Answer:
9 1/9 per cousin
Step-by-step explanation:
if the aunt has 58 items to be distributed to 6 cousins, we would set a fraction of 58/6. performing that is 9 with 4/6 left over.
since there is 6 cousins, there will be 2/3 divided by 6 = 2/18, or 1/9
Answer:
the answer on eduguinty is 5/48 of the inherrit .
Step-by-step explanation:
:)
a. Write 60,000,000 in words.
Answer:
The answer is sixty million.
A 3-column table with 3 rows. Column 1 is labeled Scale factor with entries one-half, 1, 3.2. Column 2 is labeled Width with entries A, 10 feet, C. Column 3 is labeled Length with entries B, 18 feet, 57.6 feet.
The value of A is .
answer: 2,5,8,20
The value of B is .
answer: 8,9,27,36
The value of C is .
answer: 20,22,30,32
for Edg
Answer:
A=5
b=9
c=32
Step-by-step explanation:
The residual value when x = 3 for a function y = 2.69x - 7.95 is 0.12
What is an equation?An equation is an expression that shows the relationship between two or more number and variables.
Here, we have,
Given the equation:
y = 2.69x - 7.95
When x = 3:
y = 2.69(3) - 7.95 = 0.12
The residual value when x = 3 for a function y = 2.69x - 7.95 is 0.12
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complete question;
A data set is shown in the table. The line of best fit modeling the data is y = 2.69x – 7.95.
A 2-column table with 5 rows. The first column is labeled x with entries 1, 2, 3, 4, 5. The second column is labeled y with entries negative 5.1, negative 3.2, 1.0, 2.3, 5.6.
What is the residual value when x = 3?
–0.88
–0.12
0.12
0.88
what is 7) 4x -2(3x + 7)
4x -2(3x+7)
Use the distributive property:
4x - 6x -14
Combine like terms:
-2x - 14
On Monday, the price of gas was $3.50; on Tuesday the price dropped by $0.50;
and on Wednesday, the price increased by $0.65. Write and solve an addition
equation to show the final price of gas.
College precalc! If you could help me with range, too, that's be great.
Answer:
All together:
D:(-∞,∞)
R:(-∞,2]
Individually:
D: (-∞,-2], (-2,∞)
R: (-∞,-2], y=2
Step-by-step explanation:
So the way I like to think about Domain and Range is that the Domain is the set of real numbers which can be put into a function and the Range is the set of real numbers which you can get out from a function.
Looking at your given function, it looks like the piece-wise parts are f(x)=x and f(x)=2. Neither one of the functions has domain restrictions (you can plug anything into the first and second without getting any mathematical errors [like a 0 in the denominator]). And since the graph shows arrows in each end, indicating infinite continuation of the curve, the Domain is (-∞,∞).
Now for the outputs of each function, we can see that you'll be getting any number out for the f(x)=x portion. But, the f(x)=2 portion will always give you 2 for any input. So the Range is (-∞,2).
Now I'm honestly not too sure what the HW is asking you to do with this info... for the first part, maybe they want the individual domain and range values for each piece of the piece-wise while the second part asks for the overall? You might know what it's asking better then me since it's your class.
I'll include the overall and individual answers above. Comment with any questions.
1/3 - 1/2 x 1/2 ?? Help please
Answer:
1/2
Step-by-step explanation:
1
3
−
1
2
(1)
2
=
1
3
−
1
2
2
=
1
3
−
1
4
=
1/12
A quantity P obeys the exponential growth law P(t)=e5t (t in years).
At what time t0 is P=15? Use yr for years. t0=?
At what time t1 is P=20? Use yr for years. t1= ?
What is the doubling time for P? Use yr for years. The doubling time is ?
Answer:
the time at which P =15 is [tex]{t_o = 0.54161 \ years}[/tex]
the time at which P =20 is [tex]{t_1 = 0.59914 \ years}[/tex]
the doubling time [tex]{t = 0.138629 \ years}[/tex]
Step-by-step explanation:
From the information we are being provided with:
The quantity P i.e [tex]P(t) = e ^{5t}[/tex]
In order to determine the time at which P = 15, we have the following:
[tex]t= t_o[/tex] when P = 15
∴ [tex]e^{5t_o} = 15[/tex]
[tex]5t_o= In (15)[/tex]
[tex]t_o = \dfrac{1}{5}In 15[/tex]
[tex]t_o = \dfrac{1}{5} \times 2.70805[/tex]
[tex]{t_o = 0.54161 \ years}[/tex]
Hence, the time at which P =15 is [tex]{t_o = 0.54161 \ years}[/tex]
In order to determine the time at which P = 20, we have the following:
[tex]t= t_1[/tex] when P = 20
∴ [tex]e^{5t_1} = 20[/tex]
[tex]5t_1= In (20)[/tex]
[tex]t_1= \dfrac{1}{5}In (20)[/tex]
[tex]t_1 = \dfrac{1}{5} \times 2.9957[/tex]
[tex]{t_1 = 0.59914 \ years}[/tex]
Hence, the time at which P =20 is [tex]{t_1 = 0.59914 \ years}[/tex]
The doubling time at t = 0, mean P = 2
∴ [tex]e^{5t} = 2[/tex]
[tex]5t= In (2)[/tex]
[tex]t= \dfrac{1}{5}In(2)[/tex]
[tex]t = \dfrac{1}{5} \times0.693147[/tex]
[tex]{t = 0.138629 \ years}[/tex]
Hence, the doubling time [tex]{t = 0.138629 \ years}[/tex]
Lou drives at 65 mi/h. Write an expression for the number of miles that Lou drives t hours.
Answer:
The expression for the number of miles that Lou drives t hours is t*65
Step-by-step explanation:
Two quantities are directly proportional when, when one of them is multiplied or divided by a number, the other is multiplied or divided respectively by the same number. That is, the relationship between the magnitudes is direct when one magnitude increases and so does the other (or when one magnitude decreases, so does the other).
The direct rule of three is used when the problem deals with two directly proportional quantities and is used to solve proportionality problems between three known values and one unknown, establishing a proportional relationship between all of them as follows:
a ⇒ b
c ⇒ x
So [tex]x=\frac{c*b}{a}[/tex]
In this case the rule of three can be applied in the following way: if in 1 hour Lou travels 65 miles, in t hours how much distance does he travel?
[tex]distance=\frac{t*65 mi}{1 h}[/tex]
distance=t* 65
The expression for the number of miles that Lou drives t hours is t*65
x2 – 25 = - 4x – 4
Solve the quadratic by factoring
Answer:
x = -7, +3
Step-by-step explanation:
x² - 25 = -4x - 4
Put it all on one side
x² - 25 + 4x + 4 = 0
Put like terms together
x² + 4x - 21 = 0
Factor
(x + 7)(x - 3) = 0
x + 7 = 0 ⇒ x = -7
x - 3 = 0 ⇒ x = +3
x = -7, +3
___ power of 10 gives the answer 1,000,000,000? * 10 9 11 6
Answer:
9
Step-by-step explanation:
We see that we have 9 zeros.
We use the base 10 system to help us solve.
When we multiply anything by 10, we simply move the decimal place to the right.
Since we have 9 zeros, we move the decimal place 9 places to the right. Therefore, to get 1,000,000,000, we multiply 1 by 10⁹
Plot the image of point P under a translation by 3 units to the right and 1 unit up
Answer:
where is the graph
Step-by-step explanation:
how many million miles are between the earth and sun ?
91 million miles (146 million km)
Zero pairs are two numbers that _____ to get zero. 1. add 2. subtract 3. divide 4. multiply
Evaluate:
-6+2[6+4(( - 3)^2 – 7)]
Steps to solve:
-6 + 2[6 + 4((-3)^2 - 7)]
~Solve exponent
-6 + 2[6 + 4(9 - 7)]
~Solve whats in parenthesis
-6 + 2[6 + 4(2)]
~Multiply
-6 + 2[6 + 8]
~Add
-6 + 2[14]
~Multiply
-6 + 28
~Add
22
Best of Luck!
find the range 5 15 10 20 15 10 15
Answer:
15
Step-by-step explanation:
20-5=15
Write each percent as a fraction in simplest form 2 2/5%
Answer:
12/5%
Step-by-step explanation:
12/5 %
that's it cuz u can't divide them
HELP NOW!! QUES^TION IN PICTURE
Answer:
Its b
Step-by-step explanation:
I did the unit test
If f(x)= (3x+x)/(x-3) what is f(a+2)
Answer:
Videos of If F(X)= (3X+X)/(X-3) What is F(A+2)
Step-by-step explanation:
1.how do you perceive mathematics as a subject? Explain Your answer
2. What is the significance of mathematics in your life and as a student?
Answer:
The students perceived various qualities of the mathematics learning that were enabled by the use of mobile phones: (1) exploring mathematics independently (2) learning mathematics through collaboration and team work; where the collaboration is on equal terms (3) learning mathematics in a societal and humanistic environment (4) learning mathematics in authentic real life situations (5) visualizing mathematics and investigating it dynamically (6) carrying out diversified mathematical actions using new and advanced technologies (7) learning mathematics easily and efficiently. In the overall, the students were positively impressed by the potentialities and capabilities of the mobile phones used in the mathematics learning process. This indicates that mathematics education could benefit form utilizing these new technological tools.Mathematics makes our life orderly and prevents chaos. Certain qualities that are nurtured by mathematics are power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving ability and even effective communication skills.BRAINLIEST ASAP! PLEASE. HELP ME :) I need help with part 2 of the question.
Part 2:
-4a + 2 + 11a = 5a + 3 + 2a
~Combine like terms
7a + 2 = 7a + 3
~Subtract 2 to both sides
7a = 7a - 1
~Subtract 7a to both sides
0 = 1
Therefore, there are no solutions.
Best of Luck!
A 2-column table has 8 rows. The first column is labeled Statements with entries angle A B C is right angle, Line segment D B bisects angle A B C, B, m angle A B D = m angle C B D, m angle A B D + m angle C B D = 90 degrees, m angle C B D + m angle C B D = 90 degrees, D, m angle C B D = 45 degrees. The second column is labeled Reasons with entries A, given, definition of right triangle, definition of bisection, C, substitution property, addition, and division property. Identify the missing parts in the proof. Given: ∠ABC is a right angle. DB bisects ∠ABC. Prove: m∠CBD = 45° A: B: C: D:
Answer:
A. Given
B.Measure of ABC=90
C.Angle addition Prostulate
D.2 times the measure of angle CBD=90
Step-by-step explanation:
Answer:
d a b c
Step-by-step explanation:
how do u simply 2x+3y=5y
Answer:
x=y
Step-by-step explanation:
Collect Like terms from 2x+3y=5y
Like this: 2x=5y-3y (when switching sides, turn positive into negative, negative into positive)
2x=5y-3y
Simplify
2x=2y
Simplify
x=y
PLS HELP The lines below are parallel. If the slope of the green line is -3/4, what is the slope of the red line?
Answer:
-3/4
Step-by-step explanation:
Surely it's the same since they're parallel??
Which is the definition of a ray?
a part of a line that has one endpoint and extends indefinitely in one direction
the set of all points in a plane that are a given distance away from a given point
lines that lie in the same plane and do not intersect
a part of a line that has two endpoints
The definition of a ray is a part of a line that has one endpoint and extends indefinitely in one direction
A ray is part of a line that has one endpoint and extends indefinitely in one direction and has the folowing properties.
It has one starting point called its endpoint. It does not have height or width but has length. But, its length is not measurable since it extends forever.So, the definition of a ray is a part of a line that has one endpoint and extends indefinitely in one direction.
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solve for x
3+x/8=4
Answer:
x = 8
Step-by-step explanation:
3+x/8=4
We move all terms to the left:
3+x/8-(4)=0
We add all the numbers together, and all the variables
x/8-1=0
We multiply all the terms by the denominator
x-1*8=0
We add all the numbers together, and all the variables
x-8=0
We move all terms containing x to the left, all other terms to the right
x=8
3 out of 30 computers are not working.so what % are working
Answer:
90%
Step-by-step explanation:
3/30 not working
3/30%=3/30x100
=>10%
% of computers working 100%-10%=90%
12 - d > 8. Solving inequalities
Answer:
d<4 I might not be right but I think this is correct
Step-by-step explanation:
Simplify both sides of the inequality.
−d+12>8
Subtract 12 from both sides.
−d+12−12>8−12
−d>−4
Divide both sides by -1.
[tex]\frac{-d}{-1}[/tex] >[tex]\frac{-4}{-1}[/tex]
d > 4
Write the following in exponential form 10,000x10
Answer:
1.0 x 10⁵
Step-by-step explanation:
10,000 • 10 = 100,000
= 1.0 x 10⁵
To calculate simple interest, the amount of interest, I, can be found using this formula, where P is the principal, r is the interest rate, and t is time: I=Prt Which formula can be used to determine the interest rate when the other variables are known? a.) r=IPt b.)r=I/Pt c.)r=IP/t d.) r=Pt/I
Answer:
b
Step-by-step explanation:
I = Prt Solve the equation for r
I = Prt Divide both sides by Pt to get r on one side of the equation by itself
Pt Pt Cancel the P and t on right side as P/P and t/t = 1
This leaves: I = r or r = I
Pt Pt
The interest rate formula with other known variables is R=I/PT. Therefore, the correct answer is option B.
The given simple interest formula is I=PRT.
Where, P is the principal, r is the interest rate, and t is time.
Simple interest is a method to calculate the amount of interest charged on a sum at a given rate and for a given period of time.
To calculate the interest rate:
By rearranging the formula I=PRT, we get
R=I/PT
Therefore, the correct answer is option B.
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Adam borrowed money to buy a new car. The bank now has a lien on the car. What could happen if Adam doesn't make his payments on time?
A.
The bank could sell the car.
B.
The bank could lend him more money.
C.
The bank could exchange his new car for an old one.
Answer:
A. The bank could sell the car
Step-by-step explanation:
Answer:
A. the bank could sell the car
the reason is when he falls behind on payments the bank will take the car and sell it to get their money back i think