Can someone please answer

Answer:

x=2;DE,EF=9,DF=5

Step-by-step explanation:

Since DEF is isoceles, you can set the equations

x+7 and 2x+5 equal to each other

x+7=2x+5, now solve for x

-x=-2,

x=2, now plug in for each side

DE,EF=9

DF=3(2)-1=5

Step-by-step explanation:

Given that the ratio of zebras are 5 and giraffes are 2

We add them giving is 7

So: giraffe=2/7 × 21 = 6

Zebra 5/7 × 21 = 15

Answer:

Step-by-step explanation:

5 * 1/3=5/3

5/3=1 2/3 water for 5 vases

Answer:

Step-by-step explanation:

a square is a special rectangle and a parallelogram , and a rhombus

Answer:

[tex]\mathrm{The\:three\: integers\: are\: 11, 12, \: and\:13.}[/tex]

Step-by-step explanation:

We can set up the following equation with the information given:

[tex](x-1)+x+(x+1)=4x-12[/tex], where [tex]x[/tex] is the middle integer.

Solving, we get:

[tex]3x=4x-12, \\-x=-12,\\x=\fbox{12}[/tex].

The three consecutive integers which are 12 less than 4 times the middle integer are 11, 12, and 13.

Integers consist of whole numbers and negative numbers on a number line. For e.g -17, 2, 0, etc. are integers.

Consecutive integers mean integers that come one after another in the number line like 1, 2, 3 or 10, 11, 12, etc.

So if we have to form an equation for three consecutive numbers, it will,

(x-1), x, (x+1),

Now, according to the question,

(x-1) + x + (x+1) =  4x -12

Solve the equation,

3x = 4x -12

x = 12

Hence, first integer = 12 -1 = 11,

Second integer = 12,

Third integer = 12+1 = 13.

Therefore, the three consecutive integers which are 12 less than 4 times the middle integer are 11, 12, and 13.

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Answer:

9/10, .90, 90%

Step-by-step explanation:

Answer:

Option 1

Step-by-step explanation:

Let's look at the slope; 1/2

it's positive, so the line will go from Quadrant III to Quadrant I. That means that Option 3 is out since it goes from Quadrant IV to Quadrant II.

Next; let's look at the steepness of the lines. Slopes that are fractions less than 1 are flatter than slopes that are greater than 1. Since the slope on Option 1 is flatter than Option 2, that means that Option 1 is a number less than 1, while Option 2 is a number greater than 1.

You can stop here, but we can also triple check using the rise/run.

Start from a point, for example (0,0) on Option 1. To get to the next point that's two whole numbers (1,2) we need to go 2 to the right and one up. Since we rose 1, and ran 2, the slope would be 1/2.

If we do the same with Option 2, we'll find that it rises 3 and runs 2. The slope for this line is 3/2.

Hope this helps!

Answer:

The correct answer would be bill

Step-by-step explanation:

Hope that's right! Hope it helps

Chu

[tex]\frac{x}{3}+4=7[/tex]    (subtract 4 from both sides (4-4 and 4-7)

[tex]\frac{x}{3}=3\\[/tex]            (multiply both sides by 3)

x=9

9514 1404 393

Answer:

  recursive: 5, 3, 2

  explicit: 5, 3

Step-by-step explanation:

First of all, you can identify the first term as a1 = 5.

Then you can see that the ratio of consecutive terms is ...

  15/5 = 45/15 = 135/45 = 405/135 = 3 . . . the common ratio

In the recursive formula, a1 is the first term (5), and the multiplier getting you to the next term is the common ratio (3). The recursion relation is good for values of n such that n-1 is at least 1. That is, n ≥ 2.

  [tex]\text{The recursive rule is }a_1=\boxed{5}\text{ and }a_n=\boxed{3}a_{n-1}\text{ for }n\ge\boxed{2}[/tex]

__

The explicit rule is formed the way the problem statement tells you: the first term times a power of the common ratio.

  [tex]\text{The explicit rule is }a_n=\boxed{5}(\boxed{3})^{n-1}[/tex]

Answer:a

Step-by-step explanation:trust me bro

Answer:

The answer is 10 I believe! A whole triangle is equal to 180 degrees so 180-70-60-60= -10. So we have to add 10 to equal it to zero. Hope this helped

Step-by-step explanation:

Answer:

VW=31

WX=19

YW=36.4 or [tex]\sqrt{1322}[/tex]

ZX= 18.2 or [tex]\frac{\sqrt{1322} }{2}[/tex]

VX= 36.4 or [tex]\sqrt{1322}[/tex]

Step-by-step explanation:

Since the figure is a rectangle certain rules about the lengths of its sides and diagonals apply. One such rule is that opposite sides are equal, so YX=VW and VY=WX. Then you need to find the length of the diagonals by using the Pythagorean theorem since the diagonals cut the rectangle into two right triangles. By using the theorem you can find that the length of the diagonal YW is 36.4 or [tex]\sqrt{1322}[/tex], and since all diagonals are congruent VX is the same. Finally, in rectangle diagonals bisect each other, therefore part of one must be half of the total, so ZX must be half of VX.

Answer:

4/3=1 1/3

Step-by-step explanation:

Answer: x=4

Step-by-step explanation: Add 3 to both sides,  Divide both sides by 22

Answer:

x=4

Step-by-step explanation:

2x-3=5

2x-3+3=5+3

2x=8

2x/2=8/2

x=4

Answer:

I got F but im not 100% sure.

Step-by-step explanation:

Answer:

the first choice if correct could i get brainliest?

Step-by-step explanation:

Answer:

The answer is the last option, 5/6.

Answer:

Answer is true.

Hope this helps.

Answer:

The correct answer is (6,9)

Step-by-step explanation:

Step-by-step explanation:

25*x+100=30×x+75

25=5x

x=5

Answer:

[tex]\boxed {\boxed {\sf (x-5)^2+(y+9)^2=144}}[/tex]

Step-by-step explanation:

The standard form for the equation of a circle is:

[tex](x-h)^2+(y-k)^2=r^2[/tex]

where (h,k)  is the center of the circle and r is the radius.

For this circle, the center is (5, -9) and the radius is 12. Therefore:

[tex]h= 5 \\k= -9 \\r=12[/tex]

Substitute the values into the formula.

[tex](x-5)^2+(y-(-9))^2=(12)^2[/tex]

Distrubute the -1 into the -9.

[tex](x-5)^2+(y+9)^2=(12)^2[/tex]

Solve the exponent.

[tex](x-5)^2+(y+9)^2=144[/tex]

The equation for the circle with a center (5,-9) and radius of 12 is (x-5)²+(y+9)²=144

Based on the calculations, the equation of this circle in standard form is equal to (x - 5)² +(y + 9)² = 144.

Mathematically, the standard form of an equation of a circle is given by;

(x - h)² +(y - k)² = r²

Where:

Given the following data:

Substituting the given parameters into the formula, we have;

(x - 5)² +(y - (-9))² = 12²

(x - 5)² +(y + 9)² = 144

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Answer:

i believe its b. but im not 100% sure though!

Step-by-step explanation:

please mark brainliest, give a thanks, and rate a five stars if this helped! feel free to ask anymore questions if you need any more help! thanks!

(lol optional): add my sc: tealyn337

Answer:

162

Step-by-step explanation:

... (total paving stones) / bricks = 5 / 2

Multiplying by bricks gives ...

... (total paving stones) = (5/2)·bricks = 5/2·120 = 300

Then the number of gray paving stones is ...

... (gray stones) = (total paving stones) - (tan stones) . . . . tan + gray = total

... = (total paving stones) - 46% · (total paving stones) . . . . tan is 46% of total

... = (100% - 46%)·(total paving stones) = 54% · (total paving stones)

... = 54/100 · 300 . . . . put in the total number of paving stones

... (gray stones) = 162

Answer:

The answer is 162

Step-by-step explanation:

Answer:

36

Step-by-step explanation:

so 50% of 120 is just half of it. so that would be 60. Then 20% of 120 is 24 so subtract that from 60 and you get 36.

Answer:

1 hour and 12 mins and 56 seconds

Step-by-step explanation:

Hope this helps and have a great day!!!

the answer is 22x + 10y

Step-by-step explanation:

7x+7x+x+x+x+x+5y+5y+x+x+x+x = 22x + 10y

Answer:

64

Step-by-step explanation:

n/4-3=13

n/4=16

n=64

Answer:

D. y=-1/2x+5

Step-by-step explanation:

Slope-Intercept Form: y=mx+b

Line passes through y-axis at (0,5) so the "b" part of the equation is positive 5 on the y-axis. Slope is -1/2 so "m" is -1/2.

Step-by-step explanation:

25x² + 100 = 0

25(x² + 4) = 0

x² + 4 = 0

x² = -4

Since x² >= 0 for all real values of x, there is no real solution for x. However there are complex solutions.

=> x = ±√-4

=> x = 2i or x = -2i.

Answer:

Al igual que los cuadrados y los triángulos equiláteros, los hexágonos regulares encajan sin ningún espacio para enlosar el plano (tres hexágonos se encuentran en cada vértice), por lo que son útiles para construir mosaicos.