someone help me please

Answer:

4200

Step-by-step explanation:

I got that answer because your problem asked for the hundredth. Pretend the first 4 isn't there for a moment and round 184 to the nearest hundredth. Then place the 4 in front of what you got.

Percentage Change = (new rate - old rate) / (old rate)

New Rate = 11.5

Old Rate = 10

(11.5 - 10) / 10

1.5 / 10 = 15 / 100 = 0.15 = 15%

The percentage change in her hourly rate is 15%.

Hope this helps!

Given -

ps - use 3.14 for π

To find -

Solution -

We know to find the circumference of a circle we use the formula C=2πr.

Doing the same,

C = 2 × 3.14 × 2

C = 12.56 feet

[tex]\sf\large\underline{Given:-}[/tex]

[tex]\rightarrow[/tex] Radius(r) of the circle = 2 ft.

[tex]\rightarrow[/tex] Value of Pie(π) = 3.14

[tex]\sf\large\underline{To\: Find:-}[/tex]

[tex]\rightarrow[/tex] Circumference of the circle.

[tex]\sf\large\underline{Formula \: Used:-}[/tex]

[tex]\rightarrow[/tex] Circumference of circle = [tex]\sf{2πr}[/tex]

[tex]\sf\large\underline{Solution:-}[/tex]

[tex]\rightarrow[/tex] Circumference of circle = [tex]\sf{2πr}[/tex](putting the value of π and r from the above given)

[tex]\rightarrow[/tex] [tex]\sf{=2×3.14×2}[/tex]

[tex]\rightarrow[/tex] [tex]\sf{=12.56\: ft.}[/tex]

Therefore, circumference of the given circle = [tex]\sf{12.56\: ft.}[/tex]

_____________________________

Hope it helps you:)

Answer:

600km/h

546.807 fps

0.1666667 km/s

Step-by-step explanation:

Use which ever unit youd want to in this scenereo, I'd use 600km/h

3000 / 5 = 600

1 1⁄3

Step-by-step explanation:

In order to find how far was she from her destination

We substract 4 2⁄3 from 3 1⁄3

=> 4 2⁄3 - 3 1⁄3

=> 1 1⁄3 (Decimal: 1.333333)

Answer:

1 1/3 miles

Step-by-step explanation:

2-1

4 2/3-3 1/3= 1-----------

3

=1 1/3miles

Answer:

11

Step-by-step explanation:

If you count the total values

it equals 11

Answer:

yes

Step-by-step explanation:

75/100×75/100=49/100

49/100×20=8.58.5 % Is more than 20%

Answer:

Jessi work is correct. Everyone did the work correctly as far as the method but only Jessi’s work was correct because 6/12 = 1/2

Step-by-step explanation:

so it's B or jessi work

Answer:

B.75

Step-by-step explanation:

Answer:-7/8>-0.60

C is not true

Answer:

since it goes down a certain way and it goes down then B will go the same way as a evil ghost literally down to the phone the top right to the left like see if I just a little bit shorter Jay will go all the way up to age and we will go to k

Answer: C, D, and F

-> C. Quadrilateral

-> D. Parallelogram

-> F. Rectangle

Step-by-step explanation:

-> A. Square

     [✗] A square needs 4 congruent sides, this only has "two sets of two"

-> B. Trapezoid

     [✗] A trapezoid has one pair of parallel sides, but this shape has two

-> C. Quadrilateral

     [✓] This shape has four sides

-> D. Parallelogram

     [✓] This shape's opposite sides are congruent and parallel

-> E. Rhombus

     [✗] This shape's opposite angles/sides are equal, but not all of it's sides are congruent

-> F. Rectangle

     [✓] This shape has four sides, and it's opposite sides are congruent

Answer:

[tex]\boxed{a = 6.4}[/tex]

Step-by-step explanation:

Given:

[tex]x:y = (4):(5)[/tex]

Let the value of "x" be known as "a".

[tex]x:y = a:8[/tex]

Setting up the proportion:

[tex]\rightarrow 4:5 = a :8[/tex]

Multiplying the middles and the extremes:

[tex]\rightarrow 5a = 4 \times 8[/tex]

Simplifying the RHS:

[tex]\rightarrow a = \dfrac{4 \times 8}{5}[/tex]

[tex]\rightarrow \boxed{a = 6.4}[/tex]

Thus, the value of x is 6.4 when y is 8.

Answer:

[tex]\sf x=\dfrac{32}{5}[/tex]

(or x = 6.4 if you want it in decimal form)

Step-by-step explanation:

If y and x have a proportional relationship, then:

Given:

Substitute the given values into the equation to find k:

⇒ 5 = k(4)

⇒ k = 5/4

Therefore, [tex]\sf y=\dfrac54x[/tex]

When y = 8, substitute y = 8 into the equation and solve for x:

[tex]\sf \implies \dfrac54x=8[/tex]

[tex]\sf \implies x=8 \cdot \dfrac45[/tex]

[tex]\sf \implies x=\dfrac{32}{5}[/tex]

[tex] \qquad \qquad \qquad\large\overbrace{\underbrace{\underline{ \boxed{ \sf \:Answer }}}}[/tex]

Let's use distance formula :

[tex]\qquad \sf  \dashrightarrow \: \sqrt{(3 - ( - 3)) {}^{2} + (2 - ( - 4) {}^{2} } [/tex]

[tex]\qquad \sf  \dashrightarrow \: \sqrt{(3 - ( - 3)) {}^{2} + (2 - ( - 4)) {}^{2} } [/tex]

[tex]\qquad \sf  \dashrightarrow \: \sqrt{ {6}^{2} + {6}^{2} } [/tex]

[tex]\qquad \sf  \dashrightarrow \: \sqrt{ {6}^{2}(1 + 1) } [/tex]

[tex]\qquad \sf  \dashrightarrow \: 6\sqrt{ 2 } \: \: units[/tex]

Answer:

Given equation: x + 2y = 7

Rearrange the given equation to make y the subject:

      [tex]\sf x + 2y = 7[/tex]

[tex]\sf \implies 2y=7-x[/tex]

[tex]\sf \implies y = \dfrac12(7-x)[/tex]

Now input the given x-values into the equation to determine the y-values:

[tex]\sf x=-2\implies y = \dfrac12(7-(-2))=4.5[/tex]

[tex]\sf x=-1\implies y = \dfrac12(7-(-1))=4[/tex]

[tex]\sf x=0\implies y = \dfrac12(7-0)=3.5[/tex]

[tex]\sf x=1\implies y = \dfrac12(7-1)=3[/tex]

[tex]\sf x=2\implies y = \dfrac12(7-2)=2.5[/tex]

[tex]\sf x=3\implies y = \dfrac12(7-3)=2[/tex]

As ordered pairs: (-2, 4.5)  (-1, 4)  (0, 3.5)  (1, 3)  (2, 2.5)  (3, 2)

Plot the endpoints on the graph (-2, 4.5) and (3,2), then connect with a line segment.

Answer:

1. 200

2. 50

Step-by-step explanation:

1. you put 10 over 5 as a proportion with x over 100 on the other side

2. you put 5 over 10 as a proportion with x over 100 on the other side

Step-by-step explanation:

first identify the common difference

The first term which i will define by u⁰=-27

u¹=u⁰+(1)d where d is the common difference and u¹ is the second term

u¹=-27+d

-11=-27+d

d=27-11=16

The 72nd term would be u⁷¹ since we started from u⁰ as our first term:

Use the explicit relation given by:

u(n)=u⁰+(n)d

u(71)=-27+71(d)

u⁷¹=-27+71(16)

u⁷¹=-27+1136

u⁷¹=1109

a WHOLE is always simplified to "1", namely 100/100 = 1, 57/57 = 1 and so on.  Well, in this case we have a total of 21 students, so 21/21 is all of them, their "whole", but we also know that 6 of them read about animals and the rest about plants, so

[tex]\stackrel{whole}{\cfrac{21}{21}}\qquad \qquad \cfrac{\stackrel{animals}{6}~~ + ~~\stackrel{plants}{15}}{21}\implies \cfrac{6}{21}~~ + ~~\stackrel{plants}{\cfrac{15}{21}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{15}{21}\implies \cfrac{3\cdot 5}{3\cdot 7}\implies \cfrac{3}{3}\cdot \cfrac{5}{7}\implies 1\cdot \cfrac{5}{7}\implies \boxed{\cfrac{5}{7}}[/tex]

Answer:

I think its 5 over 7

Step-by-step explanation:

because 6-21 equals 15 so 15 is how many read about plants out of the total students at the library which is 21.if you divide 15 over 21 by 3 you get 5 over 7

Answer:

h = 25 cm

Step-by-step explanation:

the area (A) of a parallelogram is calculated as

A = bh ( b is the base and h the height )

given A = 450 and b = 18 , then

18h = 450 ( divide both sides by 18 )

h = 25

Answer:

h = 25cm

Step-by-step explanation:

Answer:

A=4

B=-2

Step-by-step explanation:

the gradient to B is a negative coz the line is sloping downwards

Answer:

m (A) = 4

m (B) = - 2

Step-by-step explanation:

choose any 2 coordinates on line A to use it in the formulae

no need to do so for line B because the y-int and x-int both are clear.

Answer:

yes(only if the x is being multiplied to 5/2 and 1/2 respectively. If its a part of the denominator, then no)

Step-by-step explanation:

Answer:

VOL_cone is 70.7

which is LESS THAN

the vol of cylinder. VOL_cyl is 71.6

Step-by-step explanation:

Volume of a cone:

V= (1/3)pi•r^2 • h

=(1/3)pi•3^2 • 7.5

= 70.7 cubic inches

(rounded to tenths this is the same if you use a pi key on the calculator or if you use 3.14)

The Volume of a cylinder:

V = pi•r^2 • h

= pi• 2.25^2 • 4.5

= 71.6 cubic inches

(more accurate with pi key, using 3.14 it rounds to 71.5)

The last blank could be the words "less than" but if they are asking for a fraction or percent, calculate by putting the big number on the bottom and the smaller number on top.

The solution of the linear system is given by using an arithmetic operation. Then the value of b is 2.

A Linear system is a system in which the degree of the variable in the equation is one. It may contain one, two, or more than two variables.

The linear equation is given below.

–12 + 3b – 1 = –5 – b

The value of b will be given as

Add b both sides, we have

–12 + b + 3b – 1 = –5 – b + b

           –13 + 4b = –5

Add 13 on both sides, we have

13 – 13 + 4b = – 5 + 13

              4b = 8

Divide both sides by 4, we have

b = 2

More about the linear system link is given below.

https://brainly.com/question/20379472

Answer:

The fourth option, 2

Answer:

e = 70

Step-by-step explanation:

2e - 13 + 8 = 135

2e - 5 = 135

2e = 135 + 5

2e = 140

divide both sides by 2

e = 70

Answer: 7.5 or 7 1/2

Step-by-step explanation:

Divide 45 divided by 7

Answer:

55 sq meters

Step-by-step explanation:

Area of big triangle 7x5=35/2

but there's two big triangle so 35/2 x 2 =35

area of small triangle 5x4=20/2 10

10 x 2 =20. And then combine 20+35=55

So the area is 55 sq meters.

Answer:

7[tex]\sqrt{5}[/tex]

Step-by-step explanation:

the legs of a 45°- 45°- 90° triangle are congruent , then

one leg = 7[tex]\sqrt{5}[/tex]

the other leg = 7[tex]\sqrt{5}[/tex]

Answer:

55.5

Step-by-step explanation:

First, we arrange the numbers from smallest to largest and find the one in the middle. Because there are two in the middle we will add them and multiply them by two, giving us our answer. 46+65=111  111 divided by 2=55.5.