What is the common ratio between successive terms in the sequence 2, 4, 8, -16, 32, -64
Answer:
this sequence has no common ratio
Step-by-step explanation:
The ratios of successive terms are ...
4/2 = 2
8/4 = 2
-16/8 = -2
32/-16 = -2
-64/32 = -2
2 is not the same as -2, so this sequence has no common ratio.
___
The sequence 2, -4, 8, -16, 32, -64 will have a common ratio of -2 using the same method to find it.
Type the correct answer in the box. Use numerals instead of words. If necessary, use / for the fraction bar.
What is the vertical asymptote of the function f(x) = 3 log(x + 3)?
The vertical asymptote of the function f(x) = 3 log(x + 3) is x =
.
The vertical asymptote of the function f(x) = 3 log(x + 3) is x = -3
Step-by-step explanation:
A symptote is a line that a curve approaches but never touches
The vertical asymptote of a logarithmic function is at the zero of the argumentf(x) = log(argument) has vertical aymptotes at argument = 0∵ f(x) = 3 ㏒(x + 3)
∵ The argument is (x + 3)
- Equate the argument by zero
∵ x + 3 = 0
- Subtract 3 from both sides
∴ x = -3
- The vertical asymptote of a logarithmic function is at the zero
of the argument
∴ The vertical asympotote of f(x) is x = -3
The vertical asymptote of the function f(x) = 3 log(x + 3) is x = -3
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You can learn more about the logarithmic functions in brainly.com/question/11921476
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Answer:
-3
Step-by-step explanation:
plato
Pls help me!!! Will mark brainliest!!!
These 4 questions answered and work shown
For Reference): Topics: Trig functions exact values and reciprocal trig functions exact values
Answer:
25) If f(x) = sin ([1/3] x) , find f(π/2).
Substitute with x = π/2
f(π/2) = sin ([1/3] *[π/2]) = sin (π/6) = 1/2
======================================
26) If f(x) = cos (2x) , find f(3π/4).
Substitute with x = 3π/4
f(3π/4) = cos ( 2 * 3π/4) = cos ( 3π/2) = zero.
======================================
27) If f(x) = sin (2x) + cos (3x) , find f(π/4)
Substitute with x = π/4
f(π/4) = sin ( 2 * π/4) + cos ( 3 * π/4) =
= sin ( π/2) + cos ( 3π/4)
= 1 - 1/(√2)
= 0.293
======================================
28) f(x) = tan (5x) - sin (2x) , find f(π/6).
Substitute with x = π/6
So, f(π/6) = tan (5 * π/6) - sin ( 2 * π/6)
= tan (5π/6) - sin (π/3)
= -1/(√3) - (√3)/2
= -1.443
Will mark brainliest and 12 points
Answer:
the third one
Step-by-step explanation:
hope it helps
Find the range of the given data set.
-4, -3, -1, -1, 0, 1
Answer: 5
Step-by-step explanation:
Range = highest value - lowest value
The highest value from the data set given = 1
The lowest value = -4
Therefore :
Range = 1 - (-4)
Range = 1 + 4
Range = 5
valuate the xpression 4(10-4) power of 2 devided by 4
Hence, the value of the expression is 36.
Solution:
Step 1: Given expression is [tex]4(10-4)^{2} \div 4[/tex].
BODMAS means do Bracket, Of, Division, Multiplication, Addition, Subtraction
Step 2: Using BODMAS rule first simplify the expression which is in bracket.
⇒ [tex]4(10-4)^{2} \div 4=4(6)^2\div4[/tex]
Step 3: Squaring of the number 6.
⇒ [tex]4(6)^2\div4=4\times36\div4[/tex]
Step 4: Using BODMAS rule, divide 36 by 4.
⇒ [tex]4\times36\div4=4\times9[/tex]
Step 5: Using BODMAS rule, multiply 4 with 9.
⇒ [tex]4\times9=36[/tex]
Hence, the value of the expression is 36.
Write the missing number to make the equation true 8 -5 =13 -
6x−4=2(3x−2)
x = ___
(type your answer as a number, "no solution" or "infinite solutions")
Answer:
0=0
Step-by-step explanation:
Simply,there is no solution.
The circumference of a circle is 43.96 millimeters. What is the circle's radius?
write 10/3 as a multiplication expression having repeated factors
Can y’all help me I have no points and what is 5/7times28
Step-by-step explanation:
what did the harlem renaissance celebrate accomplished and lead to in the early 1900’s
Answer:
The migration of the African-Americans to Harlem in the USA empowered the African-Americans in the society in the early 1900s. This was one of the greatest accomplishments of the African-Americans in history.
Explanation:
The "Harlem Renaissance" was originally called the "New Negro Movement." During the "Reconstruction Era," many of the African Americans felt a newfound empowerment in the society. They started leaving the South, where most of them were enslaved and maltreated. Many of them moved to other places such as "Harlem" in New York City. It became an ideal destination for many "Negros" and their number increased over time. This then became an African-American neighborhood.
African-Americans started producing plays with actors of their descent. Several Negro poets emerged describing the life of the African-Americans. Negros became more literate and able when it comes to expressing themselves in the society. They even had their own newspaper known as "The New Negro Movement."
Which order pair is not a solution to the equation y = 2x² - 1.
(0, 6)
(3, 17)
(2, 7)
(-1, 1)
Answer:
(0, 6)
Step-by-step explanation:
plug each x in and find the y
Answer:
(0, 6)
Step-by-step explanation:
3. At the beginning of the day, a water tank contained 526.8 gallons of water. During the day,
some of the water was used to water a garden. At the end of the day, the water tank contained
318.05 gallons of water.
What was the total amount of water used that day?
a. 202.75 gallons
b. 208.75 gallons
C. 208.85 gallons
d. 210.80 gallons
Answer:
208.85
Step-by-step explanation:
It is 208.85 because when you have .8 + .05 =.85
Answer:
Step-by-step explanation:
the total amount of water used that day = 526.80 - 318.05 = 208.75 gallons.
drbras rectangler gsrden measures 9 1/3 by 12 yards .a bottle of fertilizer cost $14.79 .if debra needs to mix 1/8 cup of fertilizer with water for each square foot of her gardern how many cups of fertilizer dies she need? how csn uou persevere in sloving this problem ?and what's the answer
Debra needs 126 cups of fertilizer for her garden.
To solve this problem, we need to follow these steps:
1. Calculate the area of Debra's rectangular garden.
2. Convert the area from square yards to square feet.
3. Determine the total amount of fertilizer needed in cups.
Let's start:
1. Calculate the area of the rectangular garden:
Length = 9 1/3 yards
Width = 12 yards
Area = Length × Width
= (9 1/3) × 12
First, let's convert 9 1/3 to an improper fraction:
[tex]\( 9 \frac{1}{3} = \frac{(9 \times 3) + 1}{3} = \frac{27 + 1}{3} = \frac{28}{3} \)[/tex]
Now, multiply the fractions:
Area = [tex]\( \frac{28}{3} \times 12 \)[/tex]
= [tex]\( \frac{28 \times 12}{3} \)[/tex]
= [tex]\( \frac{336}{3} \)[/tex]
= 112 square yards
2. Convert the area from square yards to square feet:
1 square yard = 9 square feet
Area in square feet = 112 square yards × 9
= 1008 square feet
3. Determine the total amount of fertilizer needed in cups:
Given that 1/8 cup of fertilizer is needed per square foot.
Total cups of fertilizer = Area in square feet × (1/8)
= 1008 × (1/8)
= 126 cups
So, Debra needs 126 cups of fertilizer for her garden.
Evaluate -3x + 5( x +2)
Answer:
Step-by-step explanation:
Answer:
2x+10
Step-by-step explanation:
-3x+5(x+2)
-3*x+5*x+5*2
-3*x+5*x+10
(-3+5)*x+10
(-2)*x+10
2x+10
Mariko's social studies class lasts 5/6 of an hour.Only 3/12 of an hour has passed.What fraction of an hour remains for Mariko's social studies class?
Help meh pls ;-;
Answer:
[tex]\frac{7}{12}[/tex] of an hour is remaining for Mariko's social studies class
Step-by-step explanation:
Given:
Total duration of Mariko's social studies class = 5/6 of an hour.
Only 3/12 of an hour has passed.
To Find:
Fraction of an hour remains for Mariko's social studies class =?
Solution:
Converting into minutes
5/6 of an hour = [tex]\frac{5}{6} \times (60)[/tex]
=>[tex]\frac{300}{6}[/tex]
=>50 minutes
So the total duration of Mariko's social studies = 50 minutes
If 3/12 of an hour passes means
Converting into minutes
=>[tex]\frac{3}{12} \times 60[/tex]
=>[tex]\frac{180}{12}[/tex]
=>[tex]\frac{180}{12}[/tex]
=> 15 minutes
15 minutes has passed
Remaining time left is
50 minutes - 15 minutes = 35 minutes left
Now converting into 35 minutes into hours we get
=> [tex]\frac{35}{60}[/tex]
=>[tex]\frac{7}{12}[/tex]
Subtracting the time passed from the total class time gives us the remaining time. The calculation involves simplifying the time passed fraction and finding a common denominator to subtract fractions. In the end, we find that 7/12 of an hour remains for Mariko's social studies class.
Explanation:This is a question about subtracting fractions to calculate remaining time. Mariko's social studies class lasts 5/6 of an hour and 3/12 of an hour has passed. To find out how much time remains, you need to subtract the time that has passed from the total class time.
Step-by-step Calculation:
First, you simplify the fraction of the time that has passed. 3/12 simplifies to 1/4, since 3 and 12 are both divisible by 3.
Then, you subtract 1/4 from 5/6 to calculate the time remaining. To do this, you need to find a common denominator, which is 12 in this case.
Converting 5/6 and 1/4 into twelfths gives you the fractions 10/12 and 3/12 respectively.
Then, subtract 3/12 from 10/12 which is 7/12.
So, the answer is 7/12 of an hour remains for Mariko's social studies class.
Learn more about Fraction Subtraction here:https://brainly.com/question/9283740
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compare -6/11 -2/3 ^ = ^
Answer:
-40/33
Step-by-step explanation:
Answer:
-6/11 > -2/3
Step-by-step explanation:
6/11 = 18/33
2/3 = 22/33
Since 18/33 < 22/33 then 6/11 < 2/3 then -6/11 > -2/3
PLEASE HURRY! ;)
Which statements are true?
A;When triangle ABC is reflected over the y-axis to create triangle A'B'C' , the coordinates for B' are(1, -1) .
B;When triangle ABC is rotated 90 degrees clockwise about point A to create triangle A'B'C' , the coordinates for B' are (3,3]
C When triangle ABC is dilated from the origin by a scale factor of 1\4
to create triangle A'B'C', the coordinates for B'are (4,4)
D When triangle ABC is translated 2 units to the left and 1 unit down to create triangle A'B'C' , the coordinates for B' are (-1, 0)
E When triangle ABC is dilated from the origin by a scale factor of 5 to create triangle A'B'C', the coordinates for B' are (5,5)
The correct answer is: When triangle ABC is translated 2 units to the left and 1 unit down to create triangle A'B'C' , the coordinates for B' are (-1, 0). The true statement is D.
Let's analyze each statement:
A; When triangle ABC is reflected over the y-axis to create triangle A'B'C' , the coordinates for B' are (1, -1) .
To reflect over the y-axis, the x-coordinate changes sign while the y-coordinate remains the same. If the coordinates for B are (x, y), then after reflecting, the x-coordinate becomes -x. Since B has coordinates (1, 1), after reflection, B' will have coordinates (-1, 1). So, statement A is false.
B; When triangle ABC is rotated 90 degrees clockwise about point A to create triangle A'B'C' , the coordinates for B' are (3,3]
Rotation of 90 degrees clockwise about a point involves swapping x and y coordinates and negating the new x-coordinate. The point A is not given, but assuming it's (0, 0), if B has coordinates (x, y), then after rotation, B' will have coordinates (y, -x). If A is (0, 0) and B is (3, 1), after rotation, B' will have coordinates (1, -3), not (3, 3). So, statement B is false.
C; When triangle ABC is dilated from the origin by a scale factor of 1/4 to create triangle A'B'C', the coordinates for B' are (4,4)
Dilating by a scale factor of 1/4 means multiplying each coordinate by 1/4. If B has coordinates (x, y), then after dilation, B' will have coordinates (1/4 * x, 1/4 * y). Since B has coordinates (4, 4), after dilation, B' will have coordinates (1, 1). So, statement C is false.
D; When triangle ABC is translated 2 units to the left and 1 unit down to create triangle A'B'C' , the coordinates for B' are (-1, 0)
Translation involves adding/subtracting values to x and y coordinates. If B has coordinates (x, y), then after translation by (-2, -1), B' will have coordinates (x - 2, y - 1). Since B has coordinates (1, 1), after translation, B' will have coordinates (-1, 0). So, statement D is true.
E; When triangle ABC is dilated from the origin by a scale factor of 5 to create triangle A'B'C', the coordinates for B' are (5,5)
Dilating by a scale factor of 5 means multiplying each coordinate by 5. If B has coordinates (x, y), then after dilation, B' will have coordinates (5 * x, 5 * y). Since B has coordinates (4, 4), after dilation, B' will have coordinates (20, 20), not (5, 5). So, statement E is false.
So, the true statement is D.
How To Do Question In The Picture?
Answer:
200 = 20
470 47
The number of year 10 students over the total number of students
Two-fifths of the sum of 3 and y
Answer:
[tex]\frac{2}{5}[/tex](3 + y)
Step-by-step explanation:
-12.11-10.5=75.6-3.5x
Answer:
x = 28.06
Step-by-step explanation:
-12.11-10.5=75.6-3.5x
Put all the integers on one side and X on the other.
-12.11 - 10.5 - 75.5 = -3.5x
-98.21 = -3.5x
-98.21/-3.5 = x
x = 28.06
Hep me ASAP!!!! A.-2 B.4 C.7-3sqrt3 D.7- sqrt3
Answer:
7 - 3[tex]\sqrt{3}[/tex]
Step-by-step explanation:
Given
3 + [tex]\sqrt{x+7}[/tex] - [tex]\sqrt{3x}[/tex] ← substitute x = 9
= 3 + [tex]\sqrt{16}[/tex] - [tex]\sqrt{27}[/tex]
= 3 + 4 - [tex]\sqrt{9(3)}[/tex]
= 7 - 3[tex]\sqrt{3}[/tex]
A boy has 82 cents in pennies and quarters. He has 4 more pennies than quarters. How many of each type of coin does he have?
Answer:
3 quarters and 7 pennies
Step-by-step explanation:
You can write equations, but you can also use the trial and error method.
Guess 1:
1 quarter = 25 cents
82 - 25 = 57
57 pennies = 57 cents
25 cents + 57 cents = 82 cents
57 - 1 = 56
He has 56 more pennies than quarters, so this is not the answer.
Guess 2:
2 quarters = 50 cents
82 - 50 = 32
32 pennies = 32 cents
50 cents + 32 cents = 82 cents
32 - 2 = 30
He has 30 more pennies than quarters, so this is not the answer.
Guess 2:
3 quarters = 75 cents
82 - 75 = 7
7 pennies = 7 cents
75 cents + 7 cents = 82 cents
7 - 3 = 4
He has 4 more pennies than quarters, so this is the answer.
Answer: 3 quarters and 7 pennies
The boy has 3 quarters and 7 pennies.
Explanation:To solve this problem, we can set up a system of equations. Let's say that the number of quarters the boy has is q. Since he has 4 more pennies than quarters, the number of pennies he has is q + 4. We know that 1 quarter is equal to 25 cents and 1 penny is equal to 1 cent. So, the total value of the coins can be expressed as 25q + (q + 4) = 82.
Simplifying the equation, we have 25q + q + 4 = 82.
Combining like terms, we get 26q + 4 = 82.
Subtracting 4 from both sides, we have 26q = 78.
Dividing both sides by 26, we find that q = 3. Therefore, the boy has 3 quarters and 3 + 4 = 7 pennies.
Complete the inequality statement
7/10 ___ 11/20
> < =
Answer:
The person up there is right just saying:)
Step-by-step explanation:
Use unit multipliers to convert 50 square meters to square inches
50 square meters is equal to 77500 square inches
Solution:
Given that we have to convert 50 square meters to square inches
Use the following conversion factor
1 meter is equal to 39.3701 inch
That is,
[tex]1\ meter = 39.3701\ inch[/tex]
Now frame the conversion factor for square meters to square inches
[tex]1\ meter\ \times meter = 39.3701 \times 39.3701\ inch\ \times inch\\\\1\ m^2 = 1550\ in^2[/tex]
Now convert 50 square meters to square inches
Muliply both the sides by 50
[tex]1 \times 50\ m^2 = 1550 \times 50\ in^2\\\\50\ m^2 = 77500\ in^2[/tex]
Thus 50 square meters is equal to 77500 square inches
5 6/7-1 1/2
difference?
Answer: 4 5/14
Step-by-step explanation:
What is (8-2x2) to the power of two equal using pemdas?
Answer
(8-2×2) to the power of 2 is 16
Work: 2×2=4
8-4=4
4 to the power of 2 =16
Answer:
144
Step-by-step explanation:
in pemdas always do parenthesis first so it will be 8-2x2= 144 because
8 - 2= 6 x 2=12²=144what is input
what is output
Step-by-step explanation:
Input:
Input is generally defined as the information that is sent or passed to a computer or the information what is taken. The devices that are used to give or offer such information is know as Input devices.
For example:
We usually use keyboard to type and give a specific data to the computer and hence it can be considered as an Input device.
Output:
Output is generally defined as the source of information that is received or processed by the computer or the information what is given back. The devices that are used to give back such information is know as Output devices.
Example:
Printers takes the input from us,process it and gives back the output in the form of printed sheets,Hence it can be considered as Output device.
In a class of 31 pupils, 19 like apples, 15 like oranges and 4
like neither apples nor oranges.
How many pupils like BOTH apples and oranges?
3. What are the factors in the expression 4(5 + x)?
Final answer:
In the expression 4(5 + x), the factors are 4 and (5 + x), which can be determined by understanding the distributive property of multiplication over addition.
Explanation:
The question asks, "What are the factors in the expression 4(5 + x)?" To understand this, we need to realize that a factor is something multiplied by another thing that results in a given expression. In this case, the factors of the expression 4(5 + x) are 4 and (5 + x). This is evident from the distributive property of multiplication over addition, which essentially breaks down the expression into its multiplied components. For instance, multiplying 4 by each term inside the parentheses (5 and x) would result in the same expression, 4×5 + 4*x, which shows that 4 and (5 + x) are indeed the factors of the given expression.