Can someone please help me and explain I’ll mark brainliest

9514 1404 393

Answer:

  40 : 110

Step-by-step explanation:

There are a number of ways you can go at this. One of my favorite is to consider the value of a "ratio unit." Here, a total of 4+11 = 15 "ratio units" represent the total to be divided: 150. So the value of each one is ...

  150/15 = 10

Then the division is ...

  4 : 11 = 10·4 : 10·11 = 40 : 110

_____

Alternate solution

Let x represent the larger share. Then the ratio is ...

  (150 -x) : x = 4 : 11

Cross-multiplying gives ...

  11(150 -x) = 4x

  1650 = 15x . . . . . add 11x, simplify

  110 = x . . . . . . . . . divide by 15; the larger share

  150-x = 150-110 = 40 . . . . . . the smaller share

The division is 40 : 110.

The total surface area of the solid shape made from the cube and cylinder is approximately 583.31 cm².

The side length of the cube is 8.7 cm, so the surface area of one face is A = 8.7²

= 75.69 cm²

Since there are six faces, the total surface area of the cube is 6 * 75.69 = 454.14 cm²

Since there are two circular bases, the total surface area of the bases is 2 * 22.91 = 45.82 cm².

In this case, the radius of the cylinder is 2.7 cm and the height is 4.9 cm, so the curved surface area is A_curved = 2 * π * 2.7 * 4.9 ≈ 83.35 cm².

Total surface area = surface area of the cube + surface area of the cylinder

Total surface area = 454.14 cm² + 45.82 cm² + 83.35 cm²

Total surface area ≈ 583.31 cm²

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Answer:70

Step-by-step explanation:

Lisa sees 10

Cheyenne sees 10x6=60

10+60=70

Answer:

A

Step-by-step explanation:

If values prοvided then transfοrmatiοn οf vectοrs can be determined.

In mathematics, a vectοr is a mathematical οbject that represents a quantity with bοth a magnitude and a directiοn. Vectοrs can be used tο represent physical quantities such as velοcity, fοrce, and acceleratiοn, as well as mοre abstract cοncepts such as cοlοr, sοund, and temperature.

Withοut seeing the figure οr the values οf a1, a2, and a3, it is nοt pοssible tο determine whether the specified linear transfοrmatiοn T : R2 → R2 is οne-tο-οne and οntο.

Hοwever, in general:

A linear transfοrmatiοn T : Rn → Rm is οne-tο-οne if and οnly if its kernel (i.e., the set οf vectοrs that are mapped tο the zerο vectοr) is trivial, meaning that the οnly vectοr that maps tο the zerο vectοr is the zerο vectοr itself.

A linear transfοrmatiοn T : Rn → Rm is οntο if and οnly if its range (i.e., the set οf all vectοrs that can be οbtained by applying T tο sοme vectοr in Rn) is equal tο Rm.

Tο determine whether a linear transfοrmatiοn is οne-tο-οne οr οntο, we can examine its prοperties and characteristics, such as its kernel, range, rank, and determinant. We can alsο use geοmetric intuitiοn and visualizatiοn tο understand hοw the transfοrmatiοn maps pοints and vectοrs in Rn tο Rm.

If yοu prοvide mοre infοrmatiοn abοut the values οf a1, a2, and a3 and the figure that shοws the standard matrix A, it can help yοu determine whether the transfοrmatiοn is οne-tο-οne and οntο and draw the image οf the vectοr [-1, 1] under the transfοrmatiοn T.

Therefοre, if values prοvided then transfοrmatiοn οf vectοrs can be determined.

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Complete question -

In Exercises 33–36, determine if the specified linear transformation is (a) one-to-one and (b) onto. Justify each answer. 14. Let T : R2 R2 be a linear transformation with standard matrix A = aaz], where a, and a, are shown in the figure. Using the figure, draw the image of under the transformation T. [-] 1

Answer:

19

Step-by-step explanation:

Answer:

b= 1/2  n+3y

Step-by-step explanation:

Hello there. To solve this question, we have to remember some properties about roots of polynomials.

Given the following function:

We want to determine its roots.

For this, we want to determine the values of x such that

Then we have that

We know that a product of two values is equal to zero if and only if one of them is equal to zero.

So we have that

Subtract 6 on both sides of the first equation, we get

Divide both sides of the equation by a factor of 2

Now for the second equation, add 4 on both sides of the equation

Hence we say that the roots of this function are

This is the answer contained in the last option.

dy= 2|x|dx

integral dy= integral 2|x|dx

y= X² + c

The value of the expression x² + 10x, when x = 2 is 24.

In the expression x² + 10x, x represents a variable, which is a placeholder for a value that can change. We are given that x = 2, which means we substitute 2 for x in the expression:

x² + 10x = 2² + 10(2)

Here, 2² means 2 raised to the power of 2, which is 2 multiplied by itself: 2² = 2 x 2 = 4.

10(2) means 10 multiplied by 2, which is 20.

So we can substitute these values in the expression:

x² + 10x = 2² + 10(2)

= 4 + 20

= 24

Therefore, when x is equal to 2, the value of the expression x² + 10x is 24.

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The complete question:

Evaluate the expression x² + 10x, when x = 2.

Answer:

(L-6)(L+2)

Step-by-step explanation:

Let L be the length of the flower garden.

Then the width will be L-4.

The area of the flower garden = L*(L-4) =L²-4L

The area of the birdbath is 3*4 = 12 ft²

The area of the remaining space for planting is

= Area of flower garden - area of birdbath

We can factor the expression as follows:

taking common frome each two terms

Therefore, the number of feet left for planting is (L-6)(L+2) in factored form.

Answer:

s

sStep-by-step explanation:

Given Data:

The dimension of the rectangle is 9 times the original dimension i.e.

The ratio of the area of the rectangle can be determined as,

Thus, area of the enlarged picture is 81 times the area of the original picture.

Thus, option (E) is the correct solution.

Answer:

\((x-2)^2 + (y-5)^2 = 1\)

Step-by-step explanation:

The radius is the distance from the center to a point oh the circle, in this case 1.

Substituting into the general formula for the equation of a circle, we get the equation to be

\((x-2)^2 + (y-5)^2 = 1\)

If probability  each parent is heterozygous for both features, determine the likelihood that a child will only have cystic fibrosis or sickle-cell anaemia.

P(Sickle-cell Anemia)

= 0.25

P(Cystic Fibrosis)

= 0.25

P(Sickle-cell Anemia or Cystic Fibrosis) = P(Sickle-cell Anemia) + P(Cystic Fibrosis)

P(Sickle-cell Anemia or Cystic Fibrosis)

= 0.25 + 0.25

P(Sickle-cell Anemia or Cystic Fibrosis)

= 0.5

The likelihood that a child will have either cystic fibrosis or sickle-cell anaemia is 0.5 or 50%. This is because both parents are heterozygous for both features. This means that each parent has a 25% chance of passing on either one of the conditions to their child. The probability of having either one of the conditions is the sum of the individual probabilities, which is 0.25 + 0.25 = 0.5 or 50%.

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Step-by-step explanation:

x = number of cards

the production costs (PC) per day are

PC(x) = 264 + 1.1x

the sales (S) are

S(x) = 5.1x

the profit (P) per day is sales minus costs

P(x) = S(x) - PC(x) = 5.1x - (264 + 1.1x) =

= 5.1x - 264 - 1.1x = 4x - 264

we need to find the value of x, so that P(x) = 52.

52 = 4x - 264

316 = 4x

x = 316/4 = 79

79 cards must be delivered daily to make a profit of $52.

Answer:

49

Step-by-step explanation:

The numbers in 14 divided by 2/7 are labeled below:

14 = whole number

2 = numerator

7 = denominator

To make it a fraction form answer, you multiply the whole number by the denominator and make the result the new numerator. The old numerator becomes the new denominator:

\(\frac{14*7}{2}=\frac{98}{2}\)

Thus, the answer to 14 divided by 2/7 in fraction form is:

\(\frac{98}{2}\)

To make the answer to 14 divided by 2/7 in decimal form, you simply divide the numerator by the denominator from the fraction answer above:

98 / 2 = 49

The answer is rounded to the nearest two decimal points if necessary.

98/2 can be simplified to 49/1.

49/1 is an improper fraction and should be written as 49.

[RevyBreeze]

The division of 14 by 2/7 gives the quotient 49.

The division is one of the four introductory fine operations, the other three being addition, deduction, and addition. In simple words, division can be defined as the splitting of a large group into lower groups similar that every group will have an equal number of particulars. It's an operation used for equal grouping and equal sharing in calculation.

We have to divide 14 by 2/7.

So, We have to multiply the fraction by reciprocate the number 2/7 to 7/2.

So, the division is

= 14 x 7/2

= 7 x 7

= 49.

Thus, the quotient is 49.

