Pls help ASAP I need help on this problem

Answer:

11 years

Step-by-step explanation:

in 11 years

Sam would be 13

and his mother would be 39

39/13 = 3

After 11 years, Sam would be 13 and his mother would be 39.

The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value.

Let the age of Sam's mother = M

Let the age of Sam = S

We are given that Sam is 2 yrs old, his mother is 28 yrs old.

According to the given condition

M = 3S

Then we can see that

39/13 = 3

Hence Sam would be 13 and his mother would be 39 years old.

Learn more about the unitary method, please visit the link given below;

https://brainly.com/question/23423168

#SPJ5

First, make an equilateral triangle and label all the points. All the line segments that have a ratio of 1, mark those as congruent and all the line segments that have a ratio of 3, mark those congruent as well. Now, what we can is 3 congruent triangles by SAS, (AMK = BPM = CKP). Then, we take MP, PK, and KM and we know those are congruent because of CPCTC. That means all the sides are equal in the inner triangle which means it is an equilateral triangle.

Let me know if you have any questions

Answer:

Step-by-step explanation:

I'm not sure but u thing c

9514 1404 393

Answer:

  n = -25

Step-by-step explanation:

The next step can be to subtract 2/5n.

  [tex]\dfrac{3}{5}n+15=10+\dfrac{2}{5}n\\\\\dfrac{1}{5}n+15=10 \qquad\text{subtract $\dfrac{2}{5}n$}\\\\\dfrac{1}{5}n=-5 \qquad\text{subtract 15}\\\\ \boxed{n=-25} \qquad\text{multiply by 5}[/tex]

Answer:

-4

Step-by-step explanation:

Answer:

x = -4

Step-by-step explanation:

Answer: I think the answer is F but I don’t know because I haven’t seen this in forever

Step-by-step explanation:

Answer:

Step-by-step explanation:

Lets say each ride is r

2.00r + 5.00 = 19.00

Answer:

The area of shaded region

[tex]4x^2+4x+6[/tex]

Step-by-step explanation:

We are given that  the area of rectangle

[tex]13x^2-4x+10[/tex]

The area  of trapezoid represented by

[tex]9x^2-8x+4[/tex]

We have to find the expression to represent the area of the shaded region.

To find the area of shaded region we will subtract the area of trapezoid from the area of rectangle.

Therefore, the area of shaded region

Area of rectangle-Area of trapezoid

[tex]13x^2-4x+10-(9x^2-8x+4)[/tex]

[tex]13x^2-4x+10-9x^2+8x-4[/tex]

[tex]4x^2+4x+6[/tex]

Hence, the area of shaded region

[tex]4x^2+4x+6[/tex]

Answer:

b

Step-by-step explanation:

the initial is b

Answer:

n<-9

p (put the symbol already there here) -7

Step-by-step explanation:

Hope this helps!!

Answer:

Difference = 62.5 micrometer

Step-by-step explanation:

Given that:

Diameter of red blood cell = 7.5 micrometer

Diameter of coarse grain of sand = 70 micrometers

For calculating the difference between two diameters, we will subtract the diameter of red blood cell from diameter of grain of sand.

Difference = 70 - 7.5

Difference = 62.5 micrometer

Hence,

Difference = 62.5 micrometer

Answer:

y= 125 degree by linear pair and exterior angles

Answer:

ya i can

Step-by-step explanation:

Answer:

100 - 20 = 80

original cost/100 X 80 = sale price

Answer:

d i would think hope it helps

Answer:

rectangle 10 by 6 or something like that

Step-by-step explanation:

Answer:

Step-by-step explanation:

Here you go mate

Use PEMDAS

Parenthesis,Exponent,Multiplication,Division,Addition,Subtraction

Step 1

2(x+5)=(x-4)  Equation/Question

Step 2

2(x+5)=(x-4)  Remove parenthesis

2x+10=x-4

Step 3

2x+10=x-4  Subtract 1x from sides

x+10=-4

Step 4

x+10=-4  Subtract 10 from sides

answer

x=-14

Hope this helps

[tex]\text {Hi There! Let's Solve this Problem!}[/tex]

[tex]\text {\underline {The First Step is to Simplify}}[/tex]

[tex]\text {2*x=2x}\\\text {2*5=10}[/tex]

[tex]\text {Your New Problem Is: 2x+10=x-4}[/tex]

[tex]\text {\underline {The Next Step is to Subtract x}}[/tex]

[tex]\text {2x+10-x=x-4-x}[/tex]

[tex]\text {Your New Problem Is: x+10=-4}[/tex]

[tex]\text {\underline {The Final Step is to Subtract 10}}[/tex]

[tex]\text {x+10-10 (Crosses Out)}\\\text {-4-10}[/tex]

[tex]\text {Your Answer Would Be:}[/tex]

[tex]\Huge\boxed {x=-14}[/tex]

[tex]\text {Best of Luck!}[/tex]

Answer:

26

Step-by-step explanation:

This is what I got! I hope this helps!

Answer:

m∠B is 70°

Step-by-step explanation:

Knowing angle A is 40°, angles B and C combine for the remaining 140°. To figure out what angle B and C are (although this question asks for B, they could very well be the same, and this could be an isosceles triangle!), use the equation (2x - 30) + (x + 20) = 140.

(2x - 30) + (x + 20) = 140 (Combine 2x and x to get 3x.)

3x - 30 + 20 = 140 (Add -30 and 20 to get -10.)

3x - 10 = 140 (Add 10 to both sides. This undoes the -10.)

3x = 140 + 10 (Add 140 and 10 to get 150.)

3x = 150 (Divide both sides by 3. This undoes the multiplication by 3.)

x = 150/3 (Divide 150 by 3 to get 50.)

x = 50

Now that we know what x is, substitute x for 50 in the equation.

(2(50) - 30) + (50 + 20) = 140

(100 - 30) + (50 + 20) = 140

70 + 70 = 140

140 = 140

Both sides are the same, so x is 50, and angle B's (and C's!) measurement is 70°. (So, yes, as I had said, this is an isosceles triangle.)

Answer:

x+6

Step-by-step explanation:

to find f(-x) plug in -x for all the values of x in the equation

since the absolute value of -x is x you get x+6

Answer:

13 pints.

Step-by-step explanation:

1 US liquid quart = 2 US liquid pint

6.5 quarts = how many pints?

Cross multiplying gives:

× 2 pints = 13 pints

Answer:

11 pints

Step-by-step explanation:

Each gallon is 4 quarts, and each quart is 2 pints. If a quart is 2 pints, then half a quart is 1 pint. Basically to convert, you just multiply the amount of quarts by two, and then that's the number of pints. 5 1/2 times 2 is 11, so 5.5 quarts is 11 pints.

Answer:

b

Step-by-step explanation:because i am right lol

Answer:

6 - 5d is an expression equivalent to -5d + 6 using the commutative Property of Addition.

Step-by-step explanation:

Commutative Property of Addition

We know that we can add two numbers in any order.

For example,

Let 'a' and 'b' be two numbers.

We can add  'a' and 'b' numbers in any order, such as

a + b = b + a

Thus,

a + b = b + a is represented using the commutative Property of Addition.

In our case,

-5d + 6 can be written or represented using the commutative Property of Addition, such as

-5d + 6 = 6 - 5d

It is clear that -5d + 6 can be written in any order such as 6 - 5d.

In other words, 6 - 5d is an expression equivalent to -5d + 6 using the commutative Property of Addition.

Therefore, 6 - 5d is an expression equivalent to -5d + 6 using the commutative Property of Addition.

Answer:

I believe the last answer is correct

Step-by-step explanation:

9514 1404 393

Answer:

  [tex]\dfrac{2}{3}x-\dfrac{13}{12}=-\dfrac{5}{12}x[/tex]

Step-by-step explanation:

There are a couple of ways to get equivalent equations. We can collect the constants on one side of the equal sign, or we can collect the variable terms on one side of the equal sign.

Constants:

  [tex]\dfrac{2}{3}x-\dfrac{5}{6}=-\dfrac{5}{12}x+\dfrac{1}{4} \qquad\text{given}\\\\ \dfrac{2}{3}x-\dfrac{10}{12}-\dfrac{3}{12}=-\dfrac{5}{12}x \qquad\text{subtract $1/4=3/12$}\\\\ \dfrac{2}{3}x-\dfrac{13}{12}=-\dfrac{5}{12}x \qquad\text{matches last choice}[/tex]

Note that if we add 13/12 to this equation, the constant will be on the right, as in the second choice. However, that constant will be 13/12, not -7/12, so the second choice is not equivalent.

__

Variable terms:

  [tex]\dfrac{2}{3}x-\dfrac{5}{6}=-\dfrac{5}{12}x+\dfrac{1}{4} \qquad\text{given}\\\\ \dfrac{8}{12}x+\dfrac{5}{12}x-\dfrac{5}{6}=\dfrac{1}{4} \qquad\text{add $\dfrac{5}{12}x$}\\\\ \dfrac{13}{12}x-\dfrac{5}{6}=\dfrac{1}{4} \qquad\text{not equivalent to 3$^{\text{rd}}$ choice}[/tex]

Note that if we subtract 13/12x from both sides of this equation, the x-term will be on the right, as in the first choice. However, it will be -13/12x, not 1/4x, so the first choice is not equivalent, either.

The last offered choice is the equivalent equation.