Answers
Answer:
x=8
Step-by-step explanation:
we know that
The diagonals of a parallelogram bisect each other. That means, each diagonal cuts the other into two equal parts.
so
[tex]5x=6x-8[/tex]
Solve for x
[tex]6x-5x=8\\x=8[/tex]
Related Questions
Ben bowled 156 and 186 in his first two games. What must he bowl in his third game to have an average of at least 160?
Answers
Answer:
138
Step-by-step explanation:
let x be the number Ben should bowl in the third game:
(156+186+x)/3=160
156+186+x=480
x=138
Mr. Norris is paid a 5% commission on each boat he sells. What is his commission on a boat that he sells for $125,000?
Answers
Answer:
his commission would be $6250
Step-by-step explanation:
please give me brainly :)
Answer:
6250
Step-by-step explanation:
Which of the following are statistical questions? Select all that apply.
How many hours a night do you spend on homework?
How many hours do the students in this class sleep each night?
What is your favorite ice cream flavor?
How many books did the students at this school read over the summer?
How many letters are in the first name of each person in this class?
How many chocolate chip cookies were made in the bakery last week?
Answers
Answer: all questions are statistical questions except the one that asked about..... What is your favorite ice cream color
Step-by-step explanation:
Which expression is equivalent to (XY^−6)^2
XY^−36
x^2y^−12
x ^2y^12
xy^36
Answers
Answer:
answer is b
Step-by-step explanation:
look at picture shown
What is the solution to the system that is created by the equation y = negative x + 6 and the graph shown below? On a coordinate plane, a line goes through (0, 0) and (4, 2). (–8, –4) (–4, –2) (4, 2) (6, 3)
Answers
Answer:
The solution point is (4,2).
Step-by-step explanation:
Equation of straight line passing through the points (0,0) and (4,2) is given by
[tex]\frac{y - 2}{2 - 0} = \frac{x - 4}{4 - 0}[/tex]
⇒ 2y = x ............ (1)
And the other straight line is y = - x + 6 .............. (2)
Now, solving equations (1) and (2) we get, y = - 2y + 6
⇒ 3y = 6
⇒ y = 2
And from equation (1) we get, x = 2y = 4
Therefore, the solution point is (4,2). (Answer)
Answer:
C: (4,2)
Step-by-step explanation:
What is one whole and three fourths plus five sixths plus one whole and one fourth
Answers
Answer:
First of all cant give u the anssswer i am srry but i can give u a hint u need to find eqivelent fractions for the denominators then u can add them
Step-by-step explanation:
Answer: The answer is Three whole and five sixths (3 5/6)
Step-by-step explanation: One whole and three fourths can be expressed as 1 3/4, and this is added to five sixths, that is, 5/6. therefore these can be expressed as
[1 3/4 + 5/6}
The other part of the questions says one whole and one fourth which can be expressed as 1 1/4.
The entire question can now be written out as
[1 3/4 + 5/6] + [1 1/4]
We would start by solving for the left hand side of the expression
1 3/4 + 5/6
= 7/4 +5/6
By using a common denominator which is 12 (the LCM), the expression now becomes,
[21 + 10]/12
= 31/12
We can now add this to the right hand side of the expression. Thus,
[31/12] + 1 1/4
=31/12 + 5/4
By using a common denominator which is also 12, the expression now becomes,
[31 + 15]/12
= 46/12, By simplifying further we arrive at,
23/6.
Written as a proper fraction, this becomes
3 5/6 (Three whole and five sixths)
Dave, Frank, and Kathy can process 1,300 catalog orders per day when all three of them are working. Dave and Frank can do 780 orders per day and Frank and Kathy can do 850 orders per day. How many can each do in a day?
Answers
(2) x+y=780 => x = 780 - y
(3) y+z=850 => z = 850 - y
Replace x and z with y in function (1)
780 - y + y + 850 - y = 1300
1630 - y = 1300
y = 330
Therefore, x = 780 - y = 780 - 330 = 450
z = 850 - y = 850 - 330 = 520
Dave can do 450 catalog orders per day
Frank can do 330 catalog orders per day
Kathy can do 520 catalog orders per day
Heather is making a blanket for her baby and is going to put a ribbon border around it. The blanket will be 3 feet by 5 feet. The fabric for the blanket cost $1.25 per square yard and the ribbon costs $.50 per foot. What is the approximate total cost for the blanket? A) $1.75 B) $10.08 C) $20.84 D) $26.75 E) $32.48
Answers
Answer:
The approximate total cost for the blanket is $10.08 ⇒ B
Step-by-step explanation:
The formula of the area of a rectangle is A = L × W
The formula of the perimeter of a rectangle is P = 2(L + W)
where:
L is the length of the rectangleW is the width of the rectangle∵ The baby blanket shaped a rectangle
∵ The dimensions of the blanket are 3 feet and 5 feet
- Find the area of the blanket
∵ A = 3 × 5 = 15 feet²
- Change feet to yard because the cost is by square yard
∵ 1 foot = [tex]\frac{1}{3}[/tex] yard
∴ 1 foot² = [tex](\frac{1}{3})^{2}=\frac{1}{9}[/tex] yard²
∴ 15 feet² = 15 × [tex](\frac{1}{9})[/tex] = [tex]\frac{5}{3}[/tex] yards²
∴ The area of the blanket is [tex]\frac{5}{3}[/tex] yards²
∵ The fabric cost of the blanket is $1.25 per square yard
∴ The fabric cost = [tex]\frac{5}{3}[/tex] × 1.25
∴ The fabric cost = 2.08333 dollars
∵ Heather is going to put a ribbon border around it
- The length of the ribbon is equal to the perimeter of the blanket
∵ P = 2(3 + 5) = 16 feet
∴ The length of the ribbon is 16 feet
∵ The cost of the ribbon is $0.5 per foot
∴ The cost of the ribbon = 16 × 0.5
∴ The cost of the ribbon = 8 dollars
Now add the fabric cost to the ribbon cost to find the total cost of the blanket
∵ The total cost = 2.08333 + 8
∴ The total cost = 10.08333
- Round it to the nearest cent
∴ The total cost = 10.08 dollars
The approximate total cost for the blanket is $10.08
A rectangle flag had a width of 3 2\3 feet and area of 8 3/4 square feet . Which expression could be used to calculate the length , in feet , of the rectangle
Answers
Pretty sure it's 8 3/4 ÷ 3 2/3.
Why?
So say you want to find the length of a rectangle who's area is 6, and the width is 2. You can divide the area by the width to find the length. 6/2 = 3.
Check: 2 * 3 = 6.
Back to the original question: 8 3/4 ÷ 3 2/3.
Improper fractions: 35/4 ÷ 11/3.
Switch division to multiplication and reciprocal: 35/4 * 3/11.
35/4 * 3/11 = 105/44.
Check:
105/44 * 11/3 = 1155/132 = 35/4 = 8 3/4
Length = 105/44
Final answer:
To find the length of the rectangle, we use the formula Area = length imes width, converting the given mixed numbers into improper fractions, and then dividing the area by the width.
Explanation:
To calculate the length of the rectangle given the width and the area, we can use the formula for the area of a rectangle: Area = length times width. To isolate the length, we divide both sides of the equation by the width. Given that the width of the rectangle is 3 2/3 feet and the area is 8 3/4 square feet, the expression to find the length is:
Length = Area / Width
First, we convert the mixed numbers into improper fractions:
Width: 3 2/3 = 11/3 feet
Area: 8 3/4 = 35/4 square feet
Then, the calculation for the length is:
Length = (35/4) / (11/3) feet
i need help with both of them i will give you 25 points
plz help
Answers
Answer:
1)m<DCH =89
2)m<BCD=103
Step-by-step explanation:
1) We have that:
m<EFB=91 degree.
We want to find m<DCH.
By same side interior angle property:
m<DCH +m<EFB=180
m<DCH +91=180
m<DCH=180-91
m<DCH =89
2) Given that: m<HFG=103, we seek to find m<BCD.
By the alternate exterior angle property:
m<HFG=m<BCD
Therefore
m<BCD=103
When you are born about 75% of your weight is water. If a newborn weighs 8 pounds, how many of
those pounds are water?
Answers
Answer:6
Step-by-step explanation:
If you were to divide 8 by 2 you would get 4 and this makes it easier to get the answer. 75% of 4 is 3 so multiple 3 by 2 to get 6.
if you do 8 times 75% you get 6
8x75% or 8x.75
Please Solve Correctly. And you WILL receive 100 POINTS!!! And become Brainleast!!
Good Luck.
Answers
Answer:
Step- by step explanation:
It equals six and he kind of did it right it just wouldn’t look right to other people
Answer:
Step 1: Determine if William is correct
(-6) - (+3)
-6 - 3
-9
So... William was incorrect because he make the 6 positive when it is supposed to be negative.
He did: 6 + (-3) = 3
He was supposed to do: -6 + (-3) = -9
Anything on this page please! BIG POINTS! Please provide Explanations!
Answers
Answer:
Step-by-step explanation:
B. For roses you could sell 84 bunches of 14 roses. For tulips, you could sell 70 bunches of 18 tulips, and for gerberas, you could sell 75 bunches of 18 gerberas.
C. well 8 dollars times 84 is $672. 11 times 70 equals $770, and 9 times 75 is $675. in total $2,117.
D. i - 1176 well to start we add up all the digits to see if its sum is divisible by 9. 1+1+7+6=15. 15 is not a multiple of 9 so its not divisible.
ii. 1260 well to see if 1260 is divisible by 8 is by taking the last 3 digits of the number and dividing it by 8. 260 divided by 8 equals 32.5. since 32.5 is a decimal and 8 can't go into 260 evenly 1260 is not divisible by 8.
If you have any questions feel free to ask in the comments - Mark
Also when you have the chance please mark me brainliest.
also did you know the word divisibility has 5 i's in it? lol also the picture is for number 1 or letter a.
Answer:
what he said :>
Step-by-step explanation:
If an arrow is shot upward on Mars with a speed of 54 m/s, its height in meters t seconds later is given by
y = 54t − 1.86t2.
(Round your answers to two decimal places.)
(a) Find the average speed over the given time intervals.
(i) [1, 2]
m/s
(ii) [1, 1.5]
m/s
(iii) [1, 1.1]
m/s
(iv) [1, 1.01]
m/s
(v) [1, 1.001]
m/s
(b) Estimate the speed when t = 1.
m/s
Answers
The average speed calculated over the given time intervals is
48.42 m/s, 49.35 m/s, 50.09 m/s, 50.26 m/s, and 50.29 m/s. The estimated speed when t = 1 is 50.28 m/s.Given formula is y = 54t - 1.86t²
Speed = dy/dt = 54 - 3.72t
a) Average speed over the time intervals given below are:
In [1, 2] time interval, it is [tex]\frac{54t - 1.86t^{2} }{2-1} = \frac{54t - 1.86t^{2} }{1}[/tex] = 48.42 m/sIn [1, 1.5] time interval, it is[tex]\frac{54t - 1.86t^{2} }{1.5-1} = \frac{54t - 1.86t^{2} }{0.5}[/tex] = 49.35 m/sIn [1, 1.1] time interval, it is [tex]\frac{54t - 1.86t^{2} }{1.1-1} = \frac{54t - 1.86t^{2} }{0.1}[/tex] = 50.09 m/sIn [1, 1.01] time interval, it is [tex]\frac{54t - 1.86t^{2} }{1.01-1} = \frac{54t - 1.86t^{2} }{0.01}[/tex] = 50.26 m/sIn [1, 1.001] time interval, it is [tex]\frac{54t - 1.86t^{2} }{1.001-1} = \frac{54t - 1.86t^{2} }{0.001}[/tex]= 50.29 m/sb) When t = 1, the speed is v = 50 - (3.72*1) = 50.28 m/s
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What number is 80% of 65
Answers
Answer:
80% of 65 is 52
Step-by-step explanation:
Answer: 52
Step-by-step explanation: 65 x 0.80 = 52
To find a percent times the amount by percent.
Find the volume
4 3/4 cm
3cm
7 1/5 cm? need help asap
Answers
Step-by-step explanation:
hope the answer will helpful
50 pounds to 35 pounds
Answers
50 pounds to 35 pound
That is 15 pound decrease and a 15/50 times 100 percent decrease.
15/50 x 100 = 30% decrease
answer: 30% decrease
Describe and correct the error the student made when writing the equation of the line that passes through (-8,5)
and is perpendicular to y = 4x + 2
y-5 = 2(x-(-8))
y-5=+x+2
y-5+5 = 1x+2 +5
y=+x+7 X
Describe the error the student made. Select the correct choice below and, if necessary, fill in the answer box(es) to complete your choice.
O A. The student should have subtracted from both sides of the equation in order to isolate y.
O B. The student did not simplify the right side of the first equation correctly. Simplifying it correctly yields the equation y-5=
OC. The student should have substituted for X1 and for yı in the point-slope form y-yı = m(x-x1).
OD. The student should have used
as the slope of the perpendicular line.
Answers
Answer:
B. On Pearson (-1/4) D on Egdenuity(-1/4)
The student erred in calculating the slope for the line perpendicular to the given line. They should have used -1/4 instead of 2. The correct equation is y - 5 = -1/4 * (x + 8).
Explanation:The error the student made lies in calculating the slope of the line that is perpendicular to given line y = 4x + 2. The slope of this line is 4, therefore the slope of the line perpendicular to it should be the negative reciprocal of 4, which is -1/4, not 2 as the student assumed. We also use the point-slope form of the line which is y - y1 = m(x - x1). Substituting m as -1/4 (the slope of perpendicular line) and the point (-8,5) into the equation, we should get y - 5 = -1/4 * (x + 8).
Learn more about Line Perpendicularityhttps://brainly.com/question/1202004
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14(5x-2)(x+19)/-7(x+19)(5x-2) simplified?
Answers
Answer:
25x3 + 25x2 - 19x + 7
—————————————————————
5x + 2
Step-by-step explanation:
Answer:
-2
Step-by-step explanation:
[tex]\frac{14(5x-2)(x+19)}{-7(x+19)(5x-2)}[/tex] the (x+19) on the numerator and denominator cancel out
[tex]\frac{14(5x-2)}{-7(5x-2)}[/tex] (5x-2)on the numerator and denominator cancel out
[tex]\frac{14}{-7}[/tex] = [tex]\frac{2}{-1}[/tex] = -2
I hope this helped!
Edward had 45 water bottles. If he drank 1/9 of water bottles, how many did he drank?
Answers
Answer:
He drank 5 water bottles.
Step-by-step explanation:
We need to find one-ninth (1/9) of the total number of water bottles (45).
Multiply the two numbers together:
[tex]\frac{1}{9}*45[/tex]
[tex]=\frac{45*1}{9}[/tex] Combine into numerator (top) to multiply
[tex]=\frac{45}{9}[/tex] Simplify the fraction by dividing top by bottom
[tex]=5[/tex] Answer
Therefore, Edward drank 5 water bottles.
A classroom can accommodate less than 21 students.
Which of the following inequalities represents the number of students the classroom can accommodate?
Answers
Answer:
x<21
Step-by-step explanation:
How I always do it is I write down the number that was in the problem. So write down 21. Next I write down less. Then, if it says less, then the inequality sign's open side will face the number. This will be the opposite if the problem says more
The inequality representing a classroom that can accommodate fewer than 21 students is s < 21, which means the classroom can hold any number of students from 1 up to 20.
Explanation:The question asks which inequality represents the number of students a classroom can accommodate if it can hold fewer than 21 students. To express this mathematically, we use an inequality sign. Since the classroom can accommodate less than 21 students, it means the number of students (let's call this number s) must be strictly less than 21. Therefore, the inequality that correctly represents this condition is s < 21.
This inequality means that any whole number of students from 1 up to 20 can fit in the classroom, as all these values are less than 21. It's crucial to understand that the inequality does not include 21 itself, because it specifies "less than," not "less than or equal to."
That is 30/8 simplified
Answers
Answer:
3 3/4
Step-by-step explanation:
Answer:
15/4
in order to simplify you need to find the gcf (greatest common factor) and divide by that number on both numerator and denominator, since two is the gcf, 15/4 is the answer
When solving graphically ,which system of equations will have exactly one point of intersection
Answers
Answer: you still need help? let me know okay UwU
Step-by-step explanation:
When solving graphically ,which system of equations will have exactly one point of intersection.
What is an equation?An equation is a mathematical statement that shows that two mathematical expressions are equal.
Let consider an example.
Consider the slope-intercept form of equations: y = -6x+8 and y=-3x-4
Since the slopes are different, the lines must intersect.
Because the lines intersect at a point, there is one solution to the system of equations the lines represent.
Hence, when solving graphically, the linear system of equations will have exactly one point of intersection.
To learn more about equation, use the link given below:
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2+22222222222222222222222222
Answers
Answer:
22222222222222222222222224
Step-by-step explanation:
Add 2 to 22222222222222222222222222 and you will get 22222222222222222222222224
Answer:
yassssdiogfodiujtg idosuygi8reodsjgbkfcjnvfdkjmnib
Step-by-step explanation:gy7f76gh8uh7t
I need to know whether or not 15, 13, 11, 9, ... is an arithmetic sequence
Answers
Answer: Yes
Step-by-step explanation: An arithmetic sequence is a sequence that has a common difference. The common difference is the number that is repeatedly added or subtracted to reach the next term in the sequence.
In this sequence, notice that we start with 15. Then, we subtract 2 to reach our next term which is 13. Next, we subtract 2 to get to our next term which is 11. In the same way, we subtract 2 from 11 to reach our next term, 9.
The dot dot dots just mean that this sequence goes on forever so to answer your question, this is indeed an arithmetic sequence.
the perimeter of a square with 2/3g cm sides without polynomial
Answers
Answer:
P = 2.7g/cm
Step-by-step explanation:
Perimeter (P) = 4×number of sides (S)
P = 4S
Where S = 2/3gcm
Therefore, P = 4 × 2/3
P = 8/3gcm or 2.66667~ 2.7g/cm
The slope of a line that is perpendicular to a line whose slope is -2/7 is
Answers
A box measures 4 inches by 2 inches by 3 inches. Find the volume of the box
in cubic feet. Enter your answer as a fraction. Use the '/' as the fraction bar.
Do not include units in your answer.
Answers
Answer:
24/1
Step-by-step explanation:
Are the polygons similar? If they are, choose the correct similarity statement and scale factor. Not drawn to scale.
Answers
Option B: [tex]$\Delta R S T \sim \Delta UV W ; \frac{5}{6}$[/tex]
Explanation:
The polygons are similar because in [tex]$\Delta R S T$[/tex], the measure of ∠R=32°
Also, in [tex]$\Delta U V W$[/tex], the measure of ∠U=32°
Now, we shall find the scale factor,
Since, [tex]$\Delta R S T \sim \Delta U V W$[/tex], then the sides are proportional which is given by,
[tex]\frac{RS}{UV}[/tex]
Substituting the values of RS and UV from the figure, we get,
[tex]\frac{10}{12}[/tex]
Simplifying, we have,
[tex]$\frac{5}{6}$[/tex]
Thus, the scale factor is [tex]$\frac{5}{6}$[/tex]
Hence, Option B is the correct answer.
Rewrite the equation y=2|x−3|+5 as two linear functions f and g with restricted domains.
Please help
Answers
Answer:
f(x) = 2+5
g(x) = 2(-(x−3))+5
Step-by-step explanation:
If you remember, an absolute value can have two different answer, a positive and negative answer because the absolute value symbol makes all values in it positive. Example: |-2|=2 and |2|=2
So if y = 2|x−3|+5
then the two possibilities are
y = 2(x−3)+5 and
y = 2(-)+5
Set one of them equal to f(x) and the other one to g(x)
f(x) = 2(x−3)+5
g(x) = 2(-(x−3))+5
You can also write it as a piecewise function.
[tex]y(x)=$\begin{array}{cc} \{ & \begin{array}{cc} -(x-3) & x<3 \\ 0 & x=3 \\ (x-3) &x>3 \end{array}\end{array}$[/tex]