Answer:
15.25%
Step-by-step explanation:
total 45+250= 295
so percentage (45/295)×100
= 15.25%
help me please geometry is starting to make me mad.
Answer:
48
Step-by-step explanation:
4x=148+44
4x=192
x=48
Answer:
Step-by-step explanation:
there are 360 degrees inside any 4-sided polygon
so add all four angle measures and set equal to 360:
3x + x + 44 + 148 = 360
4x + 192 = 360
4x = 168
x = 42
check:
3(42) + 42 + 44 + 148 should equal 360
126 + 42 + 192 = 360
168 + 192 = 360
360 = 360
Which figure could be the result of dilating this rectangle with a scale factor between 0 and 1? On a coordinate plane, a rectangle has points (0, 0), (0, 3), (6, 3), (6, 0).
On a coordinate plane, a rectangle has points (0, 0), (0, 1), (2, 0), (2, 1).
On a coordinate plane, a rectangle has points (0, 0), (0, 4), (8, 4), (8, 0).
On a coordinate plane, a rectangle has points (0, 0), (0, 1), (4, 1), (4, 0).
On a coordinate plane, a rectangle has points (0, 0), (0, 2), (8, 2), (8, 0).
I HAVE 30 MINUTES LEFT ON A TIMED ASSIGNMENT!!!
9514 1404 393
Answer:
(a) On a coordinate plane, a rectangle has points (0, 0), (0, 1), (2, 0), (2, 1)
Step-by-step explanation:
Every point coordinate of the dilated figure will be smaller by the same factor.
Looking at the original (0, 3) coordinate, we find that possible answer choices include ...
A (0, 1) has a scale factor of 1/3
B (0, 4) has a scale factor greater than 1
C (0, 1) has a scale factor of 1/3
D (0, 2) has a scale factor of 2/3
__
Looking at the rest of the points in the answer selections, we find that the scale factors in choices C and D are not consistent from one point to another (or even within the same point). Those choices must be rejected.
In selection A, the image points are listed out of order, tending to confuse the issue. However, A is the correct choice.
please answer i will give brainliest and extra points!
Answer:
Esther's is more expensive
Step-by-step explanation:
2 dollars per soda
Brainly plss
Please look at the picture i need help please
Answer:
176.7 in²
Step-by-step explanation:
The formula for the area of a circle is πr².
But first, you have to find the radius. The radius is half of the diameter, which is the length from one edge of the circle to the other.
Here the diameter is 15 in. Divide the diameter by 2 to get the radius.
r = 15 ÷ 2 = 7.5 in
Now plug the radius into the formula and solve for the area.
A = πr²
A = π(7.5)²
A = π(56.25)
A = 176.7145868 ⇒ 176.7 in²
Hope that helps.
Please help!!
How do I rewrite this expression into radical form??
Find the product. Please
A train at a constant speed and goes 7.5 kilometers in 6 minutes. At the rate:
How far does the train go in 1 minute?
How far does the train go in 100 minutes?
Answer:
The distance covered by a train in 1 minute = 1.25 kilometers
The distance covered by a train in 100 minutes = 125 kilometers
Step-by-step explanation:
The distance covered = 7.5 kilometers
Time taken = 6 minutes
Calculating unit rate
unit rate = 7.5 kilometers / 6 minutes
= 1.25 kilometers per minute
Thus,
The distance covered by a train in 1 minute = 1.25 kilometers
and
The distance covered by a train in 100 minutes = 1.25 × 100
= 125 kilometers
An isosceles triangle has angle measures of (2x degrees) and (5x degrees). What are three possible angle measures of the triangle? Show all work.
Answer:
[tex]40^{\circ},\:40^{\circ},\: 100^{\circ}[/tex]
Step-by-step explanation:
The interior angles of any triangle always add up to [tex]180^{\circ}[/tex]. In an isosceles triangle, (at least) two sides are congruent and therefore their base angles are also congruent. We can then form the following equation:
[tex]2x+2x+5x=180[/tex], where [tex]x[/tex] is some constant.
Solving, we get:
[tex]9x=180,\\x=20[/tex]
Therefore, plugging our constant back in, our angles are:
[tex]2(20),\: 2(20), \: 5(20), \\\fbox{$40^{\circ},\:40^{\circ},\: 100^{\circ}$}[/tex].
Note this is only one group of possible angles. We could've also set the angle represented by [tex]5x[/tex] to be the pair of angles that are congruent, and depending on your definition of isosceles, each angle measure could be [tex]60^{\circ}[/tex] (equilateral).
Answer:
100, 40, 40
Step-by-step explanation:
First, do 2x+2x+5x because an isosceles triangle has two equal angles. We know that a triangle's total angle is 180 degrees so we do 180/9=20 x=20. Then multiply 2 by 20 to get 40. Then multiply 5 by 20 to get 100. So you get 40 40 100.
I need help in this
Thanks
Answer:
2 meter under water
first one
Answer:
The first one, 2 meters.
Step-by-step explanation: 5 meters-3 meters = 2 meters.
Anyone knows the answer
Answer:
the answer is 0
Step-by-step explanation:
cuz BD = AC
and if u put a number that u want, the answer of BD - AC will be 0
Answer:
0
Step-by-step explanation:
BD is congruent to AC so there's no need to find the values, it's automatically 0
Aliza needs to run at a rate faster than 8.8 feet per second in order to exceed her fastest time in a race. After running for 15 minutes, her coach determines that she is running at an average rate of 5.8 miles per hour. He converts the average rate to feet per second as shown below: He concludes that she is not running fast enough to exceed her fastest time. What errors did the coach make? Check all that apply. He used an incorrect time ratio converting hours to minutes. His units do not cancel. He used an incorrect distance ratio converting miles to feet. He incorrectly concluded that she is not running fast enough. He cannot determine her average rate in miles per hour after only 15 minutes.
Answer:
a. He used an incorrect time ratio converting hours to minutes.
d. He incorrectly concluded that she is not running fast enough.
Step-by-step explanation:
Looking at the Coach's method of conversion when converting time, he assumed that an hour had 15 minutes instead of 60 minutes. He therefore did not use the correct time ratio to convert hours to minutes.
The coach's calculations yielded an answer of 34 ft/s. This is way faster than 8.8 ft/ s so his deduction that she was not running fast enough to beat her fastest time is incorrect because at that inhumane speed, she did.
Answer: A.)He used an incorrect time ratio converting hours to minutes.
D.)He incorrectly concluded that she is not running fast enough.
Step-by-step explanation: i hope this helps :)
WILL MARK BRAINLIEST!! This goes to a part 2 of my last post. Sketch a new graph of this relationship.
PLS HELP ME WITH IS QUESTION
On each plant in a garden
there are 8 leaves and half
a dozen flowers. There is a
total of 98 flowers and
leaves.
How many plants are
there in the garden?
Answer:
There are 7 plants in the garden.
Step-by-step explanation:
8 + 6 (Half dozen) = 14
98 divided by 14 = 7
I hope I helped.
3,9, 13, 8, 10, 2
what’s the Median?
someone help?
helppppppppppppppppppppppppppppppppppppp
Mackenzie practices the piano 609 minutes in 3 weeks. At what rate did she practice, in minutes per day?
Answer:
the answer is 29
Step-by-step explanation:
good luck! <33
Answer:
The answer is 203
Step-by-step explanation:
I started off by dividing 609 by 3 and your answer is on the top. You're welcome!!
Nicole runs 7 miles in 50 minutes. At the same rate, how many miles would she run in 75 minutes?
Answer:10.5 ml
Step-by-step explanation:do 75/50=1.5
Do 7 times 2.6 and get 7+2.5=10.5 miles
What is the numeric expression that matches 8 fewer than y?
Answer:
y-8
Step-by-step explanation:
Wait whats the equation for this?
Answer:
10.5
Step-by-step explanation:
Both widths are the same in a rectangle. So both are 6.5. Then you subtract 13 from 34. Now you are left with 21. No divide that by two to get your two lengths. That is l. L=10.5
Answer:
Step-by-step explanation:
P=2L+2W
P=34 W= 6.5
34=2L+2*6.5
34=2L+13
2L=21
L=10.5
or
Given:
P = 34 [Perimeter]
W = 6.5 {let's use W and L to make it easy to read]
Also known:
P = W + L + W + L = 2(W+L)
Fill in values:
34 = 2(6.5+L) [NOTE: This is an equation to determine the length (L) of the rectangle."]
. . .
17 = 6.5 + L [NOTE: This is a simplified form of the above equation.]
. . .
10.5 = L [NOTE: This is the solution (the value of L)]
HELP PLA I NEED HELP
x=20
x=5 root under 3
x=4 root under 2
jada made 10 cups of blueberry jam and divided the jam equally among 6 containers. how much jam went into each container
Answer:
3/5 or 0.6
Step-by-step explanation:
i dont really get the question, but 6+4= 10.
Which of the following equations is true for ATUX? I u A X t e tan X = O cos X = O sin X =23 O Sin X =
Answer:
second is a answer cos X= x/i
Answer:
Step-by-step explanation:
sin X = x / u
NOT THE PREVIOUS ANSWER
Help me please I’ll brainliest u
The speed limit on a road drops down to 15 miles per hour around a curve. Mr. Gerard slows down by 10 miles per hour as he drives around the curve. He never drives above the speed limit. At what speed (s) was Mr. Gerard driving before the curve? Write and solve an inequality
Answer Mr. Gerard speed was at most 25 miles per hour before the curve
Step-by-step explanation:
How to solve the speed Mr. Gerard was driving before the curve
Let’s just assume that Gerard went exactly the speed limit 15 miles per hour (mph) after when he slowed down by 10 miles per hour and drove around the curve. The reason why I’m using exactly 15mph is because it’s the max speed he can go. He can go 15 miles per hour and still be safe, but it’s just that he can’t go any faster than that.
Now, you can do 15 + 10 to find the speed he went before he drove around the curve. So, that would be 25mph before he drove around the curve.
You might be asking: What if he went slower than 25mph before he drove around the curve, and what if he went faster than 25mph?
-When he drives exactly 25mph and slows down by 10mph when he makes the turn around the curve, he’s going exactly 15mph which it safe for him because it’s not faster than 15mph.
-It could be possible that he went slower than 25mph before he drove around the curve, but he still will be safe because when he makes the turn around the curve and slows down by 10 miles per hour, now he’ll reach below 15 miles per hour which is even safer for him. Here’s an example for you to understand: Let’s say he drove 23mph before the curve (which is less than 25mph). As soon as he makes the turn around the curve, he slows down by 10mph. So after he goes around the curve, he’s going 13mph, which is less than the speed limit 15mph. You can take any number less than 25mph and he’ll still be safe because it will be less than 15mph.
-Now, if he went faster than 25mph, he wouldn’t be safe anymore because after when he slows down by 10mph and goes around the curve, he’ll be above the speed limit of 15mph. Here’s an example for you to understand: Let’s say he drove 27mph before the curve (which is faster than 25mph). As soon as he makes the turn around the curve, he slows down by 10mph. So after he goes around the curve, he’s going 17mph, which is faster than the speed limit 15mph.
Answer: Mr. Gerard speed was at most 25 miles per hour before the curve
Graphing it
A way to graph this is to write out a compound inequality. You can write it as:
0 < y ≤ 25 ⇒ Where any speed has to be less than or equal to 25 miles per hour, because 25 miles per hour is the most/biggest speed Mr. Gerard can drive. But it has to be greater than 0 because you can’t go negative miles per hour, or 0 miles per hour
The graph is shown below ↓
I don’t know what graph you want, or how your teacher wants you to graph it. So I put two options for you :)
I hope you understand and that this helps with your question! :)
I need helppppp........
