A square metallic frame has a perimeter 208cm .It is bent in the shape of a circle. Find the area of the circle.​

Answer:

y-4=3.1(x-1)

or y-1.6=3.1(x-1.4)

Step-by-step explanation:

Answer:

y = 3.1x - 2.74

Step-by-step explanation:

y-intercept: 1.6 - (3.1)(1.4) = 1.6 - 4.34

= - 2.74

Answer: D

Step-by-step explanation:

Answer:$22.50

Step-by-step explanation:

The three friends already paid the entrance fee. The question asks how much MORE will they pay for 5 MORE rides (8-3 rides). Since tickets are $1.50 each, and we have 3 people:

($1.50/ticket)*(5 tickets/person)*(3 persons) = $22.50 more.

[Note how the units cancel, leaving just $]

Answer:

82,000+7500+1,386=168,136

Step-by-step explanation:

You have to do Addition

Step-by-step explanation:

5 inches on the map correspond to 210 miles (or even a bit more) in reality.

we do know, the real length of the state is 213 miles.

and 8 inches to 410 (or a bit more) miles.

but, in fact, in reality, Kansas is indeed 410 miles long.

so, let's see first about the consistency of the scale factors (our ratios) in every direction.

5 inches / 210 miles = 1/42

8 inches / 410 miles = 4/205 = 1/51.25

so, in order to be a true map, both directions must have the same scale factor.

to fit the whole map on one page we must go with the smaller scale ratio : 1/51.25

so,

A with the ratio 1/1 is wrong.

B wrong.

1 cm = 1/2.54 inches

1 km = 1/1.6 miles

so, the scale ratio here is

1 cm / 1km = 1/2.54 / 1/1.6 = 1.6 / 2.54

still far off of the 1/51.25 ratio.

C with the ratio 1/10 is wrong.

D wrong

1 ft = 12 inches

the ratio is therefore

12/100 = 3/25 = 1/8.3333

still far off of the 1/51.25 ratio.

E would fit

1 cm = 1/2.54 inches

1 km = 1/1.6 miles

200 km = 200/1.6

so, the scale ratio here is

1 cm / 200km = 1/2.54 / 200/1.6 = 1.6 / (2.54×200) =

= 1.6 / 508

still far off of the 1/51.25 ratio, but in the form of being much smaller. so it fits on the page.

F would fit.

the ratio is 1/100.

this is again far off of the 1/51.25 ratio, but also in the form of being much smaller, so it fits on the page.

G would fit.

1 cm = 1/2.54 inches

1 km = 1/1.6 miles

1000 km = 1000/1.6

so, the scale ratio here is

1 cm / 1000km = 1/2.54 / 1000/1.6 = 1.6 / (2.54×1000) =

= 1.6 / 2540

again far off of the 1/51.25 ratio, but also in the form of being much smaller. so it fits on the page.

Answer:

4^10

subtract 15-5 and leave the 14 be

Answer:

14 to the tenth power

Step-by-step explanation:

fifteen - fifth = ten. When you are working on exponential problems like this, remember to add or subtract the powers.

Answer:

m = -1/2

Step-by-step explanation:

Recall that slope = (change in y) / (change in x).

Going from  (−8,−1) to (−6,−2), x increases by 2 (because -6 - (-8) = 2), and

y decreases by 1.  Thus, the slope here is

m = (change in y) / (change in x) = (-1) / 2 = -1 / 2

m = -1/2

Answer:

128º

Step-by-step explanation:

You just add the two angles together

<GFE=<KFE+<GFK

<GFE=100+28

<GFE=128

See the picture above for the solution.

Answer:

Find the slope of the original line and use the point-slope formula: y−y1=m(x−x1 )

to find the line parallel to -> y = 6/7 x −2.

A: y = 6/ 7x−7

Answer:

No.

Step-by-step explanation:

First solve for y:-

x - y^4 = 1

y^4 = x - 1

y = +/- (x - 1)^(1/4)

This is a one-to-many relation . For a given value of y there  2 values of x.

So this is NOT a function.

Answer:

Ummm..... I would think 10??

Step-by-step explanation:

I don't really know tho.....

Answer:

10

Step-by-step explanation:

4x = 40

/4       /4

x = 10

Answer:

-9/6 or -3/2

Step-by-step explanation:

To find the x intercept, substitute y = 0 into the equation:

6x + 3(0) = -9

Now simplify,

6x + 0 = -9

6x = -9

x = -9/6 → -3/2

Tip: If you were finding the y-intercept, you would substitute x = 0 into the equation instead

Answer:$4,650.00

Step-by-step explanation:35,000x10%=3,500

3,500+1,150=4,650

Answer: The answer is the option A.

x=(5±)/4

Step-by-step explanation: The quadratic formula has the following form for a quadratic equation ax²+bx+c:

x=(-b±))/(2a)

We apply the quadratic formula and we obtain:

x=(-(-5)±))/(2(2))

x=(-(-5)±))/(4)

x=(-(-5)±))/(4)

Answer:

Step-by-step explanation:

y > 3x + 10

y < -3x - 1

You'd graph the given systems of linear inequalities the same way as you graph the linear equations.  

To graph y > 3x + 10, plot the y-intercept, (0, 10), then use the slope, m = 3 (rise 3, run 1), to plot other points on the graph.  Use a dashed line (because of the ">" symbol).  

Follow the same steps for the other linear inequality. Plot the y-intercept, (0, -1), then use the slope, m = -3 (down 3, run 1) to plot other points. Use a dashed line (because of the "<" symbol).  

Pick a test point on either side of the boundary line and plug it into the original problem.  This will help determine which side of the boundary line is the solution.  Plug in a test point that is not on the boundary line.

Use the point of origin, (0, 0) as the test point. Plug in these values into the given systems of linear inequalities to see whether it will provide a true statement.  

y > 3x + 10

0 > 3(0) + 10

0 > 0 + 10

0 > 10 (False statement).  

y < -3x - 1

0 < -3(0) - 1

0 < 0 - 1

0 < -1 (false statement).  

Since the point of origin provided a false statement to the given systems of linear inequalities, you must shade the half-plane region where it doesn't contain the test point.  

You'll do the same process as what I've done for the test point. Plug in the values of (8, 10) into the given systems of linear inequalities. If it provides a false statement, then it means that it is not a solution to the system.  

y > 3x + 10

10 > 3(8) + 10

10 > 24 + 10

10 > 34 (False statement).  

y < -3x - 1  

10 < -3(8) - 1

10 < -24 - 1

10 < -25 (false statement).  

Therefore, (8, 10) is not a solution to the system.    

Answer:

here you go.

Step-by-step explanation:

The diagonal is the hypotenuse of a rectangular triangle.

So:

d2=l2+w2 

132=169=(x+7)2+x2=x2+14x+49+x2→

2x2+14x−120=0→x2+7x−60=0

A simple quadratic equation resolving into:

(x+12)(x−5)=0→x=−12orx=5

Only the positive solution is useable so:

w=5andl=12

Answer:true,true,false, true,false false

Step-by-step explanation:

Answer:

As shown in the attachment,

Step-by-step explanation:

Answer:

Yes, because the 39 books and 21 cds price is proportional to the 52 books and 28 cds' price

Step-by-step explanation:

:>

Step-by-step explanation:

(21 - 3) ÷ 32

BIDMAS

Brackets: 21 - 3 = 18

Division: 18 ÷ 32 = (0.5625)

Answer:

[tex]3x - 9 = 2x + 21 \\ 3x - 2x - 9 = 2x - 2x + 21 \\ x - 9 = 21 \\ x - 9 + 9 = 21 + 9 \\ x = 30[/tex]

m<DGI = 80°

[tex]3x - 9 = \\ 3(30) - 9 = \\ 90 - 9 = 81[/tex]

The measure of angle ∠DGI can be obtained by finding the solution of the equation as 81°.

A linear equation in two variable has the general form as y = ax + by + c, where a, b and c are integers and a, b ≠ 0.

It can be represented as a straight line on a graph.

The ray GI bisects ∠DGH.

It implies that the new angles are equal in measurement.

⇒ m∠DGI = m∠IGH

⇒ 3x - 9 = 2x + 21

⇒ x = 30

Then, in order to calculate m∠DGI, plug x = 30 in  3x - 9 as,

3 × 30 - 9 = 81

Hence, the measure of angle ∠DGI is given as 81°.

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Answer:

from a to t

Step-by-step explanation:

a=64°

b=116°

c=116°

d=64°

e=108°

f=72°

g=108°

h=72°

i=108°

j=108°

k=72°

m=105°

n=79°

q=116°

s=75°

t=119°s

Answer:

1) [tex]y=\frac{3}{2}x+8[/tex]

2)[tex]y=\frac{13}{11}x +\frac{12}{11}[/tex]

3)[tex]y=\frac{9}{7}x+1[/tex]

4)[tex]y=\frac{1}{3}x-2[/tex]

5)[tex]y=-\frac{6}{5}x-3[/tex]

6)[tex]y=4x-1[/tex]

7)[tex]y=\frac{11}{4}x-8[/tex]

8)[tex]y=\frac{11}{8}x+6[/tex]

Answer:

[tex]\sf 1) 3x-2y=-16[/tex]

subtract both sides by 3x:

[tex]\sf -2y=-16-3x[/tex]

[tex]\sf \cfrac{-2y}{-2} =\cfrac{3x-16}{-2}[/tex]

[tex]\boxed {\sf y=\frac{3}{2}x +8}[/tex]

________________

[tex]\sf 2) 13x-11y=-12[/tex]

Subtract 13x from both sides:

[tex]\sf 13x+11y-13x=-12-13x[/tex]

[tex]\sf \cfrac{-11y}{-11} =\cfrac{-12-13x}{-11-11}[/tex]

[tex]\boxed {\sf y=\cfrac{13}{11} \:x+\cfrac{12}{11} }[/tex]

___________________

[tex]\sf 3) 9x-7y=-7[/tex]

Subtract 9x from both sides:

[tex]\sf \cfrac{-7y}{-7} =\cfrac{9x-7}{-7}[/tex]

[tex]\boxed {\sf y=\cfrac{9}{7} \:x+1}[/tex]

___________________

[tex]\sf 4)x-3y=6[/tex]

Add 3y from both sides:

[tex]\sf x-3y+3y=6+3y[/tex]

[tex]\sf x=6+3y[/tex]

Subtract 6 from both sides:

[tex]\sf x-6=3y[/tex]

Divide both sides by 3:

[tex]\sf \cfrac{x}{3}-\cfrac{6}{3} =\cfrac{3y}{3}[/tex]

[tex]\sf \cfrac{1}{3} \:x-2=y[/tex]

[tex]\boxed {\sf y=\cfrac{1}{3} \:x-2}[/tex]

____________________

[tex]\sf 5) 6x+5y=-15[/tex]

Subtract 6x from both sides:

[tex]\sf \cfrac{5y}{5}=\cfrac{-6x-15}{5}[/tex]

[tex]\boxed {\sf y=-\cfrac{6}{5} \:x-3 }[/tex]

_____________________

[tex]\sf 6) 4x-y=1[/tex]

Subtract 4x from both sides:

[tex]\sf \cfrac{-y}{-1} =\cfrac{-4x+1}{-1}[/tex]

[tex]\boxed {\sf y=4x-1}[/tex]

_______________________

[tex]\sf 7)11x-4y=32[/tex]

Subtract 11x from both sides:

[tex]\sf \cfrac{-4y}{4} =\cfrac{-11x+32}{-4}[/tex]

[tex]\boxed {\sf y=\frac{11}{4} \:x-8}[/tex]

_______________________

[tex]\sf 8) 11x-8y=-48[/tex]

Subtract 11x from both sides:

[tex]\sf \cfrac{-8y}{-8} =\cfrac{11-48}{-8}[/tex]

[tex]\boxed {\sf y=\frac{11}{8} \:x+6}[/tex]

________________________________

Answer:

7344 (yo i haven't done this since like 5th grade so i dont know if its right)

Step-by-step explanation:

800 increase by %2 is 816

816 x 9 = 7344

Answer:

on day 6

Step-by-step explanation:

you would multiply

The inequality that represents all possible values for x is  x ≥ -27.

Linear inequality refers to the relation between a linear algebraic expression to some known value that contains inequality sign.

Unlike a linear equation it can have a range of values inside an interval.

The given statement can be written in terms of inequality as,

2/3x - 6 ≥ -24

=> 2/3x  ≥ -24 + 6

=> 2/3x  ≥ -18

=> x ≥ -27

Hence, the inequality expression for the given problem can be written as x ≥ -27.

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Answer:

120

Step-by-step explanation:

Given arithmetic sequence

3,5,7,9,.........,21

The first term a=3 & a common difference d=5−3=7−5=⋯=2

If there are n number of terms in the above A.P. then last term l=21 will be the nth term given as

l=a+(n−1)d

21=3+(n−1)2

n=10

hence the sum of given arithmetic progression (A.P.) up to 10 terms is given general formula

Sn=n2(a+l)

S10=102(3+21)

=120

Answer:

graph points (0,2) and (0.857,0)

Step-by-step explanation:

can i please have the brainliest

Answer:

wait.

Step-by-step explanation:

what do u really mean by zombies