Answer:
13. 3.5
14. 21.5
Step-by-step explanation:
For each one, divide the real size by what 1 unit measures. For the first question, the real size is 10.5 and 1 unit (in this case an inch) represents 3 feet. So do 10.5/3 to get the number of inches uses to represent the total width. 10.5/3 = 3.5
For the second one, the real size is 186 meters. And 1 unit (this time it's a centimeter) represents 4 meters. So do 186/4 and you get 21.5, which is the number of centimeters used to represent the total height.
Solve the following equation 3x - 2(x + 3) = 4x - 7
Answer:
3x-2x-6=4x-7
x-6. =4x-7
3x=1
X=1/3
3/4 of the children in a school have blue eyes the rest have brown eyes. if 84 children have blue eyes how many have brown eyes?
Answer:
Let the total number of people in the group=x
So total number of men =3x/8
Hence total number of women=5x/8
No. of men having brown eyes=2/3*3x/8=x/4
Total no. of people having brown eyes=3x/4
No.of women having brown eyes
=3x/4 -x/4=2x/4=x/2
No. of women who don't have brown eyes= 5x/8-x/2 = x/8
So the fraction is x/8x= 1/8
Step-by-step explanation:
Answer: 28 children
What is a ratio?A ratio has two or more numbers that symbolize relation to each other. Ratios are used to compare the numbers, and you can compare them using division.
First, we would need to figure out the total number of students. To do this, we can divide 84 by 3, then add that to the total.
84 ÷ 3 = 28
28 + 84 = 112
This means that there are 112 students in the classroom.
If 3/4 of the children in the school have blue eyes, we know that 1/4 of the children will have brown eyes. We can convert 1/4 into a decimal, or into a percentage, to get the number of children with brown eyes.
1/4 = 0.25 = 25%
To figure out how much 25% of 112 is, we can simply multiply 112 by 0.25.
112 × 0.25 = 28
So, this means that there are 28 children with blue eyes in the school.
Why can’t a nose be 12 inches long Worksheet
Choose the expression that is equivalent to fraction with 7 raised to the negative tenth power in the numerator and 7 raised to the fourth power times seven raised to the zero power in the denominator.
negative 1 divided by 7 raised to the fourteenth power
−714
1 divided by 7 raised to the fourteenth power
714
Step-by-step explanation:
note that 7⁰ is always 1.
[tex] \frac{ {7}^{ - 10} }{ {7}^{4} } \\ \\ \frac{1}{ {7}^{14} } \\ \\ {7}^{ - 14} [/tex]
the answer is shown above
Answer:
Last option, [tex]\frac{1}{7^{14} }[/tex]
Step-by-step explanation:
[tex]\frac{7^{-10} }{(7^{4} )(7^{0} )}[/tex]=>[tex]\frac{7^{-10} }{7^{4+0}}[/tex]=>[tex]\frac{7^{-10} }{7^{4}}[/tex]=>[tex]7^{-10-4}[/tex]=>[tex]7^{-14}[/tex]=>[tex]\frac{1}{7^{14} }[/tex]
PLEASE HELP THIS IS DUE IN 15 MINS !!!!!
(I GIVE BRAINLIEST)
Step-by-step explanation:
1100-825= Markup
Markup= 275
Find the limits given based on the graph.
Limits of the functions shown in the graph are limx +f(x) = 0 and limx -f(x) = 0. The link between a group of inputs, each of which has a related output, is known as a function.
what are functions ?The study of mathematics covers a variety of topics, including numbers, formulas and related structures, forms and the environments in which they exist, quantities and their variations, and the environments in which they exist. An easy way to think of a function is as a relationship between inputs and outputs, where each input leads to a single, distinct result. Each function has a respective domain and a codomain, or scope. Functions are typically represented by the letter f. (x). input is x. The accessible functionalities fall into four categories. based on the following elements: on functions, one-to-one functions, many-to-one functions, and within functions.
given
We first take into account how f(x) behaves as x increases unboundedly for the function in the graph below. As x can always increase because the function has no limit, it can never be zero. However, the function's behavior when x rises.
Similar to how x decreases without bound or how we move leftward on the graph, f(x) also seems to be approaching zero.
So in this case we can write:
limx → +∞f(x) = 0
limx → - ∞f(x) = 0
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Sam made 16 goals in 12 games. How many goals should she make in 36 games?
Answer:
42 goals
Step-by-step explanation:
What is the formula to find the perimeter of a pentagon
Answer:
For a regular polygon, the perimeter is equal to the product of one side length and the number of sides of the polygon. For example, the perimeter of a regular pentagon whose side length 8 cm, is given by; Perimeter of a regular pentagon = 8 x 5 = 40 cm.
Step-by-step explanation:
I hope I've helped :).
Answer:
perimeter = number of sides x the length of any side.
Step-by-step explanation:
brainliest pls
If 4, x, y, 108 are the consecutive terms of a G.P., find x and y.
Given:
4, x, y, 108 are the consecutive terms of a G.P.
To find:
The x and y.
Solution:
The nth term of a G.P. is:
[tex]a_n=ar^{n-1}[/tex]
Where, a is the first term and r is the common ratio.
Let us consider 4, x, y, 108 are the first 4 terms of the G.P. Here 4 is the first term of the given G.P.
Suppose r the common ratio, then 4th term of the given G.P. is:
[tex]a_4=4(r)^{4-1}[/tex]
[tex]a_4=4(r)^{3}[/tex]
The 4th term of the G.P. is 108.
[tex]4(r)^{3}=108[/tex]
[tex]r^{3}=\dfrac{108}{4}[/tex]
[tex]r^{3}=27[/tex]
[tex]r^{3}=3^3[/tex]
On comparing both sides, we get
[tex]r=3[/tex]
The common ratio is 3.
The second term of the given G.P. is:
[tex]x=4r[/tex]
[tex]x=4(3)[/tex]
[tex]x=12[/tex]
The third term of the given G.P. is:
[tex]y=xr[/tex]
[tex]y=12(3)[/tex]
[tex]y=36[/tex]
Therefore, the value x is 12 and the value of y is 36.
Quad. PQRS ~ Quad. TUVW, Owe side of PORS has the length 12. The corresponding side of TUVW has length 15. The perimeter of TUVW is 35 and the perimeter of PQRS is?
Pls help me solve this!!
Therefore , the solution of the given problem of perimeter comes out to be PQRS = 29 units.
Establish a perimeter.The perimeter, or total length, of a shape is referred to as its perimeter in geometry. A shape's perimeter is calculated by summing the lengths of all of its sides and edges. By adding together the lengths of all a shape's sides, one may determine its perimeter. The circumference of a field, for instance, will be 78 yards for a rectangle with dimensions of 24 yards long by 15 yards wide.
Here,
Given : PQRS has the length 12
and TUVW has length 15.
thus ,
To find the perimeter of PQRS:
we find,
TUVW = 35 units
and
PQRS = 35 - 6
=> PQRS = 29
Therefore , the solution of the given problem of perimeter comes out to be PQRS = 29 units.
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fatima flies her drone 5 feet above the ground diamond she rotates the drone to the right so far the drone has flown a total of 12 feet how far is the drone from the start point
Therefore , the solution of the given problem of triangle comes out to be the distance of the drone from the start point is 13feet.
What is the triangle?Given that it has three sides and three vertices, a triangle qualifies as a polygon. It is a fundamental geometric figure. Triangle ABC is the term used to refer to a triangle containing the vertices A, B, and C. When the three points are not collinear, a unique plane and triangle in Euclidean geometry are discovered. Triangles are polygons because they have three sides and three corners. The points where the three sides of the triangle converge are referred to as the triangle's corners. Three triangle angles are multiplied to yield 180 degrees.
Here,
Given : Height of drone = 5 feet
and distance of drone covered is 12 feet
Thus ,
to calculate the distance of the drone from the start point
distance can be represented as H
Since it forms right triangle.
By using pythagoras theorem,
=> 5² + 12² = H²
=> H² = 169
=> H = √169
=> H = 13
Therefore , the solution of the given problem comes out to be the distance of the drone from the start point is 13feet.
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(20 points)which of these equations doesn’t fit with each other with what we’ve been learning about perpendicular lines explain why for full credit, equations in photo
Answer:
Line D
Step-by-step explanation:
You want to know which line is not parallel or perpendicular to the other given lines:
A: 2y -x = 2
B: 4y = -8x -4
C: y = -2x +4
D: 5y = 10x +15
Standard formWe can write each of these equations in standard form to make it easier to compare them. That form is ...
ax +by = c
where a > 0 and a, b, c are mutually prime.
The equations are ...
A: x -2y = -2
B: 2x +y = -1
C: 2x +y = 4
D: 2x -y = -3
Parallel linesEquations with the same coefficients of x and y will be parallel:
2x +y = -1 and 2x +y = 4 . . . . lines B and C
Perpendicular linesEquations with coefficients that have been swapped, with one negated, will be perpendicular:
x -2y = -2 and 2x +y = -1 . . . . lines A and B
Line A is perpendicular to parallel lines B and C, so line D is the odd one out.
Line D doesn't fit.
what is an irrational number between 4 and 5 is it √12 or √20 or √34 or √80?
Answer:
[tex]\sqrt{20}[/tex]
Step-by-step explanation:
the answer would be between [tex]\sqrt{16}[/tex], which is 4, and [tex]\sqrt{25}[/tex], which is 5.
4.47 i.e., [tex]\sqrt{20}[/tex] is the irrational number between 4 & 5.
What is irrational number?Irrational number, any real number that cannot be expressed as the quotient of two integers—that is, p/q, where p and q are both integers. For example, there is no number among integers and fractions that equals Square root of [tex]\sqrt{2}[/tex].
Given irrational numbers
[tex]\sqrt{12} = 3.46[/tex]
[tex]\sqrt{20} =4.47[/tex]
[tex]\sqrt{34}=5.83[/tex]
[tex]\sqrt{80} =8.94[/tex]
Therefore, 4.47 i.e., [tex]\sqrt{20}[/tex] is between 4 & 5.
Hence, correct option is B.
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what is an expression for "m decreased by 2."
Answer:
M - 2
Step-by-step explanation:
Decreased is a math term indicating that we’re deal with subtraction
Answer:
M-2Step-by-step explanation:
The m should be a variable.
Variable is a symbol like x or y that is used in mathematical or logical expressions to represent a variable quantity.
Decreased is subtract should have a minus sign.
Decreased is to reduced made less in size or amount or degree.
Decreased: ⇒ - (minus sign)
m-2, which is our answer.
Need Help! (No links)
Answer:
Option C, 13.7 cm
Step-by-step explanation:
Cos(31°) = [tex]\frac{x}{15}[/tex]
=> Multiply 15 on both sides of "="
Cos(31°) * 15 = x
13.7 = x
Hope this helps!
Part way through painting her room, Sam runs out of paint.
• She estimates that there are about 125 square feet left to paint.
• The purple paint that Sam is using is only available in 1-quart
cans. (Assume she must buy whole cans of paint.)
• Each can of paint covers 40 square feet.
How many cans of paint does Sam need to buy to finish painting her room?
Explain to Sam why she needs this many cans of paint.
Answer:
4
Step-by-step explanation:
You divide 125 by 40 and that will give you 3 1/8. In the question, it says to use whole numbers and you'd have to go up, giving you 4.
It takes you together 6.67 minutes to paint 50 square feet, as you have to consider that the together rate is the sum of the separate rates.
What is addition?Addition is a way of combining things and counting them together as one large group. ... Addition in math is a process of combining two or more numbers.
here, we have,
The together rate is the sum of the separate rates.
In this question:
Sam's rate is 1/10 for 25 square feet, so 1/20 for 50 square feet.
Your's rate is 1/5 for 25 square feet, so 1/10 for 50 square feet.
Together rate:
1/x = 1/20 + 1/10
or, 1/x = 3/20
or, x = 20/3
or, x = 6.67
so, we get,
It takes you together 6.67 minutes to paint 50 square feet, as you have to consider that the together rate is the sum of the separate rates.
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complete question:
Sam and you are going to paint your room together.
Sam takes 10 minutes to paint 25 square feet.
It takes you 5 minutes to paint 25 square feet.
Sam says, "If we paint together, then it will take 15
minutes for us to cover 50 square feet."
Give an explanation to convince Sam that she is
incorrect
rachel made 16 out of 20 free throw shots about how many out of next 30 free throw shots would u expect her to miss
which is a equivalent expression to 3^3x3^3x3?
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{3^3\times3^3\times3}[/tex]
[tex]\mathsf{3^3 = 3 \times3\times3 = 9\times 3 = \bf 27}[/tex]
[tex]\mathsf{27\times27\times3 =\ ? }[/tex]
[tex]\mathsf{27\times27 = \bf 729}[/tex]
[tex]\mathsf{729\times 3}[/tex]
[tex]\mathsf{= \bf 2,187}[/tex]
[tex]\large\text{So you are looking for: \bf 2,187}[/tex]
[tex]\large\text{Option A.}[/tex]
[tex]\mathsf{3^6}[/tex]
[tex]\mathsf{= 3\times3\times3\times3\times 3\times3}[/tex]
[tex]\mathsf{3\times 3 = \bf 9}[/tex]
[tex]\mathsf{= 9\times 9\times 9}[/tex]
[tex]\mathsf{9\times9 = \bf 81}[/tex]
[tex]\mathsf{= 81\times9}[/tex]
[tex]\mathsf{= \bf 729}[/tex]
[tex]\large\text{So Option A is NOT equivalent because it is too small }[/tex]
[tex]\large\text{Option B.}[/tex]
[tex]\mathsf{3^7}[/tex]
[tex]\mathsf{= 3\times3\times3\times3\times3\times3 \times3}[/tex]
[tex]\mathsf{3\times 3 = \bf 9}[/tex]
[tex]\mathsf{= 9\times9\times9\times3}[/tex]
[tex]\mathsf{9\times9 = \bf 81}[/tex]
[tex]\mathsf{81\times9\times3}[/tex]
[tex]\mathsf{81\times 9 = \bf 729}[/tex]
[tex]\mathsf{729\times3}[/tex]
[tex]\mathsf{= \bf 2,187}[/tex]
[tex]\large\text{Option B. could possibly be your answer}[/tex]
[tex]\mathsf{3^9}[/tex]
[tex]\mathsf{= \bf 19,683}[/tex]
[tex]\large\text{Option C. Can’t be your answer because it’s too big!}[/tex]
[tex]\mathsf{3^{12}}[/tex]
[tex]\mathsf{= \bf 531,441}[/tex]
[tex]\large\text{Option D. cannot be your answer because it is way too big}\\\ \large\text{similar to your original answer (2,187)}[/tex]
[tex]\boxed{\boxed{\large\textsf{Answer: \huge Option B.}}}\huge\checkmark[/tex]
[tex]\text{Good luck on your assignment and enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
Answer: ur answer is B mark me brainliest
Step-by-step explanation:
What is the answer to this question
Answer: A)
[tex]A) The ~ low ~ temperature ~ in ~Edmonton ~was\\\~greater ~than~the ~low ~temperature~ in~ fort~ Nelson[/tex]
༄✫༄✫༄✫༄✫༄✫༄
hope it helps...
have a great day!!!
Please help me please I only have a couple hours left and this is taking soooo much time
Answer:
it would be the first answer
Step-by-step explanation:
you can draw the net of the shapes, and count each corner there
Question 5 of 35:
find the value of 10!/8!
9514 1404 393
Answer:
90
Step-by-step explanation:
10! = 10 × 9 × 8!
so 10!/8! = 10×9 = 90
__
The factorial of an integer is the product of that integer and all the positive integers less than it. So, 3! = 3×2×1, for example. 0! is defined as 1.
Use exponents to rewrite 27.
Answer:
[tex]3^{3}[/tex]
Step-by-step explanation:
The number 27 is written in the form of a base of 3 and the exponent of 3 is given as 3³.
What is Algebra?The analysis of mathematical representations is algebra, and the handling of those symbols is logic.
here, we have,
It is a method for dividing a polynomial into pieces that will be multiplied together.
At this moment, the polynomial's value will be zero.
Rewrite 27 as a base and exponent without using an exponent of 1.
The number 27 can be written as,
27 = 3 x 3 x 3
27 = 3³
Then the number 27 is written in the form of a base of 3 and the exponent of 3 is given as 3³.
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Find the area.
A. 156 ft²
B. 126 ft²
C. 80 ft²
D. 39 ft²
Answer:
The answer is A
Step-by-step explanation:
12 x 5 = 60
16 x 6 = 96
60 + 96 =156 ft
Answer:
[tex]6 \times 5 + 6 \times 16 = 6 \times 21 = 126[/tex]
Reba is a hairdresser. Before her lunch break, she gave 3 haircuts and colored the hair of 3
clients in 330 minutes. After lunch, she gave 3 haircuts and colored the hair of 4 clients in
419 minutes. How long does it take for Reba to perform each type of service, assuming the
amount of time doesn't vary from client to client?
Answer:
To color the hair of one client takes 55 minutes
To give a client a haircut takes 72-55 which is 17
Step-by-step explanation:
i hope this helps ;)
PLEASE HELP ME EASYYYYYY MATH QUESTION BRAINLIEST
what percent is equivalent to the fraction 8/100? Enter your answer in the box. __ %
Answer:
8% is equivalent to the fraction 8/100
Step-by-step explanation:
1.171875 as a fraction
false
it is a decimal not a fraction
12 people can fit in a room that is 9 feet by 4 feet. How many people will fit in a room that is 6 yards by 6 yards
Answer:
Number of people fit in 6 feet by 6 feet room = 12 people
Step-by-step explanation:
Given:
Number of people fit in 9 feet by 4 feet room = 12 people
Find;
Number of people fit in 6 feet by 6 feet room
Computation:
Surface area of 9 feet by 4 feet room = 9 x 4
Surface area of 9 feet by 4 feet room = 36 feet²
So,
Surface area of 6 feet by 6 feet room = 6 x 6
Surface area of 6 feet by 6 feet room = 36 feet²
Surface area of both rooms are equal. so number of people are also equal
Number of people fit in 6 feet by 6 feet room = 12 people
sasha needs 3/4 cup of flour to make a batch of muffins and 1 2/3 cups of flour to make loaf of bread. How many cups of flour does sasha need to make both a batch of muffins and a loaf of bread
Using the addition operation, the number of cups of flour Sasha needs to make both a batch of muffins and a loaf of bread is 2⁵/₁₂ cups.
How is the number or quantity determined?We can use the addition operation to determine the quantity of flour that Sasha needs.
We add the cups of flour needed for both items to determine the total quantity.
The quantity of flour for making a batch of muffins = 3/4 cups
The quantity of flour for making a loaf of bread = 1²/₃ cups
The total quantity of flour needed for making a batch of muffins and a loaf of bread = 2⁵/₁₂ cups (³/₄ + 1²/₃)
(³/₄ + 1²/₃)
= ³/₄ + ⁵/₃
= (9 + 20)/12
= 29/12
= 2⁵/₁₂
Thus, to make a batch of muffins and a loaf of bread, Sasha needs 2⁵/₁₂ cups of flour.
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(100 points) Need help asap!
The function f(x) is defined below. What is the end behavior of f(x)?
[tex]f(x)=\frac{1}{9} x^{12}[/tex]
A. as x→−∞,f(x)→−∞ and as x→∞,f(x)→∞
B. as x→−∞,f(x)→−∞ and as x→∞,f(x)→−∞
C. as x→−∞,f(x)→∞ and as x→∞,f(x)→−∞
D. as x→−∞,f(x)→∞ and as x→∞,f(x)→∞
The function f(x) is defined below. What is the end behavior of f(x)?
[tex]f(x)=-\frac{1}{10} x^{18}[/tex]
A. as x→−∞,f(x)→−∞ and as x→∞,f(x)→∞
B. as x→−∞,f(x)→−∞ and as x→∞,f(x)→−∞
C. as x→−∞,f(x)→∞ and as x→∞,f(x)→−∞
D. as x→−∞,f(x)→∞ and as x→∞,f(x)→∞
The end behavior of the function f(x) = 1/9 x¹² is
D. as x→−∞,f(x)→∞ and as x→∞,f(x)→∞The end behavior of the function f(x) = -1/10 x¹⁸ is
B. as x→−∞,f(x)→−∞ and as x→∞,f(x)→−∞What is end behavior?The end behavior of function typically says the characteristics of the function at the ends
How to find the end behavior of functionThe given function is:
f(x) = 1/9 x¹²
The positive exponents will mean that x will always yield positive values hence f(x) is always positive
f(x) = -1/10 x¹⁸
The positive exponents will mean that x will always yield positive values however the negative constant -1/10 will make f(x) always negative hence f(x) is always negative
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Verify which of the following are identities. 1) 1 + = 4 sec 2) 15 cos = 15 a. Only the first equation is an identity. b. None of the equations are identities. c. Only the second equation is an identity. d. Both the equations are identities. Please select the best answer from the choices provided A B C D
The correct option regarding which of the sentences represents a trigonometric identity is given as follows:
b. None of the equations are identities.
What is a trigonometric identity?A trigonometric identity is a relation that is true for all possible angle measures of [tex]\theta[/tex]
The first relation is given as follows:
[tex]4\cos{\theta}\tan{\theta}\sec{\theta} = 4[/tex]
The tangent and secant equations are given as follows:
tan(x) = sin(x)/cos(x).sec(x) = 1/cos(x).Hence:
4cos(x)tan(x)sec(x) = 4cos(x) x sin(x)/cos(x) x 1/cos(x)
4cos(x)tan(x)sec(x) = 4sin(x)/cos(x)
4cos(x)tan(x)sec(x) = 4tan(x).
Meaning that the first statement is not an identity.
The second relation is given as follows:
[tex]\frac{9\sec^{2}{\theta}}{\cos^{2}{\theta}} - \frac{\tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]
With a single denominator, we have that:
[tex]\frac{9\sec^{2}{\theta} - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]
The secant identity is given as follows:
[tex]\sec^2{\theta} = 1 + \tan^2{\theta}[/tex]
Hence:
[tex]\frac{9\sec^{2}{\theta} - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]
[tex]\frac{9(1 + \tan^2{\theta}) - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]
[tex]\frac{9 + 8\tan^2{\theta}}{\cos^{2}{\theta}} = 2[/tex]
Is also a false statement, hence neither is an identity and option B is correct.
Missing InformationThe statements are given by the image presented at the end of the answer.
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