Is 2/7 four time
so is 2•4/7=8/7 =1 1/7
the answer is 1 and 1/7
HELPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Answer:
[tex]-\sqrt{11}[/tex]
Step-by-step explanation:
As square root value is written with both + and - signs
In Given case:
A polynomial has root [tex]\sqrt{11}[/tex]
= ±3.316
Also [tex]-\sqrt{11}[/tex]
= ±3.316
Hence [tex]-\sqrt{11}[/tex] is also root of the polynomial!
A number increase by 7 is greater than 30
Answer:
x > 23
Step-by-step explanation:
Subtract 7 on both sides in the equation: x + 7 > 30
You will get x > 23
At which point(s) do the graphs of y = x + 1 and y = 2x intersect?
Answer:
(1,2)
Step-by-step explanation:
I just used a graphing calculator
Question: An arithmetic sequence is a sequence with a common difference. It can be represented by the recursive formula a1 = a (where a is the first term of the sequence); an = an - 1 + d. a) Create your own arithmetic sequence. Write out the first 3 terms. b) What is the common difference of your sequence? c) Write the recursive formula representing your sequence. Use the underscore symbol to indicate a subscript. For example, the recursive formula would be written like a1 = a; a_n = a_(n – 1) + d
Answer:
a) 3,6,9,12,15,..
b) Common Ratio is 3
c) Recursive Formula : aₙ= aₙ₋₁ + d where a₁=3 and d= 3
Step-by-step explanation:
a) Create your own arithmetic sequence. Write out the first 3 terms.
Consider the sequence: 3,6,9,12,15,..
a₁ = 3
a₂ = 6
a₃ = 9
b) What is the common difference of your sequence?
6-3 = 3
9-6 = 3
12 -9 =3
So, common difference is 3
c) Write the recursive formula representing your sequence.
a₁ = 3
a₂ = aₙ₋₁ + d
= a₁ + d
= 3+ 3 = 6
a₃ = aₙ₋₁ + d
= a₂ + d
= 6+3 = 9
so, recursive formula is aₙ = aₙ₋₁ + d where a₁ = 3 and d= 3
An example of an arithmetic sequence can be created with a starting value (a1) of 2 and a common difference (d) of 3. The sequence's terms would be 2, 5, 8, etc. Its recursive formula would be a1 = 2; a_n = a_(n–1) + 3.
Explanation:
Let's create an arithmetic sequence, starting with the first term (a1) of 2 and a common difference (d) of 3. So, the first three terms of the sequence would be 2, 2+3=5, and 5+3=8.
The common difference of this arithmetic sequence is 3 as each term is 3 greater than the previous term.
The recursive formula for this sequence is a1 = 2; a_n = a_(n–1) + 3. What this formula means is that the first term is 2, and each subsequent term (an) is the previous term (an-1) added to the common difference (3).
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The scores on a quiz are normally distributed. The mean of the quiz is 93 and the standard deviation is 4.2. By using the Empirical rule, what scores fall 1 standard deviation from the mean?
89 and 101
84.6 and 101.4
89.2 and 96.8
88.8 and 97.2
Answer:
any score that lies between 88.8 and 97.2 is within one std. dev. of the mean
Step-by-step explanation:
One std. dev. above the mean would be 93 + 4.2, or 97.2. One std. dev. below the mean would be 93 - 4.2, or 88.8.
So: any score that lies between 88.8 and 97.2 is within one std. dev. of the mean.
The scores that fall within one standard deviation of the mean are between 88.8 and 97.2. This matches the last option provided.
The Empirical Rule helps us understand how data is distributed in a normal distribution. The rule states that approximately 68% of the data falls within one standard deviation of the mean.
Given a mean (μ) of 93 and a standard deviation (σ) of 4.2, we calculate the range within one standard deviation:
Subtract one standard deviation from the mean: 93 - 4.2 = 88.8Add one standard deviation to the mean: 93 + 4.2 = 97.2Therefore, the scores that fall within one standard deviation of the mean are between 88.8 and 97.2, which matches the last option.
What is the y-intercept of the equation of the line that is perpendicular to the line y = 3/5 x + 10 and passes through the point (15, –5)?
The equation of the line in slope-intercept form is y = -5/3 x +
Answer:
[tex]\large\boxed{y-intercept=20}[/tex]
Step-by-step explanation:
[tex]\text{Let}\ k:y=_1x+b_1\ \text{and}\ l:y=m_2x+b_2.\\\\l\ \perp\ k\iff m_1m_2=-1\to m_2=-\dfrac{1}{m_1}\\============================\\\\\text{We have}\ y=\dfrac{3}{5}x+10\to m_1=\dfrac{3}{5}.\\\\\text{Therefore}\ m_2=-\dfrac{1}{\frac{3}{5}}=-\dfrac{5}{3}.\\\\\text{The equation of the searched line:}\ y=-\dfrac{5}{3}x+b.\\\\\text{The line passes through }(15,\ -5).[/tex]
[tex]\text{Put thecoordinates of the point to the equation.}\ x=15,\ y=-5:\\\\-5=-\dfrac{5}{3}(15)+b\\\\-5=(-5)(5)+b\\\\-5=-25+b\qquad\text{add 25 to both sides}\\\\b=20\\\\\boxed{y=-\dfrac{5}{3}x+20}[/tex]
Solve the equation for x. If a solution is extraneous, be sure to identify it in your final answer.
Square root of the quantity x-6 end quantity - 4 =x
Answer:
x=-2 is the only solution
Step-by-step explanation:
The given equation is
[tex]\sqrt{x+6}-4=x[/tex]
Add 4 to both sides of the equation.
[tex]\sqrt{x+6}=x+4[/tex]
Square both sides
[tex]x+6=(x+4)^2[/tex]
[tex]x+6=x^2+8x+16[/tex]
Rewrite in standard form;
[tex]x^2+8x-x+16-6=0[/tex]
[tex]x^2+7x+10=0[/tex]
[tex]x^2+7x+10=0[/tex]
[tex](x+2)(x+5)=0[/tex]
x=-2 or x=-5
Checking for extraneous solution.
When x=-2
[tex]\sqrt{-2+6}-4=-2[/tex]
[tex]\sqrt{4}-4=-2[/tex]
[tex]2-4=-2[/tex]. This statement is true. This implies that: x=-2 is a solution.
When x=-5
[tex]\sqrt{-5+6}-4=-5[/tex]
[tex]\sqrt{1}-4=-5[/tex]
[tex]1-4=-5[/tex]. This statement is not true. This implies that: x=-5 is an extranous solution.
Factor the following 3z^2+26z-9
Answer:
(3z - 1)(z + 9)
Step-by-step explanation:
Answer:
(z + 9)(3z - 1)
Step-by-step explanation:
Given
3z² + 26z - 9
To factor the quadratic
Consider the factors of the product of the z² term and the constant term which sum to give the coefficient of the z- term
product = 3 × - 9 = - 27 and sum = + 26
The factors are + 27 and - 1
Use these factors to split the z- term
3z² + 27z - z - 9 ( factor the first/second and third/fourth terms )
3z(z + 9) - 1(z + 9) ← factor out (z + 9) from each term
(z + 9)(3z - 1) ← in factored form
Can someone help me out with this question plz
Answer:
[tex]\left(s\cdot t\right)\left(x\right)=2x^2+12x+16[/tex]
[tex]\left(s-t\right)\left(x\right)=-x[/tex]
[tex]\left(s+t\right)\left(4\right)=20[/tex]
Step-by-step explanation:
Given functions are:
[tex]s\left(x\right)=x+4[/tex]
[tex]t\left(x\right)=2x+4[/tex]
Then [tex]\left(s\cdot t\right)\left(x\right)=s\left(x\right)\cdot t\left(x\right)[/tex]
or [tex]\left(s\cdot t\right)\left(x\right)=\left(x+4\right)\left(2x+4\right)[/tex]
or [tex]\left(s\cdot t\right)\left(x\right)=2x^2+4x+8x+16[/tex]
or [tex]\left(s\cdot t\right)\left(x\right)=2x^2+12x+16[/tex]
---------
Similarly
[tex]\left(s-t\right)\left(x\right)=s\left(x\right)-t\left(x\right)[/tex]
or [tex]\left(s-t\right)\left(x\right)=\left(x+4\right)-\left(2x+4\right)=x+4-2x-4[/tex]
or [tex]\left(s-t\right)\left(x\right)=-x[/tex]
---------
Similarly
[tex]\left(s+t\right)\left(4\right)=s\left(4\right)+t\left(4\right)=\left(4+4\right)+\left(2\left(4\right)+4\right)=\left(8\right)+\left(12\right)=20[/tex]
[tex]\left(s+t\right)\left(4\right)=20[/tex]
The table shows the effect of education on annual income. Based on the data in the table, how much more does a person with an Bachelor’s degree earn than a person with only a high school diploma over 10 years?
