Students are paired in teams for a group science project. The number of hours each student spends working on the group project are recorded on the bar chart below. If Paloma and Abdul are a team, and Ben and Min are a team, how many more hours did Paloma and Abdul spend working on the project combined than Ben and Min?

Answer:(-5,1)

Step-by-step explanation:! X= -3 so -3-4= -7, Y= 7 so 7+2=9, So the coordinates will be (-7,9) I hope that I could help you

Answer:

-20+20

Step-by-step explanation:

8r-28r+20

-20r+20

Answer:

−20r+20

Step-by-step explanation:

Let's simplify step-by-step.

8r−4(7r-5)

Distribute:

=8r+(−4)(7r)+(−4)(−5).

=8r+−28r+20

Combine Like Terms:

=

8r+−28r+20

=(8r+−28r)+(20)

=−20r+20

Answer:

(10)n =(9915​)n

Step-by-step explanation:

An equation where the left side is your power of 10 times n and the right side is the result of multiplying 0.1515... by that power could be as;

(10)n = 10(0.11515).

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

Solving equations generally means finding the values of the variables used in it for which the considered equation is true.

We have to write an equation where the left side is your power of 10 times n and the right side is the result of multiplying 0.1515... by that power.

Therefore, the equation could be as;

(10)n = 10(0.11515)

Hence, An equation where the left side is your power of 10 times n and the right side is the result of multiplying 0.1515... by that power could be as;

(10)n = 10(0.11515).

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Answer:

10, 26, 74, 218, 650

Step-by-step explanation:

n * 3 - 4

Answer:

The sequence of 5 terms is:  10, 26, 74, 218, 650

Step-by-step explanation:

By following the instructions, we can build the sequence by doing:

[tex]a_n= 3\,a_{n-1}-4[/tex]

So, using this formula and starting with 10 we get

[tex]a_1=10\\a_2=3\,(10)-4=26\\a_3=3\,(26)-4= 74\\a_4=3\,(74)-4=218\\a_5=3\,(218)-4=650[/tex]

Hey there! I'm happy to help!

The correct answer is 6(3m-2). This is because if you use the distributive property (multiplying outside number by each term in the parentheses) you end up with 18m-12

6(3m)=18m

6(-2)=-12

18m-12

The other answer options don't yield this result.

Have a wonderful day! :D

Answer:

[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{1 \frac{2}{15}}}}}} [/tex]

Step-by-step explanation:

[tex] \sf{1 \frac{7}{10} \times \frac{2}{3} }[/tex]

Convert the mixed number into improper fraction

[tex] \longrightarrow{ \sf{ \frac{10 \times 1 + 7}{10} \times \frac{2}{3}}} [/tex]

[tex] \longrightarrow{ \sf{ \frac{17}{10} \times \frac{2}{3}}} [/tex]

To multiply one fraction by another, multiply the numerators for the numerator, and multiply the denominator for its denominator and reduce the fraction obtained after multiplication into lowest term

[tex] \longrightarrow{ \sf{ \frac{17 \times 2}{10 \times 3}}} [/tex]

[tex] \longrightarrow{ \sf{ \frac{34}{30}}} [/tex]

[tex] \longrightarrow{ \sf{ \frac{17}{15} }}[/tex]

Convert the improper fraction into mixed number

[tex] \longrightarrow{ \sf{1 \frac{2}{15} }}[/tex]

Hope I helped!

Best regards! :D

Answer:

y=1/2-5x/6

Step-by-step explanation:

Answer:

y=1/2-5x/6

if this is helpful than good job

Answer:

True

Step-by-step explanation:

The null space of matrix is set of all solutions to matrix. The linearly independent vectors forms subset which are spanned and forms the null space. The null space of vector can be found by reducing its echelon. The non zero rows formed are the null spaces of matrix.

Answer:

8+2X is the expression of eight more than the product of two and a number

Answer:

2x+8

Step-by-step explanation:

Answer:

x^2 + x = 12

Step-by-step explanation:

(x - 3)(x + 4) = 0

x^2 + 4x - 3x - 12 = 0

x^2 + x - 12 = 0

x^2 + x = 12

The quadratic equation that has the roots x = 3 and x = −4 will be x²+x-12=0.

Any equation using the formula ax² + bx + c = 0 When x is a variable and a, b, and c are any real values; a quadratic equation is one where a≠0.

It is given that the quadratic equation that has the roots x = 3 and x = −4.

We know that one such equation is provided by x²-(a+b)x+ab=0 if a and b are the roots of a quadratic equation.

x²-(a+b)x+ab=0

Substitute the value of an as 3 and b as -4.

x²-(3-4)x+(3)(-4)=0

x²-(-1)x-12=0

x²+x-12=0

Thus, the obtained quadratic equation will be x²+x-12=0.

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Answer:

3 1/11 as a mixnumber its 3/33

Answer:

.A compound inequality graph is combined!

Answer:

Brainliest PLS

g=x2−2/x

h=3x+5/x          

x=5/h−3

Step-by-step explanation:

Answer:

[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{9 - i}}}}}[/tex]

Step-by-step explanation:

[tex] \sf{12 - 5i + ( - 3 + 4i)}[/tex]

When there is a ( + ) in front of an expression in parentheses, there is no need to change the sign of each term. That means, the expression remains the same. Just remove the parentheses

[tex] \longrightarrow{ \sf{12 - 5i - 3 + 4i}}[/tex]

Collect like terms

[tex] \longrightarrow{ \sf{ 12 - 3 - 5i + 4i}}[/tex]

Subtract 3 from 12

[tex] \longrightarrow{ \sf{9 - 5i + 4i}}[/tex]

Collect like terms

[tex] \longrightarrow{ \sf{9 - i}}[/tex]

Hope I helped!

Best regards! :D

The sum of the given complex numbers is (9 - i) and this can be determined by using the arithmetic operations and the given data.

Given :

Complex numbers -- (12 - 5i) and (-3 + 4i)

The following steps can be used in order to determine the sum of the given complex numbers:

Step 1 - The arithmetic operations can be used in order to determine the sum of the given complex numbers.

Step 2 - The mathematical expression of the given situation is:

= (12 - 5i) + (-3 + 4i)

Step 3 - Add 12 and -3 in the above expression.

= 9 - 5i + 4i

Step 4 - Add -5i and 4i in the above expression.

= 9 - i

For more information, refer to the link given below:

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Answer:16.05 $

Step-by-step explanation: Put all the numbers in a vertical format and add them all up

                  9.95

                 +1.15

                 +4.95

                  --------

                   16.05

Answer:

x = 8

Step-by-step explanation:

3x - 2 = 2x + 6

3x - 2x - 2 = 2x - 2x + 6

x - 2 = 6

x - 2 + 2 = 6 + 2

x = 8

Answer:

x = 8

Step-by-step explanation:

move 2x to 3x and move -2 to 6

since its across the equal sign, it switches (postive to negative, negative to positive)

3x -2x = x

6 + 2 = 8

x = 8

:)

Answer:

B. 98 inches

Step-by-step explanation:

Took the quiz on Edge 2020

Answer:

D) 3

Step-by-step explanation:

-3x+6=2x-9

subtract 6 from both sides

-3x=2x-15

subtract -2x from both sides

-5x = -15

divide both sides by -5

x= 3

Answer:

c)17

Step-by-step explanation:

additive inverse example:Using the same approach, if x is a negative number, then its additive inverse is equal and opposite in sign to it. This means that the additive inverse of a negative number is positive. For instance, if x equals -12, then its additive inverse is y = 12.

its 0.106 because I said so

Answer:

.106

Step-by-step explanation:ggrrrr

Answer= 144

Step-by-step explanation:

Answer:

Focus on the thousands and the ten thousand

Step-by-step explanation:

Focus on the number before the ten thousand value.

Then check whether it is smaller or bigger than 5 .

if it is bigger add 1 to the ten thousand value. if it is smaller do not add anything to the ten thousands.

HOPE IT HELPED

Answer:

182=9=3×3 Hence we have two 3's as prime factors. The prime factorization for 72 is 2×2×2×3×3 .

Step-by-step explanation:

Answer:

apart from using the hoc to predict the college students gpa, some other variables can be used

1. the students intelligent quotient

2. ability to remember

3. study time

4. gym practice

Step-by-step explanation:

1. the students intelligent quotient

gpa has a positive relationship with iq. they are both directly related. The more the iq of a a student, the greater is his ability to understand and have a good gpa. the slope will therefore be positive and be in an upward direction.

2. ability to remember

the gpa of students who have a good ability to remember but do not have a good grasp of the subject may not be high. the slope would be in a slightly upward direction

3. study time

gpa and practice have a positive relationship. the more a student studies, the more likelihood exists of having a better gpa. the slope would be upward bound.

4. gym practice

gpa and gym practice are not related so the slope would be in a downward direction.

when interpreting the direction of relationship after carrying out such an analysis, it is useful to watch out for the accompanying signs of the variables. if the sign of the beta coefficient is positive then a positive relationship with the dependent variable exists.

Answer:

[tex]\boxed{\tt v= 6,020 \ mL}[/tex]

Step-by-step explanation:

The density formula is

[tex]d=\frac{m}{v}[/tex]

Rearrange the formula for v. Multiply both sides of the formula by v, then divide both sides by d.

[tex]d*v=\frac{m}{v}*v[/tex]

[tex]d*v=m[/tex]

[tex]\frac{dv}{d}=\frac{m}{d}[/tex]

[tex]v=\frac{m}{d}[/tex]

The volume can be found by dividing the mass by the density. The mass is 7525 grams and the density is 1.25 grams per milliliter.

[tex]m= 7525 \ g\\d=1.25 \ g/mL[/tex]

[tex]v=\frac{m}{d}[/tex]

[tex]v=\frac{7525\ g}{1.25\ g/mL}[/tex]

Divide. Note that the grams, or "g" will cancel each other out.

[tex]v=\frac{7525 \ }{1.25\ mL}[/tex]

[tex]v=6020 \ mL[/tex]

The volume of the rock is 6,020 milliliters.

Answer:

V = 6020

Step-by-step explanation:

will  make it sure and simple

formula of density d = mass / volume

where d = 1.25 g/mL

and mass = 7525 g

plugin values into the formula

1.25 = 7525 / Vol

Vol = 7525 / 1.25

Vol = 6020

Answer:

the product of 4 x 100= 2 zeros

the product of 4 x 1,000= 3 zeros

the product of 4 x 10,000= 4 zeros

Step-by-step explanation:

4 x 100= 400, 2 zeros

4 x 1,000= 4,000, 3 zeros

4 x 10,000= 40,000, 4 zeros

Hope this helps!

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Answer:

[tex]BD = 14\ in[/tex]

[tex]CD = 28\ in[/tex]

Step-by-step explanation:

Given

CB = 14in

B as midpoint

Required

Determine CD and BD

Since B is the midpoint, then the two line segments (CB and BD), we have the following relationships:

[tex]CB = BD[/tex]

[tex]CD = CB + BD[/tex]

Reorder the first equation

[tex]BD = CB[/tex]

Substitute 14 for CB

[tex]BD = 14\ in[/tex]

Taking the second equation into consideration

[tex]CD = CB + BD[/tex]

[tex]CD = 14 + 14[/tex]

[tex]CD = 28\ in[/tex]