**Answer:**

36

**Explanation:**

Given the ratio:

[tex]3\colon5[/tex]Let the number = x

Then:

[tex]\frac{3}{5}=\frac{x}{60}[/tex]Next, solve for x:

[tex]\begin{gathered} 5x=3\times60 \\ x=\frac{3\times60}{5} \\ x=36 \end{gathered}[/tex]**Thus, the number that makes the ratio equivalent to 3:5 is 36.**

soyala went to the college traveling 25 mph and returned home traveling 15 mph. if the total trip took 8 hours, how long did soyala travel at each speed?

Soyala travelled for 3 hours with a speed of 25 mph and 5 hours with a speed of 15 mph

We know that **Distance** = Rate x **Time**. The distance traveled to the library is assumed to be same as the distance traveled on the way to home from the library. Let t be the time it took to travel to the library after which (8 - t) = the **time** it took to travel back home. We can write following two equations using the formula for **distance**:

d = 25t ---------> (1)

d = 15(8 - t) = 120 - 15t -----------> (2)

Since the distance d is equal for both trips, let's set the two expressions of time t equal to each other.

25t = 120 - 15t

40t = 120

t = 3 hours

Therefore, Soyala travelled for 3 hours at 25 mph and for 8 - 3 = 5 hours at 15 mph. Each rate will yield a distance traveled of 125 miles.

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Solve {2c+8}={10c} . Answer in simplest fraction form.

**Answer: c=1**

**Step-by-step explanation:**

**Move the variable to the left side**

**2c+8−10c=0**

**Subtract the terms**

**−8c+8=0**

**Move the constant to the right side**

**−8c=0−8**

**Subtract the terms**

**−8c=−8**

**Divide both sides**

**−8c = −8**

**−8 -8**

**Simplify**

What is the slope of the line that passes through the points (10, 8) and

(7, 14)? Write your answer in simplest form.

**Answer:**

Formula for slope is given as (y2-y1)÷(x2-x1) or (y1-y2)÷(x1-x2).

Slope of line = (14-8)÷(7-10)

= 6÷(-3)

= -2

Write an algebraic expression that matches Six less than a number

**ANSWER**

x - 6

**EXPLANATION**

We want to write an algebraic expression that matches the statement:

**Six less than a number**.

First,** let that unknown number be x.**

So, 6 less than x.

Since it means that we are taking 6 from x, we **subtract 6 from x. **

That will be:

**x - 6**

Question content area top Part 1 The temperature in a town is 31.6 during the day and -17.2 at night. Find the difference in the temperatures.

**Answer: The difference in temperature is 45.9F. **

Sandra Keegan worked 38 hours at $12.95 per hour and 6 hours of overtime at time and a half what was her pay for the week?

**Answer:**

$569.80

**Step-by-step explanation:**

She worked $12.95 per hour for 6 hours of overtime, meaning we would multiply $12.95 by 6 which is equal to $77.70, since she worked for 38 hours that week, we would multiply $12.95 by 38 which is $492.10, so now we add how much she earned for the total. Her overtime pay was $77.70 + her regular pay was $492.10 which adds up to $569.80

Is a triangle with vertices G(3, 2), H(8, 5), and K(0, 10) a right triangle? Justify your answer.

First you need to ubicate those vertices in a plane as follow:

Then you link the vertices with lines to form the triangle:

Knowing that a right triangle must have one angle of 90º

**The answer is that ****yes, it is a right triangle because it has an angle of 90º in the vertice H(8,5)**

HELPHELPHELPHELP plssssssssssssssssssssssss

0.3

Explaination: 1.5 - 1.2 (5-2=3)

Explaination: 1.5 - 1.2 (5-2=3)

if 2 x 2 whats the divided by -3 to 4

**Answer:its 2**

**Step-by-step explanation:**

Janell is standing on a set of bleacher and throws a ball in the air at an initial velocity of 35 ft/s. The height of the ball, h, at t seconds is modeled by the equation h=-16t^2+35t+6. How many seconds will it take the ball to reach the ground?

The **time **taken by the ball to reach the ground is 0.067 seconds

Given,

The** initial velocity** of the ball (speed) = 35 feet/second

The height of the ball (distance), h = -16t² + 35t + 6

We have to find the time, (t in seconds) taken by the ball to reach the ground.

**Speed = distance/time**

So, Time = distance/speed

Here,

Time = (-16t² + 35t + 6) / 35

We have to solve the equation first.

-16t² + 35t + 6 = 0 is in quadratic form. So, we can solve this by using quadratic formula.

**Quadratic formula **= [tex]\frac{-b(+-)\sqrt{b^{2}-4ac } }{2a}[/tex]

Here,

a = -16, b = 35, c = 6

Now,

[tex]\frac{-b(+-)\sqrt{b^{2}-4ac } }{2a}[/tex]

= [tex]\frac{-35(+-)\sqrt{35^{2}-4(-16)(6) } }{2(-16)}[/tex]

= [tex]\frac{-35(+-)\sqrt{1225 +384} }{-32}[/tex]

= (-35±√1609) / -32

= (-35±40.11) / -32

Now,

Solve for:

(-35 + 40.11) / -32 = 5.11/-32 = -0.15

Solve for

(-35 - 40.11) / -32 = -75.11 / -32 = 2.35

Lets take the height as 2.35 feet.

Now,

**Time = distance/speed**

Time = 2.35/35 = 0.067

Therefore, the **time** taken by the ball to reach the ground is 0.067 seconds.

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line has an x-intercept of -5 and a y-intercept of 3. Use this information for questions

8 through 10.

8.

Find the slope of the line.

9. Write the equation of the line in slope-intercept form.

10. Write the equation of the line in standard form.

**Answer:**

[tex](1)\;\;\;\text{Slope }= \dfrac{3}{5}\\[/tex]

(2) Equation of line in slope-intercept form is

[tex]y = \dfrac{3}{5}x + 3[/tex]

(3) Equation of line in standard form is:

[tex]5y - 3x = 15[/tex]

**Step-by-step explanation:**

Equation of a line in slope-intercept form is**y = mx + b**

where m = slope and b = y-intercept

Slope = [tex]\dfrac{y2 - y1}{x2-x1}[/tex]

where (x1, y1) and (x2, y2) are two points on the line.

y2 - y1 is known as the *rise*

x2 - x1 is known as the *run*Slope is also defined as rise/run

We are given x-intercept = -5.

The ex-intercept is the point at which the line crosses the x-axis. At this point the y-value = 0.

So we get one of the points (-5, 0)

We are given y-intercept = 3

The y-intercept is the point at which the line crosses the y-axis. At this point the x-value is 0

So another point on the line is (0, 3)

Knowing this we can compute rise and run

rise = y2 - y1 = 3 - 0 = 3

run = x2 - x1 = 0 - (-5) = 0+5 = 5

[tex](1)\;\;\;\text{Slope = $\dfrac{3}{5}$}[/tex]

(2) Equation is

y = mx + b where m = slope and b = y-intercept

Slope = 3/5 from (1) and y-intercept = 3

So equation of line in slope-intercept form is

[tex]y = \dfrac{3}{5}x + 3[/tex]

(3) Equation in standard form

In (2) subtract (3/5)x from both sides.

[tex]y - \dfrac{3}{5}x = 3[/tex]

We can multiply both sides by 5 to get

[tex]5(y - \dfrac{3}{5}x )= 5 \times 3\\\\= 5y - 3x = 15[/tex]

-3x+14-11+11x I tried getting help with this question and it didn’t give me enough information to fully understand.

**Answer:**

0.375

**Step-by-step explanation:**

-3x+14-11+11x

-3x+11x = 8x

14-11 = 3

8x=3

÷8 on both sides

helpppp meeee pleaseee

1248

1200x0.04=48

1200+48=1248

1200x0.04=48

1200+48=1248

What is equivalent to 0.325 in as a fraction

**Answer:**

0.325 as a fraction is expressed as 13/40

**Step-by-step explanation:**

What is a fraction ?

A fraction is a portion of any quantity out of a whole. It consists of a numerator and a denominator.

To convert a decimal number into a fraction, we write the given number as the numerator and place 1 in the denominator right below the decimal point followed by the number of zeros required accordingly. Then, this fraction can be simplified.

In this case, 0.325 has three numbers after the decimal, so, we place 1000 in the denominator and remove the decimal point.

⇒ 325/1000

After reducing this fraction we get,

⇒ (325 ÷ 25) / (1000 ÷ 25) = 13/40

So, 0.325 as a fraction is 13/40.

(Hi fyi this answer took a lot of time & effort to make sure it was accurate, precise and to the point to be produced, so if you could opt this answer as the brainliest it would mean the world to me,)

Stay positive and Take care,

A fellow mate,

Cheers !

HI NEED THIS ASAPP GRAOHS OF INVERSE FUNCTIONS

**Answer: D (last bubble)**

**Step-by-step explanation:**

slope of f is 2/3

inverse of 2/3 is 3/2

that is graph h

these graphs are symmetrical around the line y = x

The answer is 2/3 points

we know that on average the time it takes to complete a homework assignment is 2.3 hours with a standard deviation of .5 hours. with 13 students in the class, the average to complete the homework was 1.5 hours. what is the percentile of this class

In **standard deviation**, 120 is the percentile of this class.

**Why is there a standard deviation?**

Test statistic (z) = (weekly study time - average study time)/standard deviation

weekly study time = 2.3 hours

average study time = .5 hours

standard deviation = 1.5 hours

z = (2.3 - 0.5)/1.5

= 1.8/1.5 = 1.2 (to 2 decimal places)

Cumulative area of the test statistic is 1.2

Percentile = 1.2×100 = 120

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what set of numbers dose -17 belong to?

A. integers, rational numbers, real numbers

B. rational numbers, real numbers

C. whole numbers, integers, real numbers

D. whole numbers, integers, rational numbers, real numbers

A

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

bc it is an integer but not whole numbers

Andrew would like to put six different Rubik's cubes onto 3 shelves. The order of the cubes does not matter.

In how many ways can Andrew do this if a shelf can have zero cubes?

What if each shelf must have at least one cube?

**Answer:**

540

**Step-by-step explanation:**

In a class of 25 students, 13 are female and 15 have an A in the class. There are 10 students who are female and have an A in the class. What is the probability that a student has an A given that the student is female?

**Step-by-step explanation:**

a probability is always

desired cases / totally possible cases

25 students in total.

13 are female. therefore, 25-13 = 12 students are male.

15 students have an A.

10 students are female and have an A.

therefore, 15-10 = 5 male students have an A.

"given that a student is female".

this reduces our totally possible cases to 13.

so, the probability that a female student has an A is

10/13 = 0.769230769...

Prove the identity.

(csc²x - 1) secx = cosx csc x

It’s not an identity I believe

What is the value of -3/15-s+ 25³ when s=-3?

**Answer:**

=[tex]\frac{78139}{5}[/tex]

**Step-by-step explanation:**

[tex]-\frac{3}{15}-(-3)+25^{3} \\=\frac{78139}{5}[/tex]

The relationship between the number of $4 lunches you buy with a $105 school lunch card and the money remaining on the card

The relationship will be a **solid line**.

How many $4 meals you may purchase with a $100 school lunch card and how much** money** is still on the card.

Given that the slope is common and** linear**, the connection will be a solid line. The balance on the card will drop by $5 each time you purchase lunch.

Let x be the **amount **of lunches you purchase.

Let the **balance** on the card be = y.

**Equation** then becomes:

y= 105-4x

when x=1

y = 105 - 4(1) = 101

when x= 2

y= 105 - 4(2) = 97

when x=3

y= 105 - 4(3) = 93

We can see that the decline is **gradual** and **same**.

On the **graph **that is provided, you can also observe that a** straight line **is created.

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Which postulate could we use to prove that the angles

The **postulate** that could be used is the: **linear pair postulate.**

If two angles share a common side and also a common vertex lie on a straight line, they both form a special angle relationship that is called the **linear pair**.

Based on the **linear pair postulate**, it is proven that angles that form a **linear pair** add up to 180 degrees and are therefore regarded as **supplementary**.

Angle CAD and angle CAB have a common side, side CA, and a common vertex, angle A. They are also on the straight line, line AB.

Thus, it can be proved that the angles CAB and CAD are **supplementary** based on the **linear pair postulate**.

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For each ordered pair, determine whether it is a solution to 5x + 2y = -1. (x, y) (1, − 3) (2,8) (-4, -6) (-3,7) what is the soulsion

The following **ordered pairs** are the solutions to 5x+2y=-1 :

(1,-3) and (-3,7)

Given we have the ordered pairs and the equation.

To find out whether the ordered pair is a solution or not, we just need to **replace** the x and y values from the ordered pair (x,y) and check if both the sides** equate.**

a. (1,-3)

5x+2y=-1

5(1)+2(-3) = -1

consider L.H.S

5-6

= -1

Therefore, L.H.S = R.H.S

hence the ordered pair (1,-3) is a solution to 5x+2y=-1.

b. (2,8)

5x+2y=-1

5(2)+2(8) = -1

consider L.H.S

10+16

= 16

Therefore, L.H.S ≠ R.H.S

hence the ordered pair (2,8) is not a solution to 5x+2y=-1.

c. (-4,-6)

5x+2y=-1

5(-4)+2(-6) = -1

consider L.H.S

-20-12

= -32

Therefore, L.H.S ≠ R.H.S

hence the ordered pair (-4,-6) is not a solution to 5x+2y=-1.

d. (-3,7)

5x+2y=-1

5(-3)+2(7) = -1

consider L.H.S

-15+14

= -1

Therefore, L.H.S = R.H.S

hence the ordered pair (2,8) is a solution to 5x+2y=-1.

Therefore the ordered pairs which are **solutions **to 5x+2y=-1 are:

(1,-3) and (-3,7)

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For Items 12–14, use the figure shown.

Two vertical parallel lines are intersected by two diagonal transversals, one slanting up and one slanting down. They intersect the left line at the same point, creating 6 angles, starting at the bottom left of the right line and moving clockwise, they are: 3, 2, 1, left parenthesis 4 y times 3 right parenthesis, left parenthesis 3 x times 9 right parenthesis, and left parenthesis 5 x right parenthesis. The line slanting up intersects the right vertical line creating 4 angles, starting at the bottom left and moving clockwise, they are: 6, 4, 5, and left parenthesis 9 x times 3 right parenthesis. The line slanting down intersects the right vertical line creating 4 angles, starting at the bottom left and moving clockwise, they are: 8, 7, left parenthesis 7 y times 6 right parenthesis, and 9.

What is m∠2?

A. 12

B. 18

C. 45

D. 120

**Coplanar lines** are referred to as parallel lines because they may be extended indefinitely without ever intersecting. || is the **sign **meaning "**parallel to**." If two lines are drawn, they don't have to be** parallel**, and a third line runs across them as seen in the diagram below. We may obtain eight distinct angles by drawing two parallel lines, and then drawing a **transverse line **through them.

Four pairs of matching **angles** will be created from all eight angles. One of the pairings is represented by angles F and B in the preceding diagram. If the two lines are parallel, corresponding angles are **congruent**.

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The directions on a seed packet say to plant the seeds 1 7/8 inches apart. What is the decimal equivalent of this mixed number?

Enter your answer in the box.

**Answer:**

1 7/8 inches is 1.875 in decimal form.

help please

What is the correct way to break 12 into parts and multiply each part by 6?

**Answer:**

2nd one

**Step-by-step explanation:**

Hope I helped!

What is the slope of the line that passes through the points (7,-6) and (6, -6)

Write your answer in simplest form

**Answer:**

slope = 0

**Step-by-step explanation:**

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (7, - 6 ) and (x₂, y₂ ) = (6, - 6 )

m = [tex]\frac{-6-(-6)}{6-7}[/tex] = [tex]\frac{-6+6}{-1}[/tex] = [tex]\frac{0}{-1}[/tex] = 0

The slope of MN¯¯¯¯¯¯¯ is −6. what segments are parallel to MN¯¯¯¯¯¯¯?

The **slope **of the **parallel **line to line MN -6

From the question, the **line** is given as

Line MN

Also, we have the slope of line MN to be

Slope of MN = -6

As a general rule in **linear functions **and parallel lines

The slopes of **parallel lines **are equal

This means that any line that is **parallel **to the line MN and the line MN would have the same **slope **of -6

Hence, the **slope **of the **line segments **that are **parallel** to line MN is -6

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What is the equation of the line?

**Answer:**

Thr equation is y=x-1

**Step-by-step explanation:**

The y intercept is negative 1 so that eliminates options 1 and 3 and the slope goes up which leaves only option 2 left

(b) 'It is the second most popular holiday destination in France, hugging tourists..'What technique is the hugging tourists ?
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