The function f(x)=5(x−1) is shown on the coordinate plane. Select from the drop-down menus to correctly describe the end behavior of ​ f(x) ​. As x decreases without bound, the graph of f(x) . As x increases without bound, the graph of f(x) . An exponential curve graphed on a coordinate plane with horizontal x-axis ranging from negative 4 to 4 in increments of 1. The vertical y-axis ranges from negative 5 to 5 in increments of 1. The curve begins from the second quadrant. The curve increases through begin ordered pair 0 comma 0.2 end ordered pair. The curve passes through begin ordered pair 1 comma 1 end ordered pair and moves away from the positive y-axis.

1 quart = 2 pints

720/2 = 360 quarts per hour

1 hour = 60 minutes

360/60 = 6 quarts per minute

To convert 720 pints per hour to quarts per minute, divide the number of pints (720) by 2 to get quarts per hour (360), then divide by 60 minutes to find quarts per minute, resulting in 6 quarts per minute.

To convert 720 pints (pt) per hour to quarts (qt) per minute, first, we need to understand the relationship between pints and quarts. 1 quart is equal to 2 pints.

Therefore, to convert pints to quarts, we would divide the number of pints by 2. We also need to convert from per hour to per minute. Since there are 60 minutes in an hour, we divide the per-hour quantity by 60 to find the per-minute quantity.

Here's the step-by-step conversion:

Start with 720 pints per hour.

Since 1 quart is equal to 2 pints, divide 720 by 2 to convert to quarts. 720  2 = 360 quarts per hour.

To convert quarts per hour to quarts per minute, divide by 60 (since there are 60 minutes in an hour). 360   60 = 6 quarts per minute.

Therefore, 720 pints in an hour is equivalent to 6 quarts per minute.

Final answer:

There are 30 students in total, 12 of whom play an instrument, and 25 of whom play a sport.

Explanation:

The question asks about the number of students who play an instrument and the number who play a sport. There are 30 students in total.

To find the number of students who play an instrument, we multiply 30 by ⅓ (2/5), since 2/5 of the students play an instrument. To find the number of students who play a sport, we multiply 30 by ⅕ (5/6), since 5/6 of the students play a sport.

For the instrument calculation: 30 × 2/5 = 12, so 12 students play an instrument.

For the sport calculation: 30 × 5/6 = 25, so 25 students play a sport.

Answer:

Step-by-step explanation:

its the first one.

Answer:

111.1

Step-by-step explanation:

Answer:

there is only 40 num so i did 40 num

Step-by-step explanation:

√y=20

squaring both side

y=20²

y=400

Answer:Its B

-3

Step-by-step explanation:

1. 1 5/8 / -1 3/5 = -25/24 = -1 1/24

2. -5 1/3 / 2 3/4 = 10/9 = -1 1/9

An algebraic expression with a quotient of [tex]x^{5}[/tex] is [tex]\frac{x^{7} }{x^{2} }[/tex] and An algebraic expression with a product of [tex]x^{5}[/tex] is [tex]x^{3}\times x^{2}[/tex].

We need to write two algebraic expressions, one with a quotient of [tex]x^{5}[/tex] and one with a product of [tex]x^{5}[/tex].

An algebraic expression (or) a variable expression is a combination of terms by the operations such as addition, subtraction, multiplication, division, etc.

Now, an algebraic expression with a quotient of [tex]x^{5}[/tex] is

[tex]\frac{x^{7} }{x^{2} } =x^{7-2}=x^{5}[/tex]  (∵[tex]\frac{a^{m} }{a^{n} } =a^{m-n}[/tex])

An algebraic expression with a product of [tex]x^{5}[/tex] is

[tex]x^{3}\times x^{2} = x^{3+2}=x^{5}[/tex]

Therefore, an algebraic expression with a quotient of [tex]x^{5}[/tex] is [tex]\frac{x^{7} }{x^{2} }[/tex] and An algebraic expression with a product of [tex]x^{5}[/tex] is [tex]x^{3}\times x^{2}[/tex].

To learn more about an algebraic expression visit:

https://brainly.com/question/19245500.

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1/6  is the gravitational force (in Newtons) that the Earth exerts on him when he's standing on the moon.

The gravitational force is a force that attracts any two gadgets with mass. We name the gravitational force attractive as it always tries to pull masses together, it in no way pushes them apart. In fact, every item, consisting of you, is pulling on every different item in the entire universe.

Learn more about gravitational force here: https://brainly.com/question/13010127

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Scale: 1 inch = 13 feet. 1.5 inches on the drawing. Actual length: 1.5 * 13 = 19.5 feet. Elephant length.

To find the actual length of the elephant, you need to use the scale provided by Maria's drawing. The scale states that 1 inch on the drawing represents 13 feet in reality. Since the elephant in the drawing is 1.5 inches long, we can calculate the actual length using the scale.

1. First, determine how many feet one inch on the drawing represents:

[tex]\( 1 \text{ inch on drawing} = 13 \text{ feet in reality} \)[/tex]

2. Multiply the number of inches in the drawing by the conversion factor to find the actual length:

 [tex]\( 1.5 \text{ inches on drawing} \times 13 \text{ feet/inch} = 19.5 \text{ feet in reality} \)[/tex]

So, the actual length of the elephant is 19.5 feet.

Answer: Option 'A' is correct.

Step-by-step explanation:

Since we have given that

Distributive property which is expressed as

[tex]a\times (b+c)\\\\=a\times b+a\times c[/tex]

Similarly, in option 'A', we have

(0.5⋅0.5)+(0.5⋅0.3)+(0.5⋅0.2)=0.5⋅(0.5+0.3+0.2) ​

Here, a = 0.5,

b= 0.5

c = 0.3

d = 0.2

So, it can be expressed as

[tex]a\times (b+c+d)=a\times b+a\times c+a\times d[/tex]

Hence, Option 'A' is correct.

The number 418,712,909 is written in word form as 'four hundred eighteen million, seven hundred twelve thousand, nine hundred nine'. This educates students on place value and the decimal system, crucial elements in middle school mathematics.

The number 418,712,909 in word form is written as four hundred eighteen million, seven hundred twelve thousand, nine hundred nine. Learning to convert numbers into words is an essential skill in mathematics, teaching students not only the names of large numbers but also helping to develop a deeper understanding of place value and the decimal system.

It's a fundamental part of mathematics education, especially in middle school, where students start engaging with more complex numerical concepts.