Answers
Answer : angle 1 = 68 degrees ( opposite angles are equal )
Angle 3 = 180-68 =112 degrees
Angle 2 = 112 ( Opposite angle)
Answer:
1=68 (Vertically opposite angles are equal)
2= 112 (sum of angles on a straight line gives 180°)
3=112 (vertically opposite angles are equal)
Related Questions
Solve the equation for the given variable. (type "no solution" if the equation has no solution and type "all
real numbers" if the equation is valid for all possible x-values)
4(4x + 2) + 2(9x + 4) + 3 = 34x + 19
Answers
Answer:
all real numbers
Step-by-step explanation:
4(4x+2)+2(9x+4)+3=34x+19
16x+8+18x+8+3=34x+19
34x+19=34x+19
all real numbers
:]
2 How and why would lighting and ventilation needs
differ between the dining area and the kitchen used to prepare food
in a university dining center?
Divide into groups of two to three people. Visit t
Answers
Regular maintenance and inspections are essential to ensure the systems are functioning effectively and meeting the required standards.
The dining area and the kitchen used to prepare food in a university dining center have different lighting and ventilation needs due to their distinct purposes and requirements. Here's how and why their needs may differ:
1. Lighting:
- Dining Area: The dining area is primarily a space for eating and socializing. It requires comfortable and pleasant lighting to create a welcoming and inviting atmosphere.
The lighting should be evenly distributed to ensure visibility and allow people to see their food and interact with others. Warm and soft lighting can enhance the ambiance and promote a relaxed dining experience.
- Kitchen: The kitchen is a functional area where food is prepared, cooked, and plated. It requires bright and focused lighting to ensure proper visibility and facilitate safe and efficient food handling.
Bright task lighting is necessary for food preparation areas, cooking stations, and cutting surfaces to ensure accuracy, cleanliness, and food safety. Additionally, proper lighting helps staff identify food quality, monitor cooking processes, and prevent accidents.
2. Ventilation:
- Dining Area: The dining area typically requires adequate ventilation to maintain a comfortable and pleasant environment for diners. Ventilation systems in the dining area primarily focus on maintaining air circulation, controlling temperature, and removing odors.
- Kitchen: The kitchen, on the other hand, has more stringent ventilation requirements due to the nature of food preparation. A commercial kitchen generates heat, steam, smoke, and food odors, which can affect air quality and pose health risks if not properly managed.
The kitchen requires specialized ventilation systems, such as exhaust hoods, fans, and ductwork, to remove heat, steam, and grease-laden air. This helps maintain a clean and safe working environment, minimize odors, control humidity, and prevent the buildup of harmful contaminants.
It's important to note that specific regulations and guidelines may vary depending on local health and safety standards. Therefore, it's crucial for dining centers in universities to comply with applicable codes and regulations regarding lighting and ventilation in both the dining area and the kitchen.
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!!!20 points and Brainliest please help!!!!
Which of the following is a difference of cubes?
A)3x^9 - 64y^3
B)125x^21 - 64y^3
C)27x^15 - 9y^3
D)x^6 + 27y^9
Answers
Answer:
B) 125x^21 -64y^3
Step-by-step explanation:
You want to identify the difference of cubes among the expressions given.
A)The coefficient 3 is not a cube.
B)125x^21 -64y^3 = (5x^7)^3 -(4y)^3 . . . . . a difference of cubes
C)The coefficient 9 is not a cube.
D)The expression is not a difference.
<95141404393>
Find the mean for the data set. 6, 14, 7, 4, 12, 8, 13, 4, 18, 14
Answers
Answer:
Concept:
Mean is just another name for average. To find the mean of a data set, add all the values together and divide by the number of values in the set. The result is your mean!
The values are given below as
\(6,14,7,4,12,8,13,4,18,14\)The image below shows how to calculate the mean
By substituting values, we will have
\(\begin{gathered} \bar{x}=\frac{\sum ^{}_{n\mathop=0}x}{n} \\ n=10 \end{gathered}\)\(\begin{gathered} \bar{x}=\frac{6+14+7+4+12+8+13+4+18+14}{10} \\ \bar{x}=\frac{100}{10} \\ \bar{x}=10 \end{gathered}\)Hence,
The mean = 10
To calculate the variance, we will use the formula below
\(^{}\sigma^2=\frac{\sum ^{\infty}_{n\mathop=0}(x-\bar{x})^2}{n}\)\(\begin{gathered} \sigma^2=\frac{\sum ^{\infty}_{n\mathop{=}0}(x-\bar{x})^2}{n} \\ (x-\bar{x})^2=(6-10)^2+(14-10)^2+(7-10)^2+(4-10)^2+(12-10)^2+(8-10)^2+(13-10)^2+(4-10)^2+(18-10)^2+(14-10)^2 \\ (x-\bar{x})^2=16+16+9+36+4+4+9+36+64+16 \\ (x-\bar{x})^2=210 \end{gathered}\)\(\begin{gathered} \sigma^2=\frac{\sum ^{\infty}_{n\mathop{=}0}(x-\bar{x})^2}{n} \\ \sigma^2=\frac{210}{10} \\ \sigma^2=\frac{210}{10} \\ \sigma^2=21 \end{gathered}\)Hence
The variance = 21
To calculate the standard deviation,
\(\begin{gathered} \sigma=\sqrt[]{variance} \\ \sigma=\sqrt[]{21} \\ \sigma=4.58 \end{gathered}\)Hence,
The standard deviation is = 4.58
.Study 1: National Cancer Institute, Harvard University and other institutions
The researchers collected data about people's exercise habits from 661,000 adults, predominantly middle-aged, from six large ongoing health surveys. They segmented this data using weekly exercise time as a parameter. The ranges varied from no exercise to almost 10 times the current recommendations (moderate exercise for 25 hours per week or more). Then, 14 years' worth of death records for the group were compared to the exercise records. The effort yielded the following major results:
The group with no exercise times were at the highest risk of early death.
Minimal exercise less than the recommended level was still able to mitigate the risk of premature death by 20%.
The group who followed the generally prescribed guideline of 150 min/week of moderate exercise had reduced probabilities of early death by 31%.
The optimum level of health benefits were yielded in people who exercised thrice the recommended levels and had lowered their risk of premature death by 39%.
Any further increase in exercise yielded insignificant incremental benefits with regards to mortality risk. However, the exercise also did not adversely affect their mortality risk.
Study 2: James Cook University in Cairns
Their methodology was similar to the other study. The researchers collected health survey data for more than 200,000 Australian adults, followed by comparison with corresponding death statistics. However, the stratification in their case was taken another level forward in that they further segmented the sample data regarding exercise times into various stress levels of the exercise varying from normal to vigorous.
The results, unsurprisingly, were similar in nature with a few additional insights:
Meeting the generally recommended exercise guidelines substantially reduced the risk of early death, even with moderate exercise such as walking.
Occasional vigorous exercise did not yield any significant reduction in mortality; however, those who spent up to 30 percent of their weekly exercise time in vigorous activities were 9 percent less likely to die prematurely. With more than 30% of their time dedicated to strenuous activities, people gained an extra 13% reduction in early mortality, compared with people who stuck to moderate exercise levels. Very high levels of intense exercise did not improve mortality risk rates significantly.
In conclusion, although these two studies may not put an end to the debate about the right "dosage" of exercise for a healthy life; it can be said that 150 minutes of vigorous exercise per week seems to be effective in reducing mortality risks.
Answers
The two studies indicate that 150 minutes of intense exercise per week is effective in reducing mortality risks.
Study 1 was carried out by the National Cancer Institute and Harvard University, and they collected information about the exercise habits of around 661,000 middle-aged adults from six large ongoing health surveys. They then divided the data into various segments based on the weekly exercise time as a parameter.
The group with no exercise had the highest risk of premature death. Minimal exercise that is less than the recommended levels could still reduce the risk of premature death by 20%.
The group that followed the standard exercise guidelines of 150 min/week of moderate exercise had a 31% lower probability of premature death. Individuals who exercised three times the recommended levels had the best benefits, with a 39% reduction in the risk of premature death.
However, increasing the exercise time did not have a significant effect on mortality risk rates. Study 2 was conducted by James Cook University in Cairns. They collected health survey data for over 200,000 Australian adults, which was then analyzed with corresponding death statistics. Their analysis was more detailed than the first study since they divided the data according to exercise stress levels ranging from normal to strenuous.
The results were similar to the first study, but there were some additional findings. The study showed that adhering to the general recommended exercise guidelines substantially decreased the risk of premature death, even with moderate exercise like walking. Intense exercise had little to no effect on mortality rates.
However, those who spent up to 30 percent of their weekly exercise time in vigorous activities were 9 percent less likely to die prematurely. With more than 30% of their time dedicated to strenuous activities, people gained an extra 13% reduction in early mortality, compared with people who stuck to moderate exercise levels. Very high levels of intense exercise did not improve mortality risk rates significantly.
In conclusion, the two studies indicate that 150 minutes of intense exercise per week is effective in reducing mortality risks.
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a type of diagram that is used to graphically show the relationship between two numerical variables.
Answers
The type of diagram used to graphically show the relationship between two numerical variables is called a scatter plot.
A scatter plot is a visual representation of data points plotted on a graph, with one variable represented on the x-axis and the other variable represented on the y-axis.
Each data point on the plot corresponds to a pair of values from the two variables being analyzed. The position of each point on the graph indicates the values of both variables, allowing us to examine the relationship between them.
The main purpose of a scatter plot is to visualize the correlation or relationship between the two variables. The pattern formed by the data points on the plot can indicate the direction, strength, and nature of the relationship.
For example, if the points on the scatter plot tend to form a linear pattern, it suggests a linear relationship between the variables. On the other hand, if the points are scattered randomly with no clear pattern, it indicates a weak or no relationship between the variables.
Scatter plots are commonly used in various fields, including statistics, data analysis, and scientific research. They provide a visual way to explore and interpret relationships between variables, identify outliers, detect trends, and assess the strength and direction of associations.
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Does an X or y-axis scale have to always start at zero?.
Answers
No, X or y-axis scale does not have to always start at zero. In a line chart, it's OK to start the axis at a number other than zero
Define axis.A line that is used to take or mark measurements is known as an axis in mathematics. Two crucial axes of the coordinate plane are the x and y axes. A horizontal number line is the x-axis, while a vertical number line is the y-axis. The coordinate plane is created by the perpendicular intersection of these two axes.
Given,
No, X or y-axis scale does not have to always start at zero.
A line chart encodes data using location (x, y coordinates), whereas a bar chart represents data using length. In a line chart, it's OK to start the axis at a number other than zero despite many claims that they are always misleading since this minute difference influences how a reader utilizes the chart.
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Which expression is not equivalent to –3x + 24? Select all that apply.
A
–3(x – 8)
B
–(3x + 24)
C
32(−2x+16)\frac{3}{2}(-2x+16)
2
3
(−2x+16)
D
−13(9x+8)-\frac{1}{3}(9x+8)−
3
1
(9x+8)
E
6(−12x−4)6(-\frac{1}{2}x-4)6(−
2
1
x−4)
F
8(−38x+3)8(-\frac{3}{8}x+3)8(−
8
3
x+3)
Answers
Answer:
F
Step-by-step explanation:
F is the answer to your question.
Find the value of (f g)' at the given value of x. = лX, X = 7 f(u) = -u, u = g(x) = - u, u = g(x) cos u OA) 7T B) -7R OC) -π OD) 4-T
Answers
The value of the function (f ∘ g)' at x = 7 is approximately -0.656.
Option C is the correct answer.
We have,
To find the value of the derivative of the composite function (f ∘ g)' at
x = 7, we need to evaluate the derivative of f(g(x)) and then
substitute x = 7.
Given:
f(u) = -u
g(x) = -cos(x)
First, we find the derivative of f(g(x)):
(f ∘ g)'(x) = f'(g(x)) * g'(x)
Since f(u) = -u, the derivative of f(u) is f'(u) = -1.
The derivative of g(x) = -cos(x) is g'(x) = sin(x) (using the chain rule).
Now, we can evaluate the derivative at x = 7:
(f ∘ g)'(7) = f'(g(7)) x g'(7)
= f'(-cos(7)) x sin(7)
= -1 x sin(7)
= -sin(7)
Therefore,
The value of the function (f ∘ g)' at x = 7 is approximately -0.656.
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The complete question:
Find the value of the derivative of the composite function (f ∘ g)' at x = 7, where f(u) = -u and g(x) = -cos(x).
A) 7π
B) -7π
C) -0.656.
D) 4π
adam bought a box of fruit that weighed 6 1/4 pounds. if he bought a second box that weighed 8 1/8 pounds , what is the combined weight of the boxes?
Answers
Answer:
14 3/8 pounds
Step-by-step explanation:
6 pounds plus 8 pounds= 14 pounds. 1/4 + 1/8= 3/8. 1/4 can be turned into 2/8, and 2/8 plus 1/8 equals 3/8. Hope this helps :)
B. Write S if the expression is a sum of two cubes, D if a difference of two cubes, and N if neither.
1. 27x⁶ + y³=
2. 81 - b¹⁵=
3. 64x³ - 9z⁹=
4. 36m¹² - n⁶
5. 1 - d¹²=
6. 729 - y²⁹=
7. 343 - y⁶=
8. 4x³ + 8 =
9. 144 -125y² =
10. 64j⁶- k⁹=
Answers
Answers:
SNNNDNDNND==========================================================
Explanation:
Question 1
27x^6 = (3x^2)^3 which is one cube and y^3 is another cube
Therefore 27x^6+y^3 is a sum of two cubes.
It might help to think of it like A^3+B^3 where in this case A = 3x^2 and B = y.
----------------------------------------
Question 2
81 isn't a perfect cube since 81^(1/3) = 4.3267 approximately, which isn't a whole number. We need 81^(1/3) to be a whole number if we wanted 81 to be a perfect cube.
We don't even need to check b^15 since 81 being a non-perfect cube means the entire expression cannot be a sum of two cubes, nor a difference of cubes.
----------------------------------------
Question 3
64x^3 = (4x)^3 is a perfect cube
but 9z^9 is not a perfect cube
We can see this if we computed 9^(1/3) and the result is a non-whole number.
The answer here is the same as the previous question.
----------------------------------------
Question 4
36^(1/3) is not a whole number, so 36 isn't a perfect cube. By extension 36m^12 isn't a perfect cube either. The answer is the same as questions 2 and 3.
----------------------------------------
Question 5
1 is a perfect cube since 1 = 1^3
d^12 is a perfect cube because d^12 = (d^4)^3
Therefore, we have a difference of two cubes.
----------------------------------------
Question 6
729^(1/3) = 9 which rearranges to 9^3 = 729, showing 729 is a perfect cube.
However y^29 is not a perfect cube since the exponent 29 is not a multiple of 3.
The overall expression is "neither".
----------------------------------------
Question 7
343^(1/3) = 7 rearranges to 7^3 = 343, showing 343 is a perfect cube
y^6 is a perfect cube since (y^2)^3, i.e. the exponent 6 is a multiple of 3.
We have a difference of cubes.
----------------------------------------
Question 8
4 isn't a perfect cube since 4^(1/3) results in some decimal value that isn't a whole number. The entire expression is neither a sum nor difference of cubes.
----------------------------------------
Question 9
144^(1/3) isn't a whole number, so we get a similar result to problem 8.
----------------------------------------
Question 10
64j^6 = (4j^3)^3 is one cube
k^9 = (k^3)^3 is another cube
We have a difference of cubes
(35 + 5)[16 + (12 divide 4)]
Answers
Answer:
59
Step-by-step explanation:
The evaluation on of the expression (35 + 5)[16 + (12 divide 4)] is 760
From the given expression;
(35 + 5)[16 + (12 divide 4)]By using the BODMAS method, We will solve the terms in brackets separately first before division, multiplication, addition, and subtraction.
As such, we have:
= (40) [ 16 + (3)]= (40) [ 19]= 760Learn more about the BODMAS method here:
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Darrell wants to see how much water is wasted by his leaky faucet. he put a 4-gallon bucket under the faucet. After 24 hours, the bucket was full.
if the same amount of water leaks each hour, how much water will be in the bucket after 60 hous?
Answers
Answer:
10 gallons of water
Step-by-step explanation:
4 divided by 24 equals 0.167 gallons per hour
0.167 times 60 equals 10 gallons in 60 hoursd
Drag the tiles to the correct boxes to complete the pairs.
Simplify the inequalities and match them with the graphs that represent them.
arrowRight
arrowRight
arrowRight
arrowRight
3x > 15
2x > 12
x + 1 < 8
7x < 42
i need answers asp
Answers
Answer:
Step-by-step explanation:
3x > 15 2x > 12 x + 1 < 8 7x < 42
/3 /3 /2 /2 -1 -1 /7 /7
x > 5 x > 6 x < 7 x < 6
Find the value of x that makes the equation true
3/5x + 10 = 4/5x - 6
Answers
Answer:
80
Step-by-step explanation:
multiply both sides by 5
3x +50 = 4x -30
combine like terms
-x = -80
x = 80
1. 5 3/4+("-" 1/4)
2. "-" 2/3+1/6
3. "-" 8/5+("-" 3/4)
Answers
Answer:
BELOWStep-by-step explanation:
1.
\(5\frac{3}{4} +(-\frac{1}{4} )\\\\5\frac{3}{4}=\frac{5\times4+3}{4}=\frac{23}{4}\\\\\frac{23}{4} +(-\frac{1}{4} )\\\\=\frac{23}{4}-\frac{1}{4}\\\\=\frac{23-1}{4}\\\\=\frac{22}{4}\\\\=5\frac{1}{2}\)
2.
\(-\frac{2}{3} +\frac{1}{6} \\\\L.C.M \:OF\:3,6\: =6\\\\Adjust\:fractions\:based \:on \:their\:L.C.M\\\\=-\frac{4}{6}+\frac{1}{6}\\\\=-\frac{4}{6}+\frac{1}{6}\\\\=\frac{-3}{6}\\\\=-\frac{3}{6}\\\\=-\frac{1}{2}\)
3.
\(-\frac{8}{5} +(-\frac{3}{4} )\\\\L.C.M \:OF\:5,4\: =20\\\\Adjust\:fractions\:based \:on \:their\:L.C.M\\\\=-\frac{32}{20}-\frac{15}{20}\\\\=\frac{-32-15}{20}\\\\=\frac{-47}{20}\\\\=-\frac{47}{20}\\\\=-2\frac{7}{20}\)
Rectangle PROM has a perimeter of 42 inches, and OR = 8 inches. What is the area of the rectangle PROM?
Answers
Answer:
104 in²
Step-by-step explanation:
If OR = 8 then 8 x 2 = 16
PM= (42-16)/2=13
Therefore area = 8 x 13 = 104 in²
To check the perimeter is right:
2(8+13) = 42
Simplify.
6/2+3/2
plzzzz help
Answers
Answer:
Ans: 9/2
Step-by-step explanation:
_______________
Find the absolute maximum and minimum values of the function f(x)= 4x / x^2+1 on the interval [−3,0]. A. The absolute minimum is 0 at x=−1. The absolute maximum is -2 at x=0. B. The absolute maximum is 0 at x=0. The absolute minimum is 2 at x=−1. C. The absolute maximum is 0 at x=0. The absolute minimum is -2 at x=−1. D. The absolute minimum is 0 at x=0. The absolute maximum is -2 at x=−1.
Answers
The correct option is (d). The absolute minimum is 0 at x = 0. The absolute maximum is -2 at x = −1.
Given the function f(x)= 4x / x²+1 and we need to find the absolute maximum and minimum values of the function on the interval [-3, 0].
Absolute Maximum and Minimum values of the function:
The absolute maximum and minimum values of a function are the largest and smallest values that the function takes, respectively. These can occur at critical points (where the derivative is zero or undefined) or at the endpoints of the given interval.
To find them, we need to follow these steps:
Calculate the first derivative f'(x) of the function f(x)Set f'(x) = 0 and solve for x. Find the critical points in the interval [-3, 0]. Calculate the function values at these critical points and the endpoints of the interval.
The largest (for the absolute maximum) and smallest (for the absolute minimum) values are the absolute maximum and minimum, respectively.
Calculation:
f(x) = 4x / (x²+1)
Let's calculate the first derivative:
f'(x) = [4(x²+1) - 4x(2x)] / (x²+1)²= [-4x²+4] / (x²+1)²
Setting f'(x) = 0, we get:-
4x²+ 4 = 0
x² = 1
x = ±1
Now, we will check the critical points x = -3, x = 0, x = 1 and endpoints of the interval x = -3 and x = 0.
Calculating the function values at these points, we get:
At x = -3,
f(-3) = -4/10
At x = 0,
f(0) = 0
At x = 1,
f(1) = 4/2
At endpoints x = -3 and x = 0, f(-3) = -4/10, f(0) = 0.
Hence, from the above table we can observe that the absolute maximum value of f(x) on the interval [-3, 0] is 0 at x = 0 and the absolute minimum value of f(x) on the interval [-3, 0] is -2 at x = -1.
So, the correct option is D. The absolute minimum is 0 at x=0. The absolute maximum is -2 at x=−1.
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The correct answer is:
D. The absolute minimum is -6/5 at x = -3.
The absolute maximum is 2 at x = 1.
Given that a function f(x)= 4x / x²+1 and we need to find the absolute maximum and minimum values of the function on the interval [-3, 0].
To find the absolute maximum and minimum values of the function f(x) = 4x / (x² + 1) on the interval [-3, 0], we can follow these steps:
a) Find the critical points of the function within the interval [-3, 0]. These are the points where the derivative is either zero or undefined.
b) Evaluate the function at the critical points and the endpoints of the interval.
c) Compare the function values to determine the absolute maximum and minimum.
Let's calculate the critical points:
First, we need to find the derivative of f(x):
f'(x) = (4(x² + 1) - 4x × 2x) / (x² + 1)²
= (4x² + 4 - 8x²) / (x² + 1)²
= (-4x² + 4) / (x² + 1)²
To find the critical points, we set the derivative equal to zero and solve for x:
(-4x² + 4) / (x² + 1)² = 0
Since the numerator is zero, we have:
-4x² + 4 = 0
-4x² = -4
x² = 1
x = ±1
Now, we can evaluate the function at these critical points and the endpoints of the interval:
f(-3) = (4 × (-3)) / ((-3)² + 1) = -12 / 10 = -6/5
f(0) = (4 × 0) / (0² + 1) = 0
f(1) = (4 × 1) / (1² + 1) = 4 / 2 = 2
Now we can compare the function values to determine the absolute maximum and minimum.
f(-3) = -6/5
f(0) = 0
f(1) = 2
The absolute maximum is the largest value, which is 2 at x = 1.
The absolute minimum is the smallest value, which is -6/5 at x = -3.
Therefore, the correct answer is:
D. The absolute minimum is -6/5 at x = -3.
The absolute maximum is 2 at x = 1.
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Lindiwe is twice as old as Preeya and six years older than Sue . Their combined ages total 39 years . How old is Lindiwe
Answers
Answer:
Lindiwe is 18
Step-by-step explanation:
Lindiwe = L
Preeya = L/2
Sue = L-6
Their combined ages total 39 years
L+(L/2) + L-6 = 39
2.5L = 45
L=18
Lindiwe=18
Preeya= 9 (half of Lindiwe)
Sue = 12 (6 lessthan Lindiwe)
18+9+12 = 39
h/6 − 1 = −3
thanku
Answers
Answer:
h = -12
Step-by-step explanation:
Here's a step-by-step explanation to solve the equation:
h/6 - 1 = -3
Start by adding 1 to both sides of the equation to isolate h/6 on one side.
h/6 - 1 + 1 = -3 + 1
h/6 = -2
Next, multiply both sides of the equation by 6 to isolate h on one side.
6 * (h/6) = 6 * (-2)
h = -12
So the solution is: h = -12.
The current required reserve ratio is 8.1%. If a bank
receives a new deposit of $15,000, how much can they lend
out?
Answers
If a bank receives a new deposit of $15,000, the bank can lend out $13,785.
The required reserve ratio is the fraction of deposits that banks must hold as reserves. If the current required reserve ratio is 8.1% and a bank receives a new deposit of $15,000, they can lend out $13,785.
The bank can lend out the amount equal to the deposit minus the required reserve amount. In this case, the new deposit is $15,000 and the required reserve ratio is 8.1%, so the calculation is as follows:
Required reserve amount = Deposit × Required reserve ratio
Required reserve amount = $15,000 × 0.081
Required reserve amount = $1,215
The bank must hold $1,215 as required reserves and can lend out the remaining amount:Amount available for lending = Deposit − Required reserve amount
Amount available for lending = $15,000 − $1,215
Amount available for lending = $13,785
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6. Adlise Leiber started the day with a bank balance of $343.64.
She used another bank's ATM to withdraw $100 cash. The
charge for using the ATM was $2.50. Adlise then used her
card to make purchases of $85.10, $23.95, and $8.47. Find
the balance in her account after the bank processed these
transactions.
Answers
Answer:
$123.62
Step-by-step explanation:
85.10 + 23.95 + 8.47 = 117.52
117.52 + 100 + 2.50 = 220.02
$343.64 - $220.02 = $123.62
9.) List three things vertical and horizontal lines have in common.
Answers
Answer:
Horizontal lines have a slope of zero, and run parallel to the x axis. Vertical lines have a undefined slope, and run parallel to the y axis. The equation for a horizontal line equals y=c, and the equation for a vertical line equals x=c. If a horizontal line crosses a vertical line the two lines would be perpendicular to one another.
Step-by-step explanation:
Use this:
What is a Horizontal Line?A Horizontal Line is a line that goes straight from left to right (or right to left) parallel to the x-axis of the coordinate plane. All of the points on the line will have the same y-coordinates.
What is a Vertical Line?A Vertical Line is a line that goes straight up and down Parallel to the y-axis of the coordinate plane. All of the points on the line will have the same x-coordinates.
Commonality:Any vertical line is defined as perpendicular to any horizontal line.
Can someone help me with this problem? 3 + (-7 + y)
Answers
Answer:
−4+y
Step-by-step explanation:
3+(−7+y)
Subtract 7 from 3 to get −4.
−4+y
Can someone please help I will give 30 points if the answer if right and brainliest but no links please
Answers
The symbol of red in pic indicates that angle is right angle.
So, ∆ MOU = ∆ CUO = 90°
Christine sleep form 11pm until 9am what fraction of a day does Christine sleep
Answers
10/24 = 5/12 = 2.5/6
take it as u will
I GIVE BRAINLIEST: Choose the equation and the inequality needed to answer this question.
Trevor tutors French for $15 an hour and scoops ice cream for $10 an hour. He is going to work 15 hours this week. At least his many hours does he need to tutor to make more than $180? Let x equal the number of hours he tutors and y be the number of hours he scoops ice cream. (Select multiple)
x + y < 15
15 x+10 y > 180
x + y = 15
15 x+ 10 y < 180
x + y > 15
15 x+ 10 y =180
Answers
Answer:
x (total number of hours) = 15
Step-by-step explanation:
Total number of hours = 15
Let the hours spent tutoring french be x.
Therefore hours spent on scooping ice cream = (15 - x)
Amount: Tutoring french is $15 an hour, total for x hours = 15x
For scooping ice cream it is $10 an hour 10*(15 - x) = 150 - 10x
To make more than $180
15x + (150 - 10x) > 180
15x + 150 - 10x > 180
15x - 10x > 180 - 150
5x > 30
x > 30/5
x > 6
So he needs to tutor more than 6 hours in order to make more than $180
Answer the question below!!! The best answer gets brainliest!!
Answers
Answer:
forth one
Step-by-step explanation:
8 students selected both .then only 24 of students selected only country music and only 6 students selected jazz music.
Based on the family the graph below belongs to, which equation could represent the graph?
y=2^x+3
y=log(2x)+3
y=2x² +2
y=1/2x+2
