Answer:
6/2(1+2)
First lets simplify whats in the parentheses
6/2(3)
So thats 6/2 * 3
6/2 = 3
3*3 =
9
Answer:
9
Step-by-step explanation:
first, you do (1+2) which is 3 and then you do 6/2 which is 3 then 3x3 is 9
Seetha, the receptionist of Mind Zone – a mind game center, recorded the number of visitors per day in her logbook and calculated the average per week. While doing the monthly updates she noticed that the data on a particular day is missing as water spilled over it.
What would be the missing value?
Since Seetha calculated the average number of visitors per week, the missing value is the average multiplied by 7, less the total of the non-missing values.
How is a missing value calculated from an average number?If a number is missing from an average number, we can find the missing number by following these steps:
Add the non-missing numbers.Multiply the mean or average by the total number of variables (e.g. number of days in a week).Subtract the value of the non-missing numbers from the sum in (2) above.Thus, since Seetha calculated the average number of visitors per week, the missing value is the average multiplied by 7, less the total of the non-missing values.
Learn more about finding a missing number from an average at https://brainly.com/question/17018676
I WILL GIVE 20 POINTS TO THOSE WHO ANSWER THIS QUESTION RIGHT NOOOO SCAMS PLEASE AND PLEASE EXPLAIN WHY THAT IS THE ANSWER
Step-by-step explanation:
Hi, so both triangles are congruent so they have the same side lengths and angles. You are given in the congruency statment what points equal each other when the give you ABCD=EFGH. if you line them up you can find what lines and angles equal eachother because they will be in the same spot just on top of each other. So you can se that the line CD on the first trangle is equal to the line GH on the second. CD was labled 40ft therfore GH=40ft
Fill in the blanks…..
Answer:
A 18c B 2 qt
Step-by-step explanation:
Basically since 1 pt = 2 c then you multiply pt by 2
Since 4 qt = 1 gal then divide qt by 4.
Question 1 of 20 :
Select the best answer for the question.
1. Solve the equation 2y2 - y - 5 = -3 using the quadratic formula.
A. y=-
B. y =
1121
2
11/17
4.
1137
2
1: 121
C. y=-
Do y=
2
Mark for review (Will be highlighted on the review page)
Answer:
B. (solved using the quadratic formula)
PLEASEE HELP
The students at Suzanne school are also going to paint a smaller mural inside the building. A scale drawing of the mural is shown on the grid.
Answer:
The dimensions on paper are 1.992ft by 5.976ft with a scale factor of 7.53
Step-by-step explanation:
The first step will be to find the diagonal of the rea life mural.
We can use Pythagoras' Theorem to do this.
Diagonal = \sqrt{15^2 +45^2 }
15
2
+45
2
=47.43 feet.
Now we have the real-life diagonal, we will now relate the diagonal of the painting outside with the one on paper. We can do this by dividing the two diagonals.
This will be 47.43 / 6.3 units = 7.53.
The scale factor is 7.53
To get the dimensions of the length and the breadth on paper, we divide the outside dimensions by the scale factor.
This will be
Length = 15/ 7.53 = 1.992
Breadth = 45/7.53 = 5.976Length = 15/ 7.53 = 1.992
Breadth = 45/7.53 = 5.976
Therefore, the dimensions on paper are 1.992ft by 5.976ft with a scale factor of 7.53
Need help pronto! If you aren't sure then dont answer please :)
100 points
Note the rules
(+)(+)=(+)(-)(-)=(+)(-)(+)=(-)(+)(-)=(-)So
Option A -->Negative
Option B-->Positive
Option C –»Negative
Option D —»Positive
Positive product:
[tex]\left(-\dfrac 23 \right) \left(- \dfrac 23 \right)~ \text{and}~ \left(\dfrac 23 \right) \left(\dfrac 23 \right)[/tex]
Negative product:
[tex]\left(-\dfrac 23 \right) \left(\dfrac 23 \right)~ \text{and}~ \left(\dfrac 23 \right) \left(-\dfrac 23 \right)[/tex]
20 characters is all you need
Answer:
For 3:
A) 80 m
B) 2 min
C) From time t=6 min to t=8 min; the slope is the steepest here
D) 50 m/min
For 2:
C) 6,000 ft; the skydiver is 6,000 ft above ground at time t=0
D) The slope is negative, so the skydiver is descending. I cannot read the numbers well enough to determine the value of the slope.
E) 4 min(?)
F) y = 6,000 -(slope)*x
Step-by-step explanation:
As I cannot read some of the numbers, I will explain how to find the slope to you. Pick 2 points on the line. Use (y-y)/(x-x), where y is the height and x is the time.
what is the height I need to get a 100 on this one someone help please
Answer:
[tex]\bf 5\:inches[/tex]
Step-by-step explanation:
Missing Height= ?
missing height:-
[tex]\bf 15\:in-10\;in[/tex]
[tex]\bf =5 \; in[/tex]
Therefore, the missing height is 5 inches.
What is the value of x in the figure below?
15
C
D
B
X
20
A.
20
15
B. 10
C. 300
D. 5
E 20
OF
F.
45
4
Answer:
choice f
Step-by-step explanation:
take ∆ abc
ab^2 = ac^2 + ab^2
400 = 225 + ab^2
ab =√ 175
∆aDB
bd = 20-x
ad^2 = 175 -(20-x)^2
∆acd
225 = x^2 + 175 - 400+ 40x - x^2
225 = -225 + 40x
450 = 40x
x = 45/4
Presley is marking the lines for a soccer field. She needs to form a right triangle near the goal. She measures the lengths of her sides as 9 yards, 6 yards and √45 yards.
Did Presley form a right triangle? Why?
Yes, because 6 squared + 9 squared = (startRoot 45 EndRoot) squared
Yes, because 6 squared + (StartRoot 45 EndRoot) squared = 9 squared
No, because 6 squared + 9 squared not-equals (StartRoot 45 EndRoot) Squared
No, because 6 squared + (StartRoot 45 EndRoot) squared not-equals 9 squared
Answer:
Yes, because 6 squared + (StartRoot 45 EndRoot) squared = 9 squared
Step-by-step explanation: its to late but i just want points
Answer:
B) Yes, because 6 squared + (...
Proof:
A line passes through the points (4, 2) and (6, 10). What is its equation in point-slope form?
Answer:
y - 10 = 4(x - 6)
Step-by-step explanation:
Point slope form is
y - y1 = m(x - x1) where m = slope of the line and (x1, y1) is a point on the line.
Here the slope = (10-2)/(6-4)
= 8/2
= 4.
So the equation is
y - 10 = 4(x - 6) using the point (6, 10)
A savings account with compounded interest can be modeled by which type of graph?
O quadratic
O cubic
O exponential
O linear
Answer:
The answer is a linear graph
Step-by-step explanation:
3/5 x 4 as a fraction
could i have some help?
if you want another 50 you could answer the question i asked before this one lol
Answer:
Factoring out Greatest Common Factor (GCF)
[tex]6xy+12x^2y^2-4x^3y^3[/tex]
Factor out greatest common term [tex]2xy[/tex]:
[tex]\implies 2xy(3+6xy-2x^2y^2)[/tex]
Factoring by Grouping
[tex]20x^2+11x-3[/tex]
[tex]\implies a=20, b=11, c=-3[/tex]
[tex]\implies ac=20 \cdot -3=-60[/tex]
Find 2 two numbers that multiply to ac (-60) and sum to b (11)
Factors of 60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
Therefore, the two numbers are 15 and -4
Rewrite b as the sum of these 2 numbers:
[tex]\implies 20x^2+15x-4x-3[/tex]
Factorize the first two terms and the last two terms separately:
[tex]\implies 5x(4x+3)-1(4x+3)[/tex]
Factor out the common term (4x + 3):
[tex]\implies (5x-1)(4x+3)[/tex]
Factoring by Grouping
[tex]3x^2+3xa-2x-2a[/tex]
Factorize the first two terms and the last two terms separately:
[tex]\implies 3x(x+a)-2(x+a)[/tex]
Factor out the common term (x + a):
[tex]\implies (3x-2)(x+a)[/tex]
If f(x) = 2x2 + x − 6 and g(x) = x − 7, find the following limits.
Answer: 4, -40, -3
Step-by-step explanation: got it right
Answer:
4, -40, -3
I hope this helps :)
how many cups are one and one half
Answer:
two half
Step-by-step explanation:
because one plus one half equals two half
Answer:
1.5 cups.
1 / 2.33... quarts.
24 tbsp.
12 ounces.
3/32 gallon.
72 tsp.
Step-by-step explanation:
Measurments for liquid are wierd. mashup of every country. us anyway
what is the area of the figure below
Answer:
47 units.
Step-by-step explanation:
You can split the shape into smaller pieces to make it easier to digest.
4*8 is 32 which is the top rectangle.
9-4=5 since you are trying to figure out the second rectangle, not the whole side length.
5*3=15
15+32=47
The area of the figure is 47 square units.
What is a rectangle?A rectangle is a 2-D shape with length and width.
The length and width are different.
If the length and width are not different then it is a square.
The area of a rectangle is given as:
Area = Length x width
We have,
From the given figure,
We see that,
Two rectangles can be considered.
Now,
One rectangle:
Length = 8
Width = 4
Area = 8 x 4 = 32
Another rectangle:
Length = 5
Width = 3
Area = 5 x 3 = 15
Now,
The area of the figure,
= 32 + 15
= 47
Thus,
The area of the figure is 47 square units.
Learn more about rectangles here:
https://brainly.com/question/15019502
#SPJ2
What’s the value of x.
Answer:
Step-by-step explanation:
you do 4.0 times 5.1 and i think divide by 2
1/2 4.0(5.1)
The length of a rectangular shed is 15 feet and its width is 5 feet. What is the area
Answer:
75
Step-by-step explanation:
15 multiplied by 5 is 75
length x width
Help picture below problem 3
Answer:
in a triangle,
G+E+F = 180°
or, 24°+17°+F = 180°
or, 41°+F = 180°
or, F= 180-41
F = 139°
Complete the rule for the
function table.
rule
[?]
input
Х
5
6
7
vo X
output
у
25
30
35
Answer:
its 35 home boy give me brainliest
Step-by-step explanation:
10 = v/3 - 10 what is v
Answer:
v=60
Step-by-step explanation:
10=v/3-10
Subtract 10 from both sides the divide ( however really multiply by the reciprocal.
Help picture below problem 5
[tex]\angle F+ \angle E = 180^{\circ}\\\\ \implies \angle F + 164^{\circ} = 180^\circ\\\\\implies \angle F = 180^\circ - 164^\circ\\\\\implies \angle F= 16^\circ[/tex]
If vector r = ❬4, 9❭ and s = ❬7, –5❭ then which is r – s?
r – s = ❬–3, 14❭
r – s = ❬3, –14❭
r – s = ❬–11, 4❭
r – s = ❬11, 4❭
Answer:
(a) <-3, 14>
Step-by-step explanation:
Addition and subtraction of vectors and matrices is done on a term-by-term basis.
__
The difference is ...
r - s
= <4, 9> -<7, -5>
= <4 -7, 9 -(-5)>
= <-3, 14> . . . . . . . matches the first choice
Different names are written onto sticks and placed into a cup. A
stick is chosen 100 times, out of which Lyla's name is chosen 23
times. Based on the results, how many times should Lyla expect her
name to be drawn if 320 sticks are drawn?
Answer:
73.6 (or actually 74 - you can't have 0.6 times)
Step-by-step explanation:
here, you're effectively just multiplying fractions.
it is 23/100 that were drawn but 320 is 3.2 X 100 so all you have to do is multiply 23 by 3.2 which is 73.6
Minerals and deposits are connected because
Step-by-step explanation:
This particular mineral was found in Finland. A mineral is a naturally occurring crystalline solid that cannot be physically broken down into smaller components. Deposits of minerals form when a medium that contains and transports mineral-making ore releases and deposits the ore.
how do you multiply 16.02 by 3.5
16.02 x 3.5 = 56.07
hope this helps!
Answer:
56.07 is the answer
I hope this is useful
Which expression is equivalent to 8x - 2y + x + x ?
x
A 83
B 6x - 2y
C) 4x
D 10x – 2y
Answer:
D:
10x - 2y
Step-by-step explanation:
The function f(x) = –x2 – 4x + 5 is shown on the graph. On a coordinate plane, a parabola opens down. It goes through (negative 5, 0), has a vertex at (negative 2, 9), and goes through (1, 0). Which statement about the function is true? The domain of the function is all real numbers less than or equal to −2. The domain of the function is all real numbers less than or equal to 9. The range of the function is all real numbers less than or equal to −2. The range of the function is all real numbers less than or equal to 9.
Zeros are (-5,0) and (1,0)
Hence
y=-x²-4x+5y=-[x²+4x-5]y=-[x²+5x-x-5]y=-[x(x+5)-1(x+5)y=-(x-1)(x+5)Yes this is the parabola given
Convert to Vertex form a(x-h)²+kSo
y=-[x²+4x-5]y=-[x²+2(2)(x)-5+9-9]y=-[x²+2(2x)+4-9]y=-[(x+2)²-9]y=-(x+2)²+9As for any real x the function will give a real value [square present] the domain is set of real numbers ≤-2
vertex is maximum
Highest value of y is 9
Hence.
range is ≤9Or in interval notation
range=(-oo,9]Answer:
The range of the function is all real numbers less than or equal to 9.
Step-by-step explanation:
Given:
[tex]f(x)=-x^2-4x+5[/tex]vertex = (-2, 9)x-intercepts = (-5, 0) and (1, 0)Domain: input values (x-values)
Range: output values (y-values)
The domain of the function is not restricted, so the domain is all real numbers.
The leading coefficient of the function is negative, therefore the parabola opens downwards. This means that the vertex is the maximum point.
Therefore, the range will be f(x) ≤ 9 → all real numbers less than or equal to 9.
If f(1) =12 and f(n)= f(n-1) - 4 then which of the following represents the value of f (40)
Solve It for an arithmetic sequence
First term=a=12Common difference=d=-4So
a_n=a+(n-1)dHence
a_40:-
a+(40-1)da+39d12+39(-4)12-156-144Answer:
[tex]f(40)=-144[/tex]
Step-by-step explanation:
Given:
[tex]f(1)=12[/tex][tex]f(n)=f(n-1)-4[/tex]This is a recursive arithmetic sequence since each term is defined using the previous term.
To find the nth term, convert the recursive formula to an explicit formula.
Explicit form of an arithmetic sequence: [tex]a_n=a+(n-1)d[/tex]
where:
[tex]a_n[/tex] is the nth terma is the first termd is the common difference between termsWe have been given the first term: [tex]a=12[/tex]
To get any term from its previous term we subtract 4, so the common different (d) is -4.
Therefore, the formula for the nth term is:
[tex]\implies a_n=12+(n-1)(-4)[/tex]
[tex]\implies f(n)=16-4n[/tex]
To find [tex]f(40)[/tex] simply substitute n = 40 into the explicit formula:
[tex]\implies f(40)=16-4(40)=-144[/tex]