Is that the right answer ?

Answer:

whats goin on homie

Step-by-step explanation:

Answer:

sup

Step-by-step explanation:

Answer:

24

Step-by-step explanation:

Equivalent fractions with the LCD

5/8 = 15/24

1/6 = 4/24

Answer:

x = 11

z = 86

Step-by-step explanation:

8x + 6 and 10x-16 are vertical angles

Vertical angles are pairs of angles that are opposite each other and have the same vertex, or point of intersection. They are formed when two lines intersect at a point, and are always congruent, or of equal measure.

To solve this equation, we need to isolate the variable x on one side of the equation. To do this, we can start by subtracting 6 from both sides of the equation:

8x + 6 - 6 = 10x - 16 - 6

8x = 10x - 22

Now we can subtract 8x from both sides of the equation:

8x - 8x = 10x - 22 - 8x

0 = 2x - 22

To solve for x, we can add 22 to both sides of the equation:

0 + 22 = 2x - 22 + 22

22 = 2x

Finally, we can divide both sides of the equation by 2 to find the value of x: 22 / 2 = 2x / 2

x = 11

Therefore, the solution to the equation is x = 11.

Now that we have x, z is a supplementary angle to 8x + 6 (or you could do 10x - 16)

Supplementary angles are pairs of angles that add up to 180 degrees. They are formed when two lines intersect at a point, and the angles formed at the intersection are supplementary.

First plug in x, 8x + 6 = 8(11) + 6 = 88 + 6 = 94

180 - 94 = z

z = 86

Answer:33

Step-by-step explanation:

$50.00-(4. $2.75) = $50.00 - $11.00= $39.00

$39.00 / $1.18 =33

Answer:

33

Step-by-step explanation:

$50.00-(4. $2.75) = $50.00 - $11.00= $39.00

$39.00 / $1.18 =33

Answer:

Easy

A (-4,2)

B (4,6)

C (4,2)

Answer:A=-4,2

B=4,6

C=4,2

Step-by-step explanation:

each tick mark is worth 2

Answer:

6

Step-by-step explanation:

Typically these kinds of problems are solved using Venn Diagram.

Let’s solve it differently.

Here, we add the individual subject students and subtract the dual subject students and then add the triple subject students that would give us the count of all the students. If that’s more than number of students then there’s something wrong with the given data. If that’s exactly equal to number of students then all the students have taken some course(s) or the other. If that’s less than number of students then subtracting this from number of students would give us the count of students having not taken any course(s).

Thus, the count of students having taken some courses or the other is:

20+18+16–7–7–9+3 = 57–23

= 34

Subtracting it from 40 gives us 6, which is the count of students not taking any course(s).

Please mark brainliest if possible and have a nice day. :)

Answer:

Step-by-step explanation:

\(\frac{3x^3}{12x^{-2}} = \frac{x^5}{4}\)

Tyna's mistake was that , she miswrote x^-2 as x^2

Answer:

mixed number: 2 1/4

improper fraction: 9/4

Answer:

mixed number: 2 1/4

improper fraction: 9/4

Step-by-step explanation:

hope it helps

would appreciate brainly

The number 7 emerged in human history through cultural and mathematical developments.

The significance of the number 7 can be observed in various aspects of human history. One of the earliest instances is found in ancient Mesopotamia, where the Sumerians developed a base-60 numeral system called sexagesimal.

This system contributed to the use of 60 as a highly divisible number and influenced the concept of dividing the day into 24 hours, each consisting of 60 minutes.

In ancient Egypt, the division of the week into seven days was based on the observation of celestial bodies.

The Egyptians associated each day with a different planet or celestial object, namely Sunday (Sun), Monday (Moon), Tuesday (Mars), Wednesday (Mercury), Thursday (Jupiter), Friday (Venus), and Saturday (Saturn). These planetary associations were later adopted by the Romans, and their names in English still reflect these origins.

The number 7 also holds religious and symbolic significance. In Judaism, the seventh day of the week, Saturday, is considered a day of rest, known as the Sabbath.

This tradition is rooted in the biblical story of creation, where God rested on the seventh day. In Christianity, the Book of Genesis describes the world being created in six days, with the seventh day being designated as holy.

Furthermore, the number 7 appears in mathematics and geometry. The seven colors of the rainbow, the seven musical notes, and the seven wonders of the ancient world are all examples of the cultural significance attributed to this number.

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Answer:

Road shimmer

Wiggling the vision

Heat heat waves

I'm swimming in a mirror

Road shimmer

Wiggling the vision

Heat heat waves

I'm swimming in a

Sometimes, all I think about is you

Late nights in the middle of June

Heat waves been faking me out

Can't make you happier now

Sometimes, all I think about is you

Late nights in the middle of June

Heat waves been faking me out

Can't make you happier now

Usually I put

Something on TV

So we never think

About you and me

But today I see

Our reflections

Clearly in Hollywood

Laying on the screen

You just need a better life than this

You need something I can never give

Fake water all across the road

It's gone now the night has come but

Sometimes, all I think about is you

Late nights in the middle of June

Heat waves been faking me out…

Answer:

V=whl=14·13·19=3458m³

Answer:

1152.66 m³

Step-by-step explanation:

Volume = ⅓ × base area × height

= ⅓ × (length × width) × height

= ⅓ × 19 × 14 × 13

= ⅓ × 3458

= 1152.66 m³

Answer:

is it 5y/8_5y/16 or 5y/8-5y/16 ?

Step-by-step explanation:

Answer:

\(\frac{5y}{16}\)

Step-by-step explanation:

Given

\(\frac{5y}{8}\) - \(\frac{5y}{16}\)

To subtract the fractions we require them to have a common denominator.

Multiply numerator/ denominator of \(\frac{5y}{8}\) by 2

= \(\frac{5y(2)}{8(2)}\) - \(\frac{5y}{16}\)

= \(\frac{10y}{16}\) - \(\frac{5y}{16}\)

Now subtract the numerators, leaving the denominator

= \(\frac{10y-5y}{16}\)

= \(\frac{5y}{16}\)

Answer:

False - The standard deviation is always positive.

The average rate of change for the interval from x = 5 to x = 6 can be calculated by taking the derivative of the quadratic function and evaluating it at the midpoint of the interval (x = 5.5).

Given that the vertex of the function is at (1, 0), the equation of the quadratic function is in the form of:

f(x) = a(x-1)^2 +0

The derivative of the function is:

f'(x) = 2ax - 2a

We know that the vertex of the function is at (1,0), which means that the value of a is 0.

So the derivative of the function is 0.

Therefore the average rate of change for the interval from x = 5 to x = 6 is 0.

Answer:

448

Step-by-step explanation:

Time taken by Matilda on each project is \(5\frac{7}{12}\) hours.

According to the question we have been given that,

Total time taken by Matilda to complete the consulting projects = \(16\frac{3}{4}\) hours

First we will convert it into simple fraction which is

         \(16\frac{3}{4} = \frac{67}{4} \\\) hours

Number of consulting projects = 3

And Matilda spends same amount of time to each of the project.

To find the time she spend on each project is by using unitary method

that is,            3 projects = \(\frac{67}{4}\) hours

                      1 project = \(\frac{67}{4} / 3\)

                                     = 67/12

                                     = \(5\frac{7}{12}\) hours

Hence time taken by Matilda on each project is \(5\frac{7}{12}\) hours.

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Answer:

the answer is C (1)

Step-by-step explanation:

3 1/2 - 2 1/2 = 1

Answer:

A. 1 1/2 lb

Step-by-step explanation:

The greatest amount is 4 lb sold to one customer. The least amount is 2 1/2 lb which was sold to two customers.

4 lb - 2 1/2 b = 3 2/2 lb - 2 1/2 lb = 1 1/2 lb

Answer: A. 1 1/2 lb

Answer:

I believe we are solving for b. b<5

Step-by-step explanation:

The x-intercept and y-intercept are x-intercept = 1 and 5 and y-intercept = 5

Given that

g(x) = (x - 1)(x - 5)

Substitute 0 for x in g(0)

So, we have

g(0) = (0 - 1)(0 - 5)

Evaluate

g(0) = 5

Set g(x) = 0 for the x-intercept

So, we have

(x - 1)(x - 5) = 0

Evaluate

x-intercept = 1 and 5

The y-intercept is the same as g(0)

The domain is all set of real values

For the range, we have

g(x) = (x - 1)(x - 5)

Express in vertex form

g(x) = (x - 3)² - 4

So, the range is

g(x) ≥ -4

From g(x) = (x - 3)² - 4, the vertex is

Vertex = (3, -4)

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The correct answer is 3 × 10⁰ , is the quotient.

Here, we have,

To find a quotient, we need to divide the two numbers.

The equation given to us is :

21×10⁻²¹/ 7×10⁻²¹

To Simplify the above equation and finding out the quotient, we need to divide the above equation, we get:

21×10⁻²¹/ 7×10⁻²¹

= 21/7 ×10⁻²¹ / 10⁻²¹

Taking the reciprocal of the denominator and multiplying it with the numerator, we get:

=21/7 × 10⁽⁻²¹⁺²¹⁾

=21/7 × 10⁰

=3 × 10⁰

Hence, the correct answer is 3 × 10⁰ is the quotient .

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To maximize the total area, the piece of wire should be used for the square such that its edge length is one-fourth of the total wire length, resulting in a maximum area of 6.50 square meters. On the other hand, to minimize the total area, the piece of wire should be used for the square such that its edge length is as small as possible, approaching zero, resulting in a minimum area of 0 square meters.


Let's denote the edge length of the square as x and the perimeter of the equilateral triangle as y. Since the wire is divided into two pieces, we have the equation x + y = 26. From the given information, we know that the perimeter of the triangle is four times the length of the square, so y = 4x.

To find the relationship between x and y, we substitute the value of y in terms of x into the equation x + y = 26:

x + 4x = 26
5x = 26
x = 26/5

We have the relationship x = (26/5) and y = 4x.

Now, let's determine the total area of the square and the equilateral triangle. The area of a square with edge length a is given by a^2, and the area of an equilateral triangle with side length b is given by (sqrt(3)/4) * b^2.

The total area, A, can be written as a function of x:

A = x^2 + (sqrt(3)/4) * (4x)^2
A = x^2 + 4 * (sqrt(3)/4) * x^2
A = x^2 + (4sqrt(3)/4) * x^2
A = x^2 + sqrt(3) * x^2

Simplifying further:

A = (1 + sqrt(3)) * x^2

To maximize the total area, we need to maximize x^2. Since x = (26/5), we can calculate:

A_max = (1 + sqrt(3)) * (26/5)^2
A_max ≈ 6.50 square meters

On the other hand, to minimize the total area, we need to minimize x^2. As x approaches zero, the total area approaches zero as well. Therefore, the minimum area is 0 square meters.

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The derivative of the function is

A) dw/dz=z^5 (7z-18)

B) dh/dx=192x^11+36x^5-6x^2+19

C) dy/dx=24x^2-38x-15

In mathematics, the derivative of a function measures the sensitivity to change of the function value with respect to a change in its argument. It is the rate of change of a function with respect to a variable.

A) w = z^7 – 3z^6 + 14

dw/dz=7z^6-18z^5

dw/dz=z^5 (7z-18)

B) h(x) = 16x^12 + 6x^6 – 2x^3 + 19x – 7

dh/dx=192x^11+36x^5-6x^2+19

C) y = (8x + 5)(x^2 – 3x)

dy/dx=  d/dx  [8x+5]*〖(x〗^2-3x)+(8x+5)*d/dx[x^2-3x]

dy/dx=(8*  d/dx  [x}+d/dx[5])*〖(x〗^2-3x)+(8x+5)*(d/dx[x^2]-3 d/dx[x])

dy/dx=(8*1+0)(x^2-3x)+(8x+5)(2x-3*1)

dy/dx=8(x^2-3x)+(2x-3)(8x+5)

dy/dx=24x^2-38x-15

Note: The question is incomplete. The complete question probably is: Find the derivative of the following function: A) w = z^7 – 3z^6 + 14 B) h(x) = 16x^12 + 6x^6 – 2x^3 + 19x – 7 C) y = (8x + 5)(x^2 – 3x).

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The number of patients that waited for more than 20 minutes is 74

The median waiting time is 17

From the question, we have the following parameters that can be used in our computation:

The graph

Where

x = Waiting time

y = Cumulative frequency

This means that

y = Number of patients that waited x or more time

From the graph, we have

(x, y = (20, 74)

So, the number of patients is 74

From the question, we have the following parameters that can be used in our computation:

Maximum CF = 100

Divide by 2 to calculate the median

Median = 100/2

Evaluate

Median = 50

From the graph, we have

(x, y = (50, 17)

So, the median is 17

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Answer:

The answer is-11/8

Step-by-step explanation:

3(2-4x)+4x>17

6-12x+4x>17

-8x>17-6

-8x>11

divide both sides by-8

-8x/-8=11/-8

x= -11/8

Step-by-step explanation:

● 6-12x+4x>17

●6-8x>17

●-8x>17-6

●-8x>11

●-8x÷-8>11÷-8

●x= -11/8

Step-by-step explanation:

y+x(x-y)-5

substitute: -7+3(3+7)-5

-7+3(10)-5

-7+30-5

22

If this isn't correct, then use distributive property on 3(3+7)

If so then it would be -7+9+21-5

It would be the same answer, just a different way of finishing it

\(\huge\text{Hey there!}\)

\(\large\textsf{y + x(x - y) - 5}\)

\(\large\textsf{= 3 + (-7)(3 - (-7)) - 5}\)

\(\large\textsf{= 3 - 7(3 - (-7)) - 5}\)

\(\large\textsf{= 3 + (-7)(10) - 5}\)

\(\large\textsf{= 3 - 7(10) - 5}\)

\(\large\textsf{= 3 - 70 - 5}\)

\(\large\textsf{= -67 - 5}\)

\(\large\textsf{= -72}}\)

\(\huge\boxed{\textsf{Therefore, your answer is: \boxed{\mathsf{-72}}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day! }\)

~\(\frak{Amphitrite1040:)}\)

Answer:

Step-by-step explanation:

9x - 1 / 2 + 9/2 x = 0.128886 (43)

2 / 5x - 1b = 4/3 - 1 - 1 = 2x (4)

= x1 + 24 - 3/4 + 8

9/3 - 1 x = /3