help answer this im struggling omg

Answer:

39 centimeters

Step-by-step explanation:

to find the area of a circle you first find the radius which is the disctance from the edge of the plate to the center. you then multiply it by pi to find the total area.

The required area of the given plate with a diameter of 25 centimeters is 491 centimeters². Option B is correct.

The area of the circle is given by the pie times square of the radius.

Area of circle = πr^2

here,
A line drawn from one side of a circular plate to the other, through the center of the plate, measures 25 centimeters.

So, the Diameter of the plate = 25 centimeters,

The area of the plate is given as,
Area of plate = π × [diameter/2]²
                   = 3.14 × [25/2]
                   = 491 centimeters²

Thus, the required area of the given plate is 491 centimeters². Option B is correct.

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Answer:

permeant

Step-by-step explanation:

Stroking with one pole of a permanent magnet works because it aligns the atoms in the nail to line up in the same polar direction, giving the nail a north and a south magnetic pole.

Answer:

B - 500 + 10x = 700

Step-by-step explanation:

It’s not C because there’s nothing to subtract, he’s just gaining. It’s not A because he gains 10 every month, so the x would have to be on the 10, which means it’s B.

Answer:

B-500+10x=700

Step-by-step explanation:

Answer:

In this case, adding 2 to the previous term in the sequence gives the next term. In other words, an=a1+d(n−1) a n = a 1 + d ( n - 1 ) . This is the formula of an arithmetic sequence.

Step-by-step explanation:

Answer:

11

Step-by-step explanation:

assuming they keep continuing on as odd the next number would be 11

Answer:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Step-by-step explanation:

Thats the alphabet so the P is the 16th letter so it's 16 thx pls do brainliest thanks so much

[tex]here \: y \: by \: itself \: means \\ \: y \: stands \: alone \: with \: \\ nothing \: nearby \: it .\\ \\ hope \: it \: helps..[/tex]

Answer:

Step-by-step explanation:

Original cost = $56

Cost of 3 shirts:

Cost of 3 shirts with discount:

Add tax:

Mean cost of each shirt:

Answer:

72 boys

Step-by-step explanation:

120 * .60. That's how you solve it! Hope it helps!

Further explanation:

To get .60, you divide 3 by 5 which is .60

Then you multiply 120 times .60 and you'll get 72 which is 72 boys

Bonus: 120 - 72 = 48 girls!

Answer:

There are 45 boys.

Step-by-step explanation:

The best way to easily solvethis is by making equations, see below.

[tex]let \: b \: represent \: number \: of \: boys \\ let \: g \: represent \: number \: of \: girls[/tex]

[tex]b + g = 120 \\ b = \frac{3}{5} g[/tex]

Now we can subtract the secons equation from the first.

[tex]g = 120 - \frac{3}{5} g[/tex]

I'm also goong to multiply the equatipn by 5 to remove the fraction.

[tex]5g = - 3g + 600[/tex]

Now simplify

[tex]8g = 600 \\ g = 75[/tex]

Now we found out there are 75 girls. Now we insert this into our second equation to find how many boys there are.

[tex]b + 75 = 120 \\ b = 45[/tex]

Now we know there are 45 boys.

Answer:

Answer is C multiply 5 by every ticket

Step-by-step explanation:

Answer:

You get out what you put in, like everything else in life. There are many levels of relationships and degrees of connection. We all respond and are available to different dynamics.

Step-by-step explanation:

Answer:

The answer is  2/405Xmn with an exponent of 5 at the end

Answer:the answer is 0.16 in the calculator its 0.166666666667 but just take the first 3 numbers at thats your answer.

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

Given that :

Player who makes last move receives 11 - point bonus

Let s = score before end game bonus ; f = final score ;

Final score (f) when s = 1

Final score =) score before end game bonus) + 11 point bonus

Final score = 1 + 11 = 12

Answer:

im not 100 percent sure but i think its x=71

Answer:

Step-by-step explanation:

The problem with this question would be resolved in a New York second if people learned what an exterior angle was. x is an exterior angle. Exterior angles have their own set of properties. One of them is that they are the sum of the two interior angles not supplementary to the given exterior angle.

In the diagram above the supplement to x has no marking. It is not an exterior angle. x is the exterior angle.

A triangle has Interior sums of 180o. Everyone here seems to understand that. What is not understood is the properties of x and the other two exterior angles. Exterior angles polygons of any number of sides have exterior angles that add up to 360 degrees. The 360 degrees does not indicate that they are not circles.

So the answer to this question is that x = 64 + 45 = 109. If you put anything else in, you will get it wrong.

This question checks to see if you understand the difference between an exterior angle and an interior angle. 71 is not the answer. It is not even the second best answer. It is just the third interior angle.

Answer:

1/42

Step-by-step explanation:

consumed

1/2+1/3= 5/6

left

total- consumed

6/7-5/6= 1/42

Answer:

-2/3

Step-by-step explanation:

Since slope is just rise over run, find the y intercept and see how far it is from the x axis. If it goes down and is above  \the x axis, then it is negative and if it is under the x axis, then it is positive. Then count how far the x intercept is. Same concept as the y intercept. Then, you put it as a fraction (y goes on top of x) and simplify to get your slope.

Given:

Candle A comes out of the mold at 211 ​mm, and is expected to be at 187 mm after 8 hours of burning.

The model for Candle B is

[tex]h=210-5t[/tex]

where, h is the height in millimeters and t is the time in hours.

To find:

The initial values for each​ candle and its interpretation.

Solution:

Candle A comes out of the mold at 211 ​mm, and is expected to be at 187 mm after 8 hours of burning.

So, initial value of candle A = 211 mm

The model for Candle B is

[tex]h=210-5t[/tex]

Putting t=0, we get

[tex]h=210-5(0)[/tex]

[tex]h=210-0[/tex]

[tex]h=210[/tex]

So, initial value of candle B = 210 mm

Initial values for each candle tell​ you about the height of the candles before they start burning.

Initial value of candle A is greater than B, so the height of candle A is greater than B before they start burning.

Therefore, the initial value of candle A is 211 mm and initial value of candle B is 210 mm.

Answer:

Y = 2x + 1

Step-by-step explanation:

Hope this helps. Pls give brainliest.

Answer:

The answer is c

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Answer:

x = 3

y = 18

Step-by-step explanation:

you replace y with 6x

x + 6x = 21

combine like terms

7x = 21

divide both sides by seven

x = 3

then you plyg 3 into the other equation

y = 6(3)

y= 18

Answer:

x=3

y=18

Step-by-step explanation:

x+y=21..........equation 1

or,x=21-y......equation 2

y=6x.......equation3

substituting the value of x in equation 3

y=6(21-y)

or,y=126-6y

or,7y=126

y=18

again,substituting the value of y in equation 2

x=21-y

or,x=21-18

x=3

x=3,y=18

Answer:

C: 31% of the variation in the GPA is accounted for by the linear relationship with number of absences.

Step-by-step explanation:

right on edge

The correct interpretation of the value of r² in this context is 31% of the variation in the GPA is accounted for by the linear relationship with the number of absences.

The interpretation of the value of r² in the context of the relationship between a student's number of absences (x) and their grade point average (GPA) (y).

First, what is r²? The coefficient of determination, denoted as r², is a statistical measure that represents the proportion of the variance (variation) in the dependent variable (GPA) .

That can be explained or predicted by the independent variable (number of absences) in a linear regression model.

Here, the value of r² is 31%. This means that 31% of the total variability in the GPA scores of the 15 randomly selected students can be explained by the linear relationship with the number of absences.

31% of the differences in GPAs among the students can be attributed to the differences in their number of absences.

The remaining percentage (100% - 31% = 69%) represents the unexplained or residual variation in the GPA scores.

This unexplained variation could be due to other factors not considered in the linear relationship, such as individual study habits, natural academic ability,

or other variables that were not part of the data analysis.

The interpretation is that 31% of the variation in the GPA scores can be accounted for by the linear relationship with the number of absences, while 69% of the variation remains unexplained by this relationship.

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Answer:

não consigui entender

[tex] = - 8 + (- 8(6n)) (- 8(1)) \\ = - 8 - 48n - 8 \\ = - 16 - 48n[/tex]

A (-5, -9)

B (3, -1)

C (10, 10)

Answer:

They were both the same price

Step-by-step explanation:

$13.00 divided by 5 is 2.6

$5.08 divided by 2 equals 2.54 and if you round, it equals 2.6

Every triangle has a total of 180 (when you add all three angles together), and the same would be for a straight angle, or two angles formed by am angle bisector (DC). 180-33=147, so the top part of C would be 147, which isn't necessarily needed, but that'd be how to solve that. A+B+C=180. A+2x+C=180. A would be 33 because AB and DC (segments) are parallel, and the segment bisector AE is a straight line, so 33+2x+C=180. 180-33=147/2=73.5, if I did that correctly.

Answer:

$26.90 + $1.61 = $28.51