Write a recursive function called digit_count() that takes a positive integer as a parameter and returns the number of digits in the integer.

The actual height of the library is 36 feet.

Given a scale of 1/3 inch = 1 foot

therefore, 1 inch = 3 feet

then, 12 inches = 12 × 3

36 inches.

therefore the actual height of the library is:

12 × 36

= 432 inches

= 36 feet.

It is obvious which dimension is intended when a rectangle is drawn with both horizontal and vertical sides when the term height is used; height designates how high (or how tall) the rectangle is. As a result, using the word width to describe the other dimension—the width of the rectangle from side to side—is simple. As long as there is no ambiguity, it is also appropriate to refer to the side-to-side measurement as the rectangle's length if it is bigger than its height.

hence we get the height of the library as 36 feet.

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She has  27 quarters and 73 dimes.

Write a system of equations.

Let x be the number of quarters, and y be the number of dimes.

x+y=100

0.25x+0.10y=14.05

Solve by substitution:y=100−x

∴0.25x + 0.10(100 - x) = 14.05

0.25x+10−0.10x=14.05

0.15x+10=14.05

0.15x=4.05

x=27

Solve for y now:

y+27=100

y=100−27

y=73

Hence, She has 27 quarters and 73 dimes.

A mathematical equation is a formula that uses the equals sign to represent the equality of two expressions. The meanings of the word equation and its cognates in various languages can vary slightly. For instance, in French, an equation is defined as having one or more variables, whereas, in English, an equation is any well-formed formula that consists of two expressions linked by the equals sign.

Finding the values of the variables that cause the equality to hold true is the first step in solving an equation with variables. The unknown variables are also known as the variables for which the equation must be solved, and the unknown variable values that fulfill the equality are known as the equation's solutions. Equations come in two varieties: identities and conditional equations.

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In function  , 12 is the value of)f(6).

What does a math function mean?

f(1) = 2 and f(n) = f(n -1) + 2

f(1) = 2

f(2) = f(2 - 1) + 2 = f(1) + 2 = 2 + 2 = 4

f(3) = f(3 - 1) + 2 = f(2) + 2 = 4 + 2 = 6

f(4) = f(4 - 1) + 2 = f(3) + 2 = 6 + 2 = 8

f(5) = f(5 - 1) + 2 = f(4) + 2 = 8 + 2 = 10

f(6) = f(6 - 1) + 2 = f(5) + 2 = 10 + 2 = 12

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It should be noted that angles formed when two parallel are intersected by a common transversal include, corresponding, alternate interior and exterior, same-side interior, and vertically opposite angles

Also, the correct option is Same–Side Int. ∠s Thm. m∠1 = 30°, m∠5 = 150°

m∠1 + m∠5 = 180°

Which gives;

(30·x - 30)° + (40·x + 70)° = 180°

(70·x + 40)° = 180°

70·x = 180° - 40° = 140°

70x = 140

x = 140/70

x = 2

m∠1 = (30·x - 30)° = (30 × 2 - 30)° = 30°

m∠1 = 30°

m∠5 = (40·x + 70)° = (40 × 2 + 70)° = 150°

m∠5 = 150°

The correct option is therefore same-Side Int. ∠s Thm. m∠1 = 30°, m∠5 = 150°

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Identify the theorem or postulate that is related to the measures of the angles in the pair, and find the unknown angle measures.

m∠1=(30x−30)∘, m∠5=(40x+70)∘

Alt. Int. ∠s Thm.

m∠1 = 30°, m∠5 = 150°

Alt. Int. ∠s Thm.

m∠1 = 30°, m∠5 = 30°

Same-Side Int. ∠s Thm.

m∠1 = 30°, m∠5 = 150°

Same-Side Int. ∠s Thm.

m∠1 = 150°, m∠5 = 30°

Answer:

8.

Step-by-step explanation:

Using Order of operations PEMDAS.

Arithmetic operations are done in the following order:

Parentheses, Exponents, Multiply, Divide, Add, Subtract.

So, we have:

-18 - 7(-10 + 8) + 12

= -18 - 7 * -2 + 12

= -18 + 14 + 12

= -4 + 12

= 8.

Answer: 102

Step-by-step explanation:

[tex]x=-2\ \ \ \ \ y=4\\\\8x^2-xy+y^2-xy^2+14=\\\\8(-2)^2-(-2)(4)+(4)^2-(-2)(4)^2+14=\\\\8(-2)(-2)-(-8)+(4)(4)-(-2)(4)(4)+14=\\\\32+8+16+32+14=\\\\102[/tex]

The maximum possible value for 'h' = 6 for the given set of system of inequalities.

For the given set of inequalities;

y ≤ 1/2x - 5

y ≥ 3x - 20

Equation both equation;

(1/2)x - 5 = 3x - 20

x - 10 = 6x - 40

Further simplifying;

-5x = -30

x = 6

Thus, the maximum possible value for 'h' is same as the value find for the x = 6; as h also represents the point on the x-axis.

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Answer:

5

Step-by-step explanation:

we just have to see the units to determine the terms

the terms are, a², ab, b, b², 1 has no terms, but imagine it as [tex]x^{0}[/tex]

Mark me brainliest if it helped

Answer:

The value of x is 7°

Step-by-step explanation:

<A C D = ∠ A D B ( 6 x − 4 ) ° +∠ B D C ( 4 x +24 )

Now,

<A D B + < B D C = 90 °

( Being sum of complementary angle is 90°)

( 6 x − 4 ) + (4x + 24)= 90°

6x-4+4x+24=90°

6x+4x-4+24=90°

10x+20=90°

10x=90-20

10x=70

x=70/10

x=7

Answer: Coordinate (1,-3) and m = 3/4

Step-by-step explanation:

(i) - So context, the equation is y + 3 = 3/4(x - 1)

15/56 is the probability that one marble is red and two are blue.

RBB, BRB, and BBR are the three possible ways to draw two blue marbles and one red marble. These are separate scenarios because there are no overlapping outcomes, and their sum is the overall likelihood that two of the three drawn cards will be blue. Therefore, the desired probability is

(10/16)(6/15)(5/14) + (6/16)(10/15)(5/14) + (6/16)(5/15)(10/14) = 15/56

Gonna determine how likely something is to occur, use probability. Many things are hard to predict with 100% certainty. We can only forecast how likely an event is to occur using it, or how likely it is to occur. In the probability scale, 0 indicates an impossibility and 1 indicates a certainty. Probability is an important subject for Class 10 students because it teaches all of the subject's essential concepts. Every event's probability in a sample space is one.

For instance, when we flip a coin, there are just two possible results: Head OR Tail (H, T). But if we throw two coins into the air, there are three possible outcomes: either both show heads, either show tails, or one shows heads and one tails, i.e. (H, H), (H, T), or none of the three (T, T).

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Answer: 23 x 10,000

Step-by-step explanation:

23 multiplying with 10,000

you will get 230,000

Answer:

23 * 10000 or 23 * [tex]10^{4}[/tex]

Step-by-step explanation:

23 * 10000 or 23 * [tex]10^{4}[/tex]

As per question, let us assume [tex]t(j)[/tex] denotes the time that it took Tejay van garteren to ride the [tex]jth[/tex] stage of the tour de France in [tex]2014[/tex].

Now, let us assume [tex]t(1)[/tex] is the complete time for the first stage;  [tex]t(2)[/tex] is the complete time for the second stage;  [tex]t(3)[/tex] is the complete time for the third stage and so on.

Therefore, the total time of [tex]21[/tex] stages can be written as:

                     ∑[tex]t(j)[/tex]= [tex]t(1)+t(2)+t(3)+..................+t(21)[/tex]  [tex]; j=[1,2,3....21][/tex]

The above expression represents the total time for Tejay van garteren took to finish the ride.

Therefore,  ∑[tex]t(j)[/tex] [tex]; j=[1,2,3....21][/tex] is the total time for Tejay van garteren took to finish the ride.

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We get the length of AB as 7.37 pi units

We are given that:

AB || CD

AD = 36 cm

AD is the diameter of the circle.

So, we get that

1 / 2 AD = Radius (r)

r = 36 / 2 cm = 18 cm

Now, we are also given that:

∠ BAD = 50°

Since  AD  is a diameter, we get that:

ABD will form a right triangle with ∠ ABD  = 90°

∠ ADB   = 40° ( Angle sum property)

AB will be:

sin (40)  = AB  / 36

AB  = 36 * sin (40) = 23.140353948732  

AB ≈ 7.37 pi units

Therefore, we get the length of AB as 7.37 pi units

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The correct answer is 28.8.

Everything is stated as though it were a fraction of a hundred in terms of quantity. The ratio can be expressed as a quarter of one hundred. The word "percent" denotes a percentage of 100. It is represented by the '%' symbol.

120 cupcakes were sold by a bakery in a single day, with 45% of them having a chocolate flavour.

The total quantity of chocolate-flavoured cupcakes served on that particular day will then be

Let x represent how many chocolate-flavoured cupcakes were sold on that particular day.

x = 24% of 120

x = 0.24 × 120

x = 28.8

Consequently, the quantity of chocolate-flavoured cupcakes sold that day will be 28.8.

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Answer:

4.95

Step-by-step explanation:

espero que te ayude

Answer:

G(x)=-9 when x=5

Step-by-step explanation:

Replace X with 5

3x -x^2+1 becomes 3*5-5^2+1

Then solve

15-25+1=-9

Answer:

What's the question?

Step-by-step explanation:

well, we can say that the function will be y = (50% of "x") - 8.

wait a minute! what's the 50% of "x" anyway?

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{a\% of b}\\ \cline{1-1} \\ \left( \cfrac{a}{100} \right)\cdot b \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{50\% of x}}{\left( \cfrac{50}{100} \right)x}\implies 0.5x~\hfill {\LARGE \begin{array}{llll} g=0.5x - 8 \end{array}}[/tex]

The ratio of the largest element of the set to the sum of the other ten elements of the set is closest to which integer.

A ratio in mathematics describes how many times one number is contained in another. For instance, the ratio of oranges to lemons in a dish of fruit is eight to six if there are eight oranges and six lemons (that is, 8:6, which is equivalent to the ratio 4:3). Similarly, the ratio of oranges to the total amount of fruit is 8:14, while the ratio of lemons to oranges is 6:8 (or 3:4). (or 4:7).

The quantities in a ratio can be of any kind, such as counts of people or things, measures of lengths, weights, or times, etc. Both numbers must be positive in the majority of situations.

Explanation:

The requested ratio is[tex]\[\dfrac{10^{10}}{10^9 + 10^8 + \ldots + 10 + 1}.\][/tex]

Using the formula for a geometric series, we have[tex]\[10^9 + 10^8 + \ldots + 10 + 1 = \dfrac{10^{10} - 1}{10 - 1} = \dfrac{10^{10} - 1}{9},\][/tex]

which is very close to [tex]$\dfrac{10^{10}}{9},$[/tex] so the ratio is very close to 9.

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The correct answer is false.

A rational number also includes the sum of two rational numbers.

a/b-c/d=ad-bc/bd

Since a/b and c/d are integers, and we know that a, b, c, and d are all rational numbers. Since ad and bc are both integers under our rule, it follows that ad - bc is also an integer. As a result, our rule states that ad, bc, and bd are all integers. As a result, we know that ad - bc and bd are integers and that the difference between two rational numbers is a number of the type a/b-c/d=ad-bc/bd is the precise definition of a rational number, where ad - bc and bd are integers. Thus, we may conclude that a rational number is the difference between two rational numbers.

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Using a system of equations, it is found that there were 3 associates and 5 partners assigned to the case.

A system of equations is when two or more variables are related, and equations are built to find the values of each variable.

For this problem, the variables are given as follows:

The firm assigned a total of 8 lawyers to the case, hence:

x + y = 8

x = 8 - y.

The firm was able to charge the client $6500 per day for these lawyers' services, hence, considering the costs:

500x + 1000y = 6500.

Since x = 8 - y, we have that:

500(8 - y) + 1000y = 6500.

500y = 2500

y = 5.

x = 8 - 5 = 3.

The firm assigned 3 associates and 5 partners to the case.

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Answer:

There isnt any info about the question there isnt any numbers

Step-by-step explanation:

Answer:

Letting r be the rate of speed in hours, we have d = rh.

Answer:

1.) q less than a number m times 7 is equal to 23

2.) 3 times a number g plus 8 is equal to 10 less than a number h times 4

3.) 6 more than a number k times 9 is equal to 54

4.) a number f times 7 less than a number of d squared times 6 is equal to a number d times 8 more than a number f squared

5.) a number g times 3 is equal to 45

(I might be wrong, so try to read the equations out loud to see if you agree)

Answer:

589

Step-by-step explanation:

to find the area of a rectangle it is length x width

19 is your length

31 is your width

19 x 31 = 589

be sure that in your final answer you put in your units (e.g.[tex]cm^{2}[/tex] )

hoped this helped xx

Using a linear function, we have that:

A linear function is modeled by:

y = mx + b

In which:

For the cost function, we have that:

Hence the function is:

C(x) = 29 + 1.41x.

The recommended monthly bill for a household is between $54 and $82 dollars per month, hence the inequality is given by:

54 ≤ C(x) ≤ 82.

The bounds of the range will be found as follows:

29 + 1.41x = 54

x = (54 - 29)/1.41

x = 17.7.

29 + 1.41x = 82

x = (82 - 29)/1.41

x = 37.6.

Hence the correct option is:

To stay within the range, the usage should be between 17.7 and 37.6 HCF.

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Answer:

C. 5n+7

You're buying 5 shirts, so that'll be 5n and there's a 7 dollar tax which means we add on the 7 dollar tax. So it's C. 5n+7

You can write as [tex]2 \sqrt{5} {x}^{2}[/tex] or [tex]\boxed{2 {x}^{2} \sqrt{5}} [/tex]

Step-by-step explanation:

Find product of the groups,

[tex] \sqrt{2 {x}^{3} \: . \: 10x}[/tex]

Regrouping,

[tex] \sqrt{2{x}^{3 + 1} \: . \: 10 } [/tex]

Multiplying,

[tex] \sqrt{20 {x}^{3 + 1} } [/tex]

Add constants,

[tex] \sqrt{20 {x}^{4} } [/tex]

Rewrite 20 as 4 • 5,

[tex] \sqrt{4 \: . \: 5 {x}^{4} } [/tex]

Rewrite 4 as 2² ,

[tex] \sqrt{ {2}^{2} \: . \: 5 {x}^{4} } [/tex]

Using radical rules,

[tex] \sqrt{ {2}^{2} } \sqrt{x} \sqrt{5} [/tex]

Reduce root and power,

→ [tex] \underline {2 {x}^{2} \sqrt{5}} [/tex]