Please help with problem 7

Answer: The answer is likely E/i

Step-by-step explanation:

1. Based by guesses here, multiply R on both sides, making it RI = E

2. Then, divide I on both sides, so RI/I = E/I

3. Becoming R = E/I

Using the midpoint concept, the other endpoint of the segment is: G(18,-9).

The problem asks for the coordinates of the other endpoint, given by point G.

The midpoint between two points is the halfway point between them, and is found using the mean of the coordinates.

Hence the x-coordinate of G is found as follows:

8 = (x - 2)/2

x - 2 = 16

x = 18.

The y-coordinate of G is found as follows:

0 = (y + 9)/2

y + 9 = 0

y = -9.

The other endpoint of the segment is: G(18,-9).

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The approximation of 2798.01 to 2 significant figures is 2800

The expression is given as

2798.01

The approximation is given as

2 significant figures

The above means that we approximate the given expression such that only 2 significant figures are left

In this case, the 2 significant figures in the expression 2798.01 are 2 and 7

So, we start the approximation from 9

When 9 is approximated, the expression becomes

2798.01 = 2800

Hence, the approximation of 2798.01 to 2 significant figures is 2800

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Answer:

Greater than.

Step-by-step explanation:

3 - 1 = 2, 2 is greater than 1/4 which is equal to 0.25.

Answer:

0.125

Step-by-step explanation:

The fraction of those who were cast and got major roles is 1/5.

The number of the students who were cast out of the Ninety students auditioned  for the school play is calculated as follows;

Total number of students = 90

Number of students who were cast = ¹/₃ x 90 = 30

Number of students who go major role = 6

The fraction of those who were cast and got major roles is calculated as follows;

fraction of students who got major role = 6/30

fraction of students who got major role =  1/5

Thus, the fraction of those who were cast and got major roles is 1/5.

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Answer:

Total number of students = 90

Number of students who were cast = ¹/₃ x 90 = 30

Number of students who go major role = 6

fraction of students who got major role = 6/30

fraction of students who got major role = 1/5

1/5 = 0.2

A statement 'He is not the winner, then, he is sick.' is a valid argument.

To test the validity of a given argument, we need to see if we can find a counter-example that makes one of the statements non-valid. If after analyzing the statements we can't find a counter-argument, then we can conclude that the argument is valid.

Here we will find that the argument is valid.

We can write given statement as:

1) If he participates in a race then he is the winner.

2) Either he participates in the race, or he is sick.

3) He is not the winner, then, he is sick.

Now, from the first statement, we know that this person participates in a race, he wins.

From the second statement we know that he only participates if he is not sick, we can rewrite that one as:

"If he is sick, then he does not participate in the race".

Finally, from the third one, if he does not win, then he is sick.

This makes sense, he only does not participate when he is sick, then the only races where he is not the winner, are these races where he does not participate, and he does not participate only if he is sick, then this is a valid argument.

Concluding, the 3 statements are valid, as we can't find any counter-argument to any of these 3.

Therefore, a statement 'He is not the winner, then, he is sick.' is a valid argument.

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We get the value of angle Q in the triangle PQR as 155 °.

We are given a triangle PQR.

We are also given that:

∠ P = 110 °

∠ R = 15 °

Now, we need to find ∠ Q.

We know that sum of the angles of a triangle = 180 °

This is called the angle sum property of a triangle.

So, we get that:

∠ P + ∠ Q + ∠ R = 180 °

Substituting the given values, we get that:

110 ° + ∠ Q + 15 ° = 180 °

125 ° + ∠ Q = 180 °

∠ Q = 180 ° - 125 °

∠ Q = 155 °

Therefore, we get the value of angle Q in the triangle PQR as 155 °.

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Step-by-step explanation:

1500÷75= 20

30×20= 600 seconds

600÷60= 10 minutes

Answer:

(-1)=10

(10)= -54

(5)= -26

Step-by-step explanation:

h(-1)=4-6(-1)

h(-1)=4 (-6*-1)

h(-1)=4+6

h(-1)=10

h(10)=4-6(10)

h(10)=4 (-6*10)

h(10)=4-60

h(10)=-54

h(5)=4-6(5)

h(5)=4 (-6*5)

h(5)=4-30

h(5)=-26

Hope this helps.

Answer:

32/40

Step-by-step explanation:

First divide 40 by 15

to check denominator, calculate 15 * the ans and for numerator as well

We must deposit (B) $6,301.70 today to withdraw $10,000 in 6 years.

To find the amount:

Given -

Estimate the initial deposit required to obtain $10,000 in 6 years:

Therefore, we must deposit (B) $6,301.70 today to withdraw $10,000 in 6 years.

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The correct question is given below;
You can earn 8 percent interest, compounded annually. How much must you deposit today to withdraw $10,000 in 6 years?

A. $5,402.69

B. $6,301.70

C. $6,756.76

D. $8,432.10

E. $9,259.26

Let [tex]n=0[/tex]. Then [tex]0^3 = 0[/tex] but 0 > 0 is a false statement.

The answer for the following algebraic expression [tex]10y-3(y+5)[/tex] is Option C [tex]7y-15[/tex].

According to the given question statement, We are supposed to simplify the given algebraic expression [tex]10y - 3(y + 5)[/tex]

Solution is as follows:

[tex]10y - 3(y + 5)\\= 10y-3(y)-3(5)\\\[/tex]

[tex]=10y-3y-15[/tex]

[tex]=7y-15[/tex]

Hence [tex]7y-15[/tex] is our final answer.

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Answer: y<3x-4

Step-by-step explanation:

[tex](0,-4) \ \ \ \ \ \ (1,-1)[/tex]

                           The equation of the line

                                 [tex]\displaystyle\\\boxed {\frac{x-x_1}{x_2-x_1}=\frac{y-y_1}{y_2-y_1} }[/tex]

[tex]\displaystyle\\x_1=0\ \ \ \ x_2=1\ \ \ \ y_1=-4\ \ \ \ y_2=-1\\Hence,\\\frac{x-0}{1-0} =\frac{y-(-4)}{-1-(-4)} \\\\\frac{x}{1} =\frac{y+4}{-1+4} \\x=\frac{y+4}{3}[/tex]

Умножьте обе части уравнения на 3:

[tex]3x=y+4\\3x-4=y+4-4\\3x-4=y[/tex]

Thus, y<3x-4

Answer:

Step-by-step explanation:

In 6 years, because I subtracted 3 from 259 6 times and added 20 to 362 6 times.

The output value of (y) will be 1 .

We have given an exponential function [tex]y=10.5^x[/tex]     ......(1)

It is given that input value is 0 which means that replace the x with the input value in the given function.

Putting x = 0 in the equation (1) , we get

  [tex]y=10.5^0[/tex]

Value of any number raised to power zero is always one .

   [tex]y=1[/tex]

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Answer:

eight is the answer

Step-by-step explanation:

........

The complete compound inequality is 9 <= 1.5x <= 12

From the given figure, we have'

Height = x

Base = 3

The area of a triangle is

Area = 0.5 * Base * Height

So, we have

A = 0.5 * 3 * x

Evaluate

A = 1.5x

The compound inequality is given as

9 <= A <= 12

Substitute A = 1.5x in 9 <= A <= 12

9 <= 1.5x <= 12

Hence, the complete compound inequality is 9 <= 1.5x <= 12

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Answer: The answer is b

Step-by-step explanation:  Simplify and expand it to determine it

The distributive property is the property that justifies the statement.

The properties of multiplication are:

For the question, the number 3 was multiplied each term, then

3x - 3*2/3 = 4

3x - 6/3 = 4

3x - 2 = 4

Comparing the steps and results found, it is possible to note that the distributive property for multiplication was applied.

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The equation for the parallel street that passes through (2, -3) is: B. y = 3x - 9.

Two lines that lie parallel to each other will have a slope (m) that is of the same value. The equation can be written as y = mx + b in slope-intercept form.

Find the slope of the line that passes through (4, 5) and (3, 2):

Slope (m) = change in y / change in x = (5 - 2)/(4 - 3)

Slope (m) = 3/1

Slope (m) = 3

The slope of a parallel line would also be 3.

Substitute (a, b) = (2, -3) and m = 3 into y - b = m(x - a):

y - (-3) = 3(x - 2)

y + 3 = 3x - 6

Subtract 3 to both sides of the equation

y + 3 - 3 = 3x - 6 - 3

y = 3x - 6 - 3

y = 3x - 9

Therefore, the equation for the parallel street that passes through (2, -3) is: B. y = 3x - 9.

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Answer:

15*2/3=10

10*2/3=20/3

20/3*2/3=40/9

40/9*2/3=80/27

80/27*2/3=160/81

160/81*2/3=480/243

480/243*2/3=960/729

960/729*2/3=1920/2187.

=1920/2187

The 9th term of the geometric sequence will be 1280 / 2187.

A series of non-zero integers where every term after the first is obtained by increasing the one before it by a constant, non-zero value known as the scale factor.

Let a₁ be the first term and r be the common ratio. Then the nth term of the geometric sequence is given as,

aₙ = a₁ · (r)ⁿ⁻¹

The sequence is given below.

15, 10, 20/3

The first term is 15. And the common ratio is given as,

r = 10 / 15

r = 2 / 3

The 9th term of the geometric sequence is given as,

a₉ = 15 · (2/3)⁹⁻¹

a₉ = 15 · (2/3)⁸

a₉ = 15 · 256/6561

a₉ = 1280 / 2187

The 9th term of the geometric sequence will be 1280 / 2187.

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Thus 3 bushels of pears can be acceptable term of trade for bushels of pears.

Opportunity cost of 1bushel of apple for Carlos=2pears    

Opp. Cost of 1 bushles of apple for Donna=4pears

Thus ,

Term of trade acceptable to both for one bushels of apple is 2-4 bushels of pears

a. The required equations are  6a+9p = 9.75 and 4a+5p = 5.75 .

b. The solution is given in the attached picture.

c. Apples are 1/2 and Peaches are 0.75

d. Solving the equations by putting the values

Let's take equation 1

6a+9p = 9.75

6 (1/2) + 9 (0.75) = 9.75

So equation satisfies both sides

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Yes, Lila and Wassim saved the extra money of £16.

For the given data in question;

Charge/person for Camping Site : £5 per night

Charges for Camping Site Tent = £15 per night for Tent pitch > 10m²

calculate the tent pitch;

Tent Pitch = 2.5 × 4.2 = 10.5 > 10

Total charges for tent = £15 per night

As, 2 Lila and Wassim sharing Tent

Total charges per night = Charge/person + Charges for Camping Tent

= 2× £5 + £15

= £25 per night

For every 5 nights of the stay, pay is 4.

Cost for 10 nights for two persons.

Lila and Wassim have to pay the cost  for 8 Nights;

Total charges = £25 × 8  = £200

Lila and Wassim each plan to save £12 per week  for 9 weeks.

Thus, the total Saving = 2 ×  9 ×  12 = £216

total Saving =  216 > 200

As, total savings of Lila and Wassim are £216 which are greater than the £200 cost of camping.

The extra money saved is;

= £260 - £200

= £16.

Therefore,  Yes, Lila and Wassim will save sifficient money to cover all camping charges with extra saved money of £16.

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The direction cosines and direction angles will be - [tex]\frac{x}{r},\frac{y}{r},\frac{z}{r}[/tex] and

cos⁻¹([tex]\frac{x}{r}[/tex]), cos⁻¹([tex]\frac{y}{r}[/tex]),cos⁻¹([tex]\frac{z}{r}[/tex]) respectively.

The direction cosines of a specified vector, m = xi + yj + zk, are the cosines of the angles it makes well with x, y, and z axes.

The direction cosines of m are cos a, cos b, and cos c  in the x, y, and z axes, respectively, if a forms the angles a,b and c (which are the direction angles) with the x, y, and z axes, respectively.

Let us consider equation as =  [tex]xi + yj +zk[/tex]

vector of the equation will be - (x,y,z)

r = length of vector = [tex]\sqrt{x^{2} +y^{2} +z^{2} }[/tex]

The direction cosines will be -

[tex]\frac{x}{r},\frac{y}{r},\frac{z}{r}[/tex]

angles will be - cos⁻¹([tex]\frac{x}{r}[/tex]), cos⁻¹([tex]\frac{y}{r}[/tex]),cos⁻¹([tex]\frac{z}{r}[/tex])

Let us consider an example,

If we have vector as (1,2,3)

= i + 2j + 3k

= r = [tex]\sqrt{1^{2} +2^{2} +3^{2} }[/tex]

= [tex]\sqrt{14}[/tex]

Direction cosines will be -

[tex]\frac{1}{\sqrt{14} } , \frac{2}{\sqrt{14} }, \frac{3}{\sqrt{14} }[/tex]

Angles will be -

cos⁻¹([tex]\frac{1}{\sqrt{14} }[/tex]), cos⁻¹([tex]\frac{2}{\sqrt{14} }[/tex]),cos⁻¹([tex]\frac{3}{\sqrt{14} }[/tex])

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Answer:

x = 16

Step-by-step explanation:

[tex]\frac{3x}{4}[/tex] + 3 = 15 (subtract 3 from both sides )

[tex]\frac{3x}{4}[/tex] = 12 ( multiply both sides by 4 to clear the fraction )

3x = 48 ( divide both sides by 3 )

x = 16

that is

subtraction / multiplication / division

Answer: ( not totally sure but I hope this helps)

Step-by-step explanation:

1. Given

2. Multiplication property of equality

3.  Subtraction

4. Division property of equality