pls help help help please help​

Answer:

1.2 is less so your answer should be 1.2.

= 1.2

If you're measuring mountains, they're both huge.

If you're measuring green peas, they're both small.

Either way, 1.2 is smaller than 1.7 .

Step-by-step explanation:

Fractions are numbers and can be shown on a number line:

Fractions represent equal parts of a whole object or shape:

Whole numbers can be expressed as fractions: For example: 4 = 4⁄1 and 1 = 4⁄4

you can use photo-math it solves equations with steps

Answer:

the answer for angle 7 is 150 degrees

Step-by-step explanation:

angle 4 is corresponding to angle 30 and it forms a linear pair hence180 degrees-30 degrees =150 degrees

Answer:

∠ 7 = 30°

Step-by-step explanation:

30° and ∠ 7 are alternate exterior angles and are congruent , then

∠ 7 = 30°

Answer:

[tex] - 2x + 2 \geqslant - 2[/tex]

subtract 2 from either sides:

[tex]( - 2x + 2) - 2 \geqslant - 2 - 2 \\ - 2x \geqslant - 4[/tex]

divide either sides by -2 [ division rule of equality ]

[tex] \frac{ - 2x}{ - 2} \geqslant \frac{ - 4}{ - 2} \\ \\{ \boxed{ \boxed{ x \leqslant 2}}}[/tex]

Answer:

2 cubed is 8

Step-by-step explanation:

Chow,...!

Answer:

Step-by-step explanation:

Ann - a, Josh - j, Claire - c

Substitute a and j into last equation and solve for c:

Find a and j:

Answer:

Step-by-step explanation:

7 2/5 + ___ = 8

(As on left side there is 7 2/5 on right side it will be -7 2/5)

=> ____ = 8 - 7 2/5

(Converting - 7 2/5 to improper fraction that is -37/5)

=> ____ = 8 - 37/5

=> ____ = (40 - 37)/5

=> ____ = 3/5

Hence,

3/5 is the answer

Answer:

A 51900

BUT ITS ALRIGHT

Step-by-step explanation:

BUT ITS B

Answer:

x=+/- root 5..................

Answer:

[tex]2 {x}^{2} - 2 = 12 \\ 2 {x}^{2} = 12 + 2 \\2 {x}^{2} = 14 \\ {x}^{2} = \frac{14}{2} = 7 \\ {x}^{2} = 7 \\ x = \sqrt{7} \\ thank \: ou[/tex]

Answer: -3.4

Step-by-step explanation:

[tex]-3\frac{2}{5} \\-\frac{3*5+2}{5} \\-\frac{15+2}{5} \\-\frac{17}{5} \\= -3.4[/tex]

Answer:

first add then divide

Step-by-step explanation:

Answer:

6×10-6 have greater value than 2×10-8

Step-by-step explanation:

6×10-6

60-6

=54

And

2×10-8

20-8

=12

Thus, 6×10-6 had the greatest value by 42 more than 2×10-8

6×10-6 have greater value than 2×10-8

The greater value is 600 x 10⁻⁸. And the lesser value is 2 x 10⁻⁸. The number 600 x 10⁻⁸ is 300 times greater number 2 x 10⁻⁸.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

PEMDAS rule means the Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This rule is used to solve the equation in a proper and correct manner.

Compare the numbers 6 x 10⁻⁶ and 2 x 10⁻⁸.

Then the numbers can be written as,

⇒ 6 x 10⁻⁶ and 2 x 10⁻⁸

⇒ 600 x 10⁻⁸ and 2 x 10⁻⁸

The number  600 x 10⁻⁸ times greater than the number 2 x 10⁻⁸ will be

⇒ 600 x 10⁻⁸ / 2 x 10⁻⁸

⇒ 300

The greater value is 600 x 10⁻⁸. And the lesser value is 2 x 10⁻⁸. The number 600 x 10⁻⁸ is 300 times greater number 2 x 10⁻⁸.

More about the Algebra link is given below.

https://brainly.com/question/953809

#SPJ5

80 is diviser , 240 is dividend and 3 is quotient

Answer:

165 minutes

Step-by-step explanation:

#19

[tex]\\ \sf\longmapsto \dfrac{7}{5}[/tex]

#20

[tex]\\ \sf\longmapsto \dfrac{9}{5}[/tex]

#21

[tex]\\ \sf\longmapsto \dfrac{11}{7}[/tex]

#22

[tex]\\ \sf\longmapsto \dfrac{12}{7}[/tex]

#23

[tex]\\ \sf\longmapsto \dfrac{2}{2}=1[/tex]

#24

[tex]\\ \sf\longmapsto \dfrac{3}{2}[/tex]

#25

[tex]\\ \sf\longmapsto \dfrac{5}{2}[/tex]

#26

[tex]\\ \sf\longmapsto \dfrac{6}{2}=3[/tex]

#27

[tex]\\ \sf\longmapsto \dfrac{8}{2}=4[/tex]

#28

[tex]\\ \sf\longmapsto \dfrac{9}{2}[/tex]

#29

[tex]\\ \sf\longmapsto \dfrac{13}{4}[/tex]

#30

[tex]\\ \sf\longmapsto \dfrac{19}{4}[/tex]

#31

[tex]\\ \sf\longmapsto \dfrac{37}{6}[/tex]

#32

[tex]\\ \sf\longmapsto \dfrac{25}{6}[/tex]

Answer:

19. 7 to base five => 12

21. 11 to base seven => 14

23. 2 to base two=> 10

25. 5 to base two => 101

27. 8 to base two => 1000

29. 13 to base four => 31

31. 37 to base six => 101

33. 87 to base five => 322

35. 108 to base four => 1230

37. 19 to base two => 10011

Answer:

11x4=44

Step-by-step explanation:

Cus 11/25, change the 25 to 100 by multiplying by 4 so you also have to multiply 11 by 4 too and yeah...answer

Answer:44

Step-by-step explanation: You want to multiply your denominator by a certain number that will turn it into 100. In this case 25 time 4 is 100. so now that you've multiplied your denominator you also need to multiply your numerator by 4. So the next step would be 11 times 4, which is 44.

Answer:

Three non-collinear points determine a plane.

Step-by-step explanation:

This statement means that if you have three points not on one line, then only one specific plane can go through those points. The plane is determined by the three points because the points show you exactly where the plane is

Step-by-step explanation:

I think the Answer is option A

Answer:

No one knows how ;(

Step-by-step explanation:

sorry person

Answer: 5

Step-by-step explanation:

5(n-1)-10=2n

5n-5-10=2n

5n-2n = 10+5

3n = 15

n = 15/3

n = 5

Answer:

this app is for learning not for driving schools also i dont know abth it sry if i soud rude!

this site is for driving schools selection i guess

I'll go ahead and assume you meant to say that S is the surface given by

[tex]S = \left\{(x,y,z) \mid z = \cos(y)\text{ with } 0\le y\le \pi\text{ and }0\le x\le4\right\}[/tex]

This immediately gives us a parameterization for the surface,

[tex]\vec r(x, y) = \left\langle x, y, \cos(y)\right \rangle[/tex]

The upward-pointing normal vector to this surface is then

[tex]\vec n = \dfrac{\partial\vec r}{\partial x} \times \dfrac{\partial\vec r}{\partial y} = \left\langle0,\sin(y),1\right\rangle[/tex]

Then the flux of [tex]\vec F(x,y,z) = \left\langle e^{-z}, 4z, 6xy\right\rangle[/tex] across S is

[tex]\displaystyle \iint_S \vec F(x,y,z)\cdot\mathrm d\vec s = \int_0^4\int_0^\pi \vec F(x,y,\cos(y))\cdot\vec n\,\mathrm dy\,\mathrm dx \\\\ = \int_0^4\int_0^\pi \left\langle e^{-\cos(y)},4\cos(y),6xy\right\rangle \cdot \left\langle0,\sin(y),1\right\rangle \,\mathrm dy\,\mathrm dx \\\\ = \int_0^4\int_0^\pi (4\sin(y)\cos(y)+6xy)\,\mathrm dy\,\mathrm dx \\\\ = 2 \int_0^4\int_0^\pi (\sin(2y) + 3xy)\,\mathrm dy\,\mathrm dx = \boxed{24\pi^2}[/tex]

Use the power, product, and chain rules:

[tex]y = x^2 (3x-1)^3[/tex]

• product rule

[tex]\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{\mathrm d(x^2)}{\mathrm dx}\times(3x-1)^3 + x^2\times\dfrac{\mathrm d(3x-1)^3}{\mathrm dx}[/tex]

• power rule for the first term, and power/chain rules for the second term:

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x\times(3x-1)^3 + x^2\times3(x-1)^2\times\dfrac{\mathrm d(3x-1)}{\mathrm dx}[/tex]

• power rule

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x\times(3x-1)^3 + x^2\times3(3x-1)^2\times3[/tex]

Now simplify.

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x(3x-1)^3 + 9x^2(3x-1)^2 \\\\ \dfrac{\mathrm dy}{\mathrm dx} = x(3x-1)^2 \times (2(3x-1) + 9x) \\\\ \boxed{\dfrac{\mathrm dy}{\mathrm dx} = x(3x-1)^2(15x-2)} [/tex]

You could also use logarithmic differentiation, which involves taking logarithms of both sides and differentiating with the chain rule.

On the right side, the logarithm of a product can be expanded as a sum of logarithms. Then use other properties of logarithms to simplify

[tex]\ln(y) = \ln\left(x^2(3x-1)^3\right) \\\\ \ln(y) =  \ln\left(x^2\right) + \ln\left((3x-1)^3\right) \\\\ \ln(y) = 2\ln(x) + 3\ln(3x-1)[/tex]

Differentiate both sides and you end up with the same derivative:

[tex]\dfrac1y\dfrac{\mathrm dy}{\mathrm dx} = \dfrac2x + \dfrac9{3x-1} \\\\ \dfrac1y\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{15x-2}{x(3x-1)} \\\\ \dfrac{\mathrm dy}{\mathrm dx} = \dfrac{15x-2}{x(3x-1)} \times x^2(3x-1)^3 \\\\ \dfrac{\mathrm dy}{\mathrm dx} = x(15x-2)(3x-1)^2[/tex]

Q1

(52 × 3 ) + ( 34 × 6 ) + ( 20 × 8 ) = 156 + 204 + 160

= 520 $ the students raised on Saturday

Q2

to find the amount raised by the students we multiply each kind of flower bunches with the price to get the total of each kind then we sum the total of each kind to get how much they raised

note : (write this in ur own words )

sorry for my bad English

The First group i.e 1-10 include more prime numbers .(2,3,5,7,1)

Answer:

Step-by-step explanation:

There is one even prime number - 2.

All the rest primes are odd numbers.

Therefore odd numbers include more primes.

Answer:

x - y + z = 8

2x +3y -z= -2

3x - 2y -9z = 9

Step-by-step explanation:

[1 - 1  1  8]

[2  3  -1 -2]

[3 -2 -9  9]

Recta: es una sucesión infinita de puntos. No tiene comienzo ni fin.

Segmento: es una porción de línea definida por sus puntos extremos. Tiene una longitud determinada.

Rayo: es aquella línea que tiene punto de partida en un extremo, pero en el otro se proyecta hasta el infinito. espero que te sirve

Step-by-step explanation:

estellita por favor

Answer:

Answer is 16 i just got it right!

Step-by-step explanation: