consider triangle xyz. what is the approximate length of side yz? a. 13.3 units b. 38.2 units c. 15.7 units d. 47.1 units

Answer:

108 and 150

Step-by-step explanation:

108/3=36

150/3=50

We know that f(x) is a positive, decreasing, and concave down function.

Therefore, the order, from least to greatest is:

Slope = change in y / change in x

Slope = (10 - -2) / (-11 - 19)

Slope = 12/-30

Simplify to get:

Slope = -2/5

Answer:

36

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Step-by-step explanation:

Step 1: Define

3pm

m = 4

p = 3

Step 2: Evaluate

Answer: A.3x² - 2x - 6

Step-by-step explanation:

Answer: i can't see it sorry to blery

Step-by-step explanation:

Answer:

840 beats in 30 minutes

Step-by-step explanation:

if its 28 a minute than you just need to multiply that by the number of minutes

Answer:

2√23

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Trigonometry

Step-by-step explanation:

Step 1: Define

We are given a right triangle. Therefore, we can use PT to solve for the missing length.

Step 2: Identify Variables

Leg a = √88

Leg b = 2

Hypotenuse c = x

Step 3: Solve for x

Answer:

Mm did you do this already its been 4 days just want to make sureee

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

f(x) = x² + 3x

f(-4) = (-4)^2 + 3×(-4)

= 16 - 12

= 4

Answer:

(x+9)(x+9)=25

Step-by-step explanation:

x^2+18x+81=25

or x^2+(9x+9x)+81=25

or x^2+9x+9x+81=25

or x(x+9)+9(x+9)=25

:: (x+9) (x+9) =25

2

u r the very much welcome

Answer:

The answers C

Step-by-step explanation:

hope this helps

Answer:

-3/4

Step-by-step explanation:

We can rearrange the equation to get 3y = 4x + 27. Then we can find the slope intercept form: y = 4x/3 +9. You find the perpendicular slope by solving for the opposite and reciprocal of the current slope 4/3. So we would get -4/3, and then -3/4.

The total number of students is equal to 16 students.

We are given that the accompanying histogram shows the heights of the students in Kyra's health class.

A histogram is a graph that shows the frequency of numerical data with the help of rectangular bars.

The height of a rectangle (the vertical axis) represents the distribution frequency of a variable ( amount).

We need to calculate the total number of students in the class.

We can see that for the first interval, the frequency is given as:

F1 = 2

For the 2nd interval, the frequency is given as:

F2 = 4

For the 3rd interval, the frequency is given as:

F3 = 5

For the 4th interval, the frequency is given as:

F4 = 4

For the 5th interval, the frequency is given as:

F5 = 1

The total students = 2 + 4 + 5 + 4 + 1

Total number of students = 16 students.

Therefore, the total number of students is equal to 16 students.

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Answer:

1.66666666667

Step-by-step explanation:

4/2.4 = 1.66666666667

All you do is choose two lenghts and divide to see what factor was used for the dilation.

Answer:

y = 2.2x

Yes, it represents a linear function

Step-by-step explanation:

Given that :

Stopper applied at t = 0

At t = 5 minutes ; water in tub = 11 gallons

At t = 10 minutes ; water in tub = 22 gallons

General form of a linear function :

y = mx + c

Where c = intercept ; m = Slope ; y and x are dependent and independent variables respectively

The intercept = gallon of water at t = 0 ; this is not given and will be taken as 0

Slope = change in y / charge in x

Slope = (22 - 11) / (10 - 5)

Slope = 11 / 5

Slope = 2.2

Hence ;

y = 2.2x + 0

y = 2.2x

Yes, it represents a linear function

Answer:

the earth is 93.111 million miles away from the sun

For 9:

1. Angle T and angle M are congruent because they are given

2. The line AH bisects angle THM because it is given

3. Angle 1 and angle 2 are congruent because of properties of angle bisection

4. The line AH is congruent to the line HA because of the reflexive property

5. Triangle TAH is congruent to triangle MHA because of AAS

6. The line TA is congruent to MA because of congruent triangles

For 10:

1. Angle H and angle J are congruent because it is given

2. G is the midpoint of FI because it is given

3. Angle 1 and angle 2 are congruent because they are vertical angles

4. Line HG is equal to line JG because of properties of midpoints

5. The triangles HIG and JFG are congruent because of AAS

6. The lines HI and JF are congruent because of congruent triangles

Answer:

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

AP with:

Use the nth term equation of AP to find the last installment:

Answer:

if 135 calories represents 1/4 then a whole cup is 540 calories so two cups is 540 times 2 which is 1080

Step-by-step explanation:

Answer:

1080 calories

Step-by-step explanation:

135x8=1080

Answer:

its 1

Step-by-step explanation:

Answer:

I think it may be A

Step-by-step explanation:

Answer:

the second answer

Step-by-step explanation:

.........

The value of x from the given linear function is -11/6

Linear equations are expression that has a leading degree of 1

Given the linear equation below

-2/3(3x - 4) +3x =5/6

Expand

-2/3(3x) - 2(-4) + 3x = 5/6

-2x + 8/3  + 3x = 5/6

Collect the like terms

x = 5/6 - 8/3

x = (5-16/6

x = -11/6

Hence the value of x from the given linear function is -11/6

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by looking at the graph given we can see that:

And the function is never constant.

Here our function is:

f(x) = √(x^2 - 25)

And we have a graph of it.

First, remember that the argument of a square root needs to be zero or larger, so the interval (-5, 5) is not in the domain of our function.

We also can see that this is a square root, so there are no interval where the function is constant.

Finally, by looking at the graph given we can see that:

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Answer:

2) tri ABC is congreunt to tri DEF

Step-by-step explanation:

you would have to make sure you name the traingles in a specific order so the congruent angles in both triangles are listed in the same order :))

The option that best describes the relationship between AABC and ADEF is AABC ~ ADEF, the correct option is B.

All similar triangles are triangles that share these two features presented as follows;

1. Congruent angle measures.

2. Proportional side lengths.

We are given that;

AB is similar to DE: BC is similar to EF; AC is similar to DF; ZA is similar to ZD; ZB is similar to ZE; ZC is similar to ZF.

Now,

The relationship between two similar triangles is that their corresponding angles are equal and their corresponding sides are proportional1. This means that if AABC and ADEF are similar, then:

∠A = ∠D

∠B = ∠E

∠C = ∠F

AB/DE = BC/EF = AC/DF

To describe this relationship, we can use a notation that shows which angles and sides correspond to each other. For example, we can write:

AABC ~ ADEF

This means that triangle ABC is similar to triangle DEF and the order of the letters shows how they match up. The first letter of each triangle corresponds to the first angle, the second letter corresponds to the second angle, and so on.

Therefore, by similar triangle properties the answer will be AABC ~ ADEF.

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Answer:

5x-5

Step-by-step explanation:

pls give brainliest

Answer:

5x − 5

Step-by-step explanation:

Multiply x by 5, which will give you 5x

Then multiple 1 by 5, you get 5.

You end up with 5x - 5

Answer:

Step-by-step explanation:

P = [tex]\left[\begin{array}{ccc}2&7\\3&0\\5&4\\-1&-3\end{array}\right][/tex]

Q = [tex]\left[\begin{array}{ccc}-4\\-3\end{array}\right][/tex]

PQ = [tex]\left[\begin{array}{ccc}2(-4)+7(-3)\\3(-4)+0(-3)\\5(-4)+4(-3)\\-1(-4)+(-3)(-3)\end{array}\right][/tex] = [tex]\left[\begin{array}{ccc}-29\\-12\\-32\\13\end{array}\right][/tex]

Answer:

1) There are four roots, with two real and two imaginary roots

The roots are x ±2, ±5·i

2) Therefore, there are 2 roots

The roots are real

The roots are x = -5 and x = 5

3) The possible factored form is therefore; (x + 5)²×(x + 1)×(x - 4)³×(x + 7)

4) Please see the attached graph of the function drawn with Microsoft Excel

Step-by-step explanation:

1) The given equations is as follows;

f(x) = x⁴ + 21·x² - 100

Let a = x², we have;

f(x) = a² + 21·a - 100

a = (-21 ± √(21² - 4 × 1 ×(-100))/(2 × 1)

a = -25 or 4

Therefore, x = √4 = ±2 or x = √(-25) = ±5·i

There are four roots, with two real and two imaginary roots

2) For f(x) = x³ - 5·x² - 25·x + 125

We have;

f(x) = x³ - 5·x² - 25·x + 125

From the equation, we see that x = 5 is a solution of the equation, therefore;

f(5) = 5³ - 5·5² - 25·5 + 125 = 0

Which gives, (x - 5) is a factor of the equation,

Dividing x³ - 5·x² - 25·x + 125 by (x - 5) gives;

x² - 25

(x³ - 5·x² - 25·x + 125)/(x - 5)

x³ - 5·x²

             [tex]{}[/tex]- 25·x

[tex]{}[/tex]                -25·x + 125

[tex]{}[/tex]                0          +  0

Therefore, by long division, (x³ - 5·x² - 25·x + 125)/(x - 5) = x² - 25

(x - 5)×(x² - 25) = (x - 5) × (x - 5) × (x + 5)

Therefore, there are 2 roots

The roots are real

The roots are x = -5 and x = 5

3) From the polynomial zeros, we have x = -5, x = -1, x = 4, and x = 7

At x = -5 the polynomial touches the x-axis given two real roots with (x + 5)² being a factor

With the root at x = -1, a factor is (x - 1)

With the root at x = 4 which has the shape of a cubic function, we have a factor of (x - 4)³

For the root at x = 1, the factor is taken as (x + 7)

The possible factored form is therefore; (x + 5)²×(x + 1)×(x - 4)³×(x + 7)

4) The given function is therefore;

f(x) = (x + 8)³(x + 6)²(x + 2)(x - 1)³(x - 3)⁴(x - 6)

(x + 8)³(x + 6)²(x + 2)(x - 1)³(x - 3)⁴(x - 6)

Please see the attached graph of the function drawn with Microsoft Excel