Answer:
5700
Step-by-step explanation:
Assume that the total number of people working for the company is x. Since 65% of workers are men and 1,995 people working for the working are not men, then that means that 35% of the total number of people working for the company is equal 1,995.
Set up an equation: 0.35x = 1,995 and find x.
x = 5700
Eric is helping his younger sister learn division. He is having a hard time explaining what a remainder is. Help Eric out by describing what a remainder is in your own words. What is the remainder when 76 is divided by 3?
Answer:
1
Step-by-step explanation:
The remainder is what’s left when you divide. The part you cannot divide.
You can divide 75 by 3 = 25, so the remainder is 1.
If you see such unnecessary question like this, please report it. This person always asks others for bad things. Please report him. That's your responsibility as a polite Brainly User. Thank You !
Answer:
You are right
Step-by-step explanation:
Have a nice day
Expand and simplify the following
√3 (√3 - 1)
√5 (√10 + √2)
Answer:
3 - [tex]\sqrt{3}[/tex]
10+[tex]\sqrt{10}[/tex]
Step-by-step explanation:
[tex]\sqrt{3}[/tex] ([tex]\sqrt{3}[/tex] - 1) → 3 - [tex]\sqrt{3}[/tex]
[tex]\sqrt{5}[/tex] ([tex]\sqrt{10}[/tex] + [tex]\sqrt{2}[/tex] ) → [tex]\sqrt{50}[/tex] + [tex]\sqrt{10}[/tex] → 2[tex]\sqrt{25}[/tex] + [tex]\sqrt{2}[/tex][tex]\sqrt{5}[/tex] → 2(5)+ [tex]\sqrt{10}[/tex] → 10+[tex]\sqrt{10}[/tex]
HELPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Answer:
Fertilizer puts nitrogen into the soil, so using fertilizer puts more nitrogen into the carbon cycle.
When you use fertilizer, its because a certain plant you are planting uses all the nitrogen in the soil, so it won't grow next time. Too much fertilizer, though, would burn up your plant (not literally). Some plants put their own nitrogen into the soil. I can't think of one off the top of my head, but I believe potatoes do. Anyways, this is where crop rotation came into play.
Things like corn take a lot of nitrogen, so the next time you had to plant whatever plant potatoes, which again may be wrong, in order to get nitrogen for the corn to grow next season. Today we have fertilizer, so we can give them nitrogen while they grow, instead of putting in other plants, taking more time.
So really, it doesn't do much, because your plant takes all the nitrogen that the Fertilizer adds.
Answer:
People have been converting atmospheric nitrogen into nitrogen fertilizers and then applying the fertilizers to plants in to grow more crops. This has previously been quite effective, allowing individuals to farm on previously unproductive lands, and provide adequate food for expanding populations of people. Unfortunately, fertilizers are frequently overused, which can lead to issues.
Nitrogen from fertilizers excretes into soils, typically promoting the growth of weeds rather than native vegetation. Nitrogen then washes into streams, resulting in a nutrient overload, a phenomenon known as eutrophication.
Eutrophication causes aquatic weeds to proliferate excessively in freshwater lakes. These aquatic weeds occasionally occupy entire lakes, streams, or rivers. Green algae cloud the water, and gooey algal slime covers the shallow rocks.
When nitrogen-rich waters flow down into the ocean, they worsen the situation. High nitrogen concentrations in the Mississippi River Delta have generated a 'dead zone' where the water flows into the Gulf of Mexico. This has occurred every summer for over 30 years. In 2001, this dead zone, where oxygen levels are too low for species to thrive, encompassed over 8000 square miles of water. It occurs when nitrogen in the water enables algae to quickly grow out of control.
Step-by-step explanation:
Great article to look at for more information -
https://www.nytimes.com/2017/07/27/climate/nitrogen-fertilizers-climate-change-pollution-waterways-global-warming.html
HELP WILL GIVE BRAINLIEST
What is the coefficient in this expression?
3/4mn
4
n
34
3
Since it is the term that multiplies the variables, the coefficient is of [tex]\frac{3}{4}[/tex].
In an algebraic expression, the coefficient is the term that multiplies the variables.
In this problem, the expression is:
[tex]\frac{3}{4}mn[/tex]
The variables are m and n.They are multiplied by [tex]\frac{3}{4}[/tex]Hence, the coefficient is of [tex]\frac{3}{4}[/tex].
A similar problem is given at https://brainly.com/question/24417465
Select the correct answer.
(-1,1)
(0,-1)
(5,-11)
(10,-21)
What is the domain of the set of ordered pairs above?
A.
{-1, 1}
B.
{-1, 0, 5, 10}
C.
{-1, 10}
D.
{1, -1, -11, -21}
Precalculus: Conics
At the Bellagio Resort in Las
Vegas, one of the fountains
attains a maximum height of 4m
at a horizontal distance of 0.5m
from its spout. If the path of
water is a parabola, find the
height of the water at a
horizontal distance of 0.75m
from the origin.
Answer:
yahoooooooooooooooo
Step-by-step explanation:
A desk is 39 inches wide. What is the width in yards
Answer:
1.0833 yd
Step-by-step explanation:
Inches Yards
37" 1.0278 yd
38" 1.0556 yd
39" 1.0833 yd
40" 1.1111 yd
Have a great day! :D
–5(–2) = help me please ill give brainlist
Answer:
The answer is 10!
Step-by-step explanation:
the length of a rectangle in (3+√7) and it's with is (1+2√7). what is the area of the rectangle? what is the perimeter of the rectangle
Answer:
Area: (3+√7) x (1+2√7) = 17+7√7 = 35.52
Perimeter: 2(3+√7) + 2(1+2√7) = 8+6√7 = 23.87
WILL GIVE 100PTS
Find the slope of a line that passes through (-2, -3) and (1, 1).
A. 1 /3
B. 1
C. 2
D. 4/3
Answer:
D
Step-by-step explanation:
Y2-Y1/x2-x-1
Answer:
D
Step-by-step explanation:
Formula for slope is (y2-y1)/(x2-x1).
(1-(-3))/(1-(-2)) = 4/3
The table shows information about some children.
Age 11
Age 12
Total
Girls
7
a
b
Boys
с
5
8
Total
d
9
e
A pupil is selected at random.
What is the probability of selecting a boy?
Give your answer in its simplest form.
I wrote this on a document in my previous years in school.
(x-3)(2x+1) Can someone help me on this please
The sum of two numbers is 65. The larger number is 5 more than the smaller number. What are the numbers?
Answer:
30 and 35
Step-by-step explanation:
Put this question into equation form:
Let x be the smaller number, if the larger number is 5 more and the total is 65:
x + 5 + x = 65
2x + 5 = 65
Subtract 5 from both sides
2x + 5 - 5 = 65 - 5
2x = 60
Divide both sides by 2:
2x ÷ 2 = 60 ÷ 2
x = 30
As the larger number is 5 bigger:
30 + 5 = 35
So the two numbers are 30 and 35.
Hope this helps!
Answer:
Small number 30
Large Number 35
Step-by-step explanation:
The sum of x and y is 65. In other words, x plus y equals 65 and can be written as equation A:
x + y = 65
The difference between x and y is 5. In other words, x minus y equals 5 and can be written as equation B:
x - y = 5
Now solve equation B for x to get the revised equation B:
x - y = 5
x = 5 + y
Then substitute x in equation A from the revised equation B and then solve for y:
x + y = 65
5 + y + y = 65
5 + 2y = 65
2y = 60
y = 30
Now we know y is 30. Which means that we can substitute y for 30 in equation A and solve for x:
x + y = 65
x + 30 = 65
X = 35
Therefore the large and small number us 35 and 30 respectively.
b) Are there any overall patterns in the data set? Striking deviations? Use
mathematical reasoning to justify your answer. (2 points)
Answer:
There is an outlier at 0, and a gap at 1,2, and 3. The peak is at 5, and the plot is more or less skewed left.
Step-by-step explanation:
[2] A car is traveling at 55 MPH.
How long in minutes will it take, in minutes, to travel 33 miles?
Answer:
Step-by-step explanation:
So at 55 miles per hour you go 12 miles in a little over 13 minutes.
.
Hope this helps you to understand the problem and how to use the formula to solve it.
Distance = Speed * Time
.
You might be able to understand this by thinking, "If I go at 60 miles per hour for 2 hours,
how far do I travel?" The answer is:
.
Distance = 60 miles per hour* 2 hours = 120 miles
.
In the problem you are told that the distance to be covered is 12 miles. The speed is 55 miles
per hour. Put these into the equation and you get:
.
12 miles = 55 miles per hour * Time
.
You can then solve for the Time by dividing both sides of this equation by 55 to get:
.
12/55 = Time
.
So it takes 12/55 hours to go 12 miles. The fraction 12/55 converts to a decimal by dividing
55 into 12 to get 0.218181818 of an hour. Since an hour has 60 minutes, you can convert
the answer to minutes by multiplying 60 by 0.218181818 to get about 13.09 minutes.
Y=2x+9
Y=6-x
Solve the system of linear equations by
Mr. Morton sold
bird houses to stores he started the week with 60 he sold 10 to one store and divided the rest between five other stores how many bird houses he’s so to each of the other five stores
Answer:
10
Step-by-step explanation:
Write the first five terms for the following recursive rule.
f(1)=7
f(n)=f(n-1)+12
Answer:
PLEASE MARK ME AS BRANLIEST!!!!!
Step-by-step explanation:
a1 = first term; an= an-1 + d a1 = the first term in the sequence an = the nth term in the sequence an-1 = the term before the nth term n = the term number d = the common difference.
{10, 15, 20, 25, 30, 35, } first term = 10, common difference = 5 recursive formula: a1= 10; an= an-1 + 5
f(n) = f(n-1) + 12
f(1) = 7
f(2) = (7-1) + 12 = 18
f(3) = (18-1) + 12 = 29
f(4) = (29-1) + 12 = 40
f(5) = (40-1) + 12 = 51
7, 18, 29, 40, 51
A rectangular board is 1100 millimeters long and 800 millimeters wide. What is the area of the board in square meters? Do not round
Answer:
880 square meters
Step-by-step explanation:
You need to find the area of the rectangular board, which would be 1100x800=880000 square millimeters. 1 meter=1000 millimeters, so you divide 880000 by 1000, getting 880 square meters.
The area of the board is 880 square meters.
Area of rectangleYou need to find the area of the rectangular board, which would be 1100x800=880000 square millimeters.
1 meter=1000 millimeters, so you divide 880000 by 1000, getting 880 square meters.
Learn more about area of rectangle here https://brainly.com/question/25292087
#SPJ2
Simplify.
1/cosθ + tan^2θ/cosθ
• 1 + sinθ
• sec^3θ
• 1
• cos^3θ
Answer:
I'm guessing the answer is sec³θ
Step-by-step explanation:
I tried this problem and I got 1/cos³θ and clicked cos³θ, but that answer was incorrect. In my lesson, there were the options:
1. sec³θ
2. cos³θ
3. secθ
I didn't have options 1 + sinθ or 1 as answers. If sec³θ is not the correct answer, please correct me.
please help me i’ll give brainlist
Answer:
See explanation below
Step-by-step explanation:
1. 0.65 = 65/100
not 65/1000
65/1000 is 0.065. We want 0.65.
2. 0.65 = 65/100 = 13/20
How to solve this question? Adding algebraic fractions
Answer:
it should be 2/12 and 9/11
Step-by-step explanation:
After Don ate 1/8 of the pie and Ron ate 1/7 of the remainder of the pie, the other five friends divided the rest of the pie equally among themselves what percent of the original pie did each friend eat?
x = the whole pie.
well, Don ate (1/8)x, how much was it left? [tex]x -\cfrac{1}{8}x\implies \cfrac{x}{1} -\cfrac{x}{8}\implies \cfrac{8x-x}{8}\implies \cfrac{7x}{8}[/tex]
well, so that's the remainder.
Then Ron ate 1/7 of the remainder [tex]\cfrac{7x}{8}\div 7\implies \cfrac{7x}{8}\div \cfrac{7}{1}\implies \cfrac{7x}{8}\cdot \cfrac{1}{7}\implies \cfrac{x}{8}[/tex]
well, how much is it left? [tex]\stackrel{\textit{Don leftover}}{\cfrac{7x}{8}}-\stackrel{\textit{Ron's bite}}{\cfrac{x}{8}}\implies \cfrac{6x}{8}\implies \cfrac{3x}{4}[/tex]
well, there are 5 friends how much did each one get from the whole pie?
[tex]\cfrac{3x}{4}\div 5\implies \cfrac{3x}{4}\div \cfrac{5}{1}\implies \cfrac{3x}{4}\cdot \cfrac{1}{5}\implies \implies \cfrac{3x}{20}\implies \stackrel{\textit{each friend}}{\boxed{\cfrac{3}{20}x}}[/tex]
Don’t totally understand it
Answer:
A.1 B.2 E.5 F.6
Step-by-step explanation:
Hope it helps brainliest awnser pls
f(3) if f(x) = 2x+2 helpppppppppppppppppp
Answer:
= 8
Step-by-step explanation:
2x = 2 × 3 is 6 because f(3) then + 2 is 8
3 x 2 = 6
6 + 2 = 8
The correct answer is 8
(Hope this helps can I pls have brainlist (crown)☺️)
is this linear or not?
Answer:
Linear
Step-by-step explanation:
Answer:
NoStep-by-step explanation:
You have the system with two quadratic equations.
Both equations are of degree two.
This is therefore not linear.
Simplify the following expression.
(42x + 59y) + (-14x + 35y)
A.
28x + 94y
B.
56x + 94y
C.
56x + 24y
D.
28x + 24y
Answer:
A. 28x + 94y
Step-by-step explanation:
First, line up the like terms as if you were adding vertically, and combine them.
(42x + 59y)
+ (-14x + 35y)
(28x + 94y)
Hope this helps :)
using the distributive property, rewrite the expression (-2x - 8) (-6)
please help and explain how to do it
Answer:
2x8=16-6=10
Step-by-step explanation:
10 is the answer
