3-(x-3)=25 solve the equation

Answer:

The top of the cake is 25.12 in²

Step-by-step explanation:

Hello!

So you are dealing with a circumference question! And because the diameter is 2x the radius, we know the radius is actually 4.

Lets write out the circumference formula and use that to help us.

c = 2[tex]\\\pi[/tex] x r

pi is 3.14....

But lets use 3.14

c = 2(3.14) x 4

Plus this into a calculator and we get 25.12 as the answer.

Answer:

≈50.265 [tex]in^{2}[/tex]

Step-by-step explanation:

You first have to find the radius since the formula for the area of a circle is  A=[tex]\pi r^{2}[/tex].

Since the radius is half the diameter, just divide 8 by 2 which will give you 4.

r=4

Now plug in the radius into the formula and simplify.

A=[tex]\pi 4^{2}[/tex]

[tex]A=\pi 16[/tex]

≈50.265 [tex]in^{2}[/tex]

Explanation:

The vertical angles at C are congruent with each other, so we have the necessary conditions to invoke the SAS congruence postulate:

  ∆BCA ≅ ∆ECD

BA ≅ ED by CPCTC (corresponding parts of congruent triangles are congruent)

Answer:

20×20-4

=400-4

=396

hope it helps u....

plz mark as brainliest...

Answer:

Step-by-step explanation:

Using BODMAS rule:

B = Bracket

O = Of

D = Division

M = Multiplication

A = Addition

S = Subtraction

Now, let's solve:

[tex]20 \times 20 - 4[/tex]

Multiply the numbers

[tex] = 400 - 4[/tex]

Calculate the difference

[tex] = 396[/tex]

Hope this helps...

Best regards!!

*see attachment below showing the dot plot and box plot created by Tia

Answer:

Dot plot

Step-by-step explanation:

In a dot plot, the temperature of a day is represented by 1 dot. There are 30 dots on the box plot shown in the attachment that was made by Tia.

This dot plot display makes it easier to find how many days had a temperature that is higher than 15°.

Thus, from the dot plot, we have:

2 dots representing 2 days having a temperature of 16°C each

2 days also have daily temperature of 17°C

2 days have temperature of 18°C as well, and

1 day has temperature of 19° C.

Therefore, the number of days that had a temperature above 15°C is 7 days.

Answer:

Dot Plot, Box Plot

Step-by-step explanation:

I got the other guy's answer wrong but mine is right =)

Answer:

y=2/3x+5

Step-by-step explanation:

Parallel lines share the same slope so we already know the slope: 2/3.

Now we need to find the y-intercept for the equation. To do that, replace 4 with b. We have y=2/3x+b.

To find out what b is, we need to plug in the x and y values we are given into the current equation. We get 7=2/3(3)+b.

7=2+b

5=b

Now we can put all the information we have together.

y=2/3x+5

Answer:

55

Step-by-step explanation:

m^2p - p(m - p), if m=3 and p=5.

So we plug those value into the correct space...

(3)^2 (5) - (5) (3 - 5)

9x5 - 5 x (-2)

45 - (-10)

45 + 10

55

Answer:

7 3/8 + (-4 1/2) ÷ (-5 2/3) = 8 23/136

Step-by-step explanation:

1) First I turned all the mix numbers into improper fractions:

7 3/8 ----> ( 7(8)+3/8) = 59/8, 4 1/2 ----> (4(2)+1/2) = 9/2, 5 2/3 ---->  (5(3)+2/3) = 17/3

So now it should look like this: 59/8 + (-9/2)÷(-17/3)

2) Now our goal is to divide both of the improper fractions (-9/2)÷(-17/3),

- We first apply our fraction rule:  -a/-b = a/b (when we have two negatives they cancel out each other and make a positive)

Our Case, From this:-9/2 ÷ -17/3 = To This: 9/2 ÷ 17/3

3) Now we can divide the fractions using this rule: a/b ÷ c/d = a times d / b times

Our Case, From This: 9/2 ÷ 17/3 To This: 9(3)/2(17) Which Gives Us: 27/34

(9 x 3 = 27, 2 x 17= 34)

So now it looks like this: 59/8 +27/34

4) Our look goal is to have the same denominator (which is the bottom part of the fraction)  which are 8 and 34

To find it we find the LCM or Least Common Multiple of 8 and 34

(The LCM of a, b is the smallest positive number that is divisible by both a and b) which in this case a and b are 8 and 34  

LCM is 136

5) We adjust our two fractions based on the LCM,

(Multiply each numerator ( top part of the fraction)  by the same amount of needed to multiply its corresponding denominator to turn it to the LCM 136.

From This: 59/8  and 27/34 To This: 1003/136 and 108/36 ( 59(17)/8 (17) = 1003/136, 27(4)/34(4) = 108/306

6) Finally we can add the numerator (1003 and 108) together: 1003+108= 1111 and now we are left with 1111/136

Then we turn our improper fraction back into a mix number: 1111/138= 8 23/136

Answer:

[tex]\frac{1111}{136} = 8 \frac{23}{136}[/tex]

Step-by-step explanation:

We want to simplify:

[tex]7 \frac{3}{8} + \frac{ -4 \frac{1}{2} }{ -5 \frac{2}{3} }[/tex]

First, convert all the fractions to improper fractions:

[tex]\frac{59}{8} + \frac{ - \frac{9}{2} }{ - \frac{17}{3} } \\\\= \frac{59}{8} + \frac{27}{34}[/tex]

Find the LCM of the denominators:

[tex]\frac{(17 * 59) + (4 * 27)}{136} \\\\ = \frac{1003 + 108}{136}\\ \\= \frac{1111}{136} \\\\= 8 \frac{23}{136}[/tex]

Answer:

r=9⅓

Step-by-step explanation:

(10,r). (4,-3)

(x¹,y¹) (x²,y²)

gradient=y²-y¹

x²-x¹

4= -3-r

3 4-10

multiply both sides by 3(4-10)to remove the denominators.

3(4-10)× 4 = -3-r ×3(4-10)

3 4-10

(4-10)×4= (3-r)×3

16-40=9-3r

put the liketerms together

note* signs(- +) change when they cross the equal sign(=)

3r=4+40-16

3r=28

divide both sides by 3

r=28/3.

r=9⅓

Answer:

[tex]x=\frac{-5+\sqrt{33} }{2}[/tex]

[tex]x=\frac{-5-\sqrt{33} }{2}[/tex]

Step-by-step explanation:

Using the quadratic formula in which a=1, b=5 and c=-2

[tex]x_1=\frac{-b+\sqrt{b^{2}-4ac } }{2a} \\x_2=\frac{-b-\sqrt{b^{2}-4ac } }{2a}\\x_1=\frac{-5+\sqrt{5^{2}-4(1)(-2) } }{2(1)}\\x_1=\frac{-5+\sqrt{33} }{21}\\x_2=\frac{-5-\sqrt{25+8 } }{2}\\x_2=\frac{-5-\sqrt{33} }{2}[/tex]

Answer:

481 whole miles

Step-by-step explanation:

Total cost would be 3 x 24.95 + 0.26m, where m is the miles driven.

Total cost has to be under or equal to $200, so

3 x 24.95 + 0.26m <= 200

74.85 + 0.26m <= 200     ( 3 x 24.95)

0.26m <= 125.15               ( subtract 74.85)

m <= 481.35                      ( divide 0.26)

Answer:

hi you can solve this sum by 4×side formula

Step-by-step explanation:

plz solve and check you equation

Answer:

all real numbers

Step-by-step explanation:

f(x) = (x + 1)^2

There is no restriction on x, so the domain is:

all real numbers

Answer:

-6y^4 + 4y^2 - 12.

Step-by-step explanation:

(6y^4 + 3y^2 - 7) - (12y^4 - y^2 + 5)

= 6y^4 + 3y^2 - 7 - 12y^4 + y^2 - 5

= 6y^4 - 12y^4 + 3y^2 + y^2 - 7 - 5

= -6y^4 + 4y^2 - 12.

Hope this helps!

Answer:

7 boxes of pencils and 5 boxes of erasers.

Step-by-step explanation:

The least common denominator of these two numbers are 70. 7×10 and 14×5. So she is purchasing the same quantity of both.

Answer:

(D) [tex]p^{2} -9p+18[/tex]

Step-by-step Explanation:

Assuming that the equation [tex]x^{2} -2[/tex] = p, we can convert the equation into this.

[tex]p^{2} +18=9p[/tex]

We can convert [tex]9x^{2} -18[/tex] into 9p because [tex]x^{2} -2[/tex] × 9 = [tex]9x^{2} -18[/tex]

Now we simplify this equation.

We can subtract 9p from both sides of the equation.

[tex]p^{2} +18-9p = 0[/tex]

Re-ordering the equation gets us:

[tex]p^{2} -9p+18[/tex]

So, (D) [tex]p^{2} -9p+18[/tex] is equivalent to the original expression of [tex](x^{2} -2)^{2} + 18 = 9x^{2} -18[/tex]

Answer:

[tex](\frac{2}{3},\infty)[/tex]

Step-by-step explanation:

Set builder notation is a mathematical notation used to write the elements of a set stating the conditions that the elements of the set must satisfy. A solution set is also a way of defining solutions to equations and inequalities. A solution set contains a set of all variables for which the equation is true.

The notation {x l x > two-thirds} is a set of all real numbers greater than 2/3, it can also be represented as:

[tex](\frac{2}{3},\infty)[/tex]

Answer:

c) (two-thirds, ∞)

Step-by-step explanation:

edg2020

Answer:

3(1 - 20) + 10 = 4

3 * (-19) + 10 = 4

-57 + 10 = 4

-47 = 4

Since the two are not equal, this statement is false/invalid.

Hope this helps!

[tex](x-2)^2+(y-3)^2=25[/tex]

We are given this equation. The equation of a circle with radius r and center (h,k) takes the following form:

[tex](x-h)^2+(y-k)^2=r^2[/tex]

The center of the circle in the given equation is (2,3). Up 2 units would increase the y-value of the center by 2.

Thus, the center of the new circle will be (2,5). Putting this new center into the equation gives us:

[tex](x-2)^2+(y-5)^2=25[/tex]

Let me know if you need any clarifications, thanks~!

Step-by-step explanation:

Answer:

The length of segment AC is 10 units ⇒ 1st answer

Step-by-step explanation:

Look to the attached figure

In circle A

∵ AB is a radius

∵ BC is a tangent to circle A at B

- The radius and the tangent are perpendicular to each other

    at the point of contact

∴ AB ⊥ BC at point B

∴ m∠ABC = 90°

In ΔABC

∵ m∠B = 90°

∵ AB = 8 units

∵ BC = 6 units

- By using Pythagoras Theorem (Square the hypotenuse is

    equal to the sum of the squares of the other two sides of

     the triangle)

∵ (AC)² = (AB)² + (BC)²

∴ (AC)² = (8)² +(6)²

∴ (AC)² = 64 + 36

∴ (AC)² = 100

- Take √ for both sides

∴ AC = 10 units

The length of segment AC is 10 units

follow me plzzz

Answer:A

On edge.

Step-by-step explanation:

Answer:

4262

Step-by-step explanation:

[tex]543+23+6+3690=\\500+40+3+20+3+6+3000+600+90=\\3000+600+500+90+40+20+6+3+3=\\3600+500+90+40+20+6+3+3=\\4100+90+40+20+6+3+3=\\4190+40+20+6+3+3=\\4230+20+6+3+3=\\4250+6+3+3=\\4256+3+3=\\4259+3=\\4262[/tex]

Answer:

35 degrees.

Step-by-step explanation:

m < TSK = 180 - 22 - 123

= 180 - 145

= 35.

Answer:

Hey there!

FGH is congruent to FHJ because of the ASA postulate, stating that in congruent triangles, two angles and one side must be congruent.

Hope this helps :)

Answer:

( 0 < y < 23 / 6 ) mins

Step-by-step explanation:

Solution:-

We will define a variable ( x ) as the time it took for Jo Anne to give her speech at home.

The time taken to give her speech must always be less than 4 minutes. We can express this mathematically using an inequality as follows:

                              ( 0 < x < 4 ) minutes

Jo Anne gave her speech which was 10 seconds less than the one she practised at home. We will convert the time in seconds to minutes as follows:

                             [tex]10 s * \frac{min}{60 s} = \frac{1}{6} min[/tex]

The time taken by Jo Anne to complete her speech in English class can be represented as:

                             y = x - 1/6

Using the range of time that Jo Anne could take in delivering her speech in the class would be:

                                    0 < x < 4

                            0 - 1/6 < y < 4 - 1/6

                            -1/6 < y < 23 / 6

Since time can not be less than zero. We correct the lower limit to " 0 " as follows:

                              ( 0 < y < 23 / 6 ) mins

The possible times for her speech of her at school vary between 0 and 3:50 minutes.

Since Jo Anne needs to do a speech in her English class that can't be more than 4 minutes long, and she timed herself when she practiced last night and was within the time limit, and in class, her speech was 10 seconds less than the one that she did at home, to determine what are the possible times for her speech at school the following calculation must be performed:

Learn more in https://brainly.com/question/22690925

Answer:

96[tex]\sqrt{3}[/tex] cm²

Step-by-step explanation:

A hexagon can be cut into 6 equilateral triangles.

Using the half shown in the diagram to calculate the apothem a , and the exact value

sin60° = [tex]\frac{\sqrt{3} }{2}[/tex] , then

sin60° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{a}{8}[/tex] = [tex]\frac{\sqrt{3} }{2}[/tex] ( cross- multiply )

2a = 8[tex]\sqrt{3}[/tex] ( divide both sides by 2 )

a = 4[tex]\sqrt{3}[/tex] cm

The area (A) can be calculated using

A = [tex]\frac{1}{2}[/tex] pa ( p is the perimeter of the hexagon )

The sides of the hexagon measure 8 cm ( equilateral Δ has congruent sides )

p = 6 × 8 = 48 cm, so

A = [tex]\frac{1}{2}[/tex] × 48 × 4[tex]\sqrt{3}[/tex] = 96[tex]\sqrt{3}[/tex] cm²

Answer:

x=0,8

Step-by-step explanation:

We want to find the values of x when y = -6

There are two different values of x that give y = -6

The first is x=0

When f(0) = -6

The second is x=8

f(8) = -6

Answer:

0 or 8

Step-by-step explanation:

The output is -6

output = y

input = x

When y = -6, x = 0 or x = 8 (as shown in the graph).

Answer:

B. 6sqrt(2).

Step-by-step explanation:

Since the two legs of the right triangle are congruent, this is a 45-45-90 triangle. That means that the hypotenuse will measure xsqrt(2) units, and each leg will measure x units.

In this case, x = 6.

So, the hypotenuse is B. 6sqrt(2).

Hope this helps!

Answer:

a) N

b) L

c) area I

d) area II

e) area VI

Step-by-step explanation:

a) the points that are 2cm from R are Q, N, M, S. Then, points that are 4cm from P are K, N, R. So, the only one point that works for both is N.

b) the points that are >2cm from R are P, K, L, T. We do not count those are exactly 2cm from R. Then, points that are 4cm from T are R, M, L. Ans is L.

c) <4cm from P, are area I and II. Then area that are >2cm from R are I, VI, and V. So, the only area that works for both is I.

d) <2cm from R, are areas II, III, and IV. Then, <4cm from P, are areas I and II. So, the only one works for both is area II.

e) >4cm from T, are areas I, II, III, VI. Then, >4cm from P, are III, IV, V, VI. Finally, >2cm from R, are areas I, VI, V. The only one that works for all three conditions is area VI.

Answer:

0.9855 or 98.55%.

Step-by-step explanation:

The probability of each individual match being flawed is p = 0.008. The probability that a matchbox will have one or fewer matches with a flaw is the same as the probability of a matchbox having exactly one or exactly zero matches with a flaw:

[tex]P(X\leq 1)=P(X=0)+P(X=1)\\P(X\leq 1)=(1-p)^{23}+23*(1-p)^{23-1}*p\\P(X\leq 1)=(1-0.008)^{23}+23*(1-0.008)^{23-1}*0.008\\P(X\leq 1)=0.8313+0.1542\\P(X\leq 1)=0.9855[/tex]

The probability  that a matchbox will have one or fewer matches with a flaw is 0.9855 or 98.55%.

Answer:

Colin has 8 sheets left for his third class.

Step-by-step explanation:

Given that:

Total Number of pieces of papers = [tex]x[/tex]

Number of pieces of papers used for 1st class = 5 fewer than half of the pieces in the pad

Writing the equation:

[tex]\text{Number of pieces of papers used for 1st class =} \dfrac{x}{2} -5 ...... (1)[/tex]

Also, Given that number of pieces of papers used for the 2nd class are 2 more than that of papers used in the 1st class.

[tex]\text{Number of pieces of papers used for 2nd class =} \dfrac{x}{2} -5+2 = \dfrac{x}2 -3 ...... (2)[/tex]

Now, number of pieces of papers left for the third class = Total number of pieces of papers in the pad - Number of pieces of papers used in the first class - Number of pieces of papers used in the first class

[tex]\text{number of pieces of papers left for the third class = }x-(\dfrac{x}{2}-5)-(\dfrac{x}{2}-3)\\\Rightarrow x-\dfrac{x}2-\dfrac{x}2+5+3\\\Rightarrow x-x+5+3\\\Rightarrow 8[/tex]

So, the answer is:

Colin has 8 sheets left for his third class.

Answer:

(∠C) ≅ (∠B)

∴ tan(∠B) = tan(∠C) and

Slope AB = Slope BC

Step-by-step explanation:

Part A:

To explain why the slope from point from A to B is the same with the slope from B to C with similar triangles we have;

The angle between segment AB and the vertical is the same as the angle between segment BC and the vertical - (corresponding angles)

The angle between segment AB and the horizontal is the same as the angle between segment BC and the horizontal - (corresponding angles)

The length of a segment opposite to the angle between segment AB and the horizontal is the as the length of a segment opposite to the angle between segment BC and the horizontal

Therefore, the triangle formed by A, B and the point of intersection of the vertical line from A with the horizontal line from B is congruent to the triangle formed by B, C and the point of intersection of the vertical line from B with the horizontal line from C

Which gives the angle with the horizontal at C (∠C) is congruent to the angle with horizontal B (∠B)

The slope AB = tan(∠B)

Slope BC = tan(∠C)

(∠C) ≅ (∠B)

Therefore, tan(∠B) = tan(∠C) and slope AB = Slope BC.