Answer:
T=112.5+0.50*b (since there was not a given number of beads)
A 2-column table has 8 rows. The first column is labeled Statements with entries angle A B C is right angle, Line segment D B bisects angle A B C, B, m angle A B D = m angle C B D, m angle A B D + m angle C B D = 90 degrees, m angle C B D + m angle C B D = 90 degrees, D, m angle C B D = 45 degrees. The second column is labeled Reasons with entries A, given, definition of right triangle, definition of bisection, C, substitution property, addition, and division property. Identify the missing parts in the proof. Given: ∠ABC is a right angle. DB bisects ∠ABC. Prove: m∠CBD = 45° A: B: C: D:
Answer:
A. Given
B.Measure of ABC=90
C.Angle addition Prostulate
D.2 times the measure of angle CBD=90
Step-by-step explanation:
Answer:
d a b c
Step-by-step explanation:
x2 – 25 = - 4x – 4
Solve the quadratic by factoring
Answer:
x = -7, +3
Step-by-step explanation:
x² - 25 = -4x - 4
Put it all on one side
x² - 25 + 4x + 4 = 0
Put like terms together
x² + 4x - 21 = 0
Factor
(x + 7)(x - 3) = 0
x + 7 = 0 ⇒ x = -7
x - 3 = 0 ⇒ x = +3
x = -7, +3
an ice machine makes 1 1/2 pounds of ice every 1/2 hour. witch graph shows this proportional relationship?
Answer:
4th one
Step-by-step explanation:
The graph that represents the situation is required.
The correct option is option 2.
Here the [tex]x[/tex] axis denotes the number of hours and
[tex]y[/tex] axis denotes the pounds of ice.
The given ordered pair is
[tex](\dfrac{1}{2},1\dfrac{1}{2})=(0.5,1.5)[/tex]
At zero hours the ice produced will be zero so, the third and fourth options are incorrect.
The only graph where the line passes through [tex](0.5,1.5)[/tex] is option 2.
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1/3 - 1/2 x 1/2 ?? Help please
Answer:
1/2
Step-by-step explanation:
1
3
−
1
2
(1)
2
=
1
3
−
1
2
2
=
1
3
−
1
4
=
1/12
Write each percent as a fraction in simplest form 2 2/5%
Answer:
12/5%
Step-by-step explanation:
12/5 %
that's it cuz u can't divide them
Adam borrowed money to buy a new car. The bank now has a lien on the car. What could happen if Adam doesn't make his payments on time?
A.
The bank could sell the car.
B.
The bank could lend him more money.
C.
The bank could exchange his new car for an old one.
Answer:
A. The bank could sell the car
Step-by-step explanation:
Answer:
A. the bank could sell the car
the reason is when he falls behind on payments the bank will take the car and sell it to get their money back i think
BRAINLIEST ASAP! PLEASE. HELP ME :) I need help with part 2 of the question.
Part 2:
-4a + 2 + 11a = 5a + 3 + 2a
~Combine like terms
7a + 2 = 7a + 3
~Subtract 2 to both sides
7a = 7a - 1
~Subtract 7a to both sides
0 = 1
Therefore, there are no solutions.
Best of Luck!
12 - d > 8. Solving inequalities
Answer:
d<4 I might not be right but I think this is correct
Step-by-step explanation:
Simplify both sides of the inequality.
−d+12>8
Subtract 12 from both sides.
−d+12−12>8−12
−d>−4
Divide both sides by -1.
[tex]\frac{-d}{-1}[/tex] >[tex]\frac{-4}{-1}[/tex]
d > 4
Help please, I will give a brainly to whoever has it done first
Answer:
297/40 or 7.425
Step-by-step explanation:
Hope this helped
To find the volume you got to multiply W by H and L
solve for x
3+x/8=4
Answer:
x = 8
Step-by-step explanation:
3+x/8=4
We move all terms to the left:
3+x/8-(4)=0
We add all the numbers together, and all the variables
x/8-1=0
We multiply all the terms by the denominator
x-1*8=0
We add all the numbers together, and all the variables
x-8=0
We move all terms containing x to the left, all other terms to the right
x=8
1.how do you perceive mathematics as a subject? Explain Your answer
2. What is the significance of mathematics in your life and as a student?
Answer:
The students perceived various qualities of the mathematics learning that were enabled by the use of mobile phones: (1) exploring mathematics independently (2) learning mathematics through collaboration and team work; where the collaboration is on equal terms (3) learning mathematics in a societal and humanistic environment (4) learning mathematics in authentic real life situations (5) visualizing mathematics and investigating it dynamically (6) carrying out diversified mathematical actions using new and advanced technologies (7) learning mathematics easily and efficiently. In the overall, the students were positively impressed by the potentialities and capabilities of the mobile phones used in the mathematics learning process. This indicates that mathematics education could benefit form utilizing these new technological tools.Mathematics makes our life orderly and prevents chaos. Certain qualities that are nurtured by mathematics are power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving ability and even effective communication skills.Write the following in exponential form 10,000x10
Answer:
1.0 x 10⁵
Step-by-step explanation:
10,000 • 10 = 100,000
= 1.0 x 10⁵
3 out of 30 computers are not working.so what % are working
Answer:
90%
Step-by-step explanation:
3/30 not working
3/30%=3/30x100
=>10%
% of computers working 100%-10%=90%
how many million miles are between the earth and sun ?
91 million miles (146 million km)
find the range 5 15 10 20 15 10 15
Answer:
15
Step-by-step explanation:
20-5=15
y=x-12 y=13 solve for x
Answer:
Step-by-step explanation:
x - 12 = 13
x = 25
y = 12
Answer:
x=25
Step-by-step explanation:
y=x-12....eq1
y=13.... eq2
Substituting eq2 in 1:-
13=x-12
x=12+13=25
what is 7) 4x -2(3x + 7)
4x -2(3x+7)
Use the distributive property:
4x - 6x -14
Combine like terms:
-2x - 14
If f(x)= (3x+x)/(x-3) what is f(a+2)
Answer:
Videos of If F(X)= (3X+X)/(X-3) What is F(A+2)
Step-by-step explanation:
A 3-column table with 3 rows. Column 1 is labeled Scale factor with entries one-half, 1, 3.2. Column 2 is labeled Width with entries A, 10 feet, C. Column 3 is labeled Length with entries B, 18 feet, 57.6 feet.
The value of A is .
answer: 2,5,8,20
The value of B is .
answer: 8,9,27,36
The value of C is .
answer: 20,22,30,32
for Edg
Answer:
A=5
b=9
c=32
Step-by-step explanation:
The residual value when x = 3 for a function y = 2.69x - 7.95 is 0.12
What is an equation?An equation is an expression that shows the relationship between two or more number and variables.
Here, we have,
Given the equation:
y = 2.69x - 7.95
When x = 3:
y = 2.69(3) - 7.95 = 0.12
The residual value when x = 3 for a function y = 2.69x - 7.95 is 0.12
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complete question;
A data set is shown in the table. The line of best fit modeling the data is y = 2.69x – 7.95.
A 2-column table with 5 rows. The first column is labeled x with entries 1, 2, 3, 4, 5. The second column is labeled y with entries negative 5.1, negative 3.2, 1.0, 2.3, 5.6.
What is the residual value when x = 3?
–0.88
–0.12
0.12
0.88
PLS HELP The lines below are parallel. If the slope of the green line is -3/4, what is the slope of the red line?
Answer:
-3/4
Step-by-step explanation:
Surely it's the same since they're parallel??
To calculate simple interest, the amount of interest, I, can be found using this formula, where P is the principal, r is the interest rate, and t is time: I=Prt Which formula can be used to determine the interest rate when the other variables are known? a.) r=IPt b.)r=I/Pt c.)r=IP/t d.) r=Pt/I
Answer:
b
Step-by-step explanation:
I = Prt Solve the equation for r
I = Prt Divide both sides by Pt to get r on one side of the equation by itself
Pt Pt Cancel the P and t on right side as P/P and t/t = 1
This leaves: I = r or r = I
Pt Pt
The interest rate formula with other known variables is R=I/PT. Therefore, the correct answer is option B.
The given simple interest formula is I=PRT.
Where, P is the principal, r is the interest rate, and t is time.
Simple interest is a method to calculate the amount of interest charged on a sum at a given rate and for a given period of time.
To calculate the interest rate:
By rearranging the formula I=PRT, we get
R=I/PT
Therefore, the correct answer is option B.
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Evaluate:
-6+2[6+4(( - 3)^2 – 7)]
Steps to solve:
-6 + 2[6 + 4((-3)^2 - 7)]
~Solve exponent
-6 + 2[6 + 4(9 - 7)]
~Solve whats in parenthesis
-6 + 2[6 + 4(2)]
~Multiply
-6 + 2[6 + 8]
~Add
-6 + 2[14]
~Multiply
-6 + 28
~Add
22
Best of Luck!
a. Write 60,000,000 in words.
Answer:
The answer is sixty million.
A quantity P obeys the exponential growth law P(t)=e5t (t in years).
At what time t0 is P=15? Use yr for years. t0=?
At what time t1 is P=20? Use yr for years. t1= ?
What is the doubling time for P? Use yr for years. The doubling time is ?
Answer:
the time at which P =15 is [tex]{t_o = 0.54161 \ years}[/tex]
the time at which P =20 is [tex]{t_1 = 0.59914 \ years}[/tex]
the doubling time [tex]{t = 0.138629 \ years}[/tex]
Step-by-step explanation:
From the information we are being provided with:
The quantity P i.e [tex]P(t) = e ^{5t}[/tex]
In order to determine the time at which P = 15, we have the following:
[tex]t= t_o[/tex] when P = 15
∴ [tex]e^{5t_o} = 15[/tex]
[tex]5t_o= In (15)[/tex]
[tex]t_o = \dfrac{1}{5}In 15[/tex]
[tex]t_o = \dfrac{1}{5} \times 2.70805[/tex]
[tex]{t_o = 0.54161 \ years}[/tex]
Hence, the time at which P =15 is [tex]{t_o = 0.54161 \ years}[/tex]
In order to determine the time at which P = 20, we have the following:
[tex]t= t_1[/tex] when P = 20
∴ [tex]e^{5t_1} = 20[/tex]
[tex]5t_1= In (20)[/tex]
[tex]t_1= \dfrac{1}{5}In (20)[/tex]
[tex]t_1 = \dfrac{1}{5} \times 2.9957[/tex]
[tex]{t_1 = 0.59914 \ years}[/tex]
Hence, the time at which P =20 is [tex]{t_1 = 0.59914 \ years}[/tex]
The doubling time at t = 0, mean P = 2
∴ [tex]e^{5t} = 2[/tex]
[tex]5t= In (2)[/tex]
[tex]t= \dfrac{1}{5}In(2)[/tex]
[tex]t = \dfrac{1}{5} \times0.693147[/tex]
[tex]{t = 0.138629 \ years}[/tex]
Hence, the doubling time [tex]{t = 0.138629 \ years}[/tex]
HELP NOW!! QUES^TION IN PICTURE
Answer:
Its b
Step-by-step explanation:
I did the unit test
Lou drives at 65 mi/h. Write an expression for the number of miles that Lou drives t hours.
Answer:
The expression for the number of miles that Lou drives t hours is t*65
Step-by-step explanation:
Two quantities are directly proportional when, when one of them is multiplied or divided by a number, the other is multiplied or divided respectively by the same number. That is, the relationship between the magnitudes is direct when one magnitude increases and so does the other (or when one magnitude decreases, so does the other).
The direct rule of three is used when the problem deals with two directly proportional quantities and is used to solve proportionality problems between three known values and one unknown, establishing a proportional relationship between all of them as follows:
a ⇒ b
c ⇒ x
So [tex]x=\frac{c*b}{a}[/tex]
In this case the rule of three can be applied in the following way: if in 1 hour Lou travels 65 miles, in t hours how much distance does he travel?
[tex]distance=\frac{t*65 mi}{1 h}[/tex]
distance=t* 65
The expression for the number of miles that Lou drives t hours is t*65
Which is the definition of a ray?
a part of a line that has one endpoint and extends indefinitely in one direction
the set of all points in a plane that are a given distance away from a given point
lines that lie in the same plane and do not intersect
a part of a line that has two endpoints
The definition of a ray is a part of a line that has one endpoint and extends indefinitely in one direction
A ray is part of a line that has one endpoint and extends indefinitely in one direction and has the folowing properties.
It has one starting point called its endpoint. It does not have height or width but has length. But, its length is not measurable since it extends forever.So, the definition of a ray is a part of a line that has one endpoint and extends indefinitely in one direction.
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A polling company reported that 33% of 2302 surveyed adults said that they play basketball. Complete parts (a) through (d) below.a. What is the exact value that is 33% of 2302?b. Could the result from part a be the actual number of adults who said that they play football? why or why not?c. What could be the actual number of adults who said that they play football?d. Among the 2302 respondents, 272 said that they only play hockey. what percentage of respondents said that they only play hockey?
Answer:
(a) The exact value that is 33% of 2302 is 759.66.
(b) No, the result from part (a) could not be the actual number of adults who said that they play basketball.
(c) The actual number of adults who said that they play basketball is 760.
(d) 11.82% of respondents said that they only play hockey.
Step-by-step explanation:
We are given that a polling company reported that 33% of 2302 surveyed adults said that they play basketball.
(a) The exact value that is 33% of 2302 is given by;
[tex]33\% \text{ of } 2302[/tex] = [tex]\frac{33}{100}\times 2302[/tex]
= 759.66
(b) No, the result from part (a) could not be the actual number of adults who said that they play basketball because the value in part (a) is in fractions or in decimals and the number of people can't be in fractions. It must be a whole number.
(c) The actual number of adults who said that they play basketball is 760. {As 759.66 rounded to one decimal point}
(d) It is given that among the 2302 respondents, 272 said that they only play hockey.
Percentage of respondents who said that they only play hockey is given by;
= [tex]\frac{272}{2302}\times 100[/tex] = 11.82% ≈ 12%
a) The exact value of [tex]33[/tex]% of [tex]2302[/tex] is,
[tex]=\frac{33}{100}\times 2302[/tex]
[tex]=759.66[/tex]
b) [tex]759.66[/tex] is not the actual number of adults who said that they play football as the actual number should be a whole number and not a rational number with decimal values.
c) The actual number could be a rounded one i.e. [tex]760[/tex].
d) Let [tex]272[/tex] be [tex]x[/tex]% of [tex]2302[/tex].
[tex]\Rightarrow \frac{x}{100}\times 2302=272\\\Rightarrow x=\frac{272\times 100}{2302} \\\Rightarrow x=11.8158 \ or \ 11.82[/tex]%
Therefore, [tex]11.82[/tex]% of respondents said that they only play hockey.
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Plot the image of point P under a translation by 3 units to the right and 1 unit up
Answer:
where is the graph
Step-by-step explanation:
a equal t added to 258
write the sentence as an equal
Answer:
A=t+258
Step-by-step explanation: