Answer:
Step-by-step explanation:
-31 + 0i
Imaginary part = 0
A biased example: Asking students who are in line to buy lunch
An unbiased example: Asking students who are leaving/going to lunch(<em>NOT buying </em><em>lunch</em><em />).
But in this case, the answer choices can be... confusing.
Don't panic! You're given numbers and, of course, your use of logic.
Answer choice A: 100 students grades 6-8
Answer choice B: 20-30 students any <em>one</em> grade<em></em><em>
</em>Answer choice C: 5 students
<em></em>Answer choice D: 50 students grade 8
An unbiased example would be to choose students from <em>any grade.</em> So we can eliminate choices B and D.
Now, the question wants to <em>estimate how many people at your middle school buy lunch.</em> This includes the whole entire school, and if you are going to be asking people, you aren't just going to assume that if 5 people out of 5 people you asked bought lunch, the whole school buys lunch.
So, to eliminate all bias and/or error by prediction, answer choice A, the most number of students, is your answer.
Answer:
x = -2
y = 10
Step-by-step explanation:
Since they already gave y as -3x +4, you will then have to substitute that amount into the formula
9x + 5y = 32
By doing that you get
9x +5(-3x+4) = 32
9x -15x +20 = 32
Then, you ill take 20 to the other side to subtract 32, which will get you
-6x = 12
Then, you will get x = -2
Then substitute that for the equation
y = -3x + 4
You will get
y = -3(-2) + 4,
You will get y as 10
SO then your final answer is x = -2, y = 10
For the first question
The image grew bigger the new triangle is bigger than the original one
The scale factor is 3 by finding the length of
CA prime divided by Regular CA
Answer:
when you multiply a whole number by itself it will obviously get bigger.
4 to the 2nd power equals 16 because 4x4 = 16
if you were to multiply a smaller number though, it wouldn't get as big.
Each number you put to the same exponent will not get bigger at the same rate since each number isnt being multiplied by the same thing.
ex. 4 and 6 are raised to the second power both dont get multiplied by the same number 4 is multiplied by 4, and 6 by 6, therefore the bigger the number the bigger it grows.
Fractions get smaller for this reason when you have the fraction 2/3 raised to the second, both numbers must be raised. 2 to the second equals 4 while 3 to the second is 9.
1/2 to the second would then equal 1/4 since 1 to the second equals 1 and 2 to the second equals 4.
Step-by-step explanation:
