which of the following situations best descrbies a student engaged in active learing 1. A student uses only one of the resources provided by the teacher 2. A student skips parts of lessons that she find difficult 3. A student records questions to ask the teacher about a concept 4. A student does not discuss math outside of lessons.

Answer:

[tex] a = \dfrac{4 - bc}{c} [/tex]

Step-by-step explanation:

c = 4/(a - b)

Multiply both sides by a - b.

c(a - b) = 4

ac + bc = 4

ac = 4 - bc

a = (4 - bc)/c

[tex] a = \dfrac{4 - bc}{c} [/tex]

Answer:

180000 total flowers

Step-by-step explanation:

1.2 × 10² = is the amount of flower for each student

1.5 × 10³ = is the total of students in school

Amount of flower × total student = total flowers

(1.2 × 10²) × (1.5 × 10³)

120 × 1500

= 180000

The number of marbles left in the pocket after losing is  29 { after narrating the story in numerical sentences}

Given that Tran bought 25 marbles and put them in his pocket with 10 other marbles. He had a hole in his pocket and lost 6 marbles. and asked to narrate the story in numerical form

Total number of marbles Tran bought=25 marbles

Total number of marble Tran has before buying new marbles=10 marbles

Total number of marbles after buying new marbles=35 marbles

Given that he lost 6 marbles because of the  hole in his pocket

Therefore, the Total number of marbles left=35-6

The total number of marbles left=29 marbles.

Therefore, The number of marbles left in the pocket after losing is  29 { after narrating the story in numerical sentences}

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Answer:

x^2 +3x -10

Step-by-step explanation:

(x+5)(x-2)

x^2 +5x -2x -10

x^2 +3x -10

Answer:

-9.42

Step-by-step explanation:

Answer:

19. B

20. G

Step-by-step explanation:

19. De pendant Variable is the variable that changes relative to some other variable. In other words its dependent on some other variable and its value changes with that other variable (the independent variable)

In this case the daily cost of the rental car is dependent on the miles driven.

20. The pair will be on the graph if it satisfies the given equation. In other words if i plug in a given x or y, i should get the same x or y.

In this case, for F, if i plug in x=1, the equation gives me y=12 which is not the value of the ordered pair. It is the value of G, thus G is on the graph

Given ~

[tex] \tt \: f(x) = - {x}^{2} - 4x - 12[/tex]

[tex] \: [/tex]

put the value of x = -7 in given function ~

[tex] \tt \: f( - 7) = - ( { - 7})^{2} - 4( - 7)- 12[/tex]

[tex] \: [/tex]

[tex] \tt \: f( - 7) = - 49 +28 - 12[/tex]

[tex] \: [/tex]

[tex]\tt \: f( - 7) = - 21 - 12[/tex]

[tex] \: [/tex]

[tex] \underline{ \boxed{ \tt \red{ f( - 7) = -33}}}{ \green ✓}[/tex]

[tex] \: [/tex]

hope helps ~

Answer:

7.6

Step-by-step explanation:

[tex]\sqrt{(-3-4)^2 + (5-2)^2} \approx 7.6[/tex]

Left-handedness is more common than usual among mathematicians and more common than usual among artists option (d) more; more is correct.

An equation set and a set of variables that define connections between the variables make up a mathematical model, which often explains a system.

As we know,

Mathematicians are more likely than average to be left-handed, while artists are more likely than average to be left-handed.

Thus, Left-handedness is more common than usual among mathematicians and more common than usual among artists option (d) more; more is correct.

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Answer:

Image 2: a segment from -4 to 4 with the endpoints excluded (with empty circles).

Step-by-step explanation:

|x| < 4 means "the distance from x to 0 is less than 4". That means that any number bigger than -4 and smaller than 4 matches the inequality from the question.

Side note: Please start analyzing the absolute values as "distance from 0" and you'll be able to solve those questions yourself with less effort.

The real rate of interest is 8 percent.

In finance and economics, the nominal interest rate or nominal rate of interest is either of two distinct things: the rate of interest before adjustment for inflation; or, for interest rates "as stated" without adjustment for the full effect of compounding.

Given:

nominal rate of interest= 2%

expected inflation rate = 10 %

We know,

nominal rate = real interest rate + inflation rate

and, real interest rate= nominal rate - inflation rate

then,

real rate interest = 2-10

real rate interest = -8%

Hence, the inflation rate is greater than the nominal interest rate as it is -8%

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The distance from the left side of the stage to the first trap door is 24 3/4.

given;

total lenght of the stage is 76 feet.

Anna is 26 feet high on a rock-climbing.

here we have to substract 76-26 1/2.

   =76-26 1/2

  =49 1/2/2

  =24 3/4

Distance is a scalar quantity. The distance of an object can be defined as the complete path travelled by an object. For example. if a car travels east for 5 km and takes a turn to travel north for another 8 km, the total distance travelled by car shall be 13 km.the space between the two points are called distance

Distance is a scalar quantity. The distance of an object can be defined as the complete path travelled by an object. For example. if a car travels east for 5 km and takes a turn to travel north for another 8 km, the total distance travelled by car shall be 13 km..

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Answer:

- 4+23e

Step-by-step explanation:

Answer: kinda

Step-by-step explanation:

as long as you have a passing grade you will be fine, just work on the "F" :)

Answer:

An infinite sequence is a list or string of discrete objects, usually numbers, that can be paired off one-to-one with the set of positive integer s {1, 2, 3, ...}. Examples of infinite sequences are N = (0, 1, 2, 3, ...) and S = (1, 1/2, 1/4, 1/8, ..., 1/2 n , ...)

According to the given statement:

Equation one:

(7x)[tex]\frac{2}{3}[/tex]

Equation two:

√(9x)²

Equation three:

√(7x)³

Equation four:

∛(9x)²

Equation five

√(7x)³

Square-root-containing expressions are known as radical expressions. The radical symbol's "radicand" is a number or expression. A radical equation is one that uses radical expressions as the radicands for variables.

The expression's root is represented by the symbol known as the radical. n√x.

The following radical expression can be used to write the given statement:

Equation one:

(7x)[tex]\frac{2}{3}[/tex]

Equation two:

√(9x)²

Equation Three:

√(7x)³

Equation four:

∛(9x)²

Equation Five:

√(7x)³

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I understand that the question you are looking for is:

Rewrite the expression with rational exponents as a radical expression.

AS=6.28

First, draw a line joining C and T;

Two triangles TBC and TSC are formed;

Also, AC=35, AT=11,BT=9;

AB=AT+BT=11+9=20

Using pythagoras theorem;

AB² + BC² = AC²

BC²=35²-20²=825

Using pythagoras theorem on triangle TBC;

BC² + TB²= CT²

825 + 9²=CT²

CT²=906;

In triangle CST, using pythagoras theorem;

CS²+ST²=CT²=906   -1

In triangle AST, using pythagoras theorem;

AS²+ST²=AT²=11²=121   -2

Subtract 1 from 2;

AS²+ST²-CS²-ST²=121-906

AS²-CS²=-785

AS²-(AC-AS)²=-785

AS²-(35-AS)²=-785

AS²-AS²-35²+70AS=-785

AS=6.28

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The equation of the line that passes through (1,3) and which is perpendicular to y = 2x ₊ 3 is x ₊ 2y = 7.

Given the equation of the which passes through the point is (1,3)

the line is perpendicular to y = 2x ₊ 3

first we need to determine the slope of the equation.

line is perpendicular to y = 2x ₊ 3

perpendicular means slope (m) = ₋1

but given the in the line equation we have

y = mx ₊ c

m = 2

therefore ₋1 = 2

hence slope m = ₋1/2

Then the line passing through (1,3), substitute the coordinates of the point in the equation of the line:

y ₋ y₁ = m(x ₋ x₁)

take (1,3) as (x₁,y₁)

y ₋ 3 = ₋1/2 (x ₋ 1)

y ₋ 3 = ₋1x/2 ₊ 1/2

y ₋ 3 = ₋x ₊ 1/2

2y ₋ 6 = ₋x ₊ 1

2y ₊ x ₋ 6 ₋ 1 = 0

2y ₊ x ₋ 7 = 0

2y ₊ x = 7

x ₊ 2y = 7

which is in the form ax ₊ by = c

Hence we derived the equation of the line as x ₊ 2y = 7 which is in the form of ax ₊ by = c.

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Assets of respondents in a survey is a quantitative data and the level of measurement is a ratio scale.

Qualitative properties are properties that are observed and can generally not be measured with a numerical result.

Examples of quantitative data include, number of students in a class, weight of students in a class, etc.

Quantitative data is the value of data in the form of counts or numbers where each data set has a unique numerical value. This data is any quantifiable information that researchers can use for mathematical calculations and statistical analysis to make real-life decisions based on these mathematical derivations.

Examples of qualitative data include hair color, religion, nationality, etc.

Thus, assets of respondents in a survey is a quantitative data and the level of measurement is a ratio scale.

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Based on the information above, it can be inferred that the diver is at a depth of 36 ft below water level.

To calculate the final elevation of the diver we must take into account the depth at which he was at the beginning and the changes he made in his position.

To calculate his current position we must subtract the number of feet he ascended from the number of feet he was at at the beginning:

Based on the above, it can be inferred that when the diver ascended to see a school of fish, he was 36 ft below the surface of the water.

Note: This question is incomplete because there is some information missing. Here is the complete information:

A scuba diver is swimming at an elevation of 52 feet below sea level. She sees a school of fish and rises 16 feet to watch the fish. What is her elevation now? A fish swims 27 feet below.

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Answer:8

Step-by-step explanation: 8 *2=16-5=11

The percentage accuracy he had with predicting his scores is 90%.

Here,

Given that;

Henry predicted whether he got answers right or wrong in his 50 question exam. That is,

In total, there are 50 questions.

Of the ones he got right, he identified 30 right.

Of the ones he got wrong, he identified 15 correctly.

We have to find;  the percentage accuracy he had with predicting his scores.

What is Percentage?

A percentage is a number or ratio expressed as a fraction of 100.

Now,

The percentage of a relative to b is given by:

In total, there are 50 questions.

Of the ones he got right, he identified 30 right.

Of the ones he got wrong, he identified 15 correctly.

Hence, since he identified 45 out of 50 correctly:

[tex]P = \frac{x}{y} *100[/tex]

[tex]P = \frac{45}{50} *100[/tex]

[tex]P = 90[/tex]

So,

The percentage accuracy he had with predicting his scores is 90%.

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Answer: 1 kilometer is greater than 1 meter

Step-by-step explanation: kilo means 1000, so one 1 kilometer would be equal to 1000 meters, which is way more than just 1 meter.

Sorry if not specific!

The size of the car engine in cubic inches is 263.6 2 cubic inches

The given parameters are

Volume = 4320 cubic centimeters

By general conversion rule, we have

1 cubic centimeter = 0.0610237 cubic inches

Multiply both sides of 1 cubic centimeter = 0.0610237 cubic inches by 4320

4320 * 1 cubic centimeter = 0.0610237 cubic inches * 4320

Evaluate the product

4320 cubic centimeters = 263.6 2cubic inches

Substitute 4320 cubic centimeters = 263.6 2cubic inches  in Volume = 4320 cubic centimeters

Volume = 263.6 2cubic inches

Hence, the size of the car engine in cubic inches is 263.6 2cubic inches

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Answer:

x = 2, y = -1

Step-by-step explanation:

Now change the equation,

→ x + y = 1

→ y = 1 - x

Then the value of x will be,

→ 2x + y = 3

→ 2x + 1 - x = 3

→ x = 3 - 1

→ [ x = 2 ]

Therefore, the value of x is 2.

Now value of y will be,

→ y = 1 - x

→ y = 1 - 2

→ [ y = -1 ]

Hence, the value of y is -1.

Answer:

(2, -1)

-------

x = 2

y = -1

Step-by-step explanation:

1st equation:

rewrite

2nd equation:

rewrite

Solve simultaneously:

When x = 2, y = 1 - x

                    y =  1 - 2

                    y = -1

Given [tex]2d+32[/tex]

[tex]d=8[/tex]

Put the value of d in the given equation

[tex]2d+32[/tex]

[tex]2(8)+32[/tex]

[tex]16+32[/tex][tex]= 48[/tex]

What we do in  Evaluation in math?

The verb "evaluate" is used in mathematics to mean to discover or determine the worth of something. Finding the precise value of an algebraic expression or numerical computation is relevant here as well as financial mathematics.

In mathematics, the terms "evaluate" and "solve" are often used interchangeably. Consider the following basic multiplication problem: "Evaluate the cost of six tomatoes when the tomatoes are purchased at $2 each." The student would multiply 6 by 2 to get the result of $12. The term evaluate might also come before a list of inquiries, as a list of straightforward algebraic equations.

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Answer:

(1,-1/2)

Step-by-step explanation:

Add both x values and divide by 2

Add both y values and divide by 2

( -5+7 )/2 = 1

(4 - 5)/2 = -1/2

(1,-1/2)

Answer:

c) 282.5 ft²

Step-by-step explanation:

Formula we use,

A = L × W

The area of one floor will be,

→ 12 1/2 × 10

→ 25/2 × 10

→ 250/2

→ 125 ft²

The area of another floor will be,

→ 15 3/4 × 10

→ 63/4 × 10

→ 630/4

→ 157.5 ft²

Total area of the new carpet is,

→ 125 + 157.5

→ 282.5 ft²

Hence, the total area is 282.5 ft².

If One floor is 12 1/2 feet long, and the other floor is 15 3/4 feet long. Each floor has a width of 10 feet. Then total area of new carpet is 282.5 ft²

The area of Rectangle is length times of width.

Given that new carpet put on the rectangular floors of two rooms in his house.

One floor is 12 1/2 feet long

Second floor is 15 3/4 feet long.

Width is given by 10 feet.

We know that area of rectangle is

Area = Length × Width

The area of one floor will be,

12 1/2 × 10

25/2 × 10

250/2

125 ft²

The area of another floor will be,

15 3/4 × 10

63/4 × 10

630/4

157.5 ft²

Total area of the new carpet is,

125 + 157.5

282.5 ft²

Hence, the total area of new carpet is 282.5 ft².

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