Help needed for this Que’s please.!

Answer:

3/10

Step-by-step explanation:

2/5 + 1/5 = 3/5, which gets changed to 6/10, amd 6/10 - 3/10 = 3/10

Answer:

490000

Step-by-step explanation:

Substituting \(x=40\),

\(I=-425(40)^2 + 45500(40) - 650000=490000\)

Answer:

\(\displaystyle x=\frac{7\pm\sqrt{37}}{6}\)

Step-by-step explanation:

\(\displaystyle x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}\\\\x=\frac{-(-7)\pm\sqrt{(-7)^2-4(3)(1)}}{2(3)}\\\\x=\frac{7\pm\sqrt{49-12}}{6}\\ \\x=\frac{7\pm\sqrt{37}}{6}\)

yes

yes

Step-by-step explanation:

I am in the blooket

Answer:

ok

Step-by-step explanation:

Answer:

Step-by-step explanation:

Let x be the number of miles you and your friend travel.We know that the cost of the bus ride is 60 cents per mile, so the total cost of the trip is 60 * x.This can be written as an equation as follows:Cost = 60 * xOr, more simply:Cost = 60xThis equation represents the relationship between the number of miles you and your friend travel and the cost of the trip. As the number of miles increases, the cost of the trip also increases at a rate of 60 cents per mile.

\( \large{ \text{Hi, Hope you are fine!}}\)

\( \bull \: \: \: \sf{\angle CGE= x \degree}\)

‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎

\( \bull \: \: \: \sf{ \angle AGF = 75 \degree}\)

\( \bull \: \: \: \sf{AGC=90 \degree}\)

\( \bull \: \: \: \sf{Value \: of \: x}\)

‎ ‎ ‎ ‎ ‎ ‎

‎ ‎ ‎ ‎

\( \sf{\angle AGC + \angle AGD=180° (Linear \: pair)}\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{:\implies90 \degree+ \angle AGD=180° }\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{ :\implies\angle AGD=180° - 90 \degree}\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{:\implies \angle AGD= 90 \degree}\)

\( \sf{:\implies\angle FGD= \angle CGE=x}\)

[Vertically opposite angle]

‎ ‎ ‎ ‎ ‎ ‎

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{ \angle AGD= 90 \degree}\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{:\implies \angle AGF+ \angle FGD= 90 \degree}\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{ :\implies75 \degree + x = 90 \degree}\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{ :\implies x = 90 \degree - 75 \degree}\)

‎ ‎ ‎ ‎ ‎ ‎

\( \sf{ :\implies \: x = 15 \degree}\)

Answer:

Option (C)

Step-by-step explanation:

Given:

In right triangles ΔAED and CEB,

m∠AED = m∠CEB = 90°

DE ≅ BE

AD ≅ BC

To prove:

ΔAED ≅ ΔCEB

                    Statements                         Reasons

1). m∠AED = m∠BC = 90°              1). Given

2). DE = BE                                     2). Given

3). AD = BC                                    3). Given

4). ΔAED ≅ ΔCEB                          4). By HL theorem of congruence

Option (C) is the answer.

Answer:

i think it is (x-5) (x-1) (x+1) (x+3)

Step-by-step explanation:

f(x)=x 4 −2x 3 −16x 2 +2x+15=±15,±5,±3,±1=x=1=x 3 −x 2 −17x−15=0=

x 2 −2x−15=0=x= 2 2±8=x=−3 x=5= (x-5) (x-1) (x+1) (x+3)

​

Answer:

Step-by-step explanation:

it would be "c" because the question asks for the number that makes the inequality true

4x≤ x+3

the graph in c is saying that every number that is 1 or less than 1 makes the inequality true. so lets take -7 as an example

4 x -7=-28

-28+3=-25

-25 is greater than -28 so the inequality is true. the reason why graph d doesnt work is because if we plug in 2 into the equation, then 4x =8 and x+3=5

5 is not greater than 8 so it doesnt work

The graph of g(x) is represented by the equation g(x) = Root Index 3 Start Root x EndRoot-1.

Hence, the correct option is D) g(x) = RootIndex 3 Start Root x End Root–1

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There are 30 children in the choir

Number of people in the choir = 80

Number of women = 1/2 × 80 = 40.

Number of men = 1/4 × 40 = 10

Therefore, the number if children will be:

Men + Women + Children = 80

10 + 40 + n = 80

n = 80 - 40 - 10

n = 50

There are 30 children in the choir.

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Answer:

N=3

Step-by-step explanation:

Number of people in the choir = 80

Number of women = 1/2 × 80 = 40.

Number of men = 1/4 × 40 = 10

Therefore, the number if children will be:

Men + Women + Children = 80

10 + 40 + n = 80

n = 80 - 40 - 10

n = 50

There are 30 children in the choir.

Answer:

4 1/2 cups of flour

4 1/2 tablespoons baking powder

4 1/2 teaspoon salt

4 1/2 eggs

5 cups of milk

5 cups of blueberries

Step-by-step explanation:

Solving the provided question, we can say that equatiοn of slope intercept will me as y -y1 = m(x-x1) => 3x - y = -1

In mathematics, the intersectiοn point is the place on the y-axis where the slope of the line crosses. a place where the y-axis crοsses on a line or curve. Y = mx+c, where m stands fοr the slope and c for the y-intercept, is used as the equation fοr the straight line to show this.

The slope (m) οf the line and its y-intercept (b) are emphasised in the equatiοn's intercept fοrm. When an equatiοn has the intercept form (y=mx+b), the slοpe is m and the y-intercept is b. Sοme equations can also be rewritten such that they seem to be slοpe intercepts. If y=x is rewritten as y=1x+0, fοr instance, the slοpe and y-intercept are bοth changed to 1.

Here,

coordinates are

M(2,5) and P(a,-2)

equation of slope intercept will me as

y -y1 = m(x-x1)

y - 5 = 3x-4

3x - y = -1

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The number of times the students on your floor order pizza in a week, population.

A population is a complete set of individuals or objects that share common characteristics. It is an entire group of people, animals, plants, or objects that can be studied. A population can also be a group of people living in a certain geographical area.

A sample is a subset of a population. It is a smaller group of individuals or objects drawn from the population that are used to make inferences about the population as a whole.

A sample is used in statistical analysis to estimate population characteristics, such as mean, median, and variance. The accuracy of the estimates depends on the size and representativeness of the sample.

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The complete question is:

Determine whether the statement describes a population or a sample. The number of times the students on your floor order pizza in a week, ___.

Answer: b = 11.62

Step-by-step explanation:

We can use this formula to solve for b:

\(b^{2} =\) \(\sqrt{c^{2}-a^{2} }\)

\(b^{2} =\) \(\sqrt{12^{2}-3^2 }\)

\(b^2= \sqrt{144-9}\)

= 11.61895004

We can round that to 11.62.

Hope this helped!

The 19  tykes  given away by the Shelter, that have room for only 4  tykes  per family.        

The number of different canine families that could be created from the 19  tykes  given away by the  sanctum, we need to calculate the number of combinations. room for only 4  tykes , we need to choose 4  tykes  from the aggregate of 19  tykes . The order of the  tykes  in the family doesn't count, as long as we choose different  tykes  for each family.  The number of combinations can be calculated using the formula for combinations  C( n, r) =  n!/( r!( n- r)!)  Where C( n, r) represents the number of combinations of choosing r  particulars from a set of n  particulars.  In this case, we've n =  19( total number of  tykes ) and r =  4( number of  tykes  per family).  Plugging these values into the formula, we get  C( 19, 4) =  19!/( 4!( 19- 4)!)  Calculating the factorial values  19! =  19 × 18 × 17 × 16 × 15 × 14 × 13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 =  ! =  4 × 3 × 2 × 1 =  24  15! =  15 × 14 × 13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 =   Substituting these values into the formula  C( 19, 4) = /( 24 ×)  ≈ 91,390  The 19  tykes  given away by the  sanctum, considering that you have room for only 4  tykes  per family.

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The length of the fence around the enclosure not including the gates is:2l + 2w + 8 m

To find the length of the fence around the enclosure, we need to first find the perimeter of the rectangle and then subtract the combined length of the two gates from it.

Let's assume the length of the rectangle is 'l' and the width is 'w'.

From the given data, we know that each gate is 4 m wide.

Therefore, the width of the rectangle is:

Width = w + (4 m + 4 m) = w + 8 m

The perimeter of the rectangle is:

P = 2l + 2(w + 8 m) = 2l + 2w + 16 m

Now, we need to subtract the combined length of the two gates from the perimeter:

P - 2 × 4 m = 2l + 2w + 16 m - 8 m = 2l + 2w + 8 m

So, the length of the fence around the enclosure not including the gates is:2l + 2w + 8 m

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Answer:

Step-by-step explanation:

n = 41

There are 41 students on each bus.

the car is approximately 22.4 meters away from the tower.

What is Trigonometric Functions?

Trigonometry uses six fundamental trigonometric operations. Trigonometric ratios describe these operations. The sine function, cosine function, secant function, co-secant function, tangent function, and co-tangent function are the six fundamental trigonometric functions. The ratio of sides of a right-angled triangle is the basis for trigonometric functions and identities. Using trigonometric formulas, the sine, cosine, tangent, secant, and cotangent values are calculated for the perpendicular side, hypotenuse, and base of a right triangle.

we can write:

tan(55 degrees) = 32 / d

To solve for "d", we can rearrange the equation:

d = 32 / tan(55 degrees)

Using a calculator, we can evaluate the tangent of 55 degrees:

tan(55 degrees) = 1.428

d = 22.4 meters

Therefore, the car is approximately 22.4 meters away from the tower.

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Answer:

B,30

Step-by-step explanation:

Answer:

B,30°

Step-by-step explanation:

The equivalenet expression is 54\(n^{-11}\)

Any mathematical statement that includes numbers, variables, and an arithmetic operation between them is known as an expression or algebraic expression.

The way of representing huge numbers in terms of powers is known as an exponent. Exponent, then, is the number of times a number has been multiplied by itself.

To simplify the given expression, we need to apply the power of a power rule, which states that to raise a power to another power, we need to multiply the exponents.

Starting with:

(\(6n^-5\))(\(3n^-3\))²

We can simplify as follows:

(\(6n^-5\))(\(9n^-6\))

Now, we can use the product of powers rule, which states that when multiplying two powers with the same base, we add their exponents.

Therefore:

6 x 9 = 54

\(n^-5 * n^-6 = n^-11\)

So the simplified expression is:

\(54n^-11\)

Therefore, the expression \((6n^-5)(3n^-3)^2\) is equivalent to \(54n^-11.\)

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The expression that is equal to (6n-5)(3n-3) option D, 54n11.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement.

We can use the distributive property of multiplication to expand the expression (6n - 5)(3n - 3) as follows:

(6n - 5)(3n - 3) = 6n(3n) - 6n(3) - 5(3n) + 5(3)

                 = 18n² - 18n - 15n + 15

                 = 18n² - 33n + 15

Therefore, the expression that is equivalent to (6n - 5)(3n - 3) is 18n² - 33n + 15, which is option D.

So, the answer is option D, 54n11.

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Bill for dinner = $67.82

Tip = $16.18

We are to find

what percentage of the original bill was the tip

This is done as follows

Simplifying this we get

Therefore, the percentage is 24%

A. In equation form: Revenue = 9x1 + 12x2 + 4x3 + 5x4 + 8x5

B. Non-negativity constraint: x1, x2, x3, x4, x5 ≥ 0

To solve this problem using E x c e l Solver, set up the revenue function and the constraints. Here's how you can do it:

a. Revenue Function:

Let's denote the number of cakes baked for each type as x1, x2, x3, x4, and x5 respectively.

The revenue function can be formulated as:

Revenue = (Selling Price of Cake 1 × Number of Cake 1) + (Selling Price of Cake 2 × Number of Cake 2) + (Selling Price of Cake 3 × Number of Cake 3) + (Selling Price of Cake 4 × Number of Cake 4) + (Selling Price of Cake 5 × Number of Cake 5)

In equation form:

Revenue = 9x1 + 12x2 + 4x3 + 5x4 + 8x5

b. Constraints:

The constraints for the availability of ingredients can be formulated as follows:

Milk constraint: 4x1 + 3x2 + x3 + 5x4 + 4x5 ≤ 280

Sugar constraint: 7x1 + 4x2 + 5x3 ≤ 300

Egg constraint: x1 + 2x2 + 3x3 + 4x4 + 5x5 ≤ 80

Flour constraint: 3x1 + 4x2 + 2x3 + 4x4 + 6x5 ≤ 250

Cream constraint: 4x1 + 5x3 + x4 + 3x5 ≤ 190

Non-negativity constraint: x1, x2, x3, x4, x5 ≥ 0

c. Solve the system of linear inequalities using E x c e l Solver:

To solve the system of linear inequalities using E x c e l Solver, follow these steps:

1. Open M i c r o s o f t E x c e l and enter the following data in a new sheet:

| | A | B |

|-----|-----------|-----------------|

| 1 | Cakes | Selling Price |

| 2 | Cake 1 | $9 |

| 3 | Cake 2 | $12 |

| 4 | Cake 3 | $4 |

| 5 | Cake 4 | $5 |

| 6 | Cake 5 | $8 |

| | | |

| | | Formula |

| 9 | Milk | 280 |

| 10 | Sugar | 300 |

| 11 | Eggs | 80 |

| 12 | Flour | 250 |

| 13 | Cream | 190 |

2. In cell B16, enter the formula for the revenue:

=B2×B7 + B3×B8 + B4×B9 + B5×B10 + B6×B11

3. In cell B18, enter the formula for the milk constraint:

=4×B2 + 3×B3 + B4 + 5×B5 + 4×B6

4. In cell B19, enter the formula for the sugar constraint:

=7×B2 + 4×B3 + 5×B4

5. In cell B20, enter the formula for the egg constraint:

=B2 + 2×B3 + 3×B4 + 4×B5 + 5×B6

6. In cell B21, enter the formula for the flour constraint:

=3×B2 + 4×B3 + 2×B4 + 4×B5 + 6×B6

7. In cell B22, enter the formula for the cream constraint:

=4×B2 + 5×B4 + B5 + 3×B6

8. In cell B24, enter the formula for the non-negativity constraint for Cake 1:

=B2

9. Repeat step 8 for the remaining cakes, entering the formulas in cells B25, B26, B27, and B28:

=B3

=B4

=B5

=B6

10. Now, select cells B16 to B28 and click on the "Solver" button in the "Data" tab.

11. In the Solver Parameters window, set the objective to maximize the cell B16 (Revenue).

12. Set the By Changing Variable Cells to B24:B28 (the number of cakes baked).

13. Click on the "Add" button in the "Subject to the Constraints" section.

14. In the Constraint window, select the range B18:B22 for the constraint cells.

15. In the Solver Parameters window, click on the "Add" button again and select the range B24:B28 for the non-negativity constraints.

16. Set the Solver options as desired, and click on the "Solve" button.

E x c e l Solver will calculate the optimal values for the number of cakes to be baked for each type that maximize the revenue, while satisfying the given constraints on ingredient availability. The solution will be displayed in cells B24:B28, indicating the number of cakes to be baked for each type.

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Answer: 12

Step-by-step explanation:

Answer:

1) 36

2) -5/32

3) -96

4) 96

5) -63

6) 20.5

Explanation:

Also, is the X a multiplier?

El número "Novecientos mil cuatrocientos ochenta y nueve" se representa como 900,489 en notación numérica.

Por otro lado, el número "cuarenta mil dos" se representa como 40,002.

Si estamos buscando determinar cuál de estos dos números es mayor, podemos comparar las cifras en cada posición.

Comenzando desde la izquierda, el primer dígito de 900,489 es 9, mientras que el primer dígito de 40,002 es 4.

Dado que 9 es mayor que 4, podemos concluir que 900,489 es mayor que 40,002.

En general, al comparar números, se debe observar cada posición en orden de mayor a menor importancia.

Esto significa que el primer dígito a la izquierda es el más significativo y tiene más peso en el valor total del número.

Si los dígitos en la posición más significativa son iguales, se debe pasar a la siguiente posición hasta que se encuentre una diferencia.

En este caso, dado que el primer dígito de 900,489 es mayor que el primer dígito de 40,002, no es necesario comparar los dígitos en posiciones posteriores.

Por lo tanto, podemos concluir que el número "Novecientos mil cuatrocientos ochenta y nueve" (900,489) es mayor que "cuarenta mil dos" (40,002).

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Answer:

49

Step-by-step explanation:

50% is basically half so divide 98 by 2

Answer:

first write the formula

Step-by-step explanation:

Hypotenuse^2 = Perpendicular ^2 + Base^2

only applicable for a right triangle (one of the sides is of measure 90 degree

Give an example

let is assume in Triangle ABC, angle B = 90 degrees

AB = 3cm

BC = 4 cm

to find AC or hypotenuse

Solution

by using pythagoras formula we get

(AB)^2 + (BC)^2 = (AC)^2

(3)^2 + (4)^2 = (AC) ^2

9 + 16 = (AC)^2

25 = (AC)^2

Root of 25 = AC

5cm =AC

Write about how pythagoras theorem was formed

mathematician who derived it

in which year

Application of Pythagorean theorem

Pythagorean Triplets etc.

I think this willbe enough for an essay

GOOD LUCK FOR THE FUTURE! :)

For the given number line plot the inequality obtained is { -∞ < x < -2 and 5 < x < ∞}.

What is an inequality?

In Algebra, an inequality is a mathematical statement that uses the inequality symbol to illustrate the relationship between two expressions. An inequality symbol has non-equal expressions on both sides. It indicates that the phrase on the left should be bigger or smaller than the expression on the right, or vice versa.

To represent inequalities on a number line show the range of numbers by drawing a straight line and indicating the end points with either an open circle or a closed circle.  

An open circle shows it does not include the value.

A closed circle shows it does include the value.

Let the unknown value be x.

The first range is starting form -2 and moving towards -∞.

Since the circle is open it will not include the value.

So the inequality is -∞ < x < -2.

The second range is starting form 5 and moving towards ∞.

Since the circle is open it will not include the value.

So the inequality is 5 < x < ∞.

Therefore, the inequality is { -∞ < x < -2 and 5 < x < ∞}.

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