At the beach, Malia measured the footprints of the people who passed by. The line plot displays the length of each footprint. What fraction of the footprints measure more than a foot?



A. 11/16


B. 5/8


C. 1/2


D. 9/16

Answer:

8,3, and 10 or 6,4, 10, or 12, 2, and 10

Step-by-step explanation:

You just multiply each of the 3 numbers to equal 240

There are plenty of triples of numbers (x,y,x) that satisfy x*y*z = 240. Some integer candidates include (1,1,240), (1,2,120), (2,5,24), (3,5,16), (4,6,10) and many more. If you don’t restrict your attention to integers, there are even more candidates.

Hope This Helps!!!

-Austint1414

Answer:

The point was reflected over the y -axis and translated up 4 units.

The point was translated left 10 units and up 4 units.

_________________________________________________________

3. (-2,-2)

_________________________________________________________

B' = (4,-7)

Answer:

B and F

Step-by-step explanation:

use the formula of a circle or pi times radius r squared = Area  then use the formula for the circumfrence of a circle which is two times pi time radius r = circumfrence then isolate r in the formula (for area)

sqrt(A/pi) then multiply the raduis r by 2*pi to get the circumference

C = 2*pi*sqrt(A/pi)

Answer:

See below

Step-by-step explanation:

Given the area A you can find the radius of a circle.

A = πr^2

so r^2 = A / π

and r = the positive square root of A/π.

Having found the radius r you can calculate the circumference C  using

C = 2πr.

Answer:

5/8

Step-by-step explanation:

First we need to figure out how many girls  and boys there are.

g = girls

b = boys

g = b+8  ( eight more girls than boys)

b = g-8

There are 32 students)

g+b =32

Substitute b = g-8 into the equation

g + (g-8) = 32

Combine like terms.

2g-8 = 32

Add 8 to each side.

2g -8+8 = 32+ 8

2g = 40

Divide by 2

g = 20

There are 20 girls

The experimental probability of picking a girl is

girls/ total

20/32 = 5/8  

Answer:

-13 -i

Step-by-step explanation:

The first step is to find the sum

5-9i and -4+7i

Add the real parts and then the imaginary parts

5+-4 = 1

-9i + 7i = -2i

5-9i + -4+7i = 1 -2i

Now we subtract 14 -3i

1 -2i - (14 -3i)

Subtract the real parts and then the imaginary parts

1-14 = -13

-2i - -3i = -2i+3i = i

1 -2i - (14 -3i) = -13 -i

Answer:

51.5 gallons.

Step-by-step explanation:

Given that amount of gallons of paint used by Alisa [tex]=\frac{3}{4}[/tex]

Given that amount of gallons of paint used by Better [tex]=50+\frac{3}{4}[/tex]

Now we need to find about how many gallons of paint do they use together. To find that we just need to amount of gallons used by both.

[tex]\frac{3}{4}+50+\frac{3}{4}[/tex]

[tex]=\frac{3}{4}+\frac{3}{4}+50[/tex]

[tex]=\frac{6}{4}+50[/tex]

[tex]=1.5+50[/tex]

[tex]=51.5[/tex]

Hence final answer is 51.5 gallons.

Answer:

A. a. 9x^4 b. 3x^5y

Step-by-step explanation:

a. 5x^4 + 4x^4

Since these are to the same power, they are like terms and we can add them

9x^4

b. 12x^5y − 9x^5y

Since these are to the same power, they are like terms and we can subtract them.

3x^5y

Answer:

The correct option is D.

Step-by-step explanation:

From the given figure it is noticed that the vertices of the parallelogram are F(-6,-1), G(-1,-1), H(-2,-4) and I(-7,-4).

In order to build a scale model of the trail, the drawing is enlarged on the coordinate plane.

Distance formula

[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

[tex]FI=\sqrt{(-7-(-6))^2+(-4-(-1))^2}=\sqrt{1+9}=\sqrt{10}[/tex]

[tex]AD=\sqrt{(1-3)^2+(2-8)^2}=\sqrt{4+36}=2\sqrt{10}[/tex]

The scale factor is

[tex]\frac{AD}{FI}=\frac{2\sqrt{10}}{\sqrt{10}}=2[/tex]

Therefore the length of sides of image is twice of preimage.

