Which dimensions cannot create a triangle?
three angles measuring 10°, 25, and 145º
three sides measuring 9 m, 15 m, and 9 m
three angles measuring 40°, 70°, and 65
three sides measuring 6 cm, 8 cm, and 10 cm

Question:

Consider the sequence of numbers: [tex]\frac{3}{8}, \frac{3}{4}, 1\frac{1}{8}, 1\frac{1}{2}, 1\frac{7}{8}[/tex]

Which statement is a description of the sequence?

(A) The sequence is recursive, where each term is 1/4 greater than its preceding term.

(B) The sequence is recursive and can be represented by the function

f(n + 1) = f(n) + 3/8 .

(C) The sequence is arithmetic, where each pair of terms has a constant difference of 3/4 .

(D) The sequence is arithmetic and can be represented by the function

f(n + 1) = f(n)3/8.

Answer:

Option B:

The sequence is recursive and can be represented by the function

[tex]f(n + 1) = f(n) + \frac{3}{8} .[/tex]

Explanation:

A sequence of numbers are

[tex]\frac{3}{8}, \frac{3}{4}, 1\frac{1}{8}, 1\frac{1}{2}, 1\frac{7}{8}[/tex]

Let us first change mixed fraction into improper fraction.

[tex]\frac{3}{8}, \frac{3}{4}, \frac{9}{8}, \frac{3}{2}, \frac{15}{8}[/tex]

To find the pattern of the sequence.

To find the common difference between the sequence of numbers.

[tex]\frac{3}{4}-\frac{3}{8}=\frac{6}{8}-\frac{3}{8}= \frac{3}{8}[/tex]

[tex]\frac{9}{8}-\frac{3}{4}=\frac{9}{8}-\frac{6}{8}= \frac{3}{8}[/tex]

[tex]\frac{3}{2}-\frac{9}{8}=\frac{12}{8}-\frac{9}{8}= \frac{3}{8}[/tex]

[tex]\frac{15}{8}-\frac{3}{2}=\frac{15}{8}-\frac{12}{8}= \frac{3}{8}[/tex]

Therefore, the common difference of the sequence is 3.

That means each term is obtained by adding [tex]\frac{3}{8}[/tex] to the previous term.

Hence, the sequence is recursive and can be represented by the function [tex]f(n + 1) = f(n) + \frac{3}{8} .[/tex]

Answer: Monica earned more interest

Step-by-step explanation:

The formula for calculating simple interest is given by :

S.I = [tex]\frac{ptr}{100}[/tex]

For Monica

S.I = 300 x 3.4 x 1 / 100

S.I = $10.2

For Paul

S.1 = 400 x 2.4 x 1 / 100

S.I = $9.6

Therefore : Monica earned more interest

Answer:

2. 1/13     3. 6/11     6. no, it would be about 66 people, which is less.

Step-by-step explanation:  2. since there is 4 7's you would have 4/52, -52 is how many cards total there are- and then you would simply 4/52 and get 1/13     3. there is a total of 11 marbles and 6 of them are blue so you have a 6/11 chance of getting a blue one.     54% of 124 is 66.96 which is about 66, and less than 82. ( sorry I don't know what 5 is )

Multiply the pay per day by the number of days per week:

37.25 x 5 =186.25 per week.

Multiply weekly pay by number of weeks:

186.25 x 10 = 1862.50

The answer is $1,862.50

Answer:

B

Step-by-step explanation:

[tex]5+7.50+8.25+8+9.75+10.25+11+10.75 = 70.5[/tex]

[tex]70.5 \div 8 = 8.8125[/tex]

Answer:

1.63

Step-by-step explanation:

first we find the average of the numbers listed...do this by adding up all the numbers, then dividing by how many numbers there are.

(5 + 7.5 + 8.25 + 8 + 9.75 + 10.25 + 11 + 10.75) / 8 = 70.5 / 8 = 8.8125

now find the distance between the average and each of ur numbers.... IGNORE ALL NEGATIVE SIGNS

5 - 8.8125 = 3.8125

7.5 - 8.8125 = 1.3125

8.25 - 8.8125 = 0.5625

8 - 8.8125 = 0.8125

9.75 - 8.8125 = 0.9375

10.25 - 8.8125 = 1.4375

11 - 8.8125 = 2.1875

10.75 - 8.8125 = 1.9375

now take the average of those numbers

(3.8125 + 1.3125 + 0.5625 + 0.8125 + 0.9375 + 1.4375 + 2.1875 + 1.9375) / 8 =

13/8 = 1.625...rounds to 1.63 <=== this is ur MAD

The number of kids in your group is 12.

Step-by-step explanation:

Given,

Number of people = 20

Cost of each kid ticket = $4

Cost of each adult ticket = $6

Total spent = $96

Let,

x be the number of kids ticket

y be the number of adult ticket

According to given statement;

x+y=20     Eqn 1

4x+6y=96    Eqn 2

Multiplying Eqn 1 by 4

[tex]4(x+y=20)\\4x+4y=80\ \ \ Eqn\ 3[/tex]

Subtracting Eqn 3 from Eqn 2

[tex](4x+6y)-(4x+4y)=96-80\\4x+6y-4x-4y=16\\2y=16[/tex]

Dividing both sides by 2

[tex]\frac{2y}{2}=\frac{16}{2}\\y=8[/tex]

Putting y=8 in Eqn 1

[tex]x+8=20\\x=20-8\\x=12[/tex]

The number of kids in your group is 12.

Keywords: linear equation, elimination method

Learn more about elimination method at:

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Answer:

Perform the following division using partial quotients: 504 ÷ 14:

To reduce the numerator, we will be multiplying the denominator by factors of 10, 5, 2, and 1

Step-by-step explanation:

1 4| 5 0 4

2 8 0 20 <---- 20 x 14 = 280

2 2 4 <---- 504 - 280 = 224

1 4| 5 0 4

2 8 0 20

2 2 4

1 4 0 10 <---- 10 x 14 = 140

8 4 <---- 224 - 140 = 84

1 4| 5 0 4

2 8 0 20

2 2 4

1 4 0 10

8 4

7 0 5 <---- 5 x 14 = 70

1 4 <---- 84 - 70 = 14

1 4| 5 0 4

2 8 0 20

2 2 4

1 4 0 10

8 4

7 0 5

1 4

1 4 1 <---- 1 x 14 = 14

0 <---- 14 - 14 = 0

Our partial quotients add up as follows:

20 + 10 + 5 + 1 = 36

I hope it helps plz Mark me brainliest:)

The partial quotients are [tex]30,6[/tex] and the value of the quotient is [tex]36[/tex].

Given:

[tex]504[/tex] divided by [tex]14[/tex].

To find:

The quotient by usign the partial quotients.

Explanation:

We have,

Dividend = 504

Divisor =14

Now,

14    |     504

             420          (14 × 30)

------------------------

              84           (After subtraction)

              84           (14 × 6)

-------------------------

               0             (After subtraction)

-------------------------

The partial quotients are [tex]30[/tex] and [tex]6[/tex] and the value of the quotient is:

[tex]30+6=36[/tex]

Therefore, the quotient of the given problem is [tex]36[/tex].  

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To find the value of f(-1), substitute -1 into the given function and evaluate it to get 42.

To find the value of f(-1) for the given function f(x) = (2/3) * 3(3x + 12), we substitute x = -1 into the function and evaluate it.

Plugging in x = -1, we have f(-1) = (2/3) * 3(3(-1) + 12).

Simplifying further, f(-1) = (2/3) * 3(9 + 12).

f(-1) = (2/3) * 3(21).

f(-1) = (2/3) * 63 = 42.

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Answer:

[tex]\large\boxed{(2g+4h)(x)=8x^3+20x^2}[/tex]

Step-by-step explanation:

[tex]g(x)=-4x\\\\h(x)=2x^3+5x^2+2x\\\\(2g+4h)(x)=2g(x)+4h(x)\\\\2g(x)=(2)(-4x)=-8x\\\\4h(x)=(4)(2x^3+5x^2+2x)\qquad\text{use the distributive property}\\\\4h(x)=(4)(2x^3)+(4)(5x^2)+(4)(2x)=8x^3+20x^2+8x\\\\(2g+4h)(x)=-8x+8x^3+20x^2+8x\qquad\text{cancel}\ 8x\\\\(2g+4h)(x)=8x^3+20x^2[/tex]

Jessica have 98 paint brush.

Along with addition, subtraction, and division, multiplication is one of the four fundamental arithmetic operations. The repeated addition of groups of equal size is referred to as multiplying in math.

Given Jessica has 7 times brushes as Mike,

Mike has 14 Brushes,

let Jessica have x brushes,

equation for problem is x = 7m

where m is no. of brushes Mike have

x = 7 × 14

x  = 98

Hence the number of paint brushes Jessica have is 98.

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Answer:

There are 90 ways.

Step-by-step explanation:

We have ten people and we have to chose 2 of those people to be the president and vice president. So first we can chose a president, we have 10 choices for president as there are 10 people.

Now we can chose vice president but this time we only have 9 choices because we already chose a president which gives us 9 other people to chose who the vice president is.

Now we need to multiply 10 and 9 together which gives us the total amount of possible combinations for president and vice president if there are 10 people to chose from.

10*9            multiplying

= 90.

Therefore there are 90 ways for a president and a vice president to be chosen for a sorority from ten people.

The total number of different combinations for the president and vice-president roles from a group of ten people is 90, based on the concept of permutation in combinatorics. After choosing one president among the ten people, there would be nine people left to be chosen for the vice-president position.

This problem is about choosing two different roles (president and vice president) from a group of 10 people, with each person having a chance to occupy each role. This falls under the domain of combinatorics, a branch of mathematics dealing with combinations of objects belonging to a finite set following certain rules. We would need to use the concept of permutation in this instance. Permutations refer to the arrangement of items in a specific order.

Since all the 10 people could potentially be president, there are ten choices for the president. And after choosing a president, we would have left nine people. Among these, anyone could be vice-president, giving us nine choices for the vice-president. Hence, the total number of ways is equal to the product of the number of choices for the president and the vice-president, which is 10×9= 90.

Thus, there are 90 different combinations for the president and vice- president roles.

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Answer:

D) 7/30

Step-by-step explanation:

5/6-3/5=25/30-18/30=7/30

Answer:

x

Step-by-step explanation:

Answer:

x=-4

Step-by-step explanation:

add 2.4 to -6.4

Answer:81

Step-by-step explanation:

Answer:

81

Step-by-step explanation:

9^2 ÷ (2 + 1) × (30 - 3^3) =

= 81 ÷ 3 × (30 - 27)

= 27 × 3

= 81

6x−4−4x+8 = 6x+−4+−4x+8 and then combine like terms =6x+−4+−4x+8

=(6x+−4x)+(−4+8)

Answer: 2x+4

Answer:

2x + 4

Step-by-step explanation:

(6x-4) + (-4+8)

combine like terms:

6x - 4x

-4 + 8

(6x - 4x) + (-4+8)

= 2x +4

plz mark brainliest i just need 3 more until expert plz plz plz

Answer:

Explanation:

The monthly payment formula described is:

[tex]P=PV\frac{i}{1-(1+i)^{-n}}[/tex]

Where:

Mathematically, you can reason in the following way:

Thus, it is proved that an increase in n, the number of payment periods, will create an increase in P, the monthly payment (option b).

The BEST description of the effect of an increase in n, the number of payment periods, on the monthly payment is c. An increase in n, the number of payment periods, will create a decrease in P, the monthly payment.

When the number of payment periods, n, increases, the monthly payment of the Liability will decrease instead of increasing, nor will it remain the same.

Thus, the BEST description of the effect of an increase in n, the number of payment periods, on the monthly payment is Option C.

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Answer: 85=85

Step-by-step explanation: You substitute the x for 43 then add the 43and 43 together

y doesn't vary directly with x

y = 5x + 4 is the equation of the line whose slope is 5 and y intercept is (0,4)

Solution:

Given that, we have to write the equation of the line whose slope is 5 and y intercept is (0,4)

The equation of line in slope intercept form is given as:

y = mx + c ---- eqn 1

Where, "m" is the slope of line and "c" is the y - intercept

Given that, slope = m = 5

y intercept is (0, 4)

So, c = 4

Substitute c = 4 and m = 5 in eqn 1

y = 5x + 4

Thus the equation of line is found

Answer:

I think the answer is −3+17i

Step-by-step explanation:

:)

The simplified expression is 2 + 17i.

To simplify the expression (5+6i)-(3-8i)-(5-3i), we need to combine like terms.

Like terms are terms that have the same combination of real and imaginary parts.

When subtracting Simplifying complex numbers, we subtract the real parts and the imaginary parts separately.

In this case, the real parts are (5-3) = 2, and the imaginary parts are (6-(-8)-3) = 17.

Therefore, the simplified expression is 2 + 17i.

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Answer:

x

Step-by-step explanation:

Answer:

6 1/2+3.5*2-7/3 this is the statement

first convert 6 1/2 to improper fraction =13/2

Step-by-step explanation:

13/2+3.5*2-7/3

then multiply 3.5 * = 7

13/2+7-7/3

=7+  13/2-7/3

simplify 13/2-7/3 and it will give you 25/6

7+25/6 = 32/6 or can be written as   5 2/6 which when you divide the denominator will give 5 1/3

so that is ur final anser plz mark me brainliest

Answer: Multiplication

Step-by-step explanation: stay safe❤️

Answer:

a) 4x + 1  expression

b) C = 15+ 3n  “it might be a Formula”

c) 3x + 4 = 13 equation

Answer: 1

Step-by-step explanation:  3x^2-xy=0,

2y-5x=1

Answer:

9

Step-by-step explanation:

10 - 1 = 9

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

if we erase 10, we have 9. Try that when subtracting 1 - any number

Answer:

[tex]s^2t^2[/tex]

[tex]4(s\cdot t)[/tex]

[tex]-6(s^2+t)[/tex]

Step-by-step explanation:

We want to select all the terms that are not considered to be like terms with [tex]-6s^2t[/tex].

The terms that are like terms with [tex]-6s^2t[/tex] must have [tex]s^2t[/tex].

It doesn't matter the coefficient.

So we can easily see that all the following are not like terms with [tex]-6s^2t[/tex]:

[tex]s^2t^2[/tex]

[tex]4(s\cdot t)[/tex]

[tex]-6(s^2+t)[/tex]

Answer:

An expression

Step-by-step explanation:

Answer:

x= all real numbers

Step-by-step explanation:

the absolute value of x is always 0. and 0 is greater than -9