SAFF (Students against Fatty Food) is a group of students who are protesting the food in high school cafeterias. At a recent rally, the students covered the first 40 yards by 40 yards of the football field. There were 24 students in each 8 feet by 8 feet square. How many students were present at the rally?

Answer:

w[tex]\geq[/tex]-5

Step-by-step explanation:

-4w[tex]\leq[/tex]20

4w[tex]\geq[/tex]-20

w[tex]\geq[/tex]-5

Answer:

76.9 UNITS^2

Step-by-step explanation:

The area of the 14 by 15 rectangular shape is 210 square units, and

that of the semicircle is (1/2)(3.14)(7)^2, where 7 is half of the diameter (14).

(1/2)(3.14)(7)^2 = 76.9 UNITS^2

Answer:

C and D

Step-by-step explanation:

l faux off Gabba off KK kk haha BB mm hd h

A total of 785 planks Andy Mann needs to order to make sure he has enough to complete the fence.

As the planks are 10cm wide to the nearest cm.

The total length of the fencing is = 75 m

From above, we can conclude that,

Range of the planks' lengths: 9.5 cm <= Plank's length < 10.5 cm

Range of fencing needed: 74.5 m <= Fence length < 75.5 m

We should consider the worst-case scenario where all the planks are 9.5 cm.

To complete the job, he only needs 74.5 m in total.

So, the total number of planks needed for completing the Job will be

= (74.5 * 100) / 9.5 = (7.84210*100) = 784.210

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Answer:

72

Step-by-step explanation:

The area of a kite is half the product (multiplication) of the diagonals.

Each diagonal has length 12, so A = (1/2)(12)(12) = (1/2)(144) = 72.

Note:  You can also find the area by finding the areas of the 4 right triangles.  By the way, the diagonals are perpendicular, so all 4 triangles are right triangles.

Area of a small triangle:  Area = (1/2)(base)(height)  A = (1/2)(2)(6) = 6.

Area of a larger triangle:  A = (1/2)(10)(6) = 30

Total area: 2 small triangles plus 2 larger triangles A = 2(6) + 2(30) = 72

Answer:

3 white to 1 blue

Step-by-step explanation:

16 x 3= 48

So each 3:1

Answer:

i think 45 but im not to sure

Step-by-step explanation:

Answer:

c i think or it might be a

Step-by-step explanation:

Answer:

x = 3

Step-by-step explanation:

2x + 4 = 16

2x = 12

x = 3

Answer:

The answer is 1.8%

Step-by-step explanation:

I used the A=PRT equation

The average rate of driving from Newyork to Boston is d. 54 mph.

A unitary method is a mathematical way of obtaining the value of a single unit and then deriving any no. of given units by multiplying it with the single unit.

Given, The distance you drive is proportional to the time.

We know, The arithmetic mean or average can be obtained by adding all the given values and then dividing the total sum by the number of values.

Therefore,

The average rate of driving is,

= (216/4) mph.

= 54 mph.

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I guess it's "0.101"

Answer:

G

Step-by-step explanation:

The origin in a graph is the point (0, 0) where x and y are both 0. If you move 4 units left, x is -4. And if you go down 2 units, y is -2. So the ordered pair would be (-4, -2)

opt G. (-4,-2)

I don't know...

The total number of terms which are in the polynomial  expression  –2p³ – 3p² + 4p + 7 is 4 terms.

A polynomial expression is made up of multiple terms joined either by addition , subtraction or multiplication or division.

The given expression is

–2p³ – 3p² + 4p + 7

If we will break them down in simpler terms we will get ,

–2p³, – 3p², + 4p, + 7

Therefore, number of terms are found to be  4

The terms of an algebraic expression are referred to as the the components of that expression . An algebraic expression can have one or more terms.

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Answer: D

Step-by-step explanation:

Answer:

It would be answer c.

Step-by-step explanation:

When elevation is higher, there is less air pressure, which causes air molecules to spread out, and when its spreads out temperature decreases.

At a lower altitude, it is more humid because air molecules are more compact, which causes the temperature to be warmer, so the answer is c.

Answer:

Step-by-step explanation:

Note that 4^7 = 4^4*4^3.  

Compare 4^4 and 4^4 * 4^3.  The last factor is 64.  So 4^7 is 64 times larger than 4^4.

4⁷ is  64 times larger than 4⁴.

What is the power?

The power of a number is the multiplication with the same number as many times as the power.

Given,

Therefore, 4⁷/4⁴ = 4⁷⁻⁴ = 4³ = 64.

Hence, 4⁷ is  64 times larger than 4⁴.

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Answer:

The angle in the sector is 180°.

Because the area of circle is 36 pie cm². So the angle is the half of 360°.

[tex]\boxed{\begin{array}{l} \\ \sf\huge{ \quad \underline{Answer} } \\ \\ \underline{ \underline\textsf{ Area of sector is given by : }} \\ \\ \dashrightarrow \sf{ A = \dfrac{ \theta}{360 \degree} \times \pi {r}^{2} } \\ \\ \dashrightarrow\sf{18 \pi = \dfrac{ \theta}{360 \degree} \times \pi {(6)}^{2} } \\ \\ \dashrightarrow \dfrac{ \theta}{360 \degree} = \dfrac{18 \pi}{ \pi(36)} \\ \\ \dashrightarrow \theta = 360 \degree \times \dfrac{1}{2} \\ \\ \dashrightarrow\theta = 180 \degree \\ \\ \end{array} } [/tex]

Of the part, the whole, and the percent, a. the exact number of students that are athletes is unknown to Ms. Morgan, which is 36, and b. the total strength of the students is unknown to Mr. Gregory which is 180.

Here we need to know 3 things- the total no. of students each teacher has, the percentage of athletes, and no. of students that are athletes.

a)

As we can see in the case of Ms. Morgan, we know the total strength of the students and the percentage of the students that are Athletes. Hence what we don't know here is the exact number of students that are athletes.

Hence we need to find 30% of 120

= 30/100 X 120

= 36 students.

b)

Here, in Mr. Gregory's case, we know the percentage and the actual number of students that are athletes. Hence, here we don't know the total strength of the students Mr. Gregory has.

Total strength = no. of athletes X 100/percent of athletes

= 27 X 100/15

= 180 students.

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Complete Question

Ms. Morgan is a science teacher. She found that 30% of her 120 students are athletes. Mr. Gregory is a math teacher. He found that 27, or 15%, of his students, are athletes. a. Of the part, the whole, and the percent, which information is still unknown to Ms. Morgan? Find this unknown value. b. Of the part, the whole, and the percent, which information is still unknown to Mr. Gregory? Find this unknown value.

Answer:

[tex]x^{10}[/tex]

Step-by-step explanation:

Mark as brainllest

Answer:

[tex]x^{10}[/tex]

Step-by-step explanation:

Give other guy brainllest

The solution of the expression will be Cos(3x+x).

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication and division.

Given that:-

The solution will be calculated by using the formula:-

Cos(A+B)   = (CosA CosB  -  SinA SInB)

Cos(3x+x). = Cos 3x os x - Sin 3x Sin x

Therefore the solution of the expression will be Cos(3x+x).

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The y intercepts of the quadratic equation y = x² - 5x + 6 is given by (0 , 6)

and the x intercepts are ( 3 , 0 ) and ( 2, 0 )

A quadratic equation is a second-order polynomial equation in a single variable x , ax² + bx + c=0. with a ≠ 0. Because it is a second-order polynomial equation, the fundamental theorem of algebra guarantees that it has at least one solution. The solution may be real or complex.

The roots of the quadratic equations are

x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )

where ( b² - 4ac ) is the discriminant

when ( b² - 4ac ) is positive, we get two real solutions

when discriminant is zero we get just one real solution (both answers are the same)

when discriminant is negative we get a pair of complex solutions

Given data ,

Let the quadratic equation be represented as A

Now , the value of A is

y = x² - 5x + 6   be equation (1)

On simplifying the equation , we get

y = x² - 2x - 3x + 6

Taking the common factors of the equation , we get

y = x ( x - 2 ) - 3 ( x - 2 )

On factorizing the equation , we get

y = ( x - 3 ) ( x - 2 )

To find the y intercepts , substitute the value of x = 0 , we get

y = ( 0 - 3 ) ( 0 - 2 )

y = ( -3 ) ( -2 )

So , y = 6

Hence , the y intercepts of the equation is  ( 0 , 6 )

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9 non-congruent squares can be drawn.

Non-congruent squares are two squares with different side lengths. These two squares can be drawn separately and still have four right angles and four equal sides, but the lengths of the sides are not the same. Non-congruent squares are a type of quadrilateral and have both diagonals and parallel sides. These shapes can be used to create a variety of geometric designs and patterns, and often appear in art and architecture.

Each of the four corners of the 5 by 5 grid can be the vertices of a square, and the middle of each side of the 5 by 5 grid can be the vertices of a square. This makes eight non-congruent squares in total. Additionally, the center point can be the vertex of another non-congruent square, making nine in total. All of these squares are constructed from lattice points, and none of them are congruent to each other.

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Answer:

8) y > -x-3

9) One point that is a solution would be (0, 0). One point that is not a solution would be (0, -3).

Step-by-step explanation:

9) We can look at the graph to the left and know that anything shaded is considered to be a solution, thus, (0, 0) would be a solution. While (0, -3) is on the line itself, the inequality only includes numbers greater (to the right) than the line, therefore anything less (to the left) than or equal to the line would not be a solution.

Answer:

maybe the answers are: no, yes, yes.

Step-by-step explanation:

not too sure but I hope this helps and is right :)

i am incredibly sorry if my answers are wrong!

Answer:

A. No    B. Yes    C. Yes

Step-by-step explanation:

A. No

B. Yes

C. Yes

No, 2 is not a  happy number because 2 can not become 1 after a series of stages in which each step 2 is replaced by the sum of its squares

Let's try to first comprehend what numbers are.

An arithmetic value that is calculated and utilized to represent a quantity is called a number. Numeral symbols, such as "3" are used in writing to represent numbers. A number system is a methodical technique to express numbers using digits or other symbols. The numerical system is a helpful collection of numbers that illustrates the number's algebraic and mathematical structure. presents an example that is typical.

Happy numbers If a number leads to 1 after a series of stages in which each step's number is replaced by the sum of its squares, it is said to be happy. For example, if we start with a happy number and keep replacing it with the sum of its squares, we eventually reach 1.

So 2 is not a  happy number.

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Answer:

the answer is 81 rotations per minute

∠DAC = 28°

∠BAC = 56°

PL = 20

BD =​ 31

Bisection is the division of something into two equal or congruent parts, usually by a line, which is then called a bisector.

An angle bisector divides an angle into equal angles. If the angle is p°, the two angles made will be (p/2)°. This angle bisector passes through the vertex of an angle.

Example: Consider an Angle ∠ABC = 90°. An angle bisector will cut it into two equal angles of 45° each.

Given, AD bisects ∠BAC

MP = 20

DC = 31

∠BAD = 28°

AD bisects ∠BAC

⇒ ∠BAD = ∠DAC

⇒ ∠DAC = 28°

∠BAC = ∠BAD + ∠DAC

∠BAC = 28° + 28°

∠BAC = 56°

Since, In a figure, sides opposite to the equal angles are also equal

∠BAD = ∠DAC

⇒ BD = DC

⇒ BD = 31

⇒ BD = 31

By the figure,

∠MAP = ∠BAD and ∠PAL = ∠DAC

⇒ ∠MAP = ∠PAL

⇒ MP = PL

⇒ PL = 20

Hence, by the above calculation the measure of ∠DAC = 28°,

∠BAC = 56°, PL = 20, BD = 31.

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A particle takes 5 × 10^7 sec of time to travel a distance of 9.0 × 10^12 meters at a rate of 1.8 × 10^5 meters.

What is speed?

Speed indicates how quickly something or someone is moving. If one knows how far something has travelled and how long it took to get there, then one can calculate its average speed.

The particle travels at a rate of 1.8 × 10^5 m.

The particle travels a distance of 9.0 × 10^12 m.

Let the time taken for the particle to travel be x.

The formula for calculating the distance traveled by the particle is -

distance = rate × time

time = distance/rate

Plugging in the values in the equation -

x = 9.0 × 10^12/1.8 × 10^5

x = 9.0/1.8 × (10^12-5)

x = 5 × 10^7 sec

Therefore, the time taken by the particle to travel is 5 × 10^7 sec.

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