Smith Elementary School scored 30 less points in their track meet than Jones Elementary School. If Jones Elementary School scored x points, write an expression to represent how many points Smith Elementary School scored.

The circumference of above ground pool is 34.54 feet.

Step-by-step explanation:

Given,

Radius of above ground pool = 5.5 feet

Circumference of a circle is given by 2πr

Circumference of above ground pool = 2πr

r = 5.5, π = 3.14

Circumference of above ground pool = 2*3.14*5.5

Circumference of above ground pool = 34.54 feet

The circumference of above ground pool is 34.54 feet.

Keywords: radius, circumference

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Answer:

15 and 25

Step-by-step explanation:

the interior angles of a triangle, when added, = 180...so if one angle equals 140, then the other 2 angles have to measure a combined total of 40.

the other 2 angles are in a ratio of 3:5....added = 8

so one angle is 3/8 of 40......3/8 * 40 = 120/8 = 15 <===

the other angle is 5/8 of 40....5/8 * 40 = 200/8 = 25 <==

Final answer:

To find the measures of the other two angles in the triangle, set up a ratio between them: angle 1 is 3x and angle 2 is 5x. Solve the equation and find that the measures of angle 1 and angle 2 are 15° and 25°, respectively.

Explanation:

To find the measures of the other two angles in the triangle, we can set up a ratio between them. Let's call one angle 3x and the other angle 5x. We know that the sum of all three angles in a triangle is 180°. So we can write the equation: 140° + 3x + 5x = 180°.

Simplify the equation: 140° + 8x = 180°.

Subtract 140° from both sides: 8x = 40°.

Divide both sides by 8: x = 5°.

Now we can find the measures of the other two angles: Angle 1 = 3x = 3(5°) = 15°. Angle 2 = 5x = 5(5°) = 25°.

Not necessarily.

Step-by-step explanation:

The two triangles can be always congruent if the given parts i.e two sides and an angle are congruent provided that the angle is between the two congruent sides, otherwise the two triangles may not be congruent.

This is known as Side Angle Side condition for congruency.

Other congruency conditions inclue SSS - Side side side i.e all three sides of both triangles are congruent and ASA - Angle Side Angle i.e two angles and their including side of the two triangles are congruent.

[tex]\text{Simplify:}\\\\(5x+5)-(8x-9)\\\\\text{Distribute the negative to the variables in the parenthesis}\\\\5x+5-8x+9\\\\\text{Combine like terms}\\\\-3x+5+9\\\\\boxed{-3x+14}[/tex]

Answer: n ≥ 4

Step-by-step explanation: To solve for x in this inequality, your goal is the same as it would be if you were solving an equation which is to get x by itself on one side of the inequality.

Since 3 is being subtracted from 2n, add 3 to both sides of the inequality to get 2n ≥ 8. Now since n is being multiplied by 2, we need to divide by 2 on both sides of the inequality to get n ≥ 4.

Our next task is to graph n ≥ 4 on a number line and to do that, we start with a closed dot at 4. The reason we use a closed dot at 4 is because not only is n greater than 4 but it's also equal to 4. Next we draw an arrow going to the right on our number line to represent all numbers greater than 4.

When graphed, it should look something like the image attached.

Answer:

40320

Step-by-step explanation:

the first song on the list could be 8 possible songs;

and the second song on the list could be 7 possible songs after the first one was set;

the third song on the list could be 6 possible songs after the first and second songs were set;;

the fourth song on the list could be 5 possible songs after the first ,second and third songs were set;;

the fifth song on the list could be 4 possible songs after four songs  were set;

the sixth song on the list could be 3 possible songs after five songs  were set;

the seventh song on the list could be 2 possible songs after six songs  were set;

the eighth song on the list could be 1 possible songs after seven songs  were set.

so THERE ARE 8X7X6X5X4X3X2X1 DIFFERENT SETS

To calculate the number of combinations, we use the combination formula in combinatorics. However, the total number of songs available is required to provide a specific answer.

To determine the number of different sets of 8 songs possible for Janine's play list, we have to use the combination formula of combinatorics. Combinatorics is a branch of mathematics concerning the study of countable or finite discrete structures. The combination is a selection of items where order does not matter. The formula for combination is: C(n, r) = n! / [r!(n-r)!]

where:

Therefore, to answer the question, we would need to know the total number of songs available to Janine. Once we know that, we can substitute that number for 'n', and use the formula to calculate.

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Answer:

its A

Step-by-step explanation:

not gonna explain it cause I dont have to ._. plus it wasnt that hard

Answer:

no solution

Step-by-step explanation:

if you graph these two equations the line would be parallel.

parallel = no solution

intersect = one solution

overlap = infinite amount of solution

Answer:

5+2(10)

Step-by-step explanation:

5+2(10)

   5+ 20

$25 for 10 miles

Answer:

6

13

1

-7

Step-by-step explanation:

Answer:

Minimum allowable shelf length = 105 cm - 0.8 cm  =  104.2 cm

Maximum allowable shelf length = 105 cm + 0.8 cm = 105.8 cm

The third shelf measuring 104.1 cm is not within the specified tolerance.

The fifth shelf measuring 105.9 cm is also not within the specified tolerance.

Step-by-step explanation:

i)A company sells furniture for home assembly. Their largest bookcase has shelves that should be 105 cm, with a tolerance of 0.8 cm (105cm 0.8cm). A set of six shelves had lengths of 105.3 cm, 105.2 cm, 104.1 cm, 105.1 cm, and 105.9 cm. Find the minimum and maximum allowable shelf length. Which , if any, of the shelves are not within the specified tolerance?

ii)  Minimum allowable shelf length = 105 cm - 0.8 cm  =  104.2 cm

iii) Maximum allowable shelf length = 105 cm + 0.8 cm = 105.8 cm

iv) The third shelf measuring 104.1 cm is not within the specified tolerance.

   The fifth shelf measuring 105.9 cm is also not within the specified tolerance.

Answer: putting arms in front when falling to catch self.

Stretching arm out to protect passenger when breaking suddenly

Step-by-step explanation:

Answer:

7

Step-by-step explanation:

the answer would be 7 because if there is 2 in per hour just go 2,4,6,8,10,12

and then count all the numbers i did and that will be your answer (7)

It looks good to me!

Answer:3/5

Step-by-step explanation:

The perimeter of a rectangle is 34 units. Its width W is 6.5 units.

Write an equation to represent the perimeter in terms of the length L, and find the value of L

The length of rectangle is 10.5 units

Given that,

Perimeter of rectangle = 34 units

Width of rectangle = 6.5 units

Let "L" be the length of rectangle

The perimeter of rectangle is given by formula:

Perimeter = 2(length + width)

Substituting the values we get,

[tex]34 = 2(L + 6.5)[/tex]

Thus the equation is found

Solve for "L"

[tex]L + 6.5 = \frac{34}{2}\\\\L + 6.5 = 17\\\\L = 17 - 6.5\\\\L =10.5[/tex]

Thus length of rectangle is 10.5 units

Answer:

StartFraction 3 (y minus 5) Over 2 EndFraction

Step-by-step explanation:

First we need to factor all the polynomials here using quadratic equation (-b +/- √(b^2 - 4ac)) / 2a :

* 2y^2 - 6y - 20 = 2(y^2 -3y - 10)

From quadratic equation, solutions are 5 and -2, which means that we can factor this to;

2(y+2)(y-5)

* y^2 + 5y + 6, in the same manner, is found to have solutions -3 and -2, so it can be factored to:

(y+3)(y+2)

* 3y^2 + 18y + 27 = 3(y^2 + 6y + 9)

Again, solving quadratic equation, we find solution to be -3, so we factor this to:

3(y+3)(y+3)

* 4y + 12 equals to 4(y+3)

Now, let's rewrite our polynomials:

2(y+2)(y-5) • 3(y+3)(y+3) / 4(y+3) • (y+3)(y+2)

We see that we can cancel out some factors here (x+3) and (x+2), so we are left with 6(y-5) / 4 which is 3(y-5)/2.

Answer:

Option B, 3(y-5)/2

Step-by-step explanation:

Answer:

The constant m=-4, and b=33

Step-by-step explanation:

F(x)= MX+b

If f(6)=9 then x=6, m= -4

9= -4(6) + b

9= -24 + b

b= 9 + 24

b= 33

Therefore the constant m, which is the slope is -4 and b which is the intercept is 33

Given the linear function f(x) = mx + b, we see the slope m as -4. Using the point (6,9), we find the y-intercept b to be 33.

In the linear function 'f(x) = mx + b', 'm' represents the slope of the line and 'b' is the y-intercept. As it's given that the slope is -4, we replace 'm' in the equation with -4 to get 'f(x) = -4x + b'. Now, we use the point (6,9) which lies on the line, allowing us to find the value of 'b'. Substituting x = 6 and f(x) = 9 into the equation, we get 9 = -4*6 + b. After solving this equation, we find that b = 33. Therefore, the constants are m = -4 and b = 33.

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Answer:

associative property of addition

Step-by-step explanation:

A change of grouping is the associative property of addition.

Answer:

What are the answer choices? I'd be happy to help!

Please give brainlest and thanks

Answer:The final answer is 4 4

Step-by-step explanation: Graph the line using the slope and y-intercept, or two points.Slope: 3/2

Answer:

4,492

Step-by-step explanation:

I really don't know the meaning of this question but that's the number.

Randy has 56 pound blocks of ice for his snow cone stand

Tons of ice is 0.028 tons or [tex]\frac{7}{250} \text{ tons }[/tex]

Solution:

Randy has two 28-pound blocks of ice for his snow cone stand

1). How many pounds of ice does randy have at his snow cone stand?

Calculate the total pounds that Randy has

Total pounds = 2 x 28 = 56

Thus Randy has 56 pound blocks of ice for his snow cone stand

2) How many tons of ice is there?

Total pounds of ice = 56 pounds

So we have to convert 56 pounds to tons

Use the conversion factor

1 pound = 0.0005 ton

Therefore, 56 pounds is equal to,

56 pound = 0.0005 x 56 tons = 0.028 tons

Thus in decimal we got, 0.028 tons

Convert to fraction form,

[tex]0.028 = \frac{0.028}{1000} \times 1000 = \frac{28}{1000} = \frac{7}{250}[/tex]

Thus tons of ice is 0.028 tons or [tex]\frac{7}{250} \text{ tons }[/tex]

Answer:

[tex]y=3x+1[/tex]

Step-by-step explanation:

From the question, we are given;

We are required to determine the equation of a line parallel to the given line and passing through the point (-1, -2)

y = 3x + 2, m₁ = 3

Taking another point (x, y)...

Then;

[tex]\frac{y+2}{x+1}=3[/tex]

[tex]y+2=3(x+1)\\y+2=3x+3\\y=3x+1[/tex]

Therefore; the equation of the line is [tex]y=3x+1[/tex]

I think 7 of them are girls and the rest are boys and how i got this answer is I took the 28 and divided it by 4 and got 7.

There are 16 girls in Mr. Chang's class.

the correct equation to determine the number of girls in Mr. Chang's class is [tex]\( 28 \times \frac{4}{7} = 16 \)[/tex]

The correct option is (b).

let's break down the problem step by step.

Given:

Total number of students = 28

Proportion of girls = 4/7

To find the number of girls in Mr. Chang's class, we need to multiply the total number of students by the fraction representing the proportion of girls.

So, we calculate:

[tex]\[ \text{Number of girls} = 28 \times \frac{4}{7} \][/tex]

Now, let's multiply:

[tex]\[ 28 \times \frac{4}{7} = \frac{28 \times 4}{7} \][/tex]

[tex]\[ = \frac{112}{7} \][/tex]

Now, we can simplify this fraction:

[tex]\[ \frac{112}{7} = 16 \][/tex]

So, there are 16 girls in Mr. Chang's class.

Therefore, the correct equation to determine the number of girls in Mr. Chang's class is:b.[tex]\( 28 \times \frac{4}{7} = 16 \)[/tex]

complete question given below:

Mr. Chang's class has 28 students, 4/7 of whom are girls. Which equation shows how to determine the number of girls i Mr. Chang's class?

a.28+ 4/7 =49

b.28* 4/7 =16

c.4/7 / 28= 1/49

d.7/4 -28= 1/16

The correct graph representing a reflection of the function f(x) = 6(0.5)^x across the x-axis is one that shows the function decreasing into quadrant 4, crosses the y-axis at (0, -6), and approaches y=0 in quadrant 3, precisely matching the expected transformations due to reflection.

To find the graph that represents a reflection of f(x) = 6(0.5)^x across the x-axis, it's important to understand what reflection across the x-axis entails. Reflecting a function across the x-axis means taking every point (x, y) on the graph of the function and transforming it into a point (x, -y). Thus, for the function f(x) = 6(0.5)^x, this transformation results in a new function g(x) = -6(0.5)^x. This produces a graph where all y-values are the negatives of the original function's y-values.

Among the provided options, the correct representation of this reflection would be: "On a coordinate plane, an exponential function approaches y = 0 in quadrant 3 and decreases into quadrant 4. It goes through (negative 1, negative 3) and crosses the y-axis at (0, negative 6)." This description matches the characteristics of the reflected function by correctly indicating the new y-intercept at (0, -6) and demonstrating the behavior of the function decreasing into quadrant 4 while approaching y=0 in quadrant 3.

Answer:

The area of the hexagon is A. 96√3 cm²

Step-by-step explanation:

Let's recall the formula of the area of an hexagon, this way:

Area = (3√3/2) * s²

Area = (3√3/2) * 8²

Area = (3√3/2) * 64

Area = 192√3/2

Area = 96√3 cm²

The area of the hexagon is A. 96√3 cm²

Answer:

A. is correct

Step-by-step explanation:

Hope that this helps. Peace and Love

Answer:

Step-by-step explanation:

14 - r < 9

Put r = 6 and check inequality:

14 - 6 < 9

8 < 9        TRUE

By substituting r = 6 into the inequality 14 - r < 9, we find that the inequality holds true, indicating that r = 6 is a solution to the inequality.

To determine if r = 6 is a solution to the inequality 14 - r < 9, we simply substitute the value of r into the inequality and check the result.

Substituting r = 6 into the inequality gives us:

14 - 6 < 9

Which simplifies to:

8 < 9

Since 8 is less than 9, the inequality holds true,

which means that r = 6 is indeed a solution to the inequality 14 - r < 9.

Answer:

  [tex]\begin{array}{ccc}1&6&5\\8&4&0\\3&2&7\end{array}[/tex]

Step-by-step explanation:

A magic square can be made by putting the average number in the middle spot. Here, there are 3 numbers in each row, column, or diagonal that total 12, so their average is 12/3 = 4.

There are only 2 pairs of numbers that total 12: (8+4) and (7+5). These must be in the same row and column as the digit 0. If 0 were on a diagonal, we would need three pairs of numbers that total 12, so 0 cannot be on a diagonal.

Our square has 4 in the middle and 0 in a side spot, so it could look like ...

  [tex]\begin{array}{ccc}1&6&5\\8&4&0\\3&2&7\end{array}[/tex]

Final answer:

To solve the 3x3 magic square with numbers 0 through 8 adding up to 12, place the numbers strategically so that each row, column, and diagonal sum to the magic constant. One solution involves putting the number 4 in the center and arranging opposite pairs that add to 8 around it.

Explanation:

To place the numbers 0 to 8 in the magic square so that the sum of the numbers in each row, column, and diagonal is the same number, 12, you have to carefully choose where to place each number. A 3x3 magic square using the numbers 0 through 8 is indeed possible with each line adding up to 12. Here's one solution:

2 7 3
6 4 2
4 1 7
Following this pattern ensures that the sum of each row, column, and diagonal line equals 12. Here's the step-by-step process:

Start by placing the number 4 in the middle of the grid, because in a 3x3 magic square, the center is always one-third of the magic constant (12 in this case).

Next, remember that opposite numbers around the center number must be pairs that add up to 8 (since 4 + 8 = 12 which is the magic constant).

Arrange the pairs strategically across the square so that they add up to 12 in each line.

For instance, placing 2 opposite to 6 and 7 opposite to 1 makes sure that rows, columns, and diagonals all sum to 12.

Hundred as a denominator as 209 over 25 is obtained by mulyiplying numerator and denominator by 4

[tex]\frac{209}{25} = \frac{836}{100}[/tex]

Solution:

Given that we have to get hundred as a denominator as 209 over 25

Thus the given fraction is:

[tex]\rightarrow \frac{209}{25}[/tex]

Now we have to get 100 as denominator

If you multiply both the numerator and denominator of a fraction by the same non-zero number, the fraction remains unchanged in value.

Therefore, equivalent fractions can be created by multiplying or dividing the numerator and denominator by the same number

Muliply and divide by 4, so that 25 muliplied by 4 gives 100

[tex]\rightarrow \frac{209}{25} = \frac{209 \times 4}{25 \times 4} = \frac{836}{100}[/tex]

Thus the denominator is 100