- Find the probability of rolling a divisor of 15.

Answer:

Step-by-step explanation:

1) (-6 , 2) ; (3 , -5)

Slope = [tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]

         [tex]= \frac{-5-2}{3-[-6]}\\\\= \frac{-5-2}{3+6}\\\\= \frac{-7}{9}\\[/tex]

m = -7/9 ; (-6 , 2)

y - y₁ = m(x -x₁)

y - 2 = (-7/9)(x - [-6])

[tex]y - 2 = \frac{-7}{9}(x + 6)\\\\y -2 = \frac{-7}{9}x + \frac{-7}{9}*6\\\\y - 2 = \frac{-7}{9}x - \frac{7*2}{3}\\\\ y = \frac{-7}{9}x - \frac{14}{3} + 2\\\\y = \frac{-7}{9}x -\frac{14}{3} + \frac{2*3}{1*3}\\\\y = \frac{-7}{9}x - \frac{14}{3} + \frac{6}{3}\\\\y = \frac{-7}{9}x - \frac{8}{3}[/tex]

2) (3 , -4) ; m= 3

[tex]y - y_{1} = m(x - x_{1}[/tex])

y - [-4] = 3(x - 3)

y + 4 = 3x - 3*3

y + 4 = 3x  - 9

     y = 3x - 9 - 4

Ans: y = 3x - 13

3) m = 2 ; y-intercept (b) = 3/2

     y = mx + b

  Ans: y = 2x + (3/2)

4) (-1, 3 ) ;  (2 , 0)

Slope = [tex]\frac{0 - 3}{2-[-1]}[/tex]

         [tex]= \frac{-3}{2+1}\\\\= \frac{-3}{3}\\\\= 1[/tex]

m = 1; ( -1 , 3)

y - 3 = 1(x -[-1])

y - 3 = 1(x + 1)

y - 3 = x + 1

    y = x + 1 + 3

  Ans: y = x + 4

5)(2, 1) ;m = -3

y - 1 = (-3)(x - 2)

y - 1 = -3x + 6

   y = -3x + 6 +1

Ans: y = -3x + 7

Step-by-step explanation:

1) (-6 , 2) ; (3 , -5)

Slope = \frac{y_{2}-y_{1}}{x_{2}-x_{1}}

x

2

−x

1

y

2

−y

1

\begin{gathered}= \frac{-5-2}{3-[-6]}\\\\= \frac{-5-2}{3+6}\\\\= \frac{-7}{9}\\\end{gathered}

=

3−[−6]

−5−2

=

3+6

−5−2

=

9

−7

m = -7/9 ; (-6 , 2)

y - y₁ = m(x -x₁)

y - 2 = (-7/9)(x - [-6])

Answer:

-5

Step-by-step explanation:

4x0.5=2

2x0.5=1

2+1=3

3-8=-5

c a c....................................................................................................................

The correct algebraic expression for this scenario is x/3.

The unknown number of students in the class can be represented by the algebraic expression "x."

The statement "The class was divided into three equal groups" implies that the number of students, represented by "x," is divided by 3.

Therefore, the correct algebraic expression for this scenario is:

x/3.

Here, "x" represents the total number of students in the class, and "x/3" represents the number of students in each of the three equal groups when the class is divided equally.

To know more about algebraic expression:

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Answer:

1/12

Step-by-step explanation:

1/4+2/3=11/12

Meaning 1/12 left

Please give brainliest, thank me and rate it 5. :)

Answer:

[tex]volume = {s}^{3} \\ = ( \frac{1}{2} ) ^{3} \\ = ( \frac{ {1}^{3} }{ {2}^{3} } ) \\ = \frac{1}{9} \: {ft}^{3} [/tex]

Answer:

B

Step-by-step explanation:

1/4

Answer: Sorry, I’m lazy today so I’ll just answer the first question, letter a. The answer is 30 cups of red paint.

Step-by-step explanation: Since you need 2 cups of blue paint and 4 cups of red paint, the ratio of the amount of cups you need for each paint is 1 cup of blue for every 2 cups of red. You need 15 cups of blue so you multiply it by 2 and you get 30. I hope this wasn’t confusing and I hope this helps. Please listen to you teacher because it would really help you on your work.

Answer:

5

(3a²b³c)³(2a⁴b²c²)³

= (3a⁶b⁹c³)(8a¹²b⁶c⁶)

= 24a¹⁸b¹⁵c⁹

14

⁴√(81a¹⁶b¹²c⁹)

= (⁴√81)(⁴√a¹⁶)(⁴√b¹²)(⁴√c⁹)

[tex]= 3 (a^{\frac{16}{4} }) (b^{\frac{12}{4} } ) (c^{\frac{9}{4} } )[/tex]

[tex]= 3a^{4} b^{3} c^{\frac{9}{4} }[/tex]

Answer:

-98

Step-by-step explanation:

if you read movies then when you go grocery shopping your cousin will be your brother and thats why cheese is the best fruit even made by jeff bezos

Answer:

The Joey is older as he is 13 years and 5 months old

Also the difference is of 2 months 8 days approx

Step-by-step explanation:

The computation is shown below:

Given that

Joey is 13 years and 5 months old

And his friend Suzy is 4,860 days old i.e. 13 years and 3 months old + 22 days

So as we can see that

The Joey is older as he is 13 years and 5 months old

Also the difference is of 2 months 8 days approx

So the same is to be considered and relevant

Answer:

288

Step-by-step explanation:

multiply the length value by 36

Answer:

where is the practical table pic

Answer: 1:5.

Step-by-step explanation:

He sold cars from age 23 to 43, which is 20 years ( 43-23 = 20)

He started selling planes at age 43, so he sold cars for 20 years out of 43 years.

The fraction is number of years he sold cars / number of total years.

Fraction = 20/43

Answer:

Step-by-step explanation:

The first expression has value 12

The second expression has value -6

The third expression has value

4

And finally the forth expression has value 1.14

((13 + 7) = 20

(12+4) = 16

16/ (20 - 16)= 16 / 4

16/4 = 4

Answer:

c the third one

Step-by-step explanation:

((13 + 7) = 20

(12+4) = 16

16/ (20 - 16)= 16 / 4

16/4 = 4

Answer: 1/3x + 1/6

Step-by-step explanation:

The expression that is equivalent to 1/3x+3/4+2/3x-1/4-1/3-2/3x would be:

= 1/3x + 2/3x - 2/3x + 3/4 - 1/4 - 1/3

= 1/3x + 3/4 - 1/4 - 1/3

= 1/3x + 1/2 - 1/3

= 1/3x + 3/6 - 2/6

= 1/3x + 1/6

Answer:

1/3x + 2/4

Step-by-step explanation:

(1/3x + 2/3x = 3/3x/ 1 - 2/3 = 1/3) (3/4 - 1/4 = 2/4

Answer:

This is the graph for h(x)=2x-1

Answer:

B: 0, 5/8

Step-by-step explanation:

First, add the abcissas (x coordinates).

0 + 0 = 0

Then, divide the result by 2.

0 divided by 2 = 0

Then, add the ordinates (y coordinates).

1/2 + 3/4 = 1 1/4

Then, divide the result by 2.

1 1/4 divided by 2 = 5/8

The midpoint is 0, 5/8

Its a weird problem but I think u should use formula:

(a+b)^2=a^2+2ab+b^2

5(q+p+3)=5q+15+5p=(√5q+√5p)^2

it is only thing u can do.

Answer:

2400

Step-by-step explanation:

Answer:

2400

Step-by-step explanation:

Multiply 20 x 20 x 20

Answer: 10

Step-by-step explanation:

Answer:

Car A gets better mileage

Step-by-step explanation:

360 / 20 = 16 mpg

270 / 18 = 15 mpg

Answer:

A

Step-by-step explanation:

360×3=1080

270×4=1080

20×3=60

18×4=72

car A is better

Answer:

18 hope this makes sense

Step-by-step explanation:

2 and exponent =4 bc exponents make it multiply the same number again how ever many times is there. so it's

4 x 5 - (4 - 2)

4 x 5 - 2

20 - 2 = 18

Answer:

18

Step-by-step explanation:

Do parenthesis and get 2, then 4 x 5=20 then 20 -2= 18.

Answer:

B. 96 ft by 64 ft

Step-by-step explanation:

Scale of drawing = 1 cm to 8 ft

Length of garden on paper = 12 cm

Actual length of garden = 12 × 8 = 96 ft

Width of garden on paper = 8 cm

Actual length of garden = 8 × 8 = 64 ft

Actual dimensions of the school garden would be 96 ft by 64 ft

Answer:

The length of segment [tex]\overline{DO}[/tex] is [tex]\displaystyle \frac{24}{5}[/tex].

Step-by-step explanation:

Start by verifying that [tex]\triangle DAB \sim \triangle MEB[/tex], and that [tex]\triangle DOA \sim \triangle BOC[/tex].

Both [tex]\triangle DAB[/tex] and [tex]\triangle MEB[/tex] contain the angle [tex]\angle DBA[/tex]. Hence, another pair of equal angles will be sufficient to prove [tex]\triangle DAB \sim \triangle MEB[/tex] by the angle-angle similarity postulate.

Notice that because [tex]\overline{AD} \; \| \; \overline{EF}[/tex], the corresponding angles next to those two lines would be equal: [tex]\angle MEB = \angle DAB[/tex]. Both [tex]\angle MEB[/tex] is in [tex]\rm \triangle MEB[/tex] whereas [tex]\angle DAB[/tex] is in [tex]\triangle DAB[/tex].

Hence, [tex]\triangle DAB \sim \triangle MEB[/tex] by the angle-angle similarity postulate.

Notice how [tex]\angle DOA[/tex] in [tex]\triangle DOA[/tex] and [tex]\angle BOC[/tex] in [tex]\triangle BOC[/tex] are two vertically opposite angles (and are thus equal to one another.) That is: [tex]\angle DOA = \angle BOC[/tex].

Because [tex]\overline{AD} \| \overline{BC}[/tex], the alternate interior angles [tex]\angle DAO[/tex] and [tex]\angle BCO[/tex] are also equal to one another. That is: [tex]\angle DAO = \angle BCO[/tex]

Hence, [tex]\triangle DOA \sim \triangle BOC[/tex], also by the angle-angle similarity postulate.

Notice that [tex]\triangle DAB \sim \triangle MEB[/tex] implies that:[tex]\begin{aligned} & \frac{\left| \overline{BM} \right|}{\left| \overline{BD} \right|} \\ &= \frac{\left|\overline{EB}\right|}{\left|\overline{AB}\right|} && (\triangle MEB \sim \triangle DAB) \\ &= \frac{\left|\overline{EB}\right|}{\left|\overline{AE}\right| + \left|\overline{EB}\right|} \\ &= \frac{\left|\overline{EB}\right|}{2\, \left|\overline{EB}\right| + \left|\overline{EB}\right|} && (\text{given that $\left|\overline{AB}\right| = 2\,\left|\overline{EB}\right|$})\\ &= \frac{1}{3}\end{aligned}[/tex].

Therefore:

[tex]\begin{aligned}&\left|\overline{BD}\right|\\ &= 3\, \left|\overline{BM}\right| \\ &= 12\end{aligned}[/tex].

Similarly, [tex]\triangle DOA \sim \triangle BOC[/tex] implies that:

[tex]\begin{aligned} \frac{\left| \overline{DO} \right|}{\left| \overline{BO} \right|} &= \frac{\left|\overline{AD}\right|}{\left|\overline{BC}\right|} && (\triangle DOA \sim \triangle BOC) \\ &= \frac{6}{9} = \frac{2}{3}\end{aligned}[/tex].

Therefore, [tex]\displaystyle \left|\overline{BO}\right|= \frac{3}{2}\, \left|\overline{DO}\right|[/tex].

[tex]\begin{aligned} \frac{\left| \overline{DO} \right|}{\left| \overline{BD} \right|} &= \frac{\left| \overline{DO} \right|}{\left| \overline{BO} \right| + \left| \overline{DO} \right|} \\ &= \frac{\left| \overline{DO} \right|}{(3/2)\, \left| \overline{DO} \right| + \left| \overline{DO} \right|} = \frac{2}{5}\end{aligned}[/tex].

It was already found that [tex]\left|\overline{BD}\right| = 12[/tex]. Therefore:

[tex]\displaystyle \left|\overline{DO}\right| = \frac{2}{5}\, \left|\overline{BD}\right| = \frac{24}{5} = 4.8[/tex].

Answer:

is it c??

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Because of the dashes on the angles, angle A is congruent to angle D and angle B is congruent to angle E. Since we know that 2 angles are congruent, the triangles are similar because of AA similarity