Answer:
-72
Step-by-step explanation:
9*(-2)³ = 9*(-8) = -72
Answer:
(C) -72
Step-by-step explanation:
[tex]9^1*(-2)^3[/tex]
Any number to the exponent of 1 is equal to themselves
[tex]= 9*(-2)^3[/tex]
Solve the exponent and multiply
[tex]= 9*(-8)\\=-72[/tex]
I hope this helps!
This oneeeee ty pleaseeee
Answer:
multiple choice?
Step-by-step explanation:
The length of a rectangle deck is 3 times its width. If the deck's perimeter is 16 ft, what is the deck's area?
Answer:12
Step-by-step explanation:
3x+3x+x+x=16
8x=16 so x =2
2*3=6 6*2=12
Answer:
12 sq ft
Step-by-step explanation:
let w = width
let 3w = length
w + w + 3w + 3w = 16
8w = 16
x = 2
Area = 3(2) x 2
A = 6 x 2
Use the diagram below to answer the question. There is a small building that is 24 feet tallThe fire fighter is standing 7 feet away from the building.
Answer:
24- 7 = 17
Step-by-step explanation:
Dear Garden Designer,
Shed
I've ordered this shed. It is 2 meters wide, 3.25 meters
long and 2.8 meterstal
I have moved into a house with a smal garden that needs a total redesign
Please design my garden for me. I have attached an accurate scale drawing of my
garden to this emai. I ve listed below some features I want in the garden. I will email
you later about some other things I also want.
To start, please could you draw these features accurately on the plan, showing where
you think they should go in the garden. Send me your plan with an explanation of your
thinking
Best wishes,
Decking for barbeques
I want some decking near the patio doors
It should be big enough to seat at least six people
Mandy
Circular pond
I would like a circular pond.
I'd like its area to be about 7 m.
Path and Borders
I would like some flower borders. These should not be
more than one motor wide as I find wider ones difficult
to look after.
I'd like a gravel path 1 meter wide to go from the shed
to the house and from the garden gate to the house
I will cover the rest with grass
Answer:
Step-by-step explanation:MATHEMATICAL GOALS
This lesson unit is intended to help assess how well students are able to interpret and use scale
drawings to plan a garden layout. This involves using proportional reasoning and metric units.
COMMON CORE STATE STANDARDS
This lesson relates to the following Standards for Mathematical Practices in the Common Core State
Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.
This lesson gives students the opportunity to apply their knowledge of the following Standards for
Mathematical Content in the Common Core State Standards for Mathematics:
7.G: Draw, construct, and describe geometrical figures and describe the relationships between
them.
Solve real-life and mathematical problems involving angle measure, area, surface area,
and volume.
7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
7.RP: Analyze proportional relationships and use them to solve real-world and mathematical
problems.
INTRODUCTION
This lesson unit is structured in the following way:
• Before the lesson, students work individually on a task designed to reveal their current levels of
understanding. You review their responses and create questions to help them improve their work.
• At the start of the lesson, students reflect on their individual responses, before producing a
collaborative improved solution to the task. Then, in the same small groups students analyze
sample responses. They then discuss as a whole-class the methods they have seen and used.
• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.
MATERIALS REQUIRED
• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should
be copied at exactly 100% scale so the measurements are accurate. If this is not possible,
photocopy the rules on S-3, one rule per student, which should then match the Garden Plan
measurements. It will be useful to have spare copies of the Garden Plan.
• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a
glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second
Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,
plain paper, graph paper, and colored pencils for students who choose to use them.
TIME NEEDED
20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a
follow-up lesson. Actual timings will depend on the needs of your students.
During hibernation, a garter snake’s body temperature never goes below 3 °C. Write an inequality that represents this situation.
Answer:
x ≥ 3*C
Step-by-step explanation:
Put the following numbers in order from least to greatest.
1/4 1/8 1/2
Answer:
1/8 1/4 1/2
Step-by-step explanation:
i hope it will help you
Step-by-step explanation:
1\8 1\4 1 \2
Every day after dinner, a child is to put his plate in the sink. Which formula calculates percent of occurrences?
Answer:
Percent of occurrences= (Numbers of behavior/Numbers of opportunities)*100
Step-by-step explanation:
Based on the information given if a child is to put his/her plate in the sink everyday after having dinner the formula that will be use to calculates percent of occurrences is :
Percent of occurrences=( Numbers of behavior/Numbers of opportunities)*100
Where:
Numbers of behavior represent the Numbers of times the plate was put in the sink by child everday
Numbers of opportunities represent the Numbers of dinners the child had everyday
Rita is planting saplings along her garden fence. When she started, she had x packages of saplings with 5 saplings per package. She planted 15 saplings and has at most 20 left. How many packages of saplings did she start with? What would the solution look like on a number line graph?
When Rita started, she had
packages of saplings. The solution can be represented as
with an arrow to the
.
Answer:
If we represent x (number of packages of saplings) on a number line graph, it will start on number 4 (number of packages Rita still has) then moves to the right to number 7, that is the number of packages when Rita started to plant.
Step-by-step explanation:
how to solve
[tex] \sqrt{4} x {}^{2} = x + 2[/tex]
Answer:
➩ [tex]x=2,-\frac{2}{3}[/tex]
Step-by-step explanation:
[tex]\sqrt{4x^2}=x+2[/tex]
➨ We can also solve by completing both squares, however. Since we can pull out the square root.
[tex]\sqrt{4x^2}=|2x|[/tex] ➩ Define of Absolute Value/Square Root
➩ [tex]\sqrt{x^2}=|x|[/tex]
Thus, our new equation is ➩ [tex]|2x|=x+2[/tex]
To solve an absolute-value equation, let there be two conditions.
➨ Where x ≥ 0
[tex]2x=x+2\\[/tex]
Move x to another side
[tex]2x-x=2\\x=2[/tex]
➨ Where x < 0
[tex]-2x=x+2\\-2x-x=2\\-3x=2\\x=\frac{2}{-3}\\x=-\frac{2}{3}[/tex]
Please answer quickly, thanks. :) 35 points and if you answer there are more so you can get 250 points
Answer:
11 cars/day
Step-by-step explanation:
What we know:
After two days, Car-Mart has 43 cars left. After 3 days, it is 32. After five, 10 cars.
Saying that, subtract 32 from 43 to get your rate of 11 cars sold a day.
I can further deduce they started with 76 cars. On day 1 they had 65 cars. On day 4 they had 21 cars. They will have sold all of their cars after day 6.
help meeeeeeeeeeeeee pleasee
Answer:
obtuse triangle because the angle is larger than 90 degrees.
Step-by-step explanation:
Answer:
obtuse
Step-by-step explanation:
Which is the graph of f(x) = RootIndex 3 StartRoot x EndRoot – 4?
Answer:
please mark me brainliest and follow me my friend.
Lillian and Jacob work at a dry cleaners ironing shirts. Lillian can iron 25 shirts per hour, and Jacob can iron 20 shirts per hour. Lillian and Jacob worked a combined 13 hours and ironed 295 shirts. Determine the number of hours Lillian worked and the number of hours Jacob worked.
Answer:
x=7 y=6
Step-by-step explanation:
x = 7 hous worked by Lillian
y = 6 hours worked by Jacob
Step-by-step explanation:
Let call " x " and " y " numbers of hours Lillian and Jacob worked respectively, then according to problem statement we have:
They both combined a total of 13 hours, therefore
x + y = 13 ⇒ y = 13 - x
And the number of ironed shirts was 295 then we have
25*x + 20*y = 295
We need to solve that system of equations for x and y then
25*x + 20 * ( 13 - x ) = 295
25*x + 260 - 20*x = 295
5*x = 295 - 260
5*x = 35
x = 35/5
x = 7
And y = 13 - x ⇒ y = 13 - 7
y = 6
HELP PLEASEEEE!!!!!!!!!!!!!!!!!
Answer:
-2
Step-by-step explanation:
Y-int is the point that touches the y-axis (the verticle line)
look at the point where it touches the y-axis
it is negative and it is 2. so it would be (0,-2) or -2
What is the location of the second endpoint if the first endpoint is at (5,2) and
the midpoint is at (-5,5)?
Cindy used 6feet of ribbon to wrap 10 gifts . How much ribbon will she use to wrap 25/gifts ? ( all the gifts are the same size)
Answer:
15ft
Step-by-step explanation:
if she used 6ft for 10 gifts, you would multiply 6 by 2 equalling 12.
then multiply 6 by .5, 3. add 3 and 12
the answers 15 sorry i couldnt explain better but ya
pleaSe mark brainliest
A grocery store sells a bag 7 oranges for $2.66. if alexandra spent $3.42 on oranges how many did she buy
Answer:
9 oranges
Step-by-step explanation:
7 for 2.66 is 38c for 1
Step-by-step explanation:
if 7 gives 2.66
so 3.42×7÷2.66 gives 9 orange
Please answer correctly will mark brainliest and follow thank you ;)
Answer:
76m
Step-by-step explanation:
Solve perimeter of both rectangles and add
Answer:
238 meters
Step-by-step explanation:
Perimeter? The equation is P = 2 ( l * w )
So lets cut this irregular shape into 2 rectangles.
I added a picture to show you.
So on rectangle is 7 by 11 and the other is 7 by 6.
So lets find the perimeter of the larger rectangle first.
P = 2 ( 11 * 7 )
P = 2 ( 77 )
P = 154
Now the smaller one
P = 2 ( 7 * 6 )
P = 2 ( 42 )
P = 84
Now to find the full perimeter, add both perimeters together
P = 154 + 84
P = 238
238 meters
Don't be afraid to reach out with further questions! Hope this helps!
What is the equation of a line with a slope of -2 which goes through the point (3, -1)?
Answer:
Step-by-step explanation:
y+1 = -2(x-3)
y = -2x + 6 - 1
y = -2x + 5
its not math but I still need helppppp
Answer:
T
Step-by-step explanation:
PLEASE HELP ME QUICKLY
I NEED HELP WITH THIS QUESTION
Answer:
69
Step-by-step explanation:
All of the angles in the triangle will add together to be 180 degrees. So to find angle M, you add the two angles that you have together (79 + 32) to get 111. You then subtract 111 from 180 to get angle M (69).
Mark brainiest pls :)
Q1. The speed limit on a road is 40km/h. A scooter drives 9
kilometers in 15 minutes. Is the scooter breaking the speed limit?
step by step explanation plz
Paul was making some brownies and cupcakes for his school fundraiser. If the brownies needed 4.8 cups of sugar and the cupcakes needed 5.2 cups, how much sugar would he need altogether?
Answer:
10 cups in total.
Step-by-step explanation:
4.8+5.2= 10.00
add the .2 to the 4.8 you get get 5 then add 5.0+5.0
which expression is undefined?
A.0 ÷ 5
B.(3 - 3)
_____
7
C. 8
_____
(-2+2)
D. (0 - 12)
_____
-6
Answer: C
Work: So, after you simplify that equation, it's 8/0. You Cannot divide zero like that. You can divide 0/8, but you can't with 8/0. I hope this wasn't to confusing, and Happy Holidays! :)
What is the average rate of change for [-1,2]?
Answer:
Step-by-step explanation:
The Average Rate of Change function is defined as the average rate at which one quantity is changing with respect to something else changing. In simple terms, an average rate of change function is a process that calculates the amount of change in one item divided by the corresponding amount of change in another.
What is the slope of the linear function
y=5/2x-4
is it
5/2
-5/2
-4
4
Answer:
5/2
Step-by-step explanation:
To find slope, just look directly at what is connected to the X. Don’t worry about anything else
What is the solution set to this inequality??
x^2-12x+35<_ 3
-8,-6,-4
-10,-6,0
these are the possible test points for your three intervals
Answer:
4≤x≤8
Step-by-step explanation:
Solve for u.
1- u = 235
Answer:
-234
Step-by-step explanation:
1-235=-234
Answer:
Step-by-step explanation:
1-u=235 subtract the 1 from both sides
-u=234 divide by -1
u= -234
Maria made two batches of fruit punch. The table at the right shows how many quarts of juice she used for each batch. Write an equation that relates the proportional quantities. Convince Me! How does the equation change if the amount of grape juice is the independent variable, x, and the amount of apple juice is the dependent variable, y? A table with Apple Juice (x), Grape Juice (y) and Grape Juice/Apple Juice (y/x). The first row has x as 5 and y as 8. The second row has x as 10 and y as 16. In each row, the ratio of Grape Juice to Apple Juice is a blank to be filled. The constant of proportionality is . An equation that represents this proportional relationship is =
Answer/Step-by-step explanation:
The equation that relates the proportional quantities would take the following form ---› [tex] y = kx [/tex], where,
y = amount of Grape juice (dependent variable)
x = amount of Apple juice (independent variable)
k = constant of proportionality (y/x)
✔️Using any of the given pair, say, (5, 8),
Constant of proportionality = [tex] k = \frac{y}{x} = \frac{8}{5} = 1.6 [/tex]
Substitute k = 1.6 in [tex] y = kx [/tex].
An equation that represents the proportional relationship would be:
[tex] y = 1.6x [/tex]
Or
[tex] y = \frac{8}{5}x [/tex]
How the equation would change if:
y = amount of Apple juice (dependent variable)
x = amount of Grape juice (independent variable)
The constant of proportionality would change, that is using a pair, say, (8, 5),
[tex] k = \frac{y}{x} = \frac{5}{8} = 0.625 [/tex]
Substitute k = 0.625 in [tex] y = kx [/tex].
The equation would now be:
[tex] y = 0.625x [/tex].
Or
[tex] y = \frac{5}{8}x [/tex]
Find what x equals please
Answer:
180-(35+28)->180-63=117 and 180-117=63 then 63+36=99 and 180-99=81 so x=99°