Need help ASAP PLEASE​

Answer:

7,-7

Step-by-step explanation:

Absolute value means the distance from 0.  Distance is not negative, so 7 and -7 are both 7 units from zero.

Answer:

16

Step-by-step explanation:

4+4+4+4=16

Answer: 4x4 is 16 if need help getting that answer count by fours 4,8,12,16

Answer:

The problem was when the person did (-2-4) and got -4

Step-by-step explanation:

(-2-4) is -6 not -4

well if adding -3/28

if subtracting 1 17/28

if multiplying -19/14

alnd if dividing -7/8

Answer:

The length of the longest side is 28cm

Step-by-step explanation:

Rectangles have two pairs of equal sides, this means that if one of the sides is 15cm, there will be another side with 15cm.  So to solve the problem we should first add the length of both sides we have, which are 15cm and 15cm, and will equal 30cm. Then we subtract 30cm from the 86cm so we know what the length of the last two sides is equal to when added together, that will be 56cm. Remember, we know that these last two sides have equal lengths. This means all we have to do is divide 56cm by 2 which will equal 28cm. This means that the length of one of the longest sides is 28cm.

Hope this helped!

Answer:

4

Step-by-step explanation:

7 - (3 + 5) + (- 3 + 6) / 3 x 5

7 - 8 + (-3 + 6) / 3 x 5

7 - 8 + 3 / 3 x 5

7 - 8 + 1 x 5

7 - 8 + 5

-1 + 5

4

Answer:

155.3"^3

Step-by-step explanation:

the volume of a cone: 1/3 [tex]\pi[/tex]r^2 h

the volume of a right circular cone will be

1/3 [tex]\pi[/tex](5.1)^2 * 11.4

310.60 for a full circular cone.

for a right circular cone, we use 90/180 of the volume.

= 155.3

The volume of the cone is 121.8 in³.

A cone is a 3-dimensional shape that consists of a flat circular base and a tip known as the vertex.

Volume of a cone = [tex]\frac{1}{3}[/tex]πr²h

Where:

π = pi = 22/7

r = radius

h = height

Volume =  [tex]\frac{1}{3}[/tex] x 22/7 x 5.1² x 11.4 = 121.8 in³

To round off to the nearest tenth, if the hundredth figure is greater or equal to 5, add to the tenth figure, if this is not the case, the tenth figure remains unchanged.

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Answer:

is it -3/5

hope that can help

Answer:

[tex]\boxed {\boxed {\sf m= - \frac{3}{5} }}[/tex]

Step-by-step explanation:

Slope can be found by dividing the change in y by the change in x.

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

where (x₁, y₁) and (x₂, y₂) are the points the line passes through.

The points we are given are:

[tex](-3,4 ) \ and \ (2,1)[/tex]

Therefore,

[tex]x_1=-3 \\y_1= 4 \\x_2= 2\\y_2=1[/tex]

Substitute the values into the formula.

[tex]m=\frac{1-4}{2--3}[/tex]

Solve the numerator.

[tex]m= \frac{-3}{2--3}[/tex]

Solve the denominator.

[tex]m= \frac{-3}{5}[/tex]

This fraction cannot be simplified further, so this is the slope.

The slope of the line is -3/5

Answer:

The student played basketball for 40 minutes.

Step-by-step explanation:

Given that one week a student exercised for 2 hours at school and for 2/3 of an hour at home, it can be stated that the student exercised for 2 hours and 40 minutes (since 60 x 2/3 is equal to 40 ). Thus, in total the boy exercised for 160 minutes (2 x 60 + 40).

Now, since he spent 1/4 of that time playing basketball, the time spent doing this sport is determined through the following calculation:

160/4 = X

40 = X

Thus, the student played basketball for 40 minutes.

Answer: 4/9

Step-by-step explanation:

The true statement is that C. Events A and B are not independent because P(A|B) ≠ P(A).

The probability that Roger wins a tennis tournament (event A) is 0.45 i.e. P(A)=0.45

The probability that Stephan wins the tournament (event B) is 0.40 i.e. P(B)=0.40

It should be noted that if A and are independent events, then P(B|A) = P(B). This isn't possible in this situation.

Therefore, the true statement is that events A and B are not independent because P(A|B) ≠ P(A).

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The probability that Roger wins a tennis tournament (event A) is 0.45, and the probability that Stephan wins the tournament (event B) is 0.40. The probability of Roger winning the tournament, given that Stephan wins, is 0. The probability of Stephan winning the tournament, given that Roger wins, is 0. Given this information, which statement is true?

1.Events A and B are independent because P(A|B) = P(A).

2.Events A and B are independent because P(A|B) ≠ P(A).

3. Events A and B are not independent because P(A|B) ≠ P(A).

4. Events A and B are not independent because P(A|B) = P(A).

Answer:

Is there more to the question?

Step-by-step explanation:

Answer:

93

Step-by-step explanation:You need to understand that you're solving for the average, which you already know: 90. Since you know the values of the first three exams, and you know what your final value needs to be, just set up the problem like you would any time you're averaging something.

^fractions lesson^

8 5/12 : 1 3/4

step 1:

(8 × 12 + 5)/12

=101/12

step 2:

(1 × 4 + 3)/4

=7/4

ok, enter:

101/12 : 7/4

=101/12 × 4/7

=404/84

=4 68/84

=4 17/21

Answer:

¹/15

Step-by-step explanation:

Area of the rug = s²

Where s = 2 m

Area of the rug = 2² = 4 m²

Area of the rectangular carpet = length × width

Where,

Length = 12 m

Width = 5 m

Area = 12 × 5 = 60 m²

Fraction of the carpet covered by the rug = area of the rug ÷ area of the carpet = 4/60 = ¹/15

Answer:A rectangular storage container with an open top is to have a volume of 18 cubic meters. The length of it's base is twice the width.: let x = the width of the base then 2x = the length of the base and h = height of the box: 2x^2 = the area of the base 2(2xh) = 4xh = area of the two vertical sides 2xh = area of the two other vertical sides then

Step-by-step explanation:

The value of x is 42

According to the question,

Given that,

Line AB is a straight line

m<AOB = 180°                                        

 a straight line angle is 180 °

All these angles is equal to angle AOB

m<AOE +m <EOF+ m <FOB=m<AOB  

Now put the value of all the angles

we get the value of x

x +2x +34 +20 = 180

add x variable

3x + 54 = 180

3x = 126

x = 42

The value of x is 42

The substitution method is the algebraic method to solve simultaneous linear equations. As the word says, in this method, the value of one variable from one equation is substituted in the other equation. In this way, a pair of the linear equation gets transformed into one linear equation with only one variable, which can then easily be solved. Before moving to solve the linear equations using the substitution method, get an idea on what the algebraic method and graphical method is.

Algebraic Method

An Algebraic method is a collection of several methods, which are used to solve a pair of the linear equations that includes two variables. Generally, the algebraic method can be sub-divided into three categories:

Substitution method

Elimination method

Cross-multiplication method

Graphical Method

The graphical method is also known as the geometric method and is used to solve the system of linear equations. In this method, the equations are designed based on the objective function and constraints. To solve the system of linear equations, this method has undergone different steps to obtain the solutions.

In this article, we will focus mainly on solving the linear equations using the first algebraic method called “Substitution Method” in detail.

Substitution Method Steps

For instance, the system of two equations with two unknown values, the solution can be obtained by using the below steps. Here, the list of steps is provided to solve the linear equation. They are

Simplify the given equation by expanding the parenthesis

Solve one of the equations for either x or y

Substitute the step 2 solution in the other equation

Now solve the new equation obtained using elementary arithmetic operations

Finally, solve the equation to find the value of the second variable

Graphing of Linear Equations

Solving Linear Equations

Linear Equations in Two Variables

Difference Between Linear and Non-Linear Equations

Elimination by Substitution Method

In this method, the elimination of the variable can be performed by substituting the value of another variable in an equation. Hence, this method is called the elimination by substitution method.

Let us assume the system of linear equations

2x+3y = 13 and x-2y = -4

Given:

2x+3y = 13  …  (1)

x-2y = -4 …(2)

The equation (2) can be written as

x = 2y-4 … (3)

Now, in equation (1) eliminate the variable x by substituting the equation (3).

Hence, equation (1) becomes

2(2y-4) +3y = 13

Now, apply the distributive property for the above equation,

4y-8+3y = 13

Now, solve the above equation for the variable y

7y – 8 = 13

7y = 13+8

7y = 21

y= 21/7

y= 3

Hence, the value of y is 3.

Now, substituting y=3 in the equation (2), we get

x- 2(3) = -4

x – 6=-4

x = -4+6

x = 2

Therefore, the value of x is 2.

Hence, the solution for the system of linear equations is:

x = 2 and y=3

To check whether the obtained solution is correct or not, substitute the values of x and y in any of the given equations.

Verification:

Use Equation (2) to verify the solution

x-2y = -4

Now, substitute x= 2 and y=3

2-2(3) = -4

2-6= -4

-4=-4

Here, L.H.S = R.H.S

Hence, the obtained solution is correct

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Answer:

Infinatly many solutions

Step-by-step explanation:

mark me brainlyest

Answer:

i would say a or b but probably b

Step-by-step explanation:

Step-by-step explanation:

(3,2) is the solution to both equations because if you substitute the the x and y values you get a true statement for example

6(3) + 7(2) =32

18 + 14 = 32

32=32

that is a true statement

you can do the same with system B

8(3) +8(2)=40

24 + 16 = 40

40 =40

which is a true statement

The correct solution of the equation is,

⇒ x almost-equals 11.18.

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

We have to given that;

The equation is,

⇒ 3x² = 375

Now, We can solve the equation as;

⇒ 3x² = 375

Divide by 3;

⇒ x² = 125

⇒ x = √125

⇒ x = 11.18

Thus, The value of x = 11.18

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Step-by-step explanation:

it is the 3rd one I know this as I substituted all values of x into each equation and got the answer for y

Answer:

y=2X2-5x+5

Step-by-step explanation:

Answer:

Step-by-step explanation:

The continuous division method is an effective method to determine the GCF of two or more numbers, aside from the listing method where we are listing down the common factors before determining the greatest among them.

In continuous division, we are just simply dividing the numbers by their common factors until such time that we find no more common factors except for 1 to them to be divided. After which, we will just multiply the common factors that we used to divide them. The result will be our GCF. Let us try the exercise given above:

1. Find the GCF of 24 and 72

               2   /    24      72

               2   /     12      36

               2    /      6       18

               3    /      3        9

                   /       1        3

Since we keep on dividing the numbers by 2 for 3 repetitions, we arrived at 3 and 9 by which  we divide by 3 and we get 1 and 3 which we can no longer divide. So the GCF is: 2x2x2x3 = 24

Therefore, the GCF of 24 and 72 is 24.

2. Find the GCF of 24, 32 and 48

                   2  /   24   32    48

                  2   /    12    16   24

                   2  /     6     8     12

                        /     3     4      6

So the GCF is: 2x2x2 = 8

Therefore, the GCF of 24, 32 and 48 is 8.

3. Find the GCF of 18, 27 and 45.

                3  /  18     27     45

                3  /    6      9      15

                    /    2      3       5

So the GCF is: 3x3 = 9

Therefore, the GCF of 18, 27 and 45 is 9.

4. Find the GCF of 24 and 36.

            2   /  24      36

            2   /  12       18

            3   /   6         9

                 /   2         3

So the GCF is 2x2x3 = 12

Therefore, the GCF of 24 and 36 is 12.

Answer:

19

Step-by-step explan

Multiply by 5 until you get to 95 :)

Answer:

T,F,T

Step-by-step explanation:

The length of sides and the angle measurements do not change in a rigid transformation.  Reflections and translations are rigid transformation.  

Answer:

In mathematics, an inequality is a relation which makes a non-equal comparison between two numbers or other mathematical expressions. It is used most often to compare two numbers on the number line by their size.

Step-by-step explanation:

Answer:

a) -2, -1

b) (-3,0) and (-1,0)

From the graph of the given equation

the coordinates of the turning point is [tex](-2,-1)[/tex]

The coordinates of the roots of the equation [tex]x^2+4x+3=0[/tex] are [tex](-3,0) \; and \;( -1,0)[/tex]

Given :

the graph of y=x^2 +4x + 3 is shown

The graph of [tex]y=x^2 +4x + 3[/tex] is attached below

From the graph we can see that , the vertex is (-2,-1)

The graph changes direction at the point (-2,-1)

so we can say that there is only one turning point at [tex](-2,-1)[/tex]

Now we find out the roots of the equation

roots are the points where the graph crosses or touches x axis

The graph crosses x axis at [tex]-3 \; and \; -1[/tex]

The coordinates of the roots of the equation [tex]x^2+4x+3=0[/tex] are [tex]-3 \; and \; -1[/tex]

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Answer:

a

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Think of a car. when you are going 15 miles an hour that means that every hour, you are crossing 15 miles. In this situation the dolphin is going 25 km for every hour. one hour would be 25, two hours would be 50 and so on.

Answer:

3.2

Step-by-step explanation:

Answer:

Step-by-step explanation:

A. by making the ramp as long as possible

The students can reduce the effort needed to push the boxes up the ramp by making the ramp as long as possible.

In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction

The students can reduce the effort needed to push the boxes up the ramp by making the ramp as long as possible.

A longer ramp will have a more gradual slope, which requires less force to push the boxes up.

This is because the longer the ramp, the smaller the angle of inclination, and the easier it is to move objects up the ramp.

While making the ramp out of lightweight material and covering the ramp’s surface with a soft rubber mat may make moving the boxes up the ramp easier, these factors are not as significant as the ramp's length.

Additionally, making the ramp’s height and length equal could make it too steep, requiring more effort to push the boxes up.

Therefore, by making the ramp’s height and length equal, students can reduce the effort.

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