Khan Academy Shape: Pentagon Khan Academy HELP PLEASE - x=

Answer:

Radius=2sqrt(30)

Step-by-step explanation:

Tangents drawn from a common point are equal in length, so AB=BD, 2x-2=x+5, x=7. Next CDB is a right angled triangle, so CD^2+DB^2=CB^2, CD=7 and CB=13, CD=sqrt(120)=radius

let x is equalbut if you quality I and Y is equal to 80 ft decide that young (a minus b is equal to young) a greatest loss - 1 (a intersection b) close

Answer:

4 of them I think

Answer:

yes 2/3 is rational.

Step-by-step explanation:

please mark me brain list

Part (a)

-------------------

Explanation:

Point P is part of 3 planes or faces of this triangular prism:

Notice how each three letter sequence involves "P", though this isn't technically always necessary. I did so to emphasize how point P is involved with these planes.

Each of the three planes mentioned do not involve line FG

So there are no planes that contain line FG and point P.

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

Part (b)

-------------------

Explanation:

It's the same idea as part (a) earlier. The planes involving point G are

None of these planes have line EP going through them.

As an alternative, we could reverse things and focus on all of the planes connected to line EP. Those 2 planes are

None of these planes have point G located in them.

Answer:

1/2

Step-by-step explanation:

find the lowest common multiple

18x1 = 18

9x2 = 18

5/18 + 2/9

= 5/18 + 4/18 (multiply 2/9's numerator and denominator by 2)

= 9/18 or 1/2

Answer:

See below.

Step-by-step explanation:

The top number is the product (multiplication) of the two side numbers. The bottom number is the sum (addition) of the two side numbers.

https://brainly.com/question/24370497

10÷2=5

5+2=7

6÷3=2

2+3=5

4÷-4=-1

-1-4=-5

this is the pattern

Answer:

N1,640

Step-by-step explanation:

I = N123; R = 3%' T = 2

1

2

yrs; P =

100

×

1

R

T

P =

100

×

123

3

×

2.5

principal(P) = N1640

Let the time spent in walking = x minutes

And the time spent in jogging = y minutes

If I walk with the speed = 0.05 miles per minute

Distance covered in walking = Speed × Time

                                                 = 0.05x miles

If I jog with the speed = 0.1 miles per minute

Distance covered in jogging = Speed × Time

                                                 = 0.1y miles

Since, screen displays the distance covered in walking and jogging = 2.5 miles

Equation for the situation will be,

0.05x + 0.1y = 2.5

5x + 10y = 250

x + 2y = 50 -------(1)

Total time spent in walking and jogging = 30 minutes

Therefore, equation for the situation will be,

x + y = 30 ----- (2)

By subtracting equation (2) from equation (1),

(x + 2y) - (x + y) = 50 - 30

y = 20 minutes

By substituting the value of y in equation (2),

x + 20 = 30

x = 10 minutes

Therefore, time spent in walking is 10 minutes and time spent in jogging is 20 minutes.

Learn more,

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I hope this help you

9514 1404 393

Answer:

  $542.30

Step-by-step explanation:

For the first 40 hours, Alice made ...

  (40 h)($9.35/h) = $374.00

For the next 52 -40 = 12 hours, Alice made ...

  (12 h)($9.35/h × 1.5) = $168.30

Then the total Alice made for working 52 hours is ...

  $374.00 +168.30 = $542.30

Alice made $542.30 this week.

Answer:

0.18

Step-by-step explanation:

hope this helps

Answer:

0.18

Step-by-step explanation:

multiply them together

Answer:

Step-by-step explanation:

Answer:

I think the value of x= 45°

Answer:

62.9

Step-by-step explanation:

Answer:

False, assuming "combined" means "added or subtracted and would simplify."

[tex]x^2[/tex] and [tex]x[/tex] cannot be combined with addition or subtraction.  They are not like terms.

Step-by-step explanation:

Combining like terms only works if the variables and the powers on the variables match perfectly.  

Examples:

[tex]x^2[/tex] and [tex]x[/tex] don't have matching powers, so they're not like terms.

[tex]x^2[/tex] and [tex]y^2[/tex] have the same powers, but the variables don't match, so they're not like terms.

Anything can be multiplied together though.  So that's a different situation.

Step-by-step explanation:

4(y-3) + 3(y+4)

4y-12+ 3y+12

4y+3y-12+12

7y

I hope it helped U

stay safe stay happy

Answer:

hope it helps you.......

Answer:

(x - 5)² = 39

Step-by-step explanation:

Given

x² - 10x = 14

To obtain an equivalent equation use the method of completing the square.

add ( half the coefficient of the x- term )² to both sides

x² + 2(- 5)x + 25 = 14 + 25

(x - 5)² = 39

I believe that the answer you are looking for is (x-5)²-39, if you use the completing the square method.

Solution:

x²-10x=14

Transferring 14 from the right side to the left side,

x²-10-14=0

Squaring the equation,

(x-5)²-39, or (x-5)²=39 (Depends on how you prefer to write it).

So, that is the final answer. I hope this helped. If you have any questions about the answer, please let me know. Enjoy your day and take care!

Answer:

A, D, E, F

Step-by-step explanation:

0.32 is bigger than 0.058; smaller than 0.492 and 0.41, but also bigger than 0.28, 0.10 and 0.30

Answer:

Step-by-step explanation:

35

Answer:

yes

Step-by-step explanation:

using the distributive property 8 × (10 + 9)

becomes 8× 10 + 8 × 9

Answer:

55% decrease

Step-by-step explanation:

60 - 27 = 33

33 / 60 = 55

Answer:

45 cause any value inside mod function always return to postive

Hi ;-)

[tex]\text{x}=6 \ \text{and} \ \text{y}=-4\\\\6\text{x}-5\text{y}=6\cdot6-5\cdot(-4)=36+20=\boxed{56}[/tex]

Answer:

56

Step-by-step explanation:

x = 6 and y = -4

Substituting the values in the equation,

6(6) - 5(-4)

=> 36 + 20

=> 56

Answer:

» [tex]❎ \: f( \frac{ - 1}{2} ) = - 2 [/tex]

when x is -½, f(x) is 5/4.

» [tex]{ \boxed{✔}} \: f(0) = \frac{3}{2} [/tex]

check second row.

» [tex] ❎ \: f(1) = - 1[/tex]

f(1) is 2

» [tex]❎ \: \: f(2) = 1[/tex]

f(2) is 5/2

» [tex]{ \boxed{✔}} \: f(4) = \frac{7}{2} [/tex]

Answer:

Step-by-step explanation:

Given function:

Find the following:

Correct choices:

Answer:

[tex]\frac{13}{18}[/tex]

Answer:

M= 3.535

Step-by-step explanation:

Look at the line t then divide by 2