The values of VT and ST for the given rectangle are 13 and 23.56 respectively.
The given parameters:
RV = x + 6US = 5x - 9RS = 11The value of VT and ST is calculated as follows;
from the given diagram we can conclude the following;
2RV = RT = US
[tex]2(x + 6) = 5x - 9\\\\2x + 12 = 5x - 9\\\\12 + 9 = 5x - 2x\\\\21=3x\\\\x = 7[/tex]
RT = 2RV = 2VT = 2(7 + 6) = 26
VT = ¹/₂ x 26
VT = 13
The value of ST can be determined from Pythagoras theorem as follows;
[tex]ST = \sqrt{RT^2 - RS^2} \\\\ST = \sqrt{26^2 - 11^2} \\\\ST = 23.56[/tex]
Learn more about Pythagoras theorem here: https://brainly.com/question/12306722
What is 2+6 100 points the answer is 8 right?
Answer:
yes it is 8
Step-by-step explanation:
Answer:
Step-by-step explanation:
8
SOLVE
5x + 2y = 37
y = x + 8
Write the solution below.
Answer:
x=3
y=11
Step-by-step explanation:
5x + 2y = 37
y = x + 8
5x+2(x+8)=37
5x+2x+16=37
7x=21
x=3
y = (3) + 8
y=11
Need help on HS geometry
Answers:
321°Hope you could get an idea from here.
Doubt clarification - use comment section.
[tex]\\ \tt\Rrightarrow 16x-27=5x+6[/tex]
[tex]\\ \tt\Rrightarrow 16x-5x=6+27[/tex]
[tex]\\ \tt\Rrightarrow 11x=33[/tex]
[tex]\\ \tt\Rrightarrow x=3[/tex]
m<YQR=16(3)-27=48-27=21°how do you simplify this equation?
Answer:
The answer is B --> [tex]\frac{x^{2} }{3x^{2} -1}[/tex]
How I got that:
These are really easy, you're simply looking for numbers that you can factor down. Like here:
I took:
[tex]\frac{4x^{2} }{12x^{2} -4}[/tex]
and saw that I could factor out 4 from the denominator:
[tex]\frac{4x^{2} }{4(3x^{2} -1)}[/tex]
and then I canceled out the common factor (4 because its on both sides):
[tex]\frac{x^{2} }{3x^{2} -1}[/tex]
And there ya go!
~That's All Folks~
-Siascon
Answer: It's B
Step-by-step explanation:
22x2
Simplify ————————
12x2 - 4
4.1 Pull out like factors :
12x2 - 4 = 4 • (3x2 - 1)
what the vertical height of a hemisphere
Answer:
V= (2/3) π r³
hope this helps :>
1. Make a Prediction Write a rule that you can use to find the number of star beads in a bracelet when you know the number of moon beads. Then write a rule that you can use to find the number of moon beads when you know the number of star beads.
Find the midpoint of the segment with the following endpoints. (10,6) and (4,9)
Answer:
(7,7.5)
Step-by-step explanation:
midpoint formula:
(10+4)/2=7
(6+9)/2=7.5
(7,7.5)
What are the steps to convert a number from standard notation to scientific notation?
Answer:
Consider a big number 3,400,000. To convert this number into scientific notation:
Place a decimal by counting the steps to the left until the coefficient of the number is between 1 and 9.
Count the number of steps moved. This will be the power of the base 10.
In this case, the coefficient is 3.4 and the 6 steps are moved.
Multiply the coefficient by 106,
Therefore, the answer is 3. 4 x 10 6
Step-by-step explanation:
What is the area of this figure?
6 in
4 in
1 in
2 in
7 in
6 in
square inches
Answer:
wheres the figure
aaah
good morning
Simplify (x^3 + 2x^2 - x) + (4x^3 + x^2 + x)
Answer: 5x^3 + 3x^2
Step-by-step explanation:
Answer:
Step-by-step explanation:
6x2 - 8x - 2
Simplify ————————————
x - 1
STEP
3
:
Pulling out like terms
3.1 Pull out like factors :
6x2 - 8x - 2 = 2 • (3x2 - 4x - 1)
Trying to factor by splitting the middle term
3.2 Factoring 3x2 - 4x - 1
The first term is, 3x2 its coefficient is 3 .
The middle term is, -4x its coefficient is -4 .
The last term, "the constant", is -1
Step-1 : Multiply the coefficient of the first term by the constant 3 • -1 = -3
Step-2 : Find two factors of -3 whose sum equals the coefficient of the middle term, which is -4 .
-3 + 1 = -2
-1 + 3 = 2
Observation : No two such factors can be found !!
Conclusion : Trinomial can not be factored
Polynomial Long Division :
3.3 Polynomial Long Division
Dividing : 3x2-4x-1
("Dividend")
By : x-1 ("Divisor")
dividend 3x2 - 4x - 1
- divisor * 3x1 3x2 - 3x
remainder - x - 1
- divisor * -x0 - x + 1
remainder - 2
Quotient : 3x-1
Remainder : -2
Final result :
2 • (3x2 - 4x - 1)
——————————————————
x - 1
See results of polynomial long division:
1. In step #03.03
25.4 as mixed number
Answer:
6.25
Step-by-step explanation:
I believe you were trying to put a fraction in but accidentally pressed the period.
25/4
6 1/4
6.25
Answer:
25 2/5
Step-by-step explanation:
Hope it's right and it helps.
Easy peace math problem
Answer:
225/10=441/l
cross multiply
225l=10*441
225l=4410
l=4410/225
l=19.6 liters of gas
Step-by-step explanation:
l=19.6 liters of gas
Good Day everyone! Kindly give me the formula for finding the original price, discount rate, discount and sale price.
Original price, discount rate, discount and sale price are given but one of them is missing.
Like original price = missing, discount rate = missing, and so on.
Explanation:
The relevant relationships are ...
discount = (discount rate) × (original price)
(sale price) = (original price) - discount
__
Putting these into one equation gives ...
(sale price) = (original price) - (discount rate)×(original price)
Combining terms, yields ...
(sale price) = (original price)×(1 -(discount rate))
This relation can be solved for either of the variables on the right:
(original price) = (sale price)/(1 -(discount rate))
(discount rate) = 1 -(sale price)/(original price)
or ...
(discount rate) = discount/(original price)
Going back to the beginning, you have ...
discount = (original price) -(sale price)
__
To solve for the missing amount, you can choose the formula for which you have the other amounts. Or, you can start with any of the relations that relate the amounts you have, fill in the given values, and solve for the unknown.
It's not rocket science. You see these calculations almost every time you go to the store.
_____
Additional comments
Here, we have assumed a positive value for discount rate and discount, and that the sale price is less than the original price. This is basically the set of relations that are seen by a retail buyer.
If you are the seller, the relations you typically see are ...
(cost price) + (markup) = (selling price)
The markup can be expressed as a percentage of either the cost price or the selling price, or it may be based on some other relation (fixed business costs, for example).
And another one is ...
(markup)/(cost price) = (profit ratio) . . . . often expressed as a percentage
Sometimes the profit is expressed as a fraction of the selling price (business revenue) instead of the cost price.
__
Taxes are added on in the same way that discounts are subtracted:
(final selling price) = (selling price) + (tax rate)×(selling price)
or
(final selling price) = (selling price)×(1 +(tax rate))
What is the slope of any line parallel to the graph of y=8x+20?
Answer:
m = 8
General Formulas and Concepts:
Algebra I
Slope-Intercept Form: y = mx + b
m - slope b - y-interceptStep-by-step explanation:
When any 2 lines are parallel, they will have the same slope but different y-intercepts.
∴ Our parallel line's slope will be 8.
What is the scale factor of the
dilation shown?
Answer:
2
Step-by-step explanation:
help please ,,,,,,,,,
Equation of a straight line:
y = mx + b ------(i)
Step by Step Solution:
Step 1:
m = 0.125, b = - 3
y = (1/8)x + (-3)
y = 0.125x - 3
(Graph is attached)
Answer:
Step-By-Step explanation:
Formula for any straight line is
y = mx + c
where m = slope, c = constant
Given: y = -3, m = 1/8
Substitute into formula
(y - intercept occurs when x = 0)
-3 = 1/8(0) + c
-3 = 0 + c
c = -3
y = 1/8x - 3
de un grupo de 22 estudiantes hay 13 que practican natación y 10 practican atletismo y 2 que no practican nada . ¿Cuántos practican solo atletismo?
AYUDA¡¡¡
Usando conjuntos de Venn, se encuentra que 7 estudiantes practican solo atletismo.
Los conjuntos son:
Conjunto A: Estudiantes que practican natación.Conjunto B: Estudiantes que practican atletismo.Hay que:
13 que practican natación, o sea, [tex]A = 13[/tex].10 practican atletismo, o sea, [tex]B = 10[/tex].2 que no practican nada, o sea [tex]A \cup B = 22 - 2 = 20[/tex].La cantidad que practica ambos es:
[tex]A \cap B = A + B - A \cup B[/tex]
[tex]A \cap B = 13 + 10 - 20[/tex]
[tex]A \cap B = 3[/tex]
Solo atletismo es:
[tex]B - A \cap B = 10 - 3 = 7[/tex]
7 estudiantes practican solo atletismo.
Más informaciones a cerca de conjuntos de Venn pueden ser obtenidas en https://brainly.com/question/24388608
Help!!!!!!!!!!
PLEASE!
Answer:
B
Step-by-step explanation:
The Government Soldiers didn't knew that they were Americans
Answer:
B) the government soldiers did not know the climbers were Americans when they started shooting at them.
Step-by-step explanation:
the other answers don't make sense.
There was no mention of A) a message C) not knowing how to communicate
D) trying to warn about the rebels.
By context clues, we can infer that when it was revealed that they were Americans, they realized they were on the same side and began to help them and stopped shooting at them.
Which of the following best describes the slope of the line below?
• A. Negative
• B. Undefined
• C. Zero
D. Positive
Answer:
A. Negative
Step-by-step explanation:
This line cannot have a slope of zero or undefined because it's a linear negative line. This line is not positive because it's not heading to the right, it's heading to the left which is the negative side, the slope Rise/Run goes up 1 and left 1, which means the slope for this equation is possibly -1x.
Answer:
Negative
Step-by-step explanation:
We can see that as x increases, y decreases. Therefore, the change in y over the change in x is negative. The line goes down from left to right.
the quotient of a number and 7 is greater than or equal to 20
Answer:
a is greater than or equal to 140
Step-by-step explanation:
Multiply both sides by 7, which cancels out the 7 and turns 20 into 140
Does anybody know how to does this pleaseee helppppp. The first 2 my teacher did them for me but I’m still confused pleaseee helpppp
Answer:
below
Step-by-step explanation:
A triangle can only be a triangle if the two shortest sides add up to be greater than the longest side.
For example on the first one, the segments 1 2 and 3 will not make a triangle as 1 + 2 = 3 and if the two smallest sides of a triangle are equal to the longest side it will not be a triangle at all.
So to make this easy, out of the three numbers given: add the two smallest numbers. This number has to be greater than the third number given, and it cannot be equal.
For question three: 3+9 = 12
And 12 is greater than 11, therefore this can make a triangle.
help. please..
with steps.
Answer:
Option 2
Step-by-step explanation:
The account balance multiplier for the compound interest option is ...
(1 +r)^t = 1.05^8 ≈ 1.477455
The account balance multiplier for the simple interest option is ...
(1 +rt) = 1 +0.06·8 = 1.48
Jadwa should choose option 2 for this investment. It will earn about £5.09 more in interest over the 8-year period.
_____
£2000 · (1.48 -1.477455) ≈ £5.09
__
In the above formulas, r is the interest rate, and t is the number of years.
If (-2,11) and (9,22) are two
anchor points on the trend line,
then find the equation of the line.
y = [ ? ]x + [
Answer:
The equation of the line is- y = x + 13
Elliott needs 3/4 of a cup of sugar to make a dozen chocolate chip cookies. How many cups of sugar does he
need to make 4 dozen.
Answer:
3 cups
Step-by-step explanation:
3/4 times 4 equals 12/4. divide and get 3.
Use the standard algorithm to solve 4,761 ÷ 23 = ________.
Answer: 207 Remainder 0
Step-by-step explanation:
Find EG
Please help
Answer:
EG = 12.2
Step-by-step explanation:
Since HG = HE = 14 then the triangle is isosceles.
HF is a perpendicular bisector of EG , then
EF = FG = 6.1 , so
EG = EF + FG = 6.1 + 6.1 = 12.2
Does any one mind helping me on this question I have struggle solving it
-1=0
0.5=4.5
3=3.1
this is the answer
Evaluate the following expression if c = 8 and d = -5
3 * (c+d
Hi,
if c = 8 and d = -5:
3*(c + d) <=> 3*(8 + (-5))
= 3*(8 - 5)
= 3*3
= 9
✅^_^
HELP PLS IM BEING TIMED
A line passes through the points (-5, 2) and (10,-1). Which is the equation of the line?
O y=-3x+1
Oy-x
O y = -5x – 23
O y = 5x + 27
Answer:
The correct answer is none.
Step-by-step explanation:
The correct answer is y = -1/5x + 1
To find the equation of the line, start by finding the slope. You can do this by using the slope formula below.
m(slope) = (y2 - y1)/(x2 - x1)
m = (2 - -1)/(-5 - 10)
m = 3/-15
m = -1/5
Now that we have the slope, we can use it along with either point in the point-slope form to get the equation.
y - y1 = m(x - x1)
y - 2 = -1/5(x + 5)
y - 2 = -1/5x - 1
y = -1/5x + 1
Answer:
It Should be y= -1/5x + 1 but you have not listed it in your options...
Step-by-step explanation:
what is factoring: problems involving factors of polynomials
Answer: Factoring is essentially the reverse of the distributive property. You are basically trying to simplify the polynomial by taking out common factors. You also may try reducing the power (or the highest exponent) of the polynomial with factoring. I would say that factoring is the breaking down of a bigger polynomial into a product of two expressions that are usually multiplied by each other. One specific use of factoring we see a lot is the quadratic formula.
1. Quadratic Factoring --> [tex]x^2+2x-15[/tex] --> we have an [tex]x^2[/tex] but we want there to only be "[tex]x[/tex]"s. Here we need to constant numbers (integers), that multiply together to get [tex]-15[/tex], and add up to [tex]+2[/tex]. (5 and -3)
- [tex]x^2+2x-15[/tex] ==> [tex]x^2+5x-3x-15[/tex] ==> [tex]x(x+5)-3(x+5)[/tex] ==> [tex](x-3)(x+5)[/tex]
Above: We can see that we factor out [tex]x[/tex] from [tex]x^2+5x[/tex] (This shows that we are aiming to break it down to make it easier to evaluate).
Remember: Factoring does not always mean that the polynomial is in a simpler form. There are many situations where factoring is totally unnecessary and complicates the polynomial even more.
--------------------------------------------------------------------------------------------------------------On a separate note: Distributive Property, if you are unsure or not fully sure on what that means, is when you multiply two expressions together to create one expression. Multiple expressions are combining into one.