Martin buys 2(5)/(6) pounds of peanuts and 4(3)/(4) pounds of almonds. How many pounds of nuts does Martin buy?

The measure of the vertex angle of triangle ACE is 50°. The solution has been obtained by using properties of angles.

What is an angle?

An angle is a figure in plane geometry that is created when two rays or lines share an endpoint.

We are given an isosceles triangle ACE which means that AC = CE.

We are given ∠BDE = 115°

Since, angles on a straight line form a linear pair, therefore

⇒∠BDE + ∠BDC = 180°

⇒115° + ∠BDC = 180°

⇒∠BDC = 65°

Since, BD║AE so,

∠BDC = ∠AEC

So, ∠AEC = 65°

Since, AC = CE so,

∠AEC = ∠CAE

So, ∠CAE = 65°

Now, using angle sum property, we get

⇒∠AEC + ∠CAE + ∠ACE = 180°

⇒65° + 65° + ∠ACE = 180°

⇒130° + ∠ACE = 180°

⇒∠ACE = 50°

Hence, the measure of the vertex angle of triangle ACE is 50°.

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The answer is y=x+4

You would had the 4 to the side with the x on it.

Answer:

Below

Step-by-step explanation:

Slope-intercept form is  :    y = mx + b

y - 4 = x       add 4 to each side of the equation

y = x + 4      Done.

Answer:

I AINT SOLVING ALL THAT

Answer:

Step-by-step explanation:

ypi ,tfr

150 students scored between 42 and 56 on the district geometry test.

Box whisker plots are used to abstract a collection of data that has been approximated using an interval scale. Just a box plot is another name for it. They are mostly employed while interpreting data. It is one of the graphical approaches that shows how the dataset's data varies from one another. The histogram may be used to display the data as well. Yet a histogram offers a useful presentation. Box and whisker plots are preferable to histograms because they may exhibit numerous sets of data on a single graph, which adds more information.

From the box whisker plot we see that the lower quartile is 42 and the median is 56.

The median represents the 50th percentile whereas lower quartile is 75%.

The difference is:

75 - 50 = 25%.

Now, for 600 scores we have:

25% of 600

= 25/100 (600) = 150

Hence, 150 students scored between 42 and 56 on the district geometry test.

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The difference in price of both the shops is £0.25.  

What is price?

Price is the amount of money one pays for a good or service. It is determined by a variety of factors, such as supply and demand, the cost of production, and the availability of resources. Prices are also affected by government regulations, taxes, inflation, and other economic and market forces. The price of a product or service is an important factor in determining whether consumers will purchase it or not.

Shop A  | Shop B

200 cm | £0.50 | 300 cm | £0.75

The difference in the price of 300cm of ribbon between shop A and shop B is £0.25. Eloise spent £0.50 on 200cm of ribbon at shop A, and £0.75 on 300cm of ribbon at shop B. Therefore, the difference in price is £0.25.

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The type of polynomial that - 2 / 3 x b³ is D. Cubic polynomial.

A cubic polynomial is a type of polynomial function in algebra that has a degree of three. Cubic polynomials can take many different forms and can have multiple real roots, complex roots, or no real roots at all.

A quadratic polynomial contains a degree of 2, a linear polynomial contains a degree of 1, and a quartic polynomial contains a degree of 4. In this case, the highest degree of the variable b is 3, which makes it a cubic polynomial.

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Answer:

y-intercept: 3

equation: y = -x + 3

Step-by-step explanation:

For problem #6: (-2,5) and (2,1)

Slope m = (y2 - y1)/(x2 - x1)

=>m = (1 - 5)/(2 - -2) = -4/4 = -1

Slope-intercept form is y = mx + b

Given m = -1, y = 1, x = 2

=> 1 = -1(2) + b

=> 1 = -2 + b

=> b = 1 + 2  = 3

equation: y = -x + 3

since b is the y-intercept => 3

So, the answer to the question is:

i = 0.051
n = 6

The annuity in question is an ordinary annuity, which means that the deposits are made at the end of each period. In this case, the period is one year, so the rate per period (i) is simply the annual interest rate of 5.1%. Therefore, i = 0.051.

The number of periods (n) is the number of years that the deposits are made, which is 6. Therefore, n = 6.

So, the answer to the question is:

i = 0.051
n = 6

It is important to note that the terms "period" and "annuity" are used in the context of this question to refer to the time frame and the type of investment, respectively. The term "pays" is used to describe the interest rate that the annuity pays on the deposits.

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Liam opened the savings account 4 years ago based on the given condition of a $400 deposit.

The formula for simple interest is I = Prt, where I is the interest earned, P is the principal amount, r is the interest rate per year, and t is the time in years.

We are given that Liam deposited $400 and the interest rate is 7.5%. Let's first calculate the interest earned:

I = Prt = 4000.075t = 30t

After some time t, the balance of the account is $760, which means the total amount in the account is the principal plus the interest earned:

400 + 30t = 760

Simplifying this equation, we get:

30t = 360

t = 12

Therefore, Liam opened the savings account 12/3 = 4 years ago.

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Answer:

118.7 inches squared.

Step-by-step explanation:

The area is the total space taken up by a flat (2-D) surface or shape. The area is always measured in square units.

Diameter is the length across the entire circle, the line splitting the circle into two identical semicircles.

The expression for solving the area of a circle is A = π × [tex]r^{2}[/tex].

To solve for the semicircle above, we can divide the diameter into 2 to get the radius.

So, the radius of the upper semicircle is 6 inches.

If the radius of a circle is 6 inches, then you can substitute r for 6 into the formula.

This simplifies to A = 36π. If a semicircle if half the size of a normal circle, then it will be A = 18π, because 36 ÷ 2 = 18.

To solve for the lower semicircle, we can do the same this as we did above.

But wait, we don't know the radius or diameter!

No worries! To solve for the diameter of the circle, we can take the line that is parallel to the semicircle (the one that has a length of 12in) and subtract 6 from it. We subtract 6 from it because the semicircle takes up the remaining length of the line, not including the 6in.

To solve for the lower semicircle, we can divide the diameter by 2 to get the radius.

So, the radius of the circle is 3.

Now we can insert 3 into the expression.

This simplifies to A = 9π. If a semicircle if half the size of a normal circle, then it will be A = 4.5π because like above, 9 ÷ 2 = 4.5.

Adding the two semicircles together:

So, the area of both semicircles is approximately 70.6858 square inches.

To solve for the area of a rectangle we use the expression:

Inserting the dimensions of the rectangle:

So, the area of the rectangle is 48 square inches.

Adding the two areas together:

Therefore, the area of the entire figure, rounded to the nearest tenth is [tex]118.7[/tex] [tex]in^{2}[/tex].

a) A drawn model to illustrate the number of rows that will be needed is as follows:

b) An estimated number of rows is 30, which will seat about 720 students.

c) The information organization is as follows:

d) The pattern shows that each row will seat no more 24 students.

e) Working backwards indicates that only between 27 and 28 rows are required.

f) Using an equation, the number of rows that will be needed to seat all students is 28 rows.

An equation is a mathematical statement depicting the equality of two or more algebraic expressions.

An equation is more than an algebraic or mathematical expression because it uses all the elements in an expression, and includes the equal symbol (=).

The total number of students at Fairview Elementary = 657

The number of students per row of auditorium = 24

Let the number of rows required = x

x = 657/24

= 27.375

≈ 28 rows.

Thus, 28 rows must be arranged to accommodate 24 students per row.

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The scale factor using in that dilation of the dashed triangle would be = 3:1

A scale factor is defined as the ratio that exists between an original size of an object and the new formed size of the same object.

The formula that can be used to calculate the scale factor ;

Scale factor = Dimension of the new shape ÷ Dimension of the original shape.

Using the base of the triangle from the centre of origin in the graph;

The dimension of the new shape = 18

The dimension of the original shape = 6

scale factor = 18/6 =3

That is, the scale factor = 3:1

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The only possible rational zero of the polynomial is 0

The possible zeros of the polynomial P(v) = 14v^5 + 6v^4 + 5v^3 - 4v^2 + 2v can be found by using the Rational Root Theorem. This theorem states that if a polynomial has rational zeros, they will be in the form of p/q, where p is a factor of the constant term and q is a factor of the leading coefficient.

In this case, the constant term is 0 and the leading coefficient is 14. The factors of 0 are just 0, and the factors of 14 are 1, 2, 7, and 14. Therefore, the possible rational zeros of the polynomial are 0/1, 0/2, 0/7, and 0/14, which all simplify to just 0.

This means that the only possible rational zero of the polynomial is 0. However, there may also be irrational or complex zeros. To find these, we would need to use other methods, such as synthetic division or the quadratic formula.

In conclusion, the possible zeros of the polynomial P(v) = 14v^5 + 6v^4 + 5v^3 - 4v^2 + 2v are 0 and any irrational or complex numbers that satisfy the equation.

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The part of the mural that Trevor has completed is 6/20 square meter.

The correct answer choice is option C.

Area of a rectangle is the measure of the extent of a surface. it is measured in square units.

Total area of the mural = 1 square meter

Rectangular part of the mural:

Length = 2/5 meter

Width = 3/4 meter

Area of the rectangular part of the mural = length × width

= 2/5 × 3/4

= 6/20 square meter

Ultimately, Trevor has completed 6/20 of the mural.

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The required,
19. AB is tangent to circle C.
20. AB is not tangent.

In a right-angled triangle, its sides, such as the hypotenuse, are perpendicular and the base is Pythagorean triplets.

Here,
Form figure 19.

Applying the Pythagorean theorem,
BS² = AS² + AB²

Substitute the value in the above expression.
12² = 7.2² + [2*4.8]²    [radius = diameter /2]

144  = 51.84+92.16
144 = 144

Thus, the required AB is tangent to circle C.

Similarly,
In figure 20 AB is not tangent because,
BC² ≠ AB² + AC²

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the value of the expression is 0.

To solve this expression, we can use the PEMDAS order of operations:

since there are no Parentheses and Exponents we move to multiplication and division

-2(-3) + 27 ÷ (-3) + 3 = 6 + (-9) + 3

6 + (-9) + 3 = 0

As a result, the equation has a value of 0.

A mathematical definition of an equation is a claim that two expressions are equal when they are joined by the equals sign ("="). For illustration, 2x - 5 = 13.

Here,

5 and 13 are expressions for 2x.

These two expressions are joined together by the sign "=".

Two expressions are combined in an equation using an equal symbol ("="). The "left-hand side" and "right-hand side" of the equation are the two expressions on either side of the equals sign. Typically, we consider an equation's right side to be zero. As we can balance this by deducting the right-side expression from both sides' expressions, this won't reduce the generality. The two most well-known groups of equations in algebra are linear equations and polynomial equations. P(x) = 0 can be used to represent polynomial equations with a single variable. P is a polynomial, and axe + b = 0 is the standard form for linear equations. Here, are the parameters a and b.

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This means that there exists an element a of the ideal I, such that all other elements in the ideal can be written as a multiple of a. In other words, the ideal I can be written as I = (a) = {ar : r ∈ I}, where r is any element of the ideal I.

A principle ideal is an ideal that is generated by a single element. This means that there exists an element a of the ideal I, such that all other elements in the ideal can be written as a multiple of a. In other words, the ideal I can be written as I = (a) = {ar : r ∈ I}, where r is any element of the ideal I. This is an important concept in the study of rings and algebraic structures, as it allows us to understand how ideals are generated and how they relate to other ideals in the same ring.

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The expression |x+3|5x-2|-(x+3)(4x+3)| can be rewritten as (x+3)|x-5|.

Consider the expression |x+3|5x-2|-(x+3)(4x+3)|. To rewrite this expression in the form (x+3)|ax+b|, we will need to use the distributive property and combine like terms.

First, let's distribute the (x+3) term:

|x+3|5x-2| - (x+3)(4x+3) = |5x^2 + 13x - 2| - |4x^2 + 15x + 9|

Next, let's combine like terms:

|5x^2 + 13x - 2| - |4x^2 + 15x + 9| = |x^2 - 2x - 11|

Now, we can factor the expression inside the absolute value:

|x^2 - 2x - 11| = |(x+3)(x-5)|

Finally, we can rewrite the expression in the form (x+3)|ax+b|:

|(x+3)(x-5)| = (x+3)|x-5|

So, the expression |x+3|5x-2|-(x+3)(4x+3)| can be rewritten as (x+3)|x-5|.

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Answer:

x= 6[tex]\sqrt{2}[/tex]

Step-by-step explanation:

Answer:

48 servings

Step-by-step explanation:

since there are 16 cups in a gallon and 2 cups makes 6 servings, then to find the number of servings a gallon makes we divide the amount of cups in a gallon (16) by how many you need to make the recipe (2), and 16/2=8 so now we multiply how many times we can make the recipe with a gallon (8) by how many servings the recipe makes (6) to get 8x6=48 servings

Answer:

D. x > 0, x ≤ 4, y ≥ 1 and y < 4

x = 2logb(x2 + 56)/2

1. log2x = log218

log2x = 3

x = 23 = 8

2. log2×2 = log2(4x−4)

log2×2 = log2(4x)−log2(4)

log2×2 = log2(4x)−2

log2×2 + 2 = log2(4x)

log2(2×2) + 2 = log2(4x)

log2(4) + 2 = log2(4x)

4 + 2 = log2(4x)

6 = log2(4x)

26 = 4x

x = 23 = 8

3. logb(x2−56)=logbx

logb(x2−56) = logbx

logb(x2)−logb(56) = logbx

logbx2−logb56 = logbx

logbx2−logb56 + logbx = logbx + logbx

2logbx = logbx2 + logb56

2logbx − logbx2 = logb56

2logbx − logb(x2−56) = logb56

2logbx − logb(x2) + logb(56) = logb56

2logbx−logbx2 + logb(56) = logb56

2logbx = logb(x2 + 56)

2logbx = logb(x2 + 56)

logbx = logb(x2 + 56)/2

x = 2logb(x2 + 56)/2

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The total amount of money two friends had is $3430.

What is ratio?

When two numbers are compared, the ratio between them shows how often the first number contains the second. As an illustration, the ratio of oranges to lemons in a dish of fruit is 8:6 if there are 8 oranges and 6 lemons present.

Here the ratio of the money of friends = 4:3.

Let us take shares of money as 4x and 3x.

Here larger amount  4x=R1960

=> 4x=1960

=> x= 1960/4= $490

Then Total amount = 4x+3x=7x

=> Total amount = 7*490=$3430

Hence the total amount of money two friends had is $3430.

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A. we can observe that 1(x) is continuous at x = kπ- for any integer k, and hence, it is continuous only at x = kπ, where k is an integer.

B. We have proved that limx → 2 (x2 - 1) = 3 using the definition of a limit.

A. To prove that 1(x) = {(sin(x) × EQ (x) XER-Q, X = zkπ, K 6 z is continuous only at x = kπ, where k is an integer without using L'Hospital's Rule, we can use the concept of limits.Let's consider the left limit of the function at x = kπ+ (where ε > 0 is a small value).

Here, we can observe that:

lim x → kπ+ 1(x) = lim x → kπ+ sin(x)/x > 0 since sin(x) > 0 when x is in (kπ, kπ + ε/2) and x is in (kπ - ε/2, kπ)

So, 1(x) = {(sin(x) × EQ (x) XER-Q, X = zkπ, K 6 z is continuous at x = kπ+ for any integer k.

Similarly, we can observe that 1(x) is continuous at x = kπ- for any integer k, and hence, it is continuous only at x = kπ, where k is an integer.

B. To prove that limx → 2 f(x) = 3, we can use the following definition of a limit:

For any ε > 0, there exists a δ > 0 such that |f(x) - 3| < ε for all 0 < |x - 2| < δ.

Here, f(x) = x2 - 1, and we need to prove that limx → 2 (x2 - 1) = 3.

Using algebraic manipulation, we can write x2 - 1 - 3 = (x + 2)(x - 2).Now, |(x + 2)(x - 2)| = |x + 2||x - 2|.

Therefore, we need to find δ such that |(x + 2)(x - 2)| < ε whenever 0 < |x - 2| < δ.

In order to ensure this, we can put an upper bound on |x + 2| and |x - 2|:|x + 2| < 4 (since x is close to 2)|x - 2| < δ

From the above inequalities, we can say that |(x + 2)(x - 2)| < 4δ.

Then, we can say that |(x2 - 1) - 3| = |(x + 2)(x - 2)| < 4δ < ε.

So, we can choose δ = ε/4.

Hence, we have proved that limx → 2 (x2 - 1) = 3 using the definition of a limit.

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Alex will need 150 tiles to make his mosaic.

The space occupied by any two-dimensional figure in a plane is called the area. The space occupied by the tiles in a two-dimensional plane is called the area of the tiles.

To determine the number of tiles needed to create the mosaic, we need to find out the area of the wall mosaic and then divide it by the area of each tile.

First, let's find the area of the wall mosaic. We can do this by counting the number of squares within the rectangular shape, which is the plan for the mosaic.

By counting, we can see that there are 30 squares in the horizontal direction and 20 squares in the vertical direction. Therefore, the area of the wall mosaic is:

Area of wall mosaic = 30 x 20 = 600 square cm

Now, let's find the area of each tile. The problem tells us that each tile is a square with a side length of 2 cm. Therefore, the area of each tile is:

Area of each tile = 2 x 2 = 4 square cm

Finally, we can find the number of tiles needed by dividing the area of the wall mosaic by the area of each tile:

Number of tiles needed = Area of wall mosaic ÷ Area of each tile

= 600 ÷ 4

= 150

Therefore, Alex will need 150 tiles to make his mosaic.

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The answer is that the sum οf (-3x³ + 2x - 5) and (2x⁴ - 4x² - 3) is the same as the sum οf (-3x³ + 2x - 5) and (2x⁴ - 4x² - 3)

An expressiοn in mathematics is made up οf different numbers, variables, and mathematical prοcesses, such as expοnents, lοgarithms, trigοnοmetric functiοns, and arithmetic. It can symbοlise a number οr a fοrmula, but it lacks an equals sign (=) and cannοt be evaluated οr sοlved withοut being cοmbined οr simplified. Expressiοns can be straightfοrward, like 3x + 4, οr they can be cοmplicated, like (2x - 1)/(x + 3).

given:

(a) We must multiply each term in the first expressiοn by each term in the secοnd expressiοn befοre cοmbining like terms tο determine the prοduct οf (-3x³ + 2x - 5) and (2x4 - 4x² - 3). The distributive principle allοws us tο write:

= (-3x³ + 2x - 5) * (2x⁴ - 4x² - 3) * (3x³ + 2x - 5) * = 3x³ * 2x⁴ + (-3x³) * (-4x²)  * (-3)

= 2x * 2x⁴  + 2x * (-4x²) + 2x * (-3)

= -6x⁷ + 12x⁵ + 9x³ + 4x⁵ - 8x³ - 6x - 10x⁴  + 20x² + 15 = 5 * 2x⁴  - 5 * (-4x²) - 5 * (-3)

The result οf the οperatiοns (-3x³ + 2x - 5) and (2x⁴  - 4x² - 3) is as fοllοws: -6x⁷ + 10x⁴  + 16x⁵ - 17x³ - 6x + 15

(b) The answer is that the sum οf (-3x³ + 2x - 5) and (2x⁴  - 4x² - 3) is the same as the sum οf (-3x³ + 2x - 5) and (2x⁴  - 4x² - 3). Due tο the fact that multiplicatiοn is cοmmutative, changing the οrder οf the variables has nο effect οn the οutcοme οf the prοduct. Cοnsequently, we can write:

(2x⁴  - 4x² - 3) * (-3x³ + 2x - 5) = (-3x³ + 2x - 5) * (2x⁴  - 4x² - 3)

The answer is that the sum οf (-3x³ + 2x - 5) and (2x⁴  - 4x² - 3) is the same as the sum οf (-3x³ + 2x - 5) and (2x⁴ - 4x² - 3)

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None of the options are sufficient to prove that ABCD quadrilateral is a kite.

what are quadrilaterals ?

Quadrilaterals are closed two-dimensional shapes with four straight sides and four angles. The word "quadrilateral" comes from the Latin words "quadri" which means "four" and "latus" which means "side". Some common examples of quadrilaterals include squares, rectangles, parallelograms, rhombuses, and trapezoids.

Each type of quadrilateral has its own unique set of properties and characteristics. For example, a rectangle has four right angles and opposite sides that are parallel and congruent. A parallelogram has opposite sides that are parallel and congruent, and opposite angles that are congruent. A rhombus has four congruent sides and opposite angles that are congruent.

According to the question:

Option A: OBC and DC being congruent only tells us that OBDC is a parallelogram, but it does not tell us anything about the other pair of adjacent sides, AB and BC.

Option B: OAC and DC being congruent only tells us that OACD is an isosceles trapezoid, but it does not tell us anything about the other pair of adjacent sides, AB and BC.

Option C: OAC and BC being congruent only tells us that OABC is a kite, but it does not tell us anything about the other pair of adjacent sides, AD and DC.

None of the options given are sufficient to prove that ABCD is a kite. To prove that ABCD is a kite that we need to show that two pairs of adjacent sides are congruent.

Therefore, none of the options are sufficient to prove that ABCD is a kite.

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Answer:

1/4

Step-by-step explanation:

you can plug it into a calculator

[tex]f(n) = f(n - 1) * (- 3)[/tex]

[tex]f(2) = f(2 - 1) * (- 3) = \boxed{f(1) * (- 3)} = (-1)*(-3) = \bf 3\\[/tex]

[tex]f(3) = f(3 - 1) * (- 3) = f(2) * (- 3) = f(1) * (-3) * (- 3) = \boxed{f(1) * (-3)^{2}} = (-1)*3^{2} =-3^{2} = \bf -9\\[/tex]

[tex]f(4) = f(4 - 1) * (- 3) = f(3) * (- 3) = f(1) * (-3)^{2} * (- 3) = \boxed{f(1) * (-3)^{3}} = (-1)*(-3^{3}) = 3^{3} = \bf 27\\[/tex]

[tex]f(5) = f(5 - 1) * (- 3) = f(4) * (- 3) = f(1) * (-3)^{3} * (- 3) = \boxed{f(1) * (-3)^{4}} = (-1)*3^{4} =-3^{4} = \bf -64\\[/tex]

[tex]f(12) = f(12 - 1) * (- 3) = f(1) * (-3)^{10} * (- 3) = \boxed{f(1) * (-3)^{11}} = (-1)* (-3)^{11} = -(-3^{11}) = 3^{11} \\[/tex]

⇒

[tex]\boxed{f(n) = (-1)^{n} * 3^{n - 1}}[/tex]