Answer: 17 and 23 (cm)
Step-by-step explanation:
Let c1 and c2 the side of thr squares.
[tex]\left\{\begin{array}{ccc}4*c_1+4*c_2&=&160\\c_1^2+c_2^2&=&818\\\end{array}\right.\\\\\\\left\{\begin{array}{ccc}c_1+c_2&=&40\\c_1^2+(40-c_1)^2&=&818\\\end{array}\right.\\\\\\\left\{\begin{array}{ccc}c_1+c_2&=&40\\c_1^2+-40c_1+391&=&0\\\end{array}\right.\\\\\\\left\{\begin{array}{ccc}c_1&=&23\\c_2&=&17\\\end{array}\right.\ or\ \left\{\begin{array}{ccc}c_1&=&17\\c_2&=&23\\\end{array}\right.\\[/tex]
Two functions are given ; f(x) = x^2+2x-1 and g(x) =5x+3 . Find the value of x if f(x) = g(x). . Also find f(-4) and g(9
The salary of A is 25% above that of B. How Much percent is B's salary below that of A?
Answer: 20% lower then A's salary.
Step-by-step explanation:
what are some objects that start with s because i have to do my name using objects
Answer:
Saddle.
Sage.
Sail Boat.
Salad.
Salamander.
Salami.
Salmon.
Salt.
Step-by-step explanation:
Answer: string, shoes, sun, scissors, sand, stapler, safe, soap, salt, salmon, sailboat, scarf, seat,
help plz (ASAP) thanks
Answer:
D
Step-by-step explanation:
thank uu
Answer:
the yellow answer is false; second answer
Step-by-step explanation:
find a rational number halfway in between the two numbers. 1/3 and 3/10
Answer:
39/60 is a rational number halfway b/w the given numbers.
Step-by-step explanation:
Add both of these numbers and then divide the result by 2.
(1/3+3/10)/2
=((30+9)/30)/2
=(39/30)*1/2
=39/60
what is the total value in fraction.
Answer:
When we divide a whole into equal parts, each part is a fraction of the whole. For example, Fraction of a collection: Fractions also represent parts of a set or collection.
if my answer helps you than mark me as brainliest
if LN=9x-39, LM=47, and MN=3x+10 find MN
Answer:
11
Step-by-step explanation:
ML+LN=MN solve for x
(47)+(9x-39)=(3x+10) = 1/3
x = 1/3
plug into MN
3(1/3)+10=11
Pleaseee help ill mark brainliest please include explanation too
Answer:
TO place the triangle ABC on EDF flip the triangle so the you get the mirror image of the triangle and then place it on top of the triangle EDF
hope this helps!
solve the equation
4(2^m+1)-16^m=0
[tex]\\ \rm\longmapsto 4(2^m+1)-16^m=0[/tex]
[tex]\\ \rm\longmapsto 8^m+4-16^m[/tex]
take 4common[tex]\\ \rm\longmapsto 4(2^m+1-4^m)=0[/tex]
[tex]\\ \rm\longmapsto 2^m-4^m+1=0[/tex]
[tex]\\ \rm\longmapsto 2^m=4^m[/tex]
[tex]\\ \rm\longmapsto 2^m=2^{2^m}[/tex]
[tex]\\ \rm\longmapsto 2^m=m[/tex]
[tex]\\ \rm\longmapsto m=\dfrac{1}{2}[/tex]
PLEASE HELP!!! I will give you brainliest!
Answer:
6
Step-by-step explanation:
The range of the middle 50% is the right side of the box subtracting the left side of the box
14-8
6
The dot plot below shows the numbers of years of experience of the teachers at City High School.
++
0 2 4 6 8 10 12 14 16 18 20
Years of Experience
Determine where a gap is present in the data set.
between 14 and 18 years
between 5 and 7 years
oooo
between 2 and 4 years
between 11 and 19 years
Submit
Reset
Answer: Between 14 and 18 years
Step-by-step explanation:
There are no dots in that area.
Let f(x) = -6x + 3 and g(x) = 5x + 4. Find f • g and state its domain.
Answer:
30x + 21 is your best answer
Please I need help Please I need help Please I need help Please I need help Please I need help
Answer:
please help my friend 99ooooooooooooooooooooooooooooooooooo9ooooo my mjjjkjjidhjubsjuxsvuvjxehxf
hey please help i’ll give brain
Answer:
81-1 nine
90-81
9
Step-by-step explanation:
Answer:
[tex]9 \times 9 = 10nines - 1nine \\ 9 \times 9 = 90 - 9 \\ 9 \times 9 = 81 \\ thank \: you[/tex]
how can i solve that equation
Answer:
C and E
Step-by-step explanation:
[tex]3 \tan( \beta ) = 2. \: \: \: \: \tan( \beta ) = \frac{2}{3} [/tex]
[tex] \frac{h}{x} = \tan( \beta ) = \frac{2}{3} [/tex]
[tex]if \: \: h = 2 \: \: \: x = 3 \: \: \: and \: \: \: t = \sqrt{ {h}^{2} + x } [/tex]
C. [tex]t = \sqrt{13} [/tex] ✅
○♧○♧○♧○♧○♧○♧○♧○♧○♧○♧○♧○
[tex] if \: \: \: h = 4 \: \: \: \: x = 6 \: \: \: and \: \: \: t = \sqrt{ {h}^{2} + {x}^{2} } [/tex]
E. [tex]t = 2 \sqrt{13} [/tex] ✅
Determine whether each function is one-to-one, onto, both, or neither.
===================================================
Explanation:
We see that the function passes the horizontal line test. It is impossible to draw a single horizontal line and have that horizontal line cross the curve at multiple points. It's similar to the vertical line test.
Since the curve passes the horizontal line test, that makes it one-to-one. Any y value is paired with a unique x value, and vice versa.
The function is also onto because we can generate any y value output we want. The curve extends forever upward and downward. The range is the set of all real numbers.
Therefore, the function is both one-to-one and onto.
---------------------
Extra info:
The term "injective" is the same as "one-to-one" The term "surjective" is the same as "onto"The term "bijective" is a combination of injective and surjective at the same timeleast common multiple of 2 and 3?i forgot how to do this completly over the summer lol
Answer:
6
Step-by-step explanation:
Multiples of 2: 2, 4, 6, 8, 10
Multiples of 3: 3, 6, 9, 12, 15
Brainliest, please!
can someone explain to me how to do both of this question? tyvm
Answer: Hope this helps :)
Step-by-step explanation:
a) =Let the boys be x
girls = x-10
so
x + x - 10 = 50
or, 2x = 60
so, x = 30
boys = 30
girls = 30-10 = 20
Therefore, 30 boys participated in the activity.
b) = Let the zilong's stamp be x and miya's stamp be y
so
first
x+y = 40
y = 40-x
now
x - 10 = 2y
x-10 = 2(40-x)
x-10 = 80-2x
or, 3x = 90
so, x = 30
then y = 40-x
y = 40-30 = 10
Therefore, Zilong had 30 stamps and Miya had 10 stamps before.
the distance between the points (-1,3) and (2,-1) is?
Answer:
It is 5.83 units
Step-by-step explanation:
[tex]{ \bf{length = \sqrt{ {(x_{1} - x _{2} ) }^{2} + {(y _{1} - y_{2})}^{2} } }}[/tex]
x1 is -1
x2 is 2
y1 is 3
y2 is -1
[tex] = \sqrt{ {( - 1 - 2)}^{2} + { \{3 - ( - 2) \}}^{2} } \\ \\ = \sqrt{9 + 25} \\ = \sqrt{34} [/tex]
A system of equations is shown below. Which statement about the ordered pair (-7,-3) is true?
3x + 3y = - 30
2x + y = -17
a) It is not a solution to either equation.
b) It is one of many solutions to the system.
c) It is the only solution to the system.
d) It is a solution to the first but not the second equation.
