Answer:
2/13
Step-by-step explanation:
In a standard deck of cards, there are 52 cards total, 4 kings, and 4 queens.
Probability is calculated by (number of favorable outcomes)/(number of possible outcomes), so our probability would be 8/52, which can be simplified to 2/13.
Hope this helps!
Can someone pls help me!
Answer: C) 12
Step-by-step explanation:
This problem makes use of Cross Multiplying.
Simply do:
2x*3y=9*8
6xy=9*8
6xy=72
xy=12
Hope it helps <3
if paul and Steve are the same height and they are both correct write and equationto represent this relationship put puals expresiion on the left side of the equal sign and steves expression on the right
Answer:
Paul=Steve
Step-by-step explanation:
Answer:
The expression that represents Paul’s height in inches is 3/4t - 16. The expression that represents Steve’s height in inches is 4/3t - 6. Paul and Steve are the same height, so the equation that represents this relationship is
3/2t - 16 = 4/3t - 6
( PLATO/EDMENTUM ANSWER)
18a - 24ay + 48b - 64by
Answer:
Step-by-step explanation:
6a(3-4y)+16b(3-4y)
(6a-16b)(3-4y)
2(3a-8)(3-4y)
What is the volume in cubic inches of the solid figure, rounded to the nearest cubic inch? Do not use units or commas in your answer.
Answer:
1131 cubic inches.
Step-by-step explanation:
The front side of the figure contains a rectangle and a semicircle.
Area of rectangle is
[tex]A_1=length\times breadth[/tex]
[tex]A_1=11\times 12[/tex]
[tex]A_1=132\text{ in}^2[/tex]
Radius of semicircle is
[tex]r=17-11=6\text{ in}[/tex]
Area of semicircle is
[tex]A_2=\dfrac{1}{2}\pi r^2[/tex]
[tex]A_2=\dfrac{1}{2}\pi (6)^2[/tex]
[tex]A_2\approx 56.55[/tex]
Area of front side is
[tex]A=A_1+A_2=132+56.55=188.55\text{ in}^2[/tex]
Let front side is the base of prism and height is 6 in. So, volume of given figure is
[tex]V=\text{Base area}\times height[/tex]
[tex]V=188.55\times 6[/tex]
[tex]V=1131.3[/tex]
[tex]V\approx 1131\text{ in}^3[/tex]
Therefore, the required volume is 1131 cubic inches.
I really need help with this! PLEASE HELP ME...
Answer:
The last graph.
Step-by-step explanation:
According to the question, she will spend just 36 hours on those activities combined, so the shading will be anything less than the diagonal line with a slope of -1.
She spends at least 12 hours running, so the shaded area will be anything above the horizontal line at 12.
She spends at least 12 hours bicycling, so the shaded area will be anything to the right of the vertical line at 12.
The only graph that fits all the conditions is the last graph, with a shaded triangle.
Hope this helps!
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If the ratio of boys to girls at the school is 2:5, and there are 40 boys, how many girls are there?
Answer:
There are 100 girls in the schoolStep-by-step explanation:
Let the total number of people be x
To find the number of girls in the class we must first find the total number of people in the class
First find the total parts
That's
2 + 5 = 7
2/7 of the total number of people are boys
So we have
2/7 × x = 40
Multiply through by 7
2x = 280
Divide both sides by 2
x = 140
There are 140 people in the school
Finding the number of girls we have
5/7 × 140
= 100
There are 100 girls in the school
Hope this helps you
What the answer to this question
Answer:
44
Step-by-step explanation:
What pattern exists in the three places in each period?
356,039
I don't understand this
also
Use number names and numerals to write 900,000+60,000+3,000+100+4
Answer:
the pattern is (hundreds, tens, ones)963 thousand 104Step-by-step explanation:
a) Each place in our decimal place-value number system has a name. In the number 356,039, the left-most digit 3 is in the hundred-thousands place, so it is read (by itself) as "three hundred thousand." Together, the digits 356 of that number signify three hundred fifty-six thousand. They are said to be in the "thousands period." Each period of three digits will be grouped like that to specify the number of hundreds, tens, and ones in the period.
__
b) The given expanded form adds up to give ...
963,104
Based on the above discussion, the name of this number is ...
"nine hundred sixty-three thousand one hundred four"
Using digits to help write this, it would be 963 thousand 104.
What is the equation of the line that passes through the point (-6, 6) and has a
slope of
1/3?
Answer:
Using point-slope form we get:
y - 6 = 1/3(x + 6)
y - 6 = 1/3x + 2
y = 1/3x + 8
On the day after my birthday this year, I can truthfully say: "The day after tomorrow is a Monday". On which day is my birthday?
Answer: Friday
Step-by-step explanation:
Answer:you got this
Step-by-step explanation:
There are 18cans on a shelf a customer bought 7 cans then jake pu 6cans on the shelf how many cans are on the shelf
Answer:
17 cans
Step-by-step explanation:
18 cans
7 are taken away
18-7 =11
Then we put 6 back on
11+6 = 17
There are now 17 cans
Janie was asked to bring water for her daughter's soccer team. The coach told her he wants each player to drink 1 8 gallon of water after a game. There are 9 players on the team. How much water should Janie bring?
Answer:
1 gallon and 1 pint
Step-by-step explanation:
I guess that the actual amount of water needed per player is 1/8 of gallon and not 18 gallons.
You will need to bring 9 x 1/8 = 9/8 = 1 ¹/₈ gallons or 1 gallon and 1 pint
1 gallon = 4 quarts = 8 pints = 16 cups = 128 ounces
or
1 gallon = 3.785 liters
The US is one of the few countries (along with Liberia, and Myanmar) that still uses the imperial system to measure things, e.g. inches, feet, yards, pounds, miles, pints, gallons, etc. The rest of the world uses the metric system, e.g. meters, liters, kilograms, etc.
Answer:
1 1/8
Step-by-step explanation:
i did it on edge
A farmer uses 3/5 of his land to grow cassava, 1/3 of the remainder for yam and the rest for maize. Find the part of the land used for maize
Answer:
Step-by-step explanation:
Cassava = 1/3 of his land
Remaining after planting Cassava = 1 - 1/3 = 2/3 of his land
Maize = 2/5 x 2/3 = 4/15 of his land
Vegetables = 2/3 - 4/15 = 2/5 of his land
If vegetables = 10 acres
2/5 of his land = 10 acres
1/5 of his land = 10 ÷ 2 = 5 acres
5/5 of his land = 5 x 5 = 25 acres
Find the value.
6x+3 when x=-1/2
PLEASE HELP!!!
Answer:
0
Step-by-step explanation:
6(-0.5) + 3 = -3 + 3 = 0
Answer:
0
Step-by-step explanation:
x= - 1/2 [given]
Now,
> 6x + 3
>6 × - 1/2 + 3
> -6/2 +3
> -3/1 + 3
> -3 + 3
> 0
A restaurant catered a party for 40 people. A child’s dinner (c) cost $11 and an adult’s dinner (a) cost $20. The total cost of the dinner was $728. How many children and adults were at the party? Use the table to guess and check. Number of People a c c + a = 40 11 c + 20 a = 728 dollars 8 children and 32 adults 9 children and 31 adults 10 children and 30 adults 12 children and 28 adults
Answer:
C
Step-by-step explanation:
took test
100 points timed Which is the correct way to model the equation 5 x + 6 = 4 x + (negative 3) using algebra tiles? 5 positive x-tiles and 6 positive unit tiles on the left side; 4 positive x-tiles and 3 negative unit tiles on the right side 6 positive x-tiles and 5 positive unit tiles on the left side; 3 negative x-tiles and 4 positive unit tiles on the right side 5 positive x-tiles and 6 negative unit tiles on the left side; 4 positive x-tiles and 3 negative unit tiles on the right side 5 positive x-tiles and 6 positive unit tiles on the left side; 4 positive x-tiles and 3 positive unit tiles on the right side
Answer: A
Step-by-step explanation:
The answer is A. It accurately describes the equation shown. Negative values are represented by negative tiles and positive values are represented by positive tiles.
Hope it helps <3
(1.6x+1.8)÷2.4−0.8=4.2
Answer:
x = 6.375
Step-by-step explanation:
Step 1:
4.2+0.8 = 5
(1.6x+1.8)÷2.4 = 5
Step 2:
5 · 2.4 = 12
1.6x + 1.8 = 12
Step 3:
12 - 1.8 = 10.2
1.6x = 10.2
Step 4:
10.2 ÷ 1.6 = 6.375
x = 6.375
10 of 100 objects are defective you take 6 what's the probability that 2 are defective?
Answer:
to be honest I'm not sure how to do this question plz
The quadratic function f(x) = -x2 - 6x - 8 is graphed.
What are the solutions of the quadratic equation 0 =-
x2 - 6x-8?
2
O 2 and 4
-2 and 4
0-2 and -4
O2 and 4
2
X
-654-3
Next
Submit
Save and Exit
Mark this and return
Answer:
The roots of the quadratic function [tex]f(x) = -x^{2}-6\cdot x -8[/tex] are [tex]x_{1} = -4[/tex] and [tex]x_{2} = -2[/tex].
Step-by-step explanation:
Let be [tex]f(x) = -x^{2}-6\cdot x -8[/tex], the function is now graphed by using a graphing tool and whose outcome is added below as attachment. After looking the image, the roots of the polynomial are [tex]x_{1} = -4[/tex] and [tex]x_{2} = -2[/tex], respectively. It can be also proved by algebraic means:
1) [tex]-x^{2}-6\cdot x -8=0[/tex] Given
2) [tex]-(x^{2}+6\cdot x+8 )= 0[/tex] Distributive property/ [tex]-(x) = -x[/tex]
3) [tex]-(x^{2} +4\cdot x +2\cdot x +8)= 0[/tex] Addition
4) [tex]-[x\cdot (x+4)+2\cdot (x+4)] = 0[/tex] Distributive property/Associative property
5) [tex]-(x+2)\cdot (x+4) = 0[/tex] Distributive property/Result
Which supports the graphic findings.
The roots of the quadratic function [tex]f(x) = -x^{2}-6\cdot x -8[/tex] are [tex]x_{1} = -4[/tex] and [tex]x_{2} = -2[/tex].
The landscape designer has drawn an angle on one side of the yard as wants to draw the same angle on the other side. Describe three ways he can do this
Answer:
1) by using a protractor
2) by finding a point
3) by extending the line of the angle until it reaches the other side of the field.
Step-by-step explanation:
There are different methods he can use to draw the angle on the other side of the yard, three of which are the following:
1) he can use a protractor to measure the angle he drew. That way he can go to the other side of the field and measure the same angle there. So then he can draw the angle in the new location.
2) He can draw a line on the given angle and find a point that passes through that line. Then he can draw a perpendicular line to the origin of the angle until it reaches the other side of the yard. This perpendicular line will cross the other side of the yard. This point where the line crosses the other side of the yard will be the new origin. With this new origin find the point again and draw a line that goes through the new origin and the new point he found.
3) Depending on the dimensions of the field, he can draw extend the line of the angle in such a way that it reaches the other side of the field. Then the angle will be on the other side. He can then use a square to move it around to where he wants it to be.
4. A number m is such that when it is divided by 30, 36, and 45 the remainder is always 7,
find the smallest possible value of m
Answer:
187
Step-by-step explanation:
A number m is such that when it is divided by 30, 36 and 45 the remainder is always 7.
We should first find the LCM of 30, 36 and 45
We get that the LCM of the three numbers is 280 (working attached).
So now;
[tex]\frac{180}{30}[/tex] = 6
[tex]\frac{180}{36}[/tex] = 5
[tex]\frac{180}{45}[/tex] = 4
But we need a number that leaves a remainder of 7 so we add 7 to 180 to get; 180 + 7 = 187.
Find total surface area of a solid
Cone of
diameter 6cm and
slant
height 5cm Take TT=22/7.
TSA OF CONE = πr ( l + r )
= 22/7 * 6/2 cm ( 5 cm + 6/2 cm )
= 22/7 * 3 cm ( 5 cm + 3 cm )
= 22/7 * 3 cm * 8 cm
= 528/7 cm²
HOPE IT HELPS.[tex] <marquee> <font color = green > PLEASE MARK AS BRAINLIEST AND FOLLOW ME .. [/tex]Which set of ordered pairs represents a function?
{(7,-2),(-8, -1),(-6,1), (-6, – 7)}
{(-4,1), (6,1),(7,-6), (7,0)}
{(2,-6), (1, -3), (-5,7),(1,0)}
{(-9,3), (-5,1), (7,-5), (4,3)}
The correct is:
[tex][(-9,3),\:(-5,1),\:(7,-5),\:(4,3)][/tex]
The definition of a function is that for every value of [tex]x[/tex] we get one from [tex]y[/tex].
In the first appears [tex](-6,1)[/tex] y [tex](-6,-7)[/tex], it is not a function, since it does not meet the definition given above, there can only be one value for x, if there are [tex]2[/tex] or more, called relation.
In 2 repeat: [tex](7,-6)[/tex] and [tex](7,0)[/tex]
In 3 repeat: [tex](1,-3)[/tex] and [tex](1,0)[/tex]
Which expression is equivalent to 4 square root 6 divided by 3 root 2?
Answer:
[tex]\sqrt[12]{55296}[/tex]/2
Step-by-step explanation:
[tex]\sqrt[4]{6}[/tex]/[tex]\sqrt[3]{2}[/tex]=1.2422
[tex]\sqrt[12]{27}[/tex]/2=0.66 <-- not matching with the top expression.
[tex]\sqrt[4]{24}[/tex]/2=1.11<--not matching with the top expression.
[tex]\sqrt[12]{55296}[/tex]/2=1.2422<-- matches!!
[tex]\sqrt[12]{177147}[/tex]/3=0.91<-- not matching with the top expression.
Answer:
It is C) ^12 square root 55296/2
Step-by-step explanation: I checked with my calculator.
In the figure given below L || m .find the value of x
Answer:
x = 30
Step-by-step explanation:
Since l and m are parallel, then
3x + 10 = 40 + 60 = 100 ( subtract 10 from both sides )
3x = 90 ( divide both sides by 3 )
x = 30
What the answer question
Answer:
Side e = 5.7
Step-by-step explanation:
Given
d = 10
f = 7
<E = 34°
Required
Calculate length of side e
This can be calculated using law of cosine as follows;
e² = d² + f² - 2 * d * f * Cos(<E)
Substitute 10 for d, 7 for f and 34 for <E. This gives
e² = 10² + 7² - 2 * 10 * 7 * cos34
e² = 100 + 49 - 140 * cos34
e² = 100 + 49 - 140 * 0.8290
e² = 100 + 49 - 116.06
e² = 32.94
Take Square Root of both sides
e = √32.94
e = 5.7 (Approximated)
You are enlarging a photograph to make a poster. The posterwill be similar to the original photograph. The photograph is6 inches tall and 4 inches wide. The poster will be 2.5 feet wide.How tall will the poster be? Find the poster’s perimeter.
Answer:
Poster’s perimeter = 150 in
Step-by-step explanation:
Given:
Width of poster = 2.5 ft = 2.5 × 12 = 30 in
Find:
Poster’s perimeter.
Computation:
Height of poster = [30×6]/4
Height of poster = 45 in
Poster’s perimeter = 2 [Width of poster + Height of poster]
Poster’s perimeter = 2 [30+45]
Poster’s perimeter = 2 [75]
Poster’s perimeter = 150 in
For the example shown, Jesse said “The total monthly cost of using the ceiling light and the dishwasher was $0.74.” Is Jesse correct? Explain.
Answer:
what do u mean
Answer: FLOOR GANG OOOH
Step-by-step explanation:
3) Simplify:- (i) (45 x 2) ÷ [ 28 – { 14 + 9 } ] (ii) 72 ÷ [ 23 – { 4 + ( 3 x 5 ) }] (iii) 102 + 13 × 8 + 125 ÷ 5 × 10 (iv) 57 ÷ [ { ( 10 + 5) - 3 × 2 } + 10 ]
Answer:
1. 30
2. 18
3. 460
4. 3
Step-by-step explanation:
According to the hierarchy of operations, we first need to solve {},[] or () (starting by the inner ones). Then the multiplications and divisions and lastly we will add and subtract. Therefore we have:
(i) (45 x 2) ÷ [ 28 – { 14 + 9 } ]
(90) ÷ [ 28 – { 14 + 9 } ] solved the ()
(90) ÷ [ 28 – { 25 } ] solved the {}
(90) ÷ [ 3 ] solved the []
30.
ii) 72 ÷ [ 23 – { 4 + ( 3 x 5 ) }]
72 ÷ [ 23 – { 4 + ( 15 ) }] solved the ()
72 ÷ [ 23 – {19) ] solved the {}
72 ÷ 4 solved the []
18
(iii) 102 + 13 × 8 + 125 ÷ 5 × 10
102 + 104 + 25 x 10 Solved the first multiplication and division
102 +104 + 250 Solved the multiplication
460
(iv) 57 ÷ [ { ( 10 + 5) - 3 × 2 } + 10 ]
57 ÷ [ { 15 - 3 × 2 } + 10 ] solved the inner ()
57 ÷ [ { 15 - 6 } + 10 ] solved the multiplication
57 ÷ [ 9 + 10 ] solved the {}
57 ÷ 19 solved the []
3