Find the perimeter. Simplify your answer.

Answer:

My answer is Myra: 24.8s  Byron: 26.3s so byron is the winner

Step-by-step explanation:

I did it on my track and field day assignment and got it right

Answer:

AB is perpendicular to IB

A pair of segment that are marked perpendicular to each other are JC and CD.

As per the figure given,

∠JCD = 90°

In geometry, when it's stated that angle JCD is 90°, it means that angle JCD is a right angle. When two line segments or rays intersect to form a right angle, it indicates that they are perpendicular to each other.

In the context of the figure given, JC is a line segment , and CD is another line segment. The fact that angle JCD is a right angle (90°) tells that JC is perpendicular to CD.

Hence, as angle JCD is given as 90°, it establishes that JC is perpendicular to CD in the context of the figure given.

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Answer: yes because they both go to the 0 and has the same shape.

Step-by-step explanation: yes

Step-by-step explanation:

A.

The incorrect statement in Triangle A is B

It is not a equilateral triangle. It is a isosceles triangle

B.

The incorrect statement in Triangle B is C

The missing angle is not 158. It is 68

C.

The incorrect statement in Triangle C is C

The missing angle is not 72 it is 36

Answer:

56 42 35

Step-by-step explanation:

all numbers that are divisible by 7

56 is 7 groups of 8

42 is 7 groups of 6

35 is 7 groups of 5

Answer:

x = 9/5 or 1.8

Step-by-step explanation:

Answer: Or 9/5 Have a great day :)

Step-by-step explanation:

-3x+18= 7x

18+= 10x

x= 18/10

x= 9/5

Answer:

12 cm

Step-by-step explanation:

48/4 is 12 since there is 4 sides and all of them are equal.

Answer:

the answer is 192

Step-by-step explanation:

48 + 48 +48 +48 since a square is 4 sided and you add it all together which gets you 192.

In this experiment design, the missing element is the control group.

In most experiments, the researcher will need to have a control group and an experimental group.

The control group is the one that is not given a treatment, for example, if you are testing an antibiotic, then the control group is the individuals that do not receive the medicine.

This group is important because it acts as a reference to measure the real effect in the experimental group or those receiving the treatment.

The control group is missing in this experiment because the research will need to measure the hours students spend studying on a regular cloudy day, in this way, he can later determine if there is a real difference between the number of hours on a sunny day vs the number of hours on a day that is not sunny.

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c = 1 > 7 =

According to reliable sources.

Answer:

C > 9

Step-by-step explanation:

First Subtract 1 from both sides

2c/3 + 1 -1 > 7-1

= 2c/3 > 6

Now Multiply bith the sides by 3

3 × 2c/3 > 6 × 3

= 2c > 18

Now Divide both sides by 2

2c/2 > 18/2

= c > 9

The answer was already there on the site but maybe you didn't find it

[tex]\text{Let the side of square 1, square 2 and square 3 be x, y and z respectively.}\\\\\text{Given that,}\\\\\text{Perimeter of square 1,~~ p =100 units.}\\\\\text{So}~ x=\dfrac p 4 = \dfrac{100}4 =25~\text{units.}\\\\\\\text{Area of square 2, a = 225 units}^2\\\\\text{So}~y = \sqrt{a} = \sqrt {225} = 15~ \text{units.}\\\\\text{Use Pythagorean theorem to find z}^2\\\\x^2 =y^2 +z^2 \\\\\implies 25^2 = 15^2 +z^2\\\\\implies z^2 = 625 - 225 = 400\\\\\\[/tex]

[tex]\text{Hence the area of square 3 is 400 units}^2.[/tex]

Answer:

  400 square units

Step-by-step explanation:

The side length of square 1 is 1/4 of its perimeter, so is 100/4 = 25 units. The area of square 1 is the square of the side length, so is 25² = 625 square units.

The area of square 3 is the difference in the areas of squares 1 and 2. This is due to the Pythagorean theorem.

  area 3 = area 1 - area 2

  area 3 = 625 -225

  area 3 = 400 . . . . square units

When adding, you only add the numerators. The denominator stays the same (Assuming the denominators are the same number). If not, then you will have to find a common denominator first. IN this case, the denominator is already the same. Add the numerator

2/3 + 2/3 = 4/3

Note that the answer gotten is an “improper fraction”, because the numerator is greater than the denominator. Simplify.

4/3 = 3/3 + 1/3

Divide: 3/3 = 1

1 + 1/3 = 1 1/3

1 1/3 is your mixed fraction answer (4/3 for improper fraction answer)

Answer:

2

Step-by-step explanation:

this is the correct answer

Answer:

x - 2y = 0

Step-by-step explanation:

The two lines have the same slope because they are parallel, and their equations have the same form as x-2y+3=0​, with only the constant (3) being different.  Solving this equation for y to find the slope, we get:

x + 3 = 2y, or y = (1/2)x + 3/2.  The line passing through (0, 0) with the same slope must then be y = (1/2)x; this line represents a proportional relationship because y is a constant multiple of x with the constant of proportionality 1/2.  This result may be rewritten as 2y = x or x - 2y = 0.

Answer:

2 x (8 + 3)

Step-by-step explanation:

b) 16 + 6 = 2 x (8 + 3)

=> 22 = 2(11)

=> 22 = 22

Therefore, 2 x (8 + 3) is your answer.

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Answer:

x ÷ (12 - 3) = -4

x = -36

Step-by-step explanation:

x ÷ (12 - 3) = -4

x = -4(12 - 3)

x = -48 + 12

x = -36

Another Way:

x ÷ (9) = -4

x = -36

-Chetan K

Answer:

17c

Step-by-step explanation:

17 × c = 17c

Answer:

x= - 5/2

Step-by-step explanation:

Answer:

x = -5/2

Step-by-step explanation:

4 - (2(-5/2) + 4) = 5

4 - (-5 + 4) = 5

4 - (-1) = 5

4 + 1 = 5

Answer:

21

Step-by-step explanation:

One number is 3 times another

x and 3x

difference between the numbers is 14,

3x - x = 14

simplify

2x = 14

Divide both sides by 2

x = 7

3x = 21

Answer:

The larger number is 21.

Step-by-step explanation:

let, the smaller number be x.

the larger number be 3*x =3x.

Now,

3x-x=14

or, 2x=14

or, x=14/2

x=7

here,

3x=3*x=3*7=21

Answer:81.79$

Step-by-step explanation:

Total Value/ Percentage

So in this case it would be 545.19 divided by 25

and you would then get your answer, 81.79$

Usando un sistema de ecuaciones, se encuentra que Rocío y Rafael tienen 23 barcos y 34 aviones.

Para el sistema, consideramos que:

Situviéramos once barcos más, tendríamos el  mismo número de barcos y aviones, o sea:

[tex]x + 11 = y[/tex]

[tex]y = x + 11[/tex]

Pero si tuviéramos  doce aviones más, tendríamos el doble de aviones que de barcos, o sea:

[tex]y + 12 = 2x[/tex]

De el primer ecuación, [tex]y = x + 11[/tex], por eso:

[tex]y + 12 = 2x[/tex]

[tex]x + 11 + 12 = 2x[/tex]

[tex]x = 23[/tex]

[tex]y = x + 11 = 23 + 11 = 34[/tex]

Rocío y Rafael tienen 23 barcos y 34 aviones.

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Answer: True.

Step-by-step explanation:

do the math and u will see

No, The segments shown below could not form a triangle.

A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.

Given that;

Three line segment with measure 9 , 4 and 15 are shown.

We know that;

The sum of two sides of a triangle are always greater than the third side,

Here, 9 + 4 = 13 < 15

Hence, The segments shown below could not form a triangle.

Thus, The segments shown below could not form a triangle.

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Answer:

Dude just search it up

Step-by-step explanation:

you have small brain

Step-by-step explanation:

you really could not find this faster right away by a search on the internet ?

the general line equation is

y = ax + b

a is always the slope, and b is the y-intercept (the y value when x = 0).

so, the slope here is 5, and the y-intercept is 7

Answer:

Step-by-step explanation:

Multiply the decimal by 100 and write the result with the percentage sign: 0.75 × 100 = 75%.

Answer:

b is the answer of the question because it is the only answer

[tex]\sf \longmapsto4x-15=3[/tex]

[tex]\sf \longmapsto4x = 3 + 15[/tex]

[tex]\sf \longmapsto4x = 18[/tex]

[tex]\sf \longmapsto{x }= \frac{18}{4}[/tex]

[tex]\sf \longmapsto x = 4.5[/tex]

Answer:

[tex]x=\cfrac{9}{2}\;\; or \;\;4.5[/tex]

Step-by-step explanation:

[tex]4x-15=3[/tex]

[tex]4x-15+15=3+15[/tex] Add 15

[tex]4x=18[/tex]

[tex]\cfrac{4x}{4}=\cfrac{18}{4}[/tex] Divide by 4

[tex]x=\cfrac{9}{2}[/tex]

Answer:

19

Step-by-step explanation:

31 + 49 = 80

80 - 61 = 19