HELP I NEED HELP ASAP HELP I NEED HELP ASAP HELP I NEED HELP ASAP HELP I NEED HELP ASAP
HELP I NEED HELP ASAP HELP I NEED HELP ASAP HELP I NEED HELP ASAP HELP I NEED HELP ASAP

Answer:

1) Yes

2) No

3) Yes

4) No

5) No

6) Yes

7) Yes

8) No

Step-by-step explanation:

Each equation must be increasing or decreasing by a constant amount in order for it to be linear. Graphing these equations, you can see that the linear equations will be a straight line.

Answer: 78°

Similar triangles are different from congruent triangles. Congruent triangles have equal angles and sides, while similar triangles have equal angles and proportional side lengths. In this case, because the triangles are similar, the angles should be equal. The sum of the angles of triangles are always 180°. Because triangle ABC has angle measures of 28° and 74°, the equation should appear as 28+74+x=180. Add the like terms to get 102. Subtract 102 on both sides to get x=78. Although we only solved for Triangle ABC, again, similar triangles have the same corresponding angle measures, so it applies to Triangle DEF, as well.

Answer:

w = -11/6

Step-by-step explanation:

-8 5/9 = 4 2/3w

-8 5/9  = -77/9

4 2/3 = 14/3

So, our equation is

-77/9 = 14/3w

Divided  both sides by 14/3

w = -11/6

Answer:

  f⁻¹(x) = 3/2x +9

Step-by-step explanation:

You want the inverse of the function f(x) = 2/3x -6.

The inverse function can be found by solving for y:

  x = f(y)

Here, that is ...

  x = 2/3y -6

  x +6 = 2/3y . . . . . . . . . . . . . . add 6

  y = 3/2(x +6) = 3/2x +9 . . . . multiply by 3/2

The inverse function is f⁻¹(x) = 3/2x +9.

__

Additional comment

Sometimes the division symbol ÷ is used to mean "divided by everything after this symbol." If that is the intended meaning, the function should be written as f(x) = 2/(3x -6) or f(x) = 2÷(3x -6).

We have interpreted the symbol according to the order of operations, which tells us that 2÷3x-6 means ((2÷3)·x)-6.

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According to the pattern Brett receives points as follows 5,10,15,20,25,30,35 and according to the pattern of Yolanda, Yolanda receives points as 25,60,95,130,165,200,235 .

What is recursion  ?

It is a process in which it calls itself to solve the given problem is called as recursion.

The recursive formula to find the nth term of a geometric sequence is:

an = an-1 * r for n ≥ 2

In Brett's case,

if n=2

a2 = a1 * r  

given a2 = 10 a1 =5

10 = 5 *d

d=2

a4 = a3 * d = 20*2 = 40

a5 = a4*d = 40*2 = 80

a6 = a5*d = 80*2 = 160

a7 = a6 * d = 160*2 = 320

In Yolanda case,

The recursive formula to find the nth term of an arithmetic sequence is:

an = an-1 + d for n ≥ 2

if n=2

a2 = a1 + d

60 = 25 + d

d = 35

a4 = a3+d = 95 + 35 = 130

a5 = a4+d = 130 + 35 = 165

a6 = a5+d = 165 + 35 = 200

a7 = a6 +d = 200 + 35 = 235

Hence the pattern in Brett's case could be 5,10,15,20,25,30,35 and in Yolando's case could be 25,60,95,130,165,200,235 .

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According to the pattern Brett receives points as follows 5,10,15,20,25,30,35 and according to the pattern of Yolanda, Yolanda receives points as 25,60,95,130,165,200,235 .

It is a process in which it calls itself to solve the given problem is called as recursion.

The recursive formula to find the nth term of a geometric sequence is:

an = an-1 * r for n ≥ 2

In Brett's case,

if n=2

a2 = a1 * r  

given a2 = 10 a1 =5

10 = 5 *d

d=2

a4 = a3 * d = 20*2 = 40

a5 = a4*d = 40*2 = 80

a6 = a5*d = 80*2 = 160

a7 = a6 * d = 160*2 = 320

In Yolanda case,

The recursive formula to find the nth term of an arithmetic sequence is:

an = an-1 + d for n ≥ 2

if n=2

a2 = a1 + d

60 = 25 + d

d = 35

a4 = a3+d = 95 + 35 = 130

a5 = a4+d = 130 + 35 = 165

a6 = a5+d = 165 + 35 = 200

a7 = a6 +d = 200 + 35 = 235

Hence the pattern in Brett's case could be 5,10,15,20,25,30,35 and in Yolando's case could be 25,60,95,130,165,200,235 .

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By dividing we can get proper fraction is 9/10.We can find answer by dividing two fractions.

A proper fraction is a fraction which has its numerator value less than the denominator. For example, ⅔, 6/7, 8/9, etc. are proper fractions.. We simplify fractions because it is always to work or calculate when the fractions are in the simplest form.

To divide a fraction with a whole number  we multiply the given whole number with the denominator of the fraction. Here, 8/5 ÷ 5 = 8/5 × 1/5 = 8/25. Therefore, 8/5 ÷ 5 = 8/25. Because multiplication is easier than division and because division by itself does not always produce whole numbers.

Now we get

1/2 divide 5/9

1/2 * 9/5

9/5

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Approximately 300 plants are made pharmaceuticals currently under different stages of discovery.

Why do you use the term pharmaceutical?

pharmaceutical, material used for repairing, changing, or treating organic processes as well as for illness diagnosis, treatment, or prevention. Pharma (Bachelor of Pharmacy): Course, Qualifications, Admission, Syllabus, Pay, and Scope.

What function do drugs serve?

Drugs are created, produced, and distributed by the pharmaceutical business. Its goal is not to define sickness. Drug manufacturers typically focus on ailments that have already been identified by the medical community.

                          The positive side effects of medications, such as those that lower blood pressure, treat infections, or reduce pain, are considered their advantages. The possibility that anything unfavorable or unexpected will occur to you as a result of using a medication is what we mean by "risks."

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Answer:

1

Step-by-step explanation:

To start, we will substitute 8 in for w. So, we get:

[tex]5 - \frac{32}{8}[/tex]

Then, we simplify our fraction, giving us:

5 - 4

Then, 5 - 4 = 1. So our answer is 1.

Hope this helped!

Answer:

5 - (32/w) = 1

Step-by-step explanation:

Given expression,

→ 5 - (32/w)

Now we have to use,

→ w = 8

Let's solve the expression,

→ 5 - (32/w)

→ 5 - (32/8)

→ 5 - (4)

→ 5 - 4

→ 1 => final value

Therefore, the answer is 1.

Answer:

7/100x32000

cancel the two zeros in 100 and 32000

7x320=2240

Answer:

-7/3

Step-by-step explanation:

Parallel lines have same slopes.

Answer:

[tex]108\pi[/tex] or approx. [tex]339.3 m^{2}[/tex]

Step-by-step explanation:

The question asks us to find the total surface area of the given hemisphere. The question gave us the formula for total surface area of a sphere, [tex]SA_{tot} =4\pi r^2[/tex]. But we need it for a hemisphere, so multiply the equation by [tex]\frac{1}{2}[/tex].

[tex]SA} = (\frac{1}{2}) 4\pi r^2[/tex] => [tex]SA} =2\pi r^{2}[/tex]

We also need the area of the base, which is circle. [tex]A_{circle}=\pi r^{2}[/tex].

Now add these equations together to get our equation.

[tex]SA_{tot} =2\pi r^2 +\pi r^{2}[/tex] => [tex]SA_{tot} =3\pi r^2[/tex]

Now we have the proper equation for total surface area of a hemisphere, [tex]SA_{tot} =3\pi r^{2}[/tex]. Plug in the value of [tex]r[/tex] which is given in the problem, [tex]r=6m[/tex].

=> [tex]SA_{tot} =3\pi (6)^{2}[/tex] => [tex]SA_{tot} =3\pi (36)[/tex] => [tex]SA_{tot} =108\pi m^{2}[/tex] or approx. [tex]339.3 m^{2}[/tex]

The relationship exists between N and K are the endpoints of the side KN.

A parallelogram is a geometric object with sides that are parallel to one another in two dimensions.

It is a form of polygon with four sides (sometimes known as a quadrilateral) in which each parallel pair of sides have the same length.

we know that for a parallelogram KLMN is a quadrilateral whose two sides are parallel to each other and has two non-parallel sides.

for N and K we could say that the two are endpoints of the line segment KN; which is one of a side of a parallelogram KLMN.

Therefore, The relationship exists between N and K are the endpoints of the side KN.

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B. A greater percentage of second-lunch students (39%) eat outside.

From the table above, the percentage second-lunch students who eat outside is calculated as follows:

%= number of students who eat outside/total number of students who have second lunch × 100/1

%=18/46 x 100/1

%=39.1%

Percent is usually used to describe data in percentage form. This mathematical science is often used when calculating population percentages, discounts, interest rates, and so on. Percent is a number that represents part or all of the value or goods by forming a ratio of one hundred. Percent has an infinitely high value, while its lowest value is 0 percent. The amount of the percentage is denoted by "%".

This number was born in ancient Rome to be precise from the collection of auction taxes by using a fraction of 1/100 of the auction value or called centesima rerum venalium. the percent symbol has changed several times. Originally the Latin word percento was used. However, in the next generation, the word percento was changed to two symbols, namely the word per which changed to "/" and cento which changed to "00". Until finally the symbol "%" was known.

The simple formula for calculating percent is: Percentage (%) = (Total parts)/(Total amount) X 100%. The general percentage formula for calculating the percentage of a number that is considered as part of the whole is written in percent or 100%.

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Answer:

perpendicular

Step-by-step explanation:

Therefore , the solution of gross pay problem is 62% is this of her gross wage.

Hannah's take home pay of percentage 785 is 62.8% of her gross wage of 1250. This can be calculated by dividing 785 by 1250 and multiplying the answer by 100.

Here,

62.8% is the same as 0.628.

This can be calculated by dividing 785 by 1250.

To get the answer to the nearest whole percentage, we round up 0.628 to 0.63 which is 63%.

This means that Hannah's take home pay of 785 is 63% of her gross wage of 1250.

63% is the answer to the question: what percentage is Hannah's take home pay of her gross wage? This is correct to the nearest whole percentage.

To summarise, Hannah's take home pay of 785 is 63% of her gross wage of 1250, correct to the nearest whole percentage.

Hannah's take-home pay is 62.8% of her gross wage. This percentage is the result of taxes and other deductions taken by her employer.

Knowing this percentage can help Hannah better understand how much money she is taking home each week and how much money is being withheld from her paychecks.

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Answer:

x = 62

Step-by-step explanation:

Because of the given congruent sides, the base angles both measure x.

x + x + 56 = 180

2x = 124

x = 62

if the triangle is an isosceles triangle then x is equal to the other angle that is unknown. So

180-56=124. Since there are still 2 angles left you divide 124/2=62

x=62

Answer:

1/2

Step-by-step explanation:

hridnrle9hsveienrorbroronrjr

Answer: d

Step-by-step explanation:

Hope you have a good day can I please get branlyist

The inequality that shows the relationship between thier heights is; g < r or r > g

Inequality is defined as the relation which makes a non-equal comparison between two given functions.

Now we have the following parameters that can be used in our computation:

Reese is taller than Gage.

Also, we have

Reeses's height = r

Gage's height = g

Since Reese is taller than Gage, then it means that

The value of r is greater than the value of g

So, we have the following inequality expression;

r > g

Also, we have;

g < r

Hence, the inequality is g < r

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We can express √832 as 4(2√13).

A definite integral of a function can be represented as the signed area of the region bounded by its graph.

Given is the root of 832 or √832.

Assume that {4n} is equal to {y}. So, we can write -

y = 4n

Squaring both sides, we get -

y² = (4n)² = (√832)²

y² = 16n² = 832

16n² = 832

n² = (832/16)

n² = 52

n = √52

n = 2√13

So, we can write (√832) as 4(2√13).

Therefore, we can express √832 as 4(2√13).

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Answer:

No, it is not true

Step-by-step explanation:

y ≤ 5x + 4

We know a point is (1,10), we need to put the 1 in for x and the 10 in for y to see if the inequality is true or not!

10 ≤ 5(1) + 4

10 ≤ 5 + 4

10 ≤ 9

This is not True!

Answer: nope

Step-by-step explanation:

Answer:

D. 3

Step-by-step explanation:

The slopes of parallel lines are the same.

The linear function that model this problem is y = 10x + 15 and in standard form is 10x - y = -15

A linear equation is an algebraic equation in which each term is either a constant or a product of a constant and a single variable. It is of the form ax + b = 0, where a and b are constants and x is a variable.Sometimes, a linear function can also be said to be a linear equation which is an equation that can be written in the form Ax + By = C, where A, B, and C are constants and x and y are variables. Linear equations are used to describe relationships between two variables, and they can be used to solve a wide range of problems.

In this problem, we can write an equation in slope-intercept form.

This can be modelled in y = mx + c

To model the problem,

y = 10x + 15

a) To rewrite the problem in another form of linear equation, we can write this in the standard form.

Ax + By = C

10x - y = -15

b) The graph of the problem is attached below

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Answer:

(4) (c) 5,893 SO00

(0) 9,990

(b) 3,59

(a) 6,298 200​

Step-by-step explanation:

Given that

The value of the digits is

(4) (c) 5,893 SO00

(0) 9,990

(b) 3,59

(a) 6,298 200​

We need to write the value of the digits in bold

So,

(4) (c) 5,893 SO00

(0) 9,990

(b) 3,59

(a) 6,298 200​

in this way the value of the digits can be bold

Answer: 8 3/4 because first find your common denominator, then solve the math and you will get 8 3/4