find the area of the rectangle​

Step-by-step explanation:

Since UV bisects TW, TW also bisects UV.

=> Line segments UV and TW bisect each other.

=> 4y - 3 = 2y + 1 and 3x + 8 = 3y + 2

=> 2y = 4 and 3x = 3y - 6

=> y = 2 and x = y - 2

=> y = 2 and x = (2) - 2

=> y = 2 and x = 0.

Answer:

y= 181/7 or 25.86

i really dont know about x

Answer:

15

Step-by-step explanation:

10/4 simplified is

5/2 multiply this by 3

15/6

Step-by-step explanation:

I suggest you to use calculator for this to avoid careless mistakes

Hope this is correct and helpful

HAVE A GOOD DAY!

Answer:

4368 m

Step-by-step explanation:

13x6x8x7=4368

The first piece is milk chocolate, the second is dark chocolate, and the third is white chocolate independent and the probability is 25/546.

Probability of something is the occurrence of a certain event out of the total events that can occur.

According to the given question

The total no. of chocolates in the box is

(5 + 5+ 5) = 15 chocolates.

The probability of eating a milk chocolate first a dark chocolate second and a white chocolate third is an independent event because occurrence of next event do not depend upon the previous event.

There are 5 milk chocolates.

So, probability of getting a milk chocolate first is

P(mc) = 5/15

= 1/3

Now the the chocolate can no be replaced because it is eaten

∴ Probability of getting a dark chocolate second is

P(dc) = 5/14                          (as the total no. of chocolate is reduced by 1

                                                                    because it has been eaten)  

And the probability of getting a white chocolate in 3rd attempt is

P(wc) = 5/13

As the first piece is milk chocolate, the second is dark chocolate, and the third is white chocolate is an independent event their probability is

P(mc) ∩ P(dc) ∩ P(wc)

= P(mc) × P(dc) × P(wc)

= (1/3 × 5/14 × 5/13)

= 25/546.

Learn more about Probability here :

https://brainly.com/question/11234923

#SPJ1

Replace x with a couple of numbers, solve for Y them mark those points on the graph and connect with a line.

See picture:

Answer:

ΔPQR and ΔSTU are not similar.

Step-by-step explanation:

The two triangles look distinguishable from each other.

Answer:

25.2 gallons per week

Step-by-step explanation:

Answer:

y = 2,500x + 5,000

Rate of change = $2500 a year

Initial value = $5000

Step-by-step explanation:

We have 3 values to figure what is the function here, the rate of change, and the initial value.

To find the initial value, find where y is located where x is 0. In this case it's $5000, so that's the initial value.

Now the rate of change. Find y where x is 1. That is $7,500. Subtract $5000 from to get the rate of change, since it's the same. It's constant because of a straight diagonal line.

$7,500 - $5,000 = +$2,500/year

Now the equation. This is not proportional, because y's starting point is not 0. It's greater than that, so an addition sign is in the equation. Do you remember our initial value? That's right! It was $5,000, so put that after the addition sign.

y = ????x + 5,000

You also need to remember the rate of change, which was 2,500. Put that on the left of the addition sign and there's your equation!

y = 2,500x + 5,000

Answer:

y=2500x + 5000

2500

5000

Step-by-step explanation:

Answer:

(-6,0.5)

Step-by-step explanation:

(-9 + -3)÷2= -6

(-4 + 5)÷2=0.5

(-6,0.5)

Answer:

Step-by-step explanation:

This warm-up prompts students to carefully analyze and compare quadratic expressions. In making comparisons, students need to look for common structure and have a reason to use language precisely (MP7, MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of the different forms of expressions.

As students discuss in groups, listen for rationales that are based on the structure of the expressions. Select those students or groups to share their thinking during class discussion.

Launch

Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning about why a particular item does not belong, and together find at least one reason each item doesn't belong.

Student Facing

Which one doesn’t belong?

A.

B.

C.

Answer:

30

Step-by-step explanation:

3 times 30 = 90 - 2(for the six she already had) so 30

i think

Answer: Answer is SSS ok

Answer:

Summary:

Step-by-step explanation:

Given

We know opposite sides of a parallelogram are equal.

Therefore,

now subtitute AD = x-28 and BC = 3x in AD = BC

AD = BC

x-28 = 3x

switch sides

3x = x-28

subracting x from both sides

3x-x = x-28+x

2x = -28

divide both sides by 2

2x/2 = -28/2

x = -14

Therefore,

The value of x = -14

Now subtitute AB = 12 and CD = 2/3y in AB = CD

AB = CD

12 = 2/3y

switching sides

2/3y = 12

y = 3/2 × 12

y = 18

Therefore,

The value of y = 18

We also know that the opposite angles of a parallelogram are equal.

Therefore,

5w = 70°

divide both sides by 5

5w/5 = 70°/5

w = 14

Therefore,

The value of w = 14

We know that the sum of the measures of the adjacent angles of a parallelogram is 180°.

Here,

m∠B = 70°.

m∠A = (3w+2z)°

As m∠B is adjacent to m∠A.

so

m∠A + m∠B = 180°

so substituting m∠B = 70° and m∠A = (3w+2z)° in the equation

70° + (3w+2z)° =  180°

now substituting w = 14 in the equation

70° +  (3(14) + 2z)° = 180°

70° + (42+2z)° =  180°

70° + 42 + 2z = 180°

112 + 2z = 180°

2z = 180° - 112

2z = 68

divide both sides by 2

2z/z = 68/2

z = 34

Therefore,

The value of z = 14

Summary:

Answer:

slope=-1

y-intercept=-3

Step-by-step explanation:

if you solve the equation, it equals y = -x-3 since you divide -7 from both sides

6 Cakes man 6 cakes 42*2 3*2

Answer:

Step-by-step explanation:

Let the unknown value be x

[tex]42 = 3\\84 =x\\\\[/tex]

Cross Multiply

[tex]42\times x = 84\times 3\\\\42x = 252[/tex]

Divide both sides of the equation by 42

[tex]\frac{42x}{42} = \frac{252}{42} \\\\Simplify\\\\x =6[/tex]

Answer:

23 weeks

Step-by-step explanation:

1. 598/26 = 23

2. 23 weeks

Answer:

1/4

Step-by-step explanation:

-2 2/5 + 3 1/4 - 3/5

-12/5 + 13/4 - 3/5 =

1/4

Answer:

$37

Step-by-step explanation:

Delivery fee- $10

each sandwich- $4.50

Sandwiches ordered- 6

4.50(6)+10=37

Answer:

60º

Step-by-step explanation:

Answer:

Part A)

2nd and 5th choice.

Part B)

[tex]\displaystyle y=-\frac{1}{4}x^2-\frac{3}{2}x+\frac{3}{4}[/tex]

Step-by-step explanation:

For the given parabola, our focus is (-3, 2), and our directrix is given by y = 4.

Part A)

We are given a point (x, y) on the parabola.

Since our directrix is an equation of y, the distance from (x, y) to the directrix will simply be the absolute value of the difference in y-values. So:

[tex]d_1=|y-4|=|4-y|[/tex]

Recall the distance formula:

[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2[/tex]

Our distance from (x, y) to the focus (-3, 2) can be determined using the distance formula. Let (x, y) be (x₂, y₂) and let our focus (-3, 2) be (x₁, y₁). Therefore:

[tex]d_2=\sqrt{(x-(-3))^2+(y-2)^2}=\sqrt{(x+3)^2+(y-2)^2[/tex]

Hence, for Part A, our answers are the 2nd and 5th choices.

Part B)

Recall that by the definition of a parabola, any point (x, y) on it is equidistant to the directrix and focus. Hence:

[tex]\sqrt{(x+3)^2+(y-2)^2}=|y-4|[/tex]

Solve for y. Square both sides. We may remove the absolute value since anything squared is positive:

[tex](x+3)^2+(y-2)^2=(y-4)^2[/tex]

Square:

[tex]x^2+6x+9+y^2-4y+4=y^2-8y+16[/tex]

Rearrange:

[tex](x^2+6x+13)+(-16)=(y^2-y^2)+(-8y+4y)[/tex]

Combine like terms:

[tex]x^2+6x-3=-4y[/tex]

Divide both sides by -4. Hence, our equation is:

[tex]\displaystyle y=-\frac{1}{4}x^2-\frac{3}{2}x+\frac{3}{4}[/tex]

Heyo! :D

Distance to the directrix is |y - 4|.

Distance to the focus is [tex]\sqrt{(x+3)^2+(y-2)^2}[/tex].

Hope this helps! If so, please lmk! Tysm and good luck!

Answer:

100

Step-by-step explanation:

got it right on edg

Answer:

80m - (12+4) = x

Step-by-step explanation:

Hope this helps! I mean its self explanatory

Answer:

$38.75

Step-by-step explanation:

We can add up the amount he spent before he started riding and we'll get $16. Subtract 16 from 80 which is 64. $64 dollars divided by $1.25 would be 51.2. We round down because he can't ride more then 50 rides. He would be able to ride 51 rides with the money he has. Let's say he rode 20 rides and then left the fair. We would subtract 20 from 51 and get 31. After that we would multiply 31 by 1.25 and get $38.75. So he would have $38.75 dollars after he left the fair.

Answer:

Speed of boat in still water = 40 mph

Rate of current = 10 mph

Step-by-step explanation:

Let the speed of boat in still water be x & let the speed of the stream be y.

Total Distance = 150 miles

Time taken to travel during upstream = 5 hrs

Speed of the boat during upstream = [tex]\frac{150}{5} = 30\:mph[/tex]

Speed of boat during upstream can be represented as [tex]x - y = 30[/tex] because the boat is moving in the opposite direction of flow of stream.

Time taken to travel during downstream = 3 hrs

Speed of boat during downstream = [tex]\frac{150}{3} = 50\:mph[/tex]

Speed of boat during downstream can be represented as [tex]x+y=50[/tex] because the boat is moving in the same direction of flow of stream.

We got a pair of linear eqns. Let  [tex]x-y=30[/tex] be eqn.1 and [tex]x+y=50[/tex] be eqn.2 . Using substitution method ,

From eqn.1 , [tex]x-y=30[/tex]

[tex]=> x = y + 30[/tex]

Putting 'x' in eqn.2 , [tex]x + y = 50[/tex]

[tex]=> y + 30 + y = 50[/tex]

[tex]=> y + y = 50-30[/tex]

[tex]=> 2y = 20[/tex]

[tex]=> y = \frac{20}{2} = 10\: mph[/tex]

Putting y in eqn.1 ,

[tex]x - 10 = 30[/tex]

[tex]=> x = 30 + 10 = 40 \:mph[/tex]

Hence , the speed of boat in still water is 40 mph and speed of stream is 10 mph

Answer:

Is No Solution

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

1st Option is correct

Step-by-step explanation:

Just keep adding 150 to see the results

Answer:

I know algebra ll

i can help :D

Step-by-step explanation: