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HINT :  Which one seems different about it? 
Like a point or line that seems out of the ordinary. :)

If you think you know the answer, tell me! Since I don't know if I am right either. :)

I don't know if this is right, but here is my take on it. 

Since the 2 boys have to sit next to each other, we can just count them as one person. 

Now, there are 7 people instead of 8.

So, what would you do next?

Melody already said to NEVER DELETE QUESTIONS. I think she says that because You can inform everyone that you do not need help with a certain question, but others can do the problem for fun anyways! so again, NEVER DELETE QUESTIONS!!!

Yeah, thanks for understanding though!

Hint: If you draw the picture out, you will see that AC is a diagonal. (because no two right angles can be together without forming a rectangle)

Further Hint: This means that you have created two right triangles. What theorem do they follow? (Pythagorean?)

Even further hint: What are the only two integers that can create a hypotenuse of 3? (The two integers that are less then 3.....right?)

Even even further hint: Can you use a theorem to find the other sides?

In general, you should draw a shape of it has anything to do with geometry. Many geometry questions include shapes, but if there is not one, try drawing it yourself. You will see that it helps a LOT.

:)

Using this website is very simple, (but I'm not sure why you needed to create an account just for this question...)

All you have to do is type in how many questions were on the quiz/test, and voila! magic pops up. You try, and you will see what I mean.

Answer Guest, I think when the Question Guest asked "What is the probability of drawing a red one..." 

I took that to mean a red "one" like another word for an ace.  I didn't think s/he meant any single red card. 

_.

Suppose the roots of the polynomial x^2-mx+n are positive prime integers (not necessarily distinct). Given that m<20 how many possible values of n are there?

Let the roots be a and b where are and b are positive prime integers.

then

we have   (x-a)(x-b) = x^2-(a+b)x +ab

m= a+b     

n= ab 

which means that m and also n are positive. 

So I count 17 possible values of n

A triangle has vertices A(1, 1), B(2, 4), and C(4, 2). Line p is parallel to side AB and contains point C. Write an equation for line p.

Sorry, I didn't see your link "here".

What kind of "grade" are you talking about? School grades? Give us the link to this calculator, so we can take a look at it.

Quadrilateral PQRS is a trapezoid with bases PQ and RS. The median MN meets the diagonals PQ and RS at X and Y, respectively. If SR=20 and XY=7, find PQ.

Let's draw a vertical line that intersects point W on SR and point Z on PQ. Line WZ passes through point X.

Let the line segment WZ be 14 units.   (btw, that can be any positive value)

Find an angle XRW                ∠XRW = arctan(XW / XR) = 27.40757544º

PQ = 2[XZ / tan(∠XRW)] + XY = 34 units

Since the 2 trains are running towards each other, then their combined speed is:

62 + 40 = 102 km/h

Convert 102 km/h to meters per second =28 1/3 m/s

Since they passed each other in 18 seconds, then:

28 1/3 m/s x 18 seconds =510 meters - The length of the 2nd (longer) train.

Just to confirm the above, the 250 m train would have covered its length in:

250 / (28 1/3 m/s) =8.824 seconds. And 18 seconds - 8.824 seconds =9.176 seconds that would have taken the longer train to pass. So:9.176 seconds x 28 1/3 m/s =260 extra meters covered by the longer train.

So, 260 m + 250 m = 510 meters - the length of the 2nd train.

They all look good to me :)

Did you do them all algebraically?

You can check answers with a graphing calculator if you want to.

desmos.com      is great for that.

Just divide:

3/8 of a mile / 0.75 of an hour =1/2 mph - Sandy's speed per hour.

Sandy ran 3/8 of a mile in 3/4 hour at this rate how far did she run in a hour identify the ratio

Hello Guest!

\(\frac{3}{8}miles:\frac{3}{4}hours=x:1hour\)

\(x=\frac{3}{8}miles\times 1\ hour:\frac{3}{4}hours\)

\(x=\frac{1}{2}\ miles\)

\( Sandy\ ran\ \frac{1}{2}\ of\ a\ mile\ in\ 1\ hour. \)  (0.5 miles/h)

  !

I have started you off on the original question.  

\(6t - \frac23 + \frac{t}{5} = 4 + \frac{2-t}{3}\)

The lowest common denominator is 15 so multiply both sides by 15

\(6t - \frac23 + \frac{t}{5} = 4 + \frac{2-t}{3}\\ 15(6t - \frac23 + \frac{t}{5}) = 15(4 + \frac{2-t}{3})\\ 90t-10+3t=60+5(2-t)\)

Can you take it from there?

That is ok, many people are having this problem.  :)

Yes, that is right :)

It is not off-topic  

I would class an integer as a terminating decimal.    It certainly terminates.

I am not sure about the technicality of it. 

Are decimal numbers and base 10 numbers the same thing?  dec means 10 so I would think so.

I just found this definition online.

"A terminating decimal is usually defined as a decimal number that contains a finite number of digits after the decimal point."

Well, integers definitely do have a finite number of digits after the point, they have 0 digits after the point. So by this definition, an integer is a terminating decimal.