The final answer is $\frac{1}{12}$.
We need to evaluate the triple integral $\iiint e y , dv$ over the region $e$ bounded by the planes $x = 0$, $y = 0$, $z = 0$, $x + y + z = 1$, and $x + y = 2$.
To evaluate this triple integral, we can use the limits of integration obtained by considering the intersection of the planes. From the plane equations $x+y+z=1$ and $x+y=2$, we can solve for $z$ and $x$ in terms of $y$ to obtain the limits:
0≤z≤1−x−yand0≤x≤2−y.
Since $e$ is bounded by the planes $x=0$ and $y=0$, we have $0 \leq x \leq 2-y$ and $0 \leq y \leq 2$. Thus, we can set up the triple integral as follows:
Next, integrating with respect to $x$, we obtain∫
02[22−22]
02−∫ 02 [eyx− 2eyx 2 − 2ey 2 x ] 02−ydy.Simplifying this expression, we get
∫02(2−522+32)
.∫ 02 (2ey− 25 ey 2 + 2ey 3 )dy.
Evaluating the integral, we get the final answer of $\frac{1}{12}$.
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question:-Evaluate the triple integral $\int!!\int!!\int e y ,dv$, where $e$ is bounded by the planes $x = 0$, $y = 0$, $z = 0$, $x + y + z = 1$ and $x + y = 2$.
Find the distance from Link to the Octorok so Link can attack
The distance from Link to the Octorok is 10.63 units.
How to find the distance?We know that the distance between two points (x₁, y₁) and (x₂, y₂) is given by the formula below:
distance = √( (x₂ - x₁)² + (y₂ - y₁)²)
Here we want to find the distance from Link to the Octorok so Link can attack, so we need to get the distance between the points (-4, -5) and (3, 3).
The distance will be:
distance = √( (3 + 4)² + (3 + 5)²)
distance = √( (7)² + (8)²)
distance = √113
distance = 10.63
The distance is 10.63 units.
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change these fractions to decimals 1/35
Answer:
Step-by-step explanation:
Given the coefficient of correlation in the relationship to be - 0.73 , what percentage of the variation in hours of sleep cannot be explained by the time spent on social media?
4. A pet store has eight dogs and cats. Three are dogs. What fraction represents the number of cats?
A. 1/4
B. 3/8
C. 1/2
D.5/8
Answer:
Step-by-step explanation:
Number of cats = 8 - 3 = 5
Fraction that are cats [tex]=\frac{5}{8}[/tex]
Part A
Use GeoGebra to graph points A, B, and C to the locations shown by the ordered pairs in the table. Then join each pair of
points using the segment tool. Record the length of each side and the measure of each angle for the resulting triangle.
Location
A(3,4), B(1,1).
C(5.1)
A(4.5), B(2.1).
C(7.3)
—————-
AB=
BC=
AC=
Answer:
Step-by-step explanation:
Answer:
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]
Step-by-step explanation:
Step 1Place points A, B and C on the coordinate grid.
Alternatively, type the following into the input field as 3 separate inputs:
Triangle 1
A = (3, 4)B = (1, 1)C = (5, 1)Triangle 2
A = (4, 5)B = (2, 1)C = (7, 3)Step 2Use the Segment tool to join each pair of points.
Alternatively, type Segment( <Point>, <Point> ) into the input field (replacing <Point> with the letter name of the point) to create a segment between two points.
Record the length of each side.
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]
Step 3Use the Angle tool to measure each angle in the resulting triangle.
Alternatively, type Angle(Polygon(A, B, C)) into the input field to create all interior angles.
Record the measure of each angle.
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]
Note: All measurements have been given to the nearest hundredth (2 decimal places).
A salesperson earns 4% commission on furnace sales.
What is the commission that the salesperson earns on the sale of $33,000 worth of furnaces.
The commission earned 4 percentage on the salesperson on the sale of furnaces is $1320.
What is percentage?In mathematics, a percentage is a number or ratio that can be expressed as a fraction of 100. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The percentage therefore refers to a part per hundred. The word per cent means per 100. The letter "%" stands for it. The term "percentage" was adapted from the Latin word "per centum", which means "by the hundred". Percentages are fractions with 100 as the denominator.
by the question.
the commission that the salesperson earns on the sale of $33,000 worth of furnaces= 4% of 33,000 = 4× 330 = $1320
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Does the expression 56x+40y-48z=8(7x+5y-6z)
For all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.
Explain expression using an example.As an illustration, the phrase x + y is one where x and y are terms with an addition operator in between. There are two sorts of expressions in mathematics: numerical expressions, which only contain numbers, and algebraic expressions, which also include variables.
Indeed, for all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.
We can simplify both sides of the equation to understand why:
56x + 40y - 48z = 8(7x + 5y - 6z)
56x + 40y - 48z = 56x + 40y - 48z
As we can see, the equation is true for all values of x, y, and z because both sides are identical.
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can you help me to solve this question?
The asymptotes of the function f(x) = (2x² - 5x + 3)/(x - 2) are given as follows:
Vertical asymptote at x = 2.Oblique asymptote at: y = 2x - 3/2.How to obtain the asymptotes of the function?The function for this problem is defined as follows:
f(x) = (2x² - 5x + 3)/(x - 2)
The vertical asymptote is the value of x for which the function is not defined, hence it is at the zero of the denominator, and thus it is given as follows:
x - 2 = 0
x = 2.
The oblique asymptote is at the quotient of the two functions, hence:
(mx + b)(x - 2) = 2x² - 5x + 3
mx² + (b - 2m) - 2b = 2x² - 5x + 3.
Hence the values of m and b are given as follows:
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list all symmetry groups that are the symmetry groups of quadrilaterals and for each group sketch a quadrilateral
The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus
Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.
Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.
Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.
In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.
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Complete Question:
Name the quadrilaterals which have both line and rotational symmetry of order more than 1.
for autonomous equations, find the equilibria, sketch a phase portrait, state the stability of the equilibria.
Understanding the equilibria, sketching a phase portrait, and determining the stability of equilibria for autonomous equations are important tools for analyzing and understanding the behavior of systems over time.
Autonomous equations are differential equations that do not depend explicitly on time. To find the equilibria of an autonomous equation, we set the derivative of the function to zero and solve for the values of the independent variable that satisfy the equation. These values represent points at which the function does not change over time and are known as equilibrium points.
To sketch a phase portrait for an autonomous equation, we plot the slope field of the function and then draw solutions through each equilibrium point. The resulting graph shows the behavior of the function over time and helps us understand how the solutions behave near each equilibrium point.
The stability of an equilibrium point is determined by examining the behavior of nearby solutions. If nearby solutions move toward the equilibrium point over time, the equilibrium point is stable. If nearby solutions move away from the equilibrium point over time, the equilibrium point is unstable. Finally, if the behavior of nearby solutions is inconclusive, further analysis is needed.
Here is the sketch for [tex]dx/dt = x - x^3[/tex]
/ <--- (-∞) x=-1 (+∞) ---> \
/ \
<--0--> x=-1 x=1 0-->
\ /
\ <--- (-∞) x=1 (+∞) ---> /
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PLEASEE HELP!
Draw an angle that is 150 degrees.
Step-by-step explanation:
[tex]\textsf{For this problem, we are asked to draw an angle that is 150}^{\circ}.[/tex]
[tex]\textsf{We will need a Protractor to draw this angle.}[/tex]
[tex]\large\underline{\textsf{To Draw an Angle with a Protractor;}}[/tex]
[tex]\textsf{First, notice a point at the bottom of the Protractor. This is where we will start.}[/tex]
[tex]\textsf{Draw a Straight Line from the point to the 0}^{\circ} \ \textsf{mark.}[/tex]
[tex]\textsf{Secondly, use a ruler to carefully draw a straight line towards the 150}^{\circ} \ \textsf{mark.}[/tex]
[tex]\textsf{Note that some Protractors may be different from others. Similar steps should apply.}[/tex]
[tex]\textsf{Refer to the picture. It represents what the angle should look like afterwards.}[/tex]
To do :-
To draw a angle of 150° .Instruments required:-
A pair of compasses ,A ruler ,A pencil ,and a protactorSteps of construction:-
Draw a line segment of desired length.Taking a point on the line , draw a semicircle using a compass .Taking G as centre cut an arc on the semicircle mark the point of intersection as I .Taking I as centre cut another arc on the semicircle , mark it as point J .Taking J and I as center, cut an arc such that both the arcs intersect each other, mark it as point D .Join C and D .Taking F as centre again cut an arc on the semicircle, mark it as point E .Join E and C .Using a protactor you can check whether the angle formed is 150° or not .Hence angle ECB represents 150° .
Precaution:- do not change the arm length of the compass.
and we are done!
Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation.
The result of the division in ordinary decimal notation is 300.
Scientific notation, also known as standard form or exponential notation, is a method of expressing very large or very small numbers in a compact and standardized way.
To perform the indicated operation, we need to divide 0.00036 by 0.0000012.
First, let's express both numbers in scientific notation
0.00036 = 3.6 x 10^(-4)
0.0000012 = 1.2 x 10^(-6)
Now we can divide the two numbers and simplify
3.6 x 10^(-4) / 1.2 x 10^(-6) = (3.6 / 1.2) x 10^(-4-(-6)) = 3 x 10^(2)
Finally, we can convert this result back to ordinary decimal notation
3 x 10^(2) = 300
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The given question is incomplete, the complete question is:
Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation. 0.00036/0.0000012
Can someone actually see if I got this answer correct please
Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.
How many credit hours are there in three?Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.
You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:
A = 4.0
B = 3.0
C = 2.0
D = 1.0
F = 0.0
E = 0.0 (equivalent to F)
Then, you can use the formula:
(Total grade points) / GPA (total credit hours)
Using this formula, we can calculate your semester GPA as follows:
FYE 105: F (0.0) x 3 credit hours = 0.0 grade points
MAT 150: E (0.0) x 3 credit hours = 0.0 grade points
ENG 101: D (1.0) x 3 credit hours = 3.0 grade points
BIO 112: A (4.0) x 3 credit hours = 12.0 grade points
BIO 113: B (3.0) x 1 credit hour = 3.0 grade points
Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0
Total credits earned is 13 (3 + 3 + 3 + 3 + 1)
GPA = 18.0 / 13 = 1.3846
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CAN SOMEONE PLEASE HELP thank you so so much please!!!
Step-by-step explanation:
try this option, all the details are in the attachment.
Is this figure a polygon dont answer if you don’t know the answer
Polygon - a plane figure with at least three straight sides and angles, and typically five or more.
Answer:
No
Step-by-step explanation:
Since a polygon has straight sides, with 3 or more, it cannot be a polygon since one side is curved.
6TH GRADE MATH IS THIS CORRECT??
Answer:
Step-by-step explanation:
y2-y1/x2-x1
-7-(-19)/-2-1
12/-2
-6
The slope is -6
Which operation do you use to simplify a ratio after finding the greatest common factor (GCF)?
division
addition
multiplication
subtraction
Answer:
hey baby
Step-by-step explanation:
hi thwrw honey i love you lol
The operation we use to simplify a ratio after finding the greatest common factor (GCF) is division.
Option A is the correct answer.
What is an expression?An expression contains one or more terms with addition, subtraction, multiplication, and division.
We always combine the like terms in an expression when we simplify.
We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.
Example:
1 + 3x + 4y = 7 is an expression.
3 + 4 is an expression.
2 x 4 + 6 x 7 – 9 is an expression.
33 + 77 – 88 is an expression.
We have,
To simplify a ratio after finding the greatest common factor (GCF), we use division.
We divide both terms of the ratio by the GCF.
This reduces the ratio to its simplest form.
Thus,
The operation we use to simplify a ratio after finding the greatest common factor (GCF) is division.
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Can someone pls help me it would mean so much to me
Answer: y = 3x-2 (for first question)
Step-by-step explanation:
Equation of the line: y = mx+c. For A, it passes through (0, -2) and has a gradient of 3. So, you substitute the values inside the equation.
x = 0
y = -2
m = 3
-2 = 0+c
c= -2
ans: y = 3x-2
Use the same method to complete the rest of the questions. GL
Note: I am just a student, if I get this wrong I hope someone corrects me, thanks
HELP ME ASAP!!! YOU WILL BE BRAINLIEST
We can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability.
What is probability?
Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.
The theoretical probability of rolling a 5 on a fair die is 1/6, which means that if the die is rolled many times, we would expect to see a 5 about 1/6 of the time.
For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 25/100
experimental probability = 0.25
So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.
For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 30/200
experimental probability = 0.15
So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.
Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.
On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.
Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.
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We might say that Maya's experimental probabilities oscillate about the theoretical probability, but after more trials, the experimental probabilities ought to converge to the theoretical probability.
What is probability?
Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.
A fair die has a theoretical probability of rolling a 5 of 1/6, therefore if the die is rolled several times, we can anticipate seeing a 5 roughly 1/6 of the time.
For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 25/100
experimental probability = 0.25
So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.
For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 30/200
experimental probability = 0.15
So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.
Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.
On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.
Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.
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Really Need help asap!
Step-by-step explanation:
h(-2) = 25
h(-1) = 5
h(0) = 1
h(1) = 1/5
h(2) = 1/25
Complete the recursive formula of the arithmetic s -17,-8, 1, 10, .... a(1) = -17 a(n) = a(n − 1)+
Answer:
The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:
a(1) = -17
a(n) = a(n-1) + 8 for n >= 2
This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.
(please mark my answer as brainliest)
What value of Y and Z will make DEF correspond to JKI?
[tex]\bold{Solution:}[/tex]
[tex]\Delta[/tex][tex]DE[/tex][tex]F[/tex] congruent to [tex]\Delta[/tex][tex]JKI[/tex]
[tex]\bold{FD=JI} \text{(corresponding angles of congruent triangles)}[/tex]
[tex]z + 22 = 3z[/tex]
[tex]\text{or,} \ z-3 z= -22[/tex]
[tex]\text{or,} \ -2z = -22[/tex]
[tex]\text{or,} \ z = \bold{11}[/tex]
[tex]\bold{EF=KI} \text{(corresponding angles of congruent triangles)}[/tex]
[tex]5y+13=6y[/tex]
[tex]\bold{y=13}[/tex]
Find the standard normal area for each of the following (LAB)Round answers to 4 decimals
The answer of the standard normal area for each of the following questions are given below respectively.
What is standard normal area?Standard normal area refers to the area under the standard normal distribution curve, which is a normal distribution with a mean of 0 and a standard deviation of 1.
a. P(1.24<Z<2.14) = 0.0912
b. P(2.03 <Z<3.03) = 0.0484
c. P(-2.03 <Z<2.03) = 0.9542
d. P(Z > 0.53) = 0.2977
Note: The standard normal distribution is a continuous probability distribution with mean 0 and standard deviation 1. The area under the curve represents probabilities and can be calculated using a standard normal distribution table or a calculator with a normal distribution function.
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Help please! Appreciate the help
For the given statements for domain and range, option 3 and option 4 are correct answers.
What is domain and range?The sets of all the x-coordinates and all the y-coordinates of ordered pairs, respectively, are the domain and range of a relation. With functions, we enter various numbers, and the output is a new set of numbers. The two essential characteristics of functions are domain and range. A function's domain and range are its constituent parts.
The domain of the function are all the input values while the range are the output values of the function for the given input.
In the given options, option 3 and 4 are correct as the functions have the same input but not the same output.
That is, they have the same domain, all real numbers, but not the same range.
Hence, for the given statements for domain and range, option 3 and option 4 are correct answers.
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Given two points (x1, y1) and (x2, y2) in the cartesian plane, show that the slope
m of a line is of the form
m =y2 − y1÷x2 − x1
assuming that x2≠ x1
therefore, we have shown that: [tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex] assuming that x2 ≠ x1.
What is slope?Slope refers to the measure of steepness of a line or a curve. In mathematics, slope is usually denoted by the letter "m" and is defined as the ratio of the change in the y-coordinate to the change in the x-coordinate between two points on a line.
The formula for calculating the slope between two points (x1, y1) and (x2, y2) on a line is:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]
by the question.
To finds the slope of a line passing through two points (x1, y1) and (x2, y2), we use the slope formula:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]
This formula represents the change in y divided by the change in x between the two points.
Now, assuming that x2 ≠ x1, we can simplify the formula as follows:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(1/1)[/tex]
Multiplying the numerator and denominator by 1, which in this case is (x2 - x1) / (x2 - x1), we get:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(x_{2}-x_{1})/(x_{2}-x_{1})[/tex]
Simplifying the numerator, we have:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})/[(x_{2}-x_{1})*1][/tex]
The term (x2 - x1) cancels out, leaving us with:
[tex]m=(y_{2}-y_{1} /1[/tex]
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From the given graph, how many students worked at least 10 hours per week?
Answer:
39.
Step-by-step explanation:
From the group of 10-14 hours worked per week, 8 students.
From the group of 15-19 hours worked per week, 4 students.
From the group of 20-24 hours worked per week, 12 students.
From the group of 25-29 hours worked per week, 8 students.
From the group of 30-34 hours worked per week, 4 students.
And finally, from the group of 35+ hours worked per week, 3 students.
So, 8+4+12+8+4+3 = 39 students.
Consider the following algebraic statements and determine the values of x for which each statement is true.
8=-|x|
Answer:
This is false.
Step-by-step explanation:
Since absolute value bars change negatives into positives and positive into themselves (positives) we can put the example:
[tex]-|8|\\[/tex]
When we remove the absolute value bars, 8 will still equal 8. But, we have a negative, therefore the 8 has a negative after being simplified with absolute value.
x = -8, not positive 8.
Answer:
Ther are no values of x that would make this statement true. There is no solution.
Step-by-step explanation:
Simplify without calculator: (-5) (7)+4×5 (Show all calculations)
Step-by-step explanation:
this is the answerrr
without calculator
Graph the function.
f(x) = 3/5x -5
Use the Line tool and select two points to graph.
Answer:
see attached
Step-by-step explanation:
You want to graph the function f(x) = 3/5x -5.
GraphFor graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.
For x = 0, y = 3/5·0 -5 = -5
For x = 5, y = 3/5·5 -5 = 3 -5 = -2
Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.
5 Mrs. Newsome bought a piece of fabric 142 centimeters long to make a quilt for her son's bedroom. She bought a piece of fabric 2 meters long for curtains. How could Mrs. Newsome find the total length, in centimeters, of both pieces of fabric? Multiply 2 by 2,000, then add 142. Add 2 and 142, then multiply by 100. Divide 142 by 100, then add 2,000. O Multiply 2 by 100, then add 142. B C
Answer:
Step-by-step explanation:
To find the total length of both pieces of fabric in centimeters, we need to add the length of the first piece of fabric (142 cm) and the length of the second piece of fabric (2 meters).
However, we need to make sure that the units are consistent before we add the lengths. We can convert the length of the second piece of fabric from meters to centimeters by multiplying by 100. Therefore, the total length in centimeters is:
142 cm + 2 meters * 100 cm/meter = 142 cm + 200 cm = 342 cm
The option that correctly gives the answer is "Multiply 2 by 100, then add 142" (Option C).
