Jacinta has 2 blue marbles , 4 red marbles and 5 green marbles in a bag, all the marbles are the same size, she will select one marbles from the marble from the bag without looking what is the possibility that Jacinta will choose the green marble

Answer:

c would be it

Step-by-step explanation:

Answer:

B. or D., not sure the inequality for B. & D.

Step-by-step explanation:

substitute 7 to the inequalities to find if it's true:

A. - 4 + 3x < 17 => -4 + 3(7) < 17 => 17 < 17 (false)

C. -7 - 2x > 1 => -7 - 2(7) > 1 => -21 > 1 (false)

to get the equation of any straight line, we simply need two points off of it, let's use those ones in the picture below.

[tex](\stackrel{x_1}{8}~,~\stackrel{y_1}{32})\qquad (\stackrel{x_2}{15}~,~\stackrel{y_2}{53}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{53}-\stackrel{y1}{32}}}{\underset{\textit{\large run}} {\underset{x_2}{15}-\underset{x_1}{8}}} \implies \cfrac{ 21 }{ 7 } \implies 3[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{32}=\stackrel{m}{ 3}(x-\stackrel{x_1}{8}) \\\\\\ y-32=3x-24\implies {\Large \begin{array}{llll} y=3x+8 \end{array}}[/tex]

Answer:

Q = 3.667

Step-by-step explanation:

From the classification angles, it was possible to find the arcs:

UL=40, UY= 90, TY=50, YLE =270, LE=140 and UET=220.

If UE= 180 and TE=40, you have:

UET=UE+TE

UET=180+40

UET=220

They are a lot of classifications for angles like complementary angles, supplementary angles, right angles, and others. See below:

The question gives mTE=40, and it asks:

UL is opposite the arc TE, therefore its value is also 40.

The figure shows a right angle, then UY is equal to 90.

If UY is equal 90, YE is equal to 90 too, because they are supplementary. If YE=90 and TE=40, you have:

TE+TY=90

40+TY=90

TY=90-40

TY=50

YLE = YE+UE. The figure shows YE=90 and UE represents a semicircle (180). Thus,

YLE= 90+180=270

If UE= 180 and UL=40, you have:

UE=UL+LE

180=40+LE

LE=180-40

LE=140

If UE= 180 and TE=40, you have:

UET=UE+TE

UET=180+40

UET=220

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Answer:

It depends on what q is.

Step-by-step explanation:

Is d is less than q then q will be greater.

Answer:

q would be anything that’s over 3

Step-by-step explanation:

If d=3, then q>3, so q is any number larger then 3

40% of an hour is 24 minutes = 2/5 hours.

In mathematics, multiplication is a method of finding the product of two or more numbers. It is one of the basic arithmetic operations, that we use in everyday life.

Given that,

there are 60 minutes in an hour,

we can multiply this by 0.4 to find that 24 minutes constitutes 40% of an hour.

i.e. 60*40%= 24 minutes

Hence, 40% of an hour is 24 minutes = 2/5 hours.

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Answer:

is greater than

Step-by-step explanation:

7/8 is bigger than 2/4

Answer:

the third one

Step-by-step explanation:

256 +639

got you answer 56 +78

y2 = 14

y1 = 2

Solution

m = (14 - 2) / (8 - 2)

m = 4 / 4 = 1

Remark

Why is the slope one? I should be 2 shouldn't it? No because there is a common factor to be taken out -- the common factor is 2Answer:

Step-by-step explanation:

y = 2x - 2

x        y

2       2

4       6

6      10

8       14

I will use Desmos to get the line.

The slope  should be 2

Formula

Slope (m) = ( (y2 - y1) / (x2 - x1) )

Givens

x2 = 8

x1 = 4

y2 = 14

y1 = 6

Solution

m = ( (14 - 6) / ( 8 - 4)

m = 8 / 4

m = 2

Answer:

Step-by-step explanation:

2 × 3 + 1 72 ÷ ( 8 − 2 ) × 3 + 1 72 ÷ ( 8 − 2 ) × ( 3 + 1 ) 72 ÷ 8 − 2 × ( 3 + 1 )

Answer:

(72 divided by 8) second one, 72 divided by (8 - 2),third one,  72 divided by (8 - 2) x (3 + 1). last one. then the leftover number is the first one.

Step-by-step explanation:

Answer:

See the image for marked congruences.

1. JM ≅ LM                           |      Given

2. △JML is isosceles          |      definition of isosceles

3. ∠MJL ≅ ∠MLJ                  |       isosceles triangle theorem

4. m∠MJL = m∠MLJ             |      definition of ≅

5. JK ≅ LK                            |      Given

6. △JKL is isosceles           |      definition of isosceles

7. m∠KJL = m∠KLJ              |       isosceles triangle theorem

8. m∠MJL + m∠KJM = m∠KJL                         |  adjacent angle theorem

9. m∠MLJ + m∠KMJ = m∠KLJ                         |  adjacent angle theorem

10. m∠MJL + m∠KJM = m∠MLJ + m∠KLM      |   transitive property of =

11. m∠MJL + m∠KJM = m∠MJL + m∠KLM      |   substitution

12. m∠KJM = m∠KMJ          |        subtraction

13. ∠KJM ≅ ∠KLM                |        definition of ≅

14. △KJM ≅ △KLM             |        SAS theorem

15. ∠JKM ≅ ∠LKM                |        CPCTC

16. KM bisects ∠JKL            |        definition of bisector

Answer:

12√2 units

Step-by-step explanation:

Step-by-step explanation:

perimeter of a square=4side

perimeter= 4s= 48 units

S= 48/4

S = 12 units

digonal BD = S√2

= 12√2 Units

BD = 12√2 Uits

Answer:

let the number be 'x'

now,

so, the number is 6.

hope it helps

stay safe, healthy and happy.

Answer:

Volume of a cylindar: π[tex]r^{2}[/tex]h

3.14 x 18 x 17= 960.83

The volume is  960.84 [tex]cm^{3}[/tex]

Answer:

17202

Step-by-step explanation:

If you couculate it, it gives you this.

Answer: Lydia used 1/3 pound of peppers and 1/10 pound of cheese to make 3 pizzas, which means that she used 1/3 / 3 = 1/9 pound of peppers and 1/10 / 3 = 1/30 pound of cheese per pizza.

If Lydia uses the same recipe to make 1 pizza, she will need 1/9 pound of peppers and 1/30 pound of cheese. Therefore, the amount of cheese needed is 1/30 pound.

Step-by-step explanation:

Answer:

for the first picture, the answer is A

Step-by-step explanation:

this is because it moves up 4, and 2 to the right, which means if it was to move 2 up, it will move 1 to the right. y - 2x, when you put it into y-intercept form, the equation will be y = 2x. which matches the points on the graph.

Answer: A. y = 2x

Step-by-step explanation: You can figure out the relationship between the x and y coordinates on the graph by imagining a line that runs through the given points and then figuring out the equation of the line in slope-intercept form by following the format of y=mx+b. "y" represents the output, "m" represents the slope (vertical change compared to the horizontal change), "x" represents the input, and "b" represents the y-intercept (where the line crosses the y-axis). Since the line is increasing, the slope is going to be positive. To get from the point at (0, 0) to the point at (2, 4), you go 4 units up and 2 units to the right; therefore, the value of "m" (slope) is 2, which is just  the simplified version of 4/2. Since the line crosses the y-axis at (0, 0), the value of "b" is 0. With this information, the slope-intercept equation is y=2x+0. You can disregard the 0 in the equation since it does not have any affect on the graph since it holds no value. Now, the final equation is y=2x.

9/200

Step-by-step explanation:

I hope this helps :), have a nice day!

Answer:

C

Step-by-step explanation:

2 sides and the included angle of both triangles are congruent, then the triangles are congruent by SAS postulate

Answer:

Solve for x+y=10

               6x+35y=118

Step-by-step explanation:

I would solve it for you but my calculator isn't working rn. You could also use a picture calculator and it will give you a more in depth explanation. Hope this helps!

Answer:

{ 8, 2}

Step-by-step explanation:

Basic algebra, the object which is not in a set quantity, which we have to find, is the "some vans" and the "some buses"

So let the number of van be x

Let the number of buses be y

So, since there are 10 vehicles,

x+y=10

Makes sense right

Now, it says that every car can carry 6 students, and every van can carry 35 students, so in another way, we could represent this by saying

6 x Number of van + 35 x Number of buses

thus,

6x + 35y

And since 118 students went on the field trip, this means that

6x +35y = 118

So now we have two equations,

x + y = 10

6x + 35y = 118

We can solve this with substitution

x + y = 10

x = 10 - y

Thus, x = 10-y

Put this in this

6(10-y)+ 35y= 118

60-6y+35y=118

60+29y=118

29y=118-60

29y= 58

y = 58/29

y = 2

Thus, the number of buses, y, is 2

Now since there are 10 vehicles, and 2 are buses, then the other are 8 van

The graph of an inequality in two variables is the set of points that represents all solutions to the inequality.

The boundary line that separates the coordinate plane into two halves by a linear inequality represents the solutions to the inequality in one half. For > and, the border line is solid, and for and, it is dashed.

To determine the equation governing the inequality line, enter your slope and a point into the formula y = mx + B, where "m" denotes the slope, "x, y" denotes a point on the line, and "b" is the y-intercept. By inserting (0, 0), you get 0 = 0 + b, which equals 0.

When you rewrite the equation, you get y = x/2. The linear inequality x - 5 > 3x - 10 is an illustration. Due to the greater than symbol being utilised in this inequality, the LHS is clearly greater than the RHS.

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The value of x and y in equations 17x - y = 40 and 2x + 4y = 50 are x = 3 and y = 11.

What is equation ?

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign.

A mathematical statement known as an equation is made up of two expressions joined together by the equal sign. A formula would be 3x - 5 = 16, for instance. When this equation is solved, we discover that the value of the variable x is 7.

A mathematical expression with an equals sign is referred to as an equation. Algebra is widely used in equations. When performing calculations but unsure of the precise amount, algebra is used.

17x - y = 40  ⇒ (1)

2x + 4y = 50 ⇒ (2)

(1)* 4

68x - 4y = 160

Adding equation (1) and (2)

68x - 4y = 160

2x + 4y = 50

⇒ 70 x = 210

        x = 3

Substituting the value of x in equation (1)

17*3 - y = 40

51 - y = 40

-y = 40 - 51

-y = -11

y = 11

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Answer:

Y = 7.60X + 1246.67

Step-by-step explanation:

Given the data:

Production Volume (units) Total Cost ($)

400 4000

450 5000

550 5400

600 5900

700 6400

750 7000

Using technology, the linear regression calculator, the regression model obtained by fitting the data is :

Y = 7.60X + 1246.67 ; which is the model giving the relationship between Production volume, x and total cost, y.

Slope = 7.60

Intercept = 1246.67

The height of the rock ledge will be 20.35 meters.

The height of the tree will be 58.75 meters

A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.

Given that;

The angle of elevation to the top of a tree is 22°.

And, The angle of depression to the base of the tree is 12°.

Now,

Let the height of the rock ledge = x

So, By figure, we get;

⇒ tan 12° = x / 96

⇒ x = 96 × tan 12°

⇒ x = 20.35 meters

And, Let total height of the tree = x + y

                                                = 20.35 + y

Hence, By figure, we get;

⇒ tan 22° = y / 96

⇒ y = 96 × tan 22°

⇒ y = 96 × 0.40

⇒ y = 38.4 meter

Thus, The height of tree = 38.4 meters + 20.35 meters

                                      = 58.75 meters

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To find:-

Answer:-

Part A :-

Here we can see that the distance between the rock ledge and the base of the tree is 96m . Also the angle of elevation to the top of the tree from the rock is 22° .

Firstly, we can see that,

[tex]\implies \angle CAD =\angle EDA = 12^o\\[/tex]

This is so because they are alternate interior angles .

Now , in ∆ADE ,

[tex]\implies \tan\theta =\dfrac{p}{b}=\dfrac{AE}{ED}\\[/tex]

[tex]\implies \tan 12^o =\dfrac{AE}{96m} \\[/tex]

[tex]\implies AE = 96\tan12^o m \\[/tex]

[tex]\implies AE = 96 (0.21)m \\[/tex]

[tex]\implies AE = 20.16 \ m \\[/tex]

Hence the height of the rock ledge is 20.16 m.

_______________________________________

Part B :-

Now in ∆ACB , we have;

[tex]\implies \tan\theta =\dfrac{BC}{AC} \\[/tex]

[tex]\implies \tan 22^o =\dfrac{BC}{96m} \\[/tex]

[tex]\implies BC = 96\tan 22^o \ m \\[/tex]

[tex]\implies BC = 96(0.4) m \\[/tex]

[tex]\implies BC = 38.4 \ m \\[/tex]

Now the total height of the tree will be = BC + AE

[tex]\implies h_{tree}= BC + AE \\[/tex]

[tex]\implies h_{tree}=38.4\ m + 20.16 \ m =\boxed{58.56\ m} \\[/tex]

Hence the height of the tree is 58.56m.

and we are done!

Answer:

(Exponential) Growth

Step-by-step explanation:

Given that the growth rate is greater than 1, this is exponential growth where the growth rate is 2%.

Answer:

50.3

Step-by-step explanation:

--o-=o=-o-o-o=--o-=o=-o-o-o-o=-

Answer:

20%

Step-by-step explanation:

Step 1: Subtract starting value minus the final value (decrease)

[tex]\$5.75 - \$4.60\\\\= 5.75 - 4.60 \\\\= 1.15[/tex]

Step 2: Divide the decrease by the original number

[tex]1.15 \div 5.75\\\\= \frac{1.15}{5.75}\\\\= 0.2[/tex]

Step 3: Multiply the result by 100 to get a percent decrease

[tex]0.2 \times 100\\\\= 20[/tex]

Therefore, the percent decrease of the price of paper per package is 20%

Note: If the percentage is negative, it means there was an increase and not a decrease.

Answer:

20%

Step-by-step explanation: