What is 10% of 360? 18 36 90 180

Answer:

The metalworker should use 60 kg of metal alloy that is 70% copper and 40 kg of metal alloy that is 20% copper.

Step-by-step explanation:

System of Equations

Let's call  

x=amount of metal alloy that is 20% copper

y=amount of metal alloy that is 70% copper

The metalworker wants to create 100 Kg of 50% copper alloy. This gives us the first relation

x+y=100

The combination of 20% of x and 70% of y will produce 50% of the sum of both, thus

20x+70y=50(x+y)

Operating

20x+70y=50x+50y

Reducing and dividing by 10

2y=3x

The system of equations is easily solved by isolating x in the first equation

x=100-y

And replacing into the last equation

2y=3(100-y)

Operating

2y=300-3y

5y=300

y=60

Thus

x=100-60=40

The metalworker should use 60 kg of metal alloy that is 70% copper and 40 kg of metal alloy that is 20% copper.

Answer:

x=2

Step-by-step explanation:

x2=64

Divide 2 by 2 and do the same thing to the other side 64 divided by 2. Then that leaves x=32

Answer:

x = 32

Step-by-step explanation:

x2 = x × 2

so x = 32

beacuse 64 ÷ 2 = 32

your welcome

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Question:

Given f(x) = 3x-1 and g(x)=2x-3, for which value of x does g(x) = f(2)?

Answer:

The value of x is 4 for g(x) = f(2)

Solution:

Given that,

[tex]f(x) = 3x-1\\\\g(x) = 2x - 3[/tex]

We have to find the value of "x" such that g(x) = f(2)

Let us first find f(2)

Substitute x = 2 in f(x) function

[tex]f(x) = 3x-1\\\\f(2) = 3(2) - 1\\\\f(2) = 6 - 1 = 5[/tex]

Thus f(2) is 5

Now find: g(x) = f(2)

Equate given function of g(x) and f(2) which is found to be 5

[tex]g(x) = f(2)\\\\2x - 3 = 5\\\\\text{Move the constants to other side }\\\\2x = 5 + 3\\\\2x = 8\\\\\text{Divide both sides of equation by 4 }\\\\x = 4[/tex]

Thus for x = 4 , we get g(x) = f(2)

Answer:

1.2

sorry if its not the right problem

Step-by-step explanation:

To express the difference in means as a multiple of the larger MAD, divide the difference by the larger MAD.

To express the difference in means as a multiple of the larger MAD, we first need to determine which MAD is larger. The MAD for the fall data is 2.8 cookies, and the MAD for the spring data is 2.6 cookies. Since the MAD for fall is larger, we will use it as the denominator in our calculation.

The difference in means is 24 - 23 = 1 cookie.

To express this difference as a multiple of the larger MAD, we divide the difference by the larger MAD:

1 / 2.8 = 0.3571

Therefore, the difference in means is approximately 0.3571 times the larger MAD.

Answer:

The answer is shown in the plotted graph attached with the answer.

Step-by-step explanation:

i) Let y = f(x)

ii) According to the first equation we will consider x = -6, -5, -4, -3, -2, -1, 0, and

   1

Therefore   x   and     y = x + 4         for -6 ≤   x   <  2

iii) y = 6 when x = 2 is the second equation given for the graph

iv)            x                  y = -x + 2        for x > 2 is the third equation given

Answer:

I do not see the picture, but if the following measurements are correct, then you have your answer!

The sides of the square base are labeled 0.9 foot. The height of one of the triangular sides is labeled 4 feet

Step-by-step explanation:

Answer:

8.01

Step-by-step explanation:

Answer:

Please check the attached figure a for a complete visual.

Step-by-step explanation:

Considering the triangle ΔABC with vertices

When a figure is multiplied by a scale factor greater than 1, the figure is enlarged.

As the center of enlargement is (4, 4).

So, Draw a straight line from vertex A to the point (4, 4). Count how many units it needed in two dimensions to reach the center of enlargement (4, 4).

In case of vertex A, it was 6 units right and 4 units up. So, multiply them with 1.5 and locate the resulting position as A' which is the image of A after the scale factor of 1.5 using the center of enlargement as (4, 4).

So, when we multiply '6 units right' with 1.5, it becomes 9 units. So, move 9 units right from the center of enlargement (4, 4).

Similarly, when we multiply '4 units up' with 1.5, it becomes 6 units. So, move 6 units up from the center of enlargement (4, 4).

So, new the position of A' is shown in figure a.

Similarly, the vertex B and C are enlarged and the positions of B' and C' are shown in figure a.

The complete enlargement of triangle ΔABC is done as ΔA'B'C'. Please check the attached figure a for a complete visual.

