How do I solve:
1/6x - 4 =5/6x + 2​

Answer:

B

Step-by-step explanation:

Rotating 120

Answer:

i think it is the third one.

Step-by-step explanation:

Answer:

first choice: ⁴√200 / 2

Step-by-step explanation:

√10 / ⁴√8 = ((√10)*(⁴√2)) / ((⁴√2³)*(⁴√2))  

                = (⁴√100 * ⁴√2) / (⁴√2⁴)

                = ⁴√200 / 2

Answer:

32 in²

Step-by-step explanation:

length ratio = \(\frac{12}{18}\) = \(\frac{2}{3}\)

area ratio = (\(\frac{2}{3}\) )² = \(\frac{4}{9}\)

smaller area = 72 × \(\frac{4}{9}\) = 8 × 4 = 32 in²

The area of the smaller shaded triangle is approximately 31.98 square inches.

The area of a triangle is given by the formula: A = 1/2 * base * height. In an isosceles trapezoid, the two parallel sides are equal in length. In this case, the base lengths of the trapezoid are 12 inches and 18 inches.

To find the area of the larger shaded triangle, we need to determine its base and height.

The base of the larger shaded triangle is the same as the length of the larger base of the trapezoid, which is 18 inches.

Let's denote the height of the larger shaded triangle as h1. Using the formula for the area of a triangle, we have: 72 = 1/2 * 18 * h1 To solve for h1, we can multiply both sides of the equation by 2 and divide by 18: 2 * 72 = h1 h1 = 144 / 18 h1 = 8 inches

So, the height of the larger shaded triangle is 8 inches. Now, let's find the area of the smaller shaded triangle. The base of the smaller shaded triangle is the same as the length of the smaller base of the trapezoid, which is 12 inches. Let's denote the height of the smaller shaded triangle as h2. Using the formula for the area of a triangle, we have: A = 1/2 * base * height A = 1/2 * 12 * h2

We don't know the value of h2, but we do know that the two shaded triangles are similar because they have equal angles. This means that the ratio of the heights of the two triangles is the same as the ratio of their bases. The ratio of the bases of the two triangles is 18/12 = 3/2.

So, the ratio of the heights of the two triangles is also 3/2.

To find the height of the smaller shaded triangle, we can set up a proportion: h2 / 8 = 2/3 Cross-multiplying, we have: 3 * h2 = 8 * 2 3 * h2 = 16 h2 = 16 / 3 h2 = 5.33 (rounded to two decimal places)

So, the height of the smaller shaded triangle is approximately 5.33 inches.

Now, we can find the area of the smaller shaded triangle using the formula: A = 1/2 * base * height A = 1/2 * 12 * 5.33 A = 31.98 square inches (rounded to two decimal places)

Therefore, the area of the smaller shaded triangle is approximately 31.98 square inches.

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Answer:

\(18*30+20*15=n\)

Step-by-step explanation:

Represent the number of bagels all 18 large trays hold as \(18*30\). Represent the number of bagels all 20 small trays hold as \(20*15\) (I suppose each small tray holds 15 bagels?). Add both expressions up and you get:

\(18*30+20*15=n\)

Explanation:

The figure preserves its size in certain transformations and only its location is changed. Examples of this kind of transformation are: translations, rotations, and reflections. The size of the figure can change with other transformations, such as dilations.

A translation is a transition that slides through a plane or through space through a figure. Both points of a diagram travel the same distance and the same direction as a translation. A TRANSLATION IS A CHANGE IN LOCATION. A translation is usually specified by a direction and a distance.

A rotation is a move that transforms a figure around a point or a line (around). Rotation involves simply rotating a shape. The center of rotation is called the point at which a figure revolves. The rotation center may be on or outside of the shape. What seems like a rotation? Rotation Core A ROTATION Implies TO Transform A FIGURE.

A transformation that flips a figure over a line is a mirror. A REFLECTION IS FLIPPED OVER A LINE. Note, it's the same but it looks like a mirror image of itself when a shape is mirrored. Remember, the line that forms a shape is flipped precisely over the same distance that is considered a line from the reflection. Reflection line on both ends. It is possible to reflect on the outline or it may be outside the shape.

Without modifying the shape, dilation shifts the scale of the shape. When you go to the eye specialist, your pupils are dilated. Let's try it by shutting the lights off. Dilations are created as you enlarge a photograph or use a copy machine to minimize a map. To render a shape larger, Widen means. Reducing involves having a shape smaller.

The scale factor shows you how much you enlarge or decrease something.

Hope this helps :D (paraphrased; no plagiarism)

Answer:

Yes.

Step-by-step explanation:

Replace x with 2 and y with 1 and see if the equation is true

x - 4y = -2

2 - 4(1) = -2

2 - 4 = -2

-2 = -2

The statement is true so the point is on the line.

Answer:

2+17

x^{2}+17

x2+17

Step-by-step explanation:

Answer:

\((x+1)(x+8)\)

Step-by-step explanation:

Hi there!

\(x^2+9x+8\)

We must ask ourselves: What two factors of 8 add up to 9? That would be 1 and 8.

1 × 8 = 8 and 1 + 8 = 9.

Rewrite the expression accordingly:

\((x+1)(x+8)\)

I hope this helps!

You can infer causality from a correlational result, but only when the r value is greater than:

C. 1

Causality refers to a situation in which one event causes another. When there is a correlation between two variables, it means that they tend to move in the same direction.

However, this does not necessarily mean that one event causes the other. In order for a correlation to indicate causality, the correlation coefficient (r) must be greater than 1. If the correlation coefficient is below 1, then there is not enough evidence to suggest that one event causes the other.

In addition, there are other factors that need to be considered when assessing causality from a correlational result.

For example, the strength of the relationship between the variables, the direction of the relationship, and the consistency of the results over time. It is also important to consider the context in which the research was conducted, as this may have an effect on the results.

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The range in a business math class consisting of five students aged 17, 17, 36, 38, and 44 is 27.

To find the range, you need to subtract the smallest value (age) from the largest value (age) in the dataset.

1. Identify the smallest value: 17
2. Identify the largest value: 44
3. Subtract the smallest value from the largest value: 44 - 17

The class range is 27.

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The multiplicative rate of change for the exponential function f(x) = 2(−5/2x) is 0.4.

Function is the process or state of instruction that text inputs performance is specific tax and produce an output functional key components of programming language allowing the quarters to create complex commands with simple instruction for example a function can be used to add two numbers round together or to generate a random number function can also be combined to create more complex sequence of instruction.


This rate of change is calculated by taking the derivative of the exponential function. This derivative is f'(x) = (−2.5)2(−5/2x). To find the rate of change, the derivative is evaluated at x = 0, resulting in f'(0) = (−2.5)2(−5/2x). This evaluates to 0.4, which is the multiplicative rate of change for the exponential function.

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Answer:

10^5

Step-by-step explanation:

10 is multiplied by itself 5 times so you use 5 as the exponent

10 is the number you're multiplying so it the bottom number

10^5

Option C is the correct option for the given problem; let’s consider all options and identify the different reasons in the number list.

From the second element (index 1) through the last element, this procedure iterates through the list of numbers using a for loop. It determines whether the current number is lower than the previous number after each repetition. If it is, the process gives a prompt False response, meaning that the list is not growing.

The procedure returns True, indicating that the list is growing, if the for loop concludes without running into a number that is less than the number it encountered before.

According to the issue definition, this technique implies the list has at least two elements. This guarantees that the for loop will always have a previous number to compare to.

Comments are written in italic to explain the code

Line 1: PROCEDURE Is Increasing(numberList)//start Is Increasing procedure with a list number List

Line 2: {//start procedure

Line 3: count<-2//set count to be 2

Line 4: REPEAT UNTIL (count -> LENGTH(numberList)//repeat from element 2 to last

Line 5: {//start repeat

Line 6: IF(numberList[count] < numberList[count-1]//if previous number is greater

Line 7: {//start if

Line 8: RETURN(true)//return true as next is greater than

Line 9: }//end if

Line 10: count<- count +1//increment to next element

Line 11: }//end repeat

Line 12: RETURN (false)//return false

Line 13: }//end procedure

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Complete question is:

A list of numbers is considered increasing if each value after the first is greater than or equal to the preceding value. The following procedure is intended to return true if numberList is increasing and return false otherwise. Assume that numberList contains at least two elements. PROCEDURE isIncreasing(numberList) Tue 61 Line 1: Line 2: { Line 3: count 2 Line 4: REPEAT UNTIL(count > LENGTH(numberList)) Line 5: } IF(numberList[count] < numberList[count - 1]) Line 6: Line 7: To entd Line 8: RETURN(true) :80 onij { count count + 1 Line 9: Line 10: er onil Line 11: } Line 12: RETURN(false) BELAS(ConuE) Line 13: } Which of the following changes is needed for the program to work as intended? Lines 8 and 12 should be interchanged. c. In line 6, < should be changed to >=. a. b. Lines 10 and 11 should be interchanged. d. In line 3, 2 should be changed to 1. 3.

A differential equation is an equation that contains one or more terms and the derivatives of one variable (i.e., dependent variable) with respect to the other variable (i.e., independent variable) dy/dx = f(x)

Here “x” is an independent variable and “y” is a dependent variable.

We can model the growth of the bacteria using the differential equation:

dy/dt = ky

Where y is the number of bacteria and k is the proportionality constant.

Given that the initial population is 200 and it triples in 10 hours, we can find k as follows:

y(t) = 200 e^(kt)

y(10) = 3*200 = 600

600 = 200 e^(10k)

e^(10k) = 3

10k = ln(3)

k = ln(3)/10

Now, we can use this value of k to find the approximate number of bacteria after one full day, which is 24 hours:

y(24) = 200 e^(ln(3)/10 * 24)

y(24) = 200 e^(2.303)

y(24) ≈ 28,348

Therefore, the approximate number of bacteria after one full day is 28,348.

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Answer:

(0,4) (1,6) (2,8)

Step-by-step explanation:  

4-4=2(0)

6-4=2(1)

8-4=2(2)

(0,4) (1,6) (2,8) Hope this helped

Stephen makes the mistake in the expression as he uses the 4 in the root and the 3 in the power and the expression actually is: ∛(16)/e

We start with the expression:

exp( (4/3)*ln(2) - 1)

Here we can use that:

exp(ln(x)) = x.

and e^(a + b) = e^a*e^b.

the first step here is:

e^((4/3)*ln(2) - 1) = e^((4/3)*ln(2)*e^(-1)

So the first step of Stephen is correct, but the first step of Helen is not, you can not simplify the expression in that way.

now, we have that:

a*ln(x) = ln(x^a)

then we can write:

(4/3)*ln(2) = ln(2^(4/3))

and e^(ln(2^(4/3)) = 2^(4/3)

then we have:

e^((4/3)*ln(2)*e^(-1) = 2^(4/3)/e

now we can write this as:

∛(2^4)/e

Here is where Stephen makes the mistake, he uses the 4 in the root and the 3 in the power.

The expression actually is: ∛(16)/e

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The required number of ways to choose an ice cream cone with 3 scoops of ice cream, all different flavours, is 336.

The task is to find out how many ways a 3-scoop ice cream cone can be selected with the condition that it matters which flavour is on top, which is in the middle, and which is on the bottom.

There are 8 flavours of ice creams available.

Therefore, we have 8 options for the first scoop.

As per the given condition, only 7 options remain for the second scoop because we have used 1 flavour.

Similarly, we will have 6 options for the third scoop since we have used 2 flavours.

Therefore, the total number of ways to select 3 scoops of ice cream with different flavours = 8 × 7 × 6 = 336 ways

Hence, the required number of ways to choose an ice cream cone with 3 scoops of ice cream, all different flavours, is 336.

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Answer:

2x+2x+2x= 180

6x=180

x= 30

Step-by-step explanation:

Answer: x=30

Step-by-step explanation:

The cross product of vectors a and b is v = 〈1, 1, -1〉.

The cross product of two vectors is a vector that is orthogonal (perpendicular) to both of the original vectors. It is calculated using the determinant of a 3x3 matrix.

Let's consider two vectors a = 〈a1, a2, a3〉 and b = 〈b1, b2, b3. To find the cross product of two vectors, we can use the formula:

v = (a2b3 - a3b2)i + (a3b1 - a1b3)j + (a1b2 - a2b1)k

Given vectors a = 〈1, 2, 3〉 and b = 〈3, 5, 8〉, we can substitute their components into the formula:

v = ((2 * 8) - (3 * 5))i + ((3 * 3) - (1 * 8))j + ((1 * 5) - (2 * 3))k

= (16 - 15)i + (9 - 8)j + (5 - 6)k

= 1i + 1j - 1k

= 〈1, 1, -1〉

Therefore, the cross product of vectors a and b is v = 〈1, 1, -1〉.

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Answer:

12.5

Step-by-step explanation:

x= 5 when y = 12

y = 30 = 12 x 2.5 (do the same to the other number)

5 x 2.5 = 12.5

Ace C.a.r.l.o.s.

Answer:

22

Step-by-step explanation:

Plug in 5 for r and 7 for s:

5² - (7 - 4)

Evaluate the terms inside the parentheses first:

5² - 3

Evaluate the exponent:

25 - 3

Solve:

22

Answer:

C 40.8 meters

Step-by-step explanation:

circumference equals diameter, aka 2r, times 3.14, aka pi

have a good day friend :)

Answer:

r=2

Step-by-step explanation:

r + 11 + 8r = 29

add the like terms

r+8r+11=29

9r+11=29

then subtract 11 on both sides to eltimate 11

9r=18

lastly divide 9 on both sides

r=2

Answer:

31/10 or 3 1/10

Step-by-step explanation:

11 - 23/5 - 33/10

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 Question 1128242: The product of the three ages, in years of three teenagers is 4590. None of the teens are the same ages. What are the ages of the three teen ages? (Use guess and check)

A hat and a jacket cost $100. The jacket cost $90 more than the hat. What are the cost of the hat and the cost of the jacket?

Melody picks a number. She doubles the number, squares are result, divide the square by 3 subtracts 30 from the quotient and gets 18. What are the possible numbers that Melody could have picked? What operation does Melody perform that prevents us from knowing 100% certainly which she picked?

(Scroll Down for Answer!)

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Answer by greenestamps(9721) About Me  (Show Source):

You can put this solution on YOUR website!

These are three very different problems. The rules of the forum are one problem per post. Please follow those rules in the future.

(1) Certainly guess and check is the easiest way to solve this problem, since you know the three ages are whole numbers. But you should be able to get to the solution with very few if any wrong "guesses" by making your guesses logically.

The product of the three ages is a multiple of 10, and therefore a multiple of 5; since all three ages are in the teens, one of them has to be 15. Then 4590/15 = 306.

You could do guess and check again from there. However, if you note that both the other ages have to be greater than 15, and you know the last digit of the product has to be "6", then the only possible pair of ages is 17 and 18. And indeed 17*18 is 306.

ANSWER: The ages are 15, 17, and 18.

(2) Here is an informal solution method using logical reasoning.

Take away the "extra" $90 that the jacket costs; you are left with a jacket and a hat that each cost the same, and the total is now $100-$90 = $10. That means each of them costs $5. Now add those extra $90 back on to the price of the jacket.

ANSWER: The jacket costs $95; the hat costs $5.

(3) Melody picks a number: Call it x.

She doubles the number: It is now 2x.

She squares are result: It is now (2x)^2 = 4x^2.

She divides the square by 3: It is now 4x^2/3.

She subtracts 30 from the quotient: It is now 4x^2/3-30.

The number she ends up with is 18.

Solve the equation that says 4x^2/3-30 = 18:

4x%5E2%2F3-30+=+18

4x%5E2%2F3+=+48

4x%5E2+=+144

x%5E2+=+36

x+=+6 or x+=+-6

ANSWER: The two possible starting numbers are 6 and -6. We get two possible answers because of the step where she squares the number.

Answer:

7 18-year olds

Step-by-step explanation:

The product is 2,971,987,200. 18^7 is 612,220,032. However, 18^8 is 11,019,960,576, which is too big. So, 7 is the answer

Answer:

Step-by-step explanation:

-3.6 + 4x = -16.8

4x = -16.8 + 3.6

4x = -13.2

x = -3.3

Hope that helps

Answer:

55

Step-by-step explanation:

I'm assuming n is the term #..

\(f(4) = 3(4)^2+7\)

f(4) = 3 * 16 + 7

f(4) = 48 + 7

f(4) = 55

Answer:

your screeen is blur i can't see the numbers

Circle A is larger.

Circle A's radius is 58 cm and circle B's radius is 57 cm.

A circle is a two-dimensional figure with a radius and circumference of 2πr.

We have,

Area of a circle = πr²

Circumference of a circle = 2πr

Circle A:

Area of a circle = 10562.96

πr² = 10562.96

r² = 3364

r = 58 cm ____(1)

Circle B:

Circumference = 357.96

2πr = 357.96

r = 357.96/6.28

r = 57 cm ______(2)

From (1) and (2)

58 > 57

So,

Circle A is larger.

Thus,

Circle A is larger.

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