Answer:
Dear diary,
I know I haven't written in you for awhile, but I've been busy with school. I had a really cool teacher this year that helped me through US History. Okay, it took a bit of energy and yeah maybe it wasn't personally fun fighting with myself to remember answers, but he had a game that helped me practice and beat the tests and quizes. At the time I was in class he waited until everyone was done with notes and gave us a free 100% for every chapter notes we finished. He helped everyone and got them finished in time.
I hope I have this teacher again next year.
Dear diary,
I have many pet peeves...
- People who can’t FREAKIN cover themselves when they sneeze or cough!
- People who interrupt when I am speaking
- Slow Walkers
- Rude/Slow drivers
- Know-it-all’s
- Someone leaving the water running and same goes for lights
- People who talk while their mouth is full
And that’s all I could think of..and these bother me because they just do. Like it’s rude, unhygienic, and not environmentally friendly.
Step-by-step explanation:
Answer:
I hope this helps!! also don't forget to paraphase this!!
Step-by-step explanation:
Many people believe that it is important to find ways to pay it forward in their daily lives. Think about what “pay it forward” means. Write an entry explaining what you believe this expression means and provide an example of this practice that you have witnessed.
I feel the meaning of “pay it forward” means responding to kindness to yourself with kindness to someone else.
Dear diary, There was one time one of these little kids were all alone and were crying and I decided that I would give the kid company. I had asked her what was wrong and she had said her friends were ignoring her and at that time that was happening to me too! So I decided we would go tell the yard duty. Once we had told the yard duty, the yard duty had said show me where they are. Once we showed her they talked and the little girl gave me a big bear hug!
Years passed and I was all alone and one of my friends (Connor) had seen me and asked if I was ok. I said I guess I’m just bored and don’t want to play what my friends were playing. He said come play with me! We started to play kickball and I absolutely enjoyed it until his brother came to play. I didn't like him playing because he always made fun of me when I couldn’t kick it. I eventually didn’t want to play anymore because of Connor’s brother so I went to sit back down by the tree I was sitting at before. Conner didn’t like the way his brother was treating me.
After I had told him, he asked me what was wrong. I told him I didn't like the way his brother Anthony was treating me . He said he would make sure his brother wouldn’t be mean anymore. I came back to play kickball again and Anthony started calling me a crybaby because I left. I was about to burst into tears until Connor told his brother to knock it off or he would hit him in the head with a ball! I laughed, Connor laughed, and even Anthony’s friends laughed!!
In conclusion, this story is an example of “pay it forward”. There are very many examples that everyone can relate to. This story explains what paying it forward means because kids could help bullying and know that they helped a kid extremely and could help the child that is getting bullied to help someone else.
*PLEASE HELP ANSWER*
* I WILL GIVE BRAINLIEST *
Answer:
Union
Step-by-step explanation:
None of the terms in each inequality intersect.
so its not intersection
Its two inequalities put together so its union
A race dog is initially running at 10 m/s but is slowing down. How fast is the dog moving when its kinetic energy has been reduced by half?
5.37 m/s
7.07 m/s
5.00 m/s
6.10 m/s
Answer: 7.07 m/s
Step-by-step explanation:
I took the quiz and that was the correct answer 5 is wrong
The speed of the dog at half of its kinetic energy is 7.07 m/s. The correct option is (B).
What is Proportionality?When two quantities have some dependence in their values they can be said proportional to each other.
It can be of two types such as direct and indirect.
The direct proportionality means the values of both the quantities are increasing or decreasing at the same time while the indirect proportionality implies value of one quantity is increasing while the other is decreasing.
Given that,
The present speed of the dog is 10 m/s.
Suppose the mass of the dog be m kg.
Since, the kinetic energy of an object is given as K = 1/2mv².
As per the question, the following expression can be written,
Initial energy, K₁ = 1/2m × 10²
= 50m
Final energy, K₂ = K₁/2
= 50m/2
= 25m
Using the expression for kinetic energy,
1/2mv² = 25m
=> v² = 50
=> v = √50
= 7.07
Hence, the speed of the dog when its kinetic energy is reduced to half is 7.07 m/s.
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An equo equila Teral Traingle has
nearest mm workout The Lower
bound of its Perimeter mcm
sides of Lenght 6.2 cm correct to
Answer:
Step-by-step explanation:
Given parameters:
Dimensions of the equilateral triangle = 6.2cm
Unknown:
Perimeter = ?
