I NEED THIS QUESTION PLEASE HELP!!!

Answer:

SA = 144 ft²

Step-by-step explanation:

SA = 1/2(9)(6)(4) + (6 x 6) = 144 ft²

Answer:

C

Step-by-step explanation:

Use PEDMASL

Parthesis

Expoents

Division/Multiplication

Addition/Subtraction

Answer:

I think it would be C.

(You can use PEMDAS (Parentheses, Exponents, Multiplication, Division, Addition, Subtraction) to know what to do first)

Step-by-step explanation:

In PEMDAS,The P stands for Parentheses, so, in the equation (-4)²+ 6 ÷ (- 3 + 4) (2) - 5, you would do -3+4 because it is in the parentheses.

Hope this Helps!

Answer:

-8156

Step-by-step explanation:

5x9=45 x 45 = 2025 - 4x25=100x100=10000 - 125 -56

Step-by-step explanation:

0.5% of w is 12 is what they are asking

0.5% of w = 12. Only the first answer has the equation equal to 12, so the first part is

\(12 = 0.005 \times w\)

Now to solve it, we want to get W alone, we can do that by dividing 0.005 on both sides. Since right now it's being multiplied we must do the opposite

\(w = \frac{12}{0.005} = 2400\)

Answer:

0.5% of w is 12 is what they are asking0.5% of w = 12. Only the first answer has the equation equal to 12, so the first part isNow to solve it, we want to get W alone, we can do that by dividing 0.005 on both sides. Since right now it's being multiplied we must do the opposite

Step-by-step explanation:

Answer:

The standard form of a line is expressed as Ax + By = C, where A, B, and C are constants and x and y represent the variables. One advantage of using the standard form to graph a line is that it is relatively easy to determine the slope and y-intercept of the line from the constants A and B. This can be particularly useful when trying to analyze the behavior of the line.

Another advantage of using the standard form is that it allows you to easily determine the equation of the line when given a set of points. For example, if you are given the points (2,4) and (3,6), you can use the standard form to find the equation of the line that passes through these points by substituting the coordinates into the form and solving for the constants.

One potential disadvantage of using the standard form is that it can be more difficult to interpret the meaning of the constants A, B, and C in terms of the context of the problem. For example, if the line represents the cost of a product, it may be more intuitive to express the equation in terms of the variables x (the number of units) and y (the cost). In this case, it may be more useful to use the slope-intercept form of the equation, which is expressed as y = mx + b, where m is the slope and b is the y-intercept.

Step-by-step explanation:

https://www.math.net/standard-form

Step-by-step explanation:

I honestly think that - ' jphhendell13 ' is correct.

78 is 12% of what number

78 is 12% of c 650

Negative 3, negative 2.4, negative 1.5, negative 2 and one-fourth, negative 1 and one-eighth

Hope my answer helps you✌️

Answer:

Step-by-step explanation:

QUESTION 7:

We are trying to find angles 1 and 2.

Known angle: 107˚.

In this question, we have 2 parallel lines with a transversal. A transversal is a line that passes through 2 parallel lines making it so that the angles on both sides are exactly the same.

Step 1: Find the measures of all the angles using the one we already know.

I will start with the angle adjacent (right next to) the angle that measures 107˚. As you can see, it is a supplementary angle because both of them form a straight line, or 180˚.

Therefore,

107+x= 180

x= 180-107

x= 73˚

Next, I will find the measure of the angle that is vertical to the one that measures 107˚. Note that angles that are vertical to each other are always identical, or in other words they have the same measure. Hence, the angle "vertical", or opposite to the one that measures 107˚ has to measure 107˚ as well.  You can also tell this is true because they look the same.

Now I'll find the measure of the angle vertical to the one that measures 73˚. As we know, vertical angles are identical, so the one vertical to it is 73˚.  

Here, I'll solve for angles 1 and 2. Like I said earlier, when a transversal crosses through 2 parallel lines, there will be 2 sets of angles that all have the same measurements.  

To solve for angle 1, simply know what angle is right below it, and that is the one that measures 107˚. (If you look at the 2 lines, you will see that both angle sets are essentially duplicates of each other.) Likewise, angle 2 has to be 73˚ because the one under it is also 73˚.

Angle 1: 107˚

Angle 2: 73˚

QUESTION 8:

Again, we have a transversal that passes through 2 parallel lines. One angle measures 95˚.  When there are 3 seperate angles along a straight line,  the one next to the one with the given measurement will be the same as that one.

So angle 3 is 95˚. To find angle 4, find the angle measurement that's vertical to angle 3, which is 95˚. Now, since that angle and angle 4 are supplementary (both form a straight line which is always 180˚), 95+x= 180.

(x stands for angle 4)

x+95= 180

x= 180-95

x= 85

Angle 4= 85˚.

QUESTION 9:

ANGLE 5: 49˚

When there is a transversal, there are 2 identical pairs of angles. Therefore, angle 5 must be 49˚.

ANGLE 6: 131˚

angle 5 and angle 6 form a straight line which means they are supplementary angles. Therefore, both angles must add up to 180˚. So 49+x= 180

x= 180-49= 131

(x stands for angle 6)

Hope this helps!! Also I worked pretty hard on this so brainliest would be appreciated :D

Practice problems if it helps :) : https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-geometry/cc-8th-angles-between-lines/e/parallel_lines_1

Answer:

1- -2x⁴/3y³

2- 2y⁷/x⁴

Step-by-step explanation:

Answer:

B) 21.3(%)

Step-by-step explanation:

Since it is asking which percent is closest to the amount of licensed drivers under 30 years old in 2003, all you need to do is subtract the percent of drivers over 30 years old starting with 100%.

100% - 20.4% (60+ years) = 79.6%

79.6% - 16.7% (50-59 years) = 62.9%

62.9% - 21.2% (40-49 years) = 41.7%

41.7% - 19.6% (30-39 years) = 22.1%

The rest of the licensed drivers were under 30 years old. Therefore, the percent of people who were under 30 years old who had a license and drove in 2003 are 22.1%. The closest we can get to that is B) 21.3%. Hope this helps!

Answer:down

Step-by-step explanation:

independent value: Time (in weeks)

didnt see if this was a multiple choice problem because there wasnt a pdf.

but if it is, they want to know how your going to solve the equations given from the weekly balance.

The function for the points are  y = -15x - 5

From the information given, we have that;

The points are;

(1/3,0) (-2 3/4,0) and (0,-5)

Using the point-slope form of a linear equation, we have;

y - y₁ = m(x - x₁)

Such that;

Using (1/3, 0) and (0, -5), we have that the slope is;

m = (0 - (-5))/0 -1/3)

expand the bracket

= 5 / (-1/3)

= -15

Now, take any of the given points and substitute the values

Using (1/3, 0), we get;

y - 0 = -15(x - 1/3).

y = -15x - 5.

Learn more about functions at: https://brainly.com/question/25638609

#SPJ1

The function for the points solved by  (1/3,0) (-2 3/4,0) and (0,-5) solved by point slope form is \(a=-15b-5\)

We have given the points:

(1/3,0) (-2 3/4,0) and (0,-5)

Using the formula of linear equation

\(a-\)\(a_{1}\)\(=x[b-b_{1}]\)                                                          

Where we will consider (1/3,0) = \(a-a_{1}\) and (0,-5) = \(b-b_{1}\)

that is 1/3 = \(a\), 0 = \(a_{1}\) and

0 = \(b\), -5 = \(b_{1}\)

\(x\) refers to the slope of line (take any variable)

Now for finding the value of \(x\),

\(x=a-a_{1}/b-b_{1}\)

inserting the values,

\(x=[0-[-5]]/[0-1/3]\\x= -15\)

Substitute the value of \(x\) in the equation

\(a-0=-15[b-1/3]\)

By simplifying the equation, we get

\(a=-15b-5\)

To know more about functions and points:

https://brainly.com/question/30721594

Answer: 12

Step-by-step explanation:

If the two shapes are the same, let's find a ratio using two sides shared by the shake.

10:40

1:4

Meaning, the shape on the right is four times the size of the shape on the left.

Therefore, we can take the missing point of 3, multiply it by 4, and x = 12

Answer: 26

We would add the total responses recorded in the Girls row, which is equal to 32. We would then subtract it from the total of that row, 38. 38 - 32 is equal to 6. 6 girls chose their answer as English. We can check our work by adding the responses to see if they added up to the total. Now we move to the boys. The Maths column is 5. The boys row is missing 2 things - english and total. We can find the total by subtracting 38 from 70. This is equal to 32. Now, we can add 7 and 5 (12) and subtract from the row total (32). This is equal to 20. 20 boys chose English.

Now we add the girls and boys. 6 + 20 is equal to 26. 26 is your answer.

Hope this helps.

Answer:

1) A = π(14 cm)² = 196π cm²

= about 616 cm²

2) A = π(7.5 ft)² = (15/2)²π ft² = 225π/4 ft²

= about 177 ft²

Answer:

Step-by-step explanation:

You want the areas of the circle figures:

The area of a circle is given by the formulas ...

  A = πr² = (π/4)d² . . . . . where r is the radius, d is the diameter = 2r

The area of the circle of radius 14 cm is ...

  A = π(14 cm)² ≈ 616 cm²

The area of the target with diameter 1.5 ft is ...

  A = (π/4)(1.5 ft)² ≈ 1.77 ft²

The area of a 12-inch tortilla is ...

  A = (π/4)(12 in)² ≈ 113.10 in²

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Answer: Hope this may help.

5 biased

6 biased

7 unbiased, accurate

Step-by-step explanation:

5 is biased as not all family's may be or even go to the amusement park.

6 is biased, every fourth person entering is fair, however not everyone with pets at home are going to the grocery store.

7 is accurate and not biased as it does not specifically say one fish kind, and it is pretty fair.

(This is what I think but it may be wrong)

Answer:

the third one I think let me know if I was wrong or right sorry if it's wrong ??!!!!!

Answer:it is the third one I am very sure

Step-by-step explanation:

Answer:

Step-by-step explanation:

multiply then divide

Answer:

f(x)5.79(3)^2 for task 1

Step-by-step explanation:

Answer:

Step-by-step explanation:

Task 1:

Non linear systems of equations:

x + y = 1 -------------------(I)     {Linear equation}

     y =  1 - x

y = x² - 5 ---------------(II)   {Quadratic equation}

Substitute y =1 - x in equation (II)

(II) -->   1 -x = x² -5

Add 'x' to both sides

1 = x² + x - 5

0 = x² + x - 5 - 1   {Subtract 1 from both sides}

x² + x - 6 = 0

x² + 3x - 2x - 6 = 0    {Rewrite the middle term}

x( x + 3) - 2(x + 3) = 0    

(x + 3)(x - 2) = 0

x + 3 = 0       ;  x - 2 = 0

x = - 3   ; x = 2

When x =  - 3 ,   y = 1 -(-3 )

                              = 1 + 3

                             y = 4

When x = 2  ; y = 1 - 2 = -1

Solution of the equations:  (-3,4)  & ( 2,-1)

Task 2:

Part 1: x = 40   ; y = 30

(x - y)² = x² - 2xy + y²

(40 - 30)² = 40² - 2*40*30 + 30²

               = 1600 - 2400 + 900

               = 2500 - 2400

                = 100

Part 2:

a = 10 , b = 11

a³ + b³ = (a + b)(a² - ab +b²)

(10)³ + (11)³ = (10 +11)(10² -10*11 + 11² )

              = 21* (100 - 110 + 121)

              = 21 * ( 221 - 110)

              = 21 * 111

              = 2331

Answer:

65 years old.

Step-by-step explanation:

Define the variables:

Given:

Create two equations with the given information and defined variables:

\(\begin{cases}y = 13x\\y + 1 = 11(x + 1)\end{cases}\)

Substitute the first equation into the second equation and solve for x:

\(\implies 13x+1=11(x+1)\)

\(\implies 13x+1=11x+11\)

\(\implies 2x=10\)

\(\implies x=5\)

Substitute the found value of x into the first equation and solve for y:

\(\implies y=13(5)\)

\(\implies y=65\)

Therefore, the age of the grandparent now is 65 years.

Given statements:

Let us represent the character's age by variables. Assuming that the grandparent's age is G and the granddaughter's age is D. Now, using the obtained variables and the statements, create two equations that represents the provided statements. Then, we can compare the equations and simplify if needed to determine the value of the variables.

    \(\implies \left[\begin{array}{ccc} \text{G = 13D} \\ \text{G + 1 = 11(D + 1)}\\\end{array}\right]\)

Since G = 13D is in the form of direct variation, we can substitute the value of G into the second equation to determine the value of D (the age of the granddaughter). Then, we can substitute the value of D into any of the two equations to determine the age of the grandparent.

To solve for D, simplify both sides of the equation by using the distributive property. We need to simplify both sides of the equation so that we can isolate the variables on the other side of the equation.

Isolate the variables on one side. This step is necessary because it can cancel out the extra variable and simplify the other variable. To do this, you can either add or subtract on both sides of the equation.

Note: I am subtracting 11D on both sides of the equation since it is my preference. But you can also subtract 13D on both sides of the equation.

To further isolate 2D, we need to subtract 1 on both sides of the equation to cancel out the 1 on the left-hand side of the equation. Then, we have:

But the variable is still not completely isolated since there is a coefficient being multiplied to D. To isolate the coefficient from the variable, we will need to divide the coefficient (2) on both sides of the equation.

Then, simplify both sides of the equation. Eventually, we will have a variable on one side and a numerical value on the other side.

Now we know the age of the granddaughter, we can substitute the age of the granddaughter into one of the equations and simplify it to determine the age of the grandparent. I am going to choose G = 13D since it is easier to simplify. Then, we will substitute the value of D into the equation.

Therefore, the age of the grandparent is 65 years.

I don't think I'm that smart sorry bro

The median lies centered between the data values, it is indicted by the vertical line in the center of the box. This occurs at 49.5.

option D: 49.5, the median.

Answer: -2

Step-by-step explanation:

since there are no multiplication you can simply go from left to right doing simple math. You start from a +4 that would be a positive 4, you subtract -3 so you get +1 then you subtract -4 and the result is -3 (negative 3) so now you are currently working with numbers lower than 0, adding +2 will make it -1 and finally you subtract for -1 and that will make it -2. Hope it's what u needed