I need help on photo above please!!!

Answer:

1. yes all yes

Step-by-step explanation:

Answer:

Step-by-step explanation:

to be honest there is a handbook you can look at for the anwsers its a student handbook

Answer:

1 ft / 0.3048 m

Step-by-step explanation:

Answer:

The value of x is 12.

Step-by-step explanation:

Given that x is directly proportional to y so the expression will be x = k (³√y) where k is the constant. First, you have to find the value of k :

[tex]x = k \: (\sqrt[3]{y} )[/tex]

[tex]let \: x = 6,y = 8[/tex]

[tex]6 = k \: (\sqrt[3]{8} )[/tex]

[tex]6 = k(2)[/tex]

[tex]k = 3[/tex]

Next, you have to find the value of x, by substituting y = 64 into the expression :

[tex]x = 3 \: ( \sqrt[3]{y} )[/tex]

[tex]x = 3( \sqrt[3]{64} )[/tex]

[tex]x = 3(4)[/tex]

[tex]x = 12[/tex]

Answer:

D

Step-by-step explanation:

Answer:12 lessons

Steps in image below:

The number of lessons that take for the cost to be the same with and without a membership will be 12.

The distribution of weights to the variables involved that establishes the equilibrium in the calculation is referred to as a result.

The equation is given below.

186 + 10x = 25.5x

Simplify the equation, then we have

25.5x - 10x = 186

15.5x = 186

x = 186 / 15.5

x = 12

The number of lessons that take for the cost to be the same with and without a membership will be 12.

More about the solution of the equation link is given below.

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Answer:

1 plus 1= 2

2 × 4 = 8

5 × 1 =5

Step-by-step explanation:

IM SO SORRY IF IM WRONG! I just multiplied and added...

Answer:

1+1=2

2x4=8

?

5x1=5

Step-by-step explanation:

Answer:

1 1/9

Step-by-step explanation:

The answer is 1 1/9. Hope it is correct! You can give a brainliest if it is correct.

Answer:

y=1/3x+11/3

Step-by-step explanation:

y=mx+b

y=1/3x+b

3=1/3(-2)+b

3 = -2/3+b

+2/3 +2/3

11/3=b

So the equation of the line that perpendicular to y= -3x + 3/5 that Goes through point (-2, 3 ) is y=1/3x+11/3.

Answer:

7.2 I think, closest to 8 hours?

Answer:

With something like this you have to start out with 3 givens. what I do for these specific kinds of questions is just put something random in the first half, then put something random twice in the second slot, click clear, then it'l give you a button that says "clear" then a little after it'll say "hint" or "demo" the click those buttons and just put the second half in something random until it pops off, this works every time and will allow you to go to the next task.

Step-by-step explanation:

May I have brainliest please? :)

Answer:

Statement: ∠1 ≅∠2

Reason: When two parallel lines are cut by a transversal, alternate exterior angles are congruent

Step-by-step explanation:

Answer:

12

i think this correct answer

Answer:

[tex]log_3(\frac{7}{16}) =-0.753[/tex]

Step-by-step explanation:

Use the laws of log()

[tex]log_x(\frac{a}{b}) =log_x(a)-log_x(b)[/tex]

[tex]log_3(\frac{7}{16}) =log_3(7)-log_3(16)[/tex]

[tex]log_3(\frac{7}{16}) =log_3(7)-log_3(4^2)[/tex]  you can move exponent outside of log()

[tex]log_3(\frac{7}{16}) =log_3(7)-2log_3(4)[/tex]  

[tex]log_3(\frac{7}{16}) =(1.771)-2(1.262)[/tex]

[tex]log_3(\frac{7}{16}) =-0.753[/tex]

The required value of log₃ (7/16) is 0.753 which is determined by properties of logarithms.

There are four basic properties of logarithms:

logₐ(xy) = logₐx + logₐy.

logₐ(x/y) = logₐx - logₐy.

logₐ(xⁿ) = n logₐx.

logₐx = logₓa / logₓb.

The functions of logarithmic are given in the question

log₃ 4 = 1.262 and log₃ 7 = 1.771

We have to determine the value of log₃ (7/16)

⇒ log₃ (7/16) = log₃ 7 - log₃ 16

⇒ log₃ (7/16) = log₃ 7 - log₃ 4²

Using property of logarithm logₐ(xⁿ) = n logₐx.

⇒ log₃ (7/16) = log₃ 7 - 2 log₃ 4

Substitute the values of log₃ 4 = 1.262 and log₃ 7 = 1.771 in the above equation,

⇒ log₃ (7/16) = 1.771 - 2(1.262)

⇒ log₃ (7/16) = 1.771 - 2.524

⇒ log₃ (7/16) = 0.753

Therefore, the required value of log₃ (7/16) is 0.753.

Learn more about the logarithmic properties here:

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Answer:

Ambos recipientes tienen la misma densidad, es decir, 10 kilogramos por metros cúbicos.

Step-by-step explanation:

Recordamos que la densidad de un material uniforme ([tex]\rho[/tex]), medido en kilogramos por metro cúbico, está definido por:

[tex]\rho = \frac{m}{V}[/tex] (1)

Donde:

[tex]m[/tex] - Masa, medido en kilogramos.

[tex]V[/tex] - Volumen, medido en metros cúbicos.

Ahora calculamos la densidad de cada recipiente:

Recipiente A ([tex]m =1200\,kg[/tex], [tex]V = 120\,m^{3}[/tex])

[tex]\rho = \frac{1200\,kg}{120\,m^{3}}[/tex]

[tex]\rho = 10\,\frac{kg}{m^{3}}[/tex]

El recipiente A tiene una densidad de 10 kilogramos por metro cúbico.

Recipiente B ([tex]m = 2400\,kg[/tex], [tex]V = 240\,m^{3}[/tex])

[tex]\rho = \frac{2400\,kg}{240\,m^{3}}[/tex]

[tex]\rho = 10\,\frac{kg}{m^{3}}[/tex]

El recipiente B tiene una densidad de 10 kilogramos por metro cúbico.

Ambos recipientes tienen la misma densidad, es decir, 10 kilogramos por metros cúbicos.

Answer:10+x

Step-by-step explanation:

Answer:

z+42+42=180

Step-by-step explanation:

Since it is an isosceles triangle, the two base angles are the same and remember all the angles add to  180. So use this equation:

z+42+42=180

If you need to find z, it is 96.

Check: 96+42+42=180

Answer:

x=2

Step-by-step explanation:

3(7-2x)-19-5(4-x) = 3(8-6x)-9x+5(4-x)

or, 21-6x-19-20+5x = 24-18x-9x+20-5x

or, 21-19-20-6x+5x = 24+20-18x-9x-5x

or, -18-x = 44-32x

or, -x+32x = 44+18

or, 31x = 62

or, x = 62/31

or, x = 2

Answer:

Step-by-step explanation:

21-6x-19-20+5x=24-18x-9x+20-5x   distribution property

-x-18=44-32x              common factors

31x-18=44                   add 32x to both sides

31x=62                  add 18 to both sides

x=2                   divide 31 to both sides(equals 2) so x equals 2

Answer:

happy vets day

Step-by-step explanation:

Answer:

-6.3 degrees

Step-by-step explanation:

First I formed the equation 10.4-16.7=x, which the answer came to be -6.3 degrees.

Answer:

30 + 2x = 5x  i hope this helps

Answer:

A  Y=2X +3

Step-by-step explanation:

Y=mx +b

y=2x + 3

slope is 2

y intercept is 3

Answer:

x= -2 y= -5

Step-by-step explanation:

Eliminate y by subtract = 3x-6x-2y+2y=6 ; x=-2

plug-in x = -2

-6-2y = 4 y = -5

Answer:

(- 2, - 5)

Step-by-step explanation:

[tex]\left \{ {{3x-2y=4} \atop {6x-2y=-2}} \right.[/tex]

(2) - (1)

(6x - 3x) + [- 2y - (- 2y)]= - 2 - 4

3x = - 6 ⇒ x = - 2

3( - 2) - 2y = 4 ⇔ - 6 - 2y = 4 ⇒ y = - 5

(- 2, - 5)

The total number of sixth-grade students at Escobar Middle School is 400 students

What is Percentage?

A percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, %

Given data ,

Let the total number of students in sixth grade = x

5 % of sixth grade students is = 20 students

So ,

We need to calculate the total 100 % students in the sixth-grade

And ,

10 % of sixth-grade students = 2 x 5 % of sixth grade students

                                               = 2 x 20 students

                                               = 40 students

Now ,

100 % of sixth-grade students x = 10 x 10 % of sixth-grade students

                                                    = 10 x 40 students

                                                    = 400 students

Therefore , there are 400 students

Hence , the total number of sixth-grade students is 400 students

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Answer:

3

left

Step-by-step explanation:

1000/36=0.036

hope this helps

Answer:

y = 4x + 1

Y values increase by 4, X values increase by 1.

M or slope, = 4/1 or 4

Y-intercept is when x = 0

When x = 0 in this case, y = 1.

So,

y = 4x +1

Answer:

y = 4x + 1

Step-by-step explanation:

This is the y = mx + b format, hopefully its useful for you! It's a linear equation because all the values grow at a constant rate.

The y-intercept is 1 and it's rise over run which means that you start at 1 on your y-intercept when graphing and then rise 4 and run 1 to the right because it's a positive slope.

Answer:

La ecuación simplificada es  [tex]a = \frac{11}{19}[/tex].

Step-by-step explanation:

Tenemos la siguiente ecuación simultánea: [tex]16\cdot a - [3\cdot a - (6-9\cdot a)] = 30\cdot a +[-(3\cdot a+2)-(a+3)][/tex]. El procedimiento consiste en destruir los paréntesis desde dentro hacia fuera, agrupar los términos semejantes y simplificar. Presentamos el proceso paso por paso:

1) [tex]16\cdot a - [3\cdot a - (6-9\cdot a)] = 30\cdot a +[-(3\cdot a+2)-(a+3)][/tex] Dado

2) [tex]16\cdot a -\{3\cdot a + (-1)\cdot [6+(-1)\cdot 9\cdot a]\} = 30\cdot a +\{(-1)\cdot (3\cdot a +2)+(-1)\cdot (a+3)\}[/tex]  [tex]-b = (-1)\cdot b[/tex]

3) [tex]16\cdot a -\{[(-1)\cdot (6)+(-1)\cdot (-1)\cdot 9\cdot a]\}= 30\cdot a +\{\left[(-1)\cdot (3\cdot a) + (-1)\cdot (2)\right] +[(-1)\cdot a +(-1)\cdot (3)] \}[/tex] Propiedad distributiva

4) [tex]16\cdot a -(-6+9\cdot a) = 30\cdot a +(-3\cdot a -2-a-3)[/tex] [tex]-b = (-1)\cdot b[/tex]/ [tex](-b)\cdot (-c) = b\cdot c[/tex]

5) [tex]16\cdot a +(-1)\cdot (-6+9\cdot a) = 30\cdot a -4\cdot a-5[/tex] Propiedad distributiva/Definiciones de adición y sustracción/[tex]-b = (-1)\cdot b[/tex]

6) [tex]16\cdot a +[(-1)\cdot (-6)+(-1)\cdot (9\cdot a)] = 26\cdot a -5[/tex] Propiedad distributiva/Definiciones de adición y sustracción/Propiedad modulativa.

7) [tex]16\cdot a +6-9\cdot a = 26\cdot a - 5[/tex]  [tex]-b = (-1)\cdot b[/tex]/ [tex](-b)\cdot (-c) = b\cdot c[/tex]

8) [tex]7\cdot a +6 = 26\cdot a - 5[/tex] Propiedad distributiva/Definiciones de adición y sustracción.

9) [tex]6+5 = 26\cdot a -7\cdot a[/tex] Compatibilidad con la adición/Definición de sustracción.

10) [tex]11 = 19\cdot a[/tex] Propiedad distributiva/Definiciones de adición y sustracción.

11) [tex]19\cdot a = 11[/tex] Simetría de la igualdad.

12) [tex]a = \frac{11}{19}[/tex] Compatibilidad con la multiplicación/Existencia del inverso multiplicativo/Propiedad modulativa/Definición de división/Resultado.

La ecuación simplificada es  [tex]a = \frac{11}{19}[/tex].

Answers For Entire Assignment!!

Page 1 D, A, C

Page 2 C

Page 3 B, A

Page 4 C, D, F

Page 5 Identify the factor x + 3 from the given root –3.

Use synthetic division to divide the polynomial by x + 3.

Use the bottom row of the synthetic division as coefficients in the quadratic 2x2 + 3x – 2.

Factor the quotient to find the two other factors: x + 2 and 2x – 1.

Page 6 B, C, E

Page 7 B, 1.3

Page 8 The student used k = –5 instead of k = 5. And the student did not use a placeholder zero for the x2 term. Also, x – 5 is a factor because there is no remainder when the division is performed correctly.

Trust The Milk. Get that hundo.

Answer: 10

Step-by-step explanation:

tbh its too long to explain i gtg now but plz just trust me