Answer:66 slower speed
Step-by-step explanation:
It is given that set H such that n(H) = x and H has 8 subsets. Determine the value of x.
A. 2
B. 3
C. 4
D. 8
What is an equation of the line that passes through the points (4, -1) and (8, 5)?
Answer:
y=3/2x-7
Step-by-step explanation:
m=(y2-y1)/(x2-x1)
m=(5-(-1))/(8-4)
m=(5+1)/4
m=6/4
simplify
m=3/2
y-y1=m(x-x1)
y-(-1)=3/2(x-4)
y+1=3/2(x-4)
y=3/2x-12/2-1
y=3/2x-6-1
y=3/2x-7
Francesca is painting a picture of the purple flowers in her garden. She mixes paint to make the perfect color for each type of flower. For the daisies, she mixes 2 ounces of white paint and 5 ounces of purple paint. For the tulips, she mixes 3 ounces of white paint and 6 ounces of purple paint. Which flower is a darker shade of purple?
Find total ounces mixed for each flower:
Daisies = 2+5 = 7 ounces
Tulips = 3 +6 = 9 ounces
Now find the ratio of purple to white for each one:
Daisies = 5/7 = 0.714
Tulips = 6/9 = 0.666
Daisies have more purple so would be the darker ones.
Answer:
Daisies
Step-by-step explanation:
IXL told me it was right
The expression 40 is equivalent to ?
Answer:
The expression 40 is equivalent to 20 × 2=40
Step-by-step explanation:
20 ×2=40
what is pls help someone with the problem?2x + 3 = 9
Answer:
3
Step-by-step explanation:
2x+3=9
2x=9-3
2x=6
2 2
x=3
Answer: x = 3
Step-by-step explanation: 2x+ 3= 9
2x +3 -3 = 9 - 3
2x = 6
2x/2 = 6/2
x = 3
Divide: (3x³+4x+11)/(x²-3x+2)
In attachment I have answered this problem.
k/5.6+ 41.5 = 10.8
The solution is k=
Answer: The solution is k = -171.92.
Answer:
k = - 171.92
Step-by-step explanation:
[tex]\frac{k}{5.6}[/tex] + 41.5 = 10.8 ( subtract 41.5 from both sides )
[tex]\frac{k}{5.6}[/tex] = - 30.7 ( multiply both sides by 5.6 to clear the fraction )
k = - 171.92
(3^3 times 6^6)^-3 in fraction form
Use cymath! It's free to use and can easily help you with math like this.
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{(3^3 \times6^6)^{-3}}\\\\\mathsf{3^3}\\\mathsf{=3\times3\times3}\\\mathsf{= 9\times3}\\\mathsf{= 27}\\\\\mathsf{(\bold{27}\times6^6)^{-3}}\\\\\mathsf{6^6}\\\mathsf{= 6\times6\times6\times6\times6\times6}\\\mathsf{= 36\times36\times36}\\\mathsf{= 1,296\times36}\\\mathsf{= 46,656}\\\\\mathsf{(27\times \bold{46,656)}^{-3}}\\\\\mathsf{= \dfrac{1}{1,256,712\times1,256,715\times1,259,712}}\\\\\mathsf{=\dfrac{1}{1,999,004,627,104,432,128}}[/tex]
[tex]\large\text{Therefore, your answer is: }\mathsf{ \dfrac{1 }{1,999,004,627,104,432,128}\ }}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
Please don’t answer just for points! Help is really needed~
i dont understand
what do we need to do?
Which inequality describes the possible values for x?
+
24°
36
(3x-6)°
34
e
A 2
B 2
C2
D2
The inequality that best describes the possible values of x is; Choice A: 2 < x < 10
In a polygon such as that given in the question;
Two scenarios may occur regarding angle; (3x -6)
They are as follows:
3x - 6 < 24. OR3x - 6 > 0.This is so because angle 3x - 6 must be between 0° and 24° since 36 > 34
By evaluation;
3x - 6 < 243x < 24 + 63x < 30x < 30/3x < 10
Also,
3x - 6 > 03x > 6x > 2.
Therefore, the inequality that best describes the possible values of x is; Choice A: 2 < x < 10
Read more on inequalities:
https://brainly.com/question/22137960
The inequality that describes the possible values of x is 2 < x < 10.
The given parameters:
Longer length = 36Shorter length = 34Angle facing the longer length = 24⁰Angle facing the shorter length = (3x - 6)⁰From the given polygon, the angle facing the shorter length (34) will have the following possible values;
(3x - 6)⁰ < 24⁰, or(3x - 6)⁰ > 0The range of of values of x is calculated as follows;
3x - 6 < 24
3x < 24 + 6
3x < 30
[tex]x < \frac{30}{3} \\\\x< 10[/tex]
or
3x - 6 > 0
3x > 6
[tex]x >\frac{6}{3} \\\\x >2[/tex]
Thus, the inequality that describes the possible values of x is 2 < x < 10.
Learn more about inequality here: https://brainly.com/question/14361489
the sum of two numbers is 68. the larger number is 14 more than the smaller number. what are the numbers?
Answer:
The numbers are 27 and 41.
Hope you could get an idea from here.
Doubt clarification - use comment section.
Answer:
The numbers would be 41 and 27
Step-by-step explanation:
It would be 41 and 27 because the number we know is 64 so if you divide that by 2 you have 34 (34+34=68) and if you then take half of 14 (14 comes from this part of the question "the larger number is 14 more than the smaller number".) (14/2=7) 7 from one side and add it to the other side you get 41+27=68
(we can also fact check this because your smaller number 27 plus 14 equal 41, then and 41 plus 27 equals 68)
A train is moving at 65.0 m/s. After 16.0 seconds, it is moving at 85.0 m/s. What is the acceleration?
Happy Holidays!
We can use the following equation to calculate uniform acceleration:
[tex]\large\boxed{a = \frac{\Delta v}{\Delta t} = \frac{v_f - v_i}{\Delta t}}}[/tex]
Plug in the given values to solve:
[tex]\frac{85 - 65}{16}}} = \frac{20}{16} = \boxed{1.25 m/s^2}}[/tex]
Answer:
Hope it will help you...
Using the GCF you found in Part b re write 35 +63 factor one factor is the GCF and the other is the sum of the two numbers that do not have a common factor show your work
Answer:
7(9 + 14)
Step-by-step explanation:
The Greatest Common Factor of 35 and 63 is 7; both 35 and 63 are evenly divided by 7. Thus, 35 + 63 can be rewritten as 7(5) + 7(9), or 7(14)
So 35 + 63 = 7(9 + 14)
Answer:
= 98
Step-by-step explanation:
To find the distance across a river, a forester sets up stakes at A, B,C and D so that
stakes D and B are in line with a larger tree T, on the opposite bank. Calculate the
width of the river using the measurements given. (Upload a Picture of your solution)
Answer:
75m
Step-by-step explanation:
They are similar triangles: they have two corresponding angles: in a triangle with an angle of 90°, the other two will be of 45°.
Now that we know they are similar, we can calculate the ratio of the sides, by doing 10/2=5
We want to know the side AT, so we can do that by multiplying DC for 5:
DC = 15 × 5 = 75m
You can also check this by applying Pythagoras' Theorem:
DB =
[tex] \sqrt{15^{2} + 2^{2} } [/tex]
Which equals 15.1 m
The hypotenuse of the other triangle is 15.1 × 5 = 75.5 m
Finally, we can apply for the last time the Pythagoras' Theorem to find AT:
[tex] \sqrt{75.5^{2} - 10 {}^{2} } [/tex]
Which equals 74.8 = 75 m
Helpppp meee pleaseeee
Answer:
the correct answer is ( ZYXW ) because the given polygon is a rectangle and its properties is that the opposite sides are equal means the lenght and breath of the unknown side for the big rectangle is 6 , 3 and for small rectangle the the unknown sides are 1 , 2 only so now you've got all the side of both polygons so now you take the ratio of each side and then you can easily find the sides
Step-by-step explanation:
Hope it helps
Have Nice Day : )
Find the unknown side (w) of the rectangular solid. Please help..
Answer:
the answer should be 2
Step-by-step explanation:
8×13=104
208÷104=2
Answer:
w = 2
Step-by-step explanation:
V_rectangular prism = l * w * h
208 = 13 * w * 8
208 = 104 * w
w = 208/104
w = 2
-Chetan K
Simplify the expression 4(-y+2) -3y
Answer:
−7y+8
Step-by-step explanation:
1. Simplify each term.
−4y+8−3y
2. Subtract 3y from −4y.
−7y+8
Hope this helps :D
write 2³ in simplified form
Answer:
8
Step-by-step explanation:
2^1 = 2×1 = 2
2^2= 2×2= 4
2^3= 2×2×2= 8
Round 383.52 to the nearest tenth.
I just need this one answer from something, I'll give BRAINLY a lot to
Answer:
383.5
Step-by-step explanation:
We want to round 383.52 to the nearest tenth.
The tenth would be the 5.
To round we look at the number after the one we want to round ( so 2 )
If the number is greater than 4 so ( 5, 6, 7, 8 or 9 ) then we raise the number that we want to round but if its less than 5 ( 4, 3, 2, 1 , 0 ) we keep the number as it is.
2 is less than 5 so we keep 5 as it is to get 383.5
At a theater, adult tickets for a play cost $15 each and child tickets cost $10 each. If 300 tickets were sold and the sale of the tickets generated between $3575 and $3500, inclusive, what is a possible number of child tickets that were sold?
please help
Answer:
Answer: 375 adult tickets were sold and 125 children tickets were sold.
CAN SOMEONE HELP ME PLEASE ASAP!?
if u can get a better picture I can help you
Rewrite
28/9 as a mixed number.
Answer: 28/9 as a mixed number is 3 1/9
Step-by-step explanation:
Answer:
3 1/9
Step-by-step explanation:
3 times 9 is 27
27 plus 1 is 28
which expression is equivalent to (-3) x + (-3) (-12)
Answer:
-3x - 15
or
-3(x + 5)
Step-by-step explanation:
-3x - 3 - 12
-3x - 15
-3(x + 5)
sorry if this doesn't help but i hope it does
Answer:
-3(x + 5)
Step-by-step explanation:
help please I'm stuck
Step-by-step explanation:
the line was translated. in other words : it was shifted. it only changed its position. no other attribute changed.
so, the length is still 4.
what is factoring: problems involving factors of polynomials
Answer: Factoring is essentially the reverse of the distributive property. You are basically trying to simplify the polynomial by taking out common factors. You also may try reducing the power (or the highest exponent) of the polynomial with factoring. I would say that factoring is the breaking down of a bigger polynomial into a product of two expressions that are usually multiplied by each other. One specific use of factoring we see a lot is the quadratic formula.
1. Quadratic Factoring --> [tex]x^2+2x-15[/tex] --> we have an [tex]x^2[/tex] but we want there to only be "[tex]x[/tex]"s. Here we need to constant numbers (integers), that multiply together to get [tex]-15[/tex], and add up to [tex]+2[/tex]. (5 and -3)
- [tex]x^2+2x-15[/tex] ==> [tex]x^2+5x-3x-15[/tex] ==> [tex]x(x+5)-3(x+5)[/tex] ==> [tex](x-3)(x+5)[/tex]
Above: We can see that we factor out [tex]x[/tex] from [tex]x^2+5x[/tex] (This shows that we are aiming to break it down to make it easier to evaluate).
Remember: Factoring does not always mean that the polynomial is in a simpler form. There are many situations where factoring is totally unnecessary and complicates the polynomial even more.
--------------------------------------------------------------------------------------------------------------On a separate note: Distributive Property, if you are unsure or not fully sure on what that means, is when you multiply two expressions together to create one expression. Multiple expressions are combining into one.
Challenge elementary school has 800 students. Every Wednesday, 12% of the students stay after school for chess. How many students attend chess club on Wednesday?
Answer:
Its 96 bro :) 96 students
Step-by-step explanation:
Basically yeah, 800 is 100% of the population yeah. So just multiply 800 times 12%. 800 x 12% is 96.
96 = 12% of 800, I hope this helps!
Choose the equations that are not linear equations.
X/2 -y*3 = 1
O - x-y= 2.
x2 + y=4
x= 5
Answer:
#2 and #4
Step-by-step explanation:
Anything with a variable squared is not linear
I rlly don’t understand due today please help!
Answer:
a) 2x+4
b)x=8
Step-by-step explanation:
a) x+x+4 =2x +4
b) 2x+4= 20
2x = 16
x=8
Jay bought 8 packets of Chips
c) Jay: 8 x 60
=£4,80
Lauren : 12 × 60
= £7,2
If measure of angle 3 = 74° find each measure NEED HELP ASAP
I WILL GIVE BRAINLIEST Hey can someone tell me simply HOW to come to this conclusion? im a bit confiused as to how, dont want to cheat i want to learn. (P.S ive missed multiple grades which has left me with alot of gaps to fill.)
Answer:
(b) x +2y = 8
Step-by-step explanation:
There are at least a couple of ways to come to the conclusion.
1) use the given information to write the equation of the desired line
2) check to see which of the answer choices satisfies the requirement
__
1)The given line has two specified points on it. These can be used to find its slope. (Or, you can count grid square to see it has a rise of -1 for a run of +2.)
The slope formula is ...
m = (y2 -y1)/(x2 -x1)
m = (-4 -0)/(4 -(-4)) = -4/8 = -1/2
Comparing this to our grid square count, we see they are the same:
m = rise/run = -1/2
Now, we have a slope (-1/2) and a point (2, 3), so we can use these to write the point-slope equation of the desired line:
y -k = m(x -h) . . . . . . . line with slope m through point (h, k)
y -3 = -1/2(x -2) . . . . . point-slope equation of the desired line
y -3 = -1/2x +1 . . . . . . eliminate parentheses
1/2x +y = 4 . . . . . . . . add 1/2x +3 to both sides
x +2y = 8 . . . . . . . . . multiply by 2
__
2)Perhaps easier in this case is to try the given equations to see which is satisfied at the given point. There are two different left-side expressions to evaluate at the point (x, y) = (2, 3):
x +2y = (2 +2(3)) = 2+6 = 8
2x +y = 2(2) +3 = 4 +3 = 7
Only the equation ...
x +2y = 8
is satisfied at the given point.
_____
Additional comments
While I encourage you to learn to solve questions like this "from scratch", modern math curriculum is often "multiple choice."
When faced with multiple choices for answers, it is often easiest to ...
(a) eliminate the ones that are not self-consistent or that are false on their face;
(b) eliminate the ones that have an obviously fatal flaw (wrong sign of slope, too large or too small, for example);
(c) choose from the remaining ones the one that properly answers the question (satisfies all requirements).
__
When you solve a standard-form equation for y, you get ...
ax +by = c
by = -ax +c
y = -a/bx +c/b
That is, the slope of the line is -a/b.
For the two left-side expressions in the answer choices, the slopes are ...
x +2y ⇒ slope = -1/2
2x +y ⇒ slope = -2/1 = -2
The scales on the graph are the same in the x- and y-directions, so the shallow negative slope of the given line is clearly less than 1. That eliminates the last two answer choices already.