Alice is playing checkers against a computer and has won 8 games out of the 12 she's played so far.
Alice must win the next consecutive games to reach a winning percentage of 80%. After that, losing
consecutive games
will bring her winning percentage down to 50%.

Answer:

The answer is 18,700

Step-by-step explanation:

if you add 9,500+ 9,000 you get 18,500 add 200 and your answer is 18,700

Answer:

311.0

Step-by-step explanation:

pi3^2(11)

pi r^2 (h)

Answer:

I do not know the answer but I will just waffle to you

Step-by-step explanation:

540 divided by 3 equals 180 divided by 3 equals 60 then divide it by 3 again and you'll get the answer

The correct pair is option E, which is:

FH ≅ FH - reflexive property

ΔGFH ≅ ΔEFH - SAS theorem

The SAS theorems states that two triangles are congruent if they have two pairs of congruent sides and a pair of congruent included angles.

The reflexive property of geometry states that an angle or line will always be congruent to itself.

In the two column-proof, since FH = FH using the reflexive property, then both triangles are congruent to each other by the SAS congruence theorem.

The missing pair of reasons that completes the proof are:

FH ≅ FH - reflexive property

ΔGFH ≅ ΔEFH - SAS theorem

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Step-by-step explanation:

(−424.9) × (-0.1) = 42.49

2.7 × (−0.5) = -1.35

Answer: Heyaa! ~

Your Answers when Multiped are...

Step-by-step explanation:

     - Multiplied. -

 Hopefully this helps you! ~

Answer:

24 you used to write about something else

Answer:

Step-by-step explanation:

The total number of students in the orchestra, the band, and the choir is 195

From the questions, we are to determine how many students in total are in the orchestra, the band, and the choir

From the given information,

There are 46 students in the orchestra and twice that number in the band.

Thus,

Number of students in the orchestra = 46

Number of students in the band = 2 × 46 = 92

And

There are 34 boys and 23 girls in the choir

∴ Number of students in the choir = 34 + 23 = 57

Then,

The total number of students in the orchestra, the band, and the choir = 46 + 92 + 57

Total number of students in the orchestra, the band, and the choir = 195

Hence, the total number of students in the orchestra, the band, and the choir is 195

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In order to find equation, first find slope:

[tex]\sf slope : \dfrac{y_2 - y_1}{x_2 - x_1} \quad where \ (x_1, y_1) , \ (x_2, y_2) \ are \ points[/tex]

Given points: (-3, 7) and (6, -5)

[tex]\rightarrow \sf slope : \dfrac{-5-7}{6-(-3)} =-\dfrac{4}{3}[/tex]

Equation:

[tex]\sf y- y_1 = m(x - x_1)[/tex]

insert values

[tex]\rightarrow \sf y - 7 = -\dfrac{4}{3} (x -(-3))[/tex]

[tex]\rightarrow \sf y = -\dfrac{4}{3} x - 4 +7[/tex]

[tex]\rightarrow \sf y = -\dfrac{4}{3} x +3[/tex]

Answer:

27.778%

Step-by-step explanation:

30-12= 18

numbers greater than 25 = 5

5/18 =26.778%

Answer:

A 25%

Step-by-step explanation:

hope this helps

Answer:

Step-by-step explanation:

We'll look for a line with the form of y = mx + b, where m is the slope and b is the y-intercept (the value of y when x = 0).

A parallel line will have the same slope as the reference line,  For y=3x-8, the slope is 3.  We can write:

y =3x + b for the new line.  We need a value of b that will cause the line to include point (6,-4).  To find a b that will work, simple use the given point in the above equation and solve for b:

y =3x + b

-4 =3(6) + b  for (6,-4)

-4 =18 + b

b = -22

The parallel line that goes through point (6,-4) is y = 3x - 22

See the attached graph.

Answer:

The value of a in the given equation is '4'

Step-by-step explanation:

The given equation is: 3a + 2b = 8 and b = -2

Plug the value of b into the formula:

3a + 2(-2) = 8

3a - 4 = 8

We want 3a by itself so we will add +4 to both sides:

3a - 4 + (4) = 8 + (4)

3a = 12

Divide both sides by 3 so a is by itself:

3a/3 = 12/3

1a = 4

a = 4

Answer:B

Step-by-step explanation:

"the quantity of can be ignored".

(x+4)/3=2

(x+4)=6

x=2

Answer:

Hi,

Step-by-step explanation:

The playground 's area is the difference of 2 squares:

20²-10²=(20+10)*(20-10)=30*10=300 (ft²)

Answer:

can u make it in a sentence cause I don't understand ur question

Answer:

i don't know

Step-by-step explanation:

The range of the function shown in the graph are all real numbers.

The range of a function is the set of its possible output values.

The range of a function are the dependent variables.

In other words, the range of a function is the complete set of all possible resulting values of the dependent variable (y), after we have substituted the domain or independent variable.

According to the values of y on the graph the range are all real numbers.

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The average rate of change of the function at the interval is -8

The table that completes the question is added as an attachment

From the table, we have:

f(5) = -26

f(3) = -10

The average rate is then calculated as:

Rate = (f(5) - f(3))/(5 -3)

This gives

Rate = (-26 + 10)/(5 -3)

Evaluate

Rate = -8

Hence, the average rate of change of the function is -8

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Answer:

14 weeks

Step-by-step explanation:

Let's create and equation to display this situation. Toby already has $70 saved, so that is not the variable and no x should go next to it. He is saving $15 more each week. Lastly, we want to end up with $280 saved. The equation will look like this, given the information:

15x + 70 = 280

To find how many weeks it will take, solve the equation!

15x = 210            Subtract 70 from 280

x = 14                  Divide 210 by 15

Therefore, it will take Toby 14 weeks to save up for a new skateboard.

Hope this helps! If you have any questions about my work, please let me know down in the comments!

∠IKL and ∠IKC and ∠DLH and ∠JLD are pairs by the Transitive Property of Congruency.

This states that, if a pair of lines or angles or triangles are said to be congruent to a third line or angle, therefore, the first line or angle or triangle is said to be congruent to the third line or angle.

∠IKL and ∠IKC and ∠DLH and ∠JLD are pairs by the Transitive Property of Congruency. because the two angles and the other side of the angle/triangle are said to be equal to two angles and other side of the other triangle.

∠IKC ≅ ∠JLD, so m∠IKC = m∠JLD  and as such angle is Applying the  Transitive Property of Congruency because  if A =b, and b = c then A = c and therefore, the above is true.

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Answer:

5,6

Step-by-step explanation:

2+8=10/2=5

3+9=12/2=6

5,6

Answer:

-7 1/6

Step-by-step explanation:

Subtract the whole numbers first.

-5-2 = -7

Now the fractions:

1/2 and 1/3

We need to find a common denominator. It's 6.

So,

for 1/2 multiply the numerator and denominator both by 3. You get 3/6.

Now 1/3:

Multiply 1 and 3 with 2. you get 2/6.

Subtract:

3/6-2/6=

1/6

Putting whole number and fraction togethr: -7 1/6

The reason why Fiona cannot make a valid prediction based on the mean of the population is that the variation of Fiona’s samples is too large.

Mean is quite sensitive to outliers so it is best used when the variation between variables is not too much.

In Fiona's case, there variation is quite high with high variable of 95 compared to a low value of 45.

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Answer: just confirming/

Step-by-step explanation:

Answer:

$900

Step-by-step explanation:

x = the cost of the tickets

y = the cost of dj & decorations

In the first situation, the profit of -$150 = 75x - y

In the second situation, the profit of $100 = 100x - y

Using the first situation, we isolate y as follows:

-150 = 75x - y

Add y to each side: y-150 = 75x

Add 150 to each side to isolate y

y = 75x + 150

Use this formula in the second situation in place of the y

Original formula: 100 = 100x - y

With substitution: 100 = 100x - (75x + 150)

Simplify to: 100 = 25x - 150

Add 150 to both sides: 250 = 25x

Divide both sides by 25: 10 = x

Input the 10 in for x in either formula above

-150 = 75(10) - y

-150 = 750 - y

Add y to both sides

y - 150 = 750

Add 150 to both sides

y = 900

Answer:

1 is e(200) . 2 is e(-2) . 3 is O te(-02) . 4is # e(30) .

[tex] \begin{gathered}\\ \large\dashrightarrow\mathsf { \: \: 5 < b = 6 \: \: \: or \: \: \: b - 5 = 6 } \\ \end{gathered}[/tex]

[tex] \begin{gathered}\\ \large\dashrightarrow\mathsf { \: \: b - 5 = 6 } \\ \end{gathered}[/tex]

[tex] \begin{gathered}\\ \large\dashrightarrow\mathsf { \: \: b = 6 + 5 } \\ \end{gathered}[/tex]

[tex] \begin{gathered}\\ \large\dashrightarrow \: \: \underline{ \boxed{\mathbf \red{ \: \: b = 11 \: \: }}} \\ \end{gathered}[/tex]

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[tex]\begin{gathered}\begin{gathered}\begin{gathered}\: \: \: \: \: \: \begin{gathered}\begin{gathered} \small \color{blue}{ \underline{\boxed{ \begin{array}{cc} \small \underline{\underline{\bf{ \color{red}{{ \orange \bigstar \: MᴏʀE \: IᴅᴇɴᴛɪᴛɪᴇS \: \orange \bigstar}}}}} \\ \\ \: \frak{ {(x + y)}^{2} = {x}^{2} + 2xy + {y}^{2} }\:\\ \\ \: \frak{ {(x - y)}^{2} = {x}^{2} - 2xy + {y}^{2} }\:\\ \\ \: \frak{ {x}^{2} - {y}^{2} = (x + y)(x - y)}\:\\ \\ \: \frak{ {(x + y)}^{2} - {(x - y)}^{2} = 4xy}\:\\ \\ \: \frak{ {(x + y)}^{2} + {(x - y)}^{2} = 2( {x}^{2} + {y}^{2})}\:\\ \\ \: \frak{ {(x + y)}^{3} = {x}^{3} + {y}^{3} + 3xy(x + y)}\:\\ \\ \: \frak{ {(x - y)}^{3} = {x}^{3} - {y}^{3} - 3xy(x - y) }\:\\ \\ \: \frak{ {x}^{3} + {y}^{3} = (x + y)( {x}^{2} - xy + {y}^{2} )}\: \\ \: \end{array} }}}\end{gathered}\end{gathered}\end{gathered}\end{gathered}\end{gathered} \: \: [/tex]

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^०^

Answer: C. [tex]g(x)=2x^3+4[/tex]

Step-by-step explanation:

When the coefficient gets larger, the graph will stretch more, getting closer to the y axis.