???? Do y’all understand

Answer:

23%

Step-by-step explanation:

Answer:

14.5 cm, 29 in.

Step-by-step explanation

The perimeter(P) is 2L+ 2W, so P = 2 * 4.75 + 2 * 2.5 = 14.5.

Double 14.5, because every 0.5 cm is 1 inch. 14.5 * 2 = 29.

Answer:

321 304

Step-by-step explanation:

is divisible by 4 so is 321 308

Answer:

Step-by-step explanation:

Because the length width and height of the inch cube are all the same, 1/2 plus 1/2 is 1 so 8 cubes 2 for the length, height and width

as for the cubes volume, 1/2* 1/2* 1/2 = 1/8^3

amd the last ones u solve with the answers to the first 2,

8 Cubes * 1/8^3 = 1inch^3

Hope this helped have a good day

Answer:

(6, 10)

Step-by-step explanation:

Step 1: Substitute 2x-2 for ‘y’ in the first equation:

4x - (2x - 2)= 10

Step 2: Combine like terms

2x -2 =10

Step 3: Add 2 to both sides of the equation

2x = 12

Step 4: Divide both sides by 2

x= 6

Now substitute x=6 into any of the equations given, I chose the bottom one.

Step 5: Plug in x=6 and solve

y= 2(6) -2

y= 12-2

y= 10

Step 6: Write your answer as an ordered pair (x, y).

(6, 10)

Answer:

Answer:
A is false, the rest are true.

Answer: it's wrong

Step-by-step explanation: because there are 6 sides of a die, so there is a 1/6 chance of getting any number between 1 and 6.

reason: this'll help you know how to turn it into a fraction.

Chosen possibility of an action    

over (or fraction bar)

total amount of possibilities

so now that you know why, now we find out the possibilities of  rolling an odd and even numbers between 1 and 6.

1, 3, 5 = 3/6 = 1/2

2, 4, 6 = 3/6 = 1/2

which means there is 1/2 chance of getting either an even or an odd. so they are incorrect because they are as likely as to not likely to be rolled on.

Answer: they are wrong

Step-by-step explanation:  there is 6 sides of a die, so there is a 1/6 percent chance and number between 1 and 6

1, 3, 5 = 3/6 = 1/2 = 50%

2, 4, 6 = 3/6 = 1/2+= 50%

The x value is the same, the y value is different,

Y is the up and down movement.

Moving from -8 to -5 is an upward move of 3 units.

Answer: 1, 3 units up.

The volume of the candle box is 1024 cm².

I don't know how to do the purple cube.

Answer:

5 in. by 4 in.

Step-by-step explanation:

The proportion of 1/4 is larger than 1/6 so the new scale drawing is larger. The new scale drawing is the drawn blank. The dimensions are 5 in. x 4 in. for the background. The H's dimensions are 1/2 in. width and also 1 in. The  height is about 4 in. Length, width and height are all dimensions which is what I was trying to find. I'm sorry if this didn't help I didn't really know what it was asking.

Answer:

-400 meters below sea level

Step-by-step explanation:

740(1.5) +y=710

740 (1.5)+ 710

1010 + y =710

y= 710 -1110

so y is -400

Answer:

1/144

step explanation:

(-1/12)^2 is -1/12 multiplied by itself twice. When multiplying fractions you can multiply straight across. When two negatives are multiplied together it makes a positive, so the answer is 1/144.

Answer:

The answer would be C.

Step-by-step explanation:

We can tell that it has been translated, meaning that the answer will either be C or D. A reflection across the x axis would already reflect PQR six units left, meaning the answer would be C. Sorry for the bad explanation I'm really tired, I hope this helps! :)

Answer:

C

Step-by-step explanation:

A Pythagorean triple is a 3,4,5 triangle and when you simply multiply by 2 you get 6,8,10 which is also a Pythagorean triple.

Hope this helps!

Step-by-step explanation:

12• the graph pass by in × intercept - 3 / 2 or - 1 • 5

in y intercept 1 because

y - 1 = 2 / 3× means y = 2/3 × + 1 and y intercept we can get by assuming if × is = 0 and × value by assuming if y is equal to 0

so; × = { -3/ 2 , 0 } or { - 1 • 5 , 0 }

y= { 0 ,1 }

13 • by the same formula become the graph pass in × intercept -4/ 3 or 1• 3`

y intercept 4

Answer: The answer is C) m=3p

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

If you divide 30 by 5 you would get 6 and 6x5 is 30 aswell

Step-by-step explanation:

[tex] \frac{5x}{7} = \frac{2x - 4}{3} \\ [/tex]

[tex]5x \times 3 = 7(2x - 4) \\ [/tex]

[tex]15x = 14x - 28[/tex]

[tex]15x - 14x = - 28[/tex]

[tex]x = - 28[/tex]

Answer: Heyaa! ~

Your Answer for X using cross multiplication is... -28

Step-by-step explanation:

Hopefully this helps you! ^^

Answer:

2.25 Miles is how many miles Monica can walk in one hour.

Step-by-step explanation:

You take 3/2 which is 1.5 in decimal form then take the 2 out of 2/3 divide 1.5 by 2, you get 0.75 then you add 0.75 to 1.5 and you get 2.25 which is how many miles she walks in one hour.

Answer: 82%

Step-by-step explanation:

41+9=50

50*2=100

41*2=82

Answer: 336 square inches

Surface area

6x12 + 8x12 + 10x12 + 8x6

72 + 96 + 120 +48

336

Let me know if this helps

Answer:

336 square inches

Surface area

6x12 + 8x12 + 10x12 + 8x6

72 + 96 + 120 +48

336

Let me know if this helps

Step-by-step explanation:

Answer:

1st question is D, 2nd question is G, 3rd is D

Step-by-step explanation:

1st, It says plus the cost of s, so you can mark out every other one except D because it says plus, you don't multiply it with the cost of the cheeseburgers. 2nd, For the next one all you have to do is subtract each number on the top by 12. Like 2 - 12 = -10, 4 - 12 = 8, and etc. Since the others don't have that like 1 - 12 does not equal -12 like it says in J. Also unlike F none of the answers can be positive, and in H it is basically adding the numbers instead of subtracting and putting a negative sign in front. Therefore G is the answer for 2. 3rd, because for every mile it costs 2.50 so that's the relationship between the table. Basically since every mile costs 2.50, you multiply 2.50 by the distance. Which if you do the inverse is the cost = distance divided by 2.5.

Answer:

Isosceles

Step-by-step explanation:

Can't be square or rect.

Common sense, they have 4 points

Is an Isosceles triangle because it has 2 equal sides

Answer:

There are 24 students and teachers that rode in vans, and there are 385 students and teachers that rode in buses.

Step-by-step explanation:

First we are going to set up a system of equations where:

b= number of buses

v= number of vans

We know from the equation that each bus transported 55 people and that each van transported 12 people and that there was a total of 409 people transported. We also know that the number of buses was 5 more than the number of vans.

Knowing that we can set up our system:

[tex]\left \{ {{55b+12v=409} \atop {b=v+5\\}} \right.[/tex]

Since we know what b is equal to, we can now use the substitution method to plug the value of b from the bottom equation into the one on the top and solve for variable v.

55(v +5)+12v =409

From there we can distribute 55 into (v+5)

55v +275+12v =409

We can now combine like terms.

67v +275 = 409

From there we subtract 275 from both sides of the equation to isolate the variable.

67v +275 = 409

      -275    -275

After doing this, we now divide both sides of the equation by 67 to solve for v.

[tex]\frac{67v}{67} =\frac{134}{67}[/tex]

We now know that v, the number of vans is 2 and can plug that into our bottom equation from our system of equations ([tex]b=v+5[/tex]).

[tex]b=2+5\\b=7[/tex]

Knowing that there are 7 buses and 2 vans, we can now plug these numbers into the terms in the top equation of our system. 55b and 12v.

[tex]55(7)=385[/tex]

[tex]12(2)= 24\\[/tex]

385 people rode buses. 24 people rode vans

Check your equation

409 people went in total. 385 + 24 = 409.

person above is correct