Ima just say the question to: "The length of each of the two congruent sides of an isosceles triangle is 2x + 3. The length of the third side is 2x. Its perimeter is 36 centimeters. Write and equation that could be used to find the value of x. Solve for x and then find the length of all three sides." 100 points!!!!

In the figure, the length of any line segment in the image is longer the length of the corresponding line segment in the preimage. The scale factor of the dilation is 2

The scale factor of dilation is defined as the change in size of a figure. Thus, a scale factor that is greater than 1 is referred to as an enlargement while a scale factor that is greater than 0 but less than 1 is referred to as a reduction.

Now, we are told that ΔABC has been dilated from center D to form ΔRST, This means that the lengths in ΔRST are longer than the lengths in ΔABC.

Secondly, by close inspection we can see that it was dilated by a scale factor of 2.

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Step-by-step explanation:

She walks the entire CIRCUMFERENCE of the circle

circumference = pi X diameter

                       = pi X 14 ft = 43.98 ft  = ~ 44 ft (rounded)

Answer:

Step-by-step explanation: total number of counters = 10

number of red counters= 3

number of blue counters= 2

number of green counters = 5

p(of getting a red counter) =3/10

p(of not getting a red counter) = 1-3/10= 10-3/10=7/10

Answer: This below

Step-by-step explanation:

Should we start with the science or the politics? Let’s start with politics, since that gets us on track to answer the first part of the question. Because speed limits are enforceable laws, they are set by elected officials. At the state level, RCW 46.61.400 defines the speed limits for city streets at 25 mph, county roads at 50 mph and freeways at 60 mph. However, the next few sections of the RCW specify situations where state and local officials can adjust speed limits as appropriate.

In Whatcom County, for example, our statutory speed on county roads is 35 mph. For our local roads, the elected officials with authority to change speed limits are the members of a city or county council, which, if I recall correctly from my high school civics class, make up the legislative branch of our local government. I just point this out for the folks who feel the need to criticize a speed limit during the issuance of a speeding ticket. The police are part of the executive branch: They enforce the laws, but they don’t get to make them. As part of issuing a ticket, the officer will give the offender an opportunity to have a day in court, our judicial branch, and - ta da! — we’ve included all three branches of government in this article.

Maxwell is faster than Hayley by 0.5 miles per hour

The first step is to calculate the average speed of Hayley

Average= distance/time

3/4÷1/6

= 3/4 × 6/1

= 9/2

= 4.5

The next step is to calculate the average speed of Maxwell

= 2/3 ÷ 2/15

= 2/3 × 15/2

= 5

The difference between the average speed of both individuals

= 5-4.5

= 0.5

Hence Maxwell is faster than Hayley by 0.5 miles per hour

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Answer:

the slope is 3,-6. this may not be correct wait for someone else whos really smart

Answer:

(0, 1)

Step-by-step explanation:

you have to put the equation in the slope point form

y=mx+b and here b is the y-intercept (where it crosses the y axis)

y-4x=1 add 4x to both sides

y=4x+1 so the coordinats are (x=0, y=1)

The correct option is the Measurement and Comparison strand.

When families play "fill and dump" activities and explore large and small objects with children, they are likely extending learning in the Measurement and Comparison strand of the mathematics curriculum. This strand involves understanding and using concepts of size, weight, capacity, and length to compare, measure, and describe objects and events. Activities like filling and dumping containers of different sizes and comparing the quantities of objects can help children develop their understanding of these concepts and their ability to compare and measure objects.

The Number and Quantity strand involves understanding and using numbers and number concepts to count, compare, and describe quantities. The Geometry and Spatial Thinking strand involves understanding and using geometric concepts and spatial reasoning to describe, analyze, and compare shapes and spatial relationships. The Mathematical Reasoning strand involves using logical thinking and problem-solving skills to make sense of mathematical ideas and solve problems. All of these strands are important for children's overall mathematical development and can be supported through a variety of activities and experiences.

Answer:

the answer is b 11x-15

Step-by-step explanation:

your collecting like terms then combining them

Answer:

x = 29 degrees

Step-by-step explanation:

First we know that x+61 = 90

Then we can subtract 61 by both sides x = 29

Therefore, your answer would be x = 29

Answer:

29 degrees

Step-by-step explanation:

Answer:

\( \boxed{\rm \: Slope(m)= \cfrac{4}{ 3} }\)

OR

\( \boxed{\rm \: Slope(m) \approx \: 1.30} \rm \: (nearest \: tenth)\)

Step-by-step explanation:

Given two coordinates:

To Find:

Solution:

In this case,we'll need to use the slope's formula,to get the slope.

Here's the formula:

\( \rm \: Slope(m)= \: \cfrac{ y_2 -y_1 }{x_2 - x_1} \)

According to the question:

Substitute them accordingly:

\( \rm \: Slope(m)= \cfrac{3 - ( - 1)}{ - 1 - ( - 4)} \)

Simplify then, using a rule called PEMDAS.

\( \rm \: Slope(m)= \cfrac{3 + 1}{ - 1 +4 } \)

\( \rm \: Slope(m)= \cfrac{4}{ 3} \)

\( \rm \: Slope(m) \approx \: 1.30\)

Hence, we can conclude that:

Hi student, let me help you out! :)

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We are asked to find the slope of a line parallel to the line that passes through

\(\star~\mathrm{(-4,-1)}\star\)

\(\star~\mathrm{(-1,3)}\)

\(\triangle~\fbox{\bf{KEY:}}\)

Here's the formula:

\(\star\boxed{\mathrm{\cfrac{y2-y1}{x2-x1}}}\)

y2 and y1 are y-coordinates

x2 and x1 are x-coordinates

Substitute the given values:

\(\star\mathrm{\cfrac{3-(-1)}{-1-(-4)}}\)

Simplify!

\(\star\mathrm{\cfrac{3+1}{-1+4}}\)

Simplify more!

\(\star\mathrm{\cfrac{4}{3}}\)

Now, what is the slope of the line parallel to this one?

Well, parallel lines have the same slope.

\(\star \ \mathrm{The \ slope \ of \ the \ line \ parallel \ to \ this \ one \ is \ \cfrac{4}{3}}.\)

Hope it helps you out! :D

Ask in comments if any queries arise.

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~Just a smiley person helping fellow students :)

Answer:

Step-by-step explanation:

A) Commission = 2450 shillings * 25 % = 2450 shillings * (25/100) = 2450 shillings * (0.25) = 612.50 shillings

Commission = 612.50 shillings

B) If the total sale is 2,450.00 shillings, after the seller gives buyers a 2% discount. We must re-enter the discount:

2,450.00 shillings = X - X * 2% = X - 0.02 X --->

------> 0.98 X = 2,450.00 shillings

------>X= 2,450.00 / 0.98

------> X = 2,500.00  shillings

NEW COMMISSION = 2,500.00 shillings * 25 % = 2,500.00 shillings *(25/100) =2,500.00 shillings * (0.25) = 625 shillings

NEW COMMISSION = 625 shillings

Answer:

¿Por qué borraste mi comentario? ¿Es porque hablo español? Lo lamento

Step-by-step explanation:

The product of the given numbers can be represented in a scientific notation form as = 6418 × 10^19 (approximately)

Multiplication can be defined as the repeated addition of a given value with the purpose of arriving to an expected value.

The multiplication of two given numbers is the same thing as the products of the given number and it's represented by the sign (X)

The product of 6,789,694,976 x 9,452,569,132 = 6418 × 10^19

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Answer:

x = 3, y = 4

Step-by-step explanation:

First, set the first equation equal to x. Note the equal sign, what you do to one side, you do to the other.

Subtract y from both sides of the equation:

x + y = 7

x + y (-y) = 7 (-y)

x = 7 - y

Next, plug in 7 - y for x in the second equation:

2x + y = 10

2(7 - y) + y = 10

Simplify. First, distribute 2 to all terms within the parenthesis:

2(7 - y) = (2 * 7) + (2 * -y) = 14 - 2y

Next, combine like terms. Like terms are terms with the same amount of the same variables:

14 - 2y + y = 10

14 (-2y + y) = 10

14 - y = 10

Isolate the variable, y. First, subtract 14 from both sides of the equation:

-y + 14 (-14) = 10 (-14)

-y = 10 - 14

-y = -4

Next, isolate the variable, y, by dividing -1 from both sides of the equation:

(-y)/-1 = (-4)/-1

y = -4/-1 = 4

Next, plug in 4 for y in one fo the given equations:

x + y = 7

x + (4) = 7

Isolate the variable, x. Subtract 4 from both sides of the equation:

x + 4 (-4) = 7 (-4)

x = 7 - 4

x = 3

x = 3, y = 4

Answer:

f(x) = 4*(5/2)^x

Step-by-step explanation:

First, we know that our function has the points:

(0, 4)

(1, 10)

(2, 25)

The first one (0, 4) means that:

f(0) = 4.

Then you can evaluate the four given functions in x = 0 and see which ones meet this condition (have the outcome equal to 4)

Here we can discard the function f(x) = 15*x - 5 because:

f(0) = 15*0 - 5 = -5

Then this function is discarded.

Now let's look at the second point, (1, 10)

This means that f(1) = 10

Then you can evaluate the remaining functions in x = 1, and see if the outcome is equal to 10.

Here we can discard the first function f(x) = (x + 2)^2 because:

f(1) = (1 + 2)^2 = 3^2 = 9

So the output is not 10 as we wanted.

(while for the other two functions we have)

for f(x) = 6*x + 4

f(1) = 6*1 + 4 = 10

for f(x) = 4*(5/2)^x

f(1) = 4*(5/2)^1 = 4*(5/2) = (4/2)*5 = 10

Now we use the last point, (2, 25)

This means that when x = 2, the outcome needs to be equal to 25.

For the function f(x) = 6*x + 4 we have:

f(2) = 6*2 + 4 = 12 + 4 = 16

So we can discard this one.

Then we could conclude that the remaining option is the correct one, but let's ceck.

f(x) = 4*(5/2)^x

then for x = 2

f(2) = 4*(5/2)^2 = 4*(25/4) = 25

correct.

Then the correct option is f(x) = 4*(5/2)^x

The standard form of the equation of this hyperbola with vertices at (12, 0) and (–12, 0) is: y squared over 144 minus x squared over 25 equals 1.

Mathematically, the standard form of the equation of a hyperbola is represented by this mathematical expression:

(y - k)²/a² - (x - h)²/b² = 1          .......equation 1.

Where:

From the information provided above, we have the following parameters:

Vertices = (12, 0) and (–12, 0)

h = 0

k = 0

Asymptote = ±5/12(x) = bx/a      ......equation 2.

Comparing equation 1 and equation 2, we have:

b = 5

a = 12

Substituting the given parameters into the the standard form, we have;

(y - k)²/a² - (x - h)²/b² = 1

(y - 0)²/12² - (x - 0)²/5² = 1

(y - 0)²/144 - (x - 0)²/25 = 1

y²/144 - x²/25 = 1

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Answer:

31.55

Step-by-step explanation:

Answer:

maybe -9.1666 top second one?

Answer:

-sqrt85

Step-by-step explanation:

An irrational number is a number that cannot be written as fraction a/b where and b are integers

sqrt85 is simplified, and cannot be written as a/b with integers a and b, therefore -sqrt85 is irrational.

The polynomial function is: y = f(x) = -3(x^2 - x - 2)(x^2 +2)

A polynomial function is a function that involves only non-negative integer powers or only positive integer exponents of a variable in an equation like the quadratic equation, cubic equation, etc. For example, 2x+5 is a polynomial that has an exponent equal to 1.

f(x) = k(x+1)(x-2) (x - sqrt(2)*i)(x + sqrt(2)*i)

f(x) = k(x^2 - 2x + 1x - 2)( x^2 - 2*(-1))

f(x) = k(x^2 -x - 2)(x^2 + 2)

f(1) = 18

k*(1 - 1 - 2)(1 + 2) = 18

k*(-2)(3) = 18

k*(-6) = 18

k = -3

The polynomial function is:

                        y = f(x) = -3(x^2 - x - 2)(x^2 +2)

You can finish multiplying them together if you must.

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Answer:

\(\displaystyle \frac{75}{2}\) or \(37.5\)

Step-by-step explanation:

We can answer this problem geometrically:

\(\displaystyle \int^6_{-4}f(x)\,dx=\int^1_{-4}f(x)\,dx+\int^3_1f(x)\,dx+\int^6_3f(x)\,dx\\\\\int^6_{-4}f(x)\,dx=(5*5)+\frac{1}{2}(2*5)+\frac{1}{2}(3*5)\\\\\int^6_{-4}f(x)\,dx=25+5+7.5\\\\\int^6_{-4}f(x)\,dx=37.5=\frac{75}{2}\)

Notice that we found the area of the rectangular region between -4 and 1, and then the two triangular areas from 1 to 3 and 3 to 6. We then found the sum of these areas to get the total area under the curve of f(x) from -4 to 6.

Answer:

\(\dfrac{75}{2}\)

Step-by-step explanation:

The value of a definite integral represents the area between the x-axis and the graph of the function you’re integrating between two limits.

\(\boxed{\begin{minipage}{8.5 cm}\underline{De\:\!finite integration}\\\\$\displaystyle \int^b_a f(x)\:\:\text{d}x$\\\\\\where $a$ is the lower limit and $b$ is the upper limit.\\\end{minipage}}\)

The given definite integral is:

\(\displaystyle \int^6_{-4} f(x)\; \;\text{d}x\)

This means we need to find the area between the x-axis and the function between the limits x = -4 and x = 6.

Notice that the function touches the x-axis at x = 3.

Therefore, we can separate the integral into two areas and add them together:

\(\displaystyle \int^6_{-4} f(x)\; \;\text{d}x=\int^3_{-4} f(x)\; \;\text{d}x+\int^6_{3} f(x)\; \;\text{d}x\)

The area between the x-axis and the function between the limits x = -4 and x = 3 is a trapezoid with bases of 5 and 7 units, and a height of 5 units.

The area between the x-axis and the function between the limits x = 3 and x = 6 is a triangle with base of 3 units and height of 5 units.

Using the formulas for the area of a trapezoid and the area of a triangle, the definite integral can be calculated as follows:

\(\begin{aligned}\displaystyle \int^6_{-4} f(x)\; \;\text{d}x & =\int^3_{-4} f(x)\; \;\text{d}x+\int^6_{3} f(x)\; \;\text{d}x\\\\& =\dfrac{1}{2}(5+7)(5)+\dfrac{1}{2}(3)(5)\\\\& =30+\dfrac{15}{2}\\\\& =\dfrac{75}{2}\end{aligned}\)

Answer:

C

Step-by-step explanation:

Plug the points into the formula to check or just eyeball it

Answer:

the control

Step-by-step explanation:

sh==Dr has to have something to compare the subjects to

Answer:

\(x=8, y=3\)

Step-by-step explanation:

Recall that if a matrix multiplication of two matrices is defined, then the number of columns of the first matrix is equivalent to the number of rows of the second matrix.

Since matrix M has (11-x) columns and matrix N has y rows, and MN is defined, so it follows:

\(y=11-x----(1)\)

Since matrix N has (y+5) columns and matrix M has x rows, and NM is defined, so it follows:

\(y+5=x----(2)\)

Substitute (1) into (2):

\(11-x+5=x\\2x=16\\\therefore x=8--(3)\)

Substitute (3) into (1):

\(y=11-8=3\)

Answer:

x = 9 and y = 15

Step-by-step explanation:

this is the answer because each side is equivalent to the parallel line so y would be whatever is across from it

Answer:

y=15

x=9

Step-by-step explanation:

they are parallel and equal to the opposite sides

Answer:

$325

Step-by-step explanation:

Answer:

$325

Step-by-step explanation:

if the refrigerator has been marked UP by 25%, this means that $406.25 is 125% of the original price (the original price being 100%).

Therefore, divide 406.25 by 125 to find the cost per 1%, then multiply by 100 to find the original price.

(406.25 ÷ 125) x 100 = 325