The first mistake is that she didn't use parenthesis to indicate we're dividing all of one thing (numerator) over all of another expression (denominator)
slope = rise/run = numerator/denominator
So she should write (17-4)/(1-8) to indicate all of "17-4" is divided over all of "1-8"
However, there's another error that your teacher is probably more focused on. Note how 17-4 represents subtracting the y coordinates from left to right. We start with the left point y coordinate 17 and subtract off the right point y coordinate 4
left y - right y = 17 - 4
But then the student swaps the order when they wrote 1-8. Instead it should be 8-1
-----------------
Here's what they should have written (17-4)/(8-1)
This is the same as (4-17)/(1-8)
We can subtract in any order as long as it stays consistent between the numerator and denominator
Hint: is the picture
Alonso estimated the distance across
a river as 1232 meters. What is the
approximate distance across the river to
the nearest thousandth of a meter?
Answer:
1232.000
Step-by-step explanation:
Estimated distance across the river=1,232 meters
Find the approximate distance across the river to
the nearest thousandth of a meter
Note: Thousandth is having 3 values after the decimal point
This means we will round 1,232 meters to the nearest thousandth
1,232 is an whole number and decimal point can only be added at the end like this 1,232.
So we need 3 values after the decimal point.
We must add only values that wouldn't change the original 1,232 meters.
Therefore, zero (0) will be added
1232.000
Is to the nearest thousandth
A stopwatch measures time to the hundredth of a second. Which of the following quantities is not possible using this measurement tool?
Answer:
A. 10.125 minutes
Step-by-step explanation:
A stopwatch measures time to the hundredth of a second. Which of the following quantities is not possible using this measurement tool?
A. 10.125 minutes
B. 10.125 seconds
C. 10.12 seconds
D. 10.1 seconds
The stopwatch measures time to the hundredth of a second.
Option A. Measures the time to thousandth of a minutes
Option B. Measures time to thousandth of a second
Option C measures time to hundredth of a second
Option C measures time to tenth of a second.
Option A. 10.125 minutes is the quantity which is not possible using the stopwatch because it is in MINUTES.
Option B 10.125 seconds can be rounded up to 10.13 seconds (hundredth of seconds).
What is the area of the trapezoid shown below?
Answer:
[tex]\Large \boxed{\mathrm{78 \ units^2 }}[/tex]
Step-by-step explanation:
The area of the trapezoid can be found by adding the area of the triangle and the area of the rectangle.
Area of rectangle = base × height = 2 × 12 = 24 units²
Area of triangle = base × height × 1/2
The base is missing for the triangle. Apply Pythagorean theorem to solve for the base.
12² + b² = 15²
b = 9
9 × 12 × 1/2 = 54 units²
Adding the areas.
54 units² + 24 units² = 78 units²
Answer:
its 78 units on khan academy :)))
Step-by-step explanation:
Brian is building a wood frame around a window in his house. If the window is 4 feet by 5 feet, how much wood does he need for the frame?
Answer:
18 feet
Step-by-step explanation:
to find the frame around the widow means need to find the perimeter around the window:
P=2l+2w
P= 2(5+4)
P=18 feet
You double the radius of a circle. Predict what will happen tothe circle’s circumference and what will happen to its area. Test yourprediction for a few circles. Use a different radius for each circle. Thenpredict how doubling a circle’s diameter will affect its circumferenceand area. Test your prediction for a few circles with different diameters.
Answer:
When radius is doubled:
Circumference becomes double.
Area becomes four times.
When diameter is doubled:
Circumference becomes double.
Area becomes four times.
Step-by-step explanation:
Given that
Radius of a circle is doubled.
Diameter of circle is doubled.
To study:
The effect on circumference and area on doubling the radius and diameter.
Solution/explanation:
Let us discuss about the formula for circumference and area.
Formula for Circumference of a circle in form of radius:
[tex]C =2\pi r[/tex]
It is a linear equation in 'r'. So by doubling the radius will double the circumference.
Formula for Area of a circle in form of radius:
[tex]A =\pi r^2[/tex]
It is a quadratic equation in 'r'. So by doubling the radius will make the area as four times the earlier area.
Testing using example:
Let the initial radius of a circle = 7 cm
Initial circumference = [tex]2 \times \frac{22}{7} \times 7 = 44 cm[/tex]
Initial area = [tex]\frac{22}{7} \times 7 \times 7 =154 cm^2[/tex]
After doubling:
Radius = 14 cm
circumference = [tex]2 \times \frac{22}{7} \times 14 = 88 cm[/tex] (Twice the initial circumference)
area = [tex]\frac{22}{7} \times 14 \times 14 =616 cm^2[/tex] (4 times the initial area)
------------------------------------
Formula for Circumference of a circle in form of Diameter:
[tex]C =\pi D[/tex]
It is a linear equation in 'D'. So by doubling the diameter will double the circumference.
Formula for Area of a circle in form of diameter:
[tex]A =\dfrac{1}{4}\pi D^2[/tex]
It is a quadratic equation in 'D'. So by doubling the Diameter will make the area as four times the earlier area.
Testing using example:
Let the initial diameter of a circle = 28 cm
Initial circumference = [tex]\frac{22}{7} \times 28 = 88 cm[/tex]
Initial area = [tex]\frac{1}{4}\times \frac{22}{7} \times 28 \times 28 =616cm^2[/tex]
After doubling:
Diameter = 56 cm
circumference = [tex]\frac{22}{7} \times 56= 176 cm[/tex] (Twice the initial circumference)
area = [tex]\frac{1}{4}\times \frac{22}{7} \times 56 \times 56 =2464cm^2[/tex] (4 times the initial area)
So, the answer is justified:
When radius is doubled:
Circumference becomes double.
Area becomes four times.
When diameter is doubled:
Circumference becomes double.
Area becomes four times.
A grocery store bought some mangoes at a rate of 5 for a dollar. They were separated into two stacks, one of which was sold at a rate of 3 for a dollar and the other at a rate of 6 for a dollar. What was the ratio of the number of mangoes in the two stacks if the store broke even after having sold all of its mangoes?
Answer:
The ratio of the number of mangoes in the $3 stack to those in the $6 stack is 1 : 2
Step-by-step explanation:
Let the number of mangoes bought by the grocery store be n. Also let the number of mango sold for $3 in one stack be x and the number of mango sold for $6 in the second stack be y.
Therefore:
x + y = z (1)
Also, the mangoes was sold at break even price, that is the cost of the mango and the price it was sold for was the same. Therefore:
Cost of buying = Price it was sold for
The cost of the mango = 5z and the price it was sold for = 3x + 6y
3x + 6y = 5z (2)
Substituting z = x + y in equation 1
3x + 6y = 5(x + y)
3x + 6y = 5x + 5y
6y - 5y = 5x - 3x
y = 2x
x / y = 1/ 2 = 1 : 2
The ratio of the number of mangoes in the $3 stack to those in the $6 stack is 1 : 2
In right triangle ΔABC (m∠C = 90°), point P is the intersection of the angle bisectors of the acute angles. The distance from P to the hypotenuse is equal to 2 in. Find the perimeter of △ABC if AB = 12 in. PLEASE HELP ILL AWARD MORE BRAINLY POINTS
Answer:
28 inches
Step-by-step explanation:
The point of intersection of the angle bisectors is the incenter. It is the center of a circle tangent to the three sides of the triangle. The circle has radius 2.
In the attached figure, we have labeled the points of tangency D, E, and F. We know that CE and CF are both of length 2, and we know that the points of tangency are the same distance from an external point where the tangents intersect. That means DA = FA and DB = EB.
The perimeter of the triangle is ...
P = DA +DB +FA +EB +CF +CE
Using the above relations, this can be written as ...
P = DA +DB +DA +DB +CF +CE = 2(DA +DB) +2(CE)
We are told that AB is 12 inches, so DA +DB = 12 inches. We also know that CE = 2 inches, so the perimeter is ...
P = 2(12 in) + 2(2 in) = 28 in
The perimeter of triangle ABC is 28 inches.
plzzzz HELP ME ASAP WILL MARK AS BRAINLEIEST
Answer:
Hey there!
Part A. This is a proportional relationship because the amount of dollars she earns per hour is constant. We can divide her total income by the number of hours she works to find that she earns 12.50 dollars per hour.
Part B. Joslyn will always earn more money than Kate because she earns more money per hour, and the slope of Joslyn's line is greater.
Let me know if this helps :)
Help please! How would I solve a 2 step equation like this? 4(x-2)=14
Answer: Hi!
Okay. So this equation we will solve using something called the distributive property. We use the distributive property to multiply the terms inside the parentheses (x and -2) by the term outside and in front of the parentheses (4). First, we would multiply 4 * x, which is 4x. Then, we would multiply 4 * -2, which is -8. Out equation now looks like this:
4x - 8 = 14
Our goal is to isolate the x, so now we'll use inverse operations to remove the -8 from the equation. The inverse operation for subtraction is addition, so we would add 8 to both sides:
4x - 8 = 14
+ 8 + 8
The eights cancel out, so we're left with this equation:
4x = 22
Last step! We're almost done. All we have to do now is divide 4 on both sides; in the term 4x, 4 is being multiplied by x, so the inverse operation would be division.
4x ÷ 4 = x
22 ÷ 4 = 5.5
Our equation now looks like this:
x = 5.5
So, 5.5 is equal to x! This would be your answer!
Hope this helps!
Find the value of the variable. If your answer is not an integer, leave it in simplest radical form.
A. 7[tex]\sqrt{2}[/tex]
B. [tex]\frac{7\sqrt{3} }{2}[/tex]
C. [tex]7\sqrt{3}[/tex]
D. [tex]\frac{7\sqrt{2} }{2}[/tex]
Answer:
7 sqrt(2)/2 =x
Step-by-step explanation:
Since this is a right triangle, we can use trig functions
sin theta = opp/ hyp
sin 45 = x/7
7 sin 45 =x
7 sqrt(2)/2 =x
Answer:
[tex]\large \boxed{\mathrm{D. \ \displaystyle \frac{7\sqrt{2} }{2 }}}[/tex]
Step-by-step explanation:
The triangle is a right triangle.
We can use trigonometric functions to solve the problem.
[tex]sin \theta = opp/hyp[/tex]
The opposite side to the angle 45 degrees is x and the hypotenuse of the triangle is 7.
[tex]sin 45 = x/7[/tex]
Multiply both sides of the equation by 7.
[tex]7 sin 45 = x[/tex]
Simplify the value.
[tex]\displaystyle \frac{7\sqrt{2} }{2 }=x[/tex]
URGENT! The range of y=Arccosx is (-pi/2,pi/2). True or False?
false. range of [tex] \cos^{-1}(x)[/tex] is $[0,\pi]$
If the measure of angle 4 is (11 x) degrees and angle 3 is (4 x) degrees, what is the measure of angle 3 in degrees?
Answer:
is it 2
Step-by-step explanation:
State the null and alternative hypothesis in each case.
(a) A hypothesis test will be used to potentially provide evidence that the population mean is less than 5.
(b) A hypothesis test will be used to potentially provide evidence that the population mean is more than 10.
(c) A hypothesis test will be used to potentially provide evidence that the population mean is not equal to 7
Answer:
Which term is a term in this expression?
Step-by-step explanation:
Which term is a term in this expression?Which term is a term in this expression?Which term is a term in this expression?Which term is a term in this expression?Which in this expression?Which term is a term in this expression?
Help, Answer ASAP; will give brainliest
Answer:
PY = 14.5
Step-by-step explanation:
The diagonals of a rectangle are congruent and bisect each other, thus
XZ = WY , that is
4x - 1 = x + 7 + x + 7
4x - 1 = 2x + 14 ( subtract 2x from both sides )
2x - 1 = 14 ( add 1 to both sides )
2x = 15 ( divide both sides by 2 )
x = 7.5
Thus
PY = x + t = 7.5 + 7 = 14.5
Step-by-step explanation:
py is equal to wp because the figure is a rectangle.x+7+x+7= 4x-1
2x+14=4x-1
14= 2x-1
15= 2x (divide)
x = 7.5
wp= 7.5cm
not really sure
f(x)=2-3x domain= {-1,0,1,2}
Answer:
range = {5, 2, -1, -4}
Step-by-step explanation:
Maybe you want the corresponding range.
f({-1, 0, 1, 2}) = 2 -3{-1, 0, 1, 2} = 2 +{3, 0, -3, -6} = {5, 2, -1, -4}
[tex] \frac{w}{ -6} = 6[/tex]
I cant figure out the answer
Could you guys please help with this question :) At a teacher's college, 70% of students are female. On average 75% of females and 85% of males students graduate. A student who graduates is selected at random, find the probability that the student is male.
Answer:
Step-by-step explanation:
70% of students are female
70/100* 75%= you get your answer
then subtract the percentage of the males and the females and then you get your answer
Figure A is a scale image of Figure B. What is the value of x?
please answer asap!
Answer:
[tex]\huge \boxed{x=30}[/tex]
Step-by-step explanation:
[tex]\sf We \ can \ use \ ratios \ to \ solve.[/tex]
[tex]\displaystyle \frac{45}{27} =\frac{x}{18}[/tex]
[tex]\sf Multiply \ both \ sides \ by \ 18.[/tex]
[tex]\displaystyle \frac{45}{27}(18) =\frac{x}{18}(18)[/tex]
[tex]\sf Simplify \ the \ equation.[/tex]
[tex]\displaystyle \frac{810}{27} =x[/tex]
[tex]30=x[/tex]
A map is drawn using 2cm:100 mi. On the map town B is 3.5 cm from town a in town see is 2 cm past town be how many miles apart or town a in town c
Answer:
275 miles
Step-by-step explanation:
I assume all towns are on the same line. Then, town C is 5.5 cm from town A on the map since 3.5 cm + 2 cm = 5.5 cm.
The real distance can be calculated with a proportion.
2/100 = 5.5/x
2x = 5.5 * 100
2x = 550
x = 275
Answer: 275 miles
Which equation can be used to find x, the length of the hypotenuse of the right triangle?
Answer:
[tex] \boxed{\sf {18}^{2} + {24}^{2} = {x}^{2}} [/tex]
To Find:
Length of hypotenuse of the right triangle i.e. x
Step-by-step explanation:
Pythagoras theorem states that “In a right-angled triangle, the square of the hypotenuse side is equal to the sum of squares of the other two sides”.
[tex] \therefore [/tex]
[tex] \sf \implies {18}^{2} + {24}^{2} = {x}^{2} [/tex]
Answer:
18²+24²=x²
Step-by-step explanation:
to answer this question you must know Pythagorean theorem
a^ 2+b^2 =c^2
a and b stands for the sides with length 24 and 18 and c stands for the HYPOTENUSE . so the correct answer for the above question is 18²+24²=x²
Which of the following lists of three numbers could form the side lengths of a triangle? A. 10, 20, 30 B. 122, 257, 137 C. 8.6, 12.2, 2.7 D. 1/2, 1/5, 1/6
Answer:
Step-by-step explanation:
The triangle inequality theorem states that the sum of any two sides of a triangle os greater than the third side.
■■■■■■■■■■■■■■■■■■■■■■■■■■
First triangle:
Let a,b and c be the sides of the triangle:
● a = 10
● b = 20
● c = 30
Now let's apply the theorem.
● a+b = 10+20=30
That's equal to the third side (c=30)
●b+c = 50
That's greater than a.
● a+c = 40
That's greater than b.
These aren't the sides of a triangel since the first inequality isn't verified.
■■■■■■■■■■■■■■■■■■■■■■■■■
Second triangle:
● a = 122
● b = 257
● c = 137
Let's apply the theorem.
● a+b = 379
That's greater than c
● a+c = 259
That's greater than b
● b+c = 394
That's greater than a
So 122,257 and 137 can be sides of a triangle.
■■■■■■■■■■■■■■■■■■■■■■■■■■
The third triangle:
● a = 8.6
● b = 12.2
● c = 2.7
Let's apply the theorem:
● a+b = 20.8
That's greater than c
● b+c = 14.9
That's greater than a
● a+c = 11.3
That isn't greater than b
So theses sides aren't the sides of triangle.
■■■■■■■■■■■■■■■■■■■■■■■■■■
● a = 1/2
● b = 1/5
● c = 1/6
Let's apply the theorem.
● a+b = 7/10
That's greater than c
● a+c = 2/3
That's greater than b
● b+c = 11/30
That isn't greater than a
So these can't be the sides of a triangle.
Can someone help?...look at the pics
Answer:
[tex]\boxed{y=2x-2}[/tex]
Step-by-step explanation:
Pick values from the table.
When x = 1, y = 0.
The third option seems right.
[tex]y=2(1)-2[/tex]
[tex]y=2-2[/tex]
[tex]y=0[/tex]
True.
Will Give Brainliest, answer ASAP
Answer:
As property of a rectangle:
1. AC = 13
AC = 2 x EC (E is midpoint of AC and BD)
13 = 2 x (3x - 11)
13 = 6x - 22
35 = 6x
x = 35/6 m
2. DB = AC = 13 m( two diagonals are equal)
3. BAE = ABE = 40 degree
4. BDA = 90 - ABE = 90 - 40 = 50 (triangle ABD is a right triangle at A)
5. BC = AD = 5m (two opposite sides are equal)
6. AB = sqrt(BD^2 - AD^2) = sqrt(13^2 - 5^2) = sqrt(144) = 12 m
Perimeter = 2 x (AD + AB) = 2 x (5 + 12) = 2 x 17 = 34 m
7. Area= AD x AB = 5 x 12 = 60 m2
In a given set of items, the mode is items which ?
a. appears first
b. appears fewest
c. appears farthest
d. appears most
Answer:
d. appears most
Step-by-step explanation:
Mode is the number that appears the most often in a set of data
help will mark brainlist if it correct If each edge of a cube is increased by 2 inches, the
A. volume is increased by 8 cubic inches
B. area of each face is increased by 4 square
C. diagonals of each face is increased by 2 inches
D. sum of these edges is increased by 24 inches
Answer:
D. sum of these edges is increased by 24 inches -- True
Step-by-step explanation:
Given a cube and its edge is increased by 2 inches.
To study the effect of this increase in the Volume, area of each face, diagonal and sum of edges.
Solution:
Let the side of original cube = a inches.
Formula for volume of cube:
[tex]V =side^3 = a^3[/tex]
If the side is increased by 2 inches, the side becomes (a+2) inches.
So, new volume, [tex]V' = (a+2)^3[/tex]
Using the formula:
[tex](x+y)^3 =x^3+y^3+3xy(x+y)[/tex]
[tex]V' = (a+2)^3 = a^3+8+3\times 2 \times a(a+2)=a^3+8+6a(a+2)[/tex]
So, [tex]V' = V + 8+6a(a+2)[/tex]
Volume increased by 8+6a(a+2) [which is not equal to 8]
So, statement is false:
A. volume is increased by 8 cubic inches -- False
Each face in a cube is a square.
Area of each face, A = [tex]side^2 = a^2[/tex]
New area, A' = [tex](a+2)^2[/tex]
Using the formula: [tex](x+y)^2 =x^2+y^2+2xy[/tex]
[tex]A' = a^2+4+4a[/tex]
Area increased by 4+4a [which is not equal to 4 sq inches]
B. area of each face is increased by 4 square inches -- False
Diagonal of each face = [tex]a\sqrt2[/tex]
Increase of 2 in the edge:
New diagonal = [tex](a+2)\sqrt2 = a\sqrt2+2\sqrt2[/tex]
So, increase of [tex]2\sqrt2[/tex] not 2.
C. diagonals of each face is increased by 2 inches -- False
There are 12 number of edges in a square.
So sum of all 12 edges = 12a
When edge is increased by 2, sum of all edges = 12(a+2) = 12a + 24
An increase of 24.
D. sum of these edges is increased by 24 inches -- True
Please help I did the first 2
Answer:
x = 1.5
Step-by-step explanation:
6 - 2x = 3
→ Minus 6 from both sides to isolate -2x
-2x = -3
→ Divide -2 from both sides to isolate x
x = 1.5
Given TS¯¯¯¯¯¯¯ and TU¯¯¯¯¯¯¯ are midsegments, PR=18.2, TS=6.5. Find QU . A. 9.1 B. 3.25 C. 13 D. 6.5
Answer:
The correct option is;
D. 6,5
Step-by-step explanation:
TS and TU are midsegments
Segment PR = 18.2
Segment TS = 6.5
Given that TS is the midsegment of PR and PQ, therefore, TS = 1/2×QR
Which gives;
Segment QR = 2×TS = 2 × 6.5 = 13
Segment QR = 13
Given that TU is a midsegment to PQ and QR, we have that QU = UR
Segment QR = QU + UR (segment addition postulate)
Therefore, QR = QU + QU (substitute property of equality)
Which gives;
QR = 2×QU
13 = 2×QU
Segment QU = 13/2 = 6.5
The length of segment QU is 6.5.
Triangle Q M N is shown. The length of Q M is 18, the length of M N is 17, and the length of Q N is 20. Law of cosines: a2 = b2 + c2 – 2bccos(A) What is the measure of AngleQ to the nearest whole degree? 43° 49° 53° 58°
The measure of angle Q in the triangle QMN is 52.83°
What is an equation?An equation is an expression that shows the relationship between two or more variables and numbers.
For a triangle with sides a, b, c and respective opposite angles A, B, C, cosine rule is:
a² = b² + c² - 2bc * cos(A)
In triangle QMN, QM = 18, MN = 17, QN = 20, hence:
17² = 18² + 20² - 2(18)(20) * cos(Q)
Q = 52.83°
The measure of angle Q in the triangle QMN is 52.83°
Find out more on equation at: https://brainly.com/question/2972832
#SPJ2
Answer:
53
Step-by-step explanation:
its rounded
Please help with this question!!!!!
===================================
Explanation:
Start with the parent function [tex]y = |x|[/tex]
Replacing x with x-1 shifts the graph 1 unit to the right
Tack a -1 at the end to get [tex]y = |x-1|-1[/tex] which will shift everything down 1 unit.
The vertex started at (0,0) and moved to (1,-1)
4/10=x/1 Need help thx
Answer:
2/5 =x
Step-by-step explanation:
4/10 = x/1
4/10 =x
Simplify
2/5 =x
Answer:
x=0.4
Step-by-step explanation:
4/10=0.4
x/1 has to equal 0.4 too
0.4/1
HOPE I HELPED
PLS MARK BRAINLIEST
DESPERATELY TRYING TO LEVEL UP
✌ -ZYLYNN JADE ARDENNE
JUST A RANDOM GIRL WANTING TO HELP PEOPLE!
PEACE!
