Someone PLS HELP <3
Solve the system of equations using the substitution method.
{y=−3x+7
x=−2y−16
Enter your answers in the boxes.
x =
y =
According to the Transitive Property of Congruence: If CD≅EF and EF≅GH, then _____
A. CD≅EF
B. EF≅EF
C. CD≅GH
D. EF≅GH
If you're reading this the answer is C
Answer:
The answer is the option C
CD≅GH
Step-by-step explanation:
we know that
The Transitive Property of Congruence states that
If [tex]a=b[/tex] and [tex]b=c[/tex]
then
[tex]a=c[/tex]
In this problem we have
CD≅EF and EF≅GH
therefore
CD≅GH -------> by Transitive Property of Congruence
Which of the following sets shows all the numbers from the set {0.5, 1, 2.5, 3, 3.5} that make the inequality 4a + 2 ≥ 12 true?
{2, 2.5, 3}
{2.5, 3, 3.5}
{0.5, 1, 2.5}
{1, 2.5, 3}
Answer:
B, {2.5, 3, 3.5}
Step-by-step explanation:
Some people said it was D but I put that and got 0 points for that question.
Anyways it's B, Choose me for brainliest pleaseeeee.
The set of numbers satisfying the inequality is {2.5, 3, 3.5}. The correct option is B.
What is inequality?When two expressions are connected by a sign like "not equal to," "greater than," or "less than," it is said to be inequitable. The inequality shows the greater than and less than relationship between variables and the numbers.
Given that sets show all the numbers from the set {0.5, 1, 2.5, 3, 3.5} that make the inequality 4a + 2 ≥ 12 true.
The set of numbers is {2.5, 3, 3.5}.
4a + 2 ≥ 12
4 x 2.5 + 2 ≥ 12
`12 ≥ 12 True
4a + 2 ≥ 12
4 x3 + 2 ≥ 12
14 ≥ 12 True
4a + 2 ≥ 12
4 x 3.5 + 2 ≥ 12
`16 ≥ 12 True
Therefore, the set will be {2.5, 3, 3.5}.
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What is the median value of the data set shown on the line plot? Enter your answer in the box. A line plot with twenty-two data values. Labels are at zero, three, six, nine, and twelve. Tick marks are every one unit. Values appear as x marks above the line. Plot data values are one x mark above one, one x mark above two, two x marks above three, two x marks above four, three x marks above five, four x marks above six, three x marks above seven, three x marks above eight, two x marks above nine, and one x mark above eleven.
Answer:
6
Step-by-step explanation:
The population of Adamsville grew from 7,000 to 12,000 in 5 years. Assuming uninhibited exponential growth, what is the expected population in an additional 5 years?
The expected population of Adamsville in an additional 5 years, assuming uninhibited exponential growth, is approximately 21,803 individuals.
Explanation:The question is based on exponential growth, a fundamental concept in mathematics. To solve for the population of Adamsville in the next 5 years, we need to know the growth rate. The formula for exponential growth is P = P0 * e^(rt), where:
P is the future populationP0 is the initial populationr is the exponential growth rate (as a decimal)t is time (in years)Given that the population grew from 7,000 to 12,000 in 5 years, it follows that 12,000 = 7,000 * e^(5r). Solving for r, we find that the annual growth rate is approximately 0.14496. Therefore, the estimated population in another 5 years would be P = 12,000 * e^(5 * 0.14496), which yields approximately 21,803. This suggests that if Adamsville's population continues to grow at an uninhibited exponential rate, in the next 5 years, it will reach roughly 21,803 individuals.
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A square has an area of 49 square inches. Explain how to find the perimeter of the square.
140 fluid ounces increased by 45%
The cylinder and the cone have the same volume.what is the height of the cone
The height of the cone is 4 inches.
The volume of a cylinder is given by the formula V = πr^2h, where r is the radius and h is the height.
Given that the cylinder has a radius of 2 inches and a height of 3 inches, we can substitute these values into the formula to calculate its volume.
[tex]V_{cylinder}= \pi (2^2)(3)[/tex]
[tex]V_{cylinder}= 12\pi \text { cubic inches}[/tex]
Since the cylinder and the cone have the same volume, the volume of the cone is also 12π cubic inches.
The volume of a cone is given by the formula [tex]V = (1/3)\pi r^{2} h[/tex].
We are given that the radius of the cone is 3 inches. We can substitute this value and the volume into the formula to find the height of the cone.
[tex]12\pi = (1/3)\pi (3^2)h[/tex]
[tex]12\pi = (1/3)(9)h\pi[/tex]
[tex]12\pi = 3\pi h[/tex]
h = 4 inches
Help me please........
31000 people attended a ballgames at a stadium that offers two kinds of seats; The day's receipts were $200000. How many people paid $14.00 for reserved seats, and how many paid$5.00 for general admission?
To solve this problem, we can use a system of equations to find the number of people who paid $14 for reserved seats and the number of people who paid $5 for general admission.
Explanation:To solve this problem, we can use a system of equations. Let's say the number of people who paid $14 for reserved seats is 'x', and the number of people who paid $5 for general admission is 'y'.
We know that the total number of people who attended the ballgame is 31,000, so we can write the equation:
x + y = 31,000
We also know that the total receipts from the day were $200,000, so we can write another equation:
14x + 5y = 200,000
Now we can solve this system of equations to find the values of 'x' and 'y'.
Multiplying the first equation by 5, we can eliminate 'y' by subtracting the second equation from it:
5x + 5y = 155,000
-(14x + 5y = 200,000)
Simplifying, we get:
-9x = -45,000
Dividing both sides of the equation by -9, we find that 'x' = 5,000.
Substituting this value back into the first equation, we can solve for 'y':
5,000 + y = 31,000
Simplifying, we get 'y' = 26,000.
Therefore, 5,000 people paid $14 for reserved seats and 26,000 people paid $5 for general admission.
Which function has the same y-intercept as the function y=2 /3x-3?
A 2/3 x + 3y = -3
B -2/3 x + 3y = 6
C x + 4y = 12
D 6x - 7y = 21
PLEAZ answer im in a hurry
Answer:
Option D.
Step-by-step explanation:
The given function is
[tex]y=\frac{2}{3}x-3[/tex]
Substitute x=0 in the given function to find the y-intercept.
[tex]y=\frac{2}{3}(0)-3=-3[/tex]
The y-intercept of the given function is -3. We need to find the equation whose y-intercept is -3.
Substitute x=0 in the given each of the equations to find the y-intercepts of those equation.
First equation is
[tex]\frac{2}{3}x+3y=-3[/tex]
[tex]\frac{2}{3}(0)+3y=-3[/tex]
[tex]3y=-3[/tex]
[tex]y=-1[/tex]
y-intercept is -1.
Second equation is
[tex]-\frac{2}{3}x+3y=6[/tex]
[tex]-\frac{2}{3}(0)+3y=6[/tex]
[tex]3y=6[/tex]
[tex]y=2[/tex]
y-intercept is 2.
Third equation is
[tex]x+4y=12[/tex]
[tex](0)+4y=12[/tex]
[tex]4y=12[/tex]
[tex]y=3[/tex]
y-intercept is 3.
Fourth equation is
[tex]6x-7y=21[/tex]
[tex]6(0)-7y=21[/tex]
[tex]-7y=21[/tex]
[tex]y=-3[/tex]
y-intercept is -3.
Therefore, the correct option is D.
The equation of the function that has the same y-intercept as [tex]y = \frac{2}{3}x - 3[/tex] is [tex]\mathbf{6x - 7y = 21}[/tex]. Both functions have the y-intercept of -3.
Recall:
Equation of a line in slope-intercept form is represented as: y = mx + b
y-intercept = b
m = slope
Given the function, [tex]y = \frac{2}{3}x - 3[/tex],
the y-intercept is -3
Rewrite each given option in the slope-intercept form to find which of the function has the same y-intercept value of -3 as in the function [tex]y = \frac{2}{3}x - 3[/tex].
Option A: [tex]\frac{2}{3} x + 3y = -3[/tex]
Rewrite as y = mx + b[tex]\frac{2}{3} x + 3y - \frac{2}{3} x = -\frac{2}{3} x -3\\\\3y = -\frac{2}{3} x -3\\\\3y \times \frac{1}{3} = -\frac{2}{3} x \times \frac{1}{3} -3 \times \frac{1}{3}\\\\\mathbf{y = -\frac{2}{9}x - 1}[/tex]
Thus, the y-intercept is -1Option B: [tex]-\frac{2}{3} x + 3y = 6[/tex]
Rewrite as y = mx + b[tex]-\frac{2}{3} x + 3y + \frac{2}{3} x = \frac{2}{3} x + 6\\\\3y = \frac{2}{3} x + 6\\\\3y \times \frac{1}{3} = \frac{2}{3} x \times \frac{1}{3} + 6 \times \frac{1}{3}\\\\\mathbf{y = \frac{2}{9}x + 2}[/tex]
Thus, the y-intercept is 2Option C: [tex]x + 4y = 12[/tex]
Rewrite as y = mx + b[tex]x + 4y - x= - x + 12\\\\4y = -x + 12\\\\4y \times \frac{1}{4} = -x \times \frac{1}{4} + 12 \times \frac{1}{4} \\\\\mathbf{y = -\frac{1}{4} x + 3}[/tex]
Thus, the y-intercept is 3Option D: [tex]6x - 7y = 21[/tex]
Rewrite as y = mx + b[tex]- 7y = -6x + 21 \\\\-7y \times -\frac{1}{7} = -6x \times -\frac{1}{7} + 21 \times -\frac{1}{7}\\\\\mathbf{y = \frac{6}{7}x - 3}[/tex]
Thus, the y-intercept is -3Therefore, the equation of the function that has the same y-intercept as [tex]y = \frac{2}{3}x - 3[/tex] is [tex]\mathbf{6x - 7y = 21}[/tex]. Both functions have the y-intercept of -3.
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zahra cuts a loaf of bread into 5 equal pieces she then cuts each piece into 3 equal slices what fraction of the whole loaf is one slice of bread
Round 3,942,588 to the nearest thousand.
state if the two triangles are congruent. if they are state how you know.
Harry’s pizzeria is having a sale on medium and large pizzas. Medium pizzas are 10 inches in diameter and cost $7.99. Large pizzas are 14 inches in diameter and cost $14.99 Which size pizza is the better deal? Explain
if you were given a rectangle with a certain area, how would you draw it so that it had the greatest perimeter?
PLEASE HELP ASAP!!!
A corporation has agreed to donate money to a charity organization each time one of its employees donates to that charity organization. The corporation donates $3 for every $2 donated by an employee. The total amount the corporation donates to the charity organization is proportional to the total amount that its employees donate. Write an equation representing the relationship between c, the amount the corporation donates, and e, the amount its employees donate.
Final answer:
The relationship between the amount the corporation donates and the amount its employees donate can be represented by the equation c = (3/2)e.
Explanation:
Equation: The relationship between the amount the corporation donates (c) and the amount its employees donate (e) can be represented by the equation: c = (3/2)e.
What are the measures of two complementary angles if the difference in their measures is 18?
Kate drives 234 miles in 5 hours Felix only has to drive one half of the distance that kate does how many miles does Felix has to drive?
Figure 1 is dilated to get Figure 2.
What is the scale factor?
Enter your answer, in simplest form, in the box.
simplify the expression
(3x^4y^-5)3
To simplify the expression (3x^4y^-5)^3, apply the power rule to each term, calculate the result, and combine them. The simplified form is 27x^12y^-15.
How to Simplify the Expression (3x^4y^-5)^3:
Let's simplify the given expression step by step:
Apply the power rule of exponents to the entire expression. This means raising each term inside the parentheses to the given power:(a^m * b^n)^p = a^(m*p) * b^(n*p)
So, (3x^4y^-5)^3 becomes:
(3^3) * (x^(4*3)) * (y^(-5*3))
Calculate each term separately:3^3 = 27x^(4*3) = x^12y^(-5*3) = y^-15Putting it all together, we get:
27x^12y^-15
Simplified Form:In conclusion, the simplified form of (3x^4y^-5)^3 is 27x^12.y^-15.
1 4/7 X 2/5
help wnted
1 4/7=11/7
11/7x2/5
11x2=22
7x5=35
22/35 is your answer
Answer:
Your answer is [tex]\frac{22}{35}[/tex]
Step-by-step explanation:
[tex]1\frac{4}{7}[/tex] [tex]x \frac{2}{5} = \frac{22}{35}[/tex]
How do you write 59/100 as a decimal
0.59 is written as a decimal for 59/100
A number that has a whole number and a fractional component separated by a decimal point is a decimal. The decimal point is the dot that appears between the parts of a whole number and a fraction. 13.6 is a decimal number, for instance in this case, the whole number half is 13, and the fractional part is 6.
The decimal point is ".".
To convert the given number into decimal:
Given number is 59/100
Count the zeroes in the denominator and shift the decimal to the left-hand side that times.
Here, 2 zeroes are there, So shift decimal to left-hand side 2 places.
So, it will result in 0.59
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The graph of the function y = x2 is shown. How will the graph change if the equation is changed to y = 2x2?
A) The parabola will become wider.
B) The parabola will become narrower.
C) The parabola will move up 2 units.
D) The parabola will move down 2 units.
The parabola will become narrower, the correct option is B.
How the graph will change?
For a function f(x), we define a vertical stretch of scale factor k as:
g(x) = k*f(x).
If k > 1, we have a stretch, if 0 < k < 1, we have a contraction.
In this case, we have:
f(x) = x^2g(x) = 2*x^2So we have a vertical stretch of scale factor 2, this means that we are stretching our function vertically, so it will become narrower, meaning that the correct option is B.
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Chris is making a poster for Bike Safety Week. The diameter of circle A is 14 in.
If the area of circle B is the area of circle A, what is the area of circle B? (Use 3.14 for .)
Answer:
30.772 in2.
Step-by-step explanation:
First, find the radius of circle A.
* in picture*
Next, use the formula and the radius of circle A to find the area of circle A.
*in picture*
Last, multiply the area of circle A by to find the area of circle B.
*in picture*
Therefore, the area of circle B is 30.772 in2.
Julia is the president of the technology Club at school she has $568 to buy as many DVD players as she can for $75 each how many DVD players does Julia by and how much money does she have left over explain why and show your work
how can I remember what I learned in school?
Listen, we all feel like we could use a bit of memory training. Let’s start with a small thought experiment. Take a minute to think back to your science classes in high school and see how much you can recall.
Can you explain the elements that make up an atom, or the basic principles of plant biology? How about physics, or simple chemistry? Do facts and procedures come rushing back, or do you remember your teacher’s face, or the way the room smelled after an experiment?
Everyone will have different memories, and they may have very little to do with what you were taught in class. You might not remember anything at all. It’s extraordinary how quickly we manage to forget what we crammed during all those long hours of study. Algebra. Long division. Verbs, adverbs and relative clauses. The causes of World War I. Where did it all go, we muse, years later?
It is extraordinary that so many of the world’s education systems, which are usually based on testing how well a student can recall and apply information, are designed without any real thought of how our memories work. Memory is perhaps the most fundamental factor in how human beings learn. Memory training should inform all aspects of education; instead, it’s an afterthought.
Advances in cognitive science have huge implications for how we learn and remember things. It’s time for policymakers, educators, and anyone who wants to learn something — in other words, all of us — to start listening.
How can a mixed number be written as a sum?
To write a mixed number as a sum, separate the whole number part and the fractional part, such as 3 1/2 as 3 + 1/2.
A mixed number can be written as a sum by separating the whole number part and the fractional part. For example, 3 1/2 can be written as 3 + 1/2. This means 3 plus one-half.
A small plant is 212 inches tall. How tall will it be in 3 weeks if it grows 34 inch each week? Which method will NOT give the correct number of inches?
Answer:
Multiply [tex]2\frac{1}{2}[/tex] by [tex]3[/tex] and then add [tex]\frac{3}{4}[/tex]
Step-by-step explanation:
we know that
using proportion
[tex]\frac{(3/4)}{1}\frac{in}{week}=\frac{x}{3}\frac{in}{weeks} \\ \\x=3*(3/4)\\ \\x=9/4\ in[/tex]
Find the height of the plant in [tex]3[/tex] weeks
[tex]2\frac{1}{2} +\frac{9}{4}=\frac{5}{2} +\frac{9}{4}\\ \\=\frac{19}{4}\ in[/tex]
therefore
The incorrect method is
Multiply [tex]2\frac{1}{2}[/tex] by [tex]3[/tex] and then add [tex]\frac{3}{4}[/tex]
because
[tex]2\frac{1}{2}*3+\frac{3}{4}=\frac{15}{2}+\frac{3}{4}\\ \\=\frac{33}{4}\ in[/tex]
Explain why the decimal point moves when you rewrite a percent as a decimal and when you rewrite a decimal as a percent.
Percent” means “out of 100” so the decimal point moves when you rewrite a percent as a decimal and when you rewrite a decimal as a percent.
What is Percentage?percentage, a relative value indicating hundredth parts of any quantity.
It’s not that we “move” the decimal point. It’s just that in converting a numeral to percent notation results in the decimal point being in a different place by 2 places.
What we are really doing when we convert a numeral to decimal notation can be thought of as multiplying by 1 — which doesn’t change a numbers value — but multiplying by 1 written in a special way.
You see, “percent” means “out of 100”. So the number 1 is how many parts out of 100? If you break a single thing into 100 pieces, you have 100 pieces.
1 = 100%
Hence, percent” means “out of 100” so the decimal point moves when you rewrite a percent as a decimal and when you rewrite a decimal as a percent.
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