Two rectangular rugs are ordered at Cardi’s furniture: small rugs and large rugs.

Small rugs are 36 inches long and 18 inches wide.

Large rugs are 90 inches long and 45 inches wide.

a. Are the rugs similar shapes? Explain your reasoning.

b. Find the ratio of the two perimeters and the ratio of the two areas. Is there anything you notice about these ratios? What can you deduce?

c. It takes 180 feet of yarn to create a square foot of either rug. How many inches of yarn are needed to make the small rug? How many feet or yarn is needed to make the large rug?

d. If a “skein” of yarn costs $4.50 and one skein is exactly 180 feet of yarn, how many skeins of yarn are needed to make the large rug? Given this answer what is the lowest Cardi’s must sell the large rug in order to make a profit

PLEASE HELP EVEN IF U CAN ANSWER JUST 1

There are several ways to calculate the slope of a line, but the most common ways are:

Rise over Run: This is the most basic and intuitive way to calculate slope. It involves taking the difference in the y-coordinates (rise) and dividing it by the difference in the x-coordinates (run) between two points on the line. The slope is represented by the letter "m" and can be calculated using the following formula: m = (y2 - y1) / (x2 - x1)

For example, if two points on a line are (3,6) and (6,9) the slope can be calculated as: m = (9-6) / (6-3) = 3/3 = 1

Point-Slope Form: This method uses the coordinates of a single point on the line and the slope of the line to find the equation of the line. The slope is represented by the letter "m" and the point by the coordinates (x1, y1). The equation of the line in point-slope form is: y - y1 = m(x - x1)

Slope-Intercept Form: This method expresses the equation of a line in the form of y = mx + b, where m is the slope and b is the y-intercept. To find the slope-intercept form, you need to know the slope and the y-intercept (the point where the line crosses the y-axis) of the line.

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84 math students are not from England

Given that

In mathematics, a percentage (from Latin: per centum, "by a hundred") is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, "%",although the abbreviations "pct.", "pct" and sometimes "pc" are also used. A percentage is a dimensionless number (pure number); it has no unit of measurement.

The term "percent" is derived from the Latin per centum, meaning "hundred" or "by the hundred". The sign for "percent" evolved by gradual contraction of the Italian term per cento, meaning "for a hundred". The "per" was often abbreviated as "p."—eventually disappeared entirely. The "cento" was contracted to two circles separated by a horizontal line, from which the modern "%" symbol is derived.

At a Cambridge College,65% of the math student are from England

If there are 240 math student

now we need to find how many are not from England

= (100 - 65)% = 35% percentage

= [tex]\frac{35}{100}[/tex] * 240

= 84

84 math students are not from England

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The graph which represents the linear equation; y = (1/4)x + 1 as required in the task content is; the graph of a line passing through the points 0 comma 1 and negative 4 comma 0.

It follows from the task content that the graph which represents the given linear equation be determined.

Since the given linear equation is; y = (1/4)x + 1.

By comparison of the given equation to the slope-intercept form equation of a straight line, the y-intercept is; ( 0, 1).

Additionally, by checking (-4, 0); we have that;

0 = { (1/4) × -4 } + 1

0 = -1 + 1

0 = 0.

On this note, the graph which represents the linear equation is the; graph of a line passing through the ( 0, 1 ) and (-4, 0).

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The graph which represents the linear equation; y = (1/4)x + 1 as required in the task content is; the graph of a line passing through the points 0 comma 1 and negative 4 comma 0.

Which graph best represents the given linear equation?

It follows from the task content that the graph which represents the given linear equation be determined.

Since the given linear equation is; y = (1/4)x + 1.

By comparison of the given equation to the slope-intercept form equation of a straight line, the y-intercept is; ( 0, 1).

Additionally, by checking (-4, 0); we have that;

0 = { (1/4) × -4 } + 1

0 = -1 + 1

0 = 0.

On this note, the graph which represents the linear equation is the; graph of a line passing through the ( 0, 1 ) and (-4, 0).

Therefore , the solution of the given problem of coordinate plane is we can translate an image on a coordinate plane .

The term "coordinate plane" refers to a two-dimensional region that consists of two number lines. It emerges when the X-axis & Y-axis intersect at a location known as the origin. Using the numbers on a coordinate grid, one can locate points.

Here,

If we are aware of the direction and magnitude of the figure's movement, we may draw the translation in the coordinate plane.

Use P'(x+a,y+b) to translate the point P(x,y), a unit to the right, and b unit up.

So, translating an image onto a coordinate plane is the answer to the provided coordinate plane problem.

Therefore , the solution of the given problem of coordinate plane is we can translate an image on a coordinate plane .

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The scale factor is the ratio of the length of a side of one figure to the length of the corresponding side of the other figure

Scale factors in geometry are defined as a conversion factor for distances in similar shapes, so the scale factor is the factor you would have to multiply all of the dimensions of one shape by in order for it to have the same dimensions as the other, so a scale factor of 4 means that if you multiplied all of the dimensions of one shape by 4, they would be the same dimensions as the dimensions of the other.

Alternatively, if this is not involving another shape, a scale factor of 4 is merely a factor for dilation, the transformation that makes a shape larger, therefore a scale factor of 4 would simply need you to multiply all of the original’s dimensions.

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Answer: 2 17/77

Step-by-step explanation:

I assume that simplify means convert to a fraction because it is a fraction

Hope this helps !

The number 1 in exponential form can be written as 1 itself , because 1 is the base and the "number 1" to the exponent of any number will be 1 only .

What is Exponential Form?

The exponential Form of representation is a way of representing the repeated multiplication which involves base and exponents.

For Example : if 3 is multiplied 2 times ,then the exponential form will be [tex]3^{2}[/tex] ;

we have to write the exponential form of the number 1 ;

So , the base of the number is 1 , let x be the exponent ,

So , the exponential form will be ⇒ [tex]1^{x}[/tex] , on substituting any value in x , we will always get the result as 1 .

Therefore , the exponential form of the number 1 is 1 .

The given question is incomplete , the complete question is

How do you write the number 1 in exponential form ?

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Considering the graph the scale factor of the dilation is calculated to be

Dilation is a method of transformation that magnify or shrink the preimage depending on the scale factor

The transformation rule for dilation is as follows

(x, y) for a scale factor of r → (rx, ry)

In solving to get the scale factor of an image reference point is chosen and the proportion of the dimensions are taken

Let the reference point be TV and T'V'

TV = 6 units

T'V' = 2 units

scale factor = T'V' / TV

= 2 / 6

= 1 / 3

the scale factor is 1/3

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Answer:

To find the length of the third side of a triangle for class 7, you can use the Pythagorean theorem. The Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

The theorem can be written as: c^2 = a^2 + b^2, where c is the hypotenuse and a,b are the other two sides.

So, if you know the lengths of the other two sides, you can use this theorem to find the length of the third side. For example, if you know the lengths of sides a and b, you can use the following formula to find the length of side c: c = √(a^2 + b^2)

You can also use the converse of the Pythagorean theorem, which states that if the square of the length of one side is equal to the sum of the squares of the other two sides, the triangle is a right triangle.

It is always a good idea to draw a diagram to help you understand the problem and to double check the answer.

Step-by-step explanation:

A "right triangle" in 7th-grade math class refers to a triangle with one angle measuring exactly 90 degrees, and students learn about the properties of right triangles, the Pythagorean theorem, and how to use it to solve problems.

In 7th-grade math, students typically learn about the basic properties of triangles, including their angle measures and side lengths. They learn how to classify triangles based on their angle measures, and the Pythagorean theorem, which relates the side lengths of a right triangle. They also learn how to use the theorem to solve real-world problems, such as finding the length of the missing side of a right triangle.

In a 7th-grade math class, students will likely also learn about the special right triangles, such as the 30-60-90 triangle and the 45-45-90 triangle. These triangles have special ratios of their side lengths that make them useful for solving mathematical problems. They also will learn about solving problems with the Pythagorean theorem.

In a 7th grade math class, students are expected to have a good understanding of triangles, and be able to classify them according to their angle measures, solve problems with the Pythagorean theorem, and be familiar with the special right triangles.

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The two numbers are either 0 and 1 or 1 and 0. This is a method of solving a system of equations called substitution method

To solve this problem you can use a mathematical one, called a system of equations. A system of equations is a set of two or more equations that contain multiple variables. In this case, we have two equations with two variables, x and y.

We know that when you add the two numbers, the result is 1. We also know that when you multiply the two numbers, the result is 0.

Given these two equations:

x + y = 1 and x*y = 0

We know that one of the numbers is 0, because when we multiply any number by 0 the result is 0.

So x=0 or y=0

Now we can use the first equation, x + y = 1, and substitute in one of the values we know:

x = 0 and y = 1

or

y = 0 and x = 1

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The y + 9 is the variable expression represents the phrase below.

One mathematical expression makes up a term. It might be a single variable (a letter), a single number (positive or negative), or a number of variables multiplied but never added or subtracted. Variables in certain words have a number in front of them. A coefficient is the number used before a phrase.

Given:

y is the number of yellow cars.

And the expression,

"the sum of yellow cars and 9 red cars."

The expression,

= the number of yellow cars + the number of red cars

= y + 9

Therefore, y + 9 is the required expression.

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We know that Ron's estimate for the number of messages he sent that day was 40% more than the actual number of messages he sent. To find out how many messages he estimated he sent, we need to undo this percentage increase.

If the actual number of messages Ron sent was 25, and his estimate was 40% more than that, we can use the following equation:

Estimated number of messages = Actual number of messages + (Actual number of messages * 40%)

We can then substitute in the known values and solve for the estimated number of messages:

Estimated number of messages = 25 + (25 * 40%)

Estimated number of messages = 25 + (25 * 0.4)

Estimated number of messages = 25 + 10

Estimated number of messages = 35

Therefore, Ron estimated that he sent 35 messages that day.

When the operation is defined on the set of R by a*b-1, it is commutative rather than associative.

In algebra, an equation is a mathematical statement that establishes the equality of two mathematical expressions. Take a look at the formula 3x + 5 = 14, where 3x + 5 and 14 are two expressions that are separated by the word "equal." The standard form, the point-slope form, and the slope-intercept form are the three primary kinds of linear equations. Algebra is used in many equations. When it comes to arithmetic, algebra is used when it's difficult to compute an exact amount.

Given,

a∗b=1+ab,∀a,b∈R

Commutativity a∗b=1+ab

=1+b.a

=b∗a

∵ Set of real numbers is commutative.

So, a∗b=b∗a

∴ is commutative Associativity (a∗b)∗c=(1+ab)∗c

=(1+ab)c

=2+abc

a∗(b∗c)=a∗(1+bc)=1+a∗(a+bc)

=1+a+abc

It is clear that (a∗b)∗c

=a∗(b∗c)

So, * operation is not associative.

So, option (a) is correct.

When the operation is defined on the set of R by a*b-1, it is commutative rather than associative.

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q = 84

q = 4 + 0.8p  (where "p" = 100)

q = 4 + 0.8 × 100

q = 4 + 80

q = 84

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q = 84 for the equation q = 4 + 0.8p to be true, when `p` is 100.

q=4+0.8p (given)

If 'p' is equal to 100

Putting p = 100 into the above equation,

q = 4 + 0.8p

q = 4 + 0.8 × 100

q = 4 + 80

q = 84

Hence, when 'p' is 100, q would be 84 to make the equation true.

The claim about the function that is false is At x = 1 and x = -1, respectively, the function has a local minimum and a local maximum.

what is function ?

The study of mathematics comprises the study of quantities and their variations, equations and associated structures, shapes and their positions, and locations where they can be found. A combination of inputs and corresponding outputs are referred to as a "function," which describes the relationship between them. The term "function" refers to an association between inputs and outputs where each input produces a single, unique result. There are two domains, or scopes, assigned to each function. Usually, the symbol f is used to signify functions (x). input is an x. There are four basic categories of functions that are available: on functions, one-to-one functions, many-to-one functions, within functions, and on functions.

given

Let y=x^x

⇒ dx/dy =x ^x (1+logx)

For increasing function,  dx/dy >0

⇒x ^x (1+logx)>0

⇒1+logx>0

⇒log e

x>log e/e

⇒x> 1/e

Therefore, the function is increasing, when x> 1/e

The claim about the function that is false is At x = 1 and x = -1, respectively, the function has a local minimum and a local maximum.

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Answer:

15.966

Step-by-step explanation:

a/sinA=b/sinB

12/sin37⁰=x/sin53⁰

cross multiply ;

12sin53⁰=xsin37⁰

9.58=0.60x

x=15.966

The absolute value f(x)=6|x| function as a piecewise-defined function is:

f(x) = { 6x, if x ≥ 0

        { -6x, if x < 0

A piecewise-defined function is a function that is defined by multiple sub-functions, each of which applies to a certain range of the input (or domain) values.

Each sub-function is defined by a separate piece of the overall function, and together they define the entire domain of the function. The sub-functions are typically separated by breakpoints, which are values of the input variable at which the sub-functions change.

|x| can either be -x or x. Thus, the absolute value function f(x) = 6|x|  can be written as:

f(x)= 6x or f(x)= -6x

Therefore, the piecewise-defined function of f(x) = 6|x| will be:

f(x) = { 6x, if x ≥ 0

        { -6x, if x < 0

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Answer:

y = 9x

Step-by-step explanation:

Let y = the cost

Let x = the number of hours

It costs $9 and hour to rent 27/3 = 9

The missing number to be added to the polynomial is 16. 2x³ − 3x² − 8x + 16 leaves a remainder of 12 when divided by 2x.

The polynomial 2x³ − 3x² − 8x + ? leaves a remainder of 12 when divided by 2x. We can solve this by using the Remainder Theorem. The Remainder Theorem states that if a polynomial p(x) is divided by (x-a), the remainder is p(a).

We can use this theorem to solve the problem by setting x=2 and p(x)=2x³ − 3x² − 8x + ?. We can then solve for ? to find the missing number.

p(2) = 2(2³) − 3(2²) − 8(2) + ? = 16 - 12 - 16 + ? = ?

Therefore, the missing number to be added to the polynomial is 16. 2x³ − 3x² − 8x + 16 leaves a remainder of 12 when divided by 2x.

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The simplest way to solve the system of equations 7x + 5y = 19 and -7x - 2y = -16 would be using the method of c i.e Elimination.

Elimination, also known as the method of adding or subtracting equations. This method involves adding or subtracting the equations in such a way that one of the variables is eliminated, making it easier to solve for the other variable.

Here is one way to solve the system of equations 7x + 5y = 19 and -7x - 2y = -16 using the elimination method:

Add the two equations together:

(7x + 5y) + (-7x - 2y) = 19 + (-16)

This eliminates the x variable and gives you:

3y = 3

Divide both sides of the equation by 3 to get:

y = 1

Substitute this value of y back into one of the original equations (either 7x + 5y = 19 or -7x - 2y = -16) to find the value of x. For example, using the first equation:

7x + 5(1) = 19

7x + 5 = 19

7x = 14

x = 2

So the solution to the system of equations is x = 2 and y = 1.

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The next four terms in the geometric sequence are 500, 100, 20 and 4

Sequence is a set or series of related items or events in a particular order. It can refer to a number of different things, such as a set of numbers, a set of events, or a set of objects. In mathematics, a sequence is a series of numbers or other mathematical objects that follow a particular pattern.

In the given problem, the sequence is;

312,500, 62,500, 12,500, 2,500

This is most likely a geometric sequence and we have to find the common ratio.

r = 62500 / 312500 = 0.2 or 2500 / 12500 = 0.2

The common ratio is 0.2

The next term will be the 5th term

Tₙ = arⁿ⁻¹

T₅ = ar⁴

a = first term = 312500

T₅ = 312500(0.2)⁴

T₅ = 500

The next term is 6th term

T₆ = ar⁵

T₆ = 312500(0.2)⁵

T₆ = 100

T₇ = ar⁶

T₇ = 312500(0.2)⁶

T₇ = 20

T₈ = 312500(0.2)⁷

T₈ = 4

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May ha 4/15 meter of lace while lovie ha 2/7 meter longer Than may lace then 86/105 meter of lace do girl have altogether

Meter Definition

The meter is the standard unit of measuring length in the International System of Units (SI). Its symbol is “m” and it is one of the seven base units of the SI system.

May has 4/15 meters of lace

Lovie has a lace that is 2/7 meters longer

4/5 + 2/7

= 58/105

Therefore the lace they own together can be calculated as follows

= 4/15 + 58/105

= 86/105

Hence together they have 86/105 meters of lace

that is May ha 4/15 meter of lace while lovie ha 2/7 meter longer Than may lace then 86/105 meter of lace do girl have altogether

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a. 1750; b. 900; c. Sean 50%, Adrian = 850/3500= 24.3%, James =25.7%

step1

The sum of money of $3500 is divided among Adrian, Sean and James. Sean received half. Adrian received $850 and James received the remainder, calculate:

(a) Sean's share:

Sean received = 3500/2 = $ 1750

                        = (1750/3500)*100 = 50%

(b) James' share:

James received = 3500 - 1750 - 850 = $ 900

                          = (900/3500)*100 = 25.7 %

step2

(c) the ratio in which the $3500 is divided Amon the three persons.

Adrian :Sean: Ames = 850:1750:900 = 17:35:18

(d) the percentage of the total that Adrian received.

 Adrian received = (850/3500)*100 = 24.3 %

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Answer:

0.444

9/20.25=0.444

According to the condition given in the question that the basket contains red balls and yellow balls weighing 4300 g, the total number of yellow balls in the basket  would be 55.

Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols, including solving equations and analyzing graphs

An equation is a statement of equality between two expressions, while an expression is a combination of numbers, variables, and mathematical operations. An equation is something that can be solved to find the value of the unknown, while an expression is a combination of numbers and operations that stands on its own.

Let there are R red balls and Y yellow balls in the basket,

As given in the question, each red ball weighs 35 g and each yellow ball weighs 40g, and the total weight of basket is 4300 g,

so, 35 * R + 40 * Y = 4300

Also, there are 60 red balls in the basket , so R =60,

35 * 60 + 40 * Y = 4300

therefore, Y = 55

Hence there are 55 yellow balls in the basket.

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Answer:

No picture is shown?

Step-by-step explanation:

Answer: i think i did it

Step-by-step explanation:

A statement which is true about the given ratios include the following: C. 12/14 > 22/28.

In order to determine the statement that is true, we would evaluate each of the given ratios as follows by converting the fractions into a decimal number as follows;

9/14 is greater than 5/7 i.e 9/14 > 5/7;

Dividing both denominators by 7, we have the following:

9/2 > 5/1 = 4.5 > 5 (False).

9/14 > 5/7 = 0.64 > 0.71 (False).

5/7 is greater than 22/28 i.e 5/7 > 22/28;

Dividing both denominators by 7, we have the following:

5/1 > 22/4 = 5 > 5.5 (False).

5/7 > 22/28 = 0.71 > 0.79 (False).

12/14 is greater than 22/28 i.e 12/14 > 22/28;

Dividing both denominators by 14, we have the following:

12/14 > 22/28 = 12 > 22/2

12 > 22/2 = 12 > 11 (True).

9/14 is greater than 12/14 i.e 9/14 > 12/14;

Dividing both denominators by 14, we have the following:

9/14 > 12/14 = 9 > 12

9 > 12 (False).

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Complete Question:

Which is a true statement about the given ratios?

9/14, 22/28, 5/7, 12,14

A. 9/14>5/7

B. 5/7>22/28

C. 12/14 > 22/28

D. 9/14>12/14

The equation of the line passing through the points P(2, -3) & Q(-5, -3) is y = -3

An equation is a expression that shows the relationship between numbers and variables.

The standard form of a linear equation is:

y = mx + b

Where m is the rate of change and b is the y intercept

The equation of the line passing through P(2, -3) & Q(-5, -3) is:

y - (-3) = [(-3-(-3))/(-5-2)](x-2)

y + 3 = 0(x - 2)

y = -3

The equation of the line is y = -3

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Answer:

y = (3/5)x+3.6

Step-by-step explanation:

Let's look for an equation of the standard form: y=mx+b, where m is the slope and b is the y-intercept (the value of y when x is 0).  Parallel lines have the same slope, m.  Next, rearrange the reference line to standard format:

  3x-5y=10

   -5y = -3x + 10

    y = (3/5)x + 2

Now we can easily find the slope.  The slope of the reference line is (3/5).  That will also be the slope of the parallel line, so we can write:

   y = (3/5)x + b

We need a value of b that will shift the line so that it touches point (-1,3) .  ["passes through"].  Enter that point into the above equation and solve for b:

   y = (3/5)x + b

   (3) = (3/5)*(-1) + b   for point (-1,3)

   3 = -(3/5) + b

 -(3/5) = 3-b

  -b = -3 - (3/5)

   b = 3+(3/5)

   b = (18/5), or 3.6

The equation becomes y = (3/5)x+3.6

See the attached graph.

[Parallel lines have a lot in common.  Too bad they'll never meet.]