rite an equation of the line with a slope of 3 and a y-intercept of 4.5.

Answer:

a

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

because all the x is different

Answer:

broooooooooooo how do you not know that not trying to be rude but anyways the answer is number 3

Answer:

FJ = 24

DM = 16

EM = 18

Step-by-step explanation:

I remember that the centroid is 2/3 of the distance from each vertex to the midpoint of the opposite side. Therefore the median is split into two parts where one side is always twice as long as the other. So given that segment ML is 8, the other part of the segment (DM) must be 16 as 16 is 2/3 of 24 and 8 is 1/3 of 24 and 1/3 + 2/3 = 1.

Therefore, since MJ is 8, FM must be twice as long so it is 16. Add them up to get FJ, and 8 + 16 is 24.

Finally for EM, since the longer part of the median is twice the length of the smaller part EM must be 18 since 9 × 2 = 18, and 2/3 of 18 is 27, 9 + 18 = 27.

Answer:

The first question is B

Step-by-step explanation:

Answer: 35.328 cubic inches.

Step-by-step explanation:

Volume of square pyramid = [tex]\dfrac{a^2}{3}h[/tex] , where a = length of base , h = height

Given: For a square pyramid

a= 4.8 cm and h = 4.6

Then, Volume = [tex]\dfrac{4.8^2}{3}\times4.6[/tex]

[tex]=\dfrac{23.04}{3}\times4.6\\\\=35.328\text{ cubic cm}[/tex]

Hence, the volume of a pyramid with a square base = 35.328 cubic inches.

Answer:

50.8

Step-by-step explanation:

Answer:

1: A: -13,10 B: -11,10 C: -10,12 D: -13,11

2: P: 4,6 Q: 6,6 R: 7,8 S: 4,8

Step-by-step explanation:

So I want you to try this method for the rest of the questions so you still learn. All you have to do is add the number it is asking if it is UP, or RIGHT (POSITIVE) , and subtract the number if it is DOWN, or LEFT (NEGATIVE). Please give me brainiest.

Answer:there is no g .no h

Step-by-step explanation:how can we tell u have a calculator right

Answer:

Answer:

1/6 if you meant to put an X afterwards. If not, there is no slope.

Step-by-step explanation:

Answer:

$14.00 per pound for A and $12.50 per pound for B and B is offering the better one since it has a lower cost per pound

Step-by-step explanation:

Answer:

Brand A is $14

Brand B is $12.5

Brand B is offering the better value. I know this because when you get the unit rate for Brand A it is $14. When you get the unit rate for Brand B you get $12.5. So You pay less money for Brand B then Brand A.

Step-by-step explanation:

For brand A you need to first divide 70 by 5 which equals to 14

Then you divide 105 by 12 which equals 12.5

The Last problem i gave to you in the answer box.

Hopefully you understood everything.

Have a good day

Hi!

Pi: The number π is a mathematical constant. It is defined as the ratio of a circle's circumference to its diameter, and it also has various equivalent definitions. It appears in many formulas in all areas of mathematics and physics. It is approximately equal to 3.14159.

Hope this Helps!

Yours Truly,

Answer: $ 19.44

Step-by-step explanation:

Give : Original price of coloring book = $18

Sales tax = 8% =0.08 [we divide number by 100 to remove %]

Now , the final price of the Anime coloring book = Original price + (Original price) x (Sales tax)

=$ ( 18+18 x 0.08)

= $ (18)(1+0.08)

= $ (18)(1.08)

= $ 19.44

Hence, the final price of the Anime coloring book = $ 19.44

Answer: D

Step-by-step explanation:

The point in the grid if you divide by 2 will give you the prime points. Also it flips over the y axis.

Answer:

line 1 and 2 I think sorry if I'm wrong

Answer:

7

Step-by-step explanation:

Let 'x' represent the number of tickets that Teresa sold, and x is integer and x>=0 (you can not sell negative number of tickets)

6 + 2x < 22

x < 8

The range of possible number of tickets that Teresa sold is {0, 1, 2, 3, 4, 5, 6, 7}.

Answer:

I believe it is 1,350 but i am not completely sure

Step-by-step explanation:

The radius of the moon in Kilometers is 1350 km.

Multiplication or division by a numerical factor, selection of the correct number of significant figures, and unit conversion are all steps in a multi-step procedure.

Unit conversion is a multi-step procedure that involves adding, subtracting, multiplying, or dividing by a conversion factor. Additionally, rounding and choosing the appropriate number of significant digits may be necessary during the process. To measure various parameters, various units of conversion are utilized.

Given that the radius of the moon is approximately 1,350,000 m. The radius in kilometers will be calculated as,

1 km = 1000m

1 m = 1 / 1000 km

1350000 meters = 1350000 / 1000 km

1350000 meters = 1350 km

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Answer:

42 ft in 6 seconds

Step-by-step explanation:

The person whom walks a greater distance in lees time is faster

Answer:

[tex]Total = 13.16\ in[/tex]

Step-by-step explanation:

Given

[tex]April = 4.52\ in[/tex]

[tex]May = 5.23\ in[/tex]

[tex]June = 3.41\ in[/tex]

Required

Determine how much rain the city had

To do this, we simply sum the rainfall in the three months

[tex]Total = April + May + June[/tex]

[tex]Total = 4.52\ in + 5.23\ in + 3.41\ in[/tex]

[tex]Total = 13.16\ in[/tex]

Hence:

13.16 inches of rain fell

Answer:

Step-by-step explanation:

im not suree

Answer:

y=5

Step-by-step explanation:

you can see yellow on the top left it has a 6 and on the red it has a 2.So 6/3=2and you can do that with to bottom 15/3=5

Answer:

432

Step-by-step explanation:

The multiplication of number 24 times 18 gives the result 432.

To multiply 24 by 18, you can follow the standard multiplication algorithm:

   24

x  18

-----

192  (24 multiplied by 8)

240 (24 multiplied by 10)

-----

432    (The final product)

Therefore, 24 multiplied by 18 equals 432.

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Answer:

Answer: Around 1000 students would buy a school lunch.

Step-by-step explanation:

We know that in one class, 14 students bring lunch from home, and 20 buy lunch in the school. This will be our sample.

In total we have 20 + 14 = 34 students, this will be our 100%.

The percentage of students that bring lunch from home can be estimated as the quotient between the number of students that bring lunch from home and the total number of students, times 100%.

p1 = (14/34)*100% = 41.18%

And the percentage of students that buy lunch at school can be computed in the same way:

p2= (20/34)*100% = 58.82%

Then, out of the 1700 students in middle school, we can estimate that around 58.82% of them will buy lunch in the school.

Then the exact number will be:

N = (58.82%/100%)*1700 = 1000

Around 1000 students would buy a school lunch.

Answer:

y = -1/2x +2

Step-by-step explanation:

slope: goes down 1 right 2 and is negative = -1/2

y int.: 2

Answer:

{1,1,2,2,4,4,8,8}

Step-by-step explanation:

In Finding The Factor Of A Number You Need To Find A multiplication of Two Numbers That Gives The Product 8.

•So keeping this in mind you can make multiples of numbers which has an outcome of 8. So;

1×8=8 {So 1 is a factor of 8 and note that any number multiplied by 1 is the number itself}

2×4=8{Two multiplied by four is going to give you 8 that's why it's a factor of 8}

3×?=8{There is no number which can be multiplied by 3 which has it's outcome as 8 so 3 isn't a factor}

4×2=8{4 multiplied by 2 is the same as 2 multiplied by 4 so you can see that when you multiply two numbers and it has it's product as 8 those two numbers that you multiplied to get the 8 is a factor of 8}

5×?=8{With the number 5 you can see that there is no number which can be multiplied by 5 which has its outcome as 8 so 5 is not a factor of 8}

6×?=8{With the number 6 you will not get any number which can be multiplied by 6 to give you 8 so 6 isn't a factor of 8}

7×?=8{With the number 7 too you won't get any number to be multiplied by 7 which is going to give you 8 that's why it isn't a factor of 8}

8×1=8{With the number 8 you can clearly see that when 8 is multiplied by 1 the product is 8 so that makes it its factor}

After finding the multiplication of Two Numbers that are going to give you 8, you can conclude that you have found the factors of 8 and note that any number above 8 can't be a factor of 8.

So we can conclude that the Factors of 8 are;

{1,2,4,8}

Answer:

To find slop from the given equation,

Slope (m) =

[tex] \frac{ - \: cofficients \: of \: x }{cofficient \: of \: y} [/tex]

So, slope of this equation is - 2

For perpendicular case,

M1 . M2 = - 1

Thus, m2 = 2 ( for this equation)

Similarly,

For parallel case,

M1 = m2

Thus, m2 = - 2 ( for this equation)

Answer:

Area is 69 in^2

Step-by-step explanation:

the big square is 9*9=81

the small rectangle is 4*3=12

81- 12= 69 in^2

Answer:

[tex]35 + 15 = 5 * 10[/tex]

The factors are 5 and 10

Step-by-step explanation:

Given

[tex]35 + 15[/tex]

Required

Express as a product of two factors

[tex]35 + 15[/tex]

Start by factorizing the expression:

[tex]5(7 + 3)[/tex]

Add the expression in the bracket

[tex]5(10)[/tex]

Replace bracket with *

[tex]5 * 10[/tex]

Hence:

[tex]35 + 15 = 5 * 10[/tex]

The expression which shows 35 + 15 written as a product of two factors is 5(7 + 3).

An expression, often known as a mathematical expression, is a finite collection of symbols that are well-formed in accordance with context-dependent principles.

A number, a variable, or a mix of numbers, variables, and operation symbols make up an expression. Two expressions joined by an equal sign form an equation.

Let the expression be 35 + 15

Express as a product of two factors

35 + 15

Factorizing the expression we get

5(7 + 3)

simplifying the above expression, we get

5 (10)

Hence:

35 + 15 = 5 × 10

Therefore, the correct answer is option b) 5(7 + 3).

The complete question is:

Which expression shows 35 + 15 written as a product of two factors?

a) 5(6 + 3)

b) 5(7 + 3)

c) 7(5 + 2)

d) 7(5 + 3)

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