Farm c is Marc's farm it have 60 % of purple flowers
To find percentage :
In Farm B it shows that 0.6 are purple flowers .
0.6 is 6 of 10 it is 60 %.
And other farms have 11/20 that is 55% in Farm A
For Farm C only 40 %.
Percentage :
In mathematics, a percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, "%".Although the abbreviations "pct.", "pct" and sometimes "pc" are also used. A percentage is a dimensionless number; it has no unit of measurement.Percentage can be calculated by dividing the value by the total value, and then multiplying the result by 100.The formula used to calculate percentage is: (value/total value)×100%.If you are required to convert a decimal number like 0.57 to a percentage, you simply multiply it by 100. That is, 0.57 x 100 = 57. Therefore, 0.57 as a percentage equals 57%.To find 10% of a number means dividing by 10 because 10 goes into 100 ten times. Therefore, to find 20% of a number, divide by 5 because 20 goes into 100 five times.To learn more about PERCENTAGE refer :
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solve the following equation for x: 2x-3y=6
2x-3y=6
You have to pass the y term to the other side of the equation
2x=6+3y
Then divide by 2 to get the expression for x
[tex]x=\frac{6+3y}{2}[/tex]I'm having problem solving these two equations I will include a picture
Given:
1) The equation is,
[tex]4x^3-5x^2-196x+245=0[/tex]To solve this equation,
using synthetic division,
Now solving further,
[tex]\begin{gathered} 4x^3-5x^2-196x+245=(x-7)(4x^2+23x-35) \\ take,\text{ }4x^2+23x-35=0 \\ x=\frac{-b\pm\sqrt[]{b^2-4ac}}{2a} \\ x_{}=\frac{-23\pm\sqrt{23^2-4\cdot\:4\left(-35\right)}}{2\cdot\:4} \\ x=\frac{-23\pm\:33}{2\cdot\:4} \\ x_{}=\frac{-23+33}{2\cdot\:4},\: x_{}=\frac{-23-33}{2\cdot\:4} \\ x=\frac{5}{4},\: x=-7 \end{gathered}[/tex]Hence, the solution of given equation is,
[tex]\begin{gathered} 4x^3-5x^2-196x+245=(x-7)(x-\frac{5}{4})(x+7) \\ \Rightarrow(x-7)(x-\frac{5}{4})(x+7)=0 \\ \Rightarrow x=\text{ 7,-7,}\frac{5}{4} \end{gathered}[/tex]2) the equation is,
[tex]9x^3+2x^2+9x+2=0[/tex]Now, factor the equation,
[tex]\begin{gathered} 9x^3+2x^2+9x+2=0 \\ x^2(9x+2)+(9x+2)=0 \\ (9x+2)(x^2+1)=0 \\ \Rightarrow9x+2=0,x^2+1=0 \\ \Rightarrow x=\frac{-2}{9}, \\ \text{and x}^2=-1 \\ x=\pm\sqrt[]{-1} \\ x=\pm i \end{gathered}[/tex]Hence, the solution of above equation is x= -2/9 , i , -i.
Which is an equation of a direct proportion? y=8x y=
12x+4 y=12x y=4x−4
The equation of a direct proportion is A. y=8x.
What is a direct proportion?It should be noted that a direct proportion is also a direct variation. It is one when the relation between the two quantities have a value that's constant.
In this case, it's illustrated as y = 8x.
Let's say x = 1 y will be = (8 × 1) = 8
When x = 2, y = (8 × 2) = 16
In this case, it should be noted that the constant of 8 is illustrated.
In conclusion, the correct option is A.
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One side of a triangle is 5 m longer than the second side the third side is four times the length of the second side if the perimeter of the triangle is 65 m how long is the second side
10 m
Explanation:
Data:
Second side : x
Third side : four times the second side : 4*x
The other side : 5 m longer than the second side : 5 + x
Perimeter of the triangle : 65 m
Formula:
Perimeter of a triangle = one side + second side + third side
Solution:
65 = 5 + x + x + 4 * x
65 = 5 + 6 * x
65 - 5 = 5 + 6 * x - 5
60 = 6 * x
60 / 6 = 6 * x / 6
10 = x
4x + 7 = 23 S = {3, 4, 5, 6}
Answer:
4
Step-by-step explanation:
Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :
4*x+7-(23)=0
Pull out like factors :
A factor is a number that divides another number, leaving no remainder. In other words, if multiplying two whole numbers gives us a product, then the numbers we are multiplying are factors of the product because they are divisible by the product.
4x - 16 = 4 • (x - 4) = 0
x-4 = 0
Add 4 to both sides of the equation :
therefore, x = 4
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What number belongs in the blank space in the recursive formula?
The recursive formula of the arithmetic sequence is
[tex]a_n=a_{n-1}+d[/tex]Where d is the common difference between each 2 consecutive terms
The explicit form of the arithmetic sequence is
[tex]a_n=a+(n-1)d[/tex]a is the first term
d is the common difference
Since the given explicit form of the sequence is
[tex]a_n=13+(n-1)6[/tex]Then
a = 13
d = 6
The recursive form of the sequence should be
[tex]a_n=a_{n-1}+6[/tex]The missing number is 6
The answer is D
2. $24 shirt; 6% tax
Answer: $25.44
Step-by-step explanation:
Multiply 24 by 0.06.
You get 1.44
Add 1.44 + 24 = 25.44
A line passes through the point (-1, -6) and has a slope of -5.
Write an equation in point-slope form for this line.
The linear equation with a slope of -5 and that passese through (-1, -6) is:
y = -5*x - 11
How to write the equation of the line?A general linear equation is of the form:
y = a*x +b
Where a is the slope and b is the y-intercept, here we know taht the slope is -5, then:
y = -5*x + b
Now we also know that the line passes through (-1, -6), then we can replace that to get:
-6 = -5*-1 + b
-6 = 5 + b
-6 - 5 = b
-11 = b
Then the linear equation is:
y = -5*x - 11
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5. You go out to eat with your friends. You get 2 orders of bacon and eggs, an order of pancakes, and 3 glasses of milk. What is the cost of your total bill? You split the bill evenly between you and your 2 friends. What does each person pay?
2 orders of bacon and eggs cost: 2*$3.99 = $7.98
an order of pancakes cost: $2.55
3 glasses of milk cost: 3*$0.95 = $2.85
Total bill: $7.98 + $2.55 + $2.85 = $13.38
Each person pays $13.38/3 = $4.46
4(3x-6) + (x + 22) how do I simplify it?
Answer:
13x - 2
Step-by-step explanation:
First Were going to do the distributive property:
So, 4(3x) + 4(-6) = 12x + -24
Now we have :
12x - 24 + x + 22
Now we have to add like terms together:
So, 12x + x = 13x
and 22-24 = -2
So in the end we have 13x -2
Check for the discontinuity of the function and tell if the discontinuity is removable or not
Winning the jackpot in a particular lottery requires that you select the correct two numbers between 1 and 59 and in a separate drawing you must also select the correct single number between 1 and 30 find the probability of winning the jackpot
Winning the jackpot in a certain lottery requires you to pick two correct numbers between 1 and 59, and in a separate drawing, you also have a 7.32397915e-8 chance of winning when you also pick one correct number between 1 and 30.
A number of ways to select r items from n, nCr = n!/(r! x (n - r)!)
Number of possible methods to choose 4 winning numbers from 59 = 59C4
= 59!/(55! x 4!)
= 455,126
The number of possible ways to choose a single accurate number from 30 = 30.
The odds of winning the jackpot are 1/(probability) (Number of ways in which 4 winning numbers can be selected from 59 x Number of ways in which the correct single number can be selected from 30)
= 1/(455,126 x 30)
= 1/13653780
= [tex]7.32397915^{8}[/tex]
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Which of the statements below is true for the following set of numbers?20, 15, 50, 85, 75, 60a) The range is 85 and the midrange is 55.b) The range is 70 and the midrange is 35.c) The range and the midrange are equal.d) The range is 70 and the midrange is 50.
RANGE
The range of a given data is the difference between the largest and smallest numbers.
Steps for solving range:
Step 1: Arrange the data values in ascending order
[tex]\Rightarrow15,20,50,60,75,85[/tex]Step 2: Identify the largest and smallest numbers
[tex]\begin{gathered} Largest=85 \\ Smallest=15 \end{gathered}[/tex]Step 3: Calculate the difference between the numbers.
[tex]\begin{gathered} Range=Largest-Smallest \\ \therefore \\ Range=85-15=70 \end{gathered}[/tex]The range is 70.
MIDRANGE
The midrange of a given set of data is the average of the largest and smallest number.
Steps for solving midrange:
Step 1: Arrange the data values in ascending order
[tex]\Rightarrow15,20,50,60,75,85[/tex]Step 2: Identify the largest and smallest numbers
[tex]\begin{gathered} Largest=85 \\ Smallest=15 \end{gathered}[/tex]Step 3: Calculate the average of the numbers.
[tex]\begin{gathered} Midrange=\frac{Largest-Smallest}{2} \\ \therefore \\ Midrange=\frac{85-15}{2} \\ Midrange=\frac{70}{2} \\ Midrange=35 \end{gathered}[/tex]The midrange is 35.
ANSWER:
The correct option is OPTION B.
The radius of a circle is 100 millimeters.
What is the diameter?
Answer:
200 millimeters
Step-by-step explanation:
The radius is the distance from the center outwards. The diameter goes straight across the circle through the center, and is therefore twice the radius.
y=-cos(x+pi/4)amplitude period phase shift
Given the equation of the function:
[tex]y=-\cos (x+\frac{\pi}{4})[/tex]The graph of the function will be as shown in the following picture:
As shown in the figure:
The amplitude = 1
The period = 2π
The phase shift = π/4
Double quantity more than 5
Answer:
Any answer greater than 10 seems to work.
Step-by-step explanation:
This question is not that specific, but 5*2 is 10, so anything more than 10 would be more than double the quantity.
The difference of two numbers is
2
. Two times the smaller is
8
more than the larger. Find the two numbers.
Answer:
10 & 12
Step-by-step explanation:
First, we set up equations:
x - y = 2
2(y) = x + 8
Then, we solve for the variable of our choice (x) in one equation:
(x - y = 2) = (x = y + 2)
Then, we substitute it for the variable (x) in the other equation:
(2y = x + 8) = (2y = (y + 2) + 8)
Then, we solve for the remaining variable (y):
(2y = (y + 2) + 8) = (2y = y + 10) = (y = 10)
Finally, we can plug the value that variable (y) into the initial equations:
(x - (10) = 2) = (x = 12)
(2(10) = x + 8) = (x = 12)
Now, we have the value of both variables:
y = 10 & x = 12
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Solve for c: c-7≥-3O c≥ 4O c≥ 10O c≥ 10-Oc≥ 44
The inequality is c-7≥-30. The c value we get has inequality c≥-23.
Given that,
The inequality is c-7≥-30.
We have to solve the inequality c.
In mathematics, inequalities specify the connection between two non-equal numbers. Equal does not imply inequality. When two values are not equal, we typically use the "not equal symbol (≠)". However, a number of inequalities are used to compare the numbers and determine whether one is greater than the other.
When the symbols “>”, “<”, “≥”, “≤” are used to connect two real numbers or algebraic expressions, the relationship is referred to as an inequality.
Take the inequality,
c-7≥-30
c≥-30+7
c≥-23
Therefore, The c value we get has c≥-23.
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The connective "⇒ " in logic is a…
The binary connective of implication ⇒ is defined as (A ⇒ B) ⇔ ((¬ A) ∨ B). It can be read « A implies B », « A is a sufficient condition for B », or « B is a necessary condition for A ».
What is connective?
Connective is function, or the symbol representing a function, which corresponds to English conjunctions such as "and," "or," "not," etc. that takes one or more truth values as input and returns a single truth value as output.
What is logical connective?
A Logical Connective is a symbol which is used to connect two or more propositional or predicate logics in such a manner that resultant logic depends only on the input logics and the meaning of the connective used.
Generally there are five connectives which are −
OR (∨)
AND (∧)
Negation/ NOT (¬)
Implication / if-then (→)
If and only if (⇔).
connective of implication ⇒ is defined as (A ⇒ B) ⇔ ((¬ A) ∨ B).
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Belinda wants to invest $1,000. The table below shows the value of her investment under two different options for three different years:
option 1 (amount in dollars) 1100 1210 1331
option 2 (amount in dollars) 1100 1200 1300
Part B: write one function for each option to desdcribe the value of the investment f(n), in dollars, after n years
In this case, x represents the amount that has increased year after year.
What is meant by monetary value?The monetary value of an asset or service is the amount that would be paid in cash if it were sold to a third party. Tangible property, intangible property, labor, and commodities, for example, are priced at their monetary value.
Given,
Belinda wishes to invest $1,000. The table below shows the value of her investment for three different years under two different scenarios:
The number of years is 1 2 3
Option 1 (dollar amount) 1100 1200 1300
Option 2 (dollar amount) 1100 1210 1331
Part A: Using options 1 and 2, linear and exponential functions can be used to describe the value of an investment after a set number of years.
In the case of Option 1, the linear function can be used to describe the investment's value after a set number of years. This is due to the fact that in Option One, the amount increases by a fixed amount each year.
In the case of option 2, the exponential function can be used to calculate the value of the investment after a specified number of years. This is because the amount increase in Option 2 is greater than last year.
Part B: (n=n+100) and (n=n+100x) are functions for each option that describe the monetary value of the investment f(n) after n years.
Option 1's function is n = n + 100.
Option 2's function is n = n + 100 x.
In this case, x represents the amount that has increased year after year.
Part C: Yes, the value of Belinda's investment after 20 years will differ by 1900 if she chooses Option 2 over Option 1.
After 20 years, the option 1 amount would be 3000, and the option 2 amount would be 4900. As a result, there is a difference of 1900.
The complete question is:
Belinda wants to invest $1,000. The table below shows the value of her investment under two different options for three different years:
Number of years 1 2 3
Option 1 (amount in dollars) 1100 1200 1300
Option 2 (amount in dollars) 1100 1210 1331
Part A: What type of function, linear or exponential, can be used to describe the value of the investment after a fixed number of years using option 1 and option 2? Explain your answer. (2 points)
Part B: Write one function for each option to describe the value of the investment f(n), in dollars, after n years. (4 points)
Part C: Belinda wants to invest in an option that would help to increase her investment value by the greatest amount in 20 years. Will there be any significant difference in the value of Belinda's investment after 20 years if she uses option 2 over option 1? Explain your answer, and show the investment value after 20 years for each option. (4 points)
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X2-6x+4=0 slice by completing the square
Answer:
See below
Step-by-step explanation:
x^2 -6x = - 4
take 1/2 of the x coefficient, square it , and add to both sides
x^2 - 6x + 9 = -4 + 9
(x-3)^2 = 5 now sqrt both sides
x-3 = +- √5
x = 3 ± √5
Answer:
xπg73 xueu iwkwbsjdhhsd
This is geometry I need helppppp
m∠C = (16x - 7 )° because ∠A ≅ ∠C
What exactly are complementary and additional angles?When two angles add up to 180 degrees, they are referred to as supplementary angles because they combine to make a linear angle. The opposite is true if the total of two angles is 90 degrees; in this case, they are considered to be complementary angles and together they create a right angle.
Which two supplementary angles come to mind?When two angles sum up to 180 degrees, they are referred to as supplementary angles in geometry. A and B are referred to as supplementary angles, for instance, if A + B = 180°. When supplementary angles are combined, they always create a straight angle (180 degrees).
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Maria has $40, which is 170% of the amount that Kelly has. How much money, in dollars, does Kelly have?
We need to know about percentage to solve the given problem. The amount of money that Kelly has in dollars is approximately $24.
Percentage is a number or ratio expressed as a ratio or fraction of 100. If for example we have to find out one-fourth of a quantity then we can say that we need to find 25% of the quantity. In the given question we know that Maria has $40 which is 170% of the money that Kelly has, we need to find out the amount of money that Kelly has.
170/100x a=40
a=40x100/170=23.5
Therefore the amount that Kelly has in dollars is $23.5 approximately $24.
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Sarah used 3.5 cups of cheese in a dish that serves 10 people. What constant of proportionality relates the number of servings to cups of cheese?
0.35
0.05
0.5
0.25
In a case whereby Sarah used 3.5 cups of cheese in a dish that serves 10 people the constant of proportionality that relates the number of servings to cups of cheese is 0.35.
How can the proportionality constant be determined?We were told that Sarah used 3.5 cups of cheese with 10 people, this can be written as :
let the c= the cups of cheese which is 3.5 cups of cheese
let n = number of the people that is been served
Then the equation can be written as :
c∝n
then we can bring in the proportionality constant sign as ;
then c=kn
then we can introduce the given figures into the equation as ;
3.5=k *10
the we can determine the value of the constant as :
k=3.5/10 = 0.35
Therefore, option A is correct.
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-5-What is the intercept of function gif 9(r) = -4/(r) + 127
The parent function is given to be:
[tex]f(x)=10^x[/tex]The new function is given to be:
[tex]g(x)=-4f(x)+12[/tex]Therefore, the function will be:
[tex]g(x)=-4(10)^x+12[/tex]The y-intercept is the value of y when x = 0. Therefore, we have:
[tex]\begin{gathered} y=-4(10)^0+12 \\ y=-4+12 \\ y=8 \end{gathered}[/tex]Therefore, the y-intercept is:
[tex]\mathrm{Y\:Intercepts}:\:\left(0,\:8\right)[/tex]Students (ages 10–18) were surveyed to choose a favorite free-time activity.
Playing Sports Watching Movies/TV Total
Middle School 16 21
High School 11
Total 19
Which category has the greatest marginal frequency?
High school students who chose playing sports
Middle school students who chose watching movie/TV
Students who chose playing sports
Students that are in middle school
Answer:
students that are in middle school
Step-by-step explanation:
i took the test and got it correct.
The category with the greatest marginal frequency is students who chose playing sports. The correct option is C.
What's the frequency?There are 16 students who chose playing sports in middle school and 11 students who chose playing sports in high school, for a total of 27 students who chose playing sports. This is the greatest marginal frequency of all the categories.
The marginal frequency for high school students who chose playing sports is 11.
The marginal frequency for middle school students who chose watching movies/TV is 21.
The marginal frequency for students who chose playing sports is 27.
The marginal frequency for students that are in middle school is 21.
Therefore, the answer is (C) Students who chose playing sports.
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15. TRAVEL The formula s = √18d can be used to find the speed s of a
car in miles per hour when the car needs d feet
to come to a complete stop after slamming on the brakes. If it took a car 12 feet to come to a complete stop after
slamming on the brakes, estimate the speed of the car.
The speed of the car associated with a braking distance of 12 feet is approximately equal to 14.697 miles per hour.
What is speed associated with a given braking distance?
In this problem we find a radical equation that describes the speed (s), in miles per hour, and the braking distance (d), in miles. If we know that d = 12 ft, then the initial speed of the car is:
s = √(18 · d)
s = √[18 · (12)]
s = 6√6 ft
s ≈ 14.697 mi / h
The initial speed of the car is approximately 14.697 miles per hour.
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The Chandlers are moving across the countryMr. Chandler leaves 5 hours before Mrs. Chandlerhe averages 40 mph and she averages 80 mphhow many hours will it take Mrs. Chandler to catch up to Mr. Chandler?
From the information provided, we know that Mr Chandler travels at a speed of 40 miles per hour (40mph). He also left 5 hours before Mrs Chandler.
Therefore, we can tell that for 5 hours he has travelled
[tex]\begin{gathered} Dis\tan ce=speed\cdot time \\ \text{Distance}=40\times5 \\ \text{Distance}=200 \end{gathered}[/tex]We shall now label the total distance covered as d, and the number of hours taken (time) as t.
We now have for Mr Chandler;
[tex]d=40t+200---(1)[/tex]For Mrs Chandler, we would have;
[tex]d=80t---(2)[/tex]We would now solve the system of equations as follows;
[tex]\begin{gathered} d=40t+200---(1) \\ d=80t---(2) \\ \text{Substitute for the value of d into equation (1)} \\ We\text{ now have;} \\ 80t=40t+200 \\ \text{Collect all like terms;} \\ 80t-40t=200 \\ 40t=200 \\ \text{Divide both sides by 40} \\ t=5 \end{gathered}[/tex]This result shows that, travelling at the speed given for both Mr and Mrs Chandler, it would take her 5 hours to catch up with him.
ANSWER:
5 hours
PART B
If Mr Reeds leaves 3.5 hours ahead of Mrs Reeds and he travels at the speed of 55 miles per hour (55 mph), then his distance would be;
[tex]\begin{gathered} \text{Distance}=\text{spee}d\times\text{time} \\ \text{Distance}=55\times3.5 \\ \text{Distance}=192.5 \end{gathered}[/tex]If the total distance covered is given as d, then for Mr Reeds the total distance would be;
[tex]d=55t+192.5---(1)[/tex]For Mrs Reeds, we would have;
[tex]d=90t---(2)[/tex]Note that d represents the total distance covered and t represents the time taken (in hours).
We shall now solve the system of equations, as follows;
[tex]\begin{gathered} d=55t+192.5---(1) \\ d=90t---(2) \end{gathered}[/tex]We shall substitute for the value of d into equation two. Note that d = d, which means equation (1) equals equation (2). We now have;
[tex]\begin{gathered} 55t+192.5=90t \\ \text{Collect all like terms;} \\ 192.5=90t-55t \\ 192.5=35t \\ \text{Divide both sides by 35} \\ \frac{192.5}{35}=\frac{35t}{35} \\ 5.5=t \end{gathered}[/tex]The calculations here shows that travelling at the speeds given for both of them, it would take Mrs Reeds 5.5 hours to catch up with Mr Reeds.
ANSWER:
5.5 hours
I really need help with this I have been stuck on this for a while. Thank you, Laniyah Hill.
As given by the question
There are given that the graph of line.
Now,
For find the slope, first select point from the graph of line.
So,
The point is:
[tex](1,\text{ -3) and (3, -1)}[/tex]Then,
From the formula of slope:
[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]Then,
[tex]\begin{gathered} m=\frac{y_2-y_1}{x_2-x_1} \\ m=\frac{-1_{}+3_{}}{3_{}-1_{}} \\ m=\frac{2}{2} \\ m=1 \end{gathered}[/tex]Hence, the slope of the line is 1.
I quite do t understand will I be now to help mrunderstand
From the given inequality graph
6. The solution shown by the graph is
[tex]\begin{gathered} x<0,or,x\ge4 \\ x<0\cong0>x \\ So, \\ 0>x\ge4 \end{gathered}[/tex]7. The solution shown by the graph is
[tex]x<-6,or,x>-3[/tex][tex]\begin{gathered} x<-6\cong-6>x \\ So, \\ -6>x>-3 \end{gathered}[/tex]8.
The graph of k ≤ -1 is
The graph of k > 4 is
The graph of k ≤ -1, or, k > 4 is