Answer:
Step-by-step explanation:
There are 36 possibilities. That's a lot. I'll give you the two sets of them to give you the idea of how to set it up.
1 1
1 2
1 3
1 4
1 5
1 6
Now you can list all the reverse numbers
2 1
3 1
4 1
5 1
6 1
Do this pairing all the way down and then add the doubles amount.
B: 36 (Stated Above)
C:
4 4
3 5
5 3
6 2
2 6
D
There are 36 possible outcomes.
The Probability is 5/36
The Probability is 0.1388 .... repeating.
Tyler asked 10 students at his school how much time in minutes it takes them to get from home to school. Determine if each of these dot plots could represent the data Tyler collected. Explain your reasoning for each dot plot. dot plot:
please help on my last quarter and i need to get my math grade up!!!
It would be about 13 minutes.
Answer:
Step-by-step explanation:
g
IVE BEEN ASKING FOR AN HOUR PLEASE HELP!! PLEASE ANYONE!! solve for x
Answer:
[tex]\sqrt{3}[/tex] sqrt(3)
Step-by-step explanation:
Pythagroean theorem shows that x^2+sqrt(2)^2=sqrt(5)^2
In other words,
x^2+2=5
x^2=3
x=sqrt(3)
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Carmen has a piece of wood that is inches in length.
Lucia has a piece of wood that is - inches longer than
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Question 4
10
Answer:
um what
Step-by-step explanation:
how do you find the answer?5y+8=-6
Answer:
Step-by-step explanation:
5y+8=-6
-8
5y=-14/5
y=-2.8
Answer:
y = - 2.8
[tex]y=-2\frac{4}{5}[/tex]
Step-by-step explanation:
5y + 8 = - 6
5y + 8 - 8 = - 6 - 8
5y = - 14
5y ÷ 5 = - 14 ÷ 5
y = - 2.8
ANSWERRRRRRRRRRRRRRRRRRRR PLZZZZZZZZZZZZZZzz
Answer:
-1/3
Step-by-step explanation:
Find two points on the line (0,2) and (3,1)
Using the slope formula
m = (y2-y1)/(x2-x1)
= (1-2)/(3-0)
= -1/3
Answer:
A
Step-by-step explanation:
1) take two points of the line
A(0,2) ; B(3,1)
2) use this formula for find the slope
(y2-y1)/(x2-x1)
(1-2)/(3-0)
slope = -1/3
Help plz:)))I’ll mark u Brainliest
Answer:
31
Step-by-step explanation:
Given :-
A right angled triangle with 2 sides 36 and 15.And we need to find the value of AB .
Pythagoras Theorem :-
In a right angled triangle the sum of squares of two smaller sides is equal to the square of Hypotenuse .Using that ,
[tex]:\implies[/tex] h² = p² + b²
[tex]:\implies[/tex] h² = 36² + 15²
[tex]:\implies[/tex] h² = 1296 + 225
[tex]:\implies[/tex] h² = 1521
[tex]:\implies[/tex] h = 31
Hence the value of Hypotenuse is 31 .
1+2+3+4+5+6+7+8+9+10=
im bor*ed...pls ch*at with me???
The relative values of the mean and median for the original data set are typical of data that have a significant skew to the right. What are the relative values of the mean and median for the original data set
Answer: Your question has some missing data attached below is the missing data
Answer : Mean value is Greater
Step-by-step explanation:
The relative value of the mean for original data set is greater
Relative value of median for original data set is lesser
This is simply because the The distribution is generally skewed to the right ( Right skewed )
what is quartile 1 and 3
Answer:
Q1 = 2
Q3 = 3
I think that's the answer
Hope this helps! (°◡°♡).:｡
Answer:
Q1 is 2 Q2 is 3
Just cut the list of number into quarters
please help school is literally about to end
Answer:
192 is the answer
Step-by-step explanation:
Answer:
SA = 272 sq in
Step-by-step explanation:
SA = 2(8 x 2) + 2(8 x 12) + 2(2 x 12)
= 2(16) + 2(96) + 2(24)
= 32 + 192 + 48
= 272 sq in
I need help finding the intercept , slope and equation please help!
Answer:
Step-by-step explanation:
if they are saying approximately then y = 3 for the y intercept, and
the slope, m , is 3/4 ( rise / run)
then the equation for this line is
y = [tex]\frac{3}{4}[/tex] * x + 3
y = 3x/4 + 3
Is this correct? the question is asking if the triangle would have a right, acute, or obtuse angle.
Answer:
Acute
Step-by-step explanation:
All triangles have to have a acute or it would be to big
Answer:
yes it is because its a triangle and its acute
11x = -29
What is x as an improper fraction in its simplest form.
Answer:
[tex]\huge\boxed{Answer\hookleftarrow}[/tex]
[tex]11x = - 29 \\ x = \frac{ - 29}{11} [/tex]
⎆ The answer will be -29/11. This answer cannot be further simplified.
ʰᵒᵖᵉ ⁱᵗ ʰᵉˡᵖˢ
# ꧁❣ RainbowSalt2²2² ࿐
An equation is modeled. What value of x makes the equation true? Explain.
A) x = 7
B) x = -1
C) x = 1
D) x = -5
Answer:
B: x=-1
Step-by-step explanation:
5x+6=1
5x+6-6=1-6
simplify
divide by 5 on both sides
x=-1
I can believe my teachers think i can do this
Answer:
Is that actually your hw-?
Step-by-step explanation:
Answer:
Well dang
Step-by-step explanation:
how do you solve simple linear equations?
9514 1404 393
Explanation:
The rules of equality tell you that you can do anything you like to an equation, as long as you do the same thing to both sides of the equal sign. This is the essence of Algebra, so is worth remembering. My teacher summarized it as "keep the equal sign sacred."
__
"Simple linear equations" come in several varieties. They are sometimes called "one-step", or "two-step", or "three step" linear equations, depending on how many steps are required to solve them. In what follows, we're using "x" as the variable, and the letters a, b, c, d as constants.
One-step
In general, the "one step" will be either an addition or a multiplication.
x + a = b . . . . an addition equation
ax = b . . . . . . a multiplication equation
The key in any case is to look at what is done to the variable and use an inverse operation to "undo" it. The opposite of addition is addition of the additive inverse (add the opposite). This is also called subtraction. For the addition equation, this looks like ...
x + a - a = b - a . . . . . . add (-a) to both sides (or subtract 'a')
x = b - a . . . . . . . . . . . the solution
The opposite of multiplication is multiplication by the multiplicative inverse (the reciprocal) This is also called division. For the multiplication equation, this looks like ...
ax(1/a) = b(1/a) . . . . . multiply by (1/a) on both sides (or divide by 'a')
x = b/a . . . . . . . . . . . the solution
__
Two-step
As with one-step linear equations, two-step equations come in some different forms.
ax +b = c
ax +b = cx
a(x +b) = c
In general, the two steps are an addition step and a multiplication step, not necessarily in that order. You will notice that the first step can transform the equation to a "one-step" equation. As before, inverse operations are involved, and whatever is done is done to both sides of the equal sign.
ax +b = c ⇒ ax = (c -b) . . . . subtract b to get a multiplication equation
In this next, we have the variable on both sides of the equal sign. we can put the variable on one side of the equal sign by adding the opposite of the term we don't want where it is. Leaving the constant alone, we can add (-ax) to both sides to get ...
ax +b = cx ⇒ b = cx -ax ⇒ b = (c -a)x
When you have numbers, you can go directly to (c-a)x by "combining terms". This is now the one-step multiplication equation.
Finally, another 2-step form is ...
a(x +b) = c ⇒ x +b = c/a . . . . . divide by 'a' to get an addition equation
This last equation can also be solved by using the distributive property first.
ax +ab = c . . . . . still a 2-step equation, now of the first type
__
Three-step
The most typical "3-step" linear equation is of the form ...
ax +b = cx +d
where both variables and constants are on both sides of the equal sign. As you may have noticed above, we prefer to have variables on one side and constants on the other side. So, add the opposite of the term you don't want where it is (to both sides, of course).
If we want variables on the left and constants on the right, we can add -cx and -b. The "3 steps" assume you do these as separate operations.
ax +b -cx = cx +d -cx ⇒ (a-c)x +b = d . . . a two-step equation
(a-c)x +b -b = d -b ⇒ (a-c)x = d-b . . . . a one-step multiplication equation
_____
Additional comments
There are some choices you can make that will tend to reduce errors. One of them involves selection of the variable term you want to eliminate (add the opposite of). Generally, if you choose the term with the lowest (most negative, left-most on the number line) coefficient, adding its opposite will result in a positive coefficient for the remaining variable term. Then when you divide by that coefficient, you're dividing by a positive number. Most folks perform arithmetic with fewer errors when they're working with positive numbers.
The general approach to any "solve for" situation is to look at what is done to the variable you're solving for. The Order of Operations is a useful lens for looking at this. When you list the operations, your "undo" sequence will start with the last operation on the list, and work backward.
Further note: your total comfort with doing arithmetic with any kind of numbers (integers, fractions, mixed-numbers, decimals, scientific notation, positive or negative) will aid you immensely. Always be careful with minus signs. They tend to get lost, forgotten, ignored, Be sure they don't.
if f (x)=x^2+1 and g(x) =x-4 which value is equivalent to f x g
Answer:
A value of [tex]x^3 - 4x^2 + x - 4[/tex] is equivalent to [tex]f \times g[/tex]
Step-by-step explanation:
We are given the following functions:
[tex]f(x) = x^2 + 1[/tex]
[tex]g(x) = x - 4[/tex]
Which value is equivalent to f x g?
We multiply these functions, applying the distributive property. So
[tex]f \times g = (x^2+1)(x-4) = x^3 - 4x^2 + x - 4[/tex]
A value of [tex]x^3 - 4x^2 + x - 4[/tex] is equivalent to [tex]f \times g[/tex]
6 friends share 10 pizzas equally plz help
Answer:
6/10 of the pizza.
Tyler has two cube-shaped storage spaces in his apartment building, one large and one
small. The small storage space has a volume of 12 ft. Tyler wants to know the total
volume of both storage spaces.
s = length (ft) of one side of the large storage space
• Which expression represents the total
volume of the two storage spaces?
8
12 ft3
38 +12
(s +12)
S
8
83 +12
$3 +12
Answer: s³ + 12
Step-by-step explanation:
The volume of a cube is gotten by using the formula:
Volume of cube = (side)³
Since there are two cubes. The volume of the bug cube will be:
= s × s × s = s³
Volume of small cube = 12ft³
Therefore, the expression represents the total volume of the two storage spaces will be:
= s³ + 12
ASAP I NEED IT INTHE MORNING!!!! THANK YOUUU
Answer:
.................................
Step-by-step explanation:
O
Help which one
A . (1/2)(4)(3)
B . (1/2)(4)(11)
C . (1/2)(4)(8)
D . (1/2)(8)(4)
9514 1404 393
Answer:
B. (1/2)(4)(11)
Step-by-step explanation:
The length of the base is the sum of the lengths that make it up:
3 + 8 = 11 . . . . feet
The height is 4 ft, so the area is ...
A = 1/2bh
A = 1/2(11)(4) . . . . . equivalent to choice B
each pack of sugar free gum at a store cost $0.89 including tax if Evan pays $10.00 and receives $0.21 in change how many packs of gum did he buy
Answer:
12
Step-by-step explanation:
Rewrite the function f(x)=2(x-2)^2+6 in the form f(x)=ax^2+bx+c.
Answer:
To write a polynomial in standard form, simplify and then arrange the terms in descending order.
f(x)=ax²+bx+c
Simplify each term.
f(x)=2x²−8x+8+6
Add 8 and 6.
f(x)=2x²−8x+14
Step-by-step explanation:
Find the 14th term of the arithmetic sequence x-4, 7x-9, 13x-14, ...
Answer:
14x-9
Step-by-step explanation:
A quantity with an initial value of 760 grows exponentially at a rate of 90% every week. What is the value of the quantity after 49 days, to the nearest hundredth?
Answer: ≈67934.25
Step-by-step explanation:
3353 8. A survey showed that 1/3 of the students in the class liked blue 1/4 of the remainder liked red. The remaining 24 students liked yellow. How many students were in the class?
Answer: there are 48 students in the class
Step-by-step explanation:
let x = the total number of students in the class
1 - 1/3 = 2/3
1/4 * 2/3 = 2/12 = 1/6
1/3x + 1/6x + 24 = x
2/6x + 1/6x + 24 = x
3/6x + 24 = x
1/2x + 24 = x
24 = x - 1/2x
24 = 1/2x
24 * 2 = x
x = 48
there are 48 students in the class
HELP ME W MY MATH IM BEGGINGM
Answer:
Year 1: 164.87
Year 2: 169.88
Year 5: 185.86
Step-by-step explanation:
She is earning 3% interest per year that compounds once yearly.
The U.S. federal government conducts a survey of high school seniors concerning their plans for future education and employment. One question asks whether they are planning to attend a four-year college or university in the following year. Fifty percent answer yes to this question; that fifty percent is a: Question 2 options: parameter statistic variable data
Answer:
statistic
Step-by-step explanation:
What does the digit 7 represent in 170, 280?
o Seventy thousand
O Seven hundred
O Seven thousand
O Seven hundred thousand
two pipes with lengths of 42 inches and 54 inches respectively are to be cut in pieces of equal lengths. what is the greatest possible length of these pieces so that no part of either pipe is left over in inches
Answer: 6
Step-by-step explanation:
Since we are informed that two pipes with lengths of 42 inches and 54 inches respectively are to be cut in pieces of equal lengths and we want to know the number of pieces that they can be cut into.
This question simply means that we need to find the factors of both 42 and 54 and choose the highest.
42 = 1, 2, 3, 6, 7, 14, 21, and 42.
54 = 1, 2, 3, 6, 9, 18, 27, and 54.
Therefore, the highest common factor is 6. Therefore, the greatest possible length will be 6 inches