Answer:
the answer is b 455
Step-by-step explanation:
15/(4×12)=455
What is factor in Grade 8?
So on solving the provided question we can say that factors 8 = 1,2,4,8 factor 20 = 1,2,4,5,10,20
what is prime factor?Any natural number other than 1 with just itself and the number 1 as its divisors is considered a prime factor. Actually, 2, 3, 5, 7, 11, and so on are some of the first prime numbers. an amount that has been multiplied to produce another amount. By dividing 15 by 3 and 5, for instance, we get 3 5 = 15. main elements: Prime factors include all factors that are prime but are not composite. A few prime factors of 30 are 2, 3, and 5. Only 2 and 3 are prime factors of 12, so listing 2 twice as 2 2 3 (or 22 3) is necessary to factorize 12. The sum of 2 + 3 is not 12.
here,
factors 8 = 1,2,4,8
factor 20 = 1,2,4,5,10,20
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What is the Sin(B)? Need help!
Answer:
Last option: 5/8
Step-by-step explanation:
sin(angle) = opposite / hypotenuse
So, sin(B) = 4/6.4 = 20/32 = 10/16 = 5/8
Hope this helps!
Do sequences start at 0 or 1?
Sequences can start at either 0 or 1, depending on the specific sequence and the conventions used.
In mathematics, there are two main ways to number the elements of a sequence: zero-indexing and one-indexing. In zero-indexing, the first element of a sequence is assigned the index 0, the second element is assigned the index 1, and so on. This is the standard convention used in computer science and programming.
On the other hand, in one-indexing, the first element of a sequence is assigned the index 1, the second element is assigned the index 2, and so on. This is the standard convention used in mathematics and many other fields.
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What is a pattern rule example?
An example of a pattern rule is "add 3" which means that to find the next term in a sequence, you add 3 to the previous term.
What is patter rule?A pattern rule is a mathematical relationship used to find the value of each term in a sequence. To describe certain sequences, a pattern rule can be established. This is an algebraic equation that enables you to quickly find the value of a term in a sequence using its rank.
To write a rule for a sequence, you need to identify the pattern. This involves looking at the differences between the numbers and seeing if there is a pattern of increasing or decreasing numbers. Once you have identified the pattern, you can then write a rule that expresses that pattern.
Examples of pattern sequences include the Fibonacci sequence (1,1,2,3,5,8,13,21,34, etc.), the even numbers (2,4,6,8,10, etc.), and the multiples of 3 (3,6,9,12,15, etc.).
To describe the pattern of a sequence, you need to look at the differences between the numbers and the pattern of increases or decreases. For example, in the Fibonacci sequence, the pattern is that each number is the sum of the two numbers before it so 1+1=2, 1+2=3, 2+3=5, etc.
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Solve each system by graphing
As a result, the graph illustrating how one face's side width and diameter are linearly associated is the resolution to the given linear equation problem.
A linear equation is exactly what?One degree is the highest number of levels that can be employed in a linear model. Nonlinearity is the property of any equation having a theoretical extent of at least two. On a map, there is a horizontal line with a straightforward equation. The graph shows the curve that a nonlinear equation produces.
Here,
the side lengths and perimeter of one face are linearly connected.
formula for lines
A regular model is described by the equation y = mx + b.
If b is in fact the y intercept and m is the changing rate, then y and x are variable.
One face's length and perimeter have a linear relationship, as seen by the graph.
As a result, the graph illustrating how one face's edge length or perimeter are linearly associated is the answer to the given linear equation problem.
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Consider the quadratic function f(x) = x2 – 5x + 12. Which statements are true about the function and its graph? Select three options. The value of f(–10) = 82 The graph of the function is a parabola. The graph of the function opens down. The graph contains the point (20, –8). The graph contains the point (0, 0).
The true statements about the function and its graph are:
The graph of the function is a parabola.
The graph of the function opens up.
The graph contains the point (0, 12)
What is the quadratic function?
A quadratic function is a type of polynomial function of degree 2. It is defined as a function of form f(x) = ax² + bx + c, where a, b, and c are constants and a is not equal to 0. The graph of a quadratic function is a parabola, which is a U-shaped curve that opens up or down, depending on the value of the coefficient a.
The value of f(–10) = x² - 5x + 12 = (-10)² - 5(-10) + 12 = 100 - (-50) + 12 = 62, not 82.
The graph of the function is a parabola.
The graph of the function opens up.
The graph of the quadratic function is a parabola that opens up or down, which depends on the coefficient of x². If the coefficient of x² is positive, the parabola opens up, if it is negative, the parabola opens down. In this case, the coefficient of x² is positive, so the parabola opens up.
The graph contains the point (0, 12)
The graph does not contain the point (20, -8) since the x-coordinate is outside the domain of the function.
Hence, The true statements about the function and its graph are:
The graph of the function is a parabola.
The graph of the function opens up.
The graph contains the point (0, 12)
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What is the product of a answer?
The product is the answer to a multiplication problem.
You can obtain the result by repeatedly adding the whole number of groups in the problem. This is known as repeated addition. We are aware that multiplication is the term used to describe repeated addition. On a number line, we start at 0 and go steadily to the right side of the number line to multiply integers. Multiplication is one of the four basic mathematical operations, along with addition, subtraction, and division. In arithmetic, multiply refers to continuously adding sets of the same size. In mathematics, multiplying the numbers yields the product of two or more integers.
The multiplication of two integers in mathematics represents the repeated addition of one number in respect to another. These numbers can be natural numbers, fractions, integers, whole numbers, etc. M is either added to itself 'n' times or subtracted from itself when m is multiplied by n.
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If U = (x:x<10, x EN} is a universal set, A = (x:x is a factor of 6},B
={y: yis aprime number} andC ={z: zis a multiple of 3) are the
subsets of U.
(a) What is the cardinal number set U?
(b) Write(AB)in listing method.
(c) Find(AUB)-Candillustrateitina Venn-diagram by shading.[3]
(d) If C= {4, 7, 8, 9), what will be the relation between AUBUC and
U?
A U B= { If x is a factor of 6 and y is a prime number}, then The collection of elements that belong to either set A or set B, or to both sets A and B, is the union of the two sets A and B.
What is A U B ?[tex]$A=\{x \leq 5 ; x \in N\}$[/tex]
[tex]$: \mathrm{A}=\{1,2,3,4,5\}$\\$\therefore \mathrm{A} \mid=5$[/tex]
The following sets have been entered by you:
A = {(x: If x is a factor, then 6)}
B ={ ( y, where y is a prime number ) }.
A and B are combined to form:
[tex]$A \cup B$[/tex] = { If x is a factor of 6 and y is a prime number}, then
The collection of elements that belong to either set A or set B, or to both sets A and B, is the union of the two sets A and B. We discover togetherness in two steps: STEP 1: Compile a list of each component from each set.
[tex]$$\{(x: \text { xisafactorof } 6), y: \text { yisaprimenumber }\}$$[/tex]
Remove any components that are duplicates in step 2 to obtain:
[tex]$$A \cup B=\{(x: \text { xisafactorof } 6), y: \text { yisaprimenumber }\}$$[/tex]
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2 If the side lengths of an 8-inch square are doubled, which of the following statements about its area is true?
A the new area will be 16 times the old area
B) the new area will be 4 times the old area
c) the new area will be 2 times the old area
D) the new area will be 9 times the old area
Answer:
B 4 times
Step-by-step explanation:
since the area is
side length × side length,
any doubling of the side length is included twice in this multiplication.
2×2 = 4
and so, answer B is correct. the new area will be 4 times the old one.
Get into slope intercept form
x+y=5
M=
B=
Step-by-step explanation:
Rewrite in slope-intercept form. Subtract x x from both sides of the equation. Divide each term in −y=5−x - y = 5 - x by −1 - 1 and simplify.
One microgram is equivalent to 10−6 grams. One kilogram is equivalent to 103 grams. How many orders of magnitude as heavy as the microgram is the kilogram?
The number of orders of magnitude that the kilogram is as heavy as the microgram is 10⁹.
What is the ratio between the kilogram and the microgram?The kilogram and the microgram are multiples of the gram which is the basic unit for measuring the mass of objects.
The kilogram is a higher multiple of the gram whereas the microgram is a smaller multiple of the gram.
1 kilograms = 1000 grams
1 microgram = 1/1000000 gram
Hence,
1 microgram = 1/1000000 * 1/1000 kilograms
Therefore, the ratio of kilograms to micrograms is 10⁹ : 1
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you decide that groups of 10 chairs will take up too much floor space, so you want to find an equation to determine how tall the stack will be for x numbers of chairs. write a function to find the height of x numbers of chairs. let y be the total height of the stack
Here is a math function to find the height of a stack of x chairs:
y = (x/10)h
How was this function gotten?y = (x/10)h
where:
x = number of chairs in the stacky = total height of the stackh = height of one chairThis function calculates the total height of the stack by dividing the number of chairs in the stack (x) by 10, and then multiplying by the height of one chair (h).
This is because we have assumed that groups of 10 chairs will take up one unit of height.
Alternatively, if the number of chairs in the stack is not divisible by 10, we can use the ceiling function to round up to the nearest multiple of 10
y = ceil(x/10)h
where:
ceil(x) = smallest integer greater than or equal to x
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Margie has these times recorded on her time sheet for the week. how many hours did she work? responses 49 49 45 45 39 39 35 35 time in time out 7:05 4:58 7:30 5:01 8:01 5:32 7:22 5:46 6:55 4:31
Margie worked for 47 hours.
The given table is about the times recorded on the timesheet for the week.
We have to calculate the total time she worked for.
From 7:05 to 3:58
If 7:05 is a.m. then 3:58 will be 15:58 pm.
By subtraction of these timings we can get the number of hours she has worked.
15:58 - 07:05 = 8:53 (8 hours 53 minutes)
From 7:30 a.m. to 17:01 pm
17:01 - 07:30 = 9:31 (9 hours 31 minutes)
From 8:01 a.m. to 17:32 pm
17:32 - 08:01 = 09:31 ( 9 hours 31 minutes)
From 07:22 a.m. to 16:46 pm
16:46 - 07:22 = 09:24 (9 hours 24 minutes)
From 6:55 am to 16:31 pm
16:31 - 06:55 = 9:36 (9 hours 36 minutes)
Therefore, total time she worked = 8:53 + 9:31 + 9:31 + 9:24 + 9:36 = 44:175 (44 hours 175 minutes)
Now we will convert minutes to hours
175 minutes = 2 hours 55 minutes
So total working hours = 44 hours + 2 hours 55 minutes = 46 hours 55 minutes ≈ 47 hours
Therefore, Margie worked for 47 hours.
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Gaya buy 2 orange and 1 cauliflower he pay £2. 00
Eteben buy 4 orange and 1 cauliflower he pay £2. 90
Work out the price of one orange
The price of one orange is £0.45 and one cauliflower is £1.1.
An expression in math is a sentence with a minimum of two numbers or variables and at least one math operation. This math operation can be addition, subtraction, multiplication, or division. For example, the phrase “6 added to some number” can be written as the expression x + 6, where the variable x represents the unknown number.
Let's consider the price of one orange be x and price of one cauliflower is y.
so, from given conditions,
2x + y = 2
y = 2 - 2x - ( 1 )
4x + y = 2.90 - ( 2 )
substitute equation (1) in equation (2),
4x + 2 - 2x = 2.90
4x - 2x = 2.90 - 2
2x = 0.90
x = 0.90 / 2
x = 0.45
now, put the value of x in equation ( 1 ),
y = 2 - 2 × 0.45
y = 2 - 0.9
y = 1.1
Therefore, the price of one orange is £0.45 and one cauliflower is £1.1.
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Solve 3x − 2 = 3^7
options: 2,5,7,9
The value of x for the given expression is found as 2189/3.
Define the term power of the number?Base number is indeed the factor that is multiplied by itself, and exponent is the how many times its same base number has been multiplied. Power is defined as a base number elevated to the exponent.Exponents and indices are other names for powers. For instance, 8² may also be referred to as "8 to the power 2," "8 to the second power," or just "8 squared."The stated expression is-
3x − 2 = 3^7
Obtain the value of 3^7 by solving its power.
3x − 2 = 2187
(3x − 2) + 2 = 2187 + 2
3x − 2 + 2 = 2189
3x = 2189
3x / 3 = 2189 / 3
x = 2189/3
Thus, the value of x for the given expression is found as 2189/3.
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The correct question is-
Solve 3x − 2 = 3^7 and find the value of x.
Is there a trick for 8 times tables?
One common trick for memorizing the 8 times table is to pair it with the 4 times table.
For example, 8 x 4 = 32, so 8 x 5 = 40 because 5 is one more than 4. Similarly, 8 x 6 = 48 because 6 is two more than 4, and so on. Another trick is to think of it as 8 x 10 = 80 and then subtract 8. For example, 8 x 7 = 80 - 8 = 72.
The eight times table trick states that when you multiply eight by a number between one and five, the result always begins with a digit one lower than the number from one to five. The answer begins with a digit that is two less than the number from 6 to 10 when multiplying 8 by a number between 6 and 10.
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Use a trigonometric ratio to solve for c. Round to two decimal places as necessary!!
HELP, and can someone explain how to get the answer?
Trigonometric Ratios are defined as the values of all the trigonometric functions based on the value of the ratio of sides in a right-angled triangle.
How do you do trigonometric ratios step by step?Determining Side Lengths Using Trigonometric Ratios.The ratios of sides of a right-angled triangle with respect to any of its acute angles are known as the trigonometric ratios of that particular angle.Identify the reference angle, the adjacent leg, the opposite leg, and the hypotenuse.Identify the information you are given and the information you are looking for.Identify the trigonometric ratio that relates the two side lengths from Use cos because it deals with the adjacent angle and the hypotenuse, which is all that we have here.The ratios of the sides of a right triangle are called trigonometric ratios. Three common trigonometric ratios are the sine (sin), cosine (cos), and tangent (tan).The three basic functions in trigonometry are sine, cosine and tangent. Based on these three functions the other three functions that are cotangent, secant and cosecant are derived.Trigonometric functions are used in obtaining unknown angles and distances from known or measured angles in geometric figures. Trigonometry developed from a need to compute angles and distances in such fields as astronomy, mapmaking, surveying, and artillery range finding.cos (61 degrees) = c/19
plug in cos(61) degrees into your calculator to get .484
484 = c/19
Multiply both sides by 19 to isolate c by itself.
9.20 = c
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What is the equation of the line that passes through (1, 2) and is parallel to the line whose equation is 4x + y + 1 = 0?
4 x + y + 6 = 0
4 x + y - 6 = 0
4 x - y - 6 = 0
Answer: 4x+y-6=0
Step-by-step explanation:
To find the equation of the line that is parallel to 4x+y+1=0, we need to work in terms of slope-intercept form, which is y=mx+b.
4x+y+1=0 [subtract both sides by 4x]
y+1=-4x [subtract both sides by 1]
y=-4x-1
Our original equation is in terms of y=mx+b.
The properties of parallel lines is that they NEVER touch. Therefore the slope must be the same. The y-intercept can be different though.
y=-4x+b [plug in (1,2)]
2=-4(1)+b [multiply]
2=-4+b [add both sides by 4]
b=6
We can fill in our equation now.
y=-4x+6
We need to make our equation match the original, so let's manipulate it.
y=-4x+6 [add both sides by 4x]
4x+y=6 [subtract both sides by 6]
4x+y-6=0
Therefore 4x+y-6=0 is the answer.
Solving Equations
Solve for the variable in each of the following equations. Write your final solution as an equation.
please tell me the answer for each of them
Therefore ,the solution to the given problem of linear equation comes out to be m =1,b =24, z = 21 and r =-7.
Define a linear equation.A function is said to be linear if it can be written algebraically as y=mx+b. The y-intercept is m, and the slope is B. Because y and x are both elements in the previous sentence, it is widely termed to as a 2 different equation system. Linear equations featuring two variables are known as bivariate equations. Two examples of the many applications of linear equations are x + z = 2 , 3z - y + z = 3. If a mathematical equation has the form y=mx+b, where m stands for the slope and b for the y-intercept, it is said to be linear. The equation is represented as Y=mx+b, where m denotes the elevation and b the y-intercept.
Here,
Given :
=> 6m =6
=> m =1
2)
=>b/-8 =-3
=> b =24
3)
=>3/7 * z =9
=> z = 9 * 7 /3
=> z = 21
4)
=> -5/7 *r = 5
=> r =-7
Therefore ,the solution to the given problem of linear equation comes out to be m =1,b =24, z = 21 and r =-7.
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Solve |10x + 50| = 0.
Answer:
x = -5
Step-by-step explanation:
Now we have to,
→ find the required value of x.
The equation is,
→ |10x + 50| = 0
Then the value of x will be,
→ |10x + 50| = 0
→ 10x + 50 = 0
→ 10x = 0 - 50
→ 10x = -50
→ x = -50/10
→ [ x = -5 ]
Hence, the value of x is -5.
Which rule maps figure 1 onto figure 2
Answer:
Step-by-step explanation:
A trapezoid has an area of 226.8 square millimeters. One base is 9 millimeters long. The height measures 18.9 millimeters. What is the length of the other base?
Answer:
Step-by-step explanation:
area of trapezoid = 1/2 (a + b) h
where 'a' and 'b' are parallel sides.
and 'h' is height.
area = 1/2 (9 + b) 18.9
226.8 = 1/2 (9 + b) 18.9
226.8 × 2 = (9 + b) 18.9
453.6 = (9 + b) 18.9
453.6 ÷ 18.9 = (9 + b)
24 = (9 + b)
b = 15 millimeters
Given a pre-image and image, determine if the scale factor is greater than 1, less than 1, or equal to 1.
a. less than 1
b. greater than 1
c. equal to 1
*see attached image for the pre image and image
The scale factor is greater than 1.
Determine if the scale factor is greater than 1, less than 1, or equal to 1?The pre-image and image provided can be used to determine the scale factor between the two shapes.A scale factor is the ratio of the lengths of two corresponding sides of two similar figures.To determine the scale factor, the length of the two corresponding sides must be compared.Looking at the pre-image and image, it can be seen that the pre-image has a longer length than the image.This indicates that the scale factor is less than 1, as the length of the corresponding side in the image is shorter than the pre-image.To confirm this, the lengths of the corresponding sides must be compared.The pre-image has a length of 8 units and the image has a length of 6 units.The ratio of 8/6 is equal to 4/3, which is less than 1.Therefore, the scale factor between the pre-image and image is less than 1.To learn more about the scale factor refer to:
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Can 2.5 cm 6.5 cm and 7cm be the sides of a right-angled triangle?
The right angle lies opposite to the greater side that is 6.5 cm. Therefore, the given sides are not of a right- angled triangle.
Can 2.5 cm,6.5 cm and 7 cm be the sides of a right -angled triangle?step1
for checking a triangle can be made by these sides you have to check if the longest side is smaller than or equal to the sum of other two sides i.e.
2.5cm+7cm=9.5cm
8.5cm>6.5cm
which means the triangle can be made by these sides
step2
As we know,
In a Right-angled Triangle: By Pythagoras Theorem,
hypotenuse² = base² + perpendicular²
As we know the hypotenuse is the longest side of the triangle, So
Hypotenuse = 6.5 cm
Verifying the Pythagoras theorem,
6.5²= 7²+ 2.5²
42.25=49+6.25
42.25=55.25
Hence it is not a right-angled triangle.
The Right-angle lies on the opposite of the longest side (hypotenuse) So the right angle is at the place where 2.5 cm side and 7 cm side meet.
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What is a 2 3 aspect ratio?
A 2 3 aspect ratio is an image size format that refers to the proportion of width to height.
What is ratio?Ratio is a comparison between two or more quantities expressed as a fraction, or a set of relative quantities. It is used to compare the size of one number to another, or to compare changes over time. Ratios can be expressed in words, as fractions, or as decimals. Ratios are an important concept in mathematics, used to analyze data and solve problems.
It is commonly used in photography and video and is expressed as two numbers separated by a colon. The first number represents the width and the second number represents the height. For example, a 2 3 aspect ratio would be expressed as 2:3, meaning that the width is twice as wide as the height. This aspect ratio is also known as the "Golden Ratio" and is often used for print and digital media.
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The Darnell Company had a catered dinner. The cost of the dinner was $730. It tipped the caterers 18%. What was the total cost of the dinner, including the tip
Total cost of dinner including tip = $861.40
What is percentage?In mathematics, a percentage is a number or ratio that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide the number by the whole and multiply by 100. Hence, the percentage means, a part per hundred. The word per cent means per 100. It is represented by the symbol “%”.
Given
Cost of the dinner = $730
Amount tipped to the caterers = 18% of 730
= 18/100 × 730
= $131.40
Total cost of dinner = 730 + 131.40
Total cost of dinner = $861.40
Hence, $861.40 is the total cost of the dinner including tip.
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two times the defference of a number and three
Armand and Jill are 247. 5 mile apart, and driving toward each other. Armand i driving at a rate of 50 mile per hour and Jill i driving at a rate of 60 mile per hour
To meet, Armand and Jill will both travel for an equal length of time.
50t + 60t = 247.5 is the formula used to calculate the time, t, required for their meeting.
To meet Armand, Jill will travel 135 miles.
given that
Despite being 247.5 miles apart, Armand and Jill are heading in the same direction.
50 mph is the speed at which Armand is moving.
and Jill's vehicle is moving at a 60 mph pace.
Allow them to connect after t hours.
We understand that Distance=Speed*Time.
Armand traveled 50 miles, thus.
Jill traveled 60 t of distance.
Now that they are moving in that direction, do the following:
50t+60t=247.5--------------
(a)
1)To meet, Armand and Jill will both travel the same distance.
The value of 50t and 60t will differ for the same t, hence this statement is false.
2)Jill and Armand will both travel for an equal length of time to meet.
This is accurate because they will collide at the same time.
3)50t + 60t = 247.5 is the formula used to determine how long it will take for them to meet.
This statement is true.
4)They won't meet until 4.5 hours have passed.
We will calculate the value of t using equation (a) and determine if t=4.5 or not.
As 50t+60t=247.5
⇒ 110t=247.5
⇒ t=247.5/110=2.25
As a result, it will take 2.25 hours for them to finally meet.
Option 4 is therefore unsuitable.
5)To meet Armand, Jill will travel 135 miles.
Jill must travel 60 miles to meet Armand.
As t=2.25
60t = 60 x 2.25 = 135 miles.
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Is the triangle with sides 4.5 cm 6 cm and 7.5 cm a right triangle?
It is possible to construct a triangle whose sides are 4.5 cm 6 cm and 7.5 cm because the sum of two sides are greater than third sides.
In the given question, we have to check that it is possible to construct a triangle whose sides are 4.5 cm 6 cm and 7.5 cm.
To check whether the given sides can make a triangle or not, we have to check that the sum of two sides always grater than the third side.
To check this we firstly add the 4.5 and 6
4.5 + 6 > 7.5
10.5 > 7.5
Now we add 6 and 7.5
6 + 7.5 > 4.5
13.5 > 4.5
Now we add 4.5 and 7.5
7.5 + 4.5 > 6
12 > 6
It is possible to construct a triangle whose sides are 4.5 cm 6 cm and 7.5 cm because the sum of two sides are greater than third sides.
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1/2+(-2/5) times ( -5/7) + 1/14
The value of the multiplication of the given fractions [tex](\frac{1}{2} - \frac{2}{5}) * (- \frac{5}{7} + \frac{1}{14} )[/tex] is -9/ 140.
What are fractions?In mathematics, a fraction is used to denote a portion or component of the whole. It stands for the proportionate pieces of the whole. Numerator and denominator are the two components that make up a fraction.
What is multiplication of factors?A fraction multiplied by another fraction, an integer, or a set of variables is referred to as a fraction. The steps for multiplying fractions are as follows:
Add the numerator to the numerator to multiply. Add the denominator to the denominator and multiply. If necessary, simplify the fractions.
The multiplication of the given numbers is:
[tex](\frac{1}{2} - \frac{2}{5}) * (- \frac{5}{7} + \frac{1}{14} ) \\\\(\frac{5-4}{10} ) * (\frac{-10 + 1}{14} )\\\\\frac{1}{10} * \frac{- 9}{14} \\\\\frac{-9}{140}[/tex]
Hence, value of the multiplication of the given fractions [tex](\frac{1}{2} - \frac{2}{5}) * (- \frac{5}{7} + \frac{1}{14} )[/tex] is -9/ 140.
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