Answer:
(2,2)
Step-by-step explanation:
x=4-y
2 ( 4 - y )+ 3y= 12
2y = 12 -8
y= 2
substitute y in first eq. :
x=4 - 2
x= 2
Beverly fpund a magic bean. If she puts it in the soil , every single day it will grow 4 cm. After how many days will it be 14.56 meters tall
Answer:
364 days
Step-by-step explanation:
Magic bean will take 364 days to grow 14.56 m tall.
What is Unit Conversion?A conversion factor exists as a ratio that expresses how many of one unit stand equal to another unit. For example, there exist 12 in. in 1 ft, 1609 m in 1 mi, 100 cm in 1 m, 60 s in 1 min, and so on.
Unit conversion exists as a multi-step procedure that involves multiplication or division by a numerical factor, choosing the accurate number of significant digits, and rounding.
First we need to convert the height in m into cm.
14.56 m=14.56*100=1456 cm
If it grows 4 cm in one day then:
It will take 1456/4=364 days (a year) to grow completely.
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Need help on #7 , #8 Asap
58°
X Х
jsut give a quick
Answer:
32
Step-by-step explanation:
The sum of the angles of a triangle is 180
58+90+x = 180
148+x = 180
x = 180-148
x=32
The angle sum property of a triangle:
The total measure of the three angles of a triangle is 180°
Solution[tex]\large\bf \longrightarrow \: {\underline{\red{x \: + \: 58 \degree \: + \: 90 \degree \: = \: 180 \degree}}}[/tex]
[tex]\large\bf \longrightarrow \: {\underline{\red{x \: + \: 148 \: = \: 180 \degree}}}[/tex]
[tex]\large\bf \longrightarrow \: {\underline{\red{x \: = \: 180 \degree \: - \: 148 \degree}}}[/tex]
[tex]\large\bf \longrightarrow \: {\underline{\red{x \: = \: 32 \degree}}}[/tex]
Durning Saturday’s thunderstorms a total of 500 mm of rain fell in fell in 20 minutes.How many mm fell per minute
Answer
25mm of rain fell each second
Step-by-step explanation:
we know that 500 mm fell in 20 minutes
so, we have to divide 500 by 20 giving us the amount of rain that fell each minute:
500/20 = 25
therefore, 25mm of rain fell each minute
hope this helped:)
Answer:
25 mm per minute
Step-by-step explanation:
Take the amount of rain and divide by the number of minutes
500/20
25 mm per minute
please help me out :))))
Answer:
Angle BCD=35°
HOPE IT HELPS
HELP ME PLS ITS PYTHAGOREAN THEOREM
Answer:
a= [tex]\sqrt{19}[/tex]
Step-by-step explanation:
Pythagorean Theorem: a^2+b^2=c^2
a^2+9^2=10^2
a^2+81=100
a^2=19
a=[tex]\sqrt{19}[/tex]
Answer:
b = 4.4 meters
(c) 63 divided by 3 = 21 , Show how you use this to work out 0.63 divided by 0.3.
Answer:
0.63 ÷ 0.3 = 63 x 10^-2 ÷ 3 x 10^-1 = 63 / 3 x 10^(-2--1) = 21 x 10^-1 = 2.1
Answer:
2.1.
Step-by-step explanation:
63/3 = 21
0.63 = 63 / 100
and 0.3 = 3 / 10
so 0.63/0.3 = 63 /100 / 3/10 = 63/100 * 10/3
= 63/3 / 10
So the answer is 21 / 10 = 2.1.
Can someone verify if this is correct?
I used cosec because the others didn’t work
Parallelogram JKLM is shown. If KR=X+7, KM = 3x - 5. and JL = 4x - 10.
what is JR?
2 points
K
R
569
27°
72°
M
Answer:
Step-by-step explanation:
In a parallelogram, this one in particular:
KR = RM
JR = RL
We are looking in the end for the length of JR, but that means that we need to solve for x somehow to plug in the expression for JL, and then split that in half. Here's how we're going to go about it. I know that
KM = KR + RM, but since KR and RM are the same length, the equation becomes
KM = 2KR. Filling that in with the expressions I'm given for KM and KR:
3x - 5 = 2(x + 7) and
3x - 5 = 2x + 14 and
x = 19. Now I can find the length of JL:
JL = 4x - 10 so
JL = 4(19) - 10 and
JL = 66
Knowing that JR = RL and JL is 66 units long, JR = RL = 33 units each.
Which expression is the simplified form of -10 + 3x - x - 7x + 5x + 7 + 2x?
A. 4x-3
B. 2x - 3
C. -18x - 17
D. -X
Answer:
B
Step-by-step explanation:
-10 + 3x - x - 7x + 5x + 7 + 2x
combine like terms
-10 + 3x - x - 7x + 5x + 7 + 2x
-3 + 3x - x - 7x + 5x + 2x
the -7x and the 5x + 2x cancel out to 0, so for the x terms we are left with 3x -x to get 2x
= 2x - 3
Can someone please help me with my maths question
Answer:
[tex]a. \ \dfrac{625 \cdot m}{27 \cdot n^{11}}[/tex]
[tex]b. \ \dfrac{x^{3 \cdot m - 2}}{y^{ 3 + n}}[/tex]
Step-by-step explanation:
The question relates with rules of indices
(a) The give expression is presented as follows;
[tex]\dfrac{m^3 \times \left (n^{-2} \right )^4 \times (5 \cdot m)^4}{\left (3 \cdot m^2 \cdot n \right )^3}[/tex]
By expanding the expression, we get;
[tex]\dfrac{m^3 \times n^{-8} \times 5^4 \times m^4}{\left 3^3 \times m^6 \times n^3}[/tex]
Collecting like terms gives;
[tex]\dfrac{m^{(3 + 4 - 6)} \times 5^4}{ 3^3 \times n^{3 + 8}} = \dfrac{625 \cdot m}{27 \cdot n^{11}}[/tex]
[tex]\dfrac{m^3 \times \left (n^{-2} \right )^4 \times (5 \cdot m)^4}{\left (3 \cdot m^2 \cdot n \right )^3}= \dfrac{625 \cdot m}{27 \cdot n^{11}}[/tex]
(b) The given expression is presented as follows;
[tex]x^{3 \cdot m + 2} \times \left (y^{n - 1} \right )^3 \div (x \cdot y^n)^4[/tex]
Therefore, we get;
[tex]x^{3 \cdot m + 2} \times \left (y^{n - 1} \right )^3 \times x^{-4} \times y^{-4 \cdot n}[/tex]
Collecting like terms gives;
[tex]x^{3 \cdot m + 2 - 4} \times \left (y^{3 \cdot n - 3 -4 \cdot n}} \right ) = x^{3 \cdot m - 2} \times \left (y^{ - 3 -n}} \right ) = x^{3 \cdot m - 2} \div \left (y^{ 3 + n}} \right )[/tex]
[tex]x^{3 \cdot m - 2} \div \left (y^{ 3 + n}} \right ) = \dfrac{x^{3 \cdot m - 2}}{y^{ 3 + n}}[/tex]
[tex]x^{3 \cdot m + 2} \times \left (y^{n - 1} \right )^3 \times x^{-4} \times y^{-4 \cdot n} =\dfrac{x^{3 \cdot m - 2}}{y^{ 3 + n}}[/tex]
Question 16 of 17
Which of the following best describes the graph below?
A. Independent variable
0 o a
B. A relation that is a function
C. A relation that is not a function
D. Dependent variable
Three adults are picked at random from those with a mass of 70 kg or less.
Calculate the probability that one of them has a mass of 35 kg or less and the other two each have a
mass greater than 35 kg.
(a/b)^x-1 = (b/a)^x-3
Answer:
x = 2
Step-by-step explanation:
Is the domain of an arithmetic sequence discrete or continuous? Is the range of an arithmetic sequence discrete or continuous?
Answer:
continuous, continuous
Step-by-step explanation:
The discrete domain are set of input variables that have numbers in an interval. A continuous domain has all numbers in an interval. The point representing the solution of an equation are distinct. The range of sequence is the merely a set of defines the sequence and is represented as X1, X2, X3, or N = 1, 2, 3.Two hikers are miles apart and walking toward each other. They meet in hours. Find the rate of each hiker if one hiker walks mph faster than the other.
Answer:
where are the numbers
Step-by-step explanation:
What is the value of the expression below when x=3
10x²- 7x + 10
Answer: 79
Concept:
Here, we need to understand the idea of evaluation.
When encountering questions that gave you an expression with variables, then stated: "If x = a, y = b, z = c" (a, b, c are all constants), this means you should substitute the value given for each variable back to the expression.
Solve:
Given information
10x² - 7x + 10
x = 3
Substitute the value into the expression
= 10 (3)² - 7 (3) + 10
Simplify by multiplication
= 10 (9) - 21 + 10
= 90 - 21 + 10
Simplify by subtraction
= 69 + 10
Simplify by addition
= 79
Hope this helps!! :)
Please let me know if you have any questions
Answer:
92
Step-by-step explanation:
The variable 'x' shows up twice in this expression. Replace each instance of 'x' with 3:
10(3)^2 - 7(3) + 10 = 10(9) - 21 + 19 = 92
In the figure shown, line AB is parallel to line CD. What is the measure of angle x? Explain your answer.
Answer:
x = 53°
Step-by-step explanation:
The angle 115° and the angle formed by the sum of x+62° are external alternates angles, so it means they have the same measure, and you can find the value of x doing:
115°- 62° = 53°
FIRST CORRECT WILL BE MARKED BRAINLIEST!!!
Which expression is the result of solving the equation ax-b=cy for x (For a[tex]\neq[/tex]0)
Answer:
x = (cy+b)/a
Step-by-step explanation:
ax-b=cy
Add b to each side
ax-b+b=cy+b
ax = cy +b
Divide each side by a
ax/a = (cy+b)/a
x = (cy+b)/a
ALGEBRA 2
Name the property of real numbers illustrated by each equation.
#21
Answer:
The property showed in the number 21 is the distributive property
3/4 of the class walk to school while 1/5 ride bicycle. Find the ratio of those who walk to those who ride bicycles.
Answer:
15:4
Step-by-step explanation:
Multiply the fractions to get a common denominator. Multiply 3/4 by 5 and your get 15/20 and multiply 1/5 by 4 and you get 4/20. The numerators represent the ratio.
How can this quadrilateral be classified?
Select each correct answer.
O trapezoid
O square
O rhombus
O parallelogram
Answer:
Rhombus, Square, Parallelogram :)
Step-by-step explanation:
I just did this question and I got the three answers above right. I hope this helps!
After a 20% reduction, you purchase a tv for $336. What was the price of the tv before the reduction?
Answer:
$420
.8 x = 336
x = 336/.8
X=$420
Step-by-step explanation:
(a-√a/√a-1) - (√a+1/a+√a) : √a+1/a. solve a
Answer:
Step-by-step explanation:
[tex]\displaystyle \ \Large \boldsymbol{} \frac{a-\sqrt{a} }{\sqrt{a}-1 } -\frac{\sqrt{a}+1 }{a+\sqrt{a} } :\frac{\sqrt{a}+1 }{a} = \\\\\\\frac{\sqrt{a}(\sqrt{a} -1 ) }{(\sqrt{a}-1) } -\frac{\sqrt{a}+1 }{\sqrt{a}(\sqrt{a}+1 )}\cdot \frac{\sqrt{a}\cdot \sqrt{a} }{\sqrt{a}+1 } = \\\\\\\sqrt{a} -\frac{\sqrt{a} }{1+\sqrt{a} } =\frac{a+\sqrt{a}-\sqrt{a} }{1+\sqrt{a} } = \\\\\\\frac{a}{\sqrt{a}+1 } \cdot \frac{\sqrt{a}-1 }{\sqrt{a}-1} } =\boxed{\frac{a\sqrt{a} -a}{a-1} }[/tex]
Se desea pintar un cuadrado inscrito en una circunferencia de radio R=3cm como se muestra en la figura. Calcular el área del cuadrado
El área del cuadrado es de 3 centímetros cuadrados.
Dado que se desea pintar un cuadrado inscrito en una circunferencia de radio R=3cm como se muestra en la figura, para calcular el área del cuadrado se debe realizar el siguiente cálculo:
Radio = diámetro / 2 3 = X/2 X = 6Hipotenusa del triángulo interno: 6 cmAplicando teorema pitagórico: lado al cuadrado mas lado al cuadrado es igual a hipotenusa al cuadrado.
L^2 + L^2 = 62L^2 = 6L^2 = 6/2L = √ 3L = 1.732Área de un cuadrado = L x L = L^2 = 3Por lo tanto, el área del cuadrado es de 3 centímetros cuadrados.
Aprende más en https://brainly.com/question/16405529
El área del cuadrado es de 18 centímetros cuadrados.
El procedimiento de resolución se basa en conocer que la Medida de la Diagonal de un Cuadrado inscrito es igual a la Medida del Radio del Círculo, lo cual permite determinar el valor de la medida del Cuadrado en función del Radio del Círculo. Finalmente, determinamos el Área del Cuadrado mediante su fórmula conocida.
Dado que existe un cuadrado inscrito en un círculo, la medida de la diagonal del cuadrado es igual a la medida del radio del círculo. Además, conocemos que un cuadrado está formado por 4 triángulos rectángulos con configuración angular 45-45-90. Entonces, la medida del lado del cuadrado se calcula mediante la siguiente relación geométrica:
[tex]l = \sqrt{2}\cdot R[/tex] (1)
Donde:
[tex]R[/tex] - Radio del círculo, en centímetros.
[tex]l[/tex] - Longitud del lado del cuadrado, en centímetros.
Por otra parte, la ecuación de área del cuadrado es igual a:
[tex]A = l^{2}[/tex] (2)
Donde [tex]A[/tex] es el área del cuadrado, en centímetros cuadrados.
Si sabemos que [tex]R = 3\,cm[/tex], entonces el área del cuadrado es:
[tex]l = \sqrt{2}\cdot (3\,cm)[/tex]
[tex]l = 3\sqrt{2}\,cm[/tex]
[tex]A = (3\sqrt{2}\,cm)^{2}[/tex]
[tex]A = 18\,cm^{2}[/tex]
El área del cuadrado es de 18 centímetros cuadrados.
He aquí una pregunta relacionada sobre el área del cuadrado: https://brainly.com/question/23915250
ESSENTIAL QUESTION How do graphs
and equations reveal information about a
relationship between two quantities?
Answer:
When you plot the graph, you may see a line or a curve. This presents the trend of the relationship of the two quantities when the independent variable changes.
Graphs visually depict patterns and trends, while equations provide precise mathematical descriptions, both revealing valuable information about the relationship between two quantities.
Graphs visually represent data and patterns, allowing us to identify the nature of the relationship between two quantities. The slope and intercepts of a graph provide information about the rate of change and the values when one quantity is zero.
Equations, on the other hand, offer precise mathematical descriptions of the relationship. The form of the equation reveals the nature of the relationship, while coefficients and constants provide specific information. Solving equations yields solutions that satisfy the relationship.
Both graphs and equations work together to provide a comprehensive understanding of the relationship between two quantities, with graphs offering visual insights and equations providing precise mathematical information.
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write each number as a reduced fraction or mixed number. A. 16/24 B. 15/24. C. 4%
Answer:
A.1/3 B.5/8 C.1/25
Step-by-step explanation:
just simplify it down to the lowest
Answer:
Ä. 16/24 as reduced fraction = 2/3
B. 15/24 as reduced fraction= 5/8
if x =2 y =3 find the value of x^2-xy^2+y^2
Answer:
i hope it will help
Step-by-step explanation:
I did not get the equation so I solve it with two methods
If the blue radius below is perpendicular to the chord AC which is. 14 units long, what is the length of the segment AB?
Answer:
C. 7 units
Step-by-step explanation:
The given parameters are;
The length of the chord of the circle, [tex]\overline{AC}[/tex] = 14 units
The orientation of the radius and the chord = The radius is perpendicular to the chord
We have in ΔAOC, [tex]\overline{AO}[/tex] = [tex]\overline{OC}[/tex] = The radius of the circle
[tex]\overline{OB}[/tex] ≅ [tex]\overline{OB}[/tex] by reflexive property
The angle at point B = 90° by angle formed by the radius which is perpendiclar to the chord [tex]\overline{AC}[/tex]
ΔAOB and ΔCOB are right triangles (triangles having one 90° angle)
[tex]\overline{AO}[/tex] and [tex]\overline{OC}[/tex] are hypotenuse sides of ΔAOB and ΔCOB respectively and [tex]\overline{OB}[/tex] is a leg to ΔAOB and ΔCOB
Therefore;
ΔAOB ≅ ΔCOB, by Hypotenuse Leg rule of congruency
Therefore;
[tex]\overline{AB}[/tex] ≅ [tex]\overline{BC}[/tex] by Congruent Parts of Congruent Triangles are Congruent, CPCTC
[tex]\overline{AB}[/tex] = [tex]\overline{BC}[/tex] by definition of congruency
[tex]\overline{AC}[/tex] = [tex]\overline{AB}[/tex] + [tex]\overline{BC}[/tex] by segment addition postulate
∴ [tex]\overline{AC}[/tex] = [tex]\overline{AB}[/tex] + [tex]\overline{BC}[/tex] = [tex]\overline{AB}[/tex] + [tex]\overline{AB}[/tex] = 2 × [tex]\overline{AB}[/tex]
∴ [tex]\overline{AB}[/tex] = [tex]\overline{AC}[/tex]/2
[tex]\overline{AB}[/tex] = 14/2 = 7
[tex]\overline{AB}[/tex] = 7 units.
Answer:
7 units
Step-by-step explanation:
Which set of integers are in the right order from least to greatest?
1-10], -3, 2,7
7, 1-10], -3,2
2, -3, 7, 1-10
-3, 2, 7, 1-10
Answer:
1-10, -3, 2, 7
im sorry if i give a wrong answer
