Select the correct answer.
If you divide -16 into 5 equal parts, how much is each part equal to?
A.
-4
B.
-3.2
C.
+2.4
D.
+5

Answer:

a_n=a_1+(n-1)d

Step-by-step explanation:

sorry for late anwser

Answer:

Have you ever had a dream that, that, um, that you had, uh, that you had to, you could, you do, you wit, you wa, you could do so, you do you could, you want, you wanted him to do you so much you could do anything?

Step-by-step explanation:

Answer:

3x+4/2(x-1)

Step-by-step explanation:

Took the test

Answer:

(-5, -4)

Step-by-step explanation:

Plugin the values:

(x, y) ⇒ (x -10, y + 6)

= x - 10, y + 6

= (5 - 10, -10 +6)

= (-5, -4)

Therefore, A prime is (-5, -4).

[tex]2.6\le2.6[/tex] classifies as [tex]\text{true}[/tex]

[tex]-6<-6[/tex] classifies as [tex]\text{false}[/tex],

[tex]3.1>-3.1[/tex] classifies as [tex]\text{true}[/tex]

so [tex]-5\ge -5[/tex] classifies as [tex]\text{true}[/tex]

To classify the statements, we need to evaluate each of them:

[tex]\text{Evaluate }2.6\le2.6\\\implies (2.6<2.6)\text{ or }(2.6=2.6)\\\implies \text{false or true}\\\implies\text{true}[/tex]

so [tex]2.6\le2.6[/tex] classifies as [tex]\text{true}[/tex], since the statement also allows [tex]2.6[/tex] to be equal to itself.

[tex]\text{Evaluate }-6<-6\\\implies\text{false}[/tex]

so [tex]-6<-6[/tex] classifies as [tex]\text{false}[/tex], since [tex]-6[/tex] is equal to itself, not smaller.

[tex]\text{Evaluate }3.1>-3.1\\\implies \text{true}[/tex]

so [tex]3.1>-3.1[/tex] classifies as [tex]\text{true}[/tex], since [tex]x>-x[/tex], for all real numbers

[tex]\text{Evaluate }-5\ge-5\\\implies (-5>-5)\text{ or }(-5=-5)\\\implies \text{false or true}\\\implies\text{true}[/tex]

so [tex]-5\ge -5[/tex] classifies as [tex]\text{true}[/tex], since the statement also allows [tex]-5[/tex] to be equal to itself.

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Explanation:

Let's say we started at point B (-6, 3). To get to point A(-4,2), we move down 1 and to the right 2. This movement determines the slope.

slope = rise/run = -1/2

rise = -1 and run = 2

A negative rise value means we go downhill when moving to the right.

Answer:

1/3 * 3 = 1 cup of milk

1/2 * 3 = the amount of water needed per cup of milk

1/2 * 3 = 3/2 or 1.5

The recipe calls for 1.5 cups of water per cup of milk.

Hope this helps!

The quantity of water in the liquid is 5/6 cups

Water = Total cups of liquid - cups of milk

= 2 1/2 - 1 2/3

= 5/2 - 5/3

= (15-10) / 6

= 5/6 cups

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Answer:

4 tens

Step-by-step explanation:

3 tens would get you $30, which is $7.80 short. If you give 4 tens you are giving $40 which is 2.20 more than $37.80, which is okay as you can probably get change and it is the least amount of tens you can give to cover the cost.

The line y = -1 parallel to line y = 6 that passes through the point (-2,-1).

Answer:

He gained 31 pound in four months

Answer:

0

Step-by-step explanation:

(5-5)/(-4+3) = 0/-1 = 0

Answer:

Functions: Second Graph

The other two are not. Use the vertical line test. I'm pretty sure but not 100%

Step-by-step explanation:

Answer:

oh uhm that is 3,4 <3

Step-by-step explanation:

Answer:

5 cups of coffee

Step-by-step explanation:

Answer:

5

Step-by-step explanation:

1 grandmother = 1 cups

2 mothers = 2 cups

2 daughters = 2 cups

2 + 2 + 1 = 5

The true statement about the group of 120 seventh-and eighth-grade students is (c) twenty-four seventh-grade students chose a non-sports activity

The entries are given as:

                           Sports       Non Sports          Total

Seventh Grade:     39              24                    63

Eighth Grade:        29              28                    57

Total                       68              52                   120

From the above entries, we have the following highlights:

From the above highlights, we can conclude that the following statement from the options is true

(c) twenty-four seventh-grade students chose a non-sports activity

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Answer:

c)

Step-by-step explanation:

Answer:

-9x - 9

Step-by-step explanation:

Combine like terms.

-3 • 2x= -6x.     -3 • 5= -15

-6x - 15 - 3x+ 6

-9x - 9

Answer:

sequence B

Step-by-step explanation:

Answer:

IT SHALL BE Bbbbbbbbbbbbbbbbbbbbbbbbbbbb

HoPe ThIs HeLpS

Answer:

92         4× 23

Step-by-step explanation:

sorry if im incorrect

Answer:

Carl solves 69 multuplication problems

Answer:

Plain is $7 and Holiday is $15

Step-by-step explanation:

Castel: 2p + 5h = 89

Kali: 9p + 10h = 213

Double Castel's: 4p + 10h = 178

Subtract fro Kali's   9p + 10h = 213

                              - 4p + 10h = 178

5p = 35

p = 7  Plain is $7

Substitute 7 into one of the equations and solve for h:

2(7) + 5h = 89

14 + 5h = 89

5h = 75

h = 15  Holiday is $15

Answer:

yes I can help

Step-by-step explanation:

which one please

dam bro

thats pretty smooth

Answer:

b=a^2-6

Step-by-step explanation:

Answer:

square both sides, you will get

[tex]a^{2} = b + 6\\b = a^{2} - 6[/tex]

Step-by-step explanation:

square both sides, you will get

[tex]a^{2} = b + 6\\b = a^{2} - 6[/tex]

Answer:

The weather forecast says that there is a "30% chance of rain," and we think we understand what it means. This quantitative statement is assumed to be unambiguous and to convey more information than does a qualitative statement like "It might rain tomorrow." Because the forecast is expressed as a single-event probability, however, it does not specify the class of events it refers to. Therefore, even numerical probabilities can be interpreted by members of the public in multiple, mutually contradictory ways. To find out whether the same statement about rain probability evokes various interpretations, we randomly surveyed pedestrians in five metropolises located in countries that have had different degrees of exposure to probabilistic forecasts--Amsterdam, Athens, Berlin, Milan, and New York. They were asked what a "30% chance of rain tomorrow" means both in a multiple-choice and a free-response format. Only in New York did a majority of them supply the standard meteorological interpretation, namely, that when the weather conditions are like today, in 3 out of 10 cases there will be (at least a trace of) rain the next day. In each of the European cities, this alternative was judged as the least appropriate. The preferred interpretation in Europe was that it will rain tomorrow "30% of the time," followed by "in 30% of the area." To improve risk communication with the public, experts need to specify the reference class, that is, the class of events to which a single-event probability refers.

The values for [tex]x[/tex] are -5 and 20

Given to us:

[tex]x^2-15x-100=0[/tex]

In order to use the zero product property, we need to find out a 2 numbers whose product is -100 and sum is -15.

for that you can take the LCM of 100 and check all factors of 100.

for example,

factors of 100 are 100, 50, 25, 20, 10, 5, 4, 2, 1.

from this -20 and +5 are the numbers whose sum will give -15 and product will be -100. therefore,

[tex]x^2-15x-100=0\\x^2-20x+5x-100=0[/tex]

taking out common terms, we get

[tex](x^2-20x)+(5x-100)=0\\x(x-20)+5(x-20)=0\\(x+5)(x-20)=0\\[/tex]

to find out the value of [tex]x[/tex] equating both the factors with 0, we get

[tex](x+5)=0\\x=-5\\(x-20)=0\\x=20[/tex]

Hence, the values for [tex]x[/tex] are -5 and 20

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Answer:

C or x=-5 or x=20

Step-by-step explanation:

Answer: 163.90

Step-by-step explanation:

Answer:

[tex]\sqrt{3}\cdot 2\sqrt{2}= 2 \sqrt{6}[/tex]

you can't simplify it any more

Answer:

  D, A, E, C, B   or   2, 5, 4, 1, 3

Step-by-step explanation:

In general, you compare each line to the one before, and figure out what step was taken. Anything involving an arithmetic operation is allowed by the <Operation> Property of Order.

1. Matches the equation you're solving. This equation is Given.

2. The parentheses have been eliminated by multiplying their insides by the factor outside. The Distributive Property says you can do that.

3. The term 7x has been subtracted from both sides. The Subtraction Property of Order says you can do that.

4. The term -20 has been eliminated by adding 20 to both sides. The Addition Property of Order says you can do that.

5. Both sides have been divided by 18. The Division Property of Order says you can do that.

Answer:

Step-by-step explanation:

equation for tiger shark:

for each additional year, it grows by 2.5 cm so that would be shown as 2.5x. also it starts at 55 so you would have to add 55 to that 2.5x.

the equation would be y = 2.5x + 55

equation for hammerhead:

do the same process with the other numbers. this would be

y = 5x + 25

solve with elimination:

subtract the two equations, which would eliminate the y variable

y = 5x + 25

- (y = 2.5x + 55)

you get

0 = 2.5x - 30

solve that for x

2.5x = 30

x = 12 years

so the years that have passed is 12. to find the length, plug in x = 12 into one of the equations:

y = 5x + 25 becomes y = 5 * 12 + 25 = 60 + 25 = 85

so they will be 85 cm long each.

The slope of the line represents that the a distance of 55 miles is covered each hour

A linear equation is in the form:

y = mx + b

where y, x are variables, m is the slope of the line and b is the y intercept.

Let y represent the distance in miles covered in x hours.

Using points (2, 110) and (7, 385) from the table:

[tex]slope(m)=\frac{y_2-y_1}{x_2-x_1}=\frac{385-110}{7-2}\\\\m=55[/tex]

Therefore the slope of the line represents that the a distance of 55 miles is covered each hour

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