Answer:
5:2
Step-by-step explanation:
divide then both my 3 to get 5 for 15 and 2 for 6
if someone could do questions 3, 5, 7, and 9 and state the converse i’d appreciate it!! <3
work this out please - image inserted
Answer:
2/25=0.08
Step-by-step explanation:
1/25*2 = 0.08
the distance from the base of a flagpole to a point on the ground is 24 feet. the flagpole has a height of 18. what is x the distance from the top of the flagpole to the ground.
You can solve this by doing Pythagorean theorem. I think thats what its called... a^2+b^2=c^2. So 24 squared plus 18 squared is 900. The square root of 900 is 30. The legnth of the third side is 30.
The distance from the top of the flagpole to the ground is 30 feet.
What is Pythagorean theorem?In a right-angled triangle, the square of the hypotenuse side is equal to the sum of the squares of the other two sides, according to Pythagoras's Theorem. These triangle's three sides are known as the Perpendicular, Base, and Hypotenuse. Due to its position opposite the 90° angle, the hypotenuse in this case is the longest side.
Given the distance from the base of a flagpole to a point on the ground = 24 feet
height of flagpole = 18 feet
the distance from the top of the flagpole to the ground is x
by Pythagorean theorem, we can find the distance
h² = b² + p²
h = hypotenuse = x
b = base = 24 feet
h = height = 18 feet
x² = 24² + 18²
x² = 576 + 324
x = √900
x = 30 feet
Hence the value of x is 30 feet.
Learn more about Pythagorean theorem;
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AAAH HELP! Assume that r varies directly as p. What is the constant of proportionality if r = 3 when p = 15. k = 1\5 k = 5 k = 3 k = 45
Answer:
k = [tex]\frac{1}{5}[/tex]
Step-by-step explanation:
Given that r varies directly as p then the equation relating them is
r = kp ← k is the constant of variation
To find k use the condition r = 3 when p = 15, then
3 = 15k ( divide both sides by 15 )
[tex]\frac{3}{15}[/tex] = k , that is
k = [tex]\frac{1}{5}[/tex]
Answer:
k = 1/5
Step-by-step explanation:
10 When line a is drawn in the xy-plane, it passes through quadrants II and III, but not through quadrants I and IV. Which of the following could des ribe line a ? A) The slope is 1 and the x-intercept is 0. B) The slope is () and the y-intercept is 5. C) The slope is -1 and the y-intercept is 0. D) The slope is undefined and the x-intercept is -5.
Answer:
D the slope is undefined and the y intercept is -5
Step-by-step explanation:
quadrant II and III are on the left. the only way for a line to pass through those two quadrants without passing through I and I would have to be a negative x intercept. The slope would have to be undefined which would make a diagonal line. if the slope was 1 or anything higher it would end up hitting the other quadrants.
I'm not good at functions
Answer:
When x is equal to 1, y is equal to 18-2(1), which is equal to 16.
When x is equal to 2, y is equal to 18-2(2), which is equal to 14.
When x is equal to 4, y is equal to 18-2(4), which is equal to 10.
When x is equal to 5, y is equal to 18-2(5), which is equal to 8.
Let me know if this helps!
The Marino family bought 4 tickets to the circus. Each ticket costs $14.95. What was the total cost of the tickets?
Integrating sums of functions
Answer:
(a) -12
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Multiplication Property of Equality Division Property of Equality Addition Property of Equality Subtraction Property of EqualityCalculus
Integrals
Integration Rule [Reverse Power Rule]: [tex]\displaystyle \int {x^n} \, dx = \frac{x^{n + 1}}{n + 1} + C[/tex]
Integration Property [Swapping Limits]: [tex]\displaystyle \int\limits^b_a {f(x)} \, dx = -\int\limits^a_b {f(x)} \, dx[/tex]
Integration Property [Multiplied Constant]: [tex]\displaystyle \int {cf(x)} \, dx = c \int {f(x)} \, dx[/tex]
Integration Property [Addition/Subtraction]: [tex]\displaystyle \int {[f(x) \pm g(x)]} \, dx = \int {f(x)} \, dx \pm \int {g(x)} \, dx[/tex]
Integration Property [Splitting Integral]: [tex]\displaystyle \int\limits^c_a {f(x)} \, dx = \int\limits^b_a {f(x)} \, dx + \int\limits^c_b {f(x)} \, dx[/tex]
Integration Rule [Fundamental Theorem of Calculus 1]: [tex]\displaystyle \int\limits^b_a {f(x)} \, dx = F(b) - F(a)[/tex]
Step-by-step explanation:
Step 1: Define
[tex]\displaystyle \int\limits^6_4 {f(x)} \, dx = 5[/tex]
[tex]\displaystyle \int\limits^4_{10} {f(x)} \, dx = 8[/tex]
[tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx[/tex]
Step 2: Solve Pt. 1
[Integral] Rewrite [Integration Property - Addition]: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = \int\limits^{10}_6 {4f(x)} \, dx + \int\limits^{10}_6 {10} \, dx[/tex][Integral] Rewrite [Integration Property - Multiplied Constant]: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = 4\int\limits^{10}_6 {f(x)} \, dx + 10\int\limits^{10}_6 {} \, dx[/tex]Step 3: Redefine
Manipulate the given integral values.
[Integrals] Combine [Integration Property - Splitting Integral]: [tex]\displaystyle \int\limits^6_4 {f(x)} \, dx + \int\limits^4_{10} {f(x)} \, dx = \int\limits^6_{10} {f(x)} \, dx[/tex][Integral] Rewrite: [tex]\displaystyle \int\limits^6_{10} {f(x)} \, dx = \int\limits^6_4 {f(x)} \, dx + \int\limits^4_{10} {f(x)} \, dx[/tex][Integral] Substitute in integrals: [tex]\displaystyle \int\limits^6_{10} {f(x)} \, dx = 5 + 8[/tex][Integral] Add: [tex]\displaystyle \int\limits^6_{10} {f(x)} \, dx = 13[/tex][Integral] Rewrite [Integration Property - Swapping Limits]: [tex]\displaystyle -\int\limits^{10}_6 {f(x)} \, dx = 13[/tex][Integral] [Division Property of Equality] Isolate integral: [tex]\displaystyle \int\limits^{10}_6 {f(x)} \, dx = -13[/tex]Step 4: Solve Pt. 2
[Integral] Substitute in integral: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = 4(-13) + 10\int\limits^{10}_6 {} \, dx[/tex][Integral] Integrate [Integration Rule - Reverse Power Rule]: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = 4(-13) + 10(x) \bigg| \limits^{10}_6[/tex][Integral] Evaluate [Integration Rule - FTC 1]: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = 4(-13) + 10(10 - 6)[/tex][Integral] (Parenthesis) Subtract: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = 4(-13) + 10(4)[/tex][Integral] Multiply: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = -52 + 40[/tex][Integral] Add: [tex]\displaystyle \int\limits^{10}_6 {[4f(x) + 10]} \, dx = -12[/tex]Topic: AP Calculus AB/BC
Unit: Integration
Book: College Calculus 10e
please i don't understand set theory in mathematics
please who will teach me through zoom
please indicate
will mark brainiest
Set theory is the mathematical theory of well-determined collections, called sets, of objects that are called members, or elements, of the set. ... The axioms of set theory imply the existence of a set-theoretic universe so rich that all mathematical objects can be construed as sets
For example, if A = {1, 2, 3} and B = {1, 2, 3, 4, 5} then A Í B (Í means is a subset of). If A = {1, 2, 4, 8}, then n(A) = 4. This is because n(A) means the number of members in set A. The universal set is the set of all sets.
At a baseball game, a vender sold a combined total of 172 sodas and hot dogs. The number of sodas sold was 58 more than the number of hot dogs sold. Find the number of sodas sold and the number of hot dogs sold.
A godown measures 40 m * 25 m* 10 m. Find the maximum number of wooden crates
each measuring 1.5 m* 1.25 * 0.5
that can be stored in the godown.
Answer:
n = 10667
Step-by-step explanation:
The measure of a godown = 40 m × 25 m × 10 m
The measure of wooden crate = 1.5 m × 1.25 m × 0.5 m
We need to find the maximum number of wooden crates that can be stored in the godown. Let there are n wooden crates. So,
[tex]n=\dfrac{40\times 25\times 10}{1.5\times 1.25\times 0.5}\\\\n=10666.67[/tex]
or
n = 10667
Hence, there are approx 10667 wooden crates can be stored.
5) The school that Lexy goes to is selling tickets to the annual talent show. On the first day
of ticket sales the school sold 14 adult tickets and 11 student tickets for a total of $128. The
school took in $88 on the second day by selling 14 adult tickets and 1 student ticket. What
is the price of each adult ticket and student ticket?
$6.00 for adult tickets and $4,00 for student tickets
how do you work it out
Answer:
Adult ticket is $6
Student ticket is $4, as you said.
Step-by-step explanation:
We'll call adult tickets x and student tix y.
14x + 11y = 128
14x + y = 88
First, solve the second equation for y in terms of x:
y = 88- 14x
Then substitute that for y into the first equation:
14x + 11(88-14x) = 128
14x + 968 - 154x = 128
-140x = -840
x = 6 The adult ticket is $6, like you said.
Now take that and solve for y:
y = 88 - 14(6)
y = 88 - 84
y = 4 The student ticket is $4, as you said.
Hope this helps. Feel free to ask questions so you can understand.
GIVING BRAINLEIST PLS HURRY
Answer:
B. 5 cm, 5 cm, 5cm
Step-by-step explanation:
You can see in the picture that the sides are all 5
Answer:
the answerrrrrrrrr is B
Select the correct symbol.
0.2 ? 0.4
Answer:
I think that 0.2 is greater than 0.4
How do the villagers investigate the hole?
Answer:
they get in a hole and they grab the dirt and examine it
Step-by-step explanation:
Answer:the shout and throw a pebble into the hole
Step-by-step explanation:
Find the part. What is 110% of 14.9?
Answer:
16.39
Step-by-step explanation:
Solution 1: You can turn the words into Algebra so What (x) is(=) 1.10 of (multiply)14.9, So x = 1.10 (14.9). x= 16.39
When you see the word what, place an 'x', is means '=', 110% = 1.10
Solution 2: Notice how 100 percent is already 14.9 so 110% should be greater than 14.9, so we're missing another 10%, and 10% of 14.9 is 1.49 just by moving the decimal over. So you would need 14.9 + 1.49 more, so a total of 16.39.
I need help finding X
When Dylan checks their school lunch account, the
balance is $56.
After buying 8 lunches, the balance is $40.
How much does the balance change with each lunch
bought? Show whether the change is positive or
negative.
Answer: 20
Step-by-step explanation:
56-40=16
So, he spent $16 on 8 lunches.
This means each lunch was $2.
So, 2 times a number will give you $40 which is 20.
Therefore, he can buy 20 more lunches before he runs out of money.
Helppp plzzz I will mark brainliestttt
Answer: Option C
Step-by-step explanation:
we know that the original triangle's area was 20 so the new triangle's area should be 40.
20 * 2 = 40
So option C
Answer:
d) 80 in squared
Step-by-step explanation:
when a triangle doubles in dimensions, it's area is 4 times as large.
jane bought 12 mangoes for $600 how many mangoes can she buy with $1000
Answer:
20 mangos
Step-by-step explanation:
1. Divide $600 by 12. Your answer should be $50. This means that every mango costs $50.
2. You now need to solve the expression: 1000 ÷ 50 which equals 20. This means that with $1000 Jane can buy 20 mangos.
A set of counters is numbered 1 through 12. Suppose you draw one counter without looking. What is the probability of choosing a number greater than 4?
Question 5 options:
2/3
1/12
1/3
1/6
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Answer:
480y
Step-by-step explanation:
multiply 6 x 8 x 60= 480
Write the 24 hour clock time which is 17min later than 13:55
Answer:
14:12
Step-by-step explanation:
Answer:
After entering a time in 24-hour format, this calculator lets you add and subtract a period to give a new time, also in 24 hour format. The 24 hour time format is also known as "military time".
For example, you could enter the time 15:00:00 (3 pm), then add 70 seconds to it which would give 15:01:10 ( 3:01 and 10 seconds pm).
three consecutive odd integers are such that three times the smallest is 9 more than twice the largest find the three numbers
Answer:
17, 19, 21
Step-by-step explanation:
let the 3 consecutive odd numbers be n, n + 2 and n + 4 , then
3n = 2(n + 4) + 9 ( 3 times smallest is 9 more than twice the largest )
3n = 2n + 8 + 9
3n = 2n + 17 ( subtract 2n from both sides )
n = 17
n + 2 = 17 + 2 = 19
n + 4 = 17 + 4 = 21
The 3 numbers are 17, 19, 21
Order these from least to greatest: -4.22, 0.8, -4 1/2, 8.4, 4/3
Answer:
-4 1/2, -4.22, 0.8, 4/3, 8.4
Step-by-step explanation:
-4 1/2 means -4.50, which is smaller than -4.22
4/3 means 1.33, which is smaller than 8.4
‼️‼️‼️‼️Please Help I really need to submit this by the end of the day and will automatically give branch to first answer‼️‼️‼️‼️‼️
Answer:
1. 9 = x
2. y = 2
Just copy these steps on paper, then submit.
Writing it yourself will help you, trust me :)
1. 2(x + 5) = 3x + 1
2(x + 5) = 3x + 1
Distribute the 2
2x + 10 = 3x + 1
-1 -1
2x + 9 = 3x
-2x -2x
9 = x
2. 3y - 4 = 6 - 2y
3y - 4 = 6 - 2y
+4 +4
3y = 10 - 2y
+2y +2y
5y = 10
Divide both sides by 5
y = 10/5
y = 2
what’s the measure of angle 6?
Answer: The measure of angle 6 is 120°
Step-by-step explanation:
Answer:
120
Step-by-step explanation:
The number of times the value appears in the data set
Answer:
Frequency
Step-by-step explanation:
Answer:
Frequency
Step-by-step explanation:
The frequency of any value is the number of times that value appears in a data set.
rotate 270° counterclockwise
Answer:
When rotating a point 270 degrees counterclockwise about the origin our point A(x,y) becomes A'(y,-x). This means, we switch x and y and make x negative.
Step-by-step explanation:
Seth has 18 balls in his bag .There are twice as many green balls as there are in his bag.If x represents number of yellow balls.