Solution:
The perimeter of the triangle is the sum of all its sides;
Perimeter = 3(L) for an equilateral triangle;
Perimeter = 3(6.2) = 18.6cm
to the nearest mm = 19.0cm
John sold 32 poster prints of his artwork in September for a total of $126. In October, he sold 48 prints of his artwork for $240. If the relationship between the number of poster prints and total earnings is linear, what was the cost per print expressed as a slope(# of posters sold, $posters sold for)?(complete sentence answer
Given:
In September, John sold 32 prints of his artwork for $126.
In October, he sold 48 prints of his artwork for $240.
To find:
The cost per print expressed as a slope.
Solution:
Let y be the cost of x prints.
The relationship between the number of poster prints and total earnings is linear.
In September, John sold 32 prints of his artwork for $126. So, the line passes through (32,126).
In October, he sold 48 prints of his artwork for $240. So, the line passes through (48,240).
Now, the slope of the line is
[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]
[tex]m=\dfrac{240-126}{48-32}[/tex]
[tex]m=\dfrac{114}{16}[/tex]
[tex]m=7.125[/tex]
The slope of the linear function 7.125.
Therefore, the cost of per print is $7.125.
3(x + 4) = 2x + 4x - 6 Please help i'll give 90 pts and I only have 113.
Answer:
x= 6
Step-by-step explanation:
3(x + 4) = 2x + 4x - 6
3x + 12 = 2x + 4x - 6
3x + 12 = 6x - 6
-3x = -18
x= 6
hope it helps
if it helps you, pls give me the brainliest.
Answer:
x = 6
Step-by-step explanation:
3(x + 4) = 2x + 4x - 6
~Distribute the left side
3x + 12 = 2x + 4x - 6
~Combine like terms on the right side
3x + 12 = 6x - 6
~Subtract 12 to both sides
3x = 6x - 18
~Subtract 6x to both sides
-3x = -18
~Divide -3 to both sides
x = 6
Best of Luck!
The function g(x) is a transformation of the cube root parent function,
f(3) = Vz. What function is g(x)?
g(x)
O A. g(x) = 1 + 2
O B. g(x) = x + 2
O c. g(x) = 273
OD. g(Q) = v
PREVIOUS
Answer:
C
Step-by-step explanation:
Apex
The value of function of g (x) is,
⇒ g (x) = 2∛z
What is mean by Function?A relation between a set of inputs having one output each is called a function. and an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).
Given that;
The function g(x) is a transformation of the cube root parent function,
The function is,
⇒ f (x) = ∛z
Now, After translation we get;
The value of function of g (x) is,
⇒ g (x) = 2∛z
Thus, The value of function of g (x) is,
⇒ g (x) = 2∛z
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Peyton recorded her height twice a year. She grew 5 1/4 inches in 3 1/2 years. What was Peyton’s average growth rate per year?
Height in which Peyton grew in 3 ½ years = 5 ¼ inches
Height Peyton grows each year =
= 5 ¼ ÷ 3 ½
= 21/4 ÷ 7/2
= 21/4 × 2/7 ( division of fractions is the same as multiplication with reciprocal )
= 42/28
Let us simplify this by dividing the numerator and denominator by 2 .
= 42 ÷ 2 / 28 ÷ 2
= 21/14
= 1 7/14 inches
Peyton's average growth rate per year was 1 7/14 per year . Let us simplify it .
= Both 7 and 14 are divisible by 2 .
So , 1 whole 7 ÷ 2 / 14 ÷ 2
= 1 whole 1/2
= 1 1/2
Therefore , Peyton's average growth rate per year was 1 1/2 inches .
there are 11 pieces of pie left over in the cafeteria. if the 6 pieces are apple and 5 are cherry , what fraction of the remaining are apple
Answer:
6/11
Step-by-step explanation: If not this try 12/22
This is because 11 is the denominator and both 5 and 6 are numerators. If you were to ask for what the fraction of remaining pie would be cherry, then you would say 5/11
Monique made several batches of soup for a potluck supper each batch requires 3/4 of a pounds of potatoes and she used a total of six 1/2 pounds of potatoes how many batches of sifted Monique make which division and multiplication problems could represent this scenario check all that apply
Answer:
The answer is below
Step-by-step explanation:
Monique made several batches of soup for a potluck supper. Each batch required 3\4 of a pound of potatoes, and she used a total of 6 1/2 pounds of
potatoes. Solve the division problem.
What is 13/2 ÷ 3/4
Answer:
a) 3\4 of a pound of potatoes can make a batch of potluck supper. Monique used 6 1/2 pounds of potatoes in total. Let n represent the number of batches of soup that was made, hence:
[tex]n=\frac{total\ number\ of\ potatoes\ used}{6 1/2 pounds ofpotatoes\ to\ make\ a\ batch\ of\ soup} \\\\n=\frac{6\frac{1}{2} }{\frac{3}{4} } =\frac{\frac{13}{2} }{\frac{3}{4} } =\frac{13}{2}*\frac{4}{3} =8.67[/tex]
Therefore Monique made about 8 batches of soup
b) [tex]\frac{\frac{13}{2} }{\frac{3}{4} } =\frac{13}{2}*\frac{4}{3} =\frac{26}{3} =8.67[/tex]
Answer:
b and e are the best options and are true
A 24ft flagpole has a shadow of 9ft. A soldier standing next to the flagpole has a shadow of 2.25 feet. How tall is the soldier?
Answer:
6 feet
Step-by-step explanation:
Let's form a proportion;
24 x
____ = _____ ,
9 2.25
24(2.25) = 9x,
54 = 9x,
x = height of soldier = 6 feet
Answer:
6 feet
Step-by-step explanation:
[tex]\frac{height of object}{length of shadow}[/tex]
Let the hight of the soldier be x
[tex]\frac{24}{9}[/tex] = [tex]\frac{x}{2.25}[/tex]
x = (24×2.25)/9 = 6ft
There were 29 students available for the woodwind section of the school orchestra. 11 students could play the flute, 15 could play the clarinet and 12 could play the saxophone. four could play the flute and the saxophone, four could play the flute and the clarinet, and 6 could play the clarinet and the saxophone. 3 students can play none of the three instruments. Find the number of students who could play: a. All the instruments b. Only the saxophone c. The saxophone and clarinet, but not the flute d. Only one of the clarinet, saxophone, or flute.
Answer:
a. The number of students who can play all three instruments = 2 students
b. The number of students who can play only the saxophone is 0
c. The number of students who can play the saxophone and the clarinet but not the flute = 4 students
d. The number of students who can play only one of the clarinet, saxophone, or flute = 4
Step-by-step explanation:
The total number of students available = 29
The number of students that can play flute = 11 students
The number of students that can play clarinet = 15 students
The number of students that can play saxophone = 12 students
The number of students that can play flute and saxophone = 4 students
The number of students that can play flute and clarinet = 4 students
The number of students that can play clarinet and saxophone = 6 students
Let the number of students who could play flute = n(F) = 11
The number of students who could play clarinet = n(C) = 15
The number of students who could play saxophone = n(S) = 12
We have;
a. Total = n(F) + n(C) + n(S) - n(F∩C) - n(F∩S) - n(C∩S) + n(F∩C∩S) + n(non)
Therefore, we have;
29 = 11 + 15 + 12 - 4 - 4 - 6 + n(F∩C∩S) + 3
29 = 24 + n(F∩C∩S) + 3
n(F∩C∩S) = 29 - (24 + 3) = 2
The number of students who can play all = 2
b. The number of students who can play only the saxophone = n(S) - n(F∩S) - n(C∩S) - n(F∩C∩S)
The number of students who can play only the saxophone = 12 - 4 - 6 - 2 = 0
The number of students who can play only the saxophone = 0
c. The number of students who can play the saxophone and the clarinet but not the flute = n(C∩S) - n(F∩C∩S) = 6 - 2 = 4
The number of students who can play the saxophone and the clarinet but not the flute = 4 students
d. The number of students who can play only the saxophone = 0
The number of students who can play only the clarinet = n(C) - n(F∩C) - n(C∩S) - n(F∩C∩S) = 15 - 4 - 6 - 2 = 3
The number of students who can play only the clarinet = 3
The number of students who can play only the flute = n(F) - n(F∩C) - n(F∩S) - n(F∩C∩S) = 11 - 4 - 4 - 2 = 1
The number of students who can play only the flute = 1
Therefore, the number of students who can play only one of the clarinet, saxophone, or flute = 1 + 3 + 0 = 4
The number of students who can play only one of the clarinet, saxophone, or flute = 4.
36÷2/3
pls help i no understand
Given A(2,14), B(2,3), C(4,2) and D(14,2) what about AB?
Name the constant of variation for the equation: y=-2/3x
The constant of variation is the slope, which is the number before the x variable.
The answer is -2/3
The tables given are for the linear functions f(x) and g(x). What is the input value for which f(x)=g(x) is true?
x=____
-1, it's fairly clear just from the table...
Answer:
-1
Step-by-step explanation:
HELP ! -4.1 , - 3.5 , 5.3 , - 1.4 order from least to greatest !!!
Answer:
-4.1, -3.5, -1.4, 5.3
Step-by-step explanation:
hope this helps!
Quadrilateral EFGH is a scaled copy of quadrilateral ABCD. Select all of the true statements. Original Segment EF is twice as long as segment AB. Segment CD is twice as long as segment FG The Measure fo Angle HEF is twice the measure of Angle DAB. The area of EFGH is twice the area of ABCD
The question is incomplete. Here is the complete question.
Quadrilateral EFGH is a scaled copy of quadrilateral ABCD. Select all of the true statements.
A. Segment EF is twice as long as segment AB.
B. Segment CD is twice as long as segment FG
C. The measure of angle HEF is twice the measure of angle DAB
D. The length of segment EH is 16 units.
E. The area of EFGH is twice the area of ABCD.
Answer: A. Segment EF is twice as long as segment AB
D. The length of segment EH is 16 units
E. The area of EFGH is twice the area of ABCD
Step-by-step explanation: One quadrilateral which is scaled copy of another quadrilateral means both quadrilateral are similar, i.e., they have congruent angles (same angles) but different sides lengths.
Comparing side GH with side CD, you notice GH's length is twice the side CD. This relationship between each corresponding sides is called scale factor.
Analysing statements above:
A. This statement is correct because segments EF and AB are corresponding sides, so EF will be twice as much as AB;
B. This is incorrect because they are not corresponding sides, so they are not related;
C. Is incorrect because measure of angle in similar quadrilateral has the exact same angle;
D. Statement is correct because if segment AD is 8 units, the corresponding segment EH will be:
EH = 2 x 8 = 16 units
E. Tis statement is correct because area of quadrilateral ABCD is proportional to the area of quadrilateral EFGH by the scale factor, therefore, area of EFGH is twice the area of ABCD.
Find the slope of each line.
Line A: (6,4) & (-3,-1)
Line B: (-6,0) & (3,5)
a) line a= 5/9 line b= 5/9
b) line a= 9/5 line b= 9/5
c) line a= -5/9 line b= -5/9
d) line a= -9/5 line b= -9/5
Answer:
a) line a= 5/9 line b= 5/9
Step-by-step explanation:
Use the slope formula:
m = y2 - y1
x2 - x1
Plug-in the known values for each line:
Line A: -1 - 4 = -5 = 5
-3 - 6 -9 9
Line B: 5 - 0 = 5
3 - (-6) = 9
Write an algebraic expression for the statement.
The cost of m pounds of meat when the cost per pound is $3.54.
Answer:
y=3.54m
Step-by-step explanation:
it is pretty self explanatory
An algebraic expression for the statement could be as; y = 3.54m
What is an expression?Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.
The Numbers constants, variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbol.
Thus which can also be used to indicate the logical syntax's order of operations and other features.
We need to write an algebraic expression for the statement.
Given that The cost of m pounds of meat when the cost per pound is $3.54.
Therefore, the expression could be as;
y = 3.54m
hence, An algebraic expression for the statement could be as; y = 3.54m
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A coin weighs 5/6 ounces. Ann picked up 3 of these coins.
What is the total weight of the coins she picked up?
Write your answer in simplest form.
Answer:
2 1/2 ounces
Step-by-step explanation:
If each coin is 5/6 ounces and she picks up 3, we must multiply the two numbers
5/6 × 3
3 can also be written as 3/1
5/6 × 3/1
multiply the numerators and denominators separately
5 × 3/6 × 1
15/6
Both 15 and 6 have a common factor of 3 so divide both numbers by 3
15 ÷ 3/6 ÷ 3
5/2
This is simplest form in terms of improper fractions
If you want it as a whole number it would be:
2 1/2
This is because 2 goes into 5 twice evenly (whole number) with one remaining (numerator; denominator stays the same)
Hello
Answer:
2.5 ounce
Step-by-step explanation:
Weight of each coin=5/6 ounce
Weight of 3 such coins= 3*5/6
= 2.5 ounces
Hope its in the simplest form....
alex toby and samual are playing a game together
Answer:
sorry I don't mean to be rude but where is the question what you've written is a statement
Evaluate the following expressions for m=-3 n=4 p=2
Answer:
-8
Step-by-step explanation:
Given:
m=-3 n=4 p=2
Missing Equation:
p2 + mn
Find:
Value of equation
Computation:
p2 + mn
⇒ (2)2 + (-3)(4)
⇒ 4 + (-12)
⇒ 4 - 12
-8
I need help ASAP !!!!!
Answer:
a is 12, p is 9.
Step-by-step explanation:
No matter what letters or numbers you use you have to come out with the exact number that sums up with the queston provided which means you have to come out with the sum 21 either way, no matter what letters, numbers youu use.
Facts:
help me yo!
A bag held 2 orange marbles, 3 black marbles, and 5 pink marbles. I drew a pink marble and did not replace it. What is the probability of drawing a pink marble next?
A) 2/5
B) 4/9
C) 1/2
D) 5/9
A bag held 3 white marbles, 1 orange marble, and 2 green marbles. Anna drew a white marble and did not replace it. What is the probability of drawing a green marble next?
A.) 1/6
B.) 1/5
C.) 1/3
D.) 2/5
A locker combination has three nonzero digits, and digits cannot be repeated. If the first digit is 3, what is the probability that the next digit is odd?
A.) 4/9
B.) 1/5
C.) 1/2
D.) 5/9
My locker combination has three digits. None of the digits are zero. What is the probability that the first digit of my locker combination is less than 4?
A.) 3/10
B.) 1/3
C.) 2/5
D.) 4/9
Answer:
1 is B 2 is D
Step-by-step explanation:
5+3+2=10
but since you took a pink one out its now 9 you also need to subtract 1 from the 5 since you didn't replace it
so your chances of getting a pink one are 4/9
What is the equation of the line that passes through the point (5, - 2) and has a slope of - 2/5
Answer:
Y=-2/5x
Step-by-step explanation:
Y-int: (0,0)
x-int:(-2,5)
The 8th and 20th terms of an arithmetic sequence are 20 and 56 respectively. What is the 1st term of the sequence.
Answer:
a₁ = -1Step-by-step explanation:
[tex]a_n=a_1+d(n-1)\\\\a_8=a_1+d\cdot7\\\\a_{20}=a_1+d\cdot19\\\\a_{20}-a_8=a_1+19d-(a_1+7d)=12d\\\\56-20=2d\\\\12d=36\\\\d=3\\\\\\ a_1+3\cdot7=20\\\\a_1=20-21=-1[/tex]
If the 8th and 20th terms of an arithmetic sequence are 20 and 56 respectively, then the 1st term of the sequence is -1
The nth term of an arithmetic sequence is given by the formula:
[tex]a_n=a+(n-1)d[/tex]
The 8th term of the arithmetic sequence is 20
[tex]a_8 = 20\\\\a_8=a+(8-1)d\\\\a+7d=20.......................(1)[/tex]
The 20th term of the arithmetic sequence is 56
[tex]a_{20} = 56\\\\a_{20}=a+(20-1)56\\\\a+19d=56.......................(2)[/tex]
Subtract equation (1) from equation (2)
12d = 36
d = 36/12
d = 3
Substitute d = 3 into equation (1)
a + 7d = 20
a + 7(3) = 20
a + 21 = 20
a = 20 - 21
a = -1
The first term of the arithmetic sequence is -1
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How many miles could Katya go if she filled her 22-gallon tank? Show your math
work
Answer:
that all depends on the car mileage, say she gets 20 mpg itd be 20x22
a computer shop charges 20 pesos per hour (or a fraction of an hour) for the first two hours and additional 10 pesos per hour for each succeeding hour. find how much you would pay if you used one of their computers for 40 minutes. show solutions.
Answer:
The equation for the price, as a function of time in hours is:
P(x) = 20*x for 0 ≤ x ≤ 2
P(x) = 40 + 10*(x - 2) for 2 ≤ x
Now, we want to evaluate this function in 40 mins.
we know that 1 hour = 60mins.
Then 40 mins = (40/60) hours = 0.67 hours.
Then we input this in our function, and because this is smaller than 2, we use the first piece of our function:
P(0.67) = 20*0.67 = 13.4
So in 40 mins, the charge will be 13.4 pesos.
- 2/3 × 3/5 + 5/2 - 3/5 × 1/6
Answer:
2
Step-by-step explanation:
(-2/3 x 3/5) + 5/2 - (3/5 x 1/6)
-2/3 x 3/5 = -6/15 = -2/5 (simplified)
3/5 x 1/6 = 3/30 = 1/10 (simplified)
Changed equation: -2/5 + 5/2 - 1/10
-2/5 x 2 = -4/10
5/2 x 5 = 25/10
Changed equation: -4/10 + 25/10 - 1/10
Answer: 20/10 = 2 (simplified answer)
Ian purchased cans of soda for a party he was having. For every 12 cans of soda she payed $4.98. What is the cost per can of soda?
The cost of each can of soda is $
i need this quik and now
$.40
Step-by-step explanation:
if you want the full one it's .415