URGENT PLEASE HELP 30-60-90 DUE TODAY PLEASE HELP IMPORTANT MATH

Step-by-step explanation:

☥ [tex] \underline{ \underline{ \text{Given} }}:[/tex]

☥ [tex] \underline{ \underline {\sf{To \: find} }}: [/tex]

☥ [tex] \underline{ \underline{ \sf{Solution} }} : [/tex]

⟹ [tex]\sf{38\% \: of \: 50} = \frac{38}{100} \times 50 = \boxed{ \sf{19}}[/tex]

[tex] \red{ \boxed{ \boxed{ \tt{⟿ \: Our \: final \: answer : 19}}}}[/tex]

Hope I helped ! ♡

Have a wonderful day / night ツ

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Answer: Its an enlargement

Enlargement - Getting bigger

Reduction - getting smaller

Answer:

Hmmm o yo tanbien hablo espanol hola! :D medas puntos gratis porfavor?

Step-by-step explanation:

porfaaaaa <3

6.175=247/40 simplified is 6 7/40

Answer:

[tex]Ratio = 2 : 15[/tex]

Step-by-step explanation:

Given

[tex]Ratio = 8 : 60[/tex]

Required

Write in the simplest form

[tex]Ratio = 8 : 60[/tex]

Divide by 2

[tex]Ratio = 8/2 : 60/2[/tex]

[tex]Ratio = 4 : 30[/tex]

Divide by 2

[tex]Ratio = 4/2 : 30/2[/tex]

[tex]Ratio = 2 : 15[/tex]

The expression cannot be further simplified.

Answer:

  80 square units

Step-by-step explanation:

The area of the figure can be found by decomposing into parts whose area is easy to find, then adding the areas of those parts.

We choose to consider the figure to be composed of two congruent trapezoids and a rectangle.

__

Each trapezoid has bases of 6 units and 10 units, and a height of 2 units. Its area will be ...

  A = 1/2(b1 +b2)h

  A = 1/2(6 +10)(2) = 16 . . . . square units

__

  The central rectangle has dimensions of 6 units by 8 units. Its area will be ...

  A = LW

  A = (8)(6) = 48 . . . . square unit

__

The total area is the sum of the areas of the two trapezoids and the rectangle:

  total area = 2(16) +48 = 80 . . . . square units

Answer:

The actual length of the route is 8400.

Step-by-step explanation:

Given that:

Ratio of scale drawing = 1 : 300

It means that 1 cm on the scale drawing is equal to 300 in actual length.

We have to find the actual distance for 28 cm on the scale drawing.

Let,

x be the actual length of route.

This shows a proportional relationship.

1 : 300 :: 28 : x

Product of extreme = Product of mean

x = 300*28

x = 8400

Hence,

The actual length of the route is 8400.

Step-by-step explanation:

3 [tex]\frac{3}{4}[/tex] ÷ [tex]\frac{2}{5}[/tex]       Original problem

When dividing fractions, you want to turn the mixed numbers into improper fractions so....

[tex]\frac{15}{4}[/tex] ÷ [tex]\frac{2}{5}[/tex]      

Now you want to flip the second fraction ( so [tex]\frac{2}{5}[/tex] becomes [tex]\frac{5}{2}[/tex] ) and then you want to turn the division sign into a multiplication sign

[tex]\frac{15}{4}[/tex] × [tex]\frac{5}{2}[/tex]          

Now you multiply the numerators and multiply the denominators

[tex]\frac{15*5}{2*4}[/tex] = [tex]\frac{75}{8}[/tex]

Turn the improper fraction to a mixed number

75 divided by 8 is 9 with a remainder of 3 so your answer would be c. 9[tex]\frac{3}{8}[/tex]

The answer is c

I hope this helps!!!

Answer: we need 3 cups of white paint and 5 of yellow paint if we want to make 1 batch.

Step-by-step explanation:

I suppose that each one of these squares represents one cup of the given color.

(the white squares represent the cups of white paint and the yellow squares represent the number of cups of yellow paint)

We know that for 3 batches of the paint, we need:

9 cups of white paint.

15 cups of yellow paint.

Now, if we only want to do one batch, then we should use one-third of these numbers of cups. (Because with that we make 3 batches, and one-third of 3 batches is one batch)

Originally, we use 9 cups of white paint, then for one batch we need one-third of 9 cups, this is:

9/3 = 3

Then we should use 3 cups of white paint.

And for the yellow paint, we originally use 15 cups, one-third of 15 is:

15/3 = 5

Then we should use 5 cups of yellow paint.

We can conclude that we need 3 cups of white paint and 5 cups of yellow paint if we want to make 1 batch.

This would be represented with 3 white squares and 5 yellow squares.

Answer:

Step-by-step explanation:

The first thing you ought to do is find out what you are trying to get. Desmos is an ideal program to do that if you don't have a graphing calculator. Just search for Desmos. It is pretty obvious once you get there.  I've enclosed the graph to show you what it looks like.

Notice what happens around 5.  The graph splits because effectively, you are dividing by 0 when you put 5 into the denominator. The question arises why doesn't the same thing happen at 0. It should: There is a discontinuity but it is very tiny. So the domain numbers that you should graph are

-1   0™  1   2   3   4   4.5    4.8   5.3    5.4  6 7

™I wouldn't make 0 a part of this domain.  But you can indicate with a dot where the graph goes.

I haven't filled in the range numbers. That's your job. All you have to do is fill in the table with points. Or you can put them on the graph that I have enclosed just to see where they points belong.

A graph is not to convey accuracy. It is to show the shape of function in question.

Answer:

26 hours or 25 hours and 45 min

Step-by-step explanation:

309/12= 25.75

Answer:

50:4

Step-by-step explanation:

Answer:

48 hours

Step-by-step explanation:

8 x 6 = 48

Answer:

she works 48 per week

Step-by-step explanation:

8*6=48

Answer:

last one

hope it helps..

Answer:

the answer is 3.36 please mark brainliest

Step-by-step explanation:

Answer:

 add 2 subtract 2 add 8 multiply by 3 divide by 27

Answer:

∠R = 106°

Step-by-step explanation:

Given that,

In ΔRST, ∠R = (6x + 10)°, ∠S = (2x + 5)°, and  ∠T = (3x – 11)°.

We need to find ∠R.

We know that, the sum of angles of a triangle is equal to 180°.

ATQ,

(6x + 10) + (2x + 5) + (3x – 11) = 180

Taking like terms,

6x+2x+3x = 180-10-5+11

11x = 176

x = 16

So,

∠R = (6x + 10) = 6(16) + 10

= 106°

Hence, ∠R = 106°

Answer:

[tex]\huge\boxed{x=0,\ y=3\to(0;\ 3)}[/tex]

Step-by-step explanation:

[tex]\left\{\begin{array}{ccc}x+3y=9&\text{subtract }3y\ \text{from both sides}\\4x-2y=-6\end{array}\right\\\\\left\{\begin{array}{ccc}x=9-3y&(1)\\4x-2y=-6&(2)\end{array}\right[/tex]

Substitute (1) to (2):

[tex]4(9-3y)-2y=-6\qquad|\text{use the distributive property}\\\\(4)(9)+(4)(-3y)-2y=-6\\\\36-12y-2y=-6\qquad|\text{subtract 36 from both sides}\\\\-14y=-42\qquad|\text{divide both sides by (-14)}\\\\y=3[/tex]

Put it to (1):

[tex]x=9-3(3)\\\\x=9-9\\\\x=0[/tex]

Answer:

if

c=(1,8)

and

y=(-3x + 1)

then

y=(-3 x 1 + 1)

=( -3 +1)

= -2

Answer:

(4, -1)

Step-by-step explanation:

(4, y) is a solution to x - 2y = 6.

Find the value of y:

[tex]4-2y=6\\\\4-4-2y=6-4\\\\-2y=2\\\\\frac{-2y=2}{-2}\\\\\boxed{y=-1}[/tex]

The value of y is '-1'.

(4, -1) is a solution to the equation.

Hope this helps.

Answer:

-6

Step-by-step explanation:

Answer:

Pemdas:

Step-by-step explanation:

20 + ( - 6 × 4 ) - 2

20 + ( - 24 ) - 2

Answer:

the statement is false for any value of x

Step-by-step explanation:

Answer:

[tex] \boxed{ x < 0}[/tex]

Step-by-step explanation:

[tex]if \to : \\ 3(1 – 2x) > 3 – 6x \\ then \to : \\ 3(1 – 2x) > 3 – 6x = \\ 3 - 6x > 3 - 6x = \\ - 3 + 3 > - 6x + 6x \\ 0 > x( -6 + 6) \\ 0 > x(0) \\ x < \frac{0}{0} \\ \boxed{ x < 0}[/tex]

Answer:

B. and C. both equations has infinitely many solutions.

Step-by-step explanation:

In both the equations, value of y cannot be determined, so they have infinitely many solutions.

Answer:

29. [tex]\frac{1}{3}[/tex]

30. a) 32

b) Yes, the ratio will change 1 : 2.

Step-by-step explanation:

Question 29.

Given that:

Number of gold medals won by France = 11

Number of silver medals won by France = 9

Number of bronze medals won by France = 13

To find:

The ratio of gold medals won to the total number of medals won by France.

Solution:

First of all, we need to find the total number of medals won by France.

Total number of medals won = 11 + 9 + 13 = 33

The required ratio can be found as:

[tex]\dfrac{\text{Number of gold medals won}}{\text{Total number of medals won}}\\\Rightarrow \dfrac{11}{33}\\\Rightarrow \bold{\dfrac{1}{3}}[/tex]

Question 30:

Number of girls = 20

Ratio of boys to Ratio of girls = 3 : 5

a. Total number of students in the class?

First of all, we need to find the number of boys in the class then we will add the value to the number of girls to get the answer.

Let the number of boys = [tex]x[/tex]

As per the ratio, we can write:

[tex]\dfrac{3}{5 } = \dfrac{x}{20}\\\Rightarrow x = 12[/tex]

Total number of students = 20 + 12 = 32

b. Four number of boys and four girls are moved to other class.

Number of boys left = 12 - 4 = 8

Number of girls left = 20 - 4 = 16

New ratio = 8 : 16 = 1 : 2

Therefore, the ratio got changed to 1 : 2.

Answer:

yes

Step-by-step explanation:

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Answer:

D

Step-by-step explanation:

I think the intervals can pretty much be infinite.

Answer:

it might go like A= 12 B= 0 C = -6