FIRST ANSWER GETS BRAINLIEST

According to the length, the length of the NP become 18.

According to the statement

We have to find that the length of the NP.

So, For this purpose, we know that the

The length of this line segment is the distance between its endpoints A and B.

From the given information:

Point O is on live segment NP.

If OP= 3 and NO=15,

Then

Let draw a diagram and after seeing it in image we know that the:

NO=15 and OP= 3

And

Np is the sum of the op and no.

Then

NP = OP + NO

NP = 3+ 15

NP = 18.

Then the length of the NP become 18.

So, According to the length, the length of the NP become 18.

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Answer:

The first one

Step-by-step explanation:

If -3r + 1/2 = 4, then it is true that r=-7/6

The equation is given as:

-3r + 1/2 = 4

And the solution is given as

r=-7/6

The two-column proof is as follows:

Hence, if -3r + 1/2 = 4, then it is true that r=-7/6

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Answer:

It is a rational number because it is a repeating number.

Step-by-step explanation:

One might think it isn't rational because it isn't just one number repeating. But because it has a consistent number, it is rational.

Answer:

24

Step-by-step explanation:

960/40 =

To make it simpler you could divide 10 by both digits to simplify them (as in fractions).

960/10 = 96

40/10=4

Now your have 96/4

Again this can be simplified by dividing both by 2

96/2 = 48

4/2 = 4

48/2

48 is definitely a multiple of 2, so dividing this your answer is 24

The expression 960 divided by 40 is 24.

We have,

Expression:

960 divided by 40

This can be written as,

960 ÷ 40

40 ) 960 (24

       80

          160

          160

               0

The quotient is 24 and the remainder is 0.

Thus,

The expression 960 divided by 40 is 24.

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Answer:

301

Step-by-step explanation:

bro :(

Answer:

301

Step-by-step explanation:

Answer:

It is equal

Step-by-step explanation:

60 and -60 cancel each other out so the answer is equal.

Answer:    |60|=|-60|

Step-by-step explanation:

|-60| would turn into 60 and |60| would remain 60 so they are equals

Answer: her average is 84

Step-by-step explanation:

88+80=168/2 =84

The total area of the shaded regions in fraction of the total area of the block is 3/8 as the common fraction.

A common fraction, sometimes known as a common fraction, is a fraction with an integer numerator and denominator. A common fraction may be used to identify a portion of a larger whole or set.

Multiply each component of a fraction by both the denominator of another fraction to find the common denominator. To calculate the common denominator of 1/3 + 2/5, multiply the 1 through 3 by 5 and the 2 and 5 by 3. You should obtain a total of 5/15 + 6/15. The fractions can then be calculated.

Let's divide each square across four equal sections, for a total of 16 sections..

Using symmetry, one of the four portions in the top left square is shaded, and the same is true for the bottom right square.

Furthermore, two of the four squares inside this top right and bottom left corners are darkened.

Consequently,

the shaded area is:

{1 + 1 + 2 + 2}/ 16

6 /16 =  3 / 8

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Answer:

the answer will be

b.)

4 = -6x+3y+3x

4 = -3x+3y

3y = 3x+4

y. = x+4/3

The bacterial cell is about 7 × 10^(1) times smaller than the amoeba cell in scientific notations.

What are scientific notations?

Scientific notations are a way of representing either a very small or a very large number in the powers of 10. Scientific notations comprise digits from 1 to 9 with powers of 10.

Calculation of the amount by which a bacterial cell is smaller than the amoeba cell

Given the length of amoeba cell in scientific notations is 3.5 × 10^(- 4)

The length of a bacterial cell in scientific notations is 5 × 10^(- 6)

To obtain how small the bacterial cell is from the amoeba cell, we need to divide both the lengths i.e.

= 3.5 × 10^(- 4) / 5 × 10^(- 6)

= 0.7 × 10^(2)

= 7 × 10^(1)

Hence, the bacterial cell is about 7 × 10^(1) times smaller than the amoeba cell in scientific notations.

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Answer:

See image for answer.

Answer:

Step-by-step explanation:

I have a tip for you have you ever used the website Desmos graphing calculatr if you havnt i can help you a lot thats how i passed that class

Answer:

21

Step-by-step explanation:

y = [tex]x^{2}[/tex] -4  Substitute in -5 for x

y = [tex](5)^{2}[/tex] - 4

y = 25 - 4

y = 21

Answer:

y = 21

Step-by-step explanation:

Plug in -5 into the equation

(-5)² - 4
25 - 4 = 21

Answer:

this should be the answer 4x^3 & 2x^2

No ,the team will not make the first down.

The definition of a yard is an outdoor area of a house or other building. An example of a yard is the lawn in front of your house; a front yard. An example of a yard is the area around a train repair center where trains are stored; a rail yard.

the first of a series of usually four downs in which a football team must net a 10-yard gain to retain possession of the ball.

If the team with the ball can pick up one yard or more on the third-down play, then they will be given a first down, which means they get to start all over with a new set of four downs. A team can continue moving the football down the field as long as they continue to pick up first downs.

we have been given that -

the ball forward at least 10 yards from its starting point to make a first down if the team has 2 losses of 2 yards each and a gain of 12 yards

Here are the integers that are represented by the scenario.

-2 + -2  = -4

-4 + 12 =8 yard gain.

There are 2 yards less of the first down.

Hence, the team will not make the first down.

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Only students who score in the top 30% will be offered admission - this statement is accurate.

In insights, the standard deviation is a proportion of how much variety or scattering of a bunch of values. A low standard deviation shows that the qualities will generally be near the mean of the set, while an elevated expectation deviation demonstrates that the qualities are fanned out over a more extensive territory. The standard deviation can generally be determined considerably more effectively with a number cruncher, and this might be satisfactory in certain tests. On my adding machine, you go into the standard deviation mode. Consequently, the main distinction among change and standard deviation is the units. For instance, in the event that we took the hours of 50 individuals running a 100-meter race, we would catch their time like a flash. Standard deviation assumes a vital part in the realm of money. In finance standard deviation is a factual estimation, when it's applied to the yearly pace of return of a venture.

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The ratio of blue paint to all tubes of paint = 3:10

Number of tubes of red paint = 6 tubes

Number of tubes of yellow paint = 2 tubes

Number of tubes of white paint = 13 tubes

Number of tubes of blue paint = 9 tubes

Total no. of paint tubes = 6 red tubes + 2 yellow tubes+ 13 white tubes + 9 blue tubes = 30 tubes of paint

We use the following formula to find the required ratio:

The ratio of blue paint tubes to all tubes of paint = Number of blue paint tubes: Number of all tubes = 9:30 or 3:10

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Answer:

Graph A shapes are not congruent.
Graph B Shapes are congruent.

Step-by-step explanation:

For Graph A, Shape EFGH is 1 unit longer than shape ABCD.

For Graph B, the are the same, but rotated 90 degrees.

The volume of the rectangular prism is 243 cm³

given that

The top face of the cube has an area of 9 cm²

since All the faces of the cube are squares

therefore The top face is a square

∵ Area of any square = L² , where L is the length of the side of

 the square

∵ Area of the top face is 9 cm²

∴ L² = 9 ⇒ take √ for both sides

∴ L = 3 cm

∵ The volume of any cube = L³

∵ L = 3 cm

∴ The volume of the cube = (3)³ = 27 cm³

- We will use 9 cubes to make a rectangle prism

∴ The volume of the rectangle prism is equal to the volume of

 the 9 cubes

∴ The volume of the prism = 9 × volume of a cube

∵ The volume of the cube is 27 cm³

∴ The volume of the prism = 9 × 27 = 243 cm³

* The volume of the rectangular prism is 243 cm³

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Answer:

-35

Step-by-step explanation:

−X=35

Multiply both sides by −1.

X=−35

I hoped this helped! Contact me for more information if you need anything else!

Answer:

Side 3 = 5cm

Step-by-step explanation:

135/9=15

15/3=5

Answer: 26

Step-by-step explanation:

Answer:

26 is the answer because we have to subtract when the signs of the number are diffrent and add when it is same . so +18 - (-8) = 26

Answer:

D

Step-by-step explanation:

y < 3

540 and 5760 sandwiches can the sandwich shop create

10 fillings, 9 bread, 6 condiments

= 10 possibilities × 9 possibilities × 6 possibilities

=540

10 fillings, 9 bread, 6 condiments

= 10 possibilities × 9 possibilities × 64 possibilities

=5760

sandwich can have any no.of condiments,

let say A,B,C are condiment  then possibilities are

A,B,C,AB,BC,AC,ABC , no condiment

i.e, [tex]2^{6}[/tex] = 64 possibilities.

A likelihood that something will or won't occur or exist: the condition or reality of being possible There is a chance of rain today. A potential event or object that might exist It's possible that life exists on other worlds. More about potential from Merriam-Webster.

An example of a probability that you will attend a party is if there is a 50/50 chance that you might do so. The green dress is an example of a potential option you may select from when given the choice between wearing a red dress or a green dress.

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The value of the x double bar (mean) of the given data is 155.16mm.

The mean (average) of a records set is observed with the aid of using including all numbers withinside the records set after which dividing with the aid of using the quantity of values withinside the set. The median is the center price while a records set is ordered from least to greatest. The mode is the quantity that takes place most customarily in a records set. Created with the aid of using Sal Khan

X bar = sum of all means / numbers of means

X bar = (156.9 + 153.2+153.6+155.5+156.6) / 5

X bar = 775.8 / 5

X Bar = 155.16mm

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The equation of the lines in slope intercept form and standard form is y = -2x + 10 and 2y+3x = 10

The equation of a line in point slope form is y = mx + b.

Given the equation below:

y-7 =-5/2(x+4)

2(y-7) = -5(x+4)

2y-14 = -4x - 20

2y = -4x-20+40

2y = -4x + 20

y = -2x + 10

For the equation;

y = -3/2 x + 5

Multiply through by 2

2y = -3x + 2(5)

2y = -3x + 10

2y+3x = 10

Hence the equation of the lines in slope intercept form and standard form is y = -2x + 10 and 2y+3x = 10

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Martha's claim that the 25% of the learners are girls, is correct.

In this question,

There are 900 boys and 300 girls at Eqinisweni secondary school.

Martha claims that 25% of the learners are girls.

We need to verify her claim by means of calculations.

Based on the given conditions, we formulate:

300 / (900 + 300)

We simplify above expression.

= 300 / 1200

= 1/4               ..................(Cross out the common factor)

Now multiply a number 25 to both the numerator and the denominator:

= (1 × 25)/(4 × 25)

= 25/200

Now we rewrite a fraction with denominator equals 100 to a percentage: 25%

This means, Martha's claim that the 25% of the learners are girls, is correct.

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Answer:

11

Step-by-step explanation:

Answer: 11

Step-by-step explanation: Hope this helps:)

Answer:

x = 24.5

Step-by-step explanation:

First find angle G: 90 degrees

Then do 90 degrees minus 41: 49 degrees

Find 49 = 2x - 8

Do 49 + 8: 57

57/2 = x

X = 24.5