I am confused by this question, please help!!!!!!

Answer: 20%

Step-by-step explanation: You can evenly divide 20 by 5, which is four, which makes four 20% of 20. You can subtract 4 from 20 to get 16 to prove this, and keep going all the way back to 0 5 times.

Length of edge of cube = 6.24 unit

A cube is a three-dimensional object that has 6 congruent square faces. Dimensions of all the 6 square faces of the cube are the same. A cube is sometimes also referred to as a regular hexahedron or as a square prism.

Given,

volume of cube = 27×9 cubic units

Length of edge of cube = ∛(27×9)

                                        = ∛243

                                        = 6.24 unit

Hence, 6.24 unit is length of edge of cube.

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Answer:

There are 14 pizza rolls and 2 mini hot dogs in the combination meal.

Step-by-step explanation:

From the question, we have the following parameters

Pizza roll = 55 calories each

Mini hotdog = 70 calories each

Combination meal = 910 calories in total

Let the pizza roll be x and the mini hotdog be y

So, we have

55x + 70y = 910

x = 12 + y

Make x the subject in x = 12 + y

x = 12 + y

Substitute x = 12 + y in 55x + 70y = 910

55(12 + y) + 70y = 910

Evaluate

660 + 55y + 70y = 910

So, we have

125y = 250

This gives

y = 2

Recall that

x = 12 + y

So, we have

x = 12 + 2

x = 14

Hence, there are 14 pizza rolls and 2 mini hot dogs

7 is mean Seven is the average of the times shown on the dot plot as the amount of time it takes to get through the obstacle course.

The mean of a dataset, often termed as the arithmetic mean, is the amount of all values divided by the overall number of values (as opposed to the geometric mean). This is the most often used indicator of central tendency and is frequently referred to as the "mean." This is obtained by dividing the number of values in the dataset by the sum of all the values. Calculations can be performed using either raw data or data that has been integrated into frequency tables. A number's average is referred to as its average. Simple math can be used to determine: After simply adding all the digits, divide by the number of digits. the sum divided by the number.

given

three obstacles are overcome by three students.

Total Observations / Sum of Observations = Mean

= 21 / 3

= 7

7 is mean Seven is the average of the times shown on the dot plot as the amount of time it takes to get through the obstacle course.

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The complete question is :- LeveT P × Diane is a camp counselor. She designs a new obstacle course, and tests the course with  friends. The dot plot shows the time it takes them to complete the obstacle course. a What is the mean of the times? Obstacle Course Test mean - mean 7 minutes.

The function f(a+1) is equal to option C. 3a + 4.

Given function:

f(x) = 3x + 1

We have to find f(a+1).

For this purpose, we will take x = a+1 and

substitute it in the function f(x) = 3x+1:

f(x) = 3x + 1

f(a+1) = 3(a+1) +1

f(a+1) = 3(a) + 3(1) +1

f(a+1) = 3a+3+1

f(a+1) = 3a + 4

So the function f(a+1) is equal to option C. 3a + 4.

The complete question is,

Given the function f(x) = 3x + 1, evaluate f(a + 1).

A. 3a + 1

B. a + 2

C. 3a + 4

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The scaled copy is bigger that means each side is bigger than the original one or the factor is grater tan 1 as  final length(bigger)/ original > 1

In mathematics, a dilation is the enlargement or contraction of a figure by a predetermined scale factor, k, at or around a center of dilation. It is a transformation style that yields comparable figures.

Depending on the scale factor, the original figure will either enlarge or decrease in size. Scaling, also known as dilations, has no impact on how angles are measured.

The original and updated figures' angles will not change because the size has not changed but the shape has. Preimage and image are two terms that can be used to describe the first and new figures, respectively.

The original figure's vertices are identified with capital letters, such as B, to make it easier to identify between two similar figures.

The scaled copy is bigger that means each side is bigger than the original one or the factor is grater tan 1 as  final length(bigger)/ original > 1

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ans is 90 and 30

Step-by-step explanation:

LN=90° (right angle)

MN=30°(DO THE MATH)

The four ways to find the midpoint of a line segment are using the Midpoint Formula, using the Distance Formula, using a Graph, and using a Ruler.

Using the Midpoint Formula:

This method involves using the midpoint formula, which is (x1 + x2)/2, (y1 + y2)/2. This formula gives the coordinates of the midpoint when the coordinates of the two endpoints of the line segment are known.

Using the Distance Formula:

This method involves using the distance formula to find the distance between the two endpoints of the line segment and then dividing the distance by 2. The midpoint will be located at the point that is half the distance from each endpoint.

Using a Graph:

This method involves plotting the two endpoints of the line segment on a graph and then drawing a line segment connecting the two points. The midpoint of the line segment will be located at the point where the line segment is bisected.

Using a Ruler:

This method involves measuring the distance between the two endpoints of the line segment with a ruler or measuring tape, and then marking the point that is halfway between the two endpoints. The midpoint of the line segment will be located at the point that is marked.

All of these methods can be used to find the midpoint of a line segment, it depends on what information is given and what tools are available.

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The particle size of a solution is 0 point 1 nm – 1 nm, and it is a homogeneous mixture of two or more substances called solution.

The term "solute" refers to the material that is dissolving in the solvent to create a solution. It is less prevalent in the solution than the solvent.

A solvent is a substance found in solutions that helps a solute dissolve. It is more prevalent than the solute in the solution.

A solution has the following characteristics:

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The perimeter of an equilateral triangle is equal to three times the length of the side.  Perimeter = 33 cm and Area =  30.58 cm^2 (√30.58 cm^2)

Perimeter of an equilateral triangle = 3 x side  

=> 3 x 11 cm = 33 cm  

Area of an equilateral triangle = (√3/4) x (side^2)  

=> (√3/4) x (11 cm^2)  

=> (√3/4) x (121 cm^2)  

=> 30.58 cm^2  

=> √30.58 cm^2

The perimeter of an equilateral triangle is equal to three times the length of the side. Therefore, an equilateral triangle with a height of 11 cm will have a perimeter of 33 cm (3 x 11 cm). The area of an equilateral triangle can be calculated using the equation (√3/4) x (side^2). In this case, the area of the triangle is 30.58 cm^2 ((√3/4) x (11 cm^2)). This can be simplified to √30.58 cm^2 in its simplest radical form.

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Answer:

29 is the correct answer

A 4 polygon is a two-dimensional shape with four sides and four angles.

Polygon is a closed figure in a plane made up of straight lines or curved lines that intersect in pairs. A polygon has at least three sides and angles. The sides can be of any length and the angles can be of any measure. Polygons are classified according to the number of sides they have, such as triangles (3 sides), quadrilaterals (4 sides), pentagons (5 sides), hexagons (6 sides), etc. Polygons are used in many fields, from mathematics to engineering.

It is a type of quadrilateral, which is a polygon with four sides. Examples of 4 polygons include squares, rectangles, rhombuses, and trapezoids. All 4 polygons have four sides of equal length, and all their interior angles add up to 360 degrees.

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Speed = 7.7miles/2.2hours = 3.5miles/hour

In physics, the average speed is defined as the ratio of distance traveled during a certain time period.

Distance/Time = Speed

If the problem stated that the two groups’ average speeds are equal,

Mark’s Group Speed Equals Sally’s Group Speed

The problem now suggests that the time is likewise equal. That means Sally’s group took t = 4.7 – 2.5 = 2.2 hours to travel the remaining 7.7 miles.

That implies that the speed is,

7.7 miles/2.2 hours = 3.5 miles/hour.

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The number of different combinations to pay 10p with British coins is given as follows:

6.

The British coins are defined as follows:

Hence the different combinations to pay 10p with British coins are given as follows:

Which means that the number of combinations is of six, and the six combinations are the ones listed by the bullet points, above.

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In part A; The graph of inequality y > 2x - 9 shows the dashed line.

And, In part B; The graph of inequality y - 6 ≤ x shown the solid line.

A relation by which we can compare two or more mathematical expression is called an inequality.

Given that;

The inequality are,

Part A: y > 2x − 9

Part b; y − 6 ≤ x

Now,

In part A; The inequality '<' used which represent the dashed line

And, In part B; The inequality ≤ used which represent the solid line.

Hence, The graph of inequality y > 2x - 9 shows the dashed line.

And, The graph of inequality y - 6 ≤ x shown the solid line.

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The compound inequality says that x+1 is greater than 3 and less than 6.

When two expressions are connected by a sign like "not equal to," "greater than," or "less than," it is said to be inequitable. The inequality shows the greater than and less than the relation between variables and the numbers.

Given that the compound inequality is 6 > x + 1 > 3. The compound inequallity says that the value of x +1 is greater than 3 and is less than 6.

The inequality can be written as,

6 > x + 1 > 3

x + 1 > 3

x +1 < 6

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Lily is making smoothie. Each smoothie 1/2 ​ cup of yogurt. The fraction is   [tex]1\frac{1}{2}[/tex] cup of yogurt does he need to make 3 smoothie.

Fraction:

Fractions represent parts of a whole. This whole thing can be a region or a collection. The word break comes from the Latin word "fraction" which means "to divide". The earliest civilization to study fractions, the Egyptians, used fractions to solve mathematical problems such as the division of food, supplies, and the lack of bullion currency.

In ancient Rome, fractions were written to represent parts of a whole using only words. In India, fractions were originally written with the numbers (numerator and denominator) on top of each other, but without lines. Arabs were the only ones who added the dash used to separate the numerator and the denomination.

According to the question:

Lily on the given conditions, formulate: 1/2 × 3

Write as a single fraction: [tex]\frac{1 * 3}{2}[/tex]

Calculate the product or quotient: 3/2

Convert to mixed fraction: [tex]1\frac{1}{2}[/tex]

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Answer:

the equation of the line = y + x -3 -3 = 0

Step-by-step explanation:

Equation of the line is give n by the formula

y - y¹ = m

x - x¹

note: m is the gradient.

Point = (3, 3) and (-1, 7).

Gradient =m= y2 - y1 = 7 - 3 = 4 = -1

x2 - x1 -1 -3 -4

the equation of the line

y - y1 = m

x - x1

y - 3 = -1

x - 3

note: Perform cross multiplication also remember every whole number is over one.

=y - 3 = -1 (x - 3)

=y - 3 = - x + 3

y + x - 3 - 3 = 0.

Answer: To get another turn, Sydney's score must be greater than 1. Therefore, to find the lowest number that Sydney can roll to get another turn, we need to find the smallest number that, when multiplied by the fraction on the card, will give a result greater than 1.

It's not mentioned which fraction card Sydney drew, so we can assume any fraction.

Let's assume the fraction card is labeled 1/4.

To get another turn, Sydney's score must be greater than 1. Therefore, we need to find the smallest number that, when multiplied by 1/4, will give a result greater than 1.

1/4 * x >1

x > 4

so the smallest number that Sydney can roll to get another turn is 5.

It should be noted that this is assuming that the fraction card is labeled 1/4 , if the fraction card is labeled with any other fraction the answer would be different.

Step-by-step explanation:

Answer: 3

If you look at the left-most side on figure A, youll notice that it is 2 units long. On figure B, it is 6 units long. 2*x=6 where X is the scale factor. You'll find that X=3. YW BRO

Answer:

Davids Score

Step-by-step explanation:

The expression (s+t)(x) is equal to the sum of the functions s(x) and t(x), the expression (s*t)(x) is equal to the product of the functions s(x) and t(x), and the expression (s-t)(-1) is equal to the difference between the functions s(-1) and t(-1). When evaluating (s+t)(-1) we get the result 0.

(s+t)(x)=s(x)+t(x)

(s*t)(x)=s(x)*t(x)

(s-t)(-1)=s(-1)-t(-1)

(s+t)(-1)=s(-1)+t(-1)=-2+2=0

(s+t)(x) = s(x)+t(x)

This means that the expression (s+t)(x) is equal to the sum of the functions s(x) and t(x).

(s*t)(x) = s(x)*t(x)

This means that the expression (s*t)(x) is equal to the product of the functions s(x) and t(x).

(s-t)(-1) = s(-1)-t(-1)

This means that the expression (s-t)(-1) is equal to the difference between the functions s(-1) and t(-1).

Finally, when we evaluate (s+t)(-1) we get s(-1)+t(-1)=-2+2=0.

The expression (s+t)(x) is equal to the sum of the functions s(x) and t(x), the expression (s*t)(x) is equal to the product of the functions s(x) and t(x), and the expression (s-t)(-1) is equal to the difference between the functions s(-1) and t(-1). When evaluating (s+t)(-1) we get the result 0.

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You want to build a structure with a length of 5 m, where the proportions of other dimensions are conserved. Estimate the scale factor, 10 cm / 5 m = 0.02 .

The scale factor is a number that represents the ratio of the measurements of two similar figures, such as geometric shapes or maps. To find the scale factor, you can compare corresponding side lengths or angles of the two figures. The scale factor is the ratio of the length of a side in one figure to the corresponding side in the other figure. You can also find the scale factor by taking the square root of the ratio of the areas or the ratio of the volumes of the two similar figures.

Once you have the scale factor, you can use it to find the missing measurements of a similar figure by multiplying any measurement of one figure by the scale factor. In summary, the scale factor is a numerical value that allows to relate the measurements of two similar figures.

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As per the given volume of cuboid, the length is 4 cm and the surface area of the cuboid is 5.76cm

The general formula to calculate the surface area of cuboid is written as,

SA = 2[lb + bh + hl]

where l refers the length, w refers width and h refers height.

Here we have given that a cube of side length 6 cm and has the same volume as that of a cuboid of height 3 cm and breadth 4 cm.

Now, we have to find the length and the surface area of the cuboid.​

By the given value the Surface Area of Cube is calculated as.

=> 6s sq. =  6 x 4sq.

Then the value is 96 cm square

Then the Surface Area of Cuboid is calculated as,

=> 2(24+10h)=96

When we simplify the equation as

=> 24 + 10h = 48

=> 10h=24

Therefore, the value of h=2.4

Then the volume of Cuboid=6*4*2.4=5.76 cm.

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Chapters on progressions, quadratic equations, linear inequalities, the binomial theorem, permutations and combinations .

A quadratic polynomial in a single variable is x ax2+bx+c=0, which is a quadratic equation. a 0. The fact that this polynomial is of second order guarantees that it has at least one solution according to the Fundamental Theorem of Algebra. Solutions could be straightforward or difficult. A quadratic equation is one that has four variables. This suggests that at least one word in it has to be squared. One of the common formulas for solving quadratic equations is "ax2 + bx + c = 0." where the undefined variable "X" is represented by the numerical coefficients or constants a, b, and c.

given

Chapters on progressions, quadratic equations, linear inequalities, the binomial theorem, permutations and combinations, and mathematical induction can be found in class eleven algebra textbooks.

Students might improve their exam preparation by working through sample papers.

Attempt to answer the test questions from the prior year. Learning about the question format and scoring system will be beneficial.

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The positive exponent for the given expression is 1/5.

A positive exponent tells us how many times to multiply a base number, and a negate

ve exponent tells us how many times to divide a base number. We can rewrite negative exponents like x⁻ⁿ as 1 / xⁿ.

The given exponent is [tex]25^{-\frac{1}{2}[/tex].

Now, [tex]25^{-\frac{1}{2} }=(5^2)^{-\frac{1}{2}[/tex]

= 5⁻¹

= 1/5

Therefore, the positive exponent for the given expression is 1/5.

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The additive inverse of 8 /- 15 is -8 /+ 15. This means that the two numbers add up to 0 when combined.

The additive inverse of 8 /- 15 is -8 /+ 15. This means that the two numbers add up to 0 when combined. To find the additive inverse of 8 /- 15, simply change the sign of the number from negative to positive or from positive to negative. In this case, the sign of 15 needs to be changed from negative to positive, giving us 8 /+ 15. This means that when 8 /- 15 is added to 8 /+ 15, the result is 0. The concept of additive inverse is important in mathematics as it helps us to solve equations and understand the properties of numbers. Additive inverse is also referred to as the opposite of a number, as it is the number that needs to be added to the original number to get 0. Therefore, the additive inverse of 8 /- 15 is -8 /+ 15.

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Answer:

P(2)= 1/6

P(odd)= 1/2

P(factor)= 2/3

The weight after 36 weeks is 80.6 kg.

An expression is a combination of terms that are combined by using mathematical operations such as subtraction, addition, multiplication, and division.

Given that, a man weighs 95 kg and starts an exercise and eating programme to lose weight.

Let the number of weeks be x.

Now, the expression is 95-0.4x

Here, x=36

95-0.4×36

= 95-14.4

= 80.6 kg

Therefore, the weight after 36 weeks is 80.6 kg.

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Answer:

I think the answer is A

1,2