The sum of the individual lunch ate by people is equal to the total number of people who ate lunch.
What is an equation?An equationi is an expression that shows the relationship between two or more variables and number.
Given that the total number of people who ate lunch is 840, hence:
The sum of the individual lunch ate by people is equal to the total number of people who ate lunch.
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Louise spins the spinner twice. which probabilities are correct? check all that apply. p(both green) = one-sixteenth p(both blue) = one-fourth p(first green and then blue) = one-sixth p(first orange and then blue) = one-eighth p(first orange and then green) = one-fourth
Answer: P(both green)=1/16
P(both blue)=1/4
P(first orange and then blue)=1/8
Step-by-step explanation:
Answer:A, B, and D
Step-by-step explanation:
50/13 rounded to the nearest tenth
Answer:
50/13= 3.846153846
nearest tenth anwer is easily 3.8
Complete the square to write y = 3x2 12x 7 in vertex form, y = a(x - h)2 k. y = 3(x2 4x) 7 y = 3(x2 4x 4) 7 - when the above expression is written in vertex form, a is , h is , and k is .
This are used to determine the maximum or minimum of a function. The vertex form of the function is given as y = 3(x+2)² - 5
Vertex form of a functionThis are used to determine the maximum or minimum of a function. Give the quadratic equation expressed as:
y = 3x² + 12x + 7
The vertex form of the function will be in the form y = a(x-h)² + k
Complete the square
y = 3(x² + 4x) + 7
y = 3(x² + 4x + 2² - 2²) + 7
y = 3(x+2)² - 3(4) + 7
y = 3(x+2)² - 5
Hence the vertex form of the function is given as y = 3(x+2)² - 5
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The molar mass of AlCl3 is 133.34 g/mol. How many molecules of AlCl3 are there in 2 g?
To solve this problem, we have to apply mole-concept to this and we would need the molar mass of AlCl3. 2g of AlCl3 contains 9.034*10^21 molecules.
Number of Molecules in 2g of AlCl3The molar mass of AlCl3 is given as 133.34g/mol
Data;
mass = 2gmolar mass = 133.34g/molUsing the mole concept, we can equate the molar mass to the number of molecules present in the entity.
[tex]133.34g = 6.023*10^2^3[/tex]
If we equate this
[tex]133.34g = 6.023*10^2^3\\2g = x molecules\\x = \frac{2*6.023*10^2^3}{133.34} \\x = 9.034*10^2^1 molecules[/tex]
From the calculations above, 2g of AlCl3 contains 9.034*10^21 molecules.
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help help help help help help
Answer:
B) d=4t
Step-by-step explanation:
let's look at two points
1. t=0, d = 0
2. t = 1, d = 4
slope = change in vertical axis (d)/ change in horizontal axis (t)
change in d = 4 = d₂-d₁
change in t = 1 = t₂-t₁
slope = 4/1 = 4
vertical variable = slope * horizontal variable + horizontal axis intercept
d = 4 * t + horizontal axis intercept
horizontal axis intercept is the vertical axis variable (d) when the horizontal axis variable (t) is at 0. at t=0, d=0
thus, d = 4 * t + 0
d = 4t (B)
What value(s) of x will make x2 = 9 true?
.............................................................................
A. 81 and -81
B. V3
C. 3 and -3
D. 3
Thank you to anyone who answers !! :-)
Answer:
C.) 3 and -3
Step-by-step explanation:
The question is asking: "Which numbers can be multiplied by themselves and equal 9?" You can formally find this answer by taking the square root of 9, the opposite of squaring a number. Or, in this case, you can try the guess-and-check method. Remember, multiplying two negative numbers together results in a positive answer.
A.) is incorrect because 81 x 81 = 6561 and -81 x -81 = 6561.
B.) I'm assuming this answer is [tex]\sqrt{3}[/tex] (if it's not, there is still a better answer). This answer is incorrect because [tex]\sqrt{3}[/tex] x [tex]\sqrt{3}[/tex] = 3.
C.) is correct because 3 x 3 = 9 and -3 x -3 = 9.
D.) is incorrect because -3² also equals 9.
what would Z equal to 13(z + 16) = 949
13(z+16) = 949
z+16 = 949 : 13 = 73
z = 73 - 16 = 57
Recheck : 13 x (57+16) = 13 x 73 = 949.
Please someone help me with my question
Answer:
∠A≅∠Y AB≅YZ
∠B≅∠Z AC≅YX
∠C≅∠X BC≅ZX
ΔABC ≅ ΔYZX
Step-by-step explanation:
congruent is identical in form so if the angle has one dash than look for the identical version on the other triangle
Which of the following is an example of a theorem?
A. The areas of two congruent figures are equal.
B. The area of a square is the square of the length of its side.
C. The area of a rectangle is the product of its base and height.
D. The area of a region is the sum of all of its non-overlapping parts.
Answer:
A) The areas of two congruent figures are equal.
Step-by-step explanation:
Solution:
2nd, 3rd, and 4th statements are formulas, not theorems.
Areas of two congruent figures that are equal is a theorem.
What value of x makes this equation true?
6x=3x+18
Answer:
x= 6
Step-by-step explanation:
To find the value of x that makes the equation true, first shift all the x terms to one side of the equation.
6x -3x= 18
Simplify:
3x= 18
Divide both sides by 3:
x= 18 ÷3
x= 6
[tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Question:-}}}\rule{50}{1}[/tex]
What value of x makes the equation [tex]\large\textit{6x=3x+18}[/tex] true?
[tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Answer and how to solve:-}}}\rule{50}{1}[/tex]
[tex]\dagger[/tex] When solving an equation, we need to make sure that variables are on one side of the equation, which is usually the left-hand side, and numbers are on the other side, which is usually the right-hand side, of the equation.
[tex]\bigstar[/tex] Since we have variables on the right-hand side as well as the left-hand side, we need to move all of them to the left-hand side, with the opposite operation:-
[tex]\sf{6x-3x=18}[/tex] Subtract 6x-3x:-
[tex]\sf{3x=18}[/tex] Now, divide by 3 on both sides:-
[tex]\boxed{\boxed{\sf{x=6}}}\checkmark[/tex]
We've found the value of x, but we also need to make sure our solution is correct.
We can do that by substituting 6 for x (into the original equation)
and seeing whether or not we have a true statement:-
[tex]\implies\sf{6(6)=3(6)+18}[/tex]
[tex]\implies\sf{36=18+18}[/tex]
[tex]\implies\sf{36=36}[/tex]
[tex]\bigstar[/tex] Since the LHS equals the RHS, our solution (x=6) is correct.
Good luck with your studies.[tex]\rule{50}{1}\smile\smile\smile\smile\smile\rule{50}{1}[/tex]
which of the follwing is correxr
Answer:
the equation has infinitely amny solutions
3. it is the most useful diagra on that will present
The proportion of each Observation in relation to the
Total data set
B pie
pie chart
A line graph
c. bar graph
14 It is the graph that displays the trend or
the behaviour of the data set
A line graph
Copie chart
B. bar graph
The pie chart is the most useful diagram on that will present the proportion of each observation in relation to the total data set and a line graph that displays the trend or the behaviour of the data set, called a line graph.
What is a line graph?A line graph is a graph made up of segments of straight lines that connect the depicted data points.
As we know, that pie chart is the most useful diagram on that will present the proportion of each observation in relation to the total data set.
From the definition of the line graph, the graph that displays the trend or the behaviour of the data set, called a line graph.
Thus, the pie chart is the most useful diagram on that will present the proportion of each observation in relation to the total data set and a line graph that displays the trend or the behaviour of the data set, called a line graph.
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examples of irrational numbers that result into rational numbers when squared
[tex] \orange{\boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \blue{{deenz \red{l}}}}}}}}}}}}}[/tex]
thanks
fill in the missing values in the table
minutes miles
10. 2
8
10
Is (2, 2) a solution of the inequality y ≤ 3x - 5?
O (2,2) is not a solution.
O (2, 2) would be a solution if the inequality was y < 3x - 5.
• (2, 2) is a solution.
•There is not enough given information to determine this.
- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -- - - -- - - - - - - - - - - - - - -- -
[tex]\blue{\textsf{\textbf{\underline{\underline{Question:-}}}}[/tex]
Is (2,2) a solution of the inequality y≤3x-5?
[tex]\blue{\textsf{\textbf{\underline{\underline{Answer and How to Solve:-}}}}[/tex]
Simply write the y-coordinate in lieu of y and write the x-coordinate in lieu of x:-
2≤3(2)-5
Multiply:-
2≤6-5
2≤1
2 is less than 1, but it's not equal to 1.
So the right option is:-
[tex]\bigcirc\!\!\!\!\!\bigstar[/tex] (2,2) would be a solution if the inequality was y<3x-5
Good luck.- - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
What is the value of [(2/3)^0]^-3
Answer:
1
(2/3)^0=1
(1)^‐³
(1/1)³
1
please answer
Which of the following describe financial literacy? Select all that apply.
knowledge of how money works
how much of something is available
money earned
knowledge of how to manage your own money
The correct statements about financial literacy from the given options are as follows:
Financial literacy is the knowledge about money and what you do with money.Financial literacy includes information about income, banking, loans, career, credit, and consumer rights.One reason to become financially literate is to save you money.One reason to become financially literate is to help you make smart financial decisions.The only option that isn’t included is: One reason to become financially literate is to make you rich. Though knowledge about financial literacy can help you in managing your finances, you would need great amount of knowledge about other fields to be able to become rich - not just financial literacy.
(2-i)-(4-6i)(-3+3i) simplify
Answer:
9 - 10i
Step-by-step explanation:
2 + 4 =
6
- 3(when added) =
3
6 + 3 =
9
i + 6i =
7i
7i + 3i =
10i
Answer:
10i
Step-by-step explanation:
i think im wrong but i hope u get the right answer
plssss i need helpp again
Answer:
4〉Shoe box is an example of rectangular prism.
5〉Classroom ↬ m²
6〉Book ↬ cm²
7〉Matchbox ↬ mm²
8〉8 cm³ = 0.000008 m³ or 8 × 10⁻⁶ m³
9〉28 m³ = 28000000 cm³ or 2.8 × 10⁷ cm³
10〉95 cm³ = 0.095 L
Will mark Brainliest!! :)
Students at Green High School and students at Belle High School planned separate field trips to Washington, D.C. Green High School filled three buses (x) and one van (y) with 118 students. Belle High School filled four buses and two vans with 164 students.
The situation above is represented by the following system of equations:
3x + y = 118
4x + 2y = 164
The solution is (36,10)
Explain what the system of equations and the solution both represent.
Step-by-step explanation:
The system of equations for eq 1 which is 3x + y = 118 represents the Green High School which filled three buses(with a specific number of students identified as x) and a van(with a specific number of students identified as y) with a total of 118 students.
for eq 2; 4x + 2y = 164; represents Belle High School which filled four buses(with a specific number of students identified as x) and two vans(with a specific number of students identified as y) with a total of 164 students.
The solution represents the specific number of students in the buses and vans in eq1 and eq 2 with x being 36 students and y being 10 students.
substituting 36 for x and 10 for y in eq 1;
3(36) + 10 = 108 + 10 = 118 total students for Green High School
substituting 36 for x and 10 for y in eq2;
4(36) + 2(10) = 144 + 20 = 164 total students for Belle High school
Drag values to complete each equation.
y5y3−(y−2)4
=
(y−2)4+y3y5
For the expression y5y3−(y−2)4 the correct value is in the first tile, and for the expression (y−2)4+y3y5 the correct value is in the fifth tile.
What is integer exponent?Exponents that should be integers are known as integer exponents in mathematics. It could be either a positive or negative integer. The positive integer exponents specify how many times the base number should be multiplied by itself in this case.
We have:
[tex]=\rm y^5y^3-(y^{-2})^4[/tex]
[tex]= \rm y^{5+3}-(y^{-2\times4})[/tex]
[tex]= \rm y^{8}-(y^{-8})[/tex]
[tex]= \rm y^{8}-\dfrac{1}{y^{8}}[/tex]
[tex]\rm y^5y^3-(y^{-2})^4 = y^{8}-\dfrac{1}{y^{8}}[/tex]
Similarly,
[tex]\rm (y^{-2})^4 + \dfrac{y^3}{y^{5}} = \rm \dfrac{1}{y^{8}} + \dfrac{1}{y^{2}}[/tex]
Thus, for the expression y5y3−(y−2)4 the correct value is in the first tile, and for the expression (y−2)4+y3y5 the correct value is in the fifth tile.
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YYYOOO!!! Anyone!!! Help me, just real quick (quadratic equation factoring)
What is the only solution of 2x2 + 8x = x2 – 16?
And please... Don't be useless
Answer:
the answer is x=-4
Step-by-step explanation:
If MK = 9ft find the length of MKL to the nearest tenth
Check the picture below.
we know the diameter MK is 9 units, so the radius must be half that, or 4.5.
[tex]\textit{arc's length}\\\\ s=\cfrac{\theta \pi r}{180}~~ \begin{cases} r=radius\\ \theta =\stackrel{degrees}{angle}\\[-0.5em] \hrulefill\\ r=4.5\\ \theta =218 \end{cases}\implies \begin{array}{llll} s=\cfrac{(218)\pi (4.5)}{180}\implies s=5.45\pi \\\\\\ s\approx 17.1 \end{array}[/tex]
What is the surface area (in square meters) of a box with length of 3 m, width of 4 m and a height of 2 m? Round to the nearest whole number.
Answer:
C) 52
Step-by-step explanation:
= 2x 4x 3x 2x 3x 2x 4
Hope this helps!
SOLVE MATH TO GET 100+ PTS
The linear equation that represent the situation is 3b - 6 = 45.
The value of b is 17.
How to represent a linear equation?The situation forms a linear equation. Therefore,
y = mx + b
where
m = slopeb = y-interceptTherefore, let's model the equation linearly,
where
b = number of books boughtShe bought the book for $3 each and receive a discount of $6. The total money spent after the discount is $45.
Therefore, the equation is as follows
3b - 6 = 45
The value of b is as follows;
3b - 6 = 45
3b = 45 + 6
3b = 51
b = 51 / 3
b = 17
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Answer:
The linear equation that represent the situation is 3b - 6 = 45.
The value of b is 17.
How to represent a linear equation?
The situation forms a linear equation. Therefore,
y = mx + b
where
m = slope
b = y-intercept
Therefore, let's model the equation linearly,
where
b = number of books bought
She bought the book for $3 each and receive a discount of $6. The total money spent after the discount is $45.
Therefore, the equation is as follows
3b - 6 = 45
The value of b is as follows;
3b - 6 = 45
3b = 45 + 6
3b = 51
b = 51 / 3
b = 17
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Shelly buys some pies that cost $5.35 each and a cake that costs $17.50. Which expression can be used to find the total cost of a pies and the cake? NEED HELP QUICK
Answer:
22.95 (Addition)
Step-by-step explanation:
Add the numbers
Add $5.35 + $17.50
Answer = 22.95
How did we get it? ( Added the numbers)
Have a good day :D
What is the greater rate, 22 miles in 20 minutes or 38 miles in 20 minutes? Show your work.
Answer:
the greater rate would be 38 miles in 20 minutes
Step-by-step explanation:
This is because when going 38 miles per 20 minutes, you are going 10 miles faster than 22 miles per 20 minutes
D
Question 3
1 pts
Which expression is equivalent to sin(200°)?
-Sin 20°
cos 20°
cos 70°
-sin 70°
-
Activate
Rewrite the angle as a sum or difference with its
reference angle: sin(180° + 20°)
Simplify the expression using the general
reduction formula: sin(20)
Calculate the approximate value: -0.34202
Answer: -0.34202
Calculus - need work shown
[tex] \frac{ - 1}{2} [\cos(8x(x + 3))]+ c[/tex]
Answer:
[tex]\large \text{$ -\dfrac{1}{2}\cos (8x^2+24x) + C $}[/tex]
Step-by-step explanation:
[tex]\large \displaystyle\begin{aligned}\textsf{let }\:u & =8x^2+24x\\\\\implies \dfrac{du}{dx} & =16x+24\\ & =2(8x+12)\\\\\implies dx & =\dfrac{1}{2(8x+12)}\: du\\\end{aligned}[/tex]
[tex]\large\displaystyle\begin{aligned}\int (8x+12) \sin (8x^2+24x)\:dx & = \int (8x+12) \sin (u) \cdot \dfrac{1}{2(8x+12)}\:du\\\\& = \int \dfrac{(8x+12)\sin (u)}{2(8x+12)}\:du\\\\& = \int \dfrac{1}{2}\sin (u)\:du\\\\& = -\dfrac{1}{2}\cos (u) + C\\\\& = -\dfrac{1}{2}\cos (8x^2+24x) + C\\\\\end{aligned}[/tex]
The surface area of this cube is 54 square millimeters. What is the volume?
Answer:
27
Step-by-step explanation:
One face of the cube is 9 square cm (54/6). So the length of an edge is 3 cm.
3x3x3 = 27