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wolverine [178]
3 years ago
6

A line is drawn through (–4, 3) and (4, 3). Which describes whether or not the line represents a direct variation?

Mathematics
2 answers:
Ghella [55]3 years ago
7 0

Answer:

(c) on ed

Step-by-step explanation:

got this right

bija089 [108]3 years ago
4 0
The line does not represent a direct variation because it does not go through the origin.
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Nina decided to raise money for a community organization that provides free classes and legal
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A percentage is a way to describe a part of a whole. The money that is raised by Nina in the second month is $960.

<h3>What are Percentages?</h3>

A percentage is a way to describe a part of a whole. such as the fraction ¼ can be described as 0.25 which is equal to 25%.

To convert a fraction to a percentage, convert the fraction to decimal form and then multiply by 100 with the '%' symbol.

Given that the money raised by Nina in the first month is $800, while the money raised by Nina in the second month is 20% more.

Therefore, the money raised by Nina in the second month is,

Money raised = $800 + 20% of $800

                       = $800 + 0.20($800)

                       = $800 + $160

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Hence, the money that is raised by Nina in the second month is $960.

Learn more about Percentages here:

brainly.com/question/6972121

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8 0
2 years ago
Please help idk how to find the surface area of this triangular prism
ra1l [238]

Answer:

you have to find the area of the rectangle at the bottom and then find the area of the 2 long triangles and the 2 small triangles and add them together

Step-by-step explanation:

5 0
3 years ago
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40% of 25 is?.. help!
antoniya [11.8K]

Answer:

40% of 25 is <u>10</u>

Step-by-step explanation:

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If a=5+2i, b=-3+i and c=4i(2+3I), determine ab+c in simplest a+bi form
Nady [450]

Answer:

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Step-by-step explanation:

(5+2i)(-3+i)

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2 years ago
A student thinks that the regular pentagon in the diagram
Nadya [2.5K]

Answer:

A

Step-by-step explanation:

The student must have thought that every single arrowhead is a line of symmetry, so since there are 10 arrowheads, there must be 10 lines of symmetry. This is incorrect because if you look closely at the diagram, each line has 2 arrowheads, so the student is overcounting by a factor of 2. They should have just counted the number of lines, not arrowheads. Therefore, there must be 10/2 = 5 lines of symmetry, not 10. Hope this helps!

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