Technically, we don't have enough info so it could go either way.
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Explanation:
We can see that the sides are proportional to each other, but we don't know anything about the angles. We need to know if the angles are the same. If they are, then the hexagons are similar. If the angles are different, then the figures are not similar.
Right now we simply don't have enough info. So they could be similar, or they may not be. The best answer (in my opinion) is "not enough info". However, your teacher likely wants you to pick one side or the other. We can't pick "similar" so it's best to go with "not similar" until more info comes along the way.
I made a mistake while solving the inequality below. What mistake did I make? Explain what I should’ve done instead.
Answer:
Mistakes:
Used addition
Didn't flip inequality form
Corrections:
Divide each term
Instead of a positive value it should be negative
flip the direction of the inequality form
Step-by-step explanation:
[tex] - 9x \div - 9 \leqslant 90 \div – 9 [/tex]
cancel the common factor
[tex] \times \leqslant 90 \div - 9[/tex]
Divide 90 by – 9
Answer is:
[tex] \times \leqslant - 10[/tex]
Hope this helps!
Do anyone know what it is
The Malcolms are taking a trip. Midville is 214 miles
from their home. Walesburg is 3 times as far.
How far is Walesburg from their home?
Answer:
642 miles
Step-by-step explanation:
Distance of Midville from their home = 214 miles
Walesburg is 3 times as far.
How far is Walesburg from their home?
Distance of Walesburg from their home = 3 × Distance of Midville from their home
= 3 × 214 miles
= 642 miles
Distance of Walesburg from their home = 642 miles
Whats the Angle for A,B, and C? Ive been stuck on this problem for a while. It would be great if you helped
Answer:
b=57° (vertically opposite angles)
Step-by-step explanation:
57°+a+b+c=360° (angles around a point)
57°+57°+a+c=360°
114°+a+c=360°
a+c=360°-114°=246°
a=c (vertically opposite angles)
therefore 2a=246°
a=123°
b=123°
kevin ran 6/7 miles and his brother james ran 10 miles. How many miles did the two of them ran.
Answer:
16.7 miles
Step-by-step explanation:
6.7+10=16.7
The two of them ran 16.7 miles.
in a class of 32 students
Answer:
1.48 m
Step-by-step explanation:
mean is calculated as
mean = [tex]\frac{sum}{count}[/tex]
Then the sum for the 14 boys is
[tex]\frac{sum}{14}[/tex] = 1.56 ( multiply both sides by 14 )
sum = 21.84 m
The sum for the class of 32 is
[tex]\frac{sum}{32}[/tex] = 1.515 ( multiply both sides by 32 )
sum = 48.48 m
Thus the sum for the 18 girls is
sum = 48.48 - 21.84 = 26.64 m
Then mean height of girls is
mean = [tex]\frac{26.64}{18}[/tex] = 1.48 m
Is every prime number a natural number?
Answer:
A prime number is a natural number greater than 1 that is not a product of two smaller natural numbers.
Hope that answered your question.
write a cosine function that has a midline of 5 an amplitude of 2 and a period of 5/2
Answer:
Uuy
Step-by-step explanation:
what is meant ratation of the earth and draw
Answer:
Earth's Rotation
Earth spins around its axis, just as a top spins around its spindle. This spinning movement is called Earth's rotation. At the same time that the Earth spins on its axis, it also orbits, or revolves around the Sun. This movement is called revolution.
What is the volume of a cone that has a height of 10 feet and a base with a surface area(B) of 9 square feet?
Answer:
30 cubic feet
Step-by-step explanation:
According to the scenario, calculation of the given data are as follows,
Height of cone (h) = 10 feet
Base surface area = π[tex]r^{2}[/tex] = 9 sq. feet
So we can calculate the volume of cone by using following formula,
volume of cone = (1/3)π[tex]r^{2}[/tex]h
By putting the value in the formula, we get
Volume of cone = (1/3) 9 × 10
= 3 × 10
= 30 cubic feet
Write the equation of a line that passes through the point m(2,3) and has slope 1/2.
Answer:
Step-by-step explanation:
[tex]Equation \ of \ a \ line, (y-y_1)=slope(x-x_1)[/tex]
[tex](x_1, y_1) = (2,3)[/tex]
[tex]y-3=\frac{1}{2}(x-2)\\\\y -3= \frac{1}{2}x-1\\\\y = \frac{1}{2}x-1+3\\\\y = \frac{1}{2}x+2[/tex]
A cheetah's speed was timed over a set distance. The cheetah was clocked running 60 miles per hour. Which equation is the relationship between the distance, y, and time, x, the cheetah runs?
Answer:
D. y=70x
Step-by-step explanation:
The cheetah was clocked running 70 miles per hour.
i.e. in 1 hour cheetah covered 70 miles
in 2 hours cheetah covered 140 miles
in 3 hours cheetah covered 210 miles
in general, in n hour cheetah covered 70n miles
If y denote the distance covered
and x denotes the time cheetah runs
Then, y=70x
Hence, the equation which shows the relationship between the distance, y, and time, x, the cheetah runs is:
D y=70x
Six less than the product of a number n and
1
is no more than 97.
Answer:
n ≤103
Step-by-step explanation:
The product of a number n and 1 is expressed as n
Six less than the number is n - 6
If the result is no more than 97, then;
n - 6 ≤ 97
n ≤ 97 + 6
n ≤103
Hence the value of n is no more than 103
solve for x with the image below
Answer:
Step-by-step explanation:
The formula for this particular problem is
[tex]x^2=2(2+16)[/tex] and
x² = 2(18) and
x² = 36 so
x = 6
Help , what is the measure of p
Answer:
Step-by-step explanation:
let angle p be x
x+27=56 degree (sum of two opposite interior angle is equal to the exterior angle formed)
x=56-27
x=29 degree
therefore p is 29 degree.
What are the roots of the quadratic equation below?
3x2 + 9x - 2 = 0
-9 + 105
O A. x =
6
O B.
X=
-3+105
2
C.
-91 57
6
OD.
x==34,57
Answer:
Step-by-step explanation:
The roots of the quadratic equation below using the quadratic formula are option A. [-9 ± √105 ] / 6.
Given is a quadratic equation,
3x² + 9x - 2 = 0
Quadratic formula to find the roots of a general quadratic equation ax² + bx + c is,
x = [-b ± [tex]\sqrt{b^2-4ac}[/tex] ] / 2a
Here a = 3, b = 9 and c = -2.
Substituting the values,
x = [-9 ± [tex]\sqrt{9^2-(4)(3)(-2)}[/tex] ] / (2 × 3)
= [-9 ± [tex]\sqrt{81+24}[/tex] ] / 6
= [-9 ± √105 ] / 6
So the roots are [-9 ± √105 ] / 6.
Learn more about Roots of Quadratic Equations here :
https://brainly.com/question/26926523
#SPJ7
Find missing angleeeeeeeeeeeeeeeeeeeeeeee
Answer:
C) 80
Step-by-step explanation:
triangles always add up to 180 degrees, so 80+20=100 the missing angle is 80 degrees
Please guys say me the answer fast By full step by step process those who give me correct answer i will make him brainalist ☺️
Answer:
1. 345,600 seconds
2. 432,000 seconds
3. 1 day
4. 7500 meters
Hope that this helps!
Answer:
4 days=345600sec
5 days=432000
86400=24 hours
7.5km = 4.6miles
Step-by-step explanation:
60sec * 60= 1hour * 24 * 4=4 days if one day = 86400 sec than 4 days is 345600 and we know one day is 86400 seconds so just add that for one day
to convers km to mils you multiply the km value by .6214
Ramona wants to estimate 73% of 5,459 . To what should he round the percentage to find a reasonable estimate
Answer:
70%
Step-by-step explanation:
He should round the percentage to the nearest 10 which will give him a more reasonable prediction. Hope this helps!
help very easy 5th grade math im in rush
Answer:
C. every rhombus is a parallelogram
Answer:
every rhombus is also a parallelogram....
can someone pls help me !
Answer:
Step-by-step explanation:
Can someone help me solve this please?
Answer:
Step-by-step explanation:
1 = 1/16 (one chance on 16
2 = 7/16 (the non shaded parts are 7, while the total parts are 16)
3 = 11/16 ( 11 is unshaded + even)
4 = 4/16 = 1/4 (the favourable possibilities are: 13, 14, 15, 16)
Can someone help me pls
4. Find (5.8 104) + (7.17 x 10).
Express you answer in scientific
notation. Show your work.
Step-by-step explanation:
(5.8 x 10⁴) + (7.17 × 10^6) =
(5.8 × 10⁴) + ( 717 × 10⁴)
= (5.8 +717) × 10⁴
= 722.8 × 10⁴
= 7.228 × 10^6
Please help me if you can it would mean a lot!
I have no idei hellppppp
Answer:
Step-by-step explanation:
(1/2)*x+4=-8
x+4/2=-8
x+4=-8*2
x+4=-16
x=-16-4
x=-20
Answer:
x = -20
Step-by-step explanation:
1/2(x + 4) = -8
1/2x + 2 = -8
1/2x = -10
x = -10(2)
x = -20
Hope this helps!
please help asap I will give you 15 points. no links or ill report you
Answer:
Step-by-step explanation:
Range is y thing, where as domain is an x thing. The way you state a range (or a domain, for that matter) is to start from the low point on the graph and go up to the high point. Our graph doesn't have a starting point; therefore, the "low" end of the graph comes up from -∞. The high point on the graph maxes out at 3. Therefore, the proper way to state the range (depending upon whether you use set-builder or not) is
R = (-∞, 3] or another way to state this is
R = {y | y ≤ 3} which reads "y such that y is less than or equal to 3".
is y=2x^3 an even or odd function or neither
Answer:
Odd
Step-by-step explanation:
Hey! can someone help me find the value of x please??!
Answer:
x = 13
Step-by-step explanation:
The triangles base angles are congruent, so the triangle is isosceles with the 2 legs being congruent, then
x = 13
Match each equation with the correct number of solutions
Select the two values of x that are roots of this equation
Answer:
c
Step-by-step explanation:
There are two answers to the question...
Answer:
B and C