a ractangle has an area of 2/9 which could be the dimenions

Answer: Reflection over x-Axis

Step-by-step explanation:

Answer:

m=3

Step-by-step explanation:

Answer:

A. obtuse

Step-by-step explanation:

process of elimination when looking at examples of different triangles

Answer:

6

Step-by-step explanation:

The set of side measurements that could be used to form a right triangle is 3, 4 and 5 option (D) is correct.

What is a right-angle triangle?

It is a triangle in which one of the angles is 90 degrees and the other two are sharp angles. The sides of a right-angled triangle are known as the hypotenuse, perpendicular, and base.

It is given that:

The side length of the triangle is shown in the option:

As we know,

Pythagoras' theorem is the square of the hypotenuse in a right-angled triangle is equal to the sum of the squares of the other two sides.

Using Pythagoras' theorem:

From option(D):

3, 4 and 5

(3)² + (4)² = 5²

9 + 16 = 25 (True)

Thus, the set of side measurements that could be used to form a right triangle is 3, 4 and 5 option (D) is correct.

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The equation of a line perpendicular to y = x + 1 that passes through the

point (8,-3) is y = x+1.

What is line equation?

The general equation for every straight line is y = mx + c, where m is the gradient (or degree of steepness) of the line and c is the y-intercept (the point in which the line crosses the y -axis).

[tex]$x$[/tex] - axis interception points of [tex]$x+1: \quad(-1,0)$[/tex]

[tex]$y$[/tex]-axis interception point of [tex]$x+1: \quad(0,1)$[/tex]

X Intercepts: [tex]$(-1,0), \mathrm{Y}$[/tex] Intercepts: [tex]$(0,1)$[/tex]

Slope of [tex]$x+1: \quad m=1$[/tex]

[tex]$x+1$[/tex]

For a line equation for the form of[tex]$y=m x+b$[/tex], the slope is m, m=1

y = x+1

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Answer:

the answer is c my good sir or mam

By logarithm properties, the logarithmic equation 2 · ㏒ₐ (5 · x³) - (1 / 2) · ㏒ₐ (2 · x + 3) is equivalent to ㏒ₐ [(25 · x⁶) / √(2 · x + 3)]. (Correct choice: A)

In this problems we have a logarithmic equation that must be simplified by means of logarithm properties, all of them described below:

Logarithm of a product of two numbers

㏒ₙ (a · b) = ㏒ₙ a + ㏒ₙ b

Logarithm of a division of two numbers

㏒ₙ (a / b) = ㏒ₙ a - ㏒ₙ b

Logarithm of a power of a number

㏒ₙ aˣ = x · ㏒ₙ a

Now we proceed to reduce the logarithmic equation into a single expression:

2 · ㏒ₐ (5 · x³) - (1 / 2) · ㏒ₐ (2 · x + 3)

㏒ₐ (5 · x³)² - ㏒ₐ √(2 · x + 3)

㏒ₐ (25 · x⁶) - ㏒ₐ √(2 · x + 3)

㏒ₐ [(25 · x⁶) / √(2 · x + 3)]

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Answer:   0.7

Step-by-step explanation:

since the person is being picked out of those who use provider B. we see the total of the people is 20.

since only 14 of the 20 use unlimited usage:

14/20=0.7

thus the answer 0.7

The value of c is a real solution to the equation [tex]4x^{2}-8x +c[/tex] = 0 is 4

In algebra, a "real solution" is any answer to an equation that is a real number.

There is just one true solution where discriminant b2 - 4ac equals zero. The equation x2 + 2x + 1 = 0 has one solution, x = -1.

Depending on whether the discriminant is positive, zero, or negative, there are many answers to the quadratic equation that has been presented.

A positive discriminant indicates that the quadratic has two distinct real number solutions.

A discriminant of zero indicates that the quadratic equation has a repeating real number solution.

The quadratic equation given is

[tex]4x^{2}-8x +c[/tex] = 0

For real solution

Discriminant = 0

[tex]b^{2}-4ac[/tex] = 0

[tex]8^{2}-4(4)(c)[/tex] = 0

64 - 16c = 0

-16c = -64

c = 4

The value of c is a real solution to the equation [tex]4x^{2}-8x +c[/tex] = 0 is 4

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Correlation may not always indicate causality shown below.

What do you mean by corelation and causation?

We can determine how strongly a pair of variables are linearly associated and change together using the statistical technique of correlation. It only states that there is a relationship; it doesn't explain why or how it came to be. Correlation goes one step farther than causality. It states that any change in one variable's value will result in a change in another variable's value, or that one variable causes the occurrence of another. It also goes by the name "cause and effect."

may not always indicate causality. with a well-known instance.

In New York, ice cream sales and homicide rates are associated (Study)

The frequency of homicides fluctuates along with ice cream sales. Does ice cream consumption result in deaths of people?

No. The mere correlation of two events does not imply causation.

Since correlation does not imply causation in our example, ice cream is not to blame for any fatalities.

There are occasionally some unspoken aspects that are somehow connected. Weather is the underlying factor that drives both ice cream sales and homicide rates, as in our example. The increase in ice cream sales and killings is actually a result of the weather.

Therefore, significant linear correlation does not imply causality.

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Answer:The correct anserw is f(x=-8

Step-by-step explanation:

Step-by-step explanation:

x = number of cards

the production costs (PC) per day are

PC(x) = 264 + 1.1x

the sales (S) are

S(x) = 5.1x

the profit (P) per day is sales minus costs

P(x) = S(x) - PC(x) = 5.1x - (264 + 1.1x) =

= 5.1x - 264 - 1.1x = 4x - 264

we need to find the value of x, so that P(x) = 52.

52 = 4x - 264

316 = 4x

x = 316/4 = 79

79 cards must be delivered daily to make a profit of $52.

The true statement similar to the rectangle is that  the product of the length and width is 50 cm².

A rectangle is a quadrilateral that has opposite sides equal to each other and the opposite sides of a rectangle is parallel to each other.

Each angles of a rectangle is 90 degrees. The diagonals bisect each other. The length of the diagonals is equal.  The sum of all the interior angles of a rectangle is 360°.

The figure is a rectangle with dimension of 10 cm by 5 cm.

Therefore, the statement that best describes the length and width of a rectangle similar to the rectangle is that the product of the length and width is 50 cm².

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Answer:

3/11

Step-by-step explanation:

To find a ratio of one item to another we divide the quantity of the first item to the second.

We know Ann has 3 cups of seeds, and overall 11 ingredients. So her ratio is 3/11. Or 3 cups of seeds for every 11 ingredients.

Answer:

3 : 11

Step-by-step explanation:

Trail Mix Recipe:

Total number of cups of all the ingredients:

⇒ 5 + 3 + 1 + 2 = 11

Therefore, the ratio of seeds to total ingredients is:

Note: The ratio cannot be reduced further since both 3 and 11 are prime numbers.

The value of x is option (B) 4

Consider the bottom triangle

All the angles of the triangle is equal therefore, the triangle is an equilateral triangle. All the three sides of the equilateral triangle will be equal

One side is given

The length of the side LM = 5 units

The length of the side MK = 5 units

The angle J = Angle MKL

Therefore the triangle MKL is an isosceles triangle

Then, the length of the side MK = The length of the side MJ

Substitute the values in the equation

x + 1 = 5

x = 5 -1

x = 4 units

Therefore, the value of x is 4

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Answer:

Step-by-step explanation: 144350*(1-34%) is the salary that he gets.

So it equals 144350*66%=144350*0.66=95271

Answer:

  x < 4  or  6 < x

Step-by-step explanation:

You want the compound inequality that describes the number line graph with open circles at 4 and 6, and shading everywhere except between them.

The left line segment has all values less than 4 shaded. The corresponding inequality is ...

  x < 4

The right line segment has all values greater than 6 shaded. The corresponding inequality is ...

  x > 6

These do no overlap, so the compound inequality uses "or" to combine them:

  x < 4 or x > 6

__

Additional comment

Sometimes it is helpful to have the relationship between the shading and the limit values a little more obvious in the inequality. That will be the case if you always use left-pointing inequality symbols: < or ≤. By writing the compound inequality as ...

 x < 4 or 6 < x

we see that shading is outside (left or right of) the interval [4, 6].

The symbol without the "or equal to" bar is used when the circle is an open circle. A filled dot would signify the limit value is part of the interval of interest, and the ≤ (or ≥) symbol would be used.

The percentage value of 13.5 is 135%

Option D is the correct answer.

The percentage is calculated by dividing the required value by the total value and multiplying by 100.

Required percentage value = a

total value = b

Percentage = a/b x 100

Example:

50% = 50/100 = 1/2

25% = 25/100 = 1/4

20% = 20/100 = 1/5

10% = 10/100 = 1/10

We have,

1.35

We will multiply 100 to get the percentage.

Now,

1.35

= 135/100 x 100

= 135%

Thus,

135% is the percentage value of 1.35.

Option D is the correct answer.

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I'm confused, I'm not sure if the 12 you added to the problem is like the number of the problem or part of the problem, but my answer is going to be with the 12 as part of the problem.

Answer:  19/4 or 4 3/4 or 4.75

Step-by-step explanation: First you have to use the PEMDAS, which means first you have to do the parenthesis first, so add the 1/4 to the 1/3 which equals 7/12. so do that to the second power and then multiply the 12 and add the 2/3 which gets you 19/4

The new amount of sit - ups will be 200.

A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

Given that;

Tyson does 80 sit-ups during his work out.

And, He wants to increase his sit-ups by 25%.

Now,

Since, Tyson does 80 sit-ups during his work out.

And, He wants to increase his sit-ups by 25%.

Hence, We get;

The new amount of sit-ups = 80 + 25% of 80

                                          = 80 + 25/100  × 80

                                          = 80 + 20

                                          = 100

Thus, The new amount of sit - ups = 200

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Answer:

It's 107

Step-by-step explanation:

pls give brainly crown

Answer: Parallel

Step-by-step explanation:

2/3 and -2/3 are parallel because they are the same number. However, one is in the negatives while the other is in the positives. They will never run into each other, which means parallel.

the slope ( rise over run ) is 1/2

Answer:

A.

Step-by-step explanation:

I'd say A because it's asking for you to explain the answer. the 10 is the tv and it is also an x value the 60 is the y value. Not sure how to explain properly sorry i think this is best i can explain it...

The graph of the given equation is attached bellow.

What is a graph?

In mathematics, a graph is a visual representation or diagram that shows facts or values in an ordered way.

The relationships between two or more items are frequently represented by the points on a graph.

Here, for instance, we can plot a graph showing the type and quantity of school supplies used by pupils in a class based on the data provided below. Each supply is first counted, and the data is then shown in a table with specific colors in a logical order.

Given equation is y=-5x+50

Where y represents the gift card balance after x number of days.

First find some points on the line.

Putting x = 5 in the given equation:

y = (- 5 × 5) + 50

y = -25+ 50

y = 25

Putting x = 0 in the given equation:

y = (- 5 × 0) + 50

y = -0+ 50

y = 50

Putting x = -1 in the given equation:

y = (- 5 × (-1)) + 50

y = 5+ 50

y = 55

The points on the line are (5, 25), (0,50), and (-1,55).

Plot the points and join them.

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Answer:

a rotation 180°clockwise abt the origin

Answer:

When the slope of a line is changed to a value that is less than 1, the line becomes less steep. This means that the change in the y-value (the vertical direction) for a given change in the x-value (the horizontal direction) is smaller than it was before. For example, if the original line had a slope of 2 and the new slope is 0.5, the line will be less steep and the change in y for a given change in x will be smaller.

x² - x - 4 = 0 is the equation that can be used to find the value of x.

Given,

The dimensions of a sand box is given as (x + 2) inches and (x + 1) inches.

The value of the area, in square inches, of the sandbox is equal to the value the perimeter in inches.

We have to find an equation that can be used to find the value of x;

Here,

Consider the sand box as a rectangle.

Area of rectangle = length x width

That is,

Area of sand box = (x + 2) (x + 1) = x² + x + 2x + 2 = x² + 3x + 2

Now, Perimeter of rectangle = 2(length + width)

That is,

Perimeter of sand box = 2(x + 2 + x + 1) = 2(2x + 3) = 4x + 6

Now,

Equate both the equations;

x² + 3x + 2 =  4x + 6

x² + 3x + 2 - 4x - 6 = 0

x² - x - 4 = 0

Therefore,

The equation that can be used to find the value of x is x² - x - 4 = 0

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