Andrew ate 2/3 of the desert. cassandra ate 5/16 of the desert. what portion of the desert did andrew and cassandra eat altogether?

Step-by-step explanation:

FV=$1000×(1+0.1)5

try solving with this it might help you and if it did please make me brainliest plzzzzxx

Answer:

v = 13

Step-by-step explanation:

Truly hope I helped fast enough:).

Answer:

6cm

Step-by-step explanation:

hope this helped

Answer:

60

Step-by-step explanation:

Answer: 16 quarts of blue paint

Step-by-step explanation:

i divided 3 by 24 to see how many quarts there was then took the answer which is 8 and multiplied it by 2.... i dont know if its right but i tried

Answer:

b:-15

Step-by-step explanation:

There are 9 num in the set sowe add all the num and the we divide the answer we got

Answer:

The answer is:

b) - 15

Hope it helps:D

Answer:

Domain: {2,4,5,9}

Range: {-2,0,2,4}

Function: No

Step-by-step explanation:

Domain = x

Range = y

Domain: {2,4,5,9}

Range: {-2,0,2,4}

Function: No

Answer:

domain = { 2, 4, 5, 9 }

range = { -2, 0, 2, 4 }

function = one-to-many

Answer:

it could be C or a

Step-by-step explanation:

more likey c be sorry if it's wrong

Answer:

option c

Step-by-step explanation:

The zeros of 3x+1

3x=-1

x=-⅓

plug in -⅓ into the trinomial. if it gives an answer of 0 then it's a factor

3(-⅓)²+16(-⅓)+5

=0

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:

I think 42

Step-by-step explanation:

Answer:A square and a rhombus both have sides equal in length. But square has all its angles equal to 90 degrees, but a rhombus only has its opposite angles equal.

Step-by-step explanation:

Answer:

A square has all its angles equal to 90 degrees a rhombus has no 90 degree angles

Answer:

A) The parallelograms all have congruent sides and angles.

Step-by-step explanation:

Remember, a parallelogram in simple words is a flat shape (either a square, rectangle, or rhombus) that has four sides of equal length, and whose opposite angles are congruent.

In other words, Zach's blueprint using similar parallelograms would be chosen from either a square, a rectangle, or a rhombus, which all have congruent sides and angles.

Answer:

C

Step-by-step explanation:

I got it wrong because I listened to the other guy :\

Have a great day!

ALSO: PRESS PICTURE TO SEE PROOF, SORRY IT CAME OUT BLURRY, ONCE YOU PRESS IT, IT WILL BE NORMAL.

Answer:

16%

Step-by-step explanation:

Add all of the dots together, you get 4/25 (the household of 3/total) and multiply top and bottom by same number. the bottom should equal 100. 25*4=100, 4×4=16. 16/100=16%

Answer:

hlo thanks for free points ❤️❤️

Answer:

4

Step-by-step explanation:

Although you didn't give me any answers to go with your problem, I am assuming that since 15-7 is 8, and 3 + 1 = 4, the answer should be 4. Now regarding if it is times, it would be x2. Because for times 2 would be 8. Overall the answer should be 4.

Answer:

11:45 PM

Step-by-step explanation:

please mark brainliest :D

=========================================================

Explanation:

Recall that quadratic form is ax^2+bx+c.

So we need an x^2 term followed by an x term, then a constant at the end.

It may not look it, but the given equation is nearly in quadratic form.

Rewrite 9^(2x) as (9^x)^2

We get this equivalent equation (9^x)^2 - 2*(9^x) - 3 = 0

From here, let's make w = 9^x. Replace every copy of '9^x' with 'w' and we end up with this new simpler equation: w^2 - 2w - 3 = 0

From here we can use the quadratic formula or factor. I'll factor.

w^2 - 2w - 3 = 0

(w - 3)(w + 1) = 0

w-3 = 0 or w+1 = 0

w = 3 or w = -1

---------------------

Now we use these values of w to find x

If w = 3, then,

w = 9^x

3 = 9^x

log(3) = log(9^x)

log(3) = x*log(9)

x = log(3)/log(9)

x = log(3)/log(3^2)

x = log(3)/(2*log(3))

x = 1/2

At the last step, we have the log(3) terms cancel.

Repeat for w = -1

w = 9^x

-1 = 9^x

log(-1) = log(9^x)

We run into a problem. The log of any negative number is not a real number output. In other words, 9^x is never negative. Raising any positive number to a real number output leads the result to be positive. Take a look at the graph of y = 9^x to confirm this.

In short, w = -1 is extraneous so it doesn't lead to any x value solution.

So only w = 3 is useful.

Ultimately, the only solution is x = 1/2.

Answer:

The answer is (-3, 7) hope this helps

Step-by-step explanation:

Answer:If it's reflected,then it should be (-3.7).

Step-by-step explanation:

Answer:

(8-5) + (16-1)=18

Answer:

she is charged 460 dollars because she has to pay 20$ each year she doesnt pay

Step-by-step explanation:

Answer:

she is charged 460 dollars because she has to pay 20$ each year she doesnt pay

Step-by-step explanation:

she is charged 460 dollars because she has to pay 20$ each year she doesnt pay

Answer:

The steps below show how I transformed the equation in the question into standard form, where the slope and y-intercept is clearest. The slope is -1/2 and the y-intercept is 32.

[tex]4x + 8y = 512 \\ x + 2y = 64 \\ 2y = - x + 64 \\ y = - \frac{1}{2} x + 32[/tex]

Answer:

1

Step-by-step explanation:

[tex] \huge {625}^{ \frac{3}{8} } \times {5}^{ \frac{1}{2} } \div 25 \\ \\ = \huge {( {5}^{4})}^{ \frac{3}{8} } \times {5}^{ \frac{1}{2} } \div {5}^{2} \\ \\ = \huge{5}^{ \cancel4 \times \frac{3}{ \cancel8 \: \: \red{ \bold 2}} } \times {5}^{ \frac{1}{2} } \div {5}^{2} \\ \\ \huge= {5}^{ \frac{3}{2} } \times {5}^{ \frac{1}{2} } \div {5}^{2} \\ \\ \huge= {5}^{ \frac{3}{2} + \frac{1}{2}} \div {5}^{2} \\ \\ \huge= {5}^{ \frac{4}{2} } \div {5}^{2} \\ \\ \huge= {5}^{ 2 } \div {5}^{2} \\ \\ \huge= {5}^{ 2 - 2 } \\ \\ \huge= {5}^{ 0 } \\ \\ \huge= 1[/tex]

Answer:

$73.77

I'm not sure if I understood the question correctly

explain it in the comments

Step-by-step explanation:

If what I think the question is asking is correct, theres a 70% sale on the full price which is $245.89

70% of 245.89 is 172.123, so now you subtract the sale(172.123) from the original price(245.89)

245.89 - 172.123 = 73.767

If the question was asking a different thing explain it in the comments and I'll answer it for you

Answer:

Line graph

Step-by-step explanation:

Answer:

64$

Step-by-step explanation: