Answer:
A.1800 B.360
Step-by-step explanation:
a- 12-2×180=1800
b- 30x12=360
7. Which set of points could represent
a linear function?
A {(2, 1), (5,3), (6, 7), (7, 11)}
B ((2.-1), (5,3), (8, 7). (11.11 )}
C {(2, -1), (5,5), (8,7), (11, 11 )}
D (5.-1), (5,5), (8,7), (11, 11)}
Answer:
B ((2.-1), (5,3), (8, 7). (11.11 )}
Step-by-step explanation:
Linear function:
The rate of change is always the same.
Item a:
x = 2 to x = 5 -> y = 1 to y = 3. Rate of change of 2/3.
x = 5 to x = 6 -> y = 3 to y = 7. Rate of change of 4.
Different rates of change, so not linear.
Item b:
We can look that for each point, when x changes by 3, y changes by 4, so the rate of change is the same and this set of points represents a linear function, and the answer is option b.
Can someone help me with this math homework please!
Answer:
I think is the third one but if Im wrong ignore me
CAN SOMEONE HELP ME PLEASE!
9514 1404 393
Answer:
FalseFalseTrueStep-by-step explanation:
1. All of the x-values are unique, so the relation is a function. The statement is False.
__
2. It is true that integer values of x in the interval 3 ≤ x ≤ 8 are the domain of the function. However, the inequality does not limit values of x to being integers. x=3.5 satisfies the inequality, but is not in the domain. The statement is False.
__
3. The range of the function is the set of y-values. The statement is True.
8. In an examination 40% of the students failed. The number of students that passed was 180. How many students failed?
A.120 B.270
C.300 D.450
Answer:
A
Step-by-step explanation:
Given 60% of students passed , then 40% of students failed.
60% = 180 ( divide both sides by 60 )
1% = 3
Then
40% = 40 × 3 = 120
120 students failed the exam
If the number of students that passed was 180, the number of students who failed the examination is 120. So, correct option is A.
To determine the number of students who failed the examination, we need to find 40% of the total number of students.
We are given that 40% of the students failed, which means that 60% of the students passed. Since we know that the number of students who passed is 180, we can set up the following equation:
60% of total students = 180
To solve for the total number of students, we divide both sides of the equation by 60% (or 0.6):
Total students = 180 / 0.6
Calculating the right-hand side of the equation, we get:
Total students = 300
Therefore, the total number of students is 300.
To find the number of students who failed, we multiply the total number of students by the percentage who failed:
Number of students who failed = 300 * 40% = 120
Hence, option A, 120, is the correct answer.
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Find the equivalent percent for ¾
3/4 is equivalent to 75%.
To find the percentage of a fraction, you simply just divide the numerator by the denominator. 3/4=0.75, which is 75%.
Answer:
75%....3/4 expressed as a percentage is just multiplying 3/4 and 100
In a basketball tournament, Team A scored 5 fewer than twice as many points as Team B. Team C scored 80 more points than Team B. The combined score for all three teams was 983 points. Write an equation to represent this scenario using the variable b to represent Team B's total points. Translate the scenario.
Answer:
(2b - 5) + b + (b + 80) = 983
Step-by-step explanation:
Given that,
Total score of three teams = 983
Since the teams' scores are given in reference to team B's score, let 'b' be the score of team B.
So,
The scores of Team A = (2 * b) - 5
The scores of Team B = b
The scores of Team C = (b + 80)
Thus,
The equation for determining the total points of Team B would be:
(2b - 5) + b + (b + 80) = 983
On solving,
(2b - 5) + b + (b + 80) = 983
⇒ 2b + b + b = 983 + 5 - 80
⇒ 4b = 908
⇒ b = 908 ÷ 4
⇒ b = 227
Team B's score = 227
Team A's score = (2 * 227 - 5)
= 449
Team C's score = 227 + 80
= 307
Total ⇒ 449 + 227 + 307 = 983
Hence proved.
similarity transformations geometry :) answer 3 blanks
1. 2
2. The Y axis
3. 3 rights and 1 down (3, -1)
Please hurry I will mark you brainliest
What is the slope of this?
Answer:
Step-by-step explanation:
you can use the rise over run technique, where you count how many units you go down or up, left or right to get to the next point. or use the slope formula :
(y2-y1)/(x2-x1)
the pairs given :
(1,6) and (3,2)
(2-6)/(3-1) = -4/2 = -2
-2 is the slope. the line is going downwards so there is a negative slope
The length L of the base of a rectangle is 5 less than twice its height H. Write the algebraic expression to model the area of the rectangle.
The length L of the base of a rectangle is 5 less than twice its height H. Then the algebraic expression be, area of rectangle = 2H² - 5H.
What is the algebraic expression to model the area of the rectangle?Let, the given information be "The length L of the base of a rectangle is 5 less than twice its height H".
L be the length of the rectangle
H be the height of the rectangle
By converting the given information into an algebraic expression, we get
Length = 2H - 5
The area of a rectangle is given by the formula;
Area of rectangle = L [tex]*[/tex] H
Where L is the Length.
H is the Height.
Substituting the values into the formula, we have;
Area of rectangle = (2H - 5) [tex]*[/tex] H
Area of rectangle = 2H² - 5H
Therefore, the area of rectangle = 2H² - 5H.
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Cheryl had 22 charms. She used C charms to make a bracelet then she went to the store and bought 14 more charms. Now she has 25 charms. How many charms did Cheryl use to make the bracelet
Answer:
She used 11 charms.
Step-by-step explanation:
25-14=11
22-11=11
Answer: She used 11 charms.
Step-by-step explanation:
The equation to find the answer is 22-C+14=25. You would minus 14 from both sides, leaving you with 22-C=11. 22-11=11, so your answer is 11 charms. Hope this helped!
What is Index Law 3?
please give explanation
Answer:
hi hi hi hi hi
Step-by-step explanation:
plz follow me
The third and last law tells us that when we have to multiply a power in a bracket, by another power outside the bracket, we have to multiply the two powers together to get the answer.
Please read below. Thank you.
2+3=5cm
Step-by-step explanation:
2 and 3 would have to be added together to get the radius of the circle, resulting in the answer being 5. 2+3=5cm that's your answer
The equation of circle with center (h,k) and radius r units is
(x - h)^2 + (y - k)^2 = r^2
The equation of the circle with center (2,3) and radius 5 cm is
= (x - 2)^2 + (y - 3)^2 = 5^2
= x^2 - 4x + 4 + y^2 - 6y + 9 = 25
= x^2 + y^2 - 4x - 6y - 12 =0
hope it helps and is right
There are 16 kids on a soccer team. The players are either boys or girls, and they either prefer playing offense or defense. There are 6 boys who prefer offense, 3 boys who prefer defense, 5 girls who prefer offense, and 2 girls who prefer defense.
Suppose you choose one player from the team at random. Let event A be that the player is a girl, and event B be that the player prefers defense. Fine P(B | A).
Answer:
[tex]P(B|A)=\frac{2}{7}[/tex]
Step-by-step explanation:
The probability of [tex]P(B|A)[/tex] can be read as the probability of event B occurring given event A. In this question, event A occurs when the chosen player is a girl. There are 7 girls on the soccer team. Event B occurs when the chose player plays defense. Since [tex]P(B|A)[/tex] stipulates that event A already occurred, we want the probability of choosing a player who prefers defense from the 7 girls. There are 2 girls who prefer defense, hence [tex]P(B|A)=\boxed{\frac{2}{7}}[/tex].
Alternative:
For dependent events [tex]A[/tex] and [tex]B[/tex], the conditional probability of event B occurring given A is given by:
[tex]P(B|A)=P(B\cap A)\div P(A)[/tex]
[tex]P(B\cap A)[/tex] indicates the intersection of [tex]P(B)[/tex] and [tex]P(A)[/tex]. In this case, it is the probability that both events occur. Since there are 16 kids on the soccer team and only 2 are girls and prefer defense, [tex]P(B\cap A)=\frac{2}{16}=\frac{1}{8}[/tex]. The probability of event A occurring (chosen player is a girl) is equal to the number of girls (7) divided by the number of kids on the team (16), hence [tex]P(A)=\frac{7}{16}[/tex].
Therefore, the probability of event B occurring, given event A occurred, is equal to:
[tex]P(B|A)=\frac{1}{8}\div \frac{7}{16},\\\\P(B|A)=\frac{1}{8}\cdot \frac{16}{7}=\boxed{\frac{2}{7}}[/tex]
a = 3d
work out the value of 'a' when , d= 5
Answer:
15
Step-by-step explanation:
a = 3d
Let d=5
a = 3*5
a = 15
The variables x and y vary inversely, and y=-11 when x = 16. Write an equation that relates x and y. Then
find y when x = -9.
Answer:
y=-176/x
y=176/9
Step-by-step explanation:
[tex]y = \frac{k}{x} \\ - 11 = \frac{k}{16} \\ k = - 176 \\ y = \frac{ - 176}{x} \\ y = \frac{ -176}{ -9} = 19 \frac{5}{9} [/tex]
work out the length of ab
Answer:
AB = 2√137
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Multiplication Property of Equality Division Property of Equality Addition Property of Equality Subtraction Property of EqualityTrigonometry
[Right Triangles Only] Pythagorean Theorem: a² + b² = c²
a is a leg b is another leg c is the hypotenuseStep-by-step explanation:
Step 1: Define
Identify variables
a = 22 cm
b = 8 cm
Step 2: Solve for c
Substitute in variables [Pythagorean Theorem]: (22 cm)² + (8 cm)² = c²Evaluate exponents: 484 cm² + 64 cm² = c²Add: 548 cm² = c²[Equality Property] Square root both sides: 2√137 cm = cRewrite: AB = 2√137Answer:
AB= 2√137 cm
Step-by-step explanation:
because we have a right triangle we apply the Pythagorean theorem
hypothenuse² = side² + side²
AB² = BC² + AC², substitute the given sides BC=8 and AC=22
AB² = 8² + 22² , square the numbers and apply the square root to both side
AB = √(64 + 484), add the numbers
AB = √548, simplify the square root
AB= 2√137 cm
Please help! I thought it was 90º but it says thats wrong.
Answer:
30°
Step-by-step explanation:
As the chord has same length of radius, the chord and the two radius form a equilateral triangle. Each angle of triangle is 60.So the chord subtended at the center is 60. So the angle subtended at the remaining part of the circle = 30°
The measure of angle between the tangent and chord = 30 {Alternate segment theorem}
Answer:
Step-by-step explanation:
I posted a picture at the bottom of the post that you need to look at in order to understand this problem. I labeled everything inside that circle and then created a triangle. That triangle is made up of 3 sides that are all the same length, and that length is the length of the radius. By definition, if a triangle has all 3 of its sides the same length, it is equilateral. It is also equiangular. That means that every angle inside that triangle measures 60 degrees. The central angle, the one that comes off the center, intercepts an arc. The arc measure is the same measure as this angle, so the intercepted arc measures 60 degrees. To find the measure of the angle in question, the one you need that is labeled with a pink θ, has a rule that says the angle is going to be half the measure of the intercepted arc. That means that your angle is going to measure 30 degrees.
The speed of the boat going with a current is 20 mph. When the boat goes against the current, the speed is 16 mph. Find the speed of the boat in still water and the speed of the current.
Answer:
The speed of the boat in still water is 18 mph.
The speed of the current is 2 mph
Step-by-step explanation:
Let x represent the speed of the boat in still water.
Let y represent the speed of the current.
When the boat goes against the current, the speed is 16 mph. Assuming it traveled against the current while going upstream, its total speed would be (x - y) mph. It means that
x - y = 16 (equation 1)
Going downstream, the boat averages 20 mph. Assuming it traveled with the current, its total speed would be (x + y) mph. It means that
x + y = 20 (equation 2)
Adding both equations, it becomes
2x = 36
x = 36/2
x = 18 mph
Substituting x = 18 into equation 1, it becomes
18 - y = 16
y = 18 - 16
y = 2 mph
Write an equation in slope intercept form for the line with slope -2 and y intercept-5
Answer:
Y=-2x-5
Step-by-step explanation:
Y=Mx + b where m is the slope and b is the y intercept
y=-2x-5
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Answer both of the following questions.
Think of two things that you can measure. Give one that requires high precision, or a low level of uncertainty. Give another that can have lower precision, or a higher level of uncertainty.
Explain why you made your choices. Why does one measurement need to be more precise than the other?
One example of a measurement that requires high precision or a low level of uncertainty is the length of a silicon microchip. In the field of electronics manufacturing, even small variations in the length of a microchip can have significant impacts on its performance.
Therefore, it is essential to measure the length of a microchip with high precision, such as down to the nanometer scale, to ensure its functionality and reliability.
On the other hand, an example of a measurement that can have lower precision or a higher level of uncertainty is the temperature of a room. While temperature control is crucial in certain environments, such as a laboratory or a data center, in most cases, a general estimate of the temperature is sufficient.
A variation of a few degrees Celsius is unlikely to cause significant problems, making it unnecessary to measure the temperature with high precision.
The level of precision required for a measurement depends on the nature of the object being measured and the context in which the measurement is taken. In the case of the microchip, the manufacturing process is highly precise, and even small variations can lead to significant problems.
Therefore, it is essential to measure the length of the microchip with high precision. On the other hand, in the case of room temperature, the impact of small variations is usually insignificant, so a lower level of precision is acceptable. Overall, the precision required for a measurement depends on the importance of the measurement's accuracy and the potential consequences of imprecision.
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1. Una empresa realizó una encuesta a 250 personas para saber qué programa de televisión prefieren ver en domingo. Se les dieron 3 opciones: deportes, películas o musicales. El resultado de la encuesta fue: 130 personas prefieren deportes; 80 prefieren ver películas; 40, musicales; 25 prefieren deportes y películas; 20, películas y musicales; 10, deportes y musicales; y sólo a 6 personas les gustan los tres tipos de programas. a) ¿Cuántas prefieren ver sólo deportes? b) ¿Cuántas prefieren ver sólo un programa de televisión? c) ¿Cuántas prefieren ver películas o musicales?
Answer:
A) 89 personas prefieren ver sólo deportes.
B) 122 personas prefieren ver sólo un programa de televisión
C) 33 personas prefieren ver películas o musicales.
Step-by-step explanation:
Dado que una empresa realizó una encuesta a 250 personas para saber qué programa de televisión prefieren ver en domingo, y se les dieron 3 opciones: deportes, películas o musicales, donde el resultado de la encuesta fue: 130 personas prefieren deportes; 80 prefieren ver películas; 40, musicales; 25 prefieren deportes y películas; 20, películas y musicales; 10, deportes y musicales; y sólo a 6 personas les gustan los tres tipos de programas; para determinar A) cuántas prefieren ver sólo deportes, B) cuántas prefieren ver sólo un programa de televisión; y C) cuántas prefieren ver películas o musicales, se deben realizar los siguientes cálculos:
A)
130 - 25 - 10 - 6 = 89
B)
80 - 25 - 20 - 6 = 29
40 - 20 - 10 - 6 = 4
89 + 29 + 4 = 122
C)
29 + 4 = 33
pls answer correctly and explain
thx
Answer:
36n = 360
Step-by-step explanation:
A dozen is 12
3 dozen is 3*12 = 36
36 * n boxes = 360
36n = 360
Help fast
Find all values of x that make the equation true.
Answer:
x=10
Step-by-step explanation:
Find the value of the expression 8x^3 if x=0
Solve for all positive values of θ less than 360° ,[tex]3 tan \theta+2 =-1[/tex]
[tex]\theta=225°,315°[/tex]
Answer:
Solution given:
[tex]3 tan \theta+2 =-1[/tex]
keeping constant term on one side
[tex]3Tan\theta=-1-2[/tex]
[tex]Tan\theta=-3/3[/tex]
[tex]Tan\theta =-1[/tex]
Since tan is negative in third and fourth quadrant.
[tex]Tan\theta=Tan(180+45),Tan(360-45)[/tex]
[tex]\theta=225°,315°[/tex]
What are the steps i need to do (along with the answer) to 9^x = sqrt of 729?
Answer:
last option is correct 3/2
Answer:
x = 3/2
Step-by-step explanation:
9^x = 729 ^ 1/2
We need to get the bases the same
729 = 9^3
9^x = 9^3 ^ 1/2
We know that a^b^c = a^(b*c)
9^x = 9^3/2
Since the bases are the same, the exponents are the same
x = 3/2
Determine if the following system of equations has no solutions, infinitely many solutions or exactly one solution. 5x + 6y = 1; - 5x - 8y = 2
Answer:
One solution
Step-by-step explanation:
Hi there!
We are given this system of equations:
5x+6y=1
-5x-8y=2
And we want to see how many solutions the equation has.
Let's solve the system in order to see how many solutions it has
Let's solve this system by elimination, where we will clear one variable by adding or subtracting the equations, solve for the other variable which wasn't cleared, and then use the value of the un-cleared variable to find the value of the variable we cleared earlier.
In order to clear a variable, the coefficients in front of those variables need to be opposites of each other (ex. if we wanted to clear y, the coefficients in front of y need to be -2 and 2 respectively). In this case, the coefficients in front of x are 5 and -5, so we can immediately add the equations
Add both equations together
-2y=3
Divide both sides by -2
y=-3/2
Now substitute -3/2 as y in either one of the equations to solve for x
If we were to do it in 5x+6y=1 for instance:
5x+6(-3/2)=1
multiply
5x-9=1
add 9 to both sides
5x=10
divide both sides by 5
x=2
So we solved the system and got x=2, y=-3/2 (or as a point, (2, -3/2)). This is the point of intersection of the two equations (in case you didn't notice, the equations are actually linear equations written in standard form). This is the ONLY point at which the lines will intersect.
Therefore, the system has one solution.
Hope this helps!
The number of music CDs sold in 1993 by one company was approximately 2.3×10^6.The number of music CDs sold by the same company in 2001 was approximately 7.9×10^7. What is the difference in CDs sold between 1993 and 2001?
Answer:
84%
Step-by-step explanation:
I'm not sure how I got that answer but I'm just smart like that. I'm sorry I couldn't give a better explanation. I'm in a bit of a rush but I hope this answer is helpful to you. Percentage was the only way I could think of. Sorry again.
The difference between CDs sold between 1993 and 2001 will be 76.7 × 10⁵.
What is subtraction?To subtract in mathematics is to take something away from a group or a number of objects.
In another meaning subtraction is a mathematical operation such that two values are going to subtract and give a resultant value.
The group's total number of items decreases or becomes lower when we subtract from it.
Given that sell of CDs in 1993 is 2.3 × 10⁶.
Sell of CDs in 2001 is 7.9 × 10⁷.
The difference between sell is = 7.9 × 10⁷ - 2.3 × 10⁶
⇒ 76.7 × 10⁵ hence it will the correct option.
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A chemist has a container of 12% peroxide solution and a container of 20% peroxide solution. She needs to mix the two solutions to create 100 mL of a 14% solution. If x represents the amount of 12% peroxide solution and y represents the amount of 20% peroxide solution she needs, which matrix equation can determine the amount of each solution she needs to make the 14% solution?
Answer:
[tex]0.12x+0.2y=14,\:x+y=100\quad :\quad x=75,\:y=25[/tex]
Step-by-step explanation:
.12x + .2y = 14
x + y = 100
Answer:
Its B
Step-by-step explanation:
6x8x8 is it actually 384?! Please show me how!
Answer:
If it's hard to add together, I think you should get a calculator
