Answer:
Answer is C, 40
Step-by-step explanation:
(100)-(60)
HELP WILL GIVE BRAINLIEST
Don’t totally understand it
Answer:
A.1 B.2 E.5 F.6
Step-by-step explanation:
Hope it helps brainliest awnser pls
b) Are there any overall patterns in the data set? Striking deviations? Use
mathematical reasoning to justify your answer. (2 points)
Answer:
There is an outlier at 0, and a gap at 1,2, and 3. The peak is at 5, and the plot is more or less skewed left.
Step-by-step explanation:
Simplify.
1/cosθ + tan^2θ/cosθ
• 1 + sinθ
• sec^3θ
• 1
• cos^3θ
Answer:
I'm guessing the answer is sec³θ
Step-by-step explanation:
I tried this problem and I got 1/cos³θ and clicked cos³θ, but that answer was incorrect. In my lesson, there were the options:
1. sec³θ
2. cos³θ
3. secθ
I didn't have options 1 + sinθ or 1 as answers. If sec³θ is not the correct answer, please correct me.
Y=2x+9
Y=6-x
Solve the system of linear equations by
Find the product. Simplify your answer.
(3p–2)(4p–1)
there you go the answer is in the picture
A bedroom is in the shape of a square. The length of the room is 6p7q. What is the area of the bedroom in terms of p and q?
Answer:
(6p7q)²
Step-by-step explanation:
you have to square the length to find the area of a square
The area of the bedroom would be (6p7q)² square units.
What is the area of the rectangle?The area of a rectangle is defined as the product of the length and width.
The area of a rectangle = L × W
Where W is the width of the rectangle and L is the length of the rectangle
A bedroom is in the shape of a square. The length of the room is 6p7q.
According to the given question, we can write the dimension as:
The width of the room = 6p7q units
The length of the room = 6p7q units
The area of the room = width of the room × length of the room
The area of the room = 6p7q × 6p7q
Apply the multiplication operation,
The area of the room = (6p7q)² square units
Therefore, the area of the room is (6p7q)² square units.
Learn more about the Area of the rectangle here:
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Help pls I have no clue what this is
Answer:
b = 76°
Step-by-step explanation:
Angle JIK is the smaller acute angle in one of four congruent right triangles. Angle GHK is the larger acute angle in those triangles, marked as 60°. The sum of the acute angles in a right triangle is 90°, so you have ...
60° +(b-46)° = 90°
14° +b = 90° . . . . . . . simplify
b = 76° . . . . . . . subtract 14°
What is .7899 rounded 4 decimal places
98546 dividido para
46
Answer:
2142.30435
Step-by-step explanation:
The answer is 2142 and leaves remainder
Expand and simplify the following
√3 (√3 - 1)
√5 (√10 + √2)
Answer:
3 - [tex]\sqrt{3}[/tex]
10+[tex]\sqrt{10}[/tex]
Step-by-step explanation:
[tex]\sqrt{3}[/tex] ([tex]\sqrt{3}[/tex] - 1) → 3 - [tex]\sqrt{3}[/tex]
[tex]\sqrt{5}[/tex] ([tex]\sqrt{10}[/tex] + [tex]\sqrt{2}[/tex] ) → [tex]\sqrt{50}[/tex] + [tex]\sqrt{10}[/tex] → 2[tex]\sqrt{25}[/tex] + [tex]\sqrt{2}[/tex][tex]\sqrt{5}[/tex] → 2(5)+ [tex]\sqrt{10}[/tex] → 10+[tex]\sqrt{10}[/tex]
How many times two odd digits appear in a number when you count from 0 to 999?
The solution is: It occurred 90 times does the digit 5 occur in all the numbers from 100-999 .
What is Arithmetic progression?An arithmetic progression or arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant.
For instance, the sequence 5, 7, 9, 11, 13, 15.. . is an arithmetic progression with a common difference of 2.
The nth term of AP : a_n = a + (n – 1) × d
here, we have,
Explanation:
Here, we want to know the number of times the digit occurs
We can solve this with arithemetic progression
The first term here is 105, while the last term is 995
However, the difference between each occurrence is 10
Thus, applying the formula:
T_n = a + (n-1) d
T_n is the last term which is 995
a is the first term which is 105
d is the common difference which is 10
n is the number of terms which we want to calculate
Substituting these values, we have it that:
995 = 105 + (n-1) 10
so, we get,
n = 900/10
=90
Hence, It occurred 90 times does the digit 5 occur in all the numbers from 100-999 .
To lean more on Arithmetic progression click:
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complete question:
How many times does the digit 5 occur in all the numbers from 100-999 ?
