100 POINTS IF U GET THIS RIGHT!

It would take 12 men 18 days to complete the job.

1) g ∝ h

g = kh; where k is the constant of variation.

g = 64, h = 8, hence:

64 = 8k

k = 8

g = 8h

2) j ∝ 1/h

j = k/h; where k is the constant of variation.

j = 190, h = 7, hence:

190 = k/7

k = 1330

j = 1330/h

When h = 70:

j = 1330/70

j = 19

3) y represent number of men and x represent the days

y ∝ 1/x

y = k/x

9 = k/24

k = 216

y = 216/x

For 18 days:

y = 216/18 = 12 men

Hence it would take 12 men 18 days to complete the job.

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Answer:

absolute value

coefficient

constant

counterexample

equation

expression

evaluate

inequality

I hope that helps maybe give brainliest if it does!

Love,

-Banana

Answer:

6 and 28

Step-by-step explanation:

Question 8: Since the sum is atmost 16, the largest possible value of the number is available when the sum is 16. Then, we have 2x + 4 = 16, and that equals 2x = 12, which leads to x = 6.

Question 9. Since your bank value has to be above 525, and 814 dollars keep decreasing 10 each day, we know that it will stop at 534, because having 524 dollars will be below 525. Now, 814 - 534 = 280, and since you pay 10 every day, 280/18 = 28 days.

Answer:

b

Step-by-step explanation:

Answer:

C. 7

Step-by-step explanation:

got it right on the quiz.

Brainliest?

Answer:

6250

Step-by-step explanation:

62 hundreds is the same as 62 X 100 which equals 6200.

5 tens is the same as 5 X 10 which equals 50.

And if we add these together, we get a total of 6250

Answer:

$1.76

Step-by-step explanation:

First we need to figure out the cost of one apple.

To do this, divide the cost by the amount.

That's .65/3, which equals .216666, but we should round that number to .22

So if one apple is 22 cents, and we need to know how much money 8 apples is, we times .22 by 8, which gives us 1.76

Hope this helps :))

At the grocery shop, the cost of 3 apples is $0.65 then the cost of 8 apples is $1.76.

Mathematical actions are called expressions if they have at least two terms that are related by an operator and include either numbers, variables, or both. Adding, subtraction, multiplying, and division are all reflection coefficient operations. A mathematical operation such as reduction, addition, multiplication, or division is used to integrate terms into an expression.

The given information in the question,

The cost of 3 apples = $0.65

The cost of 1 apple = $0.65/3 = $0.22

The cost of 8 apples = $0.22 × 8 = $1.76.

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Answer:

a)x²

5²=25

b] (x+3)²

(5+3)²

(8)²=64

Suppose that one of sides is x :

Area = x²

thus :

[tex]146.41 = {x}^{2} [/tex]

[tex]x = \sqrt{146.41} [/tex]

[tex]x = 12.1[/tex]

_____________________________________________

Perimeter = 4x

[tex]p = 4 \times 12.1[/tex]

[tex]p = 48.4[/tex]

The Perimeter of Square is 48.4 m.

The Area of square is the product of the side.

Area of Square = side x side

and, The Perimeter of Square is 4 times the side of square

Perimeter of Square = 4 x side

Given:

Area of Square = 146.41 m²

Now, Area of Square = side x side

Area of Square  = side²

side² = 146.41 m²

side = √146.41 m²

side = 12.1 m

Now, the Perimeter of Square = 4 x side

                                                   = 4 x 12.1

                                                   = 48.4 m.

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Answer:

6 feet and 8 inches

Step-by-step explanation:

1 foot = 12 inches

Answer: 6ft & 8 inches

Step-by-step explanation: 12 inches = 1 feet

2 feet = 24

3 feet = 36

4 feet = 36

5 feet = 60

6 feet = 72

80 - 72 = 8

6ft & 8 inches

Answer:

6x-6

Step-by-step explanation:

(2x+6)+(4x-12)=2x+6+4x-12

                      =6x-6

Answer:

y=m+p

Step-by-step explanation:

take the p to the other side.

p crosses = sighn and becomes +

hence ans = y=m+ p

Answer:

Approximately 11.1666666667 rows

Step-by-step explanation:

134/12= 11.1666666667

Answer:

  12 rows

Step-by-step explanation:

  (134 students) / (12 students/row) = 11 2/12 rows

The 6th-graders will need 12 rows of seats. The last row will not be filled.

The lines that are parallel continuously have equal distances from each

other and perpendicular lines form 90° angle at their intersection.

The correct responses are;

Reasons:

Segment [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are perpendicular

[tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are parallel where; Slope of [tex]\overline{AB}[/tex] = Slope of [tex]\overline{CD}[/tex]

[tex]\displaystyle \overline{AB} \ and \ \overline{CD} \ are \ perpendicular\ where; \ Slope \ of \ \overline{AB} = -\frac{1}{Slope \ of \ \overline{CD}}[/tex]

[tex]1. \ \displaystyle Slope \ of \ \overline{AB} = \mathbf{\frac{13 - 3}{-2 - 0}} = \frac{10}{-2} = -5[/tex]

[tex]\geq \displaystyle Slope \ of \ \overline{CD} = \frac{3 - 0}{10 - (-5)} = \frac{1}{5}[/tex]

[tex]\displaystyle \mathbf{Slope \ of \ \overline{AB}} = -\frac{1}{Slope \ of \ \overline{CD}}[/tex], [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are perpendicular

[tex]2. \ \displaystyle Slope \ of \ \overline{AB} = \mathbf{\frac{7- 1}{3 - (-6)}} = \frac{6}{9} =\frac{2}{3}[/tex]

[tex]\geq \displaystyle Slope \ of \ \overline{CD} = \frac{-5 - (-1)}{-6 - 0} = \frac{-4}{-6}=\frac{2}{3}[/tex]

Slope of [tex]\mathbf{\overline{AB}}[/tex] = Slope of [tex]\overline{CD}[/tex] , [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are parallel

[tex]3. \ \displaystyle Slope \ of \ \overline{AB} = \mathbf{ \frac{2- 4}{-6 - (-2)} = \frac{-2}{-4}} =\frac{1}{2}[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \frac{11 - (-7)}{-1 - 5} = \frac{18}{-6}=-3[/tex]

[tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are neither parallel or perpendicular

[tex]4. \ \displaystyle Slope \ of \ \overline{AB} = \frac{8- 3}{-3 - 2} = \frac{5}{-5} =-1[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \frac{6 - 2}{-4 - (-8)} = \frac{4}{4}=1[/tex]

[tex]\displaystyle Slope \ of \ \overline{AB} = \mathbf{-\frac{1}{Slope \ of \ \overline{CD}}}[/tex], [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are perpendicular

[tex]5. \ \displaystyle Slope \ of \ \overline{AB} = \frac{-1 - 2}{-8 - (-4)} = \frac{-3}{-4} =\frac{3}{4}[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \mathbf{\frac{-3 - 6}{0 - 12}} = \frac{-9}{-12}=\frac{3}{4}[/tex]

Slope of [tex]\overline{AB}[/tex] = Slope of [tex]\overline{CD}[/tex] , [tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are parallel

[tex]6. \ \displaystyle Slope \ of \ \overline{AB} = \frac{5 - (-1)}{6 - 3} = \frac{6}{3} =2[/tex]

[tex]\displaystyle Slope \ of \ \overline{CD} = \mathbf{\frac{-5 - 7}{2 - (-4)}} = \frac{-12}{6}=-2[/tex]

[tex]\overline{AB}[/tex] and [tex]\overline{CD}[/tex] are neither parallel or perpendicular

Directions: To determine if the equations are parallel or perpendicular

Solution:

The equations are parallel if when expressed in the form, y = m·x  + c, the value of m are equal

The equations are perpendicular, when we have;

[tex]\displaystyle The \ value \ of \ \mathbf{m} \ in \ one \ equation = -\frac{1}{The \ value \ of \ \mathbf{m} \ in \ the \ other\ equation }[/tex]

7. First equation

3·x + 2·y = 6

Therefore; [tex]\displaystyle y = -\frac{3}{2} \cdot x + 3[/tex]

Second equation; [tex]\displaystyle y = \mathbf{-\frac{3}{2} \cdot x + 5}[/tex]

The value of m which is the coefficient of x are both equal to [tex]\displaystyle -\frac{3}{2}[/tex]

Therefore, the equations are parallel

8.  Equation 1; 3·y = 4·x + 15

Therefore;

[tex]\displaystyle y = \frac{4}{3} \cdot x + 5[/tex]

Equation 2; 9·x + 12·y = 12

[tex]\displaystyle y = -\frac{9}{12} \cdot x + 1 = 1 - \frac{3}{4} \cdot x[/tex]

The slope of the equation 2 is the negative inverse of the slope of equation 1, therefore, the equations are perpendicular

9. Equation 1: 8·x - 2·y = 4

Therefore;

y = 4·x - 2

Equation 2: x + 4·y = -12

Therefore;

[tex]\displaystyle y = -\frac{1}{4} \cdot x - 3[/tex]

The slope of the equation 2 is the negative inverse of the slope of equation 1, therefore, the equations are perpendicular.

10. Equation 1: 3·x + 2·y = 10

Therefore;

[tex]\displaystyle y = -\frac{3}{2} \cdot x - 5[/tex]

Equation 2: 2·x + 3·y = -3

[tex]\displaystyle y = -\frac{2}{3} \cdot x -1[/tex]

The slopes of the equation 1 and 2 are not equal, and are not  the negative inverse of each other, therefore, the equations are neither parallel nor perpendicular.

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Answer:

4.2

Step-by-step explanation:

simplify 12 and 20 to 6 and 10 then divide 6 by 10 and multiply by 7 to get the answer.

The unit rate or rate of change of gallons per week will be 4.2 gallons/week.

The rate of change is the change of a quantity over 1 unit of another quantity.

Most of the time the rate of change is the change with respect to time.

For example the speed 3meter/second.

As per the given,

12 gallons in every 20 days,

The unit rate per day will be as,

12/20 = 0.6 gallons per day

It is known that, 1 week = 7 days,

Unit rate per week = 0.6 x 7 = 4.2 gallons/week

Hence "The unit rate, often known as the rate of change, will be 4.2 gallons per week".

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Answer:

$1,353 a year $16,256 total paid 12 years

Answer:

1. C

2. E

3. D

4. A

5. B

Step-by-step explanation:

1. It shows that the number of students decrease.

2. It increases more than the breakfast (B)

3. It's on thin line representing the students and workers whom stayed in the cafeteria.

4. It increases showing the same amount of students that entered the other day.

5. The same

Answer:

67

Step-by-step explanation:

We plug the 7 for x and -4 for y.

The equation is 9x-y.

So it becomes; 9(7)-(-4)

This will simplify to; 63+4

Which is 67, your answer.

67 is the answer bro good luck

Answer:50

Step-by-step explanation:

15 : 5 = 3

250  : 5 = 3

Answer:

Both triangles are congruent.

so 30/36 = 5/6 = 0.83333333333...

35/x  should also be 0.83333333333.. so 35/0.83333333333.. is x

x = 42

Answer:

x=80

Step-by-step explanation:

my god this should be easy and I thought I was a bit slow

Answer:

DEF

Step-by-step explanation:

If you turn it and line it up with C on D, B on E, and A on F, the similar line symbols match.

Answer:

1 2/3, and -1 2/3

Step-by-step explanation:

Im wondering how old you are, and since you seem young just based off the math you're asked to do, please listen to the explanation and teach yourself this. This skill in particular is SOOO important to the rest of the math world. So since your number line is already divided into thirds, there are two ways you could find your answer. One, you can count 5 thirds away from zero, or two, you could simplify 5/3 from an improper fraction to a mixed number (1 2/3) and find your spot from there. "and the opposite" means not only the point 5/3 Away from zero on the Right, but also 5/3 away from zero on the Left. start from zero again and count the same amount away but in the opposite direction. With negatives it can help to think of how all numbers are just descriptions of how far left or right a number is from zero. i hope this helped lol, negatives are a confusing batch, but they're so so important to math as a whole.

Answer:

  A. (8 2/5, 8 2/5)

Step-by-step explanation:

You want to find point P such that ...

  AP : PB = 2 : 3

  3AP = 2PB . . . . . . . . cross multiply

  3(P -A) = 2(B -P) . . . recognize length XY = Y - X

  5P = 3A +2B . . . . .  collect P terms

  P = (3A +2B)/5 = (3(2, 6) +2(18, 12))/5 = (6+36, 18+24)/5= (42, 42)/5

  P = (8 2/5, 8 2/5) . . . . matches choice A

Answer:

Line 1 & 2 is Perpendicular

Line 1 & 3 is Neither

and Line 2 & 3 is Neither

What? hold up my brain hurts! you made me confused!!

Answer:

There are no leaves in the winter except on evergreens and those are green.

Step-by-step explanation:

Answer:

A woman got on the elevator on the fourth floor. The elevator went down 2 11 floors. Then, the woman got off the elevator. On which floor did the woman exit the elevator

Similar figures are two or more given figures that have some common properties. The answers to the questions are;

14. m<WYZ = [tex]157^{o}[/tex]

15. m<ACB = [tex]87^{o}[/tex]

Two or more figures are said to be similar if they have some common properties. Note that similar figures may not be congruent.

Thus, the solutions to the questions can be determined as follows:

14. Comparing WYZ and VXYZ, we can deduce that:

<WYZ + <YVX = [tex]180^{o}[/tex] (sum of angles on a straight line))

So that;

(16x - 3) + (3x - 7) = [tex]180^{o}[/tex]

19x - 10 = [tex]180^{o}[/tex]

19x = [tex]190^{o}[/tex]

x = [tex]\frac{190}{19}[/tex]

  = [tex]10^{o}[/tex]

Then,

m<WYZ = (16x - 3) = (16(10) -3)

             = [tex]157^{o}[/tex]

The measure of angle WYZ is [tex]157^{o}[/tex].

15. (11x - 2) = (6x + 13)     (similarity property)

11x - 6x = 13 + 2

5x = 15

x = 3

So that;

m<ABC = (6x + 13) = (6(3) + 13)

             = [tex]31^{o}[/tex]

m<ABC = [tex]31^{o}[/tex]

But,

m<BAC + m<ABC + m<ACB = [tex]180^{o}[/tex]  (sum of angles in a triangle)

[tex]62^{o}[/tex] + [tex]31^{o}[/tex] + m<ACB = [tex]180^{o}[/tex]

m<ACB = [tex]180^{o}[/tex] - 93

             = [tex]87^{o}[/tex]

m<ACB = [tex]87^{o}[/tex]

The measure of angle ACB is [tex]87^{o}[/tex].

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Answer:

4 1/90

Step-by-step explanation:

I did It so yeah thats it