Tyler says that since triangle ACD is similar to triangle ABC, the length of CB is 11.96. Noah says that since ABC is a right triangle, we can use the Pythagorean Theorem. So the length of CB is 12 exactly. Do you agree with either of them?

Answer:

2? – (-6)x +(-27), x² + 6x – 27 = 0

Step-by-step explanation:

i used a calculator

Option B is correct answer, 79 pounds is equal to 35.866 kilograms.

What is unit conversion?

A unit conversion is used to express the same property in a different unit of measurement. Minutes can be used to measure time instead of hours, and feet, kilometers, or any other measurement can be used to measure distance in place of miles. Measurements are typically provided in one system of measurement, such as feet, but are necessary in a different system, such as chains. A mathematical formula known as a conversion factor enables an equivalent exchange of feet for chains.

As it is given in the question,

1 Pound =  0.454 Kilograms,

So, In order to convert 79 pounds into kilograms we have to multiply 0.454 by 79.

79 pounds = 79(0.454) kilograms

79 pounds = 35.866 kilograms

Therefore, option B is correct answer.

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Answer: 79 pounds = 35.866 kilograms. Option B is correct!

The Expert was correct. Can I get brainliest because it's right?

Answer: plug -15 in for x and if we get get -9 out because 2/3 of -15 is -10 and -10+1 =-9
we can do the same for the rest of these and we see that they'll come out to the y value

Answer:

1. Alternate exterior angles

2. Vertically opposite angles

3. Alternate interior angles

4. Corresponding angles

The number of nickels is 173.

The number of dimes is 258.

The number of quarters is 69.

The coins are worth $51.7.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

For every 2 nickles, there are 3 dimes.

For every 2 dimes, there are 5 quarters.

This means,

Let,

Nickles = N

Dimes = D

Quarters = Q

2N = 3D

N = 3D/2

2D = 5Q

Q = 2D/5

Now,

N + D + Q = 500

3D/2 + D + 2D/5 = 500

15D + 10D + 4D = 500 x 10

29D = 5000

D = 5000/29

D = 173

Now,

N = 3 x 172 / 2

N = 3 x 86

N = 258

Q = 2 x 172 / 5

Q = 69

Now,

Total coins = 500

173 + 258 + 69 = 500

Now,

20 nickels = $1

10 dimes = $1

4 quarters = $1

So,

173 nickels = $1 x 173 / 20 = $8.65

258 dimes = $1 x 258 / 10 = $25.8

69 quarters = $1 x 69 / 4 = $17.25

The total worth.

= $8.65 + $25.8 + $17.25

= $51.7

Thus,

The number of nickels is 173.

The number of dimes is 258.

The number of quarters is 69.

The coins are worth $51.7.

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Answer:

D) AAA

Step-by-step explanation:

Answer: -10

Step-by-step explanation:

y2-y1

---------

x2-x1

There are two solutions if a is positive, one solution if a is 0, and no solutions if a is negative.

If x² = a, then x can be either positive or negative.

Thus, there are two solutions if a is positive, one solution if a is 0, and no solutions if a is negative.

Example 1: a = 9

If a = 9, then x² = 9,

so x can be either 3 or -3.

Thus, there are two solutions in this case: x = 3 or x = -3.

Example 2: a = 0

If a = 0, then x²= 0,

so x can only be 0.

Thus, there is one solution in this case: x = 0.

Example 3: a = -4

If a = -4, then x² = -4, which is not possible because the square of a real number cannot be negative.

Thus, there are no solutions in this case.

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The given equation 11= - 4x^2-x^3 is not quadratic. It is a cubic.

The definition of a quadratic as a second-degree polynomial equation demands that at least one squared term must be included. It also goes by the name quadratic equations. The quadratic equation has the general form ax^2 + bx + c = 0. where a, b, and c are numerical coefficients and x is an unknown variable.

Quadratic expressions are those involving powers of x up to the second power, not the fourth power, hence the prefix quad signifies "four" rather than "two."

As highest power with the variable is 3 so it is a cubic expression not a quadratic.

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The power or pow() function achieves the same result as the operator "^" in mathematics.

