the domain of the relation l is the set of all real numbers. for x, y ∈ r, xly if x < y.

Step-by-step explanation:

Answer:

B.) Complementary angles

Step-by-step explanation:

First, you can obliviously eliminate D because you can tell it is going to be one of those. It does not describe a vertical angle relationship, so we can cross that answer out. Hmm, tricky! Complementary and supplementary always get mixed up with one another but supplementary adds up to 180'. This then leaves you with complementary, your answer. Hope this helped!

Answer:

                                                                                 59360

Step-by-step explanation:

Answer:

4 4/1

Step-by-step explanation:

we know that reciprocal mans backwards. This doesn't apply to the whole number un math. only the denominational and numerator.

Answer:

4×4=16

16+1=17

=4/17

step-by-step explanation:

since that is a mixed fraction, you first change it into an improper fraction......by multiplying the denominator and the whole number then add the numerator. You will get 17 as your numerator.......then make it your denominator and 4 your numerator

The value of x assuming the line that appear are tangent is option B. 5.

A straight line that precisely touches a circle at one point, or the point of tangency, is said to be tangent to the circle. At the point of tangency, the tangent line is perpendicular to the circle's radius.

Depending on the location of the point where the tangent is drawn, a circle can have an unlimited number of tangents. There are two tangents that can be traced to the circle if the point is outside the circle. There is one tangent that can be made to the circle if the point is on the circle. Additionally, no tangent may be made from a point that is inside the circle.

The given are considered tangents, and tangents to the circle are equal thus we have:

(x + 3) (x + 3 + 2x + 3) =7(7 + 17)

(x + 3)(3x + 6) = 168

3x² + 6x + 9x + 18 = 168

3x² + 15x - 150 = 0

x² + 5x - 50 = 0

x² + 10x - 5x - 50 = 0

x(x + 10) - 5(x+ 10) = 0

(x - 5) (x + 10)

x = 5 and

x = -10

Hence, the value of x assuming the line that appear are tangent is option B. 5.

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Answer: 67.5

Step-by-Step:

If Helen has 90 stamps, then 50% of what she has is 45 stamps.  Half of 45 is 22.5 which is 25% of what Helen has. To find out how many stamps Peggy has, we'll have to do 90 - 22.5 which is 67.5.

Answer:

Step-by-step explanation:

1/4 is one bow.

1/4 *4 is 1 yard.

mel can make 4 bows.

One of the factors is present in all of the items mentioned. The order of the value of the other factor will match the order of the value of the product.

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The equation of the line perpendicular to \(y = {5}/{6x} + 1/6\) that passes through the point \((-1,5)\) is \(y = (-6/5)x + 19/5\).

What is a point-slope form of a line ?

Point-slope form of a line is a way of writing the equation of a line using the coordinates of a point on the line and the slope of the line. The point-slope form of a line is given by:

\(y - y_1 = m(x - x_1)\)

where \((x_1,y_1)\) are the coordinates of the given point on the line and m is the slope of the line. This form can be rearranged into slope-intercept form, which is \(y = mx + b\), where b is the y-intercept of the line.

Determine the slope of the given line and then take the negative reciprocal of that slope to get the slope of the perpendicular line :

The given line has a slope of 5/6. To find the slope of the line perpendicular to it, we take the negative reciprocal of 5/6, which is -6/5.

Next, we use the point-slope form of a line to find the equation of the line perpendicular to the given line that passes through the point (-1,5).

Using point-slope form

Plugging in the values we have, we get:

\(y - 5 = (-6/5)(x + 1)\)

Simplifying and rearranging, we get:

\(y = -6/5x + 19/5\)

Therefore, the equation of the line perpendicular to \(y = 5/6x + 1/6\) that passes through the point (-1,5) is \(y = (-6/5)x + 19/5.\)

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Answer:

400

Step-by-step explanation:

Answer:

288 pennies

Step-by-step explanation:

Answer:

y = -2/3x + 16/3

Step-by-step explanation:

y = -2/3x + b

4 = -2/3(2) + b

4 = -4/3 + b

16/3 = b

Answer:

slove it by yourself dear

Step-by-step explanation:

mark me brainlists hli

Step-by-step explanation:

please mark me as brainlest

Answer: 2 inches

Step-by-step explanation:

14 inches

Step-by-step explanation:

Length of the hole = 16(½) inches

Length of the dirt = 8(¾)inches

The distance between the top of the pile to the bottom of the hole = ?

Since the dirt is beside the hole and not inside the hole, we can find it's length using addition.

