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Answer:

a) 3 hr    b  )  32.5 miles

Step-by-step explanation:

195 m / 65 m/hr = 3 hr

65 m/hr  *  1/2 hr = 32.5 miles

Answer:

[tex] \frac{7}{20} [/tex]

Step-by-step explanation:

Red marbles = 33

Blue marbles = 72

Probability of selecting red or blue marbles:

[tex]33 + 72 = 105 \\ \frac{105}{300} = \frac{7}{20} [/tex]

Answer:

No

Step-by-step explanation:

numbers with decimals that terminate or repeat are not irrational. they are rational.

Answer:

20 shirts = $445.00

40 shirts = $541.00

60 shirts = $637.00

Step-by-step explanation:

multiply 20, 40 and 60 by 4.8 then add 349.

20*4.8 = 96

96+349 = 445

40*4.8 = 192

192+349 = 551

60*4.8 = 288

288+349 = 637

DI AKO KRINUSHBAK SANA KAYO DIN

Answer:

13+26=39

Step-by-step explanation:

the 7th odd number is 13 and 13th even is 26

Answer:

[tex]\displaystyle 39[/tex]

Step-by-step explanation:

[tex]\displaystyle 39 = 13 + 26 \Rightarrow 39 = 13 + 2[13][/tex]

On a hundred chart, you will see that the seventh odd number is [tex]\displaystyle 13,[/tex]and the thirteenth even number is self-explanatory, so you should know what occurs there.

I am joyous to assist you at any time.

Answer:

i don't know lol

Step-by-step explanation:

it would be better to guess

Answer:193

Step-by-step explanation:

193.15923933 and then round to 193

Answer:

13

Step-by-step explanation:

First, fill in 3 boxes of the table using the given information (blue numbers on the attached table)

"Of the 32 students that have a cell phone, 19 students do not have a tablet."

The top row of the table is students who have a cell phone.  Therefore, place 19 in the box in this row that is in the "no tablet" column.

"Of the 70 students that have a tablet, 57 students do not have a cell phone."

The first column of the table is students who have a tablet.  Therefore, place 57 in the box in the 2nd row of this column.

"11 students do not have a cell phone or a tablet."

Find the "no cell phone" row and the "no tablet" column and place 11 in the box that coincides.

We can calculate the blank totals using addition (shown by green numbers on the attached table)

To calculate the number of students who have a cell phone AND a tablet:

⇒ Total students with a cell phone minus students with a cell phone but no tablet

⇒ 32 - 19 = 13

Answer:

[tex]\rightarrow \sf x^2=\:17x\:+\:60[/tex]

change sides

[tex]\rightarrow \sf x^2 -17x -60 = 0[/tex]

breakdown, (60 : 20 * 3)

[tex]\rightarrow \sf x^2 -20x +3x-60 = 0[/tex]

factor the following

[tex]\rightarrow \sf x(x -20) +3(x-20) = 0[/tex]

collect into groups

[tex]\rightarrow \sf (x +3)(x-20) = 0[/tex]

final answer

[tex]\rightarrow \sf x=-3, \ 20[/tex]

Answer:

(x-20) (x+3) =0

Step-by-step explanation:

x ^ 2 = 17x + 60​

Subtract 17x from each side

x ^ 2 - 17x = 60​

Subtract 60 from each side

x ^ 2 - 17x - 60=0

What 2 numbers multiply by -60 and add to -17

-20 * 3 = -60

-20 +3 = -17

(x-20) (x+3) =0

​

The first coefficient is 2 and the last term is 6. They multiply to 2*6 = 12.

Now we must find two factors of 12 that add to 7 (the middle coefficient).

Through trial and error, you should find that:

3*4 = 12

3+4 = 7

So 3 and 4 are the numbers we're after. We'll split the 7m into 3m+4m and use the factor by grouping method as shown in the steps below.

2m^2 + 7m + 6

2m^2 + 3m + 4m + 6

(2m^2 + 3m) + (4m + 6)

m(2m + 3) + 2(2m + 3)

(m + 2)(2m + 3)

(2m + 3)(m + 2)

The order of the factors doesn't matter since something like 2*3 is the same as 3*2.

------------------------------------------------

Verifying the answer:

You can use technology like you did to check the answer, but here's one way to do it without a calculator.

(2m + 3)(m + 2)

n(m + 2) ...... let n = 2m+3

mn + 2n .... distribute

m( n ) + 2( n )

m(2m+3) + 2(2m+3) .... plug in n = 2m+3

m*2m + m*3 + 2*2m + 2*3 .... distribute

2m^2 + 3m + 4m + 6

2m^2 + 7m + 6

We arrive back at the original trinomial, so we have confirmed the answer.

Answer

-640x^6y

Step-by-step explanation:

Answer:

Step-by-step explanation:

Try to get all the numbers and variables on one side of the =

X^2 - 8x - 24 = 0

I think solving this equation via factorisation would be difficult so you should use the quadratic formula which I have attached.

There isn't any piece of data during Taylor's experiment which can be taken as  qualitative. Thus, correct choice is: Option D: None are qualitative.

Qualitative data tells about the quality or characteristic. It is tough to express it numerically or not at all expressible numerically. They are usually catagorical.

In contrast, there is quantitative data which can be expressed numerically.

The problem is missing its option, which are:

Mass can be measured (in kgs, grams etc), degree of inclination can be measured (in radians, degree etc), time can be measured (in seconds, minutes etc).

Thus, there isn't any piece of data during Taylor's experiment which can be taken as  qualitative. Thus, correct choice is: Option D: None are qualitative.

Learn more about qualitative and quantitative data here:

https://brainly.com/question/12929865

Answer:

The correct answer is 351.

Step-by-step explanation:

We will use order of operations to solve this problem. Recall that order of operations, AKA PEMDAS, states we should simplify numeric expressions in the following order:

Parentheses

Exponents

Multiplication/Division (ordered left to right)

Addition/Subtraction (ordered left to right)

Begin by evaluating the parentheses:

[tex]2+7^3+4(9-6)^2\div6\\2+7^3+4(3)^2\div6[/tex]

Simplify the exponents:

[tex]2+7^3+4(3)^2\div6\\2+343+4(9)\div6[/tex]

Multiply:

[tex]2+343+4(9)\div6\\2+343+36\div6[/tex]

Divide:

[tex]2+343+36\div6\\2+343+6[/tex]

Add:

[tex]2+343+6\\345+6\\351[/tex]

Answer:

23, 25, 27, 29

Step-by-step explanation:

14*2 = 28, 28-5=23

15*2=30, 30-5=25

16*2=32, 32-4=27

17*2=34, 34-5=29

[tex]14 \times 2 - 5[/tex]

[tex]28 - 5[/tex]

[tex]23[/tex]

[tex]15 \times 2 - 5[/tex]

[tex]30 - 5[/tex]

[tex]25[/tex]

[tex]16 \times 2 - 5[/tex]

[tex]32 - 5[/tex]

[tex]27[/tex]

[tex]17 \times 2 - 5[/tex]

[tex]34 - 5[/tex]

[tex]29[/tex]

Answer: 25

Step-by-step explanation:

25 * 25 = 625

Answer:

625

Step-by-step explanation:

25 times 25 equals 625

Answer:

Okay ordering them from least to greatest would be  7.47, 7.70, 7.706, and then 7.75.

Step-by-step explanation:

31/4 can also be simplified into 7.75

7.47 stays the same

so does 7.706

and 7 7/10 can be simplified into 7.70

So the order would be 7.47, 7.70, 7.706, and then 7.75.

Answer:

(0,21)

Step-by-step explanation:

when you want to find the x intercept make y=0

to find the y intercept make x=0

Answer:

For the outside square, the diagonal is 7√2, or about 9.9 units.

For the inside square, the diagonal is 5√2, or about 7.1 units.

Answer:

The answer is D

Step-by-step explanation:

Mark brainliest

Answer:

you are basically given an unknown and you try to solve for it. if you need any guidance feel free to ask.

Answer: NaN

Step-by-step explanation: The square root of a complex number can be determined using a formula. Just like the square root of a natural number comes in pairs (Square root of x2 is x and -x), the square root of complex number a + ib is given by √(a + ib) = ±(x + iy), where x and y are real numbers.

http://www.math.com/students/calculators/source/square-root.htm

that's the website I used

You can also maybe do it on a scientific calculator?

Hope that's helpful

Answer:

Infinitely many solutions

Step-by-step explanation:

A.

5x + 3(x – 5) = 6x + 2x – 15

5x + 3(x) + 3(–5) = 6x + 2x – 15

5x + 3x – 15 = 8x – 15

8x – 15 = 8x – 15

This equation has infinitely many solutions.

Why? because they have the same terms on both sides of the equation, everything is the same.

B.

One property that was used to solve this equation is the distributive property 3(x – 5).

Hope this helps!

Answer:

4

Step-by-step explanation:

[tex]\qquad\qquad\huge\underline{{\sf Answer}}♨[/tex]

Let's solve ~

[tex]\qquad \sf  \dashrightarrow \:40 + x + 25 = 180[/tex]

[tex]\qquad \sf  \dashrightarrow \:x + 65 = 180[/tex]

[tex]\qquad \sf  \dashrightarrow \:x = 180 - 65[/tex]

[tex]\qquad \sf  \dashrightarrow \:x = 115[/tex]

I hope you understood the procedure, please let me know if you have any doubts