When copying a line segment to construct a new line segment why do you think it is important that the plotted point for the new line segment is not on the original line segment?

Answer:

5:-c

The 3multiples are 25,50,75

6:-c

[tex]\\ \sf\longmapsto 6\:of\:2+9-5[/tex]

[tex]\\ \sf\longmapsto 6(11-5)[/tex]

[tex]\\ \sf\longmapsto 6(6)[/tex]

[tex]\\ \sf\longmapsto 36[/tex]

7:-a

12,17

8:-c

HCF=2×2×11=44

9:-c

LCM of 9 and 5 is 45 hence its true

10:-c

HCF of two consecutive numbers is 1

225125₆/101₆ = 2225₆

One way to arrive at this is to convert both given numbers to base 10, compute the quotient in base 10, then convert back to base 6.

101₆ = 1×6² + 0×6¹ + 1×6⁰ = 37

225125₆ = 2×6⁵ + 2×6⁴ + 5×6³ + 1×6² + 2×6¹ + 5×6⁰ = 19,277

So we have

225125₆/101₆ = 19,277/37 = 521

Next,

521 = 2×216 + 89 = 2×6³ + 89

89 = 2×36 + 17 = 2×6² + 17

17 = 2×12 + 5 = 2×6¹ + 5×6⁰

and so

521 = 2×6³ + 2×6² + 2×6¹ + 5×6⁰ = 2225₆

Or you can use the long division algorithm. Division in base 6 is the same as in base 10, except numerals range from 0 to 5 instead of 0 to 9. See if you can follow this diagram (replaced with an attachment)

Answer:

y^6 - 9y^4 + 27y² - 27

Step-by-step explanation:

(y² - 3) (y^4 - 6y² + 9)

y^6 - 6y^4 + 9y² - 3y^4 + 18y² - 27

y^6 - 9y^4 + 27y² - 27

Answer:

y = 10

Step-by-step explanation:

6y−3=57

6y = 60

y = 10

Answer:

Answer: D : Median, because there is 1 outlier that affects the center

Step-by-step explanation:

Mean and median terms are use to measure the central tendency in a data set.

Mean is the best measure of center if there is no outlier present in the data otherwise median is the best measure of center if there is outlier present because outliers effects the means value of a data but not the median value.

In the third period, there is an outlier present as 8 that affects the center, then the best measure of center for third period must be Median.

Answer:

Step-by-step explanation:

[tex]\tt{ \green{P} \orange{s} \red{y} \blue{x} \pink{c} \purple{h} \green{i} e}[/tex]

[tex]\frac{14}{30}[/tex] is not equivalent to [tex]\frac{2}{5}[/tex] in the list of fractions [tex]\frac{18}{45}, \frac{14}{30} , \frac{x}{y} \frac{10}{25}, \frac{8}{20}, \frac{16}{40}[/tex].

Equivalent fractions represent the same value even though they look different.

We know we can find an equivalent fraction of a given fraction by or dividing both the numerator and denominator of the given fraction with the same number (maybe LCM or HCF of the numerator or denominator).

[tex]\frac{18}{45}=\frac{18/9}{45/9}=\frac{2}{5}[/tex] (since [tex]9[/tex] is HCF of [tex]18, 45[/tex])

[tex]\frac{14}{30}=\frac{14/2}{30/2}=\frac{7}{15}[/tex] (since [tex]2[/tex] is HCF of [tex]7, 15[/tex])

[tex]\frac{10}{25} =\frac{10/5}{25/5} =\frac{2}{5}[/tex] (since [tex]5[/tex] is HCF of [tex]10, 25[/tex])

[tex]\frac{8}{20} =\frac{8/4}{20/4} =\frac{2}{5}[/tex] (since [tex]4[/tex] is HCF of [tex]8, 20[/tex])

[tex]\frac{16}{40} =\frac{16/8}{40/8} =\frac{2}{5}[/tex] (since [tex]8[/tex] is HCF of [tex]16, 40[/tex])

Thus, [tex]\frac{14}{30}[/tex] is not equivalent to [tex]\frac{2}{5}[/tex].

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Answer:

[tex]\boxed{125}[/tex]

Step-by-step explanation:

Hey there!

Well 5 raised to the 3 can be written as,

[tex]5^3[/tex]

This is 5*5*5

= 125

Hope this helps :)

Answer:

(x-3)^2 = 5

x = 3 ±sqrt(5)

Step-by-step explanation:

x ^2 −4x+4=2x

Subtract 2x from each side

x ^2 −4x-2x+4=2x-2x

x^2 -6x +4 = 0

Subtract 4 from each side

x^2 -6x+4-4 =0-4

x^2 -6x = -4

Take -6

Divide by 2

-6/2 = -3

Square it

(-3)^2 = 9

Add to each side

x^2 -6x+9 = -4+9

(x-3)^2 = 5

Take the square root

sqrt((x-3)^2) = ±sqrt(5)

x-3 =  ±sqrt(5)

Add 3 to each side

x = 3 ±sqrt(5)

Answer:

lusing completing square metjod

x

Step-by-step explanation:

x^2_6x+(_3)^2=_4+9

(x_3)^2=5

x_3=

[tex] \sqrt{5} [/tex]

[tex]x = 3 + or - \sqrt{5} [/tex]

7. √9

√9 is a rational number because √9 = 3 = 3/1.

8. No, there is no integer between -6 and -7.

9. π

π is an irrational number

Answer:

3468 children.

Step-by-step explanation:

One apple per person.

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

Explanation:

Let point A be the center of the circle.

Arc DCF is 316 degrees. Arc FG is 20 degrees. Subtracting the arc measures gives 316-20 = 296 which is the measure of arc DCG, and by extension, it is the measure of reflex angle DAG. The acute angle DAG is 360-296 = 64 degrees

Triangle DAG is isosceles with AD = AG, so the base angles are ADG and AGD. Let's call each of these angles x for now. The sum of the three angles add to 180

x+x+64 = 180

2x+64 = 180

2x = 180-64

2x = 116

x = 116/2

x = 58

Therefore angle ADG is 58 degrees. It adds to angle ADB = 90 to get 90+58 = 148, which is the measure of angle BDG.

Note: angle ADB is 90 because tangent BD forms a right angle with the radius AD.

Another note: angle ADG is half that of the arc it cuts off, so in a sense it's similar to an inscribed angle

Answer:

2.64 km

Step-by-step explanation:

24*110=2640 meters

2640/1000=2.64 km

Answer:

Alexis sold 22 lemon cups, 5 of the cups she sold were large and the rest were small, how many small cups did she sell?

Answer:

Step-by-step explanation:

The equation that Dimitri and Jillian were trying to solve is expressed as

(x+1)(x+3) = 12. They are both solving this equation to get the value of x.

Based on the their suggestion, Jillian strategy would have been the best and the only one that will work for us in solving the equation but he didn't take cognizance of 12 when using the formula in his second step hence None of them are correct. The following steps should have been taken;

Step 1: Multiply out the expression (x+1)(x+3)

= (x+1)(x+3)

= x(x)+ 3x+x+1(3)

= x² + 3x + x + 3

= x² + 4x + 3

He got x² + 4x + 3 on expansion

Step 2: He should have rewrote the equation as shown;

x² + 4x + 3 = 12

x² + 4x + 3 -12 = 0

x² + 4x -9 = 0

Step 3: He used the quadratic formula to factorize the expression x² + 4x + 3 where a = 1, b = 4 anad c = -9

x = (-b±√b²-4ac)/2a

x = (-4±√(4)²-4(1)(-9))/2(1)

x = -4±√16+36/2

x = (-4±2√13)/2

x = (-4+2√13)/2 or  (-4-2√13)/2

x = -2+√13 or -2-√13

Hence Neither of them is correct. Jillian is almost correct but he should have equated the equation to zero by taking 12 into consideration before factorizing.

Answer:

1st option

Step-by-step explanation:

Given f(x) then f(x + a) is a horizontal translation of f(x)

• If a > 0 then a shift left of a units

• If a < 0 then a shift right of a units

Here g(x) = [tex]\sqrt{x+3}[/tex]

The base graph f(x) has been shifted left 3 units

Pages read by Arnold in 7 minutes = 3 pages

Pages read by Arnold in 1 minutes

= 3/7 pages

= 6/14 pages

Pages read by Brenda in 14 minutes = 8 pages

Pages read by Brenda in 1 minutes = 8/14 pages

(6/14) < (8/14)

So, speed of Arnold < speed of Brenda.

So, Brenda reads faster.

Answer:

Let the breadth is x, then the length is 3x.

The area is:

The breadth is decreased by 2 m:

The length is increased by 4m:

The area is now:

The breadth was 4 m and the length  12 m

Answer:

3rd option

Step-by-step explanation:

8x³ - 27y³ ← is a difference of cubes and factors in general as

a³ - b³ = (a - b)(a² + ab + b²)

8x³ - 27y³

= (2x)³ - (3y)³

= (2x - 3y)((2x)² + 2x(3y) + (3y)²) , that is

= (2x - 3y)(4x² + 6xy + 9y²)

side angle side (SAS) is the postulate because we can clearly see that two of the sides of the triangles are congruent (9 & 14), as well as the Q and T angle.

the perimeter is 43

6y+5=8y

y= 5/2

9+14+6(5/2)+5= 43

Answer:

Solution given:

In ∆ PQR and ∆ STQ

PQ=ST=9ft given

<Q=<T given

QR=TU = 14ft [given]

S.A.S axiom therom is used to prove

∆PQR ≅ ∆STU

Since ∆PQR ≅ ∆STU

their corresponding side is equal.so

6y+5=8y

5=8y-6y

2y=5

y=5/2

now

perimeter of ∆ PQR=sum of all sides

=9ft +14ft+ 6*5/2+5=43ft

Answer:

When you plot the graph, you may see a line or a curve. This presents the trend of the relationship of the two quantities when the independent variable changes.

Graphs visually depict patterns and trends, while equations provide precise mathematical descriptions, both revealing valuable information about the relationship between two quantities.

Graphs visually represent data and patterns, allowing us to identify the nature of the relationship between two quantities. The slope and intercepts of a graph provide information about the rate of change and the values when one quantity is zero.

Equations, on the other hand, offer precise mathematical descriptions of the relationship. The form of the equation reveals the nature of the relationship, while coefficients and constants provide specific information. Solving equations yields solutions that satisfy the relationship.

Both graphs and equations work together to provide a comprehensive understanding of the relationship between two quantities, with graphs offering visual insights and equations providing precise mathematical information.

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We know

[tex]\boxed{\sf \star TSA_{(Cone)}=\pi r(r+\ell)}[/tex]

[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=2

\dfrac{22}{7}\times 2(2+3)[/tex]

[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=\dfrac{44}{7}(5)[/tex]

[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=\dfrac{220}{7}[/tex]

[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=31.4ft^2[/tex]

Now

[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=\dfrac{22}{7}\times 4(4+6)[/tex]

[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=\dfrac{88}{7}(10)[/tex]

[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=\dfrac{880}{7}[/tex]

[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=125.7cm^2[/tex]

So

[tex]\\ \sf\longmapsto \dfrac{TSA_{(New\:Cone)}}{TSA_{(Old\:Cone)}}=\dfrac{125.7}{31.4}[/tex]

[tex]\\ \sf\longmapsto \dfrac{TSA_{(New\:Cone)}}{TSA_{(Old\:Cone)}}=\dfrac{4}{1}[/tex]

[tex]\\ \sf\longmapsto\underline{\boxed{\bf{ {TSA_{(New\:Cone)}}:{TSA_{(Old\:Cone)}}=4:1}}}[/tex]

Answer:

Marked price= RS 1600

Discount= RS 80

Step-by-step explanation:

Let

x= the marked price

Discount= 5%

Discount = 5% of x

=0.05x

Cost after discount = x-0.05x

= 0.95x

Vat=10%

=0.1

Cost of the radio including vat=0.95x + 0.1(0.95x)

=0.95x + 0.095x

=1.045x

Price became rs 1672

Therefore,

1.045x=1672

Divide both sides by 1.045

x= RS 1600

Discount=5% of 1600

=0.05 * 1600

=rs 80

Answer:

192

Step-by-step explanation:

(a x b) x c

Let a=2  b=8  c=12

(2 * 8) * 12

16 * 12

192

Answer:

Step-by-step explanation:

[tex]a = 2\\b = 8\\c = 12\\\\(a \times b) \times c\\\\(2 \times 8) \times 12\\\\(16) \times12\\\\= 192[/tex]

Answer:

No.

Step-by-step explanation:

If I multiplied 2 by 9 to get 18, I would have to do the same to the 1. This would make the ratio 9:18, not 13:18.

Therefore, these two ratios are not equivalent.

Answer:

123456789101112131415161718192021222324252627282930

Answer:

12:05 pm

Step-by-step explanation:

Let z be the number of hours, from 11:00 am, when Jimmy would catch up with John. The time that Jimmy will have to drive to catch up with John is z - 1/4 as he started a quarter of an hour late. When Jimmy would catch up with John, they would have traveled the same distance. Hence

50 z = 65 (z - 1/4)

Solve for t

50z = 65z - 65/4

z = 65/60 = 1.083 hours = 1 hour and 5 minutes

Jim will catch up with John at

11:00 am + 1 hour 5 minutes = 12:05 pm

Answer From Gauth Math

Answer:

375 mm cubed

Step-by-step explanation:

The volume would stay the same because the same number of the same pennies are being used.

If the question was asking for the surface area, then the answer would be different.

Hope that helped!!! k

Answer: 375 mm cubed

Answer:

Around 52.94%

Step-by-step explanation:

We can use the percentage error formula, which is

[tex]\frac{|approx-exact|}{exact}\cdot100[/tex].

The approximated value was 8, however the exact value was 17, so we can substitute inside the equation.

[tex]\frac{|8-17|}{17}\cdot100 \\\\\frac{|-9|}{17}\cdot100 \\\\\frac{9}{17}\cdot100 \\\\0.5294...\cdot100 \\\\52.94[/tex]

Hope this helped!

Answer:

70 degrees

Step-by-step explanation: this is an equilateral triangle. All of its angles are the same.