5 yards 2 feet times 2

Answer:

i dont know

Step-by-step explanation:

Answer:

oh god im only in 8th grade i have no idea

Step-by-step explanation:

Answer: BRAINLYPATROL STOP REMOVING MY ANSWERS

Step-by-step explanation:

Answer:

each row can sit 6•4+2 people for a total of 26 people. 130 ÷ 26 = 5 rows

Answer:

Step-by-step explanation:

6 tables in a row can take:

Each row can take 26 people, the number of rows is:

[tex]\color{Black}\huge{Answer} [/tex]

Answer:

b. y + 5 = 9/2 ( x + 7 ) ;   - 9 x + 2 y = 53

Step-by-step explanation:

The equation:

y - y 1 =  ( y2 - y1 ) / ( x2- x1) * ( x - x1 )

y - ( - 5 ) = ( 4 + 5 ) / ( - 5 + 7 ) * ( x - ( - 7 ) )

y + 5 = 9/2 ( x + 7 )

y + 5 = 9/2 x + 63 /2  / * 2

2 y + 10 = 9 x + 63

- 9 x + 2 x = 53

Answer:

C ) y + 5 = 9/2 ( x + 7 ) ;   - 9 x + 2 y = 53

Answer:

Option C is correct

Step-by-step explanation:

Point slope form:

The equation of line is given by:

    ....[1] where m is the slope and a point  lies on the line.

Given that:

A line passes through (-7,-5) and (-5,4).

Calculate  slope:

Slope is given by:

Substitute the given values we have;

Simplify:

Substitute thee value of m and (-7, -5) in [1] we have;

Simplify:

⇒

Using distributive property :

Subtract 9x from both sides we have;

Subtract 10 from both sides we have;

Therefore, an equation for the line in point-slope form is  and the equation in standard form using integers is

The pressure change is an illustration of an arithmetic progression.

The atmospheric pressure at 50000 feet is 11.3 kPa

The given parameters are:

[tex]\mathbf{a = 101.3}[/tex] --- the first term

[tex]\mathbf{d = -1.8 per 1000}[/tex] -- common difference

At 50000 feet, the number of increment in altitude is

[tex]\mathbf{n = \frac{50000}{1000}}[/tex]

[tex]\mathbf{n = 50}[/tex]

So, the atmospheric pressure at 50000 feet is:

[tex]\mathbf{T_{50} = 101.3 - 1.8 \times 50}[/tex]

[tex]\mathbf{T_{50} = 101.3 - 90}[/tex]

[tex]\mathbf{T_{50} = 11.3}[/tex]

Hence, the atmospheric pressure at 50000 feet is 11.3 kPa

Read more about arithmetic progressions at:

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Answer:

3x - 18

Step-by-step explanation:

Answer:

=21 + 3x

Step-by-step explanation:

use distributive property

=3(7 + x)

=21 + 3x

For a normal distribution with mean 54 and standard deviation 5 95.4% of them fall between 44 and 64

The z score is used to determine by how many standard deviations the raw score is above or below the mean. The z score is given by:

[tex]z=\frac{x-\mu}{\sigma} \\\\where\ \mu=mean.\sigma=standard\ deviation, x=raw\ score\\\\Given\ that\ mean(\mu)=54,standard \ deviation (\sigma)=5\\\\For\ x=44:\\\\z=\frac{44-54}{5}=-2\\\\For\ x=64:\\\\z=\frac{64-54}{5}=2[/tex]

Therefore., from the normal distribution table:

P(44<x<64) = P(-2< z < 2) = P(z < 2) - P(z < -2) = 0.9772 - 0.0228 = 0.9544

Hence, About 95.4% of them fall between 44 and 64.

Find out more at: https://brainly.com/question/15016913

Answer: food

Step-by-step explanation: food & more food

Answer:

Jungkook from BTS

Step-by-step explanation:

He's just really funny and has a nice voice.

Answer:

m∠3 = 57.5 , Angle No.1 = 82, Angle No.2 = 98

Step-by-step explanation:

4.

m∠3 = 90 - 32.5

m∠3 = 57.5°

5.

Linear pair means a pair of adjacent angles formed when two lines intersect, and their sum is 180°

In the question it want one of the angles to be 16° more then the other, so the measures of the angles will be

180 - 16 = 164

164/2 = 82

Angle 1 = 82°    Angle 2 = 82°+16 = 98°

Draw a straight angle (straight line), intersect it with another line such that the two angles that will be formed one of them will be of measure 98° and the other 82°

Answer:

$6

Step-by-step explanation:

This is for one pencil to each student. Since each box is $3, and she has 25 students, you would figure out how many students are left out with one box, and since you only have one left, you only need one more box. That would mean two boxes, so $3x2= $6

Answer:

Hii, okay so I went thru my old test (from like a month ago), and the answer $6

Hope this helps!  :)

Step-by-step explanation:

Answer:

Step-by-step explanation:

4.

GCF : greatest common factor, the biggest number all these numbers can be divided by without remainder.

so, 15, 30 and 45

let's find the basic factors of each

15/2 no

15/3 = 5

5/3 no

5/4 no

5/5 = 1

therefore, 3¹×5¹

30/2 = 15

15/3 = 5

5/3 no

5/4 no

5/5 = 1

therefore, 2¹×3¹×5¹

45/2 no

45/3 = 15

15/3 = 5

5/3 no

5/4 no

5/5 = 1

therefore, 3²×5¹

the largest combination of factors they all have is 3¹×5¹ = 15

so, the GCF = 15.

5.

since I don't know how many pupils there are this is a strange question.

or does this text mean there are 5 pupils ?

overall, there is something wrong with this question.

so, let's answer based on some assumptions :

the GCF (as in 4.) is 12

12×3 = 36

12×4 = 48

12×5 = 60

so, if there are 12 students, each one gets 5 notebooks, 4 ball pens and 3 correction tapes.

if there are 5 students, then each one gets 60/5 = 12 notebooks, 48/5 = 9 (3 remainder) ball pens and 36/5 = 7 (1 remainder) correction tapes.

6.

multiples of 4, that means 4*x with x = 1, 2, 3, 4, ...

so

4×1 = 4

4×2 = 8

4×3 = 12

4×4 = 16

therefore, B is the right answer.

Answer:

1.4

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer:

$37

2x+15=y

Step-by-step explanation:

2x+15=y would be the function for any member's cost to be figured.

In Anna's case, if she bought 11 slices of pizza for $2 each and paid for her monthly membership of $15 then the equation would be

2(11)+15=

2x11=22

22+15=37

Her cost for that month would be $37

Answer:

{(0, -4), (1, -2), (2, 0), (3, 2), (4, 4)}

Input values (x) = {0, 1, 2, 3, 4}

Output values (y) = {-4, -2, 0, 2, 4}

Step-by-step explanation:

Given the linear equation, y = 2x - 4, you could practically choose any input value (for x), to have an output value (for y).

If x = 0:

y = 2(0) - 4

y = 0 - 4

y = -4

First ordered pair: y-intercept =  (0, -4)

If x = 1:

y = 2(1) - 4

y= 2 - 4

y = -2

Second ordered pair: (1, -2).

If x = 2:

y = 2(2) - 4

y= 4 - 4

y = 0

Third ordered pair: x-intercept =  (2, 0).

If x = 3:

y = 2(3) - 4

y = 6 - 4

y = 2

Fourth ordered pair: (3, 2).

If x = 4:

y = 2(4) - 4

y = 8 - 4

y = 4

Fifth ordered pair: (4, 4).

Your input values (x) = {0, 1, 2, 3, 4}

Your output values (y) = {-4, -2, 0, 2, 4}

Answer: i has no ideah

Step-by-step explanation: no picture

lol

Answer:

please provide a picture

Step-by-step explanation:

Answer:

-5/6a - 5/8

Step-by-step explanation:

In order to to simplify the linear expression you must combine like terms.

"like terms" are terms whose variables and exponents are the same. for example 2x and x are like terms. In this case, -2/3a and -1/6a are like terms as they have the same variable (a) and exponent (1). -2/3a - 1/6a = -4/6a - 1/6a = -5/6a

Next, we combine the constants 1/8 and -3/4. 1/8 - 3/4 is the same as 1/8 - 6/8 which is equal to -5/8. Therefore the final simplified linear expression is -5/6a -5/8.

Additional help

if you require additional help on adding fractions whose denominators are not the same see the link below:

https://www.varsitytutors.com/hotmath/hotmath_help/topics/adding-fractions-unlike denominators#:~:text=If%20the%20denominators%20are%20not,Then%20add%20and%20simplify.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

The expression equivalent to 2 (y + 9 - 3y) is 18 - 4y.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

2 (y + 9 - 3y)

Adding like terms.

2 (9 - 2y)

Removing the parenthesis.

2 x 9 - 2 x 2y

18 - 4y

Thus,

The expression equivalent to 2 (y + 9 - 3y) is 18 - 4y.

Learn more about expressions here:

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Answer:

C: 36 × 10^6 m²

Step-by-step explanation:

Given the side length of a square = 6 × 10³m,

To solve for the area of a square, use the following formula:

A = S² where:

S = side of the square

Substitute the given value for the side into the formula:

A = S²

A = (6 × 10³)²

A = 36000000 or 36 × 10^6 m²

NOTE:

6 × 10³ is also the same as 6 × 1000 = 6000,

(6 × 10³)² is essentially 6,000² = 36,000,000

Therefore, the correct answer is C) 36 × 10^6

Answer:

[tex]6+2n+4-2d\cdot n = 1090[/tex]

Step-by-step explanation:

We have to convert everything to the same value. For example, 8$ would be 8 cents. And 1 Nickle would be 5 cents.

n = number of nickles

d = the number of dimes

q = number of quarters

1 nickle = 5 cents

1 dime = 10 cents

1 quarter = 25 cents

Step 1: Convert the total amount from dollars to cents.

There were $10.90 in total. Since there are 100 Cents in 1 Dollar, there would be 1090 cents in 10.90 dollars. (Tip you can easily find how many cents there are in dollars if you simply remove the decimal ".")

We are converting this because we need to have every value in the same term.

Step 2: Convert all of the amounts to cents.

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Answer:

i think it's d

Step-by-step explanation:

Answer:

The identity sinA sin(A+2B) - sinB sin(B+2A) = (sinA)^2 - (sinB)^2 is proved below.

Step-by-step explanation:

sinA sin(A+2B) - sinB sin(B+2A) =

sinA ( sin(A) cos(2B) + sin(2B) cos(A) ) - sinB (sin(B)cos(2A) + sin(2A)cos(B) ) =

sinA( sinA [cos^2(B)- sin^2(B)] + 2 sin(B) cos(B) cosA ) - sinB( sinB(cos^2A-sin^2A)+2 sinA cosA cos(B) ) =

sin^2A(cos^2B-sin^2B) + 2 sinB cosB sin(A) cos(A) - sin^2B(cos^2A-sin^2A) - 2 sinA sinB cosA cosB =

sin^2A(cos^2B-sin^2B) - sin^2B(cos^2A-sin^2A) =

sin^2Acos^2B - sin^2Asin^2B - sin^2Bcos^2A + sin^2Bsin^2A =

sin^2Acos^2B - sin^2Bcos^2A =

(1 - cos^2A)(cos^2B) - (1 - cos^2B)(cos^2A) =

cos^2B - cos^2A cos^2B - cos^2A + cos^2B cos^2A =

cos^2B - cos^2A =

1 - sin^2B - (1 - sin^2A) =

sin^2 (A) - sin^2 (B)

Answer:

try 80

Step-by-step explanation:

cause u add the number

Answer:

33

Step-by-step explanation:

31 days in October

7x5=35

possible answers are:

32,33,34

as to be odd so its 33

Answer:

3)Comparing two mathematical functions and studying the properties of one function are two different problems. Most of the properties you listed are properties a function has, rather than what you would use to compare two functions. Yes you can compare two functions by stating that they have different domains/ranges, whether one is injective and another is not, but these comparisons aren’t really that interesting (rather, we are more interested in whether a function has certain properties).

Answer:

Step-by-step explanation:

Use the law of cosines:

Substitute the values:

Use law of cosines