7 < z/2 + 3
what is the value of z

☃ [tex] \: \: \: \: \: \: \: \: \red{ \underline{ \large{ \blue{ \tt{ ꧁ \: A \: N \: S \: W \: E \:R ꧂}}}}}[/tex]

✧ [tex] \large\tt{Step \: - \: By \: - \: Step \: Explanation} : [/tex]

Let the total number of students who failed in SLC be n ( U ) , number of students failed in science only be n ( only S ) , number of students failed in mathematics only be n ( only M ) , number of students who failed in both subjects be n ( M ∩ S ) and number of students who failed in other subjects be [tex] \tt{n( \overline{s \: ∪ \: m})}[/tex].

❀ [tex] \underline{ \underline{ \large{ \tt{ \: G \: I\: V \: E \: N}}}} : [/tex]

↳ [tex] \large{ \tt{n(u) = 20 \: \% \:of \: 115000 = \red{ \underline{23000}}}}[/tex]

↳ [tex] \large{ \tt{ n_{0}(s) = 40\% \: of \: 23000 = \red{ \underline{9200}}}} [/tex]

↳ [tex] \large{ \tt{ n_{o}(m) = 35\% \: of \: 23000 = \red {\underline{8050}}}}[/tex]

↳ [tex] \large{ \tt{n( \overline{s \:∪ \: m) }= 5\% \: of \: 23000 = \red{ \underline{1150}}}}[/tex]

✎ [tex] \underline{ \underline{ \large{ \tt{ \: S \: O \:L\: V \: I \: N\: G}}}} ..... [/tex]

[tex] \large {\tt{i. \: n(u) = n_{o}(s) + n_{o}(m) + n(s ∩ \: m) \: + n( \overline{s \:∪ \: m)} }}[/tex]

⟶ [tex] \large{ \tt{23000 = 9200 + 8050 + n(s∩m) + 1150}}[/tex]

⟶ [tex] \large \tt \: 23000 = 18400 + n(s ∩ m)[/tex]

⟶ [tex] \large \tt \: 23000 - 18400 = n(s \:  ∩  \: m \: )[/tex]

⟶ [tex] \large \boxed{ \tt {4600} = n(s ∩ m)}[/tex]

Therefore , 4600 students failed in both subjects.

[tex] \large{ \sf{ii. \: Please \:see \: the \: attached \: picture \: for \: venn - diagram!}}[/tex]

☪ Hope I helped! ♡

♕ Have a wonderful day / night ! ツ

☆ [tex] \underbrace{ \overbrace{ \mathfrak{Carry \: On \: Learning}}}[/tex] !

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Answer:

-100

Step-by-step explanation:

28-2(4^2*4)

28-2(16*4)

28-2(64)

28-128

-100

Answer:

The answer is 100

Step-by-step explanation:

step one: do 4 sqaured

step two: 16 times 4= 64

step three=64 times 2=128

step 4: 128- 28=100

Answer:

There is no slope.

Step-by-step explanation:

Answer:

1. ∠1 and ∠2 are a linear pair                          1. Given

2. ∠1 and ∠2 are supplementary                      2. Linear Pair Postulate

3. m∠1 + m∠2 = 180°                                    3. Definition of Supplementary Angles

4. ∠1 and ∠3 are vertical angles                      4. Given

5. ∠1 ≅ ∠3                                                     5. Vertical angles are congruent.

6. m∠1 = m∠3                                               6. Congruent angles have equal measure.

7. m∠3 + m∠2 = 180º                                    7. Substitution into step 3.

8. ∴∠2 and ∠3 are supplementary                    8. Definition of Supplementary Angles

Step-by-step explanation:

can i have brainliest

Answer:

Congruent Angles Definition. The definition of congruent angles is two or more angles with equal measures in degrees or radians. Congruent angles need not face the same way or be constructed using the same figures

Step-by-step explanation:

Answer:

i don't know

Step-by-step explanation:

Answer:

Primero, la bisección consiste en dividir una figura en dos partes iguales, esto se puede aplicar a cualquier figura, desde un segmento hasta un cuadrado o algo más complejo.

Por ejemplo, en el caso del segmento, una bisección sería una línea que corta el segmento justo por el punto medio.

Por otro lado, una trisección es similar, solo que en este caso dividimos una figura en 3 partes iguales.

Finalmente tenemos la bisectriz, esta es una semirrecta con origen en el vértice de un ángulo, de tal forma que divide al ángulo en dos partes iguales.

La bisectriz se diferencia con la bisección pues la bisectriz solo se aplica a ángulo, mientras que la bisección se aplica a cualquier figura.

Además, la bisectriz en sí misma es una figura geométrica, pues es una semirrecta, mientras que la bisección sería un operador que actúa sobre una figura, y aunque puede ser representada con una semirrecta o una recta, no es necesariamente una.

Ambas se diferencian de la trisección pues la bisectriz y la bisección dividen en dos, mientras que la trisección divide en tres.

Answer: 104

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

7×3=21

21×3=63

63×3=189

slope is -1

y-int is -2

its in y=mx+b form

b is the int

m is the slope

Remember from now on ,

The coefficient of x in slope-intercept form ( y = ax + b ) of the linear equations, is the slope of the line.

Thus : y = -1 ×( x ) - 2

The coefficient of x in the above function is - 1 so the slope of the above function is - 1 .

_________________________________

To find the y-intercept of any equations we have to put 0 instead of x in the equation and solve the equation to find the value of y which is the y-intercept of our equation.

y = - x - 2

put 0 instead of x

y = - 0 - 2

y = - 2

Thus the y-intercept is - 2 .

Answer:

1005 in^3

Step-by-step explanation:

Think of this cake as a cylindrical solid of base radius 8 in and height 5 in.

The volume is V = (base area)(height), which here is:

                        V = (pi)*(8 in)^2*(5 in) = 320pi in^3, or approximately 1005 in^3

Step-by-step explanation:

Given that,

The depth of the pool is, h = 5 feet

Volume of the pool, V = 1200 cubic feet

We need to find the possible values for the dimensions of the pool. We know that the volume of a rectangle is given by :

[tex]V=lbh[/tex]

Where

l and b are length and breadth

So,

[tex]lb=\dfrac{V}{h}\\\\lb=\dfrac{1200}{5}\\\\lb=240[/tex]

The first possibillity for dimension is (10×24). Another can be (12×20).

Answer:

scalene

isosceles

Answer:

slope = -2/3

y-intercept = -2

Step-by-step explanation:

3y + 6 = -2x

Conver to slope intercept form

3y = -2x - 6

y = -2/3x - 2

Follow the form y = mx + b, so m is the slope and b is the y-intercept

Answer:

The coordinates of P is (-1,5.5)

Step-by-step explanation:

Here, we want to find the coordinates of the point that divides the segment into the ratio 1 to 3

To do this, we are going to use the section formula

We have this as;

(x,y) = (nx1 + mx2)/m+ n, (ny1 + my2)/m + n

where m = 1 , n = 3

(x1,y1) = (-3,4)

(x2,y2) = (5,10)

Substituting these values, we have;

(x,y) = (3(-3) + 1(5)/4 , (3(4) + 1(10)/4

(x,y) = (-9+ 5)/4 , (12 + 10)/4

(x,y) = (-1, 5.5)

Answer:

a) 160 minutes per day

b) Find the graph attached

c) on 10th week Maria would be walking  2560 minutes per day

Step-by-step explanation:

Week 1 - 5 minutes per day

Week 2 - 10 minutes per day

Week 3 - 20 minutes per day

Week 4 - 40 minutes per day

Week 5 - 80 minutes per day

Week 6 - 160 minutes per day

a) 160 minutes per day

b) Find the graph attached

c) on 10th week Maria would be walking  2560 minutes per day

Answer:

The answer is 402.

Answer:

x = 0.75 feet

Step-by-step explanation:

The area of a square is 18/32 square foot

We need to find the side length of the square.

The area of a square of side x is given by :

[tex]A=x^2[/tex]

Substitute all the values,

[tex]x=\sqrt{A} \\\\x=\sqrt{\dfrac{18}{32}} \\\\x=0.75\ feet[/tex]

So, the side length of the square is equal to 0.75 feet.

Answer:

A

Step-by-step explanation:

To multiply powers of a variable, add the exponents:

[tex]x^m\cdot x^n = x^{m+n}[/tex]

This rule works for all exponents, positive, negative, or zero.  Also, remember that [tex]x^0=1[/tex].

Also, remember the definition of negative exponent:  [tex]x^{-n} = \frac{1}{x^n}[/tex]

To multiply the two monomials, start by multiplying the coefficients, 14 and 4.  That gives 56, so your answer begins with 56.

Now for the powers of x,  [tex](x^3)(x^{-5}) = x^{3+(-5)} =x^{-2} = \frac{1}{x^2}[/tex]

For the powers of y,  [tex](y^{-4})(y^4)=y^{4+(-4)} = y^0 = 1[/tex][tex](y^{-4})(y^4) = y^{-4+4} = y^0 =1[/tex]

Your answer is

[tex]56 \cdot \frac{1}{x^2} \cdot 1 =\frac{56}{x^2}[/tex]

Answer:

15 hip hop performances

12 ballet performances

Step-by-step explanation:

5:4 (multiply by 3)

15:12

Answer: 28%

Step-by-step explanation:

Answer:

7      -10     -30     -53

Step-by-step explanation:

47-2 = 45

45-5 = 40    (2+3=5)

40-8 = 32   (5+3=8)

32-11 = 21(8+3=11).........

21-14 = 7

7-17 = -10

-10 -20 = -30

-30-23 = -53

Answer:

see in the picture, we have: y = 6 + x

=> x = y - 6

because KB//PA, using Thales Theorem, we have:

[tex] \frac{ok}{op} = \frac{kb}{pa} \\ \\ = > \frac{x}{y} = \frac{5}{8} \\ \\ < = > \frac{y - 6}{y} = \frac{5}{8} \\ \\ < = > 5y = 8(y - 6) \\ \\ < = > 5y = 8y - 48\\ \\ < = > 3y = 48 \\ \\ = > y = 16[/tex]

because OP = y => OP = 16

Answer:

8b

Step-by-step explanation:

'8 times b' symbolizes 8 being multiplied by 'b'.

Times is a word associated with multiplying.

8 times b can be 8 * b or most ideally, 8b.

Hope this helps!

Answer:

8b

Step-by-step explanation:

8 times b means we multiply 8 AND b so:

8b

Answer:

18.5

Step-by-step explanation:

First determine the common difference. Here, it is 0.5.

Multiply that by the term number, which is 43 here.

43 x .5 = 21.5

Then add the principal, negative 3.

21.5 - 3

18.5

Answer:

IM NOT SURE SHAWTY BAE

Step-by-step explanation:

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Answer:

x              |            y

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

-2            |            11  

-1             |             4

0             |             3

1              |             2

2             |            -5

<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3

Brainliest?

<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3

Answer:

nah shawty

Step-by-step explanation:

Answer:

9[tex]\sqrt{2}[/tex]

Step-by-step explanation:

9^2 = 81

81 + 81 = 162 = 9[tex]\sqrt{2}[/tex]