p/18+7=9 what is the value of p

Answer:

It's C! y = 7

Step-by-step explanation:

Answer:

Of course you don't agree with Suzie's conjecture - if there is a counterexample (and there is) to a conjecture, that conjecture is false.

Additional note:

Any sum of consecutive odd numbers starting with 1 is a perfect square. It can be proven mathematically, but the pleasant "proof" is to look at actual geometrical squares drawn from unit squares (like in your notebook).

When you have a square of NxN (N^2 unit squares), to go to the next square you need to add N on one side, N on a neighboring side, and 1 to fill the missing unit, for a total of adding 2N+1 squares and ending up with (N+1)x(N+1).

Because you can start from a 1x1 square and then add 2*1+1 = 3 to go to 2x2, then add 2*2+1=5 to go to 3x3 and so on.

Step-by-step explanation:

Timmy is not the brightest person for making this Venn diagram. He just needed to find 1 counterexample.

Step-by-step explanation:

here

10^2=8^2+X^2

X^2=100-64

X=√36

X=6

A = 180-90-31

A = 59

Answer: 59

We have: [tex](-\frac{15}{18})[/tex] ÷ [tex](-\frac{20}{24})[/tex] = [tex]\frac{-15}{18} .\frac{-24}{20} = \frac{(-3)(5).(-4)(6)}{(3)(6).(4)(5)} = 1[/tex]

ANSWER: 1

ok done. Thank to me :>

Answer:

1

Step-by-step explanation:

[tex]( - \frac{15}{18} ) \div ( - \frac{20}{24} ) \\ now \: you \: have \: fraction \: divided \: by \: fraction \: then \: do \: reciprocal \: \\ ( - \frac{15}{18} ) \times ( - \frac{24}{20} ) \\ = 1[/tex]

Answer:

14

Step-by-step explanation:

because both sides need to be equal so if u plug in the 14 in x it gives you the same number for both sides 107.

Hi!

If they each got the same, then they each got 1/3 of the total $360. Therefore, we can divide 360 by 3. We can do this by dividing 36 by 3, 36/3, and that's 12. Then add the 0! 120.

Your sentence could be: "The amount of money each worker got can be represented by 360/3, which is $120."

Hope this helps! :D

Answer: Since Marcus hired 3 people and paid them $360 altogether, it should be easy to figure this out through dividing. 360/3 or 360 divided by 3 = 120. You can put three into 360 one-hundred and twenty times. So, your answer would be that each worker got $120.

Histograms are used to represent data, where the length of each bar represents the frequency of the data element

The histogram is not given; So, I will give a general explanation.

Assume that the number of commuters that travel more than 45 minutes is 450, while the total number of commuters surveyed is 500.

The percentage of commuters that travel more than 45 minutes is the quotient of the commuters that travel more than 45 minutes and the total number of surveyed commuters.

So, we have:

[tex]\%Percentage = \frac{450}{500}[/tex]

Divide 450 by 500

[tex]\%Percentage = 0.9[/tex]

Express as percentage

[tex]\%Percentage = 90\%[/tex]

Hence, the percentage of commuters that travel more than 45 minutes is 90%

Read more about histograms at:

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Answer:

The individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.

Step-by-step explanation:

Individuals are the people or things described by a data set.

Variables are characteristics of the individuals that we measure or observe.

Categorical variables take on values that are labels or categories, and quantitative variables take on numerical variables.

The individuals described by this data set are students.

The characteristics listed--homeroom teacher and absences--describe each of the students, not teachers or counselors.

One of the variables--absences--is quantitative.

The individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.

A data set is a set of information. A data set corresponds to one or more database tables in the case of tabular data.

Individuals are the people or things described by a data set.Variables are characteristics of the individuals that we measure or observe.

Categorical variables take on values that are labels or categories, and quantitative variables take on numerical variables. The individuals described by this data set are students.

The characteristics listed--homeroom teacher and absences--describe each of the students, not teachers or counsellors. One of the variables--absences--is quantitative.

Therefore the individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.

To know more about datasets follow

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Answer:

[tex]\frac{x}{y} =\frac{9a^2}{b^2}[/tex]

Step-by-step explanation:

[tex]\frac{x}{y} :\frac{3a}{b} =\frac{3a}{b}; \ => \ \frac{x}{y} :\frac{3a}{b} *\frac{3a}{b} =\frac{3a}{b} *\frac{3a}{b}; \ => \ \frac{x}{y}=\frac{9a^2}{b^2}.[/tex]

Answer:

D. x/y = 9a^2/b^2

Step-by-step explanation:

Answer:

The height of cuboid is 50 cm.

Step-by-step explanation:

Given :

To Find :

Using Formulas :

[tex]\star\small{\underline{\boxed{\sf \pink{SA_{(Cuboid)} = 2(lb + bh + lh)}}}}[/tex]

Solution :

Substituting all the given values in the formula to find height of cuboid :

[tex]{\longrightarrow{\sf{SA_{(Cuboid)} = 2(lb + bh + lh)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 2(60 \times 40 + 40 \times h + 60 \times h)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 2(2400 + 40h + 60h)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 2(2400 + 100h)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 4800 + 200h}}}[/tex]

[tex]{\longrightarrow{\sf{200h = 14800 - 4800}}}[/tex]

[tex]{\longrightarrow{\sf{200h = 10000}}}[/tex]

[tex]{\longrightarrow{\sf{h = \dfrac{10000}{200}}}}[/tex]

[tex]{\longrightarrow{\sf{h = \cancel{\dfrac{10000}{200}}}}}[/tex]

[tex]{\longrightarrow{\sf{\underline{\underline{\red{h = 50 \: cm}}}}}}[/tex]

Hence, the height of cuboid is 50 cm.

[tex]\underline{\rule{220pt}{3.5pt}}[/tex]

Step-by-step explanation:

-4y= -17x+20

4y=17x-20

y= 4.25x-5

Slope intercept form

[tex]\\ \tt\Rrightarrow 17x-4y=20[/tex]

[tex]\\ \tt\Rrightarrow 17x-20=4y[/tex]

[tex]\\ \tt\Rrightarrow y=17/4x-5[/tex]

Answer:

32

Step-by-step explanation:

Children

Friends

Babies

Lunches

Bikes

Answer:

x > 2

Step-by-step explanation:

-1+6(-1-3x)>-39-2x

-1-6 - 18x > -39 - 2x

-7 - 18x + 2x > -39 - 2x + 2x

-7 - 16x + 7 > -39 + 7

16x / 16 > -32 / 16

x > 2

[tex] \sf \: mean = \frac{Sum \: \: of \: \: Observation} {Total \: \: number \: \: of \: \: Observations} \\ \sf = \frac{2 + 1 + 2 + 4 + 5 + 4}{6} \\ = \sf \frac{18}{6} = 3[/tex]

Answer:

3

Hope you could get an idea from here.

Doubt clarification - use comment section.

The weight of Euclid is 10.625 pounds, and the weight of Riemann is 21.25 pounds.

The expression that represents the given scenario is written as;

when Pythagoras weight is 1/4 pound less than weight in January:

T + 1.2x + 0.25 = y

y- 13 + 1.2x + 0.25 = y

1.2x - 12.75 = 0

Euclid's weight is calculated as follows;

1.2x = 12.75

[tex]x = \frac{12.75}{1.2} \\\\x = 10.625 \ pounds[/tex]

The weight of Riemann is calculated as follows;

[tex]= 2 (10.625)\\\\= 21.25 \ pounds[/tex]

Learn more about word problem to algebra here: https://brainly.com/question/21405634

[tex]\huge\text{Hey there!}[/tex]

[tex]\large\textsf{4(x + 3) - 10 = 6(x -2)}\\\large\textsf{4(x) + 4(3) - 10 = 6(x) + 6(-2)}\\\large\textsf{4x + 12 - 10 = 6x - 12}\\\large\textsf{4x + 2 = 6x - 12}\\\large\text{SUBTRACT 6x to BOTH SIDES}\\\large\textsf{4x + 2 - 6x = 6x - 12 - 6x}\\\large\text{SIMPLIFY IT!}\\\large\text{NEW EQUATION: \textsf{-2x + 2 = -12}}\\\large\text{SUBTRACT 2 to BOTH SIDES}\\\large\textsf{-2x + 2 - 2 = 6x - 12 - 6x}\\\large\text{SIMPLIFY IT!}\\\large\textsf{-2x = -14}\\\large\text{DIVIDE -2 to BOTH SIDES}[/tex]

[tex]\mathsf{\dfrac{-2x}{-2}= \dfrac{-14}{-2}}\\\large\text{CANCEL out: }\rm{\dfrac{-2}{-2}}\large\text{ because it gives you 1}\\\large\text{KEEP: }\rm{\dfrac{-14}{-2}}\large\text{ because it helps solve for the x-value}\\\large\text{NEW EQUATION: }\mathsf{x = \dfrac{-14}{-2}}\\\large\text{SIMPLIFY IT!}\\\large\textsf{x = 7}\\\\\\\huge\boxed{\text{Therefore, your answer is: \boxed{\textsf{x = 7}}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer:

x-intercept: 4

y-intercept: -4

Step-by-step explanation:

Hope this helps. Plz give brainliest! Also, plz sub to kgirl633 on yt!

Answer:

1. 24.7826087

2. 142

3. 34

4. 143

5. 231

if the answer wants number 1. rounded in tenths, put 24.8

if they want it rounded in hundreths, put 24.78

hope this helps

1) 24.78

2) 142

3) 34

4) 143

5) 231

hope u liked this answer

Answer:

225 children tickets, 450 adult tickets and 500 student tickets were sold

Answer:

  5y +6 +7y = 2 (6y + 3 )

Step-by-step explanation:

We can name the blanks 'a' and 'b'. Then we have ...

  5y +6 +7y = a(6y +b)

This will have infinitely many solutions when both sides simplify to the same expression.

  12y +6 = 6ay +ab

To have these expressions be the same, we must have ...

  12 = 6a . . . . same coefficient of y

  6 = ab . . . .  same constant

The first of these equations tells us ...

  a = 12/6 = 2

Then the second equation tells us ...

  b = 6/a = 6/2 = 3

The equation with the blanks filled in is ...

  5y +6 +7y = 2 (6y + 3 )

[tex]\textit{exponential form of a logarithm} \\\\ \log_a(b)=y \qquad \implies \qquad a^y= b \\\\[-0.35em] ~\dotfill\\\\ \log_4(q)=m\implies 4^m = q[/tex]

Answer:

5x+12+x'

_______

2x'-2x-4

'=2

Answer:

Edges = 18

Step-by-step explanation:

We know that

v - e + f = 2

Where,

v = vertices

e = edge

f = faces

So,

12 - e + 8 = 2

20 - e = 2

20 - 2 = e

18 = e

Answer:

18 edges

Step-by-step explanation:

As said in the answer before it is 18. The equation used to find the answer is the Euler's Formula : F+V=E+2. Where F is faces, V is vertices, and E is edges. If given the F and V then all you have to do is add them together and subtract 2. Toodles ;)

PS: ACELLUS SUCKS

Answer:

I do not see that any of your options will work.

Step-by-step explanation:

a) and b) have a false first statement because f(1) = 96, not 12

c) would create the sequence 96, 1152, 13824

d.) would create the sequence 96, 192, 384. 768...

I believe the correct answer would be

f(1) = 96     f(n) = ½f(n-1)  n ≥ 2

which could be either c) or d) if taking potential typographic errors into account. Recording a "2" or "12" where a "½" ought to be.

Counterexamples are simply used to disprove conjectures.

(a) Elephants and Giraffes

This conjecture may or may not be true.

However, it can be disproved by the following counterexample

There are sometimes more elephants in a zoo than giraffes

The word "sometimes" disproves the original conjecture

(b) The oldest leatherback sea turtle

This conjecture is not true.

This is so because the oldest leatherback sea turtle in captivity is actually 400 years old.

So, the conjecture can be disproved by the following counterexample

The oldest leatherback sea turtle in captivity is 400 years old.

(c) American bison

This conjecture may or may not be true.

However, it can be disproved by the following counterexample

American bison are sometimes over 6 feet tall

The word "sometimes" disproves the original conjecture

Read more about conjectures and counterexamples at:

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