Answer:
i am pretty sure it is b
Step-by-step explanation:
the dimension of a rectangular plot is [7p+4q] and [3p+8p] unita respectively. Find the area of the plot when p=2 and q=1
Answer:
The area of the rectangular plot is 396 square unit.
Step-by-step explanation:
let [7p +4q ]= length of the rectangular plot. And
[ 3p+8p ] = width of the rectangular plot
given that p=2 and q=1
substitute them in the expression for the length
length=7(2)+4(1)
length=14+4
length=18units
again subject the values for p and q into the expression for the width
width=3(2)+8(2)
width=6+16
width=22units
but mathematically,
Area of a rectangular plot
= Length×width
A=L×W
given L=18units and W=22units
A=18units × 22units
A=396 square unit.
The area of a rectangle is 42 square inches the rectangle is 7 inches long how wide is the rectangle
Answer: 6 inches
Step-by-step explanation:
formula for area of a rectangle is length times width
LW=A
substitute
7(W)=42
divide 7 on both sides
42/7 = 6
Answer: 6
1,084.9 in expanded form
Answer:
1000+80+4+0.9
Step-by-step explanation:
Keep in mind that expanded form means to expand the number by adding the individual places values to form a mathematical expression. In other words, numbers are expanded to show the value of each of its digits.
For the thousands place:
1,084.9 ---> 1,000.0
Hundreds place:
Because the value is 0, you needn't to include it in the expression.
Tens place:
1,084.9 ---> 80.0
Ones place:
1,084.9 ---> 4
Tenths place:
1,084.9 ---> 0.9
The value of the equation is A = 1,000 + 80 + 9 + 0.40 = 1,084.90
What is an Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the number be represented as A
Now , the value of A is
A = 1,084.90 be equation (1)
On simplifying the equation , we get
1 x 1000 = 1000
0 x 100 = 0
8 x 10 = 80
4 x 1 = 4
0.90 x 1 = 0.90
Substituting the values in the equation , we get
A = 1,000 + 80 + 9 + 0.40
On further simplification , we get
A = 1,084.90
Hence , the equation is solved
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f(x) = 3x + 4 and g(x) = 5x - 10
fx for whichf(x) = g(x).
Answer:
x =7
Step-by-step explanation:
f(x) = 3x + 4 g(x) = 5x - 10f (x) = g (x)
3x + 4 = 5x - 10
4 + 10 = 5x - 3x
14 = 2x
14/2 = x
7 = x
Find the distance between (-7, 10) and (-3, 6). Round your answer to the nearest tenth, if necessary.
Answer:
5.7
Step-by-step explanation:
4* 5+ (14 + 8) - 369
Answer:
-327
Step-by-step explanation:
20+22-369=-327
A doormat is 3 feet by 2 feet.
What is the area of the doormat?
2 1/2 ft
2
NI
3 ft
This should be a very simple question on interior angles adding up to 180º, however, I'm continuously getting it wrong. Help!
Answer:
58°
Step-by-step explanation:
65°+57°=122°
180°-122°=58°
list the next 3 terms in the following sequence 1,2,4,8,16,32
Answer:
the next 3 terms are 64, 128, and 256
Nine more than the quotient of two and a number x
I really need help!!
Answer:
2/x + 9
Step-by-step explanation:
2/x is a fraction, but it also means divided by. More than means flip the addition to the end of the equation.
Please help me with my aleks!!
Answer:
PS = 37
Step-by-step explanation:
The opposite sides of a rectangle are congruent, thus
perimeter = 2(3x + 1) + 2(4x - 3) = 136 ← distribute and simplify left side
6x + 2 + 8x - 6 = 136
14x - 4 = 136 ( add 4 to both sides )
14x = 140 ( divide both sides by 14 )
x = 10
Hence
PS = 4x - 3 = (4 × 10) - 3 = 40 - 3 = 37
a certain fish can swim 5 1/2 times faster than a person. if a person can swim 5 2/7 miles per hour, how fast can the fish swim? estimate the answer. then find the exact answer.
I'd estimate about 29 or 30 miles per hour.
The exact answer is 29.0675 miles per hour
5 2/7 x 5 1/2 = 29.0675.
The fish can swim approximately 29 miles per hour, with the exact speed being 29 1/14 miles per hour. This is determined by converting the mixed numbers to improper fractions, multiplying them together, then converting the product back to a mixed number.
Explanation:The subject of this question is mathematics, specifically a real-world application of multiplication of fractions. If a person can swim at a rate of 5 2/7 miles per hour, and the fish swims 5 1/2 times faster, we have to multiply the person's speed by the speed multiplier which is the speed of the fish relative to the person.
Step-by-step explanation:
First, change the mixed numbers to improper fractions. 5 2/7 becomes 37/7 and 5 1/2 becomes 11/2. Multiply the fractions: (37/7) * (11/2), which gives us 407/14. Convert back to a mixed number for the final answer: 29 1/14 miles per hour.
So the fish can swim approximately 29 miles per hour and the exact speed is 29 1/14 miles per hour.
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(6j^2-2j+5)+(3j^2+4j-6)
Answer:whats the heck is this
Step-by-step explanation:473658857
I need help with this! Angle RELATIONSHIPs
Answer:
The measures of the labeled angles are 58°.
Step-by-step explanation:
Since the two angles are opposite angles, they have to be equal, meaning:
[tex]2x = 87 - x[/tex]
Solve by adding x to both sides and dividing by 3.
[tex]3x = 87 \\ x = 29[/tex]
If x = 29°, then 2x= 58°.
Since opposite angels are equal, the other angle is also 58°.
This can be checked:
[tex]87 - 29 = 58[/tex]
Identify the percent, amount, and base in this problem: 25% of what number is 40?
Final answer:
In this problem, we are given the percentage (25%) and the amount (40), and we need to find the base. To find the base, we can set up an equation and solve for x. The base in this problem is 160.
Explanation:
In this problem, we are given the percentage (25%) and the amount (40), and we need to find the base. The base represents the whole quantity or number that the percentage is taken from.
Let x be the base. We can set up the equation: 25% of x is equal to 40, or 0.25x = 40.
To find the base, we divide both sides of the equation by 0.25: x = 40 / 0.25.
Simplifying, we get x = 160. Therefore, the base is 160.
To summarize, the percent is 25%, the amount is 40, and the base is 160.
complete the square and put this function in vertex form: f(x)=x^2+20x+97
Answer:
Step-by-step explanation:
f(x)=(x²+20x+100) -3 because : 97 = 100 - 3
f(x) = (x+10)² -3 ....vertex form
what is 0.00000000055 in scirntific notation
Answer:
5.5 x 10^-10
Step-by-step explanation:
There are 9 zeros descending from the decimal(so that's why its negative) then you count the five as a "number" and then it equals 10. Don't add the last five just one.
how do you know if two polygons are similar?
Select the correct locations in the table.
The table shows the federal government's budgeted revenue and expenditures from 2001 through 2010. Identify the years in which there was a
budget deficit
Year
Revenue
Expenditure
2001
$8 trillion
$6 trillion
2002
$5 trillion
$7 trillion
2003
$8 trillion
$10 trillion
2004
$9 trillion
$7 trillion
2005
$15 trillion
$18 trillion
2006
$8 trillion
$10 trillion
2007
$6 trillion
$4 trillion
2008
$2 trillion
$4 trillion
2009
$7 trillion
$4 trillion
2010
$5 trillion
$9 trillion
Reset
Next
Answer:
From the table shown the years in which there was a budget deficit are
2002,2003,2005,2006,2008,2010
Step-by-step explanation:
Budget deficit is said to be when expenditure exceed or is greater than the budgeted revenue.
For 2002:
Revenue = $5 trillion and expenditure = $7 trillion
To check for budget deficit = Revenue - expenditure ( $5 trillion - $7 trillion)
= -$2 trillion ( there was a budget deficit of $2 trillion)
For 2003:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ($8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2005:
Revenue = $15 trillion and expenditure = $18 trillion
to check for budget deficit = Revenue - expenditure ($15 trillion - $18 trillion)
= -$3 trillion (there was a budget deficit of $2 trillion)
For 2006:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ( $8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2008:
Revenue = $2 trillion and expenditure = $4 trillion
to check for budget deficit = Revenue - expenditure ( $2 trillion - $4 trillion)
= - $2 trillion ( there was a budget deficit of $2 trillion)
For 2010:
Revenue = $5 trillion and expenditure = $9 trillion
to check for budget deficit = Revenue - expenditure ( $5 trillion - $9 trillion)
= -$4 trillion (there was a budget deficit of $4 trillion)
From the table shown the years in which there was a budget deficit are
2002,2003,2005,2006,2008,2010
Budget deficit is said to be when expenditure exceed or is greater than the budgeted revenue.
For 2002:
Revenue = $5 trillion and expenditure = $7 trillion
To check for budget deficit = Revenue - expenditure ( $5 trillion - $7 trillion)
= -$2 trillion ( there was a budget deficit of $2 trillion)
For 2003:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ($8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2005:
Revenue = $15 trillion and expenditure = $18 trillion
to check for budget deficit = Revenue - expenditure ($15 trillion - $18 trillion)
= -$3 trillion (there was a budget deficit of $2 trillion)
For 2006:
Revenue = $8 trillion and expenditure = $10 trillion
to check for budget deficit = Revenue - expenditure ( $8 trillion - $10 trillion)
= -$2 trillion (there was a budget deficit of $2 trillion)
For 2008:
Revenue = $2 trillion and expenditure = $4 trillion
to check for budget deficit = Revenue - expenditure ( $2 trillion - $4 trillion)
= - $2 trillion ( there was a budget deficit of $2 trillion)
For 2010:
Revenue = $5 trillion and expenditure = $9 trillion
to check for budget deficit = Revenue - expenditure ( $5 trillion - $9 trillion)
= -$4 trillion (there was a budget deficit of $4 trillion)
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5+1.5(2d-1)=0.5
How do you solve this?
Answer:
5 + 3d - 1.5 = 0.5
3d + 3.5 = 0.5
3d = -3
d = -1
Answer:
Step-by-step explanation
5+1.5(2d)1.5(-1)=0.5
5+3d-0.5=0.5
5+3d=1
3d=-4
D=1.33
An equiangular triangle is also known as:
acute
right.
regular
obtuse
Answer:
acute
Step-by-step explanation:
because in a equiangular triangle all the angles are exactly 60° ..
soo..
then.. 60° is an acute angle as it is less than 90° ...
thus, an equiangular triangle is also known a s acute triangle
What is the measure of <T?
72°
156°
48°
132°
Answer:
132°
Step-by-step explanation:
24+24+T=180
48+T=180
T=132°
Is this statement true or false?
The range of a list of numbers is the number of numbers in the list.
A:false
B:true
Answer:
A:False
Step-by-step explanation:
Which of the following assist the floor leaders in getting party members to vote in a certain way in both houses of Congress
Answer:
The majority leader and minority leader are elected by their respective party conferences to serve as the chief Senate spokesmen for their parties and to manage and schedule the legislative and executive business of the Senate.
Plz Brainliest?
Anyway, Hope that Helped!
Answer:
Whips
Explanation:
Type the integer that makes the following division sentence true.
÷(−2)=−3
The integer that makes the division sentence x / (-2) = -3 true is 6.
Here's how we can solve for x:
Multiply both sides of the equation by -2 to isolate x:
x = -3 * (-2)
Simplify the right side:
x = 6
Therefore, dividing any number by -2 and then multiplying by -2 again should result in the original number. In this case, dividing 6 by -2 and then multiplying by -2 again gives us 6:
(6 / -2) * -2 = -3 * -2 = 6
Remember, when dividing by negative numbers, the result is flipped compared to dividing by positive numbers. This is why we need to multiply by -2 again to get back to the original number.
The integer that satisfies the division sentence x ÷ (−2) = −3 is 6, following the rule that multiplying two negative numbers yields a positive result.
Explanation:To find the integer that makes the division sentence true, we look at the equation given: x ÷ (−2) = −3. To solve for x, we multiply both sides by −2, because division by a number is the inverse operation of multiplying by that number. So, we have x = −3 * (−2).
According to the rules of multiplication, when two negative numbers are multiplied together, the answer has a positive sign. Therefore, we get x = 6 as our solution. Since we know that dividing a positive number by a negative number yields a negative result, our calculated integer 6 is a valid answer because 6 ÷ (−2) indeed equals −3.
Following the rules of operations with negatives, such as in the examples 5 − (+3) that becomes 5 − 3 = 2, and 2 − (−6) that turns into 2 + 6 = 8, we can consistently apply the rule for division which mirrors the multiplication rules for signs to solve for our missing integer.
. Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%." Is she correct?
Marcy is correct if Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.
What is the percentage?It's the ratio of two integers stated as a fraction of a hundred parts. It is a metric for comparing two sets of data, and it is expressed as a percentage using the percent symbol.
It is given that:
Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.
As we know,
The ratio of two integers is stated as a fraction of a hundred parts. It is a metric for comparing two sets of data
= (70% + 100%)/2
= 170%/2
= 85%
Thus, Marcy is correct if Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.
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Final answer:
To raise her score to 85%, Marcy needs to get an average of 1.83 on the final exam. Since it is not possible to score more than 100%, her claim of needing a 100% is not correct.
Explanation:
To determine whether Marcy can raise her score to 85% by getting a 100% on the final exam, we need to calculate the average needed on the final exam.
To find the average Marcy needs, we can use the formula: Final Average = (Current Average * Weight) + (Final Exam Score * (1 - Weight)), where the weight represents the percentage of the final exam in the overall grade.
Let's assume the weight of the final exam is 30%. Plugging in the values, we get:
85% = (70% * 0.7) + (Final Exam Score * 0.3)
Solving for the Final Exam Score:
85% - (70% * 0.7) = Final Exam Score * 0.3
0.55 = Final Exam Score * 0.3
Final Exam Score = 0.55 / 0.3
Final Exam Score = 1.83
Since it is not possible to score more than 100% on the final exam, Marcy's claim of needing to get a 100% on the final to raise her score to 85% is not correct.
what is 12^2 *12^-4.
Answer:
[tex]\large\boxed{12^{-2}=\dfrac{1}{144}}[/tex]
Step-by-step explanation:
[tex]12^2\cdot12^{-4}\qquad\text{use}\ a^n\cdot a^m=a^{n+m}\\\\=12^{2+(-4)}=12^{-2}\qquad\text{use}\ a^{-n}=\dfrac{1}{a^n}\\\\=\dfrac{1}{12^2}=\dfrac{1}{12\cdot12}=\dfrac{1}{144}[/tex]
Answer:
Step-by-step explanation:
This is the same to have 12^2/12^4
This is equal to have 1/12^2
1/144=0,0069
What is the velocity of a vehicle after it moves 10 meters in 2 seconds?
Answer:
v = +5 m/s
Step-by-step explanation:
v = d/t
d = 10
t = 2
v = 10/2
v = +5 m/s
When writing an inequality how would you right x not equal to 25
Answer:
≠
Step-by-step explanation:
it would be unequal to
(5,-3), (5,8). Find slope
Answer: 0 slope, horizontal line.
Step-by-step explanation:
when using y2-y1/x2-x1, you would get 8-(-3)/5-5. This simplifies to 11/0, which means that the line would have 0 slope. A line with 0 slope is a horizontal line.