13 Sam used algebra tiles to make this model of an equation. Based on the equation, which state is true?

A

B

C

D​

By using function notation, you should write an equation or expression for each statement as follows;

The temperature at 12 p.m ⇒ f(12).

The temperature was the same at 9 a.m. and at 4 p.m ⇒ f(9) = f(16).

It was warmer at 9 a.m. than at 6 a.m ⇒ f(9) > f(6).

Some time after midnight, the temperature was 24 degrees Celsius. ⇒ f(t) = 24.

In Mathematics, a function simply refers to a mathematical expression which can be used for defining and showing the relationship that exist between two or more variables in a data set.

This ultimately implies that, a function typically shows the relationship between input values (x-values or domain) and output values (y-values or range) of a data set, as well as showing how the elements in a table are uniquely paired (mapped).

For the statement, "The temperature was the same at 9 a.m. and at 4 p.m." we have:

4 p.m = 12 + 4 = 16

In function notation, we have:

f(9) = f(16) or f(16) = f(9)

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Answer:

1/4

Step-by-step explanation:

It takes the line 4 horizontal unitz to get to the next vertical unit.

Answer:

C 1/4

Step-by-step explanation:

Answer: Commutative property of addition

Step-by-step explanation:

\(\huge\textsf{Hey there!}\)

\(\large\text{1 + 3 + 4 = 4 + 3 + 1}\)

\(\large\text{1 + 3 + 4}\)

\(\large\text{4 + 4}\)

\(\large\text{= \bf 8}\)

\(\large\text{4 + 3 + 1}\)

\(\large\text{7 + 1}\)

\(\large\text{= \bf 8}\)

\(\large\text{\bf 8 = 8}\)

\(\large\textsf{We could remove Option C. because there’s no sign of multiplication.}\)

\(\large\textsf{This leaves us to Option A and Option B because the equation(s) has}\\\large\textsf{sum/addition}\)

\(\large\textsf{Associative Property of Addition formula is:}\)

\(\bullet\large\text{ \bf (a + b) + c = a + (b + c)}\)

\(\large\textsf{Commutative Property of Addition formula is:}\)

\(\bullet\large\text{ \ \bf a + b = b + a}\)

\(\boxed{\boxed{\large\textsf{Answer: \huge \bf Commutative Property of Addition}}}\\\boxed{\huge\textsf{(Option B.)}}\huge\checkmark\)

\(\large\textsf{Good luck on your assignment and enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

Answer:

angle 3=83(vertically opposite angles are equal)

angle 5=angle 3(alternate interior angles) so = 83

angle 7 =angle 5 ( vertically opposite angles)

angle 2 +angle 1=180 (linear pair ) so angle 1 + 180-83=97

angle 4 = angle 2 (VOA)=97

angle 6 =angle 4 (AIA)=97

angle 8 =angle 6(VOA)=97

hope it helped plz mark me as brailiest

Step-by-step explanation:

The volume is simply the amount of space an object occupies.

Here , we are given the dimensions of a wastebasket shaped like a cylinder and we are then given the dimensions of a snack container shaped as a cylinder that was put inside of the waste basket. Given the following dimensions we are asked to find the volume left inside of the waste basket with the snack container inside of it.

To find this, we must find the volumes of both cylinders, we must then subtract the volume of the snack container from the volume of the wastebasket.

Required Formula :

Given Dimensions

Plugging in the given dimensions into the formula we acquire

V = π5²20

==> evaluate exponent

V = π25(20)

==> multiply 25 and 20

V = π500

==> simplify

V = 1570.8 (rounded to the nearest hundredth)

The volume of the waste basket is 1570.8 cubic inches

Required Formula :

Given Dimensions

Plugging in the given dimensions into the formula we acquire,

V = π4²6

==> evaluate exponent

V = π16(6)

==> multiply 16 and 6

V = π96

==> simply

V = 301.59 (rounded to the nearest hundredth)

The volume of the snack container is 301.59 cubic inches

Finally we can find the space left inside of the waste basked by subtracting the two volumes

The volume of the snack container = 301.59 cubic inches while the volume of the waste basket = 1570.8 cubic inches.

So remaining space = 1570.8 - 301.59 = 1269.21

The amount of space left inside of the waste basket is 1269.21 cubic inches so B is the correct answer choice.

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Answer:

48

Step-by-step explanation:

75/100 = 36/x

x = 48

Answer:

266.66666667%

Step-by-step explanation:

240 / 90 = 266.666666666667%

(hopefully I read this right)

-5 1/4 - (-7 1/2)

-5 1/4 - -7 1/2

-5 1/4 - -7 2/4

-21/4 - -30/4

-21/4 - -30/4 = 9/4 = 2 1/4

Hopefully I am correct!

