How to find the area of a triangle when the height is not given ?​

Answer:

$5

Step-by-step explanation:

6:40 to 7:30 is 50 minutes

6 per hour

6÷6=1

1x5=5

hope this helps

Step-by-step explanation:

(a) How would you characterize the relationship between the hours spent on homework and the test scores? Explain

For this case what we see is that we have a scatter diagram, which we can model using a linear trend defining the following variables:

x: number of hours studied.

y: test scores.

The linear relationship would be of the form:

y = mx + b

(b) Paul uses the function y = 8x + 40 to model the situation. What score does the model predict for 3 h of homework?

y = 8x + 40

For three hours of study we have that the note would be approximate:

y = 8 * (3) + 40

y = 64

(c) What does the number 40 in Part (b) mean in the context of the situation?

The number 40 means that if you do not devote any study time, then you expect the test score to be 40.

Answer:

unlikely bcz it didn't reach the half of rate (10)

The single amount on April 1, 2012 that is equivalent to a series of equal, semiannual cash flows of $5200 is; $57,023.2

We are given;

Semi annual cash Flow; A_sa = $5200

Interest rate; r = 6%

From April 1, 2012 to January 1 2019 is 6.75 years

Thus; Period; T = 6.75 years

Cash flows is semi annual. Thus; t_a = 1/2

Thus; n_sa = 6.75 * 2

n_sa = 13.5

i_sa = 6% * 1/4 = 1.5%

Thus;

Single amount = 5200 * (P/A, 1.5%, 13.5)

From compound interest tables, P/A at n = 13.5 and at i = 3% by interpolation gives 10.966. Thus;

Single amount = 5200 * 12.137

Single amount = $63,112.4

Read more about compound interest factor at; https://brainly.com/question/3575751

Answer:

All of the examples define relations between a domain and range.

Such a relation will be a function if and only if each value in the domain corresponds to at most one value in the range.

In the first example, the value

−

1

in the domain is associated with two values in the range, namely

−

5

and

1

.

In the second example, the value

−

1

in the domain is associated with two values in the range, namely

7

and

1

.

In the third example, the value

3

in the domain is associated with two values in the range, namely

2

and

4

.

In the fourth example, each of the values in the domain is associated with one value in the range, so this describes a function. Note however that the values

−

4

and

−

7

are both mapped to

5

. So the function described is not one to one and consequently its inverse is not a function.

Answer:

let the P(ride roller coaster) be A and P(play games) be B

a. P(AUB) = P(A) + P(B) - P(AnB)

= 130/200 + 86/200 - 70/20.

= 146/200

= 73/100

b. P(A) = 130/200

= 13/20

c. not mutually exclusive

Answer:

your choice is correct

Step-by-step explanation:

f(x) = x^2 does not pass the horizontal line test (a horizontal line intersects its graph in two places), so its inverse does not pass the vertical line test. The inverse is not a function.

_____

Comment on the graph

The original function f(x)=x^2 is shown by the red curve. Its reflection across the orange dashed line y=x gives the inverse relation, in blue. The black horizontal and vertical lines show the multiple points of intersection with the curves, indicating the inverse relation is not a function.

Step-by-step explanation: hope this helps a little bit

Answer:

x>0

Step-by-step explanation:

i took the quiz :))

Answer:

The answer is 6

Step-by-step explanation:

I got if from k12 after taking the test!

Answer:

6 tubes

Step-by-step explanation:

[tex]\begin{array}{ccll} completion&hours\\ \cline{1-2} \frac{2}{5}&\frac{3}{4}\\[1em] x&1 \end{array}\implies \cfrac{~~ \frac{2}{5}~~}{x}=\cfrac{~~ \frac{3}{4}~~}{1}\implies \cfrac{2}{5x}=\cfrac{3}{4} \\\\\\ 8=15x\implies \cfrac{8}{15}=x[/tex]

The fraction of the project that the student can complete per hour is 8/15

There is independent quantity, and a quantity which depends on it (dependent quantity). When independent quantity moves by a unit measurement (single unit increment), the increment in dependent quantity is called rate of increment of dependent quantity per unit increment in independent quantity.

For this case the problem is asking about the amount of project that can be completed per hour.

The independent quantity is the time spent by student on the project.

The dependent quantity here is the amount of the project completed by the student in the time spent.

Thus, we get the unit rate of amount of project completed per unit amount of time (unit time is one hour here) as:

[tex]R = \dfrac{\text{Amount of project completed}}{\text{Time taken}} = \dfrac{2/5}{3/4} = \dfrac{2}{5} \times \dfrac{4}{3} = \dfrac{8}{15} \: \rm project / hour[/tex]

We used the fact that:

[tex]\dfrac{a}{b} = a \times \dfrac{1}{b}\\\\and\\\dfrac{1}{a/b} = \dfrac{b}{a}[/tex]

Thus, that student can complete the considered project's 8/15 part per hour.

Learn more about fractions here:
https://brainly.com/question/12106245

Answer:

[tex]- 5 {x}^{2} + 12x - 4[/tex]

Step-by-step explanation:

[tex]4 {x}^{2} - (3x - 2)^{2} \\ \\ = 4 {x}^{2} - [ {(3x)}^{2} - 2(3x)(2) + {(2)}^{2} ]\\ \\ = 4 {x}^{2} - [ 9 {x}^{2} - 12x + 4]\\ \\ = 4 {x}^{2} - 9 {x}^{2} + 12x - 4\\ \\ = - 5 {x}^{2} + 12x - 4[/tex]

Answer:

-5x² + 12x - 4

Step-by-step explanation:

4x² - (3x - 2)²

4x² - (3x - 2) * (3x - 2)

4x² - (9x² - 6x - 6x + 4)

4x² -1 (9x² - 6x - 6x + 4)

(4x² - 9x²) + (6x + 6x) - 4

-5x² + 12x - 4

Hope this helps!

Answer:-m or m+3

Step-by-step explanation:

[tex]x^{2} -3x -(m^{2}+3m) =0\\\\x^{2} -3x -m^{2} -3m=0\\[/tex]

[tex]x^{2} -m^{2} -3x - 3m=0[/tex]

Applying difference of two squares

⇒([tex]x^{2} -m^{2}[/tex])=(x+m)(x-m)

Substituting this for ([tex]x^{2} -m^{2}[/tex])

Factorising -3x-3m=-3(x+m)

(x+m)(x-m)-3(x+m)=0

since we have double (x+m),we'll pick one

⇒(x+m)=0

or (x-m-3)=0

⇒x=-m or x= m+3

Answer:

a)never b)always c)never d)sometimes.

Step-by-step explanation:

I’ll try to explain by giving examples for each:

a) let’s take n=-1 => 2*1/10= 2/10 =0,2 = > the number won’t be negative => answer:never.

b)let’s take q=-2 => (-2)*100000=-200000 => answer:always.

c)let’s take m=-2 => 6*1/100 = 6/100 =0,06; and 60^-2 = 1/60^2=1/360=0.02... => answer:never.

d)let’s take 1) p=1000; => 1000/1000=1. 2) p= 2 => less than 1. => answer:sometimes.

Answer:

6 people

Step-by-step explanation:

6 whole pies for 6 people

Answer:

6

Step-by-step explanation:

If each apple pie is 1 whole and Axel is giving 1 whole pie out to everybody then you take the amount of pies and that's your answer

Answer:

Question 1:

• Let the number be x

[tex]{ \tt{9x - 3x}} \\ { \boxed{ \tt{ = 6x}}}[/tex]

Question 2:

[tex]{ \tt{5x - 4x}} \\ { \boxed { \tt{ = x}}}[/tex]

The numbers are 6x and x.

Subtraction can be done for any numbers or algebraic expressions. It is the process of taking out certain value from a given amount of number.

The process of subtraction can also be termed as finding difference.

1) Let the number be x.

product of nine and a number means 9x.

three times the number means 3x.

The difference between the product of nine and a number and three times the number means that 9x - 3x.

9x - 3x = 6x

2) Let the number be x.

five times a number is 5x

four times the number is 4x

The difference between five times a number and four times the number is 5x - 4x = x.

Hence the numbers are 6x and x respectively.

Learn more about Subtraction here :

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find y=mx+b for line parallel to AB.

The line that is parallel will have the same slope as line AB:

the slope of line AB is

m=(8-3)/(-10-2)

=5/-12

=-5/12

Since the line going through X is parallel the vertical distance of the new line to AB is the same for all values of the domain(x-axis).

at x=-5 the point X has the y value of 10 which is 4 more than the y value for AB based on the graph.

To find the intercept b of the line going through X that is parallel to AB we just add 4 to the intercept of AB, which is 4 so

4+4=8

Answer:

33

Step-by-step explanation:

There's 60 minutes in an hour

Divide the revolutions in 1 hour (1980) by 60

and that equals 33

Answer:

The answer to your question is...the first option; Infinitely many solutions

Hope this helped!

Answer:

Option 2:  –2 < x < 2

Step-by-step explanation:

I'm at the same school as you and I got it correct on the self check

Answer:

d

Step-by-step explanation:

tan 60 = x/9. the vertical line bisects the base

x = 9√3

sin60 = x/y

√3/2 = 9√3/y

y = 18

Answer:

f=-14.4

Step-by-step explanation:

[tex]14- 2.5f = 50\\\\14-50=2.5f\\\\-36=2.5f\\\\f=\frac{-36}{2.5}\\\\f=-14.4[/tex]

Hi!

14-2.5f=50

Move 14 to the right, using the opposite operation:

-2.5f=50-14

-2.5f=36

Divide both sides by -2.5 to isolate f:

f=-14.4

Hope it helps!

Have a Great Day!

~Content Teen

[tex]\bf{-MistySparkles^**^*[/tex]

Answer:

3

Step-by-step explanation: First find out 1/6 of 18 which is 3 so that's your answer

===============================================

Explanation:

Let x be the number of purple sections.

x/8 represents the probability of landing on purple since we have 8 equal sections total of this pizza.

Multiply this with the probability of landing on heads (1/2)

(1/2)*(x/8) = x/16

x/16 is the probability of getting a purple section and having the coin land on heads.

Set that equal to the 1/8 mentioned in the instructions and solve for x.

x/16 = 1/8

8x = 16

x = 16/8

x = 2

Or you can solve like this

x/16 = 1/8

x/16 = 2/16

x = 2

Kevin needs to shade 2 of the sections purple.

Side note: It's a bit unfortunate that the entire paper is purple overall. Though I'm probably being a bit nitpicky right now.

Answer:

$11

Step-by-step explanation:

5*2=10 (for 5 yards) plus  1.00 for the 1/2 yard

Answer:

$ 11.00 or 11

Step-by-step explanation:

2.00 X 5 1/2 = 11

You would multiply the cost of $ 2.00 (one yard) with the total yard 5 1/2 and get 11 or $11

So your answer is for a total of 5 1/2 yards it would cost $11.

Answer:

Step-by-step explanation:

The necessary step for constructing parallel lines is to draw a line that intersects the first line using a straightedge.

Two lines are said to be parallel in a plane if they do not intersect each other even if extended till infinite in both the directions.

Steps to construct a parallel line using ruler and compass are:

To learn more about parallel lines, refer:

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Answer:

Step-by-step explanation:

The side opposite the given width of x is also x.

So you have to relate 3 facts.

The angle

The adjacent side

The hypotenuse.

Formula

Cos(28) = x / 35

Solution

Cos(28) = x / 35                Multiply both sides by 35

35 cos(28) = 35 * x / 35   Cancel

35 cos(28) = x                  Multiply

30.90 = x

Rounded, it is 30.9

Answer:30.9 cm

Step-by-step explanation:  =X/35

X= 35 cos 28'

X= 30. 90cm

width 06

Rectangle = 30.9cm