MFour students drew graphs of a linear function. Which student drew a line with a slope of 3?

Analise
On a coordinate plane, a line goes through points (negative 3, 0) and (0, 1).

Benito
On a coordinate plane, a line goes through points (0, negative 1) and (1, 2).

Charlie
On a coordinate plane, a line goes through points (0, negative 3) and (0, 3).

Dariya
On a coordinate plane, a line goes through points (2, 3) and (3, 0).

Analise
Benito
Charlie
Dariya

Answer: the answer to ur questions will be 54-17=37

Step-by-step explanation:

Answer:

6.68 units (2 d.p.)

Step-by-step explanation:

The formula for the volume of a cylinder is:

\(\boxed{V=\pi r^2 h}\)

where:

Given values:

To find the height of the cylinder, substitute the given values into the formula and solve for h:

\(\implies 189=\pi \cdot 3^2 \cdot h\)

\(\implies 189=9\pi \cdot h\)

\(\implies \dfrac{189}{9 \pi}=\dfrac{9\pi \cdot h}{9 \pi}\)

\(\implies \dfrac{189}{9 \pi}=h\)

\(\implies h=6.6845076...\)

Therefore, the height of a cylinder with a radius of 3 units and a volume of 189 cubic units is 6.68 units (2 d.p.).

Answer:

h≈6.68

Step-by-step explanation:

6.68 is the height of a cylinder with a radius of 3 and a volume of 189

Answer:

-3(b+4) that right there is the answer

Answer:

-12 - 3b = -3

Step-by-step explanation:

Plug b= - 3 into -12 -3b:

We got: -12 - 3 × (-3) = -12 + 9 = -3

Answer:

the distance from church to school is 1 . 25km and the distance from school to home is 1 . 52km.how much is it from school to home than from church to school in metres

Answer:C

Step-by-step explanation:

C? i am so deeply sorry if it's incorrect.

Step-by-step explanation:

Answer:

\(A=\frac{ab}{2}\) or \(A = a *\sqrt{c^2-a^2} /2\)

Step-by-step explanation:

Depending on the values you take depends on the equation you would use to solve for the area of a right triangle(the first answer accounts for measuring both arms(the sides connected to the 90 degree angle(a and b)), where as the second answer accounts for using the hypotenuse and one of the arms). That means that a 90 degree angle is involved, or as illustrated here, the square in the bottom right corner. If this were a non-right angle triangle, a different formula utilizing the height of the triangle would be used instead.

\(A = \frac{h_{b}+b}{2}\)

Since the right angle exists, a height is already given using one of the arms of the triangle in its place. We can also confirm it is a triangle by adding up all degrees of the triangle, in which it would equal 180 degrees confirming it is indeed a triangle as well.

By using trigonometric relations we will see that the area is:

How to find the area of one triangular section?

Remember that the area of a right triangle is equal to the product between the cathetus divided by 2.

Sadly, here we don't have the measures of any sides of the triangle, so getting the actual area is impossible, but if we assume that some dimension is given (like the height, let's say that is h).

h is the cathetus adjacent to the 60° angle, then the other cathetus (the bottom one) is given by:

tan(60°) = x/h

x = tan(60°)*h

Then our two catheti are h and tan(60°)*h.

This means that the area will be:

Here we only used trigonometric properties, so this area will work for any height given (always that the value of h is the cathetus adjacent to the 60° angle).

If you want to learn more about right triangles:

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Answer: The answer is false!

Step-by-step explanation: You may think its true but NO, its not true!

Answer: false

Step-by-step explanation:

the correct answer is a dialect of spanish, chilean spanish.

Answer:

7.8

Step-by-step explanation:

group one spent 7.8 group two spent 18.2

Answer:

7.8

Step-by-step explanation:

group one spent 7.8 group two spent 18.2

Answer:

5907.2 grams

Step-by-step explanation:

13*16 = 208

208*28.4 = 5907.2

Answer:

m=100 N=4480 P=1706. Q= 213.25

Step-by-step explanation:

First divide 800/8= 100

100 is M

Undo division for 560x8= 4480

4480 is N

Add 100+560= 660

Solve to equations 6986/8= 873.25

subtract 873.25-660= 213.25

213.25 is Q so undo division 213.25x8= 1706

1706 is P

Add 800+4480+1706= 6986

6986 is the first part of the equation

Add 100+560+213.25= 873.25

873.25 is the answer to the equation making answer that I gave correct

6986/8= 873.25

Hope this helps :D

Answer:

i think you need start

Step-by-step explanation:

to multiplicate the numbers

Answer:

C. -6.1, -6 4/9, 6.3..., 630%

Step-by-step explanation:

-6.1 in mixed number form is -6 1/10, making it greater than -6 4/9. This is because, if the numbers were positive, -6 4/9 would be greater than -6.1, but since the numbers are negative, it's opposite.

Therefore, the answer is:

C. -6.1, -6 4/9, 6.3..., 630%

Have a nice day and your welcome! Mark brainliest! <3

The perimeter of the trapezoid is given by the equation Q = 186

The Trapezoid is a 4 sided polygon. Two sides of the shape are parallel to each other and they are termed as the bases of the trapezoid. The non-parallel sides are known as the legs or lateral sides of a trapezoid.

There are three types of trapezoids , and those are given below:

a) Isosceles Trapezoid

b) Scalene Trapezoid

c) Right Trapezoid

The area of the Trapezoid is given by

Area of Trapezoid = ( ( a + b ) h ) / 2

where , a = shorter base of trapezium

b = longer base of trapezium

h = height of trapezium

Given data ,

Let the perimeter of the scaled trapezoid be Q

Quadrilateral Q is a scaled copy of Quadrilateral P created with a scale factor of 3

Now , the trapezoid Q = 3 x trapezoid P

The perimeter of trapezoid Q = 3 x perimeter of trapezoid P

Length of longer base of P = 25

Length of shorter base of P = 7

And , the perimeter of trapezoid P = length of longer bases + length of bases + height

Substituting the values in the equation , we get

Perimeter of P = 15 + 15 + 7 + 25

On simplifying the equation , we get

Perimeter of P = 62

Now , perimeter of trapezoid Q = 3 x Perimeter of P

So , perimeter of trapezoid Q = 3 x 62

Perimeter of trapezoid Q = 186

Therefore , the value of Q is 186

Hence , the perimeter of trapezoid Q is 186

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Answer:

$129.8

Step-by-step explanation:

Well, 18% of $110.00 dollars would be 19.8.

We get this by multiplying: 110.00 x 0.18 = 19.8.

We then add $19.8 to $110.00 and then the total would be $129.8.

Answer:

Step-by-step explanation: All you have to do is add them and then add the variable back to the end of the problem when you done.

So say io have 1.3p+0.2 so 0+1 is 1 and 3+2 so it would be 1.5p see i added the variable back to the problem./

Answer:

If t=9.25 then 9.25=2.50+2.25g . 3 games can be played.

Step-by-step explanation:

Answer:

9.25 2.50 2.25

Step-by-step explanation:

if t=9.25 then 9.25 = 2.50 + 2.25g

Answer:

$102.60

Step-by-step explanation:

ur welcome

Answer:

Im almost positive its 5.625 unless i became dummer

Step-by-step explanation:

Answer:

x+0.3x

Step-by-step explanation:

I'm pretty sure!

Answer:

The purpose of this task is to help students see the connection between a÷b and ab in a particular concrete example. The relationship between the division problem 3÷8 and the fraction 38 is actually very subtle.

3÷8 is the number you multiply 8 by to get 3.

38 is the number you get by taking 3 copies of the unit fraction 18.

So 3÷8 is defined in terms of multiplication, and 38 is defined in terms of unit fractions. It is not obvious that these two numbers are the same, so students need opportunities to see that they will necessarily always be the same. Note that if b people share a pies equally, then each person will get ab of a pie by the same kind of reasoning shown in the solution below.

This task is probably best suited for instruction or formative assessment.

Step-by-step explanation:

38 is the digit you gain by taking 3 copies of the division fraction 18. When the fraction 38 is extremely unpretentious.

The objective of this task is to assist students to see the association between a÷b and ab in a special factual illustration.

The relationship between the division issue 3÷8 and the fraction 38 is very quiet.

3÷8 is the digit you reproduce 8 by to reach 3.

38 is the digit you get by assuming 3 copies of the unit fraction 18.

So 3÷8 is described in words of multiplication, and 38 is described in terms of unit fractions.

It is not pronounced that these two digits are the same, so students need possibilities to see that they will necessarily always be the same.

Note that: If b people share a pie equally, then each individual will get ab of a pie by the exact kind of logic shown in the resolution below.

Therefore, This task is probably best conformed for instruction or productive assessment.

Find more information about Fraction here:

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Answer:

n + 2/3 ≥ 5 1/3

Answer:

n + 2/3 ≥ 5 1/3

Step-by-step explanation:

When referring to a dot plot, scatter graph, or scatter plot such as this one, the line that represents the averages of all Y values is known as a line of best fit.

Hope this helps,

Jeron

:)

Answer:

When referring to a dot plot, scatter graph, or scatter plot such as this one, the line that represents the averages of all Y values is known as a line of best fit.

Step-by-step explanation:

Answer:

to what ?

Step-by-step explanation:

step 1

step 2

step3

step 4

Answer:

i dont want to be rude or anything but there is no picture to this question

Step-by-step explanation:

Answer: 356 total square inches

Step-by-step explanation: (12*13)+(10*10)=156+100=356 square inches

Answer: q=70°

Step-by-step explanation: 52°+58°+q=180°

next q=180°-110°

so q=70°

Answer: a

Step-by-step explanation:

Answer:

First, we know that:

1 1/3 = 4/3

10 2/3 = 32/3

15 minutes = 0.25 hours

Let's imagine that x (hours) is the time it takes Lee to type 32/3 pages.

From the information, we can tell that:

Lee can type:

4/3 pages in 0.25 hours

32/4 pages in x hours

So x should be:

x = (32/4 . 0.25)/4/3 = 2 (hours)

So it takes Lee 2 hours ro type 10 2/3 pages

Step-by-step explanation: