HELP ME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Answer:

a

Step-by-step explanation:

15+c=19.50

c=19.50-15

=4.5

Answer:

A) She has left $4.50 to spend on flowers.

Step-by-step explanation:

15+c=19.50

c=19.50-15=4.50

Answer:

n = √3

m = √3

Step-by-step explanation:

The triangle is an isosceles right triangle with 2 equal base angles of 45° each.

Thus:

Reference angle = 45°

Hypotenuse = √6

Opposite = m

Adjacent = n

✔️To find m, apply the trigonometric function SOH, we have:

Sin 45 = opp/hyp

Sin 45 = m/√6

√6 × 1/√2 = m (sin 45 = 1/√2)

√6/√2 = m

√(6/2) = m

√3 = m

m = √3

✔️To find n, apply the trigonometric function, CAH:

Cos 45 = adj/hyp

Cos 45 = n/√6

√6 × √2/2 = n (cos 45 = √2/2)

√12/2 = n

√(4*3)/2 = n

(2√3)/2 = n

√3 = n

n = √3

Answer:

x= 63

Step-by-step explanation:

x + 65 = 128                

x = 128 - 65

= 63

I hope im right!!

Answer:

21.

Step-by-step explanation:

Since there were five teams entered in a competition, and each team consisted of either only boys or only girls, with the number of team members being 9, 15, 17, 19 and 21 members, if after one team of girls had been knocked out of the competition, the number of girls still competing was three times the number of boys, to determine how many girls were in the team that was eliminated, the following calculation must be performed:

9 + 15 + 17 + 19 = 60/4 = 15

9 + 15 + 17 + 21 = 62/4 = 15.5

9 + 15 + 19 + 21 = 64/4 = 16

9 + 17 + 19 + 21 = 66/4 = 16.5

15 + 17 + 19 + 21 = 72/4 = 18

Thus, since 15 x 3 equals 45, and 45 plus 15 equals 60, the number of girls on the team that was eliminated was 21.

Answer:

angle DEF = 75 degrees

Step-by-step explanation:

angle DOF = 150 degrees, then arc DF also = 150 degrees

angle DEF = 1/2 arc DF = 75 degrees

Answer:number 5 is 21x−28

Step-by-step explanation:

Answer: X=28+2

Step-by-step explanation:

We can make value Teri's time our X value so if Julie ran faster the Teri by 2 minutes and we know that her total time was 28 minutes then we can say X= 28+2

I think its A. translation, translation

Answer:

A

Step-by-step explanation:

m = 4.00 kg

Math

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Physics

Newton's Law of Motions

Step 1: Define

[Given] F = 20.0 N

[Given] a = 5.0 m/s²

[Solve] Mass m

Step 2: Solve for m

Step-by-step explanation:

Hope it helps :)❤

Answer:

1.2

2.4

3.6

1+1=2

Answer:

Yes that's correct

Answer:

Looks like the answer selected in the attachment looks good

Step-by-step explanation:

Answer:

x=8

Step-by-step explanation:

the step by step is in the snapshot of my notes which i attached to this!!   brainliest please??

Answer:

$20

Step-by-step explanation:

400/20=20

Answer:

Since the calculated value of z= 1.869 does not fall in the critical region we accept the null hypothesis H0: p1≠ p2  the data provides evidence that the proportion of high school students in metropolitan areas who have internet access during school hours is different than the proportion of rural high school students who have internet access during school hours.

Step-by-step explanation:

Let p1= proportion of the high school students having internet access

p2= proportion of the rural school students having internet access

1) The null and alternate hypothesis are

H0: p1≠ p2  against the claim   Ha: p1= p2

2) We choose significance level ∝ =0.05

3) The test statistic under H0 is

z= p1^- p2^/√ p^q^( 1/n1 + 1/n2)

Now

p1^= 768/850= 0.9035

p2^= 308/355= 0.8670

p^= 768+ 308/850+ 355= 1076/1205

p^= 0.8929

q^= 1-p^= 0.1070

Putting the values

z= p1^- p2^/ √p^q^( 1/n1 + 1/n2)

Z= 0.9035-0.8670/sqrt [0.8929*0.1070( 1/850 + 1/355)]

z= 0.0365/ sqrt [ 0.0955403 (0.001176 + 0.002816)]

z= 0.0365/ 0.019531

z= 1.8688

The critical region is  z∝/2 = ± 1.96

The value of z is 1.8666. The value of p is 0.06148 which is greater than 0.05

Conclusion:

Since the calculated value of z= 1.869 does not fall in the critical region we accept the null hypothesis H0: p1≠ p2  the data provides evidence that the proportion of high school students in metropolitan areas who have internet access during school hours is different than the proportion of rural high school students who have internet access during school hours.

9514 1404 393

Answer:

  {4, 5, 6, 7, 8}

Step-by-step explanation:

The inequality related to the perimeter is ...

  x +(x +4) +11 < 32

  2x < 17 . . . . . . . . . . . . subtract 15

  x < 8.5

The inequality related to the triangle inequality is ...

  (x) +(x +4) > 11

  2x > 7

  x > 3.5

Then possible whole-number values of x are ...

  {4, 5, 6, 7, 8}

Answer:

 {4, 5, 6, 7, 8}

Step-by-step explanation:

Explanation is...

Answer: 3m = 120, 40 minutes

Step-by-step explanation:

3m = 120 (since she works out 3 times a week for a total of 120 minutes)

to solve, divide both sides by 3

m = 40

Answer:

390 cm^2

Step-by-step explanation:

15 x 20 = 300

1/2(12 x 15) = 90

Answer:

390 cm^2

Step-by-step explanation:

Answer:

6yx hope this helped dude!

Step-by-step explanation:

Answer:

6yx

Step-by-step explanation:

Your Answer:

what type of question is this?

Answer:

he read the things in the 350-390 area mostly, i dont know if this helps.

Step-by-step explanation:

[tex]\mathfrak{\huge{\orange{\underline{\underline{AnSwEr:-}}}}}[/tex]

Actually Welcome to the Concept of the variables and linear equation.

let the cost of coffee be x and cost of muffin be y.

=> Let the first equation be => 2x + 2y = 16

=> Let the second equation be => 2x + 4y = 20

let's, reduce first eqn ==> x + y = 8 , then x = y-8

now we substitute value of x in second equation,

2(8-y) + 4y = 20

==> -2y + 4y +16 = 20.

==> 2y = 4

==> y = 2

hence, now x = 8-2 ==> 6 ,

so the cost of a Coffee = 6

cost of a muffin = 2

Cost of a muffin = 6

Answer:

<2≅<3   Given

<2≅<1     verbally opposite angle are equal

<3≅<1    since <2≅<3

<4≅<3    verbally opposite angle are equal

<1≅<4      since <3≅<1

Step-by-step explanation:

have a nice day/night bye!!!

Answer:

whats the question there no question.

Step-by-step explanation:

Answer:

Before adding, we need to make sure the denominators are the same. We can do so by multiplying the fraction by a common multiple. In this case, 3 is a multiple of 6, so we can change 1/2 to 3/6. 3/6 is still equal to 1/2, so nothing changes.

Now we have 3/6+1/6, which is 4/6 (add the numerator).

4/6 can be simplified to 2/3 and 2 is a multiple of 4 and 6.

So, therefore, the answer is 2/3.

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

B (133 square meters)

Answer:

C.) y is greater than or equal to -6

Step-by-step explanation:

The range are all the set of y-values that are plotted on the vertical axis (y-axis).

The range starts from -6 and above. Which is y ≥ -6

Therefore, range of the function is said to be:

C.) y is greater than or equal to -6