All 136 students in the Math Club went on a field trip. Some students rode in vans which hold 8
students each and some students rode in buses which hold 40 students each. How many of each
type of vehicle did they use if there were 5 vehicles total?

Answer:

D

Step-by-step explanation:

The segment inside the triangle is an angle bisector and divides the opposite side into segments that are proportional to the other 2 sides, that is

[tex]\frac{x}{7}[/tex] = [tex]\frac{15}{14}[/tex] ( cross- multiply )

14x = 105 ( divide both sides by 14 )

x = 7.5 → D

Answer:

∠ACB = 38°

Step-by-step explanation:

∠ACB is an inscribed angle while arcAB is its intercepted arc

An inscribed angle is equal to half the length of its intercepted arc

Hence, ∠ACB = 1/2 the measure of arc AB

arc AB = 76°

Hence ∠ACB = 1/2 of 76

76/2 = 38

Therefore ∠ACB = 38°

Answer:

l x b x h= 5 x 6 x 7

210cm^3

Step-by-step explanation:

Answer:

(-4,-3)

Step-by-step explanation:

Find the point where the 2 lines intersect. In this problem it is (-4,-3)

x=-4

y=-3

Answer: 4 (x +3) - 3+9=x

Step-by-step explanation:

Answer:

given below

Step-by-step explanation:

Valid:

Invalid:

Answer:

Yes

Step-by-step explanation:

1 : The athlete's hands push the medicine ball forward. The medicine ball pushes the athlete's hands backward.

2: Friction

3: The first pair of action-reaction force pairs is: foot A pushes ball B to the right; and ball B pushes foot A to the left. The second pair of action-reaction force pairs is: foot C pushes ball B to the left; and ball B pushes foot C to the right

Answer:

6 kilograms and 250 grams

Step-by-step explanation:

How you can solve this problem is you can divide each number by 3, 18/3 is 6, and 750/3 is 250. So, one chair weighs 6 kilograms and 250 grams.

Answer:

18-9x

Step-by-step explanation:

Answer:

The answer is C)

Step-by-step explanation:

Because -3 is between -2 and -4

Answer:

D

Step-by-step explanation:

Domain = all the values that go into a function

The picture of your graphs is very blurry and I can't see the whole of the last graph (D), but from a process of elimination, I think D is the answer as the domains of the other graphs are:

A:   x ≥ 3

B:   x ≥ 5

C:   x ≤ -3

Answer:

Step-by-step explanation:

g(x)= -x-1 or g(x) = x+1

if g(x) = -x-1

-x-1=2x+4

-x=2x+5

-x/2=x+5

-x/2 -x=5

-x/2-2x/2=5

-x-2x=5

-3x=5

x=5/-3

if g(x) = x+1

x+1=2x+4

x=2x+3

x/2=x+3

x/2-x=3

x/2-2x/2=3

x-2x=3

-x=3

x=3

Answer:

6

Step-by-step explanation:

because ms maules said 6

1% = 0,01

42% = 42 * 0,01 = 0,42

42% of 75 = 0,42 * 75 = 31,5

Answer: C)

Answer:

10.5cm

Step-by-step explanation:

3+8+7=18, this means that there are 18 parts assuming each part reprecents 1cm

63/18=3.5

so 1 part=3.5cm

3.5*3=10.5cm

Answer:

I have attached a photo. that might help you out.

Answer:

I don't know what this problem is but by how I see it is; the difference between 1 and 8 is 7, so 3+7=10.

Step-by-step explanation:

To see it better;

x-1, y-8 & x-3, y-10

I hope I helped you!!

Answer: 20 Apples in total

Step-by-step explanation: 2 apples per 10%

yes yes

[tex]\huge\fbox{Hello\:there!}[/tex]

We are given the slope of the line and a point that it passes through.

So, we can use the Point-Slope Formula:

[tex]\rm{y-y1=m(x-x1)[/tex]

Where y1 is the y-coordinate of the point, m is the slope of the line, and x1 is the x-coordinate of the line.

Now, plug in the values:

[tex]\rm{y-0=4(x-3)[/tex]

[tex]\rm{y-0=4x-12[/tex]

[tex]\rm{y=4x-12[/tex] (the equation of the line in slope-intercept form)

Now, how to graph it?

First of all, the y-intercept is (0, -12)

Remember, y-intercepts always have an x-coordinate of 0.

Now, 4 is the slope (Rise/Run)

Where Rise is how many units we move up or down, and Run is how many units we move left or right.

In this case, we move 4 up, over 1, up 4, over 1, and so on, until we have a line.

Then all we have to do is take a ruler and connect the points. :)

Hope you find it helpful.

Feel free to ask if you have any doubts.

[tex]\bf{-Sparkles^**^*^[/tex]

Answer:

Three circular arcs of radius $5$ units bound the region shown. Arcs $AB$ and $AD$ are quarter-circles, and arc $BCD$ is a semicircle.

Step-by-step explanation:

The interquartile range for Group A employees is 1 more than the interquartile range for Group B students is true.

Given

Data represented as a number of hours spent studying by Group A Students:

1, 2, 1, 1, 3, 3, 2, 2, 3

Arranging it in ascending order: 1, 1, 1 ,2, 2, 2, 3, 3, 3,

As a number of terms are odd,

The median will be the middle value of observation.

Which is 2.

The interquartile range (IQR) is the range of values that resides in the middle of the scores.

The Data arranged in ascending order are; (1,1,1,2,2,2,3,3,3).

Median of (1, 1, 1, 2) = 1 [tex]\rm Q_1=1[/tex]

Median of (2, 3, 3, 3) =3 [tex]\rm Q_3=3[/tex]

Interquartile Range = [tex]\rm Q_3-Q_1[/tex] = 3- 1 =2

For Data Set 2,

The Data for group B students are:  3   2 3 2 2 2 1 1 2

Arranging in ascending order: 1,1,2,2,2,2,2,3,3

The total number of observations = 9

Median = 2

Arranging the data as : (1,1,2,2) 2,(2,2,3,3)

Median of (1,1,2,2)= Number of observations is 4 which is even;

[tex]\rm Median = \dfrac{1+2}{2}\\\\Median = \dfrac{3}{2}[/tex]

Median of (2,2,3,3) = [tex]\rm Q_3 =\dfrac{3+2}{2} = \dfrac{5}{2}[/tex]

S = Interquartile Range = [tex]\rm Q_3-Q_1=\dfrac{5}{2}-\dfrac{3}{2}=1[/tex]

The interquartile range for Group A Students =Interquartile range for Group B students + 1.

[tex]\rm D=S_1+1[/tex]

Hence, the interquartile range for Group A employees is 1 more than the interquartile range for Group B students is true.

To know more about interquartile range click the link given below.

brainly.com/question/3507706

Answer:

The answer would be -15/4

Step-by-step explanation:

[tex]\frac{-7-8}{7-3} =\frac{-15}{4}[/tex]

This is the answer because it is in its simplest form

Answer:

[tex]\frac{-15}{4}[/tex]

Step-by-step explanation:

Given the following question:

[tex](x1,y1)=(3,8)[/tex]
[tex](x2,y2)=(7,-7)[/tex]

Use the formula over slope to find the answer. (rise / run)

[tex]m=\frac{y2-y1}{x2-x1}[/tex]
[tex]m=\frac{-7-8}{7-3} =\frac{-15}{4}[/tex]
[tex]=\frac{-15}{4}[/tex]

Hope this helps.

The interior angles of any triangle always sum to 180°.

In the triangle, angles C and D are labeled congruent, so the missing angle has measure

180° - 2 (6x - 5)°

This angle is supplementary to the one labeled (11x + 1)°, which means

180° = (11x + 1)° + (180° - 2 (6x - 5)°)

Solve for x :

180° = (11x + 1)° + 180° - 2 (6x - 5)°

0 = (11x + 1)° - 2 (6x - 5)°

0 = (11x)° + 1° - (12x)° + 10°

(12x - 11x)° = 1° + 10°

x° = 11°

x = 11

If the first chapter of a certain book is 16 pages long and makes up 4% of the book, then the entire book will have 400 pages.

To find the total number of pages in the entire book, we can set up a proportion based on the given information.

Let "x" be the total number of pages in the book.

The first chapter is 16 pages long and makes up 4% of the book, so the proportion can be set up as follows:

(16 pages) / (x pages) = 4% / 100%

To solve for "x," we can cross-multiply and solve for "x":

16 × 100 = 4x

1600 = 4x

Now, divide both sides by 4 to find the value of "x":

x = 1600 / 4

x = 400

So, the entire book has 400 pages.

Learn more about Proportion click;

https://brainly.com/question/33460130

#SPJ3

Answer this question by starting at the original point and moving opposite to what the question asks.

Instead of moving down 9 units, starting at (2, -5) move up 9 units.

By doing this, you are now at (2, 4)

Starting at (2,3) move to the left by 4 units.

You end up at ( -2,4)

You can also solve this problem by using addition.

To find the original add/subtract the units from the coordinates (2, -5)

To find the x coordinate: subtract 4 from 2: -2

To find the y coordinate: add 9 to -5: 4

(-2, 4)

[tex]\qquad \qquad\huge \underline{\boxed{\sf ᴀɴsweʀ}}[/tex]

Let's solve ~

[tex]\qquad \sf  \dashrightarrow \: {x}^{2} - 21 = 79[/tex]

[tex]\qquad \sf  \dashrightarrow \: {x}^{2} = 79 + 21[/tex]

[tex]\qquad \sf  \dashrightarrow \: x {}^{2} = 100 [/tex]

[tex]\qquad \sf  \dashrightarrow \: x = \pm\sqrt{100} [/tex]

[tex]\qquad \sf  \dashrightarrow \: x = \pm \sqrt{10 \times 10} [/tex]

[tex]\qquad \sf  \dashrightarrow \: x = \pm10[/tex]

Answer:

10

Step-by-step explanation:

3 + 7 = 10

Since there's no exact number of children, and they ask how many candies there were altogether.

Answer:

10

Step-by-step explanation:

3+7=10

hope you understood....

multiply by 9

1 ×9 = 9

9×9 = 81

81 ×9 = 729

Answer:

each time, you multiply the number by 9

Step-by-step explanation:

1x9=9

9x9=81

81×9=729

If you wanted to know the next number in the sequence, just multiply 729 by 9 which equals 6561.

hope this helps.

at x = 0, y = 100, y-intercept

meaning at 0 years, at the very beginning of functioning, the satellite had 100 units of power.

at y = 0, x = 10, x-intercept

meaning, at year 10, the satellite had 0 units of power, already out of power.