Answer: D) (1.2,-4.7)
Step-by-step explanation:
plug in the end corrdinates like it says in the equation that the problem gives you.
The x and y-coordinates of the point C will be equal to (1.2, -4.7).
What is a coordinate system?Using one or even more integers, or coordinates, a coordinate system in geometry establishes a unique way to locate points or other geometrical objects on a manifold, such as Euclidean space.
The order of the values is important, and they can sometimes be distinguished by their place in an arranged tuple or by a letter, such as "the x-coordinate."
As per the given information in the question,
Coordinates are the location of a point in an (x,y) plot.
The given coordinates are:
A = (7,-2)
B = (-8,-9)
m:n = 5:8
Use the formula given below,
(x, y) = 1/(m + n)(nx₁ + mx₂, ny₁ + ny₂)
(x, y) = 1/(5 + 8)[5(-8) + 8(7), 5(-9) + 8(-2)]
(x, y) = (1.2, -4.7)
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Solve for x.
12 = |4x|
Answer:
x=3
Step-by-step explanation:
12/4
3
Write a equations for Phillip stared with $42 and saved $9 each week.
Answer:
y=9x+42
Step-by-step explanation:
x is the number of weeks.
He saves $9 each week.
He started with $42.
Hello there, to answer your question...
y=9x+42I hope this helps. :)
Factorise this expression as fully as possible
8x² - 4x
Hope this will help u.....
The expression 8x² - 4x can be fully factorized as 4x(2x - 1). This factorization is achieved by factoring out the greatest common factor, which is 4x, from both terms of the expression, leaving behind the binomial (2x - 1).
Let's factorize the expression 8x² - 4x step by step:
Start with the expression: 8x² - 4x
Notice that both terms have a common factor of 4x.
Factor out 4x from both terms: 4x(2x - 1)
So, the fully factorized expression is 4x(2x - 1). This means that the original expression can be written as the product of 4x and the binomial (2x - 1), where 4x is the greatest common factor and (2x - 1) is the remaining factor after factoring out 4x.
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Need help ASAP I will mark first CORRECT brainliest
Answer: its B or A
Step-by-step explanation:
Answer:
A) 40
Step-by-step explanation:
Because angle 1 is 140 on a 180 line so 2 is 40 and 2 is congruent to 6
Four friends go out to dinner and decide to split the bill evenly. Each friend orders a soda for $2.00, an entree for $12.99 and they all four share a desert for $7.99.How much is the total bill? How much does each friend owe?
12.
The container shown has a capacity of 60 milliliters.
What fraction of it is empty?
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]
The average pulling force that a sample of 1000 springs could take and still be able to spring back was 200 lbs with a standard deviation of 3 lbs. If the distribution follows a normal curve, which of the following is NOT true?
Answer:
About 950 springs could withstand between 194 and 206 lbs of force.
Step-by-step explanation:
Answer:
About 950 springs could withstand between 194 and 206 lbs of force.
Step-by-step explanation:
QuICk AnsWEr ThIs QuESTIon
The owner of a new coffee shop is keeping track of how much each customer spends (in dollars). One hundred of these amounts are shown in the table below. These amounts will form the population for this question.
A random number table was used to generate the following random sample of dollar amounts:
7.43, 5.38, 6.39, 6.53, 4.72, 5.58, 3.63, 7.43, 5.29, 5.70
What is the mean of the given random sample? Round your answer to the hundredths place.
5.8
5.81
5.80
5.00
Given:
The random number table was used to generate the random sample of dollar amounts. The samples are 7.43, 5.38, 6.39, 6.53, 4.72, 5.58, 3.63, 7.43, 5.29, 5.70
We need to determine the mean of the given random sample.
Mean of the random sample:
The mean of the random sample can be determined using the formula,
[tex]Mean=\frac{\sum x_i}{n}[/tex]
Substituting the values, we have;
[tex]Mean=\frac{7.43+5.38+ 6.39+ 6.53+ 4.72+5.58+3.63+ 7.43+5.29+5.70}{10}[/tex]
[tex]Mean=\frac{58.08}{10}[/tex]
[tex]Mean=5.808[/tex]
Rounding off to the neatest hundredth, we get;
[tex]Mean=5.81[/tex]
Therefore, the mean of the random sample is 5.81
Hence, Option B is the correct answer.
pls answer quick i will mark brainiest
Eric is looking to go shopping, as he knows he needs more ties and shirts. Eric is looking for his ties and discovers that he currently has 20 shirts for every 2 ties. If he goes shopping and buys 3o more shirts and now has 50 shirts, after buying more ties, how many would he have if he wanted to keep the original ratio of shirts to ties the same?
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
2 wayIf 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.
The width of a rectangle is 4 units less than the length. The area of the rectangle is 45 units. What is the width, in units, of the rectangle?
Answer:
5 units
Step-by-step explanation:
Represent the length and width by L and W. Then W = L - 4.
The area of the rectangle is 45 square units = L(L - 4), or
L^2 - 4L - 45 = 0
This factors easily into
(L - 9)(L + 5) = 0, so L must be 9. We ignore the negative value -5.
The width of the rectangle is W = L - 4, or 5 units.
The width of the rectangle is 5 units, obtained by first determining the length using the given area and the relationship between the length and width, and then subtracting 4 from the length.
Explanation:This is a problem related to the area of a rectangle. The area of a rectangle is calculated by multiplying its length and width.
Let's call the length of the rectangle L (in units). Since we know that the width is 4 units less than the length, we can denote the width as L - 4.
The area of the rectangle is given as 45 square units. Hence, we have the equation L*(L - 4) = 45.
Solving this equation, we get the length (L) as 9 units. Consequently, the width (L - 4) will be 9 - 4, which equals 5 units.
Therefore, the width of the rectangle is 5 units.
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adam and betty start at the same point. adam walks 3 feet north while betty walks 4 feet west. if a straight line were to be drawn between adam and betty, how long would the line be?
A batch of cookies equals a dozen. I want to split 2 and 3/4 batches of cookies among 4 people. How many whole cookies will each person get *
Answer:
Each person will get 8 whole cookies.
Step-by-step explanation:
[tex]2\frac{3}{4} (12) = 33\\33/4 = 8.25[/tex]
Which system of equations has infinitely many solutions?
(A) 4 x + 2 y = 5. Negative 4 x minus 2 y = 1.
(B) Negative 10 x + y = 4. 10 x minus y = negative 4.
(C) Negative 8 x + y = 2. 8 x minus y = 0.
(D) Negative x + 2 y = 6. 7 x minus 2 y = 12.
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:
Cole's rectangular garden has
of 54 square feet. What could
dimensions of the garden?
gular garden has an area
et. What could be the
Answer: 9 and 6
Step-by-step explanation:
It could be 9 and 6 because 9 times 6 equals 54.
The question asks for possible dimensions of a rectangular garden with an area of 54 square feet, which can be found by identifying factor pairs of 54, such as 1x54, 2x27, 3x18, or 6x9 feet.
The question involves finding possible dimensions for a rectangular garden that has an area of 54 square feet. The area of a rectangle is calculated by multiplying its length by its width. To find possible dimensions, we need to identify pairs of factors that, when multiplied together, give us the area of 54 square feet. Some pairs of factors for 54 could be:
1 foot by 54 feet2 feet by 27 feet3 feet by 18 feet6 feet by 9 feetThese dimensions are just a few examples, and there are other combinations possible, as long as the product of the two dimensions equals 54 square feet.
What is
0.
¯¯¯¯¯¯
75
written as a fraction in simplest form?
Answer:
75/99
Step-by-step explanation:
Anything that has something repeated over and over can be put over 9's
75/99 should equal 0.75757575757575...
combining like terms
-8(9+3d)
show how you got the answers
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
If y varies directly as x and y-21 when x
is 7, find x when y = -5.
Step-by-step explanation:
Since, y varies directly as x:
[tex] \therefore \: y = kx..(1) \\ (k = constant \: of \: proportionality) \\ at \: y = 21 \: and \: x = 7 \\ 21 = k \times 7 \\ k = \frac{21}{7} = 3 \\ plugging \: k = 3 \: in \: equation \: (1) \\ y = 3x..(2) \\ plugging \: \: y = - 5 \: in \: (2)\\ - 5 = 3x \\ x = \frac{ - 5}{3} \\ \: \: \: \: \: \: \huge \red{ \boxed{x = - \frac{5}{3} }}[/tex]
Answer:
X=-5/3
Step-by-step explanation:
Y=KX where k is constanty=kx21=7k divide both sides by 7to get 3then equateto get answerA line has a slope of –1/ 7 and passes through the point (–7, –3). What is its equation in slope-intercept form?
Answer:
y= b - 10x
Step-by-step explanation:
find the value of B using formula for equation of a line
y=mx+b
Replace the known value for min slope y intercept form of equation
y= (-10) times x+b
simplify the slope y intercept form of the equation
y = b - 10x
Geometry, Thanks if you help! question 3
Answer:
A
Step-by-step explanation:
Using Pythagoras' identity on the right triangle.
The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is
t² + 12² = 13²
t² + 144 = 169 ( subtract 144 from both sides )
t² = 25 ( take the square root of both sides )
t = [tex]\sqrt{25}[/tex] = 5 → A
log4 (x2 + 6) = log4 5x
Answer:
x=2 x=3
Step-by-step explanation:
log4 (x^2 + 6) = log4 5x
Since the bases are the same, we can set
x^2 +6 = 5x
Subtract 5x from each side
x^2 -5x +6 = 5x-5x
x^2 -5x +6 =0
Factor
(x-3) (x-2) =0
Using the zero product property
x-3=0 x-2=0
x=3 x=2
PLEASE ANSWER FAST What is the theoretical probability that a coin toss results in two heads showing?
What is the experimental probability that a coin toss results in two heads showing?
What is the theoretical probability that a coin toss results in two tails showing?
What is the experimental probability that a coin toss results in two tails showing?
What is the theoretical probability that a coin toss results in one head and one tail showing?
What is the experimental probability that a coin toss results in one head and one tail showing?
Compare the theoretical probabilities to your experimental probabilities. Why might there be a difference?
Theoretical probabilities are based on mathematical predictions, while experimental probabilities are based on actual outcomes. For a coin toss, the theoretical probabilities are 25% for two heads, 25% for two tails, and 50% for one head and one tail. Experimental probabilities might be different, depending on the outcomes of the tosses, but over time they should approximate the theoretical probabilities.
Explanation:The theoretical probability of a coin toss resulting in two heads showing or two tails showing is both 0.25 (or 25%). This because there are four equiprobable outcomes (HH, TT, HT, TH) and only one of these corresponds to the event of getting two heads or two tails. The theoretical probability of getting one head and one tail is 0.5 (or 50%) as it can happen in two different ways (HT, TH).
On the other hand, the experimental probability might be different due to randomness. Experimental probability is calculated by doing the experiment (e.g., flipping the coin), tracking the outcomes, and comparing the frequency of each outcome to the total number of trials. Depending on the outcome of the experiment, the experimental probability of getting two heads, two tails, or one of each could be different from the theoretical probabilities.
The difference between theoretical and experimental probabilities can be attributed to random chance. The more trials you run, the closer your experimental probability should come to the theoretical probability.
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Following a severe snowstorm, Ken and Bettina Reeves must clear their driveway and sidewalk.Ken can clear the snow by himself in 3 hours, and Bettina can clear the snow by herself in 4 hours. After Bettina has been working for 1 hour, Kane is able to join her. How much longer will it take them working together to remove the rest of the snow?
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.
Paulo tracks his commute time. The coordinate plane below shows some of his commute times in the last two weeks. The x-axis of the graph represents the number of days before today. For example, -1 minus, would represent yesterday. The y-axis represents the commute time in minutes. 2 days ago, Paulo's commute time was halfway between his commute times 8 and 9 days ago. At what coordinates should Paulo graph his commute time 2 days ago
Answer:-2,21
Step-by-step explanation:
The coordinates for Paulo's commute time 2 days ago are (-2, (y1+y2)/2), where y1 is the commute time 8 days ago and y2 is the commute time 9 days ago, as they represented halfway between those times.
Explanation:To find the coordinates for Paulo's commute time 2 days ago, we need first to know the commute times 8 and 9 days ago. We are told that his commute time 2 days ago was halfway between his commute times 8 and 9 days ago. We can assume for the sake of this explanation that the commute time 8 days ago is represented by the point (-8, y1) and 9 days ago by (-9, y2).
To find the average of these two times (which would give us the commute time for 2 days ago), we add y1 and y2 and then divide by 2. This gives us the average commute time (y value) two days ago. Therefore, recognizing that '2 days ago' is represented as -2 on the x-axis, the coordinates for Paulo's commute time 2 days ago would be (-2, (y1+y2)/2).
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Today, Isaac needs to walk his dog, water the garden, and feed his fish. D is the number of minutes it takes
to walk his dog, G is the number of minutes it takes to water the garden, and F is the number of minutes it
takes to feed his fish.
The expression G + D + F describes the total number of minutes it takes Isaac to do all three tasks.
We can also use the expression (G+D) + F to represent the same quantity.
Answer:
The total minutes of the inside tasks: F
The total minutes of the outside tasks: G + D
The total minutes of the tasks involving animals: D + F
The total minutes of the tasks not involving animals: G
Step-by-step explanation:
For reference:
D is the number of minutes it takes to walk his dog G is the number of minutes it takes to water the garden F is the number of minutes it takes to feed his fish.Inside task(s): feeing fish
Outside task(s): Watering garden and walking dog
Task(s) involving animals: Walking dog and feeding fish
Task(s) not involving animals: Watering garden
The above is basically our answer. We now need to put it in terms of F, G, and D (This will be in the same order as the above):
FG and DD and FGNow, if you look at the very top with answer, you will see it's the same letters as what we just did. I hope this helps!
This Middle School mathematics question demonstrates the use of variables to calculate total time for different tasks based on the associative property of addition. It includes understanding time intervals and distances through practical examples and explores the efficiency of task completion with additional help.
Explanation:The question falls under the subject of Mathematics and represents problems likely encountered at the Middle School level.
It explores basic algebra by introducing variables to represent the time taken for varied tasks and demonstrates how these variables can be added to find a total time.
Let's break down the provided scenarios:
1. For Isaac, the expression G + D + F or (G+D) + F both quantify the total time taken to complete all three tasks is an example of the associative property of addition which states that the way in which terms are grouped does not affect their sum.
2. In Bongani's case, the distance covered and the time spent can be calculated as follows:
3. For calculations involving crossing a river or any such activity, the appropriate expression will depend on the parameters available, echoing the same principle of adding different times spent on tasks to find a total.
4. The efficiency of undertaking tasks, such as preparing a garden, can be represented by comparing total times taken with and without additional help.
This shows that sometimes tasks are completed faster with extra, albeit less efficient, help due to the overall effort being distributed.
Which statements help explain this result? Check all
that apply
The bottle was 1/2 full at 11:35 am, and doubled
again after 5 minutes,
The bottle was 1/4 full at 11:30 am, and doubled
twice after 10 minutes,
The bottle was 1/2 full at 11:35 am, and more
bacteria were added to fill the bottle
Exponential growth involves a constant
multiplicative rate of change,
Exponential growth involves a constant additive
rats of change
Answer: The bottle was 1/2 full at 11:35 a.m. and doubled again after 5 minutes.
The bottle was 1/4 full at 11:30 a.m. and doubled twice after 10 minutes.
Exponential growth involves a constant multiplicative rate of change.
Step-by-step explanation: They are the right answer
What is the surface area of a cylinder with a height of 9.5 inches and a radius of
2.5 inches?
Answer:
surface area of a cylinder = 188.4 inches²
Step-by-step explanation:
to calculate the surface area of a cylinder given that
height of the cylinder = 9.5 inches
radius = 2.5 inches
recall that the formulae for calculating the surface area of a cylinder = 2πrh + 2πr²
surface area of a cylinder = 2πrh + 2πr²
surface area of a cylinder = 2 x 3.14 x 2.5 x 9.5 + 2 x 3.14 x (2.5)²
surface area of a cylinder = 6.28 x 2.5 x 9.5 + 6.28 x 6.25
surface area of a cylinder = 149.15 inches² + 39.25inches²
surface area of a cylinder = 188.4 inches²
Answer:
188.4 inches squared
Step-by-step explanation:
to calculate the surface area of a cylinder given that
height of the cylinder = 9.5 inches
radius = 2.5 inches
recall that the formulae for calculating the surface area of a cylinder = 2πrh + 2πr2
surface area of a cylinder = 2πrh + 2πr²
surface area of a cylinder = 2 x 3.14 x 2.5 x 9.5 + 2 x 3.14 x (2.5)²
surface area of a cylinder = 6.28 x 2.5 x 9.5 + 6.28 x 6.25
surface area of a cylinder = 149.15 inches² + 39.25inches²
surface area of a cylinder = 188.4 inches²
Line p is parallel to side BC.
Triangle A B C. Angle A is 2, angle B is 73 degrees, and angle C is 37 degrees. A line p is parallel to side B C at point A to form 3 angles. Angle 2 is angle A, and angle 1 is the exterior angle.
What is the measure of angle 1 in degrees?
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
What is Triangle?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
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What is the volume of this triangular prism?
182 m3
195 m3
210 m3
390 m3
Answer:
the answer is 195 m3
because you do 1/2 x 5 x 6 x 13= 195 m3