In the figure above, square ABCD and triangle EFG have the same areas. If AB =6 and EG =8, what is the height o triangle EFG?

A loss of 8 yards is represented as -8

Multiply this by 4 to get -8*4 = -32

Answer:

a) 4x + 3y ≤ 60

b) 6 for x and 11 for y

Step-by-step explanation:

b) 4x + 3y ≤ 60

4(6) + 3(11) ≤ 60

24 + 33 ≤ 60

57 ≤ 60

If a = 7 then a+4 = 11.

a+4 is basically 7+4.

Hope this helps :)

Answer:11

Step-by-step explanation:if a=7 then that means the problem is 7+4 and that equals 11

Answer:

y<-1/2

Step-by-step explanation:

divide each side by -8/3, and flip the sign because you are dividing by a negative.

Answer:

Step-by-step explanation:

Just like regular numbers, angles can be added to obtain a sum, perhaps for the purpose of determining the measure of an unknown angle. Sometimes we can determine a missing angle because we know that the sum must be a certain value. Remember -- the sum of the degree measures of angles in any triangle equals 180 degrees. Below is a picture of triangle ABC, where angle A = 60 degrees, angle B = 50 degrees and angle C = 70 degrees.

The angles of this triangle are 50, 60, and 70 degrees.

If we add all three angles in any triangle we get 180 degrees. So, the measure of angle A + angle B + angle C = 180 degrees. This is true for any triangle in the world of geometry. We can use this idea to find the measure of angle(s) where the degree measure is missing or not given.

Answer:

48 degrees

Step-by-step explanation:

The sum of 42 and x should get 90 degrees, so if you subtract 42 from 90 you get 48.

Hope this helped :)

Answer:

4x + 6y = -6

-4x + 4y = 16

10y = 10

y = 1

4x - 4 = -16

4x = -12

x = -3

(-3,1)

Answer:

Speed of shuttle in km per hr =        30069.86 km per hr

Speed of shuttle in miles per hr       =    18643.31  miles per hr

Step-by-step explanation:

Speed of space shuttle in feet per second= 27,404 feet per second

As

One foot per second = 1.09728 kilometers per hour,

The speed in kilometers per hour is equal to the feet per second multiplied by 1.09728

So

To find  out speed of shuttle in km per hour we will mutilpy our speed with 1.09728

              27404 ft per sec         =         27404x 1.09728 km per hr

    speed of shuttle in km per hr =        30069.86 km per hr

Now

As we know 1km = 0.621371 miles

To convert this speed into miles per hr we will multiply our speed with 0.621371

        30069.86 km per hr   =    30069.86x0.621371 miles per hr

     speed of shuttle in miles per hr       =    18643.31  miles per hr

Keywords: conversion of measurements

Learn more about  conversion of measurements at:

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the lateral surface area of the figure is 660 sq ft

(but the answer is not matching with the options)

Step-by-step explanation: this figure is called cylinder. the lateral surface area means the area of curved surface.

here the diameter is 10 ft

so radius = diameter/2 = 10/2 ft = 5ft

again, height = 21ft

now the lateral surface area = perimeter of the circular surface X height

= 2X pie X r X h ( here r is the radius and h is height and we will take pie as 22/7)

= 2 X (22/7) X 10 X 21 sq ft

= 2 X 22 X 5 X 3 sq ft

=660 sq ft

( suggest you to recheck the options)

Given :-

To find :-

Solution:-

putting the known values ,

LSA of Cylinder = 2×3.14×5×21 ft²

LSA = 659.4 ft²

Answer:4

Step-by-step explanation:

Answer:

p= 23

Step-by-step explanation:

The value of u is -144

Solution:

Given that,

[tex]-24 = u \div 6[/tex]

We have to solve for "u"

From given,

[tex]-24 = u \div 6[/tex]

Convert the division problem into multiplication, by changing the division sign to multiplication sign. Then invert the number to right of division sign

Thus we get,

[tex]-24 = u \times \frac{1}{6}\\\\\frac{u}{6} = -24[/tex]

Isolate for u

[tex]u = -24 \times 6\\\\On\ multiplying\ both\ we\ get\\\\u = -144[/tex]

Thus the value of u is -144

Answer:only on the back of the check

Step-by-step explanation:

Which expression have a value of 16/81? check all that apply. (2/3)^4, (16/3)^4, (4/81)^2, and (4/9)^2

Answer:

First and last option is correct.

[tex](\frac{2}{3})^{4}=\frac{16}{81}[/tex]

[tex](\frac{4}{9})^{2}=\frac{16}{81}[/tex]

Step-by-step explanation:

Given:

There are four options.

(2/3)^4, (16/3)^4, (4/81)^2, and (4/9)^2

We need to check all given options for value of 16/81.

Solution:

Using rule.

[tex](\frac{a}{b})^{n}=\frac{a^{n}}{b^{n}}[/tex]

Solve for option [tex](\frac{2}{3})^4[/tex].

[tex](\frac{2}{3})^{4}=\frac{2^4}{3^4}=\frac{2\times 2\times 2\times 2}{3\times 3\times 3\times 3}=\frac{16}{81}[/tex]

Solve for option [tex](\frac{16}{3})^4[/tex].

[tex](\frac{16}{3})^{4}=\frac{16^4}{3^4}=\frac{16\times 16\times 16\times 16}{3\times 3\times 3\times 3}=\frac{65536}{81}[/tex]

Solve for option [tex](\frac{4}{81})^2[/tex].

[tex](\frac{4}{81})^{2}=\frac{4^2}{81^2}=\frac{4\times 4}{81\times 81}=\frac{16}{6561}[/tex]

Solve for option [tex](\frac{4}{9})^2[/tex].

[tex](\frac{4}{9})^{2}=\frac{4^2}{9^2}=\frac{4\times 4}{9\times 9}=\frac{16}{81}[/tex]

Therefore, expression [tex](\frac{2}{3})^4[/tex] and [tex](\frac{4}{9})^2[/tex] have a value of  [tex]\frac{16}{81}[/tex].

Answer: Which expressions have a value of StartFraction 16 Over 81 EndFraction? Check all that apply.

Best Option A, D

(A)  <=====  correct answer

(D)  <=====  correct answer

Step-by-step explanation:

Answer:

If 100 students make up 40% of the 6th grade population, then 50 students make up 20% of the 6th grade population. 20% × 5 makes 100% so if your multiply 50 by 5 you'd get your population.

50 × 5 = 250 sixth-graders

Answer:

60 percent i'm sure

Step-by-step explanation:

Answer:

A = $8406.6

Step-by-step explanation:

Given:

Average rate [tex]r=9\%[/tex]

Initial cost of painting [tex]a = \$1500[/tex]

Time [tex]t = 20\ years[/tex]

We need to find the final amount of painting at the end of a 20-year.

Solution:

Using Exponential Growth rate formula as:

[tex]A = a(1+r)^t[/tex]  ----------(1)

Where:

A = Final amount

a = Initial amount.

r = Rate as a decimal.

t = Time.

Now, we substitute all given values in equation 1.

[tex]A = 1500(1+0.09)^{20}[/tex]

[tex]A = 1500(1.09)^{20}[/tex]

Substitute [tex]1.09^{20} = 5.60[/tex] in above equation.

[tex]A = 1500\times 5.60[/tex]

A = $8406.62

Therefore, value of the  painting at the end of  a 20-year A = $8406.6

Answer:

10 cm²

Step-by-step explanation:

74 088 is the cubed of one side. So you would do [tex]\sqrt[3]{74088}[/tex] which is 42. So one side of the cube is 42. To find the surface area, you would do 6(42x42) which would give you 10584. Remember to put cm²

Answer: 763 divided by 8 equals 95.375 .

Step-by-step explanation: Just put it on a piece of paper and divide.

Answer:

1

Step-by-step explanation:

If P(E) = p

Then P(not E) = 1-p

Answer:

A

Step-by-step explanation:

Answer:

I believe the answer is: 33p+62x

Step-by-step explanation:

33p+55x+4x-x

33p+59x+4x-x

33p+63x-(1)x

33p+62x

Answer:

y=42 degrees.

Step-by-step explanation:

The sum of angles in a triangle = 180 degrees.

One angle in that small triangle is y, one is 48, and one is unknown.

The sum of angles on one line is 180 degrees.

One of the angles on the line that unknown angle lies on is 90 degrees, so the unknown angle is 90 degrees, too.

90 + 48 = 138

180 - 138 = 42.

Answer:

1. Distribute

5x-30=2x+6

2. Combine like terms

5x=2x+36

3. Simplify to get x by itself(36 divide 3)

3x=36

x=12

Step-by-step explanation:

The value of the given equation  5 (x minus 6) = 2 (x + 3) will be x = 19.5.

There are many different ways to define an equation. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of 2 mathematical expressions.

In another word, the equation must be constrained with some constraints.

As per the given,

5 (x minus 6) = 2 (x + 3)

5(x - 6) = 3(x + 3)

5x - 30 = 3x + 9

5x - 3x = 9 + 30

2x = 39

x = 19.5

Hence "The value of the given equation  5 (x minus 6) = 2 (x + 3) will be x = 19.5".

For more about the equation,

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Whether a disconnected graph is problematic depends on its application. In network theory, it might represent critical separations, but in connected systems like transportation, it signifies issues. The context, such as economic, ecological, or psychological networks, determines its value.

A disconnected graph is not inherently a bad thing; its value depends on the context in which it is used. For example, in network theory, a disconnected graph might accurately represent separate clusters within a network, indicating areas that do not communicate or interact with each other. This could be critical for understanding the structure of social networks, the Internet, or ecological systems. On the other hand, in applications where connectivity is essential, such as in the design of transportation or communication networks, a disconnected graph could signify a problem that needs addressing. Thus, it's crucial to consider the specific needs of the application or system being analyzed.

Economists use graphs to depict connections and costs, highlighting the importance of understanding the underlying story a graph tells. The fact that all graphs have a genealogy and a narrative is essential in interpreting them correctly. For instance, a graph showing disconnected components in an economic network could indicate areas of inefficient resource allocation or potential opportunities for improvement.

Ultimately, whether a disconnected graph is seen as a disadvantage depends on the goals of the analysis. In ecological studies, reconnecting fragmented landscapes is often beneficial, although careful planning is needed to avoid drawbacks. Similarly, in the context of relational connectivity theory (RCT), connectivity and the loss thereof have profound implications on wellbeing, demonstrating that the concept of dis/connection transcends mathematical graphs and touches on broader socio-psychological themes.

Answer:

-8(12-4)

-8(8)

=`-64

answer is c

Answer: [tex]d = 20m[/tex]

Step-by-step explanation:

The formula for calculating the area of square is given by :

Area = [tex]s^{2}[/tex]

where s is the length of a side , that is

200 =  [tex]s^{2}[/tex]

Therefore :

[tex]s = \sqrt{200}[/tex]

[tex]s = 10\sqrt{2}[/tex]

Recall that the diagonals of a square meet  at right angle , then we can calculate the diagonal by Pythagoras theorem , that is

[tex]d^{2}[/tex] = [tex](\sqrt{10})^{2}[/tex] +  [tex](\sqrt{10})^{2}[/tex]

[tex]d^{2} = 200 + 200[/tex]

[tex]d^{2} = 400[/tex]

[tex]d = \sqrt{400}[/tex]

[tex]d = 20m[/tex]

18.66 quarts of paint is needed to paint the swimming pool with two coats of paint

Solution:

Given that,

A swimming pool is in the shape of a rectangular prism

Length = 20 feet

Width = 10 feet

Height = 5 feet

Find the surface area of prism

[tex]A=2(wl+hl+hw)[/tex]

Where, "l" is the length and "w" is the width and "h" is the height

[tex]A = 2(10 \times 20 + 5 \times 20 + 5 \times 10)\\\\A = 2(200+100+50)\\\\A = 2 \times 350\\\\A = 700[/tex]

Thus surface area area of prism is 700 square feet

Given that,

One quart of water-resistant paint covers 75 square feet

Therefore,

1 quart paint = 75 square feet

x quart = 700 square feet

This forms a proportion

[tex]1 \times 700 = 75 \times x\\\\x = \frac{700}{75}\\\\x = 9.33[/tex]

Thus 9.33 quarts of paint is needed to cover 700 square feet

How many quarts should you buy to paint the swimming pool with two coats of paint

For two coats of paint we need = 9.33 + 9.33 = 18.66 quarts of paint

Answer:this answer is incorrect.

You can’t paint the top of the pool.

You need to subtract 2 of the top layer’s surface area. The answer is you would need to buy 14 quarts.

Step-by-step explanation:

Answer:

4 congruent triangles

Step-by-step explanation:

since there is no one of the sum of two sides is less then the third side, so it's possible to form a triangle

Use straightedge and compass, it can draw 4 triangles at a common base

The number of triangles that can be drawn with side lengths of 3 inches, 5 inches, and 6 inches is 1 triangle due to the triangle inequality theorem.

To determine the number of triangles, we can use the triangle inequality theorem. For a triangle to exist, the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. In this case, 3 + 5 is less than 6, so only 1 triangle can be formed.

Answer:

B) A < 0

Step-by-step explanation:

I had the same question, and got it right.

Answer:

B

Step-by-step explanation:

it puts it between -0 and 0

Answer:

x=-1/2

Step-by-step explanation:

Answer:

The answer is -1/2

Step-by-step explanation:

It is -1/2 because of math