why is m dog eating 300 dog treats but 0 food?

Answer:

-6

Step-by-step explanation:

got it right on a test a year or 2 ago

The product of (3 - √5)(7 - √5) simplifies to 26 - 10√5.

To multiply and simplify the expression (3 - √5)(7 - √5), we can use the distributive property of multiplication over addition. Here are the steps:

1. Start by multiplying the first terms in each set of parentheses: 3 * 7 = 21.

2. Then multiply the outer terms: 3 * (-√5) = -3√5.

3. Next, multiply the inner terms: -√5 * 7 = -7√5.

4. Finally, multiply the last terms: -√5 * -√5 = 5.

Now we can combine these terms to simplify the expression:

21 + (-3√5) + (-7√5) + 5

Combine the like terms: 21 + 5 - 3√5 - 7√5

Combine the constants: 21 + 5 = 26.

Combine the radical terms: -3√5 - 7√5 = -10√5.

The final simplified expression is: 26 - 10√5.

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Given:

Bob owns a hardware store he sells hammers for 15$

On Saturday he sold 36 hammers.

The total cost of the hammers =

So, the answer will be $540

If the average salary of several of the groups was close to $51,000 then least likely to be the average salary of another one of the groups are equal to $41,000.

Random groups of teachers are = 30

If the average salary of several of the groups was close to equal to = $51,000

The mean, or average, salary is the amount derived by adding two or more salary values and dividing the sum by the number of values.

So we can write,

The average wage is known to be close to $41,000

$41,000 < $51,000

Therefore,

The average salary of another one of the groups are equal to $41,000.

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Answer:

ll and lll

Step-by-step explanation:

To find the slope intercept form, solve the equation for y.

Solve the equation for x:

In general, different refrigerants should not be mixed or recovered into the same cylinder.

Different refrigerants have unique chemical compositions and properties that make them incompatible with one another. Mixing different refrigerants can lead to unpredictable reactions, loss of refrigerant performance, and potential safety hazards. Therefore, it is generally recommended to avoid recovering different refrigerants into the same cylinder.

When recovering refrigerants, it is important to use separate recovery cylinders or tanks for each specific refrigerant type. This ensures that the refrigerants can be properly identified, stored, and recycled or disposed of in accordance with regulations and environmental guidelines.

The refrigerant recovery process involves capturing and removing refrigerant from a system, storing it temporarily in dedicated containers, and then transferring it to a proper recovery or recycling facility. Proper identification and segregation of refrigerants during the recovery process help maintain the integrity of each refrigerant type and prevent contamination or cross-contamination.

To maintain the integrity and safety of different refrigerants, it is best practice to recover each refrigerant into separate cylinders. Mixing different refrigerants in the same cylinder can lead to complications and should be avoided. Following proper refrigerant recovery procedures and guidelines helps ensure the efficient and environmentally responsible management of refrigerants.

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The number of different refrigerants that may be recovered into the same cylinder is zero.

When it comes to refrigerants, it is important to understand that different refrigerants should not be mixed together. Each refrigerant has its own unique properties and should be handled and stored separately. mixing refrigerants can lead to chemical reactions and potential safety hazards.

The recovery process involves removing refrigerants from a system and storing them in a cylinder for proper disposal or reuse. During the recovery process, it is crucial to ensure that only one type of refrigerant is being recovered into a cylinder to avoid contamination or mixing.

Therefore, the number of different refrigerants that may be recovered into the same cylinder is zero. It is essential to keep different refrigerants separate to maintain their integrity and prevent any adverse reactions.

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The statement "The Leaning Tower of Pisa is not vertical, but when you know the angle of elevation θ to the top of the tower as you stand d feet away from it, you can find its height h using the formula h = d tan θ" is true. Explanation:The Leaning Tower of Pisa is an iconic symbol of Italy that has become famous worldwide.

This bell tower, located in the Italian city of Pisa, is known for its unusual inclination. Despite its famous tilt, it is still possible to determine the height of the Leaning Tower of Pisa from a distance.In order to determine the height of the Leaning Tower of Pisa using the formula h = d tan θ, it is necessary to know the angle of elevation θ to the top of the tower as you stand d feet away from it.

This formula works for any object that is not perfectly vertical and is used in mathematics and engineering to solve problems involving objects that are not straight up or down.

In summary, the statement "The Leaning Tower of Pisa is not vertical, but when you know the angle of elevation θ to the top of the tower as you stand d feet away from it, you can find its height h using the formula h = d tan θ" is true.

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Answer:

Try looking it up

Step-by-step explanation:

sorry i tried! Dont get mmad i tried the best i could to work this out..

There is No solution the system of Equation have.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx where, m is the slope

Given:

Slope of Red line = Rise/ Run = 2/3

Slope of Blue line = Rise/ Run = 4/6 = 2/3

As, the two lines have the same slope and hence must be parallel, there are only two options: either they are separate lines, in which case there are no solutions, or they are the same exact line, in which case there are an endless number of solutions.

There are no answers since the two lines must be different since they are parallel and share the same slope but have separate y-intercepts.

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\(~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\\ P=\textit{original amount deposited}\dotfill & \$5000\\ r=rate\to 5\%\to \frac{5}{100}\dotfill &0.05\\ t=years\dotfill &3 \end{cases} \\\\\\ I = (5000)(0.05)(3) \implies I = 750\)

Answer:

Step-by-step explanation:

The relational algebra operator that selects rows from a single table based on a specified condition is called the "selection" operator.

In relational algebra, the "selection" operator is used to filter rows from a single table based on a given condition or predicate. It is denoted by the Greek symbol sigma (σ). The selection operator allows us to retrieve a subset of rows that satisfy a particular condition specified in the query.

The selection operator takes a table as input and applies a condition to each row. If a row satisfies the specified condition, it is included in the output; otherwise, it is excluded. The condition can be any logical expression that evaluates to true or false. Commonly used comparison operators like equal to (=), not equal to (<>), less than (<), greater than (>), etc., can be used in the condition.

For example, consider a table called "Employees" with columns like "EmployeeID," "Name," and "Salary." To retrieve all employees with a salary greater than $50,000, we can use the selection operator as follows: σ(Salary > 50000)(Employees). This operation will return a new table containing only the rows that meet the specified condition.

Overall, the selection operator in relational algebra enables us to filter and extract specific rows from a table based on desired conditions, allowing for flexible and precise data retrieval.

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Answer:

C

Step-by-step explanation:

As y is zero, y/x will be zero

Answer:

ok dont panic all you have to do is if your looking for speed you will divide d distance over time and if your looking for distance speed over time and for time total distance over speed

Step-by-step explanation:

so all you have to do is find out what your looking for.

Answer:

First just screen shot that and you go to the gallery/photos and look you have a picture like that

The percent decrease in the travel time after getting a new job is 36%.

Percentage is defined as part of a whole expressed in hundredths or out of 100. It is usually written with the symbol "%".

First, determine the decrease in travel time after getting a new job by subtracting the new travel time of 30.72 minutes from the initial travel time of 48 minutes.

decrease in time = 48 - 30.72

decrease in time = 17.28

Then, determine the percent decrease by dividing the decrease in time of 17.28 minutes by the initial travel time of 48 minutes and multiply by 100.

percent decrease = (17.28 / 48) x 100

percent decrease = 36%

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Answer:

16

Step-by-step explanation:

To find the average, add up all the number and divide by the number of terms

(11+ 13+ 18 + 22)/4

64/4

16

Answer: 16

Step-by-step explanation:

To find the average, you want to take the sum of all the numbers and divide by the amount of numbers.

\(\frac{11+13+18+22}{4} =\frac{64}{4} =16\)

After we add 11, 13, 18, 22, we get 64. There are 4 total numbers. Therefore, we divide 64 by 4. We get the answer 16.

Answer:

Step-by-step explanation:

If two lines are parallel, then there is no intersection and therefore no solutions.

Correct choice is D

Answer:

D. The system of equations does not have one solution because the lines will never intersect.

edg2021Unit Test

Step-by-step explanation:

Equations represent mathematical relationships between two expressions, while the properties of equality dictate the rules that govern how equations can be manipulated and solved.

Equations are mathematical statements that express the equality of two expressions. They are used to represent relationships between quantities or variables. Equations typically contain variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division.

The properties of equality are a set of rules that allow us to manipulate equations while preserving their equality. These properties include the reflexive property, symmetric property, transitive property, addition property of equality, subtraction property of equality, multiplication property of equality, and division property of equality.

By applying these properties, we can perform various operations on equations, such as adding or subtracting the same value from both sides, multiplying or dividing both sides by the same value, and rearranging terms. These operations maintain the equality between the two sides of the equation and allow us to simplify, solve, or transform the equation to a desired form.

In summary, equations serve as representations of mathematical relationships, while the properties of equality provide a set of rules that guide the manipulation and solving of equations, allowing us to transform and simplify mathematical expressions while maintaining equality.

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The cost of the apples is 2.9 dollars.

The cost of the bananas is 5.7 dollars.

The total cost is 6 dollars, each apple cost $1.50 each banana cost $.30 and there’s two more bananas then apples.

Therefore,

let

x = number of apples

y = 2x

where

Therefore, using equations,

1.5(x) + y(0.30) = 6

Hence,

where

y = 2x

1.5(x) + 2x(0.30) = 6

1.5x + 0.6x = 6

2.1x = 6

divide both sides by 2.1

x = 6 / 2.1

x = 2.9 dollars

y = 2(2.9) = 5.7 dollars

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The Civil War was fought between the North and the South, and it was the bloodiest conflict in American history. The Civil War ended in 1865 with the defeat of the South and the reunification of the country.

The election of 1860 saw the defeat of the nationalistic candidate Stephen A. Douglas, which demonstrated the division of the country, and this led to the breakdown of the Union in 1861. The election of 1860 demonstrated the deep political, social, and economic divisions that had existed in the country since the time of the founding fathers and how these divisions could lead to the collapse of the government itself.The election of 1860 saw the defeat of the nationalistic candidate Stephen A. Douglas, who was defeated by Abraham Lincoln, who was the candidate of the Republican Party. The election of 1860 was the first in which the Democratic Party had split into two, and as a result, the party was unable to present a united front. The election also saw the rise of the Republican Party, which was a party that was strongly opposed to the extension of slavery into the western territories. The Republican Party had been formed in 1854, in opposition to the Kansas-Nebraska Act, which had allowed the people in the western territories to decide for themselves whether or not to allow slavery. The Republican Party had quickly become the party of the North, and the party's platform was focused on protecting the interests of the North, and opposing the interests of the South.The election of 1860 demonstrated how the country was deeply divided, and how this division could lead to the breakdown of the government itself. The election was followed by a series of events that led to the secession of the southern states, and the subsequent Civil War. The Civil War was fought between the North and the South, and it was the bloodiest conflict in American history. The Civil War ended in 1865 with the defeat of the South and the reunification of the country.

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Answer:

c) flip

Step-by-step explanation:  When you multiply both sides by a negative value you make the side that is greater have a "bigger" negative number, which actually means it is now less than the other side! hope this helps!!

The probability that a student is in drama, given that they are a sophomore, is approximately 47%.

To calculate the probability that a student is in drama, given that they are a sophomore, we need to use Bayes' theorem:

P(drama | sophomore) = P(drama and sophomore) / P(sophomore)

From the given table, we can see that there are 3 sophomores in drama, out of a total of 20 sophomores:

P(drama and sophomore) = 3/20

And there are a total of 20 sophomores:

P(sophomore) = 20/63

Therefore, we can calculate:

P(drama | sophomore) = (3/20) / (20/63) = 0.4725

Rounding to the nearest whole percent, we get:

P(drama | sophomore) ≈ 47%

So the probability that a student is in drama, given that they are a sophomore, is approximately 47%.

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Answer:

there are usually 10 segments or slices in an orange, but sometimes there are more or less. Let’s assume that each orange has 10 slices for this problem.

If Jeremy brings 12 whole oranges, then he has 12 x 10 = 120 slices.

If each slice is of an orange, then of an orange is equal to 1 slice.

If after the game of an orange remain, then the team ate 1 - = of an orange.

To find out how many slices that is, we can multiply by 10:

x 10 = x 10

= 9 slices

Therefore, the team ate 9 slices of an orange.

Answer:

Step-by-step explanation:

the 1/10 becomes 12/10 then for the 12/10 you multiply 12 by 10 equals 120 put the 10 underneath the 120 . That 120 becomes 120/10 and thats how many slices of oranges the team has.

Answer:

13/5 - 6x/5

Step-by-step explanation:

Step-by-step explanation:

equation: y-y1=m(x-x1)

Slope: Y2-Y1

------------

X1- X2

0-(-8). 8

-------- = ------

0-6. -6

when putting a point in a equation it needs to have an opposite signs. ex: point: (-8,0( point in equation (8,0)

y+8= 8/-6(x-0)

y-6= 8/-6(x-0)

Ria will not arrive before half past four because in total the activities that she did will take her at leat three hours and forty-five minutes.

The time can be determined by using the graph. In the graph, the time is represented by small squares. Each of this squares will be equivalent to 15 minutes.

You can infer this because Rita first drove for 30 minutes and in the graph the line goes from 0 in the x axis to two squares to the right (30/2 = 15 minutes.)

If she started this activities at 13:00 so she will go back home at 4:45.

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Answer:

Ff

Step-by-step explanation: