Ms Patel took 3 hours and 30 minutes to drive a distance of 140 miles

Answer:

[tex]216[/tex]

Step-by-step explanation:

Remember that [tex]a^{b}=a*a*a*a*... b~~times[/tex].

So, [tex]6^3=6*6*6=(6*6)*6=36*6=\boxed{216}[/tex]

Answer: C

Step-by-step explanation: The surface of the lake.

Answer:

x = 12

Step-by-step explanation:

Answer:

60 ft

after subtracting the motor car

Answer:

(-11[2-25/ l-2l + 5]

(11[2-25/2+5]

(11[23/7]

11(3.28571428571)

36.1428571429

Answer:

x+5 > 4

Step-by-step explanation:

x+5 > 4 can be changed to

 -5 .   -5

x>-1

that is what is shown

Answer:

y = 3x - 2

Step-by-step explanation:

Parallel lines have the same gradient in this case 3 is the gradient.

We will use the point (2,4) to form our own equation.

4 will be y, 3 will be m, 2 will be x

All we need is to find the C in the equation y=mx + c

4 = 3(2) + c

4 = 6 + c

C = -2

Therefore;

y = 3x - 2

Answer:

5y × 6y = 30y^2

Step-by-step explanation:

All you're doing is multiplying the coefficients 5 and 6, to get 30, and any variable multiplied by another variable will give you that variable, squared.

Friendly fun fact: When you give points, we are only earning half of that. (Just thought you'd like to know.)

Hope this helped :)

Answer:

A is function.

Step-by-step explanation:

Answer: -14.5

What I did was Subtract 3.5 from -11.

When you add them together, you get 14.5, but 14.5 isn't correct, as that's a very large number compared to -11.

Answer:

-14.5

Step-by-step explanation:

-11 - 3.5

Because 11 is already negative, when you subtract a number from a negative, think of -11 becoming "smaller" (smaller being -14, or -25).

When doing -11 - 3.5, think if it as adding 11 and 3.5 together !

When you add them together, you get 14.5, but 14.5 isn't correct, as that's a very large number compared to -11.

You add a negative sign to said -14.5, and that's your answer !

Subtracting from a negative is confusing, so I taught myself to think of it as adding the numbers as if they were positive and adding a negative sign !

Answer: its 51.74

Step-by-step explanation: I just did it

Answer:

Student A: y=3+2x

Student B: y=5+1x

Answer:

yeah f(x) = 2

Step-by-step explanation:

because there is no x and f(x) is on positive 2

The value of the numerical expression {[(30 − 60) ÷ (−30)]² − 15} ÷ (−7) will be 2.

When the relevant factors and natural laws of a mathematical model are given values, the outcome of the calculation it describes is the expression's outcome.

The expression is given below.

⇒ {[(30 − 60) ÷ (−30)]² − 15} ÷ (−7)

Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction are all part of the PEMDAS formula. To answer the problem properly and accurately, this rule must be followed.

⇒ {[(30 − 60) ÷ (−30)]² − 15} ÷ (−7)

⇒ {[(−30) ÷ (−30)]² − 15} ÷ (−7)

⇒ {[1]² − 15} ÷ (−7)

⇒ {1 − 15} ÷ (−7)

⇒ (−14) ÷ (−7)

⇒ 2

The value of the numerical expression {[(30 − 60) ÷ (−30)]² − 15} ÷ (−7) will be 2.

More about the value of the expression link is given below.

brainly.com/question/23671908

#SPJ5

Step-by-step explanation:

[tex]{ \huge{ \{}}{ \rm{ [(30 - 60) \div ( - 30)] {}^{2} - 15{ \huge{ \}}} \div ( - 7) }} \\ \\ \dashrightarrow \: { \huge{ \{}}{ \rm{[( - 30) \div ( - 30)] {}^{2}{ \huge{ \}}} \div ( - 7) }} \\ \\ \dashrightarrow \: { \huge{ \{}}{ \rm{[1] {}^{2} { \huge{ \}}} \div ( - 7)}} \\ \\ \dashrightarrow \: { \rm{1 \div ( - 7)}} \\ \\ { \boxed{ \boxed{ \rm{ \: - \frac{1}{7} \: \: }}}}[/tex]

please mark this answer as brainlist

[tex]▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ { \huge \mathfrak{Answer}}▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ [/tex]

As we know that :

so, over here

plugging the value of i² as -1

Answer: Late 200 tho

Step-by-step explanation:

Answer:

The answer would be , less than one .

The difference of 1.4 - 0.95 is less than one as per the concept of subtraction.

To determine this, we can simply subtract the two values:

1.4 - 0.95 = 0.45

Since the result of the subtraction is 0.45, which is less than one, we can conclude that the difference of 1.4 - 0.95 is indeed less than one.

In numerical terms, the difference is 0.45, which is 45 hundredths or less than half of one whole unit.

When comparing the two original values, 0.95 is almost half of 1.4, making the difference smaller than one.

In summary, the difference of 1.4 - 0.95 is less than one, specifically 0.45. It is essential to pay attention to the decimal values and their magnitudes when determining the difference between two numbers.

To learn more about subtraction;

https://brainly.com/question/2346316

#SPJ3

Answer: 14

Step-by-step explanation:

you would write 2/3 X 21/1 and you would multiply 21 X 2 which is 42 divide that by 3 and you get 14

Answer:

[tex]2) \: \: \frac{11}{2} [/tex]

Step-by-step explanation:

[tex] \frac{4}{5} + \frac{18}{20} \\ \\ \frac{4}{5 \times 4} + \frac{18}{20} \\ \\ \frac{4}{20} + \frac{18}{20} \\ \\ \frac{4 + 18}{20} \\ \\ \frac{22}{20} \\ \\ \frac{11}{2} [/tex]

(x - 4)/(x + 4)

Step-by-step explanation:

[tex]\begin{aligned}\tt\frac{x^2-16}{x^2+8x+16}&=\tt\frac{x^2-4^2}{\left(x+4\right)^2}\\&=\tt\frac{\left(x+4\right)\left(x-4\right)}{\left(x+4\right)^2}\\&=\tt\frac{x-4}{x+4}\end{aligned}[/tex]

Note :

The sum of the interior angles of a triangle is 180 degrees. Therefore, we can add up angles E, F and G, set the sum equal to 180, and solve.

(8x - 16) + (x + 8) + (2x - 10) = 180

11x - 18 = 180

11x = 198

x = 18

Hope this helps!! :)

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Explanation:

Note that 2^4 = 16 is one less than 17.

Because of this nature of being 1 less, we can say the remainder of 16/17 is -1 because it comes up one short.

In terms of modular arithmetic, we can say,

[tex]2^4 \equiv 16 \ (\text{mod } 17)\\\\2^4 \ \equiv -1 (\text{mod } 17)\\\\[/tex]

Then let's raise both sides to the 20th power. I'm picking 20 because 20*4 = 80 which will help build toward 81

[tex]2^4 \equiv -1 \ (\text{mod } 17)\\\\\left(2^4\right)^{20} \equiv (-1)^{20} \ (\text{mod } 17)\\\\2^{20*4} \equiv 1 \ (\text{mod } 17)\\\\2^{80} \equiv 1 \ (\text{mod } 17)\\\\[/tex]

Lastly, we'll multiply both sides by 2 to get to the final answer

[tex]2^{80} \equiv 1 \ (\text{mod } 17)\\\\2*2^{80} \equiv 2*1 \ (\text{mod } 17)\\\\2^{1}*2^{80} \equiv 2 \ (\text{mod } 17)\\\\2^{1+80} \equiv 2 \ (\text{mod } 17)\\\\2^{81} \equiv 2 \ (\text{mod } 17)\\\\[/tex]

So if we were to divide 2^81 over 17, then we get some quotient and a remainder of 2

Answer:

A 33

Step-by-step explanation:

135 - 3 = 132 photos for other pages

132/4 = 33 pages

Answer:

This cinder block has gravitational potential energy.

This cinder block has 15 484 joules of potential energy

Step-by-step explanation:

PE = mass*gravity*height and g= 9.8 m/s^2

PE = 79 * 9.8 * 20

PE = 15 484

Answer:

284 scratched cups

Step-by-step explanation:

it's in the picture