3 1/3(y+1 1/8)=6 11/12

Julio accidentally put in an extra 1/10 cup of sugar.

To calculate the number of extra cups of sugar that Julio put in, we need to find the difference between what the recipe called for (3/10 cups) and what he actually added (4/10 cups).

The difference can be calculated as follows:

Actual amount - Required amount = Extra amount

= 4/10 - 3/10

= 1/10

Therefore, Julio accidentally put in an extra 1/10 cup of sugar.

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The statement that most accurately describes patterns of Irish immigration in the mid-19th century is: its peaked in approximately 1851. The Option D is correct.

Irish immigration to the United States in the mid-19th century was characterized by several factors:

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Answer:

11

Step-by-step explanation:

just flip the problem around 14+q=25

then do 25-14

Thats your Q

Answer:

B. 14,525

Step-by-step explanation:

If a tablet costs $35 and the school is purchasing tablets for every student, then the total cost to buy tablets for the whole school would be:

$35 x 415 = $14,525

Therefore, the answer is B. $14,525.

By using the formula of average speed, it can be inferred that

My average speed is 14 miles per hour

What is average speed?

Speed of an object is the distance covered by the object per unit time

Average speed is calculated by dividing the total distance covered by the total time taken

Length of one block = 560 feet = \(\frac{560}{5280}\) miles

Number of blocks = 33

Total distance = \(\frac{560}{5280} \times 33\\\)

                        = \(\frac{7}{2}\) miles

Total time = 15 minutes = \(\frac{15}{60}\) hours = \(\frac{1}{4}\) hours

Average speed = \(\frac{\frac{7}{2}}{\frac{1}{4}}\) = \(\frac{7}{2} \times 4\) = 14 miles per hour

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Answer:

Step-by-step explanation:

Pythagorean theorem,

Hypotenuse² = base² + altitude²

Substitute the known values and you can find the missing length

Answer: -25

Step-by-step explanation: 8 - x = 17 ~ x=-9                         6*(-9)-22=-25

The cost of wrapping both boxes would be = $1.13

Surface Area of a rectangular prism = 2 (lh +wh + lw )

where length = 0.6

width = 1

height =1.2

The surface area of Box A

= 2( 0.6×1.2+1×1.2+0.6×1)

= 2( 2.52)

= 5.04ft²

where length = 0.5

width = 1.6

height =1.6

Area = 2(0.5×1.6+1.6×1.6+0.5×1.6)

= 2(4.16)

= 8.32ft²

The total area of the boxes = 5.04+8.32 = 13.36

But 6.79 = 80 ft²

X = 13.36ft²

make X the subject of formula;

X = 13.36×6.79/80

X = 90.7144/80

X= $1.13

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An equation which is true include the following: A. 4 × n × n × n × n = 4n⁴.

In Mathematics, an exponent is a mathematical operation that is typically used in conjunction with an algebraic expression in order to raise a quantity to the power of another.

This ultimately implies that, an exponent is represented by the following mathematical expression;

bⁿ

Where:

By applying the multiplication law of exponents for powers to each of the expressions, we have the following:

4 × n × n × n × n = 4n⁴

4 × n⁴ = 4n⁴

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Answer:

Step-by-step explanation:

g(x)=5|30x+4|

g(2/3)=5|30×2/3+4|

=5|20+4|

=5×24

=120

Answer:

Denpeds on the left hand side of nagetive of the inequality sign

9514 1404 393

Answer:

Step-by-step explanation:

Factoring is taking apart products. It helps immensely if you are familiar with how products are formed. That is, it helps to be familiar with your multiplication tables and the rules of divisibility. It also helps to have  thorough understanding of the distributive property and the forms produced by the multiplication of binomials.

The first step is to look for any factors that are common to all of the terms you are factoring. Next steps include ...

__

1.1.1 4x -x^2

There is only one constant, so no constant factors. The variable x appears in all terms, with a lowest power of 1, so x^1 = x is a factor.

  = x(4 -x) . . . . . . . cannot be factored further

__

1.1.2 x² -8y³ . . . . we assume this is the intended expression. (It helps to use appropriate (and consistent) exponent presentation: x^2 -8y^3, or x² -8y³.

There are no common numerical factors, no common variable factors, and the form is not the difference of squares or cubes. This expression cannot be factored.

__

1.1.3 x² +15x -54

This is a trinomial in a single variable (x), so may be factorable as the product of two binomials. The product of binomial factors will have the form ...

  (x -p)(x +q) = x² +(q-p)x -pq

This means we are looking for two factors of 54 that have a difference of 15. Here is where your familiarity with numerical factoring is helpful.

  54 = 54×1 = 27×2 = 18×3 = 9×6

Differences of the factors are 54-1=53, 25, 15, 3. The factor pair we're looking for is 18×3. Comparing that to the above form, we see that q=18 and p=3, so the factorization is ...

  = (x -3)(x +18)

__

1.1.4 6x²y -10xy +15x -25

There are no numerical or variable factors that are seen in all terms. However, we notice that pairs of terms have common factors. Factoring those out gives ...

  = (2xy)(3x -5) +5(3x -5)

At this point, we notice that (3x -5) is a factor of both of these terms, so we can factor it out. This gives the complete factorization ...

  = (2xy +5)(3x -5)

_____

Additional comment

Many methods are promoted for factoring trinomials. It is helpful to understand that the product of factors looks like ...

  (ax +b)(cx +d) = acx² +(ad+bc)x +bd

That is to say, the product of the x² coefficient and the constant term (ac·bd) will have factors (ad, bc) that have a sum equal to the linear term coefficient. Once you realize this, finding the factorization is not so difficult. You look at the factor pairs of abcd in the same way we looked at factor pairs of -54 in problem 1.1.3 above.

Answer:

 Table B -

Step-by-step explanation:

You want to know which of the four offered tables represents a linear function.

A linear function will have differences in y that have the same ratio to differences in x for all pairs of values in the table.

Table A has x-differences that are 1 between adjacent terms. The y-differences are negative for the first pair of table values, but positive for the last pair (2 -5 vs 5 -2).

Table B has x-differences that are 1 between adjacent terms. The y-differences are -2 between any pair of adjacent terms, so their ratio to x-differences is -2/1 = -2, a constant. Table B represents a linear function.

Table C has x-differences that change from 0 to -3 to +3 while y-differences are constant at +1. The ratios of differences are not constant.

Table D has x-differences of +1, and y-differences that alternate in sign and magnitude.

Only Table B represents a linear function.

<95141404393>

the interval over which the graph of f(x) = -(x + 3) - 1 is decreasing is (-∞, +∞).

What is a function?

A unique kind of relation called a function is one in which each input has precisely one output. In other words, the function produces exactly one value for each input value. The graphic above shows a relation rather than a function because one is mapped to two different values. The relation above would turn into a function, though, if one were instead mapped to a single value. Additionally, output values can be equal to input values.

The given function is:

f(x) = -(x + 3) - 1

To find the interval over which the function is decreasing, we need to find the values of x where the function's derivative is negative.

The derivative of the function is:

f'(x) = -1

The derivative is a constant, which means the function has a constant slope of -1. Since the slope is negative, the function is decreasing over its entire domain.

Therefore, the interval over which the graph of f(x) = -(x + 3) - 1 is decreasing is (-∞, +∞).

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I cant help you but I can give you the equation: 16 x 4 x weight per cookie = answer

Step-by-step explanation:

did you forget to write the whole question?

The value of y' by implicit differentiation, the value of y is \(y = \sqrt{5x +c}\)

We differentiate each side of an equation with two variables by taking one as a variable and the rest are constant.

Given

The function is \(y^2 + 5 = 5x\)

where x and y are variables..

On differentiating the equation, we have;

\(2yy' + 0 = 5\)

on simplifying, we have

2yy' = 5

Now solve the equation explicitly for y and differentiate to get y' in terms of x.

2yy' = 5

Separate the variables

\(y^2 = 5x + c\)

Taking square root on both the side

\(y = \sqrt{5x +c}\)

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Answer:

I can´t see...

Step-by-step explanation:

Answer:

To determine the possible degree(s) of a function from the graph alone, you need to examine the behavior of the graph at the extremes (far left and far right) and consider the number of turning points or changes in direction. Here's a step-by-step approach:

Look at the far left side of the graph: Determine the behavior of the graph as it approaches negative infinity. Does the graph approach a specific value, such as a horizontal line (asymptote) or the x-axis? If the graph approaches a horizontal line, it suggests a polynomial function of even degree. If the graph approaches the x-axis, it indicates a polynomial function of odd degree or possibly a function with a root of multiplicity greater than one.

Look at the far right side of the graph: Determine the behavior of the graph as it approaches positive infinity. Similar to step 1, observe if the graph approaches a specific value or a horizontal line. The behavior at the far right side should be consistent with the behavior at the far left side. This can help you identify if the function is even or odd degree.

Examine the number of turning points or changes in direction: Count the number of times the graph changes direction. These points are where the slope of the graph changes from positive to negative or vice versa. The number of turning points can provide an indication of the degree of the polynomial. For example, if there are two turning points, it suggests a polynomial function of degree 3.

Remember that this method provides potential degrees, but it may not definitively determine the exact degree of the function. Additional information or analysis might be required for a more accurate determination.

11, - 6, -1, 4, 9, 14, 19, ... are mapped onto 4. ... A;-l = (-ltQn (mod N),. (A5.34) ... 131 2, 14, 34, 38, 42, 78, 90, 178, 778, 974(1000).

Step-by-step explanation:

the nearest .1/2 incp, we say the 'unit 131/2 incl. 1.4 a measUrement is-stated tp- be 546 inch, this UM= the

Answer:

the answer to your question how many outcomes is really gonn adepend on you you slove you problem but my amswer is gonna be 7.

The perimeter of triangle ABC could be either approximately 27.98 cm or approximately 14.66 cm, depending on the length of AB.

What is the perimeter?

The perimeter is a mathematical term that refers to the total distance around the outside of a two-dimensional shape. It is the length of the boundary or the sum of the lengths of all the sides of a closed figure.

Let's call the length of AB x and the length of BC y.

First, we can use the fact that CD is the height of the triangle to find the area of triangle ABC:

Area of triangle ABC = 1/2 * CD * AB

Substituting the given values, we have:

1/2 * 12 * x = 6x

So the area of triangle ABC is 6x square centimeters.

We can also use the fact that angle BCD is 30 degrees to set up a trigonometric equation involving x and y:

tan(30) = x/y

Simplifying, we get:

y = x/tan(30) = x/(1/√(3)) = √(3) * x

Now we can use the formula for the area of a triangle in terms of its sides:

Area of triangle ABC = 1/2 * AB * BC * sin(B)

where B is the angle between sides AB and BC. In this case, we know that angle BCD is 30 degrees, so angle BCA is 60 degrees, and angle ABC is 90 degrees. Therefore, we have:

Area of triangle ABC = 1/2 * x * √3 * x * sin(60)

Simplifying, we get:

Area of triangle ABC = 1/4 * √3 * x²

Since we already found that the area of triangle ABC is 6x square centimeters, we can set these two expressions equal to each other and solve for x:

6x = 1/4 * √(3) * x²

Multiplying both sides by 4/√3, we get:

24/√(3) * x = x²

Simplifying, we get:

x² - 24/√(3) * x = 0

Using the quadratic formula, we get:

x = (24/√(3) ± √((24/√(3))² - 410)) / 2*1

Simplifying, we get:

x = 16√(3) / 3 or x = 8 √(3) / 3

Since we are looking for the perimeter of triangle ABC, we need to find y as well. Using the equation we derived earlier, we have:

y = √(3) * x

Therefore, we have two possible triangles:

Triangle ABC1: AB = 16 √(3) / 3, BC = 16, and AC = 8 √7 / 3

Triangle ABC2: AB = 8 √3 / 3, BC = 8, and AC = 4 √7 / 3

The perimeter of each triangle is the sum of its side lengths. Therefore:

Perimeter of triangle ABC1 = 16 √3/ 3 + 16 + 8 √7 / 3 ≈ 27.98 cm

Perimeter of triangle ABC2 = 8 √3 / 3 + 8 + 4 √7 / 3 ≈ 14.66 cm

hence, the perimeter of triangle ABC could be either approximately 27.98 cm or approximately 14.66 cm, depending on the length of AB.

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Answer:

long division

Step-by-step explanation:

17\5=3

put down 2 then i'll make u go from there

Answer:

-7 is the ans

Step-by-step explanation:

Answer:

-7

Step-by-step explanation:

a positive divided by a negative is negative

35/-5

-(35/5)

-(7)

-7

Answer:

B. −x^2+2x+4

Step-by-step explanation:

(f-g)(x)

fx - g=

6x^2+4x−7−2x−7x^2+11

=6x^2+4x+−7+−2x+−7x^2+11

Combine Like Terms:

=6x^2+4x+−7+−2x+−7x^2+11

=(6x^2+−7x^2)+(4x+−2x)+(−7+11)

=−x^2+2x+4

Answer: THIS IS A QUIZ. THIS VIOLATES THE BRAINLY HONOR CODE

Step-by-step explanation:

The top right line (second line) best fits the data in this problem, as it has the lowest residuals.

For a data-set, the definition of a residual is that it is the difference of the actual output value by the predicted output value, that is:

Residual = Observed - Predicted.

For a line of best fit, we have that the residuals are the lowest possible, meaning that the points are the closest to the line.

Hence the top right line best fits the data in this problem, as it has the lowest residuals.

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Answer:

y=4x-3

Step-by-step explanation:

To the nearest percentage, the probability that the randomly selected student is a junior is 27%

Here, we want to get the probability that a randomly selected student is a junior

From what we have in the table, the total number of students will be;

4 + 3 + 6 + 4 + 2 + 6 + 2 + 3 = 30

The number of juniors we have is ;

2 + 6 = 8

So the probability is simply the number of juniors divided by the total number of students

We have this as;

a. Constant speed, C =  0. 19 miles/minutes

b. The fraction representing her constant speed is  1/x miles/minutes

c. The time it takes her to drive exactly 1 mile is 5. 38 minutes

The formula for calculating constant speed is expressed as;

Constant speed = total distance covered/ total time taken

From the information given, we have that;

Now, substitute the values into the formula

Constant speed = 1. 3 / 7

Divide the values

Constant speed = 0. 19 miles/minutes

When distance 1 mile, time taken = x minutes

Constant speed = 1/x miles/minutes

If 1. 3 miles = 7 minutes

Then, 1 mile = x

cross multiply

x = 7/1. 3

x = 5. 38 minutes

Hence, the constant speed is 0. 19 miles/minutes

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