Find the area

15 in

10 in

Answer:

2

Step-by-step explanation:

We are given:

t = -11
u = 11
v = 1

Plug in the values to (tv-u) / tv:

((-11)(1) - 11) / (-11)1
(-11-11) / -11
-22 / -11
= 2

Using the definition of individual in a study, it is found that they are represented in the student column.

It is the subject over which the study is applied, that is, the people, or the objects, that are surveyed.

In this problem, the students are surveyed to find the top vote-getter, hence the individuals are represented in the student column.

More can be learned about the definition of individual in a study at https://brainly.com/question/24830485

Answer:

$38÷6

for five adult and two children

$55÷7

Step-by-step explanation:

If the hotel grants Marnie an increase in her hourly wage from $14 per hour to $20 per hour. Her respond is: She will increase her work hours.

Wages can simply be defined as the money earn per hour or money earn on a daily basis for work done.

Assuming her wages was increase from $14 per hour to $20 per hour. Marie will have to increase her work hours if the increase in wage of the amount of $20 is positive as this will enable are to earn more money .

Therefore Marnie will increase her work hours.

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Answer:

20 feet

sorry!! I don't know how to explain

Answer:

what is an exterior angel theorem

Answer:

800 mph

Step-by-step explanation:

Use the formula: Distance/Time=Speed

Distance: 2840 miles

Time: 3.55 hours

Now Divide,  giving you the speed of 800 mph

Hope this helps!

You can prove triangles’ congruence with things called axioms (or postulates). For triangles, there are four:

(S means Side, A means Angle)

SAS

SSS

ASA

AAS

If you go round a triangle, in order (so aside, then the next angle, next side, etc.), and find that everything from one of these postulates is equal, you have two congruent triangles.

(These triangles’ sides and angles, which are marked on the image, are equal to the other’s)

This diagram shows the SAS axiom, as the equal parts of the triangle go in order of a side (Y to Z), an angle (Y to Z to X), and another side (Z to X).

Hope this helps!

Answer:

the answer is = a) 480 cm³

The greatest possible probability in any experiment is 1 as the least possible probability in any experiment is 0.

Probability simply means the likelihood of the occurence of an event.

In this case, the greatest possible probability in any experiment is 1 as the least possible probability in any experiment is 0.

Also, a probability around 0.5 means that the event is neither likely nor unlikely.

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point-slope form: y-y₁=m(x-x₁)

==========

slope-intercept form: y = mx + b

==========

Point slope is written as y - y1 = m(x -x1)

Where x1 and y1 are the given point and m is the slope:

point slope :

Y-2 = 7(x-1)

slope intercept is written as y = Mx + b where m is the slope and b is the y intercept:

musing the slope you have y = 7x + b

Now replace y and x with the given point to solve for b:

2 = 7(1) = b

2 = 7 + b

Subtract 7 from both sides to get b = -5

now replace b in the equation to get:

Y = 7x-5

The remainder of the expression x/(x + 1) is a negative one. Then the correct option is D.

The division means the separation of something into different parts, sharing of something among different people, places, etc.

The expression is given below.

[tex]\rm \rightarrow \dfrac{x}{x+1}[/tex]

Add and subtract 1 in the numerator, then we have

[tex]\rm \rightarrow \dfrac{x+1-1}{x+1}\\\rm \rightarrow 1 -\dfrac{1}{x+1}[/tex]

Then the remainder will be a negative one.

More about the division link is given below.

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Answer:

D) -1

Step-by-step explanation:

Part I: Recalling the "Volume of cone" formula

Given:

Formula (Volume of cone):

[tex]\text{Volume of cone:} \ \dfrac{1}{3} \times \pi \times r^{2} \times h[/tex]

[Where r and h are the radius and the height respectively.]

Part II: Determining the volume of the cone

Substitute their values into the formula to determine the volume of the cone.

    [tex]\implies \text{Volume of cone:} \ \dfrac{1}{3} \times \pi \times (9)^{2} \times (10)[/tex]

∴ Let π be 3.14 ∴

    [tex]\implies\text{Volume of cone:} \ \dfrac{1}{3} \times 3.14 \times (9)^{2} \times (10)[/tex]

Simplify the expression to determine the volume.

    [tex]\implies\text{Volume of cone:} \ \dfrac{1}{3} \times 3.14 \times 81 \times 10[/tex]

    [tex]\implies\text{Volume of cone:} \ 3.14 \times 27 \times 10[/tex]

    [tex]\implies\text{Volume of cone:} \ 31.4 \times 27[/tex]

    [tex]\implies\text{Volume of cone} = 847.8 \ \text{yd}^{3} = \boxed{847.80 \ \text{yd}^{3}} \ \ \ \ \ \ \ \ (\text{Nearest hundredth)}[/tex]

Answer:

e

Step-by-step explanation:

the coordinates of the midpoint are the average of the coordinates of the endpoints.

let coordinates of C = (x, y ) , then with A = (- 1, 2 ) calculate the average and equate to the coordinates of B (3, 2 )

[tex]\frac{x-1}{2}[/tex] = 3 ( multiply both sides by 2 to clear the fraction )

x - 1 = 6 ( add 1 to both sides )

x = 7

and

[tex]\frac{y+2}{2}[/tex] = 2 ( multiply both sides by 2 )

y + 2 = 4 ( subtract 2 from both sides )

y = 2

coordinates of C = (7, 2 )

Answer: Angle sum

Step-by-step explanation:

Answer:

the answer is c positive 3

Answer:

x is greater than or equal to 4

Step-by-step explanation:

Answer:

Step-by-step explanation:

Solving

well, the original price was 500 bucks, but went down to 325, namely 500 - 325 = 175, so she'll be saving 175 bucks.

if we take 500 to be the 100%, what is 175 off of it in percentage?

[tex]\begin{array}{ccll} amount&\%\\ \cline{1-2} 500 & 100\\ 175& x \end{array} \implies \cfrac{500}{175}=\cfrac{100}{x}\implies \cfrac{20}{7}=\cfrac{100}{x} \\\\\\ 20x=700\implies x=\cfrac{700}{20}\implies x=35[/tex]

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

39° cus if it's 146° in one set the other degree in other set parallel to it will be 39°

hope it helps...!!!!

Answer:

  missing denominator: 5

  missing numerator: 3

Step-by-step explanation:

You know the product of fractions is formed by multiplying numerators and multiplying denominators.

  [tex]\dfrac{3}{d}\times\dfrac{n}{4}=\dfrac{3n}{4d}=\dfrac{9}{20}[/tex]

This gives rise to two equations:

  3n = 9   ⇒   n = 3

  4d = 20   ⇒   d = 5

The missing denominator is 5; the missing numerator is 3.

__

  [tex]\dfrac{3}{5}\times\dfrac{3}{4}=\dfrac{9}{20}[/tex]

Answer: it’s a

Step-by-step explanation:

Answer:

its 1 chores per hour

Step-by-step explanation:

I did the study

Answer:

(2,-3)

Step-by-step explanation:

When you reflect a point across the line y = x, the x-coordinate and y-coordinate change places. If you reflect over the line y = -x, the x-coordinate and y-coordinate change places and the signs are changed.

(-2, 3)

Hope it helps.

Do comment if you have any query.

Answer:

9 inches

Step-by-step explanation:

Formula: ( area of a parallelogram)

area = base × height

_______________

then

base = area/height

        = 18/2

        = 9

The product of the factors are;

[tex]\rm(6-3i)(6+3i)=6^2+3^2=36+9 = 45\\\\ (4 -5i)(4 +5i) = 4^2+5^2=16+25=41\\\\(-3+8i)(-3-8i)=(-3)^2+8^2=9+64=73[/tex]

Multiplication is the process of calculating the product of two or more numbers.

The multiplication of numbers say, ‘a’ and ‘b’, is stated as ‘a multiplied by ‘b’.

The multiplication of the given factors finding by using the following formula.

[tex]\rm (a-ib)(a+ib)=a^2+b^2[/tex]

Applying the formula in the given factors;

[tex]\rm (a-ib)(a+ib)=a^2+b^2\\\\(6-3i)(6+3i)=6^2+3^2=36+9 = 45\\\\ (4 -5i)(4 +5i) = 4^2+5^2=16+25=41\\\\(-3+8i)(-3-8i)=(-3)^2+8^2=9+64=73[/tex]

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Answer:

C.  The x-coordinate of the vertex must be 6

Step-by-step explanation:

The parabola intercepts the x-axis when y = 0.

Therefore, if the quadratic equation has the points (2, 0) and (10, 0) then the x-intercepts or "zeros" are x = 2 and x = 10.

The x-coordinate of the vertex is the midpoint of the zeros.

[tex]\sf \implies midpoint=\dfrac{2+10}{2}=6[/tex]

Therefore, the solution is option C.

Additional Information

The leading coefficient of a quadratic tells us if the parabola opens upwards or downwards:

We have not been given this information and so therefore cannot determine the way in which it opens.

As we do not know the way in which way the parabola opens, we cannot determine if the parabola will have a negative or positive y-intercept.

We have not been given the full quadratic equation, and so we cannot determine if the parabola is wider (or narrower) than the parent function.

Find the quadratic equation

[tex]\\ \rm\Rrightarrow (x-2)(x-10)=y[/tex]

[tex]\\ \rm\Rrightarrow y=x(x-10)-2(x-10)[/tex]

[tex]\\ \rm\Rrightarrow y=x^2-10x-2x+20[/tex]

[tex]\\ \rm\Rrightarrow y=x^2-12x+20[/tex]

Convert to vertex form of parabola

[tex]\\ \rm\Rrightarrow y=x^2-2(6x)+20+16-16[/tex]

[tex]\\ \rm\Rrightarrow y=x^2-2(6x)+36-16[/tex]

[tex]\\ \rm\Rrightarrow y=(x-6)^2-16[/tex]

Option A and C is correct