Answer:
6/60 is 1/10
Step-by-step explanation:
i hour is 6o min so 6/60 is 1/10 that is the fraction of the hour
or these would work too:
10% .1 or 1/10
Answer: 0.100
Step-by-step explanation:
So, you start by 1, 6 divided by 0.1 is 60.
I got to one hundred. 60 times 0.100 is 6.
Therefor your answer is 0.100
8. Teo makes a necklace of x wooden beads at $0.50
each and 6 glass beads at $1.25 each. The average
cost of the beads in the necklace is $0.75. Write
an equation to model the situation.
Answer:
0.5x + 7.5 / (x + 6)
Step-by-step explanation:
Let x be the number of wooden beads
wooden bead = $0.50 each
glass bead = $1.25 each
since average cost of bead = (cost of wooden bead + cost of glass bead)/ total number of beads
equation is (0.5x + (6*1.25))/(x + 6)
The model equation is therefore 0.5x + 7.5 / (x + 6)
The vertices of A ABC are (-2,-4),(-4-2) and (- 6. - 4) respectively. Translate ∆ ABC
ABC by the vector (2,3) and reflect the image on the line x=0. Find the co-ordinates of
the vertices of the image under the combined transformation and draw all the triangles
in the graph.
A(-2,-4), B(-4,-2), C(-6,-4)
Translating by (2,3) adds 2 to the x and 3 to the y so gives
A'(0,-1), B'(-2,1), C'(-4, -1)
Reflecting in x=0 (the y axis) keeps the ys the same but negates the xs
A''(0,-1), B''(2,1), C''(4,-1)
I'll leave the drawing to you.
Some fourth grade students are creating a book of poems.
Part A
Jamie wrote 18 poems, which is 3 times as many poems as Kayla wrote. How many poems did Kayla write? Show your work.
Respond in the space provided.
Answer:
6
Step-by-step explanation:
you take 18 and divide it by 3
NEED ASAP AND FULLY EXPLAINED!
A function is shown.
h(t) = -t^2+10t-16
For which interval of t-values is the function both positive and increasing?
a. t < 5
b.t >8
c. 2 <t<5
d. 5<t<8
Answer:
B
Step-by-step explanation:
A.) If you plug in 5 for t, you'd get -5 squared + 10(5) - 16
Which would equal 25 + 50 - 16 = 59
Answer a says t is less than 5, so for example let's plug in 4. You'd get a lower number, which means its decreasing. A is wrong
B.) Now let's plug in 8 for t.
-8 squared = 64.
64 + 10(8) - 16 = 144 - 16 = 128
Your answer here is positive, and B states is t > 8. Any number above 8 is going to give you a positive number and it is increasing
Answer:
B. t>8
Step-by-step explanation:
6/11 × 4/5 what is the answer of this equation
Answer: 24/55
Step-by-step explanation:
multiply both numerators and denominators
6/11 × 4/5 = 24/55
X^2+3x+2=0 solve by factoring
Answer: x=-1,-2
Step-by-step explanation:
X^2+3x+2=0
(x+1)(x+2)=0
x=-1,-2
what is the common multiples of 5,3,8
Answer:
120.
Step-by-step explanation:
If you're asking for LCM the answer is 120.
Answer:
120Step-by-step explanation:
3, 5 and 8 are Relatively prime numbers (LCD(3, 5, 8) = 1).
Therefore LCM(3, 5, 8) = 3 · 5 · 8 = 120
complete the table to determine if wavelength varies inversely with frequency...
The completed table shows that the product of wavelength and frequency (k) is approximately constant for X-rays, radio waves, green light, and UV rays. Here are the final values for a, b, c, and d: [tex]a = \frac{1}{3} \times 10^{8} \, \text{m/s} , \ b = \frac{1}{3} \times 10^{8} \, \text{m/s} , \ c = \frac{1}{3} \times 10^{8} \, \text{m/s} , \ d = \frac{2}{15} \times 10^{-8} \, \text{m/s}.[/tex]
To determine if wavelength varies inversely with frequency, we can use the formula [tex]\(k = \text{wavelength} \times \text{frequency}\).[/tex]. Rearranging this formula to solve for k, we get [tex]\(k = \frac{1}{\text{frequency}} \times \text{wavelength}\)[/tex].
Now, we can calculate the values of k for each type of radiation:
[tex]\[a = \frac{1}{3 \times 10^{18}} \times (1 \times 10^{-10}) = \frac{1}{3} \times 10^{-28} \, \text{m/s}.\]\[b = \frac{1}{3 \times 10^9} \times (1 \times 10^{-1}) = \frac{1}{3} \times 10^{-10} \, \text{m/s}.\]\[c = \frac{1}{5 \times 10^{11}} \times (600 \times 10^{-6}) = \frac{1}{3} \times 10^{-8} \, \text{m/s}.\]\[d = \frac{1}{7.5 \times 10^{14}} \times (4 \times 10^{-7}) = \frac{4}{30} \times 10^{-21} \, \text{m/s}.\][/tex]
Now we express the values in terms of [tex]\(10^8\)[/tex]:
[tex]\[a = \frac{1}{3} \times 10^{-20} \, \text{m/s} = \frac{1}{3} \times 10^{8} \, \text{m/s}.\]\[b = \frac{1}{3} \times 10^{-2} \, \text{m/s} = \frac{1}{3} \times 10^{8} \, \text{m/s}.\]\[c = \frac{1}{3} \times 10^{0} \, \text{m/s} = \frac{1}{3} \times 10^{8} \, \text{m/s}.\]\[d = \frac{4}{30} \times 10^{-13} \, \text{m/s} = \frac{2}{15} \times 10^{-8} \, \text{m/s}.\][/tex]
So, the completed table is as follows:
[tex]\[a = \frac{1}{3} \times 10^{8} \, \text{m/s}.\]\[b = \frac{1}{3} \times 10^{8} \, \text{m/s}.\]\[c = \frac{1}{3} \times 10^{8} \, \text{m/s}.\]\[d = \frac{2}{15} \times 10^{-8} \, \text{m/s}.\][/tex]
What is the exact distance from (–1, 4) to (6, –2)? (4 points) units units units units
Answer:
[tex]\sqrt{85}[/tex]
Step-by-step explanation:
Calculate the distance d using the distance formula
d = √ (x₂ - x₁ )² + (y₂ - y₁ )²
with (x₁, y₁ ) = (- 1, 4) and (x₂, y₂ ) = (6, - 2)
d = [tex]\sqrt{(6+1)^2+(-2-4)^2}[/tex]
= [tex]\sqrt{7^2+(-6)^2}[/tex]
= [tex]\sqrt{49+36}[/tex]
= [tex]\sqrt{85}[/tex] ← exact distance
Answer:
he other guy is wrong there is no 85
Step-by-step explanation:
Pedro and Ivan races each other in a 24-mile bike race. After 20min, Pedro had traveled 5 miles. Ivan had spent the 20 minutes traveling at a rate of 16mph. Which person was in 1st place after 20min?
Answer:
ivan will
Step-by-step explanation:
16mph
16/3=5.333
60/3=20minutes
so instead of 5 miles in 20 minutes like pedro ivan did 5.333 repeating
Simplify: 1(-3.86 + 6.82)| + |(4.02 - 12.45)||
Answer:
11.39
Step-by-step explanation:
-3.86+6.82=2.96
abs(2.96)=2.96
----------------------
4.02-12.45=-8.43
abs(-8.43)=8.43
-----------------------
1(2.96)+8.43=2.96+8.43=11.39
Find the slope and y-intercept from the graph.
m=________ b=________
(m is slope)
(b is y-intercept)
Step-by-step explanation: In algebra, we use the word slope to describe how steep a line is. Slope can be found using the ratio [tex]\frac{rise}{run}[/tex] between any two points that are on that line.
