PLEASE HELP ASAP! Bonnie is making a dipping sauce. She mixes 150 milliliters of soy sauce with 100 milliliters of vinegar.

Answer:

-9<x<31

Step-by-step explanation:

|11 – xl < 20

There are two solutions, one positive and one negative, remember to flip the inequality for the negative

11-x < 20       and 11 -x > -20

Subtract 11 from each side

11-x-11 <20-11   and 11-x-11 >-20-11

-x <9  and -x > -31

Multiply each side by -1, remembering to flip the inequality

x>-9  and x< 31

-9<x<31

Refer the attached image for the answer

HOPE SO IT HELPS YOU

Answer:

B

Step-by-step explanation:

As T is the midpoint of SU, ST=TU. 9x=5x+28, 4x=28, x=7. ST=TU=63 and SU=126

Answer:

is your answer how are you

Answer:

k = 5/6

Step-by-step explanation:

First, we can make this have the form of a quadratic function, or ax²+bx+c=0. To do this, we can first subtract 10x from both sides to get

(2k+1)x²-8x=-6

Next, we can add 6 to both sides, resulting in

(2k+1)x²-8x+6 = 0

For a quadratic function of form ax²+bx+c=0, we can see that a=2k+1, b=-8, and c=6. We can then apply the quadratic equation, or

x= (-b ± √(b²-4ac))/(2a) to get our roots to be

x= (8 ± √(64-4(6)(2k+1)))/(2*(2k+1))

=  (8 ± √(64-(48k+24)))/(4k+2)

=  (8 ± √(40-48k))/(4k+2)

For the roots to be equal, we must have the two roots equal to each other. We can write this as

(8 + √(40-48k))/(4k+2) = (8 - √(40-48k))/(4k+2)

multiply both sides by (4k+2) to remove the denominator

8+√(40-48k) = 8 - √(40-48k)

subtract 8 from both sides to isolate the square roots

√(40-48k) = - √(40-48k)

The only number that is equal to its negative self (and is real) is 0. Therefore, √(40-48k) = - √(40-48k) = 0, so we have

√(40-48k) = 0

square both sides to remove the square root

40-48k = 0

add 48k to both sides to isolate the k and its coefficient

40 = 48k

divide both sides by 48 to isolate k

k = 40/48 = 5/6

Answer: 6 Painters

Step-by-step explanation:

Total painters needed to paint 7-room house = 3 painters

Rooms painted by each painter = 3/7

Total painters needed to paint 14-room house = 3/7×14

= 42/7

= 6 painters

Therefore it will require 6 painters to paint 14-room house

please click thanks and mark brainliest if you like :)

Answer:

[tex] 3\sqrt{5} [/tex]

Step-by-step explanation:

Find the largest factor of 45 that is a perfect square.

The factors of 45 are 1, 3, 5, 9, 15, 45.

The largest perfect square is 9.

Now breakup 45 into a product which has 9 as a factor.

45 = 9 * 5

[tex] \sqrt{45} = \sqrt{9 \times 5} = \sqrt{9} \times \sqrt{5} = 3\sqrt{5} [/tex]

Answer:

approximately 150 frogs

Step-by-step explanation:

To find your estimate, you have to add 90 + 60 because from the 70 that Elanor caught the second day, 10 of them were the ones that she had caught the day before so you have to do 70 - 10 = 60. Therefore, 90 + 60 = 150 estimated frogs.

Answer:

I think the shape above has an order of 5 because it has a reflectional symmetry of 5.

I hope this helps

Answer:

Step-by-step explanation

- 7(6x-1)+x=36

- 11-2(8+3p)=7²

-  1/4(5b+11)=19

- 2/7(4m-18)=12

3 hours and 30 minutes as ambod will work half the time

Answer:

-2q+5

Step-by-step explanation:

-6q +7 -2 +4q

Combine like terms

-6q+4q+7-2

-2q+5

Answer:

= solution,

= -6q + 7 - 2 +4q

= -6q + 4q +7 -2

= - 2q + 5

✌✌✌✌

After finding the equation of the line, it is found that:

Since replacing x by 4 and y by 8 in the equation of the line does not result in an identity, (4,8) is not a solution of the same linear  equation.

------------------------

Equation of a line:

The equation of a line is given by:

[tex]y = mx + b[/tex]

In which m is the slope and b is the y-intercept.

------------------------

Finding the slope:

Given two points (x,y), the slope is given by change in y divided by change in x.

Thus:

[tex]y = 3x + b[/tex]

------------------------

To find the y-intercept, we replace one of the points into the equation. I will replace (3,6). Thus:

[tex]6 = 3(3) + b[/tex]

[tex]b = 6 - 9 = -3[/tex]

Thus, the equation of the line is:

[tex]y = 3x - 3[/tex]

------------------------

Is (4,8) a solution of the same linear  equation?

We have to replace x by 4 and y by 8, and see if it results in an identity. So

[tex]8 = 3(4) - 3[/tex]

[tex]8 = 12 - 3[/tex]

[tex]8 \neq 9[/tex]

Since replacing x by 4 and y by 8 in the equation of the line does not result in an identity, (4,8) is not a solution of the same linear  equation.

A similar problem is given at https://brainly.com/question/16024991

Answer:

B. 4/5

Step-by-step explanation:

Sin = Opposite/Hypotenuse

Sin∠A = 8/10 = 4/5

Answer:

2x²=12*12

x²=144/2

x=√72

x=8.48528137424

One side of square is 8.48528137424 cm

Answer:

[tex] - \frac{23}{10} [/tex]

Step-by-step explanation:

[tex] \frac{2}{5} \div \frac{ - 1}{2} - \frac{3}{2} [/tex]

➡️ [tex] - \frac{2}{5} \times 2 - \frac{3}{2} [/tex]

➡️ [tex] - \frac{4}{5} - \frac{3}{2} [/tex]

➡️ [tex] - \frac{23}{10} [/tex]

Step-by-step explanation:

3 x 3 x 3 = 27

2 x 2 x 2 = 8

6 x 10 x 2 = 120

27+8+120=155m³

The method is Dr. Perry most likely to use is Participatory action research.

Participatory action research is a type of research characterized by :

Additionally, in this type of research, the community involved is treated as researchers and their contributions are taken into account in the result of the same.

According to the above, the type of research suitable for Dr Perry's study is participatory action research, since it includes all the factors that Dr Perry takes into account for her research such as quantitavie/qualitative method and active participation from the community involved.

On the other hand, case study, naturalistic observation, and focus group are not the correct options because they use other methods in which the studied community does not actively participate.

Learn more in: https://brainly.com/question/15930435

Note:

This question is incomplete because the options are missing. Here are the options.

A. Case study

B. Naturalistic observation

C. Participatory action research

D. Focus group

The given statement is false as taking a survey on the heights of all your classmates is an example of quantitative data.

Quantitative data is data that can be measured and expressed as numbers,

such as height, weight, age, etc. Categorical data, on the other hand, consists of distinct categories or groups, such as eye color, gender, favorite color, etc.

Data can be classified into two main types: quantitative data and categorical data.

Quantitative data:

Quantitative data is numerical data that represents measurements or quantities.

It deals with things that can be measured and expressed as numbers.

For example, the heights of people, the weights of objects, the ages of individuals, and the temperatures in degrees are all examples of quantitative data.

Quantitative data can be further divided into two subtypes: discrete and continuous data.

Discrete data: Discrete data consists of whole numbers that cannot be further divided into smaller parts.

For example, the number of students in a class, the number of cars in a parking lot, and the number of books on a shelf are all examples of discrete data.

Continuous data: Continuous data consists of real numbers that can take on any value within a specific range.

For example, the height of a person can be measured as 165.5 cm, 170.2 cm, 178.9 cm, etc. These are all examples of continuous data.

Categorical data:

Categorical data, also known as qualitative data, involves the grouping of items into categories or classes.

It represents characteristics or attributes and is not numerical in nature. Categorical data is further divided into two subtypes: nominal and ordinal data.

Nominal data: Nominal data consists of categories with no intrinsic order or ranking.

For example, eye color ( blue, brown, green) and types of fruits (e.g., apple, banana, orange) are examples of nominal data.

Ordinal data: Ordinal data consists of categories with a meaningful order or ranking.

However, the differences between the categories are not quantifiable.

For instance, educational levels (elementary, middle, high school) and satisfaction levels (very satisfied, satisfied, neutral, dissatisfied, very dissatisfied) are examples of ordinal data.

The height survey of classmates, the data collected would be numerical values representing the heights of each individual.

Since heights are measured and expressed as numbers, this falls under quantitative data, not categorical data.

learn more about survey here

brainly.com/question/34190478

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Answer:

145 degrees

Step-by-step explanation:

sum of a triangle is 180 and when the angle next to 145 degree one is supplementary to 145 degree the other two angles must be 145

Step-by-step explanation:

The first piece wise function is from interval (-3,-1). The line during this interval isnt constant so this means that f(x) must be a linear equation along interval -3 to -1. The line has a slope of 1. And if we keep continuing, our y intercept will be 3. So we can say that

[tex]f(x) = x + 3 \ : if \: - 3 \leqslant x < - 1[/tex]

Foe the 2nd, the interval is between -1 and 1.

The line is constant so f(x) is going to be equal to one y value. The y value is passed through is 5 so we can say that

[tex]f(x) = 5 \: if \: - 1 \leqslant x \leqslant 1[/tex]

Answer:

soln

let one side be c

let another side be d

then

40=d(vertically opposite angle)

5a =c(vertically opposite angle)

again

c+90=180(being linear pair)

or, c=180-90

therefore, c=90

finally

let c be a

5a=5×90

=450

Answer:

a = 10

Step-by-step explanation:

CF is a straight line , so the 3 angles on it sum to 180° , then

∠ BOA = 180° - (90 + 40)° = 180° - 130° = 50°

∠ DOE = ∠ BOA ( vertical angles ) , then

5a = 50 ( divide both sides by 5 )

a = 10

I hope you see what I did there. if you still confused, comment and I'll help

Answer:

C

Step-by-step explanation:

As y is zero, y/x will be zero

Answer:

$2/ hat

Step-by-step explanation:

Find the unit rate:

$ to hats

8 to 4

Divide by four to get the unit rate; over 1

2 to 1

So, $2 per hat

Hope this helps!

Answer:

a)7640

b)4325670

Step-by-step explanation:

when rounding off a number one of the factors to consider is the number before the number you are supposed to round off,if the number is greater than 5 or equal to then you can go ahead and add a 1 to the number you have to round off.but if the number before is less than 5 you just have to leave the number the way it is.in this case for the first question you can see that the tens number is 3 and the number before is greater than 5 so you can add a 1 to the 3 to make it 4, bringing the answer to 7640 the 9 becames a zero..for the second one you can see that the number before the tens number is less than 5 so you can't add a 1 to it leaving the answer as 4325670..

I hope this helps

Answer:

The answer above is completely correct, but it may help the student to see how to reach it:

We seek a square root of

3

−

2

√

2

. This must have the form

a

+

b

√

2

.

(

a

+

b

√

2

)

2

=

a

2

+

2

a

b

√

2

+

2

b

2

So

a

2

+

2

b

2

=

3

and

2

a

b

=

−

2

⇒

a

b

=

−

1

These are two simultaneous equations for

a

and

b

.

Rearrange the second:

b

=

−

1

a

Substitute into the first:

a

2

+

2

a

2

=

3

a

4

+

2

=

3

a

2

a

4

−

3

a

2

+

2

=

0

Note that this is a quadratic in

a

2

:

(

a

2

)

2

−

3

(

a

2

)

+

2

=

0

Factorise:

(

a

2

−

2

)

(

a

2

−

1

)

=

0

This gives us two possible solutions for

a

2

:

2

and

1

, and so the four solutions for

a

:

±

√

2

and

±

1

.

We are looking for integer solutions for

a

, and so

±

1

are possible solutions. But the other two are possible too - they can simply be folded in to the

√

2

term. This wouldn't have been possible if we'd had the root of some other number in the solution for

a

, but this solution is a special case.

Now use the second equation to deduce the four equivalent solutions for

b

:

b

=

−

1

a

b

=

¯¯¯¯¯

+

1

√

2

=

¯¯¯¯¯

+

1

2

√

2

and

¯¯¯¯

+

1

.

So we have the four solution pairs

(

a

,

b

)

:

(

√

2

,

−

1

2

√

2

)

(

−

√

2

,

1

2

√

2

)

(

1

,

−

1

)

(

−

1

,

1

)

This is a bit suspicious - we expect only two solutions, positive and negative square roots, so we wonder if some of these are identical to each other: When we substitute them in to our desired expression

a

+

b

√

2

, we get:

√

2

−

1

2

√

2

√

2

=

−

1

+

√

2

−

√

2

+

1

2

√

2

√

2

=

1

−

√

2

1

−

√

2

−

1

+

√

2

So the two solutions with

√

2

are identical to the two simpler solutions, so we can get rid of them. We now have two solutions, positive and negative square roots:

1

−

√

2

−

1

+

√

2

When we take the written square root of a quantity, it is implied that the desired root is the positive root, the "principal value" of the square root function. So we take the single solution that comes from

a

=

+

1

:

1

−

√

2

Double check: Make sure that this produces the desired answer:

(

1

−

√

2

)

2

=

1

−

2

√

2

+

2

=

3

−

2

√

2

I think this will help you

Answer:

? = 4

Step-by-step explanation:

You are in the third quadrant. You want the answer to come out to the equivalent of 225o or pi + pi/ 4 = 5/4 * pi

x - pi/2 = 5/4 pi

x = 5/4 pi + pi/2

x = 5/4 pi + 2*pi / 4

x = 7/4 pi

? = 4