You saw 5 flying saucers. each flying saucer had 5 aliens. each alien had 5 eyes. how many alien eyes were there altogether?

Answer:

6.0 ounces

Step-by-step explanation:

The measure of angle BOD is 65°

From the question, we are to determine the measure of angle BOD (m ∠ BOD)

The measure of angle BOD can be determine from the given protractor.

To determine the measure of angle BOD, we will read from line BO, in the counterclockwise direction, to line DO.

Reading in the counterclockwise direction, line BO is on 0°, and line DO is on midpoint of 60° and 70°.

The midpoint of 60° and 70° is 65°

Hence, the measure of angle BOD is 65°.

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Based on the corresponding angles theorem, the value of x is: 64°.

When two angles that are formed by a transversal and two parallel lines lie in relative position to each other on each of the parallel lines, they are called corresponding angles. According to the corresponding angles theorem, both angles are congruent to each other.

Angle x and 64 degrees are corresponding angles. They are therefore congruent to each other.

Thus, x = 64° [corresponding angles theorem]

In summary, based on the corresponding angles theorem, the value of x is: 64°.

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The required answers are,

a. The terms - 5x, 27, 9, -7

b. The coefficients - 5 and 2

c. The constants - 9 and -7

An expression is a number, or a variable, or a combination of numbers and variables and operation symbols.

Now the given expression is 5x + 2y + 9 − 7

Now the terms in the equation are 5x, 27, 9, -7

Therefore,

Terms = 5x, 27, 9, -7

Now coefficient is a number or any symbol representing a constant value that is multiplied by the variable.

So the variables in the given expressions are x and y.

And their multiples are 5 and 2, 5 is in multiplication of x and 2 is in multiplication of y.

Thus, coefficients are, 5 and 2

or, Coefficients = 5 and 2

Now th constants are the numbers that are not in multiplication with the variable. Thus, their value remains unchanged.

So in the given expression 9 and -7 are the constants that are not in multiplication with the variables.

Thus,

Constants =  9 and -7

Hence we get,

Terms = 5x, 27, 9, -7

Coefficients = 5 and 2

Constants =  9 and -7

Thus, the required answers are,

a. The terms -5x, 27, 9, -7

b. The coefficients - 5 and 2

c. The constants - 9 and -7

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Order from greatest to least

0.7

0.07

0.072

7.2

7

0.27

Answer:

(largest) 7.2 , 7 , 0.7 , 0.27 , 0.072 , 0.07 (smallest)

The measure of ∠EBF is 56°.

Here, we are given that-

m ∠EBC = 3 r + 10 °

and m ∠ABE = 2 r − 20 °

Also we can observe that ∠EBC and ∠ABE are angles on a straight line and hence will be supplementary.

⇒ ∠EBC + ∠ABE = 180

⇒ 3r + 10 + 2r - 20 = 180

5r - 10 = 180

5r = 180 + 10

5r = 190

r = 190/5

r = 38

Thus, ∠ABE = 2(38) - 20

= 76 - 20

= 56

Now, from the figure, m ∠EBF = m ∠ABE

⇒ m ∠EBF = 56°

Thus, the measure of ∠EBF is 56°.

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Your question was incomplete. Check for the missing figure below.

Coach's errors are;

Wrong conversion when converting hour to seconds

There is wrong conclusion since Eliza was running fast enough at a speed of 34ft/s compared to 8.8ft/s

The speed required by eliza is 8.8 ft/s

Converting 5.8miles to feet per second

Taking the coach conversion

This shows that 5.8mi/hr is equivalent to 34.0ft/s in accordance with coach conversion rate.

The coach made the first error by taking 60s as 1hr instead of 3600s as 1hr

The mistake that Eliza is not running fast enough to exceed her fastest time. Eliza is running at pace as her speed at 34ft/s exceed 8.8ft/s.

Hence the second error was the wrong conclusion made by the coach.

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We can actually deduce here that the biggest advantage of correlational research is: The use of important variables in a real-world setting.

A correlational research is actually known to be the research that investigates relationships between two variables or more. It does this without the researcher trying to manipulate or control any of the variables.

Correlational research is known to be a non-experimental type of quantitative research. In this research, the researcher assesses the statistical relationship that exists between the variables.

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Orio and Ted buy an equal number of comic books every month. Orio has 9 more comic books than Ted.

What are a definition and an example of a linear equation?

The following equation shows the number of comic books, y, that Orio has after x months:

y = 2x + 15

Using the equation y=mx+b to find Orio's number of comic books, we can plug 2 months to substitute for the variable x.

y = 2(2) + 15

y = 4+15,

y = 19.

We know Ted has 10 comics after 2 months from the graph.

19-10= 9

Therefore, Orio has 9 more comic books than Ted.

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The complete question is -

Orio and Ted buy an equal number of comic books every month. The following equation shows the number of comic books, y, that Orio has after x months: y = 2x + 15 The following graph shows the number of comic books, y, that Ted has after x months: Graph shows Months on x axis and Number of Comic Books on y axis. The scale on x axis is shown from 0 to 5 at increments of 1. The scale on y axis is shown from 0 to 14 at increments of 2. The title of the graph is Teds Comic Books. A straight line is shown which joins the ordered pair 0, 6 and 4, 14 After 2 months, how many more comic books does Orio have than Ted?

Answer: 16

Step-by-step explanation:

[tex]n^2-(n+a)(n-a)=\\n^2-(n^2-a^2)=\\n^2-n^2+a^2=\\a^2[/tex]

[tex]326541829^2-326541833*326541825=\\32654129^2-(32654129+4)(326541129-4)=\\4^2=\\4*4=\\16[/tex]

The compound inequality to determine the Fahrenheit temperature range is given by  [tex]-40 < \frac{5}{9}(F-32) < 125[/tex] .

An inequality in mathematics is a relation that compares two numbers or other mathematical expressions in an unequal way. The most frequent application is to size-compare two numbers on a number line.

Inequality is represented by:

A compound inequality is of the form : a < x < b implies that the value of x lies between the values of a and b.

According to the question if temperature is denoted in Celsius the inequality can be written as : -40° < °C < 125°

Now we know that the relation between C and F can be written as

[tex]C=\frac{5}{9}(F-32)[/tex]

Therefore the required inequality will be of the form:

[tex]-40 < \frac{5}{9}(F-32) < 125[/tex]

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The solution to the system of equation is x = 6, y = 4, z = 5

The equation is

1.5x + y - z = 8

x + 3y = 18

2y + z = 13

From this we have,

y = 8 - 1.5x + z

x + 3y = 18

2y + z = 13

x + 3(8 - 1.5x + z) = 18

2(8 - 1.5x + z) + z = 13

Apply the Distributive Property

x + 24 - 4.5x + 3z = 18

16 - 3x + 2z + z = 13

Combine like terms

-3.5x + 24 +3z = 18

16 - 3x + 3z = 13

Rearrange variables to the left side of the equation

-3.5x + 3z = 18 - 24

-3x + 3z = 13 - 16

Subtract the two equation

-3.5x + 3z - (-3x + 3z ) = 18-24 - ( 13-16)

-3.5x + 3z + 3x -3z = 18 - 24 - 13 + 16

-3.5x + 3x = 18 - 24 - 13 + 16

x = 6

Substitute the value of x in one of the equation

-3×6 + 3z = 13 - 16

-18 + 3z = -3

3z = 15

z = 5

Now put the value of x and z

y = 8 - 1.5x + z

y = 8 - 1.5×6 + 5

  = 8 -9 + 5

  = 4

Therefore the solution to the system of equation is x= 6, y = 4 and z = 5

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Answer:

1/7

Step-by-step explanation:

y = -7x - 1 so slope is -7

The slopes of two perpendicular lines are negative reciprocals of each other

so negative reciprocal of -7 is 1/7

keeping in mind that perpendicular lines have negative reciprocal slopes, let's check for the slope of the equation above

[tex]y = \stackrel{\stackrel{m}{\downarrow }}{-7}x-1\qquad \impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}[/tex]

thus a line perpendicular to that slope will have a slope of

[tex]\stackrel{~\hspace{5em}\textit{perpendicular lines have \underline{negative reciprocal} slopes}~\hspace{5em}} {\stackrel{slope}{\cfrac{-7}{1}} ~\hfill \stackrel{reciprocal}{\cfrac{1}{-7}} ~\hfill \stackrel{negative~reciprocal}{-\cfrac{1}{-7}\implies {\LARGE \begin{array}{llll} \cfrac{1}{7} \end{array}}}}[/tex]

Answer:

$ 33.33

Step-by-step explanation:

can you make me brainliest pls

Answer:

3.) Obtuse  &. 4.) Acute. ????

Step-by-step explanation:

Answer:

3. obtuse

4. acute

Step-by-step explanation:

Hope this helps

The investigator can test the presence of simple sugars in the sample by using Benedict's solution.

Simple carbs are tested for using Benedict's Test. With free ketone or aldehyde functional groups, reducing sugars (monosaccharides and some disaccharides) are recognized by the Benedict's test.

Benedict's solution turns orange or brick red when heated in the presence of simple carbohydrates. The reducing characteristic of simple carbs is what triggers this response. The Benedict's solution changes color as a result of the reduction of copper (II) ions to copper (I) ions.

The produced red copper(I) oxide precipitates out of solution because it cannot be dissolved in water. This explains how the precipitate was created. The closer the final hue is approaching brick-red and the more precipitate is generated as the reducing sugar concentration rises. Copper oxide, a brick-red solid, can occasionally precipitate out of a solution and gather at the test tube's bottom.

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The expression 2×2×2×5 shows the prime factorization of 40.

Prime factorization:

The number 40 is equal to

2 x 2 x 2 x 5, or   = 40

23 x 5. = 40

In mental arithmetic, fractions, finding square roots, and computing the HCF and LCM of two smaller numbers, prime factorization is a highly helpful tool when working with whole numbers. A whole number higher than 1 whose only elements are 1 and itself is referred to as a prime number. A whole number that may be split evenly into another number is referred to as a factor.

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Answer:

2 × 2 × 2 × 5

Step-by-step explanation:

2 × 2 × 2 × 5 = 4 × 2 × 5 = 8 × 5 = 40

Answer:

-3

Step-by-step explanation:

Taking out 3 would give you a negative number

35, ∠2 and ∠4 are alternate interior angles, so m∠2 = m∠4.

What is alternate interior angles?

Given

           m∠4=35

From the image given, angle 2 and angle 4 lie on opposite side of the line that intercepts the two parallel lines, AB and CD. Angle 2 and angle 4 both lie within the parallel lines.

Therefore, ∠2 and ∠4  are alternate interior angles.

Thus,

m ∠2 = m∠4 (alternate interior angles theorem)

since m∠4 = 35°

therefore m∠2 = 35°

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Answer:

Below

Step-by-step explanation:

a) He answered 9 questions, lets say that he answered all 9 correctly

= 9x5 = 45 points (highest)

b) He answered 9 questions, lets say that he answered them all wrongly

0-(5x9)

0-45

-45

The length of the diagonal across the field is 212.132 feet.

A rectangle whose all sides are equal is called a square.

A square is always a rectangle, parallelogram, and a quadrilateral but its reverse statement may or may not be true.(ie it is not always necessary that a rectangle is a square or a parallelogram is a square).

Given that a square field has an area of 22,500 square feet. Now, the length of the side of the square field can be written as,

Area of the square field = (Length of square field)²

22,500 square feet = (Length of square field)²

Length of square field = √(22,500 sq. feet)

Length of square field = 150 feet

Now, the length of the diagonal of the field can be written as,

(Length of the diagonal)² = 2(Length of the side of square field)²

(Length of the diagonal)² = 2(150²)

(Length of the diagonal)² = 45,000 sq. feet

(Length of the diagonal) = 212.132 feet

Hence, the length of the diagonal across the field is 212.132 feet.

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Answer:

Method 1 is distribution of the -1/2 to 5x and -9. Method 2 is simplification by multiplying -1/2 to both sides of the equation.

Step-by-step explanation:

Method 1:                                   Method 2:

[tex]-\frac{1}{2} (5x-9)=17[/tex]                         [tex]-\frac{1}{2} (5x-9)=17[/tex]

[tex]-\frac{1}{2}[/tex](5x-9)=17                                [tex]-\frac{1}{2}[/tex](5x-9)=17                                

[tex]-\frac{1}{2}[/tex]*5x-([tex]-\frac{1}{2}[/tex]*9)=17                         [tex]-\frac{1}{2}[/tex]*(-2)(5x-9)=17*(-2)  

[tex]-\frac{5}{2}[/tex]x+([tex]\frac{1}{2}[/tex]*9)=17                               5x-9=-34

[tex]-\frac{5}{2}[/tex]x+9/2=17                                5x-9+9=-34+9

([tex]-\frac{5}{2}[/tex]x+9/2=17)*2                           5x=-25

-5x+9=34                                    5x/5=-25/5

-5x+9-9=34-9                              x=-5

-5x=25

-5x/(-5)=25/(-5)

x=-5

Answer: f(1)=21

Step-by-step explanation:

f(x-1)=x³+3x²-3x+7

f(x-1)=(x-1+1)³+3(x-1+1)²-3(x-1+1)+7

f(1)=(1+1)³+3(1+1)²-3(1+1)+7

f(1)=(2)³+3(2)²-3(2)+7

f(1)=8+3(4)-6+7

f(1)=8+12+1

f(1)=21

Answer: Yes it is rational number because it has a terminating decimal expansion

Step-by-step explanation:

Define Rational number:

rational number, in arithmetic, a number that can be represented as the quotient p/q of two integers such that q ≠ 0. In addition to all the fractions, the set of rational numbers includes all the integers, each of which can be written as a quotient with the integer as the numerator and 1 as the denominator.

Yes it is rational number because it has a terminating decimal expansion.

7/2=3.5

Define Integer:

An integer is a whole number (not a fractional number) that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. Examples of numbers that are not integers are: -1.43, 1 3/4, 3.14.

all integers between -7 and 2 in increasing order are:

-6,-5,-4,-3,-2,-1,0 and 1.

since, it has to be in increasing order -6 will come first and 1 at the last.

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The two representations which are considered to be only partial representations include the following: D. the graph and the table.

A function can be defined as a mathematical expression which is used to define and represent the relationship that exists between two or more variables. This ultimately implies that, a function is typically used for mapping an input variable to an output variable.

A graph can be defined as a type of chart that's commonly used to graphically represent data on both the horizontal and vertical lines of a cartesian coordinate, which are the x-axis and y-axis.

In this scenario, the following are complete representations of the same data because they are valid for all possible x values:

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Explanation:

15 - 2.5x is the same as 15 + (-2.5)x

Then we can swap the terms to get -2.5x+15

Therefore, the original equation is the same as -2.5x+15 = 40

To solve this equation, we follow PEMDAS in reverse. So instead of starting with the "P", we start with the "S". There's no subtraction operations to undo, so we move onto the "A". There is an additional operation to undo, which is the +15

To undo the +15, we subtract 15 from both sides

-2.5x+15 = 40

-2.5x+15-15 = 40-15

-2.5x = 25

The next step after this would be to divide both sides by -2.5 to undo the multiplication. The -2.5x means "-2.5 times x".