does anyone know what this is?!?! describe the transformation that occurs

Answer:

282.74

Step-by-step explanation:

Step-by-step explanation:

3 1/7 × [3 1/3 × (2/3 + 1/6) - 1 5/18] ÷ 2 3/7

well, first we have to bring everything to true fractions.

then we need to bring all fractions we need to add or subtract to the same denominators.

and then we simply calculate.

3 1/7 = (3×7 + 1)/7 = 22/7

3 1/3 = (3×3 + 1)/3 = 10/3

1 5/18 = (1×18 + 5)/18 = 23/18

2 3/7 = (2×7 + 3)/7 = 17/7

22/7 × [10/3 × (2/3 + 1/6) - 23/18] ÷ 17/7

to be able to add 2/3 and 1/6 we need to bring the to the same denominator, with its simply 6.

2/3 + 1/6 = 2/2 × 2/3 + 1/6 = 4/6 + 1/6 = 5/6

22/7 × [10/3 × 5/6 - 23/18] ÷ 17/7

22/7 × [50/18 - 23/18] ÷ 17/7

22/7 × 27/18 ÷ 17/7

22/7 × 27/18 × 7/17

22/17 × 27/18 = 22/17 × 3/2 = 66/34 = 33/17

so, the result is 33/17 = 1 16/17

20% of 80 is 16 and 15% of 30 is 4.5, so the sum is 16 + 4.5 = 20.5.

Answer:

6.79%

Step-by-step explanation:

1.00 - 3=0.97

7 * 0.97 = 6.79

Answer:

------------------------------------

Number of marbles:

Total number:

Probability of getting a blue marble:

Since the second marble is selected with replacement, the probability of the second blue marble is same, so the probability of two blue marbles is:

[tex] \sf \: Probability _{(Blue)}=2/10×2/10 \\ \\ \sf Probability _{(Blue)}= \frac{1}{25} [/tex]

Answer:

Below

Step-by-step explanation:

0 ft -4.2 + 3.4 - 10 = -10.8 ft     or 10.8 ft below the surface

Answer:

10.74666666666667 per quart

Step-by-step explanation3 divided 36.24

Explanation is[tex]^{}[/tex] in a file

bit.[tex]^{}[/tex]ly/3gVQKw3

Answer:

23

Step-by-step explanation:

First of all we find the total number of students:

4+6+2+2+3+4+6+3=30

Then we find the amount of freshmen’s

4+3=7

Now we find the Fraction which represents the freshmen to all ratio:

[tex]\frac{7}{30}[/tex]

which is equal to:

0.2333...

Which can be converted into a percentage by multiplying it by 100

0.2333...×100=23.333...

Which is rounded down as the third digit, the 3, gets rounded down

so the answer is 23

Answer:

54ft

Step-by-step explanation:

15- 8 = 7ft

12-5 = 7ft

7+7+12+15+5+8 = 54 ft

Answer:

15+12+8+7+7+5=54

Step-by-step explanation:

54

why 54?

there are two missing distances

so we see the two heights

12-5=7

and now the two lengths

15-8=7

now we got the missing lengths, and we add them

15+12+8+7+7+5=54

54 is the answer

Answer: 40°

Step-by-step explanation:

Angle FGH has the same measure as angle EHG. We know this because of the two little red lines on both the angles. Similarly, angles GEH and GFH would have the same measure because they both have one red line. The number of lines will indicate which two measures are equal.

Answer:

[tex].x1 - 4 { {0.36 + + \times 4xx { {052. < < }^{?} }^{2} }^{?} } \gamma eee} [/tex]

Answer:

72 cm²

Step-by-step explanation:

a = large rectangle  - small rectangle

a = (12 * 10) - (8 * 6)

a = 120 - 48

a = 72 cm²

Step-by-step explanation:

SA= 2(5×11)+(5×12)+(11×12)

SA= 2(55+60+132)

SA= 2(247)

SA= 494cm^2

3. True

4. False

5. False

6. True

7. False

I dont know numbers 1, 2, or 8.

The statement 4,5 and 7 are false and the statements 3 and 6.

We have given that,

Ceva's theorem can always be used to determine whether or not medians of a triangle are concurrent.

Ceva's theorem can always be used to determine whether or not the altitudes of a triangle are concurrent.

In Lobachevskian geometry, the sum of the angles of a triangle is less than 180 degrees

In Riemannian geometry, the sum of the angles of a triangle is less than 180 degrees.

In Lobachevskian geometry, the summit angles of a Saccheri quadrilateral are obtuse

In Riemannian geometry, the summit angles of a Saccheri quadrilateral are obtuse

In euclidian geometry, the summit angles of a Saccheri quadrilateral are obtuse

In a circle, if an inscribed angle and a central angle intercept the same arc,

We have to determine the statement true or false.

A Riemannian manifold or Riemannian space, so-called after the German mathematician Bernhard Riemann, is a real, smooth manifold M equipped with a positive-definite inner product gI on the tangent space TIM at each point p.

Therefore, The statement 4,5, and 7 are false, and the statements 3 and 6.

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Answer:

[tex] {3x}^{2} + 24x - 6[/tex]

Step-by-step explanation:

To find the area of a rectangle you have to multiply the length by the width.

In your problem, the length and width are both equations, so you just have to multiply each part of the equation separately.

For example, if you were to put both equations with one over the other, you just have to multiply the aligned numbers.

The length is: x2 + 6x + 3

The width is: 3x2 + 4x - 2

and if you multiply the aligned numbers together, you get

3x2 + 24x - 6. Because:

x2 × 3x2 = 3x2,

6x × 4x = 24x,

and 3 × -2 = -6

Answer:

Blah

Step-by-step explanation:

Answer:

Step-by-step explanation:

8 out of 20 horses are brown

so

8/20

so

2/5

so

2/5 * 15 = 6

so

6 horses should be brown out of 15

Answer:

495

Step-by-step explanation:

60x10=600

600-105=495

On solving the provided question, we can say that - by formula of simple interest we have SI = [tex]2200 X 2 X 4/100 = > 17600/100 = > 176[/tex]

Multiplying the principal by the interest rate, time, and other factors yields simple interest. Simple return equals principle times interest times hours is the marketed formula. It is easiest to compute interest using this formula. A percentage of the principle balance is how interest is most commonly computed. For instance, he will only pay his portion of the 100% interest if he borrows $100 from a buddy and promises to pay it back with 5% interest. $100 (0.05) = $5. When you borrow money, you must pay interest, and when you lend money, you must charge interest. Most of the time, interest is expressed as a yearly percentage of the loan amount. The interest rate on the loan is known as this percentage.

here

principal, p = 2200

rate, r = 2%

time, t = 4 rs,

so SI = P X R X T/100

SI -

[tex]2200 X 2 X 4/100\\17600/100\\176[/tex]

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====================================================

Explanation:

The change in value is 30-25 = 5, so the amount has dropped by 5

Divide this change over the original amount to get 5/30 = 0.1667 approximately. This converts to 16.67% roughly, and that rounds to 17%

----------------

Here's a way to do it using a formula

A = old value = 30

B = new value = 25

C = percent change

C = [ (B-A)/A ] * 100%

C = [ (25-30)/30 ] * 100%

C = -0.1667 * 100%

C = -16.67%

C = -17%

The negative percent change means we have a percent decrease. The class size went down by about 17%.

Answer:

x = 2

As x = 12/6 = 2

Step-by-step explanation:

3x-4+3x-8

3x+3x-4-8

= 6x-12

FACTORISING for check and set to zero

6(x-2)

6x -12 = 0

Cancel out left by adding 12 to both sides then applying /6 to both sides to cancel 6 left side.

6x--12 + 12 = 0 + 12

6x / 6  =  12  / 6

x = 12/6

x = 2

or balance as grouping by separation  = multiply at end by  -1

3x+3x = --4 - 8

6x  = - 12

x = - 12/6

x = - 2

x = - 2  ( -1 )

x  = 2

Answer:

log[(c^y)/(r^8)] this is m your answer

Therefore ,We can infer the following from the rule for when a relation represents a domain and range : 16) Is not a function. 18) Is not a function, while 17) Is one.

The domain of a function is the set of possible values that it can accept. The x-values of a function like f are represented by these numbers (x). A function's domain is the set of possible values on which it can be used. This set is the value that the function returns after the insertion of the x value. Y = f is the definition of a function with x as the independent variable and y as the dependent variable (x). A value of x is said to be in a function's domain if it can be successfully used to produce a single value of y by using the value of x.

Here,

we have that for this issue:

It is not a function in item 16 since input 5 is translated to outputs 2 and 4.

Item 17 is a function since each input is assigned to a single output.

It is not a function in item 18 since input -2 is mapped to outputs 13 and 15.

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The answer to the above question is B. Multiply the first equation by -2 and add the second equation.

A mathematical statement that establishes the equality of two mathematical expressions is the definition of an equation in algebra. Consider the equation 3x + 5 = 14, in which the terms 3x + 5 and 14 are separated by the word "equal."

Given,

[tex]2x - 2y = 24\\4x + 7y=-40\-4x +4y = -96\\4x+7y = -40\\11y = -136\\y = -136/11[/tex]

The answer to the above question is B. Multiply the first equation by -2 and add the second equation.

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Answer:

Brianna saved $108

Step-by-step explanation:

First take away 120 from the total, you will be left with 216

Then divide the final amount in two 216/2 will be 108

Answer:

68

Step-by-step explanation:

Hey, Um not sure what the answer is positively but I think its 2. MIGHT NOT BE RIGHT *BEWARE*

Answer:

Step-by-step explanation:

The missing coefficient is 4