Product is multiplication.
Since the answer needs to be greater than 2 either the fraction needs to be an improper fraction ( meaning the fraction would be greater than 1) or the whole number would need to be greater than 2.
One answer would be 5 x 2/3 = 3 1/3
The temperature at a mountain base camp was −5 degrees Celsius on Wednesday. Thursday morning, the temperature was 2 degrees Celsius lower than what it was on Wednesday. By Thursday evening, the temperature was 1 degree Celsius lower than what it was that morning. What was the temperature at the base camp Thursday evening? A] −9 degrees Celsius B] −8 degrees Celsius C] −7 degrees Celsius D] −6 degrees Celsius
Answer:
B -8
Step-by-step explanation:
you start with -5 add -2 to make -7
add -1 to -7 to get -8 and that is your answer
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The temperature at the mountain base camp dropped from -5 degrees Celsius on Wednesday to -7 degrees Celsius Thursday morning, and finally to -8 degrees Celsius on Thursday evening.
Explanation:To solve this, we first have to know the temperature on Wednesday, which is −5 degrees Celsius. On Thursday morning, the temperature was 2 degrees Celsius lower than Wednesday, so we subtract 2 from -5 which gives us -7 degrees Celsius. By Thursday evening, the temperature had dropped another 1 degree Celsius, so we subtract 1 from -7, resulting in a base camp temperature of -8 degrees Celsius.
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Evaluate for x=4 and y = -3
2y/x^2
Replace x and y with the given values:
2(-3) / 4^2
2*-3 = -6
4^2 = 16
Now you have -6/16. which can be simplifies to -3/8
Jacob started that he solved the equation 2x+3=5 using addition and multiplication property of equality. Which statement is true?
A.Jacob added -3 to both sises and multiplied both sides by 1/2.
B.Jacob added -3 to both sises and multiplied both sides by 2.
C.acob added 3 to both sises and multiplied both sides by 1/2.
D.acob added 3 to both sises and multiplied both sides by 2.
Answer:
A. Jacob added -3 to both sides and multiplied both sides by 1/2.Step-by-step explanation:
To solve the equation, Jacob must add -3 to both sides, and multiply by 1/2 both of them, as it's shown below:
[tex]2x+3-3=5-3\\2x=2\\\frac{2x}{2}=\frac{2}{2}\\x=1[/tex]
So, you see, applying all operations like option A, we easily solve the equation.
Therefore, the right statement is the first one, A.Answer:
The correct option is A) Jacob added -3 to both sises and multiplied both sides by 1/2.
Step-by-step explanation:
Given :
[tex]2x+3=5[/tex] -------- (1)
Solution :
To find the value of x from equation (1) we have to first add both side -3 in equation (1), we get
[tex]2x = 2[/tex]
Now, multiply both the side of equation (1) by
[tex]\dfrac{1}{2}[/tex]
[tex]x= 1[/tex]
Therefore option A) is correct.
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The height of the water in an a over ground pool is 3ft. As the number of water drains ,the rate of -1/2 inch per minute. Write and solve an equation to find how many minutes it will take to drain the pool
Answer:
36 - 1/2x = 0
72 minutes
Step-by-step explanation:
there is a total of 3 feet in the pool at the start, 1 ft = 12 in, and 3 ft = 36 in. the pool is losing water, so we have to subtract. it is losing water at a rate of -1/2 in per minute, and we don't know how many minutes it will take
we have to set it equal to 0 because we are trying to find out how long it will be until the pool is completely drained, which is when there will be no water left, so it will be 0
subtract 36 from both sides
-1/2x = -36
divide both sides by -1/2
x = 72
72 minutes
which is better buy store a $12 for 3 pies or store b $10 for 2 pies
Answer:
Store A is the better buy
Step-by-step explanation:
Lets find out how much it will cost for a pie at each store
Store A
$12 /3 pies = $4 per pie
Store B
$10/2 pies = $ 5 per pie
Which of the following is an irrational number
Answer:
A
Step-by-step explanation:
Pi is a never ending number.
The answer is B) because it is not a never ending number
Also, the question in the picture asks which is a rational number, not irrational
Compare the graph of g(x) =x^2 +6 with the graph of f(x)=x^2
Answer:
Step-by-step explanation:
If you know what g(x) looks like, you can find f(x). Every y point of g(x) is f(x) + 6.
The general point of g(x) is (x,f(x) + 6). That is the major difference. Just so you can see it visually, the both graphs are shown below.
red: f(x) = x^2
blue: f(x) = f(x) + 6 = x^2 + 6
green: x = 2 With the two points shown that intercept the two given functions.
Purple(?): x = - 2 with the two points shown that intercept the two given functions.
The graphs of both g(x) =x² +6 and f(x)=x² are parabolas. However, while the vertex of the graph of f(x) = x^2 is at the origin, the graph of g(x) = x² + 6 is shifted upwards by six units, with the vertex of g(x) at (0,6). The shape of the two graphs is identical.
Explanation:The graphs of g(x) =x² +6 and f(x)=x² are both parabolas, but their positions differ on the coordinate plane. The function f(x) = x² is a standard quadratic function with a vertex at the origin (0,0). On the other hand, g(x) = x² + 6 is a vertical translation of the graph of f(x) = x2 upwards by six units. So, the vertex of g(x) is at the position (0, 6). Furthermore, the shape of the two graphs will remain the same as they both have the same degree and leading coefficient.
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what is the equation of a line that has an undefined slope (vertical line) and an x-intercept of -2
The equation of a vertical line: x = a (a - any real number).
x-intercept = -2, therefore your answer is:
x = -2V/-6 +2=-1
what does v equal
Given the coordinates of the vertices of a quadrilateral, determine whether it is a square, a rectangle, or a parallelogram. Then find the area of the quadrilateral. A(2, -3), B(7, -3), C(9, 2), D(4, 2)
Answer: Parallelogram, Area = 25 units²
Step-by-step explanation:
Step 1: Find the lengths of all of the sides (use Pythagorean Theorem, distance formula, or count the spaces on the graph)
Step 2: Find the slopes of each line
Step 3: Evaluate the slopes to see if any are parallel (same slope) or perpendicular (opposite reciprocal slopes)
see attachment
Pink is shoe is 20.4 cm long Rajesh shoe is 7 mm longer than pinky shoe how long is Rajesh shoe in cm
To find the length of Rajesh's shoe, convert the additional length from millimeters to centimeters and add it to Pinky's shoe length. Rajesh's shoe is 21.1 cm long.
Explanation:The subject of this question is Mathematics and it is suitable for a Middle School student. To find the length of Rajesh's shoe, we need to add the length of Pinky's shoe to the additional length that Rajesh's shoe has. Pinky's shoe is 20.4 cm long, and Rajesh's shoe is 7 mm longer.
Firstly, we need to convert millimeters to centimeters since 1 cm equals 10 mm. Therefore, 7 mm is equivalent to 0.7 cm (since 7 divided by 10 equals 0.7).
Next, we add this length to Pinky's shoe length:
20.4 cm (Pinky's shoe length)+ 0.7 cm (additional length)Rajesh's shoe length equals 21.1 cm.
find the product of 10^3 * 10^6
When multiplying the same base with exponents, you keep the base the same and then you add the exponents, so for this question you do:
10^3 x 10^6
10^9
Graph the equation by plotting three points -2y=-x+8
[tex]-2y=-x+8\qquad\text{divide both sides by (-2)}\\\\y=\dfrac{1}{2}x-4\\\\for\ x=0\to y=\dfrac{1}{2}(0)-4=0-4=-4\to(0,\ -4)\\\\for\ x=2\to y=\dfrac{1}{2}(2)-4=1-4=-3\to(2,\ -3)\\\\for\ x=4\to y=\dfrac{1}{2}(4)-4=2-4=-2\to(4,\ -2)[/tex]
Natasha was thinking of a number. Natasha subtracts 16 from it and gets an answer of 18.2. What was the original number?
Answer:
34.2
Step-by-step explanation:
The range of f(x)=5x2^x is all positive real numbers true or false
The lines below are perpendicular. If the slope of the green line is -3 what is the slope of the red line?
Answer:
1/3
Step-by-step explanation:
Given that two lines are perpendicular.
Slope of green line (one of the lines) is -3.
To find the slope of other perpendicular line red.
We know that angle between two lines with slopes m1 and m2 would be
[tex]tan^{-1} \frac{m1-m2}{1+m1m2}[/tex]
where m1 is the slope of I line and m2 slope of second line.
Here since two lines are perpendicular angle between them is 90 degrees and hence we get infinity as tan x
this implies denominator for [tex] \frac{m1-m2}{1+m1m2}[/tex]=0
i.e. 1+m1m2 = 0
Or m1m2 =-1
Since one of slope m1 = -3 we have
-3m2= (-1) or m2 = 1/3
Answer:
-3
Step-by-step explanation:
Apex~
The ratio of yellow tulip bulb to red tulip in a package is 2 to 3. There are 100 tulip in the package. How many of each color bulbs is there.
Answer:
Yellow: 40Red: 60Step-by-step explanation:
You have to distinguish the difference between a ratio of yellow bulb to red bulb and red bulb to total and yellow bulb to total. The totals are where you start.
2 bulbs out of 5 are yellow
3 bulbs out of 5 are red
Yellow
Set up the proportion for yellow. You could start with red.
2/5 = x / 100 Cross multiply5x = 2 * 100 Combine the right.5x = 200 Divide by 55x/5 = 200/5 Simplifyx = 40 Answer 1. Yellow bulbsRed
3/5 = x / 100 Cross multiply 5x = 3*100 Simplify5x = 300 Divide by 55x/5 = 300/5 Simplifyx = 60 Answer 2. Red bulbs.Note: Yellow to red is 2/3
What is the common ratio for this geometric sequence? 64,16,4,1,...
Answer:
r = ¼
Step-by-step explanation:
The formula for the nth term of a geometric sequence is
aₙ = a₁rⁿ⁻¹
We can get the value for r by dividing aₙ by aₙ₋₁.
a₄/a₃ = ¼
r = ¼
what is the 20th term of the arithmetic sequence 8,21,34,47,60,..
Well considering that
F (1) = 8
F (x) = f(x-1) + 13
(Meaning the previous term plus 13)
So
F (x) = 13x - 5
F (0) = -5
The 20th term of the given arithmetic sequence 8, 21, 34, 47, 60... is 255.
Explanation:In the field of mathematics, this type of problem is referred to as an arithmetic sequence. An arithmetic sequence is a sequence of numbers in which the difference between any two consecutive terms is constant. This difference is called the common difference.
In your question, the arithmetic sequence provided is 8, 21, 34, 47, 60... Here, the common difference is 13 (i.e., every term after the first is 13 more than the preceding term).
To find any term (let's say the nth term) in an arithmetic sequence, you can use the formula:
nth term = first term + (n - 1) * common difference
Applying this formula to find the 20th term:
20th term = 8 + (20 - 1) * 13 = 8 + 247 = 255
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When 2x^2 - 20x + 49 = 19 is written in the form (x - p)^2 = q, what is the value of q? Show your work please.
Answer:
q = 10
Step-by-step explanation:
The desired form is a rearrangement of the given equation, divided by the leading coefficient.
Monic polynomialA monic polynomial is one with a leading coefficient of 1. The desired form requires that we start from that condition. In order to avoid fractions, we can begin by subtracting the constant term on the left.
2x^2 -20x +49 = 19 . . . . . . given
2x^2 -20x = -30 . . . . . . . . subtract 49
x^2 -10x = -15 . . . . . . . . . divide by 2
Completing the squareThe square of the binomial a+b is given by ...
(x +b)^2 = x^2 +2bx +b^2
That is the constant term on the right is the square of half the coefficient of x. To achieve this perfect square trinomial in our equation, we need to add the square of half of -10.
x^2 -10x +25 = -15 +25 . . . . . . add (-10/2)^2 = 25 to both sides
(x -5)^2 = 10 . . . . . . . . . . . write in the desired form
The value of q in the form ...
(x -p)^2 = q
is 10.
What type of graph is best to use to graph data about the favorite sport for seniors and juniors? A. Bar Graph B. Double Bar Graph C. Line Graph D. Double Line Graph
Answer:
Bar Graph
Step-by-step explanation:
A bar graph would be best.
B.Double Bar Graph
There are TWO types of people so it needs to be a two type Bar Graph as in double Bar Graph. A line graph is not right because it is changes over time.
The area of a trapezoid is given by the formula A = 1 2 h(B + b). Solved for b, this formula becomes b =
Answer:b = (2A - hB)/h
Step-by-step explanation:
See , we know area of a trapezoid is equal to 1/2*(sum of parallel sides)* perpendicular distance between parallel sides.
Here B and b are parallel sides which we know by comparing the equation.
And 'h' here is the perpendicular distance between parallel sides.
We have to write the equation in terms of one of the parallel sides 'b'
Our formula is A = 1/2*h*(B+b)
I.e. 2A = h*(B+b) (Multiplying both sides by 2)
I.e. 2A - hB = hb
I.e. b = (2A - hB)/h
Hope it helps!!!
Answer:
D) [tex]\frac{2A}{H} -b[/tex]
Write all factored equivalent expressions for 12z+36
The factored equivalent expression for 12z+36 is 12(z + 3) after factoring out the common factor of 12.
Explanation:When asked to write all factored equivalent expressions for 12z+36, we look for common factors. Both terms have a common factor of 12. Factoring out the 12, we get 12(z + 3). There are no other common factors, and the expression cannot be factored further as both terms within the parentheses are prime with respect to each other.
there are a total of 124 students in the band and there are 12 more boys than girls the band. write a system of linear equations that represents this situation. how many boys and how many girls are in the band
An equation is a mathematical statement that is made up of two expressions connected by an equal sign.
The number of boys is 68
The number of girls is 56
What is an equation?An equation is a mathematical statement that is made up of two expressions connected by an equal sign.
Example:
2x = 4 is an equation
2x + 4y = 6 is an equation.
We have,
Total number of students = 124
Number of boys = x + 12
Number of girls = x
Now,
x + 12 + x = 124
2x + 12 = 124
Subtract 12 on both sides
2x = 124 - 12
2x = 112
Divide 2 on both sides.
x = 56
The number of boys.
= x + 12
= 56 + 12
= 68
The number of girls.
= 56
Thus,
The number of boys is 68
The number of girls is 56
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Hi!! Please Help ASAP!!
Answer:
The answer is A or the first one
Answer:
it's (2,3)
because look at the intersection between 2 line, that's the solution, it said nearest, so (2,3) is the most accurate
I need the range and domain
Look at the picture.
The domain x ≥ 0 → x ∈ [0, ∞)The range y ≥ 0 → y ∈ [0, ∞)Which statement is true? The initial height of the coconut is 190 feet. The coconut will hit the ground between 4 and 5 seconds after it was dropped. The values of h(t) when t = 4 and 5 should be 0. The maximum height of the coconut was 1 second after it was dropped.
Answer: Based on the given data, the coconut has a height of 210 units and it hits the ground between 4 to 5 seconds where the height is less than zero or a negative number, this means that probably the coconut was buried in the ground at these times. The correct answers are:
The values of h(t) when t = 4 and 5 should be 0. This could also be without the assumption that the coconut is buried after falling.
Answer:
its C
Step-by-step explanation:
A force of 250 N is applied to an object that accelerate at a rate of 5 m/s2 what is the mass of the object
Force=mass x acceleration
Plug in 250 N for the force and 5 m/s2 for the acceleration; solve for mass
250=5m
50kg=m
Hope this helps!!
Which part of the proof does the fourth statement and reason represent?
Given: AB ≅ BC
BC ≅ EF
Prove: EG = AB + FG
It is part of the given information.
It is part of the argument.
It is the conclusion.
It is an assumption.
Answer:
Option B is correct.
Reason:It is an argument
Step-by-step explanation:
Given: [tex]AB \cong BC[/tex] and [tex]BC \cong EF[/tex]
By transitive property: a = b and b = c then, a =c
⇒[tex]AB \cong EF[/tex]
AB = EF [def of [tex]\cong[/tex] segment]
By Segment Addition Postulate states that given two points A and C, and a third point B lies on the line segment AC if and only if the distances between the points satisfy the equation
AB + BC = AC.
Since, the line segment EG , F lies on the line segment;
then, by segment addition postulates we have;
EG = EF + FG
By substitution AB=EF
⇒ EG = AB + FG hence proved!
Since, in the fourth statement reason is: It is an argument
Answer:
b
Step-by-step explanation:
(7.02) classify each sequence as arithmetic, geometric, or neither.
4/9,4/3,4,12,36
0,1,2,3,4,5,6
-10,-6,-2,2,6,10
Answer:
geometric
arithmetic
arithmetic
Step-by-step explanation:
1.
4/9,4/3,4,12,36
Multiply each term by 3 to get the next term. There is a common ratio between terms, so it geometric.
2.
0,1,2,3,4,5,6
Add 1 to each term to get the next term. Since there is a common difference between terms, it is an arithmetic sequence.
3.
-10,-6,-2,2,6,10
Add 4 to each term to get the next term. Since there is a common difference between terms, it is an arithmetic sequence.