5. Find y.
A)120
B)130
C)140
D)150

Answer:

x is half of the volume of the triangle because it can definitely fit inside the other triangle which means it's half

Answer:

x = 13

Step-by-step explanation:

Use pythagorean theorem. So say a is the side that's unknown

13^2 + a^2 = 17^2

a = √120 or 2√30

now do the same for the other triangle

( 2√30)^2 + 7^2 = x^2

120 + 49 = x^2

169 = x^2

x  = 13

Answer:

D: 20

Step-by-step explanation:

you have to multiply 4 and 5

Answer:

The answer is D

Step-by-step explanation:

You multiply the styles of shirts with the color options resulting in the answer 20 / D

Answer:

1. m= 1/2  b=3

2. m= 1/2  b=-2

3 and 4. answered below

5. The point of intersection is where two lines intersect.

Step-by-step explanation:

you have -x+2y=6. finding the slope is very easy, you just have to isolate y.

2y=6+x ---> y = 3+ x/2. The slope would be 1/2 for the first one. the y intercept would be 3.

To graph, there are different ways of doing it. You can do it by finding the y intercept and x intercept, by making a chart and finding plotting points, or you can do it graphing the y intercept and doing rise over run from there.

The

Answer:

The picture that represent her drawing is uploaded below. The height is 8 ft and the base is 6 ft.

Step-by-step explanation:

Renee garden is triangular in shape . The area of the triangular garden is given as 24 ft² . The area of a triangle can be represented below.

Area of a triangle = 1/2bh

where

b = base

h = height

The drawing that represent Renee drawing is given below. The height is 8 ft and the base is 6 ft .

Using the formula

Area of a triangle = 1/2bh

Area of a triangle = 1/2 × 6 × 8

Area of a triangle = 48/2

Area of a triangle = 24 ft²

Answer:

The picture that represent her drawing is uploaded below. The height is 8 ft and the base is 6 ft.

Step-by-step explanation:

Answer:

THIS IS EASY THE FIRST ONE IS

Step-by-step explanation:

(-2,2) and then 2 is (4,2)

Please mark me as brainliest

Joshua tutored Eric on Saturday and Sunday to Ben. Joshua earned $4.50 more on Saturday than on Sunday.

Joshua tutored Eric on Saturday and Sunday to Ben.

On Saturday, Joshua charged $12.50 per hour for tutoring, and since he also charged the same rate for guitar lessons, the total earnings were based on the combined time spent on tutoring and guitar lessons.

He added a flat fee of $4.50 for traveling. With a total earning of $35.75, the equation can be set up as follows:

[tex]\[ \text{Total Earnings on Saturday} = (\text{Hourly Rate} \times \text{Total Hours}) + \text{Flat Traveling Fee} \][/tex]

[tex]\[ 35.75 = (12.50 \times \text{Total Hours}) + 4.50 \][/tex]

Solving for the total hours, we find that Joshua spent 2 hours tutoring and giving guitar lessons on Saturday.

On Sunday, Joshua spent 0.5 hours giving guitar lessons and the remaining time tutoring Ben. Without a flat rate for traveling, the total earnings on Sunday were $31.25. Joshua's hourly rate remains $12.50. The equation can be expressed as:

[tex]\[ \text{Total Earnings on Sunday} = (\text{Hourly Rate} \times \text{Total Hours}) \][/tex]

[tex]\[ 31.25 = (12.50 \times \text{Total Hours}) \][/tex]

Solving for the total hours, we find that Joshua spent 2.5 hours tutoring and giving guitar lessons on Sunday.

Therefore, Joshua tutored Eric for 2 hours and gave guitar lessons for the remaining time on Saturday. On Sunday, he gave guitar lessons for 0.5 hours and tutored Ben for 2.5 hours.

Joshua earned $4.50 more on Saturday than on Sunday.

Answer:

No, the given polynomial is not prime.

Step-by-step explanation:

Given: a polynomial [tex]12n^2+12n+1[/tex]

To check: whether the given polynomial is prime or not.

Solution:

A prime polynomial is a polynomial that cannot be factored into polynomials of lower degree and has integers as coefficients.

In the given polynomial, coefficients are integers.

Also, the polynomial [tex]12n^2+12n+1[/tex] cannot be factored further into polynomials of lower degree.

So, the given polynomial is not prime.

To find Claire's rate in meters per second, we divide the distance she runs (400 meters) by the time it takes (45 seconds). This gives us a rate of approximately 8.89 meters per second.

The question is asking us to calculate Claire's rate in meters per second. To work out the rate of speed, we use the formula distance divided by time. In this case, the distance is 400 meters and the time is 45 seconds.

So we divide 400 by 45 which gives us 8.888 recurring. Therefore, Claire's rate is approximately 8.89 meters per second.

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Answer:

16

Step-by-step explanation:

Final answer:

The distance between the points (-4,8) and (12,8) on a coordinate plane is 16 units, calculated by finding the difference between the x-coordinates since the y-coordinates are the same.

Explanation:

The question asks for the distance between the points (-4,8) and (12,8) on a coordinate plane. To find this distance, we can use the formula for the distance between two points in a plane:

d = √((x2 - x1)^2 + (y2 - y1)^2)

Since the y-coordinates are the same (8 and 8), the distance is simply the difference between the x-coordinates:

d = 12 - (-4) = 12 + 4 = 16

Therefore, the distance between the points (-4,8) and (12,8) is 16 units.

Answer:

1 4/5

Step-by-step explanation:

4+5=9

3x3=9

2x2=4

9-4=5

5-9=1 4/5

Answer:

Step-by-step explanation:

[tex]\frac{4+5}{3^{2}-2^{2}}=\frac{9}{9-4}\\\\=\frac{9}{5}\\\\=1\frac{4}{5}[/tex]

The model y= 4x tells the perimeter of square as the side increased by 1 unit.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given:

The model is y = 4x

As, we know the Area of square

= side x side

and, perimeter of square

= 4 x side

So, the model y= 4x tells the perimeter of square as the side increased by 1 unit.

Learn more about Equation here:

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The question attached here is incomplete, the complete question is

A)Area of a square as the sides increase by 1 unit

B) Perimeter of a square as the sides increase by 1 unit

C) Fruit fly population that quadruples every week

Final answer:

The question concerns a college-level Physics model related to the Fokker-Planck equation and its application in classical and statistical mechanics, specifically in the context of explaining atomic stability, atomic size, and electron binding energy in atomic physics.

Explanation:

The equation and model described in the question appear to represent the principles of classical mechanics and statistical mechanics in Physics, especially when referencing the Fokker-Planck equation, which is used to describe the dynamics of a particle in a fluid with drag and fluctuations. This model is a two-dimensional first-order model similar to the one proposed nearly half a century ago by two physicists or applied mathematicians, which implies it has a historical significance in its contribution to physical theories. Additionally, the model and equation are going to be used with the Bohr model of the hydrogen atom to provide insights into atomic stability, atomic size, and electron binding energy within the atom, which is crucial for understanding atomic physics and quantum mechanics.

The Fokker-Planck equation includes a drift term that accounts for the deceleration of the particle due to drag, and a diffusion term representing the random walk of the particle's momentum due to fluctuations. The context provided suggests that these concepts are being applied to explain the behavior of a charged particle and that the coefficients from the linear model can be combined with operating parameters to derive specific equations for this system. This points to an advanced-level discussion suitable for College-level Physics courses where students are expected to have a foundation in these theories.

Answer:

Erik saw 6 stars on Monday night

Step-by-step explanation:

42/7

To find out how many stars Erik saw on Monday, we divide the number of stars he saw on Tuesday (42) by 7 because Tuesday's count is seven times Monday's. Resulting in Erik seeing 6 stars on Monday.

The subject of this question is mathematics, specifically division. The number of stars Erik saw on Tuesday night, 42 stars, is given as seven times the number of stars he saw on Monday. We can solve for the number of stars on Monday night by using division. We take the total number of stars seen on Tuesday, 42, and divide by 7 (since Tuesday’s count is seven times Monday's count). This gives us:

42 ÷ 7 = 6 stars

Therefore, Erik saw 6 stars on Monday night.

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Answer:

169.7 ft

Step-by-step explanation:

Let me know if you need an explanation!

I hope this helped! :)

Answer: $31.80

Step-by-step explanation:

4 towels x $7.50 = $30.00. 6% sales tax is $1.80.

Answer:

x = 0

Step-by-step explanation:

2 times 0 equal 0 so 4 plus 0 equals 4

Answer:

82.875  

Step-by-step explanation:

4 1/4x 3 1/4x 6= 82.875

Answer:

82 7/8 I belive, thats what i got. Hope this helps

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Answer:

the answer is c

Step-by-step explanation:

a. The experimental probability of landing on a 2 is 1/6.

b. The experimental probability of not landing on a 6 is 5/6.

c. The experimental probability of landing on a 2 (1/6) closely aligns with its theoretical probability (1/6).

d. The experimental probability of not landing on a 6 (5/6) also closely aligns with its theoretical probability (5/6).

a. To find the experimental probability of landing on a 2, divide the number of times it landed on a 2 (four times) by the total number of trials (24 times). Thus, [tex]\( P(\text{landing on 2}) = \frac{4}{24} = \frac{1}{6} \).[/tex]

b. To find the experimental probability of not landing on a 6, subtract the experimental probability of landing on a 6 (3/24) from 1. Thus,[tex]\( P(\text{not landing on 6}) = 1 - \frac{3}{24} = \frac{5}{6} \).[/tex]

c. Comparing the experimental probability of landing on a 2 (1/6) with its theoretical probability (1/6) shows that they closely match, indicating a consistent outcome.

d. Comparing the experimental probability of not landing on a 6 (5/6) with its theoretical probability (5/6) reveals a close alignment, confirming the reliability of the experimental results.

In summary, experimental probabilities were determined by dividing the favorable outcomes by the total number of trials. The comparison with theoretical probabilities indicates the reliability of the experimental data, as the values closely match in both cases. This alignment strengthens the validity of the experimental results and the predictive power of theoretical probabilities in this scenario.

Answer: Marble

Step-by-step explanation:

Multiply 3x4x6 and you should get 72. Divide 184.32 by 72 and you should get 2.56 which is marble.

Answer:

107.5 miles

Step-by-step explanation:

We can use the formula d = rt (distance = rate · time) to find the distance travelled.

We know that,

r = 43 mph

t = 2.5 hrs

Plug these values into the formula to get your answer.

43 · 2.5 = 107.5 miles

Answer:

Frank drove a total of about 107 miles.

Step-by-step explanation:

Okay...

2.5 hours at 43 miles per hour.

43 x 2 = 86

and for .50 we can say half which is about 21 or 22 miles.

So,

86 + 21 = 107

D = 107

Answer:

20 square units

Step-by-step explanation:

B * H

height = 5

base = 4

4 * 5

20

Answer: 44

Step-by-step explanation:

88 is the total, 88 divided by 2 is 44 and half the seeds are radishes

Answer:

44 radish seeds

Step-by-step explanation:

Punita planted 88 seeds in total and half of them are radish seeds.

Multiply 88 by 1/2 or divide 88 by 2 to find what half of 88 is.

88 x 1/2 = 44

88/2 = 44

You may show your work either way.

To check your work:

44 radishes + 44 carrots = 88 seeds in total

or

44 times 2 = 88

Answer:

c 8, 5x,2x2

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

36x3.14=113.04

Step-by-step explanation:

Answer:

Approximately 113.1

Step-by-step explanation:

C = π d = π · 36 ≈ 113.09734

Answer:

Add 2 to each side

Step-by-step explanation:

ADD 2 TO EACH SIDE: 9m-2+2=16+2

SIMPLIFY: 9m=18

DIVIDE BOTH SIDES BY 9: 9m/9 = 18/9

SIMPLIFY: m=2

Answer:

it is D

Step-by-step explanation:

Answer:

c.

Step-by-step explanation:

first equation: youre looking for amount of tickets. if you add the amount of student tickets with the amount of adult tickets, you get the total amount of tickets, 75.

second equation: youre looking for prices here. if you multiply the amount of student tickets with the price of student tickets, and add that to the amount of adult tickets multiplied with the price of adult tickets, you get the total price for all tickets sold.

Answer:

x = 6 or x = -15

Step-by-step explanation:

x2+9x−90=0

Step 1: Factor left side of equation.

(x−6) (x+15)=0

x−6=0

x+15=0

x=6

x=−15

x=6

x=−15

It would be 1.4285

2 1/2x4/7= 1.4285