Given right triangle ABC with altitude BD drawn to hypotenuse ACAC. If AD=4AD=4 and DC=9 ,DC=9, what is the length of BD?
(Note: the figure is not drawn to scale.) Please help ASAP will award 100 points

Answer:this did not work for me

Step-by-step explanation:

Answer:

2 to 5 different ways

Step-by-step explanation:

Answer:

12 different ways he can dress

Step-by-step explanation:

Let The Pant be A and Shirt be B

So, we have 3 pair of pants i.e., 6 Pants

Here, We assumed that the pant be A then 6 pants be

A₁ A₂ A₃ A₄ A₅ A₆

Now, For Shirts

We have 2 Shirts

But we assumed that the Shirt be B then 2 Shirts be

B₁ B₂

Then, We will make pair of A and B

A₁ = B₁

A₂ = B₁

A₃ = B₁

A₄ = B₁

A₅ = B₁

A₆ = B₁

A₁ = B₂

A₂ = B₂

A₃ = B₂

A₄ = B₂

A₅ = B₂

A₆ = B₂

Thus, 12 different ways he can dress

-TheUnknownScientist

Answer:

I also think its A.

Step-by-step explanation:

10y + 40- 4y

(10y-4y)+40

6y+40

10,091 because it's a 10 season football season and he spends 9 dollars every game

Step-by-step explanation:

ez

The opportunity cost of playing football for Graham is $1,190.

The opportunity cost of certain activity in microeconomic theory is the value or gain given up by engaging in that activity in comparison to engaging in an alternative activity. Simply put, if you do a bone activity, you forfeit the potential to choose another.

Given that Graham made $1,100 during football season. Also, Graham spends about $9 on eating out after each game and his team plays a total of 10 games in a season.

Therefore, the opportunity cost of playing football for Graham is,

Opportunity cost

= Amount that Graham would have made in a part-time job +  Total cost of playing football season

= $1,100 + (Number of games × Amount spend in a single game)

= $1,100 + (10×$9)

= $1,100 + $90

= $1,190

Hence, the opportunity cost of playing football for Graham is $1,190.

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Answer:

16

Step-by-step explanation:

Answer:

Oy=2x+3

Step-by-step explanation:

The function that has the {y} - intercept as that of the function graphed is y = 2x + 3

A function is a relation between a dependent and independent variable. We can write the examples of functions as -

y = f(x) = ax + b

y = f(x, y, z) = ax + by + cz

Given is to find the linear function that has the same y-intercept as the one that is represented by the graph.

The function graphed has the {y} - intercept of 3.

For the functions given -

Functions              {y} - intercept

y=2x-4                        -4

y=2x-3.                       -3

y=2x+3                        3

y=2x+4                        4

So, the function that has the {y} - intercept of 3 is y = 2x + 3.

Therefore, the function that has the {y} - intercept as that of the function graphed is y = 2x + 3.

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Answer:

c?

Step-by-step explanation:

Answer:

C.546

Step-by-step explanation:

60×8=480+ 66=546

Step-by-step explanation:

the price charged for 100 students reflects the cost per student that applies to the order as a whole.

100 * 6 = $600, so the fixed cost is 750-600 = 150.

...

We can check this by substituting in the other equation.

Does 150*6 + 150 = 1050?

150*6=900

900+150 = 1050.

Yes, it does

...

We can express this relationship by the equation:

y = mx + b

where

y = total cost

m = $6 per student

x = number of students

b = fixed costs = 150

y = 6x + 150

The caterer’s fixed cost and the rate per student served is $6 and $150

This method is actually called method of elimination to solve a system of linear equations.

We make one specific variable's coefficients of equal magnitude so that we can subtract or add the equations and eliminate that variable to make it easy to get the value of the other variable which will then help in getting the value of the first variable (if working in dual variable system).

If we have equations:

[tex]a_1x + b_1y = c_1\\a_2x + b_2y = c_2[/tex]

then, if we want to eliminate variable x, then we have to multiply equation 1 with

[tex]-\dfrac{a_2}{a_1}[/tex]

which will make coefficient of x in first equation as

[tex]a_1 \times - \dfrac{a_2}{a_1} = -a_1[/tex]

Then adding both equation will eliminate the variable x.

Given;

Cost of 100 students= $750

Cost of 150 students= %1050

Let the fixed cost of caterer be x

and the cost per student be y

x+100y=750...(1)

x+150y=1050...(2)

solving the above equations;

50y=300

y=6

x=750-600=150

The fixed cost is $150, while the per-student cost is $6.

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Answer:

9.) -3

10.) -4

11.) -5

12.) -2

Step-by-step explanation:

1.) You need to plug in a number from the table into x on the equation

2.) Once you plug in the number divide that number by 3

3.) Once you divide it subtract by 3 from the number you got

4.) Then you get the solution and plug it into the table

Answer:

87.5%

Step-by-step explanation:

.

..

...

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......

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7 is 87.5 percent of 8.

Here, we have,

given that,

7 is what percent of 8

now, let,

x% of 8 is 7.

we know that,

of means multiply

now, we have,

x% of 8 is 7..

=> x% × 8 = 7.

=> x% = 7/8

=> x% = 0.875

=> x = 0.875 * 100

=> x = 87.5

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Answer:

less; below

Step-by-step explanation:

We can change both fractions to improper fractions first for easier comparison.

-[tex]\frac{7}{5}[/tex] = -

-1[tex]\frac{1}{5}[/tex] = -[tex]\frac{5}{5}[/tex] -

-1[tex]\frac{1}{5}[/tex] = -[tex]\frac{6}{5}[/tex]

As you can see, -[tex]\frac{7}{5}[/tex] has a higher absolute value but both fractions are negative so it has a lesser value than -[tex]\frac{6}{5}[/tex] and thus would also be below -[tex]\frac{6}{5}[/tex].

Answer:

option 3,4,2,1

Step-by-step explanation:

Answer:

The answer in whole number form is  4 5/8

Step-by-step explanation:

Answer:

Step-by-step explanation:

((14×3) + 1 )/3 = (43/3)

14 1/3 can be expressed as 43/3, which is an improper fraction.

To rewrite 14 1/3 as an improper fraction, we need to convert the mixed number into a fraction.

First, we multiply the whole number (14) by the denominator of the fraction (3) and add the numerator (1). This gives us the numerator of the improper fraction. The denominator remains the same.

14 × 3 = 42

Next, we add the numerator (1) to the result we obtained above.

42 + 1 = 43

Therefore, the improper fraction equivalent to 14 1/3 is 43/3.

In the fraction 43/3, the numerator (43) represents the total number of parts we have, and the denominator (3) represents the size of each part. It indicates that we have 43 equal parts of size 1/3.

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Answer:c

Step-by-step explanation:

Answer:

He had 20 hats on monday

Step-by-step explanation:

13*2= 26

26-6= 20

Answer:

You have to have the number of items you paid for and know what numbers you're calculated at checkout.

Answer:

Inconsistent

Step-by-step explanation:

None

Answer: 15 boys and 10 girls

Step-by-step explanation:

15/3=5, so the you have to multiply 2 by 5 to get the number of girls. 2x5=10, so to get the total number of students you add 15+10 which gets you 25 students, but if it’s just asking for girls, then it’s 10.

Answer:

25

Step-by-step explanation:

3:2 = 15:10 ( 3x5 = 15 boys; 2x5 = 10 girls)

15+10=25 total boys and girls

Answer: I think the answer is D

Step-by-step explanation:

Answer:

y = -4/3

Step-by-step explanation:

multiply each side with a reciprocal of 3/8 which is 8/3.

8/3 * -1/2 = -4/3

Answer:

-4/3

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

In the graph of the function, between the interval (-4, 4), there are 4 values of x for which the given function is not differentiable.

The method of determining the derivative of an implicit function by differentiating each term separately, expressing the derivative of the dependent variable as a symbol, and solving the resulting expression for the symbol.

here,
The function from observation seems to be a discontinuous function,
And the function is not differentiable at x = -1, 0, 1, and 3.
So there are 4 points in the interval (-4, 4) where the function is not differentiable.

Thus, In the graph of the function, between the interval (-4, 4), there are 4 values of x for which the given function is not differentiable.

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Answer:

They are parallel, they will never intersect.

Step-by-step explanation:

Notice that they have exactly the same steepness, which means their slopes are identical. The only difference between the two lines is the y-intercept. If we shifted one line vertically toward the y-intercept of the other, they would become the same line.

Answer:I believe it is 2.4

Step-by-step explanation:

Answer:

Step-by-step explanation:

YESS

Because these are f r e e points

Answer:

D. The hot-air balloon... results in a net of zero

Step-by-step explanation:

Thanks for the points my guy :)

have a great day

Answer:

canberry

Step-by-step explanation: