what is the Quotient of 16.29÷100​

Answer:

b

Step-by-step explanation:

I can't explain it but the answer is b

Answer:

f(g(2)) = 2

Step-by-step explanation:

g(2)

g is the inverse function of x, which means that [tex]g(2)[/tex] is the value of x for which [tex]f(x) = 2[/tex], which is [tex]x = -3[/tex], and thus, [tex]g(2) = -3[/tex]

f(g(2))

[tex]g(2) = -3[/tex]

Thus

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

Looking at the table, when [tex]x = -3, f(x) = 2[/tex]

Thus: [tex]f(g(2)) = 2[/tex]

Answer:

-10

Step-by-step explanation:

i think this is the answer

Answer:

[tex]Each = \frac{15}{128}[/tex]

Step-by-step explanation:

Given

See attachment for line plot

Required

Determine the total trash picked

The data on the line plot can be represented as:

[tex]Trash \to Schools[/tex]

[tex]\frac{1}{8} \to 6[/tex]

[tex]\frac{1}{4} \to 8[/tex]

[tex]\frac{1}{2} \to 2[/tex]

[tex]1 \to 0[/tex]

The total trash picked is:

[tex]Total = \frac{1}{8} * 6 + \frac{1}{4} * 8 + \frac{1}{2} * 2 + 1 * 0[/tex]

[tex]Total = \frac{3}{4} + \frac{8}{4} + 1+0[/tex]

Take LCM

[tex]Total = \frac{3+8+4+0}{4}[/tex]

[tex]Total = \frac{15}{4}[/tex]

The total picked by each school is:

[tex]Each = \frac{Total}{32}[/tex]

[tex]Each = \frac{15/4}{32}[/tex]

Rewrite as:

[tex]Each = \frac{15}{4*32}[/tex]

[tex]Each = \frac{15}{128}[/tex]

Answer:

A) corresponding

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

-10 and 9

-10×9=-90

-10+9=-1

Step-by-step explanation:

[tex] - 6y + 11x = - 36 \\ - 4y + 7x = - 24 \\ 11x = 6y - 36 \\ x = \frac{6y - 36}{11} \\ - 4y + 7( \frac{6y - 36}{11} ) = - 24 \\ - 4y + \frac{42y}{11} - 22.91 = - 24 \\ - 4y + \frac{42y}{11} = - 1.09 \\ - 0.18182y = - 1.09 \\[/tex]

[tex] y = 5.99 = 6 \\ y = 6 \\ x = \frac{6(6) - 36}{11} \\ x = \frac{36- 36}{11} = 0[/tex]

Answer:

l think he used three which is the diameter as the radius instead of dividing it by two................

Answer:

a₄ = 123

Step-by-step explanation:

a₁ = 1

a₂ = (1)² + 2

a₂ = 3

a₃ = (3)² + 2

a₃ = 11

a₄ = (11)² + 2

a₄ = 123

Answer:

lesser x = -6

greater x  = 6

Step-by-step explanation:

-5x² + 180 = 0

5x² = 180

x² = 36

x = ±6

Answer:

x = - 6, x = 6

Step-by-step explanation:

Given

h(x) = - 5x² + 180

To find the zeros let h(x) = 0 , that is

- 5x² + 180 = 0 ( subtract 180 from both sides )

- 5x² = - 180 ( divide both sides by - 5 )

x² = 36 ( take the square root of both sides )

x = ± [tex]\sqrt{36}[/tex] = ± 6 , then

lesser x = - 6

greater x = + 6

__________________________

Step 1: Combine 3x² and 1x² to get 4x²

Step 2: Combine 5x and -2x to get 3x

3x² + 5x + 1 × x² - 2x + 4

___________________________

Answer:

There are 16 marks per inch. This means that each mark is equal to 1/16th of an inch. Knowing this, we can just count backward from the 3 inch mark from 16 to get the fraction, then just add two.

2.8125

Step-by-step explanation:

use thing below to get answers or count them

Answer:

Step-by-step explanation:

x = 7

Symbolically, this equation is:

 x        7

----- = -----

90       9

Cross multiplying yields 9x = 9(7), and so x must be 7.

Answer:

its b!!

Step-by-step explanation:

Answer:

Step-by-step explanation:

First, put them in order.

5.3x+3.6x+9.8-8.14

Add 5.3x and 3.6x

8.9x

Subtract 8.14 from 9.8

1.66

Answer:

28=12+15+8+x

28=35+x

35-28=x

x=7

Answer:

20 students

Step-by-step explanation:

looking at the venn diagram above you calculate all the numbers in the French circle which total to 20.

Hola aquí va la respuesta...!!!

[tex]Which of the following are solutions to the equation below?

Check all that apply.

(2x + 3)2 = 10

3

A. x = 10 +

2

B. x=

7

C. x=-

D. X= V10-3

2

10 - 3

E. x=

F. x = - 0 +

NO

[/tex]

[tex] \bold{salu2}[/tex]

Espero que estés bien !

Answer:

\/10-3/2 and -\/10-3/2

Step-by-step explanation:

\/ is square root / is divided by

Answer:

The ASAP Math program provides an opportunity for additional small group instruction for students who find the math program challenging. Students in grades 1 to 4 will come to the ASAP room two to three times a week during the math block.

Step-by-step explanation:

Answer:

i dont know this answer but the answer will be 2log3 ok cheak it clearly wheather it is right or wrong

Answer:

AB = A'B', AD = A'D', CD = C'D', CB = C'B'

Step-by-step explanation:

There is more then one way to give this problem a solution. The point of the question is to explain or provide an argument that will prove that the square ABCD is the same as A'B'C'D.

The way to prove it is by saying that the sides are equal, meaning the answer I provided above, by claiming that side AB is also equal to A'B', and so forth with all four sides.

Answer:

17

Step-by-step explanation:

f(x) = 3x + 2

Let x=5

f(5) = 3*5 + 2

Multiply first

    = 15+2

Then add

    = 17

Answer:

Step-by-step explanation:

I would have thought the answer would be whole numbers...

using top line....

5x-5y + 7x-15 = 180 (that is a line)

12x - 5y = 195

using bottom line

4x+ 4y +2x+ y = 180

6x + 5y =180

~~~~~~~~~~~~~~~~~~

12x - 5y = 195

6x + 5y =180

(fives cancel)

18x = 375

x = 20.83

y= 11

Answer:

x=125/6

y=11

Step-by-step explanation:

Same side interior angles have a sum of 180 if the transversal passes through a pair of parallel lines.

So we have the following two equations:

7x-15+5x-5y=180

4x+4y+2x+y=180

Let's simply(combine like terms):

12x-5y-15=180

6x+5y=180

Add 15 on both sides for first equation:

12x-5y=195

6x+5y=180

Equations are set up so we can use linear combination or elimination (adding equations together to eliminate y):

18x=375

Divide both sides by 18:

x=375/18

Simplify (reduce fraction):

x=375/18 ÷3/3=125/6

Now let's go back and find y using either equation:

6x+5y=180 with x=125/6

6(125/6)+5y=180

125+5y=180

5y=180-125

5y=55

y=11

x=125/6 and y=11

Answer:

A. 864 units²

Step-by-step explanation:

(16×16)+(4×½×16×19)

= 256 + 608

= 864

The surface area of the regular pyramid is S = 864 units²

The total surface area is the summation of the areas of the base and the three other sides. A = B + ( 1/2 ) ( P x h ), where B is the area of the base of the pyramid, P is the perimeter of the base, and h is the slant height of the pyramid

Surface Area of Pyramid = B + ( 1/2 ) ( P x h )

Given data ,

Let the surface area of the pyramid be S

Now , let the base area of the pyramid be B

where the side length of the pyramid is a = 16 units

So , B = 16² units² = 256 units²

And , let the height of the pyramid be h = 19 units

And , the perimeter of the pyramid P = 4 x 16 = 64 units

So , Surface Area of Pyramid = B + ( 1/2 ) ( P x h )

On simplifying , we get

S = 256 + ( 1/2 ) ( 64 x 19 )

S = 256 + 608

S = 864 units²

Hence , the surface area is 864 units²

To learn more about surface area of pyramid click :

https://brainly.com/question/15050758

#SPJ7

Answer:

r = [tex]\frac{V-IR}{I}[/tex]

Step-by-step explanation:

Given

V = I (R + r) ← distribute parenthesis

V = IR + Ir ( subtract IR from both sides )

V - IR = Ir ( divide both sides by I )

[tex]\frac{V-IR}{I}[/tex] = r

Answer:

right angle

Step-by-step explanation:

each triangle is a different ome

Answer:

Domain(-4,4) and Range:(-3,0)

Step-by-step explanation:

Because the graph goes through - 4 and 4

Answer: the length of the base is 15 kilometers.

Step-by-step explanation:

formula : Area of parrallelogram  = Length of base x height

Given: Area of parallelogram = 300 square kilometers

height = 20 kilometers

Substituting values in the formula , we get

300 = Length of base x 20

Length of base  = [tex]\frac{300}{20}[/tex]

= 15 kilometers

Hence, the length of the base is 15 kilometers.

Answer:

61

Step-by-step explanation:

lenths is a right anglre