Where is the largest element in the matrix located? a12 ON a34 a21

Answer:

Its A n+(n+6)=24

Step-by-step explanation:

because 6 plus n (blue) is yellow and hen add original blue to equal 24

Answer:

1st: n+(n+6)=24 where n is the number of blue marbles.

Answer:

A

Step-by-step explanation:

It shows 120 for both the sides of the angle, which makes it parallel.

B is wrong because they don't have the same angle measure.

C is wrong because they don't have the same angle measure.

D is also wrong, because it shows both the measures of angle A, and you don't know what angle B is.

Hope this helps!

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Answer:

B

Step-by-step explanation: The box represents the middle 50% of the data, with the bottom and top of the box representing the first and third quartiles, respectively. The line inside the box represents the median.

The whiskers extend from the box to show the range of the data, excluding outliers. Outliers are typically shown as individual points outside the whiskers.

Based on this information, we can see that the box in the box plot represents the middle 50% of the data. Therefore, the answer is B. The box, from 44 to 52, includes about 50% of the data.

Answer:

A and D

Step-by-step explanation:

576 ^ 1/2 = + or - 24

Answer:

10x^2+420x+1170

Step-by-step explanation:

(2x+78) (5x+15)

2x (5x+15)+78(5x+15)

10x^2+30x+78(5x+15)

10x^2+30x+390x+1170

10x^2+420x+1170

Answer:

The answer is choice D.

Answer:

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

1/3 tbsp flakes = 4 tbsp sesame

x3                 x3

1 tbsp flakes = 12 tbsp sesame

Ms. Petersen ordered 30c cartons of chocolate milk in October.

brief detail

To solve the problem, we need to know the total number of cartons of chocolate milk that Ms. Petersen ordered in October.

If she ordered 15 cases of chocolate milk twice, she ordered a total of 30 cases of chocolate milk (15 x 2).

We are also told that each case contains c cartons of chocolate milk. So, the total number of cartons of chocolate milk that Ms. Petersen ordered is:

30 cases x c cartons per case = 30c cartons

explanation:

No of cartoon of chocolate milk

= c

No of cases ordered = 15*2

Each cartoon contains chocolate milk = 15*2*c

 =30 c





Answ

Step-by-step explanation:

Answer:

(6, 10)

Step-by-step explanation:

Step 1: Substitute 2x-2 for ‘y’ in the first equation:

4x - (2x - 2)= 10

Step 2: Combine like terms

2x -2 =10

Step 3: Add 2 to both sides of the equation

2x = 12

Step 4: Divide both sides by 2

x= 6

Now substitute x=6 into any of the equations given, I chose the bottom one.

Step 5: Plug in x=6 and solve

y= 2(6) -2

y= 12-2

y= 10

Step 6: Write your answer as an ordered pair (x, y).

(6, 10)

Answer:

7.5

Step-by-step explanation:

Answer:

they will need 25 dollars more to buy the cups n napkins

The  expression for the remaining money required by the teachers is 25 - 3.5x - 4.25y.

An algebraic expression can be obtained by doing mathematical operations on the variable and constant terms.

The variable part of an algebraic expression can never be added or subtracted from the constant part.

Given that,

The total amount of money the teachers have is $25.

The rate of cups per package is $3.50.

And, the rate of napkin per package is $4.25.

Suppose the number of packages of cups and napkins be x and y respectively.

Then, the expression for the money required to buy them is given as follows,

25 - (3.5x + 4.25y)

= 25 - 3.5x - 4.25x

Hence, the expression for the remaining amount of money required to buy cups and napkins is 25 - 3.5x - 4.25y.

To know more about algebraic expression click on,

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Answer:

1- alternate exterior

2-vertical

3- linear/supplementary

4-alternate interior

5-same side interior

6-corresponding

hope this helps! have a lovely day :)

Answer:

Step-by-step explanation:

form. Meaning you need make both fractions improper

Answer/Step-by-step explanation:

If he cuts one lawn each day on the weekend, how much money will he have after he has paid for gas, chocolate, and his cell phone?

earns - 30  pays - $10pb $2b  $5(this is for the 2 days)

SO he gets 30 but spends 19,

Meaning he gets $11 proffit.

30-19 =  $11

Evander would like the same stick that Alexander Ovechkin uses. The regular price is $229.99 (including taxes). How long will it take Evander to save enough money to buy the stick?

He makes $11 every week. so 229.99/11 = 20.9, so it will take him 21 weeks to get it.

When could Evander save enough for the stick if he stopped eating chocolate bars?

Ok so he would be getting 2 dollars more so that would make it $13. So 229.99/13 = 17.69, meaning it will take 18 weeks to get it.

Answer:

x and y are not in direct variation.

Step-by-step explanation:

Direct Variation

Two variables x and y have a direct proportion or variation if:

y = k.x

Where k is the factor of proportionality. The value of k must be constant for every ordered pair (x,y). If only one of them does not have the very same k, then the relationship is not direct.

The value of k can be solved from the equation:

\(\displastyle k=\frac{y}{x}\)

Let's substitute the given points in the table:

(2,8)

\(\displastyle k=\frac{8}{2}=4\)

k = 4

(4,16)

\(\displastyle k=\frac{16}{4}=4\)

k = 4

(6,30)

\(\displastyle k=\frac{30}{6}=5\)

k = 5

Since the value of k is not constant, then x and y are not in direct variation.

Answer:

Step-by-step explanation:

The function represented by the yellow graph has exactly one y-intercept and one x-intercept.  The y-intercept is (0, 4) and the x-intercept is (2, 0).

Answer:

Its the one shown

Step-by-step explanation:

Answer:

59°

Step-by-step explanation:

The maximum temperature is just the y-coordinate of the uppermost point on the graph, which is (6 hr, 59°). Hence, it is 59°.

Answer:

9 and -45

Step-by-step explanation:

they are whole numbers and integers are positive/negative whole numbers

Answer:

9, square root of 12, square root of -36, and -45

Step-by-step explanation:

They are all whole values meaning that they all do not have decimals and they are not fractions either.

Answer:

The school is 3 km west of Robert's house.

Hope this helps.

Answer:

2 2/10

Step-by-step explanation:

Convert 3.5 into a fraction 3/5. Then find the common denominator which is 10. Multiply 3 and 5 by 2 to get the fraction 6/10 then subtract the two fractions.

Answer:

-7/10

Step-by-step explanation:

just convert the mixed number into an improper fraction. then add.

Answer:  You should do a representation of how the heat and light waves reach humans on earth and keep us warm.

Step-by-step explanation:

all your answers are already in the task introduction.

1. Make earth out of styrofoam ball (buy at a dollar store) and paint. (blue and green). (If you want to make humans out of popsicle sticks)

2. Use velvet pipe cleaners (blue for cold air and red for hot air) to represent convection and conduction.

3. Use yellow pipe cleaners for solar energy to represent radiation.

4. Rest is up to you for how you want it to look.

Answer:

25+3w

Step-by-step explanation:

Since it started at 25 inches, you put 25.

And since every week it grows 3 inches it would be 3w.

So 25+3w

Answer:

1:8 and 1:64

Step-by-step explanation:

(i think)

Answer:

The answer is...1/9 and then 1/81

Step-by-step explanation:

No prob

Answer:

16.54 equals 16 and 27/50

Step-by-step explanation:

Answer:

16 and 27/50

Step-by-step explanation:

Answer:

Enduring Understandings:

The square roots of perfect squares are rational numbers.

The square roots of non-perfect squares are irrational numbers.

Many geometric properties and attributes of shapes are related to

measurement.

General Learning Outcomes:

Develop number sense.

Use direct or indirect measurement to solve problems.

Specific Learning Outcome(s): Achievement Indicators:

8.N.1 Demonstrate an understanding

of perfect squares and square

roots, concretely, pictorially, and

symbolically (limited to whole

numbers).

[C, CN, R,V]

 Represent a perfect square as a square

region using materials, such as grid paper

or square shapes.

 Determine the factors of a perfect square,

and explain why one of the factors is the

square root and the others are not.

 Determine whether or not a number is

a perfect square using materials and

strategies such as square shapes, grid paper,

or prime factorization, and explain the

reasoning.

 Determine the square root of a perfect

square, and record it symbolically.

 Determine the square of a number.

8.N.2 Determine the approximate

square root of numbers that are

not perfect squares (limited to

whole numbers).

[C, CN, ME, R, T]

 Estimate the square root of a number that

is not a perfect square using the roots of

perfect squares as benchmarks.

 Approximate the square root of a number

that is not a perfect square using technology

(e.g., calculator, computer).

continued

4 Grade 8 Mathematics: Suppor t Document for Teachers

Specific Learning Outcome(s): Achievement Indicators:

 Explain why the square root of a number

shown on a calculator may be an

approximation.

 Identify a number with a square root that is

between two given numbers.

8.SS.1 Develop and apply the

Pythagorean theorem to solve

problems.

[CN, PS, R, T, V]

 Model and explain the Pythagorean

theorem concretely, pictorially, or by using

technology.

 Explain, using examples, that the

Pythagorean theorem applies only to

right triangles.

 Determine whether or not a triangle

is a right triangle by applying the

Pythagorean theorem.

 Solve a problem that involves determining

the measure of the third side of a right

triangle, given the measures of the other

two sides.

 Solve a problem that involves Pythagorean

triples (e.g., 3, 4, 5 or 5, 12, 13).

Prior Knowledge

Students may have had experience with the following:

Q Demonstrating an understanding of regular and irregular 2-D shapes by

Q recognizing that area is measured in square units

Q selecting and justifying referents for the units cm² or m²

Q estimating area by using referents for cm² or m²

Q determining and recording area (cm² or m²)

Q constructing different rectangles for a given area (cm² or m²) in order to

demonstrate that many different rectangles may have the same area

Q Solving problems involving 2-D shapes and 3-D objects

Q Designing and constructing different rectangles given either perimeter or area, or

both (whole numbers), and drawing conclusions

Q Identifying and sorting quadrilaterals, including

Q rectangles

Number 5

Q squares

Q trapezoids

Q parallelograms

Q rhombuses

according to their attributes

Q Developing and applying a formula for determining the

Q perimeter of polygons

Q area of rectangles

Q volume of right rectangular prisms

Q Constructing and comparing triangles, including

Q scalene

Q isosceles

Q equilateral

Q right

Q obtuse

Q acute

in different orientations

Background Information

Squares and Square Roots

A square is a 2-dimensional (2-D) shape with all four sides equal.

The total area the square covers is measured in square units.

To determine the side length of a square when given the area, the square root must be

determined.

A perfect square can be described as

Q a square with whole number sides (e.g., 1 × 1, 2 × 2, 3 × 3)

Q a number whose square root is an integer (e.g., 4 = 2 or –2)

A non-perfect square can be described as

Q a square with non-whole number sides (e.g., 1.2 × 1.2)

Q a number whose square root is not a whole number (e.g., 2)

Rounding is often used to determine the approximate square root of non-perfect

squares.

Step-by-step explanation: