Answer: 77-p
Step-by-step explanation:
o=other number
o+p=77
o+p-p=77-p
o=77-p
George had 27 arcade tokens. He used t tokens to play video games. Then, he used 14 tokens for a stuffed animal. Now, he has 5 tokens left. How many tokens did George use to play video games?
Answer:
George used 8 tokens to play video games.
Step-by-step explanation:
First, let's subtract 5 from 27.
27 - 5 = 22
So, George spent a total of 22 arcade tokens.
Now, let's subtract 14 from 22 to find the value of t.
22 - 14 = 8.
Therefore, George used 8 tokens to play video games.
Hope this helps! :D
Two figures are shown below.
Which of the following statements correctly explains whether or not the two figures are congruent?
The two figures are congruent since there is a reflection that carries one figure onto the other.
O The two figures are congruent since there is a rotation that carries one figure onto the other.
O The two figures are not congruent since the two figures are oriented differently.
O The two figures are not congruent since there is no translation that carries one figure onto the other.
Answer: B
Step-by-step explanation:
The 2 figures given would be congruent since there seems to be a reflection that carries 1 figure onto the another one. A further explanation is below.
If somehow the matching sides of two components or figures have been of similar length and form, they are said to be congruent. They constitute congruent when one image or graphic entirely encompasses some other figure (both with and without rotations skills).Whenever we turn or twist the above diagram clockwise by something like 90° ∠, it becomes exactly like the ones below.
Thus the answer above i.e., "Option 1" is appropriate.
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a) 2 numbers have a HCF (highest common factor) of 18 and LCM (lowest common multiple) of 360. What could the 2 numbers be?
b) Emily thinks of 2 numbers. The HCF of the two numbers is 1. The LCM of the 2 numbers is a multiple of 40. Write down 2 possible numbers that Emily could be thinking of.
c) Niamh thinks of 2 numbers. The HCF of the two numbers is 8. The LCM of the two numbers is a multiple of 5. Write down 2 possible numbers that she could be thinking of.
Please help, and include an explanation as I would like to understand it!
The true statements about the numbers are:
The two numbers could be 180 and 36The two numbers could be 10 and 4The two numbers could be 8 and 5How to determine the two numbers each individual thinks?As a general rule, the product of any two numbers equals the product of the LCM and HCF of the numbers
Say, the two numbers are x and y;
Then, we have
x * y = LCM * HCF
Using the above as a guide, we have
Two numbers
x * y = 18 * 360
Express 360 as 10 * 36
x * y = 18 * 10 * 36
So, we have
x * y = 180 * 36
This means that
x = 180
y = 36
Hence, the two numbers could be 180 and 36
Emily's numbers
x * y = 1 * 40
Express 40 as 10 * 4
x * y = 1 * 10 * 4
So, we have
x * y = 10 * 4
This means that
x = 10
y = 4
Hence, the two numbers could be 10 and 4
Niamh's numbers
x * y = 8 * 5
Express 8 as 4 * 2
x * y = 4 * 2 * 5
So, we have
x * y = 8 * 5
This means that
x = 8
y = 5
Hence, the two numbers could be 8 and 5
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We want to factor the following expression:
81x^6– (y+1)^2
We can factor the expression as (U +V)(U-V) where U and V are either constant integers or single-
variable expressions.
1) What are U and V?
Answer:
We have [tex]\mathbf{U= 9x^3 \:and\:V=y+1}[/tex]
Step-by-step explanation:
We want to factor the expression [tex]81x^6-(y+1)^2[/tex] in the form of (U+V)(U-V)
We need to find U and V
We can use formula : [tex]a^2-b^2=(a+b)(a-b)[/tex]
We can write [tex]81x^6[/tex] as [tex](9x^3)^2[/tex]
Now we have the expression:
[tex]81x^6-(y+1)^2\\=(9x^3)^2-(y+1)^2[/tex]
Applying formula: [tex]a^2-b^2=(a+b)(a-b)[/tex]
[tex]=(9x^3+y+1)(9x^3-(y+1))\\=(9x^3+y+1)(9x^3-y-1)[/tex]
So, we have [tex]\mathbf{U= 9x^3 \:and\:V=y+1}[/tex]
Students were required to go to the parking lot and select random cars or trucks, with replacement. The purpose was to gather the license plate from exactly 2 Toyota trucks. (For simplicity purposes, let's assume that there were only cars or trucks. In addition, the make of all cars and trucks were either Toyota and Honda.) The students had a further restriction of NOT being allowed to examine more than 3 automobiles to get the required data. What is the likelihood that a student would be successful in finding two Toyota trucks? The following probabilities represent the makes and models in the parking lot on that day: P(Car) = 0.743, P(Toyota | Car) = 0.431, and P(Honda | Truck) = 0.693.
Answer:
hsjsodgsosbsebseswowheoesss
Answer:
Being gay
Has its problems it's true
But being straight
Has its problems too
I met this girl and she's just great
But the problem is that I am straight
You ask how can this be
Listen, and you will see
She's got that style
She's got that smile
She's got the walk
She's got the talk
She's got that zing
There's just one thing
She's got a penis
She's got a penis
She's got that flair
Knows what to wear
She's got that face
That girl is grace
She's got pizzazz
Too bad she has
A penis
She's got a penis
Now nobody's perfect, I must admit
Say how many times do all the pieces fit
She's got more going than most other dolls
Oops I forgot about the balls
But she's so hip
This babe's a trip
HELP! WILL MARK BRAINLIEST!
Answer:
3
Step-by-step explanation:
3
can you put these from least to greatest -12 |-12.5| -13 |-11| |11.5| 12
Answer:
-13,-12.5,-12,-11,11.5,12
Step-by-step explanation:
Elizabeth drove two-fifths of a mile in 30 seconds. Which of the following shows
Elizabeth's speed?
75 miles per minute
12 miles per minute
0.8 miles per minute
0.2 miles per minute
Answer:
c.
Step-by-step explanation:
Which benchmark fraction is 6/7 closest to?
A.1/4
B.1/2
C.4/4
D.3/4
Answer:
C, 4/4
Step-by-step explanation:
6/7 is closest to 1 whole. 4/4 = 1 whole, so it is closest to this, disregarding the size difference of the fractions.
Consider the graph of f(x) = 5x 6 – 5x 5 – x 4.
On a coordinate plane, a graph decreases through (negative 0.6, 0.4), has an inflection point (0, 0), decreases through (0.5, negative 0.2) to (1, negative 1), and then increases up through (1.2, 0).
Based on the graph, what is the solution to
5x6 – x4 > 5x 5?
One-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot less-than x less-than one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
One-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot less-than-or-equal-to x less-than-or-equal-to one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
x less-than one-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot and x greater-than one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
x less-than-or-equal-to one-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot and x greater-than-or-equal-to one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
Answer:
A
Step-by-step explanation:
The other person said B, but it's not because it can't be equal to either. X is between .17 and 1.17, but cannot equal. I got this by putting it into des.mos and getting the graphs
Inequalities are used to represent unequal expressions
The solution to [tex]5x^6 - x^4 > 5x^5[/tex] is [tex]\frac 12 - \frac 3{10} \sqrt 5< x <\frac 12 + \frac 3{10} \sqrt 5[/tex]
The equation and InequalityThe equation of the function is given as:
[tex]f(x) = 5x^6 - 5x^5 - x^4[/tex]
The inequality is then given as:
[tex]5x^6 - x^4 > 5x^5[/tex]
GraphSee attachment for the graph of the inequality
From the attached graph, we can see that the inequality crosses the x-axis at:
[tex]x = -0.17\ and\ x = 1.17[/tex]
These values can be represented as:
[tex]\frac 12 - \frac 3{10} \sqrt 5< x <\frac 12 + \frac 3{10} \sqrt 5[/tex]
Hence, the solution to [tex]5x^6 - x^4 > 5x^5[/tex] is [tex]\frac 12 - \frac 3{10} \sqrt 5< x <\frac 12 + \frac 3{10} \sqrt 5[/tex]
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What is the length of side s of the square shown below?
Answer:
E
Explanation:
well, process of elimination
convert x - 2y = 0 into slope intercept form then graph
Answer:
y = [tex]\frac{1}{2}[/tex]x
(See the attachment)
Step-by-step explanation:
x - 2y = 0
-2y = -x
y = [tex]\frac{1}{2}[/tex]x
Answer:
Step-by-step explanation:
y = [tex]\frac{1}{2}[/tex] x
which one is the missing proof?
Answer:
By ASA congruence theorem
Step-by-step explanation:
Given:
In ΔFEG AND ΔKHG
FG = KG (Mid points)
∠EGF = ∠HGK (vertical opposite angle)
∠F = ∠K (Interior alternate angle)
So,
ΔFEG ≅ ΔKHG
By ASA congruence theorem
what is
-13y = -260
A pool measures 14 feet by 23 feet and it is surrounded by a 5-foot
deck. How much fencing is needed to fence the outside of the deck?
www.
5 ft
14 ft
The length of fence required to enclose the outside of the deck is 64.4 feet.
23 ft
5 ft
5 ft
5 ft
Answer: 114 feet of fencing
Step-by-step explanation: If there are five feet of decking on each side, then the outside lengths we're looking at are 33 ft. and 24 ft. 33+24=57, and 57x2(for the other two sides)=114 ft.
what is 1 and 8/10 minus two and 2/5?
You get 29 points for answering!
Please answer question correctly and with explanations!
I GIVE BRAINLILSET
\\\\\\\\\\\\\\\\\\
Answer:
H) 20%
Step-by-step explanation:
40 - 32 = 8
8/40 = .2
The lengths of the hypotenuse and one leg of a right
triangle are 10.5 and 3.7, respectively. Find the measure
of the angle opposite the leg whose length is known.
A. 20.63° B. 69.37° C. 19.41° D. 9.83°E. 46.90°
The measure of the angle is 20.63 degrees if the lengths of the hypotenuse and one leg of a right triangle are 10.5 and 3.7, respectively option (A) is correct.
What is a right-angle triangle?It is a triangle in which one of the angles is 90 degrees and the other two are sharp angles. The sides of a right-angled triangle are known as the hypotenuse, perpendicular, and base.
It is given that:
The lengths of the hypotenuse and one leg of a right triangle are 10.5 and 3.7, respectively.
As we know,
Applying sin ratio
sinA = perpendicular/hypotenuse
sinA = 3.7/10.5
sinA = 0.35
sinA = 20.63 degrees
Thus, the measure of the angle is 20.63 degrees if the lengths of the hypotenuse and one leg of a right triangle are 10.5 and 3.7, respectively option (A) is correct.
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Alison wants to construct the perpendicular bisector of MN⎯⎯⎯⎯⎯⎯.
What should Alison do for her first step?
Place the point of the compass on point M and draw an arc, using a width for the opening of the compass that is greater than 12MN.
Use the straightedge to draw a line that intersects MN⎯⎯⎯⎯⎯⎯ at a point between M and N.
Place the point of the compass on point M and draw an arc, using a width for the opening of the compass that is equal to 12MN .
Place the point of the compass on point M and draw an arc, using a width for the opening of the compass that is less than 12MN
Answer:
What should Alison do for her first step ? She should learn to intersect the bisector of the intersector of mn such that mn should be the intersection of mn to nm so that no 2 intersections should intersect each other's bisector of mn to intersect of mn.
Step-by-step explanation:
Answer:
I should add that Alison is a very smart girl if she wants to construct such a perpendiculiar bisector of MN--. I am realy gratefull for such a kind and wise little smart girl.
Step-by-step explanation:
ASAP BRAINLIEST !! Luis is given the fraction 4/5. He is told to create an equivalent fraction with a numerator of 32. Explain the steps you’d use to solve for the missing denominator. Answer in 2-3 sentences.
Answer: answer 40.
Step-by-step explanation:
Note : lets make x the missing denominator.
I would take the 4/5 and set it equals to 32/x
we then cross multiply
where it would be 4 * x = 32 * 5
it would then be 4x = 160
we would then divide 160 by 4
x = 160/ 4
and x would be 40
.... therefore the missing denominator is 40.
Answer:
Your fraction would be 32/40
Step-by-step explanation:
For it to be equivalent it has to be equal to 4/5. what i did was divided 32 by for and got 8. I then multiplied 4/5 and 8/8 and the answer was 32/40. I multiplied by 8/8 because for it to be equivalent i have to do the same thing to both the numerator and denominator.
I really hope this helps as much as it can
Have an amazing rest of the day or night : )
I will be glad to help if you have any more questions
HELLLLPPPPP MEEE PLEASEEE I NEED A GOOD GRADE
Answer: x=11
Step-by-step explanation:
4x+4x+2=90
8x+2=90
8x=88
x=11
3x= [tex]\frac{1}{2}[/tex]y + 10
Convert the equation to standard
Show work please
Select all that apply
Answer: integer and rational
Step-by-step explanation:
When modeling hourly pay, which part of the equation is used to represent the
total pay?
A. X
B. y-intercept
C. y
D. None of the above
SUBMIT
When modeling hourly pay, the part of the equation used to represent the total pay is y ( Option C ).
The question asks when modeling hourly pay, which part of the equation is used to represent the total pay.
The given options are :
A. x
B. y-intercept
C. y
D. None of the above
This question can be easily solved using the slope intercept form of the line equation, that is, y = mx + c
where,
m is the slope of the line
and it represents the payment per hour
x is the independent variable
and it represents the number of hours
c is the intersection with the y axis
and it represents the signing bonus
y is the dependent variable
and it represents the total pay
From the above information, it can be inferred that when modeling hourly pay, the part of the equation used to represent the total pay is represented with y in the slope intercept form y = mx + c
Therefore, using the slope intercept form, we get the part of the equation used to represent the total pay as y ( Option C ), when modeling hourly pay.
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Please help!! I can't get it!
Answer:
B is the answer
hope it helps
Find the value of the variable
Answer:
z: 19
Step-by-step explanation:
Solve each inequality:
||x+4|-7|<5
The value of the inequality is x < 8.
How to calculate the inequality?It should be noted that from the information, we are to.eolve the inequality |x+4|-7 <5.
This will be:
|x+4|-7 <5
x +4 <5 + 7
x + 4 < 12
Subtract 4 from both sides
x + 4 - 4 < 12 - 4
x < 8
Therefore, the value of the inequality is x < 8.
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How many works can be formed for rearranging the letters of the word PROBLEMS such that P and S the first and last position respectively
5x + y = 13
3(x + y) =12+ y
What is the volume of a cylinder with radius 4 cm and height 9 cm?
Answer:
452.39 cm
Step-by-step explanation:
Answer:
the answer is
Step-by-step explanation:
452.39 cm is the volume of a cylinder with radius 4 cm and height 9 cm