The power of an integer is calculated using the pow() function. The power raised to the base number is returned by the pow() function, which takes two parameters (the base value and the power value). This is denoted by "^".  This function in computer programming helps to determine the value of an integer raised to a certain power.  This is written as,

pow = power = ^ (Power operator)

In mathematics, it also helps to calculate the number raised to power.  For instance, 3^2 = 3²=9. The blank can be filled with the pow() function.

The complete question is -

The ________ function does the same thing as using the mathematical ^ operator.

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Answer:

Yes

Step-by-step explanation:

y = 2x - 8  Plug is 6 for x and 4 for y

4 = 2(6) - 8

4 = 12 - 8

4 = 4

(6,4) is a solution for this equation

y = -1/3 x + 6

4 = -1/3(6) + 6

4 = -2 + 6

4 = 4

(6,4) is a solution for this equation too.

The cost for 111 books is obtained as $3.5.

In order to solve a problem for two different values of a quantity, its unit value is first derived. This method is known as unitary method.

The given problem can be solved using unitary method as follows,

The cost for 666 books = $21

Then, cost for 1 book = 21/666

Thus, the cost of 111 books = 21/666 × 111

                                            = 21/6

                                            = 3.5

Hence, the cost for 111 comic book is given as $3.5.

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Answer: AB≈7.62 units

Step-by-step explanation:

A(-3,4)      B(4,7)

[tex]\boxed {L=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2} }\\\\x_1=-3\ \ \ \ x_2=4\ \ \ \ y_1=4\ \ \ \ y_2=7[/tex]

Hence,

[tex]AB=\sqrt{(4-(-3))^2+(7-4)^2} \\\\AB=\sqrt{(4+3)^2+3^2} \\\\AB=\sqrt{7^2+9} \\\\AB=\sqrt{49+9} \\\\AB=\sqrt{58} \\\\AB\approx7.62\ units[/tex]

The degrees of freedom for the f-ratio evaluating the main effect of factor A would be (1, 8).

A factorial is a mathematical operation denoted by the symbol (!) that multiplies a number (n) by each integer that comes before it. To put it another way, the factorial function instructs you to multiply all the whole numbers starting at the selected number and decreasing by one. The factorial of a number (n!) is equal to n in more mathematical terminology (n-1)

The factorial of a number (n!) is equal to n in more precise mathematical terminology (n-1). For instance, if you wanted to compute the factorial for four, you would write: 4! = 4 x 3 x 2 x 1 = 24.

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Answer:

5 1/7 pages in one hour. And what does "A.B.C.D." Mean?

Step-by-step explanation:

The length of the wire attached to the pole is 20.62 feet

The pole is perpendicular to the ground in the direction of the point where the wire is attached to the ground to form a right angle triangle.

A leg of the triangle is 20 feet(length of the pole from the surface of the ground to the top)

The other leg is5 feet(distance from the base of the pole to the point where the wire is attached to the ground)

The third side of the right angle triangle is the hypotenuse(length of the wire)

Applying Pythagoras theorem;

Hypotenuse² = Opposite² + Adjacent²

= 20 feet ² + 5 feet²

= 400 + 25

Hypotenuse² = 425

Find the square root of both sides

Hypotenuse = √425

= 20.6155

Approximately,

Hypotenuse = 20.62 feet

In conclusion, the hypotenuse side of the right angle triangle is 20.62 feet

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Answer:there is no diagram

Step-by-step explanation:

Answer:

$13 overpayment

Step-by-step explanation:

We can find the amount Trevor should pay each month by dividing the $26,555 by 36 months:

               ($26,555/(36 months)) = $737.64 per month

Since Trevor decide to round up to the nearest dollar, he will pay $738 each month.  That's an overpayment of $0.361 each month.

After 36 months of overpaying by $0.361 each month, Trevor will have overpaid:

  ($0.36/month)*(36 months) = $13 overpayment

The pumpkin hangs between the two scales and weighs 58.77 N.

The given data is-

The result of the 2 scale readings is equal to the weight of a pumpkin swinging from the two scales.

The two forces combine to create resultant force;

R² = a² + b² - 2abcos(θ)

R² = 44² + 46² - 2(44)(46)cos(72)

R² = 3454.97

R = 58.77

Consequently, the pumpkin's weight on the two scales is 58.77 N.

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The probability that the person selected will be someone whose response is never and who is a woman is 0.0636 = 6.36%.

A probability of an occurrence in the context of a problem is calculated by dividing the desired outcomes in the problem by the entire number of outcomes in the problem.

In the context of this problem, these outcomes are given as follows:

Desired outcomes: people whose response is never and who are women.

Total outcomes: all participants.

Hence, as all participants represent the desired outcomes, the probability that the person selected will be someone whose response is never and who is a woman is the relative frequency of people who are women and who respond never, which is: 0.0636 = 6.36%.

Missing question:

(Refer to the image for the complete question)

One person surveyed will be selected at random:

What is the probability that the person selected will be someone whose response is never and who is a woman?

What is the probability that the person selected will be someone whose response is never 0r who is a woman?

What is the probability that the person selected will be someone whose response is never given and that the person is a woman?

For the people surveyed are the events of being a person whose response is never and being woman independent?

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The number of insects in the fourth generation is 506.25

This is a type of function that are of 3 main parts

the starting or initial value, base function and the exponents

Considering the given problem,  

the starting = 100

the base = 1.5

the exponents = number of generation = x

The function is written as f(x) = starting (base) ˣ

substituting the values

f(x) = 100 (1.5)⁴

= 506.25

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Answer:

20

Step-by-step explanation:

AB = DC = 2 - (-4) = 6

AD = BC = 3 - (-1) = 4

Perimeter =  sum of all sides of the rectangle = AB+DC+AD+BC =

6+6+4+4=20

Total 56, integers are remained if all multiples of 4 and all multiples of 5 are removed from the set of integers from 1 through 100.

We have given that,

from the set of first 100 integers numbers, all the multiples of 5 and 4 are removed.

According to the question,

The multiples of 4 upto 100,

S = { 4, 8, 12......, 96}

it is an Arithmetic progression sequence with

a = 4 , l = 96 , d = 4

using an = a + (n-1)d where

n --> number of terms in sequence

d ---> common difference between two consecutive terms

a ---> first term

=> 96 = 4 + (n-1)4

=> (n-1) = 92/4

=> n = 23 + 1 = 24

Total multiples of 4 upto 100 is 24 .

Now, multiples of 5 upto 100

Q = { 5, 10, 15, ....,100}

Similarly as for above case

a = 5 , d = 5 , l = 100

=> 100 = 5 + (n-1)5

=> (n-1)5 = 95

=> n-1 = 19

=> n = 20

Total multiples of 5 upto 100 is 20.

Remained integers upto 100 = 100 - 20 -24

= 56

Hence, the required number of integers are 56.

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The [tex]n^{th[/tex] term of an exponentially increasing sequence can be found using the formula:

[tex]a_n = a_1[/tex] × [tex]r^(^n^-^1^)[/tex]

To find the [tex]n^{th[/tex] term of a sequence, you can use a formula that defines the relationship between the terms of the sequence. In this particular sequence, the terms seem to be increasing exponentially, with each term being the square of the previous term.

The [tex]n^{th[/tex] term of an exponentially increasing sequence can be found using the formula:

[tex]a_n = a_1[/tex] × [tex]r^(^n^-^1^)[/tex]

where [tex]a_n[/tex] is the nth term of the sequence, [tex]a_1[/tex] is the first term of the sequence, and r is the common ratio.

In this case, the first term is 2, and the common ratio is the previous term divided by the term before it. In this sequence, the common ratio is [tex]\frac{4}2=2[/tex]

Therefore, the [tex]n^{th}[/tex] term of the sequence can be found using the following formula:

[tex]a_n = 2[/tex] × [tex]2^{(n-1)[/tex]

So to find the [tex]n^{th[/tex] term, you would plug in the value of n into the formula. For example, to find the fifth term of the sequence, you would plug in 5 for n:

[tex]a_5 = 2[/tex] × [tex]2^{(5-1)[/tex]

= 2 × [tex]2^4[/tex]

= 2 × 16 = 32

So the fifth term of the sequence is 32

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Therefore, the student would pay $2,994.20 more over the life of the loan than if they paid in cash.

Percent is a way of expressing a number as a fraction of 100. It is denoted by the symbol "%". Percentages are commonly used to express ratios, proportions, and rates. They are used in many areas of everyday life, such as in finance, business, and statistics. Some common examples include: Interest rates on loans and credit cards, Discounts on sale items in stores, Tax rates on income or purchases, Probability of events occurring, Performance metrics in sports and other competitions. Percentages can be converted to decimals or fractions for calculations, and vice versa.

