How do I solve for x for similarities in triangles

The index form 4 ^–1  as a fraction or whole number without exponents is 1/4

The index form of a number described as the number that is written as an exponential expression

Index forms are also described as a single number that is raised to another number or variable.

The index or exponent of an exponential expression shows how many times to multiply the base by itself in the expression.

From the information given, we have the index form as;

4^-1

This is represented as a fraction;

1/4^1

Note that any number that is raised to 1 is equal to the number

1/4

Hence, the value is 1/4

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Answer:

1. T, W, E, G

2. C, B, D, A

Step-by-step explanation:

For question 1:

G passes through (2, 3) and (0, -1). So, the slope is [tex]\frac{-1-3}{0-2}[/tex] = 2.

T passes through (0, 3) and (4, 4) so the slope is (4-3)/(4-0) = [tex]\frac{1}{4}[/tex].

E has a slope of [tex]\frac{5}{3}[/tex] because the equation is y = mx+b where m is the slope.

W has a slope of  [tex]\frac{1}{3}[/tex]  since slope is increase in y divided by increase in x.

The order of these from least to greatest is [tex]\frac{1}{4}[/tex], [tex]\frac{1}{3}[/tex], [tex]\frac{5}{3}[/tex], and 2.

Therefore, the answer is T, W, E, G.

For question 2:

A passes through (0, -1) and (2, 2), so the slope is (2- -1)/(2-0) = [tex]\frac{3}{2}[/tex].

B passes through (2, 0) and (4, 1), so the slope is (1-0)/(4-2) = [tex]\frac{1}{2}[/tex].

C has a slope of [tex]\frac{1}{4}[/tex] since the equation is y=mx+b where m is the slope.

D has a slope of [tex]\frac{3}{4}[/tex] since the slope is increase in y divided by increase in x.

The order of these from least to greatest is [tex]\frac{1}{4}[/tex], [tex]\frac{1}{2}[/tex], [tex]\frac{3}{4}[/tex], and [tex]\frac{3}{2}[/tex].

Therefore, the answer is C, B, D, A.

I hope this helps! :)

Didn't understand something? Some important formulas/things to remember that I used:

The equation of a linear function can be written as y=mx+b. m represents the slope.

The slope is the change/increase (decrease, in some cases), in y, divided by the change/increase in x.

The formula for the slope is [tex]\frac{Y2 - Y1}{X2 - X1}[/tex], where Y2 is the y coordinate of the second point, Y1 is the y coordinate of the first point, X2 is the x coordinate of the second point, and X1 is the x coordinate of the first point.

The equation of the slope is y = -5x + 72.

A line's steepness and direction are measured by the line's slope. Without actually using a compass, determining the slope of lines in a coordinate plane can assist in forecasting whether the lines are parallel, perpendicular, or none at all.

Any two different points on a line may be used to compute the slope of any line. The ratio of "vertical change" to "horizontal change" between two different locations on a line is calculated using the slope of a line formula.

Given that:

72 inches is the depth of the liquid level in water tank.

Water drains at a rate of 5 inches per minute.

Let y represent the tank's height, which is given as 72.

Let x be the total number of minutes, here x = 0.

Therefore, the slope's equation is the rate at which the water drains, that is:

m = -5

The equation of the line is given by the formula:

y = mx + c

Substitute the values:

72 = -5(0) + c

c = 72

And the equation is:

y = -5x + 72

Hence, the equation of the slope is y = -5x + 72.

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To go from the first town to the second town, you must drive 137.5 miles.

What is an proportion?

A proportion is a mathematical equation that compares two ratios. It is usually written as two equal fractions or ratios, one on each side of the equation. A proportion can be used to compare the relationship between different quantities, such as measurements, rates, or even time.

We can use proportion to solve this problem. The proportion relates the map scale to the actual distance:

0.75 inch / 50 miles = x / distance

where x is the actual distance we want to find.

We can cross-multiply and solve for x:

0.75 inch * distance = 2.75 inches * 50 miles

x = (2.75 inches * 50 miles) / 0.75 inch

x = (137.5 miles)

To go from the first town to the second town, you must drive 137.5 miles.

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The right triangle Short leg: 14 feet and  Long leg: 85 feet.

Because you have a right triangle,  and you know the hypotenuse, you can use the Pythagorean Theorem:

x2 + y2 = 852

You are told the difference between the 2 sides:

x = y + 71

Now you have 2 equations.  Use the expression for x in the 2nd equation, and substitute into the first:

(y + 71)2  + y2  = 852

Originally known as a rectangle triangle , a right triangle or right-angled triangle  is a triangle in which one angle is a right angle (that is, a 90-degree angle), i.e., It has two perpendicular sides.

The foundation of trigonometry is the relationship between the sides and various angles of the right triangle.

The hypotenuse is the side that is opposite the right angle (side c in the figure). Legs are the sides that are close to the correct angle (or catheti, singular: cathetus).

The side b that is adjacent to angle B and opposite to angle A is known as side a, while the side a that is adjacent to angle A and opposite to angle B is known as side b.

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The value of the short leg of the right angle triangle is 14 feet while the value of the long leg will be 85 feet.

You may apply the Pythagorean Theorem since you have a right triangle and know the hypotenuse:

x^2 + y^2 = 852

You are told the difference between the 2 sides:

x = y + 71

Now we have 2 equations.  

Now, we will use the expression for x in the 2nd equation, and substitute into the first:

Thus we will get it as:

(y + 71)^2+y^2=852

A right triangle, also known as a right-angled triangle, is a triangle with one angle that is a right angle (that is, a 90-degree angle), i.e., it has two perpendicular sides.

The connection between the sides and angles of a right triangle is the basis of trigonometry.

The hypotenuse is the opposite side of the right angle.

Legs are the sides that are nearly at the right angle

The side b that is adjacent to angle B and opposite to angle A is known as side a, while the side a that is adjacent to angle A and opposite to angle B is known as side b.

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Answer:

C. Mara wished she could visit the stars: she often dreamed of it.

Answer:  13

Step-by-step explanation:

13+7= 20

Answer:

The number is 13.

Step-by-step explanation:

"A number" is a number we don't know to begin with. It should be represented by a variable. Let's use n. We'll probably be trying to find this number.

"increased by" usually means that there is adding going on here.

So far, we have:

n + 7

that is algebra for "A number increased by 7"

"gives 20" is a little strange wording, but it means yields or equals.

So now we have the whole equation:

n + 7 = 20

To solve, subtract 7 from both sides (of the equal sign)

n = 20 - 7

n = 13

The number is 13.

Check:

13 increased by 7 gives 20?

13 + 7 = 20 ?

20 = 20 ✔Yes! Done!

36 pounds is equal to 16.344 kilograms.

Given that we need to convert 36 pounds to kilograms.

We have 1 pound = 0.454 kilogram,

To convert pounds to kilograms, we use the conversion factor of 1 pound = 0.454 kilogram.

Given that we have 36 pounds, we can multiply this value by the conversion factor to find the equivalent weight in kilograms:

36 pounds x 0.454 kilogram/pound = 16.344 kilograms

Therefore, 36 pounds is equal to 16.344 kilograms.

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The triangle pairs that can be mapped to one another using both a translation and a reflection across the line containing AB will be A based on the provided information. Triangles A B C and X Y Z are similar. Triangle A is created by reflecting triangle X, Y, and Z across a line. The correct option is A.

The first triangle pair is a pair that can be mapped to one another using both translation and reflection across a line containing AB.

The first figure is made up of the coordinates XYZ and ABC, which are translations and reflections of one another across the line AB.

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Answer: it is A

Step-by-step explanation: just took the test

Answer:

C

Step-by-step explanation:

(4+8x)/12 simplifies to (1+2x)/3x

The digit 8 has a value that is 1/10 times as great as the digit 8 in the number 2,980.7 will be 548

The 8 in our number, 2,980.7, is in the tens place and hence represents an 80.

The value of the digit 8 is equal to 1/10 of 10 divided by 1, which is 10 times greater than the value of the digit 888.

We need a number that contains an 8 and has a value that is 1/10 of the previous number, hence we need:

1/10*80 = 8

So, the number we're seeking has an 8 in the position of the one.

Option C: 548 would be this.

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Answer:

7/9 of the same money is 4900

Step-by-step explanation:

If 6/7 of a number is 5400, we can set up an equation to find the value of the number:

(6/7)x = 5400

To solve for x, we can multiply both sides by 7/6:

x = 5400 * (7/6)

x = 6000

Now that we know the number is 6000, we can find 7/9 of that value:

(7/9) * 6000 = 4900

So 7/9 of the same money is 4900.

