16 less than a number r divided by 8

Answer:

26

Step-by-step explanation:

10 + 15

Answer:

Step-by-step explanation:

yes you would. they are very strict with food stamps or EBT card they will still ask for the 3 months for  so put in your 3 months and you should be fine.

Answer:

Gas left after 2 hours:  13−1(2)= 11

Gas left after t hours: 13−1t

Step-by-step explanation:

Since Abigail uses 1 gallon of gas per hour, she would use 1\times 2,1×2, or 22 gallons in 2 hours. Since Abigail started with 13 gallons in the tank, the amount remaining after 2 hours would be 13-213−2 or 1111 gallons.

Nolan has to pay for parking if he left his car in the lot for 6 hours will be $7. The expression will be C = 13 -t for t hours.

Mathematical expression is the combination of numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also be used to denote the logical syntax's operation order and other properties.

Given that Nolan is driving to a concert and needs to pay for parking. There is an automatic fee of $8 just to enter the parking lot, and when he leaves the lot, he will have to pay an additional $3 for every hour he had his car in the lot.

The expression for t hours will be:-

Gas left after t hours: 13−1t

Cost of gas left after 6 hours:  13−1(6)= $7

Therefore, Nolan has to pay for parking if he left his car in the lot for 6 hours will be $7. The expression will be C = 13 -t for t hours.

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Answer:

What is X its fiesty

Step-by-step explanation:

fdsfa

Answer:

A question on a test provides this graph

You, however, did not provide the graph.

Please repost the question along with the graph.

The speed is the rate of change of distance with respect to time thus the speed according to the graph will be 60 miles per hour so Anna interchanged distance and time by mistake.

The rate of change is the change of a quantity over 1 unit of another quantity.

Most of the time the rate of change is the change with respect to time.

For example the speed 3meter/second.

As per the given graph.

Speed = distance traveled /  time taken

Speed = 60 / 1 miles per hour

But Anna says 1/60 this means Anna took time taken / distance traveled instant of distance traveled /  time taken.

Hence "The speed is the rate of change of distance with respect to time thus the speed according to the graph will be 60 miles per hour so Anna interchanged distance and time by mistake".

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Answer:

its (1) you cant have a line that isnt connected like LNM

Answer:

y = x + 1

Step-by-step explanation:

Parallel lines have same slope.

y = x - 1

Compare with the equation of line in slope y-intercept form: y = mx +b

Here, m is the slope and b is the y-intercept.

m =1

Now, the equation is,

         y = x + b

The required line passes through (-3 ,-2). Substitute in the above equation and find y-intercept,

        -2 = -3 + b

  -2 + 3 = b

         \(\boxed{b= 1}\)

    Equation of line in slope-intercept form:

                  \(\boxed{\bf y = x + 1}\)      

The equation is :

Solution:

If two lines are parallel to each other, then their slopes are equal. The slope of y = x - 1 is 1. Hence, the slope of the line that is parallel to that line is 1.

We shouldn't forget about a point on the line : (-3, -2).

I plug that into a point-slope which is :

\(\sf{y-y_1=m(x-x_1)}\)

Slope is 1 so

\(\sf{y-y_1=1(x-x_1)}\)

Simplify

\(\sf{y-y_1=x-x_1}\)

Now I plug in the other numbers.

-3 and -2 are x and y, respectively.

\(\sf{y-(-2)=x-(-3)}\)

Simplify

\(\sf{y+2=x+3}\)

We're almost there, the objective is to have an equation in y = mx + b form.

So now I subtract 2 from each side

\(\sf{y=x+1}\)

Answer:

10 cm³

Step-by-step explanation:

According to Archimedes, if we place an object in water, the rise of the water in mL will be the volume of the object in cm³.

Without the rock, the water measures 20 mL.

With the rock, the water measures 30 mL.

The change here is \(30-20=10\), so 10 cm³ is the volume of the rock.

Hope this helped!

The amount Chris started with in his savings is $44. option C

1/2x + 10 = 32

1/2x = 32 - 10

1/2x = 22

x = 22 ÷ 1/2

x = 22 × 2/1

x = $44

Therefore, the amount Chris started with in his savings is $44. option C

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Answer:

Step-by-step explanation:

The product of the expression 7 x 63 is 441.

We have,

To find the product of 7 x 63 using the distributive property, we can break down 63 as the sum of its factors, such as 60 and 3:

7 x 63 = 7 x (60 + 3)

Now, we can apply the distributive property by multiplying 7 to each term inside the parentheses:

7 x (60 + 3) = 7 x 60 + 7 x 3

Simplifying further:

7 x 60 + 7 x 3 = 420 + 21

Therefore,

The product of 7 x 63 is 441.

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Answer: This is for college? lol the answer should be $2.75

Step-by-step explanation:

45.50-42.75= 2.75

Answer:

To locate the number 8 and its opposite on the number line, we can use the given number line:

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Number 8 is located to the right of zero. Its opposite can be found by moving an equal distance to the left of zero. Since the number line is symmetric about zero, the opposite of 8 would be -8.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

↑ ↑

So, the opposite of 8 is -8. They are related to zero as equal distances on opposite sides of zero on the number line.

Now, let's address exercises 2-3:

a. To locate the opposite of 9, we need to move an equal distance to the left of zero. The opposite of 9 is -9.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

↑

b. To locate the opposite of -2, we need to move an equal distance to the right of zero. The opposite of -2 is 2.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

↑

c. To locate the opposite of 4, we need to move an equal distance to the left of zero. The opposite of 4 is -4.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

↑

So, the opposites of the given numbers are:

9 → -9

-2 → 2

4 → -4

They are related to zero as equal distances on opposite sides of zero on the number line.

Step-by-step explanation:

The coordinates of the vertex of the parabola are (3, -7). The focus of the parabola is located at (3, -3). The equation of the directrix is y = -11.

The given equation of the parabola is in the form (x - h)^2 = 4p(y - k), where (h, k) represents the vertex and p represents the distance between the vertex and the focus/directrix.

Comparing the given equation with the standard form, we can see that the vertex is at (3, -7).

The coefficient 4p in this case is 16, so p = 4. Since the parabola opens upward, the focus will be p units above the vertex. Therefore, the focus is located at (3, -7 + 4) = (3, -3).

To find the directrix, we need to consider the distance p below the vertex. Since the parabola opens upward, the directrix will be p units below the vertex. Hence, the equation of the directrix is y = -7 - 4 = -11.

In summary, the coordinates of the vertex are (3, -7), the focus is located at (3, -3), and the equation of the directrix is y = -11.

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Answer:

C

Step-by-step explanation:

P-25

Answer:

isosceles right triangle

Step-by-step explanation:

(1, 1) and (1, 4) are 3 units apart

(1, 1) and (4, 1) are 3 units apart

(1, 4) and (4, 1) are 3√2 units apart

So we have an isosceles right triangle.

Answer:

Option D, isosceles right triangle

Step-by-step explanation:

Step 1:  Use logic

Looking at the given points, we know that there are 3 points which means that this is going to be a triangle.  This removes options B and C from the mix and we are only left with A and D.  

Isosceles right triangle means that the two legs next to the right angle are equal to each other.  Scalene right triangle means that the two legs next to the right angle are different from each other.  We can see that the distance between (1, 1) and (1, 4) is 3 units and the distance between (1, 1) and (4, 1) is also 3 units.  Therefore this is an isosceles right triangle.

Answer:  Option D, isosceles right triangle

Answer:111

Step-by-step explanation:

1111

i wont give the answer but i will tell you how to solve

Opening Exercise

The original triangle, labeled A, has been reflected across the first line, resulting in the image labeled B. Reflect the image across the second line. Carlos looked at the image of the reflection across the second line and said, “That’s not the image of triangle A after two reflections; that’s the image of triangle A after a rotation!” Do you agree? Why or why not?

Discussion

When you reflect a figure across a line, the original figure and its image share a line of symmetry, which we have called the line of reflection. When you reflect a figure across a line and then reflect the image across a line that intersects the first line, your final image is a rotation of the original figure. The center of rotation is the point at which the two lines of reflection intersect. The angle of rotation is determined by connecting the center of rotation to a pair of corresponding vertices on the original figure and the final image. The figure above is a 210° rotation (or 150° clockwise rotation).

Exploratory Challenge

Line of symmetry of a figure: This is an isosceles triangle. By definition, an isosceles triangle has at least two congruent sides. A line of symmetry of the triangle can be drawn from the top vertex to the midpoint of the base, decomposing the original triangle into two congruent right triangles. This line of symmetry can be thought of as a reflection across itself that takes the isosceles triangle to itself. Every point of the triangle on one side of the line of symmetry has a corresponding point on the triangle on the other side of the line of symmetry, given by reflecting the point across the line. In particular, the line of symmetry is equidistant from all corresponding pairs of points. Another way of thinking about line symmetry is that a figure has line symmetry if there exists a line (or lines) such that the image of the figure when reflected over the line is itself.

Does every figure have a line of symmetry?

Answer: 38 25/32

Step-by-step explanation:

Answer:  (1241/32) ÷ 2 = 19.390625

Step-by-step explanation:

Answer:

Step-by-step explanation:

There are an infinite amount of possibilities with the solution of (4,1).  As proof, plot the point (4,1) on a coordinate system.  Then, draw straight lines that pass through that point.  These lines can differ in slopes. They can be either be positive, negative, vertical, or horizontal.

x = 4

y = 1

x + y = 5

name me brainleist and say thank you, and rate 5 stars.

Answer:

13 milliliters

Step-by-step explanation:

it is 13

Answer:

Kindly check explanation

Step-by-step explanation:

Given that :

Time taken to receive order = 2 minutes

Ingredient mixing and cake loading = 8 minutes

Baking time = 30 minutes

Number of cakes oven can hold at a time = 3

Cooling time = 1 hour = 60 minutes

Cake packing = 2 minutes

Billing customer = 3 minutes

a. What is the capacity of the process, and what is the bottleneck?

The capacity of the process:

Within an hour : two bakings can be done =(30 minutes * 2) = 60 minutes

Also oven can hold 3 cakes, so, 3 cakes can be baked at a time.

Hence, 3 cakes in 30 minutes ;

6 cakes in an hour;

Hence, capacity of the process is 6cakes per hour.

The bottleneck is the oven, because if the number of ovens were to be increased, the process capacity will increase, similarly, if one of the oven gets faulty, then the process capacity reduces further.

b. What is the throughput time for a typical cake?

The throughput time, is the summation of all the time taken to fully complete an order :

Receipt of order + mixing + baking + cooling + packing + billing

2 + 8 + 30 + 60 + 2 + 3 = 105 minutes

c. If on average five orders are taken per hour, how many cakes are there in the process (on average)?

(Throughput time / 60) * average number of order

(105/60) * 5

= 1.75 * 5

= 8.75

Answer:

C) The confidence interval is not biased.

Step-by-step explanation:

When a relationship between two variables is observed the confidence interval should not be biased. If the confidence interval is found to be biased then the observed results will be reliable and accurate. Regression analysis of  heart rate and maximal oxygen uptake is analyzed and the correlation will not be equal to zero. This means there will be some correlation between the two variables.

The necessary condition that must be checked is: Option B) The correlation between heart rate and maximal oxygen uptake is not equal to zero

Explanatory variables are also called independent variables and they explain variations in the response variables. They are not dependent on any directly considered variable in the considered situation.

The response variables are also called dependent variables and their values depend on the values of the explanatory variables.

For this case, it is considered that:

It is not specified that regression is linear but specified that there is regression analysis was conducted. Regression is useful only if there is any correlation between two variables.

Thus, the most important condition that must be checked is:

Option B) The correlation between heart rate and maximal oxygen uptake is not equal to zero

(because 0 correlation shows that variables are independent, so no influence of explanatory variable on response variable and they are independently taking up their values compared to each other).

Thus, the necessary condition that must be checked is: Option B) The correlation between heart rate and maximal oxygen uptake is not equal to zero

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Answer:

556

Step-by-step explanation:

formula

L = a + (n - 1)*d

Givens

n = 70

a = 4

d = 8

Solution

t = 4 + (70 - 1)*8

t = 4 + 69*8

t = 4 + 552

t = 556

Answer:

31 PTS

Step-by-step explanation:

The central angles for the categories with the numbers 40, 100, 50, and 50 are 60 degrees, 150 degrees, 75 degrees, and 75 degrees, respectively.

To calculate the central angles for each category based on the given numbers 40, 100, 50, and 50, we need to find the proportion of each value to the total sum of all the values. Let's proceed with the following steps:

Step 1: Calculate the total sum of the given numbers: 40 + 100 + 50 + 50 = 240.

Step 2: Find the proportion of each value by dividing it by the total sum and multiplying it by 360 (since a full circle has 360 degrees).

Central angle for the first category: (40/240) * 360 = 60 degrees.

Central angle for the second category: (100/240) * 360 = 150 degrees.

Central angle for the third category: (50/240) * 360 = 75 degrees.

Central angle for the fourth category: (50/240) * 360 = 75 degrees.

The central angles for each category based on the given numbers are 60 degrees, 150 degrees, 75 degrees, and 75 degrees, respectively.

These central angles represent the relative proportions of each category's spending in relation to the total spending. They can be used to create a pie chart or visualize the distribution of expenses in a circular graph.

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Note the search engine cannot find the complete question

(-3, 3) and (4, -1) are the points that can be used to form a right triangle to derive the distance formula to find the length of the line segment

Given the line on the xy-plane, we are to determine the points on the line that can be used to determine the distance between the two points.

The required points on the line will be the two endpoints on the line. The end points are (-3, 3) and (4, -1). The distance between this points is expressed as:

D = √(-1-3)²+(4+3)²
D = √14 + 49
D = √63

Hence the points that can be used to form a right triangle to derive the distance formula are (-3, 3) and (4, -1)

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Answer: It’s -1,-3

Step-by-step explanation:

got 100 on the test

In order to calculate the volume of a sphere, we can use the formula:

Where r is the radius.

So, since the diameter is 6 units, the radius is 3 units, then the volume is:

So the volume is 36π cm³.

Answer:

your answer is 36π cm³                      

Answer:

4+(3 times x)= height of balloon.   x = seconds

Step-by-step explanation:

I hope this helps you! :D

Answer: 0.4337

Step-by-step explanation:

Let X represents the test results for a class that follow a normal distribution .

Given: Mean \(\mu=78\), Standard deviation  \(\sigma=36\)

Then, the probability that it is greater than 84 will be

\(P(X>84)=P(\dfrac{X-\mu}{\sigma}>\dfrac{84-78}{36})\\\\=P(Z>0.167)\ \ \ [Z=\dfrac{X-\mu}{\sigma}]\\\\=1-P(Z<0.167)\\\\=1-0.5663=0.4337\ [\text{By p-value table}]\)

Hence, the required probability = 0.4337

All angles are 90 degrees.Rhombus: All sides are of equal length.Square: All angles are 90 degrees and all sides are of equal length

a) To construct a triangle in GeoGebra, we can follow the steps below:

Step 1: Open GeoGebra and select the ‘Polygon’ tool.

Step 2: Select the ‘Triangle’ option.

Step 3: Click three points anywhere on the graph.

Step 4: Once you have drawn the triangle, you can use the ‘Angle’ tool to measure all the angles in the triangle. Similarly, use the ‘Length’ tool to measure the length of each side of the triangle.To identify the type of triangle, we can use the following properties:Acute Triangle: All angles of the triangle are less than 90 degrees.Right Triangle: One of the angles in the triangle is 90 degrees.Obtuse Triangle: One of the angles of the triangle is greater than 90 degrees.Scalene Triangle: All sides of the triangle are of different lengths.Isosceles Triangle: Two sides of the triangle are of the same length.Equilateral Triangle: All sides of the triangle are of the same length.To construct a quadrilateral in GeoGebra, we can follow the steps below:

Step 1: Open GeoGebra and select the ‘Polygon’ tool.

Step 2: Select the ‘Quadrilateral’ option.

Step 3: Click four points anywhere on the graph.

Step 4: Once you have drawn the quadrilateral, you can use the ‘Angle’ tool to measure all the angles in the quadrilateral. Similarly, use the ‘Length’ tool to measure the length of each side of the quadrilateral.To identify the type of quadrilateral, we can use the following properties:Irregular Quadrilateral: All sides and angles of the quadrilateral are of different lengths and measures.Trapezium: Only one pair of opposite sides is parallel.Parallelogram: Opposite sides are parallel.Rectangle:.b) Since we need to add a screenshot of the work done in GeoGebra, we cannot add it here. However, while you construct the triangle and the quadrilateral, you can keep adding the measure of angles and sides to find the properties of the figure. You can then use the Text command available in GeoGebra to describe the type of triangle or quadrilateral that you have constructed. To use the Text command in GeoGebra, follow the steps below:

Step 1: Select the ‘Text’ tool from the toolbar

.Step 2: Click anywhere on the graph to add the text box.

Step 3: Type the text in the text box.

Step 4: Customize the font, color, and size of the text as required.

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