What is six hundred five thousand, five hundred written in standard form
Answer:
the answer is in given bellow:
605500.
x + 2x + 3x = 6 . Find x
Answer:
1
Step-by-step explanation:
x + 2x + 3x = 6
Add the like terms,
6x = 6
=> x = 6/6
=> x = 1
Step-by-step explanation:
x+2x+3x=6
x+5x=6
6x=6
x=6÷6
x=1
what is the answer to this? please
Step-by-step explanation:
hopefully it makes sense and is visible
:)
5 An arithmetic progression has a second term of -14 and a sum to 21 terms of 84. Find the first term and the 21st term of this progression.
Answer:
a₁ = - 16 , a₂₁ = 24
Step-by-step explanation:
The nth term of an AP is
[tex]a_{n}[/tex] = a₁ + (n - 1)d
where a₁ is the first term and d the common difference
Given a₂ = - 14 , then
a₁ + d = - 14 → (1)
The sum to n terms of an AP is
[tex]S_{n}[/tex] = [tex]\frac{n}{2}[/tex] [ 2a₁ + (n - 1)d ]
Given S₂₁ = 84 , then
[tex]\frac{21}{2}[/tex] [ 2a₁ + (n - 1)d ] = 84 ( multiply both sides by 2 )
21(2a₁ + 20d) = 168 ( divide both sides by 21 )
2a₁ + 20d = 8 → (2)
From (1) d = - 14 - a₁ ← substitute into (2)
2a₁ + 20(- 14 - a₁) = 8 , that is
2a₁ - 280 - 20a₁ = 8
- 18a₁ - 280 = 8 ( add 280 to both sides )
- 18a₁ = 288 ( divide both sides by -18 )
a₁ = - 16
Substitute a₁ = - 16 into (1)
- 16 + d = - 14 ( add 16 to both sides )
d = 2
Then
a₂₁ = - 16 + 20(2) = - 16 + 40 = 24
Solve the compound inequality. Graph the solution
Answer: Choice B
Work Shown:
[tex]-2 \le 2x-4 < 4\\\\-2+4 \le 2x-4+4 < 4+4\ \text{ ... add 4 to all sides}\\\\2 \le 2x < 8\\\\2/2 \le 2x/2 < 8/2\ \text{ ... divide all sides by 2}\\\\1 \le x < 4\\\\[/tex]
This says that x is between 1 and 4; it can equal 1, but it can't equal 4.
To visually represent this, we'll have a closed circle at 1, an open circle at 4, with shading in between these circles. This is represented by graph B.
What is the percentage change from 99 to 35
Step-by-step explanation:
(35-99):99*100 =
(35:99-1)*100 =
35.353535353535-100 = -64.65
Percentage change from 99 to 35 is -64.64% .
Negative sign indicates that the number is decreased from the initial value.
Percentage change : When a number is increased or decreased from its original value is termed as percentage change.
Given, that number changes from 99 to 35.
Formula of percentage change = [tex]\frac{Final - Initial}{Initial}[/tex] × [tex]100[/tex]
Final number = 35
Initial number = 99
Substitute the values in the above formula,
Percentage change = [tex]\frac{35 - 99}{99} *100[/tex]
Percentage change = -0.6464 *100
Percentage change = -64.64%
Negative sign indicates that the number is decreased from the initial value.
Know more about percentage change,
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Jocelyn is going to the amusement park, where she has to pay a set price of admission
and another price for tickets to go on each of the rides. The total amount of money
Jocelyn will spend is given by the equation y 3.5x + 28, where y represents the
total amount of money, in dollars and cents, and x represents the number of rides
Jocelyn goes on. What could the number 28 represent in the equation?
Julio, Amari, and Henry take turns unloading a trailer holding 240 cases of soda. First, Julio unloads 15 of all the cases. Next, Amari unloads 117 of the remaining cases.
How many cases of soda are still left on the trailer for Henry to unload?
Answer:
answer: 55
Step-by-step explanation:
Answer:
8
Step-by-step explanation:
240 - 15 = 225
225 - 117 = 8
Sophie bought snacks for her team's practice. She bought a bag of chips for $2.49 and
a 12-pack of juice bottles. The total cost before tax was $27.57. Write and solve an
equation which can be used to determine x, how much each bottle of juice costs?
There are 40 students in a summer cohort. Of those students, 20 are taking an accounting course, and 25 are taking a Spanish course. A total of eight students are taking both courses. How many students are not taking either course