To add the fractions of cheese Alana bought (3/8 and 1/4), you cannot use fractions with a common denominator, for instance, 6/16 and 4/16.
Explanation:The question asked by the student is about adding fractions, and in the context given, the fractions represent pounds of cheese Alana bought. The two fractions in question are 3/8 and 1/4. To find out the total amount of cheese Alana bought, you need to add these fractions. Given that the two fractions have different denominators, you cannot use any pair of fractions with a common denominator to find the total. Hence, a pair of fractions like 6/16 and 4/16 (these fractions are equivalent to 3/8 and 1/4) cannot be used to determine the total cheese Alana bought.
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The fractions cannot be used to find the total weight of cheese if they do not have a common denominator. For example, 1/3 and 1/5 cannot be used to find the total weight of cheese because their LCM is 15, and neither fraction can be converted to have a denominator of 15.
To determine which pair of fractions cannot be used to find the total weight of cheese, we need to consider the concept of least common multiples (LCM). The LCM is the smallest positive integer that is a multiple of both denominators.
In this case, the denominators of the two fractions are 8 and 4. The LCM of 8 and 4 is 8.
If we can convert both fractions to have the same denominator of 8, then we can add the numerators to find the total weight of cheese. However, if the fractions cannot be converted to have the same denominator of 8, then we cannot use them to find the total weight of cheese.
Let's convert the first fraction, 3/8, to have a denominator of 8. We can do this by multiplying the numerator and denominator by 1:
3/8 * 1/1 = 3/8
Now let's convert the second fraction, 1/4, to have a denominator of 8. We can do this by multiplying the numerator and denominator by 2:
1/4 * 2/2 = 2/8
Since we were able to convert both fractions to have the same denominator of 8, we can use them to find the total weight of cheese. The total weight of cheese is 3/8 + 2/8 = 5/8.
Therefore, the pair of fractions that cannot be used to find the total weight of cheese is any pair that does not have a common denominator. For example, the fractions 1/3 and 1/5 cannot be used to find the total weight of cheese because their LCM is 15, and neither fraction can be converted to have a denominator of 15.
Graph f(x)=-x+2. Click on the graph until the graph of f(x)=-x+2 appears
Answer:
We need to see the other graph choices. The line must go downhill since it's a negative slope (-x). The line must cross at +2 on the y axis since 2 is the y intercept. Then from 2 you go down 1 box and to the right one box and put a point. then draw the line
Step-by-step explanation:
Answer:
Answer in attachment
Step-by-step explanation:
Ok so we have f(x)=-x+2
It can be written as y=-x+2, Keep in mind that the standard form of a line equation is y=mx+c where m is the gradient and c is the y intercept
the slope in our equation is equal to 1
The y-intercept is equal to the point (0,2) ----> value of the function f(x) when the value of x is equal to zero
The x-intercept is equal to the point (2,0)----> value of x when the value of the function is equal to zero
See the attachment for the answer :)
Hope it helps :)
BRAINLIEST!!!
Please help me
Answer:45
Step-by-step explanation:
Find the area of a 8-gon with radius length 6. Round to a whole number.
Answer:
Area = 102
Step-by-step explanation:
Length 1 side of the octagon.
The formula for the side of an octagon (given the radius of 6) is
s^2 = 2*R^2(1 - cos(45) )
s^2 = 2*6^2(1 - sqrt(2)/2)
s^2 = 72 ( 1 - 0.707)
s^2 = 72*0.2929
s^2 = 21.09
s = sqrt(21.09)
s = 4.5922
===============
Height of one triangle =
H = R * cos(22.5)
H = 6 * 0.9329
H = 5.5433
===============
Area of 1 triangle
Area = 1/2 * s * h
Area = 1/2 * 4.5922*5.4433
Area = 12.7279
Area of 8 triangles
Area of 8 triangles = 1 triangle * 8
Area of 8 triangles = 101.82
Rounded that comes to 102
Comment
I'm sure you can find a formula for this on the internet, but it this is the way the formula works and if you break it down step by step, you can see how the formula works.
students ages 10-17 were survey about their eating habits during breakfast.
