Answer:
32768
Step-by-step explanation:
calculator. Brainly deleted my last answer when i did the step by step.
What is the sum of 13/20 and 20/40?
Answer:
46/40, or 1 3/20
Step-by-step explanation:
[tex] \frac{13}{20} + \frac{20}{40} [/tex]
to find:the sum of the two fractions.
solution:first find the LCM of the two denominators and rename the fractions with a common denominator atlast, add and simplify.
[tex] \frac{(13 \times 40) + (20 \times 20)}{20 \times 40} [/tex]
[tex] = \frac{520 + 400}{800} [/tex]
[tex] = \frac{920}{800} [/tex]
Reduce by dividing both the numerator and denominator by the Greatest Common Factor which is 40.
[tex] \frac{920 \div 40}{800 \div 40} = \frac{23}{20} [/tex]
[tex] = 1 \frac{3}{20} [/tex]
help pls i'm not good at math
Answer: x = 56
Step-by-step explanation:
The two angles 'z' and 124 add up to form a straight line. The angle of a straight line is 180 degrees. Therefore, we can say that:
[tex]z+124=180[/tex]
Subtract 124 on both sides to isolate the angle 'z' to get:
[tex]z=56[/tex]
Answer:
z=56 degrees
Step-by-step explanation:
in total the line will equal 180 so just do 180-124 and you get 56.
Which congruence theorem can be used to prove WXZ ≈ YZX?
O AAS
O ASA
O SAS
O HL
Answer:
AAS
Step-by-step explanation:
angle w=angle y
angle z=angle x
wz=xy
A county fair charges $5 for tickets and $2 for each ride. What is the y-intercept in this scenario, where y represents the total cost and x represents the number of rides ridden?
7
3
5
2
Answer:
y=2x+5
y-intercept⇒x=0
y=2(0)+5 = 5
the answer is 5
hope this helps :)
Help help math math math
Answer:
i think this is right i hope it helped :)
Step-by-step explanation:
5m - 8 = 2m + 1
5m + 2m - 8 = 1
7m - 8 = 1
7m = 7
m = 1
Answer:
m = 3
Step-by-step explanation:
5m - 8 = 2m + 1
5m - 2m = 1 + 8 { like terms }
3m = 9 { crossing over }
m = 3
Solve the following inequality for x X - 9. 2 (9-×)
PLEASE HELP I WILL MARK BRAINLYIST IF CORRECT The following graph shows a proportional relationship.
What is the constant of proportionality between y and x in the graph?
he table shows the heights of students in a group.
Student Height (in inches)
A 45
B 48
C 49
D 40
E 53
What is the mean height of the students in the group?
47 inches
49 inches
51 inches
53 inches
Answer:
47 inches
Step-by-step explanation:
45 + 48 + 49 + 40 + 53 = 235
235/5 = 47
Please answer!!!!! What is the probability that the dart will NOT land in the shades region?
What is the value of H in the original equation?
Answer:
49
Step-by-step explanation:
We need the square root of H to equal 7, so we can just square 7 to get the answer. So 7x7 = 49.
What is the slope of
the line?
The graph of y= (x^3) +6
is translated 4 units to the right.
The translated graph has equation y=f(x).
Work out f(x).
Give your answer in the form
x^3 + ax^2 + bx + c
where a, b and c are integers.
Answer:
[tex]y=x^3-12x^2+48x-58[/tex]
Step-by-step explanation:
Transformation Rules
[tex]f(x+a)=f(x) \: \textsf{translated}\:a\:\textsf{units left}[/tex]
[tex]f(x-a)=f(x) \: \textsf{translated}\:a\:\textsf{units right}[/tex]
Given equation: [tex]y=x^3+6[/tex]
If the graph of the equation is translated 4 units to the right, then we replace [tex]x[/tex] with [tex](x-4)[/tex]:
[tex]\implies y=(x-4)^3+6[/tex]
[tex]\implies y=(x-4)(x-4)(x-4)+6[/tex]
[tex]\implies y=(x-4)(x^2-8x+16)+6[/tex]
[tex]\implies y=x^3-8x^2+16x-4x^2+32x-64+6[/tex]
[tex]\implies y=x^3-12x^2+48x-58[/tex]
Answer:
f(x) = x³ - 12x² + 48x + 58Step-by-step explanation:
Given
y = x³ + 6Translating 4 units right
x → x - 4f(x) = (x - 4)³ + 6f(x) = x³ - 3(x)²(4) + 3(x)(4)² - (4)³ + 6f(x) = x³ - 12x² + 48x - 64 + 6f(x) = x³ - 12x² + 48x + 58The table shows some ordered pairs that belong to project function H what is the range of H
PLEASE HELP ASAP WILL MARK BRAINIST ONLY IF YOUR RIGHT THOO
Note down
If a pair be (x,y)
Then
x is domainy is rangeHere the pairs are
(-6,43)(-5,22)(-4,7)(-3,-2)(-2,-5)(-1,-2)Range:-
{-2,-5,-2,7,22,43}show that the derivative of an odd function is even function and viceversal
Step-by-step explanation:
Well, it's hard to generalize this. But I can show you a few examples using the power rule and some derivatives of trig functions. Lets say we have a function:
[tex]f(x) = {x}^{n} [/tex]
Then you should know it's derivative is:
[tex] \frac{df}{dx} = n {x}^{n - 1} [/tex]
For polynomial functions, a subtraction of 1 from the exponent will turn any odd function into an even, and any even function to an odd. An example of this is x^3, which is odd. The derivative is 3x^2, which is even. Another example, this time of a trig function, is sine and cosine. Sine is odd, while cosine is even. The derivative of sine is cosine, and the derivative of cosine is negative sine.
Which choice is equivalent to the expression below?
√-81
A. √9i
B. i√9
C. 9i
D. -9
E. -√9
Answer:
Step-by-step explanation:
Remark
√-81 breaks down to two roots
√81 = 9√-1 = iSolution
√-81 = i9
Answer
C
The value of x is - 1/4 . Order these expressions from least to greatest:
x
1 − x
x − 1
- 1 ÷ x
Your answer:
Find the value of x.
103°
10x - 7)º
x = [?]°
Enter
Answer:
11º
Step-by-step explanation:
Because of vertical angles: 103=10x-7
103+7=10x
110=10x
x=11º
Find the sum of the first 150 positive even integers.
Answer:
22650
Step-by-step explanation:
a)find the value of angle x
b) work out the value of angle y
The value of X is 69 while value of y is also 69
What is the term that describes how far the function rises above or below it's midline?
Period
Frequency
Amplitude
sine function
The term which defines how far a function rises or fall relative to its midline is; The Amplitude.
What is the term that describes rise or fall relative to the midline?In some functions such as trigonometric functions in which case, the graph oscillates and hence, rises above or below a midline, the distance above or below the midline of such functions is described by the term amplitude.
Read more on amplitude;
https://brainly.com/question/3613222
#SPJ1
90 POINTS!! IM STUCK!!
2. Alicia is writing the program for a video game. For one part of the game she uses the rule to move points on the screen.
(a) What output does the rule give when the input is -6,0 ? Show your work.
(b) What output does the rule give when the input is 3, -4 ? Show your work.
(c) Is the rule a function? Explain why it is or why it is not
Answer:
(x-3,y+4) is the rule
a. -6, 0 input. This would equal (-6)-3 for x and (0)+4 for y. Answer: -9, 4
b. 3, -4 input. This would equal (3)-4 for x and (-4)+4 for y. Answer: -1, 0
c. The rule is a function because each input only has one output
Answer:
QuestionAlicia is writing the program for a video game. For one part of the game she uses the rule (x, y) → (x - 3,y + 4) to move points on the screen.
(a) What output does the rule give when the input is (-6, 0)?
Show your work.
(b) What output does the rule give when the input is (3, -4)?
Show your work.
(c) Is the rule a function? Explain why it is or why it is not.
Solution(a) Input (-6, 0) → Output (-6 - 3, 0 + 4) = (-9, 4)
(b) Input (3, -4) → Output (3 - 3, -4 + 4) = (0, 0)
(c) The rule is a one-to-one function as each value in the range (y-values) corresponds to exactly one value in the domain (x-values).
Pls help math will give brainlest
Answer:
Rectangular prism)1344
Rectangular pyramid)138.53
Cylinder)326.73
Cone)400.21
Triangular prism) I don't know the answer because I can't tell what sides the length is for
Macy has $3 in her piggy bank. If this is 10% of her monthly allowance, what is her monthly allowance
Amigranent
Practice with lines cut by a transversa
What is the value of x?
(2x - 5)°
Answer:
70
Step-by-step explanation:
Same side interior angles of parallel lines cut by a transversal are supplementary, so their measures have a sum of 180°.
2x - 5 + 45 = 180
2x + 40 = 180
2x = 140
x = 70
Sketch a generic rectangle to represent the product 3(x+2). Then write an equivalent expression
Answer:
3x +6
Step-by-step explanation:
The rectangle representing the product 3(x+2) will have dimensions 3 and (x+2). It can be divided into portions with areas 3·2 = 6, and 3·x = 3x.
An equivalent expression is ...
3x +6
Meera and Ben saved some money. 3/5 of Meera’s money are twice the money of Ben’s. Whats the new rapport between them?
Answer:
David used 1/2 of apple juice for every 1/4 cup of cranberry juice to make a fruit drink
Pls help me as fast as possible and pls only right answers
The expressions are algebraic expressions that uses a, t, w, b, n and x as its variables
How to express them as verbal expressions?To do this we make use of the following terms
Difference represents subtractionSum represents additionProduct represents multiplicationQuotient represents divisionUsing the above highlights, we have the verbal expressions to be:
The square of a number, n is 36The sum of a number, n and 10 is 37Twice a number nThe quotient of 18 and 6The square of a number, n The sum of a number, n and 12The difference between a number, b and 7The difference between 13 and 8The difference between 13 and a number, nThe sum of a number, t and 10 is 24The sum of 12 and 8Eight times a number nThe fifth power of a number, w is 7Twice a number nThe difference between a number, n and 6 is 37The difference between 24 and 16The difference between a number, x and 6 is 14The difference between a number, n and 3 is 9The cube of a number, x is 9Half a number n4 exponent a is 9The ninth power of a number, n is 48Read more about algebraic expressions at:
https://brainly.com/question/723406
Cassandra is inscribing a square in the circle shown below, but is having difficulty remembering the process.
Which of the following summaries describes the basic process for inscribing a square in the above circle?
A.
Create the perpendicular bisector of AB. Then use the points of intersection of the perpendicular bisector with the circle, along with points B and C, to draw the square.
B.
Create the perpendicular bisector of BC. Then use the points of intersection of the perpendicular bisector with the circle, along with points B and C, to draw the square.
C.
Set the compass width to the length of BC, place the point of the compass on the circle, and draw an arc. Place the compass on the intersection of the arc and the circle and repeat the process until the circle is intersected by four arcs. Connect the intersection points to form the square.
D.
Set the compass width to the length of AB, place the point of the compass on the circle, and draw an arc. Place the compass on the intersection of the arc and the circle and repeat the process until the circle is intersected by four arcs. Connect the intersection points to form the square.
Answer:
B. Create the perpendicular bisector of BC. Then use the points of intersection of the perpendicular bisector with the circle, along with points B and C, to draw the square.
Step-by-step explanation:
Enter the measure of ∠TOM, in degrees. (Enter just the number)
Answer: 150
Step-by-step explanation:
We know (5x-15)+(2x)=90 degree
so we can solve x = 15
plug in 5(15) - 15 = 60
60 + 90 = 150
Answer:
150
Step-by-step explanation:
m∠TOG = m∠TOP + m∠POM + m∠MOG
m∠TOG = 180°
m∠TOP = 90°
m∠POM = (5x - 15)°
m∠MOG = (2x)°
90 + ( 5x - 15 ) + 2x = 180 ⇒ 5x - 15 + 2x = 90 ⇒ x = 15
m∠TOM = 90° + m∠POM
m∠TOM = 90° + (5×15 - 15)° = 150 °
The age in Australia has a normal distribution with a mean 45 years and standard deviation 11 years. The children are classified as the youngest 33% of population. At what age do children become adults in Australia
20
30
40
50
Answer:
40 y/o
Step-by-step explanation:
33% is a z-score of -.44
-.44 standard deviations
45 - .44(11) = ~40 y/o Seems an odd answer !