-6.235 as a mixed number

from the diagram, we can see the Lorry is 12 cm in the model drawing, whilst in actual length is 12.8 metres, now the person on the model drawing shows as 1.5 cm, so

[tex]\begin{array}{ccll} \stackrel{cm}{model}&\stackrel{metre}{actual}\\ \cline{1-2} 12 & 12.8\\ 1.5& x \end{array} \implies \cfrac{12}{1.5}~~=~~\cfrac{12.8}{x} \\\\\\ 12x=(1.5)(12.8)\implies x=\cfrac{(1.5)(12.8)}{12}\implies x=\stackrel{metres}{1.6}[/tex]

The ferris well can accomodate 45 people in 30 minutes.

You need to calculate how many people you can accomodate in 3 hours.

To do so the first step is to express the 3 hours in minutes:

You know that 1 hour has 60 minutes, multiply 60 by 3 to determine how many minutes there are in 3 hours:

3 hours equal to 180 minutes

Now you can use cross multiplication to determine the number of people that can ride the ferris well in three hours.

30 min_____45 people

180min_____x people

The ferris well can accomodate 270 persons in 3 hours.

The midpoint of a segment is the point that divides the segment in half. Knowing this, we will receive:

ST = 90

TU = 90

SU = 180

So here, if T is the midpoint of SU, we will have:

ST = TU

And we have terms for these measures:

ST = 9x

TU = 6x + 30

we can write it as:

9 x = 36 x + 30

Now solve this for x.

9x - 6 x = 30

3 x = 30

x = 30 / 3 = 10

x = 10

Now that we know what the value of x is, we can use it to solve the equations to determine the length of each segment:

ST = 9 x

= 9 × 10 = 90

TU = 6 x + 30

= 6 × 10 + 30 = 90

SU = ST + TU

= 90 + 90 = 180

ST = 90

TU = 90

SU = 180

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Answer:

4. Yes. This argument uses the Law of Syllogism.

Step-by-step explanation:

Law of Syllogism:

Statement 1: If p, then q.

Statement 2: If q, then r.

Statement 3: If p, then r.

p = "If I drive over 60 miles an hour"

q = "I am breaking the law"

r = "I could go to jail"

Answer:4/18

Step-by-step explanation:

Answer:

about 10 times more

Step-by-step explanation:

I popped it in a calculator and divided the 2 numbers and just rounded to the nearest whole number

Answer:

Point 1: (2, 1)

Point 2: (5, 6)

Step-by-step explanation:

In order to graph the line, we need to know where to start. Luckily, we have our first point given. (2, 1)

Point 1: (2, 1)

A trick I know to find point 2 is:

1. rise up the y-axis by 5 points then move to the right 3

or

2.           (2, 1)

          + (3, 5)

            ----------

Point 2:  (5, 6)

I hope this helps!

Answer:

y= 5/3x + -7/3

Step-by-step explanation:

plug in the values into y-mx+b

1=5/3 (2) + b

solve for b

Answer: 1+1=1

Step-by-step explanation: because just like in multiplication for infinity

1x1 will always equal one and if you flip the x sign it will be a plus sign so 1+1=1

I'm so smart :)

Answer:

x = -5

Step-by-step explanation:

The image has the explanation.

(Source: Algebra Calculator, MathPapa, I suggest using it.)

Btw, could I get Brainliest? Thanks!

( 31.2u + 0.2 v ) is expression represents the perimeter of rectangle .

What is rectangle short answer?

length of rectangle = ( 7.2u + 9.9v)

width of rectangle = ( 8.4u - 9.8v)

perimeter of rectangle = 2( l + b )

                                        = 2 (  7.2u + 9.9v + 8.4u - 9.8v )

                                         = 2 ( 7.2u + 8.4u + 9.9v - 9.8v )

                                        = 2 ( 15.6u + 0.1v )

                                        =  ( 31.2u + 0.2 v )

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In this example, the number being divided (15) is known as the dividend, and the number being divided by (3 in this instance) is known as the divisor. The quotient is the outcome of the division. Observe how 15 x 3 = 5 is a correct equation even if you change the quotient and divisor.

The dividend appears to the right, or underneath, the division bracket, while the divisor is the number that appears to the left, or outside, of the division bracket.

An integer that divides another integer to obtain a result is called a divisor. The result of this division, or quotient, is the dividend, which is the original number that was divided. Quotient = Dividend Divisor.

To keep the divisor and dividend in the same proportion to one another, you multiply them by the same power.

This is true for division that is not decimal.

10 / 5 = 2.

Multiplying both sides by ten results in 100/50, which is still two.

If you merely divided by 10, you would get 100/5, which is equal to 20, or 10/50, which is equal to 1/5. Both of these throw off the ratio.

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The actual distance between City C and City D is 500 miles .

In the question ,

it is given that ,

the distance of 200 miles between City A and City B is represented by 1.7feet on the map .

the scale factor of map is 1.7 feet = 200 miles

So , 1 feet = 200/1.7 miles

= 117.64 miles

So , on map, 1 feet is 117.64 miles of actual distance .

Given that the distance between City C and City D on the map is 4.25 feet  .

So , in actual

4.25 feet = 4.25*117.64

= 499.97

≈ 500

we get , 4.25 feet = 500 miles .

Therefore , The actual distance between City C and City D is 500 miles .

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Yes, this statement is true, if m and n are positive rational numbers

Answer:

Step-by-step explanation:

2222222211

Step-by-step explanation:

Answer: 16 2/5

Step-by-step explanation:

1. 10 1/4+6 1 /4 Turn into a mixed number.

2. 41/4+25/4= 66/4 Simplify by 2= 33/2

Next question

1. 3 3/5 - 3 1/2 Turn into a mixed number

2. 18/5 - 7/2= 1/10 This is its simplest form in fraction.

3. Now that we have our answers, we are now going to subtract them.

4. 33/2- 1/10= 164/10 Simplify = 82/5 Divide it. Your remainder is 2 and our answer is 16 we keep our denominator 5 so we get: 16 2/5

Hope this helps :)

Answer:

Step-by-step explanation:

21+62-(35-8)x3

=83−(35−8)(3)

=83−(27)(3)

=83−81

=2

Answer: 56

Step-by-step explanation:

21+62=83 -(36-8) =56

Correct option is C. The pair of radical is 3√7 and 11√7

A way to express or represent numbers is through the number system.

The Number System includes any of the several sets of symbols and the rules for using them to represent numbers.

From all the pairs,

5√6 and 6√5

9√2 and -9√/3

3√7 and 11√7

7√5 and 7√3

Only  3√7 and 11√7 is a radical as it has same value of under root.

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Answer: C

Step-by-step explanation:

y2 - y1/x2 - x1 = M

For example: Take the coordinates ( 3,1) and (4,5)
                       5-1 = 4

                       4-3 = 1          4/1 = 4

M=4

Since two lines AC and BD intersect at point  E

we have proved

  ∠DEC = ∠AEB

Given,

The straight line has a 180-degree angle.

The two lines AC and BD intersect at E.

consider AEB : BEC = 9: 11.

If BEC is x, then AEB is 9x / 11 and AEC + BEC

= 180 degree (9 x /11) + x = 180.

9x + 11x = 11 * 180

20x = 11 * 180 x = 99

BEC is 99 degrees and AEB is 81 degrees.

Because angle AED is vertically opposite angle BEC, angle AED = 99 degrees.

Because angle DEC is vertically opposite angle AEB, angle DEC equals 81 degrees.

Hence ∠DEC = ∠AEB.

Hence proved

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Answer:

16c-9

Step-by-step explanation:

9(c-1)+7c

9c-9+7c

Answer:

11.25

Step-by-step explanation:

Since the equation is written as factors, we can equate each factor to zero in order to find the solutions of the equation:

The solution set is {5/4, 2}, therefore the correct option is the first one.

1. If two angles form a linear pair, they are supplementary angles.

2. The vertical angle theorem states that vertical angles are equal.

3. The angles are vertical angles.

4. The angles are neither vertical angles nor linear pairs.

5. The angles form a linear pair.

6. The angle ∠2 is equal to 135°.

7. The angle ∠2 is equal to 95°.

8. The angle ∠2 is equal to 150°.

9. The angle ∠3 is congruent to angle ∠1.

10. The angle ∠4 is congruent to angle ∠1.

11. The angle ∠2 is congruent to angle ∠1.

12. The angles ∠1, ∠2, and ∠3 is equal to 30°, 150°, and 30°, respectively.

13. The angles ∠1, ∠2, and ∠3 is equal to 126°, 54°, and 126°, respectively.

14. The angles ∠1, ∠2, and ∠3 is equal to 135°, 45°, and 135°, respectively.

15. The value of x is 16°.

16. The value of x is 63°.

17. The value of x is 10°.

When two lines cross at a single point, a linear pair of angles is generated. If the angles are next to each other after the two lines intersect, they are considered to be linear. The total of the angles of a linear pair is always 180°.

When two lines intersect, the angles opposite each other are called vertical angles.

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After four hours, the height of the candles will be the same.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

A red candle has an 8-inch height and burns at a 7/10-inch per hour rate. A 6-inch tall blue candle burns at a rate of 1/5 inch per hour.

Let x be the number of hours and y be the height.

y = -0.70x + 8           ...1

y = -0.20x + 6             ...2

From equations 1 and 2, then we have

- 0.20x + 6 = - 0.70x + 8

(0.70 - 0.20)x = 8 - 6

0.50x = 2

x = 4 hours

After four hours, the height of the candles will be the same.

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The temperature at jebel jais at 6 a.m. will be -5 °C and the temperature at 9 a.m will be 1 °C.

A temperature is a unit of hotness or coldness that can be described in terms of a variety of arbitrary scales. It also indicates the direction in which heat energy will naturally flow, i.e., from a hotter body to a colder body (one at a lower temperature). Temperature is not the same as the energy of a thermodynamic system; for instance, an iceberg has a considerably higher temperature than a burning match, but it has a far larger total heat energy than a match.

According to the question,

The temperature at 5 a.m = -3 °C

The temperature at drops by 2 °C at 6 a.m = -3°C - 2 °C

The total temperature at 6 a.m = -5 °C

The temperature rises by 7 °C at 8 a.m.

The net temperature by 8 a.m = -5 °C + 7 °C = 2 °C

The temperature drops by 1 °C at 9 a.m.

The net temperature at 9 a.m = 2 °C - 1 °C = 1 °C

Hence, the temperature at 6 a.m is -5 °C and the temperature at 9 a.m is 1 °C.

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Marco will have to spend  $ 14.25 on 3 bags of ​cat food.

A single or distinct unit is referred to by the word unitary. Therefore, the goal of this strategy is to establish values in reference to a single unit. The unitary technique, for instance, can be used to calculate how many kilometers a car will go on one litre of gas if it travels 44 km on two litres of fuel. The unitary approach is a strategy for problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value.

Given:

Bags of 2 cat food cost ​$9.50

Therefore bags of 1 cat food cost ​$9.50 /2

=$ 4.75

Therefore bags of 3 cat food cost $ 4.75 x 3

= $ 14.25

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We must evaluate the following:

We can write the argument of the square root in the following way:

When a function has a zero with an even multiplicity, there is no sign shift for the function at that zero.

If the zero has odd multiplicity, the function shifts its sign at that point.

Since the function has zeros at -4, -1 and 2, those must be the points where the function touches the X-axis. Options A and C display this feature.

Nevertheless, the only even multiplicity is for the zero x=-1, so the function must have sign shifts at x=-4 and x=2, but no sign shift at x=-1. This is correctly displayed on option C.

Therefore, the graph that correctly represents the described function is that from option C.