Solve for f:
_
35
- f = 4​

Total area is 110 square meter

Answer:

140

Step-by-step explanation:

Answer:

58%

Step-by-step explanation:

you write it as

308= ? (because you dont know what percent of 530 is yet) x 530

so it should look like 308=?x530

then divide on both sides and then turn your answer into a percentage.

Answer: 56

Step-by-step explanation:

For this case we must make a conversion of centimeters to millimeters. By definition we have to:

1 cm equals 10 mm

By making a rule of three we have:

1 cm ---------> 10 mm

5.6 cm --------> x

Where "x" represents the quantity in millimeters.

[tex]x = \frac {5.6 * 10} {1} = 56[/tex]

Thus, we have that 5.6 centimeters equals 56 millimeters.

Answer:

56mm

Answer: Dividing 185 by 4 is the first step in finding out whether the owner will be able to use a whole number of panels. Hope this helps!

Step-by-step explanation:

The owner will not be able to use a whole number of panels btw

Answer:

1/6

Step-by-step explanation:

There is x candy in total and y students in total.

Group A consists of 0.8y students, and group B consists of 0.2y students.

Group A gets 40% of x, or 0.4x. Each student in group A gets 0.4x/(0.8y) = 0.5x/y candy per person.

Group B gets 60% of x, or 0.6x. Each student in group B gets 0.6x/(0.2y) = 3x/y candy per person.

The ratio of candy each student in group A has to the amount of candy each student in group B has is:

(0.5x/y)/(3x/y) = 0.5/3 = 1/6

The ratio of the amount of candy a student in group A has to the amount of candy a student in group B has is equal to 1/6

percentage, a relative value indicating hundredth parts of any quantity.

Given that Eighty percent of the students in a class (group A) share 40% of the candy equally.

The remaining 20% of the students (group B) share the other 60% of the candy equally.

We need to find the common fraction between Group A and group B if ratio of the amount of candy a student in group A has to the amount of candy a student in group B has is equal

Let the total number of candy's are x

The total number of students are y.

The number of students in group A=0.8y

The number of students in group B=0.2y

Group A gets 40% of x, or 0.4x.

Each student in group A gets 0.4x/(0.8y) = 0.5x/y candy per person.

Group B gets 60% of x, or 0.6x. Each student in group B gets 0.6x/(0.2y) = 3x/y candy per person.

The ratio of candy each student in group A has to the amount of candy each student in group B has is:

(0.5x/y)/(3x/y) = 0.5/3 = 1/6

Hence, the ratio of the amount of candy a student in group A has to the amount of candy a student in group B has is equal to 1/6

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Answer:

B. to the right of 0

Step-by-step explanation:

the opposite of -10 would be 10 and out of all the answer choices the number 10 only fits into B.

Answer:

B to the right of zero why? ITS COMMON SENSE!

Step-by-step explanation:

That's easy.

[tex]1\cdot-\dfrac{5}{8}=-\dfrac{5}{8}[/tex]

Hope this helps.

r3t40

The function that represents the given scenario is; f(x) = 6(4)ˣ

We know the general formula for this population function is;

f(x) = abˣ

where;

a is initial population

b is the common ratio

x is number of years

We are given;

a = 6

b = 4

Thus;

f(x) = 6(4)ˣ

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Answer:

D one diagonal bisects opposite angles and the other diagonal does not

Option D, 'one diagonal bisects opposite angles and the other diagonal does not,' does NOT guarantee that a quadrilateral is a kite.

To determine if a quadrilateral is a kite or not based on its properties.

A quadrilateral is a kite if and only if its diagonals are perpendicular and exactly one of them bisects the other diagonal. Let's analyze the given options:

Therefore, option D, 'one diagonal bisects opposite angles and the other diagonal does not,' does NOT guarantee that a quadrilateral is a kite.

Answer:

5

Step-by-step explanation:

7 ducks=7/7 ducks

7/7-?=5/7

7/7-2/7=5/7

5/7=5 ducks

The solutions to the inequality x^2 + 3x - 4 > 0 are all real numbers where x is less than -4 or greater than 1, represented by the intervals (x < -4) or (x > 1).

To find the values that are solutions to the inequality x2 + 3x - 4 > 0, we first need to determine the roots of the quadratic equation x2 + 3x - 4 = 0. We can do this either by factoring, completing the square, or using the quadratic formula. In this case, factoring is the simplest approach:

x2 + 4x - x - 4 = 0

(x + 4)(x - 1) = 0

Therefore, the roots are x = -4 and x = 1. Since it is a parabola opening upwards (the coefficient of x2 being positive), the inequality x2 + 3x - 4 > 0 holds true when x is either less than -4 or greater than 1.

The solution set is thus all real numbers outside the interval [-4, 1], which can be written as (x < -4) or (x > 1).

Answer:

Time = 25/9 hr

Step-by-step explanation:

Let speed of boat in still water is x km/hr

then, speed in downstream equals to "x + 3"km/hr

and speed in upstream equals to "x - 3" km/hr

We also know that time taken to travel 3km in upstream is twice as time taken to travel 4km in downstream.

so,  using time = distance/speed

              3/x- 3   = 2 × (4/x + 3)

                3x + 9 = 8x -24

                    5x = 33

                      x = 33/5 km/hr

Net speed in upstream = 33/5 - 3 = 18/5 km/hr

So, Time taken to travel 10km upstream = distance /speed

                      =  (10 × 5) / 18 = 25/9 hr

Time = 25/9 hr

The boat speed in still water is determined to be 6.6 km/hr, and it will take around 2.78 hours to travel 10 km upstream.

To determine how long it will take the man to travel 10 km upstream to his favorite fishing location, let's first define the boat speed in still water as v km/hr.

From the problem, we know:

The speed of the current is 3 km/hr.

It takes twice as long to travel 3 km upstream as it does to travel 4 km downstream.

The speed of the boat upstream relative to the shore is v - 3 km/hr, and downstream it is:

→ v + 3 km/hr.

Let t be the time it takes to travel 4 km downstream. Then time to travel 3 km upstream is 2t.

We can set up the following equations using distance = speed x time:

→ For downstream: 4 = (v + 3)t

→ For upstream: 3 = (v - 3)2t

Solve these equations:

→ From 4 = (v + 3)t, we have t = 4/(v + 3)

Substitute t in 3 = (v - 3)2t: 3 = (v - 3)2(4/(v + 3))

→ Simplify: 3(v + 3) = 8(v - 3)

→ Expand and solve for v: 3v + 9 = 8v - 24

→ 33 = 5v

→ v = 33/5

     = 6.6 km/hr

Now that we know the speed of the boat in still water is 6.6 km/hr, we can determine the time it takes to travel 10 km upstream:

→ The effective speed upstream is:

= 6.6 - 3

= 3.6 km/hr.

→ Time required to travel 10 km upstream is:

= 10 / 3.6

≈ 2.78 hours.

Answer:

d. 314 in²

Step-by-step explanation:

Area of a circle=πr²where r is the radius of the circle.

A=πr²

=π×10²

=314.2 in²

Area of the circle is 314 in² to the nearest square inch.

ANSWER

d. 314

EXPLANATION

The area of a circle is calculated using the formula:

[tex]Area = \pi {r}^{2} [/tex]

It was given in the question that, the circle has radius r=10 units. We substitute this value and π=3.14 into the formula to get,

[tex]Area = 3.14 \times {10}^{2} [/tex]

[tex] \implies \: Area = 3.14 \times 100[/tex]

[tex]Area = 314 \: {in}^{2} [/tex]

The correct answer is D.

Answer:

[tex]\large\boxed{\dfrac{6x^2-54x}{x-9}\cdot\dfrac{7x}{6x}=7x}[/tex]

Step-by-step explanation:

[tex]\dfrac{6x^2-54x}{x-9}=\dfrac{6x(x-9)}{x-9}=6x\qquad\text{canceled}\ (x-9)\\\\\dfrac{7x}{6x}=\dfrac{7}{6}\qquad\text{canceled}\ x\\\\\dfrac{6x^2-54x}{x-9}\cdot\dfrac{7x}{6x}=6x\cdot\dfrac{7}{6}=7x\qquad\text{canceled 6}[/tex]

Answer:

C 15, 205.

Step-by-step explanation:

That would be C because 15^2 = 225. The others are all correct.

The whole number not followed by its square is (c) 15, 205

The square of a number x can be represented as:

y = x^2

Using the above equation, we have:

121  = 11^2 --- true

169  = 13^2 --- true

205  = 15^2 --- false

64  = 8^2 --- true

4  = 2^2 --- true

Hence, the whole number not followed by its square is (c) 15, 205

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Answer:

C = pi * d formula

C = 314 ft

Step-by-step explanation:

To find the distance around the theatre, we want to use circumference.

C= 2 * pi *r  where r is the radius

or

C = pi * d  where d is the diameter

C = pi *100

C = 100pi

Using 3.14 as an approximation for pi

C = 3.14*100

C = 314 ft

Answer:

3

Step-by-step explanation:

Answer: 3

Step-by-step explanation:

Use the distributive property:

  3(x - 1)

= 3(x) + 3(-1)

= 3x  - 3

Answer:

C=1/12

1/6x=2 so 1=12x

X=1/12

Step-by-step explanation:

Answer:

2x^2+4x/3x-3

Step-by-step explanation:

ape.x

The quotient of (x-2)/(x+3) divided by 2/x is (x² - 2x)/(2x + 6), which corresponds to option D. This is achieved by multiplying the first fraction by the reciprocal of the second fraction and then simplifying.

To find the quotient of (x-2)/(x+3) divided by 2/x, we'll follow these steps:

Looking at the given options, the correct answer is: (x² - 2x) / (2x + 6) (Option D)

The complete question is

which of the following is the quotient of the rational expressions shown below x-2/x+3 divided by 2/x

A. (2x - 4)/(x ^ 2 + 3x)

B. (2x - 2)/(x ^ 2 + 3x)

C. x/(2x + 3)

D. (x² - 2x)/(2x + 6)

Answer:

Option A There is not enough information to determine

Step-by-step explanation:

we know that

If two lines are perpendicular, then the product of their slopes is equal to -1

You must calculate the slope of the AB segment and the BC segment, however the coordinates of the vertices are not known.

therefore

There is not enough information to determine

Answer:

Parallel

Step-by-step explanation:

Instead of putting this and slope intercept form.  I'm going determine the

x-intercept and the y-intercept of both.

The x-intercept can be found by setting y to 0 and solving for x.

The y-intercept can be found by setting x to 0 and solving for y.

So let's look at 3x-2y=5.

x-intercept?

Set y=0.

3x-2(0)=5

3x       =5

 x       =5/3

y=intercept?

Set x=0.

3(0)-2y=5

     -2y=5

        y=-5/2

So we are going to graph (5/3,0) and (0,-5/2) and connect it with a straightedge.

Now for 6y-9x=6.

x-intercept?

Set y=0.

6(0)-9x=6

     -9x=6

        x=-6/9

        x=-2/3

y-intercept?

Set x=0.

6y-9(0)=6

6y        =6

 y        =1

So we are going to graph (-2/3,0) and (0,1) and connect it what a straightedge.

After graphing the lines by hand you can actually do an algebraic check to see if they are parallel (same slopes), perpendicular (opposite reciprocal slopes), or neither.

Let's find the slope by lining up the points and subtracting then putting 2nd difference over 1st difference.

So the points on line 1 are: (5/3,0) and (0,-5/2)

 (5/3 ,  0  )

- (0   ,-5/2)

-----------------

5/3       5/2

The slope is (5/2)/(5/3)=(5/2)*(3/5)=3/2.

The points on line 2 are: (-2/3,0) and (0,1)

 (-2/3 , 0)

- (   0  ,  1)

-----------------

 -2/3      -1

The slope is -1/(-2/3)=-1*(-3/2)=3/2.

The slopes are the same so they are parallel. The line lines are definitely not the same; if you multiply the top equation by -3 you get -9x+6y=-15 which means the equations are not the same.  Also they had different x- and y-intercepts.  So these lines are parallel.

This is what we should see in our picture too.

The lines 3x - 2y = 5 and 6y - 9x = 6 are parallel lines

The lines 3x - 2y = 5 and 6y - 9x = 6 are parallel lines if their their slopes are equal

Lets rewrite the equation to be in slope intercept form: y = mx + b. where m is the slope

3x - 2y = 5

2y = 3x - 5

y = 3x/2 - 5/2. slope is 3/2

6y - 9x = 6

6y = 9x + 6

y = 3x/2 + 1. slope is 3/2

Comparing the equations with equal slope of 3/2, and from the graph shows that they are parallel lines

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Answer:

With Two points is enough to describe this graph

[tex]\left[\begin{array}{ccc}\frac{4}{6} &0\\0&-4\\\end{array}\right][/tex]

Step-by-step explanation:

Interception with Y axis (y=0), thus we have the following equation:

[tex]0=6*x+4[/tex]

[tex]x=4/6[/tex]

The point for this is (4/6 , 0)

Interception with x axis (x=0), thus we have the following equation:

[tex]Y=4*0-4[/tex]

[tex]y=-4[/tex]

The point for this is (0, -4)

Answer:

[tex]\large\boxed{-y-3(-3y+5)=8y-15}[/tex]

Step-by-step explanation:

[tex]-y-3(-3y+5)\qquad\text{use the distributive porerty}\ a(b+c)=ab+ac\\\\=-y+(-3)(-3y)+(-3)(5)\\\\=-y+9y-15\qquad\text{combine like terms}\\\\=(-y+9y)-15\\\\=8y-15[/tex]

the simplified expression is 8y−15

To simplify the expression −y−3(−3y+5), we can start by distributing the negative sign to each term inside the parentheses.

This gives us −y+9y−15. Next, we can combine like terms by adding the coefficients of the y-terms, which gives us 8y.

Finally, we combine the constant terms to get −15.

Therefore, the simplified expression is 8y−15. We simplified the original expression by distributing the negative sign and then combining like terms to obtain a more concise and equivalent expression.

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Answer

D

Step-by-step explanation:

just toke the test

Answer:

230.

Step-by-step explanation:

[tex] \: \: \: \: 300 - 25 - \frac{15}{100} \times 300 = \\ = 275 - 45 = \\ = 230[/tex]

Hope this helps!

Answer:

230 blue marbles

Step-by-step explanation:

In order to answer this question, we need to find how many marbles are red.

We know that 25 marbles are green

15% of the marbles are red.

There are a total of 300 marbles.

We would multiply 300 by 0.15 to find how many marbles are red.

[tex]300*0.15=45[/tex]

45 marbles are red.

In the question, it says the rest of the marbles are blue.

This means that we would subtract 300 by 25 and 45 to find how many marbles are blue.

[tex]300-25-45=230[/tex]

This means that 230 marbles are blue.

Answer:

a=1

Step-by-step explanation:

Let's find out!

So we have the point (x,y)=(a,3) is on the equation 5x+y=8.

Let's replace x with a and y with 3. This gives us:

5x+y=8

5a+3=8

Subtract 3 on both sides:

5a    =5

Divide both sides by 5:

a     =5/5

a     =1

So the point has to be (1,3)

Answer: Base.

The exponent is the 2, and the 5 is the base.

Answer:

Step-by-step explanation:

The five is the base. The two tells you what to do with the base.

5^2 = 5 * 5 = 25.

Notice what you are told. The 2 tells you to use two fives. The ^ in this case means multiply.

Answer:

a

Step-by-step explanation:

Answer:

B. [tex]f(x)=x^4-x^3+2x^2-4x-8[/tex]

Step-by-step explanation:

If [tex]2i[/tex] is a root of f(x), then the complex conjugate [tex]-2i[/tex] is also a solution. If f(x) should have exactly 2 real roots, then by the Fundamental Theorem of Algebra, the minimum degree of f(x) is 4.

Hence the first and last options are eliminated.

By the Remainder Theorem, [tex]f(2i)=0[/tex].

Let us check for options B and C.

For option B.

[tex]f(x)=x^4-x^3+2x^2-4x-8[/tex]

[tex]\implies f(2i)=(2i)^4-(2i)^3+2(2i)^2-4(2i)-8[/tex]

[tex]\implies f(2i)=16i^4-8i^3+8i^2-8i-8[/tex]

[tex]\implies f(2i)=16+8i-8-8i-8=0[/tex]

For option C

[tex]f(x)=x^4-x^3-6x^2+4x+8[/tex]

[tex]\implies f(2i)=(2i)^4-(2i)^3-6(2i)^2+4(2i)+8[/tex]

[tex]\implies f(2i)=16i^4-8i^3-24i^2+8i+8[/tex]

[tex]\implies f(2i)=-16+8i+24+8i+8\ne0[/tex]

Therefore the correct choice is B.

Answer:

0.48

Step-by-step explanation:

convert the percent to a decimal

12%=0.12

multiply 4 by 0.12

you're left with 0.48

you can check your math by dividing .48/.12, which will give you 4

To solve this you must use a proportion like so...

[tex]\frac{part}{whole} = \frac{part}{whole}[/tex]

12 is a percent and percent's are always taken out of the 100. This means that one proportion will have 12 as the part and 100 as the whole

We want to know what is 12% of the number 4. This means 4 is the whole and the unknown (let's make this x) is the part.

[tex]\frac{x}{4} =\frac{12}{100}[/tex]

Now you must cross multiply

x*100 = 4*12

100x = 48

Now isolate x divide 100 to both sides

100x/100 = 48/100

0.48 = x

This means that 12% of 4is 0.48

Hope this helped!

~Just a girl in love with Shawn Mendes