The town's emergency response planning committee has proposed to place four emergency response centers at the four corners of the town, with each center serving the people who live within 3 miles of the respective response center. The idea is to provide coverage to the entire town and ensure prompt emergency response for the residents. However, there are some problems with this idea.
Unequal coverage: Placing the emergency response centers at the four corners of the town may result in unequal coverage for the residents. Depending on the size, shape, and population distribution of the town, some areas may be farther away from the response centers, resulting in longer response times and reduced effectiveness in emergency situations.
Overlapping coverage: Placing four response centers in a small town may result in overlapping coverage areas, where the coverage areas of multiple response centers overlap with each other. This may lead to duplication of resources and inefficiencies in emergency response efforts.
Limited reach: Placing response centers only at the four corners of the town may result in limited reach for certain areas, especially those located in the middle or farther away from the corners. This may leave some residents outside the 3-mile coverage radius without access to timely emergency response services.
One potential solution to address these problems could be to use a more strategic approach to determine the locations of the emergency response centers. This could involve conducting a thorough analysis of the town's population density, geographical features, road network, and existing emergency resources. Based on this analysis, the response centers could be strategically placed at locations that provide the best coverage to the entire town, considering factors such as response time, resource allocation, and accessibility.
For example, instead of placing all the response centers at the corners of the town, they could be distributed more evenly across the town to ensure more equitable coverage. Additionally, the use of advanced GIS (Geographical Information System) technology and modeling techniques could help in identifying optimal locations for the response centers, taking into account various factors such as population density, road network, and travel time.
Furthermore, collaboration and coordination among the emergency response centers, along with proper communication and information sharing, can help in avoiding duplication of resources and improving the efficiency of emergency response efforts.
In conclusion, while the idea of placing four emergency response centers at the four corners of town may seem simple, there are potential problems such as unequal coverage, overlapping coverage, and limited reach. A more strategic and data-driven approach, considering factors such as population density, geographical features, and existing resources, can help in identifying optimal locations for the response centers and ensuring effective emergency response services for all residents of the town.
Write an equation for an ellipse centered at the origin, which has foci at
(
0
,
±
15
)
(0,±15)left parenthesis, 0, comma, plus minus, 15, right parenthesis and co-vertices at
(
±
8
,
0
)
(±8,0)left parenthesis, plus minus, 8, comma, 0, right parenthesis.
The equation of the ellipse is:
x²/64 + y²/289 = 1
How to determine the equation of an ellipse?The standard form of the equation of an ellipse with centered at the origin and major axis parallel to the vertical is:
x²/b² + y²/a² = 1
Coordinates of covertices are ( ±b, 0) = (±8, 0)
Coordinates of foci are (0, ±c) = (0, ±15)
Also c²= a²-b²
a² = b² + c²
a² = 8² + 15²
a² =289
a = √289
a = 17
Using x²/b² + y²/a² = 1:
x²/8² + y²/17² = 1
x²/64 + y²/289 = 1
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Complete Question
Write an equation for an ellipse centered at the origin, which has foci at (0,±15) and co-vertices at (±8,0)
Is 3.2 x 10^3 an irrational or rational
3.2 x 10^3 is considered to be a rational number.
What are rational numbers ?A rational number is a numerical value expressed as a ratio between two non-zero integers. If any given number can be appropriately displayed in the form of 'a/b,' where both 'a' and 'b' guarantee integer input, it would signify that this specified number adheres to the classification of being labeled as rational.
As we can see from the given number of 3.2 x 10^3, when we write the number after solving it, we have:
3.2 x 10 ^ 3 = 3 .2 x 1, 000
= 3, 200
This can be expressed as 3, 200 / 1 so this is a rational number.
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The number of bacteria P(h) in a certain population increases according to the following function, where time h is measured in hours.
P(h)=2800e^0.09h
How many hours will it take for the number of bacteria to reach 3500?
Round your answer to the nearest tenth, and do not round any intermediate computations.
It will take 2.48 hours for the number of bacteria to reach 3500.
How many hours to reach 3500?In order to find number of hours to take for the number of bacteria to reach 3500, we can set the function equal to 3500 and solve for h.
The function given is P(h) = 2800e^(0.09h). So, plugging the values of 3500, we will get:
3500 = 2800e^(0.09h)
Dividing both sides by 2800, we get:
e^(0.09h) = 3500/2800
Taking the natural logarithm of both sides, we get:
0.09h = ln(3500/2800)
h = (ln(3500/2800))/0.09
h = 0.22314355131/0.09
h = 2.47937279233
h = 2.48 hours
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In 2010, the mean starting salary for college graduates who major in Statistics was $54000. An analyst for a job searching company claims that the mean starting salary has since increased. In a random sample of 40 job posting requiring knowledge of Statistics, the mean starting salary was $63500 with a standard deviation of $10540. Test the claim using a significance level of 0.05.
Our calculated t-value of [tex]4.22[/tex] is greater than the critical t-value of 1.684, we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that the mean starting salary for college graduates who major in Statistics has increased.
How can we Test the claim using a significance level of [tex]0.05[/tex]?We can use a one-sample t-test to test the claim that the mean starting salary for college graduates who major in Statistics has increased.
The null hypothesis is that the mean starting salary is still $[tex]54000[/tex], while the alternative hypothesis is that the mean starting salary is greater than $[tex]54000[/tex].
We can calculate the t-statistic as:
t = (sample mean - null hypothesis value) / (standard error of the mean)
= [tex](63500-54000)/(10540/\sqrt{40}[/tex]
= [tex]4.22[/tex]
where [tex]\sqrt{40}[/tex] is the sample size.
The degrees of freedom for the t-test is [tex](n-1) = 39[/tex], where n is the sample size.
Using a t-table or calculator with [tex]39[/tex] degrees of freedom, a one-tailed test, and a significance level of [tex]0.05[/tex], we find the critical t-value to be [tex]1.684[/tex]
Since our calculated t-value of [tex]4.22[/tex] is greater than the critical t-value of [tex]1.684[/tex], we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that the mean starting salary for college graduates who major in Statistics has increased.
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Nicole is looking for the best deal on a tablet that regularly costs $749. Help her compare the price of the tablet at a store
with the price on the store's website by completing the following.
(a) The store's website is offering the tablet at a 60% discount off the regular price. Ignoring tax and shipping, how
much would she pay for the tablet on the store's website?
$0
(b) The store is having a sale, offering a 50% discount off the regular price of the tablet. Nicole also has an
in-store-only coupon for an additional 10% off the sale price. Ignoring tax, how much would she pay for the tablet
at the store?
(c)
Check
Select the true statement.
Nicole would pay more for the tablet on the website.
Nicole would pay more for the tablet at the store.
Nicole would pay the same amount at the store and on the website.
Answer:
a) $299.60
b) $337.05
c) Nicole would pay more at the store
Step-by-step explanation:
a) 10% of $749 = $74.90
60% = ($74.90 x 6) = $449.40
$749 - $449.40 = $299.60
b) 10% = $74.90
50% = $374.50
$749 - $374.50 = $374.50
10% of $374.50 = $37.45
$374.50 - $37.45 = $337.05
URGENT!! ILL GIVE BRAINLIEST! AND 100 POINTS
The answers are A = 46% and B = 20%.
Given that, a table of data, each cell in the table shows the number of cars in that category.
A) The probability that the car's total repair cost is less than $10000 =
86 / (86+35+67) x 100 = 86/188 x 100 = 46%
B) The probability that the car's purchase was more than $40,000 =
40 / (40+86+71) x 100 = 40/197 x 100 = 20%
Hence, the answers are A = 46% and B = 20%.
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The amount of sports drink in a cooler during practice is modeled by the equation
y = -24x + 648, where y is the number of ounces in the cooler after practice and x is the number of players at practice who take drinks from the cooler.
Based on the information in the equation, which statements are true?
Group of answer choices
The cooler is meant to be used by only 24 players.
Before practice, there are 648 ounces of sports drink in the cooler.
If 24 players get drinks from the cooler, they will drink a total of 648 ounces of sports drink.
Based on the information in the equation, y = -24x + 648, the TRUE statement is B) Before practice, there are 648 ounces of sports drinks in the cooler.
What is an equation?An equation is an algebraic statement showing that two or more mathematical expressions are equal or equivalent.
The equality or equivalence of an equation is depicted using the equal symbol (=).
Mathematical expressions do not use the equal symbol, but they combine variables with constants, numbers, and values using mathematical operands.
Let the number of ounces in the cooler after practice = y
Let the number of players at the practice who take drinks from the cooler = x
Equation:y = -24x + 648
Thus, 648 represents the number of drinks before practice while -24x represents the number of drinks taken by players, making Option B true.
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Exercise 1.4
A. Mark the periods with commas according to the two place value systems and write the numbers in words in each system.
1. 2365358 2. 34282627 4. 90150028 5. 81552101 3. 87013569 6. 99160001
Step-by-step explanation:
2,36,53,58
Two place value system:
Twenty-three lakh, sixty-five thousand, three hundred and fifty-eight
Three place value system:
Two crore, thirty-six lakh, fifty-three thousand, three hundred and fifty-eight
3,42,82,627
Two place value system:
Thirty-four million, twenty-eight thousand, six hundred and twenty-seven
Three place value system:
Three crore, forty-two lakh, eighty-two thousand, six hundred and twenty-seven
8,70,13,569
Two place value system:
Eighty-seven million, thirteen thousand, five hundred and sixty-nine
Three place value system:
Eight crore, seventy-one lakh, thirty-five thousand, five hundred and sixty-nine
9,01,50,028
Two place value system:
Ninety million, one lakh, fifty thousand, twenty-eight
Three place value system:
Nine crore, one lakh, fifty thousand, twenty-eight
8,15,52,101
Two place value system:
Eighty-one million, five hundred and fifty-two thousand, one hundred and one
Three place value system:
Eight crore, fifteen lakh, fifty-two thousand, one hundred and one
9,91,60,001
Two place value system:
Ninety-nine million, one lakh, sixty thousand, one
Three place value system:
Nine crore, ninety-one lakh, sixty thousand, one
HELP FAST
What is the volume of the rectangular prism?
A rectangular prism with a length of 7 meters, a width of 4 meters, and a height of 3 meters.
19 m3
25 m3
31 m3
84 m3
The volume is D) 84[tex]m^3[/tex].
What is volume?
The space taken up by any three-dimensional solid constitutes a volume, to put it simply. A cube, cuboid, cone, cylinder, or sphere can be one of these solids. Cubic units are used to measure the volume of solids. The volume will be given in cubic metres, for instance, if the dimensions are given in metres.
Here the given rectangular prism length = 7m , Width = 4m and Height = 3m.
Now using Volume of rectangular prism formula then,
V = lwh cubic unit.
=> V = 7×4×3
=> V = 84[tex]m^3[/tex]
Hence the volume is D) 84[tex]m^3[/tex].
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Solve and reduce the result to lowest fr
not a decimal.
4
3
+ +2- +5-
5 10
Answer:
58
II
미ㄷ
VŨ Vũ (D)
(89)
Answer:
8[tex]\frac{29}{40}[/tex]
Step-by-step explanation:
The least common multiply is 40
[tex]\frac{4}{5}[/tex] x [tex]\frac{8}{8}[/tex] = [tex]\frac{32}{40}[/tex]
2 [tex]\frac{3}{10}[/tex] x [tex]\frac{4}{4}[/tex] = 2 [tex]\frac{12}{40}[/tex]
5 [tex]\frac{5}{8}[/tex] x [tex]\frac{5}{5}[/tex] = 5 [tex]\frac{25}{40}[/tex]
Now that we have a common denominator, add these numbers together
[tex]\frac{32}{40}[/tex] + 2 [tex]\frac{12}{40}[/tex] + 5 [tex]\frac{25}{40}[/tex]
7 [tex]\frac{69}{40}[/tex]
7 + [tex]\frac{40}{40}[/tex] + [tex]\frac{29}{40}[/tex] I broke up [tex]\frac{69}{40}[/tex] because I know that [tex]\frac{40}{40}[/tex] equals 1
8 [tex]\frac{29}{40}[/tex]
Helping in the name of Jesus.
Calculate for the percentages. Show your solutions.
100% of 30
40% of 60
20% of 80
40% of 50
80% of 20
50% of 30
60% of 80
60% of 10
90% of 70
90% of 60
help please. thank youu!!
Sure, I'd be happy to help you calculate these percentages! Here are the solutions:
- 100% of 30 = 30
- 40% of 60 = 0.4 x 60 = 24
- 20% of 80 = 0.2 x 80 = 16
- 40% of 50 = 0.4 x 50 = 20
- 80% of 20 = 0.8 x 20 = 16
- 50% of 30 = 0.5 x 30 = 15
- 60% of 80 = 0.6 x 80 = 48
- 60% of 10 = 0.6 x 10 = 6
- 90% of 70 = 0.9 x 70 = 63
I hope that helps! Let me know if you have any other questions.
A student ran out of time on a multiple choice exam and randomly guessed the answers for two problems. Each problem had 5 answer choices – a, b, c, d, e – and only one correct answer. What is the probability that she answered both of the problems correctly? Write your answer as a fraction in simplest form
The probability that the student, who ran out of time on a multiple choice exam and randomly guessed the answers for two problems, answered both of the problems correctly is ⁹/₂₅.
What is the probability?Probability refers to the likelihood of an expected outcome occurring out of many possible outcomes.
Probability is computed as the quotient of expected outcome over total outcomes.
The number of questions left = 2
The number options of for each question = 5
Since there are 5 options for each question, 4 of which are wrong, the probability of getting both wrongs is:
⁴/₅ x ⁴/₅ = ¹⁶/₂₅ = 0.64 or 64%
Therefore, probability of getting both questions correct is 36% (1 - 64%) or ⁹/₂₅ (1 - ¹⁶/₂₅).
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I need help understanding tree diagrams
The probability that she will hire a woman for the two positions is given as follows:
1/4.
How to calculate a probability?A probability is calculated as the division of the desired number of outcomes by the total number of outcomes in the context of a problem/experiment.
From the last node, the total number of outcomes is given as follows:
4.
The desired outcomes are Women on the first node and women on the second node, which is one outcome. (the last outcome).
Hence the probability is given as follows:
p = 1/4.
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A psychology instructor surveys three sections of a first-year psychology course totaling 1000 students. The psychology instructor finds that SAT scores and the amount of money the students were currently carrying had a correlation of r=.07 with a p-value of 0.001. The psychology instructor claims the results were statistically significant but were not practically significant. Explain the difference between these two concepts using the results from the psychology instructor’s survey.
The concept of Statistical significance as well as practical significance are known to be two different concepts in statistics.
What is the differences in both concepts?Statistical significance refers to unlikely results not due to chance. P-values are utilized for ascertaining the statistical importance of a particular result by gauging the likelihood of procuring exceptional outcomes under the assumption that the null hypothesis holds true. A significance level of 0.05 or less for the p-value is deemed as statistically meaningful.
Since the Psychology instructor found SAT scores and amount of money carried had a correlation coefficient of r = 0.07 with a p-value of 0.001, showing a significant correlation. The chance of getting a correlation coefficient of 0.07 or greater, if no correlation exists in the population, is very low.
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abc is dilated by a scale factor of 4 with a center of dilation at the origin to form a’b’c’ then a’b’c’ is dilated by a scale factor of 3 over 4 with a center of dilation at the origin to create a’’b’’c’’ what are the coordinates of a’’b’’c’’
The coordinates of the vertices of the triangle A''B''C'' after the two successive dilations are (3 times the x-coordinate and 3 times the y-coordinate of the original triangle's vertices).
To find the coordinates of the vertices of the dilated triangle A''B''C'' after two successive dilations, first with a scale factor of 4 and then with a scale factor of 3/4.
Firstly, Apply the first dilation with a scale factor of 4 to the original triangle ABC, with a center of dilation at the origin. This can be done by multiplying each coordinate of the original triangle by 4.
The coordinates of the dilated triangle A'B'C' after the first dilation would be;
A' = (4 × x-coordinate of A, 4 × y-coordinate of A)
B' = (4 × x-coordinate of B, 4 × y-coordinate of B)
C' = (4 × x-coordinate of C, 4 × y-coordinate of C)
Now, we apply the second dilation with a scale factor of 3/4 to the dilated triangle A'B'C', again with a center of dilation at the origin. This can be done by multiplying each coordinate of A'B'C' by 3/4.
The coordinates of the dilated triangle A''B''C'' after the second dilation would be;
A'' = ((3/4) × x-coordinate of A', (3/4) × y-coordinate of A')
B'' = ((3/4) × x-coordinate of B', (3/4) × y-coordinate of B')
C'' = ((3/4) × x-coordinate of C', (3/4) × y-coordinate of C')
Plugging in the values of A', B', C' obtained from the first dilation, we get;
A'' = ((3/4) × 4 × x-coordinate of A, (3/4) × 4 × y-coordinate of A)
B'' = ((3/4) × 4 × x-coordinate of B, (3/4) × 4 × y-coordinate of B)
C'' = ((3/4) × 4 × x-coordinate of C, (3/4) × 4 × y-coordinate of C)
Simplifying further, we get;
A'' = (3 × x-coordinate of A, 3 × y-coordinate of A)
B'' = (3 × x-coordinate of B, 3 × y-coordinate of B)
C'' = (3 × x-coordinate of C, 3 × y-coordinate of C)
Therefore, the coordinates of the vertices of the triangle A''B''C'' after the two successive dilations are (3 times the x-coordinate and 3 times the y-coordinate.
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the box plots show the target heart rates of men 20-40 years old and men 50-70 years old. which statement is best supported by the information in the box plots.
The statement that best supports the information in the box plots is: D. the interquartile range value of the data for men 20 - 40 years old is greater than that of men of 50 - 70 years old.
How to Find the Interquartile Range from a Box Plot?The interquartile range of a data set is the difference between the values that are located on both edges of the rectangular box that is displayed in a box plot.
Interquartile range for the men between 20 - 40 years old = 150 - 110 = 40
Interquartile range for the men between 50 - 70 years old = 125 - 95 = 30
This shows that, D. the interquartile range value of the data for men 20 - 40 years old is greater than that of men of 50 - 70 years old.
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If one flyer is 3.0 × 10-3 inches thick, how thick is a stack of 1.25 × 103 flyers
If one flyer is 3.0 × 10⁻³ inches thick, the stack of 1.25 × 10³ flyers has a thickness of 3.75 inches.
To find the thickness of a stack of flyers, we need to multiply the thickness of a single flyer by the number of flyers in the stack. In this case, the thickness of a single flyer is given as 3.0 × 10⁻³ inches, and the number of flyers in the stack is 1.25 × 10³.
So, the thickness of the stack can be calculated as:
Thickness of stack = Thickness of a single flyer x Number of flyers in the stack
Thickness of stack = 3.0 × 10⁻³ inches x 1.25 × 10³
Thickness of stack = (3.0 x 1.25) × (10⁻³ × 10³) inches
Thickness of stack = 3.75 inches
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Find the following angles
Answer:
10. x=82 11.x=25 9. p=225
What should you know about your audience?
A) how much experience they have had doing research
B) their preferences for recreation
C) what are their astrological signs are
D) what they already know about your topic
Answer: B) their preferences for recreation
Step-by-step explanation:
Supplementary angles
Answer: ∠EBJ
Step-by-step explanation:
Starting Angle: ∠EBH
Possible Supplement: ∠EBJ
Solve: log2(x-1)+log2(x+5)=4
Answer: X=3
Step-by-step explanation:
Select the property of equality used to arrive at the conclusion. If x + 8 = 10, then x = 2. the multiplication property of equality the subtraction property of equality the division property of equality
The correct option- B. the subtraction property of equality is used to arrive at the conclusion. If x + 8 = 10, then x = 2.
Explain about the subtraction property of equality :According to the equality's feature of subtraction, equality is unaffected when the same amount is subtracted from both sides of an equation.
If the exact same number or value is removed from both sides of an equation, the difference that results on both sides is also equal. Equal deductions from both sides of such an inequality will decrease the values on each side but have no effect on the inequality's truth value. In other words, the left side of a inequality will continue to be smaller than the right in a "less than" statement.Given data:
x + 8 = 10
To find the value of x, subtract 8 from both sides:
x + 8 -8 = 10 - 8
x = 2
Thus, the subtraction property of equality is used to arrive at the conclusion. If x + 8 = 10, then x = 2.
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Correct question:
Select the property of equality used to arrive at the conclusion. If x + 8 = 10, then x = 2.
A. the multiplication property of equality
B. the subtraction property of equality
C. the division property of equality
In a certain video game, players can create environments and populate them with a variety of characters. One player creates a magical park in which the unicorn population triples each day. The starting unicorn population is 5. What will the unicorn population be after the 4th day?
Using the laws of multiplication, we can find that after the 4th day the unicorn population of the park is 405.
Define multiplication?The fundamental concept of repeatedly adding the same number is represented by the process of multiplication. The results of multiplying two or more numbers are known as the product of those numbers, and the factors that are multiplied are referred to as the factors.
In the question,
Let the unicorn population be = x.
Now as per the question,
It triples every day.
The function will be = 3x.
The starting unicorn population is 5.
After the 1st day it will get tripled and become 3 × 5 = 15.
After the 2nd day the unicorn population will be 3 × 15 = 45.
After the 3rd day, 3 × 45 = 135.
Finally, after the 4th day, the unicorn population will be = 3 × 135 = 405.
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(Factorize) p2 + 2p - 8-q2-6q
Factor of the equation are,
⇒ p (p + 2) - q (q + 6) - 8
We have to given that;
The expression is,
⇒ p² + 2p - 8 - q² - 6q
Now, We can factor as;
⇒ p² + 2p - 8 - q² - 6q
⇒ p (p + 2) - 8 - q (q + 6)
⇒ p (p + 2) - q (q + 6) - 8
Thus, Factor of the equation are,
⇒ p (p + 2) - q (q + 6) - 8
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S certain forest covers an area if 3500km^2. Supposr that each year this area decreases by 4.25%. What will the area be after 13 years? Use the calculator provided and round your answer ti the nearest square kilometer
The area of the forest after 13 years is 1990.08 [tex]km^2[/tex].
What is exponential decay?
The term "exponential decay" in mathematics refers to the process of a constant percentage rate reduction in an amount over time. It can be written as y=a(1-b[tex])^x[/tex], where x is the amount of time that has passed, an is the initial amount, b is the decay factor, and y is the final amount.
Here initial area a = 3500[tex]km^2[/tex] ,
Rate of decay = 4.25%= 4.25/100 = 0.0425
Now using exponential decay formula then,
=> [tex]y=a(1-b)^x[/tex] where x=13 years .
=> y = [tex]3500(1-0.0425)^{13}[/tex]
=> y = [tex]3500(0.9575)^{13}[/tex]
=> y = 1990.08 [tex]km^2[/tex]
Hence the area of the forest after 13 years is 1990.08 [tex]km^2[/tex].
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Mari makes bows for floral arrangements she uses 1/8 yard of ribbon for each bow .how many bows can she make from 24 yards of ribbon
First, you need to find out how much ribbon she has total. Because there are two spools, you multiply 24 x 2. The answer for that is 48. Then you have to figure out how many bows she can make. Each bow uses 1/8 of a piece of yard of ribbon, so you can divide 48 by 8. Your answer would then be 6 bows.
Here are the equations.
[tex]24\times2 = \text{X}[/tex]
[tex]\dfrac{\text{X}}{8} =\text{B}[/tex]
Where X represents the yards of ribbon available and B represents the number of bows that Mari can make.
Complete Question:
Mari makes bows for floral arrangements. She uses 1/8 of a yard ribbon for each bow. How many bows can she make from 2 spools that each has 24 yards ribbon?
The equation of the line is
Answer:
y = -x +3
Step-by-step explanation:
You want the slope-intercept equation of the line with the same intercept as -3y = -9 +3x, and the same slope as -2x -2y = -8.
Slope-intercept formThe slope-intercept form of the equation of a line is ...
y = mx +b . . . . . where m is the slope, and b is the y-intercept
For the given equations, we can put them in this form to find the desired parameters.
-3y = -9 +3x
y = -x +3 . . . . . . . . . . divide both sides by -3
We observe that the y-intercept is +3, which we will need for our answer.
The slope-intercept form of the second equation is ...
-2x -2y = -8
x + y = 4 . . . . . . . . . . divide by -2
y = -x +4 . . . . . . . . . . subtract x
We observe that the slope (coefficient of x) is -1, which we will need for our answer.
Desired equationWe want the equation of the line with slope -1 and y-intercept 3. It is ...
y = -x +3 . . . . . . . . . . same as the equation of the first line
__
Additional comment
The slope-intercept equation (green) is plotted using dots, so that you can see it is coincident with the line described by the first equation (red). Parallel lines have the same slope, so our desired line must be parallel to the blue line. (It is.)
Elsa repairs types of electronic devices in her repair shop. The number of each type that she repaired last week is shown in the bar graph below. Using this bar graph, answer the questions.
Expressions Task Card #10
What is the difference in the areas of
the polygons shown?
7/
A = x + 5
A = 4x - 6
We can see here that the difference in the areas of the polygons shown is: 3x + 1.
What is a polygon?A polygon is a two-dimensional geometric object that is made up of a finite number of sides that are connected end to end to create a closed shape.
We can find the difference in the areas of the polygons shown in the following way:
Area of Polygon 1: A = x + 5
Area of Polygon 2: A = 4x - 6
Finding their difference, we have:
(4x - 6) - (x + 5)
= 4x + 6 - x - 5
Collecting like terms, we have:
= 4x - x + 6 - 5
= 3x + 1
Thus, we see here that the difference in the areas of the polygon is =
3x + 1
Learn more about polygon on https://brainly.com/question/26583264
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Find the value of x. Assume that segments that appear to be tangent are tangent.
x =
(50 POINTs will give BRAINIEST FOR EFFORT)