Answer:
There are an infinite number of fractions in between numbers on a number line.
Step-by-step explanation:
The reason for this is because we have an infinite number of denominators to use. Therefore, we can not number the amount we use.
Answer:
An infinite number.
Step-by-step explanation:
We have to find number of fractions between two numbers on a number line.Basically fractions are rational numbers.So, if we found the number of rational numbers between two numbers on a number line we are done.We can find infinite number of rational numbers between two number on a number line.It depends on us as to how we want to divide or the number of fractions we want.If we want we can divide an interval into 50 fractions, 100 fractions and so on but there are infinite numbers we can choose from.This graph shows a portion of an even function. Use the graph to complete the table of values. x f(x) −1 −3 −5 −6
Answer:
Sorry that im late but the answer is 1,1,3,3
Step-by-step explanation:
follow the graph steps and then calculate the points
A graph is used to show the relationship between related variables.
The complete table is:
[tex]\left[\begin{array}{cc}x&f(x)\\-1&1\\-3&1\\-5&3\\-6&3\end{array}\right][/tex]
A function is said to be even is:
[tex]f(x)=f(-x)[/tex]
This means that:
[tex]f(-1)=f(1)[/tex]
[tex]f(-3)=f(3)[/tex]
[tex]f(-5)=f(5)[/tex]
[tex]f(-6)=f(6)[/tex]
So, from the graph, we have:
[tex]f(1) = 1[/tex]
[tex]f(3) = 1[/tex]
[tex]f(5) = 3[/tex]
[tex]f(6) = 3[/tex]
This implies that:
[tex]f(-1) = 1[/tex]
[tex]f(-3) = 1[/tex]
[tex]f(-5) = 3[/tex]
[tex]f(-6) = 3[/tex]
Use the above values to complete the table. So, we have the complete table to be:
[tex]\left[\begin{array}{cc}x&f(x)\\-1&1\\-3&1\\-5&3\\-6&3\end{array}\right][/tex]
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Which type of question leads a person to a particular answer? A.honest, B. fair, C. friendly, D. biased
It is D, biased, because biased means 'favorited', or, in a different case, 'hated'.
12-pack of Skwunch apple juice cost $3.00 after a 40% discount. which equation would allow you to find the original price of the 12-pack?
$3.00 is with a 40% discount
so 3 = 0.6x (3 is 1.00 - 0.40 = 0.60 of unknown original price x)
so 3/0.6 = x to get that price which is $5
Answer:
Step-by-step explanation:
$3.00 is with a 40% discount
so 3 = 0.6x (3 is 1.00 - 0.40 = 0.60 of unknown original price x)
so 3/0.6 = x to get that price which is $5
Hope it helps!
3times4 dividend by6 plus 2
The correct answer is 3*4=12/6=2+2=4
Your answer is 4
3 x 4 ÷ (6 + 2) = 1.5
3 x 4 ÷ (6 + 2) =
3 x 4 ÷ 8 =
12 ÷ 8 =
1.5
Hope this helps you
-AaronWiseIsBae
How many solutions are there to the equation below |x|=77?
[tex]Solution, \left|x\right|=77\quad :\quad x=-77\quad \mathrm{or}\quad \:x=77[/tex]
Steps:
[tex]\left|x\right|=77[/tex]
[tex]|f\left(x\right)|=a\quad \Rightarrow \:f\left(x\right)=-a\quad \mathrm{or}\quad \:f\left(x\right)=a, |f\left(x\right)|=a\quad \Rightarrow \:f\left(x\right)=-a\quad \mathrm{or}\quad \:f\left(x\right)=a[/tex]
The correct answer is C. 2
Hope this helps!!!
<3 -austint1414
The equation |x| = 77 has two solutions: x = 77 and x = -77. This is because the absolute value of a number reflects its distance from zero, regardless of the direction.
Explanation:The equation |x| = 77 has two solutions. This is because the absolute value of a number is its distance from zero on a number line, regardless of the direction. Therefore, both 77 and -77 have an absolute value of 77.
To solve for x, you would set up two equations based on the definition of absolute value:
x = 77-x = 77, which simplifies to x = -77So, the two solutions to the equation |x| = 77 are x = 77 and x = -77.
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what iz somution 6X - 7 = 12
Add 19 to both sides of the equation :
6x = 19
Divide both sides of the equation by 6:
x = 19/6 = 3.167
One solution was found :
x = 19/6 = 3.167
One beaver can chew though a tree that is 15 cm thick in 20 min if it works at the same pase how long will it tack one beaver to cut down enough trees to create a stack 1.2 meters tall
A triangle has an angle that measures 90°. What type of triangle could it be? (Choose all that apply)
scalene
acute
isosceles
right
Right and scalene. A right triangle has an angle that measures to be 90° and using the pythagorean theorem, we know that the triangle is scalene, meaning that all three sides have different side lengths. (:
3² + 4² = 5²
A triangle has an angle that measures 90° is a right angle triangle that is option D is correct.
What is a Triangle?Triangle is a polygon that has three sides and three angles. The sum of the angle of the triangle is 180 degrees.
Types of the triangle are as follows:
Equilateral triangleIsosceles triangleRight-angle triangle1. Equilateral triangle
It is the triangle in which all three sides are equal. And each angle is 60°.
2. Isosceles triangle
It is a triangle in which two sides are equal.
3. Right angle triangle
It is a type of triangle in which one angle is 90° and it follows the Pythagoras theorem and we can use the trigonometry function.
More about the triangle link is given below.
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A principal of $1,000 is invested in an account paying an annual interest rate of 6%.
A(t) = P(1+(r/n))^(nt)
A(5) = 1000(1+0.12/2)^(2*5)
A(5) = 1000(1.06)^(10)
A(5) = $1790.85
1000 x 6%= 1000 x .06
1000 x .06 = 60
The principal is getting $60 every year for their annual interest rate.
Hope I helped!
Good Luck!
Need some help on this
The easiest way to do this is to choose one point from image A. (I am going to choose (-5, -2). Now, where did that point move to in image A'? (1, 7)
How did the coordinates change?
The x-coordinator changed from -5 to 1 so it moved 6 units to the right.
The y-coordinates changed from -2 to 7 so it moved 9 units up.
When doing this with a graph, you can just count the units. I only provided the coordinates to help you follow my explanation.
Answer: B
julie made $22 $55 $38 and $25 babysitting how much did she make babysitting
she made $140 dollars babysitting
hope it helps
All we have to do to find the total amount of money she made babysitting, is add up $22, $55, $38 and $25. This will give us the total
$22 + $55 + $38 + $25 = $140
Therefore she made a total of $140 babysitting
Hope this helps you
-AaronWiseIsBae
Add the following decimals. a. 12.8 + 27.38 + 0.562 b. 13.46 + 5.003 + 0.0321 c. 0.952+ 1.57 + 0.803 d. 43 + 2.386 + 3.74 e. 13.678 + 52.04 + 5.276 + 0.63 f. 0.6 + 0.54 + 1.2 + 116.086 g. 54.2 + 5.42 + 0.542 + 0.0541 h. 10.01 + 9.987 + 3.75 + 2.316
a. 12.8 + 27.38 + 0.562 = 40.742
b. 13.46 + 5.003 + 0.0321 =18.4951
c. 0.952+ 1.57 + 0.803 =3.325
d. 43 + 2.386 + 3.74 =49.126
e. 13.678 + 52.04 + 5.276 + 0.63 =71.624
f. 0.6 + 0.54 + 1.2 + 116.086 =1.7361
g. 54.2 + 5.42 + 0.542 + 0.0541 =60.2161
h. 10.01 + 9.987 + 3.75 + 2.316=26.063
Answer with Step-by-step explanation:
We have to add the decimals.
a. 12.8 + 27.38 + 0.562 = 40.742
b. 13.46 + 5.003 + 0.0321 =18.4951
c. 0.952+ 1.57 + 0.803 =3.325
d. 43 + 2.386 + 3.74 =49.126
e. 13.678 + 52.04 + 5.276 + 0.63 =71.624
f. 0.6 + 0.54 + 1.2 + 116.086 =118.426
g. 54.2 + 5.42 + 0.542 + 0.0541 =60.2161
h. 10.01 + 9.987 + 3.75 + 2.316=26.063
Ming weighed a bag of soil for a science experiment. The weight was 2.003 kg. She then removed 0.520 kg of soil from the bag. How many kilograms of soil remained in the bag?
