PLEASE ANSWER THIS ASAP IM ALWAYS SO GRATEFULL!!

Answer:

19.62 yards

Step-by-step explanation:

18 x 1.09 = 19.62

Answer:

5(9)+20 is equivalent

Step-by-step explanation:

[tex]5(w + 4) \\ 5(9 + 4) \\ \\ 45 + 20 = 65[/tex]

Using the combination formula, it is found that these two positions can be filled in 780 ways.

The order in which the positions are filled is not important, for example, João and Elisa is the same outcome as Elisa and João, hence the combination formula is used to solve this question.

[tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by:

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

In this problem, two people are taken from a set of 40, hence the number of ways is given by:

[tex]C_{40,2} = \frac{40!}{2!38!} = 780[/tex]

More can be learned about the combination formula at https://brainly.com/question/25821700

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9514 1404 393

Answer:

Step-by-step explanation:

Reflection over the y-axis and translation 3 right is modeled by the transformation ...

  (x, y) ⇒ (-x +3, y)

Then the image end points are ...

  A(2, -5) ⇒ A'(-2+3, -5) = A'(1, -5)

  B(5, -3) ⇒ B'(-5+3, -3) = B'(-2, -3)

_____

In the attached figure, the reflection is shown as A'B' in light purple. The line after the final translation is shown as A"B" in blue.

Answer:

I think the answer would be 96cm³

Step-by-step explanation:

have a great rest of ur dayy

Answer:

Linear pair.

Step-by-step explanation:

Answer:

range: {15, 11, 7, -3, -7}

Step-by-step explanation:

when x = -4, y = 15

when x = 2, y = 11

when x = 0, y = 7

when x = 5, y = -3

when x = 7, y = -7

Answer:

[tex]\log 8 - \log x + 7\log\sqrt x =\log (8x^{\frac{5}{2}})[/tex]

Step-by-step explanation:

Given

[tex]\log 8 - \log x + 7\log\sqrt x[/tex]

Required

Express as a single expression

We have:

[tex]\log 8 - \log x + 7\log\sqrt x[/tex]

Write 7 as an exponent

[tex]\log 8 - \log x + 7\log\sqrt x =\log 8 - \log x + \log(\sqrt x)^7[/tex]

Rewrite as:

[tex]\log 8 - \log x + 7\log\sqrt x =\log 8 - \log x + \log(x^{\frac{1}{2}})^7[/tex]

[tex]\log 8 - \log x + 7\log\sqrt x =\log 8 - \log x + \log x^\frac{7}{2}[/tex]

Apply quotient and product rule of logarithm

[tex]\log 8 - \log x + 7\log\sqrt x =\log (\frac{8*x^\frac{7}{2}}{x} )[/tex]

Apply law of indices

[tex]\log 8 - \log x + 7\log\sqrt x =\log (8*x^{\frac{7}{2} - 1})[/tex]

Solve exponent

[tex]\log 8 - \log x + 7\log\sqrt x =\log (8*x^{\frac{7-2}{2}})[/tex]

[tex]\log 8 - \log x + 7\log\sqrt x =\log (8*x^{\frac{5}{2}})[/tex]

[tex]\log 8 - \log x + 7\log\sqrt x =\log (8x^{\frac{5}{2}})[/tex]

Answer:

A. 48

Step-by-step explanation:

The ratio of the area of rectangle ABCD to rectangle EFGH = the square of the ratio of the corresponding linear measurements of both shapes

Thus:

Area of ABCD/Area of EFGH = AB²/EF²

Area of ABCD = L*W = 18*24 = 432

Area of EFGH = 6*x = 6x

AB = 18

EF = 6

Therefore:

432/6x = 18²/6²

432/6x = 324/36

72/x = 9

Cross multiply

9x = 72

x = 72/9

x = 8

Area of EFGH = 6x

Plug in the value of x

Area of EFGH = 6(8) = 48

Answer:

any number that satisfies this equation is imaginary.

Step-by-step explanation:

if you take the square root of both sides to find x, you will get a negative 1 in the house. You can't have a negative number in the house, therefore, any number that satisfies this equation is imaginary.

Using the box and whisker plot, it is found that the percent of those in the survey get at least 90 milligrams of Vitamin C is of:

A. between 25% and 50%.

A box and whisker plot shows three things:

In this problem, we have that: P25 = 80, P50 = 85, P75 = 95.

Hence, 90 is between the median and the 75th percentile, which means that between 25% and 50% of those in the survey get at least 90 milligrams of Vitamin C, and option A is correct.

More can be learned about box and whisker plots at https://brainly.com/question/27608957

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Answer:

I think that it is B

Answer:

maybe

9514 1404 393

Answer:

  26.67 feet

Step-by-step explanation:

The arc length is given by the formula ...

  s = rθ . . . . . . where r is the radius and θ is the angle in radians

Here, the angle is 360° -225° = 135° = 3π/4 radians

Filling in the known information, we have ...

  20π = r(3π/4)

  r = 80/3 . . . . . divide by the coefficient of r

  r ≈ 26.67 . . . . feet

Answer:

8/35

Step-by-step explanation:

Step 1

We can't subtract two fractions with different denominators. So you need to get a common denominator. To do this, you'll multiply the denominators times each other... but the numerators have to change, too. They get multiplied by the other term's denominator.

So we multiply 3 by 5, and get 15.

Then we multiply 1 by 7, and get 7.

Next we give both terms new denominators -- 7 × 5 = 35.

So now our fractions look like this:

15

35

−

7

35

Step 2

Since our denominators match, we can subtract the numerators.

15 − 7 = 8

So the answer is:

8

35

Step 3

Last of all, we need to simplify the fraction, if possible. Can it be reduced to a simpler fraction?

To find out, we try dividing it by 2...

Nope! So now we try the next greatest prime number, 3...

Nope! So now we try the next greatest prime number, 5...

Nope! So now we try the next greatest prime number, 7...

Nope! So now we try the next greatest prime number, 11...

No good. 11 is larger than 8. So we're done reducing.

There you have it! The final answer is:

3/7

−

1/5

=

8/35

Answer:

eight over thirty- five, 8

                                   35

Step-by-step explanation:

In order to subtract the fractions you have to do a simple mathematics step I learned in sixth grade and I still use it now, i'm in ninth grade.

So the tactic I learned in middle school was, keep change flip.

1- Take the  three over the seven: 3                                                                                            

                                                      7  

(Second part of step one)1- Then you do the same to the one and five: 1                                                          

                                                                            5

2- When you subtract a fraction you cannot do it with different denominators. Therefor you have to find the same number in both of the numerator or denominator.(Across from each other)

So multiply the different denominator by each other: 3 x 5= 15

Then you do it with the one and the seven: 1 x 7= 7

Then next you give both the denominators new fractions

     This is what they would look like now

15 - 7

35  35

Since the denominators match now you can subtract the numerators.

4-  15- 7= 8

  So the answer for this step is now 8 over 35.

3- The last step you have to simplify the fraction. The fraction can sometimes be reduced to smaller parts. ( like 1 over 2 was simplified by 2 over 4 and so on and so on) So first you need to divide it by 2, at least try. Since you can't do that you try the next biggest prime number, 3. And you cannot do that so that moves us on to the next prime number, 5 you cannot. There are both the prime numbers, 7 and 11 but that will not work because seven can't do anything but  give you a decimal and 11 is far to greater for the fraction. So you would go  for the prime number in between 7 and 9, 8.

Your answer will be fount at the top.

Answer:

I give the crown

if you do

Step-by-step explanation:

Answer:

what does that mean?

Step-by-step explanation:

Answer:

Using the height theorem:

[tex]n^2=8*4=32=>n=4\sqrt{2}[/tex]

Now we can easily use the pythagorean theorem:

[tex]8^2+(4\sqrt{2})^2 =64+32=96=>m=\sqrt{96} =4\sqrt{6}[/tex]

Answer:

Amount of jelly beans=50

Amount of blue or green jelly beans=17+10

probability that the jelly bean will be a blue or green one=27/50

Answer: The Pacing Method:

Use Edulastic to help convey weekly expectations and track student progress along the way

You can set up Edulastic to function as your check-in-tool with students, and Edulastic will help you in gathering student data during this process (#Edulasticforthewin!). This can help in estimating student participation grades and preparing reports to supervisors. It can also help with pacing and students staying on task.

When I was a high school science teacher I would structure “Check ins” with my students on written handouts that students had to present to me for my signature (upon meeting and discussing project updates, hearing feedback from me etc.). If I had access to Edulastic tools then, I could have instead coordinated these check ins digitally and privately using Edulastic. They could check-in on their own time, at home or at school. That makes things a heck of a lot more efficient than having students form a line waiting to talk to me at my desk! You can set this up to occur at the every other day mark, weekly mark, biweekly, or even monthly mark depending upon length and scope of a project in place.

Check out how this might look in Edulastic:

Step-by-step explanation:

11. y = -3x + 6 and y = 1/3 x -8 (perpendicular)

12. y = 5/4 x + 1 and y = 5/4 x - 7 (parallel)

13. 3x + 2y = 6 and y = -3/2 x + 5 (parallel)

14. 3y = 4x + 15 and 9x + 12y = 12 (perpendicular)

15. 10x - 2y = 16 and x + 5y = -20 (perpendicular)

For two equations to be parallel, the slope has to be the same

For two equations to be perpendicular, the product of their slopes must be equal to -1

The equation of a line is the slope-intercept form is:

y  =   mx   +   c

where m is the slope and c is the intercept

11) y = -3x + 6 and y = 1/3 x -8

The equations are perpendicular because -3 x 1/3  = -1

12) y = 5/4 x + 1 and y = 5/4 x - 7

The two lines are parallel because they both have a slope of 5/4

13) 3x + 2y = 6 and y = -3/2 x + 5

The equation 3x + 2y = 6 can be re-written as y = -3/2 x + 3

Therefore, the two equations are parallel since they have the same slope of -3/2

14) 3y = 4x + 15 and 9x + 12y = 12

3y = 4x + 15 can be re-written as y = 4/3 x + 5

9x + 12y = 12 can be re-written as y = -3/4 x + 1

The two lines are perpendicular because -3/4 x 4/3  = -1

15) 10x - 2y = 16 and x + 5y = -20

10x - 2y = 16 can be re-written as y = 5x - 8

x + 5y = -20 can be re-written as y = -1/5 x  -  4

Both equations are perpendicular since -1/5 x 5  =  -1

Learn more here: https://brainly.com/question/11482954

Answer:

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

substitute the given coordinates of J(3-6) and K(-1,-6) into the distance formula:

=> d = [tex]\sqrt{(-1-3)^{2} + (-6 + 6)^{2}}[/tex]

=> d = [tex]\sqrt{16 + 0}[/tex]

=> d = 4

Answer:

C(8,14)

Step-by-step explanation:

initial point (-3,-5) and terminal point (5,9)

vector form=(change in x, change in y)

V=(Xf-Xi,Yf-Yi)

V=[5-(-3), 9-(-5)]

V=(8,14)

Answer:

Step-by-step explanation:

LOL LOL LOL LOL LOL LOL LOl LOL

Answer:

The diameter is 14 millimeters

Step-by-step explanation:

In order to find the diameter from the radius, you multiply by 2 so 7x2=14

Answer:

84

Step-by-step explanation:

f(1)=4^1 - 1 = 3

f(4) = 4^4 - 1 = 255

rate of change = [tex]\frac{f(x_2)-f(x_1)}{x_2-x_1}[/tex]

(255 - 3) / (4 - 1) = 252 / 3 = 84

Answer:

the answer is c

Step-by-step explanation:

Answer:

.55(220-a) + .90(220-a)

Step-by-step explanation:

Answer:

ok

Step-by-step explanation: