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4 years ago

Need help on both questions

Mathematics

2 answers:

kirill [66]4 years ago

5 0

The answer to this question is 24,and,91

erastovalidia [21]4 years ago

4 0

Answer:

24, 91

Step-by-step Explanation:

$7) \\ area = 6 \times 4 \\= 24 \: {units}^{2} \\ \\ 8) \\ base \: length = 4 - ( - 9) = 4 + 9 = 13 \\ height \: = 5 - ( - 2) = 5 + 2 = 7 \\ area = base \times height \\= 13 \times 7 = 91 \: {units}^{2}$

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Which equation can be used to solve forz in the following diagram?

mixer [17]

Answer:

THis is a right angle making it 90°

Therefore, 6x-15) + x = 90

Step-by-step explanation:

7 0

3 years ago

Please help me! I'll give brainiest again!

mel-nik [20]

Answer:

48 cubic units.

Step-by-step Explanation:

$x=4$

$3$ random cubic units

$5$ tower-stacked cubic units

$6$ x $x$

$x^2= 4$ x $4$

4 0

3 years ago

Read 2 more answers

At the start of the school year, students in Mr. Pi’s class were asked the

kupik [55]

Answer:

No, there is not enough information to determine how many students were absent that particular morning.

Explanation:

The probability of randomly selecting a student who answered the question “yes” is the number of students that responded yes divided by the number of students present. Thus, it was:

21/30 = 7/10

The probability of randomly selecting a student who answered the question “no” is the number of students who answered "no" divided by the number of students present. Thus, it was:

9/30 = 3/10

On one particular morning later in the year, the probability of randomly selecting a student who had answered the question “yes” was 3/4

The equivalent ratios to 3/4 will tell you the possible combinations of students that answered yes and students present on that particular morning.

For instance: 3/4 = 6/8

6/8 would mean that there were 6 students that answered yes and 8 total students on that particular morning.

Since more than half of class was present, the total number of students was greater than 15. Then, you must find a ratio with a denominator greater than 15 (and less than 30).

The other equivalent ratios to 3/4 are: 9/12, 12/16, 15/20, 18/24, 21/28, 24/32, ...

That means that the only possibilities with more than 15 and less than 30 present students are 12/16, 15/20, 18/24, and 21/28.

The total number of absents might have been:

30 - 28 = 2
30 - 24 = 6
30 - 20 = 10
30 - 16 = 14

Since at least one of the students who had answered “yes” was absent and at least one of the students who had answered “no” was absent, all the above possibilities are valid: there is not enough information to determine how many students were absent that particular morning; they could be 2, 6, 10, or 14.

7 0

3 years ago

HELP MEEE

mel-nik [20]

Answer:

this is hard to tell and sorry if I'm wrong but I would say it is only a

Step-by-step explanation:

Aanything in the shaded area is correct if it's not it's wrong

3 0

3 years ago

PLEASE HELP ME ASAP !!!!!!

tester [92]

Answer:

See explanation below

Step-by-step explanation:

1. Arithmetic Sequence and Linear Functions

An arithmetic sequence is defined as a sequence of numbers one that has a constant difference, also called common difference, between two adjacent terms. Therefore the rate of change in an arithmetic sequence is the same roughout the sequence.

Example: The sequence 2, 4, 6, 8, 10,.... is an arithmetic sequence where the common difference is 2

A linear function has a constant rate of change (slope). In that manner, both arithmetic sequences and linear functions are similar

However, while an arithmetic sequence is composed of discrete values, a linear function is continuous and can be described in the form of an equation y= mx + c where m is the slope(rate of change) and c the y value where the function intersects the y axis(i.e. x = 0)

Example: y = 2x + 2 is the equation of a linear function which has +2 slope and passes through the point (0,2) on the y axis

1. Geometric Sequence and Exponential Functions

A geometric sequence is a sequence of numbers where there is a common ratio between any two adjacent numbers. So to find the next number in a geometric sequence, multiply the previous number by the common ratio

For example, the following is a geometric sequence where the common ratio is 2

2, 4, 8, 16, 32, 64, 128, ...., .....

As you can see the numbers rise more rapidly as the sequence goes on. This type of grown is also called exponential growth. An exponential function also has a common ratio except that the function is continuous compared with a geometric sequence which has discrete values

For example, y = 2ˣ is an exponential function that doubles its value with every x value and is continuous (see graph below)

8 0

2 years ago