To get from one point on the graph to another point, we would rise 2 units which means go up to units and run -1 unit or go across 1 unit to the left.
The variable that is used to represent slope is m. So for this line we would say that m = -2
The base b represents the y-intercept of the line. The of the base as how far we are going up or down on the y-axis. Since we go up 5 units on the y-axis, we have a base of 5 so b = 5.
Remember, slope = rise/run.
We can use the points (-1, 7) and (3, -1) to solve.
_______
Slope formula: [tex]\frac{y2-y1}{x2-x1}[/tex]
= -1-7/3-(-1)
= -8/4
= -2
_______
The y-intercept is given in the line but let's solve just to check.
y = mx + b
7 = -2(-1) + b
7 = 2 + b
7 - 2 = 2 + b - 2
5 = b
Now, we can see that y-intercept is 5.
_______
After solving for both the slope and y-intercept we can put this into slope-intercept form.
y = mx + b
y = -2x + 5
_______
m = -2
b = 5
_______
Best Regards,
Wolfyy :)
3) Write an equation for the relationship between the number of rectangles (x) and the perimeter of
the figure (y)?
Let the number of rectangles = R
Perimeter is 2(L) + 2(W)
The length remains the same when you add more triangles ( 6).
The width changes by multiplying the width by the number of rectangles.
Since the width of the rectangles are 1, multiply the number of rectangles R by 1 to get R.
Now replace W in the perimeter frmula with R:
Now the perimetr would be: P = 2L + 2R
Will give brainliest
Determine the following values!!!!!
Answer:
x = 26 m∠DAB = 80° m∠ADC = 100°
Step-by-step explanation:
Given,
ABCD is a parallelogram in which AB ║ DC and AD║ BC.
m∠DAB = 4x-24
m∠ADC = 2x+48
Solution,
Since ABCD is a parallelogram so sum of two consecutive angle is 180°.
[tex]m\angle DAB+m\angle ADC=180\°\\4x-24+2x+48=180\°\\6x+24=180\°\\6x=180-24\\6x=156\\x=\frac{156}{6}=26[/tex]
Now substituting the value of x we get the value of ∠DAB and ∠ADC .
[tex]m\angle DAB=4x-24=4\times26-24=104-24=80\°[/tex]
[tex]m\angle ADC=2x+48=2\times26+48=52+48=100\°[/tex]
Thus the value of x is 26 and m∠DAB is 80° and m∠ADC is 100°
2 Kaley estimates that 2 out of
every q cheerleaders will forget to
bring their bows for practice. If
there are 36 cheerleaders in the
school, how many should she expect
to forget their bows?
Answer:
[tex]\frac{72}{q}[/tex] number of cheerleaders, she would expect to forget their bows.
Step-by-step explanation:
Kaley estimates that 2 out of every q cheerleaders will forget to bring their bows for practice.
So, if there are q cheerleaders then 2 of them will forget to bring their bows.
Then if there are 1 cheerleader then [tex]\frac{2}{q}[/tex] of them will forget to bring their bows.
Finally, if there are 36 cheerleaders then [tex]\frac{2 \times 36}{q} = \frac{72}{q} [/tex] of them will forget to bring their bows.
Therefore, [tex]\frac{72}{q}[/tex] number of cheerleaders, she would expect to forget their bows. (Answer)
How many liters of each of a 15% acid solution and a 65% acid solution must be used to produce 80 liter of 60% acid solution?
Answer:
8 liters of 15% solution and 72 liters of 65% solution
Step-by-step explanation:
If x is the liters of 15% solution, and y is the liters of 65% solution, then:
x + y = 80
0.15x + 0.65y = 0.60(80)
Solve the system of equations with substitution or elimination. Using substitution:
0.15x + 0.65(80 − x) = 0.60(80)
0.15x + 52 − 0.65x = 48
4 = 0.5x
x = 8
y = 72
You need 8 liters of 15% solution and 72 liters of 65% solution.
8 liters of the 15% solution and 72 liters of the 65% solution are required.
What is the solution to the equation?The distribution of weights to the variables involved that establishes the equilibrium in the calculation is referred to as a result.
If x is the liters of 15% solution, and y is the liters of 65% solution, then:
x + y = 80
0.15x + 0.65y = 0.60(80)
Use substitution or elimination to solve the mathematical model. Using a substitute
0.15x + 0.65(80 − x) = 0.60(80)
0.15x + 52 − 0.65x = 48
4 = 0.5x
x = 8
y = 72
8 liters of the 15% solution and 72 liters of the 65% solution are required.
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4000+99x40 pls help now
Answer:
7960
Step-by-step explanation:
4000+99*40
4000+3960
7960
I am a multiple of 5, but not a
multiple of 10. My units and hundreds
digits are the same. The sum of my
three digits is 11.
Answer:
515
Step-by-step explanation:
If it's a multiple of five and not ten, that would be the units digit must be 5. Hundreds=units. 11-10=1. So the answer is 515
The number is a multiple of 5 but not 10, with the units and hundreds digits being the same and their sum being 11. Therefore, the number is 505.
Explanation:This question can be solved by analyzing the given clues. The number is a multiple of 5 but not 10, so it cannot end in 0. The units and hundreds digits are the same, meaning they both have to be a single digit number. Additionally, the sum of the three digits is 11.
Since the units and hundreds digits are the same, and their sum is 11, they both must be equal to 5. Thus, the number is 505.
15 POINTSSSS‼️‼️
A company that makes thing-a-ma-bobs has a start up cost of $ 8809. It costs the company $
2.05 to make each thing-a-ma-bob. The company charges $ 4.92 for each thing-a-ma-bob. Let x
denote the number of thing-a-ma-bobs produced.
Write the cost function for this company. C(x) =
Write the revenue function for this company. R(x) =
What is the minumum number of thing-a-ma-bobs that the company must produce and sell to make a
profit?
Answer:
If the company produce and sell 'x' no. of thing-a-ma-bob , then
C(x) = $ (8809 + 2.05x)
R(x) = $ 4.92x
To make a profit the company must produce and sell at least 3070 thing-a-ma-bobs.
Step-by-step explanation:
If the company produces and sells "x" no. of thing-a-ma-bob, then,
the cost function is given by,
C(x) = $ (8809 + 2.05x) ------------------------(1)
The revenue function is given by,
R(x) = $ 4.92x -------------------------------------(2)
If C(x) = R(x), then,
4.92x = 8809 + 2.05x
⇒ 2.87x = 8809
⇒ x = [tex]\frac {8809}{2.87}[/tex]
⇒ x [tex]\simeq [/tex] 3069.34
So, to make a profit the company must produce and sell at least 3070 thing-a-ma-bobs.
Jerri was using a recipe for a large cake that required one-third of a tablespoon of cinnamon. Instead of making one large cake, Jerri decided to use the recipe to make four small cakes. How much should she use for each of the four small cakes?
A) 1/12 of a tablespoon
B) 1/3 of a tablespoon
C) 4/3 of a tablespoon
D) 1/4 of a tablespoon
If Jerri decides to make four small cakes out of a large cake recipe, she should divide the quantity of the required ingredient (in this case, cinnamon) by 4. Hence, for each small cake, she should use 1/12 of a tablespoon of cinnamon.
Explanation:The recipe Jerri is working with requires one-third of a tablespoon of cinnamon for a large cake. If she decides to use the same recipe to make four small cakes, she should divide the quantity of the cinnamon by 4, as the four smaller cakes together will make up the same quantity/volume as the one large cake.
The calculation can be done as follows: (1/3) tablespoon of cinnamon divided by 4 equals 1/12 tablespoon. Therefore, for each smaller cake, Jerri should use 1/12 of a tablespoon of cinnamon.
The correct answer is (A) 1/12 of a tablespoon.
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On a coordinate plane, triangles A B C and D E F are shown. Triangle A B C has points (4, 2), (7, 2), (4, 6). Triangle D E F has points (negative 2, negative 1), (4, negative 3), and (4, negative 1).
How do the areas of triangle ABC and DEF compare?
The area of △ABC is 1 square unit less than the area of △DEF.
The area of △ABC is equal to the area of △DEF.
The area of △ABC is 1 square unit greater than the area of △DEF.
The area of △ABC is 2 square units greater than the area of △DEF.
Answer:
A
Step-by-step explanation:
I just did it
Based on the above description, the areas of triangle ABC and DEF is compared to The area of △ABC is equal to the area of △DEF.
What is the triangle about?Looking at the image show:
The area of △ABC
= 4 x 3 x 1/2
=6
The area of △DEF
= 6 x 2 x 1/2
= 6
Therefore, from the above, the areas of triangle ABC and DEF is compared to The area of △ABC is equal to the area of △DEF.
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Find all the natural numbers, which when divided by 7, leave the same number for the quotient and the remainder.
Answer:
8,16,24,32,48
Step-by-step explanation:
When dividing a number by 7, only 7 different remainders are possible.
The remainders when dividing by 7 can not exceed 6, so the numbers in which we are interested can be represented as 7k+k or just 8k, where k=1, 2, ... , 6.
Answer:
8, 16, 24, 32, 40, 48
Step-by-step explanation:
Emily needs 4 eggs for baking her cake.all of the eggs have the same mass
Emily knows the mass of 1(shown below)
What is the total mass of 4 eggs.
Grams:
Answer:
120 Grams.
Step-by-step explanation:
In the illustration, the dial is on 30 grams as the increments increase by 5 grams per tick mark. Taking this info, we can say that since the eggs have the same mass then 30 × 4 is equal to 120 grams.
-3x+3y=9 2x−7y=−14
The system of equations -3x + 3y = 9 and 2x - 7y = -14 belongs to the branch of math called Algebra. You can solve the system using methods like substitution or elimination. The solution for the system is x = -2, y = 1.6.
Explanation:The given equations are part of the math branch known as Algebra, specifically a system of linear equations. The system consists of the following equations:
-3x + 3y = 9 and 2x - 7y = -14
To solve for x and y, you use the method of substitution or elimination. Let's use the method of elimination:
Multiply the first equation by 2 and the second equation by 3:
-6x + 6y = 18 and 6x - 21y = -42
Then, sum both equations (this will cancel the x variable, leading to a single equation with y):
-15y = -24
Finally, divide by -15 to solve for y, which gives y = 24/15 or 1.6. Substituting y into the first equation gives x = -2.
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Kathy buys a bicycle after a 30% markdown. The original price was $490.00. What did
she pay?
Answer:
$343
Step-by-step explanation:
To get 30% of 490 we divide 30% by 1
30% ÷ 1 = 147
Now, we subtract 490 by 147
490 - 147 = 343
Describe a relationship modeled by the function f(x) = 4x3 − 72x2 + 320x
Answer:
A relationship modeled by the function f(x) = 4x³ - 72x² + 320x is the volume of a right prism whose dimensions are 4 times a desired length, 10 units less that such desired length, and 8 units less than the same desired length.Explanation:
To find a relationship modeled by the given function it is recommendable to factor it.
The function is:
[tex]f(x)=4x^3-72x^2+320x[/tex]The first step to factor it is to extract common factor 4x:
[tex]f(x)=4x(x^2-18x+80)[/tex]The second step is to factor the quadratic trinomial.
That is made by writting it as a product of two binomials, for which the two constant terms add up - 18 and their product is 80. Those terms are -10 and - 8; so the two factors are (x - 10) and (x - 8), and the factored form is:
[tex]f(x)=(4x)(x-10)(x-8)[/tex]Then, a relationship modeled by that polynomial is the volume of right prism whose dimensions are 4 times a desired length, 10 units less that such desired length, and 8 units less than the same desired length.
x is the desired (unknown) length 4x is 4 times the desired lengthx - 10 is 10 less than the desired lengthx - 8 is 8 less than the desired lengthThus, the volume of the prism is the product of the three factors:
Volume = (4x)(x-10)(x-8)what is the scientific notation for .00003400?
