help plzz hurry i didnt study and need help

Answer:

Step-by-step explanation:

0.33$

Answer:

Step-by-step explanation:

Answer: $0.28

Step-by-step explanation: Pic is attached. Hope this helps. Sorry for the bad handwriting, I'm writing with a mouse.

Answer:

-45, -6, 0, 3.5, 23

Step-by-step explanation:

Negatives then positives.

Answer:

-45, -6, 0, 3.5, 23

Step-by-step explanation:

Answer:

the correct answer would be I think 5x-15y=1

Step-by-step explanation:

I have already learned that

Answer:

it's 5x - 15y = 1

Step-by-step explanation:

Hope this helped have a wonderful day!!! :)

Answer:

3

Step-by-step explanation:

Answer:

Is it a multiple choice question

Step-by-step explanation:

Answer:

1/6

Step-by-step explanation:

Answer:

so the answer is

it's D happy to help!!

The radius of the cylinder with a diameter of 18 cm is 9 cm.

The distance between the center of a circular body and the circumference of the circular body is known as Radius.

The diameter of the base of the cylinder is 18 cm.

The radius of the circular base is equal to half of the diameter of the circular base.

So,

[tex]R=\dfrac{D}{2}\\=9\text{ cm}[/tex]

Thus, the radius of the base of the cylinder with a diameter of 18 cm is 9 cm.

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Answer:

A gain of 56 points in a game: +56

Answer:

+56 or Positive 56

Step-by-step explanation:

Answer:

I’m pretty sure it’s 23

Step-by-step explanation:

Answer:

I THINK it's 15

Step-by-step explanation:

Answer:

9

Step-by-step explanation:

since 9.48683298051 is the square root of 90 and has a 4 in the tenths number and since 4 isnt bigger than 5 i would say it rounds to 9

Answer:

9

Step-by-step explanation:

[tex]\sqrt{90} \\As\ 90\ is\ closer\ to\ 81\ more\ than\ 100,\ its\ square\ root\ is\ closer\ to\ 9\ than\ 10.\\Hence,\\9\\[/tex]

Or you can directly perform long division to obtain 9.487 as the result. 9.487 is closer to 9 than 10. Hence, 9

Answer:

65°

Step-by-step explanation:

180-115=65

Have a great day

Answer:

[tex]\displaystyle\Huge \bf\red{\underline{\underline{ANSWER}}}

[/tex]

Let the speed of the train be x km/hr and the speed of the bus is y km/hr.

So according to question and using

[tex] \huge \boxed{\sf{Time = \frac{Distance}{speed}}}

[/tex]

Total distance =300 km

Mansi travels 60 km by train and 300−60=240 by bus in 4 minute,

[tex] \bf\frac{60}{x} + \frac{240}{y} = \red4

[/tex]

and 100 km by train, 300−100=200 by bus, and takes 10 minutes more,

[tex] \bf {\frac{100}{x} + \frac{200}{y} = 4 + \frac{1}{6} = \frac{24 + 1 }{6} = \purple{\frac{25}{6}}}

[/tex]

Now, let

[tex]\bf\color{blue}{\frac{1}{x} = a}[/tex]

and.

[tex] \bf \color{blue}{ \frac{1}{y} = b }[/tex]

[tex]\bfthen 60a+240b=4.............(1)[/tex]

[tex]\bf100a+200b=25/6----(2)[/tex]

multiply (1) by 5 and (2) by 6 we get

[tex]\bf300a+1200b=20..........(3)[/tex]

[tex]\bf600a+1200b=25...........(4)[/tex]

Subtracting (3) and (4) we get

[tex]\bf \green{−300a=−5}[/tex]

[tex]\bf{a = \frac{1}{60}}[/tex]

Putting the value of a in (1) we get

[tex]\bf{60 \times \frac{1}{60} + 240b = 4}[/tex]

[tex]

\bf240b = 3 \\ \\ \bf b = \frac{1}{80} [/tex]

Now ,

[tex] \bf\frac{1}{x} = a \\ \\ \bf \red{a = 60 km/h \: \blue \bigstar}[/tex]

[tex] \bf\frac{1}{y} = b \\ \\ \bf \red {b = 80 km/h \: \pink \bigstar} [/tex]

Hence, the speed of the train is 60 km/hr and the speed of the bus is 80 km/hr.

Answer:

1,6  2,3      1,2,3,6

Step-by-step explanation:

Answer:

2and 3

Step-by-step explanation:

because 2 and 3 are the only factors that can get you an answer of 6

Answer:

X= 5

Step-by-step explanation:

The value of x in the equation 19x - 36 and 6x + 31 are 36 / 19 and -31 / 6 respectively.

A formula known as an equation uses the equals sign to denote the equality of two expressions. Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side. It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Given:

19x - 36 = 0

6x + 31 = 0

Solve the above equation by using the transformed  as shown below,

19x - 36 = 0

19x = 36

x = 36 / 19

x = 1.895

For the second one, do the same as shown below,

6x + 31 = 0

6x = -31

x = -31 / 6

x = -5.167

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Answer:

the  25.57 inches and 9.64 inches is the fabric used for headband and wristband for each player

Step-by-step explanation:

The computation of the fabric used on a headband and wristband for each player is as follows:

For headband

= 843.81 inches ÷ (29 players + 4 coaches)

= 843.81 inches ÷ 33

= 25.57 inches

And, for the wristband, it would be

= 279.56 inches ÷ 29 players

= 9.64 inches

Hence, the  25.57 inches and 9.64 inches is the fabric used for headband and wristband for each player

Answer:

Given - A circle with centre at O .

To Prove - angle poq = 2 angle paq .

Proof - angle poq = angle paq -------- 1.

Similarly :

POQ =2 PBQ

From 1

2 PBQ = 2 PAQ

Angle PBQ = Angle PAQ .

HENCE PROVED...

Answer:

u = -3

Step-by-step explanation:

12 - 2u = 9u + 45

2u - 12 = -9u - 45

2u + 9u = 12 - 45

11u = -33

u = -33/11

u = -3

Answer:

Step-by-step explanation:

3y+7=2x

3y=2x-7

y=(2/3)x-7/3

when parallel, the y=ax+b, the a keeps the same

so it‘s y=(2/3)x-a

and it pass (2,6), so 6=(2/3)*2 -a

6=4/3-a

-a=(18-4)/3

-a=14/3

a=-14/3

Answer:

ok. me ayush where we meet

Answer:

-13

Step-by-step explanation:

If Diamond was using addition, then the only number that can be added to 8 in order to get -5 would be -13. This is because 13 is 5 more than 8. Therefore, a negative 13 (-13) added to 8 would mean that you would have to move to the left of the number line 13 places which would cause you to pass 0 by a total of 5 spaces to the left, leaving you at -5

[tex]\huge\boxed{y=-\frac{4}{3}}[/tex]

To find the equation for a line in slope-intercept form, we need to find the slope and the y-intercept.

The y-intercept is easy to find. It's just the value of [tex]x[/tex] when [tex]y=0[/tex]. In this case, the y-intercept is [tex]0[/tex] since the line goes through the origin.

To find the slope, we use the slope formula, where [tex](x_1, y_1)[/tex] and [tex](x_2, y_2)[/tex] are two known points. In this case, we'll use the only two points we have: [tex](0, 0)[/tex] and [tex](-3, 4)[/tex]

[tex]\begin{aligned}m&=\frac{y_2-y_1}{x_2-x_1}\\&=\frac{4-0}{-3-0}\\&=\frac{4}{-3}\\&=-\frac{4}{3}\end{aligned}[/tex]

Finally, we put it all together in slope-intercept form, where [tex]m[/tex] is the slope and [tex]b[/tex] is the y-intercept.

[tex]y=mx+b\\y=-\dfrac{4}{3}x+0\\\boxed{y=-\frac{4}{3}}[/tex]

Answer:

1

Step-by-step explanation:

sorry if wrong

ask if you need work

Answer:

C is not a function but D is

Step-by-step explanation:

For one input, you can only have one output for this to be a function. For table C, the input of 4 has 4 different outputs, so it cannot be a function.

D is a function however, because each input has only one output, even if the output is the same number.

Answer:

-6 +2 = -4

Step-by-step explanation:

Its simple. Whenever you see two negative signs next to each other, they merge into an addition sign "positive".

-6+2 = -4

Answer:

The equivalent exponential expression using 2 as

a base will be:  

Step-by-step explanation:

Given the expression

[tex]2^4\cdot \:2^5[/tex]

[tex]\mathrm{Apply\:exponent\:rule}:\quad \:a^b\cdot \:a^c=a^{b+c}[/tex]

so the expression becomes

[tex]2^4\cdot \:2^5=2^{4+5}[/tex]

            [tex]=2^9[/tex]

Therefore, the equivalent exponential expression using 2 as

a base will be:  

Y=1/2X+2 (the third one)

Answer:

a) La pizza tenía 8 porciones.

b) Julián comió 2 porciones.

c) Juan comió 4 porciones.

d) Mica comió 2 porciones.

e) No sobraron porciones.

f) Véase la imagen adjunta para mayor detalle.

Step-by-step explanation:

Sean [tex]x[/tex], [tex]y[/tex], [tex]z[/tex] las razones de consumo de Julián, Mica y Juan, de acuerdo con una lectura cuidadosa del enunciado tenemos que:

[tex]x+y+z=1[/tex] (1)

(i) Julián comió 2/8 del total:

[tex]x = \frac{2}{8}[/tex] (2)

(ii) Juan comió el doble que Julián:

[tex]z = 2\cdot x[/tex] (3)

(iii) Mica comió la mitad de lo que comió Juan:

[tex]y = \frac{1}{2}\cdot z[/tex] (4)

Al aplicar (2) en (3), tenemos que Juan comió:

[tex]z = \frac{4}{8}[/tex]

Y ahora se aplica el resultado anterior a (4):

[tex]y = \frac{1}{2}\cdot \frac{4}{8}[/tex]

[tex]y = \frac{2}{8}[/tex]

a) El total de porciones queda representado en el denominador de las fracciones calculadas. Por tanto, la pizza tenía 8 porciones.

b) El número de porciones consumido por cada persona está representada por el numerador de las fracciones calculadas. Por tanto, Julián comió 2 porciones.

c) Juan comió 4 porciones.

d) Mica comió 2 porciones.

e) No sobraron porciones en tanto que la suma de porciones consumidas de las tres personas es igual al valor del denominador.

f) A continuación, anexamos el gráfico correspondiente que sustenta todos los cálculos matemáticos hechos en puntos anteriores.

Answer:

Step-by-step explanation:'

The statement were not provided, however, we can deduce the statements from the given equation.

step one:

given

we are told that the cost is expressed as

[tex]c=8p+3[/tex]

where c=cost

           p= the number of pizzas delivered

this expression for this condition is the same as the equation of line

y=mx+c

Hence we can deduce the following statements.

the term "8" represents the cost to deliver one pizza

               "3" represents the fixed cost to deliver pizza, that is the delivery fee