If mZABD = 70°, what are mZABC and mZDBC?
mZABC=
mZDBC=
(6x+3) D
B
(9x-8)
Please help me
Answer:
Step-by-step explanation:
ABD = ABC + DBC
Eqivalent to:
78 = (5x + 3) + (5x - 5)
78 = 5x + 5x + 3 - 5
78 = 10x - 2
80 = 10x (move -2 to the left side and get 78 + 2 = 80)
8 = x (80/10 = 8)
With x = 8,
ABC = 5x - 5 = 8*5 - 5 = 40 - 5 = 35
DBC = 5x +3 = 8*5 + 3 = 40 + 3 = 43
An item is regularly priced at $65. Lena bought it on sale for 60% off the regular price. How much did Lena pay?
The regular price of an item is $65
Lena bought it on sale for 60% off the regular price.
Then it means that she paid only (100% - 60% = 40%) of the price.
Let us find the 40% of $65
[tex]\frac{40}{100}\times\$65=\$26[/tex]Therefore, Lena paid only $26 for the item.
estimate the product by rounding to the nearest ten: 28×51×76
To estimate each number by rounding it to the nearest ten, we will look at the unit digit,
If it is less than 5, then we replace it by 0 and keep the ten-digit as it
If it is 5 or more, then we will replace it by 0 and add the ten-digit by 1
Let us do that with every number
28, the unit digit is 8 which is greater than 5, then replace it by 0 and add 2 by 1
28 rounded to 30
51, the unit digit is 1 which is less than 5, then replace it by 0
51 rounded to 50
76, the unit digit is 6 which is greater than 5, then replace it by 0 and add 7 by 1
76 rounded to 80
Now let us multiply them
[tex]28\times51\times76=30\times50\times80=120,000[/tex]The product of the given numbers is 120,000
2. A car travels a distance of 250 miles, 700 miles and 325 miles at the rate of 50
miles/hour, 35 miles/hour and 13 miles/hour respectively. Find the average speed
of the car in miles/hr.
(A) 50
(B) 42.5
(C) 30
(D) 25.5
(E) 13
Answer:a
Step-by-step explanation:can i get brainiest
How do you solve the system of equations by graphing? y=-3x/2 + 6y=5x - 7
The given system of equations are
y=-3x/2 + 6
y=5x - 7
We would substitute values for x into the equations and find the corresponding y values. These values would be plotted on a graph. Where the lines of both equations meet would represent the solution of the system of equations.
For the first equation,
y = - 3x/2 + 6
if x = 0, y = 3 * 0/2 + 6 = 6
If x = 1, y = - 3 * 1/2 + 6 = 4.5
if x = 2, y = - 3 * 2/2 + 6 = 3
We would plot these values on the graph
For the second equation,
y = 5x - 7
if x = 0, y = 5 * 0 - 7 = - 7
If x = 1, y = 5 * 1 - 7 = - 2
if x = 2, y = 5 * 2 - 7 = 3
We would plot these values on the graph
The diagram of the graph is shown below
Looking at the graph, at the point where both lines meet,
x = 2, y = 3
Thus, the solution is (2,3)
Which describes a number that cannot be irrational?A. a number that represents the ratio of the circumference to the diameter of a circle B. a number that can be written as the ratio of two integers C. a number that can be used to solve an algebraic equation D. a number that represents the length of the diagnostic of a square
a number that can be written as the ratio of two integers (option B)
Explanation:Irrational number cannot be written in the fractional form
Rational numbers can be written in the form of fraction
Checking the options:
a) Circumference = πd
where d = diameter
π = Circumference/diameter
π is an irrational number
b) A number written as ratio of two intergers can be written in the form of fraction
Hence, it is rational
c) A number that we can use in solving an algebraic equation can be any real number.
From a real number, we have rational and irrational numbers. So, there is the likelihood we get an irrational number
d) side of a square = a
diagonal² = a² + a²
length of diagonal of a square = √(a² + a²) = √2a²
This can also yield either irrational or rational numbers.
A number that cannot be irrational means a number that is rational.
From the option, the only one without doubt that it is rational is a number that can be written as the ratio of two integers (option B)
6+|2x-11|=-37
Solve for x
Answer:
X=16 and X=21
Step-by-step explanation:
6 + 2x-11 = -37
-6 -6 2x-11 =-43
+11 +11 2x =32
x=16
6+ 2x- 11 = 37
2x-11=31
+11 +11 2x=42
x =21
The length is twice the sum of its width 3. What are the dimension of the rectangle if it’s area 216 square inches?
Assume that the width of the rectangle = x
Since the length is twice the sum of the width and 3, then
[tex]\begin{gathered} L=2(x+3) \\ L=2x+6 \end{gathered}[/tex]Since the area of the rectangle is 216 square inches, then
Multiply the length and the width, then equate the product by 216
[tex]\begin{gathered} (x)(2x+6)=216 \\ 2x^2+6x=216 \end{gathered}[/tex]Divide all terms by 2 to simplify
[tex]\begin{gathered} \frac{2x^2}{2}+\frac{6x}{2}=\frac{216}{2} \\ x^2+3x=108 \end{gathered}[/tex]Subtract 108 from both sides
[tex]\begin{gathered} x^2+3x-108=108-108 \\ x^2+3x-108=0 \end{gathered}[/tex]Now, let us factorize the trinomial into 2 factors
[tex]\begin{gathered} x^2=(x)(x) \\ -108=(-9)(12) \\ (x)(-9)+(x)(12)=-9x+12x=3x \end{gathered}[/tex]Then the factors are
[tex]x^2+3x-108=^{}(x-9)(x+12)[/tex]Equate them by 0
[tex](x-9)(x+12)=0[/tex]Equate each factor by 0, then find the values of x
[tex]x-9=0[/tex]Add 9 to both sides
[tex]\begin{gathered} x-9+9=0+9 \\ x=9 \end{gathered}[/tex][tex]x+12=0[/tex]Subtract 12 from both sides
[tex]\begin{gathered} x+12-12=0-12 \\ x=-12 \end{gathered}[/tex]Since the width can not be a negative number (no negative length)
Then the width of the rectangle = 9
Let us find the length
[tex]\begin{gathered} L=2(9)+6 \\ L=18+6 \\ L=24 \end{gathered}[/tex]Then the dimensions of the rectangle are 9 inches and 24 inches
Solve the system of two linear inequalities graphicallySysx-2y) -5x + 10Step 1 of 3: Graph the solution set of the first linear inequalityAnswerKeypadKeyboard ShortcutsThe line will be drawn once all required data is provided and will update whenever a value is updated. The regions will be added once the line is drawn.Enable Zoom/PanChoose the type of boundary line:Solid (-) Dashed (-)Enter two points on the boundary line:10-Select the region you wish to be shaded:Submit Answer
Given:
[tex]\begin{gathered} y\leq x-2 \\ \\ y>-5x+10 \end{gathered}[/tex]Find-: Solution set of the first linear inequality.
Sol:
Graph of first inequality is:
Graph of inequality of:
[tex]y>-5x+10[/tex]Graph of the given inequality is:
The solution of inequality is:
[tex]\begin{gathered} x=2 \\ y=0 \end{gathered}[/tex]A) equation in center radius form B) equation in general form
The equation of a circle in center-radius form, is:
[tex](x-h)^2+(y-k)^2=r^2[/tex]-Where the coordinates of the center of the circle are (h,k) and the radius of the circle is r.
From the given graph, we can see that the coordinates of the center are (-2,4) and the radius of the circle is 2.
a)
To determine the equation of the circle in center-radius form, replace h=-2, k=4 and r=2
[tex]\begin{gathered} \Rightarrow(x-(-2))^2+(y-(4))^2=2^2 \\ \Rightarrow(x+2)^2+(y-4)^2=4 \end{gathered}[/tex]Therefore, the equation of the circle in center-radius form is:
[tex](x+2)^2+(y-4)^2=4[/tex]b)
To find the equation of the circle in general form, expand the parentheses and take all the terms to the left member:
[tex]\begin{gathered} (x+2)^2+(y-4)^2=4 \\ \Rightarrow x^2+2(2)(x)+(2)^2+y^2-2(4)(y)+4^2=4 \\ \Rightarrow x^2+4x+4+y^2-8y+16=4 \\ \Rightarrow x^2+4x+y^2-8y+20=4 \\ \Rightarrow x^2+4x+y^2-8y+20-4=0 \\ \Rightarrow x^2+4x+y^2-8y+16=0 \end{gathered}[/tex]Write the quadratic terms first:
[tex]\Rightarrow x^2+y^2+4x-8y+16=0[/tex]Therefore, the equation of the circle in general form, is:
[tex]x^2+y^2+4x-8y+16=0[/tex]A whole pizza is cut into twelfths. If Dexter eats 1/2 of the pizza and Landry eats 1/3 of the pizza, then 3 what fraction of the pizza remains?
Explanation
Step 1
Let
A whole pizza = 1 pizza
Dexter eats 1/2
Landry eats 1/3
x= fraction of the pizza remains
Step 2
the r
Describe the difference on table, graph and equation between discrete and continuous functions.
REmember that
A continuous function allows the x-values to be ANY points in the interval, including fractions, decimals, and irrational values
A discrete function allows the x-values to be only certain points in the interval, usually only integers or whole numbers.
Discrete functions have scatter plots as graphs and continuous functions have lines or curves as graphs
Please help me. Will mark most brainliest.
Matthew's Maths mark increased by a factor of 3/2 this term. His new mark is 75%. Use an equation to calculate Matthew's mark last term.
We need to know about scale factor to solve the problem. Matthew's mark last term was 50%.
It is given that Matthew's marks increased by a factor of 3/2 this term. This means that whatever marks Matthew had received in his previous term, it was increased by 3/2 this term. If we consider his original marks to be x, then we can get the increased marks by multiplying x by 3/2. We know that the new marks is 75%, we need to find the value of x.
3x/2=75
x=75x2/3=25x2=50
Therefore the marks Matthew received in the previous term is 50%.
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In Abc,AB=5 feet and BC=3 feet.Which inequality represents all possible values for the length of AC,in feet?
The smallest value of length AC would be 5 ft - 3 ft = 2 ft while the largest length would be 5 ft + 3 ft = 8ft. The answer will be
2 < Ac < 8
theres 2 fill in the blank boxes and 3 drop down menus, below i will list the options in the drop down menus.box 1 - apply quotient identities, apply Pythagorean identities, apply double-number identities, apply even-odd identities.box 2 - apply cofunction identities, use the definition of subtraction, apply even-odd identities, Write as one expresssion combine like terms.box 3 - apply cofunction identities, apply double-number identities, apply Pythagorean identities, apply even-odd identities.
Solution
Box 1 : Apply Quotient Identities
[tex]cotx-tanx=\frac{cosx}{sinx}-\frac{sinx}{cosx}[/tex]The answer for the first box is
[tex]\begin{equation*} \frac{cosx}{sinx}-\frac{sinx}{cosx} \end{equation*}[/tex]Box 2: Write as one expression
[tex]\begin{gathered} cotx-tanx=\frac{cosx}{s\imaginaryI nx}-\frac{s\imaginaryI nx}{cosx} \\ cotx-tanx=\frac{cosx(cosx)-sinx(sinx)}{sinxcosx} \\ cotx-tanx=\frac{cos^2x-sin^2x}{sinxcosx} \end{gathered}[/tex]The answer for the second box is
[tex]\frac{cos^{2}x-s\imaginaryI n^{2}x}{s\imaginaryI nxcosx}[/tex]Before the box 3, please note the identity
Note: Trigonometry I dentities
[tex]\begin{gathered} cos^2x-s\mathrm{i}n^2x=cos2x \\ 2sinxcosx=sin2x \end{gathered}[/tex]Box 3: Apply Double - Number Identities
[tex]\begin{gathered} cotx-tanx=\frac{cos^{2}x-s\imaginaryI n^{2}x}{s\imaginaryI nxcosx} \\ Applying\text{ the above trigonometry identities} \\ cotx-tanx=\frac{cos2x}{sinxcosx} \\ cotx-tanx=\frac{cos2x}{sinxcosx}\times\frac{2}{2} \\ cotx-tanx=\frac{2cos2x}{2sinxcosx} \\ cotx-tanx=\frac{2cos2x}{sin2x} \end{gathered}[/tex]Find a polynomial f (x) of degree 3 that has the following zeros.6 (multiplicity 2), -7Leave your answer in factored form.
If a polynomial has a zero of "a" with multilicity b, the factor would be:
[tex](x-a)^b[/tex]So, accordingly the factors would be:
[tex]\begin{gathered} (x-6)^2 \\ (x-(-7))^1 \end{gathered}[/tex]They are
[tex]\begin{gathered} (x-6)^2 \\ (x+7) \end{gathered}[/tex]We can write out the polynomial, f(x), as:
[tex]f(x)=(x-6)^2(x+7)[/tex]The ratio of a quarterback's completed passes to attempted passes is 5 to 8. If he attempted 16 passes, find how many passes he completed. Round to the nearest whole number if necessary.
The ratio of a quarterback's completed passes to attempted passes is 5 to 8. If he attempted 16 passes, find how many passes he completed. Round to the nearest whole number if necessary.
Let
x -----> number of quarterback's completed passes
y -----> number of quarterback's attempted passes
so
x/y=5/8 -----> x=(5/8)*y -----> equation A
y=16 -----> equation B
substitute equation B in equation A
x=(5/8)*16
x=10
therefore
the answer is 10 completed passes8.
What is the measure of angle x in the figure?
40°
A 69°
B 71°
C 109°
D 111°
Answer:
C 109
Step-by-step explanation:
First add all the known angles inside the triangle first to get 109°
Then since all angles in a triangle add to 180°
you take away 109 from 180 so
180-109 which equals 71
Then since all angles on a straight line add up to 180°
you take 71 from 180 so
180-71 = 109
so x = 109°
PLEASE HELP!!
Ninas math class is 6 and 4/5 meters long and 1 and 3/8 meters wide. What is the area of the classroom?
Answer: 374/40 or 9.35 or 9 and 7/20
Step-by-step explanation: see photo for explanation
Hello. I think I have this one correct but I'm not 100% sure. Would you mind helping me work this through?
1) To better set the measurements in that picture, we need to consider that parallel line segments in this picture have the same measurements.
2) Based on that, we can look at that picture this way:
And set the following equation, given that Perimeter is the sum of all lengths of a polygon:
[tex]\begin{gathered} P=2+2+1+2+3+3+1+1+1+1+4+3 \\ P=24\:cm \end{gathered}[/tex]please help 50 points!
simplify 425xy⁴/25xy²
We have the expression
[tex]\frac{425xy^4}{25xy^2}[/tex]We can already simplify x because it's both on the numerator and denominator
[tex]\frac{425y^4}{25y^2}[/tex]Now we can simplify 425/25 = 17
[tex]\frac{17y^4}{y^2}[/tex]Remember that
[tex]\frac{a^n}{a^m}=a^{n-m}[/tex]Then
[tex]17y^{4-2}=17y^2[/tex]The final result is
[tex]17y^2[/tex]Point S is on line segment \overline{RT} RT . Given RT=3x,RT=3x, RS=3x-5,RS=3x−5, and ST=3x-1,ST=3x−1, determine the numerical length of \overline{RT}. RT .
The numerical length of the line segment RT is 6.
Length:
Length is the measuring unit used to identifying the size of an object or distance from one point to the other.
Given,
There is a point on the line segment RT.
And the values of the pots are,
RT = 3x, RS = 3x - 5 and ST = 3x - 1.
Now we need to find the length of the line segment RT.
To find the line of the line segment RT,
We have to add the length of the segments,
That can be written as,
=> RT = RS + ST
Now, we have to apply the values of the point to the equation, then we get,
=> 3x = 3x - 5 + 3x - 1
=> 3x = 6x - 6
=> 6x - 3x - 6
=> 3x - 6
=> 3x = 6
=> x = 2
If the value of x is 2, then the length of the line segment RT is,
RT = 3x => 3 x 2 = 6
Therefore, the length of the line segment RT is 6.
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It takes a hose 3 minutes to fill a rectangular aquarium 8 inches long, 10 inches wide, and 14 inchestall. How long will it take the same hose to fill an aquarium measuring 23 inches by 25 inches by 26inches?minutesEnter an integer or decimal number [more..]Round your answer to the nearest minuteSubmit
Answer:
[tex]40\text{ minutes}[/tex]Explanation:
Firstly, we have to calculate the rate at which the hose works
We can get that by dividing the volume of the first aquarium by the time taken to fill it
The volume of the first aquarium can be calculated using the formula:
[tex]V\text{ = L}\times B\times H[/tex]Where:
L is the length of the aquarium
B is its width
H is its height
The volume of the first aquarium is thus:
[tex]V\text{ = 8}\times10\times14\text{ = 1120 in}^3[/tex]We have the filling rate as:
[tex]\frac{1120}{3}\text{ in}^3\text{ per minute}[/tex]Now, let us get the volume of the second aquarium
We use the same formula as the first
We have the volume as:
[tex]23\times25\times26\text{ = 14,950 in}^3[/tex]Now, to get the time taken, we divide the volume of the second aquarium by the rate of the first
Mathematically, we have that as:
[tex]14950\text{ }\times\frac{3}{1120}\text{ = 40 minutes approximately}[/tex]If f (x) = 3x2 - 2x + 1, select all of the following that are TRUE?f(-1) = 6f(1) = 0f (2) = 9f(0) = 1Previous
The function is:
[tex]f(x)=3x^2-2x+1[/tex]to check witch is true we have to evaluate the function in -1, 1, 1 and 0 so:
for
When 8 is subtracted from a number and that difference is doubled, the result is 10. What is the number?
A) 6
B) 5
C) 18
D) 13
Answer:
n = 13
Step-by-step explanation:
Find the number
8 is subtracted from a number
(n-8)
that difference is doubled
2(n-8)
the result is 10
2(n-8) = 10
Solve the equation by dividing each side by 2
2(n-8)/2 = 10/2
n-8 = 5
Add 8 to each side
n-8+8 = 5+8
n = 13
Had someone explain it and I didn’t get it still
From the question:
Let f(x) = 2x² + 2x - 8
g(x) = √x - 2
We are aske to write f(g(x))
f(x) = 2x² + 2x - 8, g(x) = √x - 2
g(x) = √x - 2
= f(√x - 2)
f(√x - 2): 2x + 2√x - 2 - 12
f(g(x)) = 2x - 12 + 2√x - 2.
I I need help solving problem number 8 please :)
Answer:
(8, -1)
Explanation:
Given the below system of equations;
[tex]\begin{gathered} y^2+x^2=65\ldots\ldots\ldots\text{.Equation 1} \\ y+x=7\ldots\ldots\ldots\ldots\text{.Equation 2} \end{gathered}[/tex]Let's go ahead and test each of the given solutions and see which of them is the correct one;
For (8, -1), we have x = 8 and y = -1;
Substituting the above values in Equation 1, we have;
[tex]\begin{gathered} (-1)^2+(8)^2=65 \\ 1+64=65 \\ 65=65 \end{gathered}[/tex]Substituting the values into Equation 2;
[tex]\begin{gathered} (-1)+8=7 \\ -1+8=7 \\ 7=7 \end{gathered}[/tex]We can see that (8, -1) is a solution to the given system of equations
Multiply.(2x + 4)(2x - 4)A. 4x2 + 16x- 16B. 4x2 - 16C. 4x2 - 16x - 16D. 4x2 + 16
We have to multiply the expression (2x + 4)(2x - 4):
[tex]\begin{gathered} \left(2x+4\right)\left(2x-4\right) \\ 2x\cdot2x+2x\cdot(-4)+4\cdot2x+4\cdot(-4) \\ 4x^2-8x+8x-16 \\ 4x^2+(8-8)x-16 \\ 4x^2-16 \end{gathered}[/tex]The answer is:
B. 4x^2 - 16
Write an equation of the line with the given slope and y-intercept.
Slope
1
6
, y−intercept (0, −2)
The equation of line is [tex]6y=6x$-$12[/tex].
The given slope is [tex]\frac{1}{6}[/tex].
The [tex]y $-$[/tex]intercept is [tex](0, $-$2)[/tex].
We have to write the equation of line using the given slope and [tex]y $-$[/tex]intercept.
The equation of line with the slope m and [tex]y $-$[/tex]intercept of [tex](0,a)[/tex] is [tex]y=mx+a[/tex].
From the question,
The value of [tex]m=\frac{1}{6}[/tex]
The value of [tex]a= $-$2[/tex]
Now putting the value of [tex]m[/tex] and [tex]a[/tex] in the equation of line.
[tex]y=\frac{1}{6}x+( $-$2)\\y=\frac{1}{6}x$-$2[/tex]
Multiply by [tex]6[/tex] on both side
[tex]y\times6=6\times(\frac{1}{6}x$-$2)\\6y=6\times\frac{1}{6}x$-$6\times2\\6y=6x$-$12[/tex]
The equation of line is [tex]6y=6x$-$12[/tex].
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