PLEASE ME HELP ASAP THANK YOUUU

Answer:

1st option

Step-by-step explanation:

since one pair of opposite sides 10 in , then

x + 2 = 10 ( subtract 2 from both sides )

x = 8

Then

x + 5 = 8 + 5 = 13 in

2x - 5 = 2(8) - 5 = 16 - 5 = 13 in

The opposite sides of a parallelogram are parallel and congruent.

So the quadrilateral could be a parallelogram

Answer: A) Yes, one pair of opposite sides could measure

10 in., and the other pair could measure 13 in.

Step-by-step explanation:

just did it on edu 2023

Answer:

[tex]-1\frac{2}{3}[/tex]

Step-by-step explanation:

2/3 ÷ -2/5.

Flip -2/5 to -5/2 so that it can be multiplied.

2/3 × -5/2 = -10/6.

Reduce.

-10/6 reduced is -5/3.

Extract the whole number from this fraction to make it a mixed number.

-5/3 is equal to -1 2/3

Hope this helps!

We can do the inverse, where division basically becomes multiplication. You just flip the denominator and numerator (lower and upper part of the division sign).

[tex]\frac{2}{3} *-\frac{5}{2}[/tex]
The negative stays even when you inverse it. Make sure on future problems you inverse whats being divided, which in this case was -2/5.

We can now multiply across and get:
[tex]- \frac{10}{6}[/tex] as 2•5=10, 3•-2=-6. Therefore -10/6.

Which can be simplified into [tex]-1 \frac{2}{3}[/tex]. This is because 10 goes into 6 once leaving 4. That makes it -1 4/6, but 4/6 can be reduced by a common factor, 2. So just divide 4 and 6 by 2, which is 2/3. So thats why it is -1 2/3.

Brainliest would really help me out, if you have any questions message me

Answer:

16/25 or 64%

Step-by-step explanation:

There are 12 even numbers between 1 and 25: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, and 24

There are 8 multiples of 3 between 1 and 25: 3, 6, 9, 12, 15, 18, 21, and 24

That makes your odds 20/25. But, you can't count numbers twice! So eliminate the repeats and you get:

2, 3, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, and 24

which is 16/25 numbers that satisfy being an even number, a multiple of 3, or both

hope this helped :)

Answer:

QUESTION 1:  (-3,0), (1,1), (5, 2), (9,3)

QUESTION 2: Draw a mapping diagram (see question 3)

QUESTION 3: Yes, the image below is a function.

Step-by-step explanation:

For question 1, you can pair the domains (x-values) with any y-value. The y-values can repeat.

For question 3b, you must understand that domains cannot repeat, but ranges (y-values can). In 3b, every x-value has a unique y-value which means that it is a function. You can also determine is something is a function by seeing if its graph passes the vertical line test.

Yes

As per definition

Every domain of the function has an unique range

Here

Hence it's a function

Answer:

-4

Step-by-step explanation:

The product of slopes of two perpendicular lines is -1, so 1/4 x -4 = -1

Hence the slope for line B is -4

The value of x in the equation [tex]log_{2x + 6}8=3[/tex] gives that x = -2.

An equation is an expression that shows the relationship between two or more variables and numbers.

[tex]log_{2x + 6}8=3\\\\applying\ the\ logarithm\ rule:\\\\(2x+6)^3=8\\\\8x^3+72x^2+216+208=0\\\\x=-2[/tex]

The value of x in the equation [tex]log_{2x + 6}8=3[/tex] gives that x = -2.

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The correct steps are given below:-

a) Subtract 2 and two-thirds from both sides of the equation

b) 8 minus 2 and two-thirds = 5 and one-third

c) Substitute the value for r to check the solution.

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

The given expression will be solved by using the following steps:-

[tex]2 \dfrac{2}{3}[/tex]  + r   = 8

Subtract [tex]2 \dfrac{2}{3}[/tex]  from each side

[tex]2 \dfrac{2}{3}[/tex]    + r  - [tex]2 \dfrac{2}{3}[/tex]     = 8 - [tex]2 \dfrac{2}{3}[/tex]  

r = 5 1/3

Check the solution,

[tex]2 \dfrac{2}{3}[/tex]   + [tex]5 \dfrac{1}{3}[/tex] =8

8 = 8

The complete question is given below:-

Which steps would be used to solve the equation? Check all that apply. 2 and two-thirds + r = 8 Subtract 2 and two-thirds from both sides of the equation. Add 2 and two-thirds to both sides of the equation. 8 minus 2 and two-thirds = 5 and one-third 8 + 2 and two-thirds = 10 and two-thirds Substitute the value for r to check the solution.

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Answer:

A,C,E >:3.

your welcome!

Answer:

9 cm

Step-by-step explanation:

The hypotenuse is the major side of the right triangle, if you look at the options only two of them are smaller than the hypotenuse, the rest cannot be the answer.

Hypotenuse (c) = 15 cm

Cathetus (a) = 12 cm

Cathetus (b) = ?

Equation: [tex]c^{2}=a^{2} +b^{2}[/tex]

Solution: [tex]b^{2} =c^{2} -a^{2}[/tex]

[tex]b^{2} =(15)^{2} -(12)^{2}[/tex]

[tex]b^{2} =225-144[/tex]

[tex]b^{2}=81[/tex]

[tex]b=\sqrt{81}[/tex]

[tex]b=9[/tex]

Hope this helps

The probability that all of the next ten customers who want this racket can get the version they want from current stock is 0.821

Given: currently has seven rackets of each version.

Then the probability that the next ten customers get the racket they want is P(3≤X≤7)

Note that If less than 3 customers want the oversize, then more than 7 want the midsize and someone's going to miss out.

X ~ Binomial (n = 10, p = 0.6)

P(3≤X≤7)  = P(X≤7) - P(X≤2)

From Binomial Table:

               = 0.8333 - 0.012

               = 0.821

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Answer:

if i subtract 3/8 with 2/5 i get 1/40

Step-by-step explanation:

i dont know if this is correct but it seems so

Step-by-step explanation:

—Let the unknown number is x, so we can write the equation like below.

[tex] \frac{2}{5} \times x = \frac{3}{8} [/tex]

[tex] \: [/tex]

—Find x.

[tex] \frac{2}{5} \times x = \frac{3}{8} [/tex]

[tex]x = \frac{3}{8} \div \frac{2}{5} [/tex]

[tex]x = \frac{3}{8} \times \frac{5}{2} [/tex]

[tex]x = \frac{15}{16} [/tex]

[tex] \: [/tex]

—Let's prove that it's true.

[tex] \frac{2}{5} \times x = \frac{3}{8} [/tex]

[tex] \frac{2}{5} \times \frac{15}{16} = \frac{3}{8} [/tex]

[tex] \frac{30}{80} = \frac{3}{8} [/tex]

[tex] \frac{30 \div 10}{80 \div 10} = \frac{3}{8} [/tex]

[tex] \frac{3}{8} = \frac{3}{8} \: \: \text{proved}[/tex]

[tex] \: [/tex]

So, the other number or the value of x is [tex]\frac{15}{16}[/tex]

Answer: Function, not a function, Function, not a function

Step-by-step explanation:

For it to be a function, each value of x has to map onto one value of y.

Six less than the quotient of two and a number "W"

Let's take this step-by-step. First, change the written-out numbers to numerals:

6 less than the quotient of 2 and a number "W"

Next, combine the smallest part. In this case, it would be:

the quotient of 2 and a number "W"

Here, you are finding the quotient of a specific part: 2 and W. When we have specific sections like this in math, we put parentheses around them, like this:

6 less than the quotient of (2 and a number "W")

Now we need to remember what a "quotient" is. This means that there is division between the two numbers mentioned - in this case, 2 and the number W. But which is being divided into which? The number 2 comes first, so we think of 2 as being the first number used. Therefore, we are looking at:

6 less than (2 divided by W)

Division problems are exactly the same as fractions. For example, 3 divided by 1 is the same as 3 ÷ 1, which is also the same as 3/1 (which equals 3). In our case, 2 divided by W is the same as 2/W (your teacher might want this written as 2 ÷ W, but they mean the same thing). Now, we can write the equation as:

6 less than (2/W)

Which can also be written as:

6 less than 2 ÷ W

To finish this up, let's take a step back for a moment Imagine you have 10 jelly beans, and you eat 7 of them. You now have 7 less than 10, or 3 jelly beans. This can also be written as 10-7 = 3.

In our example, we have 6 less than (2/W). If we use the jelly bean equation we found as a starting point, we can change the 7 to 6 and the 10 to (2/W). Then, we get this:

(2/W) - 6

Which can also be written as:

2 ÷ W - 6

And that's your answer! Both of those mean the same thing so they're both correct. Your teacher might prefer you write it one way or the other, though. If this is the case, make sure to choose the solution that best fits your teacher's request.

Answer:

A=7 B=9 C=4

Step-by-step explanation:

[tex]a\frac{b}{c} =\sqrt[c]{a^b}[/tex]

A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The slope of the lines is -1, and the equation of the parallel line is y-x-6.

A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The equation of a line is given by,

y =mx + c

where,

x is the coordinate of the x-axis,

y is the coordinate of the y-axis,

m is the slope of the line, and

c is the y-intercept.

The parallel line passes through the points (-4,-2) and (-3,-3). Therefore, the slope of the line is,

Slope = (-2 + 3) / (-4 + 3) = 1/-1 = -1

The equation of the parallel line that is passing through point P is,

y = mx + c

y = -x + c

-3 = -(-3) + c

-3 -3 = c

c = -6

Hence, the slope of the lines is -1, and the equation of the parallel line is y-x-6.

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Answer:

-1

 y + 3 = -1 (x+3)

b,b               `

Step-by-step explanation:

The simplified form of the given expression is -18. The correct option is the third option-  -18

From the question, we are to simplify

|3-10| - (12 ÷ 4 + 2)²

Simplifying

|3-10| - (12 ÷ 4 + 2)²

|-7| - (3 + 2)²

7 - (5)²

7 - 25

= -18

Hence, the simplified form of the given expression is -18. The correct option is the third option-  -18

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Answer:

40 two-digit numbers have one odd digit and one even digit in them.

2) perpendicular lines form right angles

3) perpendicular lines form right angles

4) all right angles are congruent

5) reflexive property

6) ASA

7) CPCTC

8) ABCD is a rhombus because it is a parallelogram with a pair of consecutive congruent sides

Answer:

t =amount of texts

a. 0.01t+20=y

b. 50=y

so that means that they equal each other

0.01t+20=50

-20

0.01t=30

t=3001

Hope This Helps!!!

Answer:

For plan B to save money cell phone user need to send 3000 texts per month as [tex]\frac{x}{y}[/tex] expresses the average texts sent per month by cell phone user and its obtained value is 3000.

Step-by-step explanation:

In the question it is given that a cell phone company offers two plans for minutes.

Plan A: $20 per month and $1 for every one hundred texts.

Plan B: $50 per month with free unlimited texts.

It is required to find that how many texts would be needed to send per month for plan B to save money. be needed to send per month for plan B to save money.

Step 1 of 5

In Plan A $20 per month and $1 for every one hundred texts are costed so the cost of Plan A is given by following equation,

[tex]$A=20 y+\frac{x}{100}$[/tex]

In Plan B $50 per month with free unlimited texts are costed so the cost of Plan B is given by following equation,

[tex]$$B=50 y$$[/tex]

Step 2 of 5

Now comparing the obtained equations [tex]$A=20 y+\frac{x}{100}$[/tex]

and B=50y.

[tex]$20 y+\frac{x}{100}=50 y$$[/tex]

Step 3 of 5

Subtract 20y from both the sides of the obtained equation [tex]$20 y+\frac{x}{100}=50 y$[/tex] and simplify using subtraction properties.

[tex]$$\begin{aligned}&20 y+\frac{x}{100}-20 y=50 y-20 y \\&\frac{x}{100}=30 y\end{aligned}$$[/tex]

Step 4 of 5

Multiply both the sides of the obtained equation [tex]$\frac{x}{100}=30 y$[/tex] by 100 and simplify using multiplication properties.

[tex]$$\begin{aligned}&\frac{x}{100} \cdot 100=30 y .100 \\&x=3000 y\end{aligned}$$[/tex]

Step 5 of 5

Divide both the sides of the obtained equation x=3000y by y and simplify using division properties.

[tex]$$\begin{aligned}&\frac{x}{y}=\frac{3000 y}{y} \\&\frac{x}{y}=3000\end{aligned}$$[/tex]

As [tex]$\frac{x}{y}$[/tex] expresses the average texts sent per month by cell phone user. So, for plan B to save money cell phone user need to send 3000 texts per month.

Answer:

10000

Step-by-step explanation:

When computing a consecutive sum of integers with a difference of 1.

Use gauss's formula of (n/2)(first number + last number).

with n being the # of integers.

Since it is ascending and descending, it can be broken down into 2 sequences:

1 + 2 + 3 + ... + 99 and 1 + 2 + 3 + ... + 100.

Once each is calculated, add them up to find the value.

So:

1 + 2 + 3 + ... + 99 = (99/2)(100) = 4950.

1 + 2 + 3 + ... + 100 = (100/2)(101) = 5050.

4950 + 5050 = 10000

The whole number consisting of x in the hundreds place, y in the tens place, and 2 in the ones place is; xy2.

It follows from the task content that the whole number described has x in the hundreds place, y in the tens place, and 2 in the ones place.

The whole number in discuss can be broken down simply as: (x×100) + (y×10) +(2×1).

Hence, the whole number is; xy2.

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Answer:

012

Step-by-step explanation:

please mark brainliest if correct

The length of each side of the equilateral triangle is 5x³ + 11x⁵

From the question, we are to determine the length of each side of the equilateral triangle.

An equilateral triangle has its sides equal to each other.

If the length of a side of an equilateral triangle is c,

Then, the perimeter, P, of the triangle is

P = 3c

From the given information,

P = 15x³ + 33x⁵

∴ 3c = 15x³ + 33x⁵

c = (15x³ + 33x⁵) / 3  

c = 3(5x³ + 11x⁵) / 3

c = 5x³ + 11x⁵

Hence, the length of each side of the equilateral triangle is 5x³ + 11x⁵

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Answer: 5x^3 + 11x^5

Step-by-step explanation:

Answer:

A. The color of fire when different metals are burned.

Explanation:

Qualitative data is data that relates to a quality or characteristic of an object, and does not include any numbers.

example: colour, taste, survey answers

Quantitative data, on the other hand, relates to measurements and counting of variables, and uses numbers to convey value.

example: height of a person, number of coins

Answer:

5

Step-by-step explanation:

This is quite some trial and error question.

Based on the question, the numbers we can use are 1,3,5,7 and 9.

We will start with the middle digit first.

Since the question has stated it is 3 times the last digit, the number has to be in multiples of 3.

So we are left with: 3 and 9.

Then, the question also states the middle digit is 4 more than the first digit. See, its a digit, so the value cannot be less than 1 (odd numbers only and no negative values), so if we subtract 4 to the middle digit to find the first, it should still be a Positive Single numerical value.

3 - 4 = -1

9 - 4 = 5

Therefore, this middle digit is = 9.

Since we know the middle digit = 9

The first digit will be 9 - 4 = 5

The whole value is now 593.

Answer:

Diameters  

Step-by-step explanation:

In spherical geometry, lines are called diameters.

Answer:

Diameter

Step-by-step explanation:

In spherical geometry, lines are called diameter .

Also this makes sense the most .

Answer:

s = 5.5r

Step-by-step explanation:

Since a dog can run 5.5 times faster than a child that means that the dog's speed (s) should be equal to 5.5 times the speed of the child (r).

Therefore,

speed of dog (s) = 5.5 × speed of child (r)

The response rate is 52.021%.

Given a random sample of 2,000 households are selected for telephone interviews in which 432 interviews are completed, 586 are refused by the respondent, 902 do not answer or are not at home and 80 are non-working numbers.

Total Number of sample, S =2000

Completed interview, C = 432

Refusal by the Respondent, R = 586

No answer/ not at home , N = 902.

Non - working Numbers, NW = 80.

From the above data, we got responses from completed interviews and refusals by respondents.

so responded number (RN) is

RN=C+R

RN= 432+ 586

RN= 1018.

The actual number of samples =Total samples - non-working samples Actual number of samples=2000-80

The actual number of samples=1920

And the response rate (RR) is

RR=1018÷1920

RR=0.52021

Hence, the response rate from 2000 households which are selected for telephone interviews is 0.52021.

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Answer:

[tex]\huge\boxed{\sf 60 \ miles}[/tex]

Step-by-step explanation:

Given that,

3 hours = 180 miles

Divide 3 to both sides

3/3 hour = 180/3 miles

1 hour = 60 miles

So, Mom drove 60 miles in one hour.

[tex]\rule[225]{225}{2}[/tex]

Using it's concept, the expression that can be used to find the probability that a randomly selected point is in the white area of the grid is:

[tex]\frac{7}{16}[/tex]

A probability is given by the number of desired outcomes divided by the number of total outcomes.

Researching the problem on the internet, 7 out of 16 squares are in the white area, hence the probability is given by:

[tex]p = \frac{7}{16}[/tex].

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