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Related Questions
Describe a real-world object that can be measured using two different units (computer, table, book, etc.).
Now think of two different units of measurement you could use to measure that object.
Which unit of measurement would you need more of to measure the object? Why?
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Consider the triangles below.
2 right triangles. Both triangles have side lengths of 5.5 and 7.8. The hypotenuses are blank.
Imagine using these triangles to construct a figure. What figure would you create?
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Answer:
rectangle
Step-by-step explanation:
each bag of cereal should contain 350 grams. a box was selected at random and weighed 342 grams. what is the percent error?
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Answer:
the percentage error is 0.02286 x 100% = 2.286%.
Step-by-step explanation:
Can someone please help me out with this. Please don't just answer for points.
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Answer:
m - n - 4
Step-by-step explanation:
9m + 4n - 1 - 6m - (n + 3) - (2m + 4n)
= m - n - 4
A school chorus has 90 sixth-grade students and 75 seventh-grade students. The music director wants to make groups of performers, with the same combination of sixth- and seventh-grade students in each group. She wants to form as many groups as possible. What is the largest number of groups that could be formed?
I need help...
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Answer:
15
Step-by-step explanation:
If I play for 15 minutes and ate for an hour then go play for an hour then rested for 20 minutes then went and played for 5 hours then sit at a camp fire for 2 hours then took a hour shower then slept for 12 hours how long did i play?
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Answer:
5 hours and 15 minutes
Step-by-step explanation:
PLEASE HELP I DONT HAVE MUCH TIME
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Answer:
10%
Step-by-step explanation:
Hope the helps!!!
Answer:
A) 25%
B) 6.5%
Step-by-step explanation:
A) 10/39.99≈0.2501
25%
B) 1.95/29.99≈0.0650
6.5%
solve for x: cx - d = 4
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x=4/c + d/c
Expand and simplify these 12 questions
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Answer:
1. 3x+15
2. 4x+36
3. 4x+36
4. 6x-2
5. 5x-10
6. 4x-24
7. 2x+1
8. 6x+21
9. 4x+16
10. 4x+10
11. x+4
12. 5x-10
To expand an equation, you can apply the distributive property
==> The distributive property, sometimes known as the distributive property of multiplication, tells us how to solve certain algebraic expressions that include both multiplication and addition.
CREDIT: prepscholar.com ^ for the definition of the distributive property
5. Here is a shape with some measurements in cm.
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Answer:
Just saying that there are links people post that scam you and this is requird by Brainly
Step-by-step explanation:
The table is completed below.
We can say that the relationship between the scale factor and the area of scaled copies is proportional.
What is a triangle?A triangle is a 2-D figure with three sides and three angles.
The sum of the angles is 180 degrees.
We can have an obtuse triangle, an acute triangle, or a right triangle.
We have,
Using the formula for the area of a triangle:
Area = 1/2 x base x height
With a base of 3cm and height of 2cm, the area of the original triangle is:
Area = 1/2 x 3cm x 2cm = 3cm²
To find the area of the scaled triangles, we can use the scale factor to determine the corresponding dimensions, and then calculate the area using the same formula.
Scale factor Corresponding dimensions Area
1 3cm x 2cm 3cm²
2 6cm x 4cm 12cm²
5 15cm x 10cm 75cm²
s 3s cm x 2s cm 3s² cm²
Now,
To see if the relationship between the scale factor and the area of scaled copies is proportional, we can calculate the ratio of the area to the scale factor for each row of the table:
Scale factor Corresponding dimensions Area Ratio of area to scale factor
1 3cm x 2cm 3cm² 3/1 = 3
2 6cm x 4cm 12cm² 12/2 = 6
5 15cm x 10cm 75cm² 75/5 = 15
s 3s cm x 2s cm 3s² cm² (3s²)/s = 3s
In each case, the ratio of the area to the scale factor is constant, which means that the relationship between the scale factor and the area of scaled copies is indeed proportional.
Therefore,
We can say that the relationship between the scale factor and the area of scaled copies is proportional.
Learn more about triangles here:
https://brainly.com/question/25950519
#SPJ2
How many cups do 5 quarts of milk contain?
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Answer:
20
Step-by-step explanation:
Answer:20 cups
Step-by-step explanation:5 quart = 20 cup
Please Help Find the quadratic!
Please show work will give branliest!
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Pleaseeeeee helppppp
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Jejsjsiskskskjsjsjbsbsbsbsbsjsjjsjs
Tyrone is working with two other students to build a border around the school’s triangular garden. Each student brought in one side of the border, but they all used different units to measure the side lengths. The first side is 312 inches long, the second side is 20 feet long, and the third side is 12 yards long. If the measurements need to be in feet, will the three border pieces make a right triangle?
Convert the third side into feet using a proportion.
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Answer:
i would say no but im not fully experienced
Step-by-step explanation:
the reason is that the converted measurements dont even come up to make a full 90 degree, and tis is a right triangle
Answer:
It will be 449280
Step-by-step explanation:
it might be wrong sorry if is
ill get beaten just help me finish this thank you!
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Answer:
C THE ANSWER IS C
Step-by-step explanation:
I need someone to help me today in math(I'm working on functions)
Ill be giving away points and brainliest all day
Here is the first one
A candle burns down at the rate of 0.5 inches per hour. The original height of the candle was 6 inches.
Part A: Write a list of 6 ordered pairs to show the height of the candle in inches (y) as a function of time in hours (x) from the first hour after it started burning. For example, the point (0, 6) would represent a height of 6 inches after 0 hours. Explain how you obtained the ordered pairs. (5 points)
Part B: Is this relation a function? Justify your answer using the list of ordered pairs you created in Part A. (2 points)
Part C: If the rate at which the candle burnt was 0.3 inches per hour instead of 0.5 inches per hour, will the relation continue to be a function? Explain your answer using input and output values. (3 points)
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9514 1404 393
Answer:
A. (0, 6), (1, 5.5), (2, 5), (3, 4.5), (4, 4), (5, 3.5)
B. is a function
C. is a function
Step-by-step explanation:
Both relations are functions.
A relation is NOT a function if the same input value maps to two different output values. Virtually any relation involving time as an input will be single-valued: a measure can only have one value at any given time (ignoring quantum physics).
__
A: If height decreases 1/2 inch per hour, then some ordered pairs could be ...
(hours, inches) = (0, 6), (1, 5.5), (2, 5), (3, 4.5), (4, 4), (5, 3.5)
For each additional hour, 0.5 inches was subtracted from height.
__
B: There is only one output for each input, so the relation is a function.
__
C: Yes, the relation is still a function. There is still only one output value for each input value.
The table shows the number of bottles of different kinds of juice sold at a cafeteria on Monday.
If the cafeteria has 80 customers on Tuesday, which prediction for Tuesday is NOT supported by the data in the table?
Pls answer ASAP
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First you need to add up everything to find out the amount of costumers more Monday. You will get 40. Then you would have to multiply 40 by 2 to get 80 which is the total amount of costumers for Tuesday. This means that you have to double the amount of everything on the table to find out how much of each item was sold. The questions says which is NOT supported by the table. When you do the math you see that everything is accurate except C because the number of apple juice sold on Tuesday is 22 and the number of cranberry juice sold on Tuesday is 14. 22 is not 6 times more than 14 which makes C the correct answer.
1.Suppose a car is traveling east on 4th Street and turns left onto King Avenue heading northeast What is the measure of the angle created by the car's turning?
2.Suppose a car is traveling southwest on King Avenue and turns left onto 3rd Street What is the measure of the angle created by the car's turning?
3.Suppose a car is traveling northeast on King Avenue and turns right onto 3rd Street. What is the measure of the angle created by the car's turning?
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Answer:
4th street
Step-by-step explanation:
Sorry but I only have an anwser for the first one
The measure of the angle created by the car's turning is 105°
Step-by-step explanation:
Given : a car is traveling east on 4th Street and turns onto King Avenue heading northeast.
We have to calculate the measure of the angle created by the car's turning.
Since, car is travelling in east direction on 4th street that is from A to D as shown below in image by arrow.
