Answer:
Step-by-step explanation:Let a be the length of line
from question we know that
a+3 is another line
Here
a+(a+3)=15. ( Given in question )
2a = 15 -3
2a=12
a=12/2
a=6
Here a and a +3 are the length of the line
Finally ,6 and 9 are the lengths
Is 9/5 and 18/10 equivalent
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.
What is the number if 4 is 12.5 % of a number?
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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There are 16 girls and 18 boys in a class. The teacher chooses a student’s name at random to answer a question. What is the probability that the teacher chooses a girl to answer the question?
A. 1/34
B. 1/16
C. 8/17
D. 8/9
Answer:C
Step-by-step explanation: The probability of choosing a girl is the number of girls over the total number of students. Since there are 16 girls and 16+18 students, 16/34=8/17. Hope this helps! (Could I please have brainliest?)
The probability of the teacher choosing a girl to answer the question is 8/17. The correct option is C.
To calculate the probability of the teacher choosing a girl to answer the question, we need to determine the ratio of the number of girls to the total number of students.
In the given class, there are 16 girls and 18 boys, making a total of 16 + 18 = 34 students.
The probability of selecting a girl is the number of favourable outcomes (girls) divided by the total number of possible outcomes (students).
Therefore, the probability is 16 (number of girls) / 34 (total number of students).
Simplifying this fraction, we have 8/17.
Hence, the correct option is C. 8/17, which represents the probability of the teacher choosing a girl to answer the question.
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There are 14 students from each of 12 classes signed up for after school sports the students will be divided into 7 equal groups how many students will be in each group
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:
14•12=168168/7=24r0The sum of two numbers is 39 . The larger number is 5 more than the smaller number. What are the numbers?
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
Four more than five times a number is
two less than the number.
Answer:
4 + 5x = x - 2
Answer:
4 + 5x = x - 2
x=-1.5
Step-by-step explanation:
4 + 5x = x - 2
subtract 4 from both sides (or add negative whichever you prefer)
5x=x-6
now subtract x from both sides
4x=-6
now divide by 4
x=-1.5
solve
-3(x+5)=-9
Enter your answer in the box.
x=
Answer:
x=-2
Step-by-step explanation:
-3(x+5)=-9
x+5 = 3
x=-2
how do I show my work for this 50.04- 1.103
To show your work for the subtraction [tex]\(50.04 - 1.103\)[/tex], follow these steps:
1. Line up the Decimals:
Align the decimal points of both numbers, ensuring they are in the same vertical position.
[tex]\[ &50.040 \\ - &1.103 \end{align*} \][/tex]
2. Subtraction:
Begin subtracting from the rightmost column. Subtract 3 from 0, borrow 1 from 4, subtract 0 from 10, subtract 1 from 4, and subtract 1 from 5.
[tex]\[50.040 \\ - &1.103 \\ \underline{-} \end{align*} \][/tex]
[tex]\[ 48.937 \][/tex]
3. **Final Result:**
The result of [tex]\(50.04 - 1.103\)[/tex] is [tex]\(48.937\).[/tex]
By displaying each step of the subtraction process, you provide a clear and organized representation of your work.
A computer company sells its products with a 6 month warranty for every $500 spent. How many months of warranty protection come with a $2000 purchase?
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 :)
Keith had 331 dollars to spend on 9 books . After buying them he had 16 dollars . How much did each book cost ?
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
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Leila, Keith, and Deon sent a total of 80 text messages over their cell phones during the weekend. Leila sent 10 more messages than Keith. Deon sent 4 times as many messages as Leila. How many messages did they each send?
Evaluate the expression -5-3+1
Answer:
The answer is -7
Step-by-step explanation:
-5 - 3 = -8
-8 + 1 = -7
Hope I helped :)
Answer:
-7
Step-by-step explanation:
The rule for subtraction, in this case it is -5-3, you change the subtraction sign to addition and use the opposite of the second number, making it -5+(-3) which is -8. Then, you add 1 to -8, and the rule for this specific expression is to take the absolute value of both -8 and 1, then subtract the two, making the expression as of now 8-1. Subtract them, and get 7, but you take the sign of whichever number had the greatest absolute value, which was -8, so now the answer is -7. That's how you get your answer
-5-3+1= -5+(-3)+1
-8+1= |-8|-|1|
8-1= -7 (because you take the sign with the greatest absolute value, which is -8.)
Is -2.75 greater than or less than -2.5
-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!
Sharif opened a bank account that initially had $0 in it. He
then deposited $150. Later that week, he withdrew $35. Write each value as an integers.
Please answer today! And explain it please
150-35 is 115 dollers!!
find the least common denominator of the fractions 7/16 and 1/4
Answer:
16
Step-by-step explanation:
7/16 = 7/16
1/4 = 4/16
Explain the difference between a viable answer and a non-viable answer.
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.
math question: i write 17 text messages to friends each week for x weeks in a row. write an expression for total members
Answer:
[tex]17x = y[/tex]
Step-by-step explanation:
Since we know that you write 17 text messages a week. 17 will be our constant number, now then after you said for x weeks.
Meaning that x would be our variable cause we can put an input of any number, then put it next to 17 because that is how many times you text a week.
17x = y
17 (how many times you text per week) x (how many weeks) = y (texts in total)
Find the linear function
represented by the graph.
The slope of the line is
The y-intercept of the line is at
What linear function is represented by the graph?
Answer:
The slope of the line is ⅓.
The y-intercept is at (0,3).
The linear equation for the line is:
y=⅓x+3
The linear function represented by the graph has a slope of 3 and a y-intercept of 9. The equation of the linear function is y = 3x + 9.
Explanation:The linear function represented by the graph has a slope of 3 and a y-intercept of 9. The slope of a line represents the rate of change of the y-values with respect to the x-values, while the y-intercept is the value of y when x=0. In this case, for every increase of 1 on the horizontal axis, the vertical axis increases by 3 units. The equation of the linear function is y = 3x + 9.
A regulation baseball field measures 90 feet between each base. What is the distance around the bases in meters?
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.
How many meters are in 1 feet?
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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Whitney says that to add fractions with different denominators, you always have to multiply the denominators to find the common unit; for example:
1/4 + 1/6 = 6/24 + 4/24
Show Whitney how she could have chosen a denominator smaller than 24, and solve the problem.
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:
Multiply the first fraction (1/4) by 3/3 (which is equal to 1) to get 3/12Multiply the second fraction (1/6) by 2/2 (which is equal to 1) to get 2/12Now 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.
Carmen sells cars at a dealership that pays her a monthly salary of $2500 plus a
commission of $125 for every car she sells. A competing dealership has offered her a
job that pays a greater monthly salary of $2700, but only gives $100 commission on
each car sold. How many cars would Carmen have to sell in a month to get the same
pay from either dealership?
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
60 is 5 times as great as k.
Answer:
k=12
Step-by-step explanation:
60÷5=12
OR5+5+5+5+5+5+5+5+5+5+5+5=60
↑=12 5's
Hope this helps!!!
Brady
Answer:
It's 12
Step-by-step explanation:
60 = 5k
or, 60/5 =k
or, k=12
Hence, 60 is 5 times great as 12
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On Sunday you make $2 selling candy. On Monday your sales double, and you make $4. On Tuesday you make $8. If this pattern continues, how much will you earn on Saturday?
a.24
b.64
c.128
d.256
Answer:C
Step-by-step explanation:It is C since if it keeps doubling till Saturday the equation would be 2x2x2x2x2x2x2 which equals 128 :)
The total cost f(x), in dollars, for renting a car for a day and driving it x miles is shown:
f(x) = 90 + 0.11x
What does f(30) represent?
The number of dollars spent to rent the car for 30 days
The number of miles driven on the car in 30 days
The number of dollars it costs to drive the car 30 miles
The number of miles driven for a cost of $30
The total cost f(x), in dollars, for renting a car for a day and driving it x miles is shown:
f(x) = 90 + 0.11x
What does f(30) represent?
Answer:
The number of dollars it costs to drive the car 30 miles
option C. The number of dollars it costs to drive the car is 30 miles.
The total cost f(x), in dollars, for renting a car for a day and driving it x miles is shown:
f(x) = 90 + 0.11x.
What does f(30) represent?
It represents the number of dollars it costs to drive the car 30 miles.
How much gas will it take to drive 30 miles?1.5 gallons
Good luck on your trip. We hope that our "How much gas to drive 30 miles?" page made the trip planning a little easier for you.
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Jacob is two years younger than his sister together they are are 26 how old is jacob
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.
Two groups of students were asked how many pets they had. The table below shows the numbers for each group:
Company A 1 2 1 1 3 5 4 2 3
Company B 3 2 3 2 2 2 1 1 2
Based on the table, which of the following is true?
The interquartile range for Group A students is 0.5 less than the interquartile range for Group B students.
The interquartile range for Group A students is 1.5 more than the interquartile range for Group B students.
The interquartile range for Group A students is equal to the interquartile range for Group B students.
The interquartile range for Group A students is 1 more than the interquartile range for Group B students.
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.
13 meters per second to miles per hour
Answer:
what I don't understand
Step-by-step explanation:
what exactly is the question
Find the difference quotient
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]
Choose the function whose graph is given by:
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]
what is 9.6 x 10^6 in standard form