g(c)=19−c^2

What is g(4)?

Enter your answer in the box.

Answer:

IT's -3.6 & 14.4 so D is the correct answer

Step-by-step explanation:

x= -3.6 y= 14.4

HOW I SOLVED IT

-3.6 x 3 = -10.8    2 x 14.4 = 28.8 - 10.8 = 18  so correct since it must equal to 18

-2/3 x -3.6 =2.4  + 12 = 14.4 so correct since y = 14.4

Brainilest would be appreciated :)

Answer:

76m

Step-by-step explanation:

Solve perimeter of both rectangles and add

Answer:

238 meters

Step-by-step explanation:

Perimeter? The equation is P = 2 ( l * w )

So lets cut this irregular shape into 2 rectangles.

I added a picture to show you.

So on rectangle is 7 by 11 and the other is 7 by 6.

So lets find the perimeter of the larger rectangle first.

P = 2 ( 11 * 7 )

P = 2 ( 77 )

P = 154

Now the smaller one

P = 2 ( 7 * 6 )

P = 2 ( 42 )

P = 84

Now to find the full perimeter, add both perimeters together

P = 154 + 84

P = 238

238 meters

Don't be afraid to reach out with further questions! Hope this helps!

Answer:

9 oranges

Step-by-step explanation:

7 for 2.66 is 38c for 1

Step-by-step explanation:

if 7 gives 2.66

so 3.42×7÷2.66 gives 9 orange

Answer:

Step-by-step explanation:

y+1 = -2(x-3)

y = -2x + 6 - 1

y = -2x + 5

Answer:

please mark me brainliest and follow me my friend.

Answer:

multiple choice?

Step-by-step explanation:

Answer:

➩ [tex]x=2,-\frac{2}{3}[/tex]

Step-by-step explanation:

[tex]\sqrt{4x^2}=x+2[/tex]

➨ We can also solve by completing both squares, however. Since we can pull out the square root.

[tex]\sqrt{4x^2}=|2x|[/tex] ➩ Define of Absolute Value/Square Root

➩ [tex]\sqrt{x^2}=|x|[/tex]

Thus, our new equation is ➩ [tex]|2x|=x+2[/tex]

To solve an absolute-value equation, let there be two conditions.

➨ Where x ≥ 0

[tex]2x=x+2\\[/tex]

Move x to another side

[tex]2x-x=2\\x=2[/tex]

➨ Where x < 0

[tex]-2x=x+2\\-2x-x=2\\-3x=2\\x=\frac{2}{-3}\\x=-\frac{2}{3}[/tex]

Answer:

5/2

Step-by-step explanation:

To find slope, just look directly at what is connected to the X. Don’t worry about anything else

Answer:

-2

Step-by-step explanation:

Y-int is the point that touches the y-axis (the verticle line)

look at the point where it touches the y-axis

it is negative and it is 2. so it would be (0,-2) or -2

Answer:

69

Step-by-step explanation:

All of the angles in the triangle will add together to be 180 degrees. So to find angle M, you add the two angles that you have together (79 + 32) to get 111. You then subtract 111 from 180 to get angle M (69).

Mark brainiest pls :)

Answer:

x ≥ 3*C

Step-by-step explanation:

Answer/Step-by-step explanation:

The equation that relates the proportional quantities would take the following form ---› [tex] y = kx [/tex], where,

y = amount of Grape juice (dependent variable)

x = amount of Apple juice (independent variable)

k = constant of proportionality (y/x)

✔️Using any of the given pair, say, (5, 8),

Constant of proportionality = [tex] k = \frac{y}{x} = \frac{8}{5} = 1.6 [/tex]

Substitute k = 1.6 in [tex] y = kx [/tex].

An equation that represents the proportional relationship would be:

[tex] y = 1.6x [/tex]

Or

[tex] y = \frac{8}{5}x [/tex]

How the equation would change if:

y = amount of Apple juice (dependent variable)

x = amount of Grape juice (independent variable)

The constant of proportionality would change, that is using a pair, say, (8, 5),

[tex] k = \frac{y}{x} = \frac{5}{8} = 0.625 [/tex]

Substitute k = 0.625 in [tex] y = kx [/tex].

The equation would now be:

[tex] y = 0.625x [/tex].

Or

[tex] y = \frac{5}{8}x [/tex]

Answer:12

Step-by-step explanation:

3x+3x+x+x=16

8x=16 so x =2

2*3=6 6*2=12

Answer:

12 sq ft

Step-by-step explanation:

let w = width

let 3w = length

w + w + 3w + 3w = 16

8w = 16

x = 2

Area = 3(2) x 2

A = 6 x 2

Answer:

Percent of occurrences= (Numbers of behavior/Numbers of opportunities)*100

Step-by-step explanation:

Based on the information given if a child is to put his/her plate in the sink everyday after having dinner the formula that will be use to calculates percent of occurrences is :

Percent of occurrences=( Numbers of behavior/Numbers of opportunities)*100

Where:

Numbers of behavior represent the Numbers of times the plate was put in the sink by child everday

Numbers of opportunities represent the Numbers of dinners the child had everyday

Answer:

-234

Step-by-step explanation:

1-235=-234

Answer:

Step-by-step explanation:

1-u=235  subtract the 1 from both sides

-u=234  divide by -1

u= -234

Answer:

180-(35+28)->180-63=117 and 180-117=63 then 63+36=99 and 180-99=81 so x=99°

-8,-6,-4

-10,-6,0

these are the possible test points for your three intervals

Answer:

4≤x≤8

Step-by-step explanation:

Answer:

Step-by-step explanation:

The Average Rate of Change function is defined as the average rate at which one quantity is changing with respect to something else changing. In simple terms, an average rate of change function is a process that calculates the amount of change in one item divided by the corresponding amount of change in another.

Answer:

T

Step-by-step explanation:

Answer:

1/8 1/4 1/2

Step-by-step explanation:

i hope it will help you

Step-by-step explanation:

1\8 1\4 1 \2

Answer:

Step-by-step explanation:MATHEMATICAL GOALS

This lesson unit is intended to help assess how well students are able to interpret and use scale

drawings to plan a garden layout. This involves using proportional reasoning and metric units.

COMMON CORE STATE STANDARDS

This lesson relates to the following Standards for Mathematical Practices in the Common Core State

Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

8. Look for and express regularity in repeated reasoning.

This lesson gives students the opportunity to apply their knowledge of the following Standards for

Mathematical Content in the Common Core State Standards for Mathematics:

7.G: Draw, construct, and describe geometrical figures and describe the relationships between

them.

Solve real-life and mathematical problems involving angle measure, area, surface area,

and volume.

7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and

equations.

7.RP: Analyze proportional relationships and use them to solve real-world and mathematical

problems.

INTRODUCTION

This lesson unit is structured in the following way:

• Before the lesson, students work individually on a task designed to reveal their current levels of

understanding. You review their responses and create questions to help them improve their work.

• At the start of the lesson, students reflect on their individual responses, before producing a

collaborative improved solution to the task. Then, in the same small groups students analyze

sample responses. They then discuss as a whole-class the methods they have seen and used.

• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.

MATERIALS REQUIRED

• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should

be copied at exactly 100% scale so the measurements are accurate. If this is not possible,

photocopy the rules on S-3, one rule per student, which should then match the Garden Plan

measurements. It will be useful to have spare copies of the Garden Plan.

• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a

glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second

Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,

plain paper, graph paper, and colored pencils for students who choose to use them.

TIME NEEDED

20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a

follow-up lesson. Actual timings will depend on the needs of your students.

Answer:

The value of x of the solution to the system of equations

Hence, option (C) is true.

Step-by-step explanation:

Given the system of equations

[tex]\begin{bmatrix}x=2y-4\\ 7x+5y=-66\end{bmatrix}[/tex]

Arrange equation variables for elimination

[tex]\begin{bmatrix}x-2y=-4\\ 7x+5y=-66\end{bmatrix}[/tex]

[tex]\mathrm{Multiply\:}x-2y=-4\mathrm{\:by\:}7\:\mathrm{:}\:\quad \:7x-14y=-28[/tex]

[tex]\begin{bmatrix}7x-14y=-28\\ 7x+5y=-66\end{bmatrix}[/tex]

subtracting  7x-14y=-28 from 7x+5y=-66

[tex]7x+5y=-66[/tex]

[tex]-[/tex]

[tex]\underline{7x-14y=-28}[/tex]

[tex]19y=-38[/tex]

so the equations become

[tex]\begin{bmatrix}7x-14y=-28\\ 19y=-38\end{bmatrix}[/tex]

solve 19y = -38

[tex]19y=-38[/tex]

Divide both sides by 19

[tex]\frac{19y}{19}=\frac{-38}{19}[/tex]

[tex]y=-2[/tex]

[tex]\mathrm{For\:}7x-14y=-28\mathrm{\:plug\:in\:}y=-2[/tex]

[tex]7x-14\left(-2\right)=-28[/tex]

[tex]7x+28=-28[/tex]

[tex]7x=-56[/tex]

Divide both sides by 7

[tex]\frac{7x}{7}=\frac{-56}{7}[/tex]

[tex]x=-8[/tex]

Therefore, the value of x of the solution to the system of equations

Hence, option (C) is true.

Answer:

24- 7 = 17

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

24/2 = 12

Answer:

12

Step-by-step explanation:

Answer:

If we represent x (number of packages of saplings) on a number line graph, it will start on number 4 (number of packages Rita still has) then moves to the right to number 7, that is the number of packages when Rita started to plant.

Step-by-step explanation:

Answer:

15ft

Step-by-step explanation:

if she used 6ft for 10 gifts, you would multiply 6 by 2 equalling 12.

then multiply 6 by .5, 3. add 3 and 12

the answers 15 sorry i couldnt explain better but ya

pleaSe mark brainliest

Answer:

24 correct questions

Step-by-step explanation:

Answer:

10 cups in total.

Step-by-step explanation:

4.8+5.2= 10.00

add the .2 to the 4.8 you get get 5 then add 5.0+5.0