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8th grade math
And I’m Loki dum

Answer:

192 °

Step-by-step explanation:

Hope this helped! <3

Answer:

168.75°

Step-by-step explanation:

I think

Answer:

Th answer is 2

Step-by-step explanation:

Subtract 5 from 10 then multiply 5 and 2

Glad i could help

Answer:

3

Step-by-step explanation:

5x-2=x+10

4x=12

x=3

(5*3)-2=15-2=13

3+10=13

13=13

Answer:

slope 3/4

y intercept -1

Step-by-step explanation:

y=mx+b

m=slope

b=y intercept

Answer:

Slope-3/4

Intercept-(0,-1)

Step-by-step explanation:

Answer:

it's the 2nd one

Step-by-step explanation:

its 1/3

A: -16 < -4

B: 40 > 8

C: -45 < 15

D: 35 > -20

E: Reverse

Answer:

Sorry I'm a little late but the answer is

2 > -4

Answer:

after 8 years

24,000 - 900x < 17,000

the variable is x, the number of years

Step-by-step explanation:

One way is to just subtract 900 from 24000 until it gets to 17000.

1. 23,100

2. 22,200

3. 21,300

4. 20,400

5. 19,500

6. 18,600

7. 17,700

8. 16,800

Another way is to write an inequality.

I know you don't have to solve it, but I'm going to write it anyway.

24,000 - 900x < 17,000

24,000 is the total, or what you start with

900 is what goes down every year

x is the number of years

all of that has to be less than 17,000

To put this into words, it would be: if 24,000 minus $900 times the number of years is less than 17000, what is x?

To find the answer, first find the difference between 24000 and 17000

subtract 2400 from each so so you are left with:

-900x < -7,000

Then to find x, the number of years, divide both sides by -900:

x < 7.777...

since that is the exact answer, and we don't really need that, we can round it up to 8.

x < 8

To learn to do this might be troublesome, but its way faster in the end. I'm not the best at explaining math, but hope this helps :)

Answer:

5

Step-by-step explanation:

5(1) = 5

Answer:

5

Step-by-step explanation:

There is no x so we only replace y with 1

5(1)=5*1=5p

The first step to dividing fractions is to find the reciprocal (reverse the numerator and denominator) of the second fraction. Next, multiply the two numerators. Then, multiply the two denominators. Finally, simplify the fractions if needed

Answer:

Dividing two fractions is the same as multiplying the first fraction by the reciprocal of the second fraction. The first step to dividing fractions is to find the reciprocal (reverse the numerator and denominator) of the second fraction. Next, multiply the two numerators. Then, multiply the two denominators.

Step-by-step explanation:

Since one yard is equivalent to three feet, you can multiply the number of yards by 3 to convert from yards to feet. 36 feet are equal to 12 yards times 3 feet per yard. Consequently, 12 yards are equal to 36 feet.

A unit of length equivalent to 3 feet, or around 0.914 metres.

Both the US Customary and British Imperial Systems of Measurement use yards as a measure of length. Yd is its symbol. The length of medium-sized objects is frequently measured using it.

About half the length of a bed is a yard. wider than a huge refrigerator. the elevation of a countertop.

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Answer:yes it is! It’s correct

The area of a shape is the amount of space on the shape.

The best approximation for the area of the figure is [tex]14 + 16.25\pi[/tex]

Start by calculating the diameter of the semicircle using the following distance formula:

[tex]d = \sqrt{(x_2 -x_1)^2 +(y_2 -y_1)^2}[/tex]

So, we have:

[tex]d = \sqrt{(-4 -3)^2 +(-2 -2)^2}[/tex]

[tex]d = \sqrt{65}[/tex]

Divide by 2, to calculate the radius

[tex]r = \frac{\sqrt{65}}{2}[/tex]

So, the area of the semicircle is:

[tex]A = \frac{\pi r^2}{2}[/tex]

This gives

[tex]A = \pi (\frac{\sqrt{65}}{2})^2[/tex]

[tex]A = \frac{65}{4}\pi[/tex]

[tex]A = 16.25\pi[/tex]

Next, we calculate the area of the triangle using:

[tex]A = 0.5 * B * H[/tex]

Where:

[tex]B = 3 -(-4)[/tex]

[tex]B = 7[/tex]

[tex]H= 2 - (-2)[/tex]

[tex]H = 4[/tex]

So, we have:

[tex]A = 0.5 * 7 * 4[/tex]

[tex]A = 14[/tex]

The area of the figure is then calculated as:

[tex]A = 14 + 16.25\pi[/tex]

Hence, the best approximation for the area of the figure is [tex]14 + 16.25\pi[/tex]

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It should be noted that when Andre and Elena are solving this system of equations, the first step is correct but the others are wrong.

It should be noted that an equation is used.to show the relationship between the expressions that are given.

It should be noted that Andre and Elena are solving this system of equations: y=3x, y=9x−30.

This will be equated to this:

3x = 9x - 30

Collect like terms

9x - 3x = 30

6x = 30

Divide

x = 30 / 6

x = 5

Note that y = 3x = 3 × 5 = 15

Therefore, it should be noted that when the value of y is 15 and only the first step is correct.

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Answer:

Step-by-step explanation:

Find out what 1 Foot per centimeter is (1.5 centimeters per foot)Multiply 13 by 1.5 to find one side and 24 by 1.5 to find the other side.

Answer:

16

Step-by-step explanation:

since the triangle is the same on both sides, if one side is 16 then the other side is the same.

Answer:

Y intercept: The y intercept is -1, and the slope is 2/1, or 2.

Step-by-step explanation:

In the equation y=mx + b, m is the slope. B is the y intercept. So,  by taking y = mx + b, you get y = 2x - 1. So, 2x is the slope, or [tex]\frac{2}{1}[/tex], and -1 is the y intercept.

Answer:

MON= 15

Step-by-step explanation:

9x+44+6x+3=77

15x+47=77 subtract 47 from both sides

15x=30 divide both sides by 15

x=2

6x+3

(6*2)+3

12+3=

15

Hope this helps

Answer:

Yes, Because if you can't add then you do not know how many times to add the number. For example, 5 x 5= 25

If you don't know what 5+5 equals then how are you supposed to figure out 5+5+5+5+5. That is just common knowledge that you should have learned in your early school years. You need to know how to subtract to divide so it is basically the same concept. I do not know anyone that does not know how to multiply but not add. To me, that does not even seem possible. I know that you have to be really good at adding to multiply too. Cause if you only know how to add up to 100 what happens when you get in high school and college and need to multiply in school over 100? Or thinking higher than that you need to know so that you can do taxes, pay bills, etc... So my answer to this question is yes, you should be proficient in addition to learn multiplication.

Answer:is it 40.6 billion tonnes of carbon dioxide

Step-by-step explanation:

Answer: [tex]\mu=15.64[/tex]

Step-by-step explanation:

Let x be a random variable that represent the amount dispensed by a soft-drink dispensing machine which has a normal distribution with mean μ and standard deviation [tex]\sigma=[/tex] 0.155 ounce.

To find : μ such that P(X>16)=0.01

Consider  P(X>16)=0.01

[tex]P(\dfrac{X-\mu}{\sigma}>\dfrac{16-\mu}{0.155})=0.01[/tex]

Since, [tex]Z=\dfrac{X-\mu}{\sigma}[/tex]

Also, z-table , one -tailed z-value for p-value of 0.01= 2.326

Then, [tex]\dfrac{16-\mu}{0.155}=2.326[/tex]

[tex]\Rightarrow {16-\mu}=0.155\times2.326\\\\\Rightarrow {16-\mu}=0.36053\\\\\Rightarrow\ \mu=16-0.36053=15.63947\approx15.64\\\\\Rightarrow\ \mu=15.64[/tex]

1345753 yessssssssssss

Answer:

The sample size  is  [tex]n = 153664[/tex]  

Step-by-step explanation:

From the question we are told that

    The margin of error is  E  =  0.01

From the question we are told the confidence level is  95% , hence the level of significance is    

      [tex]\alpha = (100 - 95 ) \%[/tex]

=>   [tex]\alpha = 0.05[/tex]

Generally from the normal distribution table the critical value  of  [tex]\frac{\alpha }{2}[/tex] is  

   [tex]Z_{\frac{\alpha }{2} } =  1.96[/tex]

Let take the standard deviation to be [tex]\sigma = 2 \ pounds[/tex]

Gnerally the sample size is mathematically represented as

       [tex]n = [\frac{Z_{\frac{\alpha }{2} } * \sigma }{E} ]^2[/tex]

=>    [tex]n = [\frac{1.96 *2 }{0.01} ]^2[/tex]

=>    [tex]n = 153664[/tex]  

Answer:18 students for each teacher and 10 for each tutor, and if the academy had 80 students it would have 8 tutors

Answer: the divergence of the vector fields at all points its defined is 0

Step-by-step explanation:

Given that;

div ( [x / (x²+ y² + z²)^1.5]i  +  [y / (x² + y² + z²)^1.5]j  +  [z / (x² + y² + z²)^1.5]k )

= d/dx [x / (x²+ y² + z²)^1.5]  +  d/dx [y / (x² + y² + z²)^1.5] +  d/dx [z / (x² + y² + z²)^1.5]

= [1 / (x²+ y² + z²)^1.5] - [3x² / (x²+ y² + z²)^2.5] + [1 / (x²+ y² + z²)^1.5] - [3y² / (x²+ y² + z²)^2.5] + [1 / (x²+ y² + z²)^1.5] - [3z² / (x²+ y² + z²)^2.5]

= [3 / (x²+ y² + z²)^1.5]  -  [(3x² + 3y² +3z²) / (x²+ y² + z²)^2.5]

= [2 / (x²+ y² + z²)^1.5]   -   [3 / (x²+ y² + z²)^1.5]  = 0

therefore the divergence of the vector fields at all points its defined is 0

Answer:

$182

Step-by-step explanation:

Let x be the number of students going  

Let y be the total cost  

Then,  

7x=y  

7(26)=y  

$182=y  

Therefore, the total cost would be $182 for 26 students to go.

Hope this gives you an A

Answer:

expression: 7 × (S which is 26)

Total cost: 182

Step-by-step explanation:

Answer:

8.125

Step-by-step explanation:

He jogged over 8 miles so he needs to stop jogging he already completed his goal.