Distance from the top to the bottom = length of dirt + length of the hole

Length of dirt = 8×¾ = 6 inches

Length of the hole = 16 × ½ = 8 inches

Distance from the top of the dirt to the bottom of the hole = (6 + 8) inches

Distance from the top of the dirt to the bottom of the hole = 14 inches

Note: the only way we can use subtraction here is if the hole was filled with dirt, what's the distance that's left

Distance left = length of hole - length of dirt

Distance left = 8 - 6 = 2 inches .

Answer:

c

Step-by-step explanation:

1st. the slope is the part with the x and it is negative so that means decrease and the 8 is where it starts.

As per the question statement and the reference attachment attached thereby, the area of the venn diagram marked as (II) can represent the disease of Pneumonia.

As per the reference attachment attached thereby along, a chart is provided that shows the most common causes of death in three regions of united stated,

And we are required to identify the sector of the vein diagram, which can best represent the disease of Pneumonia.

From the tabular data above the venn diagram, pneumonia is a cause of death in both region A as well as in region B, and hence, the common sector of circles A and B only, can represent the disease. Since the only such sector is (II), it is our required area of the vein diagram.

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Answer:

As per the question statement and the reference attachment attached thereby, the area of the venn diagram marked as (II) can represent the disease of Pneumonia.

Step-by-step explanation:

Answer:

a translation moves a thing up and down or left and right.

Step-by-step explanation:

so true?

Answer:

True

Step-by-step explanation:

A translation means you are moving a figure in some direction(s). This can mean both vertically and horizontally.

Answer:

y = 7/2x - 5/2 ; gradient is 7/2

y = 5/3x - 4/3 ; gradient is 5/3

y = -2/3x - 10/3; gradient is -2/3

Step-by-step explanation:

2y = 7x-5

5x - 3y=4

10 - 2x+3y = 0

NOTE: The gradient is the slope

Answer:

1,680

Step-by-step explanation:

If the population is increasing by 60 for the next 13 years, we must multiply 60 and 13 to get 780.

Then, we just add 780 to the original population to get 1,680!

The enrollment after 13 years will be 1680.

We have a whose school population is predicted to increase by 60 students per year for the next 13 years. Current enrollment in that school is 900 ​students.

We have to determine the enrollment be after 13 ​years.

Initial count = x

Count increasing per second = 5

Assume that the bacteria count after t seconds is y. Then -

y = x + 5t

for t = 30 ↔ y = 150 + x

According to question, we have -

Initial population P(i) = 900

Assume the population after the n years is P(n).

Number of students enrolled in 'n' years will be = 60n

Therefore, the following equation can be used -

P(n) = P(i) + 60n

For n = 13 years

P(13) = 900 + 60 x 13 = 900 + 780 = 1680

Hence, the enrollment after 13 years will be 1680.

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If the point (3, -2) were reflected across the y-axis what would be the new y-coordinate is same as before, which is -2.

If a point (x, y) is reflected across the y-axis, its x-coordinate becomes its opposite (-x), while its y-coordinate remains the same.

In this case, the point is (3, -2). If we reflect this point across the y-axis, its x-coordinate will become its opposite, which is -3. The new coordinates of the reflected point will be (-3, -2).

Therefore, the new y-coordinate is still -2, as the point is only being reflected across the y-axis and not moving up or down in the y-direction. The change is only in the x-coordinate, which becomes its opposite.

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Answer:

Center: (-9,16)

next time try using a app called math_way

Answer: the center is (-9,16)

Answer:

C. P=rs 300

S.p =rs 410

Tax rate =15%

Step-by-step explanation:

Now according to que,

Profit =S.p-C.p

=410-300

= Rs 110

Hence,profit amount is Rs 110

a. Solution: No valid solution found.

b. Solution: No valid solution found.

c. Solution: n = 20 is a valid solution.

d. Solution: n = 7 is a valid solution.

a. (n-7)/(n-8)! = 15

To solve this equation algebraically, we can multiply both sides by (n-8)! to eliminate the denominator:

(n-7) = 15 * (n-8)!

Expanding the right side:

(n-7) = 15 * (n-8) * (n-9)!

Next, we can simplify and isolate (n-9)!:

(n-7) = 15n(n-8)!

Dividing both sides by 15n:

(n-7)/(15n) = (n-8)!

Now, we can verify the solution by substituting a value for n, solving the equation, and checking if both sides are equal. Let's choose n = 10:

(10-7)/(15*10) = (10-8)!

3/150 = 2!

1/50 = 2

Since the left side is not equal to the right side, n = 10 is not a solution.

b. (n+5)/(n+3)! = 72

To solve this equation algebraically, we can multiply both sides by (n+3)!:

(n+5) = 72 * (n+3)!

