what is the answer for 4 1/5 × 3/7
Answer:
9/5Step-by-step explanation:
4 1/5 × 3/7•change 4 1/5 into an improper fraction21/5 × 3/7= 63/35= 9/5[tex]\tt{ \green{P} \orange{s} \red{y} \blue{x} \pink{c} \purple{h} \green{i} e}[/tex]
Answer:
9/5 or 1.8 or 1 4/5
Step-by-step explanation:
Dad is getting food ready for my birthday party! Including me, there will be 16 people at the party. Dad is baking cookies for us! He can bake 20 cookies per batch.
How many batches should I tell Dad to make so we can each have 3 cookies?
Answer:
he has to cook 3 batches of cookies
1 How do you construct a regular polygon inside of a circle?
Answer:
Step-by-step explanation:Draw a straight line using the protractor. This will be the center line of your circle (dividing it into semi-circles).Align the protractor so that both 0° and 180° lie on the center line. Mark the center point.Trace the semicircle along the protractor from 0 ° to 180°.
Put the protractor on the other side of the center line, again with both the 0°and 180° marks on the center line.[1]Complete the circle by tracing along the protractor.
Calculate the angle between adjacent vertices, α. Since a circle has 360°, divide 360° by n, the number of vertices (or sides) to get α.[2]
α=360°/n
α is the measured angle between lines drawn from the center of the circle to adjacent vertices.
For a dodecagon, n=12. A dodecagon has 12 sides and 12 vertices, so 360° divided by 12 is 30°, and α=30°.
Mark a point for each of the successive angles. Using the protractor, mark on the circumference of the circle all the multiples of angle α calculated above.[3]
Join the points marked on the circle with a line segment.[4] For a dodecagon there should be 12 marks and 12 sides, because it has 12 vertices. Don’t overlap the line segments.
If your points are outside of the circle, then simply mark another point along the radial line from the center onto the circle for each point and then join them.
Check to see that the sides are the same length. If they are, you can erase the circumscribed circle.Finished.
PLZ HELP 20 POINTS I really need help and show the work if you got it right cause i want to know
What is the range of the function shown on the graph above?
A. -8 y -3
B. -8 y -3
C
Answer:
i got u c
Step-by-step eplanation:
Please help: is the square root of -9 a whole number, integer, rational., or irrational?
Answer:
Step-by-step explanation:
None of the above.
It is a complex number. The sqrt(-9) is defined as 3i.
i is a definition brought into existence to represent the square root of -1. There is nothing at this level of math that you can point to and say this is the physical thing that is the square root (-1). It is just a math/physics definition.
Anybody good in pre calculus and know this?
Answer:
x^2-9x-8
Step-by-step explanation:
=x^2-(3)^2-(2)^3
=2(x-3-4)
=2(x-(-1))
=2(x+1)#
ANSWER NUMBER 3 ASAP PLS I HAVE SCHOOL IN AN HOUR WILL GIVE BRAINLY
Answer:The solution is in the attached file
Step-by-step explanation:
Please help me thank you
1 to 5 - 3
6 to 10 - 4
11 to 15 - 1
16 to 20 - 2
why is -7 an integer but not a natural number?
Answer:
Natural Numbers are basically "counting numbers". If I ask you to start counting, you'll start at 1, then 2, then 3, and so on. It doesn't include 0 or any negative numbers because you wouldn't start from -10 when asked to count.
brainliest is appreciated :)
Answer:
-7 is negative so it cannot be a natural number, but it is an integer. An integer is a whole number, this means that it does not have any decimal places or fractions. However, a natural number must be a whole non-zero number and positive. This is because natural numbers are numbers found naturally in measurements or in counting. Additionally, all natural numbers are integers but not all integers are natural numbers. For example, -3 would be an integer, 9 would be an integer and a natural number, and 7.6 would be neither.
-2, 7, 16 ..... Determine the general rule (Tn) for this sequence
Answer:
It is Tn = 9n - 11
Step-by-step explanation:
It is an arithmetic progression:
[tex]T_{n} = a + (n - 1)d[/tex]
a is the first term, a = -2
n is number of terms
d is common difference, d = 7-(-2) = 9
[tex]T_{n} = - 2 + \{ (n - 1) \times 9 \} \\ T_{n} = - 2 + 9n - 9 \\ T_{n} = - 11 + 9n \\ T_{n} = 9n - 11[/tex]
Answer:
[tex]T_{n}[/tex] = 9n - 11
Step-by-step explanation:
There is a common difference between consecutive terms, that is
7 - (- 2) = 16 - 7 = 9
This indicates the sequence is arithmetic with nth term
[tex]T_{n}[/tex] = a₁ + (n - 1)d
where a₁ is the first term and d the common difference
Here a₁ = - 2 and d = 9 , then
[tex]T_{n}[/tex] = - 2 + 9(n - 1) = - 2 + 9n - 9 = 9n - 11
Is 392 a perfect cube? If not, find the smallest natural number by which
392 must be multiplied so that the product will be a perfect cube.
Answer:
Hence the smallest natural number by which 392 should be multiplied to make a perfect cube is 7.
Answer:
392 should be multiplied by 7 to make a perfect cube
Step-by-step explanation:
*need answer asap*
A student performs several experiments in which he swings a pendulum for a 20 second duration. He uses a string that is 27 cm long, and he test pendulum masses of different sizes, varying from 2 to 12 grams. He records the number of swings each pendulum makes in 20 seconds.
The student then decides to make a second graph showing the string length (in cm) as the independent quantity. What change must the student make to his experiment?
The students must make use of varying string lengths in his experiment in other to make string length the independent quantity.
In the first first scenario,
The number of swings made by each pendulum is the dependent variable, as it is the variable which is measured in the experiment. While ;
The different pendulum masses tested are the Independent variable as it is the variable which is manipulated in other to cause changes to the measured variable.
In other make the string length the independent quantity, the student will need to use strings of different length and not just a string of 27 cm in other to be used as the independent variable. This will enable manipulation of the independent quantity to other to cause changes to the measured variable.
Learn more: https://brainly.com/question/1479694
16. Compute: 0.478 -0.03
Answer:
Answer:
0.448
Step-by-step explanation:
i used a calculator
m/7 -4=3 help I'm either slow or this is easy..
Answer:
m=49
Step-by-step explanation:
m/7 = 3+4
m/7 = 7
m=49
P.S. If you like my answer ,Can you please give me brainlist?
Using exponential notation
Hello there!
Law of Exponent
[tex] \displaystyle \large{ {a}^{ \frac{m}{n}} = \sqrt[n]{ {a}^{m} } }[/tex]
The first problem asks us to write the cube root of 17 in exponential form. Refer the exponent's law above.
[tex] \displaystyle \large{ \sqrt[3]{17} = \sqrt[n]{ {a}^{m} } }[/tex]
Compare the terms.
a = 17m = 1n = 3Hence,
[tex] \displaystyle \large{ \sqrt[3]{17} = {17}^{ \frac{1}{3} } }[/tex]
The second problem asks us to write 13^{1/2} in radical form. Refer the law above.
[tex] \displaystyle \large{ {13}^{ \frac{1}{2} } = {a}^{ \frac{m}{n} } }[/tex]
Compare the terms.
a = 13m = 1n = 2Hence,
[tex] \displaystyle \large{ {13}^{ \frac{1}{2} } = \sqrt{13} }[/tex]
Conclusion
First answer is 17^{1/3}Second answer is √13Let me know if you have any questions!
Topic: Exponent / Fractional Exponent and n-th root /
HURRY PLS HELP ILL GIVE BRAINLYEST Subtract.
525−(−2415)
Enter your answer as a simplified mixed number by filling in the boxes.
Answer:
2940
Step-by-step explanation:
You are subtracting a negative number. "Minus a negative is plus."
525 - (-2415) = 525 + 2415 = 2940
Answer:
-2940
Step-by-step explanation:
What does additive inverse mean?
: a number that when added to a given number gives zero the additive inverse of 4 is −4 — compare opposite sense 3.
So, This Means Were Keeping The (-) Sign Make Sure When You Answer
A Question In Class Or Quiz Your Always Keeping The Bigger Number's Sign
What time is shown on the clock?
Answer:
it is 11:00 o'clock
havea great dayy
Answer:
11:00 o'clock
have a great day God bless you
-5x-6. pls answer ill mark you brainliest
Answer:
This is not an equation. So it's not possible to find the value of x..
what is the purpose?
[tex] \\ [/tex]
Answer:
I hope it will helpful.
Step-by-step explanation:
I hope it will help you.
Eliana made cookies. She used 8 12 of a cup of flour and 6 12 of a cup of sugar. How much more flour than sugar did Eliana use?
Answer:
2/12 the answer
Evaluate the expression
x^2 (y - 2)
—————, if x=3, and y= -1
3y
Answer:
9
Step-by-step explanation:
(3)^2((-1)-2)/3(-1)
=9(-3)/-3
=-27/-3
=9
Answer:
[tex]\huge\boxed{\sf 9}[/tex]
Step-by-step explanation:
[tex]\displaystyle = \frac{x^2(y-2)}{3y} \\\\Put \ x = 3, \ y = -1\\\\= \frac{(3)^2(-1-2)}{3(-1)}\\\\= \frac{9(-3)}{-3} \\\\= 9 \\\\ \rule[225]{225}{2}[/tex]
Hope this helped!
~AH1807Peace![tex]\frac{7}{8} + \frac{3}{4}[/tex]
Answer:
Step-by-step explanation:
7/8 + 3/4
7/8 + 6/8
13/8 = 1 5/8
Just need help with this one
Answer:
perimeter is 20 cm
What is the answer to 11 - ( - 13)
Answer:
24
Step-by-step explanation:
Two negatives make a positive.
11 + 13 = 24
Answer:
24
Step-by-step explanation:
= 11 - ( -13 )
According to sign conventions, - ( - ) = +
= 11 + 13
= 24
[tex]\rule[225]{225}{2}[/tex]
Hope this helped!
~AH1807Peace!Plz help with 4!!!!!!!!!!!!!!!!!!!!
Answer:
A (-5,3)
B (3,4)
C (2,-1)
D (3,-5)
E (-3,-4)
F (-2,1)
38 is 95% is what number?
Answer:
40
Step-by-step explanation:
let the number be 'x'
95 % of x = 38
(95 / 100)x =38
x = 38 × 100 / 95
x = 2 × 100 / 5
x = 2 × 20
x = 40
Identifique el error cometido en cada operación y corríjalo
a. |– 170| • 10 = – 1700 Corrección:
b. (18 + (– 20)) • 10 = – 380 Corrección:
c. 0 • (–45) = –45 Corrección:
2x-ky=14 and 5x-2y=5
In the system above, k is a constant and x and y are variables For what values of k will the system of equations have no solution.
Answer:
Step-by-step explanation
In these type of questions we can use a trick to find answer
let's say we have two linear equation
1) ax+by+c=0
2)mx+ny+t=0
if a/m = b/e ≠ c/f that means we don't have any solution for these two equations ( that's because of analitic geometry)
so,
2x-ky-14=0
5x-2y-5=0
2/5=k/2≠14/5 k=5If k is 4/5, the system of equations will have no solution because the lines are parallel.
What is Equation?Two or more expressions with an Equal sign is called as Equation.
The system will have no solution if the two equations represent parallel lines, because parallel lines do not intersect.
To determine if the lines are parallel, we can compare the slopes of the two lines.
The slope of the first line is 2, since it is the coefficient of x when we solve for y:
2x - ky = 14
ky = 2x - 14
y = (2/k)x - 14/k
The slope of the second line is 5/2, since it is the coefficient of x when we solve for y:
5x - 2y = 5
2y = 5x - 5
y = (5/2)x - 5/2
Therefore, the two lines are parallel if the slopes are equal:
2/k = 5/2
4 = 5k
k = 4/5
So, if k = 4/5, the system of equations will have no solution because the lines are parallel.
To learn more on Equation:
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simplify each expression
Answer:
[tex] {x}^{ \frac{1}{2} } \times {x}^{ \frac{2}{3} } [/tex]
[tex] {x}^{ \frac{3 + 4}{6} } [/tex]
[tex] {x}^{ \frac{7}{6} } [/tex]