Answer:
No Solution.
Step-by-step explanation:
-x-10y=5
-x-10y=9
--------------
-x-10y=5
-(-x-10y)=-9
------------------
-x-10y=5
x+10y=-9
----------------
0=-4
no solution
What's an algebraic expression for:
Four times the combined number of apples and pears?
*no links allowed* .
Answer:
4(a+p) or 4a+4p
Step-by-step explanation:
What is the height formula of isosceles triangle?
The formula for finding the height of an isosceles triangle is h = (2*A)/b, where h is the height, A is the area of the triangle, and b is the base of the triangle.
The formula for finding the height of an isosceles triangle is h = (2*A)/b, where h is the height, A is the area of the triangle, and b is the base of the triangle. To use this formula, the area of the triangle must first be calculated. To do this, multiply the base of the triangle by its altitude, or the perpendicular distance from the base to the vertex opposite it. Once the area is known, the height of the triangle can be calculated by multiplying the area by two and dividing it by the base. This will give the height of the triangle. For example, if a triangle has a base of 5 and an area of 10, then the height of the triangle is (2*10)/5, or 4.
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Find the mean of the data in version a and round to the nearest tenth 20,20,24,24,25,25,25,25,26,26,26,27
Answer:
27 27 27
Step-by-step explanation:
as u can see it is going 25 25 25 three times so what u do with the 27 is this
27 27 27 three times. Hope This Helps
The sum of 7 and 12x is equal to 67.
By constructing an equation, find the value of x.
Answer:
X = 5
Step-by-step explanation:
67 - 7 =
60 / 12 =
x = 5
Answer:
7+12x=67
12x=67-7
x=60/12
x=5
Step-by-step explanation:
Help me im struggling
Answer:
XZ/PR = XY/PQ
Step-by-step explanation:
because those are the only variables that lines up with the triangle and goes in order.
10 POINTS. Answer please.
The two sets A and B triangle must have identical items, but this does not require that they be put in the same order for the sets to be equal.
Describe the triangle.A triangle is a 2D shape with three vertices, three straight edges, and three straight edges. A key feature of these shapes is that each type of triangle has three inner angles that add up to 180° in these designs. during their math lectures about these angles and how to use this quality to spot missing values.
Here,
Triangle 1 in this instance has two angles, one of 34 degrees and the other of 48 degrees.
The third angle is therefore 180-34- 48=98.
The angles in Triangle 2 are 34 and a, where an is 48, respectively.
In other words, the third angle is 180−34−a=146−a≠146−48=98.
Jennifer claims that given the information at hand, triangles 1 and 2 cannot be compared.
If 34,98,48=34,a,146a., they are equivalent.
How many degrees will Jennifer's claim be ruled untrue? To compare the triangles, use the formula a.
It is crucial to understand that while components in two sets A and B must match, the sets are not always equal if they are not listed in the same order.
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find the area of the rectangle whose length is 16cm and breath is 8am
Answer:128 cm^2
Step-by-step explanation:
A large helium balloon is tethered to the ground by two taut lines. One line is 100 ft. Long and makes an 80 degree angle with the ground. The second line makes a 40 degree angle with the ground. How long is the second line?
The second line is 153ft long.
We are making a figure out of the given statment. Where we have the Triangle ABC and other two Triangle ADB and ADC inside Triangle ABC. Here Angle ADC = 80 degress and Angle ACD = 40 egress.
According to given statement and figure,
In triangle ABO, AD= 100 ft
Hence, BD/AD = Cos80
or, BD = (100 * Cos80)
or, BD = 17.36 ft
Now, AB/AD = Sin80
or, AB = (100* Sin 80)
or, AB = 98.48
Now, In case of triangle ABC
AB/AC = Sin40
or, AC = AB/ Sin 40
or, AC = 98.48/ Sin40
or, AC = 153.2 ft (nearly equal to 153 ft)
The second line is 153ft long.
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Mrs. Read can knit one pair of children's mittens with a ball of yarn six inches in diameter. How many pairs of identical mittens can she knit with a ball of yarn twelve inches in diameter
She can knit total 8 pairs of identical mittens with a ball of yarn twelve inches in diameter
In the given question, Mrs. Read can knit one pair of children's mittens with a ball of yarn six inches in diameter.
We have to find how many pairs of identical mittens she can knit with a ball of yarn twelve inches in diameter.
The radius of a ball of yarn six inches in diameter is
r = 6/2 = 3 inches
The radius of a ball of yarn twelve inches in diameter is
r = 12/2 = 6 inches
Now, the volume of the six inches yarn = [tex]\frac{4}{3} \pi r^3[/tex]
The volume of the six inches yarn = [tex]\frac{4}{3} \pi (3)^3[/tex]
The volume of the six inches yarn = 36π
Now, the volume of the twelve inches yarn = [tex]\frac{4}{3} \pi r^3[/tex]
The volume of the twelve inches yarn = [tex]\frac{4}{3} \pi (6)^3[/tex]
The volume of the twelve inches yarn = 288π
Now we finding the numbers of pairs of identical mittens she can knit with a ball of yarn twelve inches in diameter
= 288π/36π
= 8
Hence, she can knit total 8 pairs of identical mittens with a ball of yarn twelve inches in diameter.
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Give 2 numercial expressions that can be compared without calculating the values. Explain.
The numercial expressions that can be compared without calculating the values include:
3x^2 + 4x - 5 > 2x^2 + x - 3
2/x < 4/x
How to illustrate the expressionIn 3x^2 + 4x - 5 > 2x^2 + x - 3. This expression can be compared without calculating the values because it is a comparison of polynomials of the same degree (both are quadratics). The degree of a polynomial (in this case 2) is the highest power of the variable in the expression. Since the degree is the same, we can directly compare the coefficients of the highest degree term (x^2) and the second highest degree term (x) without calculating the values. In this case, 3x^2 > 2x^2 and 4x > x, therefore the polynomial on the left side is greater than the polynomial on the right side.
For 2/x < 4/x, this expression can be compared without calculating the values because it is a comparison of two different fractions, both of which have a common denominator of x^2. Since the denominators are the same, we can directly compare the numerators. In this case, 2 < 4, therefore the fraction on the left side is less than the fraction on the right side.
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6x + 11= 21 tape diagram
Answer:
x = 5/3
Step-by-step explanation:
6x + 11 = 21
6x = 10
x = 10/6
x = 5/3
Let's check
6(5/3) + 11 = 21
30/3 + 11 = 21
10 + 11 = 21
21 = 21
So, x = 5/3 is correct!
simplify- -2w - 27 less then or equal to 12
Answer:
-29w ≤ 12
Step-by-step explanation:
just subtract -2 by 27 then the w at the end and put the less than or equal to 12
The product (-9 )x(-5) x(-6)x(-3) is positive whereas the product (-9)x(-5)x6 x(-3) is negative. Why?
Answer:
Answers below!
Step-by-step explanation:
-9 x -5 = 45
45 x - 6 = -270
-270 x -3 = 810
The answer is positive because a negative multiplied by a negative equals a positive number.
-9 x -5 = 45
45 x 6 = 270
270 x -3 = -810
This answer is negative because a negative multiplied by a positive equals a negative number.
LCM of 2, 6 and 11 must show work
The Least Common Multiple (LCM) of 2, 6, and 11 is 66.
What is the LCM of 6 and 11?We shall divide the numbers (6, 11) by their prime factors in order to determine the LCM of 6 and 11 using the division method (preferably common). The LCM of 6 and 11 is determined by the product of these divisors.
Step 1:Find the smallest prime number that at least one of the numbers, 6, or 11, can be factored into. As indicated by the ladder arrangement, place this prime number (2) to the left of the supplied numbers (6 and 11).
Step 2: Divide any of the supplied integers (6, 11) by 2 and write the quotient below it if it is a multiple of 2. Any number that is not divisible by the prime number should be brought down.
Step 3: Continue the procedure until there are only 1s left in the
The LCM of 6 and 11 is the product of all prime numbers on the left, i.e. LCM(6, 11) by division method = 2 × 3 × 11 = 66
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In ΔNOP,
m
∠
N
=
(
9
x
+
8
)
∘
m∠N=(9x+8)
∘
,
m
∠
O
=
(
4
x
+
13
)
∘
m∠O=(4x+13)
∘
, and
m
∠
P
=
(
2
x
−
6
)
∘
m∠P=(2x−6)
∘
. Find
m
∠
N
.
m∠N
Answer: 15
Step-by-step explanation: In ΔNOP,
m
∠
N
=
(
9
x
+
8
)
∘
m∠N=(9x+8)
∘
,
m
∠
O
=
(
4
x
+
13
)
∘
m∠O=(4x+13)
∘
, and
m
∠
P
=
(
2
x
−
6
)
∘
m∠P=(2x−6)
∘
. Find
m
∠
N
.
m∠N
If A, B, and C represent three matrices of the same size and (A + B) + C = 0, then which statement is true?
Answer:
Statement c:
a₁₁ + ( b₁₁+ c₁₁ ) = 0
Step-by-step explanation:
The options are:
a: a₁₁ = 0 and b₁₁ = 0
b: a₁₁ - ( b₁₁ + c₁₁ ) = 0
c. a₁₁ + ( b₁₁+ c₁₁ ) = 0
d. a₁₁x( b₁₁ + c₁₁) = 0
We know that A, B, and C are matrices of the same size, so we can write:
[tex]A = \left[\begin{array}{ccc}a_{11}&a_{21}&...\\a_{21}&a_{22}&...\\...&...&...\end{array}\right][/tex]
[tex]B = \left[\begin{array}{ccc}b_{11}&b_{21}&...\\b_{21}&b_{22}&...\\...&...&...\end{array}\right][/tex]
[tex]C = \left[\begin{array}{ccc}c_{11}&c_{21}&...\\c_{21}&c_{22}&...\\...&...&...\end{array}\right][/tex]
And here we have the sum of matrices, remember that:
[tex]A + B = \left[\begin{array}{ccc}a_{11}&a_{21}&...\\a_{21}&a_{22}&...\\...&...&...\end{array}\right] + \left[\begin{array}{ccc}b_{11}&b_{21}&...\\b_{21}&b_{22}&...\\...&...&...\end{array}\right] = \left[\begin{array}{ccc}a_{11} + b_{11}&a_{21} + b_{12}&...\\a_{21} + b_{21}&a_{22} + a_{22}&...\\...&...&...\end{array}\right][/tex]
And we know that (A + B) + C = 0 (a matrix full of zeros)
then:
[tex]\left[\begin{array}{ccc}(a_{11} + b_{11}) + c_{11} &(a_{21} + b_{12}) + c_{12}&...\\(a_{21} + b_{21}) + c_{21}&(a_{22} + b_{22}) + c_{22}&...\\...&...&...\end{array}\right] = \left[\begin{array}{ccc}0&0&...\\0&...&...\\...&...&...\end{array}\right][/tex]
Then:
(a₁₁ + b₁₁ )+ c₁₁ = 0
These are real numbers, so we can rewrite this as:
a₁₁ + ( b₁₁+ c₁₁ ) = 0
Then statement c is the correct one.
Answer:
C
Step-by-step explanation:
unit test review edge 2021
I will give 39 points to brainliest answer.
Answer:
where's the height?
Answer:
what is the answer i want to know i think its D
use numbers from 1 to 13 you can only use 9 numbers. each row, column. and diagonal has to equal 27
Answer:12+13+2=27
Step-by-step explanation: pretty self-explanatory
A pronto lube garage charges £25 to lube any vehicle. Other work adds about €6000 per month to the
revenue. It costs pronto lube £6 in materials to service cars. Monthly operating expenses are €23,500.
2.1). Write an expression for net profit for C cars.
2.2). If the number of cars serviced in a particular month is 3000, find the profit
2.3). If the number of car serviced in a particular month is 900, then the garage got a
profit. True / false.
Therefore , the solution of the given problem of equation comes out to be 1.39500 profit and 2.-400 loss.
What is the equation?A formula for connecting two statements using the equal sign (=) to denote equivalence is known as a mathematical equation. A mathematical equation in algebra is a statement that proves the equality of two mathematical expressions. For instance, the formula 3x + 5 = 14 places an equal sign between the variables 3x + 5 and 14. The mathematical relationship between the two sentences on either side of a letter is established. Most of the time, the symbol serves as both the one and only variable. for instance, 2x – 4 = 2.
Here,
For C no of cars
=> Profit = total earning in a month - Expense in a month
=> (25-6)C - (23500-6000)
=> P = 19C-17500
If 3000 cars serviced then,
=> Profit = 19(3000)-17500
=> Profit = 39500
If no of cars received in particular month is 900 then profit or loss
=>Profit = 19(900)-17500
=> Profit = -400
That is loss.
Therefore , the solution of the given problem of equation comes out to be 1.39500 profit and 2.-400 loss.
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A. (3,1)
B. (3,-1)
C. (-3,-1)
D.(-3,1)
Step-by-step explanation:
D) (-3, 1)
I is 3 steps away from the y axis, so counting 3 steps further you'll have (-3,1)
Mr cam bought 6 pizza for the che club if each of the 10 member ate 1/4 of the pizza how many pizza were eaten
The total number of pizzas consumed by the 10 members of the club is 2.5 and 3.5 pizzas remain, as Mr. Cam bought 6 pizzas and each of the 10 members ate 1/4 of a pizza.
Mr. Cam bought 6 pizzas for the club and each of the 10 members ate 1/4 of the pizza. To find out how many pizzas were eaten, we can use the formula:
Number of members x Pizza per member = Total Pizzas Consumed
In this case, we can substitute the given values in the formula:
10 members x 1/4 pizza/member = 10/4 = 2.5 pizzas
This means 2.5 pizzas were consumed by the members. Since Mr. Cam bought 6 pizzas and 2.5 pizzas were eaten, the total number of pizzas remaining is 6 - 2.5 = 3.5 pizzas.
This equation works because it uses the concept of the unitary method, where we find the total number of pizzas consumed by multiplying the number of members by the number of pizzas each member ate. This way we can find the total amount of pizza consumed.
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Given the sequence : 25, 21, 17,13,... Write the explicit equation that models the sequence.
Answer:
25,21,17,13,9,5,1
Step-by-step explanation:
Rami practices his saxophone for 56 hour on 4 days each week. How many hours does Rami practice his saxophone each week
This tells you he practiced for 3 2/6
How many hours does rami practice his saxophone each week?A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression.
We frequently have to understand a written phrase in order to write an expression. For instance, the notation x + 6 can be used to represent the phrase "6 added to some number," where x stands for the unknown value.
Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. The following is the structure of an expression: Expression: (Number/Variable, Math Operator, Math Operator)
Given,
you take 5/6 and multiply it by 4/1.
which gives you 20/6
then reduce it by dividing the top number by the bottom number
which gives you 3 with a remainder of 2
you then place the remainder over the
This tells you he practiced for 3 2/6
The complete question is :Rami practices his saxophone for 5/6 hour on 4 days each week.
How many hours does Rami practice his saxophone each week?
[] 2/[] Hr
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Try to anwer this! i need helo alot of points if its correct <3
Answer: john spend less then 1/4 of hhis income on blah blah and balh
Step-by-step explanation:
Determine which relation is a function. {(0, 0), (1,−1), (2,−4), (3,−9), (4,−16)} {(2,−6), (2,−2), (2, 0), (2, 3), (2, 7)} {(2, 2), (1, 1), (0, 0), (1, −1), (2,−2)} {(3, 2), (4, 3), (5, −4), (5, 4), (6, 5)}
Answer:
1
Step-by-step explanation:
{(0, 0), (1,−1), (2,−4), (3,−9), (4,−16)}
Andy wants to find the distance across a river. In
order to find the distance CD, Andy stands at point
D, directly across from point C, and walks 200 feet
to the left, placing a marker at a point E. Andy
continues walking another 300 feet to point A, and
then follows the path to the left, walking until the
markers at points and C line up. Andy marks this
location B and measures AB. What is CD?
Answer: The answer is C, I just took it.
Step-by-step explanation:
F18) if y varies jointly as x and the inverse of z, and y = -5 and z = 6, find y when x = 5 and z = -8
Answer:
gfifhdrtjttt9668ztjt*
GIVING BRAINLIEST! EASY MATH!!
Answer: 4
Step-by-step explanation:
Answer:
800 bacteria
Step-by-step explanation:
yw<3
por que el grado relativo de una EA no puede ser negativo
Answer:
La F se considera separada ya que denota una calificación reprobatoria y no es necesario que vaya en orden alfabético. Da la casualidad de que "fallar" comienza con una letra que se salta una letra alfabéticamente en la escala. Dicho esto, se usó E en un momento.
Step-by-step explanation:
If the ratio between students to female adults is 7:6 while female adults to male adults is 4:1. What is the ratio of students to male adults?
Answer: 14:3
Step-by-step explanation:
Given
Ratio between students(s) to female(f) adults is 7:6
while ratio between female(f) to male(m) is 4:1
So, we can write
[tex]\Rightarrow \dfrac{s}{f}=\dfrac{7}{6}\quad \ldots(i)[/tex]
Also, we can write
[tex]\Rightarrow \dfrac{f}{m}=\dfrac{4}{1}\quad \ldots(ii)[/tex]
Multiply both equations
[tex]\Rightarrow \dfrac{s}{f}\times \dfrac{f}{m}=\dfrac{7}{6}\times \dfrac{4}{1}\\\\ \Rightarrow \dfrac{s}{m}=\dfrac{14}{3}[/tex]
So, the ratio of the students to male adults is 14:3 .