Plsssss help I need this done will mark you brainliest

Answer:

h = 3.83

Step-by-step explanation:

Solve for h:

h - 2.81 = 1.02

Add 2.8100000000000005` to both sides:

h + (-2.81 + 2.81) = 2.81 + 1.02

2.81 - 2.81 = 0:

h = 1.02 + 2.81

1.02 + 2.81 = 3.83:

Answer: h = 3.83

Answer:

Kang

Step-by-step explanation:

Janelle ran longer than Kang

Janelle>Kang

Janelle ran shorter than Annette

Annette>Janelle>Kang

Janelle ran longer than John and John ran longer than Kang

Annette>Janelle>John>Kang

Answer:

40,000cm

Step-by-step explanation:

there are 100cm in every meter, so each side of the square is 200cm long. to find the area multiply length times height (the length and the height are equal on a square)

200x200 = 40,000

Answer:

[tex]\boxed{\text{40 000 cm}^{2}}[/tex]

Step-by-step explanation:

A = l²

[tex]A = (\text{2 m})^{2} \times \left (\dfrac{\text{100 cm}}{\text{1 m}}\right )^{2} = \textbf{40 000 cm}^{2}\\\\\text{The area of the painting is $\boxed{\textbf{40 000 cm}^{2}}$}[/tex]

Answer: 11/24

Step-by-step explanation:

5/6 - 3/8 = 11/24

Answer:

3x + 7y - z = -5

Step-by-step explanation:

[tex]3(10) + 7(-3) - 14 = -5 \\ \\ 30 - 21 - 14 = -5[/tex]

I am joyous to assist you anytime.

This set of problems revolves around simplifying monomials by adding, subtracting, and multiplying them. For example, the subtraction of -2x from -8x would simply result into -6x. A similar approach can be used for other problems.

The question primarily deals with exponents and exponential functions, specifically about simplifying monomials by using the rules of addition, subtraction, and multiplication. Additionally, it wants us to utilize the product rule to simplify further monomials. For instance if we look at problem 10, which asks to subtract -2x from -8x. The subtraction of a negative number is equivalent to addition. So, -8x - (-2x) becomes -8x + 2x which simplifies to -6x. This is just an example, and the similar approach can be used to solve the remainder of the problems.

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Answer:

135

Step-by-step explanation:

My method 45 hours - 1  so i could divide by 2 because its 2 hours every 6 problems and 1 hour would be 3 math problems we can add that to the total

44 / 2 = 22, 22 * 6 = 132, 132 + 3 = 135

Alternate method

45 * 3 = 135

Answer:

f(a + 2) = 3a + 21

Step-by-step explanation:

f(x) = 3(x+5)

x = a + 2

f(a + 2) = 3(a + 2 + 5)

f(a + 2) = 3(a + 7)

f(a + 2) = 3a + 21

Answer:

Step-by-step explanation:

10x = 10 · x =(10)(x)

The numerical coefficient of the term 10x is 10.

Answer:

27,9

Step-by-step explanation:

9x3=27

To do such problems we need to know the concept of multiple of a number.

A multiple is a number that is the result of multiplying a number by an integer (not a fraction).

Given options,

a.)  27, 9

We can write 27 as 9 x 3, therefore, we can see that 27 is a multiple of 9.

b.)  25, 6

We can write 25 as 5 x 5, we can see that 25 is not a multiple of 6.

c.) 8, 72

We can write 8 as 2 x 2 x 2, we can see that 8 is not a multiple of 72.

d.)  52, 3

We can write 52 as 2 x 2 x 13, we can see that 52 is not a multiple of 3.

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Answer:

Step-by-step explanation:

First multiply the number outside of the parentheses (-3) by the first number inside the parentheses (z). Next you can do that same thing but with multiplying the number outside of the parentheses by the second number in the parentheses (2). Then you add your two answers, but since you have a variable in there you just put down the simplified version which is just your two products from before.

Answer:

A sentence that has  or is conveying  a question.

Step-by-step explanation:

Answer:

Step-by-step explanation:

sentence that asks a question.

Answer:

More students chose math

Step-by-step explanation:

4/25 can be converted into a percent and percents are out of 100, so 25x4 is equal to 100 and 4 x 4 is equal to 16

so 4/25 is 16%

    0.28 is 28%    Because you move the decimal to places to the right

Step-by-step explanation:

28+29=57

57+42=99 so 99 should be your answer

Answer:

Step-by-step explanation:

First your gonna brake up each number and seperate them for example

28

29

42

then your going to add up the ones side, 8,9,2, to get 19.

Then your going to add the tens side, 2,2,4, to get 8.

take the one from 19 and put it in the tens place to get 9 in the tens and 9 in the ones.

put 9 and 9 together to get 99.

Picture how you show picture if it not paper to sketch on

Answer:

-1<x<1 and 1<x

Step-by-step explanation:

We are asked to determine the interval in which our function shown in the graph has positive values.

In order to do so, we have to see for what values of x on x axis, the graph is above x axis.

As we can see in the graph, when we move from x = -1 towards right, the graph is above x axis. And towards left of x=-1 , the graph is below x axis. Hence answer is

-1<x<1 and 1<x

Answer: 9,000$

Step-by-step explanation: if 9 = $1

You multiply 9 by $1,000 and get 9,000

Answer:

Exact form: 11/125

Decimal Form: 0.088

Step-by-step explanation:

Answer:

Step-by-step explanation:

Oof, all 6?  That's not fun.  

I'm going to show you one for the first bunch, (4-12) and hopefully you can get the rest.  If not let me know and I can more carefully work you through some others on here.

4)  So first we need the angle.  How do we find that?  Well, we know it's somewhere between 270 and 360 degrees (or 3pi/2 and 2pi radians) since it's in the fourth quadrant.    The method to finding the angle is ifferent for each quadrant, but it's nice to know around where you'll get.  Anyway,, if we take 360 and subtract that little space  that is unlabeled  we will know  the rest.    Hopefully that makes sense, but let me know if not, it's important to understand.  Maybe think of what happens if you add the two together, you get around the whole circle then.  

Anyway, to find that little sliver, we are going to construct a right triangle wherethe x axis is one side.  If you draw a line connecting point p and the x axis you have this right triangle.  I am going to call this sliver we don't know s.  ANyway, now we use trig here.  

s = arcsin(3/5) (you can find 5 pretty easily but let me know if you don't see it.)

You may think to use -3 instead of 3, and  it wouldn't be a huge mistake, it will just give you the negative version of what we want.  

Anyway, now we know theta is 360-s (or 2pi-s).  You can solve s or leave it as arcsin(3/5) so you don't have to round.

Now we can solve the trig functions.  If you don't know the sum and difference trig identities  you will have to round.  They are pretty simple formula though.  For instance, sin(2pi - arcsin(3/5)) = sin(2pi)cos(arcsin(3/5))-cos(2pi)sin(arcsin(3/5)) = 0 - 3/5 = -3/5  You will also want to know that s = arcsin(3/5) = arccos(4/5) = arctan(3/4).  ROunding will get you close but not exact.

Again, let me know ifyou need any more help, they should just be a lot of doing the same thing over and over and over again though.  

14)  For 14 and 16 you just need to know how the graphs of sin, cos and tan look.  Is this something you have trouble with?  Like could you draw the graphs at the intervals of increasing/ decrasing and all.  if not I can give a quick explanation.

Answer:

m<AFE​ =  128°.

Step-by-step explanation:

Step 1: Find the value of x

Angle EFD + Angle DFC = Angle EFC

5x + 6 + 19x - 15 = 17x + 19

24x - 9 = 17x + 19

7x = 28

x = 4

Step 2: Find all angles

Angle AFB=Angle EFD= 5x + 6

5(4) + 6 = 26°

Angle DFC = 19x - 15

19(4) - 15 = 61°

Step 3: Find angle AFE

Line BD is a straight line and all angles on a straight line are equal to 180°.

Angle AFB + Angle AFE + Angle EFD = 180°

26 + BFC + 26 = 180°

BFC = 180 - 52

BFC = 128°

Therefore, m<AFE​ is equal to 128°.

!!

The measure of m<AFE  if m<EFD = (5x+6)°, m<DFC = (19x-15)°, and m<EFC = (17x+19)° is 128degrees

Angle is the point where two or more lines meet. From the given diagram:

m<EFC = m<EFD + m<DFC

Given the following:

m<EFC = 17x + 19

m<EFD = 5x+6

m<DFC = 19x - 15

Substitute the given values into the expression

17x + 19 = 5x + 6 + 19x - 15

17x - 5x - 19x = -19 - 9

12x - 19x = -28

-7x = - 28

x = 28/7

x= 4

Get the angle m<AFE

m<AFE  + m<ABF + m<EFD = 180

Since  <AFB = <EFD

m<AFE  + m<EFD + m<EFD = 180

m<AFE + 2m<EFD = 180

m<AFE + 2(5x+6) = 180

m<AFE + 2(5(4) + 6) = 180

m<AFE +2(26) = 180

m<AFE + 52 = 180

m<AFE = 180 - 52

m<AFE = 128 degrees

Hence the measure of m<AFE is 128degrees

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Answer:

4/7

Step-by-step explanation:

Given 5/12 and 4/7

we see that a common denominator for both fractions could be 12 x 7 = 84, hence we can express both fractions with a denominator of 84

5/12 = (5/12) x (7/7) =  35/84

4/7 = (4/7) x (12/12) = 48/84

now comparing 35/84 and 48/84, we can see that 48/84 is larger, which corresponds to 4/7, hence 4/7 is larger

Answer:

So, you just end up plugging in your numbers.

y = 28 - 3(1)

y = 28-3

y = 25

Y = 28 - 3(3)

y = 28 - 9

y = 19

y = 28 - 3x

y = 28 - 3(4)

y = 28 - 12

y = 16

y = 28 - 3x

y = 28 - 3(6)

y = 28 - 18

y = 10

Step-by-step explanation:

The completed table is:

X   Y

1   25

3   19

4   16

6   10

To fill in the table using the function rule y = 28 - 3x, we can substitute the given values of x into the equation to find the corresponding values of y.

X Y

1 28 - 3(1) = 28 - 3 = 25

3 28 - 3(3) = 28 - 9 = 19

4 28 - 3(4) = 28 - 12 = 16

6 28 - 3(6) = 28 - 18 = 10

So, the completed table is:

X Y

1 25

3 19

4 16

6 10

For each value of x, we substituted it into the function rule and performed the necessary calculations to determine the corresponding value of y.

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Answer:

The right answer is [tex]\frac{2}{9}[/tex].

Step-by-step explanation:

To multiply two fractions we multiply numerator by numerator and denominator by denominator. In this case:

[tex]\frac{-1}{4} x\frac{-8}{9} = \frac{8}{36}[/tex]

Notice that both numerator and denominator are divisible by 4. Dividing both by 4 we get [tex]\frac{8}{36} = \frac{2}{9}[/tex]  

Answer: [tex]\pm\frac{1}{1}, \pm\frac{1}{2},\pm\frac{2}{1},\pm\frac{3}{1}, \pm\frac{3}{2}[/tex]

Step-by-step explanation:

We can use the Rational Root Test.

Given a polynomial in the form:

[tex]a_nx^n +a_{n- 1}x^{n - 1} + … + a_1x^1 + a_0 = 0[/tex]

Where:

- The coefficients are integers.

- [tex]a_n[/tex] is the leading coeffcient ([tex]a_n\neq 0[/tex])

- [tex]a_0[/tex] is the constant term [tex]a_0\neq 0[/tex]

Every rational root of the polynomial is in the form:

[tex]\frac{p}{q}=\frac{\pm(factors\ of\ a_0)}{\pm(factors\ of\ a_n)}[/tex]

For the case of the given polynomial:

[tex]2x^7+3x^5-9x^2+6=0[/tex]

We can observe that:

- Its constant term is 6, with factors 1, 2 and 3.

- Its leading coefficient is 2, with factors 1 and 2.

 Then, by Rational Roots Test we get the possible rational roots of this polynomial:

[tex]\frac{p}{q}=\frac{\pm(1,2,3,6)}{\pm(1,2)}=\pm\frac{1}{1}, \pm\frac{1}{2},\pm\frac{2}{1},\pm\frac{3}{1}, \pm\frac{3}{2}[/tex]

The possible rational roots of the polynomial equation [tex]0 = 2x^7 + 3x^5 - 9x^2 + 6.[/tex] are ±1, ±2, ±3, ±6, ±1/2, ±1, ±3/2, and ±3.

Given equation [tex]0 = 2x^7 + 3x^5 - 9x^2 + 6[/tex].

The Rational Root Theorem states that if there are any rational roots (fractions in the form p/q) for the polynomial equation, then p must be a factor of the constant term (in this case, 6), and q must be a factor of the leading coefficient (in this case, 2).

So, the possible rational roots (fractions p/q) for this polynomial are all the combinations of p and q, where:

p is a factor of 6, and

q is a factor of 2.

The factors of 6 are ±1, ±2, ±3, and ±6.

The factors of 2 are ±1 and ±2.

So, the possible rational roots are all the combinations of these factors:

±1/1, ±2/1, ±3/1, ±6/1, ±1/2, ±2/2, ±3/2, and ±6/2.

Simplify these fractions:

±1, ±2, ±3, ±6, ±1/2, ±1, ±3/2, and ±3.

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Answer:3.9

Step-by-step explanation:

Answer: 25 x 3 divided by 19 is 3.94736842105

The equation that represents the number of miles covered in time t will be n = 50t.

The distance covered by the particle or the body in an hour is called speed. It is a scalar quantity. It is the ratio of distance to time.

We know that the speed formula

Speed = Distance/Time

you are traveling on a bus to camp, which is 200 miles away, at 50 mph. The number of miles, n, that you have left to travel after t hours. Then the equation will be

50 = n / t

n = 50t

The equation that represents the number of miles covered in time t will be n = 50t.

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Answer: Table A

Step-by-step explanation:

Because it doubles every second. At 0s, its 3. Then at 1s, it doubles which means 3x2=6, which is in table. then at 2s, that doubles to 6x2=12....and so on

To solve the system of equations y = 2x - 5 and y = x² - 5, use algebraic methods such as factoring or the quadratic formula to find the x-values. Then plug these values back into one of the original equations to find the corresponding y-values. The solutions to the system of equations are (5, 5) and (-2, -9).

To solve the system of equations y = 2x - 5 and y = x² - 5, we can set the two equations equal to each other since they both equal y. This gives us the quadratic equation x² - 2x - 10 = 0. We can solve this quadratic equation by factoring, completing the square, or using the quadratic formula.

Factoring the quadratic equation, we get (x - 5)(x + 2) = 0. This means that x - 5 = 0 or x + 2 = 0. Solving these two equations gives us x = 5 or x = -2. Substituting these values back into either of the original equations, we can find the corresponding y-values. For x = 5, y = 2(5) - 5 = 5. For x = -2, y = 2(-2) - 5 = -9. Therefore, the solutions to the system of equations are (5, 5) and (-2, -9).

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Answer:

Lower Quartile = 7.

Step-by-step explanation:

Given  : 27,5,11,13,10,8,14,18,7

To find : What is the lower quartile .

Solution : We have given 27, 5, 11, 13, 10, 8,  14 , 18 , 7.

Step 1 : Arrange in order

5 , 7 ,8 ,10 ,11, 13 , 14 ,18 , 27.

Step 2 : divide in to Quartile

Lower Q1 = 5 ,7 ,8

Middle Q2 = 10, 11 , 13.

Highest Q3 = 14 ,18 , 27.

Hence Lower Quartile = 7.

Therefore, Lower Quartile = 7.

Answer:

A=7!

Step-by-step explanation: