please help me out here I would really appreciate it (will give brainiest if right)

THANKS KINGS AND QUEENS

Answer:

F. 70

Step-by-step explanation:

[tex]{ \tt{(6x + 4) = (5x + 15)}}[/tex]

[Alternate angles]

[tex]{ \tt{(6x - 5x) = (15 - 4)}} \\ { \tt{x = 11}}[/tex]

Therefore;

[tex]{ \tt{angle = 6(11) + 4}} \\ = 66 + 4 \\ = 70 \degree[/tex]

The estimate closest to an average​ person's weight is 80​kg

The weights are given as:

8 kg, 80 kg and 800 kg

To answer this question, I will assume that a person means an adult

An adult that weighs 8 kg is very much under weight

Because the average weight of a person is around 60 to 90 kg

Hence, the estimate closest to an average​ person's weight is 80​kg

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We have that [tex]g(t)=-t+5[/tex], and we are asked to evaluate [tex]g(-15)[/tex] . In notation of functions like this, the number inside the parentheses is the value of the variable.  Or, to be more clear, this is essentially telling us that [tex]t=-15[/tex] for our expression [tex]g(t) = -t+5[/tex].  So we can evaluate it as follows:

[tex]g(-15) = -15 + 5 = -10[/tex]

Answer:they will both negative because the rules are  -x,-y

Step-by-step explanation:

Answer:

e=mc2

Step-by-step explanation:

69 ballz = 43= e=mc2

Based on the histogram above, the class width is equal to 4.

Based on the histogram above, the sample size is equal to 37.

In a frequency distribution table, a class width can be defined as the difference between the upper (maximum) and lower (minimum) boundaries of any class in a data set. This ultimately implies that, all classes must all have the same width in a frequency distribution table.

Mathematically, the class width of a data set can be calculated by using this formula:

Class width = (max - min)/n

Where:

In this context, the class width of this histogram can be calculated as follows;

Class width = max - min

Class width = 5 - 1

Class width = 4.

Furthermore, the sample size can be computed by adding all the frequencies of the corresponding rectangular bars of the histogram as follows;

Sample size = 6 + 10 + 4 + 2 + 7 + 8

Sample size = 37.

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The products of the matrices are

        [-4     19]

ST =  [8   -21]      

and

        [-12      -8]

TS = [-25      -10]

The matrices are given as

      [4      1]

S =  [-3   -2]

      [0      4]

T =  [-4   3]

The product of the matrices is then calculated as

        [4 * 0 + 1 * -4      4 * 4 + 1 * 3]      

ST =  [-3 * 0 - 2 * -4   -3 * 4 - 3 * 3]      

Evaluate the sum or difference of products

So, we have

        [-4     19]

ST =  [8   -21]      

Also, we have

        [0 * 4 + 4 * -3      0 * 1 + 4 * -2]      

TS = [-4 * 4 + 3 * -3      -4 * 1 + 3 * -2]      

Evaluate the sum or difference of products

So, we have

        [-12      -8]

TS = [-25      -10]

Hence, the products of the matrices are

        [-4     19]

ST =  [8   -21]      

and

        [-12      -8]

TS = [-25      -10]

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Answer:

D

Step-by-step explanation:

Applying the distance formula root square x2-x1 +y2-y1

then

let the (x1,y1 )=(2,2)

(x2,y2)=(-2,6)

Answer:

no

Step-by-step explanation:

it would have to be 8.55 to be rounded up not 8.549... there is a rule of if it is 4 and lower go down and if 5 and higher go up

The greatest number of groups that can be formed is 7.

It should be noted that there are 56 dancers wearing green outfits and 42 dancers wearing yellow outfits.

The greatest number of groups that can be formed will the highest common factor between the numbers.

It should be noted that the highest common factor between 42 and 56 is 7.

Therefore, the greatest number of groups that can be formed is 7.

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Answer: 30

Step-by-step explanation:

Think of each number in the ratio of 2:5 as a group. Each group has to be the same. 2 groups of boys : 5 groups of girls. There are 12 boys on the bus. So the 12 boys are split into 2 groups. 12/2=6. 6 boys are in each group. Since we now know that each group had 6 kids we just need to find the number of girls. There are 5 groups of 6 girls. 5x6=30. There are 30 girls on the bus.

The area of the rectangle whose diagonal is twice its width is (x²√3)/4  square units.

The area of rectangle is defined by the product of its length and width. Mathematically-

Area [A] = Length [L] x Width [W]

Given is a rectangle whose diagonal is twice as long as it's width. From this, we can write -

Width = w

Length of diagonal = x = 2w

Assume that the length of the rectangle is L. Using the Pythagoras theorem in the triangle ΔABC, we get -

AC² = AB² + BC²

x² = L² + w²

(2w)² = L² + w²

4w² = L² + w²

L² = 3w²

L = w√3

Now, the width of rectangle is 'w' and its length is 'w√3'. Its area will be-

Area = length x width

A = w√3 × w

A = w²√3

Now, length of diagonal → x = 2w. So, we can write -

w = x/2

Therefore, the area will be -

A = (x/2)²√3 = (x²√3)/4

Therefore, the area of the rectangle whose diagonal is twice its width is (x²√3)/4  square units.

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Answer: debit Cash for​ $8,500, debit Accumulated Depreciation− Truck for​ $50,000, credit Truck for​ $56,000, and credit Gain on Disposal for​ $2,500.

The statement that there is $2.875 increase for each increase in unit of rose in the bouquet is true that tells about the relationship of price to number of roses per bouquet.

Given that a 12-rose bouquet costs $42, and a 20-rose bouquet costs$65.

We are required to make a  statement about the relationship of price to number of roses per bouquet which is true.

If we observe each value then the coordinates will be (12,42) and (20,65).

Slope=(65-42/20-12)

=23/8

=2.875

Hence the statement that there is $2.875 increase for each increase in unit of rose in the bouquet is true that tells about the relationship of price to number of roses per bouquet.

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{11, 12, 13, 14}  is the set of whole numbers between ten and fifteen

This is further explained below.

Generally, An aliquot is the number zero, a positive natural number or a negative integer with a negative sign.

The additive inverses of the positive numbers that they relate to are represented by the negative numbers.

In conclusion, {11, 12, 13, 14}  is the set of whole numbers between ten and fifteen

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Answer:

Step-by-step explanation:

1:4 Ratio on zebras to monkeys.

Can be expressed 1x:4x

7 zebras total.

7 x 4 = 28

7 x 1 = 7

(28 + 7 = 35).

So, there for a ratio of 1:4 equals 28 monkeys and 7 zebras leaving a total of 35 monkeys and zebras together.

Answer:

45% as a decimal is 0.45

Step-by-step explanation:

45% ÷ 100 = 0.45

Answer:

Hope this helps

Step-by-step explanation:

Answer in pounds: 4.5.

Sorry I can't get your OZ one

Answer:

Use the Pythagorean theorem

Step-by-step explanation:

Answer:

I think it's c I haven't done those formulas in while

Answer:

ST= [-4 19 TS= [-12 -8

8 -18 ] while -25 -10 ] therefore :- multiplication of matrices is not commutative .

Step-by-step explanation:

multiplication of matrices 2x2

[ a b × [ w x

c d ] y z ]

[ a.w + b.y a.x + b.z

c.w + d.y c.x + d.z ]

If the revenues and expenses of Up-in-the-Air Travel Service for the year ended April 30, 20Y7, follow: Fees earned $742,000, Office expense 308,000. The income statement has a net loss of: $66,000.

Income statement for the year ended April 30, 20Y7

Revenue:

Fees earned $742,000

Expenses:

Office expense $308,000

Miscellaneous expense $10,000

Wages expense $490,000

Total expenses $808,000

Net loss $66,000

($742,000-$808,000)

Therefore if the revenues and expenses of Up-in-the-Air Travel Service for the year ended April 30, 20Y7, follow: Fees earned $742,000, Office expense 308,000. The income statement has a net loss of: $66,000.

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Answer:

y=2x+6

Step-by-step explanation:

First find the gradient of the perpendicular line. We can do this by turing the given gradient into a negative reciprocal.

-1/2 -> 2 (new gradient)

substitute new gradient into y=mx+c as well as the values for x and y from the given coordinate (-2,2)

y=mx+c

2=2(-2)+c

then solve for c

2=-4+c

c=6

therefore the formula for the line is y=2x+6

Answer: [tex]M-x-\frac{z}{3}=y[/tex]

Step-by-step explanation:

[tex]M=x+y+\frac{z}{3}\\\\M-x-\frac{z}{3}=y[/tex]

Hello...! :)

Very easy, we must eliminate the Parentheses and then we must use the Law of Signs and in this case we will use this which is:

[tex]\green{\underline{\blue{\bold{Law\: of \: signs:}}}} [/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: - × + = - \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: + \times + = + \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: - \times - = + \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: + \times - = - [/tex]

Once we know we must add but since we know that it is a minus sign (-) we will add it as if it were a simple sum but the minus sign just stays there

We start to solve:

[tex] \: \: \: \: \: \: \sf \red{(-10) } \pink+ \blue{ ( -2 ) } \purple+ \green{( -7 )}[/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \sf \red{-10} \blue{ -2 } \green{-7}[/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \sf \blue{-12} \green{ -7}[/tex]

[tex] \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \sf \green{-19}[/tex]

And in conclusion, the result of our problem is 19

¿Doubts? in the comments Greetings :D

The required step of indirect proving is to assume AABC is an acute triangle. Option B is correct.

Given that,
AABC is not an acute triangle.

What is the first step of indirectly proving this statement is to be determined.

The angle can be defined as the one line inclined over another line.

Here,
Indirect proving implies proving with contradictions,
So in order to prove AABC is not an acute triangle, we have first assumed that AABC is an acute triangle.

Thus, the required step of indirect proving is to assume AABC is an acute triangle. Option B is correct.

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Given, 5m+n = 10

5m = 10-n

[tex]m = \frac{10 - n}{5} [/tex]

Hope this helps :)

Answer:

5m = 10- n

m = (10 - n) /5

I used bracket around 10-n because they're both being divided by 5.