Here,

If the student pays in full with cash, the total cost of the car is $10,000.

If the student chooses to finance the car, the monthly payment is $216.57 and the number of months is 60. The total amount paid over the life of the loan is:

Total paid = Monthly payment * Number of months

= $216.57 * 60

= $12,994.20

The amount paid over the life of the loan is the difference between the total paid and the initial cost of the car:

Amount paid over life of loan = Total paid - Initial cost

= $12,994.20 - $10,000

= $2,994.20

The correct answer is option O: $2,994.20.

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The initial value for the equation, -12x - 10y = -50, is: 5.

The initial value of a linear equation is also known as the y-intercept of the  equation. Th equation in slope-intercept form can be expressed as y = mx + b, where the initial value of the equation is represented as the value of b, while m is the slope.

Given the linear equation, -12x - 10y = -50, in standard form, to find the initial value, b, we have to rewrite the equation in slope-intercept form:

-12x - 10y = -50

Add 12x to both sides of the equations:

-10y = 12x - 50 [addition property of equality]

Divide both sides by -10

-10y/-10 = 12x/-10 - 50/-10 [division property of equality]

y = -6/5x + 5

Thus, the initial value of the y-intercept of the equation is: 5.

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The Rate of Sales Tax in Percentage is 1.25%

What is Percentage?

Percentages: The percentage is one of the most used methods to portray statistics. Percentage simply means "per hundred," and the sign for percentage is %. One percent (or 1%) is one hundredth of a total or whole number and is computed by dividing the whole or entire number by 100.

Solution:

Cost Price of the Cookie Jar is given as $1.60

And, Selling Price is $1.62 including Sales Tax

We need to calculate the Rate of Sales Tax

So, the amount of Sales Tax is 0.02$

Percentage is 0.02/1.6 * 100 = 1.25%

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If the expression AXB is defined, and A is a 3X5 matrix, then the dimension of B could be 5XN.

“N” could be the any number as in order to do any multiplication, the number of columns of first matrix and the number of rows of second matrix should be same in order to perform the multiplication between those matrices.

A matrix is a collection of integers that are organized in rows and columns to form a rectangular array. The numbers are referred to as matrix elements or entries. If the matrix has m rows and n columns, it is referred to as a "m by n" matrix, abbreviated "mXn."

A matrix A multiplied by a matrix B yields a matrix C only when the number of columns in the first matrix A equals the number of rows in the second matrix B. To find the element cij, which is in the product's ith row and jth column, multiply the first element in the ith row of A by the first element in the jth column of B, the second element in the row by the second element in the column, and so on until the last element in the row is multiplied by the last element in the column; the sum of all these products yields the element cij.

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On solving the provided question we can say that - 112 child tickets were sold that day

equation: a statement that two expressions having variable- and/or number-filled expressions are equivalent. Since equations are essentially questions, finding a way to respond to them has been a major driving force behind the development of mathematics.

Call the number for children and the number for adults to get:

[tex]5.20c+8.50\\ a=1097.60[/tex]

and

a=4c

indicating that there were four times as many adults as youngsters.

Using this value in place of a

into the first equation we get:

[tex]5.2c+8.5(4c)=1097.6\\ 5.2c+34c=1097.6[/tex]

rearranging:[tex]c=1097.639.2=28[/tex]

and so:

[tex]a=4c=4⋅28=112[/tex]

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Parametric equations describe a physical situation only when we have to draw the coordinates of the figure which actually didn't have any such coordinates.

There are many reasons. The best way to answer any “why?” question in math is to work, at least a little, with the subject to see what it can do.

With parametric equations you will find that they simplify many problems that are a complex jumble of variables if viewed in rectangular coordinates.

To illustrate a very simple case:

Define a certain circle as: x^2 + y^2 = 25 in rectangular coordinates.

Switching to polar coordinates we have: x = 5*cos(theta) and y = 5*sin(theta).

We have parameterized an equation in two variables into two simpler equations in the one variable theta. We did this by finding a single variable (the parameter theta) that will show the behavior of x and y independently.

This can be a very powerful tool if we have an equation in many variables and can reduce it to many equations but in fewer variables.

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