The figures below have the same perimeter determine if each statement is true or false

The and would be y=-1/3x-5 because to find slope you would use the equation y2-y1 divided by x2-x1 and find the slope of -4/12 which simplifies to -1/3 and the y-int is -5 so you would just plug that in.

2 * 10 to the 7th plus 6 * 10 to the 6th plus 3*10 to the 5th plus 5000 plus 20 + 6

2 * 10 to the 7th plus 6 * 10 to the 6th plus 3*10 to the 5th plus 5 * 10 to the third plus 20 + 6

Two other ways to write this equation are

1. Standard Form: 26,305,026

2. Written Form: Twenty six million, three hundred five thousand, twenty six.

The given triangle has two sides marked equal and hence is an isosceles triangle.In isosceles triangle base angles are equal <A=<B=50.

Sum of angles in any triangle is 180 degrees.

<A+<B+<C=180°

50+50+5y+10=180

Adding like terms :

110+5y=180

Subtracting 110 on both sides:

5y=70

Dividing both sides by 5:

y=14.

The isosceles triangle, with base angles both at 50 degrees, is solved for the variable y, resulting in y = 14. This value, when substituted, gives angle C as 65 degrees.

The triangle in question is an isosceles triangle, meaning that two of its sides are of equal length. Consequently, the base angles, denoted as angle A and angle B, are also equal, and both are given as 50 degrees. In any triangle, the sum of its angles equals 180 degrees, so for this isosceles triangle:

[tex]\[ \angle A + \angle B + \angle C = 180^\circ \][/tex]

Substituting the known values:

50 + 50 + 5y + 10 = 180

Combining like terms:

110 + 5y = 180

To isolate the variable term, subtract 110 from both sides:

5y = 70

Now, divide both sides by 5 to find the value of y:

y = 14

In conclusion, the value of y is determined to be 14. This signifies that in the given isosceles triangle, angle C is represented as 5y + 10, which becomes 65 degrees. Therefore, the solution provides a comprehensive understanding of the triangle's angle distribution.

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Answer:

4

Step-by-step explanation:

Answer:

The answer is 8 sides.

Step-by-step explanation:

A plane intersects a prism parallel to the base of the prism. The cross section is a polygon with eight sides. The base of the prism has also 8 sides.

The cross-section of a plane parallel to the base is the same shape as the base. The cross section is also an eight sided polygon, so, the base of the prism has 8 sides.

If there isn't any parenthesis it would be

-3n + 7 < 11

-3n < 4

n >  4 divided by 3

With parenthesis

-3(n+7) < 11

-3n - 21 < 11

-3n < 10

n > - 10 over 3

distributive property because you are distributing the 2

(-3 ft)/(4 weeks) = -3/4 ft/wk = -0.75 ft/wk

The most approriate choice is ...

... (c) -0.75

The unit rate of change for the dropping lake's level is -0.75, calculated by dividing the total drop in levels (3 feet) by the total time (4 weeks). As the lake's level is dropping, the rate of change is negative.

The question is asking us to find the unit rate of change in the lake's level, which means the amount the level has changed per unit of time. In this case, the time unit is weeks.

The lake has dropped 3 feet over 4 weeks, so to calculate the unit rate of change, we divide the total change (3 feet) by the total time (4 weeks). This results in a unit rate of change of 0.75 feet per week. However, since the lake's level is dropping, this should be a negative number.

So, the correct answer is (c) -0.75.

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part A:

company a

30m+15

m= matress

company b

28m+21

m=matresses sold

part B:

company a

30(6)+15

195$

company b

28(6)+21

189$

company B charges less

part C:

company a

30(3)+15

105$

company b

28(3)+21

105$

there is no change at all so you do not save anything.

Equations represent Company A and B's charges. Company B charges less to clean 6 mattresses. No savings are made cleaning 3 mattresses with Company B compared to Company A.

Part A: Let x represent the number of mattresses. The total charges for Company A can be represented by the equation: y = 30x + 15, where y is the total cost. The total charges for Company B can be represented by the equation: y = 28x + 21, where y is the total cost.

Part B: To determine which company would charge less for cleaning 6 mattresses, we substitute x = 6 in both equations:

Company A: y = 30(6) + 15 = 180 + 15 = $195

Company B: y = 28(6) + 21 = 168 + 21 = $189

Therefore, Company B charges less for cleaning 6 mattresses.

Part C: To find out how much money is saved by using Company B instead of Company A to clean 3 mattresses, we substitute x = 3 in both equations:

Company A: y = 30(3) + 15 = 90 + 15 = $105

Company B: y = 28(3) + 21 = 84 + 21 = $105

The charges are the same for 3 mattresses, so there is no money saved by using Company B instead of Company A.

Let's assume

x is the age of 11th grade student

we are given

Rhonda  conducts a survey of the ages of  students in eleventh grade at her school.

On November 1, she finds the average  age is 200 months.

and

She also finds that  two-thirds of the students are within  6 months of the average age.

so, we can set up equation as

[tex]|x-200|=3[/tex]

now, we can solve for x

[tex]x-200=3, x-200=-3[/tex]

[tex]x-200=3[/tex]

[tex]x-200+200=3+200[/tex]

[tex]x=203[/tex]

[tex]x-200=-3[/tex]

[tex]x-200+200=-3+200[/tex]

[tex]x=197[/tex]

So, the minimum age of 11th grade student is 197 months

So, the maximum age of 11th grade student is 203 months

now, we are given age is 18 years

we will change into months

[tex]18 years=12*18 months[/tex]

[tex]18 years=216 months[/tex]

So, first of these students turn 18 is

[tex]=216 -203[/tex]

[tex]=13[/tex] months...........Answer

Answer:

The answer is 115

Answer:

The teacher establishes 7 work stations in each of the classrooms.

Step-by-step explanation:

Each work station has 1/16 pounds of clay.

There are two classrooms with the same number of workstations.

The total amount of clay is 7/8

Then, we look for a number of work stations per classroom x, which multiplied by the number of classrooms (2) and multiplied by the amount of clay per work station (1/16) is equal 7/8.

Then we propose the following equation

[tex]\frac{1}{16}(2x) =\frac{7}{8}\\\\ \frac{2}{16}x = \frac{7}{8}\\\\ x = \frac{16 * 7}{8 * 2}\\\\ x = 7[/tex]

The teacher establishes 7 work stations in each of the classrooms.

Workstations  the teacher set up in each of the classrooms is is mathematically given as

x=7

Question Parameters:

An art teacher has a total of 7/8 pound of clay.

The teacher puts 1/16 pound of clay at each workstation.

The teacher sets up an equal number of workstations in each of 2 classrooms

Generally the equation for the  workstations is mathematically given as

1/16(x)=7/8

x=16*7/(8*2)

x=7

Therefore,workstations  the teacher set up in each of the classrooms is

x=7

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I am sprry bit I am not sure if I got it right but 560 centimeters if you group the sum of each side and multiply it like 2(2+12)*2(4+6), maybe I switched the multiplications around

Remark

You have to make an assumption here. I know of no other way to do the problem than by making the assumption that 10 * 14 figure is a rectangle. If that is not true, the problem is not solvable.

Step One

Find the length of the shaded area.

The length will be the length of the hypotenuse of a right triangle formed by the two smaller sides = the hypotenuse.

a = 4

b = 12

c = ????

Length

L = square root (a^2 + b^2)

L = √(4^2 + 12^2)

L = √(16 + 144)

L = √160    =  √(4*4 * 10)

L = 4√(10)

Width

The width is done the same way.

a = 6

b = 2

w = c = ??

w = √(6^2 + 2^2)

w = √(36 + 4)

w = √40

w = √(2 * 2 * 10)

w = 2 √ 10

Area

Area = L * W

Area = 4√10 * 2√10

Area = 8 * 10

Area = 80

Jess buys a total of 17/16 pounds, which is equivalent to 1 1/8 pounds, of turkey and cheese combined.

Jess buys 5/8 pound of turkey and 7/16 pound of cheese. To find out how much turkey and cheese Jess buys in total, we need to add these two amounts together. Since both quantities are given in pounds, we can add them directly.

First, let's find a common denominator for the fractions 5/8 and 7/16. The common denominator is 16. Now we write 5/8 with the common denominator, which is the same as 10/16. With the fractions having the same denominator, we can add the numerators together:

(10/16) + (7/16) = (10+7)/16

17/16 pounds

So, Jess buys a total of 17/16 pounds of turkey and cheese. This is equivalent to 1 ⅛ pounds when expressed as a mixed number.

Divide the total amount traveled with the time it took.

21/3 = 7/1

Alba's average speed is 7 miles per hour

hope this helps

7 miles per hour.  21/3

Answer:

slope is 1

Step-by-step explanation:

1 is the coefficient of x variable

so slope is 1

8 degrees per hour because 32/4 is 8. Hope that helped!

Answer: non-terminating decimals

Integers and whole numbers can be converted to fraction form. Example, the whole number 3 can be written as 3/1 which is rational. A rational number is any fraction of whole numbers (eg: 7/19). The denominator can never be zero.

All repeating decimals can be converted into a fraction. A number like 0.8888 with the 8s repeating forever converts to the fraction 8/9, which is rational

Non-terminating decimals are decimals that go on forever. If there is no pattern to the decimal sequence, then the decimals don't repeat and the number cannot be converted to a rational number. Something like pi = 3.14159... has no pattern to the decimal sequence. Therefore, a number like pi is irrational, which literally means "not rational", so numbers like pi aren't rational and are not part of the set of rational numbers.

Non terminating and non repeating decimals cannot be written in fraction from . So they are not included in set of rational numbers.

Given :

Lets take set of rational numbers that can written as a fraction of two numbers.

All integers are positive and negative numbers.

Rational numbers includes integers

Whole numbers starts from 0,1,2..........

Whole numbers are included in rational numbers

Repeating decimals can be written in fraction form .

Non terminating and non repeating decimals cannot be written in fraction from . So they are not included in set of rational numbers.

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Answer:

18.4 but io do not know what expression can be used to find out your questions

Step-by-step explanation:

Answer:

A. 1/5 × 92 is the Expression that can be used in order to find 20% of 92.

First you need to subtract 16 from each side.

-8y=4x-16

And divide -8 from each side

Y=4/8x-2

Reduce fraction

Y=1/2x-2

Answer: 18

Step-by-step explanation:

[tex]\frac{2}{3} n[/tex] [tex]+ 8[/tex][tex]=\frac{1}{2} n[/tex] [tex]+2[/tex]

Answer:

6 is a factor and 36 is neither and 48 is a multiple

Step-by-step explanation:

To find the row of numbers that represent sums with one addend of 10, look at the addition table and locate the row with 10 as the first number.

To show a row of numbers that represent sums with one addend of 10, we can look at the addition table. In this table, we find the row where the first number is 10.

The numbers in this row will be the sums with 10 as one of the addends. For example, in the row where the first number is 10, the second number will be 10+0=10, the third number will be 10+1=11, and so on.

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The requested row in the addition table consists of sums of numbers 1-10, with an addend of 10. The sums range from 11 (10 + 1) to 20 (10 + 10).

In mathematics, an addition table is a table used to define the operation of addition. The question is asking for a row of numbers that represent sums when one of the numbers added (one addend) is 10. So, for example, if we are adding 10 to a series of numbers 1 through 10, the row in the addition table would look like this:

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a = 14

distribute parenthesis on left side and simplify

8a - 6a - 15 = 13

2a - 15 = 13 ( add 15 to both sides )

2a = 28 ( divide both sides by 2 )

a = [tex]\frac{28}{2}[/tex] = 14

To find the LCM, you CAN divide the product of the two numbers by the GCF.

This is not a very well-known fact, but it is useful at times, especially when we are asked to calculate both the LCM and GCF.

For example, the GCF of 18 and 48 is 6, by inspection or by factors.

Therefore the LCM of 18 and 48 is 18*48/6=864/6=144.

It works because by definition the GCF is the products of all common factors between the two given numbers.  Dividing the product by the GCF will therefore remove the duplication of the common factors, leaving a number which contains the factors of each of the two numbers, thus a lowest common multiple.

Note that this method is not the only way to find LCM's.

Answer:

Total number of jolly ranchers= 140

Total number of candy bars= 60

Now , we have to place jolly and candy into gift bags such that no pieces of candy should left.

1. Find the ratio of jolly ranchers and candy bars

 = 140/60

= 7/3

So, possible combination are (7,3),(14,6),(28,12),(35,15),(70,30).

1.So,in combination (7,3), number of bags=[tex]\frac{Total candy}{(7+3)}[/tex]

                                                                  =[tex]\frac{200}{10}[/tex]

                                                                  =20

2. Number of Bags(14,6)=200÷20=10

3.Number of Bags(28,12)=200÷40=5

4.Number of Bags(35,15)= 200÷50=4

5.Number of Bags(70,30)=200÷100=2

Combination (1) in which there are 7 Jolly ranchers and 3 candy bars has the most amount of bags which is 20.