Select the reason why these triangles are
similar. If they are not, select "Not similar.
14
9
24
16
6
21

9514 1404 393

Answer:

  x = -2

Step-by-step explanation:

Multiply both sides of the equation by -1.

  (-1)(2) = (-1)(-x)

  -2 = x

The value of x that makes the equation true is x = -2.

Answer: (4,5)

Step-by-step explanation:

Answer:

12.50

Step-by-step explanation:

12.50

Answer:

the third option

Step-by-step explanation:

that is actually the proof for Pythagoras :

both squares have the total area of (a + b)².

each of the triangles (4 in figure 1, 4 in figure 2) has the same area as the others : a×b/2

so, for figure 1

(a + b)² = 4×a×b/2 + c² = 2×a×b + c²

and for figure 2

(a + b)² = 4×a×b/2 + a² + b² = 2×a×b + a² + b²

2×a×b + c² = 2×a×b + a² + b²

c² = a² + b²

Answer:

4th option

Step-by-step explanation:

2x-5 means yo have to take minus 5 twice. So you start from 0 and jump back 5 steps twice. So 4

The simplified form of the function is [tex]f(x) = \frac{x+3}{x}[/tex]

Given the following function as shown:

[tex]f(x)=\frac{x^2-9}{x^2-3x}[/tex]

This can be factorized as:

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

Cancel out the common terms:

[tex]f(x) = \frac{x+3}{x}[/tex]

Hence the simplified form of the function is [tex]f(x) = \frac{x+3}{x}[/tex]\

Learn more on functions here: https://brainly.com/question/10439235

Hi Phoenix! :)

I'm much late lol.

Answer:

[tex]\boxed{ \cfrac{x + 3}{x}} [/tex]

Step-by-step explanation:

Given:

[tex] \cfrac{x {}^{2} - 9}{x {}^{2} - 3x } [/tex]

Solution:

[Here the best option is to factorise the expression.]

Rewrite the numerator of the expression as

[tex] \cfrac{x {}^{2} - 3 {}^{2} }{x {}^{2} - 3x} [/tex]

It can be seen that the numerator is like an algebraic identity:

> a² - b² = (a+b)(a-b)

ATP, numerator : a = x² and b = 3²

Now in the denominator take x common:

(x-3) in the denominator and (x-3) in the numerator gets canceled.

Welp,Done, that's it! :D

Answer:

I dont know

Step-by-step explanation:

Can you type in the question please and ty

Answer:

  $700 for a chair and a table

Step-by-step explanation:

Let t and c represent the price of a table and a chair, respectively. The given relations are ...

  10c = 4t

  15c +2t = $4000

Divide the first equation by 2 and substitute for 2t:

  5c = 2t

  15c +5c = $4000

  20c = $4000

  c = $200

  t = 5c/2 = 5($200)/2 = $500

The total price of a chair and a table is ...

  $200 +500 = $700 . . . . price of a chair and a table

Answer:

y = 2x + 3

Step-by-step explanation:

In the slope-intercept form of the equation of a line,

y = mx + b,

m = slope, and b = y-intercept.

Let's look at Adriana's equation and understand the parts:

y = 2x + 4

y = mx + b

m = slope = 2; b = y-intercept = 4

Now let's look at the description of Henry's equation.

He has the same slope as Adriana, so for Henry, m = 2 also.

His y-intercept is 1 less than Adriana's, so it is 1 less than 4. Henry's y-intercept is 3.

Now that we know that for Henry, m = 2, and b = 3, we can write his equation.

y = mx + b

y = 2x + 3

Answer: y = 2x + 3

Answer:

y=2x+3

Step-by-step explanation:

The answer is gonna be y=2x+3. The 2 is the slope so it needs to stay the same. the 4 in the original equation is the y intercept so to move it one unit lower you just subtract 1 and get your answer

Answer: [tex]\frac{3}{8}[/tex] = 37.5%

Step-by-step explanation:

Convert the fraction into a percentage.

[tex]\frac{3}{8}[/tex] = [tex]\frac{x}{100}[/tex]

Solve for x:

[tex]\frac{3}{8}[/tex] = [tex]\frac{x}{100}[/tex]

x = [tex]\frac{37.5}{100}[/tex] = 37.5%

Answer:

Now we can see that our fraction is 37.5/100, which means that 3/8 as a percentage is 37.5%.

Step-by-step explanation:

Answer:

40%

Step-by-step explanation:

2/5 = 40/100 = 40%

Answer:

The speeds are 74 mph and 87 mph.  

Step-by-step explanation:

Let x = speed of slower train

     x + 13 = speed of faster train

The trains meet when the sum of the distances = 483

3x + 3(x+13) = 483

6x + 39 = 483

6x = 444

 x = 74 mph

The speeds are 74 mph and 87 mph.  

[tex]\begin{array}{ccll} Juice&OJ\\ \cline{1-2} \frac{2}{3}&\frac{1}{3}\\[1em] x&1 \end{array}\implies \cfrac{~~ \frac{2}{3}~~}{x}=\cfrac{~~\frac{1}{3} ~~}{1}\implies \cfrac{~~ \frac{2}{3}~~}{x}=\cfrac{1}{3}\implies \cfrac{~~ \frac{2}{3}~~}{\frac{x}{1}}=\cfrac{1}{3} \\\\\\ \cfrac{2}{3x}=\cfrac{1}{3}\implies 6=3x\implies \cfrac{6}{3}=x\implies 2=x[/tex]

Answer:

a

Step-by-step explanation:

It takes longer for one person to flip five batches of two pennies than one batch of ten pennies, mainly for a simple reason: although 5 x 2 is equal to 10, that is, it will take the same time to flip the coins, 5 batches is greater than 1 batch, which will take longer to manipulate each of these, increasing the total time.

Learn more about maths in https://brainly.com/question/21477139

Answer

I think it is 25

Step-by-step explanation:

5 x 5 = 25 I think

Answer:

We’ll you can not physically or mentally get a answer

Step-by-step explanation:SORRY

Answer:

First is death valley it goes on the bottom, next is New Orleans its after death valley, Next is Washington it goes in the middle, next is Dublin its after Washington, Lastly is Paris it goes on the top

Step-by-step explanation:

Answer:

help please, i’m struggling on this

Answer:

3x + 8y = 31

5x + 2y = 12

Let's solve your system by elimination.

Multiply the second equation by -4, then add the equations together.

(3x + 8y = 31)

−4 (5x + 2y = 12)

Becomes:

3x + 8y = 31

−20x − 8y = −48

Add these equations to eliminate y:

−17x = −17

Then solve −17x = −17 for x:

−17x = −17

−17x −17 = −17 − 17 (Divide both sides by -17)

x = 1

Now that we've found x let's plug it back in to solve for y.

Write down an original equation:

3x + 8y = 31

Substitute 1 for x in 3x + 8y = 31:

(3)(1) + 8y = 31

8y +3 = 31 (Simplify both sides of the equation)

8y + 3 − 3 = 31 − 3 (Add -3 to both sides)

8y = 28

8y8 = 288 (Divide both sides by 8)

y = 7/2

Answer:

Formula for Volume of a Trapezoidal Prism. If the prism length is L,trapezoid base width B, trapezoid top width A, and trapezoid height H, then the volume of the prism is given by the four-variable formula: V(L, B, A, H) = LH(A + B)/2. In other words, multiply together the length, height, and average of A and B.Step-by-step explanation:

42 / 6 = 7

30 / 6 = 5

7 boys and 5 girls on each of 6 teams.

Note, this is the minimum number of boys and girls on a team.

There could be 70 boys and 50 girls on each of the 6 teams.

Or even 7000 boys and 5000 girls.

Ratio does not provide an specific number only the relation between two quantities

if it is asking for point slope form the answer is : y-34=-7(x+4)

if it is asking it in slope intercept form the answer is: y=-7x-62

Step-by-step explanation:

i think this is the answer

Answer:

Step-by-step explanation:

Obtuse angle is the angle greater than 90°.

A right triangle has one 90° and the sum of remaining angles is 90°.

It means a right triangle can't have an obtuse angle.

Answer:

The last one is incorrect

Answer:

13 more should be purchased.

40-27=13

Answer:

Fertilizer puts nitrogen into the soil, so using fertilizer puts more nitrogen into the carbon cycle.

When you use fertilizer, its because a certain plant you are planting uses all the nitrogen in the soil, so it won't grow next time. Too much fertilizer, though, would burn up your plant (not literally). Some plants put their own nitrogen into the soil. I can't think of one off the top of my head, but I believe potatoes do. Anyways, this is where crop rotation came into play.

Things like corn take a lot of nitrogen, so the next time you had to plant whatever plant potatoes, which again may be wrong, in order to get nitrogen for the corn to grow next season. Today we have fertilizer, so we can give them nitrogen while they grow, instead of putting in other plants, taking more time.

So really, it doesn't do much, because your plant takes all the nitrogen that the Fertilizer adds.

Answer:

People have been converting atmospheric nitrogen into nitrogen fertilizers and then applying the fertilizers to plants in to grow more crops. This has previously been quite effective, allowing individuals to farm on previously unproductive lands, and provide adequate food for expanding populations of people. Unfortunately, fertilizers are frequently overused, which can lead to issues.

Nitrogen from fertilizers excretes into soils, typically promoting the growth of weeds rather than native vegetation. Nitrogen then washes into streams, resulting in a nutrient overload, a phenomenon known as eutrophication.

Eutrophication causes aquatic weeds to proliferate excessively in freshwater lakes. These aquatic weeds  occasionally occupy entire lakes, streams, or rivers. Green algae cloud the water, and gooey algal slime covers the shallow rocks. 

When nitrogen-rich waters flow down into the ocean, they worsen the situation. High nitrogen concentrations in the Mississippi River Delta have generated a 'dead zone' where the water flows into the Gulf of Mexico. This has occurred every summer for over 30 years. In 2001, this dead zone, where oxygen levels are too low for species to thrive, encompassed over 8000 square miles of water. It occurs when nitrogen in the water enables algae to quickly grow out of control.

Step-by-step explanation:

Great article to look at for more information -

https://www.nytimes.com/2017/07/27/climate/nitrogen-fertilizers-climate-change-pollution-waterways-global-warming.html