I need help to get 10 or closer to 10 using decimal numbers

Answer:

60 - 1/4x = 24

Step-by-step explanation:

Answer:

A. y = -14

Step-by-step explanation:

Subtract 9 from its self and from 23 in order to isolate -y

-y + 9 = 23

- 9 -9

0 14

-y is now Isolated.

-y = 14

Generally, when you have a letter representing a number by itself such as -y, it is indicated that therecis always a 1, example -y = -1y, x = 1x, however 3y does not equal 13y or 31y. 3y already has a number in front of it so therefore, there is no need to include the number 1 in front of y.

Because -y is the same as -1y, that is a multiplation representation. -y is the same as -1 x y so the next step is to isolate y from -1. In order to do that, you will need to divide -1 by 1 and 14 by 1. (Remember, (-) (-) = + and (-) (+) = - and (+) (+) = +.)

-y = 14

-1 -1

y = -14

Answer:

B. y ≥ 1/3 x - 1  

Step-by-step explanation:

y =  mx + b

b = - 1,

m = rise/ run = 1/3

y = 1/3 x - 1  is equation of the line.

Shading is over the line, so

y ≥ 1/3 x - 1  

Answer:

Step-by-step explanation:

Denominators are 5 and ( x+2)

As there is no common factors, to find the lowest common denominator multiply them

LCD = 5*(x +2)

Answer:

1000 seconds

Step-by-step explanation:

You can start by finding the unit rate for each of them to lay down a tile. That is, how many tiles they can lay down in one second. Ralph can lay one down in 1/5 of a second, while Bob takes 1/4. 1/5+1/4=4/20+5/20=9/20 of a tile per second. Dividing 450 by 9/20, you get 1000 seconds. Hope this helps!

Answer:

probably jay z albulm 4:44

Step-by-step explanation:

Answer:

see below

Step-by-step explanation:

it will be easier to do calculations later if you simplify first

in this case you did the best and shortest way

you could rewrite

(8-4√2) /2 + ( 6+4√2)/ 2 as

4-2[tex]\sqrt{2}[/tex]  + 3 + 2[tex]\sqrt{2}[/tex] and then 7 + 4[tex]\sqrt2[/tex]

Answer:

To find the Hypotenuse the Pythagoras theorem is used

h² = a² + b²

h = hypotenuse

a = 15cm

b = 8cm

h = ?

h² = 15² + 8²

h = √225 + 64

h = √289

h = 17cm

The Hypotenuse is 17cm

Hope this helps.

Answer:

C!

Step-by-step explanation:

So, it's actually very simple!

If you don't know, the domain of a function is the set of x-values that make the equation true. The range, which we are trying to find, is the set of f(x), or y values that are possible.

Now, notice how in the graph, y-values don't go below 1. So there is our limit. There is nothing else limiting the y-values the other way, so its basically a single equality.

y=1 is included in the function, of course, as it goes on y=1.

So, it's [tex]y\geq 1[/tex]

Hope this helps!

Answer:

C

Step-by-step explanation:

the guy above me is right because i got a 100% on my test.

Answer:

Step-by-step explanation:

6

Take the higher number and subtract the next lower value. It will tell you the difference.

17-11=6

Answer:

A) 6

Step-by-step explanation:

Answer:

the graph corresponds to function "D"  [tex]f(x)=3\,(\frac{1}{5} )^x[/tex]

Step-by-step explanation:

Since the graph shown corresponds to an exponential "decay" (the function decreases as we move from left to right), the base of the exponent has to be a number smaller than 1 (one). So we examine the only two options that give such (options C and D which have fractions as the base - 1/3 and 1/5 respectively)

From there, we analyze which of the two functions satisfies the crossing of the y-axis at (0,3) which is clearly shown in the graph:

We study both:

function C at x = 0 gives:

[tex]f(x)= 5\,(\frac{1}{3})^x\\f(0)=5\,(\frac{1}{3})^0 \\f(0)=5\,(1)\\f(0)=5[/tex]

while function D at x = 0 gives:

[tex]f(x)= 3\,(\frac{1}{5})^x\\f(0)=3\,(\frac{1}{5})^0 \\f(0)=3\,(1)\\f(0)=3[/tex]

Therefore, the graph corresponds to function "D"

A correct option is an option (d)

From the given graph the function is increasing, therefore the base of the exponent must be greater than 1

And the best suited is the first, as it passes through the point,

y = 3

If you substitute x = 0 in the function result you have to give,

y = 3 and intersect the y-axis at that point

So, the required function is [tex]f(x)=3\times (\frac{1}{5} )^x[/tex]

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Answer:

7,5 kg = 19,20.  

Step-by-step explanation:

19,20/7,5

= 2,56 $

(2,56 * 7,5 =19,20)

Answer:

308, 398, 421, 433, 570

Step-by-step explanation:

To start we know the smallest is 308 cans, so that is the first class.

Next, it says the range is 262. The range is maximum minus the minimum. Since we know the minimum(308), that means 308 + 262 = 570 and 570 is the maximum or the class with most collected cans.

Then, it says the median or the middle number is 421, the middle number in a class is 3. So, the third class collected a total of 421 cans.

After that, it says the two classes in the three hundred, or the first and second class, has a total of 706 cans. So, if we do 706 - 308 we get the second class. Which collected 398 cans.

Finally, it says the total all the class collected is 2130. So, if we add all the values we have know and subtract it from the total of all the class we get the missing class or the fourth class. So, 308 + 398 + 421 + 570 = 1697, and 2130 -1697 = 433. Which the fourth class.

Least to greatest:

308

398

421

433

570

Answer:

84ft

Step-by-step explanation:

w = 2/3(L)

if 280 feet of fencing can enclose the garden,therefore the perimeter is 280 feet

perimeter = 2L + 2W

but W=2/3(L)

therefore, perimeter = 2L + 2(2/3L)

P= 2L + 4/3(L)

P= 10/3(L)

but P= 280

therefore 280= 10/3(L)

L = (3×280)÷10

L= 84 feet

Answer:

x = 3 and x = 3

Step-by-step explanation:

The given equation is

2x² - 12x + 18 = 0

Divide both sides by 2:

x² - 6x + 9 = 0

We need two numbers that will add up to -6 and their product is 9.

The two numbers are -3 and -3.

=> x² - 3x - 3x + 9 = 0

x(x - 3) - 3(x - 3) = 0

(x - 3)(x - 3) = 0

x = 3 and x = 3

He will require 2.79 cubic feet of potting soil to fill the planter, which is a rough estimate.

The product of a cylinder's base area and height provides the formula for calculating the cylinder's volume. A cylinder's volume is equal to πr²h cubic units.

Given, A gardener has a cylindrical planter that has a diameter of 16 inches and is 2 feet deep.

From the general formula of volume of cylinder =  πr²h cubic units

in our case

r = 16 / 2 = 8 inches

Since 1 feet = 12 inches

r = = 8/12 feet = 2/3 feet

h = 2 feet

The volume of platter = π * 2/3 * 2/3 *2

The volume of the platter = 2.79 ft³

Therefore, the approximate number of cubic feet of potting soil that he will need to fill the planter is 2.79 ft³.

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Answer:

Step-by-step explanation:

3/2/8/3

=9/16

Answer:

9/16

Step-by-step explanation:

3/2  ÷  8/3

Here, we are trying to divide fractions.

When dividing fractions, you can flip the second fraction, and multiply the fractions together.

Hence, our new expression would be:

3/2*3/8

We can multiply the numerators together and the denominators together.

3*3/2*8

9/16

cos2(θ) + sin2(θ) = 1

sec(θ) = 1/cos(θ)

cot(θ) = cos(x)/sin(θ)

sin(θ) = -3/4

cos2(θ) + sin2(θ) = 1

cos2(θ) = 1 - sin2(θ)

cos2(θ) = 1 - 9/16 = 7/16

cos(θ) = ±√(7/16) = √7/16  (cosine is positive in Q IV)

sec(θ) = 1/cos(θ) = 4/√7

cot(θ) = cos(θ)/sin(θ) = (4/√7)/(-3/4) = -16√7/21

The exact values of secθ = 4/√7 and cotθ = -16√7/21

Trigonometric functions defined as the functions which show the relationship between angle and sides of a right-angled triangle.

Given that,

sinθ = -3/4

∵sin²(θ) +cos²(θ) = 1

∴cos²(θ) = 1 - sin²(θ)

cos(θ) = √(1 - sin²(θ))

cos²(θ) = √(1 - 9/16 )

cos(θ) = ±√(7/16) = √7/4  (cosine is positive in quadrant IV )

sec(θ) = 1/cos(θ) = 4/√7

∵cot(θ) = cos(θ)/sin(θ)

∴cot(θ)= (4/√7)/(-3/4)

cot(θ) = -16√7/21

The exact values of secθ = 4/√7 and cotθ = -16√7/21

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Answer:

A

Step-by-step explanation:

let's try A. 3(3)+2=9+2=11

11=11

So A is right

______________________________

Let the shares be X and 6x

X+6x=350

or,7x=350

or,X=350/7

X=50

Replacing value,

6x=6*50=300

So one person gets $ 50

Another person gets$300

Hope it helps

Good luck on your assignment

___________________________

Answer:

1/7 x 350 = £ 50

6/7 x 350 = £ 300

Answer:

Value of Number = 8

Step-by-step explanation:

Consider the equation below;

[tex]If x - " A Number " -\\( 2 * x ) - 5 = x + 3,\\[/tex]

Now using this equation let us solve for x;

[tex]( 2 * x ) - 5 = x + 3 - Take ( 2 * x ) - 2x,\\2x - 5 = x + 3 - Add 5 on Either Side,\\2x = x + 8 - Subtract x From Either Side,\\\\x = 8, ( Solution )\\\\Conclusion ; x = 8[/tex]

Knowing this, we can say;

[tex]Value of Number = 8,\\if x - Value of Number ( Given ),\\\\Solution ; Value of Number = 8[/tex]

The value of unknown number x will be 8.

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

We have been given a statement as;

"five less than 2 times a number is equal to the sum of the number and 3"

Let the unknown number be x.

So, from the given statement,

2x- 5 = x + 3

Subtract x on both sides;

2x- 5 = x + 3

2x- 5 -x = x + 3 - x

x - 5 = 3

Add 5 on both sides;

x - 5 = 3

x = 8

Therefore, the value of unknown number x will be 8.

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Answer:

14/11

Step-by-step explanation:

A rational number times a rational number is rational

A rational number is written as a/b

14/11 * 1/2 = 7/11

This is rational

Answer:

The answer is option B.

Hope this helps.

Answer:

B

Step-by-step explanation:

Answer:

Assuming the height is still 1 your answer would be 700

Step-by-step explanation:

Answer:

20 servings

Step-by-step explanation:

Four quarters per pound

5(4)=20

Answer:

she can make 20 servings

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Point slope is in the form

(y - y1) = m(x - x1)

where x1 and y1 are the coordinate of any point on the line, and m is the slope

The others do not work

Answer:

B.

Step-by-step explanation:

This is the point-slope form:

y - y1 = m(x - 1)      where m = the slope.

Looks like you have a typo in  your equation.

Answer:

Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Step-by-step explanation:

hope this helps