If you see such unnecessary question like this, please report it. This person always asks others for bad things. Please report him. That's your responsibility as a polite Brainly User. Thank You !
Answer:
You are right
Step-by-step explanation:
Have a nice day
How to solve this question? Adding algebraic fractions
Answer:
it should be 2/12 and 9/11
Step-by-step explanation:
The sum of two numbers is 65. The larger number is 5 more than the smaller number. What are the numbers?
Answer:
30 and 35
Step-by-step explanation:
Put this question into equation form:
Let x be the smaller number, if the larger number is 5 more and the total is 65:
x + 5 + x = 65
2x + 5 = 65
Subtract 5 from both sides
2x + 5 - 5 = 65 - 5
2x = 60
Divide both sides by 2:
2x ÷ 2 = 60 ÷ 2
x = 30
As the larger number is 5 bigger:
30 + 5 = 35
So the two numbers are 30 and 35.
Hope this helps!
Answer:
Small number 30
Large Number 35
Step-by-step explanation:
The sum of x and y is 65. In other words, x plus y equals 65 and can be written as equation A:
x + y = 65
The difference between x and y is 5. In other words, x minus y equals 5 and can be written as equation B:
x - y = 5
Now solve equation B for x to get the revised equation B:
x - y = 5
x = 5 + y
Then substitute x in equation A from the revised equation B and then solve for y:
x + y = 65
5 + y + y = 65
5 + 2y = 65
2y = 60
y = 30
Now we know y is 30. Which means that we can substitute y for 30 in equation A and solve for x:
x + y = 65
x + 30 = 65
X = 35
Therefore the large and small number us 35 and 30 respectively.
What is the meaning of algebra and expressions
In mathematics, an algebraic expression is an expression built up from integer constants, variables, and the algebraic operations (addition, subtraction, multiplication, division and exponentiation by an exponent that is a rational number). For example, 3x2 − 2xy + c is an algebraic expressio
Answer:
Algebra is a branch of mathematics that substitutes letters for numbers. Algebra is about finding the unknown or putting real-life variables into equations and then solving them. Algebra can include real and complex numbers, matrices, and vectors. An algebraic equation represents a scale where what is done on one side of the scale is also done to the other and numbers act as constants.
Expressions is a Numbers, symbols and operators (such as + and ×) grouped together that show the value of something.
Examples:
• 2 + 3 is an expression
• 3 − x/2 is also an expression
A) y = 5x
B) y = 10x
C) y = 7.5x
D) y = 30x
PLEASE NO LINKS DONT WASTE YOUR TIME IM NOT GONNA CLICK. What are the zeros of this function?
Answer: C. x = 4 and x = 6
Step-by-step explanation:
Zeros of a function would be the value of x when f(x) is 0.
Based on the given graph, the parabola has 2 locations where the y-value is 0 and the graph hits the x-axis.
The graph hits the x-axis at 4 and at 6.
Answer:
I dont but want to.
Hope this helps! :) ;-;
Step-by-step explanation:
Select the correct answer.
(-1,1)
(0,-1)
(5,-11)
(10,-21)
What is the domain of the set of ordered pairs above?
A.
{-1, 1}
B.
{-1, 0, 5, 10}
C.
{-1, 10}
D.
{1, -1, -11, -21}
Could I get help…………
Answer:
B
Step-by-step explanation:
HOPE IT HELPS <3
MARK as brainliest
WILL GIVE 100PTS
Find the slope of a line that passes through (-2, -3) and (1, 1).
A. 1 /3
B. 1
C. 2
D. 4/3
Answer:
D
Step-by-step explanation:
Y2-Y1/x2-x-1
Answer:
D
Step-by-step explanation:
Formula for slope is (y2-y1)/(x2-x1).
(1-(-3))/(1-(-2)) = 4/3
What is the coefficient in this expression?
3/4mn
4
n
34
3
Since it is the term that multiplies the variables, the coefficient is of [tex]\frac{3}{4}[/tex].
In an algebraic expression, the coefficient is the term that multiplies the variables.
In this problem, the expression is:
[tex]\frac{3}{4}mn[/tex]
The variables are m and n.They are multiplied by [tex]\frac{3}{4}[/tex]Hence, the coefficient is of [tex]\frac{3}{4}[/tex].
A similar problem is given at https://brainly.com/question/24417465
What is 1/3÷1/2 math answers?
Step-by-step explanation:
If you like my answer than please mark me brainliest thanks
a 25 -ft ladder rests against the side of a house. the distance between the top of the lader and the ground is 17 ft more than the distance between the base od the ladder and the bottom of the house. find both distances.
Answer:
Step-by-step explanation:
x² + (x + 17)² = 25²
x² + x² + 34x + 289 = 625
2x² + 34x - 336 = 0
x² + 17x - 168 = 0
x = (-17 ±√(17² - 4(1)(-168))) / (2(1))
x = 7 or - 24 the negative distance makes no sense, but if we plug our good answer of 7 ft in for the base length, the height comes out to be + 24 ft
base = 7 ft
height = 24 ft
using the distributive property, rewrite the expression (-2x - 8) (-6)
please help and explain how to do it
Answer:
2x8=16-6=10
Step-by-step explanation:
10 is the answer
Which expression represents 81 decreased by an unknown number?
81÷a
81a
81−a
81 + a
Answer:
81 - a
Step-by-step explanation:
Decreased
means to subtract
81 –
by an unknown number
means a variable such as a or x
therefor
81 – a
a simple random sample of 60 items resulted in a sample mean of 80.
Answer:
(c) The effect of a larger sample size on the margin of error is that the margin of error will increase.
Step-by-step explanation:
Can someone help me please
Answer:
52.7%
Step-by-step explanation:
If I am correct it means to round the percentage, so it would be 58% if you are rounding it
After Don ate 1/8 of the pie and Ron ate 1/7 of the remainder of the pie, the other five friends divided the rest of the pie equally among themselves what percent of the original pie did each friend eat?
x = the whole pie.
well, Don ate (1/8)x, how much was it left? [tex]x -\cfrac{1}{8}x\implies \cfrac{x}{1} -\cfrac{x}{8}\implies \cfrac{8x-x}{8}\implies \cfrac{7x}{8}[/tex]
well, so that's the remainder.
Then Ron ate 1/7 of the remainder [tex]\cfrac{7x}{8}\div 7\implies \cfrac{7x}{8}\div \cfrac{7}{1}\implies \cfrac{7x}{8}\cdot \cfrac{1}{7}\implies \cfrac{x}{8}[/tex]
well, how much is it left? [tex]\stackrel{\textit{Don leftover}}{\cfrac{7x}{8}}-\stackrel{\textit{Ron's bite}}{\cfrac{x}{8}}\implies \cfrac{6x}{8}\implies \cfrac{3x}{4}[/tex]
well, there are 5 friends how much did each one get from the whole pie?
[tex]\cfrac{3x}{4}\div 5\implies \cfrac{3x}{4}\div \cfrac{5}{1}\implies \cfrac{3x}{4}\cdot \cfrac{1}{5}\implies \implies \cfrac{3x}{20}\implies \stackrel{\textit{each friend}}{\boxed{\cfrac{3}{20}x}}[/tex]
HELPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Answer:
Fertilizer puts nitrogen into the soil, so using fertilizer puts more nitrogen into the carbon cycle.
When you use fertilizer, its because a certain plant you are planting uses all the nitrogen in the soil, so it won't grow next time. Too much fertilizer, though, would burn up your plant (not literally). Some plants put their own nitrogen into the soil. I can't think of one off the top of my head, but I believe potatoes do. Anyways, this is where crop rotation came into play.
Things like corn take a lot of nitrogen, so the next time you had to plant whatever plant potatoes, which again may be wrong, in order to get nitrogen for the corn to grow next season. Today we have fertilizer, so we can give them nitrogen while they grow, instead of putting in other plants, taking more time.
So really, it doesn't do much, because your plant takes all the nitrogen that the Fertilizer adds.
Answer:
People have been converting atmospheric nitrogen into nitrogen fertilizers and then applying the fertilizers to plants in to grow more crops. This has previously been quite effective, allowing individuals to farm on previously unproductive lands, and provide adequate food for expanding populations of people. Unfortunately, fertilizers are frequently overused, which can lead to issues.
Nitrogen from fertilizers excretes into soils, typically promoting the growth of weeds rather than native vegetation. Nitrogen then washes into streams, resulting in a nutrient overload, a phenomenon known as eutrophication.
Eutrophication causes aquatic weeds to proliferate excessively in freshwater lakes. These aquatic weeds occasionally occupy entire lakes, streams, or rivers. Green algae cloud the water, and gooey algal slime covers the shallow rocks.
When nitrogen-rich waters flow down into the ocean, they worsen the situation. High nitrogen concentrations in the Mississippi River Delta have generated a 'dead zone' where the water flows into the Gulf of Mexico. This has occurred every summer for over 30 years. In 2001, this dead zone, where oxygen levels are too low for species to thrive, encompassed over 8000 square miles of water. It occurs when nitrogen in the water enables algae to quickly grow out of control.
Step-by-step explanation:
Great article to look at for more information -
https://www.nytimes.com/2017/07/27/climate/nitrogen-fertilizers-climate-change-pollution-waterways-global-warming.html
