1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
Anastaziya [24]
3 years ago
8

I NEED HELP ASAP PLEASE

Mathematics
1 answer:
Olenka [21]3 years ago
6 0
You have to use the geometric mean of right triangles here.  Your ratio is set up like this:  \frac{3}{y} = \frac{y}{12+3}.  That gives you  y^{2} =45 and that y =3 \sqrt{5}.  To find z in the second part, use the Pythagorean Theorem.  z^{2} =(3 \sqrt{5} ) ^{2} -(3) ^{2} and z = 6.  In the third part, the student should have had the length of the hypotenuse as the denominator in the second ratio, which is 8.  So your answer there is the second one down.  In order to do that last one you need to find the hypotenuse in the triangle that has legs of 4 and 10.  Using Pythagorean's theorem we find that that length is \sqrt{116}.  Now set up your geometric mean:  \frac{4}{ \sqrt{116} }= \frac{ \sqrt{116} }{x+4}.  Cross multiply to get 4x + 16 = 116 and that 4x = 100.  Solve for x to get x = 25
You might be interested in
Your plan was to be on the road by 9 A.M. but you did not leave the garage until 10 A.M. You then drove with the cruise control
Wittaler [7]

Answer:

The average speed over the time interval from 9 A.M. to noon was of 33.33 mph.

Step-by-step explanation:

The average speed is given by the following equation:

v = \frac{d}{t}

From 10A.M. to noon.

You traveled at 50mph during 2 hours. So how long you traveled?

50 = \frac{d}{2}

d = 50*2

d = 100

You traveled 100 miles.

What was your average speed over the time interval from 9 A.M. to noon

From 9 A.M. to 10 A.M, you did not travel.

From 10 P.M. to noon, 100 miles.

So 100 miles during 3 hours.

v = \frac{d}{t} = \frac{100}{3} = 33.33

The average speed over the time interval from 9 A.M. to noon was of 33.33 mph.

8 0
3 years ago
Match the inequality to the graph of its solution.<br> a. n/4 ≤ -1<br> b. -10 ≥ -100<br> c. 5x ≥ 20
postnew [5]
<span>a. n/4 ≤ -1

Multiply both sides by 4 => n ≤ - 4, which is all the real numbers less or equal than - 4.

That in the real number line is all the numbers to the left of - 4 (including  -4)

The matching graph is the B.


b. -10n ≥ -100

Divide both sides by - 10 => n ≤ 10

That is all the real numbers less or equal than 10.

In the real number line it is all the numbers to the left of 10, including 10.

So, the matching graph is the A.


c. 5x ≥ 20

Divide both sides by 5 => x ≥ 4

That is all the real numbers greater or equal to 4.

In the real number line it is all the numbers to the right of 4, including 4.

The matching graph is C.</span>
4 0
3 years ago
Volumes of Pyramids and Cones: Please help!
Elanso [62]

Answer:

Step-by-step explanation:256

8 0
3 years ago
a recipe calls for a total of 3 2/3 cups of flour and sugar. it the recipe calls for 1/4 cup of sugar, how much flour is needed?
zavuch27 [327]

Answer:

This is very detailed as I wish to make some principles about fractions clear.

3

5

12

Explanation:

This question boils down to  

3

2

3

−

1

4

A fractions structure is that of:

count

size indicator of what you are counting

→

numerator

denominator

You can not directly add or subtract the counts (numerators) unless the size indicators (denominators) are the same.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Consider  

3

2

3

Write as  

3

+

2

3

Multiply by 1 and you do not change the value. However, 1 comes in many forms so you can change the way something looks without changing its true value

[

3

×

1

]

+

2

3

[

3

×

3

3

]

+

2

3

 

9

3

   

+

2

3

 

=

 

11

3

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Putting it all together

3

2

3

−

1

4

 

→

 

11

3

−

1

4

But the size indicators are not the same. I chose to make them become 12

11

3

−

1

4

 

→

 

[

11

3

×

1

]

−

[

1

4

×

1

]

               

→

 

[

11

3

×

4

4

]

−

[

1

4

×

3

3

]

               

→

     

44

12

     

−

 

3

12

Now we may subtract the counts

               

→

 

44

−

3

12

 

=

 

41

12

But this is the same as  

12

12

+

12

12

+

12

12

+

5

12

                         

=

 

1

2

+

2

1

2

+

2

1

2

+

5

12

 

=

 

3

5

12


Step-by-step explanation:


5 0
3 years ago
Read 2 more answers
Simplify the expression -3 + 1/3 x + (-4.5) - 1/5x
WITCHER [35]

Answer:

Step-by-step explanation:

-3 +\dfrac{1}{3}x - 4.5 -\dfrac{1}{5}x\\\\\\= -3 - 4.5 +\dfrac{1}{3}x - \dfrac{1}{5}x\\\\\\= - 7.5 + \dfrac{1*5}{3*5}x - \dfrac{1*3}{5*3}x\\\\\\= -7.5 +\dfrac{5}{15}x-\dfrac{3}{15}x\\\\\\= -7.5 + \dfrac{5-3}{15}x\\\\\\= -7.5 +\dfrac{2}{15}x

6 0
2 years ago
Read 2 more answers
Other questions:
  • The area of a rectangle is 1,357 square feet. The length is 59 feet. What is the width?
    7·2 answers
  • Original: $300; new: $200
    5·2 answers
  • Helppppppppppppppppppppppppp
    7·1 answer
  • Plz help me I can't figure it out
    10·1 answer
  • 1. Yolanda está construyendo un patio en la parte trasera de su casa. Ella quiere usar
    10·1 answer
  • Determine if the relation is a function<br> (-1, 5), (0,3), (2,3), (3, -1)
    10·2 answers
  • You want to buy a shirt that is $25 and you have a 10% off coupon. If you use the coupon, how much money will be taken off the s
    14·1 answer
  • Find three solutions to the equation 2x+3y=12
    8·1 answer
  • Find 48.9% of 264.Round to the nearest hundredth
    8·2 answers
  • What kind of correlation would you expect to find between the number of computers per school and the number of student per compu
    9·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!