Please help meeeeeeee! Gratefully appreciate it, happy holidays!

Answer:

Square roots are when you multiply the same number by itself like for example, the square root of 5 is 25, because 5*5=25

Step-by-step explanation:

The value of the root of 2√5 is approximately 2.116.

Here, we have,

To find the root of a number, you can use the concept of radicals.

The "root" refers to the inverse operation of raising a number to a power. For example, the square root (√) is the most common root, and it represents finding a number that, when squared, gives the original number.

To find the root of a number, such as the square root (√), you can use the following notation:

√(2 * √(5))

In this case, we have the square root of (2 times the square root of 5).

To simplify this expression further, we can break it down step by step:

Step 1: Simplify the square root of 5:

√(5) = 2.236 (approximately)

Step 2: Substitute the simplified value back into the original expression:

√(2 * 2.236)

Step 3: Simplify the expression:

√(4.472) = 2.116 (approximately)

Therefore, the root of 2√5 is approximately 2.116.

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Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

You need to factorize each number in the set:

Common factors of both numbers are:

GCF(24, 32) = 8

Answer: 9

Step-by-step explanation:

Answer:

9!

Step-by-step explanation:

Answer:

the second

Step-by-step explanation:

Answer:

0.9 + n = 5.2

Step-by-step explanation:

Answer:

Rs. 14560

Hope you could get an idea from here.

Doubt clarification - use comment section.

In rectangle ABCD

[tex]\\ \sf{:}\longrightarrow Area=LB[/tex]

[tex]\\ \sf{:}\longrightarrow Area=50(45)[/tex]

[tex]\\ \sf{:}\longrightarrow Area=2250m^2[/tex]

In rectangle PQRS

[tex]\\ \sf{:}\longrightarrow Area=LB[/tex]

[tex]\\ \sf{:}\longrightarrow Area=48(43)[/tex]

[tex]\\ \sf{:}\longrightarrow Area=2064m^2[/tex]

Now

[tex]\\ \sf{:}\longrightarrow Area_{(Path)}=Area_{(ABCD)}-Area_{(PQRS)}[/tex]

[tex]\\ \sf{:}\longrightarrow Area_{(Path)}=2250-2064=186m^2[/tex]

Cost:-

[tex]\\ \sf{:}\longrightarrow 186(40)[/tex]

[tex]\\ \sf{:}\longrightarrow Rs 7440[/tex]

Answer:

67-63x

Step-by-step explanation:

Answer:

y=12x+3

Step-by-step explanation:

when parallel the slopes need to be the same but the y-intercept has to change

Answer:

y = [tex]\frac{3}{3}[/tex]x - 5

y = 2x + 5

Step-by-step explanation:

In linear equations, both variables x and y must have the exponent of 1 (i.e. they cannot have a small number at the top-right). And they cannot be in the exponents (i.e. cannot be the small number at the top-right).

Answer:

justin biberis black

Step-by-step explanation:

Answer:

15

Step-by-step explanation:

Since, we need a number that if added to -14, it'll give a positive result. The first number is gonna be 15, . Because, it's the first number that can give a positive number if summed up with -14.

Answer:

Percent Decimal

80% 0.8

90% 0.9

100% 1

200% 2

Answer:

2.00

Step-by-step explanation:

To convert a percentage to a decimal, divide by 100. So 25% is 25/100, or 0.25. To convert a decimal to a percentage, multiply by 100 (just move the decimal point 2 places to the right).

Step-by-step explanation:

A1

1 yard = 3 feet

1 foot = 12 inches

therefore,

100 yards = 100×3×12 inches = 3600 inches

A2

again, 1 yard = 3 feet

8 ft = 8/3 = 2.67 yards = 2 2/3 yards

A3

1 gallon = 8 pints

A4

1 liter = 1000 milliliters (remember, "mili" means 1/1000).

therefore,

2.2 liters = 2.2×1000 = 2200 milliliters

A5

again, 1 liter = 1000 milliliters

therefore

1 milliliter = 1/1000 liter

670 milliliters = 670 × 1/1000 liter = 670/1000 liter =

= 0.67 liter

B1

1 kg (kilogram) = 1000 grams ("kilo" means 1000).

we have 3 layers.

each layer weighs (cake plus icing)

1/2 kg + 100 g = 500 g + 100 g = 600 g

3 layers then weigh

3×600 g = 1800 g

the additional candle weighs 250 g.

so, the total is

1800 g + 250 g = 2050 g = 2.05 kg

B2

area is 110 m².

1 m = 100 cm ("centi" means 1/100).

and 1 m² is then 100×100 = 10000 cm².

so, the area in cm² is

110 × 10000 = 1,100,000 cm²

the top area of one brick = 10 × 20 = 200 cm²

so, we need

1,100,000 / 200 = 11,000 / 2 = 5500 bricks

Answer:

312.5 m

Step-by-step explanation:

let distance be d and velocity be v , then

d = kv² ← k is the constant of variation

To find k use the condition d = 112.5, v= 15

112.5 = k × 15² = 225k ( divide both sides by 225 )

0.5 = k

d = 0.5v² ← equation of variation

When v = 25 , then

d = 0.5 × 25² = 0.5 × 625 = 312.5 m

Answer:

About 35 or 34.27 if you round to the tenths spot.

Step-by-step explanation:

514 divided by 15 is 34.27 once rounded.

Answer:

The answer is C. (a + -a = 0 )

Step-by-step explanation:

"The additive inverse of a number a is the number that, when added to a, yields zero"

Answer:

No it is not a factor of 56

Answer:

No

Step-by-step explanation:

6,12,18,24,30,36,42,48,54,60

The equations representing the lines, y=x+5 and 2y-2x=10, have the same slope, therefore the lines are parallel.

Recall:

Given:

y = x + 5

2y - 2x = 10

The slope of y = x + 5 is 1.

Rewrite 2y - 2x = 10 in slope-intercept form to determine its slope.

2y - 2x = 10

2y = 2x + 10

y = x + 5

Thus, the slope of y = x + 5 (2y - 2x = 10) is also 1.

The equations representing the lines, y=x+5 and 2y-2x=10, have the same slope, therefore the lines are parallel.

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Answer:

23 Dimes and 8 Quarter.

Step-by-step explanation:

Important info:

31 Coins worth a total of $4.30

Note:

Dimes = .10

Quarters = .25

10 Dimes = 1.00

4 Quarter = 1.00

Question to Answer:

How many of each type of coin does she have?

Solution:

Lets get rid of the .30 cent in $4.30 so

.30 = 3 Dimes

Now $4.00,

4.00-1.00 of quarter

=

3.00 and 4 quarter..

Right now we have 3 Dimes and 4 Quarter = $1.30.

And that 7 Coins worth of $1.30.

3.00-2.00= 1.00 and 20 Dimes so now we have

23 Dimes and 4 Quarter.

And that add up to 27.

1.00-1.00 of Quarter = 4 Quarter.

so 31 worth a total of $4.30.

So that's 23 Dimes and 8 Quarter.

Check Work:

23 Dimes = $2.30 and 8 Quarter = $2.00

$2.30 + $2.00 = 4.30

Hence, The Correct Answer is 23 Dimes and 8 Quarter.

~[ RevyBreeze }~

Answer:

-24

Step-by-step explanation:

f(4)= -4(x+2)

f(4)= -4(6)

f(4)= -24

Answer:

F(x)=-4(x+2)

0=-4-8

4x=-8

X=-2

So,-2×2

-4

Step-by-step explanation:

Have a great day!

The equation showing the relationship between w and t is [tex]w = 4t[/tex]

From the table, we have the following points:

(0,0) and (1,4)

Start by calculating the slope (m)

[tex]m = \frac{y_2 -y_1}{x_2 -x_1}[/tex]

So, we have:

[tex]m = \frac{4 -0}{1 -0}[/tex]

Simplify the numerator and the denominator

[tex]m = \frac{4}{1}[/tex]

Divide 4 by 1

[tex]m = 4[/tex]

The equation is then calculated as:

[tex]w = m(t - t_1) + w_1[/tex]

This gives

[tex]w = 4(t - 0) + 0[/tex]

Simplify

[tex]w = 4t[/tex]

Hence, the equation is [tex]w = 4t[/tex]

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Answer:

4)ASA

6) ASA

2) SSS

8) SAS

Step-by-step explanation:

numbers 4 and 6 are ASA because we have 2 congruent angles and one congruent side. Also, they r in the pattern angle, side, angle. Which makes it ASA

number 2 is SSS because all 3 sides are congruent

number 8 is SAS because because there are 2 congruent sides and one congruent angle. They are seen in the pattern side, angle, side. Which makes it SAS

hope that helps and I apologize about earlier

have a wonderful day!

Answer:

Step-by-step explanation:

We have two parallel sides.

This gives us two pairs of alternate interior angles and one pair of vertical angles.

In total 3 congruent angles. This is not enough to state congruence.

None

We have two pairs of congruent angles and an included common side.

This is good to state the triangles are congruent by ASA

Similarly to above question, we have two pairs of congruent angles and an included common side.

This is good to state the triangles are congruent by ASA

We have one pair of congruent sides and the parallel sides gives us two pairs of alternate interior angles and a pair of vertical angles.

We can state the triangles are congruent by ASA as the congruent side is included.

Answer:

[tex]\frac{1}{4}[/tex] is larger than [tex]\frac{3}{14}[/tex]

[tex]\frac{1*14}{4*14}[/tex] = [tex]\frac{14}{56}[/tex]

[tex]\frac{3*4}{14*4}[/tex] = [tex]\frac{12}{56}[/tex]

i cant tell if it is [tex]\frac{1}{4}[/tex] or 2 [tex]\frac{1}{4}[/tex]

but if it is 2 [tex]\frac{1}{4}[/tex] that mean this is a mixed number

and [tex]\frac{3}{14}[/tex] is a proper fraction

a. Ryan's rate of change is $15 per month;

Taylor's rate of change is $20 per month

b. Ryan's starting balance is $50;

Taylor's starting balance is $25.

Recall:

Ryan's Savings Plan Function:

s = 15m + 50

Thus, the starting value (starting balance) modelled by this function is $50

The slope/rate of change is $15 per month

Taylor's Savings Plan:

Given the table, the starting value will be the amount saved (initial value) at 0 number of months.

Using (0, 25) and (1, 45) find the rate of change:

In summary:

a. Ryan's rate of change is $15 per month;

Taylor's rate of change is $20 per month

b. Ryan's starting balance is $50;

Taylor's starting balance is $25.

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Answer:

17.001>17.0001

Answer:

17.001>17.0001

Step-by-step explanation:

17.001 is greater than 17.0001

Answer:

5 and 25

Step-by-step explanation:

let the son's age be x then the father's age is x + 20

In 5 years

son = x + 5 and father = x + 20 + 5 = x + 25

Then

x + 25 = 3(x + 5) ← father is three times as old as son

x + 25 = 3x + 15 ( subtract x from both sides )

25 = 2x + 15 ( subtract 15 from both sides )

10 = 2x ( divide both sides by 2 )

5 = x and x + 20 = 5 + 20 = 25

si=on is 5 and father is 25

Answer:

The son is 5 and the father is 25.

Step-by-step explanation:

We can do this using  Algebra.

Let the son be x years old.

Then the father's age is x + 20 years.

After 5 years the father's age is x + 25 and the son is x + 5 years.

So we can write the equation:

x + 25 = 3(x + 5)

x + 25 = 3x + 15

25 - 15 = 3x - x

10 = 2x

x = 5.

So the father's present age is 20 + 5 = 25 and the son is 5 years old.

Answer: 25 students per teacher and 12 students per tutor. They need 2.4 tutors for the school