*HELP* I've been stuck for mins. The graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses. What is the domain of this graph?
The answer to the question would be, All whole numbers from 0 to 10
If the graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses, the domain of the graph is given as [0, 10).
From the graph given, we are to find the domain of the graph. From the graph, we can see that;
The number of birdhouses is along the horizontal x-axisThe amount of time worked is along the vertical y-axisWe are to find the domain of the given graph. The domain of the graph is the input values for which the graph exists.
The domain of the graph is the values along the x-axis of the graph. Hence the domain of the graph is given as [0, 10).
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Help, I'm bad at math!
A bouncing ball reaches a height of 27 feet at its first peak, 18 feet at its second peak, and 12 feet at its third peak. Describe how a sequence can be used to determine the height of the ball when it reaches its fourth peak.
To determine the height of the bouncing ball at the fourth peak, we recognize a geometric sequence, where each peak's height is two-thirds of the previous peak. Applying this pattern, the height of the fourth peak is found to be 8 feet.
A sequence can be used to determine the height of a bouncing ball when it reaches its fourth peak. You can observe that the heights of the ball at each peak form a sequence, which in this case appears to be decreasing. By analyzing the pattern in the sequence, you can predict the height of the ball at its fourth peak.
A bouncing ball reaches various heights at different peaks which suggests a pattern. To determine the height of the fourth peak, we look at the sequence formed by the heights of the previous peaks. Noticing the pattern, each peak's height is [tex]\frac{2}{3}[/tex] of the previous one.
First peak: 27 feet
Second peak: 18 feet( [tex]27*\frac{2}{3}[/tex])
Third peak: 12 feet ([tex]18*\frac{2}{3}[/tex] )
To find the fourth peak, we continue the pattern:
Fourth peak: 12 feet *[tex]\frac{2}{3}[/tex] = 8 feet
Therefore, the fourth peak would be 8 feet high. By understanding the geometric sequence, we're able to predict future behavior.
Which number is a factor of 24 but not a multiple of 6
Answer:8
Step-by-step explanation:
Half of the class plays the saxophone and 2⁄5 of the class plays the trumpet. How much of the class plays either the saxophone or the trumpet?
Megan sent 12 postcards last week. This week she sent 4 postcards. How many more postcards didn't she sent last week?
Answer:
She sent 8 more postcards last week.
Step-by-step explanation:
Consider the provided information.
Megan sent 12 postcards last week. This week she sent 4 postcards.
We need to find How many more postcards did she sent last week?
To find this simply subtract the numbers as shown:
12-4 = 8
Hence, she sent 8 more postcards last week.
What is 0.947 founded to the nearest tenth
If a honeybee beats its wings 250 times per second, how many times can it beat its wing in 1 hour?
suppose 255,113 people live in a city is it reasonable to say that about 300,00 live in the city? use the number line to help you solve the problem .
When markups are based on the selling price, the selling price is
A. cost – markup.
B. the portion.
C. 100% + cost percent.
D. 100%.
When markups are based on the selling price, the selling price is seen as 100% since markup is a percentage of the selling price. The cost and markup together make up 100% of the selling price.
Explanation:When markups are based on the selling price, the selling price can be seen as 100%.
This is because the markup is calculated as a percentage of the selling price rather than the cost of the item.
Assuming that the entire selling price is 100%, the markup portion and the cost portion together make up this 100%.
The cost and markup are represented as percentages of the selling price, so if you know the cost and markup percentages, you can calculate the selling price.
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15/16 is 1 sixteenth groups of what size?
To determine the number which, when divided into 1/16 groups, gives 15/16, we should multiply 15/16 by 16. Therefore, 15/16 is 1 sixteenth of a group of 15.
Explanation:The question is essentially asking for a number which, when divided into 1/16 groups, would give 15/16.To find 1 sixteenth of a number, divide the number by 16. In this case, we want to find 1 sixteenth of what number is equal to 15/16. So, 15/16 is equal to 1/16 of what number. To find this number, we can simply invert the operation. Instead of dividing by 1/16, we should multiply 15/16 by 16. This gives us:
15/16 * 16 = 15.
Therefore, 15/16 is 1 sixteenth of 15.
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jake studied r hours for a big test . julie studied twice as long . write an algebraic expression for how long julie studied
is this proportion true 12/15=47/50
16/36=12/27
15/20=24/26
or 4/16=2/14
Final answer:
To determine if a proportion is true, we must verify that the cross-products of the ratios are equal. Only two of the given proportions, 16/36 = 12/27 and 15/20 = 24/32, are true when applying this method.
Explanation:
To determine if a proportion is true, we check whether the cross-products are equal. In other words, for a proportion in the form a/b = c/d, if a * d equals b * c, the proportion is true.
Let's apply this to the provided proportions:
12/15 = 47/50 is not true because 12*50 does not equal 15*47.
16/36 = 12/27 is true because 16*27 equals 36*12.
15/20 = 24/32 is true because 15*32 equals 20*24.
4/16 = 2/14 is not true because 4*14 does not equal 16*2.
Proportions can be a useful tool in many areas of mathematics, such as solving for unknown variables and comparing relative frequencies. Remember, if you encounter large numbers or fractions, simplifying before checking the cross-product can often make the process easier.
Juanita is making necklaces to give as presents. She plans to put 15 beads on each necklace. Beads are sold in packages of 20. What is the least number of packages she can buy to make necklaces and have no beads left over
Find the perimeter of square back with vertices A(-4,3), B(2,3) C(2,-3), D(-4,-3)
Debra found that 6 of the 24 students in her class own a cell phone what is th ratio of students that own a cell phone to students that do not
the sum of twice a number and 15 is -42
If θ is in Quadrant III and sinθ = -3/5, then cosθ = _____.
Answer:
-4/5
Step-by-step explanation:
plug into equation: sin squared + cos squared = 1 and solve
negative bc cos negative in quad III
Please help me with this problem.
I've never really been good with this...
Kyle drives his truck 429 miles on 33 gallons of gas how many miles can Kyle drive on 1 gallon of gas
the length of a each edge of a cube is x centimeters. if x is an integer, why can't the volume of the cube equal 15cm3
The volume of the cube can't equal 15cm ³ because 15 has no cube roots, the volume of the cube equals 15 cm squared.
What is the volume of the cube?The volume of a cube is equal to the product of the length, width, and height of a cube.
The volume of a cube is given by the formula as
The volume of a cube = length × breadth× height
What is a cube root?The cube root of a number is the component that we multiply by itself three times to produce that number.
The cube root is denoted by the'∛ ' symbol.
Example: ∛216 = ∛(6 × 6 × 6) = 6.
Here the length of each edge of a cube is x centimeters.
If we write the cube of a number
1³ = 1
2³ = 8
3³ = 27
Now we have a volume of 15 that contains no cube root.
A cube root is also contained in the volume of the cube.
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How do you convert 4.2 into a fraction
The sum of a number and 12 is 20. What is the number?
Allen’s score in a video game was changed by -75 points because he missed some targets. He got -15 points for each missed target. How many targets did he miss?
Answer:
he missed 5 targets. -75 ÷ -15
What is the number in standard form?
3.23×1012
Use your calculator to evaluate e^-2. Round your answer to three decimal places.
You purchased 8 pounds 10 ounces of candy from a candy shop. You want to split it equally among 3 classrooms at a local school.
Answer:
Each classroom will receive 2 pounds and 14 ounces of candy .
Step-by-step explanation:
Given that
Purchased candy= 8 pounds and 10 ounces
First we convert pound into ounces
1 Pound=16 ounces
8 pound = [tex]16\times 8[/tex]
8 pounds= 128 ounces
Now, purchased candy in ounces= 128+10=138 ounces
If we want to distribute purchased candy into three calssroom equally
Therefore, we divide purchased candy by 3
Each classroom receive candy= [tex]\frac{138}{3}[/tex]
Each classroom receive candy=46 ounces
Each classroom receive candy in pounds
16 ounces=1 pound
1 ounces=[tex]\frac{1}{16}[/tex] pounds
46 ounces=2 pounds and 14 ounces
Each classroom receive candy=2 pounds and 14 ounces
Hence, each classroom receive candy =2 pounds and 14 ounces.Find the average rate of change of f on the interval [50, 70].
Final answer:
The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval. In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).
Explanation:
The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval.
In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).
For example, if the function is f(x) = 2x + 3, then the average rate of change on the interval [50, 70] would be (f(70) - f(50)) / (70 - 50) = (2(70) + 3) - (2(50) + 3) / 20 = (143 - 103) / 20 = 40 / 20 = 2.
Which statement about the equation is true?
x + 2 = x + 4
a)The equation has no solution.
b)The equation has one solution.
c)The equation has infinitely many solutions.
Yes, the equation has no answer, I took this and there was no solution. hope this helped
Mary's making curtains out of some fabric for five Windows the two larger windows are the same size and the three smaller windows are the same size the one larger window requires 3 3/4 of fabric and one smaller window needs one and one third yard of fabric how many yards of material will Mary need
Marys need a total of 23/2 yard of fabric for his all windows.
What is the arithmetic operator?Arithmetic operators are four basic mathematical operations in which summation, subtraction, division, and multiplication involve.,
Summation = addition of two or more numbers or variable
For example = 2 + 8 + 9
Subtraction = Minus of any two or more numbers with each other called subtraction.
For example = 4 - 8
Division = divide any two numbers or variable called division.
For example 4/8
Multiplication = to multiply any two or more numbers or variables called multiplication.
For example 5 × 7.
Given,
Fabric required in 1 larger window = 3 3/4
⇒ [(4×3)+3] /4 = 15/4
Fabric required in 1 smaller window = 1 1/3
⇒ (3+1)/3 = 4/3
Now,
Mary has 2 larger windows and 3 smaller
So,
Total fabric = 2 Larger + 3 smaller
Total fabric = 2(15/4) + 3(4/3)
Total fabric = 15/2 + 4
Total fabric = 23/2
Hence "Marys need a total of 23/2 yard of fabric for his all windows".
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Write a number with the digit 8 in the tens place