Answer:
89.6 miles
Step-by-step explanation:
[tex]\frac{8}{5}[/tex] = [tex]\frac{x}{56}[/tex]
5x = 448
x=89.6
Step-by-step explanation:
if 8km=5
x =56km
5x=8×56
5x=448
x=89.6 miles
Solve: 5 + n > 2
Just let me know because I am stuck and need to know the answer for this test please let me know thank you ❤️
[tex]\\ \sf\longmapsto 5+n>2[/tex]
We have to find n Take 5 to right side sign will be changed[tex]\\ \sf\longmapsto n>2-5[/tex]
Simplify[tex]\\ \sf\longmapsto n>-3[/tex]
I don’t get it this ain’t make no sense
Answer:
65 m
Step-by-step explanation:
u = 6 m/s
v = 20 m/s
t = 5 s
[tex]s=\frac{1}{2} (6+20)5[/tex]
[tex]s=\frac{1}{2} (26)5[/tex]
[tex]s=(13)5[/tex]
[tex]s=65[/tex]
Hey there!
1/2(6 + 20)(5)
= 1/2 (26)(5)
1/2(26) = 13
= 13(5)
= 65
Therefore, your answer is most likely: 65m
Good luck on your assignment and enjoy your day!
~Amphitrite1040:)
ANSWER ASAP CORRECT ANSWER WILL GET BRAINLIEST PLUS 78 POINTS
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Answer:
C) 462
Step-by-step explanation:
The presenters can be chosen 11C6 = 462 different ways.
__
If the teacher were concerned about the order of the presentations, the number of possibilities goes up to 11P6 = 332,640 different ways.
The graph is that of a fourth-degree polynomial function. Which of the following correctly shows three factors of the function? Image included, please help!
C.
Observe that the roots of polynomial are [tex]-3,2,5[/tex]
We have a polynomial in a factored form,
[tex](x+3)(x-2)(x-5)[/tex]
If you substitute x for any of [tex]-3,2,5[/tex] the product will always equal to zero that is these numbers are roots of polynomial.
Hope this helps :)
In a class of students, the following data table summarizes how many students have a cat or a dog. What is the probability that a student who has a cat also has a dog?
Has a cat Does not have a cat
Has a dog 7 6
Does not have a dog 8 2
Which of the following graphs is the inverse of f(x) = x2 + 4?
Answer:
Step-by-step explanation:
Please help will give brainliest
Complete the equation describing how
x and y are related.
x
0
1
2
3
4
5
у
1
-1
-3
-5
-7
-9
y = [ ? ]x + []
Enter the answer that belongs in [?].
Answer:
y=-2x+1
Step-by-step explanation:
The slope of the line is - 2. The y intercept is 1. Hence the equation is y=-2x+1
Find the percent notation of 2.2
Answer:
2.2 x 100 = 220%
Step-by-step explanation:
To convert from decimal to percent, just multiply the decimal value by 100. In this example we have: 2.2 × 100 = 220% (answer). ➥ The ease way: 1) Move the decimal point two places to the right: 2.2 → 22 → 220.
I hope this will help you
You decide to determine, once and for all, which chocolate brownies are best-- yours or your sister-in-law's Yolanda-- by devising a test of hypothesis. She is a superb baker and she mocks your baking as inferior. Undaunted, you decide to randomly select 100 names from the NYC phone book. You contact each selected individual and they agree to participate in your study. Then, you send your brownies with instructions for rating the taste and one week later you send Yolanda's brownies with the same instructions. Each group rates the brownies on a 10 point ordinal scale--10 implies exquisite and 1 implies inedible. True or False: This test is performed on paired or matched samples.
Answer:
Ture
Step-by-step explanation:
The rates of the same participatant are paired.
Question 7 Multiple Choice Worth 1 points)
(01.01 LC)
Evaluate the expression 28 - 472 - 10-2
0 11
O 27
O 56
O 59
The area of a rectangle is 63 ft^2, and the length of the rectangle is 11 ft more than twice the width. Find the dimensions of the rectangle.
Really need help and the answer on this one plz help.
