The statement that the inequality is d<-60 or(-60>d) is; true.
How to interpret Inequality word Problems?
Let d represent the depth of the researchers' second dive.
We are given that;
Depth of First dive = -60 ft
It was stated that in their second dive, the researchers explored a deeper depth, that is depth deeper than 60 ft.
Since the depth of 60ft is represented by the integer -60, then deeper depth would be represented by integers less than -60.
Thus, we can conclude that d can be represented with the inequality;
d < -60
Therefore the statement that d<-60 or(-60>d) is true.
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what is the best answer that can add 500divdied by 1010 but also as a fraction
e
(D
continues.
2,
an
22 2
-
3'9' 27' 81
{1}
Assume the first term is a₁.
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The general term for the sequences 2, 2/3, 2/9, 2/27, and 2/81 .. is Tₙ = 2/3ⁿ⁻¹.
Given sequence is 2, 2/3, 2/9, 2/27, 2/81 .....
Geometric Progression is also known as a geometric sequence in which each term after the first term is obtained by multiplying the previous one by a constant, non-zero number called the common ratio.
We know that a given sequence is a Geometric progression. So we need to find the common ratio
Here the first term is a = 2
common ratio r = 2/3/2 = 1/3
Now the formula for a geometric sequence for n terms is
Tₙ = a * rⁿ⁻¹
Tₙ = 2 * (1/3)ⁿ⁻¹
Tₙ = 2/3ⁿ⁻¹
Therefore the general term for the sequences 2, 2/3, 2/9, 2/27, and 2/81 .. is Tₙ = 2/3ⁿ⁻¹.
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What is the scale factor of the dilation?
A. 4
B. 6
C. 12
D. 16
Scale Factor is defined as the ratio of the size of the new image to the size of the old image. The center of dilation is a fixed point in the plane. Based on the scale factor and the center of dilation, the dilation transformation is defined. If the scale factor is more than 1, then the image stretches.
For example, if a square is dilated and the side of the smaller (original) square is 4 units and the side of the dilated square (enlarged) is 12 units, then, in this case, the scale factor will be: 12 ÷ 4 = 3.
Perform a Dilation of 4 on point A (2, 3) which you can see in the picture below. Multiply the coordinates of the original point (2, 3), called the image, by 4. Image's coordinates = (2 * 4, 3 * 4) to get the coordinates of the image (8, 12).
And so if you dilate it with a factor of three, then you're going to want to go three times as far down. So minus three, and three times as far to the left, so you'll go minus six.
The basic formula to find the scale factor of a dilated figure is: Scale factor = Dimension of the new shape ÷ Dimension of the original shape.
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Solve the equation. If the equation is an identity, choose identity. If it has no solution, choose no solution.
4y + 2 =-1/3
(8-12y)
[tex]\displaystyle\\Answer: y=-\frac{7}{12}[/tex]
Step-by-step explanation:
[tex]\displaystyle\\4y+2=-\frac{1}{3}\\\\[/tex]
Multiply both parts of the equation by 3:
[tex]\displaystyle\\(3)(4y+2)=(-\frac{1}{3} )(3)\\12y+6=-1\\12y+6-6=-1-6\\12y=-7[/tex]
Divide both parts of the equation by 12:
[tex]\displaystyle\\y=-\frac{7}{12}[/tex]
Write the fraction below as a sum or difference.
7-9x/3
Answer:The answer is -2 over 3
Step-by-step explanation:
Mai says x is a number that makes Equation A true and also a number that makes Equation B true. Equation A: − 3 ( x + 7 ) = 24 Equation B: x + 7 = − 8 Which statement explains why this is true? Multiple choice question. A) Adding 3 to both sides of Equation A gives x + 7 = − 8 . B) Applying the distributive property to Equation A gives x + 7 = − 8 . C) Subtracting 3 from both sides of Equation A gives x + 7 = − 8 . D) Dividing both sides of Equation A by -3 gives x + 7 = − 8 .
The statement that explains why this is true is (d) dividing both sides of Equation A by -3 gives x + 7 = − 8 .
How to determine which statement explains why this is true?The equations are given as
Equation A: −3(x + 7) = 24 Equation B: x + 7 = −8In equation A, we have
-3(x + 7) = 24
Divide both sides of this equation by -3
So, we have
-3(x + 7)/-3 = 24/-3
Evaluate the quotient
So, we have
x + 7 = -8
The above equation is the same as equation B
Hence, the statement that explains why this is true is (d) dividing both sides of Equation A by -3 gives x + 7 = − 8 .
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Is 4.635 larger than 4.6135
Answer:
Yes.
Step-by-step explanation:
4.635 is larger that 4.6135.
two streets are parallel in a map, chestnut street and walnut street. the map is put on a coordinate plane and the equation for chestnut is y=2x-6. walnut street goes through the coordinates (1,3) on the map. write an equation for the line for walnut street
An equation for the line for walnut street is: y = 2x + 1.
What is defined as the slope intercept form?An intercept is a y-axis point whereby the slope of a line passes. It is the y-coordinate of a point on the y-axis where a straight line or a curve intersects.The slope intercept form for line is given by;
y = mx + c
where
m = slope
c = y-intercept
As, the two streets chestnut street and walnut street are parallel in a map, their slopes are also equal.
The equation of chestnut is y = 2x-6; comparing with general form;
m = 2.
The coordinates of walnut street is (1, 3) = (x₁, y₁)
Thus, equation is;
(y - y₁) = m(x - x₁)
Put the values.
(y - 3) = 2( x - 1)
simplify,
y - 3 = 2x - 1
y = 2x + 1
Thus, the equation for the walnut street is found as; y = 2x + 1.
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Math on the Spot Suppose there are 3 groups of
4 trumpet players. In front of the trumpet players are
9 saxophone players. How many students play the
trumpet or saxophone?
The number of students who play the trumpet or saxophone will be 21 students.
How to illustrate the information?From the information, there are 3 groups of
4 trumpet players. In front of the trumpet players are 9 saxophone players.
Therefore, the number of students who play the trumpet or saxophone will be the addition of both values given. This will be:
= (3 × 4) + 9
= 12 + 9
= 21
Consequently, there will be 21 students who play the trumpet or saxophone.
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in how many ways can 5 students line up for lunch
Answer:
There are many formations a group of 5 can make. Examples could be STS (Shoulder To Shoulder), single file, and double column with one leader. There are many more formations that could be made but these three would be the most acceptable line formations in a school environment.
(WILL GIVE BRAINLIEST)
Answer: 1) slope of 2/3.
2) slope of -1/2
3) slope of 3
4) slope of -2/3
5) slope of undefined
6) slope of -1 1/2
7) slope of 1
8) slope of 0
Step-by-step explanation:
How to multiply 2*3*5*7 (I need explanation)
Answer:
Look the answer is simple...just multiply one by one
Step-by-step explanation:
For example;
2*3*5*7
2x3=6
6x5=30
30x7=210
Use the picture to answer the following question.
Which of the following statements BEST proves that lines k and m are parallel?
A. Angle 2 is congruent to angle 6 because corresponding angles are congruent if two parallel lines are cut by a transversal.
B. Angle 3 is congruent to angle 4 because supplementary angles are congruent if two parallel lines are cut by a transversal.
C. Angle 1 is congruent to angle 6 because alternate exterior angles are congruent if two parallel lines are cut by a transversal.
D. Angle 4 is congruent to angle 5 because alternate interior angles are congruent if two parallel lines are cut by a transversal.
The statement which best proves that lines k and m are parallel is: C. Angle 1 is congruent to angle 6 because alternate exterior angles are congruent if two parallel lines are cut by a transversal.
What are parallel lines?Parallel lines can be defined as two (2) lines that are always the same (equal) distance apart and never meet.
What is the alternate exterior angle theorem?The alternate exterior angle theorem states that when two (2) parallel lines are cut through by a transversal, the alternate exterior angles that are formed are congruent or angles of equal measure.
In this context, we can reasonably infer and logically deduce that the statement which best proves that lines k and m are parallel is angle 1 is congruent to angle 6 because by definition all alternate exterior angles are congruent, if two parallel lines are cut by a transversal.
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Find the equation of a line perpendicular to y=−10+3x that passes through the point (9,-2).
The equation of a line perpendicular to y = -10 + 3x that passes through the point (9,2) is y = -1/3x + 1
How to find the equation of a line perpendicular to y = -10 + 3x that passes through the point (9,2)?The equation of the line is given as
y = -10 + 3x
Rewrite the equation as
y = 3x - 10
A linear equation is represented as
y = mx + c
Where
Slope = m
So, we have
m = 3
The slopes of perpendicular lines are opposite reciprocals
This means that
m2 = -1/m1
So, we have
m = -1/3
Evaluate
m = -1/3
The equation of the perpendicular line is then calculated as
y = m(x - x1) + y1
Where
(x1, y1) = (9, -2)
This gives
y = -1/3(x - 9) - 2
Evaluate
y = -1/3x + 3 - 2
Evaluate the sum and the difference
y = -1/3x + 1
So, the equation of a line perpendicular to y = -10 + 3x that passes through the point (9,2) is y = -1/3x + 1
Hence, the required equation of a line perpendicular to y = -10 + 3x that passes through the point (9,2) is y = -1/3x + 1
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In how many ways can the digits in the number 7,444,000 be arranged?
The digits of 7,444,000 can be only be arranged in 140 ways
What are combinations?Combinations are used to determine the number of selections of an item within another
How to determine the number of arrangement?The arrangements of the digits is an illustration of factorials
The number is given as: 7,444,000
From the given number, we have the following parameters:
Total (n) = 7 i.e. number of digits
n(4) = 3 i.e. number of digit-4
n(0) = 3 i.e. number of digit-0
So, the number (N) of arrangements is:
N = n!/(n(4)! * n(0)!)
Substitute known values in the above equation
So, we have
N = 7!/(3! * 3!)
Evaluate the factorials in the above equation
So, we have
N = 5040/(6 * 6)
Evaluate the quotients in the above equation
N = 140
Hence, the digits of 7,444,000 can be arranged in 140 ways
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5. A rugby team scores the following number of points in 12 matches: 21, 18, 3, 12, 15, 21, 42, 24, 31, 3, 12, 21 a) The mean score: b) The mode: c) The range:
PLEASEE HELPP ME
The mean score is 18.5833 , Mode is 21 and Range is 39 of the given scores.
Mean is the average value of all the given numbers
To calculate the mean we have to add all the values and divide the sum by the numbers of values.
Total of all value = 21+18+3+12+15+21+42+24+31+3+12+21 = 223
No of values = 12
Mean = [tex]\frac{223}{12} =18.58333[/tex]
Mode is the value which comes frequently in data set
In the given data 21 is come three times which is most frequently so Mode is 21.
Range is the difference between the largest number and the smallest number of the given data set.
Largest number of the data set is 42 and smallest number is 3 so the range is 42-3 = 39.
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The distance from Earth to the Sun is approximately 9 x 10^7 miles. The distance from Earth to the moon is approximately 2 x 10^5 miles. Approximately how many times the distance from the Earth to the Moon is the distance from Earth to the Sun?
A:18
b:45
C:222
D:450
its 8th grade math
Answer:
D
Step-by-step explanation:
[tex]\frac{9x10^{7} }{2x10^{5} }[/tex] = 9/2 is 4.5 The quotient property principle tells us that when the bases are the same and we are dividing powers, we subtract the exponents. 7-5 = 2
4.5 x [tex]10^{2}[/tex] In standard notation, this is 450
An account into which someone deposits an equal amount of money at equal periods or equal intervals of time is an ________________.
Group of answer choices
Annual compounding
annuity
annual rate
APR(Annual Percentage Rate)
An account into which someone deposits an equal amount of money at equal periods or equal intervals of time is an annuity.
What is Annuity?A predetermined sum of money that you will receive annually for the rest of your life is called an annuity. An annuity is a contract that you have with an insurance provider that calls for regular payments to be made by the insurer to you, either now or in the future.
Certain annuities have payments that are made for a set (limited) amount of time known as the annuity's term. A 30-year mortgage payment is one illustration. With a contingent annuity, payments are made up to a specific occurrence.
As, the deposits have an equal amount with equal intervals.
Hence, An account into which someone deposits an equal amount of money at equal periods or equal intervals of time is an annuity.
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= 1
2
3
= 4
= 5
4
A line passes through point (-9, -6) and has a slope of 4/3
Write an equation in Ax+By=C form for this line.
Use integers for A, B, and C.
Answer:
4x-3y=-18.
Step-by-step explanation:
1) common form of slope-interception form: y=slope*x+interception;
2) if according to the condition slope=4/3, thenthe slope-interception form is y=4/3*x+interception;
3) it is possible to calculate the interception if to substitute given coordinates (-9;-6) into the slope-interception form:
-6=4/3*(-9)+interception; ⇒ interception=6, then
4) the slope-interception form is y=4/3*x+6;
5) finally, 3y=4x+18, ⇔ 4x-3y= -18 (A=4, B=-3, C=-18).
please help meee. ..
Answer:
4
Step-by-step explanation:
The annual interest on a $9000 investment exceeds the interest earned on a $6000 investment by $135. The $9000 is invested at a 0.5% higher rate of interest than the $6000. What is the interest rate of each investment?
The interest rate of $9000 and $6000 investment are 3.5% and 3% respectively.
let's assume the interest rates X and Y on $9,000 and $6,000 investments.
The $9000 is invested at an interest rate that is 0.5% higher than the $6000.
Therefore,
9000(X) = 6000(Y) + 135
X = Y + 0.005
In canonical form:
9000X - 6000Y = 135
X - Y = 0.005
or X = 0.005 + Y
Then,
9000( 0.005 + Y) - 6000Y = 135
Then Y = 0.3 , therefore X = 0.3
So, X = 3.5% (the rate on $9,000 investment) and;
Y = 3% (the rate on $6,000 investment).
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Cuántos kilogramos pesan 11 metros de alambre, si 154 metros de alambre del mismo grueso pesan 7 kilogramos?
Answer:
0,5 Kg
Step-by-step explanation:
R 2x+21 Q 12 x + 24 P
The value of function R+Q is 14x+45.
A mathematical expression, rule, or law that establishes the relationship between an independent variable and a dependent variable (the dependent variable). In mathematics, functions are everywhere, and they are crucial for constructing physical relationships in the sciences.
Four broad categories can be used to classify different types of functions. dependent upon element Function is a one-to-one relationship, a many-to-one relationship, onto function, one-to-one and into function.
An output variable and one or more input variables are the minimum number of variables in a function. An equation can have any number of variables and declares that two expressions are equal (none, one, or more).
Disclaimer:
If the value of R = 2x+21, Q= 12 x + 24, P =2x-9, then find the value of R+Q ,where R and Q are functions.
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If cos(t)=17cos(t)=17 and tt is in the fourth quadrant, find sin(t).
The value of sin(t) in fourth quadrant is -120/169.
What is a quadrant ?Given that cos(t)= 17
t is in fourth quadrant, so sint<0 and cost>0
So sint = -sqrt(1-cos^2(t))= -sqrt(1-25/169)= - sqrt((169-25)/169)= -12/13
Sin(2t) = 2sin(t)cos(t)= 2*-12/13* 5/13 = -120/169
The region enclosed by such an arc and two sketched radii, one at each extremity. a component of a machine that has a quarter-circle form.
Each of the four divisions of the coordinate plane is referred to as a quadrant. Additionally, when we refer to the sections, we mean the sections as they are divided by the coordinate axes. The x-axis is located here, and the y-axis is located on this up-down axis. As you can see, it creates four portions on a coordinate plane.
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A woman can bicycle 21 miles in the same time as it takes her to walk 5 miles. She can ride 8 mph faster than she can walk. How fast can she walk?
She can walk __________________ mph
Answer:4
Step-by-step explanation:
im pretty sure its right
An engineering school reports that 55% of its students were male (M), 33% of its students were between the ages of 18 and 20 (A), and that 26% were both male and between the ages of 18 and 20.
What is the probability of a random student being male or between the ages of 18 and 20?
Your answer should be rounded to two decimal places.
The probability of a random student being male or between the ages of 18 and 20 will be 0.07.
How to calculate the probability?From the information, 55% of its students were male (M), 33% of its students were between the ages of 18 and 20 (A), and that 26% were both male and between the ages of 18 and 20.
Therefore, the probability of a random student being male or between the ages of 18 and 20 will be:
= 33% - 26%
= 7%
Therefore, the probability of a random student being male or between the ages of 18 and 20 will be 7%.
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How to Round each decimal to the nearest whole number. 6.7
Answer:
6.7 ≈ 7
Step-by-step explanation:
Rounding rule x is supposed to be the decimal for this example
[tex]\mathrm{.x < 0.5}[/tex] round down[tex]\mathrm{.x = 0.5}[/tex] round up(or keep the same)[tex]\mathrm{.x > 0.5}[/tex] round upI hope that example helps you understand. If you have any concerns, ask me, but otherwise, have a great day!
Xochitl is buying tacos and sodas for her friends. Each taco, t, costs $1.50 and each soda, s,
costs $2.00. Xochitl spends $39.00 total. Write an equations that models the situation.
The equations that model the situation is 1.50t + 2s = $39
What is the equation that models the situation?The total amount spent is the sum of the total cost of the tacos and the total cost of soda. The total cost of tacos is the product of the cost of one taco and the number of tacos bought. The total cost of sodas is the product of the cost of one soda and the number of sodas bought.
The mathematical operations that would be used is multiplication and addition. Addition is the process of determining the sum of two or more numbers. The sign used to represent addition is +.
Multiplication is the process of determining the product of two or more numbers. The sign used to represent multiplication is x.
Total amount Xochitl spends = total cost of tacos + total cost of sodas
Total amount Xochitl spends = (1.50 x t) + (2 x s)
39 = 1.50t + 2s
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pls help asap negative five and one third times negative four and fifteen hundredths
The product will be 332 / 15 .
Given : - 5[tex]\frac{1}{3}[/tex] , - 4[tex]\frac{15}{100}[/tex]
To find : the product of two given nos.
We are given mixed fractions .
Multiplying both the nos . we get ,
( - 5[tex]\frac{1}{3}[/tex] ) * ( - 4[tex]\frac{15}{100}[/tex] )
On converting mixed fractions we get ,
= ( - 16 / 3 ) * ( - 83 / 20 ) ( multiplication of a fraction with a fraction )
= ( 4 * 83 ) / 15
= 332 / 15
Hence , the product will be 332 / 15 .
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help me pleaseeeeeeeeeeeeeeeeeeeeeee