Distinguish rational numbers from the following.
a. √25 b. √23 c. 1.01 d. 2.323223222... e. 3.786

Answer:

No, not congruent

Step-by-step explanation:

Triangles cannot be considered congruent based on the fact that all 3 angles are congruent

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Answer:

A. 64 square units

Step-by-step explanation:

The area of a triangle is denoted by: A = (1/2) * bh, where b is the base and h is the perpendicular height to the base.

Here, we can say that side AB is the base with length 10, while the perpendicular segment extending from C to AB with length 12.8 is the height. Then, plug these in:

A = (1/2) * bh

A = (1/2) * 10 * 12.8 = 5 * 12.8 = 64

The answer is thus 64 square units, or A.

~ an aesthetics lover

Answer:

64 square units

Step-by-step explanation:

\(A(\triangle ABC) = \frac{1}{2} \times base \times height \\ \\ = \frac{1}{2} \times 10 \times \: 12.8 \\ \\ = 5 \times 12.8 \\ \\ = 64 \: square \: units\)

The shaded region of the rectangle is 242.9 cm² and the shaded region of the sector is 7.1 square units.

Question 17) is a figure of a rectangle and two inscribed circles.

The area of a rectangle is expressed as: A = length × width

The area of a circle is expressed as: A = πr²

Where r is the radius.

To determine the area of the shaded region, we simply subtract the areas of the two circles from the area of the rectangle.

Area = ( Length × width ) - 2( πr² )

Area = ( 40 × 10 ) - 2( π × 5² )

Area = ( 400 ) - 2( 25π )

Area = 400- 50π

Area = 242.9 cm²

Area of the shaded region is 242.9 squared centimeters.

Question 18) is the a figure a sector of a circle and a right triangle.

The area of a sector is expressed as: A = (θ/360º) × πr²

The area of a triangle  is expressed as: A = 1/2 × base × height

To determine the area of the shaded region, we simply subtract the areas of the triangle from the area of the sector.

Hence:

Area = ( (θ/360º) × πr² ) - ( 1/2 × base × height )

Plug in the values:

Area = ( (90/360º) × π × 5² ) - ( 1/2 × 5 × 5 )

Area = 25π/4 - 12.5

Area = 7.1

Therefore, the area of the shaded region is 7.1 square units.

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The solution to the system of equations is x =5 and y = -6

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

12x + 9y = 6

7x + 6y = −1

Multiply (2) by 1.5

So, we have the following representation

12x + 9y = 6

10.5x + 9y = −1.5

Subtract the equations to eliminate y

1.5x = 7.5

So, we have

x = 5

Recall that

12x + 9y = 6

So, we have

60 + 9y = 6

This gives

9y = -54

Divide

y = -6

SO, the value of y is -6

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Answer:

0

Step-by-step explanation:

The solutions to the equation 4a²-14a=-50 are complex numbers, not real numbers. So, there are no real solutions to this equation. Therefore, the answer is 0.

The probability of drawing a king from a standard deck of 52 cards is 1/13.

In a standard deck of 52 playing cards, there are four kings: the king of hearts, the king of diamonds, the king of clubs, and the king of spades.

To find the probability of drawing a king, we need to determine the ratio of favorable outcomes (drawing a king) to the total number of possible outcomes (drawing any card from the deck).

The total number of possible outcomes is 52 because there are 52 cards in the deck.

The favorable outcomes, in this case, are the four kings.

Therefore, the probability of drawing a king is given by:

Probability = (Number of favorable outcomes) / (Number of possible outcomes)

= 4 / 52

= 1 / 13

Thus, the probability of drawing a king from a standard deck of 52 cards is 1/13.

This means that out of every 13 cards drawn, on average, one of them will be a king.

It is important to note that the probability of drawing a king remains the same regardless of any previous cards that have been drawn or any other factors.

Each draw is independent, and the probability of drawing a king is constant.

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Answer:

h=416$

Step-by-step explanation:

36.50h+27.50h= 64

64x6 1/2=

416 $

Answer:

416

Step-by-step explanation:

36.50+27.50=64

64*6=384

and then add 32 for the half an hour

384+32=416

The comparisons that are true are 11. -5 < 0 12. 9 > -8 14. 55 > -75 15. -32 < -24 16. 89 > 73 17. -58 < -51  19. 17 < 23  20. 18 > -36 and that is not true are 13. -7 = -7 (not true) 18. -32 > 4 (not true)

To make each statement true, write < or >. We need to compare two values for each statement to determine whether it is true or false.

To indicate that the first value is less than the second value, write <.

Alternatively, to indicate that the first value is greater than the second value, write >.

Below are the comparisons: 11. -5 < 0 12. 9 > -8 13. -7 > -7 14. 55 > -75 15. -32 < -24 16. 89 > 73 17. -58 < -51 18. -32 > 4 19. 17 > 23 20. 18 > -36

To determine the direction of inequality, we need to compare the values.

We used inequality signs such as > (greater than) or < (less than) to indicate which value is larger or smaller than the other.

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The correct question would be as

Write > or < to make each statement true.

11. -5 0

12. 9 -8

13. -7 7

14. 55 -75

15. -32 -24

16. 89 73

17. -58 -51

18. -32 4

19. 17 23

20. 18 -36​

Answer: \(12^{2}\) + 43x + 35

Answer: I took the test and got 8x^2 + 26x + 15

I hope this helped!

answer/explanation:

hope this helps

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer: 3 1/30

Step-by-step explanation:

Hi, IReady sucks. So I am gonna help you. I got 3 1/30 when you add them together. I would also recommend using a Fraction Calculator online. ;) it helps a lot!

Answer:

MARK ME AS BRAINLIEST !!

Step-by-step explanation:

44640

Answer:

31 days =

44640 minutes

Step-by-step explanation:

Welcome

Answer:

Well the volume is 1570.8 cubed. but i don't know what it would be in your range of answers.

Step-by-step explanation:

In mathematics, a sequence is an ordered list of elements, often denoted by brackets or parentheses.

The term "a sequence of length n" refers to a sequence that contains a specific number of elements, where the number of elements is denoted by "n."

When the domain of a function is the set of natural numbers (N), it is called an infinite sequence. An infinite sequence can be thought of as an ordered list that continues indefinitely.

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Let's assume the number of cookies Lily bought is represented by "C," and the number of brownies is represented by "B."

According to the problem, the cost of one cookie is $2, and the cost of one brownie is $3. Lily spent a total of $144.

We can set up two equations based on the given information:

C + B = 60 (equation 1, representing the total number of sweets)

2C + 3B = 144 (equation 2, representing the total cost in dollars)

To solve this system of equations, we can use substitution or elimination method. Here, we'll use the substitution method.

From equation 1, we can rewrite it as C = 60 - B.

Now substitute this value of C in equation 2:

2(60 - B) + 3B = 144

Simplify the equation:

120 - 2B + 3B = 144

Combine like terms:

120 + B = 144

Subtract 120 from both sides:

B = 144 - 120

B = 24

Now substitute the value of B back into equation 1 to find C:

C + 24 = 60

C = 60 - 24

C = 36

Therefore, Lily bought 36 cookies and 24 brownies.

Answer:

2

Step-by-step explanation:

5 + 2(x – 3) = 3(x - 1)

5+2x-6=3x-3

-1+2x=3x-3

-1+3=3x-2x

2=x

Raw materials purchases in July - Payment for raw materials purchases in July = Desired ending raw materials inventory for July

X pounds - 0.35 * X pounds = 9,500 pounds

Solving this equation will give us the value of X, which represents the pounds of raw materials that should be purchased in July.

To determine the number of pounds of raw materials that should be purchased in July, we need to calculate the raw materials production needs for August and then consider the inventory policies given in the information provided.

Each unit of finished goods requires 5 pounds of raw materials. The budgeted unit sales for August are 19,000 units. Therefore, the raw materials production needs for August would be 19,000 units multiplied by 5 pounds per unit, which equals 95,000 pounds.

The ending raw materials inventory equals 10% of the following month’s raw materials production needs. Therefore, the desired ending raw materials inventory for July would be 10% of 95,000 pounds, which is 9,500 pounds.

To calculate the raw materials purchases for July, we need to consider the payment terms provided. Thirty-five percent of raw materials purchases are paid for in the month of purchase and 65% in the following month.

Let's assume the raw materials purchases for July are X pounds. Then the payment for 35% of X pounds will be made in July, and the payment for 65% of X pounds will be made in August.

The payment for raw materials purchases in July (35% of X pounds) will be:

0.35 * X pounds

The payment for raw materials purchases in August (65% of X pounds) will be:

0.65 * X pounds

Since the raw materials purchases for July should cover the desired ending raw materials inventory for July (9,500 pounds), we can set up the following equation:

Raw materials purchases in July - Payment for raw materials purchases in July = Desired ending raw materials inventory for July

X pounds - 0.35 * X pounds = 9,500 pounds

Solving this equation will give us the value of X, which represents the pounds of raw materials that should be purchased in July.

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Answer:

what do you mean

Step-by-step explanation:

Answer:

x + 2 + x + 2 + x + 2 + x + 2 + x + 2 + x + 2 + x + 2 + x + 2 + x + 2 = 9x+18

so there are 9 twos or 18 and 9x. No value is provided for x so the answer is 18+9x.

Step-by-step explanation:

\( \huge \boxed {\sf \: {Answer}}\)

\(( {x}^{7} + 5x ^{4} - x + 2) - ( {5x}^{4} - {x}^{3} + 2) \\ ={x}^{7} + 5x ^{4} - x + 2 - {5x}^{4} + {x}^{3} - 2\\ = {x}^{7} + 5x ^{4} - {5x}^{4} + {x}^{3} - x + 2 - 2 \\ = {x}^{7} + {x}^{3} - x \\ = x( {x}^{6} + {x}^{2} - 1)\)

Hope you could understand.

If you have any query, feel free to ask.

The angles <1, <2, and <3 will not add up to 180 degrees. The angles <1 and <2 are alternate interior angles, and the angles <2 and <3 are also alternate interior angles, AB is parallel to CD.

The angle sum property of a triangle states that the sum of the interior angles of a triangle is always equal to 180 degrees. This means that if you measure the angles inside any triangle and add them up, the result will always be 180 degrees. This property holds true for all types of triangles, whether they are equilateral, isosceles, or scalene.

To understand this property, consider a triangle ABC with interior angles angle A, angle B, and angle C. If we draw a line segment from vertex A to a point D on side BC such that it is parallel to the side AB, then we can see that angle A and angle C are alternate interior angles of the parallel lines AB and CD. Similarly, angle B and angle C are alternate interior angles of the parallel lines BC and AD.

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The graph that could represent the relationship between x and y will be Graph E

It should be noted that in discrete mathematics, and in graph theory, a graph is a structure amounting to a set of objects in which some pairs of the objects are in some sense "related". .

In this case, it should be noted that the objects correspond to mathematical abstractions called vertices and each of the related pairs of vertices.

In conclusion, the correct option is E.

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Answer:

2 11/12 Square feet

Step-by-step explanation:

What we do is convert the mixed numbers into improper fractions

2 x 2 + 1 = 5

1 x 6 + 1 = 7

our new fractions are 5/2 and 7/6

find the least common denominators LDC

new fractions 15/6 and 7/6

multiply 15/6 x 7/6= 35/12

simplify into mixed number =  2 11/12

Answer:

5  

+   0.6

+   0.02

+   0.009

Step-by-step explanation:

5 × 1  

+ 6 ×   0.1

+ 2 ×   0.01

+ 9 ×   0.001

5 × 100

+ 6 × 10-1

+ 2 × 10-2

+ 9 × 10-3

all of them are correct

1)1000

2) 4.4%

3) 4.4

4) 9%

5)4.4%

6) 0.6%

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Answer:

test test 9101112131415

Answer:

Answer answer 233 234 23456789

Step-by-step explanation:

is that right.......:)

On solving the provided question, by the help of BODMAS we can say that - Subtract 22 from both sides is the answer to the given question.

BODMAS and PEDMAS are both names for it in various places. This stands for exponents, parenthesis, division, multiplication, addition, and subtraction. The BODMAS rule states that parentheses must be answered before powers or roots (that is, of), divisions, multiplications, additions, and lastly subtractions. The BODMAS rule states that the degree (52 = 25), parenthesis (2 + 4 = 6), any division or multiplication (3 x 6 (bracket response) = 18), and any addition or subtraction (18 + 25 = 43) come before any other operations.

\(f/3 +22 = 17\)

\(f/3 +22 -22 = 17 -22\) Subtracting the same value from both sides keeps the equation equal.  

Then simplify. The \(+22 and -22= 0\) They "cancel"   \(17-22 = -5\)

\(f/3 = -17 f/3\) is now isolated-- by itself-- in the equation.

If we have to solve  f, the next step we to take is to multiply on the both sides by  3.

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Answer: See below

Step-by-step explanation:

Answer:

Answer below

Step-by-step explanation: