Triangles T S R and Q R S overlap at point P. Angle S T R is 66 degrees and angle S Q R is 66 degrees. The lengths of T S and Q R are both 5 inches. Can ΔTSR and ΔQRS be proven congruent by SAS?

Answer:

$0.30

Step-by-step explanation:

6 / 20

0.3

Best of Luck!

Answer:

the cost of 1 marker is $0.30.

Step-by-step explanation:

the ratio of number of markers is 20:6

Let's find an equivalent ratio that shows the cost for 1 marker.

A ratio where one of the terms is 1 is called a unit rate. We can divide the number of markers by 20 to get to 1 marker.

markers  -> cost

$6÷20=$0.30

The cost of 1 marker is $0.30.

The y-intercept of the graph of y = -7x + 140 is 140

The slope intercept form of a line is represented by y=mx+c where m=slope and c is the y intercept of the line

Given here the equation as y = -7x + 140

thus the y intercept has to be 140

Hence The y-intercept of the graph of y = -7x + 140 is 140

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To find the distance between the light bulb and the vertex of the reflector of a flashlight that has a parabolic surface shape and a casting with a 4-inch diameter and 1-inch depth,

we will use the following formula:

Distance from light bulb to vertex = (d^2)/(16h)

where d is the diameter of the casting and h is the depth of the casting.

Substituting the given values:

Distance from light bulb to vertex = (4^2)/(16*1)

Distance from light bulb to vertex = 1 inch

Therefore, the light bulb should be placed 1 inch away from the vertex of the reflector of the flashlight.

In summary, the distance between the bulb and the vertex of the reflector of a flashlight that has a parabolic surface shape and a casting with a 4-inch diameter and 1-inch depth is 1 inch. This distance determines the light beam's focus, which is critical for outdoor activities such as camping and hiking.

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Answer:

Not sure what you're asking for but if you want to see it on the graph this is it

Answer:

(2, 3)

Step-by-step explanation:

2x + 5y = 19

5y = -2x + 19

y = [tex]-\frac{2}{5} x + \frac{19}{5}[/tex]

P(abscissa, ordinate)

P(x, 1.5x)

P(2, 3)

[tex]3 = -\frac{2}{5} (2) + \frac{19}{5}[/tex]

[tex]3 = -\frac{4}{5} + \frac{19}{5}[/tex]

3 = 15/5

3 = 3

Step-by-step explanation:

2<X<4 it may help you to understand.

Answer:

2 < x < 4

Step-by-step explanation:

Given

- 2 < 4x - 10 < 6 ( add 10 to each interval )

8 < 4x < 16 ( divide each interval by 4 )

2 < x < 4

Answer:

x<35

Step-by-step explanation:

1x-31+2<6 move the 2 over and make it negetive so you get 1x-31<4 next move the -31 over and make it a positive you shoild get 1x<35  divided 1 and you get <35.

Answer:

x= 18

Step-by-step explanation:

Answer:

[tex]y = \frac{1}{3} x - \frac{16}{3} [/tex]

Step-by-step explanation:

Write 3x + y - 4 = 0 in the form of y = mx + c ,

where m is is the gradient .

Thus, y = -3x + 4

Next use the formula,

m1 × m2 = -1

to find the gradient for the new equation.

-3 × m2 = -1

m2 = 1/3

Given the contacting point (1, -5), therefore

y-(-5) =1/3(x-1)

y+5=1/3(x) - 1/3

y = 1/3(x) -1/3 -5

y = 1/3 (x) -16/3

3y=x-16

What is slope in straight line?

Generally, the slope of a line gives the measure of its steepness and direction. The slope of a straight line between two points says (x1,y1) and (x2,y2) can be easily determined by finding the difference between the coordinates of the points. The slope is usually represented by the letter 'm'.

y-y1=m(x-x1)

mm1=-1

Given line,

3x+y=4

y=-3x+4

slope, m=-3

m*m1=-1

-3*m1=-1

m1 = 1/3

Since, the new line that passes through the point (1, −5) is perpendicular to the line 3x+y=4, the slope of the new line will be 1/3.

Therefore, slope of the new line will be m1= 1/3

Now, equation of line is

y-y1=m1(x-x1)

Putting the values,

y-(-5)=1/3(x-1)

y+5=1/3(x-1)

3y=x-16

therefore, our line equation is 3y=x-16

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Divide total miles by miles per gallon.

3298 / 12 = 274.83 gallons. ( Round the answer as needed).

Answer:

275 gallons of gas

Step-by-step explanation:

3298 divided by 12 = 274.83333

and then round that  = 275

Answer:

ill help

Step-by-step explanation:

Answer:

-1/2

Step-by-step explanation:

i just did the quiz, so just trust

Answer:

6.5

Step-by-step explanation:

Not hard. Organize the numbers from least to greatest.

-19, -8, -2, 6, 6, 7, 13, 15, 16, 19

The middle numbers are 6 and 7, add them up, divide by two to get 13/2 = 6.5

Answer:

The median is 5.5.

Step-by-step explanation:

You can find the median by looking at the middle of the number sequence.

In this case the median would be 5.5 bc the sequence includes 2 numbers that are in the middle making the median 5.5.

Ok, so to find the median in a sequence of 10 number you would have to add the two middle numbers then divide the answer by two to find the answer.

Hope this helps:)

-8+19=11

11/2=5.5

Answer:

30 gallons.

Step-by-step explanation:

If you multiply 6 x 5

(6 being the gallons)

(5 being the minutes)

I believe that the answer is 30 gallons.

The number of  students study wood work but not metal work is -9, which indicates an error or inconsistency in the given information.

To determine the number of students who study woodwork but not metalwork, we need to use the principle of inclusion-exclusion and subtract the number of students who study both subjects from the total number of students studying woodwork.

Given that there are 30 students in the class, 6 of whom study neither subject.

The number of students who study both woodwork and metalwork is the intersection of the two circles, which is not explicitly given.

Using the principle of inclusion-exclusion, we can calculate the number of students studying woodwork but not metalwork as follows:

Number of students studying woodwork but not metalwork = Total students studying woodwork - Number of students studying both subjects

Number of students studying woodwork but not metalwork = 15 - (Total students - Number of students studying neither subject)

Number of students studying woodwork but not metalwork = 15 - (30 - 6) = 15 - 24 = -9

The result is -9, which indicates an error or inconsistency in the given information. It is not possible to have a negative number of students studying a specific subject.

The given data is not consistent, and we cannot determine the number of students studying woodwork but not metalwork based on the provided information.

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Answer:

The Answer Choice D.

Step-by-step explanation:

Multiply each term in the first expression by each term in the second expression and combine like terms.

One solution for the equation is B = 9°.

To find this solution, we can use the relationship between tangent and cotangent functions. Since the given equation involves tangent and cotangent angles, we can rewrite the equation using their reciprocal relationship: tan(x) = 1/cot(x).

By substituting this relationship into the given equation, we get tan(2B + 1°) = 1/tan(5B + 5°).

Next, we can simplify the equation by taking the reciprocals of both sides: cot(2B + 1°) = tan(5B + 5°).

Since we are looking for acute angles, we can focus on the principal values of cotangent and tangent functions within the given equation. By equating the angles, we have 2B + 1° = 5B + 5°.

Solving for B, we find B = 9°.

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The mean of the z scores after converting the pulse rates to z scores is 0, and the standard deviation of the z scores is 1. The units of the corresponding z scores are dimensionless.

The process of converting the pulse rates to z scores involves subtracting the mean and dividing by the standard deviation. This transformation standardizes the data and makes it comparable across different distributions. In the case of z scores, the mean is always 0, and the standard deviation is always 1. Therefore, the mean and standard deviation of the z scores in this scenario are 0 and 1, respectively.

Since z scores are calculated by subtracting the mean and dividing by the standard deviation, the resulting values are dimensionless. They represent the number of standard deviations away from the mean. Therefore, the units of the corresponding z scores are neither "beats per minute," "beats," nor "minutes per beat." They are simply numerical values without specific units.

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answer:

what is the question? i would love to help!

explanation:

In triangle ΔABC, with D as a point on AB such that AD = BD = CD = 5, and AB = 6, the length of AC can be found using the Pythagorean theorem. The value of AC is √11.

Let's consider triangle ΔABC with sides AB, BC, and AC. We know that AD = BD = CD = 5, and AB = 6. Since AD = BD, triangle ΔABD is isosceles, and ∠ADB = ∠ABD. Similarly, since BD = CD, triangle ΔBCD is isosceles, and ∠BDC = ∠BCD.

Let's denote the length of AC as x. Now, in triangle ΔADC, using the Pythagorean theorem, we can write:

AC² = AD² + CD²

x² = 5² + 5²

x² = 25 + 25

x² = 50

To find the value of x, we take the square root of both sides:

x = √50

Simplifying the square root, we can write:

x = √(25 * 2)

x = √(5² * 2)

x = 5√2

Therefore, the length of AC is √11.

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Answer:

The Pythagorean theorem states that a2 + b2 = c2 in a right triangle where c is the longest side. You can use this equation to figure out the length of one side if you have the lengths of the other two.

Step-by-step explanation:

Answer:

71

Step-by-step explanation:

2n-1=141

2n=142

n=71

A) We are told that cost of blueberries is $4.99 a pound.

Now, Diego buys b pounds of blueberries and pays $14.95.

Since 1 pound costs $4.99, then b pounds will cost $4.99b

Since he paid $14.95, then the equation is;

$4.99b = $14.95

B) We are told that cost of blueberries is $4.99 a pound.

Now, Jada buys p pounds of blueberries and pays $c.

Since 1 pound costs $4.99, then p pounds will cost $4.99p

Since he paid $c, then the equation is;

$4.99p = $c

C)  We are told that cost of blueberries is $d a pound.

Now, Lin buys q pounds of blueberries and pays $t.

Since 1 pound costs $d, then q pounds will cost $qd

Since he paid $t, then the equation is;

$qd = $t

idk rest

Answer:

I am doing the last 3

Step-by-step explanation:

1. 275 - 45 = n

2. v + 45 = m

3. x - y = w

Answer:

i think is less than sorry if I'm wrong

The diameter of Earth in kilometers is approximately 12,682 km, making option D the correct answer.

To convert the diameter of Earth from miles to kilometers, we can multiply the given diameter in miles by the conversion factor of 1.6 kilometers per mile.

Given that Earth's diameter is 7,926 miles, we can calculate its diameter in kilometers as follows:

Diameter in kilometers = Diameter in miles × Conversion factor

Diameter in kilometers = 7,926 miles × 1.6 kilometers/mile

Diameter in kilometers = 12,681.6 kilometers

Rounding this value to the nearest whole number, we get 12,682 kilometers.

Therefore, the correct answer is option D: 12,682 km.

Option A: 49,553 km is not the correct answer. It is not consistent with the given diameter of Earth.

Option B: 120,586 km is also not the correct answer. It is not consistent with the given diameter of Earth.

Option C: 1,392,650 km is significantly larger than the actual diameter of Earth and is not a plausible value.

In conclusion, the diameter of Earth in kilometers is approximately 12,682 km, making option D the correct answer.

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Answer:

The quotient is 356

The remainder is 6

Step-by-step explanation:

Answer:

6√3

Step-by-step explanation:

V = 648•(3½) = 8•81•(3½)  where the SQUARE ROOT OF 3 has been written with a fractional exponent V = s3

so s = cube root of this V.

Cube root of 8 is 2; cube root of 81 is 3•3^(1/3) and cube root of square root of 3 is 3^(1/6).

Therefore s = 2•3•3^(1/3 + 1/6) =  2•3•3½ = 6√3.

You will need to get s2 = 36•3 = 108. Finally, T.S.A. = 6 s2 = 6(108) = 648.

449.3 cm^2

To find surface area from the volume, first cube root the number 648, which gives you 8.65 rounded to the nearest hundredth. Then you square it because you have to find the area if every side of the cube, so take that answer, which is 74.88 rounded to the nearest hundredth, multiply it by six. You have your answer

The inverse of the given function y = 2x^2 - 4 is y^-1 = ±√((x + 4)/2). To find the inverse of a function, we swap the roles of x and y and solve for y.

Let's follow the steps to derive the inverse:

1. Start with the given function: y = 2x^2 - 4.

2. Swap x and y: x = 2y^2 - 4.

3. Rearrange the equation to solve for y: x + 4 = 2y^2.

4. Divide both sides by 2: (x + 4)/2 = y^2.

5. Take the square root of both sides: ±√((x + 4)/2) = y.

The ± sign indicates that we have two possible solutions for the inverse function. When taking the square root, we consider both the positive and negative values to account for the original function's behavior. Therefore, the inverse function of y = 2x^2 - 4 is y^-1 = ±√((x + 4)/2). It's important to note that the inverse function is not defined for negative values in the square root if we want a real-valued inverse. So, the correct domain for the inverse function is x ≥ -4/2 = -2.

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