These set of figures: {(-4, 3), (5,-9), (11, 4), (9, 6), (5, -3), (8, -9), (1,4)} ) {(6, 0), (-12, -16), (-6, 10), (20,-7)} does not represent a function. Instead, it represents a set.
We are supposed to answer whether {(-4, 3), (5,-9), (11, 4), (9, 6), (5, -3), (8, -9), (1,4)} ) {(6, 0), (-12, -16), (-6, 10), (20,-7)} represents a function or not.
The answer is NO. This is not a representation of a function instead it is a representation of set.
Function: In mathematics, a function is an expression, rule, or law that establishes the relationship between an independent variable and a dependent variable (the dependent variable). For example \(F(x) = 2x-4\) and at \(x=0\) the value of function will be zero.Set: In mathematics, a set is a logically arranged group of items that can be represented in either set-builder or roster form.Typically, sets are denoted by curly brackets; for instance, A = {1, 2, 3, 4} is a set.
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There is a bag filled with 4 blue, 3 red and 5 green marbles.
A marble is taken at random from the bag, the colour is noted and then it is not replaced.
Another marble is taken at random.
What is the probability of getting 2 different colours?
Answer:
.
green 0.416 red0.25 blue0.3
Step-by-step explanation:
Answer:
47/66 or 0.71 or 71%Step-by-step explanation:
4 blue, 3 red and 5 green marblesTotal marbles = 12Possible options for 2 different colors are:
BR, BG, RB, RG, GB, GRProbability of each:
P(BR) = 4/12*3/11 = 1/11P(BG) = 4/12*5/11 = 5/33P(RB) = 3/12*4/11 = 1/11P(RG) = 3/12*5/11 = 5/44P(GB) = 5/12*4/11 = 5/33P(GR) = 5/12*3/11 = 5/44Now, the probability of 2 different colors:
P(2 different colors) = 1/11*2 + 5/33*2 + 5/44*2 = 2/11 + 10/33 + 5/22 = (2*6+ 10*2 + 5*3)/66 = 47/66 = 0.71 = 71%G(Q) = 5 + 3Q + 202 - Q2 C2(Q) = 3 + 4Q + 2 1. Find the MC function for both C1(Q) AND C2(Q). 2. Find AVC function for both Ci(Q) AND C2(Q). 3. Find AFC function for both C1(Q) AND C2(Q). 4. Find AC function for both Ci(Q) AND C2(Q). 5. Find ATC function for both Ci(Q) AND C2(Q).
For C1(Q) = 3 - 2Q.
For C2(Q) = 4.
2. The AVC function
For C1(Q) = 5/Q + 3 + 20/Q - Q.
For C2(Q) = 3/Q + 4 + 2/Q.
3. The AFC function
For C1(Q)= 5/Q - 20/(5 + 3Q + 20/Q - Q)
For C2(Q) = 0.
4. To find the AC function
For C1(Q) = (5 + 3Q + 202 - Q^2)/Q + 5/Q - 20/(5 + 3Q + 20/Q - Q).
For C2(Q) = (3 + 4Q + 2)/Q + 3/Q + 4 + 2/Q.
5.To find the ATC function
For C1(Q)= 5/Q² + 3/Q + 20/Q² - Q/Q + 5/Q - 20/(5Q + 3Q² + 20 - Q²)
For C2(Q)= 3/Q² + 4/Q + 2/Q² + 3/Q + 4/Q + 2/Q.
Find the ATC functions for C1(Q) and C2(Q) given the provided cost functions?
1. To find the MC function, we take the derivative of the cost functions with respect to Q.
For C1(Q) = 5 + 3Q + 202 - Q^2, MC1(Q) = 3 - 2Q.
For C2(Q) = 3 + 4Q + 2, MC2(Q) = 4.
2. To find the AVC function, we divide the cost functions by Q.
For C1(Q), AVC1(Q) = (5 + 3Q + 202 - Q^2)/Q = 5/Q + 3 + 20/Q - Q.
For C2(Q), AVC2(Q) = (3 + 4Q + 2)/Q = 3/Q + 4 + 2/Q.
3. To find the AFC function, we subtract the AVC function from the ATC function.
For C1(Q), AFC1(Q) = (5 + 3Q + 202 - Q^2)/Q - (5 + 3Q + 202 - Q^2)/(5 + 3Q + 20/Q - Q)
= 5/Q - 20/(5 + 3Q + 20/Q - Q).
For
C2(Q), AFC2(Q) = (3 + 4Q + 2)/Q - (3 + 4Q + 2)/(3/Q + 4 + 2/Q) = 0.
4. To find the AC function, we add the AVC function to the AFC function.
For
C1(Q), AC1(Q) = (5 + 3Q + 202 - Q^2)/Q + 5/Q - 20/(5 + 3Q + 20/Q - Q).
For
C2(Q), AC2(Q) = (3 + 4Q + 2)/Q + 3/Q + 4 + 2/Q.
5. To find the ATC function, we divide the AC function by Q.
For
C1(Q), ATC1(Q) = [(5 + 3Q + 202 - Q²)/Q + 5/Q - 20/(5 + 3Q + 20/Q - Q)]/Q
= 5/Q² + 3/Q + 20/Q² - Q/Q + 5/Q - 20/(5Q + 3Q² + 20 - Q²).
For
C2(Q), ATC2(Q) = [(3 + 4Q + 2)/Q + 3/Q + 4 + 2/Q]/Q
= 3/Q² + 4/Q + 2/Q² + 3/Q + 4/Q + 2/Q.
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Ryan and Curtis are randomly drawing tiles from a bag containing 26 tiles, each labeled with a different letter of the alphabet.
A B с D E F G
H
1
J
KL
MIN
0
Р
Q
RS
T
U
V W X
Y Z
Ryan selects two tiles without replacement. Curtis selects one tile, replaces it in the bag, and then selects another.
When Ryan selects his tiles, selecting the first tile and selecting the second tile are
The probability that the two tiles Ryan selects will both be vowels (A, E, I, O, U) IS
selects will both be vowels.
events.
the probability that the two tiles Curtis
Answer:
dependent, less than
Step-by-step explanation:
took plato test
Answer: DEPENDENT; LESS THAN
Step-by-step explanation: CORRECT ON EDMENTUM
Prove that an equilateral triangle can be constructed on any given line segment
Step-by-step explanation:
Answer is in the photo with diagram
9. Jackie is an airline mechanic. Her company pays \( 40 \% \) of the \( \$ 3,900 \) annual cost of group health insurance. How much does she pay for it monthly? (4 points)
Jackie pays $130 monthly for her group health insurance.
To find out how much Jackie pays for her group health insurance monthly, we need to calculate 40% of the annual cost. Given that the annual cost is $3,900 and her company pays 40% of that, we can calculate the amount Jackie pays.
First, we find the company's contribution by multiplying the annual cost by 40%: $3,900 × 0.40 = $1,560. This is the amount the company pays towards Jackie's health insurance.
To determine Jackie's monthly payment, we divide her annual payment by 12 (months in a year) since she pays monthly. So, Jackie's monthly payment is $1,560 ÷ 12 = $130.
Therefore, Jackie pays $130 per month for her group health insurance. This calculation takes into account the company's contribution of 40% of the annual cost, resulting in an affordable monthly payment for Jackie.
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please help :)
This diagram shows some measurements of Tyler's porch
What is the area, in square feet, of Tyler's porch?
I'm broken :(((((((please halp I'm sooo depreased ( I'm just joking)
tl;dr: C.) 144 ft
Hello!
To find the measurements of Tyler's porch, we'll have to first divide it into separate parts. Here is how it should look like:
10 ft · 8 ft (big rectangle)4 ft · 8 ft (Triangle No.#1)4 ft · 8 ft (Triangle No.#2)Now, all you have to do is multiply them. You should be left with 80 + 32 + 32.
From there, you do addition.
80 ft + 32 ft + 32 ft = 144 ft
Therefore, your answer is answer choice C.) 144 ft
Hope this was helpful. Have a great day!
Edit: THIS IS NOT THE RIGHT ANSWER, correct answer is actually 112 ft. Ty for pointing out a mistake.
It should actually look more like this:
10 ft · 8 ft (rectangle)
(4 ft · 8 ft) ÷ 2 (Triangle No.#1)
(4 ft · 8 ft) ÷ 2 (Triangle No.#2)
From there, you do the same thing I did above. You should get to 80 + 16 + 16, and then you add. So, the actual answer is B.) 112 ft.
Answer:
112 square feet
Step-by-step explanation:
Don't panic! This area problem may seem confusing but you just need to split it up! Lucky for you the dotted lines have already split it up, first you calculate the area of the triangles which is length times width then divided by two (8ft times 4ft equals 32ft, divide by two and get 16ft) Since there are two triangles we will have another 16. Next we find the area of the rectangle which is just length times width (8ft times 10ft equals 80 feet) Now you add all the total areas of each shape. 16ft+16ft+80ft= 112 square feet
Don't forget to label area questions with square and then the unit!
A rectangle has a width of 41 centimeters and a perimeter of 178 centimeters. What is the rectangle's length?
Answer:
Length = 48 cm
Explanation:
Given: A rectangle with:
• Width = 41 cm
,• Perimeter =178 cm.
To find: The length of the rectangle.
The perimeter of a rectangle is calculated using the formula:
\(Perimeter=2(Length+Width)\)Substitute the given values:
\(178=2(Length+41)\)Solve the equation for the length.
\(\begin{gathered} \text{ Divide both sides by 2} \\ \frac{178}{2}=\frac{2(Length+41)}{2} \\ 89=Length+41 \\ \text{ Subtract 41 from both sides} \\ 89-41=Length+41-41 \\ Length=48\;cm \end{gathered}\)The length of the rectangle is 48 cm.
give the inverse, contrapositive, and converse for each of the following state- ments: (a) if she finished her homework, then she went to the party. (b) if he trained for the race, then he finished the race. (c) if the patient took the medicine, then she had side effects. 3
The inverse of (a) is If she did not go to the party, then she will not finish her homework.
The inverse of (b) is If he did not finish the race, then he will not have trained for the race.
The inverse of (c) is If she has no side effects then the patient will not take the medicine.
The converse of (a) is if she finished her homework, then she went to the party.
The converse of (b) is if he trained for the race, then he finished the race.
The converse of (c) is if the patient took the medicine, then she had side effects.
The contrapositive of (a) is if she did not finish her homework, then she did not go to the party.
The contrapositive of (b) is if he did not train for the race, then he will not finish the race.
The contrapositive of (c) is if the patient did not take the medicine, then she will not have side effects.
What do you mean by Inverse, Contrapositive, and Converse?Converse: By swapping the hypothesis and the conclusion, a statement can be made to mean the converse. "If two lines don't intersect, then they are parallel" is the inverse of "If two lines overlap, then they are parallel."
Inverse: Each of the original statements is presupposed to be false in an inverted statement. "If it is not snowing" would be the polar opposite of "If it is snowing." "Then it is not chilly" would be the polar opposite of "then it is cold."
Contrapositive: a statement or theorem created by swapping out the hypothesis and conclusion, or the subject and predicate, of a given statement or theorem. The opposite of "if A then B" is "if not-B then not-A."
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If Jodi eats 2 chocolates she will consume 72 calories how many calories will she consume if she eats 5 chocolates
Answer:
x = 180
Step-by-step explanation:
We can use ratios to solve
2 chocolates 5 chocolates
--------------------- = ------------------
72 calories x calories
Using cross products
2 *x = 5*72
2x = 360
Divide each side by 2
2x/2 = 360/2
x = 180
Set up a ratio 2/72 = 5/x.
Now use cross-products.
(2)(x) = (5)(72).
2x = 360.
Now divide both sides by 2.
This gives us x = 180.
So, Jodi consumes 180 chocolates when she eats 5 chocolates.
(-2,3) and slope m=9
Answer:
y=9x+21
Step-by-step explanation:
y-y1=m(x-x1)
y-3=9(x-(-2))
y-3=9(x+2)
y-3=9x+18
y=9x+18+3
y=9x+21
For khan academy . Send me the answer immediately
Answer:
plot your first point at (-3,5) then down 2 units and to the right 5 units
Step-by-step explanation:
a fair coin is tossed 5 times. how many possible distinct sequences are there where 2 heads in a row are tossed.
If a fair coin is tossed 5 times. When 2 heads in a row are tossed, the total number of possible sequences is 16.
To determine the number of possible distinct sequences where 2 heads in a row are tossed if a fair coin is tossed 5 times, we need to use the permutation and combination concept. Permutation is defined as the number of ways an object can be arranged in a particular order while combination refers to the number of ways an object can be combined.
Therefore, the possible distinct sequence where 2 heads in a row are tossed can be found using permutation by taking the product of the number of ways 2 heads can be arranged in a row, and the remaining tails and heads can be arranged in the remaining three tosses.
We can illustrate this as follows: The possible ways of tossing 2 heads in a row: H H and the other three tosses can be arranged in 2³ or 8 ways such that the number of tails is the same as the number of heads (equal probability). Therefore, the total number of possible sequences is 2 x 8 = 16 possible sequences where two heads in a row are tossed if a fair coin is tossed 5 times.
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A light plane attains an airspeed of 490 km/h. The pilot sets out for a destination 770 km due north but discovers that the plane must be headed 16.0 ∘ east of due north to fly there directly. The plane arrives in 2.00 h. What were the (a) magnitude and (b) direction of the wind velocity? Give the direction as an angle relative to due west, where north of west is a positive angle, and south of west is a negative angle.
The magnitude of the wind velocity can be determined by calculating the component of the plane's ground speed that is perpendicular to its heading. The direction of the wind velocity can be found by considering the angle between the plane's heading and its ground track.
(a) The magnitude of the wind velocity is 62 km/h.
(b) The direction of the wind velocity is 1.72° east of due south.
To find the magnitude of the wind velocity, we need to calculate the difference between the ground speed and the airspeed of the plane. The ground speed is the resultant vector of the plane's airspeed and the wind velocity. Since the ground speed is perpendicular to the plane's heading, we can use trigonometry to find the component of the ground speed that is perpendicular to the heading.
First, we convert the airspeed and distance traveled to meters per second and meters, respectively:
Airspeed = 490 km/h = 490 * 1000 m / 3600 s ≈ 136.11 m/s
Distance = 770 km = 770 * 1000 m ≈ 770,000 m
The time taken is given as 2.00 hours, which we convert to seconds:
Time = 2.00 hours * 3600 s/hour = 7200 s
Using the equation:
Distance = Speed * Time,
we can calculate the ground speed:
Ground Speed = Distance / Time
Next, we calculate the component of the ground speed perpendicular to the heading. Since the plane is headed 16.0° east of due north, the perpendicular component of the ground speed is:
Perpendicular Component = Ground Speed * sin(16.0°)
Finally, we subtract the airspeed of the plane from the perpendicular component of the ground speed to find the magnitude of the wind velocity:
Magnitude of Wind Velocity = Perpendicular Component - Airspeed
To find the direction of the wind velocity, we consider the angle between the plane's heading and its ground track. Since the plane is headed 16.0° east of due north, the ground track is 16.0° east of due north as well. However, we need to express the direction relative to due west, where north of west is a positive angle and south of west is a negative angle. Therefore, we subtract 90° from the angle to obtain the direction of the wind velocity relative to due west:
Direction = 16.0° - 90° = -74.0°
So, the direction of the wind velocity is 74.0° east of due west or 1.72° east of due south.
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Designing a Sprinkler System
Distance between grid lines is 2 feet.
Sprinkler
Sprinkler
The irrigation design for a new backyard is shown with
six sprinkler heads and two walkways. Which
statement is true of this design?
The area covered by each sprinkler head is
approximately 113.10 ft2
The area covered by all the sprinkler heads
together is approximately 169.64 ft2.
Every square foot of the yard will be watered with
this design
O The sprinklers would cover more area if they were
in a straight line
Answer: Its B
Step-by-step explanation:
Answer:
B
Step-by-step explanation:
i took the test on EDG
Cronbach's alpha indicates to what extent scale items are correlated to each other?
True
False
False. Cronbach's alpha is a measure of internal consistency reliability, not a measure of the correlation between scale items.
It assesses the extent to which the items in a scale or questionnaire are measuring the same underlying construct.
Cronbach's alpha is calculated based on the inter-item correlations among the items in a scale. It provides a measure of the average correlation between all possible pairs of items in the scale. The range of Cronbach's alpha is between 0 and 1, with higher values indicating greater internal consistency or reliability.
Essentially, Cronbach's alpha quantifies the extent to which the items in a scale are consistently measuring the same construct or concept. It assesses how well the items "hang together" as a reliable measurement tool.
While correlation between scale items is related to internal consistency, Cronbach's alpha specifically measures the degree to which the items are interrelated and provides a single coefficient that reflects the overall reliability of the scale. It does not directly indicate the extent of item-item correlations or the strength of individual item contributions to the scale.
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Which graph shows the solution for the system of linear inequalities?
2x - y ≥ -3
y < -2x + 4
The graph that represents the systems of linear equations 2x - y ≥ -3 and y < -2x + 4 is option d
How to interpret linear equation graphsinformation gotten from the question include
inequality graph showing shaded regions
rearranging the equation to be in the form
y = mx + c
2x - y ≥ -3
2x + 3 ≥ y
y ≤ 2x + 3
The two equations are
y ≤ 2x + 3
y < -2x + 4
some interpretation on the information from the question include
shading below a line is less thandotted lines mean the inequality do not have equal to, either less than or greater thanThe both inequalities are less than hence the shading for the both will be below the line
This interpretation helps to conclude that last options is the best choice
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-6+7s-4r-2 use s=7 and r=-7
Simplified
Answer:
\( - 6 + 7s - 4r - 2 \\ \\ - 6 + 7(7) - 4( - 7) - 2 \\ \\ - 6 + 49 + 28 - 2 \\ \\ = 6 9\)
I hope I helped you^_^
plz help mehhhh . ill mark you
Answer:
3 3/5
Step-by-step explanation:
You can change 4/1 into 20/5 (equivalent fraction), then you can do 20-2 to get 18. So 18/5 can also be 3 3/5
Answer:
3 and 3/5
Step-by-step explanation:
hope i helped you!!
6) A basket contains 5 yellow, 3 blue and 2 white balls. If a ball is drawn randomly from the basket, find the probability of not getting a blue ball.
Answer: 70%
Step-by-step explanation:
A basket contains:
5 yellow balls
3 blue balls
2 white balls
What would be the probability of randomly picking a ball and the ball not being blue?
So, we can find the probability of picking up a blue ball. Let's do that first.
To calculate the probability of getting a blue ball, we need to divide the number of blue balls by the number of possible balls.
The number of blue balls = 3
The total number of balls = 2 + 3 + 5 = 10 balls
3 blue balls divided by 10 balls = 0.3.
If you multiply 0.3 by 100%, it will give you a probability of finding a blue ball equal to 30%
Now, we just need to find the probability of NOT finding a blue ball. Because we have 30% of finding a blue ball, we just need to subtract 30% from 100%.
100 - 30$ = 70%
The probability of not getting a blue ball is equal to 70%.
Hope I Helped!
\(|\Omega|=5+3+2=10\\|A|=5+2=7\\\\P(A)=\dfrac{7}{10}=70\%\)
A number x, rounded to 1 decimal place is 3.7 write down the error interval for x
Step-by-step explanation:
3.65<x<3.75
plsss mark brainliestt
Nicole can pick forty bushels of apples in
15 hours. Carlos can pick the same amount
in 11 hours. How long would it take them
if they worked together?
Step-by-step explanation:
Given:
Work = 40 Bushels of Apples
Time of Nicole = 15 Hours
Time of Carlos = 11 Hours
Unknown:
N = Nicole's Rate
C = Carlos' Rate
Equation:
W = r * t
Solution:
First, get Nicole's Rate
40 = N * 15
N = 40 / 15
Second, get Carlos' Rate
40 = C * 11
C = 40/11
Then, get the time
40 = ( N + C ) * t
40 = ( 40/15 + 40/11 ) * t
40 = 208/33 t
40 / (208/33) = t
t = 165 / 26 or 6.3462 Hours
Statement:
Therefore, it would take them approxmately 6.35 hours if they worked together.
A full box of cereal contains 12 1/2 cups. Each morning for breakfast Jules eats a serving of cereal that is 1 1/2 cups size. How many servings are in a full box of cereal?
Number of servings that are in a full box of cereal is 8.33 servings
Total quantity of cereal contains in the box = \(12\frac{1}{2}\) cups
Convert the mixed fraction to simple fraction
\(12\frac{1}{2}\) cups = 25/2 cups
Total quantity of cereal eats in each serving = \(1\frac{1}{2}\) cups
Convert the mixed fraction to simple fraction
\(1\frac{1}{2}\) cups = 3/2 cups
Number of servings in a full box of cereal = Total quantity of cereal contains in the box ÷ Total quantity of cereal eats in each serving
Here we have to use the division
Substitute the values in the equation
Number of servings in a full box of cereal = 25/2 ÷ 3/2
= 25/2 × 2/3
= 25/3
= 8.33
Therefore, a full box contains 8.33 servings
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the space r3 with the vector addition defined by (x1; y1; z1) (x2; y2; z2) = (x1 −x2; y1 −y2; z1 −z2) and scalar multiplication defined by c(x; y; z) = (cx; cy; cz)
The scalar multiplication operation · is defined as c(x; y; z) = (cx; cy; cz) for any scalar c and vector \((x, y, z)\) in R3. we can conclude that \((R3, + ,)\) is a vector space.
What is the scalar multiplication operation?To show that (R3, +, ·) is a vector space, we need to verify the following axioms:
The vector addition operation + is defined as \((x1; y1; z1) + (x2; y2; z2) = (x1 − x2; y1 − y2; z1 − z2)\) for any vectors \((x1, y1, z1) and (x2, y2, z2)\) in R3.
Closure under addition: For any vectors u and v in R3, u + v is also in R3.
Associativity of addition: For any vectors u, v, and w in R3, \((u + v) + w = u + (v + w).\)
Commutativity of addition: For any vectors u and v in R3 \(, u + v = v + u.\)
Existence of zero vector: There exists a vector 0 in R3 such that for any vector v in R3, \(v + 0 = v.\)
Existence of additive inverse: For any vector v in R3, there exists a vector -v in R3 such that \(v + (-v) = 0.\)
Closure under scalar multiplication: For any scalar c and vector v in R3, c·v is also in R3.
Distributivity of scalar multiplication over vector addition: For any scalar c and vectors \(u, v in R3, c·(u + v) = c·u + c·v.\)
Distributivity of scalar multiplication over scalar addition: For any scalars c and d, and vector v in R3, (c + d)·v = c·v + d·v.
Associativity of scalar multiplication: For any scalars c and d, and vector v in R3, c·(d·v) = (cd)·v.
Identity element of scalar multiplication: For any vector v in R3, 1·v = v.
These axioms can be verified easily using the given definitions of vector addition and scalar multiplication.
Therefore, we can conclude that \((R3, + ,)\) is a vector space.
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solve following expressiong when
k = 12
answer right for 5 star and brainliest
(4k+2) divided by 10
Answer:
5
Step-by-step explanation:
Given expression:
(4k + 2) ÷ 10when k = 12
substituting k = 12 in equation
⇒ (4(12) + 2) ÷ 10
⇒ (48 + 2) ÷ 10
⇒ 50 ÷ 10
⇒ 5
Maria spent 3/7 of her money books, 1/4 of it on a pen and 1/8 of it on a bag. She had ₦11 left. How much did she have before she bought these items?
Maria spent 3/7 of her money books, 1/4 of it on a pen and 1/8 of it on a bag. She had ₦11 left. We have to determine how much she had before she bought these items.
Let the total money that Maria had be xShe spent 3/7 of her money on booksTherefore, the amount spent on books is 3/7xShe spent 1/4 of it on a penTherefore, the amount spent on a pen is 1/4xShe spent 1/8 of it on a bagTherefore, the amount spent on a bag is 1/8xThe amount left with Maria is ₦11Therefore, her total spending can be represented as:3/7x + 1/4x + 1/8x + ₦11 = x
Simplifying the above equation gives:LCD = 56On solving the equation, we get x = ₦308Hence, Maria had ₦308 before she bought these items.
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I WILL GIVE BRAINLIEST!!!
Answer:
The second one ig......
Write an equation of a line through the point (6, 2) with slope 2/3.
Answer:
y=2/3x-2
Step-by-step explanation:
m= 7/5 + 8/15 +11/60 - 2
The value of m is 7/60.
The given expression is:
M = 7/5 + 8/15 + 11/60 - 2
To simplify this expression, we need to first find a common denominator for the fractions. The smallest common denominator for 5, 15, and 60 is 60.
We can convert each fraction to an equivalent fraction with a denominator of 60 by multiplying the numerator and denominator by the same factor.
M = (7 x 12)/60 + (8 x 4)/60 + (11 x 1)/60 - 2
M = 84/60 + 32/60 + 11/60 - 2
Next, we can combine the numerators of the fractions and simplify the expression.
M = (84 + 32 + 11)/60 - 2
M = 127/60 - 2
To subtract two fractions, we need to have a common denominator. The denominator of 2 is 60, so we can write it as 120/60.
M = 127/60 - 120/60
M = 7/60
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Complete Question:
Find the value of M.
When M= 7/5 + 8/15 +11/60 - 2
Help me on this please show work
Answer: √7 feet
Step-by-step explanation:
Hypotenuse(h)=4ft
Base(b)=3ft
Now,Using pyhagoras theorem,
h²=p²+b²
4²=p²+3²
16-9=p²
p=√7feet
Hence, the remaining side is √7feet
Use the Comparison Test or Limit Comparison Test to determine whether the following series converges 00 Σ k-11k +9 Choose the correct answer below. 1 OA. The Limit Comparison Test with shows that the series diverges. k OB. The Comparison Test with k=1 00 k=1 k=1 - 1x 1 shows that the series diverges. 1 OC. The Comparison Test with shows that the series converges 1 OD. The Limit Comparison Test with shows that the series converges k=1
OC. The Comparison Test with shows that the series converges.
Given series is
∑_(k=1)^(∞)〖(k-1)/(k+9)〗
Use the Comparison Test or Limit Comparison Test to determine whether the following series converges or diverges. Solution:
For the given series,
∑_(k=1)^(∞)〖(k-1)/(k+9)〗,
Let us apply the Limit Comparison Test.
Let b_n=(1/n).
Therefore,
lim_(n→∞)〖a_n/b_n = lim _(n→∞) n((n-1)/(n+9))〗
=lim_(n→∞)〖(n^2-n)/(n(n+9))
= lim_(n→∞)〖(n-1)/(n+9)〗=1≠0〗
Now, since ∑_(n=1)^(∞)
b_n converges (it is a p-series with p=1), then by the Limit Comparison Test,
∑_(k=1)^(∞)〖(k-1)/(k+9)〗converges.
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