Answer:
17 coaches
Step-by-step explanation:
820 divided by 50 is 16.4 but you can't have part of a coach so you round up it 17
Answer:
17 coaches
Step-by-step explanation:
820 divided by 50 is 16.4 but you can't have part of a coach so you round up it 17
A number is les than or equal to -11
Answer:
-12 is the answer for this question
Step-by-step explanation:
make me as brainlist
Answer:
[tex]x\leq-11[/tex]
Step-by-step explanation:
pls pls pls help im very behind
the options for A) 0 24.5 39.2 44.1
the options for B are the same for A
Answer: A is 24.5
B is 0
Step-by-step explanation:
The first 3 sec are increasing. On sec 4 it starts to decrease. .
What is the smallest integer $k>2000$ such that both $\dfrac{17k}{66}$ and $\dfrac{13k}{105}$ are terminating decimals?.
The smallest integer greater than 2000 for both the fractions [tex]\frac{17k}{66} \ and \ \frac{13k}{105}[/tex] to be terminating decimals is 2079.
GivenK is greater than 2000.
[tex]k> 2000\\[/tex].
Given fractions are
[tex]\dfrac{17k}{66} \ and \ \dfrac{13k}{105}[/tex].
How to find the smallest integer greater than 2000 for the fractions to be terminating decimals?In order for the decimal equivalents to be terminating, the only factors that can remain in the denominators are 2 and 5.
Here, the given denominators are 66 and 105 respectively.
Now factors of 66 will be 2,3,11.
And the factors of 105 will be 3,5,7.
So, the value of k must be multiples of 3, 7, and 11. The LCM of these numbers will be,
[tex]3\times 7\times 11=231[/tex]
Now the value of K must be greater than 2000, so the multiple of 231 which is greater than 2000 is its [tex]9^{th}[/tex] multiple,
[tex]231\times9=2079[/tex]
Hence 2079 is the smallest integer greater than 2000 for both the fractions [tex]\frac{17k}{66} \ and \ \frac{13k}{105}[/tex] to be terminating decimals.
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Help Please 100 pts for the answer! Need answer ASAP
Answer:
-25/1 or -25
Step-by-step explanation:
Answer:
-25/1 or -25
Step-by-step explanation:
there hope this will help a lot
One week Culver earned $375.50 regular pay and $65.50 overtime pay. His net pay for the week was $230.90. How much did he have withheld for deductions?
Answer:
He had $210.1 after deductions.
Step-by-step explanation:
Add his regular pay and overtime pay together
$375.50 + $65.50 = $441
Now subtract his net pay from the total that he makes before deductions - with his overtime and regular pay.
$441 - $230.90 = $210.1
if we changed the –0.14 to a 2 in the equation, what would happen to the graph?
If -0.14 is changed to 2, the graph would become a positive graph, or it would be steeper, because it has a positive slope
The equation of the graph is given as:
[tex]y = -0.14x + 3[/tex]
The above equation is a linear equation, which is represented as:
[tex]y =mx + c[/tex]
Where m represents the slope of the linear equation.
By comparison, we have:
[tex]m = -0.14[/tex]
i.e. the slope of the equation [tex]y = -0.14x + 3[/tex] is -0.14
When -0.14 is replaced with 2, the equation becomes
[tex]y = 2x + 3[/tex]
And the slope of the new equation [tex]y = 2x + 3[/tex] is
[tex]m =2[/tex]
2 is greater than -0.14, and 2 is positive.
This means that the graph would become a positive graph, or it would be steeper, because it has a positive slope
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simplify as much as possible please u get 50 points thank you
Answer:
y = 7
Step-1: Subtract 8 both sides
⇒ [tex]36 = 4y + 8[/tex]
⇒ [tex]36 - 8 = 4y + 8 - 8[/tex]
⇒ [tex]28 = 4y[/tex]
Step-2: Divide 4 both sides
⇒ [tex]28 = 4y[/tex]
⇒ [tex]\frac{28}{4} = \frac{4y}{4}[/tex]
⇒ [tex]7 = y[/tex]
Is x+2y=6
2x-3y=26
have no solution,one solution, or infinity many solution
Answer:
1
Step-by-step explanation:
x + 2y = 6, multiply by 2 = 2x + 4y = 12
2nd equation: 2x - 3y = 26
It has one solution
Answer: One solution
Step-by-step explanation:
Convert both equations into slope-intercept form:
x+2y=6
2y=6-x
[tex]y=\frac{6-x}{2}[/tex]
Slope = 6/2 = 3
2x-3y=26
y=2x-26/3
Slope = 2/3
Therefore, he system of equations have one solution because their slopes are not equal.
Find the square of (a+b+c)
Answer:
a^2 + b^2 + c^2 +2ab + 2ac + 2bc
What is 2/3, 7/6, 3 1/9, and 5 5/18 written as a decimal?
Please give an explanation and a correct answer!
I will give brainliest to whoever answers first!
Step-by-step explanation:
[tex] \frac{2}{3} = 2 \times \frac{1}{3} = 2 \times 0.333 = 0.666 \\ \\ \frac{7}{6} = 7 \times \frac{1}{6} = 7 \times \frac{1}{2} \times \frac{1}{3} = 7 \times 0.5 \times 0.333 = 1.1655 \\ \\ 3 \frac{1}{9} = 3 + \frac{1}{9} = 3 + ( \frac{1}{3} \times \frac{1}{ 3} ) = 3 + (0.333 \times 0.333) = 3 \times 0.11088 = 3.11088 \\ \\ 5 \frac{5}{18} = 5 + (5 \times \frac{1}{18} ) = 5 + (5 \times \frac{1}{3} \times \frac{1}{3} \times \frac{1}{2} ) = 5 +(5 \times 0.333 \times 0.333 \times 0.5) = 5 + 0.27722 = 5.27722[/tex]
I need help plz asp
9
Step-by-step explanation:
woody is 5
buzz is 3
mr potato head is 3
rex is 7
alien is 1
show that
[tex] \frac{2}{3 + \sqrt{7} } = 3 - \sqrt{7} [/tex]
I don't know what to do
please help with the steps.
for brainliest
Answer:
multiply by (3-√7)/(3 -√7) and simplify
Step-by-step explanation:
When there are radicals or complex numbers in the denominator, you can rewrite the expression so it has a real, rational denominator. You do this by multiplying numerator and denominator by the conjugate of the denominator. That value is the denominator with its sign changed.
This takes advantage of the factoring of the difference of squares.
(a -b)(a +b) = a² -b²
__
[tex]\dfrac{2}{3+\sqrt{7}}=\dfrac{2}{3+\sqrt{7}}\times\dfrac{3-\sqrt{7}}{3-\sqrt{7}}=\dfrac{2(3-\sqrt{7})}{3^2-(\sqrt{7})^2}=\dfrac{2}{9-7}\times(3-\sqrt{7})\\\\=\boxed{3-\sqrt{7}}[/tex]
Find the greatest common factor and the least common multiple of 16 and 20. The prime factorizations of each number are given.
.
Answer:
GCF 4, LCM 80
Step-by-step explanation:
Since both 16 and 20 have two 2s as factor, their greatest common factor is 4.
The LCM is found by multiplying all of the remaining factors by the LCM:
16 still has (2 x 2), 20 still has (5), times the GCF (4) so 2 x 2 x 5 x 4 = 80.
pls help on my maths question
Answer:
Somewhat illegible but looks like the equation should be:
S = u t + 1/2 a t^2
100 = 20 + 1/2 * a * 4 where t = 2
a* 4 = 160
a = 40
estimate quotients using compatible numbers lesson 4.5 answer key
4 its the correct answer do it
Step-by-step explanation:
its correct
helppppppppppppppppppppppppppppppppppppppp
How do i do 5√2 x 3√2? Please show a step by step explanation Thank you <3
Step-by-step explanation:
As it's a product, just multiply each number! We notice there are 2 identical square roots multiplied, and we know that: [tex]\sqrt{x} * \sqrt{x} = x\\[/tex].
So we'll remain with: 5 * 2 * 3 = 30.
:)
Answer:
30
Step-by-step explanation:
First multiply 2 square root with 2 square root and since they are identical the answer will be 2.
Now multiply 3 and 5:
3×5= 15
Now we have two numbers 15 and 2, we will multiply 15 with 2 and we get 30
I couldn't explain well but I hope you understand
Which of the following is equivalent to the expression below? (2^5)(2^6)
(A) 2^11
(B) 2^30
(C) 4^11
(D) 4^30
Answer:
(A) 2^11
Step-by-step explanation:
what is (2i)^2? and is it a real or imaginary number?
Answer:
4i
Step-by-step explanation:
Distribute the 2, you get 4i.
It's imaginary because it has an i with it
Answer:
-4, real
Step-by-step explanation:
Hi there!
‘i’ is characterized as the sqrt of -1 or, alternatively, i^2= -1
If the problem is asking us to square i, then we know that it is going to equal -1. If we distribute the exponent, we would also square the 2, making it become 4. Now that we have done that, we multiply -1 and 4 to get a final answer of -4. This would be a real number as it is not imaginary.
I hope this can help!
Please help me solve this. warning: an equation may have no solution, one solution or more than one solution.
5x-13=2x-9-4+3x
I got the answer and steps for this math problem,
Answer:
[tex]5 \times - 13 = 2 \times - 9 - 4 + 3 \times \\[/tex]
= 1 5/9 or 1 .5555556.
Step-by-step explanation:
Please comment if I'm
wrong...
Consider the function g(x) shown below over a domain of [1,∞).
g(x) = 2(x – 1)2 – 3
Part A
Determine g–1(x).
Part B
Identify the domain and range of g(x) and g–1(x). Represent the domains and ranges in inequality, interval, and set notation. Describe the relationship between the domains and ranges of g(x) and g–1(x).
Part C
Graph g(x) and g–1(x). Describe the relationship between the graphs of g(x) and g–1(x).
The inverse of a function may or may not be a function
The function g(x) is given as:
[tex]g(x) = 2(x - 1)^2 - 3[/tex]
(a) Inverse function g^-1(x)
We have:
[tex]g(x) = 2(x - 1)^2 - 3[/tex]
Replace g(x) with y
[tex]y = 2(x - 1)^2 - 3[/tex]
Swap the positions of x and y
[tex]x = 2(y - 1)^2 - 3[/tex]
Add 3 to both sides
[tex]x + 3 = 2(y - 1)^2[/tex]
Divide both sides by 2
[tex]\frac{x + 3}2 = (y - 1)^2[/tex]
Take square roots of both sides
[tex]\sqrt{\frac{x + 3}2} = y - 1[/tex]
Add 1 to both sides
[tex]1 + \sqrt{\frac{x + 3}2} = y[/tex]
Rewrite as:
[tex]y = 1 + \sqrt{\frac{x + 3}2}[/tex]
Express as inverse function of g
[tex]g^{-1}(x) = 1 + \sqrt{\frac{x + 3}2}[/tex]
Hence, the inverse function of g is [tex]g^{-1}(x) = 1 + \sqrt{\frac{x + 3}2}[/tex]
(b) The domain, and the range of g(x) and g^-1(x)
Function g(x)
The function g(x) is a quadratic function.
So, the domain is:
Inequality: [tex]-\infty < x < \infty[/tex]Interval: [tex](-\infty ,\infty)[/tex]Set: {R}The range is:
Inequality: [tex]f(x) \ge -3[/tex]Interval: [tex][-3 ,\infty)[/tex]Set: [tex]\{y|y\ge -3\}[/tex]Function g^-1(x)
The function g^-1(x) is a square root function.
So, the domain is:
Inequality: [tex]x \ge -3[/tex]Interval: [tex][-3 ,\infty)[/tex]Set: [tex]\{x|x\ge -3\}[/tex]The range is:
Inequality: [tex]-\infty < y < \infty[/tex]Interval: [tex](-\infty ,\infty)[/tex]Set: {R}The domain of g(x) is the range of g^-1(x), while the range of g(x) is the domain of g^-1(x).
(c) The graph
See attachment for the graph
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A rental car company charges $35 per day to rent a car and $0.15 for every mile driven. Enola wants to rent a car, knowing that:
She plans to drive 450 miles.
She has at most $260 to spend.
Write and solve an inequality which can be used to determine xx, the number of days Enola can afford to rent while staying within her budget.
Answer:
260≤67.5+35x
Step-by-step explanation:
Find DY if PY= 6
and DP= 10.
The relationship between sides DY, PY and DP is that they form a right-angled triangle.
The value of side length DY is 8 units
Side length DY can be calculated using the following Pythagoras theorem.
So, we have:
[tex]DP^2 =DY^2 + PY^2[/tex]
Substitute values for DP, DY and PY
[tex]10^2 =DY^2 + 6^2[/tex]
Evaluate the squares
[tex]100 =DY^2 + 36[/tex]
Subtract 36 from both sides
[tex]64 =DY^2[/tex]
Take square roots of both sides
[tex]8 =DY[/tex]
Rewrite as:
[tex]DY = 8[/tex]
Hence, the value of side length DY is 8 units
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A parachutist has made thousands of successful jumps. His assumption is that when he pulls the rip cord, that parachute will open.
What are the null and alternative hypothesis?
Describe a Type I error along with the consequence.
Describe a Type II error along with the consequence.
What is a more serious error in this context? Justify your answer.
Most parachutes have a backup in case the ripcord malfunctions. Does the guard against Type I or Type II errors? Explain.
Suppose you went skydiving and pull the ripcord and it does not function. You have time to pull it again or pull the back up but not both. What would you do?
The null hypothesis is the one in which any statement which is the claim of the experiment is chosen to decide the results for .
The alternate hypothesis is the opposite of the null hypothesis.
Type I Error: Type I Error occurs when H0 is true but it is rejected and Ha is accepted.
Type II Error: Type II Error occurs when Ha is true but it is rejected and the false null hypothesis H0 is accepted which is wrong decision.
In this case the null hypothesis is
H0: On pulling the rip cord the parachute will open.
Ha: On pulling the rip cord the parachute will not open.
In this experiment the alternate hypothesis Ha :On pulling the rip cord the parachute will not open is accepted then type I error occurs.
In this experiment the null hypothesis H0 :On pulling the rip cord the parachute will not open is accepted then type II error occurs.
In this experiment Type I Error is a more serious error because the true null hypothesis H0: the parachute will open is rejected.
In this experiment Type II Error is a more serious error.
Type I and Type II Errors are independent of the confidence interval.
When the parachute has a backup in case of ripcord malfunctions then the confidence level of the hypothesis can be 100 percent. That is we are 100 percent sure that the parachute will land safely and there will be no accidents.
This is does not guard the type I and type II errors because these are made on the wrong decision.
The null and alternate hypotheses can be understood here
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Type I and II Errors can be understood
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i need atleast 5 volunteers for the magic trick
What magic trick??
Are you gonna do a magic??
Sorry for a lot of questions.
An airplane is 280 feet long. Charlie makes a scale model of the airplane at 1:140 of its actual size. How long is the model?
Answer:
2 feet long
Step-by-step explanation:
3. Rich has t dollars in his checking account. On June 3, he deposited
w, h, and v dollars, and cashed a check for k dollars. Write an alge-
braic expression that represents the amount of money in his account
after the transactions.
In \triangle KLM,△KLM, \overline{KL}\cong \overline{MK} KL ≅ MK and \text{m}\angle M = 43^{\circ}.m∠M=43 ∘ . Find \text{m}\angle L.m∠L.
Based on the definition of an isosceles triangle, the measure of angle L is: 43°
Recall:
An isosceles triangle has two side lengths that are equal in size, and also the angles opposite the equal sides are congruent.Given that KL ≅ MK in △KLM, it means △KLM is an isosceles triangle.
If m∠M = 43°, therefore, m∠M = m∠L (equal angles directly opposite KL and MK).
This implies that: m∠L = 43°
In summary, based on the definition of an isosceles triangle, the measure of angle L is: 43°
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A function f(x) is graphed on the coordinate plane.
What is the function rule in slope-intercept form?
Enter your answer in the box below.
f(x) = ____
Answer:
mx+b
Step-by-step explanation:
One way to express linear function rules is called slope-intercept form. Sometimes, f(x)=mx+b is used. In either case, m and b describe the general characteristics of the line. m indicates the slope, and b indicates the y-intercept.
The required function of the line would be y = 2x + 1 which is shown in the given graph.
What is the function rule in slope-intercept form?The slope-intercept form is one rule to represent linear function rules. f(x)=mx+b is sometimes used. In any scenario, m and b describe the line's overall features. The slope is denoted by m, while the y-intercept is denoted by b.
According to the given figure,
We clearly see that the coordinates of the y-intercept would be (0, 1).
The value of the x-coordinate is 1 when y-coordinate is 3.
Here the line passes through points (0, 1) and (1, 3).
Let the required linear function would be y - y₁ = (y₂ - y₁)/(x₂ -x₁ )[x₂ -x]
x₁ = 0, y₁ = 1
x₂ = 1, y₂ = 3
⇒ y - y₂ = (y₂ - y₁)/(x₂ -x₁ )[x -x₂]
⇒ y - 3 = (3 - 1)/(1 - 0 )[x -1]
⇒ y - 3 = (2)[x -1]
⇒ y - 3 = 2x - 2
⇒ y = 2x - 2 + 3
⇒ y = 2x + 1
Therefore, the required function of the line would be y = 2x + 1 which is shown in the given graph.
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Please find the range of these numbers
Answer:
91 - 74 = 17
Step-by-step explanation:
The range is the difference between the highest and lowest values in a set of numbers.