Answers
Answer:
Its an irregular pentagon
Step-by-step explanation:
Answer:464
Step-by-step explanation: If I got it wrong I am sorry but I think I got it right.
Related Questions
hurry, please?
20 points.
look at picture attached.
which is the simplified rational expression for 9x-5/4x-1 + ( 3x-8/4x-1 + 5x+3/4x-1 )
Answers
Answer:
d
Step-by-step explanation:
Because. It's d
It's d it's because it has
Jean feeds her dog 2.5 cups of dog food each day. Each bag contains 64 cups of dog food.What is the maximum number of days that Jean can feed her dog exactly 2.5 cups of dog food from one full bag?
Answers
Answer:
25 Days
Step-by-step explanation:
2.5 x 25= 62.5 and you can't go above that or it's over 64.
Help me please!!!!!!!!!
Answers
PLZ HELP NOW
(3^4)/(3^x)=27 what is x
Answers
Answer:
x = 1
Step-by-step explanation:
Create equivalent expressions in the equation that all have equal bases, then solve for x.
x = 1
Hope this helped
Calculate the slope of the line between pairs of points in each of the tables to determine which table represents a linear function? A. B. C. D. Calculate the slope of the line between pairs of points in each of the tables to determine which table represents a linear function? A. B. C. D. Calculate the slope of the line between pairs of points in each of the tables to determine which table represents a linear function? A. B. C. D.
Answers
Answer:
I think it's C but I could be wrong I tried it on an online graph
Answer:
Im pretty sure its C.
Step-by-step explanation:
I took the quiz on EDGE 2022.
10(5 + x) - 10 = 90 Solve
WRITE AN EQUATION
Answers
Subtract 40 from both sides to get 10x=50 divide both by 10 to get x=5
Go back and check work 10(5)+40=90
50+40=90
90=90
X=5
Good luck algebra is something else
Helpppppppppppp 33points
Answers
1st page: it is the fourth answer, y is less than or equal to 12
2nd page: it is the second answer, m is less than or equal to 450
3rd page: it is the first answer, x > -3
4th page: it is the fourth answer, b is more than or equal to 500
PLZZZZ HELP WILL GIVE BRAINLIST
Answers
Read the problem. Baker School's hockey games are 60 minutes long. Nico played for 30 minutes of the last game. What percent of the game time did Nico play? Pick the model that represents the problem.
Answers
Answer:
50%
Step-by-step explanation:
I dont know how else to put it you didnt show the models though :(
Answer:
50 % of the game
Step-by-step explanation:
30/60 = 50/100
50/100 = 50%
Steve and Juan are reading the same book, and Juan is about 1/2 of the book ahead of Steve. Which of the following differences most likely represent how much of the book each student has read?
8/9−1/1 1/2
6/7−1/9
15/16−3/8
3/5−61/1
Fractions.
Answers
Answer:
6/7-61/1
Step-by-step explanation:
Which number is NOT in the solution set of the inequality x < 15?
A)
0.
B)
5
C)
10
D)
20
Answers
Answer:
D) 20
Step-by-step explanation:
The equality states the following, that the variable, x is less than 15.
The only number that would not be a solution (thereby being either 15 or greater numerically), is D) 20.
D) 20 is your answer.
~
Ishmael walked 3.5 miles in 1/2 hour. If he continues walking at the same pace, how far will he
have walked in 7.25 hours?
Answers
Please help!!!
What is the area of the trapezoid?
Answers
Answer: A=a+b
2 h
Step-by-step explanation: h goes a little bit higher then there
i need help! (And an explanation to get an understanding, if you don’t mind!)
Answers
Answer:
uuuuuh I think the answer is 23 & 27???
I think the answer is 23 and 27
Step by step explanation:
[tex]\frac{350m}{1s}[/tex]×[tex]\frac{60s}{1min}[/tex]*[tex]\frac{1km}{1000m}[/tex]= what? please send me a picture of ur work so i know how its done
Answers
Answer:
44
Step-by-step explanation:
HEYOOO PEEPS As skydivers fall through the air, a resisting force builds up underneath them. This air resistance decreases their acceleration toward the ground, making them reach a constant velocity as they fall. This is called terminal velocity. The average terminal velocity for a skydiver is about 200 km/hr.
This speed is much too fast for a skydiver to land safely. A safe speed for a skydiver to land at is only 30 km/hr.
Resistance from the air isn’t enough to slow down a skydiver to a safe landing speed. The skydiver needs a parachute.
2. What is the role of the parachute? Explain your reasoning.
Answers
Answer: The net force and the acceleration on the falling skydiver is upward. An upward net force on a downward falling object would cause that object to slow down. The skydiver thus slows down. As the speed decreases, the amount of air resistance also decreases until once more the skydiver reaches a terminal velocity.
Step-by-step explanation:
ur welcome
Answer:
Your parachute allows you to descend more slowly because it lowers terminal velocity by increasing your air resistance. Most parachutes are designed to create a large amount of drag and allow you to land at a safe, low speed.
Step-by-step explanation: this is just to try and contradict the other one because the other one above me doesn't really go into explaining what is the role of the parachute so hopefully this helps bettery in clarifying details in some way shape or form.
please help on these questions
Answers
Answer:
6) 9216π
8) 24
Step-by-step explanation:
6)
V= 2/3πr³
r = 48/2 = 24
V = 2/3π24³
V = 9216π
8)
V = 4/3πr³
2304π = 4/3πr³
r³= (2304π)/4/3π
r³= 1728
[tex]\sqrt[3]{r^3} =\sqrt[3]{1728}[/tex]
r = 12
D = 2r
D = 2 x 12 = 24
Lillian and Darlene plan to get their homework finished within one hour. Darlene completes her math homework in 3/5 hour. Lillian completes her math homework with 5/6 hour remaining. Who completes her homework faster? How many minutes faster is she?
Answers
Answer:
Darlene completed it 26 minutes faster :)
Step-by-step explanation:
★ Hello
I need help please...
What is [tex]89[/tex] / [tex]234[/tex]
Make a explanation to this... Do not copy g.oogle, or other websites!
Make your own words...
And maybe you can show proof, how you got the answer?
Thanks~
Answers
On your own sheet of grid paper, draw an irregular figure which has an area of approximately 12 square units.
Answers
Shelley is making bows. Each bow is made using 9 inches of ribbon. Shelley needs to make 24 bows for a party. If the store sells ribbon by the foot, how many feet of ribbon does she need? answer choices: a= 18, b=19, c=23, d=216 .
Answers
Answer:
a. 18
Step-by-step explanation:
First you multiply 24 by 9 since each bow is 9 inches and she needs 24 bows.
After multiplying you should then end up with 216 in. Then convert 216 into feet which should give you 18.
(Sorry if my explanation is not the best. I hope this helps though!)
Hope this helps
Sorry if it’s wrong
What is the coordinate of the point shown in the graph
Answers
Answer:
(3, -4)
Step-by-step explanation:
Answer: (3;-4)
P.S. The coordinates should be written in square bracket, however I dont know how to type them.
Step-by-step explanation:
The coordinates conists of two numbers. The first number in the bracket (in our case number 3) indicates the position of the number along the x-axis. The second number in the bracket (in our case number -4) indicates the position of the number along the y-axis.
solve for x 3/5x + 1/3x = 42 x=
Answers
Answer:
x=45
Step-by-step explanation:
mark brainliest, thank you
if each Cube has edges 4 inch long what is the volume of the prism outlined in blue
Answers
Answer:
3840 in^3
volume = length x width x height
is x = 4 a solution to this . 2x2 - 3x + 2 = 54
Answers
Step-by-step explanation:
2(4)²-3(4)+2=32-12+2≠54
x = 4 is not a solution to this . 2x2 - 3x + 2 = 54
I WILL GIVE BRAINLIEST PLEASE ANSWER I ALREADY SOLVED FOR X PLEASE SOLEV FOR Y AND Z WITH STEP BY STEP PLEASEEE!!!! trolls get banned or suspended/reported immidiently
Answers
I corrected your x
Hope it helps!!
The inequality 7h+45≥143 represents the minimum number of hours, h, it will take a chef to make at least 143 croissants. The table shows the steps the chef takes to solve the inequality.
Answers
Answer:
d
Step-by-step explanation:
The first step should have been 7h>98
Pleaseeee help i don't know how to do the brainliest thing but you will get 20 points
Answers
Answer:
D sorry if it is incorrect I tried my best
Please help me, I don’t understand. Ill give brianliest by the way.
Answers
Answer:
m/abc i think but i dont know
Step-by-step explanation:
Answer:
to find the value of x, just add . 5x +15, which is 20x, then add he 4x and 2x to equal 26x. the rest is hard to explain but ill try. no your gonna want to for abc, START AT A, then go to B, then C. for BCA, start at B, go to C, then A. lastly, for CAB, start at C, go to A, then B
Step-by-step explanation:
Use the ruler provided to measure the dimensions of the parallelogram shown to the nearest ½ centimeter.
Which measurement is closest to the area of the parallelogram in square centimeters?
Choices:
40 cm²
45.5 cm²
34 cm²
56 cm²
Answers
Answer:
Enduring Understandings:
The square roots of perfect squares are rational numbers.
The square roots of non-perfect squares are irrational numbers.
Many geometric properties and attributes of shapes are related to
measurement.
General Learning Outcomes:
Develop number sense.
Use direct or indirect measurement to solve problems.
Specific Learning Outcome(s): Achievement Indicators:
8.N.1 Demonstrate an understanding
of perfect squares and square
roots, concretely, pictorially, and
symbolically (limited to whole
numbers).
[C, CN, R,V]
Represent a perfect square as a square
region using materials, such as grid paper
or square shapes.
Determine the factors of a perfect square,
and explain why one of the factors is the
square root and the others are not.
Determine whether or not a number is
a perfect square using materials and
strategies such as square shapes, grid paper,
or prime factorization, and explain the
reasoning.
Determine the square root of a perfect
square, and record it symbolically.
Determine the square of a number.
8.N.2 Determine the approximate
square root of numbers that are
not perfect squares (limited to
whole numbers).
[C, CN, ME, R, T]
Estimate the square root of a number that
is not a perfect square using the roots of
perfect squares as benchmarks.
Approximate the square root of a number
that is not a perfect square using technology
(e.g., calculator, computer).
continued
4 Grade 8 Mathematics: Suppor t Document for Teachers
Specific Learning Outcome(s): Achievement Indicators:
Explain why the square root of a number
shown on a calculator may be an
approximation.
Identify a number with a square root that is
between two given numbers.
8.SS.1 Develop and apply the
Pythagorean theorem to solve
problems.
[CN, PS, R, T, V]
Model and explain the Pythagorean
theorem concretely, pictorially, or by using
technology.
Explain, using examples, that the
Pythagorean theorem applies only to
right triangles.
Determine whether or not a triangle
is a right triangle by applying the
Pythagorean theorem.
Solve a problem that involves determining
the measure of the third side of a right
triangle, given the measures of the other
two sides.
Solve a problem that involves Pythagorean
triples (e.g., 3, 4, 5 or 5, 12, 13).
Prior Knowledge
Students may have had experience with the following:
Q Demonstrating an understanding of regular and irregular 2-D shapes by
Q recognizing that area is measured in square units
Q selecting and justifying referents for the units cm² or m²
Q estimating area by using referents for cm² or m²
Q determining and recording area (cm² or m²)
Q constructing different rectangles for a given area (cm² or m²) in order to
demonstrate that many different rectangles may have the same area
Q Solving problems involving 2-D shapes and 3-D objects
Q Designing and constructing different rectangles given either perimeter or area, or
both (whole numbers), and drawing conclusions
Q Identifying and sorting quadrilaterals, including
Q rectangles
Number 5
Q squares
Q trapezoids
Q parallelograms
Q rhombuses
according to their attributes
Q Developing and applying a formula for determining the
Q perimeter of polygons
Q area of rectangles
Q volume of right rectangular prisms
Q Constructing and comparing triangles, including
Q scalene
Q isosceles
Q equilateral
Q right
Q obtuse
Q acute
in different orientations
Background Information
Squares and Square Roots
A square is a 2-dimensional (2-D) shape with all four sides equal.
The total area the square covers is measured in square units.
To determine the side length of a square when given the area, the square root must be
determined.
A perfect square can be described as
Q a square with whole number sides (e.g., 1 × 1, 2 × 2, 3 × 3)
Q a number whose square root is an integer (e.g., 4 = 2 or –2)
A non-perfect square can be described as
Q a square with non-whole number sides (e.g., 1.2 × 1.2)
Q a number whose square root is not a whole number (e.g., 2)
Rounding is often used to determine the approximate square root of non-perfect
squares.
Step-by-step explanation: