In Owen's class, there are 15 girls and 12 boys. Write the ratio of boys to girls.

Answer:

5 cm

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

let h be the hypotenuse , then

h² = 3² + 4² = 9 + 16 = 25 ( take the square root of both sides )

h = [tex]\sqrt{25}[/tex] = 5

Answer:

30º

Step-by-step explanation:

because it is a right triangle, we can use trig functions to solve

tan^{-1}=17/29=30.379

Answer:

The Tasty Beans Coffee House being planned for the corner of SE 12th and Main will ruin a perfectly nice neighborhood. Besides the fact that Tasty Beans already has coffee shops all over the city, it will pull business away from local coffee houses that have been here for decades. In addition, there is already a parking problem on that street, and the new business will just add to the congestion. They're planning a drive-up window, too, and that will mean a steady stream of traffic in a very high-volume area. Ask anyone walking down the street, and they'll tell you this is a bad idea. I speak for my whole neighborhood when I say, "Go away, Tasty Beans!"

Step-by-step explanation:

Answer:

-23/9  or -2 5/9

Step-by-step explanation:

w+(-x) - 2/3

Let w = -5/9  and x = 4/3

-5/9+(- 4/3) - 2/3

Get a common denominator of 9

-5/9 - 4/3 *3/3 - 2/3 *3/3

-5/9 - 12/9 - 6/9

-23/9

-2 5/9

Answer:

-2 5/9

Step-by-step explanation:

Answer:

2, 3, 5, 7, 11, 13.

Step-by-step explanation:

A prime number is a number that you don't get a whole number when divided by 2 but you do get a whole number when divided by prime numbers such as 3,5,7,11... Basically a number with two factors, it can only be divided by 1 or themselves. for example:

9/2 = 4.5 (this is not a whole number so it might be a prime.

9/3 = 3 (it works when divided by a prime number.

another:

8/2 = 4 (it gives a whole number when divided by 2 therefor, it can't be a prime number.

Answering:

There are 6 prime numbers at the top^^^^.

One possible answer is  2, 3, 5, 41, 67, 89

Another possible answer is  2, 3, 5, 47, 61, 89

Other answers may be possible.

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Explanation:

This is a trial and error type of problem. Though with practice it's not as blind of randomly guessing.

We have 9 values here. If we paired them up, then we can form at most 4 pairs (since 9/2 = 4.5 rounds down to 4). That means we won't be able to form six two-digit primes. Some of the primes must be single digits.

We can have 3 single digit primes and 3 two-digit primes since 3+2*3 = 9.

The single digit primes are: 2, 3, 5, 7

Let's say 2 and 5 are definitely locked down to be the single digit group. I'm doing this since we can't have 2 or 5 as the units digit. If the units digit is 2, then 2 is a factor and it's not prime. Similarly, if 5 is the units digit, then 5 is a factor and that two digit value is not prime.

For good measure, we'll throw 3 in there as well and see what happens.

------------------

The digits we have left are: 1, 4, 6, 7, 8, 9

The number 14 isn't prime, but 41 is prime

67 is prime so that's another two values off the list

lastly, 89 is prime so that works as well.

So one possible sequence is 2, 3, 5, 41, 67, 89

Notice how we can swap the 1 and 7 to go from 41,67 to 47,61; this gets us two other primes. So another possible answer is 2, 3, 5, 47, 61, 89

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Side note: having the list of primes on a reference sheet is a handy recommendation. You only need to go up as high as 97 which is the largest two digit prime.

Answer: -cos(a)+cos(b)

Step-by-step explanation:

To integrate is the same as saying to find the antiderivative.

[tex]\int\limits^a_b {sin(x)} \, dx[/tex]         [antiderivative of sinx is -cosx]

[tex]-cos(x)|_b^a[/tex]           [include boundaries]

[tex]-cos(a)+cos(b)[/tex]

Therefore, the integral would be -cos(a)+cos(b).

Answer:

Step-by-step explanation:

15. = 2.39

and jus use mathaway lma

Answer:

Step-by-step explanation:

In order to write the equation of this line, we need to pick 2 points on the graph where the line goes right through the intersection of the grids. Actually, you only need 1 of these, because the line goes through at (0, 15). Another point then can be (6, 6). Locate this point so you know what I means when I say that the line goes right through where the grids intersect at x = 6 and y = 6 (as opposed to somewhere in the middle of one of these grids). Find the slope between these 2 points:

[tex]m=\frac{6-15}{6-0}=-\frac{9}{6}=-\frac{3}{2}[/tex]

Since there's only one choice with that slope, that is the choice you want.

Answer:

x = -3

y= 3

Step-by-step explanation:

y =  x + 6 -----------------------(I)

y = -2x - 3 ---------------------(II)

Substitute y =x +6 in equation (II)

x + 6  = -2x - 3

Add 2x to both sides

x + 2x +6 = -3

Combine like terms

3x + 6 = - 3

Subtract 6 from both sides

3x = - 3 - 6

3x = -9

Divide both sides by 3

x = -9/3

x = -3

Plug in s = -3 in equation (I)

y = -3 + 6

y = 3

The ratio 2:3 means for every 2 inches on the original, the photocopy would be 3 inches.

3/2 = 1.5

The photocopied image is 1.5 times larger than the original.

Side BG on the original is side FG on the copy:

14 x 1.5 = 21 meters

FG = 21 meters

Answer:

FG = 21

Step-by-step explanation:

The ratio is 2:3

2               BC

----- = ----------------

3                FG

2              14

----- = ----------------

3                FG

Using cross products

2FG = 3*14

2FG = 42

Divide by 2

FG = 21

Answer:

[tex]\text{1) }\\\text{Circumference: }24\pi \text{ m}},\\\text{Length of bolded arc: }18\pi \text{ m}\\\\\text{3)}\\\text{Circumference. }4\pi \text{ mi},\\\text{Length of bolded arc: } \frac{3\pi}{2}\text{ mi}[/tex]

Step-by-step explanation:

The circumference of a circle with radius [tex]r[/tex] is given by [tex]C=2\pi r[/tex]. The length of an arc is makes up part of this circumference, and is directly proportion to the central angle of the arc. Since there are 360 degrees in a circle, the length of an arc with central angle [tex]\theta^{\circ}[/tex] is equal to [tex]2\pi r\cdot \frac{\theta}{360}[/tex].

Formulas at a glance:

Question 1:

The radius of the circle is 12 m. Therefore, the circumference is:

[tex]C=2\pi r,\\C=2(\pi)(12)=\boxed{24\pi\text{ m}}[/tex]

The measure of the central angle of the bolded arc is 270 degrees. Therefore, the measure of the bolded arc is equal to:

[tex]\ell_{arc}=24\pi \cdot \frac{270}{360},\\\\\ell_{arc}=24\pi \cdot \frac{3}{4},\\\\\ell_{arc}=\boxed{18\pi\text{ m}}[/tex]

Question 2:

In the circle shown, the radius is marked as 2 miles. Substituting [tex]r=2[/tex] into our circumference formula, we get:

[tex]C=2(\pi)(2),\\C=\boxed{4\pi\text{ mi}}[/tex]

The measure of the central angle of the bolded arc is 135 degrees. Its length must then be:

[tex]\ell_{arc}=4\pi \cdot \frac{135}{360},\\\ell_{arc}=1.5\pi=\boxed{\frac{3\pi}{2}\text{ mi}}[/tex]

Answer: 1:3

Step-by-step explanation:

The odds are 2/6 because you’re given 2 choices from the 6 side die you can then simplify that fraction to 1:3

Answer:

the correct answer is option 1.

The correct explanation is: All equilateral triangles are congruent and therefore similar, with side lengths in a 1:1 ratio.

Those triangles look the same but are different in size.

And in similar triangles,

the corresponding sides are in proportion to each other and the corresponding angles are equal to each other.

In an equilateral triangle, all three sides are congruent, and all three angles are congruent.

Therefore, any equilateral triangle can be transformed into any other equilateral triangle through a combination of translations, rotations, and reflections, without changing the size or shape of the triangle.

Thus, all equilateral triangles are similar, with side lengths in a 1:1 ratio, since they have the same shape but may differ in size.

To learn more about similar triangles;

https://brainly.com/question/14926756

#SPJ7

Answer:

Step-by-step explanation:

The domain are all the x values in order, no repeats allowed:

D = {-2, 2, 5}

Same thing for the range, except these are the y values:

R = {-7, 2, 4}

The coordinates stated this way don't match up to what they are in coordinate form, but they don't have to.

Answer:

Domain : {-2,2,5}

Range:{ -7,2,4}

Step-by-step explanation:

The domain is the inputs

Domain : {-2,2,5}

The range is the outputs

Range:{ -7,2,4}

Answer: When f(x)=g(x) , x equal to -2 or -1

Step-by-step explanation:

Answer:

siis  corretoed

Step-by-step explanation:

Answer:

d talking into microphone

Answer:

119?

Step-by-step explanation:

Answer:

Hello,

answer B

2

Step-by-step explanation:

[tex]\dfrac{2}{x} -\dfrac{x}{x+5} =\dfrac{10}{x^2+5x} \\\\we\ suppose\ x\neq 0\ and\ x\neq -5\\\\\text{Reducing to the same denominator}\\\dfrac{2(x+5)-x^2}{x(x+5)} =\dfrac{10}{x^2+5x} \\\\Simplify\ by\ x^2+5x\\\\2x+10-x^2=10\\\\-x^2+2x=0\\\\-x(x-2)=0\\\\roots\ are\ 2 \ and\ 0\ (to\ be\ excluded)\\\\Root=2\\[/tex]

Answer:

17 lb I guess 8 don't think the question is full

Step-by-step explanation:

the question is half

Answer:

i can help you i know this answer

Answer:

23 hoiurs

Step-by-step explanation:

Given data

a. The two variables are

1. Number of hours worked

2. The amount earned

b. The rate is given as

=120/8

=$15 per hour

c. The equation is given as

rate=Amount earned/ number of hours worked

15= 345/hours

make hours subject of the formula we have

hours= 345/15

hours= 23 hours

Hence he must work for 23 hours

[tex]\boxed{\large{\bold{\blue{ANSWER~:) }}}}[/tex]

Answer:

x = -12

Step-by-step explanation:

5x + 2(2x - 23) = -154

Distribute;

5x + 4x - 46 = -154

Collect like terms

9x - 46 = -154

Add 46 to both sides;

9x = -108

Divide both sides by 9

x = -12

Answer:

There were 44 students in each bus.

Step-by-step explanation:

357 - 5 = 352

352/8 = 44

Answer:

Step-by-step explanation:

Total students = 357

Total buses filled = 8

No of students traveled in car = 5

Remaining students = 357 - 5 = 352

Students in each bus = 352 ÷ 8 = 44 students

Answer:

...-243, 729, -2187

Step-by-step explanation:

-3, 9, -27, 81, -243, 729, -2187

Everytime ×(-3)

-3×(-3)=9

9×(-3)=-27

-27×(-3)=81

Etc.

Answer:

cannot be determined

Step-by-step explanation:

We do not know if any of the angles are equal and are only given two sides.

We cannot determine if the two triangles are similar