Answer:
A(t) = R -5(t)
t in minuto
Step-by-step explanation:
Nesta questão, estamos preocupados em estabelecer uma lei que forneça a quantidade de água presente no reservatório a qualquer momento, usando a quantidade inicial de água no reservatório e a taxa de perda de água do reservatório.
Agora, sabemos que a taxa de perda de água é de 5 litros por minuto.
Assim, podemos estabelecer a lei da seguinte forma; vamos chamar a quantidade de água a qualquer momento no reservatório A (t);
A lei é assim; A (t) = R -5t onde t representa o tempo que estamos considerando e é em minutos, enquanto R é o volume inicial de água no tanque.
Sergei runs a bakery. He needs at least 175 kilograms of flour in total to complete the holiday orders he's received. He only has 34 kilograms of flour, so he needs to buy more. The flour he likes comes in bags that each contain 23 kilograms of flour. He wants to buy the smallest number of bags as possible and get the amount of flour he needs. Let F represent the number of bags of flour that Sergei buys.
Answer:
Step-by-step explanation:
34+23F=175
23F=175-34=141
F=141/23≈6.13
so he buys more 7 bags
Using proportions, it is found that Sergei needs to buy 7 bags.
-----------
This question is solved by proportions, using a rule of three.He has 34 kilograms of flour.He needs 175 kilograms.Thus, he needs to buy 175 - 34 = 141 kilograms.Each bag contains 23 kilograms. How many bags are needed for 141 kilograms?1 bag - 23 kilograms
x bags - 141 kilograms
Applying cross multiplication:
[tex]23x = 141[/tex]
[tex]x = \frac{141}{23}[/tex]
[tex]x = 6.1[/tex]
Rounding up, he needs to buy 7 bags.
A similar problem is given at https://brainly.com/question/23536327
can someone please help me?
Answer:
-1Option C is the correct option.
Step-by-step explanation:
Let the points be A and B
A ( -2 , 7 ) -----> ( x1 , y1 )
B ( 2 , 3 )-------> ( x2 , y2)
Now, let's find the slope:
Slope = [tex] \frac{y2 - y1}{x2 - x1} [/tex]
plug the values
[tex] = \frac{3 - 7}{2 - ( - 2)} [/tex]
Calculate the difference
[tex] = \frac{ - 4}{2 - (2)} [/tex]
When there is a ( - ) in front of an expression in parentheses, change the sign of each term in the expression
[tex] = \frac{ - 4}{2 + 2} [/tex]
Add the numbers
[tex] = \frac{ - 4}{4} [/tex]
Any expression divided by its opposite equals -1
[tex] = - 1[/tex]
Hope this helps..
Best regards!!
Find the value of X and Y in the following parallelogram.AD =X+8 D=2y +13 C=16-x CB=5y+4 AB=o
Answer:
The answer is below
Step-by-step explanation:
AD = X + 8 ∠D = 2y +13 ∠C = 16 - x CB = 5y+4
In a parallelogram, consecutive angles are supplementary and opposite sides are equal.
Therefore for parallelogram ABCD, AB = CD, CB = AD
Since AD = CB (opposite sides of a parallelogram are equal):
x + 8 = 5y + 4
5y - x = 8 - 4
5y - x = 4 (1)
∠C + ∠D= 180° (consecutive angles of a parallelogram are supplementary). Therefore:
16 - x + 2y + 13 = 180
2y - x + 29 = 180
2y - x = 180 -29
2y - x = 151 (2)
To find x and y, subtract equation 1 from equation 2:
3y = -147
y = -49
Put y = -49 in equation 2
2(-49) - x = 151
x = -98 - 151
x = -249
Is y = 75 x + 52 increasing or decreasing.