A) $20,800
B) $29,690
C) $208,000
D)$290,690
B is the correct answer
The histogram shows the weekly attendance of participants in a school's study skills program. Student attendance numbers were the same during which two weeks of the workshop?
A.
weeks 1 and 2
B.
weeks 2 and 4
C.
weeks 5 and 6
D.
weeks 4 and 6
That would be week 2 and 4 (B). They are both at 12 students attending
Hope this helped!
Answer:
The correct option is B. weeks 2 and 4.
Step-by-step explanation:
Consider the provided histogram.
The histogram shows the weekly attendance of participants in a school's study skills program.
Now, consider the Histogram.
In week 1 the Student attendance was 8.
In week 2 the Student attendance was 12.
In week 3 the Student attendance was 15.
In week 4 the Student attendance was 12.
In week 5 the Student attendance was 18.
In week 6 the Student attendance was 16.
Hence the Student attendance numbers were the same during week 2 and week 4 of the workshop.
Therefore, the correct option is B. weeks 2 and 4
The distance between two cities is 500 miles. On a map, they are 4 inches apart. What is the scale of the map?
500/4 = x/1
125 = x
125 miles per inch.
Solve the Equation
2x-3=14
-x+3y=-6
Step-by-step explanation:
If you lost "y" in the first equation.
[tex]\underline{+\left\{\begin{array}{ccc}2x-3y=14\\-x+3y=-6\end{array}\right}\qquad\text{add both sides of the equations}\\\\.\qquad x=8\\\\\text{Put the value of x to the first equation:}\\\\2(8)-3y=14\\16-3y=14\qquad\text{subtract 16 from both sides}\\-3y=-2\qquad\text{divide both sides by (-3)}\\y=\dfrac{2}{3}\\\boxed{x=8,\ y=\dfrac{2}{3}}[/tex]
If first equation is correct.
[tex]2x-3=14\qquad\text{add 3 to both sides}\\2x=17\qquad\text{divide both sides by 2}\\x=8.5\\\\\text{Put the value of x to the second equation:}\\-8.5+3y=-6\qquad\text{add 8.5 to both sides}\\3y=2.5\qquad\text{divide both sides by 3}\\y=\dfrac{2.5}{3}\\y=\dfrac{25}{30}\\y=\dfrac{5}{6}\\\\\boxed{x=8.5,\ y=\dfrac{5}{6}}[/tex]
What is the solution to the equation?
(A) d = –4 and d = 2
(B) d = –2 and d = 4
(C) d = 1
(D) d = 2
MY LAST QUESTION HELP.
ANSWER
(C) d=1
EXPLANATION
The given equation is
[tex] \frac{ - 3d}{ {d}^{2} - 2d - 8} + \frac{3}{d - 4} = \frac{ - 2}{d + 2} [/tex]
Factor the first fraction to get,
[tex] \frac{ - 3d}{(d + 2)(d - 4)} + \frac{3}{d - 4} = \frac{ - 2}{d + 2} [/tex]
Multiply through by (d+2)(d-4)
[tex] - 3d + 3(d + 2) = - 2(d - 4)[/tex]
Expand:
[tex] - 3d + 3d + 6 = - 2d + 8[/tex]
[tex] 6 = - 2d + 8[/tex]
[tex]6 - 8= - 2d[/tex]
[tex] - 2 = - 2d[/tex]
divide both sides by -2
[tex]d = 1[/tex]
The correct answer is (B) [tex]\( d = -2 \)[/tex] and [tex]\( d = 4 \)[/tex].
To find the solution to the given quadratic equation, we can factor it or use the quadratic formula. The equation is not provided in the conversation, but based on the options given, it seems that the equation could be in the form [tex]\( (d - a)(d - b) = 0 \)[/tex], where [tex]a[/tex] and [tex]b[/tex]are the roots of the equation.
The quadratic equation can be written as [tex]\( d^2 - (a+b)d + ab = 0 \)[/tex]. To have the sum of the roots [tex]\( a + b \)[/tex] equal to 0 and the product of the roots [tex]\( ab \)[/tex] equal to -8, we can set up the following system of equations:
1. [tex]\( a + b = 0 \)[/tex]
2. [tex]\( ab = -8 \)[/tex]
From equation 1, we can express [tex]\( b \)[/tex] in terms of [tex]\( a \): \( b = -a \).[/tex]
Substituting [tex]\( b \)[/tex] into equation 2, we get:
[tex]\( a(-a) = -8 \)[/tex]
[tex]\( -a^2 = -8 \)[/tex]
[tex]\( a^2 = 8 \)[/tex]
Taking the square root of both sides, we find:
[tex]\( a = \pm\sqrt{8} \)[/tex]
[tex]\( a = \pm2\sqrt{2} \)[/tex]
Since [tex]\( b = -a \),[/tex] we have:
[tex]\( a = 2\sqrt{2} \) and \( b = -2\sqrt{2} \)[/tex]
[tex]\( a = -2\sqrt{2} \) and \( b = 2\sqrt{2} \)[/tex]
However, these are not the exact values given in the options. We need to find the exact integer values for [tex]a[/tex] and [tex]b[/tex]. Since the product [tex]\( ab \)[/tex] is -8, we can look for two numbers that multiply to -8 and add up to 0. These numbers are -2 and 4.
Therefore, the solutions to the equation are [tex]\( d = -2 \)[/tex] and [tex]\( d = 4 \)[/tex], which corresponds to option (B).
if tanØ = 3/4, Find sinØ
a. SinØ=1/2
b. sinØ = 3/5
c. sinØ = 2
d sin Ø = 8/5
Answer: This is some information I have gathered to help you since I cannot answer this directly sin θ + (cot θ)(cos θ)
= sin θ + (cos θ / sin θ)(cos θ)
= sin θ + cos² θ / sin θ
Since cos² θ = 1 - sin² θ,
= sin θ + (1 - sin² θ) / sin θ
= sin θ + 1 / sin θ - sin θ
= 1 / sin θ
= csc θ ∎ Sin(x) = tan(x) / [sqrt(1 + tan^2(x)]
Sin(theta) =3/4 / sqrt[1 + .75^2]
Sin(theta) =0.75 / sqrt[ 1.5625 ]
Sin(theta) =0.75 / 1.25
Sin(theta) = 0.60
Samara is adjusting a satellite because she finds it is not focusing the income radio waves perfectly. The shape of her satellite can be modeled by (y-3)^2 = 8(x-4) where x and y are modeled in inches. She realizes that the static is a result of the feed antenna shifting slightly off the focus point. What is the focus point of the satellite? (-3,-6) (-3,-4) (3,6) 6,3)
Answer:
[tex]\boxed{\text{(6, 3)}}[/tex]
Step-by-step explanation:
The conic form of the equation for a sideways parabola is
(y - k)² = 4p(x - h)
The focus is at (h + p, k)
The equation of Samara's parabola is
(y - 3)² = 8(x - 4)
h = 4
p = 8/4 = 2
k = 3
h + p = 6
So, the focus point of the satellite dish is at
[tex]\boxed{\textbf{(6, 3)}}[/tex]
which expression is equivalent to (64y^100)^1/2
Answer:
8y^50
Step-by-step explanation:
Answer:
8y^50
Step-by-step explanation:
Jeff made $243.75 last week. If he worked 25 hours, how much is he paid for one hour of work?
Answer:
$9.75
Step-by-step explanation:
Answer:
Step-by-step explanation: $9.75 per hour
243.75/25= 9.75
HELP ME PLEASE!!!!I BEGG YOUUUU PLEASE IM STUCK!!!
Hello There!
All of the areas are indeed perfect squares.
4x4 is 16
5x5 is 25
3x3 is 9
how do you make a vegetable necklace? middle school math with pizzazz! book E
The question from 'Middle School Math with Pizzazz! Book E' appears to utilize pie as a topic to explore fractions. It illustrates fractions visually, such as expressing three out of five slices of pie as 3/5, or six out of ten slices as 6/10 (which simplifies to 3/5).
Explanation:The question seems to be from the 'Middle School Math with Pizzazz! Book E'. It doesn’t seem to relate directly to the creation of a vegetable necklace, but I can infer that it relates to the concept of fractions, as suggested in the information. In mathematical terms, the slicing of pies and selection of pieces can be equated to the division of a whole into smaller parts, which is how fractions are defined.
For example, slicing one pie into five slices and taking three of them can be represented as 3/5, or three-fifths. This represents the concept of fractions in an easy-to-understand, visual way. Similarly, splitting one pie into 10 pieces and selecting 6 can be expressed as 6/10, or six-tenths, which also reduces to three-fifths when simplified.
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Final answer:
The 'vegetable necklace' problem seems to be a math-related craft activity aimed at teaching fractions or ratios. It involves creating a necklace pattern with vegetables in a consistent ratio, providing a hands-on way to understand these mathematical concepts in middle school math.
Explanation:
The question appears to be from a workbook called Middle School Math With Pizzazz! Book E, which suggests that the problem is related to a math puzzle or activity. Although the question mentions making a vegetable necklace, this is likely a math-based craft or theoretically presented problem for representing fractions, ratios, or patterns that are common in middle school mathematics.
Based on the provided reference (A.1), we can understand that this problem might be connected to fractions or proportional reasoning. The example given explains how we can divide pies into slices to represent different fractions yet end up with the same quantity. This principle can be applied to making a necklace, where vegetables represent parts of a whole, and different combinations can result in a necklace of the same length or number of items.
To make a vegetable necklace, a student could take a string and add vegetables at regular intervals, ensuring that the pattern or ratio remains consistent. For instance, if the pattern is one carrot for every two tomatoes, and the length of the necklace is to have 15 vegetables, there would be 5 carrots and 10 tomatoes on the string, maintaining the ratio.
This activity would give them a tangible representation of fractions and ratios, providing a hands-on experience in understanding these mathematical concepts.
At a summer camp, there are 50 girls out of 80 campers.What is this ratio writtin as a fraction in simplest form?
The ratio is 5:8 campers
Answer:
50
--- Ratio: 50:80
80
Step-by-step explanation:
50 would be how many girls were that the summer camp. And the 80 is how many students all together at the summer camp.
Hoped This Helped You
Have A Wonderful day
there are 48 heads and 134 legs how many sheep is there
Answer:
48
Step-by-step explanation:
48 heads =48sheep. .i guess. .......
Something's odd with this question: each sheep has one head, so if you see 48 heads there are 48 sheeps.
But each sheep has also 4 legs, so if you have 48 sheeps you should see
[tex]48\cdot 4 = 192\text{ legs}[/tex]
So, unless you have some sheeps with missing legs, there must be a mistake in the question.
If m1 = 110°, an arc with a measure of 250°.
BC
BCA
CTA
Answer:
the correct answer is BCA
Answer:
The correct option is 2.
Step-by-step explanation:
Given information: [tex]m\angle 1=110^{\circ}[/tex].
It is given that [tex]m\angle 1=110^{\circ}[/tex], so arc(BA)=110° and the central angle of arc BCA is
[tex]Arc(BCA)=360^{\circ}-Arc(BA)[/tex]
[tex]Arc(BCA)=360^{\circ}-110^{\circ}[/tex]
[tex]Arc(BCA)=250^{\circ}[/tex]
The measure of arc BC is
[tex]180^{\circ}-110^{\circ}=70^{\circ}[/tex]
The measure of arc CTA is 180° because AC is the diameter.
It means options 1 and 3 are incorrect.
The measure of arc BCA is 250°. Therefore the correct option is 2.
(b)
5 cm
5 cm
108
cm
1080
1080
5 cm
5 cm
108°
1089
5 cm
Answer:
(b)
5 cm
5 cm
108
cm
1080
1080
5 cm
5 cm
108°
1089
5 cm
Step-by-step explanation:
Ummmmm. :)
well hope it helped you!
Answer:
Given that ΔJKL ≅ ΔUVW and ΔUVW ≅ ΔABC, complete the following statements.
Triangle JKL is congruent to triangle .
Side LK corresponds to sides .
Angle JLK corresponds to angles .
Step-by-step explanation:
what is the location of the point on the number line that is 2/5 of the way from A=-6 to B=9?
Answer:
0
Step-by-step explanation:
Between -6 and 9 are 15 units.
2/5 of 15 units is 6 units. Add this to -6 to obtain 0.
0 is the answer to this question
Step-by-step explanation:
I'm not sure but I think its like the distance between -6 and 9 is 15 or something and 15 divided by 5 is 3 and 2/5 is 6 so 6-6 is 0 and that's that point.
11-30x+24. what is this answer
Answer:
-30x+35
Step-by-step explanation:
Add 11 and 24
Hello! :)
Please help me. Thanks!
~ Destiny ^_^
Answer:
720 in³
Step-by-step explanation:
The volume (V) of a right prism is calculated as
V = area of triangular end × length
area of Δ = [tex]\frac{1}{2}[/tex] bh
where b is the base and h the perpendicular height
here b = 8 and h = 15, thus
area of Δ = 0.5 × 8 × 15 = 4 × 15 = 60 in²
The length of the prism is 12 in, hence
V = 60 × 12 = 720 in³
9 is subtracted from 5 times 3 and 10 is added
The final answer is 16
What is subtraction?The act or process of taking one number away from another is called subtraction.
How to now the final value after subtraction?According to the problem,
9 is subtracted from 5 times 3 and 10 is addedThis can be written as (5 x 3) + 10- 9
= 16
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What is the surface area of this composite solid?
square feet
let's take a peek
we really have a rectangular prism below a square pyramid.
the prism has a front, back, left and right of a rectangle 2x11 .
its bottom or base is an 11x11 square.
the pyramid 4 triangles, each one has a base of 11 and a height of 7.
[tex]\bf \stackrel{\textit{front, back, left, right}}{4(2\cdot 11)}~~+~~\stackrel{\textit{base}}{(11\cdot 11)}~~+~~\stackrel{\textit{four triangles}}{4\left[ \cfrac{1}{2}(11)(7) \right]} \\\\\\ 88+121+154\implies 363[/tex]
Answer:
The surface area of composite solid = 363 ft²
Step-by-step explanation:
Points to remember
Area of rectangle = Length * Breadth
Area of triangle = bh/2
Where b - Base and h - Height
To find the surface area of composite solid
Surface area = Base area + side area + area of 4 triangles
= (11 * 11) + 4(11 * 2) + 4(11 * 7)/2
= 121 + 88 + 154
= 363 ft²
Therefore the surface area of composite solid = 363 ft²
please help meeeeeeeeee
Answer:
c
Step-by-step explanation:
ANSWER
A. 12
EXPLANATION
From the stem-and-leaf plot, the trees that are between 610 inches tall and 640 inches tall are:
613,616,622,622,624,625,631,631,633,637,637,and 638.
Counting the number of trees gives 12 of them.
Therefore, the number of trees that are between 610 inches tall and 640 inches tall is 12.
The correct answer is A.