Answer right to get points

Answer Right To Get Points

Answers

Answer 1

Answer:

72

Step-by-step explanation:

Answer 2

Answer:

24

Step-by-step explanation:

18 divided by 3/4 equals 24


Related Questions

Use the area of the rectangle to find the area of the triangle.
8 ft
A. The area of the triangle is 40 square feet, because the area of the
rectangle is 40 square feet.
B. The area of the triangle is 20 square feet, because the area of the
rectangle is 20 square feet.
C. The area of the triangle is 13 square feet, because the area of the
rectangle is 26 square feet.
D. The area of the triangle is 20 square feet, because the area of the
rectangle is 40 square feet.

Answers

Answer:

D

Step-by-step explanation:

the area of the triangle is 20. using the base of the rectangle [5] and the height of the triangle[8]. I did the same for the rectangle and got the area of  40 for the rectangle

I hope this helped :)

8TH GRADE MATH!!
PLEASE HELP ME

Answers

Answer:

20

Step-by-step explanation:

115+x = 135 (remote interior angles)

x = 135-115

x = 20

Please Make Me Brainlist

Answer:

20

Step-by-step explanation:

first look at the line which says a and 135, they add up to 180 so

a + 135 =180

a= 180-135

a= 45

Then to find the x we will have to add all the angles inside the triangle which would add up to 180

So,

x+115+45=180

x+160=180

x=180-160

x=20

THEREFORE X = 20⁰

write the equation of this line in y= mx + b form:

Answers

Answer:

y = 2.5x + 3

Step-by-step explanation:

y = mx + b

y = 2.5x + 3

As you can see, each unit is not 1, its 0.5. We need to go up 5 times, and so 0.5 times 5 gives us 2.5, and thats how i got my slope.

I got 3 as my y-intercept because it's were the line intersects the y axis.

Hope this helped!

Have a supercalifragilisticexpialidocious day!

Answer:

y=5x+3

Step-by-step explanation:

Slope: y2-y1 over x2-x1 so it will be 3-(-2) over 0-(-1) and the answer will be 5.

Y intercept: In order to find the y intercept it is necessary to replace the y an x coordinate in the equation: y= mx+b and replace 3=5(0)+b... simplifying would be 3=b

so the final answer would be y=5x+3

please answer urgently ​

Answers

I don’t like math that’s all ima say , try and look it up on gothe exact answer and t me you will find it, it works for me! Mark brainly

3x^2 + 9x + 4x + 12

Answers

Answer:

steps below

Step-by-step explanation:

3x² + 9x + 4x + 12 = 3x² + 13x +12 = (x+3)(3x+4)

if 3x² + 9x + 4x + 12 = 0    x = -3 or x = - 4/3

Find the area of a circle whose area equals the half of the sum of the areas of two circles with radil 2 and 3.
13 (pi)
5 (pi)
6.5 (pi)

Answers

Step-by-step explanation:

step 1. if r = 2, then its area = (pi)r^2 = (pi)(4) = 4pi

step 2. if r = 3 then its area = (pi)r^2 = (pi)(9) = 9pi

step 3. so A is the area of a circle half the sum of our circles with r = 2 and r = 3.

step 4. A = (4pi + 9pi)/2 = 13pi/2 =6.5(pi).


ACME Company's expected sales can be modeled by g(t) = 13 – 21? + 4t - 7, where g(t) is measured in thousands
of dollars and t is the number of years after 2008. Find the average rate of change in expected sales from 2009 to
2015.

Select one:
O a. -$45,000
O b. $45,000
O c. $36,000
O d. $270,000

Answers

i think the answer is B, not sure

You can use the given function to evaluate the expected sales at year 2009 and 2015 and use the net difference divided by time as the average rate of change.

The average rate of change in expected sales from 2009 to 2015 is given by $12,059,941

How to find the average rate of change of something?

Let the thing that is changing be y and the thing with which the rate is being compared is x, then we have the average rate of change of y as x changes as:

[tex]\text{Average rate} = \dfrac{y_2 - y_1}{x_2 - x_1}[/tex]

where when

[tex]x = x_1, y = y_1\\and \\x = x_2, y = y_2[/tex]

Using the above method to calculate the needed average rate

Since the sales is given by the function [tex]g(t) = t^3 - 2t^2 + 4t - 7[/tex], and the inputs are 2009 and 2015, thus, evaluating g(t) (sales) at those values of t, we get:

[tex]g(2009) = 8023737057[/tex] (replaced 2009 with t and calculated)

[tex]g(2015) = 8096096703[/tex] (replaced 2015 with t and calculated)

Using these values to calculate the average rate

[tex]\text{average rate} = \dfrac{g(2015) - g(2009)}{2015 - 2009} = \dfrac{72359646}{6} = 12059941\\[/tex]

Thus,

The average rate of change in expected sales from 2009 to 2015 is given by $12,059,941

Learn more about rate of change here:

https://brainly.com/question/2460159

What is the value of x?
40
550
A. 1059
B. 75°
C. 850
D. 95°

Answers

Answer:

the answer is 85° because all angles in a triangle add up to 180

so u add them both up, subtract from 180 n u get 85

Answer:

C because a triangle angles must add up to 180

What is the base of the expression 1112?
o 3
O 11
O 12
o 21

Answers

The answer is 3 mate

HELP RN 25 POINTS ITS TIMED

Answers

Answer:

y=2/x+3

Step-by-step explanation:

72 millimeters to 3 meters

Answers

The ratio is 24:1000 or 0.024.

What is Ratio?

A ratio is a comparison between two amounts that is calculated by dividing one amount by the other. The quotient a/b is referred to as the ratio between a and b if a and b are two values of the same kind and with the same units, such that b is not equal to 0. Ratios are represented by the colon symbol (:). As a result, the ratio a/b has no units and is represented by the notation a: b.

Given:

72 millimeters to 3 meters

Now, Convert 3 meter to millimeter

3 meter= 3 x 1000

             = 3000 mm

Then, ratio is

= 72 / 3000

= 24/1000

= 0.024

Learn more about ratio here:

https://brainly.com/question/13419413

#SPJ2

The diagonals of rectangle. QRST intersect at P. Given that m<PTS = 34° and QS=10 , find QP.

Answers

Answer:

QP = 5

Step-by-step explanation:

since QRST is a rectangle, and QRST intersect at P, then QTS and QRS are right  triangles.

because <T is a right angle, line TR passes through the midpoint of line QS, therefore 2(QP) = QS

10/2 = 5

By the property of diagonal in a rectangle are equal and bisect each other measure of QP is 5 units.

What are the area and perimeter of a rectangle?

We know the perimeter of any 2D figure is the sum of the lengths of all the sides except the circle and the area of a rectangle is the product of its length and width.

Given, QRST is a rectangle, QS and RT are the diagonals of the rectangle

QRST.

By properties of rectangles, we know a rectangle is a parallelogram in which opposite sides are equal and diagonals bisect each other.

Given, QS is 10 units and QS = 2QP.

10 = 2QP.

QP = 10/2.

QP = 5.

learn more about rectangles here :

https://brainly.com/question/29123947

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What is m∠DEF?
Enter your answer in the box.

Answers

Answer:

I think this question contain figure , check it

Answer:

jjzz

kkfkfklllflflfljfjfj

jjfjf

Kari estimated the quotient of Negative 12 and one-fifth divided by 4 and two-fifths to be –8. Which best describes her error?

Answers

Answer:

D. Kari added the compatible numbers –12 and 4.

Step-by-step explanation:

Kari estimated the quotient of Negative 12 and one-fifth divided by 4 and two-fifths to be –8. Which best describes her error?

-12 1/5 ÷ 4 2/5 = -8

A. Kari multiplied the compatible numbers –12 and 4.

-12 * 4 = 48

A. Is not correct

B. Kari found that the quotient of a negative number and a positive number is negative.

Example:

-a/a = -1

The rule is right

C. Kari found that the quotient of a positive number and a negative number is positive.

a/-a = -1

The rule is wrong

D. Kari added the compatible numbers –12 and 4.

= -12 + 4

= -8

Therefore, Kari error was that she added the compatible numbers –12 and 4.

Hey guys I really need help

Answers

Answer:

No, I think and yes.

Step-by-step explanation:

Answer:

yes

Step-by-step explanation:

no cap

-f +1/6uA=4; solve for a

Answers

Answer:

-1/6f

Step-by-step explanation:

-f+1/6uA=4=

In an elementary school with 400 students, 22% had their photographs retaken.

How many students had photo retakes?​

Answers

Answer:

88

Step-by-step explanation:

400*0.22=88

22% = 22/100 = 0.22
400 x 0.22 = 88
88 students

I’ll mark brainliest to the first person to answer :D

Answers

Answer:

decrease

Step-by-step explanation:

it's 5 - 3 which means it's decreasing

What is the distance of
CD

given that
C (5,-2) and D (-3,8)
Leave your answer as a square root.

Answers

Answer:

CD = [tex]\sqrt{164}[/tex]

Step-by-step explanation:

Calculate the distance d using the distance formula

d = [tex]\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }[/tex]

with (x₁, y₁ ) = C(5, - 2) and (x₂, y₂ ) = (D(- 3, 8)

d = [tex]\sqrt{(-3-5)^2+(8+2)^2}[/tex]

   = [tex]\sqrt{(-8)^2+10^2}[/tex]

    = [tex]\sqrt{64+100}[/tex]

    = [tex]\sqrt{164}[/tex]

     = 2[tex]\sqrt{41}[/tex] ← in simplest form

Given :

C (5, - 2)D (- 3, 8)

To Find :

CD = ?

Solution :

As, we have C (5, - 2) and D (- 3, 8), to find CD let's use distance formula :

[tex] \underline{\boxed{\tt{Distance \: between \: two \: points = \sqrt{(x_2 - x_1)^{2} + (y_2 - y_1)^{2}}}}}[/tex]

Here,

x₁ = 5x₂ = - 3y₁ = - 2y₂ = 8

So, by filling values :

[tex] \sf : \implies CD = \sqrt{(-3 - 5)^{2} + (8 - (-2))^{2}}[/tex]

[tex] \sf : \implies CD = \sqrt{(-8)^{2} + (8 +2))^{2}}[/tex]

[tex] \sf : \implies CD = \sqrt{64 + (10)^{2}}[/tex]

[tex] \sf : \implies CD = \sqrt{64 + 100}[/tex]

[tex] \sf : \implies CD = \sqrt{164}[/tex]

Hence, distance of CD is [tex] \bold{\sf \sqrt{164}.}[/tex]

Mr. Martin is giving a math test next period. The test, which is worth 100 points, has 29 problems. Each problem is worth either 5 points or 2 points. Write a system of equations that can be used to find how many problems of each point value are on the test.

Let x be the number of questions worth 5 points and let y be the number of questions worth 2 points

Answers

Answer:

x + y = 29

5x + 2y = 100

Step-by-step explanation:

y = 15

x = 14

Answer:

The answer is A

1 million + 1 million​

Answers

Answer: 200,000,000 or 2 million

Step-by-step explanation:

Answer:

2 million LOL

Step-by-step explanation:



Please help. I need it because I don’t remember much about the lesson.

Answers

Answer:

Step-by-step explanation:

please help im timed
how would you solve 17=w/4?

Answers

Answer:

Solution for 17=w-4 equation:

17=w-4

We simplify the equation to the form, which is simple to understand

17=w-4

We move all terms containing w to the left and all other terms to the right.

-1w=-4-17

We simplify the left and right sides of the equation.

-1w=-21

We divide both sides of the equation by -01 to get w.

w=21

Step-by-step explanation:

Answer:

68

Step-by-step explanation:

17/1 = w/4

w.1=17.4

w= 68

-9x2y5 is polynomial or monomial or binomial or trinomial or polynomial

Answers

Answer:

Monomial

Step-by-step explanation:

Monomial is only one value therefore the following value is a monomial.

[tex]-9x^2y^5[/tex]

I don't understand... Please help

Answers

angle cud, angle duc

WILL GIVE 100 BRAINLY POINTS Instructions
Sarah’s neighbor offers to pay her $5 for every shark tooth she finds on the beach. After collecting only three shark’s teeth, Sarah decides to share the opportunity with her friend John. Sarah can find shark teeth twice as fast as John, but she can earn even more money with his help.
Sarah can use the expression 5(2j + 3 + j) to represent the amount of money she can earn.
Part 1: Writing Expressions: 25(10j + 18 + 5j)
Write an expression that looks like Sarah’s expression: 5(2j + 3 + j). Replace the coefficients so that your expression is not equivalent. You may use any number that you choose to replace the coefficients. Be sure to leave the variables the same. For example, 8(3j + 7 + 3j) looks like Sarah’s expression but is not equivalent.
Translate the algebraic expression you created in Question 1 to a verbal expression.
Twenty five times the sum of ten j plus 3 plus j
Part 2: Writing Equivalent Expressions
You will now use mathematical properties to create two expressions that are equivalent to the expression you created in Question 1. Make sure you show all steps in your work.
Using commutative property of addition, the expression in question 1 can be rewritten as follows:
25(10j + 18 + 5j) = 25(10j + 5j + 18)

Using distributive property of multiplication over addition, the expression in question 1 can also be rewritten as follows:
25(10j + 18 + 5j) = 250j + 450 + 125j



Use either the commutative property or combine like terms to create an equivalent expression.
Use the distributive property to create an equivalent expression.
Pick a number from 1 to 10. Use that number to verify your three expressions (the original, the one from 3a, and the one from 3b) are equivalent by substituting it into each expression. Show all your work for complete credit.
Part 3: Finish the Story
Write a few sentences to end Sarah’s story. How many shark teeth did she find? How many shark teeth did John find? How much money did Sarah earn?
Choose a method to present your assignment. You may submit your work in a Word Document or you may choose to develop a PowerPoint presentation or video recording of yourself. Use your creativity! Make sure to include the information from all three parts in your Word Document or presentation.

Answers

Answer:

the answer is in PREZI, just search up this question and u will find it : )

by the end of the day Sarah had found 4 shark’s teeth. John found 2 shark teeth .total they found 6 shark teeth .when Sarah and John showed it to their neighbours they paid her 30 dollars the splited the money by 15 dollars for each

the photos is given in order. so write accordingly .

Expand and simplify the following:

(5+2d)(2+3d+d²)

Must show working !! Will give brainliest :)

Answers

Answer: 2d³+11d²+19d+10

Step-by-step explanation:

Use the FOIl method to simplify this

FirstOuterInnerLast

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

 (5+2d)(2+3d+d²)

=10+15d+5d²+4d+6d²+2d³ ⇔ Expand using FOIL

=2d³+(5d²+6d²)+(4d+15d)+10 ⇔ Put like terms together

=2d³+11d²+19d+10 ⇔ Combine like terms

Hope this helps!! :)

Please let me know if you have any questions

Answer: 2d³+11d²+19d+10

Step-by-step explanation: first we rearrange terms (5+2d)(2+3d+d²) into (2d + 5)(2 + 3d + d^2) then we do Rearrange terms again and then we Distribute and combine like terms and get our answer.

What is the value of j?

Answers

Answer:

34 degrees

Step-by-step explanation:

Since, this is an example of supplementary angle you will do the following :-

180 degrees - 146 degrees = 34 degrees

Hope this helps, thank you !!

One base of an isosceles trapezoid is 12 and the other is 20. What is the length of the midsegment?

Answers

The length of the midsegment of an isosceles trapezoid is the sum of the two bases, divided by 2. So this means -

(base 1+base2) / 2

(12+20) / 2

32/2

Length of midsegment = 16

In ΔMNO, the measure of ∠O=90°, the measure of ∠N=70°, and OM = 3.3 feet. Find the length of MN to the nearest tenth of a foot.

Answers

Answer:

Side MN = 3.5

Step-by-step explanation:

Side NO  = 1.2011

Side OM = 3.3

Side MN = 3.51179

Angle ∠M = 20° = 0.34907 rad = π/9

Angle ∠N = 70° = 1.22173 rad = 7/18π

Angle ∠O = 90° = 1.5708 rad = π/2

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To affect the quality of the day, that is the highest of arts. Every man is tasked to make his life, even in its details, worthy of the contemplation of his most elevated and critical hour. If we refused, or rather used up, such paltry information as we get, the oracles would distinctly inform us how this might be done.(2) I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practice resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. For most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God, and have somewhat hastily concluded that it is the chief end of man here to "glorify God and enjoy him forever."(3) Still we live meanly, like ants; though the fable tells us that we were long ago changed into men; like pygmies we fight with cranes;1 it is error upon error, and clout upon clout, and our best virtue has for its occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumb-nail. In the midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousand-and-one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds. Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes, five; and reduce other things in proportion. . . . (from Walden; or, Life in the Woods by Henry David Thoreau)_________________________________________________________________1 a reference to Classical mythology and the Iliad where a race of dwarfs were in constant war with cranes__________________________________________________________________Select the correct answer.According to the structure of the second sentence of paragraph 2 ("I did not . . . quite necessary"), the word "resignation" is parallel toA. "necessary."B. "living is so dear."C. "unless it was quite necessary."D. "what was not life." Write five difference in the way of life between early and modern humans