please help me i really need help

Answer:

Undefined.

Step-by-step explanation:

\(m = \frac{rise}{run} \)

\(m = \frac{ - 15 - ( - 20)}{ - 18 - ( - 18)} \\ m = \frac{ - 15 + 20}{ - 18 + 18} \\ m = \frac{5}{0} \)

The denominator is 0. Therefore, the slope is undefined.

Answer:

Step-by-step explanation:

There are three 0s so it is 3

3.82 × 10^-3

The value of expression in scientific notation is,

⇒ 3.82 × 10⁻³

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The number is,

⇒ 0.00382

Now, We can write the number in scientific notation as;

⇒ 0.00382

⇒ 3.82 × 10⁻³

Thus, The value of expression in scientific notation is,

⇒ 3.82 × 10⁻³

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Answer:

2 x 30 = 60 cents

3 x 25 = 75 cents

60 + 75 = 135 cents or 1 dollar 35 cents

Hope this helps

Step-by-step explanation:

Answer:

135 cents or $1.35

Step-by-step explanation:

30 x 2 = 60 cents for the choc

25 x 3 = 75 cents for the pb

60+75=135

Answer:

Step-by-step explanation:

If L is perpendicular to the line y = -2x, then the slope of L is the negative reciprocal of -2. So the slope of L is 1/2.

Now we know that the line L goes through the point (3,-6), so we can use the point-slope form of a linear equation to find the equation of L.

The point-slope form of a linear equation is: y - y1 = m(x - x1)

where (x1, y1) is a point on the line, and m is the slope of the line.

Here, (x1, y1) = (3, -6) and the slope of the line is m = 1/2, so the equation is:

y - (-6) = (1/2)(x - 3)

Simplifying this gives us the final equation of the line L:

y = (1/2)x - 3

Please note that this is one of the possible solutions and it depends on the problem or context if this is the correct one.

Answer:

30

Step-by-step explanation:

idek

Answer:

x=180-125

=55

z=55

y=180-(55+55)

y=70

Answer:

20

Step-by-step explanation:

(2x)° + (2x)° + (6x - 20)° = 180°

10x = 200

x = 20

Answer:

-21/8

Step-by-step explanation:

3 (3/8) * -7/3

= 9/8 * -7/3

= 3/8 * -7

= -21/8

Answer:

Shade to form a U shape

Step-by-step explanation:

U shape has only 1 line of symmetry

The element that orients readers by previewing the structure of the report is "Organization."

Organizing a report effectively helps readers understand the flow of information and the logical structure of the content. By providing an overview of the organization, readers can anticipate the main sections, their sequence, and the connections between them.

The organization element typically includes headings, subheadings, and a clear hierarchy of information. It outlines the main sections and subsections of the report, indicating how they are related and how they contribute to the overall message or argument.

In addition to the organization element, the other options listed—Definitions of key terms and Sources and methods—also play important roles in a report. Definitions of key terms clarify terminology and provide a common understanding, while Sources and methods explain the sources of information and the methods used in the report's research or analysis. However, in the context of previewing the structure, the Organization element specifically serves this purpose.

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The answer of the question based on population growth is , the estimated population after one year is approximately 34 deer.

To estimate the population after one year, we can use the formula for exponential growth:

P = P0 * (1 + r)^t.

P0 represents the initial population (20 deer in this case), r represents the growth rate (70% or 0.7 as a decimal), and t represents the time period in years (1 year in this case).

Using these values, we can calculate the population after one year as follows:

P = 20 * (1 + 0.7)¹
P = 20 * 1.7
P ≈ 34

Therefore, the estimated population after one year is approximately 34 deer.

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Answer:

it's the last one in the lower right corner.

The length of the segment after dilation with a scale factor of -4 is -12.

The ratio of the scale of an original thing to a new object that is a representation of it but of a different size is known as a scale factor.

Resizing an item uses a transition called dilation. Dilation is used to enlarge or contract the items. The result of this transformation is a picture with the same shape as the original. However, there is a variation in the shape's size.

Given that the segment LP is dilated with a scale factor of -4. In simple words, the length of the segment is increased to -4 times of its original length.

This is represented as follows:

L'P' = -4 (LP)

Substitute the value of LP = 3:

L'P' = -4 (3)

L'P' = -12

Hence, the length of the segment after dilation with a scale factor of -4 is -12.

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Hence 85 is the area of the rectangle changing at the instant when the other side is 17 cm and increasing at 5cm per minute.

What is rectangle?

the area of the rectangle changing at the instant when the other side is 17 cm  and increasing at 5cm per minute

This can be written as A=17x

Now differentiate with respect to t.

dA/dt=17 dx/dt

increasing at 5cm per minute

dx/dt=5

dA/dt=17 (5)

dA/dt= 85

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The length of segment BD is given as follows:

BD = 6.

The geometric mean theorem states that the length of the altitude drawn from the right angle of a triangle to its hypotenuse is equal to the geometric mean of the lengths of the segments formed on the hypotenuse.

The altitude segment for this problem is given as follows:

BD.

The bases for this problem are given as follows:

3 and 12.

Hence the length of segment BD is obtained as follows:

(BD)² = 3 x 12

(BD)² = 36

BD = 6 -> taking the square root.

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Answer:

Step-by-step explanation:

Ok

Answer:

4(x+4)

Step-by-step explanation:

Factor 4x+16

4x+16

=4(x+4)

6 hairless chimpanzees should the biologist expect to find in the troop.

What is the percentage?

A number or ratio that can be expressed as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The percentage, therefore, refers to a part per hundred. Per 100 is what the word percent means. The letter "%" stands for it.

The sample number is 150.

Given that 3% of the chimpanzees are hairless, another sample indicates that 5% are hairless, and a third sample indicates that 4% are hairless.

The average percentage of chimpanzees of hairless is

(3% + 5% + 4%)/3

= 12%/3

= 4%

Now calculate 4% of 150:

4% of 150

= (4/100) × 150

= 6

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Answer:

f(x)=x-2

Find the domain by finding where the function is defined. The range is the set of values that correspond with the domain.

Domain: (−∞,∞),x|x ∈R}(-∞,∞),{x|x ∈R}

Range: (−∞,∞),{y|y∈R}

g(x)=x^2-3x+2

Domain: (−∞,∞),{x|x ∈R}(-∞,∞),{x|x ∈R}

Range: [−1/4,∞),{y∣y≥−1/4}

Answer:

\( \boxed{ \ - \frac{3}{45} }\)

Step-by-step explanation:

10 3/9 - 10 2/5

we need to convert mixed fractions to improper fractions

\(10 \frac{3}{9} = \frac{10 \times 9 + 3}{9} = \frac{93}{9} \)

\(10 \frac{2}{5} = \frac{10 \times 5 + 2}{5} = \frac{52}{5} \)

Now, we have 93/9 - 52/5

We need to equate the denominators, before subtracting them.

\( \frac{93}{9} - \frac{52}{5} = \frac{93 \times 5}{45} - \frac{52 \times 9}{45} \)

\( \frac{465}{45} - \frac{468}{45} \)

\( \frac{ - 3}{45} \)

\( \boxed{ - \frac{3}{45} }\)

The result of 10 3/9- 10 2/5 is - 3/45

Answer:

A. Four floors above the ground floor.

Step-by-step explanation:

An elevator goes up and down. If you are at 0 and go up four floors, you would be at +4.

The numerical value of 1.2 × 1.222 is approximately 1.4664.

To calculate the numerical value of 1.2 × 1.222, we multiply the two numbers together. Let's break it down step by step:

Start with the multiplication operation: 1.2 × 1.222.

Multiply the decimal numbers without considering the decimal point. We have 12 × 1222.

Perform the multiplication of the whole numbers: 12 × 1222 = 14,664.

Count the total number of decimal places in both factors. In this case, we have one decimal place in 1.2 and three decimal places in 1.222.

Add the total number of decimal places from both factors. 1 + 3 = 4.

Place the decimal point in the product by counting four places from the right of the final result obtained in step 3.

The final result is 14,664, with the decimal point placed four places from the right, giving us 1.4664. Therefore, the numerical value of 1.2 × 1.222 is approximately 1.4664.

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To determine the scale of the model, we need to compare the height of the actual building to the height of the scale model. Scale = Height of the scale model / Height of the actual building = 50 cm / 3300 cm=1:66.

The height of the actual building is 33 m, and the height of the scale model is 50 cm. To compare these values, we need to convert them to the same unit. Since 1 m = 100 cm, the height of the actual building in centimeters is 33 m * 100 cm/m = 3300 cm. Now, we can calculate the scale of the model as the ratio of the height of the scale model to the height of the actual building: Scale = Height of the scale model / Height of the actual building = 50 cm / 3300 cm.

To simplify the ratio, we can divide both the numerator and denominator by their greatest common divisor, which is 50: Scale = 1 cm / 66 cm. Therefore, the scale of the model is 1:66.

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The number of  students study wood work but not metal work is -9, which indicates an error or inconsistency in the given information.

To determine the number of students who study woodwork but not metalwork, we need to use the principle of inclusion-exclusion and subtract the number of students who study both subjects from the total number of students studying woodwork.

Given that there are 30 students in the class, 6 of whom study neither subject.

The number of students who study both woodwork and metalwork is the intersection of the two circles, which is not explicitly given.

Using the principle of inclusion-exclusion, we can calculate the number of students studying woodwork but not metalwork as follows:

Number of students studying woodwork but not metalwork = Total students studying woodwork - Number of students studying both subjects

Number of students studying woodwork but not metalwork = 15 - (Total students - Number of students studying neither subject)

Number of students studying woodwork but not metalwork = 15 - (30 - 6) = 15 - 24 = -9

The result is -9, which indicates an error or inconsistency in the given information. It is not possible to have a negative number of students studying a specific subject.

The given data is not consistent, and we cannot determine the number of students studying woodwork but not metalwork based on the provided information.

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The range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.

To measure the amount of money college students spend on rent per month, the most appropriate measure of spread would be the range. The range is the simplest measure of spread and is calculated by subtracting the lowest value from the highest value in a data set. In this case, the range would be $1,300 - $300 = $1,000.

The median would not be the best choice in this scenario because it only represents the middle value in a data set. It does not take into account extreme values like the $1,300 rent expense.

Standard deviation would not be the most appropriate measure of spread in this case because it calculates the average deviation of each data point from the mean. However, it may not accurately represent the spread when extreme values like the $1,300 rent expense are present.

The interquartile range (IQR) would not be the best choice either because it measures the spread of the middle 50% of the data set. It does not consider extreme values and would not accurately represent the range of rent expenses in this scenario.

In summary, the range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.

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Answer:

c (the hypotenuse) = 10.4 units

Step-by-step explanation:

Start off by rearranging the original pythangorean theorem (a^2+b^2=c^2) by taking the square root of both sides so it is in the form of a distance formula solving for c(the hypotenuse).

c^2 will become |c| as length cannot be negative so (labeling an absolute value is negligible)

a^2+b^2 = c^2

c^2 = a^2+b^2

√(c^2) = √(a^2+b^2)

c = √(a^2+b^2)

Then substitute the given lengths, in this scenario, sides a and b.

After you substitute, just simplify.

c = √(3^2+10^2) = √(9+100) = √109 ≈ 10.4 units (nearest tenth)

The volume of the stone is 1032 cm³.

The volume of the stone can be calculated using the formula V = lwh. Here, l = 10 cm, w = 24 cm, and h = 2.7 cm. Therefore, the volume of the stone is V = 10 x 24 x 2.7 = 648 cm³.

The volume of the water in the container is calculated using the formula V = lwh. Here, l = 10 cm, w = 24 cm, and h = 7 cm. Therefore, the volume of the water in the container is V = 10 x 24 x 7 = 1680 cm³.

The difference between the volume of the water and the volume of the stone is the volume of the water displaced by the stone, which is V = 1680 - 648 = 1032 cm³. Therefore, the volume of the stone is 1032 cm³.

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Answer:

a

Step-by-step explanation:

because im learning it too

Answer:

a

Step-by-step explanation:

I passed that assignment