Help me 1-6 please, it’s weird

Explanation:

Note the 2 in the 32 up top. This 2 will multiply with the 13 on the far left side to get 2*13 = 26 which goes in the box under the 331. Specifically, the 26 goes under the 33 and the 1 is carried down after the subtraction.

Answer: 325 6/13  or  325 R 6

Step-by-step explanation:

https://www.calculatorsoup.com/calculators/math/longdivision.php

33/100

Step-by-step explanation:

we turned the number into a fraction

[tex]\sqrt{169}<\sqrt{184}<\sqrt{196}\\\\\sqrt{13^2}<\sqrt{184}<\sqrt{14^2}\\\\13<\sqrt{184}<14\\\\\text{Answer}:\text{C}[/tex]

Step-by-step explanation:

multiplied exponents are added.

like x² × x³ = x⁵

so, up there we have

(-2x³y⁴)(-3x⁴y⁴).

as all operations (except for the exponents) are simms multiplications, this results in one longer expression.

(-2)x³y⁴(-3)x⁴y⁴.

we can unite terms of the same base unit.

-2 × -3 = 6

x³x⁴ = x⁷

y⁴y⁴ = y⁸

so, we get

6x⁷y⁸

Answer:

y ≥1

Step-by-step explanation:

y=5x-4

Let x  ≥ 1

y  ≥ 5(1)-4

y ≥ 5-4

y  ≥ 1

Answer:

[tex]herey = 5x - 4 \\ \\ given \: that \: x \geqslant 1 \\ so \: y \geqslant 5 \times 1 - 4 \\ y \geqslant 1 \\ thank \: you[/tex]

The given pattern is an illustration of a linear equation. The students' equations are:

Given that:

[tex]n \to[/tex] number of tiles

[tex]s\to[/tex] step number

See attachment for the pattern, that is being analyzed by the students.

Dan

For each step, the number of tower is the same as the step number.

This means that:

[tex]n \to s[/tex]

2 arms contain one less block means: 2 x (s - 1) blocks for both arms.

So, Dan's equation is::

[tex]n = s + 2 \times (s - 1)[/tex]

[tex]n = s + 2(s - 1)[/tex]

Sally

First, we calculate the slope (m) of the table

[tex]m = \frac{n_2 - n_1}{s_2 - s_1}[/tex]

So, we have:

[tex]m = \frac{4-1}{2-1}[/tex]

[tex]m = \frac{3}{1}[/tex]

[tex]m =3[/tex]

The equation is then calculated using:

[tex]n = m(s - s_1) + n_1[/tex]

This gives:

[tex]n = 3(s - 1) + 1[/tex]

Open bracket

[tex]n = 3s - 3 +1[/tex]

[tex]n = 3s - 2[/tex]

Hence;

Dan's equation is: [tex]n = s + 2(s - 1)[/tex]

Sally's equation is: [tex]n = 3s - 2[/tex]

Read more about linear equations at:

https://brainly.com/question/19770987

Answer:

Step-by-step explanation:

im on the same question as you, please put a picture next time so people can tell what the area is, as this is not helpful if you can not see the polygon. thanks

Step-by-step explanation:

4+2×3+2+3

By the concept of BODMAS,

4+6+2+3

15

9514 1404 393

Answer:

  b = 20/7

Step-by-step explanation:

The slope of the first line can be found by solving for y:

  by = -5x +6 . . . . . . add 6-5x

  y = -5/b +6/b . . . . . divide by b

The slope is -5/b.

The slope of the second line can be found by solving for y:

  7y = 4x +7

  y = 4/7x +1 . . . . . . divide by 7

The slope is 4/7.

For the lines to be perpendicular, the product of these slopes must be -1:

  (-5/b)(4/7) = -1

  -20/(7b) = -1 . . . . simplify

  b = 20/7 . . . . . . . multiply by -b

The lines will be perpendicular when b = 20/7.

Answer:

26 minutes

Step-by-step explanation:

Since the mean is the average of all the number, we need to reach a total of 315 minutes for the entire week.

[tex]35+40+37+42+45+50=\\75+40+37+42+45+50=\\115+37+42+45+50=\\152+42+45+50=\\194+45+50=\\239+50=\\289[/tex]

Since 315 - 289 = 26, she needs to exercise for 26 minutes on the 7th day in order to reach her goal.

Answer:

Step-by-step explanation:

Answer:

each pencil costs 8 cents

Step-by-step explanation:

.96 divided by 12 you get .08

Answer:

0.08

，

Step-by-step explanation:

0.96 divide by 12 =0.08

Step-by-step explanation:

Ok...so yes the greater number is 7 but 7 is also the number farther from zero because when the positives and negatives are ignored, it takes 7 unit spaces to get to 7 whereas it only take 3.25 to get to the negative, making 7 farther from 0 than -3.25.

Answer:

This is wrong .

Step-by-step explanation:

Q/ True or False

4. Ans ; False —> because

[tex] \frac{2 \times 3.5}{3 \times 3.5} = \frac{7}{10.5} [/tex]

Or; 2/3= 0.6 , 7/16= 0.43 so no equal

5. True —> because

[tex] \frac{5 \times 9.6}{15 \times 9.6} = \frac{48}{144} [/tex]

Or; 5/15=0.33 , 48/144 = 0.33 so equal

6. True —> because

[tex] \frac{12 \times 1.5}{28 \times 1.5} = \frac{18}{42} [/tex]

Or; 12/28=0.4285 , 18/42=0.4285 so equal

Q/ value " x "

7. Ans;

[tex] \frac{3}{6} = \frac{x}{8} \\ 6x = 8 \times 3 \\ 6x = 24 \\ x = \frac{24}{6} \\ x = 4[/tex]

8. Ans;

[tex] \frac{52}{x} = \frac{4}{1} \\ 4x = 52 \\ x = \frac{52}{4} \\ x = 13[/tex]

9. Ans;

[tex] \frac{15}{12} = \frac{10}{x} \\ 15x = 10 \times 12 \\ 15x = 120 \\ x = \frac{120}{15} \\ x = 8[/tex]

10. Ans;

[tex] \frac{18}{x} = \frac{2.4}{28} \\ 2.4x = 28 \times 18 \\ 2.4x = 504 \\ x = \frac{504}{2.4} \\ x = 210[/tex]

11.Ans;

[tex] \frac{3}{4} = \frac{x}{3.8} \\ 4x = 3.8 \times 3 \\ 4x = 11.4 \\ x = \frac{11.4}{4} \\ x = 2.85[/tex]

12. Ans;

[tex] \frac{x}{12} = \frac{2 \frac{1}{3} }{5} \\ \frac{x}{12} = \frac{ \frac{7}{3} }{5} \\ \\ \frac{x}{12} = \frac{7}{3} \div 5 \\ \\ \frac{x}{12} = \frac{7}{3} \times \frac{1}{5} \\ \\ \frac{x}{12} = \frac{7}{15} \\ \\ 15x = 12 \times 7 \\ 15x = 84 \\ \\ x = \frac{84}{15} \\ \\ x = 5.6[/tex]

Q/ Write each ratio

1.Ans;

[tex] \frac{30 \: ft}{60 \: ft} = \frac{30 \: ft \: \: \div 30}{60 \: ft \: \: \div 30} = \frac{1 \: ft}{2 \: ft} [/tex]

2. Ans;

[tex] \frac{45 \: mph}{25 \: mph} = \frac{45 \: mph \: \div }{25 \: mph \div 5} = \frac{4 \: mph}{5 \: mph} [/tex]

3. Ans;

[tex] \frac{6 \: min}{16 \: min} = \frac{6 \: min \: \div2 }{16 \: min \: \div 2} = \frac{3 \: min}{8 \: min} [/tex]

4. Ans;

[tex] \frac{300}{450} = \frac{300 \div 150}{450 \div 150} = \frac{2}{3} [/tex]

5. Ans;

[tex] \frac{48 \: gal}{14 \: min} = \frac{48 \: gal \div 2}{14 \: min \div 2} = \frac{24 \: gal}{7 \: min} [/tex]

6. Ans;

[tex] \frac{21 \: fem}{61 \:mal } = \frac{21 \: fem \div 3}{51 \:mal \div 3} = \frac{7 \: fem}{17 \: mal} [/tex]

7. Ans;

[tex] \frac{4.2}{36} = \frac{4.2 \div 12}{36 \div 12 \: pot} = \frac{0.35}{3 \: pot} [/tex]

8. Ans;

[tex] \frac{72 \: correct}{96 \: questions} = \frac{72 \: correct \div 24}{96 \: questions \div 24} = \frac{3 \: correct}{4 \: questions} [/tex]

Q/Find the unit rate

9.Ans;

[tex] \frac{1500 \: m}{6 \: s} = \frac{250 \: m}{1 \: s} [/tex]

10. Ans;

[tex] \frac{192 \: mil}{6 \: gal} = \frac{32 \: min}{1gal} [/tex]

11. Ans;

[tex] \frac{20 \: people}{5 \: cars} = \frac{4 \: people}{1 \: cars}[/tex]

12.Ans;

[tex] \frac{36}{4 \: lbs} = \frac{9}{1 \: lbs} [/tex]

I hope I helped you^_^

Answer:

Step-by-step explanation:

2)

80 +67 +97+ 98 +85 +72 = 499

499/6=83.1666666667

Average: 83.1666666667

3)

a) 97 93 92 90 90 90 86 =90

median of Edgars grades for his midterm is 90

99 93 93 89 88 88 86

median of Edgars grades for his trimester is 89

7)

(z+9+18)= z+27 (remember don't mix the numbers if they are attached to the x)

(z+18+9)= z+27 (because adding is both ways the same)

a) a + b =b + a

Geometry

1.

a) 6x^2

b)The surface area of a cube = 6a^2 where a is the length of the side of each edge of the cube. Put another way, since all sides of a cube are equal, x is just the length of one side of a cube

c) The unit would be sq(squared) feet

Step-by-step explanation:

5x +20 -3x -5 = 13

2x + 15 = 13

2x = -2

× = -1

Answer:

Step-by-step explanation:

[tex]\tt{ \green{P} \orange{s} \red{y} \blue{x} \pink{c} \purple{h} \green{i} e}[/tex]

Answer:  Opposite Sides are equal and Opposite Sides are parallel

Answer:i think it is m∠PQR = 134°

Step-by-step explanation:

Answer:

41 x 18 = 738 + 14 = 752

Step-by-step explanation:

Its says that there 42 rows .First row has 14 seats and the rest of 41 rows has with + 4 more so every row has 18 seats ,and asks how many seats are in total in the theater . To show that you understood the question you have to multiply 41x18 which gives 738 and then add + 14 from the first row so you can find out how many seats are in total .Hope that helps .

9 cm cm cm cm cm cm cm cm cm cm cm cm cm

Answer:

[tex]x = \sqrt{11}[/tex]

Step-by-step explanation:

[tex]a^{2} +b^{2} =c^{2} \\\\\sqrt{6} ^{2} +\sqrt{5} ^{2} =c^{2} \\\\6 + 5 = c^{2} \\\\11 = c^{2} \\\\\sqrt{11} = c[/tex]

Answer: Ian is 25 and craig is 20

Step-by-step explanation:

(45 - 5) /2 +5 to one of them

Answer:

Craig is 20 and Ian is 25 years old.

Step-by-step explanation:

I = Ian

C = Craig

I = C + 5

45 = C + I

45 = C + C + 5

45 - 5 = C + C

40 = 2C

C = 20

I = 20 + 5

Craig is 20 and Ian is 25.

Answer:

1. it's the same denominator

2. 12/9 = 4/3

Answer:

28

Step-by-step explanation:

2(9)+5(2)

18+10

28

Boom.

[tex] \huge \boxed{\mathfrak{Question} \downarrow}[/tex]

[tex] \large \boxed{\mathfrak{Answer \: with \: Explanation} \downarrow}[/tex]

Given,

Now, let's substitute these values in the given expression.

[tex] \sf2y + 5z \\ \sf \rightarrow2(9) + 5(2) \\\sf \rightarrow( 2 \times 9) +( 5 \times 2) \\\sf \rightarrow 18 + 10 \\ = \boxed{ \boxed{ \bf28}}[/tex]

Step-by-step explanation:

Your expression is technically correct. However, the root notation is by default referring to the square root of the number, and we often neglect it for convenience.

Also for the sake of convenience, we also write x mean we mean x^1.

Answer:

i think its b

Step-by-step explanation:

Answer:

[tex]ax + by = c \\ ax = c - by \\ \frac{ax}{a} = \frac{c - by}{a} \\ \\ { \boxed{ \boxed{x = \frac{c - by}{a} }}}[/tex]

Answer:

q = 3.5

Step-by-step explanation:

Start by distributing the 5

-15 = 15q - 50 - 5q

Combine like terms

-15 = 10q - 50

Add 50 to both sides

35 = 10q

Divide by 10 to isolate q

35/10 = q

q = 3.5

Answer:

q=3.5 or 4

Step-by-step explanation:

-15=5(3q-10)-5q

-5=15q-50-5q

-15+50=15q-5q

35=10q

Divide both sides by 10.

35÷10=10q÷10

3.5=q

Therefore,q= 3.5

Round up=4

.