Explain why 6.4 and 18:8 are not equivalent ratios.

Answer:

18cm

Step-by-step explanation:

The ratio is given by: 7.5/2.5=3

DE = 6 × 3 = 18 cm

or

DC/CB = x/AB

7.5/2.5 = x/6

3=x/6

x=6×3=18 cm

\(f(x)=x\) for \(x\leq0\), therfore \(f(0)=0\).

the first domain is true for f(0) so we substitute value of x in the first function

\(f(x) = x \\ f(0) = 0\)

Answer: B

Step-by-step explanation:

111 I guess? good luck ig

Answer:reflection image of the other

Source:trust me bro

The equation of the line in the slope-intercept form is: y = -2.00 x + 10.

The slope and provided point are both in the equation for the straight line.

The generic point (x, y) must satisfy the equation if we have a non-vertical land in a that passes through any point(x1, y1) has gradient m.

y-y₁ = m(x-x₁)

It is the necessary equation for a line in the form of a point-slope.

That gift card to the Coffee Café has been provided. = $10

Medium coffee = $2.00

customers

The quantity of coffees a consumer can purchase can be represented using a linear equation.

Slope formula

m = (8 - 10)/(1 - 0)

m = -2

Now consider the line's point-slope shape.

y-y₁ = m(x-x₁)

( y - 10) = -2.00 ( x - 0)

y = -2.00 x + 10

The slope: m = - 2.00

The equation of the line: y = -2.00 x + 10

The y-intercept is 10

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Answer:

13, 9, 0.75, 1/2, -0.75, -5, -7

-7, -5, -0.75, 1/2, 0.75, 9, 13

Step-by-step explanation:

Answer: 13, 9, 1/2, 0.75, -0.75, -5 , -7

Answer:

5

Step-by-step explanation:

You need to find how many days Stefan can feed Coco with the oats he has left. But first, you need to know how many cups of oats Stefan has left after making granola bars.

Stefan has 4

1

2

cups of oats, and he uses 3

1

4

cups to make granola bars.

Start by writing 4

1

2

with a denominator of 4. Then both fractions will have the same denominator.

4

1

2

=4

2

4

Subtract. Remember to subtract whole numbers from whole numbers and fractions from fractions.

4

2

4

–3

1

4

=1

1

4

Stefan has 1

1  

4

cups of oats left.

The total area of the three triangles is square units is 36 and the area of the figure is square units is 60.

The triangle can be defined as a three-sided polygon in geometry, and it consists of three vertices and three edges. The sum of all the angles inside the triangle is 180°.

From the figure, the area of triangles can be calculated using the:

Area = (1/2)height×base length

Area of three triangle = 1/2(4×6) + 1/2(6×4) + 1/2(4×6)

Area of three triangle = 1/2(24×3) = 36 square units

Area of the figure = area of three triangle + area of the rectangle

= 36 + 6×4

= 60 square units

Thus, the total area of the three triangles is square units is 36 and the area of the figure is square units is 60.

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Answer:

These are all quadratics, where the x/y/a/b coefficient has been cancelled out. So it's like factorising a quadratic. What i mean by the x/y/a/b coefficient being cancelled out is for example y^2 - 1, becomes (y - 1)(y + 1). This is equal to y^2 - y + y - 1. You can see that - y + y = 0, to therefore it's not visible in the final equation, but it's there.

c) y^2 - 1 = (y - 1)(y + 1)

d) x^2 - 64 = (x - 8)(x + 8)

g) a^2 - 81 = (a - 9)(a + 9)

h) x^2 - y^2 = (x - y)(x + y)

k) 25 - x^2 = (5 - x)(5 + x)

l) 1 - b^2 = (1 - b)(1 + b)

o) x^2 - 400 = (x - 20)(x + 20)

p) 900 - y^2 = (30 - y)(30 + y)

I hope this makes sense :))

9514 1404 393

Answer:

  C. Division: (x^2-5x+3)÷(x-2)=x-3+-3/x-2

Step-by-step explanation:

The set of polynomials is closed under all basic arithmetic operations except division. The reciprocal of a (non-constant) polynomial is not a polynomial.

The division example shown in choice C illustrates the set is not closed under division.

For the given figure,   x = 23°  and      y = 129°

Parallel lines:

                        Parallel lines are lines that always stay the same distance apart and never meet.

Transversal line :

                             A transversal is a line that crosses two or more other lines.

given,

     ∠TLN = (3x - 18)°

    ∠MZQ = (5x + 14)°

    ∠NLM = y°

Now,

         ∠MZP + ∠MZQ = 180°  (Linear Pair)

        ∠MZP  = 180° - ∠MZQ  ...........(I)

again,

          ∠NLM + ∠TLN  =180°  ...........(II)      (Linear Pair)

  As,         ∠TLN = ∠MZP  (Corresponding Angle)

             (3x - 18)° =  180° - ∠MZQ  

           (3x - 18)° = 180° - (5x + 14)°

         3x + 5x  = 180° - 14° + 18°

           8x = 184°

           x = 184 / 8

          x = 23°

      From (II),

      ∠NLM + ∠TLN  =180°

    y° + 3x - 18° = 180°

 y = 180 - 3x + 18

     = 180 - 3* 23 + 18

      = 180 - 69 +18

     y = 129°

For the given figure,

                                     x = 23°  and      y = 129°

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Answer: p=50 h=2

Step-by-step explanation:

so its 50 x 2=100 is the answer then u add 3

Answer:

Step-by-step explanation:

This equation represents the relationship between the exponential functions y = e^x and y = (10^(x-1)). These two functions are equal to each other for all values of x. This can be shown by taking the natural logarithm of both sides of the equation, which gives us:

ln(e^x) = x-1

In this equation, ln(e^x) is equal to x, since the natural logarithm of an exponential expression with a base of e is the exponent. Therefore, we can simplify the equation by taking the natural logarithm of both sides:

ln(10^(x-1)) = x-1

e^(x-1) = 10^x

The two functions e^x and 10^(x-1) are the same function with different bases, so they follow the same pattern. The fact that these two functions are equal to each other for all values of x can also be shown by graphing the two functions and seeing that they overlap perfectly.

Answer:

25

Step-by-step explanation:

The probability that a randomly selected student will like pizza but not chicken nuggets is (28n - 8)/(28n + 7), where 28n is the students who like pizza and 8 is students who like both pizza and chicken nuggets.

To find the probability that a randomly selected student will like pizza but not chicken nuggets.

Let P = the number of students who like pizza but not chicken nuggets

Then, P = the number of students who like pizza - the number of students who like both pizza and chicken nuggets

P = 28n - 8

So, the probability that a randomly selected student will like pizza but not chicken nuggets is:

P(Pizza but not nuggets) = P/(Total number of students)

We can find the total number of students who like either pizza or chicken nuggets by adding the number of students who like pizza and the number of students who like chicken nuggets, and then subtracting the number of students who like both:

Total number of students = 28n + 15 - 8 = 28n + 7

So, the probability that a randomly selected student will like pizza but not chicken nuggets is:

P(Pizza but not nuggets) = P/(Total number of students) = (28n - 8)/(28n + 7)

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Answer:

Lion area: 60

Lion Perimeter: 34

Tiger Area: 60

Tiger perimeter: 64

Step-by-step explanation:

Answer:

A. -25

Step-by-step explanation:

3x + 4 (-x - 5)

3x + 4 (-10)

15+4(-10)

15 + (-40)= -25

Answer:

$61.29 per day.

Step-by-step explanation:

Checking account balance on February 1st: $443

Checking account balance on February 7th: $872

Difference in balances: $872 - $443 = $429

Number of days between February 1st and February 7th: 7 days

Rate of change = Difference in balances / Number of days

Rate of change = $429 / 7 days

To find the rate of change per day, divide the difference in balances by the number of days:

Rate of change = $429 / 7 days ≈ $61.29 per day

Therefore, the rate of change in your checking account balance during that period was approximately $61.29 per day.

Answer:cdjbskbbN

Step-by-step explanation:2 2/4

Answer:

$7.50

Step-by-step explanation:

10 - 2.50 = 7.50

Area of the patio is -6x² + x + 2 square yards and perimeter of the patio is 6 - 2x yards.

A yard is a unit of measurement used to measure length or distance in both the US customary system and the British imperial system. One yard is equal to 3 feet or 36 inches. In the US customary system, a yard is equal to 0.9144 meters, while in the British imperial system, it is equal to 0.9144 meters or 3 feet. Yards are commonly used for measuring larger distances, such as in construction or landscaping, as well as in some sports like American football and cricket.

The area of the rectangular patio is given by multiplying its length by its width, so the area is:

A = (1 + 2x)(2 - 3x)

Now using distributive property we get,

A = 2 - 3x + 4x - 6x²

Simplifying further, we get:

A = -6x² + x + 2

Therefore, the area of the patio is described by the quadratic equation -6x² + x + 2.

To find the perimeter of the patio, we add up the lengths of all four sides. The length and width are given as (1 + 2x) and (2 - 3x), respectively, so the perimeter is:

P = 2(1 + 2x) + 2(2 - 3x)

Simplifying this expression, we get:

P = 2 + 4x + 4 - 6x

P = 6 - 2x

Therefore, the perimeter of the patio is described by the linear equation 6 - 2x.

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Answer:

Step-by-step explanation:

the lengths of the line segments

Answer:

1/32

Step-by-step explanation:

Assuming that each question is independent, the probability of Yasmine answering a question correctly is 1/2, since each question has two possible answers (true or false) and she has a 50/50 chance of guessing correctly. Therefore, the probability of her answering all five remaining questions correctly is:

(1/2)^5 = 1/32

So the probability of Yasmine answering the five remaining questions correctly is 1/32, or approximately 0.03125, or about 3.125%.

Answer:

100%

Step-by-step explanation:

We know

She has answered 15 of her 20 questions correctly.

What is the probability that she will answer the five remaining questions correctly?

We take

15/15 = 100%

So, 100% she will answer the five remaining questions correctly.

Answer:

y = 1

Step-by-step explanation:

-2y - 9 = -11

-2y - 9 + 9 = -11 + 9

-2y = -2

\(\frac{-2y}{-2}\) = \(\frac{-2}{-2}\)

y = 1

Check:

-2(1) - 9 = -11

-2 - 9 = -11

-11 = -11

Answer:

5.375

Step-by-step explanation:

Answer:

Third answer.

Step-by-step explanation:

To simplify, we can factor 'x' from the equation, giving us:

\(\frac{x(1)}{x(4 + x)} = \frac{1}{x+4}\)

However, we must put a domain restriction to ensure that the denominator will not equal 0. This means that 'x+ 4' cannot equal zero. Therefore, x ≠ -4.

The third answer is correct.

The equation that represents the number of credits the student has earned after t semesters is C(t) = 12t + 15.

Let x be the number of credits the student had before starting college, and let y be the number of credits the student takes each semester. We can use this information to write an equation that represents the number of credits the student has earned after t semesters.

After 2 semesters, the student had 39 credits, which means the student earned 2y + x credits in those two semesters. Similarly, after 5 semesters, the student had 75 credits, which means the student earned 5y + x credits in those five semesters.

Using this information, we can write the following equation:

C(t) = yt + x

where C(t) represents the number of credits the student has earned after t semesters.

We know that C(2) = 2y + x = 39 and C(5) = 5y + x = 75. We can use these two equations to solve for x and y:

2y + x = 39

5y + x = 75

Subtracting the first equation from the second equation gives:

3y = 36

Therefore, y = 12, which means the student takes 12 credits each semester. Substituting y = 12 into either of the two equations above gives x = 15, which means the student had 15 credits before starting college.

Thus, the equation that represents the number of credits the student has earned after t semesters is C(t) = 12t + 15.

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