Which statement is true about a line plot? A. A line plot shows the frequency of an interval of values of any given data set. B. A line plot shows the first quartile, but not the second quartile of any given data set. C. A line plot shows the frequency of the individual values of any given data set. D. A line plot shows the mean of any given data set.
Answer:
D
Step-by-step explanation:
If ∠G measures 45°, ∠F measures 82°, and f is 7 feet, then find g using the Law of Sines. Round your answer to the nearest foot. triangle EFG with side e across from angle E, side f across from angle F, and side g across from angle g 4 feet 5 feet 6 feet 7 feet
The value of g across from angle G is 5feet
According to sine rule
[tex]\frac{e}{sinE}=\frac{f}{sinF}=\frac{g}{sinG}[/tex]
Given the following
∠G = 45°
∠F = 82°
f = 7feet
Required
side g
Substitute the given values into the formula
[tex]\frac{f}{sinF}=\frac{g}{sinG}\\ \frac{7}{sin82}=\frac{g}{sin45}\\\frac{7}{0.9903}=\frac{g}{0.7071}\\7.0686=\frac{g}{0.7071}\\g=7.0686*0.7071\\g=4.998\\g\approx5ft[/tex]
Hence the value of g across from angle G is 5feet
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The length of the line segment EF ([tex]g[/tex]) is approximately 5 feet.
Let be [tex]EFG[/tex] a Triangle, whose expression derived from the Law of Sines is described below:
[tex]\frac{e}{\sin E} = \frac{f}{\sin F} = \frac{g}{\sin G}[/tex] (1)
Where:
[tex]e[/tex] - Measure of the line segment FG, in feet.
[tex]f[/tex] - Measure of the line segment EG, in feet.
[tex]g[/tex] - Measure of the line segment EF, in feet.
[tex]E[/tex] - Angle at vertex E, in sexagesimal degrees.
[tex]F[/tex] - Angle at vertex F, in sexagesimal degrees.
[tex]G[/tex] - Angle at vertex G, in sexagesimal degrees.
We can determine a missing length, by knowing the length of a neighboring side and two consecutive angles. If we know that [tex]f = 7\,ft[/tex], [tex]G = 45^{\circ}[/tex] and [tex]F = 82^{\circ}[/tex], then the measure of the line segment EF is:
[tex]g = f\cdot \left(\frac{\sin G}{\sin F} \right)[/tex] (2)
[tex]g = (7\,ft)\cdot \left(\frac{\sin 45^{\circ}}{\sin 82^{\circ}} \right)[/tex]
[tex]g\approx 4.998\,ft[/tex]
[tex]g \approx 5\,ft[/tex]
The length of the line segment EF ([tex]g[/tex]) is approximately 5 feet.
Let f(x,y) =2x^3 y-xy find the domain
9514 1404 393
Answer:
x, y ∈ all real numbers
Step-by-step explanation:
For your function ...
f(x, y) = 2x^3·y -xy
there appear to be no values of x or y for which the function is undefined. The domain for both x and y is "all real numbers."
Which is the equation of the line with slope o passing through the point (-3,-1)?
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Answer:
y = -1
Step-by-step explanation:
We assume you want the line with a slope of zero. That is a horizontal line, so y is a constant. In order to make the line go through the point with y=-1, the equation of the line is ...
y = -1
The distance a race car travels is given by the equation, [tex]d=v_{0} t+\frac{1}{2} at^{2}[/tex], where [tex]v_{0}[/tex] is the initial speed of the race car, a is the acceleration and t is the time traveled. Near the beginning of a race, the driver accelerates for 9 seconds at a rate of [tex]4m/s^{2}[/tex]. The driver's initial speed was 75 m/s.
Find the driver's average speed during the acceleration.
Step-by-step explanation:
here's the answer to your question
Write out in words how to solve the following equation N/3+5-8=2
(n/3) + 5 - 8 = 2
First add the constants (+5 and -8) on LHS.
(n/3) - 3 = 2
Transfer -3 to RHS, by changing its sign.
n/3 = 2 + 3
Now add the constants (2 and 3) on RHS.
n/3 = 5
Transfer 3 to RHS by changing division to multiplication
n = 5 × 3
Finally multiply the constants (5 and 3) on RHS
n = 15
Product A sells 1.5 times more than Product B. Product B sells 70% less than Product C. Product C sold 34,000 units this month.
