T=CB-6, for C what is the answer pls my homework is due in 39 minutes

Angle 5 = 180 - 146 = 34

Angle 6 = 146 since vertical angles are congruent

Angle 7 = 34 since vertical angles are congruent, or you could say 180-146 = 34 again. Any pair of adjacent angles add to 180. All four angles add to 360.

The range of the relation that is represented in the mapping shown in the diagram attached below is: {3, 5, 11, 21}.

If we are given a mapping that represents a relation, the input values (x-values) make up the domain of the relation while the output values (y-values) make up the range of the relation.

In the mapping shown in the diagram attached below, we have the following:

The domain of the relation is: {-1, 0, 1, 2, 3}

The range of the relation is: {3, 5, 11, 21}

Thus, we can conclude that, the range of the relation that is represented in the mapping shown in the diagram attached below is: {3, 5, 11, 21}.

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The solution set of the equation is: x = -3, x = 3.

Given the equation, x² + 12 = 21, the solution set is the possible value of x that will make the equation true. To find the values of x, do the following as shown below:

x² + 12 = 21

Subtract 21 from both sides of the equation

x² + 12 - 21 = 21 - 21

x² + 12 - 21 = 0

x² - 9 = 0

Find the difference of the two squares

(x + 3)(x - 3) = 0

x = -3

x = 3

Therefore, the solution set of the equation is: x = -3, x = 3.

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Answer:

[tex]49n^2-70n+25[/tex]

Step-by-step explanation:

Since one side of the square is (7n-5), the area of the square must be [tex](7n-5)^2[/tex]. Simplifying we get [tex]49n^2-70n+25[/tex].

Answer:

x = 3

Step-by-step explanation:

Separate | 2 + x | = | x - 8 | into 2 possibilities

2 + x = x - 8

2 + x = -x + 8 (right side's signs are swapped)

Solve the equations:

Top equation results in no solution as the x's cancel out.

2 + x = -x + 8

2x = 6

x = 3

| 2 + 3 | = | 3 - 8 |

| 5 | = | -5 |

5 = 5

This is the correct solution.

Let's solve the problem,

→ |2 + x| = |x - 8|

→ 2 + x = -(x - 8)

→ 2 + x = -x + 8

→ x + x = 8 - 2

→ x = 6/2 = 3

Hence, the value is 3.

If joe walks by 21 cats in one week then 7 cats are black.

Percentage can be defined as a ratio that is expressed as fraction of 100.

For Example , 1%= 1/100

Given that Joe's town there are 33 black cats

Total cats = 100.

The percentage of black cats in town =[tex]\frac{33}{100}[/tex]=33%

Number of cats joe sees in a week =21

Number of black cats joe sees in a week will be = 33% of 21

[tex]=21*\frac{33}{100} \\ \\ =\frac{693}{100} \\ \\ =6.93\\ \\[/tex]= approx. 7

Therefore , If joe walks by 21 cats in one week then 7 cats are black.

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h = 2A/b

An equation is a group of expressions formed by using arithmetic operations, along with an equality sign.

Here, we are given an equation, A = 1/2bh

As we are not given any values for any of the variables, we can find the value of h in terms of A and b only.

To do this, we keep h on one side and take all the other terms to the other side of the equation.

A = 1/2bh

Multiplying both sides by 2,

⇒  2A = 2/2bh

2A = bh

now, dividing both sides by b,

2A/ b = bh/b

2A/b = h

h = 2A/b

Thus, the value of h is 2A/b

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El precio unitario del terreno rectangular es $ 32 por cada metro cuadrado.

Tenemos un terreno rectangular con dimensiones y costo total conocido. El área de un rectángulo (A), en metros cuadrados, es igual al producto de su largura (l), en metros, y su anchura (a), en metros, cuya fórmula se presenta a continuación:

A = a · l

El precio del metro cuadrado se obtiene dividiendo el precio del terreno por su área:

A = (17.50 m) · (15.60 m)

A = 273 m²

c = C / A

c = 8736 / 273

c = $ 32 / m²

El precio unitario del terreno rectangular es $ 32 por cada metro cuadrado.

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From the rule for when a relation represents a function, we have that:

16) Is not a function.

17) Is a function.

18) Is not a function.

A relation represents a function when each value of the input is mapped to only one value of the output.

For this problem, we have that:

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hi

area of  circle is  π* radius²  

as radius is half diameter, and as diameter is  22 , so radius is  22 /2 = 11 cm

so area is  11²π    and  11² = 121 then   area is  121π

as it is say to use  3.14 for pi , then 121*3.14 =  379.94

but 379.94 is the area of the whole circle , and we only have half.  

so  :  379.94 / 2 = 189.97

area of  semi circle is  189.97

Answer:

Step-by-step explanation:

10 x 21 - 61

210 - 61= 149

18 x 8 + 5

144 + 5= 149

21 + 10= 31

(Don't need to right this part down)

Since the 149 is parallel or the same size on the opposite side, it should be the same answer

Answer:

7.62×10^-5

Step-by-step explanation:

Answer: 0.000076

Step-by-step explanation:
8.41(10^-5) - 7.9(10^10-6)
= 8.41 (1/100000) - 7.9(10^-6)

= 0.000084 - 7.9(10^-6)
= 0.000084 - 7.9(1/000000)

= 0.000084 - 0.000008

= 0.000076

She make 5 apple pie and 2 peach pie.

In the given statement is:

Bonnie made 7 pies. there were 6 slices in each apple pie and 7 slices in each peach pie. if Bonnie made 44 slices of pie in total.

To find the how many of each pie did she make

Now, According to the question :

Let start the solution

Total number of slices made by Bonnie is 44

Let Number of apple pies be x

and, number of peach pies is (7 - x) ............(1)

Pieces of an apple pie is 6x

Pieces of peach pie = 7 (7 - x)

Calculation

6x + 7(7 - x) = 44

6x + 49 -7x = 44

-x = 44 - 49

-x = -5

x = 5

Put the value of x in equation (1)

7 - x = 7 - 5 = 2

She make 5 apple pie and 2 peach pie.

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Answer:

f(- 2) = 7

Step-by-step explanation:

assuming you mean find f(- 2)

substitute x = - 2 into f(m)

f(- 2) = 3(- 2)² - 5 = 3(4) - 5 = 12 - 5 = 7

Answer:

7

Step-by-step explanation:

Plug in -2 for m:

f(m)=3(-2)^2-5

Simplify:

(-2)^2 or (-2)(-2)=4

f(m)=3(4)-5

3x4=12

f(m)=12-5

f(m)=7

Answer:

B

Step-by-step explanation:

Answer B is the result of simplifying

Answer:KIH=18

Step-by-step explanation:

4x+3+4x+3=12x

X=1.5

4(1.5)+3=9

4(1.5)+3=9

12(1.5)=18

Answer:

1. 15          2. 30

Step-by-step explanation:

1. (2/5)x = 20

20/(2/5) = x

x = 50

50 × (3/10) = 15

2.  (2/3)y = 24

24/(2/3) = y

y = 36

36 × (5/6) = 30

The standard deviation is 2.24 if the sum of squares for a sample containing 101 items equals 500 option (C) is correct.

It is defined as the measure of data disbursement, It gives an idea about how much is the data spread out.

[tex]\rm SD = \sqrt{\dfrac{ \sum (x_i-X)^2}{n-1}[/tex]

SD is the standard deviation

xi is each value from the data set

X is the mean of the data set

n is the number of observations in the data set.

∑(x(i) - X)² = 500

n = 101

SD = √(500/101-1)

SD = √5

SD = 2.236 ≈ 2.24

Thus, the standard deviation is 2.24 if the sum of squares for a sample containing 101 items equals 500 option (C) is correct.

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The iv (insulin rate) rate should be 7 ml/hr.

Here,

Regular insulin is ordered iv at 7 units/hour.

The iv bag contains 100 units of regular insulin in 100ml of d5w.

We have to find the iv rate.

What is insulin rate?

Basal insulin rate is the rate at which an insulin pump provides small, “background” doses of fast-acting insulin.

Now,

Regular insulin is ordered iv at 7 units/hour.

The iv bag contains 100 units of regular insulin in 100ml of d5w.

The insulin rate in ml/hr = ( 7 units / 1 hr ) * (100 ml / 100 units) = 7 ml/hr

So, The iv (insulin rate) rate should be 7 ml/hr.

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3000 ÷ 40 =

75 ⇐ Quotient

――――

40)3000 ⇐ Dividend

280

---

200

200

3000 divided by 40 is equal to quotient of 75 with no remainder.

To perform long division for 3000 divided by 40, Set up the long division format.

Determine how many times 40 can go into the leftmost digit of 3000 (which is 3).

The answer is 75. Write 75 on top of the division bar.

Now, subtract 3000 - 3000 to get the remainder.

The remainder is 0.

Hence,  3000 divided by 40 is equal to 75.

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y = 7/2x represents the relation that is shown in the graph.

Here the line goes through points (0, 0), (1, 3.5), (2, 7).

This means that these points must satisfy the equation of the line.

Let us, check each equation one by one

A. y = x + 2/7

Here if we take x = 0,

y = 0 + 2/7

y = 2/7

Thus, (0,0) does not satisfy and hence, we eliminate this option.

B. y = x + 7/2

Here if x = 0

y = 7/2

Thus, again (0,0) does not satisfy and hence, we eliminate this option.

C. y = 2/7 x

Here, if x = 0

y = 0

Hence, (0,0) satisfies.

if x = 1

y = 2/7

or y = 0.28

Thus, (1, 1.35) does not satisfy and hence, we eliminate this option.

D. y = 7/2x

Here, if x = 0

y = 0

Hence, (0,0) satisfies.

if x = 1

y = 7/2

or y = 3.5

Hence, (1, 1.35) satisfies.

if x = 2

y = (7/2)(2)

y = 7

Hence, (2, 7) also satisfies.

Thus, y = 7/2x represents the relation that is shown in the graph.

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Your question was incomplete. Check for full content below-

Which equation represents the relation that is shown in the graph?

Cost of Buying Comic Books. On a coordinate plane, a graph titled Cost of Buying Comic Books has number of issues on the x-axis and total cost on the y-axis. A line goes through points (0, 0), (1, 3.5), (2, 7).

y = x + 2/7

y = x + 7/2

y = 2/7 x

y = 7/2x

The value of the num will be 18 after the expression is evaluated.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

Given that int x = 4; int y = 9 / 2; int num = 6; num *= x y; the value of num after the evaluation of the expression will be:-

num = x y

num = [ ( 4 x ( 9 / 2 ) ]

num = 9 x 2

num = 18

Therefore, the value of the num will be 18 after the expression is evaluated.

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The values of the functions are:

a. When x =-4 then f(x) =  -x+4

b. When x = -2 then f(x) =  -x+4

c. When x = -1 then f(x) =  -x+4

d. When x=1/2 then f(x) = 3

e. When x = 2 then f(x) =  2x-5

Given, g(x) = {-x+4 , if x≤-1

                      3 ,   if -1≤x<2

                      2x-5, if x≥2 }

a. when x = -4, f(x) = ?

-4 comes under the condition x≤-1.

therefore, when x=-4 ⇒ f(x) = -x+4

f(-4) = -4+4 = 0

b. when x=-2, f(x)= ?

Again -2 comes under the condition if x≤-1

therefore when x=-2 ⇒ f(x) = -x+4

f(-2) = -2+4 = 2

c. when x=-1, f(x) = ?

-1 comes under the condition if x≤-1

therefore, when x=-1 then f(x) = -x+4

f(-1) = -1+4 = 3

d. when x=1/2 , f(x) = ?

1/2 comes under the condition, if -1≤x<2

therefore, when x=1/2 then f(x) = 3.

e. when x=2, f(x) = ?

2 comes under the condition, if x≥2

therefore, when x=2 then f(x)= 2x-5.

hence we get the required results of the given functions.

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Answer:

11

Step-by-step explanation:

total angle of a polygon formula:

180 * (n-2)     n is no. of sides

180 * (n - 2) = 1620

1620/180 = n-2

9 = n - 2

9 + 2 = n

n = 11

Answer: I think its 4

Step-by-step explanation: because 4+9=13

1) This is an arithmetic sequence and the complete sequence is;

5, 10, 15, 0, 25, 30, 35,....

2)This is a geometric sequence and the complete sequence is given as;

20, 10, 5, 2.5, 1.25, .....

3) This is an arithmetic sequence and the complete sequence is given as; 2, 5, 8, 11, 14, 17, .....

4) This is an arithmetic sequence and the complete sequence is given as; 30, 24, 18, 12, 6,.....

1) The sequence is given as;

5, 10, 15, ___, 25, 30, _____

This is an arithmetic sequence with the formula;

a_n = 5 + (n - 1)d

In this case, the common difference is;

d = 10 - 5 = 5

The complete sequence is;

5, 10, 15, 0, 25, 30, 35,....

2)The sequence is given as;

20, 10, ___, 2.5,  _____, .....

This is an geometric sequence with the formula;

a_n = 20r^(n - 1)

In this case, the common ratio is;

r = 10/20 = 1/2

The complete sequence is given as;

20, 10, 5, 2.5, 1.25, .....

3)The sequence is given as;

2, 5, 8, ___, 14,  _____, .....

This is an arithmetic sequence with the formula;

a_n = 2(n - 1)d

In this case, the common difference is;

d = 5 - 2 = 3

The complete sequence is given as;

2, 5, 8, 11, 14, 17, .....

4) The sequence is given as;

30, 24, ___, 12, 6,.....

This is an arithmetic sequence with the formula;

a_n = 30(n - 1)d

In this case, the common difference is;

d = 24 - 30 = -6

The complete sequence is given as;

30, 24, 18, 12, 6,.....

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The purpose why these concepts are present in the pictures is to develop imagination power among students.

As you imagine more, your mind becomes stronger and you have greater mental control. Innovation requires a strong imagination. If you succeed in what you set out to do, the same individuals who now accuse you of daydreaming will begin to aspire to be like you. Keep your aspirations high and your imagination expanding.

Imagination is a potent brain stimulant because it forces you to think differently than most people do. Your imagination can help you come up with scenarios that most effectively handle difficulties, even though your brain might classify them as being unexpected.

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