Please answer this It would mean alot to me.

By using Unitary method, it can be calculated that

a) Quantity of butter Trevor uses = 200 [tex]\times[/tex] 2 = 400 g

   Quantity of oats Trevor uses = 200 [tex]\times[/tex] 3 = 600 g

b) 900 g of oats is required to make 16 flapjacks

What is Unitary method?

Unitary method is the process in which the value of single unit can be calculated from the value of multiple unit and the value of multiple unit can be calculated from the value of single unit. Sometimes Value of single unit can be less than the value of multiple unit. For example - The relation between the cost of a commodity and the quantity of the commodity

Sometimes Value of single unit can be more than the value of multiple unit. For example - The relation between the number of men and the number of days taken by those men to do a certain job.

Here Unitary method will be required

a) Let Trevor use x g Syrup, 2x g butter and 3x g oats

Trevor uses 200 g syrup

So x = 200

i) Quantity of butter Trevor uses = 200 [tex]\times[/tex] 2 = 400 g

ii) Quantity of oats Trevor uses = 200 [tex]\times[/tex] 3 = 600 g

b) To make 8 flapjacks 150 g of syrup is used

   To make 1 flapjack [tex]\frac{150}{8}[/tex] g of syrup is used

   To make 16 flapjacks [tex]\frac{150}{8} \times 16[/tex] g of syrup is used

   To make 16 flapjacks 300g of syrup is used

   To make 16 flapjacks 300 [tex]\times[/tex] 3 g of oats is used

   To make 16 flapjacks 900 g of oats is used

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Based on the solution written by Jack to solve for x, the statement which is true is that: B. 6 is an extraneous solution because it creates a zero in the denominator.

In Mathematics, an extraneous solution can be defined as a type of solution (root) to a squared equation or transformed equation that is not a direct solution (root) of the original equation.

This ultimately implies that, extraneous solutions are numerical values that are obtained when we solve equations that are not solutions to the original equation as shown below:

1/(x - 5) = (x + 3)/(x - 6) - 9/(x² - 11x + 30)

1/(x - 5) = (x + 3)/(x - 6) - 9/(x - 6)(x - 5)

When x = 6, the denominator of the given equation becomes;

1/(x - 5) = (x + 3)/(x - 6) - 9/(6 - 6)(x - 5)

1/(x - 5) = (x + 3)/(x - 6) - 9/(0)(x - 5)

1/(x - 5) = (x + 3)/(x - 6) - 9/0

1/(x - 5) = (x + 3)/(x - 6) - undefined.

Therefore, six (6) is an extraneous solution solution to the original equation because it creates an undefined expression.

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A function is a relationship between two sets of variables in which one variable depends on another. So the example of function should be f(x)=sinx, f(x)=x^3, f(x)=1+x^2 ets.

In the given question we have to represents a function example.

As we know a function is a relationship between two sets of variables in which one variable depends on another. Different techniques can be used to portray various sorts of functions. Typically, functions are represented by diagrams or formulas.

So the example of function should be f(x)=sinx, f(x)=x^3, f(x)=1+x^2 ets.

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Multiple of 11 cant be prime number.

Prime numbers are those that are bigger than 1. Only the number itself and factor 1 are present. This indicates that no number other than 1 and the number itself may be used to divide these numbers without leaving a residue.

Now that multiples of 11 are being questioned, such as 22, 33, and 44, can they be prime numbers?

We know that prime numbers are those that can only be divided by themselves and by one , but since these multiples of 11 are all divisible by 11, they cannot be prime numbers.

The multiple of 11 cannot thus be a prime number.

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Answer:

Slope: positive

m = 3

Step-by-step explanation:

the slope is positive because the line goes up from left to right.

to find m:

m = (y2 - y1) divided by (x2 - x1)

x1 = -1, y1 = -4, x2 = 0, y2 = -1 <--taken from the points in the diagram

plug in the points:

m = (-1 - (-4)) divided by (0 - (-1))

m = (3) divided by (1)

m = 3

so, your m = 3

Answer:

x = 7

Step-by-step explanation:

[tex]\boxed{\begin{minipage}{5.6 cm}\underline{Vertex form of a quadratic equation}\\\\$y=a(x-h)^2+k$\\\\where:\\ \phantom{ww}$\bullet$ $(h,k)$ is the vertex. \\ \phantom{ww}$\bullet$ $a$ is some constant.\\\end{minipage}}[/tex]

Given equation:

[tex]y=-2(x-7)^2+11[/tex]

The given equation is in vertex form.

The axis of symmetry of a parabola with a vertical axis of symmetry is:

where h is the x-value of the vertex.

As the vertex of the given equation is (7, 11), the axis of symmetry is:

The 8 problem-solving strategies are Draw a picture, Guess and check, Make a list, Make a table, Act it out, Work backward, Write a number sentence and Use objects.

8 problem-solving strategies are :

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Answer: not the second I think

Step-by-step explanation:

Answer: yes

Step-by-step explanation: am pretty sure u said this answer am confued

The measurements of the smaller tissue box are y=8in, z=4.5 in

A scale factor is defined as the ratio of a given original object's scale to that of a new object that is its representation but of a different size (bigger or smaller). For example, if we have a rectangle with sides of 2 cm and 4 cm, we can increase it by multiplying each side by a number, say 2, and then dividing the result by the number of sides.

Scale factor = Dimensions of the new shape Dimensions of the original shape is the basic formula for determining a figure's scale factor. By simply substituting the variables in the formula, you can calculate the dimensions of the new or original figure.

Given,

The scale factor=0.5

z=9×0.5

z=4.5 in

y=16×0.5

y=8in

Therefore, the measurements of the smaller tissue box are y=8in, z=4.5 in

Therefore, the answer is option A.

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For people to comprehend the structure of their world, congruence is a crucial mathematical concept. Young children's daily interactions with congruence enable them to build innate perceptions of this geometric relationship.

Congruent:

If the size and shape of two triangles are same, they are said to be congruent. Three equal sides and identical angles are shared by two congruent triangles with regard to one another. Corresponding Parts of Congruent Triangles are Congruent is referred to by the theorem CPCTC. According to the CPCTC theorem, whenever two triangles are congruent, then each of their corresponding parts are also congruent. In other words, if two or more triangles are congruent, then their corresponding sides and angles are also congruent or equivalent in size.

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The graph of the expression x² > -18 does not exist

From the question, we have the following inequality expression that can be used in our computation:

x2 > -18

This expression can be rewritten properly

So, we have the following representation

x² > -18

Next, we take the square roots of both sides of the expression

This gives

√x² > √-18

Evaluate the exponents

So, we have

x > 3√-2

The radical is a complex number

This means that the inequality expression cannot be graphed (because of the presence of the complex expression)

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keeping in mind that perpendicular lines have negative reciprocal slopes, let's check for the slope of the equation above

[tex]8x+4y=16\implies 4y=-8x+16\implies y=\cfrac{-8x+16}{4} \\\\\\ y=\cfrac{-8x}{4}+\cfrac{16}{4}\implies y=\stackrel{\stackrel{m}{\downarrow }}{-2}x+4\qquad \impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{~\hspace{5em}\textit{perpendicular lines have \underline{negative reciprocal} slopes}~\hspace{5em}} {\stackrel{slope}{-2\implies \cfrac{-2}{1}} ~\hfill \stackrel{reciprocal}{\cfrac{1}{-2}} ~\hfill \stackrel{negative~reciprocal}{-\cfrac{1}{-2}\implies \cfrac{1}{2}}}[/tex]

so we're really looking for the equation of a line whose slope is 1/2 and that it passes through (2 , -6)

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{-6})\hspace{10em} \stackrel{slope}{m} ~=~ \cfrac{1}{2} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-6)}=\stackrel{m}{ \cfrac{1}{2}}(x-\stackrel{x_1}{2}) \implies y +6= \cfrac{1}{2} (x -2) \\\\\\ y+6=\cfrac{1}{2}x-1\implies {\Large \begin{array}{llll} y=\cfrac{1}{2}x-7 \end{array}}[/tex]

The steps to sketch the graph of a rational function in the appropriate order is in the order: 1,4,2,3

The steps to sketch the graph of a rational function will be first to find the function's zeros and vertical asymptotes, and plot them on a number line, the second step is to choose test numbers to t the left and right of each of these places, and find the value of the function at each test number., the third step is to use test numbers to find where the function is a positive and where it is negative and the last step is to sketch the function's graph, plotting additional points as guides as negative.

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Place the steps to sketch the graph of a rational function in the appropriate order.

1)find the function's zeros and vertical asymptotes, and plot them on a number line.

2) use test numbers to find where the function is positive and where it is negative.

3) sketch the function's graph, plotting additional points as guides as negative.

4)choose test numbers to t the left and right of each of these places, and find the value of the function at each test number.​

The equation of the line passing through the given point that is

parallel to the given lines are;

16) y = ²/₃x + 6

17) y = ²/₇x - 1

18) y = ³/₄x - 11

19) y = -4x + 12

16) We are given the equation of a line as;

y = ²/₃x - 2

The general equation of a line in slope intercept form is ;

y = mx + c

where;

m is slope

c is y-intercept

Thus, equation passing through (-3, 4) is;

y - 4 = ²/₃(x - (-3))

y - 4 = ²/₃x + 2

y = ²/₃x + 6

17) We are given the equation of a line as;

-2x + 7y = 14

7y = 2x + 14

y = ²/₇x + 2

Thus, equation passing through (-7, -3) is;

y - (-3) = ²/₇(x - (-7))

y + 3 = ²/₇x + 2

y = ²/₇x - 1

18) We are given the equation of a line as;

3x - 4y = 16

4y = 3x - 16

y = ³/₄x - 4

Thus, equation passing through (8, -5) is;

y - (-5) = ³/₄(x - 8)

y + 5 = ³/₄x - 6

y = ³/₄x - 11

19) We are given the equation of a line as;

4x + y = 7

y = -4x + 7

Thus, equation passing through (2, 4) is;

y - 4 = -4(x - 2)

y - 4 = -4x  + 8

y = -4x + 12

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The probability for each event are

[A] -  36/1320

[B] -  36/1320

[C] -  36/1320

[D] -  The probability doesn’t change in any order.

        P(A) = n(A)/n(S)

        where -

        n(A) = Number of outcomes favorable to event A.

       n(S) = Total number of outcomes

We have Chelsey who puts twelve colored pieces of chocolate candy in a bag. Three pieces are green, four pieces are yellow, two pieces are purple, and three pieces are red. She draws one piece of candy from the bag at a time and eats it.

[A] -

{3/12} x {3/11} x {4/10} =

36/1320

[B] -

{3/12} x {4/11} x {3/10}

36/1320

{C} -

{4/12} x {3/11} x {3/10}

36/1320

D) The probability doesn’t change in any order.

Therefore, the probability for each event are -

[A] -  36/1320

[B] -  36/1320

[C] -  36/1320

[D] -  The probability doesn’t change in any order.

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The value of the test statistic is given as follows:

z = 2.17.

There is sufficient evidence to say that the mean wait time for customers is longer than 3.50 minutes.

The value of the test statistic is obtained using the z-distribution, as the population standard deviation is known in the context of this problem.

The equation that gives the test statistic is given as follows:

[tex]z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

In which the parameters of the equation are listed as follows:

In the context of this problem, the values of these parameters are given as follows:

[tex]\overline{x} = 3.94, \mu = 3.50, \sigma = 1.30, n = 41[/tex]

(all values are taken from the text).

Then the numeric value of the test statistic is obtained as follows:

[tex]z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

[tex]z = \frac{3.94 - 3.50}{\frac{1.30}{\sqrt{41}}}[/tex]

z = 2.17.

There is sufficient evidence to say that the mean wait time for customers is longer than 3.50 minutes, as the critical value for the right-tailed test with 95% confidence is of z = 1.645, and the test statistic is greater than this.

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Using translation concepts, it is found that the correct option is:

D. It is the graph of  translated 3 units up and 7 units to the right.

The parent function is:

[tex]f(x)=y=1nx[/tex]

Shifting a function a units to the right is equivalent to finding f(x - a), thus:

[tex]f(x-7)=1n(x-7)[/tex]

Shifting a function a units up is equivalent to finding f(x) + a, thus:

[tex]f(x-7)+3=1n(x-7)+3[/tex]

Which means that the function was shifted 7 units to the right and 3 up, thus, option D is correct.

The 12 kinds of polygons are:

Triangle

Quadrilateral

Pentagon

Hexagon

Heptagon

Octagon

Nonagon

Decagon

Hendecagon

Dodecagon

Tridecagon

Tetradecagon

Polygons:

A polygon is a closed shape figure that has a minimum of three sides and three vertices.

Poly → many

gon → angle

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The discontinuity exists irremovable at a given place if the limit will not exist there. On the other hand, if changing a function's value at a particular point of discontinuity results in a linear combination, that location is referred to as the detachable discontinuity.

A graph's vertical asymptote would be a vertical line with the equation x = a, in which the chart tends to positive or negative infinity even as inputs go closer to a.

A vertical line that appears to coincide with such a function's graph but doesn't really cross the curve was known as a vertical asymptote.

Whenever the two-sided limit at c exists but is still not equal to f, the discontinuity is said to be detachable at that point (c). These kinds of discontinuities could be discovered by looking for independent uncertain parameters which are zeros for denominator components that were also numerator components in the provided function.

By finding the solution to the equation n(x) = 0, where n(x) represents the denominator of the function, one can find the vertical assumptote.

Simply locate a vertical line where a section of the curve was parallel as well as very close if you want to determine the constant slope from either the graph of a function.

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The 7 names of triangles:

Scalene, Isosceles, Equilateral, Equiangular triangle, Acute triangle,

Right triangle, Obtuse triangle

What are triangles?

Three vertices make up a triangle, a three-sided polygon. The triangle's angles are formed by a point where the three sides are joined end to end. The triangle's three angles add up to a total of 180 degrees.

Equiangular triangle: All angles are equal.

Acute triangle . . . all three angles are less than 90°

Right triangle . . . one angle is 90°

Obtuse triangle . . . one angle is greater than 90°

Equilateral triangle . . . all three sides are the same length

Isosceles triangle . . . two sides are the same length

Scalene triangle . . . all three sides are different lengths

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The intersection of altitudes traced perpendicularly from a triangle's vertices to its opposite sides is known as an orthocenter.

Given that,

We have to find what is orthocenter.

We know that

The intersection of altitudes traced perpendicularly from a triangle's vertices to its opposite sides is known as an orthocenter. It is the location in a triangle where the three angles of the triangle intersect. An orthocenter's three primary characteristics are as follows:

Triangle: A three-sided polygon with three edges.

A triangle's height is the line that runs between its vertices and perpendicular to the other side. A triangle can therefore have three heights, one from each vertices.

Vertex - A vertex is the intersection of two or more lines.

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In a single logarithm the answer will be log₃(5x)

What is Quotient Rule of Logarithms ?

We have the expression,

log₃(10x) - log₃(2)

By using, the Quotient Rule of Logarithms

logₐ(x) - logₐ(y) = logₐ(x/y)

Now, just arrange the log values in the Quotient Rule of Logarithms

log₃(10x) - log₃(2) = log₃(10x/2)

                            = log₃(5x)

Hence, In a single logarithm the answer will be log₃(5x)

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Transformations known as rigid motions involve moving but not resizing an image. Dilation is the only transformation that is not a rigid motion. A transformation that alters a figure's size is called a dilation.

A point, line, or geometric figure can be transformed in one of four ways, each of which affects the shape and/or location of the object. Pre-Image refers to the object's initial shape, and Image, after transformation, refers to the object's ultimate shape and location. Transformations may be divided into four categories: translation, rotation, reflection, and dilation. A metamorphosis is a significant alteration in appearance or form. Your life may change as a result of a significant occasion like getting your driver's license, enrolling in college, or getting married. An extreme, radical change is called a transformation.

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Answer:

  {3, 4, 6, 7, 8}

Step-by-step explanation:

For sets U = {1, 2, 3, 4, 5, 6, 7, 8}, A = {1, 2, 5, 6}, and C = {1, 2, 3, 4, 5}, you want the set {A∩C}'.

The set A∩C contains the elements that are common to both sets. Those are {1, 2, 5}.

The set of interest contains the elements of U that are not in A∩C. Those are ...

  {3, 4, 6, 7, 8}

__

Additional comment

DeMorgan's theorem tells us the desired set is equivalent to A'∪C', or {3, 4, 7, 8}∪{6, 7, 8}. That, too, is ...

  (3, 4, 6, 7, 8}

Answer: [tex]z > -14[/tex]

Step-by-step explanation:

Divide both sides by 2.

Answer: 18

D

Step-by-step explanation:

The constant of proportionality is y/x, not x/y, which is what your friend found.

X= 1

y=18

18/1=18

Answer:

The first option is the correct graph of y = -3 • cos(3x)

Please mark as BRAINLIEST if you like my answer.

Answer:

it would be the first one bc that on the graph

Step-by-step explanation:

Answer:

272 feet of fencing is needed to go around the square lot. The total cost of the fence would be $6,800.00 ($25.00 x 272 feet).

Step-by-step explanation:

Answer:

See below!

Step-by-step explanation:

Let the two numbers be x and y

x + y = 66 ----------------(1)

2x = y + 15

2x - y = 15 ---------------(2)

Add both equations

x + y + 2x - y = 66 + 15

x + 2x = 66 + 15

3x = 81

Divide both sides by 3

Put x = 27 in Eq. 1

27 + y = 66

Subtract 27 to both sides

y = 66 - 27

[tex]\rule[225]{225}{2}[/tex]