If the measure of angle 1 is 45°, what is the measure of angle 11 in degrees.

Answer:

answer choice is B

Step-by-step explanation:

Use mathaway and scan the problem

Answer:

The 31st term is 283

Step-by-step explanation:

The sequence has a common difference therefore, it is an arithmetic sequence

[tex]an = a1 + (n - 1)d[/tex]

a31 = 13 + ( 31-1 ) 9

a31 = 13 + 270

a31 = 283

Answer:

Step-by-step explanation:

y=-3x+13

y = mx + b, where m is the slope and b is the y-intercept.

A line parallel to this line will have the same slope, -3.  We can start by writing:

y = -3x + b

No matter what is chosen for the value of b, this line will be parallel.  We do want the line to go through point (6,10), however.  The way that can be done is to find a value of b that would shift the line to go through (6,10).

Find b by entering the point (6,10) into the equation, and then solve for b:

y = -3x + b

10 = -3(6) + b

10 = -18 + b

b = 28

The line becomes y = 3x + 28

See the attachment.

Explanation:

18 inches = 18/12 = 1.5 feet

The cabinet is 5 ft by 1.5 ft by 2 ft. Multiply the values to get 5*1.5*2 = 15

Answer: C

Step-by-step explanation:

Answer huuhHH

Step-by-step explanation:

Answer:

Option D

Step-by-step explanation:

[tex]\\ \sf\longmapsto 2(4^x)[/tex]

Not like this

[tex]\\ \sf\longmapsto 2(4^x)=8^x [/tex](×)

Hence the variable has coefficient 4 as 4^x is multiplied.

Answer:

$ 156.86

Step-by-step explanation:

We have been given that the bill at a restaurant came to $136.40. The patrons decided to leave a 15% tip.

The total bill including tip would 136.40 plus 15% of136.40plus15136.40.

\text{Total bill}=\$136.40+\frac{15}{100}\times \$136.40Total bill=$136.40+10015×$136.40

\text{Total bill}=\$136.40+0.15\times \$136.40Total bill=$136.40+0.15×$136.40

\text{Total bill}=\$136.40+\$20.46Total bill=$136.40+$20.46

\text{Total bill}=\$156.86Total bill=$156.86

Therefore, the total cost of bill including tip would be $156.86.

Answer: The last answer is correct.

Step-by-step explanation:

Answer:

y=1, x=5

Step-by-step explanation:

Since x-5=0 is given already, give the x a value and switch the 5 to the other side x-5=0 ----> x=5

Now we have a value for x, so plug x into the original equation,

4(5)+3y=23,

20+3y=23

Subtract both sides by 20

20-20+3y=23-20

3y=3

dvide both sides by 3

y=1

use the value for x we got earlier

y=1, x=5

The exponential equation used to represent the population of the town is given by y = 5655(1.026)ˣ

An exponential function is in the form:

y = abˣ

where y, x are variables, a is the initial value of y and b is the multiplier.

Let y represent the population remaining after x years.

The population grow at the rate of 2.6% annually. Hence:

b = 100% + 2.6% = 1.026

There are initially 5655 people, hence a = 5655.

The equation becomes:

y = 5655(1.026)ˣ

Find out more at: https://brainly.com/question/7259975

Answer:

122 degrees

Step-by-step explanation:

The two intersecting lines are parallel for this problem, which means that the angle next to angle3 is the same degree measure as the one that is 58 degrees.

Also, remember that two angles next to each other on a straight line are supplementary, meaning that they add to 180 degrees.

When keeping these two things in mind, you can solve like this:

180 = angle3 + 58

180 - 58 = angle3

angle3 = 122

122 degrees

Since nothing is shown, you can infer.

First to solve the expression:

1) Expand by distributing terms.

[tex]7-(2y-2)[/tex]

2) 2 Remove parentheses.

[tex]7 - 2y + 2[/tex]

3)  Collect like terms.

[tex]-2y+(7+2)\\[/tex]

4) Simplify.

[tex]-2y + 9[/tex]

The expression that is equivalent to [tex]7-2(y-1)[/tex] is [tex]-2y + 9[/tex].

Hope this helps,

- Recordofraganrok

Hey there!

-4x^-2 + 3y^0

= -4(2)^-2 + 3(5)^0

= -4(1/4) + 3(5)^0

= -1 + 3(5^0)

= -1 + 3(1)

= -1 + 3

= 2

Therefore, the answer should be: 2

Good luck on your assignment and enjoy your day!

~Amphitrite1040:)

Answer:

Jayden's solution is incorrect.

Jayden divided 14 by 2 and then added 1.5

Jayden substituted the wrong value for a.

Answer:

B

Step-by-step explanation:

To do this, we'll need to understand the skeleton form of transformations and what each variable represents in the equation. We have y = a(x-h) + k, where a represents vertical scaling, h the horizontal shift, and k the vertical shift.

So in this case, we need to reflect the graph over the y axis and horizontally scale it by a factor of 2 (i.e. stretch the graph horizontally). The answer is B.

Answer:

thus

Step-by-step explanation:

Korelasi Rank Spearman digunakan untuk mencari hubungan atau untuk menguji signifikansi hipotesis asosiatif bila masing-masing variabel yang dihubungkan berbentuk Ordinal.

Answer:

8/15

Step-by-step explanation:

1/5 + 1/3 = 3/15 + 5/15 = 8/15

Answer:

ehhh Pfouto math ni

dali raka AA yooo

Answer:

Step-by-step explanation: here I am pretty sure it is 6

Answer:

OK okokokokokokokokokokokok

Answer:

no correlation

Step-by-step explanation:

they arent in a line

The phrase that best describes the relationship indicated by the scatter plot is D. No correlation

This refers to the use of dots to represent values for two different numeric variables.

Hence, we can see that the best description that can be used to show the relationship in the scatter plot is option D which is no correlation because they are not in a line.

Read more about scatter plots here:

https://brainly.com/question/6592115

#SPJ2

Answer:

$8.50 per shirt

Step-by-step explanation:

If the shirt was $3 originally, and they added 150% markup, 100% of 3 is 3.

so a 100% markup of a $3 shirt would be 6 dollars.

But since she marked it up 150%, you have to know 50% of $3.  

50% of something is half, so

3 / 2 = 1.5

so ontop of the $3 extra, she adds $1.5, so

3 + 3 + 1.5 = 8.5

Michelle will sell the shirts for $8.50 each

Answer:

x=3/2 Espero que esto te ayude

Answer:

x=3/2

hope this helps mate

Answer:

60 inches

Step-by-step explanation:

26^2+54^2 = 3592

[sqrt]3592 = 59.9 --> 60inches

Answer:

Unit 4- Expressions and Equations: In this unit, students build on their knowledge from unit 2, where they extended the laws of exponents to rational exponents. Students apply this new understanding of number and strengthen their ability to see structure in and create quadratic and exponential expressions.