A. The point (3.5, 210) is on the graph. Explain what this means in terms of the car.


B. Is the point (1, 60) on this graph? Yes or no. Explain how you know

Answer:

4/9

Step-by-step explanation:

Answer:

122 is the smaller integer

Step-by-step explanation:

n = the smaller integer

n+1 is the larger integer

122+(122+1) = 245

Answer: The answer is D. 17.9

Step-by-step explanation: Use the equation [tex]c = \sqrt{a^2 +b^2}[/tex] where c represents the triangles hypotenuse and a and b represent the legs of the triangle.

I hope this helps have a great day!

Answer:

Hello!!! Princess Sakura here ^^

Step-by-step explanation:

So first you should remember that....

[tex]a^{2} +b^{2} =c^{2}[/tex]

then you should plug in...

[tex]8^{2}+16^{2}[/tex]

that should equal...

[tex]c^{2}=320[/tex]

Then you should solve the equation now by doing the inverse of the square which is the square root of both sides...

[tex]\sqrt{c^{2} } =\sqrt{320}[/tex]

[tex]c=17.88854382...[/tex]

Then you have to round it to the nearest tenths, which'll give you...

[tex]17.9[/tex]

choice D

Answer: 840 feet squared

Step-by-step explanation:  24ft * 35ft = 840

[tex]f(x) = ( \frac{1}{4} ) {}^{x} [/tex]

[tex]f(0) = ( \frac{1}{4} ) {}^{0} [/tex]

[tex]f(0) = 1[/tex]

[tex]f(1) = ( \frac{1}{4} ) {}^{1} [/tex]

[tex]f(1) = \frac{1}{4} [/tex]

[tex]f(2) = ( \frac{1}{4} ) {}^{2} [/tex]

[tex]f(2) = \frac{1}{16} [/tex]

#IfWrongPleaseReport

Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

Centered on the page.

Numbered in the order they appear in the text.

Referenced in the order they appear in the text.

Labeled with the table number and descriptive title above the table.

Labeled with column a

Step-by-step explanation:

Answer:

s=25

Step-by-step explanation:

Answer:

The right answer for your question is 30 because if you divide 67.5 by 2.25 then,the quotient would be 30.

Hope it helps you.

The required solution will be 30 which is determined by 67.5 divided by 2.25.

The basic arithmetic operations are division, multiplication (the opposite of division), addition, and subtraction. Arithmetic operations are methods for combining integers to generate new numbers. The division is defined as the number of times a given number is divided by another number.

67.5 Divided by 2.25

67.5 ÷ 2.25

Convert the dividend and divisor to integers by multiplying each by 100, making them 6750 and 225 respectively.

⇒ 6750 / 225

Apply the division operation, and we get

⇒ 30

Thus, the required solution will be 30 which is determined by 67.5 divided by 2.25.

To learn more about the division operation click here :

brainly.com/question/25870256

#SPJ2

Answer:

The first line shows the solutions to n > 0.

The open circle and shaded part after the 0 indicate that n > 0 is represented by the first line.

Answer:

It's the first one aka A.

Step-by-step explanation:

It's the first one bc it shows greater than. The second one shows n is = to or greater, 3rd one shows less than, and last one shows = to or lesser. So in other words, the correct answer would be A.

Answer:

Greater

Step-by-step explanation:

since it has a 0.0001 and not just 1 its greater 43.5

A. square root of 11 is it

The required length of the legs of triangle is 11√2. Option D is correct.

From figure
Hypotenuse = 22
Angles of leg = 45°

The triangle is geometric shape which includes 3 sides and sum of interior angle equal to 180°.

Let the length of the legs be x

sin45 = perpendicular/Hypotenuse
1/√2 = x/22
x = 11√2

Thus, the required length of the legs of triangle is 11√2.

Get more information about triangles here:
https://brainly.com/question/2773823

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Answer:

189 spores

Step-by-step explanation:

The number of mold spores triple every 6 weeks. So in 12 weeks, it has tripled twice.

Given that:

M = I x [tex]3^{n}[/tex]

where M is the number of mold spore, I is the initial amount of spores, and n is the number of times the amount of mold spores has tripled.

Since, I = 21 and n = 2, we have;

M = 21 x [tex]3^{2}[/tex]

   = 21 x 9

   = 189

There would be 189 spores in the garden today.

Answer:

Y=30

Step-by-step explanation:

we know that Y+150=180 as it is a linear pair

so, Y= 108-150

which will be 30

Answer:

they want to tell you why the answer is what it is

Step-by-step explanation:

Answer:

They are asking you "how" you managed to get your answer

Step-by-step explanation:

say the question is 5×5=25 and the question say Explain;"well if you add 5+5+5+5+5 is equals 25"

Answer:

5

Step-by-step explanation:

w-3=-2

first you need to figure out what w stands for

I just started plugging in numbers starting from 1 and when I got to 5 the number fit.

Answer:

2. y = 1/2x + 4

Step-by-step explanation:

This is the only equation that moves in a positive slope the way the graph shows it, hope this helps.

See attachment for math work and answer.

Answer:

Step-by-step explanation:

Answer:

-5<y<-3

Step-by-step explanation:

Answer:

8 tablespoons of shortening

Step-by-step explanation:

mathhhh

Answer:

(72 oz.     $17.99)------------>Least expensive

(32 oz.     $7.32)------------>middle

(48 oz.     $9.60)------------>most expensive

Step-by-step explanation:

Once you understand how to do it, it's easy!

Just divide the ounces by the price to findout the cost

72 ÷ 17.99 = 4.00

32 ÷ 7.32  = 4.37

48 ÷ 9.60 = 5.00

4.00 < 4.37 < 5.00

Least, Middle, most

Good Job! Pls Brainliest!   ;)

Answer:

10km/hr

Step-by-step explanation:

Given that:

Distance covered by both Dee and Ron= 20km

Ron's speed = 8km/hr

Dee made three 10 minute stops during the race.

Time it took Ron to cover 20km

Time = distance / speed

20km / 8km/hr = 2.5 hours = 150 minutes

Since they both tied ;

Running time of Dee = (150 - (3*10)) = 120 minutes = 2 hours

Ron's speed = distance / time

Speed = 20 km / 2hours

Speed = 10km/hr

Answer:

Step-by-step explanation:

espera y termino y te ayudo vale que me falta poco vale

Answer:

17

Step-by-step explanation:

Answer:

x = -3

Step-by-step explanation:

start with 3.46x + 6.38 = -4. Then take away 6.38 from both sides to get 3.46x=-10.38. Then you divide both sides by 3.46 to get x = -3.

Answer:

8 picnic baskets

Step-by-step explanation:

We are told in the question we have :

32 sandwiches

40 granola bars

48 apples

The greatest number of picnic baskets we can have is calculated using greatest common factor method

The factors are:

The factors of 32 are: 1, 2, 4, 8, 16, 32

The factors of 40 are: 1, 2, 4, 5, 8, 10, 20, 40

The factors of 48 are: 1, 2, 3, 4, 6, 8, 12, 16, 24, 48

Then the greatest common factor is 8.

Therefore, the greatest number of picnic baskets you can make is 8 picnic baskets.

Step-by-step explanation

We are told in the question we have :

32 sandwiches

40 granola bars

48 apples

Answer:

41/6

Step-by-step explanation:

Take the root of both sides and solve.

Answer:  see below

Step-by-step explanation:

[tex]32)\quad \dfrac{3}{5}(x-12)>x-24[/tex]

        3(x - 12) > 5(x - 24)

        3x - 36 > 5x - 120

      -5x         -5x        

        -2x - 36 >      -120

             +36          +36

        -2x        >       -84

     ÷ -2         ↓       ÷ -2  

             x      <       42

Graph:   ←------------o

                             42

34)   6[5y - (3y - 1)] ≥ 4(3y - 7)

        6[5y - 3y + 1] ≥ 4(3y - 7)

        6{2y + 1]        ≥ 4(3y - 7)

         12y + 6        ≥ 12y - 28

        -12y                -12y      

                  6        ≥         -28

                        TRUE  so the solution is All Real Numbers

Graph:   ←-----------------------→

36)   BC  +  AC      > AB

         4    + 8 - AB > AB

                12 - AB  > AB

                    +AB    +AB

                12          > 2AB

              ÷2            ÷2    

                 6           >  AB

                         AB < 6

[tex]38)\quad \dfrac{1}{2}(y-16)\geq y+2\quad ;\text{claim}\ y\leq 20[/tex]

Check: let y = 16

           then [tex]\frac{1}{2}[/tex](16 - 16) ≥ 16 + 2

                            0    ≥ 18

                            FALSE  so the claim is wrong

40) question not provided in the image so I cannot give a solution.

Answer:

9:30

Step-by-step explanation:

IM BUILT DIFFERENT