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Answer:550(N)

Step-by-step explanation:

Answer:

550 N

Step-by-step explanation:

I got the answer right.

Answer:

The answer to this question is 9.

Step-by-step explanation:

Using the Triangle Inequality Theorem and the Pythagorean theorem, we can determine if a given set of measures can form a triangle, and if so, what type of triangle (acute, obtuse, or right) it is. We find that measures a) 4,7,9; b) 10,13,16; c) 8,8,11; d) 9,12,15 and f) 4.5,6,10.2 can all form triangles, but e) 5,14,20 cannot. The triangles formed are respectively acute, obtuse, acute, right, and obtuse.

In the discipline of Mathematics, specifically Geometry, we use the Triangle Inequality Theorem and the Pythagorean theorem to determine if given measures can constitute the sides of a triangle and also classify the triangle. The Triangle Inequality Theorem states that the sum of the lengths of any two sides of a triangle must be larger than the length of the third side. The Pythagorean theorem (a² + b² = c²) is especially used to identity right triangles, but can also support in the identification of obtuse and acute triangles.

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James used 160 feet of the 200 feet of thread he bought, which is calculated by multiplying the total length by the fraction 4/5.

To calculate how much thread James used, we need to multiply the total amount of thread he bought by the fraction he used. James bought 200 feet of thread and used 4/5 of it.

First, convert the fraction 4/5 into a decimal:

4 / 5 = 0.8

Now, multiply this decimal by the total amount of thread:

200 feet x 0.8 = 160 feet

Therefore, James used 160 feet of thread.

Answer:

A linear pair is two angles that are adjacent to each other and forms a line.

Supplementary Angle: If any two angles form a linear pair, then they are supplementary(i.e, 180 degree).

From the  given figure, [tex]100^{\circ}[/tex] and [tex]n^{\circ}[/tex] forms a linear pair.

Also, if the two angles are linear pair, then they are supplementary angle.

then,

[tex]100^{\circ}+n^{\circ}=180^{\circ}[/tex]  

Simplify:

[tex]n = 180-100=80^{\circ}[/tex]

Vertical opposite angle theorems states about the two angles that are opposite to each other and are equal also.

From the figure, [tex]p^{\circ}[/tex] and [tex]95^{\circ}[/tex] are vertical opposite angle.

therefore, [tex]p=95^{\circ}[/tex]

Now, to find the value of m;

Sum of the measures of the interior angles of a polygon with 4 sides is 360. degree.

here, [tex]n^{\circ}[/tex], [tex]p^{\circ}[/tex] , [tex]m^{\circ}[/tex] and [tex]90^{\circ}[/tex] forms a qudrilateral.

therefore, by definition:

[tex]n^{\circ}+p^{\circ}+m^{\circ}+90^{\circ}=360^{\circ}[/tex]

Substituting the values of [tex]p=95^{\circ}[/tex] and [tex]n=80^{\circ}[/tex] we have;

[tex]80+95+m^{\circ}+90^{\circ} = 360^{\circ}[/tex] or

[tex]265^{\circ}+m^{\circ}=360^{\circ}[/tex]

Simplify:

[tex]m^{\circ}=360^{\circ}-265^{\circ}=95^{\circ}[/tex]

Therefore, the value of [tex]n=80^{\circ}[/tex] , [tex]p=95^{\circ}[/tex] and [tex]m=95^{\circ}[/tex]

The Pythagorean theorem, usually applied in right-angled triangles, states the square of the hypotenuse equals the sum of the squares of the other two sides. This can be summarized by the equation: a² + b² = c². It is a fundamental principle in geometry.

The Pythagorean theorem is a mathematical principle that applies specifically to right-angled triangles. The theorem, credited to the ancient Greek philosopher Pythagoras, stipulates that the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides. This relationship can be represented by the equation: a² + b² = c², where c is the length of the hypotenuse, and a and b are the lengths of the other two sides.

For example, if one side of the triangle (a) is 3 units and the other side (b) is 4 units, the length of the hypotenuse (c) can be calculated using the Pythagorean theorem. The calculation would be set as follows: 3² + 4² = c². When solved, it results in c = √(3² + 4²) = √(9 + 16) = √25 = 5 units. Therefore, the length of the hypotenuse in this case is 5 units.

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To simplify the expression (4+2k)⋅6+3k, distribute 6 to both terms inside the parentheses and combine like terms.

To simplify the expression (4+2k)⋅6+3k, we need to distribute the 6 to both terms inside the parentheses:

(4⋅6) + (2k⋅6) + 3k

Simplifying further, we have:

24 + 12k + 3k

Combining like terms, we get:

24 + 15k

So, the simplified expression is 24 + 15k.

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Copy the second line segment with one endpoint at the same endpoint of the first line segment.

Answer:

C: Construct the segment between the endpoints of the two copied line segments.

Step-by-step explanation:

I got it right on USA Test Prep

Hope this helps :)

Answer:

There are 504 difference outdoor expeditions possible. 

Step-by-step explanation:

We can solve problems like this using multiplication rules. Since the order of events in the expedition does not matter, we can multiply all numerical values in any order we so choose. In this case, our numerical values are four hunting, seven fishing, six hiking, and three camping events. 

4 x 7 x 6 x 3 = 504

There are 504 difference outdoor expeditions possible. 

Final answer:

To find the combined capacity of the two water towers, you add their capacities together by summing the significant figures and keeping the exponent the same. The result is a combined water capacity of 17.13×105 gallons.

Explanation:

The question involves adding two large numbers that are expressed in scientific notation. To find the combined water capacity of the two water towers, we simply add the quantities together. The first tower holds 7.35×105 gallons, and the second tower holds 9.78×105 gallons.

To combine these:

Add the significant figures (the numbers before the exponent): 7.35 + 9.78.

Calculate this sum: 7.35 + 9.78 = 17.13.

Since both powers of ten are the same (105), you can keep the exponent as is.

Combine the significant figures with the exponent to get the final answer: 17.13×105 gallons.

This is the total combined water capacity of the two towers.

Answer:

1,890

Step-by-step explanation:

Take 630 and multiply by 3.

When a cone is cut by a plane that passes through its vertex and perpendicular to its base the figure formed is an isosceles triangle.It is given the height of the cone is 10 inches, and its diameter is 6 inches.

The height of the cone will be the height of the triangle .The diameter of the cone will be the base of the triangle.Base and height of the triangle known we can find the area of cross section or the area of the triangle by the formula

Area = [tex] \frac{1}{2} Base .Height. [/tex]

Area = [tex] \frac{1}{2} (10)(6)=30 in^{2} [/tex]

The geometric mean between radical 256 and radical 841 is approximately 21.5.

The geometric mean between √256 and √841 can be calculated by finding the square root of the product of the two numbers.

To find the geometric mean, multiply the two square roots:

√256 * √841 = 16 * 29 = 464.

Then, take the square root of 464 to get the geometric mean, which is 4√29 or approximately 21.5.

To solve the system of linear equations by graphing, convert each equation into slope-intercept form, graph both lines on the same coordinate plane, and find their intersection point, which is the solution to the system.

To solve the system of equations 5x - 2y = -10 and 3x + 6y = 66 by graphing, we need to express both equations in slope-intercept form, where y is isolated on one side of the equation.

For the first equation, 5x - 2y = -10, we solve for y to get:

For the second equation, 3x + 6y = 66, we also solve for y:

We can now graph these two linear functions on a coordinate plane. The point where the two lines intersect is the solution to the system of equations.

Graphing these equations might look like plotting a line graph with points (x,y) where x is on the horizontal axis and y on the vertical axis.

Identify the y-intercept and slope for each line. The y-intercept is the point where the line intersects the y-axis, and the slope is the rise over the run, indicating the steepness of the line.

After plotting the lines, the intersection point gives us the values of x and y that solve the system. If the lines intersect, the system is consistent; if they are parallel, the system has no solution.

To calculate the property tax on Christine and Gene's home, multiply the tax rate of 0.0175 (converted from $17.50 per $1,000) by the assessed value of $230,000. The annual property tax on their home would be $4,025.

The student is asking how to calculate the property tax on Christine and Gene's home. To calculate this, you need to use the assessed value of the property and the property tax rate. Here is the step-by-step calculation:

The calculation is:

Property tax = 0.0175 * $230,000 = $4,025

Therefore, the annual property tax on their home is $4,025.

"The dimensions of the ice surface are approximately 25 yd in length and 29 yd in width.

To find the dimensions of the ice surface, we need to solve for the length and width of the rectangle, given that the area is 221 yd² and the width is 4 yd longer than the length. Let's denote the length of the rink as l and the width as w. We can then set up the following equations based on the given information:

1. The area of a rectangle is given by the product of its length and width, so we have:

[tex]\[ l \times w = 221 \][/tex]

 2. The width is 4 yd longer than the length, so we have:

[tex]\[ w = l + 4 \][/tex]

Now we can substitute the second equation into the first equation to express the area solely in terms of the length I:

[tex]\[ l \times (l + 4) = 221 \][/tex]

Expanding the equation, we get:

[tex]\[ l^2 + 4l = 221 \][/tex]

Rearranging the terms to set the equation to zero, we have a quadratic equation:

[tex]\[ l^2 + 4l - 221 = 0 \][/tex]

To solve this quadratic equation, we can factor it or use the quadratic formula. Factoring, we look for two numbers that multiply to -221 and add up to 4. These numbers are 13 and -17. So we can rewrite the equation as:

[tex]\[ (l + 17)(l - 13) = 0 \][/tex]

Setting each factor equal to zero gives us two possible solutions for l:

[tex]\[ l + 17 = 0 \quad \text{or} \quad l - 13 = 0 \] \[ l = -17 \quad \text{or} \quad l = 13 \][/tex]

Since a negative length does not make sense in this context, we discard l = -17 and take l = 13 yd as the length of the rink.

Now we can find the width w by adding 4 yd to the length:

[tex]\[ w = l + 4 \] \[ w = 13 + 4 \] \[ w = 17 \][/tex]

However, we made a mistake in the factoring process. The correct factors of 221 that add up to 4 are 17 and 13, not -17 and 13. The correct length should be 13 yd, and the width should be:

[tex]\[ w = l + 4 \] \[ w = 13 + 4 \] \[ w = 29 \][/tex]

Therefore, the correct dimensions of the ice surface are 13 yd in length and 29 yd in width.