The lines represented by the equations y=x+5 and 2y-2x=10 are

Answer:

All real numbers

Step-by-step explanation:

It can go on to infinity.

Hope that helps

Answer:

Step-by-step explanation:

69

The percentage is the indicating hundredth thus the percentage of winning is 58.33%.

The percentage is also called the indicating hundredths. Thus, 2% is two-hundredth, which means 2%=2/100=0.02.

The percentage is just like the amount of that value but between 1 to 100 and it is very useful to predict for example if you say 678 then we have to know about the full number also but if you say 80% then it becomes clear.

As per the given,

Total matches = 120

Number of lost matches = 50

Number of winning match = 120 - 50 = 70

Winning percentage = (70/120) x 100 = 58.33%

Hence "The percentage is the indicating hundredth thus the percentage of winning is 58.33%".

For more about the percentage,

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Answer:

3/4×7

= 0.75×7

=5.25

7×3/4

=7×0.75

=5.25

3×7/4

=3×1.75

=5.25

all answer is same so, however we do all answer come 5.25

this way they all are related

Answer:

-4/3

Step-by-step explanation:

(-4 + 2) • (-5 + 3)/-3

=> -2 • (-2)/-3

=> -2 • 2/3

=> -4/3

Therefore, -4/3 is your answer.

Hoped this helped.

Answer:

The answer is -4/3.

Step-by-step explanation:

(-4+2) = -2

x (-5+3) = -2

-2 x -2 = 4.

=-4/3

Answer:A. (22)(40)+(22)(6)

Step-by-step explanation: (22)(40)+(22)(6)

880+(22)(6) 880+132 1012

Answer:

x = 40

Step-by-step explanation:

measure of the angles = 1/2( outside arc - inside arc)

       x/2 = 1/2[x + 70 - (x + 30)]

       x/2 = 1/2 ( x + 70 - x - 30)

       x/2 = 1/2 (40)

       2(x/2) = 2(1/2)(40)

            x = 40

Answer:

It has got one solution since it is a linear equation which falls under polynomials

Answer:

sine

Step-by-step explanation:

Answer:

Joe can only use 3GB of Data. Bill is 21 .

[tex]21 + 9 + 30[/tex]

[tex]1gb \: \: = 3[/tex]

Step-by-step explanation:

Answer:

i) 0.1056

ii) 0.105

iii) 0.1

iv) 0.1056

Step-by-step explanation:

0.36, to the power of 2 (0.36×0.36) is 0.1296

0.1296-0.03×0.8=0.1056

Answer:

14

Step-by-step explanation:

so the hypotenuse for both triangles is 19.use Pythagoras theorem to get the base of both triangles as 8.5cm each.add the two bases and get 17.minus 17 from 31 to get 14cm as the remaining part

Answer: m = 2

Step-by-step explanation:

What we know:

How to solve:

By using the slope equation and the two points given to us, we can calculate the slope.

Process:

Slope =                                                                          2

Solution: m = 2

Answer:

Steps to multiply using Long Multiplication

Multiplying 2-Digit by 2-Digit Numbers

Let us multiply 47 by 63 using the long multiplication method.

1. Write the two numbers one below the other as per the places of their digits. Write the bigger number on top and a multiplication sign on the left. Draw a line below the numbers. 



2. Multiply ones digit of the top number by the ones digit of the bottom number.

Write the product as shown.



3. Multiply the tens digit of the top number by the ones digit of the bottom number.



This is our first partial product which we got on multiplying the top number by the ones digit of the bottom number.

4. Write a 0 below the ones digit as shown. This is because we will now be multiplying the digits of the top number by the tens digit of the bottom number. Hence, we write a 0 in the ones place.



5. Multiply the ones digit of the top number by the tens digit of the bottom number.



6. Multiply the tens digit of the top number by the tens digit of the bottom number.



This is the second partial product obtained on multiplying the top number by the tens digit of the bottom number.

7. Add the two partial products.

 

In long multiplication method, the number on the top is called the multiplicand. The number by which it is multiplied, that is, the bottom number is called the multiplier.

So, a long division problem will have:



We follow the same method for multiplying numbers greater than 2-Digits.

The figure below shows the long division method to multiply 357 by 23

Answer:

The domain of a function f(x) is the set of all values for which the function is defined, and the range of the function is the set of all values that f takes.

Step-by-step explanation:

Answer:

1. B

2. Seven Hundred thousand nine hundred and four

Step-by-step explanation:

Answer:

15 in

Step-by-step explanation:

d^2 = w^2 + l^2

25^2 = 20^2 + l^2

l^2 = 225

l = 15

Answer:

98

Step-by-step explanation:

option d..............

Answer an essay on nothing

Step-by-step explanation:

In philosophy there is a lot of emphasis on what exists. We call this ontology, which means, the study of being. What is less often examined is what does not exist.

It is understandable that we focus on what exists, as its effects are perhaps more visible. However, gaps or non-existence can also quite clearly have an impact on us in a number of ways. After all, death, often dreaded and feared, is merely the lack of existence in this world (unless you believe in ghosts). We are affected also by living people who are not there, objects that are not in our lives, and knowledge we never grasp.

Upon further contemplation, this seems quite odd and raises many questions. How can things that do not exist have such bearing upon our lives? Does nothing have a type of existence all of its own? And how do we start our inquiry into things we can’t interact with directly because they’re not there? When one opens a box, and exclaims “There is nothing inside it!”, is that different from a real emptiness or nothingness? Why is nothingness such a hard concept for philosophy to conceptualize?

Let us delve into our proposed box, and think inside it a little. When someone opens an empty box, they do not literally find it devoid of any sort of being at all, since there is still air, light, and possibly dust present. So the box is not truly empty. Rather, the word ‘empty’ here is used in conjunction with a prior assumption. Boxes were meant to hold things, not to just exist on their own. Inside they might have a present; an old family relic; a pizza; or maybe even another box. Since boxes have this purpose of containing things ascribed to them, there is always an expectation there will be something in a box. Therefore, this situation of nothingness arises from our expectations, or from our being accustomed. The same is true of statements such as “There is no one on this chair.” But if someone said, “There is no one on this blender”, they might get some odd looks. This is because a chair is understood as something that holds people, whereas a blender most likely not.

The same effect of expectation and corresponding absence arises with death. We do not often mourn people we only might have met; but we do mourn those we have known. This pain stems from expecting a presence and having none. Even people who have not experienced the presence of someone themselves can still feel their absence due to an expectation being confounded. Children who lose one or both of their parents early in life often feel that lack of being through the influence of the culturally usual idea of a family. Just as we have cultural notions about the box or chair, there is a standard idea of a nuclear family, containing two parents, and an absence can be noted even by those who have never known their parents.

This first type of nothingness I call ‘perceptive nothingness’. This nothingness is a negation of expectation: expecting something and being denied that expectation by reality. It is constructed by the individual human mind, frequently through comparison with a socially constructed concept.

Pure nothingness, on the other hand, does not contain anything at all: no air, no light, no dust. We cannot experience it with our senses, but we can conceive it with the mind. Possibly, this sort of absolute nothing might have existed before our universe sprang into being. Or can something not arise from nothing? In which case, pure nothing can never have existed.

If we can for a moment talk in terms of a place devoid of all being, this would contain nothing in its pure form. But that raises the question, Can a space contain nothing; or, if there is space, is that not a form of existence in itself?

This question brings to mind what’s so baffling about nothing: it cannot exist. If nothing existed, it would be something. So nothing, by definition, is not able to ‘be’.

Is absolute nothing possible, then? Perhaps not. Perhaps for example we need something to define nothing; and if there is something, then there is not absolutely nothing. What’s more, if there were truly nothing, it would be impossible to define it. The world would not be conscious of this nothingness. Only because there is a world filled with Being can we imagine a dull and empty one. Nothingness arises from Somethingness, then: without being to compare it to, nothingness has no existence. Once again, pure nothingness has shown itself to be negation.

Answer: many solutions

Step-by-step explanation:

Answer:

36°

Step-by-step explanation:

I used an online protractor to solve it

Answer:

[tex]\frac{\pi}{6}[/tex] radians

[tex]cos(\frac{7\pi}{6})=-\frac{\sqrt{3}}{2}[/tex]

Step-by-step explanation:

A reference angle is an acute angle between the terminal arm/terminal side and the x-axis. In this case, the reference angle is [tex]\frac{7\pi}{6}-\pi=\frac{\pi}{6}[/tex].

As for [tex]cos(\frac{7\pi}{6})[/tex], we can identify the value of it using the unit circle as attached below. Recall that points on the unit circle are defined as [tex](cos(\theta),sin(\theta))[/tex], so [tex]cos(\frac{7\pi}{6})=-\frac{\sqrt{3}}{2}[/tex].

Answer:

bottom left choice

Step-by-step explanation:

use desmo lol. but u can just find the slope of each one and see if it is linear or not. here is the pic:

note: a1, a2, a3, a4 is the top left one, b1, b2, b3 is the top right, c1, c2, c3 is the bottom left.

hope it helps. maybe u have to visualize the graph by connecting the points

Answer:

your answer is right -2/3

Step-by-step explanation:

[tex]m = \frac{y2 - y1}{x2 - x1} = \frac{10 - 4}{ - 6 - 3} = \frac{6}{ - 9} = - \frac{2}{3} [/tex]

Answer:

what the answer

Step-by-step explanation:

Answer:

17

Step-by-step explanation:

substitute t = - 9 into f(t) , that is

f(- 9) = - 2(- 9) - 1 = 18 - 1 = 17

Answer:

4

Step-by-step explanation:

Answer:

-1/3

Step-by-step explanation:

4²-4¹ 2-0. -2/6= -1/3

x²-x¹ = 4-2 =