Answer:
Half of the 10-inch quesadilla is greater than the entire 5-inch quesadilla
Step-by-step explanation:
we know that
The area of a circle is equal to
[tex]A=\pi r^2[/tex]
where
r is the radius
step 1
Find the area of the 10 inch-round quesadilla
we have
[tex]D=10\ in[/tex]
[tex]r=10/2=5\ in[/tex]
substitute
[tex]A=\pi (5)^2[/tex]
[tex]A=25\pi\ in^2[/tex]
step 2
Find the area of the 5 inch-round quesadilla
we have
[tex]D=5\ in[/tex]
[tex]r=5/2=2.5\ in[/tex]
substitute
[tex]A=\pi (2.5)^2[/tex]
[tex]A=6.25\pi\ in^2[/tex]
step 3
Which is larger, half of the 10-inch quesadilla or the entire 5-inch quesadilla?
Compare
half of the 10-inch quesadilla is equal to ----> [tex]\frac{1}{2}(25\pi)=12.5\pi\ in^2[/tex]
the entire 5-inch quesadilla ---->[tex]6.25\pi\ in^2[/tex]
therefore
Half of the 10-inch quesadilla is greater than the entire 5-inch quesadilla
What does z= ? I need the answer asap, help plsss !
Answer:
51
Step-by-step explanation:
tan(z) = 10/8
z = (tan^-1)(1.25)
z = 51.3401917459
Answer:
D) 51
Step-by-step explanation:
Form an equation to find z:
tan(z)=10/8
tan^-1(tan(z))=tan^-1(10/8)
z=51.34
So the correct choice is D
PLEASE HELP NEED THIS TO PASS
The solutions to f(x) = 64 is x = 7 and x = –7.
Solution:
Given data:
[tex]$f(x)=x^{2}+15[/tex] – – – – (1)
[tex]f(x)=64[/tex] – – – – (2)
To find the solutions to f(x) = 64.
Equate equation (1) and (2), we get
[tex]x^2+15=64[/tex]
Subtract 15 from both sides of the equation.
[tex]x^2+15-15=64-15[/tex]
[tex]x^2=49[/tex]
[tex]x^2=7^2[/tex]
Taking square root on both sides of the equation, we get
x = ±7
The solutions to f(x) = 64 is x = 7 and x = –7.
: In Ms. Perron’s class, 40% of the students are boys. There are 10 boys in the class. What is the total number of students in Ms. Perron’s class?
Solution:
In Ms. Perron’s class, 40% of the students are boys
There are 10 boys in the class
Let "x" be the total number of students in Perron class
From given,
40 % of total students are boys
Therefore,
40 % of x = 10
[tex]\frac{40}{100} \times x = 10\\\\40x = 1000\\\\x = 25[/tex]
Thus total number of students in Ms. Perron’s class is 25
solve the question of what is 2 + 3
Answer:
it's 5
Step-by-step explanation:
[tex]2 + 3 = 5[/tex]
5
Step-by-step explanation:
2 + 3 = 5
Total of answer is 5
Would someone help me????
Compare and contrast the following pairs of quadrilaterals based upon properties of their sides and angles. Describe the nature of their relationship, i.e., a square is a rectangle, but not all rectangles and squares.
Parallelograms and rectangles
Sides:
Angles:
Relationship:
Parallelograms and squares
Sides:
Angles:
Relationship:
Answer:
Parallelograms and Rectangles
Sides: Both have 4
Angles: Both have 4 angles but a rectangle has right angles.
Relationship: A rectangle is a parallelogram but a parallelogram is not a rectangle.
Parallelograms and Squares
Sides: Both have 4
Angles: Both have 4 angles yet a square has 4 right angles
Relationship: A square is a parallelogram however a parallelogram is not a square.
Final answer:
A detailed explanation comparing properties of parallelograms and rectangles, as well as parallelograms and squares based on sides and angles.
Explanation:
Parallelograms and rectangles
Sides: In rectangles, opposite sides are equal, while in parallelograms, opposite sides are equal.
Angles: Rectangles have four right angles, whereas parallelograms do not necessarily have right angles.
Relationship: All rectangles are parallelograms, but not all parallelograms are rectangles.
Parallelograms and squares
Sides: In squares, all sides are equal, while in parallelograms, opposite sides are equal.
Angles: Squares have four right angles, whereas parallelograms do not necessarily have right angles.
Relationship: All squares are parallelograms, but not all parallelograms are squares.
A box is filled with 8 blue cards, 8 yellow cards, and 2 green cards. A card is chosen at random from the box. What is the probability that the card is not yellow?
The probability that the card is not yellow is [tex]\frac{5}{9}[/tex]
Solution:
The probability of an event is given as:
[tex]Probability = \frac{ \text{ number of favorable outcomes }}{ \text{ total number of possible outcomes }}[/tex]
From given,
A box is filled with 8 blue cards, 8 yellow cards, and 2 green cards
Total number of possible outcomes = 8 + 8 + 2 = 18
Favorable outcome = card is not yellow
Favorable outcome = card is blue or green = 8 + 2 = 10
Therefore,
[tex]Probability = \frac{10}{18}\\\\Probability = \frac{5}{9}[/tex]
Thus the probability that the card is not yellow is 5/9
The probability that the chosen card is not yellow = [tex]\frac{5}{9}[/tex]
Step-by-step explanation:
Step 1 :
Given,
Number of blue cards in the box = 8
Number of yellow cards in the box = 8
Number of green cards in the box = 2
Hence total number of cards = 18
We need to find the probability that the chosen card is not yellow.
Step 2 :
Probability that the selected card is yellow = [tex]\frac{8}{18}[/tex] = [tex]\frac{4}{9}[/tex] [since the favorable outcome = 8 and total outcome = 18]
Hence the probability of chosen card not being yellow = 1 - [tex]\frac{4}{9}[/tex] = [tex]\frac{5}{9}[/tex]
Step 3 :
Answer :
The probability of chosen card not being yellow = [tex]\frac{5}{9}[/tex]
Segments CD, AE, and BF are medians of triangle ABC. What is the value of x?
A. x = 3.7
B. x = 4.75
C. x = 5.8
D. x = 8
Step-by-step explanation:
The centroid divides the length of each median in 2:1 ratio.
The length of the part between the vertex and the centroid is twice the length between the centroid and the mid-point of the opposite side.
When CD is the median, C is the vertex and D is the midpoint of AE.
CG = 2 × DG
6.5= 2(3x- 11)
6.5 = 6x -22
6x= 6.5+22
6x= 28.5
x= 28.5/6
x= 4.75
optionB
How much further up the wall does the ladder in figure 2 reach than
the ladder in figure 1 (to the nearest tenth of a foot)?
The ladder in figure 2 reaches 3.2 feet further up than the ladder in figure 1.
Step-by-step explanation:
Step 1:
In both the given figures, the ladder, the wall and the floor form a right-angled triangle. The floor is the adjacent side, the wall is the opposite side and the ladder is the hypotenuse.
According to the Pythagorean theorem,
[tex]a^{2}+b^{2}=c^{2}[/tex], where c is the length of the hypotenuse while a and b are the lengths of the other two sides.
Step 2:
For the ladder in figure 1, assume the distance from the floor to the ladder's top is x feet. So a = x, b = 8 and c = 10 (hypotenuse).
[tex]a^{2}+b^{2}=c^{2}[/tex], [tex]x^{2}+8^{2}=10^{2}[/tex], [tex]x^{2}=100-64=36, x=\sqrt{36}=6 \text { feet }[/tex].
So the distance between the floor and the ladder's top is 6 feet.
Step 3:
For the ladder in figure 2, assume the distance between the floor and the ladder's top is y feet. So a = y, b = 4 and c = 10 (hypotenuse).
[tex]a^{2}+b^{2}=c^{2}[/tex], [tex]y^{2}+4^{2}=10^{2}[/tex], [tex]y^{2}=100-16=48, x=\sqrt{84}=9.1651 \text { feet }[/tex].
So the distance between the floor and the ladder's top is 9.1651 feet.
Step 4:
The difference in heights = The wall height in figure 2 - the wall height in figure 1.
The difference in heights = 9.1651 feet - 6 feet = 3.1651 feet.
Rounding this off to the nearest tenth of a foot, we get 3.2 feet.
Answer: the answer is 3.2 when rounded
Step-by-step explanation:
if you want the explanation look at the one above
Paul, Fiona and Pip share some sweets in the ratio 4:1:1. Paul gets 48 sweets. How many did Pip get?
Answer:
12
Step-by-step explanation:
4:1:1, from the ratio, you know that there are 6 in total (4+1+1)
so set up a proportion
(4/6) = (48/x)
so... (6 x 48) / 4 = x
x = 72, the total
now repeat to find the value for Pip
(1/6) = (x/72)
72 / 6 = 12
Final answer:
Paul, Fiona, and Pip share sweets in a 4:1:1 ratio. Paul's 4 parts amount to 48 sweets, so each part is 12 sweets. Consequently, Pip receives 12 sweets.
Explanation:
The student's question is asking how many sweets Pip would get if Paul, Fiona, and Pip share some sweets in the ratio 4:1:1 and Paul gets 48 sweets. To solve this, we'll need to break down the problem and figure out how many parts the total number of sweets is being divided into. Then, we'll calculate the number of sweets per part using the information given.
Since the ratio is 4:1:1, there are a total of 4 + 1 + 1 = 6 parts. Paul's share is 4 parts, and since Paul gets 48 sweets, each part is worth 48 sweets ÷ 4 parts = 12 sweets.
Both Fiona and Pip get 1 part each. So, since each part equals 12 sweets, Pip gets 12 sweets.
Please answer my question Experts ASAP. Thank you in advance and remember to wash your hands with antibacterial soap for 1 minute.
The area of the given trapezoid is 60 square inches.
Step-by-step explanation:
Step 1:
The trapezoid's area is calculated by adding the base lengths and multiplying it with the trapezoid's height and [tex]\frac{1}{2} .[/tex]
The trapezoid's area, [tex]A = (sum of the lengths)(\frac{height}{2})[/tex]
Here the sum of the base lengths is given as 15 inches.
Step 2:
In the given problem, the sum of the base lengths is 15 inches and the height of the trapezoid is 8 inches.
The trapezoid's area [tex]A = (15)(\frac{8}{2} )= (15)(4) = 60.[/tex]
So the area of the given trapezoid is 60 square inches.
determine area under the standard normal curve given the z score, z less than 1.25
Answer:
0.8944
Step-by-step explanation:
Use a calculator or table.
Using a z-score table:
P(z < 1.25) = 0.8944
which equation represents the graphed function?
Answer:
[tex]y = 2x - 2[/tex]
Step-by-step explanation:
You have not attached the graph.
Assuming the graph function is the one shown in the attachment.
The equation is given by
[tex] \frac{x}{a} + \frac{y}{b} = 1[/tex]
where a=1 is the x-intercept and b=-2 is the y-intercept.
We substitute to get:
[tex] \frac{x}{1} + \frac{y}{ - 2} = 1[/tex]
[tex]2x - y = - 2[/tex]
or
[tex]y = 2x - 2[/tex]
The output is ten less then the input x
Y=X-10
Step-by-step explanation:
Step 1:
Let X be the input and Y be the output variable
Given: The output is 10 less than the input
Step 2:
Y=X-10 be the require function
Eg:
for X=1, Y = -9
X=2, Y=-8, etc
What Are The Factors Of The Expression? -X2+2x+35
A. -1(X-5)(X+7)
B. (X-5)(X-7)
C. -1(X+5)(X-7)
B. (X+5)(X-7)
For this case we must factor the following expression:
[tex]-x ^ 2 + 2x + 35[/tex]
We take common factor -1, taking into account that [tex]- * - = +:[/tex]
[tex]-1 (x ^ 2-2x-35)[/tex]
We factor the expression within the parenthesis, for this we look for two numbers that, when multiplied, result in -35 and when added, result in -2. These numbers are -7 and +5.
[tex]-7 + 5 = -2\\-7 * 5 = -35[/tex]
Thus, the factored expression is:
[tex]((x-7) (x + 5))[/tex]
Finally we have:
[tex]- (x-7) (x + 5)[/tex]
Answer:
Option C
(x+y)(x–y), if x=−3, y=−5
Answer: answer is -16
Step-by-step explanation:
Substitute the values of x and y into the equation to give
(3 + (-5)) (3-(-5))
(3-5) (3+5)
(-2) (8)
-16
During a 3-day event a total
of 7,458 people attended. If
the same number of people
attended each day, how
many people attended on
one day?
Before tax, and miscellaneous charges, Jason's cell phone bill is $100 per month plus $0.15 for every text message that he sends or receives. Which expression represents his cell phone bill for any given month?
A) 100 + 15t
B) 100 + 0.15t
C) 0.15 + 100t
D) 100t - 0.15
Answer:
b
Step-by-step explanation:
100 dollars month
100
plus
100+
0.15 per text
100+15t
Which relationships describes angles 1 and 2?
Select EACH correct answer
A. Adjacent angles
B. Vertical angles
C. Supplementary angles
D. Complementary angles
Answer:
C. Supplementary angles
Step-by-step explanation:
Supplementary angles add up to 180 degrees, making a straight line.
Answer:
Adjacent and Supplementary
Step-by-step explanation:
Adjacent: having a common vertex and a common side.
Supplementary: When two angles add up to 180 degrees.
HELP WORTH 25 POINTS question:
The diagram can be represented by the equation 25=2+6x. Explain where you can see the 6 in the diagram
the 6 is the 6 x's that is in the diagram
Answer:
The 6 is the 6x
Step-by-step explanation:
EQUATION: 25=2+6x, in the diagram there are 7 total boxes, one with a 2 in it, and the other 6 have x's.
Describe the Interquartile Range of the data below.
11, 13, 16, 17, 8, 10, 14, 14, 17, 14
a. median: _____
b. Interquartile range: _____
Answer:
median 8, interquartile range 13
Step-by-step explanation:
I nid help to solve dis
Answer:
[tex] y \: = \binom{ + }{ - } 8x[/tex]
Step-by-step explanation:
Working is shown in the picture.
There is a spinner with 9 equal areas, numbered 1 through 9. If the spinner is spun one time, what is the probability that the result is a multiple of 2 and a multiple of 3?
Answer:
.
Step-by-step explanation:
The probability that the result is a multiple of 2 and a multiple of 3 is 1/9.
What is a spinner?A fidget spinner is a toy that consists of a ball bearing in the center of a multi-lobed flat structure made from metal or plastic designed to spin along its axis with pressure.
How to solve?Here,
Multiples of 3(3,6)
Multiples of 2(2,4,6,8)
Intersection (6)
Favorable outcome: 1
Total outcome: 9
The probability: 1/9
Learn more about Spinner:
https://brainly.com/question/3903294
#SPJ2
Write eighteen hundredths as a decimal.
Answer: 0.18
Step-by-step explanation:
18 hundredths means that if you divide something into one hundred equal parts, 18 hundredths is 18 of those parts that you just divided up. Since 18 hundredths is 18 over one hundred, 18 hundredths as a Fraction is 18/100. If you divide 18 by one hundred you get 18 hundredths as a decimal which is 0.18.
Answer:
.18
Step-by-step explanation:
I am a g at math ,if you search how to write eigteen hundredths as a decimal it will say the same answer
Jeremiah created the ratio 5:13 from the table.what is he comparing
Solve this question
giving 5 points
Answer:
tossing two coins once
Step-by-step explanation:
i calculated.oh and my battery's About to die and i need to write the equation so if it cuts something off, it died.Ok so since it goes two ways and has headS And tai
Line M is parallel to line L. Name the angles which are congruent to angle C in the figure shown below:
A) S, Q, and B
Hope that help you!
Answer:
S, Q and B
Step-by-step explanation:
Those are the angles.
the sum of the digits in a two-digit number is 15. Three times the second digit equals two times the first digit. Write and solve a system of equations to represent this situation. Intepret the solution.
Answer:
3x 5
Step-by-step explanation:
Answer: 96 ordered pair form : (9, 6)
Step-by-step explanation:
x + y = 15
1x + 1y = 15
-1x
y = 15 - 1x (we did this so that it can be the in y=mx format)
3y = 2x (substitute the y for the solution above)
3 ( 15 - 1x ) = 2x
45 - 3x = 2x
+3x +3x
45 = 5x (divide 5 on both sides)
45/5 = 9 ; x = 9
now go back to the first equation and substitute the x for 9
y = 15 - 1(9)
y = 15 - 9
y = 6
hope this helped :)
Which equation has both 4 and -4 as possible values
Answer:
x² - 16 = 0
Also,
|x| = 4
Step-by-step explanation:
(x-4)(x+4) = 0
x² - 16 = 0
|x| = 4
x = 4, -4
Find a solution of the linear inequality. y > 4x - 5
O (3,0)
O (3, 4)
O (2, 1)
O (1,1)
Answer:
(1,1)
Step-by-step explanation:
y > 4x - 5
We try the points in the inequality and see if they are true
(3,0)
0 > 4*3 - 5
0 > 12-5
0>7
False
(3,4)
4 > 4*3 - 5
4 > 12-5
4>7
False
(2,1)
1 > 4*2 - 5
1 > 8-5
0>3
False
(1,1)
1 > 4*1 - 5
0 > 4-5
0>-1
True
Write the expression in simplest form.
(-11/2 x + 3)-2(-11/4 x - 5/2)
Answer:
-(11 / 2x + 3) + (11x / 2) + 5
Step-by-step explanation:
I hope this helps!