Find the length of the missing side. The triangle is not drawn to scale

Answer:

D

Step-by-step explanation:

Answer:

36.20

Step-by-step explanation:

add 2.75 and 4.5 which gets you to 7.25 and subtract your 7..25 from 43.50

(Not sure if this is what you were looking for)

no

Step-by-step explanation:

Answer:

342

Step-by-step explanation:

950×0.36=342.....

Answer:

608

Step-by-step explanation:

Answer:

The mistake is the height has to be 6

Step-by-step explanation:

A=B times H

A= 11 times 6

A=66 divided by 2

A= 33 units squared

Hopefully this helps!

Answer:

the answer is 6 .....

no need to explain

Answer:

The answer is 56

Step-by-step explanation:

The equation is Y=56x+4 I think

The equation of the line that describes the relationship between distance y and time x from the given graph is y=56x.

Given that, bus X travels 224 miles in 4 hours.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The coordinate points of a line from the given graph are (4, 224) and (1, 56).

Here, slope (m) = (56-224)/(1-4)

= -168/(-3)

= 168/3

= 56

Put m=56 and (x, y)=(4, 224) in y=mx+c, we get

224=56(4)+c

⇒ c=0

Substitute m=56 and c=0 in y=mx+c, we get

y=56x+0

⇒ y=56x

Therefore, the equation of the line that describes the relationship between distance y and time x from the given graph is y=56x.

To learn more about the slope of a line visit:

https://brainly.com/question/14511992.

#SPJ2

Answer:

Answer is

1,2,3,4,5

5,10,15,20,25

just did the k12 test

Answer:

1,2,3,4,5

5,10,15,20,25

Step-by-step explanation:

Answer:

8,677

Step-by-step explanation:

because the chemical in 87b is the same as 17yu so it would be 8,677.

Answer:

12) The measure of PQR is 36 since both angles MQP (25) and PQR should add up to MQR (61)

13) The graph shows that both angles are congruent so that means:

2x+8= x+22

2x= x+14

x=14

14) angle ADB and angle BDC since it shows that both angles sum up to 90 degrees (also known as complementary angles)

15) Angles ADE and angle FDE are supplementary because they both add up to 180 degrees (supplementary angles)

16) Angles ADC and FDE are vertical because they are opposite of each other

17) Angles ADE and FDE are also linear pairs because both of them are adjacent (they both have a common side as well as a common vertex)

Hope this helps! ;)

Answer:

A = 5

Step-by-step explanation:

Answer:

lol, what for?

Step-by-step explanation:

Answer:

So the answer would be B.

Step-by-step explanation:

This is not the right site like you said also no one knows your age or what you look like so good luck buddy.

Answer:

n-7 would be the equation

Answer:

n - 7

Step-by-step explanation:

n - 7

Answer:

C. PR and SQ have the same midpoing

Step-by-step explanation:

The theorems that could be shown hat the diagonals of parallelogram PQRS bisect each other are explained below.

Now, looking at the parallelogram, we can say that;

∠QPT = ∠SRT (This is because the alternate angles between 2 parallel lines are always equal)

This is This is because the alternate angles between 2 parallel lines are always equal.

This is because they are vertically opposite angles.

△PTQ is congruent to △RTS.

Thus, we can say that;

PT = RT and QT = ST

This proves that they bisect each other.

Read more at; https://brainly.com/question/15140032

Answer:

y=1/2+5x/4

x=−6−2y

Step-by-step explanation:

i hope this helped :)

Answer:

yo I'm doing the same thing

Answer:

We multiply the four factors and get 56

Step-by-step explanation:

Answer:

503 should be the answer

Step-by-step explanation:

Answer:

i think its 503

Step-by-step explanation:

242 multiplied by 0.09 = 21.78

21.78 multiplied by 12 = 261.36

added by 242 = 503.36

Answer:

1.                           2.

   -3, 4                      -3,  2

   -1,  2                       0,  1

   0, 1                         3,  0

   4, -3                      6,  -1

Step-by-step explanation:

Answer:

the answer is by making this question make sense and less confusing

Step-by-step explanation:

Answer: 0.48 .

Step-by-step explanation:

Let p be the proportion of voters actually voted for the Republican presidential candidate.

Given:   In a random sample of 100 voters, 48 said they planned on voting for the Republican presidential candidate.

Sample proportion: [tex]\hat{p}=\dfrac{48}{100}=0.48[/tex]

Hence, the sample proportion is 0.48 .

Answer: (compiled from google)

One radian is the measure of the central angle of a circle such that the length of the arc is equal to the radius of the circle.

A full revolution of a circle ( 360 ∘ ) equals  2 π   r a di a n s. This means that  1  radian = 180 ∘ π .  

The formula used to convert between radians and degrees is  angle in degrees = angle in radians ⋅ 180∘ π .

The radian measure of an angle is the ratio of the length of the arc to the radius of the circle  ( θ = sr ) . In other words, if  s  is the length of an arc of a circle, and  r  is the radius of the circle, then the central angle containing that arc measures radians.

Key Terms

arc: A continuous part of the circumference of a circle.

circumference: The length of a line that bounds a circle.

radian: The standard unit used to measure angles in mathematics. The measure of a central angle of a circle that intercepts an arc equal in length to the radius of that circle.

The  x – and  y -coordinates at a point on the unit circle given by an angle  

t  are defined by the functions  x = cos t  and  y = sin t .

Although the tangent function is not indicated by the unit circle, we can apply the formula  

tan  t = sin  t  cos  t  to find the tangent of any angle identified.

Using the unit circle, we are able to apply trigonometric functions to any angle, including those greater than  90 ∘ .

The unit circle demonstrates the periodicity of trigonometric functions by showing that they result in a repeated set of values at regular intervals.

Key Terms

periodicity: The quality of a function with a repeated set of values at regular intervals.

unit circle: A circle centered at the origin with radius 1.

quadrants: The four quarters of a coordinate plane, formed by the  x – and y -axes.

If this doesn't help I appologize

Answer: You are right

Step-by-step explanation:

Answer:

240

Step-by-step explanation:

According to law of exponential growth,

[tex]y=y_0e^{kt}[/tex]

Here, [tex]y_0[/tex] denotes the initial amount and k is the rate constant of the equation.

Now, the initial population is 240 bacteria.

Put [tex]y_0=240[/tex]

So,

[tex]y=240e^{kt}[/tex]

The population after 12 hours is double the population after 1 hour.

[tex]y(12)=2y(1)[/tex]

[tex]240e^{12k}=240e^{k} \\e^{12k}=e^{k} \\e^{12k-k}=1\\e^{11k}=1\\11k=log 1=0\\k=0[/tex]

(Formulae used: [tex]\frac{e^x}{e^y}=e^{x-y}\,,\,log 1=0[/tex])

So,

[tex]y=240e^{0}=240\\y=240[/tex]

Therefore,

Number of bacteria after 3 hours = 240

Divide total area by area of a gallon of paint:

3025 / 400 = 7.56

Because there is a decimal answer you need to round up tot he next whole number.

You would need 8 gallons of paint.

Answer:

s*3=42

Step-by-step explanation:

s= no. of students

* is used for multiplication sign

s*3=42

s=42/3

s=14

Answer:

ˢ⁄₃ ≤ 14

s ≤ 42

Step-by-step explanation:

This question requires you to apply your algebra knowledge to create an equation (in this case, an inequality) using variables and information. We need to translate the phrases into basic operations.

S would represent the number of students in Mr. Jones's Algebra class.

The info says "if the class were split exactly in equal parts to form 3 new classes." The words 'split' and 'in equal parts' indicate that we need to use the division operator (or a fraction). The "3 new classes" tell us by how many to divide by (the denominator of the fraction). So we write

ˢ⁄₃

The next part forms the inequation. "each class would have no more than 14 students in it"

The "no more than 14" tells us each class can either be 14 or less, so we should use the lesser or equal to sign (≤). So now we join the parts together:

ˢ⁄₃ ≤ 14

Since we now have an equation/inequation and have enough information, we can solve for s (the number of students in Mr. Jones's algebra class).

s ≤ 42

What we have done here is translate the given information into a mathematical sentence

Answer:

9.80

Step-by-step explanation:

Answer:

1. 70

2. 30

Step-by-step explanation:

ok, so we first know that x+(x-40)+90+90=360, so if we simplfy, we will get x+x+40=180, and 2x=140, so x is 70. 70-40 is 30.