This year 0.3 of the x students at Mega Middle School are in 7th grade. There are 294 students in 7th grade.

Answer/Step-by-step explanation:

1. 7x + 2 = 5x + 22 (alternate interior angles are congruent)

Collect like terms

7x - 5x = -2 + 22

2x = 20

2x/2 = 20/2

x = 10

2. 13x - 6 = 10x + 24 (alternate interior angles are congruent)

Collect like terms

13x - 10x = 6 + 24

3x = 30

3x/3 = 30/3

x = 10

3. (12x + 26)° + 46° = 180° (same side interior angles are supplementary)

12x + 26 + 46 = 180

12x + 72 = 180

12x + 72 - 72 = 180 - 72

12x = 108

12x/12 = 108/12

x = 9

4. (5x + 5)° + 135° = 180° (same side interior angles are supplementary)

5x + 5 + 135 = 180

5x + 140 = 180

5x + 140 - 140 = 180 - 140

5x = 40

5x/5 = 40/5

x = 8

Answer:

A function is a relationship that maps elements from a set (the domain) into elements from another set (the range)

Such that each element in the domain can be mapped into only one element from the range.

Let's see graphs 18, 20,24 and 30.

Remember that the axis that represents the domain is the horizontal one (usually represented with x), and the vertical axis represents the range (usually represented with y)

18) Here we can see that the point x = 1 his mapped into two different values of y.

we have the pair (1, 2) and the pair (1, -3)

And something similar happens for x = 2.

Then we can conclude that this is not a function.

20) Here we have a linear relationship.

Linear relationships are almost always functions, the only case when these are not functions is when the linear equation is something like x = a.

Linear equations can be written as:

y = a*x + b

So x can be any value, and thus y also can be any value.

Then the domain is the set of all real numbers, and the range is the set of all real numbers.

24) Here we have a quadratic function whose arms go down.

This is a function, now let's see the domain and range.

Quadratic functions are written as:

y = a*x^2 + b*x + c

There is no value of x can cause some problem in this equation, then this function works for all values of x, then the domain is the set of all real numbers.

Now, let's look at the graph.

We can see that the function goes up, reaches a maximum, and then goes down again.

Then the range will be the set of all the values smaller than the maximum we can see in the graph, this is:

y ∈ (-∞, 15]

or simply:

y ≤ 15.

30) Here again, we can see that for x = 0 there are two different values of y.

the same happens for x = -1, x = -2, and a lot of other values.

Then this is not a function, because it is mapping values of the domain into different values of the range.

Answer:

5

Step-by-step explanation:

Just grap any two consecutive terms in the sequence. lets say -55 and -50

-50-(-55) = 5

you can check this by picking two other terms

Answer:

a)

For Section 1 -

Mode : 45 , 98

Median - 78

Mean - 73.8

Range - 65

Variance - 537.03

Standard Deviation - 23.17

For Section 2 -

Mode : 67 , 77 , 87 , 88 , 98

Median - 77

Mean - 76.4

Range - 55

Variance - 333.11

Standard Deviation - 18.25

b)

Section 2 did better overall on the exam

Step-by-step explanation:

As given,

Section 1: 89, 56, 45, 78, 98, 45, 55, 77, 88, 99, 98, 97, 54, 34, 94

Section 2: 77, 88, 87, 67, 98, 87, 55, 77, 45, 44, 88, 99, 69, 67, 98

a)  

For Section 1 -

Mode : 45 , 98

Median - 78

Mean - 73.8

Range - 65

Variance - 537.03

Standard Deviation - 23.17

For Section 2 -

Mode : 67 , 77 , 87 , 88 , 98

Median - 77

Mean - 76.4

Range - 55

Variance - 333.11

Standard Deviation - 18.25

b)

As,

Standard deviation of section 2 < Standard deviation of section 1

⇒ Students of Section 2 are more consistent.

Also,

mean of Section 2 > mean of Section 1,

⇒average score of Section 2 student > Average score of  Section 1 student.

∴ we get

Section 2 did better overall on the exam.

Answer:

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Answer:

3/8 leaked,

Step-by-step explanation:

5/8 - 1/4 = 3/8.

Answer and Step-by-step explanation:

31 degrees on the top would be equal to the angle in between x and 600ft, by the interior angles theorem.

That means we can solve for y using the trigonometric function of tangent.

[tex]tan(31) = \frac{y}{600}[/tex]

Multiply by 600 to both sides, then use a calculator to solve.

600(tan(31)) = x

x = 360.5163714

x ≈ 360.5 is the answer.

Step-by-step explanation: 2+2=4 +4x8=9

Answer:

I believe the answer is D

Step-by-step explanation:

that one made them ost sense to me but I'm sorry if I'm wrong

Answer:

1100                                                                 brainliest please

Step-by-step explanation:

1000×2×0.05=100

1000+100=110

Answer:

I believes the answer is B

Step-by-step explanation:

I said that because for it to be linear the branch needs to add up by the same number to give for the next two year therefor when we look at the picture   the branch measure are not stable so the answer is exponential.

Hope that it help!

Answer:

Step-by-step explanation:

hello :

An = 10 -10/2^n

the first 4 terms​ are :

A1 = 10 -10/2^1 = 10-5

A1 = 5

A2 = 10 -10/2^2 = 10-10/4 = 10-5/2 = (20-5)/2

A2 = 15/2

A3 = 10 -10/2^3 = 10-10/8 =10-  5/4 = (40-5)/4

A3 = 35/4

A4 = 10 -10/2^4 = 10-10/16 = 10-5/8 = (80-5)/8

A4 = 75/8

Answer:

Yes

Step-by-step explanation:

2 x 1/2 = 1

1 x 2 1/2 = 2 1/2

Answer:

Yes

Step-by-step explanation:

2 x 1/2= 1

1 x 2 1/2= 2 1/2

Answer:

2x5=10+8

Step-by-step explanation:

my answer need to be 20 characters long so I had to write this too

Answer:

h(35) = 43

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

h(t) = 50 - t/5

h(35) is t = 35

Step 2: Evaluate

The sum of the interior angle of a rhombus is 360° and each angle is 90°

Answer:

cos G = 3/5

Step-by-step explanation:

cos = adjacent sides/ hypotenuse

cos G = FG/ GE

cos G = 3/5

Answer:

6 is in ten place and its place value is 60,

Answer:

length = 15 in

width = 10 in

Step-by-step explanation:

let '3x' = length

let '2x' = width

A = l x w

150 = 3x(2x)

150 = 6x²

x² = 150/6

x² = 25

x = [tex]\sqrt{25}[/tex]

x = 5

Length = 3(5) = 15 in

Width = 2(5) = 10 in

Answer:

40 students choose Papa John's, and 24 did not

Step-by-step explanation:

This question can be solved by proportions, using rule of three.

For each 8 students, 5 chose Papa John's. Out of 64, how many choose?

5 - 8

x - 64

Applying cross multiplication

[tex]8x = 5*64[/tex]

Simplifying by 8

[tex]x = 5*8 = 40[/tex]

40 students choose Papa John's.

In all, there are 64 students, so 64 - 40 = 24 did not

Answer:

1.21

Step-by-step explanation:

5.26 - 3.64 = 1.62

1.62 ÷ 2 because the difference between 3 and 5 is two, the mass of one apple is 0.81 because 1.62 ÷ 2 = 0.81

so now we know one apple weights 0.81

if we multiply that 0.81 x 3 it will equal 2.43, so now the three apples alone wiegh 2.43...so now we look at the total weight of the whole basket with three apples, which is 3.64,

3.64 - the weigth of the apples (2.43)

3.64 - 2.43 = 1.21

the basket alone wieghts 1.21

Sorry if that was too long just want you to understand it

Answer:

(a) 0

(b) 0.6

(c) 0.01

(d) 1

Step-by-step explanation:

Given

Probabilities: 0, 0.01, 0.3, 0.6, 0.99, and 1 ---> Missing information

Required

Match the probabilities with appropriate values

(a) Impossible:

An impossible event will always have a probability of 0

(b) Occurrence is more often than not, but not extremely likely:

An event that will occur more often than not will have a probability greater than 0.5 but less than 1

However, if the likelihood is not extremely likely, the probability will be closer to 0.5 and 1.

The probability that matches this description is 0.6

(c) Occurrence is extremely unlikely, but will occur once in a while

An event that is extremely unlikely will have a value greater than 0 and the value will be very close to 0.

The probability that matches this description is 0.01

(d) A certain event:

A certain event has a probability of 1

Answer:

7.

Step-by-step explanation:

Place value can be defined as the numerical value representing a digit owing to its position in a number. Some examples of the various place values used in representing each digit are tenths, hundredths, thousandths, unit, tens, hundreds, thousands etc.

For example, in the number 0.27845;

Therefore, given the number 0.27845.

The digit representing hundredths in 0.27845 is 7.

Answer:

1.921

Step-by-step explanation: