Melissa and Rachel like to make funny hats. Melissa has made 20 zebra printed hats and Rachel has made H striped hat. Together they have made a total of 42 hats

Answer:

half a cup of flower -> 1/2

Step-by-step explanation:

i used a proportion to figure this out.

Answer:

45°

Step-by-step explanation:

This is the inscribed angle, in which the angle is 1/2 of the opposite arc. The opposite arc for this question measures at 90°. Divide by 2.

90/2 = 45

45, or B)45° is your answer.

~

Answer: [tex]x=\frac{89}{3}[/tex] or [tex]26\frac{2}{3}[/tex]

[tex]\mathrm{Subtract\:}2\mathrm{\:from\:both\:sides}\\6x+2-2=180-2\\6x=178[/tex]

[tex]\mathrm{Divide\:both\:sides\:by\:}6\\\frac{6x}{6}=\frac{178}{6}\\[/tex]

[tex]x=\frac{89}{3}[/tex]

Hope this helps and have a great day!!!

Answer: there are three answers. the exatct, decimal, and mixed. i will give them all!

exact: X= 89/3

decimal: x= 29.6

mixed: x= 29 2/3

Step-by-step explanation:

Answer:

H0: u ≤ 10

Ha: u > 10

A right-tailed test

Step-by-step explanation:

In hypothesis testing there are two types of hypotheses;

The null hypothesis, H0 and the alternative hypothesis, Ha. The null hypothesis is the hypothesis of no difference and as such it always has an equality sign;

=, ≤, ≥

On the other hand the alternative hypothesis complements the null hypothesis meaning that if the null hypothesis is rejected then we take the alternative hypothesis to be true.

In order to identify the null and alternative hypothesis we look out for specific key words that will provide us with information on the type of inequality sign. In this scenario, the coach claims that the average number of fouls committed per game is no more than 10. Since µ represents the team's average number of fouls per game, this statement can be written in mathematical symbols as;

u ≤ 10, that is u is no more than 10; average number of fouls committed per game is no more than 10.

This statement will be our null hypothesis since it contains an equality sign.

H0: u ≤ 10

The complement of this statement will enable us deduce the alternative hypothesis. The complement of this statement can be found in the claim of the second coach who thinks that these players create more fouls, to be specific more than 10 fouls. In mathematical notation this claim can be written as;

u > 10, more than 10 fouls.

This statement will be our alternative hypothesis since it complements the null hypothesis;

Ha: u > 10

The type of significance test to be carried out in hypothesis testing emanates from the inequality sign of the alternative hypothesis. The following are the key points to note, if the alternative hypothesis contains;

≠, then this automatically becomes a two tailed test

<, then this automatically becomes a left tailed test since the inequality sign is pointing towards the left.

>, then this automatically becomes a right tailed test since the inequality sign is pointing towards the right.

Our alternative hypothesis contains >, hence this will be a right-tailed test .

Answer:

Answer is B

Step-by-step explanation:

Answer:   The area of the triangle is:

____________________________________________________

                         →    "  (4x²  +  6x)  cm³  " .

____________________________________________________

Step-by-step explanation:

____________________________________________________

The formula for the "Area, "A" ; of a triangle is:

 A = (1/2) * (baselength) * (perpendicular height) ;

            →  that is:

            →    A = (1/2) * b * h ;

____________________________________________________

The Area, "A" ; should be in "cubic units" ;  in our case, "cubic centimeters" ;

                                                                                       or;  " cm³ " .

____________________________________________________

 Given:  baselength:  "b" = " 4x "  ;

             perpendicular height:  " h = (2x + 3) " ;

____________________________________________________

 Plug in these values into the equation/formula:

           A = (1/2) * b * h ;

         →  A = (1/2) * (4x) * (2x + 3) ;

                →  (1/2) * 4x = 2x ;

         →  A = 2x (2x + 3)  cm³

____________________________________________________

         →  2x (2x + 3) = ?

____________________________________________________

 Note the "distributive property" of multiplication:

        →  a(b + c) = ab + ac .

____________________________________________________

As such:

         →  2x (2x + 3)  =   2x(2x) + (2x)(3) ;

                                 =    4x²  +  6x  ;   ____________________________________________________

The area of the triangle is:  " (4x² + 6x) cm³ " .

________________________________________________

Hope this helps!

       Best wishes in your academic endeavors

                — and within the "Brainly" community!

____________________________________________________

its 14n+21. 7×2n is 14n, and 3×7 is 21

Answer:

[tex]7(2n+3)=14n+21[/tex]

Step-by-step explanation:

[tex]7(2n+3)=(7*2n)+(7*3)\\\\ 7*2n=14n\\ 7*3=21\\ \\ 7(2n+3)=14n+21[/tex]

Answer:

C- graph III

Step-by-step explanation:

The only graph showing a positive trend. If your selling tickets, you'll have an increased profit.

Answer:

the answer is 25%

Step-by-step explanation:

100% : 4 =25

Answer:

The absolute value of a number 35 units to the left of zero on a number line is 35.

The absolute value of a number 12 units to the left of zero on a number line is 12.

The absolute value of a number 125 units to the right of zero on a number line is 125.by-step explanation:

Correct:

The absolute value of a number 35 units to the left of zero on a number line is 35.

The absolute value of a number 12 units to the left of zero on a number line is 12.

The absolute value of a number 125 units to the right of zero on a number line is 125.

Wrong:

The absolute value of 49 units to the left of zero on a number line is -49.

This answer is wrong because when u use absolute value, ur final number is always going to be positive, but i this case it’s negative so it wrong.

Have a good day! Hope this helped!!❤️❤️

Answer:

slope = - 1, y- intercept = 7

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = - x + 7 ← is in slope- intercept form

with slope m = - 1 and y- intercept c = 7

The slope of the line y = -x + 7 is -1, and the y-intercept is 7.

To determine the slope and y-intercept of the line given by the equation y = -x + 7, we first recognize that it is in slope-intercept form, which is y = mx + b.

Identify the slope (m): In the equation y = -x + 7, the coefficient of x is -1. Thus, the slope of the line is -1.

Identify the y-intercept (b): The constant term in the equation is 7. Thus, the y-intercept is 7, meaning the line intersects the y-axis at the point (0, 7).

The slope of the line y = -x + 7 is -1, and the y-intercept is 7.

10 and -9. 10 times -9 equals -90 and 10+ -9 equals 1

Answer:

(1/2)(x³ - 3)

Step-by-step explanation:

That would be   (1/2)(x³ - 3).

The expression ' one-half difference of a number cubed and one' is written as [tex]\frac{1}{2} (x^3 - 1)[/tex].

Let the number be [tex]x[/tex].

The cube of the number is [tex]x^3[/tex].

Difference of the cube of the number with [tex]1[/tex] is [tex]x^3 - 1[/tex].

Now, one-half difference of a number cubed and one is represent as,

[tex]\frac{1}{2} (x^3 - 1)[/tex].

So, the expression ' one-half difference of a number cubed and one' is written as [tex]\frac{1}{2} (x^3 - 1)[/tex].

Learn more about expressions here:https:

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It is any fraction except 0 of 180°.

Answer:

36 degrees

Step-by-step explanation:

Answer:

D) -110

Step-by-step explanation:

x and y are variables, and any number that is in front of a variable (multiplication) is called a coefficient. 4 is the coefficient. x can be substituted. A constant is a number that does not change.  -110 is the constant.

Answer:

140

Step-by-step explanation:

30+30=60

40+40=80

60+80=140

Answer: Hello there!

If you want to enclose a rectangular garden, then the feet of fencing that you need are equal to the perimeter of the rectangle, this is, the sum of all the sides of the rectangle.

We know that the rectangle has a 30ft pond side and a 40ft long diagonal.

this 40ft diagonal is the hypotenuse of a triangle rectangle where the cathetus is the sides of the rectangle; we know that one of the sides are of 30 ft, and we want to find the other:

Using the Pythagorean theorem; we know that:

[tex]40^{2}  = 30^{2} + x^{2}[/tex]

where x is the length of the other side that we don't know yet.

[tex]x = \sqrt{40^{2} - 30^{2}  }  = 26.5ft[/tex]

Then your rectangle has a 30ft side, and a 26.5ft side (and has two of both)

Then the perimeter is:

30ft + 30ft + 26.5ft + 26.5ft = 113ft

Answer:

First brand(45%): 90 gallons

Second brand(70%): 60 gallons

Step-by-step explanation:

"The first brand is 45% pure antifreeze and the second brand is 70% pure antifreeze. In order to obtain 150 gallons of a mixture that contains 55% pure antifreeze, how many gallons of each brand of antifreeze must be used?

First brand: ____ gallons

Second brand: ___ gallons"

We know that 70 is 15 away from 55, and 45 is 10 away, making this a 10: 15 ratio of 70 to 45 (because the 70 can only counteract the 45 by 10, and the 45 can only counteract the 70 by 15 unless they want to overshoot the 55% average ).

This means that .4*150 is 70% and .6*150 is 45%

This means there is First brand: 90 gallons

Second brand: 60 gallons

Answer:

1/2

Step-by-step explanation:

1,3,5: 3/6

2,4,6: 3/6

6/12

Answer:

x1=4

x2=8

Step-by-step explanation:

1- Factor the equation.

2- solve a  Single Variable Equation

3- Parabola, Finding the Vertex

Answer:

1) 13(2) + 2m = A

2) 70

Step-by-step explanation:

The answer in the there:

Answer:

1:60, 2:120

Step-by-step explanation:

In one serivng there are 60 calories, i.e. 60 calories per serving. This is 1:60, an equivalent is 2:120

1:60, 9:540

Hope this helps!

Answer: parallel because the slopes are the same

Step-by-step explanation:

[tex]\frac{3n-7}{6}=\frac{2n+5}{3}[/tex]   Multiply 3 and 6 on both sides to get rid of the fraction (or cross multiply)

[tex]\frac{3n-7}{6}(3)=\frac{2n+5}{3} (3)[/tex]

[tex]\frac{3n-7}{6}(3)(6)=(2n+5)(6)[/tex]

3(3n - 7) = 6(2n + 5)    Distribute/multiply 3 into 3n-7, and 6 into 2n+5

(3)3n - (3)7 = (6)2n + (6)5

9n - 21 = 12n + 30    Subtract 9n on both sides

-21 = 3n + 30        Subtract 30 on both sides

-51 = 3n     Divide 3 on both sides

-17 = n

Answer:

n = 17/6 = 2.833

Step-by-step explanation:

Step by step solution :

Step 1 :

5

Simplify —

3

Equation at the end of step 1 :

7 5

(3n - —) - (2n + —) = 0

6 3

Step 2 :

Rewriting the whole as an Equivalent Fraction :

2.1 Adding a fraction to a whole

Rewrite the whole as a fraction using 3 as the denominator :

2n 2n • 3

2n = —— = ——————

1 3

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

2.2 Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

2n • 3 + 5 6n + 5

—————————— = ——————

3 3

Equation at the end of step 2 :

7 (6n + 5)

(3n - —) - ———————— = 0

6 3

Step 3 :

7

Simplify —

6

Equation at the end of step 3 :

7 (6n + 5)

(3n - —) - ———————— = 0

6 3

Step 4 :

Rewriting the whole as an Equivalent Fraction :

4.1 Subtracting a fraction from a whole

Rewrite the whole as a fraction using 6 as the denominator :

3n 3n • 6

3n = —— = ——————

1 6

Adding fractions that have a common denominator :

4.2 Adding up the two equivalent fractions

3n • 6 - (7) 18n - 7

———————————— = ———————

6 6

Equation at the end of step 4 :

(18n - 7) (6n + 5)

————————— - ———————— = 0

6 3

Step 5 :

Calculating the Least Common Multiple :

5.1 Find the Least Common Multiple

The left denominator is : 6

The right denominator is : 3

Number of times each prime factor

appears in the factorization of:

Prime

Factor Left

Denominator Right

Denominator L.C.M = Max

{Left,Right}

2 1 0 1

3 1 1 1

Product of all

Prime Factors 6 3 6

Least Common Multiple:

6

Calculating Multipliers :

5.2 Calculate multipliers for the two fractions

Denote the Least Common Multiple by L.C.M

Denote the Left Multiplier by Left_M

Denote the Right Multiplier by Right_M

Denote the Left Deniminator by L_Deno

Denote the Right Multiplier by R_Deno

Left_M = L.C.M / L_Deno = 1

Right_M = L.C.M / R_Deno = 2

Making Equivalent Fractions :

5.3 Rewrite the two fractions into equivalent fractions

Two fractions are called equivalent if they have the same numeric value.

For example : 1/2 and 2/4 are equivalent, y/(y+1)2 and (y2+y)/(y+1)3 are equivalent as well.

To calculate equivalent fraction , multiply the Numerator of each fraction, by its respective Multiplier.

L. Mult. • L. Num. (18n-7)

—————————————————— = ———————

L.C.M 6

R. Mult. • R. Num. (6n+5) • 2

—————————————————— = ——————————

L.C.M 6

Adding fractions that have a common denominator :

5.4 Adding up the two equivalent fractions

(18n-7) - ((6n+5) • 2) 6n - 17

—————————————————————— = ———————

6 6

Equation at the end of step 5 :

6n - 17

——————— = 0

6

Step 6 :

When a fraction equals zero :

6.1 When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

6n-17

————— • 6 = 0 • 6

6

Now, on the left hand side, the 6 cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

6n-17 = 0

Solving a Single Variable Equation :

6.2 Solve : 6n-17 = 0

Add 17 to both sides of the equation :

6n = 17

Divide both sides of the equation by 6:

n = 17/6 = 2.833

One solution was found :

n = 17/6 = 2.833

Answer:

B) $5.00,$1.00,$123

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Answer:

The function is linear

Step-by-step explanation:

* Lets check from the table the type of the function

- At first check if it is linear or not

- The points are:

  (165 , 198) , (168 , 201.6) , (170 , 204) , (172 , 206.4) , (175 , 210)

* Find the slope for each two points if the value of the slop is

 constant, then the function will be linear

∵ The slop = (y2 - y1)/(x2 - x1)

∴ m1 = (201.6 - 198)/(168 - 165) = 1.2

∴ m2 = (204 - 201.6)/(170 - 168) = 1.2

∴ m3 = (206.4 - 204)/(172 - 170) = 1.2

∴ m4 = (210 - 206.4)/(175 - 172) = 1.2

∵ m1 = m2 = m3 = m4

# Note: You can use any to points to find the slope you will

  have the same value

∴ The graph of the points is a line with slope 1.2

* The function is linear

Answer:

A linear function is the best model.

The ratio of y to x for the ordered pairs is constant, so the relationship is a direct variation. A direct variation is a type of linear function.

When the data set is plotted, it forms a line.

Step-by-step explanation:

answer is 42000(1-.08)^6

Answer:

5)[tex]y=42000(1-0.08)^6[/tex]

6) 25467

Step-by-step explanation:

5) Use the formula;

[tex]y=y_0(1-r\%)^t[/tex]

where [tex]y_0=42000[/tex] dollars is the initial value of the car.

[tex]r\%=0.08[/tex]

and

t=6 years.

We plug in these values to obtain;

[tex]y=42000(1-0.08)^6[/tex]

Third choice is correct

6) The expected value of the car after 6 years is

[tex]y=254666.910[/tex]

We round to the nearest tenth to obtain;$ 25467

Answer:

The first prime factor we test is 2:

52 / 2 = 26

26 / 2 = 13

13 is a prime number so the prime factorization is

2 * 2 * 13 = 52

Step-by-step explanation:

52 is a composite number. 52 = 1 x 52, 2 x 26, or 4 x 13. Factors of 52: 1, 2, 4, 13, 26, 52.

X=1 and

Y=3

Look at the image attached to see what I did

X = 1

Y = 3

Hope this helps!

Answer:

See explanation

Step-by-step explanation:

The given complex number are:

[tex]z_1=-3\sqrt{3}+3i[/tex]

and

[tex]z_2=6\cos 150\degree+6i\sin 150\degree[/tex]

When we rewrite [tex]z_1=-3\sqrt{3}+3i[/tex] in complex form, we obtain;

[tex]z_1=r(\cos \theta+i\sin \theta)[/tex]

where

[tex]r=\sqrt{(-3\sqrt{3})^2+3^2 }=\sqrt{36}=6[/tex]

and

[tex]\theta=tan^{-1}(\frac{y}{x})[/tex]

[tex]\implies \theta=tan^{-1}(\frac{-3\sqrt{3}}{3})=150\degree[/tex]

Hence,

[tex]z_1=6(\cos 150\degree+i\sin 150\degree)[/tex]

[tex]z_1=6\cos 150\degree+6i\sin 150\degree[/tex]

Hence

[tex]z_1=z_2[/tex]

Answer:

20

Step-by-step explanation:

Set up ratios

for the shadows- 12:3, or 4:1

then height=4*5, or 20

Answer:20 feet

Step-by-step explanation:

5/3 = x/12

Use butterfly method.

3x = 60

x = 20

There are 720 different 6-letter arrangements that can be formed using the letters in the word QUASAR, calculated by 6 factorial (6!).

The question asks for the total number of different 6-letter arrangements that can be formed using the letters in the word QUASAR. This is a problem of permutations where all the letters are distinct. To find the number of different permutations of the letters in QUASAR, we multiply the number of choices available at each position. There are 6 choices for the first letter, 5 for the second, and so on, until 1 choice for the last letter.

Therefore, the permutations are calculated as 6 × 5 × 4 × 3 × 2 × 1, which is equal to 6! (6 factorial).

The calculation of 6! is as follows:

So, there are 720 different 6-letter arrangements that can be formed from the word QUASAR.

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