Expanding the right side:

(n+5) = 72 * (n+3) * (n+2)!

Next, we can simplify and isolate (n+2)!:

(n+5) = 72n(n+3)!

Dividing both sides by 72n:

(n+5)/(72n) = (n+3)!

Now, let's verify the solution by substituting a value for n, solving the equation, and checking if both sides are equal. Let's choose n = 2:

(2+5)/(72*2) = (2+3)!

7/144 = 5!

7/144 = 120

Since the left side is not equal to the right side, n = 2 is not a solution.

c. 3(n+1)!/n! = 63

To solve this equation algebraically, we can multiply both sides by n! to eliminate the denominator:

3(n+1)! = 63 * n!

Expanding the left side:

3(n+1)(n!) = 63n!

Dividing both sides by n!:

3(n+1) = 63

Simplifying the equation:

3n + 3 = 63

3n = 60

n = 20

Now, let's verify the solution by substituting n = 20 into the original equation:

3(20+1)!/20! = 3(21)!/20!

We can simplify this expression:

3 * 21 = 63

Both sides are equal, so n = 20 is a valid solution.

d. nP2 = 42

The notation nP2 represents the number of permutations of n objects taken 2 at a time. It can be calculated as n! / (n-2)!

To solve this equation algebraically, we can substitute the formula for nP2:

n! / (n-2)! = 42

Expanding the factorials:

n(n-1)! / (n-2)! = 42

Simplifying:

n(n-1) = 42

n^2 - n - 42 = 0

Factoring the quadratic equation:

(n-7)(n+6) = 0

Setting each factor equal to zero:

n-7 = 0 --> n = 7

n+6 = 0 --> n = -6

Let's verify each solution:

For n = 7:

7P2 = 7! / (7-2)! = 7! / 5! = 7 * 6 = 42

The left side is equal to the right side, so n = 7 is a valid solution.

For n = -6:

(-6)P2 = (-6)! / ((-6)-2)! = (-6)! / (-8)! = undefined

The factorial of a negative number is undefined, so n = -6 is not a valid solution.

Therefore, the solution to the equation nP2 = 42 is n = 7.

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Answer:

True

Step-by-step explanation:

Answer: To find the unique solution to a system of linear equations, we must find a numerical value for each variable in the system that will satisfy all of the system's equations at the same time. ... Both of these statements are true, so (4,7) is indeed a solution to the system of equations.

Step-by-step explanation:

Adding too much MgSO4 could lead to an overestimation of the mass of the sample. This could cause the results to be inaccurate, as the sample would be heavier than it actually is.

Additionally, if MgSO4 is present in the sample, it could interfere with the results of the experiment and lead to incorrect measurements.

1. Adding too much MgSO4 could lead to an overestimation of the mass of the sample. This is because MgSO4 is heavier than the sample and adding too much could increase the total mass of the sample.

2. This could cause the results to be inaccurate, as the sample would be heavier than it actually is. This means that the measurements taken during the experiment might not be reflective of the actual mass of the sample.

3. Additionally, if MgSO4 is present in the sample, it could interfere with the results of the experiment and lead to incorrect measurements. MgSO4 can act as a catalyst or interfere with the reaction, leading to inaccurate results.

Adding too much MgSO4 could lead to an overestimation of the mass of the sample, causing inaccurate results. This is because MgSO4 is heavier than the sample and adding too much could increase the total mass of the sample. Additionally, if MgSO4 is present in the sample, it could interfere with the reaction and lead to incorrect measurements. This could lead to inaccurate results, as the measurements taken during the experiment might not be reflective of the actual mass of the sample. Therefore, adding too much MgSO4 can impact the results of the experiment, leading to incorrect measurements and inaccurate results.

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Answer:

1.9x+3.7

Step-by-step explanation:

Combine like terms

3.6x + (-1.7x)= 1.9x

5.9 - 2.2= 3.7

Hence, 1.9x + 3.7.

[RevyBreeze]

Answer:

1.9x+3.7

Step-by-step explanation:

start by combining like terms

(3.6x-1.7x)+(5.9-2.2)

1.9x+3.7

Answer:

100,300

Step-by-step explanation:

.

\(f(100) = 498\)

.

.

\(f(2) = 8\)

\(f(3) = 13\)

.

\(3b - 2b = 13 - 8\)

\(b = 5\)

.

\(f(1) = f(2) - b\)

\(f(1) = 8 - 5\)

\(f(1) = 3\)

.

\(f (x)= f(1) + (x - 1)b\)

\(f(100) = 3 + (100 - 1)5\)

\(f(100) = 3 + (99)5\)

\(f(100) = 3 + 495\)

\(f(100) = 498\)

.

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