A right triangle with a base equal to 24 in and height equal to 18 in.

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Answer:

The function rule be 100 × x

The independent variables i.e. (2, 3, and 4) are considered to be the domain

The dependent variable (200,300,400) are considered to be the range

Step-by-step explanation:

The computation is shown below:

As we know that

1 m = 100 cm

So

2 m = 200 cm

3 m = 300 cm

4 m = 400 cm

The function rule be 100 × x

The independent variables i.e. (2, 3, and 4) are considered to be the domain

The dependent variable (200,300,400) are considered to be the range

Answer:

14... since all of it is equal

Step-by-step explanation:

Problem 4

Note the markings at the top indicate that angle y represents half the angle BAC. In other words, we need 2 copies of angle y to make up angle BAC.

So we know that angle BAC = 2y

Due to the fact that triangle ABC is isosceles, we know that base angles B and C are congruent to 47.

Focusing on triangle ABC we have

So,

A+B+C = 180 .... for any triangle, the angles always add to 180

2y+47+47 = 180

2y+94 = 180

2y = 180-94

2y = 86

y = 86/2

y = 43

Turn your attention to triangle ABD.

Here we have

We'll use the same idea as above, that all angles add to 180, to get...

A+B+D = 180

y+47+x = 180

43+47+x = 180

x+90 = 180

x = 180-90

x = 90

===================================================

Problem 5

Let x be the angle formed by the diagonal sides and the horizontal ground. This is considered the base angle because this triangle is isosceles.

We have two base angles x and the third angle up top is 34

x+x+34 = 180

2x+34 = 180

2x = 180-34

2x = 146

x = 146/2

x = 73

Answer:

18.75 feet

Step-by-step explanation:

Step 1

we find the length of Philip's rectangular deck in yards

The ratio of the width to the length is 4 to 5.

Philip's rectangular deck is 5 yards wide.

Hence,

Hence:

4/5 = 5/x

Cross Multiply

4x = 5 × 5

4x = 25

x = 25/4

x = 6.25 yards

The length of Philip's field = 6.25 yards

Hint: 1 yard = 3 feet.

Converting the yard to feet

1 yard = 3 feet

6.25 yards = x

Cross Multiply

x = 6.25 × 3 feet

x = 18.75 feet

Therefore, the length of Philip's field in feet = 18.75 feet

Answer 5/3

Explanation

Slope formula   m = y2 - y1  - Rise

                                x2 - x1   - Run          

10 - 5  =    5

6-3     =     3  

I know this is correct. I am not sure why this isn't one of the answers.

Answer:

Length of side e is 4.12

Length of side f is 4.24

The length of side f is larger than length of side e

Step-by-step explanation:

We are given two line segments e and f. We need to find lengths of both e and f and determine which is larger.

We can use distance formula to calculate lengths of line segments.

The Distance Formula is: [tex]\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

Finding length of side e:

We are given points (-2,3) and (-1,-1)

here we have [tex]x_1=-2, y_1=3, x_2=-1 , y_2=-1[/tex]

Putting values in distance formula and finding length

[tex]Length \ of \ side \ e= \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\\Length \ of \ side \ e= \sqrt{((-1)-(-2))^2+(-1-(3))^2}\\Length \ of \ side \ e= \sqrt{(-1+2)^2+(-1-3)^2}\\Length \ of \ side \ e= \sqrt{(1)^2+(-4)^2}\\Length \ of \ side \ e= \sqrt{1+16}\\Length \ of \ side \ e= \sqrt{17}\\Length \ of \ side \ e= 4.12[/tex]

So, Length of side e is 4.12

Finding length of side f:

We are given points (2,2) and (-1,-1)

here we have [tex]x_1=2, y_1=2, x_2=-1 , y_2=-1[/tex]

Putting values in distance formula and finding length

[tex]Length \ of \ side \ f= \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\\Length \ of \ side \ f= \sqrt{((-1)-(2))^2+(-1-(2))^2}\\Length \ of \ side \ f= \sqrt{(-1-2)^2+(-1-2)^2}\\Length \ of \ side \ f= \sqrt{(-3)^2+(-3)^2}\\Length \ of \ side \ f= \sqrt{9+9}\\Length \ of \ side \ f= \sqrt{18}\\Length \ of \ side \ f= 4.24[/tex]

So, Length of side f is 4.24

The length of side f is larger than length of side e

Answer:

45.88 seconds

Step-by-step explanation:

[tex]t_1[/tex] = Time taken to sing the fist time = [tex]48.7\ \text{s}[/tex]

Time taken to sing the second time was [tex]2.9\ \text{s}[/tex] less than the first time so

[tex]t_2=t_1-2.9\\\Rightarrow t_2=48.7-2.9\\\Rightarrow t_2=45.8\ \text{s}[/tex]

Time taken to sing the third time was [tex]0.47\ \text{s}[/tex] less than the the second time

[tex]t_3=t_2-0.47\\\Rightarrow t_3=45.8-0.47\\\Rightarrow t_3=45.88\ \text{s}[/tex]

So the time it took the choir to sing the third time was 45.88 seconds.

Answer:

9/10

Step-by-step explanation:

Answer:

9/10

Step-by-step explanation:

right on EDG2020 trust me:P

Answer:

A. 3x - 6

General Formulas and Concepts:

Pre-Alg

Step-by-step explanation:

Step 1: Define expression

3(x - 2)

Step 2: Expand

Answer:

∠ 2 = 70°

Step-by-step explanation:

110° and ∠ 1 are corresponding angles and congruent, thus

∠ 1 = 110°

∠ 1 and ∠ 2 are adjacent angles and are supplementary, thus

∠ 2 = 180° - ∠ 1 = 180° - 110° = 70°

Answer:

Absolute change = 7.4 million

Relative change percentage = 85.1%

Step-by-step explanation:

Given that:

Number of refugees in 2005 = 8.7 million

Number of refugees in 2015 = 16.1 million

The absolute change :

(Number of refugees in 2015 - number of refugees in 2005)

(16.1 million - 8.7 million) = 7.4 million refugees

The relative change in the number of refugees :

((Number of refugees in 2015 - number of refugees in 2005) / number in 2005) * 100%

[(16.1 - 8.7) / 8.7] * 100%

(7.4 / 8.7) * 100%

0.8505747 * 100%

= 85.057%

= 85.1%

Answer:

250

Step-by-step explanation:

Pretty much every time it asks for the abasloute value it just asks how much to get the zero on the number line. It will ALWAYS be positive. For example -5 will be 5 to get to zero on the numberline. Same thing with a positive 5.

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In the lower triangle, one of the angles of which is 45 degrees, we know:

In the triangle, the side facing the angle 45° is √2 / 2 times the hypothenuse.

Thus ;

[tex]10 = hypothenuse \times \frac{ \sqrt{2} }{2} \\ [/tex]

[tex]hypothenuse \times \frac{ \sqrt{2} }{2} = 10 \\ [/tex]

Multiply sides by 2

[tex]hypothenuse \times \sqrt{2} = 2 \times 10[/tex]

Divide sides by √2

[tex]hypothenuse = \frac{2 \times 10}{ \sqrt{2} } \\ [/tex]

[tex]hypothenuse = \frac{ \sqrt{2} \times \sqrt{2} \times 10 }{ \sqrt{2} } \\ [/tex]

[tex]hypothenuse = 10 \sqrt{2} [/tex]

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The common side of the triangles is hypothenuse for both.

[tex]hypothenuse \times \cos(60) = x[/tex]

[tex]10 \sqrt{2} \times \frac{1}{2} = x \\ [/tex]

[tex]x = \frac{2 \times 5 \sqrt{2} }{2} \\ [/tex]

[tex]x = 5 \sqrt{2} [/tex]

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The correct answer is the Third Option .

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Answer:

A

Step-by-step explanation:

I included the steps in the picture I attached. lmk if you need me to explain more

38.88 is the correct answer

i have the answer below i got 100%

Answer:

6 1/2

Step-by-step explanation:

Answer:6 1/2

Step-by-step explanation: do the math search it up

Answer:

My guess would be that the slope is -3

Step-by-step explanation:

Based on what I was taught, I would use the formula y2-y1/x2-x1

-7 - 2

---------- = -3

-3 - (-6)

=================================

Work Shown:

Solve the second equation for f(b)

2f(b) = 28

f(b) = 28/2

f(b) = 14

----------

Plug in x = b and solve for b

f(x) = 3x-1

f(b) = 3b-1 ... replace every x with b

14 = 3b-1 ..... plug in f(b) = 14

3b-1 = 14

3b = 14+1

3b = 15

b = 15/3

b = 5

-----------

f(x) = 3x-1

f(2b) = 3(2b)-1 .... replace every x with 2b

f(2b) = 3(2*5)-1 .... plug in b = 5

f(2b) = 3*10-1

f(2b) = 30-1

f(2b) = 29

Answer:

corresponding I believe

Step-by-step explanation:

if I'm wrong someone tell me and I'll go in the corner

Answer:

D) Alternate interior

Step-by-step explanation:

Its a bit hard to explain for me, since I did this stuff in 5th grade and now I'm in 10th.

P.S: Please mark my answer as brainliest, I need it to rank up.

Answer:

La ecuación simplificada es  [tex]a = \frac{11}{19}[/tex].

Step-by-step explanation:

Tenemos la siguiente ecuación simultánea: [tex]16\cdot a - [3\cdot a - (6-9\cdot a)] = 30\cdot a +[-(3\cdot a+2)-(a+3)][/tex]. El procedimiento consiste en destruir los paréntesis desde dentro hacia fuera, agrupar los términos semejantes y simplificar. Presentamos el proceso paso por paso:

1) [tex]16\cdot a - [3\cdot a - (6-9\cdot a)] = 30\cdot a +[-(3\cdot a+2)-(a+3)][/tex] Dado

2) [tex]16\cdot a -\{3\cdot a + (-1)\cdot [6+(-1)\cdot 9\cdot a]\} = 30\cdot a +\{(-1)\cdot (3\cdot a +2)+(-1)\cdot (a+3)\}[/tex]  [tex]-b = (-1)\cdot b[/tex]

3) [tex]16\cdot a -\{[(-1)\cdot (6)+(-1)\cdot (-1)\cdot 9\cdot a]\}= 30\cdot a +\{\left[(-1)\cdot (3\cdot a) + (-1)\cdot (2)\right] +[(-1)\cdot a +(-1)\cdot (3)] \}[/tex] Propiedad distributiva

4) [tex]16\cdot a -(-6+9\cdot a) = 30\cdot a +(-3\cdot a -2-a-3)[/tex] [tex]-b = (-1)\cdot b[/tex]/ [tex](-b)\cdot (-c) = b\cdot c[/tex]

5) [tex]16\cdot a +(-1)\cdot (-6+9\cdot a) = 30\cdot a -4\cdot a-5[/tex] Propiedad distributiva/Definiciones de adición y sustracción/[tex]-b = (-1)\cdot b[/tex]

6) [tex]16\cdot a +[(-1)\cdot (-6)+(-1)\cdot (9\cdot a)] = 26\cdot a -5[/tex] Propiedad distributiva/Definiciones de adición y sustracción/Propiedad modulativa.

7) [tex]16\cdot a +6-9\cdot a = 26\cdot a - 5[/tex]  [tex]-b = (-1)\cdot b[/tex]/ [tex](-b)\cdot (-c) = b\cdot c[/tex]

8) [tex]7\cdot a +6 = 26\cdot a - 5[/tex] Propiedad distributiva/Definiciones de adición y sustracción.

9) [tex]6+5 = 26\cdot a -7\cdot a[/tex] Compatibilidad con la adición/Definición de sustracción.

10) [tex]11 = 19\cdot a[/tex] Propiedad distributiva/Definiciones de adición y sustracción.

11) [tex]19\cdot a = 11[/tex] Simetría de la igualdad.

12) [tex]a = \frac{11}{19}[/tex] Compatibilidad con la multiplicación/Existencia del inverso multiplicativo/Propiedad modulativa/Definición de división/Resultado.

La ecuación simplificada es  [tex]a = \frac{11}{19}[/tex].

Answer:

60°

Step-by-step explanation:

Angle 1 is a vertical angle to 60° by the definition of a vertical angle.

Answer:

∠1 = 60°

Step-by-step explanation:

Answer:

x=10

Step-by-step explanation:

[tex]6x-14=46\\6x=60\\x=10[/tex]

Answer:

43.43/43

Step-by-step explanation:

Answer:

15% is reduced

Step-by-step explanation:

I always start by finding what 10% and 5% is, after that, I try to see how I can make that into the number subtracted and for this it happened to be 15% I found that 10% was 14,400 and 5% was 7,200 and I found the total amount reduced was 21,600 which is 14,400+7,200 or 10%+5%

Answer:

D

Step-by-step explanation:

Midpoint Formula:

[tex]\frac{x_{1}+x_{2}}{2}, \frac{y_{1}+y_{2}}{2}[/tex]

[tex]\frac{3+1}{2}[/tex] ⇒ [tex]\frac{4}{2}[/tex] ⇒ [tex]2[/tex]

[tex]\frac{8+-4}{2}[/tex] ⇒ [tex]\frac{8-4}{2}[/tex] ⇒ [tex]\frac{4}{2}[/tex] ⇒[tex]2[/tex]

[tex](2,2)[/tex]

Answer:

90 minutes

Step-by-step explanation:

In order to calculate a percentage of the minutes of video we simply need to divide the percentage by 100 and then multiply that value by the total number of minutes that the flash drive can hold. Since we are given this total number of minutes then we can simply plug it in and solve for x which represents the percentage of memory used in minutes.

x = 200 * (45 / 100)

x = 200 * 0.45

x = 90 minutes

Therefore, Kenzie has already used 90 minutes of video on the flash drive.

Answer:

434.60

Step-by-step explanation:

1. x<=20

2. k<0

3. d<-3

4. m<=11

5. a>=3

6. 6<-5

This should help