Aug 10,9:55:10 AM
Find the length of the third side. If necessary, round to the nearest tenth.
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The expression that represents the amount of money Deion would have saved in w weeks is 95 + 7w and the total savings after 6 weeks will be $137.

A statement expressing the equality of two mathematical expressions is known as an equation.

A mixture of variables, numbers, addition, subtraction, multiplication, and division are called expressions.

An expression is a mathematical proof of the equality of two mathematical expressions.

As per the given,

Initial fixed money = $95

Per week saving $7/week

Total money = fixed money + money in w weeks.

⇒ 95 + 7w

For 6 weeks, w = 6

⇒ 95 + 7× 6 = $137.

Hence "The expression that represents the amount of money Deion would have saved in w weeks is 95 + 7w and the total savings after 6 weeks will be $137".

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Using angle sum property

[tex]\\ \sf\longmapsto x+44+29=180[/tex]

[tex]\\ \sf\longmapsto x+63=180[/tex]

[tex]\\ \sf\longmapsto x=180-63[/tex]

[tex]\\ \sf\longmapsto x=117°[/tex]

The angle sum property of a triangle:

[tex]\large\bf{\red{ \longrightarrow}} \: \tt \: x \: + \: 44 \degree \: + \: 29 \degree \: = \: 180 \degree[/tex]

[tex]\large\bf{\red{ \longrightarrow}} \: \tt \: x \: + \: 73 \degree \: = \: 180 \degree[/tex]

[tex]\large\bf{\red{ \longrightarrow}} \: \tt \: x \: = \: 180 \degree \: - \: 73 \degree \:[/tex]

[tex]\large\bf{\red{ \longrightarrow}} \: \tt \: x \: = \: 107 \degree[/tex]

Answer: 9ft

One side is given 16ft

The other is 7ft

The 7ft is in the same length of the 16ft line

So 16-7 = 9ft

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Answer:

To be a function, each input must only have one output. In this case, input 4 has two outputs, so (4 , -2) can be removed for it to be a function.

Let me know if you have any other questions!

The ordered pair (4,2) could be removed to make the given relation a function.

A relation is a function if for every input (x-value) there is exactly one output (y-value).

If there are two or more ordered pairs with the same x-value but different y-values, then the relation is not a function. In this case, one of those ordered pairs would need to be removed in order to make it a function.

As per the question, the relation was given as {(-5,0), (2, -3), (-1, -3), (4, -2), (4, -2), (6,-1)}, the ordered pair (4,-2) would need to be removed because there are two outputs (-2 and 2) for the input of 4.

Thus, removing (4,2) would result in the function.

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Answer:

(-2, 4, 2)

Where x = -2, y = 4, and z = 2.

Step-by-step explanation:

We are given the system of three equations:

[tex]\displaystyle \left\{ \begin{array}{l} 4x -y -2z = -8 \\ -2x + 4z = -4 \\ x + 2y = 6 \end{array}[/tex]

And we want to find the value of each variable.

Note that both the second and third equations have an x.

Therefore, we can isolate the variables for the second and third equation and then substitute them into the first equation to make the first equation all one variable.

Solve the second equation for z:

[tex]\displaystyle \begin{aligned} -2x+4z&=-4 \\ x - 2 &= 2z \\ z&= \frac{x-2}{2}\end{aligned}[/tex]

Likewise, solve the third equation for y:

[tex]\displaystyle \begin{aligned} x+2y &= 6\\ 2y &= 6-x \\ y &= \frac{6-x}{2} \end{aligned}[/tex]

Substitute the above equations into the first:

[tex]\displaystyle 4x - \left(\frac{6-x}{2}\right) - 2\left(\frac{x-2}{2}\right)=-8[/tex]

And solve for x:

[tex]\displaystyle \begin{aligned} 4x+\left(\frac{x-6}{2}\right)+(2-x) &= -8 \\ \\ 8x +(x-6) +(4-2x) &= -16 \\ \\ 7x-2 &= -16 \\ \\ 7x &= -14 \\ \\ x &= -2\end{aligned}[/tex]

Hence, x = -2.

Find z and y using their respective equations:

Second equation:

[tex]\displaystyle \begin{aligned} z&=\frac{x-2}{2} \\ &= \frac{(-2)-2}{2} \\ &= \frac{-4}{2} \\ &= -2\end{aligned}[/tex]

Third equation:

[tex]\displaystyle \begin{aligned} y &= \frac{6-x}{2}\\ &= \frac{6-(-2)}{2}\\ &= \frac{8}{2}\\ &=4\end{aligned}[/tex]

In conclusion, the solution is (-2, 4, -2)

Answer:

x = -2

y =4

z=-2

Step-by-step explanation:

4x−y−2z=−8

−2x+4z=−4

x+2y=6

Solve the second equation for x

x = 6 -2y

Substitute into the first two equations

4x−y−2z=−8

4(6-2y) -y -2 = 8  

24 -8y-y -2z = 8

-9y -2z = -32

−2(6-2y)+4z=−4

-12 +4y +4z = -4

4y+4z = 8

Divide by 4

y+z = 2

z =2-y

Substitute this into -9y -2z = -32

-9y -2(2-y) = -32

-9y -4 +2y = -32

-7y -4 = -32

-7y =-28

y =4

Now find z

z = 2-y

z = 2-4

z = -2

Now find x

x = 6 -2y

x = 6 -2(4)

x =6-8

x = -2

Refer the attached image for the answer

HOPE SO IT HELPS YOU

Answer:

523.6 to 1 decimal place

Step-by-step explanation:

→ Utilise the formula for a volume of a sphere

[tex]\frac{4}{3}[/tex]  × π × r³

→ Substitute in the radius

[tex]\frac{4}{3}[/tex]  × π × 5³

→ Simplify

523.6 to 1 decimal place

Answer: 1.18 dollars

Step-by-step explanation:

Given that:

E = Euros

D = US dollars

If the equation showing the relationship between Euros and Dollar

is E = 17/20D

To find the equivalent amount of dollars for 1 euros, substitute E for 1 in the formula and make D the subject of formula

1 = 17/20 D

Cross multiply

17D = 20

D = 20/17

D = 1.18 dollars approximately

Therefore, 1.18 dollars have the same value as 1 euro.

Treat the matrices on the right side of each equation like you would a constant.

Let 2X + Y = A and 3X - 4Y = B.

Then you can eliminate Y by taking the sum

4A + B = 4 (2X + Y) + (3X - 4Y) = 11X

==>   X = (4A + B)/11

Similarly, you can eliminate X by using

-3A + 2B = -3 (2X + Y) + 2 (3X - 4Y) = -11Y

==>   Y = (3A - 2B)/11

It follows that

[tex]X=\dfrac4{11}\begin{bmatrix}12&-3\\10&22\end{bmatrix}+\dfrac1{11}\begin{bmatrix}7&-10\\-7&11\end{bmatrix} \\\\ X=\dfrac1{11}\left(4\begin{bmatrix}12&-3\\10&22\end{bmatrix}+\begin{bmatrix}7&-10\\-7&11\end{bmatrix}\right) \\\\ X=\dfrac1{11}\left(\begin{bmatrix}48&-12\\40&88\end{bmatrix}+\begin{bmatrix}7&-10\\-7&11\end{bmatrix}\right) \\\\ X=\dfrac1{11}\begin{bmatrix}55&-22\\33&99\end{bmatrix} \\\\ X=\begin{bmatrix}5&-2\\3&9\end{bmatrix}[/tex]

Similarly, you would find

[tex]Y=\begin{bmatrix}2&1\\4&4\end{bmatrix}[/tex]

You can solve the second system in the same fashion. You would end up with

[tex]P=\begin{bmatrix}2&-3\\0&1\end{bmatrix} \text{ and } Q=\begin{bmatrix}1&2\\3&-1\end{bmatrix}[/tex]

Step-by-step explanation:

hence it has been done . check the file .

hope this helped you

any problem then comment it .

Answer:

(x - 5)(x - 5)

Step-by-step explanation:

[tex] {x}^{2} - 10x + 25 \: is \: the \: expansion \\ of \: {(x - 5)}^{2} \\ {(x - 5)}^{2} = (x - 5)(x - 5)[/tex]

The complete factorization of the quadratic expression x² - 10x + 25 is (x - 5)(x - 5). Hence the first option is the right choice.

A quadratic expression of the form ax² + bx + c is factored by using the mid-term factorization method, which suggests that b should be broken in such two components that their product = ac. After this, we can factorize using the grouping method.

In the question, we are asked to factor the quadratic expression x² - 10x + 25 completely.

Comparing x² - 10x + 25 to ax² + bx + c, we get a = 1, b = -10, and c = 25.

To factor the expression we will use the mid-term factorization method, and try to break b in such two numbers whose product = ac.

Now, ac = 1 * 25 = 25. b = -10, which can be broken as -5, and -5.

Therefore, we can write the given expression as:

x² - 10x + 25

= x² - 5x - 5x + 25, mid-term factorization

= x(x - 5) -5(x - 5), grouping

= (x - 5)(x - 5), grouping.

Therefore, the complete factorization of the quadratic expression x² - 10x + 25 is (x - 5)(x - 5). Hence the first option is the right choice.

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Answer:

14 hours 20 minutes

Step-by-step explanation:

→ Convert 2 hours and 40 minutes into minutes

2 hours + 40 minutes ⇒ 2 hours = 120 minutes + 40 minutes ⇒ 120 + 40 ⇒ 160 minutes

→ Convert 11 hours and 40 minutes into minutes

11 hours + 40 minutes ⇒ 11 hours = 660 minutes + 40 minutes ⇒ 660 + 40 ⇒ 700 minutes

→ Add the total minutes together

700 minutes + 160 minutes = 860 minutes

→ Convert 860 minutes into hours

860 minutes = 14 hours + 20 minutes

Answer:

[tex]\huge \boxed{729}[/tex]

Step-by-step explanation:

9 raised to 3 is the base 9 with an exponent of 3.

[tex]9^3[/tex]

9 is being multiplied by itself 3 times.

[tex]9^3 =9 \times 9 \times 9 = 729[/tex]

[tex] \large{ \tt{❁ \: S \: O \: L \: U \: T \: I \: O \: N \: ❁}}[/tex]

[tex] \large{ \tt{❇ \: FIND \: SP \: WITHOUT \: VAT \: / \: SP\: ❇}}[/tex]

[tex] \large{ \tt{❃ \: SP \: with \: VAT= SP + VAT\% \: of \: SP}}[/tex]

[tex] \large{ \tt{⇢ \: 4068 = SP + 13\% \: of \: SP}}[/tex]

[tex] \large{ \tt{⇢ \: 4068 = SP + \frac{13}{100} \: sp}}[/tex]

[tex] \large{ \tt{⇢ \: 4068 = \frac{100 \: \: SP + 13 \: SP}{100} }}[/tex]

[tex] \large{ \tt{⇢ \: 4068 = \frac{113 \: SP}{100} }}[/tex]

[tex] \large{ \tt{⇢ \: 113 \: SP = 406800}}[/tex]

[tex] \large{ \tt{⇢ \: SP = \frac{406800}{113} }}[/tex]

[tex] \large{ \tt{⇢ \: SP = 3600}}[/tex]

[tex] \large{ \tt{✽ \: NOW , \: FIND \: THE \: MP \:✽ }}[/tex]

[tex] \large {\tt{❃ \: SP = MP - dis\% \: of \: MP}}[/tex]

[tex] \large{ \tt{⇾ \: 3600 = x - 10\% \: of \: x}}[/tex]

[tex] \large{ \tt{⇾ \: 3600 = x - \frac{10}{100} } \: x}[/tex]

[tex] \large{ \tt{⇾ \: 3600 = \frac{100x - 10x}{100} }}[/tex]

[tex] \large{ \tt{⇾ \: 3600 = \frac{90x}{100} }}[/tex]

[tex] \large{ \tt{⇾ \: 90x = 360000}}[/tex]

[tex] \large{ \tt{⇾ \: x = \frac{360000}{90} }}[/tex]

[tex] \large{ \tt{⇾ \: x = Rs \: 4000}}[/tex]

[tex] \large{ \boxed{ \boxed{ \tt{☂ \: OUR \: FINAL \: ANSWER : \boxed {\tt {\: Rs \: 4000}}}}}}[/tex]

Answer: The ice sheet's thickness decrease every 6 weeks= 1.5 meters

Step-by-step explanation:

GIven: At the beginning of spring, the ice starts to melt. The variable sss models the ice sheet's thickness (in meters) t weeks after the beginning of spring. [tex]s=-0.25t+4[/tex]

At t=0, [tex]s=4[/tex]

So, Thickness of ice sheet at the beginning = 4 meters

Now at t= 6, we get

[tex]s=-0.25(6)+4=-1.5+4=2.5[/tex]

Thickness of ice sheet after 6 weeks = 2.5 meters

Decrease in thickness = 4 meters - 2.5 meters = 1.5 meters

Hence, the ice sheet's thickness decrease every 6 weeks= 1.5 meters

Answer:

1.5

Step-by-step explanation:

Answer:

2/(a-4b) is the required ans

check the attachment for help

Answer:

99% confidence interval will be wider because as the level of confidence increase the width increases as well and the standard error decreases

Step-by-step explanation:

The  confidence interval is directly proportional to the sample size  hence the 99% confidence interval will be wider than the 95% confidence interval of the sample of 120 college students

using a 99% confidence interval gives a more accurate result than a 95% confidence because the standard error decreases with increase in confidence interval

Answer:

6

Step-by-step explanation:

78

Answer:

B is the answer

Step-by-step explanation:

Answer:

B. y = x^2+7x+10

Step-by-step explanation:

Answer:

1.) Neither

2.) Area

3.) Perimeter

4.) Neither

Step-by-step explanation:

Given that the lengths of the rectangle are r and s

The perimeter of the rectangle will be:

Perimeter = 2r + 2s

Perimeter = 2(r+s)

While the area will be:

Area = r × s

Area = rs

For each expression, say whether it gives the perimeter of the rectangle, the area of the

rectangle, or neither.

1. rts = neither

2. r.s = Area of rectangle

3. 2r + 2s = Perimeter of rectangle

4.72 +82 = neither.

Answer:

180 units

Step-by-step explanation:

In order to solve this, we need to find the length of the missing side of the triangle using the Pythagorean theorem.

a²+b²=c²

a= 7

b=x

c= 25

7²+x²=25²

49+x²=625

Subtract 49 from both sides

x²=576

x=24

The length of the missing side of the triangle is 24, which is also the base of the triangle. We need to find the area of the triangle so we use the formula for the area of a triangle, A=1/2bh.

A= 1/2 (24 x 7)

A=84

Now, we need to find the area of the rectangle.

Formula for area of rectangle: A= bh

A= bh

A= 4 x 24

A= 96

Next, we add the areas of both shapes to get the area of the entire figure.

96+84=180

Area of figure= 180

Answer:

area = 180

Step-by-step explanation:

will make it simple and short

area of a trapezoid = (a + b) h/2

h = sqrt(25² - 7²) = 24

Area = (4 + 11) * 24/2

area = 180

Answer:

The forms are:

Given:

Use point slope form:

Convert it to slope-intercept form:

Convert it to standard form:

Answer:

  cos(x) = Ten-fifteenths

Step-by-step explanation:

The mnemonic SOH CAH TOA reminds you that the relation between the adjacent side and the hypotenuse is ...

  Cos = Adjacent/Hypotenuse

  cos(x) = 10/15

Answer:

c

Step-by-step explanation:

Answer:

First, you have to add 9, 18, and 12. When we add this we get 39. She has 30 dollars, do we can see that she needs $9 more to get all three books.

Step-by-step explanation:

Answer:

Step-by-step explanation:

h=√[34²-24²]=√[(34-24)(34+24)]=√[10×58]=√(5×29)=√145 ≈12 m

The height of the building is 10 meters.

Pythagorean theorem states that for a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.

We can apply this theorem only in a right triangle.

Example:

The hypotenuse side of a triangle with the two sides as 4 cm and 3 cm.

Hypotenuse side = √(4² + 3²) = √(16 + 9) = √25 = 5 cm

We have,

Let's call the height of the building "h".

We can use the Pythagorean theorem to relate the height, shadow, and hypotenuse of the right triangle:

h² + 24² = 34²

Simplifying and solving for h.

h² = 34² - 24²

h² = 676 - 576

h² = 100

h = 10

Therefore,

The height of the building is 10 meters.

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Answer:

-5.55 - 4.2c

Step-by-step explanation:

-5.55 - 8.55c + 4.35c

'-8.55c' and '4.35c' are like terms because of them containing the same variable of 'c'.

Combine:

-5.55 - 8.55c + 4.35c

-5.55 - 4.2c

Hope this helps.

Answer:

The way to consider this problem is to realize that the

% symbol actually is equal to a number just like [tex]\pi[/tex] is

whereas [tex]\pi[/tex] is equal to 3.1415... , % is equal to .1 (as a decimal ) or 1/100 as

a fraction... thus

10% is actually 10 * 1/100 or 10/100 which is not 10...

as for the size the 1/100 essentially a DIVISION thus it ends up being SMALLER

Step-by-step explanation:

We can not compare a number and a percentage. 10% of something means 1/10th of something and it can be anything for instance.

The word percentage comes from the Latin term per centum, which means "by the hundred." In the 16th century, the Latin phrase made its way into English. Later, it was shortened to percent and ended with a period. Later, the period was eliminated, and the two portions were combined to create the current one-word form of a percent.

The best way to approach this issue is to understand the percentage. The % sign actually corresponds to a number. While equals 3.1415, % is equivalent to.1 (as a decimal) or 1/100 as a portion, hence, 10% is actually 10 * 1/100, which is not the same as 10. Regarding size, since 1/100 is essentially a division, it becomes smaller.

Therefore, A number and a percentage cannot be compared. 10% of something is equal to one-tenth of it, and it can be anything, for example.

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Answer:

Step-by-step explanation:

Let S be the sample space, n(S) = 60

a) Let A be the event that the selected athlete uses

s less than a minute, n(A) = 59

The probability that a randomly selected athlete uses less a minute,  P(A) = n(A)/n(S) = 59/60 = 0.9833

b) 1 - 0.9833 = 0.0167

c)  1 - 1 = 0

Answer:

c

Step-by-step explanation:

i think this is the greatest because if you solve all of the expressions you will find out that this is the greatest.

a.4×-5=-20

b.-5+4=-1

c.-4-(-5)=1

therefore 1 is the greatest so the expression c is the greatest.

I hope this helps

Answer:

[tex]f(x)=x+6 \\[/tex]

Step-by-step explanation:

The transformation is a translation 6 units up.

[tex]f(x)=x+6 \\[/tex]

We can use the parent function f(x)=x, which is a linear function to graph this function.

Then just translate the function 6 units up.

Answer:

on the x-axis to the left -1 and on the y-axis up 4

Step-by-step explanation:

Start from the -2 on the y-axis and go up on the y-axis 6 times and you should be at 4 on the y-axis. But to finish the problem you have to figure out the first line.

To do that start from the -2 on the y-axis then count up till its on a corner in the graph (rise 4 up on the y-axis then to the right once) so the fraction is 4/1

so rise 6 on the y-axis, you should be at 4 then use the formula rise/run 4/1

step 1 go up 6 times y-axis

step 2 use 4/1 rise from the 4 on the y-axis the run 1 to the right

It was 100% when I did it