Даны векторы "а" ⃗ (10;2)и "b" ⃗ (1;-1). Выполните действие над векторами:
а) 0,5"а" ⃗+ 5b ⃗
б) "а" ⃗- b ⃗
в) "а" ⃗+ b ⃗
применяет правила сложения векторов
применяет правила вычитания векторов
применяет правило умножения вектора на число
СРОЧНО ПЖ СОР

Answer:

4+(x*4)

Step-by-step explanation:

Answer:

C. 4 + (x*4)

Step-by-step explanation:

The third expression does not belong with the other three.

This is because instead of multiplying the coefficient outside of the parentheses it adds, unlike the other three. As well as this instead of adding or subtracting in the parentheses it multiplies. It differs from the other three in those aspects.  

I hope this helps!!

- Kay :)

The rate of the cell phone company is an illustration of a linear equation

It is worth it if Tamira sends an additional message

The parameters are given as:

Rate = 0.10 per message for up to 100 messages

Rate = 0.08 per message from 101 to 200 messages

Rate = 0.06 per message from 201 to 300 messages

If Tamira sends 200 messages, the total charge is:

\(\mathbf{Total = 0.08 * 200}\)

\(\mathbf{Total = \$16}\)

If Tamira sends an additional message to make it 201 messages, the total charge is:

\(\mathbf{Total = 0.06 * 201}\)

\(\mathbf{Total = \$12.06}\)

By comparison.

$12.06 is less than $16

This means that she spends less is she sends 201 messages.

Hence, it is worth it if Tamira sends an additional message

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Answer:

x<3

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

\(44+\cfrac{7}{8}r\implies 44+\cfrac{7}{8}\left( -\cfrac{1}{2} \right)\implies 44-\cfrac{7}{16}\implies \cfrac{(16)44~~ - ~~(1)7}{\underset{\textit{we'll use this LCD}}{16}} \\\\\\ \cfrac{704~~ - ~~7}{16}\implies \cfrac{697}{16}\implies 43\frac{9}{16}\)

The difference between their yearly incomes is $31,304.

To calculate each person's yearly income, we need to multiply their weekly income by the number of weeks in a year. Assuming there are 52 weeks in a year, the yearly income can be calculated as follows:

For the student who drops out of high school:

Yearly Income = Weekly Income x Number of Weeks

= 451 x 52

= 23,452

For someone with a bachelor's degree:

Yearly Income = Weekly Income x Number of Weeks

= 1053 x 52

= 54,756

The difference between their yearly incomes can be found by subtracting the student's yearly income from the bachelor's degree holder's yearly income:

Difference = Bachelor's Yearly Income - Student's Yearly Income

= 54,756 - 23,452

= 31,304

Therefore, the difference between their yearly incomes is $31,304.

It is important to note that these calculations are based on the given information and assumptions. The actual yearly incomes may vary depending on factors such as work hours, additional income sources, deductions, and other financial considerations.

Additionally, it is worth considering that educational attainment is just one factor that can influence income, and there are other variables such as experience, job type, and market conditions that may also impact individuals' earnings.

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Answer:

23.75

Step-by-step explanation:

Answer:

the answer is 23.75  because my teacher told me it was the answer

Step-by-step explanation:

The Inequality which ensure triangle exists is A. 7/4 < x < 11/2

Inequality is defined as the relation between two quantities with the sign of inequality that is >, <, ≤ , ≥ ."

Inequalities are simply created through the connection of two expressions. In this case, it should be noted that the expressions in an inequality are not always equal.

Theorem used In ΔABC,

AB + BC >AC

AC+ BC >AB

AC + AB > BC

According to the question,

In triangle ABC.

AC = 18units

BC = 6x units,

AB = 2x + 4 units

Substitute the value in the inequality to ensure triangle exists we get 7/4 < x < 11/2. The correct option is A.

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Answer:

31.42cm

Step-by-step explanation:

Answer. We know that C = πd. Since the diameter is 10cm, we know that C = π x 10cm = 31.42cm (to 2 decimal places).

The correct answer is that the data set {3, 7, 4} is represented in the given histogram.(option-a)

The given histogram represents the number of children in each age group who need to travel to school. Since the histogram has only three bars, we can conclude that there are only three age groups.

The first bar represents children aged 5-10, of which there are 3. The second bar represents children aged 11-13, of which there are 7. The third bar represents children aged 14-18, of which there are 4.

Therefore, the data set that is represented in the histogram is:

{3, 7, 4}

None of the other data sets given match the values in the histogram. The first data set has duplicate values and is not sorted by age group. The second data set includes ages that are not represented in the histogram. The third data set has values for ages 6, 11, 12, 13, 14, 15, 17, and 18, but the histogram does not have bars for all those ages. (option-a)

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The solution to the inequality 1 + 3r > 10 is r > 3.

This means that any value of r greater than 3 will satisfy the inequality.

To solve the inequality 1 + 3r > 10, we need to isolate the variable r on one side of the inequality sign.

Let's begin by subtracting 1 from both sides of the inequality:

1 + 3r - 1 > 10 - 1

This simplifies to:

3r > 9

Next, we can divide both sides of the inequality by 3 to solve for r:

(3r)/3 > 9/3

This simplifies to:

r > 3

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Answer:

980

i hope this helps.

\( \huge \bf \: Question : \)

\(3 = 2x\)

This is an equation. We need to find the value of X and verify it.

\( \huge \bf \: Solution : \)

Let's find out the value of X :-

\( \sf \implies \: 3 = 2x\)

Firstly, over turn the equation :-

\(\sf \implies2x = 3\)

Then, Divide both sides of this equation by 2 :-

\(\sf \implies \: \dfrac{2x}{2} = \dfrac{3}{2} \)

Cancel 2/2 on this equation and Leave x :-

3/2 can't be cancelled.

\(\sf \implies \: \dfrac{ \cancel2x}{ \cancel2} = \dfrac{3}{2} \)

\(\sf \implies \: x = \dfrac{3}{2} \)

Hence the value of x is 3/2.

________________________________

\( \bf \huge \: Verification : \)

Put the value of x on this equation :-

\(\sf \implies \: 3 = 2x\)

On Putting 3/2 instead of x :-

As we know that x is multiplied with 2 so,

\(\sf \implies \: 3 = 2 \times \dfrac{3}{2} \)

Simplify this equation(Cancel 2 and 2) :-

\(\sf \implies \: 3 = \cancel2 \times \dfrac{3}{ \cancel2} \)

\(\sf \implies \: 3 = 3\)

\(\sf \implies \bf \: L HS = RHS\)

\( \boxed {\bf\huge Hence, verified.}\)

______________________________________

I hope this helps!

Please let me know if you have any questions.

~MisterBrian

The statement that is true about  (x + 1)(x - 7) = 15 is; None of the above

When we are writing quadratic equations, they could come in 2 or 3 forms. Now, the form it has come in the question is more like factor form.

Now, in quadratic equations, when we have;

(x + a)(x - b) = 0

It means that;

x + a = 0 and x - b = 0

Thus;

Looking at the options none of them are correct.

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Answer:

\(r = \±\sqrt{14\)

\(Product = -14\)

Step-by-step explanation:

Given

\(\frac{1}{2x} = \frac{r - x}{7}\)

Required

Find all product of real values that satisfy the equation

\(\frac{1}{2x} = \frac{r - x}{7}\)

Cross multiply:

\(2x(r - x) = 7 * 1\)

\(2xr - 2x^2 = 7\)

Subtract 7 from both sides

\(2xr - 2x^2 -7= 7 -7\)

\(2xr - 2x^2 -7= 0\)

Reorder

\(- 2x^2+ 2xr -7= 0\)

Multiply through by -1

\(2x^2 - 2xr +7= 0\)

The above represents a quadratic equation and as such could take either of the following conditions.

(1) No real roots:

This possibility does not apply in this case as such, would not be considered.

(2) One real root

This is true if

\(b^2 - 4ac = 0\)

For a quadratic equation

\(ax^2 + bx + c = 0\)

By comparison with \(2x^2 - 2xr +7= 0\)

\(a = 2\)

\(b = -2r\)

\(c =7\)

Substitute these values in \(b^2 - 4ac = 0\)

\((-2r)^2 - 4 * 2 * 7 = 0\)

\(4r^2 - 56 = 0\)

Add 56 to both sides

\(4r^2 - 56 + 56= 0 + 56\)

\(4r^2 = 56\)

Divide through by 4

\(r^2 = 14\)

Take square roots

\(\sqrt{r^2} = \±\sqrt{14\)

\(r = \±\sqrt{14\)

Hence, the possible values of r are:

\(\sqrt{14\) or \(-\sqrt{14\)

and the product is:

\(Product = \sqrt{14} * -\sqrt{14}\)

\(Product = -14\)

Answer:

So 900 children went that day and

225 adults went that day

Step-by-step explanation:

1125 divided by 1.25=900 children

so then if you want to find out adults then just subtract

1125-900=225 adults

Hope this helped and Have a great day!!!

Answer: so it’s 85?

Step-by-step explanation:

Step-by-step explanation:

points on the line: (4, -2) & (-5, 3)

gradient of the line = -5/9

general equation for all straight lines: y = mx + c

substitute one coordinate and the gradient into the equation. 3 = (-5/9)(-5) + c

therefore, c = 2/9

so the general equation is y = (-5/9)x + 2/9

Answers:

Fractions A

Red flower fraction== 40/100

Purple flower fraction=47/100

Trees fraction=7/100

Decimals

Orange flower decimal=0.06

Trees decimal=0.07

Percents

Red flower percent=40%

Orange flower percent=6%

Purple flower percent=47%

Ask for help when you need it, I'm here until 2:30

I hope this helps!

If you need more help, don't hesitate to ask!

May I have brainliest, please?

Answer:

3f +11

Step-by-step explanation:

\((f + 3) + (2f + 8)\)

Open the bracket

\(f + 3 + 2f + 8\)

Group like terms

\(f + 2f + 3 + 8 \\ \)

Simplify

\(3f + 11\)

Answer:

it should be 3f+11

Step-by-step explanation:

Answer: C

Step-by-step explanation: I got it right

a.) The value of pulses exported by US in billion would be=30 billion.

b.) The ratio of wheat export of UK to maize export of IND would be= 6:5

For question a.)

To calculate the pulses, the following steps should be taken as follows:

From the bar chart, the value of pulses in billions = 30 billions.

For question b.)

The ratio of wheat export at UK and maize export at IND would be calculated as follows:

The quantity of wheat export at UK = 24

The quantity of maize export at IND = 20

Therefore, the ratio of wheat to maize = 24:20= 6:5

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The way that the first Americans got to America from Asia was over the Bering land bridge.

The first Americans arrived in the Americas from Asia when they crossed over the Bering land bridge. This was a land bridge that was located between Asia and Alaska thanks to the Ice Age.

The first Americans were also known as Native Americans and they were the people that the Europeans encountered when they came to colonize the Americas.

There is a theory that the first Americans arrived in the Americas from Asia when they crossed over the Bering land bridge. This was a land bridge that was located between Asia and Alaska thanks to the Ice Age.

After crossing into modern-day Canada, the first Americans then spread through North America to Central America and then to South America.

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Answer:

Step-by-step explanation:

\(\frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^4\\\\=4[cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^3\; \frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)] --- eq(1)\)

Lets look at the derivative part:

\(\frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)] \\\\= \frac{d}{dx}[cos(3x^2) \sqrt[3]{5x^3 -1} ] + \frac{d}{dx}[sin(4x^3)]\\\\=cos(3x^2) \frac{d}{dx}[ \sqrt[3]{5x^3 -1} ] + \sqrt[3]{5x^3 -1}\frac{d}{dx}[ cos(3x^2) ] + cos(4x^3) \frac{d}{dx}[4x^3]\\\\=cos(3x^2) \frac{1}{3} (5x^3 -1)^{\frac{1}{3} -1} \frac{d}{dx}[5x^3 -1] + \sqrt[3]{5x^3 -1} (-sin(3x^2))\frac{d}{dx}[ 3x^2] + cos(4x^3)[(4)(3)x^2]\)

\(=\frac{cos(3x^2) 5(3)x^2}{3(5x^3 - 1)^{\frac{2}{3} }} -\sqrt[3]{5x^3 -1}\; sin(3x^2) (3)(2)x + 12x^2 cos(4x^3)\\\\=\frac{5x^2cos(3x^2) }{(5x^3 - 1)^{\frac{2}{3} }} -6x\sqrt[3]{5x^3 -1}\; sin(3x^2) + 12x^2 cos(4x^3)\)

Substituting in eq(1), we have:

\(\frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^4\\\\=4[cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^3\; [\frac{5x^2cos(3x^2) }{(5x^3 - 1)^{\frac{2}{3} }} -6x\sqrt[3]{5x^3 -1}\; sin(3x^2) + 12x^2 cos(4x^3)]\)

4.8 fl oz is the amount of water that is used by Sofia to make the slime

A word problem is a mathematical exercise where significant background information on the problem is presented in ordinary language rather than in mathematical notation

Given that:

Sofia is making a bath of slime using a recipe that includes glue, water, and a salt solution. She uses 7.5 fl oz of glue.

The amount of glue is 12.5 times the amount of salt solution.

There are 4.2 less fluid ounces of salt solution than water.

We can set up equations using the three statements:

Let G,  S and W represent glue, salt solution and water respectively

G = 7.5

G = 12.5S

S = W - 4.2

Since G = 7.5, we can write:

7.5 = 12.5S

S = 7.5/12.5 = 0.6

S = W - 4.2

0.6 = W - 4.2

W = 0.6 + 4.2

W = 4.8

Thus, the amount of water that is used by Sofia to make the slime is 4.8 fl oz.

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Complete Question

Sofia is making a batch of slime using a recipe that includes glue, water, and salt solution. She uses 7.5 fl. oz of glue. The amount of glue is 12.5 times the amount of salt solution. There are 4.2 less fluid oz of salt solution in the water. How many fluid ounces of water does Sofia use to make a batch of slime?

Answer:

Step-by-step explanation:

\(1c-0.25c=0.75c\)

The graphical solution to a systems of equations is the coordinate pair at the place where the two linear graphs intersect.

The graphical solution to a system of equations is a method of finding the point of intersection between the graphs of the equations. We plot each equation as a line on the same coordinate plane, and then find the point where the lines intersect.

If we have two equations in two variables, the solution to the system is the point where the two lines intersect. Also if there are three equations in three variables, the solution is the point where the three planes intersect.

In conclusion, the graphical solution to a systems of equations is the coordinate pair at the place where the two linear graphs intersect.

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Answer:

30

Step-by-step explanation:

40% of what number is 12?

.4n = 12  Divide both sides by .4

n = 30

Answer:

30

Based on the given conditions, formulate: 12/40%

Multiply both the numerator and denominator with the same integer: 120/40

Cross out the common factor:30

Answer: 30

Answer:

f(5) = -10

Step-by-step explanation:

Let's go through the calculation step by step to find the value of f(5) using the given recursive formula f(n) = f(n-1) - 3.

Start with the initial value f(1) = 2, as given in the problem.

To find f(2), we use the recursive formula f(n) = f(n-1) - 3. Since n = 2, we have f(2) = f(1) - 3. Plugging in the value of f(1) as 2, we get f(2) = 2 - 3 = -1.

Continuing the pattern, we find f(3) = f(2) - 3 = -1 - 3 = -4. We subtract 3 from the previous term f(2) to obtain f(3).

Moving on, f(4) = f(3) - 3 = -4 - 3 = -7. Again, we subtract 3 from the previous term f(3) to calculate f(4).

Finally, f(5) = f(4) - 3 = -7 - 3 = -10. Following the recursive formula, we subtract 3 from the previous term f(4) to determine f(5).

Therefore, the value of f(5) is -10.

Hope this helps!

The flour and sugar coral that will be use to make the cookies is 2 1/4 cups.

A fraction is simply a piece of a whole. The number is represented mathematically as a quotient where the numerator and denominator are split. In a simple fraction, the numerator as well as the denominator are both integers.

In this situation, Tucker is making cookies the recipe called for 1/3/4 cups of flour and 1/2cup of sugar.

The flour and sugar coral that will be use to make the cookies will be:

= 1 3/4 + 1/2

= 2 1/4

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