i have been trying to figure this out for hours-

answer choices:

SSS

SAS

ASA

AAS

HL

Not Congruent

Therefore , the solution of the given problem of triangle comes out to be the distance of  the drone from the start point is  13feet.

Given that it has three sides and three vertices, a triangle qualifies as a polygon. It is a fundamental geometric figure. Triangle ABC is the term used to refer to a triangle containing the vertices A, B, and C. When the three points are not collinear, a unique plane and triangle in Euclidean geometry are discovered. Triangles are polygons because they have three sides and three corners. The points where the three sides of the triangle converge are referred to as the triangle's corners. Three triangle angles are multiplied to yield 180 degrees.

Here,

Given : Height of drone  = 5 feet

and  distance of drone covered is 12 feet

Thus ,

to calculate the distance of  the drone from the start point

distance can be represented as H

Since it forms right triangle.

By using pythagoras theorem,

=> 5² + 12² = H²

=> H² = 169

=> H = √169

=> H = 13

Therefore , the solution of the given problem comes out to be the distance of  the drone from the start point is  13feet.

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The solution of the system of equations:

y = 3x - 4

y = (-1/2)*x + 3

Is (2, 2).

Here we have the following system of equations:

y = 3x - 4

y = (-1/2)*x + 3

To solve this graphically, we just need to graph both equations on the same coordinate axis, and find a point where these two graphs intercept.

Below you can see the graph of the system, and there you can see that the lines intercept at the point (2, 2), so that is the solution of the system.

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Answer:

r=3

Step-by-step explanation:

use slope formula : y2-y1 / x2-x1

-5-3 / r-5

the numerator is -8 which means the denominator has to be -2 in order to have the slope be 4

so r-5 = -2

3-5 = -2

Answer:

sorry needed points so sorry

Step-by-step explanation:

Answer: D

Step-by-step explanation: 25.12

Answer: The actual answer is (175.84 square inches)

Step-by-step explanation:

First, find the area of the pizza.

You need to use the formula for area of a circle: A = πr^2

or in words, the area of a circle is equal to pi times radius to the second power.

So find the radius which is half the diameter.

The diameter is 16 inches, so the radius is 8 inches.

Now raise 8 to the second power, meaning that you need to times 8 by 8

(8 * 8 = 64) Now you times 64 by pi or 3.14. (64 * 3.14 = 200.96)

That is the area of the entire pizza.

But you still need to find how many square inches are left after 1/8 is eaten.

If 1/8 is eaten, then that means the pizza is divided into eighths.

Take 200.96 and divided that by 8 to find how much the individual pieces are.

200.96/8 = 25.12

But you need to find what is left is the pizza, so times 25.12 by 7 because that is how many pieces are left. 25.12 * 7 = 175.84

Sorry for the long explanation, but here is proof that the answer is correct. I took the same test and got the answer right

Here is a photo from my test:

Have a good day

The dilation of triangle JKL, with point P at the origin and scale factor of 3, is graphed on the image shown at the end of the answer.

A dilation happens when the coordinates of the vertices of an image are multiplied by the scale factor, changing the side lengths of a figure.

The coordinates of the vertices of the original triangle JKL for this problem are attributed as follows:

The scale factor of the dilation is given as follows:

k = 3.

Meaning that each coordinate of each vertex of the triangle will be multiplied by 3, thus obtaining the coordinates of the vertices of the image of triangle JKL after the dilation, as follows:

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On solving the problem we got that, 17yds and 11yds are its length and width​

The circumference of an item is known as its perimeter. For instance, your home has a yard that is enclosed. The length of the fence is the perimeter. The length of your fence is 200 feet if the yard is 50 feet by 50 feet.

length =L

width = W

length is 6 yd longer than its width,

L  =  6 + W

perimeter is 56yds:    

[tex]56= 2(L + W) \\ = > 68 = 2(6 + W) + 2W\\= > 12+ 2W + 2W = 56\\= > 4W = 44\\= > W = 11 yds\\= > L = 11+6 = 17 yds[/tex]

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Answer:

A.  x ≥ 21[tex]\frac{2}{3}[/tex]

Step-by-step explanation:

81 - 1[tex]\frac{1}{5}[/tex] x ≤ 55

-1[tex]\frac{1}{5}[/tex] x ≤ 55-81

-[tex]\frac{6}{5 }[/tex] x ≤ -26

x ≥ -26(-[tex]\frac{5}{6}[/tex])       **flip the inequality when you divide by a negative number

x ≥ 21[tex]\frac{2}{3}[/tex]

Answer:

Step-by-step explanation:

Therefore ,option 3 is hence the appropriate choices. By the Side-Angle-Side Triangle Congruence Theorem, these triangles are congruent.

Any three points in a plane can be connected to create triangles, which have three sides and three angles. They were one of the very first geometric shapes to be studied. They are particularly important because any polygon, whether it has four, five, six, or n sides, may be split into a triangle.

Here,

From the provided figure, it is clear that there are two triangles.

ABC and EFG are the triangles.

AB = EF

AC = FG

BC = EG

As a result, the triangles ABC and EFG are congruent according to the triangle's SSS theorem, and angle A is equal to angle D.

Therefore ,D and E are hence the appropriate choices. By the Side-Angle-Side Triangle Congruence Theorem, these triangles are congruent.

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Answer:

  False

Step-by-step explanation:

You want to know if it is true that 10, 8, 6, 4, ... is a geometric sequence.

A geometric sequence has a common ratio between adjacent terms. Here the ratios are ...

  8/10 = 0.8

  6/8 = 0.75

These numbers are different, so there is no common ratio. The sequence is not a geometric sequence. (False)

There are 3,024 different ways 1,214 can be shown.

Basically A permutation is an arrangement of items in a specific direction or sequence. One should consider both the selection and the arrangement while dealing with permutation. In permutations, ordering is crucially important. The permutation is seen as an ordered combination, in other words.

Given 1,214

since there are 4 places in the digit,

so 4 values less than 10 can be solved by

9, 8, 7, and 6

so by permutation to find ⁹P₄ = 9!/(9 - 4)!

= (9 x 8 x 7 x 6 x5!)/5!

⁹P₄  = 3,024

Hence there are 3,024 different ways.

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On solving the provided question, we can say that  on matching the expressions are 100X 14 = 1400 and 14(10) = 140 and 361 . 100 = 36100 and 100(361) = 36100

In mathematics, it is possible to multiply, divide, add, or remove. The construction of an expression is as follows: Expression, number, and mathematical operator Numbers, variables, and functions are the building blocks of a mathematical expression (such as addition, subtraction, multiplication or division etc.) Expressions and phrases can be contrasted. Any mathematical statement with variables, numbers, and an arithmetic operation between them is called an expression or an algebraic expression. For instance, the expression 4m + 5 has the terms 4m and 5 as well as the variable m of the supplied expression, all of which are separated by the arithmetic sign +.

so, on matching the expressions are

100X 14 = 1400

14(10) = 140

361 . 100 = 36100

100(361) = 36100

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Answer:

It is 6.4*10^-2.

this is your answer

Answer:

parallel line: y = 8x - 26

perpendicular line: y = -1/8 x - 13/8

Step-by-step explanation:

1.

Lines are parallel, so slopes are equal, and y-intercepts are different.

Given line:

y = 8x - 2

New line:

y = 8x + b

Use point (3, -2) and solve for b.

-2 = 8(3) + b

-2 = 24 + b

b = -26

Equation: y = 8x - 26

2.

Lines are perpendicular, so slopes are negative reciprocals.

Given line:

y = 8x - 2

New line:

m = -1/8

y = -1/8 x + b

Use point (3, -2) and solve for b.

-2 = -1/8 × 3 + b

-2 = -3/8 + b

b = -16/8 + 3/8

b = -13/8

Equation: y = -1/8 x - 13/8

On solving the provided question, we can say that - the percentage value of 12 % of 90 = 10.8

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.

here,

12% of 90 = 12/100 X 90

= 0.12 X 90 = 10.8

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1.  you are asked to find how many weeks it would take Alex to work 51 hours.

2. Alex  works  [tex]3\frac{1}{7}[/tex] weeks.

3. It makes sense in fractional from.

In mathematics, a fraction is used to denote a portion or component of the whole. It stands for the proportionate pieces of the whole. Numerator and denominator are the two components that make up a fraction.

Alex works 3 hours a day and 4 days a week.

Alex works in a week = ( 3×4) hour = 12 hour

Alex  works = 51 hours = 48 hours + 3 hours = (48/12) weeks + 1 day

= 3 weeks and 1 day.

= [tex]3\frac{1}{7}[/tex] weeks.

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Answer:

when I see this I know and can show you how to solve the question and the answer it 2 and it's obvious so if you don't know it that's pretty much sad and pathetic answer 2

Answer:

[tex]\frac{6}{10}, \frac{7}{10}, \frac{8}{10},\frac{9}{10}[/tex] (in general, the numerator has to be greater than half the denominator)

Step-by-step explanation:

There are an infinite number of fractions greater than 1/2, but we can generally form a rule to figure out whether a fraction is greater than 1/2, which will help us find those fractions!

Let's first just express a fraction in the form: [tex]\frac{a}{b}[/tex], and we have to ask our self, what determines whether this is 1/2? Well we know if we have 1/2, and multiply it by two, then we have a whole, or one, but the only case where we have a whole, or one, in fraction form, is where the numerator and denominator are equal.

This means, multiplying the numerator "a" by 2, will result in it being equal to the denominator "b". From here, it can be determined that for the fraction: [tex]\frac{a}{b}[/tex], to be 1/2, then the numerator "a" has to be half the denominator "b". But this is just telling us what "a" and "b" need to be, for the fraction to be equal to 1/2, not greater than 1/2. This is still useful, since in general the following is true: [tex]\frac{a+1}{b}[/tex], if we add one to the numerator, the fraction becomes bigger. So if we want the fraction to be bigger than 1/2, the numerator "a" just needs to be bigger or larger than the half the denominator "b".

Let's select a denominator, and from there find numerators that make the fraction bigger than 1/2. For this example let's just select "9". In this case, for a fraction to be 1/2, the numerator just has to be larger than 9/2 or 4.5, but since we can't have decimals in fractions, or at least proper fractions, we just need the numerator to be greater than or equal to 5 (5 is included, since it's still bigger than 4.5)

[tex]\frac{4}{5}[/tex] is actually the only proper fraction, since 5/5 would just simplify to one.

Let's do another example, in this case let the denominator be 10. For the fraction to be considered greater than 1/2, the numerator, has to be greater than half the denominator, 10/2 = 5.

[tex]\frac{6}{10}, \frac{7}{10}, \frac{8}{10},\frac{9}{10}[/tex] would all be valid answers (although some do simplify further). But all of them represent fractions which have a greater value than 1/2

Cannot be determined.

Linear equations help in representing the relationship between variables such as x, y, and z, and are expressed in exponents of one degree. In these linear equations, we use algebra, starting from the basics such as the addition and subtraction of algebraic expressions.

Given here  5 pizzas and 2 bags of chips cost $55 and 10 pizzas and 4 bags of chips cost $95

let the cost of one pizza be p and a bag of chips be c then we construct the following linear equations:

5p+2c=55

10p+4c=95

Clearly the equations are colinear but 10p+4c≠110=1(5p+2c0

and thus two lines don't have a unique solution.

Hence, the cost cannot be determined as the two equations have no solution in common.

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The linear equation can be written in point-slope form as:

y + 7 = (3/8)*(x - 15.2)

So the correct option is A.

A linear equation with a slope M and a known point (h, k), can be written in the point-slope form as:

y - k = m*(x - h)

Here we know that the slope of the line is 3/8, then we get:

y - k = (3/8)*(x - h)

And we also know that this line must pass through the point (15.2, -7), then we know that:

h = 15.2

k = -7

Replacing these values we get:

y + 7 = (3/8)*(x - 15.2)

Thus the correct option is the first one, A.

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The siblings met at the point (4,7). This can be determined by looking at the graph and seeing that the point (4,7) is the only point with an x-coordinate of 4 and a y-coordinate of 7.

Coordinate refers to the pair of numbers used to identify the position of a particular point on a graph, map, or other two-dimensional plane. Each coordinate consists of an x-coordinate and a y-coordinate that indicate the horizontal and vertical position of the point, respectively. Coordinates can be used to plot points, draw shapes, and determine distances between points. For example, the coordinates (4, 7) would tell you that the point is located four units to the right and seven units up from the origin point. Coordinates can also be used to describe the location of a point in three-dimensional space, with the addition of a z-coordinate.

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When the cross-section of a wall is 7/16 of an inch thick and the drywall is 1/4 inches thick, the thickness of the texturing on wall is A. 3/16

A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.

From the information, the cross-section of a wall is 7/16 of an inch thick. If the drywall is 1/4 inches thick. The thickness of the texturing on the wall is the total thickness of the wall minus the thickness of the drywall. The total thickness of the wall is 7/16 inches, and the thickness of the drywall is 1/4 inches, so the thickness of the texturing is:

= 7/16 inches - 1/4 inches

= 3/16 inches.

Therefore, the answer is A. 3/16 inches.

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Answer:

it is undefined

Step-by-step explanation:

Slope of the line x=-24 is undefined. We'll compare the line x = -24, with x = h. So this line is a vertical line that is parallel to the y-axis. We know that the slope of the y-axis is undefined. Since x=-24 and y-axis are parallel, so x=-24 will have the same slope, that is undefined.

Answer:

undefined slope

Step-by-step explanation:

When you have the line x=-24, you have a vertical line, where the x-value is constant, given in the equation, but the y-value varies between negative infinity and positive infinity. If we were to plug two points into the slope formula, we would get: [tex]\frac{y_2-y_1}{-24-(-24)}\to\frac{y_2-y_1}{0}[/tex], because there is no change in x, the x values are the same. Thus it is said that the slope is undefined.

Answer: To replace the three steps with a ramp, the height of the ramp must be equal to the total height of the steps. Since each step is 10 cm high, the total height of the three steps is 3 * 10 = 30 cm.

The length of the ramp must be equal to the length of the steps, since the ramp is replacing them. Since each step is 35 cm long, the total length of the three steps is 3 * 35 = 105 cm.

So the length of the ramp to replace the three steps leading to the front door is 105 cm, correct to one decimal place.

Step-by-step explanation:

Answer: can you put them in order so i can read it better?

Step-by-step explanation: