Answer:
5+39 this is the answer 5+39
An art teacher has 60 1/2 pounds of clay and 25 students. Each student will get an equal amount of clay. How much clay does each
student get? Write the answer as a mixed number.
Answer:
60.5/25
2 21/50
Step-by-step explanation:
60.5/25
Equals
2 21/50
the image is located below
Answer:
288 ft³
Step-by-step explanation:
Volume of the pyramid,
base area × height × (1/3)
= (9×8)×12/3
= 72×4
= 288 ft³
Discussion Topic
29
The most important component of a physical structure is a solid foundation on which the
rest of the structure sits. A strong foundation allows buildings to last longer and withstand
many outside forces.
Just like the foundation of a building, a strong foundation for algebra is critical for success
and allows you to extend your understanding to more complex mathematical and real-
world situations. What are some of the foundational, or key, concepts of algebra that you
have learned so far?
We have that with a brief introduction to Algebra you are required to You are to refer to your curriculum and teachings and discover the foundational, or key, concepts of Algebra that you have learned so far and structure its respectively as you have learned
For This Question you are a asked to highlight what the are the foundational and key concepts of algebra
So you are tasked to refer to your Notes and pick out the foundational, or key, concepts of algebra that you have learned so far according to your curriculum.
Algebra
This is a branch of mathematics that strictly focuses on mathematical Operator or Arithmetic operators and how the are used in there variant ways or combined to solve problems.
Mathematical Operators(-,+,/,*)
To Identify some fundamental and key concepts of Algebra like there use in
ExpressionsEquationsUsed in Graph plotsUsed to resolve Inequalities on the Number line.These are Few key concepts where Algebras feature.In conclusion
You are to refer to your curriculum and teachings and discover the foundational, or key, concepts of Algebra that you have learned so far and structure its respectively as you have learned.
For more information on this visit
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Answer:
Some of the foundational key concepts I have learned from algebra so far are: we have learned Expressions, Equations, we have Used Graphs, we have learned how to resolve Inequalities on the Number line, I have learned how to do variables, constants, linear equations, and quadratic equations. those are just very few examples of things me and so many have learned so far in Algebra.
Step-by-step explanation:
graph inequality by shading like x< 3 is shaded to right or left ? of 3
Answer:
x<3 means x is less than 3.
Think about a number line, the more left you go, the smaller the numbers get.
So, to represent x<3, you would shade to the left.
Let me know if this helps!
I need help with number 4
Answer: Choice D
[tex]f^{-1}(x) = (x-3)^2+2\\\\[/tex]
============================================================
Explanation:
First we replace f(x) with y. This is because both y and f(x) are outputs of a function.
To find the inverse, we swap x and y and solve for y like so
[tex]y = \sqrt{x-2}+3\\\\x = \sqrt{y-2}+3 \ \text{ .... swap x and y; isolate y}\\\\x-3 = \sqrt{y-2}\\\\(x-3)^2 = y-2 \ \text{ ... square both sides}\\\\(x-3)^2+2 = y\\\\y = (x-3)^2+2\\\\f^{-1}(x) = (x-3)^2+2\\\\[/tex]
Note: because the range of the original function is [tex]y \ge 3[/tex], this means the domain of the inverse is [tex]x \ge 3[/tex]. The domain and range swap roles because of the swap of x and y.
As the graph shows below, the original and its inverse are symmetrical about the mirror line y = x. One curve is the mirror image of the other over this dashed line.
Answer:
D
Step-by-step explanation:
let y = f(x) and rearrange making x the subject
y = [tex]\sqrt{x-2}[/tex] + 3 ( subtract 3 from both sides )
y - 3 = [tex]\sqrt{x-2}[/tex] ( square both sides )
(y - 3)² = x - 2 ( add 2 to both sides )
(y - 3)² + 2 = x
Change y back into terms of x with x = [tex]f^{-1}[/tex] (x) , then
[tex]f^{-1}[/tex] (x) = (x - 3)² + 2 → D
HELP PLS! :)
In ΔABC, AB = 10 and BC = 5. Which expression is always true?
A. AC = 10
B. 5 < AC < 10
C. AC = 5
D. 5 < AC < 15
===========================================================
Explanation:
AB = 10 and BC = 5 are two sides of triangle ABC. The third missing side is AC. We don't have enough information to determine the exact length of AC, but we can narrow things (a bit) to get a range of values.
Through a modified version of the triangle inequality theorem, if we had sides a = 10 and b = 5, then the third side c is restricted like so
a-b < c < a+b
10-5 < c < 10+5
5 < c < 15
This then means that 5 < AC < 15 is the compound inequality that tells us the range of values for side AC. It says that AC is between 5 and 15 units long. Side AC cannot be 5 units exactly, and it can't be 15 units exactly either. I recommend cutting out slips of paper to try this out yourself, and you'll see it's not possible to have something like AC = 15.
So that's why choice D is the answer. Choice A is true, because 10 is between 5 and 15, but it's not the only possible value for AC. There's more to the story. That's why I'm thinking choice D is the better answer. It encapsulates all possible lengths of AC.
The length of a rectangle is 2 inches more than its width. The area of the rectangle is equal to 1 inches less than 3 times the perimeter. Find the length and width of the rectangle.
Answer:
The length is 13, when the width is 11
Step-by-step explanation:
The width is x, when the length is x+2. The area is x(x+2)= x^2+2x.
The perimeter is (x+x+2)*2= (2x+2)*2=4x+4
THe thrre times perimeter is 3(4x+4)= 12x+12
x^2+2x= 12x+12-1
x^2+2x-12x-11=0
x^2-10x-11=0
x=-1 (not suitable); x=11 - the width
The length is 11+2=13
find the least number that can be divided 9and 12 without leaving remainder
Answer:
By finding LCM of 9 and 12 the answer is 36
Step-by-step explanation:
If you like my answer than please mark me brainliest thanks
Tom and Harry are racing go-carts.Tom takes 2mins 8seconds to complete a lap while Harry takes 2minutes to complete a lap.They both start from the start line at the same time.when will they next cross the start line together? show all the workings.
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Answer:
after 32 minutes
Step-by-step explanation:
They will both cross the start line together after each has completed a number of full laps in the same time that the other has completed an integer number of full laps. That time will be the least common multiple (LCM) of their lap times, 128 seconds and 120 seconds.
The difference of these times (8 seconds) is also a divisor of both times, so that value is the greatest common divisor (GCD) of the two lap times. The LCM can be figured as ...
LCM(120, 128) = 120×128/GCD(120, 128)
LCM = 120×128/8 = 1920 . . . . . seconds
Converting this to minutes, we get ...
(1920 s)/(60 s/min) = 32 min
They will next cross the start line together after 32 minutes.
on a 25 square grid how many squares need to be shaded to make 60% shaded
Answer:
15 squares
Step-by-step explanation:
60/100 * 25 = 15
5 2/10 x -10 1/3
WILL GIVE BRAINLIEST!!!
Answer:
[tex]106 \frac{3}{5}[/tex]
Explanation:
Convert any mixed numbers to fractions.
Reduce fractions where possible.
Then your initial equation becomes:
[tex]\frac{26}{5} \times \frac{-31}{3}[/tex]
Next, apply the fractions formula for multiplication. Formula below:
[tex]\dfrac{a}{b} \times \dfrac{c}{d} = \dfrac{a \times c}{b \times d}[/tex]
[tex]= \frac{26 \times -41}{5 \times 2}= \frac{-1066}{10}[/tex]
Simplifying -1066/10, (you can do this by using division) the answer is:
[tex]106 \frac{3}{5}[/tex]
Answer:
-3 1/3
Step-by-step explanation:
5 2/10 x -10 1/3
10/10 x -10/3
1 x-10/3
-10/3
-3 1/3
your question is unclear. I think I understand it correctly
The total money earned if we sold for scarves at $20 each
Answer:
below
Step-by-step explanation:
Depending on the amount of scarves you sell, you will multiply that amount to $20 since that is the unit rate. For example, if you sold 5 then you would multiply; 20 * 5 = $100.
Best of Luck!
Answer:
Say t is the total money and x is the number of scarfs sold your equation would look like, t=20x
You could find the total amount of money earned by putting in the number of scarfs sold in x's spot.
find a factor of 5, 15 and 25
a common factor of 5, 15 and 25 is 1 and 5
A ping pong ball is drawn at random from an urn consisting of balls numbered 2 through 10.A player wins 5 dollars if the number on the ball is odd and loses 5 dollars if the number is even. What is the expected value of his winnings? Round to 3 decimal places.
A card is drawn at random from a standard deck of playing cards (no jokers). If it is red, the player wins 1 dollar; if it is not red, the player loses 5 dollars. Find the expected value of the game.
In a class there are 16 students: 2 are 5'6", 3 are 5'8", 3 are 5'10", 4 are 6', and 4 are 6' 2". A student is chosen at random. What is the student's expected height in inches? Round to the nearest tenth of an inch.
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Geometry something about chords but I don’t understand this whatsoever
Answer:
x = 5
Step-by-step explanation:
A radius is the distance from the center of a circle to the circumference (out edge) of a circle. Within the same circle, all radii are congruent. As per the given image, the radius of the circle is (5). As per its definition, the chord (a line in a circle that spans from one end of the circle to the other) with a measure of (x) is also another radius. Since all radii in a circle are congruent, (x) must also equal (5).
Solve the equation. - 2(2x-4)= 4x
Answer:
-2(2x-4) = -4x+8 or 2(2x-4) ≠ 4x ; -4x+8 ≠ 4x
Step-by-step explanation:
Did you accidentally write =4x after your expression? If so, then let me explain why my answer is correct. I used distributive property of multiplication, so I multiplied -2 with 2x to get -4x, and -2 multiplied with -4 to get 8. So my final answer was -4x+8. If you did not accidentally put -4x, then my answer would be, 2(2x-4) ≠ 4x or -4x+8 ≠ 4x. Hope this helped.
look at the image below
Answer:
Step-by-step explanation:
hello!
(l*L *h)/3 =
(4*11* 9)/3 => 132 km³
Answer:
( I × L × H ) / 3
( 4 × 9 × 11 × ) / 3
396/3
132
I HOPE IT IS HELPFUL
In parallelogram ABCD,AB^4+AD^2+AB^2*AD^2=AC^2*BD^2.If angle ABC=x,find the product of all possible values of x
Answer:
Hello,
Step-by-step explanation:
AB=DC=b, AD=BC=a
p=BD, q=AC
angle ABC=x
[tex]AB^4+AD^4+AB^2*AD^2=AC^2*BD^2\\\\b^4+a^4+b^2a^2=(a^2+b^2+2abcos(X))(a^2+b^2-2abcos(X)\\\\(a^2+b^2+2a^2b^2)-a^2b^2=((a^2+b^2)^2-4a^2b^2*cos^2(X))\\\\\\4a^2b^2cos^2(X)=a^2b^2\\\\\\cos^2(X)=\dfrac{1}{4} \\\\(cos(X)-\dfrac{1}{2} )(cos(X)+\dfrac{1}{2} )=0\\cos(x)=\frac{1}{2} \ or\ cos(X)=\dfrac{-1}{2} \\\\\\X=60^o =\dfrac{\pi}{3} rad \ or \ X=120^o=\dfrac{4\pi}{3} rad\\\\\\\\Product=\dfrac{\pi}{3}*\dfrac{4\pi}{3} =\boxed{\dfrac{4\pi^2}{9}}\\[/tex]
Find the assessed value of a store with a market value of $ 163,000
if the rate for assessed value is 25% of market value.
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Answer:
$40,750
Step-by-step explanation:
Leaving out the extra words, the question is asking you to find 25% of $163,000.
0.25 × $163,000 = $40,750
The assessed value is $40,750.
Given that,
→ Rate for assessed value = 25%
→ Market value = $ 163,000
We have to find,
→ 25% of $ 163,000
Then value of 25% is,
→ 25 ÷ 100
→ 0.25
Let's find the assessed value,
→ 25% × $ 163,000
→ 0.25 × 163,000
→ 40750
Thus, $ 40750 is assessed value.
I have a math test it’s 10 questions and I have 20 mins to complete it. who can help??
Why
Do
You
Need
People
To
Do
It
For
You
3x²+12x-15=0 factrozation method quadratic equations
Answer:
x = -5 or x = 1
Step-by-step explanation:
[tex] 3{x}^{2} + 12x - 15 = 0 \\ {x}^{2} + 4x - 5 = 0 \\ (x + 5)(x - 1) = 0 \\ x = - 5 \: or \: x = 1[/tex]
hope this makes sense:)
Find the surface area of the figure below round your answer to the nearest tenth in necessary
Answer:
1548.3 [tex]m^{2}[/tex]
Step-by-step explanation:
Answer:
A = 1548.3 m²
Step-by-step explanation:
Given that vector p=i+2j-2k and q=2i-j+2k, find two vectors m and m satisfying the condition;
m is perpendicular to p
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Answer:
m = j +kn = 2i +kStep-by-step explanation:
There are an infinite number of possibilities. Any vector whose dot-product with p is zero will be perpendicular to p.
Let m = 0i +1j +ak. Then we require ...
m·p = 0 = 0×1 +1×2 +a(-2) ⇒ 0 = 2 -2a ⇒ a = 1
m = 0i +1j +1k
__
Let n = 2i +0j +bk
n·p = 0 = 2×1 +0×2 +b(-2) ⇒ 2 -2b = 0 ⇒ b = 1
n = 2i +0j +1k
Which among the given schemes offers a monthly instalment of less than Rs 5000. ?
a) Scheme A
b) Scheme B
c) Scheme C
d) Both Scheme A and Scheme B
If DF =61 and EF = 18 find DE
Answer: DE = 79
Concept:
Here, we need to know the idea of segment addition postulate.
The Segment Addition Postulate states that given 2 points A and C, a third point B lies on the line segment AC if and only if the distances between the points satisfy the equation AB + BC = AC.
If you are still confused, you may refer to the attachment below for a graphical explanation or tell me.
Solve:
**Disclaimer** I assume that points D, E, F are collinear, thus they would form a segment and F would be the point between D and E. If it was, you may refer to my answers. If it was not, you may tell me and I will redo it.
Given information
DF = 61
EF = 18
Given expression deducted from the segment addition postulate
DE = DF + EF
Substitute values into the expression
DE = (61) + (18)
Simplify by addition
[tex]\boxed{DE=79}[/tex]
Hope this helps!! :)
Please let me know if you have any questions
You earned $100, plus 15% of your sales (commission), less $32 withholding (taxes), for a total net of
$250. What were your sales?
Dilate line f by a scale factor of 3 with the center of dilation at the origin to create line f'. Where are points A' and B' located after dilation, and how are lines f and f' related?
The locations of A' and B' are A' (0, 2) and B' (6, 0); lines f and f' intersect at point A.
The locations of A' and B' are A' (0, 6) and B' (2, 0); lines f and f' intersect at point B.
The locations of A' and B' are A' (0, 2) and B' (2, 0); lines f and f' are the same line.
The locations of A' and B' are A' (0, 6) and B' (6, 0); lines f and f' are parallel.
Answer:
Step-by-step explanation:
(D). The locations of A' and B' are A' (0, 6) and B' (6, 0); lines f and f' are parallel.
The location of the points A' and B' after dilation is Option(D) The locations of A' and B' are A' (0, 6) and B' (6, 0); lines f and f' are parallel.
What is dilation of a line segment ?The dilation of a line segment is longer or shorter in the ratio given by the scale factor. If the scale factor is greater than 1, the image of line segment will be larger than the original line, and if the scale factor is less than 1 , the image will be smaller than the original line.
How to find the coordinates of the points by dilation of given line segment ?The original line segment is given in the figure with points A and B as A(0,2) and B(2,0) .
When the line segment is dilated by a scale factor of 3, we can draw a parallel line which will be larger than the pre-image of the original line segment.
Also, the new coordinates of the points A and B will also increase by a factor of 3.
Therefore, we have A'(0,6) and B'(6,0) as the new coordinates of the line segment.
Thus, the location of the points A' and B' after dilation is Option(D) The locations of A' and B' are A' (0, 6) and B' (6, 0); lines f and f' are parallel.
To learn more about dilation of line segment, refer -
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PLEASE HELP ME :)
Solve for x on this triangle
10²+x²=16²
100+x²=256
x²=256-100
x²=156
x=12.4
x=12
I hope I helped you^_^
How do you find the equation of a parabola given the coordinates?
Answer:
the general equation of parabola is,
y=ax²+bx+c,
you put the given points in the equation since they will satisfy the equation, after that you should get three equations with only a,b,c in them, solve them for a,b,c and find their values, then just put the values in the main equation, which is, y=ax²+bx+c, that's all you have to do
I really need help with this one