Answer:
amount remaining = 1.483 kg
Step-by-step explanation:
According to the question Ming weighed the bag of soil for a science experiment. He discovered the weight was 2.003 kg . She then removed 0.520 kg of soil from the bag she weighed initially.
The amount in weight(kg) of soil that is remaining in the bag will be the initial weight minus the amount of weight she removed .
amount remaining = initial weight - amount removed
initial weight = 2.003 kg
amount removed = 0.520 kg
amount remaining = 2.003 - 0.520
amount remaining = 1.483 kg
Select the correct answer from the drop-down menu. The solution set for -2x2 + 12x = 0 is .?
{0, 12}
{0, -12}
{0, 6}
{0, -6}
Fourth is correct option, {0, -6}.
Solution:
Equation:
-2x2 + 12x = 0
= x(-2x + 12) = 0
= x= 0 , -2x + 12 = 0
-2x =-12
x = -12/-2
x = -6
Solution set = {0, -6}
what is the contrapositive of the following statement
The Contrapositive of the statement 'If two triangles are congruent, then their corresponding angles are congruent' is: If the corresponding angles of two triangles are not congruent, then the triangles are not congruent.
The contrapositive of the statement 'If two triangles are congruent, then their corresponding angles are congruent' is:
If the corresponding angles of two triangles are not congruent, then the triangles are not congruent.
The contrapositive of a conditional statement exchanges the hypothesis and conclusion, and negates both.
In this case, we negate the hypothesis 'two triangles are congruent' and the conclusion 'their corresponding angles are congruent.'
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if five times a number is subtracted from 39 the result is the same as eight times the number what is the number
39 - 5x = 8x
Add 5x to both sides.
39 = 13x
Divide both sides by 13.
x = 3
if 30% of a length of a string is 40m what is 70% of the string
L = length of string
L * .30 = 40m
L = 40 / .30
Length of the whole string = 133.3333333333 m
70% = .70 * 133.3333333333 = 93.3333333333m
How to find 16 Times 60
My calculator says:
16 x 60 = 960
80% of what number is 16
a. part =
b. total =
c. percent =
d. write and solve the proportion
so There are 17 girls and 119 boys on a class field trip to the museum. The students need to be broken up into the largest possible groups so that each group contains the same number of students. Each group must be all girls or all boys. How many students should be in each group?
1 student in each group with 126 groups in total
A container has 17 1/2 cups of lemonade. Asher gives each of his classmates 5/6 of a cup. He gives away all of the lemonade. How many classmates does Asher give lemonade to? Explain each st e by using first,next and last method
A container has 17 and 1/2 cups of lemonade.
Asher gives each of his classmates 5/6 of a cup.
He gives away all of the lemonade.
Solution:
There are 17.5 cups of lemonade.
Each classmate receives 5/6 of a cup.
So the number of classmates = Number of cups ÷ proportion of a cup each student receives
Number of classmates = 17.5 ÷ 5/6 = 21 classmates
There are 21 classmates.
Answer:
21 classmates.
Step-by-step explanation:
We have been given that a container has 17 1/2 cups of lemonade. Asher gives each of his classmates 5/6 of a cup.
To find the number of classmates that will get lemonade, we will divide total amount of lemonade by amount given to each classmate.
[tex]\text{Classmates that will get lemonade}=17\frac{1}{2}\div\frac{5}{6}[/tex]
Convert mixed fraction into improper fraction:
[tex]17\frac{1}{2}\Rightarrow=\frac{17\times 2+1}{2}=\frac{34+1}{2}=\frac{35}{2}[/tex]
[tex]\text{Classmates that will get lemonade}=\frac{35}{2}\div\frac{5}{6}[/tex]
Convert into multiplication problem by flipping the 2nd fraction:
[tex]\text{Classmates that will get lemonade}=\frac{35}{2}\times\frac{6}{5}[/tex]
[tex]\text{Classmates that will get lemonade}=\frac{7}{1}\times\frac{3}{1}[/tex]
[tex]\text{Classmates that will get lemonade}=7\times3[/tex]
[tex]\text{Classmates that will get lemonade}=21[/tex]
Therefore, Asher gave lemonade to 21 classmates.
Point B is at (4,-16).Where is B prime after a dilation with a scale factor of 3/4
After applying the dilation with a scale factor of 3/4, point B at (4,-16) will transform to B prime (B') at (3,-12).
Explanation:The point B is originally at (4,-16). In a dilation, each coordinate of the initial point is multiplied by the scale factor to obtain the coordinates of the transformed point. Here, the scale factor is 3/4. To find the coordinates of the point B prime (B') after the dilation, we multiply each coordinate of point B by 3/4:
X-coordinate of B' = 4 * (3/4) = 3
Y-coordinate of B' = -16 * (3/4) = -12
Therefore, the coordinates of B prime (B') after the dilation with a scale factor of 3/4 are (3, -12).
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The table shows the current grades in one of the math classes and one of the science classes at a local high school. Find P(grade of B | science class).
The probability of obtaining a grade of 'B' in the given science class, using the concept of conditional probability, is 0.320.
To find the probability of getting a grade of 'B' given that it's a science class, also known as conditional probability, we can use the following formula:
P(grade of B | science class) = (number of students with a 'B' in science) / (total number of students in the science class).
When we apply the given numbers from the tables:
(Number of students with B in science class) = 8
(Total number of Students in the science class) = (A=5) + (B=8) + (C=10) + (D=1) + (F=1) = 25
Substituting the obtained numbers in our formula, we find:
P(grade of B | science class) = 8 / 25 = 0.320
So, the probability of getting a grade of 'B' given that it's a science class is 0.320. Therefore, the answer is O 0.320.
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The probable question may be:
The table shows the current grades in one of the math classes and one of the science classes at a local high school. Find P(grade of B | science class).
Math: A=7, B=4, C=13, D=2, F=0.
Science: A=5, B=8, C=10, D=1, F=1.
O 0.154
O 0.235
O 0.667
O 0.320
the number y of new vocabulary words that you learn after x weeks is represented by the equation y=15 number 17 please help A-C.
ANSWER
QUESTION 17a
We were given the relation, [tex]y=15x[/tex], where y represents the number of new vocabularies learned, and x represents the number of weeks
Draw a horizontal line for number of weeks and a vertical line for number of vocabulary words using a scale of 5 units on both axes.
To graph this equation we need at least three points,
When
[tex]x=0[/tex], [tex]y=15(0)[/tex], [tex]\Rightarrow y=0[/tex]
So we plot the point [tex](0,0)[/tex]
When
[tex]x=1[/tex], [tex]y=15(1)[/tex], [tex]\Rightarrow y=15[/tex]
So we plot the point [tex](1,15)[/tex]
When
[tex]x=2[/tex], [tex]y=15(2)[/tex], [tex]\Rightarrow y=30[/tex]
So we plot the point [tex](2,30)[/tex]
Using a straight edge we draw a straight line through these three points.
The equation of the line is of the form [tex]y=mx[/tex], where [tex]m=15[/tex] is the slope.
This tells us that the 15 new vocabulary words are learned each week.
QUESTION 17 B
To find the number of new vocabulary words learnt after 5 weeks, we plug in [tex]x=5[/tex] in to the equation.
[tex]y=15(5)[/tex]
This gives us
[tex]y=75[/tex]
Therefore after 5 weeks, you learn 75 new vocabulary words.
QUESTION 17 C
We find the number of vocabulary words learned after 4 weeks and subtract it from the number of vocabulary words learned after 6 weeks'
To find the number of new vocabulary words learnt after 4 weeks, we plug in [tex]x=4[/tex] in to the equation.
[tex]y=15(4)[/tex]
This gives us
[tex]y=60[/tex]
Therefore after 4 weeks, you learn 60 new vocabulary words.
To find the number of new vocabulary words learnt after 6 weeks, we plug in [tex]x=6[/tex] in to the equation.
[tex]y=15(6)[/tex]
This gives us
[tex]y=90[/tex]
Therefore after 6 weeks, you learn 90 new vocabulary words.
We now subtract to get
[tex]90-60=30[/tex]
Therefore you learn 30 more vocabulary words after 6 wees than after 4 weeks.
The given equation y=15x + 17 represents the number of new vocabulary words you learn every week. Here, you learn 15 new words each week. You already know 17 words at the start (when x=0).
Explanation:The question is asking for the interpretation of the equation y=15x + 17, which represents the number of new vocabulary words, y, that you learn after x weeks. Here, 15 is the coefficient of x, which means that you learn 15 new words per week. The number 17 is the constant term, implying that even without any weeks passing (when x=0), you already know 17 words. Thus, after one week, you would know 15*1 + 17 = 32 words, after two weeks, 15*2 + 17 = 47 words, and so on.
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If a strip is 10 times as big as the unit and the mat is 100 times as big as the strip, how many times is the mat bigger as the unit?
A strip is x10 of the unit
A mat is x100 of the strip.
Multiply 10 with 100
100 x 10 = 1000
The mat is x1000 of the unit.
hope this helps
Given that the strip is 10 times as big as the unit and the mat is 100 times as big as the strip, the mat is 1000 times bigger than the unit. This illustrates the concept of multiplication with powers of ten in real measurements.
Explanation:The question asks how many times the mat is bigger than the unit, given that the strip is 10 times as big as the unit and the mat is 100 times as big as the strip.
This maths problem involves the multiplication of sizes. Here's the step-by-step solution:
Each strip is 10 times as big as the unit, so if we assign U as the unit, the strip would be 10U. The mat is 100 times as big as the strip, which has been defined as 10U, so the mat would be 100 * 10U = 1000U.
Therefore, the mat is 1000 times bigger than the unit. This exhibits how we deal with real measurements and the use of powers of ten in multiplication.
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-1/4u+3/2=-6 solve for U
[tex]-\dfrac{1}{4}u+\dfrac{3}{2}=-6\qquad|\cdot4\\\\\not4^1\cdot\left(-\dfrac{1}{\not4_1u}\right)+\not4^2\cdot\dfrac{3}{\not2_1}=4\cdot(-6)\\\\-u+2\cdot3=-24\\\\-u+6=-24\qquad|-6\\\\-u=-30\qquad|\cdot(-1)\\\\\boxed{u=30}[/tex]
You worked the dinner shift tonight and served a family their dinner. The bill was $43.89. They left $50 to pay for the meal; the remainder was your tip. How much was your tip?
Answer:
Your tip was $6.11.
Step-by-step explanation:
You worked the dinner shift tonight and served a family their dinner.
The bill was $43.89. They left $50 to pay for the meal.
So, the remaining difference was your tip.
The remaining balance = [tex]50-43.89=6.11[/tex] dollars
Therefore, your tip was $6.11.
who is good with algebra 1?
ya ah oh what is up fam
yeet lol
yeet lol
Angie baked 100 cookies and 20 brownies
yes, so in total she baked 120 goodies.
Why hello there
If Angie baked 100 cookies and 20 brownies i asume you are asking eaither 4 thing
Multiplyed: 2,000
Divided: 5
Subtracted: 80
Added: 120
If my answer helped please mark me as brainliest thank you and have the BEST day ever!
solve the following equation
-4y + 8 = 4(2y - 2) - 2(-16 + 8y)
y = -4
y = 4
y = -2
y = -6