Translate the sentence into an equation.
Eight more than the product of a number and 9 is 6.
Use the variable x for the unknown number.

Answer:

The area of the green polygon is 81.

The area of the yellow polygon is 3.

Step-by-step explanation:

To get the green polygon, simply multiply 9 by 9. (The sides)

To get the yellow polygon, first you have to find the height. We know that the side of the green polygon is 9, so you have to do 9-7 to find the height of the triangle. That is 2

Then to find the area, use the equation: \(\frac{h_{b} b}{2}\) . The h would be 2 and b would be 3.

The answer is 3.

ask if you have questions!

Answer:

maria compro 25665 lapiceros de color azul para repartirlos ...brainly.lat › Matemáticas › Secundaria

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Aug 16, 2016 — maria compro 25665 lapiceros de color azul para repartirlos entre sus 124 amigos y ella ¿cuantos lapiceros le toco a cada uno? 1.

1 answer

Si María compró 25665 lapiceros de color azul para ... - Brainlybrainly.lat › Matemáticas › Secundaria

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Nov 29, 2018 — Si María compró 25665 lapiceros de color azul para repartirlos entre sus 124 amigos y ella ¿Cuántos lapiceros le tocó a cada uno?¿Cuántos lapiceros sobraron? 2. Ver respuestas. Inicia sesión para comentar ...

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maría compro 25,665 lapiceros de color azul para repartirlos ...brainly.lat › ... › Universidad

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May 29, 2020 — maría compro 25,665 lapiceros de color azul para repartirlos entre sus 124 amigos y ella ¿cuántos lapiceros le tocó a cada uno?¿cuántos lapiceros sobraron? 2. Ver respuestas. Inicia sesión para comentar ...

Step-by-step explanation:

The volume of the tetrahedron is 1/162 cubic units.

Integration is a mathematical operation that is the reverse of differentiation. Integration involves finding an antiderivative or indefinite integral of a function.

To find the volume of the tetrahedron enclosed by the coordinate planes and the plane 9x + y + z = 1, we can set up a triple integral over the region that the tetrahedron occupies in space.

The region of integration is defined by the inequalities:

0 ≤ x ≤ 1/9

0 ≤ y ≤ 1 - 9x

0 ≤ z ≤ 1 - 9x - y

The limits of integration for each variable are based on the boundaries of the tetrahedron.

Thus, the triple integral for the volume is:

V = ∭R dV = ∫\(^{(1/9)\) ∫\(^{(1-9x)\) ∫\(^{(1-9x-y)\) dz dy dx

Evaluating this integral, we get:

V = ∫\(^{(1/9)\) ∫\(^{(1-9x)\) (1-9x-y) dy dx

= ∫\(^{(1/9)\) [(1-9x) (y - 0.5y²)]\(^{(1-9x)\) dx

= ∫\(^{(1/9)\) (1/2) (1-9x)² dx

= (1/2) [∫\(^{(1/9)\) (1-18x+81x²) dx]

= (1/2) [x - 9x² + (27/2) x²]\(^{(1/9)\)

= 1/162

Therefore, the volume of the tetrahedron is 1/162 cubic units.

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Answer:

all 3 options are true : A, B, C

Step-by-step explanation:

warning : it has come to my attention that some testing systems have an incorrect answer stored as right answer for this problem.

they say that A and C are correct.

but I am going to show you that if A and C are correct, then also B must be correct.

therefore, my given answer above is the actual correct answer (no matter what the test systems say).

originally the information about the alignment of the point F in relation to point E was missing.

therefore, I considered both options :

1. F is on the same vertical line as E.

2. F is not on the same vertical line as E.

because of optical reasons (and the - incomplete - expected correct answers of A and C confirm that) I used the 1. assumption for the provided answer :

the vertical line of EF is like a mirror between the left and the right half of the picture.

A is mirrored across the vertical line resulting in B. and vice versa.

the same for C and D.

this leads to the effect that all 3 given congruence relationships are true.

if we consider assumption 2, none of the 3 answer options could be true.

but if the assumptions are true, then all 3 options have to be true.

now, for the "why" :

remember what congruence means :

both shapes, after turning and rotating, can be laid on top of each other, and nothing "sticks out", they are covering each other perfectly.

for that to be possible, both shapes must have the same basic structure (like number of sides and vertices), both shapes must have the same side lengths and also equally sized angles.

so, when EF is a mirror, then each side is an exact copy of the other, just left/right being turned.

therefore, yes absolutely, CAD is congruent with CBD. and ACB is congruent to ADB.

but do you notice something ?

both mentioned triangles on the left side contain the side AC, and both triangles in the right side contain the side BD.

now, if the triangles are congruent, that means that each of the 3 sides must have an equally long corresponding side in the other triangle.

therefore, AC must be equal to BD.

and that means that AC is congruent to BD.

because lines have no other congruent criteria - only the lengths must be identical.

Answer: Type I error and Type II error are associated with hypothesis testing, where we test a hypothesis by collecting data and analyzing it.

For the given hypothesis, we can set up the null hypothesis as follows:

H0: The percentage of households with Internet access is less than or equal to 60%.

And the alternative hypothesis as:

Ha: The percentage of households with Internet access is greater than 60%.

Now, a Type I error occurs when we reject the null hypothesis (i.e., conclude that the percentage of households with Internet access is greater than 60%) when it is actually true. This means that we would be making a false claim that the percentage of households with Internet access is greater than 60%, when it is not.

On the other hand, a Type II error occurs when we fail to reject the null hypothesis (i.e., conclude that the percentage of households with Internet access is less than or equal to 60%) when it is actually false. This means that we would be missing the truth that the percentage of households with Internet access is greater than 60%.

So, in the context of the given hypothesis, a Type I error would be to conclude that the percentage of households with Internet access is greater than 60% when it is actually less than or equal to 60%, and a Type II error would be to fail to conclude that the percentage of households with Internet access is greater than 60% when it is actually greater than 60%.

Answer: To find the equation of a line passing through two points, we can use the point-slope form of the equation:

y - y1 = m(x - x1)

where (x1, y1) are the coordinates of one of the points, and m is the slope of the line.

To find the slope, we can use the formula:

m = (y2 - y1)/(x2 - x1)

where (x1, y1) and (x2, y2) are the coordinates of the two points.

So, let's plug in the values we have:

m = (-8 - 3)/(-8 - (-10)) = (-8 - 3)/2 = -11/2

Now we can use either point to find the equation. Let's use (-10, 3):

y - 3 = (-11/2)(x - (-10))

y - 3 = (-11/2)x - 55/2

y = (-11/2)x - 49/2

So the equation of the line through (-10, 3) and (-8, -8) is:

y = (-11/2)x - 49/2.

Answer:

9.97 i think

Step-by-step explanation:

Answer:

r = 24.41cm

Step-by-step explanation:

If you're only trying to find the radius, use the equation:

\(Area = \pi r^2\)

When rearranged to make r the subject:

\(r = \sqrt\frac{Area}{\pi }\)

When the variables are added:

\(r = \sqrt\frac{1872}{\pi }\)

\(r = 24.41\)

Answer:

well I think the question's not complete but if that's the question then 9 boxes would cost about $63 dollars. since some stores have a sale, you should add the word 'about' or 'around' with the answer. hope it was helpful ))

The minimum discount teacher will need to buy 9 boxes of granola bars for a school trip is 42.86%.

Complete Question -  

A teacher wants to buy 9 boxes of granola bars for a school trip.

● Each box usually costs $7, but many grocery stores are having a sale on granola bars this week, and different stores are selling boxes of granola bars at different discounts.

● This teacher can spend at most $36 on granola bars. Write and solve an inequality to represent the amount that the granola bars could be discounted so that this teacher can stay within his budget.

Given to us

Assumption

Let's assume that the discount teacher want is x, therefore, the teacher wants to buy a box of granola bars in (100-x) times the price.

The total cost of 9 boxes of granola bars

= Number of boxes x Cost of a box of granola bars

= 9 x $7

= $63

As we know the budget of teachers is only $36, the inequality can be written as,

\((100-x)\%\ of\ \$63 \leq \$36\\\\\dfrac{(100-x)}{100} \times 63 \leq 36\\\\(100-x) \leq \dfrac{36 \times 100}{63}\\\\(100-x)\leq 57.14 \\\\ -x \leq -42.86\%\\\\ x \geq 42.86\%\)

Hence, the minimum discount teacher will need to buy 9 boxes of granola bars for a school trip is 42.86%.

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By using multiplication, it can be calculated that

The complete table is

Number of yogurt bars                       Cost of yogurt bars ($)

             1                                                       1.80

             2                                                      3.60

             3                                                      5.40

             4                                                      7.20

             5                                                      9.00

What is multiplication?

Repeated addition is called multiplication. Multiplication is used to find the product of two or more integers.

This is a word problem on multiplication

Cost of 2 yogurt bars = $1.80 \(\times\) 2 = $3.60

Cost of 3 yogurt bars = $1.80 \(\times\) 3 = $5.40

Cost of 4 yogurt bars = $1.80 \(\times\) 4 = $7.20

Cost of 5 yogurt bars = $1.80 \(\times\) 4 = $9.00

So the table is

Number of yogurt bars                       Cost of yogurt bars ($)

             1                                                       1.80

             2                                                      3.60

             3                                                      5.40

             4                                                      7.20

             5                                                      9.00

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By analyzing the degrees and leading coefficients, you can determine how the rational function behaves at the extreme ends of the x-axis.

To determine the end behavior of a rational function, you need to examine the degrees of the numerator and denominator polynomials. The end behavior refers to how the function behaves as the input (x-values) approaches positive or negative infinity.

Here are the steps to determine the end behavior of a rational function:

1. Identify the highest power of x in the numerator and denominator. Let's call them n and m, respectively.

2. If n < m, the degree of the denominator is greater than the numerator. In this case, the function's end behavior is determined by the degree of the denominator.

  - If m is even, the function approaches the horizontal axis (y = 0) as x approaches both positive and negative infinity.

  - If m is odd, the function approaches opposite infinities: positive infinity as x approaches negative infinity and negative infinity as x approaches positive infinity.

3. If n = m, the degree of the numerator is equal to the denominator. In this case, the leading coefficients of the numerator and denominator determine the end behavior.

  - The function approaches the ratio of the leading coefficients as x approaches both positive and negative infinity.

4. If n > m, the degree of the numerator is greater than the denominator. In this case, the function's end behavior is determined by the degree of the numerator.

  - If n is even, the function approaches positive infinity as x approaches both positive and negative infinity.

  - If n is odd, the function approaches opposite infinities: positive infinity as x approaches positive infinity and negative infinity as x approaches negative infinity.

By analyzing the degrees and leading coefficients, you can determine how the rational function behaves at the extreme ends of the x-axis.

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Answer:

I think it is five but I cannot see all the lines too well so I don't know

Answer:

the slope is 5

Step-by-step explanation:

50/10 = 5

y= 5x

\(\Large\maltese\underline{\textsf{A. What is Asked}}\)

What is the value of a in the equation 3a+b=54, if b=9?

\(\Large\maltese\underline{\textsf{B. This problem has been solved!}}\)

Put in 9 for b.

\(\bf{3a+9=54}\) | subtract 9 on both sides

\(\bf{3a=45}\) | divide the entire equation by 3

\(\bf{a=15}\)

\(\cline{1-2}\)

\(\bf{Result:}\)

       \(\bf{\bigcirc 15}\)

\(\LARGE\boxed{\bf{aesthetic\not1\theta\ell}}\)

Answer:

a = 15

Step-by-step explanation:

3a + b = 54 ← substitute b = 9

3a + 9 = 54 ( subtract 9 from both sides )

3a = 45 ( divide both sides by 3 )

a = 15

Answer:

2520

Step-by-step explanation:

LCM(4, 7, 8, 9, 10, 12) = 2520

Answer:

Hear i attached down

Step-by-step explanation:

hope it helps

Answer:

The number 3 represents the fixed cost in the equation which is the flat charge.

With this query, no effort is necessary. measure the tbsp. of all items.

A great source of both phosphorus and calcium, which are essential for the growth and upkeep of strong, strong teeth and bones, is milk. They lower the chance of developing osteoporosis and suffering broken bones later in life. Milk encourages strong bones.

1. Measure \(8\) tbsp. chocolate sauce and add \(2\frac{1}{2}\) cups of milk.

No work is required for this question. It is a simple instruction to measure out 8 tbsp. of chocolate sauce and add it to \(2\frac{1}{2}\) cups of milk.

2. Start with \(1\frac{3}{4}\) cups of milk and add \(2\frac{1}{2}\) tbsp. chocolate sauce.

No work is required for this question. It is a simple instruction to start with \(1\frac{3}{4}\) cups of milk and add \(2\frac{1}{2}\) tbsp. of chocolate sauce.

3. Add \(3\frac{1}{3}\) tbsp. chocolate sauce to \(1\frac{1}{4}\) cups milk.

No work is required for this question. It is a simple instruction to add  \(3\frac{1}{3}\)tbsp. of chocolate sauce to \(1\frac{1}{4}\) cups of milk.

4. For every 1 cup of milk add \(2\frac{1}{2}\) tbsp. of chocolate sauce.

No work is required for this question. It is a simple instruction to add \(2\frac{1}{2}\) tbsp. of chocolate sauce for every \(1\) cup of milk.

5. Stir \(1\) tbsp. chocolate sauce into \(\frac{2}{3}\) cup milk.

No work is required for this question. It is a simple instruction to stir 1 tbsp. of chocolate sauce into \(\frac{2}{3}\) cup of milk.

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Answer:

V =134.4 ft^3

Step-by-step explanation:

Volume is

V = l*w*h

V = 7*4*4.8

V =134.4 ft^3

\(7\frac{1}{2}\implies 7.5\hspace{5em}1\frac{1}{4}\implies 1.25 \\\\[-0.35em] ~\dotfill\\\\ \stackrel{ \textit{Monday through Friday} }{\stackrel{ days }{(5)}\stackrel{ rate }{(10.80)}\stackrel{ hours }{(7.5)}}~~ + ~~\stackrel{ Saturday }{\stackrel{ days }{(1)}\stackrel{ rate }{(10.80)(1.25)}\stackrel{ hours }{(7.5)}} \\\\\\ 405~~ + ~~101.25\implies \text{\LARGE 506.25}\)

The inequality y ≤ - (1 / 3) · x + 2 is represented by the graph contained by choice A.

In this problem we must determine what graph is this related to a defined inequality of the form y ≤ m · x + b, where m and b are the slope and the intercept of the line border of the inequality. By inspecting the expression we find the following features:

The choice A represents the inequality.

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The chopper is 686 meters away from the listener.

When we hear any sound, it means sound waves are coming towards us, and our ears receive those waves. It travels through the air and then reaches to our ears. As sound waves travel through the air, they encounter obstacles that cause their energy to disperse. The speed of sound waves through the air depends on the temperature and the pressure of the air. In general, at room temperature, the speed of sound through the air is approximately 343 meters per second.

The given information can be used to find the distance between the chopper and the listener. To calculate the distance, we can use the following formula:

d = v × t

where, d is the distance, v is the speed of sound (343 m/s at room temperature), and t is the time taken to hear the sound.

We can calculate the distance using the given information: We are given that the sound was heard 2 seconds after the last chop.

Therefore, the time taken to hear the sound is t = 2 seconds.

Using the formula, we have: d = v × td = 343 × 2 = 686 meters.

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The theater had a net profit of $1,040 for the five-day period, calculated by subtracting the total losses of $700 from the total profits of $1,740.

The total profit or loss for the five-day period at the local movie theater can be calculated by adding up the daily profits and losses. The summary of the answer is as follows: The theater incurred a total profit of $1,040 over the five-day period.

To arrive at this answer, we can add up the profits and losses for each day. The theater experienced a loss of $275 on Monday and a loss of $360 on Tuesday. Adding these two losses together, we get a total loss of $635. On Wednesday, there was a loss of $65, which we can add to the running total, resulting in a cumulative loss of $700.

However, the theater turned things around on Thursday with a profit of $475, which can be subtracted from the cumulative loss, leaving us with a net loss of $225. Finally, on Friday, the theater recorded a profit of $1,265. Adding this profit to the net loss, we get a total profit of $1,040 over the five-day period.

In summary, the theater had a net profit of $1,040 for the five-day period, calculated by subtracting the total losses of $700 from the total profits of $1,740.

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Answer:

Step-by-step explanation:

Did they lose on friday ?

the correct answer is option a: 10/3, which represents the mean and standard deviation of the scaled scores on the WISC-V.

Scaled scores are used to compare an individual's performance on the WISC-V to the performance of other individuals in the same age group. The scaled scores are derived from raw scores and are standardized to have a mean and standard deviation that are predetermined.The mean of scaled scores on the WISC-V is set to 10. This means that an average performance is represented by a scaled score of 10.

The standard deviation of scaled scores on the WISC-V is set to 3. The standard deviation measures the spread or variability of scores around the mean. A standard deviation of 3 indicates that most scores fall within 3 points above or below the mean of 10.

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Answer: 2

Step-by-step explanation:

Answer and Explanation: The only even number that is not a composite number is 2. All even numbers are defined as numbers that are divisible by, or have a divisor of, 2.

Answer:

The answer to your question is, 2

Step-by-step explanation:

The reason why that is our answer is because, 2 can either be multiplied and divided but 2 NUMBERS.

Such as the following:

2 / 1 = 2.

1 x 2 = 2.

What is a composite number?

A composite number are numbers that have more than two factors like the number 2:

2 / 1 = 2.

1 x 2 = 2.

Thus the answer to your problem is, 2

Answer:

1.-15

2.-4351/66

3.

Step-by-step explanation:

Answer:

A. 17.35 mm³

Step-by-step explanation:

Volume of a Pyramid

\(V = \frac{1}{3}Bh\)

V ... volume

B ... area of base

h ... height

The base of this pyramid is a square. Area of a square is side times side.

\(B = 3.5 \times 3.5\)

Let's substitute in the formula.

\(V = \frac{1}{3}Bh\\\\V = \frac{1}{3}(3.5\times 3.5)(4.25)\\\\V = \frac{1}{3}(12.25)(4.25)\\\\V \approx 17.35417 \text{ mm}^3\)

Now let's round to the nearest hundredth.

V = 17.35 mm³

The correct option is B,  II. only.

Given to us,

I. In the effective rate formula, n is equal to one.

Effective interest rate formula,

\(r = (1 + \dfrac{i}{n} )^n - 1.\)

where,

r is the effective interest rate,

i is the stated interest rate,

n is the number of compounding periods per year.

According to the question the compounding periods per year is not given to us. Also, loans are taken for a longer period of time.

Thus, we can conclude that statement is false.

II. The nominal rate is 7. 918%.

nominal rate = real interest rate + inflation rate,

but as it is not mentioned in the question about the inflation rate. the statement is true to us. Assuming the inflation rate is 0%.

Thus, we can conclude that statement is true.

III. The Federal Funds Rate is static.

This statement is false, as the no information is given about this statement also this can not be concluded through assumption.

Thus, we can conclude that statement is false.

Hence, The correct option is B,  II. only.

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The numbers that are used  to describe the center of a set of data is B)Measure of center.

What is normal distribution?

An example of a continuous probability distribution is the normal distribution, in which the majority of data points cluster in the middle of the range while the remaining ones taper off symmetrically towards either extreme. The distribution's mean is another name for the centre of the range.

Here we know that,

A measure of center, or central tendency, is a single number used to describe a set of numeric data. It describes a typical value within the data set.

The mean and median are the two most common measures of center. The mean is often called the average.

A measure of variability is a single number used to describe the spread of a data set.

Use the interactive below to visualize how a change in center or a change in spread will affect a distribution.

Hence the correct option is B)Measure of center.

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Answer:

2.2 more kg

Step-by-step explanation:

0.8+3.95=4.75

6.95-4.75=2.2

hope I helped!!

Yes, an angle in a right-angled triangle is always present.  Without any additional information about the triangle, it is impossible to determine the value of the angle in question.

In a right-angled triangle, one of the angles is a right angle, which measures 90 degrees. The other two angles in the triangle are acute angles and their measures always add up to 90 degrees.

To find the value of the angle in question, we need to know some additional information about the triangle. If we have the lengths of two sides of the triangle, we can use trigonometric ratios to find the measure of the angle.

For example, if we know the length of the side opposite the angle and the length of the hypotenuse (the longest side of the triangle), we can use the sine ratio to find the measure of the angle.

If we know the length of the side adjacent to the angle and the length of the hypotenuse, we can use the cosine ratio.

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The comparison of two quantities with different units is called a ratio and proportion. A ratio that specifically compares two quantities measured in different units.

Comparing amounts is done using a ratio. A ratio demonstrates how many times one amount fits inside another or how much larger one amount is than another.

If I need to mix some cement, I would add two parts cement to four parts sand. The two numbers are both portions of the entire. Hence, the 2:4 ratio (6 parts in total). The written version is crucial; 4:2 would produce a different blend.

Ratios are expressed in their most basic form. There are five green and fifteen red dots in the figure on the right. The ratio is 15:5, but like with fractions, this can be boiled down to its most basic form.

If you look at the relationship between the numbers 15:5 as is 3:1, you can see that 3 is multiplied by 5 to obtain 15 and that 1 is multiplied by 1 to get 5. The ratio, as we can see in the image, is also 3:1.

Therefore,

The comparison of two quantities with different units is called a ratio and proportion. A ratio that specifically compares two quantities measured in different units.

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