Help with geometry similar triangles

Answer: 36

Step-by-step explanation: to make it easier, it is 6x6.

Answer:

36

Step-by-step explanation:

3х2 x 2х3

6 x 6

36

The solution to the given linear equation, 4(x - 7)= 0.3(x + 2) + 2.11, is x = 8.3. The correct option is b) 8.3

From the questions, we are to determine the solution to the given linear equation.

The given linear equation is

4(x - 7)= 0.3(x + 2) + 2.11

To solve the equation, we will determine the value of x

Solving the equation

4(x - 7)= 0.3(x + 2) + 2.11

Clear the parentheses by applying the distributive property

4x - 28 = 0.3x + 0.6 + 2.11

Add 28 to both sides of the equation

4x - 28 + 28 = 0.3x + 0.6 + 2.11 + 28

4x = 0.3x + 30.71

Subtract 0.3x from both sides of the equation

4x - 0.3x = 0.3x - 0.3x + 30.71

3.7x = 30.71

Divide both sides by 3.7

3.7x/3.7 = 30.71/3.7

x = 8.3

Hence, the solution to the equation is x = 8.3

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Answer:

Step-by-step explanation:

m)  yx(y + 1) + 4x(y +1) - 5(y +1) = (y + 1) [ yx + 4x - 5 ]

n) 6p² - 3p³ = 3p² (2 - p)

0) 4x⁴ + 2x = 2x(2x³ + 1)

Answer:

Seat number 140 gets all three treats

Step-by-step explanation:

Given

\(Twizzlers = Multiples\ of\ 4\)

\(Nachos = Multiples\ of\ 7\)

\(Popcorn = Multiples\ of\ 10\)

Required

Determine first person to get all kinds of treats

To do this, we simply need to determine the LCM of the given multiples:

\(4 = 1 * 2 * 2\)

\(7 = 1 * 7\)

\(10 = 1 * 2 * 5\)

\(L.C.M = 1 * 2 * 2 * 7 * 5\)

\(L.C.M = 140\)

Seat number 140 gets all three treats

Answer:

7x+1

Step-by-step explanation:

Answer:

7x+1

Step-by-step explanation:

In this case, we'll have to carry out several steps to find the solution.

Step 01:

Data:

0.75

Step 02:

greater than:

greater than 0.75:

The inequality that represents all the values of x for which the given product is defined is; A: x ≥ 4

The function for which we are to find the product is given by;

√(x - 4) * √(x + 1)

= √[(x - 4) * (x + 1)]

= √(x² - 3x - 4)

Using quadratic equation calculator gives;

x = -1 or 4

However, If x is less than 4, it means we will have a negative square root but if x is greater than or equal to 4, we will have a real number and so the correct inequality is greater than or equal to 4.

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Answer:

n= -32

Step-by-step explanation:

According to the law of supply the factory would try to increase its supply of the shoes.

According to the law of supply, when shoe demand has grown, the factory would typically make or manufacture more pairs of shoes.

Therefore, the supply will expand in proportion to the demand for shoes, which means that the company will need to boost production to keep up with demand.

As a result of the increased demand, the company raised the price of the shoes from $50 to $300 each pair, increasing their profit.

According to the law of supply the factory would try to increase its supply of the shoes.

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Answer:

The factory would try to increase its supply of the shoes.

Step-by-step explanation:on my puppy

Answer: (A) 3/8

Step-by-step explanation:

3/4*1/2

3/4*2

= 3/8

Answer:

The correct answer is A.3/8

Step-by-step explanation:

According to the PEMDAS operations (parentheses, exponents, multiplication, division, addition, and subtraction) you must do multiplication before division. In order to do that we must change the equation to look like this: 3 x 1 / 4 x 2. Which would give you your answer of 3/8.

Hope it helps!

In a coordinate system, a vector is oriented at an angle this statement is false.

In a coordinate system, vectors are typically represented by their components along the coordinate axis . These components determine the direction and magnitude of the vector. The orientation of a vector is determined by the angles it makes with the coordinate axis or by the direction cosines or direction angles that specify its direction in space.

The direction of a vector can be represented using angles, such as the azimuthal angle (horizontal angle) and inclination angle (vertical angle) in spherical coordinates or the angles of inclination from the positive x-axis and positive z-axis in cylindrical coordinates.

Therefore, it is incorrect to say that a vector is oriented at an angle in a coordinate system. The orientation of a vector is defined by its components or direction angles relative to the coordinate axis.

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True. In a coordinate system, a vector can be oriented at any angle with respect to the reference axis.

In a coordinate system, a vector can be oriented at any angle with respect to the reference axis. The angle at which a vector is oriented is measured with respect to a reference axis, usually the positive x-axis. This angle is typically measured in degrees or radians.

The orientation of a vector can be described using trigonometric functions such as sine, cosine, and tangent. These functions relate the angle of orientation to the coordinates of the vector in the coordinate system. For example, the x-coordinate of a vector can be determined using the cosine function, while the y-coordinate can be determined using the sine function.

The orientation of a vector can also be represented using direction angles. In two-dimensional space, the orientation of a vector can be described using a single angle. In three-dimensional space, the orientation of a vector can be described using direction angles, which are the angles between the vector and each of the coordinate axes.

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The likelihood that the number will be higher than 4 is 1/3, and the likelihood that the two numbers will both be higher than 2 is 4/9.

The probability is calculated by dividing the total number of outcomes by the total number of possible possibilities for an event. The concepts of probability and odds are distinct. Odds are calculated by dividing the possibility of an event occurring by the likelihood that it won't.

So, formula for probability P(E) = Positive Events/Total Events.

The likelihood that the quantity will be higher than 4;

P(E) stands for Positive Events/Total Events.

P(E) = 2/6

P(E) = 1/3

The likelihood that the two numbers will both exceed 2:

P(E) = Favorite Events / All Events

P(E) = 4/6 P(E) = 2/3

2 digits: 2/3 x 2/3 = 4/9.

The likelihood that the number will be higher than 4 is thus 1/3, and the likelihood that the two numbers will be higher than 2 is 4/9.

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Answer:

y = 1/3x

Step-by-step explanation:

Answer:

37.68ft

Step-by-step explanation:

Answer:

37.68 ft

Step-by-step explanation:

The circumference of a circle is given by

C = pi *d  where d is the diameter

C = 3.14 * 12

C =37.68 ft

Answer:

(-5, 2)

Step-by-step explanation:

Original coordinate: (0, -3)

5 units left: (-5, -3) -----> 0 - 5 = -5

5 units up: (-5, 2) -----> -3 + 5 = 2

Answer:

(-5, 2 )

Step-by-step explanation:

current coordinates are (0, -3) shfting it 5 units left and 5 units up means ;

(0 - 5 , -3 + 5) which is (-5 , 2)

Answer:

Zahra can only draw one unique triangle with these angles

Answer:

its B:

Zahra can only draw one unique triangle with these angles

Step-by-step explanation:

I got it right

Answer:

Step-by-step explanation:

lim x -> +oo    -2x³ - 13x² + 8x + 52

x³ (-2 -13/x + 8/x² + 52/x³)

+oo³ (-2 - 13/+oo + 8/+oo² + 52/oo³)

+oo(-2 + 0 + 0 + 0)

-oo

lim x -> -oo    -2x³ - 13x² + 8x + 52

x³ (-2 -13/x + 8/x² + 52/x³)

-oo³ (-2 - 13/-oo + 8/-oo² + 52/-oo³)

-oo(-2 + 0 + 0 + 0)

+oo

Answer:

The answer is -2, give me brainliest answer

Step by step solution:

1. 13-5=8

2. 8-5=3

3. 3-5= -2

Answer:

-2

Step-by-step explanation:

13

13 - 5 = 8

8 - 5 = 3

3 - 5 = -2

The time categories are divided into "<1 hour," "1-2 hours," "2-3 hours," and ">3 hours."  

What does the frequency distribution in the table reveal about the homework habits of the two samples of high school students?

The frequency distribution in the table provides insights into the distribution of homework habits among the two samples of high school students. By examining the frequency counts in each time category, we can determine the proportion of students spending different amounts of time on homework each night. This information helps identify patterns and differences in homework habits between the two samples, allowing for a comparison of their study behaviors.

Here is an example of a 4-column table with 2 rows representing the results of a random survey asking two samples of 100 high school students about the amount of time they spend on homework each night:

Sample 1:

  Sample 1                                                     Number of Students

    Time                                                                   Frequency

   <1 hour                                                                     20

  1-2 hours                                                                    40

 2-3 hours                                                                     30

    >3 hours                                                                   10

Sample 2:

 Sample 2                                                        Number of Students

Time                                                                      Frequency

<1 hour                                                                        30

1-2 hours                                                                    35

2-3 hours                                                                   20

>3 hours                                                                      15

In this table, each sample represents a different group of 100 high school students, and the frequency of students spending a particular amount of time on homework each night is recorded. The time categories are divided into "<1 hour," "1-2 hours," "2-3 hours," and ">3 hours." The table provides an overview of the distribution of homework time among the two samples of high school students.

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As per the given total number of chocolates, and the number of chocolates given to his friends and the left chocolates , the number of friends at Jack's party were equal to 16.

As given in the question,

Total number of chocolates given by Jack's mother is equal to 50

Number of chocolates given by Jack to his friends = 3

Number of chocolates left with Jack = 2

Let 'x' represents the number of friends

Requires equation to show the relation we have,

3x + 2 = 50

⇒ 3x = 50 - 2

⇒ 3x = 48

⇒ x = 48/ 3

⇒ x= 16 friends

Therefore, for the given total number of chocolates, and the number of chocolates given to his friends and the left chocolates , the number of friends at Jack's party were equal to 16.

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The given statement "the probability of the union of two events occurring can never be more than the probability of the intersection of two events occurring." is False.

The union of two events A and B represents the event that at least one of the events A or B occurs. The probability of the union of two events can be calculated using the formula:

P(A or B) = P(A) + P(B) - P(A and B)

On the other hand, the intersection of two events A and B represents the event that both events A and B occur. The probability of the intersection of two events can be calculated using the formula:

P(A and B) = P(A) * P(B|A)

where P(B|A) is the conditional probability of B given that A has occurred.

It is possible for the probability of the union of two events to be greater than the probability of the intersection of two events if the two events are not mutually exclusive.

In this case, the probability of both events occurring together (the intersection) may be relatively small, while the probability of at least one of the events occurring (the union) may be relatively high.

In summary, the probability of the union of two events occurring can sometimes be greater than the probability of the intersection of two events occurring, depending on the relationship between the events.

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The argument presented is an example of a fallacy known as affirming the consequent, which incorrectly assumes that if the consequent of a conditional statement is true, then the antecedent must also be true. It fails to consider other possibilities and overlooks the fact that not all square shapes are cubes.

The argument presented is an example of a fallacy known as affirming the consequent, which is a formal logical fallacy. This fallacy occurs when one assumes that if the consequent (the "then" part) of a conditional statement is true, then the antecedent (the "if" part) must also be true.

In this case, the argument incorrectly assumes that because all cubes are square (if cube, then square) and a dice is a cube, then the dice must be square. However, this reasoning is flawed. While it is true that all cubes are square, not all square shapes are cubes. Therefore, even though a dice is a cube, it does not necessarily mean that it must be square.

The argument fails to consider other possibilities, such as the fact that cubes can have other shapes besides squares, like rectangular cubes. This logical error highlights the importance of careful reasoning and avoiding fallacies when making arguments.

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Answer:

The median of the data is 6

The Lower Quartile is 2

The upper quartille is 3

The mimimum value is 15

The maximum value is 9

We will find that the ratio of 3 less than k to 2 more than k is:

(k - 3):(k + 2)

The ratio between two numbers A and B can be written as:

A:B

This is the ratio of A to B

and

B:A

Is the ratio of B to A.

Then for the ratio of 3 less than k to 2 more than k we have:

"3 less than k" is: k - 3

"2 more than k" is: k+ 2

Then the ratio is:

(k - 3):(k + 2)

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Answer:

The value of the number is either 1 or -10/3

Step-by-step explanation:

If the same number is added to triple the square of a number seven times, the result is 10. What is that number?

Let the number = x

Therefore, we have;

3·x² + 7·x = 10

Therefore, we have;

3·x² + 7·x - 10 = 0

Dividing by 3 gives;

x² + 7/3·x - 10/3 = 0

Factorizing gives;

(x - 1)·(x + 10/3) = 0

x = 1 or -10/3

The number is either 1 or -10/3.

Step 1:

Re-state the given function.

Step 2:

We shall state the mathematical implication of the sine function at both minimum and maximum points.

At minimum point:

Step 3: We shall substitute the values in step 2 above in the given function.

We are only interested in the value at maximum point, so

Thus, the correct answer is 13 feet ( option D)

The volume of the rectangular pyramid with a height of 6in, width of 2in and length of 4in is 16 cubic inches.

A rectangular pyramid is a three-dimentional object with a rectangular shaped base and triangular shaped faces that correspond to each side of the base.

The volume of rectangular pyramid is expressed as;

V = (1/3) × l × w × h

From the image:

Length l = 4 in

Width w = 2 in

Height h = 6 in

Volume V = ?

Plug the given values into the above formula and solve for the volume.

V = (1/3) × l × w × h

V = (1/3) × 4 × 2 × 6

V = (1/3) × 48

V = 16 in³

Therefore, the volume is 16 cubic inches.

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