15 divided by a number r

Answer:

Yes.

Step-by-step explanation:

You can divide both the numerator (18) and the denominator (10) by 2 (also called simplifying) in order to get 9/5.

Answer:

16

Step-by-step explanation:

7/16 = 7/16

1/4 = 4/16

Answer:

[tex]\large\boxed{\dfrac{f(x+h)-f(x)}{h}=4x+2h}[/tex]

Step-by-step explanation:

[tex]f(x)=2x^2+4\\\\f(x+h)=2(x+h)^2+4\qquad\text{use}\ (a+b)^2=a^2+2ab+b^2\\\\f(x+h)=2(x^2+2xh+h^2)+4\qquad\text{use the distributive property}\\\\f(x+h)=2x^2+4xh+2h^2+4\\\\\text{Substitute to}\ \dfrac{f(x+h)-f(x)}{h}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{2x^2+4xh+2h^2+4-(2x^2+4)}{h}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{2x^2+4xh+2h^2+4-2x^2-4}{h}\\\\\text{combine like terms}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{4xh+2h^2}{h}\qquad\text{distribute}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{h(4x+2h)}{h}\qquad\text{cancel}\ h[/tex]

[tex]\dfrac{f(x+h)-f(x)}{h}=4x+2h[/tex]

Answer:

Step-by-step explanation:

You need to know what prime factorization is.  Basically you split up a number into it's prime  factors.  Or in other words what prime numbers multiply to get this number.  So say you have 36, you can split it into 2*2*3*3.  This is the methodology we use.

For the fractions given we want to look at the prime factorization of  the denominators.  so for 4 = 2*2 and 6 = 2*3.  What do we have to do to make them equal.  Well, if we multiply 2*2 by 3 and 2*3 by 2 what do we get?  2*2*3 and 2*3*2 which are equal.  So there's another way to get common denominators.  You also have to multiply the numerators by the same numbers you multiply the denominators by.  So in total you do this.

1/4 + 1/6

1/(2*2) + 1/(2*3)

(1*3)/(2*2*3) + (1*2)/(2*3*2)

3/12 + 2/12

5/12

Final answer:

To add fractions with different denominators, find the Least Common Denominator (LCD) rather than multiplying the denominators. For 1/4 and 1/6, the LCD is 12. The resulting addition is 1/4 + 1/6 = 3/12 + 2/12 = 5/12.

Explanation:

Whitney, to add fractions with different denominators more efficiently, we can find a common denominator that is smaller than directly multiplying the two denominators. This is also known as the Least Common Denominator (LCD).

To add 1/4 and 1/6, rather than multiplying the denominators to get 24, we can look for the least common multiple (LCM) of 4 and 6. The LCM of 4 and 6 is 12, because 12 is the smallest number that both 4 and 6 can divide evenly into.

Now we can write each fraction with a denominator of 12:

Now the fractions have the same denominator:

1/4 + 1/6 = 3/12 + 2/12 = 5/12

By using the LCD, the fractions are now easy to add, and the added result of 5/12 is in simplified form.

-2.75 is less then -2.5 or -2.50. For negatives only, if the number is less it is greater, and if a number is greater it is less.

Brainliest please!

Answer:

x=-2

Step-by-step explanation:

-3(x+5)=-9

x+5 = 3

x=-2

Answer:C

Step-by-step explanation:It is C since if it keeps doubling till Saturday the equation would be 2x2x2x2x2x2x2 which equals 128 :)

Answer:

$14.63

Step-by-step explanation:

175 × $5.60 ÷ 100 = 9.8

$5.60 + 9.8 = $15.40

5 × $15.40 ÷ 100 = $0.77

$15.40 - 0.77 = $14.63

Answer:

3.2 gallons

Step-by-step explanation:

Write a proportion:

1 gallon / 825 square feet = x / 2640 square feet

Solve:

x = 3.2 gallons

Answer:

x = 10

Step-by-step explanation:

1st Divide both sides by 2: x2 ÷ 2 = 20 ÷ 2

2nd Simplify: x = 10

Hope I helped :)

Final answer:

The equation x² = 20 has two solutions: x = 2√5 and x = -2√5, as both positive and negative square roots are considered for the value of x.

Explanation:

To find the solutions for the equation x² = 20, we need to take the square root of both sides of the equation.

Generally, the square root of a variable squared, such as x², can be either positive or negative. This is because both a positive and a negative number, when squared, give the same positive result. Therefore, the equation has two solutions:

x = √20

x = -√20

Using a calculator or knowing that √4 ×√5 = 2 ×√5, we can simplify √20 to 2√5.

The final solutions are:

x = 2√5

x = -2√5

Answer:

The answer to your question is letter A.

Step-by-step explanation:

A. This graph shows that is the sine graph, but it was moved to units up.

B. This is not the equation of the graph because the sine is negative then the graph should be inverted.

C. This is not the equation of the graph because the cosine graph starts in 1.

D. This is not the equation of the graph because it is cosine negative and the graph is different.

Answer:

[tex]y=sinx +2[/tex]

Step-by-step explanation:

We have to choose the function whose graph is given.

A.[tex]y=sinx+2[/tex]

Substitute x=0 then

[tex]y=0+2=2[/tex]

Therefore, y- intercept is at y=2.

Substitute [tex]x=\frac{\pi}{2}[/tex]

[tex]y=sin\frac{\pi}{2}+2=1+2=3[/tex] because ([tex]\sin\frac{\pi}{2}=1[/tex])

Substitute  [tex]x=-\frac{\pi}{2}[/tex]

Then we get

[tex]y=sin(-\frac{\pi}{2})+2=-sin\frac{\pi}{2}+2=-1+2=1[/tex]

[tex] sin (-x)=-sinx[/tex]

Therefore, given graph is [tex]y=sinx +2[/tex]

B.[tex]y=-sinx+2[/tex]

When Substitute  [tex]x=-\frac{pi}{2}[/tex]

Then, [tex]y=-sin(-\frac{\pi}{2})+2=sin\frac{pi}{2}+2=1+2=3[/tex]

But  in graph at [tex]x=-\frac{pi}{2}[/tex] , y=-1

So,It is not true.

C.[tex]y=cosx+2[/tex]

When x=0

then we get [tex]y=cos0+2=1+2=3[/tex] (cos 0=1)

But in graph  y - intercept at y=2

So, it is false.

D.[tex]y=-cosx+2[/tex]

Substitute x=0

Then, we get

[tex]y=-cos 0+2=-1+2=1[/tex]

So, it is false.

Answer: [tex]y=sinx +2[/tex]

Answer:

24 Kids per group

Step-by-step explanation:

14 x 12 = 168

168 / 7 = 24

24 kids

Answer:

24 Students

Step-by-step explanation:

Final answer:

After arranging the data for each company and calculating the first and third quartiles, we found that the interquartile range for Company A's students (IQR = 2) is 1 more than the interquartile range for Company B's students (IQR = 1).

Explanation:

The interquartile range (IQR) is a measure of the middle spread of a data set, calculated as the difference between the third quartile (Q3) and the first quartile (Q1). To find the interquartile range for each group of students, we will first need to arrange each company's data in ascending order and then find the values of Q1 and Q3 for each group.

For Company A, the data in ascending order is: 1, 1, 1, 2, 2, 3, 3, 4, 5. Q1 is the median of the first half (1), and Q3 is the median of the second half (3). Thus, IQR is 3 - 1 = 2.

For Company B, the data in ascending order is: 1, 1, 2, 2, 2, 2, 2, 3, 3. Q1 is the median of the first half (1.5), and Q3 is the median of the second half (2.5). So, IQR is 2.5 - 1.5 = 1.

Comparing the IQRs, we find that the interquartile range for Company A's students is 1 more than the interquartile range for Company B's students.

[tex]\bf 3^2\cdot 3^3\implies 3^{2+3}\implies 3^5\implies 243[/tex]

Final answer:

To simplify 3 to the 2nd power times 3 to the third power, we add the exponents because the base is the same, resulting in 3 to the 5th power, which equals 243.

Explanation:

To simplify 3 to the 2nd power times 3 to the third power, we need to apply the rule of multiplying exponential terms with the same base. When multiplying terms like 32 and 33, we simply add the exponents together because the base (the number 3 in this case) remains the same. So this simplification process looks like:

32 × 33 = 3(2+3) = 35

The next step is to calculate the value of 3 raised to the 5th power:

35 = 3 × 3 × 3 × 3 × 3 = 243

Therefore, the simplified expression is 243.

Answer:

Carmen would have to sell 8 cars in a month to get the same pay from either dealership.

Step-by-step explanation:

Let c = cars sold

Dealership #1 = 2500 + 125c

Dealership #2 = 2700 + 100c

2500 + 125c = 2700 + 100c

125c - 100c = 2700 - 2500

25c = 200

c = 8

Answer: 4 is 12.5% of 32

Step-by-step explanation:

12.5/100 = 0.125

4/0.125 = 32

Unknown number in the question is [tex]32.[/tex]

Let the unknown number is [tex]n[/tex].

It has been given in the question that 4 is 12.5% of the unknown number,

Therefore, expression for the statement will be,

12.5% of [tex]n[/tex] = 4

[tex]\frac{12.5}{100}\times n=4[/tex]

[tex]\frac{1}{8}\times n=4[/tex]

[tex]n=8\times 4[/tex]

[tex]n=32[/tex]

       Hence, unknown number is [tex]32[/tex].

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Answer:

24 months or 2 years

Step-by-step explanation:

For every 6 months it costs $500 then 1 year would be $1000 because there are 12 months in a year. Then just multiply that times 2 because they have $2000 then you would get 24 :)

150-35 is 115 dollers!!

Answer:

$36.78

Step-by-step explanation:

First, let’s figure out how much of his money he spent on the total amount of books.

We’ll take his staring amount ($331) and subtract it by how much money he had left over ($16)

$331 - $16 = $315

So now we know that he spent $315 for ALL the books.

Now, we divide $315 by how many books he purchased (9) to find out how much he paid for EACH book

$315 ÷ 9 = $35

Therefore, EACH book costs $35

Hope this helps you

- AaronWiseIsBae

Answer:

Step-by-step explanation:

[tex]16x-4+5x=-67\qquad\text{add 4 to both sides}\\\\16x+5x-4+4=-67+4\qquad\text{combine like terms}\\\\21x=-63\qquad\text{divide both sides by 21}\\\\\dfrac{21x}{21}=\dfrac{-63}{21}\\\\x=-3[/tex]

The solution for x in the equation is -3

Given equation is, 16x-4+5x = -67

The given equation is a linear equation, so we will get only one value of x.

Solving the equation we get,

16x-4+5x = -67

⇒ 16x-4+4+5x = -67+4  (adding 4 in both sides)

⇒ 16x+5x = -63

⇒ 21x = -63

⇒ x = -63/21

⇒ x = -3

The required value of x = -3

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Answer:

14+12=26

Step-by-step explanation:

i worked it pls give brainliest

Answer:

jacob is 12 and his sister is 14. this is the correct answer.

Step-by-step explanation:

hope this helps.

Answer:

what I don't understand

Step-by-step explanation:

what exactly is the question

the smaller and the larger number are

17 and 22 respectively

Step-by-step explanation:

let the numbers be x and y

from the expression; The sum of two numbers is 39 means that

x + y=39

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

but from the expression

The larger number is 5 more than the smaller is written as

x=5+y

put it in the first equation to get

5+y+y=39

5+2y=39

2y=39-5

2y=34

y=34/2

y=17

put the y value in the equation to get the x value

thus

x=5+y

x=5+17

x=22

Answer:

The dimensions of rectangle whose perimeter is 70 inches and width is five less than three times the length of worktable is  length = 10 and width = 25

Solution:

Consider ‘P’ as perimeter and ‘L’ as length and ‘W’ as width  

P = 70 inches

W = 5 less than thrice of length  

Therefore, [tex]\mathrm{W}=3 L-5 \quad(\text {equation } 1)[/tex]

Using perimeter formula for rectangle,

[tex]\begin{array}{l}{P=2(L+W)} \\ {70=2(L+3 L-5)} \\ {70=2(4 L-5)} \\ {70=8 L-10} \\ {8 L=80} \\ {L=10}\end{array}[/tex]

Substitute L= 10 in equation 1

[tex]\begin{aligned} W &=3 \times 10-5 \\ W &=30-5 \\ W &=25 \end{aligned}[/tex]

assuming that the bases are placed correctly, the bases connected draw a square, each side being 90 ft long. We multiply 90 by the amount of sides(4) to find the total distance/perimeter = 360.

The distance around the bases in meters will be 27.432 meters.

In one feet there are 0.3048 meters.

Given is a baseball field measures 90 feet between each base.

Distance between each base in feet = [d] = 90 feet

The distance between each base in meters will be -

D [meters] = 90 x 1 ft

D [meters] = 90 x 0.3048 meters

D [meters] = 27.432 meters

Therefore, the distance around the bases in meters will be 27.432 meters.

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Answer:

It is called a gerund

Step-by-step explanation:

Viable answers are valid and workable solutions to a problem or question, while non-viable answers are either invalid or impractical. Viable answers lead to successful outcomes, while non-viable answers lead to wasted time and effort.

A viable answer is a response that is both valid and workable, meaning that it is a possible solution to a particular problem or question.

A non-viable answer, on the other hand, is a response that is either invalid or impractical, meaning that it cannot be considered a feasible solution.

For example, if you were solving a math problem, a viable answer would be one that is both correct and can be proven using the appropriate mathematical principles. A non-viable answer would be one that is incorrect or cannot be supported by the relevant mathematical rules.

It is important to distinguish between viable and non-viable answers because the former can lead to successful outcomes, while the latter can lead to wasted time and effort.

Additionally, viable answers are often the result of careful analysis and critical thinking, while non-viable answers are often the result of guesswork or inadequate understanding of the problem at hand.

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Final answer:

A viable answer is supported by correct and logical reasoning, while a non-viable answer may be correct but lacks valid argumentation or is based on incorrect assumptions. Subjective questions or those with technical limitations require context-specific responses, and in science, viable answers must be empirically testable.

Explanation:

Understanding the difference between a viable answer and a non-viable answer is crucial in educational settings. A viable answer not only provides a correct solution but is supported by logical reasoning and evidence. On the other hand, a non-viable answer, regardless of its correctness, lacks coherent reasoning or is based on faulty premises. For instance, to consider an organism "alive," biologists typically require that it exhibits certain characteristics such as metabolism and the ability to reproduce. An example of a non-viable answer would be stating a virus is "alive" because it can reproduce; however, this overlooks the fact that viruses do not have a metabolism and require a host cell to replicate.

Moreover, in questions of subjective nature or those bounded by technical limitations, what might constitute a viable answer often depends on the context and the refinement of the question. For instance, a question about the value of life from different religious and non-religious perspectives cannot have a single, universally correct answer, and therefore, responses would vary based on individual beliefs and interpretations.

Lastly, in scientific inquiries, distinguishing between questions that are answerable through scientific methods versus those that are not is a key skill. Scientific questions are those that can be tested and substantiated by evidence and experimentation, whereas non-scientific questions rely on personal judgment, opinion, or beliefs. Science can provide viable answers backed by empirical evidence, such as the concept of viable but nonculturable (VBNC) states in cells, which is a scientific theory that can be tested under specific conditions.