Answer:
number 1
Step-by-step explanation:
Hey everyone, can you please help me with this question? THANKS!
Answer:
6 granite, 3 marble, 14 sandstone, 1 slate
ratio of sandstone to marble
how many sandstone does she have .....14
how many marble does she have......3
so the ratio would be 14:3
Answer:
C. 14:3
Step-by-step explanation:
Dana has 14 pieces of sandstone.
Dana has 3 pieces of marble.
The ratio of pieces of sandstone to pieces of marble is 14:3.
The ratio cannot be simplified further.
root( x-1 ) = 2 - root (x+3)
Answer:
[tex]x=1[/tex]
Step-by-step explanation:
[tex]\sqrt{x-1} =2-\sqrt{x+3}[/tex]
Square both sides.
[tex]\left(\sqrt{x-1}\right)^2=\left(2-\sqrt{x+3}\right)^2[/tex]
[tex]x-1=x+7-4\sqrt{x+3}[/tex]
Subtract x on both sides.
[tex]x-1-x=x+7-4\sqrt{x+3}-x[/tex]
[tex]-1=-4\sqrt{x+3}+7[/tex]
Subtract 7 on both sides.
[tex]-1-7=-4\sqrt{x+3}+7-7[/tex]
[tex]-8=-4\sqrt{x+3}[/tex]
Square both sides.
[tex]\left(-8\right)^2=\left(-4\sqrt{x+3}\right)^2[/tex]
[tex]64=16x+48[/tex]
Subtract 48 on both sides.
[tex]64-48=16x+48-48[/tex]
[tex]16=16x[/tex]
Divide both sides by 16.
[tex]\frac{16}{16} =\frac{16x}{16}[/tex]
[tex]1=x[/tex]
Switch sides.
[tex]x=1[/tex]
Which points are coplanar?
Answer: ABFE or ABJCDI
Step-by-step explanation: Any points that are in the same plane or face of a 3D figure
Hi everyone please help me with two questions,THX...this is for 6th grade
Answer:
A. 12 for every 7
Step-by-step explanation:
There are 12 peas in her bowl.
There are 7 peas in her hair.
The ratio of peas in her bowl to peas in her hair is 12 for every 7.
Which best describes how the graph of g(x) =1/9sqrt(x) relates to the graph of the parent function, f(x) =sqrt(x) ? The graph of g(x) is shrunk vertically by a factor of 1/9. The graph of g(x) is stretched vertically by a factor of 1/9. The graph of g(x) is shrunk vertically by a factor of 1/3. The graph of g(x) is stretched vertically by a factor of 1/3.
Answer:
The graph g(x) is vertically shrunk by a factor of 1/9.
Step-by-step explanation:
Parent Graph: f(x) = a√(bx - c) + d
Since we are only modifying a, we are dealing with vertical shrink (a < 1) and stretch (a > 1). Since 1/9 < 1, we have a vertical shrink by a factor of 1/9.
The correct description is:
"The graph of g(x) is shrunk vertically by a factor of 1/9"
How do dilations work?
There are two types of dilations.
Vertical dilation:
For a function f(x), a vertical dilation of scale factor k is written as:
g(x) = k*f(x).
Where if k > 1, we have a dilation, if 0 < k < 1, we have a contraction.
Horizontal dilation:
For a function f(x), a horizontal dilation of scale factor k is wrtten as:
g(x) = f(x/k).
Where if k > 1, we have a dilation, if 0 < k < 1, we have a contraction.
Here we have:
f(x) = √xg(x) = (1/9)*√xSo we can see that g(x) is a vertical contraction of scale factor 1/9.
Then the correct option is:
"The graph of g(x) is shrunk vertically by a factor of 1/9"
If you want to learn more about dilations, you can read:
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Two teaching methods, A and B, are implemented for learning Spanish. There is a 70% chance of successfully learning Spanish if method A is used, and a 85% chance of success if methodB is used. However, method B is substantially more 3. time consuming and is therefore used only 20% of the time (method A is used the other 80% of the time). The following notations are suggested:
A-Method A is used.
B-Method B is used.
L-Spanish was learned successfully Interpret each of the probabilities given in the original problem in probability
a) notation with their respective values (four of these).
b) Draw a Probability Tree representing each of the probabilities mentioned above.
c) What is the likelihood a person does not learn Spanish?
d) A student learned the spanish successfully. What is the probability that they were taught by method B?
Answer:
(a) Shown below.
(b) Shown below.
(c) The probability that a person does not learn Spanish is 0.18.
(d) The probability that method B was used given that a student learned the Spanish successfully is 0.83.
Step-by-step explanation:
(a)
Consider the provided data.
[tex]P(A)=0.20\\P(B)=0.80\\P(L|A)=0.70\\P(L|B)=0.85[/tex]
Then the probability of not learning Spanish using the respective methods are:
[tex]P(L'|A)=1-P(L|A)=1-0.70=0.30\\\\P(L'|B)=1-P(L|B)=1-0.70=0.15[/tex]
(b)
The Probability Tree representing each of the probabilities mentioned above is attached below.
(c)
Compute the probability that a person does not learn Spanish as follows:
[tex]P(L')=P(L'|A)P(A)+P(L'|B)P(B)[/tex]
[tex]=(0.30\times 0.20)+(0.15\times 0.80)\\\\=0.06+0.12\\\\=0.18[/tex]
Thus, the probability that a person does not learn Spanish is 0.18.
(d)
Compute the probability that method B was used given that a student learned the Spanish successfully as follows:
[tex]P(B|L)=\frac{P(L|B)P(B)}{P(L|A)P(A)+P(L|B)P(B)}[/tex]
[tex]=\frac{(0.85\times 0.80)}{(0.70\times 0.20)+(0.85\times 0.80)}\\\\=\frac{0.68}{0.14+0.68}\\\\=0.82927\\\\\approx 0.83[/tex]
Thus, the probability that method B was used given that a student learned the Spanish successfully is 0.83.
Consider the following quadratic equation. -4x^2+bx-11=0 Determine a possible value of b so that the quadratic has two complex solutions.
Answer:
Step-by-step explanation:
hello,
for [tex]ax^2+bx+c=0[/tex]
[tex]\Delta = b^2-4ac[/tex]
so here
[tex]\Delta = b^2-4*(-4)*(-11)=b^2-176[/tex]
to have two complex solutions we need [tex]\Delta < 0\\[/tex]
so [tex]b^2<176[/tex]
[tex]<=> b < \sqrt{176}=13.266...[/tex]
for instance we can take b = 0
hope this helps
Answer:
The correct answer is 12.
Step-by-step explanation:
i got it correct on my test, thanks to comment on the question above.
use the figure and given information below. Show the calculations that lead to your results. Given: Polygon ROTFL ~ Polygon SUBAG Perimeter of ROTFL is 52. a) Find m∠G. (1 pt) b) Find AG. (2 pts) c) Find the perimeter of Polygon SUBAG. (2 pts)
Answer:
a) [tex]\angle G = 125^\circ[/tex]
b) AG = 15 units
c) Perimeter of polygon SUBAG = 78 units
Step-by-step explanation:
Given:
Polygon ROTFL ~ Polygon SUBAG
Similar polygons mean they have similar angles and the ratio of corresponding sides and ratio of their perimeter are equal.
Part A:
Given that
[tex]m\angle R = 100^\circ\\m\angle O = 120^\circ\\m\angle T = 75^\circ\\M\angle L = 60^\circ[/tex]
[tex]m\angle L+M\angle L = 180^\circ\\\Rightarrow m\angle L=180-60=120^\circ[/tex]
Sum of all interior angles of a pentagon is [tex]540^\circ[/tex]
[tex]m\angle R+m\angle O+m\angle T+m\angle F+m\angle L=540^\circ\\\Rightarrow 100+120+75+m\angle F+120=540^\circ\\\Rightarrow m\angle F=125^\circ\\[/tex]
Due to similarity property of the two pentagons, [tex]\angle F =\angle G = 125^\circ[/tex]
Part B:
Ratio of corresponding sides is equal.
Given the sides SU = 12, RO = 8 and FL = 10 units respectively.
[tex]\dfrac{SU}{RO}=\dfrac{AG}{FL}\\\dfrac{12}{8}=\dfrac{AG}{10}\\\Rightarrow AG = 15\ units[/tex]
Part C:
Ratio of corresponding sides must be equal to ratio of perimeter of the two polygons:
[tex]\dfrac{RO}{SU} = \dfrac{\text{perimeter of ROTFL}}{\text{perimeter of SUBAG}}\\\Rightarrow \dfrac{8}{12} = \dfrac{52}{\text{perimeter of SUBAG}}\\\Rightarrow \text{perimeter of SUBAG} = 52 \times 1.5\\\Rightarrow \text{perimeter of SUBAG} = 78\ units[/tex]
So, the answers are:
a) [tex]\angle G = 125^\circ[/tex]
b) AG = 15 units
c) Perimeter of polygon SUBAG = 78 units
A translation moves A(2,3) onto A′(4,8). If B(4,6), what is the image of B under the same translation?
A. (6,11)
B. (12,18)
C. (6,8)
D. (8,12)
I’ll Give Brainlynest
Answer:
The answer is A.
Step-by-step explanation:
I hope this helps!
Based on a recent poll, there is a 50-50 chance that randomly selected adut has pierced ears, Express the indicated degree of likelihood as a proabability value between 0 and 1.
Answer:
1/2 or 0.5
Step-by-step explanation:
Saying that there is a 50-50 chance of an event happening is equivalent to saying there is a 1 in 2 chance. Therefore, expressing that degree of likelihood as a value between 0 and 1:
[tex]\frac{1}{2}=0.50[/tex]
There is a 1/2 or 0.5 chance that a randomly selected adult has pierced ears.
Answer:
1/2 or 0.5
Step-by-step explanation:
50-50 chance between 0-1 means half of 0-1 which is 1/2 or 0.5
1/2 or 0.5!
Question 20 PLEASE HELP Tell whether the equation: -x+4y=-5 represents a direct variation
Answer:
no, it does not
Step-by-step explanation:
Hello
-x+4y=-5
so
[tex]4y = x-5\\<=> y=\dfrac{1}{4}x-\dfrac{5}{4}[/tex]
we say that y varies directly with x if y=kx
in this example we have an additional constant, the graph is not a line through the origin so this is not a direct variation
hope this helps
A history instructor has given the same pretest and the same final examination each semester. He is interested in determining if there is a relationship between the scores of the two tests. He computes the linear correlation coefficient and notes that it is 1.15. What does this correlation coefficient value tell the instructor?
Answer:
The history instructor has made a computational error.
Step-by-step explanation:
We have that the data represents the linear correlation coefficient and notes it is 1.15
The linear correlation coefficient value which is 1.15 does tell the instructor that the history instructor has made a computational error due to the linear correlation coefficient value falls in the range -1 to +1.
Therefore, the history instructor has made a computational error.
PLZZZZZZZZZZ HLPPPPPPPPP MEEEEEEEEEE what is the factorization of the polynomial graphed below? assume it has no constant factor. write each factor as a polynomial in descending order.
Answer:
(x-5)(x-8)(x+2)=0
Step-by-step explanation:
first look at the x intercept to find the factor
x:-2,5,8
x=-2 then x+2=0
x=5 then x-5=0
x=8 then x-8=0
(x-5)(x-8)(x+2)=0
check for y in the polynomial when x=0
x^3-11x^2+14x+80
x=0 y=80 ( correct according to the graph
Is triangleLMN cong triangleOQP? If so, name the postulate that applies.
Answer:
A. The triangles are congruent by SAS.
Step-by-step explanation:
Two sides of one triangle are congruent to two sides of the other triangle. The included angles of the two triangles are congruent.
The triangles are congruent by SAS.
Nine less than the quotient of two and a number x.
Answer:
Hey there!
Your answer would be x/2 - 9
Answer:
2 ÷ x - 9
Step-by-step explanation:
Quotient of two is written as = 2 ÷ x
Nine less is written as = -9
Final answer = 2 ÷ x - 9
Hope this helped! :)
please help !! what’s the answer? i don’t understand !!
Answer:
992
Step-by-step explanation:
You must convert the meter the kilometer by miltiplying by 1000
and when you do it you must multiply 0.992 by 1000 since it is a fraction .
or you can work it this way :
0.992⇒1m x(the new rate) ⇒1000m x= 0.992*1000= 992The Venn diagram below shows the numbers of students in a class who had curry (C) and salad (S) at lunch. A student is chosen at random. Find P(C U S)
Answer:
Step-by-step explanation:
hello,
how many students ? 14 + 2 + 5 +3 = 24
how many students who had C and S ? 14 + 2 + 5 = 21
so P(C∪S)=21/24=(7*3)/(8*3)=7/8
hope this helps
One positive integer is 1 greater than 3 times another positive integer. If the product of the two integers is 154, then what is the sum of the two integers?
Answer:
29
Step-by-step explanation:
Let the smaller integer be x.
The other integer is 1 greater than 3 times x, or 3x + 1.
The product is 154.
x(3x + 1) = 154
3x^2 + x - 154 = 0
157 = 2 * 7 * 11
14 * 11 = 154
22 * 7 = 154
(3x + 22)(x - 7) = 0
3x + 22 = 0 or x - 7 = 0
3x = -22 or x = 7
x = -22/3 or x = 7
-22/3 is not a positive integer, so we discard that solution.
The smaller integer is 7.
3x + 1 = 3(7) + 1 = 22
The greater integer is 22.
The sum of the integers is 7 + 22 = 29
Answer: 29
Step-by-step explanation:
plz help forgot how to do this
Answer:
the true statements are A. The range for this function is the set (-5) D. The domain for this function is the set(-5)
The population of Oregon is about 4,000,000 what is the order of magnitude of this number? A) 6 B) 4 C) 3 D) 7
Answer:
A
Step-by-step explanation:
Here, we are tasked with finding the order of magnitude.
What we are basically asked here is to write the number in powers of ten.
Thus
4,000,000 = 4 * 10^6
We can see that 10 is raised to the power of six here and thus we can say that the order of magnitude here is simply 6
What conclusion can you make from the information below?
Three people (Jack, Karen, and Louis) drive three different types of cars
(Ford, Chevrolet, Honda).
• Jack does not drive a Chevrolet.
• Karen does not drive a Chevrolet,
A. Louis drives a Chevrolet
B. Jack drives a Honda
C. Karen does not drive a Ford.
D. Louis does not drive a Chedly let.
M
Answer:
A.louis drive a chevolet
Step-by-step explanation:
from the question three different people drive different cars . since two out of the three people has been excluded from driving a particular car i.e the third person is the one driving Chevrolet
Which of the following is an equivalent form of the
compound inequality -22 > -5x - 72 -3? (1 point)
Select one:
O a. -5x - 75 -22 and -5x - 72-3
O b. -5x - 7> -22 and -5x - 72-3
O c. -5x > -22 and -7 -3
O d. -5x - 7 < -22 and -5x - 75 -3
Step-by-step explanation:
_22greater than minus 2 x minus minus 72 minus 3
72 minus 22 minus 3greathan than 2x
49greatern than 2 x
in the given figure angle 1 is equal to angle 2 then the measurements of angle 3 and angle 4 are
Answer:
(3) = 119
(4) = 119
Step-by-step explanation:
Given isosceles triangle with vertex angle 58.
Need exterior angles of base angles 1 & 2.
Solution:
Vertex angle = 58.
Base angle = x
Sum of triangles = 180 =>
x + x + 58 = 180
Solve for x
x = (180-58)/2 = 122/2 = 61
Exterior angles are supplementary to interior (base) angles, so
(3) = 180-(1) = 180 - 61 = 119
(4) = 180-(2) = 180 - 61 = 119
* note: supplementary means sum of two angles = 180.
The measurements of angle 3 and angle 4 are 119degrees and 119degrees respectively.
The sum of the interior angle of the triangle is 180degrees.
According to the diagram shown:
m<1 + m<2 + 58 = 180
Since <1 = <2, hencce:
m<1 + m<1 + 58 = 180
2m<1 = 180 - 58
2m<1 = 122
m<1 = 122/2
m<1 = 61 degrees
Since <1 = <2, thereofore m<3 = m<4
Get the measure of m<3
m<1 + m<3 = 180 (supplementary angles)
61 + m<3 = 180
m<3 = 180 - 61
m<3 = 119 degrees
Recall that m<3 = m<4, hence m<4 = 119degrees
The measurements of angle 3 and angle 4 are 119degrees and 119degrees respectively.
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2/3a= -15 - a Please Explain
Hi there! :)
Answer:
a = -9
Step-by-step explanation:
Starting with:
2/3a = -15 - a
Solve for 'a' by isolating the variable:
2/3a = -15 - a
On the right-hand side of the equal sign, make 'a' have a common denominator of 3 to make the simplifying easier:
2/3a = -15 - 3/3a
Add 3a/3 to both sides:
5/3a = -15
Divide both sides by 5/3, or multiply by its reciprocal (3/5)
5/3a(3/5) = -15(3/5)
a = -9
What is the sum of the fractions? Use the number line and equivalent fractions to help find the answer. Negative 1 and one-fourth + one-half A number line going from negative 3 to 0 in increments of one-fourth. Negative 1 and three-fourths Negative 1 and one-half Negative three-fourths Negative one-half
Answer:
C. Negative three-fourths
Step-by-step explanation:
Given two fractions -1 1/4 and 1/2, the sum of the fractions is expressed as shown below:
-1 1/4 + 1/2
Converting the improper fraction -1 1/4 to mixed fraction will give -5/4. The expression will now become:
-5/4 + 1/2
Taking the LCM of the expression
= (-5+2)/4
= -3/4
Hence the sum of fraction Negative 1 and one-fourth and one-half is negative three-fourths
Answer:
-3/4
Step-by-step explanation:
-1 1/4 +1/2
-5/4 + 2/4
-3/4
Given: Line A B intersects Line D E at point C. Prove: AngleDCB Is-congruent-toAngleECA Line D E intersects line B A at point C. A 2-column table with 6 rows. Column 1 is labeled statements with the entries line A B intersects line D E at point C, angle D C B and angle B C E are a linear pair, angle D C B is supplementary to angle B C E, angle B C E and angle E C A are a linear pair, angle B C E is supplementary to angle E C A, angle D C B is-congruent-to angle E C A. Column 2 is labeled reasons with the entries given, definition of linear pair, linear pair post, definition of linear pair, question mark, congruent to supplementary theorem. What is the missing reason in step 5? linear pair postulate given definition of complementary angles congruent complements theorem
Answer:
The missing reason in step 5 is;
The linear pair postulate
Step-by-step explanation:
The information given are;
Column 1, Column 2
Statements, Reasons
Line AB intersect DE at C, Given
∠DCB and ∠BCE are linear pair, Definition of linear pair
∠DCB is supplementary to ∠BCE, Linear pair postulate
∠BCE and ∠ECA are linear pair, Definition of linear pair
∠BCE is supplementary to ∠ECA, Linear pair postulate
∠DCB ≅ ∠ECA, Congruent to supplementary theorem
Therefore, the missing reason in step 5 is the linear pair postulate.
Answer:
itS A
Step-by-step explanation:
Factorize: 9(2a – b)^2 – 4(2a – b)
Answer:
(2 a - b) (18 a - 9 b - 4)
Step-by-step explanation:
Factor the following:
9 (2 a - b)^2 - 4 (2 a - b)
Factor 2 a - b out of 9 (2 a - b)^2 - 4 (2 a - b):
(2 a - b) (9 (2 a - b) - 4)
9 (2 a - b) = 18 a - 9 b:
Answer: (2 a - b) (18 a - 9 b - 4)
two factors of -48 have a difference of 19. the factor with a greater absolute value is positive. what is the sum of the factors? -19, -13 13 or 16
Answer:
-19
Step-by-step explanation:
-19 is the absolute value of 19
hope this helps
Answer:
sum = +13
Step-by-step explanation:
The possible factors of 48 are
{1,2,3,4,6,8,12,16,24,48}
Of these, the pair 3,16 gives a sum of 19 and a product of 48.
We are given that 16 (greater absolute value) is positive, so 3 is negative.
The sum of the two is therefore 16-3 = 13
What is the surface area of a sphere with a radius of 13 units?
A. 6767 units2
B. 10147 units
C. 8451 units2
D. 5077 units2
I hope this helps you
Sphere Surface Area Formula is
4.pi.r^2
4.pi.13^2
4.pi.169
676.pi
The surface area of the sphere with radius 13 units is S = 676π units²
What do you mean by a Sphere?A sphere is a three-dimensional geometrical object that is perfectly round in shape. A sphere is a fully spherical, three-dimensional geometrical object. Every point on its closed surface is equally spaced from the centre, which is the only point on the surface.The distance from the center to any point on the surface of the sphere is known as the radius of the sphere..
Surface Area of a Sphere = 4πr²
Volume of a Sphere = ( 4/3 ) πr³
where r is the radius of the sphere
They are used to represent many natural and man-made objects such as planets, basketballs, and molecules.
Let the data be ,
Let r = 13 units be the sphere's radius.
Let S be the sphere's surface area.
And , Surface Area of a Sphere = 4πr²
On simplifying , we get
S = 4π ( 13 )²
S = 4π ( 169 )
S = 676π units²
Thus, the sphere's surface area is S = 676 units2.
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