The last number is 110

The state that was located in the Southwest Native American cultural region is Arizona.

The state has the highest indigenous population in the USA and is home to the Navajo, Hopi and Apache. Arizona was part of New Mexico until its surrender to the United States in 1848. It was the scene of many wars against the native peoples, especially the Apache, from the 1850s to 1877. It did not become a state until as recently as 1912.

On February 28, 1859, the first Indian reservation, the Gila River Indian Reservation, was established for the Pima and Maricopa Indians in the Arizona Territory. On June 1, 1868, the United States' largest reservation, the Navajo Nation Reservation, was established by a treaty between the United States and the Navajo State.

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Answer:

Arizona

Step-by-step explanation:

got it right on the test :)

Answer:

A

Step-by-step explanation:

1. Get 15% of 870:

   First, get 10 percent of 870, which is 87, then half that, which is 43.5

   Get the 87 and add the 43.5 on it, to get the full 15%, you end up with $130.5, which is the monthly payment.

(Only problem is that im pretty sure you put an extra 0, because if you just wrote 87 dollar's then you would've got 13.05, the actual answer, but if you add an extra 0 then you end up with 130$, just to let you know.)

To find the slope, we will use the slope formula and two points that are on the line. You can choose any two points as long as they are on the line.

Point 1 = (0, -2)

Point 2 = (-2, 0)

Slope-Formula: (y2 - y1) / (x2 - x1)

Now that we know our two points and the slope formula, all that's left to do is plug the points into the formula and simplify.

(0 - - 2) / (-2 - 0)

(2) / (-2)

-1

The slope of the line is -1.

Hope this helps!! :)

Answer: -1

Step-by-step explanation:

-6/6= -1

Answer: 678.34

Step-by-step explanation:

600 + 78 and 34 hundredths

678.34

Explanation:

Multiply the numbers up top: 8*1 = 8

Multiply the numbers in the bottom: 9*4 = 36

The two fractions 8/9 and 1/4 multiply to 8/36. Reduce this to 2/9 after dividing both parts by the GCF 4.

In other words,

8/4 = 2

36/4 = 9

Hello there! :)

When multiplying fractions, we multiply the numerator times the numerator and the denominator times the denominator. We reduce if it's necessary.

So multiply:

[tex]\frac{8}{9} *\frac{1}{4} \\[/tex]

Reduce and get:

[tex]\frac{2}{9} *\frac{1}{1} \\\frac{2}{9}[/tex]

And that's our final answer. Hope it helps you!

~Just a joyful teen

[tex]SilentNature[/tex]

Answer:

See below:

Step-by-step explanation:

To find the slope, we use the following formula:

[tex]\frac{y_{2} - y_{1} }{x_{2} - x_{1} }[/tex]

For this case, we can use (6,60) as the first set of points.

We can use (4,70) as the second set of points.

Now, we can use the formula, 70-60 is for the top of the fraction (10)

We can do 4-6 to find the bottom, which is (-2)

Now, if we add the fraction back we get -> 10/-2 which is -5 for slope!

To find out the y intercept, it in simple words is "What is y when x is 0?".

We can do that by using the slope intercept formula: [tex]y=mx+b[/tex].

Once we insert our slope which is -2 we get: [tex]y=-2x+b[/tex]

We can now substitute a point, lets use (6,60) so we can find out b.

We now get the equation: [tex]60=-5(6)+b[/tex].

If we solve for that we get 90!

Once we input that, we get, [tex]y=-5x+90[/tex]

Now we put in x as 0 and we get our y intercept as 90!

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Answer:

Step-by-step explanation:

the answer is 16.8

Explanation: well for starters you have to do what's in the parenthesis, so 4 times 1.4 is equal to 5.6. so now we add up the equation and get 28, so now we are left with 28-5.6-5.6 which equals 16.8

hoped this helped;)

Answer:

She subtracted the lengths of the diagonal lines instead of adding them.

Step-by-step explanation:

Answer:

The answer is 19

Step-by-step explanation:

I forgot how I figured it out but I did

Answer:

I think there is 6.

Step-by-step explanation:

Im not 100% sure tho :{

Hope this helps :}

Pls make brainliest :P

And have an amazing day <3

When you compare two or more data sets, focus on four features:

Center. Graphically, the center of a distribution is the point where about half of the observations are on either side.

Spread. The spread of a distribution refers to the variability of the data. ...

Shape. ...

Unusual features.

Answer:

Common graphical displays (e.g., dotplots, boxplots, stemplots, bar charts) can be effective tools for comparing data from two or more data sets.

Step-by-step explanation:

MARK ME AS A BRAINLIST PLZ

The total pies Anna can bake is 22.

The total pies Anna can bake would be determined by the amount of cups of sugar she has. Anna has already baked 17 pies. From the question, one cup of sugar can bake two pies. This means that the number of additional cups she has would be multiplied by two in order to determine the total number of pies she can bake.

Pies Anna can bake = additional cups of sugar x 2

11 x 2 = 22 pies

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Answer:

x = 10.55cm

Step-by-step explanation:

Sin 29 degrees = 7cm/x

X = 7cm / sin 29

= 10.55 cm

Answer:

x =14.4cm

Step-by-step explanation:

Sin x = opp/hyp

This is because we are given angle look into the triangle and see opp given =7 and need hypotenuse

Sin x = 7 / sin (29)  = 14.4386574 cm = 14.4cm

This is because the opp is the 7 measure.

x = 14.4cm

We can prove the base is less through Pythagoras theorem

simply as c^2-b^2 = a^2

14.4386.....^2 -7^2 = c^2

sqrt 208.47 - sqrt 49 =c^2

c^2 = sqrt 159 = 7.43849023

therefore base = 7.44

To check angle 29 degrees for 3rd proof

cos (29) x  7/x= (x)

= 203 / x

check 203/29 = 7

Given a=7 and ∠α=29°,

b = 12.62833

c = 14.43866 proof

∠β = 61°  

h = 6.12234

area = 44.19917

perimeter = 34.06699

inradius = 2.59484

circumradius = 7.2193

Answer:

i think it is like this.                                      < means less than                                                                  

Step-by-step explanation:

let x be a and let y be any number less than 14.

a + 5 < 14

a + 5 < 14

a + 5-5 < 14-5

a + 0   <  9

a < 9

Answer:

times by 2 because it keeps going up by times 2 the number of blocks

9514 1404 393

Answer:

  5th: 32

  6th: 64

The number doubles at each step.

Step-by-step explanation:

Sequence problems are always tricky. Any finite list of numbers can always be represented by a polynomial, and can include any arbitrary next number. Generally, you are asked to find a simple rule that can explain the sequence shown and can be used to predict the continuation of the sequence.

It is often useful to look at the differences between values and/or their ratios. The sequence of block counts is ...

  2, 4, 8, 16

1st differences are 4 -2 = 2, 4, 8 . . . . . the differences match the sequence

ratios are 4/2 = 2, 8/4 = 2, 16/8 = 2 . . . . . . the ratio is common: 2

We observe that each number of blocks is double the one before, and that the number of blocks is a power of 2 equal to the step number.

The blocks in the 5th step will be 2^5 = 32.

The blocks in the 6th step will be 2^6 = 64.

_____

Additional comment

It also looks like the shape alternates between a rectangle and a square. The 5th step will probably be a rectangle, and the 6th step will be a square.

Answer:

It's the Choice A c² = 36

Answer:

200 minutes

Step-by-step explanation:

if six spiders can spin 6 webs in 6 min then 100 spiders can spin 100 webs in 100 min then multipy by 2 and you get 200

The amount of time that 100 spiders can spin 200 webs will be 12 minutes.

Algebra is the study of graphic formulas, while logic is the manipulation of those signs.

Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction is referred to as the PEMDAS rule. To answer the problem properly and accurately, this rule is applied.

If 6 spiders can spin 6 webs in 6 minutes. Then the 1 spider can sin one web in six minutes. So, the 100 spiders can spin 100 webs in 6 minutes.

Then the 100 spiders can spin 200 webs in 12 minutes.

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#SPJ5

Answer:

900,008,007

Step-by-step explanation:

first add 90000,1000 +7000=900,008,000

then add 7 with 900,008,000

Answer =900,008,007

Answer:

x = 25

Step-by-step explanation:

The interior angle adjacent to the 123° angle is supplementary to it.

Its measure is 180° - 123° = 57°

The sum of the measures of the interior angles of a polygon is

(n - 2)180° = (4 - 2)180° = 2(180°) = 360°

3x + 7 + 96 + 5x + 57 = 360

8x + 160 = 360

8x = 200

x = 25

Answer:

A. 1/2

Step-by-step explanation:

GradPoint answer

I got it correct on the lesson.

Answer: 300 miles, $220

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

the answer

1000000002

Answer:

fsuu vvv

Step-by-step explanation:

gdcytzvnvdezcghiyyk for giving biscuits vicbeddings vicbeddings vicbeddings

graphed in the image attached with points,

hope this helps :D

Answer:

-28

Step-by-step explanation:

20x+12y-28=20x+12y+[?

subtract like term so 20x-20x and 12y-12y

therefore -28 =[?

Answer:

dy/dx = - (y/x)^4

Step-by-step explanation:

We are given the equation:

[tex] \displaystyle \large{ \frac{1}{ {x}^{3} } + \frac{1}{ {y}^{3} } = {a}^{3} }[/tex]

Recall important differential formulas such as:

[tex] \displaystyle \large{ \frac{d}{dx} (f(x) + g(x)) = \frac{d}{dx} f(x) + \frac{d}{dx} g(x)} \\ \displaystyle \large{ \frac{d}{dx} k = 0 \: \: \tt(k \: \: is \: \: a \: \: constant.)}[/tex]

Above is a basic property of differential. Looking at the equation above, differentiate both sides with respect to x. (dy/dx)

[tex] \displaystyle \large{ \frac{d}{dx}( \frac{1}{ {x}^{3} } + \frac{1}{ {y}^{3} } )= \frac{d}{dx} {a}^{3} }[/tex]

Apply the distribution property in.

[tex] \displaystyle \large{ \frac{d}{dx} \frac{1}{ {x}^{3} } + \frac{d}{dx} \frac{1}{ {y}^{3} } = \frac{d}{dx} {a}^{3} }[/tex]

We treat x^3 and y^3 as function to one another, this type of differential will be called implicit once another variable of function is involved f(x,y).

But we treat a^3 as a constant so we just put 0.

[tex] \displaystyle \large{ \frac{d}{dx} \frac{1}{ {x}^{3} } + \frac{d}{dx} \frac{1}{ {y}^{3} } = 0 }[/tex]

Recall the quotient rules for the numerator = 1.

[tex] \displaystyle \large{ \frac{d}{dx} (\frac{1}{f(x)}) = -\frac{ \frac{d}{dx} (f(x))}{ {(f(x))}^{2} } }[/tex]

Thus:

[tex] \displaystyle \large{ - \frac{ \frac{d}{dy} ( {x}^{3} )}{ ({x}^{3})^{2} } + \frac{d}{dx} \frac{1}{ {y}^{3} } = 0 } \\ \displaystyle \large{- \frac{ 3 {x}^{2} }{ {x}^{6} } + \frac{d}{dx} \frac{1}{ {y}^{3} } = 0 }[/tex]

Make sure to recall power rules for differential and exponent laws.

From 3x^2 / x^6.

[tex] \displaystyle \large{ - \frac{ 3 }{ {x}^{4} } + \frac{d}{dx} \frac{1}{ {y}^{3} } = 0 }[/tex]

Now what do we do with 1/y^3? We just differentiate it normally but we multiply with dy/dx once we differentiate the y function.

[tex] \displaystyle \large{- \frac{ 3 }{ {x}^{4} } -\frac{ \frac{d}{dx}( {y}^{3}) }{ ({y}^{3})^{2} } = 0 } \\ \displaystyle \large{ -\frac{ 3 }{ {x}^{4} } - \frac{ 3 {y}^{2} }{ {y}^{6}} = 0 } \\ \displaystyle \large{ - \frac{ 3 }{ {x}^{4} } - \frac{ 3 }{ {y}^{4}} \frac{dy}{dx} = 0 }[/tex]

Solve for dy/dx, add both sides by 3/x^4.

[tex] \displaystyle \large{ - \frac{ 3 }{ {x}^{4} } + \frac{3}{ {x}^{4} } - \frac{ 3 }{ {y}^{4}} \frac{dy}{dx} = 0 + \frac{3}{ {x}^{4} } } \\ \displaystyle \large{ - \frac{ 3 }{ {y}^{4}} \frac{dy}{dx} = \frac{3}{ {x}^{4} } } \\ [/tex]

Divide both sides by - 3/y^4.

[tex] \displaystyle \large{ \frac{- \frac{3}{ {y}^{4} } \frac{dy}{dx} }{ - \frac{3}{ {y}^{4} } } = \frac{ \frac{3}{ {x}^{4} } }{ - \frac{3}{ {y}^{4} } } } \\ \displaystyle \large{ \frac{dy}{dx} = \frac{3}{ {x}^{4} } \times (-\frac{ {y}^{4} }{3} )} \\ \displaystyle \large{ \frac{dy}{dx} = \frac{1}{ {x}^{4} } \times (- \frac{ {y}^{4} }{1}) } \\ \displaystyle \large{ \frac{dy}{dx} = - \frac{ {y}^{4} }{ {x}^{4} } } \\ \displaystyle \large{ \frac{dy}{dx} = - ( { \frac{y}{x} })^{4}}[/tex]

Answer:

500 for sofa

Step-by-step explanation:

Answer:

D 130º

Step-by-step explanation:

3x-70=x+10

so 2x-70=10

x=40

Answer:

The probability would be 3 out of the 10 girls

Step-by-step explanation:

The probability that a female student does not have an A on the test is 7/29.

Probability is mathematical operation that is used to determine how likely a stated event would happen. The probability the event occurs is 1 and the probability that the event does not occur is 0.

The probability that a female student does not have an A = number of females that do not have an A / total number of females

(29 - 20 - 2 )/ 29 = 7/29

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