Answer:
Increasing if X is positive decreasnig if X is negative
Step-by-step explanation:
Answer:
increasing
Step-by-step explanation:
positive slope of 75 so line goes up to the right
Write each of the following expressions without using absolute value. |z−6|−|z−5|, if z<5
Answer: 6 - 5
Step-by-step explanation:
|z - 6| - |z - 5| ; z < 5
Since z < 5, then
|z - 6| will be the absolute value of a negative number. Replace the absolute value with a negative and parentheses:
-(z - 6) = -z + 6
|z - 5| will be the absolute value of a negative number. Replace the absolute value with a negative and parentheses:
-(z - 5) = -z + 5
Now subtract them without the absolute value signs:
-z + 6 - (-z + 5)
Distribute the negative sign:
-z + 6 + z - 5
-z + z = 0 which leaves:
6 - 5
Answer: 1
Step-by-step explanation: first you need to pretend that the absolute value bars are parentheses. Then substitute a with any number less that five, for example z=3
Now we can write our new equation: (3-6)-(3-5)
now we have to determine if the final answer inside the parentheses is positive or negative. In the first parentheses 3-6=-3 with is negative. In our second parentheses we have 3-5=-2 which is a also negative.
Knowing that both parentheses are negative results we can set up an equation using z instead of 3:
-(z-6)-(-(z-5)) is our new equation. If we simplify this equation we get 1 for an answer
Simplify [tex]$\frac{2\sqrt[3]9}{1 + \sqrt[3]3 + \sqrt[3]9}.$[/tex] $\frac{2\sqrt[3]9}{1 + \sqrt[3]3 + \sqrt[3]9}.$
Answer:
[tex]3 -\sqrt[2]3[/tex]
Step-by-step explanation:
Given
[tex]\frac{2\sqrt[3]{9}}{1 + \sqrt[3]{3} + \sqrt[3]{9}}[/tex]
Required
Simplify
Rewrite the given expression in index form
[tex]\frac{2 * 9 ^\frac{1}{3}}{1 + 3^{\frac{1}{3}} + 9^{\frac{1}{3}}}[/tex]
Express 9 as 3²
[tex]\frac{2 * 3^2^*^\frac{1}{3}}{1 + 3^{\frac{1}{3}} + 3^2^*^{\frac{1}{3}}}[/tex]
[tex]\frac{2 * 3^\frac{2}{3}}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}}}[/tex]
Multiply the numerator and denominator by [tex]1 - 3^{\frac{1}{3}}[/tex]
[tex]\frac{2 * 3^\frac{2}{3}}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}}} * \frac{1 - 3^{\frac{1}{3}}}{1 - 3^{\frac{1}{3}}}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) (1 - 3^{\frac{1}{3}})}{(1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}})(1 - 3^{\frac{1}{3}})}[/tex]
Open the bracket
[tex]\frac{2 (3^\frac{2}{3}) -2 (3^\frac{2}{3})(3^{\frac{1}{3}})}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}}(1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}})}[/tex]
Simplify the Numerator using Laws of Indices
[tex]\frac{2 (3^\frac{2}{3}) -2 (3^\frac{2+1}{3})}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}}(1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}})}[/tex]
Further Simplify
[tex]\frac{2 (3^\frac{2}{3}) -2 (3^\frac{3}{3})}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}}(1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}})}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3^1)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}}(1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}})}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}}(1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}})}[/tex]
Simplify the denominator
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}} - (3^{\frac{1}{3}})(3^{\frac{1}{3}}) - (3^{\frac{1}{3}})(3^{\frac{2}{3}})}[/tex]
Further Simplify Using Laws of Indices
