What is the approximate area of the construction paper, in square inches after the circles are cut out? Use 3.14 for π

A. 51.48 in ^2
B. 56.52 in ^ 2
C. 70.32 in. ^2
D. 79.74 in. ^2

Answer:

The angles are neither complementary nor supplementary

Answer:

last one

Step-by-step explanation:

the angels are neither complementary nor supplementary

hope it helps and your day will be full of happiness

Answer:

the 0

Step-by-step explanation:

the 0 is in the tenths place

Answer:

0 is in the tenths place

Answer:

7

Step-by-step explanation:

5-(-2)=7

Answer:

i think its 2 3/5 and 11/5

Step-by-step explanation:

The answer is:

y= -0.5x -2.5

you can also write it as:

y = -0.5x + (-2.5)

m = -0.5

b or "c" = -2.5

I hope this was helpful :)

Answer: 13

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Answer:

D

Step-by-step explanation:

x=3 is a vertical line intersecting 3 on the x axis parallel to the y axis. it can be shown a a line, but it is not a function. A function must have 1 y value for every x value. Here there is infinite y values for one x value therefore it is not a function, but a line.

The statement which best describes the equation x=3 is statement which is in option d which tells that the equation describes a line but not a linear function.

A function is relationship between two or more variables expressed in equal to form. In a function each value of x must have a corresponding v value. The value that is entered into function is domain of the function and the value which we are getting is known as codomain of function.

The given equation is x=3.

1) This statement says that the equation cannot be graaphed but it is incorrect because the line of this equation will be  vertical line parallel to y axis.

2) This statement says that the equation represents a function but not a linear function but it is also not correct because in this equation there are infinite values of y for the value of x which is a contradiction of the definition of function.

3) This statement says that the equation represents a linear function but it is also not correct because the equation is not a function then how it is a linear function.

4) This statement says that the equation represents a line but not a linear function. It is true because the graph of this equation is a line and the equation is not a linear function because it  is not a function.

Hence the statement which best describes the equation x=3 is statement which is in option d which tells that the equation describes a line but not a linear function.

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Answer:

over specific intervals. TO GRAPH PIECEWISE FUNCTIONS: 1. Create a ... function. 2. Plot correct points (if more are plotted than are required points are ... EX 6: During a snowstorm, a meteorologist tracks the amount of accumulating ... the first three hours of the storm, the snow fell at a constant rate of one inch per hour.

Step-by-step explanation:

The graph representing the data collected by Alang is plotted and is attached at the end of the answer.

A graph can be defined as a pictorial representation or a diagram that represents data or values in an organized manner.

Given is a data collected by Alang which gives us the information about the amount of snow on the ground.

We can plot the graph to represent the same situation, Firstly, we will arrange the data in a systematic order. The following table gives the information about the rate of snowfall and the time period.

Snowfall Rate [R]                   Time period [T]

    1 inch/hr                                     2 hr

  No Snowfall                                6 hr

   3 inches/hr                                 5 hr

Now, in the graph -

X - axis represents the time period [T].

Y - axis represents the Snowfall Rate [R].

The graph is plotted and is attached with the answer. It can be seen that for the first 2 hours, the graph is a straight line at y = 2. Then for the next 6 hours, the y - coordinate remains zero (coinciding with x - axis). Finally, for the last 5 hours, it represents a constant rate of 3 inches/hr.

Therefore, the graph representing the data collected by Alang is plotted.

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Answer:

6

Step-by-step explanation:

3/4 = 6/8.

6/8 divided by 1/8 = 6

brianliest pls

Answer:

The median for Springwood is 86 and the median for Meadows is 73. The interquartile range for Springwood is 14. The interquartile range of Meadows is 12.

Step-by-step explanation:

The median is the middle line of a box plot. The interquartile range is the is third quartile minus the first quartile.

Answer:

I believe its true

Step-by-step explanation:

You have to find circumference of a circle. Pi comes here because of its ratio. 2 and r comes because it equals the diameter. So pi times 2 times r is basically circumference over diameter times diameter which gives circumference.

Hope this helps

All the love, Ya boi Fraser :)

Answer:

411

Step-by-step explanation:

[tex]15 \div 100 \times 420 = 63[/tex]

[tex]420 - 63 = 357[/tex]

15

[tex]15 \div 100 \times 357 = 53.55[/tex]

this is the 15% up amount

[tex]357 + 53.55 = 410.55[/tex]

nearest whole number is 411

Answer:

1. Yes, around (50,38), (36,18),(37,18) and (87,48)

2. The scatter plot shows a positive association.

Step-by-step explanation:

An outlier is a point that strays from the rest of the points on the graph; pretty self-explanatory and easy to see.

The graph is positive because as the points go further to the right, they also overwhelmingly go further up.

Answer:

The answer is: 12x

Step-by-step explanation:

I did the equation, and i got it right.

Answer:

Mrs. Gonzales can buy a maximum of 7 bracelets.

Step-by-step explanation:

A shirt costs $28 total.

Bracelets cost $4.50 each total.

Mrs. Gonzales has $63.50 in all, assuming she wants to spend all of it.

Set the equation, let bracelets be denoted by the variable, x.

4.50x + 28 = 63.50

Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS. First, subtract 28 from both sides:

4.50x + 28 (-28) = 63.50 (-28)

4.50x = 63.50 - 28

4.50x = 35.50

Next, divide 4.50 from both sides of the equation:

(4.50x)/4.50 = (35.50)/4.50

x = 35.50/4.50

x = ~7.89

However, note that you cannot round up, as you are buying. You also cannot buy .89 of a bracelet, so round down.

x = 7

Mrs. Gonzales can buy a maximum of 7 bracelets.

~

Answer: Sorry but I don't know how to write it out but the answer is he can buy 7 bracelets total.

Step-by-step explanation:

Im so sorry I dont know how to write it out ahh its kinda confusing.

Answer:

5lb

Step-by-step explanation:

Answer:

2(3w-1)+w=-9; w=-1

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

Answer:

I think is 2(3w-1)+w=-9; w=-1

Step-by-step explanation:

hope this help, plz mark me brainliest

Answe

Step-by-step explanation:

width is 4.6 inches. The company making the cell phone want… ... making the cell phone wants to make a new version whose length will be 1.33 inches. Assuming the side lengths in the new phone are proportional to the old phone, what will be the width of the new phone? 1. See answer.

1 answer

·

1 vote:

Answer:4.25 InchesStep-by-step explanation:1. Do 1.4/1.33= 1. 082706772. Divide 4.6 by 1.08270677 to get 4.2486111 And just round it to 4.25

Answer:

72ft

Step-by-step explanation:

Formula: 6 x 12

Plug in Values: 6ft & 12ft

Area: 72ft

I hope this helps

Step-by-step explanation:

The first statement is true (-4<-3)

if u take the first statement (4>3) and divide by -1 you have -4<-3( because when u divide by a negative number the < > changes)

Answer:

3^2

Step-by-step explanation:

6-4=2

Answer:

3^2

Step-by-step explanation:

Answer:

Step-by-step explanation:

For the square you do have the perimeter as;

Psquare*=20ft

the quarter of the circle

the radius of the circle is 5

Circumference= 2*3.14*r

C=10*3.14=31.40

we need just 1/4 of the circumference

31.40/4=7.85

P total=20+7.85=27.85 ft

Answer:

7. 45.24

8. 114.51

9. 115.92

10. 105.62

Answer:

7) 45.21

8) 114.5

9) 115.9

10) 105.6

Step-by-step explanation:

Volume of a cylinder is πr^2h

Substitute the values of 3.14 for π.

r = radius which is 1/2 of diameter

h = height

Round the answer to one place after the decimal (tenth place)

Answer:

Opening (2 minutes)

Move students into groups of two or three, and distribute the bags of tiles.

Mathematical Modeling Exercise (15 minutes)

 Today, we will model a problem that happens in restaurants every day: moving tables together so that

everyone in a group can sit together. Use the square tiles to represent square tables. One person can sit along

each edge of a table side, no crowding. Our first goal is to find how many people can sit at tables made of

various numbers of square tables pushed together end to end.

 How many chairs can fit around one square table? What is the perimeter of the square if the edge length is

one yard? Record the results in your table.

 4; 4 yards

 If two square tables are pushed together to form a longer rectangular table, how many chairs will fit around

the new table? What is the perimeter of the rectangle? Record the results in your table.

 6; 6 yards

Make sure that each student can connect the square model on the desk to the picture on the classwork sheet.

 If there are twice as many square tables in the new rectangular table, why can’t twice as many chairs fit

around it?

 No chairs will fit right where the tables come together.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4

Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition

223

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This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

 Make a record of the number of chairs that will fit around longer rectangular tables when 3, 4, and 5 square

tables are pushed together to form long rectangular tables.

Mathematical Modeling Exercise

The Italian Villa Restaurant has square tables that the servers can push together to accommodate the customers. Only

one chair fits along the side of the square table. Make a model of each situation to determine how many seats will fit

around various rectangular tables.

Number of Square Tables Number of Seats at the Table

+ or ( + )

Are there any other ways to think about solutions to this problem?

Regardless of the number of tables, there is one chair on each end, and each table has two chairs opposite one another.

It is impractical to make a model of pushing tables together to make a long rectangle. If we did have a rectangle that

long, how many chairs would fit on the long sides of the table?

on each side, for a total of

How many chairs fit on the ends of the long table?

chairs, one on each end

How many chairs fit in all? Record it on your table.

chairs in all

Work with your group to determine how many chairs would fit around a very long rectangular table if square tables

were pushed together.

chairs on each side, totaling , plus one on each end; grand total

If we let represent the number of square tables that make one long rectangular table, what is the expression for the

number of chairs that will fit around it?

+

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4

Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition

224

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org

This file derived from G6-M4-TE-1.3.0-09.2015

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Example (13 minutes)

Example

Look at Example 1 with your group. Determine the cost for various numbers of pizzas, and also determine the expression

that describes the cost of having pizzas delivered.

a. Pizza Queen has a special offer on lunch pizzas: $. each. They charge $. to deliver, regardless of how

many pizzas are ordered. Determine the cost for various numbers of pizzas, and also determine the

expression that describes the cost of having pizzas delivered.

Number of Pizzas Delivered Total Cost in Dollars

+

Allow the groups to discover patterns and share them.

What mathematical operations did you need to perform to find the total cost?

Multiplication and addition. We multiplied the number of pizzas by $ and then added the $ delivery fee.

Suppose our principal wanted to buy a pizza for everyone in our class. Determine how much this would cost.

Answers will vary depending on the number of students in your class.

b. If the booster club had $ to spend on pizza, what is the greatest number of pizzas they could order?

Students can use the “guess and check” method for answering this question. A scaffold question might be, “Could they

order 100 pizzas at this price?”

The greatest number of pizzas they could order would be . The pizzas themselves would cost

× $ = $, and then add $. for delivery. The total bill is $.

Step-by-step explanation:

The complete third row is solved and mentioned below -

6   2   5.5   -12   36   1/4

Given are the values of {a} and {b}.

We can complete the third row as -

The complete third row is -

6   2   5.5   -12   36   1/4

Therefore, the complete third row is solved and mentioned below -

6   2   5.5   -12   36   1/4

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Answer:

1. x=11

Step-by-step explanation:

2x+5=27

Subtract 5 from both sides

2x=22

Divide 2 from both sides

x=11

Answer:

1. 11

2. -3

3. 7

Step-by-step explanation: