In parallelogram math, angle m = (3x+20) and angle T = (5x-4). Find angle A

This question is solved using a system of equations. I am going to say that:

Doing this, we get that: There are 4 nickels and 12 dimes.

There are 8 more dimes than nickels in the bank.

This means that: [tex]y = x + 8[/tex]

There is a total of $1.40.

Thus, for the nickels:

[tex]0.05x + 0.1y = 1.4[/tex]

Since [tex]y = x + 8[/tex]

[tex]0.05x + 0.1(x + 8) = 1.4[/tex]

[tex]0.05x + 0.1x + 0.8 = 1.4[/tex]

[tex]0.15x = 0.6[/tex]

[tex]x = \frac{0.6}{0.15}[/tex]

[tex]x = 4[/tex]

For the dimes:

[tex]y = x + 8 = 4 + 8 = 12[/tex]

There are 4 nickels and 12 dimes.

A similar question is found at https://brainly.com/question/24342899

Final answer:

To solve the problem, we use algebra to express the relationship between the number of dimes and nickels and their total value in pennies. We find that there are 4 nickels and 12 dimes in the piggy bank.

Explanation:

Calculating the Number of Dimes and Nickels

Let's denote the number of nickels as N and the number of dimes as D. According to the problem, there are 8 more dimes than nickels, which means D = N + 8. Now, we need to convert the total value of coins into pennies because there are 100 pennies in one dollar.

The value of nickels and dimes in pennies is 5N (for nickels) and 10D (for dimes), respectively. Since the total amount is $1.40 or 140 pennies, we can express this as the equation 5N + 10D = 140.

Replacing D in the equation with N + 8 we get 5N + 10(N + 8) = 140. Simplifying this, we get 5N + 10N + 80 = 140, which simplifies further to 15N + 80 = 140.

Subtracting 80 from both sides gives us 15N = 60, and dividing both sides by 15 yields N = 4. This means there are 4 nickels.

To find the number of dimes, we substitute N with 4 in the earlier expression for D (D = N + 8) giving us D = 4 + 8, which equals 12.

Therefore, there are 4 nickels and 12 dimes.

Answer:

(3,3)

(-5,19)

Step-by-step explanation:

y= x^2 - 6

y=-2x + 9

Set the two equations equal to each other y=y

x^2 - 6  =-2x + 9

Add 2x to each side

x^2 +2x- 6  =-2x+2x + 9

x^2 +2x- 6  = 9

Subtract 9 from each side

x^2 +2x- 6-9  =9- 9

x^2 +2x- 15 =0

Factor the left hand side

What 2 numbers multiply to -15 and add to 2

-3 *5 = -15

-3+5 = 2

(x-3) (x+5) =0

Using the zero product property

x-3 =0        x+5 =0

x=3             x=-5

Now we find y for each x

x=3

y=-2(3) + 9 = -6+9 =3

(3,3)

x=-5

y=-2(-5) + 9 = 10+9 =19

(-5,19)

Answer:

x can be 0, -1/3, 8 or -2

Step-by-step explanation:

the equation is already expressed in factor form:

-2x(3x+1)(x-8)(x+2)=0​

Simply equate each of the factors to zero

i.e

-2x = 0 ----------> x = 0

3x+1 = 0 ----------> x = -1/3

x-8 = 0 ----------> x = 8

x+2 = 0 ----------> x = -2

Answer:

C. A=1/2bh

The formula for the area of a triangle is 1/2bh

The equation (x+5)^2 + (y+7)^2=81 is a variation of a circles standard formula (x - h)^2 + (y - k)^2 = r^2

The center of the circle is found by (h, k)

In this case:

h = -5

k = -7

Therefore the center is:

(-5, -7)

Hope this helped!

~Just a girl in love with Shawn Mendes

Answer:

see explanation

Step-by-step explanation:

x = 54° corresponding angle to 54° and congruent )

y = 46° ( alternate angle to 46° and congruent )

w and x form a straight angle and are supplementary, hence

w = 180° - x = 180° - 54° = 126°

--------------------------------------------------------

The angle adjacent to z = 32° ( alternate angle to 32° and congruent )

z = 180° - 32° ( straight angle and supplementary )

z = 148°

Answer:

A. f(x)=155-6x

B. Plug in x=8 and solve.

Step-by-step explanation:

-we can develop an equation for this by first realizing that each week, the sales decrease by 6. thus, we know the amount of sales decreases by 6 every week so we know the formula is: the initial sales amount-6x (x being whatever week).

-we can find the initial amount by noting i=initial sales amount and using the Info from the first week.

149=i-6(1)

155=I

thus, the formula: f(x)=155-6x

- we can plug in 8=x to predict the sales amount on the eighth week:

155-6(8)

155-48

sales on eighth week=107

Answer:

D. x=-6 y= -11

Step-by-step explanation:

y= x -5

y= 2x +1

2y=2x- 10

y=2x+1

y= -11

-11= x-5

+5 +5

-6=x

Answer:

r = ∛(3V/4π)

Step-by-step explanation:

The formula for the volume of a sphere is V = (4/3)πr³.

We want to solve this first for r³ and then for r.

Multiplying both sides of V = (4/3)πr³ by 3 yields an equation without fractions:  3V = 4πr³.

Dividing both sides of this equation by 4π isolates r³:

       3V

r³ = -------

       4π

To find r, take the cube root of both sides of

       3V

r³ = -------

       4π

obtaining r = ∛(3V/4π)

[tex]\bf \textit{volume of a sphere}\\\\ V=\cfrac{4\pi r^3}{3}~~ \begin{cases} r=radius\\ \cline{1-1} V=113 \end{cases}\implies 113=\cfrac{4\pi r^3}{3}\implies 339=4\pi r^3 \\\\\\ \cfrac{339}{4\pi }=r^3\implies 26.98\approx r^3\implies \sqrt[3]{26.98}=r\implies 2.999 \approx r\implies \stackrel{\textit{rounded up}}{3=r}[/tex]

Answer:

(16x^2-1) can be factored over integers so, Option C is correct.

Step-by-step explanation:

Given: 256x^4y^2-y^2

Factorizing the given expression:

Taking y^2 common

=y^2(256x^4-1)

Using formula: a^2-b^2 = (a-b)(a+b)

=y^2((16x^2)^2-(1)^2)

y^2(16x^2+1)(16x^2-1)

y^2(16x^2+1)((4x)^2-(1)^2)

y^2(16x^2+1)(4x-1)(4x+1)

Since (16x^2-1) can be factored over integers so, Option C is correct.

Step-by-step explanation:

Tally means you write the number of marks of terms that fall in between every range you see.

Ex: Age 40 [36 - 40]; Tally: I; Frequency: 1

What I just did was find one term that fell in between the range of 36-40. See if you can do the rest using this example, and as always, I am joyous to assist anyone at any time!!!

1. Total teachers: 38

2. Teachers older than 35: 9

3. Teachers aged 31-40: 7

4. Most populated age range: 21-25 and 26-30 (5 teachers each)

5. Teachers younger than 31: 7

To complete the frequency table, we count the number of occurrences of each age within the given ranges:

Age Range        Tally                     Frequency

-----------------------------------------------------------

16-20                ||                           2

21-25                |||||                    5

26-30                |||||                    5

31-35                |||||                    5

36-40                ||                           2

41-45                ||                           2

46-50                |||||                    5

-----------------------------------------------------------

Now, let's answer the questions:

1. There are 38 teachers at Accelerate Education. (Count the total frequency)

2. To find the number of teachers older than 35, we sum the frequencies of the age ranges 36-40, 41-45, and 46-50. 2 + 2 + 5 = 9.

3. To determine the number of teachers between the ages of 31 and 40, we sum the frequencies of the age ranges 31-35 and 36-40. 5 + 2 = 7.

4. The age range with the highest frequency is 21-25 and 26-30, each with 5 teachers.

5. To find the number of teachers younger than 31, we sum the frequencies of the age ranges 16-20 and 21-25. 2 + 5 = 7.

The question probable maybe:

(Given in the attachments)

Area of a circle is found using the formula: Area = π * r^2

Using 3.14 for π

Area of the bull'e eye = π * 2^2 = 4π = 4 * 3.14 = 12.56 square inches.

This is 20% of the entire target.

To find the area of the entire target, divide the area of the bull's eye by the percentage:

Area = 12.56 / 0.20 = 62.8 square inches.

Round the answer as needed.

Answer:

Area of target = 62.8 inch²

Step-by-step explanation:

A bull’s-eye with a 4-inch diameter covers 20 percent of a circular target.

Diameter of bull's eye = 4 inch

[tex]\texttt{Area of bull's eye = }\frac{\pi\times 4^2}{4}=12.56inch^2[/tex]

Given that  bull’s-eye covers 20% of circular target.

[tex]\texttt{Area of bull's eye = }\frac{20}{100}\times \texttt{Area of target}\\\\\texttt{Area of target}\times 0.2=12.56\\\\\texttt{Area of target}=\frac{12.56}{0.2}=62.8inch^2[/tex]

Area of target = 62.8 inch²

Answer:

35

Step-by-step explanation:

To calculate the mean(average) of a data set, add all of the numbers together and then divide by the amount of points you have.

Mean = (16+32+41+54+32)/5 because there are 5 numbers you are adding.

To find the mean of a set of data you must add the data together then divide the sum by the number of data in the set.

Step 1: Adding together the data

16 + 32 + 41 + 54 + 32 = 175

Step 2: Count how many number there are in the data set

There are 5 numbers in this data set

Step 3: Divide the sum of the data by the number of data in the set

175 ÷ 5 = 35

The mean of this data set is 35

Hope this helped!

~Just a girl in love with Shawn Mendes

Answer:

Step-by-step explanation:

The given equation is √2x+1+3=0

And we have been given that x= 4

I do not agree with the solution because it does not give any real solution. It only gives possible solution. If you plug the value 4 in the original equation you will get 8 and the square root of 8 is a complex number.  Thus 4 is an extraneous solution....

Answer:

I do not agree with the student because there is no real solution.

Solving the equation only gives possible solutions, but you must check them in the original equation.

Checking the solution in the original equation shows that 4 is an extraneous solution.

Step-by-step explanation:

Answer:

[tex]9x^3-2x-3[/tex]

Step-by-step explanation:

The question is

[tex](6x^3-8x-5)+(3x^3+6x+2)\\[/tex]

collect like terms

[tex](6x^3-8x-5)+(3x^3+6x+2)\\\\\\6x^3+3x^3-8x+6x-5+2\\\\\\9x^3-2x-3[/tex]

Answer:

B

Step-by-step explanation:

drawing from a sample space without replacement is a dependent event. subsequent draws depends on the result of previous draws

Answer:

y=px^2/4

Step-by-step explanation:

Answer:

k=6

Step-by-step explanation:

As stated, x=2/3, so you need to eval in the whole expression given

[tex]k*x^{2} -x-2=0[/tex]

which becomes the following>

[tex]k*(\frac{2}{3}) ^{2}-\frac{2}{3} -2=0\\[/tex]

Solving for K gives>

[tex]k=(2+\frac{2}{3})*\frac{9}{4}\\k=(\frac{9}{2} +\frac{3}{2})[/tex]

[tex]k=\frac{12}{2}[/tex]

B. 46 feet because 132/12=11 and 12+12+11+11=46

Answer:

D. -2, -1

Step-by-step explanation:

[x + 1][x + 2] = 0

Additive Inverses always result in 0, so straight off the bat, you know that your zeros are the above answers.

I am joyous to assist you anytime.

Answer:

10d cents.

Step-by-step explanation:

This is an everyday mathematics question, in which the value of the currency has to be known. It is a fact that:

1 dime = 10 cents and 1 cent = 1/10 dimes

These relationships can be used to determine the value of the dimes in terms of cents and the value of the cents in terms of dimes respectively. In the question, it is given that there are d dimes. Therefore, using the first formula, it can be inferred that:

d dimes = 10*d cents.

So, the value of d dimes in cents is 10d cents!!!

Answer:

You can use photo math it does all the math for you and explains why.

Hope this helps!

Step-by-step explanation:

Final answer:

For creating rectangular shaped fractions, Adobe Photoshop or Illustrator can be utilized for graphic designs, while EquatIO is fitting for educational materials involving math. Microsoft Word is another option that includes a built-in equation editor for such purposes.

Explanation:

If you are looking for an app that allows you to create graphics featuring rectangular shaped fractions, there are a few different tools that may be useful depending on your specific needs. For instance, graphic design apps like Adobe Photoshop or Illustrator have the capability to create almost any shape including rectangles, allowing you to design custom graphics that include fractions in any way you desire. If your goal is specifically to create educational materials, a math-oriented tool like EquatIO might be more suitable. This particular app is designed to help create mathematical equations, graphs, and shapes which can then be inserted into documents, making it very useful for educational purposes.

Additionally, if you're just looking to type fractions in a rectangular format for reports or presentations, you might consider using a word processor with good equation support, such as Microsoft Word, which includes a built-in equation editor that allows for the creation of rectangle shaped fractions and other mathematical notations. Always be sure that you have the appropriate licenses and access to these pieces of software before using them for any purpose.

Answer:

[tex]g(x)=x+6[/tex]

Step-by-step explanation:

we have

[tex]f(x)=x+8[/tex]

If f(x) is shifted 2 units to the right

then

The rule of the translation is

[tex]g(x)=f(x-2)[/tex]

so

[tex]g(x)=(x-2)+8[/tex]

[tex]g(x)=x+6[/tex]

Answer:  The correct option is

(D) [tex]g(x)=x+6.[/tex]

Step-by-step explanation:  Given that the following function is shifted 2 units to the right :

[tex]f(x)=x+8~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(i)[/tex]

We are to write the equation when the function (i) is shifted 2 units to the right.

We know that

if a function is shifted 2 units to the right, then its x co-ordinate is reduced by 2 units.

Therefore, the equation of the new function is given by

[tex]g(x)=f(x-2)=(x-2)+8=x+6.[/tex]

Thus, the required function is [tex]g(x)=x+6.[/tex]

Option (D) is CORRECT.

Answer:

6n = 18p

Step-by-step explanation:

Answer: n=3p

Step-by-step explanation:

Answer:

  A)  125 inches squared

Step-by-step explanation:

The lateral area is the product of the perimeter of the base, and the height:

  (25 in)(5 in) = 125 in²

__

If you draw the net for the object, you will see that the rectangle representing the lateral area has these dimensions.

Answer:

The x-intercept is (6,0).

The y-intercept is (0,-21/2).

Step-by-step explanation:

So we are told this is a line.

Linear equations in the form y=mx+b tell us the slope,m, and the y-intercept,b.

So we are going to write our equation in this form to determine x- and y- intercept.

Let's begin.

First thing I'm going to is compute the slope.  The slope can be found by lining up the points vertically and subtracting them vertically then put 2nd difference over 1st difference.

Let's do that:

 (   -10  ,  -28)

- (    -6  ,   -21)

-----------------------

   -4             -7

So the slope is -7/-4 which is 7/4.

Now we know our equation to be in this form

y=(7/4)x+b

Use one of the points along with y=(7/4)x+b to find b.

Doesn't matter which one, you get to choose.

How about (-2,-14)?

-14=(7/4)(-2)+b

-14=-7/2+b

Add 7/2 on both sides:

-14+7/2=b

-21/2=b

So our equation is

[tex]y=\frac{7}{4}x-\frac{21}{2}[/tex]

So we already know the y-intercept is (0,-21/2).

We knew this because we were putting into slope-intercept form.

Now to find the x-intercept, set y=0 and solve for x:

[tex]0=\frac{7}{4}x-\frac{21}{2}[/tex]

Clear the fractions; multiply both sides by 4:

[tex]0=7x-42[/tex]

Add 42 on both sides:

[tex]42=7x[/tex]

Divide both sides by 7:

[tex]\frac{42}{7}=x[/tex]

So x=6

The x-intercept is (6,0).

Answer:

The correct answer is f(x) =1/2 x + 6

Step-by-step explanation:

We have to convert the equation of line in the form of a function to compare with the options

Given equation of line is:

[tex]y-8=\frac{1}{2}(x-4)\\ Distributing\ 1/2\\y-8=\frac{1}{2}x-(4)(\frac{1}{2})\\y-8=\frac{1}{2}x-2\\y=\frac{1}{2}x-2+8\\y=\frac{1}{2}x+6[/tex]

Therefore, the correct answer is f(x) =1/2 x + 6  ..

Without additional context or a diagram, it is not possible to determine the measure of angle XYZ from the information provided.

You have asked for the measure of angle XYZ but did not provide a specific diagram or context for angle XYZ. To determine the measure of an angle, one would typically need additional information such as the measures of other angles, the type of geometric figure involved, or an algebraic expression representing the angle.

Based on the information given, which does not directly provide an angle measure for XYZ, it is not possible to accurately determine the measure of angle XYZ. The listed measures (30.1°, 48.7°, 31.1°, 23.6°, 53.1°, etc.) represent other angles or calculations from different problems and cannot be used to infer the measure of angle XYZ without additional context.