Which expression could be converted into a terminating decimal number?

Answer:

Step-by-step explanation:

The tuna can has a shape of a cylinder, and the area of the  tuna lablel is the  lateral surface area of the can

\(A=2\pi rh\)

Data

diameter d= 6.5cm

radius r = \(\frac{diameter}{2}\)= \(\frac{6.5}{2} = 3.25cm\)

height h= 3cm

leteral surface area

\(A=2*3.142*3.25*3\\= 61.269\\=61.27cm^2\)

Answer:

X(4-3.4y)

= 4x - 3.4xy

Step-by-step explanation:

There is nothing inherently wrong with any of the statements in question 21. Sampling rate and sound frequency both use hertz (Hz) as their unit of measurement.

The sample rate is a setting that can be adjusted during the digitization process, as is the sound frequency. It is also true that a higher sampling rate does not necessarily result in a higher pitch.

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Answer:

1. 5

2.31

3.160

4. 520

5. 74

6. 7

7. 56

8. 0

Step-by-step explanation:

BODMAS

first you start with the Brackets

then Of

then Division

then multiplication

then addition and

finally subtraction

Margin of error - The light bulbs must they test are n ≈ 1692.

What is margin of error?

How can I determine the error margin?

Confidence level = 90%

Use the excel formula, = "NORM.S.INV(0.95)" for determining the critical z-score.

Z₀.₉₅ = 1.645

Margin of error = 0.02

p = 0.50 (No prior information)

M.E. = Zₐ/₂ * √( p (1-p) / n )

n = ( Zₐ/₂ / M.E. )² * p (1-p)

 = (1.645/0.02)² * (0.50)(1-0.50)

 = 1691.265625

n ≈ 1692.

Hence, the light bulbs must they test are n ≈ 1692.

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Step-by-step explanation:

There is a technical glitch due to which the answer is not being submitted here. Thus, I am attaching the sloution via attaching a file.

Answer:

a

Step-by-step explanation:

The third term of a sequence is 14. Term to term rule is square, then subtract 11. The first term of the sequence is 6.

The given information is about the third term of a sequence which is 14, and the term to term rule is square, then subtract 11.

We have to find the first term of the sequence. The sequence can be calculated using the following formula:

An = A1 + (n-1)d

Where, An is the nth term of the sequence A1 is the first term of the sequence d is the common difference between the terms of the sequence. Let's solve the problem by finding the value of the common difference between the terms of the sequence.

Using the given information, we can write: A3 = 14=> A1 + (3 - 1)d = 14=> A1 + 2d = 14 ----- (i)

Also, the term to term rule is square, then subtract 11.So, we can write, A2 = A1 + d = (A1)² - 11 ---- (ii)

Substituting the value of d from equation (ii) in equation (i),

we get: A1 + 2 [(A1)² - 11] = 14 Simplifying this equation, we get: A1² - 2A1 - 12 = 0 On solving this quadratic equation

we get: A1 = -2 or A1 = 6 Ignoring the negative value of A1, we get the first term of the sequence to be 6.

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The first 3 terms of the sequence are 21, 24 and 29

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

n² + 20

This means that

f(n) = n² + 20

The first 3 terms of the sequence is when n = 1, 2 and 3

So, we have

f(1) = 1² + 20 = 21

f(2) = 2² + 20 = 24

f(3) = 3² + 20 = 29

Hence, the first 3 terms of the sequence are 21, 24 and 29

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Answer:

Below in bold.

Step-by-step explanation:

C1 = 180 - C2

= 180 -  (170-2x)

= 10 + 2x

So B3 = 10+2x (alternate angles).

and B2 = 90 - B3

= 90 - (10 + 2x)

= 80 - 2x.

Based on the given options, the errors Amy made in simplifying the complex fraction problem include not using the reciprocal of the divisor and not simplifying the resulting fraction.

To analyze the errors made by Amy in simplifying the complex fraction problem, let's go through each option:

1. She converted the mixed number to the wrong improper fraction: This error is related to the specific problem at hand and cannot be determined without the actual problem statement. Please provide the specific complex fraction problem so that I can assess this error.

2. She did not use the reciprocal of the divisor: This error suggests that Amy did not take the reciprocal of the divisor (denominator) when dividing by a fraction. This error would be applicable if the problem involved dividing by a fraction. However, without the specific problem, it is difficult to confirm this error.

3. She added the numerators: This error indicates that Amy added the numerators of the complex fraction instead of performing the appropriate operations on them. This error can occur if the problem required multiplication, subtraction, or other operations instead of addition.

4. She added the denominators: This error implies that Amy added the denominators of the complex fraction instead of performing the necessary operations. This error can occur if the problem involved addition or if the denominators needed to be combined differently.

5. She did not simplify: This error suggests that Amy did not simplify the resulting fraction to its simplest form after performing the operations. This error can occur if the fraction can be further reduced or simplified.

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Answer:

Step-by-step explanation:

Answer:

2:3

Step-by-step explanation:

Here is the math to illustrate better:

30/15 = 2 and 45/15 = 3

Thus, 30:45 ratio simplified is 2:3

Answer:

2/3

Step-by-step explanation:

There 2 ways:-

The simple way in 2 steps

1.divide  by 5

2. then divide by 3

The complicated way is to divide by 15

Answer:

x = 8, y = 6/√3.

Step-by-step explanation:

The smaller triangle and the larger triangle are similar.

4 / 4√3 = (x - 6) / y

1/√3  =  (x - 6) / y

Also

y/6 = 1/√3

⇒ √3y = 6

⇒ y = 6/√3

Substitute for y in the first equation:

1/√3  =  (x - 6) / 6/√3

⇒ 1/√3 * 6/√3 = x - 6

⇒ x - 6 = 2

⇒ x = 8

Answer:

3

Step-by-step explanation:

3-2=1

3+10=13

1x13=13

Answer:

-2(6x-y)

-2(6[-3]-[4])

-2(-18-4)

36+8=54

Answer:

X=y

x/y+2=3 because

Y+Y+Y=3 so

X=Y+Y+Y=3

Answer:

No se

Step-by-step explanation:

pero okueuekdnfjdbebf

Answer:

Ok so a^2 + b^2 = c^2 . That’s the set up of the equation. 16^2 + 12^2 = c^2

Multiply 16 by itself and the same for 12.  256 + 144 = 400.

Okay now square it. (400 squared) and you get 20. So thats your answer.

Step-by-step explanation:

The correct statement regarding whether each graph represents a function is given as follows:

a. Represents a function, as each input is mapped to only one output.

b. Does not represent a function, as there are inputs mapped to two outputs.

A graph will represent a function if the graph contains no vertically aligned points, that is, each value of x is mapped to only one value of y.

Vertically aligned points mean that a value of the input x is mapped to multiple values of the output y, that is, a single input is mapped to multiple outputs which disqualify the relation as a function.

In the context of this problem, we have that:

On the continuous graph, a vertical line is drawn and shown at the end of the answer, representing visually when does a graph does not represent a function, as the vertical line crosses the function at multiple points.

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Answer:

x<-1

Step-by-step explanation:

I think and hope it helps

Answer:

Step-by-step explanation:

In a parallelogram, opposite angles are equal. So we can set the two opposite angles equal to each other and solve for x:

17x + 3 = 19x - 5

Simplifying the equation, we get:

-2x = -8

Dividing both sides by -2, we get:

x = 4

Therefore, for ABCD to be a parallelogram, x must be equal to 4.

Answer:

Term to add is (3/8)^2 = 9/64

Step-by-step explanation:

Here, we want to know the value that must be added to make the equation a perfect square.

x^2 - 3/4x = 5

x^2 -3/4x -(3/8)^2+ (3/8)^2 = 5

x^2 -3/4x + (3/8)^2 = 5 + (3/8)^2

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

So the term to add is (3/8)^2 = 9/64

Answer:

\(\dfrac{9}{64}\)

Step-by-step explanation:

Given the equation: \(x^2-\frac{3}{4}x=5\)

To make the left hand side of the equation a perfect trinomial, we follow these steps.

Step 1: Divide the coefficient of x by 2.

Coefficient of x \(=-\frac{3}{4}\)

\(-\frac{3}{4} \div 2 =-\frac{3}{8}\)

Step 2: Square your result from step 1

\(\implies (-\frac{3}{8})^2 \\=\dfrac{9}{64}\)

Therefore, to make the Left-Hand side a  perfect-square trinomial, we add 9/64.

Answer:

Step-by-step explanation:

The geometric mean has a set up it must follow in order to "work". If you look at #3, x is a side of the smaller triangle that has a base of 3, but it's also a side of the large triangle that has a base of 3 + 8 which is 11.  That means that x is your geometric mean. Setting up the geometric mean will look like this:

\(\frac{3}{x}=\frac{x}{11}\)

where x is the geometric means and the 3 and the 11 (the positions they are in) are the geometric extremes.

Now we cross multiply to solve for x:

\(x^2=33\) and

\(x=\sqrt{33}\)

That's the length of x in #3.

For #4, x is the side of the small triangle with the base of 7 and it's also the side of the large triangle with the base of 7 + 13 which 20. That means that x is the geometric mean. Setting up like above:

\(\frac{7}{x}=\frac{x}{20}\) and

\(x^2=140\) so

\(x=\sqrt{140}\)

Answer:

2/5 is fraction form.

0.4 is decimal form btw.

To determine if a function crosses the horizontal asymptote, analyse the behavior of the function as it approaches the asymptote and on either side of it.

1. Identify the horizontal asymptote of the function. The horizontal asymptote is a horizontal line that the function approaches as the independent variable (usually denoted as x) goes to positive or negative infinity. It is often denoted by a horizontal line y = a, where "a" is a constant.

2. Examine the behavior of the function as x approaches positive infinity. Evaluate the limit of the function as x goes to positive infinity. If the limit is equal to the value of the horizontal asymptote, then the function does not cross the asymptote. However, if the limit does not equal the asymptote, move to the next step.

3. Examine the behavior of the function as x approaches negative infinity. Evaluate the limit of the function as x goes to negative infinity. If the limit is equal to the value of the horizontal asymptote, then the function does not cross the asymptote. If the limit does not equal the asymptote, proceed to the next step.

4. Investigate the behavior of the function around critical points or points where the function changes its behavior. These points may include the x-intercepts or vertical asymptotes. Determine if the function crosses the asymptote around these points by analyzing the behavior of the function in their vicinity.

If, at any point in this process, the function crosses the horizontal asymptote, then it does not have a true horizontal asymptote. However, if the function approaches the asymptote and does not cross it at any point, then it has a horizontal asymptote.

It's important to note that some functions may have multiple horizontal asymptotes or no horizontal asymptote at all. The steps outlined above are a general guideline, but the specific behavior of the function needs to be analyzed to make a conclusive determination.

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Answer:

15.5 in

Step-by-step explanation:

To find diameter from circumference, divide circumference by π

48.67/3.14=15.5

Answer:

x > 1/6.

Step-by-step explanation:

–2(8x – 4) < 2x + 5

-16x + 8 < 2x + 5

-18x < -3

x > 1/6.

The solution to the inequality expression is x > 1/6

Given the inequality expression

–2(8x – 4) < 2x + 5

Expand the parenthesis

-16x + 8 < 2x + 5

Subtract 5 from both sides

-16x + 8 - 5 < 2x + 5 - 5

-16x + 3 < 2x

-16x - 2x < -3

-18x < -3

Divide both sides by -18

-18x/-18 > -3/-18

x > 1/6

Hence the solution to the inequality expression is x > 1/6

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The relevant details from the poem and the description of how they develop the subject are:

The fact that the narrator mentions how there are a pair of them means that they are not alone. It means that just because they are a nobody does not mean that they consider themselves to be alone.

The fact that they could be banished means that being a nobody is a bad thing that warrants the punishment of being banished from the society in question.

When a person is deary, it means that they are doing something that can either bring them praise or punishment which means that being somebody can either be positive or negative so it can be a positive to be a nobody.

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