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}} - (3^{\frac{1+1}{3}}) - (3^{\frac{1+2}{3}})}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}} - 3^{\frac{2}{3}} - 3^{\frac{3}{3}}}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}} - 3^{\frac{2}{3}} - 3^1}}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 + 3^{\frac{1}{3}} + 3^{\frac{2}{3}} - 3^{\frac{1}{3}} - 3^{\frac{2}{3}} - 3}}[/tex]
Collect Like Terms
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{1 - 3+ 3^{\frac{1}{3}} - 3^{\frac{1}{3}}+ 3^{\frac{2}{3}} - 3^{\frac{2}{3}} }}[/tex]
Group Like Terms for Clarity
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{(1 - 3) + (3^{\frac{1}{3}} - 3^{\frac{1}{3}}) + (3^{\frac{2}{3}} - 3^{\frac{2}{3}} )}}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{(- 2)+ (0) + (0)}}[/tex]
[tex]\frac{2 (3^\frac{2}{3}) -2 (3)}{-2}}[/tex]
Divide the fraction
[tex]-(3^\frac{2}{3}) + (3)[/tex]
Reorder the above expression
[tex]3 -3^\frac{2}{3}[/tex]
The expression can be represented as
[tex]3 -\sqrt[2]3[/tex]
Hence;
[tex]\frac{2\sqrt[3]{9}}{1 + \sqrt[3]{3} + \sqrt[3]{9}}[/tex] when simplified is equivalent to [tex]3 -\sqrt[2]3[/tex]
A scale drawing of Jimmy's living room is shown below:
If each 2 cm on the scale drawing equals 8 feet, what are the actual dimensions of the room?
Length = 8 feet, width = 6 feet
Length = 12 feet, width = 8 feet
Length = 18 feet, width = 16 feet
Length = 24 feet, width = 16 feet
Answer:
The answer is
Step-by-step explanation:
If 2cm is 8 feet on the drawing then since 4 is the double of 8,
16 would be the width
8·2=16
For the length, 4 is two less than 6 so, to find the width,
Add 16+2=18
Therefore,
The answer is C.
Length=18 Width=16
Answer:
Length = 24 ft, width = 16 ft
Step-by-step explanation:
The scale is 2 cm (drawing) = 8 ft (real).
The drawing length is 6 cm.
6 cm is 3 times 2 cm
Multiply both sides of the scale by 3.
3 * 2 cm = 3 * 8 ft
6 cm = 24 ft
The real length is 24 ft.
The drawing width is 4 cm.
4 cm is 2 times 2 cm
Multiply both sides of the scale by 2.
2 * 2 cm = 2 * 8 ft
4 cm = 16 ft
The real width is 16 ft.
Answer:
Length = 24 ft, width = 16 ft
The image shows a geometric representation of the function f(x) = x2 + 2x + 3 written in standard form.What is this function written in vertex form?
Answer:
[tex]f(x) = (x+1)^2 +2[/tex]
Step-by-step explanation:
Well you complete the square and get,
[tex]x^2 + 2x + 1 ^2 - 1^2 +3[/tex]
Then you use the binomial formula to get,
(x + 1)^2 + 2
Thus,
f(x) = x^2 + 2x + 3 is f(x) = (x + 1)^2 + 2.
Hope this helps :)
Find m
A. 82
B. 32
C. 98
D. 107
Answer: A. 82
Step-by-step explanation:
The measure of <BAD can be found by simply adding 25(<BAC)+57(<CAD) = 82.
[tex]\mathrm{BAD}=\mathrm{BAC}+\mathrm{CAD}=25^{\circ}+57^{\circ}=82^{\circ}[/tex].
Hope this helps.
find the value of x. 43°
Answer: x = 137°
Step-by-step explanation:
When a quadrilateral is inscribed in a circle, the opposite angles are supplementary.
x + 43° = 180°
x = 137°
The value of x is 137°.
What is inscribed quadrilateral?The quadrilateral whose all 4 vertices lie on the circumference of the circle is called an inscribed quadrilateral.
In inscribed quadrilateral opposite angles are supplementary i.e. sum of those opposite angles is 180°.
Here given in the picture that the measurements of the two opposite angles in the inscribed quadrilateral in the circle are 43° and x°.
So as we know in the inscribed quadrilateral opposite angles are supplementary.
