Write a rule for a function, , that gives the perimeter of a square in inches when the side length is inches.

Answer:

number x

y = 3x +3

sum = x + y

19 = x + 3x + 3

19 = 4x + 3

19- 3 = 4x

16 = 4x

16/4 = x

x = 4

Solving the equation, the calculated value of the width of the border is 3 feet

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

140 (202x)(16-2x)

Express properly

So, we have

(20 - 2x)(16 -2x) = 140

The above equation can be solved graphically

When the equation (20 - 2x)(16 -2x) = 140 is entered in a graphing tool, we have the solution to be

x = 3 and x =15

The value 15 would make the lengths invalid

So, we have

x = 3

Hence, the width of the border is 3 feet

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Answer:

The number is 1203

Answer below is correct :)

Step-by-step explanation:

Please mark brainliest if it helps! =D

That "shell" figure is supposed to represent 0.

So the number

•••

(shell)

•••

is the base-20 number 303₂₀, which in base-10 is

303₂₀ = 3 × 20² + 0 × 20¹ + 3 × 20⁰ = 1203

Answer:

  angle 1 = 108°

Step-by-step explanation:

You want the measure of angle 1, given the measure of angle 4 is 72° in the diagram.

Angles 1 and 4 are a linear pair, so are supplementary:

  angle 1 + angle 4 = 180°

  angle 1 + 72° = 180°

  angle 1 = 108° . . . . . . . subtract 72°

The angle between the sides measuring 4 and 5 in the obtuse triangle is approximately 101.54 degrees.

To find the measure of the angle between the sides measuring 4 and 5 in an obtuse triangle with side lengths 4, 5, and 7, we can use the Law of Cosines. The Law of Cosines states that in a triangle with side lengths a, b, and c, and an angle opposite to side c, the following equation holds:

\(c^2 = a^2 + b^2 - 2ab*cos(C)\)

In this case, we have side lengths a = 4, b = 5, and c = 7. We want to find the angle C, which is opposite to side c. Substituting these values into the Law of Cosines, we get:

\(7^2 = 4^2 + 5^2\)- 2(4)(5)*cos(C)

49 = 16 + 25 - 40*cos(C)

49 = 41 - 40*cos(C)

40*cos(C) = 41 - 49

40*cos(C) = -8

cos(C) = -8/40

cos(C) = -0.2

To find the measure of angle C, we can take the inverse cosine (arccos) of -0.2:

C = arccos(-0.2)

Using a calculator, we find that C ≈ 101.54 degrees.

Therefore, the measure of the angle between the sides measuring 4 and 5 in the obtuse triangle is approximately 101.54 degrees.

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Answer:1689

Step-by-step explanation:

Delta Math

SOLUTION

• -4 = 5(p -2)

 -4 = (5)(p) + (5)(-2)   • Distribute

 -4 = 5p + (-10)

 -4 = 5p - 10

• 5p - 10 = -4

• 5p - 10 + 10 = -4 + 10

  5p = 6

• \(\frac{5p}{5} = \frac{6}{5}\)

  p = \(\frac{6}{5}\)

The sum of slip is 9 small coffee order, then sum is 11 medium coffee order, and when the sum is 6 or 14 large coffee is ordered.

Arrangement of the things or object is mean to make the group of them in a systematic order, in all the possible ways.

A hat contains 4 slips of paper labeled as 3,3,6 and 8. One slip is selected randomly and without replacing, another one is selected. The number on the slips are added together.

The probability of getting a sum of 6 (3+3) is,

\(P_(3,3)=\dfrac{1}{4}\times\dfrac{1}{3}+\dfrac{1}{3}\times\dfrac{1}{4}\\P_(3,3)=\dfrac{1}{12}+\dfrac{1}{12}\\P_(3,3)=\dfrac{2}{12}\\P_(3,3)=\dfrac{1}{6}\)

The probability of getting the sum of 9 (6+3) or (3+6) is,

\(P_(3,6)=\dfrac{1}{4}\times\dfrac{2}{3}+\dfrac{2}{4}\times\dfrac{1}{3}\\P_(3,6)=\dfrac{2}{12}+\dfrac{2}{12}\\P_(3,6)=\dfrac{4}{12}\\P_(3,6)=\dfrac{1}{3}\)

The probability of getting the sum of 9 (6+3) or (3+6) is,

\(P_(3,8)=\dfrac{1}{4}\times\dfrac{2}{3}+\dfrac{2}{4}\times\dfrac{1}{3}\\P_(3,8)=\dfrac{2}{12}+\dfrac{2}{12}\\P_(3,8)=\dfrac{4}{12}\\P_(3,8)=\dfrac{1}{3}\)

The probability of getting a sum of 6 (3+3) is,

\(P_(6,8)=\dfrac{1}{4}\times\dfrac{1}{3}+\dfrac{1}{3}\times\dfrac{1}{4}\\P_(6,8)=\dfrac{1}{12}+\dfrac{1}{12}\\P_(6,8)=\dfrac{2}{12}\\P_(6,8)=\dfrac{1}{6}\)

There are three size of coffee to order:

Thus, when the sum of slip is 9 small coffee order, if sum is 11 medium coffee order, and when the sum is 6 or 14 large coffee is ordered.

