9514 1404 393
Answer:
{10, 12}
Step-by-step explanation:
The inequality can be simplified to ...
2n -3 > 15 . . . . given
2n > 18 . . . . . . add 3
n > 9 . . . . . . . . divide by 2
Only two listed numbers are greater than 9:
10, 12
The vector w=ai+bj is perpendicular to the line ax+by=c and parallel to the line bx−ay=c. It is also true that the acute angle between intersecting lines that do not cross at right angles is the same as the angle determined by vectors that are either normal to the lines or parallel to the lines. Use this information to find the acute angle between the lines below.
2x+5y=4, 7x+3y=8
Answer:
The angle between the liens is 135 degree.
Step-by-step explanation:
Equation of first line
2 x + 5 y = 4 ...... (1)
Equation of second line
7 x + 3 y = 8 ..... (2)
The slope of a line is given by
[tex]m = \frac{- coefficient of x}{coefficient of y}[/tex]
Slope of first line
[tex]m = -\frac {2}{5}[/tex]
Slope of second line
[tex]m'= - \frac{7}{3}[/tex]
The angle between the two lines is given by
[tex]tan\theta = \frac{m- m'}{1 + m m'}\\\\tan\theta = \frac{-\frac{2}{5}+\frac{7}{3}}{1+\frac{2}{5}\times \frac{7}{3}}\\\\tan\theta = -1 \\\\\theta = 135^o[/tex]
What is the difference between equation and function?
A. All of the options
B. An equation tells us in a clear term the nature of relationship between one variable and the other variable(s), but a function may not be explicit enough
C. An equation and a function is that, for an equation each of the values of independent variable should give a corresponding value of a dependent variable , that is not compulsory tor a function.
D. All equations are functions but not all functions are equations
Answer:
A is the answer........
Can someone help 12 points on the line
Answer:
x=6
Step-by-step explanation:
We can write this as a ratio
x 9
---- = --------
10 15
Using cross products
15x = 10*9
15x = 90
Divide by 15
15x/15 = 90/15
x =6
1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b = 3 and c = 4.
1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b = 3 and c = 4.
Solution:-[tex]\sf{a = kbc}[/tex]
[tex]\sf\rightarrow{36= k(3)(4)}[/tex]
[tex]\sf\rightarrow{K= \frac{36}{12}}[/tex]
[tex]\sf\rightarrow{K={\color{magenta}{3}}}[/tex]
Answer:-Therefore, the required equation of variations is a = 3bc.[tex]{\large{——————————————————}}[/tex]
#CarryOnMath⸙
describe when it is and when it is not necessary to use a common denominator when adding, subtracting, multiplying, and dividing rational expressions.
Step-by-step explanation:
For Adding and Subtraction:
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator).
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them).
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD. 7. simplify or reduce the rational expression of you can. Remember, to reduce rational expressions, the factors must be exactly the same in both the numerator and the denominator.
To Multiply:
first determine the GCF of the numerator and denominator. Then, regrouping the fractions to make fractions equal to One. Then, multiply any remaining factors.To Divide:
First, rewriting the division as multiplication by the reciprocal of the denominator. The remaining steps are the same for multiplication.9514 1404 393
Answer:
necessary: addition and subtractionnot necessary: multiplication and divisionStep-by-step explanation:
For multiplication and division, the denominator of the result is developed as part of the algorithm for performing these operations on rational expressions. For example, ...
(a/b)(c/d) = (ac)/(bd)
(a/b)/(c/d) = (ad)/(bc)
It is not necessary to make the operands of these operations have a common denominator before the operations are performed. That being said, in some cases, the division operation can be simplified if the operands do have a common denominator or a common numerator:
(a/b)/(c/b) = a/c
(a/b)/(a/c) = c/b
__
If the result of addition or subtraction is to be expressed using a single denominator, then the operands must have a common denominator before they can be combined. That denominator can be developed "on the fly" using a suitable formula for the sum or difference, but it is required, nonetheless.
(a/b) ± (c/d) = (ad ± bc)/(bd)
This formula is equivalent to converting each operand to a common denominator prior to addition/subtraction:
[tex]\dfrac{a}{b}\pm\dfrac{c}{d}=\dfrac{ad}{bd}\pm\dfrac{bc}{bd}=\dfrac{ad\pm bc}{bd}[/tex]
Note that the denominator 'bd' in this case will not be the "least common denominator" if 'b' and 'd' have common factors. Even use of the "least common denominator" is no guarantee that the resulting rational expression will not have factors common to the numerator and denominator.
For example, ...
5/6 - 1/3 = 5/6 -2/6 = 3/6 = 1/2
The least common denominator is 6, but the difference 3/6 can still be reduced to lower terms.
If we were to use the above difference formula, we would get ...
5/6 -1/3 = (15 -6)/18 = 9/18 = 1/2
how to do 10 divded by 50
Answer:
0.2Step-by-step explanation:
10 divided by 50
[tex] = \frac{10}{50} [/tex]
[tex] = \frac{1}{5} [/tex]
= 0.2 (Ans)
0.2 is the correct answer
Please help is for now :(
Answer:
d
Step-by-step explanation:
d part it is. this is the answer
What is the approximate weight of a baby at the 84th percentile
Answer: 144 pounds and 3 cents to the fourth.
Step-by-step explanation: some guy
Refer to the Lincolnville School District bus data. Information provided by manufacturers of school buses suggests the mean maintenance cost per year is $4,400 per bus with a standard deviation of $1,000. Compute the mean maintenance cost for the Lincolnville buses. Does the Lincolnville data seem to be in line with that reported by the manufacturer? Specifically, what is the probability of Lincolnville’s mean annual maintenance cost, or greater, given the manufacturer’s data?
Answer:
Step-by-step explanation:
Add all of the Maintenance costs up, divide by 80. (the number of costs).
Excel formula =SUM(F2:F81) 364151.00/80 = 4551.8875 Rounded to 4552 is your answer.
What is the sum of -2 and -18
Answer:
-2+-18 = -2 - 18= -20
hope that helped
what is the inverse of A(r)=15+3r ?
Answer:
[tex] \frac{r}{3} - 15[/tex]
Step-by-step explanation:
Swap places with A(r) and r so we have
[tex]r = 15 + 3a(r)[/tex]
Solve for a(r).
[tex] \frac{r}{3} = 15 + a(r)[/tex]
[tex] \frac{r}{3} - 15 = a(r)[/tex]
I’ll give brainlist to best answer
Answer:
12.25
Step-by-step explanation:
Expression
x^2 + 2y
x = 2.5
y = 3
x^2 = 6.25
2y = 3*2 = 6
x^2 + 2y = 6.25 + 6
x^2 + 2y = 12.25
Answer:
12.25
Step-by-step explanation:
We find the equation x^2 + 2y when x = 2.5 and y = 3.
We just have to replace x with 2.5 and y with 3 in the equation:
x^2 becomes 2.5^2
2y becomes 2 * 3 (When a variable is next to a number it means multiply)
So we get 2.5^2 + 2 * 3
We first do 2.5^2. 2.5^2 is the same as 2.5 * 2.5, which equals 6.25
Next we do 2 * 3 which equals 6
So it is 6.25 + 6, which is 12.25
HELP PLEASE 20points!!!
At a high school, 9th and 10th graders were asked whether they would prefer
robotics or art as an elective. The results are shown in the relative frequency
table.
Answer:
61%
Step-by-step explanation:
We can see that out of all the people that were surveyed, 54% were 10th graders. Since 33% out of all the ones surveyed were 10th graders that chose robotics, the fraction would be 33/54 which is 0.611.
This is 61% approx.
Answer:
61%
Step-by-step explanation:
A P E X
4. A certain bacteria doubles every day. If there are 810 bacteria on day one, how long will it take the bacteria to grow to 206550?
Answer:
255 daysStep-by-step explanation:
810 ÷ 206550 = 255An auto insurance company concludes that 30% of policyholders with only collision coverage will have a claim next year, 40% of policyholders with only comprehensive coverage will have a claim next year, and 50% of policyholders with both collision and comprehensive coverage will have a claim next year. Records show 60% of policyholders have collision coverage, 70% have comprehensive coverage, and all policyholders have at least one of these coverages. Calculate the percentage of policyholders expected to have an accident next year.
Answer:
40% of policyholders are expected to have an accident next year
Step-by-step explanation:
Given the data in the question;
P( collision coverage ) = 60% = 0.6
P( comprehensive coverage ) = 70% = 0.7
Now, we make use of the Law of addition of probability, so
P( collision coverage and comprehensive coverage ) = P( collision coverage ) + P( comprehensive coverage ) - P( collision coverage or comprehensive coverage )
P( collision coverage and comprehensive coverage ) = 0.6 + 0.7 - 1
P( collision coverage and comprehensive coverage ) = 0.3
Now,
P( comprehensive coverage only ) = P( comprehensive coverage ) - P( collision coverage and comprehensive coverage )
P( comprehensive coverage only ) = 0.7 - 0.3
P( comprehensive coverage only ) = 0.4
And
P( collision coverage only) = P( collision coverage ) - P( collision coverage and comprehensive coverage )
P( collision coverage only) = 0.6 - 0.3 = 0.3
Next we make use of the Law of total probability;
P( accident ) = [P( accident ║ collision coverage only) × P( collision coverage only)] + [P( accident ║ comprehensive coverage only) × P( comprehensive coverage only)] + [P( accident ║ collision coverage and comprehensive coverage only) × P( collision coverage and comprehensive coverage only)]
so we substitute in our values;
P( accident ) = [ 30% × 0.3 ] + [ 40% × 0.4 ] + [ 50% × 0.3 ]
P( accident ) = [ 0.3 × 0.3 ] + [ 0.4 × 0.4 ] + [ 0.5 × 0.3 ]
P( accident ) = 0.09 + 0.16 + 0.15
P( accident ) = 0.4 or 40%
Therefore, 40% of policyholders are expected to have an accident next year
Zoe prepares some lemonade for the party.
She needs to use of a kilogram of sugar.
Zoe knows that 1 kg is 2.2 pounds.
(a) What is of a kilogram in pounds?
Show a check of your working.
(3)
Use the space below to show clearly how you get your answer.
Answer:
eyeey
Step-by-step explanation:
hehhehehheheuueueuueue
the hull speed of a boat is approximated by the function
where l is the hull length in feet an v is the hull speed knots.
Answer:
sk,m
Step-by-step explanation:
Answer:
a=1.34
b=-10
>10
Step-by-step explanation:
BC=
Round your answer to the nearest hundredth.
Answer:
1.71 = BC
Step-by-step explanation:
take 70 degree as reference angle
using cos rule
cos 70 = adjacent / hypotenuse
0.3420 = BC / 5
0.3420*5 = BC
1.71 = BC
can you do 3 pages of work for me?
Answer:
if it is easy i can do it
hope it helps
Answer:
3
Step-by-step explanation:
I will help
Use the order of operations to simplify the expression
9²-72+6²•8-3
Answer:
294
Step-by-step explanation:
Use the order of operations or PEMDAS
Parentheses
Exponents
Multiply
Divide
Add
Subtract
I am having a lot of difficulty in solving this question, so please help me..
Answer:
216
Step-by-step explanation:
=>log 36 = -2/3
m
=>36=(m)^-2/3
=>(root(-36))^3=m
=>m=(root(36))^3
=>m=6^3
=>m=216
Sally works 40 hours a week and makes $30 an hour, but her kids are in child care each day and the day care center charges her $70 per day. If you deduct her child care expenses, how many dollars per hour does she actually make? (Assume Sally works five days per week.)
Answer:
Sally will earn $21.25 per hour after she removes daycare charges from her total earnings.
What does Sally earn each week?
Let's start by solving how much money Sally earns per week.
To find this value, we will find the product of 40 hours per week and 30 dollars per hour.
[tex]40\times30=1200[/tex]
We now know that Sally makes $1,200 a week without deducting the daycare charges per day.
However, we know we need to deduct 70 dollars for each day that Sally works. Since she works for five days a week, we will find the product of 70 dollars per week and five days a week.
[tex]70\times5=350[/tex]
Therefore, the daycare charges $350 per week.
What does Sally take home each week?Finally, we need to subtract the daycare charges from the amount of money that Sally earns to find how much she actually makes in a week.
[tex]1200-350=850[/tex]
Therefore, for forty hours of work that Sally works each week, she earns $850.
However, we are not done. The question asks us to find how many dollars per hour does she actually make? Therefore, we need to find the quotient of 850 dollars and 40 hours per week.
[tex]\displaystyle \frac{850}{40}=21.25[/tex]
Therefore, Sally earns $21.25 each hour after deducting daycare costs.
Maria's Pizza Palace offers 4 types of crust, 7 toppings, and 6 kinds of cheese for the mega calzone. How many different mega calzones can be made if a mega calzone contains 5 different toppings and 3 different cheeses
Answer:
210 different mega calzones can be made.
Step-by-step explanation:
Fundamental counting principle:
States that if there are p ways to do a thing, and q ways to do another thing, and these two things are independent, there are p*q ways to do both things.
Additionally:
The order in which the toppings and the cheeses are chosen is not important, which means that the combinations formula is used to solve this question.
Combinations formula:
[tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by the following formula.
[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]
Toppings:
5 from a set of 7. So
[tex]C_{7,5} = \frac{7!}{5!2!} = 21[/tex]
Cheeses
3 from a set of 6. So
[tex]C_{6,3} = \frac{6!}{3!3!} = 20[/tex]
How many different mega calzones can be made if a mega calzone contains 5 different toppings and 3 different cheeses?
Toppings and cheeses are independent, and thus, by the fundamental counting principle:
21*20 = 210
210 different mega calzones can be made.
FLIGHT TO TOKYO TAKE 2 HOURS 20 MINUTES U ARRIVE AT 4:15PM WHICH TIME DID HE SET OFF
Answer: 1:55 PM
Step-by-step explanation:
Turn 4:15 to 24-hr clock system which is 1615hrs
16:15 - 02:20 = 1355hrs
I need help I’ll mark u as brainlest
Answer:
V = 6 in ^3
Step-by-step explanation:
The formula for volume is
V = Bh where B is the area of the base
The base is a triangle and the height is 2 inches
B = 1/2 bh where b is 3 and h is 2
B =1/2 (3)*2 = 3 in^2
V = 3 *2
V = 6 in ^3
Answer:
[tex]V=6[/tex] cubic inches
Step-by-step explanation:
The Volume formula for a triangular prism is [tex]V=\frac{1}{2} bhl[/tex]
[tex]V=\frac{1}{2} (3)(2)(2)[/tex]
[tex]V=\frac{1}{2} (12)[/tex]
[tex]V=6[/tex]
Hope this helps
A line passes through (1, - 1) and (3, 5). What is the equation of the line in slope-intercept form?
Answer: a+b+c=0 and 3a+5b+c=0
Step-by-step explanation:
If you find a solution to these equations, you will find an equation of your line. Please notice that (a,b,c) defines the same line as (ka,kb,kc) and for any non-zero k, and a=b=c=0 defines no line equation at all. Now you can take a=1 and solve for b and c, or take b=1 and solve for a and c, or take c=1 and solve for a and b, at least one of these will work.
HELP!! Emma made punch with
1
4
How many gallons of ginger ale does she need to add to make a total of 4 gallons of punch?
Part A
Which diagram can Emma use to help find the number of gallons of ginger ale she needs?
O
B.
A.
4 gal
g
g
9
g
1
2
7
8
3
4
g
O
D.
g
g
Part A
Answer: Choice B (upper right corner)Explanation: Simply add the fractions mentioned, plus the g term, and that leads to a total of 4 gallons overall.
=====================
Part B
Answer: Choice A. 7/8 of a gallon (upper left corner)Explanation:
The mixed number 1 & 1/2 converts to the improper fraction 3/2
Adding the fractions gets us to
(3/2) + (7/8) + (3/4)
(12/8) + (7/8) + (6/8)
(12+7+6)/8
25/8
So far, 25/8 of a gallon is accounted for. Add on the g to get (25/8)+g
Set this equal to the 4 gallons we want and solve for g
(25/8)+g = 4
g = 4 - (25/8)
g = (32/8) - (25/8)
g = (32-25)/8
g = 7/8
She needs 7/8 of a gallon of ginger ale
Segment [tex]$s_1$[/tex] has endpoints at [tex]$(3+\sqrt{2},5)$[/tex] and[tex]$(4,7)$[/tex]. Segment [tex]$s_2$[/tex] has endpoints at [tex]$(6-\sqrt{2},3)$[/tex] and[tex]$(3,5)$[/tex]. Find the midpoint of the segment with endpoints at the midpoints of [tex]$s_1$[/tex] and [tex]$s_2$[/tex]. Express your answer as [tex]$(a,b)$[/tex].
Answer:
The midpoint of the segment with endpoints at the midpoints of s1 and s2 is (4,5).
Step-by-step explanation:
Midpoint of a segment:
The coordinates of the midpoint of a segment are the mean of the coordinates of the endpoints of the segment.
Midpoint of s1:
Using the endpoints given in the exercise.
[tex]x = \frac{3 + \sqrt{2} + 4}{2} = \frac{7 + \sqrt{2}}{2}[/tex]
[tex]y = \frac{5 + 7}{2} = \frac{12}{2} = 6[/tex]
Thus:
[tex]M_{s1} = (\frac{7 + \sqrt{2}}{2},6)[/tex]
Midpoint of s2:
[tex]x = \frac{6 - \sqrt{2} + 3}{2} = \frac{9 - \sqrt{2}}{2}[/tex]
[tex]y = \frac{3 + 5}{2} = \frac{8}{2} = 4[/tex]
Thus:
[tex]M_{s2} = (\frac{9 - \sqrt{2}}{2}, 4)[/tex]
Find the midpoint of the segment with endpoints at the midpoints of s1 and s2.
Now the midpoint of the segment with endpoints [tex]M_{s1}[/tex] and [tex]M_{s2}[/tex]. So
[tex]x = \frac{\frac{7 + \sqrt{2}}{2} + \frac{9 - \sqrt{2}}{2}}{2} = \frac{16}{4} = 4[/tex]
[tex]y = \frac{6 + 4}{2} = \frac{10}{2} = 5[/tex]
The midpoint of the segment with endpoints at the midpoints of s1 and s2 is (4,5).
Chad has a rope that is 15 yards long. How many pieces of rope measuring 5/7 of a yard can he divide his rope into?
A. 28
B. 21
C. 35
D. 14
Answer:
Chad can divide his rope in 21 pieces. (Answer B)
Step-by-step explanation:
To solve we divide.
15 divided by 5/7 is what we need to know.
When dividing fractions it is the same thing as multiplying by the reciprocal (flipped version of the fraction).
[tex]15[/tex] ÷ [tex]\frac{5}{7}[/tex] = 15 × [tex]\frac{7}{5}[/tex]
[tex]\frac{15}{1}[/tex] × [tex]\frac{7}{5}[/tex] = [tex]\frac{105}{5}[/tex]
[tex]\frac{105}{5}[/tex] = 21
Chad can divide his rope in 21 pieces.
Answer:
21 pieces
Step-by-step explanation:
Divide (5/7 yd / piece) into 15 yds:
15 yds
----------------------- = 21 pieces
(5/7 yd / piece)
19. Which of the following would best be solved using factoring the difference of squares?
O x^3 + 5x^2 - 9x - 45 = 0
O 3x² + 12x = 8
O x^2 - 25 = 0
O x^2 + 3x – 10 = 0
Please hurry!
Answer:
x² + 3x - 10 = 0
x² - 25 = 0