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3 years ago

5

Proportion problem

- 6}{5}" alt="\frac{a - 6}{5}" align="absmiddle" class="latex-formula"> = $\frac{7}{12}$

1 answer:

jolli1 [7]3 years ago

3 0

Answer:

a = 107/60

Step-by-step explanation:

a−6/5 = 7/12

a - 6/5 + 6/5 = 7/12

a = 7/12 + 6/5

a = 35+72/60

a = 107/60

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Which of the following could be the lengths of the sides of a 45°-45°-90° triangle?

REY [17]

I think the answer is c

4 0

3 years ago

the axis of symmetry of a quadratic equation is x = –3. if one of the zeroes of the equation is 4, what is the other zero?

FinnZ [79.3K]

ANSWER

The other zero is

$x = - 10$

EXPLANATION

The axis of symmetry serves as the midpoint of the two zeroes.

We were given that the axis of symmetry of the quadratic equation is
$x = - 3$

We were also given that, one of the zeroes of the quadratic equation is
$x = 4$

Let the other zero of the quadratic equation be
$x = p$

,then, we apply the midpoint formula to find the value of
$p$

Since it is the x-values of the intercepts that gives the solution, we use only the x-value part of the midpoint formula which is given by,

$\frac{x_1 + x_2}{2} = axis \: of \: symmetry$

We substitute to obtain,

$\frac{p + 4}{2} = - 3$

We multiply through by 2 to get,

$p + 4 = - 6$

This implies that,

$p = - 6 - 4$

$p = - 10$

3 0

2 years ago

Read 2 more answers

Please answer right away

Delicious77 [7]

Answer:

independent

Step-by-step explanation:

Since no one else answered, figured you wouldn't mind if I do. :-), and you didn't use any CAPS.

How those two events (even and greater than 9) relate?

independent: YES. Can one happen without the other? Certainly. You see (1,1) is an even number that is not greater than 9. Equally, you see (6,5) which is greater than 9, but is not an even number.

inclusive: No, since there's a least one case where a pair number is not greater than 9. The opposite is also true... at least 1 number > 9 that is not even.

Mutually exclusive: No, since there numbers that are even AND greater than 9 (6,4) for example.

Conditional: No. Does one need the other to happen? Absolutely not.

5 0

2 years ago

Which could be the first step and simplifying this expression? Check all that apply.

Triss [41]

$\bf \left( x^3x^{-6} \right)^2\implies \left( x^{3-6} \right)^2\implies \stackrel{1st~Step}{\left( x^{-3} \right)^2}\implies x^{-6}\implies \cfrac{1}{x^6}\\ \qquad \Downarrow\\ \stackrel{\textit{distributing the exponent}}{\left( x^{3\cdot 2}x^{-6\cdot 2} \right)}\\ \qquad \Downarrow\\ \stackrel{1st~Step}{x^6x^{-12}}\\ \qquad \Downarrow\\ x^{6-12}\\ \qquad \Downarrow\\ x^{-6}\\ \qquad \Downarrow\\ \cfrac{1}{x^6}$

7 0

3 years ago

school teacher and needs 22 pieces of wood, 3 over 8 ft long, for a class project. If he has a 9-ft board from which to cut the

tiny-mole [99]

Answer:

Yes, he will have enough 3 over 8 ft pieces for his class.

Step-by-step explanation:

Given:

Number of wood required = 22

Length of each wood, $l=\frac{3}{8}\textrm{ ft}$

Total length of the board, $L=9\textrm{ ft}$

Therefore, the number of woods that can be made using the given board is given as:

$\textrm{Number of woods made}=\frac{\textrm{Total length of board}}{\textrm{Length of each wood}}\\\textrm{Number of woods made}=\frac{L}{l}=\frac{9}{\frac{3}{8}}=9\times \frac{8}{3}=\frac{72}{3}=24$

So, he can make 24 woods of length $\frac{3}{8}\textrm{ ft}$ using the 9 ft board. But he has to make only 22 pieces.

Therefore, he has enough of the wood to make the required number of pieces.

3 0

2 years ago