You are playing a board game and your playing piece begins the game at START. You roll a single number cube numbered 1 to 6 to find out how many spaces you can move. What are the possible outcomes of your first roll? 3 green spaces, 2 star spaces, 1 question mark space2 green spaces, 2 star spaces, 2 question mark spaces2 green spaces, 2 star spaces, 3 question mark spaces6 green spaces​

Answer:

22[tex]\frac{1}{8}[/tex]

Step-by-step explanation:

I hope this helps!!!

Answer:

Answer:

1470 inches cubed

Step-by-step explanation:

Vol=length × width × height

But ALSO,

length × width = Area,

So we find another Volume equation,

Vol = BaseArea × height

This is the information you are given in the question.

Vol = 210 × 7

Vol = 1470 inches cubed

Answer:

[tex]6 + 5 = 11 + 3 = 14 + 2 = 16[/tex]

[tex]6 \div 5 \div 3 \div 2 = 0.2[/tex]

[tex] 6 \times 5 \times 3 \times 2 = 180[/tex]

Step-by-step explanation:

If its addition add them, multiplication multiply them, division divided them.

Answer:

Step-by-step explanation:

i need help sorry no answer got u

Answer:

y=5/4x -7

Step-by-step explanation:

Hope this helps!

Answer: 4)

Step-by-step explanation:

f(4) = -14

g(4) = 10

g(-2) = 4

f(2) = -8

f(-2) = 4

The correct statement is 4) f(-2) = g(-2)

Or by inspection, we can see that the graph f(x) intersects g(x) at x = -2 and    y = 4. So, f(-2) = g(-2) = 4 is true

========================================================

Explanation:

x = Jose's speed in mph

x+35 = Kayla's speed since she drives 35 mph faster than Jose

Jose gets a 2.1 hour head start and it takes Kayla 1.2 hours to reach him. So this means Jose has been driving for 2.1+1.2 = 3.3 hours when Kayla reaches him. The distance he travels is

distance = rate*time

d = r*t

d = x*3.3

d = 3.3x

while Kayla's distance equation is

d = r*t

d = (x+35)*1.2

d = 1.2x+42

Since Kayla meets up with Jose at the 1.2 hour mark, this means the two distances they travel is the same. Set their distance expressions equal to one another. Solve for x.

3.3x = 1.2x+42

3.3x-1.2x = 42

2.1x = 42

x = 42/(2.1)

x = 20

Jose's speed is 20 mph, while Kayla's speed is x+35 = 20+35 = 55 mph.

Jose's fairly slow speed is probably due to a number of factors such as heavy traffic, icy roads, or poor visibility. Kayla probably got a bit of a break with more favorable conditions.

Since Jose travels at 20 mph and does so for 3.3 hours, he travels d = r*t = 20*3.3 = 66 miles. Kayla travels d = r*t = 55*1.2 = 66 miles as well. We get the same number each time to help confirm the answer.

Answer:

(jk - 1) / j

jk = (-4 x -0.7) = 2.8

(2.8 - 1) / - 4

1.8 / -4 = -0.45

Answer is -0.45 when j = -4 and k = -0.7

Answer:

[tex]Understand \: how \: to \: work \: with \: negative \: bases \\ \: and \: negative \: exponents. \\

\bold{answer - } \\ {5}^{2} = 5 \times 5 = 25 \\ {5}^{ - 2} = \frac{1}{ {5}^{2} } = \frac{1}{25} = 0.04 \\ {( - 5)}^{2} = ( - 5) \times ( - 5) = 25 \\ - {5}^{2} = ( - 5) \times ( - 5) = 25 \\ \\ \bold \purple{hope \: it \: helps \: ♡}[/tex]

~nightmare5474~

[tex]2\frac{2}{3} + 3\frac{1}{3} + 1\frac{2}{3} = 7\frac{2}{3} [/tex]

let's convert each mixed fraction into improper fractions. Therefore,

Improper fractions are fractions that has the numerator bigger than the denominator.

[tex]2\frac{2}{3} = \frac{8}{3} [/tex]

[tex]3\frac{1}{3} = \frac{10}{3} [/tex]

[tex]1\frac{2}{3} = \frac{5}{3} [/tex]

Therefore,

[tex]\frac{8}{3} + \frac{10}{3} + \frac{5}{3} [/tex]

[tex] \frac{8}{3} + \frac{10}{3} + \frac{5}{3} = \frac{8 + 10 + 5}{3} = \frac{23}{3} [/tex]

Let's convert our answer back to mixed fractions

[tex]\frac{23}{3} = 7\frac{2}{3} [/tex]

learn more on fraction here:https://brainly.com/question/25412?referrer=searchResults

My answer needs to be 32-25=7

[tex]4x-15 = 17-4x\\\\\implies 4x +4x = 17 +15\\\\\implies 8x = 32\\\\\implies x = \dfrac{32} 8\\\\\implies x = 4[/tex]

Answer:

f(8) = $48

EQUATION

f(x)= 8+5(x)

Step-by-step explanation:

initial value = $8

every week there is an additional $5 added.

f(x) = 8+5x

f(8) = 8+ 5(8) = 8 + 40 = 48.

At the end of week 8 (x=8) , Jamal has $48 (y=48) saved.

Using margin of error, it is found that increasing the sample size results in a smaller sampling error.

The equation for the margin of error is given by:

[tex]M = c\frac{s}{\sqrt{n}}[/tex]

In which:

From the equation, it can be noted that the margin of error is inversely proportional to the square root of the sample size, hence, increasing the sample size results in a smaller sampling error.

To learn more about margin of error, you can take a look at https://brainly.com/question/25821952

Any whole number can be written as a fraction. All we do is place the number over 1.

For example, the whole number 7 is the same as the fraction 7/1.

If we wanted to multiply the whole number 7 with the fraction 2/3 then...

[tex]7 * \frac{2}{3}\\\\\frac{7}{1} * \frac{2}{3}\\\\\frac{7*2}{1*3}\\\\\frac{14}{3}\\\\[/tex]

In the jump from the second step to the third step, we multiply straight across. The numerators multiply together. The denominators multiply together. The fraction 14/3 cannot be reduced because 14 and 3 don't have any factors in common other than 1.

Answer: Obtuse Isosceles.

Explanation: Two angles are congruent, which means the triangle is isosceles. One angle is over 90°, which means the triangle is obtuse.

Answer:

P = 17.50x + 200

Step-by-step explanation:

x is the number of hours worked

P is how much money Geoff earns

Answer:

what ang hirap nmn anong grade ka na ba

Answer:

Step-by-step explanation:

Let the number is x.

Translate the given into equation and solve for x:

Step-by-step explanation:

7/2 ÷ 9/8 ÷ 9/4

7/2 × 8/9 × 4/9

= 112/81

= 1 ³¹/81

[tex]\large\huge\green{\sf{Question:-}}[/tex]

[tex]\large\huge\green{\sf{Answer:-}}[/tex]

=2 ⅓ ÷ 1 ⅛ ÷ 2 ¼ =???

=7/2 ÷ 9/8 ÷ 9/4

=7/2 × 8/9 × 4/9

= 224/162

=112 /81

=1 ³¹/81

Answer:

Equivalent ratios (which are, in effect, equivalent fractions) are two ratios that express the same relationship between numbers. We can create equivalent ratios by multiplying or dividing both the numerator and denominator of a given ratio by the same number. Two ratios that have the same value are called equivalent ratios. To find an equivalent ratio, multiply or divide both quantities by the same number. It is the same process as finding equivalent fractions.

Answer:

Step-by-step explanation:

RSB is a right angle

12. RSB is 90 degrees

13. A right angle is 90 degrees

H is between P and S

14. PS + PH = HS

15. Deductive Reasoning

3. The original sequence

TAC - CGC - TTA - CGT - CTG - ATC - GCT

codes for

tyr - arg - leu - arg - leu - ile - ala

while the mutated sequence codes for

TAC - CGC - TTA - TTA - TTA - CGT - GCT - GCT - ATC - GCT

tyr - arg - leu - leu - leu - arg - ala - ala - ile - ala

There are several frameshift mutations involved here:

• the first inserts 6 bases (TTA - TTA)

• the second inserts 1 base (G) before the CTG triplet (underlined)

• the third inserts 2 bases (CT) after the CTG triplet

4. The original sequence is the same as before. The mutated sequence

TAC - CGC - TAA - TTA - TTA - CGT - GCT - GCT - ATC - GCT

codes for

tyr - arg - STOP - leu - leu - arg - ala - ala - ile - ala

Then

• there is a (nonsense) point mutation that swaps T for A in the original TTA triplet (nonsense since it produces a stop codon that would halt replication/expression)

• there is a frameshift mutation that inserts 3 bases (TTA)

as well as two other frameshift mutations that also occurred in the previous part.

Answer:

39.0625

Step-by-step explanation:

15.625 times 2.5= 39.0625

You're just multiplying each value by 2.5

1 times 2.5= 2.5

2.5 times 2.5= 6.25

6.25 times 2.5= 15.625

and then 15.625 times 2.5= 39.0625

Answer:

Joe score was the highest. Tara score was the lowest.

Step-by-step explanation:

Answer:

8.705-4.93=3.775

Hope This Helps!!!

Answer:

This is the arithmetic sequence which has a common difference that equals to -4.

Step-by-step explanation:

An arithmetic sequence is a sequence with common difference. A common difference can be found by subtracting previous term with next term.

A common difference can be expressed in [tex]\displaystyle \large{d=a_{n+1}-a_n}[/tex] where d stands for common difference.

________

Moving to the question given. We have a sequence with given 15,11,7, ... first subtract 15 with 11.

11-15 = -4

7-11 = -4

Therefore, we can conclude that the common difference is -4 thus making the given sequence an arithmetic.

Let me know if you have any question so regarding the sequence!