Answer:
45/49
Step-by-step explanation:
The first step to dividing fractions is to find the reciprocal (reverse the numerator and denominator) of the second fraction. Next, multiply the two numerators. Then, multiply the two denominators. Finally, simplify the fractions if needed.
9/14 * 10/7 = 90/98
divide the numerator and the denominator by 2.
90 * 2 = 45
98 * 2 = 49
45/49
What is this answer? Cant figure out nor parents
Answer:
A. 144
D. √9 * √16.
Step-by-step explanation:
The product property of square roots states that for any two numbers (a and b), where both are greater than or equal to 0, the square root of a product is equal to the product of the square root:
[tex]\sqrt{ab}=\sqrt{a} *\sqrt{b}[/tex]
Thus, √(9 * 16) is equivalent to √9 * √16.
We can see this mathematically if we evaluate the expressions:
[tex]\sqrt{(9*16)}=\sqrt{9}*\sqrt{16}\\ \sqrt{144}=3*4\\ 12=12[/tex]
Thus, the answers are A and D.
If you can only choose one answer, choose D because the question didn't explicitly ask us to evaluate √(9 * 16).
If you can choose multiple answers, choose A and D.
The Maths GCSE test scores of 240 students are shown in the histogram below.
The required median is 110- 120 and the upper quartile of the scores is 110-120.
Given that, the data from the histogram is
CI | f
80-90 | 5
90-100, | 3
100-110, | 4
110-120, | 4
120-130, | 3
130-140, | 3
140-150, | 2
150-160 | 2
To find the median and upper quartile of the given scores, make the cumulative frequency table.
The cumulative frequency table is given below.
CI | f | cf
80-90 | 5 | 5
90-100, | 3 | 8
100-110, | 4 | 12
110-120, | 4 | 16
120-130, | 3 | 19
130-140, | 3 | 22
140-150, | 2 | 24
150-160 | 2 | 26
N = 26.
The median is the N/2 th score when N is even.
Median = 13th score = 110-120 scores
To find the upper quartile, the product of (3/4 and N )th score gives the upper quartile.
Upper quartile = (3/4 x 26)th score.
Upper quartile = 19.5th score.
The upper quartile score range is 110 - 120.
Therefore,the required median is 110- 120 and the upper quartile of the scores is 110-120.
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9x⁸y² - 6x³y⁴ /3xy simplified is:
a. 3x⁹y³- 2x⁴y⁵
b. 3x⁷y - 2x²y³
c. 3x⁹y³ - 2x⁴y⁵
d. None of these choices are correct.
Answer: B
Step-by-step explanation:
The coefficients 9 & 6, divided by 3, equal 3 & 2.
For the exponents, if you divide the entire equation by xy, you need to subtract the corresponding exponents of x and y. Subtract the denominator's exponent from the numerator's exponent.
So, for the first part x^8/x^1=x^7
y^2/y^1=y
For the second part: x^3/x=x^2
y^4/y=y^3
So, if you put the coefficients and both parts of the equation together, you get 3x^7y - 2x^2y^3 (answer letter B).
Hope this helped!
If (2x-7), (x-1), 3x, x, (x+2), 30 and 10
1. Find the value of x
2. Find the value of the largest angle
PLEASE HELP ME ASAP
The value of x in arithmetic progression is 5/3 and the largest angle is 30.
The given sequence is: (2x-7), (x-1), 3x, x, (x+2), 30, 10.
In an arithmetic progression, the common difference (d) between consecutive terms remains constant.
The common difference between the terms = (x - 1) - (2x - 7) = x - 1 - 2x + 7 = 6 - x
6 - x = 3x - (x - 1)
6 - x = 3x - x + 1
6 - x = 2x + 1
-x - 2x = 1 - 6
-3x = -5
x = -5 / -3
x = 5/3
Therefore, the value of x is 5/3.
2x-7 = 2 ×5/3 -7 = -3.66
x-1 = 5/3-7 = -5.33
3x = 3 × 5/3 = 5
x + 2 = 5/3+2 =3.66
Thus, the largest angle is 30.
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Your question is incomplete, most probably the full answer is:
If (2x-7), (x-1), 3x, x, (x+2), 30 and 10 are in AP, then
1. Find the value of x
2. Find the value of the largest angle
2x + y ≤ 2
a. change the inequality into slope-intercept form, and then change it into an equation.
b. create a table. Use the x-values indicated
c. Graph the points and draw a line.
d. Shade the solution area.
e. Check your solution. Use (0,0) as your test point and see if it satisfies the conditions of the original inequality.
In the right △ABC with m∠C=90°, m∠B=75°, and AB=12 cm. Find the area of △ABC.
Don't use trig to solve, don't know how to.
The area of the right triangle is 18.02 cm².
How to find area of a right triangle?A right angle triangle is a triangle that has one of its angles as 90 degrees.
The sum of angles in a triangle is 180 degrees.
Therefore, let's find the area of the right angle triangle as follows;
let's find the height and base of the triangle.
using trigonometric ratios,
cos 75 = adjacent / hypotenuse
cos 75 = base / 12
base = 3.10582854123
Therefore,
sin 75 = opposite / hypotenuse
sin 75 = h / 12
height = 11.5911099155
height = 11.59
Therefore,
area of the triangle = 1 / 2 × 3.11 × 11.59
area of the triangle = 36.0483518371 / 2
area of the triangle = 18.0241759186
area of the triangle = 18.02 cm²
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Which of the following is the appropriate notation when calculating conditional probabilities
The notation which is the most appropriate notation when calculating conditional probabilities is option B.
What is the notation for conditional probabilities?The appropriate notation for calculating conditional probabilities is often denoted using the vertical bar symbol "|". This symbol represents "given" or "conditional on."
In a mathematical expression, the conditional probability of event A given event B is written as P(A | B), where "P" stands for probability. This notation indicates that the probability of event A occurring is being calculated assuming that event B has already occurred.
Thus option B is correct.
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Find the missing side length.
1) 10 / ?
2) 24 / 15
( look at photo )
Two math students were asked to write an exponential growth equation that had a starting value of 300 and a growth rate of 2%. Pierre thinks the answer is y=300(1.02)^x and Scott thinks that the answer is y=300(1.2)^x. Are either of them right and why?
Incorrect, the correct exponential growth equation as it accurately represents a starting value of 300 and a growth rate of 2%. Scott's equation
Neither Pierre nor Scott has the correct exponential growth equation.
The exponential growth equation represents a relationship where a quantity increases or grows exponentially over time. It is typically represented as y = a(1 + r)^x, where "a" represents the initial or starting value, "r" represents the growth rate (expressed as a decimal), "x" represents the time or number of periods, and "y" represents the resulting value after the growth.
In this case, Pierre's equation is y =[tex]300(1.02)^x.[/tex]This equation suggests a growth rate of 2% (0.02 as a decimal), which means that the quantity would increase by 2% with each period. This aligns with the given growth rate of 2%. Thus, Pierre's equation is correct.
On the other hand, Scott's equation is y = [tex]300(1.2)^x[/tex]. This equation suggests a growth rate of 20% (0.2 as a decimal), which means that the quantity would increase by 20% with each period. However, the given growth rate is 2%, not 20%. Therefore, Scott's equation is incorrect.
To summarize, Pierre's equation, y = 300(1.02)^x, is the correct exponential growth equation as it accurately represents a starting value of 300 and a growth rate of 2%. Scott's equation, y = 300(1.2)^x, does not match the given growth rate and is therefore incorrect.
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Please answer: h^-1(x) for this question
All the solutions are,
g⁻¹ = { (7, - 7), (- 7, - 6), (6, - 1), (9, 3) }
h⁻¹ (x) = 5x - 13
⇒ (h⁻¹ о h ) (- 3) = 3
We have to given that,
Functions g and f are defined as,
g = {(- 7, 7), (- 6, - 7), (- 1, 6), (3, 9)
And, h (x) = (x + 13) / 5
Now, We can simplify for inverse function as,
For inverse function of g,
g = {(- 7, 7), (- 6, - 7), (- 1, 6), (3, 9)
g⁻¹ = { (7, - 7), (- 7, - 6), (6, - 1), (9, 3) }
And, Inverse function of h is,
h (x) = (x + 13) / 5
y = (x + 13) / 5
Solve for x,
5y = x + 13
x = 5y - 13
h⁻¹ (x) = 5x - 13
So, We get;
⇒ (h⁻¹ о h ) (- 3)
⇒ (h⁻¹ (h (- 3))
⇒ (h⁻¹ (- 3 + 13)/5)
⇒ (h⁻¹ (2))
⇒ 5 (2) - 13
⇒ 10 - 13
⇒ - 3
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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!
Answer:
100°
Step-by-step explanation:
tThe sum of all arc measures that make up that circle is 360 degrees.
QS + RQ + RS = 360
QS = 360 - 120 - 140 = 100
An arc angle is the degree measurement of that angle inside the circle, opposite the arc
m∠R = arc QS = 100°
Answer:
∠ R = 50°
Step-by-step explanation:
the inscribed angle R is half the measure of its intercepted arc QS
the sum of the arcs on a circle is 360° , that is
RQ + QS + SR = 360°
120° + QS + 140° = 360°
QS + 260° = 360° ( subtract 260° from both sides )
QS = 100°
Then
∠ R = [tex]\frac{1}{2}[/tex] × 100° = 50°
100 Points! Geometry question. Photo attached. Name the angle of depression and the angle of elevation in each figure. Thank you!
Answer:
carnival one
elevation = SWT
depression = RTW
deer one
elevation = ABC
depression = DCB
Step-by-step explanation:
Calculate the weight of a bed if its mass is 120 kg and gravitational acceleration is 20m/s2. Use weight equation.
Answer:
2400 N (Newtons)
Step-by-step explanation:
The weight of an object can be calculated using the equation:
Weight = mass * gravitational acceleration
Given:
Mass of the bed (m) = 120 kg
Gravitational acceleration (g) = 20 m/s²
Using the weight equation:
Weight = mass * gravitational acceleration
Weight = 120 kg * 20 m/s²
Weight = 2400 kg·m/s²
The unit of the weight is kilogram-meter per second squared (kg·m/s²), which is equivalent to the unit of force called Newton (N).
Therefore, the weight of the bed is 2400 Newtons (N).
50 points, pls answer
Is it possible for a satellite to see
of the Earth’s equator? Why or why not?
11-94.
a. The image is attached below.
b. Length of the equator is 24,000 miles.
c. The image is attached below.
d. No, it is not possible for a satellite to see 50% of the Earth's equator.
Satellite B will see more of the Earth's equator than Satellite A. This is because the viewing angle of Satellite B is larger than the viewing angle of Satellite A. The viewing angle of Satellite B is 60 degrees, while the viewing angle of Satellite A is 45 degrees.
The length of the equator in view of Satellite B is 24,000 miles. This can be calculated using the following formula:
length of the equator = 2 * [tex]\Pi[/tex] * radius * sin(m/2)
Use a third color to draw the viewing angle from Satellite C. Label the points of tangency J and K. If m/C=45", find the mJK and mJZK
This is because the Earth is a sphere, and a sphere has no flat surfaces. A satellite can only see a portion of the Earth's surface, and the portion that it sees will always be less than 50% of the total surface area.
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stuck on this question any help would be appreciated :)
The points that represent this data set are shown in the scatter plot attached below.
How to construct and plot the data in a scatter plot?In this exercise, we would plot the number sold on the x-coordinates of a scatter plot while the prices ($) would be plotted on the y-coordinate of the scatter plot through the use of Microsoft Excel.
On the Microsoft Excel worksheet, you should right click on any data point on the scatter plot, select format trend line, and then tick the box to display a linear equation for the line of best fit on the scatter plot.
Based on the scatter plot shown below, which models the relationship between the number sold and the prices ($), a linear equation for the line of best fit is as follows:
y = 0.23x + 1.00
In conclusion, the slope of the line is 0.23 and the y-intercept is 1.00.
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find the invoice total, the amount should be paid after cash discount, the total amount due including shipping and insurance.
The total invoice is $788.80, we find this by find the cost of each item.
To find the invoice total, we need to calculate the total cost of each item.
For the tablecloth:
Quantity: 16
Unit Price: $35.00
Total Cost = Quantity × Unit Price = 16 × $35.00 = $560.00
For the rings:
Quantity: 8
Unit Price: $6.50
Total Cost = Quantity × Unit Price = 8 × $6.50 = $52.00
For the cups (cases):
Quantity: 4 cases
Unit Price: $25.30
Total Cost = Quantity × Unit Price = 4 × $25.30 = $101.20
For the bowls:
Quantity: 12
Unit Price: $6.30
Total Cost = Quantity × Unit Price = 12 × $6.30 = $75.60
Now, let's calculate the invoice total by adding up the total costs of each item:
Invoice Total = $560.00 + $52.00 + $101.20 + $75.60
= $788.80
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The three steps below were used to find the value of the expression [(-10 + 2) - 1] + (2 + 3). Step 1: ? Step 2: -9 + 2 + 3 Step 3: -7 + 3 Which expression is missing from Step 1? Question 3 options: [-10 + -1 + 2] + (2 + 3) [-8 - 1] + (2 + 3) [-10 + 1] + (2 + 3) [8 + 1] + (2 + 3)
Therefore, the missing expression in Step 1 is [-8 - 1] + (2 + 3).
In order to find the missing expression in Step 1, let's analyze the given steps and the final expression.
Step 1: ?
Step 2: -9 + 2 + 3
Step 3: -7 + 3
To find the missing expression in Step 1, we need to work backwards from Step 3 to Step 1.
In Step 3, the expression "-7 + 3" gives us a result of -4.
In Step 2, the expression "-9 + 2 + 3" gives us a result of -4.
So, the missing expression in Step 1 should also evaluate to -4 when performed correctly.
Let's check the available options:
[-10 + -1 + 2] + (2 + 3) = -11 + 2 + 5 = -4
[-8 - 1] + (2 + 3) = -9 + 5 = -4
[-10 + 1] + (2 + 3) = -9 + 5 = -4
[8 + 1] + (2 + 3) = 9 + 5 = 14
Out of the given options, only option 2, [-8 - 1] + (2 + 3), correctly evaluates to -4. Therefore, the missing expression in Step 1 is [-8 - 1] + (2 + 3).
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find the surface area
The Surface area of Triangular Prism is 132 cm².
We have have the dimension of prism as
Sides = 3 cm, 4 cm, 5 cm
and, l = 10 cm
and, b= 4 cm
Now, Surface area of Triangular Prism as
= (sum of sides) l + bh
= (3 + 4 + 5)10 + 4 x 3
= 12 x 10 + 12
= 120 + 12
= 132 cm²
Thus, the Surface area of Triangular Prism is 132 cm².
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A girl is on a bridge 38.9 m high. She throws a rock straight down at -12.5 m/s. How long does it the rock to hit the ground
Answer:
3.14 seconds
Step-by-step explanation:
Robert has some nickels and some dimes. He has a maximum of 29 coins worth no less than $2.20 combined. If Robert has 10 nickels, determine all possible values for the number of dimes that he could have. Your answer should be a comma separated list of values. If there are no possible solutions, submit an empty answer.
Robert's dimes are anywhere between 17 and 19.
Explanation:Nickels
are worth 5 cents, and
dimes
are worth 10 cents. Since Robert has 10 nickels, he already has 50 cents. To reach a minimum of $2.20, or 220 cents, Robert needs at least 170 more cents. Because each dime is worth 10 cents, he needs a minimum of 17 dimes. If he has a maximum of 29 coins in total, subtracting the 10 nickels means that he can have up to 19 dimes. So, Robert could have anywhere between 17 and 19 dimes.
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If every floor is 5.079 meters tall how many floors are in the burj Khalifa (please help I need this before 12)
Answer:
147 floors
Explanation:
To determine the number of floors in the Burj Khalifa, we can use the information provided. We know that Andre stood 1000 meters away from the building and looked up at a 39.62-degree angle using a laser rangefinder. Let's calculate the height of the Burj Khalifa using basic trigonometry.
First, we can find the height of the building using the tangent function:
tan(angle) = height / distance
tan(39.62 degrees) = height / 1000 meters
height = tan(39.62 degrees) * 1000 meters
height ≈ 747.97 meters
Now, let's calculate the number of floors in the Burj Khalifa. We are given that each floor is 5.079 meters tall.
Number of floors = height / height of each floor
Number of floors = 747.97 meters / 5.079 meters
Number of floors ≈ 147.23 floors
Since we cannot have fractional floors, we can round the number down to the nearest whole number.
Therefore, there are approximately 147 floors in the Burj Khalifa.
Pleaseseee help
Two one-step equations
Two equations that contains fractions
One equation with distributive property
One equation with decimals
One real-world problem that is solved by an equation
Remember that each equation must include at least one variable
The correct equations are:
[tex]3x + 2 = 11 \\\[5y - 7 = 18\][/tex][tex]\frac{2}{3}x - \frac{1}{4} = \frac{5}{6}\\\frac{3}{5}y + \frac{2}{7} = \frac{1}{3}[/tex][tex]\[2(4x - 3) = 10\][/tex][tex]\[0.5x + 0.25 = 1.75\][/tex]1. Two one-step equations:
[tex]\[3x + 2 = 11\]\[5y - 7 = 18\][/tex]
2. Two equations that contain fractions:
[tex]\[\frac{2}{3}x - \frac{1}{4} = \frac{5}{6}\]\[\frac{3}{5}y + \frac{2}{7} = \frac{1}{3}\][/tex]
3. One equation with distributive property:
[tex]\[2(4x - 3) = 10\][/tex]
4. One equation with decimals:
[tex]\[0.5x + 0.25 = 1.75\][/tex]
5. Real-world problem solved by an equation:
A bakery sells cakes for $[tex]15[/tex] each. Let's say the total cost of cakes sold in a day is $[tex]180[/tex]. We can use the equation [tex]\(15x = 180\)[/tex] to find the number of cakes sold, represented by the variable [tex]x[/tex]. Solving the equation, we find [tex](x = 12\)[/tex]), indicating that the bakery sold [tex]12[/tex] cakes that day.
Here's a basic explanation for the real-world problem:
Imagine there is a bakery that sells cakes for $[tex]15[/tex]each. We want to find out how many cakes the bakery sold in a day if the total revenue from cake sales is $[tex]180[/tex]. To solve this problem, we can use an equation. Let's represent the number of cakes sold as [tex]x[/tex].
The equation [tex]\(15x = 180\)[/tex] is used to express that the total cost of the cakes sold [tex](\$15\ per \ cake)[/tex] is equal to $[tex]180[/tex]. To solve the equation, we divide both sides by [tex]15[/tex] to isolate the variable [tex]x[/tex]. The equation simplifies to [tex]\(x = 12\),[/tex] which means that the bakery sold [tex]12[/tex] cakes that day.
By using the equation, we can determine the number of cakes sold based on the given information and calculate the desired result.
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Show your work HELPPPP DUE TOMORROW!!
Answer:
10
Step-by-step explanation:
[tex]2\frac{3}{8}[/tex]+[tex]1\frac{3}{4}[/tex]+[tex]5\frac{7}{8}[/tex]=
[tex]2\frac{3}{8} +1\frac{6}{8} +5\frac{7}{8}[/tex]=
[tex]8\frac{16}{8} =10[/tex]
Martin's school is due west of his house and due south of his friend Hayley's house. The
distance between the school and Hayley's house is 12 kilometers and the straight-line
distance between Martin's house and Hayley's house is 13 kilometers. How far is Martin's
house from school?
The distance between Martin's house and the school is 5 kilometers.
How to solve for distanceTo find the distance between Martin's house and the school, we can use the Pythagorean theorem.
Let's represent the distance between Martin's house and the school as x kilometers.
According to the given information:
Distance between Martin's house and Hayley's house (hypotenuse) = 13 kilometers
Distance between the school and Hayley's house (one side of the right triangle) = 12 kilometers
Using the Pythagorean theorem, we have:
x[tex]x^2 + 12^2 = 13^2[/tex]
Simplifying the equation:
[tex]x^2 + 144 = 169x^2 = 169 - 144x^2 = 25[/tex]
Taking the square root of both sides:
x = √25
x = 5
Therefore, the distance between Martin's house and the school is 5 kilometers.
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What value of x would make 5 Superscript x Baseline equals 625 true? Enter the answer in the box
The value of x that makes [tex]5^x = 625[/tex] true is x = 4.
To determine the value of x in the equation [tex]5^x = 625[/tex], we need to find the exponent that results in 625 when applied to the base 5.
Since 625 can be expressed as 5 raised to the power of 4 ([tex]5^4 = 625[/tex]), the value of x that satisfies the equation is 4.
When we substitute x = 4 into the equation, we get [tex]5^4 = 625[/tex], which is true.
Therefore, x = 4 is the solution to the equation, indicating that 5 raised to the power of 4 equals 625.
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Find the measure of the each angle to the nearest degree. cos−11013
find the surface area
The surface area of the cylinder is: 156π.
Here, we have,
given that,
the cylinder has:
radius = 6 in
height = 10 in
now, surface area of the cylinder is:
SA = 2πrh + πr²
here, we have,
SA = 2π *6 * 10 + π6²
= 120π + 36π
= 156π
Hence, The surface area of the cylinder is: 156π.
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if a student is a sophomore what is the probabillty that they travle the world
Traveling the world is a popular dream for many people, including students. While there is no way to know for sure what the probability is that a sophomore student will travel the world, there are some factors that may influence their likelihood of doing so.
For example, students who have access to financial resources and support from their families may be more likely to travel than those who don't. Additionally, students who are studying subjects that are related to travel, such as international relations, may be more interested in exploring the world.
There are also other factors that can influence a student's travel plans, such as personal preferences, cultural background, and availability of opportunities. Ultimately, the decision to travel the world is a personal one that depends on a wide range of factors.
In summary, there is no definitive answer to the question of what the probability is that a sophomore student will travel the world. However, there are many factors that can influence their likelihood of doing so.
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What is the value of x?
NO SPAM OR I WILL REPORT YOU AND BAN YOU IMMEDIATELY
Using a trigonometric relation, we can see that the value of x is 10.39
How to find the value of x?Here we have a right triangle. We can see that we know the measures of the hypotenuse, and the angle opposite to the side x.
Then to get the value of x, we can use the trigonometric relation:
sin(a) = (opposite cathetus)/hypotenuse.
Replacing the values that we know, we will get.
sin(60°) = x/12
solve that for x:
12*sin(60°) = x
10.39 = x
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Can somebody please help me thank tou
Answer:
Step-by-step explanation: On the left side find the number that is able to make that sum true for that equation. on the right side you just subtract the answer with the number to get your answer.
Answer:
Step-by-step explanation:
I Think this is the answer
On the left side find the number that is able to make that sum true for that equation. on the right side you just subtract the answer with the number to get your answer