What is the percent of increase from 25 to 50?

Answer:

7.9

Step-by-step explanation:

Using the half-life formula, there will be about [tex]30(0.5)^{11000/5730} \approx 7.9[/tex] grams left.

Answer:

D. The sixth root of three

Step-by-step explanation:

Translate from words to math symbols:

three to the one third power all over three to the one sixth power

[tex]\frac{3^{\frac{1}{3} } }{3^{\frac{1}{6} } } \\[/tex]

Rewrite the expression with rational exponents as a radical expression by extending the properties of integer exponents:

[tex]\frac{\sqrt[3]{3} }{\sqrt[6]{3} }[/tex]

Simplify:

[tex]\frac{\sqrt[3]{3} }{\sqrt[6]{3} } = \frac{\sqrt[3]{3} }{\sqrt[6]{3} } * \frac{\sqrt[6]{3^{5} } }{\sqrt[6]{3^{5} } } = \frac{\sqrt[3]{3} *\sqrt[6]{3^{5} } }{\sqrt[6]{3^{6} } } = \frac{3^{\frac{1}{3} }*3^{\frac{5}{6} } }{3^{\frac{6}{6} } } = \frac{3^{(\frac{1}{3} +\frac{5}{6} )} }{3} = \frac{3^{(\frac{2}{6} +\frac{5}{6} )} }{3} = \frac{3^{\frac{7}{6} } }{3} = \frac{3^{\frac{1}{6} } *3}{3} = \\\\3^{\frac{1}{6} } = \sqrt[6]{3}[/tex]

Answer:

[tex]\sqrt[6]{3}[/tex]

D. the sixth root of three

Answer:

Step-by-step explanation:

Ok:

If the two books together costs $28.48 and one of them cost $7.44 Subtract to get the other book's price

2. 28.45-7.44=$21.01

3. Answer: The cost of the other one is $21.01

Answer:

3! = 3*2*1 = 6

Step-by-step explanation:

! is factorial meaning that you multiply that number by all of the number below it

9! = 9*8*7*6*5*4*3*2*1

1011 = 1011*1010*1009*1008...3*2*1

The equation of the line that passes through the points (4, -8) and (7,-8) is 5.33x + y = 13.22.

What is linear equation?

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. Sometimes, the aforementioned is referred to as a "linear equation of two variables," with y and x serving as the variables.

Given two points,

(x1 = 4 ,y1 = -8) and (x2 = 7, y2 = -8)

The equation's general form will be written first:

y = mx + c

We may compute the slope of the equation (m) as follows:

[tex]m = \frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]m = \frac{-8-8}{7-4}[/tex]

m = -16/3

m = -5.33

equation is y = -5.33x + c.

By entering the values of the x and y coordinates, we can now determine the value of the y-intercept (c):

For the point (4,-8),

-8 = -5.33(4) + c

-8 = -21.32 + c

c = 13.32

So the equation become ;

y = -5.33x + 13.32

or, 5.33x + y = 13.22

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The number of minutes which contains 9 five- minute segments as required in the task content is; 45 minutes.

It follows from the task content that there are 9 five minutes segments in how many minutes.

The question posed in the task content can be interpreted as determining the total number of minutes in 9 five minutes segments.

On this note, it can be evaluated as follows;

9 × 5 minutes

= 45 minutes.

On this note, it can be concluded that the number of minutes which contains 9 five minutes segments is; 45 minutes.

The blank in the task content can therefore be filled with; 45 minutes.

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The first step in simplifying the expression: (1.8 x 10^5) - (2.6 x 10^3) is

b Addition and subtraction requires the terms to be "like terms" with the same power of the base 10, so you would need to change the second number to (0.026 x 10^5)

In simplifying the given expression: (1.8 x 10^5) - (2.6 x 10^3) while subtracting the power is made similar hence

= (1.8 x 10^5) - (2.6 x 10^3)

=  (1.8 x 10^5 - 0.026 x 10^5

applying distributive property of multiplication

= (1.8 - 0.026) x 10^5

= 1.774 x 10^5

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Answer:

Step-by-step explanation:

x = -9/5 = -1.800 or

x = 0

The owner of a landscaping company can determine how much time, on average, his employees spend mowing one lawn by taking hours per lawn.

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The third term of the sequence is 3/x+5 when the arithmetic sequence is 1/x+3, 2/x+4,....

Given that,

The first two terms of an arithmetic sequence are given that is

1/x+3, 2/x+4,....

We have to find the third term of this sequence.

We know that,

The arithmetic sequence is the set of terms where the common difference between any two succeeding terms is always the same. Recall the definition of a sequence. A group of integers that follow a pattern is referred to as a sequence.

There are two ways of defining an arithmetic sequence. A "sequence where the differences between each pair of succeeding terms are the same" is what it is. Alternatively, "each term in an arithmetic sequence is obtained by adding a fixed number (positive, negative, or zero) to its preceding term."

The sequence has

n/x+(n+2)

Take n=1 is 1/x+3

Take n=2 is 2/x+4

Take n=3 is 3/x+5

Therefore, The third term of the sequence is 3/x+5 when the arithmetic sequence is 1/x+3, 2/x+4,....

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The temperature decrease for every meter that the mountain climber's altitude increases is given by:

-100 ºF.

The function that models this situation is a linear function, which has the format defined as follows:

y = mx + b.

In which the coefficients are given as follows:

In the context of this problem, the function is defined as follows:

f(a) = -100a + 75.

Hence the slope of the function is of:

-100.

Representing the temperature decrease for each meter of altitude increase of the climber.

The function is defined as:

f(a) = -100a + 75.

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The expected number of people that Mason will have to ask to get a pencil, using the binomial distribution, is of:

6.67.

The mass probability formula, giving the probability of x successes, is of:

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

The parameters of the distribution are given are given and expected as follows:

The expected number of trials until q successes is given as follows:

E(X) = q/p.

15% of students will give mason a pencil when asked, hence the parameter p is given as follows:

p = 0.15.

Then the expected number of students that Mason will have to ask is of:

E(X) = 1/0.15 = 6.67.

q = 1 as one pencil = one success.

The problem asks for the expected number of students that Mason will have to ask for the pencil.

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When the denominator is bigger than the numerator, a fraction is expressed as one with a numerator and a denominator. 55 cups of jam divided equally into 4 containers yields 13.75 cups per container. 13.75 cups of jam are contained in each container.

We have,

55 cups of blueberry jam were produced by Jada, who then evenly distributed the jam across 4 containers.

jam content of each container.

= 55 cups / 4 container

= 13.75 cups / 1 container

This indicates that there are 13.75 cups of jam in each container.

55 cups of jam are divided into 4 equal containers in this manner.

13.75 cups / 1 container

The amount of jam in each container is 13.75 cups of jams.

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Answer:

Step-by-step explanation:

i think its 1

Miles will be remaining after 57 minutes of driving 58.7 miles.

What is Linear Function?

The terms "linear function" in mathematics refer to two different but related ideas: A polynomial function of degree zero or one that has a straight line as its graph is referred to as a linear function in calculus and related fields.

Write the linear function as:

remaining distance = -0.85(drive time) + (intercept)

After 39 minutes of driving, Martina has 74 miles left to go.

That gives you the following:

74 = -0.85(39) + intercept

intercept = 107.15

Equation is rd = -0.85t + 107.15

remaining after 15 minutes of driving:

rd(57) = -0.85*57+107.15

rd(57) = 58.7 miles

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Answer:

11.66

Step-by-step explanation:

10^2 + 6^2 = Z^2

100 + 36 = Z^2

136 = Z^2

sqrt(136) = Z

sqrt 136 = 11.66

Force applied on the piston is 8π.

Given , Radius = 1 , Pressure = 8

Since , the units of pressure and radius are not given, let us assume radius is in cm and pressure is in [tex]\frac{Newton}{cm^{2} }[/tex].

Now , it becomes

Radius(r) = 1 cm

Pressure(p) = 8 [tex]\frac{Newton}{cm^{2} }[/tex]

Now , We know that

Force = Pressure × Area

∴ F = p × a

or F = 8 × π×[tex]1^{2}[/tex]         [∵ Area of Piston = π[tex]r^{2}[/tex]]

∴ F = 8π

Hence ,Force applied on the piston is 8π.

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The 600 chairs capacity of the hall and the arrangement such that an increase in the number of rows by 5 decreases the number of chairs per row by 6 is a word problem that indicates;

(a) There are originally 20 rows of chairs in the hall

(b) The number of empty chairs per row is 6 empty chairs

A word problem is a question in which the information required to find the solution and the description of the situation is provided using sentences, or regular verbal statements rather that symbols, expressions or operators.

(a) The number of chairs the hall can accommodate = 600

Let x represent  the number of rows of chairs, therefore;

The number of chairs per row = 600/x

When the number of rows is increased by and the number of shares per row is decreased by 6, we get;

New number of rows = x + 5

New number of chairs per row = (600/x) -6

The equation for the number of chairs in the hall becomes;

(x + 5) × ((600/x) - 6) = 600

600·x + 6·x² - 570·x - 3000 = 0

6·x² + 30·x - 3000 = 0

x² + 5·x - 500 = 0

(x + 25)·(x - 20) = 0

x = -25 and x = 20

The number of rows is a positive number, therefore;

(b) After re-arrangement, the number of rows, x = 20

The new number of chairs per rows = (600/20) - 6 = 24

The new number of rows = 20 + 5 = 25

Let E represent the number of empty chairs, the number of people in each row becomes 24 - E, which indicates;

25 × (24 - E) = 450

450 ÷ 25 = 18 = 24 - E

E = 24 - 18 = 6

The number of empty chairs per row, E = 6

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Randall needs 3 quarts of ice cream.

What is the quarts?

An English measurement of volume equal to one-quarter gallon is the quart. There are now three different types of quarts in use: the liquid quart, dry quart, and imperial quart of the British imperial system. One litre is roughly equivalent to each. It is divided into either four cups or two pints.

If Randall needs 24 servings, that means that there would be 24 kids in his class.

If each kid in his class would have 1/8 quart,

you would do 24 x 1/8 which is 3 quarts.

3 quarters

Hence, Randall needs 3 quarts of ice cream.

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Answer:

$722.5

Step-by-step explanation:

Since $225 is 30 students we can do 85/30 and multiply 225 by that.

For the proportion, it would be: 255/30=x/85

85/30=2.8 1/3

2.8 1/3*255=722.5

So it would be $722.5 for 85 students

Answer:

$722.5

Step-by-step explanation:

$255/ 30= 8.5

8.5* 85= $722.5

The y-intercept of the line that parallel is y = 4.

What is the y-intercept of the line?

The point on a line where it crosses the y-axis is known as the y-intercept. To put it another way, it is the value of y when x is equal to 0. This can sometimes have real significance for the model that the line offers, but it can also have no significance. In this section, we will see examples of both categories.

Use the slope-intercept form to find the slope.

The slope-intercept form is

y = mx + b,

where,

m is the slope and b is the y-intercept.

y = mx + b

Using the slope-intercept form, the slope is 0.

m = 0

To find an equation that is parallel, the slopes must be equal. Find the parallel line using the point-slope formula.

Use the slope 0 and a given point (-3, 4) to substitute for x1 and y1 in the point-slope form in the point-slope form y − y1 = m(x − x1),  which is derived from the slope equation

[tex]m = \frac{y_2 - y_1}{x_2 - _1}[/tex]

y - 4 = 0⋅(x - 3)

Simplify the equation,

y = 4.

hence, the y-intercept of the line that parallel is y = 4.

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The expression "(-3 1/4d + 3/5) - (2 7/8d + 7/10) is equivalent to "negative forty nine over 8 times d minus one tenth" or -49/8d - 1/10.

An algebraic expression is a number, variable, or the combination of both and operational symbols.

To determine the equivalent of the expression "quantity negative three and one fourth times d plus three fifths end quantity minus quantity two and seven eighths times d plus seven tenths end quantity" or simply (-3 1/4d + 3/5) - (2 7/8d + 7/10), combine all like terms and perform the necessary operations.

(-3 1/4d + 3/5) - (2 7/8d + 7/10)

⇒ -3 1/4d + 3/5 - 2 7/8d - 7/10

⇒ (-3 1/4 - 2 7/8)d + 3/5 - 7/10

⇒ (-13/4 - 23/8)d + 6/10 - 7/10

⇒ (-26/8 - 23/8)d - 1/10

⇒ -49/8 d - 1/10

Hence, the equivalent expression is "negative forty nine over 8 times d minus one tenth" or -49/8d - 1/10.

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These are the general steps that every experiment takes, however no two research programs are the same. The aforementioned steps can be changed.

What is hypothesis in math?

A hypothesis is a proposition that makes sense in light of the available information but has neither been confirmed nor refuted.

                             A statement on which hypothesis testing will be based is referred to as a hypothesis in statistics (also known as a statistical hypothesis).

Of the 10 targets, you mislabeled two. Both the forecast and the hypothesis were messed up by you. Remember that a hypothesis usually offers less detail than a prediction.

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Answer:

x≥4

Step-by-step explanation:

2x + 1  ≥ 5 + x  Subtract x from both sides

x + 1 ≥ 5  Subtract 1 from both sides

x ≥ 4

Answer:

y=3x+11

Step-by-step explanation:

y=mx+b is slope intercept form

m is slope and b is y intercept

parallel lines have the same slope so we know the slope will be 3 so to find the y intercept we plug in what we know

y=3x+b

5=3(-2)+b

5=-6+b

+6 +6

11=b

y=3x+11

hopes this helps please mark brainliest

the maximum area of such a rectangle will be 144 unit²

What is a rectangle?

Rectangles are quadrilaterals having four right angles in the Euclidean plane of geometry. Various definitions include an equiangular quadrilateral, A quadrilateral with parallel sides that are equal to one another and four equal vertices is known as a rectangle. It is also known as an equiangular quadrilateral for this reason.

Rectangles can also be referred to as parallelograms because their opposite sides are equal and parallel.

The area of rectangle is A = a*b

A = 2x*(48-x²) = 96x - 2x³

We are asked to maximize the Area as changes so hopefully, we can identify a critical point of

It an associated with a maximum, So we need to find [tex]\frac{dA}{dx}[/tex] = 0

96 - 6x² = 0

x² =96/6 = 16

x = ±6

So the width = 12

Height = 48 - 36 = 12

So the area = 144 unit²

Hence the maximum area of such a rectangle will be 144 unit²

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a) The system has infinitely many solutions in the following format:

(2 + z, 5 - z, z).

b) The system has no solution.

To obtain the number of solutions of each system, the equations are built from the augmented matrix presented.

For item a, both sides of the matrix have one zero row, hence the system has infinitely many solutions, and the equations are given as follows:

Hence the solutions in terms of z are given as follows:

Thus the format of the solutions is of:

(2 + z, 5 - z, z).

For item b, the right side has three non-zero rows, while the left-side has two, meaning that it has no solutions.

This can be verified from the last line, as the equation would be of:

0z = -2.

Which has no solution.

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Answer:

Im not too sure because I haven't done this in a while but, I think the answer is 60cm, don't come at me if its wrong plssss

Step-by-step explanation:

if u divide it along the far left, closer to 12cm, u would have 2 rectangles. they would Both be close and If u added up 12cm and 12cm that would give you 24cm, and if you go to the other rectangle it would be 18 cm plus 18cm that would be 36cm. u do not multiply since it is perimeter and not area. Hope it helped!

Answer:

60 cm

Step-by-step explanation:

18+18+12+12

30+30

60

the 4 unknown sides we know that the 2 lengths equal 18 cm because both of them together are the same length as the base and the 2 widths add up to be 12 cm since it is the same size as the 12 cm width when added together if that makes sense

Hopes this helps

The time derivative dp(t)/dt of the x component of the system's total momentum is m₁a₁(t)+m₂a₂(t).

A moving body's motion is measured by its momentum, which is the product of its mass and velocity. The formula for momentum is p=mv. Here, p is momentum, m is mass (in kg), and v is the velocity (m/s).

This equation with respect to time is written as dp(t)/dt. Then, momentum for block 1 is written as,

[tex]\begin{aligned}\frac{dp_1(t)}{dt}&=\frac{d(m_1v_1(t))}{dt}\\&=m_1\frac{dv_1(t)}{dt}\\&=m_1a_1(t)\end{aligned}[/tex]

The momentum for block 2 is written as,

[tex]\begin{aligned}\frac{dp_2(t)}{dt}&=\frac{d(m_2v_2(t))}{dt}\\&=m_2\frac{dv_2(t)}{dt}\\&=m_2a_2(t)\end{aligned}[/tex]

In both equations, the value dv/dt=a with respect to time.

Then, the total momentum is,

[tex]\begin{aligned}\frac{dp(t)}{dt}&=\frac{dp_1(t)}{dt}+\frac{dp_2(t)}{dt}\\&=m_1a_1(t)+m_2a_2(t)\end{aligned}[/tex]

Therefore, the value is m₁a₁(t)+m₂a₂(t).

The complete question is -

In this problem, you will analyze a system composed of two blocks, 1 and 2, of respective masses m1 and m2. To simplify the analysis, we will make several assumptions:

At time t, the x components of the velocity and the acceleration of block 1 are denoted by v1(t) and a1(t). Similarly, the x components of the velocity and acceleration of block 2 are denoted by v2(t)and a2(t). In this problem, you will show that the total momentum of the system is not changed by the presence of internal forces.

Part B

Find the time derivative dp(t)/dt of the x component of the system's total momentum.

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Answer:

r=-2

Step-by-step explanation:

[tex]-88=11(r-6)\\\frac{-88}{11}=\frac{11(r-6)}{11}\\-8=r-6\\-8+6=r-6+6\\r=-2[/tex]

Answer:

r = -2

Step-by-step explanation:

Isolate the variable, r. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS.

PEMDAS is the order of operation, and stands for:

Parenthesis

Exponents (& Roots)

Multiplications

Divisions

Addition

Subtraction

~

First, divide 11 from both sides of the equation:

[tex]-88 = 11(r - 6)\\\\-\frac{88}{11} = \frac{ [11(r-6)]}{11}\\\\-8 = r - 6[/tex]

Next, isolate the variable, r. Add 6 to both sides of the equation:

[tex]-8 = r - 6\\-8 (+6) = r - 6 (+6)\\r = -8 + 6\\r = -2[/tex]

r = -2 is your answer.

~

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