The vertices A and D are image of F and I respectively.

The length of FG is

[tex]FG=\sqrt{(-1-(-6))^2+(-1-(-1))^2}=\sqrt{25}=5[/tex]

Therefore the length of AB is 10 units and length of CD is also 10 units.

The point which is on horizontal distance of 10 units from A(3,8), is B(13,8).

The point which is on horizontal distance of 10 units from D(1,2), is C(11,2).

Therefore vertices B and C are image of G and H respectively. The another corner points are (13,8) and (11,2). Option D is correct.

Answer: D) (13, 8)

:)))

[tex]\left\{\begin{array}{ccc}6x+2y+1=13+10y-x\\5x=y+26-2x\end{array}\right\\\\\left\{\begin{array}{ccc}6x+x+2y-10y=13-1\\5x+2x-26=y\end{array}\right\\\left\{\begin{array}{ccc}7x-8y=12&(**)\\y=7x-26&(*)\end{array}\right\\\\\text{substitute}\ (*)\ \text{to}\ (**)\\\\7x-8(7x-26)=12\\7x-(8)(7x)-(8)(-26)=12\\7x-56x+208=12\\-49x=12-208\\-49x=-196\qquad\text{divide both sides by (-49)}\\\boxed{x=4}\\\\\text{put the value of x to}\ (*)\\\\y=7(4)-26\\y=28-26\\\boxed{y=2}\\\\\boxed{x=4\ and\ y=2}[/tex]

[tex]\text{Put the values of x and y to the expression}\ 2x(-3+y):\\\\2(4)(-3+2)=8(-1)=-8\\\\Answer:\ \boxed{\text{The valuie of the expression is -8}}[/tex]

Answer:

Design B bulbs will likely last longer than design A bulbs

Step-by-step explanation:

The B box  part spans higher numbers than the A box  and  the median of B bulbs is higher than median of the A bulbs.

Answer:

Design B bulb will likely last longer than design A bulbs

Step-by-step explanation:

Got it right on IM

Answer:23.4% Is the percentage that resulted in tails.

Answer:

23.4%

Step-by-step explanation:

The more painstaking way would be to divide the spinner up into 100 pieces, and shade in 5 of those pieces. Since 5/100 = 0.05 = 5% this means that landing on any of the 5 pieces has a 5% chance of happening.

A better way to do this is to use 20 slices instead. This works because 5/100 reduces to 1/20 (divide top and bottom by 5). Instead of shading in 5 slices, Mark should shade in 1. If you use a calculator, you should see that 1/20 = 0.05 = 5% as well.

The second option is more practical but even then a spinner with 20 sections is still a lot. I think it might be better for Mark to pull random numbers out of a hat, or let the computer generate random numbers.

Mark should divide the spinner in 20 equal sized sections.

Probability is a measure of the likelihood of an event to occur. Many events cannot be predicted with total certainty.

We can predict only the chance of an event to occur i.e., how likely they are going to happen, using it.

The more painstaking way would be to divide the spinner up into 100 pieces, and shade in 5 of those pieces.

Since 5/100 = 0.05 = 5% this means that landing on any of the 5 pieces has a 5% chance of happening.

A better way to do this is to use 20 slices instead.

This works because 5/100 reduces to 1/20 (divide top and bottom by 5). Instead of shading in 5 slices, Mark should shade in 1.

If you use a calculator, you should see that 1/20 = 0.05 = 5% as well.

The second option is more practical but even then, a spinner with 20 sections is still a lot.

It is better for Mark to pull random numbers out of a hat, or let the computer generate random numbers.

Hence he should divide the spinner in 20 equal sized sections.

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Answer:

-28-7x

Step-by-step explanation:

You mulitply 7 by -4 to get -28 and then mulitply 7 by -x to get -7x

The  table which represents a linear function is:

Last table.

        x         y

        1         -5

        2         0

        3         5

        4         10

We know that a function is linear if the rate of change is constant.

i.e. the ratio of difference in y value to the corresponding difference in x value is constant.

i.e. for two values (x,y) and (x',y') the rate of change is given by:

[tex]\text{Rate\ of\ change}=\dfrac{y-y'}{x-x'}[/tex]

In each of the tables we observe that the difference in x-value is constant i.e. 1.

since, 2-1=1

3-2=1

and 4-3=1

Now, the function will be linear for which the difference in the y-value is constant.

a)

        x       y

        1       5

        2       9

        3       5

        4       9      

The difference in the y-value is as follows:

9-5=4

5-9= -4

9-5= 4

Since, the difference is not constant.

Hence, the function is not linear.

b)

        x       y

        1       -5

        2       10

        3       -15

        4        20

 The difference in the y-value is as follows:

10-(-5)=15

-15-10= -25  

20-(-15)=35

Hence, the function is not linear ; since the difference in the y-value is not constant.

c)

        x         y

        1         5

        2        10

        3        20

        4        40

 The difference in the y-value is as follows:

10-5=5

20-10=10

40-20=20

Since, the difference in the y-value is not constant.

Hence, the function is not linear.

d)

        x         y

        1         -5

        2         0

        3         5

        4         10

 The difference in the y-value is as follows:

0-(-5)=5

5-0=5

10-5=5

Since, the difference in the y-value is constant.

Hence, the function is linear.

Answer:

n - m

Step-by-step explanation:

It will be written as n - m. Only 1 sign in the middle is needed to be written.

m - - n = m + n

m - + n = m - n

The absolute value of 8/9 is 8/9 or |8/9| = 8/9 after using the concept of the absolute value function.

A number is a mathematical entity that can be used to count, measure, or name things. For example, 1, 2, 56, etc. are the numbers.

It is given that:

The number is 8/9.

As we know, if x is any real number then the absolute value of the x can be written as:

|x| = x; x > 0

|x| = -x; x < 0

We have; x = 8/9

|8/9|

and 8/9 > 0

|8/9| = 8/9

Thus, the absolute value of 8/9 is 8/9 or |8/9| = 8/9 after using the concept of the absolute value function.

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Answer:

3

Step-by-step explanation:

48 - 24 = 24

24 - 12 = 12

12 - 6 = 6

6 - 3 = 3

Thats the pattern

Plzzz mark brainlest and thank me

To prove two triangles congruent, postulates like SSS, SAS, ASA, or the HL Theorem are typically used. The Pythagorean theorem finds the lengths of sides of a right triangle, but does not alone prove congruency without additional information.

Without seeing the specific details of the triangles in question, we cannot definitively say which theorem or postulate would be used to prove them congruent. However, common tools used in proving the congruence of triangles are Side-Side-Side (SSS), Side-Angle-Side (SAS), and Angle-Side-Angle (ASA) postulates, as well as the Hypotenuse-Leg (HL) Theorem which specifically applies to right triangles. From the details given in the question, the Pythagorean theorem is mentioned. The Pythagorean theorem is used to find the sizes of the sides of a right triangle but it does not prove congruence between two triangles. To use it as a part of congruence proof, one usually needs additional information like other sides' measurements or angles' measurements.

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Answer: -125

Step-by-step explanation:

(5*5*5)*-1

(25*5) *-1

125 * -1

-125

Answer:

-125

Step-by-step explanation:

5*5*5 = 125

125*-1 = -125

so first off, let's simplify both equations, starting off by multiplying both sides by the LCD of all fractions, to do away with the denominators.

[tex]\bf \cfrac{10(x-y)-4(1-x)}{3}=y\implies \stackrel{\textit{multiplying both sides by }\stackrel{LCD}{3}}{10(x-y)-4(1-x)=3y} \\\\\\ 10x-10y-4+4x=3y\implies \boxed{14x-13y=4} \\\\[-0.35em] ~\dotfill\\\\ 7+x-\cfrac{x-3y}{4}=2x-\cfrac{y+5}{3}\implies \stackrel{\textit{multiplying both sides by }\stackrel{LCD}{12}}{12\left( 7+x-\cfrac{x-3y}{4} \right)=12\left( 2x-\cfrac{y+5}{3} \right)} \\\\\\ 84+12x-3(x-3y)=24x-4(y+5) \\\\\\ 84+12x-3x+9y=24x-4y-20\implies \boxed{-15x+13y=-124}[/tex]

now, let's do some elimination on those two simplified equations.

[tex]\bf \begin{array}{cllcl} 14x&-13y&=&4\\ -15x&+13y&=&-124\\\cline{1-4} -x&&=&-120 \end{array}~\hfill x=\cfrac{-120}{-1}\implies \blacktriangleright x=120 \blacktriangleleft \\\\\\ \stackrel{\textit{substituting on the 1st equation}}{14(120)-13y=4}\implies 1680-13y=4\implies 1680-4=13y \\\\\\ 1676=13y\implies \blacktriangleright \cfrac{1676}{13}=y \blacktriangleleft \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ ~\hfill \left( 120~,~\frac{1676}{13} \right)~\hfill[/tex]

Answer:

The answer is the first choice, x < −4.

Step-by-step explanation:

Let's solve your inequality step-by-step.

2x−2>4x+6

Step 1: Subtract 4x from both sides.

2x−2−4x>4x+6−4x

−2x−2>6

Step 2: Add 2 to both sides.

−2x−2+2>6+2

−2x>8

Step 3: Divide both sides by -2.

x<−4

Answer:

<-4

Step-by-step explanation:

took tye test

Answer:

21 h^10

Step-by-step explanation:

(7h^3)(3h^7)

Lets multiply

7*3  h^3 h^7

When the bases are the same , we add the exponents (x^a * x^b) = x ^ (a+b)

21 h^(3+7)

21 h^10

[tex]Use\ a^n\cdot a^m=a^{n+m}\\\\(7h^3)(3h^7)=(7)(h^3)(3)(h^7)=(7)(3)(h^3)(h^7)=21h^{3+7}=\boxed{21h^{10}}[/tex]

Answer:

1.38p=C

Step-by-step explanation:

each pound is $1.38 and pounds is p they have to equal to C, the total.

Answer:

C

Step-by-step explanation:

plug in y = 2x into the first equation

3x+2x = 10

5x = 10

x = 2

put it into the second equation because its easier

y = 2(2)

y = 4

(2, 4)

Sample space--

A sample space is a set which contains the set of all the possible outcomes or results that could occur while performing an experiment.

i.e. the sample space while flipping a coin is: {H,T}

The sample space while tossing a six-sided die is: {1,2,3,4,5,6}

Here it is given that:

A bag has six balls labeled:  A,B,C,D,E,F

        This means that the sample space is given by:

                      Sample space={ A,B,C,D,E,F}

             Then the sample space is:

                      Sample space= {D,E,F}

The sample space of a bag with balls labeled A to F is {A, B, C, D, E, F}. For the event of choosing a letter from A to E, the outcomes are {A, B, C, D, E}.

To answer the student's question about the sample space and the event of choosing a letter from A to E, we must first understand the concept of sample space in probability. The sample space is the set of all possible outcomes of a probability experiment. In this case, since the bag contains six balls labeled A, B, C, D, E, and F, the sample space describing all possible outcomes is {A, B, C, D, E, F}.

Now, the event of choosing a letter from A to E simply means finding all the outcomes within the sample space that meet the criteria of being letter A, B, C, D, or E. Therefore, the outcomes for this event are {A, B, C, D, E}.

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Answer:

I was able to do 6-8 but 9 I got stumped on as well.

Step-by-step explanation:

[tex]\frac{\frac{x}{4}+\frac{1}{8}}{\frac{x^2}{4}}=\frac{\frac{2x}{8}+\frac{1}{8}}{\frac{x^2}{4}}=\frac{\frac{2x+1}{8}}{\frac{x^2}{4}}=\frac{2x+1}{8}:\frac{x^2}{4}=\frac{2x+1}{8}\cdot\frac{4}{x^2}=\frac{2x+1}{2x^2}[/tex]