14 units to the right of-2 of a number line
Answers
Answer: 11 (Or I'm wrong)
Step-by-step explanation: -2 -1 0 1 2 3 4 5 6 7 8 9 10 11
Related Questions
Last year, 140 people in a community had cell phones. This year, the numberof people in the community with cell phones has increased by 65%.
Answers
Answer:
91 people
Step-by-step explanation:
the slope of a street is 0.54. if it covers 28m of horizontal distance, what is the rise of the street?
Answers
Answer: i believe its 15.12
Step-by-step explanation:
Without doing any calculations, compare Expression A to Expression B. A (34 + 25) ÷ 14 1 4 B 34 + 25 Which statement is true? A. LIVE Expression A is 2 times as great as expression B. B. LIVE Expression B is 4 times as great as expression A. C. LIVE Expression A is 4 times as great as expression B. D. LIVE The two expressions are equal to each other.
Answers
Expression A is 4 times as great as expression B.
Sure hope this helps you and pls mark me brainiest
oranges sell for $0.38 per pound. How much will 192 oranges cost?
Answers
$0.38×192=$72.96
So the answer is $72.96
A landscape architect drew a plan of a flower and vegetable garden with a triangular walkway
between each section. What lengths, in feet, could not be used to form the triangular walkway?
F.) 5,8,9
G.) 6,8,4
H.) 7,2,5
J.) 7,8,9
Answers
Answer:
H.) 7,2,5
Step-by-step explanation:
You want to know which set of lengths could not be used as the sides of a triangle.
Triangle inequalityThe triangle inequality requires the sum of the two shorter sides of a triangle exceed the length of the longer side;
F. 5 + 8 > 9 . . . can be used
G. 4 + 6 > 8 . . . can be used
H. 2 + 5 = 7 . . . cannot be used for the walkway
J. 7 + 8 > 9 . . . can be used
The lengths 2, 5, 7 cannot be used to form a triangle.
__
Additional comment
Such a "triangular walkway" (2, 5, 7) would look like a single walk, 7 feet long. The "triangle" would have no area.
Help I need some help due tomorrow
Answers
Answer:
Angle 1: 141 degrees
Angle 2: 39 degrees
Angle 3: 141 degrees
Step-by-step explanation:
Angle 2 and Angle 4 are equal since they are vertical angles. This means that Angle 2 is equal to 39 degrees.
Angle 1 and Angle 4 add up to 180 degrees. We call these supplementary angles. This means that Angle 1 is equal to 180-39=141 degrees.
Angle 1 and Angle 3 are vertical angles, so Angle 3 is also equal to 141 degrees.
a) write set c = {north america, south america, europe, asia, australia, africa, antarctica} in set-builder notation. b) write, in words, how you would read set c in set-builder notation.
Answers
Set c = {north america, south america, europe, asia, australia, africa, antarctica}. Set-builder notation: c = {x | x is continent and x ∈ {north america, south america, europe, asia, australia, africa, antarctica}}.
What is set ?
A set is the mathematical model for a collection of different things; a set contains elements or members, which can be mathematical objects of any kind: numbers, symbols, points in space, lines,etc.
a) The set c = {north america, south america, europe, asia, australia, africa, antarctica} can be written in set-builder notation as:
c = {x | x is a continent and x ∈ {north america, south america, europe, asia, australia, africa, antarctica}}
b) The set-builder notation can be read as "the set c, such that x is a continent and x is an element of the set {north america, south america, europe, asia, australia, africa, antarctica}".
Set c = {north america, south america, europe, asia, australia, africa, antarctica}. Set-builder notation: c = {x | x is continent and x ∈ {north america, south america, europe, asia, australia, africa, antarctica}}.
To learn more about set visit : brainly.com/question/8053622
#SPJ4
Marry went to kohl’s and brought shoes for 32.99 what was her total cost if tax was 6.5 percent
Answers
Answer:
5.08
Step-by-step explanation:
Ameekah is working with consecutive integers. If she uses x to represent her first number, what should she use to represent her second number?
x
x + 1
x + 2
2x
Answers
She should use (b) x + 1 to represent her second number
How to determine the representation of the second number?From the question, we have the following statements that can be used in our computation:
She uses x to represent her first numberThe numbers are consecutive numbersAs a general rule
Consecutive numbers are number that have a difference of 1 i.e both numbers are next to each other
Take for instance:
2 and 3, 5 and 6, 10 and 11 are all instances of consecutive numbers
Recall that she uses x to represent her first number
This means that the next number is
Next number = First number + 1
Substitute the known values in the above equation, so, we have the following representation
Next number = x + 1
Hence, the second number is (b) x + 1
Read more about Consecutive numbers at
https://brainly.com/question/10853762
#SPJ1
10. What is m/ABD in the figure shown?
Answers
The measure of m∠ABD in the figure shown is 19°.
Given:
∠BCD = 71°
In the figure, ΔABC is an isosceles triangle where AB = BC.
According to the Isosceles Triangle Theorem, an isosceles triangle has equal angles on either side of its equal sides.
So, ∠BAD = ∠BCD = 71°
The sum of angles in a triangle sums to 180°.
∠ABC + ∠BAD + ∠BCD = 180°
∠ABC + 71° + 71° = 180°
∠ABC + 142° = 180°
∠ABC = 180° - 142° = 38°
DB is the angle bisector of ∠ABC.
Now, ∠ABD = ∠CBD = 38°/2 = 19°
The measure of ∠ABD is 19°.
To know more about Isosceles triangle theorems visit:
https://brainly.com/question/12951731
#SPJ9
How many paths are there from $A$ to $B,$ if you travel along the edges? You can travel along each edge at most once, but you can pass through the same point more than once. (You can pass through $B,$ as long as you end up at the point $B.$) [asy] unitsize(1.5 cm); draw((0,0)--dir(60)--(1,0)); draw((0,0)--(1,0)); draw((0,0)--dir(-60)--(1,0)); label("$A$", (0,0), W); label("$B$", (1,0), E); [/asy]
Answers
Answer:
There are $\boxed{3}$ paths from $A$ to $B.$
Polygon X is a scaled copy of Polygon Y using a scale factor of 3. Which of the following statements is true?
The area of Polygon Y is \(\frac{1}{9}\) the area of Polygon X.
The area of Polygon X is \(\frac{1}{9}\) the area of Polygon Y.
The area of Polygon Y is 9 times the area of Polygon X.
The area of Polygon X is 9 times the area of Polygon Y.
Answers
Since Polygon X is a scaled copy of Polygon Y using a scale factor of 3, a statement which is true include the following: D. The area of Polygon X is 9 times the area of Polygon Y.
What is scale factor?In Geometry, the scale factor of a geometric figure can be calculated by dividing the dimension of the image (new figure) by the dimension of the pre-image (original figure):
Scale factor = Dimension of image (new figure)/Dimension of pre-image(original figure)
Therefore, the area of Polygon X with respect to Polygon Y based on the given scale factor of 3 is as follows;
Area of Polygon X/Area of Polygon Y = 3²
Area of Polygon X/Area of Polygon Y = 9.
Read more on scale factor here: brainly.com/question/7482670
#SPJ1
A population of crabs is growing according to the logistic growth equation, with r=1.1 and carrying capacity of 500crabs. At which population size will the population grow the fastest? In a year tracking a population of widowbirds, you recorded that 150 individuals were born, 75 birds died. If λ=2, how many birds were there when you started tracking the population?
Answers
The population will grow the fastest at half of the carrying capacity, which is 250 crabs.
In the logistic growth equation, the population growth rate is highest when the population is at half of the carrying capacity. This is because, at this point, there is a balance between birth rates and death rates, maximizing the net population growth.
For the given logistic growth equation with a carrying capacity of 500 crabs, the population will grow the fastest at half of the carrying capacity, which is 250 crabs.
Regarding the second question, to determine the initial population size of widowbirds when tracking started, we can use the equation λ = (births - deaths) / initial population.
Given that 150 individuals were born and 75 birds died during the tracking period, and λ is equal to 2, we can solve the equation for the initial population.
2 = (150 - 75) / initial population
Multiplying both sides by the initial population:
2 * initial population = 150 - 75
2 * initial population = 75
Dividing both sides by 2:
initial population = 75 / 2
initial population = 37.5
Since population size cannot be a decimal, we round down to the nearest whole number.
Therefore, when tracking the population of widowbirds, the initial population size would be approximately 37 birds.
Learn more about population here
https://brainly.com/question/30396931
#SPJ11
Molly is thinking of a number. twice her number take away seven is the same as her number plus five. what is her number?
Answers
Answer:
Number = 12
Step-by-step explanation:
2n-7=n+5 (+7 to both sides)
2n=n+12 (-n to both sides)
n=12
Please I need help with please help
A)
B)
C)
D)
Answers
Answer:
a. m=3
b. m= -1/4
c. m= 0.25
d. m= 7
Step-by-step explanation:
y=mx+b
Solve the simultaneous equations
y = 2x^2
y = 3x + 14
Answers
Answer:
x = -2
And, x = 7 ÷ 2
Step-by-step explanation:
Given that
y = 2x^2
y = 3x + 14
Now equate these two above equations
2x^2 = 3x + 14
2x^2 - 3x - 14
2x^2 -7x + 4x - 14
x(2x - 7) + 2(2x - 7)
(x + 2) (2x - 7)
So it can be x = -2
And, x = 7 ÷ 2
7. {MCC.7.G.3} Name the cross sectional area below. *
Right Triangle
Isosceles Triangle
Diamond
Scalene Triangle
I need help!!
Answers
Looking at the picture it seems that both slant height are the same.
Solve for j in the literal equation h − 7j= k.
Answers
Answer:
j = k - h/-7
Step-by-step explanation:
you make j all by itself
Need help with 6th grade math plz help thanks
Answers
Answer:
D.
Step-by-step explanation:
the graph,, top of the graph says year and students enrolled
Find the equation (in terms of x) of the line through the points (-4,3) and (2,-4)
Answers
The equation of the line (-4,3) and (2,-4) is y = -7/6x -5/3.
What is equation of line?
The equation of a line is the algebraic representation of a line using cartesian coordinates. The general form of the equation of a straight line is written as y = mx + c. Where m is the gradient of the straight line and c is the y y-intercept of the straight line.
Given, the points are (-4,3) and (2,-4)
m = -4-3/2+4
m = -7/6
The equation we get
y = -7/6x +b
the point (-4,3), we get
3 = -7/6(-4) +b
3 = 14/3 +b
3-14/3 = b
b = -5/3
Hence, the equation of line is y = -7/6x -5/3.
To know more about equation of line, visit:
https://brainly.com/question/9446123
#SPJ13
why both small sample size and existing studies can deliver
reliable and appropriate outcomes.
Answers
Both small sample sizes and existing studies can deliver reliable and appropriate outcomes because they serve different purposes in research. Small sample sizes can provide valuable preliminary data, while existing studies offer a broader context and a foundation for comparison and replication.
Small sample sizes can still yield reliable outcomes in certain situations. They are often used in exploratory research or pilot studies, where the primary goal is to gather preliminary data and test the feasibility of a study. Small samples can provide valuable insights into the research topic, generate hypotheses, and identify potential areas for further investigation. While the results may not be statistically significant or generalizable to a larger population, they can still offer meaningful qualitative or exploratory findings.
On the other hand, existing studies play a crucial role in research by providing a broader context and a foundation for comparison and replication. They are often conducted with larger sample sizes and rigorous methodologies, which enhance the reliability and validity of their findings. Existing studies undergo peer review and scrutiny, ensuring that their outcomes meet scientific standards. Researchers can leverage these studies to build upon previous knowledge, replicate experiments, and conduct meta-analyses, which further strengthen the reliability of the outcomes.
Combining both small sample studies and existing research allows for a comprehensive approach to scientific inquiry. While small sample studies contribute by generating initial insights and hypotheses, existing studies provide a robust framework for validating and extending those findings. By acknowledging the strengths and limitations of each approach, researchers can obtain reliable and appropriate outcomes that contribute to the advancement of knowledge in their respective fields.
learn more about sample size here
https://brainly.com/question/31734526
#SPJ11
Match the missing parts of the triangle with their correct length or measure.
HINT: The ONLY right triangles we are given in this problem are ADB and BDC. Triangle ABC is NOT necessarily a right triangle.
Given:
DB=24
AD=32
AC=42
DC=10
BC=26
AB=40
Measure
Measure of
Find:
Measure
Measure
Measure
Measure
Measure
Answers
The length of DB, AD and AC are 24 m, 32 m, 42 m respectively. The measurement of ∠C = 67.38°.
What is a right angle triangle?
A right triangle, also known as a right-angled triangle, right-perpendicular triangle, orthogonal triangle, or formerly rectangled triangle, is a triangle with one right angle, or two perpendicular sides. The foundation of trigonometry is the relationship between the sides and various angles of the right triangle.
Given that, in △BCD
BD = 24 m
DC = 10 m
BC = 26 m
△BCD is a right angle triangle.
The trigonometry ratio of sine is ratio of height to hypothenuse.
With respect to C, the height of △BCD is 24m and hypothenuse is 26m.
sin C = height/hypothenuse
sin C = 24/26
C = 67.38°
To learn more about measurement of an angle of right angle triangle, click on below link:
https://brainly.com/question/9281904
#SPJ1
Could someone please help me with this?
Answers
Answer:
Both are 38°
Step-by-step explanation:
Is in attachment...
Do the segments connecting points A, B, and C form a right triangle? Show work that leads to your answer. Round to the nearest tenths place if necessary.
SHOW YOUR WORK!
Answers
After calculations, it is determined that the segments do not form a right-angled triangle.
How to determine this?we need to calculate the distances between the points as the side lengths of the triangle.
these side lengths must satisfy the Pythagoras principle :
c² = a² + b²
with c being the Hypotenuse (side opposite of the 90° angle) and the longest of the 3 sides, a and b being the legs.
the distance between 2 points is again calculated via Pythagoras, as the coordinate differences (= the legs) with the distance as Hypotenuse create right-angled triangles.
this is then caked the distance formula, but it is all Pythagoras again.
AB² = (xB - xA)² + (yB - yA)² = (6 - -2)² + (2 - 2)² =
= 8² + 0² = 8²
AB = 8
AC² = (0 - -2)² + (6 - 2)² = 2² + 4² = 4 + 16 = 20
AC = sqrt(20)
BC² = (0 - 6)² + (6 - 2)² = (-6)² + 4² = 36 + 16 = 52
BC = sqrt(52)
as sqrt(20) is a little bit more than 4, and sqrt(52) is a little bit more than 7, 8 is the longest side and Hypotenuse.
if this is a right-angled triangle, then
8² = sqrt(20)² + sqrt(52)²
must be true.
but
64 = 20 + 52 = 72 is wrong.
so, the segments do not form a right-angled triangle.
Read more about Pythagoras here:
https://brainly.com/question/343682
#SPJ1
1. Circle or highlight the letter that correctly identifies the following exponential equation into its equivalent logarithmic form.
am = p
A. logp(a) = m B. loga(p) = m C. loga(m) = p D. Not Shown
Answers
9514 1404 393
Answer:
B. loga(p) = m
Step-by-step explanation:
Equivalent forms are ...
\(a^m=p\quad\longleftrightarrow\quad\log_a(p)=m\)
_____
Additional comment
It helps me to remember that a logarithm is an exponent. The base of the exponent is the base of the logarithm.
solve each system of equation by elimination
{y=-x+1
{y= 4x-14
Answers
Answer:
(3, -2)
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Algebra I
Solving systems of equations using substitution/eliminationStep-by-step explanation:
Step 1: Define Systems
y = -x + 1
y = 4x - 14
Step 2: Rewrite Systems
y = 4x - 14
Multiply everything by -1: -y = -4x + 14Step 3: Redefine Systems
y = -x + 1
-y = -4x + 14
Step 4: Solve for x
Elimination
Combine equations: 0 = -5x + 15Isolate x term: -15 = -5xIsolate x: 3 = xRewrite: x = 3Step 5: Check
Define equation: y = -x + 1Substitute in x: y = -3 + 1Add: y = -2So the market is selling guns and their $100.50 but their half off what is the amount to buy a gun.
Answers
Answer:
50.25
Step-by-step explanation:
100.50/2=50.25
Answer:
50.25
explanation:
THE ANSWER IS IN THE QUESTION
A plant's length (in centimeters) as a function of time (in weeks) is graphed.
What is the approximate average speed at which the plant's length increases, between the 2^\text{nd}2
nd
2, start superscript, start text, n, d, end text, end superscript and the 18^\text{th}18
th
18, start superscript, start text, t, h, end text, end superscript week marks?
Choose 1 answer:
Choose 1 answer:
(Choice A)
A
2.22.22, point, 2 centimeters per week
(Choice B)
B
2.52.52, point, 5 centimeters per week
(Choice C)
C
2.82.82, point, 8 centimeters per week
(Choice D)
D
3.13.13, point, 1 centimeters per week
(for the ppl that copy and paste from Khan Academy :))
THE ANSWER IS 2.2!
Answers
Using it's concept, it is found that the average speed at which the plant's length increases between the 2nd and the 18th week is given by:
A. 2.2 centimeters per week.
What is the average rate of change of a function?It is given by the change in the output divided by the change in the input.
In this problem, looking at the graph:
In the 2nd week, the height is of 7.5 cm.In the 18th week, the height is of 42.5 cm.Hence the rate is given by:
r = (42.5 - 7.5)/(18-2) = 2.2 cm/week.
Which means that option A is correct.
More can be learned about the average rate of change of a function at https://brainly.com/question/24313700
#SPJ1
I really need help!!!!!!!!!!!!!!!!!!!!! Im so confused between 1st and 4th.... welp
Answers
Answer:
you are correct it is a
Step-by-step explanation:
Answer:
Its A
Step-by-step explanation:
What is the area of the shape below?
15 m
15 m
17 m
7m
Answers
Answer:
(1/2)(15)(7 + 15) = (1/2)(22)(15) = 165 m^2
Answer:
165m²
Step-by-step explanation:
First you make it into a triangle and rectangle. The rectangle would be 15x7. The triangle would be 1/2x15x8.
15x7=105
1/2x15x8=60
105+60=165 meters squared