HELPPPP- PLS The architecture student counted the number of bricks in each building in her neighborhood. Use the data to complete the histogram below. Bricks per building 2 6 12 20 25 25 28 30 31 32 37 37 43 45 Click to set the height of a missing bar. Bricks per building 5 4 1 Number of buildings 2. 0-9 10-19 20 - 29 30-39 40 - 49 Number of bricks​

Answer:

Let the other number be

′

x

′

Given:LCM+HCF=600

⇒14HCF+HCF=600

⇒15HCF=600

⇒HCF=40

⇒LCM=14×40=560

Since HCFxLCM=Product of 2 numbers

=>40×560 = 280×x

⇒x=

280

40×560

⇒x=40×2

⇒x=80

hence the other number is 80.

Answer:

any file to have a reference?

Answer:

x = 2

Step-by-step explanation:

(x+16)/3 = 3x

=> x+16 = 3x × 3

=> x+16 = 9x

=> 16 = 9x - x

=> 16 = 8x

=> 16/8 = x

=> 2 = x

Answer:

408

Step-by-step explanation:

Surface area formula is A=2(wl+hl+hw)

Substituting these values into the formula you would get

2·(3·8+4·8+4·3)=136

136 accounts for one rectangular prism.

Since you have 3 multiply 136 by 3 which would leave you with 408

Answer:

280 in²

Step-by-step explanation:

The opposite faces are congruent , then surface area (SA ) is

SA = top/ base + front/ back + 2 sides

note for the front/ back and 2 sides we have 3 + 3 + 3 = 9 in

   SA  = 2(8 × 4) + 2(8 × 9) + 2(4 × 9)

         = 2 × 32 + 2 × 72 + 2 × 36

        = 64 + 144 + 72

      = 280 in²

komhnyrtgfdedavfbfsfb

Answer:

4

Step-by-step explanation:

4 times 4 is 16. 7 less than 16 is 9.

Answer:

4

Step-by-step explanation:

You can use a simple formula for finding the answer to problems like these. You read it out and put your information in order and use a variable (such as x) in place of the number.

4 * x - 7 = 9

Then solve by getting your variable alone on one side.

Add 7 to both sides: 4 * x = 16

Divide both sides by 4: x = 4

Answer:

320/420 = 4/3

Step-by-step explanation:

4/7= x /560

Cross multiply

7x = 2240

Divide by 7:

x=320

The school has 320 boys and 240 girls

I hope this helps u:)

Answer:

Problem(1):     [tex]21[/tex]

Problem(2):     Side length = [tex]\frac{1}{4}[/tex]    Area = [tex]\frac{1}{16}[/tex]

Problem(3):     Boys = [tex]320[/tex]     Girls = [tex]240[/tex]

Step-by-step explanation:

(Notes steps are cut from this answer so that it isn't too long)

1. Problem (1)

One is given the following information:

The most logical first step is to solve for the value of (x). One can solve for the numerical value of (x) with the first equation.

[tex]x+\frac{1}{x}=5[/tex]

Multiply the entire equation by (x),

[tex]x^2+1=5x[/tex]

Inverse operations put the equation in the general format of a quadratic equation. The general format of a quadratic equation is as follows,

[tex]ax^2+bx+c=0[/tex]

Put the given equation in this format,

[tex]x^2-5x+1=0[/tex]

Now use the quadratic formula to solve for the value of (x). The quadratic formula uses the coefficients of the terms in a quadratic equation to find the roots of the equation. The quadratic formula is as follows,

[tex]\frac{-b(+-)\sqrt{b^2-4ac}}{2a}[/tex]

Use the coefficients of the terms in the given quadratic equation in the formal, then simplify to solve for solutions of the given equation,

[tex]\frac{-(-5)(+-)\sqrt{(-5)^2-4(1)(1)}}{2(1)}[/tex]

Simplify,

[tex]\frac{-(-5)(+-)\sqrt{(-5)^2-4(1)(1)}}{2(1)}[/tex]

[tex]\frac{5(+-)\sqrt{21}}{2}[/tex]

Now substitute these values into the equation and simplify, even though there are two values of (x), there will only be one solution,

[tex]((\frac{5+\sqrt{21}}{2}-\frac{1}{\frac{5+\sqrt{21}}{2}})^2[/tex]                                      [tex]((\frac{5-\sqrt{21}}{2}-\frac{1}{\frac{5-\sqrt{21}}{2}})^2[/tex]  

[tex](\frac{5+\sqrt{21}}{2}-\frac{2}{5+\sqrt{21}})^2[/tex]                                      [tex](\frac{5-\sqrt{21}}{2}-\frac{2}{5-\sqrt{21}})^2[/tex]

Convert to a common denominator,

[tex](\frac{5+\sqrt{21}}{2}*\frac{5+\sqrt{21}}{5+\sqrt{21}}-\frac{2}{5+\sqrt{21}}*\frac{2}{2})^2[/tex]                   [tex](\frac{5-\sqrt{21}}{2}*\frac{5-\sqrt{21}}{5-\sqrt{21}}-\frac{2}{5-\sqrt{21}}*\frac{2}{2})^2[/tex]

[tex](\frac{(5+\sqrt{21})^2-4}{2(5+\sqrt{21})})^2[/tex]                                           [tex](\frac{(5-\sqrt{21})^2-4}{2(5-\sqrt{21})})^2[/tex]

Simplify,

[tex](\frac{25+10\sqrt{21}+21-4}{10+2\sqrt{21}})^2[/tex]                                     [tex](\frac{25-10\sqrt{21}+21-4}{10-2\sqrt{21}})^2[/tex]

[tex](\frac{42+10\sqrt{21}}{10+2\sqrt{21}})^2[/tex]                                              [tex](\frac{42-10\sqrt{21}}{10-2\sqrt{21}})^2[/tex]

[tex]\frac{1764+840\sqrt{21}+2100}{100+40\sqrt{21}+84}[/tex]                                      [tex]\frac{1764-840\sqrt{21}+2100}{100-40\sqrt{21}+84}[/tex]

[tex]\frac{3864+840\sqrt{21}}{184+40\sqrt{21}}[/tex]                                               [tex]\frac{3864-840\sqrt{21}}{184-40\sqrt{21}}[/tex]

[tex]21[/tex]                                                            

2. Problem (2)

All four sides of a square are congruent (have the same measure), thus dividing the perimeter of a square by (4) will yield the side length of the square,

[tex]Perimeter\ of\ the\ square: 4\\Side\ length: \frac{1}{4}[/tex]

The area is the two-dimensional space that a figure takes up, in the case of a square, the area is the side length times itself:

[tex]A=(\frac{1}{4})^2=\frac{1}{16}[/tex]

3. Problem (3)

Let (x) represent the amount by which the ratio of boys to girls was scaled down. Assuming that these are the only two genders in the school, one can state that the sum ratio coefficients times the scaling value for both boys and girls, will equal the total number of people in the school. Thus, one can form the following equation and solve it with inverse operations and simplification,

[tex]boys + girl = total\ students\\4x + 3x = 560\\7x = 560\\x = 80[/tex]

Now substitute this into the expression for the two genders in this scenario, respectively, to solve for the actual number of students of that gender,

Boys,                         Girls,

[tex]4(x)[/tex]                             [tex]3(x)[/tex]

[tex]4(80)[/tex]                           [tex]3(80)[/tex]

[tex]320[/tex]                              [tex]240[/tex]

Answer and Step-by-step explanation:

-2 is the correct answer.

But, you should set up your number line like this:

 -6                       4

<-|-----------|----------|->

              -2

4 - 6 = -2

#teamtrees #PAW (Plant And Water)

I hope this helps!

Answer: A

Step-by-step explanation:

Answer:

-6 < x < 6

Step-by-step explanation:

Domain refers to the list of all x-values included in the function. In this instance, the list of x-values in this function is between -6 and 6.

Answer:

A

Step-by-step explanation:

-2x-4>8

-2x>12

-x>6

x<-6

Answer:

[tex]x < - 6[/tex] (first option)

Step-by-step explanation:

[tex] - 2x - 4 > 8[/tex]

[tex] - 2x > 8 + 4[/tex]

[tex] - 2x > 12[/tex]

[tex] = x < - 6[/tex]

9514 1404 393

Answer:

Step-by-step explanation:

The x-axis is a horizontal line. As such, it has a slope of zero. The equation of a horizontal line is ...

  y = constant

__

For the line through (-5, 4), the constant must match the y-coordinate: 4. The equation is ...

  y = 4

As we said above, the slope of that horizontal line is zero.

The perpendicular line will be a vertical line of the form x=constant. The slope of a vertical line is undefined.

Answer:

165/14

Step-by-step explanation:

(7-4) + 17 / -14 + 2 x 5

3 + 17/-14 + 2 x 5

3 - 17/14 + 2 x 5

3 - 17/14 + 10

165/14

Step-by-step explanation:

This equations are quadratic equations, which is on standard form,

[tex] {ax}^{2} + bx + c[/tex]

where a is the leading coefficient, b is the second coefficient, and c is the constant.

Both a and b are in quadratic equation so we need to find the constant separately.

Both sides are equal to zero so we can just subtract the terms not containing a or b in them to the opposite side.

[tex] {x}^{2} - 4 x + a = 0[/tex]

[tex] {x}^{2} + a = 4x[/tex]

[tex]a = - {x}^{2} + 4x[/tex]

For b,

[tex]2 {x}^{2} - 6x + b + 7 = 0[/tex]

[tex] - 6x + b + 7 = - 2 {x}^{2} [/tex]

[tex]b + 7 = - 2 {x}^{2} + 6x[/tex]

[tex]b = - 2 {x}^{2} + 6x - 7[/tex]

Answer:

Step-by-step explanation:

Temperature at 5 am = -7° F

Temperature at 9 am = 4° F

Temperature at 11 am =4 + 3.5 * 4 = 4 +  14 = 18° F

Total increase = 18 - (-4) = 18 + 4 = 22° F

Answer:

gien

Step-by-step explanation:

The aspect ratio of a Television is the ratio of the width to the height of the television.

The size of a TV is calculated using Pythagoras theorem. Assume the length ratio of the new 50-inch 16:9 TV is x.

The ratio is represented as:

[tex]Width : Height = 16 : 9[/tex]

Using Pythagoras theorem, we have:

[tex](16x)^2 + (9x)^2 = 50^2[/tex]

[tex]256x^2 + 81x^2 = 2500[/tex]

[tex]337x^2 = 2500[/tex]

Divide both sides by 337

[tex]x^2 = 7.42[/tex]

Take square roots of both sides

[tex]x = \sqrt{7.42[/tex]

[tex]x = 2.72[/tex]

So, the width of the image is:

[tex]Width = 16x[/tex]

[tex]Width = 16 \times 2.72[/tex]

[tex]Width = 43.52[/tex]

The height of the image is then calculated as:

[tex]Height = 9x[/tex]

[tex]Height = 9 \times 2.72[/tex]

[tex]Height = 24.48[/tex]

The height of the image is 24.48 inches

The height of each black bar is calculated as follows:

[tex]Width : Height = 1.85 : 1[/tex]

Express as fraction

[tex]\frac{Height}{Width}= \frac{1}{1.85}[/tex]

Make Height the subject

[tex]Height = \frac{1}{1.85}\times Width[/tex]

Substitute [tex]Width = 43.52[/tex]

[tex]Height = \frac{1}{1.85}\times 43.52[/tex]

[tex]Height = 23.52[/tex]

The height of each black bar is 23.52 inches

Lastly, the percentage of the screen’s area that is occupied by the image

First, we calculate the area of the bars

[tex]A_1 = Height \times Width[/tex]

Where:

[tex]Height = 23.52[/tex] and [tex]Width = 43.52[/tex]

So:

[tex]A_1 = 23.52 \times 43.52[/tex]

[tex]A_1 = 1023.59[/tex]

Next, calculate the area of the 50-inch TV

[tex]A_2 = Height \times Width[/tex]

Where

[tex]Width = 43.52[/tex] and [tex]Height = 24.48[/tex]

So:

[tex]A_2 = 24.48 \times 43.52[/tex]

[tex]A_2 = 1065.37[/tex]

So, the percentage occupied on the screen area is:

[tex]\% Screen = \frac{A_1}{A_2} \times 100\%[/tex]

[tex]\% Screen = \frac{1023.59}{1065.37} \times 100\%[/tex]

[tex]\% Screen = \frac{102359}{1065.37} \%[/tex]

[tex]\% Screen = 96.08 \%[/tex]

Hence, the percentage of the screen area occupied is 96.08%

Read more about aspect ratios at:

https://brainly.com/question/17231027

Answer:

vsddddddddddddddddddddddddddddddddddddddddddddddddddddddbgtresxvzjdhdf;lsjb

Step-by-step explanation:

Answer: a =  - 1/5 or a = -0.2

Step-by-step explanation:

-9a – 10 – 6a + 7 = 0

>> -9a-6a = 10-7

>> -15a = 3

>> -15a/ - 15 =3 / - 15 ( divide by -15 both side)

>> a = - 1/5 or -0.2

Answer and Step-by-step explanation:

To simplify, distribute the negative number.

-(11 + 2b)

-11 - 2b is the answer.

#teamtrees #PAW (Plant And Water)

I hope this helps!

Answer:

-11 -2b

Step-by-step explanation:

-(11+2b)

Distribute the minus sign

-11 -2b

MACARONI AND AN POT THATS AN WAAAAAPP

Answer:

slope = - 6, y- intercept = 5

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

0 = 2x - [tex]\frac{5}{3}[/tex] + [tex]\frac{1}{3}[/tex] y ( multiply through by 3 to clear the fractions )

0 = 6x - 5 + y ( subtract 6x - 5 from both sides )

- 6x + 5 = y , that is

y = - 6x + 5 ← in slope- intercept form

with slope m = - 6 and y- intercept c = 5

I HOPE IT WILL HELP YOU.

Have a great day ahead.

Answer: (5,3)

Step-by-step explanation:

A 180 degree rotation will take you to sector b which is (+,+), so I knew it was going to be positive.

Answer:

don't know sorry forgive me

Here we need to see which axioms or properties are used in each case.

A: ab²×0 = 0

Here we have a given number (ab²) times zero, and the outcome is zero. This comes from the existence of zero, which states that there must exist a value that represents nothingness, the zero, such that the product between any number and this one is zero.

B: (7 + 5) + 1 = 7 + (5 + 1)

This is the associative property of addition, which says that we can perform the addition in any order we want.

C:  6 = 6

This is the reflexive property of equality, which says that every number is equal to itself.

D: 7(x – 3) = 7x - 21

This is the distributive property, which says that:

C*(A + B) = C*A + C*B

We can see that if we apply it to the left side we get:

7(x - 3)  = 7x - 7*3 = 7x - 21

E:  x + (-x) = 0

This is the existence of the opposite number. This property says that for any real number N there exists a real number A such that:

N + A  = 0

Particularly, in the real set, we can see that A = -N

G: (a + b) + 0 = 0 + (a + b)

Here we can see that the order changes in the addition, this is the commutative property of the addition, which says that:

A + B = B + A

So the elements in the sum can commute.

H: if x = -1, and -1 = z, then x = z

This is the transitive property, we can apply it in the next way:

x = -1 = z

then x = z

So if both variables are equal to the same number, then the variables are equal.

I: 4x×1 = 4x

This is the existence of the identity with respect to multiplication. It says that there exist a number A such that for any number X, the product between A and X is equal to X:

X*A  =X

Particularly, A = 1.

X*1 = X.

If you want to learn more, you can read:

https://brainly.com/question/11232266

Answer:

Step-by-step explanation: I also need help

Answer:

Just study and pay attention in class and take good notes. I would say that you should pay more attention when they teach you the trigonometry unit.

Answer:

Step-by-step explanation:

1) 7/10 × 2/21

1/15

2) 9/16 × 10/21

90/336

15/56

3) 11/12 × 26/55

13/30

4) 2/6 × 18/12 × 2/3

72/216

1/3

5) ⅚ × 9/10

45/60

3/4