Answer:4
Step-by-step explanation:
The number of eggs in the refrigerator e decreased by 3 equals 15.
Enter an equation to represent the situation.
The equation is
The equatiοn fοr the number οf eggs in the refrigeratοr e decreased by 3 equals 15 is, e - 3 = 15.
What is Equatiοn?A statement demοnstrating the equality οf twο expressiοns is knοwn as an equatiοn. Variables, cοnstants, and mathematical οperatiοns are οften included. Equatiοns are tοοls fοr prοblem-sοlving and representing relatiοnships between quantities.
Accοrding tο the questiοn states that the number οf eggs in the refrigeratοr e decreased by 3 equals 15.
It means that the equatiοn can be represented as,
e - 3 = 15
e = 18
Therefοre, the equatiοn is, e - 3 = 15.
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This is another math question, please help!!
Answer:
Blank 1: DE=59
Blank 2: EB=59
Blank 3: DB=118
Step-by-step explanation:
Set DE and EB equal to each other.
Solve for x.
9x-4=5x+24
-5x. -5x
4x-4=24
+4 +4
4x=28
x=7
Substitute 7 in for x.
DE: 9(7)-4=59
EB: 5(7)+24=59
DE+EB=59+59=118
Help!! Which graph corresponds to the equation
The graph of the function x^2/9 - y^2/49 = 1 is graph (d)
How to determine the graph of the functionFrom the question, we have the following parameters that can be used in our computation:
x^2/9 - y^2/49 = 1
The above equation is an hyperbola
An hyperbola that has its center at the origin is represented as
x^2/a^2 - y^2/b^2 = 1
Using the above as a guide, we have the following:
a^2 = 9
b^2 = 49
Evaluate
a = ±3
b = ±7
This means that the semi-major axis is a = 3 and the semi-minor axis is b = 7.
The graph with the above feature is graph (d)
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A local middle school adopted a policy for school uniforms. Students can wear black pants or tan pants. They can wear a yellow shirt, a red shirt, a green shirt, or a white shirt. The tree diagram shows the possible outfit choices.
A tree diagram with outcomes B Y, B R, B G, B W, T Y, T R, T G, T W.
How many different choices does a student have when choosing a pair of pants and a shirt?
2
4
8
10
A student has 8 different choices when choosing a pair of pants and a shirt.
What is probability tree?Without using intricate calculations, the likelihood of an event occurring is shown using a probability tree diagram. It shows every consequence that an event might have. A probability tree serves the aim of listing all potential outcomes of an event and calculating the likelihood of each one. A probability tree diagram can be used to indicate conditional probabilities or to show a sequence of independent occurrences.
The student can choose from four shirts and two pairs of pants (black or tan) (yellow, red, green, or white). We multiply the number of options for pants by the number of options for a shirt to get the total number of options:
2 choices for pants × 4 choices for a shirt = 8 total outfit choices
Therefore, a student has 8 different choices when choosing a pair of pants and a shirt.
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Evaluate the expression when q = 8
11q
Answer: 88
Step-by-step explanation:
Plug 8 in for q
11 x (8) = 88
Q1.Identify the percent of change as an increase or a decrease. 9 points to 4 points
Q2.Find the percent of change. Round to the nearest tenth of a percent if necessary
The percent of change from 9 points to 4 points is a decrease of 55.56%.
What is the difference between a dependent and independent variable?In an experimental research, an independent variable is one that you change or alter to examine its effects. It is named "independent" because it is unaffected by any other research factors.
A dependent variable is one that is altered as a result of the modification of an independent variable. Your independent variable "depends" on the outcome you're interested in measuring.
The percent change is given as:
Percent change = (Difference)/(Original) (100)
Percent change = (9 - 4) / 9 (100) = 55.56%.
Hence, the percent of change from 9 points to 4 points is a decrease of 55.56%.
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Consider the following matrix A
A= [ 0 1 -1]
[ 0 2 -2]
[ 1 2 3]
For each of the following vectors, determine whether the vector is in the image of A. If so, demonstrate this by providing a vector x so that Ax=b.
b1= [ 2 ]
[ 4 ] [ -7]
b2 = [ 3 ]
[ -10 ] [ 4 ]
b3= [ 0 ]
[ 0 ] [11]
B3 is in the image of A, and the vector x that demonstrates this is x = [ 5 ][ 2 ] [ 2 ].
To determine whether a vector is in the image of A, we need to solve the equation Ax = b for x. If there is a solution for x, then the vector is in the image of A.
For b1:
A x = [ 2 ]
[ 4 ] [ -7]
We can set up a system of equations:
0x + 1y - 1z = 2
0x + 2y - 2z = 4
1x + 2y + 3z = -7
Solving this system, we find that there is no solution for x, y, and z. Therefore, b1 is not in the image of A.
For b2:
A x = [ 3 ]
[ -10 ] [ 4 ]
We can set up a system of equations:
0x + 1y - 1z = 3
0x + 2y - 2z = -10
1x + 2y + 3z = 4
Solving this system, we find that there is no solution for x, y, and z. Therefore, b2 is not in the image of A.
For b3:
A x = [ 0 ]
[ 0 ] [ 11 ]
We can set up a system of equations:
0x + 1y - 1z = 0
0x + 2y - 2z = 0
1x + 2y + 3z = 11
Solving this system, we find that there is a solution for x, y, and z: x = 5, y = 2, and z = 2. Therefore, b3 is in the image of A, and the vector x that demonstrates this is x = [ 5 ]
[ 2 ] [ 2 ].
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The point (-10, 2) is on the line. Interpret what this means in the context of the graph. Hint: What is the graph comparing?
By answering the above question, we may state that It is challenging to graphs offer a more precise interpretation of the graph without additional context and information about its intended use.
What is graphs?Mathematicians make graphs to visually express or chart facts or values in a logical way. Usually, a graph point will convey the connection between two or more objects. A graph is a non-linear data arrangement comprised of nodes, also known as vertices, and edges. The nodes, sometimes referred to as vertices, should be joined with glue. Vertices in this graph are 1, 2, 3, and 5, whereas edges are 1, 2, 1, 3, 2, 4, and (2.5). (3.5). (4.5). Graphical depictions of exponential development in statistical charts, such as charts and graphs, pie charts, and line graphs. a triangle-shaped logarithmic graph.
Giving a precise interpretation is challenging without knowing the line's equation or the context of the graph. However, generally speaking, the fact that the line passes through the point (-10, 2) indicates that it is on the line.
The graph could compare two distinct types of data or separate variables, such time and distance. The point (-10, 2) on the line, for instance, may indicate that if someone worked for 10 hours, they would receive $2. This is an example of a graph demonstrating the link between the number of hours worked and the amount of money made.
It is challenging to offer a more precise interpretation of the graph without additional context and information about its intended use.
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ANSWER FAST BECUASE I NEED THE ANSWER FASTTTTTTTTTTTTT
Answer: 112°
Step-by-step explanation:
The angles are supplementary so add to 180°
(2x) + (3x + 10) = 180
Combine Like Terms leaves:
5x + 10 = 180
Subtract 10 from each side:
5x = 170
Divide 5 on each side:
x = 34
Plug x into the large angle
3(34) + 10
Solve:
102 + 10 = 112
The large angle is 112°
Hope this helps!
HELP DUE TODAY!!!!!!!!!!!
If B has a y-coordinate of 4, what is the x-coordinate?
Answer:
Step-by-step explanation:
Q has y-coordinate of 4 => the distance from origin to y-coordinate is 4 units, which is one leg of the right triangle
Pythagorean theorem states that the sum of the squares on the legs of a right triangle is equal to the square on the hypotenuse.
c^2 = a^2 + b^2
with c = 5, a = 4
5^2 = 4^2 + b^2
b^2 = 25 - 16 = 9
b = √9 = 3
so Q has coordinates (-3,4)
Question 6
When you evaluate and simplify the expression f(a+h)-f(") what is one important detail to
ALWAYS remember
A. h must be less than or equal to x
B. the h in the denominator always cancels out with the h in f(x+h)
C. f(x + h) must be equal to f(x) + h
D. as you simplify the rational expression, the f(x) and h typically cancels out
Big ideas 7.5 question
The measure of m∠G of the trapezoid is 60°
What is a trapezoid?The Trapezoid is a 4 sided polygon. Two sides of the shape are parallel to each other and they are termed as the bases of the trapezoid. The non-parallel sides are known as the legs or lateral sides of a trapezoid.
There are three types of trapezoids , and those are given below:
a) Isosceles Trapezoid
b) Scalene Trapezoid
c) Right Trapezoid
The area of the Trapezoid is given by
Area of Trapezoid = ( ( a + b ) h ) / 2
where , a = shorter base of trapezium
b = longer base of trapezium
h = height of trapezium
Given data ,
Let the trapezium be represented as EFGH
Now , the measure of m∠F = 150°
The measure of m∠H = 90°
Now , the measures of the sides EF = measure of side FG
So , the measures of angles are also equal
Now , the total internal angle of trapezoid is 360°
So , 2x + 150° + 90° = 360°
On simplifying , we get
2x = 360° - 240°
2x = 120°
x = 60°
Therefore , the measure of n = 60°
Hence , the measure of the angle of trapezoid ∠G = 60°
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Adam is rewriting the expression 8^5/8^2 in equivalent form. His steps
The correct equivalent form of 8⁵/8² is Adam made an error in step 2. The denominator should be 1, not 8¹. Option B is correct.
In step 2, Adam used the property of exponents that states: [tex]a^{(m-n)}[/tex] = [tex]a^{m}[/tex] / [tex]a^{n}[/tex]. However, he made a mistake by writing 8¹in the denominator instead of 1.
The correct expression after step 2 should be:
[tex]8^{5-2}[/tex] /1 = 8³
Then, in step 3, Adam used the property of exponents that states: [tex]a^{m}[/tex] / a = [tex]a^{m-1}[/tex]. This step is correct, and the expression becomes:
[tex]8^{3/8}[/tex]
Finally, in step 4, Adam simplified the expression by dividing 8³ by 8². This step is also correct, and the expression simplifies to:
8¹ = 8
Therefore, the correct equivalent form of 8⁵/8² is 8.
Hence, B. Adam made an error in step 2. The denominator should be 1, not 8¹ is the correct option.
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--The given question is incomplete, the complete question is
"Adam is rewriting the expression 8^5/8^2 in equivalent form. His steps are shown: step 1: 8^5/8^2, step 2: 8^(5-2)/8^1, step 3: 8^3/8, step 4: /8^2. which statement describes the step and the error Adam made in that step? A) Adam made an error in step 2. The exponent in the numerator should be 5+2 B) Adam made an error in step 2. The denominator should be 1, not 8^1 C) Adam made an error in step 3. The value of 8^1 is 1, not 8."--
A patient weighing 21.1 pounds presents with a bacterial infection and is prescribed a course of Amoxicillin. An adult dose for the same type and severity of infection would be 771 mg given every 12 hours.
Choose the most appropriate formula given the information you have about the patient to calculate the dose to administer every 12 hours. Round your answer to the nearest tenth of a milligram as necessary.
Please help me by showing work . Thank you!
The most appropriate formula to use in this situation (patient with a bacterial infection and prescribed with Amoxicillin) is Clark's rule, and the dose to administer every 12 hours would be 108.4 mg.
The best formula to use in this situation is the Clark's rule, which is used to calculate the dose of medication for a child based on their weight and the adult dose. The formula is as follows:
In this case, the weight of the child is 21.1 pounds and the adult dose is 771 mg every 12 hours. Plugging these values into the formula, we get:
Child dose = (21.1 / 150) x 771Child dose = 0.1406666666666667 x 771Child dose = 108.384 mg every 12 hoursRounding to the nearest tenth of a milligram, the child dose would be 108.4 mg and to administer every 12 hours.
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Write an explicit formula for � � a n , the � th n th term of the sequence 7 , 35 , 175
The explicit formula for the nth term of the sequence 7, 35, 175 is:
[tex]a_n = 7 * 5^{n-1}[/tex]
What is the geometric sequence?
A geometric sequence is a sequence of numbers in which each term after the first is found by multiplying the previous term by a fixed number called the common ratio. The general formula for a geometric sequence is:
a, ar, ar², ar³, ...
where a is the first term and r is the common ratio.
To find the explicit formula for the sequence 7, 35, 175, we need to identify the pattern in the sequence.
Notice that each term is obtained by multiplying the previous term by 5. Specifically, the first term (7) is multiplied by 5 to get the second term (35), and the second term is multiplied by 5 to get the third term (175).
So, the sequence is a geometric sequence with a common ratio of 5.
To find the explicit formula for a_n, we can use the formula:
[tex]a_n = a_1 * r^{n-1}[/tex]
where a1 is the first term, r is the common ratio, and n is the term we want to find.
In this case, a1 = 7 and r = 5.
Substituting these values into the formula, we get:
[tex]a_n = 7 * 5^{n-1}[/tex]
Therefore, the explicit formula for the nth term of the sequence 7, 35, 175 is:
[tex]a_n = 7 * 5^{n-1}[/tex]
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What is the slope of the line?
For the equation y = 5, the slope of is obtained as option D: 0.
What is slope?
A line's steepness and direction are measured by the line's slope. Without actually using a compass, determining the slope of lines in a coordinate plane can assist in forecasting whether the lines are parallel, perpendicular, or none at all.
From the graph it can be seen that the line is for the function -
y = 5
So, the coordinate points are (0,5).
Write the equation in slope-intercept form y = mx + b.
Here m is the slope and b is the y-intercept.
So, this will be -
5 = m(0) + b
We can see that the value for m is 0.
Therefore, the slope value is 0.
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if 300,000 people each give me 6 dollars how much money will i have
1,800,000
We have to do 6 x 300,000, which gives us 1,800,000
Which ordered pair is a solution of the equation? y = 3 x + 5
A solution of the equation is an ordered pair where the y-value is equal to the equation when the x-value is plugged in. An example of a solution for the equation y = 3x + 5 is the ordered pair (2, 11), because when 2 is plugged in for x, the y-value is 11 (3 * 2 + 5 = 11).
A solution of the equation y = 3x + 5 is an ordered pair of values that satisfies the equation. In other words, when the x-value of the ordered pair is plugged into the equation, the resulting y-value should be the same as the y-value of the ordered pair. For example, the ordered pair (2, 11) is a solution of the equation because when 2 is plugged into the equation, the result is 11 (3 * 2 + 5 = 11). This is true for any ordered pair that satisfies the equation, as the y-value of the ordered pair should always be equal to the result of the equation when the x-value is plugged in. Solutions of equations can be found by solving for the x-value and then plugging it into the equation to find the corresponding y-value. This is the same for any equation, not just y = 3x + 5.
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Use the diagram to fill in the blanks.
Answer: BC/FG and AE/AC
Step-by-step explanation:
17. In right triangle AABC shown below, the given lengths
are in millimeters. What is sin A ?
A.
B.
C.
D.
4√2
9
4√2
7
7√/2
8
779927
E. 2/7
A
4√2
9
B 7
C
The value of sin A in the triangle is 7/9
How to determine the value of sin AThe complete question is added as an attachment
From the question, we have the following parameters that can be used in our computation:
The triangle ABC
Using the sine rule, we have
sin(A) = Opposite/Hypotenuse
Substitute the known values in the above equation, so, we have the following representation
sin(A) = 7/9
Hence, the solution is 7/9
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if you get it correct you will get more points
The inequality that represents the maximum possible height that Raimundo reached is given as follows:
h - (-10) ≤ 40.
What are the inequality symbols?The four inequality symbols, along with their meaning on the number line and the coordinate plane, are presented as follows:
> x: the amount is greater than x -> the number is to the right of x with an open dot at the number line. -> points above the dashed horizontal line y = x on the coordinate plane.< x: the amount is less than x. -> the number is to the left of x with an open dot at the number line. -> points below the dashed horizontal line y = x on the coordinate plane.≥ x: the amount is at least x. -> the number is to the right of x with a closed dot at the number line. -> points above the solid vertical line y = x on the coordinate plane.≤ the amount is at most x. -> the number is to the left of x with a closed dot at the number line. -> points above the dashed vertical line y = x on the coordinate plane.The difference between the maximum height and the maximum depth is given as follows:
h - (-10).
As the maximum depth is of 10 feet below.
The difference is at most 40 feet, hence the inequality is given as follows:
h - (-10) ≤ 40.
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When the angle of elevation of the sun is 63°, a tree casts a shadow that is 27 feet long. To the nearest foot, how tall is the tree?
To the nearest foot, the tree is 60 feet tall.
Describe Angle of elevation?Angle of elevation refers to the angle formed between the horizontal line and an object or point when the observer is looking upward. This angle is measured from the horizontal plane up to the observer's line of sight. The angle of elevation is commonly used in navigation, surveying, and astronomy to determine the position of objects in the sky, such as stars and planets, and to calculate the height or distance of objects on the ground, such as buildings, trees, or mountains. It is also used in sports, such as archery and basketball, to aim accurately at a target.
Let's represent the height of the tree as 'h'.
From the given information, we can form a right triangle with the tree, its shadow, and the sun. The angle of elevation of the sun is the angle between the sun's rays and the horizontal ground. Therefore, the angle between the tree and its shadow (the angle of depression) is 90 - 63 = 27 degrees.
Using trigonometry, we can set up the following equation:
tan(63) = h / 27
Solving for 'h', we get:
h = 27 * tan(63) ≈ 60 feet
Therefore, to the nearest foot, the tree is 60 feet tall.
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The number of bacteria in a refrigerated food product is given byN(T)=27T2−148T+100,5
The number of bacteria in the refrigerated food product at T = 3 is -100.5.
The number of bacteria in a refrigerated food product is given by the equation N(T) = 27T^2 - 148T + 100.5. This equation can be used to determine the number of bacteria in the product at any given time, T.
To find the number of bacteria at a specific time, simply plug in the value of T into the equation and solve for N(T). For example, if we want to find the number of bacteria at T = 3, we would plug in 3 for T and solve:
N(3) = 27(3)^2 - 148(3) + 100.5
N(3) = 27(9) - 444 + 100.5
N(3) = 243 - 444 + 100.5
N(3) = -100.5
Therefore, the number of bacteria in the refrigerated food product at T = 3 is -100.5. It is important to note that the number of bacteria cannot be negative, so this equation may not be valid for all values of T. It is important to check the validity of the equation for the specific time period in question.
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if my flight leaves at 9am on a sunday (CST) calculate the time and day i will arrive at my destination if the flight takes 25hrs and 50mins. show working out.
Answer:
10:50 am, if you have to round the hour it would be 11 am on monday
Step-by-step explanation:
What I like to do for these type of problems is to add the 24hrs first so it would still be 9 am just on monday then we still have 1 hour and 50 minutes to add so
so it would be 10:50 am, if you have to round the hour it would be 11 am on monday
Answer:
10:50 am Monday
Step-by-step explanation:
Subtract 24 hours from 25 to skip a day.
25hours -24 hours=1 hour
It is monday 9am
Now we add 1 hour.
10 am monday
Add 50 minutes:
10:50 am Monday
In 2001, a school population was 1138. By 2008 the population had grown to 1691. 1) How much did the population grow between the year 20001 and 2008?__ students 2) How long did it take the population to grow from 1138 students to 1691 students? __years 3) What is the average population growth per year? 4) What was the population in the year 2000 ? __students 5) Find an equation for the population, P, of the school t years after 2000 . P= ?
6) Using your equation, predict the population of the school in 2012?__ students
The predicted population of the school in 2012 is P = 1060 + 78.14(12) = 2002.68 students. We can round this up to 2003 students.
1. The population grew by _____students.
The population in 2001 was 1138 students, and in 2008, it had risen to 1691 students. Therefore, the population increased by 1691-1138 = 553 students.
2. The population took _____ years to grow from 1138 students to 1691 students.
From the year 2001 to the year 2008, the population increased from 1138 to 1691 students. The number of years it took for this growth is 2008-2001 = 7 years.
3. The average population growth per year is _____ students per year.
To obtain the average growth rate per year, divide the total growth in the population by the number of years between the starting year and the ending year. Therefore, the average population growth per year = (1691 - 1138) / 7 = 78.14 students per year.
4. The population in the year 2000 was _____ students.
Since the population was given for the year 2001, we'll have to work our way backward to find the population in the year 2000. It took 7 years for the population to increase from 1138 to 1691, so if we go back another year, we'll have to subtract the average yearly growth rate, which is 78.14 students. Therefore, the population in 2000 = 1138 - 78.14 = 1059.86 students, which we can round up to 1060 students.
5. An equation for the population P of the school t years after 2000 is P = _____.
We can use the formula for linear growth to determine the population of the school t years after 2000. The formula is P = P0 + rt, where P0 is the initial population (in the year 2000), r is the average annual growth rate, and t is the number of years. Therefore, the equation for the population P of the school t years after 2000 is P = 1060 + 78.14t.
6. The predicted population of the school in 2012 is _____ students.
To predict the population of the school in 2012 using the equation, we need to substitute t = 12 - 2000 = 12 into the equation we derived in part 5. Therefore, the predicted population of the school in 2012 is P = 1060 + 78.14(12) = 2002.68 students. We can round this up to 2003 students.
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20 points and mark brainly
Answer: D: 3 to 4
Step-by-step explanation:
Answer:
In Sharla's computer club, 4 out of every 7 members and girls. What is the ratio of boys to girls in the club?
D. 3 to 4Maria filled her bathtub with 15 gallons of water. How many pints of water did she put in the tub?
D. 120 pintsStep-by-step explanation:
You're welcome.
Hello again can you y’all help me again cuz I told u my three brain cells can’t can you check if I did the math right your supposed name the four types of angels alternate interior alternate exterior supplementary and corresponding
The names of the pair of angles are:
∠3 and ∠6: alternate interior
∠7 and ∠3: supplementary
∠5 and ∠4: alternate exterior
∠5 and ∠4: corresponding
What are Alternate Interior and Exterior Angles?Alternate interior angles are pairs of nonadjacent angles located on opposite sides of a transversal and inside the two parallel lines, while alternate exterior angles are pairs of nonadjacent angles located on opposite sides of a transversal and outside the two parallel lines.
Therefore, the pair of angles can be named as shown below:
∠3 and ∠6 are alternate interior angles
∠7 and ∠3 are supplementary
∠5 and ∠4 are alternate exterior angles
∠5 and ∠4 are corresponding angles
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Please help I tried to answer this problem 10 times but got it wrong.
Answer:
16-year-old horse is equivalent to a 48-year-old human. x = 48
Step-by-step explanation:
We can set up a proportion to solve this problem:
horse age / human age = k
where k is the constant of proportionality. We're told that a 5-year-old horse is equivalent to a 15-year-old human, so we can use this information to find k:
5 / 15 = k
k = 1/3
Now we can use this value of k to find the equivalent human age for a 16-year-old horse:
16 / x = 1/3
Multiplying both sides by x:
16 = x/3
Multiplying both sides by 3:
x = 48
So a 16-year-old horse is equivalent to a 48-year-old human.
0.21 divided by 0.7959
Answer:
Full answer: 0.26385224274406332453825857519789 Rounded to the nearest hundredth: 0.26 Rounded to the nearest tenth: 0.3
Step-by-step explanation:
HW. Solve system of eq. 1. \[ \begin{array}{r} 3 x-6 y=5 \quad 2 . \\ 2 x-y=4 \\ \text { 3. } 4 x-2 y=5 \\ 2 x-y=11 \end{array} \] \[ \text { 2. } x-3 y=8 \] \[ 2 x-6 y=16 \]
The solution to the system of equations is x=\frac{19}{9} and y=\frac{2}{9}
To solve the system of equations, we can use the substitution method.
Step 1: Solve one equation for one variable. Let's choose the second equation, 2x-y=4, and solve for y:
\[y=2x-4\]
Step 2: Substitute the expression for y into the other equations and solve for x:
\[3x-6(2x-4)=5\]
\[3x-12x+24=5\]
\[-9x=-19\]
\[x=\frac{19}{9}\]
Step 3: Substitute the value of x back into the equation for y to find the value of y:
\[y=2(\frac{19}{9})-4\]
\[y=\frac{38}{9}-\frac{36}{9}\]
\[y=\frac{2}{9}\]
Step 4: Check the solution by plugging the values of x and y back into the original equations:
\[3(\frac{19}{9})-6(\frac{2}{9})=5\]
\[6.33-1.33=5\]
\[5=5\]
\[2(\frac{19}{9})-(\frac{2}{9})=4\]
\[4.22-0.22=4\]
\[4=4\]
Therefore, the solution to the system of equations is x=\frac{19}{9} and y=\frac{2}{9}.
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