Answers
This is the formula we'll use:
a²+b²=c²
Since it's a square, a and b are the same.
7²+7²=c²
49+49=c²
98=c²
√98=c
c=9.8995
So, the diagonal is 9.8995
9.8995<11
So, since the diagonal of the square is 9.8995 cm, it is less than the circumference of the circle meaning that it will fit in to the circle without touch the circle's circumference.
Related Questions
A step on a stairway is at least 8 inches high. What inequality should I write and solve to represent the minimum number of steps between floors that are 10 feet apart?
Answers
The third grade class is going on a field trip by bus to the museum. The bus leaves the school at 9: 45 am. The bus ride takes 47 minutes. At what time does the bus arrive at museum
Answers
10:32 a.m.
Answer:
at 10:32
Step-by-step explanation:
I hope this will help you
What is the solution of the system use a graph.
Y=2x+1
Y=-3x-1
Can anybody graph this and show me a picture ?
Answers
The solution is (x, y) = (-2/5, 1/5)
Attila the Hun was a ruler of the Hunnic Empire. The Romans feared him greatly until his death since he made quite a habit of invading. The Romans no longer feared him after his death in 453. Let x represent any year. Write an inequality in terms of x and 453 that is true only for values of x that represent years after the year that Attila died.
Answers
Also, if it helps, I think of inequalities as an alligator's mouth, trying to eat the bigger quantity.
Hope this helps!
if Anne's age is represented by the variable (a) then.... Epress Jenny's age in terms of (a) if Jenny is 3 years less than 1/2 of Anne's age.
Express Fraz's age in terms of (a) if Fraz is twice the sum of Anne's age and 7
Answers
Jenny's age in terms of Anne's age is j = (1/2)a - 3 and Fraz's age in terms of Anne's age is f = 2(a + 7).
Explanation:To express Jenny's age in terms of Anne's age (a), we can use the information given that Jenny is 3 years less than 1/2 of Anne's age. Therefore, Jenny's age (j) can be expressed as:
j = (1/2)a - 3
To express Fraz's age in terms of Anne's age (a), we can use the information given that Fraz is twice the sum of Anne's age and 7. Therefore, Fraz's age (f) can be expressed as:
f = 2(a + 7)
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Jeremy can row 3/8 of a mile in 1/4 of an hour. What is the unit rate that describes the miles per hour ?
Answers
3/8 * 4 = 1 1/2
Answer: Jeremy can row 1 1/2 miles per hour.
Hope this helps!
Answer:
The unit rate that describes miles per hour is 3/2.
Step-by-step explanation:
Jeremy can row 3/8 of a mile in 1/4 of an hour which means he takes 15 minutes.
If Jeremy can row 3/8 of a mile in 1/4 of an hour then he can row 3/8 multiply 4 of a mile in one hour.
Therefore,
Jeremy can row 3/2 of a mile in 1 hour.
Hence,
The unit rate that describes miles per hour is 3/2.
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What is the y-intercept of the continuous function in the table?
Answers
The y-intercept of a function is where the graph crosses the y-axis, represented by 'b' in the equation y = mx + b. If a table doesn't show x as zero, one can use the line of best fit by inserting the median x and y values and the slope into the formula b = y - mx to calculate the y-intercept.
Explanation:The y-intercept of a continuous function can be understood as the point where the function's graph crosses the y-axis. It is typically represented by the variable b in the slope-intercept form of a linear equation, which is y = mx + b, where m is the slope and b is the y-intercept. In the context of the problem provided, if the student is examining a table of values representing a linear relationship, they should look for the value of y when x equals zero to determine the y-intercept directly.
However, if the data does not include an x-value of zero, they could use the line of best fit to calculate the y-intercept by plugging the median x and y values, along with the determined slope, into the formula b = y - mx, where y and x are the medians. For example, if given a slope (m) of 0.09, sum of median x values as 1264, and sum of median y values as 219.5, the y-intercept (b) would be calculated as b = 219.5 - 0.09(1264), which simplifies to approximately 35.25.
This calculation would be necessary if the student is working with data that does not directly provide a scenario where x = 0, such as exam scores or years in a dataset stating from year 1. It's important to note that in some real-world applications, a y-intercept may not be meaningful if the x-value cannot be zero, like in the case of time-based data where the year 0 does not exist.
The y-intercept of the continuous function is (-2). This means that the graph of the function intersects the y-axis at the point (0,-2).
The y-intercept of a continuous function represents the point where the graph of the function intersects the y-axis. In other words, it is the value of y when x is equal to zero.
Looking at the given points:
(0,-6), (-2, 0), (-6, 0), (0,-2), and 0
We can determine the y-intercepts by identifying the points where x is equal to zero.
Let's go through the points one by one:
1. (0,-6): This point does not have a y-intercept because the x-coordinate is not zero.
2. (-2, 0): This point also does not have a y-intercept because the x-coordinate is not zero.
3. (-6, 0): Again, this point does not have a y-intercept because the x-coordinate is not zero.
4. (0,-2): Finally, this point does have a y-intercept because the x-coordinate is zero. Therefore, the y-intercept is -2.
5. 0: This is not a point, but simply the value of zero. It does not have a y-intercept because it does not represent a point on the graph.
To summarize, the y-intercept of the continuous function is (-2). This means that the graph of the function intersects the y-axis at the point (0,-2).
(6x^3+x^5+2x^2−7−4x)−(3x^2−5x+2+5x^5+3x^4)
Answers
Distribute the Negative Sign:=6x3+x5+2x2−7−4x+−1(3x2−5x+2+5x5+3x4)=6x3+x5+2x2+−7+−4x+−1(3x2)+−1(−5x)+(−1)(2)+−1(5x5)+−1(3x4)=6x3+x5+2x2+−7+−4x+−3x2+5x+−2+−5x5+−3x4
Combine Like Terms:=6x3+x5+2x2+−7+−4x+−3x2+5x+−2+−5x5+−3x4=(x5+−5x5)+(−3x4)+(6x3)+(2x2+−3x2)+(−4x+5x)+(−7+−2)= −4x5+−3x4+6x3+−x2+x+−9
Answer:= −4x5−3x4+6x3−x2+x−9
Answer:
-6x^2+10x+7
Step-by-step explanation:
The ratio of boys to girls in the sixth grade is 2:3, if there are 75 students, how many more girls are there than boys?
Answers
[tex]2 + 3 = 5 \\ 75 \div 5 = 15 \\ 15 \times 2 = 30 \\ 15 \times 3 = 45 \\ [/tex]
so there are 15 more girls than boys
Sand is stored in a shed that is 3 m long, 2 m wide, and 2 m tall. Which is the correct unit of measurement to use to figure out how much sand will fill the shed? A. m3 B. m C. m2
Answers
In B, the percent is 35%. What is the part and what is the whole?
Answers
hope this helps. God bless
a(n)=−6−4(n−1)
Find the 4th term in the sequence
Answers
Answer:
The 4th term is -18.
Step-by-step explanation:
This is an explicit formula.
All we have to do is plug n = 4 in the formula to find the 4th term
a (4) = -6 - 4 (4 - 1)
= -18
Fabric comes in rolls that are 60 inches wide. Draw a diagram of how you can cut the fabric from a roll that is 10 feet long. Tell me the dimensions.
Answers
To cut fabric from a roll that is 10 feet long and 60 inches wide, you can create strips that are 10 feet long and 60 inches wide or cut pieces that are 10 feet long and less than 60 inches wide.
Explanation:To cut fabric from a roll that is 10 feet long and 60 inches wide, you can create strips that are 10 feet long and 60 inches wide, or you can cut pieces that are 10 feet long and less than 60 inches wide.
For example, you can divide the 60-inch width into two 30-inch wide pieces.
Dimensions: Strips: 10 feet long x 60 inches wide Pieces: 10 feet long x 30 inches wide
hey does anyone know this
the volume of a cone is 27 pi cm cubed
and the radius is 3 cm
what is the height of the cone
Answers
- Plug into the equation. 27π(cubed)=π∙3(2)∙h
-Solve. 27π(3)=9π∙h
27π/9π=3π
I believe the height is 3π.
Hope this helps
Find the distance (-2,-6), (2,-2)
Answers
PLEASE HELP = simplify 3/4(-10+2/5)
Answers
If you use the distributive property, you need to distribute 3/4 to -10 and 2/5. Distribute means you will multiply it so your resulting equation will be this:
[tex] \frac{-30}{4} - \frac{6}{20} [/tex]
Before you can add, you need to first make them like terms because you cannot add unlike fractions. Get the LCD and form your new equation:
[tex] \frac{-150+6}{20} [/tex]
Now you can just add them together to get:
[tex] \frac{-144}{20} [/tex]
and then simplify your fraction:
[tex] \frac{-36}{5} [/tex] or - [tex] \frac{36}{5} [/tex]
The whole fraction becomes negative because when you divide integers and of them is negative, the final answer will be negative.
Answer:-7.2
Step-by-step explanation: -10+2/5 = -9.6 than -9.6 x 3/4 = 7.2
Please help!
5xy-6x2+1/2*3y
Answers
What is the measure of angle x? m∠x
Answers
x = 180 - 44 - 53 = 83 degrees
What are like terms in this expression?
4m-9+3n+2
A.-9 and 2
B.-9 and 3n
C.4m and 2n
D.4m and -9
Answers
Inside 4m - 9 + 3n + 2,
-9 and 2 are 'like terms', because they are both monomials and do not have any variables attached to it
hope this helps
write 27% percent as a fraction in its simplist form
Answers
look at the number below
75，74，72，69，65，...
describe the pattern
Answers
75 - 1 = 74
74 - 2 = 72
72 - 3 = 69
69 - 4 = 65
and so on...
I hope this helps! : )
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Multiply and simplify. 2x^4yx⋅6xy^2z^3
a) 12x^{6}y^{3}z^{3}
b) 12(xyz)^{12}
c) 12x^{4}y^{2}z^{3}
d) 8x^{6}y^{3}z^{3}
Answers
Ben has Type 180 word in can type 30 words per minute. Millie has Type 60 words and can type 50 word per minute. How many minutes will it take Millie to catch up with Ben?
Answers
If x= minutes,
180+30x=60+50x
120=20x
6=x
180+30x=60+50x
Now let’s subtract 60 from each side.
120+30x=50x
Let’s subtract 30x from each side.
120=20x
Let’s divide each side by 20.
6=x
It will take 6 minutes for Millie to catch up with Ben.
what is the correct way to classify a triangle with angles that measure 52 degeers, 68 and 60 degrees?
Answers
insert the greater than, less than, or equal sign to make each statement true. a. 45/45_1 b. 1_6/3 c. 2/7_ 1 d. 64/23_1
Answers
B. < (6/3 = 2 > 1.)
C. < (2/7 + 5/7 = 1.)
D. > (64/23 = 3 > 1)
Answer:
[tex]\frac{45}{45}=1[/tex]
[tex]1<\frac{6}{3}[/tex]
[tex]\frac{2}{7}<1[/tex]
[tex]\frac{64}{23}>1[/tex]
Step-by-step explanation:
Given the statements
we have to insert the greater than, less than, or equal sign to make each statement true.
[tex]\text{Statement 1: }\frac{45}{45}?1[/tex]
[tex]\frac{45}{45}...1[/tex]
[tex]1...1[/tex]
which are equal
∴ [tex]1=1[/tex]
[tex]\text{Statement 2: }1?\frac{6}{3}[/tex]
[tex]1...\frac{6}{3}[/tex]
[tex]1...2[/tex]
2 is greater than 1
∴ [tex]1<2[/tex]
[tex]\text{Statement 3: }\frac{2}{7}?1[/tex]
[tex]\frac{2}{7}...1[/tex]
[tex]0.286...1[/tex]
1 is greater than 0.286
∴ [tex]0.286<1[/tex]
[tex]\text{Statement 4: }\frac{64}{23}?1[/tex]
[tex]\frac{64}{23}...1[/tex]
[tex]2.783...1[/tex]
2.783 is greater than 1
∴ [tex]2.783>1[/tex]
Mrs. Darnell is going to visit her cousins in Mexico over her summer vacation. She will be gone for one month and fifteen days. She leaves on June 19th. When does she return?
A. July 19
B. July 20
C. August 3
D. August 4
Answers
What is the area of this figure? Enter your answer in the box.
Answers
Answer:
35
Step-by-step explanation:
Which expression is equivalent to 2 3 (3x + 9y) + 1 2 (4x - 2y)? A) x + 4y B) 8x - y C) 4x + 5y D) 2x + 5y
Answers
We use the Distributive Property on both parts of this:
2/3(3x + 9y) + 1/2(4x - 2y)
= 2/3(3x) + 2/3(9y) + 1/2(4x) - 1/2(2y)
= 6/3x + 18/3y + 4/2x - 2/2y
= 2x + 6y + 2x - 1y
Combine like terms and we have:
4x + 5y
Mrs. Lewis make some orange juice after making another 850 mL of juice she now has 4 880 mL of orange juice how much orange juice did mrs Lewis make up first
Answers
Rachel has 60 scones. She sells them to Robbie, Cameron, Louis, Tom and Charlie in that order. Each customer buys more scones then the last and the increase is the same number in each case. Robbie and Cameron's combined total number of scones is three sevenths of the total of Louis, Tom and Charlie. How many scones does each boy buy?
Answers
Let's use n for amount that each following customer increases.
We have:
Robbie=x
Cameron=x+n
Louis=x+n+n
Tom=x+n+n+n
Charlie=x+n+n+n+n
We know that they bought total of 60 scones.
Robbie + Cameron + Louis + Tom + Charlie = 60
x + x+n + x+n+n + x+n+n+n + x+n+n+n+n = 60
5x + 10n = 60 /:5
x + 2n = 12
We are also given this information:
(Robbie + Cameron) = 3/7 * (Louis + Tom + Charlie)
We insert the equations from above:
(x + x+n) = 3/7 * (x+n+n + x+n+n+n + x+n+n+n+n)
2x + n = 3/7 * (3x + 9n) /*7
14x + 7n = 3* (3x + 9n)
14x +7n = 9x + 27n
We take everything on the left side.
14x + 7n - 9x - 27n = 0
5x - 20n = 0/:5
x - 4n = 0
Now we have two equations:
x + 2n = 12
x - 4n = 0
We solve second one for x and insert it into first one.
x + 2n = 12
x = 4n
4n + 2n =12
6n = 12 /:6
n = 2
x=4*2
x=8
Now we can solve for the amount for each customer.
Robbie=x = 8
Cameron=x+n = 8 + 2 = 10
Louis=x+n+n = 8 + 2 + 2 = 12
Tom=x+n+n+n = 8 + 2 + 2 + 2 = 14
Charlie=x+n+n+n+n = 8 + 2 + 2 + 2 + 2 = 16