Answers
Trapezoid: 24, 12
Rectangle: 4, 8
Large triangle: 2, 18
Small triangle: 2, 2
Then, just find the formula for each and hen add them to find the total number of square feet of the floor.
Related Questions
I need help with the rest of those problems? the ones that are blank.
Answers
Twice a number (n) decreased by 5 is at least 11.
2n - 5 is = to or greater than 11.
2n - 5 is = to 11 comes out as 2n = 11 + 5, or 2n = 16, or n = 8.
If n = 8 or is greater than 8, 2n=5 will be at least 11.
Please, start work on the problems you haven't yet done. I'd be happy to comment on your own work and help you bring the solution to conclusion.
owen's bedroom has a perimeter of 46 feet if the length is 11 feet, what is the width of the bedroom anwer
Answers
To start off, identify your equation. You know P= 46, and L= 11, so you need to find W=. To do that, first you need to double your length, and width. So, L now equals 22, and W now equals 2W. Now, add W, and L, and it will need to be the original number. Simply subtract 22, from your product, and divide by two, and you'll have W. Here's what the equation should look like.
(2 * 11) + 2W= 46
22 + 2W= 46
46 - 22= 24
2W= 24
W= 12 ft. Or, the width is 12 feet.
Samuel is saving to buy a watch that costs 169 this is $48 more than 4 times what he saved last month how much did he save last month?
Answers
First, subtract 48 form 169. then divide by 4.
What is the domain of the function y= square root of x-10
Answers
Domain for √(x-10): [10, ∞)
Domain for √(x) - 10: [0, ∞)
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Mr. Chen goes to the post office to buy small and large boxes. He needs at least 4 small boxes. Altogether, he will buy no more than 15 boxes. The post office has 10 small boxes and 9 large boxes in stock.
The graph shows the feasible region, where x represents the number of small boxes and y represents the number of large boxes.
Which ordered pairs meet all the constraints and make sense in context of the situation?
Select each correct answer.
6,9
7,10
8,6
9,8
Answers
The correct answer is
8,6 & 6, 9
Answer:
The correct options are 1 and 3.
Step-by-step explanation:
It is given that x represents the number of small boxes and y represents the number of large boxes.
The post office has 10 small boxes and 9 large boxes in stock.
He needs at least 4 small boxes.
[tex]4\leq x\leq 10[/tex]
He will buy no more than 15 boxes.
[tex]6+9=15\leq 15[/tex]
[tex]8+6=14\leq 15[/tex]
Therefore options 1 and 3 are correct.
[tex]x+y\leq 15[/tex]
[tex]7+10=17>15[/tex]
[tex]9+8>15[/tex]
Therefore options 2 and 4 are incorrect.
x^2+xy=20 and y^2+xy=30 what is xy?
Answers
Which of the following best describes the square root of 12
Answers
Trent hikes up a hill at 4 km/h. He hikes back down at 6 km/h. The hiking trip took 3 hours. How much time did it take Trent to hike up the hill? Write an equation you can use to solve for t, the time it took him to climb up the hill
Answers
t = time to hike up the hill
3-t is the time to hike down the hill
so 4t = 6(3-t)
4t = 18-6t
10t = 18
t = 18/10 = 1.8 hours to hike up the hill
1.8 hours = 1 hour 48 minutes
Answer:
The time it took him to climb up the hill is 1.8 hours.
Step-by-step explanation:
Here, t represents the the time it took him to climb up the hill,
Total time taken by it = 3 hours,
Thus, the time taken by it to climb down the hill = ( 3 - t ) hours.
Since, Trent hikes up a hill at 4 km/h,
⇒ Total distance covered by it to climb up = 4 t (Distance = Speed × Time)
Since, Trent go down a hill at 6 km/h,
⇒ Total distance covered by it to go down = 6(3-t)
We know that,
Total distance covered by it to climb up = Total distance covered by it to go down
⇒ 4t = 6(3-t)
Which is the required equation.
⇒ 4t = 18 - 6t
⇒ 10 t = 18
⇒ t = 1.8
Hence, the time it took him to climb up the hill is 1.8 hours.
the bike course is 80 miles long and I have ridden 44 miles of the course. what percentage have avridden?
Answers
You have to set up a proportion 44 over 80 is equal to x over 100 (x is what we are trying to find - the percentage you have ridden). Then use cross products and multiply the 44 by 100 to get 4400 and divide that by 80 to get 55. So the answer is 55 so 55%.
55%.
Hope this helps!
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if the amount of white sugar were increased by a factor of 2 1/2, in cups how much white sugar would there be
A. 2 1/2
B. 2 3/5
C. 1 2/3
D. 1 3/5
Answers
To find the amount of white sugar if it were increased by a factor of 2 1/2, multiply the original amount by 2 1/2. The answer is A. 2 1/2 cups.
Explanation:To find the amount of white sugar if it were increased by a factor of 2 1/2, we need to multiply the original amount by 2 1/2. Let's assume the original amount is x. Multiplying x by 2 1/2 gives us:
x × 2 1/2 = x × 2 + x × 1/2 = 2x + (1/2)x = (4/2)x + (1/2)x = (5/2)x
So, the amount of white sugar after it is increased by a factor of 2 1/2 is (5/2)x cups. This is equivalent to 2 1/2 times the original amount of white sugar. Therefore, the answer is A. 2 1/2 cups.
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The two shapes have the same area. Work out the perimeter of the rectangle.
Answers
1) Using the given length and width of the rectangle, find its area.
2) Then using the base and height of the triangle, find its area.
3) Since the areas are equal, set the expressions equal to each other, and solve for x.
4) Using the value of x you found, find the length and width of the rectangle and find its perimeter.
1) The area of the rectangle is A = LW
Area of Rectangle = (x + 2)x = x^2 + 2x
2) The area of the triangle is A = (1/2)bh
Area of Triangle = (1/2)(24)x = 12x
3) Set the areas equal and solve for x
x^2 + 2x = 12x
x^2 - 10x = 0
x(x - 10) = 0
x = 0 or x = 10
Since a width cannot be 0, we discard x = 0, and keep x = 10.
4) The length is x + 2 = 10 + 2 = 12
The width is x = 10
The perimeter is 2(L + W) = 2(10 + 2) = 2(22) = 44
The perimeter is 44 cm.
It takes a person 30 minutes to gather 1 basket of fruit. Working at the same rate, how many baskets can 25 people gather in 8 hours?
Answers
14 x 25= 350
350 baskets
0.5=1
1.0=2
1.5=3
2.0=4
2.5=5
3.0=6
3.5=7
4.0=8
4.5=9
5.0=10
5.5=11
6.0=12
7.5=13
8.0=14
math question down below
Answers
6.213 repeating
5.152535 nonrepeating
4.04 repeating
and so is 6.123
Grace earn seven dollars for each car she washes she also save $25 for a weekly earnings this week she wants to have at least $65 in spending money how many cars would you wash right and solve an Equality to represent the situation interpret the solution contacts
Answers
.04 is 1/10 of what number
Answers
Answer:
0.4
Step-by-step explanation:
Let x be 1/10 of 0.04.
1/10 of x would be [tex]\frac{1}{10}x[/tex].
We can represent our given information in an equation as:
[tex]\frac{1}{10}x=0.04[/tex]
Let us solve for x.
[tex]10*\frac{1}{10}x=10*0.04[/tex]
[tex]x=0.4[/tex]
Therefore, 0.04 is 1/10 of 0.4.
What is 1/2 x 2/3 x 3/4
Answers
I believe the answer is 0.25
___________
Explanation:
__________
Method 1)
__________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;
= [tex] \frac{1 * 2 * 3}{2* 3 *4} [/tex] ;
= [tex] \frac{6}{24}[/tex] ;
= [tex] \frac{6/6}{24/6}[/tex] ;
= [tex] \frac{1}{4}[/tex] ; or, write as: "0.25" .
_________________
Method 2)
_________________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;
= [tex] \frac{1 * 2 * 3}{2* 3 *4} [/tex] ;
→ The "2's" & "3's" in both the numerator & denominator "cancel out" to "1" ; {since: "(2÷2=1)" ; and "(3÷3=1" ) ;
→ And we have:
→ [tex] \frac{1 * 1 * 1}{1 * 1 * 4} [/tex] ;
= [tex] \frac{1}{4} [/tex] ; or; write as: "0.25" .
________________
Method 3) (similar to "Method 2" above):
_________________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;
= [tex] \frac{1 * 2 * 3}{2* 3 *4} [/tex] ;
→ The "2" in numerator cancels out to "1" ; and the "4" in the denominator cancels to "2" ; {since: "(4÷2=2)" ; and since: "(2÷2=1)" ;
→ The "3's" in both the numerator AND denominator "cancel out" to "1" ; {since: "(3÷3=1" ) ;
→ And we have:
→ [tex] \frac{1 * 1 * 1}{2 * 1 * 2} [/tex] ;
= [tex] \frac{1}{4} [/tex] ; or; write as: "0.25" .
_______________
Method 4)
_______________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;
→ Cancel out the "2" in the denominator of "[tex] \frac{1}{2}[/tex]" ; to a "1" ; AND cancel out the "2" in the numerator of "[tex] \frac{2}{3} [/tex] " ; to a "1" ;
{since: "{2÷2=1}" ;
→ Cancel out the "3" in the denominator of "[tex] \frac{2}{3} [/tex] " ; to a "1" ;
AND cancel out the "3" in the numerator of: "[tex] \frac{3}{4}[/tex]" ; to a "1" ;
{since: "(3÷3=1}" ;
→ And we have:
→ [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{4} [/tex] ;
= [tex] \frac{1 * 1 * 1}{1 * 1 *4} [/tex] ;
= [tex] \frac{1}{4} [/tex] ; or; write as: "0.25" .
________________
Variation:
________________
At the point when we have:
________________
→ [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{4} [/tex] ;
________________
We can eliminate the:
" [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1}[/tex] " ;
{since: " [tex] \frac{1}{1}[/tex] = 1 " ;
{and since: " [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1}[/tex] " = 1 * 1 = 1 ;
and since: "1", multiplied by any value, equals that exact same value;
_____________
THAT IS:
_____________
→ [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{4}[/tex] ;
= 1 * 1 * [tex] \frac{1}{4}[/tex] ;
= (1 * 1) * [tex] \frac{1}{4}[/tex] ;
= 1 * [tex] \frac{1}{4}[/tex] ;
= [tex] \frac{1}{4}[/tex] ; or, write as: "0.25" .
_____________
Method 5) (similar to "Method 4" above):
____________________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;
→ Cancel out the "2" in the numerator of "[tex] \frac{2}{3} [/tex]" ; to a " 1 " ;
AND cancel out the "4" in the denominator of "[tex] \frac{3}{4}[/tex]"; to a "2" ;
{since: "{4÷2=2}" ; and since: "{2÷2=1}" ;
→ Cancel out the "3" in the denominator of "[tex] \frac{2}{3} [/tex] " ; to a "1" ;
AND cancel out the "3" in the numerator of: "[tex] \frac{3}{4}[/tex]" ; to a "1" ;
{since: "(3÷3=1}" ;
→ And we have:
_____________
→ [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{2} [/tex] ;
= [tex] \frac{1 * 1 * 1}{2 * 1 *2}[/tex] ;
= [tex] \frac{1}{4}[/tex] ; or, write as: "0.25" .
__________
Variation:
__________
At the point when we have:
__________
→ [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{2} [/tex] ;
__________
We can eliminate the:
" [tex] \frac{1}{1}[/tex] " ;
{since: " [tex] \frac{1}{1}[/tex] = 1 " } ;
{and since: "1", multiplied by any value, equals that exact same value} ;
___________
THAT IS:
___________
→ [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{2} [/tex] ;
= [tex] \frac{1}{2}[/tex] * 1 * [tex] \frac{1}{2}[/tex] ;
= [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{2}[/tex] ;
= [tex] \frac{1*1}{2*2} [/tex] ;
= [tex] \frac{1}{4}[/tex] ; or, write as: "0.25" .
__________________________________________________________
Mr nielson works 154 hours each month He works 8 months each year. How many hours does Mr nielson work each year
Answers
Hope this helps. :)
works 8 months
to find total number of hours per year you multiply 154*8 because there are 154 hours in one month.
ANSWER: 1232
In un rettangolo la somma delle sue dimensioni misura 154 cm e queste sono una i 5/6 dell'altra.Calcola l'area del rettangolo.
Answers
L'area del rettangolo in questione è 6449.5 cm quadrati, calcolata risolvendo l'equazione che unisce le due lunghezze date.
Explanation:In questo problema matematico, siamo interessati a trovare l'area di un rettangolo. Sappiamo che la somma delle lunghezze dei due lati del rettangolo è 154 cm e che un lato è 5/6 della lunghezza dell'altro .
Possiamo iniziare ponendo x come la lunghezza più corta e 5x/6 come la lunghezza più lunga, in quanto è 5/6 della lunghezza di x. Sommando questi due valori, otteniamo l'equazione: x + 5x/6 = 154. Risolvendo questa equazione, otteniamo x = 88 cm.
Il lato più lungo del rettangolo sarà quindi 5/6 * 88, che è uguale a 73.33 cm. Per calcolare l'area del rettangolo, moltiplichiamo la lunghezza con la larghezza: 88 cm * 73.33 cm = 6449.5.
Quindi, l'area del rettangolo è 6449.5 cmquadrati.
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The ratio of students to teachers at a school is 19:1 how many students are there in each total of people?
A.100 people B.280 C.440 D.760
Answers
this needs to be more than 20 characters so yeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
It will be -12 degrees tonight. The weatherman predicts it will be 25 degrees warmer by noon tomorrow. What will be the temperature be by noon tomorrow?
Answers
25 degrees warmer at noon
-12 + 25 = 13 degrees at noon tomorrow
The domain of the function given below is the set of all real numbers greater than 1/2 f(x)=(1/2)^x
Answers
The function f(x) = (1/2)^x accepts any real number as an input, so its natural domain is the set of all real numbers. However, the question specifies that the domain is all real numbers greater than 1/2, which might be due to the context in which this function is used.
Explanation:The function f(x) = (1/2) x is a function that will accept any real number as an input. Therefore, the natural domain of this function would be the set of all real numbers. However, in your question, the function is given a specific domain, that is, all the real numbers greater than 1/2. This domain restriction might be due to the context in which this function is used.
Remember, the domain of a function is the set of all possible input values (x-values) that will give a valid output value (f(x)). For example, in the function f(x) = 1/x, the domain is all real numbers except zero because we cannot divide by zero.
In your function f(x) = (1/2)x, there is no value of x that will result in a not defined output, so unless stated otherwise, the domain is all real numbers. However, here we are given that the domain is all real numbers greater than 1/2.
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What is the value of 6 cubed?What is the value of 6 cubed?
12
36
72
216
Answers
The value of 6 cube or 6×6×6 or 6³ is 216.
What is a perfect square number?A perfect square number when taken the square root of it results in an integer.
Numbers that are not perfect squares when taken the square root of it are irrational numbers.
One method of obtaining square roots for perfect squares is prime factorization.
Now, A perfect cube number is which when taken cube root results to an integer.
A number multiplied by itself by twice results in a cube of that number.
Therefore, The value of 6 cube would be 6 multiplied twice to itself, which is, = 6×6×6 = 36×6 = 216.
It can also be written as exponent form which is, 6³.
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Which graph represents the inequality y<−1+2x?
Answers
how many pairs of intersecting line segments does a cube have?
Answers
2) Oliver is determining the number of cats in his math class. Oliver is collecting what kind of data? A) bivariate B) categorical C) qualitative D) quantitative
Answers
Alicia wants to cover a section of her wall that is 2 feet wide and 12 feet long with mirrors.Each mirror tile is 2 feet wide and 1.5 feet long.How many mirror tiles does she need to cover that section?
Answers
what is x? x^2+(x+1)^2=145
Answers
x² + (x+1)² = 145
Expand.
x² + x² + 2x + 1 = 145
2x² + 2x + 1 - 145 = 0
2x² + 2x - 144 = 0
x² + x - 72 = 0
Factorize.
(x - 8)(x + 9) = 0
Therefore
x = 8, or x = -9
Answer: x = 8 or x = -9
___________________________________________
Explanation:
___________________________________________
Given:
___________________________________________
x² + (x + 1)² = 145 ; Solve for "x" :
___________________________________________
Note: (x+1)² = (x+1) (x+1) = x² + 1x + 1x + 1 = x² + 2x + 1 ;
___________________________________________
→ x² + (x + 1)² = x² + x² + 2x + 1 ;
= 2x² + 2x + 1 ;
__________________________________
2x² + 2x + 1 = 145 ;
Subtract "1" from each side:
__________________________________
↔ 2x² + 2x + 1 - 1 = 145 - 1 ;
to get:
__________________________________________
→ 2x² + 2x = 144 ;
__________________________________________
Now, subtract "144" from EACH SIDE of the equation:
__________________________________________
→ 2x² + 2x - 144 = 144 - 144 ;
__________________________________________
to get:
→ 2x² + 2x - 144 = 0 ;
which is an equation written in "quadratic format" that is:
" ax² + bx + c = 0 ; (a≠ 0) " ;
____________________________________
We have:
____________________________________
→ 2x² + 2x - 144 = 0 ;
____________________________________
Divide each side of the equation by "2" ; to simplify:
→ {2x² + 2x - 144} / 2 = 0 / 2 ;
____________________________________
to get:
____________________________________
→ x² + x - 72 = 0 ;
____________________________________
The "left-hand side" of the equation can be factored:
____________________________________
(x - 8) (x + 9) = 0 ;
______________________________________
→ x = 8, -9 .
______________________________________
in 1525 German print-maker Albrecht Durer first used the word net to describe a printed pattern that folds up into a three dimensional shape. Why do you think he choose to use the word net?
Answers
Albrecht Dürer used the term 'net' to describe a pattern because of its geometric nature and the way it mirrors a literal fishing net, which can be both flat and three-dimensional. His background in printmaking and geometry likely influenced this descriptor, showing his dedication to precision and instruction in visual arts.
The term net used by Albrecht Dürer in 1525 refers to a pattern that when folded, creates a three-dimensional shape. Dürer, a prominent figure in the Northern Renaissance, was a master in various forms of visual art. He possessed expertise in painting, printmaking, and had an understanding of geometrical principles as well as the new technology of print. The use of the word 'net' to describe a flattenable 3D pattern aligns with Dürer's keen attention to detail, precision, and geometry in his artworks. His choice of the term could have been inspired by the resemblance of the interconnected lines in a pattern to a fishing net, which can be spread out flat but typically exists in a more complex, three-dimensional form.
Through his prints and craft manuals, Dürer contributed to the dissemination of knowledge on artistic techniques and the use of geometry in art. His detailed illustrations often acted as visual instructions, which would align with the concept of a 'net' aiding in the construction of a three-dimensional understanding of shapes and forms. The term might have been quite intuitive for someone with Dürer's graphical sensibility, as it connects the craft of design with a term that people could visualize and comprehend easily.
Which of the ratios below can be used to finish the proportion
5/12 = ... ?
Select all correct answers.( The slashes are fraction bars not division signs!!)
(A) 0.25/0.6 (B) 40:96 (C) 1/2 over 1 and 2/5 (D) 1.5:3.6 (E) 1/3 over 0.8
Thanks so much I don't get this!
Answers
gas costs $2.53 per gallon in May. In September, gas cost $3.05 per gallon. What was the percent change in the cost of a gallon of gas?
Answers
$3.05 - $2.53
= $0.52
Take the positive difference and divide with the original price:
0.52 / 2.53
= 0.2055(bunch of numbers)
Then, multiply that by 100 or move the decimal 2 places to the right.
20.55 (rounded)
Your answer is:
20.6%
Answer:
20.6%
Step-by-step explanation:
To calculate the percentage of how much increase, we must first know how much is the difference in the price of May with that of September.
That difference will represent how many $ increase the gallon
[tex]3.05-2.53=0.52[/tex]
We know that a $ 0.52 increase now we must calculate to what percentage of the initial price this value is equivalent to know in what percentage the price of May increased.
[tex]2.53 \longrightarrow 100\%\\0.52 \longrightarrow x\\x=\frac{(0.52)(100)}{2.53} \\x=20.6\%[/tex]