Answer:
6c+6
Step-by-step explanation:
-24/3c+18/3+14c
-8c+6+14c
6c+6
4z-10=14 *
I can’t get the answer please help
Answer:
z = 6
Step-by-step explanation:
4z - 10 = 14
+ 10 +10
4z = 24
24 ÷ 4 = 6
n = 6
at a local coffee shop, about 20% of the customers who buy coffee also buy a pastry. if they have 300 customers buying coffee about how many pastries should they expect to sell?
Answer:
60
Step-by-step explanation:
let f(r) be the number of riders on a bus r hours after 8 am. Explain the meaning of the statement f(5)=23.
Answer:
See explanation
Step-by-step explanation:
Given
f(r) => Number of people in the bus after 8am
Required
Interpret f(5) = 23
Going by the analysis in the question, the interpretation goes this:
5 hours after 8 am, there are 23 riders on a bus
We can also interpret as:
There are 23 riders on a bus at 1 pm
Since 1 pm = 5 hours after 8am
A technician finds they have only 65% of the length of fabric they need to make the collars. Complete the steps below to help them find how much more fabric they need.
Answer:
131.25
Step-by-step explanation:
you need to minus 375 and 243.75
Heather wants to purchase an electric guitar the price of the guitar with tax is $2,240.if she can save $90 per month how linf will it take her to save up for the guitar
Answer:
25
Step-by-step explanation:
What is the least common denominator of 3/5 and 2/15?
Answer:
15
Step-by-step explanation:
3/5 = 9/15
2/15 = 2/15
The least common denominator of 3/5 and 2/15 is 15
The least common denominator is the least product value of the given fractions
To do that, we will find the greatest value between the denominators of each fractionGiven the fractions 3/5 and 2/15, we can see that the two integers at the nominator are 5 and 15.
Since 5 can go in 15 without remainder, we do not need to multiply both integers again. The least common denominator will be the greatest value between 5 and 15 and that is 15.
Hence the least common denominator of 3/5 and 2/15 is 15
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7)
A bag of five bananas costs £1. A bag of four grapefruits costs £2.40. How much
more does one grapefruit cost than one banana?
Step-by-step explanation:
£2.40 - £1
= £1.40
Therefore,
£1.40 more one grapefruit cost than one banana.
Answer:
4.4 pounds
Step-by-step explanation:
1. Divided 5 by 1. Which equals 5.
2. Divided 2.40 by 4. Which equals 0.6.
3.Last subtract 5 from 0.6. Which is 4.4.
3x + 6 = y
solve for x
Answer:
x=1/3y - 2
Step-by-step explanation:
playstation or xbox be smart
Xbox and PlayStation both have their own good features but Xbox wins overall against PlayStation in specs, games, graphics, streaming, remote play, UI and basically everything.
I have played both btw
Any arguments in the comment section
Answer:
Depends
Step-by-step explanation:
If you want better exclusives get a playstation.
UI the playstation UI is better because it is simple.
Game subscriptions. xbox game pass subscription is better because it has more games and most games get released on game pass as soon as they release.
Two side of a triangle have the following measures. Find the range of possible measures for the third side.
8, 9
_______ < x < _______
Answer:
8<x<9
Step-by-step explanation
Find the factors of each number.
2. 20
1. 14
Identify the first five multiples for each number.
4. 3
3. 2
6. 5
5. 6
8. 7
7. 8
help me pleeeaseeee
Answer:
-2
Step-by-step explanation:
Keith bought 8 new baseball trading cards to add to his collection. The next day his dog ate half of his collection. There are now only 30 cards left. How many cards did Keith start with?
please help!!!
Answer:
52 cards
Step-by-step explanation:
call the amount he started with " x "
then he bought 8 cards
so the new equation is
x+8
then he lost half of his cards
so now the equation is
(x + 8 )/2
that amount to 30 cards as per what is given in the problem
so now the equation is
( x + 8 )/2 = 30
solve using inverse operations and simplifying
( x + 8 )/2 = 30
*2 *2
x + 8 = 60
-8 -8
x = 52
Divied. Reduce the awnser to lowest terms 4/5 divided by 16/15
Answer:
B:3/4
Step-by-step explanation:
4/5÷16/15= 4/5×15/16= 60/80.
And take 60/80 ÷ 2= 3/4
What is the value of X?
Answer:
x=92 degrees
Step-by-step explanation:
53+45=98
180-98=92
92 is answer
Find the measure of the indicated angle.
14
?
29
Answer:
15
Step-by-step explanation:
I guess it is 29-14 which obviously is 15 as we know
Is this relation a function? Justify your answer.
Please help me!! 5:45pm est! Answer as soon as you can!
Answer:
D
Step-by-step explanation:
What do you do when you crashed your mom's SUV into a lake and you cannot get out and your slowly sinking? Please respond quick because the water is already up to my knees
Answer:
try breaking the windows when the car is submerged so pressure can break the windows and then you can hopefully swim through the windows.
what is 1555 times 67
Answer:
104185
Step-by-step explanation:
Answer:
104,185
Step-by-step explanation:
angles 2 and angle 7 are ??? angles
Answer:
D alternate exterior angle
Step-by-step explanation:
Answer:
vertical anglesvertical angles are congruent angles located diagonally opposite each other.
The points Q, R, S and T all lie on the same line segment, in that order, such that the
ratio of QR:RS: ST is equal to 1:4:5. If QT = 40, find RS.
Answer:
RS=3
Step-by-step explanation:
Solve for x:
6x+3x+x=10
All parts add up to whole
10x=10
Combine like terms
x=1
Use x to solve for segment lengths:
QR=6x=6(1)=6
RS=3x=3(1)=3
ST=x=1
Therefore RS=3
The length of the line segment RS will be 16 units.
What are collinear points?An axis is a term used to describe a line on which points are located, particularly if that line is connected to a triangle or other geometric shape. Since two factors determine a line, two points are transparently collinear. If the points are in a line, then the points are collinear points.
Let Q, R, S, and T be the collinear points. Then the condition of the collinear will be
QR + RS + ST = QT
The points Q, R, S, and T all lie on the same line segment, in that order, such that the ratio of QR:RS: ST is equal to 1:4:5. If QT = 40.
Let QR / 1 = RS / 4 = ST / 5 = x
QR = x
RS = 4x
ST = 5x
Then the value of the variable x will be
QR + RS + ST = QT
x + 4x + 5x = 40
10x = 40
x = 4
Then the length of the line segment RS will be
RS = 4x
RS = 4 (4)
RS = 16
Then the length of the line segment RS will be 16 units.
More about the collinear points link is given below.
https://brainly.com/question/1593959
#SPJ2
complete the pattern 444 4440 44,400 444,000 ______ _______ what goes on does 2 spots
Answer:
4440,000 and 44.400,000
Step-by-step explanation:
All you do is add another zero to the end
I have sandwich 11/12 of a foot long and 3/4 of it has pepperoni on it, how much of the sandwich doesn’t have pepperoni on it.
Answer:
2/12 or 1/6
Step-by-step explanation:
Make common denominators, 3/4 turns into 9/12. Take away 9/12 from 11/12, simplify if needed, and boom! done!
Which point is on the line that passes through point Z and is perpendicular to line AB? (–4, 1) (1, –2 ) (2, 0) (4, 4)
Answer:
the answer is (-4,1)
Step-by-step explanation:
Answer:
It's A
Step-by-step explanation:
solve for n: 10/60 =n/84
Answer:
n=14
Step-by-step explanation:
Help my daughter please k gtg
Answer:
5.7, 4.6, 5.6, 6.7
Step-by-step explanation:
Answer:
2.63+3.07= 5.7
9.4-4.8= 4.6
3.92+1.68= 5.6
8.5-1.8= 6.7
We would like to know the velocity of the block when it reaches some position x. Finding this requires an integration. However, acceleration is defined as a derivative with respect to time, which leads to integrals with respect to time, but the force is given as a function of position. To get around this, use the chain rule to find an alternative definition for the acceleration ax that can be written in terms of vx and dx/ dx.
Answer:
An alternative definition for the acceleration ax that can be written in terms of [tex]v_x[/tex] and [tex]\frac{dv_x}{dx}[/tex] is [tex]a_x=v_x \frac{dv_x}{dx}[/tex]
Step-by-step explanation:
We know that :
[tex]a_x=\frac{dv_x}{dt}[/tex]
Now we are supposed to find an alternative definition for the acceleration ax that can be written in terms of [tex]v_x[/tex] and [tex]\frac{dv_x}{dx}[/tex]
So, We will use chain rule over here :
[tex]a_x=\frac{dv_x}{dt}\\a_x=\frac{dv_x}{dt} \times \frac{dx}{dx}\\a_x=\frac{dv_x}{dx} \times \frac{dx}{dt}\\a_x=\frac{dv_x}{dx} \times \frac{dx}{dt} [\frac{dx}{dt}=v_x]\\a_x=\frac{dv_x}{dx} \times v_x\\a_x=v_x\frac{dv_x}{dx}[/tex]
Hence an alternative definition for the acceleration ax that can be written in terms of [tex]v_x[/tex] and [tex]\frac{dv_x}{dx}[/tex] is [tex]a_x=v_x \frac{dv_x}{dx}[/tex]
The alternative definition for the acceleration ax that can be written in terms of vx and dx/ dx is [tex]a_x = v_x \frac{dv_x}{dx}[/tex]
Chain rule:Here we used the chain rule:
It is the basic method for differentiating a composite function. Here the first factor on the right, Df(g(x)), represents that the derivative of f(x) is first found and then x, wherever it arises, is replaced by the function g(x).
So,
[tex]a_x = \frac{dv_x}{dt}\\\\ = \frac{dv_x}{dt} \times \frac{dx}{dx}\\\\= \frac{dv_x}{dx} \times \frac{dx}{dt}\\\\ = \frac{dv_x}{dx} \times \frac{dx}{dt} (\frac{dx}{dt} = v_x)\\\\ = \frac{dv_x}{dx} \times v_x\\\\= v_x\frac{dv_x}{dx}[/tex]
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Homer sold cupcakes and cookies yesterday. Each cupcake sold for $2.25 and each cookie sold for $0.25. At the end of the day, Homer has sold $55.50 worth of cookies and cupcakes. If he sold 54 cupcakes and cookies combined, how many cupcakes were sold and how many cookies were sold
Answer: 21 cupcakes and 33 cookies were sold.
Step-by-step explanation:
Let x= Number of cupcakes
y = Number of cookies
As per given,
x+y= 54 (i)
Cost: 2.25x+0.25y=55.50 (ii)
Multiply 0.25 to (i0, we get
0.25x+0.25y = 0.25(54)
⇒0.25x+0.25y = 13.5 (iii)
subtract (iii) from (ii), we get
2x=42
Divide both sides by 2, we get x= 21
Put this in (i) , we get 21+y =54 ⇒ y= 54-21= 33
Hence, 21 cupcakes and 33 cookies were sold.
I need help with homework in GoMath, 5th Grade, Lesson 2.5
The college tutoring center staff are considering whether the center should increase the number of math workshops they offer to help students improve their performance in math classes. Faculty would like to know if requiring student attendance at these math workshops will improve overall passing rates for their students in their math classes. They plan to use the number of workshops attended to predict the final exam score and regression analysis to determine the effectiveness of the mandatory workshop attendance policy.
For each of the following classify the variable as explanatory, response, or neither.
a. Whether the student attended a workshop.
b. Number of workshops attended
c. Whether the student passes the course
Answer:
a. Whether the student attended a workshop. Neither
b. Number of workshops attended. Explanatory variable
c. Whether the student passes the course. Response variable
Step-by-step explanation:
In a given experiment, the response variable addresses the core of the question that was asked. In the experiment above, we are trying to determine the passing rate. That is the response variable. The explanatory variable provides an explanation for the response.
The number of workshops attended by the students would provide an explanation of their passing rates. Whether the student attended a workshop is not a consideration in the experiment, because it is believed that they would attend the workshop.