The length of the side of Amy’s printed picture is 6 inches.
What is defined as a square?A square is a two-dimensional closed shape with four equal sides.
A square is made up of four sides and four vertices.A square's sides are all the same length.All interior angles are identical and correct.The total of all interior angles is 360°.Now, as per the given question;
The original length of the side of the square was 4 inches.
Thus, the area of the old photo was;
A = side²
A = 4²
A = 16 square inch.
Now, as the picture is increased by 225%.
Then, increase the area by 225%.
New area = 225% of old area
= (16×225)/100
New area = 36
The length of the side of the new photograph is;
New area = length²
length = √New area
length = √36
length = 6 inches.
Therefore, the length of the side of Amy’s printed picture is 6 inches.
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What is the value of the underlined digit: 498,217 *
Answer:
B.) 90.000
Step-by-step explanation:
Your pre-selected answer choice is correct. The 9 is in the Ten Thousands place.
To hire an accountant to prepare taxes costs a flat fee and an additional hourly rate. The amount the accountant costs can be modeled by the function A(x)= 150+35x, where x represents
the number of hours the accountant works to prepare the taxes and 150 represents the flat fee. What is the value of A(220) and its interpretation?
A. A(220) = 7850; If the accountant takes 220 hours to prepare the taxes, the cost will be $7,850.
B. A(220)=7850; If the accountant takes 7,850 hours to prepare the taxes, the cost will be $220.
C. A(220) = 2; If the accountant takes 220 hours to prepare the taxes, the cost will be $2.
D. A(220)=2; If the account takes 2 hours to prepare the taxes, the cost will be $220.
Answer:
A. A(220) = 7850; If the accountant takes 220 hours to prepare the taxes, the cost will be $7,850.
Step-by-step explanation:
When the definition of a function involves a fraction, the function is undefined at any value that would make the denominator of the function a) 0 b)1 c)the same as the numerator
When the definition of a function involves a fraction, the function is undefined at any value that would make the denominator of the function is; a) 0
What is an Undefined Function?
A function that is a fraction is said to be undefined when the denominator is equal to zero. If there are variables in the denominator, the point at which the expression in the denominator is zero is the point where that function is undefined.
From the question, we want to know what the value of the denominator of a fraction will be to make that fraction undefined. From the definition above, it is clear that the value would be zero.
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Is 6.59 a rational number?
Answer:
6.59 is a rational number.
Step-by-step explanation:
It's not irregular.
Hope It Helps
Sorry If I'm Wrong
Answer: no it’s not
Step-by-step explanation:
The recommended daily allowance of niacin for adults is 20 mg. One serving of a certain breakfast cereal provides 4 mg of niacin. What percent of the recommended daily allowance of niacin does one serving of this cereal provide?
Answer:
20%
Step-by-step explanation:
4/20 * 100% = 20%
pls answer if wrong i report
Answer:
D) Dilation and reflection.
→ The shape was dilated by -1.
→ This shape was then reflected upside down.
DilationDilating a shape is the act of making a shape smaller by a scaled amount. Dilation is useful in mathematics when you need to determine difference in shapes' scales factors.
ReflectionReflection is mirroring a shape to its opposite image. For instance, I have triangle ∠ABC', which is facing right. I then reflect this image, and it becomes triangle ∠ABC", which now faces left on the opposite axis.
only number 13 solve for x plspls
In the given diagram, the value of x is 16
Calculating anglesFrom the question, we are to determine the value of x
In the given diagram, we can observe that (6x + 20)° and 4x° form a linear pair,
Thus, we can write that
(6x + 20)° + 4x° = 180°
Now, we will solve for x
(6x + 20)° + 4x° = 180°
6x + 20 + 4x = 180
10x = 180 - 20
10x = 160
x = 160/10
x = 16
Hence, the value of x is 16
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Select all that apply to a segment bisector.
A segment bisector intersects anywhere.
A segment bisector intersects at the midpoint.
A segment bisector cuts the segment into two equal pieces.
A segment bisector can bisector line.
The statements that apply to a segment bisector are:
A segment bisector intersects at the midpoint.A segment bisector cuts the segment into two equal pieces.What does a segment bisector do?A segment bisector intersects the midpoint of a segment such that it is able to divide/ cut the segment into two equal pieces.
This means that a segment bisector can also be said to create two congruent segments. A segment bisector would also be perpendicular to the segment.
In conclusion, a segment bisector intersects at the midpoint and cuts a segment into equal pieces.
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telefonika a mobile phone shop has dicovered that 35% of all Iphones XS screens sold last month are detective. It has contacted the owners of these phone and ask them to return their phones to be checked and their screen replaced for them. Telefonika sold seven of these phones and has two of the new screens in stock. what is the probability that telefonika will need to order more new screens?
Answer: he will need to order 1 more new screens
Step-by-step explanation:
a mobile phone shop has discovered that 35% of all I phones XS screens sold last month are defective.
so probability of defective screen is
x=35/100 (let)
now since he sold 7 phones
so number of defective screen can be
=x*7
=2.45
since defective screen cant be in decimal
so
taking into consideration that last screen have a chance of getting defective
so he would need 3 screen
he has 2 in stock
so he will need to order 1 more new screens
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Suppose that u and v are two vectors with |u| = 1, |v| = 3 and u · v = −2.
a. Compute |u + v|.
b. Compute |(u + 2v) × v|.
a. |u + v| = 4
b. |(u + 2v) × v| = 16
What are vectors?Vectors are known as quantities having both magnitude and direction.
Given that;
|u| = 1 |v| = 3 u · v = −2a. |u + v|
Substitute the values of the vectors
|u + v| = 1 + 3
|u + v| = 4
b. |(u + 2v) × v|
Expand the bracket
|u. v + 2v² |
But u. v = -2
We then have;
-2 + 2(3)²
-2 + 2(9)
-2 + 18
16
Thus, the values are 4 and 16 respectively.
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Solve for X
-7 -2x + 7 = -7
Answer:
UR MOM the reason why im saying this cuz i want to be deleted off of brainly
Step-by-step explanation:
ok im sorry but does anyone know 7+(-12)+(-7)??
Answer:
-12
Step-by-step explanation:
Given the following question:
7 + (-12) + (-7)
Using PEMDAS:
(-12) + (-7) = -19
7 + -19 = -12
= -12
Hope this helps.
=========================================================
Explanation:
Let's simplify the 7+(-12) portion first
Draw a vertical number line. Plot a point at 7. Then move down 12 units to arrive at -5
Or you could start at -12 and move up 7 units to arrive at -5
This tells us that 7+(-12) = -5
So the overall 7+(-12)+(-7) turns into -5+(-7)
-----------
Draw another vertical number line, or use the one already drawn in the previous section.
Plot a point at -5. Then move down 7 units to arrive at -12
Or start at -7 and move down 5 units to arrive at -12
Therefore, -5 + (-7) = 7+(-12)+(-7) = -12 is the final answer
-----------
Shortcut:
The 7 and -7 in the original expression add to 0. They cancel each other out. So we're left with -12
Is this or is this not a function?
Answer:
This is not a function
Step-by-step explanation:
Assuming that the line in question is parallel with the y axis, by using the line test we can see that the line is not a function. The line test is where you draw straight lines going vertically over the graph and if the lines touch the figure in question more than once that means it's not a function.
This can also be proved by imagining there are 2 different points on the line in question. Since the line is straight vertically that means that the points will share the same x value for different y values, which makes it not a function
Answer:
This is not a function.
Step-by-step explanation:
The questioned parallel line within the y-axis does not meet the requirements to be a function. The line test, as the other person stated, is a test where lines are drawn over the points to determine if the graph / model is, or is not a function. Doing so in this process, if the lines touch the same point more than once, that means the graph is not a function.
Solve the following equation. 4x/3 = 8Then place the correct number in the box provided.
Answer:
x = 6
Step-by-step explanation:
4x/3 = 8
Solve for x
Multiply each side by 3
4x/3 *3 = 8*3
4x = 24
Divide each side by 4
4x/4 = 24/4
x = 6
Answer:
[tex] \sf \large \: x=6[/tex]
Step-by-step explanation:
Let's solve your equation step-by-step.
4x/3 =8
Step 1: Multiply both sides by 3.
4x/3=8
(4x/3)*(3)=(8)*(3)
4x=24
Step 2: Divide both sides by 4.
4x/4 = 24/4
x=6
Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house. Why should Jackson not use an absolute value function to model the distance from his house d after t minutes? Multiple choice question. cross out A)
Answer:
B) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal.
Step-by-step explanation:
there you go I hope this help! :)
The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal (option b).
Using an absolute value function to model the distance from his house would imply that the distances from his house are the same for both the outbound and return journeys, which is not the case in this scenario.
The rates at which Jackson walks to and from his house are not equal, as indicated by the different times taken for each leg of the journey (20 minutes to get away from his house and 30 minutes to return). This means the graph of the distance over time would not be symmetrical around a vertical line.
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The complete question is:
Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house.
Why should Jackson not use an absolute value function to model the distance from his house d after t minutes?
OA) The graph will be symmetrical because the rates at which Jackson walks to and from his house are equal.
OB) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal..
OC) The graph will be symmetrical because the rates at which Jackson walks to and from his house are not equal.
OD) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are equal
the converse of If a/b = c, then a = bc. geometry
We need to know what converse of a statement means to solve the problem. The converse of the given statement is, if a=bc then a/b=c.
The converse of a conditional statement is created by exchanging the condition and the result. If a statement is p--->q then the converse of the statement is q--->p. In the given question we have been given the condition as a/b=c and the result if the condition satisfies is a=bc. To find the converse of this statement we need to make the result, the condition and the condition will be the new result. So the condition for converse will be a=bc and the result if the condition satisfies will be a/b=c.
Therefore the converse of the given statement is, if a=bc then a/b=c.
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Question 4/5
At East Village High School, 8% of the members of the men's cross
country team are left-handed, while an astounding 30% of the
members of the women's cross country team are left-handed. There are
75 runners on the men's team and 70 on the women's team. What is the
total number of women and men who run cross country at East Village
high school who are right-handed?
Answer:
27 people
Step-by-step explanation:
6 is for the men and 21 women
Have this question.. 5x-3y=14
Arun says if he adds together two mixed numbers, his answer will always be less than the sum of the whole-number parts plus 1. Say 2 counter-examples to show Arun's statement is not true. A counter statement is any example that shows a statement is false
The two examples can be 1 1/2 & 1 3/4 and 2 2/3 & 1 2/3.
According to Arun,
Sum of two mixed numbers < Sum of the whole number part + 1
Now, lets take the example as 1 1/2 and 1 3/4
Their sum will be:
1 1/2 + 1 3/4 = 3 / 2 + 7 / 4
= 13 / 4 = 3 1/4
The sum of whole parts = 1 + 1 = 2
Adding 1 to it = 2 + 1 = 3
We can clearly see that 3 1/4 > 3.
It contradicts Arun's statement.
Another example can be:
2 2/3 + 1 2/3 = 8 / 3 + 5 / 3
= 13 / 3 = 4 1/3
Sum of whole part + 1 = 2 + 1 + 1 = 4
4 1/3 > 4
It contradicts Arun's statement.
Therefore, the two examples can be 1 1/2 & 1 3/4 and 2 2/3 & 1 2/3.
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Line segment AB has a midpoint M. The coordinates of point A are (-5,8) and the coordinates of point M are (-1,-3) what are coordinates of point B
Answer: (-4,7)
Step-by-step explanation:
Kane’s furniture store advertising table at 6% discount. The original selling price was $106, and the sale price was $100. What is your price consistent with the ad? Explain.
hmmm ok, so the advertisement says that original price is 106 and is on a 6% discount, ok, how much will that be?
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{a\% of b}\\ \cline{1-1} \\ \left( \cfrac{a}{100} \right)\cdot b \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{6\% of 106}}{\left( \cfrac{6}{100} \right)106}\implies 6.36[/tex]
so, if the item is discounted by 6%, that'd be then 106 - 6.36 = 99.64, but they are saying they have it for 100? something fishy is going on.
The left and right page numbers of an open book are two consecutive integers whose sum is 387. Find these page numbers.
The two page numbers are
(Use a comma to separate answers as needed.)
Answer:
193 and 194
Step-by-step explanation:
Left page = X
Right page = X + 1
You know the total sum.
X + (X + 1) = 387
2X + 1 = 387
2X = 387 - 1
2X = 386
X = 193
When you plug X in you get the following;
Left page = 193
Right page = 193 + 1 = 194
A bank charged $10 to open an account. Shelly opened an account then deposited
$125 into the account. She then wrote checks for $15 and $35, made a deposit of
$50, then got $40 quick cash from an ATM which charged her a fee of $2.50. What is
her balance?
Answer:
$72.50
Step-by-step explanation:
-$10
+$125
-$50
+$50
-$42.50
Find the domain and range for the function shown in the graph given below.
What is the domain?
(Type your answer in interval notation.)
***
Answer:
Domain: [-20, 20]
Range: [-30, 5]
Step-by-step explanation:
The domain is the set of x values and the range is the set of y values.
Given the fallowing function find (-3),f(1)
Answer:
12 ,-3, -8
Step-by-step explanation:
1: f(-3)= -5(-3)-3
2: f(0)= -5(0)-3
3: f(1)= -5(1)-3
Hope this helps!
Solve 1-2x - 1 = -10.
O A.x=9
O B.x = 5
O C. No solution
OD.x = -9
Find the perimeter and are of the trapezoid
Answer:
47.7ft
Step-by-step explanation:
12.8ft+6.2ft+13.9ft+15.5ft=47.7ft
Amelia went on a walk that was miles long. She stopped to have lunch
15
4
when she had walked of the way.
12
25
How far, in miles, did Amelia walk before lunch?
Give your answer as a fraction in its simplest form.
4
Amelia went on a walk that was, She stopped to have lunch [tex]\frac{15}{4}[/tex] miles
when she had walked of the way [tex]\frac{12}{25}[/tex] miles. Amelia walk before lunch in
[tex]\frac{3}{25}[/tex] miles.
What do you mean by miles?The mile is a customary unit of measurement in the United States and the United Kingdom that is based on the older English unit of length equal to 5,280 English feet, or 1,760 yards. It is often referred to as the international mile or statute mile to distinguish it from other miles. In 1959, the statute mile was formally redefined with respect to SI units as precisely 1,609.344 meters. This resulted in a standardization of the statute mile between the British Commonwealth and the United States.
The unqualified term "mile" is typically understood to refer to the current international mile. The international mile may also be referred to as a land mile or a statute mile when it has to be distinguished from nautical mile.
The term "statute mile" in British English can apply to either the current international mile or any other variation of the English mile since the 1593 Act of Parliament, which established it as 1,760 yards. However, in American law, a statute mile is equivalent to a US survey mile. If it is obvious from the context, as in a discussion of the 2nd-century Antonine Itinerary that the distances are described in terms of miles rather than Roman miles, the qualifier to describe the type of mile being used may be omitted. Foreign and historical units that are translated into English as miles typically employ a qualifier to describe the kind of mile being used.
Now from the above given question:
She stopped to have lunch in [tex]\frac{15}{4}[/tex] miles
She had walked of the way in [tex]\frac{12}{25}[/tex] miles
[tex]\frac{15}{4}-\frac{12}{25} = \frac{60}{100}- \frac{48}{100} = \frac{12}{100}[/tex][tex]=\frac{3}{25}[/tex].
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Students on a campus of a college in California were asked "What will most likely help you to succeed in
college?" The results of this survey are tabulated below.
Reason
have a good roommate
study hard
live on campus
supportive family
always go to class
have a goal in mind
other
(a) What is the relative frequency for the reason "study hard"? (Write your answer as a fraction.)
Answer:
Frequency
583
620
187
163
558
645
439
(b) What is the relative frequency for the reason "have a goal in mind"? (Write your answer as a fraction.)
Answer:
Using it's concept, the relative frequencies are given as follows:
a) 124/639
b) 43/213
What is a relative frequency?A relative frequency is given by the number of desired outcomes divided by the number of total outcomes.
For this problem, the number of students is:
583 + 620 + 187 + 163 + 558 + 645 + 439 = 3195.
620 responded study hard, hence the relative frequency is given as follows:
620/3195 (simplifying by 5)
124/639
645 responded goal in mind, hence the relative frequency is given as follows:
645/3195 (simplifying by 5)
129/639 (simplifying by 3)
43/213
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Write the equation of the line in fully simplified slope-intercept form.
Answer:
y=1/3x+5
Step-by-step explanation:
Slope-intercept form is y=mx+b, m being the slope and b being the y-intercept. y and x don't need to be specified for this specific problem.
You figure out the slope by using rise over run
you first pick 2 random points on the line and then count how you get from the 1st point to the 2nd point.
Let's say the points are (-3,4) and (0,5).
to get to (0,5) from (-3,4) you count up 1 (rise) and right 3 (run).
that means your slope is 1/3
Your b, or your y-intercept, is just where the slope intercepts the y-axis, so b=5
From there you just plug those into the equation:
y=1/3x+5
:D
