I need help asap please!!!

Answer:

Yes

Step-by-step explanation:

To know if a table is a function or not, we have to see if 1 input only has 1 output.

Looking at the table each input only has 1 output, so it is a function.

The canoe's actual speed is approximately 9.66 mph at a bearing of 12° south of east.

To determine the canoe's actual speed and direction, we need to consider the vector addition of the canoe's velocity and the current.

Let's start by drawing a diagram to visualize the problem.

We'll use a scale where 1 cm represents 10 mph.

Draw a line segment representing the canoe's velocity of 10 mph at a bearing of 25° south of east.

From the endpoint of the canoe's velocity vector, draw another line segment representing the current's velocity of 2 mph at a bearing of 80° west of south.

Connect the starting point of the canoe's velocity vector with the endpoint of the current's velocity vector to form a triangle.

Next, we can find the resultant velocity (actual speed and direction) of the canoe by calculating the vector sum of the canoe's velocity and the current's velocity.

Using the law of cosines, we can find the magnitude of the resultant velocity:

c² = a² + b² - 2ab [tex]\times[/tex] cos(C)

Where:

a = 10 mph (canoe's velocity)

b = 2 mph (current's velocity)

C = 80° (angle between the velocities)

Substituting the values:

c² = 10² + 2² - 2 [tex]\times[/tex] 10 [tex]\times[/tex] 2 [tex]\times[/tex] cos(80°)

c² = 100 + 4 - 40 [tex]\times[/tex] cos(80°)

Solving for c, the magnitude of the resultant velocity:

c ≈ √(100 + 4 - 40 [tex]\times[/tex] cos(80°))

c ≈ √(104 - 40 [tex]\times[/tex] cos(80°))

To find the direction, we can use the law of sines:

sin(A) / a = sin(C) / c

Where:

A = 25° (angle of the canoe's velocity)

a = 10 mph (magnitude of the canoe's velocity)

C = 80° (angle between the velocities)

c ≈ √(104 - 40 [tex]\times[/tex] cos(80°)) (magnitude of the resultant velocity)

Substituting the values:

sin(25°) / 10 = sin(80°) / √(104 - 40 [tex]\times[/tex] cos(80°))

Solving for sin(80°):

sin(80°) ≈ (sin(25°) [tex]\times[/tex] √(104 - 40 [tex]\times[/tex] cos(80°))) / 10

Finally, we can use the inverse sine function to find the direction:

Direction ≈ arcsin((sin(25°) [tex]\times[/tex]√(104 - 40 [tex]\times[/tex] cos(80°))) / 10)

Calculating the numerical values using a calculator will give us the actual speed and direction of the canoe.

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Answer:

Yes

Step-by-step explanation:

Yes, it is a function. If you perform the vertical-line test, the line only touches a point once.

The nth square number of the value given is the squared value of 19, which is 361

The nth square number , S is related by the formula :

Given that , n = 19

The nth square number , where n = 19 can be calculated thus:

S = -19² = 361

S = (-19) * (-19)

S = 361

Therefore, the 19th square number is 361

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Type the expressions as radicals y^5/2.

[tex] \sqrt{ {y}^{5} } [/tex]

Radical:- The ( √ ) symbol that is used to denote square root or nth roots...

It can be rewritten as rational exponents ( exponents which are fractions ) using the formula:-

[tex] \sqrt[n]{x} = {x}^{ \frac{1}{n} } [/tex]

Generally, using the power rule of exponents:

[tex] \sqrt[n]{ {x}^{m} } = {( {x}^{m)} }^{ \frac{1}{n} } = {x}^{ \frac{m}{n} } [/tex]

Let's take an example to understand better:

• convertion between radicals and rational exponents:

[tex] \sqrt[7]{ {8}^{4} } = {8}^{ \frac{4}{7} } [/tex]

Since the type of radical corresponds with the denominator of a rational exponent, we know the denominator of the exponent will be 7 ..

[tex] {y}^{ \frac{5}{2} } = \sqrt{ {y}^{5} } [/tex]

As , √ denotes ½ ..

The expression "y 5/2" can be written as the fifth root of y squared: √[[tex]y^{2}[/tex]]^(1/5).

The expression "y 5/2" can be written as the fifth root of y squared: √([tex]y^{2}[/tex])^(1/5).

To explain this, let's break it down:

The numerator, [tex]y^{2}[/tex], represents y raised to the power of 2.

Taking the square root of [tex]y^{2}[/tex] simplifies it to √([tex]y^{2}[/tex]).

Finally, raising the result to the power of 1/5 gives us the fifth root of y squared: √([tex]y^{2}[/tex])^(1/5).

In other words, the expression "y 5/2" represents the operation of first squaring y, then taking the fifth root of the resulting value. This is equivalent to finding the value that, when raised to the power of 5, yields [tex]y^{2}[/tex].

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The graph of the solution to the inequality is attached as image to this answer.

The piece-wise defined function h(x) represents different values of y (the output) depending on the value of x (the input). Each interval of x has a different value assigned to it.

In this particular case, the inequality statements define the intervals for x and their corresponding output values.

Let's break it down:

- For values of x that are greater than -3 and less than or equal to -2, h(x) is assigned the value of -1.

- For values of x that are greater than -2 and less than or equal to -1, h(x) is assigned the value of 0.

- For values of x that are greater than -1 and less than or equal to 0, h(x) is assigned the value of 1.

- For values of x that are greater than 0 and less than or equal to 1, h(x) is assigned the value of 2.

Any values of x outside of these intervals are not defined in this piece-wise function and are typically represented as "not a number" (NaN).

For example, if you were to evaluate h(-2.5), it falls within the first interval (-3 < x ≤ -2), so h(-2.5) would be equal to -1. Similarly, if you were to evaluate h(0.5), it falls within the fourth interval (0 < x ≤ 1), so h(0.5) would be equal to 2.

The graph of the piece-wise function h(x) consists of horizontal line segments connecting the specified values of y for each interval, resulting in a step-like pattern.

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The statement about the zeros of function g is that they are located at x = 5 + √2 and x = 5 - √2.

When the vertex of function f is moved 4 units to the right and 2 units down, the equation of function g can be represented as g(x) = -(x-5)^2 + 2.

To determine the statement about the zeros of function g, we need to find the x-values where g(x) equals zero.

Setting g(x) = 0 and solving for x:

[tex]0 = -(x-5)^2 + 2[/tex]

Adding (x-5)^2 to both sides:

[tex](x-5)^2 = 2[/tex]

Taking the square root of both sides (considering both positive and negative roots):

x - 5 = ±√2

Adding 5 to both sides:

x = 5 ± √2

Therefore, the zeros of function g are x = 5 + √2 and x = 5 - √2.

In summary, the statement about the zeros of function g is that they are located at x = 5 + √2 and x = 5 - √2.

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Answer:

the possible length and width b:

1 and 20

10 and 2

5 and 4

120 = 1*20*6

120 = 10*2*6

120 = 5*4*6

The possible length and width for Derek's rectangular prism with a volume of 120 cubic inches and a height of 6 inches is 6 inches and 20 inches, respectively.

To find the possible length and width of Derek's rectangular prism, we can use the formula for the volume of a rectangular prism:

Volume = Length x Width x Height

Given that the volume is 120 cubic inches and the height is 6 inches, we can substitute these values into the formula:

120 = Length x Width x 6

To find the possible values for length and width, we need to factorize 120 and check the combinations that satisfy the equation. Let's find the factors of 120:

1 x 120

2 x 60

3 x 40

4 x 30

5 x 24

6 x 20

8 x 15

10 x 12

Now let's substitute these factors into the equation and solve for the missing dimension:

For the combination 1 x 120:

120 = 1 x 120 x 6

This does not work because the width would be 120 inches, which is not feasible.

For the combination 2 x 60:

120 = 2 x 60 x 6

This does not work because the width would be 60 inches, which is not feasible.

For the combination 3 x 40:

120 = 3 x 40 x 6

This does not work because the width would be 40 inches, which is not feasible.

For the combination 4 x 30:

120 = 4 x 30 x 6

This does not work because the width would be 30 inches, which is not feasible.

For the combination 5 x 24:

120 = 5 x 24 x 6

This does not work because the width would be 24 inches, which is not feasible.

For the combination 6 x 20:

120 = 6 x 20 x 6

This works because the width would be 20 inches:

120 = 6 x 20 x 6

120 = 720

This combination satisfies the equation.

For the combination 8 x 15:

120 = 8 x 15 x 6

This does not work because the width would be 15 inches, which is not feasible.

For the combination 10 x 12:

120 = 10 x 12 x 6

This does not work because the width would be 12 inches, which is not feasible.

Therefore, the possible length and width for Derek's rectangular prism with a volume of 120 cubic inches and a height of 6 inches is 6 inches and 20 inches, respectively.

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Answer: Step-by-step work:

40,328

77

3,105 (Carry the 3)

27,468

302,976

1,609,432

Add the numbers horizontally:

2,943,941

So, 40,328 * 77 = 2,943,941

The remainder when divided by 10 is:

2,943,941 % 10 = 1

Therefore, the remainder is 1.

More concisely:

40,328 * 77 = 2,943,941

2,943,941 % 10 = 1

So the remainder when 2,943,941 is divided by 10 is 1.

Hope this helps! Let me know if you have any other questions

Step-by-step explanation:

Answer:

a=55°

b=123°

c=55°

d=123°

The combinations of assembling these rectangles for which it is possible to create a rectangle with the length of 15 and the width 11 with no gaps or overlapping are:

A rectangle is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides.

Required

Which group forms a rectangle of

[tex]\text{Length}=15[/tex]

[tex]\text{Width}=11[/tex]

First, calculate the area of the big rectangle

[tex]\text{Area}=\text{Length}\times\text{Width}[/tex]

[tex]\text{A}_{\text{Big}}=15\times11[/tex]

[tex]\text{A}_{\text{Big}}=165[/tex]

Next, calculate the area of each rectangle A to E.

[tex]\text{A}_{\text{A}}=11\times7[/tex]

[tex]\text{A}_{\text{A}}=77[/tex]

[tex]\text{A}_{\text{B}}=2\times11[/tex]

[tex]\text{A}_{\text{B}}=22[/tex]

[tex]\text{A}_{\text{C}}=6\times6[/tex]

[tex]\text{A}_{\text{C}}=36[/tex]

[tex]\text{A}_{\text{D}}=6\times5[/tex]

[tex]\text{A}_{\text{D}}=30[/tex]

[tex]\text{A}_{\text{E}}=13\times4[/tex]

[tex]\text{A}_{\text{E}}=52[/tex]

Then consider each option.

(a) 2C + 2D + 2B

[tex]2\text{C}+2\text{D}+2\text{B}=(2\times36)+(2\times30)+(2\times22)[/tex]

[tex]2\text{C}+2\text{D}+2\text{B}=72+60+44[/tex]

[tex]2\text{C}+2\text{D}+2\text{B}=176[/tex]

(b) A + B + C + D

[tex]\text{A}+\text{B}+\text{C}+\text{D}=77+22+36+30[/tex]

[tex]\text{A}+\text{B}+\text{C}+\text{D}=165[/tex]

(c) A + 4B

[tex]\text{A} + 4\text{B}=77+(4\times22)[/tex]

[tex]\text{A} + 4\text{B}=77+88[/tex]

[tex]\text{A} + 4\text{B}=165[/tex]

(d) 3E + 2B

[tex]3\text{E}+2\text{B}=(3\times52)+(2\times22)[/tex]

[tex]3\text{E}+2\text{B}=156+44[/tex]

[tex]3\text{E}+2\text{B}=200[/tex]

(e) E + C + D + 3B

[tex]\text{E} + \text{C} + \text{D} + 3\text{B}=52+36+30+(3\times22)[/tex]

[tex]\text{E} + \text{C} + \text{D} + 3\text{B}=52+36+30+66[/tex]

[tex]\text{E} + \text{C} + \text{D} + 3\text{B}=184[/tex]

Recall that:

[tex]\text{A}_{\text{Big}}=165[/tex]

Only options (b) and (c) match this value.

[tex]\text{A}+\text{B}+\text{C}+\text{D}=165[/tex]

[tex]\text{A} + 4\text{B}=165[/tex]

Hence, options (b) and (c) are correct.

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Answer:

Samuel = 21 orders

Nicole = 31 orders

Miguel = 63 orders

Step-by-step explanation:

Let N represent Nicole's orders, M represents Miguel's orders, and S represent Samuel's orders.

We know that the sum of their tree orders equals 115 as

N + M + S = 115

Since Miguel served 3 times as many orders as Samuel, we know that

M = 3S.

Since Nicole served 10 more orders than Samuel, we know that

N = S + 10

Samuel's Orders:

Now we can plug in 3S for M and S + 10 for N to find S, the number of Samuel's orders:

S + 10 + 3S + S = 115

5S + 10 = 115

5S = 105

S = 21

Thus, Samuel served 21 orders.

Nicole's Orders:

Now we can plug in 21 for S in N = S + 10 to determine how many orders Nicole served:

N = 21 + 10

N = 31

Thus, Nicole served 31 orders.

Miguel's Orders:

Now we plug in 19 for S in M  = 3S to determine how many orders Miguel served:

M = 3(21)

M = 63

Thus, Miguel served 63 orders.

The length of u, to the nearest inch, is 1818 inches.

To solve this problem, we can use the Law of Sines, which states that the ratio of the length of a side of a triangle to the sine of its opposite angle is constant.

In this case, we'll use the following formula:

a/sin(A) = b/sin(B) = c/sin(C)

Let's label the sides and angles of the triangle:

Side a = u (length of u)

Side b = t (820 inches)

Side c = v (length of v)

Angle A = m/U (132°)

Angle B = m2V (25°)

Angle C = 180° - A - B (as the sum of angles in a triangle is 180°)

Now, we can use the Law of Sines to set up the equation:

u/sin(A) = t/sin(B)

Plugging in the given values:

u/sin(132°) = 820/sin(25°)

To find the length of u, we'll solve this equation for u.

u = (820 [tex]\times[/tex] sin(132°)) / sin(25°)

Using a calculator, we can evaluate the right side of the equation to get the approximate value of u:

u ≈ (820 [tex]\times[/tex] 0.9397) / 0.4226

u ≈ 1817.54 inches

Rounding to the nearest inch, we have:

u ≈ 1818 inches

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Answer:

x = 10

Step-by-step explanation:

the figure inscribed in the circle is a cyclic quadrilateral , all 4 vertices lie on the circumference.

the opposite angles in a cyclic quadrilateral sum to 180° , that is

6x + 1 + 10x + 19 = 180

16x + 20 = 180 ( subtract 20 from both sides )

16x = 160 ( divide both sides by 16 )

x = 10

Explanation:

Plug x = -2 into h(x)

h(x) = x+4

h(-2) = -2+4

h(-2) = 2

This means g[ h(-2) ] = g(2) after replacing h(-2) with 2.

g(x) = 5x

g(2) = 5*2

g(2) = 10

Therefore, g[ h(-2) ] = 10

The equation of the tangent line at the point (108, 6) on the curve y² = x²/(xy - 324) is: y = 6

The equation is given as:

y² = x²/(xy - 324) at (108, 6)

Differentiating implicitly with respect to x gives:

2y(dy/dx) = (2x(xy - 324) - x²(y - 324)(dy/dx)) / (xy - 324)²

Simplifying further using power rule and chain rule gives us:

[tex]\frac{dy}{dx} = \frac{x^{2}y - 648x }{2y(-324 + xy) +x^{3} }[/tex]

We can find the slope by plugging in x = 108 and y = 6 to get

[tex]\frac{dy}{dx} = \frac{(108^{2}*6) - 648(108) }{2(6)(-324 + (108*6)) + 108^{3} }[/tex]

dy/dx = 0

To find the equation of the tangent line, we use the point-slope form:

y - y₁ = m(x - x₁),

where:

(x₁, y₁) is the given point (108, 6) and m is the slope.

Substituting the values, we have:

y - 6 = 0(x - 108)

y = 6

This is the equation of the tangent line at the point (108, 6) on the curve y² = x²/(xy - 324).

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Savings accounts and CDs are good options for people who want to save money without taking on a lot of risk.

If Anita and Miguel do not take any money from their accounts, Anita's account will grow faster than Miguel's.

This is because the interest rate for Anita's account is 6%, while Miguel's is 5%.

The interest rate is the percentage of the principal that a bank or other financial institution pays for the use of money.

It can be thought of as a fee charged for borrowing money.

The higher the interest rate, the more money a person can earn on their investment.

Anita and Miguel's accounts are probably savings accounts or CDs, which are low-risk investments that pay a fixed interest rate.

Savings accounts and CDs are good options for people who want to save money without taking on a lot of risk.

Anita and Miguel's accounts are probably savings accounts or CDs, which are low-risk investments that pay a fixed interest rate.

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Answer:

(8,5)(0,-3)

Step-by-step explanation:

-y=-x+3

y=x-3

Substitute for y:

(x-3)^2-2x=9

x^2-6x+9-2x=9

x^2-8x=0

x(x-8)=0

x=0,8

if x=0,

0-y=3

y=-3

if x=8

8-y=3

-y=-5

y=5

Answer :

x - y = 3

x = 3 + y

y^2 - 2x = 9

y^2 - 2(3+y) = 9

y^2 - 2y -6 -9 = 0

y^2 - 2y -15 = 0

Factorize

y = -3 y = 5

when y = -3

x -(-3) = 3

x = 0

when y = 5

x - 5 = 3

x = 8

A scatter plot visually represents the relationship between two variables. It shows a positive correlation between the number of books read per month and SAT Verbal Test scores, with the equation y = 6.4828x + 520.6962.

A scatter plot is a graphical representation of a set of data that allows the observer to observe the relationship between two variables. It is used to graphically display how one variable is affected by the other. It is a chart of data points plotted on a two-dimensional graph with one variable represented on the X-axis and the other variable on the Y-axis.

Scatter Plot of the Data: From the data provided by the Language Arts department, we can create the scatter plot as shown below:
Equation of the line of best fit: The line of best fit is a straight line that is used to model the relationship between the two variables. It is determined by minimizing the sum of the squares of the differences between the observed values and the predicted values.

From the scatter plot, we can see that there is a positive correlation between the number of books read per month and the score on the SAT Verbal Test. This suggests that the more books a student reads per month, the higher their score on the SAT Verbal Test.

The equation of the line of best fit for the given data set is y = 6.4828x + 520.6962. Here, y represents the score on the SAT Verbal Test and x represents the number of books read per month.

To find the equation of the line of best fit, we can use a regression analysis tool such as Excel. The regression analysis will give us the values of the slope and intercept of the line of best fit, which we can use to write the equation of the line.

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The postulate or theorem that proves that two triangles are congruent if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle. Of the above choices, only ASA satisfies this condition. So the answer is (C).

ASA Congruence Theorem explains that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.

This theorem is a part of triangle congruence criteria in Euclidean geometry. It states that if two angles and the included side of one triangle are equal to the corresponding two angles and included side of another triangle, then the two triangles are congruent, meaning they have the same shape and size.

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,Alice, Raul, and Maria can make 1 whole batch of a dozen cookies together using the ingredients they brought.

To determine how many whole batches of a dozen cookies they can make, we need to compare the amount of flour and butter they have with the required amounts for each batch of cookies.

Let's calculate the total amount of flour and butter each student brought:

Alice:

Flour: 2 cups

Butter: 1/4 cup

Maria:

Flour: 1 1/4 cups

Butter: 3/4 cup

Now let's compare the amounts with the required ingredients for a batch of cookies:

Required amount per batch:

Flour: 3/4 cup

Butter: 1/3 cup

First, let's see how many batches of cookies Alice can make:

Flour: Alice has 2 cups, and each batch requires 3/4 cup. So she can make 2 cups / (3/4 cup) = 8/3 = 2 and 2/3 batches of cookies.

Butter: Alice has 1/4 cup, and each batch requires 1/3 cup. Since she doesn't have enough butter for a full batch, she can't make any batches of cookies with the butter she brought.

Next, let's see how many batches of cookies Maria can make:

Flour: Maria has 1 1/4 cups, and each batch requires 3/4 cup. So she canmake (5/4 cups) / (3/4 cup) = 5/3 = 1 and 2/3 batches of cookies.

Butter: Maria has 3/4 cup, and each batch requires 1/3 cup. So she can make (3/4 cup) / (1/3 cup) = 9/4 = 2 and 1/4 batches of cookies.

Now, to find the maximum number of whole batches they can make together, we take the minimum of the number of batches each student can make:

Alice: 2 and 2/3 batches

Maria: 1 and 2/3 batches

Raul: Not mentioned, so we assume he brought the required ingredients.

The minimum value is 1 and 2/3 batches, which means they can make 1 whole batch of a dozen cookies together.

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As x tends to negative one from the left, the value of f(x) tends to positive infinity. As x → -1⁻, f(x) → ∞.

In Mathematics and Geometry, the vertical asymptote of a function simply refers to the value of x (x-value) which makes its denominator equal to zero (0).

By critically observing the graph of this rational function f(x) shown below, we can logically deduce that its vertical asymptote is at x = -1 and x = 2, and its horizontal asymptote is at y = 3.

In this context, we can logically deduce that the value of f(x) tends towards positive infinity, as x tends to negative one from the left;

As x → -1⁻, f(x) → ∞.

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Answer:

An acute angle

Step-by-step explanation:

An acute angle is smaller than an obtuse ad right angle.

hope this helps and hope it was right 'cause I really don't know what you meant. :)

The result of dividing (4x³ + 6x² + 20x + 9) by (2x + 1) using long polynomial division is 2x² + 2x + 9 with a remainder of 0.

To divide the polynomial (4x³ + 6x² + 20x + 9) by (2x + 1) using long polynomial division.

Arrange the terms of the dividend and the divisor in descending order of the degree of x:

      2x + 1 | 4x³ + 6x² + 20x + 9

Divide the first term of the dividend by the first term of the divisor and write the result on the top line:

             2x + 1 | 4x³ + 6x² + 20x + 9

                   | 2x²

Multiply the divisor (2x + 1) by the quotient obtained in the previous step (2x²) and write the result below the dividend:

             2x + 1 | 4x³ + 6x² + 20x + 9

           - (4x³ + 2x²)

           ---------------

                        4x² + 20x + 9

Subtract the result obtained in the previous step from the dividend and bring down the next term.

             2x + 1 | 4x³ + 6x² + 20x + 9

           - (4x³ + 2x²)

           ---------------

                        4x² + 20x + 9

                      - (4x² + 2x)

                      ---------------

                               18x + 9

Repeat the process by dividing the term brought down (18x) by the first term of the divisor (2x):

             2x + 1 | 4x³ + 6x² + 20x + 9

           - (4x³ + 2x²)

           ---------------

                        4x² + 20x + 9

                      - (4x² + 2x)

                      ---------------

                               18x + 9

                             - (18x + 9)

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

                                         0

The division is complete when the degree of the term brought down becomes less than the degree of the divisor.

