I NEED HELP WITH MATH QUESTION PLEASE HELP ME NO LINKS !!!

Answer:

If the kite has an 11 ft line attached to it and it casts an 8 feet shadow, we will have a rectangle triangle (see picture below).

To find the height x of the kite, we can apply the Pythagorean theorem.

x² = 11² - 8²

x² = 121 - 64

x² = 57

x =√57

Step-by-step explanation:

Answer:

4,785.3

Step-by-step explanation:

531.7 x 9

= 4,785.3

Answer: q = -sx

Step-by-step explanation:

Answer:

w = ± [tex]\frac{2}{3}[/tex]

Step-by-step explanation:

w² = [tex]\frac{4}{9}[/tex] ( take square root of both sides )

w = ± [tex]\sqrt{\frac{4}{9} }[/tex] = ± [tex]\frac{\sqrt{4} }{\sqrt{9} }[/tex] = ± [tex]\frac{2}{3}[/tex]

Then

w = - [tex]\frac{2}{3}[/tex] or w = [tex]\frac{2}{3}[/tex]

Answer:

Step-by-step explanation:

Answer:

x=79 degrees y=22degrees

Step-by-step explanation:

you see it has 2 equal sides, so the triangle is an isosceles triangle. If the triangle is isosceles, then its 2 base angles are equal, that is, x = 79 according to the triangle property, the 3 angles add up to 180 degrees, so you take 180 degrees minus 2 * 79 degrees you get a y angle equal to 22 degrees

Answer:

13.5

Step-by-step explanation:

Answer:

38

Step-by-step explanation:

No. of yellow envelopes she has

= 6-2

= 4

No. of green envelopes she has

= 7×4

= 28

Total number of envelopes she has

= 6+4+28

= 38

Answer:840 km/h divided by 60 = 14km/min

3 x 60 = 180

180 + 20 = 200 minutes total

14 x 200 = 2800km

that is a really awkward way of doing it though. really you can just do:

840 x (10/3) = 2800km

Step-by-step explanation:

Answer:

Step-by-step explanation:

Co-planer

When points are in the same plane it means that the points are co-planer.

Answer:

In geometry, a set of points in space are coplanar if there exists a geometric plane that contains them all.

Answer:  g(4n+5) = 16n^2 + 40n + 30

Step-by-step explanation:

g(n)=n^2-4

h(n)=4n+5

find g°h

g°h is g(4n+5) = (4n+5)^2 + 5

g(4n+5) = (16n^2 + 40n + 25) + 5

g(4n+5) = 16n^2 + 40n + 30

Answer:

In mathematics, the magnitude or size of a mathematical object is a property which determines whether the object is larger or smaller than other objects of the same kind. More formally, an object's magnitude is the displayed result of an ordering ( or ranking ) - of the class of objects to which it belongs.

The lines that are parallel continuously have equal distances from each

other and perpendicular lines form 90° angle at their intersection.

The correct responses are;

Reasons:

Segment [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are perpendicular

[tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are parallel where; Slope of [tex]\overline{AB}[/tex] = Slope of [tex]\overline{CD}[/tex]

[tex]\displaystyle \overline{AB} \ and \ \overline{CD} \ are \ perpendicular\ where; \ Slope \ of \ \overline{AB} = -\frac{1}{Slope \ of \ \overline{CD}}[/tex]

[tex]1. \ \displaystyle Slope \ of \ \overline{AB} = \mathbf{\frac{13 - 3}{-2 - 0}} = \frac{10}{-2} = -5[/tex]

[tex]\geq \displaystyle Slope \ of \ \overline{CD} = \frac{3 - 0}{10 - (-5)} = \frac{1}{5}[/tex]

[tex]\displaystyle \mathbf{Slope \ of \ \overline{AB}} = -\frac{1}{Slope \ of \ \overline{CD}}[/tex], [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are perpendicular

[tex]2. \ \displaystyle Slope \ of \ \overline{AB} = \mathbf{\frac{7- 1}{3 - (-6)}} = \frac{6}{9} =\frac{2}{3}[/tex]

[tex]\geq \displaystyle Slope \ of \ \overline{CD} = \frac{-5 - (-1)}{-6 - 0} = \frac{-4}{-6}=\frac{2}{3}[/tex]

Slope of [tex]\mathbf{\overline{AB}}[/tex] = Slope of [tex]\overline{CD}[/tex] , [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are parallel

[tex]3. \ \displaystyle Slope \ of \ \overline{AB} = \mathbf{ \frac{2- 4}{-6 - (-2)} = \frac{-2}{-4}} =\frac{1}{2}[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \frac{11 - (-7)}{-1 - 5} = \frac{18}{-6}=-3[/tex]

[tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are neither parallel or perpendicular

[tex]4. \ \displaystyle Slope \ of \ \overline{AB} = \frac{8- 3}{-3 - 2} = \frac{5}{-5} =-1[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \frac{6 - 2}{-4 - (-8)} = \frac{4}{4}=1[/tex]

[tex]\displaystyle Slope \ of \ \overline{AB} = \mathbf{-\frac{1}{Slope \ of \ \overline{CD}}}[/tex], [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are perpendicular

[tex]5. \ \displaystyle Slope \ of \ \overline{AB} = \frac{-1 - 2}{-8 - (-4)} = \frac{-3}{-4} =\frac{3}{4}[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \mathbf{\frac{-3 - 6}{0 - 12}} = \frac{-9}{-12}=\frac{3}{4}[/tex]

Slope of [tex]\overline{AB}[/tex] = Slope of [tex]\overline{CD}[/tex] , [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are parallel

[tex]6. \ \displaystyle Slope \ of \ \overline{AB} = \frac{5 - (-1)}{6 - 3} = \frac{6}{3} =2[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \mathbf{\frac{-5 - 7}{2 - (-4)}} = \frac{-12}{6}=-2[/tex]

[tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are neither parallel or perpendicular

Directions: To determine if the equations are parallel or perpendicular

Solution:

The equations are parallel if when expressed in the form, y = m·x  + c, the value of m are equal

The equations are perpendicular, when we have;

[tex]\displaystyle The \ value \ of \ \mathbf{m} \ in \ one \ equation = -\frac{1}{The \ value \ of \ \mathbf{m} \ in \ the \ other\ equation }[/tex]

7. First equation

3·x + 2·y = 6

Therefore; [tex]\displaystyle y = -\frac{3}{2} \cdot x + 3[/tex]

Second equation; [tex]\displaystyle y = \mathbf{-\frac{3}{2} \cdot x + 5}[/tex]

The value of m which is the coefficient of x are both equal to [tex]\displaystyle -\frac{3}{2}[/tex]

Therefore, the equations are parallel

8.  Equation 1; 3·y = 4·x + 15

Therefore;

[tex]\displaystyle y = \frac{4}{3} \cdot x + 5[/tex]

Equation 2; 9·x + 12·y = 12

[tex]\displaystyle y = -\frac{9}{12} \cdot x + 1 = 1 - \frac{3}{4} \cdot x[/tex]

The slope of the equation 2 is the negative inverse of the slope of equation 1, therefore, the equations are perpendicular

9. Equation 1: 8·x - 2·y = 4

Therefore;

y = 4·x - 2

Equation 2: x + 4·y = -12

Therefore;

[tex]\displaystyle y = -\frac{1}{4} \cdot x - 3[/tex]

The slope of the equation 2 is the negative inverse of the slope of equation 1, therefore, the equations are perpendicular.

10. Equation 1: 3·x + 2·y = 10

Therefore;

[tex]\displaystyle y = -\frac{3}{2} \cdot x - 5[/tex]

Equation 2: 2·x + 3·y = -3

[tex]\displaystyle y = -\frac{2}{3} \cdot x -1[/tex]

The slopes of the equation 1 and 2 are not equal, and are not  the negative inverse of each other, therefore, the equations are neither parallel nor perpendicular.

Learn more about parallel and perpendicular lines here:

https://brainly.com/question/7197064

Answer:

x=10

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

The graph representing a proportional relationship is a straight line graph passing through the origin.

This is shown in graph A

Answer:

x = 79

y = 12

Step-by-step explanation:

x + y = 91

x - y = 67

=> x = (91 + 67) : 2 = 79

=> y = (91 - 67) : 2 = 12

P/s: I don't know how to explain what I just did actually, since we learn how to solve this kind of problem in primary at my place already so it's like a blurry memory about how I learn it. If the math problem is to find 2 numbers, knowing their sum and the difference already, this is how to solve it:

=> Larger number: (Sum + difference) : 2

=> Smaller number: (Sum - difference) : 2

If you can memorize it, good for you! If not then it's alright, this is just a nice tips from me to you. You'll have more advantages in solving these kind of math problem if you can memorized these 2 formulas.

Answer:

Juan said he made a better rate of pay because he was paid $14.80 an hour.

Step-by-step explanation:

Juan made more because he makes $14.80 an hour, whereas Lisa makes only $14 an hour.

Enjoy your day! :D

Answer:

9

Step-by-step explanation:

Answer:

3 2/5

Step-by-step explanation:

17/5= 3 2/5

Answer:

First find the nearest number divisible by 5 to get a whole number returned

that number is 15

15/5 = 3 (no decimals)

so the ‘big’ (as I like to call it) number or the integer that isn’t part of the fraction would be 3.

now what is left?

subtract 15 from the numerator

17 - 15 = 2

replace 17 with 2 in the fraction to get 2/5

The result is [tex]3\frac{2}{5}[/tex]

to prove this is the same

multiply the ‘big number’ by the denominator

3*5 = 15

and add the numerator

15+2 = 17

now just insert the denominator below it, and you get 17/5

Answer:

10-2x

Step-by-step explanation:

(x-5) (-2)= x(-2) -5(2) = -2x - 10 = 10-2x.

Answer:

-2x+10

Step-by-step explanation:

(x-5)(-2)

(x×-2) (-5×-2)

= -2+10

Answer:

16

Step-by-step explanation:

2x2x2x2 = 16

Answer:

18 square feet

Step-by-step explanation:

hope this helps :)

Answer:

18 ft might be the answer

The members of a book club spend $0.4 for each Bagel as refreshment.

Let x represent the cost of each bagel.

At a meeting, they bought 6 bagels and spent $9.00 on beverages, hence:

Cost = 6x + 9

At another meeting, they bought 8 bagels and spent $8.20 on beverages, hence:

Cost = 8x + 8.20

Since the same money is spent on each meeting, hence:

6x + 9 = 8x + 8.2

2x = 0.8

x = $0.4

Therefore the cost of each bagel is $0.4

Find out more at: https://brainly.com/question/13911928

Answer:

x = 40

y = 8

Step-by-step explanation:

3x-9 = 2x+31

3x-2x = 31+9

x = 40

4y+5 = 2y+21

4y-2y = 21-5

2y=16

y=8

Answer:

48°

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer: 1756

Step-by-step explanation:

16+1+6=23

15+5+1=21

1800-23=1777

1777-21=1756

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