Answer:
???? what we solve ...
Step-by-step explanation:
.... ._.
See image for question. Show workings
Answer:
#85 men and 2 women = 7 people with no restriction
7P7 = 7!a) Two women must sit next to each other:
2!*5! = 2*120 = 240b) The two women must not sit next to each other:
7! - 2!5! = 4800#93 men and 5 women with no restriction:
8P8 = 8! = 40320Use p = 2 and p = 8 to determine if the two expressions are equivalent. 4(2 + p) 14 + p Complete the statements.
Answer:
The expressions are not equivalent.
Step-by-step explanation:
Here we have two expressions:
4*(2 + p)
14 + p
We want to evaluate these two expressions in two different values of p to check if the expressions are equivalent or not.
First, we evaluate both of them in p = 2, this is just replace p by 2 in each expression and then solve it.
4*(2 + 2) = 4*4 = 16
14 + 2 = 16
In this case, we can see that both expressions yield the same number, so we could think that the expressions are equivalent, now let's try with other value of p.
Now let's do it with p = 8
4*(2 + 8) = 4*10 = 40
14 + 8 = 22
Now we can see that the results are different, then we can conclude that the expressions are not equivalent.
Answer:
Use p = 2 and p = 8 to determine if the two expressions are equivalent.
4(2 + p) 14 + p
Complete the statements.
If both expressions have the same value after substituting two different values and simplifying, then they are
✔ equivalent expressions
.
When p = 2, the first expression is
✔ 16
and the second expression is 16.
When p = 8, the first expression is 40 and the second expression is
✔ 22
.
The expressions are
✔ not equivalent
.
Sue’s bakery sold 850 donuts last week this week the number of donuts sold increase 12% how many more donuts were sold this week
Answer:
952
Step-by-step explanation:
If you have anything else that has to do with donuts it goes straight to me.
Answer:
102 more donuts
Step-by-step explanation
when dealing with how much percent increase you multiply the amount by the percent in decimal form . So 850x0.12 is 102.
i need help, sleps plzz , i dont understand plzzz dont ignoree!!!!!!!!!!!!
Answer:
x = [tex]\frac{3+\sqrt{105} }{8} , \frac{3-\sqrt{105} }{8} x=1.655,-0.905[/tex]
Step-by-step explanation:
3x+6 = 4x^2
4x^2 -3x -6 = 0
x = [tex]\frac{3+\sqrt{105} }{8} , \frac{3-\sqrt{105} }{8} x=1.655,-0.905[/tex]
Two of the corresponding angles and the included sides of two triangles are congruent.Which statement must be true regarding the triangles
Answer:
1. The two triangles are ASA congruent
2. The two triangles are SAS congruent
Please help. I really need to pass this class.
I have to find the perimeter of the blue part, not the circles.
And round answer to the nearest hundredth.
Answer:
p = 2(l+w)
= 2 ( 13 + 6)
2 ( 19)
= 38
C = 2pie r(radius)
= 2 × 22/7 × 3
= 18/6/7
38 - 18/6/7
answer = 19.14
HOPE ITS HELPS!!
plzz brainliest..
What is the
measure of RK to the
nearest tenth if RQ is
7 in., QL is 24 in., and
LK is 3 in.?
R
Work:
Answer:
25.2 in.
Step-by-step explanation:
Given:
RQ = 7 in.
QL = 24 in.
LK = 3 in.
Required:
Length of diagonal RK
Solution:
Apply the extension of the Pythagorean theorem which is:
d² = x² + y² + z²
Where,
d = RK
x = RQ = 7 in.
y = QL = 24 in.
z = LK = 3 in.
Plug in the values
d² = 7² + 24² + 3²
d² = 634
d = √634
d = 25.1793566 ≈ 25.2 in. (nearest tenth)
25. Find the value of x. *
2 points
450
412
X
MathBits.com
450
O 2
0 212
0.4
04.12
At a meeting attended by 23people, the females were 7 more than the males. How many males were there?
Answer:
8
Step-by-step explanation:
x+x+7=23
2x=16
x=8
There were 8 males in the meeting.
How many males were there?Let us assume,
The number of males = x
Number of females = 7+x
Total people = 23
x + x+ 7= 23
2x + 7 =23
2x = 23 - 7
2x = 16
x= 8
There were 8 males in the meeting.
To learn more about How many males were there refer to:
https://brainly.com/question/734405
#SPJ2
Jackson elementary will have 320 first grade students next year, each class can have 16 students using the equation 16x= 320 , how many first grade classes will the school need?
Answer:
20
Step-by-step explanation:
320 = 16x
Our objective here is to isolate the variable (x) using inverse operations
First we want to get rid of 16
16x is the same as 16 times x( which is multiplication)
The inverse of multiplication is division so to get rid of the 16 we divide by 16 ( but note: whatever you do to one side you must do to the other ) so we divide both sides by 16
320/16=20
16x/16 = x
We would be left with x = 20
This meaning that they would need 20 first grade classes
Answer:
The school will need 20 first grade classes
Step-by-step explanation:
So think about it. There are 320 first grade students and each class can have 16 students which represents the equation 16x=320
All you need to do is solve the equation 16x=320
The equation is multplication. To undo multiplication you need to do division
So, x=320/16
x=20
So overall, your awnser is 20.
3. At noon Lan is in his blue mini-van 300 km north of Makenna in her Bugatti. Lan heads south
at a speed of 60km/h while Makenna heads west at 75km/h. At what rate is the distance between
them changing at 2:00 PM? Express your answer as an approximate value rounded to the nearest
hundredth. (4 marks)
Answer:
The rate at which the distance between them is changing at 2:00 p.m. is approximately 1.92 km/h
Step-by-step explanation:
At noon the location of Lan = 300 km north of Makenna
Lan's direction = South
Lan's speed = 60 km/h
Makenna's direction and speed = West at 75 km/h
The distance Lan has traveled at 2:00 PM = 2 h × 60 km/h = 120 km
The distance north between Lan and Makenna at 2:00 p.m = 300 km - 120 km = 180 km
The distance West Makenna has traveled at 2:00 p.m. = 2 h × 75 km/h = 150 km
Let 's' represent the distance between them, let 'y' represent the Lan's position north of Makenna at 2:00 p.m., and let 'x' represent Makenna's position west from Lan at 2:00 p.m.
By Pythagoras' theorem, we have;
s² = x² + y²
The distance between them at 2:00 p.m. s = √(180² + 150²) = 30·√61
ds²/dt = dx²/dt + dy²/dt
2·s·ds/dt = 2·x·dx/dt + 2·y·dy/dt
2×30·√61 × ds/dt = 2×150×75 + 2×180×(-60) = 900
ds/dt = 900/(2×30·√61) ≈ 1.92
The rate at which the distance between them is changing at 2:00 p.m. ds/dt ≈ 1.92 km/h
Please help me ASAP!!!!
Answer:
6.9 =x
Step-by-step explanation:
Since this is a right triangle, we can use trig functions
sin theta = opp/ hyp
sin 35 = x /12
12 sin 35 = x
6.882917236=x
To the nearest tenth
6.9 =x
Tiger is playing for the Masters Championships. His goal for the week is to average at most 68 for his rounds of golf. During his first three rounds he scores 69, 67, and 70. Which inequality could be used to determine what he must score on his fourth round is S represents the fourth round score?
Answer:
B
Step-by-step explanation:
4 scores add all together divided by 4 needs to be greater or equal to his goal
Help,anyone can help me do this quetion and explain.
Answer:
[tex]x=100\\y=60[/tex]
Step-by-step explanation:
The shape of the figure is quadrilateral, that means overall it will be 360 degrees.....
Angle of straight line to find x:
[tex]x+80=180[/tex]
[tex]x=180-80[/tex]
[tex]x=100[/tex]
Now, both the values of x will be 100
Find the value of y:
[tex]y+100+120+80=360[/tex]
[tex]y+300=360[/tex]
[tex]y=360-300[/tex]
[tex]y=60[/tex]
Therefore, [tex]x=100[/tex] and [tex]y=60[/tex]
hope this helps, have a good day.....
Kaden is making loaves of banana bread. He makes 4 loaves of banana bread, and he uses 9 cups of flour in all. How much flour does he use per loaf?
(9x2 + 9x2 + 5x + 1) = (3x+1)
A. 3x²+2x-2
B. 3x2 + 3x + 1
C. 3x2-3x-1
D. 3x2 + 2x+1
Answer:
2(13x – 7)
Step-by-step explanation:
help very easy 5th grade math im in rush please help im very tired tell me how many x’s to put in each box.
Answer:
Step-by-step explanation:
none in the first 3 box
none in the second 3 boxes
2 in the third 3 boxes
1 in the 4th three boxes
1 in the 5th three boxes
3 in the 6th three boxes
and none in the last 3 boxes
hope this helped :D
Find f(-6)
FINAL EXAM PLEASE HELPPPP
f(-6) = 5
Just look at the graph when x= -6 , y = 5
Answer:
Step-by-step explanation:
See image -->Answer
Please help!! Find the scale factor dilation
Answer:
2
Step-by-step explanation:
take any point
i am taking F
coordinate of F is (5 , 3)
F' is (10,6)
so use formula
(x , y) = (kx , ky)
(5 , 3) = (5k , 3k) = (10 , 6)
compare corresponding elements
5k = 10
k = 10/5
k = 2
3k = 6
k = 6/3
k = 2
note here k means scale factor
What is the common ratio in the geometric sequence? I need HELP. Thanks
Answer:
7x
Step-by-step explanation:
Common ratio = 2nd term ÷ first term
[tex]= \frac{35x^{2}}{5x}=\frac{35 * x * x}{5 *x}\\\\= 7x[/tex]
How do you integrate
[tex](3x^{2} + 3) ^{3} [/tex]
?
Answer:
Since i don't know what formula is mentioned. I just used the easiest way to solve :)
Step-by-step explanation:
[tex](3x^2 + 3)^3 = (3x^2)^3 + 3^3 + 3((3x^2)^2)(3) + 3(3x^2)(3^2)[/tex]
[tex]= 27x^6 + 27 + 3(9x^4 \times 3) + 3(3x^2 \times 9)\\\\=27x^6 + 27 + 81x^4 + 81x^2\\\\=27x^6 + 81x^4 + 81x^2 + 27\\\\[/tex]
[tex]\int\limits {(3x^2+3)^3} \, dx = \int\limits {27x^6 + 81x^4+81x^2 + 27} \, dx[/tex]
[tex]= \frac{27}{7}x^7 + \frac{81}{5}x^5+\frac{81}{3}x^3 + 27x +C\\\\= \frac{27}{7}x^7 + \frac{81}{5}x^5+27x^3 + 27x +C\\\\[/tex]
A is the Sum of 1+2+3+4+5+6+7+....+99+100 while B is the Sum of 4+5+6+7+8+9+10+.....+102+103. What is B-A ?
Answer:
300
Step-by-step explanation:
A: 1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+16+17+18+19+20+21+22+23+24+25 +26+27+28+29+30+31+32+33+34+35+36+37+38+39+40+41+42+43+44+45+46+47+48+49+50+51+52+53+54+55+56+57+58+59+60+61+62+63+64+65+66+ 67+68+69+70+71+72+73+74+75+76+77+78+79+80+81+82+83+84+85+86+87+88+89+90+91+92+93+94+95+96+97+98+99+100
A=5,050
B: 4+5+6+7+8+9+10+11+12+13+14+15+16+17+18+19+20+21+22+23+24+25 +26+27+28+29+30+31+32+33+34+35+36+37+38+39+40+41+42+43+44+45+46+47+48+49+50+51+52+53+54+55+56+57+58+59+60+61+62+63+64+65+66+ 67+68+69+70+71+72+73+74+75+76+77+78+79+80+81+82+83+84+85+86+87+88+89+90+91+92+93+94+95+96+97+98+99+100+101+102+103
B=5,350
B-A
=5,350-5,050
=300
Given: ZDEF is a right angle. Using a paragraph proof, prove 41 is acute.
Let G be some point on the diagonal line away from point E.
Angle DEG represents angle 1.
We're given that angle DEF is a right angle which means it's 90 degrees. Angle DEG is some angle smaller than 90 degrees. By definition, that must mean angle 1 is acute. Any acute angle is smaller than 90 degrees. There's not much else to say other than this is just a definition problem.
----------------
Extra side notes:
If angle 1 was a right angle, then that would mean angle GEF would have to be 0 degrees; however the diagram shows this isn't the case.
If angle 1 was obtuse, then there's no way we'd be able to fit it into angle DEF. In other words, there's no way to have an angle larger than 90 fit in a 90 degree angle.
Help please someone ans
Answer:
40
Step-by-step explanation:
the line in the middle shows the median
The ages, in years, of employees at a fabric store are represented by the box-and-whisker plot shown.
Answer:
There isn't a plot.
Step-by-step explanation:
a²+b²+c²=138 and ab +bc+ca=3, Find a+b+c
[tex]a ^{2} + b {}^{2} + c { = 138} and \: ab + bc + ca \: find \: a + b + c[/tex]
ans pls?
Answer:
a + b + c = 12
Step-by-step explanation:
The given information are;
a² + b² + c² = 138
a·b + b·c + c·a = 3
The required data = a + b + c
Using an online tool, we have;
(a + b + c)² = (a + b + c) × (a + b + c) = 2·a·b + 2·b·c + 2·c·a + a² + b² + c²
∴ (a + b + c)² = 2·(a·b + b·c + c·a) + (a² + b² + c²)
Where;
a·b + b·c + c·a = 3, and a² + b² + c² = 138, we have;
(a + b + c)² = 2 × 3 + 138 = 144
(a + b + c)² = 144
(a + b + c) = √144 = 12
a + b + c = 12.
80 25 x pls help me with this one
Answer:
25
Step-by-step explanation:
Answer:
x = 25
Step-by-step explanation:
Okay so as you can see there is an x shape and whenever you have that it means they are verticle angles. So we can conclude that 25 is verticle to x and so x is equal to 25.
the mass is 20kg and length is 3m. find out density
Answer:
6.66 kg/m is the correct answer
For a certain arithmetic sequence, [tex]a_{3} =14, a_{10}=98[/tex]. Write the first three terms of the sequence.
I'll mark you as brainliest *only if you answer*. Thanks <3
Answer:
An arithmetic sequence is defined by:
[tex]a_n = a_{n-1} + d[/tex]
Here, we know that:
[tex]a_3 = 14\\a_{10} = 98[/tex]
Using the recursive relation, we can write:
[tex]a_{10} = 98 = a_9 + d[/tex]
And can keep applying the recursive relation, so we will have:
[tex]98 = a_9 + d = (a_8 + d) + d = a_8 + 2*d[/tex]
And so on, until we get to a known term:
[tex]98 = a_8 + 2*d = a_7 + 3*d = a_6 + 4*d = a_5 + 5*d = a_4 + 6*d = a_3 + 7*d[/tex]
[tex]98 = a_3 + 7*d = 14 + 7*d[/tex]
Then we can solve:
98 = 14 + 7*d
for d:
98 - 14 = 7*d
84 = 7*d
84/7 = d = 12
Now we know the value of d, we can keep using the recursive relation to find the first 3 terms:
Here, we can rewrite the recursive relation as:
[tex]a_{n-1} = a_n - d[/tex]
Then:
[tex]a_2 = a_3 - d = 14 - 12 = 2\\a_2 = 2[/tex]
[tex]a_1 = a_2 - d = 2 - 12 = -10\\a_1 = -10[/tex]
[tex]a_0 = a_1 - d = -10 - 12 = -22\\a_0 = -22[/tex]
Then the first 3 terms are:
-22, -10, 2
The Great War was supposed to be the war to end all wars. In hindsight, we all know it wasn't. And that is why we commonly call it World War I. Knowing that, please respond to the following questions in a 5 sentence + paragraph (with a claim and history to back it up).
Why shouldn't the winner of the war seek reparations on the loser?
What is wrong with self-determination - allowing nations to decide what kind of country they want to be?
Why can't America practice isolationism? Along with that, why do we have to have alliances in the modern world?
Why didn't the carving up of the Ottoman Empire and Eastern Europe work in the Treaty of Versailles and prevent WWII?
And why do you think so many Germans and Italians listened to fascist leaders like Hitler and Mussolini? The term is attached if you are struggling with it (https://www.britannica.com/topic/fascism).
IK this is history but Math gets more help from people
I'll respond to each question as if it was a separate problem. I'll let you rewrite these concepts into a paragraph format.
War is costly in terms of lives and money. It would be nice if a country could repay somehow in the form of bringing lives back, but that's not possible. So naturally people turn to money as a way to get reparations. This is to rebuild things that were bombed or destroyed in some way. Despite the temptation to want to force (very punishing) reparations, history has shown that such crippling reparations will lead to the loser country to further crumble apart. As the country falls apart, undesirable forces will step in and may lead to further deterioration. Couple this with the Great Depression, and these two factors led to strong reasons why people turned to fascism. Keep in mind that such a transition was slow and over a long period of time. It didn't happen overnight. In short, crippling reparations may seem like a good idea, but ultimately they have very strong negative consequences later down the road. There's nothing wrong with self-determination because after all, it makes sense to let countries do what they want to do. No one country should dictate terms over what another country should or shouldn't do. However, there are limits of course. If Germany wants to own a piece of land that's part of Poland, then the German army can't simply walk in and take it. There are other limits of course so it has to be within reason. America is physically isolated from Europe, which allowed that country to stay out of much of WWI and WWII until the tail end of each conflict. Theoretically, there's nothing stopping any country from being isolated from any others; however, if that country wants to engage in world trade and negotiations, then it has to be more involved. So again, America or any other country, could close up its borders tightly and be on its own. But since it's more efficient to have trading partners, the United States is better off being connected with the world. Also, even if America closed up all its borders as tight as possible, it would not prevent something like events of Pearl Harbor from happening. That was the tipping point to push the US into WWII.I'm not too familiar with this aspect of WWII history, so I don't think I'll be much help here. But if I had to make a guess, it would be because carving up a country in which you have no stake in likely leads to the local population being unhappy in some way. It would be like someone coming into your house and saying which rooms were yours, what you could or couldn't use, etc etc. Refer back to the first response (item 1) above. In the end portion, I mentioned that crippling economic conditions are likely a very strong reason to have people turn to fascism. They likely were out of options and backed into a wall. During the depression, a vast majority of people were homeless and starving. A person in such a state is probably likely to turn to drastic measures.Each of those responses are my own viewpoint of what I remember from history class. I recommend you rewrite these concepts into your own words, and also use online sources to provide citation as well.