120
Step-by-step explanation:
if "1 hour is 24 muffins"
you can either use '+' or '×' to find the ans,
for example,
- 24+24+24+24+24 = 120
[formula 1]
using '+' is the longer way to solve the question
the easier way is by using '×', which will solve the question faster (with this you need to memorise the time table!^^)
- 24 × 5 = 120
[formula 2]
Both gives the same amount of ans, but only has a different way of solving it!
Dr. Kang, a cognitive psychologist, conducts an experiment examining the effect of emotion on memory. He provides lists of 15 words to two groups of participants at his university. He puts the names of all the participants in a hat. The first 20 names he assigns to Group A and the last 20 he assigns to Group B. Group A is given a list of words that are very emotional in content (e.g., passion, murder). Group B is given a list of words that are neutral in content (e.g., houseplant, desk). He then measures how many words each group is able to remember after being distracted for 5 minutes by watching a video about the history of the university. He finds that Group A remembers 15% more words than Group B. Use the scenario to answer the following questions (A though C).
A. What is the dependent variable? [1 pt]
B. What is the independent variable? [1 pt]
C. Can Dr. Kang make a causal claim that "emotion enhances memory"? Why or why not?
Answer:
21
Step-by-step explanation:
best pickup line: Even if earth didn't have gravity i would still fall for you.
Select the choice that follows the correct sequence of steps in solving this inequality.
-1/2y - 1 < or equal to 3
Answer:
what are the choices?? if you don't mind me asking
Find the distance between the pair of points given on the graph.
Answer:
√74
Step-by-step explanation:
49 + 25
if brainly deletes this answer, i swear this community is going down in the dumps
Answer:
[tex]\sqrt{74}[/tex] = 8.6
Step-by-step explanation:
use distance formula
points are (4,2) and (-3,-3)
d= [tex]\sqrt{(x_{2}-x_{1) ^{2} + (y_{2} -y_{1} )^{2} }[/tex]
substitute points into formula
10^ log 2 to the base 10
Answer:
the answer is 2
Step-by-step explanation:
It is like you are taking the antilogarithm of log 2
Answer:
2 is the answer of your question
hope it is helpful to you
Question 5 of 10
In the diagram below, 30 is parallel to XY. What is the value of x?
769
Answer:
D
Step-by-step explanation:
a and 76° are corresponding angles and are congruent , then
x = 76° → D
find atleast 3 solutions for the following linear equation in two variables:2x + 3y = 4
First solution :
Say, x = 0
→ 2x + 3y = 4
→ 2(0) + 3y = 4
→ 0 + 3y = 4
→ 3y = 4
→ y = 4/3
x = 0, y = 4/3Second solution :
Say, x = 1
→ 2x + 3y = 4
→ 2(1) + 3y = 4
→ 2 + 3y = 4
→ 3y = 4 - 2
→ 3y = 2
→ y = 2/3
x = 1, y = 2/3Third solution :
Say, x = 2
→ 2x + 3y = 4
→ 2(2) + 3y = 4
→ 4 + 3y = 4
→ 3y = 4 - 4
→ 3y = 0
→ y = 0 ÷ 3
→ y = 0
x = 2, y = 0Please answer i will give brainliest
Answer:
sorry bro......sis
Step-by-step explanation:
don,t know its answer
FIRST ANSWER GETS BRAINLIEST !!!!
16.
What is the solution of the equation 56 = 2.8y ?
a. y = 156.8
b. y = 58.8
c. y = 2
d. y = 20
Answer:
When you solve for y, you get y = 20.
Step-by-step explanation:
You isolate the variable by dividing each side of the equation by the number with the variable, therefore getting 20.
[tex]\longrightarrow{\green{d.\:y\:=\:20}}[/tex]
[tex]\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}[/tex]
➝[tex]\:56 = 2.8y[/tex]
➝[tex]\:y = \frac{56}{2.8} [/tex]
➝[tex]\:y = 20[/tex]
Therefore, the value of [tex]y[/tex] is 20.
[tex]\large\mathfrak{{\pmb{\underline{\blue{To\:verify}}{\blue{:}}}}}[/tex]
➝[tex]\:56 = 2.8y[/tex]
➝[tex]\:56 = 2.8 \times 20[/tex]
➝[tex]\:56 = 56[/tex]
➝[tex]\:L.H.S.=R. H. S[/tex]
Hence verified.
[tex]\bold{ \green{ \star{ \orange{Mystique35}}}}⋆[/tex]
Simply and find the value of the following
Answer:
this is the answer of your question
Step-by-step explanation:
[tex]i) \: {(729)}^{ \frac{1}{6} } [/tex]
[tex] = {(3 \times 3 \times 3 \times 3 \times 3 \times 3)}^{ \frac{1}{6} } [/tex]
[tex] = \sqrt[6]{(3 \times 3 \times 3 \times 3 \times 3 \times 3)}[/tex]
= 3 (Ans)
[tex]ii) \: {(64)}^{ \frac{2}{3} } [/tex]
[tex] = \sqrt[3]{ {64}^{2} } [/tex]
[tex] = \sqrt[3]{(64 \times 64)} [/tex]
[tex] = \sqrt[3]{ {2}^{12} } [/tex]
[tex] = {(2)}^{ \frac{12}{3} } [/tex]
[tex] = {2}^{4} [/tex]
= 16 (Ans)
[tex]iii) \: {(243)}^{ \frac{6}{5} } [/tex]
[tex] = {( \sqrt[5]{ {243} })}^{6} [/tex]
[tex] = {3}^{6} [/tex]
= 729 (Ans)
due in 20 mins help pls
Step-by-step explanation:
[tex] {13}^{2} = {6.5}^{2} + {x}^{2} \\ {x}^{2} = 126.75 \\ x = 11.2[/tex]
Answer:
11.3 cm
Step-by-step explanation:
since this is an equilateral triangle it's every sides are equal
side length (a) = 13 cm
formula to calculate the height of equilateral triangle is
h = [tex]a *\frac{\sqrt{3} }{2}[/tex]
=[tex]13 * \frac{\sqrt{3} }{2}[/tex]
=[tex]\frac{13\sqrt{3} }{2}[/tex]
=11.25
=11.3
how to solve mix surds 8√2+2√8
Answer:
[tex] { \tt{8 \sqrt{2} + 2 \sqrt{8} }}[/tex]
separate the biggest root ( √8 ):
[tex]{ \tt{ = 8 \sqrt{2} + 2 \sqrt{4 \times 2} }} \\ = { \tt{ 8 \sqrt{2} + (2 \times 2) \sqrt{2} }} \\ = { \tt{8 \sqrt{2} + 4 \sqrt{2} }}[/tex]
factorise √2 out:
[tex] = { \tt{(8 + 4) \sqrt{2} }} \\ \\ = { \bf{12 \sqrt{2} }}[/tex]
ADD AND SKMPLIFY
will
Give
Brainlist
Answer:
37 5/8
Step-by-step explanation:
Hey buddy I am here to help!
*converting them into improper fraction*
13/8 + 149/8 + 139/8 = 13+149+139/8 = 301/8 = 37 5/8
Hope the answer helps!
Plz mark me brainliest
express your answer as a polynomial in a standard form.
Which value of “x” would satisfy the following equation 24x - 18 - 8x - 30 = 96?
Answer:
x = 9
Step-by-step explanation:
24x - 18 - 8x - 30 = 96
add or subtract like terms
16x - 48 = 96
shift - 48 to right hand side . when it goes to other side minus changes to plus
16x = 96 + 48
16x = 144
x = 144/16
x = 9
to prove that the value of x satisfy the given equation or not.
to prove that the value of x is 9 substitute 9 inplace of x and if it gives 96 then it satisfy
24x - 18 - 8x - 30 = 96
24*9 - 18 - 8*9 - 30 = 96
216 - 18 - 72 - 30 = 96
216 - 120 = 96
96 = 96
since both sides is equal to 96 it can be concluded that the value of x is 9.
Which value of “x” would satisfy the following equation 24x - 18 - 8x - 30 = 96?
AnswerX = 9Step by Step Explanation24x - 18 - 8x - 30 = 96
First let's just add/subract the following terms.
16x - 48 = 96
Second.. shift the 48 to the right side. after that change the minus sign into plus sign.
16x = 48 + 96
16x = 44
x = 144/16
x = 9
Explanation:
So we just prove that the value of x satisfy the equation true or not.To prove that the value of x is 9.. we just substitute the 9 in place of x and if it was 96 the result of the equation the problem must be true.So we begin to solve it!
24x - 18 - 8x - 30 = 96
24*9 - 18 - 8*9 - 30 = 96
216 - 18 - 72 - 30 = 96
216 - 120 = 96
Since that all both sides are equal to 96 it can be concluded that the value of x is 9.
#LearnwithBrainly
Which class is better, math or science (in your opinion)
comment/answer your fav i need this for a survey
Answer:
Science is more interesting for me than math and fun!
Step-by-step explanation:
Answer:
Math is more fun for me because you get to learn more stuff in it. Plus, math can help you in everyday stuff like for example cooking.
Step-by-step explanation:
Everyone agrees that learning math can be difficult, but some people believe math is important and some people believe math is not important. Math is important for three reasons: math is everywhere, children need math, and God created math.
The first reason math is important is math is everywhere. Math is used in everyday life; it is useful, but it is more than just useful. Math is there to help us, to keep us well ordered, to help us learn new things, and to help us teach new things. Students will become adults who will use math in their jobs. All kinds of careers use math; for example, musicians, accountants, fashion designers, and mothers use math. However, math is not only used for things you do. It also brings order to everything around you; the world is organized essentially because it was made with math.
The second reason math is important is children need math. Now, as we all know, children are as chaotic as a volcanic eruption, but children, as they grow, need to learn patience. Patience is precisely what math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why would that number be negative? Why is that equation set up like that? These are questions they will learn to ask if they are taught math. The parents’ job is to help their children grow up to become good people who are patient and wise, who want to learn even more about anything and everything. Their future depends on what they have learned and if they have learned mathematics, then they will be able to do many different things—maybe even anything—when they are adults.
The third reason math is important is God created it. This is a reason most adults use to convince their children that math is not boring and unimportant, so it may seem unoriginal. I believe, however, it is something that needs to be stated. God created the universe as well as math. The universe is full of math and it is orderly because of math. The sun is a certain distance from the earth; everything is organized in such a way that no matter what has happened we have always been safe. We need math. From this, you should be able to see how much we really do use and need math. We would not be able to process or even do everyday things without it. Math, in addition to these things, helps us to know God. God gave us math to live well and to serve Him. With everything we learn using math in science, we learn more about the world, which can help draw us closer to God.
Some people say math is unimportant because you don’t need math other than basic math principles—you can live without more complicated math. They say, if you need it, then simply use a calculator and leave the more complicated math to people who like math, the mathematicians. This, however, is not correct; you need math and could not live well without math, even including more complicated math concepts. God made us with a sense of curiosity so we can learn, do, and think about all sorts of things. Math is that thing that connects everything together, everything people love to do: music, cooking, painting, and everything else. Math is important.
Math is important because math is everywhere, children need math, and God created math. This matters to me and other children because math determines our future and how we choose to live.
If the first three Fibonacci numbers are given as x, = 1, X2 = 1 and x3 = 2,
what is the value of n for which X, + Xp = 55?
Answer:
n=8
Step-by-step explanation:
can you help me with the question pls it's about standard form/scientific notation.
I'm confused with the minuses on the indices.
Answer:
-3 squared means it is 0.1 for each -1, so it would be 0.001
Step-by-step explanation:
it is 0.003 for a and the rest you can figure out
answer choices:
a. 122
b. 102
c. 138
d. 85
Answer:
option b
Step-by-step explanation:
The sum of the interior angles of a quadrilateral is 360°.
That is,
120 + y + 85 + 53 = 360
y = 360 - 120 - 85 - 53
y = 102
Answer:
Option B is correct
Step-by-step explanation:
Hint :
Sum of angles in quadrilateral = 360°
Simplify :
[tex] {y}^{o} + {120}^{o} + {85}^{o} + {53}^{o} = {360}^{o} \\ {y}^{o} + {258}^{o} = {360}^{o} \\ {y}^{o} = {360}^{o} - {258}^{o} \\ {y}^{o} = {102}^{o} [/tex]
Hope it is helpful...20. A smaller rectangle is centered within a larger rectangle such that the shaded area is created as shown below. The dimensions of both rectangles are shown in terms of x.
i don´t know how to solve this
Step-by-step explanation:
please check the attachment
Find the equation for the line that passes through the point (−3,−3), and that is perpendicular to the line with the equation x=4.
Answer:
y = - 3
Step-by-step explanation:
x = 4 is a vertical line parallel to the y- axis
A line perpendicular to it will be a horizontal line parallel to the x- axis with equation
y = c
where c is the value of the y- coordinates of the points the line passes through.
The line passes through (- 3, - 3) with y- coordinate - 3 , then
y = - 3 ← equation of perpendicular line
Consider the polygon shown. Determine the value of y.
67
75
Answer:
70 degrees
Step-by-step explanation:
It's a right angle and have angles. The polygon is 5 sides. It's 540 degrees.
It's complementary.
Step-by-step explanation:
i don't know but i think it 157 because:
180-67=113
113-90=23 x
180-23-75=82 y
hope u can understand this
Can someone tell me… Given the right triangle ABC, what is the value of tan(A)?
A. 5/13
B. 12/13
C. 12/5
D. 13/12
Answer:
C
Step-by-step explanation:
tanA = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{BC}{AC}[/tex] = [tex]\frac{24}{10}[/tex] = [tex]\frac{12}{5}[/tex] → C
12 points!! Please help out if you can! Means so much!!
Answer:
(2w+2)(w+8) ≤ 100
Step-by-step explanation:
(4 × 5) × 7 = 7 × _________ (4 × 7) 20 (7 - 5) (5 + 7)
Answer:
I think the answer is 5 hope it helps
Which point is located on the x-axis?
D
4
А
3
BE
2+
1
C
-4 -3 -2 -1
-1
1
2
3
4 X
-2+
-3+
4
Answer:
point C ad B located on the x axis
A bungee jumper leaps off a cliff 122 meters from the ground. Her cord, when fully stretched, is 72 meters long, and it takes 6 seconds after the jump for it to extend fully. The distance between e jumper and the ground as a function of time can be modeled as a quadratic function. Which equation represents her distance from the ground as a function of time?
Answer:
Answer is B.
Step-by-step explanation:
You can solve this by recognizing the vertex and the y-intercept of the quadratic equation based on the information provided.
The vertex occurs 6 seconds into the jump, when the cord is fully stretched to 72m, before it starts to contract again. This is when the jumper is closest to the ground, 122-72 = 50m above the ground. Notice the jumper never reaches the ground because the cord is only 72m long - it can't make it the full 122m - so there will not be an x-intercept (or t-intercept in this case). Anyway - the vertex is (6,50) using this information.
The y-intercept is the point at which t=0, the beginning of the jump. At the beginning of the jump, the jump is still on top of the cliff, 122m up. So the coordinates of the y-intercept are (0,122).
Now plug these values into the vertex form of the quadratic formula and solve for a:
[tex]f(t) = a(t-h)^2+k\\122=a(0-6)^2+50\\72 = 36a\\a=2[/tex]
This means our general equation (in vertex form) for this scenario is:
[tex]f(t)=2(t-6)^2+50[/tex]
Our answer options are in standard form, so just expand the vertex form of the equation to finish:
[tex]f(t)=2(t-6)^2+50\\f(t)=2(t^2-12t+36)+50\\f(t)=2t^2-24t+72+50\\f(t)=2t^2-24t+122[/tex]
Subtract (7x-3) from (5-3x)
ANSWER IS C
Which number line represents the solution to 2.5 – 1.2x < 6.5 – 3.2x?
1.) A number line from negative 5 to 5 in increments of 1. An open circle is at 4 and a bold line starts at 4 and is pointing to the left.
2.) A number line from negative 5 to 5 in increments of 1. An open circle is at 4 and a bold line starts at 4 and is pointing to the right.
3.) A number line from negative 5 to 5 in increments of 1. An open circle is at 2 and a bold line starts at 4 and is pointing to the left.
4.) A number line from negative 5 to 5 in increments of 1. An open circle is at 2 and a bold line starts at 4 and is pointing to the right.
Answer:
x <2
Step-by-step explanation:
2.5 – 1.2x < 6.5 – 3.2x
Add 3.2x to each side
2.5 – 1.2x+3.2x < 6.5 – 3.2x+3.2x
2.5 +2x < 6.5
Subtract 2.5 from each side
2.5+2x-2.5<6.5-2.5
2x<4
Divide by 2
2x/2 < 4/2
x <2
According to the Rational Root Theorem, what are all the potential rational roots of f(x) = 9X4 – 2x2 – 3x + 4?
1
2
1
O ,
4 2 4
3. +1, +3, +2, +4
0 +2, ++1, +3, 4, +3, +
9
*9
4
1 2 1 4 2
Ogg. 3.9. 3, 1, 3, 2, 4
1 1 3 3 9 9
O 4.2.2.1, 2, 7, 3, 2,9
Answer:A
Step-by-step explanation:
I JUST TOOK THE TEST ON EDGE
The possible root of the function are: ±1, ±1/3, ±1/9 , ±2, ±2/3, ±2/9, ± 4, ±4/3, ±4/9.
What is Rational Root Theorem?In algebra, theorem that for a polynomial equation in one variable with integer coefficients to have a solution (root) that is a rational number, the leading coefficient (the coefficient of the highest power) must be divisible by the fraction's denominator and the constant term (the one without a variable) must be divisible by the fraction's numerator.
We have the function f(x) = 9[tex]x^4[/tex] - 2x² - 3x + 4.
For Polynomial Function
f(x) = p[tex]x^n[/tex] + ...... + q
So, The possible rational roots are calculated using
Roots = ± factors of p / factors of q
= ± factors of 4 / factors of 9
= ± 1, 2, 4 / 1, 3, 9
So, the possible rational roots are ±1, ±1/3, ±1/9 , ±2, ±2/3, ±2/9, ± 4, ±4/3, ±4/9.
Learn more about Rational Root Theorem here:
brainly.com/question/10937559
#SPJ7
Put these numbers in order from least to greatest.
3/4,0.6, and 0.7
Answer:
O.6, 0.7, 3/4 (0.75)