Then at point B, the car turns toward King Avenue heading northeast. that is B to C as shown below in image
Since, we need to calculate the measure of the angle created by the car's turning that is measure of ∠ABC.
AD is a straight line, thus measure of any angle at line segment AD is 180° as angles on one side of a straight line always add to 180 degrees
Therefore, at B,
∠ABC + ∠CBD = 180°
Aldo given , ∠CBD = 75°
Thus, the measure of ∠ABC is ,
⇒ ∠ABC = 180° -∠CBD
⇒ ∠ABC = 180° - 75°
⇒ ∠ABC = 105°
Thus, the measure of the angle created by the car's turning is 105°
Show the work please
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The map shows different locations at a county fair. Each unit of the coordinate plane represents 1 meter.
Which expression shows how to use the coordinates of the Ferris wheel and ticket booth to find the distance between them?
A. |–3 - 2|
B. |4 - 4|
C. |2 – 4|
D. |4 – (-3)|
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Answer:
Its A
Step-by-step explanation:
Hope this helps
Answer:
A
Step-by-step explanation:
i took the test
PLEASE PLEASE PLEASE HELP ME ASAP!!!!
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Explanation
An angles degree will always equal 180
This triangle is a right angle so it has given you 90° and 30.6
So 90+30.6 = 120.6
180 -120.6=59.4
Which rounds to 59
NEED HELP ASAP 15 POINTS
PLEASE ACTUALLY ANSWER CORRECTLY
Drag each tile to the correct location.
Winona has saved enough money to start a small baking business at home. She plans to do the baking herself and hire only two assistants. She plans to supply her products to cafes and cake shops and also accept home orders.
Help Winona make a list of the factors of production she may need to get started.
(Look at the picture attached)
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PLZZZ help with this its pretty simple!
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Answer:
Ok so first you want to distribute the -1 in front of the 3x^2-7x+1
Which turns the problem into
X^2+5x-6 -3x^2+7x-1
Then just combine like terms
-2x^2+12x-7
Also ^ followed by the number is the exponent
can you do these two pls
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HELPPPPPPPPPPPPPPPPPPPP!!!!!!!!
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Answer:
y+1 = -1/3(x+3)
Step-by-step explanation:
we can use this formula to answer this question
y-y1 = m(x-x1) where y1 and x1 indicate the coordinates of the point and m indicates the slope
y-(-1) = -1/3(x-(-3)
y+1 = -1/3x-1
y = -1/3x -2
Explanation:
Find the value of x, Problem is below. Solve correctly for brainiest and 5 stars!
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3x = 159
x = 53°
Brainliest included to the right answer
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Function
Not a function
Not a function
Function
Explanation:
In order to determine if the relation is a function, you have to check to see if each x value in the relation has only one y value. If there are multiple y values for a singe x value, then the relation is not a function.
Will Mark Brainliest! Please help!
An expression is shown below:
2x3 + 10x2 − 4x2y − 20xy
Part A: Rewrite the expression by factoring out the greatest common factor. (4 points)
Part B: Factor the entire expression completely. Show the steps of your work. (6 points)
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PLEASE HELP THIS IS DUE TODAY I NEED SERIOUS HELP I DON'T UNDERSTAND THIS PAGE?!
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Answer:
240 Feet Cubed
Step-by-step explanation:
Assuming you need the area of the elevator, just multiply the length*width*height, which would be 5*6*8=240
Ms. Leeper gives her sixth- and seventh-grade students a geography test to decide who will represent her class in the school geography bee. The line plots below show the results of the test for her sixth-grade class and seventh-grade class, respectively.
The data for each grade have the same interquartile range (IQR). Which of the following best compares the two test score distributions?
A - The median score of the seventh-grade class is 2 points greater than the median score of the sixth-grade class. This difference is the same as the IQR.
B - The median score of the seventh-grade class is 2 points greater than the median score of the sixth-grade class. This difference is twice as much as the IQR.
C - The median score of the seventh-grade class is 3 points greater than the median score of the sixth-grade class. This difference is the same as the IQR.
D - The median score of the seventh-grade class is 3 points greater than the median score of the sixth-grade class. This difference is twice as much as the IQR.