Help WITH THE MATH PLEASE QUICK

Answer:

207 cm

Step-by-step explanation:

Because ΔPQR ≅ΔSTU and the longest side in the ΔPQR is RP then the longest side in ΔSTU must be SU = 92 cm

Perimeter of triangle PQR is

P(ΔPQR) = 36+48+24 = 108 cm

Because the triangles are are similar their sides are in proportion.

But how much bigger did the second triangle get?...is (92/48) times bigger

P(ΔSTU) = 180*(92/48) = 207 cm

...you can also use proportions to find each side and then find the perimeter

TU = 24*92 /48 = 46

TS = 36*92/48 = 69

SU = 92

P(ΔSTU) = 92+69+46 =207 cm

*the triangles are not drawn to scale

Given :

To Find :-

Solution :-

As we know that,

Hence the required answer is 10.

Answer:

10 neutrons

Step-by-step explanation:

no.of neutrons = atomic mass - Atomic number

no.of neutrons= 22-12

=10

Answer:

perimeter-3+6+3+10+6+4=32m

area- 10×6=60m²

Answer:

N=20

Step by Step:

First you add 17 to both of the sides:

N−17+17=3+17

Second, you simplify;

N=20

Brainiest please?

Answer:D

Step-by-step explanation:

Answer:

88 blankets

Step-by-step explanation:

5 times 15 = 75

75 + 13 = 88

Answer:

Car a is moving at 15 miles per hour

Its slope is 15/1

Its equation is y = 15x

Car b is moving at 7.5 miles per hour

Its slope is 7.5

Its equation is y = 7.5x

Car a is moving twice as fast as car b

Step-by-step explanation:

But here's how you solve

Chose 2 points and find the change in y and change in x, then divide in the same order.

Point 1: (1, 15)

Point 2: (2, 30)

Change in y = 15

Change in x = 1

y = miles

x = hours

15 miles/1 hour

You can also do this

Pick a point and just divide it's y by its x. For example:

(4, 60)

60 miles/4 hours

15 miles per hour

Now that we have the slope, we can get the equation for the graph:

y = 15x + 0

or just y = 15x, because there is no y-intercept

Now let's solve for car b:

Chose a point:

(3, 22.5)

Divide its y by its x

22.5/3

7.5

Car b is moving at 7.5 miles per hour

Now that we have the slope, we can get the equation for the graph:

y = 7.5x + 0

or just y = 7.5x, because there is no y-intercept

Compare the speeds

Car a: 15 mph

Car b 7.5 mph

15 > 7.5

So, Car a > Car b

15/7.5 = 2

So Car a moves twice as fast as Car b

Answer:

(3,7) is not a solution

Step-by-step explanation:

You fill in the values x=3 and y=7 in both equations and see if you end up with something that is true.

-5·3 - 2·7 = 23 is not true, because it simplifies to -29 = 23

no need to look further, but if you would, the second equation is also false:

3 + 4·7 = -19 is also not true.

The real solution by the way is (-3, -4).

[tex] \sf \underline{ \red{Solution - }} \\ [/tex]

Given,

[tex] \sf{\quad { \dfrac{-7}{\sqrt{11} - \sqrt{5}} }} \\ [/tex]

The denominator is √11 - √5.

We know that

Rationalising factor of √a-√b is √a+√b.

Therefore, the rationalising factor of √11-√5 is √11+√5.

On rationalising the denominator them

[tex] \longrightarrow \sf{\quad { \dfrac{-7}{\sqrt{11} - \sqrt{5}} \times \dfrac{(\sqrt{11} + \sqrt{5})}{(\sqrt{11} + \sqrt{5})} }} \\ [/tex]

Multiplying (√11 + √5) with both the numerator of the fraction.

[tex] \longrightarrow \sf{\quad { \dfrac{-7(\sqrt{11} + \sqrt{5}) }{(\sqrt{11} - \sqrt{5})(\sqrt{11} + \sqrt{5})} }} \\ [/tex]

Performing multiplication in the numerator and by using identity (a + b)(a - b) = a² - b², solving further in the denominator.

[tex] \longrightarrow \sf{\quad { \dfrac{-7\sqrt{11} -7\sqrt{5}}{(\sqrt{11})^2 - (\sqrt{5})^2} }} \\ [/tex]

Writing the squares of the numbers in the denominator.

[tex] \longrightarrow \sf{\quad { \dfrac{-7\sqrt{11} -7\sqrt{5}}{11 -5} }} \\ [/tex]

Performing subtraction in the denominator.

[tex] \longrightarrow \quad \underline{ \boxed{ \dfrac{ \textbf{ \textsf{-7 }}\sqrt{ \textbf{ \textsf{11 }}} - \textbf{ \textsf{7}}\sqrt{ \textbf{ \textsf{5 }}}}{ \textbf{ \textsf{ 6}}}} } \\ [/tex]

Hence, the denominator is rationalised.

