Find the area of an obtuse-angled triangle with a base of 4 cm and a height 7 cm.​

The value of x from the given right triangle is 10 units.

Consider triangle ABC and triangle BDC.

Here, ∠ABC=∠BDC=90°

∠BCD=∠BCA (Reflexive angle)

By AA similarity ΔABC is similar to ΔBDC

We know that, when two triangles are similar their corresponding sides will be in ratio.

Now, x/20 = 5/x

x²=100

x=√100

x=10 units

Therefore, the value of x from the given right triangle is 10 units.

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Answer:

Approximately 42 credits

Step-by-step explanation:

First you need to find the amount she makes for one week. Multiply 15 by 20: $375.00

Second find how much she makes for those 25 weeks: 375*25: 65,625

Third according to socialsecurityintelligence.com, in 2021, one credit for each $1,470 of earnings. To a maximum of 4 credit per year.

So for a year she earned 4 credits but not considering the limit, she earned 42.85 credits.

Answer:

The answer is :

3x(2x-5)

Answer:

Check my notes

Step-by-step explanation:

I made note of this last year

Answer:

x<-3

Step-by-step explanation:

The point (9, -7) is the only solution to the system of linear inequalities given.

To determine which point would be a solution to the system of linear inequalities, let's substitute the given points into the inequalities and see which point satisfies both inequalities.

The system of linear inequalities is:

y > -4x + 6

y > (1/3)x - 7

Let's test each given point:

For the point (9, -7):

Substituting the values into the inequalities:

-7 > -4(9) + 6

-7 > -36 + 6

-7 > -30 (True)

-7 > (1/3)(9) - 7

-7 > 3 - 7

-7 > -4 (True)

Since both inequalities are true for the point (9, -7), it is a solution to the system of linear inequalities.

For the point (-12, -2):

Substituting the values into the inequalities:

-2 > -4(-12) + 6

-2 > 48 + 6

-2 > 54 (False)

-2 > (1/3)(-12) - 7

-2 > -4 - 7

-2 > -11 (False)

Since both inequalities are false for the point (-12, -2), it is not a solution to the system of linear inequalities.

For the point (12, 1):

Substituting the values into the inequalities:

1 > -4(12) + 6

1 > -48 + 6

1 > -42 (True)

1 > (1/3)(12) - 7

1 > 4 - 7

1 > -3 (True)

Since both inequalities are true for the point (12, 1), it is a solution to the system of linear inequalities.

For the point (-12, -7):

Substituting the values into the inequalities:

-7 > -4(-12) + 6

-7 > 48 + 6

-7 > 54 (False)

-7 > (1/3)(-12) - 7

-7 > -4 - 7

-7 > -11 (True)

Since one inequality is true and the other is false for the point (-12, -7), it is not a solution to the system of linear inequalities.

In conclusion, the point (9, -7) is the only solution to the system of linear inequalities given.

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Here's a sample program in C++ that satisfies your requirements:

```
#include
using namespace std;

int main() {
 int num;
 cout << "Enter an integer between 0 and 35: ";
 cin >> num;

 if (num <= 9) {
   cout << num << endl;
 } else if (num >= 10 && num <= 35) {
   char letter = static_cast('A' + num - 10);
   cout << letter << endl;
 } else {
   cout << "Invalid input." << endl;
 }

 return 0;
}
```

- The program prompts the user to input an integer between 0 and 35 using the `cout` and `cin` statements.
- The `if` statement checks whether the number is less than or equal to 9. If it is, it outputs the number using the `cout` statement.
- The `else if` statement checks whether the number is between 10 and 35 (inclusive). If it is, it calculates the corresponding letter using the ASCII value for 'A' and the given number. The `static_cast` statement converts the calculated value to a character. Finally, the program outputs the letter using the `cout` statement.
- The `else` statement handles the case when the input is outside the range of 0 to 35. It outputs an error message using the `cout` statement.
- The program ends with the `return 0` statement.

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Answer:

118.7 inches squared.

Step-by-step explanation:

The area is the total space taken up by a flat (2-D) surface or shape. The area is always measured in square units.

Diameter is the length across the entire circle, the line splitting the circle into two identical semicircles.

The expression for solving the area of a circle is A = π × \(r^{2}\).

To solve for the semicircle above, we can divide the diameter into 2 to get the radius.

So, the radius of the upper semicircle is 6 inches.

If the radius of a circle is 6 inches, then you can substitute r for 6 into the formula.

This simplifies to A = 36π. If a semicircle if half the size of a normal circle, then it will be A = 18π, because 36 ÷ 2 = 18.

To solve for the lower semicircle, we can do the same this as we did above.

But wait, we don't know the radius or diameter!

No worries! To solve for the diameter of the circle, we can take the line that is parallel to the semicircle (the one that has a length of 12in) and subtract 6 from it. We subtract 6 from it because the semicircle takes up the remaining length of the line, not including the 6in.

To solve for the lower semicircle, we can divide the diameter by 2 to get the radius.

So, the radius of the circle is 3.

Now we can insert 3 into the expression.

This simplifies to A = 9π. If a semicircle if half the size of a normal circle, then it will be A = 4.5π because like above, 9 ÷ 2 = 4.5.

Adding the two semicircles together:

So, the area of both semicircles is approximately 70.6858 square inches.

To solve for the area of a rectangle we use the expression:

Inserting the dimensions of the rectangle:

So, the area of the rectangle is 48 square inches.

Adding the two areas together:

Therefore, the area of the entire figure, rounded to the nearest tenth is \(118.7\) \(in^{2}\).

well, since the y-intercept is at -5, or namely when the line hits the y-axis is at -5, that's when x = 0, so the point is really (0 , -5), and we also know another point on the line, that is (-1 ,6), to get the equation of any straight line, we simply need two points off of it, so let's use those two

\(\stackrel{y-intercept}{(\stackrel{x_1}{0}~,~\stackrel{y_1}{-5})}\qquad (\stackrel{x_2}{-1}~,~\stackrel{y_2}{6}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{6}-\stackrel{y1}{(-5)}}}{\underset{run} {\underset{x_2}{-1}-\underset{x_1}{0}}} \implies \cfrac{6 +5}{-1} \implies \cfrac{ 11 }{ -1 } \implies - 11\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-5)}=\stackrel{m}{- 11}(x-\stackrel{x_1}{0}) \implies y +5 = - 11 ( x -0) \\\\\\ y+5=-11x\implies {\Large \begin{array}{llll} y=-11x-5 \end{array}}\)

Answer:

$16 an hour is $31,200 per year

$16 an hour is $2,600 per month

$16 an hour is $1,200 per 2 weeks

$16 an hour is $600 per week

Step-by-step explanation:

hope this helps!!

The constant of proportionality for the considered equation is 29.4

Firstly, there is proportional relationship.

Two values \(x\) and \(y\) are said to be in a proportional relationship if \(x=ky\), where \(x\) and \(y\) are variables and \(k\) is a constant.

The constant k is called constant of proportionality.

The proportional relationship between x and y can be written symbolically as

\(x \propto y\)

That middle sign is called sign of proportionality.

For the given case, we've got the equation as:

\(m = 29.4h\)

Here, m and h are variables.

Thus, using the aforesaid definition, in this equation, the constant of proportionality is  29.4

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the function approaches different values as (x,y) approaches (0,0) along different paths, the limit does not exist.

To find the limit of the given function as (x,y) approaches (0,0), we can try to simplify the expression using algebraic manipulation.

First, note that the denominator of the fraction can be written as sqrt[(x^2)(y^2)(64)] = 8xy, using the properties of radicals.

Next, we can factor out an (x^2)(y^2) from the numerator:

lim (x,y)->(0,0) x^2 y^2/sqrt(x^2 y^2 64) -8
= lim (x,y)->(0,0) [(x^2)(y^2)/(8xy)] - 8
= lim (x,y)->(0,0) [(xy)/(8)] - 8

Now, we can see that the limit does not exist, because the value of the function approaches different values depending on the direction of approach. For example, if we approach (0,0) along the x-axis (y=0), the function becomes:

lim x->0 x^2 (0^2)/sqrt(x^2 (0^2) 64) -8
= lim x->0 0 - 8
= -8

But if we approach (0,0) along the line y=x, the function becomes:

lim x->0 x^2 x^2/sqrt(x^2 x^2 64) -8
= lim x->0 (x^4)/(8x) - 8
= lim x->0 x^3/8 - 8
= -8

Since the function approaches different values as (x,y) approaches (0,0) along different paths, the limit does not exist.

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The equation of g(x) after the translation up is g(x) = 4x² - 10

The given parameter represents the function f(x) in the question.

This function is given as

f(x) = 4x² - 13

The translation is given as

3 units up.

i.e. a translation up by 3 units

Mathematically, this can be represented as

(x, y) = (x, y + 3)

So, we have

g(x) = f(x) + 3

Substitute the known values in the above equation, so, we have the following representation

g(x) = 4x² - 13 + 3

Evaluate the like terms

g(x) = 4x² - 10

Hence, the equation of g(x) is g(x) = 4x² - 10

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Answer:

10

Step-by-step explanation:

(4)(1)+6=10

Given:

Answer:

135.07 mm2

Step-by-step explanation:

height = 10.39 mm

area = 135.07 mm2

Answer:

1st one, A

Step-by-step explanation:

Answer:

0.0000002702

Step-by-step explanation:

2.702 * 10^-7

The total cost of the item after a 5% discount and 1% sales tax is $927.84.

The original cost of the item is $967 but on sale for 5% off. After 1% sales tax, what was the total cost?

First, calculate the 5% discount of the original price:5% discount of $967 = 0.05 × $967 = $48.35

The sale price of the item is therefore:

Sale price = Original price - Discount= $967 - $48.35= $918.65

Now, to calculate the total cost after a 1% sales tax, we need to add the tax to the sale price:

Sales tax of 1% of $918.65 = 0.01 × $918.65 = $9.19

The total cost is:

Total cost = Sale price + Sales tax= $918.65 + $9.19= $927.84

Therefore, the total cost of the item after a 5% discount and 1% sales tax is $927.84.

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\( \sqrt{ - x + 72} = x \\ = > {( \sqrt{ - x + 72)} }^{2} = {x}^{2} \\ = > - x + 72 = {x}^{2} \\ = > {x}^{2} + x - 72 = 0 \\ = > {x}^{2} + 9x - 8x - 72 = 0 \\ = > x(x + 9) - 8(x + 9) = 0 \\ = > (x - 8)(x + 9) = 0 \\ = > x = 8 \: \: or \: \: - 9\)

Answer:

x = 8 or -9

Hope you could get an idea from here.

Doubt clarification - use comment section.

Answer:

D. Use the Distributive Property. You clear the parentheses and then solve the two-step equation.

Step-by-step explanation:

To solve the given expression;

    2(w − 3) = 5

Use the Distributive Property. You clear the parentheses and then solve the two-step equation;

Is the most appropriate procedure to follow:

     2(w − 3) = 5;

Distributive property will clear the parentheses;

    2w - 6  = 5

Then add 6 to both sides;

    2w -6 + 6 = 5 + 6

        2w  = 11

Then divide both sides by 2;

        w  = \(\frac{11}{2}\)

Step-by-step explanation:

SAS ================

What it says:

If two sides and the angle between them on one triangle are congruent to the corresponding two sides and the angle between them on the other, the triangles are congruent.

Required information:

Two sets of congruent sides with a congruent angle between them

ASA ================

What it says:

If one side and both connected angles on one triangle are congruent to one side and both connected angles on the other, the triangles are congruent.

Required information:

One set of congruent sides with two sets of congruent angles on the sides

AAS ==================

What it says:

If two angles and the non-included side on one triangle are congruent to two angles and the non-included side on the other, the triangles are congruent.

Required information:

Two sets of congruent angles and one set of congruent non-included sides

HL =================

What it says:

If the hypotenuse and a leg of one right triangle are congruent to the hypotenuse and a leg on the other, the triangles are congruent.

Required information:

Congruent hypotenuse and congruent leg

The side length of the original cube is, 8.60 feet.

What is volume?

The amount of three-dimensional space that is occupied is measured by volume. It is frequently expressed quantitatively using SI-derived units, other imperial units, or US customary units. Volume and the notion of length are connected.

Given:

A 8ft thick slice is cut off the top of a cube, resulting in a rectangular box that has volume 44ft^3.

Let x = the side of the cube then

x^3 = original volume of the cube and

8x^2 = volume of the 8 feet slice

Therefore,

x^3 - 8x^2 = 44

Subtract 44 on both sides,

x^3 - 8x^2 - 44 = 44 - 44

x^3 - 8x^2 - 44 = 0

After solving x ≈ 8.59553

⇒ x = 8.60

Hence, the side length of the original cube is 8.60 feet.

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Synergy is the multiplying force in a group that results in a combined effort that is greater than any of the parts. It reflects the saying that two heads are better than one.

Synergy is a concept that emphasizes the collaborative and cooperative nature of group dynamics. It occurs when individuals or elements within a group work together in such a way that their collective effort produces a result that is greater than the sum of their individual contributions. It involves leveraging the diverse skills, perspectives, and expertise of group members to generate innovative ideas, solve complex problems, and achieve superior outcomes. The concept of synergy recognizes that when individuals collaborate effectively, they can complement each other's strengths, compensate for weaknesses, and generate new insights and possibilities that would not have been possible individually. It harnesses the power of teamwork, cooperation, and collective intelligence to enhance productivity, creativity, and performance. Synergy can be observed in various contexts, such as business teams, scientific research collaborations, artistic endeavors, and community initiatives. It underscores the importance of fostering positive interpersonal relationships, effective communication, mutual trust, and shared goals within a group to unlock its full potential and achieve outstanding results.

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So first you divide 900 by 80 so that you know how many rooms there are. The answer is about 11.25. Then you multiply 11.25 by the number of principals, so that you know how many principals there are in total. 11.25 x 15 = about 169. This means the answer is that there were about 169 principals.

Answer:

$40

Step-by-step explanation:

Ramon has $80 saved

half of it came from mowing yard

therefore 80/2 = 40

the rest from raking leaves

80-40=40

Answer: 7 tens and 6 ones

Step-by-step explanation: 76 is two numbers, with a 7 in the tens place and a 6 in the ones place.

76 can be represented as 7 tens and 6 ones or as 6 tens and 16 ones. This involves understanding the place value of digits in a number and knowing that a ten can be broken down into ones.

The number 76 can be broken down into tens and ones in multiple ways. First, let's understand what tens and ones mean in the context of a number. In the number 76, '7' is the tens place, and '6' is the ones place, meaning there are 7 tens (70) and 6 ones (6) making up 76.

One way to show 76 with tens and ones is to say that there are 7 tens and 6 ones. This is a very direct method where we just count the number of tens and ones in the number.

Another way we could break down 76 is to say there are 6 tens and 16 ones. This method involves taking one of the tens and breaking it down into 10 ones, giving us a total of 6 tens and 16 ones.

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Answer:

Step-by-step explanation:

1. Square

2. Rhombus

3. Trapezoid

4. Diamond

5. Octogon

6. Triangle

7. Pentagon

8. Hexagon

9. Triangle?

Answer:

ok roll roll

Step-by-step explanation: