10 points One question NEED TO SHOW WORK​

Answer:

15%

Step-by-step explanation:

3 of the 20 boxes are damaged

3/20 = x/100

Multiply the top and bottom by 5

3/20 *5/5 = 15/100

15%

Answer:

z= 31

Step-by-step explanation:

GF=DE so.......   z+31=2z

                          -z       -z

                            31 = z

Given : The scale on the map shows that 1.5 cm represents 100 miles.

By unitary method,

1.5 cm = 100 miles

1 cm = 100/1.5 miles

39.2 cm = (100 × 39.2)/1.5 = 2613.33 miles (approx.)

Hence,

B) 2613.3 miles is the required answer.

Answer:

c

Step-by-step explanation:

did  da work

For triangles, the formula to find area is base*height/2. So just plug the numbers in to get 11.5*6.7/2=38.525 meters squared.

For a rhombus, the area formula is just base*height, resulting in 4.75*9.2=43.7 meters squared

Steps needed: 1. 464 / 19 = 24.4210526. 2. 19 books per 1 box

Answer: 25 boxes because then every book is in a box.

25 boxes is the answer

Answer:

20%

Step-by-step explanation:

100% shared between 5 peoples.

100/5 = 20%

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a cake is shared between 5 people what percentage of the cake does earch person get

your answer is=20%

financial decisions after your death hop this helps

The named executor in a will has the responsibility of managing the estate, settling debts, filing taxes, and distributing assets according to the will after the person dies.

A person who has been named as the executor of your will can make important decisions regarding your estate after you die. Specifically, the executor oversees the probate process, settles the decedent's debts, files any necessary tax returns, and distributes the remaining assets to the beneficiaries as outlined in the will. This can be a complex process, and it's important to select an executor you trust to manage these responsibilities effectively and with respect to your wishes.

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Answer:

Step-by-step explanation:

"At least" means "greater than or equal to."

  x - 19.35 ≥ 97.22

  x ≥ 116.57 . . . . . . . . . add 19.35

Bella originally had at least $116.57 in her account.

Answer:

b) 60 degrees because one radian is approximately 57.29 degrees so you'd probably go with 60 because you'd want more pie

Answer:

b) should be preferred

Step-by-step explanation:

Given that after dinner, your aunt serves slices of apple pie.

Central angle of a circle determines the area of the sector

Slice of apple pie here represents the sector area.

Area of a sector = [tex]\frac{x}{360} (\pi r^2)[/tex]

i.e. when central angle increases area also increases.

Comparing one radian and 60 degrees, we get

60 degrees = [tex]\frac{60}{180}\pi =\frac{3.14}{3} \\=1.0467[/tex] radians

Since 60 degrees is more

b) should be preferred

Answer:

-6

Step-by-step explanation:

If the square root of a number is 6, then the number must be 36 (6*6=36)

However, negatives*negatives also equal positives, so

-6*-6 also =36

hence, your answer should be -6

Final answer:

The other square root of a number whose one square root is 6 is -6, because both 6 and -6 squared give the positive number 36.

Explanation:

The question you're asking pertains to finding square roots of a number. Given that one square root of a number is 6, the other square root would also be 6, but with an opposite sign, so it's -6. This is because when either 6 or -6 is squared (multiplied by itself), the result is 36. So, the number you're looking for is 36, and it has two square roots: 6 and -6. This is because the equation x² = √x holds true for both positive and negative values of x that yield the same positive result when squared.

To find the other square root of the number, we need to consider the fact that a positive number has two square roots - one positive and one negative.

Since the given square root is positive and equal to 6, the other square root would be its negative counterpart, which is -6.

Answer:

-87

Let's find the discriminant.

6x2+3x+4=0

Step 1: Find discriminant with a=6, b=3, c=4.

b2−4ac

=(3)2−4(6)(4)

=−87

For this case we have a quadratic equation of the form:

[tex]ax ^ 2 + bx + c = 0[/tex]

Where:

[tex]a = 6\\b = 3\\c = 4[/tex]

By definition, we have that the discriminant is given by:

[tex]D = b ^ 2-4 (a) (c)[/tex]

Substituting the values:

[tex]D = (3) ^ 2-4 (6) (4)\\D = 9-96\\D = -87[/tex]

Answer:

The discriminant of the given equation is:

[tex]D = -87[/tex]

Answer:

# The transformation of f(x) to be g(x) is

- Reflected across the x-axis

- Translated 7 units to the left

- Translated 6 units up

# The transformation of f(x) to be g(x) is

- Reflected across the y-axis

- Translated 7 units down

Step-by-step explanation:

* Lets revise some transformation rules

* Lets talk about the transformation

- If the function f(x) reflected across the x-axis, then the new

 function g(x) = - f(x)

- If the function f(x) reflected across the y-axis, then the new

 function g(x) = f(-x)

- If the function f(x) translated horizontally to the right  

 by h units, then the new function g(x) = f(x - h)

- If the function f(x) translated horizontally to the left  

 by h units, then the new function g(x) = f(x + h)

- If the function f(x) translated vertically up  

 by k units, then the new function g(x) = f(x) + k

- If the function f(x) translated vertically down  

 by k units, then the new function g(x) = f(x) – k

* Lets solve the problems

# f(x) = 2^x ⇒ g(x) = -(2)^(x + 7) + 6

- There is a -ve sign in-front of the 2

∵ f(x) will be -f(x)

∴ f(x) will reflect across the x-axis ⇒ (1)

- The power x becomes x + 7

∵ -f(x) will be -f(x + 7)

∴ -f(x) will translate 7 units to the left ⇒ (2)

- after that -f(x + 7) add by 6

∴ -f(x + 7) will translate 6 units up ⇒ (3)

- From (1) , (2) , (3)

∴ The transformation of f(x) to be g(x) is

- Reflected across the x-axis

- Translated 7 units to the left

- Translated 6 units up

# f(x) = ㏒(x) ⇒ g(x) = ㏒(-x) - 7

- The (x) will be (-x)

∵ f(x) will be f(-x)

∴ f(x) will reflect across the y-axis ⇒ (1)

- after that f(-x) subtracted by 7

∴ f(-x) will translate 7 units down ⇒ (2)

- From (1) , (2)

∴ The transformation of f(x) to be g(x) is

- Reflected across the y-axis

- Translated 7 units down

* For more understand look to the attached graphs

# First function:

- f(x) is the red

- g(x) is the blue

# Second function:

- f(x) is the black

- g(x) is the green

Answer:

B. 4 and 6 in

Step-by-step explanation:

The triangle inequality rule states: the length of a side of a triangle is less than the sum of the lengths of the other two sides and greater than the difference of the lengths of the other two sides.

So for the first qualification, we can eliminate A, C, and D. Therefore the answer is B, 4 & 6 in

To check whether the given side-lengths can form a triangle, we have to use the Triangle Inequality Theorem. This theorem states that for any triangle, the sum of the lengths of any two sides must be greater than the length of the third side.
Let's apply this theorem to each pair of side-lengths given in the options along with the third side of 10 inches:
Option A:
Sides are 3 in, 8 in, and 10 in. According to the Triangle Inequality Theorem, we need to check if:
- 3 + 8 > 10 (which is true, since 11 > 10)
- 3 + 10 > 8 (which is true, since 13 > 8)
- 8 + 10 > 3 (which is true, since 18 > 3)
Since all three conditions are satisfied, option A can form a triangle.
Option B:
Sides are 4 in, 6 in, and 10 in. According to the Triangle Inequality Theorem, we need to check if:
- 4 + 6 > 10 (which is not true, since 10 is not greater than 10)
- 4 + 10 > 6 (which is true, since 14 > 6)
- 6 + 10 > 4 (which is true, since 16 > 4)
Since not all conditions are satisfied (specifically, the sum of the two smaller sides is not greater than the third side), option B cannot form a triangle.
Option C:
Sides are 5 in, 15 in, and 10 in. According to the Triangle Inequality Theorem, we need to check if:
- 5 + 15 > 10 (which is true, since 20 > 10)
- 5 + 10 > 15 (which is not true, since 15 is not greater than 15)
- 15 + 10 > 5 (which is true, since 25 > 5)
Since not all conditions are satisfied, option C cannot form a triangle.
Option D:
Sides are 6 in, 18 in, and 10 in. According to the Triangle Inequality Theorem, we need to check if:
- 6 + 18 > 10 (which is true, since 24 > 10)
- 6 + 10 > 18 (which is not true, since 16 is not greater than 18)
- 18 + 10 > 6 (which is true, since 28 > 6)
Since not all conditions are satisfied, option D cannot form a triangle.
Therefore, the only option that satisfies the Triangle Inequality Theorem and thus can be the measures of the other two sides of the triangle with one side measuring 10 inches is:
Option A: 3 in & 8 in.

Answer: Bea's uncle is 25 years old.

Step-by-step explanation:

Given the equation [tex]3x- 15= 60[/tex], we can say that the variable "x" represents the age of Bea's uncle. Then to find his age, we need to solve for "x":

We must add 15 to both sides of the equation:

[tex]3x- 15+(15)= 60+(15)\\3x=75[/tex]

Now we need to divide both sides of the equation by 3:

[tex]\frac{3x}{3}=\frac{75}{3}\\\\x=25[/tex]

Therefore, we can conclude that Bea's uncle is 25 years old.

Answer:

a(3x-8)=0

a=0 and b=8/3

Step-by-step explanation:

This second line is not necessarily true. We could have a=0 OR x=8/3. They don't both have to be 0.

Answer:

see explanation

Step-by-step explanation:

Note that the formula given is incorrect.

The formula for the sum to n terms of an arithmetic sequence is

[tex]S_{n}[/tex] = [tex]\frac{n}{2}[/tex] [ 2a + (n - 1)d ]

Substituting the given values into the formula

[tex]S_{42}[/tex] = [tex]\frac{42}{2}[/tex] [ (2 × 50) + ( - 2 × 41) ]

                          = 21 ( 100 - 82)

                          = 21 × 18 = 378

Answer: 7 square units

Answer: 7

Step-by-step explanation:

The domain of the function for this situation is [8, 12].

The given function is c = 34.95u + 6.25, where c represents the total cost in dollars and u represents the number of uniforms bought.

To find the domain of the function for this situation, we need to determine the range of values that u can take within the given restrictions.

The question states that there should be at least 8 players but not more than 12 players on the volleyball team.

Therefore, the domain of the function is the set of numbers greater than or equal to 8 and less than or equal to 12. In interval notation, the domain can be represented as [8, 12].

Final answer:

The domain of the function c = 34.95u + 6.25 for the number of uniforms needed by a volleyball team is {8, 9, 10, 11, 12}, which corresponds to the number of players on the team, ranging from 8 to 12.

Explanation:

The function c = 34.95u + 6.25 represents the total cost to buy uniforms, where u is the number of uniforms. To determine the domain of this function based on the number of players, we note that there are at least 8 players and no more than 12 players on the volleyball team. Therefore, the number of uniforms (and hence the value of u) can range from 8 to 12, inclusive.

The domain of the function in this context is the set of whole numbers from 8 to 12. So, the domain is {8, 9, 10, 11, 12}.

Answer: b/t = 1/2  (or) 0.5

Step-by-step explanation:

a+b/ a =3

a+b =  3a

b = 3a-a

b = 2a

t+a/a = 5

t+a = 5a

t = 5a-a

t = 4a

b/t = 2a /4a

     = 1/2

The value of b/t is 1/2.

We have,

(a + b) / a = 3 ...(Equation 1)

(t + a) / a = 5 ...(Equation 2)

Let's solve Equation 1 for b:

(a + b) / a = 3

Multiplying both sides by a:

a + b = 3a

Subtracting a from both sides:

b = 3a - a

b = 2a ...(Equation 3)

Now, let's solve Equation 2 for t:

(t + a) / a = 5

Multiplying both sides by a:

t + a = 5a

Subtracting a from both sides:

t = 5a - a

t = 4a ...(Equation 4)

Now, let's substitute these values into the expression b/t:

b/t = (2a) / (4a)

b/t = 2a / 4a

b/t = 1/2

Therefore, the value of b/t is 1/2.

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Answer:

[tex]330\ orcas[/tex]

Step-by-step explanation:

step 1

Find the total area of fictional Puget Loud

The area of the rectangular shape is

[tex]A=110*15=1,650\ mi^{2}[/tex]

step 2

Divide the total area by 5 mi² of territory per animal to find the number of orcas that could live in Puget Loud

[tex]1,650/5=330\ orcas[/tex]

Final answer:

To determine how many orcas could live in Puget Loud, calculate the total area (Length × Width) and divide it by the amount of space required per orca (5 mi²). The calculation gives us 330 orcas.

Explanation:

To estimate the number of orcas that could live in Puget Loud, we first need to calculate the total area of Puget Loud. We do this by multiplying the length by the width of the rectangular region.

Total area of Puget Loud = Length × Width
Total area of Puget Loud = 110 miles × 15 miles
Total area of Puget Loud = 1650 square miles

Next, we need to divide the total area of Puget Loud by the territory required per orca. Each orca requires approximately 5 square miles.

Number of orcas = Total area / Territory per orca
Number of orcas = 1650 mi² / 5 mi² per orca
Number of orcas = 330

Therefore, Puget Loud could potentially support 330 orcas.

Okay I’ll give it my best to explain and solve understand I’m human and if I get this wrong I made a mistake please don’t hate me having said that 96= {x+2} * {x-2} combining like terms x*x (2-2=0) = 92 x^2 and that’s how far I can get you

Answer:

x = 24.                      

Step-by-step explanation:

Set 96 = (x+2)+(x+2) + (x-2)+(x-2).  Then simplify: 96 = (2x+4) + (2x-4). Simplify again XD: 96 = 4x (since +4 and -4 cancel out to get 0) . Divide 96 by 4 and your final answer should  be 24         Wow..that was pretty slight lol :D

Answer:

First possible answer is correct

Step-by-step explanation:

The first possible answer is the correct one.  It shows that Ellen is approaching Mark's house (the distance is decreasing).  The level part of the graph indicates her having to stop and wait in traffic.  Then she takes off again at a greater speed towards Mark's house.

Answer:

y is greater then -5

but less then 3

letter answer

H

Answer:

(-5, 3)

Step-by-step explanation:

The smallest value y can have is just above -5 and the largest is just below 3.  Thus, the range of this function is (-5, 3).  This does not include -5 or 3.

Answer:

y + 1 - 5(x - 2)

Step-by-step explanation:

Borrow (2, -1):  Substitute 2 for x and -1 for y, and -5 for m in  y = mx + b:

-1 = -5(2) + b.  Then b = 9, and the desired equation in point-slope form is:

y - (-1) = -5(x - 2), or

y + 1 - 5(x - 2)

The point-slope form of a line with slope -5 that contains the point

(2,-1) is y+1=-5(x-2). Therefore, option B is the correct answer.

The point slope form is used to find the equation of the straight line which is inclined at a given angle to the x-axis and passes through a given point.

The equation of the point slope form is: (y - y₁) = m(x - x₁)

where, (x, y) is a random point on the line and m is the slope of the line.

Given that, a line with slope -5 that contains the point (2, -1).

Substitute m=-5 and (x₁, y₁)=(2, -1) in the point slope form, we get

(y-(-1))=-5(x-2)

y+1=-5(x-2)

y+1=-5x+10

5x+y-9=0

Therefore, option B is the correct answer.

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Answer:

Average change of rate = 4

Step-by-step explanation:

The average rate of change is going to be the final value mines the initial value, divided by the change in the input of the function.

Average change of rate = (14 - (-2)) / 9 - 5 = 16/4 = 4

To calculate the average rate of change of a function from x = 5 to x = 9, one would need the function values at these points. The change in function values divided by the change in x values gives the average rate of change.

The average rate of change of a function over an interval is calculated by taking the difference in function values at the end points of the interval and dividing by the difference in the x-values.

In this case, to find the average rate of change of f(x) over the interval from x = 5 to x = 9, you look at the table to find the values of f(5) and f(9). Unfortunately, the table is incomplete, so we cannot find the exact values of f(5) and f(9). Assuming you have the complete table, with f(5) and f(9) known, the process would be:

If f(5) = a and f(9) = b, the average rate of change from x = 5 to x = 9 would be (b - a)/(9 - 5).

Answer: The area of the square sign is greater than the area of the rectangular sign

Step-by-step explanation:

A = L X W

40 x 40 = 1600

15 x 90 = 1300

Answer:

The area of the square sign is greater than the area of the rectangular sign.

Step-by-step explanation:

Area of Square: 1600 in.

Area of Rectangle: 1350 in.

1600 in. > 1350 in.

Answer:

The Answer is the 2nd Table from the top

Step-by-step explanation:

Total of 30 men, 20 watched 10 didn't

Total of 80 participants, 45 Watched, 35 Didn't

The Female participants had to add up to fill in the bottom rows.

Answer:

C. (5,-2)

Step-by-step explanation:

3x+7y=1

substitute x-7 for y

3x+7(x-7)=1

3x+7x-49=1

10x-49=1

10x= 50

x=5

now substitute x=5 in the other equation

y=5-7

y=-2

Answer:

Step-by-step explanation:

Red = 2

Green = 4

P(G) = 4/6

P(R) = 2/5         (remember that 1 green marble is green. The total left is 5 so the 5 is not a typo)

P(G then R) = 4/6 * 2/5

P(G then R) = 2/3 * 2/5

P(G then R) = 4/15

Answer:

1/10

Step-by-step explanation:

Okay so, if you convert the fractions so they're both over ten, you have 2/10 and 7/10, adding those together you get 9/10 of the student population; leaving 1/10 of the students left. So the answer is 1/10 of the students ride the bus to school.

(Unless I completely read this question wrong lol, hope this helped some.)

Final answer:

In Ms. March's class, 7/10 of students walk and 1/5 ride bikes, leaving 1/10 of the class to ride on the school bus.

Explanation:

In Ms. March's class, 7/10 of the students walk to school, and another 1/5 of the students ride their bikes. To find out what fraction of the class rides on the school bus, we first need to add the fractions of students walking and riding bikes, and then subtract this total from 1 (which represents the whole class).

Add the fractions of students walking and biking: 7/10 + 1/5 = 7/10 + 2/10 = 9/10.

Subtract this total from 1 to find the fraction of students who ride the bus: 1 - 9/10 = 1/10.

Therefore, 1/10 of the class rides on the school bus.