The relationship between women's whole
number shoe sizes and foot length forms an
arithmetic sequence, where is the foot
length in inches that corresponds to a shoe
size of n. A women's size 3 lits a foot 8 inches
long and women's size 7 lits a fool
9
inches long
What is the common difference of the arithmetic
sequence?

Answer to first four-

first one- 2f+2f=60

4f=60

f=15

second one-18+2d=38

2d=20

d=10

(short side is 9)

third one-2a+a+5+a+5=26

4a+10=26

a=4

long side is 9

short side is 8

fourth one-3xy+3xy+xy=63

7xy=63

xy=9

long side is 27

Answer:

284*20

Step-by-step explanation:

since there are 284 boxes of each 20 books, 1box = 20 books then 284 boxes = (284*20) books

If factor delivered 284 boxes of books to stores and 20 books in each box then the total number of books deliver by factor are 5680.

Two or more expressions with an Equal sign is called as Equation.

Given that a factor delivered 284 boxes of books to stores.

There are 20 books in each box.

We have to find the number of books the factor deliver

To find this we have to multiply the number of boxes with the number of books in a box

Number of books deliver = 284×20

Two hundred eighty four times of twenty

Number of books deliver =5680

Hence, if factor delivered 284 boxes of books to stores and 20 books in each box then the total number of books deliver by factor are 5680.

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Answer:

Horizontal: y = 9

Vertical: x = 3

Step-by-step explanation:

Any point is given in the form (x,y). The first number is the x and the second number is the y.

Horizontal lines (a left-right line like the horizon) have an equation in the form "y = anumber" This works because a horizontal line has ZERO slope. So there is no x in the equation because--

y = 0x + b

y = b (a number, use the y-number from the point)

A vertical line has undefined slope so you can't even pretend to use a slope equation. A vertical line (up and down) has an equation in the form

"x = anumber" Use the x from the point.

Horizontal line through (3,9) is y=9.

Vertical line through (3,9) is x=3

Answer:

[tex]328units^2[/tex]

Step-by-step explanation:

First off,  I do want to say that you could word this more easily.

98 is the perimeter. length is 41. width is 8.

the area is length*width for rectangles.

98-41=57

57-41=16

16/2=8

8*41=328 units^2

Answer:

7:63

Step-by-step explanation:

It's a 1 to 9 ratio, which means the second number is 9 times bigger.

To make it equivalent, you need to make 7 9 times bigger as well.

7x9=63

Answer: 7:63

Answer:

Step-by-step explanation:

Answer:

y = 12/5 = x + 7

hope this helped

lol

Answer:

-2.1

Step-by-step explanation:

its a 0.1 step.

hope you understand

Answer:

B

Step-by-step explanation:

12:

BY, BP, BG, VY, VP, VG, WY, WP, WG, RY, RP, RG

[tex]\text{Given that,}\\\\(x_1,y_1) = (4,-2)~~ \text{and slope,}~ m =\dfrac 12\\\\\text{Point - slope form,}\\\\y-y_1 = m(x-x_1)\\\\\implies y -(-2) = \dfrac 12(x-4)\\\\\implies y+2=\dfrac 12(x-4)[/tex]

(4,-2) are points [tex](x_1, y_1)[/tex] respectively and [tex]\frac{1}{2}[/tex] is the slope

Point-slope:

[tex]y-y_1 = m(x-x_1)[/tex]      

Now you have to replace the variables with numbers

[tex]y+2 = \frac{1}{2}(x-4)[/tex]

Thus your equation would be:

[tex]y+2 = \frac{1}{2}(x-4)[/tex]

Hope this helped!

Answer:

(4, -18)

Step-by-step explanation:

First  Use this formula for the x -axis  -b/2a  

-8/2(1) is -4

Then plug in -4 to the equation

(-4)^2+8(-4)-2 = -18

Answer:

17+y

Step-by-step explanation:

[tex]y=sin(x)\implies \cfrac{dy}{dx}=\boxed{cos(x)} \\\\[-0.35em] ~\dotfill\\\\ ycot(x)\implies \stackrel{y}{~~\begin{matrix} sin(x) \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~ }\cfrac{cos(x)}{~~\begin{matrix} sin(x) \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~ }\implies \boxed{cos(x)}[/tex]

[tex]\text{Given that,}~ f(x) =2x-3\\\\\dfrac{f(a+h) - f(a)}{h}\\\\=\dfrac{(2(a+h)-3)-(2a-3)}{h}\\\\=\dfrac{2a+2h-3-2a+3}h}\\\\=\dfrac{2h}{h}\\\\=2[/tex]

Answer:

2/9

Step-by-step explanation:

The sum of two numbers is 5/9 can be expressed as:

[tex]\displaystyle \large{x+y=\dfrac{5}{9}}[/tex]

One of the numbers is 1/3. Find the other - this means that either x or y is 1/3 but that doesn’t matter as we can either let x = 1/3 or y = 1/3 via property:

[tex]\displaystyle \large{x+y = y+x}[/tex]

Hence, let x = 1/3:

[tex]\displaystyle \large{\dfrac{1}{3}+y=\dfrac{5}{9}}[/tex]

Solve for y - subtract both sides by 1/3:

[tex]\displaystyle \large{\dfrac{1}{3}-\dfrac{1}{3}+y=\dfrac{5}{9}-\dfrac{1}{3}}\\\displaystyle \large{y=\dfrac{5}{9}-\dfrac{1}{3}}[/tex]

We know that we can only evaluate the fractions if both have same denominator so what we have to do is to multiply 1/3 by 3 for both top and bottom:

[tex]\displaystyle \large{y=\dfrac{5}{9}-\dfrac{1\cdot 3}{3\cdot 3}}\\\displaystyle \large{y=\dfrac{5}{9}-\dfrac{3}{9}}\\\displaystyle \large{y=\dfrac{2}{9}}[/tex]

Therefore, the other number is 2/9

Answer:

The other number is 2/9

Step-by-step explanation:

"a" is the other number

The equation:

[tex]a+\frac{1}{3} =\frac{5}{9}[/tex]

Then

[tex]a=\frac{5}{9} -\frac{1}{3} =\frac{15-9}{27} =\frac{6}{27}[/tex]

simplifying the fraction:

[tex]a = \frac{2}{9}[/tex]

Hope this helps

Answer:

∠Z ≅ ∠G and XZ ≅ FG or ∠Z ≅ ∠G and XY ≅ FE  are the additional information could be used to prove that ΔXYZ ≅ ΔFEG using ASA or AAS.

The additional information to prove that ΔXYZ ≅ ΔFEG using ASA or AAS

is ∠Z ≅ ∠G and XY ≅ FE

Option E is the correct answer.

It is a two-dimensional figure which has three sides and the sum of the three angles is equal to 180 degrees.

We have,

ΔXYZ ≅ ΔFEG

We see that,

∠X and ∠F are equal

To prove that ΔXYZ ≅ ΔFEG using ASA or AAS.

We need one more congruent angle and one corresponding side.

∠Z ≅ ∠G and XY ≅ FE can be used to prove this.

Now,

∠X = ∠F (angle)  (given)

∠Z ≅ ∠G (angle)

XY ≅ FE (side)

ΔXYZ ≅ ΔFEG

Thus,

The additional information is:

∠Z ≅ ∠G and XY ≅ FE

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Answer:

<GBF

Step-by-step explanation:

Supplementary angles add up to = 180 degrees. Usually, they are side by side in transversals such as this one. The angle supplementary to <GBH is <GBF or <FBG.

Hope this helps!

You should keep 0.97 seconds of distance between you and the vehicle ahead.

The formula for calculating distance is expressed as:

distance  = speed * time

Time = Distance/Speed

Given the following parameters

Distance = 50 feet

Speed = 35mph = 51.3ft/s

Time taken = 50/51.3
Time taken = 0.97

Hence you should keep 0.97 seconds of distance between you and the vehicle ahead.

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Answer:

140

Step-by-step explanation:

We already have our first value 35 and the second value 25. Let's assume the unknown value is Y which answer we will find out.

As we have all the required values we need, Now we can put them in a simple mathematical formula as below:

35 = 25% × Y

35 = 25/100 × Y

Multiplying both sides by 100 and dividing both sides of the equation by 25 we will arrive at:

Y = 35 × 100/25

Y = (35 × 100)/25

Y = 140

Finally, we have found the value of Y which is 140 and that is our answer.

Hope this is a better break down than before!

Answer:

140

Step-by-step explanation:

You can think of this as 35 = 25% of x.

25% = 0.25, so 35 = 0.25x.

You can multiply by 4 on each side to get

140 = 4(0.25)x which simplifies to

140 = x

There are 160 students in seventh grade.  Divide the partial amount by the percentage of the partial amount to get the total amount.

A percentage is a number or ratio that is expressed as a fraction of one hundred. The percent sign, "%," is commonly used, but the abbreviations "pct.", "pct," and sometimes "pc" are also used. A percentage is a number with no dimensions; it has no unit of measurement.

A total is the result of adding several numbers together or counting how many items there are in a group. The total number or cost of something is the total number or cost obtained by adding or counting all of its parts.

Percentages can also be expressed as decimals or fractions, such as 0.6%, 0.25%, and so on. Academic marks are calculated in terms of percentages for any subject.

To Find the Total Amount :

No. of student in seventh grade = 8/5 * 100 = 160

So, there are 160 students in seventh grade.

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Answer:

Circumference = 50.24 units

Area = 200.96 units²

Determining the area of the circle:

The formula of finding the area of the circle is π(r)² or π(d/2)².

(Where "r" represents the radius and "d" represents the diameter)

In this case, we are given the diameter. Thus, we will use the formula π(d/2)². Simply substitute the diameter in the formula to determine the area of the circle.

⇒ π(D/2)² = Area of circle

⇒ π(16/2)² = Area of circle

⇒ π(8)² = Area of circle

⇒ π × 64 = Area of circle

[Exact form of pie: 22/7; Approx form of pie: 3.14]

⇒ Area of circle ≈ 3.14 × 64

⇒ Area of circle ≈ 200.96 units²

Determining the circumference of the circle:

The formula of finding the circumference of a circle is 2πr or πd.

(Where "r" is radius and "d" is diameter)

In this case, we are given the diameter. Thus, we will use the formula πd. Simply substitute the diameter in the formula to determine the circumference of the circle.

⇒ πd = Circumference of circle

⇒ π(16) = Circumference of circle

[Exact form of pie: 22/7; Approx form of pie: 3.14]

⇒ (3.14)(16) ≈ Circumference of circle

⇒ 50.24 units ≈ Circumference of circle

By using the formula for the area of a cone, we will get:

First, let's find the area of the original cone. Remember that for a cone of radius R and height H, the surface area is:

A  = pi*R^2 + pi*R*H

Then for the original cone where:

R = 10cm

H = 20cm

The area is:

A = 3.14*(10cm)^2 + 3.14*10cm*20cm = 942 cm^2

Now, we remove a smaller cone at 6 cm from the vertex, so we are removing a cone with height of 6 cm, and the radius of this cone is given by:

R' = R*(H'/H) = 10cm*(6cm/20cm) = 3cm

So the area of the removed cone is:

A' = 3.14*( (3cm)^2 + 3cm*6cm) = 84.78cm^2

The final area of the mute will be equal to the difference between the area of the original cone and the area of the removed cone, plus the area of the top cross-section (a circle of radius of 3cm)

A'' = 942 cm^2 - 84.78cm^2 + 3.14*(3cm)^2 = 885.48cm^2

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Step-by-step explanation:

Adjacent sides of a square and a rectangle are always perpendicular to each other. Sides of the right-angled triangle enclosing the right angle are perpendicular to each other.

The new monthly salary will be $1,457.50.

You received a monthly salary of $1,375.00

Now by economy expansion, causing wages to increase by = 6%

Increment of the salary = 6% of 1,375.00

[tex]= \frac{6}{100} \times 1,375[/tex]

[tex]= 0.06 \times 1,375 =\$82.50[/tex]

Monthly Salary means Employee's monthly salary, before deductions.

Therefore our new monthly salary would be

[tex]= $1,375.00 + $82.50\\ = $1,457.50[/tex]

Therefore our new monthly salary will be $1457.50.

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The milk can is in the shape of a cylinder.

The surface area of cylinder is defined as the sum of curved surface and the two circular bases of the cylinder;

‎ㅤ‎ㅤ‎ㅤ➙ (curved surface ) + 2(base area )

‎ㅤ‎ㅤ‎ㅤ➙ 2πrh + 2πr²

‎ㅤ‎ㅤ‎ㅤ➙ 2πr( h + r )

Here, in this question we have;

Therefore, Surface Area ( S.A ) :

➝ S.A = 2πr( r + h )

➝ S.A = 2 × π × 1 ( 1 + 6 )

➝ S.A = 2π ( 7 )

➝ S.A = 2 × 3.14 × 7

➝ S.A = 14 × 3.14

➝ S.A = 43.96cm²

Answer:

Surface area of cylindrical milk can is 43.96cm²

Step-by-step explanation:

Given :-

To find:-

Solution:-

formula for surface area cylindrical milk can :-

2πr(h+r)

putting the known values ,

2 × 3.14 × 1 (6+1) cm²

Surface area :- 43.96 cm²

Answer:

I think he made a mistake in the first one

Step-by-step explanation:

Marcel made an error which is both terms aren’t multiplied by 8x, so 8x can’t go in front of the parentheses" option (A) is correct.

The distributive property is the property that expresses the distributive law of algebraic multiplication. Similarly, in polynomial expression we can use the distributive property, for example, we can write a(c+b)  in the form of (ac+bc).

The expression is:

= 32x - 16

= 8x(4) - 2(8)

= 8(4x - 2)

The error is "both terms aren’t multiplied by 8x, so 8x can’t go in front of the parentheses"

Thus, Marcel made an error which is both terms aren’t multiplied by 8x, so 8x can’t go in front of the parentheses" option (A) is correct.

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Answer:

Choice C

Step-by-step explanation:

This is like a matching question. Here's what I mean by this. We know Triangle BCA and Triange JKL are congruent. So, what we have to do is match the side lengths together.

So the first side of BCA matches with JKL, the second side of BCA matches with JKL, the third side of BCA matches with JKL.

So first side:

BC is congruent  to JK

So second side:

CA is congruent  to KL

So third side:

JL is congruent  to BA

The third side is one of our answer choices.

That answer choice is C.

Answer:

c

Step-by-step explanation:

Answer:

b and d and e

Step-by-step explanation:

7/doubles(2)/4weeks so you have to multiply the • means multiplication a another way to show multiplication.b-7×8(2×4)=56.d-7×2×2×2×2(2×4)=56.e-7×2×4(2×4=8)=56.

The fraction computed shows that the number of peanut butter sandwiches that can be made will be 14.

From the information given, it was stated that there are 2 1/3 cup of peanut butter and that they put 1/16 cup of peanut butter on each sandwich.

Therefore, the number of peanut butter sandwiches that can be made will be:

= 2 1/3 ÷ 1/6

= 7/3 × 6/1

= 14

In conclusion, the correct option is 14.

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