Which expression gives the distance between the points (5, 1) and (9,-6)? O A. (5-9)2 + (1+6)2 O B. 15 - 9)2 + (1 - 6)? O C. /15 - 9)2 + (1 +6) OD. (5-9)2 + (1 - 6)?​

Answer:

0,7. 1,15. 2,23. 3,31. 4, 39. 5,47

Answer:

Step-by-step explanation:

Maria

y= 7, 15, 23, 31, 39, 45, 52,

Answer:

the ans is 6 sides i guess

[tex]\huge\sf{Answer :- }[/tex]

Interior angle of the polygon = [180(n - 2)]/n

where,

Let, The number of sides of polygon be n

➯ [180(n - 2)]/n = 120°

➯ 180n - 360 = 120n

➯ 180n - 120n = 360

➯ 60n = 360

➯ n = 360/60

➠ n = 6

Answer:

2 1/3 cm

Step-by-step explanation:

Area = length x width

w = width

7/3 = 6/5w

cross-multiply: 30w = 70

w = 7/3 or 2 1/3

Answer:

'-18' is the constant in the expression -18 - 3a​.

Step-by-step explanation:

We know that in an algebraic expression the constant term has a fixed value and it can not be changed.

For example,

The expression x + 2 contains two terms, x and 2. Here, '2' is a constant term because it has a fixed value and cannot be changed.

IN OUR CASE,

Given the expression

-18 - 3a​

As '-18' is a fixed number and its value can not be changed.

Therefore, '-18' is the constant in the expression -18 - 3a​.

Answer:

How are we supposed to know what X is

Step-by-step explanation:

This doesn't make sense emphasize more

Answer:x=23 because 23-4=19 which equals to one side of the triangle

Step-by-step explanation:

Uhmm I got it right :D

Answer:

really easy its 180

Step-by-step explanation:

because you multiply 30 times 6 u get 180

Answer:

5.2 ft

Step-by-step explanation:

[tex] \cos 30 \degree = \frac{6}{length \: of \: platform} \\ \\ \frac{ \sqrt{3} }{2} = \frac{6}{length \: of \: platform} \\ \\ length \: of \: platform = \frac{2 \times 6}{ \sqrt{3} } \\ \\ length \: of \: platform = \frac{12\sqrt{3} }{ 3} \\ \\ length \: of \: platform =4 \sqrt{3} \\ \\ length \: of \: platform =4 \times 1.732 \\ \\ length \: of \: platform = 5.228 \\ \\ length \: of \: platform = 5.2 \: ft[/tex]

Answer: a = -75

Step-by-step explanation:

i just multiplied both sides by 5, in order to get "a" by itself.

-75 = a

then, just for kicks, we switch it around so that the variable is in front.

a = -75

Answer:

(4x+5)(x-3)

Step-by-step explanation:

You factor this by grouping together the numbers you get from multiplying/subtracting the numbers in the equation.

Answer:

the correct answer is A , D

Answer:

The answer is "[tex]\bold{\frac{2 \pi}{3}}[/tex]"

Step-by-step explanation:

Please find the complete question in the attached file.

Using formula:

[tex]\to \bold{\theta = \frac{S}{r}}[/tex]

Where,

[tex]\theta =central \ angle \\\\{S} = arc \ length\\\\{r} = radius \ length[/tex]

[tex]\to \theta = \frac{PQ }{OQ}[/tex]

       [tex]=\frac{6 \pi}{9} \\\\ = \frac{2 \pi}{3}[/tex]

The radian measure of central angle POQ is 3π/4 radians. Option b) is the correct option.

Line segments PO and QO are radii.

We need to find the radian measure of central angle POQ.

[tex]2\pi^c = 360^\circ = \text{Full circumference}[/tex]

The superscript 'c' shows angle measured is in radians.

If the radius of the circle is of r units, then:

[tex]1^c \: \rm covers \: \dfrac{circumference}{2\pi} = \dfrac{2\pi r}{2\pi} = r\\\\or\\\\\theta^c \: covers \:\:\: r \times \theta \: \rm \text{units of arc}[/tex]

We know that

π radians = 180°

Therefore,

180° = π radians

135° = x

180° × x = 135° × π radians

x = 135° × π radians/180

x = 3π/4 radians

Hence, the radian measure of central angle POQ is 3π/4 radians. Option b) is the correct option.

Learn more about angle, arc length relation here:

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Answer:

3(2+5)−5(3)+8=14

Step-by-step explanation:

Write the problem as a mathematical expression.

=>3(2+5)−5⋅3+8

Simplify each term.

=>21−15+8 = 14

Answer: 47

Step-by-step explanation:

we simply substitute g for 7 and h for 5.

8(5) + 7

40 + 7

47

Answer:

y=-4x+5

Step-by-step explanation:

8x+2y=10

2y=10-8x

divide by 2

y=5-4x

y=-4x+5

9514 1404 393

Answer:

  2.89 m

Step-by-step explanation:

The attached shows the figure drawn accurately. It also shows that the angle of the line of sight is 102° -90° = 12° below the horizontal. The sine relation is useful in this situation.

The side opposite the angle in the triangle of interest is the difference in building heights, 5.3 -4.7 = 0.6 m. So, the useful relation is ...

  Sin = Opposite/Hypotenuse

  sin(12°) = (0.6 m)/(PR)

  PR = (0.6 m)/sin(12°) ≈ 2.886 m

  PR ≈ 2.89 m

The distance to the subject is about 2.89 meters.

Answer:

Solve for x over the real numbers:

abs(x) = 3

Hint: | Eliminate the absolute value.

Split the equation into two possible cases:

Answer: x = 3 or x = -3

Step-by-step explanation:

Answer:

4w-16

Step-by-step explanation:

the only like terms in this equation are the w, so subtract them and you get 4w-16.

Answer:

The value of n is 2.

Step-by-step explanation:

The total number of people in the choir = 60

Number of  women in the choir = 30

Let the number of men in the choir be represented by x, so that;

Number of women = 3x

So that;

3x = 30

x = [tex]\frac{30}{3}[/tex]

 = 10

The number of men in the choir is 10.

the number of children in the choir: the number of men in the choir = n:1

number of children in the choir = 60 - (number of women + number of men)

                                                    = 60 - 40

                                                    = 20

number of children in the choir = 20

Thus,

the number of children in the choir: the number of men in the choir = 20:10

                                                            = 2:1

The value of n is 2.

Answer:

20 men in the choir and 40 children

Step-by-step explanation:

Answer:

a) 7/18

I hope this helps!

Answer:

The answer is 1/36

Step-by-step explanation:

Step one:

Given data

sample space= $1, $2,$5,$10,$20,$50

sample size= 6

Required

The probability of choosing 20 and 10 dollar bill

Step two

The probability is

1/6*1/6= 1/36

Answer:

6

chaperones will be needed.

Step-by-step explanation:

1 to 25 students require (at least) 2 chaperones.

26 to 50 students require (at least) 4 chaperones.

51 to 75 students require (at least) 6 chaperones.

This is an example of use of the ceiling function.

The ceiling of a value  

x

(sometimes written as  

⌈

x

⌉

) is defined as the smallest integer greater than or equal to  

x

.

In the given example we are asked for

XXX

2

×

⌈

53

25

⌉

XXXXXXXXX

which is  

6

Answer:

Correct answer is 5

Step-by-step explanation:

2 chaperones are needed per 25 kids, there are 53 kids so 25+25=50 so 4 chaperones there, and there is an odd number so just add 1 and you got 5:)

Answer:

The correct answer is D: 5x3 + 11x5 ft

Step-by-step explanation:

Answer:

The correct answer is D: 5x3 + 11x5 ft

Step-by-step explanation:

Hey there!

The perimeter of the floor plan is 30 inches.

Perimeter is length + length + width + width, so we can do 9 + 9 + 6 + 6 = 30

The area of the floor plan is 54 inches²

Area is length x width, so we can do 9 x 6 = 54

The perimeter of the actual size is 105 feet

First, we can solve the dimensions for the actual size. We know that 2 inches = 7 feet, so we can do 7/2 and get 3.5. This means that for every 1 inch, it's 3.5 feet. Then, we multiply the dimensions by 3.5:

9 x 3.5 = 31.5 feet

6 x 3.5 = 21 feet

Then we solve for perimeter. Perimeter is length + length + width + width, so we can do 31.5 + 31.5 + 21 + 21 = 105

The area of the actual size is 661.5 inches²

Area is length x width, so we can do 31.5 x 21 = 661.5

Hope this helps! Tell me if you need more help.

Answer:

yes

Step-by-step explanation:

0-10 is obvious because when you look at the chart you can clearly see that theres alot kidsof

Answer:

−2a2b+4ab2+6ab

Step-by-step explanation:

i took the test

Answer:

A. They are now a significant part of communication

Step-by-step explanation:

take care

9514 1404 393

Answer:

  A(-8, 6), D(-1, -16), E(17, -3)

Step-by-step explanation:

Any point with an x-value that matches any of {-8, -1, 5, 15, 17} will prove Mariela's claim incorrect. (A function cannot use an x-value more than once.)

Those points are ...

  (-8, 6), (-1, -16), (17, -3)

Answer:

[tex]73\:\mathrm{dimes},\\35\:\mathrm{nickels}[/tex]

Step-by-step explanation:

We can write the following system of equations:

[tex]\begin{cases}10d+5n=905,\\d+n=108,\\\end{cases}[/tex], where [tex]d[/tex] is the number of dimes she has and [tex]n[/tex] is the number of nickels she has.

Multiply the second equation by [tex]-5[/tex] and add both equations to solve for [tex]d[/tex]:

[tex]\begin{cases}10d+5n=905,\\-5d-5n=-540,\\\end{cases}\\5d=365,\\d=\fbox{$73$}[/tex].

Plug [tex]d=73[/tex] into any equation to solve for [tex]n[/tex]:

[tex]73+n=108, \\n=\fbox{$35$}[/tex]

There are 73 dimes and 35 nickels.

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

Ashley has $9.05 in dimes and nickels. If she has a total of 108 coins,

dime = 10

A nickel = 5

We can write the following system of equations;

10D + 5N = 905

N + D = 108 coins

where D is the number of dimes she has and  N is the number of nickels she has.

Multiply the second equation by -5  and add both equations to solve for :

10D + 5N = 905

-5N -5 D = -540 coins

Use the Distributive Property:

Add the like terms:

5D = 365

Divide both sides by 5

D = 73

Plug  D into any equation to solve for N

Nickels = 108 - 73 = 35

There are 73 dimes and 35 nickels.

Learn more about equations here;

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Step-by-step explanation:

Explanation:

The trick is to know about the basic idea of sequences and series and also knowing how i cycles.

The powers of i will result in either: i, −1, −i, or 1.

We can regroup i+i2+i3+⋯+i258+i259 into these categories.

We know that i=i5=i9 and so on. The same goes for the other powers of i.

So:

i+i2+i3+⋯+i258+i259

=(i+i5+⋯+i257)+(i2+i6+⋯+i258)+(i3+i7+⋯+i259)+(i4+i8+⋯+i256)

We know that within each of these groups, every term is the same, so we are just counting how much of these are repeating.

=65(i)+65(i2)+65(i3)+64(i4)

From here on out, it's pretty simple. You just evaluate the expression:

=65(i)+65(−1)+65(−i)+64(1)

=65i−65−65i+64

=−65+64

=−1

So,

i+i2+i3+⋯+i258+i259=-1

Answer:

13.5

Step-by-step explanation:

look at the bottom and line it up to the top