The table represents the equation y=2-4x. Use the drop-down menus to complete the statements.The x-values are the . The y-values are the . The missing value in the table for x = –1 is y =

Answer:

u say which but don't even give us options.

Answer:

50

Step-by-step explanation:

Area of a square = pi(radius squared)

Square root of 25 is 5

Diameter is radius * 2

5 * 2 = 10 (diameter of circle 1)

10 * 5 = 50 (diameter of circle 2)

Answer:

Yes

Step-by-step explanation:

Every x value has one y-value.

Answer:

yes

Step-by-step explanation:

yes it is because each of the x has a unique y

9 has 9

7 has 4

1 has 2

2 has 6

5 has 0

Answer:

Francesca got home first.

Step-by-step explanation:

Answer:

Francesca

Step-by-step explanation:

Answer:

y=-2x-8

Step-by-step explanation:

Answer:

slope of st is -0.25

slope of tu is 1

slope of us is -0.25

slope of sv is 1 so it is a parallelogram. the slope of the parallel lines needs to be the same to be a parallelogram. to find the slope, you need to find the change from the points of the referenced line, for example, slope of st you would label each point as x1, y1 and x2,y2. it does not matter which one you label and you can change them for each different line. you would then find the difference by subtracting (y2-y1) divided by (x2-x1) so 4-3=1 and 1-5 is -4. you then divide 1/-4 is -0.25. you the follow the steps for each line. is the parallel lines have the same slope, it is a parallelogram

Answer:

12.5 tons

Step-by-Step Explanation

There are 2 million bats and they eat 10 tons so 1 million bats would eat 5 tons half of 5 is 2.5 so if there where 2.5 million bats then you would increase the number of insects by half of a half or 2.5 because the number increased by half a million and 1 million bats eat 5 tons. Hope this was helpful :D

Answer:

What is the answer u want dude

Step-by-step explanation:

Answer:

whats the answer

Step-by-step explanation:

Answer: I’m assuming that these are Angle measures. S=3

Step-by-step explanation:

180/3=60

20*3=60

S=3

Answer:

Option A: 6 to 9 , 9/12 is the correct answer.

Step-by-step explanation:

The equivalent ratios simplify to same simple ratio.

In case of this question, we have to check which to the ratios doesn't simplify to 3:4 or 3/4

Option A:

6 to 9 , 9/12

6 to 9 can be written as:

[tex]=\frac{6}{9}\\= \frac{2}{3} \neq \frac{3}{4}[/tex]

9/12 simplifies to 3/4

But as one of the ratio doesn't simplify to 3:4 which means 6 to 9 is not equivalent to 3:4

Hence,

Option A: 6 to 9 , 9/12 is the correct answer.

Answer:

X < -6

Step-by-step explanation:

Answer:

Part 1

The drawing of the quadrilateral is included here

Part 2

The area of the quadrilateral is 60.5 unit²

Step-by-step explanation:

Part 1

Please find attached the given drawing of the quadrilateral created with Microsoft Excel

Part 2

The given quadrilateral ABCD comprises of a trapezium AECD and triangle ABE

The height of the trapezium, h₁ = 4 units

For segment BC, we have;

The slope = (-5 - (-2))/(5 - (-4)) = -1/3

The equation of the line BC in point and slope form is y - (-5) = -1/3×(x - 5)

Which gives;

y = -1/3×(x - 5) - 5 = -x/3 + 5/3 - 5 = -x/3 - 10/3

The y-intercept is (0, -10/3)

The lengths of the opposite parallel sides of the trapezium AECD are;

a = 5 - (-2) = 7 and b = 7 - (-10/3) = 31/3

The area of the trapezium AECD = ((a + b)/2) × h₁ = ((7 + 31/3)/2) × 4 = 104/3 unit²

The height of triangle

The area of ABE, h₂ = 5

The base of triangle ABE = b = 31/3

The area of triangle ABE = 1/2 × b × h₂ = 1/2 × 31/3 × 5 = 155/6 unit²

The area of quadrilateral ABCD = The area of the trapezium AECD + The area of triangle ABE

∴ The area of quadrilateral ABCD = 104/3 unit² + 155/6 unit² = 60.5 unit².

Answer:

B:-7

Step-by-step explanation:

68-40/4

28/4=7

Answer:

13

Step-by-step explanation:

a^2 + b^2 = c^2

11^2 + 7 ^2 = c^2

121 + 49 = 170

√170 = 13.04

Answer:

c = 13.0

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is

c² = 11² + 7² = 121 + 49 = 170 ( take the square root of both sides )

c = [tex]\sqrt{170}[/tex] ≈ 13.0 ( to the nearest tenth )

Answer:

9 plus 10 is 21

Answer:

19

Step-by-step explanation:

just add 9+10

The inequality that would help Ravi the best to find m, the number of lessons he would need to give in order to buy the guitar will be 27 + 22 m ≥ 129.99.

Cost of guitar that Ravi wants to buy = $ 129.99

The amount of money that he has = $27

The amount of money that he will get per lesson = $ 22

Let the number of lessons given by Ravi be m.

Now, we know that he has to earn $ 129.99 or more to purchase the guitar.

So, the inequality will become:

27 + 22 m ≥ 129.99

Therefore, we get that, the inequality that would help Ravi the best to find m, the number of lessons he would need to give in order to buy the guitar will be 27 + 22 m ≥ 129.99.

Learn more about inequality here:

https://brainly.com/question/25275758

#SPJ9

Answer:

[tex]m\angle ABE=52^\circ[/tex]

Step-by-step explanation:

Angles and Lines

The figure shows a kite ABCD where the following data is given:

[tex]m\BAE=28^\circ[/tex]

[tex]m\BCE=58^\circ[/tex]

We also know

[tex]BC\cong CD[/tex]

[tex]AB\cong AD[/tex]

Since triangle BCD is isosceles, it follows that:

[tex]m\angle CBE=m\angle CDE[/tex]

And triangles BCD and DCE are congruent.

Thus:

[tex]m\angle BCE=m\angle DCE=58^\circ[/tex]

And also:

[tex]m\angle BCE=58^\circ+58^\circ=116^\circ[/tex]

Since the sum of internal angles of BCD is 180°

[tex]m\angle CDE=m\angle CBE= ( 180 - 116 ) / 2=32^\circ[/tex]

The sum of angles of triangle CDE is 180°, thus

[tex]m\angle CED=180^\circ - 32^\circ - 58^\circ = 90^\circ[/tex]

Angles CED and BEA are vertical (opposite), thus:

[tex]m\angle BCE=m\angle CED= 90^\circ[/tex]

Finally, since the sum of the angles of triangle ABE is 180°

[tex]m\angle ABE= 180 - 90 - m\angle BAE[/tex]

[tex]m\angle ABE= 180^\circ - 90^\circ - 28^\circ = 52^\circ[/tex]

[tex]\mathbf{m\angle ABE=52^\circ}[/tex]

Answer:

-3<x</2

Step-by-step explanation: the slash is the line.

Answer:

69

Step-by-step explanation:

The numbers increase by 3 more than the previous amount increased by.

6 +3 9 +6 15 +9 24 +12 36 +15 51 +18 69

The answer to this question is

x=15/8

1/2x+3/2(x+1)-1/4=5

1/2x+3/2(x+1)-1/4=5

(1/2x+3/2x)+3/2-(1/4)=5

4/2x+3/2-(1/4)=5

4/2x+(3/2–1/4)-(3/2–1/4)=5-(3/2–1/4)

4/2x+0=5-(3/2–1/4)

2x=5-(6/4–1/4)

2x=5-(5/4)

2x=3 3/4

2x/2=(3 3/4)/2

x=15/4(1/2)

x=15/8

1/2x+3/2(x+1)-1/4=5 (Expand the polynomial)

(1/2x+3/2x)+3/2-(1/4)=5

4/2x+3/2-(1/4)=5

4/2x+(3/2–1/4)-(3/2–1/4)=5-(3/2–1/4)

4/2x+0=5-(3/2–1/4) (Express the fractions on the right side of the equation in the common denominator 4)

2x=5-(6/4–1/4)

2x=5-(5/4)

2x=3 3/4

2x/2=(3 3/4)/2

x=15/4(1/2)

x=

15/8 or 1 7/8 as a mixed fraction or 1.875 as a decimal numeral

PROOF

If x=15/8, then the inverse of the equation 1/2x+3/2(x+1)-1/4=5 returns

2x+(6/4–1/4)=5

2(15/8)+(6/4–1/4)=5

15/4+(5/4)=5

(15+5)/4=5

20/4=5 and

5=5 proves the root (zero) x=15/8 of the statement 1/2x+3/2(x+1)-1/4=5

C.H.

1/2x+3/2(x+1) --1/4=5

1/2 (1/x+3/ (x+1) =5+1/4

1/x + 3/x+1 =(5+1/4) ×2/1

x+ 1 +3x /x (x+1) = 10+1/2 =21/2

4x+1 = 21/2 [x^2+x]

8x+2= 21x^2+21x

21x^2 +-13 x -2 =0

a =21 b= 13 c= -2

X= [13 + -- (169 -- 4×21× -2)^1/2 ] /2×21

=[13 + - ( 169 + 168 )^1/2] /2×21

Discriminat =169+168=337 >0

Answer:

SSS

Step-by-step explanation:

The two triangles both share a side (the middle line), and it is shown that the other lines are congruent to each other. So all 3 sides are congruent, meaning SSS is the postulate that proves this.

Answer:

A.) The function is Nonlinear

Step-by-step explanation:

a function is a bunch of ordered pairs of things (in our case the things will be numbers, but they can be otherwise), with the property that the first members of the pairs are all different from one another. A function is an equation that has only one answer for y for every x. A function assigns exactly one output to each input of a specified type. It is common to name a function either f(x) or g(x) instead of y. f(2) means that we should find the value of our function when x equals 2. Functions are used because of following reasons – a) To improve the readability of code. b) Improves the reusability of the code, same function can be used in any program rather than writing the same code from scratch. c) Debugging of the code would be easier if you use functions, as errors are easy to be traced. In mathematics and science, a nonlinear system is a system in which the change of the output is not proportional to the change of the input. Nonlinear problems are of interest to engineers, biologists, physicists, mathematicians, and many other scientists because most systems are inherently nonlinear in nature. Material nonlinearity involves the nonlinear behavior of a material based on a current deformation, deformation history, rate of deformation, temperature, pressure, and so on. Examples of nonlinear material models are large strain (visco) elasto-plasticity and hyperelasticity (rubber and plastic materials). also nonlinear. adjective. If you describe something as non-linear, you mean that it does not progress or develop smoothly from one stage to the next in a logical way. Instead, it makes sudden changes, or seems to develop in different directions at the same time.

Example: Solve the linear equation 3x+9 = 2x + 18.

Example: Solve the nonlinear equation x+2y = 1 and x = y.

Answer:

can u type the words out

Step-by-step explanation:

She purchased 8 sports drinks

{d=p+3

2.25p+1.25d=21.25

d=p+3

p=d - 3

2.25(d - 3) + 1.25d = 21.25

2.25(d-3) + 1.25d=21.25

2.25 - 6.75 + 1.25d = 21.25

3.5d = 21.25+6.75

d=28/3.5

D=8

Answer:

55°

Step-by-step explanation:

180° - 125° = 55°

so angle 2 is 55 degrees

Answer:

E. 38

Step-by-step explanation:

f(-5) means to plug in -5 for x in the given equation

[tex]f(-5)=(-5)^2-7(-5)-22=25+35-22=38[/tex]