What is the LCD for these fractions and why? 2/4 and 5/6​

Answer:

8411?

Step-by-step explanation:

I am not entirely sure because you put an x without any spaces soo I don't know if that supposed to be a variable or multiplication sign. If its a multiplication sign then its 8411 because 36+65=99. 99 x 85=8415. 8415 - 4 = 8411.

Answer:

|2y|=3+2

3ˣ⁺⁴=4

4cos²(\(x\))-1=0

Step-by-step explana|tion:

Answer:

27a + 9b + c is reminder

Step-by-step explanation:

Remainder theorem says that when p(x) is divided by (x – a) the remainder is given

by p(a)

Let p(x) = ax³ + bx²+ c

P(x) when divided by (x – 3)

Using Remainder theorem, we have

Remainder = p(3) = a(3³) + b(3²) +c

= 27a + 9b + c

In order to estimate the population proportion within 5%, a sample size of at least 384 is needed.

The number of individuals or observations included in a study is referred to as the sample size. Two statistical properties are influenced by the sample size: 1) The accuracy of our estimates, and 2) The ability to draw conclusions from the study.

This can be calculated using the formula:

n = (z^2 * p * (1-p)) / (e^2)

where z is the z-score corresponding to a 95% confidence level, p is the estimated proportion of people in favor of legalizing marijuana, and e is the margin of error (5%).

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Answer:

two

Step-by-step explanation:

solutions are where lines cross

the solutions for this system are (2,0) and (-6,8)

Answer:

2 solutions

Step-by-step explanation:

The solutions are the point(s) of intersection.

By inspection of the graph we can see that line (blue) intersects the parabola (red) at 2 points.

Therefore, the system of equations has 2 solutions.

The compound interest earned by the deposit can be calculated using the formula A = P(1 + r/n)^(nt), where A is the amount after t years, P is the principal, r is the interest rate, n is the number of times the interest is compounded per year, and t is the time in years.

In this case, P = $550, r = 5.1%, n = 1 (compounded annually), and t = 10 years. Plugging in these values, we get:

A = 550(1 + 0.051/1)^(1*10) = $887.07

Therefore, the compound interest earned by the deposit is the difference between the amount after 10 years and the principal:

CI = A - P = $887.07 - $550 = $337.07

Rounding to the nearest cent, the answer is $337.06.

Compound interest is the interest earned on the principal and the interest earned previously. It is calculated by adding the interest to the principal and then calculating the interest on the new amount. This process is repeated for each compounding period.

The formula A = P(1 + r/n)^(nt) is used to calculate the amount after t years. Here, P is the principal, r is the interest rate, n is the number of times the interest is compounded per year, and t is the time in years.

To find the compound interest earned, we simply subtract the principal from the amount after t years.

The compound interest earned by the deposit is $337.06. This means that the initial investment of $550 has grown to $887.07 after 10 years due to the effect of compound interest. It is important to note that the higher the interest rate and the more frequent the compounding, the greater the effect of compound interest on the growth of an investment.

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The correct answer is C.1 raised to the power of 14 is equal to 1.so the  the simplified form of 1¹4 is 1.

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If a system of linear equations has more variables than equations, the system is likely to have infinitely many solutions. On the other hand, if a system of linear equations has more equations than variables, the system may or may not have a unique solution or be inconsistent.

What happens if a system of linear equations has more variables than equations?If a system of linear equations has more variables than equations, the system is underdetermined. There are more unknowns than equations to solve them. It is likely that there are infinitely many possible solutions for such a system.The reason is that an extra variable introduces one extra degree of freedom into the system. It allows us to manipulate the equations by multiplying or adding one or more of them to eliminate variables until we end up with a solution.In other words, we can express some of the variables in terms of the others, reducing the number of variables to the same as the number of equations. This process is called reducing or solving a system of equations.What happens if a system of linear equations has more equations than variables?If a system of linear equations has more equations than variables, the system is overdetermined. There are more equations than unknowns to solve them. It may or may not have a unique solution or be inconsistent depending on whether the equations are independent or dependent.

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Answer:

45

Step-by-step explanation:

put 24 over 1 to make it a fraction.

So now its:

24/1 divided by 8/15

Now cross multiply

So now its:

24*15/1*8

(24 times 15)

Over

(1 times 8)

=360/8

=45

24 divided by 8/15 is equal to 45.

To divide 24 by 8/15, we can simplify the problem by multiplying 24 by the reciprocal of 8/15, which is 15/8. Multiplying fractions involves multiplying the numerators and denominators.

So, 24 divided by 8/15 can be rewritten as 24 multiplied by 15/8:

24 * (15/8)

When we multiply the numerators (24 * 15) and the denominators (1 * 8), we get:

360/8

Simplifying the fraction by dividing both the numerator and denominator by their greatest common factor, which is 8:

45/1

Therefore, 24 divided by 8/15 is equal to 45.

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Answer:

(a^2+3) x (a^2+2a+5)

a^4+2a^3+5a^2+3a^2+6a+15

Answer:

a^4+2a^3+8a^2+6a+15

Step-by-step explanation:

Answer:

2>0                5>-18

Step-by-step explanation:

As per the combination method, there are 4,080 ways for the teacher to assign the tasks of line leader, table wiper, and paper passer to three different students in the class of 17 kindergartners.

To start, let's count the number of ways to choose one student to be the line leader. There are 17 students to choose from, so there are 17 possible choices.

Next, let's count the number of ways to choose one student to wipe down the tables.

Finally, let's count the number of ways to choose one student to pass out papers. We've already chosen two students for the other tasks, so there are only 15 students left to choose from. Thus, there are 15 possible choices for the paper passer.

To find the total number of ways to assign the tasks, we need to multiply the number of choices for each task. So the total number of ways to assign the tasks is:

17 x 16 x 15 = 4,080

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As per the combination method, there are 4,080 ways for the teacher to assign the tasks of line leader, table wiper, and paper passer to three different students in the class of 17 kindergartners.

To start, let's count the number of ways to choose one student to be the line leader. There are 17 students to choose from, so there are 17 possible choices.

Next, let's count the number of ways to choose one student to wipe down the tables.

Finally, let's count the number of ways to choose one student to pass out papers. We've already chosen two students for the other tasks, so there are only 15 students left to choose from. Thus, there are 15 possible choices for the paper passer.

To find the total number of ways to assign the tasks, we need to multiply the number of choices for each task. So the total number of ways to assign the tasks is:

17 x 16 x 15 = 4,080

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The sum of the relative frequencies for all classes will always equal (c) one

To start with, the relative frequency of a class is the frequency of the class divided by the total frequency of the of all classes

Mathematically, this is represented as

Relative frequency of class A = Frequency of class A/Total frequency of all classes

When the relative frequencies are summed up, they will always equal to 1

This is so because they have a part-whole ratio

Hence, the correct option is (c) one

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Answer:

The answer is:

x y

−14 6

0 0

14 −10

Mark as Brainliest!

Answer:

x y

−7 2

0 −2

7 −6

Step-by-step explanation:

Trust me the other guy is wrong i took quiz

Step-by-step explanation:

Here

\( \sf \: volume_{(Cylinder)} {\gray{\begin{cases} \sf \rightarrowtail \: \pi {r}^{2}h \\ \sf \rightarrowtail \: 3.14 \times {(2.1)}^{2} \times 6.3 \\ \sf \rightarrowtail \: 3.14 \times 4.41 \times 6.3 \\ \sf \rightarrowtail \: 87.23 \\ \sf \rightarrowtail \: 87.2 {m}^{3} \end{cases}}}\)

Answer:

if the fishes stay together for some reasons then it is shoaling if the group is swimming in same direction then it is schooling

Answer:

Step-by-step explanation:

Let the width is x, then the length is:

Perimeter is:

Dimensions are:

Correct choice is C

The correct answer is: III only. Variance investigation is typically based on a cost-benefit analysis.

Statement I is incorrect because the relative size of a variance, in comparison to other variances, can be important in understanding its significance.

Statement II is incorrect because variance investigation does not focus solely on unfavorable variances. Both favorable and unfavorable variances are considered during the investigation.

Statement III is true. Variance investigation is typically based on a cost-benefit analysis, where the potential benefits of investigating and addressing variances are weighed against the associated costs.

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The angle bisector that was constructed incorrectly is Example fiqure  2 , this was a result of not dividing the angle into equal parts.

An angle bisector can be described as a line which is used in dividing a  a given angle usually into  two equal degrees.

It should be noted that the the bisector in the second example was incorrectly constructed as a result of the  bisector not dividing <ABC into two equal parts it doe not matter if it passes intersection of the arcs and point B.

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The area of a parallelogram is given by the product of its base and height. To calculate the height, we must find the difference in the y-coordinates of the parallel lines. Therefore, the area of the parallelogram is the product of its base and height: 4*1=4 square units.

Finally, by multiplying the base and height, we can find the area. The given parallelogram is bounded by the y-axis, the line x=4, the line f(x)=6+2x, and the line parallel to f(x) passing through (4,13). We must first calculate the height of the parallelogram. Since the line parallel to f(x) passing through (4,13) is also parallel to f(x), it has the same slope of 2. The equation of the line is y-13=2(x-4), which simplifies to y=2x+5. Since f(x)=6+2x, the height of the parallelogram is the difference in the y-coordinates of these two lines: (2x+5)-(2x+6)=-1. Thus, the height of the parallelogram is 1 unit. We now need to find the base of the parallelogram, which is the length of the line segment along the x-axis between the y-axis and the line x=4. This is simply 4 units. Therefore, the area of the parallelogram is the product of its base and height: 4*1=4 square units.

The area of a parallelogram is given by the product of its base and height. In order to calculate the height of the parallelogram, we need to find the difference in the y-coordinates of the parallel lines. First, we must find the equation of the line parallel to f(x) passing through (4,13). Since this line is also parallel to f(x), it has the same slope of 2. The equation of the line is y-13=2(x-4), which simplifies to y=2x+5.To find the height of the parallelogram, we need to find the difference in the y-coordinates of f(x) and the parallel line passing through (4,13). The equation of f(x) is y=2x+6, so the y-coordinate of any point on this line can be found by substituting the corresponding value of x. Therefore, the y-coordinate of the point on f(x) that lies on the line x=4 is y=f(4)=2(4)+6=14.

The y-coordinate of the point on the line passing through (4,13) that also lies on the line x=4 can be found by substituting x=4 into the equation y=2x+5. Therefore, the y-coordinate of this point is y=2(4)+5=13. Hence, the difference in the y-coordinates of the two lines is 14-13=1. Thus, the height of the parallelogram is 1 unit.We now need to find the length of the base of the parallelogram. The line x=4 is a vertical line that passes through the point (4,0), which is the intersection of the line x=4 and the y-axis. Therefore, the length of the base of the parallelogram is simply the x-coordinate of this point, which is 4 units. Therefore, the area of the parallelogram is the product of its base and height: 4*1=4 square units.

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Answer:

Step-by-step explanation:

The equation format of the circle is \((x-x_{0} )^2 +(y-y_{0} )^2 = r ^2\)

In this case, r is the radius and \(r^{2}\) is equal to 16

Thus the radius is 4. The diameter is double the radius so the diameter is 8

For the given parallelogram \(ABCD\) the measure  \(\angle DAC\) is 29 degrees.

Use the concept of quadrilateral defined as:

A quadrilateral is a four-sided shape, with four vertices, and four angles that are only two-dimensional. The two primary types are concave and convex. There are several subgroups into which convex quadrilaterals can be subdivided, such as trapezoids, parallelograms, rectangles, rhombuses, and squares.

Given that,

ABCD is a parallelogram.

The diagonal of the parallelogram is AC.

The measure of angle CAB is 24°.

The measure of angle ADC is 127°.

To find the measure of angle DAC:

Use the fact that opposite angles in a parallelogram are congruent.

Since the angle CAB is 24°,

We know that \(\angle ADC\) is also 24° as it is an opposite angle.

Since, the sum of the interior angles in a triangle = 180°,

Then find the angle DAC by subtracting the measures of angles CAB and ADC from 180°:

DAC = 180° - CAB - ADC

DAC = 180° - 24° - 127°

DAC = 29°

Hence,

The measure of the angle DAC is 29 degrees.

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Answer:

this is binomial

3 is the degree of this equation.

Answer:

An equation in the form y = mx + b is in the 'slope y-intercept' form where m is the slope and b is the y-intercept. We can rewrite our equation, y = 4, in slope y-intercept form as follows: y = 0x + 4. Here, it is clear that the slope, or m, is zero. Therefore, the slope of the horizontal line y = 4 is zero

Answer:

Rent for B = 1896
Rent for C = 3062

Step-by-step explanation:

the B and C apartment's monthly rent combined  is $4958
rent of B is 1166 less than rent C
so the equation is
X+ (X+1166) = 4958
X= rent B
X+1166 = rent C

simplifying the equation
2X + 1166 = 4958
subtracte 1166
2X = 3792  

X= 1896, so the rent for B is 1896
after adding the 1166
the rent for C is 3062

Answer:

Let's call the width x and the length x + 8. Perimeter can be calculated by multiplying the sum of the length and width by 2 so we can write:

2(x + x + 8) = 80

2(2x + 8) = 80

2x + 8 = 40

2x = 32

x = 16

This means that the length is 16 cm and the width is 24 cm.

Answer:

the area of rectangle is 384 sq cm, while the length of the rectangle is 24 cm and width of rectangle is 16 cm

Step-by-step explanation:

Let the breadth of the rectangle is x cm  

Thus the length of the rectangle = (x + 8) cm

We know Perimeter = 2 (length + width)

Perimeter = 2 (x + 8 + x)

Perimeter = 2 (2x + 8)

Perimeter = 4x + 16 cm

4x + 16 = 80 cm

4x = 80 - 16

4x = 64

x = 64/4 cm

x = 16 cm

Thus the width of the rectangle is 16 cm

Length of the rectangle x + 8 = 16 + 8 = 24 cm

We know Area of rectangle = length × breadth

Area of rectangle = 24 × 16 = 384 sq cm

Answer:

33.7º

Step-by-step explanation:

tan  = opp/adj

tan∅ = 100/150 = 2/3

∅ = arctan 2/3

∅ = 33.690067525979787

33.7º

About 42 people prefer pizza in a population of 84. Option D is the correct answer.

The estimated number of people who prefer pizza from a population of 84 can be found using the ratio of the sample to the population. Since 7 out of 14 people surveyed prefer pizza, this represents a ratio of 7:14, which simplifies to 1:2. Using this ratio, we can estimate that approximately 42 out of 84 people prefer pizza. Therefore, option D, which is 42, is the correct answer. This estimation assumes that the sample is representative of the population and that there is no bias or other factors that could affect the results.

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the answer is -7, -5 its the answer check it

Answer: 23

Step-by-step explanation:

eleven less than (x)=x-11

x-11=12

  x=23