Picture attached - Two Column Proof - NEED HELP PLS PLS PLS WILL MARK BRAINLIEST

Answer:

B y= -5/4x+3

Step-by-step explanation:

Step-by-step explanation:

Answer: My guess is hes incorrect,  its 500 because we know 5 tens is 50 and if we make it ten times 50 it is 500

Answer:

No he’s not correct

Step-by-step explanation:

So he says that 10 times 5 tens is 5 thousands. 5 tens is 50. So if you do 10 times 50 it’s only 500 not 5 thousand. At least this is what I think you mean

Answer:

do u have pics?

Step-by-step explanation:

Answer:

8=4x+5

Step-by-step explanation:

Slope-intercept form: y=mx+b

1. Identify your terms:

x: 4

y:8

b/slope: 5

2. Solution:

8=4x+5

Answer:

How many hamburgers were sold on Sunday?

336

Answer:

To make math easy for my students, whenever I become a math teacher, is the sole purpose why I want to be an educator. To understand how to make math easy, one needs to understand the whats, hows, whys of why people struggle with math.

Most people do not relate to math well and it usually starts around the middle/highschool level.

It's really no one's fault, to be honest.

At some point after arithmetic people start to lose sight, rather never realize what math is actually about. Math is more than counting, it is about critical thinking, logic, reason, pattern, and theory, way more than just digits. Yet, common education( at least here in the US) teaches to follow steps to solve problems as if it were a cookbook, just memorize the recipe and your good to go. If one gets the right or wrong answer, they would be lost as to explain what is truly happening.

Example Learning algebra I followed steps to solve for “x. ” Yet, I never knew, truly, what I was doing. All I remember thinking was the y intercept helped me get the “x.” Only later in self study in college did I bump into the fundamental theorem of algebra…. It all made sense. That moment put it into perspective for me.

If we want people to be good at math we have to give perspective on what is being taught, either presenting theory(which Uncle Sam should do), or simply by giving the bigger picture. With my example, to many people, they see it as a whole bunch digits and letters, get confused, and rightly so. If we explain to someone what's going down, that we are studying lines and that the intercepts(roots) help us better study(analyze) and capture these here lines and curves.

“Mr. Teacherman, Why do we need to study lines and cruves?” Great question student! To help us better understand the world around us. Just studying these simple curves on a graph may seem meaningless, but it forms the basis for things that aid us in many human endeavors, from building edifices to computer programming.

I wish that teachers did that in every class everyday.

In the US, we follow the cookbook method disservicing an entire country, especially those who are on the lower end of society.

Answer:

0.076 ; 1.924

Step-by-step explanation:

Given that :

_______Downtown Store ___ North Mall Store

n _______25 _______________20

Mean (m) _ $9 _______________$8

Sample sd_ $2 ______________$1

Standard Error (SE) = √[(s1²/n1) + (s2²/n2)]

√((2^2/25) + (1^2/20)) = 0.4582575

df = (25 + 20) - 2= 43

(m2 - m1) ± t(df = 43 , 0.025) * SE

(9 - 8) ± 2.01669 * 0.4583

(1 - 0.9242) ; (1 + 0.9242)

0.076 ; 1.924

They will need 4 buses.

The division in mathematics is one kind of operation. In this process, we split the expressions or numbers into the same number of parts.

Given:

For the class field trip,

the fourth grades at Jefferson Elementary School need to take buses.

Each bus fits 55 students,

and there are 200 students in fourth grade.

The number of buses,

= 200/55

= 3.63

≈ 4.

Therefore, the need is for 4 buses.

To learn more about the division;

https://brainly.com/question/13263114

#SPJ2

Answer: 2

Step-by-step explanation:

7-3/4-2 = 4/2 = 2

Answer:

Then you divide :)

<3 Enjoy,

    Dea

Step-by-step explanation:

180° = m<A + m<B + m<C

180° = 45° +60° + m<C

180° = 105° + m<C

m<C = 180° - 105 °

m<C = 75°

Step-by-step explanation:

A={3,4,7,9}

B={8,9,10,11}

now,

AUB={3,4,7,9}U{8,9,10,11}

={3,4,7,8,9,10,11}

hope it helps.

Answer:

1.358899 or 3-\sqrt{19}

Step-by-step explanation:

either or

Answer:

x = 6, solution is not extraneous

Step-by-step explanation:

If you go and plug in 6 then the equation works well and there are no extraneous solutions.

Answer:

Yes

Step-by-step explanation:

The tally marks are related to both triangles, as they are in the same position and indicate a proportional length

Answer:

6(7+)

Step-by-step explanation:

1) Start by solving the original equation

42 + 12 = 54

2) Solve the other equations until you find a match

2a) Start with what's in the parenthesis

7(6+5) = 7(11) = 77

2b)

2(40+6) = 2(46) = 92

2c)

6(7+2) = 6(9) = 54

This is your answer

2d)

10(32+2) = 10(34) = 340

Answer: 6(7 +2)

Step-by-step explanation:

Calculate 42 + 12, which is 54.

Calculate 7(6 + 5), which is 7 * 11 = 77.

Calculate 2(40 + 6), which is 2 * 46 = 92.

Calculate 6(7 + 2), which is 6 * 9 = 54.

Calculate 10(32 + 2), which is 10 * 34 = 340.

And, we can conclude the expression 6(7 + 2) is equivalent to 42 + 12.

Answer:

The Best answer would be The Third Option Below

Step-by-step explanation:

Answer:

2:30pm

I hope this helps :)

Answer:

x=-2

Step-by-step explanation:

11x-21=7x-29

11x-7x=-29+21

4x=-8

x=-2

Answer:

B

Step-by-step explanation:

Answer:

y = 8x

Step-by-step explanation:

I believe counting up from the origin to the last point gives a slope of 8/1 which there wouldn't be a y-intercept in the equation.

Answer:

I believe the answer is '2 solutions'.

Step-by-step explanation:

Combine each equation, solve the resulting question which comes out as two seperate variables, x = -1.197-- and y = 7.3990. I believe your answer is '2 solutions' because of this.

Answer:

1 solution

Step-by-step explanation:

Answer:

37.68

Step-by-step explanation:

Answer:

The second one or the last one, but those two are the ones i came up with

Step-by-step explanation: