Explain for brainliest (pog)

Answer:

11.84%

Step-by-step explanation:

The amount of mold after n days is 3 × (1.5)ⁿ⁻¹.

Geometric progression is a sequence of numbers such that the ratio of two consecutive numbers is the same for whole sequence.

This ratio is common ratio.

At first, mold was 3 cm², then 4.5 cm², and it was increasing each day by 50%.

a₁ = 3

a₂ = 4.5

a₃ = 4.5 + (4.5 × 50%) = 6.75

.............

Here the common ratio, r = a₂/a₁ = a₃/a₂ = ..... = 1.5

n th term of a GP = a rⁿ⁻¹, where a is the first term and r is the common ratio.

Area of mold after n days = 3 × (1.5)ⁿ⁻¹

Hence the mold at any time can be calculated by the formula 3 × (1.5)ⁿ⁻¹.

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Angle sum of three angles of ABC triangle must be equal to 180 degrees.

Angle is the space between two intersecting lines or surface or at close to the point where there ends point meet.

A triangle is a polygon that has three straight sides and three angles.

Let, ABC is a triangle. The angles in this triangle can be different types.

All angles in ABC can be lies between 90 degrees and that time triangle is called acute triangle. If ABC has one right angle, then this is termed as right-angled triangle.

If one of the angles is measured greater than 90 degrees, the triangle is called obtuse triangle.

if we find all angles in ABC triangle is equal to 60 degrees, this is termed as equilateral triangle.

But for each triangle, the sum of three angles must be equal to 180 degrees.

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Answer:

[tex]\huge\mathfrak\red{Answer...} \\ \\\huge\mathfrak\purple{angle \: z} \\ \\ \huge\mathfrak\pink{hope \: it \: helps..}[/tex]

Answer:

3

-3

sqrt(9)

-sqrt(9)

Step-by-step explanation:

What number multiplied by itself will give you 9

3*3 =9

-3*-3 =9

sqrt(9) * sqrt(9) = sqrt(81) = 9

-sqrt(9) * -sqrt(9) = + sqrt(81) =9

Answer:

[tex] 3[/tex]

[tex] - 3[/tex]

[tex] \sqrt 9[/tex]

[tex] - \sqrt 9[/tex]

Step-by-step explanation:

[tex] {x}^{2} = 9 \\ \\ x = \pm \sqrt{9}\\ \\ x = - \sqrt{9}, \:x = \sqrt{9}\\ \\ x = - {3} \: \: x = {3} [/tex]

Answer:

[tex]4\frac{7}{20}[/tex]

Step-by-step explanation:

If point P(2k, k) is equidistant from A(-2, 4) and B (7,-5), the numerical value of k is 3.

The distance formula used in finding the distance between two points is expressed as;

d = √( ( x₂ - x₁ )² + ( y₂ - y₁ )² )

The distance between P(2k, k) and A(-2, 4) is:

d = √((2k - (-2))² + (k - 4)²)

d = √((2k +2)² + (k - 4)²)

The distance between P(2k, k) and B(7, -5) is:

d = √((2k - 7)² + (k - (-5))²)

d = √((2k - 7)² + (k + 5)² )

Since the distances are equal, we can set the two equations for d equal to each other and solve for k.

√((2k +2)² + (k - 4)²) = √((2k - 7)² + (k + 5)² )

Square both sides

(2k +2)² + (k - 4)² = (2k - 7)² + (k + 5)²

(2k +2)² + (k - 4)² = 5k² - 18k + 74

5k² + 20 = 5k² - 18k + 74

Collect like terms

5k² - 5k² + 18k = 74 - 20

18k = 74 - 20

18k = 54

k = 54/18

k = 3

Therefore, the value of k is 3.

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Answer:

C

Step-by-step explanation:

area for the rectangle is 5x6=30

area for the triangle is 5x2/2=5

30+5=35

Answer:

35

Step-by-step explanation:

A=b*h

30=5*6

A=.5*b*h

5=.5*2*5

30+5=35

Answer: A ratio is a comparison of two or more values. To compare the ratios of orange juice to yogurt, we want to ensure that the proportion of orange juice to yogurt is the same in each ratio.

Option A is 40:30. To compare this ratio to the original ratio, we can convert the amounts in cups to tablespoons. 40 cups is equal to 320 tablespoons and 30 tablespoons of yogurt. The proportion of orange juice to yogurt is not the same as the original ratio since 320 is not equivalent to 3.

Option B is 19:9. To compare this ratio, we convert the amount in cups to tablespoons. 19 cups is equal to 152 tablespoons of orange juice and 9 tablespoons of yogurt. The proportion of orange juice to yogurt is not the same as the original ratio since 4 cups of orange juice is not equal to 19 cups.

Option C is 15:20. To compare this ratio, we convert the amount in cups to tablespoons. 15 cups is equal to 120 tablespoons of orange juice and 20 tablespoons of yogurt. The proportion of orange juice to yogurt is not the same as the original ratio since 4 cups of orange juice is not equal to 15 cups.

Option D is 8:6. To compare this ratio, we convert the amount in cups to tablespoons. 8 cups is equal to 64

Step-by-step explanation:

To solve the equation 5 = v + 29, you can subtract 29 from both sides of the equation. This will isolate the variable on one side of the equation and allow you to find its value.

The given equation is

5 = v + 29

Subtract 29 from both sides:

5 - 29 = v + 29 - 29

-24 = v

So the solution is v = -24.

So, we subtract 29 from both sides of the equation, this operation cancels out the addition of 29 from the variable v, and we get -24 = v. This means that -24 is the value that makes the equation true.

--The question is incomplete, answering to the question below--

"How do you solve 5 = v + 29?"

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Step-by-step explanation:

Here

[tex] \sf \: volume_{(Cylinder)} {\gray{\begin{cases} \sf \rightarrowtail \: \pi {r}^{2}h \\ \sf \rightarrowtail \: 3.14 \times {(2.1)}^{2} \times 6.3 \\ \sf \rightarrowtail \: 3.14 \times 4.41 \times 6.3 \\ \sf \rightarrowtail \: 87.23 \\ \sf \rightarrowtail \: 87.2 {m}^{3} \end{cases}}}[/tex]

Answer:

y = ax^2 + bx + ct

Step-by-step explanation:

Elimination is a very easy method when it comes to solving simultaneous equations.

First, the best thing to do is bring the equations down to their lowest form. Try to remove the fractions in the co-efficient and have the equation in the standard form where every variable is expressed as individually as possible.

The next thing to do is to select a variable and manipulate the equations in such a way that the coefficients of that variable across all of the equations are the same. Here select any 2 equations to work on first if more than 2 are given

Now take one of the equations and multiply it by -1.

Add the equations up to eliminate the variable and derive the other variable(s)

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Answer:[tex](1,1),\ \dfrac{1}{3}[/tex]

Step-by-step explanation:

Given

Equation of the curves are [tex]y=x^2,\ y^2=x[/tex]

The intersection of the curve is

[tex]\Rightarrow y^4-y=1\\\\\Rightarrow y(y^3-1)=0\\\\\Rightarrow y=0,1\\[/tex]

So, x coordinates are [tex]x=0,1[/tex]

points of intersection are[tex](0,0),(1,1)[/tex]

So, the area bounded between the curves

[tex]\Rightarrow I=\int_{0}^{1}\left ( \sqrt{x}-x^2\right )dx\\\\\Rightarrow I=\int_{0}^{1}\sqrt{x}dx-\int_{0}^{1}x^2dx\\\\\Rightarrow I=\left ( \frac{2}{3}x^{\frac{3}{2}} \right )_0^1-\left ( \frac{1}{3}x^3 \right )_0^1\\\\\Rightarrow I=\frac{2}{3}\left ( 1-0 \right )-\frac{1}{3}\left ( 1^3-0 \right )\\\\\Rightarrow I=\frac{2}{3}-\frac{1}{3}\\\\\Rightarrow I=\frac{1}{3}[/tex]

The area bounded by them is [tex]\frac{1}{3}[/tex]

According to the following graph, the for the expression y = 5 is horizontal.

The term graph in math is known as the set of vertices and a binary relation between vertices, adjacency.

Here we have given the expression y = 5.

Now, we have to plot these expression on the graph, then we get the following graph.

Through the given graph, we have identified that the expression makes the horizontal line on the graph.

Here we also know that if the equation of a line is y = 5, then it is a horizontal line.

Here we know that the line is parallel to the x-axis and passes through the point y = 5 at the y-axis.

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Answer:

y = 1.5x + 0 or y = 1.5x

Step-by-step explanation:

=> First lets find the slope:

Slope: Change in y / Change in x

Change in y = +15

Change in x = 10

Slope = 15/10 or 1.5

=> Now lets find the, y-intercept:

We know that y-intercept is the y-value when x = 0

So we can say:

y = 1.5x

y = 1.5(0)

y = 0

Therefore y-intercept = 0

Final equation: y = 1.5x + 0 or y = 1.5x

Hope this helps!

To prove a number is irrational we divide the integer by another integer is the decimal is non terminating and non repeating then it will be a irrational number .

