Please help!! Will give brainliest.

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Answer:

Hey just did this on my lesson!!

Step-by-step explanation:

Answer is  

y = 100 (0.5)×

Answer:

[tex]-1\frac{7}{9}[/tex]

Step-by-step explanation:

Rewriting our equation with parts separated

[tex]2+\frac{8}{9} -4+\frac{2}{3}[/tex]

Solving the whole number parts

[tex]2-4=-2[/tex]

Solving the fraction parts

[tex]\frac{8}{9} -\frac{2}{3} =?[/tex]

Find the LCD of 8/9 and 2/3 and rewrite to solve with the equivalent fractions.

LCD = 9

[tex]\frac{8}{9} -\frac{6}{9} =\frac{2}{9}[/tex]

Combining the whole and fraction parts

[tex]-2+\frac{2}{9} =-1\frac{7}{9}[/tex]

Hence, -1 7/9 is the correct Answer.

[RevyBreeze]

Answer:

94cm

Step-by-step explanation:

length= area/width

= 7614/81

= 94cm

Answer:

Matter of deleting not useful facts and using what we know and need.

Mrs.Chau.ke is 66 years old is not useful since this age doesn’t ask for age or the effect of age.

Earns 180 per hour and works 8 hours a day is useless since we’re already given the monthly income.

The monthly income 32040 is the most important here since we need to find the ANNUAL income which means yearly.

32040 per month * 12 months is 384480

384480 is the annual income

Mrs. Chauke's annual income if she earns R32 040 per month is

R384 480​

The given parameters are:

Hourly rate = R180

Work time = 8 hours a day

Monthly income = R32040

There are 12 months in a year.

So, the annual income is:

Annual = 32040 * 12

This gives

Annual = 384480

Hence, Mrs. Chauke's annual income if she earns R32 040 per month is

R384 480​

Read more about rates at:

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Answer:

823.7

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

Geometric sequences have a common ratio while arithmetic sequences have a common difference.

On the left table, we can see that it's an arithmetic sequence because 3+2=5, 5+2=7, and so on.

On the right table, we can see that it's a geometric sequence because 3*2=6, 6*2=12, and so on.

Basically, if you see a multiplication pattern for the output, it's a geometric sequence. If you see an addition (or subtraction) pattern for the output, it's an arithmetic sequence

Answer:

x=20  and  x=-50

Step-by-step explanation:

To find the roots, we need to simply solve for x. We do this by first moving all of the terms to the left and setting the right side equal to 0.

-1000

x^2+30x-1000=0

Now, factor it.

What adds up to 30 but multiplies to get -1000?

-10 and 40? No, because they multiply to get -400.

-20 and 50? Yes, because they add up to 30 and multiply to get -1000.

(x-20)(x+50)

x-20=0

x=20

x+50=0

x=-50

So, the roots are x=20 and x=-50

Given :-

To Find :-

Solution :-

As we know that if the quadratic equation is in standard form which is ,

[tex] ax^2+bx + c =0[/tex]

Then its roots are given by ,

[tex] x =\dfrac{-b\pm\sqrt{b^2-4ac}}{2a}[/tex]

So on converting the equation in standard form ,

[tex] x^2+30x -1000=0[/tex]

With respect to the standard form ,

Substitute in the Quadratic formula ,

[tex] x =\dfrac{-30\pm \sqrt{(30)^2-4(1)(-1000)}}{2(1)}[/tex]

Simplify,

[tex] x =\dfrac{-30\pm\sqrt{900+4000}}{2}[/tex]

Add the numbers inside square root ,

[tex] x =\dfrac{-30\pm\sqrt{4900}}{2}[/tex]

Divide each term in numerator by 2,

[tex] x =\dfrac{-30}{2}\pm\dfrac{\sqrt{70^2}}{2}[/tex]

Simplify ,

[tex] x = -15 \pm 35 [/tex]

Separate the two solutions ,

[tex] x = -15 + 35 , -15 -35[/tex]

Simplify ,

[tex]x = 20 , -50 [/tex]

Hence the solution of the equation are 20 and -50 .

I hope this helps.

Answer:

the relation is a function ..this the domains are the 3s and the co-domain are (7, 8, –2, 4,1) so here it's a function it does not matter if the domain are the same but if the co-domain is the same them it's not a function but here they're different

Answer:

well i search "what is 2 in a fraction" answer is 1/50

It would, i think 1/50 + 1/50 = 0.04

( i used the calculater) ;-;''

hope it helped   ':^

I think it's the same answer but take out the zero and decimal point

= 4

Answer:

2

Step-by-step explanation:

There are 2 terms

Hope this helps!

Answer:

I do not agree with the solutions, b=-30, reasoning below.

Step-by-step explanation:

Mai made an error between the first and second line, she added one to the right when she should have subtracted one:

2/5b+1=-11

2/5b=-12

She then multiplied by 5/2 which was correct, however she multiplied it by -10 when it should have been -12:

b=-12*5/2

b=-30

Tyler made an error between the first and second line when he did not multiply the 1 on the left by 5 also:

2/5b+1=-11

2b+5=-55

He did the next steps correctly, however he had the incorrect value, it should look like this:

2b=-60

b=-30

Answer:

more classmates like hip-hop

step-by-step explanation:

percentages (%) are out of 100

classmates: 62% of 80 is the same thing as

[tex] \frac{62}{100} \times 80 = 50 \: rounded \: up[/tex]

relatives: 70% of 60 is the same thing as

[tex] \frac{70}{100} \times 60 = 42[/tex]

we can clearly see that more classmates like hip-hop

Answer:

Number 1

Step-by-step explanation:

Answer:

X=40/11

Step-by-step explanation:

15(x-4)-2(x-9) =2(x-1)

=15x-60-2x+18=2x-2

=11x=60-18-2

=11x=40

=X=40/11

Answer:

1 3/4

Step-by-step explanation:

5/8+2/8+7/8 = 5+2+7/8 = 14/8 = 1 6/8 = 1 3/4 or 1.75

Answer: 1 3/4 or 1.75

Step-by-step explanation:

5/8 + 2/8 + 7/8 = 14/8

8/8 = 1

6/8 = 3/4

so 14/8 = 1 3/4 or 1.75

Answer:

Janelle rides her bike at a rate of 0.25 km per minute.

Step-by-step explanation:

15 divided by 60 = 0.25

(I'm assuming this is an open question, if there are choices then put them in the comments and I'll edit the answer)

Answer:

The answer is B = 113.4 = x (18)

x = 6.3

Step-by-step explanation:

A product of a number, x, and 18 is 113.4.

This means x*18=113.4

Now we solve:

x(18) = 113.4, Also can be written as 113.4 = x(18)

18x = 113.4

/18     /18

x = 6.3

Hope that helps!

Answer:

12. B

13. B

14. C

15. C

16. D

17. C

18. C

19. C

20. D

21. B

Step-by-step explanation:

12.

16/8 = 2

13.

12 - 4 = 8

12 - 6 = 6

(8 + 6)/2 = 7

15. 2000 x 1000 = 2,000,000

16. 999 + 9999 = 10,998

17.

24/4 = 6

6 x 5 = 30

18.

6 x 3 = 18

19. July 18th

20.

728 cannot divide evenly by 72

21.

1111 x 1111 = 1,234,321

biggest odd number is 3

Answer:

x ≈ 54.2°

Step-by-step explanation:

Using the tangent ratio in the right triangle

tan x = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{WV}{VW}[/tex] = [tex]\frac{50}{36}[/tex] , then

x = [tex]tan^{-1}[/tex] ( [tex]\frac{50}{36}[/tex] ) ≈ 54.2° ( to the nearest tenth )

Answer:

➢ Trade-offs. Opportunity cost and efficiency. It shows the idea of scarcity. Because it shows that I cannot produce anywhere beyond the curve. So the curve or the frontier.

[tex]Into \: your Arms[/tex]

#CarryOnLearning

answer:

(x,y)=( -4, -3)

Answer:

{x,y}={-4,-3}

Step-by-step explanation:

// Solve equation [1] for the variable  y

 [1]    y = 2x + 5

// Plug this in for variable  y  in equation [2]

  [2]    -4x + 3•(2x+5) = 7

  [2]    2x = -8

// Solve equation [2] for the variable  x

  [2]    2x = - 8

  [2]    x = - 4

// By now we know this much :

   x = -4

   y = 2x+5

// Use the  x  value to solve for  y

   y = 2(-4)+5 = -3

Solution :

{x,y} = {-4,-3}

pls, mark me as brainiest!

Answer: C is correct answer

Step-by-step explanation:

==============================================

Further Explanation:

Whenever you are doing a proof, always start with the given info. It may seem silly to literally repeat (word-for-word) what your teacher has given you, but this is how all proofs start out. It helps place an anchor point in which you can connect to what you want to prove.

So this is why the first line is literally a repeat of what your teacher has stated. The reason you'll state is "given".

------------------

For reason 2, we use the vertical angle theorem. Vertical angles are always congruent.

Vertical angles form whenever we have an X shape like this of two segments crossing. The angles are opposite one another (almost like mirror images of sorts).

-----------------

Lastly, reason 3 uses the SAS (side angle side) similarity theorem.

This is the theorem which says that if you have two pairs of sides in proportion and a pair of congruent angles between those sides, then we can prove the triangles similar.

Statement 1 handles the sides being in proportion. Statement 2 handles the congruent angles.

As you can see, everything in this proof builds step by step toward the final goal of saying triangle ABC is similar to triangle EBD.

Answer:

well 1 plus 1 is 2 so i dont know

Step-by-step explanation:

:)

Step-by-step explanation:

m<FDE = 45° (alternate angles)

w = 70° (corresponding angles)

x = 42° (atlernate angles)

x + z = 180° (linear pairs)

or, z = 180° - 42°

so, z = 138°

Answer:

B, C, A

Step-by-step explanation:

These form a straight line.

Answer:

The sheet is backwards for some reason i dont know why 12

Step-by-step explanation:

I would answer it but i cant see it.

Answer:

m=1/4

Step-by-step explanation:

Start by picking two points that are clearly visible on the line: (1, -3) and (-3, -4).

The equation for slope is: m=[tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

Where [tex]x_{1}[/tex]=1 [tex]x_{2}[/tex]=-3 [tex]y_{1}[/tex]=-3 [tex]y_{2}[/tex]=-4

m=[tex]\frac{(-4)-(-3)}{(-3)-1}[/tex]

m=-1/-4

m=1/4

Answer: (-3,2)

Step-by-step explanation:

It's a translation 2 units UP, which means vertically, which means the Y Axis, so your (-3,0) which is formatted like: (x,y) would add 2 to the y variable of the coordinate -> (-3,2), You don't even need a graph for this problem tbh.

The coordinates of the (-3, 0) after a translation 2 units up is: A. (-3, 2).

Translation is a form of transformation, whereby the points of a figure is moved from one position to another by the same distance in a given direction.

Given a point, (-3, 0), after translation 2 units up, that is, 2 units up along the vertical axis (y-axis), we would have:

(-3, 0 + 2 units) = (-3, 2).

Thus, the coordinates of the (-3, 0) after a translation 2 units up is: A. (-3, 2).

Learn more about translation on:

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