I need help please

I need help please

I need help please

Answer:

the 2 nd one 9/m=10/n

Step-by-step explanation:

Answer:

105

Step-by-step explanation:

yeah-ya............. right?

Answer:

36 servings

Step-by-step explanation:

36 different servings

Simply,

3 x 12 = 36

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

\(\large\blue\textsf{\textbf{\underline{\underline{Question:-}}}}\)

                What kind of number is \(\bold{-\sqrt{2}}\)?

\(\large\blue\textsf{\textbf{\underline{\underline{Answer and How to Solve:-}}}}\)

First, let's look at each of the four sets of numbers:-

So in which set does \(\bold{-\sqrt{2}}\) belong?

First, it's negative, so it's not a natural number.

Then, it's not an imaginary number, so it doesn't belong in the "Not a real number" set.

It can't be written as a fraction, so it doesn't belong in the "Rational" set, but it does belong in the "Irrational numbers" set.

According to the answer and explanation, we conclude that the number \(\bold{-\sqrt{2}}\) belongs in the "Irrational number" set.

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

Armed force and other for Henderson high school is greater than

Johnson High School.

The mode for each school is college.

Options F and G are the correct answer.

We have,

The number of students in Henderson High School.

Work = 96

College = 114

Armed forced = 48

Other = 42

The number of students in Johnson High School.

Work = 30

College = 40

Armed forced = 15

Other = 15

From the information,

The number of students in Work for Henderson High School is greater than Johnson High School.

Now,

Henderson High School:

Armed force and other = 48 + 42 = 90

Mode = college

Johnson High School.

Armed force and other = 15 + 15 = 30

Mode = college

Thus,

Armed force and other for Henderson high school is greater than

Johnson High School.

The mode for each school is college.

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Answer:

no habla espanol, sorry

Answer:

Utilizando la fórmula 2 y sustituyendo los valores indicados:

Precio de venta = Precio original - Valor del descuento. Así,

Precio de venta = 45 - 31.5

Precio de venta = $13.5 (respuesta)

Esto significa que el costo del artículo para usted es $13.5.

Usted pagará $13.5 por un artículo cuyo precio original fue $45 con un descuento de 70%.

En otras palabras, si usted compra una mercancía por $45 con 70% de descuento, Usted pagará $(45 - 31.5) = $13.5

Step-by-step explanation:

esoes

Answer:

1.) R = 9 in

2.) R = 14.5 m

3.) D = 42 ft

4.) 26 mm

5.) 131.88 m

6.) 34.54 in

7.) 25.12 yd

8.) 28.26 mm

9.) 43.96 in

10.) 197.82 cm

11.) 263.76 cm

12.) 94.2 cm

13.) 97.34 m

14.) 138.16 cm

15.) 47.1 yd

16.) 285.74 cm

Step-by-step explanation:

2(pi)r... literally plugged in

If she is paid the same hourly wage, she would work for 8 hours the next week to earn $126.40.

Given, Claire earned money = $395.00

Total number of hours she worked = 25 hours.

money earned per hour = total money earned/total number of hours she worked.

= 395/25

= 79/5

= 15.8

therefore, Claire earned $15.8 per hour.

How many hours would she need to work the next week to earn $126.40 at the same hourly rate?

Let the number of hours she need to work to get $126.40 be x.

⇒ money earned per hour × number of hours worked = total money earned.

⇒ 15.8 × x = 126.40

⇒ x = 126.40/15.8

⇒ x = 8

hence she have to work 8 hours to earn $126.40 .

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Answer:

yes

Step-by-step explanation:

Answer:

18

Step-by-step explanation:

you have to multiply 2/3 by 27 km

The number of tablets that should be taken each day by the patient who needs Synthroid is 1 tablet.

To find the number of tablets of Synthroid that should be taken, you convert the requirements from micrograms ( μg ) to milligrams ( mg).

1 milligram = 1, 000 micrograms ( μg )

25. 0 μg in milligrams is therefore:

= 25 / 1, 000

= 0. 025 mg

This means that the number of tablet to take is:

= Mg requirement / Mg of tablet

= 0. 025 / 0. 025

= 1 tablet

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Answer:

25h

I hope this helps :)

Answer:

I think is higher

Step-by-step explanation:

Answer:

13.5

Step-by-step explanation:

no explenation needed

Answer:

Undefined

Step-by-step explanation:

M=undefined

Slope = y2-y1 /x2- x1

=9 -(-1). / 6-6

= 10/0 = infinity ; undefined

the The Solution.

The marked price of the 72-inch TV = $1500

25% discount makes the actual discount to be:

So, the discounted price will now be

Discounted price = 1500 - 375 = $1125

He has an additional 10% internet coupon discount on already dicounted price ($1125) .

a. The friend will save

b. in percentage, he saved

Therefore, the correct answers are:

a. $487.50

b. 32.5%

Given that they typically worked 16 hours a day and mowed 80 yards, the data point that would represent this information would be (16, 80). This data point would be displayed on the graph alongside other data points, allowing us to compare them to the average and observe trends.

A graph is a visual representation of data or information. It consists of two axes, typically labeled the x-axis and the y-axis, which intersect at a point called the origin. The x-axis is the horizontal axis, while the y-axis is the vertical axis.

Data is plotted on the graph as points or lines, with each point or line representing a specific value or relationship between variables. Graphs can be used to display a wide range of information, such as numerical data, relationships between variables, and trends over time.

Common types of graphs include line graphs, bar graphs, scatter plots, and pie charts. Graphs are widely used in fields such as mathematics, statistics, economics, and the sciences to help visualize and analyze data.

The graph would be a scatter plot with two axes: the x-axis would represent the number of hours worked, and the y-axis would represent the number of yards mowed. The data points on the graph would be plotted as ordered pairs (x, y), where x is the number of hours worked and y is the number of yards mowed.

For example, if one team worked for 10 hours and mowed 50 yards, the data point would be (10, 50). Similarly, if another team worked for 20 hours and mowed 100 yards, the data point would be (20, 100).

Based on the given information that the average they worked was 16 hours and mowed 80 yards, the data point representing this information would be (16, 80). The graph would show this data point among others, and we could see how the other data points compared to the average.

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Answer:

??

Step-by-step explanation:

Answer:

77

Step-by-step explanation:

median is the middle value.

1. arrange in numerical order

65, 74, 77, 88, 92

2. cross out all outside numbers untill you find the middle value

65, 74, 77, 88, 92

3. it's 77

Answer: plz mark me brainliest

Step-by-step explanation:

I need points to ask a question

Answer:

  1.86 times as much pizza

Step-by-step explanation:

The ratio of pizza areas is the square of the ratio of pizza diameters, so is ...

  (15/11)² = 225/121 ≈ 1.86

You get about 1.86 times as much pizza when you order the large size.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

\(\frac{8}{x}\)

Step-by-step explanation:

what is the sum 3/x+9+5/x-9

\(\frac{3}{x} + 9 + \frac{5}{x} - 9 =\)     (add \(\frac{3}{x}\) and \(\frac{5}{x}\))

\(\frac{8}{x} + 9 - 9 =\)            (solve 9 - 9 = 0)

\(\frac{8}{x}\)                           ( your answer)

The graph of h(x) = (x-1)^2 - 9 is a U-shaped parabola that opens upwards, with the vertex at (1, -9), and it extends indefinitely in both directions.

The function h(x) = (x-1)^2 - 9 represents a quadratic equation. Let's analyze the different components of the equation to understand the behavior of the graph.

The term (x-1)^2 represents a quadratic term. It indicates that the graph will have a parabolic shape. The coefficient in front of the quadratic term (1) implies that the parabola opens upwards.

The constant term -9 shifts the graph downward by 9 units. This means the vertex of the parabola will be at the point (1, -9).

Based on this information, we can draw the following conclusions:

The graph will be a U-shaped curve with the vertex at (1, -9).

The vertex represents the minimum point of the parabola since it opens upward.

The parabola will be symmetric with respect to the vertical line x = 1 since the coefficient of the quadratic term is positive.

The graph will extend indefinitely in both directions.

To accurately plot the graph, you can choose several x-values, substitute them into the equation to find the corresponding y-values, and then plot the points on the graph. Alternatively, you can use graphing software or calculators that can plot the graph of the equation for you.

Remember to label the axes and indicate the vertex at (1, -9) to provide a complete representation of the graph of h(x) = (x-1)^2 - 9.

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Answer:

C: EAF Is the correct answer

Answer:

1

Step-by-step explanation:

1 increased by 3=1+3=4

Twice of 1=1+1=2

4 is two more than 2.

Therefore, the number=1

Answer:32mi/gal

Step-by-step explanation:

106485 - 106069 = 416mi (the distance that you traveled)

416/13 = 32

32mi/gal

The solution of the inequality is x > -2 and x < 7.

Inequality Notation: -2 < x < 7.

The graph is attached.

An inequality is a relationship that makes a non-equal comparison between two numbers or other mathematical expressions e.g 2x > 4.

-5x - 7 < 3

-5x < 3 + 7

-5x < 10

x > 10/(-5)

x > -2

-5x - 7 > -42

-5x > -42 + 7

-5x > -35

x < -35/(-5)

x < 7

We have x > -2 and x < 7.

x > -2 can be written as -2 < x.

Inequality Notation: -2 < x < 7

This implies that x is in the range of -2 and 7. The graph is attached.

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Step-by-step explanation:

distance formula d=

√(X2 - X1)² + (Y2 - Y1)²

= √(-9-15)² + (8-3)²

=√(-24)² + (5)²

=√576 + 25

=√601