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♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

\(( {x - 5})^{2} + 2 \times ( x - 5 ) \times ( {y}^{3} ) + ({ {y}^{3} })^{2} = \\ \)

\(( \: {(x - 5) + {y}^{3} } \: )^{2} \)

♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

Answer:

8.68

Step-by-step explanation:

when you minus the two u get 8.68

:)

brainliest? i answered first :) and i only need one more

Answer:

It is 8.68. I hope i helped! Please give brainiest im almost leveled up!

Step-by-step explanation:

Answer:

x=2

Step-by-step explanation:

-7/2x + 3/2 + 2 =-7/2

Add the numbers

3/2+2

2=2/1=4/2

3/2+4/2=7/2

-7/2x+7/2=-7/2

Subtract 7/2 from both sides

-7/2x=-14/2

Multiply both sides by 2

-7x=-14

Divide both sides by -7

x=2

From the sampling distribution, the correct answer is: Both the center will remain the same, but the spread will decrease.

The center of the sampling distribution will remain the same, which is the expected proportion of even numbers showing on a single roll of the die, which is 1/2 or 0.5. This is because the probability of getting an even number on a single roll of the die does not change with the number of rolls in the experiment.

However, the spread of the sampling distribution will decrease as the number of rolls increases. This is because the larger the sample size, the more precise our estimate of the proportion of even numbers showing on each roll of the die will be. With more rolls, we will have a better idea of the true proportion of even numbers that the die produces.

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Answer:

12 et 64

Step-by-step explanation:

premièrement: 6+14-8=12

deusièment:30+30+10-6=64

Answer:

B. 1/3

Step-by-step explanation:

Answer:

1/3

Step-by-step explanation:

add all the values 10+14+6=30 since red is 10 divide 10 by 30 so 10/30 simplifying to 1/3.

Answer:

the correct answer would be Y! i took it!! make me most brainlessly please!!!

Step-by-step explanation:

The expression that represents the area of the new room is (c) 3.5s^2 + 5.25s

The given parameters are:

Wall =Square

Length = s

When the wall of the square room is torn down and rebuilt, the area of the new room is represented by 1.75s(2s + 3).

This means that

Area= 1.75s(2s + 3)

Expand the expression

Area= 1.75s * 2s + 1.75s * 3

Evaluate the products

Area= 3.5s^2 + 5.25s

This means that the expression that represents the area of the new room is (c) 3.5s^2 + 5.25s

Hence, the expression that represents the area of the new room is (c) 3.5s^2 + 5.25s

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The complete square form of - 3x² + 33 = 48x is [x + 8]² = 75

To do this, we add and subtract a constant term to the quadratic expression to make it a perfect square.

In this case, we use the formula x² + 2bx + b² = (x + b)² to rewrite the quadratic expression as a perfect square trinomial, and then we solved for the variable by isolating the squared term and taking the square root.

Here we have

- 3x² + 33 = 48x

Keep 'x' terms on one side and constant terms sides on another side

=> - 3x² - 48x = - 33

Divide by - 3 on both sides

=> -3(x² + 4x)/3 = - 33/3  

=> x² + 16x = 11      

Take half of the 'x' term and square it and add on both sides

=> x² + 2(8x) (x) + (8)² = 11 + (8)²  

Which is in the form of x² + 2bx + b² = (x + b)²

=> [x + 8]² = 75

Therefore,

The complete square form of - 3x² + 33 = 48x is [x + 8]² = 75

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The requried, Multiplies(with switching factors.) area given below,

a.

693 x 83 = 57489

83 x 693 = 57489

The answer is 57489.

b.

910 x 45 = 40950

45 x 910 = 40950

The answer is 40950.

c.

38 x 84 = 3192

84 x 38 = 3192

The answer is 3192.

d.

409 x 89 = 36401

89 x 409 = 36401

The answer is 36401.

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A: Built advanced sewer systems

Nikki swam 375 yards on Thursday.

One of the four fundamental operations in mathematics is addition, along with subtraction, multiplication, and division. The entire amount or sum of the two whole numbers is obtained by adding them.

Given

Nikki swam 375 yards on Thursday.

425+450+350= 1,225

1,600- 1,225= 375

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Answer:

-3

Step-by-step explanation:

3(-2)/2

-6/2 = -3

Answer:

D 12,000

Step-by-step explanation:

There is 1000 meters in every km

Answer:

f(3) = 3 + 1 = 4

Step-by-step explanation:

Since 3 > 0, we need to focus on the part of the function where x > 0. So:

f(3) = 3 + 1 = 4.

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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Answer:

24x+2

Step-by-step explanation:

Answer:

hope this helps <3\

The ordered pair we are looking for is the values of the variables \(x\) and \(y\), or \((x, y).\)  We are given that \(x=2\), and that the formula to evaluate \(y\) is \(y = 5^x\). Note we are given \(x\) so we can evaluate \(y\) as \(y = 5^2 = 25\). Now, we have both the values of \(x\) and \(y\), so our ordered pair is thus \((x,y) = (2,25).\)

Answer:

Explanation:

The vertex form of a quadratic equation is given as:

Given the equation

First, we rewrite it as follows:

Next, we factorize the right-hand side.

We complete the expression in the bracket at the right-hand side.

This then gives us:

The vertex form is:

Answer:

28.57%

Step-by-step explanation

I added all the animals together and got the precentage of rabbits

Hopefully its right :)