Answer:
Is there any picture to go with it perhaps?
Step-by-step explanation:
simplify 14/21 = ?/? please help
Answer:
2/3
Step-by-step explanation:
Let's simplify the value,
→ 14/21
→ (14 ÷ 7)/(21 ÷ 7)
→ 2/3
Thus, the value is 2/3.
PLEASE HELP 40 POINTS !!!!
Use function notation to write the equation of the line.
Answer:
Step-by-step explanation:
Its not that hard.. just use your brain or wait for someone else.
Eight more than twice a number is four times the difference between 5 and the number
Answer:
Step-by-step explanation:
8 more= +8
twice a number = 2x
difference between the number and 5=
2x+8=4x(5-x)
2x+8=9x-x
2x+8=8x
8=8x-2x
8=6x
x=6/8
x=3/4
can you please answer the question in the screenshot will give brainlest
Answer:
The elevator is two floors below the ground level. The integer to represent this is -2.
Step-by-step explanation:
Simplify. 2√12 -4√27
The value of the simplified expression is 8√3
What is simplification?Simplification is a process of reducing terms to expressions, which do not generate changes or values.
RationalizationRationalization is a mathematical operation that allows us to determine or eliminate a root of the denominator of a fraction, so that it can be expressed in linear form, either decimal or integer, by the product of a root.
As defined above, we must perform a mathematical operation to eliminate the root of the denominator without altering the value.
Expression: 2√12 -4√27Since there are no denominators, we will only decompose the square root into factors for simplicity
√12 = √2×2×3 = √2²×3 = 2√3√27 = √3×3×3 = √3×3² = 3√32(2√3) - 4(3√3)
4√3 - 12√3
8√3
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After simplifying 2√12 -4√27 the answer will be -8√3.
For simplicity, we should basically convert the square root into its factors.
Now we know that the prime factorization of 12 is, 12 =1×2×2×3.
and for 27 it is 27=3×3×3.
Now 2√12 =2[tex]\sqrt{2^2.3}[/tex]=4√3.
And, 4√27 = 4[tex]\sqrt{3^2.3}[/tex]=12√3.
∴2√12 - 4√27
=4√3 - 12√3
=-8√3 .
∴2√12 - 4√27 =-8√3 .
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Which relation is a function?
Using the vertical line test, we conclude that the relation that is a function is the bottom right one.
Which of the graphed relations is a function?
A relation is a function only if all the inputs are mapped into a single output.
If we have the graph of a relation, it only will be a function if it passes the vertical line test.
This means that if we draw any vertical line on the coordinate axis, and it intercepts the graph of the relation more than once, then it is not a function.
With that we can see that the first 3 options are not functions, and the last one (bottom right) it is a function.
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If Ade has 19 mangoes then he shares it in ratio 2:3 to Ana and Mide respectively, and after sharing it remained one with Ade. What is the addition of Ana and Mide's share.
Answer:
19=
2:3=
Step-by-step explanation:
Im not good at explaining things
The slope of the car is ________
Answer:
y = 60x
slope: 6 0 probably
Step-by-step explanation:
Dunnno
Answer:
y = 60x
slope: 6 0
Can someone help me on this question and explain the process?
Let's call the entire angle between the 10 and 5 sides to be x
Applying to cosine rule:
[tex]9 {}^{2} = 10 {}^{2} + 5 {}^{2} - 2(10)(5)cos(x) \\ 81 = 100 + 25 - 100cos(x) \\ 100cos(x) = 125 - 81 \\ cos(x) = \frac{44}{100} = 0.44 \\ x = arccos(0.44)\approx63.9[/tex]
We can conclude that the angle inside the small triangle is half of x, which i will denote by y
[tex]y = \frac{x}{2} = \frac{63.9}{2} = 31.95[/tex]
Similarly to find the angle which i will denote by z at the right lower corner of the small or large triangle, apply the cosine law again:
[tex]10{}^{2} = 5 {}^{2} + 9 {}^{2} - 2(9)(5)cos(z) \\ 100 = 25 + 81 - 90cos(z) \\ 90cos(z) = 106 - 100\\ cos(z) = \frac{6}{90} = 0.06666 \\ z = arccos(0.06666)\approx86.2[/tex]
The last angle in our small triangle which i will denote by w, will be 180 minus z and y
[tex]w = 180 - (y + z) \\ w = 180 - (31.95 + 86.2) \\ w = 61.85[/tex]
Let t be our missing side,
applying the law of sines:
[tex] \frac{5}{sin(w)} = \frac{t}{sin(y)} \\ t = \frac{5sin(y)}{sin(w)} = \frac{5sin(31.95)}{sin(86.2)} [/tex]
[tex]t \approx2.652[/tex]
Find each real root. 4√810,000
The simplified form of the real root 4√810,000 is 3600.
To simplify simply means to make something easier. In mathematics, simplifying an expression, fraction, or problem means taking it and making it simpler. Calculations and problem-solving techniques simplify the issue.
By considering the given root
4√810,000
=4x 900
=3600
Making something simpler means making it less complicated or cluttered. When you explain a complex mathematical concept to a child in terms they can easily understand, you are simplifying. When you eliminate many of the activities that were keeping you busy and stressed out, you have simplified.
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$74.95 ladder; 6.5% tax
Answer:
11.5307692308
Step-by-step explanation:
Answer:
Around $79.88
Jeremiah uses 15 pages out of an exercise book containing 75 pages. What fraction of the exercise book has been used?
5.1 Write down the: 5.1.1 Coordinates of D E(1 ;3) B (2)
This figure begins with the sentence, “We substitute x equals 3 and y equals 2 into both equations.” The first equation reads 3 times x minus 7equals 7. Then, 3 times 3 minus 2 equals 7. Then 7 = 7 is true. The second equation reads x minus 2y equals 4. The n times 2 minus 2 times 2 = 4. Then negative 2 = 4 is false.
The ordered pair (3, 2) made one equation true, but it made the other equation false. Since it is not a solution to both equations, it is not a solution to this system.
Exercise 5.1.1
Determine whether the ordered pair is a solution to the system: {x−y=−12x−y=−5
(−2,−1)
(−4,−3)
Answer
Exercise 5.1.2
Determine whether the ordered pair is a solution to the system: {3x+y=0x+2y=−5
(1,−3)
(0,0)
Answer
Exercise 5.1.3
Determine whether the ordered pair is a solution to the system: {x−3y=−8−3x−y=4
(2,−2)
(−2,2)
Answer
Solve a System of Linear Equations by Graphing
In this chapter we will use three methods to solve a system of linear equations. The first method we’ll use is graphing. The graph of a linear equation is a line. Each point on the line is a solution to the equation. For a system of two equations, we will graph two lines. Then we can see all the points that are solutions to each equation. And, by finding what the lines have in common, we’ll find the solution to the system.
Most linear equations in one variable have one solution, but we saw that some equations, called contradictions, have no solutions and for other equations, called identities, all numbers are solutions. Similarly, when we solve a system of two linear equations represented by a graph of two lines in the same plane, there are three possible cases, as shown in Figure 5.1.1 :
This figure shows three x y-coordinate planes. The first plane shows two lines which intersect at one point. Under the graph it says, “The lines intersect. Intersecting lines have one point in common. There is one solution to this system.” The second x y-coordinate plane shows two parallel lines. Under the graph it says, “The lines are parallel. Parallel lines have no points in common. There is no solution to this system.” The third x y-coordinate plane shows one line. Under the graph it says, “Both equations give the same line. Because we have just one line, there are infinitely many solutions.”
Figure 5.1.1
For the first example of solving a system of linear equations in this section and in the next two sections, we will solve the same system of two linear equations. But we’ll use a different method in each section. After seeing the third method, you’ll decide which method was the most convenient way to solve this system.
Exercise 5.1.4 : How to Solve a System of Linear Equations by Graphing
Solve the system by graphing: {2x+y=7x−2y=6
Answer
Exercise 5.1.5
Solve each system by graphing: {x−3y=−3x+y=5
Answer
Exercise 5.1.6
Solve each system by graphing: {−x+y=13x+2y=12
Answer
The steps to use to solve a system of linear equations by graphing are shown below.
TO SOLVE A SYSTEM OF LINEAR EQUATIONS BY GRAPHING.
Graph the first equation.
Graph the second equation on the same rectangular coordinate system.
Determine whether the lines intersect, are parallel, or are the same line.
Identify the solution to the system.
If the lines intersect, identify the point of intersection. Check to make sure it is a solution to both equations. This is the solution to the system.
If the lines are parallel, the system has no solution.
If the lines are the same, the system has an infinite number of solutions.
Exercise 5.1.7
Solve the system by graphing: {y=2x+1y=4x−1
Answer
Exercise 5.1.8
Solve the system by graphing: {y=2x+2y=−x−4
Answer
Exercise 5.1.9
Solve the system by graphing: {y=3x+3y=−x+7
Answer
Both equations in Exercise 5.1.7 were given in slope–intercept form. This made it easy for us to quickly graph the lines. In the next example, we’ll first re-write the equations into slope–intercept form.
Exercise 5.1.10
Solve the system by graphing: {3x+y=−12x+y=0
Answer
Exercise 5.1.11
Solve each system by graphing: {−x+y=12x+y=10
Answer
Exercise 5.1.12
Solve each system by graphing: {2x+y=6x+y=1
Answer
Usually when equations are given in standard form, the most convenient way to graph them is by using the intercepts. We’ll do this in Exercise 5.1.13 .
Exercise 5.1.13
Sopt form.y=12x−3m=12,b=−3{y=12x−3x−2y=4 If we solve the second equation for y, we get x−2y=4x−2y=−x+4y=12x−2m=12,b=−2
The two lines have the same slope but different y-intercepts. They are parallel lines.
Figure 5.1.3 shows how to determine the number of solutions of a linear system by looking at the slopes and intercepts.
can anyone solve it with full language?
Let f(x)=2 x+5 and g(x)=x²-3 x+2 . Perform each function operation, and then find the domain.
g(x)-f(x)
The domain of the function [tex]g(x) - f(x)[/tex] for [tex]f(x)=2 x+5[/tex]and [tex]g(x)=x^2-3 x+2[/tex] is [tex]g(x) - f(x)[/tex] = [tex]x^2-4x-2[/tex]. The domain will be all real numbers for x, ( ∞,-∞)
What is the domain of the function [tex]g(x) - f(x)[/tex] ?The domain will be all real numbers for x, ( ∞,-∞)
As there are no values that can be substituted for x that can possibly make the function undefined.
Therefore,
[tex]g(x)=x^2-3 x+2 .[/tex]
[tex]f(x)=2 x+5[/tex]
[tex]g(x) - f(x)[/tex] = ([tex]x^2-3 x+2[/tex]) - ([tex]2 x+5[/tex])
[tex]g(x) - f(x)[/tex] = [tex]x^2 - 4x-2[/tex]
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what is the domain and the range of the following relation? show work
{(2,-5) , (4,31), (11,-11), (-21,3)}
The domain of the function is {2, 4, 11, -21} and the range is {-5, 31,-11,3}
What is the domain and the range of a function?The domain and the range of a function are the set of input values and output values of the graph
How to determine th domain and range of the function?We have the following ordered pairs of the function
(x, y) = {(2,-5) , (4,31), (11,-11), (-21,3)}
Remove the y values to determine the domain
x = {2, 4, 11, -21}
Remove the x values to determine the range
y = {-5, 31,-11,3}
Hence, the domain of the function is {2, 4, 11, -21} and the range is {-5, 31,-11,3}
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Solve. √6-3 x -2=0
Value of x = 2/3.
✓(6 - 3x) - 2 = 0
Adding 2 to both sides of the equation
✓(6 - 3x) - 2 + 2 = 0 + 2
✓(6 - 3x) - 2 = 2
Now, tor remove the square root from the Left Hand Side of the equation, square both the sides of the equation.
(✓(6 - 3x))² = 2²
6 - 3x = 4
3x = 6 - 4
3x = 2
x = 2/3
Thus, the value of x is 2/3.
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Solve m² = 0.04.
m=?
Answer:
M=0.00671
Step-by-step explanation:
[tex] \sqrt{m} = 0.04[/tex]
[tex] \sqrt{m {}^{2} } = \sqrt{0.04} [/tex]
[tex]m = 0.0067082039[/tex]
would suggest rounding off
Fiona is heating water for a science experiment the temperature of the water increases 4/5 of a degree every 2/5 of a minute how much is the temperature of the water increasing per minute.
Answer needed ASAP
thanks
The temperature that water is increasing per minute is 2 degrees.
What is the increase in temperature per minute?A fraction is a non-integer that is made up of a numerator and a denominator. The numerator is the digit above the line and the denominator is the number below the line. An example of a fraction is 3/7.
The first step is to determine what 2/5 of a minute is equivalent to in seconds.
1 minute = 60 seconds
2/5 x 60 = 24 seconds
The formula that can be used to determine the temperature that water is increasing per minute is :
Temperature increase per minute = (degree it rises to 2/5 of a minute x seconds in a minute) / seconds in 2/4 of a minute
(4/5 x 60) / 24 = 2 degrees
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What is the equation of the line that passes through the point (6,-2) and has an
undefined slope?
keeping in mind that a line with an undefined slope is always a vertical line, check the picture below.
now, we could use those two points from that line and check its slope
[tex](\stackrel{x_1}{6}~,~\stackrel{y_1}{-2})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{4}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{4}-\stackrel{y1}{(-2)}}}{\underset{run} {\underset{x_2}{6}-\underset{x_1}{6}}} \implies \cfrac{4 +2}{0}\implies \cfrac{6}{0}\implies und efined[/tex]
The population of a certain animal species decreases at a rate of 3.5% per year. You have counted 80 of the animals in the habitat you are studying.
a. Write a function that models the change in the animal population.
The function that models the change in the animal population is
[tex]F(x) = x ( 1+ r)^{t}[/tex]
According to the question we have been given that
population decreases = 3.5% per year
Number of animals counted = 80
The formula to be used is
[tex]F(x) = x (1 + r)^{t}[/tex] (1)
where, F(x) = amount of animals counted after t years
x = initial amount of animals
r = decrease or increase rate of animal species.
t = time
Now according to the question,
r = -0.035
x = 80
Putting the required values in equation (1) we get
[tex]F(x) = 80 (1 - 0.035)^{t}\\ F(x) = 80 (0.965)^{t}[/tex]
Thus above is the required function that models the change in the animal population.
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can someone help me find the answer to this??
The correlation coefficient (r) is 0.9168.
The correlation coefficient can be improved by ignoring the bill for the month of July.
What is the correlation coefficient of the data set?The correlation coefficient for the plotted regression data should be around 0.9168 using the estimated data point taken from the attached graph. This indicates that there is a strong positive correlation between the electricity bill ($) and the amount of time spent at home because the obtained correlation coefficient is very close to 1.How close the R-value is to either -1 or 1 serves as a gauge of the strength of a relationship using the correlation coefficient.The 4th data point on the graph which indicates the month of July is the farthest away from the regression line in comparison to other points, and should not be included in the correlation coefficient improvement calculations for the electricity bill.
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The number of bags of mulch you need to cover a planting area varies jointly with the area to be mulched a in square feet and the depth of the mulch d in feet. If you need 10 bags to mulch 120ft² to a depth of 3in., how many bags do you need to mulch 200ft² to a depth of 4in ?
To cover 200 ft2 to a depth of 4 inches, we'll need 22(2/9) bags of mulch.
What do we mean by depth?The depth of an object is defined as the distance between its nearest and farthest ends in mathematics. The vertical magnitude of an object is measured by its height. Depth is also a measure of an object's vertical magnitude. These two terms appear to represent the same quantity.So,
When z "varies jointly" with x and y, the following formula can be used to describe it:
z = kxy
Here, we have mulch bags (n) that vary with the area (a) and depth (d), both in feet.
The information provided allows us to calculate the value of k.
n = kad10 = k·(120)(1/4)10/30 = k = 1/3 (divide by the k coefficient)Now we can fill in the blanks with the other values of interest.
n = (1/3)·(200)·(1/3) = 200/9n = 22(2/9)Therefore, to cover 200 ft2 to a depth of 4 inches, we'll need 22(2/9) bags of mulch.
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I need this word problem translated into a inequality expression
One-fourth multiplied by sum of t and 9 is at most 9
Answer:
[tex]\frac{1}{4}[/tex] (t + 9) ≤ 9
Step-by-step explanation:
One-fourth multiplied by sum of t and 9 is at most 9
One-fourth [tex]\frac{1}{4}[/tex]
sum of t and 9 = t + 9
at most 9 = ≤ 9
A skier is trying to decide whether or not to buy a season ski pass. A daily pass costs $66. A season ski pass costs $400. The skier would have to rent skis with either pass for $30 per day. How many days would the skier have to go skiing in order to make the season pass less expensive than the daily passes?
The ages of Lily, Oscar, Hana and Albie add
up to 80 years.
The ratio of Lily's age to Oscar's age to Hana's
age to Albie's age is 7:3:6:4.
How many years old is Hana?
Answer:
Hana is 16
Step-by-step explanation:
Total is 80. Ratio is 7:3:6:4. Ratio adds to 20. 80÷20=4. Hana is last in Ratio which is 4. 4×4= 16.
4. A pizza company is interested in the average number of pizzas eaten each year by
people. They send out 30 volunteers to conduct research by collecting random
samples of 25 people each and determine the number of pizzas that the people in
the group ate in the previous year. After looking at the sample means, the company
estimates that the mean number of pizzas eaten is 6.4 with a margin of error of 1.3.
Based on these values, what interval is likely to contain the true mean number of
pizzas eaten in the previous year by the population?
Based on these values, the interval that likely to contains the true mean number of pizzas eaten in the previous year by the population is :5.1-7.7
What does a margin of error mean?
The margin of error of 1.3 means that the interval that contains the true mean of the people sampled is the mean plus or minus the margin of error, in other words, the mean of 6.4 could either be greater by 1.3 or less by 1.3
interval containing the true mean number=mean± marginal of error
upper limit of the mean interval=6.4+1.3
upper limit of the mean interval=7.7
lower limit of the mean interval=6.4-1.3
lower limit of the mean interval=5.1
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An urn contains 5 tiles, each containing one of the numbers from 1 to 5. An experiment consists of selecting a tile, marking down its number, then replacing it and selecting a second tile and marking down its number. How many outcomes are in the sample space for this experiment?.
Answer:
wait first of all where did they put grandma?
igcse math (quadratic functions)
given the equation: x^2 + 5x - 14
use the discriminant to decide if there are two real and different roots, two equal roots or no real roots
Answer:
2 real different roots
Step-by-step explanation:
Discriminant determines the number of real solutions of a quadratic equation. The formula of discriminant goes by:
[tex]\displaystyle{D = b^2-4ac}[/tex]
The formula is derived from a quadratic formula which is:
[tex]\displaystyle{x=\dfrac{-b\pm \sqrt{b^2-4ac}}{2a}}[/tex]
The expression inside the square root is discriminant. The discriminant says that:
There are 2 real different roots if the discriminant (D) is greater than 0. (D > 0)There is 2 real double roots (same roots) if the discriminant (D) is equal to 0. (D = 0)There are no real roots (imaginary or complex roots) if the discriminant (D) is less than 0. (D < 0)From the equation [tex]\displaystyle{x^2+5x-14}[/tex], determine the coefficients of equation:
a = 1b = 5c = -14Therefore, substitute the coefficients’ values in the discriminant:
[tex]\displaystyle{D=5^2-4(1)(-14)}\\\\\displaystyle{D=25-4(-14)}\\\\\displaystyle{D=25+56}\\\\\displaystyle{D=81}[/tex]
Since the discriminant is greater than 0, we can conclude that this equation will have 2 real different roots.
ppppppllllllssss hhhhheeeeellllppppp
Answer: 10^-5 = 1/10^5
Step-by-step explanation: Every time you see a negative exponent, it would be 1/10^ (exponent number)
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{10^{-5}}\\\\\mathsf{= \dfrac{1}{10\times10\times10\times10\times10}}\\\\\mathsf{= \dfrac{1}{100\times100\times10}}\\\\\mathsf{= \dfrac{1}{10,000\times10}}\\\\\mathsf{= \dfrac{1}{100,000}}\\\\\mathsf{= \dfrac{1}{10^5}}[/tex]
[tex]\huge\text{Thus, your answer should be: \boxed{\mathsf{\dfrac{1}{10^5}}}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]