find the surface area of each figure. 7cm, 13cm, 6cm round to the nearest hundred

The zero of f is equal to -12.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

At data point (1, -9) and a slope of 3, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - (-9) = 3(x - 1)

y = 3x - 12

When x = 0, the y-value is given by;

f(0) = 3(0) - 12

f(0) = -12

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The length of the golden rectangle is 49 cm.

A rectangle is a quadrilateral (a polygon with four sides) in which each angle is a right angle (90 degrees). It is a type of parallelogram in which opposite sides are parallel and congruent (equal in length). Rectangles have four sides and four vertices (corners).

The length of a rectangle is the distance between its two longer sides, while the width is the distance between its two shorter sides. The perimeter of a rectangle is the sum of the lengths of all its sides, while the area is the product of its length and width.

A golden rectangle has sides in the proportion of the golden ratio, which is approximately 1:1.618. Therefore, if the width is 30cm, the length can be found by multiplying 30 by 1.618.

Length ≈ 48.54 cm

The length of the rectangle is 49 cm.

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The missing sides are;

1) √296 (2) √68 (3)  2√10  (4) 21  (5) 15√3  (6) 14√2

A right triangle is a triangle that has one angle equal to 90 degrees, which is also known as a right angle.

1) Using the Pythagoras theorem;

[tex]x^2 = 14^2 + 10^2[/tex]

x = √296

2) [tex]x^2 = 18^2 - 16^2[/tex]

x = √68

3) Tan 45 = x/2√10

x = 1 * 2√10

x = 2√10

4) Cos 30 = x/14√3

x = 14√3 * √3/2

x = 21

5) Sin 60 = x/30

x = 30 * √3/2

x = 15√3

6) Cos 45 = x/28

x = 28 * √2/2

x = 14√2

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The boy will take approximately 64.5 minutes to walk to school if he was previously taking 43 minutes.

Using the concept of proportionality to determine the new time it will take for him to walk to school.

Let's denote:

d1 = Distance he was walking previously

t1 = Time he took previously

d2 = New distance he has to walk

t2 = New time it will take

From the given information, we know that:

d2 = 1.5 * d1

t1 = 43 minutes

Since distance and time are directly proportional, we can set up a proportion:

d1 / t1 = d2 / t2

Substituting the given values:

d1 / 43 = (1.5 * d1) / t2

To solve for t2, we can cross-multiply and solve for it:

d1 * t2 = (1.5 * d1) * 43

t2 = (1.5 * d1 * 43) / d1

Simplifying the expression:

t2 = 1.5 * 43

t2 = 64.5

Therefore, the boy will take approximately 64.5 minutes to walk to school if he was previously taking 43 minutes.

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Answer:

$17

Step-by-step explanation:

5(20) - (8 + 75)

= 100 - 83

= 17.

Deena will get $17 back

Answer:

please see explanation and attachment

Step-by-step explanation:

√16 = 4.

√14 = ?

how do we get from 16 to 14? we subtract 2. r = remainder. denominator is twice √16, ie 8.

so we have 4 r -2 r 8

= 4 r -1 r 4

= 3 r 3 r 4

= 3.75

= 3.8 to nearest tenth

Answer:

222

Step-by-step explanation:

111 * 2

alternate segment theorem

gathmath

IZH = 2 * HIS

The term (x - 1) is a factor of both of the given polynomials as;

x² + x - 2

2x² - 5x + 3

Given that (x - a) is a factor of a polynomial p(x), then x = a is a zero of the polynomial, which means that:

p(a) =0.

When x - 1 is a factor of any of the given polynomials, then we need to evaluate them in x = 1 and check if we get zero.

a) x² + x - 2

Evaluate it in x = 1;

1² + 1 - 2 = 0

so (x - 1) is a factor.

b) 2x² - 5x + 3

Evaluating this in x = 1;

2*1² - 5*1 + 3

2 - 5 + 3 = 0

(x - 1) is a factor.

Therefore, the correct option is the last one, it is a factor of both polynomials.

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The probability that Jannette in Mr. Alsup's sixth-period English class has not chosen a topic for her writing assignment is approximately c.12%. Therefore, option c.12%.  is correct.

To find the probability that Jannette in Mr. Alsup's sixth-period English class has not chosen a topic for her writing assignment, we need to calculate the proportion of students in that class who have not chosen a topic.

From the table, we can see that in the sixth period, there are a total of 25 students. Out of those, 22 students have chosen a topic, and 3 students have not chosen a topic.

The probability can be calculated by dividing the number of students who have not chosen a topic (3) by the total number of students in the sixth period (25), and then multiplying by 100 to get the percentage:

Probability = (Number of students who have not chosen a topic / Total number of students in the sixth period) × 100

Probability = (3 / 25) × 100

Probability ≈ 12%

Therefore, the probability that Jannette in Mr. Alsup's sixth-period English class has not chosen a topic for her writing assignment is approximately 12%.

The correct answer is c- 12%.

