The diameter of the moon is 2160 miles. A model has a scale of 1 in : 159 mi

Answer: OPTION A.

Step-by-step explanation:

Given the equation [tex]\frac{c-1}{x}+d=cd[/tex], you need to solve for the variable "x":

Subtract "d" from both sides of the equation:

[tex]\frac{c-1}{x}+d-d=cd-d\\\\\frac{c-1}{x}=cd-d[/tex]

Multiply both sides of the equation by "x":

[tex](\frac{c-1}{x})x=x(cd-d)\\\\c-1=x(cd-d)[/tex]

Divide both sides of the equation by [tex](cd-d)[/tex]:

[tex]\frac{c-1}{cd-d}=\frac{x(cd-d)}{cd-d}\\\\\frac{c-1}{cd-d}=x[/tex]

Factor out "d" in the denominator and simplify. Therefore:

[tex]\frac{(c-1)}{d(c-1)}=x\\\\x=\frac{1}{d}[/tex]

The correct solution for the equation c-1/x+d=cd is x = -1/(cd - c - d). Unfortunately, none of the provided options, 1/d, d, or c/d match this solution.

To solve the equation c-1/x+d=cd, we first move the terms involving x to one side and the constant to the other side. So the equation becomes:

-1/x = cd - c - d.

We then take reciprocals on both sides (since we do not want x in the denominator) to get:

x = -1/ (cd - c - d). Thus, the solution of the given equation is x = -1/(cd - c - d).

Unfortunately, none of the options A) 1/d, B) d, or C) c/d match the obtained solution.

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Answer: [tex]x=-4[/tex]

Step-by-step explanation:

The equation of the line in Slope-Intercept form is:

[tex]y=mx+b[/tex]

Where "m" is the slope of the line and "b" is the y-intercept.

We know that the slope of this line is:

[tex]m=-\frac{1}{2}[/tex]

And the y-intercept is:

[tex]b=-2[/tex]

Since the line intersects the x-axis when [tex]y=0[/tex], we can substitute values into  [tex]y=mx+b[/tex]:

 [tex]0=-\frac{1}{2}x-2[/tex]

The final step is to solve for "x", then:

[tex]2=-\frac{1}{2}x\\\\(2)(-2)=x\\\\x=-4[/tex]

Answer:

Step-by-step explanation:

5x² − 8x + 5 = 0

delta = b²- 4ac        a =5   and b = - 8   and c=5

delta = (-8)²- 4(5)(5) = 64 - 100 = -36 = (6i)²    . i² = -1

x1 = (8-6i)/10 =(4-3i)/5

x2 = (8+6i)/10 =(4+3i)/5

so r=4 and s=3 and t= 5

Answer:

Step-by-step explanation:

a = 5; b = -8;  c = 5

b² -4ac =  (-8)² - 4 * 5 * 5 = 64 - 100 = (-36) < 0

x = -b ± √(4ac - b²) i / 2a

  =  - (-8) ±√ 4 * 5 * 5 - (-8)² i / 2 *5

  = 8 ± √36 i

        10

= 8 ± 6 i

     10

= 2 (4 ± 3i)   = 4 ± 3i

        10              5

= 4   ± 3i

  5        5

x = 4/5 + 3i/5 ;  x = 4/5 - 3i/5

Answer:

5

Wow the wording of these questions keeps getting more like a version of clue than a school exam or test. Goodluck!

The largest number that should be added to -11 to obtain a sum less than -5 is 5.

To find the largest number that should be added to –11 to get a sum less than –5 you need to relate these two numbers. If you add a number to -11 that brings you exactly to -5, it means you're adding 6 (because -11 + 6 = -5). However, you need the sum to be less than -5. So the largest number you can add to -11 to get a number less than -5 would be 5 (because -11 + 5 = -6, and -6 is less than -5). So, the answer is 5.

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Answer:

65

Step-by-step explanation:

To solve this equation, we should simplify it as much as possible, which means multiply everything together.

[tex]65*92*17=101660[/tex]

[tex]92*17*x=1564x[/tex]

Now we can solve for [tex]x[/tex] by dividing each side by the coefficient.

[tex]101660=1564x[/tex]

[tex]x=65[/tex]

Answer:

it is 62.5%

Step-by-step explanation:

you can find the percent by moving the decimal point over to the right twice. you can have decimal percents but some questions will ask you to round.

it works because it technically means 625 out of 1000 because it is the thousandths place

Answer:

the answer is y=-1

Answer: -1

Step-by-step explanation: The horizontal line represents the x axis and the verticle line represents the y axis. The line comes into contact with the verticle line at -1, making it your point of interception.

Answer:

(D) 30pi inches

Step-by-step explanation:

First, we use the given volume, the given height, and the formula of the volume of a cylinder to find the radius of the base. Then we use the radius of the base to find the circumference of the base.

[tex] volume = \pi r^2 h [/tex]

[tex] volume = 6750 \pi~in.^3 [/tex]

We set the formula equal to the volume and replace h with 30 in.

[tex] \pi r^2 h = 6750 \pi~in.^3 [/tex]

[tex] \pi r^2 \times 30 ~in. = 6750 \pi~in.^3 [/tex]

Divide both sides by 30pi in.

[tex] r^2 = 225 ~in.^2 [/tex]

Take the square root of each side.

[tex] \sqrt{r^2} = \sqrt{225 ~in.^2} [/tex]

[tex] r = 15~in. [/tex]

The radius of the base is 15 in.

Now we use the radius of the base and the formula of the circumference of a circle to find the answer.

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

[tex] circumference = 2 \pi \times 15~in. [/tex]

[tex] circumference = 30 \pi ~in. [/tex]

Answer:

Number of square inches glasses = 1788

Step-by-step explanation:

Formula

Surface area of cuboid = 2(lb + lh + bh)

l - Length of cuboid

b - Breadth of cuboid

h - Height of cuboid

To find the number of glasses needed

Here fish tank is like a open cuboid, we have to find the surface area of top  open cuboid.

Here l = 30 in , b = 18 in and h = 13 in

Surface area = 2(lb + lh + bh) - lb

= 2[(30 * 18) + ( 30 * 13) + (18 * 13)] - (30 * 18)

= 2[540 + 390 + 234] - 540

= 2[1164] - 540

= 1788 square inches

Number of square inches glasses = 1788

Answer: 83

Step-by-step explanation:

(-7+31) - (2-61)

(24) - 2+61

22+61

83

Answer:

B and F

Step-by-step explanation:

the are equivalent but the are just is different orders

Answer:

8d + 1/3 + 5/7

1/3 + 5/7 + 8d

Step-by-step explanation:

Answer:

The tank now has 434 liters

Step-by-step explanation:

5855-5421=434

Answer:

taxes is 22%

utilities is 4%

transportation is 11%

Step-by-step explanation:

basically divide 95000 by 100 to get the size of 1% which is 950 then take each number for ex: 20900 divide it by 950 and that's how much percentage is being used to pay for that

Answer:

22

Step-by-step explanation:

Pretend the 10 values in the first sentence are a,b,c,d,e,f,g,h,i,j

Pretend the addition 5 values is k,l,m,n,o

So the mean of all the 15 data is (a+b+c+d+e+f+g+h+i+j+k+l+m+n+o)/15=20

So the sum of all 15 data is  a+b+c+d+e+f+g+h+i+j+k+l+m+n+o=300                since 15(20)=300

Now let's look at the first 10:  We have their mean so we can write:

(a+b+c+d+e+f+g+h+i+j)/10=19

so a+b+c+d+e+f+g+h+i+j=190                               since 10(19)=190

So that means using our first sum equation and our equation sum equation we have

190+k+l+m+n+o=300

      k+l+m+n+o=300-190

      k+l+m+n+o= 110

So the average of those 5 numbers mentioned in your problem is 110/5=22

Answer:

Angle E is the included angle between the sides FE and DE

The included angle between sides FE and DF is the angle F

Step-by-step explanation:

we know that

An included angle is the angle between two sides of a triangle

In the triangle DEF

we have

The included angle F is the angle between the sides FE and FD

The included angle E is the angle between the sides FE and DE

The included angle D is the angle between the sides DF and DE

therefore

In this problem

Angle E is the included angle between the sides FE and DE

The included angle between sides FE and DF is the angle F

Answer:

B. 5ft and (3 + y)ft

Step-by-step explanation:

Area of a rectangle = 15 + 5y

Possible sides of the rectangle would measure 5ft and (3 + y)ft

Because: 5ft × (3 + y)ft = 15 + 5y ft

if we take 80 as the 100%, what is 110% of that?

[tex]\bf \begin{array}{ccll} amount&\%\\ \cline{1-2} 80&100\\ x&110 \end{array}\implies \cfrac{80}{x}=\cfrac{100}{110}\implies \cfrac{80}{x}=\cfrac{10}{11}\implies 880=10x \\\\\\ \cfrac{880}{10}=x\implies 88=x[/tex]

All we need to do to answer this question is find 10% of 80, and add that to 80 to find 110%.

To find 10% of 80, multiply it by the decimal of 10%, or .1.

80*.1=8.

Now, add 8 to 80 to get 110% of 80.

80+8=88

110% of 80 is 88.

Hope this helps!

Answer:

Area of the semicircle = 100.48 cm²

Step-by-step explanation:

radius r = 8 cm

Area of the semicircle = [tex]\pi[/tex]r²/2

                                     = (3.14 * 8 * 8)/2 = 3.14 * 8 * 4 = 100.48 cm²

Hello There!

Before we start, I am going to divide 3.5 by 2 because then we can multiply by 7 to see how far Jimmy can run in 70 minutes.

Jimmy can run 1.75 miles in 10 minutes.

To find out how many miles he can run in 70 minutes, we just multiply 1.75 by 7 and we get a product of 12.25

Jimmy Can Run 12.25 Miles In 70 Minutes

Answer:

Step-by-step explanation:

per lap? If it is not per lap, you are going to have to edit the question.

5 laps = 15 minutes

1 lat = x                        Cross multiply this is a proportion  

5x = 15 minutes           Divide by 5

5x/5 = 15/5              

x = 3 minutes.

It takes him 3 minutes to do one lap.

Answer:

The new price is 11.31 dollars.

Step-by-step explanation:

It is marked down by 22 percent, or 78 percent of original.

.78 * 14.50 = 11.31

Answer:

The new price is 11.31

Step-by-step explanation:

Find the mark down

14.50 * 22%

14.50 * .22

3.19

Subtract this from the original price

14.50-3.19

11.31

The new price is 11.31

Answer: w • 8 + 7 = 2

Step-by-step explanation:

Just translate the words into numbers. Product is multiplication and seven more means add.

Answer:

Equation:

(W * 8) + 7 = 2

W = - 0.625

Step-by-step explanation:

8W = - 5

W = - 0.625

Answer:

Option C is correct.

Step-by-step explanation:

We need to solve the equation:

tan 45° - 10 cos 60°

Finding value of tan 45° and cos 60° and solving:

tan 45° = 1 and

cos 60° = 0.5

= 1 - 10(0.5)

= 1- 5

= -4

So, Option C is correct.

Step-by-step answer:

Given:

Distance = 2464 miles

downwind time = 14 hours

upwind time  = 16 hours

Solution:

downwind speed  = 2464 / 14 = 176 mph

upwind speed = 2464 / 16 = 154 mph

Average speed = still air speed

= (176+154)/2

= 330/2

= 165 mph

Time required

= 2464 / 165

= 14.933 hours

= 14 hours 56 minutes.

Final answer:

The plane's speed in still air is 165 mph, and the wind's speed is 11 mph.

Explanation:

To solve the problem of finding the plane's speed in still air, and the wind speed, we can set up two equations based on the given information. Let the plane's speed be 'p' and the wind's speed be 'w'.

With the wind, the effective speed of the plane is 'p + w', and it travels 2464 miles in 14 hours. So we can write the equation:

2464 miles = (p + w) × 14 hours

Into the wind, the effective speed of the plane is 'p - w', and it travels the same distance in 16 hours. The second equation is:

2464 miles = (p - w) × 16 hours

Dividing the distance by the time in each equation gives:

By solving these two equations simultaneously, we can find the plane's speed and the wind's speed.

First, calculate the speed with and against the wind:

Now, we can add these two equations to eliminate 'w' and solve for 'p':

2p = 330 mph

p = 165 mph

The plane's speed in still air is 165 mph. To find the wind's speed 'w', we subtract one equation from the other:

The wind's speed is 11 mph.

Answer:

C) 5

Step-by-step explanation:

[tex]\frac{6x²+19x+10}{2x+5}[/tex]

= [tex]\frac{3x(2x+5)+2(2x+5)}{2x+5}[/tex]

= [tex]\frac{(2x+5)(3x+2)}{2x+5}[/tex]

= 3x+2

which means that if they want us to find what ax+b is, you can figure out that ax+b is similar to 3x+2 and plug in what they want us to solve for, a+b.

ax+b=3x+2 (hence 3=a and 2=b)

wants: a+b

answer: 3+2= 5

hope this helps! :)

Step-by-step explanation:

Difference per month = 28

=> January = February - 28 = 66-28 = 38

Final answer:

The number of cans recycled by the family increased by 28 cans each month. By using the established pattern of accumulation, we calculated that the family recycled 38 cans in January.

Explanation:

To determine how many cans the family recycled in January, we need to identify the pattern in the increase of the number of cans recycled from February to May. We see that from February to March, it increased by 94 - 66 = 28 cans, from March to April by 122 - 94 = 28 cans again, and from April to May by 150 - 122 = 28 cans once more.

Therefore, the pattern is that the number of recycled cans increases by 28 each month. Using this accumulation of change in discrete steps, we can work backwards to find out how many cans were recycled in January.

If 66 cans were recycled in February, and each month they recycle 28 less than the previous month, then in January the family recycled 66 - 28 = 38 cans.

The student skipped the step of converting seconds to minutes in the process of converting seconds to hours. He directly converted seconds to hours, which led to the erroneous result. This emphasizes the importance of correctly applying conversion ratios in mathematical calculations.

The student missed the step of converting minutes into seconds. When attempting to convert seconds to hours, a two-step conversion is required: first, convert seconds into minutes, then, convert the minutes into hours. The correct conversion would therefore be: 720 seconds * (1 minute/60 seconds) * (1 hour/60 minutes) = 0.2 hours.

In the step the student skipped, he directly went from seconds to hours without taking into account that there are 60 seconds in a minute. Therefore, the conversion ratio that the student skipped is '1 minute equals 60 seconds'.

This process of using conversion ratios to convert between units of measure is an important mathematical skill that is often seen in science calculations, such as in physics and chemistry.

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The student erred by skipping the conversion ratio 1 hour/60 minutes. After converting 720 seconds into 12 minutes, they didn't convert these minutes into hours, which would give the correct result, 0.2 hours.

The student trying to convert 720 seconds into hours made an error by skipping a crucial conversion ratio. The correct process of converting seconds to hours involves two steps. Firstly, we know that there are 60 seconds in a minute. So, 720 seconds = 720/60 = 12 minutes. However, the student stopped here, forgetting that there are also 60 minutes in an hour. So the skipped conversion ratio is 1 hour/60 minutes. Therefore, to convert the 12 minutes into hours we use this ratio and get 12 minutes * (1 hour/60 minutes) = 0.2 hours.

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A positive number and a negative number with the same digits are opposite.

13 + -13 = 13 -13 = 0

13 to 0 is 13 units, -13 to 0 is also 13 units.

The answers are:

They are opposites.

Their sum is 0.

They are the same distance from zero on the number line.

Answer:

They are opposites.

Their sum is 0.

They are the same distance from zero on the number line.

Step-by-step explanation:

They are opposites.   True  

- -13 = 13

Their sum is 0.   True

-13+13=0

They are the same distance from zero on the number line.   True

|-13| = |13|

They are equivalent.  False

-13 does not = 13

Answer:

no it is not an integer

Step-by-step explanation:

nope.

Integers are whole numbers that are not fractions.

this is not the case in -22.96 as the decimal 0.96 constitutes the faction component of the number

Hello There!

-22.96 is not an integer.

An integer is any whole number that is positive or negative. A whole number includes 0 and counting numbers so -22.96 would not be considered an integer.

Answer:

100 + 40 + 40 + 40 + 40

Step-by-step explanation:

area of base = 10 x 10 = 100 square units

area of each triangular side = 0.5 x 10 x 8 = 40 square units.

Total area = 1 base + 4 sides

= 100 + 40 + 40 + 40 + 40