How many one-tenths are in two-fifths?

Answer:

5

Step-by-step explanation:

when c = 7,

substitute 7, into 35÷c

35 ÷ 7 = 5

Given:

The function f(x) represents the blue curve.

The function g(x) represents the red curve.

Checking the x-values, we can see that the x-values of g(x) is double of the x-values of f(x).

Therefore, the transformation that occurs between both of them is

Checking for confirmation

Hence, from the result above we can conclude that our transformation rule is correct.

Therefore, the answer is

Answer:

i) Consecutive interior angles

ii) Supplementary angles

iii) The two oars are parallel by consecutive interior angles theorem

Step-by-step explanation:

i) m∠1  and m∠2 lie between two line and on the same side of the line passing through the two lines. Therefore, they are consecutive interior angles

ii)x = 10

m∠1 = 6x + 18

= 6(10) + 18

= 60 + 18

= 78

m∠2 = 9x + 12

= 9(10) + 12

= 90 + 12

= 102

m∠1 + m∠2 = 72 + 108 = 180

Since m∠1 and m∠2 add to 180, they are supplementary angles.

iii) The two oars are parallel

consecutive interior angle theorem:

If  a transversal cuts through two line and the consecutive interior angles are supplimentary, then the two lines are parallel

Answer:

43.6 has 3 significant figures.

Answer:

i belive the correct awnser is A

Step-by-step explanation:

9514 1404 393

Answer:

  A  figure 1

Step-by-step explanation:

The given equation is in slope-intercept form:

  y = mx + b . . . . . . where m is the slope and b is the y-intercept

The slope and y-intercept in your equation are both 2. That means the graph crosses the y-axis at y=2 (above the x-axis), and has a positive slope (goes up to the right.

The two top graphs, figures 1 and 2, show lines with positive slope. Only figure 1 shows a graph with positive slope and a positive y-intercept.

Answer:
\(3x-2+\frac{5}{x}\)

Step-by-step explanation:

To divide the polynomial (9x^3 - 6x^2 + 15x) by the monomial 3x^2, we can write it as:

(9x^3 - 6x^2 + 15x) ÷ (3x^2)

To simplify the division, we divide each term of the polynomial by 3x^2:

(9x^3 ÷ 3x^2) - (6x^2 ÷ 3x^2) + (15x ÷ 3x^2)

To divide monomials with the same base, we subtract the exponents. So:

9x^3 ÷ 3x^2 = 9/3 * (x^3/x^2) = 3x^(3-2) = 3x

(-6x^2) ÷ (3x^2) = -6/3 * (x^2/x^2) = -2

15x ÷ 3x^2 = 15/3 * (x/x^2) = 5/x

Putting it all together, we have:

(9x^3 - 6x^2 + 15x) ÷ (3x^2) = 3x - 2 + 5/x

Therefore, the division of (9x^3 - 6x^2 + 15x) by 3x^2 is 3x - 2 + 5/x.

Answer:

Irrational

Step-by-step explanation:

Prime numbers are numbers that only have the factors of one and itself. Rational numbers include all numbers except for non terminating, non repeating decimals. An imaginary number is a number that is expressed in terms of the square root of a negative number (usually the square root of −1, represented by i or j).

Answer:

hi, I think the answer is x^2-2x+1 I don't see that option there but I'm guessing that was suppose to be option OA.

explanation:

(x-1)^2 is basically

(x-1)×(x-1)

rest of the explanation is in the photo

hope this helps

The function that would have the greatest value at x = 16 include the following: B. y = x² - 17x + 182.

In Mathematics and Geometry, a function is a mathematical equation which defines and represents the relationship that exists between two or more variables such as an ordered pair in tables or relations.

In this exercise, we would determine the corresponding output value for this function of y based on the x-value (x = 16) in simplified form as follows;

\(y = 10^{16}\)

y = 10,000,000,000,000,000.

y = x² - 17x + 182

y = 16² - 17(16) + 182

y = 256 - 272 + 182

y = 166.

\(y = 1.17^x\\\\y = 1.17^{16}\)

y = 12.330304108137675851908392069373.

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(c) The argument is valid, and we can conclude that Penelope missed class because she got a detention.

(e) The argument is valid, and we can conclude that Penelope did not miss class because she got an A and did not get a detention.

(c) To prove this argument's validity, we need to define the predicates and express the hypotheses and conclusion using them:

Let "M(x)" be the predicate "x missed class", and "D(x)" be the predicate "x got a detention".

Hypotheses: M(Penelope), D(Penelope)

Conclusion: M(Penelope)

Using modus ponens, which states that if P implies Q and P is true, then Q must be true, we can conclude that M(Penelope) is true:

From M(Penelope) and "Every student who missed class got a detention", we have D(Penelope)

From D(Penelope), we have M(Penelope)

So, the argument is valid, and we can conclude that Penelope missed class because she got a detention.

(e) To prove this argument's validity, we need to define the predicates and express the hypotheses and conclusion using them:

Let "M(x)" be the predicate "x missed class", "D(x)" be the predicate "x got a detention", and "A(x)" be the predicate "x got an A".

Hypotheses: A(Penelope), ~D(Penelope)

Conclusion: ~M(Penelope)

Using modus tollens, which states that if P implies Q and Q is false, then P must be false,

we can conclude that M(Penelope) is false:

From A(Penelope) and "Every student who missed class or got a detention did not get an A",

we have ~M(Penelope) & ~D(Penelope)

From ~D(Penelope), we have ~M(Penelope)

So, the argument is valid, and we can conclude that Penelope did not miss class because she got an A and did not get a detention.

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Answer:

hiii 7272<>*~_+89×[0<×<×*×

The time Jack left Santa Clara is 1 : 55 pm

A word problem in math is a math question written as one sentence or more. These statements are interpreted into mathematical equation or expression.

The time for Jack to walk to lose Altos is 25 min and he uses another 25mins to work to Palo alto.

Therefore, the total time he spent is

25mins + 25 mins = 50 mins

He arrived Palo at 2 :45 pm, therefore the time he left Santa Clare will be ;

2:45 pm = 14 :45

= 14:45 - 50mins

= 13:55

= 1 : 55pm

Therefore he left at 1:55 pm

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Answer:

11 whole meals

Step-by-step explanation:

Lets say that you have 800 noodles in one box. The serving size would be 80 noodles / meal. Then the question says you eat 7/8 of the recommended meal, which would be 70 noodles. When you divide 800 by 70, you get 11.4285714286 meals. Remember that the question is asking for full meals, so you round down to 11 full meals.

If you want a more algebraic answer:

10 servings (\(\frac{7/8}{1}\)) = 10 (8 / 7) = 80/7 = 11.4285714286 meals.

round down to 11 full meals.

11 complete meals can you get from one box.

Given that, a box of rotini noodles contains 10 servings.

If you eat 7/8 of the recommended serving as a meal, we need to find how many complete meals can you get from one box.

In Mathematics, fractions are represented as a numerical value, which defines a part of a whole. A fraction can be a portion or section of any quantity out of a whole, whereas the whole can be any number, a specific value, or a thing.

Now, the number of complete meals=10÷7/8

=80/7

=11.42≈11

Therefore, 11 complete meals can you get from one box.

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Answer:

Step-by-step explanation:

Answer:

wheres it at?

Step-by-step explanation:

#Everything4Zalo

Answer:

School Sucks!

Step-by-step explanation:

Half of this stuff you will never use in real life!

Answer:

9 people

Explaination:

the blue one

Answer:

it's 24 because if you add them you get 24

Step-by-step explanation:

Answer:

Step-by-step explanation:

Since he is his own boss, he is basically a self employed taxpayer and should be to deduct the employer portion of self employment taxes that he/she pays during the year.

In a case like this, the total self employment taxes are $7,771 x 50% = $7,771 * 0.5 = $3,885.50. This money also now, is corresponding to employer taxes (the other 50% are not deductible since they correspond to employee taxes).

Self employment taxes composes but not limited to Medicare and Social Security taxes (FICA taxes basically).

Answer:

x + 3y = -15

Step-by-step explanation:

There are 2 ways to find this equation:

The first way:  We have: y = ax + b (this is the line, right?)

The line is through the point (-6, -3) so we have:

-3 = (-6)a + b      (1)

The line is also through the point (-9, -2) so we have:

-2 = (-9)a + b.       (2)

From (1) and (2) we get a equals -1/3, b equals -5. Then:

\(y=-\frac{1}{3} x - 5\)

<=> \(x + 3y=-15\)

The second way:

Let A(-6, -3) and B(-9, -2), then AB = (-3, 1).

=> The normal vector of this line is n = (1, 3).

The line that is through the points A(-6, -3) and B(-9, -2), and has the normal vector n=(1, 3) has the equation:

\(1(x+6) +3(y+3)=0\\x+3y +15=0\\x+3y=-15\)

Answer:

1. 8t

2. 510 + 6t

3. 510 - 2t

Step-by-step explanation:

1. Since the hare moves at a speed of 8 metres per second, the distance it moves from the starting line is d = speed × time = 8t

2. Since the rabbit moves at a speed of 6 metres per second, and gets a head start of 510 metres, the distance it moves from the starting line is d = 510 m + speed × time = 510 + 6t

3. The distance the tortoise is ahead of the hare is thus, distance moved by rabbit - distance moved by hare in time, t.

d' = 510 + 6t - 8t

= 510 - 2t  

Answer:

8/12 and 9/12

Step-by-step explanation:

Using implicit differentiation dy/dx = -(2x + y)/(x + 2y) and d2y/dx² = -2(x² - 3xy - y²)/(x + 2y)³.

Implicit differentiation is the process of differentiating an equation in which it is not easy or possible to express y explicitly in terms of x.

Given the equation x² + xy + y² = 5,

we can differentiate both sides with respect to x using the chain rule as follows:

2x + (x(dy/dx) + y) + 2y(dy/dx) = 0

Simplifying this equation yields:

(x + 2y)dy/dx = -(2x + y)

Hence, dy/dx = -(2x + y)/(x + 2y)

Next, we need to find d^2y/dx^2 by differentiating the expression for dy/dx obtained above with respect to x, using the quotient rule.

That is:

d/dx(dy/dx) = d/dx[-(2x + y)/(x + 2y)](x + 2y)d^2y/dx² - (2x + y)(d/dx(x + 2y))

= -(2x + y)(d/dx(x + 2y)) + (x + 2y)(d/dx(2x + y))

Simplifying this equation yields:

d2y/dx² = -2(x² - 3xy - y²)/(x + 2y)³

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Answer:

3/1 is a unit rate the others are not because a unit rate has to have a one in the denominator.

Answer:

15=3×525= 5x5 Hence. the greatest common factor is 5

6 tables are required. Each prime number attender should serve 3 customers each.

The prime numbers between 1 and 100 are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97.

All the numbers other than prime numbers are composite numbers.

The composite numbers from 1 to 100 are: 1, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28, 30, 32, 33, 34, 35, 36, 38, 39, 40, 42, 44, 45, 46, 48, 49, 50, 51, 52, 54, 55, 56, 57, 58, 60, 62, 63, 64, 65, 66, 68, 69, 70, 72, 74, 75, 76, 77, 78, 80, 81, 82, 84, 85, 86, 87, 88, 90, 91, 92, 93, 94, 95, 96, 98, 99, 100.

Now, as there are 25 primes and 75 composites in the group that visited the restaurant, we can calculate the number of tables required by dividing the number of people by the seating capacity of each table.

Each table has a seating capacity of 15, so the number of tables required will be: Number of tables = (Number of customers)/(Seating capacity of each table)Number of customers = 25 (the number of primes) + 75 (the number of composites) = 100Number of tables = 100/15 = 6 tables

Therefore, 6 tables are required.

Now, as each prime number attender has to serve an equal number of customers, we need to calculate how many customers each one should serve.

Each prime attender has to serve 75/25 = 3 customers each, as there are 75 composites and 25 primes.

Thus, each prime number attender should serve 3 customers each.

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The mean of the test is 20.

To determine the mean of the test, we need to use the information provided about the scores falling above the mean in terms of standard deviations.

Let's denote the mean of the test as μ, and the standard deviation as σ.

We are given that a score of 29 falls three standard deviations above the mean, so we can write this as:

29 = μ + 3σ

Similarly, we are told that a score of 23 falls one standard deviation above the mean, which can be expressed as:

23 = μ + σ

Now we have a system of two equations with two variables (μ and σ). We can solve this system of equations to find the values of μ and σ.

From the second equation, we can isolate μ:

μ = 23 - σ

Substituting this value into the first equation, we have:

29 = (23 - σ) + 3σ

Simplifying the equation, we get:

29 = 23 + 2σ

2σ = 29 - 23

2σ = 6

σ = 3

Substituting the value of σ back into the second equation, we find:

μ = 23 - 3

μ = 20

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Answer:

The volume is 160 inches

Step-by-step explanation:

If u search in googl volume of pyramid and add in the lengths it will give u the answer!

the formula is lwh/3

Answer:

Step-by-step explanation:

Answer:

\(24c + 36d + 18\) \(= 6(4c + 6d+3)\)

Step-by-step explanation:

Given

\(24c + 36d + 18\)

Required

Factorize

\(24c + 36d + 18\)

Expand each term

\(6*4c + 6 *6d+6 *3\)

Factor 6 out of the expression

\(6(4c + 6d+3)\)

Hence:

\(24c + 36d + 18\) \(= 6(4c + 6d+3)\)

Answer:

6(4c+6d+3)

Step-by-step explanation: