What is the range of possible sizes for side x?

Answer:

1       18

2       36

3       54

4       72

Step-by-step explanation:

18 m/s every second means you multiply the time by rate (to get the distance traveled in 2 seconds, multiply 18m/s by 2 to get 36)

Answer:

a. 127 pots

b. 2,943 cubic inches

Step-by-step explanation:

To find the amount of pots of soil can be filled, you can use the equation given. s = 3456 in part a

a.

s = 27p

3456 = 27p

divide 3456 by 27 to isolate p

p = 127 pots

Instead of substituting for s like in part a, you can now substitute for p, since you know that you need to fill 109 pots.

b.

s = 27 * 109

s = 2943 cubic inches

The gardener can fill 128 pots with the 3456 cubic inches of soil available. If the gardener needs to fill at most 109 pots, they will require 2943 cubic inches of soil.

To solve both parts of the question, we will use the function s = 27p, where s represents the amount of soil (in cubic inches) and p represents the number of pots.

Part a: Calculating the Number of Pots

The gardener has a bag containing 3456 cubic inches of soil. To find out how many pots can be filled from the bag, we need to divide the total amount of soil by the amount needed per pot:

p = 3456 cubic inches / 27 cubic inches per pot = 128 pots

Part b: Soil Needed for a Maximum Number of Pots

If the gardener needs to fill at most 109 pots, the total amount of soil required can be calculated using the provided function:

s = 27 cubic inches per pot * 109 pots = 2943 cubic inches of soil

Answer:

x = π - sin^(-1)(3/2) + 2 π n_1 for n_1 element Z

or x = 2 π n_2 + sin^(-1)(3/2) for n_2 element Z

Step-by-step explanation:

Solve for x:

sin(x) = 1.5

1.5 = 3/2:

sin(x) = 3/2

Take the inverse sine of both sides:

Answer:  x = π - sin^(-1)(3/2) + 2 π n_1 for n_1 element Z

or x = 2 π n_2 + sin^(-1)(3/2) for n_2 element Z

Answer:

For the given expression -3( y + 3 ) = 2 y + 3  the value of  y = -2.4.

Step-by-step explanation:

Here, the given expression to be simplified : -3( y + 3 ) = 2 y + 3

Now, by DISTRIBUTIVE PROPERTY:

A (B +C)  = AB + AC

Simplifying the given expression:

-3( y + 3 ) = 2 y + 3  ⇒  -3 ( y) - 3 ( 3)  = 2 y + 3

or, -3y - 9 =  2y + 3

⇒ 3  y +  2 y = -3  -  9

or, 5 y  = -12   ⇒   y = -12/5  = -2.4

⇒ y = - 2.4

Hence,for the given expression -3( y + 3 ) = 2 y + 3  the simplified value of  y = -2.4

Answer:

20%

Step-by-step explanation:

5000 - 4000 = 1000

[tex]\frac{1000}{5000}[/tex] × 100

[tex]\frac{1}{5}[/tex] × 100

0.2 × 100 = 20%

Check:

5000 - 20% of 5000

5000 - 2/10 × 5000

5000 - 1000

= 4000

Answer:

20% decrement

Steps:

➥5000-x% of 5000=400

➥5000-x% × 5000=4000

➥5000-4000=x% × 5000

➥1000=x% × 5000

➥x%=1000/5000

➥x%=0.2

➥x%=20/100

➥x%=20%

Answer:

the slope is -3

m=-3

i tried my best :(

[tex]\bf (\stackrel{x_1}{6}~,~\stackrel{y_1}{1})~\hspace{10em} \stackrel{slope}{m}\implies -3 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{1}=\stackrel{m}{-3}(x-\stackrel{x_1}{6})[/tex]

Step-by-step explanation:

[tex]\text{If is}\ \dfrac{3}{5}^4,\ \text{then}\ \dfrac{3}{5}^4=\dfrac{3\cdot3\cdot3\cdot3}{5}=\dfrac{81}{5}=16\dfrac{1}{5}\\\\\text{If is}\ \left(\dfrac{3}{5}\right)^4=\left(\dfrac{3}{5}\right)\left(\dfrac{3}{5}\right)\left(\dfrac{3}{5}\right)\left(\dfrac{3}{5}\right)=\dfrac{3\cdot3\cdot3\cdot3}{5\cdot5\cdot5\cdot5}=\dfrac{81}{625}[/tex]

Answer:

Trapezoid

Step-by-step explanation:

Answer:

A. It would be needed 20 packets to transmit 30,000 bytes of information and B. 45'000,000 (45 million) of bytes could be transmitted in 30,000 packets.

Step-by-step explanation:

1. Let's review the information provided to us for solving the question:

Size of each packet of information = 1,500 bytes

Number of packets = P

Number of bytes of information = B

2. Let's answer the questions:

A. How many packets would be needed to transmit 30,000 bytes of information?

P = 30,000 ÷ 1,500

P = 20

It would be needed 20 packets to transmit 30,000 bytes of information

B. How much information could be transmitted in 30,000 packets?

B = 30,000 * 1,500

B = 45'000,000

45'000,000 (45 million) of bytes could be transmitted in 30,000 packets.

Note: Same answer provided to question 14037480, answered by me.

Answer:

20 m long,

each piece of cloth for $10

Step-by-step explanation:

Let x m be the length of the piece of cloth.

Original cloth:

Length = x m

Cost = $200

Cost per meter [tex]\dfrac{\$200}{x}[/tex]

Changed cloth:

Length = x + 5 m (5 m longer)

Cost = $200

Cost per meter [tex]\dfrac{\$200}{x}-\$2[/tex] (each metre of cloth was $2 less)

Hence,

[tex]\left(\dfrac{200}{x}-2\right)\cdot (x+5)=200[/tex]

Multiply the equation by x:

[tex](200-2x)(x+5)=200x\\ \\200x+1,000-2x^2-10x=200x\\ \\-2x^2-10x+1,000=0\\ \\x^2+5x-500=0\\ \\D=5^2-4\cdot(-500)=25+2,000=2,025\\ \\x_{1,2}=\dfrac{-5\pm\sqrt{2,025}}{2}=\dfrac{-5\pm 45}{2}=-25,\ 20[/tex]

The length cannot be negative, so x = 20 m, each metre for $10.

Answer:

The piece is 20 m long and costs $10 per meter

Step-by-step explanation:

The total cost of the cloth in $ can be expressed as

C = xu

Where x is the length of the cloth in m, and u is the unit cost in $/m

The problem states that if the length was 5 meters more and the unit cost was $2 less, the cost would not change, that is

C = (x+5)(u-2)

Operating:

C = xu-2x+5u-10

Since C = xu, then

-2x+5u=10         [1]

We also know that

xu=200        [2]

Isolating u in [1] we get

[tex]u=\frac{10+2x}{5}[/tex]

Replacing into [2]

[tex]x\frac{10+2x}{5}=200[/tex]

Simplifying

[tex]10x+2x^2=1000 \\=> x^2+5x-500=0[/tex]

Factoring

(x-20)(x+25)=0

Which gives x=20, x=-25. We can only use the positive value of x, so

x=20 m  and therefore

u=200/20=10$

So the piece is 20 m long and costs $10 per meter

Answer:

x = -12

Step-by-step explanation:

Set logs up on both sides-

log 16^x = log 64^x+4

The variable goes behind because of the exponent log property (exponents are permitted to go behind the log to multiply)-

x * log 16 = x + 4 * log 64

Divide both logs out-

log 64/log 16 = 1.5

Simplify-

x = x+4(1.5)

1.5x + 6 = x

Remove 1.5-

1 - 1.5 = -.5x

Simplify-

-.5x = 6

Divide both sides-

6/-.5x = -12

Hence, the answer would be -12

Final answer:

Reasonable estimates for the number of students per grade when there are 472 students total are 50, 80, or 100 students per grade.

Explanation:

The student's question asks for reasonable estimates for the number of students in each grade if there are 472 students in different grades with about the same number of students in each grade.

Let's examine the options given:

Therefore, reasonable estimates for the number of students per grade are 50 students, 80 students, and 100 students.

Answer:

he volunteered 140 hours

Step-by-step explanation:

20*7=140

16, 32, 48, 64

16 = 16x1

32 = 16x2

48 = 16x3

64 = 16x4

Answer:

C

Step-by-step explanation:

y= mx+b slope intercept form

slope is also m

b is the y-intercept

y-intercept= -3

slope=1/5

answer:

D. y = 1/5x - 3

Answer:

(3.6 × 10^-5) + (3.5 × 10^-5) = 7.1 × 10^-5

Answer:

The answer is 4.8

Step-by-step explanation:

The answer is 4.8 because 1.5h is half of 3 hours so if he walks 3.0m (which is double the first amount he walked) the answer will double.

so 2.4+2.4 = 4.8

or 2.4x2 = 4.8

And there u go!

Answer:

75%

Step-by-step explanation:

57 / (57+19) = 0.75

Final answer:

About 75% of the teachers in the meeting were first-year teachers, as calculated by dividing the number of first-year teachers by the total number of teachers and then multiplying by 100.

Explanation:

To determine what percentage of the teachers in the meeting were first-year teachers, we use the formula 'part over total, times one hundred, equals percent'. In this scenario, the 'part' is the number of first-year teachers which is 57, and the 'total' is the sum of first-year and experienced teachers, which is 57 + 19 = 76. The calculation then becomes 57/76 times 100, to find that percentage.

Carrying out the calculation:
(57 / 76) times 100 = 0.75 times 100 = 75%

Therefore, approximately 75% of the teachers at the meeting were first-year teachers.

Answer:

20 blocks

Step-by-step explanation:

80% = 0.8

16 / 0.8 = 20

Answer:

50

Step-by-step explanation:

200/2=100

100/2=50

A quarter of something is just another word for a fourth of something (1/4th).

We can solve this using two different ways.

Solution #1:

1/4 = 0.25

200 * 0.25 = 50 (quarter of 200)

Solution #2:

200 / 4 = 50 (quarter of 200)

______

Best Regards,

Wolfyy :)

Answer:

x=10/3, y=14/3. (10/3, 14/3).

Step-by-step explanation:

2x+2y=16

10x-2y=24

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

x+y=8

10x-2y=24

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

x=8-y

10(8-y)-2y=24

80-10y-2y=24

80-12y=24

12y=80-24

12y=56

y=56/12=14/3

x=8-14/3=24/3-14/3=10/3

x=10/3, y=14/3.

Answer:

[tex]f(x)=16\, (\frac{3}{2} )^{x-1}[/tex]

Step-by-step explanation:

Since we are given the common ratio (3/2), all we need to find to define the geometric sequence, is its multiplicative factor ([tex]a[/tex]) that corresponds to the first term of the sequence - remember that all consecutive terms will be generated by multiplying this first value repeatedly by the common ratio (3/2) as shown below:  

[tex]f(1)=a\\f(2)=a\,*\,(\frac{3}{2} )\\f(3)=a\,*\,(\frac{3}{2} )^2\\f(4)=a\,*\,(\frac{3}{2} )^3\\f(5)=a\,*\,(\frac{3}{2} )^4[/tex]

Since we are given the information that [tex]f(5)=81[/tex] we can use this to find the value of the first term:

[tex]f(5)=\,a\,*\,(\frac{3}{2} )^4\\81=\,a\,*(\frac{81}{16} )\\a\,*\,81=\,81\.*\,16\\a\,=\,16[/tex]

Notice as well that the first term doesn't contain the common ratio, the second term contains the common ration (3/2) to the power one, the third one contains the common ratio to the power two, the fourth one contains it to the power three, and so forth. So the exponent at which the common ratio appears is always one unit less than the order (x) of the term in question. This concept helps us finalize the expression for the sequence's formula:

[tex]f(x)=16\,*\,(\frac{3}{2} )^{x-1}[/tex]

Answer:

B

The other answer was too long.

Answer:

The question has been presented in a complicated manner. I am answering the question based on my understanding. Line AB will never lie in plane R. The correct option among all the options that are given in the question is the third option.

hope I helped you answer your question:)

Answer:

never

Step-by-step explanation:

Answer: All but statement 1

Step-by-step explanation:

In order to get 36 as an outcome, the numbers need to multiply together in order to get 36. In other words, a*b*c*d*....= desired outcome number. In statement 1, 3*9=27, and therefore not 36 outcomes. The rest do multiply to 36.

Answer:

2,3,4,5

Step-by-step explanation:

Stay safe! Hope this helps!

Answer:

10) Supplementary; 11) Supplementary; 12) Complementary

Step-by-step explanation:

Sum of supplementary angles equals 180° while sum of complementary angles equals 90°.

For question 10

x + 70° = 180° (sum of straight lines)

x = 180° - 70° = 110°

Hence, 70° and 110° are supplementary angles.

For question 11,

x + 85° = 180° (sum of straight lines)

x = 180° - 85° = 95°

Hence, 85° and 95° are supplementary angles.

For question 12,

x + 32° = 90° (sum of right angles)

x = 90° - 32° = 58°

Hence, 32° and 58° are complementary angles.

Answer:

20/48

Step-by-step explanation:

Answer:

I think it would be 1/4+1/6

Step-by-step explanation:

2/8 can be simplified by 2 because 2 goes into 2 once so 1 and 2 goes into 8, 4 times so that equals 1/4 and I believe the 1/6 is already simplified.

Answer:

The correct answer would be 15.

Step-by-step explanation:

30-15=15

45-2(15)=15

Answer:

(18 + 6) + y = 18 + (6 + y)

Step-by-step explanation:

Answer:

the answer is (18 + 6) + y = 18 + (6 + y )

Step-by-step explanation:

i did the quiz and got it right!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

hope this helps!!!!!!!!!!!!!!!!!!!11

Answer: seven hundred seventy six and seven thousand thirty two thousandths

Step-by-step explanation:

Answer:

seven hundred and seventy six and seven hundred thirty two thousandths