Answer:Every square is a rhombus, and a rhombus can be a square, if all its angles are 90 degrees. Thus, a rhombus can be a rectangle (if the angles of the rhombus are all 90 degrees), and a rectangle can be a rhombus (if the sides of the rectangle are all equal length).
Step-by-step explanation:
I would argue that it does due to that if it increased, it's either from a 30% chance that nothing changed or that the teachers did it. Since 100-30=70, there's a 70 percent chance that the teaching effect did work!
Answer:
The answer would be C because b=+16 which means that it intercepts line y at 16, which is shown in the graph.
Step-by-step explanation:
Answer:
false bc the y intercept is in a different place which in return would alter the entire equation
600
explanation: well, since 140.3 divided by 600 is equal to 0.233833333... means that is that 140.3 is the 23 percent of 600
