The length of the rectangular room will be;
⇒ 18 feet
What is mean by Rectangle?
A rectangle is a two dimension figure with 4 sides, 4 corners and 4 right angles. The opposite sides of the rectangle are equal and parallel to each other.
Given that;
The area of a rectangular room = 162 square feet
The width of the room = 9 feet.
Now,
Since, we know that;
Area of Rectangle = Length x Width
Let The length of the room = y feet
Substitute all the given values, we get;
The area of a rectangular room = Length x Width
162 = y x 9
Divide by 9, we get;
y = 162 / 9
y = 18 feet.
Thus, The length of the rectangular room will be;
⇒ 18 feet
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Which of the following is the point and slope of the equation y - 2 = 3/2(x - 7)?
(7, 2), 3/2
(7, 2), 3
(-7, -2), 3/2
(7, -2), 3
Point-slope form of the linear functions is like this :
[tex]y - y(point) = (slope) \times ( \: x - x(point) \: ) \\ [/tex]
[tex]y - 2 = \frac{3}{2}(x - 7) \\ [/tex]
So :
[tex]slope = \frac{3}{2} \\ [/tex]
And
Point = ( 7 , 2 )
_________________________________
And we're done.
Thanks for watching buddy good luck.
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a group of 20 students and 4 adults are going on a field trip to the mueseum make a diagram to show the ratio of students and adults ?
Answer:
20=5(4)
Step-by-step explanation:
make it a linear function make the x-axis adults and the y-axis students and for every 1 adullt go up by 5 student
3/4 ( 1/2× -12) + 4/5
(5k − 1 + 2k3) − (6k3 − 3k2 − 8) + (8k3 − 2k2 − 7k)
Answer:
4k^3 + k^2 - 2k + 7
Step-by-step explanation:
Hope this helps, and good luck
7th grade mathhh help me plzzz
Answer:
40 degrees
Step-by-step explanation:
Answer:
40°F
Step-by-step explanation:
If you add 15 to -15 it's 0 and if you add another 15 that's 15 and if you add a 10 it brings it up to 25.
Which situation can be modeled by the equation y = mx + b?
Answer:
That is a slope intercept equation if that's what your asking.
Step-by-step explanation:
y = mx + b
-In this situation y and x represent a set of cordinates on the graph that are a solution to the equation.
-m represents the slope of the line.
-b represents the y intercept on the graph.
I hope this helps you.
Answer:
A.
The number of subscribers (y) of an online news journal doubles every week (x).
B.
The time (y) it takes to make 100 pots at a pottery wheel depends on the number of pots made per hour (x).
C.
The total daily income (y) of a hotel clerk who earns $12 per hour depends on the number of hours worked (x).
D.
The volume (y) of a square prism with a height of 8 inches depends on the side length (x) of its square base.
Step-by-step explanation:
C
21
9
0
?
15
HURRY
I HAVE 19 more minutes
Enter the value of (-3)(2)(3).
Answer:
-18
Step-by-step explanation:
-3 × 2 = -6
-6 × 3 = -18
Which is greater, 25% of $200 or 80% of 100?
Answer:
80% of 100
Step-by-step explanation:
25% of something is basically dividing it by 4, meaning 25% of 200 is 50,
While 80% of 100 is 80
A good way to memorize this is if youre taking anything as a percent of 100, get rid of a 0 on the 100, and put a decimal place in the number.
(e.g. 90% of 10 is 9. whereas 90% of 100 is 90)
Just remember which you're dealing with!
Hope this helps!
Answer:
80% of 100 is greaterStep-by-step explanation:
25% of 200 is
0.25*200 = 5080% of 100 is
0.8*100 =80As 80 > 50,
the second number is greater
Assuming equal rates, 120 miles in 6 hours implies 150 miles in how many hours?
Answer:
9 hours
Step-by-step explanation:
1. The value of 25 x (8.5) is:
a.
More than 250
b. Less than 250
Multiplication is the process of multiplying, therefore, adding a number to itself for the number of times stated. The value of 25×8.5 is less than 250. The correct option is B.
What is multiplication?Multiplication is the process of multiplying, therefore, adding a number to itself for the number of times stated. For example, 3 × 4 means 3 is added to itself 4 times, and vice versa for the other number.
The value of 25×8.5 is needed to be calculated in order to know if the product is more than 250 or not. Therefore, the value of the 25×8.5 can be calculated as,
25×8.5
= 25 × (85/10)
= 2125/10
= 212.5
Since the value of the product of 25 and 8.5 is 212.5 which is less than 250. It can be calculated that the number is smaller than 250.
Hence, the value of 25×8.5 is less than 250.
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Graph x<2. I will give yall 20 points :)
Answer:
a????
Step-by-step explanation:
sorry if I'm wrong might be b
Answer:
D
Step-by-step explanation:
It is x<2 which means x can not be 2, so it is a dotted line, then x is anything less than 2, so it is shaded to the left.
Look at the figure. How can you prove the triangles are congruent?
A. ∆ABD ≅ ∆CDB by the SAS Postulate.
B, It is not possible to determine if the triangles are congruent.
C. ∆ABD ≅ ∆CDB by the SSS Postulate.
Answer:
A. ∆ABD ≅ ∆CDB by the SAS Postulate.
Step-by-step explanation:
You know lines AB and DC are congruent because of the lines on each. Additionally, angles B and D are congruent for the alternative interior angles rule and they also are marked as congruent in the image. Finally, DB is congruent to DB because of the reflexive property. So you have two sides and the included angle, this makes the SAS postulate true.
Answer:
the answer is A
Step-by-step explanation:
An ice cream cone has a diameter of 6 centimeters. What is the volume of the cone, if the cone is 9 centimeters tall?
Answer:
V≈84.82
Step-by-step explanation:
V=πr2h
If g(x)=4x^2 -8x+3, find g(5)
What is the slope-intercept form of 9x + 3y = 15?
Answer:
y = -3x + 15
Step-by-step explanation:
9x + 3y = 15
subtract 9x from both sides of equation
3y = 15 - 9x
isolate y by dividing
y = 15 -3x
rewrite
y = -3x + 15
Answer:
The answer is y = -3x + 5
Step-by-step explanation:
I took the quiz and got it correct.
Justify each step of this inequality by stating the property that was used to get to each step. Given: -5(r+3)<12-10r+3r Property used: Step 1: -5(r+3)<12-7r Step 1: Step 2: -5r-15<12-7r Step 2: Step 3: 2r-15<12 Step 3: Step 4: 2r<27 Step 4: Step 5: r<13.5 Step 5:
Answer:
See below.
Step-by-step explanation:
We have:
Given:
[tex]-5(r+3)<12-10r+3r[/tex]
Step 1: Combining Like Terms (on the right):
[tex]-5(r+3)<12-7r[/tex]
Step 2: Distributive Property (distribute the -5 on the left):
[tex]-5r-15<12-7r[/tex]
Step 3: Addition Property of Equality (add 7r to both sides):
[tex]2r-15<12[/tex]
Step 4: Addition Property of Equality (add 15 to both sides):
[tex]2r<27[/tex]
Step 5: Division Property of Equality (divide both sides by 2):
[tex]r<13.5[/tex]
And we're done!
Answer:
Step 1: Combining Like Terms
Step 2: Distributive Property
Step 3: Addition Property of Equality
Step 4: Addition Property of Equality
Step 5: Division Property of Equality
12.) Given the following information, determine which lines, if any, are parallel. State the converse that justifies your answer. Pleaseee helppp
Answer:
Step-by-step explanation:
Given Parallel lines Converse
a. ∠13 ≅ ∠17 a║c Corresponding angles
b. ∠4 ≅ ∠9 d║e Exterior alternate angles
c. m∠20 + m∠21 = 180° a║b Consecutive interior angles
d. ∠8 ≅ ∠19 Vertical angles
e. ∠10 ≅ ∠23 b║c Interior alternate angles
f. m∠14 + m∠17 = 180° a║c Consecutive interior angles
From the given diagram and information, it can be concluded that lines a, b, and c are parallel, and lines d and e are parallel.
The given lines in the diagram are a, b, c, d, and e.
a. It is given that the measure of angle 13 is equal to that of angle 17.
Now, these two angles are made by lines a, c, and d. Now, the angles are corresponding and equal, and hence, lines a and c will be parallel.
b. It is given that the measure of angle 4 is equal to that of angle 9.
These two angles are made by lines d, e, and b. Now, the angles are alternate exterior and equal, and hence, lines d and e will be parallel.
c. It is given that the sum of the measure of angles 20 and 21 is equal to 180 degrees.
These two angles are made by lines a, b, and e. Now, the angles are supplementary and their sum is 180 degrees, and hence, lines a and b will be parallel.
d. It is given that the measure of angle 8 is equal to that of angle 19.
These two angles are vertically opposite angles between lines a and e.
e. It is given that the measure of angle 10 is equal to that of angle 23.
These two angles are made by lines b, c, and e. Now, the angles are alternate interior and equal, and hence, lines b and c will be parallel.
f. It is given that the sum of the measure of angles 14 and 17 is equal to 180 degrees.
These two angles are made by lines a, c, and d. Now, the angles are supplementary and their sum is 180 degrees, and hence, lines a and c will be parallel.
Therefore, it can be concluded that lines a, b, and c are parallel, and the lines d and e are parallel.
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Which point is a solution to the inequality shown in this graph?
A. (0,0)
B. (5,-5)
C. (0,1)
D. (-5,1)
Complete each statement from the information given and state the reasons and the triangle criterion you used. If the triangles cannot be shown to be congruent, leave the box for the second triangle blank and chose for reason “Cannot be determined.”
Answer:
BOY=MAN because of ASA
Step-by-step explanation:
There is an angle in one corner and another corner also has a angle the last side is in the middle
Answer:
asa
Step-by-step explanation:
n - 4 = 3n + 6 Yikesss
Answer: n=-5
Step-by-step explanation:
Answer:
N=-5
Step-by-step explanation:
N - 4 = 3n + 6
Add 4 to both sides
n-4+4=3n+6+4
Simplify
n=3n+10
subtract 3n from both sides
n-3n=3n+10-3n
Simplify
-2n=10
Divide -2 from both sides
-2n/-2=10/-2
Simplify
n=-5
Dos puntos pueden determinar un segmento?
Answer:
Si se puede
Step-by-step explanation:
Axel runs 10 kilometers in 85 minutes. At the same rate, how many minutes would he take to run 8 kilometers?
Answer:
68
Step-by-step explanation:
85/10= 8.5 (sp he's running each km in 8.5 mins)
8.5x8= 68
pleas can y'all help me
Answer: The correct answer is: [A]:
__________________________________________________
" Look at the graph of the relationship. Find the y-value of the point that corresponds to x = 1 . That value is the unit rate. "
__________________________________________________
Step-by-step explanation:
__________________________________________________
Note that the "unit rate" is the term that refers to:
a "quantity" / or "quantitative value" ;
→ of some type of "countable units"
{e.g. "currency" — [such as: dollars, cents, pounds] ; "distance/length/ width/ height" — [such as: miles, kilometers, meters, centimeters, yards, feet, inches] ; pieces of fruits — [such as: number of apples; cans of soda, number of red dresses] ;
__________________________________________________
per "single unit" of something — {e.g. per hour; per minute; per mile; per ounce; per hour; per dollar, per kilometer, per day, per week.
{e.g.
→ " 3 apples eaten per [single] apricot eaten" ;
→ " 46 miles per hour.
→ " 8.3 cents per oz." ;
→ " 5 Liters of soda per dollar " ;
→ " 2.3 grams per mole " ;
→ " 4.6 mg solute / kg of solvent " ;
→ " 5 km / hr " ; {that is: " 5 km per hr " } .
→ " 3 yds. per [single] square inch."
→ " 35 parts per hundred" ; {that is: " 35 percent" ; or: " 35 % " . } .
→ " ... The cilantro is on sale for 33 cents per bundle ...} ."
→ ... to provide a few examples.
__________________________________________________
On on Cartesian plane graph, the "x-axis" is located on the "horizontal axis" that represents the "independent variable" (or, at times, the "experimental value" — which can be manipulated — or "controlled" —or be subjected to being "manipulated" / "controlled" / or, "selected".
The "y-axis" is located on the "vertical axis" that represents the "dependent variable" (or, at times, the "control value") that cannot be "manipulated" / controlled/ or "selected" / since it represents the "y-value" of the corresponding coordinate to which the "x-value" happens to corresponds to at the given value for "x" .
So, if the "unit rate" represents the "single unit rate" ; we look at "x = 1 " ; since we are "choosing" this particular "single" rate of per "single" (i.e. "1" ) ; so we do not have a choice in what "y-value" of the particular graph to select. We can control the fact that we are "choosing" to find the "unit" rate, so we select the "independent variable" , "x = 1 " . We then examine the "corresponding y-value" that happens to exist when "x = 1 " .
{Note that we have "no control" over what that "y-value" is ; at the: "[point which: " x = 1 .] . "
_________________________________________________
→ As such, that "y-value" [insert that numeric "y-value" ; followed by the units represented by the "y-axis" ] ;
per " 1 " [insert "single unit" represented by the "x-axis" ] ;
_________________________________________________
→ is the: "unit rate" .
__________________________________________________
So:
The correct answer is: [A]:
__________________________________________________
" Look at the graph of the relationship. Find the y-value of the point that corresponds to x = 1 . That value is the unit rate. "
Find a function, g(x) that transform f (x) = 3 sqrt x by shifting f (x) right 3 units
Given
The function is
[tex]f(x)=3\sqrt{x}[/tex]
The function g(x) transform by shifting f(x) right 3 units.
To find:
The function g(x).
Step-by-step explanation:
The translation is defined as
[tex]g(x)=f(x+a)+b[/tex]
where, a is horizontal shift and b is vertical shift.
If a>0, then the graph shifts a units left and if a<0, then the graph shifts a units right.
If b>0, then the graph shifts b units up and if b<0, then the graph shifts b units down.
The function f(x) shifts only 3 units right. So,
[tex]a=-3,b=0[/tex]
Now,
[tex]g(x)=f(x+(-3))+0[/tex]
[tex]g(x)=f(x-3)[/tex]
[tex]g(x)=3\sqrt{x-3}[/tex] [tex][\because f(x)=3\sqrt{x}][/tex]
Therefore, the required function is [tex]g(x)=3\sqrt{x-3}[/tex].
Bought 16 packs of cola each pack had 6 cans he drank 9 cans how many are left?
Answer:
87 cans left
Step-by-step explanation:
multiply.16 x 6 =96 then you subtract 9 and you get 87 cans
There are 87 cans of cola left.
An expression contains one or more terms with addition, subtraction, multiplication, and division.
We always combine the like terms in an expression when we simplify.
We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.
Example:
1 + 3x + 4y = 7 is an expression.
3 + 4 is an expression.
2 x 4 + 6 x 7 – 9 is an expression.
33 + 77 – 88 is an expression.
We have,
If there are 6 cans in a pack, and you bought 16 packs.
Total cans.
= 6 x 16
= 96 cans
If you drank 9 cans, then the number of cans left.
= 96 - 9
= 87 cans.
Therefore,
There are 87 cans of cola left.
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Put the following equation of a line into slope-intercept form, simplifying all
fractions.
6y - 3x = -24
y = mx + b
6y = 3x - 24
2y = x - 8
y = [tex]\frac{1}{2}[/tex]x - 4
Answer:y = mx + b
6y = 3x - 24
2y = x - 8
y = x - 4
Step-by-step explanation:
Just took the test
Find the annual percentage yield (APY) in the following situation,
A bank offers an APR of 3.88% compounded monthly.
The annual percentage yield is %.
(Do not round until the final answer. Then round to two decimal places as needed.)
What’s the answer?
Answer:
3.95%
Step-by-step explanation:
An interest-bearing account paying a stated nominal or annual interest rate of 3.880% compounded monthly, would translate to an Annual Percentage Yield (APY) or Effective Annual Rate (EAR) of 3.95%. This means that $100.00 will grow to $103.95 ($103.95 rounded) after one year.
area exercises 1 5\8 hours per day if he exersises five days a week how many total hours does he exersise in a week
Marie and fe work in a flower shop 6 hours on weekend to add their daily allowance in school. They spends 2 1/3 hours for making bouquet, 1 1/2 hours for cutting leaves, and the rest for flower arrangements. How many hours on weekend they spend in flower arrangements?
Answer:
2 1/6 hours
Step-by-step explanation:
2 1/3 + 1 1/2 + x = 6
convert all mixed numbers to improper fractions
7/3 + 3/2 + x = 6/1
change all numbers to have a common denominator
14/6 + 9/6 + x = 36/6
combine like terms
23/6 + x = 36/6
subtract 23/6 from both sides
x = 13/6
convert improper fraction to mixed number
2 1/6
