Answer:
2/5
Step-by-step explanation:
0.4 x 10/10
= 4/10 divide by 2
=2/5
What is the formula for calculating momentum?
Answer:
(c) p = vm
Step-by-step explanation:
Momentum, represented by 'p', is the product of mass and velocity. It is a vector quantity, just as velocity is a vector quantity.
p = vm
Which theorem explains why the circumcenter is equidistance
A merchant buys a television for $125 and
sells it after a 60% mark-up. How much does
he sell the television for?
Answer:
200
Step-by-step explanation:
60% of 125 is 75
75+125=200
hope this helped!!!
Answer:
I think the answer is $200.
Step-by-step explanation:
hope this helps.
9.
8. © MP.3 Construct Arguments Jake says
adding O to an addend does not change
a sum. Is he correct? Explain. Include an
equation in your explanation.
Jake's Argument is correct, adding zero (0) to an addend does not change a sum.
Addend is number which is added to another number.
For example:
y + 5 = 8
where;
5 is the addend number of y in the equation.Adding zero (0) to an addend does not change a sum. An example is present below;
5 + 3 = 8
add zero (0) to 3 and check if the final result will change;
5 + (3 + 0) = 5 + 3 = 8
Thus, Jake's Argument is correct, adding zero (0) to an addend does not change a sum.
Learn more about addend number here: https://brainly.com/question/654494
This is for my mid term exam review but it’s #2 and it goes with the other question I answered
Answer:
B. 8 x 10^3
Step-by-step explanation:
1.6 x 10^5 / 0.2 x 10^2
= 160 000 / 20
= 8 000
You can write this as 8 x 10^3
slope y-intercept form of an equation for a line that has an x-intercept of "-3" and goes through (-2,2)
Answer:
y=2x+6.
Step-by-step explanation:
1) the condition 'an x-intercept of "-3"' means the point A with the coordinates (-3;0), then it is possible to make up the required equation according to the rule (the coordinates (-2;2) belong to the point B):
[tex]2) \ \frac{x-X_B}{X_A-X_B}=\frac{y-Y_B}{Y_A-Y_B}, \ where \ X_A=-2;Y_A=2;X_B=-3;Y_B=0.[/tex]
after the substitution the coordinates into the rule:
[tex]\frac{x+3}{-2+3} =\frac{y-0}{2-0}; \ => \ \frac{x+3}{1}=\frac{y}{2}; \ => \ y=2x+6.[/tex]
what is the equation of the circle graphed.
Answer:
Since the logarithmic function is define for ×>-3,thus,the graph has a vertical asymptote at ×=-3.
For a project in her Geometry class, Makayla uses a mirror on the ground to measure the height of her school building. She walks a distance of 13.75 meters from the school, then places a mirror on flat on the ground, marked with an X at the center. She then steps 1.2 meters to the other side of the mirror, until she can see the top of the school clearly marked in the X. Her partner measures the distance from her eyes to the ground to be 1.35 meters. How tall is the school? Round your answer to the nearest hundredth of a meter.
Answer: The answer is 19.04 meters.
Explanation: The explanation is in the image.
Help plz I don’t get it
Answer:
x = 15
Step-by-step explanation:
you divide 15 by 3 first because of pemdas
15 divided by 3 = 5
4 + 5 = 9
What is the distance between points A and B?
A. 1/3
B. 1/2
C. 1 1/3
D. 1 1/2
Answer:
A. 1/3
Step-by-step explanation:
From 1 to ___, ____, and 2 is half and half that would be 2 and a half. the only solution would be 1/3
Answer:
boom
Step-by-step explanation:
HELPPP PLS :)
find the value of x.
Answer:
9
Step-by-step explanation:
4x - 2 = 34 measure of two legs of isosceles triangle are equal
4x = 36
x = 9
comparing freezers
Maria compares two freezers.
Freezer A is 8 feet long, 4 feet wide, and 2 feet high.
Freezer B is 6 feet long, 4 feet wide, and 3 feet high.
correctly complete the statement : Freezer _ has _ more cubic feet than Freezer _ .
Answer:
Freezer B has 8 more cubic feet than Freezer A.
Step-by-step explanation:
Volume of Freezer A = 8 * 4 * 2 = 64 ft^3.
Volume of Freezer B = 6 * 4 * 3 = 72 ft^3.
72 - 64 = 8 ft^3.
Answer:
Freezer B has 8 more cubic feet than Freezer A.
Step-by-step explanation:
lf the exchange rate of 1 dollar is Rs 72.45. how many dollars exchanged for Rs 1449 ?
Step-by-step explanation:
solution
here,
1 dollar = rs 72.45
or, 1/72.45 dollars= rs 1
or, rs 1 = 1/72.45 dollars
now,
rs 1449= 1449/72.45 dollars
or,rs1449= 20 dollars
therefore, 20 dollars can be exchanged for rs 1449
how do I solve this?
Answer:
Step-by-step explanation:
total points obtained=141+87+81+91=400
total possible points=150+100+100+100=450
1.
% points obtained=(400/450)×100≈88.89
Jade did not secured more than 88.89 % marks.
2. can't read properly
From a sample size of 169, it was determined that the 68% confidence interval for the population mean is (505, 517). Therefore, the sample mean was ___. and the margin of error was ___.
A. 511; 6
B. 511; 12
C. 513; 6
D. 513; 12
Answer:
A. 511; 6
Step-by-step explanation:
The margin of error would be [tex]\pm\frac{517-505}{2}=\pm\frac{12}{2}=\pm 6[/tex]
The sample mean would be [tex]505+6=511[/tex] (or [tex]517-6=511[/tex])
solve for y and x
2+3x-1=4y
And
2x-3=y
Answer:
x = 2.6, y = 2.2
Step-by-step explanation:
if 4y = 2 + 3x - 1 and
y = 2x - 3,
4y = 2 + 3x -1 and 4y = 8x - 12 so
8x - 12 = 2 + 3x - 1
so 5x - 12 = 1,
5x = 13,
x = 2.6
If x = 2.6,
y = 5.6 - 3
so y = 2.2
Please mark me as Brainliest!
Which graph represents (x,y)(x,y)left parenthesis, x, comma, y, right parenthesis-pairs that make the equation y = 2xy=2xy, equals, 2, x true?
Choose 1 answer:
Choose 1 answer:
(Choice A)
A
(Choice B)
B
(Choice C)
C
Step-by-step explanation:
The graph has a slope of 0.5 and a y-intercept of 5
The equation is given as:
A linear equation is represented as:
Where m represents the slope, and c represents the y-intercept
So, by comparison:
m = 0.5
c = 5
This means that:
The slope is 0.5, and the y-intercept is 5
Hence, the graph of has a slope of 0.5, and a y-intercept of 5
See attachment for the graph of
A
i know its a because the other kids'answer is wrong.
QUESTION 23.PLEASE HELP ASAP
Answer:
None
Step-by-step explanation:
Answer:none
Step-by-step explanation:i know how to do math
PLS HELP ON GEOMETRY: select all the true statements
Answer:
E
Step-by-step explanation:
5. What is the measure of Angle WVX in the given square?
Answer:
try 90°C for an answer, good luck
How much does Bethany spend in week 4?
What are the common factors of 24 and 36?
O A. 1,2,4,6, 12
O B. 1,2,3,4,6,12
C. 1,2,3,4,6,8,12
O D. 1,3,4,9,18
Answer:
B. 1,2,3,4,6,12
Step-by-step explanation:
Factors of 24: 1, 24, 2, 12, 3, 8, 4, 6
Factors of 30: 1, 36, 2, 18, 3, 12, 4, 9, 6,
Describe how to determine the average rate of change between x = 2 and x = 5 for the function f(x) = 2x3 + 4. Include the average rate of change in your answer.
⦁ Avery noticed that 9/10 of the apples in a basket are red. There are 45 red apples in the basket. ⦁ Represent the situation with an equation. Use a for the variable. ⦁ Solve the equation in Part (a). Show your work. ⦁ What does the solution of the equation represent in the situation? ⦁
We want to write and solve an equation that represents the given situation. The equation we will find is (9/10)*a = 45, and its solution is a = 50.
So we know that 9/10 of the apples in the basket are red, and we know that there are 45 red apples.
Then, if we define a as the total number of apples, we know that (9/10) times a must be equal to 45, we can write this as:
(9/10)*a = 45
This is the equation that we must solve.
We can solve this if we multiply both sides by (10/9), it gives;
(10/9)*(9/10)*a = (10/9)*45
a = (10/9)*45 = 50
This means that there are 50 apples in the basket.
If you want to learn more, you can read:
https://brainly.com/question/18176080
What is 23/9+17/9 adding fractions
Answer:
[tex]\boxed{\tt \frac{40}{9}} \ \sf or \ \boxed{\tt 4 \frac{4}{9}}[/tex]
Step-by-step explanation:
[tex]\textsf{We are asked to solve for the sum of 2 fractions.}[/tex]
[tex]\large\underline{\textsf{What are Fractions?}}[/tex]
[tex]\textsf{Fractions are representations of rational numbers that can be represented as part}[/tex]
[tex]\textsf{of a whole number.}[/tex]
[tex]\underline{\textsf{What are the parts of a fraction?}}[/tex]
[tex]\textsf{Fractions have 2 parts, they're called the Numerator and the Denominator.}[/tex]
[tex]\frac{\sf Numerator}{\sf Denominator}[/tex]
[tex]\textsf{The Numerator represents the amount of equal parts a certain rational number}[/tex]
[tex]\textsf{has compared to the Denominator. The Denominator represents the total amount}[/tex]
[tex]\textsf{of parts that make a fraction equal to 1. If the Numerator is the same as the}[/tex]
[tex]\textsf{Denominator, then the fraction is just 1. If the Numerator is greater than 1, then}[/tex]
[tex]\textsf{this kind of fraction is considered an Improper Fraction, and improper fractions}[/tex]
[tex]\textsf{are fractions that are improper due to the Numerator being greater than the}[/tex]
[tex]\textsf{Denominator, which means these fractions shouldn't be represented as fractions,}[/tex]
[tex]\textsf{but there's nothing wrong with representing it as a fraction.}[/tex]
[tex]\textsf{Since we know what majority of fractions are, we may begin adding these fractions}[/tex]
[tex]\textsf{which are improper.}[/tex]
[tex]\large\underline{\textsf{How are we able to Add Fractions?}}[/tex]
[tex]\textsf{Adding Fractions is simply adding the Numerators together since the Denominator}[/tex]
[tex]\textsf{can't be changed, if so then the equation won't be equal.}[/tex]
[tex]\textsf{*Remember that when adding fractions we must have common denominators.}[/tex]
[tex]\textsf{This means that we should find the LCM (Least Common Multiple) of the}[/tex]
[tex]\textsf{Denominators.}[/tex]
[tex]\underline{\textsf{For our problem;}}[/tex]
[tex]\textsf{Since we already have Common Denominators, we are able to simply add the}[/tex]
[tex]\textsf{Numerators.}[/tex]
[tex]\large\underline{\textsf{Solving;}}[/tex]
[tex]\textsf{Add the Numerators together.}[/tex]
[tex]\tt \frac{\boxed{\tt 23}}{9} + \frac{\boxed{\tt 17}}{9} =\boxed{\tt \frac{40}9}[/tex]
[tex]\tt \frac{40}{9} \ \textsf{can be our final answer. However, since our sum is an Improper Fraction, it's}[/tex]
[tex]\textsf{greater than 1. Since 40 can divide into 9 about 4 times, our whole number will}[/tex]
[tex]\textsf{be 4, and the remainder will be our fraction.}[/tex]
[tex]\underline{\textsf{Explained in numerical;}}[/tex]
[tex]\tt \frac{40}{9} = \frac{9}{9} + \frac{9}{9} + \frac{9}{9} + \frac{9}{9} + \frac{4}{9} = \boxed{\tt 4 \frac{4}{9}}[/tex]
[tex]*\tt \frac{36}{9} = \frac{4}{1}[/tex]
[tex]\textsf{These are called Whole Number Fractions.}[/tex]
[tex]\large\underline{\textsf{Hence;}}[/tex]
[tex]\tt \frac{23}{9} + \frac{17}{9} = \boxed{\tt \frac{40}{9}} \ \sf or \ \boxed{\tt 4 \frac{4}{9}}[/tex]
[tex]\large\underline{\textsf{Learn more about Fractions;}}[/tex]
https://brainly.com/question/26180542
[tex]\textsf{This answer will give you a great review of how to turn word-form problems into}[/tex]
[tex]\textsf{fractions, and how to simpify those fractions.}[/tex]
What is the measurement of ADB?
A. 90
B. 95
C. 105
D. 145
Answer:
C)105
Step-by-step explanation:
sizde benim sorduğum soruları cevaplarsanız sevinirim doğru ve hızlı bir şekilde
classify the following number 8.4444
Answer:
rational number
Step-by-step explanation:
Natural numbers:
This is every number in the sequence 1, 2, 3, 4...
Whole numbers:
This is all of the above, but it also includes 0.
Integers:
All of the above, but this also includes negative numbers.
Rational numbers:
A rational number is any number than can be represented as a fraction of 2 integers. All of the above are also rational numbers, and below are some other examples:
[tex]1.125, \frac{1}{3}, -5\frac{2}{7}[/tex]
Irrational numbers:
Basically anything that wasn't covered above. These cannot be represented as a fraction of 2 integers.
[tex]\pi, \sqrt{3}[/tex]
=========================
You don't make it clear if this is a repeating decimal or not, but either way, this is a rational number as you can represent it as a fraction:
[tex]8.4444=\frac{21111}{2500}[/tex]
In the case that it was a repeating decimal, those are also rational numbers. Take this for example:
[tex]0.3333333...[/tex]
This is rational:
[tex]\frac{1}{3}=0.333333...[/tex]
Given a conditional statement p → q, find the inverse of its inverse, the inverse of its converse, and the inverse of its contrapositive.
The inverse of an implication p ⇒ q is ¬p ⇒ ¬q.
The converse of p ⇒ q is q ⇒ p.
The contrapositive of p ⇒ q is ¬q ⇒ ¬p.
Then
• the inverse of the inverse of p ⇒ q is p ⇒ q
• the inverse of the the converse of p ⇒ q is ¬q ⇒ ¬p
• the inverse of the contrapositive of p ⇒ q is q ⇒ p
Which relation is a function?
Answer:
D is a function.
Step-by-step explanation:
cause the line is related to both x and y
The relation that represents a function is the relation (d)
Checking the relations that are functionsFrom the question, we have the following parameters that can be used in our computation:
The relations (1) to (4) represent the given parameter
Next, we test the options
Relation (1)
This relation is not a function
This is because it fails the vertical line test i.e. some output values all point to the same input value,
Relation (2)
This relation is not a function
This is because it fails the vertical line test i.e. some output values all point to the same input value,
Relation (3)
This relation is not a function
This is because it fails the vertical line test i.e. some output values all point to the same input value,
Relation (4)
This relation is a function
This is because the inputs all point to different output values
Hence, the relation that is a function is graph (d)
Read more about functions at
brainly.com/question/22340031
#SPJ6
Does anyone know the answer for this question? I really need it.