PLEASE HELP NEED IN 15 MINUTES! 20 POINTS!

42^2 + 69^2 = x^2
Pythagorean Theorem Formula is a^2 + b^2 = c^2.

Answer:

D.

Step-by-step explanation:

SORRY IF THIS IS WRONG IM NOT GOOD IN MATH BUT I TRY

Answer:

Nerys pays 3.1/3.84,5=84,5£per year

Eleri pays 3.84,5=253,5£per year

253,5-84,5=169£ more pay Eleri

Answer:

I would say this would be either 4, 22, or fish

If there are a total of 162 games, and every then games the player hits 2 home runs, we can divide the total amount of games by 10 then multiply the quotient by 2.

162 / 10 is approximately 16.

16 × 2 = 32

32 + 77 = 109 career home runs

Using the slope intercept relation, the required equation and the number of home runs at season end would be ;

Recall :

Slope, b = 2 home runs per 10 games = 2/10 = 0.2

The expression can be represented thus:

Number of home runs at the end of the season :

x = 162

y = 0.2(162) + 77

y = 32.4 + 77

y = 109.4

y = 109

Hence, Total number of hime runs would be 109.

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Answer:

The last choice is correct

[tex]LCM=120a^4b^7c^5[/tex]

Step-by-step explanation:

Least Common Multiple (LCM)

To find the LCM we can follow this procedure:

List the prime factors of each monomial.

Multiply each factor the greatest number of times it occurs in either factor.

We have two monomials:

[tex]12a^4b^2c^5[/tex]

[tex]40a^3b^7c^1[/tex]

The prime factors of the first monomial are:

[tex]2^2,3,a^4,b^2,c^5[/tex]

The prime factors of the second monomial are:

[tex]2^3,5,a^3b^7c^1[/tex]

LCM = Multiply [tex]2^3*3*5*a^4*b^7*c^5[/tex]

These are all the factors the greatest number of times they occur.

Operating:

[tex]LCM=8*15*a^4*b^7*c^5[/tex]

[tex]\boxed{LCM=120a^4b^7c^5}[/tex]

The last choice is correct

Answer:

Equation: y = x - 4

Slope: 1

y-intercept: -4

Equation: y = -9x + 5

Slope: -9

y-intercept: 5

Hope this helps!

Answer:

i kinda see its test or not?

Step-by-step explanation:

you have to divided it.

Answer:

a. The number of students who can play all three instruments = 2 students

b. The number of students who can play only the saxophone is 0

c. The number of students who can play the saxophone and the clarinet but not the flute = 4 students

d. The number of students who can play only one of the clarinet, saxophone, or flute = 4

Step-by-step explanation:

The total number of students available = 29

The number of students that can play flute = 11 students

The number of students that can play clarinet = 15 students

The number of students that can play saxophone = 12 students

The number of students that can play flute and saxophone = 4 students

The number of students that can play flute and clarinet = 4 students

The number of students that can play clarinet and saxophone = 6 students

Let the number of students who could play flute = n(F) = 11

The number of students who could play clarinet = n(C) = 15

The number of students who could play saxophone = n(S) = 12

We have;

a. Total = n(F) + n(C) + n(S) - n(F∩C) - n(F∩S) - n(C∩S) + n(F∩C∩S) + n(non)

Therefore, we have;

29 = 11 + 15 + 12 - 4 - 4 - 6 + n(F∩C∩S) + 3

29 = 24 + n(F∩C∩S) + 3

n(F∩C∩S) = 29 - (24 + 3) = 2

The number of students who can play all = 2

b. The number of students who can play only the saxophone = n(S) - n(F∩S) - n(C∩S) - n(F∩C∩S)

The number of students who can play only the saxophone = 12 - 4 - 6 - 2 = 0

The number of students who can play only the saxophone = 0

c. The number of students who can play the saxophone and the clarinet but not the flute = n(C∩S) - n(F∩C∩S) = 6 - 2 = 4

The number of students who can play the saxophone and the clarinet but not the flute = 4 students

d. The number of students who can play only the saxophone = 0

The number of students who can play only the clarinet = n(C) - n(F∩C) - n(C∩S) - n(F∩C∩S) = 15 - 4 - 6 - 2 = 3

The number of students who can play only the clarinet = 3

The number of students who can play only the flute = n(F) - n(F∩C) - n(F∩S) - n(F∩C∩S) = 11 - 4 - 4 - 2 = 1

The number of students who can play only the flute = 1

Therefore, the number of students who can play only one of the clarinet, saxophone, or flute = 1 + 3 + 0 = 4

The number of students who can play only one of the clarinet, saxophone, or flute = 4.

Answer:

Transformation: (x,y) → (x - 26, y + 17) or

[tex]T _{-26,17}[/tex](x,y) [translation]

A, since the transformation of a translation simply changes the location of a certain figure because all the points of the figure are moved the exact same way. This is because a translation is a rigid transformation.

Explanation:

Let the preimage of points A and P be A(x1,y1), and P(x2,y2). And the image of points A and P be A'(x3,y3) and P'(x4,y4).

Given points A and P are A(-2,20) and (10,-13). And points A' and P' are A'(-28,37), and P'(-16,4). The translation is found by calculating the difference between these points for the figure. (x,y) → (( x + ((x3-x1) + (x4-x2))/2), (y + ((y3-y1) + (y4-y2))/2 )). If this does not match all the points in the transformation of the figure, than it is not a rigid transformation, and so it cannot be a translation.

The simple formula for the uniform translation of a figure is : (x,y) → ((x + (x2-x1), (y + (y2-y1)) . Where x2, and y2 are part of the image, while x1, and y1 are part of the preimage. This will get you from the preimage(1) to image(2) following a translation.

Given all the points, the more complicated work is shown here:

(x,y) → ((x + ((-28--2) + (-16-10))/2), (y + ((37-20) + (4--13))/2)) = (x,y) → ((x + (-26 + -26)/2),(y + (17 + 17)/2) = (x,y) → ((x - 26),(y + 17)) = (x,y) → (x - 26, y + 17).

When writing a transformation like a translation in a function, it will look like this: [tex]T _{∆x,∆y}[/tex](x,y). ∆x,∆y are just placeholders for the change in these variables that get you from the preimage to image.

Answer:

so the slope-intercept form is y=mx+b

so your's is....

y= 5x +15

Step-by-step explanation:

Hope this helps!!

The equation of the line that passes through (-2,5) and (-4,-5) is y = 5x + 15 in the slope-intercept form of the line.

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.

It is given that:

The line that passes through (-2,5) and (-4,-5)

The equation of the line can be calculated as follows:

y + 5 = (-5 - 5)/(-4+2)[x + 4]

y + 5 = 10/2[ x + 4]

y = 5x + 20 - 5

y = 5x + 15

Thus, the equation of the line that passes through (-2,5) and (-4,-5) is y = 5x + 15 in the slope-intercept form of the line.

Learn more about the linear equation here:

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Answer:

6

Step-by-step explanation:

2(6) - 3(6) + 20 + 5(6) - 40 = 4  CORRECT

2(8) - 3(8) + 20 + 5(8) - 40 = 12 WRONG

2(16) - 3(16) + 20 + 5(16) - 40 = 44  WRONG

2(18) - 3(18) + 20 + 5(18) - 40 = 52 WRONG

Answer/Step-by-step explanation:

A. The point (3.5, 210) on the graph means the car travelled a distance of 210 miles, at constant speed, for 3.5 hours.

B. To find out if the point (1, 60) is on the line, first, calculate the slope of the line (rate of change), and then find the rate of change between the point (1, 60) and the point (3.5, 210). If you get the same value as the slope of the line, it definitely means (1, 60) is a point of the graph.

Calculating slope of the line using (3.5, 210) and (5, 300):

[tex] slope(m) = \frac{y_2 - y_1}{x_2 - x_1} = \frac{300 - 210}{5 - 3.5} [/tex]

[tex] slope(m) = \frac{90}{1.5} [/tex]

[tex] slope(m) = 60 [/tex]

Calculating the rate of change (slope) between (1, 60) and (3.5, 210):

[tex] = \frac{y_2 - y_1}{x_2 - x_1} = \frac{210 - 60}{3.5 - 1} [/tex]

[tex] = \frac{150}{2.5} = 60 [/tex]

Rate of change (slope) = 60

Since the average rate of change between (1, 60) and the given point on the graph, (3.5, 210), is the same as the slope of the graph, therefore the point (1, 60) is a point on the graph also.

The answer is, YES.

Answer:

x+8 =15

x=15-8

x=7 .

this is the answer

Answer:

3x + 8 = 15

(If you wanted to solve it then:) x = 7/3

Step-by-step explanation:

Let's convert that into an equation.

Let "x" be the number.

3x + 8 = 15

If the question was to answer it, look below:

3x + 8 = 15

3x = 7

x = 7/3

Hope this helped! If not, please let me know! <3

Answer:

You simply separate like terms

Answer:

Domain is x and range is y

Answer:

-140 = x

Step-by-step explanation:

Answer:

-140 =x

Step-by-step explanation:

Answer: Choice D

f(n) = 4*(3)^(n-1)

f(5) = 324

=======================================================

Explanation:

Look at the y coordinates: {4, 12, 36, 108}

This is a geometric sequence with starting term a = 4 and common ratio r = 3. You start with 4 and multiply by 3 to generate each term

4*3 = 12

12*3 = 36

36*3 = 108

The nth term of the geometric sequence is

f(n) = a*(r)^(n-1)

f(n) = 4*(3)^(n-1)

Now plug in n = 5

f(n) = 4*(3)^(n-1)

f(5) = 4*(3)^(5-1)

f(5) = 4*(3)^(4)

f(5) = 4*81

f(5) = 324

Or you could multiply the last term in {3,12,36,108} by the common ratio 3 to get 108*3 = 324 as the fifth term.

Answer:

i need help to but i think a

Step-by-step explanation:

mark me plz

Answer:

it moves down

Step-by-step explanation:

for the graph originally f(x)=x and subtract 6 from it, it will move 6 units down, and to find the new coordinate you subtract 6 in y so (x , y-6)→for the new coordinate.

NOTE: if the graph added to 6 it will move up 6 units.

y = mx +c

Substitute the values,

-4 = -1(2) + c

c = -2

Thus, the equation is y= -x -2

Answer:

The answer is 8.15

Answer:

If ABC is isosceles, then <C is 35, and <A should be 110.

Step-by-step explanation:

Answer:

2 dollars is 200 cents

Step-by-step explanation:

dksjei

Answer:

Not too sure because I don't know how it works for your site but drag the B dot to the A dot and drag that A dot to the C dot so their all going through the lines while being connected.

(sorry if its incorrect had a hard time reading the picture)

Answer:

520 full days.

Step-by-step explanation:

Since I'm not that smart I looked up how many minutes are in a day and got a total of 1440 minutes in a day. Then I took the amount of heart beats and divided it by 1440 so we know how many full days. This is what the equation would look like: 748,800/1440.

I hope this helps:)

Answer:

Step-by-step explanation:

Distance = Speed * time

If a bird leaves it's nest and travels 15 miles per hour downwind for x hours, the distance covered will be:

D = 15x

x = D/15 ....... 1

If on the return trip, the bird travels 3 miles per hour slower and has 2 miles left after x hours

Her speed = 15 - 3 = 12mi/hour

If she has 2 miles left after x hours, new distance will be D-2, using the formula for distance:

D+2 = 12x

x = D-2/12  ....... 2

Equate 1 and 2:

D/15 = D-2/12

Cross multiply

12D = 15(D-2)

12D = 15D - 30

12D-15D = -30

-3D = -30

D = 10 miles

The distance for the entire trip will be D + (D-2) = 10 + (10-2)

= 10 + 8

= 18 miles

To get the time x, we will substitute D = 10 into equation1

D = 15x

10 = 15x

x = 10/15

To minutes

x = 10/15 * 60

x = 40 minutes

For the going trip

Time taken = x hours

Return trip = x hours

Total time for the entire trip = x+x = 2x

= 2(40)

= 80 minutes

Hence the total time taken for the entire trio will be 1 hour 20minutes

Answer:

bottom right hand corner is false

Step-by-step explanation:

Key word perpendicular, it just needs to have relectional symmetry across the line that goes across the figure

Given :

Each pitcher of power smoothie that Ginger makes has 2 scoops of pineapple, 4 scoops of strawberries, 1 scoop of spinach, and 1 scoop of kale.

To Find :

If Ginger makes 6 pitchers of power smoothies, how many scoops will she use in all.

Solution :

Let, Ginger makes x pitchers of power smoothies :

[tex]Total \ scoops = 2x+4x+x+x+6x[/tex]

Now, it is given that Ginger makes 6 pitchers of power smoothies.

Total scoops are :

[tex]T=2(6)+4(6)+6+6+6(6)\\\\T=84\ scoops[/tex]

Therefore, number of scoops Ginger used is 84.

Hence, this is the required solution.