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A counter-example to the given conclusion is the difference between the numbers 15 and 25, where both are positive, but the difference gives a negative result.

Here we are shown some differences between positive numbers:

7 - 3 = 4

8 - 5 = 3

9 - 8 = 1

And the conclusion is:

"The difference of two positive numbers is always positive".

To find a counter-example we just need to find two positive numbers such that the difference between these two positive numbers gives a negative number as a result.

An example of that can be the numbers 15 and 25, if we take the difference we will get:

15 - 25 = -10

Here we can see that the difference between two positive numbers gives a negative number as an outcome, so this is our counter-example.

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Answer:

0.2

Step-by-step explanation:

5/7*x/1=1/7

5x/7=1/7

5x=1/7*7/1

5x=1

x=1/5 or 0.2

Answer:

Plzzzz answer fast......

We want to find a graph that represents Noah's average speed.

We define the average speed as the quotient between the distance moved and the time it takes to move that distance, then in this case we will have:

s = 12ft/6s = 2ft/s

Then we can define a linear equation:

y = (2ft/s)*x

As the distance that Noah travels in x seconds.

The graph of the given linear function can be seen below, and that is the graph with the slope that best represents Noah's average speed.

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Answer:

4f+2

Step-by-step explanation:

Step-by-step explanation:

Let the number of frogs be x.

According to statement,

2 more than the number of frogs is 4 .

So,

\(\boxed{\tt{2 + x = 4}}\) is the required Equation.

If solution, then,

\(x = 4 - 2\)

\(x = 2\)

Hope it helps :)

Answer: B

Step-by-step explanation:

The most likely the next pattern in the series is 2 lines with red color. Therefore, option B is the correct answer.

A recurring arrangement of numbers, forms, colours, and other elements constitutes a pattern in mathematics. The Pattern can be connected to any kind of occasion or thing. When a group of numbers are arranged in a particular way, the arrangement is referred to as a pattern. Patterns can also occasionally be referred to as a series.

From the given patterns

Figure 1 has 5 lines and it is blue in color.

Figure 2 has 4 lines and it is red in color.

Figure 3 has 3 lines and it is blue in color.

So, Figure 4 must has 2 lines and red in color.

Therefore, option B is the correct answer.

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Answer:

x = 16

Step-by-step explanation:

Opposite sides are equal in a parallelogram

AD = BC

5x - 12 = 3x + 20

5x - 3x = 20 + 12

2x = 32

x = 32/2

x = 16

Answer:

2.75

Step-by-step explanation:

The preparation of the branch's income statement for Santosh & Co. Chennai is as follows:

Branch of Santosh & Co. Chennai

For the year ended December 31, 2018

Sales revenue            $40,300

Cost of goods sold         4,200

Gross profit                 $36,100

Expenses:

Office expenses $36,000

Salaries                    3,600

Total expenses         $39,600

Loss                             $3,500

An income statement is a financial statement prepared at the end of an accounting period to determine the profit or loss generated by a business or branch.

The profit or loss is the difference between the total revenue and the total expenses for the accounting period.

Credit sales at branch 40,000

Office expenses by Head office 36,000

Cash remittance to branch for petty cash 9,000

Goods sent to Branch 7,200

Salaries paid by head office 3,600

Debtors 31.12.2018 30,000

Petty cash on 31.12.2018 16,200

Cash sales at branch 300

Stock of 31.12.2018 3,000

Sales revenue   $40,300 ($40,000 + $300)

Cost of goods sold $4,200 ($7,200 - $3,000)

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Answer:  we first need to apply the transformation to the x- and y-coordinates of the point individually

Step-by-step explanation:

To transform the coordinates of a point (x, y) using the transformation (x, y) ⟶ (–y, x), we first need to apply the transformation to the x- and y-coordinates of the point individually. This means that the x-coordinate becomes –y and the y-coordinate becomes x.

In the case of point B, the original coordinates are (2, 5), so the transformed coordinates are (–5, 2). This means that the x-coordinate becomes –5 and the y-coordinate becomes 2.

Next, we need to apply the translation that moves the point 1 unit right and 4 units up. To do this, we simply add 1 to the x-coordinate and add 4 to the y-coordinate. After this translation, the coordinates of B′ become (–4, 6). Therefore, the final coordinates of B′ are (–4, 6).

Answer:

1

Step-by-step explanation:

Prime Factorization of the numbers-

3 x 3 = 9

11 = 11

GCF(9,11)

=1