What are Irrational Numbers ?

The Irrational numbers can be defined  a number that cannot be expressed as a fraction [tex]\frac{p}{q}[/tex] for any integers p and q.

The Irrational numbers have decimal expansions that do not terminate nor repeat (periodic) . Every transcendental number is an irrational number .

(i) To prove a number irrational  when we divide an integer by another integer, and  if decimal expansion does not terminate and do not  repeat then it is an irrational .

(ii) if the number cannot be expressed in the form of [tex]\frac{p}{q}[/tex] , then also the number will be called as irrational numbers .

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Step-by-step explanation:

You have 1 missed call(s) from +918897

The total amount of weight gained by the dogs that gained half a pound each is [tex]2\frac{1}{2}[/tex] pounds.

Data refers to the elements that make up persons, things, events, and ideas. It could be an integer, a title, or anycast. Data must be tabulated after collection in order to study their prominent characteristics. The presentation of data is the name given to such a configuration.

Bar Chart, Histogram, Line Graph, Pie Chart, Frequency Distribution Table.

The given line plot represents the total amount of weight gained by the dogs that gained (1/2) a pound each.

From the given information the number of dogs gained (1/2) pound are,

1 + 2 + 2 = 5 dogs (observe the fractions given).

Therefore, the total amount of pounds is = 5×(1/2) = 2.5 pounds.

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Answer:

its B

Step-by-step explanation:

9514 1404 393

Answer:

  3x +2y = 6

Step-by-step explanation:

The scale of the axes of the supplied graph are not shown. We must infer what they are from the equation of the given line.

The given equation is in slope-intercept form, so we can read the y-intercept from the equation as being -1. This is 1 major grid square below the x-axis.

  y = mx + b . . . . . . . line with slope m and y-intercept b

The x-intercept is found by setting y=0 and solving for x.

  y = x -1

  0 = x -1

  1 = x . . . . . . add 1 to both sides

The x-intercept of 1 is shown on the graph as 2 major grid squares from the y-axis. This tells us each major grid square is 1/2 unit in the x-direction and 1 unit in the y-direction.

__

Knowing the scaling of the axes, we can determine that the x-intercept of line L is 2, and the y-intercept is 3.

There are several different useful forms of the equation for a line. One of them is "intercept form":

  x/(x-intercept) + y/(y-intercept) = 1

Using the above intercept values, this is ...

  x/2 + y/3 = 1

Multiplying by 6 puts this in standard form:

  3x +2y = 6 . . . . . . . standard form equation for line L

__

If we solve for y, we can find the slope-intercept form.

  2y = -3x +6

  y = -3/2x +3

Answer:

a. 5/9

b. 1 1/5

c . 1/28

d. 3/10

Step-by-step explanation:

Related questions:

find the product by calculation

a. 5× 1/9

= 5/9

b. 2× 3/5

= 6/5 = 1 1/5

c. 1/7× 1/4

= 1/28

d. 3/4× 2/5​

= 6/20

= 3/10

The y-intercept of (0,4) is 4.

A y-intercept, also known as a vertical intercept, is the location where the graph of a function or relation intersects the coordinate system's y-axis. This is done in analytic geometry using the common convention that the horizontal axis represents the variable x and the vertical axis the variable y. These points satisfy x = 0 because of this.

The y-coordinate of the y-intercept is determined by computing  f(0) if the curve in question is supplied as y=f(x), y=f(x), etc. There is no y-intercept for functions that have an  value at x = 0.

The constant term a is the y-coordinate of the y-intercept if the function is linear and is written in slope-intercept form as  f(x)=a+bx"

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Answer:

392 m^2

Step-by-step explanation:

I made a video explaining it for you! I promise it’s not unrelated to the question. Here it is:

https://youtu.be/AcVNod4o-_w

Answer:

Step-by-step explanation:

Answer:

35[tex]yd^{2}[/tex]

Step-by-step explanation:

6x5=30

2x5(1/2)=5

30+5=35

Answer:

Amount of peanut butter each student get = 533.34 gram (Approx.)

Step-by-step explanation:

Given:

Amount of peanut butter Mr black has = 32 kg

Total number of students = 60 students

Find:

Amount of peanut butter each student get

Computation:

Amount of peanut butter Mr black has = 32 kg

Amount of peanut butter Mr black has = 32 x 1,000 gram

Amount of peanut butter Mr black has = 32,000 gram

Amount of peanut butter each student get = Amount of peanut butter Mr black has / Total number of students

Amount of peanut butter each student get = 32,000 / 60

Amount of peanut butter each student get = 533.33

Amount of peanut butter each student get = 533.34 gram (Approx.)