Find the slope of the line that passes through (4, 10) and (1, 11).

Answer:

M - 2

Step-by-step explanation:

Decreased is a math term indicating that we’re deal with subtraction

Answer:

Step-by-step explanation:

The m should be a variable.

Variable is a symbol like x or y that is used in mathematical or logical expressions to represent a variable quantity.

Decreased is subtract should have a minus sign.

Decreased is to reduced made less in size or amount or degree.

Decreased: ⇒ - (minus sign)

m-2, which is our answer.

Answer:

For a regular polygon, the perimeter is equal to the product of one side length and the number of sides of the polygon. For example, the perimeter of a regular pentagon whose side length 8 cm, is given by; Perimeter of a regular pentagon = 8 x 5 = 40 cm.

Step-by-step explanation:

I hope I've helped :).

Answer:

perimeter = number of sides x the length of any side.

Step-by-step explanation:

brainliest pls

Answer:

[tex]3^{3}[/tex]

Step-by-step explanation:

The number 27 is written in the form of a base of 3 and the exponent of 3 is given as 3³.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

here, we have,

It is a method for dividing a polynomial into pieces that will be multiplied together.

At this moment, the polynomial's value will be zero.

Rewrite 27 as a base and exponent without using an exponent of 1.

The number 27 can be written as,

27 = 3 x 3 x 3

27 = 3³

Then the number 27 is written in the form of a base of 3 and the exponent of 3 is given as 3³.

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Answer:

[tex]\sqrt{20}[/tex]

Step-by-step explanation:

the answer would be between [tex]\sqrt{16}[/tex], which is 4, and [tex]\sqrt{25}[/tex], which is 5.

4.47 i.e., [tex]\sqrt{20}[/tex] is the irrational number between 4 & 5.

Irrational number, any real number that cannot be expressed as the quotient of two integers—that is, p/q, where p and q are both integers. For example, there is no number among integers and fractions that equals Square root of [tex]\sqrt{2}[/tex].

Given irrational numbers

[tex]\sqrt{12} = 3.46[/tex]

[tex]\sqrt{20} =4.47[/tex]

[tex]\sqrt{34}=5.83[/tex]

[tex]\sqrt{80} =8.94[/tex]

Therefore, 4.47 i.e., [tex]\sqrt{20}[/tex] is between 4 & 5.

Hence, correct option is B.

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Answer:

3x-2x-6=4x-7

x-6. =4x-7

3x=1

X=1/3

Answer:

42 goals

Step-by-step explanation:

Therefore , the solution of the given problem of triangle comes out to be the distance of  the drone from the start point is  13feet.

Given that it has three sides and three vertices, a triangle qualifies as a polygon. It is a fundamental geometric figure. Triangle ABC is the term used to refer to a triangle containing the vertices A, B, and C. When the three points are not collinear, a unique plane and triangle in Euclidean geometry are discovered. Triangles are polygons because they have three sides and three corners. The points where the three sides of the triangle converge are referred to as the triangle's corners. Three triangle angles are multiplied to yield 180 degrees.

Here,

Given : Height of drone  = 5 feet

and  distance of drone covered is 12 feet

Thus ,

to calculate the distance of  the drone from the start point

distance can be represented as H

Since it forms right triangle.

By using pythagoras theorem,

=> 5² + 12² = H²

=> H² = 169

=> H = √169

=> H = 13

Therefore , the solution of the given problem comes out to be the distance of  the drone from the start point is  13feet.

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Answer:

The answer is A

Step-by-step explanation:

12 x 5 = 60

16 x 6 = 96

60 + 96 =156 ft

Answer:

[tex]6 \times 5 + 6 \times 16 = 6 \times 21 = 126[/tex]

Answer:

it would be the first answer

Step-by-step explanation:

you can draw the net of the shapes, and count each corner there

Answer:

4

Step-by-step explanation:

You divide 125 by 40 and that will give you 3 1/8. In the question, it says to use whole numbers and you'd have to go up, giving you 4.

It takes you together 6.67 minutes to paint 50 square feet, as you have to consider that the together rate is the sum of the separate rates.

Addition is a way of combining things and counting them together as one large group. ... Addition in math is a process of combining two or more numbers.

here, we have,

The together rate is the sum of the separate rates.

In this question:

Sam's rate is 1/10 for 25 square feet, so 1/20 for 50 square feet.

Your's rate is 1/5 for 25 square feet, so 1/10 for 50 square feet.

Together rate:

1/x = 1/20 + 1/10

or, 1/x = 3/20

or, x = 20/3

or, x = 6.67

so, we get,

It takes you together 6.67 minutes to paint 50 square feet, as you have to consider that the together rate is the sum of the separate rates.

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complete question:

Sam and you are going to paint your room together.

Sam takes 10 minutes to paint 25 square feet.

It takes you 5 minutes to paint 25 square feet.

Sam says, "If we paint together, then it will take 15

minutes for us to cover 50 square feet."

Give an explanation to convince Sam that she is

incorrect

Answer:

8% is equivalent to the fraction 8/100

Step-by-step explanation:

Answer:

Number of people fit in 6 feet by 6 feet room = 12 people

Step-by-step explanation:

Given:

Number of people fit in 9 feet by 4 feet room = 12 people

Find;

Number of people fit in 6 feet by 6 feet room

Computation:

Surface area of 9 feet by 4 feet room = 9 x 4

Surface area of 9 feet by 4 feet room = 36 feet²

So,

Surface area of 6 feet by 6 feet room = 6 x 6

Surface area of 6 feet by 6 feet room = 36 feet²

Surface area of both rooms are equal. so number of people are also equal

Number of people fit in 6 feet by 6 feet room = 12 people

Answer:

To color the hair of one client takes 55 minutes

To give a client a haircut takes 72-55 which is 17

Step-by-step explanation:

i hope this helps ;)

Step-by-step explanation:

note that 7⁰ is always 1.

[tex] \frac{ {7}^{ - 10} }{ {7}^{4} } \\ \\ \frac{1}{ {7}^{14} } \\ \\ {7}^{ - 14} [/tex]

the answer is shown above

Answer:

Last option, [tex]\frac{1}{7^{14} }[/tex]

Step-by-step explanation:

[tex]\frac{7^{-10} }{(7^{4} )(7^{0} )}[/tex]=>[tex]\frac{7^{-10} }{7^{4+0}}[/tex]=>[tex]\frac{7^{-10} }{7^{4}}[/tex]=>[tex]7^{-10-4}[/tex]=>[tex]7^{-14}[/tex]=>[tex]\frac{1}{7^{14} }[/tex]

Therefore , the solution of the given problem of perimeter comes out to be  PQRS  = 29 units.

The perimeter, or total length, of a shape is referred to as its perimeter in geometry. A shape's perimeter is calculated by summing the lengths of all of its sides and edges. By adding together the lengths of all a shape's sides, one may determine its perimeter.  The circumference of a field, for instance, will be 78 yards for a rectangle with dimensions of 24 yards long by 15 yards wide.

Here,

Given : PQRS has the length 12

and TUVW has length 15.

thus ,

To find the perimeter of PQRS:

we find,

TUVW = 35 units

and

PQRS = 35 - 6

=> PQRS  = 29

Therefore , the solution of the given problem of perimeter comes out to be  PQRS  = 29 units.

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Step-by-step explanation:

1100-825= Markup

Markup= 275

Using the addition operation, the number of cups of flour Sasha needs to make both a batch of muffins and a loaf of bread is 2⁵/₁₂ cups.

We can use the addition operation to determine the quantity of flour that Sasha needs.

We add the cups of flour needed for both items to determine the total quantity.

The quantity of flour for making a batch of muffins = 3/4 cups

The quantity of flour for making a loaf of bread = 1²/₃ cups

The total quantity of flour needed for making a batch of muffins and a loaf of bread = 2⁵/₁₂ cups (³/₄ + 1²/₃)

(³/₄ + 1²/₃)

= ³/₄ + ⁵/₃

= (9 + 20)/12

= 29/12

= 2⁵/₁₂

Thus, to make a batch of muffins and a loaf of bread, Sasha needs 2⁵/₁₂ cups of flour.

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Limits of the functions shown in the graph are limx +f(x) = 0 and limx -f(x) = 0. The link between a group of inputs, each of which has a related output, is known as a function.

The study of mathematics covers a variety of topics, including numbers, formulas and related structures, forms and the environments in which they exist, quantities and their variations, and the environments in which they exist.  An easy way to think of a function is as a relationship between inputs and outputs, where each input leads to a single, distinct result. Each function has a respective domain and a codomain, or scope. Functions are typically represented by the letter f. (x). input is x. The accessible functionalities fall into four categories. based on the following elements: on functions, one-to-one functions, many-to-one functions, and within functions.

given

We first take into account how f(x) behaves as x increases unboundedly for the function in the graph below. As x can always increase because the function has no limit, it can never be zero. However, the function's behavior when x rises.

Similar to how x decreases without bound or how we move leftward on the graph, f(x) also seems to be approaching zero.

So in this case we can write:

limx → +∞f(x) = 0

limx → - ∞f(x) = 0

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The correct option regarding which of the sentences represents a trigonometric identity is given as follows:

b. None of the equations are identities.

A trigonometric identity is a relation that is true for all possible angle measures of [tex]\theta[/tex]

The first relation is given as follows:

[tex]4\cos{\theta}\tan{\theta}\sec{\theta} = 4[/tex]

The tangent and secant equations are given as follows:

Hence:

4cos(x)tan(x)sec(x) = 4cos(x) x sin(x)/cos(x) x 1/cos(x)

4cos(x)tan(x)sec(x) = 4sin(x)/cos(x)

4cos(x)tan(x)sec(x) = 4tan(x).

Meaning that the first statement is not an identity.

The second relation is given as follows:

[tex]\frac{9\sec^{2}{\theta}}{\cos^{2}{\theta}} - \frac{\tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

With a single denominator, we have that:

[tex]\frac{9\sec^{2}{\theta} - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

The secant identity is given as follows:

[tex]\sec^2{\theta} = 1 + \tan^2{\theta}[/tex]

Hence:

[tex]\frac{9\sec^{2}{\theta} - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

[tex]\frac{9(1 + \tan^2{\theta}) - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

[tex]\frac{9 + 8\tan^2{\theta}}{\cos^{2}{\theta}} = 2[/tex]

Is also a false statement, hence neither is an identity and option B is correct.

The statements are given by the image presented at the end of the answer.

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[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{3^3\times3^3\times3}[/tex]

[tex]\mathsf{3^3 = 3 \times3\times3 = 9\times 3 = \bf 27}[/tex]

[tex]\mathsf{27\times27\times3 =\ ? }[/tex]

[tex]\mathsf{27\times27 = \bf 729}[/tex]

[tex]\mathsf{729\times 3}[/tex]

[tex]\mathsf{= \bf 2,187}[/tex]

[tex]\large\text{So you are looking for: \bf 2,187}[/tex]

[tex]\large\text{Option A.}[/tex]

[tex]\mathsf{3^6}[/tex]

[tex]\mathsf{= 3\times3\times3\times3\times 3\times3}[/tex]

[tex]\mathsf{3\times 3 = \bf 9}[/tex]

[tex]\mathsf{= 9\times 9\times 9}[/tex]

[tex]\mathsf{9\times9 = \bf 81}[/tex]

[tex]\mathsf{= 81\times9}[/tex]

[tex]\mathsf{= \bf 729}[/tex]

[tex]\large\text{So Option A is NOT equivalent because it is too small }[/tex]

[tex]\large\text{Option B.}[/tex]

[tex]\mathsf{3^7}[/tex]

[tex]\mathsf{= 3\times3\times3\times3\times3\times3 \times3}[/tex]

[tex]\mathsf{3\times 3 = \bf 9}[/tex]

[tex]\mathsf{= 9\times9\times9\times3}[/tex]

[tex]\mathsf{9\times9 = \bf 81}[/tex]

[tex]\mathsf{81\times9\times3}[/tex]

[tex]\mathsf{81\times 9 = \bf 729}[/tex]

[tex]\mathsf{729\times3}[/tex]

[tex]\mathsf{= \bf 2,187}[/tex]

[tex]\large\text{Option B. could possibly be your answer}[/tex]

[tex]\mathsf{3^9}[/tex]

[tex]\mathsf{= \bf 19,683}[/tex]

[tex]\large\text{Option C. Can’t be your answer because it’s too big!}[/tex]

[tex]\mathsf{3^{12}}[/tex]

[tex]\mathsf{= \bf 531,441}[/tex]

[tex]\large\text{Option D. cannot be your answer because it is way too big}\\\ \large\text{similar to your original answer (2,187)}[/tex]

[tex]\boxed{\boxed{\large\textsf{Answer: \huge Option B.}}}\huge\checkmark[/tex]

[tex]\text{Good luck on your assignment and enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer: ur answer is B mark me brainliest

Step-by-step explanation:

The end behavior of the function f(x) = 1/9 x¹² is

The end behavior of the function f(x) = -1/10 x¹⁸ is

The end behavior of function typically says the characteristics of the function at the ends

The given function is:

f(x) = 1/9 x¹²

The positive exponents will mean that x will always yield positive values hence f(x) is always positive

f(x) = -1/10 x¹⁸

The positive exponents will mean that x will always yield positive values however the negative constant -1/10 will make f(x) always negative hence f(x) is always negative

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Answer:

  Line D

Step-by-step explanation:

You want to know which line is not parallel or perpendicular to the other given lines:

 A: 2y -x = 2

  B: 4y = -8x -4

  C: y = -2x +4

  D: 5y = 10x +15

We can write each of these equations in standard form to make it easier to compare them. That form is ...

  ax +by = c

where a > 0 and a, b, c are mutually prime.

The equations are ...

  A: x -2y = -2

  B: 2x +y = -1

  C: 2x +y = 4

  D: 2x -y = -3

Equations with the same coefficients of x and y will be parallel:

  2x +y = -1  and  2x +y = 4 . . . . lines B and C

Equations with coefficients that have been swapped, with one negated, will be perpendicular:

  x -2y = -2  and  2x +y = -1 . . . . lines A and B

Line A is perpendicular to parallel lines B and C, so line D is the odd one out.

  Line D doesn't fit.

Answer:

Option C, 13.7 cm

Step-by-step explanation:

Cos(31°) = [tex]\frac{x}{15}[/tex]

=> Multiply 15 on both sides of "="

Cos(31°) * 15 = x

13.7 = x

Hope this helps!

Answer:

Let the total number of people in the group=x

So total number of men =3x/8

Hence total number of women=5x/8

No. of men having brown eyes=2/3*3x/8=x/4

Total no. of people having brown eyes=3x/4

No.of women having brown eyes

=3x/4 -x/4=2x/4=x/2

No. of women who don't have brown eyes= 5x/8-x/2 = x/8

So the fraction is x/8x= 1/8

Step-by-step explanation:

Answer: 28 children

A ratio has two or more numbers that symbolize relation to each other. Ratios are used to compare the numbers, and you can compare them using division.

First, we would need to figure out the total number of students. To do this, we can divide 84 by 3, then add that to the total.

84 ÷ 3 = 28

28 + 84 = 112

This means that there are 112 students in the classroom.

If 3/4 of the children in the school have blue eyes, we know that 1/4 of the children will have brown eyes. We can convert 1/4 into a decimal, or into a percentage, to get the number of children with brown eyes.

1/4 = 0.25 = 25%

To figure out how much 25% of 112 is, we can simply multiply 112 by 0.25.

112 × 0.25 = 28

So, this means that there are 28 children with blue eyes in the school.

Answer: A)

[tex]A) The ~ low ~ temperature ~ in ~Edmonton ~was\\\~greater ~than~the ~low ~temperature~ in~ fort~ Nelson[/tex]

༄✫༄✫༄✫༄✫༄✫༄

hope it helps...

have a great day!!!

Given:

4, x, y, 108 are the consecutive terms of a G.P.

To find:

The x and y.

Solution:

The nth term of a G.P. is:

[tex]a_n=ar^{n-1}[/tex]

Where, a is the first term and r is the common ratio.

Let us consider 4, x, y, 108 are the first 4 terms of the G.P. Here 4 is the first term of the given G.P.

Suppose r  the common ratio, then 4th term of the given G.P. is:

[tex]a_4=4(r)^{4-1}[/tex]

[tex]a_4=4(r)^{3}[/tex]

The 4th term of the G.P. is 108.

[tex]4(r)^{3}=108[/tex]

[tex]r^{3}=\dfrac{108}{4}[/tex]

[tex]r^{3}=27[/tex]

[tex]r^{3}=3^3[/tex]

On comparing both sides, we get

[tex]r=3[/tex]

The common ratio is 3.

The second term of the given G.P. is:

[tex]x=4r[/tex]

[tex]x=4(3)[/tex]

[tex]x=12[/tex]

The third term of the given G.P. is:

[tex]y=xr[/tex]

[tex]y=12(3)[/tex]

[tex]y=36[/tex]

Therefore, the value x is 12 and the value of y is 36.

false

it is a decimal not a fraction

9514 1404 393

Answer:

  90

Step-by-step explanation:

10! = 10 × 9 × 8!

so 10!/8! = 10×9 = 90

__

The factorial of an integer is the product of that integer and all the positive integers less than it. So, 3! = 3×2×1, for example. 0! is defined as 1.