Answer:

10.9%

Step-by-step explanation:

You want to do the number of ways that can happen, which is [tex]_8C_2 = 28[/tex] divided by the total number of possibilities which is [tex]2^8[/tex] to get 10.9%

The value of x that will give a perimeter of 25 inches is 4 inches

The perimeter of a pentagon is the sum of the lengths of all its sides. The formula to calculate the perimeter of a pentagon is:

P = 5L

where is the side length

Initially, the sides of length, L is 1 inches

Now, we increase L by x and perimeter is 25 inches. Thus, can write:

25 = 5(1 + x)

25 = 5 + 5x

5x = 25 - 5

5x = 20

x = 20/5

x = 4 inches

Therefore, the value of x is 4 inches

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Answer:

B

Step-by-step explanation:

The decimal number less than 1.4 and greater than 1.35 is A = 1.39

The decimal numbers can only be expressed as fractions since they contain a fractional component. The accepted method for representing both integer and non-integer numbers is the decimal numeral system. There are 10 single-digit numbers in the decimal system:

0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. After the number 9, comes 10, then comes 11, then 12, and so on. Each time the digit to the right exceeds 9, the number on the left is increased by 1.

Given data ,

Let the decimal number be represented as A

Now , the value of A is

Let the first number be p = 1.4

Let the second number be q = 1.35

Now , q < A < p

The value of A is less than 1.4 and greater than 1.35

So , A = 1.39

Hence , the decimal number is A = 1.39

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c) both statements together are sufficient, but neither statement alone is sufficient.

According to the question

The query asks if statements (1) and (2) by themselves are sufficient to determine whether x is an even number. The answer is that neither assertion by itself is adequate to ascertain what x is worth. However, when both claims are taken into account, they are adequate to decide whether or not x is an even number. This is due to the fact that if xyz is even and yz is odd, x must be even. If x were odd, both xy xz and y xz would be strange as well. Due to this, the proper response is "c) neither statement is adequate when read alone, but both assertions taken together are sufficient."

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Answer:

Step-by-step explanation:

Alright so let me try and explain this as best as I can:

So the graph isn't linear because the graph shows a parabola (a boomerang kind of shape that happens if you use an exponent somewhere in a y=mx+b formula if I remember correctly) and not a straight line. Linear graphs cannot curve, and this one does. Not sure why it it would be a function though. Assuming the answer chosen is correct, my best guess as to why it might be a function is because it continues to go in the same direction forever, there is a predictable amount of change between each point and you can follow a formula to find every point on the graph.

I really hope this helps a little!

1) The lower class limits: 100, 200, 300, 400, 500, 600 .

2) The upper class limits:  199, 299, 399, 499, 599, 699.

3) The class width: 100.

4) Class midpoints: 149.5, 249.5, 349.5, 449.5, 549.5, 649.5.

5) Class boundaries : 99.5, 199.5, 299.5, 399.5, 499.5, 599.5, 699.5.

6) The number of individuals included in the summary : 155

The lower class limit in each class: 0,100, 200, 300, 400, 500, 600.

The upper-class limit is the biggest value in each class.

so the upper-class limit is:  99, 199, 299, 399, 499, 599, 699.

As we know the class width is the difference between the lower limit of one class and the lower limit of the previous class.

For example, 300 is the lower limit of one class and the lower limit of the previous class is 200 , so 300 - 200 = 100.

We know that, the class midpoints are the average of the limits of a class.

So, using midpoint formula the class midpoints are:

[tex]\frac{100+199}{2} = 149.5\\\\\frac{200+299}{2} = 249.5\\\\\frac{300+3199}{2} = 349.5\\\\\frac{400+499}{2} = 449.5\\\\\frac{500+599}{2} = 549.5\\\\\frac{600+699}{2} = 649.5\\[/tex]

We know that the class boundaries are nothing but the end points of an open interval which contains the class interval.

So, the class boundaries for the first class = (99.5, 199.5)

the class boundaries for the second class = (199.5, 299.5)

the class boundaries for the third class = (299.5, 399.5)

the class boundaries for the fourth class = (399.5, 499.5)

the class boundaries for the fifth class = (499.5, 599.5)

The total of individuals is equal to the sum of all the frequencies of each class: 3 + 54 + 76 + 21 + 0 + 0 + 1 = 155

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The complete question is:

Identify the lower class​ limits, upper class​ limits, class​ width, class​ midpoints, and class boundaries for the given frequency distribution. Also identify the number of individuals included in the summary. Blood Platelet Count of Males ​(1000 ​cells/mu​L) Frequency 0​-99 3 100​-199 54 200​-299 76 300​-399 21 400​-499 0 500​-599 0 600​-699 1 Identify the lower class limits​ (in 1000 ​cells/mu​L).

La ecuación de la fuerza resultante es el vector R = F · cos 234.689° i + F · sin 234.689° j.

Los vectores se caracterizan por tener magnitud y dirección, sea F la magnitud de la fuerza resultante del avión (nótese que la magnitud es un valor no negativo por regla general), cuya fórmula es la siguiente:

R = F · cos θ i + F · sin θ j

Donde:

La dirección del vector se determina mediante la siguiente función trigonométrica inversa:

θ = tan⁻¹ (Fy / Fx)

Donde:

Si sabemos que Fx = - 17 km y Fy = - 24 km, entonces la ecuación de la fuerza resultante es:

θ ≈ 234.689°

R = F · cos 234.689° i + F · sin 234.689° j

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With compound interest of 3.8% compounded annually it will take 7 years  for the value of the account to reach $6,880.

What is Compound interest?

Compound interest is the interest imposed on a loan or deposit amount. It is the most commonly used concept in our daily existence. The compound interest for an amount depends on both Principal and interest gained over periods. This is the main difference between compound and simple interest.

Formula to find compound interest:

A=P(1+r/n)^nt

Where,

A = amount

P = principal

r = rate of interest

n = number of times interest is compounded per year

t = time (in years)

Alternatively, we can write the formula as given below:

CI = A – P

Where CI=Compound Interest

Now,

As given

A=$6880

P=$5300

r=3.8%

n=1

t=?

Therefore,

The time it would take to become $6880 will be

6880=5300(1+3.8/100)^t

From here t=7 years

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Answer:

20

Step-by-step explanation:

(Hypotenuse)²=(Opposite)²+(Adjacent)²

(25)²=(15)²+(A)²

A²=625-225

A=✓400

A=20.00

Answer: The explicit formula for a geometric sequence is given by:

an = a1 * r^(n-1)

Where a1 is the first term, r is the common ratio, and n is the term number.

Part A) In this sequence, the first term is 4, and the common ratio is 4/1 = 4.

So the explicit formula for this sequence is:

an = 4 * 4^(n-1)

To find the 8th term of this sequence, we can substitute n = 8 into the formula:

a8 = 4 * 4^(8-1)

a8 = 4 * 4^7

a8 = 4 * 16,384

a8 = 65,536

Therefore, the 8th term of this sequence is 65,536.

Step-by-step explanation:

Answer: To find the number of students, you can multiply the number of teachers by the number of students per teacher.

3,461 teachers * 28 students/teacher = 96,668 students

So, there are 96,668 students in the school district.

Step-by-step explanation:

Answer:

The number is 20

Step-by-step explanation:

First we have n, then n/2, then 4n/2, which equals 40. Thus, we have 2n=40, or n=20 which is the number.

Answer:

20

Step-by-step explanation:

Answer: D

Step-by-step explanation: the amount per cashews (c) is $2.45. Therefore, its 2.45c

The amount per pounds of sugar is $0.61. Therefore, its 0.61s

And, since its "buying" (basically, adding), you gotta add them. So, the answer would be: 2.45c+0.61s

Answer:

Independent variable.  cause the sales will be depending upon the weather.

Step-by-step explanation:

The rate of change of the linear function is the third option which is -3.

The linear function runs through the points (-3,14) and is specified in question (2,-1).

The function's rate of change must be determined.

Having said that,

The slope of a linear function determines how quickly it changes.

A line's slope

By calculating the difference between the coordinates of the two points, (x1,y1) and (x2,y2), it is simple to calculate the slope of a straight line between them. The letter "m" is frequently used to denote slope.

In light of this, the slope of a line passing through the points (-3,14) and (2,-1) is

(-1-14)/(2-(-3)) = -15/5 = -3.

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Answer:

what grid

Step-by-step explanation:

Answer:

The cost of the sneakers after the coupon is applied would be $46.99 - ($46.99 * 15%) = $39.94.

The total cost of the sneakers after 5% sales tax is included would be $39.94 + ($39.94 * 5%) = $41.94

Answer: $41.94

15% off means the sneakers are at 85% of it's original price.

85% = 0.85

$46.99 x 0.85

= $39.94 after 15% coupon

5% sales tax means you are adding 5% to the price.

105% = 1.05

$39.94 x 1.05

$41.94, after the coupon and sales tax.