Keywords: enlargement, scale factor, transformation

Learn more about transformation from brainly.com/question/9930004

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The radius of ferris wheel is 124 feet

Solution:

Given that, Sabrina rode on a ferris wheel at the state fair

In one rotation she traveled 778.72 ft

To find: Radius of ferris wheel

The distance traveled in one rotation is equal to circumference of circle

Thus circumference of circle is equal to 778.72 feet

The circumference of circle is given as:

[tex]C = 2 \pi r[/tex]

Where, "r" is the radius and [tex]\pi[/tex] is a constant equal to 3.14

Substituting, C = 778.72

[tex]778.72 = 2 \times 3.14 \times r\\\\778.72 = 6.28r\\\\r = \frac{778.72}{6.28}\\\\r = 124[/tex]

Thus radius of ferris wheel is 124 feet

Answer:

15x + 9y= 36

Step-by-step explanation:

To find such an equation, it would simply have to be a multiple of the given equation. So, multiply the whole equation by any integer (to make life easy):

[tex]3(5x+3y)=3(12)[/tex]

[tex]15x+9y=36[/tex]

Answer:

x = 4 and x = 7

Step-by-step explanation:

Given that the segment in the triangle is parallel to the third side of the triangle and intersects the 2 sides then it divides these 2 sides in proportion, thus

[tex]\frac{x}{12}[/tex] = [tex]\frac{x+1}{15}[/tex] ( cross- multiply )

15x = 12(x + 1) ← distribute

15x = 12x + 12 ( subtract 12x from both sides )

3x = 12 ( divide both sides by 3 )

x = 4

--------------------------------------------------------------------

[tex]\frac{8}{7}[/tex] = [tex]\frac{16}{2x}[/tex] ( cross-  multiply )

16x = 112 ( divide both sides by 16 )

x = 7

Good morning ☕️

Answer:

an= 4 . (2)ⁿ⁻¹

an= 3 + 4(n-1)

an = 4+2(n-1)

an = 2 + 3(n-1)

an = 3 . (4)ⁿ⁻¹

a, = 2 · (3)9 - 1

→ an arithmetic sequence with a first term of 2 and a common difference of 3

an = 2 + 3(n-1)

→ a geometric sequence with first term of 4 and a common ratio of 2

an= 4 . (2)ⁿ⁻¹

→ a geometric sequence with first term of 3 and a common ratio of 4

an = 3 . (4)ⁿ⁻¹

→ an arithmetic sequence with a first term of 3 and a common difference of 4

an= 3 + 4(n-1)

:)

Answer:

18r+33

Step-by-step explanation:

Answer:

(m - 3n)(m + 3n).

Step-by-step explanation:

This is the difference of 2 squares, so we use the identity:

a^2 - b^2 = (a - b)(a + b).

So m^2 - 9n^2

(m - 3n)(m + 3n).

Answer:

[tex]4[/tex] ounces of nuts are there per cake.

Step-by-step explanation:

Given Isaac used [tex]\frac{1}{4}[/tex] of an ounce of nuts to make [tex]\frac{1}{16}[/tex] of a pound cake.

We need to find ounces of nuts per cake.

We can see that  [tex]\frac{1}{16}[/tex] pound of the cake made by [tex]\frac{1}{4}[/tex] ounce of nuts.

We will multiply both side by [tex]16[/tex].

So, [tex]\frac{16\times 1}{16}=1[/tex] pound of cake will be made by [tex]\frac{1}{4}\times 16=4[/tex] ounces of nuts.

So, there are [tex]4[/tex] ounces of nuts there per cake.

Eric is wrong because even square numbers do not always have more factors than odd square numbers for example square of 785.

Given :

Even square numbers always have more factors than odd square numbers.

The following steps can be used in order to show that Eric is wrong:

Step 1 - According to the given data, even square numbers always have more factors than odd square numbers.

Step 2 - So, to prove this statement wrong there are some examples given in the below steps.

Step 3 - The square of 61 gives 3721 whose total number of factors are 4 similar number of factors as 4.

Step 4 - The square of 785 gives 616225 whose total number of factors are more than 16.

For more information, refer to the link given below:

https://brainly.com/question/18832008

The expressions representing the total flyers each girl will label, the number of earrings Rhonda has, and the amount of money Gina has are 50 + f/4, 0.5x + 15, and 2x + 50, respectively.

The correct answer for the following question 1) option (D), question 2) option (B) and for question 3) option (A)

To determine the number of flyers each girl will label including the additional flyers, we assume that Marilyn and her three friends will continue to share the work evenly. They have labeled 200 flyers so far, equally, which means each has labeled 200 / 4 = 50 flyers. If f represents the number of additional flyers they will label, and they continue to share this work equally, each will label f/4 more flyers. Thus, the total number each girl will label is 50 (already labeled) + f/4 (additional), represented by the expression 50 + f/4, which corresponds to option D.

For the number of earrings Rhonda has, if x represents the number of earrings that Sharon has, Marilyn has half of this amount, or 0.5x. Rhonda has 15 more than Marilyn, so the total number of earrings Rhonda has can be represented by the expression 0.5x + 15, which is option B.

In the case of the savings, if x represents the amount of money Sam has, Hector has twice this amount, so Hector has 2x. Ted has saved $100 more than Hector, leading to 2x + $100. Gina saved $50 less than Ted, which is (2x + $100) - $50, simplified to 2x + 50, and that corresponds to option A.

Since 2323 = 23*101 has no perfect square factors, this means we cannot simplify [tex]\sqrt{2323[/tex] into the form [tex]a\sqrt{b}[/tex]

It seems like your teacher may have made a typo. I would double check with them.

-----------------------------------------------------------------------

I'll show you how to simplify a different problem. Let's say we want to simplify [tex]\sqrt{232}[/tex]

Find the prime factorization of the radicand:

232 = 2^3*29

we can rewrite the "2^3" as "2^2*2" to pull out the perfect square factor, which helps us simplify as such:

[tex]\sqrt{232} = \sqrt{2^3*29}[/tex]

[tex]\sqrt{232} = \sqrt{2^2*2*29}[/tex]

[tex]\sqrt{232} = \sqrt{2^2*58}[/tex]

[tex]\sqrt{232} = \sqrt{2^2}*\sqrt{58}[/tex]

[tex]\sqrt{232} = 2*\sqrt{58}[/tex]

For the last two steps I used these square root rules

[tex]\sqrt{x*y} = \sqrt{x}*\sqrt{y}[/tex]

[tex]\sqrt{x^2} = x[/tex] where x is nonnegative

Final answer:

The square root of 2323 in simplest radical form is 29√3, where 29 is the number outside the radicand and √3 is the radicand.

Explanation:

When simplifying the square root of 2323 to its simplest radical form, the goal is to express the square root as a product of a radicand that has no perfect square factors other than 1, and a number outside the radicand, if possible. We start by finding the prime factors of 2323 and look for pairs of prime factors, as pairs will be taken out of the square root as single numbers. Upon factoring 2323, we find that it can be expressed as 2323 = 29 x 29 x 3. Taking the square root of this expression gives us:

√2323 = √(29 x 29 x 3)

Recognizing that 29 is a perfect square, we take the square root of 29 x 29, which gives us 29. The square root of 3 remains inside the radicand since it is not a perfect square:

√2323 = 29√3

Therefore, √2323 in simplest form as a radicand and a number outside the radicand is 29√3.

Answer:

B: Reflection

That's the answer.

Answer: The equation has a slope of 3 and passes through the point (1,-1)

is 3 x-y=4

Step-by-step explanation:

Step 1 :-

An equation having slope 'm' and passing through the point

is [tex]y-y_{1} = m(x-x_{1} )[/tex].......(1)

Step 2:-

Now given equation slope m=3 and given point is (1,-1)

substitute these values in equation(1), we get

[tex]y-(-1)=3(x-1)[/tex]

on simplification, we get

[tex]y+1 = 3 x-3[/tex]

[tex]3 x-y=4[/tex]

The equations that can be graphed are;

y₁=log(2x+1)  and y₂=3x-2

Step-by-step explanation:

The equation given  is: log (2 x + 1) = 3x-2

The solution to this equation can be found by graphing the separate equations;

(i)y₁= log(2x+1)

(ii)y₂=3x-2

From the graph, the solution is : x= -0.4998 or x= 0.8056

Learn More

Solving logarithmic functions by graphs:https://brainly.com/question/11096185

Keywords: equations,graphed,solve

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Answer:

The short answer is B.

Answer:

Step-by-step explanation:

emily : 16 + 22x....with x being the number of days

Lily : 24 + 18x

16 + 22x = 24 + 18x

22x - 18x = 24 - 16

4x = 8

x = 8/4

x = 2 <==== they will be on the same page in 2 days

16 + 22x = 16 + 22(2) = 16 + 44 = 60

24 + 18x = 24 + 18(2) = 24 + 36 = 60

and they will both be on page 60 <===

They are both in page 60

Let the number of days that they used in reading till they are on the same page be represented by x.

Since Emily has already read 16 pages. Emily reads 22 pages per day until the book is finished. This can be represented as:

Emily = 16 + (22 × x) = 16 + 22x

Lily has already read 24 pages and she reads 18 pages per day until the book is finished. This can be represented as:

Lily = 24 + (18 × x) = 24 + 18x

Then, we will equate the two equations and this will be:

16 + 22x = 24 + 18x

Collect like terms

22x - 18x = 24 - 16

4x = 8

Divide both side by 4

4x/4 = 8/4

x = 2

Therefore, the number of days will be in 2 days time.

Then the page number will be gotten by choosing any of the equations and this will be:

= 16 + 22x

= 16 + 22(2)

= 16 + 44.

= 60

Also, 24 + 18x will be:

= 24 + 18(2)

= 24 + 36

= 60

They are both in page 60

You can read related question on:

https://brainly.com/question/17210525

Final answer:

The question is best addressed by describing the behavior and characteristics of lions as carnivorous animals and the species they typically prey upon in the wild. Highlighting the lion's status as an apex predator and protected species emphasizes the importance of conservation.

Explanation:

The question posed seems to be about the dietary habits of lions, which are large carnivorous mammals known for their hunting prowess. Discussing the consumption of lion meat by humans is ethically controversial and in many regions illegal, as lions are a protected species. Instead, we can focus on the nature of lions as carnivores and their role in the ecosystem as apex predators. Lions primarily hunt and feed on a variety of herbivorous wildlife, including zebras, giraffes, pigs, antelope, and wildebeests. Hunting is a critical skill for lions, utilizing their keen sense of smell and powerful physique. The appearance of lions, including their distinctive mane, is not just for show but also serves to intimidate rivals and prey.

Lions are indeed among the largest of the big cat species and hold a historical significance across various cultures. Due to their size and nature, lions may pose a threat to humans if disturbed or threatened. It is important to remember that they are a protected species vital to the ecosystem and should be respected in their natural habitats.

Serving lion meat is illegal in many places and ethically controversial. It's important to respect wildlife conservation and choose sustainable, legal options.

Serving lion meat is fraught with ethical, legal, and conservation concerns. Lions are apex predators and vital to their ecosystems; their populations are already under significant threat due to habitat loss, human-wildlife conflict, and poaching. Consuming lion meat can exacerbate these issues by promoting illegal wildlife trade and threatening already vulnerable populations.

From a legal standpoint, many countries have strict regulations against hunting and consuming lions due to their endangered or protected status. Additionally, there are ethical considerations surrounding the killing of such majestic animals for human consumption. Lions are often viewed with awe and respect, and the idea of slaughtering them for food can be deeply unsettling for many people.

In summary, the best way to serve lion meat is not to serve it at all. Instead, it's crucial to prioritize wildlife conservation efforts and support sustainable, legal alternatives that do not harm endangered species or their habitats.

Answer:

The mode is 6.

Step-by-step explanation:

6 is the answer because it is the only number Twice.

Hope this helps!

We are UNIQUE!!!

Answer:

By ASA

Step-by-step explanation:

<SVR=<VRT (ALTERNATE ANGLES)

SIDE RV=SIDE RV (COMMON)

<SRV=<TVR (ALTERNATE ANGLES)

So by side angle side postulate both triangles are congruent

Hope u understand

Brainliest?

Step-by-step explanation:

Sorry I'm not too sure about that one, but this video might help, sorry!

https://youtu.be/JtgABYPsv7g

Step 1) Place the non-pencil part of the compass at point W and the pencil part at point X. Draw a circle. This circle has a radius of WX.

Step 2) Keep the compass the same width, place the non-pencil part at point X and the pencil part at point W. Draw a circle. This circle has the same radius.

Step 3) The two circles intersect at two other points, A and B. One point is above WX and the other is below. Connecting AB forms the perpendicular bisector.

See the diagram below.

Answer:

SOmeOne HelP Me WiTh ThIs QuEsTioN pLz

Step-by-step explanation:

The rate of increase in population is r = 12,600 people/year.

We want to find the rate of change in the population of Austin, Texas in the years between 1980 and 1990.

We will assume that this increase in population is modelled with a linear equation, remember that a general linear equation is y = ax + b.

Where the rate of change, or slope, is a.

We know that if a line passes through two points (x₁, y₁) and (x₂, y₂) the slope is given by the formula: m=(y₂-y₁)/(x₂-x₁).

For this case we have two points, these are:

(1980, 346,000)

(1990, 472,000)

Then the slope or rate of change is (472,000-346,000)/(1990-1980)

=12,6000/10

=12,600

Therefore, the rate of increase in population is r = 12,600 people/year.

To learn more about the rate of increase in population visit:

https://brainly.com/question/12138135.

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The population of Austin, Texas in 1980 was 346,000 people. The population in 1990 was 472,000 people. What is the rate of change of the population with respect to the year for this function?

Answer:

Center

Minor segment.

Step-by-step explanation:

See the attached diagram of the circle.

Here, two blanks are there and we have to fill up with the correct circle vocabulary.

The blank with an arrow can be filled up by the Center of the circle about which the circle is drawn.

And the other blank should be the Minor segment of the circle.  

A chord divides the circle into two areas, major and minor segments. (Answer)