please help, im literally so tired

Step-by-step explanation:

Given that

A = {3,4}

B = { 2,3,4}

C ={3,4,5}

BXB = {2,3,4}×{2,3,4}

⇛ {(2,2),(2,3),(2,4),(3,2),(3,3),(3,4),(4,2),(4,3),(4,4)}

and

CXC = {3,4,5}X{3,4,5}

⇛ {(3,,3),(3,4,)(3,5),(4,3),(4,4),(4,5),(5,3),(5,4),(5,5)}

Now

(BxB) n(CxC)

⇛ {(2,2),(2,3),(2,4),(3,2),(3,3),(3,4),(4,2),(4,3),(4,4)} n

{(3,,3),(3,4,)(3,5),(4,3),(4,4),(4,5),(5,3),(5,4),(5,5)}

⇛ {(3,3),(3,4),(4,3),(4,4,)}

Additional comment:

Answer:

B

Step-by-step explanation:

HOPE IT HELPS <3

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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:

Answer:

2x8=16-6=10

Step-by-step explanation:

10 is the answer

Answer:

The answer is 10!

Step-by-step explanation:

Answer:

5700

Step-by-step explanation:

Assume that the total number of people working for the company is x. Since 65% of workers are men and 1,995 people working for the working are not men, then that means that 35% of the total number of people working for the company is equal 1,995.

Set up an equation: 0.35x = 1,995 and find x.

x = 5700

Answer:

Step-by-step explanation:

So at 55 miles per hour you go 12 miles in a little over 13 minutes.

.

Hope this helps you to understand the problem and how to use the formula to solve it.

Distance = Speed * Time

.

You might be able to understand this by thinking, "If I go at 60 miles per hour for 2 hours,

how far do I travel?" The answer is:

.

Distance = 60 miles per hour* 2 hours = 120 miles

.

In the problem you are told that the distance to be covered is 12 miles. The speed is 55 miles

per hour. Put these into the equation and you get:

.

12 miles = 55 miles per hour * Time

.

You can then solve for the Time by dividing both sides of this equation by 55 to get:

.

12/55 = Time

.

So it takes 12/55 hours to go 12 miles. The fraction 12/55 converts to a decimal by dividing

55 into 12 to get 0.218181818 of an hour. Since an hour has 60 minutes, you can convert

the answer to minutes by multiplying 60 by 0.218181818 to get about 13.09 minutes.

Answer:

it should be 2/12 and 9/11

Step-by-step explanation:

there you go the answer is in the picture

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]

Hence, the coefficient is of [tex]\frac{3}{4}[/tex].

A similar problem is given at https://brainly.com/question/24417465

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.

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]

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]

Answer:

A.1 B.2 E.5 F.6

Step-by-step explanation:

Hope it helps brainliest awnser pls

Answer:

2142.30435

Step-by-step explanation:

The answer is 2142 and leaves remainder

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

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

Answer:

See explanation below

Step-by-step explanation:

1. 0.65 = 65/100

not 65/1000

65/1000 is 0.065. We want 0.65.

2. 0.65 = 65/100 = 13/20

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:

Answer:

W/y

Step-by-step explanation:

Answer 1/614

Step-by-step explanation:

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

Answer:

1

Step-by-step explanation:

The remainder is what’s left when you divide. The part you cannot divide.

You can divide 75 by 3 = 25, so the remainder is 1.

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.

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:

brainly.com/question/20693059

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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

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

The solution is: It occurred 90 times does the digit 5 occur in all the numbers from 100-999 .

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 ?