Geometry question. Parallel lines. “Find value of x that will make A||B”

Answer: the second to last

Step-by-step explanation: because there’s no multipcation in the first box and if you look at the rest it wou make sense for it to be the second to last

[tex] \boxed{ \boxed{ \: \: \: \: 1.4 \: \: \: \: }}[/tex]

[tex] \hookrightarrow \: \dfrac{2a + 3b}{3b} [/tex]

[tex] \hookrightarrow \: \dfrac{2a}{3b} + \dfrac{3b}{3b} [/tex]

[tex] \hookrightarrow \: \dfrac{2a}{3b} + 1[/tex]

[tex] \hookrightarrow \: \big(\dfrac{2}{3} \times \dfrac{a}{b} \big) + 1 [/tex]

[tex] \hookrightarrow \: \big(\dfrac{2}{3} \times 0.6 \big) + 1[/tex]

[tex] \hookrightarrow \:( 2 \times 0.2) + 1[/tex]

[tex] \hookrightarrow \: 0.4 + 1[/tex]

[tex] \hookrightarrow \: 1.4[/tex]

Answer:

3

Step-by-step explanation:

A algebraic transformation is represented by

[tex]a(bx - h) + k[/tex]

where a is the vertical compression or stretch. a is also the vertical reflection if value is negative . B is the horizontal compression or stretch it is also a horizontal reflection if it value is negative. h is the horizontal shift. And k is the vertical shift.

3 replaces k in this scenario for the vertical translation so 3 is the answer.

Answer:

-2

Step-by-step explanation:

when x=0 y=-2... it is a decline

Answer:

£ [tex]36[/tex]

Step-by-step explanation:

In this situation, the price of an item is (£ [tex]45[/tex]). It is given that there is a ([tex]\frac{1}{5}[/tex]) off discount on this item. To find the price of this item, one will have to subtract the discount rate from (1), this will yield the fraction of the object price that one has to pay. To find the actual amount one has to pay, one must multiply the fractional price of the object by the original price of the object. Using this line of thought, one can form the following equation:

[tex](1-(rate\ of\ discount))(original\ price)=sale\ price[/tex]

Substitute the given values into this equation:

[tex](1-\frac{1}{5})(45)=sale\ price[/tex]

Simplify: remember, a fraction with any number over itself equals (1). Bear in mind that one can only perform operations such as addition and subtraction between fractions with common denominators, that is the number under the fraction bar.

[tex](1-\frac{1}{5})(45)=sale\ price[/tex]

[tex](\frac{5}{5}-\frac{1}{5})(45)=sale\ price[/tex]

[tex](\frac{5-1}{5})(45)=sale\ price[/tex]

[tex](\frac{4}{5})(45)=sale\ price[/tex]

Now perform the multiplication. Divide the denominator by the number one is multiplying by, then multiply it by the numerator (number over the fraction bar).

[tex](\frac{4}{5})(45)=sale\ price[/tex]

[tex](4)(45 / 5)=sale\ price[/tex]

[tex](4)(9)=sale\ price[/tex]

[tex]36=sale\ price[/tex]

Answer:

The answer is 36$

Step-by-step explanation:

Basically, the original price is 45 dollars, but with the extra 20% off (This is just the 1/5 off) it will be 36. This is because 45/5 equals 9 and 45-9 is 36.

You can't round 17 to the nearest tenth of an inch because 17 is a whole number.

Answer:

I think 72 inches I might be wrong

Answer:

Any value you choose for x will make the equation a TRUE statement.

Answer:

i) yes

ii) it splits MN in half (bisector)

Step-by-step explanation:

We are given that MX and NY are parallel. This means, due to alternate interior angles, <XMN and <YNM are congruent as well as <MXY and <NYX. We are also given MX = NY. This is enough information to prove ΔMPX is congruent to ΔNPY due to ASA(two angles and a side between them).

(i) Now, because of this, we can say that all the sides of ΔMPX are congruent to those of ΔNPY. And, this means MP = NP. Since the point P divides the segment MN into two equal pieces, it's a bisector of MN(splits it in half).

Answer:

Step-by-step explanation:

SEE the image for solution.

HOPE it helps

Have a great day

Answer:

433

Step-by-step explanation:

433. . . . . . . ............,.. srry it made me write this much to answer

Answer:

Step-by-step explanation:

Employee's salary: $52,000

Months in a year: 12

52000 / 12 = 4,333.333(r)

Closest answer: D

Answer:

Step-by-step explanation:

45/11 miles per day or ~4.091 miles per day

Step-by-step explanation:

3 inches per second

24 hours in a day

60 minutes in 1 hour

60 seconds in 1 minute

Amount of inches per minute: 3 x 60 = 180 inches

Amount of inches per hour: 180 x 60 = 10,800 inches

Amount of inches per day 10,800 x 24 = 259,200 inches

To find the number of feet that 259,200 inches is, divide by 12.

259,200/12 = 21,600 feet per day

To find the number of miles that 21,600 feet is, divide by 5280.

21,600/5280 = 45/11 = 4.09090909091 = ~ 4.091

So, an ant could walk 45/11 miles per day or ~4.091 miles per day if it walked without taking a break.

Answer in fraction form:   -17/4 < x < 11/4

Answer in decimal form:   -4.25 < x < 2.75

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

Work Shown:

|4x+3| - 9 < 5

|4x+3| < 5+9 .... adding 9 to both sides

|4x+3| < 14

-14 < 4x+3 <  14 .... see note at the bottom

-14-3 < 4x < 14-3 .... subtracting 3 from all sides

-17 < 4x < 11

-17/4 < x < 11/4 .... divide all sides by 4

-4.25 < x < 2.75

This says that x is between -4.25 and 2.75, but x is not equal to either endpoint.

Note: I used the rule that |x| < k becomes -k < x < k where k is a positive real number.

Answer:

[tex]thank \: you[/tex]

Amount in her checking and saving account is $255 and $595

Given information:

Total amount in both accounts = $850

Ratio of checking to saving account = 3:7

Find:

Amount in her checking and saving accounts

Computation:

Total of ratio = 3 + 7

Total of ratio = 10

So,

[tex]Amount\ in\ her\ checking\ account = 850 \times \frac{3}{10}[/tex]

Amount in her checking account = $255

[tex]Amount\ in\ her\ saving\ account = 850 \times \frac{7}{10}[/tex]

Amount in her saving account = $595

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Let the small , medium and large baskets be denoted by s,m & l

Formulating the equations

s+m+l= 80--------- equation1

$15.75s+ $25 m + $32.5l = $2086.25------equation2

2s=l---------equation 3

Using the technology  s=15, m=35 and l= 30

15+35+30= 80--------- equation1

$15.75(15)+ $25 (35)+ $32.5 (30) = $2086.25------equation2

2(15)=(30)---------equation 3

Yes because multiple variables can be easily calculated through matrices using technology

In Matrix form

[tex]\left[\begin{array}{ccc}1&1&1\\15.75&25&32.5\\-2&0&1\end{array}\right][/tex] [tex]\left[\begin{array}{c}s\\m\\l\end{array}\right][/tex]     = [tex]\left[\begin{array}{c} 80\\2086.25\\0\end{array}\right][/tex]

Let A= [tex]\left[\begin{array}{ccc}1&1&1\\15.75&25&32.5\\-2&0&1\end{array}\right][/tex]

Z= [tex]\left[\begin{array}{c}s\\m\\l\end{array}\right][/tex]    

B = [tex]\left[\begin{array}{c} 80\\2086.25\\0\end{array}\right][/tex]

Z= A⁻¹ B

A⁻¹= A mod/ det A

det A= -1

Using the technology  s=15, m=35 and l= 30

15 small baskets,

35 medium baskets

30 large baskets were sold.

Part C:

15+35+30= 80--------- equation1

$15.75(15)+ $25 (35)+ $32.5 (30) = $2086.25------equation2

236.25+ 875+ 975=$2086.25

$2086.25=$2086.25

2(15)=(30)---------equation 3

Answer 2:

Yes because multiple variables can be easily calculated using technology.

N.B There is a typing error in question its $2086.25 not 52086.25

Answer:

Why do you keep sending the same question over and over again?

Step-by-step explanation:

Total Time Taken = 16secs

10a). We're asked to calculate the rate of speed change for the first 5secs.

This is another way of saying "Calculate Acceleration" in the first 5sec of Motion.

Why?

Acceleration is the rate of change of speed or the rate at which speed changes.

acceleration = v - u/t

where v = Final Speed

u = initial Speed.

Looking at the graph

You see that

Initial speed(u) = 1m/s

Final Speed(v) = 9m/s

t = 5secs

Acceleration = 9 - 1/ 5

a = 8/5

a = 1.6m/s².✅

10b)

We're asked to calc "t" from the graph.

Given that the acceleration at "t" untill 16sec(end of motion) is 2m/s².

This simply means that Constant Acceleration was held from "t" to the end of the Motion.

Do not confuse Constant Acceleration for Constant Velocity.

At Constant Velocity... Acceleration is zero(0)

At Constant Acceleration...Velocity Changes Uniformly or at the same rate each second and this is what we're dealing with in this question.

Taking the same step as we used in calculating acceleration above

Given a= 2m/s²

a = v - u/∆t

Where ∆t means time change or difference.

From "t" to 16

The change in time is 16 - "t"

2 = 21 - 9/( 16 - t)

2 = 12/16-t

16-t = 12/2

16 - t = 6

t = 16 - 6

t = 10secs.✅

Have a great Day!.

Answer:

Y is output, x is input

Step-by-step explanation:

I. Given x is -1, 0, 1

II. Perform x in linear equation

           If x is -1

             y = 0.5(-1) + 2

             y = 1.5  

            => (-1, 1.5) -1 is x, 1.5 is y

            If x is 0

               y = 0.5(0) + 2

               y = 2

              => (0, 2) 0 is x, 2 is y

            If x is 1

                y = 0.5(1) + 2

                y = 2.5

               => (1, 2.5) 1 is x, 2.5 is y

III. Perform (x, y) in graph, there will be something like this

Answer:

gien

Step-by-step explanation:

Answer:

Uhh i dont rly know sry

Step-by-step explanation:

Answer:

Below.

Step-by-step explanation:

(a) Over the first 5 seconds rate of change of speed

= (9-1)/5

= 8/5

= 1.6m/s^2

(b) (21-9)/16-t) = 2

12/16-t = 2

32 - 2t = 12

32 - 12 = 2t

20 = 2t

t = 10 seconds

Step-by-step explanation:

Total Time Taken = 16secs

10a). We're asked to calculate the rate of speed change for the first 5secs.

This is another way of saying "Calculate Acceleration" in the first 5sec of Motion.

Why?

Acceleration is the rate of change of speed or the rate at which speed changes.

acceleration = v - u/t

where v = Final Speed

u = initial Speed.

Looking at the graph

You see that

Initial speed(u) = 1m/s

Final Speed(v) = 9m/s

t = 5secs

Acceleration = 9 - 1/ 5

a = 8/5

a = 1.6m/s².✅

10b)

We're asked to calc "t" from the graph.

Given that the acceleration at "t" untill 16sec(end of motion) is 2m/s².

This simply means that Constant Acceleration was held from "t" to the end of the Motion.

Do not confuse Constant Acceleration for Constant Velocity.

At Constant Velocity... Acceleration is zero(0)

At Constant Acceleration...Velocity Changes Uniformly or at the same rate each second and this is what we're dealing with in this question.

Taking the same step as we used in calculating acceleration above

Given a= 2m/s²

a = v - u/∆t

Where ∆t means time change or difference.

From "t" to 16

The change in time is 16 - "t"

2 = 21 - 9/( 16 - t)

2 = 12/16-t

16-t = 12/2

16 - t = 6

t = 16 - 6

t = 10secs.✅

Have a great Day!.

Answer:

3. MNP = OPN

Step-by-step explanation:

the second could be as well, but the sequence is the same for the third option, thus the second option is wrong

Answer:

The last option 8x + 4 = 196

Step-by-step explanation:

8x + 4 = 196

8x = 192

x=192/8

x=24

The strategy that can help solve this word problem is : If x represents the number of pencils per box, solve the equation 8x + 4 = 196.

A strategy is an approach that leads someone to the nearest of the solution of a problem.

Soni has 196 pencils.

Let, one box can accommodate x number of pencils.

Therefore 8 boxes can accommodate 8x number of pencils.

But she has 4 more pencils.

Hence, the required equation is 8x+4=196.

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Answer:

76°

Step-by-step explanation:

Angles adjacent to equal sides of a triangle are equal.

Exterior angle

= Sum of interior opposite angles

= 38° + 38°

= 76°

Answer:

x = 3

Step-by-step explanation:

The axis of symmetry passes through the vertex of the graph with equation

x = c

where c is the value of the x- coordinate of the vertex

The vertex is at (3, - 2 ) with x- coordinate 3 , then

x = 3 ← equation of axis of symmetry

Answer:

compound sentence

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

It implies that his plane ticket and other expenses should all be less than the $2000 he has saved.

Answer:

Part A: Yes. There is a correlation between the number of workers in a factory and the number of units produced daily.

Part B: The equation of the function that best fits the data is

Part C: The slope is  which indicates the rate of change of number of units produced daily over the change in number of workers. The y - intercept is  which indicates the number of units produced by number of workers.

Explanation:

Part A: To determine the correlation coefficient, first we shall find the slope and y - intercept.

Let us substitute the coordinates  and  in the slope formula, to find the value of slope.

Hence, we have,

Thus, the slope is

The y - intercept is the value of y when the value of x is equal to 0.

Thus, from the table , we can see that when , the value of y is 2

Hence, the y - intercept is

Substituting the values  and  in the slope intercept form  , we get,

Hence, there is a linear correlation between the number of workers in a factory and the number of units produced daily.

Part B: To find the function that best fits the data, let us substitute the value of slope and y - intercept in the slope intercept formula.

Since, we have already found slope  and y - intercept

Substituting these values in the slope intercept form  , we get,

Thus, the function that best fits the data is

Part C:

The slope is

The slope indicates that the rate of change of number of units produced daily over the change in number of workers.

The y - intercept is

The y - intercept indicates that the number of units produced by number of workers.

Step-by-step explanation:

A. Yes. B. A linear function of the form y = 5x + 2 can best fit the data. C. The slope (m) of the plot indicates the rate of change in the number of units produced per worker. The y-intercept (b) indicates the number of units produced when there are zero workers.

A linear function is defined as an equation in which the highest exponent of the variable is always one.

Part A:

Yes, there is a positive correlation between the number of workers in a factory and the number of units produced daily. As the number of workers increases, the number of units produced also increases.

Part B:

A linear function of the form y = 5x + 2 can best fit the data, which is determined by the two points (10, 52) and (50, 252).

Part C:

The slope of the plot indicates the rate of change in the number of units produced per worker. The y-intercept indicates the number of units produced when there are zero workers. The slope and y-intercept together describe the overall trend of the data and can be used to make predictions about future production levels.

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