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The value of the operation 6 of 1/4 is 3/2

Fractions are simply described as part of a whole number, element or variable.

There are different types of fractions in mathematics. They include;

Some examples of simple fractions are; 1/2 , 2/3

Some examples of mixed fractions are; 2 1/3, 4 1/2

Some examples of improper fractions are; 3/2, 4/3

From the information given, we have that;

6 of 1/4,

'of' in this sense means multiplication, then, we get;

6 × 1/4

Multiply the values

6/4

Divide

3/2

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B. The graph οf functiοn f is stretched hοrizοntally by a scale factοr οf 3 tο create the graph οf functiοn g.

A linear transfοrmatiοn is a functiοn that mοves frοm οne vectοr space tο anοther while maintaining the underlying (linear) structure οf each vectοr space.

The rules fοr linear transfοrmatiοns are that

g(x) = a·f(b·(x-c)) +d

stretches the graph vertically by a factοr οf "a" (befοre the shift)

cοmpresses the graph hοrizοntally by a factοr οf "b" (befοre the shift)

shifts it tο the right by amοunt "c"

shifts it up by amοunt "d".

Yοur equatiοn has b=1/3, sο the graph is cοmpressed by a factοr οf 1/3, which is equivalent tο a stretch by a factοr οf 3.

The apprοpriate chοice οf descriptiοn is ...

b) the graph οf g(x) is hοrizοntally stretched by a factοr οf 3

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Complete Question:

Select the correct answer. If , which statement is true? if g(x) = f(1/3x)

A. The graph of function f is stretched vertically by a scale factor of 3 to create the graph of function g.

B. The graph of function f is stretched horizontally by a scale factor of 3 to create the graph of function g.

C. The graph of function f is compressed horizontally by a scale factor of to create the graph of function g.

D. The graph of function f is compressed vertically by a scale factor of to create the graph of function g.

Answer:

d

Step-by-step explanation:

believe me it's d because it says it in the text above u just have to read it carefully

Therefore, we can expect the world population to be around 17.6 billion in the year 2100 if it continues to increase exponentially with a doubling time of 60 years.

A decimal place is a position in a number that is to the right of the decimal point. It represents a fractional part of the number. For example, in the number 3.14159, the digit "1" is in the tenths place, the digit "4" is in the hundredths place, the digit "1" is in the thousandths place, and so on. Each place value to the right of the decimal point represents a power of 10 that is negative, such as tenths, hundredths, thousandths, ten-thousandths, and so on. The number of decimal places determines the degree of precision in the number.

by the question.

To determine the population in the year 2100, we need to calculate how many times the population will double between 2022 and 2100, which is 78 years.

78 years divided by 60 years is approximately 1.3, which means that the population will double 1.3 times between 2022 and 2100.

2 to the power of 1.3 is approximately 2.2, which means that the population in 2100 will be 2.2 times the population in 2022.

So, the population in 2100 will be:

8 billion x 2.2 = 17.6 billion (rounded to one decimal place)

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Basic Proportionality Theorem (BPT): If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points then the other two sides are divided in the same ratio. This is also known as Thales theorem.

Given:

[tex]\angle Q= 90^\circ , XY \ || \ QR, PQ = 6 \ \text{cm}, PY = 4 \ \text{cm} \ \text{and} \ PX : XQ = 1 : 2[/tex]

Since, [tex]XY \ || \ QR[/tex],

[tex]PX/XQ = PY/YR[/tex]

[ By Thales theorem (BPT)]

[tex]\dfrac{1}{2} = PY/YR[/tex]      [tex][PX : XQ = 1 : 2][/tex]

[tex]\dfrac{1}{2} = 4 /(PR - PY)[/tex]

[tex][YR= PR - PY][/tex]

[tex]\dfrac{1}{2} = 4 /(PR - 4)[/tex]

[tex]PR - 4 = 2 \times 4[/tex]

[tex]PR - 4 = 8[/tex]

[tex]PR = 8 +4[/tex]

[tex]PR = 12 \ \text{cm}[/tex]

In right [tex]\Delta PQR[/tex],

[tex]PR^2 = PQ^2 + QR^2[/tex]

[ By Pythagoras theorem]

[tex]12^2 = 6^2 + QR^2[/tex]    [tex][\text{Given} : PQ= 6 \ \text{cm}][/tex]

[tex]144 = 36 + QR^2[/tex]

[tex]144 - 36 + QR^2[/tex]

[tex]108= QR^2[/tex]

[tex]QR =\sqrt{108} =\sqrt{3\times36} = 6\sqrt{3} \ \text{cm}[/tex]

Hence, the lengths of PR and QR is 12 cm and [tex]6\sqrt{3}[/tex] cm.

Answer:

Step-by-step explanation:

1.3

just divdve

Answer:

b=46

Step-by-step explanation:

First we know that the sum of all three angles is 180. So that gives us the equation 2b+88=180, then we can solve.

2b=180-88

2b=92

b=46

So that means b=46!

As you may know, a straight line = 180°

Since we already have 88° as one of the values, we can simply subtract that from 180.

180 - 88 = 92

Next, divide 92 by 2

92 ÷ 2 = 46

With that being said, we can conclude that the value of B is 46.

You can double check this by adding all of the values together: 46 + 46 + 88 = 180

In the given right angle, the required value of x is 10° respectively.

Right-angled shapes can be any polygon, ranging from triangles to figures with numerous sides.

Right-angled shapes like squares and rectangles have exactly 4 right angles that add up to 360 degrees.

Right angles can also be found in other shapes like trapezoids, pentagons, and hexagons.

An angle with a measure of exactly 90 degrees (or /2) is referred to as a right angle.

The proper angles are frequently demonstrated in everyday life. For instance, the edges of the cardboard or the corner of a book.

So, we know that the given angles together make a right angle as:

2x + 8 + 62 = 90

Then, solve for x as follows:

2x + 8 + 62 = 90

2x + 70 = 90

2x = 90 - 70

2x = 20

x = 20/2

x = 10

Therefore, in the given right angle, the required value of x is 10° respectively.

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Answer:

Step-by-step explanation:

Given:-

Area = 72

width = 8

Area = length  × width

[tex]\bf 72=length \times 8[/tex]

Divide 72 / 8:-

[tex]\bf length=9\; cm[/tex]

If you're asking to find the length, this's your answer.

____________________________

Hope this's what you're looking for!

Answer:

The answer would be 9 and 1/3

Step-by-step explanation:

3 and 1/2 times 2 and 2/3 gives you 9.3333333 which is rounded to 9 and 1/3.

Answer:

there are 41 white marbles in the bag.

Step-by-step explanation:

Let's use the variable w to represent the number of white marbles and y to represent the number of yellow marbles.

From the problem, we know that:

w + y = 49 (since there are 49 marbles in total)

And we also know that:

w = 5y + 1 (since the number of white marbles is 1 more than 5 times the number of yellow marbles)

Now we can use substitution to solve for w:

w + y = 49

(5y + 1) + y = 49 (substitute w = 5y + 1)

6y + 1 = 49 (combine like terms)

6y = 48 (subtract 1 from both sides)

y = 8 (divide both sides by 6)

Now we know there are 8 yellow marbles. We can use this information to find the number of white marbles:

w = 5y + 1

w = 5(8) + 1

w = 41

Picking a male youngster who enjoys playing video games is more likely if you get a score of (4/10) * (6/10) = 24/100 = 6/25.

Probability is a mathematical concept that expresses the possibility or chance of an event happening. It is stated as a number between 0 and 1, where 0 denotes the impossibility of an event and 1 denotes its certainty. By dividing the number of favorable outcomes by the entire number of possible possibilities, the probability of an event is determined.

given

The odds of selecting a male adolescent at random are x/n, while the odds of selecting a teen whose preferred pastime is playing video games are y/n.

As these two occurrences are separate, the likelihood that both will occur is the product of the probabilities:

The odds of selecting a male teen who enjoys video games are (x/n) * (y/n) = xy/n2.

By dividing the numerator and denominator by the greatest common factor (GCF) of x and y, if one exists, this can be made simpler.

For instance, the probability is simplified as follows if x=4 and y=6, where the GCF is 2:

Picking a male youngster who enjoys playing video games is more likely if you get a score of (4/10) * (6/10) = 24/100 = 6/25.

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The equation for the circle O, given the diameter, the secant K and the common point of tangent I, is:

(x - 8)² + (y - 7)² = 15²

(x - 8)² + (y - 7)² = 225

To determine the equation of the circle O with center S(8, 7) and point M(-5, -2) on the secant k, we first need to find the radius of the circle.

Given that the distance from point S to secant k is 5, we can use the Pythagorean theorem to find the length of MA, which is equal to the radius of the circle.

MA² + AS² = MS²

MA² + 5² = MS²

Calculate the distance between points M and S:

MS = √((8 - (-5))² + (7 - (-2))²) = √(13² + 9²) = √(169 + 81) = √250

Now we can find the length of MA:

MA² + 5² = 250

MA² = 250 - 25 = 225

MA = √225 = 15

The equation of a circle with center (h, k) and radius r is given by:

(x - h)² + (y - k)² = r²

Using the given center S(8, 7) and radius 15, the equation of the circle O is:

(x - 8)² + (y - 7)² = 15²

(x - 8)² + (y - 7)² = 225

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Coli present in my sandwich increases by 3.5265% per minute at room temperature. After 90 minutes, the amount of E. Coli present in my sandwich is 85.02 cfu/g, which is much higher than the acceptable limit of 100 cfu/g.

Amount refers to the total sum of money or value of goods, services, or resources. It's usually the result of a calculation or the total of several different things added together. Amounts can also refer to the size, quantity, or degree of something. For example, one might say the amount of time it takes to complete a task.

a. After 1 minute, the amount of E. Coli in my sandwich is 10.3533 cfu/g. This was calculated by multiplying 10 (the initial cfu/g) by 1.0352 (3.5265% increase).

b. After 2 minutes, the amount of E. Coli in my sandwich is 10.716 cfu/g. This was calculated by multiplying 10 (the initial cfu/g) by 1.0716 (3.5265% increase).

c. After 3 minutes, the amount of E. Coli in my sandwich is 11.0861 cfu/g. This was calculated by multiplying 10 (the initial cfu/g) by 1.1086 (3.5265% increase).

d. After 10 minutes, the amount of E. Coli in my sandwich is 14.14 cfu/g. This was calculated by multiplying 10 (the initial cfu/g) by 1.4140 (3.5265% increase).

e. After 60 minutes, the amount of E. Coli in my sandwich is 56.68 cfu/g. This was calculated by multiplying 10 (the initial cfu/g) by 5.668 (3.5265% increase).

f. After 90 minutes, the amount of E. Coli in my sandwich is 85.02 cfu/g. This was calculated by multiplying 10 (the initial cfu/g) by 8.502 (3.5265% increase).

From the above calculations, it is evident that the amount of E. Coli present in my sandwich increases by 3.5265% per minute at room temperature. After 90 minutes, the amount of E. Coli present in my sandwich is 85.02 cfu/g, which is much higher than the acceptable limit of 100 cfu/g. This is why it is important to store and consume food with E. Coli count below the acceptable limit and refrigerating food can help in reducing the growth of bacteria.

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Answer:

Ask away by typing or recording your messageAdam, Ben and Carly work out the mean of their ages.Adam is 4 years older than the mean. Ben is 1 year younger than the mean.Is Carly older or younger than the mean?By how many years?Let's start by finding the mean of their ages. We can do this by adding their ages and dividing by the number of people: Mean = (Adam's age + Ben's age + Carly's age) / 3 Let's call the mean "M" for now. We can use this to create two equations based on the information given: Adam = M + 4 Ben = M - 1 We can substitute these equations into the mean equation to get: M = (M + 4 + M - 1 + Carly's age) / 3 Simplifying this equation gives us: 3M = 2M + 3 + Carly's age Carly's age = M - 3 So Carly's age is younger than the mean by 3 years.Hey ✋, are you still around? anything else on your mind?To the nearest tenth of a second, how long after the pebble falls will it hit the ground?sTo answer this question, we need to know the height from which the pebble was dropped. We can use the formula: time = sqrt(2 * height / acceleration due to gravity) Assuming the pebble was dropped from a height of 10 meters, and taking the acceleration due to gravity as 9.8 m/s^2, we get: time = sqrt(2 * 10 / 9.8) = 1.43 seconds (to two decimal places) Therefore, the pebble will hit the ground approximately 1.43 seconds after it was dropped.

0 / 350

Answer:

20

Step-by-step explanation:

it take 3 ⅓ to make a whole so to makee 6 wholes it would take 18 and 2 more thirds and that would 20 ⅓ in 6 ⅔

Consequently, the retirement account's income rate is roughly 3.8%. (rounded to one decimal place).

Consider borrowing $1,000 at a 10% interest rate for seven years. Your interest for the first year would be $100. Your interest payment for the following year would be made up of the original sum plus interest, or $1,100. As a result, your income for the following year would be $110 ($1,100 multiplied by 0.10).

The interest rate can be calculated using the continuous compounding formula:

[tex]A=P e^{r t}[/tex]

where:

A = final balance = $9,483.80

P = initial investment = $6,398

r = rate

t = time in years = 16

Substituting the given values, we have:

$9,483.80 = $6,398[tex]e^{r16}[/tex]

Dividing both sides by $6,398, we get:

1.4829 = [tex]e^{r16}[/tex]

Using the simple logarithm of both parts, the following is obtained:

ln(1.4829) = r × 16

Solving for r, we get:

r = ln(1.4829)/16

r ≈ 0.038

Therefore, the interest rate of the retirement account is approximately 3.8% (rounded to one decimal place).

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Answer:

x2-3x-33=x+4

<=> x2-3x-x-33-4=0

<=> x2-4x-37=0

<=> x=2 + square root(41) or 2- square root(41)

No, the process for multiplying polynomials is different from adding and subtracting.

What exactly are polynomials?

Polynomials are algebraic expressions made up of variables and coefficients that are joined using the addition, subtraction, and multiplication operations. The variables in a polynomial can be raised to non-negative integer powers.

For example, the expression 3x² - 2x + 1 is a polynomial, where 3, -2, and 1 are the coefficients, and x², x, and 1 are the variables with their respective powers.

Now,

The process for adding and subtracting polynomials involves combining like terms. To add or subtract two polynomials, we simply combine the coefficients of the same degree terms.

For example, to add the polynomials 2x² + 3x + 4 and 4x² - 2x - 1, we group the like terms and add the coefficients:

(2x² + 4x²) + (3x - 2x) + (4 - 1) = 6x² + x + 3

To subtract the polynomial 4x² - 2x - 1 from the polynomial 2x² + 3x + 4, we change the sign of the second polynomial and then combine the like terms:

(2x² + 3x + 4) - (4x² - 2x - 1) = 2x² + 3x + 4 - 4x² + 2x + 1 = -2x² + 5x + 5

The process for multiplying polynomials is different from adding and subtracting. When we multiply two polynomials, we need to distribute each term of polynomials, and then combine the like terms.

For example, to multiply the polynomials (x + 2) and (x - 3), we use the distributive property:

(x + 2)(x - 3) = x(x - 3) + 2(x - 3) = x² - 3x + 2x - 6 = x² - x - 6

As we can see, the process for multiplying polynomials is different from adding and subtracting, but all three operations involve combining like terms in some way.

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Answer: 3.

Step-by-step explanation:

1 times 1/5 is 1/5.

1/5+ 2 times 1/5 is 1/5+2/5

1/5+2/5+ 3 times 1/5 is 1/5+2/5+3/5

1/5+2/5+3/5+ 4 times 1/5 is 1/5+2/5+3/5+4/5

1/5+2/5+3/5+4/5+ times 1/5 is 1/5+2/5+3/t+4/5+5/5

1/5+2/5+3/5+4/5+5/5=15/5

15/5=3

Hence, the rectangular prism has a surface area of 280 and 1/4 [tex]cm^2[/tex] as the  rectangular prism has the measurements .

A hexagon having four right angles (90º angles) and opposing sides of equal length is called to as a rectangle. It is a particular kind of rectangle in which every angle is a right angle. A rectangle has parallel opposed sides and diagonals that cut it in half. The length (l) and breadth (w), which have been perpendicular to one another, define a rectangle. A rectangle's area is equal to the product of the its width and length, or lw, and its perimeter is equal to the sum of all of its sides, or 2(l+w). In geometry, math, and daily life, such as in doors, frames, and picture frames, rectangles are frequently occurring forms.

given

The rectangular prism has the following measurements: 5 centimetres by 4 centimetres by 11 and three-quarters centimetres.

The region of each face is thus:

Face 1: 5 3/4 cm x 4 cm equals 23 [tex]cm^2[/tex]

Face 2: 5 and 3/4 inches by 11 and 3/4 inches is 70 and 1/8 centimetres square.

Face 3: 4 cm x 11 3/4 cm equals 47 [tex]cm^2[/tex]

Total surface area = 23 cm2 + 70 eighths of a cm2 + 47 eighths of a [tex]cm^2[/tex] + 23 eighths of a cm2

Surface area total = 280 and 1/4 [tex]cm^2[/tex]

Hence, the rectangular prism has a surface area of 280 and 1/4 [tex]cm^2[/tex] as the  rectangular prism has the measurements .

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Answer:

x = 4

Step-by-step explanation:

assuming you require the equation of the line passing through the given point.

A line with an undefined slope is a vertical line parallel to the y- axis with equation

x = c ( c is the value of the x- coordinates the line passes through )

the line passes through (4, - 3 ) with x- coordinate 4 , then

x = 4 ← equation of line

We can conclude after answering the presented question that Hence the equation slower train's speed is 13.25 miles per hour, while the faster train's speed is 27.25 miles per hour (13.25 + 14).

An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x + 3" equals the number "9". The purpose of equation solving is to determine the value or readings of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. In the calculation "x2 + 2x - 3 = 0," for example, the variable x is raised to the second power. Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.

Because we know the two trains are going in the same direction, their relative speed equals the total of their speeds, which is (x + x+14) = 2x + 14.

We also know that the distance between them is shrinking at a pace of 648 miles in 4 hours, or at a rate of 648/4 = 162 miles per hour.

[tex]162 = (2x + 14) x 4 = distance = rate x time\\162 = 8x + 56\\106 = 8x\sx = 13.25\\[/tex]

Hence the slower train's speed is 13.25 miles per hour, while the faster train's speed is 27.25 miles per hour (13.25 + 14).

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The dilation of the black figure to blue figure is a reduction with a scale factor of 0.5

A dilation is defined as a transformation that produces an image that is the same shape as the original, but is a different size.

It can either be an enlargement or a reduction.

An enlargement means a scale factor greater than 1 while a reduction is a scale factor less than 1.

Thus, this dilation is a reduction.

Coordinates of initial figure are:

(-8, 10), (10, 10), (8, -8), (2, -8)

Coordinates of dilated figure are:

(1, -4), (4, -4), (-4, 5), (5, 5)

Thus, it is clear that the scale factor is 0.5

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Answer:

Step-by-step explanation:

Total no. of possible outcomes = 6 (1,2,3,4,5,6,)

As given we have only one prime even no. from the above given set, that is 2.

Let's call this event A.

Total no. of favourable outcomes =P(A)= 1

Therefore the probability is  P(A)= 1/6

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]f(x)=16e^x-ex^e[/tex]

[tex]f'(x)=16e^x-e^2x^{e-1}[/tex]

[tex]f'(3)=16e^3-e^23^{e-1}[/tex]

[tex]f'(3)=e^2(16e-3^{e-1})[/tex]

[tex]\begin{array}{llll} \textit{using the pythagorean theorem} \\\\ c^2=a^2+o^2 \end{array} \qquad \begin{cases} c=\stackrel{hypotenuse}{26}\\ a=\stackrel{adjacent}{2x}\\ o=\stackrel{opposite}{2x-14} \end{cases} \\\\\\ (26)^2= (2x)^2 + (2x-14)^2\implies 676 = (4x^2)+(4x^2-56x+14^2) \\\\\\ 676=4x^2+4x^2-56x+14^2\implies 676=8x^2-56x+196 \\\\\\ 0=8x^2-56x-480\implies 0=8(x^2-7x-60) \\\\\\ 0=x^2-7x-60\implies 0=(x-12)(x+5)\implies x= \begin{cases} ~~ 12 ~~ \checkmark\\ -5 ~~ \bigotimes \end{cases}[/tex]

now, -5 is a valid value for "x", however in this case we can't use it, because that makes one of our sides negative and all sides must be a positive value.

[tex]\stackrel{ 2(12) }{\text{\LARGE 24}}\hspace{5em}\stackrel{ 2(12)-14 }{\text{\LARGE 10}}\hspace{5em}\text{\LARGE 26}[/tex]

[tex]\textit{Law of sines} \\\\ \cfrac{\sin(\measuredangle A)}{a}=\cfrac{\sin(\measuredangle B)}{b}=\cfrac{\sin(\measuredangle C)}{c} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{\sin(x)}{32}=\cfrac{\sin(50^o)}{40}\implies \sin(x)=\cfrac{32\sin(50^o)}{40} \\\\\\ x=\sin^{-1}\left[ \cfrac{32\sin(50^o)}{40} \right]\implies x\approx 37.79^o[/tex]

Make sure your calculator is in Degree mode.

Step-by-step explanation:

69) If 10 packages of shallots cost $40, then the cost of one package of shallots can be calculated as:

$40 ÷ 10 packages = $4 per package

To find out how many packages of shallots can be purchased with $8, divide the total amount of money by the cost per package:

$8 ÷ $4 per package = 2 packages

Therefore, with $8, you can buy 2 packages of shallots.

70) If three Bosc pears cost $2, we can use a proportion to determine how many pears we can buy for $4:

3 pears / $2 = x pears / $4

Cross-multiplying, we get:

3 pears × $4 = $2 × x pears

Simplifying, we get:

12 = 2x

Dividing both sides by 2, we get:

x = 6

Therefore, with $4, you can buy 6 Bosc pears.

71)If the exchange rate is 11 pounds for every $2, we can use a proportion to determine how many pounds we can get if we exchange $4:

11 pounds / $2 = x pounds / $4

Cross-multiplying, we get:

11 pounds × $4 = $2 × x pounds

Simplifying, we get:

44 = 2x

Dividing both sides by 2, we get:

x = 22

Therefore, if you exchange $4, you can get 22 pounds.

72) If 9 packages of basil cost $27, we can use a proportion to determine how many packages of basil we can buy for $9:

9 packages / $27 = x packages / $9

Cross-multiplying, we get:

9 packages × $9 = $27 × x packages

Simplifying, we get:

81 = 27x

Dividing both sides by 27, we get:

x = 3

Therefore, with $9, you can buy 3 packages of basil.