A pump moves 360 gallons in 1 hour. How many gallons can be moved in 1 minute?

Answer:

x=5.834729, rounded down to 5.83

Answer:

Please check your post.  I did the best I could.

Step-by-step explanation:

A.   y = 2x                   4 = 2*(16)?     Nope

B. y=x?          I don't understand the equation:  y = x? 2 = x?????        

C.   y = x + 12              4 = 16 + 12?   Nope

D.   y = x - 12               Same???

E.  y = 1 x                   4 = 16?             Nope

Answer:

Irrational Number

Step-by-step explanation:

Mark as brainliest if correct

Answer:

Each wheel has diameter 45cm. James cycles his bicycle in a straight line in the playground. The front wheel makes 15 complete revolutions.

Step-by-step explanation:

tell me if im wrong.........

The question is an illustration of parallel lines, and equivalent ratios

The length of pt is 11.7 cm

Given that:

[tex]pr = 7cm[/tex]

[tex]ts =3cm[/tex]

[tex]tq = 5cm[/tex]

This means that:

[tex]pr : ts = pt : tq[/tex]

Substitute values for pr, ts and tq

[tex]7cm : 3cm =pt : 5cm[/tex]

Express the ratios as fractions

[tex]\frac{7cm }{ 3cm }= \frac{pt}{5cm }[/tex]

Cancel out the common units

[tex]\frac{7}{ 3}= \frac{pt}{5cm }[/tex]

Cross multiply

[tex]3pt = 35cm[/tex]

Divide both sides by 3

[tex]pt = 11.7cm[/tex]

Hence, the length of pt is 11.7 cm

Read more about equivalent ratios at:

https://brainly.com/question/2328454

Answer:

je suis désolé je ne vois pas bien

Step-by-step explanation:

et aussi je ne comprend pas l'anglais

Answer:

The answer is −42

Answer:

A

Step-by-step explanation:

Answer:

  (c)  multiplication property of equality

Step-by-step explanation:

Both sides of the equation can be multiplied by the same number without changing the values of any variables. This is the multiplication property of equality.

The potential roots of the function are, [tex]\pm1, \ \pm3, \ \pm5, \ \pm9,\ \pm15, \ \pm45,\ \pm \dfrac{1}{3},\ \pm \dfrac{5}{3}[/tex]

And the accurate root is 3 it can be determined by using rules of the rational root equation.

Function; [tex]\rm f(x) = 3x^3 - 13x^2 -3x + 45[/tex]

Which of the values shown are potential roots of the given equation?

Potential roots of the polynomial are all possible roots of f(x).

[tex]\rm f(x) = 3x^3 - 13x^2 -3x + 45[/tex]

Using rational root theorem test. We will find all the possible or potential roots of the polynomial.

[tex]\rm p=\dfrac{All\ the \ positive}{Negative\ factors \ of\ 45}[/tex]

[tex]\rm q=\dfrac{All\ the \ positive}{Negative\ factors \ of\ 3}[/tex]

The factor of the term 45 are,

[tex]\pm1, \ \pm3, \ \pm5, \ \pm9,\ \pm15, \ \pm45[/tex]

And The factor of 3 are,

[tex]\pm1, \ \pm3[/tex]

All the possible roots are,

[tex]\dfrac{p}{q} = \pm1, \ \pm3, \ \pm5, \ \pm9,\ \pm15, \ \pm45,\ \pm \dfrac{1}{3},\ \pm \dfrac{5}{3}[/tex]

Now check for all the rational roots which are possible for the given function,

[tex]\rm f(x) = 3x^3 - 13x^2 -3x + 45\\\\ f(1) = 3(1)^3 - 13(1)^2 -3(1) + 45 = 3-13-3+45 = 32\neq 0\\\\ f(-1) = 3(-1)^3 - 13(-1)^2 -3(-1) + 45 =- 3-13+3+45 = 32\neq 0\\\\ f(3) = 3(3)^3 - 13(3)^2 -3(3) + 45 = 81-117-9+45 =0\\\\ f(-3) = 3(-3)^3 - 13(-3)^2 -3(-3) + 45 = -81+117+9+45 =-144\neq 0[/tex]

Therefore, x = 3 is the potential root of the given function.

Hence, The potential roots of the function are, [tex]\pm1, \ \pm3, \ \pm5, \ \pm9,\ \pm15, \ \pm45,\ \pm \dfrac{1}{3},\ \pm \dfrac{5}{3}[/tex].

For more details about Potential roots refer to the link given below.

https://brainly.com/question/25873992

Answer: ALL OF THEM

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

can't tell you

Answer:

both of them are correct !

-1/1 = 0

and -1+1 = 0, and 0/-1 equals 0

Step-by-step explanation:

Answer: - 11 5/14 or -159/14

Step-by-step explanation:

Multiply both sides by 2 1/7.

Correct me if I am incorrect.

The value of p for the given expression is equal to 11(⁵/₁₄).

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

The given expression is P / 2(¹/₇) =-5.3. the value of p will be calculated as,

P / 2(¹/₇) =-5.3

P = -5.3 x 2(¹/₇)

Solve the equation by changing the mixed fraction to a simple fraction.

P = -5.3 x 15 / 7

P = 159 / 14

P = 11(⁵/₁₄).

To know more about an expression follow

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#SPJ2

Answer:

w < -7

Step-by-step explanation:

Do -42 divided by 6 and keep the sign the same.

You get w < -7.

Hope this helps! :)

Answer:

Value of [tex]x=5[/tex]

Step-by-step explanation:

Given that

[tex]3=\log _{10}(8)+3 \log _{10}(x)\\\\3=\log _{10}(8)+\log _{10}(x^3)\\\\3=\log _{10}(8x^3)\\\\8x^3=10^3\\\\x^3=125\\\\x=5[/tex]

Answer:

  Practice -- lots of it

Step-by-step explanation:

I usually choose a solution method that I believe will find the desired answer for me in the least number of simple steps. What constitutes a "simple" step depends on a number of things:

__

I often choose a graphing calculator as my first approach to solving a quadratic. It easily shows the roots, and can show the vertex. (Sometimes, scaling the graph is required, so I actually prefer to use a touch-screen for the purpose. It is easier to "pinch" than to type in possible graph limits by trial and error.) The answer is generally provided to 3 or 4 significant figures, which is usually enough to tell if the solution is rational or irrational.

The easiest way to describe an integer (or rational) solution to someone else (on Brainly, for example) is usually to show the factoring of the quadratic. Finding the roots with a graphing calculator significantly aids the factoring process. (It is much easier to "find" the solution if you know the solution before you start looking.)

__

As we said at the beginning, the answer to your question is "practice." Many curricula try to offer opportunities to practice. I find most of these pretty annoying. What I suggest is that you find your own internal motivation to practice solving different kinds of quadratics in several different ways. That is, solve the same quadratic by ...

It might take you a couple of hours of work to learn the best way to solve an equation in under 5 minutes.

In this process, you will discover what you need to know to choose a method that works nicely for you. I believe you will find that total familiarity with arithmetic facts (sums, products, squares) and operations on all the different ways to represent numbers (integer, decimal, fraction, percent, scientific notation) will help you significantly.

_____

* Additional comment

Some "area" problems give you the difference of dimensions (length and width), and ask you to find the dimensions that give a specific area. This can be solved by (x)(x -d) = A. If you don't immediately recognize factors of A that differ by d, then you might have to resort to the quadratic formula to solve this.

Another approach is to let the variable represent the average dimension. Then the equation becomes (x -d/2)(x +d/2) = A, which is a "difference of squares" form that is much more easily solved. The solution for x is √(A +(d/2)²), and all you have to do is add and subtract d/2 from that solution to find the dimensions. This is an example of what I mean by transforming the problem.

Answer:

g=-3repeated

Step-by-step explanation:

Answer:

1, It has a definite volume but no definite shape.

Step-by-step explanation:

Volume is the amount of space that something takes up. A liquid can only take up a certain amount of space, but it's shape will always depend on what container it is in.

Answer:

there is no more number than one

Step-by-step explanation:

Answer:

  y = x³ +2x² -x -2

Step-by-step explanation:

A polynomial with root q has a factor (x -q). The factored form of the polynomial is ...

  y = (x -1)(x +1)(x +2)

  y = (x² -1)(x +2) . . . . . . partial simplification

  y = x³ +2x² -x -2

Answer:

y - 5 = 3(x - 6)

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b ) a point on the line

Here m = 3 and (6, 5 ) a point on the line , then

y - 5 = 3(x - 6) ← equation of line

Answer:

x =  - 11

Step-by-step explanation:

Solving

(x + 5)² = 36 ( take square root of both sides )

x + 5 = ± [tex]\sqrt{36}[/tex] = ± 6 ( subtract 5 from both sides )

x = - 5 ± 6

Then

x = - 5 + 6 = 1

x = - 5 - 6 = - 11

The other solution is x = - 11

The equation of the horizontal ellipse is [tex]\frac{x^2}{144}+\frac{y^2}{100}=1[/tex]

Ellipse is a plane curve surrounding two focal points, such that for all points on the curve, the sum of the two distances to the focal points is a constant.

The standard form of an ellipse with horizontal major axis is:

[tex]\frac{x^2}{a^2}+\frac{y^2}{b^2}=1[/tex]

Where a > b

since a = 12, b = 10, hence:

[tex]\frac{x^2}{12^2}+\frac{y^2}{10^2}=1\\\\\frac{x^2}{144}+\frac{y^2}{100}=1[/tex]

The equation of the horizontal ellipse is [tex]\frac{x^2}{144}+\frac{y^2}{100}=1[/tex]

Find out more on ellipse at: https://brainly.com/question/19507943

Answer:2/8, 0.3215, 9/16, 0.75

Step-by-step explanation:

2/8 = 0.25  0.3215 is higher then 9/16 =0.5625 next is 0.75

Answer:

(x+1)^2*(x+2)*(x+3)

Step-by-step explanation:

(x+1)(x+2)(x+3)x.(x+1)

(x+1)^2*(x+2)*(x+3)

(x+3)

 (((x•(x+1))•(x+2))•—————)•(x+1)

                      x  

(x + 1) • (x + 2) • (x + 3) • (x + 1)

Multiply  (x+1)  by  (x+1)

Answer:

See image

Step-by-step explanation:

I'm guessing a little bit, bc although you attached an image, it doesn't say what you are trying to prove, nor what you are given. Usually that is provided for a proof.

But we can see that the parallel segments are marked, so we'll call that the given information. Then there are actually two pairs of corresponding angles that are congruent by the Corresponding Angles postulate. But we only need one pair. Then Angle A is congruent to itself by Reflexive Property. Finally what we have proven is that the two triangles ABC and ART are similar by AA

I  don't agree   with Cameron

The relation { (1,2), (1,3) }  has the domain {1} and range {2,3}.

The domain describes the list of x coordinates of the relation, while the range is the set of y coordinates. While we don't have a function, this is a relation.