Answer:
[tex]\large\boxed{0.00003400=3.4\cdot10^{-4}}[/tex]
Step-by-step explanation:
The scientific notation:
[tex]a\cdot 10^k[/tex]
where
[tex]1\leq a<10,\ k\in\mathbb{Z}[/tex]
[tex]0.0003400=0\underbrace{.0003}_{4\to}4=3.4\cdot10^{-4}\\\\0.00034=3.4:10000=3.4:10^4=3.4\cdot\dfrac{1}{10^4}=3.4\cdot10^{-4}\\\\\text{used}\ a^{-n}=\dfrac{1}{a^n}[/tex]
Given f(x) = x^2 – 3 and g(x) = x+2/x . Find (g ° f)(4).
A. 11/13
B. 6
C. 15/13
D. -6
Answer:
C
Step-by-step explanation:
Given the two functions, we need to find
(g ° f)(4)
This means, we need to put the function f(x) INTO the function g(x) and then evaluate that new function at x = 4.
We put the whole expression of f(x) into "x" of g(x). Shown below:
[tex]f(x)=x^2-3\\g(x)=\frac{x+2}{x}\\(gof)(x)=\frac{x^2-3+2}{x^2-3}\\(gof)(x)=\frac{x^2-1}{x^2-3}[/tex]
Now we plug in 4 into x and evaluate:
[tex](gof)(x)=\frac{x^2-1}{x^2-3}\\(gof)(4)=\frac{4^2-1}{4^2-3}\\(gof)(4)=\frac{15}{13}[/tex]
Thus,
correct answer is C
Explain how you can write an equation for a line with slope 1/2 that crosses the y-axis at the point (0,-1).
Answer:
y= 1/2x-1
Step-by-step explanation:
The equation of a line is y= mx+c
m represents the slope of the line
c represents the y-intercept
So we plug in our information into the equation.
The slope is 1/2 so y= 1/2x + c
The line crosses at (0,-1) which makes -1 the y-intercept as the line crosses at this point on the y-axis.
Therefore, y= 1/2x-1
To write an equation for a line with a slope of 1/2 that crosses the y-axis at the point (0,-1), we can use the slope-intercept form of a linear equation, y = mx + b. Substitute the given values into the equation to get y = (1/2)x - 1.
Explanation:To write an equation for a line with a slope of 1/2 that crosses the y-axis at the point (0,-1), we can use the slope-intercept form of a linear equation, which is y = mx + b.
Here, 'm' represents the slope and 'b' represents the y-intercept.
Since the slope is 1/2 and the y-intercept is at (0,-1), we can substitute these values into the equation to get y = (1/2)x + (-1) or y = (1/2)x - 1.
This equation represents a line with a slope of 1/2 and crosses the y-axis at the point (0,-1).
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Billy plotted −3
4
and −1
4
on a number line to determine that −3
4
is smaller than −1
4
Is he corectt??
He is correct.
The further away ( to the left) from 0 a negative number is the smaller it is.
Billy correctly determined that −3/4 is smaller than −1/4 by plotting them on a number line. Numbers further to the left on the number line are smaller, and thus −3/4 is less because its absolute value is greater than that of −1/4 when both are negative.
Explanation:Billy is correct in determining that −3/4 is smaller than −1/4. On a number line, negative numbers to the left are smaller than those to the right. Since −3/4 is further to the left than −1/4, it is indeed the smaller number. Comparing fractions with negative signs can initially be challenging, but remembering that the further left a number is on the number line, the smaller it is, can help clarify comparisons.
When plotting fractions on a number line, it is helpful to consider the absolute value of those fractions. The absolute value of −3/4 is 3/4, and the absolute value of −1/4 is 1/4. Since 3/4 is greater than 1/4, the negative version, −3/4, will be further to the left than −1/4 and therefore less than −1/4.