How many units of Product A were sold?
10,200
15,300 23,800 35,700 51,000
Answer:
15,300 units
Step-by-step explanation:
First, find how many units of Product B were sold:
34,000(0.3)
= 10,200
Find how many units of Product A were sold:
10,200(1.5)
= 15,300
So, 15,300 units of Product A were sold.
Product A sold 15,300 units that is 1.5 times more than product B
Given :
Product A sells 1.5 times more than Product B. Product B sells 70% less than Product C.
Product C sold 34,000 units this month
Product C sold = 34000
Product B is 70% less than product C
So, product B is 100-70% =30% of product C
[tex]Product B=\frac{30}{100} \cdot 34000\\Product B \; sold = 10200[/tex]
Lets find out product A sold
Product A sold = 1.5 times more than product B
[tex]Product A= 1.5 \cdot product B\\Product A=1.5 \cdot 10200=15300[/tex]
15,300 units of product A were sold.
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SOMEONE PLS HELP!!!!
Determine if the function f is an exponential function. If so, identify the base. If not, why not? f(x) = 3x + 1
A) This is a polynomial.
B) The base is x + 1.
C) The base is 3.
D) This is not an exponential function because the variable is in the exponent position.
Answer:
Step-by-step explanation:
Is the function f(x) = 3x+1, f(x) = 3ˣ⁺¹, or f(x) = 3ˣ+1 ?
f(x) = 3x+1 is not an exponential function. It is a straight line.
f(x) = 3ˣ⁺¹ Is an exponential function. The base is 3.
f(x) = 3ˣ+1 is an exponential function. The base is 3.
Which is the correct label of the line? (1 point)
a
AC
O
CD
D
Ο OllA
Answer:
The correct label of the line is CD
Please help me find limit
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Answer:
-13/11
Step-by-step explanation:
Straightforward evaluation of the expression at x=1 gives (1 -1)/(1 -1) = 0/0, an indeterminate form. So, L'Hopital's rule applies. The ratio of derivatives is ...
[tex]\displaystyle\lim_{x\to 1}\dfrac{n}{d}=\dfrac{n'}{d'}=\left.\dfrac{\dfrac{4}{3\sqrt[3]{4x-3}}-\dfrac{7}{2\sqrt{7x-6}}}{\dfrac{5}{2\sqrt{5x-4}}-\dfrac{2}{3\sqrt[3]{2x-1}}}\right|_{x=1}=\dfrac{4/3-7/2}{5/2-2/3}=\dfrac{8-21}{15-4}\\\\=\boxed{-\dfrac{13}{11}}[/tex]
Determine whether the following polygons are similar. If yes, type 'yes' in the Similar box and type in the similarity statement and scale factor. If no, type 'None' in the blanks. For the scale factor, please enter a fraction. Use the forward dash (i.e. /) to create a fraction (e.g. 1/2 is the same as 12
1
2
).
Given:
The figures of two polygons.
To find:
Whether the polygons are similar and then find the scale factor (if similar).
Solution:
From the given figures it is clear that both polygons are rectangles and their all interior angles are right angles.
The ratio of their longer sides:
[tex]\dfrac{32}{26}=\dfrac{16}{13}[/tex]
The ratio of their shorter sides:
[tex]\dfrac{18}{12}=\dfrac{3}{2}[/tex]
Since the ratio of their corresponding sides are not equal, therefore the two polygons are not similar.
Therefore the required solutions are:
Similar : No
Similarity statement : None
Scale factor : None
Find the exact value by using a half-angle identity.
tan seven pi divided by eight
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Answer:
1 -√2
Step-by-step explanation:
[tex]\tan(x/2)=\dfrac{1-\cos(x)}{\sin(x)}\\\\\tan\left(\dfrac{1}{2}\cdot\dfrac{7\pi}{4}\right)=\dfrac{1-\cos\dfrac{7\pi}{4}}{\sin\dfrac{7\pi}{4}}=\dfrac{1-\dfrac{1}{\sqrt{2}}}{-\dfrac{1}{\sqrt{2}}}=\boxed{1-\sqrt{2}}[/tex]
tan(7π/8) = 1 -√2
Find the area of the shaded regions:
QUICKLY!!!!!
Answer:
[tex]41.89\ cm^2[/tex]
Step-by-step explanation:
[tex]We\ are\ given:\\In\ two\ concentric\ circles,\\OD=3\ cm\\BC=4\ cm\\\angle DOB=\angle AOC=120\\Now,\\We\ know\ that:\\Area\ of\ a\ sector\ with\ a\ central\ angle\ \theta\ and\ a\ radius\ r\ is:\\A=\frac{\theta}{360}* \pi r^2\\Here,\\Area\ between\ the\ sectors=Area\ of\ Larger\ Sector - Area\ of\ smaller\ sector=\frac{\theta}{360}*\pi(R^2-r^2),\ where\ R\ and\ r\ are\ radii\ of\ the\ respective\ circles\ and\\ \theta\ is\ the\ common\ central\ angle.\\Here,\\R=4+3=7\ cm\\r=3\ cm\\ \theta=120\\ Hence,[/tex]
[tex]Area\ of\ the\ shaded\ region=\frac{120}{360}*\pi(7^2-3^2)=\frac{1}{3}*\pi(49-9)=\frac{1}{3}*\pi(40) \approx 41.89\ cm^2[/tex]
Find the area of Parallelogram ABCD given M< A=30° AB=10in AD=6in A=
Answer:
30 in²
Step-by-step explanation:
Parallelogram height is,
6/2 (since it's a 30°-60°-90° triangle)
= 3
Area = base × height
= 10×3 in²
= 30 in²
Answered by GAUTHMATH
Find the distance given the coordinates (-2, -1) & (-8, 7) in the simplest form
O 72
072
O 10
O 100
Question 16 of 46
Which of the following represents the divisor and the dividend for the
synthetic division problem below?
-3% 2 4 -4 6
A. *-3 and 2x2 + 4x2 - 4x+
B. X+3 and - 2x2 - 4x2 + 4x-6
C. X+3 and 2x3+4x2 - 4x+6
O D. *-3 and -2x - 4x2 + 4x - 6
SUBMIT
Answer:
A.*-3 and 2x2 + 4x2 - 4x+
Step-by-step explanation:
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
A.*-3 and 2x2 + 4x2 - 4x+
Math 120 - 01 Summer 2021
Consuelo Butler
08/07
Homework: Practice
Exam 3
Question 1, 12.1.13
HW Score: 10%, 3 of 30 points
Score: 1 of 1
A professor had students keep track of their social interactions for a week. The
number of social interactions over the week is shown in the following grouped
frequency distribution. How many students had at least 60 social interactions for
the week?
12
Number of Social
Interactions
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75-79
Frequency
9
14
11
15
16
8
7
3
1
1
Step-by-step explanation:
Consuelo Butler
08/07
Homework: Practice
Exam 3
Question 1, 12.1.13
HW Score: 10%, 3 of 30 points
Score: 1 of 1
A professor had students keep track of their social interactions for a week. The
number of social interactions over the week is shown in the following grouped
frequency distribution. How many students had at least 60 social interactions for
the week?
12
Number of Social
Interactions
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75-79
Frequency
9
14
11
15
16
8
7
By calculating the greater than cumulative frequency using the given frequency table, 12 students had at least 60 social interactions for the week.
What is greater than cumulative frequency?The greater than cumulative frequency is also known as the more than type cumulative frequency. Here, the greater than cumulative frequency distribution is obtained by determining the cumulative total frequencies starting from the highest class to the lowest class.
Class interval Frequency Cumulative frequency
30-34 9 85
35-39 14 76
40-44 11 62
45-49 15 51
50-54 16 36
55-59 8 20
60-64 7 12
65-69 3 5
70-74 1 2
75-79 1 1
[We read the cumulative frequencies with respect to the corresponding lower class limits. For example, 85 students had 'more than 30' social interactions, 76 students had 'more than 35 social interactions and so on.]
By reading the greater than cumulative frequency, we find that 12 students had at least 60 social interactions for the week.
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