = 15

Again, differentiating f(x) and equating to zero, we have

-4x + 20 = 0

4x = 20

x = 20/4

= 5

To have maximum profit, the price must be increased by 5,

Answer:

The level of accuracy of the measurement ruler measurement tool is 1/16 of an inch

Step-by-step explanation:

The accuracy of a measurement tool is determined by the ability of the tool measure the accurate value of the  actual or standard measurement. The accuracy of a measurement tool depends on its ability to take small measurements

The parameter given includes;

The number of divisions on each 1/2 inch of the ruler = 8

Therefore, the smallest divisions on the ruler = (1/2) inch ÷ 8 = 1/16 inch

Therefore, the level of accuracy of the measurement ruler measurement tool = 1/16 of an inch.

Answer:

-2+12=10

-10+20=10

1+9=10

9+1=10

8-(-2)=10

2-(-8)=10

-30+40=10

Step-by-step explanation:

Answer:

Yes, that is correct.

Step-by-step explanation:

W = x

L = ?

A = x^2 + 12x

(x^2 + 12x)/x = x + 12

L = x + 12

Subbing in 10 for each X, we get:

Perimeter: 64

2(10) + 2(10 + 12) = 20 + 44 = 64

Area: 220

10 * 22 = 220

Part A looks perfect. You've shown that x^2+12x factors into x(x+12) indicating that x is the width and x+12 is the length. Convention usually has the length be longer than the width, but to be honest, the order doesn't really matter (since we can multiply in any order we want).

----------------

Part B is a bit hazy. You show that 10 * 22 = 220 is the area, so you imply that the rectangle has width 10 and length 22. However, you don't directly mention the dimensions of the rectangle.

You can pick either x^2+12x or x(x+12). I prefer x(x+12) as its easier in my opinion. You don't need to do both.

All you really need to do is say that if x is the width and x = 10, then the width is 10. Furthermore, if x+12 is the length then x+12 = 10+12 = 22 is the length.

Answer: A, B and, C are incorrect, what is D?

Step-by-step explanation:

Answer:

It would take 6 days for Sam and Betty to paint the same house together.

Step-by-step explanation:

Let x represent the time it takes ( in days ) to complete painting the house working together. Our approach here is to add the rates of the two people, equal to the total rate, or 1 / 7.

Sam's rate = 1 / 7 ( 7 days to paint 1 house ),

Betty's rate = 1 / 42 ( 42 days to paint 1 house )

1 / 7 + 1 / 42 = 1 / x - now let us solve for x, our solution

1 / 7 + 1 / 42 = 1 / x ( multiply either side by 42x )

7x = 42,

x = 42 / 7 = 6 days

Answer:

[tex]\boxed{392in^2}[/tex]

Step-by-step explanation:

Hey there!

Well to find SA we need to find the area of the rectangles.

So lets do the top rectangle,

6*6 = 36

Now lets do the the left rectangle,

10*6 = 60

Now lets do the far right one,

6*4 = 24

Now lets do the second highest rectangle,

4*6 = 24

Now lets do the rectangle facing the right side,

6*6 = 36

Now we can do the bottom rectangle,

6*10 = 60

Now lets do the 2 facing front and back,

6*10 = 60

4*4 = 16

60+16 = 76

76*2 = 152

Now we can add everything,

152 + 60 + 36 + 24 + 24 + 60 + 36

= 392 in^2

Hope this helps :)

Answer:

<9 =144

Step-by-step explanation:

<1 + <4 + < 6 + <9 = 360

36+ 49+ 131 + <9 = 360

216 +  < 9 = 360

< 9 = 360-216

<9 =144

Answer:

A. 144

Step-by-step explanation:

Since m<6 + m<4 = 131 + 49 = 180, then FE is a line.

Angles 1 and 9 are a linear pair, so they are supplementary.

m<9 + m<1 = 180

m<9 + 36 = 180

m<9 = 144

Answer: just read

Step-by-step explanation:

So first you plot the points, then calculate how many units it takes from the point that is Sean’s house to his School. Show your work on that by drawing out your skip counting. Then you plot the rest of the points and fpro this calculation: the distance from Sean’s house to his school+ from his school to the grocery store. Then you calculate the distance (in units! ! ! Which means one box is one unit) : distance from Sean’s house to the school+ from school to the commmunity center. Then two calculations you made above you compare. So whichever one is greater is your answer for part b.

Answer:

your anwser is 4 x + 2 y − 3 z − 3

Step-by-step explanation:

Simplify:4 x + 2 y − 3 z − 3

Answer:

4x + 2y - 3z -3.

Step-by-step explanation:

2x+5y+z-6)+(6x-4y-z+7)+(-4x+y-3z-4)

Removing the parentheses:

= 2x + 5y + z - 6 + 6x - 4y - z + 7 - 4x + y - 3z - 4

Bringing like terms together:

= 2x + 6x - 4x + 5y - 4y + y + z - z - 3z - 6 + 7 - 4

Simplifying like terms we have:

4x + 2y - 3z -3.

Answer:

a)

[tex](4.3 \times {10}^{5} )(1.6 \times {10}^{4} ) = 6.88 \times {10}^{9} [/tex]

b)

[tex](2.25 \times {10}^{3} )(5.8 \times {10}^{6} ) = 13.05 \times {10}^{9} = 1.305 \times {10}^{10} [/tex]

I hope I helped you ^_^

Answer:

(-2,-1) is where u start

Step-by-step explanation:

Answer:

(-2,-1)

Step-by-step explanation:

The point we ended at is (-3,-1)

We have moved 4 units left so we will add 4 to -3

● -3+4 = 1

We have moved 3 unirs right so we will substract 3 from 1

● 1-3 = -2

So the initial point was (-2,-1)

Answer: Speed  of first bird =41 mph

Speed of second bird = 26 mph

Step-by-step explanation:

Let x be the speed of the second bird, then the speed of first bird will be x+15.

After 6 hours ,

Distance covered by first bird= (x+15)(6)      [Distance = speed × time]

= 6x+90

Distance covered by second bird= (x)(6) = 6x

After 6 hours the two birds are 402 miles apart.

[tex]\Rightarrow\ 6x+90+6x=402\\\\\Rightarrrow\ 12x=402-90\\\\\Rightarrow\ 12x=312\\\\\Rightarrow\ x=\dfrac{312}{12}\\\\\Rightarrow\ x=\dfrac{312}{12}=26[/tex]

Speed of second bird = 26 mph, Speed  of first bird = 26+15 = 41 mph.

Step-by-step explanation:

The shoes are bought for $60 and were 40% off which means $60 is 60% of the original price

if 60% = $60 the 100% = $100 (the price of the shoe before discount).

Answer:

Boys = 114

Girls = 145

Step-by-step explanation:

Boys = b

Girls = 2b-83

b+2b-83=259

3b=259+83

3b=342

b=114

Boys = b = 114

Girls = 2b-83=228-83=145

The number of boys is 114 and the number of girls is 145

The given expression in algebraic form is written as:

let the number of boys = b

then, the number of girls, g = 2b - 83

given total number of students, t = 259

To find:

Set the following equations to find the number of boys and girls:

number of boys + number of girls = total number of students

[tex]b + g = 259\\\\b + 2b -83 = 259\\\\3b = 259+83\\\\3b = 342\\\\b = \frac{342}{3} \\\\b = 114\\\\The \ number \ of \ girls = 2(114) - 83 = 145[/tex]

Thus, the number of boys is 114 and the number of girls is 145

Learn more here: https://brainly.com/question/17765207

Answer:

1. boxes filled=  860/ 6

=143.3

= 143 boxes will be filled.

2. leftover eggs = 2

Step-by-step explanation:

Answer:

1. 143 2. 3

Step-by-step explanation:

860 divided by 6 is 143.3, so the .3 will be 3 leftover eggs

Answer:

[tex]x=\frac{2}{5}y-2[/tex]

Step-by-step explanation:

[tex]-5x+2y=10\\-5x+2y-2y=10-2y\\-5x=2y-10\\\frac{-5x}{-5}=\frac{2y-10}{5}\\ x=\frac{2}{5}y-2[/tex]

Answer:

[tex] \frac{3x}{3 - 2x} [/tex]

Step-by-step explanation:

Here,

f(x) = y

[tex]y = \frac{3x}{2x + 3} [/tex]

or , swapping x with y

[tex]x = \frac{3y}{2y + 3} [/tex]

now to solve for y we get

[tex]y = \frac{3x}{3 - 2x} [/tex]

now we put f inverse x instead of y

[tex] {f}^{ - 1} (x) = \frac{3x}{3 - 2x} [/tex]

I am done.

3.35 (3 sig.fig)

Triangle ABC

AC = BC, AB = 3, CD perpendicular to AB, CD =3

AC (Hypotenuse)

AC = BC shows that Triangle ABC is an isosceles triangle.

As CD is perpendicular to AB, and, both sides

(AC & BC) have equal angles and length, making the line CD cut right across the triangle.

(Point D is in the middle of Line AB)

Resulting in 2 EQUAL triangles in Triangle ABC.

To find one of the 2 triangles:

1. Take Line AB and divide it in half as both sides are equal.

Line AD = 3 / 2

= 1.5

2. Use the Pythagoras Theorem to find Line AC (Hypotenuse). [c^2 = a^2 + b^2]

a : Line AD = 1.5

b : Line CD = 3

c^2 = 1.5^2 + 3^2

c^2 = 2.25 + 9

c^2 = 11.25

c = (Square Root) 11.25

c = 3.35 (3 significant figure)

Therefore, the answer is:

3.35

Answer:

256 in²

Step-by-step explanation:

Answer:

256 inches squared

Step-by-step explanation:

You find the area of all of the area on the sides and then add them

Answer:

f(4) = 3

Step-by-step explanation:

f(x) = -[tex]x^{2}[/tex] + 8x - 13

To find f(4), substitute 4 for all instances of x:

f(4) = -(4[tex])^{2}[/tex] + 8(4) - 13

Simplify the exponent:

f(4) = -16 + 8(4) - 13

Multiply:

f(4) = -16 + 32 - 13

Combine terms:

f(4) = 3

Answer:

3

Step-by-step explanation:

You plug in 4.

f(4)= -(4)^2+8(4)-13

f(4)= -16+32-13

f(4)= 16-13

f(4)=3

Answer: No

Step-by-step explanation:

Because 4^2=16

5^2=25

25+16=41

41 squared =6.4031.....

6.4031 does not = 20

Answer: No, a triangle is not possible

The two smaller sides add to 4+5 = 9 which is not larger than 20. For a triangle to be possible, we need to be able to add 2 sides to make them longer than the third side. This is an application of the triangle inequality theorem.

Answer:

Step-by-step explanation:

find LCM of the denominators= 77

so 66/77 - 63/77

3/77

hope this help you pls mark me as brainliest

working for division is on this question is

6/7 divide 9/11

so 6/7 *11/9

66/63 and then you can find its standard form and it cannot be do not