insert the greater than, less than, or equal sign to make each statement true. a. 45/45_1 b. 1_6/3 c. 2/7_ 1 d. 64/23_1
Answer:
[tex]\frac{45}{45}=1[/tex]
[tex]1<\frac{6}{3}[/tex]
[tex]\frac{2}{7}<1[/tex]
[tex]\frac{64}{23}>1[/tex]
Step-by-step explanation:
Given the statements
we have to insert the greater than, less than, or equal sign to make each statement true.
[tex]\text{Statement 1: }\frac{45}{45}?1[/tex]
[tex]\frac{45}{45}...1[/tex]
[tex]1...1[/tex]
which are equal
∴ [tex]1=1[/tex]
[tex]\text{Statement 2: }1?\frac{6}{3}[/tex]
[tex]1...\frac{6}{3}[/tex]
[tex]1...2[/tex]
2 is greater than 1
∴ [tex]1<2[/tex]
[tex]\text{Statement 3: }\frac{2}{7}?1[/tex]
[tex]\frac{2}{7}...1[/tex]
[tex]0.286...1[/tex]
1 is greater than 0.286
∴ [tex]0.286<1[/tex]
[tex]\text{Statement 4: }\frac{64}{23}?1[/tex]
[tex]\frac{64}{23}...1[/tex]
[tex]2.783...1[/tex]
2.783 is greater than 1
∴ [tex]2.783>1[/tex]
look at the number below
75，74，72，69，65，...
describe the pattern
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if Anne's age is represented by the variable (a) then.... Epress Jenny's age in terms of (a) if Jenny is 3 years less than 1/2 of Anne's age.
Express Fraz's age in terms of (a) if Fraz is twice the sum of Anne's age and 7
Jenny's age in terms of Anne's age is j = (1/2)a - 3 and Fraz's age in terms of Anne's age is f = 2(a + 7).
Explanation:To express Jenny's age in terms of Anne's age (a), we can use the information given that Jenny is 3 years less than 1/2 of Anne's age. Therefore, Jenny's age (j) can be expressed as:
j = (1/2)a - 3
To express Fraz's age in terms of Anne's age (a), we can use the information given that Fraz is twice the sum of Anne's age and 7. Therefore, Fraz's age (f) can be expressed as:
f = 2(a + 7)
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PLEASE HELP!!!
The concentration, in parts per million, of a type of antibiotic in a human's bloodstream after h hours can be modeled by the polynomial function C(h) = −0.09h2 + 3.5h + 8. What is the concentration of the antibiotic after 3 hours in parts per million to the nearest hundredths?
A) 17.69
B) 18.77
C) 38.69
D) 42.34
Mrs. Lewis make some orange juice after making another 850 mL of juice she now has 4 880 mL of orange juice how much orange juice did mrs Lewis make up first
write 27% percent as a fraction in its simplist form
State whether the y-values are increasing ,decreasing,or neither as x increases for problem y=1.5x
Can anyone explain this to me??
PLEASE HELP = simplify 3/4(-10+2/5)
Answer:-7.2
Step-by-step explanation: -10+2/5 = -9.6 than -9.6 x 3/4 = 7.2
algebra question
1/8m = 6 to find m
what is the correct way to classify a triangle with angles that measure 52 degeers, 68 and 60 degrees?
The third grade class is going on a field trip by bus to the museum. The bus leaves the school at 9: 45 am. The bus ride takes 47 minutes. At what time does the bus arrive at museum
Answer:
at 10:32
Step-by-step explanation:
I hope this will help you
Sand is stored in a shed that is 3 m long, 2 m wide, and 2 m tall. Which is the correct unit of measurement to use to figure out how much sand will fill the shed? A. m3 B. m C. m2
Archie went to an arcade to play video games he paid $2 for every 11 tokens he bought he spent a total of $16 on tokens which equation can be used to determine t the number of tokens Fred bought
Please help!
5xy-6x2+1/2*3y
hey does anyone know this
the volume of a cone is 27 pi cm cubed
and the radius is 3 cm
what is the height of the cone
(6x^3+x^5+2x^2−7−4x)−(3x^2−5x+2+5x^5+3x^4)
Answer:
-6x^2+10x+7
Step-by-step explanation:
a(n)=−6−4(n−1)
Find the 4th term in the sequence
Answer:
The 4th term is -18.
Step-by-step explanation:
This is an explicit formula.
All we have to do is plug n = 4 in the formula to find the 4th term
a (4) = -6 - 4 (4 - 1)
= -18
Ben has Type 180 word in can type 30 words per minute. Millie has Type 60 words and can type 50 word per minute. How many minutes will it take Millie to catch up with Ben?
What is the measure of angle x? m∠x
Mrs. Darnell is going to visit her cousins in Mexico over her summer vacation. She will be gone for one month and fifteen days. She leaves on June 19th. When does she return?
A. July 19
B. July 20
C. August 3
D. August 4
What is the y-intercept of the continuous function in the table?
The y-intercept of a function is where the graph crosses the y-axis, represented by 'b' in the equation y = mx + b. If a table doesn't show x as zero, one can use the line of best fit by inserting the median x and y values and the slope into the formula b = y - mx to calculate the y-intercept.
Explanation:The y-intercept of a continuous function can be understood as the point where the function's graph crosses the y-axis. It is typically represented by the variable b in the slope-intercept form of a linear equation, which is y = mx + b, where m is the slope and b is the y-intercept. In the context of the problem provided, if the student is examining a table of values representing a linear relationship, they should look for the value of y when x equals zero to determine the y-intercept directly.
However, if the data does not include an x-value of zero, they could use the line of best fit to calculate the y-intercept by plugging the median x and y values, along with the determined slope, into the formula b = y - mx, where y and x are the medians. For example, if given a slope (m) of 0.09, sum of median x values as 1264, and sum of median y values as 219.5, the y-intercept (b) would be calculated as b = 219.5 - 0.09(1264), which simplifies to approximately 35.25.
This calculation would be necessary if the student is working with data that does not directly provide a scenario where x = 0, such as exam scores or years in a dataset stating from year 1. It's important to note that in some real-world applications, a y-intercept may not be meaningful if the x-value cannot be zero, like in the case of time-based data where the year 0 does not exist.
The y-intercept of the continuous function is (-2). This means that the graph of the function intersects the y-axis at the point (0,-2).
The y-intercept of a continuous function represents the point where the graph of the function intersects the y-axis. In other words, it is the value of y when x is equal to zero.
Looking at the given points:
(0,-6), (-2, 0), (-6, 0), (0,-2), and 0
We can determine the y-intercepts by identifying the points where x is equal to zero.
Let's go through the points one by one:
1. (0,-6): This point does not have a y-intercept because the x-coordinate is not zero.
2. (-2, 0): This point also does not have a y-intercept because the x-coordinate is not zero.
3. (-6, 0): Again, this point does not have a y-intercept because the x-coordinate is not zero.
4. (0,-2): Finally, this point does have a y-intercept because the x-coordinate is zero. Therefore, the y-intercept is -2.
5. 0: This is not a point, but simply the value of zero. It does not have a y-intercept because it does not represent a point on the graph.
To summarize, the y-intercept of the continuous function is (-2). This means that the graph of the function intersects the y-axis at the point (0,-2).
Subtract 1/4 w + 4 from 1/2 w +3
A: 1/4 w + 7
B: 1/4 w -1
C: -1/4 w +1
D: -1/4 w +7
Which expression is equivalent to 2 3 (3x + 9y) + 1 2 (4x - 2y)? A) x + 4y B) 8x - y C) 4x + 5y D) 2x + 5y
What is the area of this figure? Enter your answer in the box.
Answer:
35
Step-by-step explanation:
Fabric comes in rolls that are 60 inches wide. Draw a diagram of how you can cut the fabric from a roll that is 10 feet long. Tell me the dimensions.
To cut fabric from a roll that is 10 feet long and 60 inches wide, you can create strips that are 10 feet long and 60 inches wide or cut pieces that are 10 feet long and less than 60 inches wide.
Explanation:To cut fabric from a roll that is 10 feet long and 60 inches wide, you can create strips that are 10 feet long and 60 inches wide, or you can cut pieces that are 10 feet long and less than 60 inches wide.
For example, you can divide the 60-inch width into two 30-inch wide pieces.
Dimensions: Strips: 10 feet long x 60 inches wide Pieces: 10 feet long x 30 inches wide
Mr. Hines was arranging desks into rows for his classroom . Mr. Hines has 20 desks in his class. Draw an array to show how Mr. Hines classroom would look if he put 5 desks in each row
Rachel has 60 scones. She sells them to Robbie, Cameron, Louis, Tom and Charlie in that order. Each customer buys more scones then the last and the increase is the same number in each case. Robbie and Cameron's combined total number of scones is three sevenths of the total of Louis, Tom and Charlie. How many scones does each boy buy?
Find the distance (-2,-6), (2,-2)
What is the solution of the system use a graph.
Y=2x+1
Y=-3x-1
Can anybody graph this and show me a picture ?