In the circle below, suppose m STQ = 102° and mZTSR=56º. Find the following.

Answer: width= 2x-1 and length= 3x+2

Step-by-step explanation: SOLUTION: Choose a possible dimensions of a rectangle with a width= 2x-1 and length= 3x+2 so that its area is greater than 153cm² a. W= 13 L= 15 b. W= 11 L= 20

Answer:

D

Step-by-step explanation:

Hope it can help you lovelots

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I think you have to put all the fractions on one side of the equation and the x-terms on the other side. But I don't see an option for that...

Answer:

x = - [tex]\frac{2}{3}[/tex]

Step-by-step explanation:

[tex]\frac{2}{3}[/tex] - 4x + [tex]\frac{7}{2}[/tex] = - 9x + [tex]\frac{5}{6}[/tex]

Multiply through by 6 ( the LCM of 3, 2 and 6 ) to clear the fractions

4 - 24x + 21 = - 54x + 5 , that is

25 - 24x = - 54x + 5 ( add 54x to both sides )

25 + 30x = 5 ( subtract 25 from both sides )

30x = - 20 ( divide both sides by 30 )

x = [tex]\frac{-20}{30}[/tex] = - [tex]\frac{2}{3}[/tex]

Answer:

B. 8

Step-by-step explanation:

Point-slope form:

[tex]y-y1=m(x-x1)[/tex]

m is the slope, and that is 8 in this equation.

Answer:

y = 8x - 8

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (0, - 8) and (x₂, y₂ ) = (2, 8) ← 2 ordered pairs from the table

m = [tex]\frac{8-(-8)}{2-0}[/tex] = [tex]\frac{8+8}{2}[/tex] = [tex]\frac{16}{2}[/tex] = 8

The line crosses the y- axis at (0, - 8 ) ⇒ c = - 8

y = 8x - 8

Answer:

(6+7)

Step-by-step explanation:

Answer:

Step-by-step explanation:

Dad:  2/5

Son:  1/3

Who mowed most of the lawn? Dad, of course.  2/5 is larger than 1/3.  2/5 is 40% and 1/3 is 33.333%

How much of the lawn still needs to be mowed?  

 2/5 + 1/3 + X = 1  [1 means the whole lawn.  X is the remaining portion.]

6/15 + 5/15 + X = 1   [Convert each fraction so that they have a com,mon denominator.  This also shows that 2/5 (6/15) is larger than 1/3 (5/15).

11/15 + X = 1

X = 1 - 11/15

X = 4/15 left to be mowed.

How much does Mr. Doyle have left to mow?

We'll assume each rate is the same, 2/5 for Dad and 1/3 for son.

4/15 left to be mowed.

Dad will mow 2/5 of 4/15, so (2/5)*(4/15) = 8/75 left of the original yard

Son will mow 1/3 of 4/15, so (1/3)*(4/15) = 4/45 left of the original yard

Mr. Doyle mowed faster than his son. The amount of lawn still needs to be mowed will be 4/15. Mr. Doyle has left to mow and will be 8/75.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Mr. Doyle mowed 2/5 of his lawn. His son mowed 1/3 of it.

Convert the fraction into a decimal number. Then we have

2/5 = 0.40

1/3 = 0.33

Mr. Doyle mowed faster than his son.

The amount of the lawn still needs to be mowed will be given as,

⇒ 1 - 2/5 - 1/3

⇒ (15 - 6 - 5) / 15

⇒ 4 / 15

The amount of lawn still needs to be mowed will be 4/15.

Mr. Doyle has left to mow and will be given as,

⇒ (4 / 15) x (2 / 5)

⇒ 8 / 75

Mr. Doyle has left to mow and will be 8/75.

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-5x + 12 = 20

-5x = 20 - 12

-5x = 8

x = -8/5

Answer:

s = -24

Step-by-step explanation:

-4(-24 + 20) = 16 TRUE

-24 + 20 = -4 TRUE

(Are there any options for the missing description bit? I'm a little confused what needs to be answered there)

Answer:

3xy² -  14y²      

Step-by-step explanation:

I hope that this is the problem

   - x²y + [ - (x²y - 2xy² + y²) + (xy² - 3y² + x²y)] - (10y² - x²y)

= - x²y + [ - x²y + 2xy² - y² + xy² - 3y² + x²y] - 10y² + x²y

Now combine like terms in the [  ].

= - x²y  + [ -x²y + x²y + 2xy² + xy² - y² - 3y² ] - 10y² + x²y

= - x²y  + [ 0 + 3xy² - 4y²] - 10y² + x²y

= - x²y + 3xy² - 4y² -10y² + x²y                      Now combine like terms

=   (-x²y + x²y) + 3xy² + (-4y² - 10y²)

=       0 + 3xy² - 14y²

=  3xy² -  14y²       or    y²(3x - 14)

Answer:

inequality is:12 ≤ x ≤ 15

Step-by-step explanation:

Answer:

  1.  32 units

  2.  C(-15, -4) and D(17, -4)

Step-by-step explanation:

The midpoint divides CD into two segments that are the same length:

  CM = MD

  8(x -2) = 4(5x -16)

  8x -16 = 20x -64 . . . eliminate parentheses

  48 = 12x . . . . . . . . . add 64 -8x

  x = 4 . . . . . . . . . . . divide by 12

Then the length of CD is ...

  CD = 2·CM = 2(8(x -2)) = 2(8(4-2))

  CD = 32

__

If we put C and D on the same horizontal line as M, their coordinates are ...

  C = M -(16, 0) = (1,-4) -(16, 0) = (-15, -4)

  D = M +(16, 0) = (1, -4) +(16, 0) = (17, -4)

Coordinates C and D that have M(1, -4) as a midpoint are ...

  C(-15, -4) and D(17, -4).

Answer:

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

These both angles are vertically opposite angles. And, vertically opposite angles are equal. So,

→ 5x ― 6 = 3x + 2

→ 5x ― 3x = 2 + 6

→ 2x = 8

→ x = 8/2

→ x = 4

Therefore, the value of x is 4.

Answer:

Remove parentheses

Step-by-step explanation:

A= 123

Answer:

Below!

Step-by-step explanation:

The slope is 1. The unit rate is $4.75/min If the graph of a proportional relationship passes through the point (1 , R) then r equals the slope and the unit rate. $4.75 per min.

The slope of the graph resembles the unit rate.

The unit rate is the amount it cost per minute.

The graph passes through the point (1, 3.40), which means it is at x = 1, the rate is $4.75.  

Answer:

x + 9y²

Step-by-step explanation:

A prime polynomial is simply an irreducible polynomial.

x + 9y² is a prime polynomial

First, we test the options.

x + 9y²

The above function cannot be reduced further.

Hence, x + 9y² is a prime polynomial

3m + 9n

Factor out 3

3 (m + 3n)

3m + 9n is not a prime because it can be factored as 3 (m + 3n)

8x^7 - 9x + 12x²

Factor out x

x(8x^6 - 9 + 12x)

8x^7 - 9x + 12x² is not a prime because it can be factored as x(8x^6 - 9 + 12x)

Hence, x + 9y² is a prime polynomial

Answer:

3b

Step-by-step explanation:

The equivalent expression will be;

⇒ m + 13 = 18 - 4

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The expression is,

⇒ m + 17 = 18

Now,

Since, The expression is,

⇒ m + 17 = 18

Solve for m as;

⇒ m + 17 - 17 = 18 - 17

⇒ m = 1

For option (i);

The expression is,

⇒ m + 7 = 18 - 12

⇒ m + 7 = 6

⇒ m = - 1

For option (ii);

The expression is,

⇒ m + 6 = 18 - 10

⇒ m + 6 = 8

⇒ m = 2

For option (iii);

The expression is,

⇒ m + 17 - 2 = 17

⇒ m + 15 = 17

⇒ m = 2

For option (iv);

The expression is,

⇒ m + 13 = 18 - 4

⇒ m + 13 = 14

⇒ m = 1

Thus, The equivalent expression is,

⇒ m + 13 = 18 - 4

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The equivalent expression of m + 17 = 18 is determined as m + 13 = 18 - 4 (Option D).

An equivalent expression refers to a mathematical or algebraic expression that has the same value or meaning as another expression, despite potentially having a different appearance or form.

The equivalent expression is calculated as

m + 17 = 18

Solve for m as;

m + 17 - 17 = 18 - 17

m = 1

So we are going to solve all the equations and the one that has the value of m equal to 1 is the equivalent expression.

Solving for option (1)

m + 7 = 18 - 12

m = -1

Solving for option (4)

m + 13 = 18 - 4

m + 13 = 14

m = 1

Thus, the equivalent expression is m + 13 = 18 - 4

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Answer: that they are

Step-by-step explanation:

Answer:

6.5

Step-by-step explanation:

bc I just no plus or it's 5

Answer:

You can solve this with long division:

Answer:

Step-by-step explanation:

Volume :

V= abh

Area:

S=ab or V:h

In our  case :

[tex]abh=(2x^3+7x^2+10x+8 ) \\\\ h=x+2[/tex]

Let's use Synthetic division:

[tex]\large \boldsymbol{}x+2=0 \to x=-2 \\\\ \underline{\begin{array}{c|c|c|c|c|} \bf \stackrel{x+2}{-2} \ & \stackrel{x^3}{2} \ & \stackrel{x^2}{7} \ & \stackrel{x}{10} \ & { \stackrel{1}{8} \ }\end{array}}[/tex]

[tex]\large \boldsymbol{} \underline{\begin{array}{c|c|c|c|c|c|} \ & \ \ \ & \ \ \ & -4 & -6 & -8\end{array}}[/tex]

[tex]\large \boldsymbol{} \underline{\begin{array}{c|c|c|c|c|c|} \ & \ \ \ & \ \ \ & \ \ \bf3 \ & \ \ \bf4 \ & \bf 0 \ \end{array}}[/tex]

Then :

[tex]\large \boldsymbol{}(2x^3+7x^2+10x+8) :(x+2)= \\\\(2x^2+3x+4)(x+2):(x+2)=\boxed{2x^2+3x+4}[/tex]

Answer:

66 minutes

Step-by-step explanation:

Step 1: Divide 44 minutes divided by 6 miles.

Step 2: Multiply 9 by 7 1/3.

Therefore, the answer is 66 minutes.

8√21 cm² is the area

hope it helps you

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Answer:

Train A: 238    Train B: 194

Step-by-step explanation:

436-242=194-436=-238

Flip the sign for 238 and you get your answer.

(This might not be correct)

Answer:550

Step-by-step explanation:

Answer:

550

sjjeusuwjwhhsusjsisjisjwnqbisjd

Answer:5

Step-by-step explanation:

Answer:

5

Step-by-step explanation:

19-14 = 5

24 - 19 = 5

29 - 24 = 5

and so on

I hope this helps!

Answer:

1/20 E

Step-by-step explanation:

11.74 - 11.69 = .05

.05 =1/20

Answer:

E. 1/ 20 seconds

Step-by-step explanation:

The distance covered by both the athletes is the same.

So, calculating the difference between their times:

That means, Luis completed the race before Bryan, and the difference between their times is:

= 11.74 - 11.69

= 0.05 seconds

To convert this decimal into a fraction we'll multiply and divide the decimal by 100 (as the number of decimal places is "2", the decimal will be handled by 10 exponent "2" )

[tex]=0.05 \times \frac{100}{100}[/tex]

[tex]= \frac{5}{100}[/tex]

5's a common factor in both numerator and denominator hence, it cancels out

[tex]=\frac{1}{20}[/tex]

Therefore, we got [tex]\frac{1}{20}[/tex] seconds. That is option E.