Answer:

-2

Step-by-step explanation:

It's (x,y)

Here, (3,-2)

-2 is y

:)

Answer:

70 people

Step-by-step explanation:

30 dollars for each person, so you divide 2,100 by 30 to find how many people.

2,100/30=70

Answer:

70

Step-by-step explanation:

Target=$2,100

Money Earned from a single person=$30

Number of persons=$2,100 /$30 = 70

Thus, 70 people need to attend their breakfast in order to raise $2,100

A A equation that’s perpindicular to y = 4x - 1 and passes through the point (2, -9) is…

Answer: y = -3/4x - 15/2

Explanation: Opposite reciprocal slopes and plug in -9 with y and 2 with x then solve for b

-9 = -1.5 + x

x = -15/2

Answer:

Your answer is 506.093.

Step-by-step explanation:

Hope this helps!

Answer:

4(x + 1/4) ≤ 9 + 2x

Step-by-step explanation:

Answer:

11th term is 0

Step-by-step explanation:

30, 27 , 24 ,......0

a = first term = 30

Common difference = second term - first term = 27 - 30 = -3

nth term = a+(n-1)*d

a + (n-1)d = 0

30 + (n - 1) *(-3) = 0

30 + n*(-3) -1*(-3) = 0

30 - 3n + 3 = 0

      -3n + 33 = 0

               -3n = -33

                   n = -33/-3

n = 11

Answer:

y=2.5x

Step-by-step explanation:

We have been given a graph that shows numbers of servings (y) in different amounts (x) of frozen yogurt listed on a carton.

To write an equation that gives the number of servings y in x pints, we will have to find the slope (rate of change) of our given linear function.

Since we know that rate of change of a function can be found by vertical change of the function divided by horizontal change of the function.  

m= Slope (rate of change).

=Difference between two y-coordinates.

=Difference between corresponding x-coordinates of the y-coordinates.    

Upon substituting coordinates of two points (0,0) and (4,10) in slope formula we will get,  

The slope of our given line is 2.5.  

Now we will write equation of our given line is slope-intercept form. The equation of a line in slope-intercept form is: , where m=slope and b = y-intercept (initial value).

Upon substituting m=2.5 and coordinates of point (4,10) in slope-intercept form of equation we will get,

Upon substituting m=2.5 and b=0 in slope-intercept form of equation we will get,

Therefore, the equation  will give the number of servings y in x pints.

Answer:

AC equals CB times CD all over CE

The lengths of the sides of the scaled drawing can be determined from the

relation between similar triangles.

The expression that will help Jolene determine the length segment AC is the option;

Reasons:

The given parameters are;

The figure Jolene is trying to create = A scaled up blue print

Given that in ΔACB and ΔABC, we have;

DE and AB are parallel

Therefore;

∠CED ≅ ∠CBA by corresponding angles

∠CDE ≅ ∠CAB by corresponding angles

∠C ≅ ∠C by reflexive properties

ΔCDE ~ ΔACB by Angle-Angle similarity postulate

Therefore, by similar triangles, and triangle proportionality, we have;

[tex]\displaystyle \frac{AC}{CD} = \mathbf{\frac{CB}{CE}}[/tex]

Therefore;

[tex]\displaystyle CD= \mathbf{ \frac{CB\cdot CD}{CE}}[/tex]

Therefore, if segments DE and AB are parallel, the expression that will help Jolene determine the length segment AC is; [tex]\displaystyle CD= \frac{CB\cdot CD}{CE}[/tex]

Learn more about similar triangles here:

https://brainly.com/question/14445094

Answer:

The answer for the first one is D: Multiply x by 5 and 2 by 5.

The answer for the second one is: A: There are infinitely many solutions.

Step-by-step explanation:

I am doing Linear equations right now in school lol

Answer:

the answer is the third one 3

Answer:25.66 in^2/slice. Except for mine. It is 123.34 in^2.

Step-by-step explanation:

Area = pi*r^2

Area = 153.94 in^2

(153.94 in^2)/6 = 25.66 in^2

[tex] \green{\large\underline{\sf{Solution-}}}[/tex]

Given expression is

[tex]\rm :\longmapsto\:\dfrac{5 \times {25}^{n + 1} - 25 \times {5}^{2n} }{5 \times {5}^{2n + 3} - {25}^{n + 1} } [/tex]

can be rewritten as

[tex]\rm \:  =  \: \dfrac{5 \times { {(5}^{2} )}^{n + 1} - {5}^{2} \times {5}^{2n} }{5 \times {5}^{2n + 3} - {( {5}^{2} )}^{n + 1} } [/tex]

We know,

[tex] \purple{\rm :\longmapsto\:\boxed{\tt{ {( {x}^{m} )}^{n} \: = \: {x}^{mn}}}} \\ [/tex]

And

[tex] \purple{\rm :\longmapsto\:\boxed{\tt{ \: \: {x}^{m} \times {x}^{n} = {x}^{m + n} \: }}} \\ [/tex]

So, using this identity, we

[tex]\rm \:  =  \: \dfrac{5 \times {5}^{2n + 2} - {5}^{2n + 2} }{{5}^{2n + 3 + 1} - {5}^{2n + 2} } [/tex]

[tex]\rm \:  =  \: \dfrac{{5}^{2n + 2 + 1} - {5}^{2n + 2} }{{5}^{2n + 4} - {5}^{2n + 2} } [/tex]

can be further rewritten as

[tex]\rm \:  =  \: \dfrac{{5}^{2n + 2 + 1} - {5}^{2n + 2} }{{5}^{2n + 2 + 2} - {5}^{2n + 2} } [/tex]

[tex]\rm \:  =  \: \dfrac{ {5}^{2n + 2} (5 - 1)}{ {5}^{2n + 2} ( {5}^{2} - 1)} [/tex]

[tex]\rm \:  =  \: \dfrac{4}{25 - 1} [/tex]

[tex]\rm \:  =  \: \dfrac{4}{24} [/tex]

[tex]\rm \:  =  \: \dfrac{1}{6} [/tex]

Hence,

[tex]\rm :\longmapsto\:\boxed{\tt{ \dfrac{5 \times {25}^{n + 1} - 25 \times {5}^{2n} }{5 \times {5}^{2n + 3} - {25}^{n + 1} } = \frac{1}{6} }}[/tex]

Answer:

hope it helps you..........

Answer its (-2,5)

if its on q2

[tex]\large\underline{\sf{Solution-}}[/tex]

Given that

[tex] \purple{\rm :\longmapsto\:Dividend = {x}^{3} - {2x}^{2} - x + 2}[/tex]

and

[tex] \purple{\rm :\longmapsto\:Divisor = x + 1}[/tex]

So, By using Long Division Method, we have

[tex]\begin{gathered}\begin{gathered}\begin{gathered} \:\: \begin{array}{c|c} {\underline{\sf{}}}&{\underline{\sf{\:\: {x}^{2} - 3x + 2\:\:}}}\\ {\underline{\sf{x + 1}}}& {\sf{\: {x}^{3}  -  {2x}^{2} - x + 2 \:\:}} \\{\sf{}}& \underline{\sf{- {x}^{3} - {x}^{2} \: \: \:  \:  \:  \:  \:  \:  \:  \: \:\:}} \\ {{\sf{}}}& {\sf{\: \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  - 3{x}^{2} - x +2  \:  \:  \:  \:   \:  \:  \:  \:\:}} \\{\sf{}}& \underline{\sf{\:\: \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  3{x}^{2} + 3x  \:  \:  \:  \:  \:  \: \:\:}} \\ {\underline{\sf{}}}& {\sf{\:\: \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  \: 2x + 2 \:\:}} \\{\sf{}}& \underline{\sf{\: \:  \:  \:  \:  \:  \:  \:  \:  \:  \: \: - 2x - 2\:\:}} \\ {\underline{\sf{}}}& {\sf{\:\: \:  \: \:  \:  \:  \:  \:  \:  \:  \:  \:  \:  \: 0\:\:}}  \end{array}\end{gathered}\end{gathered}\end{gathered}[/tex]

So,

[tex]\bf\implies \:Remainder = 0[/tex]

Verification

[tex] \purple{\rm :\longmapsto\:Dividend = {x}^{3} - {2x}^{2} - x + 2}[/tex]

[tex] \purple{\rm :\longmapsto\:Divisor = x + 1}[/tex]

[tex] \purple{\rm :\longmapsto\:Remainder = 0}[/tex]

[tex] \purple{\rm :\longmapsto\:Quotient = {x}^{2} - 3x + 2}[/tex]

Now, Consider

[tex]\rm :\longmapsto\:Divisor \times Quotient + Remainder[/tex]

[tex]\rm \:  =  \: (x + 1)( {x}^{2} - 3x + 2) + 0[/tex]

[tex]\rm \:  =  \: {x}^{3} - {3x}^{2} + 2x + {x}^{2} - 3x + 2[/tex]

[tex]\rm \:  =  \: {x}^{3} - {2x}^{2} - x + 2[/tex]

[tex]\rm \:  =  \: Dividend[/tex]

Hence, Verified

CARRY ON LEARNING

CAN YOU BRAINLEST ME PLEASE

Answer:

420 seconds is equal to 7 min

So 7 to 10 or 7 : 10

pls brainliest

These are the steps that you should follow in order to make the necessary calculations to convert 420 Seconds to Minutes. In order to convert from [s] to [min], we have to devide the amount of Seconds by 60.

Then the second step, is to substitute the amount of Seconds with the value of 420 and calculate the division. After successfuly calculating it the result should for 420 Seconds to Minutes should be 7

So 7 to 10 or 7 : 10

Hope this helped!

Have a great day

Answer:

Step-by-step explanation:

Answer:

The fossils would look weird and sometimes they might not be the exact shape as before because they've grown with the earth meaning they're going to come out of the ground go back under and what not, Its hard to tell how deep a fossil can be in the ground because of how many years ago it was because how much the earth has grown.

Step-by-step explanation: