please type properly your spelling was wrong
1. Kilometers and inches are some units used to measure length. What are some other
units used to measure length?
2. Tablespoons and liters are some units used to measure volume. What are some
other units used to measure volume?
100 point please helppp
Answer:
length- inches, meters, millameters
Volume- gallon, quart, cups, teaspoons
Step-by-step explanation:
Answer:
ength- inches, meters, millameters
Volume- gallon, quart, cups, teaspoons
Step-by-step explanation:
please answer asap no trolls!
Answer:
pqe?
Step-by-step explanation:15446556
Other than squares, the polygons that can be the faces of a Platonic solid are
__and ___Check all that apply.
O A. regular pentagons
B. trapezoids
C. circles
D. regular hexagons
O E. equilateral triangles
OF. rectangles
The platonic solids in the given options are A. Regular pentagons and E. Equilateral triangles.
What are platonic solids?The solids that are polyhedrons, all of whose faces are congruent regular polygons and at every vertex, the same number of faces meets are called "Platonic solids"
There are only five types of platonic solids. They are:
CubeTetrahedronOctahedronIcosahedronDodecahedronWhat are the types of faces found on platonic solids?The major types of faces that are found on platonic solids are:
Equilateral triangles: They form Tetrahedron, Octahedron, and IcosahedronSquares: They form Hexahedron and cubePentagons: They form DodecahedronRegular polygons with more than 6 sides are not the faces of the platonic solid.
Thus, from the given shapes,
A. regular pentagons, E. equilateral triangles are used as faces of a Platonic solid.
Learn more about Platonic solids here:
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Solve for x.
Question 2 options:
A)
5
B)
7
C)
4
D)
6
what is the equation of the line in point slope form that has a slope of -7/8, going through point (12,-3)
Answer:
y= (-7/8)x +7.5
Step-by-step explanation:
We know that the form for the equation of a line is
y= mx+b, with m being the slope, so our equation is
y=(-7/8)x+b. As b should be a constant, we need to find b. Plugging (12,-3) in, we have -3 = (-7/8)(12)+b = -10.5+b. Adding 10.5 to both sides, we get b= 7.5, making our equation
y= (-7/8)x +7.5
4(2x - 5)+ 5(3x - 7)
Answer:
=23x−55
Step-by-step explanation:
Let's simplify step-by-step.
4(2x−5)+5(3x−7)
Distribute:
=(4)(2x)+(4)(−5)+(5)(3x)+(5)(−7)
=8x+−20+15x+−35
Combine Like Terms:
=8x+−20+15x+−35
=(8x+15x)+(−20+−35)
=23x+−55
Answer:
22x-55
pemdas works too i guess
Express the ratio below in its simplest form.
3 and 1 half :4.5
Answer:
Convert the decimal number to a fraction by placing the decimal number over a power of ten. Since there is 1 number to the right of the decimal point, place the decimal number over 101 (10)
. Next, add the whole number to the left of the decimal.
4 5/10
Reduce the fractional part of the mixed number.
4 1/2
Reduce the fraction.
9/2
Step-by-step explanation:
Evaluate the expression for the given value of x.
6.5x - 3.5 for x = 9
The solution is...
Answer:
55
Step-by-step explanation:
6.5x - 3.5 [x = 9]
6.5(9) - 3.5
58.5 - 3.5 = 55
Which will help your answer, "To what power must a student raise the number 5 to have an answer of 626"?
a. log625(5)=x
b. logx(5)=x
c. log5(x)=625
d. log5(625)=x
Answer:
D.
5^x=625
I hope it will be useful.
Answer:
The Answer us D
Step-by-step explanation:
log5(625)=x
x=4
A bag contains 28 counters all of different colours. Colin chooses one counter and gives it to
Obi, and another counter and gives it to Zeema. In how many ways can Colin do this?
Answer:
756 ways
Step-by-step explanation:
Given
[tex]Counters = 28[/tex]
[tex]Selection = 2[/tex]
Required
Determine the number of ways
The first counter can be selected in 28 ways
The second can be selected in (28 - 1) ways
The number of selection is:
[tex]Selection = 28 * (28 -1)[/tex]
[tex]Selection = 28 * 27[/tex]
[tex]Selection = 756[/tex]
Hence, number of possible selection is 756
Solve for .
2.
(100+30x)
30.rº
Answer:
x = 1[tex]\frac{1}{3}[/tex]
Step-by-step explanation:
As you can see, the two angles are supplementary as they lie on the same straight line so they should add up to 180°.
100 + 30x + 30x = 180
Evaluate like terms.
60x + 100 = 180
Isolate 60x.
60x = 180 - 100
= 80
Find x.
x = 80 ÷ 60
x = 1[tex]\frac{1}{3}[/tex]
Need help please !!!!!!
Answer:
200 patients
Step-by-step explanation:
60% = 120
100% = ?
100×120 = 12000÷60= 200
9. Consider the function, f(x) = x4 – 5x2 + 4. Select the statements that are true. In the box provided,
explain the choices you selected.
a. The degree of the polynomial is 5.
b. When graphed, this polynomial will look like a "W"
C. The zeros of this polynomial are (-2, 0), (-1,0), (1, 0) and (2,0).
d. The zeros of this polynomial are (-2, 0), (1, 0) and (3, 0)
Explanation of choices:
Answer:
the degree of the polynomial is 5
Write an equation for the line parallel to the given line that contains C. C(1,4); y = 1/8x-4 (Write in slope intercept form)
Answer:
he equation of the line is parallel to the given line and passing through the point C( 1,4) is x - 8 y + 31=0
slope intercept form
[tex]y = \frac{x}{8} + \frac{31}{8}[/tex]
Step-by-step explanation:
Explanation:-
Given equation of the line
y = 1/8x-4
8 y = x - 32
x - 8 y -32=0
The equation of the line is parallel to the given line a x + b y + k=0
x - 8 y + k=0
This line is passing through the point ( 1,4)
x - 8 y + k=0
1 - 32 + k =0
k = 31
The equation of the line is parallel to the given line and passing through the point C( 1,4) is x - 8 y + 31=0
slope intercept form
8 y = x + 31
[tex]y = \frac{x}{8} + \frac{31}{8}[/tex]
What is the measure of z G?
Zg is a measure of weight
Hey there!
Your lines EF and FG has the measure of 6 ✅
One of the triangle(s) has both sides equivalent lengths which is the isosceles triangle
Since pretty much every is most likely “equivalent” it’ll be an isosceles triangle
∠E ≅ ∠ G
∠E = 28° so that means ∠G = 28°
Answer: ∠G = 28° (Option D.)
Good luck on your assignment and enjoy your day!
~LoveYourselfFirst:)
Please help, worth 20+ points! Please, help give answers!
Answer:
1. 0.34
2. 0.46
3. 0.75
4. 0.3 with a bar over 3
5. 0.63 with a bar over 63
6. 0.259 with a bar over 259
7. 0.1875
8. 0.35
If a = 3 what is the value of 2asquared
Answer:
18
Step-by-step explanation:
[tex]2 {a}^{2} = 2 {(3)}^{2} = 2 \times 9 = 18 \\ [/tex]
Answer:
36
Step-by-step explanation:
2 times 3=6 6^2 is 6 times 6
Which of the following values represents the value of the second derivative of y with respect to x for the function defined by ln(xy) = x - y at point (1, 1)?
A. d2y/dx^2 = -1/2
B. d2y/dx^2 = -1/4
C. d2y/dx^2 = 0
D. d2y/dx^2 = 1/4
E. d2y/dx^2 = 1/2
Answer:
E
Step-by-step explanation:
We are given:
[tex]\ln(xy)=x-y[/tex]
And we want to find the second derivative at the point (1, 1).
So, we will take the derivative of both sides with respect to x:
[tex]\displaystyle \frac{d}{dx}\big[\ln(xy)\big]=\frac{d}{dx}\big[x-y\big][/tex]
Implicitly differentiate. The left will require the chain rule. Hence:
[tex]\displaystyle \frac{1}{xy}\cdot \frac{d}{dx}\big[xy\big]=1-\frac{dy}{dx}[/tex]
Differentiate:
[tex]\displaystyle \frac{1}{xy}\cdot \big( y+x \frac{dy}{dx} \big) =1-\frac{dy}{dx}[/tex]
Distribute:
[tex]\displaystyle \frac{1}{x}+\frac{1}{y}\frac{dy}{dx}=1-\frac{dy}{dx}[/tex]
Isolate the derivative term:
[tex]\displaystyle \frac{dy}{dx}\big(\frac{1}{y}+1\big)=1-\frac{1}{x}[/tex]
Divide:
[tex]\displaystyle \frac{dy}{dx}=\frac{1-\frac{1}{x}}{\frac{1}{y}+1}}[/tex]
Simplify. We can multiply both layers by xy. Hence:
[tex]\displaystyle\begin{aligned} \frac{dy}{dx}&=\frac{1-\frac{1}{x}}{\frac{1}{y}+1}}\cdot\frac{xy}{xy} \\ &=\frac{xy-y}{x+xy} \end{aligned}[/tex]
We can factor. Hence, our derivative is:
[tex]\displaystyle \frac{dy}{dx}=\frac{y(x-1)}{x(y+1)}[/tex]
Differentiate once more to find the second derivative:
[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{d}{dx}\Big[\frac{y(x-1)}{x(y+1)}\Big][/tex]
Quotient rule:
[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{\frac{d}{dx}[y(x-1)](x(y+1))-y(x-1)\frac{d}{dx}[x(y+1)]}{(x(y+1))^2}[/tex]
Differentiate using the product rule:
[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{ \big[\frac{dy}{dx}(x-1)+y\big](x(y+1))-y(x-1)\big[(y+1)+x\frac{dy}{dx}\big] }{(x(y+1))^2 }[/tex]
You may choose to simplify, but this is not necessary, as we are only interested in the second derivative at (1, 1).
First, since first derivatives exist in our second derivative, we will find them first. Recall that the first derivative is given by:
[tex]\displaystyle \frac{dy}{dx}=\frac{y(x-1)}{x(y+1)}[/tex]
Therefore, at (1, 1), the first derivative is:
[tex]\displaystyle \frac{dy}{dx}_{(1, 1)}=\frac{1(1-1)}{1(1+1)}=\frac{1(0)}{1(2)}=0[/tex]
So, we will substitute 0 for every dy/dx for our second derivative. Thus:
[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{ \big[(0)(x-1)+y\big](x(y+1))-y(x-1)\big[(y+1)+x(0)\big] }{(x(y+1))^2 }[/tex]
Simplify:
[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{ y(x(y+1))-y(x-1)\big[(y+1)\big] }{(x(y+1))^2 }[/tex]
So, at the point (1, 1), our second derivative is:
[tex]\displaystyle \frac{d^2y}{dx^2}_{(1, 1)}=\frac{1(1(1+1))-1(1-1)(1+1)}{(1(1+1))^2}=\frac{2-0}{4}=\frac{1}{2}[/tex]
Hence, our final answer is E.
One spring day, Caroline noted the time of day and the temperature, in degrees
Fahrenheit. Her findings are as follows: At 6 a.m., the temperature was 52° F. For the
next 3 hours, the temperature rose 2° per hour. For the next 6 hours, it rose 1° per
hour. The temperature then stayed steady until 6 p.m. For the next 3 hours, the
temperature dropped 1° per hour. The temperature then dropped steadily until the
temperature was 60° at midnight. On the set of axes below, graph Caroline's data.
Answer:
Please see attached graph
Step-by-step explanation:
In the attached image you will find the red dots hour per hour that reflect the temperature changes described in the text. The finer red line joins the points to give continuity to the graph.
order from least to greatest 1.25, 1.52, 1.02, 1.50
Answer:
1.02 1.25 1.50 1.52.
Step-by-step explanation:
|•-•|
Answer:
1.02
1.25
1.5
1.52
Step-by-step explanation:
:)
n is an integer.
Write the values of n such that -15 < 3 ≤ 6
Help please ❤️❤️
Answer:
-4,-3,-2,-1,0,1
Step-by-step explanation:
First, doublepound and simplify it.
-15<3n
3n<6
Solve:
-5<n
n<2
Compound:
-5<n<2.
So the values are -4,-3,-2,-1,0,1
Hope this helps plz hit the crown :D
Answer:
The values of 'n' such that -15 < 3n ≤ 6 will be:
[tex]-5<n\le \:2[/tex]
[tex]-5<n\le \:2[/tex] can also be represented as: -4, -3, -2, -1, 0, 1, 2
Hence, the values of integer n will be:
-4, -3, -2, -1, 0, 1, 2Thus,
[tex]-15<3n\le \:6\quad :\quad \begin{bmatrix}\mathrm{Solution:}\:&\:-5<n\le \:2\:\\ \:\mathrm{Interval\:Notation:}&\:(-5,\:2]\end{bmatrix}[/tex]
The line graph is also attached below.
Step-by-step explanation:
Given the expression
-15 < 3n ≤ 6
Lets us solve the inequality for n
[tex]-15<\:3n\le \:6[/tex]
Divide all parts by n
[tex]\:-\frac{15}{3}<\frac{3n}{3}\le \frac{6}{3}[/tex]
simplify
[tex]-5<n\le \:2[/tex]
Therefore, the values of 'n' such that -15 < 3n ≤ 6 will be:
[tex]-5<n\le \:2[/tex]
[tex]-5<n\le \:2[/tex] can also be represented as: -4, -3, -2, -1, 0, 1, 2
Hence, the values of integer n will be:
-4, -3, -2, -1, 0, 1, 2Thus,
[tex]-15<3n\le \:6\quad :\quad \begin{bmatrix}\mathrm{Solution:}\:&\:-5<n\le \:2\:\\ \:\mathrm{Interval\:Notation:}&\:(-5,\:2]\end{bmatrix}[/tex]
The line graph is also attached below.
Find the equation of the line that passes through(-2,-5) and (1,7).
Answer:
Where is the pic?
Step-by-step explanation:
what unit would you use to measure the area of a checkerboard
Answer:
I'd assume inches, hope this helps!
Based on your understanding of sound waves,
Explain what happens to sound waves when you turn up the volume on your speakers and
Explain what happens to the sound waves when a singer hits the high pitched notes during the National Anthem. Be sure to use the terms amplitude and frequency in your answer.
Answer:
The frequency increases as the pitch increases, and the amplitude increases as the volume increases
Step-by-step explanation:
Use the following long division
what is the greatest common factor of 4x²+2x
Answer:
2x
Step-by-step explanation:
Because both terms are divisible by 2x. So, that's the greatest common factor. Whichever term is the greatest and can divide both the numbers it the GFC.
The scatter plot shows a number of CD's (in millions) that were sold from 1999 to 2005. If the trend continued,about how many CDs were sold in 2006?
A. 900
B.850
C.750
D.650
There 650 million CDs were sold in 2006 if there were 800 million CDs sold in 2002, and there were 700 million CDs in 2005 option (D) is correct.
What is a linear equation?It is defined as the relation between two variables if we plot the graph of the linear equation we will get a straight line.
If in the linear equation one variable is present then the equation is known as the linear equation in one variable.
From the graph:
(2002, 800) and (2005, 700)
We can draw a line for the best fit as follows:
[tex]\rm (y-800) = \frac{700-800}{2005-2002}(x-2002)[/tex]
[tex]\rm (y-800) = 33.33(x-2002)[/tex]
When x = 2006
[tex]\rm (y-800) = -33.33(2006-2002)\\[/tex]
y = 666.68
Which is near 650 million
Thus, there 650 million CDs were sold in 2006 if there were 800 million CDs sold in 2002, and there were 700 million CDs in 2005 option (D) is correct.
Learn more about the linear equation here:
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Which list correctly orders A, B, and C from least to greatest when A= |7|, B = _6, and C = |-5|?
O A, B, C
O B, C, A
0 C, B, A
O A, C, B
Answer:
B, C, A
Step-by-step explanation:
A = |7| = 7
B = -6
C = |-5| = 5
Order: B, C, A
Helpppppp meeee please and thank you
Answer:
a
Step-by-step explanation:
20 points!!!
y=5(x - 5)(x+3)
written in vertex form and standard form
Vertex form:
y = 5 (x - 1)^2 - 80
Standard Form:
y = 5x^2 - 10x - 75