PLISSSSSSSS HELPPPPPP!!!!!!
i will give brainliest

The measure of QS is 11 units.

A line segment is defined as a measured path between two places. Line segments can make up any polygon's sides because they have a set length.

The figure given below shows a line segment QT, where the length of line segment QT refers to the distance between its endpoints, Q and T.

Q_________R___________S_________T

Given that RT= 12

And RS=7

⇒ RT= RS + ST

⇒ ST= RT - RS

⇒ ST= 12-7

Substitute the values of RT and RS,

⇒ ST= 5

⇒ QT= 16

⇒ QR = 16 - RT= 16 - 12 = 4

⇒ QS = QR + RS

Substitute the values of QR and RS,

⇒ QS = 4 + 7=11

⇒ QS = 11

Hence, the measure of QS is 11 units.

Learn more about the line segment here:

brainly.com/question/25727583

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Answer:

I think C sorry if wrong

Step-by-step explanation:

Answer:

30

Step-by-step explanation:

let the length of VN be x

VNB ~ VMD

VN/VM = BN/DM

x/(30+x) = 12/24

24x=12(30+x)

24x=360+12x

12x=360

x = 30

Answer:

A

Step-by-step explanation:

f(x) = x+4 when x is equal to or less than - 2. f(-4)=0

Answer:

247 = j - 285

Step-by-step explanation:

Anything that is labeled with "is" will be what the entire equation is equal to. (Also because the instructions are asking for an equation which is equal to something). Also, fewer than is the subtraction of two things. In this case it will be 285 and j. In the end the equation will be:

247 = j - 285

Hope this helped.

Answer:

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

Step-by-step explanation:

[tex]( \frac{x}{y} + \frac{y}{x - 1} ) + ( \frac{ {x}^{2} }{ {y}^{2} } - \frac{x}{y + 1} )[/tex]

[tex] \frac{xy \times (x - 1) \times (y + 1) + {y}^{3} \times (y + 1) + {x}^{2} \times (x - 1) \times (y + 1) - {xy}^{2} \times (x - 1)}{ {y}^{2} \times (x - 1) \times (y + 1)} [/tex]

[tex]\frac{( {x}^{2} y - xy) \times (y + 1) + {y}^{4} + {y}^{3} + ( {x}^{3} - {x}^{2} ) \times (y + 1) - {x}^{2} {y}^{2} + {xy}^{2} }{( {xy}^{2} - {y}^{2} ) \times (y + 1)}[/tex]

[tex] \frac{ {x}^{2} {y}^{2} + {x}^{2} y - {xy}^{2} - xy + {y}^{4} + {y}^{3} + {x}^{3} y + {x}^{3} - {x}^{2}y - {x}^{2} - {x}^{2} {y}^{2} + {xy}^{2} }{( {xy}^{3} + {xy}^{2} - {y}^{3} - {y}^{2} ) } [/tex]

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

Answer:

2

Step-by-step explanation:

Answer:

Step-by-step explanation:

a. amt. of weeks and hours worked

Answer:

2nd and fourth one

Step-by-step explanation:

I just did it and if you look at both of them and if you look closely  they each have a negative and a positive

Answer:

45

Step-by-step explanation:

(27*27)+(36*36) = 2025

square root 2025 and you get 45

to check 45*45=2025

Answer:

The number is 135.

Step-by-step explanation:

1) Form an equation

Three is subtracted from a number

⇒ [tex]x-3[/tex] (where x is "the number")

The difference is divided by 11

⇒ [tex]\displaystyle \frac{x-3}{11}[/tex]

The result is 12

⇒ [tex]\displaystyle \frac{x-3}{11}=12[/tex]

2) Solve the equation

[tex]\displaystyle \frac{x-3}{11}=12[/tex]

Multiply both sides by 11

[tex]\displaystyle \frac{x-3}{11}*11=12*11\\\\x-3=132[/tex]

Add 3 to both sides

[tex]x-3+3=132+3\\x=135[/tex]

Therefore, the number is 135.

I hope this helps!

Answer:

Option A

Step-by-step explanation:

Dont let  the sample of 500 teachers fool you the 500 teachers opinion is on their students standardized testing experience. In this case the students are the test subjects(population).

Answer:

35 degrees

Step-by-step explanation:

50+35=85

Step-by-step explanation:

The key to solve this problem is using ratios and proportions.

The key to solve this problem is using ratios and proportions.Ratio is the relationship between two numbers, defined as the quotient of one number for the other. So: The ratio between two numbers a and b is the fraction a/b and it is read a to b. This reason can also be written a : b.

The key to solve this problem is using ratios and proportions.Ratio is the relationship between two numbers, defined as the quotient of one number for the other. So: The ratio between two numbers a and b is the fraction a/b and it is read a to b. This reason can also be written a : b.Given two reasons a/b and c/d we say that they are in proportion if a/b = c/d. The terms a and d are called extremes while b and c are the means. In every proportion the product of the extremes is equal to the product of the means: a.d = b.c

The key to solve this problem is using ratios and proportions.Ratio is the relationship between two numbers, defined as the quotient of one number for the other. So: The ratio between two numbers a and b is the fraction a/b and it is read a to b. This reason can also be written a : b.Given two reasons a/b and c/d we say that they are in proportion if a/b = c/d. The terms a and d are called extremes while b and c are the means. In every proportion the product of the extremes is equal to the product of the means: a.d = b.cA student uses the ratio of 4 oranges to 6 fluid ounces of juice to find the numbers of oranges needed to make 24 fluid ounces of juice.

The key to solve this problem is using ratios and proportions.Ratio is the relationship between two numbers, defined as the quotient of one number for the other. So: The ratio between two numbers a and b is the fraction a/b and it is read a to b. This reason can also be written a : b.Given two reasons a/b and c/d we say that they are in proportion if a/b = c/d. The terms a and d are called extremes while b and c are the means. In every proportion the product of the extremes is equal to the product of the means: a.d = b.cA student uses the ratio of 4 oranges to 6 fluid ounces of juice to find the numbers of oranges needed to make 24 fluid ounces of juice.

The key to solve this problem is using ratios and proportions.Ratio is the relationship between two numbers, defined as the quotient of one number for the other. So: The ratio between two numbers a and b is the fraction a/b and it is read a to b. This reason can also be written a : b.Given two reasons a/b and c/d we say that they are in proportion if a/b = c/d. The terms a and d are called extremes while b and c are the means. In every proportion the product of the extremes is equal to the product of the means: a.d = b.cA student uses the ratio of 4 oranges to 6 fluid ounces of juice to find the numbers of oranges needed to make 24 fluid ounces of juice. The error in the student's work was that they reversed the reason, 24/16 instead of 16/24.

Answer:

Slope-intercept form: [tex]y=-\frac{7}{4}x-\frac{19}{2}[/tex]

Point-slope-form: [tex]y-1=-\frac{7}{4}(x+6)[/tex]

Step-by-step explanation:

Hi there!

We want to find the equation of the line perpendicular to the line 4x-7y=2 that goes through (-6, 1) in slope-intercept form, as well as the point-slope form

Slope-intercept form is defined as y=mx+b, where m is the slope and b is the y intercept

Point-slope form is defined as [tex]y-y_1=m(x-x_1)[/tex], where m is the slope and [tex](x_1, y_1)[/tex] is a point

Meanwhile, perpendicular lines have slopes that are negative and reciprocal. When they are multiplied together, the result is -1

So let's find the slope of the line 4x-7y=2

The equation of the line is in standard form, which is ax+by=c, where a, b, and c are integer coefficients a is non-negative, and a and b aren't 0

So let's find the slope of the line 4x-7y=2

One way to do that is to convert the equation of the line from standard form to slope-intercept form

Our goal is to isolate y onto one side

Subtract 4x from both sides

-7y=-4x+2

Divide both sides by -7

y=[tex]\frac{4}{7}x-\frac{2}{7}[/tex]

So the slope of the line 4x-7y=2 is [tex]\frac{4}{7}[/tex]

Now, we need to find the slope of the line perpendicular to it

Use this formula: [tex]m_1*m_2=-1[/tex]

[tex]m_1[/tex] in this case is [tex]\frac{4}{7}[/tex]

[tex]\frac{4}{7}m_2=-1[/tex]

Multiply both sides by [tex]\frac{7}{4}[/tex]

m=[tex]-\frac{7}{4}[/tex]

Let's see the equation of the perpendicular line so far in slope-intercept form:

y=[tex]\frac{-7}{4}x[/tex]+b

We need to find b now

The equation of the line passes through (-6,1), so we can use it to solve for b.

Substitute -6 as x and 1 as y

[tex]1=-\frac{7}{4}*-6+b[/tex]

Now multiply

1=[tex]\frac{42}{4}+b[/tex]

Subtract 42/4 from both sides to isolate b

-19/2=b

Substitute -19/2 as b into the equation

The equation in slope-intercept form y=[tex]\frac{-7}{4}x-\frac{19}{2}[/tex]

Now, here's the equation in point-slope form

Recall that the slope is [tex]\frac{-7}{4}[/tex] , our point is (-6, 1), and point-slope form is [tex]y-y_1=m(x-x_1)[/tex]

Let's label the value of everything to avoid any confusion

[tex]m=-\frac{7}{4} \\x_1=-6\\y_1=1[/tex]

Now substitute those values into the equation

[tex]y-1=-\frac{7}{4}(x--6)[/tex]

We can simplify the x--6 to x+6

[tex]y-1=-\frac{7}{4}(x+6)[/tex]

Hope this helps!

Answer:

556

Step-by-step explanation:

Surface area=2*(lb+bh+lh)=2*(110+80+88)=556

Answer:

[tex]14\text{ liters}[/tex]

Step-by-step explanation:

Let the total amount of water the container can hold be [tex]t[/tex]. Currently, there are [tex]n[/tex] liters in the container. If Ito adds 10 liters of water, the container will be 60% full. We can express this statement in the following mathematical equation:

[tex]n+10=0.6t[/tex]

Next, we're given that if we add 6 more liters to this, the container will be 75% full.

Therefore, we have:

[tex]n+10+6=0.75t,\\n+16=0.75t[/tex]

This is a system of equations:

[tex]\begin{cases}n+10=0.6t,\\ n+16=0.75t\end{cases}[/tex]

Subtract both equations to conveniently get rid of [tex]n[/tex]:

[tex]10-16=0.6t-0.75t,[/tex]

Combine like terms:

[tex]-6=-0.15t[/tex]

Divide both sides by -0.15:

[tex]t=\frac{-6}{-0.15}=40[/tex]

Now substitute [tex]t=40[/tex] into any equation (I'll choose the first):

[tex]n+10=0.6(40),\\n+10=24[/tex]

Subtract 10 from both sides:

[tex]n=24-10=\boxed{14\text{ liters}}[/tex]

Answer:

GIVE ME BRAINLIEST

Step-by-step explanation:

Bonsoir,

"Qui sont vos sportifs préférés ?

Je vais vous décrire mon athlète préférée et vous devrez prêter attention. À la fin, vous me direz de qui je parle, d'accord ?

Commençons

Question 1 : Quel sport pratique l'athlète ?

Football, basketball ou volleyball.

Elle joue au volley-ball

Ma sportive préférée, c'est une joueuse de volley-ball.

Elle est péruvienne et fait partie de l'équipe féminine du Pérou  de volley-ball.

Question 2 : Comment est-elle?

Moche, musclée ou petite?

Elle est musclée

Elle est brune et musclée.

Elle est grande et mince aussi.

Elle est très belle.

Question 3 : Comment sont ses cheveux

et ses yeux ?

Ses cheveux et ses yeux sont bruns.

Elle a les cheveux bruns ,  courts et frisés .

Ses yeux sont bruns( on dirait plutôt marron) comme ses cheveux.

Question 4 : Quel âge a-t-elle ?

Elle a vingt-quatre ans.

Question 5 : Est-elle de petite taille?

Non, elle est grande.

Elle fait 1, 85m!

Answer:

Step-by-step explanation:

[tex]\displaystyle\ \Large \boldsymbol{} \frac{5(\frac{1}{5}+(-4) )}{2\cdot(-4) \cdot (0-0,8)^2} =\frac{^1 \ 5^{ }\!\!\!\!\diagup\cdot \frac{1}{5\!\!\!\!\diagup}-20 }{-8 \cdot 0,64 } = \\\\\\ \frac{-20+1}{-5,12} =\frac{-19}{-5,12} \cdot \frac{25}{25} =\frac{475}{128} =\boxed{\pmb{3\frac{91}{128} }}[/tex]

Answer:

B

Step-by-step explanation:

22/33 = 0.667

14/21 = 0.667

Since both quantities both have the ratio of 2:3, they are proportional

The other choices are not proportional

25/28 = 0.893

5/7 = 0.714

16/13 = 1.231

13/16 = 0.813

48/60 = .8

35/42 = .833

Answer:

20.7 --> 21

9.18 --> 9

21x9 is 189, thus the estimated product is 189.

Let me know if this helps!

Answer:

Factors of 1458 are 1, 2, 3, 6, 9, 18, 27, 54, 81, 162, 243, 486, 729, 1458. There are 14 integers that are factors of 1458. The biggest factor of 1458 is 1458. Positive integers that divides 1458 without a remainder are listed below.

The shape is an irregular pentagon

Answer:

the x value is 12

Step-by-step explanation:

similar triangles have proportionate sides,

20/ 15 = x/ 9, if you cross multiply this, then you get x= 12

Answer:

"t" is not a specific thing, this is just the sign of your variable.

t = 4 × 2.5

t = 10

Answer:

i think thats right

Step-by-step explanation:

Step-by-step explanation:

there is something wrong with your problem description.

you really mean x² - 6x² + 16 ?

or is it 2x - 6x² + 16 ?

in any case this would be a squared equation, which does not have 2 turning points.

we would need an equation with x³.

for that we would create the 1st deviation, which would be then a squared equation with 2 solutions, which would be the 2 turning points of the initial equation.

Answer:

1. 39-14a

2. (21*x-5/4) to power of 1/2

3. 2(I9 +10rI+4)

4. 25xsquared -100x+76/4

Step-by-step explanation: