find the value of x ​

The statement correctly describes the perpendicular bisector construction below The construction of JK to bisect GH: Option D is the correct answer

The term perpendicular bisector refers to the line that divides another line into two equal parts, making an angle of 90 degrees. The term is made up of two words, perpendicular and bisector.

Perpendicular refers to angle 90 degrees, while the bisector refers to dividing into two equal parts.

In the picture, the main line is GH while JK is the line constructed to bisect the main line

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Using proportions and multiplication, it is found that the door's height is 4 times greater than the desk's height.

A proportion is a fraction of a total amount, and the measures are related using a rule of three. Due to this, relations between variables, either direct(when both increase or both decrease) or inverse proportional(when one increases and the other decreases, or vice versa), can be built to find the desired measures in the problem, or equations to find these measures.

The ratio between two amounts a and b is the proportion of a to b, that is, the division of a by b.

For this problem, we have that:

8/2 = 4, hence, the door's height is 4 times greater than the desk's height.

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The roster form of the given sets will be S = { 1, 2, 3, 4, 5, 6, 7, 8, 9}, S = { blue, red, green } and S = { Math, Science, English, Hindi, SST, Computer }.

We are given some sets in descriptive form.

We have to write it in the roster form.

The roster method is defined as a way to show the elements of a set by listing the elements inside of brackets.

1 ) The set of all counting numbers less than 10.

Roster form will be:

S = { 1, 2, 3, 4, 5, 6, 7, 8, 9}

2) The set of primary colors.

Roster form will be:

S = { blue, red, green }

3 ) The set of all subjects in grade 7 level:

Roster form will be:

S = { Math, Science, English, Hindi, SST, Computer }

Therefore, the roster form of the given sets will be S = { 1, 2, 3, 4, 5, 6, 7, 8, 9}, S = { blue, red, green } and S = { Math, Science, English, Hindi, SST, Computer }.

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The value of c is 4.

Here, we are given an equation

2c - 12c + 13c = 12

Since, all the terms on the left hand side have a c in them, we can take it common outside the bracket as follows-

c (2 - 12 + 13) = 12

or c (2 + 13 - 12) = 12

Firstly, we add the positive terms in the bracket which will give us

c (15 -12) = 12

Now, we subtract 12 from 15 to get

c (3) = 12

or 3c = 12

Dividing by 3 on both sides we get

c = 12/3

c = 4

Thus, the value of c is 4.

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Your question was incomplete. Find the full content below-

Solve for c.

2c-12c+13c=12

g(x) = 3√(x-5) -1

The process of altering a graph to produce a different version of the preceding graph is known as graph transformation. The graphs can be moved about the x-y plane or translated. They may also be stretched, or they may undergo a mix of these changes.

Horizontal stretching: It means the graph is elongated or shrink in x direction.

Vertical stretching : It means the graph is elongated or shrink in y direction

Vertical translation : It means moving the base of the graph in y direction

Horizontal translation : It means moving the base of the graph in x direction

According to rules of transformation f(x)+c shift c units up and f(x)-c shift c units down.

Therefore, in order to  move the graph down 1 units, we need to subtract given function by 1 , we get

g(x) = 3√x -1

According to rules of transformation f(x+c) shift c units left and f(x-c ) shift c units right.

Therefore, in order to  move the graph left by 5 units, we need to add given function by 5 , we get

g(x) = 3√(x-5) -1

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Answer: 9699.3

Step-by-step explanation:

?

The value of (f-g)(x) is 4x3+5x2-7x-1.

Real- or complex-valued functions defined on the set Z+ of positive integers are arithmetic functions. They explain arithmetic characteristics of numbers and are frequently applied in number theory. For all real numbers, the four fundamental arithmetic operations in mathematics are: Finding the sum in addition ('+') Subtraction (Difference-finding; "-" Multiplication (Identifying the result; "" Finding the quotient in division (")Mathematical branch known as arithmetic deals with the study and use of numbers, relationships between numbers, and observations on numbers.

f(x)=4x3+5x2-3x-6

g(x)=4x-5

Therefore,

(f-g)(x)=f(x)-g(x)

=(4x3+5x2-3x-6) – (4x-5)

= 4x3+5x2-3x-6-4x+5

=4x3+5x2-(4+3)x-(6-5)

=4x3+5x2-7x-1

Hence, the value of (f-g)(x) is 4x3+5x2-7x-1

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1) a + b = ?

→ (9i − 4j + 3k) + (6i − 9k)

→ 15i - 4j - 6k

2) 9a + 3b = ?

→ 9(9i − 4j + 3k) + 3(6i − 9k)

→ (81i - 36j + 27k) + (18i - 27k)

→ 99i - 36j

3) |a| = ?

→ |9i − 4j + 3k|

→ 9i + 4j + 3k

4) |a − b| = ?

→ |(9i − 4j + 3k) - (6i − 9k)|

→ |3i - 4j + 12k|

→ 3i + 4j + 12k

Answer:

[tex]a+b=15i-4j-6k[/tex]

[tex]9a+3b=99i-36j[/tex]

[tex]|a| = 9i+4j+3k[/tex]

[tex]|a-b| = 3i+4j+12k[/tex]

Step-by-step explanation:

Given:

[tex]\begin{cases}a = 9i-4j+3k\\b=6i-9k\end{cases}[/tex]

[tex]\begin{aligned}a+b & = (9i-4j+3k)+(6i-9k)\\& = 9i-4j+3k+6i-9k\\& = 9i+6i-4j+3k-9k\\& = 15i-4j-6k\\\end{aligned}[/tex]

[tex]\begin{aligned}9a+3b & = 9(9i-4j+3k) + 3(6i-9k)\\& = 81i-36j+27k+ 18i-27k\\& = 81i+ 18i-36j+27k-27k\\& = 99i-36j\end{aligned}[/tex]

[tex]\begin{aligned}|a| & = |9i-4j+3k|\\& = 9i+4j+3k\end{aligned}[/tex]

[tex]\begin{aligned}|a-b| & = |(9i-4j+3k)-(6i-9k)|\\& = |9i-4j+3k-6i+9k|\\& = |9i-6i-4j+3k+9k|\\& = |3i-4j+12k|\\& = 3i+4j+12k\end{aligned}[/tex]

Answer:

Portuguese

Step-by-step explanation:

My brother-in-law lived in Cape Verde for 2 years, and he is fluent in Portuguese as a result.

Answer:

Portuguese is the official language of Cape Verde

The classification within the real number system that describes all numbers in the set -1, 1, 0, 14/2, square root 25 is; Rational Numbers

Real numbers can be defined as the union of both rational and irrational numbers.

Rational numbers are numbers that can be represented by fractions, such as exact roots and repeating decimals.

Irrational numbers cannot be represented by fractions, such as non-repeating decimals and non-exact roots.

Now;

-1 is a rational number

1 is a rational number

14/2 is a rational number

The square root of 25 is equal to 5 as 25 is a perfect square of 5. Hence, as 5 is an integer and can be expressed in the form of p/q root, then we say that 25 is rational number

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The domain of the function given on the graph is basically all numbers which are real and greater than or equal to -3.

Given a graph of a function.

We are required to choose the correct domain of the function from the options.

Function is basically a relationship between two or more variables that are expressed in equal to form. The values that we enter in the function are known as part of domain of that function and the values that we get from the function are known as part of range of that function.

Because the lowest point on x axis on which the curve starts is -3 and it continuously increases, so the domain of the function given on the graph is basically all real numbers which are greater than or equal to -3.

Hence the domain of the function given on the graph is all real numbers which are greater than or equal to -3.

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Question is incomplete as it should include the attached figure.

Answer:

I'm not sure, but what I got as my answer was c= -a/4 + 11/4 + b

Step-by-step explanation:

Answer:

7=37

Step-by-step explanation:

no solution problem

Hence , the number of pencil's each math class get 1500 .

Let the number of pencil's each math class have be "x".

It is given that one middle school have 4 math classes and  other three middle school have e 6 math classes .

Then number of pencil's 4 math classes get = 4x

The number of pencil's 6 math classes get = 6x

Total number of pencil's = 15,000

According to question

           4x + 6x = 15000

               10x =  15000

                 x =  15000/10

                 x = 1500

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Answer:

(n ÷ 4) + 6 = 8

Step-by-step explanation:

Quotient means The answer when you divide' So we are working in the division.

n ÷ 4 is the division part

It says 'and' which can also mean addition. So we add 6. So far our equation is: (n ÷ 4) + 6 (Brackets are needed as we are dividing n by 4 and not dividing n by 4+6)

Lastly it says the answer must be 8 so we add that at the end. So the answer is:

(n ÷ 4) + 6 = 8

The length of PD is 6 units given that he coordinate of P is -7 and the coordinate of D is -1.

We are given that the coordinate of point P is - 7 and the coordinate of point D is - 1

We need to find the distance between the point P and point D.

The length of PD is the distance between point P and point D which will be calculated as:

PD = | P + D |

Substituting the values, we get that:

PD = | - 7 + - 1 |

PD = | - 6 |

PD = 6 units.

Therefore, the length of PD is 6 units given that he coordinate of P is -7 and the coordinate of D is -1.

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Answer:

119 R5

divide divide divide divide

The answer is

.119 R 12.........................................

Step-by-step explanation:

[tex] = \frac{ {p}^{2} - p - 12 }{ {p}^{2} - 10 + 24} \\ [/tex]

[tex] = \frac{ {p}^{2} - (4 - 3)p - 12 }{ {p }^{2} - (6 + 4)p + 6 \times 4} \\ [/tex]

[tex] = \frac{ {p}^{2} - 4p + 3p - 4 \times 3 }{ {p}^{2} - 6p - 4p + 6 \times 4 } \\ [/tex]

[tex] = \frac{p(p - 4) + 3(p - 4)}{p(p - 6) - 4(p - 6)} \\ [/tex]

[tex] = \frac{(p + 3)(p - 4)}{(p - 4)(p - 6)} \\ [/tex]

[tex] = \frac{p + 3}{p - 6} \\ [/tex]

☘️☘️☘️...

Answer: 10

Step-by-step explanation:

The value of C is 10, because if 50° was in half, it would been 10 and 5.

According to the model, Leo's initial deposit was $0

The model is given as

a = 18t + 5

When he makes his initial deposit, the value of t is

t = 0

i.e. this represents his balance before he starts saving on a weekly basis

Substitute 0 for t in the equation a = 18t + 5

So, we have

a = 18 * 0 + 5

Evaluate

a = 5

Hence, Leo's initial deposit was $0

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Answer:

y=1 x=1

×[[×[+[[+[+[+[+[+[+[+[+[+[[

Answer:

Negative 2/9 I believe

Step-by-step explanation:

sorry if i am wrong

Answer:

-2/9

Step-by-step explanation:

-16/72

Simplify

We can divide the top and bottom by 8

16 divided by 8 = 2

72 divided by 8 = 9

-2/9

Answer:

223.5 in²

Step-by-step explanation:

The surface area of a triangular pyramid comprises:

Area of a triangle

[tex]\sf A=\dfrac{1}{2}bh[/tex]

where:

From inspection of the diagram:

[tex]\begin{aligned}\implies \textsf{Area of the base triangle} & = \sf \dfrac{1}{2} \cdot 10 \cdot 8.7\\& = \sf 5 \cdot 8.7\\& =\sf 43.5\:in^2\end{aligned}[/tex]

[tex]\begin{aligned}\implies \textsf{Area of a side triangle} & = \sf \dfrac{1}{2} \cdot 10 \cdot 12\\& = \sf 5 \cdot 12\\& =\sf 60\:in^2\end{aligned}[/tex]

[tex]\begin{aligned}\implies \textsf{S.A. of the triangular pyramid} & = \textsf{base triangle}+\textsf{3 side triangles}\\& = \sf 43.5 + 3(60)\\& = \sf 43.5 + 180\\& = \sf 223.5\:in^2\end{aligned}[/tex]

Therefore, the surface area of the given triangular pyramid is 223.5 in².

Justin says that the equation for the circle is (x−2)^2+(y+1)^2=4 . The error is  in RHS there should be a square of radius like 16 should be come in RHS instead of 4.

A line that is bent such that its ends meet and all of its points are equally spaced from the middle. We gathered in a circle around the hearth. 2: something shaped like or like a circle.

Dimensional terms include circumference, diameter, radius, chord, segment, tangent, point of contact, arc, angles on major and minor arcs, angle of center, and sectors. A circle's circumference is the distance that surrounds it.

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Answer:

³√729 = 9

Step-by-step explanation:

The given information is,

→ ³√729

Prime factorization of 729 is,

→ 3 × 3 × 3 × 3 × 3 × 3

We know that,

→ ³√27 = 3

Let's solve the problem,

→ ³√729

→ ³√{(3 × 3 × 3) × (3 × 3 × 3)}

→ ³√(27 × 27)

→ 3 × 3 = 9

Hence, the answer is 9.

The equation of teh second line is y = -1/3x + 5/3

The first equation is given as

y = -1/3x + 14

The slope of the above equation is

m = -1/3

Parallel lines have equal slope

So, the slope of the other line is

m = -1/3

The equation is then calculated as

y = m(x - x1) + y1

So, we have

y = -1/3(x + 7) + 4

Expand

y = -1/3x - 7/3 + 4

Evaluate

y = -1/3x + 5/3

Hence, the equation of teh second line is y = -1/3x + 5/3

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Answer:

x= -2y+3

Step-by-step explanation:

First move the variable to the right: 3x= 9-6y

Next divide both sides of the equation by 3: x=3-2y

Lastly reorder the numbers, the variable should be placed first: x= -2y+3

The area and the perimeter are 18x^2 + 63x and 22x + 14

The given parameters are

Length = 9x

Width = 2x + 7

The area is calculated as

Area = Length * Width

So, we have

Area = 9x * (2x + 7)

This gives

Area = 18x^2 + 63x

The perimeter is calculated as

P = 2 * (Length + Width)

So, we have

P = 2 * (9x + 2x + 7)

Evaluate

P = 22x + 14

Hence, the area and the perimeter are 18x^2 + 63x and 22x + 14

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a) The slope of the line is 6 / 7.

b) The point-slope form of the equation of the line is y - 2 = (6 / 7) · (x - 4).

c) The slope-intercept form of the equation of the line is y = (6 / 7) · x - 17 / 7.

d) The point-slope form of the equation of the line is - 6 · x + 7 · y + 17 = 0.

There are three different forms of the equation of the line:

Point-slope

y - y' = m · (x - x')                     (1)

Slope-intercept

y = m · x + k                             (2)

Standard

a · x + b · x + c = 0                   (3)

Where:

a) The slope that passes through the two given points is found by secant line formula:

m = [8 - 2] / [11 - 4]

m = 6 / 7

b) The point-slope form of the equation of the line is:

y - 2 = (6 / 7) · (x - 4)

c) The slope-intercept form of the equation of the line is:

y - 2 = (6 / 7) · x - 24 / 7

y = (6 / 7) · x - 17 / 7

d) The standard form of the equation of the line is:

7 · y = 6 · x - 17

- 6 · x + 7 · y + 17 = 0

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