Answers
Related Questions
Can someone pls help me with diagram 2 I'm confused about how I'm supposed to find the number for the corners like the other two diagrams.
Answers
The middle number between a and b = (a + b)/2
The middle number between b and c = (b + c) / 2
The middle number between c and d = (c + d)/2
The middle number between d and a = (d + a)/2
The sum of the numbers in the corners of
diagram 1 = a + b + c + d Do you agree.
Now look at diagram two. Start by putting a, b, c and d in the corners.
Now remove the brackets from what I found above.
diagram 2 = a/2 + b/2 + b/2 + c/2 + c/2 + d/2 + d/2 + a/2 Now collect all the like terms.
diagram 2 = a/2 + a/2 + b/2 + b/2 + c/2 + c/2 + d/2 + d/2
a/2 + a/2 = a does it not?
b/2 + b/2 = b
c/2 + c/2 = c
d/2 + d/2 = d
The sum of the middle numbers in diagram 2 = a + b + c + d
But that's the same sum as diagram 1, which was what you were asked to prove. You cannot come up with a counter example that will give a different result, at least in the positive integers.
The question provides you with room for a written answer. You are going to have to reproduce in some form what I've put in italics.
Thank you for posting.
Joy started with 2.75 gallons of milk. She used 1.5 pints to make mashed potatoes and another cup to make cookies. How much milk does Joy have left? Give your answers in three different way (using cups, pints, and gallons). SHOW WORK.
Answers
2.75 gallons =22 pints
22 pints - 1.5=20.5 pints
20.5 pints =41 cups
41 cups - 1 cups= 40 cups
Answer= 40 cups or 20 pints or 2.5 gallons
Numbers 37 and 39. I’m not sure how to solve them
Answers
You can get this by dividing 3/4 by 2.
The key to doing these types of problems is remembering that if they are going faster by that much, it doesn't matter what the speeds are. You can treat it as if one is standing still and the other is going 2mph.
Determine which of the following expressions requires combining like terms before it is considered to be in its simplest form. Select all situations that apply. 4x + 3y - 7x a2 + a2 - b 5y - x a2 + a2b -5w2 + y - 4w2 - 8y (8pq)
Answers
a2 + a2 - b
Answer:
4x + 3y - 7x
a2 + a2 - b
Step-by-step explanation:
Anthony observes that when people are leaving class, about 50% turn left and about 50% turn right. Anthony wants to estimate the probability that fewer than 3 of the first 4 students will turn left when leaving class tomorrow. To do this, he lets H represent turning left when leaving class and T represent turning right. He then flips a coin 4 times, recording the results. He repeats this process for a total of 20 trials. HHTT THHT HTTT HTHH HHTT HTHT THTH TTHH HHHH HTTH HHHT TTHT THHH THTH HHTT HTTT HTTH HHTT HTHH HHTH Drag and drop the correct fraction to the box to estimate the probability, using this simulation. Estimated probability that fewer than 3 of the first 4 students leaving class tomorrow will turn left:
Answers
There are 14 outcomes in this simulation with fewer than 3 left turns, out of 20 times the simulation was run:
14/20 = 7/10
The fact that Anthony repeats the test [tex]n[/tex] times doesn't change anything, because he already know that you have a 50/50 chance of turning left of right.
Given that, Anthony observes that when people are leaving class, about 50% turn left and about 50% turn right.
What is the probability?Probability can be defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event.
H represent turning left when leaving class and T represent turning right,
Both of them have a 50% probability of happening and he wants to know the probability of less than 3 turn left so we want to know the probability for only one to turn left and the probability for only two.
Only one:
If you use the fact that we have a binomial distribution, then the possibility that only one turns left is:
So, [tex]P(1)=\frac{4!}{3!} \times0.5^{4[/tex]
= 4×0.0625 = 0.25
Only two with the same reasoning.
[tex]P(2) = \frac{4!}{(2!\times2!)} \times0.0625=6\times0.0625 = 0.375[/tex]
Here you can see that the probability is bigger because here are mass combinations that in the previous case.
