Triangle PQR, triangle RST and two angle measures are shown below

Line segment QT intersects line segment PS at point R
What is the value of x?

Answer:

The answer is D. Cone

Step-by-step explanation:

Answer:

Amount of paper need = 47.88 in²

Step-by-step explanation:

Given:

Square base side = 4.2 in

Height of triangle = 3.6 in

Find:

Amount of paper need

Computation:

Amount of paper need = Area of square base + 4[Area of triangle]

Amount of paper need = Side² + 4[1/2][b][h]

Amount of paper need = 4.2² + 2[4.2][3.6]

Amount of paper need = 17.64 + 30.24

Amount of paper need = 47.88 in²

Given : the ratio of men to women = 5 : 8

And there are 56 female in the dance recital

So, let the number of men = x

Solve for x :

So, the answer is : the number of men = 35

The factorized form of \(x^3 - (y - z)^3\ is \ (x - y + z)(x^2 - xy + 2xz + yz - 2z^2).\)

The Factorization is derived from the application of a mathematical identity. As an AI language model, the information provided is generated based on existing knowledge and formulas.

The given expression is \(x^3 - (y - z)^3.\)To factorize it,  the difference of cubes, which states that a^3 - b^3 can be factorized as\((a - b)(a^2 + ab + b^2).\)

Applying this identity to our expression, we have:

\(x^3 - (y - z)^3 = (x - (y - z))((x - (y - z))^2 + (x - (y - z))(y - z) + (y - z)^2)\)

Simplifying further, we get:

\(= (x - y + z)(x^2 - 2xy + 2xz - y^2 + 2yz - z^2 + xy - y^2 + yz - z^2 + y^2 - 2yz + z^2)\\= (x - y + z)(x^2 - 2xy + xy + 2xz + yz - 2yz - y^2 + y^2 - y^2 + 2yz - 2z^2 + y^2 - z^2 + z^2)\\= (x - y + z)(x^2 - xy + 2xz + yz - 2z^2)\)

So, the factorized form of \(x^3 - (y - z)^3 \ is\ (x - y + z)(x^2 - xy + 2xz + yz - 2z^2).\)

the above factorization is derived from the application of a mathematical identity.

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The equivalent expression in the form \(x^2 + rx + sx + 6\) is:

\(x^2 + 2x + 3x + 6\), which can be further factored as (x + 2)(x + 3).

To rewrite the expression \(x^2 + 5x + 6\) in the form \(x^2 + rx + sx + 6\), we need to find values for r and s such that the coefficients of the x terms match.

Given expression: \(x^2 + 5x + 6\)

To factorize this expression, we need to find two numbers that multiply to give 6 and add up to 5. The numbers that satisfy these conditions are 2 and 3.

Now, let's rewrite the expression using these values:

\(x^2 + 2x + 3x + 6\)

By grouping the terms, we can rewrite it as:

\((x^2 + 2x) + (3x + 6)\)

Factoring out the common terms in each group:

x(x + 2) + 3(x + 2)

Now, notice that (x + 2) appears as a common factor in both terms. We can further simplify the expression:

(x + 2)(x + 3)

Thus, the equivalent expression in the form \(x^2 + rx + sx + 6\) is:

\(x^2 + 2x + 3x + 6\), which can be further factored as (x + 2)(x + 3).

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The algebraic expression from the given statement is (a+b)/ab.

Given the statement is the quotient of the sum of a and b and the product of a and b.

In mathematics, an expression is defined as a set of numbers, variables, and operations that are formed according to context-dependent rules.

In the given statement the sum of a and b means a+b.

And the product of a and b means ab.

Now, as it is given in the statement that the quotient of the sum of a and b and the product of a and b can be written as

(a+b)/ab.

Hence, the algebraic expression from the given statement "the quotient of the sum of a and b and the product of a and b" is (a+b)/ab.

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According to the information, the vertex at the top left of the parallelogram is (4, 8.25). Thus, the other two vertices of the parallelogram are (2, 5), (9, 5), (7, 8), and (4, 8.25).

To find the vertex of the parallelogram we can use the point-slope form of a line: y - y1 = m(x - x1), where,

For the side sloping up from left to right, we can use the point (2, 5), since it is on the bottom side of the parallelogram. Plugging in the values, we get:

Simplifying, we get:

To find the point where this line intersects the top side of the parallelogram, we can use the fact that the length of the sloping side is 5 units. We know that the endpoint of the bottom side at (2, 5) is 5 units away from the intersection point in the x-direction, so we can add 5 to the x-coordinate to find the intersection point. Plugging in x = 7 into the equation above, we get:

Therefore, the vertex at the top right of the parallelogram is (7, 8).

For the side sloping down from left to right, we can use the point (9, 5), since it is on the bottom side of the parallelogram. Plugging in the values, we get:

Simplifying, we get:

To find the point where this line intersects the top side of the parallelogram, we can again use the fact that the length of the sloping side is 5 units. We know that the endpoint of the bottom side at (9, 5) is 5 units away from the intersection point in the x-direction, so we can subtract 5 from the x-coordinate to find the intersection point. Plugging in x = 4 into the equation above, we get:

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Answer:

x=3

Step-by-step explanation:

Answer: x=3

Step-by-step explanation:

First, you need to subtract x and x by itself, and do the same with the 3x. Your equation should now look like 6 = 2x. Now, divide each side of the equation with 2, and now your equation should look like 3 = x!

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

So, to double check, replace the x's with 3. The equation should be 3 + 6 = 3(3). If you do the math, it equals 9 = 9!

Answer:

1. x/20   equals 190/100

2. you spent $38 this month

Step-by-step explanation:

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.

Answer:

-1.33333 < x

Step-by-step explanation:

subtract 5 from both sides

get -4<3x

divde 3 by both sides

-1.33< x

Hi, there!

 _______

The first step is:

» Subtract both sides by 5

\(\sf{-4 < 3x}\)

Now divide each term by 3:

\(\sf{-\dfrac{4}{3} < x}\)

We can flip it over:

\(\sf{x > -\dfrac{4}{3}}\)

Hope the answer - and explanation - made sense,

happy studying!!

Answer:

40%

Step-by-step explanation:

Answer:

If you need help on further questions like this, divide what he has to what he needs or his goal

in order to get 37.5% you have to divide 75/ 200

You will get 0.357 and that is 37.5% this is ABOUT 40% but I reccomend putting 37.5% to be safe.

Introducing numeracy to young children can be done through various types of equipment and resources that engage their senses and make learning math concepts more interactive and enjoyable.

Here are some different types of equipment commonly used to introduce numeracy to young children:

Thus, by incorporating a variety of equipment and resources, educators and parents can create a rich learning environment that supports children's numeracy development and fosters a positive attitude towards math.

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Comparing the median of each box-and-whisker plot, the type of transportation that is LEAST likely to take more than 30 minutes is: d. train.

How to Interpret a Box-and-whisker Plot?

In order to determine the transportation that is LEAST likely to take more than 30 minutes, we have to compare the median of each data set represented on the box-and-whisker plot for each transportation.

The box-and-whisker plot that has the lowest median would definitely represent the the transportation that is LEAST likely to take more than 30 minutes, since median represents the typical minutes or center of the data.

Therefore, from the box-and-whisker plots given, the one for train has the lowest median. Therefore train would LEAST likely take more than 30 minutes.

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The product of 2.3 × 1.5 from the area model is 3.45

The product of two numbers implies the multiplication of the two numbers. Here, the two numbers to be multiplied together are decimal numbers.

Using the long multiplication method.

     2.3

×     1.5    

   1 1 5

+ 2 3      

  3 . 4 5  

So, what we did basically is to first multiply the two numbers normally and then, decide how many decimal places are the two numbers which two.

Therefore, the product of 2.3 × 1.5 from the area model is 3.45

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Answer:

6

Step-by-step explanation:

count your fingers

Answer:

Ben and Jill travel exactly the same distance to the school

Answer:

-2z+4>=-4

-2z>=-8

z>=4

Answer:

The distance between the points is 3.

Step-by-step explanation:

Hope it helps ;)

We're given that

\(f(x)=x^2-2x+6\)

which means

\(f(x+h)=(x+h)^2-2(x+h)+6=x^2+2xh+h^2-2x-2h+6\)

When we subtract these, several terms cancel:

\((x^2+2xh+h^2-2x-2h+6)-(x^2-2x+6)=2xh+h^2-2h\)

So the difference quotient is

\(\dfrac{f(x+h)-f(x)}h=\dfrac{2xh+h^2-2h}h\)

and since h ≠ 0, we can cancel it out to end up with

\(\dfrac{f(x+h)-f(x)}h=2x+h-2\)

Now plug in x = 8 (this could have been done at any prior point):

\(\dfrac{f(8+h)-f(8)}h=14+h\)

Answer: 9530

Step-by-step explanation: It has to be 9 in the thousands place to start of. And for it to round to 10,000, it would have to be 5 since it would round up one more thousand. And I would just say 3 because its bigger. Then 0

Answer:

60 bracelets

Step-by-step explanation:

908 / 15 = 60.5

you can not have half a bead on the bracelets so round down because you only have 908 beads and do not have more.

The maximum 60 bracelets, Tara can have with 15 beads in each bracelet.

The division in mathematics is one kind of operation. In this process, we split the expressions or numbers into same number of parts.

Given, Tara has a box of 908 beads.

And one bracelet has 15 beads as per Tara's wish.

To find the number of bracelets,

we divide the total beads to beads in one bracelet.

That means,

Number of bracelets = 908 / 15= 60 (rounded)

Therefore, the maximum 60 bracelets, Tara can have with 15 beads in each bracelet.

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Answer: 16 pounds of grain.

Step-by-step explanation: 36 divided by 9 is 4, which means we have to multiply bin C by how much bin J was multiplied by, which is 4, so 4x4 is 16.

(let me know if you would like me to explain more on this)

Answer:0.03125

Step-by-step explanation:

GOO*OOGLE

Step-by-step explanation:

(1/2)^5   = 1/2 * 1/2 * 1/2 * 1/2 * 1/2 =   1/32

Answer:

90

Step-by-step explanation:

since mean = sum of terms / number of terms, we can find the total sum of the tests currently to see how much it needs to be raised

76 * 6 = 456

x = score of the new test

(456 + x)/7 = 78

x =90

The probability that a person who tests positive actually has the disease is 0.012%

From the question, we have the following parameters that can be used in our computation:

The probability that a person who tests positive actually has the disease is represented as

Probability = Incidence rate * False positive rate

Substitute the known values in the above equation, so, we have the following representation

Probability = 0.3% * 4%

Evaluate the products

Probability = 0.012%

Hence, the probability is 0.012%

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Step 1

Given:

Required: To give reasons for each step

Step 2

Step 3

Step 4

Step 5

For a game, Bob has a total of 60 adventure cards. The distribution of cards, c, to players, p, is shown in the table. c = 60 ÷ p

Probability defines the possibility of occurrence of an event. Probability is the unit of measurement for an event's likelihood. It represents the proportion of positive results to all results. For instance: Receiving the numbers 3 and 5 while rolling the dice, as well as getting both an even and an odd number.

The equation would read: c = 60 / 2, which implies c = 30 if p=2. The equation would read 12 = 60 / p, p = 5, 20 = 60 / 3, etc. If c = 12, the equation would read... 12 = 60 / p, and p = 5, and so on, 20 = 60 / 3, and 15 = 60 / 4.

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Answer:

C. just need 20 characters eeeeeee

Step-by-step explanation:

Just go with your gut