Please help, I’ll mark you as brainiest if you’re correct !!!

Answer:

28.5

Step-by-step explanation:

The sum of the interior angles in a triangle is equal to 180

102 + x + 6 + x + 15 = 180

123 + 2x = 180 subtract 123 from both sides

2x = 57 divide both sides by 2

x = 28.5

Answer:

24

Step-by-step explanation:

We call:

A - Spanish textbook

B - Biology t.b.

C - Histoey t.b.

D - Writing t.b.

U can have:

ABCD

ABDC

ACDB

ACBD

ADBC

ADCB

BACD

BADC

BCDA

BCAD

BDAC

BDCA

etc..

U have 6 for each letter.

6×4=24

Gabriella can line up her textbooks in 24 different ways on her bookshelf.

A combination is a technique to determines the number of possible arrangements in a collection of items where the order of the selection does not matter.

Given that;

Gabriella has a Spanish book, a biology book,  physics book, and a health text book.

We have;

She has a total of 4 books in her book shelf.

So, the number of positions in which the books have to be put are four.

As we can see,

The books are only one in number each. So, the choices are not repeatable.

So, In first position we have four choices, in third we will be left with three choices, in the seconds position we will have a total of two books as choice and in the last positive we have to put the book that is left.

So, the total different ways in which she can line up her books in the bookshelf are,

= 4×3×2×1

= 24

Thus, There are 24 different ways possible.

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Answer:

F

Step-by-step explanation:

An undefined slope means it's just a STRAIGHT VERTICAL line since there's no slope.

The answer would be F because it's a vertical line.

Answer: They purchased 14 adult tickets and 4 kids' tickets.

Step-by-step explanation:

14 x 5 = 70

3x4=12

and then add 70 plus 12 to get 82 dollars

Answer:

24 g butter

12 g sugar

36 g flour

Step-by-step explanation:

The recipe makes 30 shortbread fingers.

She wants to make 6 fingers.

6/30 = 1/5

She wants to make 1/5 of the recipe, so she needs 1/5 of each ingredient's amount.

Divide each amount by 5.

Recipe:

Makes 30           30/5 = 6               Makes 6  

120 g butter       120/5 = 24            24 g butter

60 g sugar         60/5 = 12              12 g sugar  

180 g flour​         180/5 = 36            36 g flour

Answer:

A

Step-by-step explanation:

equation is of the form f(x) - a which implies a translation downwards of a units

Answer: equality of a equation

Answer:

1700 grams...

Step-by-step explanation:

Answer:

Perimeter = [tex](30-\frac{3}{2}x)[/tex]

Step-by-step explanation:

Width of the rectangle has been given as [tex](5-\frac{1}{4}x)[/tex].

Convert the statement into the algebraic expression,

"Length of the rectangle is twice the width"

Length = 2(Width)

            = [tex]2(5-\frac{1}{4}x)[/tex]

            = [tex]10-\frac{1}{2}x[/tex]

Since perimeter of a rectangle is given by the expression,

Perimeter = 2(Length + Width)

By substituting the values of length and width in the expression,

Perimeter = [tex]2[(5-\frac{1}{4}x)+(10-\frac{1}{2}x)][/tex]

                 = [tex]2(15-\frac{3}{4}x)[/tex]

                 = [tex](30-\frac{3}{2}x)[/tex]

Therefore, expression representing perimeter is [tex](30-\frac{3}{2}x)[/tex].

Answer:

C) 297 cm²

Step-by-step explanation:

1/2(22)(27)=297

Answer:

H0 : u ≥ 10  against the claim Ha: u < 10

Step-by-step explanation:

The mean breaking strength of a ceramic insulator must be at least 10 psi.

(At least means greater or equal to ). As it is already given in the data the null and alternate hypotheses will be formulated according to it.

H0 : u ≥ 10  against the claim Ha: u < 10

The null hypothesis is the mean breaking strength of a ceramic insulator must be at least 10 psi

and the alternate hypothesis is

the mean breaking strength of a ceramic insulator is less than 10 psi

Answer:

2 hours.

Step-by-step explanation:

From the question given above, the following data were obtained:

Speed of motorboat (sₘ) = 8 mph

Speed of cabin cruiser (s꜀) = 16 mph

From the question given, we were told that the cabin cruiser started his journey 2 hours later after the motorboat has left.

Let t be the time for the cabin cruiser.

Thus, the time for the motorboat will be (2 + t)

Also, if the cabin cruiser and the motorboat must be along side each other, then their distance must be the same.

With the above information, we can obtain the time taken for the cabin cruiser and the motorboat to be along side each other. This can be obtained as follow:

Speed of motorboat (sₘ) = 8 mph

Time for motorboat (tₘ) = t + 2

Speed of cabin cruiser (s꜀) = 16 mph

Time for cabin cruiser (t꜀) = t

Distance of motorboat = distance of cabin cruiser

Recall:

Distance = speed × time

Therefore,

sₘ × tₘ = s꜀ × t꜀

8 × (t + 2) = 16 × t

Clear bracket

8t + 16 = 16t

Collect like terms

16 = 16t – 8t

16 = 8t

Divide both side by 8

t = 16 / 8

t = 2 hours

Thus, it will take 2 hours for the cabin cruiser and the motorboat to be along side each other.

Given:

The figure of a right triangle.

To find:

The length of AB.

Solution:

In a right angle triangle,

[tex]\cos \theta=\dfrac{Base}{Hypotenuse}[/tex]

Using this trigonometric ratio for the given triangle, we get

[tex]\cos A=\dfrac{AB}{AC}[/tex]

[tex]\cos (60^\circ)=\dfrac{AB}{10}[/tex]

[tex]\dfrac{1}{2}=\dfrac{AB}{10}[/tex]

[tex]\dfrac{1}{2}\times 10=AB[/tex]

[tex]5=AB[/tex]

Therefore, the length of AB is 5 units.

Answer:

7

Step-by-step explanation:

Answer:

[tex]f(x)-g(x)=2x^2(1-x)[/tex]

Step-by-step explanation:

Given that,

[tex]f(x)=x^2\\\\g(x)=2x^3-x^2[/tex]

We need to find the value of f(x)-g(x).

Put the values of f(x) and g(x). So,

[tex]f(x)-g(x)=x^2-(2x^3-x^2)\\\\=x^2-2x^3+x^2\\\\=2x^2-2x^3\\\\=2x^2(1-x)[/tex]

So, the value of f(x)-g(x) is equal to [tex]2x^2(1-x)[/tex].

Answer:

C)(5, 125), (6, 216)

Step-by-step explanation:

Well firstly, there's no actual way to know. There could be anything there, as for any n pairs (x, y) with distinct x-s, there exists a (n-1 or less)-degree polynomial that models them perfectly, and infinitely many polynomials of degree n (or more).

If we input those terms to a polynomial interpolator, we'll get an answer every time.

With this one, it will be the right answer though!

But to be serious, let's find out what the numbers are. We can notice they're all cubic numbers.

There's 1, which is 1^3, then theres 2^3, then it's 3^3, then 4^3.

It's reasonable to expect that we are expected to assume (x, x^3) is the rule.

We can see that the answer C (5, 5^3), (6, 6^3) fits this narrative.

Answer:

what kind?

Step-by-step explanation:

and if its not a specific kind of algebra just use an algebra calculator

Answer:

Use PEMDAS

Step-by-step explanation:

First, solve inside the (P)arentheses. Next, calculate all (E)xponents. Then check to see which comes first in the equation: multiplication or division? Complete these in the order that they appear in the equation. Now, repeat the previous step with addition and (S)ubtraction. If all else fails, use MathPapa.

Answer: ya

Step-by-step explanation:

Answer:

x=100

Step-by-step explanation:

x+80=180...(angles on a straight line add up to 180 degrees )

x=180-80

x=100

Answer:

Vertical angles x= 100 sorry if i'm wrong

Step-by-step explanation:

Answer: The z-score for an ACT score of 26 is 0.17.

Step-by-step explanation:

Z-score:

In a set with mean  and standard deviation , the zscore of a measure X is given by:

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

In a particular year, the mean score on the ACT test was 25 and the standard deviation was 5.9.

This means that  

Find the z-score for an ACT score of 26.

This is Z when X = 26. So

The z-score for an ACT score of 26 is 0.17.

The z-score for an ACT score of 26 is 0.17.

What is z-score?

When assessed in terms of standard deviation units, a raw score's location in relation to its distance from the mean is indicated by a z-score. If a value is above the mean, the z-score is positive; if it is below the mean, it is negative.

In a set with mean  and standard deviation , the z-score of a measure X is given by: z-score=(x-μ)/σ

How do you find z-score?

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

In a particular year, the mean score on the ACT test was 25 and the standard deviation was 5.9.

This means that  

We need to find z-score for an ACT score of 26.

This is Z when X = 26. So

The z-score for an ACT score of 26 is 0.17

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Answer:

D) a reflection over the y-axis and then a

90° clockwise rotation about the origin

Answer:

D) a reflection over the y-axis and then a

90° clockwise rotation about the origin

m/F = 2/a

ma = 2F | : m

a = 2F/m

m/f=2/a

a=?

a=2f/m

Step-by-step explanation:

Making a the subject.

Answer: 4

Step-by-step explanation: Because 4x5=20 and 20x4=80 than 80x4=320

Answer:

hiiii....

Step-by-step explanation:

b)2and4 only

the answer would be 1500

Answer:

y = - 2x + 6

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

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

with (x₁, y₁ ) = (0, 6) and (x₂, y₂ ) = (3, 0) ← 2 points on the line

m = [tex]\frac{0-6}{3-0}[/tex] = [tex]\frac{-6}{3}[/tex] = - 2

The line crosses the y- axis at (0, 6 ) ⇒ c = 6

y = - 2x + 6 ← equation of line

Answer:

i think it was A