Write the equation of the line shown.

Answer:

Not arithmetic

Step-by-step explanation:

Arithmetic sequences go up by the same number or down by the same number.

From 4 to 7 thats up by 3

From 7 to 9 that's up by 2

Conclusion: not arithmetic

Answer:

The sequence is not an arithmetic sequence.

Step-by-step explanation:

4 is getting added by 3 to get 7

7 is getting added by 2 to get 9

9 is getting added by 2 to get 11

11 is getting added by 1 to get 12

As you can see, the sequence is not consistent. Therefore, it is not an arithmetic sequence.

Answer:

Step-by-step explanation:

Based on the information in the histogram, a reasonable conclusion would be that the exact time it took the students to finish the test is not indicated. Therefore, option B is the correct answer.Mrs. Brim made a chart to see how long it took her students to finish a test. However, the chart or histogram only shows how many students took a certain amount of time to finish the test and not their exact finishing time. Therefore, it's not possible to determine how long each student took to finish the test accurately.

Hope this helps! :)

Answer:

draw a line that makes a triangle and rectangle.

hypotenuse= 30

3k-4k-5k triangle

18-24-30

so the short part of triangle is 18 cm

10+10+18+24+30 equals 92

sorry for language I am not familiar with English

the perimeter of this shape is

24+10+10+30+\(\sqrt{30^{2} -24^{2} }\) = 92 cm

Answer:

The coordinates would dilate to a(1,4),b(-.5,2.5), and c(2,-2) so the answer would have to NOT be one of these coordinates.

Step-by-step explanation:

I multiplied each coordinate by .5 to find the new ones.

Answer:

p=14/5

Step-by-step explanation:

first distribute 5(p-2)

4= 5p-10

(imma just switch the equal sign to the right because i do it that way and i find it ez)

5p-10= 4

add 10 to each sides

5p-10+10=4+10

5p=14

p=14/5

HOPE THIS HELPS!

Answer:

y = 15

Step-by-step explanation:

We need to solve for k

y = x

21 = 7k  Divide both sides by 7 to solve for k

3 = k

y = xk

y = 5(3)

y = 15

Answer: y = 15

Step-by-step explanation:  

Answer:

Same Side interior

Step-by-step explanation:

Just trust me

Answer:

same-side interior

Step-by-step explanation:

If a transversal intersects two parallel lines, then same-side interior angles are supplementary.

Answer:

All of them

Step-by-step explanation:

all of them add to 60

24 pencils and 36 stickers= 60 items

3 bags with 8 pencils and 12 stickers 3(8+12) =60

6 bags with 4 pencils and 6 stickers 6(4+6) =60

3 bags with 10 pencils and 10 stickers 3(10+10)=60

5 bags with 6 pencils and 6 stickers 5(6+6)=60

12 bags with 2 pencils and 3 stickers  12(2+3)=60

4 bags with 6 pencils and 9 stickers 4 (6+9) =60

Answer:

A transversal is a line that intersects a system of lines. The transversal in this case, would be line a.

Step-by-step explanation:

Answer:

4 divided by one-fifth

Step-by-step explanation:

A trick with fractions is if you want to find the numerical value of the fraction divide the Numerator by the denominator and you will get a decimal value that is easier to work with, I hope this helps! ^<^

Answer:

4/5 divided by 1/5

Step-by-step explanation:

Answer:

(I answered it in the order that the screenshots were given)

1. B

2. C

3. A

4. C

5. C

Step-by-step explanation:

Point slope form: y - y1 = m ( x - x1 )

1. y + 2 = - 3/2 ( x - 3 )

2. y - 5 = 3 ( x + 2)

3. The lines will intersect and will be perpendicular

4. x = 2

5. The lines are NOT perpendicular because the slopes are not negative reciprocals.

Answer:

1)  a. 80

2) d. 150

3) e. 90

Answer:

Sure, I'll explain the cosine rule and sine rule in simple terms:

The cosine rule (also known as the law of cosines) is used to find the length of a side or the measure of an angle in a triangle given the lengths of the other sides and the angle between those sides. It states that c^2 = a^2 + b^2 - 2ab cos(C), where c is the length of the side opposite angle C, and a and b are the lengths of the other two sides.

Here's an example of how to use the cosine

Suppose we have a triangle with sides a=6, b=8, and an angle between them c=45 degrees. We want to find the length of the remaining side of the triangle, side a.

Using the cosine rule:

a^2 = b^2 + c^2 - 2bc * cosA

where A is the angle opposite side a, we can plug in our values and solve for a:

a^2 = 8^2 + 6^2 - 2(8)(6) * cos(45)

a^2 = 64 + 36 - 96 * 0.707

a^2 = 10.56

a = sqrt(10.56)

a = 3.25 (rounded to two decimal places)

Therefore, the length of side a is approximately 3.25 units.

Answer:

Step-by-step explanation:

Answer:

Check Pic. Use geogebra or desmos online graphing. I personally like desmom better and it is what I used for this question.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

-48

Step-by-step explanation:

i think im sorry if im wrong

Answer:

the person above me is correct, it's -48

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

ist you have to lind the lcd of each fraction. that would be 10.

1/2x5/5=5/10 of the boys have brown eyes

1/5x2/2=2/10 of the boys have blue eyes

3/10=3/10 of the boys have hazel eyes

The question is asking to see how many more boys have brown eyes than hazel eyes.

Subtract 3/10 from 5/10

and that gives you 2/10

The answer is 1/5.

We know that half of the boys in Jason's class has brown eyes, while three-tenths of the boys in his class have hazel eyes. Therefore, if we subtract the two values, you should get your answer.

\(\frac{1}{2} -\frac{3}{10} =\frac{2}{10}\)

1/5 is the simplified version of 2/10. Therefore, 1/5 is your answer.

Answer:

Step-by-step explanation:

........................

Answer:

Y= mx + b

so Y = 1/3x + 2

just substitute

Explanation:

The data from the stem-and-leaf plot is:

10,

24,25,26,

30,30,32,33,

40,45,46

Add up those values

10+24+25+26+30+30+32+33+40+45+46 = 341

Then divide over n = 11 which is the sample size.

341/11 = 31 is the arithmetic mean.

Answer:

341/11 = 31 is the arithmetic mean.

Step-by-step explanation:

Answer:31

Step-by-step explanation:

Answer:

Step-by-step explanation:

|x-3x^5|=6+y

y<0

|9-y+6|=21

|15-y|=21

15-y±21

either 15-y=21

-y=6

y=-6

or 15-y=-21

y=36

but y<0

so y=-6

|x-3x^5|=6+y

|x-3x^5|=6-6

|x-3x^5|=0

x-3x^5=0

x(1-3x^4)=0

either x=0

or 1-3x^4=0

or (1-√3 x²)(1+√3x²)=0

1-√3 x²=0

x²=1/√3

x=±√(1/√3)

x²=-1/√3

x=±(1/√3)i

Answer: I believe... -17.

Follow the order of operation. PEMDAS....

1+1 x 2 - (2+3) / 2 x 8.

First add up the 2 and the 3 because they're in parenthesis.

1+1 x 2 - (5) / 2 x 8

The multiply the numbers...

1+2 - 5/2 x  8

Multiply the 5/2 and 8 together.

1+2 -20

Add up the 1 and the 2

3-20

Subtract,

-17

So the answer is -17