the sum of two numbers increased by 5

Answer:

A.(-5)(-9)

Step-by-step explanation:

A negative times a negative is always a positive.

Answer:

It is A have a good day and God bless :)

Step-by-step explanation:

Answer:

(3x + 1) (2x + 3)

These are the factors of 6x2 + 11x + 3

Step-by-step explanation:

Math Term Definition. Factor. To factor a number means to break it up into numbers that can be multiplied together to get the original number. EXAMPLES: 6 = 3 x 2 so, factors of 6 are 3 and 2 9 = 3 x 3 so, factors of 9 are 3 and 3 Sometimes, numbers can be factored into different combinations.

Answer:

A missing bit of information is that ABCD must be a rectangle.

First, let's gather some facts:

(1) Angles in a triangle add up to 180.

(2) RQC and PBQ are the same triangles since it is given that their sides are equal.

(3) Also ∠PBQ = ∠QCR are 90° since they are in fact the corners of the rectangle.

(4) ∠PQB, ∠PQR and∠RQC are on the same line, so their sum must be 180°

Putting it all together, we can say for both triangles using (1):

∠RQC + ∠QRC + ∠QCR = 180 and ∠QCR=90 => ∠RQC = 90-∠QRC

∠PBQ + ∠BQP + ∠PQB = 180

Furthermore, since both triangles are equal (2):

∠QRC = ∠PQB

So, ∠RQC = 90 - ∠PQB

Finally, using (4) we can say:

∠PQB + ∠PQR +  90 - ∠PQB = 180.

Simplify that and you get:

∠PQR +  90 = 180

∠PQR =  90

Given:

Function:

[tex]f(x)=-2 x^{2}+2 x-3[/tex]

To find:

f(5)

Solution:

[tex]f(x)=-2 x^{2}+2 x-3[/tex]

Substitute x = 5 in the above function.

[tex]f(5)=-2 (5)^{2}+2 (5)-3[/tex]

       [tex]=-2 (25)+10-3[/tex]

       [tex]=-50+10-3[/tex]

       [tex]=-40-3[/tex]

       [tex]=-43[/tex]

Therefore, f(5) = -43.

Answer:

-72 - 24d    i hope this helps!   :)

Step-by-step explanation:

distribute the -8 to both the 9 and the 3d

-8 * 3d = -24d

-8 * 9 = -72

-72    and    -24d

Answer:

73 degrees

Step-by-step explanation:

The interior angle equals to 180. 73+37+ m<2 = 180. That means angle 2 is 70 degrees.

m<1 and m<C and equal due to alternate interior angles. That means angle 1 is 37 degrees.

We know angles 1 and 2 equal to 37 and 73. That means the angles are equal to the interior triangle. 70+37= 107.      180-107= 73 Degrees

73  is the measure of angle 1 in degrees

A triangle is a three-sided polygon that consists of three edges and three vertices.

Line p is parallel to side BC.

In Triangle ABC.

Angle A is 2, angle B is 73 degrees, and angle C is 37 degrees.

The interior angle equals to 180.

73+37+ m<2 = 180.

110+ m<2 = 180.

m<2 = 70

m<1 and m<C and equal due to alternate interior angles.

That means angle is 37 degrees.

m<1+m<2+37=180

37+70+m<1=180

m<1=180-37-70

m<1=73 degrees

Hence, 73  is the measure of angle 1 in degrees

To learn more on Triangles click:

https://brainly.com/question/2773823

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Using the concept of work rates of Ken and Bettina, it will take Bettina and Ken an additional 1 hour and 17 minutes to remove the rest of the snow.

Ken's work rate = 1 job / 3 hours = 1/3

Bettina's work rate = 1 job / 4 hours = 1/4

The proportion of work completed by Bettina working alone for 1 hour = 1/4

The proportion of work remaining for Bettina = 3/4 (1 - 1/4)

The combined work rate of Ken and Betetina = Ken's work rate + Bettina's work rate

Combined work rate = 1/3 + 1/4 = 4/12 + 3/12 = 7/12

Based on the combined work rate, we can find the time it takes for them to clear the remaining 3/4 of the snow:

Time = Job / Combined work rate Time = (3/4) / (7/12) = (3/4) * (12/7) = 9/7

Thus, we can conclude that it will take Bettina and Ken an additional 9/7 hours to remove the rest of the snow when working together, which is approximately 1 hour and 17 minutes.

Answer:

14 servings

Step-by-step explanation:

It seems that we have to divide the total servings amount of yogurt  by the 2/3 cup servings.

So take  28/3 divide it by 2/3

28/3  *  3/2  because we can change division to multiplication when inverting the fraction of divisor.

28/3 * 3/2 = 28/2 = 14

Answer:

A

Step-by-step explanation:

-5.3 + 1.9= -3.4

For 20 shirts Eric has

20×2=40 ties

After shopping Eric has 50 shirts

So

20 shirts 50 shirts

40 ties x ties

[tex] \frac{20}{40} = \frac{50}{x} \\ x = \frac{50 \times 40}{20} \\ x = 100[/tex]

Answer: He would have 100 ties

If he has 2 ties for 1 shirt he will have

2×20=40 ties for 20 shirts, so for 50 shirts ge would have

50×2=100 ties

Answer: He would have 100 ties

Answer

5 ties, as the equivalent ratio would be 50:5, meaning 50 shirt to 5 ties  

Step-by-step explanation:  What should have been recognized is that if 20 shirts align to 2 ties, that means that for every ten shirts you would have 1 tie. The ratio doesn't change. That means that if you have 30 shirts you would have 3 ties, and 40 shirts you would have 4 ties. The common multiples are  10 and 1, and are originally introduced through 20 and 2. The reality is from  the standpoint of unit rate, for every 10 shirts you have 1 tie. You simply just had to multiply once understanding this.

Answer:

12r+8-7x

Step-by-step explanation:

First distribute the 4 into each of the numbers in the parenthesis:

4 x 3r=12r

4 x 2=8

Final answer:

12r+8-7x

Answer:

x>10

SOOO YEAH

Answer:

11x9 =99 to find the area of a parallelogram you do base times height

Answer:

(12/30)(11/29) = 22/145

Answer:

7 yards and 18 inches

Step-by-step explanation:

270 / 36

Answer:

= 270 inches

=7.5 yards

Step-by-step explanation:

hope we can be friends

can i get the brainliest

Answer:

B

Step-by-step explanation:

-10x+y=4

10x-y=-4

the second equation is (-1)*the first equation

Answer:

its B

Step-by-step explanation:

Answer:

the speed of the plane was 210 mph.

Step-by-step explanation:

Final answer:

The speed of Mattie Evans' car was 60 mph and that of the plane was 210 mph.

Explanation:

The question involves solving a system of equations to find the speeds of the car and the plane. Since Mattie Evans drove 180 miles in the same amount of time that a turbopropeller plane traveled 630 miles, and the speed of the plane was 150 mph faster than the car, we can set up the equations based on the distance formula

[tex]distance = speed \times time.[/tex]

Let the car's speed be x mph. The plane's speed then will be x + 150 mph.

The time taken by both the car and the plane is the same. Therefore, we can say 180/x = 630/(x + 150).

By cross-multiplying the equation, we obtain

180(x + 150) = 630x.

Simplifying the equation, we have

180x + 27000 = 630x.

630x-180x = 27000

450x = 27000

x = 27000/450

x = 60

The speed of Mattie Evans' car was 60 mph and that of the plane was 210 mph (60+150).

Answer:

because  40% = 2/5

Step-by-step explanation:

how is finding 40% of 300 similar to finding 2/5 of 300?

because   40 % =  40/100 = 4/10 = 2/5  which is 2/5

and  40% * 300 = (2/5) * 300  

since  (2/5) * 300 = (2/5) * 300

Final answer:

To calculate 785 ÷ 5, Jordan should press the 7 key first, followed by the rest of the digits, the division key, and then 5, concluding with the equals key to get the result.

Explanation:

Jordan should start by pressing the 7 key on the calculator to begin inputting the number 785 in this equation, 785 ÷ 5. As with most calculators, entries are made in the same order they appear in the equation. After entering the entire number 785, Jordan should then press the division (÷) key, followed by the number 5, and finally the equals (=) key to obtain the result.

Answer:

20

Step-by-step explanation:

the figure has 4 slope and 2 straight

so the slope using pythagorean

[tex]\sqrt{2^2+2^2}=\sqrt{8}[/tex]

[tex]4\sqrt{8}+2\times 4[/tex]

Answer: 20

Step-by-step explanation: I could be wrong...I sometimes get confused on easy questions BUT the length of the object is 4. So 4 + 4 = 8. The "width" is between 3.05 - 3.15. So 3.05 + 3.05 + 3.05 +  = 12.2

8 + 12.2 = 20.6

= 20

Answer:

Step-by-step explanation:

This expression consists of two fractions that have no common denominator but do have -2 as a common factor in the numerators.

Factoring out the -2, we get:

-2(2p/3 + 1/5)

If you want to go further, we can determine the LCD (which is 15) and then combine the fractions within parentheses:

-2(10p/15 + 3/15)

We could now factor out the 1/15 in each fraction:

-2

---- (10p + 3)

15

This is an incomplete question, the image is shown below.

Answer : The fraction empty container is, [tex]\frac{7}{12}[/tex]

Step-by-step explanation :

As we are given that:

The capacity of container = 60 mL

In the given figure, the container is filled with 25 mL.

That means,

60 - 25 = 35 mL container is empty.

Now we have to calculate the fraction of it is empty.

The fraction of it is empty = [tex]\frac{\text{Capacity of empty container}}{\text{Total capacity of container}}[/tex]

The fraction of it is empty = [tex]\frac{35mL}{60mL}[/tex]

The fraction of it is empty = [tex]\frac{7}{12}[/tex]

Therefore, the fraction empty container is, [tex]\frac{7}{12}[/tex]

Answer:

98

Step-by-step explanation:

When you set it up like this 49/3 (blank)/6 3 x 6 is 2 so 49 x 2 is 98

the two numbers are 10 and 4 because 10+4= 14 and 10-4=6

Given:

[tex]\angle A=5 x-12^{\circ}[/tex]

[tex]\angle B=2 x+24^\circ[/tex]

To find:

The value of x and measure of angle B

Solution:

Alternate interior angle theorem:

If two parallel lines cut by a transversal, then the alternate interior angles are congruent.

⇒ m∠A = m∠B

[tex]\Rightarrow 5 x-12^{\circ}=2 x+24^{\circ}[/tex]

Add 12° on both sides.

[tex]\Rightarrow 5 x-12^{\circ}+12^{\circ}=2 x+24^{\circ}+12^{\circ}[/tex]

[tex]\Rightarrow 5 x=2 x+36^{\circ}[/tex]

Subtract 2x from both sides.

[tex]\Rightarrow 5 x-2x=2 x+36^{\circ}-2x[/tex]

[tex]\Rightarrow 3x=36^{\circ}[/tex]

Divide by 3 on both sides.

[tex]$\Rightarrow\frac{3x}{3} =\frac{ 36^{\circ}}{3}[/tex]

⇒ x = 12°

Substitute x = 12° in ∠B.

m∠B = 2x + 24°

        = 2(12°) + 24°

        = 24° + 24°

        = 48°

The measure of ∠B is 48°.

Answer:

B

Step-by-step explanation:

You cant find the square root of ten. It is a decimal that keeps on repeating. Therefore, it is irrational.

Answer:

B. The irrational number in it is the square root of 10

Answer:

Total Surface Area of the Prism=640 square meters

Chris made a mistake in calculating the area of the rectangular base.

Step-by-step explanation:

Dimension of the Triangle

Base=16m, Height=15m

Area of the Two triangular Faces =0.5 X 16 X 15 X 2=240 square meters

This is correct

Dimensions of the Rectangles

16m by 8m, 17m by 8m, 17m by 8m

Area of the Rectangular Faces=(17X8)+(17X8)+(16X8)=400 square meters

Answer:

640 square meters

Step-by-step explanation:

Chris made an error when calculating the area of the rectangular base. They have a different base. The area of both triangle is 240 and the area of all the rectangles is 400, 400+240=640 square meters.

The fraction is 4135/1000.

To write the decimal number 4.135 as a fraction, we first observe that the digits 135 are in the thousandths place. Therefore, we can express the decimal as the fraction 4135/1000. This is because the decimal has three decimal places, and each place value to the right of the decimal point represents a power of ten.

When there's an interest in scientific notation, converting fractions into scientific notation may also be required. As an example, a tiny fraction like 0.0000045 would be written in scientific notation as 4.5 * 10^{-6}.

However, the question asks for a simple fraction, not scientific notation. Therefore, 4.135 as a fraction is simply 4135/1000.

The number 4.135 can be written as a fraction in the form of [tex]\frac{4135}{1000}[/tex]. In scientific notation, it can be expressed as 4.135 x [tex]10^{-3}[/tex], as moving the decimal point 0 places leaves the number unchanged.

To write the number 4.135 as a fraction, you first need to recognize that it is the same as 4135 divided by 1000 since there are three digits after the decimal point. Therefore, the fraction form of 4.135 is [tex]\frac{4135}{1000}[/tex]. This fraction can be simplified if desired by dividing both the numerator and the denominator by the greatest common divisor.

In scientific notation, the number 4.135 can be expressed as 4.135 x [tex]10^{-3}[/tex], because the power of 10 that keeps the number in its original form here is 0. Remember that scientific notation is written as a product of a number between 1 and 10 and a power of 10, where the power indicates how many places the decimal point is moved to the right (for positive powers) or to the left (for negative powers). Because the number is more than 1 but less than 10, we can keep it as is with a power of 10 that is 0.