A farmer has a field that 40 yards long by 20 yards wide what is the total area of the field

Answer:

Malik substituted 60 for y instead of x.

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

uwu

Answer:

0

Step-by-step explanation:

[tex]\frac{(-6 - (-6))}{7 - 4}[/tex]= [tex]\frac{0}{3}[/tex]=0

Answer: A. Statistic because the value is a numerical measurement describing a characteristic of a sample.

Step-by-step explanation: Statistic are used to describe values obtained from a data sample which are regarded as a subset of the data belonging to an entire population. Therefore, in statistical parlance, numerical measurement obtained from such dataset are called statistic. On the other hand, if data from which a numerical derivation was made is a population which consists of the entire set of observations belonging to a particular group of interest, then the numerical values obtained are referred to as a parameter.

Given: The value [tex]65[/tex]% is a statistic.

The correct option is C (Statistic because the value is a numerical measurement describing a characteristic of a population).

Explanation: We have to determine whether the underlined number is statistics or a parameter.

A sample of employees is selected and it is found that [tex]65[/tex]% own a television.

Learn more: https://brainly.com/question/24131735

Answer:

x=-5 Hope this helped! Goodnight!

Step-by-step explanation:

Let's solve your equation step-by-step.

−3(2x+6)=12

Step 1: Simplify both sides of the equation.

−3(2x+6)=12

(−3)(2x)+(−3)(6)=12(Distribute)

−6x+−18=12

−6x−18=12

Step 2: Add 18 to both sides.

−6x−18+18=12+18

−6x=30

Step 3: Divide both sides by -6.

−6x /−6 = 30 /−6

x=-5

Answer:

x= -5

can you also please mark me as brainliest?

thanks

also have a good night

Answer:

3 4/5

Step-by-step explanation:

Answer:

3 4/5

Step-by-step explanation:

19/5

Take the numerator and divide by the denominator

19/5 = 3 with 4 left over

Take the remainder and put over the denominator

3 4/5

Answer:

2a+2b+4, or 2(a+b+2)

Step-by-step explanation:

It might be wrong

Answer:

2a+2b+ 4

Step-by-step explanation:

Subtract 3a from 5 a

Hope this helps. Plz give brainliest.

Answer:

96

Step-by-step explanation:

12x8  

Answer:

The width of the spotlight is  20 inches

Step-by-step explanation:

The location of the bulb = 2.5 inches above the vertex

The height of the spotlight = 10 inches

The width of the spotlight =

The

The height of

The equation of a parabola is given as follows;

(x - h)² = 4p(y - k)

Focus, (h, k + p) = (0, 2.5)

y = k - p

k  + p = 2.5

Vertex = (h, k) = (0, 0), therefore, k = 0

p = 2.5

We have;

(x - 0)² = 4p(y - 0)

x² = 4×2.5 × y = 10·y

Therefore, given that y = 10, we have;

x² = 10 × 10 = 100

x = √100 = ±10

The coordinates of the two end points are;

(-10, 10), and (10, 10)

Therefore, the width of the spotlight = the distance between the end points  

Given that the y-values are the same, we have

Distance = 10 - (-10) = 10 + 10 = 20 inches

∴ The width of the spotlight =  20 inches.

Answer:

same variable and same exponent

Answer:

when they have the same variable and their exponent if applicable isn't different.

Step-by-step explanation:

For example if you have a value like 3x and 4x they are like terms that can be combined;7x. If you have say 5x and 6y they are not like terms.

The second option would be your answer.

Answer:

6x+11

Step-by-step explanation:

Answer: 1. 5/2

Step-by-step explanation:

Answer: 1. 5/2

2. 5/2

3. -3= (5/2)(2) + b

4. -8

5. y= (5/2)x - 8

Step-by-step explanation:

The slope of the graphed line is 5/2

The slope of the parallel line is 5/2

An equation that can be used to find the y-intercept of the parallel line is -3=(5/2)(2) + b

The y-intercept of the parallel line is -8

The equation of the parallel line is y= (5/2)x - 8

Answer:

148

Step-by-step explanation:

angle 1=3

angle3=7=32 degrees

angle6+angle7= 180

angle 6=180-32

angle 6= 148 degrees

The measure of m<6 is 148.

Properties of Parallel Lines

Parallel lines are the set of lines that lie on the same plane but never intersect each other, even if you extend them infinitely.

Given:

m∠1=32°

Now, using vertical opposite angle

m<1 = m<3 = 32

Now, using same- side interior transversal

m<3 + m<6 = 180

32 + m<6 = 180

m<6 = 180-32

m<6 = 148

Hence, the measure of angle 6 is 148.

Learn more about parallel lines here:

https://brainly.com/question/16701300

#SPJ2

The equation is y=4x-3.

Answer:

That is very difficult

Step-by-step explanation:

I hope you got help

Answer:

It will take 8 hours to go 64 miles.

Step-by-step explanation:

x / y = z

x = 64 (Miles you need to go.)

y = 8 ( Miles per hour.)

z = How long it will take.

64/8 = z

64/8 = 8

It will take 8 hours to go 64 miles.

Answer: True.

Step-by-step explanation:

The statement is:

"A linear equation has ONE solution when the variable equals zero."

First, a generic linear equation can be written as:

y = a*x + b

Where a and b are known values.

If the variable equals zero, we have:

y = a*0 + b = b

y = b.

Then it has only one solution if x = 0.

So the statement is true, but it is also true for any value in the variable.

So if we rewrite it as (for example):

"A linear equation has one solution when the variable equals 4"

y = a*4 + b.

Because a and b are known, this equation also does have only one solution.

Answer:true

Step-by-step explanation:

Answer:

The product of two rational numbers is rational, and the sum of two rational numbers is irrational.

Step-by-step explanation:

Let be [tex]a[/tex] and [tex]b[/tex] rational numbers whose forms are, respectively:

[tex]a = \frac{m}{n}[/tex] and [tex]b = \frac{q}{r}[/tex], [tex]m[/tex], [tex]n[/tex], [tex]q[/tex], [tex]r[/tex] [tex]\in \mathbb{Z}[/tex]

We proceed to demonstrate if the Pythagorean sum of two rational numbers leads to a rational number.

1) [tex]a = \frac{m}{n}[/tex],  [tex]b = \frac{q}{r}[/tex], [tex]m[/tex], [tex]n[/tex], [tex]q[/tex], [tex]r[/tex] [tex]\in \mathbb{Z}[/tex] Given.

2) [tex]c^{2} = a^{2}+b^{2}[/tex] Given.

3) [tex]c^{2} = \left(\frac{m}{n} \right)^{2}+\left(\frac{q}{r} \right)^{2}[/tex] 1) in 2)

4) [tex]c^{2} = (m\cdot n^{-1})^{2}+(q\cdot r^{-1})^{2}[/tex] Definition of division.

5) [tex]c^{2} = [m^{2}\cdot (n^{-1})^{2}]+[q^{2}\cdot (r^{-1})^{2}][/tex]    [tex](a\cdot b)^{c} = a^{c}\cdot b^{c}[/tex]

6) [tex]c^{2} = m^{2}\cdot n^{-2}+q^{2}\cdot r^{-2}[/tex]   [tex](a^{b})^{c} = a^{b\cdot c}[/tex]

7) [tex]c^{2} = [m^{2}\cdot (n^{2})^{-1}]+[q^{2}\cdot (r^{2})^{-1}][/tex]  [tex](a^{b})^{c} = a^{b\cdot c}[/tex]

8) [tex]c^{2} = \frac{m^{2}}{n^{2}}+\frac{q^{2}}{r^{2}}[/tex] Definition of division.

9) [tex]c^{2} = \frac{m^{2}\cdot r^{2}+q^{2}\cdot n^{2}}{n^{2}\cdot r^{2}}[/tex]  [tex]\frac{x}{y} +\frac{w}{z} = \frac{x\cdot z+w\cdot y}{y\cdot z}[/tex]

10) [tex]c^{2} = \frac{(m\cdot r)^{2}+(q\cdot n)^{2}}{(n\cdot r)^{n}}[/tex]    [tex](a\cdot b)^{c} = a^{c}\cdot b^{c}[/tex]/Result.

If [tex]c[/tex] is a rational number, then [tex](m\cdot r)^{2}+(q\cdot n)^{2} = a^{2}[/tex], so that [tex]a \in \mathbb{Z}[/tex]. Which means that [tex]c[/tex] will be rational number if and only if the square root of [tex](m\cdot r)^{2}+(q\cdot n)^{2}[/tex] is an entire number.

Which means that correct answer is B.

Answer:

the teachers would have 24 students per teacher. 10 students per tutor. There would need to be 11 tutors

Step-by-step explanation:

each tutor would have 10 students then if you do 11 times 10 you get 110

Answer:

3 up hope this help

-elsa

Step-by-step explanation:

Answer:

the first one is 189 the last one is 3

Step-by-step explanation:

I went on thing

Answer:

The answer is Choice C

Step-by-step explanation:

I got it right, look at the screenshot for proof

Answer:

Choice C

Step-by-step explanation:

Writing a proof

A proof is a formal description of how we can know that something is true based on the information from a mathematical scenario.

Each step of the proof is a transformation, a construction, or a statement about what we can conclude from earlier steps.

For a two-column proof we give a reason to justify each statement. Common reasons include geometric theorems, algebraic properties, and information given in diagrams.

Let's check the reason for each step and whether Ioana established the conditions for it.

Hint #22 / 4

Step 1

The diagram does support the claim that PQ=RQ=9PQ=RQ=9P, Q, equals, R, Q, equals, 9.

Step 1 is correct.

Step 2

The diagram does support the claim that m\angle O=m\angle S=90\degreem∠O=m∠S=90°m, angle, O, equals, m, angle, S, equals, 90, degree.

Step 2 is correct.

Step 3

The diagram does support the claim that m\angle PQO=m\angle RQS=63\degreem∠PQO=m∠RQS=63°m, angle, P, Q, O, equals, m, angle, R, Q, S, equals, 63, degree.

Step 3 is correct.

Hint #33 / 4

Step 4

In this step, Ioana claims that \triangle OPQ\cong \triangle SRQ△OPQ≅△SRQtriangle, O, P, Q, \cong, triangle, S, R, Q using the angle-side-angle criterion. But the corresponding pair of congruent sides, \overline{PQ}

PQ

​

start overline, P, Q, end overline and \overline{RQ}

RQ

​

start overline, R, Q, end overline, aren't the sides that are included between the two pairs of congruent corresponding angles.

Ioana should have used the angle-angle-side criterion.

Hint #44 / 4

Ioana established all necessary conditions, but then used an inappropriate congruence criterion.

Answer:

3,4

Step-by-step explanation:

Just picture it in your head where the point is on the graph and move it over 4 points.

Answer:

x = 1

Step-by-step explanation:

–4(2x−2)= –(4x−4)

-8x-(-8) = -4x-(-4)

-8x+8 = -4x+4

-8x+8-8 = -4x+4-8

-8x = -4x+(-4)

-8x+4x = -4x+4x+(-4)

-4x = -4

-4x/-4 = -4/-4

x = 1

Answer:

It is a 10% Decrease

Step-by-step explanation:

Answer:

35579 9ytfcvgbji9u8y7tgfrcv bnmk, 4its 47906900-

Answer:

180-44

Step-by-step explanation: