Final answer:
1 mm is less than 1 3/8 inches. An inch is 25.4 millimeters, therefore 1 mm is much smaller than 1.375 inches (equivalent to 1 3/8 inches). The correct answer is option (a).
Explanation:
To answer this question, we need to first understand that 1 3/8 inches is a mixed number, meaning it is made up of a whole number and a fraction. In this case, it is 1 plus 3/8 of an inch. We can convert it into a decimal to compare with other measurements easily, and 1 3/8 inches is equal to 1.375 inches. Now we will compare it with the provided options.
1 mm - 1 millimeter is less than 1 3/8 inches because there are 25.4 millimeters in one inch. Therefore, 1 mm is much smaller than 1.375 inches.
So in this scenario, option (a) 1 mm is less than 1 3/8 inches.
How are the graphs of the functions f(x) = StartRoot 16 EndRoot Superscript x and g(x) = RootIndex 3 StartRoot 64 EndRoot Superscript xrelated? The functions f(x) and g(x) are equivalent. The function g(x) increases at a faster rate. The function g(x) has a greater initial value. The function g(x) decreases at a faster rate.
The functions f(x) = √16^x and g(x) = ∛64^x increase at the same rate as x increases.
Explanation:The functions f(x) = √16ˣ and g(x) = ∛64ˣ are related in the way they grow or decrease as x increases. Let's analyze each function:
For the function f(x) = √16ˣ, as x increases, the value of f(x) also increases. This is because when x increases, 16^x becomes larger, and taking the square root of a larger number results in a larger value for f(x).
For the function g(x) = ∛64ˣ, the same logic applies. As x increases, the value of g(x) also increases. This is because when x increases, 64ˣ becomes larger, and taking the cube root of a larger number results in a larger value for g(x).
Therefore, both functions f(x) and g(x) increase at the same rate as x increases. None of the given options accurately describe the relationship between the graphs of f(x) and g(x).
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Answer:
A.
Step-by-step explanation:
4 less than 20 times some number
Answer:
20x - 4
Step-by-step explanation:
4 less than 20 times some number
Let's break it up.
4 less than = -4
20 times some number = 20x (x is representing "some number")
So, let's put that together.
4 less than 20 times some number
20x - 4
What’s the answer to this problem?
Answer:
[tex]6 = f(4) \\ \\ 0 = f(-2)[/tex]
Step-by-step explanation:
Think of f(x). Those numbers in parentheses next to the f are x-coordinates, all you have to do is look in the chart and see what y-coordinate they gave you with respect to the given x-coordinates.
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The cost (c) to hire a dog trainer is varies directly with the amount of time (h) in hours spent training the dog.
Part A
Write an equation to represent the proportional relationship between c and h using the information given. c =
Part B Sue spent $660 on 12 hours of obedience training for her dog Muffin. Jon wants to use the same dog trainer for his dog Tex, but he only has $440 to spend. How many hours of training can he get for Tex? Explain your reasoning.
Answer:
Part A) The proportional equation is [tex]c=55h[/tex]
Part B) 8 hours of training
Step-by-step explanation:
we know that
A relationship between two variables, x, and y, represent a proportional variation if it can be expressed in the form [tex]y/x=k[/tex] or [tex]y=kx[/tex]
Let
c -----> the cost to hire a dog
h ----> the amount of time in hours
The linear equation is equal to
[tex]c=kh[/tex]
Sue spent $660 on 12 hours of obedience training for her dog Muffin
Find the value of k (constant of proportionality)
[tex]k=y/x[/tex]
substitute the values
[tex]k=660/12=55[/tex]
therefore
The linear equation is
[tex]c=55h[/tex]
For [tex]c=\$440[/tex]
Find the value of h
substitute in the equation and solve for h
[tex]440=55h[/tex]
[tex]h=440/55=8\ hours[/tex]
(PLEASE HELP ME) !!! (picture is shown!) Plane W and Plane J intersect at which of the following?
Answer:
it looks like it intersects at line t.
Step-by-step explanation:
I mean, just look at the picture. where does plane W and plane J touch? its not line p because that line is intersecting plane W and plane B, its not line a because that's intersecting planes V and J, and then its not B because they obviously do intersect.
I hope this helps you out and have a wonderful day!
1. -88 = -3(4m + 5) - (1 - 3m)
Answer:
m=8
Step-by-step explanation:
-88=-3(4m+5)-(1-3m)
-88=-12m-15-(1-3m) <- Distributive Property
-88=-12m-15-1+3m <- Open () if there is a negative negative the symbol equals positive
-88=-9m-16 <- Simplify
0=-9m+72 <- Add 88 to both sides
9m = 72 <- Add 9m to both sides
9m = 72
/9 /9
m=8
According to the American Association of Retired Persons, AARP, without healthcare
reform, the number of people in the United States without healthcare insurance would
have reached 60 million in 2020. This represents a 18.5% increase from 2010. How many
people were uninsured in 2010? Round to the nearest million.
Answer:
49 million if I'm not mistaken.
Step-by-step explanation:
Which sequence of transformations performed on triangle J could result in similar triangle J'?
A. Rotate triangle J 180 about the origin, then reflect across y-axis.
B. Translate triangle J to the right and then down.
C. Reflect triangle J across the y-axis, then across the x-axis.
D. Reflect triangle J across the x-axis, then across the y-axis.
(its not A.)
Answer:
C. Reflect triangle J across the y-axis, then across the x-axis.
Answer:
I think the answer is B but i might be wrong
Solve the rational equation:
3x/x+1 + 2x/x-2 = 4x^-4/x^-x-2
Answer:
no solutionStep-by-step explanation:
[tex]\dfrac{3x}{x+1}+\dfrac{2x}{x-2}=\dfrac{4x^2-4}{x^2-x-2}\\\\Domain:\\\\x+1\neq0\ \wedge\ x-2\neq0\ \wedge\ x^2-x-2\neq0\\\\(1)\ x+1\neq0\qquad\text{subtract 1 from both sides}\\x\neq-1\\\\(2)\ x-2\neq0\qquad\text{add 2 to both sides}\\x\neq2\\\\(3)\ x^2-x-2\neq0\\x^2+x-2x-2\neq0\\x(x+1)-2(x+1)\neq0\\(x+1)(x-2)\neq0\to\ x+1\neq0\ \wedge\ x-2\neq0\\\\\bold{DOMAIN:}\ x\in\mathbb{R}-\{-1,\ 2\}[/tex]
[tex]\dfrac{3x}{x+1}+\dfrac{2x}{x-2}=\dfrac{4x^2-4}{x^2-x-2}\\\\\dfrac{(3x)(x-2)}{(x+1)(x-2)}+\dfrac{(2x)(x+1)}{(x+1)(x-2)}=\dfrac{4x^2-4}{(x+1)(x-2)}\\\\\dfrac{(3x)(x-2)+(2x)(x+1)}{(x+1)(x-2)}=\dfrac{4x^2-4}{(x+1)(x-2)}\\\\\text{therefore}\\\\(3x)(x-2)+(2x)(x+1)=4x^2-4\qquad\text{use the distributive property}\\\\(3x)(x)+(3x)(-2)+(2x)(x)+(2x)(1)=4x^2-4\\\\3x^2-6x+2x^2+2x=4x^2-4\qquad\text{combine like terms}\\\\(3x^2+2x^2)+(-6x+2x)=4x^2-4[/tex]
[tex]5x^2-4x=4x^2-4\qquad\text{subtract}\ 4x^2\ \text{from both sides}\\\\x^2-4x=-4\qquad\text{add 4 to both sides}\\\\x^2-4x+4=0\\\\x^2-2x-2x+4=0\\\\x(x-2)-2(x-2)=0\\\\(x-2)(x-2)=0\\\\(x-2)^2=0\iff x-2=0\qquad\text{add 2 to both sides}\\\\x=2\notin\bold{D}[/tex]
Simplify this equation
Answer:
-10 * 3/2= -30/2 = -15 is the solution
Answer:
-15
Step-by-step explanation:
-10/ 2/3
-10/1 / 2/3
-10/1 x 3/2
-30/2
=-15
The winner of a weight-lifting competition bench-pressed 400 pounds. All other competitors bench-pressed at least 23 pounds less. Write an inequality that represents the weights x (in pounds) that the other competitors bench-pressed.
Answer:
[tex]x\le 400-23\\ \\x\le 377\ pounds[/tex]
Step-by-step explanation:
The winner of a weight-lifting competition bench-pressed weight 400 pounds.
All other competitors bench-pressed at least 23 pounds less. So, the maximum weight that all other competitors bench-pressed is
[tex]400-23=977\ pounds[/tex]
If x pounds is the weight that the other competitors bench-pressed, then
[tex]x\le 400-23\\ \\x\le 377\ pounds[/tex]
that sounds as the other competitors bench-pressed at most 377 pounds weight.
Is it proportional and what’s the solution?
Multiply.
(x - 7)(x - 10)
A) 2x + 70
B) x2 + 70
C) x2 - 70
D) x2 - 17x + 70
(6x^3 - 4) + (-2x^3 + 9)
Answer:
4x^3 + 5
Step-by-step explanation:
(6x^3 - 4) + (-2x^3 + 9)
You can get rid of the parentheses
6x^3 - 4 + -2x^3 + 9
Combine like terms
6x^3 + -2x^3 = 4x^3
-4 + 9 = 5
4x^3 + 5
What fraction is equal to75% of 1/2
Answer:
3/8
Step-by-step explanation:
We can write 75% as a fraction, 75/100 and simplifying the fraction gives 3/4.
Then you have to multiply 1/2 * 3/4 which gives the result of 3/8.
Answer: 3/8
Step-by-step explanation:
First, I'm going to be using the 1/2 as .5
.5 x .75 = .375
.375 in fraction form is 375/1000
Simplified is 3/8.
How much is square root of 5
Answer:
2.2360679775 or simply put 2.2
Step-by-step explanation:
The square root of 5 will not be a perfect square.
what is the value of 4P -2 when P= 8
4p-2
Replace the P with the 8
4(8)-2
4*8=32
32-2=30
your answer would be 30 cause 4 times 8 is 32 then 32 - 2 = 30
square root of
negative 144
12i is the correct answer
have a fantastic day
Answer:
It is undefined or not a real number.
Step-by-step explanation:
There is no negative square root.
square root is a number multiplied by itself twice.
If you multiply a positive number by itself twice, you will get a positive number.
If you multiply a negative number by itself twice, you will get a positive number.
Therefore this is undefined or not a real number.
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Is riding an elevator down 3 floors positive or negative
Answer:
negative
Step-by-step explanation:
that would be a negative corrolation
Write an equation in slope intercept form for each line that passes through (-7, -4), perpendicular to y=1/2x +9
Answer:
y = -2x - 18
Step-by-step explanation:
-4 = -2[-7] + b
14
-18 = b
y = -2x - 18
↑
rate of change [slope]
* Perpendicular Lines have OPPOSITE MULTIPLICATIVE INVERSE RATE OF CHANGES [SLOPES]:
½ → -2
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Find the dr/d(theta) for:
r = (theta)sin(theta) + cos(theta)
[tex]r=\theta\sin\theta+\cos\theta[/tex]
[tex]\dfrac{\mathrm dr}{\mathrm d\theta}=\dfrac{\mathrm d(\theta\sin\theta)}{\mathrm d\theta}+\dfrac{\mathrm d(\cos\theta)}{\mathrm d\theta}[/tex]
By the product rule,
[tex]\dfrac{\mathrm d(\theta\sin\theta)}{\mathrm d\theta}=\dfrac{\mathrm d(\theta)}{\mathrm d\theta}\sin\theta+\theta\dfrac{\mathrm d(\sin\theta)}{\mathrm d\theta}=\sin\theta+\theta\cos\theta[/tex]
and
[tex]\dfrac{\mathrm d(\cos\theta)}{\mathrm d\theta}=-\sin\theta[/tex]
So we have
[tex]\dfrac{\mathrm dr}{\mathrm d\theta}=\sin\theta+\theta\cos\theta-\sin\theta[/tex]
[tex]\implies\dfrac{\mathrm dr}{\mathrm d\theta}=\theta\cos\theta[/tex]
PLSSSS HELPPPP.
A mason will lay rows of bricks to build a wall. The mason will spread 3/8
inch of mortar on top of all but the last row of bricks. The finished wall will be 1/8
inches less than 4 feet high. Answer parts a and b below.
The mason wants to lay the bricks so that the shortest edge of each brick is vertical. How many rows of bricks are needed? Show your work.
Let b equal the number of rows of bricks. The total height of the bricks in inches is equal to _______ times _______
The total height of the mortar is equal to ______ times ______
Their sum is equal to the height of the wall or ______ inches.
If I write this as an equation and solve for b, then the result is ______ of bricks
Answer:
a) 18 rows of bricks are needed
b) 2.25 times b
0.375 times (b - 1)
46.875 inches
18 rows
Step-by-step explanation:
* Lets explain how to solve the problem
a)
- The height of each brick is the shortest edge
- The shortest age is 2 1/4 inch ⇒ (2.25 inches)
- If b is the number of the rows of bricks
∴ The height of the bricks = 2.35 × b
- The height of the mortar is 3/8 inches ⇒ (0.375 inch)
- All rows of bricks covered by mortar on top except the last row
- The height of mortar = 0.375 × (b - 1)
- The height of the wall is 1 1/8 (1.125) inches less than 4 feet
∵ 1 foot = 12 inches
∵ 4 feet = 12 × 4 = 48 inches
∴ The height of the wall = 48 - 1.125 = 46.875 inches
- The sum of the total height of bricks and the total height of mortar
is equal to the height of the wall
∴ 2.25 b + 0.375(b - 1) = 46.875
- By simplify it
∴ 2.25 b + 0.375 b - 0.375 = 46.875
∴ 2.625 b - 0.375 = 46.875
- Add 0.375 for both sides
∴ 2.625 b = 47.25
- Divide both sides by 2.625
∴ b = 18
∴ 18 rows of bricks are needed
b)
* Lets complete the missing
- The total height of the bricks in inches is equal to 2.25 times b
- The total height of the mortar is equal to 0.375 times (b - 1)
- Their sum is equal to the height of the wall or 46.875 inches
- If I write this as an equation and solve for b, then the result is
18 rows of bricks
To find the number of rows of bricks needed for a wall, we can set up an equation to solve for that number. The equation will involve the heights of the bricks and mortar layers, as well as the height of the wall. Solving the equation will give us the number of rows of bricks needed.
Explanation:To find the number of rows of bricks needed, we need to determine the total height of the bricks and the total height of the mortar. Let b be the number of rows of bricks. The total height of the bricks in inches is equal to the height of each brick multiplied by the number of rows (b). The total height of the mortar is equal to the height of the mortar layer multiplied by the number of rows minus 1 (b-1). The sum of the heights of the bricks and mortar is equal to the height of the wall, which is 4 feet minus 1/8 inches.
Writing this information as an equation, we have:
(height of the bricks x b) + (height of the mortar x (b-1)) = 4 feet - 1/8 inches
Solving this equation for b will give us the number of rows of bricks needed.
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find the slope of a line given two or more points (2,4)(5,3)
Answer:
-1/3 (can u plz give me the brainliest answer???)
Step-by-step explanation:
change in y over the change in x. (or rise over run).
-1/3
Have a nice day!!!!!!!!!!!
KA
Answer:
-1/3
Step-by-step explanation:
You would use rise over run:
4-3/2-5
That equals -1/3.
Subtract the following:
–7 – 7=
7 –
7=
-7-(- 7) =
7- (-7)=
Answer:
A. -7 - 7 = -14
B. 7 - 7 = 0
C. -7 - (-7) = 0
D. 7 - (-7) = 14
Answer:
-7 - 7 = -14 ; Two negatives equal a positive
7 - 7 = 0 ;
-7 - (-7) = 0
7 - (-7) = 14 two negatives equal a positive
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Practice solving multistep equations.
ASSIGNMENT
Solve 3[-x + (2x + 1)] = x - 1.
DONE
Answer:
2(x+2)
Step-by-step explanation:
3[-x+(2x+1)]=x-1
3[-x+2x+1]=x-1
3[x+1]=x-1
3x+3=x-1
3x-x+3+1
2x+4
2(x+2)
Solve this problem
C= 4y/m+n for y
Answer:
y = (Cm)/4 + (Cn)/4
Answer:
Step-by-step explanation:
C= 4y/m+n
4y = c(m+n)
y = c(m+n)/4
the ratio of 6 to 4 is equal to the ratio of 36 to what number
Answer:24
Step-by-step explanation:
The ratio of 6 to 4 is the same as the ratio of 36 to 24. This is found by setting up the ratios as fractions, setting them equal to each other, and then solving for the unknown.
Explanation:The question is asking for an equivalent ratio to that of 6 to 4, using 36 as the first term. To do this, you need to determine what number 36 is in the same ratio. A ratio is a relationship between two numbers indicating how many times the first number contains the second. In our case, 6 is to 4 as 36 is to what?
To find the answer, you can set up the ratios as fractions and solve for the unknown. For example, the ratio of 6 to 4 is expressed as 6/4. Because we want a ratio that's equivalent, we say 6/4 = 36/x, where x is the unknown number, we need to find.
Solving for x involves arranging the equation to isolate x and then performing the algebraic operation that gives the value of x. This would be: 6/4 = 36/x -> 6x = 36×4 -> 6x = 144 -> x = 144/6 -> x = 24.
Therefore, the ratio of 6 to 4 is equal to the ratio of 36 to 24 in math.
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iris charges $50 for her consulting services plus $60 for each hour she works. on one job, iris charged $470. for how many hours did iris work on this job
Answer:
the answer is 7 hope I could
Answer: 7 hours.
Step-by-step explanation:
Take the original amount (470) and subtract the $50 consulting fee. then divide the remaining amount by 60, as that is what she charges per hour. See the work done here:
470 - 50 = 420
420/60 = 7
Find the midpoint of the segment with the given endpoints.
(6. - 4) and (4.6)
Answer:
Step-by-step explanation:
What if the teacher divides the the 5 cups of broth among 6 students? Will each student get more than less than 1 cup of broth?
Answer:
Less
Step-by-step explanation:
5 divided by 6 is less than 1.
Answer: 0.83...
Answer:
Each student get less than 1 cup of broth.
Step-by-step explanation:
We have been given that a teacher divides the 5 cups of broth among 6 students. We are asked to determine the amount that each student will get would be more than or less than 1 cup of broth.
Since there are 5 cups of broth, so we can distribute them to 5 students each having one cup of broth.
As the teacher divides the 5 cups of broth among 6 students, therefore each student will get less than one cup that is [tex]\frac{5}{6}[/tex] of cup.