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Answer:

No the question iant a function

Answer:

22 years old

Step-by-step explanation:

Sarah - 49 years old

Leo - 38 years old

Mary - 22 years old

Jordan - 41 years old

 I think I'm right

we have:    3(a+b)=28 => a + b = 28/3

=> a = 28/3 - b      and      b = 28/3 - a

ok done. Thank to me :>

Answer:

3% freshwater

Step-by-step explanation:

What percentage of all water on Earth is freshwater in liquid form?

67%

1%

31%

3%

Answer:

1%

Step-by-step explanation:

3% is wrong. I took the test and I’ve studied this :)

they will reverse the damage Trump has done (vehicle-wise) by givivng a 10% vehicle efficiency boost in 2023

Answer:

36.19047619 million

or 36,190,476 students

Step-by-step explanation:

7.6 million / all students = 21% / 100%

7.6 * 100 / 21 = 36.19047619

36.19047619 million

or 36,190,476 students

Answer:

8 kiwis

Step-by-step explanation:

32/16= 2

2 kiwi for $1

4*2= 8

Answer:

8

Step-by-step explanation:

Method 1:

32 kiwi = $16

(÷4)

8 kiwi = $4

(take $16 divided by $4 to find the number of sets of 8 kiwis. hope this helps.)

Ans: 8

Method 2:

$16 ÷ 32 = $0.50 (cost of 1 kiwi)

$4÷$0.50=8

Answer:

12-4√5

Step-by-step explanation:

(√10-√2)²

(√10-√2)(√10-√2)

Foil/distribute

10-√20-√20+2

12-2√20

12-2√4*√5

12-2*2√5

12-4√5

On expansion of the algebraic identity of [tex](a-b)^2[/tex], the expansion of [tex](\sqrt{10}-\sqrt{2})^2[/tex] is [tex]12-4\sqrt{5}[/tex]. Thus making b = 12 and c = 4.

Algebraic identities are expansion of powers of algebraic expressions.

One such algebraic identity is the expansion of [tex](a-b)^2[/tex]. It is given by:

[tex](a-b)^2 = a^2+b^2-2ab[/tex]

Given the question,

[tex](a-b)^2 = a^2+b^2-2ab[/tex]

[tex](\sqrt{10}-\sqrt{2})^2 = ( \sqrt{10})^2+(\sqrt{2})^2 -2 ( \sqrt{10})(\sqrt{2})\\\\=10 + 2 - 2\sqrt{20}\\\\ =12 - 2\sqrt{2*2*5} \\\\= 12 -2*2\sqrt{5} \\\\=12-4\sqrt{5}[/tex]

Given the form, [tex]b - c\sqrt{5}[/tex],

On comparison,

b = 12

c = 4

Learn more about algebraic identities here

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Answer:

there is no screenshot or I just can't see it

Answer:

what do you need help with??

Step-by-step explanation:

i would be happy to help : )

Answer:100$

Step-by-step explanation: you multiply 40x1 and 20x3

Answer:

Both graphs have a y-intercept of (0,1) and y=6^x is steeper

Step-by-step explanation:

Plug in 0 for x to find the y-intercept. THey would both be raised to the 0th power meaning both y's equal 1. So, they both have the y-intercept of (0,1).

y=6^x is steeper becuase when you graph it, you can see it is. Also of course 6 is higher than 3.

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Send me a message on it and I'll follow you right back

Answer:

7.3

Step-by-step explanation:

2:1

Step-by-step explanation:

List all variables

Total people=120

year 11 students=120/2=60

year 10 students=60/3=20

subtract year 10 and 11 students from the total to get the number of year 9 students

year 9 students=120-60-20

=40

year9:year10

40:20

2:1

Value of variable 'n' as per the given condition number of 9 year students : number of 10 year students = n:1 is equals to 2.

" A variable is defined as the quantity which represents the change in value  as per the given condition in a mathematical problem."

According to the question,

Total number of students in school = 120

As per the conditions given we have,

Number of 11 year students = [tex]\frac{120}{2}[/tex]

                                               = 60 people

Number of 11year students = 3 × ( Number of 10 year students)

⇒Number of 10 year students = [tex]\frac{Number of 11 year students}{3}[/tex]

                                                   = [tex]\frac{60}{3}[/tex]

                                                   = 20 people

Number of (11year + 10year +  9year ) students  = 120  

⇒ 60 + 20 + Number of 9 year students =120                                        

⇒Number of 9 year students = 120 - 80

                                                 = 40 people

Substitute the value in the given condition  to get the value of the variable we get,

Number of 9 year students : Number of 10 year students = n:1

⇒40 : 20 = n: 1

⇒n = 2

Hence, value of variable 'n' as per the given condition number of 9 year students : number of 10 year students = n:1 is equals to 2.

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Answer:

27 I do believe so sorry if im wrong

Step-by-step explanation:

Answer:

First, round $19.83 to make the mental math easier.  Then round the tip as well.  Then you can easily multiply the two rounded numbers to find the value.

Step-by-step explanation:

Step-by-step explanation:

substitute the value of y

3x+2x+3=-2 (collect like term)

5x=-2-3 (calculate the difference)

5x=-5 (both side over 5)

x=-1

i hop it helps you❤

Answer: The value will increase by one as B increases by one or so on

Step-by-step explanation:

Answer:

It increases

Step-by-step explanation:

Answer:

29/6 = 4.83.. or 4.8

Answer:

y is the height and x is the length

Step-by-step explanation:

Remember when you're doing y and x axis y is height and x is length it works like coordinates.

Answer:

You can use the scale factor to determine if a picture is an enlargement if the scale factor is greater than 1. If it is less than 1 like 0.9 then the picture would be a reduction because you would be multiplying the number by a number smaller than 1. Now if we have a scale factor greater than 1 let's say 3. Then the picture would be an enlargement because the number is greater than 1.

Step-by-step explanation:

Answer:

8 units

Step-by-step explanation:

Area of square = 2x3 = 6 units

Area of triangle = (2x2)/2 = 2 units

Total area = 6 +2 = 8 units

Answer:

As previous answer stated, 8 units

Step-by-step explanation:

You multiply one side of the square by another to get 6 units, then, add the units from the triangle

Answer:

dimes: 5

quarters:8

Step-by-step explanation:

she has 2$ in quarters and $0.25 in dimes

Answer:

10 Dimes and 5 Quarter

Step-by-step explanation:

Important info:

18 Coins worth a total of $2.25

Note:

Dimes = .10

Quarter = .25

10 Dimes = 1.00

4 Quarter = 1.00

Question to Answer:

How many each type of Coin does she have?

Solution:

Lets get rid of .25 in $2.25 :)

So that 1 Quarter..

2.00

Takes away 1.00 = 10 Dimes

Now we have 1 Quarter and 10 Dimes.

1.00 Left..

4 Quarter = 1.00

So now we have 5 Quarter and 10 Dimes..

Check Work:

5 Quarter = 1.25 and 10 Dimes = 1.00

1.25+1.00=

$2.25

Hence. Loria has 5 Quarter and 10 Dimes.

{ Couldn't figure out 18 Coins worth a total of $2.25 the closest I could get was 15 Coins worth a total of $2.25}

~[ RevyBreeze]~

Answer:

i don't understand 5, 8, 9, or 10.. I'm sorry...

6. A. With each one (1,2,3) the pattern increases by 3 dots each time

B. the fourth pattern would be 4 rows of 3 (look at picture below)

7. The pattern adds 2 squares, one on the left and one on the right side

Step-by-step explanation:

so... a conjecture is basically like an educated guess.. so ye :)

Answer:

m1.m2 = -1

Step-by-step explanation:

In the case of the parallel line, the slope of the two lines is parallel to each other.

Answer:

Step-by-step explanation:

I'm guessing at this a bit.

The final score will depend on what is par for each hole and/or for the entire course.  The scores for the first four rounds were all negative.  That means Ko required fewer strokes to hit the hole than the number considered "par" for the course.

Let P stand for the Par of the course.  Then the score for each round would be:

P-3

P-4

P-7, and

P-2

The sum:  4P - 16 is her score for the first four rounds.  I have no clue if there are more than 4 rounds, but if there are, the equation would be:

For n rounds:

nP - ∑[tex]x_{n}[/tex]

where ∑[tex]x_{n}[/tex] is the sum of over/under pars for the n rounds.