Answer:
Perimeter for rectangle/square is (length + width) x 2
12 + 12 = 24
24 x 2 = 48
So the perimeter is 48
divide 48 by 3 so it is split between 3 sides
48/3=16
so each side has a length of 16
Perimeter for triangle is adding up all the sides together
16 + 16 + 16 = 48 so the perimeter is the same as the square
16 is the answer
Hope this helps
Step-by-step explanation:
Answer:
The side length of the triangle is 16
Step-by-step explanation:
The perimeter of the triangle is
P = 3t since the sides are all equal
The perimeter of the square is
P = 4s since the sides are all equal
We are given the perimeter of the square is 12
P = 4*12
P = 48
We are told the perimeters are equal
48 = 3t
Divide by 3
48/3 = 3t/3
16 =t
The side length of the triangle is 16
What type of function is represented in the table? 5 10 15 20 25 30 6.6 13. 19.5. 26 32.5 39 A. exponential B. logarithmic C. linear D. quadratic 40 points
Answer:
logarithmic I think
Step-by-step explanation:
Use process of elimination
Answer:
C). linear
Step-by-step explanation:
test
Rani scores 4 times as many baskets as Layla. Tash scores 8 baskets less than Rani. They score 100 baskets in total. How many baskets does Tash score?
Answer:
Tash scores 40 baskets
Step-by-step explanation:
Rani = R
Layla = L
Tash = T
R = 4L
T = 4L-8
As L + R + T = 100
L + 4L + 4L-8 = 100
Collect like terms
9L - 8 = 100
+ 8 both sides
9L = 108
divide by 9 both sides
L = 108 / 9
L = 12
Now..... T = 4L-8 substitute L with 12
T = 48 - 8
T = 40
why is a domain of a parabola unlimited?
Answer:
A domain of a parabola is all real numbers because you can input any x-value into the equation.
Step-by-step explanation:
Since there are no restrictions of numbers you can put in x², we can plug anything in. Therefore, our domain is infinite numbers.
A boat travels 40 miles downstream (with the current) in the same time it takes the boat to travel 30 miles upstream (against the current). If the boat travels at 46 miles per hour, write an equation to solve for the speed of the current, x in miles per hour.
Answer:
40/46+x=30/46-x
Step-by-step explanation:
Speed=distance/time
s=d/t
x=speed of the boat
Downstream speed=x+46
Upstream speed=x-46
Downstream
s=d/t
x+46=40/t
t=40/(x+46)
Upstream
s=d/t
x-46=30/t
t=30/(x-46)
Equate upstream and downstream
30/x-46=40/x+46
30(x+46)=40(x-46)
30x+1380=40x-1840
30x+1380-40x+1840=0
-10x+3220=0
-10x=-3220
Divide both sides by -10
x=322
x=322 miles/hour
The school band had a candy bar fundraiser. They paid $1.25 for each candy bar and sold them for $2 each. How many candy bars will they have to sell to make $300?
Answer:
225
Step-by-step explanation:
are the two figures congruent
no, they are neither the same size or shape
yes, they are same size and shape
no, they are different directions
yes, they both quadrilateral
A weather station on the top of a mountain reports that the temperature is currently 0℃ and has been falling at a constant rate of 3.5℃ per hour. What will the temperature at the top of the mountain be in 5 hours?
Answer:
-17.5℃
Step-by-step explanation:
Current temperature = 0 ℃
Rate of falling per hour = -3.5 ℃
Temperature in 5 hours = -3.5 * 5 = -17.5 ℃
This diagram was constructed according to a certain logic. Can you work out which number should replace the question mark?
Answer:
4
Step-by-step explanation:
I'm guessing that each number represents the number of rectangles that overlap. Where you see 1, there is only one rectangle, 2 shows where two rectangles overlap, and so on.
At the question mark, it appears as though four rectangles overlap. So a 4 would go there.
Which of the points are solutions to the inequality?
Check all that apply.
O (-2,-5)
0 (0.-4)
(1.1)
(3.5)
D (5.5
Answer:
A, C and D
Step-by-step explanation:
The missing inequality is:
y > 2x -4
To verify if a point is a solution, replace x into the equation, compute y, and see their relationship.
Option A: (-2,-5)
2(-2) -4 = -8
y = -5 > -8
then, the point is solution
Option B: (0,-4)
2(0) -4 = -4
y = -4 = -4
then, the point is not solution
Option C: (1,1)
2(1) -4 = -2
y = 1 > -2
then, the point is solution
Option D: (3,5)
2(3) -4 = 2
y = 5 > 2
then, the point is solution
Option E: (5,5)
2(5) -4 = 6
y = 5 < 6
then, the point is not solution
Point G is rotated 90°. The coordinate of the pre-image point G was (7.5), and its image Gʻis at the coordinate (5, 7).
What is the direction of the rotation?
Step-by-step explanation:
What was Given was that Point G is rotated 90°. The coordinate of the pre-image point G was (7, –5), and its image G’ is at the coordinate (5, 7).
What you need to find was : What is the direction of the rotation.
So coming to conclusions is we have given that Point G is rotated 90°.
The Pre-image of G = ( 7, -5).
Translated image G' = ( 5 ,7).
By the Rotation rule of 90° is : (-y, x) 90 degree rotation counterclockwise around the origin.
(y, -x) 90 degree rotation clockwise about the origin.
We can from G (7,-5) and G'( 5 ,7) it is rotation counterclockwise around the origin.
Therefore, Direction of rotation is counterclockwise around the origin.
Answer:
The answer is COUNTERCLOCKWISE
Step-by-step explanation:
edg
How many solutions a system of linear equations have if: Questions. 1.the equations have different slopes? 2.the equations have the same slope and different y-intercepts. 3.the equations have the same slope and same y-intercepts. Answers. A.no solutions. B.infinetly as many solutions C.two solutions. D.one solution
Answer:
see below
Step-by-step explanation:
1.the equations have different slopes? They will intersect at one point so one solution
2.the equations have the same slope and different y-intercepts. They are parallel lines with a different y intercept so they will never intersect - no solutions
3.the equations have the same slope and same y-intercepts. they are the same line so they have infinite solutions
Answer:
1. One solution
2. no solution
3. infinite number of solutions.
Step-by-step explanation:
How many solutions a system of linear equations have if: Questions.
(assuming a system of two equations)
1.the equations have different slopes?
One unique solution, which is at the intersection point.
2.the equations have the same slope and different y-intercepts.
The equations/lines are then parallel but NOT coincident. They will never meet, therefore NO solution.
3.the equations have the same slope and same y-intercepts.
The two lines/equations are in effect coincident. Therefore there is an infinite number of solutions.
Answers. A.no solutions. B.infinetly as many solutions C.two solutions. D.one solution
What is f[g(4)] for the following functions? f(x) = 2x2− 5 g(x) = 3x − 7
Answer:
45
Step-by-step explanation:
g(4) = 3 * 4 - 7 = 5
f[g(4)] = f(5) = 2 * 5² - 5 = 45
Answer:
45
Step-by-step explanation:
Drag the tiles to the correct boxes to complete the pairs. Not all tiles will be used.
Match each expression to the scenario it represents.
The correct expression with the correct statement has matched below.
What is the percentage?The percentage is defined as a given amount in every hundred. It is a fraction with 100 as the denominator percentage is represented by the one symbol %.
The percentage is equivalent to the quantity of that value between 1 and 100, and it is highly helpful for forecasting. For instance, if you say 678, we must also know the whole number, but if you say 80%, it is obvious.
The price of a game that’s been discounted by 18% of its list price
It will be (x - 0.18x) = 0.82x
The price of a toy that sells for 18% more than the amount needed to build the toy
It will be (x + 0.18x) = 1.18x
The volume of water remaining in a tank after 3/10 of its original volume is drained out.
It will be [ x - (3/10)x ] = 7/10x
The total amount of flour in a bakery after receiving new stock equal to 3/10 of the current stock.
It will be [ x + (3/10)x ] = 13/10x
For more about the percentage,
brainly.com/question/13450942
#SPJ5
write down these numbers in ascending order 0.07, -7.88, -7.9, 7.03, -7.881 get BRAINLIEST (*-*) (0_0)
Answer:
-7.9, -7.881, -7.88, 0.07, 7.03.
Step-by-step explanation:
Ascending, is just another word for "least to greatest."
To arrange these numbers from least to greatest, we start with the negative numbers. The negative numbers are: -7.88, -7.9, -7.881.
The greatest of these numbers would be the number that is closest to 0, and that would be -7.88.
Arranging these numbers should give us: -7.9, -7.881, -7.88.
The positive numbers are naturally greater than the negatives, and we see that 7.03 is greater than 0.07. Thus, we have the list of numbers to be: -7.9, -7.881, -7.88, 0.07, 7.03.
Let me know if this helps :)
8
Express it in slope-intercept form.
6
Enter the correct answer.
OOO
DONE
Clear all
2
6 8
Answer:
I'm confused what's the question ?
Please help! its urgent
Answer:
a)3/6 and 4/6
b)15/20 and 12/20
c)4/6 and 5/6
d)15/20 and 14/20
Step-by-step explanation:
Change the demonimator to the lowest common demonimator. What ever you do to the bottom number to get to the lowest common denominator, multiply the numerator by the same number.
(08.02)The coordinate grid shows the plot of four equations. A coordinate plane is shown with four lines graphed. Line A crosses the x axis at negative 3.5 and the y axis at 7. Line B crosses the x axis at 6.5 and the y axis at 4.5. Line C is horizontal and crosses the y axis at 1. Line D crosses the x axis at 0.5 and the y axis at 1. Which set of equations has (−1, 5) as its solution? A and B B and D A and C B and C
Answer:
a and b
Step-by-step explanation:
9/5= 27/ y - 7 Thats the question. Im dyin for help. :)
Answer:
1 10/17
I answered it in the pervious question
Fined the slope of this table
Answer: 8/7 And simplified simplified 1 1/7
Step-by-step explanation:
[tex]\mathfrak{\huge{\pink{\underline{\underline{AnSwEr:-}}}}}[/tex]
Actually Welcome to the Concept of the Slopes and Tangents.
Basically the above data is the representation of the linear equation.
Thus the slope of linear equation is given as,
m = (y2-y1) / (x2-x1)
so taking any randoms numbers from the given table, we get as,
m = (14-7)/(16-8)
m= (7)/(8)
slope = m = 0.875
A math class consists of 25 students, 14 female and 11 male. Three students are selected at random to participate in a probability experiment. Compute the probability that a. a male is selected, then two females. b. a female is selected, then two males. c. two females are selected, then one male. d. three males are selected. e. three females are selected.
Answer:
(a) The probability that a male is selected, then two females is 0.4352.
(b) The probability that a female is selected, then two males is 0.3348.
(c) The probability that two females are selected, then one male is 0.4352.
(d) The probability that three males are selected is 0.0717.
(e) The probability that three females are selected is 0.1583.
Step-by-step explanation:
We are given that a math class consists of 25 students, 14 female and 11 male. Three students are selected at random to participate in a probability experiment.
(a) The probability that a male is selected, then two females is given by;
Number of ways of selecting a male from a total of 11 male = [tex]^{11}C_1[/tex]
Number of ways of selecting two female from a total of 14 female = [tex]^{14}C_2[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{11}C_1 \times ^{14}C_2}{^{25}C_3}[/tex]
= [tex]\frac{\frac{11!}{1! \times 10!} \times \frac{14!}{2! \times 12!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{1001}{2300}[/tex] = 0.4352
(b) The probability that a female is selected, then two males is given by;
Number of ways of selecting a female from a total of 14 female = [tex]^{14}C_1[/tex]
Number of ways of selecting two males from a total of 11 male = [tex]^{11}C_2[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{14}C_1 \times ^{11}C_2}{^{25}C_3}[/tex]
= [tex]\frac{\frac{14!}{1! \times 13!} \times \frac{11!}{2! \times 9!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{770}{2300}[/tex] = 0.3348
(c) The probability that two females is selected, then one male is given by;
Number of ways of selecting two females from a total of 14 female = [tex]^{14}C_2[/tex]
Number of ways of selecting one male from a total of 11 male = [tex]^{11}C_1[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{14}C_2 \times ^{11}C_1}{^{25}C_3}[/tex]
= [tex]\frac{\frac{14!}{2! \times 12!} \times \frac{11!}{1! \times 10!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{1001}{2300}[/tex] = 0.4352
(d) The probability that three males are selected is given by;
Number of ways of selecting three males from a total of 11 male = [tex]^{11}C_3[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{11}C_3}{^{25}C_3}[/tex]
= [tex]\frac{ \frac{11!}{3! \times 8!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{165}{2300}[/tex] = 0.0717
(e) The probability that three females are selected is given by;
Number of ways of selecting three females from a total of 14 female = [tex]^{14}C_3[/tex]
Total number of ways of selecting 3 students from a total of 25 = [tex]^{25}C_3[/tex]
So, the required probability = [tex]\frac{^{14}C_3}{^{25}C_3}[/tex]
= [tex]\frac{ \frac{14!}{3! \times 11!} }{\frac{25!}{3! \times 22!} }[/tex] {[tex]\because ^{n}C_r = \frac{n!}{r! \times (n-r)!}[/tex] }
= [tex]\frac{364}{2300}[/tex] = 0.1583
(a) The probability that a male is selected, then two females is 0.4352.
(b) The probability that a female is selected, then two males is 0.3348.
(c) The probability that two females are selected, then one male is 0.4352.
(d) The probability that three males are selected is 0.0717.
(e) The probability that three females are selected is 0.1583.
the question is in the photo please show work
Answer:
x=pm-rm
Step-by-step explanation:
[tex]\frac{x}{m}+r=p\\\\ \frac{x}{m}+r-r=p-r\\\\\frac{x}{m}=p-r\\\\\frac{x}{m}*m=(p-r)*m\\\\\boxed{x=pm-rm; m\neq 0}[/tex]
Find the missing side length in the image attached.
Answer:
? = 56.
Step-by-step explanation:
In the problem, the side 20 corresponds to side 32 and side 20 + 35 corresponds to side 32 + ?.
[tex]\frac{20}{32} =\frac{20 + 35}{? + 32}[/tex]
[tex]\frac{5}{8} =\frac{55}{? + 32}[/tex]
[tex]\frac{1}{8}=\frac{11}{? + 32}[/tex]
? + 32 = 8 * 11
? + 32 = 88
? = 56.
Hope this helps!
Answer:
56
Step-by-step explanation:
We can find the missing side length through ratios.
20/35 = 32/x
Cross multiply.
20x = 35(32)
20x = 1120
x = 1120/20
x = 56
Zoe is making a quilt using 15 red squares and 30 green squares. Which combination shows the same ratio of red squares to green squares?
a. 3 red squares to 6 green squares
b. 6 red squares to 3 green squares
c. 5 red squares to 12 green squares
d. 12 red squares to 5 green squares
Please include the work!
Answer: A. 3 red squares to 6 green squares
Step-by-step explanation:
Method 1) Find a common factor between 15 and 30. For this problem, I'll pick 5. Divide both numbers by this common factor.
15/5=3 red squares
30/5=6 green squares
3 red squares to 6 green squares
Method 2) Find the greatest common factor between 15 and 30. The GCF is 15. Divide both numbers by the GCF.
15/15=1
30/15=2
This leaves you with a ratio of 1 red square to 2 green squares. 1:2 is equivalent to 3:6
3 red squares to 6 green squares
D is m<5+m<6
Please answer im not very good with this math
Answer:
A. m∠2 + m∠3
Step-by-step explanation:
The exterior angle theorem states that the exterior angle formed when you extend the side of a triangle is equal to the sum of its non-adjacent angles.
So m∠4's non-adjacent angles are 2 and 3 NOT 1. Therefore, the measure of ∠4 = m∠2 + m∠3.
Hope this helps!
Answer:
A) m∠2 + m∠3
Step-by-step explanation:
Triangle Exterior Angle Theorem: The Sum of the outside angle is found using by adding the two opposite interior angles.
In the case of ∠4, the opposite interior angles are ∠2 & ∠3.
~
simplify the expression (-a+2b) - (3a+b)
Answer:
-4a + b
Step-by-step explanation:
Take away the parentheses (brackets) and solve.
-a + 2b - 3a - b
-a - 3a + 2b - b
-4a + b
Answer:
It's -[tex]4a + b[/tex]
Step-by-step explanation:
Simplify the expression.
–5(v + 65) = -65 v = ____
Answer:
v = -52
Step-by-step explanation:
Divide both sides by -5
v + 65 = 13
v = 13 - 65
v = -52
Answer:
v= -52
Step-by-step explanation:
-5(v+65)=-65
-5v-325=-65
-5v=260
v=-52
Solve the inequality 12x < 22 + x.
Answer:
12x<22+x
11x<22
x<2
Answer:
x < 2
Step-by-step explanation:
12x < 22 + x
Subtract x on both sides.
12x - x < 22 + x - x
11x < 22
Divide 11 into both sides.
11x/11 < 22/11
x < 2
Determine both the x and y intercepts. Please help! Will mark brainliest!
Answer:
y-intercept: (0, 2.5)
x-intercept: (1.67, 0)
Step-by-step explanation:
Right now, you have 3x + 2y = 5. You want to change it into slope-intercept form to make the problem easier to solve.
2y = -3x + 5
y = -3/2x + 5/2
From here, you can see that the y-intercept is (0, 5/2). You can also say that the y-intercept is (0, 2.5).
To get the x-intercept, substitute 0 for y.
0 = -3/2x + 5/2
3/2x = 5/2
3x = 5
x = 5/3
So, the x-intercept is (5/3, 0). You can also say that the x-intercept is (1.67, 0).
Hope this helps!
Answer:
Step-by-step explanation:
To find the x-intercept, let y = 0. Then 3x = 5 and x = 5/3, or x = 1.667, and the x-intercept is (1.667, 0).
To find the y-intercept, let x = 0. Then 2y = 5 and y = 5/2 or 2.5. Then the y-intercept is (0, 2.5).
The graph of F(x) , shown below, resembles the graph of G(x) = x ^ 2 , but it has been changed somewhatWhich of the following could be the equation of F(x) ?
Answer:
B.
Step-by-step explanation:
Since we are moving the graph f(x) to the right 2 and down 1 with a reflection over the x-axis, we modify a, h, and k in f(x) = a(bx - h)² + k:
We would get f(x) = -(x - 2)² - 1 as our answer.
Find the y-intercept of the line. Y=16/13x - 19/6
Answer:
y intercept is -19/6
Step-by-step explanation:
The slope intercept form of a line is given by
y = mx+b where m is the slope and b is the y intercept
y = 16/13x - 19/6
The slope is 16/13 and the y intercept is -19/6
Answer:
[tex]\boxed{-\frac{19}{6} }[/tex]
Step-by-step explanation:
Use slope-intercept formula.
[tex]y=mx+b[/tex]
[tex]m[/tex] is the slope of the line.
[tex]b[/tex] is the y-intercept of the line.
The equation of the line is already in slope-intercept form.
[tex]y=\frac{16}{3} x+-\frac{19}{6}[/tex]
[tex]b= -\frac{19}{6}[/tex]