Answer:
you scan Ur question at the homepage
Step-by-step explanation:
if there's one, it'll show up
and yea u know how to ask a question so I won't explain XD
Answer:
yeah of course!! first don’t be a catfish cause i saw your profile pic on google (:<
Step-by-step explanation:
Use always, sometimes or never to make a true statement:
Intersecting lines are _____________ coplanar.
Two planes _____________ intersect in exactly one point.
Three points are _____________ coplanar.
A plane containing two points of a line _____________ contains the entire line.
Four points are _____________ coplanar.
Two lines _____________ meet in more than one point.
Two skew lines are __________ coplanar.
Line TQ and Line QT and are _________ the same line.
Answer:
1. Intersecting lines are always coplanar
2. Two planes never intersect in exactly one point
3. Three points are always coplanar
4. A plane containing two points of a line always contains the entire line
5. Four points are sometimes coplanar
6. Two lines never meet in more than one point.
7. Two skew lines are never coplanar
8. Line TQ and Line QT are always the same line.
Step-by-step explanation:
Note: Coplanar means "In the same plane"
1. Each line exist in many planes. But different lines must share at least one plane for them to intersect. That is why intersecting lines are always coplanar.
2. Two planes never intersect at exactly one point because only lines intersect at a point. Planes can only intersect along a line.
3.Three points are always coplanar because in geometry, a group of points are coplanar because there is a geometric plane that they all lie on.
4. A plane containing two points of a line always contains the entire line. Yes
5. Four points are only sometimes coplanar because there is a probability that they may all not lie on the same plane
6. Two lines never meet in more than one point because lines are basically straight and cannot bend over to intersect at another point
7. Two skew lines are never coplanar because skews lines are lines that do not intersect and are never parallel.
8. Line TQ and Line QT are always the same line because a line is straight and extends from one point to the other. So, if a line is labelled TQ calling it QT means the same thing
Find the value of x that makes the equation true: 7x = 70.
Answer: x = 10
Step-by-step explanation: 7x10 = 70
Answer:
x= 10
Step-by-step explanation:
70 divided by 7= 10
x=10
bc 10 x 7 = 70
How many 1-yard-square tiles would it take to cover this rectangle? Dimensions are in yards.
Answer:
it would take 520^2 tiles
Step-by-step explanation:
LxW
26×20
520 yrds^2
Fill out the following data table using the equation y=3x-5
Can someone give me the reason why 2 is congruent to 11
Answer:
alternate int. <s of parallel lines
Step-by-step explanation:
We are told that lines r and s are parallel.
Lines r and s are curt by transversal line m.
Theorem:
If two parallel lines are cut by a transversal, then alternate interior angles are congruent.
Angles 2 and 11 are alternate interior angle, so they are congruent.
Answer: alternate int. <s of parallel lines
2(7z + 4) im confused abt this nothing hard
Answer:
[tex]14z+8[/tex]
Step-by-step explanation:
[tex]2(7z+4)\\\\\boxed{14z+8}\\\\\left \{ {{2*7z=14z} \atop {2*4=8}} \right.[/tex]
Hope this helps.
PLEASE HELP ASAP PSLLLSLSL look at photo
Answer:
Last one
Step-by-step explanation:
Negative one times 6r is -6r and then that eliminates two of the four. the rest is common sense tbh.... but it is the last one. Hope this helps
Translate the mathematical sentence into an equation. **You do NOT have to solve it**
The difference between six, and a number divided by four is sixteen
Answer:
'The difference between six, and a number divided by four is sixteen' will be translated into an equation such as:
[tex]\frac{6\:-\:x}{4}=16[/tex]Step-by-step explanation:
Let 'n' be the number
The difference between six and a number 'n' is written in an algebraic expression such as:
[tex]6 - x[/tex]
[tex]6-x[/tex] is obtained by 'subtracting, starting with 6'.Dividing 6-x by 4 will become:
[tex]\frac{6\:-\:x}{4}[/tex]so the sentence the difference between six, and a number divided by four is sixteen will become:
[tex]\frac{6\:-\:x}{4}=16[/tex]Therefore, 'The difference between six, and a number divided by four is sixteen' will be translated into an equation such as:
[tex]\frac{6\:-\:x}{4}=16[/tex]Graphing two-variable linear equalities
Answer:
What is the problem so we can help you
Y-Value
What is the range of the relation?
{(4, 5), (2,9), (1,8), (6,5), (2, 9)}
A.{5, 8, 9}
B.{5, 8}
C.{1, 2, 4, 6)
D.{1, 2, 4, 5, 6, 8, 9)
Manuel se ha gastado 2/8 partes de la paga en ropa y 1/12 parte en dulces. ¿Qué fracción de la paga le queda?, ¿Si le dieron 45€ de paga, cuanto ha gastado y cuanto le queda?.
Responder:
2/3; 30 €
Explicación paso a paso:
Fracción gastada en ropa = 2/8
Fracción gastada en dulces = 1/12
Fracción restante:
1 - (Fracción gastada en ropa + fracción gastada en dulces)
1 - (2/8 + 1/12)
L. C. M de 8 y 12 = 24
1 - (6 + 2) / 24
1 - 8/24
1 - 1/3
= (3 - 1) / 3
= 2/3
Si la paga era de 45;
Cantidad restante: 2/3 de 45
= 90/3
= 30 €
I need the answer ASAP please
Answer:
Remainder → (76)
Step-by-step explanation:
Given function;
f(x) = x² - 5
f(x) = x² + 0.x - 5
We have to divide this function by expression (x + 9).
x + 9) x² + 0.x - 5 (x - 9
x² + 9x
- 9x - 5
- 9x - 81
76
Therefore, by dividing the function 'f' by (x + 9) remainder is (76).
The sum of 4 and Janelle's height is 88
Answer:
So her height would be 84
Step-by-step explanation:
help with math hw please
Answer:
C
Step-by-step explanation:
This is called the hinge theorem, where you find out if an angle is small or big. first, you draw a triangle out and label it. when you finish this you can go and find the smallest side. The angle across from the side will be the smallest. In this problem, the smallest is <H, but that answer is not on there. So you can go and find the largest side and then the angle across from it will be the biggest, which is <G. Since the only thing, the question is asking for is "which statement is true", you can put C because <G is the biggest.
Andrew spent $45.45 on two shirts that were the same price and a pair of pants. If the pants were $16.99, how much was each shirt?
Answer:
22.72
Step-by-step explanation:
45.45 divided by 2 is 22.725
Answer:
$14.23
Step-by-step explanation:
$45.45 - $16.99 ( pants ) = $28.46
$28.46 / 2 (since 2 shirts)
$14.23 for both shirts!
Maria wants to buy a new phone researching realized that the best price and 147.86 US dollars at the time of purchase it still achieved a 10% discount which and the amount paid by maria already with the discount
put the math account please
Answer:
0.6763154335
Step-by-step explanation:
because. 10%is the same as 10 over 100 .because percent means 100. so you say 100÷10=10. then you say 10×14.786. this is how I got the answer.
Can someone please help me???
Answer: Y=2x+1
Step-by-step explanation:Idk the second answer but I know the first one
slope of points (-11,5), (-6,0)
The state of Colorado covers about 1.04 x 10^5 square miles. The Indian Ocean covers about 2.808 x 10^7 square miles. How many times bigger is the Indian Ocean than Colorado?
Answer:
27976000
Step-by-step explanation:
1.04 x 10^5=104000, and 2.808 x 10^7=28080000
28080000-104000=27976000
that's what I think, did this help
A student finished 45 homework problems in class.If the ratio of problems she finished to problems she still had left was 9:4 how many homework problems did she have total
Answer:
so in total, I believe that it would be.......65?
Step-by-step explanation:
well 45/9=5 and so you would have to multiply 4x5 and get 20
An elementary school has 1,134 seeds. The seeds will be planted in 27 rows.
Each row will have the same number of seeds. How many seeds will be planted
in each row?
Answer:
42 seeds
Step-by-step explanation:
You would first divide 1,134 seeds by 27 rows. You would get 42 seeds per row, and that would be your answer.
Find the slope of the line that passes through (-44, 7) and (-4, 99).
Gio plotted the following points on the coordinate plane below. R(-3.5.0). S(2.5,1.5), 7(-45,-25), (2,-3.5).(-4,-3.5) 1 2 . $ -5 4 -3 -2 -14 5 -5 Which points did Gio graph incorrectly? Select all that apply.
Answer:
It is R, T.
Step-by-step explanation:
Answer:
A
Step-by-step explanation:
I got it right
Reupload please help this is due in 2 hours DONT ANSWER IF U DONT KNOW:)
John uses 1 2 3 cups of milk to make a sauce recipe, and then uses 2 1 4 cups of milk to make a cake recipe. How much milk did he use in total to make the two recipes?
Answer:
3.91
Step-by-step explanation:
It is given that,
John uses [tex]1\dfrac{2}{3}[/tex] cups of milk to make a sauce recipe, and then uses [tex]2\dfrac{1}{4}[/tex] cups of milk to make a cake recipe.
We need to find how much milk did he use in total to make the two recipes. It can be calculated by simply adding [tex]1\dfrac{2}{3}[/tex] cups of milk and [tex]2\dfrac{1}{4}[/tex] cups of milk. So,
[tex]T=1\dfrac{2}{3}+2\dfrac{1}{4}\\\\=\dfrac{5}{3}+\dfrac{9}{4}\\\\=3.91[/tex]
So, she will need 3.91 units of milk to make the two recipes.
88th term of the sequence 4,-1,-6
Answer:
-431
Step-by-step explanation:
4-5=-1 -1-5= -6 common difference is -5 and start at 4 to get 88th term which is -431
How can you use the distributive property to rewrite a quadratic expression in order to reveal its factors and zeros
Answer:
(x-rooot1)(x-root2)
Step-by-step explanation:
a quadratic ax²+bx+c=0 can be factor as those 2 pharanthesis
(x-rooot1) (x-root2)=0
and you can find the roots by making each parenthesis equal to 0 because of the zero product rule
x-root1 = 0, x=root1
x-root2 =0, x=root2
There are 30 students in Mrs. Martinez's class.
1/5 of the class has an Android cell phone.
1/2of the class has an iPhone.
The rest of the students do not have a cell phone.
How many students in Mrs. Martinez's class DO NOT have a cell phone?
A 6 students
B 21 students
C 9 students
D 15 students
Convert 15°C to Fahrenheit. Use the formula F = C + 32
A. 33°F
B. 27°F
C. 85°F
D. 59°F
Using the equation given, F = 15 + 32 which equals 47, so I don't see how any of the choices are accurate, but if I had used the proper equation, I would get 59 Farenheit or answer D!
Hope this helps, if not, comment below please!!!
Which describes the correct procedure when converting a number from scientific notation to standard notation if the power of 10 is -10? A .Move the decimal point to the left. B. Move the decimal point to the right. C. Move the decimal point to the right. D. Subtract 20 from the number.
Answer:
A. Move the decimal point to the left
Step-by-step explanation:
Given that:
The scientific notation = 10⁻¹⁰
Let recall;
That the standard notation usually took the form of an inverse:
For example;
Let say 10⁻¹ will be [tex]\dfrac{1}{10}[/tex] in scientific notation;
SO, [tex]\dfrac{1}{10} = 0.1[/tex]
Now; we are given 10⁻¹⁰ as a scientific notation,
To standard notation, we get:
[tex]10^{-10} = \dfrac{1}{100}[/tex]
= 0.01
Thus, it is true to say that the decimal point will be moved to the left side when converting a number from scientific notation to standard notation if the power of 10 is -10.