7 grade math hellp mee

Answer:

bc=10

Step-by-step explanation:

12/bc=18/(33-18)

12/bc=18/15

18bc=12*15

18bc=180

bc=180/18

bc=10

Answer:

C) 84

Step-by-step explanation:

Use the Fundamental Counting Principle, which states that if there are p ways to do one thing, and q ways to do another thing, then there are p×q ways to do both things. In this case, we have 2 ways to select one object from the first set, 3 ways to select one object from the second set, and 14 ways to select one object from the third set. So, we multiply and do 2*3*14=84

Therefore, there are 84 unique combinations

Explanation:

The constant of proportionality is the same as the slope for equations of the form y = kx.

To find the value of k, we divide the y over x values.

k = y/x = 12/8 = 1.5

or

k = y/x = 6/4 = 1.5

Either way the answer is 1.5

This means Ziah ran at a rate of 1.5 city blocks per minute.

Answer:

8

Step-by-step explanation:

Answer:

1/5

Step-by-step explanation:

First and foremost, I want to simplify these fractions, just to make everything a lot easier when I actually get to dividing. 5/50 can be divided by 5/5 to get 1/10, and 15/30 can be divided by 15/15 to get 1/2. So, now we're dividing 1/10 by 1/2.

To divide fractions, we can multiply the first fraction (in this case, 1/10) by the reciprocal of the second fraction (in this case, 1/2). The reciprocal of 1/2 is 2, so we can multiply 1/10 by 2 to find our answer. 1/10 × 2 = 2/10, or 1/5, so this is our final answer.

Hopefully that's helpful! If you have any further questions, let me know. :)

The quotient of given fractions is 1/5.

Given that, 5/50 divided by 15/30.

In Mathematics, fractions are represented as a numerical value, which defines a part of a whole. A fraction can be a portion or section of any quantity out of a whole, where the whole can be any number, a specific value, or a thing.

Now, 5/50 ÷ 15/30

Keep the first fraction 5/50 same change the division symbol and reciprocate the fraction 15/10

That is, 5/50 × 30/15

= 1/10 × 2/1

= 2/10

= 1/5

Therefore, the quotient of given fractions is 1/5.

To learn more about the fractions visit:

https://brainly.com/question/1301963.

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Answer:

72°

Step-by-step explanation:

The diagonals of a parallelogram intersect at a point that forms the center of symmetry of the parallelogram.

Answer:

J=8

Step-by-step explanation:

Multiply 4 by 2 and then you get 8 and 8/4 is 2 so J = 8

sorry if im incorect

Answer:

No, because (6, 4) is on the line

Step-by-step explanation:

y>-1/2(x)+7

4>-1/2(6)+7

4>-3+7

4>4

Answer:

1.3

Step-by-step explanation:

Answer: Nope, im currently doing well right now. Thank you though.

Step-by-step explanation:

Answer:

[tex]x=\frac{ab+a+b-c}{a+b}[/tex]

Step-by-step explanation:

a(x−b)+bx+c=a+b

Step 1: Add ab to both sides.

−ab+ax+bx+c+ab=a+b+ab

ax+bx+c=ab+a+b

Step 2: Add -c to both sides.

ax+bx+c+−c=ab+a+b+−c

ax+bx=ab+a+b−c

Step 3: Factor out variable x.

x(a+b)=ab+a+b−c

Step 4: Divide both sides by a+b.

[tex]\frac{x(a+b)}{a+b} =\frac{ab+a+b-c}{a+b}[/tex]

[tex]x=\frac{ab+a+b-c}{a+b}[/tex]

Hope this helped! :)

Answer:

1 flmpysc - ax + x - y - 2

this could help

Answer:

Step-by-step explanation:

y=-3x+13

y = mx + b, where m is the slope and b is the y-intercept.

A line parallel to this line will have the same slope, -3.  We can start by writing:

y = -3x + b

No matter what is chosen for the value of b, this line will be parallel.  We do want the line to go through point (6,10), however.  The way that can be done is to find a value of b that would shift the line to go through (6,10).

Find b by entering the point (6,10) into the equation, and then solve for b:

y = -3x + b

10 = -3(6) + b

10 = -18 + b

b = 28

The line becomes y = 3x + 28

See the attachment.

Answer:

MOoo

Step-by-step explanation:

MOoo

Answer:

About 11 Weeks

Step-by-step explanation:

I found out by multiplying 11 by 20 and got 220. Then, adding 50 is 270, which is just over 259. It's not ten because 200 is just underneath his goal.

No. Tripling the dimensions (the side of the square base and the height) would increase the surface area of the pyramid by a factor of [tex]3^2[/tex] or [tex]9[/tex]

Let

[tex]h=\text{the height of the pyramid}\\s=\text{length of one side of the square base}\\t=\text{total surface area of the pyramid}[/tex]

The total surface area of the square-based pyramid is given by

[tex]t=b(b+\sqrt{4h^2+b^2})[/tex]

Let the tripled dimensions be given by [tex]B=3b[/tex] and [tex]H=3h[/tex], then the new surface area will be

[tex]T=B(B+\sqrt{4H^2+B^2})\\=3b(3b+\sqrt{4(3h)^2+(3b)^2})\\=3b(3b+\sqrt{9(4h^2+b^2)})\\=3b(3b+3 \sqrt{4h^2+b^2})\\=9b(b+\sqrt{4h^2+b^2})\\=9t[/tex]

The new surface area will be greater than the original by a factor of [tex]9[/tex]

Learn more about scale factors here: https://brainly.com/question/1440011

Answer:  It will be more than triple the area because you square the side to find the area of the base.

Step-by-step explanation:

It will be more than triple the area because you triple the side to find the area of the base. To calculate the surface area of a square pyramid, you need to first calculate the area of the base. To do this, you will need to multiply the length of one side of the square by itself (or square it). Since you are tripling the dimensions of the square pyramid, you will need to triple the side of the base, which will result in an area that is more than three times larger.

Answer: negative 2 arrow to the left

Step-by-step explanation:

Answer: 25 units squared

Step-by-step explanation:

1) A square has 4 equal sides.

2) The area of a square is length x width.

3) Therefore, 5x5 = 25 units squared (area is always reported in units squared).

Answer:

146 is the answer im positive

Answer:

Shop Y

Step-by-step explanation:

In order to compare, we need to make both the same units first. Since they give us the conversion factor 1 CAD=0.75 GBP, we can plug this in to the shoes from shop X. We get 35.90*0.75=26.93 GBP.

Now we can compare. Since 21 GBP < 26.93 GBP, we can see that shop Y's shoes are cheaper, and therefore the better deal.

Answer:

110

Step-by-step explanation:

100% of 110 means all of 110, which is just 110.

Are you sure you didn't make a typo here because I'm pretty sure this wouldn't be given on a homework. Just wondering.

"4% probability of their passing on a hereditary disease to 3 of their children"

I'm not sure if this means that the possibility of them passing the disease to one child is 4%, or if the probability of them passing the disease to the collective three children is 4%.

In case its the first one:

To make this a little easier, if you think about it the only possible way for the condition "at least one child will inherit the disease" to be untrue is if all 3 children do not have the disease. Therefore we just need to calculate the probability of all 3 children not having the disease.

if the chance of having the disease is 0.04, then the chance of not having it is 0.96

for three children: 0.96*0.96*0.96

=  0.884736

to find the chance of this not happening:

1 - 0.884736

= 0.115264 ≈ 12%

there is a 12 percent chance at least one of the children will inherit the disease

In case its the second one:

the probability of all 3 children having the disease is 0.04,

the probability of 1 child getting the disease is unknown, x.

this means

x*x*x = 0.04

x ≈ 0.342

now we just basically repeat the steps above

1 - 0.342

= 0.658 (probability that one child does not get the disease)

0.658 * 0.658 * 0.658

= 0.284890312 (probability that all 3 children do not get the disease)

1 - 0.284890312

= 0.715109688 ≈ 72%

there is a 72 percent chance at least one of the children will inherit the disease

Answer:

5,00000000

Step-by-step explanation:

6000000000

HEY

For variables at ordinal level use Spearman's correlation. However, Chi-Square is also suitable to use for test of significance with cross tabulation of ordinal level data

thank me later

carryonlearing

✨ jufaith ✨

Answer:

I believe that it would take 5 hours for 8 people to paint 8 fences.

Step-by-step explanation:

If 2 people are painting 2 fences in 5 hours, then 8 people can also paint 8 fences in the same time because each person is painting one fence. It take 5 hours to paint 1 fence if 1 person is painting it. The same goes for 2 or 8 people painting the same amount of fences as there are people. Im not 100% sure if this is accurate but I hope it helps.

common difference=d=43-39=4

We need first term a

[tex]\\ \sf{:}\dashrightarrow a_5=43[/tex]

[tex]\\ \sf{:}\dashrightarrow a+4d=43[/tex]

[tex]\\ \sf{:}\dashrightarrow a+4(4)=43[/tex]

[tex]\\ \sf{:}\dashrightarrow a+16=43[/tex]

[tex]\\ \sf{:}\dashrightarrow a=27[/tex]

The absolute difference between the greatest and the least of these three numbers in the arithmetic sequence is 10.

The sequence is an arithmetic sequence. Therefore,

d = common difference

let

a = centre term

Therefore, the 3 consecutive term will be as follows

a - d,  a, a + d

a - d +  a + a + d = 27

3a = 27

a = 27 / 3

a = 9

Therefore,

(a-d)² + (a)² + (a + d)² = 293

(a²-2ad+d²) + 9² + (a² + 2ad + d²) = 293

(81 - 18d + d²) + 81 + (81 + 18d + d²) = 293

243 + 2d² = 293

2d² = 50

d² = 50 / 2

d = √25

d = 5

common difference = 5

Therefore, the 3 numbers are as follows

9 - 5 , 9, 9 + 5 = 4, 9, 14

The difference between the greatest and the least of these 3 numbers are as follows:

14 - 4 = 10

learn more on Arithmetic progression: https://brainly.com/question/25749583?referrer=searchResults

Hello there, this is just a basic PEMDAS problem

[tex]{\huge{\boxed{\mathbb{QUESTION}}}[/tex]

12+13×4 what is the answer

[tex]{\huge{\boxed{\mathbb{EQUATION}}}[/tex]

[tex]12+13\cdot4[/tex]

_______________

[tex]{\huge{\boxed{\mathbb{PEMDAS\:RULE}}[/tex]

Follow PEMDAS rule

_______________

So first we will multiply [tex]13[/tex] by [tex]4[/tex] giving us [tex]52[/tex]. Now just add [tex]12+52=64[/tex]

_______________

[tex]{\huge{\boxed{\mathbb{ANSWER}}[/tex]

64

Hope it helps.

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