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BigorU [14]
2 years ago
10

Some studies show that high school students are more successful when the school day begins after 9 am. To test this theory,

Mathematics
1 answer:
mrs_skeptik [129]2 years ago
6 0

Answer:

i think that the answer is b

Step-by-step explanation:

because there doing an  experiment in a controlled environment just to see what happen and if it works or if its true.

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Find the scale factor of the line segment dilation.
serg [7]
The lengths of the segments can be calculated using:
d = √[(y₂-y₁)² + (x₂-x₁)]²
First, we calculate the length of AB using this formula:
L(AB) = 10

Then, we calculate the length of A'B':
L(A'B') = 3

Therefore, the scale factor is: L(A'B') / L(AB) = 3/10
4 0
3 years ago
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A mole starts out in its burrow 5.1 feet below the surface of the ground. It digs straight up at a rate of 0.4 feet per minute.
bearhunter [10]

Answer:

12.75

Step-by-step explanation:

you divide

I like burgers but not meat I like fish burgers what about you

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2 years ago
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Subtract fractions with different denominators
Tems11 [23]

Answer:

\frac{10}{15}-\frac{2}{5}=\frac{4}{15}

Step-by-step explanation:

We know that

  • A fraction consists of two integers—one on the top, and one on the bottom.
  • The top one is numerator, the bottom one is denominator, and
  • These two numbers are separated by a line.

Let us consider two different fractions with different denominators

  • \frac{10}{15}
  • \frac{2}{5}

Lets subtract the two fractions

\frac{10}{15}-\frac{2}{5}\:\:\:\:

\mathrm{Cancel\:}\frac{10}{15}:\quad \frac{2}{3}

=\frac{2}{3}-\frac{2}{5}

\mathrm{Least\:Common\:Multiplier\:of\:}3,\:5:\quad 15

\mathrm{Adjust\:Fractions\:based\:on\:the\:LCM}

\mathrm{For}\:\frac{2}{3}:\:\mathrm{multiply\:the\:denominator\:and\:numerator\:by\:}\:5

\frac{2}{3}=\frac{2\cdot \:5}{3\cdot \:5}=\frac{10}{15}

\mathrm{For}\:\frac{2}{5}:\:\mathrm{multiply\:the\:denominator\:and\:numerator\:by\:}\:3

\frac{2}{5}=\frac{2\cdot \:3}{5\cdot \:3}=\frac{6}{15}

so

=\frac{10}{15}-\frac{6}{15}

\mathrm{Since\:the\:denominators\:are\:equal,\:combine\:the\:fractions}:\quad \frac{a}{c}\pm \frac{b}{c}=\frac{a\pm \:b}{c}

=\frac{10-6}{15}

\mathrm{Subtract\:the\:numbers:}\:10-6=4

=\frac{4}{15}

Therefore,

\frac{10}{15}-\frac{2}{5}=\frac{4}{15}

5 0
3 years ago
A figure that has been turned has been
Anna71 [15]
Hm.. I think its rotated
8 0
3 years ago
Richie spent $120 on 12 rose bushes and 2 gardenias, while Jim spent it $150 on 10 rose bushes and 10 gardenias. What is the cos
Basile [38]
With the given information, we can create several equations:

120 = 12x + 2y
150 = 10x + 10y

With x being the number of rose bushes, and y being the number of gardenias.

To find the values of the variables, we can use two methods: Substitution or Elimination

For this case, let us use elimination. To begin, let's be clear that we are going to be adding these equations together. Therefore, in order to get the value of one variable, we must cancel one of them out - it could be x or y, it doesn't matter which one you decide to cancel out. Let's cancel the x out:

We first need to multiply the equations by numbers that would cause the x's to cancel out - and this can be done as follows:

-10(120 = 12x + 2y)
 12(150 = 10x + 10y) => Notice how one of these is negative

Multiply out:

    -1200 = -120x - 20y
 +  1800 =  120x + 120y          => Add these two equations together
---------------------------------
600 = 100y

Now we can solve for y:

y = 6

With this value of y known, we can then pick an equation from the beginning of the question, and plug y in to solve for x:

120 = 12x + 2y    =>    120 = 12x + 2(6)

Now we can solve for x:

120 = 12x + 12    =>     108 = 12x

x = 9

So now we know that x = 9, and y = 6.

With rose bushes being x, we now know that the cost of 1 rose bush is $9.
With gardenias being y, we now know that the cost of 1 gardenia is $6.  
4 0
3 years ago
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