what is the missing

equivalent ratio of 4 : 2 = 10: _

Answer:

Its 100

Step-by-step explanation:

I think <3 trust me on this shawty but not if its wrong

Answer:

4175.40384   Dutch guilders

Step-by-step explanation:

The main objective here is to convert the currency at hand (2,000 swiss francs) to Dutch guilders. In order to achieve that ; we need first require to convert the currency at hand into United states dollars

So ; if 1 swiss francs  =  1.0328 united states dollars  (as at Wednesday)

Then 2000 swiss francs  will be = 2000  ×  1.0328 united states dollars  = 2065.6 united states dollars

SO; if  1 united states dollars = 2.0214 Dutch guilders ( as at Wednesday)

Then 2065.6 united states dollars will be = 2065.6 × 2.0214

= 4175.40384   Dutch guilders

Answer:

closest would be 3,500

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

13+3x=31

-13 on both sides

3x=18

x=18/3

x=6

Since the provided equation is inconsistent, it cannot intersect.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign. A mathematical statement known as an equation is made up of two expressions joined together by the equal sign. A formula would be 3x - 5 = 16, for instance. When this equation is solved, we discover that the value of the variable x is 7.

Here,

we can see that the second set of equation,

4x+2y=12

20x+10y=30

4/20=2/10≠12/30

1/5=1/5≠2/5

The given equation is inconsistent so it does not intersect.

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Answer:

Area of the full circle(A)= pi*d^2/4

A=3.143*3^2/4

A=7.07in^2

Area of the Quarter of the circle(B)

B=1/4A

B=1.77in^2

Step-by-step explanation:

The confidence associated with an interval estimate is called the confidence level.

When making an interval estimate, such as estimating a population parameter based on a sample, it is important to provide an indication of the level of confidence we have in the estimate. The confidence level represents the probability or level of certainty that the true population parameter falls within the calculated interval.

For example, if we calculate a 95% confidence interval for the mean height of a population, it means that we are 95% confident that the true population mean height lies within that interval. This implies that if we were to repeat the sampling and interval estimation process multiple times, approximately 95% of the intervals would contain the true population parameter.

The confidence level is typically expressed as a percentage, such as 90%, 95%, or 99%. A higher confidence level indicates a greater level of certainty in the interval estimate but also results in a wider interval.

In summary, the confidence level associated with an interval estimate represents the level of confidence or probability that the interval contains the true population parameter.

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To have exactly 3 kings in a hand, we need to choose 3 kings out of 4 and 2 non-kings out of 48. This can be done in 4512 ways.


To calculate the number of hands containing exactly 3 kings, we need to use the concept of combinations. We know that there are 4 kings in a deck of 52 cards. To choose 3 kings out of 4, we can use the combination formula, also known as "n choose k," which is written as nCk.

So, the number of ways to choose 3 kings out of 4 is 4C3 = 4.

Next, we need to choose 2 non-kings out of the remaining 48 cards. This can be done using the combination formula again. The number of ways to choose 2 non-kings out of 48 is 48C2 = 1128.

Now, we can use the multiplication principle to find the total number of hands containing exactly 3 kings. We multiply the number of ways to choose 3 kings by the number of ways to choose 2 non-kings:

Total number of hands = 4C3 * 48C2 = 4 * 1128 = 4512.

Therefore, there are 4512 hands that contain exactly 3 kings when 5 cards are randomly chosen from a standard deck.

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Answer:

D. 8x - 2y = -4

Step-by-step explanation:

The line that coincides with the line represented by the equation, y = 4x + 2, is the line that has an equation that is equivalent to y = 4x + 2, or the line whose equation has the same slope (m) and y-intercept (b) as the line represented by the equation, y = 4x + 2.

A line equation is in the form of slope-intercept, is given as y = mx + b.

Thus,

The slope (m) of the line equation, y = 4x + 2, is 4, while it's y-intercept (b) is 2.

Compare each given option of line equation in their slope-intercept form, and check out which one has the same slope and y-intercept as y = 4x + 2, or has an equation equivalent to it.

Option 1: y = -4x + 2

Here, the slope (b) is -4, and y-intercept (b) is 2. This line doesn't coincide with y = 4x + 2.

Option 2: y = 4x - 2.

The slope (m) is 4, and the y-intercept (b) is -2. This line doesn't coincide with y = 4x + 2.

Option 3: 4y = x + 8

Convert to slope-intercept form

4y/4= (x + 8)/4

y = x/4 + 8/4

y = ¼x + 2

The slope is ¼. The y-intercept is 2.

This line doesn't coincide with y = 4x + 2.

Option 4: 8x - 2y = -4

Convert to slope-intercept form.

8x - 2y - 8x = -4 - 8x

-2y = - 4 - 8x

-2y/-2 = (-4 - 8x)/-2

y = -4/-2 - 8x/-2

y = 2 + 4x

y = 4x + 2

The slope is 4 and the y-intercept is 2. Therefore, 8x - 2y = -4 coincides with y = 4x + 2.

Squeeker initial weight is 1.5

After a year, Squeeker new weight is 7.5

The feasible set for this system of constraints is not convex, and the points (5, 5) and (3, 7) violate the convexity definition.

To determine whether the feasible set for each system of constraints is convex, we need to analyze the constraints individually and examine their intersection.

a) (x1)² + (x2)² > 9

This constraint represents points outside the circle with a radius of √9 = 3. The feasible set includes all points outside this circle.

b) x1 + x2 ≤ 10

This constraint represents points that lie on or below the line x1 + x2 = 10. The feasible set includes all points on or below this line.

c) x1, x2 > 0

This constraint represents points in the positive quadrant, where both x1 and x2 are greater than zero.

Now, let's analyze the intersection of these constraints:

Considering the first two constraints (a and b), we can see that the feasible set consists of all points outside the circle (constraint a) and below or on the line x1 + x2 = 10 (constraint b).

To determine whether the feasible set is convex, we need to check if any two points within the set create a line segment that lies entirely within the set.

If we consider the points (5, 5) and (3, 7), both points satisfy the individual constraints (a) and (b). However, the line segment connecting these two points, which is the line segment between (5, 5) and (3, 7), exits the feasible set since it passes through the circle (constraint a) and above the line x1 + x2 = 10 (constraint b).

Therefore, the feasible set for this system of constraints is not convex, and the points (5, 5) and (3, 7) violate the convexity definition.

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Step-by-step explanation:

multiplied exponents are added.

like x² × x³ = x⁵

so, up there we have

(-2x³y⁴)(-3x⁴y⁴).

as all operations (except for the exponents) are simms multiplications, this results in one longer expression.

(-2)x³y⁴(-3)x⁴y⁴.

we can unite terms of the same base unit.

-2 × -3 = 6

x³x⁴ = x⁷

y⁴y⁴ = y⁸

so, we get

6x⁷y⁸

five out of of the twenty-five top-grossing films of 2017 in the united states were part of a movie franchise

If you were to attribute this film, that means you'd say that (something) caused the success of the movie Rocky. This question is basically asking what do you think made this movie a big hit? Personally, I'd say it's because of how the storyline and plot turned out. It's very intriguing and it doesn't just make the movie about boxing. The film adds some love between the protagonist and some other character, and not only that, but the movie teaches you something. Because Rocky lost to Apollo, Rocky didn't care. At least he still had Adrian. So, the movie teaches you that, even if you do lose, at least you still have something and/or someone with you.

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In the given figure, we have several angles labeled with numbers. To find their sum, we need to add up the measures of each angle. Let's break down the process step by step.

Starting with angle 1, its measure is 90 degrees, as indicated by the right angle symbol. Moving to angle 2, it forms a linear pair with angle 1, so its measure is also 90 degrees. Angle 3 is adjacent to angle 2 and forms a straight line, meaning it has a measure of 180 degrees. Next, angle 4 is a vertical angle to angle 1, so its measure is 90 degrees.

Moving on to angle 5, it is vertically opposite to angle 4, so it also measures 90 degrees. Finally, angle 6 forms a linear pair with angle 5, resulting in a measure of 90 degrees.

Now, let's add up the measures: 90 + 90 + 180 + 90 + 90 + 90 =  [insert answer here].

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The most appropriate units to describe the cost of the sandbox would indeed be dollars.

When describing the cost of an item or service, it is essential to use the unit that represents the currency being used for the transaction. In this case, the total cost of the sand for the school's sandbox is given in dollars. To maintain consistency and clarity, it is best to express the cost in the same unit it was provided.

Using dollars as the unit for the cost allows for clear communication and understanding among individuals involved in the transaction or discussion. Dollars are widely recognized as the standard unit of currency in many countries, including the United States, where the dollar sign ($) is commonly used to denote monetary values.

Using meters, the unit for measuring the dimensions of the sandbox, to describe the cost would be inappropriate and could lead to confusion or misunderstandings. Mixing units can cause ambiguity and hinder effective communication.

Therefore, it is most appropriate to describe the cost of the sand in dollars, aligning with the unit of currency provided and commonly used in financial transactions. This ensures clarity and facilitates accurate comprehension of the cost associated with the sand purchase for the school's sandbox.

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A 45-45-90 triangle is a right and isosceles triangle, whose legs are congruent or equal, and have one right angle of 90°. Thus all the statements are correct.

A 45-45-90 triangle is a special kind of triangle, which has the following characteristics:

The attached picture gives a better understanding of these characteristics.

If we take a look at the given problem, we can conclude that all the given statements are correct.

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The correct solution to this problem is option e. 1/e. We can find it in the following manner.

The time constant of an RC circuit is the time in which the current decreases to 1/e (approximately 0.368) of its initial value.

This can be derived from the equation for the current in an RC circuit:

\(I=10 * e^({-t/RC} )\)

where I is current at time t, I0 is the initial current, R is the resistance, C is the capacitance, and e is the mathematical constant approximately equal to 2.71828.

To find the time constant, we set the exponent to -1:

\(e^({-t/RC} ) = 1 /e\)

Solving for t/RC, we get:

t/RC = 1

Therefore, the time constant is equal to RC, and the current decreases to 1/e of its initial value in one time constant.

So the answer is e. 1/e.

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Step-by-step explanation:

Area of triangle=1/2 × base × altitude

base=7/2 ft

altitude=8/5ft

Subtitute values in formula:

Area=1/2*7/2*8/5 square.ft

Area=56/20 square.ft

Note:if you need to ask any question please let me know.

The total number of possible schedules is given as follows:

20.

The number of different combinations of x objects from a set of n elements is obtained with the formula presented as follows, using factorials.

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

The options are given as follows:

Hence the total number of options is given as follows:

2 x C(5,4) + C(5,3) = 2 x 5 + 10 = 20.

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The work done by the force of 150 N, acting at a 40° angle to the direction of motion, in moving an object from point A(2,2) to point B(22,5) is 4950 Joules.

To calculate the work done by a force, we use the formula W = F ⋅ d, where W represents work, F is the force vector, and d is the displacement vector. The dot product of two vectors is given by the formula A ⋅ B = |A| |B| cos(θ), where θ is the angle between the vectors.

First, we need to calculate the displacement vector d. Given the points A(2,2) and B(22,5), we can find the difference between their x-coordinates and y-coordinates to obtain d = (Δx, Δy) = (22-2, 5-2) = (20, 3).

Next, we calculate the magnitude of the force vector F using the given value of 150 N.

The dot product of F and d is then calculated as F ⋅ d = |F| |d| cos(θ), where θ is the angle between F and d. Since the angle is given as 40°, we can substitute the known values into the formula and solve for the work done.

Finally, we substitute the values into the formula: W = (150 N) (20) cos(40°) = 4950 Joules.

Therefore, the work done by the force is 4950 Joules.

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The real values of $c$ for which $4x² + 14xc + c$ is the square of a binomial are $c = 0$ and $c = \frac{4}{49}$.

To determine the real values of $c$ for which the expression $4x² + 14xc + c$ is the square of a binomial, we need to find the conditions under which it can be factored as $(ax + b)²$, where $a$ and $b$ are constants.

Expanding $(ax + b)²$, we have $(ax + b)² = a²x² + 2abx + b²$. Comparing this with $4x² + 14xc + c$, we can set up the following equations:

$a² = 4$ (equating the coefficients of $x²$)

$2ab = 14c$ (equating the coefficients of $x$)

$b² = c$ (equating the constant terms)

From the first equation, we find that $a = \pm 2$. Substituting this value into the second equation, we have:

$2(\pm 2)b = 14c$

$\Rightarrow \pm 4b = 14c$

$\Rightarrow b = \pm \frac{14c}{4}$

$\Rightarrow b = \pm \frac{7c}{2}$

Finally, substituting the values of $a$ and $b$ into the third equation, we get:

$\left(\pm \frac{7c}{2}\right)² = c$

$\Rightarrow \frac{49c²}{4} = c$

$\Rightarrow 49c² = 4c$

$\Rightarrow 49c² - 4c = 0$

$\Rightarrow c(49c - 4) = 0$

Now, we can solve this equation to find the values of $c$:

$c = 0$: This is one possible solution.

$49c - 4 = 0 \Rightarrow 49c = 4 \Rightarrow c = \frac{4}{49}$: This is another possible solution.

Therefore, the real values of $c$ for which $4x² + 14xc + c$ is the square of a binomial are $c = 0$ and $c = \frac{4}{49}$.

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Answer:

r= -39/5

Step-by-step explanation:

1

Simplify the expression

Rearrange terms

Combine multiplied terms into a single fraction

Distribute

Multiply all terms by the same value to eliminate fraction denominators

Cancel multiplied terms that are in the denominator

Multiply the numbers

Answer:

  (5 +√5) and (-√5 -5)

Step-by-step explanation:

Given two roots of the 4th-degree polynomial with integer coefficients are (5-√5) and (√5-5), you want to know the other two roots.

The other two roots are the conjugates of the given roots. That is, the signs of the √5 term will change:

  (5 +√5) and (-√5 -5)

__

Additional comment

The polynomial is x⁴ -60x² +400.

To evaluate the integral ∫1−1(|2x|+2) dx exactly using the technique of example 2 in the text, we first split the integral into two parts:

∫1−1(|2x|+2) dx = ∫1^0 (-2x + 2) dx + ∫0^-1 (2x + 2) dx

Next, we can simplify the absolute values:

∫1^0 (-2x + 2) dx + ∫0^-1 (2x + 2) dx = ∫1^0 (-2x + 2) dx + ∫0^-1 (-2x + 2) dx

Now we can integrate each part:

∫1^0 (-2x + 2) dx + ∫0^-1 (-2x + 2) dx = [-x^2 + 2x]1^0 + [-x^2 + 2x]0^-1

Simplifying further, we get:

[-1^2 + 2(1)] - [0^2 + 2(0)] + [0^2 + 2(0)] - [-(-1)^2 + 2(-1)]
= 1 + 1 + 1 = 3

Therefore, the exact value of the integral ∫1−1(|2x|+2) dx is 3.
To evaluate the integral ∫₁₋₁ (|2x|+2) dx, we first need to split the integral into two parts due to the absolute value function.

For x >= 0, |2x| = 2x, and for x < 0, |2x| = -2x.

Now, we split the integral into two parts:

∫₁₋₁ (|2x|+2) dx = ∫₀₋₁ (-2x+2) dx + ∫₁₀ (2x+2) dx.

Now, we evaluate each integral separately:

∫₀₋₁ (-2x+2) dx = [-x²+2x]₀₋₁ = (1-2)-(0) = -1.

∫₁₀ (2x+2) dx = [x²+2x]₁₀ = (1+2)-(0) = 3.

Finally, we add the two results together:

∫₁₋₁ (|2x|+2) dx = -1 + 3 = 2.

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Answer:

  11.4

Step-by-step explanation:

You want the distance between C(-5, 5) and D(4, -2).

The distance formula is ...

  d = √((x2 -x1)² +(y2 -y1)²)

For the given points, the distance is computed to be ...

  d = √((4 -(-5))² +(-2 -5)²) = √(81 +49) = √130

  d ≈ 11.4

The length of CD is about 11.4 units.

__

Additional comment

The distance formula is an application of the Pythagorean theorem. It computes the hypotenuse of a right triangle whose legs are the differences in x- and y-coordinates.

The solution to the pair of simultaneous equation using substitution method is (x,y) = (-2/3, -25/3) or (3, -1)

2x - y = 7 (1)

x² + xy = 6 (2)

From (1)

-y = 7 - 2x

y = 2x - 7 (3)

x² + x(2x - 7) = 6

x² + 2x² - 7x = 6

3x² - 7x - 6 = 0

x = (-b ±√b² - 4ac) / 2a

= -(-7) ± √(-7)² - 4(3)(-6) / 2(3)

= 7 ± √49 - (-72) / 6

= 7 ± √121 / 6

= (7 ± 11) / 6

x = 18/6 or -4/6

x = 3 or -2/3

when x = 3

y = 2x - 7

= 2(3) - 7

= 6 - 7

y = -1

when x = -2/3

y = 2x - 7

= 2(-2/3) - 7

= -4/3 - 7

= (-4-21) / 3

= -25/3

So,

(x,y) = (-2/3, -25/3) or (3, -1)

The variation formula to represent the statement is

y = k / √x

where,

k = constant of proportionality

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The number of quizzes still need to be graded is 17quizzes.

There are many different ways to define an equation. In terms of algebra, an equation is a claim that demonstrates the equality of two mathematical expressions.

For instance, the two equations 5x + 4 and 16, which are separated by the 'equal' sign, make up the equation 5x + 4 = 16.

Algebraic equations in mathematics frequently have one or more variables.

It is given that,

grades of the teacher out of 48 quizzes before school = 16

grades of the teacher of the remaining quizzes after school = 15

Let us assume 'X' as the number of quizzes still need to be graded.

then X= 48-16+15

          =48-31

          =17

Hence, The number of quizzes still need to be graded is 17quizzes.

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The number of quizzes still need to be graded is 17 quizzes.

   then X= 48-=48-31

    =17

Hence, The number of quizzes still need to be graded is 17 quizzes.

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Workers in an office of 40 staff were asked their favourite type of take- away.1/9 bit of a person is one degree.

What's Fraction?

An element of a total is a bit. The number is represented mathematically as a quotient, where the numerator and denominator are resolve. Both are integers in a simple bit. A bit appears in the numerator or denominator of a complex bit. The numerator of a proper bit is lower than the denominator.

The magnitude of an angle is measured using a unit of dimension. In magnitude, 1 degree is original to1/360 of a full gyration.

Degree 1 – direct.

Degree 2 – quadratic.

Degree 3 – boxy.

Degree 4 – quartic( or, if all terms have indeed degree, biquadratic)

Given that;

total workers = 40

Bit of a person = 1 degree

we know that 360 ° = 40 person

so for 1 degree = 40/360 = 1/9

Hence,1/9 bit of a person is one degree.

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Answer: 12

Step-by-step explanation:

You spend 20 hours working at a grocery store each week. You spend 3/5 of that time stocking shelves. You need to find out what 3/5 of 20 is.

Step 1: Turn 20 into a fraction

20 = 20/1

Step 2: Multiply

3/5 x 20/1 = 60/5

Step 3: Simplify

60/5 = 12

In linear equation, the total number of possible hamburgers is 768.

What are a definition and an example of a linear equation?

Total number of possible hamburgers is 768

Given,

The number of condiments = 8

Total number of combinations with 8 condiments = 2⁸ = 256

A customer can choose one, two or three meat patties

Total number of possible hamburgers = 256×3= 768

Hence, the total number of possible hamburgers is 768

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