Answer:
is the 48 and 45 points out of 100?
Answer:
93%is the answer to this question its 93% percent (tell me if its wrong)
Help me!!!! Please
Answer:
Step-by-step explanation:
two-dimension
Answer:
I believe two dimensional and a intersection of two angles, not for sure tho
Step-by-step explanation:
Which statements about the expression 5y + 9 are true? There are multiple answers.
a. The number 5 in the expression is a constant.
b. The expression has one variable term.
c. The variable in the expression is y.
d. The number 5 is not a coefficient in the expression.
e. The expression has three terms.
Answer:
(b) and (c).
Step-by-step explanation:
The given expression is : 5y+9
In this equation, y is only variable. 5 times of y is added to 9.
Option (a) is incorrect as 9 is constant instead of 5.
Option (b) is correct.
Option (c) is correct as y is only variable here.
Option (d) is incorrect as 5 is coefficient of y only not of whole expression.
Option (d) is incorrect as there are 2 terms i.e 5y and 9.
Hence, correct options are : (b) and (c).
We know angle A=74º, angle B=77º, angle C=70º, angle D=39º, and angle E=36º. What is the measure of angle F in degrees?
Answer:
64º
Step-by-step explanation:
We can find ∠F by looking at triangle BDF. A triangle's interior angles add up to 80º. We know that ∠B=77º and ∠D=39º, and ∠B+∠D+∠F=180º. So, 77º+39º+∠F=180º. Therefore, 116º+∠F=180º, and ∠F=64º.
Based on the information given, the value of angle F is 64°.
From the information given, it was stated that angle A=74º, angle B=77º, angle C=70º, angle D=39º, and angle E=36º.
Therefore, the measure of angle F in degrees will be calculated thus:
B + D + F = 180°
77° + 39° + F = 180°
116° + F = 180°
F = 180° - 116°
F = 64°
Learn more about angles on:
https://brainly.com/question/25770607
hi guys help me if you think youre beautiful hot skinny kind lovely is my answer right if not please tell me and also can you help me in explaining please
Answer:
Concept: Linear systems
-6/9 would be the slope You are correct The logic is that it moves 6 units down and 9 units to the left hence meeting the rise over run criteriaWhich of the following is another way to express the equation 16 = -9 + 2?
16 = z - 9
16 = z+9
16 = -z + 9
16 = -z - 9
32 + 14 add/subtract intergers
Answer:
32 + 14 = 46
Step-by-step explanation:
Nothing much to explain here, just normal addition..
how do I solve this?
Answer:
[tex] x = \frac{3}{2} + \frac{ \sqrt{5} }{2} ; \: \: x = \frac{3}{2} - \frac{ \sqrt{5} }{2} [/tex]
Step-by-step explanation:
[tex]1 + \frac{1}{ {x}^{2} } = \frac{3}{x} \\ \\ \frac{ {x}^{2} + 1 }{ {x}^{2} } = \frac{3}{x} \\ \\ {x}^{2} + 1 = \frac{3 {x}^{2} }{x} \\ \\ {x}^{2} + 1 = 3x \\ \\ {x}^{2} - 3x + 1 = 0 \\ equating \: it \: with \\ a {x}^{2} + bx + c = 0 \\ a = 1 \\ b = - 3 \\ c = 1 \\ \\ x = \frac{ - b \pm \sqrt{ {b}^{2} - 4ac} }{2a} \\ \\ x = \frac{ - ( - 3) \pm \sqrt{ {( - 3)}^{2} - 4 \times 1 \times 1} }{2 \times 1} \\ \\ x = \frac{ 3 \pm \sqrt{ {9 - 4}} }{2} \\ \\ x = \frac{ 3 \pm \sqrt{ {5}} }{2} \\ \\ x = \frac{3}{2} + \frac{ \sqrt{5} }{2} ; \: \: x = \frac{3}{2} - \frac{ \sqrt{5} }{2} [/tex]
Roxanna earns 1.5 times her normal hourly rate for overtime pay. Last week, Roxanna earned $72.00 in overtime pay for 4 hours. What is Roxana’s normal hourly pay?
Answer:
Roxana's normal pay is $12.00
Step-by-step explanation:
1.5 times normal hourly rate.
72 in 4 hours,
18 in 1 hour.
18/1.5=12.
Her pay is 12.
Hope this helps plz hit the crown :D
Please solve! It's really easy (I think).
Answer:
CD = 5.2 cmA = 27 cm²Step-by-step explanation:
As per diagram we have:
m∠A = 30°m∠BCD = 30°As per 30° right triangle property:
CD = √3×CB/2 = 3√3 ≈ 5.2 cmand AC = 2CD = 2×5.2 = 10.4 cmArea of triangle:
A = 1/2bhA = 1/2CB*ACA = 1/2*5.2*10.4 ≈ 27 cm²Pls help me!!!!!!!!
Answer: 127,500
Step-by-step explanation: I just used a calculator
Answer:
the answer is 127,500
Step-by-step explanation:
A principal randomly chose 30 students from grade 8. Of these students, 9 were wearing watches. Based on this information, what is the most reasonable prediction of the number of students wearing watches in a group of 120 students from grade 8?
Answer:
im pretty sure 36
Step-by-step explanation:
if you do 120 devided by 30 you get 4, then u just multipy by 9 which is 36.
In which order would the following numbers come from least to greatest?
-11/5, -2.4, 1.6, 15/10, -2.25
Answer: -2.4, -2.25, -11/5, 15/10, 1.6
Step-by-step explanation:
The lowest number would be -2.4. Before you put these numbers in order you will have to convert the -11/5 into -2.2, and the 15/10 into 1.5. After doing this you can put the numbers in order from the lowest of -2.4 the -2.25 the -2.2 and then the numbers switch to positive and 15/10 and then final the highest of 1.6
Answer:
2,4, 2.25, -11/15, 15/10, 1.6
what is a stock?????
Answer:basically a small percentage of product you can buy from any company that increases in value over the years
Step-by-step explanation:
can anyone help me with math
Answer:
[tex]-3\cdot x + 5\cdot y = 6[/tex], [tex]6\cdot x -10\cdot y = 14[/tex] is inconsistent.
Step-by-step explanation:
Two linear equations are inconsistent when each group of coefficients associated with each variable have the same multiple and independent coefficients are different and have the same multiple. Since, the set of variables is [tex](x,y)[/tex], then the following condition must be observed:
[tex]k_{x} = k_{y} \ne k_{c}[/tex] (1)
[tex]k_{x} = \frac{a_{x}}{b_{x}}[/tex] (2)
[tex]k_{y} = \frac{a_{y}}{b_{y}}[/tex] (3)
[tex]k_{c} = \frac{a_{c}}{b_{c}}[/tex] (4)
Now we proceed to check each option:
Option 1: [tex]x + 4\cdot y = 20[/tex], [tex]2\cdot x - y = 7[/tex]
([tex]a_{x} = 1[/tex], [tex]a_{y} = 4[/tex], [tex]b_{x} = 2[/tex], [tex]b_{y} = -1[/tex])
[tex]k_{x} = \frac{1}{2}[/tex], [tex]k_{y} = -4[/tex] (This system is not inconsistent)
Option 2: [tex]3\cdot x + 2\cdot y = -2[/tex], [tex]4\cdot x -y = -2[/tex]
([tex]a_{x} = 3[/tex], [tex]a_{y} = 2[/tex], [tex]b_{x} = 4[/tex], [tex]b_{y} = -1[/tex])
[tex]k_{x} = \frac{3}{4}[/tex], [tex]k_{y} = -2[/tex] (This system is not inconsistent)
Option 3: [tex]8\cdot x + 4\cdot y = 16[/tex], [tex]4\cdot x - 2\cdot y = 6[/tex]
([tex]a_{x} = 8[/tex], [tex]a_{y} = 4[/tex], [tex]b_{x} = 4[/tex], [tex]b_{y} = -2[/tex])
[tex]k_{x} = 2[/tex], [tex]k_{y} = -2[/tex] (This system is not inconsistent)
Option 4: [tex]-3\cdot x + 5\cdot y = 6[/tex], [tex]6\cdot x -10\cdot y = 14[/tex]
([tex]a_{x} = -3[/tex], [tex]a_{y} = 5[/tex], [tex]b_{x} = 6[/tex], [tex]b_{y} = -10[/tex])
[tex]k_{x} =-\frac{3}{5}[/tex], [tex]k_{y} = -\frac{3}{5}[/tex] (This system may be inconsistent)
([tex]a_{c} = 6[/tex], [tex]b_{c} = 14[/tex])
[tex]k_{c} = \frac{3}{7}[/tex] (This system is inconsistent)
The slope of the line is m=3/4. One point is (x, 2) and (3,-4)
Find X
Please helppppp
Answer:
x = 11
Step-by-step explanation:
Given that,
The slope of the line, m = 3/4
First point = (x,2)
Another point = (3,-4)
We need to find the value of x.
The slope of a line is given by the formula as follows :
[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]
Put x₁ = x, y₁ = 2, x₂ = 3, y₂ =-4 and m = 3/4
Put all the values,
[tex]\dfrac{3}{4}=\dfrac{-4-2}{3-x}\\\\3(3-x)=4(-6)\\\\9-3x=-24\\\\9+24=3x\\\\33=3x\\\\x=11[/tex]
So, the value of x is 11.
Each day at the bakery, Jack bakes vakes and helps out at the counter. Make a scatter plot of the hours Jake spends at the counter as a function of the number of cakes he bakes. Draw the trend line, choose what type of correlation the scatter plot shows, choose what could be the equation for the data, and then lastly choose what the y-intercept of the line represents.
What type of correlation does the scatter plot show:
A. positive correlation
B. negative correlation
C. no correlation
D. cannot be determined
Which could be an equation of the trend line:
A. y = -0.5x + 5
B. y = -0.8x + 8
C. y = -0.5x + 3.5
D. y = -0.8x + 5
What does the y-intercept of the line represent:
A. average time it takes to bake one cake
B. average number of cakes per hour Jack can bake
C. total time spent baking cakes D. total number of hours Jack works each day
D. total number of hours Jack work each day
I need help asap, pls
The graphs below have the same shape. What is the equation of the red
graph?
f(x) = 4 – x²
g(x) = ?
O A. g(x) = (7 - x)2
O B. g(x) = 1 - x2
O C. g(x) = 7 - x2
D. g(x) = (1 - x)2
Answer:
O B. g(x) = 1 - x^2
Step-by-step explanation:
Since the function in the graph is headed downwards, we know the portion of [tex]x^{2}[/tex] is negative. And since the highest point of the red line on the y-axis is 1, we can conclude the function represented by the red line is 1 - x^2.
Hope this helped!
Answer:
Option B is correct .
Step-by-step explanation:
According to Question , both the graph have same shape . If we look at the the first graph it cuts x - axis at (0 , 2) and ( 0 , -2) . Hence x = 2 and -2 are the zeroes of the equation .
And ,the given function is ,
[tex]\implies f(x) = 4 - x^2 \\\\\implies f(x) = 4-x^2=0 \\\\\implies 2^2-x^2=0\\\\\implies (2-x)(2+x) = 0 \\\\\boxed{\red{\bf \implies x = 2 , (-2) }}[/tex]
Hence ,we can can see that x = 2 and (-2) are the zeroes of graph.
This implies that if we know the zeroes , we can frame the Equation.
On looking at second parabola , it's clear that cuts x - axis at ( 1, 0 ) and (-1,0). So , 1 and -1 are the zeroes of the quadratic equation . Let the function be g(x) . Here , a and ß are the zeroes.
[tex]\implies g(x) = (x-\alpha)(x-\beta) \\\\\implies g(x) = (1+x)(1-x) \\\\\boxed{\pink{\bf \implies g(x) = 1 - x^2}}[/tex]
Hence option B is correct .
If the population growth (P) of a sample of bacteria, after x days is expressed as a function
P(x)=4∗4^x . What is the population of bacteria after 3 days.
In my coin bag I have 7 quarters, 3 dimes and 4 nickels. I randomly select a coin from the bag. What is the probability that I do not select a nickel?
Answer:
10/14 or 0.71428571428 or 71.428571428571%
Step-by-step explanation:
What is 160 times 1/10
160 times 1/10 in standard form.
Answer:
[tex]1.6 \times {10}^{1} [/tex]
Step-by-step explanation:
[tex]160 \times \frac{1}{10} = \frac{160}{10} = 16[/tex]
[tex]16 \: can \: be \: written \: as \: 1.6 \times {10}^{1} [/tex]
Jessica's Running Journal
Week 1
11.9 miles
Week 2
15.05 miles
Explain how to find the answer.
Answer:
Rewrite the problem vertically, align the decimals, and add a zero. Add the numbers. Jessica ran 26.95 miles.
Step-by-step explanation:
Edge 2021
Thank youuu
Latoyia grew by 10 centimeters in the past year, and is now 1.3
meters tall.
How tall in meters was Latoyia last year?
Answer:
1.2 meters
Step-by-step explanation:
0.1 meters= 10 centimeters
store in Minnesota advertises that on a holiday, everything is 20% off. A person buys shoes for $40 and socks for $10. In Minnesota there is no tax on shoes or socks. What is the final price?
First you add 40 +10=50 then you multiply 50 x 20=1000/100 which equals 10 then you subtract 10-50= 40 the final price is $40
Step-by-step explanation:
The price of apples can be determined by the equation P=0.23n, where P is the price and n is the number of apples. What is the constant of proportionality (unit rate)
Answer:
The constant of proportionality(Unit rate) is 0.23
Step-by-step explanation:
Given equation is:
[tex]P = 0.23n[/tex]
Here
P is the price and n is the number of apples
The price is usually directly proportional to quantity so the relationship can be written as:
P ∝ n
Removing the proportionality symbol, we get
P = kn
Comparing the given equation with this equation we get
k = 0.23
Hence,
The constant of proportionality(Unit rate) is 0.23
Find XQ if MQ= 3x-3 and XQ= 2x-6
Answer:
The answer is 4
Step-by-step explanation:
The required value of XQ is 9 units if MQ= 3x-3 and XQ= 2x-6.
What is a Line Segment?A line segment is defined as a measured path between two places. Line segments can make up any polygon's sides because they have a set length.
The figure given below shows a line segment MQ, where the length of line segment XQ refers to the distance between its endpoints, M and Q.
Given that X is the midpoint of MQ
MQ= 3x-3 and XQ = 2x-6
M______________X______________Q
Since M is the midpoint of XQ, So XQ = 2MQ
⇒ MQ = 2XQ
Substitute the values of MQ= 3x-3 and XQ= 2x-6,
⇒ 3x -3 = 2(2x-6)
⇒ 3x -3 = 4x - 12
⇒ 4x - 3x = 12 - 3
⇒ x = 9
Substitute the values of x = 9 in XQ = 2x-6
So XQ = 2(9) - 6 = 18 - 6 = 12
Hence, the required value of XQ is 9 units
Learn more about the line segment here:
brainly.com/question/25727583
#SPJ5
Which best describes the statement a plane contains at least 3 points not on the same line?
a. always true
b. sometimes true
c. never true
d. cannot tell
Answer: a. always true
Step-by-step explanation:
A plane is defined as a line and a point outside this line.
We know that for any set of two points, we can draw a line throug them.
Then if we have "3 points not in the same line" is equivalent to have two points in the same line, and the third point outside of it, then this is the definition of a plane.
Then the correct option is A, always true.
Activity
Lewis directs the school marching band. He uses scale drawings of the football field to design marching formations for the band. The football field is 100 yards long and 53 1/3 yards wide. Lewis always uses a scale of 1 inch to 10 yards for his drawings.
Complete the steps below to find the length and width of the football field as it appears in one of Lewis’s scale drawings.
Part A
What is the actual area of the football field? Assume that the field is shaped like a rectangle.
Part B
Write a ratio to represent the scale used in the drawing.
Part C
What is the length of the football field in the scale drawing?
Part D
What is the width of the football field in the scale drawing?
Part E
What is the area of the football field in the scale drawing? Assume that the field is shaped like a rectangle.
Part F
What is the ratio of the area of the football field in the scale drawing to the area of the actual football field?
Part A: 5,333[tex]\frac{1}{3}[/tex] square yards
EX: The length of the football field is 100 yards. The width of the field is 53[tex]\frac{1}{3}[/tex] yards.
Part B: 1/10 inch per yard
EX: The scale used in the drawing is 1 inch to 10 yards. I can represent this ratio in several different ways: 1 inch to 10 yards, 1 inch : 10 yards, 1 in/ 10 yd or 1/10
Part C: 10 inches
EX: Set up a proportion where the numerators are the measurements in the scale drawing and the denominators are the actual measurements of the football field:
1 in. / 10 yd. = × in. / 100 yd.
Cross multiply, and then divide both sides by 10 to solve for x:
100 = 10x
10 = x
Part D: 5 1/3
EX: Use the actual width of 53[tex]\frac{1}{3}[/tex] yards and the scale to find the width of the field in the scale drawing.
Set up a proportion where the numerators are the measurements in the scale drawing and the denominators are the actual measurements of the football field:
1 in / 10 yd = 53[tex]\frac{1}{3}[/tex] yd
Cross multiply, and then divide both sides by 10 to solve for x:
10x = 53[tex]\frac{1}{3}[/tex]
x = 160/3 ÷ 10
x = 16/3
x = 5[tex]\frac{1}{3}[/tex]
Part E: 53 1/3
EX: In the scale drawing, the length of the football field is 10 inches and the width is 5[tex]\frac{1}{3}[/tex] inches. The area of a rectangle is length × width:
area = length × width
= 10 in. x 5[tex]\frac{1}{3}[/tex] in.
= 53[tex]\frac{1}{3}[/tex] sq. in. ( square inches)
Part F: The ratio is 1 square inch to 100 square yards
EX: The area of the football field in the scale drawing is 53[tex]\frac{1}{3}[/tex] square inches.
The area of the actual football field is 5,333[tex]\frac{1}{3}[/tex] square yards.
The calculation for the ratio of the scaled area to the actual area is
53[tex]\frac{1}{3}[/tex] sq. in. / 5,333[tex]\frac{1}{3}[/tex] sq. yd. = 1 sq. in. / 100 sq. yd.
Step-by-step explanation:
Brian and Colin win some money and share it in the ratio 5:1. Brian gets £60 more than Colin. How much did they get altogether?
Brian gets 5x and Colin gets x amount.
Brian gets 60 more than Colin, so you get:
5x - x = 60
Simplify to get:
4x = 60
Divide both sides by 4:
x = 15
Brian gets 5x = 5(15) = 75
Colin gets x = 15
75 + 15 = 90
The total amount they get is £90
The grades on a physics midterm at Covington are roughly symmetric with = 72 and = 2.0. Stephanie scored 74 on the exam. Find the scores for Stephanie’s exam grade. Round to two decimal places
Answer:1.00
Step-by-step explanation:
A=74-72/2.0
And I did it on kahn
The z - score for the Stephanie’s exam grade will be 1.
What is Standard deviation?
Standard deviation is the measure of dispersed the data is in relation to the mean. Low standard deviation means data are clustered around the mean, and high standard deviation indicates data are more spread out.
Given that;
The grades on a physics midterm at Covington are roughly symmetric with μ = 72 and σ = 2.0.
And, Stephanie scored 74 on the exam.
Now,
The formula for the z - score = ( X - μ ) / σ
Substitute all the values, we get;
The z - score for the Stephanie’s exam grade = ( 74 - 72 ) / 2.0
= 2 / 2
= 1
Thus, The z - score for the Stephanie’s exam grade will be 1.
Learn more about the z - score visit:
https://brainly.com/question/25638875
#SPJ2