Geela has 20 litres of yoghurt that she wants to put into pots containing 1-litres each.
How pots can she fill ?

Answer:

x=76

Step-by-step explanation:

-4(x - 26) = -200

x-26=50

x=50+26

x=76

I hope this helped you! If it did, please consider rating, pressing thanks, and giving my answer 'Brainliest.' Have a great day! :)

Step-by-step explanation:

-4x+104=-200

-4x=-200-104

-4x=-304

x=-304÷(-4)

×=76

Answer:

A)

Step-by-step explanation:

it is clearly reduced so you can eliminate the middle two options as answers;

reduction is always going to be a value less than 1 because a value greater than 1 would not be a reduction

There are 1470 commuters take both the bus and the subway.

To find the number of commuters who take both the bus and the subway, we can use the principle of inclusion-exclusion.

Let's denote:

A = Number of commuters who take the subway

B = Number of commuters who take the bus

N = Total number of commuters

From the given information:

A = 1190 (number of commuters who take the subway)

B = 640 (number of commuters who take the bus)

N = 1700 (total number of commuters)

We also know that 180 commuters do not take either the bus or the subway.

To find the number of commuters who take both the bus and the subway, we can use the formula:

A ∪ B = A + B - A ∩ B

where A ∪ B represents the union of A and B, and A ∩ B represents the intersection of A and B.

Substituting the values we have:

A ∪ B = 1190 + 640 - 180

A ∪ B = 1650

Therefore, 1650 commuters take either the bus or the subway (or both). To find the number of commuters who take both the bus and the subway, we subtract the number of commuters who take neither:

Number of commuters who take both the bus and the subway = A ∪ B - Neither

Number of commuters who take both the bus and the subway = 1650 - 180

Number of commuters who take both the bus and the subway = 1470

Therefore, 1470 commuters take both the bus and the subway.

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Answer:

Step-by-step explanation:

All of the above

S1: m || n

S2: m∠2 ≅ m ∠3

R3: Corresponding angles postulate

R5: Linear pair angles are also supplementary angles

S7: m∠1 + m∠2 =180°

What is linear pair?

An angle pair that is linear is produced when two lines intersect at a single point. The terms "linear" and "rectangular" are used to describe angles that follow the intersection of two lines in a straight line. Total angles of a linear pair are always equal to 180°.

Given that line m and line n are parallel to each other.

Statement 1: m || n

Reason 1: Given

Corresponding angles postulate: When a transversal divides two parallel lines, the resulting angles are congruent.

Statement 2: m∠2 ≅ m ∠3

R2: Corresponding angles postulate

S3: m∠2 ≅ m ∠3

R3: Corresponding angles postulate

Statement 5: ∠1 is supplementary to ∠2.

Reason 5: The linear pair angles are also supplementary angles.

Statement 7: m∠1 + m∠2 = 180°

Reason 7: Substitution property of equality

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Answer:

I think the constraint of proportionality is 25 because each dot it increases buy 25.

I also believe that at 10 the total should be at 225.

The solution to a compound inequality to show the possible lengths of the third side is 18 ≤ x ≤ 33.

Two or more inequalities are connected together with or or and to form a compound inequality (also known as a combined inequality).

A value must only make one aspect of an inequality true in order to be the solution to an or inequality. An inequality's solution must make both portions true in order to be effective.

According to the given values;

given parameters are

Range = 45 to 60 inches

Sides = 9, 18 and x

The sum of the three sides is

sum=9 + 18 + x

Evaluate

Sum = 27 + x

Recall that

Range = 47 to 60 inches

So, we have

45 ≤ 27 + x ≤  60

Subtract through by 27

So, we have

18 ≤ x ≤ 33

Hence, the solution to a compound inequality to show the possible lengths of the third side is 18 ≤ x ≤ 33.

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Answer:9.9

Step-by-step explanation:

Add up the scores and dividing the total by the number of scores.

Answer:

9.9

Step-by-step explanation:

12+10+12+14+8+15+8+9+6+5 =99

99÷10=9.9

Answer:

The average rate of change of a function over an interval is found by taking the difference between the function's values at the endpoints of the interval and dividing by the length of the interval. In this case, we have:

f(1) = -3(1)^3 + 7(1) = -3 + 7 = 4

f(3) = -3(3)^3 + 7(3) = -27 + 21 = -6

The average rate of change over the interval from x=1 to x=3 is therefore (-6 - 4) / (3 - 1) = -10 / 2 = -5.

To label your answer, you could write something like: "The average rate of change of the whale's movement over the interval from x=1 to x=3 seconds is -5 meters/second."

The steady-state error due to the P-only controller is equal to the proportional gain, Kp. It does not depend on the process transfer function or the system parameters.

To calculate the offset to a step set point change due to a P-only controller, we need to find the steady-state error for a step input in the presence of a P-only controller. The transfer function of the process is given as Gp(s) = 1/(s(2s+1)), and the controller transfer function is Gc(s) = Kp, where Kp is the proportional gain.

The closed-loop transfer function is given by Gcl(s) = Gc(s) * Gp(s) = Kp/(s(2s+1)). To find the steady-state error for a step input, we can use the final value theorem, which states that the steady-state value of the output is equal to the limit as s approaches 0 of sGcl(s).

Taking the limit as s approaches 0 of sGcl(s), we get:

lim (s->0) s * Kp/(s(2s+1)) = Kp/1 = Kp

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Answer:

5 people

Step-by-step explanation:

3.50 + 5.50 = $9 per person

51 - 6 = 45

45/9 = 5

Answer:

5 family members

Step-by-step explanation:

3.50x + 6 + 5.50x = 51

            51 - 6  =               First, you subtract the parking fee by the family total

3.50x + 5.50x =               Then, you combine like terms

                  9x = 45          Next, solve for x

                    x = 5            There are 5 family members.

Answer:

list the squares

1x1=1

2x2=4

3x3=9

4x4=16

16  the answer because 1+6=7

hope this helps if you have any questions you can ask

Step-by-step explanation:

Answer:

4's square number : 16

5's square number : 25

32's square number : 1024

40's square number : 1600

49's square number : 2401

50's square number : 2500

Step-by-step explanation:

I might have missed a few but ...

The value of x is 20 units.

The correct answer is 20 units .

According to the triangle,

ST = 9, TQ = 16 and RQ = x

From similar triangles,

Δ SRQ ⩭ Δ STR ------(1)

{∵ RT 丄 Hypotenuse SQ}

Δ SRQ ⩭ Δ RTQ ------(2)

{∵ Δ SRQ, Δ STR and Δ RTQ are similar triangles}

⇒ SR/ST = SQ/SR = RQ/TR

⇒ SR/9 = 25/SR = x/TR

⇒ SR2 = 25 × 9

⇒ SR = 5 × 3 = 15

\(SR^2\) + \(RQ^2\) = \(SQ^2\)

\(RQ^2 = SQ^2 - SR^2\)

\(RQ^2 = 25^2 - 15^2\)

RQ = x = √(625 - 225) = √400

x = 20 units.

Hence, The value of x is 20 units.

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The complete question is this:

What is the value of x?

12 units, 15 units, 20 units, 24 units

Speed = 7.7miles/2.2hours = 3.5miles/hour

In physics, the average speed is defined as the ratio of distance traveled during a certain time period.

Distance/Time = Speed

If the problem stated that the two groups’ average speeds are equal,

Mark’s Group Speed Equals Sally’s Group Speed

The problem now suggests that the time is likewise equal. That means Sally’s group took t = 4.7 – 2.5 = 2.2 hours to travel the remaining 7.7 miles.

That implies that the speed is,

7.7 miles/2.2 hours = 3.5 miles/hour.

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Given: Radius of the wheel = 30 inches, Revolutions per minute = 401 rpmThe linear speed of the car in miles per hour can be calculated as follows:

Step 1: Convert the radius from inches to miles by multiplying it by 1/63360 (1 mile = 63360 inches).30 inches × 1/63360 miles/inch = 0.0004734848 milesStep 2: Calculate the distance traveled in one minute by the wheel using the circumference formula.Circumference = 2πr = 2 × π × 30 inches = 188.496 inchesDistance traveled in one minute = 188.496 inches/rev × 401 rev/min = 75507.696 inches/minStep 3: Convert the distance traveled in one minute from inches to miles by multiplying by 1/63360.75507.696 inches/min × 1/63360 miles/inch = 1.18786732 miles/minStep

4: Convert the distance traveled in one minute to miles per hour by multiplying by 60 (there are 60 minutes in one hour).1.18786732 miles/min × 60 min/hour = 71.2720392 miles/hour Therefore, the linear speed of the car is 71.3 miles per hour (rounded to the nearest tenth).Answer: 71.3

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The radius of the wheel on a car is 30 inches. If the wheel is revolving at 401 revolutions per minute, The linear speed of the car is approximately 19.2 miles per hour.

To find the linear speed of the car in miles per hour, we need to calculate the distance traveled in one minute and then convert it to miles per hour. Here's how we can do it step by step:

Calculate the circumference of the wheel:

The circumference of a circle is given by the formula

C = 2πr

where r is the radius of the wheel.

In this case, the radius is 30 inches, so the circumference is

C = 2π(30)

   = 60π inches.

Calculate the distance traveled in one revolution:

Since the circumference represents the distance traveled in one revolution, the distance traveled in inches per revolution is 60π inches.

Calculate the distance traveled in one minute:

Multiply the distance traveled in one revolution by the number of revolutions per minute.

In this case, it is 60π inches/rev * 401 rev/min = 24060π inches/min.

Convert the distance to miles per hour:

There are 12 inches in a foot, 5280 feet in a mile, and 60 minutes in an hour.

Divide the distance traveled in inches per minute by (12 * 5280) to convert it to miles per hour.

The final calculation is (24060π inches/min) / (12 * 5280) = (401π/66) miles/hour.

Approximating π to 3.14, the linear speed of the car is approximately (401 * 3.14 / 66) miles per hour, which is approximately 19.2 miles per hour.

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Answer: B

Step-by-step explanation: i could be wrong

i'm gonna assume that "leg" refers to length of the triangle, so comment if you think it is wrong.

Now when it comes to a right-angled triangle, the pythagoras theorem formula can be used.

Using algebra,

let the missing length be X.

By pythagoras theorem,

5² = 3² + X²

5² - 3² = X²

X² = 5² - 3²

X = sq root ( 5² - 3² )

= 4 m

Therefore, the length of the missing leg is 4m .

The population of the town in 5 years will be approximately 28,982.

A data pattern known as exponential growth exhibits faster expansion over time. Compounding generates exponential profits in finance. Exponential growth is possible in savings accounts with a compounding interest rate. Compound returns in finance lead to exponential development. One of the most potent forces in finance is the power of compounding. With the help of this idea, investors may generate sizable sums with little start-up money. Compound interest savings accounts are typical instances of exponential development.

Given that, population of a town increases by 3% each year.

The population after 5 years is calculated by:

Population in 5 years = Initial population x (1 + rate) raised to time.

That is,

Population in 5 years = 25,000 x (1 + 0.03)⁵

Population in 5 years = 25,000 x 1.159274

Population in 5 years = 28,981.85

Hence, the population of the town in 5 years will be approximately 28,982.

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Answer:

25 used games

Step-by-step explanation:

Divide his money by the price for one used game

300/12

25

Answer:

y=0

12x=300

X=300/12

X=25

he can buy 25 used games .

Step-by-step explanation:

Answer:

  the SSS similarity theorem

Step-by-step explanation:

The triangles are not indicated as being right triangles (even though we know they are), so we cannot use the HL theorem.

The ratios of corresponding sides are the same, so the applicable theorem is ...

  the SSS similarity theorem

__

3/(3+6) = 4/(4+8) = 5/15 = 1/3 . . . the ratio of shorter sides to corresponding longer sides.

_____

Additional comment

You recognize the smaller triangle as a 3-4-5 right triangle, and notice that the larger triangle is 3 times that size. If angle C were marked as the right angle it is, then the HL similarity theorem could also be used.

Answer:

A= 10

Step-by-step explanation:

[10 + 2/360˚(10)]

Answer:

the answer for this one is B

Answer:

The answer would be B.

Step-by-step explanation:

Just substitute x for 5.

For example, A is 2+x=3.

Just put 5 instead of x.

It would be 2+5=3.

But that isn't the answer because 2+5 is 7, not 3.

For B, sub the x for 5 just like we did for A.

It would usually be 3x=15

But sub the x with 5.

It would turn into 3x5=15

And that is right, because if you multiple 5 three times, it would be 15.

I hope this helps, I did my best. Have a great day!

To find the cost of each favor, represented by the variable f, we can use the equation 265(f + 8) = 305.

In summary, the equation that can be used to find the cost of each favor is 265(f + 8) = 305.

Let's explain the answer in more detail. The equation 265(f + 8) = 305 represents the total cost of the favors, which is 305. The variable f represents the cost of each favor. To isolate f and solve for its value, we need to simplify the equation.

Expanding the equation, we have:

265f + 2120 = 305

Next, we isolate the term containing f by subtracting 2120 from both sides of the equation:

265f = 305 - 2120

Simplifying further:

265f = -1815

Finally, to solve for f, we divide both sides of the equation by 265:

f = -1815/265

Therefore, the equation 265(f + 8) = 305 allows us to find the cost of each favor, which is approximately f = -6.85.

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Answer: She had 60% of the money left

Step-by-step explanation:

240/600=0.4

0.4 = 40%

100%-40%=60%

Answer:

60%

Step-by-step explanation:

LETS MAKE IT INTO A FRACTION

FIRST LETS CALCULATE HOW MUCH SHE SPENT

=240/600

WE CAN SIMPLIFY BY DIVIDING THE EQUATION BY 10

=24/60

LETS DIVIDE BY 6

=4/10

DIVIDE BY 2

=2/5

NOW LETS CALCULATE HOW MUCH SHE HAS LEFT

THE EASIEST WAY IS TO SUBTRACT

5/5-2/5=3/5

3/5 IS ALSO EQUAL TO 60/100

SO KAREN HAS 60% OF HER MONEY LEFT

HOPE I HELPED

PLS MARK BRAINLIST

(DESPERATELY TRYING TO LEVEL UP)

        ✌

The equation to relate the flow of water from the 8-inch pipe (1600) to the flow of water from the 4-inch pipe (2400) is 2400.

To relate the flow of water from the 8-inch pipe to the flow of water from the 4-inch pipe, we can use the equation of continuity, which states that the product of the cross-sectional area of a pipe and the velocity of the fluid is constant.

Let's assume that the velocity of water flowing through the 8-inch pipe is V1 and the velocity of water flowing through the 4-inch pipe is V2. The cross-sectional area of the 8-inch pipe is A1 = π\((8/2)^2\) = 64π square inches, and the cross-sectional area of the 4-inch pipe is A2 = π\((4/2)^2\) = 4π square inches.

According to the equation of continuity, A1 * V1 = A2 * V2.

Substituting the given values, we have:

64π * V1 = 4π * V2

Simplifying, we get:

16V1 = V2

So, the equation to relate the flow of water from the 8-inch pipe (1600) to the flow of water from the 4-inch pipe (2400) is:

1600 * 16 = 2400

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Answer:

-32

why? use the hints. 5 and 3 are closer on a number line. I recommend you use a number line to ey can help you with these problems esay.

We can conclude that the table {3} represents the linear function.

A function is a relation between a dependent and independent variable. We can write the examples of functions as -

y = f(x) = ax + b

y = f(x, y, z) = ax + by + cz

Given is to find the graph that represents a linear function.

It is given to identify the graph that represents a linear function.

A linear function is of the form -

f(x) = ax + b

The degree of a linear function is one.

For the function to be a linear function, the unit rate for that function should be constant for every interval. Refer to the image attached. It can be seen that the table {3} represents a linear function.

Therefore, we can conclude that the table {3} represents the linear function.

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In the given case, the strength of evidence against the null hypothesis is less than 0.1.

A hypothesis is a theory put up to explain a phenomenon. A hypothesis must be verifiable as per scientific method for it to be considered a scientific hypothesis. Scientists typically build their scientific ideas on prior observations that cannot be adequately explained by the current body of knowledge.

Null Hypothesis = H0 = The mean age of students is equal to 19.

Alternative Hypothesis = H1 = The mean age of students is significantly different from 19.

Expressing it symbolically -

H0: u = 19

H1: u ≠ 19

The alternative hypothesis argues that the mean age of the students is different from 19, while null hypothesis assumes that mean age of the students is exactly 19. The null hypothesis would be rejected in favour of the alternative hypothesis if the p-value, which gauges the strength of evidence against it, is less than 0.1, according to the significance threshold of 0.1.

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