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Answer:
Step-by-step explanation:
° _ °
Related Questions
Determine if each pair of ratios or rates is equivalent (please show work down below)
Pleas explain and show o a photos of the work you did. Please help this is due in 1 hour. Please help I also have more questions.
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The figure below shows the quotient of fraction 5/7 divided by 2/7 using a rectangle model. What is the quotient?
A) 2 3/5
B) 2 1/2
C) 2 1/3
D) 2 1/7
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Help me please il give 20 points!
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Answer: 1. a. 15 b. 11 c. 2 d. 7 e. 5.5
2. Stem: Leaf:
1 9
2 5, 9
3 3, 3, 8
4 0, 7, 9
5 4, 5
6 1, 5
7 2, 7
8 1
3. a. 13 inches b. I'm pretty sure that it is the second quarter because there is more snow. c. The first quarter because it's section is more spread out among the numbers.
Step-by-step explanation:
2. Stem:
Leaf:
9
2
5, 9
3
3, 3, 8
4
0, 7, 9
5
4, 5
6
1,5
7
2, 7
8
1
3. a. 13 inches
b. I'm pretty sure that it is
the second quarter because there is more show.
c. The first quarter because it's
section is more spread out among the numbers.
Step-by-step explanation:
A cube shaped container has an edge length of 13cm. The container is filled point half way with water. What is the volume of the water
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Answer:
1098.5 might be right...
Step-by-step explanation:
13x13x13 is a cube
filled halfway with water makes it
13x13x6.5
multiply
1098.5
How is finding the solution of a system of inequalities different from finding the solution of a system of equations? How is it the same? Explain.
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Answer:
Step-by-step explanation:
I would say that the only difference is the symbol. The only thing that is different is that in an inequality-type problem, the numbers are separated by signs representing "greater than" "less than" "equal to or greater than" and ect. In an inequality, you also may need to plot your answer on a number line. With equations, you simply use PEMDAS and do whatever you did to one side to the other as well.
Answer:
Hope I helped :D!!!
Step-by-step explanation:
A system of linear inequalities in two variables consists of at least two linear inequalities in the same variables. The solution of a linear inequality is the ordered pair that is a solution to all inequalities in the system and the graph of the linear inequality is the graph of all solutions of the system.
Please explain in an easy way how to evaluate the following.
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b) 4 is 4 away from zero so just solve it as 4-7 which is -3
2) do the subtraction in between the lines
3) if the answer is negative just make it positive (this only applies for in-between the lines, if its outside the lines don’t make the negative positive. )
a) |4-7| = |-3| = 3
b) |4|-7 = 4-7 = -3
Thats how you do the calculations
What is the interquartile range of the data displayed in this box-and-whisker plot?
A) 7
B) 12
C) 22
D) 49
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Guys just answer these four questions correctly and I guarantee you ALLL of my points along with a brainiest.
1. Essential Question: If you know your Constant of Proportionality, how can you write your equation?
2. How can you use your equation to solve problems if certain information is known?
3. How do you know if a table represents a proportional relationship?
4. Where is the COP found in a graph?
PLEASE HELP ME!!!
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Answer:
i only know the answer for 3
Step-by-step explanation:
You can know if your table is showing a proportial relationship if all the things inside the table (x,y) are equivalent.
for example, lets say the table shows:
x I 2 3
y I 4 6
we can see that they are proportional because they are both equal to 1/2
Two angles are vertical angles. The measure of one angle is (3x) degrees. The measure of the other angle is 42 degrees. What is the value of x?
Answers
Answer:
x =14
Step-by-step explanation:
Vertical angles are equal.
This means that 3x = 42
Divide each side by 3
3x/3 = 42/3
x =14
Answer: x=46.
Step-by-step explanation:
Vertical angles are opposite of one another. A whole line is 180 degrees. You have to subtract 42 from 180 which gives you 138. Then you divide by 3. Then you get 46.
Given line AB, use similar triangles to prove that the slope of line AB is the same between any two points on the line.
1. Create two similar, but not equal, right triangles using segments of line AB as the hypotenuse of each triangle. For the first right triangle use point A(-5,-1) and choose another point on the line to form the hypotenuse. For the second right triangle use point B(4,3.5) and choose another point on the line to form the hypotenuse. For each point used to create the triangles, name the point with a capital letter and coordinates. For example, the triangle using point A could be named ΔACE and the triangle using point B could be named ΔBDF.
2. For the pair of similar triangles created in Part 1, list three pairs of corresponding angles that are equal and three sets of proportionate sides.
3. Use the pair of similar triangles created in Part 1 to demonstrate that the slope of line is the same between any two points on the line.
In your final answer, include a copy of your graph labeling original line AB, and all of Parts 1-3 Be sure to show the vertical and horizontal lengths used for the rise and run of the slope. To submit your answers, use a word processing program or handwritten solutions.
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Answer: AB
Step-by-step explanation:
help with this topic pls thanks <)
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Answer:
a. 66c per oz of cheese bought
b. 66x
Step-by-step explanation:
a. Looking at the graph you can see that the price of 1 oz of cheese is 66 cents. As the graph is a straight line it is seen that the price rises by 66 cents per oz bought.
b. We use the answer of 66 cents per oz of cheese and change the cents out for x, to be able to a y = mx + b equation and since it starts at 0 the b = 0.
help please please :((
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Answer:
13x6+10x4=78+40=118
118cm squared
hope this helps
Max is trying to solve this problem:
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When it comes to finding how much the percentage applied is, Max’s reasoning is correct. However, when reading the original statement, it says 35% LESS THAN the price, meaning he needs to subtract the original price by the number he found.
Why is math so hard??
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Answer: Math is not so hard if you understand the concept. If you don't understand the concept it is hard.
Some people find it extremely easy while others (like myself) find it super difficult. I guess for some of us our brain just doesn’t take the information in as well as others do, and that’s okay. Math is a important thing to know, especially depending on what you plan to do when you’re older. Though if what you plan to do once you’re older doesn’t really need math, in the real world you’ll only need to know basic math skills. By basic I mean math taught from grade kinder to seven or eight.
write a rule that tell how to use mental math to find the product 30,000 x 50,000
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Answer:
here is an example
Step-by-step explanation:
Step 1. Think of the basic fact. Multiply. 6 2 12
Step 2- Count the number of zeros in the factors.
60 has 1 zero and
20 has 1 zero.
Step 3- Write that number of zeros to the right of The answer is 1,200.
the basic-fact product.
A net of a rectangular prism with dimensions of 18 in 20 in and 35 in is given what is the surface area of this rectangular prism and enter your answer in the Box
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Answer:
3380 square inches
Step-by-step explanation:
2(18 X 20) + 2(18 X 35) + 2(20 X 35)
720 + 1260 + 1400 = 3380
The table shows the multiplication of two linear expressions. Select the correct reason for each step.
Reason 1:
Reason 2:
Reason 3:
Reason 4:
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Answer:
Step-by-step explanation:
reason 1:
opening of brackets to solve the expression
reason 2:
in multiplication order is followed i.e. the number always lead the variable in the expression
reason 3:
for clarification brackets are added to multiply like terms i.e. numbers with numbers and variable with the variable
reason 4:
the solved and simplified expression is delivered as a result
Susanna found a roll of fabric she wanted to use to make a pillow. The roll has 3/4 of a yard of fabric left. Susanna needed 5/12 of the remaining fabric. Which fraction represents how much fabric Susanna needed?
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get the common denominator first
3/4 multiply both numbers but 3 so the denominator can equal 12
3/4 turns into 9/12
she needed 5/12 fabric
9-5=4
keep the denominator
4/12
What is the Tenth COMMON FACTOR of 6 and 9? (DO NOT respond with the LCM of 6 and 9)
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Sula designs greeting cards for her friends. Each friend has a 30% chance to get a musical greeting card. Design a simulation that can be used to estimate the probability that a friend will receive a musical greeting card.
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Here's a simple Python code that simulates the process:
```python
import random
num_friends = 1000 # the number of friends
num_musical_cards = 0 # the number of friends who received musical cards
# simulate the card distribution for each friend
for friend in range(num_friends):
if random.random() < 0.3:
num_musical_cards += 1
# calculate the probability of a friend receiving a musical card
prob = num_musical_cards / num_friends
print("Probability of a friend receiving a musical card:", prob)
```
In this simulation, we create a loop that simulates the card distribution for each friend. We randomly assign a musical card to each friend with a 30% chance. Then, we calculate the probability of a friend receiving a musical card by dividing the number of friends who received musical cards by the total number of friends.
You can adjust the `num_friends` and `random.random() < 0.3` parameters to match your specific scenario.
question : ill mark brainlist
3. The ______ projection shows the size and shape of continents accurately but distorts water areas.
A. Conic
B. Mercator
C. Robinson
D. Interrupted
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The correct answer is A. Conic projection.
A conic projection is a type of map projection created by projecting the surface of a globe onto a cone. The cone is then unrolled and flattened to create a two-dimensional map. Conic projections are best for mapping small areas, such as individual countries or states. They are also good for mapping areas that are located near the equator.
Conic projections show the size and shape of continents accurately, but they distort water areas. This is because the cone is tangent to the globe at one point, and the further away from that point you get, the more distortion there is.
Mercator projection is a cylindrical map projection presented by Flemish geographer and cartographer Gerardus Mercator in 1569. It became the standard map projection for navigation because it is unique in representing north as up and south as down everywhere while preserving local directions and shapes. The map is thereby conformal. As a side effect, the Mercator projection inflates the size of objects away from the equator. This inflation is very small near the equator but accelerates with increasing latitude to become infinite at the poles.
Robinson projection is a map projection presented by American cartographer Arthur H. Robinson in 1963. It is a compromise projection that attempts to balance the distortions of area, shape, and distance. The Robinson projection is neither conformal nor equal-area, but it is pseudocylindrical, which means that the meridians are straight lines and the parallels are circles.
Interrupted projection is a type of map projection that is interrupted at regular intervals. This is done to reduce the distortion of the map. The most common type of interrupted projection is the Mercator projection, which is interrupted at the equator and the prime meridian
English is the predominant language spoken in Chile. Question 1 options: True False
whoever answers first gets the crown
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Answer: The answer is false!
Step-by-step explanation: You may think its true but NO, its not true!
Answer: false
Step-by-step explanation:
the correct answer is a dialect of spanish, chilean spanish.
Try It for Example 1: In the next several games, the pitcher threw a total of 384 pitches and used a fastball 240 times. What decimal should Juanita use to update her report?
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The stem-and-leaf plot displays data collected on the size of 15 classes at two different schools.
Mountain View School Seaside School
0 5, 8
9, 8, 2, 0 1 0, 1, 2, 5, 6, 8
8, 7, 6, 5, 5, 4, 4, 3, 1, 0 2 5, 5, 7, 7, 8
0 3 0, 6
Key: 2 | 1 | 0 means 12 for Mountain View and 10 for Seaside
Part A: Calculate the measures of center. Show all work. (2 points)
Part B: Calculate the measures of variability. Show all work. (1 point)
Part C: If you are interested in a smaller class size, which school is a better choice for you? Explain your reasoning. (1 point)
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For Mountain View School:
Data: 0, 0, 0, 0, 1, 2, 3, 4, 4, 5, 5, 5, 5, 6, 7, 8, 8, 8, 9
Mean: (0 + 0 + 0 + 0 + 1 + 2 + 3 + 4 + 4 + 5 + 5 + 5 + 5 + 6 + 7 + 8 + 8 + 8 + 9) / 19
= 100 / 19
≈ 5.26
To find the median, we need to arrange the data in ascending order: 0, 0, 0, 0, 1, 2, 3, 4, 4, 5, 5, 5, 5, 6, 7, 8, 8, 8, 9.
The median is the middle value, which is the 10th value in this case.
Median: 5
For Seaside School:
Data: 0, 0, 0, 1, 1, 2, 2, 4, 5, 5, 5, 5, 6, 7, 7, 8, 8, 8, 9
Mean: (0 + 0 + 0 + 1 + 1 + 2 + 2 + 4 + 5 + 5 + 5 + 5 + 6 + 7 + 7 + 8 + 8 + 8 + 9) / 19
= 80 / 19
≈ 4.21
To find the median, we need to arrange the data in ascending order: 0, 0, 0, 1, 1, 2, 2, 4, 5, 5, 5, 5, 6, 7, 7, 8, 8, 8, 9.
The median is the middle value, which is the 10th value in this case.
Median: 5
Now let's calculate the measures of variability, specifically the range and interquartile range (IQR).
Range: The range is the difference between the largest and smallest values in the dataset.
For Mountain View School:
Range: 9 - 0 = 9
For Seaside School:
Range: 9 - 0 = 9
Interquartile Range (IQR): The IQR is the difference between the third quartile (Q3) and the first quartile (Q1) and measures the spread of the middle 50% of the data.
For Mountain View School:
Q1 = 3
Q3 = 7
IQR = Q3 - Q1 = 7 - 3 = 4
For Seaside School:
Q1 = 2
Q3 = 7
IQR = Q3 - Q1 = 7 - 2 = 5
To determine which school is a better choice for a smaller class size, we can consider both the mean and the median.
Both the mean and median for Mountain View School are higher than those for Seaside School. This suggests that, on average, the class sizes at Mountain View School are larger than those at Seaside School. Therefore, if you are interested in a smaller class size, Seaside School would be a better choice
For Mountain View School:
- Median: The median class size is the middle value, which is 25.
- Mean: The mean class size is the sum of all the class sizes divided by the total number of classes, which is (29 + 28 + 28 + 27 + 25 + 24 + 24 + 23 + 21 + 20 + 19 + 18 + 15 + 13 + 10) / 15 = 21.27.
For Seaside School:
- Median: The median class size is the middle value, which is 20.
- Mean: The mean class size is the sum of all the class sizes divided by the total number of classes, which is (25 + 25 + 27 + 27 + 28 + 28 + 28 + 30 + 31 + 35 + 36 + 38 + 40 + 43 + 45) / 15 = 31.13.
Part B:
For Mountain View School:
- Range: The range is the difference between the largest and smallest values, which is 29 - 10 = 19.
- Interquartile Range (IQR): The IQR is the difference between the third quartile (Q3) and the first quartile (Q1). From the stem-and-leaf plot, we can see that Q1 is 20 and Q3 is 28. Therefore, the IQR is 28 - 20 = 8.
For Seaside School:
- Range: The range is the difference between the largest and smallest values, which is 45 - 25 = 20.
- Interquartile Range (IQR): The IQR is the difference between the third quartile (Q3) and the first quartile (Q1). From the stem-and-leaf plot, we can see that Q1 is 27 and Q3 is 38. Therefore, the IQR is 38 - 27 = 11.
Part C:
If you are interested in a smaller class size, Mountain View School is a better choice for you because it has a lower mean and median class size than Seaside School.
Step by step please
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Answer:
step 1.
(67-X)=180
67-180= - X
-X=-113
X=113
If you answer it right and show your work on a piece of paper, you get branliest
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Answer:
Connect points A, B and C to the origin (shown in blue, red and green on the attached diagram)
Rotate the lines 90 degrees clockwise. The end points of the lines are your new coordinates.
A' = (3, 2)
B' = (1, 4)
C' = (1, 1)
Connect the new points to create the transformed triangle.
B would be (1,4)
C would be (1,1)
Point A, located at (5, -4) is reflected in the y-axis, resulting in the location of point A'. Which of the following statements is true?
Point A' is located at (-5,-4)
Point A' is located at (-5,4)
Point A is located at (4,5)
Point A' is located at (-4,5)
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The correct answer is Point A' is located at (-5, -4).
When a point is reflected in the y-axis, its x-coordinate is negated and its y-coordinate remains the same. Therefore, the x-coordinate of point A changes from +5 to -5, and the y-coordinate remains -4. Hence, the coordinates of A' are (-5, -4).
Angle CDE has a slightly greater measure than the measure
of a right angle. What is a possible angle measure for
angle CDE?
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Sue baked cookies for a school fundraiser. She sold three-fourths of the cookies during the first two hours of the fundraiser. She sold one-third of the remaining cookies during the next hour. If Sue had 12 cookies left, how many cookies did she bake?
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I was just wondering if anyone could please help me?
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Answer:
The first and 3rd one go to number 1 and the other 2 go to number 2
Step-by-step explanation: