**Answer:**

Well the whole answer is 10.246950 smth smth but I don’t have the multiple choices so your gonna have to round yourself

**Step-by-step explanation:**

Okay so you have a weigh of 8 and a diagonal of 13.

If you look, theres a triangle there. One side has 8 and the diagonal that was cut forms a 13. So we have a leg and a hypotnuse. To find the other leg (length) just follow the Pythagorean theroum and solve for b or a.

Pythagorean theroum: a^2+b^2=c^2

Now subsitute c for 13 since its the hypotnuse and a or b as 8 but only one.

In this case I’m substituting a for 8.

8^2+b^2=13^2

Solve the squares

64+b^2= 169

Isolate the b

b^2=105

Now square root 105

√105 will give the answer above on a normal calculator but if you have to round, I don’t know what place but you can round.

The sides of a triangle are given by

(3x2 − y2);(4x2−7xy+4y)and (−3x+7xy+8y2)

3x2 − y2;4x2−7xy+4yand (−3x+7xy+8y2)

.

Find its perimeter.

**Answer:**

Here is the answer

**Step-by-step explanation:**

To find the perimeter of a triangle, we need to add up the lengths of all three sides. In this case, the sides of the triangle are given by the expressions 3x2 - y2, 4x2 - 7xy + 4y, and -3x + 7xy + 8y2.

To find the perimeter, we can simply add up these three expressions:

Perimeter = 3x2 - y2 + 4x2 - 7xy + 4y - 3x + 7xy + 8y2

= 7x2 - 3xy + 12y

This is the perimeter of the triangle. Note that the perimeter is a scalar quantity, not a vector, so it does not have a direction associated with it.

A rectangle has a height of 1 1/4 inches and a base of 5/6 inches. What is the area of the rectangle?

To find the area of a rectangle, you need to multiply its height by its base. In this case, the height of the rectangle is 1 1/4 inches, and the base is 5/6 inches. To multiply these numbers, you first need to convert the fractions to a common denominator. One way to do this is to convert both fractions to sixths, since 6 is a multiple of both the denominator of the first fraction (4) and the denominator of the second fraction (6). To convert 1 1/4 inches to sixths, you can first convert 1 1/4 to a mixed number with a whole number part of 1 and a fractional part of 1/4, like this:

1 1/4 inches = 1 + 1/4 inches

Then, you can convert 1/4 to sixths by multiplying the numerator and denominator by 3 (since 3 x 4 = 12, which is a multiple of 6):

1/4 inches = 3/12 inches = 1/4 inches

Therefore, 1 1/4 inches is equal to 1 + 1/4 inches = 1 + 3/12 inches = 4/12 inches = 1/3 inches.

To convert 5/6 inches to sixths, you can multiply the numerator and denominator by 2 (since 2 x 6 = 12, which is a multiple of 6):

5/6 inches = 10/12 inches = 5/6 inches

Therefore, the base of the rectangle is 5/6 inches = 10/12 inches = 5/6 inches.

Now that you have converted both the height and the base of the rectangle to a common denominator of sixths, you can multiply them together to find the area of the rectangle:

Area = height * base = (1/3 inches) * (5/6 inches) = (1/3) * (5/6) = 5/18 inches^2

The area of the rectangle is 5/18 square inches.

1 1/4 inches = 1 + 1/4 inches

Then, you can convert 1/4 to sixths by multiplying the numerator and denominator by 3 (since 3 x 4 = 12, which is a multiple of 6):

1/4 inches = 3/12 inches = 1/4 inches

Therefore, 1 1/4 inches is equal to 1 + 1/4 inches = 1 + 3/12 inches = 4/12 inches = 1/3 inches.

To convert 5/6 inches to sixths, you can multiply the numerator and denominator by 2 (since 2 x 6 = 12, which is a multiple of 6):

5/6 inches = 10/12 inches = 5/6 inches

Therefore, the base of the rectangle is 5/6 inches = 10/12 inches = 5/6 inches.

Now that you have converted both the height and the base of the rectangle to a common denominator of sixths, you can multiply them together to find the area of the rectangle:

Area = height * base = (1/3 inches) * (5/6 inches) = (1/3) * (5/6) = 5/18 inches^2

The area of the rectangle is 5/18 square inches.

The graph of the equation y = x^2 − x − 6 is shown below

For what value or values of x is y=0?

x=−2 and x=3

x=2 and x=−3

x=−6 only

x=−2 only

For the** equation y=0,** there is much less math involved. This is because, no matter what, for any value of x, y must always be equal to zero.

This is so because the **y-intercept **occurs at x = 0. X = 0, mx = 0, and Y = B at this point. When y = 0, we solve the equation for x to determine the x-intercept. The** line **crosses the x-axis at y=0,

You can mistakenly think of the line y = 0 as the** y-axis,** be aware of this. It's not right. Simply put, the line y=0 indicates that the y coordinate is always 0 for all **locations** (x, y) in the x-y plane, indicating that the line y=0 represents the x-axis.

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Hi can someone fully answer the question down below

**Answer:**

x= -10

**Step-by-step explanation:**

since its > not ≥, your only answer would be -10.

at the point -6, it would be =

when x= -10,

[tex]\frac{-10+3}{6}[/tex]>[tex]\frac{-10}{4}[/tex]+1

-7/6>-3/2

which is correct

find k so that a and b will be orthogonal

**Answer:**

k = -5

**Step-by-step explanation:**

The **scalar product **of vectors a and b is **zero **when the vectors are **orthogonal **(perpendicular):

[tex]\boxed{\begin{aligned}\vec a \cdot \vec b & = |a||b| \cos \theta\\& = |a||b| \cos 90^{\circ}\\& = 0 \end{aligned}}[/tex]

[tex]\textsf{Therefore, $\vec a$\; and \;$\vec b$\; are orthogonal when\; $\vec a\cdot \vec b=0$}[/tex]

Given:

a = ⟨2, -2⟩b = ⟨−5, k⟩**Substitute **the given **vectors **into the **formula **and solve for k:

[tex]\implies \langle 2, -2 \rangle \cdot \langle-5, k \rangle=0[/tex]

[tex]\implies (2)(-5) +(-2)(k)=0[/tex]

[tex]\implies -10-2k=0[/tex]

[tex]\implies 2k=-10[/tex]

[tex]\implies k=-5[/tex]

When Deema begins her drive, she is 400 mi from home. She drives at an average rate of 50 mph until she gets home. Draw a graph to represent this situation?

The **linear function **to model the problem is written in** slope-intercept **form as y = -50x + 400

A **linear function** is of the form f(x) = mx + b where 'm' and 'b' are real numbers. Isn't it looking like the **slope-intercept form** of a line which is expressed as y = mx + b

In the question given, we can model a** linear function** to represent this.

Let x represent the distance covered.

The function can be written as;

f(x) = -50x + 400

This function represents the distance left till she gets home

Plotting this on a graph, we would have a straight line intercpeting the x-axis at (8, 0) and the y- axis at (0, 400)

Kindly find attached graph below.

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Consider the economy whose data appear in the table below. Working-age population 100,000 Labor force 60,000 Unemployed 12,000 Instructions: Round your answers to one decimal place.

a. The unemployment rate is ___%.

b. The labor-force participation rate is ___ %.

a. The **unemployment rate** is **20%**.

b. The** labor-force participation rate** is **60%**.

According to the question,

Working age population- 100,000

Labour force - 60,000

Unemployed - 12000 instructions

a) The unemployment rate is the** percentage** of the labor force that is unemployed and it is calculated as follows:

Unemployment Rate = [tex]\frac{Number of unemployed People}{Labor force}[/tex] × 100

When an unemployed population is 12,000 and the labor force is 60,000,

the unemployment rate is = [tex]\frac{12000}{60000}[/tex] × 100 = 20%

b) labor force participation rate is the percentage of working adult population that participates in labor either by actively looking for a job, or working. It is **calculated** as follows:

Labor Force Participation Rate = [tex]\frac{Labor force}{working age population}[/tex] × 100

When the labor force is 60,000 and the working-age **population** is 100,000

Labor Force Participation Rate = [tex]\frac{60000}{100000}[/tex] × 100 = 60%

So, a. The **unemployment rate** is **20%**.

b. The** labor-force participation rate** is** 60 %**.

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A wheelchair ramp is 20 feet long. It rises 5.1 feet above the ground. What is its angle of inclination (angle of elevation), to the nearest degree

**Answer:**

θ = 15°

**Step-by-step explanation:**

The wheelchair ramp creates a right triangle figure. Look at the image I have attached to this response to see the figure.

⭐ **What is the "angle of inclination"?**

*The angle of inclination is the base angle adjacent to the 90-degrees. The angle of inclination is often denoted as θ.*

To solve for the angle of inclination, θ, we have to use the inverse of a trigonometric function.

⭐ **What trigonometric function do we use?**

*Look at the side lengths you are given. Are they opposite of θ*? *Are they adjacent to θ? Are they the hypotenuse of the triangle? Whatever combination of 2 side lengths you have, see what trigonometric function uses those 2 side lengths.*

We are given the side length **opposite **of θ and a side length that is the **hypotenuse **of the triangle. Therefore, we are going to use **the sine function. **

⭐ **What is the sine function?**

*sin(θ) = opposite/hypotenuse*

Now, we are going to create an equation of the wheelchair ramp using the sine function.

**sin(θ) = 5.1/20**

Next, find the inverse of the equation. Here is the inverse of the sine function:[tex]sin^{-1} (opposite/hypotenuse) =[/tex]

Let's substitute the opposite and hypotenuse into the inverse of the sine function and solve using a scientific calculator. Make sure to round to the nearest degree.

[tex]sin^{-1}(5.1/20) =[/tex]

**∴** [tex]sin^{-1}(5.1/20)[/tex] **≈ 15°**

What is the equation of the line that passes through (2, -1) and is perpendicular to the line 1 whose equation is y=-1/2

x+4?

**Answer:**

**Step-by-step explanation:**

The point-slope form of the equation of a line is:

[tex]y-y_1=m(x-x_1)[/tex]

So, the equation for this problem, let

[tex](x_1,y_1)=(2,-1)[/tex]

then,

[tex]y-(-1)=m(x-2)\\y+1=m(x-2)[/tex]

If line (a) is perpendicular to line (b), then [tex]m_b[/tex] is equal to [tex]-\frac{1}{m_a}[/tex]. For this problem, let

[tex]m_a=-\frac{1}{2}[/tex] and [tex]m_b=2[/tex]

So,

[tex]y+1=(2)(x-2)\\y+1=2x-4\\(y+1)-1=(2x-4)-1\\y=2x-5[/tex]

Andy bought 300 shares of a corporation that manufactures kitchen cabinets. He

bought the stock years ago for x dollars. He recently sold this stock for y dollars.

Express his capital gain as a percent of the original purchase price algebraically.

The **equation **for capital **gain **as a percent of the original **purchase** price will be equal to a = (y - x)/x × 100.

If a mathematical **operation **includes at least two words that are connected by an operator and either comprise numbers, variables, or both, it is referred to as an **expression**.

The operations with reflection coefficients include adding, subtracting, multiplying, and dividing. A **mathematical **operation like reduction, addition, multiplication, or division is used to include terms in an expression.

As per the given information in the question,

Use the equation for capital gain,

Let the selling price be **y **and the purchase price is **x **dollars.

**Capital gain** = Selling price - Purchase

Substitute the values,

Capital gain = y - x

Now, let's find out the percent increase.

Let's assume that** 'a'** is the percent **increase**.

So, the **equation **will be,

(a)(x) = y - x

ax = y - x

Divide both sides by x.

(ax)/x = (y - x)/x

a = (y - x)/x

Multiply the **equation **by 100 to show in **percentage **form,

a = (y - x)/x × 100

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Franklin Middle School's spring concert is next week. The music teacher chose students from the choir and the orchestra to perform solos. There are 25 choir students, and 5 of them have a solo. There are 20 orchestra students, and 4 of them have a solo. Do the two groups have the same ratio of students with a solo to total students?

For the choir, the** ratio **is 1/5 and for the orchestra, the **ratio **is also 1/5, then yes, the two groups have the** same ratio **

Do the two groups have the same ratio?

Here we just need to compute the two **ratios**, to do that, we need to take the **quotient **between the number of students with a solo and the total number of students.

For the choir, there are 25 students and 5 with a solo, so the **ratio **is:

5/25 = 1/5

For the orchestra, there are 20 students and 4 of them have a solo, so the **ratio **is:

4/20 = 1/5

So yes, both groups have the same **ratio **of students with a solo to total students.

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How do you write a factor of 5?

On solving the provided question, we can say that - by prime **factorization** the factors of 5 are 5 and 1

A number that divides another number by itself with no residual is known as a **factor.** In other words, if multiplying two whole numbers results in the creation of a product, the numbers we are multiplying are factors of the product since the product is divisible by them. **Division **and multiplication are the two ways to discover factors. A number or other mathematical object is factorized or factored in mathematics by expressing it as the product of numerous factors, often smaller or simpler things of the same sort. One factorization of the polynomial x2 - 4 is 3 5, which is also a factorization of the number 15.

The factors of 5 are -

5

and 1

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13a ^2+14-17a-12a ^2+12a+6a-a^ 2

(A) a-14

(B) a+14

(C) -9a^2+14

(D) -9a^2-5a-14.

**Answer:**

B

**Step-by-step explanation:**

13a ^2+14-17a-12a ^2+12a+6a-a^ 2

=14-17a+12a+6a

=14+a or a+14

HELP ME PLEASE,IM DOING A FINAL.

Relation between base and height of parallelograms is a **function** [tex]f(x)=\frac{48}{x}[/tex].

**Relations** called functions provide an **output** for each input. The characteristic that every input is associated to exactly one output defines a function as a relation between a set of inputs and a set of allowable outputs. A mapping from A to B will only be a function if every element in set A has one end and only** one image **in set B. Let A & B be any two **non-empty sets.**

Based on the values listed in the table for the parallelograms' base length and height, you can see that the base length grows by one unit, giving you the numbers 1, 2, 3, and 4. When base length increases by one unit, height reduces by 1/x, as shown in the following example:

Height and base length have the following relation:

[tex]f(x)=\frac{48}{x}[/tex]

where x is the base length and f(x) is the height.

[tex]f(1)=\frac{48}{1}= 48\\f(2)=\frac{48}{2}=24\\f(3)=\frac{48}{3}=16\\f(4)=\frac{48}{4}=12\\f(6)=\frac{48}{6}==6[/tex]

Relation between base and height of parallelograms is a **function** [tex]f(x)=\frac{48}{x}[/tex].

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What is the end behavior of function h

**Answer:**

Function to be graphed is,

h(x) = 2(x - 3)²

Function 'h' is a quadratic function.

Since, the coefficient of the leading term (term with the highest power) is positive, parabola will open upwards.

Both the ends of the parabola will be upwards (towards positive infinity).

As x approaches to negative infinity, h(x) approaches to positive infinity.

As x approaches to positive infinity, h(x) approaches to positive infinity.

**Step-by-step explanation:**

Please give the brainliest.

What property of congruence is illustrated in the statement if âˆ A â‰… âˆ B then âˆ B â‰… âˆ A?

The property of congruence illustrated in the statement is the** transitive property**.

The transitive property states that if A is **congruent** to B and B is congruent to C, then A is congruent to C. In other words, if two things are congruent to a third thing, they are also congruent to each other.

In the statement "If AB ≅ DE, EF ≅ DE then AB ≅ EF," AB is congruent to DE, and EF is congruent to DE, so AB must also be congruent to EF according to the transitive property.

The other properties you listed are not applicable in this case. The **symmetric property** states that if A is congruent to B, then B is congruent to A. The **reflexive** property states that every object is congruent to itself. And multiplication is not a property of congruence.

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The question is -

What property of congruence is illustrated in the statement? If AB ≅ DE, EF ≅ DE then AB ≅ EF.

a. Symmetric

c. Reflexive

b. Transitive

d. Multiplication

After researching many different shoes, chris narrows down his choice to these two. Which shoes are the best deal?.

Based on the information provided, it appears that the **Air Slammers** might be the best deal for Chris if his primary concern is getting the best price.

If Chris' primary concern is getting the best price, then the **Air Slammers **might be the best deal for him based on the information provided. It is important to note, however, that other factors might also be important in the decision-making process, such as the durability of the shoes and any preferences or personal preferences Chris might have.

It is also possible that the **Hyper-Dunks** might offer other benefits, such as better performance or more comfort, that could make them a more attractive option for Chris even if they are more **expensive**. Ultimately, the best deal depends on what is most important to Chris and how he weighs the different factors in the decision-making process.

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What is discontinuity example?

Example of **discontinuity **in mathematical **function** is given by :

**f(x) = ( x - 1 )/ ( x - 2) at x = 2.**

**Discontinuous** function is defined as:

f(x) = ( x - 1 ) / ( x - 2 )

When x = 2 function does not defined .

Hence it is not continuous at x = 2.

Therefore, the example of the **discontinuity** in mathematics function is f(x) = ( x - 1 )/ ( x - 2) at x = 2.

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How can I grow my height?

It is estimated that around 80% of the** final height** is determined by hereditary factors. Several environmental factors, also including nutrition and exercise, frequently account for the remaining portion.

A variety of factors affect your overall height.

1. Consume a diet rich in fresh, fruits, and vegetables.

proteins from **whole grains.**

2. Use caution when using supplements:

Few situations call for the use of supplements to help children grow taller and elderly persons stop shrinking.

3. Get the appropriate amount of rest:

On occasion skipping sleep won't have a long-term impact on your height. However, issues could arise if you consistently clock less than the advised amount during adolescence.

4. Keep moving:

**Regular exercise** has a lot of advantages. It aids you in maintaining a healthy weight, strengthens the muscles and bones, and encourages the synthesis of HGH.

5. Take care of your posture:

You could appear shorter than they actually are if you have poor posture.

Additionally, slouching or slumping over time might change your actual height.

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lucia is renting a stand up paddleboard from sunrise lake rentals. she is charged an initial rental fee and an additional cost per hour she rents the paddleboard.

this situation can be modeled as linear relationship

what does the slope of the line tell you about the situation?

A. including the initial rental fee, the toal cost to rent the paddleboard for 5 hours is $70

B. after the initial rental fee, the paddleboard costs an additional $12 every hour

C. lucia rents the paddleboard for 5 hours

D. the inital rental fee is $10

The **slope** of the **situation **means: B. after the initial rental fee, the paddleboard costs an additional $12 every hour

If a **situation **is modeled as a **linear relationship **between two variables, the **slope **of the relationship is a measure of the strength and direction of the relationship between the two variables in that particular situation.

The slope is calculated as the change in the value of one variable (the "rise") over the change in the value of the other variable (the "run").

For example, consider a **situation **in which the number of hours that a student studies is related to their grades in a class. The **slope **of this relationship would indicate the strength and direction of the relationship between hours of study and grades in this particular situation.

A positive **slope **would indicate that as the number of hours of study increases, the grades also increase, while a negative **slope **would indicate that as the number of hours of study increases, the grades decrease.

To find the slope of the **situation** that is represented in the **graph** given, use two points on the line to calculate the **slope**.

Using (0, 10) and (2.5, 40)

**Slope** (m) = change in y / change in x = (40 - 10) / (2.5 - 0)

= 30/2.5

**Slope** (m) = 12

Therefore, this means that, B. after the initial rental fee, the paddleboard costs an additional $12 every hour.

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What is a multiple of 32?

32, 64, 96,...... are the **multiples **of the 32.

**Calculate **the answer using a math **operator **is referred to as a mathematical operation.

Basic **mathematical operations **are addition, multiplication, subtraction and division.

The given **term **is 32,

To find the **multiple **of 32,

**Multiply **32 which natural numbers 1, 2, 3, 4, 5.....

32 x 1 = 32.

32 x 2 = 64

32 x 3 = 96

and so on...

Since, there are **infinite multiples **of 32.

So, 32, 64, 96,.... are the **multiples **of 32.

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a tile store charges $747.50 to install 115 square feet of tile. assuming they charge the same rate per square foot regardless of the amount of tile installed, how much would they charge to install 970 square feet of tile?

With the help of simple **mathematical operations**, we know that the cost of installing 970 ft² will be $6,305.

A method of calculation: The most popular ones are (+, −, ×, ÷) for add, subtract, multiply, and divide.

However, there are many more, like square roots, **logarithms**, and squares.

It is most likely an operation if it isn't a number.

Example: The operation in 25 + 6 = 31 is added.

So, we know that:

The store charges $747.50 to install 115 ft² of tiles.

Then, the amount that will come to install 970 ft² tiles:?

Cost of installing 1 ft² of tiles:

747.50/115

$6.5

So, the cost of installing 1 ft² of tiles: is $6.5.

Now, the cost of installing 970 ft² tiles will be:

6.5 × 970

$6,305

Therefore, with the help of simple mathematical operations, we know that the cost of installing 970 ft² will be $6,305.

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New customers with Verizon pay a flat rate installation fee plus $45.00 per month for the

service. If after nine months, Mr. Burns paid $565, write and solve a linear equation to determine

how much he would pay after one year.

He would pay $160 after one year if the **installation fee** per month is $45.

The cost of installing something. charge - the **cost** of a good or service; "the admittance charge" Based on the Farlex clipart collection and WordNet 3.0. Installation can be divided into two major categories: physical and virtual. While a virtual installation relates to the installation of software, a** physical installation** concerns the installation of tangible items like computer hard drives, wires, modems, and so on.

Simple installation entails unpacking and plugging the appliance into the main electrical outlet. This excludes mounting on brackets, reinstalling in fixed units, or connecting to the gas or water.

Installment fee per month=$45

For 9 months,

9×45=405

Total fees=Installation+405

Installation+405=$565

Let the installation be x then,

x+405=565

x=565-405

x=$160

Therefore, he would pay $160 after one year if the installation fee per month is $45.

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Hazel and Tom travel the same 18 km route.

Hazel starts at 9. 00 am and walks at a constant speed of 4. 8 km/h

Tom starts at 9. 39 am and runs at a constant speed.

Tom overtakes Hazel at 10. 15 am

At what time does Tom finish the route?

**Answer:**

**11:27 am.**

**Step-by-step explanation:**

The time which has passed when Tom overtakes Hazel is after Hazel has walked 1 hr 15 minutes and in that time Hazel has walked

1.25 * 4.8

= 6 km.

So, Tom runs 6 km in 10:15 - 9.39 = 36 minutes

= 0.6 hrs.

So, Tom's speed is 6/0.6 = 10 km/hr.

,

and Tom will take 18/10 = 1.8 hours to finish the route,

= 1 hr 48 minutes

So he finishes the route at

9:39 + 1:48

= **11:27 am. **

What is the factor of xÂ² 11x 18?

On solving the provided question we can say that, - the factors of the given **equations** [tex]x^2 -11x +18[/tex] are - x= 2 and x = 9

A number that divides another number by itself with no residual is known as a **factor.** In other words, if multiplying two whole numbers results in the creation of a product, the numbers we are multiplying are factors of the product since the product is divisible by them. **Division **and multiplication are the two ways to discover factors. A number or other mathematical object is factorized or factored in mathematics by expressing it as the product of numerous factors, often smaller or simpler things of the same sort. One factorization of the polynomial x2 - 4 is 3 5, which is also a factorization of the number 15.

[tex]x^2 -11x +18[/tex]

(x-2)(x-9)

x= 2 and x = 9

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Choose an equivalent system of equations to the following system: (1 point) fx + gy = h qx + ry = s.

5Fx+5Gy=5H Qx +Ry=S is a system of **equations **that is **equivalent **to the following system.

An **equivalent **system of equations is a system of **equations **that has the same solutions as the original system, but the coefficients of the **variables **may be different.

To determine which of the given systems is equivalent to the original system, you need to solve each system and see if they have the same solutions.

The original system is:

Fx + Gy = H

Qx + Ry = S

The solution to this system can be found by either graphing the equations or using substitution or **elimination methods**.

If we solve each of the other systems in the same way, we find that the system that is equivalent to the original system is:

C. 5Fx + 5Gy = 5H

Qx + Ry = S

This is because all of the other systems have different coefficients for the variables, and therefore will not have the same solutions as the original system.

The complete question is;-

Choose an equivalent system of equations to the following system:

Fx + Gy = H

Qx + Ry = S

A. 5Fx + 5Gy = 5H

Qx − Ry = S

B. 5Fx + Gy = 5H

Qx + 5Ry = S

C.5Fx + 5Gy = 5H

Qx + Ry = S

D. Fx + 5Gy = 5H

Qx + Ry = S

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How do you write more than 3 in math?

The way to write '**more than 3**' is **>3**.

We have to find a way to write "more than 3" in a mathematical form.

The **greater-than sign** is a mathematical symbol that denotes an inequality between two values. The widely adopted form of two equal-length strokes connecting in an acute angle at the right, >, has been found in documents dated as far back as 1631. In mathematical writing, the greater-than sign is typically placed between two values being compared and signifies that the first number is greater than the second number.

Examples of typical usage include 1.5 > 1 and 1 > −2. The less-than sign and greater-than sign always **"point"** to the smaller number. Since the development of computer programming languages, the greater-than sign and the less-than sign have been repurposed for a range of uses and operations.

We can use this mathematical symbol here, in order to denote "more than 3" mathematically.

**> 3** denotes that a number is **more than 3**.

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Examples of typical usage include 1.5 > 1 and 1 > −2. The less-than sign and greater-than sign always "point" to the smaller number. Since the development of computer programming languages, the greater-than sign and the less-than sign have been repurposed for a range of uses and operations.

We can use this mathematical symbol here, in order to denote "more than 3" mathematically.

> 3 denotes that a number is more than 3.

What is the x and y intercepts of -4x+5y=20 and is (5,8) a solution?

**Answer: Yes, (5,8) is a solution.**

**x=-5, y=4**

**x-intercept (-5,0)**

**y-intercept (0,4)**

**Step-by-step explanation:**

**To find the x-intercept, make y equal to 0 and solve**

**-4x+5(0)=20**

**-4x=20**

**x=-5**

**To find the y-intercept, make x equal to 0 and solve**

**-4(0)+5y=20**

**5y=20**

**y=4**

**To see if 5,8 is a solution, sub in and solve**

**-4(5)+5(8)=20**

**-20+40=20**

**20=20**

**Yes, (5,8) is a solution.**

write the equation of the line that is parallel to the graph of 3x-y=5 whose y-intercept is (0,4)

**Answer:**

3x -y = -4

**Step-by-step explanation:**

You want the equation of the line **parallel to 3x-y=5** through **point (0, 4)**.

The equation for the parallel will differ only in the constant. To find the new constant, use the given point coordinates for x and y.

3x -y = 3(0) -(4) = -4

The equation of the line is ...

** 3x -y = -4**

Work out the area of this shape.

3cm

4cm

7cm

6cm

**Answer: the area of the shape=25.5 cm²**

**Step-by-step explanation:**

This shape is composed of a rectangle and a trapezoid

The area of the rectangle= 3(4)

The area of the rectangle= 12 cm²

[tex]\displaystyle\\The\ area\ of\ the\ trapezoid=\frac{3+6}{2} (7-4)\\\\The\ area\ of\ the\ trapezoid=\frac{9}{2} (3)\\\\The\ area\ of\ the\ trapezoid=4.5(3)\\\\The\ area\ of\ the\ trapezoid=13.5 \ cm^2[/tex]

The area of the shape=12+13.5

The area of the shape=25.5 cm²

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