State if the triangles in each pair are similar. If so, state how you know they are similar and complete the similarity statement.

Answer:

0.749m and 2.25m

Step-by-step explanation:

to convert from centimeters to meters, you divide by 100 because there are 100cm in 1m

74.9cm/100= 0.749m and 225cm/100=2.25m

Answer:

it represents and the relative amount of energy in the trophic level.i think sorry if I am wrong

The widths of the bars in an energy pyramid represent the units of energy available within each trophic level.

It is defined as the graphical representation of the movement of the energy from one living organism to another in the ecosystem.

When we think of one organism eating another, we usually think of a huge, predatory predator at the top of the food chain. While this depicts the ecological relationships between creatures, it does not depict the energy flow throughout the ecosystem.

Every bar's width indicates the units of energy available within each trophic level, while the height remains constant. The flow of energy goes from the bottom up through the layers of the energy pyramid, gradually decreasing as energy is used up by the creatures at each level.

Thus, the widths of the bars in an energy pyramid represent the units of energy available within each trophic level.

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subtract 2 from both sides

3a - 3y =  15 - 2x

factor out the common term 3

3 (a-y) = 15 - 2x

divide both sides by 3

a - y = 15 - 2x/3

add y to both sides

a = 15-2x/3 + y

then solve put the value for a =

15-2x/3 + y + 7 ÷10​

simplify using the common denominator

10(15-2x)+7*3/30

simplify 7 * 3 to 21

10(15-2x)+21/30

expand

150-20x+21/30

simplify 150-20x+21 to -20x + 171

-20x+171/30

Answer: -20x+171/30

[tex]\huge\bf Question:– [/tex]

[tex]\sf \longmapsto \: 3a+2x−3y=15[/tex]

[tex] \bf \huge \: To \: Find:–[/tex]

[tex] \boxed{\bf \: Value\: of \: A}[/tex]

[tex]\huge\bf Solution:–[/tex]

[tex]\sf \longmapsto \: 3a+2x−3y=15[/tex]

[tex]\boxed{ \bf \: Add -2x \: to \: both \: sides}[/tex]

[tex]\sf \longmapsto \: 3a+2x−3y+−2x=15+−2x[/tex]

[tex]\sf \longmapsto \: 3a−3y=−2x+15[/tex]

[tex]\boxed{ \bf \: Add \: 3y \: to \: both \: sides}[/tex]

[tex]\sf \longmapsto \: 3a−3y+3y=−2x+15+3y[/tex]

[tex]\sf \longmapsto \: 3a=−2x+3y+15[/tex]

[tex] \boxed{\bf \: \: Divide \: both \: sides \: by \: 3}[/tex]

[tex]\sf \longmapsto \: \dfrac{3a}{3} = \dfrac{−2x+3y+15}{3} [/tex]

[tex] \boxed{\bf \: Cross \: Multiply}[/tex]

[tex]\boxed{\sf \longmapsto \: a = \dfrac{ - 2}{3} x + y + 5}[/tex]

______________________________________

[tex]\bf \: Put\:The\: Value[/tex]

[tex] \sf \longmapsto \: \dfrac{−2x+3y+15}{3} +7÷10[/tex]

[tex] \boxed{\bf \: Distribute}[/tex]

[tex]\sf \longmapsto \: \dfrac{ - 2}{3} x+y+5+ \dfrac{7}{10} [/tex]

[tex] \boxed{\bf \: Combine \: Like \: terms}[/tex]

[tex]\sf \longmapsto \: \bigg( \dfrac{ - 2}{3} x\bigg) + y +\bigg( 5 + \dfrac{7}{10} \bigg)[/tex]

[tex]\sf \longmapsto \: \dfrac{ - 2}{3} x + y + \dfrac{57}{10} [/tex]

______________________________________

[tex]\boxed{\bf The Answer\: is:–}[/tex]

[tex]\boxed{{\underline{\bf\dfrac{ - 2}{3} x + y + \dfrac{57}{10}} }}[/tex]

Answer:

35/5

Step-by-step explanation:

7/1 divded by 3/5. flip 3/5 to its reciprocal so it becomes 5/3, then times 7/1 by 5/3

Answer:

Step-by-step explanation:

The tenure of an FD can vary from 7, 15 or 45 days to 1.5 years and can be as high as 10 years. These investments are safer than Post Office Schemes as they are covered by the Deposit Insurance and Credit Guarantee Corporation (DICGC).

The length of FD in a right-angled triangle with EC as 18 units and CF as 26 units is 20.2 units.

The length of FD can be found using the Pythagorean Theorem. The Pythagorean Theorem states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. In this case, the hypotenuse is FD, and the other two sides are EC and CF.

EC = 18 units

CF = 26 units

Plugging these values into the Pythagorean Theorem, we get:

[tex]FD^2[/tex] = [tex]EC^2[/tex] + [tex]CF^2[/tex]

[tex]FD^2[/tex] = [tex]18^2[/tex] + [tex]26^2[/tex]

[tex]FD^2[/tex] = 324 + 676

[tex]FD^2[/tex] = 1000

FD = [tex]\sqrt{[/tex](1000)

FD = 10 * [tex]\sqrt{[/tex](10)

FD = 20.2 units

Therefore, the length of FD is 20.2 units.

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Correct Question:

In a right-angled triangle with EC as 18 units and CF as 26 units, what is the length of FD.

Answer:

5^40

Step-by-step explanation:

Step 1: Multiply the exponents within the parentheses with the exponent outside of the parentheses.

Step 2: Based on the laws of exponents, add the exponents together.

Therefore, the answer is 5^40.

[tex]2\dfrac 29 = -\dfrac 45 m \\\\\implies 2+ \dfrac 29 =- \dfrac 45 m \\\\\implies \dfrac{20}9 = -\dfrac 45 m \\\\\implies 5(20) = (-4m)9\\\\\implies 100 = -36m\\\\\implies m = -\dfrac{100}{36} \\\\\implies m = -\dfrac{25}9\\\\\implies m=-2\dfrac 79[/tex]

Therefore, the answer is m = -25/9.

Hoped this helped.

[tex]-BrainaicUser1357-[/tex]

The given ratio of the volumes indicates that the volume of the cylinder is 9 times the volume of the cone.

Reasons:

The given parameter are;

Ratio of the volume of the cone to the cylinder to the 1 : 9

The height and diameter of the cone  are; 16 cm and 14 cm

The diameter of the cylinder = 28 cm

Required:

To find the height of the cone:

Solution:

[tex]\displaystyle The \ volume \ of \ a\ cone = \frac{1}{3} \cdot \pi \cdot r^2 \cdot h[/tex]

[tex]\displaystyle The \ volume \ of \ the \ cone = \frac{1}{3} \times \pi \times \left(\frac{14}{2} \right)^2 \times 16 = \mathbf{ \frac{784}{3} \cdot \pi}[/tex]

Volume of a cylinder, V = π·r²·h

[tex]\displaystyle Radius \ of \ the \ cylinder = \frac{28 \, cm}{2} = 14 \, cm[/tex]

Volume of the cylinder, V = π × 14² × h = 2,352·π

The volume of the cylinder = 9 × The volume of the cone

Therefore;

[tex]\displaystyle Volume \ of \ the \ cylinder =9 \times \frac{784}{3} \cdot \pi = \mathbf{2,352 \cdot \pi}[/tex]

[tex]\displaystyle Height \ of \ the \ cylinder, \, h = \mathbf{\frac{2,352 \cdot \pi}{14^2 \cdot \pi}} = 12[/tex]

The height of the cylinder, h = 12 cm

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Step-by-step explanation:

to round 4.645 to the nearest whole number consider the tenths’ value of 4.645, which is 6 and equal or more than 5. Therefore, we have to round up: the whole number part of 4.645, 4, increases by 1 to 5, and the decimal point and all digits (.645) are removed.

4.645 rounded to the nearest whole number = 5

[tex]\dfrac 25 (d-10) - \dfrac 23(d+6)\\\\\\=\dfrac{6}{15} (d-10) - \dfrac{10}{15} (d+6)\\\\\\=\dfrac{6(d-10) -10(d+6)}{15}\\\\\\=\dfrac{6d -60-10d-60}{15}\\\\\\=\dfrac{-4d-120}{15}\\\\\\=-\dfrac{4d}{15} - 8[/tex]

Answer:

1

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

Answer:

1) 2/x³ the secound option

2)1/x²⁴ the secound option

I think

Answer: Max has 4 cards.

Step-by-step explanation: 2/6 is equal to 1/3 so 4/6 is equal to 2/3

Also an easier way is to divide 4 by 2 to get 2 and 6 by 2 to get 3.

Answer:

4 cards

Step-by-step explanation:

Each card takes  [tex]\frac{1}{6}[/tex] of an hour to be completed, and Max works for [tex]\frac{2}{3}[/tex] of an hour, so Max must've completed x amount of cards in

[tex]\frac{1}{6} x=\frac{2}{3}[/tex]

And we can solve the equation by multiplying the reciprocal of [tex]\frac{1}{6}[/tex] , which is [tex]\frac{6}{1}[/tex],to solve for x:

[tex]\frac{6}{1} * \frac{1}{6} x = \frac{2}{3} * \frac{6}{1} \\ \frac{6 *1}{6*1} x=\frac{2*6}{3*1} \\ \frac{6}{6} x=\frac{12}{3} \\[/tex]

And for any fraction, if the denominator and the numerator are the same number (except for 0), then it will result in 1.

[tex]1x=\frac{12}{3}[/tex]

The 1 isn't necessary when multiplying it with a variable, so we can simply remove it:

[tex]x=\frac{12}{3}[/tex]

And we can simplify the fraction...:

[tex]x=4[/tex]

And we are done!

Couldn't make a fraction bar but hopes this helps :(

Answer:

375.5 combined

Step-by-step explanation:

The cost of the dryer is: (825-74)÷2 =375.5 (combined)

Answer:

hope it helps

..........

Answer:

As per graph the rate of Printer A is 15 pages per minute.

Missing words are:

(a) greater than

(b) greater than

(c) 15

The rate for Printer B is greater than the rate for Printer A because the rate of 25 pages per minute is greater than the rate of 15 pages per minute for Printer A.

or

The printing rate for Printer B is 10 pages more than the rate of printer A because the rate of 25 pages per minute is 10 pages more than the rate 15 pages per minute for Block A

Step-by-step explanation: it's either greater than or more than

From the graph of the printing rate of Printer A, we can see that;

At 1 minute, number of pages printed = 15

At 2 minutes, number of pages printed = 30 minutes

At 3 minutes, number of pages printed = 45

Thus printing rate for printer A is; 15/1 = 30/2 = 45/3 = 15 pages per minutes

Since printer B can print 25 pages per minute, we can conclude that;

The printing rate for Printer B is 10 pages more than the rate of printer A because the rate of 25 pages per minute is 10 pages more than the rate 15 pages per minute for Block A

Answer:

It's A bar graph but I got to see the question to be for sure but its a bar graph and it helps you  measure rates of things from numbers , months , years etc .

Step-by-step explanation:

Answer: x=10

Step-by-step explanation:To find the x-intercept, you have to set y=0.

4x-5y=40

4x-5(0)=40

4x-0=40

4x=40

Then divide both sides by 4 to get x=10

Hope this helps! :D

[tex]\large\huge\green{\sf{Answer:-}}[/tex]

<AEC =X°

<EAB = 116°

the by (consecutive)

180 = <EAB + <1

<1 = (180 - 116 )

<1=. 64°

<ECD = 124°

then ,180 = <ECD + <2

<2= (180 - 124)

<2= 56°

= Now add <1 + <2

= (64+ 56)°

➡x° = 120°

Answer:

Solution given:

Construction:

EF parallel to AB and CD is drawn.

let suppose <AEF=a

and

<CEF=b

now

<EAB+<EAB=180°[being co interior angle]

116°+a=180°

a=180°-116°=64°

again

<DCE +<CEF=[being co interior angle]

124°+b=180°

b=180°-124°

b=56°

Now

we know

x=a+b=64°+56°=120°

Value of x is 120°

Answer:

$31.53

31 dollars 53 cents

Step-by-step explanation:

6% is equal to 0.06.

0.06 * 525.50 = 31.53.

Hope this helps

Answer:

260 miles in 4 hours equals (260 / 4) = 65 miles per hour

In 10 hours she can drive 650 miles

Step-by-step explanation:

Let [tex]f^{-1}(x)[/tex] be the inverse of

[tex]f(x) = 3 \log_3 (x + 3) + 1[/tex]

Then by definition of inverse function,

[tex]f\left( f^{-1}(x) \right) = 3 \log_3 \left(f^{-1}(x) + 3\right) + 1 = x[/tex]

Solve for the inverse :

[tex]3 \log_3 \left(f^{-1}(x) + 3\right) + 1 = x[/tex]

[tex]3 \log_3 \left(f^{-1}(x) + 3\right) = x - 1[/tex]

[tex]\log_3 \left(f^{-1}(x) + 3\right) = \dfrac{x - 1}3[/tex]

[tex]3^{\log_3 \left(f^{-1}(x) + 3\right)} = 3^{\frac{x-1}3}[/tex]

[tex]f^{-1}(x) + 3 = 3^{\frac{x-1}3}[/tex]

[tex]f^{-1}(x) = 3^{\frac{x-1}3} - 3[/tex]

Answer:

157.47448

Step-by-step explanation:

here you go i did all the math hope this helped

Answer:

128.2189

Step-by-step explanation:

thats the price of the TV including tax

Answer:

S 25, L 41

Step-by-step explanation:

Small + Large = 66

Large = Small + 16

s + (s + 16) = 66

2s + 16 = 66

2s = 50

s = 25

25 + Large = 66

Large = 41

The statement that a ratio of two measurements having different units of measure IS ONE is false

Ratios are used to relate measurements of different quantities.

The measures of the quantities may or may not be one (1).

When the second quantity has a measure of one, then the ratio is called a unit rate.

So, the quantities may be one, but it is not a requirement that the measure of one or both quantities be one.

Hence, the statement is false

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Answer:

20.

Step-by-step explanation:

That's the correct answer

Answer:

20

Step-by-step explanation:

To divide by a fraction, such as 1/4, we invert the fraction and then multiply instead of dividing.  Thus:

5÷1/4 = 5*(4/1) =20

Answer:

A. 52%

B. 36%

C. 16%

D. 4%

Step-by-step explanation:

13/25 people have freckles.

9/25 people have Blonde or red hair.

4/25 people have freckles and brown hair.

1/25 people have freckles and red hair.

Divide the fractions to get the percentages.

The probabilities are A. 52%, B. 56%, C. 16% and D. 4%

A probability is a number that reflects the chance or likelihood that a particular event will occur.

Given that, Alan collects data about the students in his class. he records their hair colour and whether they have freckles,

P(E) = (Number of favourable outcomes) ÷ (Sample space).

There are total 25 students in data,

A) Students having freckles = 13

P(freckles) = 13/25% = 52%

B) Students having blonde or red hair = 14

P(blonde hair or red hair) = 14/25% = 56%

C) Students having freckles and brown hair = 4

P(freckles and brown hair) = 4/25% = 16%

D) Students with no freckles and red hair = 1

P(no freckles and red hair) = 4/25% = 4%

Hence, a. P(freckles) = 52%

b. P(blonde hair or red hair) = 56%

c. P(freckles and brown hair) = 16%

d. P(no freckles | red hair) = 4%

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