So sum of those opposite angles in the quadrilateral is 180°.
so we can write x+43°= 180°
⇒ x = 180°- 43°
⇒ x = 137°
Therefore the value of x is 137°.
Learn more about inscribed quadrilateral
here: https://brainly.com/question/26690979
#SPJ2
Write the following phrase as an expression. "7 more than n"
Answer:
7+n
Step-by-step explanation:
More indicates that we are adding an amount to n.
So since it is 7 more, we need to add 7 to n.
Note that an expression does not include an equal sign, so we are done.
Other commonly seen phrases are:
less than -> indicates subtraction
product of -> indicates multiplication
divided by -> division
HELLLPPPP I need a explication on whether or not these angle relationships are possible
Answer:
Step-by-step explanation:
5x+30 is a corresponding angle with 4x-9 so set them equal to each other. 4x-9+2x+3 will equal 180
Answer:
no, the values would be above 180º
Step-by-step explanation:
if...
(4x - 9) + (2x + 3) + y = 180
(5x + 30) + y = 180
then...
(4x - 9) + (2x + 3) = 5x + 30
so...
6x - 6 = 5x + 30
x = 36
plug it in.
4(36) - 9 = 135
2(36) + 3 = 75
already you can see the sum of these two angles surpasses 180 which is not possible for a triangle.
which binomial is the additive inverse of 5 + 2C
Answer:
-5-2c
Step-by-step explanation:
The additive inverse of a term must be the opposite of it.
●-(5+2c)
●-5-2c
Answer:
Step-by-step explanation:
The additive inverse is just the opposite of the binomial in terms of the signs. The additive inverse of 5 + 2C is -(5 + 2C) which is, without parenthesis, -5 - 2C.
The following data points represent the number of children in each household on Maple Street. \qquad 0, 1, 2, 1, 20,1,2,1,20, comma, 1, comma, 2, comma, 1, comma, 2 Find the mean number of children.
Answer:
The mean number of the children is 1.2
Step-by-step explanation:
Given
Children: 0, 1, 2, 1, 2
Required
Determine the Mean number
The mean of a set is calculated as follows;
[tex]Mean = \frac{\sum x}{n}[/tex]
Where x is the given set and n is the number of sets
In this case, n = 5 children
Hence;
[tex]Mean = \frac{0 + 1 + 2 + 1 + 2}{5}[/tex]
[tex]Mean = \frac{6}{5}[/tex]
[tex]Mean = 1.2[/tex]
Hence, the mean number of the children is 1.2
i don't get division at all i did but i moved a lot of places and i forget things
Answer:
What is the question
Step-by-step explanation:
Just for the bottom 2 please
Answer:
c is 35
d is 13
Step-by-step explanation:
I multiplied both sides, and then simplified the equation.
( plz give me brainliest, that would be most appreciated! )
ASAP!! Please help me. I will not accept nonsense answers, but will mark as BRAINLIEST if you answer is correctly with solutions.
Answer:
4x-2
Step-by-step explanation:
4x(3x+5)-2(3x+5)
(4x-2)(3x+5)
you can see that 4x-2 is a factor
Carter bought a bear and paid for a football uniform. The total cost was $38.50. Write and solve an equation to find the cost, x, of buying a bear.
Answer:
Equation:- [tex]x + y = 38.50[/tex]
Solution of x:- [tex]x = 38.50 - y[/tex]
Step-by-step explanation:
Given
Total Purchase = $38.50
Required
Determine the equation for finding the cost of a bear
From the question; we understand that the cost of 1 bear is represented with x
Solving further; by representing the cost of 1 football uniform with y
So;
[tex]1\ bear + 1\ uniform = 38.50[/tex]
Substitute x for 1 bear and y for 1 uniform to give us an equation
[tex]x + y = 38.50[/tex]
Solving for x (Subtract y from both sides)
[tex]x +y - y = 38.50 - y[/tex]
[tex]x = 38.50 - y[/tex]
The equation can't be solved further
find the value of x in the triangle shown below
Answer:
46°
Step-by-step explanation:
We can tell that this triangle is an isosceles triangle because 2 of it's sides are the same, therefore, two of it's angles are the same.
Looking at it, we can assume that the two angles not defined (x and the other one) are the two angles that are the same because they look similar.
Now, the angles of all triangles add up to 180°. So, we can subtract 88° from 180 to see what the two angles add up to.
[tex]180-88=92[/tex]
So both of these angles add up to 92 degrees. Since there are two, we divide 92 by 2.
[tex]92 \div 2 = 46[/tex]
Hope this helped!
Please answer in two minutes
Answer:
Toa
48/55
Step-by-step explanation:
O/A
48/55
what is the product number of 88 and 26?
Answer:
2288
Step-by-step explanation:
first correct answer gets best marks
Answer:
option three!!!!!
Step-by-step explanation:
its closed circle
on 6
and pointing left
−2(x−7)+3(x+5)=x+9 PLEASE HELP
Answer: no solution
Step-by-step explanation:
-2(x-7)+3(x+5)=x+9
Distribute
-2x+14+3(x+5)=x+9
Distribute
-2x+14+3x+15=x+9
Combine like terms
x+29=x+9
Subtract(x)
29=9
Because 29 does not equal 9, the equation has no solutions
Hope it helps <3
Answer:
There is no solution.
Step-by-step explanation:
[tex] - 2(x - 7) + 3(x + 5) = x + 9[/tex]
Distribute -2 through the parentheses
[tex] - 2x + 14 + 3(x + 5) = x + 9[/tex]
Distribute -3 through the parentheses
[tex] - 2x + 14 + 3x + 15 = x + 9[/tex]
Collect like terms
[tex]x + 14 + 15 = x + 9[/tex]
Add the numbers
[tex]x + 29 = x + 9[/tex]
Cancel equal terms on both sides of the equation
[tex]29 = 9[/tex]
The statement is false for any value of x
x ∈ ∅
Hope this helps..
Best regards!!
Colin has a pad with x pieces of paper on it. For his first class, he wrote on 5 fewer than half of the pieces of paper in the pad. He used 2 more sheets in his second class than in his first. How many sheets are left for his third class? ill give brainliest to the first answer
Answer:
Colin has 8 sheets left for his third class.
Step-by-step explanation:
Given that:
Total Number of pieces of papers = [tex]x[/tex]
Number of pieces of papers used for 1st class = 5 fewer than half of the pieces in the pad
Writing the equation:
[tex]\text{Number of pieces of papers used for 1st class =} \dfrac{x}{2} -5 ...... (1)[/tex]
Also, Given that number of pieces of papers used for the 2nd class are 2 more than that of papers used in the 1st class.
[tex]\text{Number of pieces of papers used for 2nd class =} \dfrac{x}{2} -5+2 = \dfrac{x}2 -3 ...... (2)[/tex]
Now, number of pieces of papers left for the third class = Total number of pieces of papers in the pad - Number of pieces of papers used in the first class - Number of pieces of papers used in the first class
[tex]\text{number of pieces of papers left for the third class = }x-(\dfrac{x}{2}-5)-(\dfrac{x}{2}-3)\\\Rightarrow x-\dfrac{x}2-\dfrac{x}2+5+3\\\Rightarrow x-x+5+3\\\Rightarrow 8[/tex]
So, the answer is:
Colin has 8 sheets left for his third class.
A box of God diva chocolate contains 52 identical wrapped chocolates AR troubles 31 have caramel filling the rest of them have walnuts what is the probability of the chocolate chosen at random containing walnuts
Answer:
21/52Step-by-step explanation:
Given the total God diva chocolate contained in a box to be equal to 52 identical chocolates.
If 31 have caramel filling, the amount of walnut filling will be 52-31 = 21. This means 21 remaining chocolate will contain walnuts.
Probability = expected number of outcomes/total outcome
If we are to find the probability that the chocolate chosen at random contains walnuts, then our expected outcome will be 21 and the total outcome will be total God diva chocolate contained in the box which is 52.
The probability that the chocolate chosen at random contains walnuts = 21/52
What is x, if the volume of the cylinder is 768 pi cm3? Do not use units or commas in your answer.
Answer:
48
Step-by-step explanation:
We have that the volume of a cylinder is given by:
V = pi * (r ^ 2) * h
In this case we know the diameter, we know that the radius is half the diameter like this:
r = d / 2
r = 8/2
r = 4
Now we know that the V equals 768 pi
we replace and we have:
768 * pi = pi * (4 ^ 2) * h
768 = 16 * h
h = 768/16
h = 48
Therefore the value of x would be 48 cm
248 miles per hour = x meters per second. Round to the nearest hundredth.
Answer:
110.87 m/sStep-by-step explanation:
This problem is based on unit conversion from miles per hour to meter per second.'
From tables 1 mph= 0.44704 m/s
Given 248 mph to be converted to meters per second.
hence we have
1 mph= 0.44704 m/s
248 mph= x
cross multiplying we have
x= 110.86592 m/s
to the nearest hundreth we have
110.87 m/sFind the vertical asymptote of f(x)=2x^2+3x+6/x^2-1 I'm having trouble with this one, seems simple tho I just don't want to make a stupid mistake,,, And here are the choices:
Answer:
x = - 1, x = 1
Step-by-step explanation:
Given
f(x) = [tex]\frac{2x^2+3x+6}{x^2-1}[/tex]
The denominator cannot be zero as this would make f(x) undefined.
Equating the denominator to zero and solving gives the values that x cannot be and if the numerator is non zero for these values then they are vertical asymptotes.
x² - 1 = 0 ← difference of squares
(x - 1)(x + 1) = 0
x - 1 = 0 ⇒ x = 1
x + 1 = 0 ⇒ x = - 1
x = - 1 and x = 1 are vertical asymptotes
Eight people are going for a ride in a boat that seats eight people. One person will drive, and only three of the remaining people are willing to ride in the two bow seats. How many seating arrangements are possible?
Answer:
720 seating arrangments
Step-by-step explanation:
There are eight people but driver is always the same so we only have to deal with combinations of the other 7 seats.
the combination of the five seats has 5! times 2 combinations for each of the 3 passengers willing to ride in the two boat seats thus the total number of different seating arrangements is 5! times 3! or 720
hope this helps :)
Using the Fundamental Counting Theorem, it is found that there are 5760 possible seating arrangements.
What is the Fundamental Counting Theorem?It is a theorem that states that if there are n things, each with [tex]n_1, n_2, \cdots, n_n[/tex] ways to be done, each thing independent of the other, the number of ways they can be done is:
[tex]N = n_1 \times n_2 \times \cdots \times n_n[/tex]
In this problem:
For the driver, there are 8 outcomes, hence [tex]n_1 = 8[/tex].For the bow seats, there are [tex]n_2 = 3 \times 2 = 6[/tex] outcomes.For the other 5 seats, there are [tex]n_3 = 5![/tex] possible outcomes.Hence:
[tex]N = 8 \times 6 \times 5! = 5760[/tex]
There are 5760 possible seating arrangements.
More can be learned about the Fundamental Counting Theorem at https://brainly.com/question/24314866
a:b=7.2
How many times larger is a than b?
Does anyone understand this?
PLEASE HELP ASAP
Answer:
3.5 times as large
Step-by-step explanation:
The ratio can be written using a colon or a fraction bar. In the latter case, simplifying the fraction gives you your answer:
a : b = 7 : 2 = 7/2
'a' is 7/2 = 3.5 times as large as 'b'