Answer:
41*
Step-by-step explanation:
help im a transfer i dont understand this
Answer:
You can graph them on desmos and see which is a linear (literally looks like a line)
Step-by-step explanation:
Brandon says that the absolute value of a number and the opposite of a number is the same thing. Is Brandon correct? Use examples to help you explain.
Answer:
No, Brandon is not correct in making that statement
Step-by-step explanation:
No, Brandon is not correct in making that statement. The absolute value of a number is the total distance between that number and 0. Brandon most likely states this because the absolute value of a negative number such as -5 would actually be the opposite, which is 5. This is not true for the absolute value of a positive such as 5, which instead is actually just 5. Meaning that the absolute value of a positive integer is the same value and NOT the opposite.
pls help! correct answer will get brainliest :)
Answer:
x = 31°
Step-by-step explanation:
triangle = 180°
-there is a right angle
180-90 = 90
90-59= 31
31+90+59 = 180
Answer:
[tex]x=31^{\circ},\\y=5[/tex]
Step-by-step explanation:
Since DB bisects [tex]\angle ABC[/tex], [tex]DC=DA[/tex]. Therefore, [tex]\fbox{$y=5$}[/tex].
From the isosceles base theorem, the measure of the angles adjacent to the congruent sides of an isosceles triangle are equal. Therefore, we can write the following equation:
[tex]2x+59+59=180,\\2x+118=180,\\2x=62,\\x=\fbox{$31^{\circ}$}[/tex].
Tres maquinas (A,B,C) producen el 40 % , 35% y 25 % respectivamente , del total de las piezas manufacturadas en una fabrica .Los porcentajes de produccion defectuosa de estas maquinas son del 3% 4 % y 5 % respectivamente
Answer:
La probabilidad de que la pieza elegida sea defectuosa, P(D), 0.0385
La máquina con mayor probabilidad de haber producido la pieza defectuosa es A
Step-by-step explanation:
Sea D= "la pieza es defectuosa" y N= "la pieza no es defectuosa". La información del problema puede expresarse en el diagrama de árbol adjunto.
Para calcular la probabilidad de que la pieza elegida sea defectuosa, P(D), por la propiedad de la probabilidad total,
P(D) = P(A) · P(D/A) + P(B) · P(D/B) + P(C) · P(D/C) =
= 0.40 · 0.03 + 0.35 · 0.04 + 0.25 · 0.05 = 0.0385
Debemos calcular P(B/D). Por el teorema de Bayes,
P(B/D)= P(B) x P(D/B) / P(A) x P(D/A) + P(B) x P(D/B) +P(C) x P(D/C)
= 0.35 · 0.04 / 0.40 · 0.03 + 0.35 · 0.04 + 0.25 · 0.05
Calculamos P(A/D) y P(C/D), comparándolas con el valor de P(B/D) ya calculado. Aplicando el teorema de Bayes, obtenemos:
0.012
0.0385
P(A/D)= 0.311
0.014
0.0385
P(B(D)=0.363
0.0125
0.0385
P(C/D)=0.324
La máquina con mayor probabilidad de haber producido la pieza defectuosa es A
MATH NATION
section 6 topic 3 QUESTION 2
HELP PLEASE
(PICTURE INCLUDED)
Complete the table of values for the function f(x) = –2? + 8x – 2
2
f(x)
-3
5
0
(-35/-32/-17)
(13/28/63)
(- 10/-2/2)
(2/10/18)
(5/40/103)
2
7
X=-3, f(x)=
Answer:
Step-by-step explanation:
x = -3, f(x) = 17
x = 5, f(x) = 63
x = 0, f(x) = -2
x = 2, f(x) = 18
x = 7, f(x) = 103