Answer:
the fraction is 2/5
Step-by-step explanation:
4/5 + 1/2
=2/5
Help please. ASAPPP!
Answer:
Step-by-step explanation:
f(15) = F(75-2times 5)
Answer: f(15) = F(75-2times 5)
Step-by-step explanation: f(15) = F(75-2times 5)
What form is the number 750,000 written in?
A: Expanded
B: Standard
Answer:
A. standard form.
Step-by-step explanation:
Standard form = 750,000
Expanded form = 700,000 + 50,000
y = x + 2 in standard form
Answer: The answer is x-y = -2
what is
y +2(y-5)=2y+2
Answer:
y = 12Step-by-step explanation:
y +2(y-5)=2y+2
y + 2y - 10 = 2y +2
3y - 10 = 2y +2
3y - 2y = 2 + 10
y = 12
---------------------------------
check
12 + 2 * (12 - 5) = 2 * 12 + 2 (remember PEMDAS)
12 + 24 - 10 = 24 + 2
26 = 26
the answer is good
Three students were scheduled to give book reports in 1 hour.
After the first report, 2/3 hour remained (HINT: this means the first persons' report was 1/3 of an hour)
The next report took 1/6 hour. What fraction remained?
When we add or subtract fractions, we always have to make sure that all the fractions involved have a common denominator.
Solving the Question
We're given:
After the first report, [tex]\dfrac{2}{3}[/tex] hours remainedThe second report took [tex]\dfrac{1}{6}[/tex] hours remainedTo find the fraction representing the remaining time, subtract [tex]\dfrac{1}{6}[/tex] from [tex]\dfrac{2}{3}[/tex]:
[tex]\dfrac{2}{3}-\dfrac{1}{6}[/tex]
⇒ Make both denominators the same; multiply [tex]\dfrac{2}{3}[/tex] by [tex]\dfrac{2}{2}[/tex] to change its denominator to 6:
[tex]= \dfrac{4}{6}-\dfrac{1}{6}\\\\= \dfrac{3}{6}[/tex]
⇒ Simplify the fraction:
[tex]= \dfrac{1}{2}[/tex]
Therefore, [tex]\dfrac{1}{2}[/tex] the hour remained.
Answer[tex]\dfrac{1}{2}[/tex] the hour remained
The coordinates of the point Rare (9, -9) and the coordinates of point S are
(9, 10). What if the distance, in units, between the point R and point S?
Answer:
Formula for length between coordinates is given as √(x1-x2)²+(y1-y2)², which x and y being the coordinates of the points.
Length of RS = √(9-9)²+(-9-10)²
= √0+(-19)²
= √361
= 19 units
Answer:
RS = 19 unitsStep-by-step explanation:
Given pointsR(9, - 9) and S(9, 10)Since both of the points have same x- coordinate of 9, the distance between the points is the absolute value of the difference of y-coordinates:
RS = | - 9 - 10| = | - 19| = 19 unitsWhich of the following equations represents the parabola with vertex at (3, 2) and directrix y = 4?
a (x − 3)2 = −8(y − 2)
b (x + 3)2 = 8(y + 2)
c (y − 2)2 = −4(x − 3)
d (y + 2)2 = 4(x + 3)
The equation of parabola is (x − 3)² = −8(y − 2).
What is parabola?A parabola is a U-shaped curve that is drawn for a quadratic function, f(x) = ax²+ bx + c. The graph of the parabola is downward (or opens down), when the value of a is less than 0, a < 0. The graph of parabola is upward (or opens up) when the value of a is more than 0, a > 0.
Given:
Vertex = (3, 2)
Directrix, y =4
line of symmetry is the Y value in the vertex = 2
directrix, y= 2 - p
p = -2
and, a= 1/4p = -1/8
and, focus = (3, (2-2)) = (2, 0)
Now, equation of parabola
y= -1/8 (x- 3)² + 2
-8y = (x- 3)² + 2
(x − 3)² = −8(y − 2)
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In a recent survey, 2/3 of the lions said that
they were happy to serve as King of the
Forest, while another 1/9 thought it was way
too much responsibility. If 14 lions gave one of
these two answers, how many lions were
surveyed in total? Make sure your answer is
fully reduced.
The total number of lions that were surveyed is 18.
How to calculate the value?It should be noted that based on the information given in the survey, 2/3 of the lions said that they were happy to serve as King of the forest, while another 1/9 thought it was way too much responsibility and 14 lions gave one of these two answers.
The total lions that were surveyed will be illustrated thus:
Let the total number of lions be x.
Therefore, (2/3 + 1/9)x = 14
= 7x/9 = 14
Cross multiply
7x = 9 × 14
x = (9 × 14) / 7
x = 9 × 2
x = 18
Therefore, the total number of lions is 18.
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ASAP PLEASE!! The points H, I, J and K all lie on the same line segment, in that order, such that the
ratio of HI: IJ: JK is equal to 1: 3: 1. If HK = 25, find HJ.
The value of HJ in the line segment = 20
How to find the value of HJ?
Points H, I, J, K lie on the same line segment in order.
HI : IJ : JK = 1: 3: 1
HK = 25
Let us consider the ratios,
Let H I = x
Let IJ = 3x
Let JK = x
⇒In the line segment,
HK = HI+ IJ+ JK
25 = x +3x +x
25 = 5x
x = 5
⇒In the line segment,
HJ = HI +IJ
HI = x
IJ = 3x
HJ = HI +IJ
= x + 3x
= 4x
= 4*5
HJ = 20
What is a line segment?
An area of a line that can connect two points is known as a line segment. Any portion of a line with two endpoints is referred to as a line segment. A line segment has a set length as opposed to a line.Both metric measurements, such as milli meters and centimeters, as well as conventional units, such as feet or inches, can be used to measure the length of a line segment.To learn more about line segments, refer:
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Write an equation of the line passing through point P (0,1) that is parallel to the line y=-2x+3
The equation of the line passing through point P (0,1) = y=2x-1
What is Equation of line ?
A straight line's general equation is y = mx + c, where m denotes the gradient and y = c denotes the point at which the line crosses the y-axis. On the y-axis, this value c is referred to as the intercept.
Rise over run = (y+1)/(x-0)
=(y+1)/x =-2
slope is (y+1)/(x-0) =(y+1)/x
=-2;
-2x=y+1, or
y+2x =-1, or
y=-2x-1
in the form of the slope intercept
The parallel line with the value of y=-2x+3 has been moved down by 4 units. The point at which this line crossed the y-axis was y=3. Now, with a 4 downshift, it crosses the y-axis at y=1.
Plugging the location (0,1) into the new equation:
y=2x-1 yields
1 = 2(0)-1
to validate the math.
Hence, the Equation of line passing through point P(0,1) is y=2x-1
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a researcher studies a group of 25 preschool children in order to answer questions about the entire population of preschool children. what general categories of statistical techniques will this researcher be using?
The researchers use inferential statistics.
Inferential statistics uses measurement from a sample, comparing groups and making generalizations about the large population. Inferential statistics are based on a test statistic calculated based on a formula. The test statistic along with degrees of freedom to determine the difference between the study population. With inferential statistics, the researcher will draw conclusions from extrapolations.
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Is 141/47 a repeating decimal
the answer is no.
because 47 times 3 gives 141
where 3 is a non-decimal
Answer:
141/47 Is not a repeating decimal.
Step-by-step explanation:
141 ÷ 47 Is not a repeating decimal because 47 × 3 = 141
1. Write a matrix to represent the system.
2a - 3b = 6
a + b = 2
O [2 -3 6]
[ 1 1 2]
O [2 1 -3]
[1 6 2]
O [a b 6]
[a b 2]
O [2a -3b 6]
[a b 2]
2. Write the system of equations represented by the matrix.
[0 1 2 4]
[-2 3 6 9]
[1 0 1 3]
O x + 2y = 4
-2x - 3y + 69 = 0
x + y = 3
O x + 2y = 4
-2x - 3y + 6 = 9
x + y = 3
O y + 2z = 4
-2x + 3y + 6z = 9
x + z = 3
O x + 2z = 4
-2x - 3y + 6 = 9
x + y = 3
Please help, I'm so confused. Xd Brainliest to whoever is correct!
From the relations between matrices and system of equations, we have that:
1. The matrix is:
[tex]\left[\begin{array}{ccc}2&-3&6\\1&1&2\end{array}\right][/tex]
2. The system is:
y + 2z = 4.-2x + 3y + 6z = 9.x + z = 3.What is a system of equations?A system of equations is when multiple variables are related, and equations are built to find the numeric values of each variable, according to the relations built in the problem.
There are multiple ways to represent a system, and one way is using matrices, in which:
The first n - 1 rows represent the coefficients of the input variables.The last row represents the results of the operations.For item 1, the system is:
2a - 3b = 6a + b = 2.Hence the matrix is:
[tex]\left[\begin{array}{ccc}2&-3&6\\1&1&2\end{array}\right][/tex]
In item b, we have the matrix and want to build the system, hence:
y + 2z = 4 (first element of 0, which is the coefficient of x for the first equation).-2x + 3y + 6z = 9.x + z = 3. (second element of 0, which is the coefficient of y for the third equation).More can be learned about a system of equations at https://brainly.com/question/24342899
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the graph of linear function f is shown on the grid. what is zero of the function?
The zero of a function is the value of x of the point on which the value of y is equal to zero.
You can observe in the graph the such a point is the point (1,0).
Hence, the zero of the function is x = 0
the sides of a triangle are xcm,x+3cm and 10cm. If x is a whole numberof x, find the highest value of x
Highest possible whole number is 3.
What is properties of triangle?A triangle has three sides, three angles, and three vertices, which are its characteristics. A triangle's total internal angles are always equal to 180 degrees. This is referred to as the triangle's angle sum property. Any two triangle sides can add up to a length that is longer than the third side.
Given Data
Sum of length of any two sides of a triangle is always equal to the third side.
For sides a, b and c
We must have, a + b > c
Sides of triangle are x, x +3 and 10cm
So,
x + x+ 3 > 10
2x > 10 - 3
2x> 7
x > [tex]\frac{7}{2}[/tex]
Possible values of x are 3.5, 3, and so on.
Highest possible whole number is 3.
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double the difference of w and u, then multiply the result by v
Translating the given words into algebraic expression it becomes 2v(w-u) .
In the question ,
the word phrase is given as" double the difference of w and u, and then multiply the result by v "
for translating into algebraic expression , we proceed step by step
step 1 : difference of w and u
we get , (w - u)
step 2 : double the difference of w and u ,
we get , 2(w-u)
step 3 : then multiply the result by v ,
we get , 2(w-u)*v
= 2v(w-u)
Therefore , translating the given words into algebraic expression , the expression is 2v(w-u) .
The given question is incomplete , the complete question is
Translate the following word phrase into an algebraic expression , "double the difference of w and u, then multiply the result by v "
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a certain ceiling is made up of tiles. Every square meter of ceiling requires 10.75 tiles .fill in the table with the missing values
Answer:
1) 1 m² = 10.75 tiles
2) 10 m² = 107.5 tiles
3) 9.3 m² of tiles = 100 tiles
4) a m² = 10.5a tiles
Step-by-step explanation:
The table is missing and so i have attached it.
From the question, we are told that each square meter of ceiling requires 10.75 tiles. Thus on the first row;
1 m² = 10.75 tiles
The second row of the table shows 10 m² of tiles.
Thus, by proportion, 10 m² of tiles will require; 10 × 10.75 tiles = 107.5 tiles
The third row shows us 100 tiles required.
Since 10.75 tiles is for 1 m² , then by proportion, we can find the square meters of tiling of 100 tiles. Thus;
100 tiles will use; 100 × 1/10.75 = 9.3 m² of tiles
The fourth row shows us square meter of tiles to be a.
Thus by proportion, number of tiles required for this square meter of tile is;
a × 10.75/1 = 10.75a tiles
im so done with math
f(x) = 6x³ - 23x² - 6x + 8 if (x-4)
Answer:
(x - 4) (2x - 1)(3x + 2)
Step-by-step explanation:
Dividing:
x - 4)6x^3 - 23x^2 - 6x + 8 (6x^2 + x- 2 <----Quotient
6x^3 -24x^2
x^2 - 6x
x^2 - 4x
-2x + 8
-2x + 8
6x^2 + x - 2
= 6x^2 - 3x + 4x - 2
= 3x(2x - 1) + 2(2x - 1)
= (3x + 2)(2x - 1)
Sierra hiked to the 5½ mile marker. She then hiked 3
more miles. At noon she hiked back to where she started.
How many miles did Sierra hike in total?
Answer:
17 miles
Step-by-step explanation:
5 1/2 + 3= 8 1/2 x 2 = 17
Suppose that prices increase 2.5% each year for 10 years. How much will a jacket that costs 100 today cost in 10 years?
Answer:
$125
Step-by-step explanation:
Find out what the percentage increase is in ten years.
2.5%->change to decimal thingy (divide by 100) 0.025 then multiply it by the total amount of years(10): 0.025(10)= 0.25- 25%
The cost percentage in 10 years is 25%
Next multiply your new percentage by the jacket's original cost: 0.25(100)=25
So $25 is the amount that the jacket has increased over ten years
Add 25 to 100 to fin the cost of the jacket in 10 years.
Kinda a confusing explanation but the answer is right.
18 hours: one day (ratio)
Answer:
It's 3.4
Step-by-step explanation:
get sum of 18 and 24
=42
18/42=3/7
24/42=4/7
Take the numerators which are 3and4
Watch help video
Tyler bought 8 chicken wings for $16.00. If Tyler spent $46.00, how many chicken
wings did he buy?
Answer:
Step-by-step explanation:
23. 16 divided by 8 is 2, which means he spent 2 dollars on 1 wing. So 46 divided by 2 is 23.
For 46 dollars, Tyler can buy 23 chicken wings.
What is the unitary method?The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.
Given that, Tyler bought 8 chicken wings for $16.00.
To find the number of chicken wings, first find the cost of one chicken wing and to find number of chicken wings divide total cost by cost of one chicken wing.
So, the cost of each chicken wing is 16/8
= $2
So, the cost of each chicken wing is 2 dollars.
Tyler spent $46.00 on chicken wings.
Number of chicken wings = 46/2
= 23
So, the number of chicken wings are 23.
Therefore, Tyler can buy 23 chicken wings for $46.
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Please help I know it’s only 10 points but please
Answer:
The average change is -0.7 per hour.
Step-by-step explanation:
-2.8/4
In a certain chemical, the ratio of zinc to copper is 4 to 17. A jar of the chemical contains 374 grams of copper. How many
grams of zinc does it contain?
Answer:
88 g
Step-by-step explanation:
zinc : copper
4 : 17
? : 374
374 ÷ 17 = 22
22 × 4 = 88
1. 2(x-4) + 4 = 16.
Melissa and Kristina are solving the same equation:
The table below shows their FIRST step in solving the
Melissa says:
In Step 1 of solving this problem, I will divide
everything in the equation by 2 to get:
(x-4) +2=8
Kristina says:
In Step 1 of solving this problem, I will multiply 2 by
each term inside the parenthesis to get:
2x 8+4 = 16
1a) Mrs. Chow gives them both full credit for completing the problem correctly. How is this possible?
*We already know they arrive at the same correct answer. How else can you explain why both methods work?
It is possible that Mrs. Chow gives them both full credit for completing the problem correctly because they correctly used relevant properties of equality
How to solve Algebra Word Problems?We are given the algebraic expression as;
2(x - 4) + 4 = 16
Now according to Melissa, her first step is to divide everything by 2 to get; (x - 4) + 2 = 8
Now, what Melissa has done is to use division property of equality to get that solution.
Whereas, Kristina solved the fitrst step by expanding the bracket to get;
2x - 8 + 4 = 16
Kristina used the algebraic property known as distributive property of equality.
Since they both used correct properties of equality, then they are both correct.
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10) Convert 6 inches to centimeters
Nicholas has nickels, dimes and quarters that total $12.30. The number of dimes is 3 more than twice the number of nickels, and the number of quarters is three times the number of nickles. how many coins of each kind does he have?
Using a system of equations, the amounts of each coin that he has is given as follows:
Nickels: 12.Dimes: 27.Quarters: 36.System of equationsThe variables to the system of equations are given as follows:
Variable x: number of nickels.Variable y: number of dimes.Variable z: number of quarters.Nicholas has nickels, dimes and quarters that total $12.30, hence, considering the value of each coin:
0.05x + 0.1y + 0.25z = 12.30.
The number of dimes is 3 more than twice the number of nickels, hence:
y = 2x + 3.
The number of quarters is three times the number of nickles, hence:
z = 3x.
Then we can solve for x as follows:
0.05x + 0.1y + 0.25z = 12.30.
0.05x + 0.1(2x + 3) + 0.25(3x) = 12.30.
x = 12. (nickels)
Then the other amounts are as follows:
y = 2x + 3 = 27(dimes).z = 3x = 36 (quarters).More can be learned about a system of equations at https://brainly.com/question/24342899
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HELP FAST
which is a correct classification of DEF with vertics D(-3,2) E(-2,3) and F(1,0)
The correct classification of DEF is a right-angled scalene triangle.
We are given three vertices D(-3, 2), E(-2, 3), and F(1, 0).The length of the side DE is √[(3-2)² + (-2-(-3))²] = √2.The length of the side EF is √[(0-3)² + (1-(-2))²] = 3√2.The length of the side FD is √[(2-0)² + (-3-1)²] = 2√5.The lengths of all the sides of the triangle are unequal.Thus, DEF is a scalene triangle.Apply the Pythagorean theorem.We notice that :DE² + EF² = FD²(√2)² + (3√2)² = (2√5)²2 + 18 = 2020 = 20Thus, DEF is also a right-angled triangle.Hence, DEF is a right-angled scalene triangle.To learn more about scalene triangle, visit :
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A motor boat whose speed is 18 km/h in still water. It takes 1 hour more to go
24 km upstream than to return downstream to the same spot. Find the speed of the boat?
The speed of the stream is 6 [tex]km/h[/tex]
Let the speed of the stream be x km/h.
Therefore, the speed of the boat upstream = (18 – x) km/h, and the speed of the boat
downstream = (18 + x) km/h.
The time is taken to go upstream = distance/speed
[tex]24/(18-x)[/tex] hours.
Similarly, the time is taken to go downstream =
[tex]24/(18+x)[/tex] hours.
According to the question,
[tex]24/(18-x) - 24/(18+x) = 1[/tex]
[tex]x^{2} +48x-324=0[/tex]
Using the quadratic formula, we get
[tex]x=\frac{-48+\sqrt{48^{2}+1296 } }{2}[/tex]
x = 6 or -54
Since x is the speed of the stream, it cannot be negative. So, we ignore the root x = – 54.
Hence the speed of the stream is 6 km/h.
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