pls help with full thing

Answer:

20 18. on the answer is 18 and 20 give me the brainlyest

Answer:

Step-by-step explanation:

We observe the terms increase twice, therefore r = 2.

The missing terms are:

1. v= 0.013m/s

t = 60 seconds

d = v×t

= 0.013×60

= *0.78 m*

2. v= 17.6 m/s

d= 100m

t = d/t

= 100/17.6

= *5.68 s*

Answer:

It will take 12 months to get $600 dollars.

Step-by-step explanation:

All you have to do is 600/50 and 600/50 is 12.

Hope I Helped!

Answer:

the answer of this question is 4000

Step-by-step explanation:

it's because if u add it up you will get the answer hope this helps

Answer:

3f

Step-by-step explanation:

f+f+f=3f

since every f has the same value

example

2+2+2=3(2)

6=6

Answer:

3f

Step-by-step explanation:

There are three f's added together, which makes 3f. If you had multiplied them all it would've been f^3, if you had divided f by 3 you would have f/3, and if f=1 it would've just been 3. This is why 3f is the best answer here.

Hope this helps :)

Answer:

[tex]6x[/tex] + [tex]3[/tex]

Answer:

c = .5m + 3

Step-by-step explanation:

Step-by-step explanation:

[tex] \green{\large\underline{\sf{Solution-}}}[/tex]

Given pair of linear equations are

[tex]\rm :\longmapsto\:0.4x + 0.3y = 1.7 \\ \\ \rm :\longmapsto\:0.7x - 0.2y = 0.8[/tex]

can be rewritten as on multiply by 10,

[tex]\rm :\longmapsto\:4x + 3y = 17 - - - - (1)\\ \\ \rm :\longmapsto\:7x - 2y = 8 - - - - - (2)[/tex]

[tex]\rm :\longmapsto\:2y = 7x - 8[/tex]

[tex]\rm\implies \:\boxed{\tt{ y = \frac{7x - 8}{2}}} - - - - (3) [/tex]

On substituting the value of y in equation (1), we get

[tex]\rm :\longmapsto\:4x + 3\bigg( \dfrac{7x - 8}{2} \bigg) = 17[/tex]

[tex]\rm :\longmapsto\:\dfrac{8x + 21x - 24}{2} = 17[/tex]

[tex]\rm :\longmapsto\:29x - 24 = 34[/tex]

[tex]\rm :\longmapsto\:29x = 34 + 24[/tex]

[tex]\rm :\longmapsto\:29x = 58[/tex]

[tex]\bf\implies \:x = 2 - - - - (4)[/tex]

On substituting x = 2 in equation (3), we get

[tex]\rm :\longmapsto\:y = \dfrac{7 \times 2 - 8}{2} [/tex]

[tex]\rm :\longmapsto\:y = \dfrac{14 - 8}{2} [/tex]

[tex]\rm :\longmapsto\:y = \dfrac{6}{2} [/tex]

[tex]\bf\implies \:y = 3[/tex]

So, we get

[tex]\begin{gathered}\begin{gathered}\bf\: \rm :\longmapsto\:\begin{cases} &\bf{x = 2} \\ \\ &\bf{y = 3} \end{cases}\end{gathered}\end{gathered}[/tex]

From equation (1),

[tex]\rm :\longmapsto\:0.4x + 0.3y = 1.7[/tex]

On substituting the value of x and y, we get

[tex]\rm :\longmapsto\:0.4(2) + 0.3(3) = 1.7[/tex]

[tex]\rm :\longmapsto\:0.8 + 0.9 = 1.7[/tex]

[tex]\rm :\longmapsto\:1.7 = 1.7[/tex]

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

To solve systems using Method of Substitution, follow this procedure:

1. Select one equation and solve it for one of its variables.

2. In the other equation, substitute the value of one variable evaluated in step 1 to reduced the equation to one variable.

3. Solve the equation to get the value of this variable

4. Substitute the value found in to first equation involving both variables and solve for the other variable.

Answer:

[tex] \sqrt{5 \times 5 \times 2 \times {x}^{2} \times {y}^{2} \times y} = \\ 5xy \sqrt{2 \times y} [/tex]

Answer:

see explanation. (I did this exact assignment this morning, and this is very similar to what I submitted)

Step-by-step explanation:

The contrapositive of a conditional is the same as the converse of the inverse of the conditional.

The best way to prove/support this statement is to create an example. You should start by creating a conditional; you can then form the conditional's converse, inverse, and contrapositive. Here is an example:

Conditional: If C, then D. (starting statement)

Converse: If D, then C. (conditional reversed)

Inverse: If not C, then not D. (opposite of the conditional)

Contrapositive: If not D, then not C. (reversed opposite of the conditional)

Based on the information from the example you gave, you can conclude:

The converse of the inverse: If not D, then not C. (reversed opposite of the conditional)

Because: The converse is the conditional reversed (If D, then C). The inverse of the converse, in this case, would then make it the opposite (If not D, then not C).

I have not yet received a grade on this assignment, but I know the information is correct; the amount of explanation you need to give really depends on how your teacher grades. Personally, I just submitted an example (similar to the one above) that was color-coded to help show the different parts of each statement.

I hope this helps! :)

Answer:

add all the ones on the out side of that area dont do the ones on the inside show me whene done plz

Answer:

40

Step-by-step explanation:

there are 9 cow for ever 8 horses

45 is 5 sets of 9 (45/5 = 9)

so to make this ratio equal you have to multiply the amount of horses by 5 too

8*5=40

40 horses

Answer:

[tex]1[/tex] solution

Step-by-step explanation:

Let's try to solve this and see where we get.

We can add 3x to both sides of the equation to get [tex]3+4x=2[/tex].

We can then subtract 3 from both sides of the equation to get [tex]4x=-1[/tex].

We lastly divide both sides of the equation by 4 to get [tex]x=-1/4[/tex].

Because all of our steps are reversible(for instance, when we divide by 4, we can multiply(the "reverse" of division) by 4, so dividing by 4 is reversible), there is only [tex]\boxed{1}[/tex] solution, [tex]x=-1/4[/tex].

The additional of a triangle's degree measure will always equal 180˚

When the question asks you if a triangle with 112˚, 57˚, and 11˚, you have to add them up and make sure they equal to 180˚

In this case, 112˚ + 57˚ + 11˚ DO add up to 180˚, and is indeed a triangle.

Answer:

-1/60

Step-by-step explanation:

9/20-7/15=27/60-28/60

=-1/60

Answer:

-1/60

Step-by-step explanation:

The fractions have unlike denominators. First, find the Least Common Denominator and rewrite the fractions with the common denominator.

LCD(9/20, 7/15) = 60

Multiply both the numerator and denominator of each fraction by the number that makes its denominator equal the LCD. This is basically multiplying each fraction by 1.

(9/20×33)−(7/15×44)

Complete the multiplication and the equation becomes

27/60−28/60

The two fractions now have like denominators so you can subtract the numerators.

Then:

27−28/60=−1/60

This fraction cannot be reduced.

Therefore:

9/20−7/15=−1/60

Answer:

The value of 3 is in the three-hundred thousands place

300,000

Answer:

Step-by-step explanation:

EFD = 90* (straight line = 180, and other angle is 90)

EHF = 180-52 = 128* (again straight line)

HFG = 90-32 = 58* (its a right angle (can tell by the square angle) = 90*)

G = 180 - 52 - 58 = 70* (angles in triangle = 180)

E = 180 - 32 - 128 = 20* (angles in triangle = 180)

Answer:

X = 62.5 Degrees, Y = 60 Degrees.

Step-by-step explanation:

There is always 180 degrees in angles.

[ X ]

180 - 65 = 115

115 - 55 = 60

[ Y ]

180 - 55 = 125

125 / 2 = 62.5

Answer:

The slope is 3/2

Step-by-step explanation:

Rise = 3

Run = 2

Rise/Run = 3/2

Answer:

by  [tex]\bf 7.96 *10^6[/tex]  , the mass of the golden gate is larger than the Eiffel Tower

Step-by-step explanation:

[tex]\large \boldsymbol {} \sf 8,05\cdot 10^8-9,16\cdot 10^6 = 805\cdot 10^6-9,16\cdot 10^6 = \\\\ 10^6(805-9,16)=10^6\cdot 795,86 \\\\ Standart \ form \ 10^6\cdot 795,86 \approx 10^8\cdot 7,96 \ kg[/tex]

Answer:

Step-by-step explanation:

Subtract the mass  Eiffel Tower from the mass Golden Gate Bridge:

Writing as a word sentence, the inequality is:

[tex]6x \leq 47[/tex]

[tex]6x \leq 47[/tex]

Hence, the desired inequality, from the given word sentence, is:

[tex]6x \leq 47[/tex]

A similar problem, in which a word sentence is written as an inequality, is given at https://brainly.com/question/11713066

Answer:

Shai received $192 while Mara received $288.

Step-by-step explanation:

Let u be 1 unit.

5u=$160

u=$160÷5

=$32

6u=$32×6

=$192

9u=$32×9

=$288

Answer:

Step-by-step explanation:

2(2+3) =9+1

let me know if you get it right

Firstly, let's write these out to help us see:

[tex]\pi[/tex] = 3.1415

3

[tex]\sqrt{11}[/tex] = 3.3166

We can see that [tex]\sqrt{11}[/tex] is 0.3166 greater than 3, and 0.1751 greater than pi. Therefore, it's the biggest number.

Pi is second biggest because it is less than [tex]\sqrt{11}[/tex] but greater than 3.

Therefore, your order would be:

3, [tex]\pi[/tex], [tex]\sqrt{11}[/tex]

Hope this helps! :)