Answer:
The correct option is;
C) 6554
Step-by-step explanation:
The given data are;
Day, Amount of change in Bacteria
1, 2
2, -8
3, 32
4, -128
Given that the data follows a geometric sequence, we have;
The first term of the series = 2, the common ratio = -4, the sum of a geometric progression is given by the following formula;
[tex]S_n = \dfrac{a \times \left (r^n - 1\right )}{r - 1}[/tex]
Which gives;
[tex]S_7 = \dfrac{2 \times \left ((-4)^7 - 1\right )}{(-4) - 1} = \dfrac{2 \times \left (-16384- 1\right )}{-4 - 1} = \dfrac{2 \times \left (-16385\right )}{-5} = 6554[/tex]
Therefore, the correct option is C) 6554.
Assignment: Counting Investigation Dakota and Karen noticed that there were a bunch of combinations available in their school cafeteria. Think about a meal at your school, or maybe a favorite restaurant. How many combinations of choices do you have? Create a tree diagram listing the possible combinations, and count the results. 1. For what will you find the number of combinations? ______________________________________________________________________________________________________________________ 2. List at least three categories to consider. ______________________________________________________________________________________________________________________ 3. List the choices within each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Assign each choice a symbol. Ex. juice = (diamond shape) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Create a tree diagram to determine the number of combinations available. 6. List all possible combinations and count the total number of possibilities. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Hi there! Hopefully this helps!
---------------------------------------------------------------------------------------------------------
Q1: (For what)"Will you find the number of combinations?"
Answer: (I unfortunately don't understand this very well so I'm giving it my best, and take this with a grain of salt.) I will be able to find combinations using a school cafeteria!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Q2: "List at least three categories to consider."
My choices:
Answer: Fruits, Vegetables, Protein.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Q3: "List the choices within each category."
Answer:
Fruits: Apples, Bananas, and Grapes.
Vegetables: Cauliflower, Carrot, and Corn.
Protein: Green beans, Salmon, and Almonds.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Q4: "Assign each choice a symbol. Ex. juice = (diamond shape)"
Answer:
Fruits: Apples, Bananas, and Grapes.
Vegetables: Cauliflower✨, Carrot, and Corn.
Protein: Green beans, Salmon, and Almonds.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Q5: "Create a tree diagram to determine the number of combinations available."
(I'm not very familiar with a tree diagram so here is my interpretation at the bottom.)
(You can rewrite this and do it your way if you want).
Q6: "List all possible combinations and count the total number of possibilities."
There are 27 combinations possible!
All of my possible combinations:
Apples, Cauliflower, Green beans.Apples, Cauliflower, SalmonApples, Cauliflower, Almonds.Bananas, Cauliflower, Green Beans.Bananas, Cauliflower, Salmon.Bananas, Cauliflower, Almonds.Grapes, Cauliflower, Green bean.Grapes, Cauliflower, Salmon.Grapes, Cauliflower, Almonds.Apples, Carrot, Green beans.Apples, Carrot, Salmon.Apples, Carrot, Almonds.Bananas, Carrot, Green beans.Bananas, Carrot, Salmon.Bananas, Carrot, Almonds.Grapes, Carrot, Green beans.Grapes, Carrot, Salmon.Grapes, Carrot, Almonds.Apples, Corn, Green beans.Apples, Corn, Salmon.Apples, Corn, Almonds.Bananas, Corn, Green beans,Bananas, Corn, Salmon.Bananas, Corn, Almonds.Grapes, Corn, Green Beans.Grapes, Corn, Salmon.Grapes, Corn, Almonds.The last image below is for Qestion 5.
Rochelle deposits $6,000 in an IRA. What will be the value (in dollars) of her investment in 15 years if the investment is earning 9% per year and is compounded continuously? (Simplify your answer completely. Round your answer to the nearest cent.)
Answer:
$ 23,145
Step-by-step explanation:
This is a compound interest question where the interest is compounded continuously. Hence, the formula for the value of total amount of investment is:
A = P×e^rt
Where:
A = Total value of investment after t years
P = Principal or Initial amount invested = $6,000
e = Exponential function
r = interest rate = 9% = 0.09
t = time in years = 15
So:
A = $6000 × e^15 × 0.09
A = $6000 × e^1.35
A = $23,144.553184
Approximately , A ≈$23,145
Therefore, the value (in dollars) to the nearest cent of Rochelle's investment in 15 years if the investment is earning 9% per year and is compounded continuously is $23,145.
The amount of clay students used for their last art project is weighed. The line plot displays the amounts of clay. How much more clay did the students who used of a pound use than the students who used of a pound?
Answer:
C. 2 [tex]\frac{1}{4}[/tex]
Step-by-step explanation:
First, calculate the amount of clay that both groups used in total. We can find this by multiplying the amount by the number of students.
Used 3/4 of a pound:
3/4(4) = 3 pounds
Used 1/4 of a pound:
1/4(3) = 3/4 pound
Now, subtract:
3 - 3/4 = 2 and 1/4
Answer
i got it right
C. 2
plz help ASAP!!!!!!!!!!!!!
Answer:
3rd option is correct
Step-by-step explanation:
If the table represents a function, that means that it is proportional. But the value increases and decreases, showing no proportional relationship.
So, the answer could be 1st or 3rd as they tell that the table doesn't represent a function.
1st answer says the table doesn't represent a function because the 2 (y-values) are similar;
Their x-values are different so, this answer is wrong.
3rd answer says that the table doesn't represent a function x-value increases, while y-value increases and decreases;
The statement is correct because it this table doesn't represent a proportional relationship as its y-values are increasing and decreasing while its x-values are only increasing.
So, the 3rd option is correct.
A rectangle has an area of 21x+81. If the width is 3 units, what is the length of the rectangle
Answer:
(7x + 27) units
Step-by-step explanation:
A rectangle is a quadrilateral (has four sides) in which opposite sides are equal and parallel, also all the angles are equal. The area of a rectangle is given as:
Area = Length × Width
Given that the area of the rectangle is 21x + 81 and the width is 3 unit, to find the length of the rectangle, we have to use the formula of the area and then get the length. Therefore:
Area = Length × Width
21x + 81 = Length × 3
Length = (21x + 81) /3
Length = 7x + 27
The length of the rectangle is 7x + 27 units
Which set of integers represents the lengths of the sides of an isosceles triangle? A. {6,6,5} B. {3,4,5} C. {15,5,10} D. {1,1,3}
Answer:
A 6,6,5
Step-by-step explanation:
because an isosceles triangle has two it side equal
The set of integers represents the lengths of the sides of an isosceles triangle is A (6,6,5).
What Is an Isosceles Triangle?A triangle with two sides of equal length is an isosceles triangle.Properties of an Isosceles Triangle
Here is a list of some properties of isosceles triangles:
In an isosceles triangle, if two sides are equal, then the angles opposite to the two sides correspond to each other and are also always equal.In the isosceles triangle given above, the two angles ∠B and ∠C, opposite to the equal sides AB and AC are equal to each other.The isosceles triangle has three acute angles, meaning that the angles are less than 90°.The sum of three angles of an isosceles triangle is always 180°. Types of Isosceles TrianglesGenerally, isosceles triangles are classified into three different types:
Isosceles acute triangle: An isosceles acute triangle is a triangle in which all three angles are less than 90°, and at least two of its angles are equal in measurement. Isosceles right triangle: The following is an example of a right triangle with two legs (and their corresponding angles) of equal measure. Isosceles obtuse triangle: An isosceles obtuse triangle is a triangle in which one of the three angles is obtuse (lies between 90° and 180°), and the other two acute angles are equal in measurement.Therefore, set of integers represents the lengths of the sides of an isosceles triangle {6,6,5}.
Learn more about Isosceles Triangle is on :
brainly.com/question/11884412
#SPJ2
5 ratio 4 = 35 ratio x
Answer:
5 ratio 4 is
35 ratio 28
they both multiply by 7.....
Answer:
[tex]\large \boxed{x=28}[/tex]
Step-by-step explanation:
[tex]5:4=35:x[/tex]
Ratios can be expressed as fractions.
[tex]5/4=35/x[/tex]
Cross multiply.
[tex]5 \times x = 4 \times 35[/tex]
[tex]5x=140[/tex]
Divide both sides by 5.
[tex](5x)/5=140/5[/tex]
[tex]x=28[/tex]
I suck at math so please help :)
Answer:
the answer to this question is
B. 1/2
hope this helps u
HELP!! The aquarium has 6 fewer yellow fish than green fish. 40 percent of the fish are yellow. How many green fish are in the aquarium? Show your work.
Answer:
Answer is 36 I think
Step-by-step explanation:
im not sure
Please answer this question now
Answer:
117°
Step-by-step explanation:
Arc ABC (AB + BC) is intercepted by angle D.
Therefore, Arc ABC is 2 × m<D. (Inscribed Angle Theorem)
AB = 91°
m<D = 104°
Let BC = x
Arc ABC = (91° + x)
Thus,
91° + x = 2 × 104°
Solve for x
91 + x = 208
Subtract 91 from both sides
91 + x - 91 = 208 - 91
x = 117
Measure of arc BC = 117°
a number has 2,5 and 7 as its prime factors. what are the four smallest values it and take
Answer:
70, 140, 280, 350
Step-by-step explanation:
Obviously, it must have the factors 2, 5, 7 as a minimum, so the smallest value is 2×5×7 = 70.
Any of these primes can be added to the product. In increasing order, the smallest additional factors will be 2, 4, 5, 7, 8, 10, ...
So, the four smallest numbers with prime factors of 2, 5, and 7 are ...
70 = 2·5·7
140 = 2²·5·7
280 = 2³·5·7
350 = 2·5²·7
Determine the value of x is
Answer:
x = 5
Step-by-step explanation:
The measure of an arc equals the measure of the central angle that intercepts it.
The measure of an arc intercepted by a diameter is 180 deg.
m(arc)EH = 180
m(arc)EF + m(arc)FG + m(arc)GH = m(arc)EH
10x + 8 + 67 + 11x = 180
21x + 75 = 180
21x = 105
x = 5
Point M is on line segment LN. Given MN=2 and LM=4, determine the length LN.
Answer:
LN = 6
Step-by-step explanation:
Since M is on LN, then
LN = LM + MN = 4 + 2 = 6
Answer:
[tex]\huge \boxed{6}[/tex]
Step-by-step explanation:
Point M is on the line segment LN.
LM = 4
MN = 2
LN = LM + MN
LN = 4 + 2 = 6
Ashley recently opened a store that uses only natural ingredients. She wants to advertise her products by distributing bags of samples in her neighborhood. It takes one person \dfrac{2}{3} 3 2 start fraction, 2, divided by, 3, end fraction of a minute to prepare one bag. How many hours will it take Ashley and 444 of her friends to prepare 157515751575 bags of samples?
Answer:
3 1/2 hours
Step-by-step explanation:
This is a problem in units conversion. We want to get from bags to hours by way of minutes per bag. One bag takes an effort of 2/3 person·minute, so we need to divide the total effort by the number of persons and convert minutes to hours.
(1575 bags)×(2/3 person·min/bag)/(5 person)/(60 min/h)
= (1575)(2/3)(1/5)(1/60) h = 3.5
It will take the 5 of them about 3 1/2 hours to prepare 1575 bags.
Answer:
3 1/2
Step-by-step explanation:
Take away 3 from 8 times K
Answer:
8×k-3
Step-by-step explanation:
that would be the equation (:
Answer:
8k - 3 is the answer because they are not like terms.
A regular pentagon is shown
The perimeter is 125 cm
Write an equation and solve this
to find the value of x.
Answer: The equation is 5x = 125
Step-by-step explanation:
A pentagon is a five sided figure so all the side lengths must be equal. And to find the perimeter of a pentagon the you will the five equal side lengths.
So assume we don't know the side lengths so we will represent it by x and the side lengths are 5 so we will have five x's and they will add up to 125 and that could be represent by the equation.
x + x + x + x + x = 125
5x = 125
x = 25
15 x = -27 + 6x cuál es la respuesta de la ecuación, ¿me ayudan? gracias!
Answer:
x = -3
Step-by-step explanation:
If the equation is correctly written as 15·x = -27 + 6·x
Then we have;
15·x = -27 + 6·x
We subtract 6·x from both sides to have all the variables (x) on one side as follows;
15·x - 6·x= -27 + 6·x - 6·x
Which gives;
x·(15 - 6) = -27 + x·(6 - 6)
We note that 6 - 6 = 0, therefore, we have;
x × 9 = -27 + x × 0
We not that x × 0 = 0, therefore;
x × 9 = -27
We now divide both sides with the 9 to get the value of x alone as follows;
x×9/9 = -27/9
Which gives;
x = -27/9 = -3
x = -3
Use a trigonometric ratio to find the value of x. Round your answer to the nearest tenth.
3.1
3.4
4.8
2.6
There are 55 students in mr.fishers p.e class. There are 30 6th graders and 25 7th graders in the class. What is the ratio of 6th graders to 7th graders in nr.fishers class
Answer:
6:5
Step-by-step explanation:
It's 6:5 trust homie
Jackson's rectangular bedroom has an area of 90 sq ft. The area of his bedroom is 9 times that of his rectangular closet. If the closet is 2 ft wide, what is it's length?
Answer:
5 feet
Step-by-step explanation:
Since Jackson's bedroom is a rectangle, it has dimensions of length times width. Suppose the length is l and the width is w.
The area of a rectangle is given by A = lw, where l is the length and w is the width. Here, we know the area is 90, so:
lw = 90
We also know that this area of 90 square feet is 9 times that of the closet, so suppose the area of the closet is c. Then:
9c = 90
Divide by 9:
c = 90/9 = 10 square feet
So, the area of the closet is 10 square feet. Since the width is 2, we know the length will be:
A = lw
10 = lw
10 = 2 * l
l = 10/2 = 5
The length is thus 5 feet.
~ an aesthetics lover
Answer:
5 ft
Step-by-step explanation:
If his bedroom is 9 times of his closet, then that means you divide the area of his bedroom by 9. So, 90 divided by 9=10. That means the closet has an area of 10 sq. ft. As we all know, the area is the length times width. So if the width is 2 ft, then we need to multiply it by a number so it will equal 10. You can do 10 divided by 2 to find it, which equals 5. That means the length of the closet is 5 sq. ft.
The fraction subtracted from 5/3 to get 1 is_____
Answer:
2/3
Step-by-step explanation:
I am not sure
Answer:
2/3Step-by-step explanation:
[tex]Let \:the \: unknown \: fraction \: be \: x\\\\\frac{5}{3} -x = 1\\\\\frac{5}{3}-x=1\\\\\mathrm{Subtract\:}\frac{5}{3}\mathrm{\:from\:both\:sides}\\\\\frac{5}{3}-x-\frac{5}{3}=1-\frac{5}{3}\\\\\frac{5}{3}-x-\frac{5}{3}=-x\\\\1-\frac{5}{3}=-\frac{2}{3}\\-x=-\frac{2}{3}\\\\x=\frac{2}{3}\\[/tex]
HELP ILL MARK YOU BRAINLIEST (40PTS)!! Which number line best shows how to solve −6 − (−8)? A number line from negative 10 to 10 is shown, with numbers labeled at intervals of 2. An arrow is shown from point 0 to negative 6. Another arrow points from negative 6 to 2. A number line from negative 10 to 10 is shown, with numbers labeled at intervals of 2. An arrow is shown from point 0 to negative 6. Another arrow points from negative 6 to 8. A number line from negative 10 to 10 is shown, with numbers labeled at intervals of 2. An arrow is shown from point 0 to 6. Another arrow points from 6 to negative 8. A number line from negative 10 to 10 is shown, with numbers labeled at intervals of 2. An arrow is shown from point 0 to negative 6. Another arrow points from negative 6 to negative 2.
Answer:
i think it is 6 but not sure
Step-by-step explanation:
Answer:
A is the answer hope i could help
Step-by-step explanation:
Find the measure of KM¯¯¯¯¯¯¯¯¯¯.
Answer:
12
Step-by-step explanation:
(whole secant) x (external part) = (whole secant) x (external part)
( 7+x+2) * 7 = ( 6+8) * 6
Combine like terms
(9+x) *7 = 14*6
Distribute
63 +7x = 84
Subtract 63
63 +7x -63 = 84-63
7x =21
Divide by 7
7x/7 = 21/7
x = 3
KM = x+2+7
= 3+2+7
=12
Answer:
[tex]\huge\boxed{KM = 11}[/tex]
Step-by-step explanation:
According to secant - secant theorem:
(MK)(ML) = (MR)(MN)
Where
MK = 7 + x+ 2 = x + 9
ML = 7
MR = 8 + 6 = 14
MN = 6
=> (x+9)(7)= (14)(6)
=> 7x + 63 = 84
Subtracting both sides by 63
=> 7x = 84 - 63
=> 7x = 21
Dividing both sides by 7
=> x = 3
Now,
KM = x + 9
KM = 3 + 9
KM = 11
Which of the following represents the solution for -2 ≤ 7 - x < 11 ?
Answer:
A
Step-by-step explanation:
- 2 ≤ 7 - x < 11
-9 ≤ - x - x < 4
9 ≥ x x > -4
Answer:
Hey there!
-2 ≤ 7 - x < 11
-9 ≤ - x < 4
9 ≥ x > -4
-4 < x ≤ 9
A closed circle means greater than or equal to or less than or equal to, while an open circle means greater or less than. From this equation, we see that number line A is correct.
Let me know if this helps :)
solve for g 2-4g=14
Answer: g=-3
Step-by-step explanation: 2-4g=14
-2 -2
-4g=12
-4g/-4=g 12/-4=-3
Answer:
g = -3
Step-by-step explanation:
2-4g=14
Subtract 2 from each side
2-2-4g=14-2
-4g = 12
Divide each side by -4
-4g/-4 = 12/-4
g = -3
Solve equations show all steps 1. 2x-10=44+8x 2. 7x-4=20=3x 3. 2(x-3)=-20 4. 15-4x+5=32
Answer:
2x - 10 = 44 + 8x
7x - 4 = 20 =3x
2(x-3) = -20
15 - 4x + 5 = 32
Step-by-step explanation:
Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :
2*x-10-(44+8*x)=0
Pull out like factors :
-6x - 54 = -6 • (x + 9)
-6 = 0
Solve : x+9 = 0
Subtract 9 from both sides of the equation :
x = -9
x = -9
Move all terms containing
x
to the left side of the equation.
4
x
−
4
=
20
Move all terms not containing
x
to the right side of the equation.
4
x
=
24
divide each term by 4
x = 6
2(x−3)=−20
Step 1: Simplify both sides of the equation.
2(x−3)=−20
2x−6=−20
Step 2: Add 6 to both sides.
2x−6+6=−20+6
2x=−14
Step 3: Divide both sides by 2.
2x
2
=
−14
2
x=−7
−4x+20=32
Step 2: Subtract 20 from both sides.
−4x+20−20=32−20
−4x=12
Step 3: Divide both sides by -4.
−4x
−4
=
12
−4
x=−3
Which of the following symbols could correctly finish the statement. Select all that apply. 0___-8 = ≠ > < ≥ ≤
Answer:
>
Step-by-step explanation:
Even though its 0 its still greater than any negative number.
Answer:
Step-by-step explanation:
I WILL MARK BRAINLIEST!f(x)=x/x-7
Determine for each x-value whether it is in the domain of f or not
Answer:
see explanation
Step-by-step explanation:
Given
f(x) = [tex]\frac{x}{x-7}[/tex]
The denominator cannot be zero as this would make f(x) undefined.
Equating the denominator to zero and solving gives the value that x cannot be.
solve
x - 7 = 0 ⇒ x = 7 ← excluded value
Thus
x = - 7 → in domain
x = 0 → in domain
x = 7 → not in domain
Answer:
-7= in domain
0= in domain
7= not in domain
Step-by-step explanation:
give the other person brainliest not me! they did really good!!!!
HELP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Answer:
Addition property of Equality
Step-by-step explanation:
Adding same quantity to both sides of equation is called addition property of equality
This is the question
For answers, please refer to the picture attached
Answer:
I can't give a full answer because I can't see the image whilst giving an answer but I'll try so....
Step-by-step explanation:
Angles in a straight line add to 180° so when you have one of two of them angles are them together and take away from 180°
Angles around a full point add to 360° so add angles together and take away from 360°
On A I think it is you have a 360° angle and have to work out 3 and you have one already done and the opposite angle is the same as that so you basically have two angles then you add them together then take from 360 then divide the answer by two and then that would be the angles for a and x
And for the last one you have been given two angles with a right angle and a right angle equals 90 so add them together and take from 180 to get the missing angle
Hope this helps :)