Answer:
The percentage of students who eat breakfast given that they are int the 10-13 age bracket is 74%
Step-by-step explanation:
Just took it on algebra nation
The true statement is that, "the percentage of students who eat breakfast given that they are int the 10-13 age bracket is 74%".
What is a survey?A survey is a review that is constructed in the form of questions to which the participants are required to respond honestly. The review is often targeted at obtaining vital ionformation that could be used for decision making.
Looking at the table, the true statement is that, "the percentage of students who eat breakfast given that they are int the 10-13 age bracket is 74%".
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circumference of the circle with the given radius 3 1/2 cm
a.7.5
b.7
c.6.25
Let's do these in steps. Remember to show your work
#1. Convert into a improper fraction.
3 x 2 x 1 over 2cm.
#2. Simplify 3 x 2 to 6.
6 + 1 over 2cm.
#3. Change 6+1 to 7.
7 over 2m.
We finally get 7 over 2, but that rounded would be 7. So B would be our answer.
What is the cost of 8 apples?
Answer:
X = 2.4 $
Step-by-step explanation:
If
12 apples ---> 3.6 $
8 apples ----> X?
X = [8*3.6] / 12
X = 2.4 $
Best regards
Answer:
$2.40
Step-by-step explanation:
If you change the decimal, the number is 360 but we can ignore the 0. 36 divided by 12 is 3. So we know that 1 apple costs $3. And, 8 multiplied by 3 is 24 adding the decimal, the answer is 2.40.
Can someone please help me with this?
Step-by-step explanation:
3) adjacent angles add up to 180°
4)substitution property of equality
5) subtraction property of equality
HELP!!!!!!! Choose the graph that matches the following system of equations:
4x + 2y = −2
x − 3y = 24
Answer:
The answer in the attached figure
Step-by-step explanation:
we have
[tex]4x + 2y = -2[/tex] -----> equation A
[tex]x-3y=24[/tex] -----> equation B
Isolate the variable x in the equation B
[tex]x=3y+24[/tex] ----> substitute in the equation A and solve for y
[tex]4(3y+24) + 2y = -2[/tex]
[tex]12y+96+ 2y = -2[/tex]
[tex]14y = -2-96[/tex]
[tex]14y = -98[/tex]
[tex]y = -7[/tex]
Find the value of x
[tex]x=3(-7)+24=3[/tex]
The solution of the system of equations is the point (3,-7)
Please help! Anyone
Answer:
126 cm²Step-by-step explanation:
Area of the figure = Area of triangle + Area of the Rectangle
Area of Triangle = 1/2 * b * h
= 1/2 * (12-6) * (15-9)
= 1/2 * 6 * 6 = 18 cm²
Area of the Rectangle = l * b
= 12 * 9 = 108 cm²
Area of figure = 18 cm² + 108 cm² =126 cm²
The equation shows the relationship between x and y: y = −7x + 9 What is the slope of the equation?
A. −7
B. −2
C.7
D. 9
Answer:
A (-7)
Step-by-step explanation:
compare y = −7x + 9 to the slope-intercept form of the equation of a straight line: y = mx + b.
Here -7 corresponds to the slope, m, and 9 corresponds to the y-intercept, b.
The slope of the line represented by y = −7x + 9 is thus A (-7).
Final answer:
The slope of the equation 'y = -7x + 9' is represented by the coefficient of x, which is -7. Thus, the slope of the line is -7.
Explanation:
The equation given is y = -7x + 9. In this equation, -7 is the coefficient of x, and according to the slope-intercept form of a linear equation, which is y = mx + b, the coefficient m represents the slope of the line. Therefore, the slope of the equation y = -7x + 9 is -7.
To confirm, consider that the slope is the amount by which y changes for a unit change in x. So if you were to plot this line, for every one unit increase in x, y would decrease by 7 units, indicating a negative slope. This is consistent with the negative sign in front of the 7 in the equation. Hence, the correct answer is A. -7.
I need help please ..
Answer:
349 lb
Step-by-step explanation:
This is a division problem.
4,886 lb is 14 trips means (4,886 lb)/14 in each trip.
4,886/14 = 349
Answer: 349 lb
Answer:
349
Step-by-step explanation:
I did 4,886 divided by 14=349
SOMEONE PLEASE HELP ME!!!!!
Answer:
6
Step-by-step explanation:
The equation reads "6 is less than or equal to x."
That means that x must be greater than or equal to 6.
The only value of the choices that makes the inequality true is 6.
Answer:
6
Step-by-step explanation:
do it on your own too to check!!
1. pick a number
2. replace it in the equation
3. see if it makes sense
Hope this helped!!! :D
Find the area of the arrow above
Answer:
1200
Step-by-step explanation:
Aa=At+As
As=L•h
=20(30)
As=600
At=½(b)h b=10+10+20=40
=½(40)30
At=600
Aa=600+600
Aa=1200
The area of an arrow is the sum of the area of the triangle and the area of the rectangle. Then the area of the arrow is 1,200 square inches.
What is Geometry?It deals with the size of geometry, region, and density of the different forms both 2D and 3D.
Given
The dimension of the arrow is shown in the figure.
The area of an arrow is the sum of the area of the triangle and the area of the rectangle.
The area of the triangle will be
[tex]\rm Area \ of \ triangle = \dfrac{1}{2} 40 * 30\\\\Area \ of \ triangle = 600[/tex]
The area of the rectangle will be
[tex]\rm Area \ of \ rectangle= } 20* 30\\\\Area \ of \ rectangle = 600[/tex]
Then the area of an arrow will be
[tex]\rm Area \ of \ arrow= 600 + 600\\\\Area \ of \ arrow = 1200[/tex]
Thus, the area of the arrow is 1,200 square inches.
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Graph the system of linear in inequalities y < 3x -4 and y greater than or equal to -1/2x +3
Answer:
See explanation
Step-by-step explanation:
1. To graph the inequality y<3x-4, you need to plot dotted line y=3x-4 and then shade the part that doesn't contain the origin, because 0<3·0-4 is false statement. This is red region on the coordinate plane below.
2. To graph the inequality y≥-1/2x+3, you need to plot solid line y=-1/2x+3 and then shade the part that doesn't contain the origin, because 0≥-1/2·0+3 is false statement. This is blue region on the coordinate plane below.
3. The common part of two regions is the solution of the system of two inequalities.
To graph the system of linear inequalities, start by graphing the lines y = 3x - 4 and y = -1/2x + 3 as dashed lines. Then, shade the correct regions based on the inequality signs and find the overlap to determine the solution.
Explanation:Graphing the System of Linear Inequalities:The given system of linear inequalities is:
y < 3x - 4
y ≥ -1/2x + 3
To graph these inequalities, we can start by graphing the lines y = 3x - 4 and y = -1/2x + 3 as dashed lines, since they are not included in the solution region.
Next, we can shade the correct region based on the inequality signs. For y < 3x - 4, we shade below the line, and for y ≥ -1/2x + 3, we shade above the line. The overlap of the shaded regions represents the solution to the system of inequalities.
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carries fish tank holds 54 liters of water. how many 6 liter buckets does she use to fill it
Answer:
9
Step-by-step explanation:
54 makes this real easy. 54 is 9*6 so it would take 9 six liter buckets to fill the tank.
Answer:
9 buckets
Step-by-step explanation:
54 can be split into two numbers that are easier to divide by six
30 and 24
both of these divided by six come to
5 and 4
add these together and you get the answer 9
Which phrase is usually associated with division? a number decreased by another number the product of two numbers the quotient of two numbers a number increased by another number
The phrase commonly associated with division is 'the quotient of two numbers', highlighting it as the result of dividing one number by another.
The phrase usually associated with division is the quotient of two numbers. To give a brief explanation, division is the process of determining how many times one number is contained within another. This process results in the 'quotient'. For example, if we divide 10 by 2, we are essentially asking how many times 2 goes into 10, which would be 5 times. This result (5) is the quotient.
Another important aspect of division is that it is intimately connected to multiplication, as they are essentially inverse operations. Dividing by a number is the same as multiplying by its reciprocal. When working with scientific notation or complex numbers, the principles of division require additional rules, but the underlying concept of finding a quotient remains the same.
Given: circle k(O), m
AM
=125°,
m
EF
=31°, m∠MAF=75°
Find: m∠AME
Answer:
[tex]m<A.M.E=58\°[/tex]
Step-by-step explanation:
step 1
Find the measure of angle M.E.F
we know that
In an inscribed quadrilateral opposite angles are in fact supplements for each other
so
[tex]m<M.A.F+m<M.E.F=180\°[/tex]
[tex]m<M.E.F=180\°-75\°=105\°[/tex]
step 2
Find the measure of arc M.A.F
we know that
The inscribed angle measures half that of the arc comprising
so
[tex]m<M.E.F=\frac{1}{2}(arc\ M.A.F)[/tex]
we have
[tex]m<M.E.F=105\°[/tex]
substitute
[tex]105\°=\frac{1}{2}(arc\ M.A.F)[/tex]
[tex]arc\ M.A.F=210\°[/tex]
step 3
Find the measure of arc A.F
[tex]arc\ M.A.F=arc\ A.M+arc\ A.F[/tex]
we have
[tex]arc\ M.A.F=210\°[/tex]
[tex]arc\ A.M=125\°[/tex]
substitute
[tex]210\°=125\°+arc\ A.F[/tex]
[tex]arc\ A.F=210\°-125\°=85\°[/tex]
step 4
Find the measure of angle A.M.E
we know that
The inscribed angle measures half that of the arc comprising
so
[tex]m<A.M.E=\frac{1}{2}(arc\ A.F.E)[/tex]
we have
[tex]arc\ A.F.E=arc\ A.F+arc\ E.F=85\°+31\°=116\°[/tex]
substitute
[tex]m<A.M.E=\frac{1}{2}(116\°)=58\°[/tex]
The angle ∠AME is the angle subtended at the circumference by the arc [tex]m \widehat{EFA}[/tex].
Correct response:
m∠AME is 58°Methods used for the calculation:The given parameters are;
[tex]m \widehat{AM}[/tex] = 125°
[tex]m\widehat{EF}[/tex] = 31°
m∠MAF = 75°
Required:
m∠AME
Solution:
[tex]m \widehat{MEF}[/tex] = 2 × m∠MAF
Therefore;
[tex]m \widehat{MEF}[/tex] = 2 × 75° = 150°
[tex]m \widehat{AM}[/tex] + [tex]m \widehat{MEF}[/tex] + [tex]m \widehat{FA}[/tex] = 360° sum of arcs of a circle postulate
Therefore;
[tex]m \widehat{FA}[/tex] = 360° - ([tex]\mathbf{m \widehat{AM}}[/tex] + [tex]\mathbf{m\widehat{MEF}}[/tex])
Which gives;
[tex]m\widehat{FA}[/tex] = 360° - (125° + 150°) = 85°
[tex]m \widehat{EFA}[/tex] = [tex]\mathbf{m \widehat{FA}}[/tex] + [tex]\mathbf{m \widehat{EF}}[/tex]
Therefore;
[tex]m\widehat{EFA}[/tex] = 85° + 31° = 116°
[tex]m \widehat{EFA}[/tex] = 2 × m∠AME (angle at center is twice angle at the circumference)
Therefore;
[tex]m\angle AME = \mathbf{\dfrac{m \widehat{EFA}}{2} }[/tex]
[tex]m \angle AME = \dfrac{116^{\circ}}{2} = 58^{\circ}[/tex]
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Which sets of measurements could be the interior angle measures of a triangle?
Select each correct answer.
A. 10°, 10°, 160°
B. 15°, 75°, 90°
C. 20°, 80°, 100°
D. 35°, 35°, 105°
E. 60°, 60°, 60°
a c and d
because they are actual angles, others are pretending numbers
Tony’s credit card statement says that he must pay a minimum payment of 15% or $20 whichever is greater. How much will he pay if his new balance is $138.90
Answer: $20.84
Step-by-step explanation: In order to calculate Tony’s minimum payment you need to calculate how much 15% is of his balance.
138.90 x .15 = $20.84, which is 15% of his balance.
The minimum payment is the greater of 15% or $20, so his minimum payment will be $20.84.
The answer is $188.90. If I am wrong, please correct me.
Quick pls!!
ABC is reflected over l and then over m. Which could be the image of a rotation of ABC?
A) ABC
B) XYZ
C) QRS
D) None of the above
Answer:
Option B
Step-by-step explanation:
The Triangle given is ΔABC.
It is reflected over l mirror so it will form a image like ΔQRS.
Again the triangle is reflected over mirror m so it will form a image like ΔXYZ.
What is the y intercept of the function f(x) = -2/3x + 1/3
Answer:
1/3 or letter c
Step-by-step explanation:
The spot of 1/3 in the equation f(x) = -2/3x + 1/3 is the same spot of b in the equation y = mx + b.
The correct value of y-intercept of the function f(x) = -2/3x + 1/3 is (0, 1/3).
To find the y-intercept of a function, you set x equal to zero and solve for y.
In the given function, f(x) = -2/3x + 1/3, we can find the y-intercept by substituting x = 0 into the equation:
f(0) = -2/3(0) + 1/3
f(0) = 0 + 1/3
f(0) = 1/3
Therefore, the y-intercept of the function f(x) = -2/3x + 1/3 is (0, 1/3).
The y-intercept of a function represents the point where the graph intersects the y-axis. To find the y-intercept, we set the value of x to zero and solve for the corresponding value of y.
In the given function f(x) = -2/3x + 1/3, we substitute x = 0:
f(0) = -2/3(0) + 1/3
Since any term multiplied by zero is zero, the first term becomes zero:
f(0) = 0 + 1/3
Adding 0 to any value doesn't change its value, so we are left with:
f(0) = 1/3
Therefore, the y-intercept of the function f(x) = -2/3x + 1/3 is (0, 1/3). This means that the graph of the function crosses the y-axis at the point (0, 1/3), where y equals 1/3.
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I don’t know how todo this correction .
24/6
24 can be divided by 6. 6 * 4 = 24.
24/6 = 4/1 = 4
i need help ASAP!!!!! PLEASE
What is the slope of a line that is perpendicular to the line x=-3?
A.-3
B.0
C.1/3
D.undefined
Answer:
B. 0
Step-by-step explanation:
The line x = -3 is vertical, thus undefined, because there is no y in the equation. The slope that is perpendicular to an undefined one is 0.
x = 3 is a vertical line.
A line perpendicular to x = 3 is a horizontal line.
A horizontal line has slope = 0.
General formula for a straight line
The general formula for a straight line is ‘y=mx+c'.
But in the equation ‘x = -3’, ‘y' isn't present meaning that the line is independent of ‘y' which is true for a line parallel to the ‘y-axis'. This case can be compared to a generic equation ‘x=a' where a is the distance of the parallel line (to y-axis') from the origin.
This line represents a parallel line to the y-axis which is 3 units left side from the origin.
Now about calculating the slope, we can use the formula ‘m = tan ϴ’
where ‘m' is the slope and ‘ϴ’ is the angle of the line with the X-axis.
Here the value of ϴ is 90° as it is parallel to the y-axis. So the line perpendicular to it will surely have ϴ=0°. Which will be parallel to the
x-axis.
Another method of explaining this can be, for ϴ=90°, m=tan(90),
so m= infinity. if the slope of the line parallel to it is ’n', the relation between the slope of two perpendicular lines is ‘[tex]m*n=-1[/tex]’. Putting the value of ‘m=infinity' we get ‘n=0’.
Now for getting n=0 the angle must be O° as tan(0°)=0 which is nothing but a line parallel to the x-axis.
Therefore, the correct answer is option B.0.
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Let’s say we want to find the size of a deer population. Suppose that we capture 80 deer, tag them, and release them back into the forest. After some time has passed—allowing the marked deer to thoroughly mix with the rest of the population—we come back and capture another 100 deer. Out of these deer, we find that 20 are already marked. Using this information, what can you estimate the deer population to be?
A. 1,000
B. 400
C. 200
D. 800
E. 600
Answer:
400
Step-by-step explanation:
20/100 = 80/x
Cross multiply and divide
100 X 80 = 8000 / 20 = 400
The total deer population in the forest will be 400. Then the correct option is B.
What are ratio and proportion?A ratio is a group of sequentially ordered numbers a and b expressed as a/b, where b is never equal to zero. When two objects are equal, a statement is said to be proportional.
Suppose we need to track down the size of a deer populace. Assume that we catch 80 deer, label them, and deliver them back into the timberland. After some time has elapsed - permitting the noticeable deer to completely blend in with the remainder of the populace - we return and catch another 100 deer. Out of these deer, we observe that 20 are as of now checked.
Then the ratio of the number of tag deer to the total deer will be constant. Then the equation is given as,
20 / 100 = 80 / x
x = 80 × (100/20)
x = 400
The total deer population in the forest will be 400. Then the correct option is B.
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H20(l) > h20(g) calculate H rxn
H20 (liquid)- H20(gas)
The Enthalpy change for the above process can be written as:
ΔH=ΔHgas−ΔHliquid
and let us assume the claim in the question is right i.e
ΔHgas>ΔHliquid
What is the length,width,and height
Answer:
5 cubic units
Step-by-step explanation:
If each cube represents 1 cubic unit, then the volume will be the number of cubes to make the figure. When you count, there are 5 cubic units. The volume is 5.
Determine whether the ffunction X/(x^2-1) is odd even or neither
equation is:
[tex] f(x) = \frac{x}{ {x}^{2} - 1 } [/tex]
so if its even f(-x) should be equal to f(x)
that means
[tex]f( - x) = \frac{ - x}{ {( - x)}^{2} - 1} \\ \\ f( - x) = - \frac{ x}{ {x}^{2} - 1} [/tex]
so f(x) is not equal to f(-x) so its not even
If its odd than f(-x) should be equal to -f(x)
[tex] - f(x) = - ( \frac{ x}{ { x}^{2} - 1 } ) \\ - f(x) = - \frac{ x}{ {x}^{2} - 1 } [/tex]
so as we can see f(-x)= - f(x)
so the function is odd
Ans:function is odd and not even
By replacing x with -x in the given function X/(x^2-1), we find that it doesn't fulfill the criteria for even or odd functions. Therefore, the function is neither odd nor even.
Explanation:To determine whether the function X/(x^2-1) is odd, even or neither, you can plug in -x into the function and simplify. For a function to be considered even, f(x) should be equal to f(-x). For a function to be considered odd, f(-x) should be equal to -f(x).
For the given function X/(x^2-1), after replacing x with -x, we get -X/((-x)^2 - 1) which simplifies to -X/(x^2 - 1). Since f(-x) is not equal to f(x) or -f(x), the function is neither odd nor even.
Generally, an even function is symmetrical around the y-axis. That is, if you fold the graph of the function over the y-axis, both halves align. On the other hand, an odd function is symmetric about the origin. That is when the graph is rotated 180 degrees about the origin, the graph remains unchanged.
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Which function is quadratic function?
To be a quadratic equation, the first number has to be rasied by the power of 2.
The answer would be c(x) = -8x^2 + 3x-5
Answer:
The correct option isC(x) -8x² + 3x - 5
Step-by-step explanation:
Quadratic function is a function that can be written as in the form of f(x) = ax² + bx + c, where a ≠ 0.
In a quadratic function, the greatest power of the variable is 2.
So, there is only one function from provided options which has greatest power is 2.
Hence, the correct option is C(x) -8x² + 3x - 5
During track practice, Jonathan ran 5 kilometers. Rob 4,250 meters. Who ran further?
Answer:
Johnathan
Step-by-step explanation:
Answer: The answer is: Jonathan ran further.
Step-by-step explanation: First, 1 kilometer (km )= 1,000 meters (m)
Then,multiply 5 times 1,000 because Jonathan ran 5 kilometers and were using meters. (We’re converting. )The answer for that is 5,000 meters. Remember to change kilometers to meters! This is greater than of that of Rob did. ( 4,250 meters. ) So,we know that Jonathan ran further then Rob.