(pesos and Php are philippine coins and money so just imagine pesos as coins if u arent filipino)
It has been Cheri's habit to collect 5 peso and 10 peso coins starting january of every year, to save up for her family's annual outreach to a local community at the end of the year. At the end of the year, she has saved a total of Php 2285 . If she has 11 more 10 pesos than 5 peso coins, how many coins of each does she have

Answer:

48 units.

Step-by-step explanation:

Since the triangles are similar (proportional), their dimensions are increased at the same ratio at any point, which means their perimeter too. So the base of the larger triangle is twice as long as the base of the smaller triangle.

The perimeter of the smaller triangle is 10 + 6 + 8 = 24 units.

24 * 2 = 48. Because the ratio of increase is 2:1 from the bigger triangle to the smaller triangle.

Hope you could understand this,

Answer: $49

Step-by-step explanation:

2.5% of 40 = 1, 9x1= 9, 40+9 = $49

Br₂ does not equal to Avogadro's number. Since bromine is a diatomic element.

What is a diatomic element?

Diatomic molecules—so named because they only contain two atoms of the same or different chemical elements—are molecules that are made up of two atoms. A diatomic molecule is considered to be homonuclear if it contains two atoms of the same element, such as oxygen (O₂) or hydrogen (H₂).

Each bromine molecule consists of 2 atoms of bromine. Br₂ consists of two moles. One mole of bromine consists of 6.02214076 × 10²³ atoms. Thus 2 moles of bromine consist of 2 × 6.02214076 × 10²³ = atoms. Thus Br₂ does not equal to Avogadro's number.

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Answer:

Step-by-step explanation:

Let angle A = w - 15 degree , angle B = -w + 1 degree and angle X = w + 34 degrees then:

We know that the exterior angle of a triangle is equal to the sum of two interior opposite angles.

therefore, w + 34 = w - 15 + (-w +1)

w + 34 = w - 15 - w + 1

w = -15 - 34 = - 49 degrees

since angle cannot be negative

therefore w = 49 degrees

Answer:

5

Step-by-step explanation:

4x-3=17

+3 on both sides = 4x=20

divide 20 by 4 and your answer is 5

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

[tex]\mathsf{4x - 3 = 17}[/tex]

[tex]\text{ADD 3 to BOTH SIDES}[/tex]

[tex]\mathsf{4x - 3 + 3 = 17 + 3}[/tex]

[tex]\text{SIMPLIFY IT}[/tex]

[tex]\mathsf{4x = 17 + 3}[/tex]

[tex]\mathsf{4x = 20}[/tex]

[tex]\text{DIVIDE 4 to BOTH SIDES}[/tex]

[tex]\mathsf{\dfrac{4x}{4} = \dfrac{20}{4}}[/tex]

[tex]\text{SIMPLIFY IT}[/tex]

[tex]\mathsf{x = \dfrac{20}{4}}[/tex]

[tex]\mathsf{x = 5}[/tex]

[tex]{\huge\text{Therefore, your answer should be:}[/tex][tex]\huge\boxed{\mathsf{x = 5}}\huge\checkmark[/tex]

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

For a house that have a height of 6 meters and length of 4.5 meters. On a scale drawing if the height of the house is 30 mm the length of the house will be 22.5 mm

In general, the term proportion refers to a part, share, or amount that is compared to a whole.

According to the definition of proportion, two ratios are in proportion when they are equal.

The length of the house on the map is calculated using equality in proportions as follows

The required proportion is

= height of the house / length of the house

= 6 / 4.5

= 4/3

Using this proportion, the length of the house in the drawing is

= 30 mm / 4/3

= 22.5

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Answer:

x = 60

Step-by-step explanation:

Let the two opposite angles be equal and let's call them y.

Because of the theory of angles on a straight line 120 +y = 180

y = 60

Because of the theory of angles on a straight line 2x + y = 180

2x + 60 = 180

2x =  120

x = 60

Alternatively. (also a lot easier)

120 and 2x are opposite angles so they are equal and so;

2x = 120

x = 60

Please mark as brainliest if this answer is helpful.

The distance between two points in a plane is the length of the line segment connecting them. The formula d=((x2 - x1)2 + (y2 - y1)2) is frequently used to determine the separation between two points.

The length of the line segment bridging two locations in a plane is known as the distance between them. d=((x2 - x1)2 + (y2 - y1)2) is a common formula to calculate the distance between two points. This equation can be used to determine the separation between any two locations on an x-y plane or coordinate plane.

The length of the line segment is the distance between two points. Congruent segments are those that share the same length. By using a ruler to draw a line, we may determine how far apart two points are.

x,y = (-8,0) (-8,0)

or

x/y = -8/0

If there was an association between L and K, we would use x,y = 8,0.

Since the query reads "between point K and point L," the x,y relationship becomes "-8,0."

Therefore, the answer is -8,0.

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On solving the provided question, we can say that - by fraction we karime walks = 3/4 so, 3/4  X 5 = 15/4

Any number of equal portions, or fractions, can be used to represent a whole. Fractions in standard English indicate how many units of a certain size there are. 8, 3/4. A whole includes fractions. The ratio of the numerator to the denominator is how numbers are expressed in mathematics. Each of these is an integer in simple fractions. In the numerator or denominator of a complex fraction is a fraction. True fractions have numerators that are less than their denominators. A fraction is a sum that constitutes a portion of a total. By breaking the entire up into smaller bits, you can evaluate it. Half of a full number or item, for instance, is represented as 12.

karime walks = 3/4

for = 5 days

so, 3/4  X 5 = 15/4

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The value of y from the equation is y = 5

The measure of RS = 38

The measure of ST = 18

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , on the number line , the measures of the sides are

The measure of RS = 7y + 3   be equation (1)

The measure of ST = 2y + 8   be equation (2)

The measure of RT = 56

Now , from the line segment ,

RT = RS + ST   be equation (3)

Substituting the values in the equation , we get

7y + 3 + 2y + 8 = 56

On simplifying the equation , we get

9y + 11 = 56

Subtracting 11 on both sides of the equation , we get

9y = 45

Divide by 9 on both sides of the equation , we get

y = 5

Substitute the value of y in equations (1) and equation (2) , we get

The measure of RS = 7 ( 5 ) + 3 = 38

The measure of ST = 2 ( 5 ) + 8 = 18

Hence , the equations are solved and the value of y = 5

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Answer: 23

Step-by-step explanation:

The Boolean dual are created by replacing AND operator with OR operator and the complement is defined as the negation of the statement .

What is Boolean Expression ?

The Boolean Expression is defined as a logical statement that is either TRUE or FALSE . It compares data of any type as long as both the parts of  expression have same basic data type.

The Dual of Boolean Expression are calculated by simply replacing AND operator with OR and OR operator with AND .

The Compliment of Boolean Expression  is defined as negation of  variables with replacement .

For Example : if the statement is [tex]A+B[/tex] ,

then the dual will be [tex]AB[/tex] and the compliment will be [tex]A'B'[/tex] .

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Thus, the choice that best describes the graph is A cubic function on a coordinate plane has an inflection point at x = 5 and crosses the x-axis at x = 5.

f(x)=ax3+bx2+cx+d, where  0 and the coefficients a, b, c, and d are complex numbers, and where the variable x has real values. In other words, it is both a three-degree polynomial function and a real function.

Here,

Our role in this situation is:

y = ∛(x - 5) (x - 5)

so the cubic root is given.

In this case, we see that when x = 0, we have:

The y-intercept is y = -5.

And if x = 5, we get:

Because of the sign change, the x-intercept and inflection point are both equal to  y = ∛0 = 0 

Thus, the choice that best describes the graph is A cubic function on a coordinate plane has an inflection point at x = 5 and crosses the x-axis at x = 5.

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The length of the sides of ΔABC are; AB = 2√5, BC = √13, and AC = √17

The length of the sides of ΔDEF are; DE = 2√5, EF = √13, and DF = √17

By the SSS Congruence Theorem, ΔABC ≅ ΔDEF

We are given the coordinates of Triangles ABC and DEF as;

A(5, 3), B(7, 7), C(9, 4)

D(-8, 6), E(-12, 8), F(-9, 10)

The formula for distance between two coordinates is;

Distance = √[(y₂ - y₁)² + (x₂ - x₁)²]

Thus;

AB = √[(7 - 3)² + (7 - 5)²]

AB = √20

AB = 2√5

Similarly;

BC = √[(4 - 7)² + (9 - 7)²]

BC = √13

AC = √[(4 - 3)² + (9 - 5)²]

AC = √17

Likewise;

DE = √[(8 - 6)² + (-12 + 8)²]

DE = √20

DE = 2√5

Similarly;

EF = √[(10 - 8)² + (-9 + 12)²]

EF = √13

DF = √[(10 - 6)² + (-9 + 8)²]

DF = √17

Since the corresponding sides of the two triangles are equal and as such they can be said to congruent by SSS Congruency.

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The value of x and y in the diagram are 26° and 9° respectively.

Two adjacent angles formed a linear pair.

The linear pair property:

The sum of the angle measure of both the angles is 180°.

Given:

Using linear pair theorem,

(5x - 17)° + (3x - 11)° = 180°.

8x - 28°= 180°

8x = 180° + 28°

8x = 208°

x = 208/8

x = 26°

The value of x is 26°.

Now,

3x - 11° = 3×26°-11°

           = 67°

Linear pair theorem,

67° + 90° + (2y+5)° = 180°

157°+2y+5° = 180°

2y + 162° = 180°

2y = 180° - 162°

2y = 18°

y = 9°

The value of y is 9°.

Therefore, the value of x is 26° and y is 9°.

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The complete question is given in the attached image.

a) Since data were collected for "score quantitative" variable(s), the correct graph to make is a histogram

b) For this one the class width is given to be the following: class with = 10 .  See the attachment for table

c)  See the attachment for the graph

What is histogram ?

A histogram is a collection of rectangles with bases and the gaps between class boundaries. All of the rectangles are contiguous, and each rectangle bar represents some kind of data. Rectangles have heights that are proportionate to the corresponding frequencies for both related and dissimilar classes.

a) Since data were collected for "score quantitative" variable(s), the correct graph to make is a histogram

b) For this one the class width is given to be the following: class with = 10 .  See the attachment for table

c)  See the attachment for the graph

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this is a question of arithmetic and the solution is as follows,

The expression 8x + 12y represents the sum of harry and mike’s total monthly wages.

Generally the equation for the  The Distributive property is mathematically given as,

a x (b +c) = a x b+ b x c.

Where

8x+12y

Therefore,

= 4 x 2x + 4 x 3x

= 4 x( 2x + 3x)

= 4( 2x + 3x)

Arithmetic

Arithmetic is the branch of mathematics that deals with the study of numbers using various operations on them. Basic operations of math are addition, subtraction, multiplication and division.

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Answer:

7.14%

Step-by-step explanation:

Any comparison with the increase or decrease in price has to be compared to the ORIGINAL price. (at the beginning of the month.)

The price increased from $3.50 to $3.75, an increase of $0.25

To find what percent it is use:[tex]\frac{change}{original}[/tex]×100%

[tex]\frac{0.25}{3.50}[/tex]×100%

Answer:

7.1428571% increase

7  1/7 % increase

Step-by-step explanation:

To find the percent increase ( we know this is an increase since the amount went up), take the new amount and subtract the original amount

3.75 - 3.50 = .25

Divide by the original amount

.25 / 3.50

.071428571

Multiply by 100 %

7.1428571%

7 1/7 %

By using the triangular inequality, we will get the possible lengths:

a) 6km < x < 16km

b) 0mi < x < 24mi

c) 15yd < x < 30yd

If A, C, and D are the lengths of the sides of a triangle, then the triangular inequality says that:

A + C > D

A + D > C

C + D > a

Now, if the two sides are 5km and 11 km, and the other side is x, then we can write:

x + 5km > 11km

x + 11km > 5km

11 km + 5 km > x

From these inequalities we can get:

16km > x

x > 11km - 5km

x > 6km

Then the possible lengths of the third side are:

6km < x < 16km

b) Now the sides are 12 mi and 12mi, then the inequalities are:

x + 12mi  > 12mi

12mi + 12mi > x

The first one gives:

x > 0mi

The second:

24mi > x

The possible lenghts are 0mi < x < 24mi

c) 25 yd and 10 yd

Here we will get:

25yd + 10yd > x  ----- >  30yd > x

x + 10 yd > 25yd -------> x > 15yd

The possible lengths are:

15yd < x < 30yd

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The scale factor 5/2 takes hexagon J to hexagon K.

From the given two Hexagon's K and L, the Hexagon K is copy to Hexagon K.

The scale factor = the ratio of edges

Scale factor = 20/8 = 30/12 = 5/2

Hence, the scale factor 5/2 takes hexagon J to hexagon K.

Complete question:

Complete question is attached below.

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The value of x is 18.45°.

The value of y is 2.5 units.

The measure of the angle TOQ is 128.15°.

The measure of the angle QRS is 90°.

The perimeter of QRST is 36 units.

A quadrilateral with all equal sides is a rhombus. Rhombuses are a particular kind of parallelogram in which all of the sides are equal since the opposite sides of a parallelogram are equal.

Given,  m∠ROS = 7x - 1, m∠STO= 4x - 22.

We know the sum of linear pair of angles is 180°.

Therefore,

7x - 1 + 4x - 22 = 180.

11x = 203.

x = 203/11.

x = 18.45°.

Also given that line segment QT = 4y + 2 and ST = 8y - 8.

We know the sides of a rhombus are of equal length.

Therefore,

4y + 2 = 8y - 8.

- 4y = - 10.

4y = 10.

y = 10/4.

y = 2.5.

We know vertically opposite angles are equal hence m∠ROS = m∠TOQ.

= 7(18.45) - 1.

= 128.15°.

m∠QRS is 90° as all four interior angles of a rhombus are right angles.

The perimeter of QRST is 4×(QT).

= 4×(10 + 2).

= 4×12.

= 36 units.

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Using basic concept of proportion value and percentage from the total, The answer is there are 15 students in the club.

A percentage is a way of expressing a number as a fraction of 100. It is often denoted using the symbol "%". For example, 50% means 50/100 or 0.50. It is commonly used to express rates and proportions. Percentages can be used to express a variety of information, such as discounts, increases, and proportions. For example, if a product is on sale for 20% off, that means the price has been reduced by 20/100 or 0.20 times the original price. If a company's profits have increased by 10%, that means they have gone up by 10/100 or 0.10 times the original amount.

A proportion is a mathematical relationship between two values that indicates that they are in a specific ratio to each other. Proportions can be expressed in a variety of ways, but one common way is to use the symbol ":" to separate the two values. In statistics, it is common to use proportions to express the relationship between different groups or categories in a population. In physics, proportions can be used to calculate different quantities in systems.

total = x

40% of x =6

40/100 * x =6

x=6*100/40

=15

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The slope of linear eqution of two variables x and y, i.e., 2x+3y = 6 is -2/3 and intercept is 2 .

The slope-intercept form expression of a linear equation is y = mx + c --------->(1)

Where m --> slope of the straight line and

c --> the x - intercept .

The expression for slope is represented as :

m = (y₂ - y₁) / (x₂ - x₁) ------>(2)

where (x₁, y₁) and (x₂, y₂) are any two points lying on the straight line. Once the slope m is determined then the general equation of the straight line can be determined easily.

Now we have , the equation in the problem statement is 2x + 3y = 6. firstly , we can rewrite it in the slope-intercept form as :

3y = 6 - 2x

=> y = 6/3 - 2x/3

=> y = -2x/3 + 6/3

=> y = (-2/3)x + 2

comparing the above eqution with eqution(1) we get , m = -2/3 and c = 2. So, slope and intercept of eqution 2x + 3y = 6 are -2/3 and 2 respectively.

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On solving the provided question we can say that here in null hypothesis a negative relationship; as anxiety rises less items are remembered

A null hypothesis is a kind of statistical hypothesis that asserts that a specific set of observations has no statistical significance. Using sample data, hypotheses are tested to determine their viability. Sometimes known as "zero" and symbolized by H0. Researchers start off with the presumption that there is a link between the variables. In contrast, the null hypothesis claims that there is no such association. Although the null hypothesis may not appear noteworthy, it is a crucial component of research.

here,

in null hypothesis a negative relationship; as anxiety rises less items are remembered

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The interquartile range (IQR) of the data in the dot plot is 3.5.

The interquartile range is a measure of where the “middle fifty” is in a data set. Where a range is a measure of where the beginning and end are in a set, an interquartile range is a measure of where the bulk of the values lie. That’s why it’s preferred over many other measures of spread when reporting things like school performance or SAT scores.

In descriptive statistics, the interquartile range is a measure of statistical dispersion, which is the spread of the data. The IQR may also be called the midspread, middle 50%, fourth spread, or H‑spread. It is defined as the difference between the 75th and 25th percentiles of the data.

The  upper and lower median values are shown below which would be the mean of the 2 middle values shown in the brackets below:

43, (44, 44,) 44, | 45, | 45, (47, 48,) 48

Upper median (Q3) = (47+48) ÷ 2 = 47.5

Lower median (Q1) = (44+44) ÷ 2 = 44

=>Step 4: Subtract the lower median from the upper median to get the IQR.

IQR = Upper median (Q3) - Lower median (Q1)

IQR = 47.5 - 44

IQR = 3.5

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On solving the provided question we can say that - and a lines need only two points to drawn; so, yes we can draw a line

A line is an endlessly long object without breadth, depth, or curvature in geometry. Consequently, a line is a one-dimensional entity, while it may also exist in two-, three-, and more-dimensional regions. In common use, a line segment with two points serving as its ends is referred to as a line. A line is a single-dimensional, straight form with no thickness that can go on forever in both directions. To indicate that a line has no "wobble" anywhere along its length, it is frequently referred to as a straight line or an ancient accurate line (Casey 1893)

here we have,

2 points

(1,5) and (4,5)

and a lines need only two points to drawn,

so, yes we can draw a line

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well, let's take a looksie, hmm the sector is really a sector with a central angle of 90°, wait a second!! a circle has a total of 360°, so 90°+90°+90°+90° = 360°, so 90°is really just one quarter that of a circle.

Now, if we just get the whole area of the circle, then grab only one quarter of that, we'll be set, yeahhhh!!

[tex]\textit{area of a circle}\\\\ A=\pi r^2 ~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ r=9 \end{cases}\implies A=\pi (9)^2 \\\\\\ \stackrel{\textit{one quarter of that}}{\cfrac{1}{4}\cdot \pi (9)^2}\implies \cfrac{81\pi }{4}\implies \cfrac{81(3.14)}{4} ~~ \approx ~~ \text{\LARGE 63.6}[/tex]

'x' is the only variable in the provided polynomial. As a result, the polynomial  4x² - 3x + 7  has one variable.

A polynomial is an expression in mathematics made up of variables (sometimes referred to as indeterminates) and coefficients that only employs the operations of addition, subtraction, multiplication, and non-negative integer exponentiation of variables. A polynomial is an equation that combines variables, constants, and exponents utilizing addition, subtraction, multiplication, and division of numbers (No division operation by a variable).

given

'x' is the only variable in the provided polynomial. As a result, the polynomial  4x² - 3x + 7  has one variable.

The following list includes a few examples of polynomials with one variable: x+2. x2+3x+2.

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Zero is the middle point of a number line.

On the number line, all positive (natural numbers) numbers are on the right side of zero, while all negative numbers are on the left. A number's value lowers as we turn to the left. As an illustration, 1 is greater than -2.

A number line is a diagram of a graduated straight line used to represent real numbers in introductory mathematics. It is assumed that every point on a number line corresponds to a real number, and that every real number corresponds to a point. [1]

The integers are frequently represented as specially designated, uniformly spaced dots on a line. It is frequently employed as a teaching tool for basic addition and subtraction, particularly when negative numbers are involved.

The number line may also be referred to as a real line or real number line in advanced mathematics.

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The property of congruence illustrated in the statement is the transitive property.

The transitive property states that if A is congruent to B and B is congruent to C, then A is congruent to C. In other words, if two things are congruent to a third thing, they are also congruent to each other.

here,

In the statement "If AB ≅ DE, EF ≅ DE then AB ≅ EF," AB is congruent to DE, and EF is congruent to DE, so AB must also be congruent to EF according to the transitive property.

The other properties you listed are not applicable in this case. The symmetric property states that if A is congruent to B, then B is congruent to A. The reflexive property states that every object is congruent to itself. And multiplication is not a property of congruence.

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