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The function is decreasing for the interval of (5, 9). The function is constant for the interval (9, 12). The function is positive for the interval of (-2, 8). The function is increasing for the interval (3, 5). The function is negative for the interval (8, 12.5).

For any given function, y = f(x), if the output value is decreasing when the input value is increased, then, the function is generally referred to as a decreasing function.

For any given function, y = f(x), if the output value is increasing when the input value is increased, then, the function is generally referred to as an increasing function.

By critically observing the graph shown above, we can reasonably infer and logically deduce the following key features;

In conclusion, a function is positive when the output value is greater than zero [f(x) > 0] while it is negative when the output value is less than zero [f(x) < 0].

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Answer:

A list of numbers or objects in a special order. Example: 3, 5, 7, 9, ... is a sequence starting at 3 and increasing by 2 each time.

Step-by-step explanation:

Answer:

7 7/8.

Step-by-step explanation:

o add mixed numbers like these, we first need to convert them to improper fractions, and then add them. Here are the steps to add 5 3/8 and 2 1/2:

Convert the mixed numbers to improper fractions:

5 3/8 = (5 x 8 + 3)/8 = 43/8

2 1/2 = (2 x 2 + 1)/2 = 5/2

Find a common denominator for the two fractions. The least common multiple of 8 and 2 is 8, so we can convert both fractions to have a denominator of 8:

43/8 + 5/2 = (43/8) + (5/2 x 4/4) = 43/8 + 20/8

Add the two fractions with the same denominator:

43/8 + 20/8 = 63/8

Convert the result back to a mixed number:

63/8 = 7 7/8

Answer: y ≥ (5/4)x - 1, where x represents the number of iPhones sold and y represents the number of Androids sold.

Step-by-step explanation:

Step-by-step explanation:

First thing to solve expression, use the Reverse-Inverse PEMDAS

PEMDAS is order of operations where

we

evaluate parethiss first

then exponents

then multiplication/division(which ever comes first while reading left to right )

then addition and subtraction(which ever comes first while reading left to right)

We will go in reverse to solve for x.

Are there any addition and subtraction.

Yes, there is addition when we add 4, therefore we do the Inverse and subtract 4 from both sides

[tex] - \frac{4}{9} x = \frac{2}{3} - 4[/tex]

[tex] - \frac{4}{9} x = \frac{2}{3} - \frac{4}{1} [/tex]

Use Butterfly Method to simplify

[tex] - \frac{4}{9} x = \frac{ - 10}{3} [/tex]

Is there any multiplication or division happening to our variable of interest

Yes, there is multiplication happening as our variable is being multiplied by -4/9.

To get rid of this, we do the Inverse and divide by -4/9 on both sides.

Divide by -4/9 is the sames as multiplying by -9/4

[tex]x = \frac{ - 10}{3} \times - \frac{9}{4} = \frac{15}{2} [/tex]

So our answer is 15/2

Answer:

[tex] \frac{41}{3} \times 3 \times \frac{62}{3} = \frac{806}{3} = 268 [/tex]

Answer: (the 2s I added are for square 2)

5sq(5g2s2 - 16qs + 9)

Step-by-step explanation:

Answer:

[tex]6\sqrt2[/tex]

Step-by-step explanation:

First, we need to find the length of one side. Since it's a square and we have our perimeter of 24, we simply divide that by 4 to get a side length of 6.
When you split a square diagonally, it forms two special 45-45-90 triangles. With such triangles, the leg lengths are x and x, and the hypotenuse is [tex]x\sqrt2[/tex]. Therefore, your answer is [tex]6\sqrt2[/tex].

I've enclosed a picture to help.

Answer:

[tex]C = 11.3 \text{ cm}[/tex]

Step-by-step explanation:

We can find the circumference of the circle by using the formula:

[tex]C = 2\pi r[/tex]

↓ plugging in the given radius

[tex]C = 2\pi (1.8 \text{ cm})[/tex]

[tex]C = 3.6\pi \text{ cm}[/tex]

↓ rounding to the nearest tenth

[tex]\boxed{C = 11.3 \text{ cm}}[/tex]

The pattern with matches is formed by systematically manipulating the arrangement of matches, adding or removing them in each step according to a defined rule.

The pattern with matches can be formed by following a specific arrangement or sequence. Each step in the formation of the pattern involves adding or removing matches in a deliberate manner. Let's examine the steps involved in creating the pattern:

Start with a base shape: The pattern typically begins with a basic shape or arrangement of matches. This could be a square, triangle, or any other simple form. For example, let's consider a square shape.

Manipulate the arrangement: To create the pattern, matches are added or removed from the base shape in each step. The exact manipulation depends on the desired pattern. For instance, let's say we want to create a pattern where each subsequent shape has one less match along one side.

Repeat the process: The manipulation is repeated in a systematic way to create a sequence of shapes. Each new shape is derived from the previous one by adding or removing matches according to the defined pattern rule. This repetition generates a series of shapes that form the complete pattern.

Observe the resulting pattern: By following the defined rules for adding or removing matches, a visually appealing and consistent pattern emerges. The pattern can exhibit various characteristics such as symmetry, repetition, or gradual change.

The specific details of the pattern formation may vary depending on the desired design. Different patterns can be created by altering the rules for adding or removing matches, changing the starting shape, or modifying the manipulation process.

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Answer:

20%

Step-by-step explanation:

percent error = (estimated value - real value)/(real value) × 100%

percent error = (54 - 45)/(45) × 100%

percent error = 0.2 × 100%

percent error = 20%

The location of Z after the transformations is given as follows:

(-2,-1).

The original coordinates of Z are given as follows:

Z(1, 3).

The translation rule is given as follows:

(x,y) -> (x + 1, y - 4).

Hence the coordinates of Z after the translation are given as follows:

(2, -1).

The rule for a reflection over the y-axis is given as follows:

(x, y) -> (-x, y).

Hence, exchanging the sign of the y-coordinate, the location of Z is given as follows:

(-2,-1).

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Answer:

(-2, -1)

Step-by-step explanation:

Hope this helps :)

The solution set, using properties of exponents is { 3/4 }.

The solution set to ( 2 ³ˣ . 2 ˣ ) ˣ ⁻ ¹ = 8  can be found by using the properties of exponents in the following manner :

( 2 ^ ( 3 x  + x ) ) ^ ( x ^ ( - 1 ) ) = 8

( 2 ^ ( 4 x ) ) ^ ( x ^ ( - 1 ) ) = 8

2 ^ ( 4 x   * x ^ ( - 1 ) ) = 8

2 ^ ( 4 x * x ^ ( - 1 ) ) = 2^3

4 x  *  x ^ ( - 1 ) = 3

4 * x ^ ( 0)  = 3

4 x = 3

x = 3/4

The solution set is { 3 / 4 }.

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The solution to the equation when solved for m is  (v - e)/Z.

To solve for m in the equation Z = (v - e)/m, we can manipulate the equation algebraically as follows:

Z = (v - e)/m

Multiply both sides by m:

Zm = v - e

Add e to both sides:

Zm + e = v

Subtract e from both sides:

Zm = v - e

Divide both sides by Z:

m = (v - e)/Z

Therefore, the solution for m is:

m = (v - e)/Z.

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The different features for the graphs of f(x) and g(x) is given as follows:

C. y-value when x = 5.

To obtain the numeric value of a function or even of an expression, we must substitute each instance of the variable of interest on the function by the value at which we want to find the numeric value of the function or of the expression presented in the context of a problem.

The numeric value for the function f(x) at x = 5 is given as follows:

f(5) = 5² = 25.

The numeric value for the function g(x) at x = 5 is given as follows:

g(5) = 3 x 5² = 75.

The options are given as follows:

A. location of the vertex

B. axis of symmetry

C. y-value when x = 5

D. direction parabola opens

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Answer:

Q6.  x = 8.1 ***

Q7   x = 27.87

***For question 6:  Your picture of question 6 is so blurred I could not really make out the angle; I took it as 36° . If it is something else, use the formula given below with the correct angle and compute **

Step-by-step explanation:

In right triangle, with one of the angles = θ , the following relationships hold

[tex]\cos \theta = \dfrac{adjacent}{hypotenuse}\\\\\sin\theta = \dfrac{opposite}{hypotenuse}\\\\\tan\theta = \dfrac{opposite}{adjacent}\\[/tex]

where

adjacent means side adjacent to θ
opposite means side opposite to θ

In the given figure in Q6,

θ = 36°  (I had difficulty making out the picture)

adjacent = x

hypotenuse = 10

so

[tex]\cos 36^\circ = \dfrac{x}{10}\\\\x = 10 \cdot \cos 36^\circ\\\\x = 10 \cdot 0.809\\\\x = 809\\\\\text{x = 8.1 rounded to the nearest tenth}[/tex]

I have answered question 7 also since it is very similar:

[tex]\sin 35^\circ = \dfrac{16}{x}\\\\x = \dfrac{16}{\sin 35^\circ}\\\\\\= \dfrac{16}{0.574}\\\\\\= 27.8745\\\\= 27.87 \text{ to the nearest hundredth\\}[/tex]

The difference of two positive integers is never negative.

Through definition, a positive integer is any whole number greater than zero, and subtraction is the operation used to find the difference among two numbers.

When subtracting a smaller number from a larger number the end result is constantly a non-negative number or 0.

This is because the subtraction operation measures the distance between the two numbers, and distance is usually a positive value.

For instance, the difference among 7 and 3 is 4, that's a positive value. consequently, the difference of positive integers is always a non-negative number.

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The relative frequency of 140-149 pound weight class is [tex]5.6[/tex]%.

The relative frequency refers to number of times an event occurs divided by total number of events occurring, so, its means ratio of frequency of an event to the total frequency.

The relative frequency of a class:

= (Frequency of class) / (Total frequency)

The frequency of 140-149 is 2.

The total frequency = sum of all frequencies which is:

= 2+3+4+7+5+6+5+4

= 36

The relative frequency of 140 - 149 pound weight class is:

= 2 / 36

= 1/18

= 0.056.

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