In this case, the degree of the term brought down is 0 (a constant term). Since we can no longer divide further, the remainder is 0.

Therefore, the result of the division is:

Quotient: 2x² + 2x + 9

Remainder: 0

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The difference between their yearly incomes is $31,304.

To calculate each person's yearly income, we need to multiply their weekly income by the number of weeks in a year. Assuming there are 52 weeks in a year, the yearly income can be calculated as follows:

For the student who drops out of high school:

Yearly Income = Weekly Income x Number of Weeks

= 451 x 52

= 23,452

For someone with a bachelor's degree:

Yearly Income = Weekly Income x Number of Weeks

= 1053 x 52

= 54,756

The difference between their yearly incomes can be found by subtracting the student's yearly income from the bachelor's degree holder's yearly income:

Difference = Bachelor's Yearly Income - Student's Yearly Income

= 54,756 - 23,452

= 31,304

Therefore, the difference between their yearly incomes is $31,304.

It is important to note that these calculations are based on the given information and assumptions. The actual yearly incomes may vary depending on factors such as work hours, additional income sources, deductions, and other financial considerations.

Additionally, it is worth considering that educational attainment is just one factor that can influence income, and there are other variables such as experience, job type, and market conditions that may also impact individuals' earnings.

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The value of b in the Problem given is 0.5

The given problem can be represented mathematically as below :

We can find be in the expression thus :

4 = 8b

divide both sides by 8 in other to isolate b

4/8 = 8b/8

0.5 = b

Therefore, value of b in the expression is 1/2.

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The area of the figure WXYZ which can be calculated as the sum of the area of the composite triangles ΔXYZ and ΔXWZ is 12 square units

Composite figures are figures comprising of two or more regular figures.

The slope of the side WZ = 2/5

The slope of YZ = -2/1 = -2

The slope of WZ is not the negative inverse of the slope of YZ, therefore, the figure WZ is not perpendicular to YZ and the figure is not a rectangle.

Considering the two triangles formed by the diagonal XZ, we get;

The figure XYZW is a quadrilateral, which is a composite figure comprising of two triangles, triangle ΔXYZ and ΔXWZ

Area of triangle ΔXYZ = (1/2) × 6 × 2 = 6 square units

Area of triangle ΔXWZ = (1/2) × 6 × 2 = 6 square units

The area of the figure = Area of triangle ΔXYZ + Area of triangle ΔXWZ

Area of triangle ΔXYZ + Area of triangle ΔXWZ = 6 + 6 = 12 square units

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When x = 3, the expression 2x - 50 evaluates to -44.

To demonstrate an example using the expression 2(x + 5) - 5 × 12, let's simplify it step by step:

Start with the given expression.

2(x + 5) - 5 × 12

Apply the distributive property.

2x + 2(5) - 5 × 12

Simplify within parentheses and perform multiplication.

2x + 10 - 60

Combine like terms.

2x - 50

The simplified form of the expression 2(x + 5) - 5 × 12 is 2x - 50.

Let's consider an example for substituting a value for the variable x:

Suppose we want to evaluate the expression when x = 3. We substitute x = 3 into the simplified expression:

2(3) - 50

Now, perform the calculations:

6 - 50

The result is -44.

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Question

evaluate the expression 2(x+5)-5 x 12.

Answer: 21.15 ft²

Step-by-step explanation:

We can use the formula for the area of a triangle:

(b×h)/2

In this case, the base is 9 and the height is 4.7.

So, we substitute the variables with the numbers in this problem.

(9 × 4.7)/2

9 × 4.7 = 42.3

42.3/2 = 21.15

So, our final answer is 21.15 ft²

Answer: 5/ 16

explanation: total= 4x4=16

red and yellow : (r,y) or (y,r)

n= 5

p= 5 1/1 16

p = 5 over 16