I’m giving brainlest pls help meeee

Answer:

Width of the box = 18.97 inches

Step-by-step explanation:

Length of the bat = 36 inches.

That means length of the diagonal of the bat (BC) = 36 inches

By applying Pythagoras theorem in right triangle BDC,

BC² = BD² + CD²

BC² = (30)² + w² -------(1)

BY applying Pythagoras theorem in right triangle ABC,

AC² = AB² + BC²

(36)² = 6² + BC²

By substituting the value of BC from equation (1),

(36)² = 6² + (30)² + w²

1296 = 36 + 900 + w²

w² = 1296 - 936

w = √360

w = 18.97 inches

Answer:

12/25

Step-by-step explanation:

Percent means out of 100

48% means 48/100

Divide top and bottom by 4

12/25

Answer:

B.) 0, 0.5, 0.5, 0.5, 0.5, 0.5, 1, 1.5, 2.5

Step-by-step explanation:

From the box plot, we can obtain the 5 - Numbe summary and compare with the values in the options given :

Kindly note that each tick mark on the box plot is seperated by a unit of 0.25

Minimum = 0 (starting point of left whisker)

Lower quartile = 0.25 (start point of box)

Median = 0.5 (point in between the box)

Upper quartile = 1.25 (end point of the box)

Maximum = 2.5 (end point of right whisker)

In ascending order we have ;

0, 0.25, 0.5, 1.25, 2.5

The data which best matches the plot is 0, 0.5, 0.5, 0.5, 0.5, 0.5, 1, 1.5, 2.5

Answer:

14 books my good sir

Step-by-step explanation:

Answer:

B: This relationship is not a function because more than one amount of plant food remains each day

Step-by-step explanation:

It is given that Ryan did an experiment by observing the effects of plant food and the growth of the sprouting bean plant. He made a note of the height of the bean plant and the amount of food remaining in the container for the plant after feeding each day.

Thus he observed that the plant food in the container decreases by an equal amount everyday as the bean plant grew. Thus this states that it is not a  function between the two as there are more than one plant food remaining each day for the plant.

A relationship is a function when one element belongs to one thing.

Answer:

start at the y coordinate -2 then go up 2 and right 1

Step-by-step explanation:

Answer:

Step-by-step explanation:

3.19,3.51,3.72,3.93

Step-by-step explanation:

3.19=3.2

3.51=3.5

3.72=3.7

3.93=3.9

you take over the number kn the tenth .... if its 1 234 you round down and if its 5 or more you round up... simple

Answer:

180degrees

Step-by-step explanation:

Given the expression cos^2x - cos x - 2 = 0

Let P = cos x

P^2 - P - 2 = 0

Factorize

P^2 - 2P + P - 2 =0

P(P-2)+1(P-2) = 0

P-2 = 0 and P + 1 = 0

P = 2 and P = -1

Since P = cos x

cos x = -1

x = arccos(-1)

x = 180degrees

Hence the require angle is 180degrees

Answer:

Step-by-step explanation:

product of slopes of perpendicular lines=-1

(t-5)/(3+4)×(2-3)/(-4-1)=-1

(t-5)/7×(-1/-5)=-1

(t-5)/35=-1

t-5=-1×35=-35

t=-35+5

t=-30

2.

slopes of parallel lines are equal.

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

1/(t-4)=-5/6

t-4=-6/5

t=4-6/5=(20-6)/5=14/5

3.

x>0,y<0

so P lies in4th quadrant.

except cos and sec all are negative.

so only cos and sec are positive.

Answer:

What do you need help with?

Answer:

40/30

Step-by-step explanation:

[tex]tan = opposite/adjacent[/tex]

[tex]tan\ \angle Z = \frac{40}{30}[/tex]

Answer:

y=-2.6+2

Step-by-step explanation:

using the eqaution y=mx+c

Answer:

[tex]\sqrt{85}[/tex] ft

Step-by-step explanation:

Use the Pythagorean theorem to find the unknown side in any right triangle,

Essentially, look at it as if it was flat.

a is half of the diameter, so 2 ft.

b is your height, 9ft

[tex]a^{2} +b^{2} =c^{2} \\2^{2} +9^{2} =c^{2} \\4+81= c^{2}\\\sqrt{85}=c[/tex]

9514 1404 393

Answer:

  see attached

Step-by-step explanation:

The equation can be rewritten to vertex form, so you can tell the vertex is at (2, -5). The leading coefficient of 2 means the points will be twice as far apart vertically than they would be if the leading coefficient were 1. A couple of points are shown in the attached.

  y = 2(x^2 -4x) +3

  y = 2(x^2 -4x +4) +3 -8 . . . . . . complete the square

  y = 2(x -2)^2 -5 . . . . . . . . . . . . finish putting in vertex form

Answer:

Mode: 94

Mean: 89

Difference between them: 5

Step-by-step explanation:

Answer:

595.82 cubic feet

Step-by-step explanation:

The formula for a cylinder is pi times radius squared times height. First, you take the diameter and divide it by two to get 4.25. Now do 4.25 times 4.25 and get 18.0625.

Now multiply 18.0625 by 10.5 to get 189.65625.

Now multiply that by pi (3.14) to get 595.82 (Rounded to the nearest hundreth)

Answer:

Slope: 2

This is because it is going up two blocks within one block space.

Feel free to mark it as branliest :D

gradient = 2

Rise over Run = 5 / 2.5 = 2

Answer:

11 inches

Step-by-step explanation:

V(cylinder) = πr²·h

2797.74 = 81π·h

h = 2797.74 ÷ 81π

h ≈11

Answer: Substitution

I hope this helps!:)

Substitution is the  reason that the best supports statement 6 in the given proof

Two or more expressions with an Equal sign is called as Equation.

Given that ∠A=∠B, ∠A= 55 and ∠B=5x+10

We need to prove x=9

The given statements and reasons are given as below

∠A≅∠B (By given)

∠A=∠B (Congruency)

m∠A=55 (By given)

55=m∠B (Substitution)

m∠B=5x+10 (Given)

55=5x+10(Substitution)

45=5x

x=9 (Division property of equality)

Hence, substitution is the  reason that the best supports statement 6 in the given proof

To learn more on Equation:

https://brainly.com/question/10413253

#SPJ2

Answer:

25

Step-by-step explanation:

C = √a^2+b^2

√7^2+24^2

√49+576

√625

C=25

Question:

5/6 x 3/4 as an array is?

Answer:

0.625 or 5/8

Step-by-step explanation:

Using Arrays to Explore Numbers

Arrays are useful models for multiplication which can be used in a variety of ways, ranging from highly structured lessons to games and open investigations.

An array is formed by arranging a set of objects into rows and columns. Each column must contain the same number of objects as the other columns, and each row must have the same number as the other rows.

The following array, consisting of four columns and three rows, could be used to represent the number sentence 3 x 4 = 12, 4 x 3 =12, 3 + 3 + 3 + 3 = 12 and 4 + 4 + 4 =12.

Building Multiplication Facts and Tables

Arrays can be used for building multiplication facts in a meaningful way. Before drilling and memorising tables, children must understand how these facts are derived. For example, by progressively adding another column of three objects, children can build the three-times tables for themselves. This representation not only assists in understanding the process, but provides a visual image for children to draw upon as they begin to use and memorise the basic number facts.

Using arrays to explore larger numbers

Arrays can be helpfully used to explore calculations such as 13 x 5 where the array can be split into useful chunks such as 10 and 3. This means that children can use their known number facts to work out calculations.

Here 13 x 5 = (10 x 5) + (3 x 5).

After a while drawing all the dots can get very tedious! The blank array then becomes a very useful tool for helping children model their thinking and work out how to do more complex multiplications in an informal way.

Here's a child using the blank array, as a thinking tool, to help them work out 15 x 14.

The blank array helps children to use other strategies, such as compensating, when carrying out multiplication. Here, to work out 34 x 9, the child has decided to do 34 x 10 and then take off the 34 x 1.

Beyond the blank array this 'dividing the multiplication into easy parts' strategy can be formalised into the grid method. The children can see how the 'abstract' grid method overlays the array and formalises the blank array into a standard form.

Division as the Inverse Operation of Multiplication

Of the four operations, division is the most troublesome for young students. Full understanding of division tends to lag well behind the other operations. For many children opportunities to explore the concept with concrete materials are curtailed well before they perceive the relationships between division and the other three operations. One such relationship, the inverse relationship between division and multiplication, can be effectively illustrated using arrays.

For example; 3×5=15  or 3 rows of 5 make 15, can be represented by the following array.

Looking at the array differently reveals the inverse, that is

15÷3=5  or 15 put into 3 rows makes 5 columns - or 5 in each row.

Language clearly plays an important role in being able to express the mathematical relationships and the physical array supports this aspect of understanding by giving the children a concrete image to talk about.

Placing the mathematics into a real-life context through word problems can facilitate both understanding of the relationship and its expression through words.

For example, "The gardener planted 3 rows of 5 seeds. How many seeds did she plant?" poses quite a different problem to "The gardener planted 15 seeds in 3 equal rows. How many seeds in each row?" yet both these word problems can be modelled using the same array.

Further exploration of the array reveals two more ways of expressing inverse relationships: 5×3=15 and 15÷3=5 .

The word problems can be adapted to describe these operations and highlight the similarities and differences between the four expressions modelled by the one array.

Using the blank array

Suppose you want to figure out 176 ÷ 8. We can set this up as an array with the value of one side missing.

Using known multiplication facts the value of the missing side can be built up.

So the child can see that 22 lots of 8 is the same as 176.

The array is a very powerful tool for supporting the development of children's thinking around both multiplication and division.

Answer:

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

Step-by-step explanation:

y = 248 - 2x

good luck :))))

Answer:

24

Step-by-step explanation:

-------- 24 --------

Hope that helps

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Explanation:

When we divide two fractions like this, we flip the second fraction and multiply like so...

[tex]\frac{5}{7} \div \frac{8}{9}\\\\\frac{5}{7} \times \frac{9}{8}\\\\\frac{5 \times 9}{7 \times 8}\\\\\frac{45}{56}\\\\[/tex]

which points us to choice B as the answer.

The fraction 45/56 cannot be reduced further because 45 and 56 do not have any factors in common other than 1.

Answer:

45/56

Step-by-step explanation:

5/7 ÷ 8/9

Copy dot flip

5/7 * 9/8

5*9 =45

7*8 = 56

45/56

Answer:

I think the answer may be 465

Step-by-step explanation:

105+115=220

150+95=245

245+220=465

Answer:

x=38 Larger number

y=20 Smaller number

Step-by-step explanation:

38+20=58

Answer:

see explanation

Step-by-step explanation:

Under a reflection in the y- axis

a point (x, y ) → (- x, y ) , then

X (5, - 1 ) → X' (- 5, - 1 )

Y (1, 4 ) → Y' (- 1, 4 )

Z (- 8, 0 ) → Z' (8, 0 )