Answer:

224.4

Step-by-step explanation:

102x2.2=224.4

Could I please have Brainliest.

Step-by-step explanation:

Image 1:

Blank 1: (0,5)

Blank 2: (5,0)

Blank 3: (0,-5)

Blank 4: (-5,0)

Image 2:

C, Both B and D only have one line of symmetry. Choice A has more than 2 because you can evenly split the kite by its vertices and its lengths.

Image 3:

B, a regular quadrilateral is named this way because it contains both the point and linear symmetry. By definition, a regular quadrilateral must have 4 equal sides and angles and must have its diagonals bisect each other.

Image 4:

B, Point symmetry only. This is because when flipped upside down, the shape would still look the same. This would not be rotational symmetry because it does not look 100% like the original after rotating it to a certain degree.

Answer:

mean and Interquartile Range (IQR)

Step-by-step explanation:

Answer:

1: 12 km

2: 10.5 km

3: 3.5 mm

4: 12 m

5: 5 m

6: 49.5 cm

Step-by-step explanation:

To find the area of any triangle, multiply the height by the base, then divide by two.

Triangle are equal (H x B) ÷ 2

Answer:

On June 1, 2013, Anchorage, Alaska experiences 18 and 1/4 hours of daylight.

In a 24-hour day, there are 24 - 18 and 1/4 = 5 and 3/4 hours without daylight.

Therefore, the number of hours without daylight on June 1, 2013 in Anchorage, Alaska was 5 and 3/4 hours.

Answer:

24-18.4=5 and3/4

Step-by-step explanation:

Answer:

Segment Addition Postulate:  2 points A and C, a third point B lies on the line segment AC if and only if the distances between the points satisfy the equation AB + BC = AC.

Step-by-step explanation:

Answer: Segment Addition Postulate: 2 points A and C, a third point B lies on the line segment AC if and only if the distances between the points satisfy the equation AB + BC = AC.

hope this helped you kiddo.

Step-by-step explanation:

Answer:

10h and 48min

Step-by-step explanation:

60*18=1080

1080/100=10.8

so 10.8h which means 10 hours and 48 min

The breadth of your books are perpendicular to the length because they meet at right angles.

The shape of a book is a rectangle. A rectangle has four enclosure. This means they are formed by 4 lines.

The opposite sides are equal in length.

The sides of the book has a pair of breadth and a pair of length.

The breadth and length are straight lines.

When this straight line meets, it forms a right angle(90 degrees). This means the breadth and the length are perpendicular to each other.

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Answer:

10

Step-by-step explanation:

Answer:

The maximum size of the smaller jars is 6 liters

Step-by-step explanation:

Container 1=174 liters of oil

Container 2=258 liters of oil

Same pours the entire content of container one and container 2 into the same number of smaller jars

The maximum size of the smaller jar can be found by finding the highest common factor of 174 and 258

Factors of 174=1,2,3,6,29

Factors of 258=1,2,3,6,43

Common factors of 174 and 258=1,2,3 and 6

Highest common factor=6

Therefore,

The maximum size of the smaller jars is 6 liters

Answer:

3

Step-by-step explanation:

Answer:

$47

Step-by-step explanation:

First you would add how much he gets from babysitting to how much he gets from cleaning the garage.

so that would be 25 + 32 = 57

Then you would take his overall earnings and subtract how much he owes his mother

so that would be 57-10=47

So he has 47 dollars after he pays his mother

The value of c₂ = 1. Substituting the values of c₁ and c₂ back into the general solution, we get y(t) = 2cos(3t) + sin(3t).The correct solution is y(t) = 2cos(3t) + sin(3t), and it satisfies the initial conditions y(0) = 2 and y'(0) = 3.

The given differential equation is y" + 9y = 0. The characteristic equation is r² + 9 = 0 and it gives us the roots r = ±3i.

We know that the general solution to this differential equation is y(t) = c₁cos(3t) + c₂sin(3t). Given y = sin(3t)2cos(3t), we can write this as y = 1/2sin(6t).

Now we can compare the coefficients of y(t) and y'(t) with the coefficients of the given initial values: y(0) = 2 and y'(0) = 3. y(0) = 2 => c₁ = 2/cos(0) = 2 y'(0) = 3 => -3c₁sin(0) + 3c₂cos(0) = 3 => 3c₂ = 3

Therefore, c₂ = 1. Substituting the values of c₁ and c₂ back into the general solution, we get y(t) = 2cos(3t) + sin(3t). Hence, y = sin(3t)2cos(3t) is not a solution to the given initial value problem.

The correct solution is y(t) = 2cos(3t) + sin(3t), and it satisfies the initial conditions y(0) = 2 and y'(0) = 3.

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Conducting interviews with randomly chosen students can provide valuable feedback and help in improving the statistics course. This data-driven approach can lead to evidence-based changes that enhance student satisfaction and learning outcomes.

To improve a statistics course, it would be beneficial to interview randomly chosen students about their attitudes toward the class. This would provide valuable insights into the strengths and weaknesses of the course, allowing for targeted improvements. By selecting students randomly, we can ensure a representative sample and reduce potential biases.

During the interviews, it would be important to ask open-ended questions to encourage honest and detailed responses. Through these interviews, we can gain an understanding of students' perceptions of the course content, teaching methods, and overall engagement.

Based on the information gathered, adjustments can be made to address any identified issues and enhance the learning experience.

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Conducting interviews with randomly chosen students can provide valuable feedback and help in improving the statistics course. This data-driven approach can lead to evidence-based changes that enhance student satisfaction and learning outcomes. The correct option A.

To improve a statistics course, it would be beneficial to interview randomly chosen students about their attitudes toward the class. This would provide valuable insights into the strengths and weaknesses of the course, allowing for targeted improvements. By selecting students randomly, we can ensure a representative sample and reduce potential biases.

During the interviews, it would be important to ask open-ended questions to encourage honest and detailed responses. Through these interviews, we can gain an understanding of students' perceptions of the course content, teaching methods, and overall engagement.

Based on the information gathered, adjustments can be made to address any identified issues and enhance the learning experience.

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Answer: (x^(2)-4)/(x+2)+(x-3)/(x+2)

Step-by-step explanation:

You might want to check first i could be wrong but i'm pretty sure its write

If there is a zero on the top of the fraction when calculating the slope, then the line is horizontal.

If the numerator (y2 - y1) is zero, it means that the y-coordinates of the two points on the line are the same. This indicates that the line is horizontal, because no matter how far apart the two points are horizontally (i.e., the difference between their x-coordinates), the vertical distance (y2 - y1) between them is zero.

In this case, the denominator (x2 - x1) will be non-zero, because the two points will have different x-coordinates, but since the numerator is zero, the overall fraction will be zero.

So, a zero on the top of the fraction indicates that the line has zero or undefined slope, which happens only for a horizontal or vertical line, respectively. Therefore, if there is a zero on the top of the fraction when calculating the slope, then the line is horizontal.

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Use the fundamental theorem of calculus and the given information the value of f(7) is 15.

First, we know that f'(x) is continuous, which means we can use the fundamental theorem of calculus to find the antiderivative of f'(x), denoted as F(x):

F(x) = ∫ f'(x) dx

Since we know that ∫ 7 5 f'(x) dx = 15, we can use this to find the value of F(7) - F(5):

F(7) - F(5) = ∫ 7 5 f'(x) dx = 15

Next, we can use the fact that f(5) = 13 to find F(5):

F(5) = ∫ f'(x) dx = f(x) + C

f(5) + C = 13

where C is the constant of integration.

Now we can solve for C:

C = 13 - f(5)

Plugging this back into our equation for F(7) - F(5), we get:

F(7) - F(5) = ∫ 7 5 f'(x) dx = 15

F(7) - (f(5) + C) = 15

F(7) = 15 + f(5) + C

F(7) = 15 + 13 - f(5)

F(7) = 28 - f(5)

Finally, we can use the fact that F(7) = f(7) + C to solve for f(7):

f(7) + C = F(7)

f(7) + C = 28 - f(5)

f(7) = 28 - f(5) - C

Substituting C = 13 - f(5), we get:

f(7) = 28 - f(5) - (13 - f(5))

f(7) = 15

Therefore, the value of f(7) is 15.

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The answer is: \(9\sqrt{15}\)

The opposite side of the right triangle (x) is approximately 6.888 inches long.

To solve this problem, we can use the trigonometric ratio for the sine function, which is opposite/hypotenuse. We have the hypotenuse as 12 inches and the opposite angle as 35 degrees, so we can set up the equation:

sin(35) = opposite/12

To solve for the opposite, we can multiply both sides by 12:

opposite = 12 * sin(35)

sin(35) as approximately 0.574:

opposite = 12 * 0.574

opposite ≈ 6.888

Therefore, the opposite side of the right triangle (x) is approximately 6.888 inches long.

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