Please help I’ll mark you as brainliest if correct!

Answer:

20

Step-by-step explanation:

We're king of shown that it's a parallelogram, so we should assume LM = KN (we can't solve it if we don't know if it's a parallelogram).

LM = KN

3x - 4 = x + 12

2x = 16

x = 8

LM = x + 12 = 8 + 12 = 20

KN = 3x - 4 = 3*8 - 4 = 24 - 4 = 20

checks out

Answer:

Step-by-step explanation:

we know KN=LM, because it looks a parallelogram

3x-4=x+12

3x-x=12+4

2x=16

x=8

LM=8+12=20

Answer:

i agree with he or she they are correct as well

Step-by-step explanation:

Answer: On Tuesday and Thursday

Step-by-step explanation:

On Tuesday, Mrs. Smith rode her favorite horse for 1 9/15 miles. Taking it to its simplest form by dividing it by 3 would yield a mixed fraction of 1 3/5 which is the same as the distance that the horse was ridden on Thursday.

Another method is to convert them back into their original improper fractions.

Tuesday;                                                              Thursday

= 1 9/15                                                                 = 1 3/5

= (15 * 1 + 9) / 15                                                   = (5 * 1 + 3)/5

= 24/15                                                                 = 8/5

= 8/5

Notice how again they are the same at their simplest forms.

Step-by-step explanation:

f(g(x))

= f(4x)

= (4x) - 3. (A)

Step-by-step explanation:

option A is the correct answer according to my opinion .

plz mark my answer as brainlist if you find it useful.

The observation of the pattern is discussed below.

When we calculate the squares of the numbers from 1 to 10 and observe the digits at the one's place of each square, we notice a pattern:

1²=1

2²=4

3²=9

4²=16

5²=25

6²=36

7²=49

8²=64

9²=81

10²=100

If we focus on the digits at the one's place, we can see that they form a repeating pattern: 1, 4, 9, 6, 5, 6, 9, 4, 1, 0. This pattern repeats itself as we calculate the squares of higher numbers.

This observation is known as the "digit at one's place pattern" or the "units digit pattern." It occurs because the square of any number depends only on the digit at the one's place of that number. Hence, when we square numbers that have the same digit at the one's place, we get the same digit at the one's place in the result.

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Answer:

Part A: 4,300 ≥ 2500 + 0.12s

Part B: Less than or equal to $15,000

Part C: In the image

Step-by-step explanation:

For Part A: The total needs to be at least 4,300. So 4,300 is greater than or equal to how much she earns. 2,500 is the base pay, and it is added to 0.12s, which represents 12% of sales (s).

For Part B:

Using the inequality, solve for s

4,300 ≥ 2500 + 0.12s

Subtract 2500 from both sides

1800 ≥ 0.12s

Now divide both sides by 0.12 to isolate s

15000 ≥ s

So sales must be less than or equal to 15000.

Part C:

Answer:

7

Step-by-step explanation:

plug 16 in for c so it's 16 -9 = 7

It takes the toy car 2.43 seconds to fall to the bottom floor,  answer choice is B. 9/4 seconds, which is equal to 2.25 seconds.

An equation is a mathematical statement that asserts that two expressions are equal. An equation consists of two sides, the left-hand side and the right-hand side, separated by an equal sign (=).

For example, 2x + 5 = 11 is an equation, where the left-hand side is 2x + 5 and the right-hand side is 11. This equation asserts that the expression 2x + 5 is equal to 11, and the value of x can be determined by solving for x.

Equations can be simple or complex, and they can involve one or more variables. They can also be linear or nonlinear, depending on the nature of the expressions involved.

Solving an equation involves finding the values of the variables that make the equation true. This may involve applying algebraic operations and simplification techniques to isolate the variable on one side of the equation.

Equations are used in many areas of mathematics, science, engineering, and economics, and they provide a powerful tool for modeling and analyzing real-world situations. They are also used extensively in computer programming and cryptography, where they play a critical role in the development of algorithms and data encryption methods.

We have the equation \(h = 94 - 16t^2\), where h is the height of the toy car in feet and t is the time in seconds.

When the toy car reaches the bottom floor, its height will be h = 0. So we can set the equation equal to 0 and solve for t:

\(0 = 94 - 16t^216t^2 = 94t^2 = 94/16\)

\(t = \sqrt{(94/16)} = \sqrt{(23.5/4)} = 2.43 seconds\) (rounded to two decimal places)

Therefore, it takes the toy car 2.43 seconds to fall to the bottom floor.

The closest answer choice is B. 9/4 seconds, which is equal to 2.25 seconds.

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Answer:

x= 50

Step-by-step explanation:

First, simplify the equation

Expand the terms on the left hand side to make it easier to rearrange

   -0.2(x-20) =44-x

   -0.2x+4 =44-x

Rearrange the equation by moving the numbers to one side and the variables to the other

   -0.2x +x= 44-4

    0.8x = 40

Isolate for x

    x= 40/0.8

    x= 50

Complete Question

Generally the complete question is shown on the first uploaded image

Answer:

A. Alice's, Bob's, and Carmen's salaries      Sample  

B Salaries of recent graduates of the ASU Engineering program  Population

C A number computed from the average of Alice's, Bob's, and Carmen's salaries that helps us decide whether to reject the null hypothesis

   P-value  

Step-by-step explanation:

Considering A

   The salaries of  Alice, Bob, and Carmen are Samples because they are selected from a larger population (i.e the salaries  of recent graduates of the ASU Engineering program)

Considering B

  The salaries of recent graduates of the ASU Engineering program is the population because it is the entire pooled of data from which the samples are selected from

 Considering

A number computed from the average of Alice's, Bob's, and Carmen's salaries that helps us decide whether to reject the null hypothesis is the P-value  because the P-value is computed from the sample and it is use to make decision whether to reject or fail to reject the null hypothesis  

\((\stackrel{x_1}{4}~,~\stackrel{y_1}{5})\qquad (\stackrel{x_2}{0}~,~\stackrel{y_2}{8}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{8}-\stackrel{y1}{5}}}{\underset{run} {\underset{x_2}{0}-\underset{x_1}{4}}}\implies \cfrac{3}{-4}\implies -\cfrac{3}{4}\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{5}=\stackrel{m}{-\cfrac{3}{4}}(x-\stackrel{x_1}{4}) \\\\\\ y-5=-\cfrac{3}{4}x+3\implies y=-\cfrac{3}{4}x+8\)

It is recommended that you visit your courses on D2L frequently, ideally at least once a day, to stay up-to-date with any new announcements or assignments posted by your instructor. This will help you stay on track with your coursework and prevent you from falling behind. Additionally, regular visits to your courses can help you participate in discussions with your peers and ask questions if you are unsure about any of the material. It's important to remember that online learning requires a high level of self-discipline and responsibility, so making a habit of checking in on your courses regularly can contribute to your overall success in the class.

Using Pythagorean theorem, the length of the ladder is 10ft

In mathematical terms, if y and z are the lengths of the two shorter sides (also known as the legs) of a right triangle, and x is the length of the hypotenuse, the Pythagorean theorem can be expressed as:

x² = y² + z²

In the questions given, the only one we can use Pythagorean theorem to solve is the one with ladder since it's forms a right-angle triangle.

To calculate the length of the ladder, we can write the formula as;

x² = 8² + 6²

x² = 64 + 36

x² = 100

x = √100

x = 10

The length of the ladder is 10 feet

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Answer:

You: 3, 6, 9, 12

Friend:4, 8, 12, 16

Step-by-step explanation:

You/Friend ratio is 3/4

Missing numbers:

Numbers:

You      3, 6, 9, 12

Friend  4, 8, 12, 16

Answer:

\(6x^4y^8\sqrt{5x}\)

Step-by-step explanation:

\(\textsf{When $x > 0$ and $y > 0$, we want to find the expression that is equivalent to}\) \(\sqrt{180x^9y^{16}}.\)

\(\textsf{First, apply the radical rule:} \quad \sqrt{ab}=\sqrt{a}\sqrt{b}\)

\(\sqrt{180}\sqrt{x^9}\sqrt{y^{16}}\)

\(\textsf{Rewrite $x^9$ as $x^{8+1}$:}\)

\(\sqrt{180}\sqrt{x^{(8+1)}}\sqrt{y^{16}}\)

\(\textsf{Apply the exponent rule:} \quad a^{b+c}=a^b \cdot a^c\)

\(\sqrt{180}\sqrt{x^{8}\cdot x^1}\sqrt{y^{16}}\)

\(\sqrt{180}\sqrt{x^{8}}\sqrt{x}\sqrt{y^{16}}\)

\(\textsf{Apply\:the\:radical\:rule:\:}\sqrt[n]{a^m}=a^{\frac{m}{n}},\:\quad a\geq 0\)

\(\sqrt{180}\;x^{\frac{8}{2}}\sqrt{x}\;y^{\frac{16}{2}}\)

\(\sqrt{180}\;x^4\sqrt{x}\;y^8\)

\(\sqrt{180}\sqrt{x}\;x^4\;y^8\)

\(\textsf{Rewrite $180$ as $(6^2 \cdot 5)$:}\)

\(\sqrt{6^2 \cdot 5}\sqrt{x}\;x^4\;y^8\)

\(\textsf{Apply the radical rule:} \quad \sqrt{ab}=\sqrt{a}\sqrt{b}\)

\(\sqrt{6^2} \sqrt{5}\sqrt{x}\;x^4\;y^8\)

\(\textsf{Apply the radical rule:} \quad \sqrt{a^2}=a, \quad a \geq 0\)

\(6 \sqrt{5}\sqrt{x}\;x^4\;y^8\)

\(\textsf{Apply the radical rule:} \quad \sqrt{a}\sqrt{b}=\sqrt{ab}\)

\(6 \sqrt{5x}\;x^4\;y^8\)

\(\textsf{Rearrange:}\)

\(6x^4y^8\sqrt{5x}\)

\(\textsf{Therefore, when $x > 0$ and $y > 0$, the expression that is equivalent to}\)

\(\sqrt{180x^9y^{16}}\;\textsf{is}\;\;\boxed{6x^4y^8\sqrt{5x}}\:.\)

Answer:

Step-by-step explanation:

base area=41.57 in²

height=9 in

volume=41.57×9=374.13 in³

The equation of the line tangent to the curve is y = 19 · x - 7.

In this problem we need to find the equation of a line tangent to the function f(x) = (√x + 5) · (x² + x) for x = 1, that is, a line that only passes through one point of the entire curve. The equation of the line is introduced below:

y = m · x + b

Where:

The slope of the line can be found by evaluating the first derivative of f(x) for x = 1:

f'(x) = (1 / 2√x) · (x² + x) + (√x + 5) · (2 · x + 1)

f'(1) = (1 / 2) · 2 + 6 · 3

f'(1) = 1 + 18

f'(1) = 19

The y-coordinate of the curve is:

f(1) = (√1 + 5) · (1² + 1)

f(1) = 6 · 2

f(1) = 12

Lastly, we determine the intercept of the tangent line:

b = y - m · x

b = 12 - 19 · 1

b = - 7

The equation of the line tangent to the curve is y = 19 · x - 7.

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Answer:

2 3 + 1 3 = 3/5 + 3/5 = 1 1/5 + 2+1 = 3 + 1 !/5 = 4 1/5

5 5

Step-by-step explanation: The Slashes mean The number bellow

Please make this answer Brainlist...

Answer:

Decrease

Step-by-step explanation:

I am not too sure but i think it is 2.7 feet.

Bob had 50 pencils in the beginning.

A fractional number is expressed in the form -

x/y    {where y ≠ 0)

Given is that Bob gave four - fifths of his pencils to Barbara, then he gave two - thirds of the remaining pencils to bonnie.

Assume that he had {x} pencils in the beginning. We can write -

4x/5 + 2/3(x - 4x/5) = 10

4x/5 + 2x/3 - 8x/15 = 10

x(4/5 + 2/3 - 8/15) = 10

x = 10/0.93

x = 50

Therefore, Bob had 50 pencils in the beginning.

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{QUESTION IN ENGLISH -

Bob gave four fifths of his pencils to Barbara, then he gave two thirds of the remaining pencils to bonnie, if he ended up with 10 pencils for himself... how many pencils did bob have at the beginning?}

Given :

Tickets to a concert cost 12$ each plus a 4$ processing fee

so, the slope = $12 ( the cost for each )

And the y - intercept = $4 ( will paid one time )

So, the answer is :

Answer:  30 miles

Work Shown:

2 in : 6 mi

5*2 in : 5*6 mi

10 in : 30 mi

Answer:

48

Step-by-step explanation:

7+16+5+20=48

The group of people who participated in the study's sample survey was chosen at random to participate in it by the national grocery store chain. In this instance, the sample comprises the 1,000 customers from throughout the nation that participated in the survey. They are a segment of the total consumer base that frequents the chain's retail outlets.

The chain randomly surveyed 1,000 customers from around the country. It concluded from the study that 80% of all customers who hopped into the chain's stores were interested in the service. The nationwide grocery store chain randomly selected the participants in the study's sample survey from the general public.

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Answer:

1.an equilateral triangle is never similar to a scalene triangle.

2. because we can never map one onto the other using only dilations and rigid transformations.

This is because an equilateral triangle has all equal sides and the same angle measures, and a scalene triangle's sides are all different measures and the angles don't measure the same angle.

The equivalent expression is 5 - 3x/2. Option D

Algebraic expressions are described as expressions that are made up of variables, their coefficients, factors and constants.

these algebraic expressions are also composed of mathematical operations. These operations includes;

From the information given, we have that;

1/ 4(8 - 6x + 12)

expand the bracket, we have;

Add the like terms

1/4(20 - 6x)

now, multiply the values, we have;

20 - 6x/4

Divide by the denominator

5 - 3x/2

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The complete question:

Simply the expression:

1/ 4(8 - 6x + 12)