The children became Americanized much faster than their parents. Often this caused painful conflicts in immigrant families. A gap appeared between the children and their parents. The parents clung to Old World customs and beliefs. The kids spoke English all day with their friends. They thought in American terms. More than anything else, they wanted to be accepted as equals in their adopted land.

Which other detail best supports the idea that children became comfortable in America more quickly than their parents?

When they left school, they looked, talked, and acted just like other American kids.
During hard times, kids had to drop out of school early. In the days before World War I, it was an accomplishment to finish grammar school.
Many kids went directly from grammar school to special vocational schools sponsored by private agencies. . . .
Students were also instructed in the fundamentals of health, hygiene, and personal grooming.

Answer:

1)[tex]x^2+x-12=0[/tex]

2)[tex]x^2+8x-20=0[/tex]

3)[tex]x^2+0.9x-0.36=0[/tex]

4)[tex]2x^2-6x-36=0[/tex]

5)[tex]x^2-5x-84=0[/tex]

Step-by-step explanation:

1) The length of a wooden frame is 1 foot  longer than its width and its area is equal  to 12 sq. ft.

Let the width be x

We are given that length of a wooden frame is 1 foot  longer than its width

So, Length = x+1

Area of rectangular frame =[tex]Length \times Breadth = x(x+1)[/tex]

ATQ

x(x+1)=12

[tex]x^2+x-12=0[/tex]

2)The length of the floor is 8 m longer than  its width and there is 20 square meters.

Let the width be x

We are given that length of the floor is 8 m longer than  its width

So, Length = x+8

Area of floor= [tex]Length \times Breadth = x(x+8)[/tex]

ATQ

x(x+8)=20

[tex]x^2+8x-20=0[/tex]

3)The length of a plywood is 0.9 m more  than its width and its area is 0.36 m2.

Let the width be x

We are given that length of a plywood is 0.9 m more  than its width

So, Length = x+0.9

Area of plywood=[tex]Length \times Breadth = x(x+0.9)[/tex]

ATQ

x(x+0.9)=0.36

[tex]x^2+0.9x-0.36=0[/tex]

4)The area of rectangle whose length is six  less than twice its width is thirty-six

Let the width be x

We are given that length is six  less than twice its width

So, Length = 2x-6

Area of rectangle = Length \times Breadth = x(2x-6)

ATQ

x(2x-6)=36

[tex]2x^2-6x-36=0[/tex]

5)The width of a rectangular plot is 5 m  less than its length and its area is 84 m2.

Let the length be x

Width = x-5

Area =[tex]Length \times Breadth = x(x-5)[/tex]

ATQ

x(x-5)=84

[tex]x^2-5x-84=0[/tex]

Answer:

15(B)

Step-by-step explanation:

all of those angles add up to 180 on a line

9 times 15 is 135

3 times 15 is 45

135+45 is 180

Step-by-step explanation:

So, cost of 6.5 kg of apples is Rs. 520 and we need to find cost of one kg apples.

So,

6.5 kg -- Rs. 520

1 kg -- Rs.(520/6.5) = Rs.80

Answer:

A i think

Step-by-step explanation:

1 Multiply both sides by 3x3x.

6{x}^{2}-12+21x=x6x

​2

​​ −12+21x=x

2 Move all terms to one side.

6{x}^{2}-12+21x-x=06x

​2

​​ −12+21x−x=0

3 Simplify  6{x}^{2}-12+21x-x6x

​2

​​ −12+21x−x  to  6{x}^{2}-12+20x6x

​2

​​ −12+20x.

6{x}^{2}-12+20x=06x

​2

​​ −12+20x=0

4 Use the Quadratic Formula.

x=\frac{-20+4\sqrt{43}}{12},\frac{-20-4\sqrt{43}}{12}x=

​12

​

​−20+4√

​43

​

​​

​​ ,

​12

​

​−20−4√

​43

​

​​

​​

5 Simplify solutions.

x=-\frac{5-\sqrt{43}}{3},-\frac{5+\sqrt{43}}{3}x=−

​3

​

​5−√

​43

​

​​

​​ ,−

​3

​

​5+√

​43

​

​​

​​

Answer:

We need the choices, since there are plenty equations with the same value.

Step-by-step explanation:

4/25=0.16

Whichever equation equals 0.16 is your answer.

Answer:

x = 16, y = 23

Step-by-step explanation:

Consider angles related to the parallel lines and the left transversal

4x + 4 and 7x - 44 are alternate exterior angles and congruent , thus

7x - 44 = 4x + 4 ( subtract 4x from both sides )

3x - 44 = 4 ( add 44 to both sides )

3x = 48 ( divide both sides by 3 )

x = 16

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

Consider angles related to the parallel lines and the right transversal

39 and 8y - 43 are same- side exterior angles and supplementary, thus

39 + 8y - 43 = 180 , that is

8y - 4 = 180 ( add 4 to both sides )

8y = 184 ( divide both sides by 8 )

y = 23

Answer:

8

10 divided by 5 is 2, and 2 cubed is 8

Answer:

y = [tex]-\frac{1}{5}[/tex]x - 4

Step-by-step explanation:

Given parameters:

   Coordinates  = (5, -5)

 Equation of the line, x + 5y = 20

Unknown:

Equation of the line parallel to this= ?

Solution:

To find the equation of the line, we must first understand that parallel lines are lines having the same slope. They do not cross each other at any point.

The equation of any straight line is given as;

          y = mx + c

y and x are the coordinates

m is the slope

c is the y- intercept

  Now,

         x + 5y = 20

  Let us find the slope of this line;

            5y  = -x + 20

Divide through by 5;

            y  = [tex]-\frac{1}{5}[/tex]x + 4

The slope of the new line is the coefficient of x;

  Slope =  [tex]-\frac{1}{5}[/tex]

So, let us find the y-intercept of the new line;

          -5 = [tex]-\frac{1}{5}[/tex] x 5 + c

          -5 = -1  + c

           c = -5 + 1   = -4

Now,

    y = [tex]-\frac{1}{5}[/tex]x - 4

Answer: y = -(1/5)x - 4

Step-by-step explanation:

 [tex]\bold{Hello!}\\\bold{Your~Answer~Is~Below!}[/tex]

______________________________

 [tex]\bold{Solution~Steps:}[/tex]

[tex]1.)~Combine~\frac{1}{3}m~and~-\frac{5}{6}m:[/tex]

[tex]2.)~Subtract~3~from~both~sides:[/tex]

[tex]3.)~Multiply~both~sides~by -2:[/tex]

______________________________

 [tex]\bold{Answer:}[/tex]

______________________________

 [tex]\bold{Hope~this~helps,}\\\bold{And~best~of~luck!}\\\\\bold{~~~~~-TotallyNotTrillex}[/tex]

Answer:

B

Step-by-step explanation:

The pattern is adding 130, or multiply the servings by 130.

so if 3x=390, you would divide both sides by 3 and get 130.

This means that x=130

Now plug in 4x=?

You would get 4*130=?

if you do the math through multiplication you would get 520

Answer:

B

Step-by-step explanation:

I got the unit test right on edg 2020

Answer:

At a bus stop, 8 people got off the bus and 10 people go on. This means that the number of passengers increased by 2.

Step-by-step explanation:

The first one would e -8-10=-18

Second one would just be wrong. Each goldfish would be 5/4 of a dollar, so it cannot be possibly represented by the equation.

It would just be 8x=10

The last one is correct because it accurately depicts 8 people getting off(-8) and 10 people getting on(+10) which means that the passengers increased by two. This corresponds to the given equation.

Answer:

.3

Step-by-step explanation:

multiply .15 by 2

Answer:

D

Step-by-step explanation:

i know its six units right but i dont know what the rest of the answer says tho

Answer: D

Six units right

Step-by-step explanation:

I got it right on edg2020

Answer:

C. 3

Step-by-step explanation:

2x+6

Divide 2 on both sides

x=3

Answer:

Hello!!! Princess Sakura here ^^

Step-by-step explanation:

If you solve this inequality you should get...

[tex]4<3+4x\\1<4x\\\frac{1}{4} <x[/tex]

So I don't know if you can but the answer is all three because 9, 7, and 1 are all greater than [tex]\frac{1}{4}[/tex].

Answer:

u=27 v=9.5 w=28.5

Step-by-step explanation:

Answer: 75

Step-by-step explanation:

Multiple all those numbers together and then divide by 3

Answer:

75

Step-by-step explanation:

V=lwh/3 which =5·7.5·6/3 and that equals 225/3 which results in 75

Answer:

-20

Step-by-step explanation:

the slope is 2

2*30 = 60

40 - 60 = -20

Answer:

−10r +10

Step-by-step explanation:

Let's simplify step-by-step.

−5−5r+10−5−5r+10

=−5+−5r+10+−5+−5r+10

Combine Like Terms:

=−5+−5r+10+−5+−5r+10

=(−5r+−5r)+(−5+10+−5+10)

=−10r+10

Answer:

−5r+5

Step-by-step explanation:

3,708,000,000 in  scientific notation is [tex]3.708[/tex] × [tex]10^9[/tex]

Answer:

c

Step-by-step explanation:

Answer: 21 hours

Step-by-step explanation:

i’m not sure how to solve it i just guessed and got it right

Answer:

21

Step-by-step explanation:

Answer

i'm pretty sure 64 people attended the concert.

Step-by-step explanation:

Tell me if this helped or not.

Answer:

5

Step-by-step explanation:

Average rate of change is slope, which is change in y over change in x:

[tex]\frac{[5(6)+2]-[5(-2)+2]}{6-(-2)} =\frac{32-(-8)}{8} =5[/tex]

The average rate of change of the function is 5.

The sum of the change in the function values (output values) divided by the change in the input values is the average rate of change between two input values.

The given interval is [-2,6] and the given function is f(x) = y = 5x + 2.

The value of the function for x = 6 is:

f(6) = 5(6) + 2

f(6) = 32

The value of f(x) for x = -2 is:

f (-2) = 5(-2) + 2

f(-2) = -10 + 2

f(-2) = -8

The average rate of change of the function is given by:

( f(6) - f(-2) )/ (6 - (-2))

= ( 32 - (-8))/ (6 + 2)

= ( 32 + 8)/8

= 40/8

= 5

Hence, the average rate of change of the function is 5.

Learn more about the average rate of change:

https://brainly.com/question/23715190

#SPJ2

Answer:

The Transitive Property for x and y

Step-by-step explanation:

Answer:

The Answer is B

Step-by-step explanation:

In [tex](a^{-2} * 8^{7})^{2}[/tex], each inner term has its exponent multiplied by the two on the outside. The answer is thus [tex]a^{-4}*8^{14}[/tex] or [tex]\frac{8^{14}}{a^{4}}[/tex]

Answer:

[tex]\huge\boxed{66.42 \textdegree}[/tex]

Step-by-step explanation:

In order to solve for this missing angle, we can use trigonometry.

With angle B, we only have two sides: the adjacent of the angle and the hypotenuse of the angle. The adjacent side is the one laying directly next to the angle that isn't the hypotenuse.

Using SOH CAH TOA, we can see that the correct trig function for this would be cos because of CAH (Cosine = Adjacent over Hypotenuse)

Since we know the length of the sides but we don't know the angle, we are going to use inverse trig.

The adjacent side over our hypotenuse will be [tex]\frac{2}{5}[/tex] since 2 is the length of the adjacent and 5 is the length of the hypotenuse.

We know have the equation [tex]cos^{-1}(B) = \frac{2}{5}[/tex].

We now find what [tex]\frac{2}{5}[/tex] is (0.4) and find the inverse cosine of it. We can do this by plugging it into a calculator.

When we do this, we get the number [tex]66.42182152[/tex] etc. Rounding to the nearest hundredth gets us 66.42.

Hope this helped!

Answer:

B: (-8,-2)

you add the equation to solve the first variable, then plug in the values to the other equation to find the last variable

good Luck!!!

Answer:

60

Step-by-step explanation:

the total cupcakes are:

(57/95) . 100 = 60