1. What property could you use to show that these two triangles are congruent? QRP XWY​

1a) An equation that gives the width `y` of the book, if it has `x`-hundred pages printed on bond paper is; y = ¹/₂ + ¹/₄x

1b) Ledger paper has a thickness of 2/5 in. per `100` pages, the equation is; y = ¹/₂ + ²/₅x

2) The equation will be; y = ²/₃ +¹/₄x

1) We are told that the front cover and the back cover have a thickness of 1/4 inches and they also have a thickness of 1/4 inch. Thus;

The addition of both gives to the book thickness of;

1/4 + 1/4 = 1/2 inch, despite how many pages the book  has.

We are told that for every hundred pages, a thickness of 1/4 inch is added to the book, then the equation is:

y = ¹/₂ + ¹/₄x

where;

y is the width of the book in inches.

x is every hundred pages printed on bond paper.

1b) If ledger paper has a thickness of 2/5 in. per 100 pages, then the equation is now;

y = ¹/₂ + ²/₅x

2) If both front and back covers now, have a thickness of 1/3 inches instead of 1/4 inches each, then the equation will be;

y = 2(1/3) +¹/₄x

y = ²/₃ +¹/₄x

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Answer:

For a square of side length L, the perimeter is:

P = 4*L

Then if the perimeter of our square is 36 units, we have:

36 units = 4*L

(36 units)/4 = L = 9 units.

Now we know that one vertex of the square is located at (3, 5)

Then another vertex of the square can be at:

A distance of 9 units of this point (such that these vertices are connected by one side of the square)

Some examples can be:

(3 + 9, 5) = (12, 5)

or

(3, 5 + 9) = (3, 14)

These are the simpler options, there are a lot of other possible points that can be another vertes (we can have a circle of radius 9 units centered in the point (3, 5), all these points can be another vertex of the square).

We also can have a vertex that is connected by the diagonal, this point can be:

(3 + 9, 5 + 9) = (12, 14)

or

(3 - 9, 5 - 9) = (-6, -4)

Again, there are a lot of other possible points that can be this vertex (A circle of radius √2*9 units centered in the point (3, 5)).

Answer:

I DONT KNOW DO YOU?

The answer to the above question is B. Multiply the first equation by -2 and add the second equation.

A mathematical statement that establishes the equality of two mathematical expressions is the definition of an equation in algebra. Consider the equation 3x + 5 = 14, in which the terms 3x + 5 and 14 are separated by the word "equal."

Given,

[tex]2x - 2y = 24\\4x + 7y=-40\-4x +4y = -96\\4x+7y = -40\\11y = -136\\y = -136/11[/tex]

The answer to the above question is B. Multiply the first equation by -2 and add the second equation.

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Answer:

7x-5=72( vertically opposite angle are equal)

7x=72-5

x=67/7

x=9.57

hope it helps.

Note that solving an equation involves finding the value(s) of the variable(s) that make the equation true. For example, solving the equation 2x + 3 = 7 would give the solution x = 2.

On the other hand, solving an inequality involves finding the set of all values of the variable(s) that make the inequality true. For example, solving the inequality 2x + 3 > 7 would give the solution x > 1.

An inequality in mathematics is a relationship that makes a non-equal comparison between two integers or other mathematical expressions. It is most commonly used to compare the sizes of two numbers on a number line.

In its most basic form, an equation is a mathematical statement that indicates that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign.

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Answer:

495

Step-by-step explanation:

60x10=600

600-105=495

The equation to represent the height of a glass slab is y=11x+2.

The general equation of a straight line is y=mx+c, where m is the gradient, and y = c is the value where the line cuts the y-axis. This number c is called the intercept on the y-axis.

From the given table, we have (2, 24) and (4, 46).

Substitute (x₁, y₁)=(2, 24) and (x₂, y₂)=(4, 46) in m=(y₂-y₁)/(x₂-x₁)

= (46-24)/(4-2)

= 22/2

= 11

Substitute m=11 and (x, y)=(2, 24) in y=mx+c, we get

24=11(2)+c

c=2

Substitute m=11 and c=2 in y=mx+c, we get

y=11x+2

Therefore, the equation to represent the height of a glass slab is y=11x+2.

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Hello friend, (づ｡◕‿‿◕｡)づ I'm here to help you solve this

Answer:

IQR = 35.25

Step-by-step explanation:

First Quartile Q1 = 15.75

Second Quartile Q2 = 30.5

Third Quartile Q3 = 51

Interquartile Range IQR = 35.25

Median = Q2 x˜ = 30.5

Minimum Min = 11.5

Maximum Max = 61

Range R = 49.5

~~Best regards

~Akmp

Answer: C

Step-by-step explanation: It is C because X is greater than (>) 111, and 119 is greater than 111. Good luck on the test!  

Answer:

3y ≥ 63

Step-by-step explanation:

Ill tell you how I did it hold on

Answer:

3y ≤ 63

Step-by-step explanation:

3y ≤ 63

y ≤ 21

this means that last year ('y') he caught, at most, 21 fish - this is 1/3 less than this year

Answer:

A. 2 20x-8

B. 3 20y

The slope of the line through each pair of points (16,1), (17,7) is 6.

A line's slope serves as a gauge for its steepness. Between any two locations on the line, it is the ratio of the vertical change to the horizontal change.

The slope of a line can be positive, negative, zero, or undefined.

In algebraic equations, the letter "m" frequently stands in for slope. In slope-intercept form, a line's equation is written as y = mx + b, where m denotes the line's slope and b its y-intercept.

To find the slope of the line that passes through two points (x1, y1) and (x2, y2), you can use the following formula

m = (y2 - y1) ÷ (x2 - x1)

where m is the slope of the line and (x1, y1) and (x2, y2) are the coordinates of the two points.

In this case, the slope of the line through the points (16,1) and (17,7) is:

m = (7 - 1) ÷ (17 - 16) = 6 ÷ 1 = 6

So the slope of the line is 6.

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3. True

4. False

5. False

6. True

7. False

I dont know numbers 1, 2, or 8.

The statement 4,5 and 7 are false and the statements 3 and 6.

We have given that,

Ceva's theorem can always be used to determine whether or not medians of a triangle are concurrent.

Ceva's theorem can always be used to determine whether or not the altitudes of a triangle are concurrent.

In Lobachevskian geometry, the sum of the angles of a triangle is less than 180 degrees

In Riemannian geometry, the sum of the angles of a triangle is less than 180 degrees.

In Lobachevskian geometry, the summit angles of a Saccheri quadrilateral are obtuse

In Riemannian geometry, the summit angles of a Saccheri quadrilateral are obtuse

In euclidian geometry, the summit angles of a Saccheri quadrilateral are obtuse

In a circle, if an inscribed angle and a central angle intercept the same arc,

We have to determine the statement true or false.

A Riemannian manifold or Riemannian space, so-called after the German mathematician Bernhard Riemann, is a real, smooth manifold M equipped with a positive-definite inner product gI on the tangent space TIM at each point p.

Therefore, The statement 4,5, and 7 are false, and the statements 3 and 6.

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Answer:

[tex]tan\frac{56}{15}[/tex]

Step-by-step explanation:

We are given the trigonometrical equation of tan( 4/3 + 12/5) and are asked to find the answer.

To solve this, keep in mind that even though this has tan, the process of adding fractions is no different from the original format.

First, find the LCM of 3 and 5, this would be 15. Multiply the numbers to get to 15 (3 and 5) by both denominators and numerators.

[tex]\frac{4*5}{3*5} + \frac{12*3}{5*3}[/tex]

[tex]\frac{20}{15}+\frac{36}{15}[/tex]

[tex]\frac{56}{15}[/tex]

Our answer would be [tex]tan\frac{56}{15}[/tex]

Answer:

tan(56/15)

Step-by-step explanation:

tan( 4/3 + 12/5 ) =

tan( 20/15 + 36/15) =

tan( 56/15 )

Answer: B

Step-by-step explanation:

Step-by-step explanation:

3 1/7 × [3 1/3 × (2/3 + 1/6) - 1 5/18] ÷ 2 3/7

well, first we have to bring everything to true fractions.

then we need to bring all fractions we need to add or subtract to the same denominators.

and then we simply calculate.

3 1/7 = (3×7 + 1)/7 = 22/7

3 1/3 = (3×3 + 1)/3 = 10/3

1 5/18 = (1×18 + 5)/18 = 23/18

2 3/7 = (2×7 + 3)/7 = 17/7

22/7 × [10/3 × (2/3 + 1/6) - 23/18] ÷ 17/7

to be able to add 2/3 and 1/6 we need to bring the to the same denominator, with its simply 6.

2/3 + 1/6 = 2/2 × 2/3 + 1/6 = 4/6 + 1/6 = 5/6

22/7 × [10/3 × 5/6 - 23/18] ÷ 17/7

22/7 × [50/18 - 23/18] ÷ 17/7

22/7 × 27/18 ÷ 17/7

22/7 × 27/18 × 7/17

22/17 × 27/18 = 22/17 × 3/2 = 66/34 = 33/17

so, the result is 33/17 = 1 16/17

a. The table for the relation is given by the image shown at the end of the answer.

b. The domain and range of the relation are given as follows:

c. The relation is a function, as it value of the input is mapped to a single value of the output.

The ratio between the total cost and the number of vehicles is obtained as follows:

k = 3.75/5 = 3/4 = ... = 0.75/1 = 0.75.

Meaning that the situation is modeled by a proportional relationship with a constant of 0.75, and the function is given as follows:

y = 0.75x.

For which:

The domain and range are given as follows:

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Answer:

8/5

Step-by-step explanation:

Slope of the line = (-1-4)/(2-0)= -5/2

Equation of the line :

=> y - y1 = m(x - x1)

=> y - 0 = (-5/2)(x - 4)

=> 2(y - 0) = - 5x + 20

=> 2y + 5x = 20

To make the RHS 16, divide both sides by 20 and multiply by 16:

=> (2y/20)*16 + (5x/20)*16 = (20/20)*16

=> 8y/5 + 4x = 16

compare the equation with ax + by = 16 for y, b = 8/5

Answer:

24,241 people

Step-by-step explanation:

To determine the attendance at the festival in the fifth year, we need to calculate the cumulative increase in attendance over five years.

1st year: 20,000

2nd year: 20,000 * 1.05 = 21,000 (5% increase from the first year)

3rd year: 21,000 * 1.05 = 22,050 (5% increase from the second year)

4th year: 22,050 * 1.05 = 23,127.50 (5% increase from the third year)

5th year: 23,127.50 * 1.05 = 24,241.38 (5% increase from the fourth year)

So, in the fifth year the festival will be attended by approximately 24,241 people.

Answer:

------------------------------------

Number of marbles:

Total number:

Probability of getting a blue marble:

Since the second marble is selected with replacement, the probability of the second blue marble is same, so the probability of two blue marbles is:

[tex] \sf \: Probability _{(Blue)}=2/10×2/10 \\ \\ \sf Probability _{(Blue)}= \frac{1}{25} [/tex]

Answer:

Step-by-step explanation:

First of all I'm going to presume it means an eight-grader chosen at random from the instrument players, if this is incorrect the question should have specified the total amount of students.

You have to add the amount of students of each of instrument to get the total:

5+9+10+9=33

then it says to not include the drum playing students so it goes from

[tex]\frac{33}{33}[/tex] to [tex]\frac{33-10}{33}[/tex] so its [tex]\frac{23}{33}[/tex] which we must now turn to a percentage.

so you divide the 23 by the 33:

23/33=0.6969....

then you multiply by 100 as it's a percentage:

0.6969...×100=69.6969...

and finally we round it do the nearest integer/whole number:

70 (we look at the tenths digit and it's a 6 so it's rounded up)

[tex]8-2z+3(x+y)[/tex] when x is 4, y is 9, and z is 3

Substitute:

[tex]8-2(3)+3(4+9)[/tex]

[tex]8-6+39[/tex]

Solve:

[tex]8-6+39\\=\fbox{23}[/tex]

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{8 - 2z + 3(x + y)}[/tex]

[tex]\mathsf{= 8 - 2(3) + 3(4 + 9)}[/tex]

[tex]\mathsf{= 8 - 6 + 3(4) + 3(9)}[/tex]

[tex]\mathsf{= 8 - 6 + 12 + 27}[/tex]

[tex]\mathsf{= 2 + 12 + 27}[/tex]

[tex]\mathsf{= 14 + 27}[/tex]

[tex]\mathsf{= 41}[/tex]

[tex]\huge\text{Therefore, your answer should be:}[/tex]

[tex]\huge\boxed{\mathsf{41}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

====================================================

Explanation:

The change in value is 30-25 = 5, so the amount has dropped by 5

Divide this change over the original amount to get 5/30 = 0.1667 approximately. This converts to 16.67% roughly, and that rounds to 17%

----------------

Here's a way to do it using a formula

A = old value = 30

B = new value = 25

C = percent change

C = [ (B-A)/A ] * 100%

C = [ (25-30)/30 ] * 100%

C = -0.1667 * 100%

C = -16.67%

C = -17%

The negative percent change means we have a percent decrease. The class size went down by about 17%.

Calculating the ratio between each pair of values in a table allows you to determine whether a proportional relationship is present. The table depicts a proportional relationship if all of those ratios are the same.

y = k x, where is the proportionality constant, is the equation that depicts a proportional relationship, or a line. Find k and create the equation by using k = y x from a table or graph. Tables, graphs, and equations can all be used to depict proportional relationships.

The equation y = kx represents a proportional relationship between two quantities y and x that have the same proportionality constant, k.

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Answer:

54ft

Step-by-step explanation:

15- 8 = 7ft

12-5 = 7ft

7+7+12+15+5+8 = 54 ft

Answer:

15+12+8+7+7+5=54

Step-by-step explanation:

54

why 54?

there are two missing distances

so we see the two heights

12-5=7

and now the two lengths

15-8=7

now we got the missing lengths, and we add them

15+12+8+7+7+5=54

54 is the answer

Answer:

log[(c^y)/(r^8)] this is m your answer

Answer:

4/7

Step-by-step explanation:

8/14=4/7

On solving the provided question, we can say that - by formula of simple interest we have SI = [tex]2200 X 2 X 4/100 = > 17600/100 = > 176[/tex]

Multiplying the principal by the interest rate, time, and other factors yields simple interest. Simple return equals principle times interest times hours is the marketed formula. It is easiest to compute interest using this formula. A percentage of the principle balance is how interest is most commonly computed. For instance, he will only pay his portion of the 100% interest if he borrows $100 from a buddy and promises to pay it back with 5% interest. $100 (0.05) = $5. When you borrow money, you must pay interest, and when you lend money, you must charge interest. Most of the time, interest is expressed as a yearly percentage of the loan amount. The interest rate on the loan is known as this percentage.

here

principal, p = 2200

rate, r = 2%

time, t = 4 rs,

so SI = P X R X T/100

SI -

[tex]2200 X 2 X 4/100\\17600/100\\176[/tex]

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