Answer:21
2122
Step-by-step explanation:
Answer:
150 students.
No
.20
3/10
Step-by-step explanation:
What you do for the first one is you take 1,500 and times it by 90%. You will get 1,350. You will then take the 1350 and minus it from 1500 to get 150 students.
The next one says that he drilled a hole that is 5/9 inches wide. He has a drill bit that is 5/6. Will the drill bit be big enough. No because 5/9 is .556 and 5/6 is .833.
For the next one all they want you to do is look at the fruit percentage and put it into a decimal which is .20.
The next one they want the fraction that represents 30% which is 3/10.
Answer:
E
Step-by-step explanation:
Hopefully this isn't too late. My work is attached below.
Step-by-step explanation:
1/3,0,9
9,3,27
1/9,3,27
Answer:
Hello,
Step-by-step explanation:
![A=(1,2)\\B=(0,-1)\\\overrightarrow{AB}=((0,-1)-(1,2)=(-1,-3)\ ||\overrightarrow{AB}||^2=1+9=10\\\overrightarrow{BC}=((3,-2)-(0,-1)=(3,-1)\ ||\overrightarrow{BC}||^2=9+1=10\\\\Triangle\ is\ isosceles.\\\\\overrightarrow{AB}.\overrightarrow{BC}=(-1,-3)*\left[\begin{array}{c}3\\-1\end{array}\right] =-3+3=0\\\\Triangle \ is\ right.\\\\](https://tex.z-dn.net/?f=A%3D%281%2C2%29%5C%5CB%3D%280%2C-1%29%5C%5C%5Coverrightarrow%7BAB%7D%3D%28%280%2C-1%29-%281%2C2%29%3D%28-1%2C-3%29%5C%20%7C%7C%5Coverrightarrow%7BAB%7D%7C%7C%5E2%3D1%2B9%3D10%5C%5C%5Coverrightarrow%7BBC%7D%3D%28%283%2C-2%29-%280%2C-1%29%3D%283%2C-1%29%5C%20%7C%7C%5Coverrightarrow%7BBC%7D%7C%7C%5E2%3D9%2B1%3D10%5C%5C%5C%5CTriangle%5C%20is%5C%20isosceles.%5C%5C%5C%5C%5Coverrightarrow%7BAB%7D.%5Coverrightarrow%7BBC%7D%3D%28-1%2C-3%29%2A%5Cleft%5B%5Cbegin%7Barray%7D%7Bc%7D3%5C%5C-1%5Cend%7Barray%7D%5Cright%5D%20%3D-3%2B3%3D0%5C%5C%5C%5CTriangle%20%5C%20is%5C%20right.%5C%5C%5C%5C)
