The solution of the equation (3x -2)/12 -1/6 = 1/6 is at x = 2.
According to the given question.
We have an equation (3x -2)/12 -1/6 = 1/6 .
As we know that, an equation is a condition on a variable such that two expressions in the variable should have equal value.
Therefore, the solution of the equation (3x -2)/12 -1/6 = 1/6 is given by
(3x -2)/12 -1/6 = 1/6
⇒ (3x -2)/12 = 1/6 + 1/6 (adding 1/6 both the sides)
⇒ (3x -12)/12 = 2/6
⇒ (3x -2)/12 = 1/3
⇒ (3x -2) = (1/3)12
⇒ 3x -2 = 4
⇒ 3x = 4 + 2
⇒ 3x = 6
⇒ x = 6/3
⇒ x = 2
Hence, the solution of the equation (3x -2)/12 -1/6 = 1/6 is at x = 2.
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PLEASE HELP ASAP. dbdxb
Step-by-step explanation:
that is just to be read from the chart.
a)
we see Kiev has 1° C.
Oslo has 2° C.
what is the difference ? 2 - 1 = 1°
b)
don't get confused.
the chart says temperatures at midday.
6 hours later IS 6pm.
the temperature in Kiev raises during that time from 1° up by 6°.
that means the temperature there is then 1 + 6 = 7° C at 6 pm.
Answer:
a. 9 °C
b. 7°C
Step-by-step explanation:
a. Difference, Rome and Oslo
→Rome: 11°C
→Oslo: 2°C
11°C- 2°C = 9°C
b. Kiev
The chart shows temperatures at midday (12pm). After 6 hours it's 6 pm.
→Kiev 1°C
→Temperature will rise 6°C
1°C + 6 °C = 7°C
At 6pm, the temperature in Kiev will be 7°C.
(-4)(-19) (-2) help I’m 4 lessons behind
Answer: -152
Step-by-step explanation:
(-4)(-19)(-2)=
(-4)*(38)=
-152
Find each sum.
6+(-6)
Under then angle addition prostulate which equation would be valid?
Answer:
M<DEG + m<GEF = m<DEF
Step-by-step explanation:
Given: Figure
To find: Choose correct option
Solution: In the figure, using angle addition postulate, M<DEG + m<GEF = 180 (sum of < on straight line)
M<DEG + m<GEF = m<DEF
Which of the following definitions pertaining to Solving Linear Equations are incorrect? Check all that apply.
Equivalent equations are two or more equations that have the same solution.
An algebraic expression is a mathematical sentence connecting one statement to another statement with an equal sign (=).
An algebraic equation is a mathematical sentence connecting one expression to another expression with an equal sign (=).
To solve an equation means to isolating the variable on the left hand side of the equal sign.
The solution to an equation is the value, or values, that makes the equation true.
To solve an equation means to "undo" all the operations of the equation, leaving the variable by itself on one side. This in known as isolating the variable.
The two incorrect definitions are:
"An algebraic expression is a mathematical sentence connecting one statement to another statement with an equal sign (=)."
"To solve an equation means to isolating the variable on the left hand side of the equal sign."
Which definitions are incorrect?Here we have some definitions pertaining to solving linear equations, and we need to identify which ones are incorrect.
The first incorrect definition is:
"An algebraic expression is a mathematical sentence connecting one statement to another statement with an equal sign (=)."
The sentences that have an equal sign are called equations, algebraic expression is more general than that.
The second incorrect definition is:
"To solve an equation means to isolating the variable on the left hand side of the equal sign."
It is true that you need to isolate the variable, but it does not matter in which side of the sign you do that.
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On his math test, Louis was asked to multiply 6.19 7.3. His answer of 451.87 was marked incorrect. What mistake did Louis make?
His answer was incorrect because he placed the decimal in the wrong location.
How to multiply numbers?He multiplied 6.19 by 7.3 and he got 451.87.
To multiply, simply means to find the products.
Therefore, let's find the product of 6.19 and 7.3 as follows:
6.19 × 7.3 = 45.187
Therefore, the product of 6.19 and 7.3 is 45.187.
He got 451.87 which made his answer incorrect.
His answer was incorrect because he placed the decimal in the wrong location(after 1 instead of before 1)
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A dog is chasing a squirrel and the dog is running 45 miles per hour, how long does it takes the dog if he catches the squirrel in 3 miles?
Answer:
4 minutes.
Step-by-step explanation:
45 miles in 60 minutes
3 miles in x minutes
3 x 60 divided by 45 = 4
To check yourself, 45 divided by 3 gives you 15 sets of 3 minute segments. 15 x 4 = 60 minutes or 1 hour.
A quadratic sequence begins
8, 11, 16, 23, 32,
What is the nth term rule for this
sequence
The nth term of the given quadratic sequence begins 8, 11, 16, 23, 32, = n² + 7.
What is quadratic sequence?Quadratic sequences are those that contain a word. They are distinguished by the fact that the first differences between terms really aren't equal, but really the second differences between terms remain equal.
What is a quadratic sequence's rule?The difference between each term inside a quadratic series is not equal, but the second difference between every term is equal.
How can you tell whether a sequence is straight or quadratic?A linear sequence is a number pattern that increases or lowers by the same amount each time. The common difference is the amount by which it increases or drops. Quadratic sequence: The difference between every term increases or decreases at a steady rate in quadratic sequence.
According to the given data:Given:
8, 11, 16, 23, 32,
The nth rule is:
n² = 1² , 2², 3², 4² , 5²
n² = 1 , 4 , 9 , 16 , 25
Subtracting the equation:
8 , 11 , 16 , 23, 32
1 , 4, 9 , 16 , 25
we get:
7, 7, 7, 7
So that the nth term of the given quadratic sequence begins
8, 11, 16, 23, 32, = n² + 7.
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Point X is chosen at random on AE-. Find the probability that X is on CE- .
Probability of any point X on line BD is 1/2 , on line BC is 3/10, on line AB is 1/2 and on line AC is 4/5.
A, B, C and D are four points on a line. Length of AB is 5, length of BC is 3, length of AC is 8, length of CD is 2 and length of AD is 10.
Probability of any point X on line BD = ( length of BD / length of AD) = (5/10) = 1/2.
Probability of any point X on line BC = ( length of BC / length of AD) = 3/10.
Probability of any point X on line AB = ( length of AB / length of AD) = 5/10 = 1/2.
Probability of any point X on line AC = ( length of AC / length of AD) = 8/10 = 4/5.
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draw a diagram of B complement
To draw a venn diagram for B', we have shade the region that excludes BIf B ⊆ U, where U is a universal set, then U \ B is called the compliment of B with respect to U. If underlying universal set is fixed, then we denote U \ B by B' and it is called compliment of B.
Every year, the Rock and Roll Hall of Fame and Museum inducts legendary musicians and musical acts to the Hall. The table shows the number of inductees for each year.
Represent the data using each of the following:
b. Ordered pairs
( 1 , 11) , ( 2, 8 ) , ( 3 , 9 ) , ( 4 , 8 ) , ( 5 , 7 ) , ( 6, 6 ) are the Ordered pairs.
What is domain and range?
The range of values that we are permitted to enter into our function is known as the domain of a function. The x values for a function like f make up this set (x). A function's range is the collection of values it can take as input. After we enter an x value, the function outputs this sequence of values.Definitions of domain and example?
The domain is the set of x -coordinates, {0,1,2} , and the range is the set of y -coordinates, {7,8,9,10} .
Ordered pairs are
( 1 , 11) , ( 2, 8 ) , ( 3 , 9 ) , ( 4 , 8 ) , ( 5 , 7 ) , ( 6, 6 )
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HELLOO CAN ANYYONE ON EARTH HELP
Answer:
$ 67. 14
Step-by-step explanation:
first you divide 36 miles by $25.20 to find the fare for one mile then multiply the answer with 47 miles
36 ÷ $25.20 = $1.43
$1.43 × 47 = $ 67. 14
hope you understood what I just said
elp me, the directions r like evaluate each expression using the variable replacements
Answer:
Step-by-step explanation:
.
If it costs $855.05 for 342.02 feet of specialized wiring, how much does 1 foot of this wiring cost?
. Find the area of each trapezoid.
5 cm
4 cm
10 cm
The trapezoid's area is 45cm ².
What is area?The measurement that expresses the size of a region on a plane or curved surface is called area.
How can we determine a trapezoid's area?1. Determine each base's length ( a and b ).
2. Find the height of the trapezoid ( h ).
In the formula for the trapezoid area, substitute these values:
A = [tex]\frac{a+b}{2}[/tex] × h
Given data
Length
a- 5cm
b- 4cm
Height: 10 cm
A = [tex]\frac{a+b}{2}[/tex] × h
A = [tex]\frac{5+4}{2}[/tex](10)
A =[tex]\frac{9}{2}[/tex](10)
A = 4.5(10)
A = 45cm²
The trapezoid's area is 45cm².
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how do i do this??????
Answer:
all interior angles of a triangle adds up to 180°
therefore,
x°+79°+41°=180°
x°+120°=180°
x°=180°-120°
x°=60°
The width of a rectangle is 8 units less than the length. The area of the rectangle is 9 units. What is the length, in units, of the rectangle?
The length of the given rectangle is 9.
According to the statement
We have to find that the length of the rectangle.
So, For this purpose, we know that the
A rectangle is a type of quadrilateral, whose opposite sides are equal and parallel.
From the given information:
The width of a rectangle is 8 units less than the length. The area of the rectangle is 9 units
Then
Let the Length of the rectangle = x
Let the width of the rectangle = x-8
Area of the rectangle = L*B
Then
L*B = 9
x(x-8) = 9
x^2 -8x -9 = 0
x^2 -9x + 1x -9 = 0
x(x-9) +(x-9) = 0
(x+1) (x-9) = 0
here x = -1 and then x = 9.
Here neglect x = -1 then
Length of the rectangle is 9
Let the width of the rectangle is 1.
So, The length of the given rectangle is 9.
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ASAP. Please help me with this question. ASAP Please
Answer:
y=x
z=110
d=3cm
Name the property of real numbers illustrated by the equation. 2(s-t) = 2 s-2 t
The Distributive property of real numbers is illustrated by the equation 2(s-t) = 2 s-2 t.
Distributive property of real number is denoted by x(y+z)=x*y+x*z , which means "x" will be multiplied with each term present inside the bracket.
For Example :
3(4+1) =3*4+3*1
=12+3
=15
In the given question
LHS = 2(s-t)
On applying Distributive property we get ,
=2*s-2*t
=2s-2t = RHS
Hence distributive property is applied here.
Therefore , the property of real numbers that is illustrated by the equation 2(s-t) = 2 s-2 t is Distributive property .
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Which of the following is the correct solution to the linear inequality shown
below?
y<2/3x+1
Answer:
3x+1
Step-by-step explanation:
The probability of an event is 5 out of 9. what is the probability of the complement of this event?
Answer:
4 out of 9
Step-by-step explanation:
the complement of an event is
1 - probability of event
1 - [tex]\frac{5}{9}[/tex] = [tex]\frac{4}{9}[/tex]
Draw the net of the solid that best models the hay bales. Please include the correct dimensions on your net.
whats the formula for speed distance and time?
We know the formulae:
[tex]\text{Speed} = \dfrac{\text{Distance}}{\text{Time}}[/tex]
Let us solve an example to understand the concept better.
Example:Question: Find the speed of a car which travelled 12 km in 2 hours.
Solution: We know the following
Car travelled (Distance): 12 kmTime travelled: 2 hoursSubstitute the information provided into the speed formula:
[tex]\implies \text{Speed} = \dfrac{\text{Distance}}{\text{Time}}[/tex]
[tex]\implies \text{Speed} = \dfrac{\text{12 km}}{\text{2 hours}} = \boxed{6 \ \text{km/hour}}[/tex]
Therefore, the speed of the car is 6 kilometers per hour.
Concept #2: Distance FormulaeFrom the previous concept, we had:
[tex]\text{Speed} = \dfrac{\text{Distance}}{\text{Time}}[/tex]
Finding the distance formula through step-by step work:
Let Speed = S, Distance = D, and Time = T.
[tex]\implies \text{S} = \dfrac{\text{D}}{\text{T}}[/tex]
Multiply "t" on both sides:
[tex]\implies \text{S} \times \text{T}= \dfrac{\text{D}}{\text{T}} \times \text{T}[/tex]
[tex]\implies \text{S} \times \text{T}={\text{D}[/tex]
From the above work, we can say that Distance = Speed × Time.
Let us solve an example to understand the concept better.
Example:Question: A train travelled from point A at a speed of 16 km/h in 2 hours to reach point B. Find the distance (Point A - Point B) travelled by the train.
Solution: We know the following
Speed of train: 16 km/hTime taken to travel from A to B: 2 hoursSubstitute the information provided into the distance formula:
[tex]\implies \text{Distance = Speed} \times \text{Time}[/tex]
[tex]\implies \text{Distance = 16 km/h} \times \text{2 hours}[/tex]
⇒ Distance = 16 km × 2 = 32 km
Therefore, the train travelled 32 km to reach point B.
Concept #3: Time FormulaeFrom the previous concept, we had:
[tex]\text{Distance = Speed} \times \text{Time}[/tex]
Finding the time formula through step-by step work:
Let distance = D, speed = S, and time = T
[tex]\implies \text{D = S} \times \text{T}[/tex]
Dividing "S" both sides:
[tex]\implies \dfrac{\text{D}}{\text{S}} = \dfrac{\text{S} \times \text{T}}{\text{S}}[/tex]
[tex]\implies \dfrac{\text{D}}{\text{S}} = \text{T}[/tex]
From the above work, we can say that Distance/Speed = Time.
Let us solve an example to understand the concept better.
Example:Question: A plane traveled 200 km at a speed of 100 km/h. How much time did it take to travel 200 km?
Solution: We know the following
Distance travelled by the plane: 200 kmSpeed of plane: 100 km/hSubstitute the information provided into the time formula:
[tex]\implies \text{Time} = \dfrac{\text{Distance}}{\text{Speed}}[/tex]
[tex]\implies \text{Time} = \dfrac{\text{200 km}}{\text{100 km/h}} = \dfrac{\text{2 km}}{\text{1 km/h}} = \boxed{\text{2 hours}}[/tex]
Therefore, it took 2 hours to travel 200 km at a speed of 100 km/h.
________________________________________________________
Find the coordinates of point P on →AB that partitions the segment into the given ratio AP to PB .
b. A(0,0), B(-15,0), 2 to 3
The line segment AB is divided at point P, which has coordinates P(0,-7.5)
A line segment is a section of a line that connects two locations to create a straight line or we can say that is connects two distinct points together to form a single line. It is extendable to either side.
Given are,
A line segment AB with coordinates of A(0,0 ) and B(-15,0) respectively
Two minor line segments, AP and PB, are created from the line segment AB by the provided point P
We must determine the dividing point's coordinates, or P.
We'll apply the formula provided,
The coordinates of the point P are given by = ([tex]\frac{x1+x2}{2}[/tex],[tex]\frac{y1+y2}{2}[/tex] )
Now, x1 = 0, x2 = 0, y1 = -15, y2 = 0
Putting values in the formula, we get
([tex]\frac{0+0}{2}[/tex], [tex]\frac{0-15}{2}[/tex])
(0,-7.5)
Hence, the point P which partitions the line segment AB have coordinates as P(0,-7.5)
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Suppose you pull a card from a standard 52-card deck. Find the probability of following event. The card is not a face card.
39/52 X 13/51 X 38/50 is the probability of following event.
What in mathematics is a probability?
Probability refers to potential. A random event's occurrence is the subject of this area of mathematics. The range of the value is 0 to 1. Mathematics has incorporated probability to forecast the likelihood of various events.P(nH) and then P(H) and then P(nH)
“and then” means you Multiply probabilities.
= 39/52 X 13/51 X 38/50
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I need some help please:(
A bicycle has tires with a diameter of 26 inches. Find the radius and circumference of a tire. Round to the nearest hundredth, if necessary.
A circle is a curve sketched out by a point moving in a plane. The radius and the circumference of the circle are 13 inches and 81.6814 inches, respectively.
What is a circle?A circle is a curve sketched out by a point moving in a plane so that its distance from a given point is constant; alternatively, it is the shape formed by all points in a plane that are at a set distance from a given point, the center.
Given that diameter of the circle is 26 inches. Therefore, the radius and the circumference of the circle can be written as,
Diameter of circle = 2 × (Radius of the circle)
Radius of the circle= Diameter of circle / 2
Radius of the circle = 26 inches / 2
Radius of the circle = 13 inches
Circumference of circle = 2 × π × (Radius of the circle)
= 2 × π × 13 inches
= 26π inches
= 81.6814 inches
Hence, the radius and the circumference of the circle are 13 inches and 81.6814 inches, respectively.
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Determine whether the given measures define 0,1,2 , or infinitely many triangles. Justify your answers.
a=25, b=21, m
We can form an endless number of triangles when you are given two sides and no measurement of angle i.e a = 25 , b = 21
For Example -
We can chose the value of angle from 0-360 degrees with side length a = 25 and b =21, how many different triangles are possible to create?
Create one of the triangles with a protractor having the side lengths a = 25 m and b = 21 m and angle 12° and third side can be adjusted to your preferred length. You have built a triangle.
Similarly by changing the length of the third side and measure of the angle we will get an entirely new triangle.
It's important to notice that you choose the side lengths and angle. This suggests that you might make a different decision. By employing the same angles, you were able to make an infinite number of different triangles.
Therefore, with simply the measurements of one angle and a side length, we can create an endless number of triangles.
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Find the coordinates of T(4,-5) after a translation by the rule (x,y) → (x-8, y + 5).
Answer: T(-4, 0)
Step-by-step explanation:
(x,y) → (x-8, y + 5)
T(4,-5) ==> T(4-8,-5+5) ==> T(-4, 0)
f(x)=5-x,g(x)=13-3x^2 and h(x)=2x
a. Find f∘ ( g∘ h)
b. Find h ∘ ( g∘ f )
c. Find g∘ (f ∘ h)
Answer:
f(2x)=-2x+5
h(5-x)=-2x+10
A father is twice as old as his son. Ten yrs ago the ratio of their age was 5:2 find their present ages
Answer: 70:12?
Step-by-step explanation:
