Answer:
r=1/12
Step-by-step explanation:
so maybe 88 I think
[3(x+2)+2x]-[4(y+2)-3(y-2)]
Answer:
5x-y-8
3(x+2)+2x-(4(y+2)-3(y-2))
4y+8-3(y-2)
3x+6+2x-y-14
and the last answer
skip some step hehehe
a rectangle is 6 times as long as it is wide. the perimeter is 28 feet. find the dimensions.
Let x be the width of the rectangle. Since the length of the is 6 times as long as it is wide, the length would be 6x.Perimeter of the rectangle is given as 28 feet. So, the equation would be,2x + 2(6x) = 28.Simplifying the equation,2x + 12x = 28
14x = 28
x = 2So the width of the rectangle would be 2 feet and the length of the rectangle would be 6 times the width which would be 6(2) = 12 feet.
The perimeter of a rectangle is the sum of the length of all four sides. The formula for the perimeter of a rectangle is P = 2l + 2w where P is the perimeter, l is the length and w is the width of the rectangle. In this problem, we are given that a rectangle is 6 times as long as it is wide and its perimeter is 28 feet.
We are supposed to find the dimensions of the rectangle. Let x be the width of the rectangle.Since the length of the rectangle is 6 times as long as it is wide, the length would be 6x.Now we can use the formula for perimeter of the rectangle to form an equation as follows,2x + 2(6x) = 28Simplifying the equation,2x + 12x = 28
14x = 28
x = 2.
Therefore, the width of the rectangle would be 2 feet and the length of the rectangle would be 6 times the width which would be 6(2) = 12 feet. Thus, the dimensions of the rectangle would be 2 feet and 12 feet.
The width of the rectangle would be 2 feet and the length of the rectangle would be 12 feet.
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WILL GIVE BRAINLIEST! The dot plot shows how many attempts it took for each student to complete a puzzle:
Is the median or the mean a better measure of center for these data and why?
Mean, because the data are skewed and there are outliers.
Mean, because the data are symmetric and there are no outliers.
Median, because the data are skewed and there are outliers.
Median, because the data are symmetric and there are no outliers.
Answer:
It's B
Step-by-step explanation:
Answer:
B.
Step-by-step explanation:
Lisa solved 40 math fact problems in 2 ½ minutes and 80 math fact problems in 5 minutes. What’s her unit rate?
Answer:
16 problems a minute
Step-by-step explanation:
Unit rate = "the 1 value"
The "1", in this case, would be 1 minute.
So, we need to find the number of questions she is solving every minute.
To do this, either divide 40 by 2.5 (2 and 1/2), or 80 by 5 Dividing either will give you the number 16, and this is your answer.
Given f(x)=x-8 find f(1)+10
Answer:
3
Step-by-step explanation:
replace all x variables with 1 and solve that equation ; f(x)=x-8 so.... f(x) = 1-8
there for f(1)=-7
now, add -7 and 10 for your answer:
f(1)+10= 3
A quadrilateral WXYZ has vertices W(3, −5), X(1, −3), Y(−1, −5), and Z(1,−7). What are the vertices of r(90, O)(WXYZ)?
Given:
A quadrilateral WXYZ has vertices W(3, −5), X(1, −3), Y(−1, −5), and Z(1,−7).
Rule of rotation is [tex]r_{(90^\circ, O)}(WXYZ)[/tex].
To find:
The vertices after rotation.
Solution:
We know that, [tex]r_{(90^\circ, O)}(WXYZ)[/tex] means 90 degrees counterclockwise rotation around the origin.
So, the rule of rotation is defined as
[tex](x,y)\to (-y,x)[/tex]
Using this rule, we get
[tex]W(3,-5)\to W'(5,3)[/tex]
[tex]X(1,-3)\to X'(3,1)[/tex]
[tex]Y(-1,-5)\to Y'(5,-1)[/tex]
[tex]Z(1,-7)\to Z'(7,1)[/tex]
Therefore, the required vertices after rotation are W'(5,3), X'(3,1),Y'(5,-1) and Z'(7,1).
A teacher's assistant entered 10 scores into the online gradebook in
1
5
of an hour. At that rate, how many scores can she enter in 1 hour?
Answer:
Ok I got it it’s 50
Step-by-step explanation:
because To divide by
1
5
, multiply by its reciprocal, 5.
10÷
1
5
= 105
= 50
Divide 480 into the ratio 2:5:3
Ratio 2 = 96
Ratio 5 = 240
Ratio 3 = 144
Step-by-step explanation:
Total ratio : 2+5+3 = 10
Divide 480 among the three ratios
[tex] \frac{2}{10} \times 480 \\ \\ = \frac{960}{10} = 96[/tex]
Second ratio
[tex] \frac{5}{10} \times 480 \\ \\ = \frac{2400}{10} = 240[/tex]
Third ratio
[tex] \frac{3}{10} \times \frac{480}{1} \\ \\ = \frac{1440}{10} = 144[/tex]
Please help not sure what to do
Answer:
3x12 theres 3 cirs and 6÷4 so 3x12
simplify the expression:
-2 (-5 + 3r) =
Answer:
10 - 6r =
Step-by-step explanation:
Is there something missing from the questions that you didn't add?
Sofia has 25 coins in nickels and dimes in her pocket for a total of $1.65. How many of each type of coin does she have?
First complete the equations below, where N stands for nickels and D stands for dimes.
[?]N+[]D=1.65;N+D=[]
Hint: A nickel is worth $0.05 and a dime is worth $0.10.
Sofia has 17 nickels and 8 dimes in her pocket, for a total of $1.65.
To solve this problem, let's assign variables to represent the number of nickels and dimes Sofia has. Let's say N represents the number of nickels and D represents the number of dimes.
From the problem, we know that Sofia has a total of 25 coins. Therefore, we can write the equation: N + D = 25.
We also know that the total value of all the coins is $1.65. Since a nickel is worth $0.05 and a dime is worth $0.10, we can write the equation: 0.05N + 0.10D = 1.65.
To solve this system of equations, we can use substitution or elimination. Let's use substitution. We can solve the first equation for N: N = 25 - D.
Now, substitute the value of N in the second equation: 0.05(25 - D) + 0.10D = 1.65.
Simplify the equation: 1.25 - 0.05D + 0.10D = 1.65.
Combine like terms: 0.05D = 1.65 - 1.25.
Simplify the right side: 0.05D = 0.40.
Divide both sides by 0.05: D = 0.40 / 0.05.
D = 8.
Now, substitute the value of D back into the first equation to find N: N + 8 = 25.
Simplify the equation: N = 25 - 8.
N = 17.
Therefore, Sofia has 17 nickels and 8 dimes.
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Escribe el producto 16 a la 7 por 16 a la 3 como potencia de 16, como potencia de 4 y como potencia de 2
Answer:
16^10, 4^20 y 2^40
Step-by-step explanation:
Para expresar el producto
16^7 ×16^3 16 ^7 ×16^3
como una potencia de 16, podemos sumar los exponentes y mantener la base:
16^7 × 16^3 = 16^7 + 3=16^10 16^7 ×16^3 =16^7+3 =16 ^10
Para expresar el resultado como una potencia de 4, podemos utilizar la relación
16
=
4
2
16=4
2
:
1
6
10
=
(
4
2
)
10
=
4
2
×
10
=
4
20
16
10
=(4
2
)
10
=4
2×10
=4
20
Finalmente, para expresar el resultado como una potencia de 2, utilizamos la relación
4
=
2
2
4=2
2
:
4
20
=
(
2
2
)
20
=
2
2
×
20
=
2
40
4
20
=(2
2
)
20
=2
2×20
=2
40
Por lo tanto, el producto
1
6
7
×
1
6
3
16
7
×16
3
puede ser expresado como
1
6
10
16
10
,
4
20
4
20
y
2
40
2
40
.
Answer:
I hope it will help you dear
what is the slope of the line thats models this situation ?
Answer:
-5
Step-by-step explanation:
Answer:
-5 is the answer
Step-by-step explanation:
-5 is the answer
Juan is walking up a hill at 13034 feet above sea level when he kicks a pebble.
If the pebble falls to the base of the hill, which is 18.5 feet below sea level, what is the vertical distance that the pebble fell?
A. 111.75 feet
B. 11214 feet
C. 148.75 feet
D. 14914 feet
If the pebble falls to the base of the hill, which is 18.5 feet below sea level, what is the vertical distance that the pebble fell?
A. 11
Answer:
D
Step-by-step explanation:
What is the fractional equivalent of the repeating decimal n = 0.1515... ? Answer the questions to find out. 1. How many repeating digits does the number represented by n have? Write your answer in the space below. 2. You need to multiply n by a power of 10 to help you find the fraction. Decide on the power of 10 to multiply by, and tell how you identified that number. Write your answer in the space below. 3. Write an equation where the left side is your power of 10 times n and the right side is the result of multiplying 0.1515... by that power. Write your answer in the space bel 4. Write the original equation, n = 0.1515... underneath your equation from question 3. Then subtract the equations. 5. Write n as a fraction in simplest form.
We started with a number with repeating decimals, and we conclude that the fractional form of 0.1515... is 15/99
What is the fractional equivalent of the repeating decimal n = 0.1515... ?
Ok, so we have a repeating number.
First, we note that there are two digits that repeat consecutively, which are 1 and 5.
Then we can start by multiplying (and dividing, so we don't change our number) by 10 two times (or by 100, is the same thing).
0.1515...*(100/100) = (15.1515...)/(100)
Notice that still have the repeating pattern after the decimal point.
So, if now we subtract the original number over 100, we get:
(15.1515...)/(100) - (0.1515...)/(100) = 15/100
Now we rewrite the above expression as:
(0.1515...)*(100/100) - (0.1515...)*(1/100) = 15/100
If we take (0.1515...) as a common factor, then we have:
(0.1515...)*( 100/100 - 1/100) = 15/100
(0.1515...)*(99/100) = 15/100
Now we can isolate our number on the left side, so we get:
0.1515... = (100/99)*(15/100) = 15/99
In this way, we conclude that the fractional form of 0.1515... is 15/99.
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Urgant help pleaseeee
Answer:
The length of x is 10cm
Step-by-step explanation:
Since the prism is a square based triangular prism,
and we have to find the length x,
since the base is a square,
all its sides have equal lengths,
we are given that one of the sides has a length of 10 cm
so, since x is another side,
it will also have a length of 10 cm
Suppose y varies directly with x. Write a direct equation that relates x and y when y = 125 and x = -5. Then find y when x = 12.
Answer:
The answer for y is -300.
Step-by-step explanation:
It's -300 because when you divide 125 by -25 you get -5 for the first y and x. So for the next one you just get 12 times -25 to get -300 and that's how you get your y.
Answer and steps I you can
Answer:
c
Step-by-step explanation:
What is a GPA? How is it calculated and determined? If a person is required to have a GPA 95 or higher, what does that mean?
Answer:
GPA stands for grade point average. the highest you can get is 4.5. There is no such things as a 95 GPA. To calculate, take the number or point per grade you have, A is 4.0, B is 3.0, C is 2.0, and so on, and add them all up and then divide by the number of classes you are taking.
Step-by-step explanation:
How would each scenario impact efficient turnover?
(1) Government requires that every employee must receive health insurance from the firm no matter how much they work.
(2) Social security increases making sure that every retiree over the age of 65 receives a livable income.
(3) Workers retirement has changed from a defined benefit plan (you get paid a certain amount each month after you retire, but you have to work at the firm a minimum number of years) to a defined contribution plan (firms will match what workers save, but there is no minimum working requirement).
(4)Benefits, retirement, and seniority stay with a worker as long as they stay with the company regardless of location (ex. working at Starbucks in Seattle then transferring to Starbucks in Denver).
Give an example (different from those above) where efficient turnover would increase and one where efficient turnover would decrease.
Which scenario is better for the economy? Explain.
A lack of job mobility and limited opportunities for advancement. Therefore, a balance between turnover and retention is desirable to foster a healthy and efficient labor market.
(1) In scenario (1), where the government requires every employee to receive health insurance from the firm regardless of their working hours, it can potentially impact efficient turnover. When employees are guaranteed health insurance regardless of how much they work, it may create a disincentive for them to seek higher-paying or more fulfilling job opportunities elsewhere. This could lead to lower turnover rates as employees may choose to stay with their current employer for the sake of retaining the health insurance benefits.
(2) In scenario (2), where social security increases to ensure a livable income for retirees over the age of 65, it may have a limited direct impact on efficient turnover. Social security primarily affects individuals who have already retired and are no longer part of the active workforce. However, it can indirectly influence efficient turnover by providing a safety net for retirees, allowing them to leave the workforce and create vacancies for younger, potentially more productive individuals to enter. This can contribute to a more dynamic labor market and higher turnover rates.
(3) In scenario (3), where the retirement plan shifts from a defined benefit plan to a defined contribution plan, it can potentially increase efficient turnover. With a defined contribution plan, workers have more flexibility and control over their retirement savings. They can accumulate portable retirement funds, which can incentivize them to seek new job opportunities or switch employers without sacrificing their retirement benefits. This increased mobility and portability can lead to higher turnover rates and a more efficient allocation of labor resources.
(4) In scenario (4), where benefits, retirement, and seniority stay with a worker regardless of their location within the company, it can potentially decrease efficient turnover. If employees can retain their benefits and seniority even when transferring to different locations within the company, it may reduce their motivation to seek external job opportunities or relocate to areas with higher job prospects. This can lead to lower turnover rates and potentially hinder the efficient allocation of talent across different geographic regions or branches of the company.
An example where efficient turnover would increase is when a company implements a performance-based promotion system that rewards high-performing employees with higher positions and responsibilities. This can incentivize employees to strive for better performance and actively seek promotions, resulting in increased turnover of lower-performing employees.
An example where efficient turnover would decrease is when a company offers highly attractive benefits and perks, such as generous retirement plans, flexible work schedules, and excellent healthcare coverage. These benefits create strong incentives for employees to stay with the company for a longer duration, reducing turnover rates but potentially hindering the flow of talent and new ideas into the organization.
Determining which scenario is better for the economy depends on various factors and perspectives. Generally, a moderate level of turnover can be beneficial for the economy as it allows for the redistribution of talent, promotes competition, and stimulates innovation. High turnover rates can indicate a dynamic labor market with opportunities for individuals to move up or explore new career paths. However, excessively high turnover rates can disrupt organizational stability and lead to increased recruitment and training costs. On the other hand, very low turnover rates may suggest a lack of job mobility and limited opportunities for advancement. Therefore, a balance between turnover and retention is desirable to foster a healthy and efficient labor market.
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The sound off siren company tests every fifth siren for sound quality and every eighth siren for mechanical quality. The daily output is 350 sirens. What percentage is tested for mechanical quality? What percent is tested for both types of quality at the same time?
Answer:
Kindly check explanation
Step-by-step explanation:
Given that:
Sound quality test = every fifth siren
Mechanical quality = every 8th siren
Daily output = 350 siren
Percentage tested for mechanical quality :
Number of siren tested for mechanical quality / total output
Number of siren tested for mechanical quality = (350 / 8) = 43. 75
= 43 sirens
% tested for mechanical quality :
(43 / 350) * 100%
0.12285 × 100%
= 12.29%
What percent is tested for both types of quality at the same time?
Number tested for both types simultaneously = 8
% tested for both types of quality :
(8 / 350) * 100%
0.0228571 × 100%
= 2.28571%
= 2.29%
Write an exponential function in the form y=ab^x that goes through the points (0,9) and (3,1944)
The exponential function that passes through the given points is:y = 9(6)^x.
Given points: (0,9) and (3,1944)To find the exponential function in the form y = ab^x, we need to determine the values of a and b.Let's substitute the point (0, 9) in the given equation:
9 = ab^0Since any non-zero number raised to the power of zero is 1, therefore we get a = 9
Now, let's substitute the point (3,1944) in the equation:1944 = 9b^3Simplifying, we get:b^3 = 216b = 6
Therefore, the exponential function that passes through the given points is:y = 9(6)^x.
Explanation:
To determine an exponential function in the form y = ab^x that goes through the given points (0, 9) and (3, 1944), we have to identify the values of a and b.
Let's first substitute the point (0, 9) into the given equation, where x=0 and y=9.y = ab^x9 = ab^0
We know that b^0=1, thus 9 = a(1),a=9Substitute the value of a in the exponential equation.1944 = 9b^3We have to solve for b, so let's divide by 9 on both sides of the equation.1944/9 = b^3Simplify.216 = b^3b=6
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Help me solve this problem please
Answer:
B. 3 (x + 7)
Step-by-step explanation:
How can the transformation be amended such that the translation can occur before the reflection and have the image remain in the same position?
Answer:
a
Step-by-step explanation:
edge 2021
A handyman charges $30 for supplies and
then $45 per hour for labor. Another
contractor includes the cost of supplies in his
hourly wage, which is $60 per hour. How
many hours would be needed for the cost of
each to be the same?
Answer:
30 hours
Step-by-step explanation:
30+45x=60+45x
45x=30+45x
x=30
Answer:
2 hours
Step-by-step explanation:
Please mark Brainliest when able.
6. a) (4 pts) If a circle has circumference 287 cm, find its area. Use 3.14 for pi, and round your answer to 2 decimal places. Answer: b. (4 pts) If the area of the following square (inside the circle) has area 36cm², find the area between the circle and the square. (Use 3.14 for л, and round your answer to 2 decimal places.) Answer: radius of the circle is cm Area of the space in between is cm².
a) The area of a circle with a circumference of 287 cm is approximately [insert calculated value] cm².
b) If the square inside the circle has an area of 36 cm², the area between the circle and the square can be calculated as [insert calculated value] cm².
a) To find the area of the circle with a circumference of 287 cm, we can use the formula:
Circumference = 2πr
Given that the circumference is 287 cm, we can solve for the radius (r):
287 = 2πr
Dividing both sides by 2π, we get:
r = 287 / (2π)
Using the value of π as 3.14, we can calculate the radius as:
r = 287 / (2 * 3.14)
Calculating the value of r, we find:
r ≈ [insert calculated value]
Now, we can find the area of the circle using the formula:
Area = πr²
Substituting the calculated value of r into the formula and using π = 3.14, we can determine the area of the circle.
b) Given that the area of the square inside the circle is 36 cm², we can determine the side length of the square by taking the square root of the area. The side length of the square is √36 = 6 cm.
The area between the circle and the square can be calculated by subtracting the area of the square from the area of the circle. We already know the area of the square (36 cm²) and we have calculated the area of the circle in part a. Subtracting the area of the square from the area of the circle will give us the desired result, which will be in cm².
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\-x+sqrt1−x 2 \-=sqrt2(2x 2 −1).
Giving extra points for the best answer
Answer:
x = -√½ or √⁹/₁₀
Step-by-step explanation:
x + √(1 − x²) = √(2(2x² − 1))
Square both sides:
x² + 2x√(1 − x²) + 1 − x² = 2(2x² − 1)
2x√(1 − x²) + 1 = 4x² − 2
2x√(1 − x²) = 4x² − 3
Square both sides again:
4x² (1 − x²) = 16x⁴ − 24x² + 9
4x² − 4x⁴ = 16x⁴ − 24x² + 9
0 = 20x⁴ − 28x² + 9
Solve with quadratic formula:
x² = [ 28 ± √(28² − 4(20)(9)) ] / 2(20)
x² = (28 ± 8) / 40
x² = ½, ⁹/₁₀
x = ±√½, ±√⁹/₁₀
Check for extraneous solutions.
If x = -√½:
-√½ + √(1 − ½) = √(2(2(½) − 1))
-√½ + √½ = √(2(1 − 1))
0 = 0
If x = √½:
√½ + √(1 − ½) = √(2(2(½) − 1))
√½ + √½ = √(2(1 − 1))
√2 = 0
If x = -√⁹/₁₀:
-√⁹/₁₀ + √(1 − ⁹/₁₀) = √(2(2(⁹/₁₀) − 1))
-√⁹/₁₀ + √¹/₁₀ = √(2(⁹/₅ − 1))
-√⅖ = √⁸/₅
If x = √⁹/₁₀:
√⁹/₁₀ + √(1 − ⁹/₁₀) = √(2(2(⁹/₁₀) − 1))
√⁹/₁₀ + √¹/₁₀ = √(2(⁹/₅ − 1))
√⁸/₅ = √⁸/₅
Please answer this! Brainliest and thank you! Quickly please! Mary Kay is driving from Tampa to Dallas. The distance between the 2 cities is 1,022 miles. Mary Kay’s average rate of speed is 45 mph. The following function represents how many miles Mary Kay has left on her trip after t hours, f(t) = 1022 -45t. After how many hours of driving will Mary Kay be 572 miles from Dallas?
Answer:
70 mph it would be 8 hours and 10 minutes
Step-by-step explanation:
Answer:
10 hours
Step-by-step explanation:
The equation will change from f(t) = 1022 - 45t to 572 = 1022 - 45t. First subtract 1022 from both sides simplifying the equation to -45t = -450. Then, divide both sides by -45 to get the answer t = 10. Check your answer by putting it back into the equation. 572 = 1022 - 45(10) which goes to
572 = 1022 - 450 which goes to 572 = 572.
How to do synthetic division?
Synthetic division is a method used to divide a polynomial by a linear factor. It is a simplified form of polynomial long division and is particularly useful when dividing by linear factors of the form (x - c).
Here are the steps to perform synthetic division:
Step 1: Write down the polynomial in descending order of powers. If there are missing terms, insert a placeholder with a coefficient of zero for that term.
Step 2: Identify the linear factor of the form (x - c), where 'c' is the divisor. Set up the division problem by writing 'c' on the outside of a division symbol and the coefficients of the polynomial on the inside.
Step 3: Bring down the first coefficient of the polynomial (the coefficient of the highest power).
Step 4: Multiply the divisor 'c' by the value you brought down and write the result below the next coefficient of the polynomial.
Step 5: Add the result from the previous step to the next coefficient and write the sum below the line.
Step 6: Repeat steps 4 and 5 until you have gone through all the coefficients.
Step 7: The number in the bottom row, at the right end, is the remainder. The numbers in the other positions represent the coefficients of the quotient polynomial.
Let's go through an example to illustrate these steps:
Example: Divide the polynomial P(x) = 3x^3 - 4x^2 + 2x - 1 by (x - 2).
Step 1: P(x) = 3x^3 - 4x^2 + 2x - 1
Step 2: Divisor: (x - 2)
--------------
2 | 3 -4 2 -1
|
Step 3: Bring down the first coefficient: 3
--------------
2 | 3 -4 2 -1
| 6
Step 4: Multiply the divisor (2) by the value brought down (3): 2 * 3 = 6
--------------
2 | 3 -4 2 -1
| 6
Step 5: Add the result to the next coefficient: -4 + 6 = 2
--------------
2 | 3 -4 2 -1
| 6 2
Step 6: Repeat steps 4 and 5 for the remaining coefficients:
--------------
2 | 3 -4 2 -1
| 6 2 8
Step 7: The remainder is 8, and the coefficients of the quotient polynomial are 6, 2, and 8. Therefore, the quotient is 6x^2 + 2x + 8, and the remainder is 8.
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the sum of two numbers is 75 . one is five more than 6 times the other number. what are the two numbers
