The complete **table of values **for the x values in function h(x) is

x | -2 -1 0 1 2

h(x) | 3 2 1 0 -1

How to complete the table of the function h(x)?From the question, the definition of the **function **is given as

h(x) = 1 - x

Also, from the **table **of the values;

We have the following x values

x = -2, -1, 0, 1 and 2

The next step is that

We **substitute **each value of x in the equation h(x) = 1 - x

So, we have

When x = -2

h(-2) = 1 + 2

Evaluate

h(-2) = 3

When x = -1

h(-1) = 1 + 1

Evaluate

h(-1) = 2

When x = 0

h(0) = 1 + 0

Evaluate

h(0) = 1

When x = 1

h(1) = 1 - 1

Evaluate

h(1) = 0

When x = 2

h(2) = 1 - 2

Evaluate

h(2) = -1

When represented on a table of values, we have

x | -2 -1 0 1 2

h(x) | 3 2 1 0 -1

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**Possible question**

The function h is defined by the following rule h(x) = 1 - x

Find H(x) For Each x-Value In The Table

x = -2, -1, 0, 1 and 2

Select all the intervals where if is increasing

The given function is **increasing **over these following intervals:

**B. **-2 ≤ x ≤ -1.

**C.** 0 < x < 1.

Considering the given definitions on the bullet points above, the **behavior **of the function can be separated as follows:

Items **B and C** have subsets of the interval -2.5 ≤ x ≤ 2.5, hence the function is increasing on those intervals, and they are the correct options for this problem.

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The nutty professor sells cashews for $6.20 per pound and Brazil nuts for $4.30 per pound. How much of each type should be used to make a 32 pound mixture that sells for $5.37 per pound?

Let's call C the weight of the Cashews and B the weight of the Brazil nuts.

Since the professor wants to sel a 32 pound mixture, we have the following equation:

[tex]C+B=32.[/tex]Now, since the price of the mixture will be $5.37 per pound, this means the price of the whole mixture will be

[tex]32\cdot5.37=171.84.[/tex]This leads us to the followin equation:

[tex]6.20C+4.30B=171.84.[/tex]Now we have a system of equations:

[tex]C+B=32[/tex][tex]6.20C+4.30B=171.84.[/tex]To solve it, let's isolate one of the variables in the first equation by subtracting B from both sides of it:

[tex]C=32-B\text{.}[/tex]Now, let's use this value of C in the second equation:

[tex]6.20(32-B)+4.30B=171.84,[/tex][tex]198.4-6.20B+4.30B=171.84,[/tex][tex]198.4-1.9B=171.84.[/tex]To solve this equation, let's subtract 198.4 from both sides of it:

[tex]-1.9B=-26.56.[/tex]Then, let's divide both sides by -1.9:

[tex]B\approx13.98.[/tex]Using this value of B in the first equation will give us:

[tex]C=32-13.98=18.02.[/tex]**These would be the values of B and C round to two decimals.** If we want, we can also write them as integer numbers. so **the mix would need to have 18 pounds of cashews and 14 pounds of Brazil nuts. **

Write an equation in slope - intercept form for the line that passes through the given paint andis perpendicular to the given equation.7.(-5, 2), y =1/2x-3

You have to find a line perpedicular to the line y=1/2x-3 that passes through the point (-5,2)

Given one line, to find another one perpedicular to it, you have to keep in mind that the slope of the perpedicular line is the negative inverse of the slope of the first one, that is:

Let the given line be:

[tex]y_1=mx+b[/tex]And the perpendicular line

[tex]y_2=nx+c[/tex]The slope of the perpendicular line will be:

[tex]n=-\frac{1}{m}[/tex]So for the line

[tex]y=\frac{1}{2}x-3[/tex]The slope is

[tex]m=\frac{1}{2}[/tex]For the perpedicular line it will be:

[tex]\begin{gathered} n=-\frac{1}{\frac{1}{2}}=-1\cdot\frac{2}{1} \\ n=-2 \end{gathered}[/tex]Now that the slope of the perpendicular is determined, use the point slope form to find the equation of the perpedicular line:

[tex]y-y_1=m(x-x_1)[/tex]Replace the with m=-2 and (-5,2)

[tex]\begin{gathered} y-2=-2(x-(-5)) \\ y-2=-2(x+5) \\ y-2=-2x-10 \\ y=-2x-10+2 \\ y=-2x-8 \end{gathered}[/tex]The equation perpendicular to

[tex]y=\frac{1}{2}x-3[/tex]is

[tex]y=-2x-8[/tex]Now you can draw both lines:

20 students started the class. Then 2 students dropped the

class.

What percent of the students have dropped the class?

If 20 was at the beginning and 2 students drop the class it would be 10%

Study the spinner below. If the wedges 2 and 5 are twice the area of the otherwedges what is the likelihood of landing on 4 or 6?23416/5A.NIO.B.A-OC.100oD. There is not enough information provided.

As we can see, there are 8 parts in our circle but 4 parts belong to wedge 2 and 5. Then, the probability of landing on 4 or 6 is given by

[tex]P(4\cup5)=P(4)+P(5)[/tex]because part 4 and part 5 are disjoint sets. Since there are 8 parts in our circle, we have

[tex]\begin{gathered} P(4\cup5)=P(4)+p(5) \\ P(4\cup5)=\frac{1}{8}+\frac{1}{8} \end{gathered}[/tex]which gives

[tex]P(4\cup5)=\frac{2}{8}=\frac{1}{4}[/tex]which **corresponds to option B**

Pls help if someone can solve for me 7-15. Thank you!

Given:

Set U: {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}

Set P: {2, 3, 5 7, 9, 11, 13, 17, 19}

**Questin 7.**

Complement of set P.

The complement of set P will be the set that contains the elements present in set U but not in P.

Hence, we have:

**ANSWER:**

**P' = {1, 4, 6, 8, 10, 12, 14, 15, 16, 18, 20}**

HELP QUICK

For each statement about owners of equity in a business, select True or False.

True I am guessing or maybe false but I think it is true

What quadrant is 0 And. . -1 1/2 in or is it on a y- axis or x-axis.

The** coordinate pair** is between the third and fourth **quadrants**, on the y-axis.

Remember that the **quadrants **are:

First quadrant: x > 0, y > 0.

Second quadrant: x < 0, y > 0.

Third quadrant: x < 0, y < 0.

Fourth quadrant: x > 0, y < 0.

In this case our **coordinate pair **is (0, -1/2).

So it will be between the third and fourth quadrants.

And yes, because one of the **variables **is zero, it is on the y-axis (just between the two **quadrants**).

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A kite is shown below. What is the length of LINE AC? (image attached)A. 4B. 6C. 9D. 10

The length of AC is given by AE + EC

According to the Pythagorean Theorem, we know that:

AE² = AD² - ED²

AE² = 5² - 3²

AE² = 25 - 9

AE² = 16

AE = 4

EC² = DC² + ED²

Since DC = BC, we have:

EC² = BC² + ED²

EC² = 45 - 9

EC² = 36

EC = 6

Therefore, AC = 4 + 6 = 10

Answer: **D. 10**

4. Manu determines the roots of a polynomial equation by applying the theorems he knows. He organizes the results of these theorems.

From the fundamental theorem of algebra, Manu knows there are 3 roots to the equation.

From Descartes’ rule of sign, Manu finds no sign changes in and 3 sign changes in .

The rational root theorem yields as the list of possible rational roots.

The lower bound of the polynomial is .

The upper bound of the polynomial is 1.

What values in Manu’s list of rational roots should he try in synthetic division in light of these findings?

The values in **Manu’s **list of rational roots he should try in the **synthetic division**, in light of these findings is

"**Manu **should try first +1/4,+1/2 and +1."

This is further explained below.

What is the synthetic division?Generally, Because the lower and higher **bonds **are located between -6 and 1, **Manu **should have only analyzed the potential rational zeros that fall between those two numbers.

A lower bond indicates that the feasible rational zero cannot be lower than -6, and therefore the higher number that may be achieved cannot be more than 1.

In this manner, **Manu **will get an opportunity to test. This approach of rationalization based on bonds aims to reduce the number of potential solutions.

Therefore, if **Manu **discovers through the synthetic division that the possible roots are +1/4,+1/2,+1,+5/4,+2,+5/2,+4,+5,+10,+20, then he should only consider those inside the intervals marked by the lower and upper **bounds**, which are +1/4,+1/2,+1, because the rest is greater than 1. This is because the rest of the possible **roots **are higher than 1.

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CQ

Manu determines the roots of a polynomial equation p(x)=0 by applying the theorems he knows. He organizes the results of these theorems. From the fundamental theorems of algebra, Manu knows there are 3 roots to the equation. From Descartes' rule of sign, Manu finds no sign changes in p(x) and 3 sign changes in p(-x). The rational root theorem yields +1/4,+1/2,+1,+5/4,+2,+5/2,+4,+5,+10,+20 as a list of possible rational roots. The lower bound of the polynomial is -6. The upper bound of the polynomial is 1. What values in Manu's list of rational roots should he try in synthetic division in light of these findings?

plesehelppppppppppppppppppp!

**Answer:**

54 x 5

**Step-by-step explanation:**

the first figure out the brackets, then multiply by 5.

plss mark me as brainlist

**Answer:**

the answer is 6 ^ 15 you are very welcom

During a basketball game, you made 11 shots of either 2 or 3 points. You scored atotal of 25 points. How many shots of each point value did you make?

During a basketball game, you made 11 shots of either 2 or 3 points. You scored a

total of 25 points. How many shots of each point value did you make?

Let

x -----> number of shots of 2 points

y -----> number of shots of 3 points

we have that

x+y=11

x=11-y -----> equation A

and

2x+3y=25 -----> equation B

substitute equation A in equation B

2(11-y)+3y=25

solve for y

22-2y+3y=25

y=25-22

y=3

Find the value of x

x=11-3

x=8

therefore

number of shots of 2 points is 8number of shots of 3 points is 3

A triangle, ABC, has angle measures of 45°, 45°, and 90° and two congruent (equal) sides. How would this triangle be classified?

O Isosceles acute

O Scalene acute

O Scalene right

O Isosceles right

**Answer:**

(d) Isosceles right

**Step-by-step explanation:**

You want to know the classification of a triangle with angles 45°-45°-90°.

ClassificationThe largest angle is 90°, a right angle. Any triangle containing a right angle is a * right triangle*.

Two of the angles have the same measure. This means the triangle is an **isosceles triangle**.

**The triangle is classified as an isosceles right triangle**.

__

*Additional comment*

A triangle whose largest angle is less than 90° is an *acute* triangle. If the largest angle is greater than 90°, it is an *obtuse *triangle.

If no sides are the same length, the triangle is *scalene*. If two sides are the same length, the triangle is *isosceles*. If all three sides are the same length, it is an *equilateral* triangle.

Larger angles are opposite longer sides, so if angles are the same, their opposite sides are the same.

It can be worthwhile to remember that the side length ratios in an isosceles right triangle are 1 : 1 : √2.

(3)/(4)[(-15+4)+(6+7)-:(-3)]

**Answer:**

The answer is -23/2 or -11.5

**Step-by-step explanation:**

Which of the following is the correct mathematical expression for:

The difference between three times a number and 4

A. 3x + 4

B. 3x - 4

C. 1/3x + 4

D. 1/3x - 4

**Answer:**

B

**Step-by-step explanation:**

if the number is x then 3 times the number is 3x

the difference is the subtraction of 3x and 4 , that is

3x - 4

Describe the expression.Cuad2 * 5+7jog vollsynsinontbnilo++7(3 + 13) evollarWhich of the following describes (7 in the expression above?A. factorB.(B, sumC. quotientD. product

**Answer:**

The expression is given below as

[tex]2\times5+7(3+13)[/tex]**Concept:**

We will have to explain the options so we can figure out what the final answer is

**Sum:**

The result is obtained by adding numbers

**Quotient:**

a quotient is a quantity produced by the division of two numbers.

**Product:**

A product is the result of multiplication,

**Factor:**

factor, in mathematics, a number or algebraic expression that divides another number or expression evenly—i.e., with no remainder.

**Step 1:**

We will then have to deal with the parenthesis

[tex]3+13=16(sum\text{ of 3 and 13\rparen}[/tex]We will then have to multiply 7 by 16 before adding to 10

Hence,

7 in the expression above represents a factor because after adding 3 and 13, you would need to multiply 2 and 5. Then, you will multiply 7 and 16 which shows that 7 in the expression above represents a factor. 7 is a factor common to both 3 and 16

**Therefore,**

**The final answer is OPTION A**

Question 1. Find the center and radius of the circunscribed circle.

In order to find the center of the circunscribed circle, we can use the midpoint theorem because the center point is in the middle of any two vertices

that is, if we take points (9,23) and (8,16) the midpoint C is given as

[tex]C=(\frac{8+9}{2},\frac{16+23}{2})[/tex]which gives

[tex]C=(8.5,19.5)[/tex]So the **center of the circle is the point (8.5,19.5)**

On the other hand, the radius is equal to the distance from any vertex to the center. If we take the vertex (8,16), we get

[tex]r=\sqrt[]{(8.5-8)^2+(19.5-16)^2}[/tex]which gives

[tex]\begin{gathered} r=\sqrt[]{0.5^2+3.5^2} \\ r=\sqrt[]{0.25+12.25} \\ r=\sqrt[]{12.5} \\ r=3.5355 \end{gathered}[/tex]so, **the radius measure 3.54 units.**

Now, lets prove that the answer are correct. In order to do that, we can choose the other vertices and apply the same procedure as above.

So the vertices are (5,20) and (12,19). Again, the center is the midpoint between these points and is given as

[tex]\begin{gathered} C=(\frac{5+12}{2},\frac{20+19}{2}) \\ C=(\frac{17}{2},\frac{39}{2}) \\ C=(8.5,19.5) \end{gathered}[/tex]which is the same center as above.

Now, the distance from the center to vertec (5,20) is

[tex]\begin{gathered} r=\sqrt[]{(8.5-5)^2+(20-19.5)^2} \\ r=\sqrt[]{3.5^2+0.5^2} \\ r=\sqrt[]{12.25+0.25} \\ r=\sqrt[]{12.5} \\ r=3.5355 \end{gathered}[/tex]which is the same radius obtained above. **Then, the answers are correct.**

Felix is making a pattern with tiles shaped like parallelograms. He needs 5 black tiles

and 5 white tiles. The tiles cost $0.50 per cm².

What is the total area of the tiles Felix needs

to buy?

A =

? cm²

27

2.4 cm

2 cm

4 cm

**Answer:**

first one is 80

**Step-by-step explanation:**

i did it

The **total area** for the **parallelogram**-shaped tiles Felix needs to buy exists 80cm² at the price of $40.

In calculating the **area **of a parallelogram, the **base **exists multiplied by the height, in an exact way as computing the area of a **rectangle**.

Given that, the base of one **parallelogram**-shaped tile exists 4cm with a height of 2 cm.

Area of one parallelogram shaped tile = 4cm × 2cm

Area of one parallelogram-shaped tile = 8cm²

**Total area** for the 5black and 5white tiles = 10 × 8cm²

Total area for the 5black and 5white tiles = 80cm²

Therefore, Felix must buy a **total area **of 80cm² of 10 parallelogram-shaped tiles.

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00000 Replace the side length of this square with 4 in., and find the area. S

The area of the square is 16 square inches.

The area of a square is calculated by multiplying a side by itself.

In this case, the side S is replaced by 4 in, then:

[tex]\begin{gathered} \begin{cases}A=S\cdot S \\ S=4in\end{cases} \\ A=4in\cdot4in=16in^2 \end{gathered}[/tex]Help i need an answer.

B and C must be parallel

A tanker truck fills the gas station’s reservoir at the rate of 1212 gallons per minute.

If the reservoir was empty and it is now 35 gallons full, how long has the tanker been filling the reservoir?

The tanker has been filling the reservoir for 0.0288 minutes or 1.728 seconds as the rate of filling is 1212 gallons per minute using the **estimation **concept.

As per the question statement, A tanker truck fills the gas station’s reservoir at the rate of 1212 **gallons** per minute and the reservoir was empty and it is now 35 **gallons** full. We are supposed to find out for how long has the tanker been filling the reservoir. We will use the concept of **estimation.**

Rate of filling gas = 1212 **gallon**s per minute

i.e., 1212 **gallon** of gas taken 1 minute for transfer.

1 gallon of gas will take = (1/1212) minutes

Hence 35 gallons of gas will take = (1/1212)*35 minutes = 0.0288 min.

So, the tanker has been filling the reservoir for 0.0288 minutes or 1.728 seconds as the rate of filling is 1212 gallons per minute.

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A car loan totaling 13,456.44 paid off in 36 equal monthly payment can afford no more than $350 per month can she or down explain

She cannot **afford** to buy the car with **monthly** instalments of $350. She needs to make a **downpayment** of $856.44 to afford the car

The total amount of the **car** loan = 13456.44

Number of **instalments** = 36 monthly payments

Affordable installment per month = $350

**EMI**: A fixed payment is made by a borrower to a lender at a specific time each month, known as an equated monthly instalment (EMI). The loan is repaid in full over a predetermined period of time by making equal monthly payments to the principal and interest.

Total payment that can be made using the instalments = Monthly instalments * Number of instalments

= 350*36

Total payment that can be made using the instalments = 12600

The amount remaining after paying instalments = 13456.44 - 12600

= 856.44

Downpayment required = $856.44

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A triangle has sides of lengths 11 in., 59 in., and 61 in. Is the triangle a right triangle?

O yes

O no

O There is not enough information to tell.

No No because it says a triangle has sides of length of 11 inch 59 and 61 inch is the triangle a right angle I mean triangle well no because it says 11 or side to side should be equal in once I could be wrong so it’s not

Which of the following sets of numbers could represent the three sides of a righttriangle?Submit AnswerO {9, 12, 14}O {48, 55,73}O {11, 59, 61}{8, 40, 41}

**Answer:**

{48, 55,73}

**Explanation:**

To determine if any three side lengths can form a right triangle, we check if it satisfies the Pythagorean Theorem.

[tex]\begin{gathered} c^2=a^2+b^2 \\ c\text{ is the longest side, the hypotenuse} \end{gathered}[/tex][tex]\begin{gathered} 14^2=9^2+12^2 \\ 196\neq225 \end{gathered}[/tex][tex]\begin{gathered} 73^2=48^2+55^3 \\ 5329=5329 \end{gathered}[/tex]Therefore, the side lengths that could form a right triangle are {48, 55,73}.

What is the length of a side of an equilateral triangle whose altitude is 5?

To make things easier to understand, let's see this figure, which represents the given situation:

According to this diagram, to find x, which is the length of the side of the triangle, we can use pythagorean theorem, this way:

[tex]\begin{gathered} x^2=(\frac{x}{2})^2+5^2 \\ x^2=\frac{x^2}{4}+25 \\ x^2-\frac{x^2}{4}=25 \\ \frac{3}{4}x^2=25 \\ x^2=\frac{25}{3}\cdot4^{} \\ x=\sqrt[]{33.3333} \\ x=5.77 \end{gathered}[/tex]The National Opinion Research Center administered the General Social Surve

persons in the United States who were 18 years of age or older. One question asked

respondents for their highest grade of school completed (Respondent's Years of Education).

Another question asked respondents for the highest grade of school that their father had

completed (Father's Years of Education).

The equation for the least squares regression line for predicting a respondent's years of

education, ý, from the years of education for the respondent's father, x, is:

ý = 9.996 + 0.355x

Predict the years of education for a person whose father had 14 years of education. Round to

the nearest whole number.

The years of education as per the given equation, for a person whose father had 14 years of education is 14.966 years.

**What is education?**

A planned activity, **education **has objectives like knowledge transmission or character and skill development. The development of understanding, reason, kindness, and honesty may be some of these goals.

As given in the question,

respondent's years of **education **is represented by y, and

respondent's father years of **education **is represented by x,

The equation for the least squares regression line for predicting a respondent's years of education is given as:

y = 9.996 + 0.355x

The year of **education **of respondent's father is given as 14

So putting the value of x in the given equation as 14:

we get,

y = 9.996 + 0.355(14)

**y = 14.966 **

Hence, the years of **education **for a person whose father had 14 years of education is 14.966 years.

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The graph shows the reciprocal parent function.Which statement best describes the function?O A. The function is negative when x < 0.OB. The function is never negative.C. The function is negative when x > 0.O D. The function is negative when x < 0 and also when x > 0.PREVIOUS

Let's begin by identifying key information given to us in the graph:

The reciprocal parent function is given as **1/f(x)**. This is better written as shown below

When the value for **x **is greater than zero, the function is positive as shown below:

When the value of **x **is lesser than zero, the function is negative as shown below:

**Therefore, the correct answer is option A (The function is negative when x < 0)**

Find sin(2x), cos(2x), and tan(2x) from the given information.

tan(x) = − 4/3 , x in Quadrant II

**Answer:**

**Step-by-step explanation:**

Starting from tan x, you can find sec x, because of the trigonometric identity 1 + tan2 x = sec2 x.

1 + (-4/3)2 = 1 + 16/9 = 25/9 = sec2 x.

So sec x = ±√(25/9) = ±5/3. But since x is in Quadrant II, sec x has to be negative. That's because sec x has the same sign as cos x, because sec x = 1 / cos x. We know that cos x is negative is Quadrant II, therefore so is sec x. So sec x = -5/3.

Since sec x and cos x are reciprocals of each other, cos x = 1/sec x = -3/5.

Now use the identity sin2 x + cos2 x = 1, to find sin x:

sin2 x + (-3/5)2 = 1

sin2 x + 9/25 = 1

sin2 x = 16/25

sin x = ±4/5

Again, we know that sin x is positive in Quadrant II, so sin x = 4/5.

Now that we know sin x and cos x, we can use the double angle formulas to find sin 2x and cos 2x.

sin 2x = 2 sin x cos x = 2 (4/5) (-3/5) = -24/25

cos 2x = cos2 x - sin 2 x = (-3/5)2 - (4/5)2 = 9/25 - 16/25 = -7/25

Finally use the identity tan x = sin x / cos x to find tan 2x:

tan 2x = sin 2x / cos 2x = (-24/25) / (-7/25) = -24/-7 = 24/7

Question 2-22

A cake is cut into 12 equal slices. After 3 days Jake has eaten 5 slices. What is his weekly rate of eatin

5

36

35

36

O

●

cakes/week

1

01 cakes/week

35

1

1 cakes/week

4

< Previous

cakes/week

2022-2023 T-Math-Gr7Reg-T2-CBT: Section 2-...

Jake's weekly** rate of eating** of cake slices is 11.6

Given,

Number of equal **slices of cake** = 12

Number of slices Jake eaten after 3 days = 5

We have to find the weekly rate of eating;

Here,

**Number of days** in a week = 7

Jake eaten 5 slices in 3 days so, 7 - 3 = 4

Again after 3 days 5 slices.

Then,

4 - 3 = 1

That is, Jake eaten 10 slices of cake in 6 days.

Number of cake slices eaten in 1 day = 5/3 = 1.6

Therefore,

Weekly rate of eating is 10 + 1.6 = 11.6

That is,

Jake's weekly** rate of eating** of cake slices is 11.6

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There are 2.54 centimeters in 1 Inch. There are 100 centimeters in 1 meter. To the nearest inch, how many inches are in 7 meters? Enter the answer in the box. inches

Based on the given equivalences, you have:

**7 m = 7(100 cm) = 700 cm**

**700 cm = 700 (2.54 in) = 1,778 in**

**Hence, there are 1,778 inches in 7 meters**

Find :1) (-50+1)49
If the acetic acid being titrated here were replaced by hydrochloric acid, would the amount of base needed to reach the equivalence point change?.
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the current in a single-loop circuit with one resistor r is 8.400 a. when an additional resistor of 9.00 is inserted in series with the existing resistance, the current drops to 6.384 a. what is r in ohms?
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a customer purchases 200 shares of xyz at 17.50 and writes 2 xyz jan 20 calls at 1. at expiration, with the stock trading at 19, the options expire wo
how geographical knowledge help us to understand basic features of earth
Solve 0=2y-8x+10 for y
Which of the following are justifications offered by Juan Gins de Seplvada for the Spanish conquest of the Americas? Select all that apply.The indigenous Americans had inferior medical understanding.The indigenous Americans had no law codes, only customs.The indigenous Americans practiced cannibalism.The indigenous Americans refused to be baptized and needed to be compelled into Christianity.The virtues of the indigenous Americans were inferior to those of the Spanish.
Two forces F1 = -6.00i + 7.90j and F2 = 6.80i + 5.30j are acting on an object with a mass of m = 4.10 kg. The forces are measured in newtons, i and j are the unit vectors. What is the magnitude of the object's acceleration?
Which toolkit function is this ? I am always continuous and have a point of inflection at the origin. My range is from negative one to one.optionssquare root function , quadratic function, rational function , exponential function constant linear function , linears function cubic function , logarithmic function ,asbolsoute value and sine function
How did the Bronsted-Lowry acid-base theory clarify what Svante Arrhenius was not able to explain in his theory of acids and bases regarding ammonia?