The following data points represent the number of chicken nuggets on each family members plate if the mean of the data set is three chicken nuggets find the missing number of chicken nuggets

Answer:

$15,000

Step-by-step explanation:

uh I kind of just looked for a number bigger than 9 and the first one I plugged in was 15 and it worked! I checked it by converting 60% to decimal form and multiplying. I got the correct value so it's right

15000•0.6= 9000

....

Answer:

B.) Binomial with a degree of 3.

Step-by-step explanation:

The degree is the highest exponent in the polynomial (3 in this case), it's a binomial because there are two terms.

Have a nice day, fam. Spread The Love.

Answer:

12/13

Step-by-step explanation:

Sin is opposite and hypotenuse

48/52 = 12/13

Answer:

(a)They were treated like slaves.

Answer:

B. Treated like slaves

Step-by-step explanation:

also this is history not math lol

Answer:

The total change would be 1272 feet

Step-by-step explanation:

Solve:

212*6= 1272

Check your work:

1272/ 6= 212

Hope this helps!

Answer:

1272

Step-by-step explanation:

If you multiply 212 by 6, you get 1272.

Because, since the rate is 212 and you want to know what the total change will be after 6 minutes, you multiply 212 by 6 and you get 1272 so, 1272 is your answer.

Hope this helps!

Answer:

A

Step-by-step explanation:

a is true because rabbit's population is increasing  

Answer:

A≈259.81

Step-by-step explanation:

A=33

2a2=3·3

2·102≈259.80762

Hope it helps!!!

:)

Answer:

-4x-2h+12 if your looking for difference but if you need the value of x it's a different answer

Step-by-step explanation:

Answer:

Make the Y-intercept 2.5 and make the slope 1/3

Step-by-step explanation:

hope this helped have a great day!!

Answer:

either chemical compound or oxidation but i think its oxidation

Step-by-step explanation:

The equation that represents the distance [d] he jogs (in miles) after an amount of time [t] ( in minutes) passes is d = (17/153)t and it take for Andre 39 minutes to jog 4 {1/3} miles.

We have Andre who jogged at a constant speed. He jogged 3 {2/5} miles in 30 {3/5} minutes.

Andre's unit rate will be -

m = [tex]$3\frac{2}{5} \;/\; 30\frac{3}{5}[/tex]

m = (17/5)/(153/5)

m = (17/5 x 5/153)
m = (17/153) miles/minutes

[a] : Equation that represents the distance [d] he jogs (in miles) after an amount of time [t] ( in minutes) passes is -

d = (17/153)t

[b] : for 4 {1/3} miles -

13/3 x 153/17 = t

t = (13 x 51)/17

t = 39 minutes

Therefore, the equation that represents the distance [d] he jogs (in miles) after an amount of time [t] ( in minutes) passes is d = (17/153)t and it take for Andre 39 minutes to jog 4 {1/3} miles.

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Answer:

53 degree

Step-by-step explanation:

180-127=53.......

Answer:

53

Step-by-step explanation:

Hi,

When two lines add up to 180 degrees, they are said to be supplementary angles. Since we have one angle measurement, all we have to do is subtract it from 180.

180 - 127 = 53

That means the other angle measures 53 degrees.

Hope this helps :)

Answer: try 45 and if I'm wrong I'm am sorry

Step-by-step explanation:

Answer:48

Step-by-step explanation: If you count all the blocks it’s 48.

Answer:

the answer is 9 :)

Step-by-step explanation:

Answer: 9

Step-by-step explanation:

In a classroom of 33 students, the ratio of boys to girls is 3 : 8. With the ratio you can add both gender and get 11 divide 33 by 11 which is 3 so multiply both 3 and 8 by 3 which makes a ratio of. 9:24

Step-by-step explanation:

✧ [tex] \underline{ \underline{ \large{ \tt{G \: I \: V \: E \: N}}}} : [/tex]

✧ [tex] \underline{ \underline{ \large{ \tt{T \: O \: \: F \: I\: N\: D}}} }: [/tex]

✑ [tex] \underline{ \underline{ \large{ \tt{S \: O \: L \: U \: T \: I \: O\: N}}}}[/tex] :

~Set up an equation and solve for a :

☄ [tex] \large{ \bf{a \degree + 51 \degree + 90 \degree = 180 \degree}}[/tex] [ Sum of angle in a straight line ]

~Add the numbers : 51° & 90°

➛ [tex] \large{ \tt{a \degree + 141 \degree = 180 \degree}}[/tex]

~Move 141° to right hand side and change it's sign

➛ [tex] \large{ \tt{a \degree = 180 \degree - 141 \degree}}[/tex]

~Subtract 141° from 180°

➛ [tex] \large{ \tt{a = 39 \degree}}[/tex]

⤇ [tex] \boxed{ \boxed{ \large{ \text{Our \:Final \: Answer} : \underline{ \tt{a = 39 \degree}}}}}[/tex]

Hope I helped ! ♡

Have a wonderful day / night ! ツ

⭒Let me know if you have any questions regarding my answer! ⭒

✎ [tex] \underline{ \underline{ \mathfrak{Carry \: On \: Learning}}}[/tex] !! ♕

▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

Answer:

a

Step-by-step explanation:

Answer: x=30

Step-by-step explanation:

set 4x=5x-30

subtract 5x from both sides

-x=-30 then divide both sides by -x which will end up being x=30

you can also do it the other way around

Answer:

Ah, thats easy:

V=1/3hπr².

Step-by-step explanation:

Explanation, 3 cones can fit into a single cylinder, so the volume formula of a cone is the volume formula of a cylinder, divided by three (or multiplied by 1/3)

Hope this helps. :D

Answer:

A.30

Step-by-step explanation:

7+3=10

10×3=30

answer is 30

Answer:

C. 30

Step-by-step explanation:

So in green there are 7 x's so 7 times 3 is 21

in orange there are 3 x's and 3 times 3 is 9

so you ad them and get 30

Answer:

B

Step-by-step explanation:

Answer:

35.6

Step-by-step explanation:

The diagonal of a rectangle is √(w^2 + l^2)

the l, length is 28, and the w, width, is 22

√(22^2 + 28^2) =  √(484 + 784) = √1268 = 35.609, or 35.6

Answer: 5361.6514621266 centimeters

Step-by-step explanation:

Answer: Last option ("Each term in the second sequence is one-third the corresponding term in the first sequence.")

Explanation:

First, you need to understand what the rules are saying. I find it useful to write them as equations, but everyone's different. Especially for this situation, making a table should be really helpful.

Rule 1: add 6 starting from 0

Add 6 each time. The "add" part should tell you that it's the slope. The equation has a slope of 6. "Starting from 0" tells you that the y-intercept is 0. Using slope-intercept form (y=mx+b, where m is the slope and b is the y-intercept), you can write the equation as y=6x+0, or y=6x.

Rule 2: add 2 starting from 0

2 is the slope and 0 is the y-intercept. y=2x

You didn't have to do this part, but it makes the rules easier to understand. Now you can easily make a table to find the relationship between the rules. First, pick some values of x to use:

Rule 1:

x  |    1   |   2  |   3

y  |         |       |

Rule 2:

x  |    1   |   2  |   3

y  |         |       |

(They're supposed to be tables with only the x-values filled in.)

Using the equations, or only the rules, you can fill in the tables.

You can use more than 3 values of x, but I think this is enough.

x=1:

Rule 1: y=6x

             =6(1)

            =6

Rule 2: y=2x

              =2(1)

              =2

Do the same thing for y when x=2 and x=3. Then you can fill in the tables to get:

Rule 1:

x  |    1   |   2  |   3

y  |    6  |  12  |   18

Rule 2:

x  |    1   |   2  |   3

y  |    2  |   4  |   6

Since you've organized the values now, it'll be much simpler to find the relationship between the rules. Observe the y-values.

When x=1, rule 1 results in 6, and rule 2 results in 2. Now look at each option in the answers.

"Each term in the second sequence is three times the corresponding term in the first sequence."

In the first sequence, you have 6 when x=1. If the corresponding term in the second sequence has to be 3 times that, it would have to be 18. This one doesn't work.

"Each term in the first sequence is one-third the corresponding term in the second sequence."

This is saying the same thing as the previous option. It doesn't work.

"Each term in the first sequence is six times the corresponding term in the second sequence."

When x=1, y in the second sequence is 2. 6 times that is 12, but the value in the first sequence is only 6. This option is incorrect as well.

"Each term in the second sequence is one-third the corresponding term in the first sequence."

2/6=1/3, so this one does work. You could have arrivived at this conclusion earlier by just dividing, but I wanted to explain why the rest don't work.

Hope I could help!

Each term in the second sequence is one-third the corresponding term in the first sequence

The arithmetic value of the sequences are solved

An arithmetic progression is a sequence of numbers in which each term is derived from the preceding term by adding or subtracting a fixed number called the common difference "d"

The general form of an Arithmetic Progression is a, a + d, a + 2d, a + 3d and so on. Thus nth term of an AP series is Tn = a + (n - 1) d, where Tₙ = nth term and a = first term. Here d = common difference = Tₙ - Tₙ₋₁

Sum of first n terms of an AP: Sₙ = ( n/2 ) [ 2a + ( n- 1 ) d ]

Given data ,

Let the first arithmetic sequence be represented as A

Let the second arithmetic sequence be represented as B

And , A = adding 6 starting from 0

So , the values of A = { 6 , 12 , 18 , 24 .. }

And , B = adding 2 from 0

So , the values of B = { 2 , 4 , 6 , 8 ... }

And , the ratio of first term of B and first term of A is

P = 2/6

P = 1/3

And , B = ( 1/3 )A   be equation (1)

Therefore , each term in the second sequence is one-third the corresponding term in the first sequence

Hence , the arithmetic sequence is solved

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Answer:

7

Step-by-step explanation: