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saul85 [17]
4 years ago
6

a rectangle has a primeter of 200 ft the length is 4 more feet than the width find the dimensions of the rectangle

Mathematics
1 answer:
zysi [14]4 years ago
7 0

The length and width of the given rectangle are 52 ft and 48 ft respectively.

<h3><u>Solution:</u></h3>

The relationship between the length and breadth is given as following:

The length is 4 more feet than the width

The perimeter of the rectangle is given as 200 ft.

The formula to find the perimeter of a rectangle is:

Perimeter = 2(length + width)

Let length and width of the rectangle be denoted as ‘L’ and ‘B’

The given relationship between length and width can be written in equation form as follows:

L = 4 + B ------ eqn 1

Substitute the value of "L" in perimeter of triangle

200 = 2(4 + B + B)

200 = 2(4 + 2B)

200 = 8 + 4B

4B = 192

B = 48

Since, we know the value of width lets substitute it in eq1 to find the length.

L = 4 + 48

L = 52

Therefore, the length and width of the given rectangle are 52 ft and 48 ft respectively.

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Answer:

The correct quotient is 3.

I think Derek has mistaken to divide -\frac{2}{21} by \frac{2}{7}.

Step-by-step explanation:

We have to check the quotient of (-\frac{2}{7})  \textrm{ divided by }(-\frac{2}{21}).

Part A:

Now, (-\frac{2}{7})  \textrm{ divided by }(-\frac{2}{21}).

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So, the correct quotient is 3.

Part B:

Derek says that the quotient is -\frac{1}{3}.  

So, I think Derek has mistaken to divide -\frac{2}{21} by \frac{2}{7}. (Answer)

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3 years ago
Susan determined that the expression below is equal to 7.59 . 15.91 subtract 8.32
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3 years ago
What is the equation of the line passing through the points (–25, 50) and (25, 50) in slope-intercept form?
allochka39001 [22]

The equation of the line passing through the points (-25, 50) and (25, 50) in slope-intercept form is <u>y = 50</u>. Hence, <u>4th option</u> is the right choice.

The slope-intercept form of a line is written as y = mx + b, where m is the slope of the line, and b is the y-intercept.

The slope of a line passing through the points (x₁, y₁) and (x₂, y₂) can be calculated using the formula, slope (m) = (y₂ - y₁)/(x₂ - x₁).

Therefore, slope of the line passing through the points (-25, 50) and (25, 50) can be calculated as m = (50 - 50)/(25 - (-25)) = 0/(-50) = 0.

We can find the equation of the line using the point-slope formula, according to which, a line having a slope m and passing through the point (x₁, y₁) can be written as y - y₁ = m(x - x₁).

Therefore, the equation of the given line can be written as:

y - 50 = 0(x - 25)

or, y - 50 = 0,

or, y = 50.

Therefore, the equation of the line passing through the points (-25, 50) and (25, 50) in slope-intercept form is <u>y = 50</u>. Hence, <u>4th option</u> is the right choice.

Learn more about the equation of a line at

brainly.com/question/18831322

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3 0
2 years ago
I need help on 19 and 20
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Number 19 you are comparing one measurement to another. Since it says 1/2 inch equals 4 ft, we want to find out how many more inches are needed if the given scale was 2/3 = 4 ft. Now lets find a common denominator for both scales stated in inches. We have 2/3 inch and 1/2 inch. Our denominator are the bottom parts of the fraction where we need to find a common factor for the denominator so we can add or subtract fractions. We have a 3 and a 2. You may always use the multiplication between two denominators to find a common factor such as 3 times 2 which equals 6 for both denominators. Now we multiplied the 3 by 2 to get 6 so the top part (numerator needs to be multiplied the the 2 because we changed the bottom part by 2 as well. You should notice that when you reduce your fraction now 4/6 is 2/3. Just a self check example there. As for 1/2 we multiplied a 3 to get 6 for the denominator so we need to multiply the numerator by 3 as well. You now should have 4/6 and 3/6. Since the question asks for how many more inches we need to subtract 4/6 from 3/6 and we get 1/6 inch for our answer.
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3 years ago
What property is (3x10)x8=3x(10x8)
mylen [45]
(3 x 10) x 8 = 3 x (10 x 8)
this is called the associative property of multiplication.
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