Alex is y years old. Bella is 4 years older than him .Carla is double Alex's age. The sum total of their age is 32
Form and solve an equation to work out the ages of the three children

The length of segment BD on the triangle is given as follows:

BD = 12.5 units.

The theorem used to solve this problem is given as follows:

A line parallel to one side of a triangle divides the other two proportionately.

The parallel lines in this problem are given as follows:

BC and DE.

Then the proportional segments are given as follows:

AB and AC.

Thus the proportional relationship that relates these side lengths is given as follows:

(x - 2)/3 = (x + 3)/5.

Applying cross multiplication, the value of x is obtained as follows:

3x + 9 = 5x - 10

2x = 19

x = 19/2

x = 9.5.

Then the length of BD is obtained as follows:

BD = x + 3 = 9.5 + 3 = 12.5.

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Answer:

A Venn diagram is used to visually represent the differences and the similarities between two concepts.

Step-by-step explanation:

hope this helps:)

Answer:

Down below

Step-by-step explanation:

A venn diagram is two circles that overlap in the middle to create the similarities area. The rest of the circles that haven't overlapped are for listing the differences.

Hope this helps! :)

Answer: X = -4

Step-by-step explanation:

Well, we are given two functions. We know that both of these functions are to be having the same value (they are both f(x) equations).

Therefore, we can create this equation:

6x = -24

We divide both sides by x to get:

x = -4

The value of x is 12.

The triangles which are similar have the same shape and measure of three angles are also same. The only thing that varies is their sides. However, the ratio of the sides of one triangle is equivalent to the ratio of the sides of another triangle, which is called here the scale factor.

By dividing the long sides and short sides, find the scale factor:

96 / 24 = 4

28 / 7 = 4

So, the large triangle is four times bigger than the small one.

Now applying the scale factor to calculate the hypotenuse:

The length of the smaller hypotenuse is 25, a scale that by 4 to get 25 * 4  =100

This means that the larger hypotenuse needs to equal 100 and  the hypotenuse is labeled 6x +28:

6x+28 = 100

Subtract 28 from each side:

⇒6x = 72

Divide both sides by 6:

⇒x = 72/6

∴x = 12

So, the value of x is 12.

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Answer: $0.67/eraser

Step-by-step explanation:

Simply divide the cost by the number of eraser in the pack which is 4 eraser.

Solution:

Let x (cost of an eraser)

x = 2.68/4

x = $0.67/eraser

Answer:

A

Step-by-step explanation:

what is even going on at A

Answer:

It could take up less space and be more convenient.

Answer:

none

Step-by-step explanation:

the advantage depends

The particles contain 5.199 mol. The result is obtained by dividing the number of particles by the Avogadro number.

Avogadro number is the number of particles contained in 1 mol of any substance. It is 6.022 × 10²³ particles/mol.

The number of particles of a substance can be expressed as

N = n × NA

Where

The number of particles of a substance is 3.131 × 10²⁴ particles. Find the number of moles!

With the Avogadro number, the number of moles would be

N = n × NA

3.131 × 10²⁴ = n × 6.022 × 10²³

n = (3.131 × 10²⁴) / (6.022 × 10²³)

n = 0.5199 × 10¹

n = 5.199 mol

Hence, there are 5.199 mol contained in the particles.

The answer is A.

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When the incident rays appear from a given object, then it is known as a real object. farther, the light rays emanating from the real object after reflection from the mirror, meet at a definite point, then the optically formed duplication of an object is known as an image.

There are two types of images are formed they are real image and virtual image. The real image indicates the representation of an actual object, produced when the light rays arising from a single source intersect at a particular (real) point.

On the opposite, the virtual image can be understood as the image produced due to the apparent separation of rays of light from a definite point.

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The image of the point (-9, -6) after a rotation of 90 degrees counterclockwise about the origin is (6, -9).

A point in a 2D plane can be represented by its coordinates (x, y).

A rotation of 90 degrees counterclockwise about the origin can be represented by the transformation matrix:

[cos(90) -sin(90)]

[sin(90) cos(90)]

When we apply this transformation matrix to the point (-9, -6), we get the following:

[cos(90) -sin(90)][-9] = [0 * -9 + (-1) * -6] = 6

[sin(90) cos(90)][-6] = [1 * -9 + 0 * -6] = -9

Therefore, the image of the point (-9, -6) after a rotation of 90 degrees counterclockwise about the origin is (6, -9).

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Answer:

This equation is a simple algebraic equation. It can be solved by isolating the variable on one side of the equation.

a-2=-5

Add 2 to both sides:

a = -5+2

a = -3

So, the solution of the equation is a = -3

[tex] \tt \: a - 2 = - 5[/tex]

[tex] \: [/tex]

[tex] \tt \: a = - 5 + 2[/tex]

[tex] \: [/tex]

[tex] \large \underline{ \boxed{ \tt \color{red} a = - 3}}[/tex]

[tex] \: [/tex]

hope it helps! :)

The single Trigonometric function is √2/2.

Trigonometric Function:

In mathematics, trigonometric functions (also called circular functions, trigonometric functions, angular functions) are real functions that relate the angles of a right-angled triangle to the ratio of the lengths of its two sides. They are widely used in all geometry-related sciences such as navigation, solid mechanics, celestial mechanics, and geodesy. They are one of the simplest periodic functions and are often used to study periodic phenomena using Fourier analysis.

The most commonly used trigonometric functions in modern mathematics are sine, cosine, and tangent. Their reciprocals are cosecane, secane, and cotangent, respectively, and are seldom used. Each of these six trigonometric functions has a corresponding inverse and a hyperbolic analogue.

According to the question:

Following are the solution to the given expression:

Given:

0 < x < π/2

[tex]\frac{sin \frac{x}{2} + cos \frac{x}{2} }{1-cos \frac{x}{2} }[/tex]

To find:

value=?

Solution:

0 < x < π/2

[tex]\frac{sin \frac{x}{2} + cos \frac{x}{2} }{1-cos \frac{x}{2} }[/tex]

Now,

Let x = π/2

[tex]\frac{sin \frac{x}{2} + cos \frac{x}{2} }{1-cos \frac{x}{2} }[/tex]

[tex]\frac{\frac{1}{\sqrt{2} * 1} }{1-0}[/tex]

[tex]\frac{1}{\sqrt{2} } * \frac{\sqrt{2} }{\sqrt{2} }[/tex]

[tex]\frac{\sqrt{2} }{2}[/tex]

Therefore, the answer is [tex]\frac{\sqrt{2} }{2}[/tex].

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One way to remember multiples of 8 is to think of them as being one less than a multiple of 10. Also another method that can be used to remember multiples of 8 is using them as a double of the multiplies of 4.

For example, 8 is one less than 10, 16 is one less than 18, and so on. This can help make it easier to remember and recall multiples of 8. Another way to remember multiples of 8 is to think of them as being double the multiples of 4. For example, 8 is double of 4, 16 is double of 8 and so on.

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Answer: 28 and 40

Step-by-step explanation:

64 / 2 = 32

32 - 8 = 28

32 + 8 = 40

Answer:28 and 36

Step-by-step explanation:

Rearrange the equation and we get: 2X = 56. Solve for X and we see that X=28

Answer:

Option B

Step-by-step explanation:

Remember these facts about the following options:

An acute angle is less than 90 degrees.
A right angle is exactly 90 degrees.
A straight angle is more or less a straight line.
An obtuse angle is an angle greater than 90 degrees.

One of the most notable factors of a right angle is the fact that it takes the shape of an L, speaking of how the photo given takes the shape of an L we can immediately exclude options A, B, and D and say option B or
"right" is our answer.

Hope this helps.

===================================================

Explanation:

The sequence appears to be geometric. Let's test that claim out.

Divide each term by the previous term.

Each time we get the result 0.2, which is the common ratio r. It tells us this sequence is indeed geometric.

To get the next term in a geometric sequence, we multiply the last term 2500 by this common ratio.

Follow similar steps for terms 6 through 8.

Terms 5 through 8 are 500, 100, 20, and 4 in that order.

The first four terms of the sequence are:

a1 = 2

a2 = 2 - 3 = -1

a3 = -1 - 3 = -4

a4 = -4 - 3 = -7

The sequence defined by the rule an = 2, if n = 1; an-1-3, if n > 1, starts with the first term being 2. For all subsequent terms, the value of the previous term is subtracted by 3. Therefore, the second term of the sequence is -1 (2-3), the third term is -4 (-1-3) and fourth term is -7 (-4-3). This pattern of subtracting 3 from the previous term will continue for all subsequent terms in the sequence. The sequence can be represented by the function an = 2 - 3(n-1) for any natural number n.

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Ratnam will have to pay Rs. (x+50y) to the agency for a journey of 50 kilometers.

A word problem is a few sentences describing a 'real-life' scenario where a problem needs to be solved by way of a mathematical calculation.

Given that, Ratnam hired a car from a car renting agency which charges a flat amount of Rs. x for travelling up to 40 kilometers and Rs. y per km for every kilometer travelled thereafter.

We need to find how much should Ratnam pay the agency for a journey of 50 kilometers,

The amount for travelling a km is Rs. y

Therefore, for 50 km it will cost = 50y

Since, they are charging Rs. x as a flat amount,

Therefore, the total cost of travelling 50 km is = x+50y

Hence, Ratnam will have to pay Rs. (x+50y) to the agency for a journey of 50 kilometers.

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Answer:

9.) -32 thousand ft per hour

10.) 9/4° per hour

Step-by-step explanation:

9.) To solve this problem, we first need to know the time that the plane landed, which is after 5 hours. Now, we need to find the altitude of the plane a four hours and thirty minutes, which is 16 thousand ft. Lastly, we need to know the formula for rate of change, which is change in y over change in x. Below is the work for how to solve the problem:

change in y / change in x = [tex]\frac{16-0}{4.5-5}[/tex]

[Note: four hours and thirty minutes is equal to 4.5 hours.]

[tex]\frac{16-0}{4.5-5} = \frac{16}{-0.5} =32[/tex]

So, the rate of change from four hours and thirty minutes to when the plane landed is -32 thousand ft per hour.

10.) You did number 10 for the most part, except that the denominator is 8 not 9-0. The reason for this is that is is 8 hours between 6am and 2pm, not 9. This means our final answer is 18/8, or 9/4° per hour.

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A diagonal of a rectangle will intersect the same number of squares as the length of the rectangle. The rectangle has a length of 7 squares and a width of 4 squares, so the diagonal will intersect 12 squares.

A diagonal of a rectangle will always intersect the same number of squares as the length of the rectangle. In this case, the rectangle has been outlined on a grid paper with dimensions of 7x4. This means that the length of the rectangle is 7 squares and the width is 4 squares. Therefore, the diagonal of this rectangle will intersect 12 squares in total. This is because the length of the rectangle is greater than the width and so the diagonal must intersect the entire length of the rectangle and all of the squares the width intersects. As a result, the diagonal of this rectangle will intersect 12 squares.

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A sequence of the form a, a + d, a + 2d, a + 3d, a + 4d, etc. is an arithmetic sequence. The common difference of the sequence is d, and the number an is the first term. An arithmetic sequence's nth term is determined by the formula a = a + (n - 1)d.

Bracket, Of, Division, Multiplication, Addition, and Subtraction is referred to as BODMAS. A mathematical expression's order of operation is explained using the BODMAS. The acronym PEDMAS, which stands for Parentheses, Exponents, Division, Multiplication, Addition, and Subtraction, is sometimes used to refer to the BODMAS.

A geometric sequence is a set of numbers that follows a pattern in which the following term is determined by multiplying the previous one by a factor known as the common ratio, or r.

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The Null spaces in matrix b is [tex]\left[\begin{array}{ccc}-2\\1\\0\\0\end{array}\right][/tex] , [tex]\left[\begin{array}{ccc}3\\0\\1\\0\end{array}\right][/tex]

The Null spaces for matrix C is [tex]\left[\begin{array}{ccc}0\\0\\0\end{array}\right][/tex]

For Null spaces we form an augmented matrix by appending a column of zeros to the right, and then put this matrix in reduced row-echelon form.

We convert the matrix equation back to an equivalent system. Add an equation for each free variable. Solve for each variable in terms of the free variables.

Then we collect terms into vectors and after that factor out variables on the right side. Thus, a basis for the null space is calculated. Detailed solution in the image.

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What will be order of steps in solution?

let x = the possible number of wood pieces

24x ≤ 72

24x/24 ≤ 72/24

x ≤ 3 wood pieces

Answer:

4.  x ≤ 3 wood pieces

[tex]\textsf{3.} \quad \dfrac{24x}{24}=\dfrac{72}{24}[/tex]

2.  24x ≤ 72

1.  Let x = the possible number of wood pieces

Step-by-step explanation:

Step 1

Define the variable:

Step 2

Given that the wood the Carpenter bought is 72 inches long and he needs to cut it into pieces that are 24 inches long:

Step 3

To find the possible number of pieces the Carpenter can cut, divide both sides of the equation by 24:

Step 4

Simplify both sides of the equation:

Charlotte and her sister enjoyed a special dinner in a restaurant, and the bill was $53.86. 11.99%  tip did she leave.

Percent tip she give:

[tex]\frac{6.46}{53.86}[/tex] × 100

= 11.99 %

A percentage, or percent, is a number smaller than or equal to 100. The term "per 100" refers to a percentage of a total amount. 45 percent, for instance, is 45 out of 100. Finding the share of a whole in terms of 100 is what percentage means. You can use online calculators or manually calculate it.

Percentages are utilized extensively and in numerous contexts. Discounts in stores, interest rates at banks, inflation rates, and numerous media statistics are all expressed as percentages. Understanding the financial aspects of everyday life requires knowledge of percentages.

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Answer:

9 1/2

Step-by-step explanation:

1/2 + 9

Answer:

19/2

Step-by-step explanation:

I am in 8th grade Ik wut the answer is bro

The area of the rectangle is [tex]60x^{7y^{9} }[/tex] whoe ide are 12x to the power of 6 y quared and 5xy to the power of 7.

What is rectangle ?

A rectangle is a type of quadrilateral that has its parallel sides equal to each other and all the four vertices are equal to 90 degrees. Hence, it is also called an equiangular quadrilateral. Since, the opposite sides are equal and parallel, in rectangle, therefore, it can also be termed as a parallelogram.

The area of a rectangle is found by multiplying its length by its width. In this case, the length is given as [tex]12x^{6y^{2} }[/tex]and the width is given as [tex]5xy^{7}[/tex]. To find the area, we simply multiply these two values together:

Area = ([tex]12x^{6y^{2} }[/tex]) * ([tex]5xy^{7}[/tex]) = [tex]60x^{7y^{9} }[/tex]

So the area of the rectangle is [tex]60x^{7y^{9} }[/tex]  whoe ide are 12x to the power of 6 y quared and 5xy to the power of 7.

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In this function, y = x + 6, the points at x = -2 will be solid and in this function y = 1, there will be a circle at x = - 2. And the correct graph is given below.

A function is an assertion, concept, or principle that establishes an association between two variables. Functions may be found throughout mathematics and are essential for the development of significant links.

The function is given below.

y = x + 6,  x ≤ -2

y = 1, x > - 2

In this function, y = x + 6, the points at x = -2 will be solid and in this function y = 1, there will be a circle at x = - 2.

And the correct graph is given below.

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Answer:

use y=mx+b. ... ...... ...

In order to have length twice width the answer should be 28 feet.

Let x be the width of the garden.

The length of the garden is 2x.

The perimeter of a rectangle is equal to 2(length + width)

So 42 = 2(2x + x)

42 = 2(3x)

x = 14

The width of the garden is 14 feet and the length is 2x = 2(14) = 28 feet.

The answer is 28 feet (Option a).

Mensuration is the branch of mathematics that deals with the measurement of geometric shapes and figures, such as length, area, and volume. It typically includes the study of geometric shapes, such as circles, triangles, and polygons, and their properties, such as perimeter, area, and volume. Mensuration is used in many fields, including engineering, physics, and computer graphics.

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