PLEASE HELPP!!I need to pass this please!!im confused​

Answer: 16+d>20

d>4

Step-by-step explanation:

d=digs

16+d>20

16-16+d>20-16

d>4

Answer:

i think the answer is C. 1.5w^2 + 7.5w + 9

Answer:

y+4=-5(x-15)

Step-by-step explanation:

Use point-slope form:

y-y1=m(x-x1)

m is the slope

x1 is the x coordinate of the point that the line contains

y1 is the y coordinate of the same point

We are already given the coordinates of the point (15, -4), so we just need m, the slope.

We are given that equation of the line is perpendicular to line y=1/5x+2. Perpendicular lines have slopes that are negative reciprocals of one another. The slope of y=1/5x+2 is 1/5, so all we need to do it get the negative reciprocal of 1/5.

The negative reciprocal of 1/5 would be -5. (switch the numerator and denominator and slap on a negative)

Now we know

m is -5

x1 is 15

y1 is -4,

so plug those into point-slope form: y-y1=m(x-x1)

y-(-4)=-5(x-15)

y+4=-5(x-15) is the answer

Answer:

Step-by-step explanation:

5x5=25

The statement that proves that angle XWY is equal to angle ZYW is

A. If two parallels are cut by a transverse, then alternate interior angles are congruent

Alternate interior angles are a pair of angles that are formed on opposite sides of a transversal line when two parallel lines are intersected by the transversal.

When a transversal intersects two parallel lines, it creates eight angles. Among these angles, the alternate interior angles are located on the inside of the parallel lines and on opposite sides of the transversal.

In a parallelogram, the two opposite sides are parallel to each other hence the line crossing them will lead to formation of alternate interior angles

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1. 24=4times6;24=6 times 4 is represented by  apple orchard

2. 45=9 times 5; 45 = 5 times 9 is represented by  classroom of students

3.  36= 3 times12; 36 =12 times 3  is represented by A construction site

4. 60 =12 times 5; 60 = 5times 12 is represented by A grocery store

1. An apple orchard is comparing the productivity of two of its workers in terms of the number of baskets of apples picked. Worker A picked 4 baskets in 6 hours, while Worker B picked 6 baskets in 2 hours.

The situation can be represented by the equations 24 = 4 x 6 and 24 = 6 x 2, where 24 represents the total number of baskets picked.

2. Another example is a classroom of students comparing the number of pencils each student has. In one row, there are 9 students and each student has 5 pencils. In another row, there are 5 students and each student has 9 pencils. This situation can be represented by the equations 45 = 9 x 5 and 45 = 5 x 9, where 45 represents the total number of pencils in each row.

3. A construction site is comparing the efficiency of two workers in terms of the number of bricks they can lay in a certain amount of time. Worker A can lay 3 bricks in 12 minutes, while Worker B can lay 12 bricks in 3 minutes. The situation can be represented by the equations 36 = 3 x 12 and 36 = 12 x 3, where 36 represents the total number of bricks laid.

4. A grocery store is comparing the size of two crates of oranges. Crate A contains 12 rows of oranges, with 5 oranges in each row. Crate B contains 5 rows of oranges, with 12 oranges in each row. This situation can be represented by the equations 60 = 12 x 5 and 60 = 5 x 12, where 60 represents the total number of oranges in each crate.

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Answer:

atleast 5

Step-by-step explanation:

Answer:

this is your ans mark brainliest pls

Answer:

y = -1/4x

Step-by-step explanation:

If two lines are parallel to each other, they have the same slope.

The first line is y = -1/4x - 2. Its slope is -1/4. A line parallel to this one will also have a slope of -1/4.

Plug this value (-1/4) into your standard point-slope equation of y = mx + b.

y = -1/4x + b

To find b, we want to plug in a value that we know is on this line: in this case, it is (8, -2). Plug in the x and y values into the x and y of the standard equation.

-2 = -1/4(8) + b

To find b, multiply the slope and the input of x (8)

-2 = -2 + b

Now, add 2 to both sides to isolate b.

0 = b

Plug this into your standard equation.

y = -1/4x

This equation is parallel to your given equation (y = -1/4x - 2) and contains point (8, -2)

Hope this helps!

Step-by-step explanation:

65/x ×100 = 20

6500/20 = x

x = 325 Answer .. option (B)

\( \bold{ \underline{ \purple{Question}}}\)

if 65 is 20% of X then x = ?

\( \bold{Given}\)

\(\bold {\underline{SOLUTION}}\)

65 / 20 = x

\( \displaystyle\frac{65}{20} \times 100\)

\( \displaystyle \: \frac{65}{2 \cancel0} \times 10 \cancel0\)

\( \displaystyle \frac{65 \times 10}{2} \)

\( \displaystyle \frac{650}{2} \)

\(\displaystyle \frac{ \cancel {650}}{ \cancel2} \)

x= 325 Answer

hence option B is correct.

if 65 is 20% of X then x = 325

Answer:

D. 4.4x, A. (4.4)* and B. 4x.4x

Answer:

Commutative.

Associative property works on symbols instead of signs!

Answer:

associative property

Step-by-step explanation:

[a+b]+(c)=(a)+[b+c]

The given statement "The slope of a regression line measures how steeply the cost line rises as activity increases." is true because  the slope of a regression line represents the change in cost for each unit increase in activity.

True. The slope of a regression line is a measure of the relationship between two variables, and it represents the change in the response variable (y-axis) for each unit increase in the predictor variable (x-axis). In the context of cost and activity, the slope of a regression line represents the change in cost for each unit increase in activity.

A steeper slope indicates that costs are increasing more rapidly as activity increases, while a flatter slope indicates a less rapid increase in costs with increasing activity.

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Answer:

B

Step-by-step explanation:

sum of the interior angles of a triangle is 180

180-(75+70+?)=35

Answer:

h = -3y + 2x

Step-by-step explanation:

Add 4x to both sides of the equation.

2h = −6y + 4x

Divide each term in 2h = −6y + 4x by 2 and simplify.

Divide each term in 2h = −6y + 4x by 2.

2h/2 = -6y/2 + 4x/2

Simplify the left side.

h = −6y/2 + 4x/2

Simplify the right side.
Simplify each term.
Cancel the common factor of −6 and 2.

h = -3y+2(2x)/2

Cancel the common factors.
Factor 2 out of 2.

h = -3y+2(2x)/2(1)
Cancel the common factor

h = -3y+2(2x)/2(1)
Rewrite the expression
h = -3y + 2x/1

Divide 2x by 1.
h = -3y + 2x

hopefully its right LOLZ

Answer:

There is no x intercept

Step-by-step explanation:

Answer:

no x intercept

Step-by-step explanation:

it is parallel with the x axis. They will never touch

Answer:

165

Step-by-step explanation:

x² + 8x + 12 =

= (9)² + 8(9) + 12

= 81 + 72 + 12

= 153 + 12

= 165

Answer:

-165

Step-by-step explanation:

(-9)2+8×-9+12

-81-72+12

-81-84

-165 answer.

Answer:

(-9,2)

Step-by-step explanation:

The rule for reflecting over the x axis is

(x,y)→(x,−y)

(-9, -2) becomes ( -9, - -2) = (-9,2)

Answer:

(-9,2)

Step-by-step explanation:

It will be -9,2 because when you reflect across x axis you change the y axis not the x axis because if you imagine it it works like that

The surface area and volume of the triangular prism are:

S = \(204 in^2\)

V = \(144 in^3\)

The area= 12 inches

The volume = 144 cubic inches

The area of each triangular face is already calculated (A = 12 square inches). The three rectangular faces have dimensions 5 x 12, 6 x 12, and 4 x 12.

Calculate the area of each rectangular face:

5 * 12 = 60 square inches

6 * 12 = 72 square inches

4 * 12 = 48 square inches

Now, sum the areas of all faces to get the surface area (S):

S = (2 * 12) + 60 + 72 + 48 = 204 square inches.

So, the surface area and volume of the triangular prism are:

S = \(204 in^2\)

V = \(144 in^3\)

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Answer:

28

Step-by-step explanation:

71.12 divided by 2.54 = 28

Answer:

Using dimensional analysis:

71.12 cm / 2.54 cm/inch = 28 inches

Therefore, 71.12 centimeters is equal to 28 inches.

Answer:

x=0

Step-by-step explanation:

solve for  x  by simplifying both sides of the equation, then isolating the variable. which got me x=0

Answer:

x = 1/90

or

x = 90^-1

Step-by-step explanation:

-2/5x - 8/15x + 1/3x = -54

-9/15x = -54

-3/5x = -54

3x = 270x

270x = 3

x = 1/90, x ≠ 0

False, in finding the t-value for a confidence interval, we cannot use the value at either the 20th or 80th percentile.

To find the t-value for a confidence interval, we need to consider the t-distribution, which is a probability distribution that is used when the sample size is small and the population standard deviation is unknown. The t-distribution is symmetric and bell-shaped, similar to the normal distribution, but it has heavier tails.

When constructing a confidence interval, we use the t-distribution to determine the critical value, which corresponds to the desired level of confidence. The critical value is based on the degrees of freedom, which is determined by the sample size. The degrees of freedom represent the number of independent observations available to estimate a parameter.

The t-distribution has a different shape for different degrees of freedom. As the degrees of freedom increase, the t-distribution approaches the shape of the standard normal distribution. The critical values for a given level of confidence are determined from the t-distribution tables or using statistical software.

The t-value corresponds to a specific percentile in the t-distribution. For example, if we have a 95% confidence level, we need to find the t-value that corresponds to the 2.5th percentile (α/2) in each tail of the distribution. This value is not located at the 20th or 80th percentile.

Using the t-value at either the 20th or 80th percentile would be incorrect and would result in an incorrect confidence interval calculation. It is essential to use the correct critical value from the t-distribution table or software based on the desired confidence level and the degrees of freedom associated with the sample size.

In conclusion, when finding the t-value for a confidence interval, we should not use the value at either the 20th or 80th percentile, but rather refer to the appropriate critical value from the t-distribution based on the desired level of confidence and the degrees of freedom.

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The table of solutions for this quadratic equation (y = -2x²) include the following:

x                    y_

-2                  -8

-1                   -2

0                   -0

1                    -2

2                   -8

A graph of the solution of the given quadratic equation has been plotted in the image attached below.

In Mathematics, the graph of any quadratic equation or function always forms a parabola, which simply means a u-shaped curve. In order to determine the correct solutions to the given quadratic equation, we would have to substitute the x-values contained in the table into the quadratic equation.

At point x = -2, the y-value of this quadratic equation is given by:

y = -2x²

y = -2(-2)²

y = -2 × 4

y = -8

At point x = -1, the y-value for this quadratic equation is given by:

y = -2x²

y = -2(-1)²

y = -2 × 1

y = -2

At point x = 0, the y-value of this quadratic equation is given by:

y = -2x²

y = -2(0)²

y = -2 × 0

y = 0

At point x = 1, the y-value of this quadratic equation is given by:

y = -2x²

y = -2(1)²

y = -2 × 1

y = -2

At point x = 2, the y-value of this quadratic equation is given by:

y = -2x²

y = -2(2)²

y = -2 × 4

y = -8

In conclusion, we can logically deduce that the graph of this quadratic equation forms a downward parabola.

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Answer:

4.5kg :7kg

Step-by-step explanation:

2 kg 250g convert in kg is 2.25kg

and 3kg 500g convert in kg is 3.5kg

2.25/3.5

solve the divide

Answer:

21x2(x-3)

Step-by-step explanation:

Answer: Its C- 3(7x^2+5)(x-3)

Step-by-step explanation:

took it on edge2022

Given: 15 different shirts with 5 different colours

To Determine: The bar chart represent the different colours

Solution

Let us get the frequecy table representing the number of the different colors

There are 3600 ways to seat 6 people at two round tables, with at least one person at each table.

In this scenario, we have 6 people to seat at 2 round tables, meaning each table must have at least 3 people.

We can start by finding the number of ways to seat 6 people at one table, then divide that by 2 to account for the two tables.

For one round table, there are 6! (6 factorial) ways to seat 6 people. This is because, for the first seat, there are 6 options. For the second seat, there are 5 options remaining; for the third seat, there are 4 options, and so on.

However, this number counts the same arrangement of people multiple times, as the arrangement can start with any person. So, to correct this, we divide 6! by 6, which gives us 720/6 = 120 ways to seat 6 people at one round table.

Now, since we have two tables, each table must have 120/2 = 60 arrangements. This means there are 60 x 60 = 3600 ways to seat 6 people at two round tables.

In conclusion, there are 3600 ways to seat 6 people at two round tables, with at least one person at each table.

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\(~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} ~\hspace{4.5em} \cfrac{a^n}{a^m}\implies a^na^{-m}\implies a^{n-m} \\\\[-0.35em] ~\dotfill\\\\ (4)^{\frac{-4}{2}} \implies (4)^{-2}\implies 4^{-2}\implies \cfrac{1}{4^2}\implies \cfrac{1}{16}\)

If D is the distance that Jason ran (in miles), the inequality will be:

D < 3.

Here we want to write an inequality for the given sentence:

"Jason ran for less than 3 miles."

Let's define the variable D as the distance that Jason ran in miles, now we want to write an inequality that says that D is less than 3 miles.

To do so, we will use the symbol <, it is used to say that the thing in the left is smaller than the thing in the right, then the inequality will be:

D < 3.

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Answer:

Step-by-step explanation: