rewrite 17/18 and 11/12 so that they have a common denominator.

Answer:

x + 7

Step-by-step explanation:

5(2x + 2) - 3(3x -1)

10x + 10 - 9x - 3

x + 7

The mathematical statement given as 0.09 is 1/10 as much as 0.90 is true

The mathematical statement is given as:

0.09 is 1/10 as much as 0.90

To determine if the above statement is true, we start by representing the statement as an equation

So, we have

0.09 = 1/10 * 0.90

Express 1/10 as decimal

So, we have

0.09 = 0.10 * 0.90

Evaluate the product

So, we have

0.09 = 0.09

The above equation is true

Hence, the mathematical statement given as 0.09 is 1/10 as much as 0.90 is true

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Possible question

Determine if the following statement is true or false

The probability of P(A and B) based on the information given will be E. None of the above.

It should be noted that probability is used to illustrate the likelihood that something will occur.

In this case, P(A) = 0.1 and P(B) = 0.4. Therefore, the probability of P(A and B) will be

= P(A) + P(B)

= 0.1 + 0.4

= 0.5

Sine the value of 0.5 isn't given, the correct option is E.

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Answer:

-6 = 1

-4 = 2

0 = 4

2 = 5

8 = 8

a solution to the system of inequalities will be a point within the intersection region, namely the region overlapped by both, Check the picture below.

Another point on function assuming it as direct and linear proportion with the independent variable will be (1,5/2).

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

Let,s suppose the given graph is a direct relationship and linear as well.

Now,

y ∝ x

By removing proportion,

y = kx

Since (4,10) lies on the graph thus it must satisfy the equation.

So,

y = kx

10 =k (4)

k = 10/4 = 5/2

So the equation is y = (5/2)x

Now corresponding to x = 1 ⇒ y = 5/2

So point (1,5/2) lies on the graph.

Hence "Another point on function assuming it as direct and linear proportion with the independent variable will be (1,5/2)".

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Answer:

6

Step-by-step explanation:

6 times 6 = 36, so 6 is the answer

Hope this helps. Please mark me brainliest!

The answer to the question 36/12=3

Step-by-step explanation:

Mathematically the statement can be written as

SUPPLEMENTARY Angles add up to 180°

x+y=180°....(1)

let y be the larger angle and x be the smaller angle.

y=x+88°....(2)

plug in the (2) in the first equation

[tex]x + (x + 88) = 180 \\ 2x + 88 = 180 \\ 2x = 180 - 88 \\ 2x = 92 \\ \frac{2x}{2} = \frac{92}{2} \\ x = 46[/tex]

the measure of the larger angle is y=x+88°

[tex]y = 46 + 88 \\ y = 134[/tex]

The bigger angle is equal to 134°

HOPE THIS HELPS!!!!

Answer: 134°

here's your answer

The half-life of carbon-14 is 5,730 years. Assuming you start with 100% of carbon-14, what is the expression for the percent, P(t), of carbon-14 that remains in an organism that is t years old and what is the percent of carbon-14 remaining (rounded to the nearest whole percent) in an organism estimated to be 20,000 years old

Carbon-14, C-14, 14

C or radiocarbon, is a radioactive isotope of carbon with an atomic nucleus containing 6 protons and 8 neutrons. Its presence in organic materials is the basis of the radiocarbon dating method pioneered by Willard Libby and colleagues (1949) to date archaeological, geological and hydrogeological samples. Carbon-14 was discovered on February 27, 1940, by Martin Kamen and Sam Ruben at the University of California Radiation Laboratory in Berkeley, California. Its existence had been suggested by Franz Kurie in 1934.[2]

There are also trace amounts of the unstable radioisotope carbon-14 (14C) on Earth. Carbon-14 has a relatively short half-life of 5,730 years, meaning that the fraction of carbfon-14 in a sample is halved over the course of 5,730 years due to radioactive decay to nitrogen-14.

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When five and five hundred sixty -two thousandths is written in expanded form, the result is 5 + (5 x 0.1) + (6 x 0.01) + (2 x 0.001).

When writing in expanded form, you should multiply each figure by the power of 10 that corresponds with their position.

Tens will be multiplied by 10

Tenths will be multiplied by 0.1

Hundredths will be multiplied by 0.01

Thousandths will be multiplied by 0.001

These numbers are then added to each other.

Five and Five hundred sixty -two thousandths is 5.562 so when written in expanded form it becomes:

5 + (5 x 0.1) + (6 x 0.01) + (2 x 0.001)

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It will cost 13.85 million to build the school

The school district paid a construction business 1.5 million to build a school

They still need to pay 12.35 million for the total amount of work

Therefore the cost of building the school can be calculated as follows

= 1.5 million + 12.35 million

= 13.85 million

Hence it will cost 13.85 million to build the school

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Answer:

Step-by-step explanation:

Similarly one knows that the set of polynomials is much like the set of integers because both sets are closed under addition, multiplication, negation, and subtraction, but are not closed under division. Particularly interesting examples of closure are the positive and negative numbers.

Answer:

1/15, 1/2, 7,10,5/6

Step-by-step explanation:

I just got this right in my test.

Answer:

FROM LEAST TO GREATEST:

1/15, 1/2, 7/10, 5/6

Step-by-step explanation:

1 divided by 15 is 0.066666

5 divided by 6 is 0.8333333

7 divided by 10 is 0.7

1 divided by 2 is 0.5

Answer:

[tex](x^2y^5)5 = 5x^2y^5[/tex]

Step-by-step explanation:

Remove the parentheses to factor.

[tex]= x^2y^5 \times 5[/tex]

Flip the expression, creating a leading term and simplifying the equation.

[tex]= 5x^2y^5[/tex]

Answer:

The number of school flags sold are 135 and the number of t-shirts sold are 85.

Step-by-step explanation:

It is given that at a recent school event the booster club was selling school flags and t-shirts as a fundraiser each school flag was sold for $2 and each t-shirt sold for $5 they sold a total of 220 items and made a total of $695.

Now, let us analyze these statements one by one;

Each school flag for the fundraiser was sold for dollar = $2

Each t-shirt for the fundraiser was sold for dollar = $5

Further, they sold a total of 220 items including the school flags and t-shirts and made a total of $695.

Now, let us assume that;

The number of school flag for the fundraiser sold are 'x' and

The number of t-shirts for the fundraiser sold are 'y'

So, we can formulate an equation from the given conditions;

=> 2x + 5y = 695

and

=> x + y = 220

Now, on solving both the equations and putting the value of x in another equation we get;

=> x + y = 220

=> x = 220 - y

Furthermore,

=> 2x + 5y = 695

=> 2 (220 - y) + 5y = 695

=> 440 - 2y + 5y = 695

=> 440 + 3y = 695

=> 3y = 695 - 440

=>  3y = 255

=> y = 255/3

=> y = 85

Now, let us put the value of y in one of the equations formed on the given conditions;

=> x = 220 - y

=> x = 220 - 85

=> x = 135

Therefore, the number of school flags sold are 135 and the number of t-shirts sold are 85.

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Answer:

Step-by-step explanation:

Using a suitable formula the area of a polygon can be computed from the coordinates of its vertices. You want the areas of the given square and triangle.

The spreadsheet in the first attachment uses a formula for the area based on the given vertices. It computes half the absolute value of the sum of products of the x-coordinate and the difference of y-coordinates of the next and previous points going around the figure.

For this figure, going to that trouble isn't needed, as a graph quickly reveals the figure to be a 3×3 square.

The area of the square is 9 square units.

The same formula can be applied to the coordinates of the vertices of a triangle. The spreadsheet in the second attachment calculates the area of the 8×6 triangle.

The area of the triangle is 24 square units.

__

Additional comment

We have called the triangle an "8×6 triangle." The intention here is to note that it has a base of 8 units and a height of 6 units. Its area is half that of a rectangle with the same dimensions. These dimensions are readily observed in the graph of the vertices.

Answer:

Step-by-step explanation: 3x^2-4x+15

1. (5x^2+3)-(2x^2+4x-12)

2. (5x^2+3)-1(2x^2+4x-12)

3. 5x^2+3-2x^2-4x+12

4. 3x^2-4x+15

Compute the characteristic polynomial of [tex]A[/tex].

[tex]p(\lambda) = \det(A - \lambda I) \\\\ ~~~~~~~~ = \begin{vmatrix} \beta - \lambda & 0 & 1 \\ 2 & 1 - \lambda & -2 \\ 3 & 1 & -2-\lambda \end{vmatrix} \\\\ ~~~~~~~~ = (\beta-\lambda)\begin{vmatrix}1-\lambda&-2\\1&-2-\lambda\end{vmatrix} + \begin{vmatrix}2&1-\lambda \\ 3 & 1 \end{vmatrix} \\\\ ~~~~~~~~ = -\lambda^3 + (\beta-1) \lambda^2 + (\beta + 3) \lambda - 1[/tex]

By the Cayley-Hamilton theorem,

[tex]p(A) = -A^3 + (\beta - 1) A^2 + (\beta + 3) A - I = 0[/tex]

Note that

[tex]A^7 - (\beta - 1) A^6 - \beta A^5 \\\\ ~~~~~~~~ = -(-A^3 + (\beta - 1) A^2 + \beta A) A^4 \\\\ ~~~~~~~~ = -(\underbrace{-A^3 + (\beta - 1) A^2 + (\beta + 3) A - I}_{p(A)=0} - 3A + I) A^4 \\\\ ~~~~~~~~ = (3A - I) A^4[/tex]

Recall that [tex]\det(AB) = \det(A) \det(B)[/tex]. Note that [tex]A[/tex] is not singular, and hence [tex]A^n[/tex] is not singular for any natural [tex]n[/tex].

[tex]\det(A) = \begin{vmatrix} \beta & 0 & 1 \\ 2 & 1 & -2 \\ 3 & 1 & -2 \end{vmatrix} \\\\ ~~~~~~~~ = \beta \begin{vmatrix}1&-2\\1&-2\end{vmatrix} + \begin{vmatrix}2&1\\3&1\end{vmatrix} \\\\ ~~~~~~~~ = -1 \neq 0[/tex]

Then [tex]3A-I[/tex] must be singular. So

[tex]\det(3A-I) = \begin{vmatrix} 3\beta - 1 & 0 & 3 \\ 6 & 2 & -6 \\ 9 & 3 & -7 \end{vmatrix} \\\\ ~~~~~~~~ = (3\beta-1) \begin{vmatrix}2&-6\\3&-7\end{vmatrix} + 3 \begin{vmatrix}6&2\\9&3\end{vmatrix} \\\\ ~~~~~~~~ = 4 (3\beta-1)[/tex]

[tex]4(3\beta-1) = 0 \implies \beta = \dfrac13 \implies 9\beta = \boxed{3}[/tex]

To find the probability of an outcome the steps are as follows:

Urn -some objects of real interest are represented as colored balls .

Given data

space Ω = {a, b, c}

p(a )= 1/7,

p(b) = 2/7 and

p(c) = 4/7.

p(E) = p(a) + p(b) +p(c).

where p(E) = random experiment i. e. union

p(E) = 1/7 + 2/7 + 4/7

p(E) = 7/7

p(E) =1

An outcome is a result of a random experiment. The set of all possible outcomes is called the sample space. Thus in the context of a random experiment, the sample space is our universal set. Here are some examples of random experiments and their sample spaces:

Random experiment: toss a coin; sample space: S={heads,tails} or as we usually write it, {H,T}.

Random experiment: roll a die; sample space: S={1,2,3,4,5,6}.

Random experiment: observe the number of iPhones sold by an Apple store in Boston in 2015; sample space: S={0,1,2,3,⋯}.

Random experiment: observe the number of goals in a soccer match; sample space: S={0,1,2,3,⋯}.

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If my allotted budget for a week in $500, and considering I spend $400 dollars as my complete expenses up till the end of the week, (since no information about my expenses is the question statement), the amount that I will be able save from my budget is $100, calculated using basic subtraction.

As per the question statement, my allotted budget for a week in $500 and there is no further information about my expenses for the week. Hence, Let us consider that I had to spend $400 dollars as my complete expenses for the week.

We are required to calculate the amount that I will be able save from my budget.

To solve this question, we simply have to subtract my total week's expenses from my weekly budget, i.e., [tex][(500-400)=100][/tex].

Hence, I will be able to save upto $100 from my weekly budget.

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Answer:

First, Outer, Inner, Last: Usually referred to as FOIL for simplicity is a rule for expanding polynomials. It is quite straight forward. You can do as follows for any binomial expression multiplied by a secondary binomial as you have provided.

(3x+1)(2x-1).

Step 1 of FOIL is to multiply the first 2 expressions in your binomials.

(3x)(2x) = 6x^2

Step 2 is to multiply the first by the last

(3x)(-1) = -3x

Step 3 is to do the last by the first

(1)(2x) = 2x

Step 4 is to do the last by the last

(-1)(1) = -1

You are left with the following:

6x^2 -3x + 2x -1

ADD LIKE TERMS!!

6x^2 -x -1

Remember, -x and -1x are the same!

Hope that helps!

Answer:

36 min

Step-by-step explanation:

rate b = 1 / 90

rate m = 1/60

now add the rates together for 1 lawn

1 lawn / (1/60 + 1/90) = 36 min

Answer:

∠ 2 = 122°

Step-by-step explanation:

given ∠ 2 = 2 ∠ 1 + 6

a linear pair of angles sum to 180° , then

∠ 1 + ∠ 2 = 180° , that is

∠ 1 + 2∠ 1 + 6 = 180° ( subtract 6 from both sides )

3∠ 1 = 174° ( divide both sides by 3 )

∠ 1 = 58° , then

∠ 2 = 180° - 58° = 122°

Answer:

x, y =8 -3

Step-by-step explanation:

System of Linear Equations entered :

  [1]    x - 4y = 20

  [2]    2x + 5y = 1

Graphic Representation of the Equations :

   -4y + x = 20        5y + 2x = 1  

Solve by Substitution :

// Solve equation [1] for the variable  x

 [1]    x = 4y + 20

// Plug this in for variable  x  in equation [2]

  [2]    2•(4y+20) + 5y = 1

  [2]    13y = -39

// Solve equation [2] for the variable  y

  [2]    13y = - 39

  [2]    y = - 3

// By now we know this much :

   x = 4y+20

   y = -3

// Use the  y  value to solve for  x

   x = 4(-3)+20 = 8

Solution :

{x,y} = {8,-3}

Answer:

x(down 1)=-11/5, x(down 2) =3

Step-by-step explanation:

The measure of the angles 1,2 and 3 are 75, 42 and 138 respectively.

The value of ∠1 = 180- 105             [supplementary angles]

∠1 = 75°

∠1 + ∠2 + 63° = 180                          [angle - sum property]

75 + ∠2 + 63 = 180

∠2 = 180 - (75 + 63)

∠2 = 42°

∠2 + ∠3 = 180                                       [supplementary angles]

42 + ∠3 = 180

∠3 = 180 - 42

∠3 = 138°

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The estimate of the number of pretzel rolls sold in March will be 890.

The following can be deduced based on the information that given:

March 8-14. 304

March 15-21 271

March 22-28. 316

Therefore, it should be noted that 304 to the nearest ten is 300.

271 to the nearest ten will be 270

316 to the nearest ten will be 320

Therefore, the total number sold in March will be:

= 300 + 270 + 320

= 890

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