So the total probability is 0.25 + 0.375 = 0.625.
The fact that he repeats the test [tex]n[/tex] times doesn't change nothing, because he already know that you have a 50/50 chance of turning left of right.
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What is a factor of 13
Answers
Answer:
1 and 13
Step-by-step explanation:
13 is a prime no. so it doesnt have more factors just it can be divided by 1 and itself 13
how to do this?
[tex]{3}^{2 - x} = {5}^{x} [/tex]
the ans is
[tex] \frac{ ln(9) }{ ln(15) } [/tex]
Answers
[tex]\ln(g^x) = x \ln(g)[/tex]
[tex]\ln(a) + \ln(b) = \ln(ab)[/tex]
So you could take the ln from left and right hand side in the equation, and get:
(2-x)ln 3 = x ln 5
then
2 ln 3 - x ln 3 - x ln 5 = 0 =>
x(ln 3 + ln 5) = 2 ln 3
so x = 2 ln 3 / (ln3 + ln5)
Now using the 1st property you can say 2 ln 3 is ln 3² = ln9
and using the 2nd property you can say ln3 + ln5 = ln15
so x= ln9 / ln15
how many milligrams are in 0.5ml of a 1:1000 solution
Answers
1 ml = 1g
1/1000 *.5ml* 1g/1ml * 1000mg/1g = .5 mg
To find the number of milligrams in 0.5 mL of a 1:1000 solution, we can set up a proportion: 1 mg / 1000 mL = x mg / 0.5 mL. Cross-multiplying, we get: x mg = (1 mg / 1000 mL) * 0.5 mL. Therefore, there are 0.0005 milligrams in 0.5 mL of a 1:1000 solution.
Explanation:To determine the number of milligrams in 0.5 mL of a 1:1000 solution, we need to understand the ratio. In a 1:1000 solution, the first number represents the amount of solute (in this case, milligrams) and the second number represents the amount of solvent (in this case, milliliters). So, in a 1:1000 solution, there is 1 milligram of solute in 1000 milliliters of solvent.
To find the number of milligrams in 0.5 mL, we can set up a proportion:
1 mg / 1000 mL = x mg / 0.5 mL
Cross-multiplying, we get:
x mg = (1 mg / 1000 mL) * 0.5 mL
x mg = 0.0005 mg
Therefore, there are 0.0005 milligrams in 0.5 mL of a 1:1000 solution.
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a car model comes with the following choices: 9 colors,with or without air conditioning,with or without sunroof ,with or without automatic transmission ,with or without a spoiler,and with or without anti lock brakes. in how many ways can it be ordered
Answers
There 288 ways the car can be ordered.
What is Combination?Combinations are mathematical operations that count the number of potential configurations for a set of elements when the order of the selection is irrelevant.
Given:
There are five Categories as
with or without air conditioning,with or without sunroof ,with or without automatic transmission ,with or without a spoiler,and with or without anti lock brakes.Total colors for car= 9
Now, the possible number of ways can it be ordered
= 9 x 2 x 2 x 2 x 2 x 2
= 9 x 32
= 288 ways
Hence, there 288 ways the car can be ordered.
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Final answer:
To determine the number of ways a car model can be ordered based on given feature choices, multiply the number of options for each feature. In this case, it's 9 colors multiplied by 2 options for each of the 5 binary features (with or without), leading to a total of 288 different combinations.
Explanation:
To determine the number of different ways a car can be ordered based on the given options, we simply need to multiply the number of choices available for each feature.
First, there are 9 colors. Then for each feature such as air conditioning, sunroof, automatic transmission, spoiler, and anti-lock brakes, there are two options available: with or without.
So, for each of these five binary options (yes or no), we multiply the number of choices by 2 (with or without).
Colors: 9 choices
Air conditioning: 2 choices
Sunroof: 2 choices
Automatic transmission: 2 choices
Spoiler: 2 choices
Anti-lock brakes: 2 choices
Now, we can calculate the total number of ways the car can be ordered:
Total ways = 9 (colors) * 2 (air conditioning) * 2 (sunroof) * 2 (automatic transmission) * 2 (spoiler) * 2 (anti-lock brakes)
Total ways = 9 * 25 = 9 * 32 = 288.
Therefore, there are 288 different combinations in which the car can be ordered.
A number j minus 14 is less than −21.
Answers
j - 14 < -21
j represents the number j
minus 14 is taking away or subtracting 14
together, they are less than -21, which is why < is used
j - 14 < -21
if you need to find j then
j - 14 < -21
+14 +14
j < -7
hope it helps
‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️‼️Please please help quickly!
I have been waiting for over a half our and still no one has helped!!!
Please only answer if you KNOW you have the correct answer!!!
Thank you so much in advance!
Answers
y = x + 2
That is a linear association with a slope of +1 (positive).
The correct choice is ...
Set B
Use the above figure to answer the following questions. Show your work if possible
A. What is the intersection of plane P and plane R?
B. Name three points that are collinear
C. Name R in two more ways
D. Name four coplanar points
Answers
Answer: segment AB
---------------------
another possible answer is segment AD. Segment BA is the same as segment AB. Segment DA is the same as segment AD. The order of the letters does not matter for segments.
All of the segments mentioned fall on the same line where the two planes intersect. This can be thought of as the book's spine in a sense (imagine the book is wide open, the pages are the planes)
Plane P is the horizontal plane
Plane R is the vertical plane
=====================================================
Part B
Answer: Point A, Point D, Point B
---------------------
These three points all fall on the same line which means they are considered collinear. In other words, we can extend segment AD to have that line go through point B. Or put another way, segment AB has point D on it.
=====================================================
Part C
Answer: Plane DFG, plane GFA
---------------------
To name a plane, we need to have three noncollinear points mentioned. These three noncollinear points must be in the plane we are naming. Think of it as naming a triangle that is entirely in the plane. Two points aren't enough because we can have two planes through a single segment (as part A shows). Points D, F, A, G, B all are in plane R. So you just pick three of those points to name the plane.
Note: you cannot pick A, B, and D together because you must pick three noncollinear points. Otherwise you run into the problem mentioned earlier (having 2 planes go through the same segment)
=====================================================
Part D
Answer: Point A, Point B, Point D, Point F
---------------------
All of the points mentioned are in the same plane. They are all in plane R (the vertical plane). Point G is also in plane R, but I left it out because your teacher only wants 4 coplanar points.
Another possible answer is listing any four points in plane P, such as this set {point C, point D, point E, point A} which all are located in the horizontal plane.
What is 3 to the power of 2 over 3 equal to?
cube root of 9
square root of 9
cube root of 27
square root of 27
Answers
What is 15% of 90? I need help
Answers
The answer is
1. We assume, that the number 90 is 100% - because it's the output value of the task.
2. We assume, that x is the value we are looking for.
3. If 90 is 100%, so we can write it down as 90=100%.
4. We know, that x is 15% of the output value, so we can write it down as x=15%.
5. Now we have two simple equations:
1) 90=100%
2) x=15%
where left sides of both of them have the same units, and both right sides have the same units, so we can do something like that:
90/x=100%/15%
6. Now we just have to solve the simple equation, and we will get the solution we are looking for.
7. Solution for what is 15% of 90
90/x=100/15
(90/x)*x=(100/15)*x - we multiply both sides of the equation by x
90=6.66666666667*x - we divide both sides of the equation by (6.66666666667) to get x
90/6.66666666667=x
13.5=x
x=13.5
now we have:
15% of 90=13.5
Have a nice day
Your answer is 13.5
Explanation:
STEP 1: 1% of 90 = 90/100 = 0.9
STEP 2: 15% of 90 = 15 * 0.9 = 13.5
Here is another way to do it:
Explanation 2:
STEP 1: Write 15% as a decimal number: 15% = 15/100 = 0.15
STEP 2: Multiply 0.15 by 90: 0.15* 90 = 13.5
I hope I helped!
Let me know if you need anything else!
~ Zoe
Robert and his coworkers brought 11 work trucks to a service station for oil changes. While there they also put 6 gallons of gas into each vehicle. The cost of gas was $3.52 a gallon. The total bill was $694.32. What was the cost of an oil change for 1 truck?
Answers
Answer:
The cost of an oil change for 1 truck was $42
Step-by-step explanation:
Let
x -----> the cost of an oil change for 1 truck
y -----> the cost of gas for 1 truck
z ----> the total bill
we know that
[tex]z=11[x+y][/tex]
we have
[tex]z=\$694.32[/tex]
[tex]y=(6)(3.52)=\$21.12[/tex]
substitute and solve for x
[tex]694.32=11[x+21.12][/tex]
[tex]x=(694.32/11)-21.12[/tex]
[tex]x=\$42[/tex]
Are these ratios equivalent?
84,000 paintings for every 16,000 photographs
63,000 paintings for every 12,000 photographs
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HURRYYYYY PLZ
Enter the values for the highlighted variables that show how to subtract the rational expressions correctly:
A
B
C
D
E
F
G
Answers
x ^ 2 + 6x = x (x + a) = x (x + 6)
a = 6
For b we have:
b = 2
For c we have:
x-c = x-6
c = 6
For d and e we have:
bx-x + c = dx-x + e
b = d = 2
c = e = 6
For f we have:
dx-x + e = x (d-1) + e = x (2-1) + e = x + e = x + f
e = f = 6
For g we have:
(x + f) / (x + 6) = (x + 6) / (x + 6) = g = 1
g = 1
when factored completely,x³-13x²-30x is
Answers
Answer:
[tex]x(x+2)(x-15)[/tex]
Step-by-step explanation:
we have
[tex]x^{3}-13x^{2}-30x[/tex]
step 1
Factor x
[tex]x^{3}-13x^{2}-30x=x(x^{2}-13x-30)[/tex]
step 2
Find the solutions of [tex](x^{2}-13x-30)[/tex]
Complete the square
[tex](x^{2}-13x)=30[/tex]
[tex](x^{2}-13x+6.5^{2})=30+6.5^{2}[/tex]
[tex](x^{2}-13x+42.25)=72.25[/tex]
[tex](x-6.5)^{2}=72.25[/tex]
square root both sides
[tex](x-6.5)=(+/-)8.5[/tex]
[tex]x=6.5(+/-)8.5[/tex]
[tex]x1=6.5(+)8.5=15[/tex]
[tex]x2=6.5(-)8.5=-2[/tex]
so
[tex](x^{2}-13x-30)=(x+2)(x-15)[/tex]
substitute
[tex]x^{3}-13x^{2}-30x=x(x+2)(x-15)[/tex]
What is the domain of the function y=3\sqrt(6x+42)
Answers
∠AZB and ∠CZB are supplementary. The m∠AZB = 2x - 4 and m∠CZB = 8x + 4. What is the measure of each angle?
A. m∠AZB = 32° and m∠CZB = 148°
B. m∠AZB = 12° and m∠CZB = 76°
C. m∠AZB = 43° and m∠CZB = 22°
D. m∠AZB = 68° and m∠CZB = 292°
Answers
The drawing isn't to scale
Which is the equation in slope-intercept form for the line that passes through (3,3) and is parallel to x + 3y = 4?
Answers
Let's first set up the equation in general form
ax + by = c
The line is parallel to x + 3y = 4, and therefore the formula is x + 3y = c.
The line passes through the point (3, 3) so we can plug in those values into the formula.
3 + 3 × 3 = c
3 + 9 = c
12 = c
c = 12
Now we have found the equation of our formula:
x + 3y = 12
Rewrite the formula.
First subtract x from both sides.
3y = -x + 12
Divide both sides by 3.
y = -1/3x + 4
Therefore, the first answer is correct.
Please help thank you.
Lacey's mom makes her a birthday cake in the shape of an "L" . Lacey loves frosting, so her mom covers the entire outside of the cake in frosting, even the bottom of the cake.
How much space does Lacey's mom cover in frosting?
And PLEASE explain.
Answers
You can separate the shape into two rectangular prisms
prism 1 - 9, 2 ,4
prism 2 - 4, 2, 8
Since the frosting is on the outside of the cake you have to find the surface area
To find the surface area you use the equation
2(wl + hl + hw)
Put in the values you know
2(9 * 2 + 4 * 2 + 9 * 4)
multiply
2(18 + 8 + 36)
Add
2(62) = 124
Now you find the surface area of the second prism
2(4 * 2 + 2 * 8 + 4 * 8)
Multiply
2( 8 + 16 + 32)
Add
2(56) = 112
Now add the two surface areas to get the surface area of the whole shape
112 + 124 = 236
The answer is 236in squared
Hope this helps!
Answer:
220
Step-by-step explanation:
Lacey's mom makes her a birthday cake in the shape of an "L" . Lacey loves frosting, so her mom covers the entire outside of the cake in frosting, even the bottom of the cake.
How much space does Lacey's mom cover in frosting?
The surface area of the the cake is made up of rectangles. The formula for find the area of a rectangle is A = lw
We can divide the top of the cake into 2 rectangles.
The rectangle on the left is 12 inches by 4 inches.
A=lw
A=12*4
A=48
There is a rectangle this size on the top and bottom of the cake, so we can multiply to find the area of both. 20*2=40
The rectangle on the right is 5 inches by 4 inches. We can use the formula A = lw to find the area.
A=lw
A=5*4
A=20
There is a rectangle this size on the top and bottom of the cake, so we can multiply to find the area of both.
48*2=96
Now we need to add in the area of the rectangles that make the sides of the cake. Let's look at the sides of the large rectangle first.
The total for these 3 surfaces is 48 .
Now let's look at the 3 remaining rectangles.
The total for these 3 surfaces is 36.
Now let's add all the surfaces together.
96+40+48+36=220
The surface area of Lacey's cake is 220 inches
What is the approximate volume if this cone 9cm by 15cm
A. 1272cm3
B.2120cm3
C.4239cm3
D.6359cm3
Please Hurry!
Answers
Short answer: A. 1272 cm³
Why?
When finding the volume of a cone, you use the formula V = πr²h/3. R = 9, H = 15. V = π9²15/3 9² = 81 | 15 / 3 = 5 | 3.14 * 81 = 254.34 | 254.34 * 5 = 1271.2 1272 rounded.
Hope this helped you! ♥
Final answer:
The approximate volume of a cone with a radius of 9 cm and a height of 15 cm, calculated using the formula for the volume of a cone, is closest to option A, which is 1272 cm³.
Explanation:
To find the approximate volume of a cone, we use the formula V = 1/3 πr²h, where V is the volume, r is the radius of the base, and h is the height of the cone. Given that the dimensions provided are 9 cm for the radius and 15 cm for the height, the calculation is as follows:
V = 1/3 π (9 cm)² (15 cm) = 1/3 π (81 cm²) (15 cm)
Now multiply these values:
V = 1/3 π (1215 cm³) ≈ 1/3 (3817.005 cm³) ≈ 1272.335 cm³
The approximate volume of the cone is therefore closest to 1272 cm³, which makes the correct answer A. 1272cm³.
What is the length of GH¯¯¯¯¯¯, to the nearest tenth of a meter? 7.3 m 13.7 m 14.1 m 19.4 m A scalene triangle G H J. The base side is J H. Side G J is labeled as 10 meters. Angle J is labeled as 45 degrees. Angle H is labeled as 31 degrees.
Answers
[tex] \frac{GH}{sin \ J} = \frac{GJ}{sin \ H} [/tex]
Given:
GJ = 10 , ∠J =45° , ∠H = 31°
∴ [tex] \frac{GH}{sin \ 45} = \frac{10}{sin \ 31} [/tex]
∴ GH = 10 * sin 45° / sin 31° ≈ 13.7 m
Answer:
13.7 m
Proof in Pic:
Jennifer works in a flower shop on Saturday she started work at 8:45 a.m. she spent 3/4 hours at lunch she finished at 4:15 p.m. how many hours did she work on Saturday?
Answers
3.45pm to 4.15pm = 30 minutes
3/4 hours = 45 minutes
7 hours 30 mins minus 45 minutes = 6 hours 45 minutes
Answer : She worked 6 hours 45 minutes on Saturday.
Hope this helps. - M
Determine the intercepts of the function f(x)=2x^2+18x+28
Answers
The graph of linear equation A passes thru the points (-7,4) and (3,-10), while the graph of linear equation B passes thru the points (-7,4) and (5,11). which of these is a solution to the system of equations consisting of linear equation A and B
a. (-7,4)
b. (3,-10)
c. (5,11)
d. (7,4)
show work and i need really bad
Answers
We want to find the solution for the system of linear equations such that we know some points of the lines. We will see that the correct option is A: (-7, 4).
Systems of linear equations.
When we have a system of equations the solutions are the points where the graphs of the equations intercept.
Here we know that we have two lines:
Line A passes through (-7, 4) and (3, - 10)Line B passes through (-7, 4) and (5, 11).So we already can see that both lines pass through the point (7, -4), meaning that the lines do intercept at that point, so the solution of the system is that point (we know that we don't have more solutions because lines intercept only once).
So the correct option is A: (-7, 4)
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number 4 plewse asap plzzzzzzzz its due tomorrow i dont know how to do it
Answers
A
If he is staying in the same place km for 1/2 hour, you can assume he's eating lunch or something. He hasn't moved at all, so his speed = distance over time = 0/(0.5) hours = 0
0 = answer
B
Watch out for this. It's a little bit nasty. He starts out at 20 km He ends up at 0 km. It means he is going back to were he started from. If it said velocity, you'd have a problem.
The time taken is 1.5 to 3 hours = 1.5 hours
His speed is d/t
His speed is 20/1.5 = 13.33 km/hr.
Speed = total distance / total time
total time = 3 hours.
Total distance = 40 km which is what the odometer would show.
Speed = 40 km/3 hours = 13.33 km/hour
C
You could just read the graph. He is 10 km from home.
Solving inequalities by Multiplying or Dividing.
Solve each inequality and check your solution. Then graph the solution on a number line. ~Thank you ;)
Answers
To solve inequalities by multiplying or dividing, apply the operation to both sides and remember to reverse the inequality when multiplying or dividing by a negative number. Graph the solution on a number line and check it. Graphical representations also help in visualizing economic data.
Explanation:When solving inequalities by multiplying or dividing, it is important to remember that applying the same operation to both sides of the inequality does not change the sense of the inequality unless we multiply or divide by a negative number, which reverses the inequality. The procedure involves isolating the unknown on one side by using multiplication or division. It is key to multiply or divide every term on either side of the inequality whenever it involves more than one term. This is done by enclosing the side with more than one term in small brackets before performing the operation.
To graph the solution on a number line, identify the range of values that make the inequality true. For instance, in an inequality such as x > 5, you would draw an open circle at 5 and shade the line to the right to indicate all the values greater than 5. Remember to check your solution by substituting a number from the solution set back into the original inequality.
Moreover, if you encounter a graphing task related to economic models, it is helpful to represent the data visually using various graphs such as line graphs, pie charts, or bar graphs. These graphical representations illustrate patterns, comparisons, trends, and relationships in data effectively, providing an intuitive understanding of complex information.
For the situation, identify what information is given and what information you need to find, and define a variable for each unknown quantity.
A museum sold adult and child tickets for an upcoming event. There were 10 more child tickets sold than adult tickets. Child tickets cost $5, and adult tickets cost $8. The sales totaled $550. How many adult tickets were sold?
For the situation, identify what information is given and what information you need to find, and define a variable for each unknown quantity.
Answers
A = The number of adult tickets sold
C = The number of child tickets sold
Your equations could be:
8A + 5C = 550
C - 10 = A