Answer:
9 dam
Step-by-step explanation:
1 km = 100 dam
0.09 km = 0.09 × 100
= 9 dam
∴ 0.09 km = 9 dam
Can someone help me on this please
Answer:
[tex]\sqrt[3]{a^2}[/tex]
Step-by-step explanation:
a ^ 2/3
The top is the power and the bottom is the root
[tex]\sqrt[3]{a^2}[/tex]
draw a figure for the triangle with ab
Step-by-step explanation:
figure for the triangle with ab
The domain of a function can be represented by which one of the following
options?
A. a set of F(x) values
B. a set of both input and output values
C. a set of input values
D. a set of output values
Answer: C. a set of input values
The domain is the set of allowed x values, aka input values.
With fairly many domain problems, one thing to look out for are things like potential division by zero issues. For example, if you had the function f(x) = 2/(x-3), then we want to avoid the denominator x-3 from being zero. Because x = 3 makes x-3 equal to zero, this means we must kick x = 3 out of the domain; however, any other real number will work. This example function therefore has the domain of any real number but 3.
Square roots are another thing that often comes up with domain problems. One example could be g(x) = sqrt(x+5). We'd want the x+5 to never be negative. Solving [tex]x+5 \ge 0[/tex] leads to [tex]x \ge -5[/tex] to tell us what set of input x values we can plug in: namely anything -5 or larger.
Other types of domain problems can occur, but those two types are most common in my experience.
Best answer gets brainliest and 5 stars
Answer:
No, because 6² + 8² ≠ 12²
Step-by-step explanation:
In a right angled triangle,
Perpendicular² + Base² = Hypotenuse² (pythagoras theorem)
But in the given triangle; 6² + 8² ≠ 12²
36 + 64 ≠ 144
100 ≠ 144
Perpendicular² + base² ≠ hypotenuse²
Thus the given triangle is not right angled.
9. Find cos X. Put the fraction in simplest form.
50
X
Z
30
40
Answer:
3/5
Step-by-step explanation:
cos X = Adjacent/Hypotenuse
cos X = 30/50
= 3/5
Answer:
Answer 3/5
Step-by-step explanation:
cos(X)=XY/XZ=30/50=3/5
PLEASE HELP: What are the solutions to the system of equations? {−x+y=4, y+12=x^2+x
Answer:
1. x = -4 + y (answer for the equation −x+y=4)
2. parabola with vertex at (h, k) = (-1/2, -49/4), and focal length at |p| = 1/4
Step-by-step explanation:
Solve for t in terms of q, r, and s.
r = sqt
t=
Answer:
t=r/(sq)
Step-by-step explanation:
r=sqt
=> r/(sq)=t
Answer:
T= r/(sq)
Step-by-step explanation:
r= sqt
=r/(sq) =t
Find the value of x.
Answer:
48
Step-by-step explanation:
(204-x)/2=78
or, 204-x=156
or, x=204-156
or, x=48
How do I find the Derivative of a Function where the x is a number?
If I was to find d/dx g(1) for example, would I first find the value of the function g(x) at x=1 and then find the derivative of that which becomes 0 because the result would probably be a constant. Or do I first find the derivative of g(x) and then plug in x=1 to calculate it?
Thanks
Given a function g(x), its derivative, if it exists, is equal to the limit
[tex]g'(x) = \displaystyle\lim_{h\to0}\frac{g(x+h)-g(x)}h[/tex]
The limit is some expression that is itself a function of x. Then the derivative of g(x) at x = 1 is obtained by just plugging x = 1. In other words, find g'(x) - and this can be done with or without taking a limit - then evaluate g' (1).
Alternatively, you can directly find the derivative at a point by computing the limit
[tex]g'(1) = \displaystyle\lim_{h\to0}\frac{g(1+h)-g(1)}h[/tex]
But this is essentially the same as the first method, we're just replacing x with 1.
Yet another way is to compute the limit
[tex]g'(1) = \displaystyle\lim_{x\to1}\frac{g(x)-g(1)}{x-1}[/tex]
but this is really the same limit with h = x - 1.
You do not compute g (1) first, because as you say, that's just a constant, so its derivative is zero. But you're not concerned with the derivative of some number, you care about the derivative of a function that depends on a variable.
the x-intercept of the function f(x)=x^2-81
Answer:
hendoebhdjdbdjjsjsnsnns
jskebeuejbeiwnwvgwvshcc
Answer:
x=9
x=-9
Step-by-step explanation:
The x intercept or roots are x values that makes the f(x) equal 0. So in order words, to find the x intercept. Set the equation equal 0.
[tex] {x}^{2} - 81 = 0[/tex]
We can approach this problem 2 ways
Way 1: Differnece of Squares
Recall that
[tex]a {}^{2} - {b}^{2} = (a + b)(a - b)[/tex]
Since x^2 and 81 are both perfect squares and 81 is negative, we can say that
[tex](x + 9)(x - 9) = 0[/tex]
Set each equation to zero
[tex]x = 9[/tex]
[tex]x = - 9[/tex]
Way 2: Take square root of both sides
[tex] {x}^{2} - 81 = 0[/tex]
[tex] {x}^{2} = 81[/tex]
Next step, take square root of both sides. Square root produce negative and positive solutions so
[tex]x = 9[/tex]
or
[tex]x = - 9[/tex]
Adrian, Ben and Charlie share some sweets in the ratio 6:3:8
Charlie got 22 more sweets than Adrian.Work out the total amount of sweets.
Answer:
187 sweets
Step-by-step explanation:
8 units - 6 units = 2 units
2 units = 22 sweets
1 unit = 22 sweets ÷ 2
= 11 sweets
Total amount of sweets = 11 sweets × (6 units + 3 units + 8 units) = 11 sweets × 17 = 187 sweets
The weight of an object on the moon is
1/6 of its weight on Earth. If a moon rock
weighs 20.5 lb on Earth, how much did
the moon rock weigh on the moon?
Answer:
1/6 = 0.16 = 16%
restate the question: 16% of 20.5 is what? multiply: 20.5*.16 = 3.28 now, to find the weight of the object on the moon, subtract 16% from 20.5. 16% of 20.5 is 3.28 20.5-3.28 = 17.22 = 17 22/100 = 17 11/50
the weight of the object is 17 11/50 pounds on the moon.
four less than twice a number
Answer:
as per ur ques if we take x as number then we get algebraic expression as
2x - 4
brainliest?
What is (0,6] n (6,8]?
Answer:
(6) the letter n : intersection which means the number you will find at the first bracket and has the same number at the other bracket
there are two pots of milk containing 20 liters and 24 liters respectively .find the capacity of the largest container that can measure exactly milk both the cans
Answer:
A can with capacity 44 litres
Step-by-step explanation:
If you like my answer than please mark me brainliest thanks
Natalie's family traveled 5 8 of the distance to her uncle’s house on Saturday. They traveled 2 3 of the remaining distance on Sunday. What fraction of the total distance to her uncle’s house was traveled on Sunday? Solve in your notes. Consider drawing a tape diagram.
Answer:
et - 2 2 = $. - wet 3XS = VŽ. 3. Phillip's family travel he distance to his grandmother's house on Saturday. They travel remaining distance on Sunday.
Step-by-step explanation:
welcome to brainly
PLS HELP ME ON THIS QUESTION I WILL MARK YOU AS BRAINLIEST IF YOU KNOW THE ANSWER!!
Outliers can cause the _________ to be misleading when summarizing a data set.
A. mean
B. interquartile range
C. all of these
D. median
Answer:
A. Mean
Step-by-step explanation:
Mean, because it's the average of the numbers and if one number's way off, it would throw the average off by a lot! I honestly forgot a bit about interquartile ranges, but it doesn't affect the median at all/have a very little effect so that's why it's not all of these. But mean is for sure!
I hope this helped! :D
Find 'x' in the following
First we have to find angle D
As it is a quadrilateral
[tex]\\ \sf\longmapsto <A+<B+<C+<D=360[/tex]
[tex]\\ \sf\longmapsto 45+50+35+<D=360[/tex]
[tex]\\ \sf\longmapsto 130+<D=360[/tex]
[tex]\\ \sf\longmapsto <D=360-130[/tex]
[tex]\\ \sf\longmapsto <D=230°[/tex]
Now
[tex]\\ \sf\longmapsto <D+x=360[/tex]
[tex]\\ \sf\longmapsto x+230=360[/tex]
[tex]\\ \sf\longmapsto x=360-230[/tex]
[tex]\\ \sf\longmapsto x=130°[/tex]
Answer:
x = 130
Step-by-step explanation:
Sum of all the angle of quadrilateral = 360°
50 + 45 + 35 + ∠ADC = 360
130 + ∠ADC = 360
∠ADC = 360 - 130
∠ADC = 230
x = Reflex ∠ADC
= 360 - 230
= 130
PLEASE FIND THE ANSWER FOR B.)
Answer:
f (-3)
since -3 is between-4 and -2 for every value of x y is 2
3/5 of 1 hour is? pls give me the answer
1hr=60min
[tex]\\ \sf\longmapsto \dfrac{3}{5}\;of\;60min[/tex]
[tex]\\ \sf\longmapsto \dfrac{3}{5}\times 60[/tex]
[tex]\\ \sf\longmapsto \dfrac{180}{5}[/tex]
[tex]\\ \sf\longmapsto 36min[/tex]
What is the constant of proportionality in the equation: y=7x ...?
What is the value of x to the nearest tenth? 6.0? 13.4? 30.0? 26.8?
Answer:
26.8
Step-by-step explanation:
2×√(18²-12²)
= 26.8328157..
= 26.8 (rounded to the nearest tenth)
Answer:
26.8
Step-by-step explanation:
We can use the Pythagorean theorem
a^2+b^2 = c^2
where a and b are the legs and c is the hypotenuse
12^2+ b^2 = 18^2
144+b^2 = 324
b^2 = 324-144
b^2 = 180
Taking the square root of each side
sqrt(b^2) = sqrt(180)
b = 13.41640
We know b = 1/2x
2b =x
2(13.41640) =x
26.83281573 =x
26.8
Find the missing side. Round your answer to the nearest tenth.
PLEASE HURRY!!
Answer:
x = 9.4m
Hope this helps...Have a good day!!
write a recrusive rule for the exponential function
f(x)=0.25(2/3)^x
Answer:
f(0) = 0.25 = 1/4
f(x) = f(x-1) × 2/3
Step-by-step explanation:
a0 = 0.25×(2/3)⁰ = 0.25×1 = 0.25 = 1/4
a1 = 0.25×(2/3)¹ = 0.25×(2/3) = 1/4 × 2/3 = 2/12 = 1/6 =
= a0 × 2/3
a2 = 0.25×(2/3)² = 0.25×(4/9) = 1/4 × 4/9 = 4/36 = 1/9 =
= a1 × 2/3
=>
an = an-1 × 2/3, n >= 1
but what about negative x ?
is a0 = a-1 × 2/3 ?
[tex]a - 1 = 0.25 \times {(2 \div 3)}^{ - 1} [/tex]
so, yes, a0 = a-1 × (2/3)
and a-1 = a-2 × (2/3)
...
What is the solution to the system of equations graphed below?
Answer:
the third option=C -2,3
Step-by-step explanation:
solve simultaneously
Answer:
(-2,3)
Step-by-step explanation:
The solution to the system is where the two lines cross
x= -2
y = 3
(-2,3)
(4m2-3). 12,13
What is the simplified form of
ILL MARK BRAINIEST IF U DO THIS RIGHT!!!
Answer:
D because even though the flat fee is 150 paying 5$ a hour it will cost less
3. In a school, there are 450 students in total. If 2⁄3 of the total students are boys, find the number of girls in the school. What percent of the students are boys? Show your work or explain how you calculated your answer
Answer:
150 girls
66.7%
Step-by-step explanation:
2/3 × 450 = 300 boys
450 - 300 =150 girls
second question:
300/450 × 100
=66.66666667
=66.7% Students are boys
There are 150 girls in the school, and approximately 66.67% of the students are boys.
What percent of the students are boyslet's break this down step by step:
1. Total number of students: 450
2. Boys make up 2/3 of the total students.
Number of boys = (2/3) * 450
= 300 boys
3. To find the number of girls, subtract the number of boys from the total:
Number of girls = Total students - Number of boys
= 450 - 300
= 150 girls
Now, let's calculate the percentage of students that are boys:
Percentage of boys = (Number of boys / Total students) * 100
= (300 / 450) * 100
= 66.67%
So, there are 150 girls in the school, and approximately 66.67% of the students are boys.
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Help ASAP
√3 (5 + √2)
Answer:
5*sqrt(3)+sqrt(6)
Step-by-step explanation:
sqrt(3)*(5+sqrt(2))=5*sqrt(3)+sqrt(6)
Answer:
(5 x sqrt(3)) + sqrt(6)
Brainliest, please! (Almost an Ace!)
Step-by-step explanation:
Distribute the sqrt(3) through and get:
(5 x sqrt(3)) + (sqrt(3) x sqrt(2))
Next, we simplify.
(5 x sqrt(3)) + sqrt(6)
find ''m'' and ''c'' of 3-2x+y=0 by comparing with y=mx+c
Answer:
m=-2 c=3
Step-by-step explanation:
y=mx+c
rearrange
-mx-c+y=0
original
y=2x-3
