A: 2800
B: 11200
C: 250.39 per month
Please answer I will mark u brainliest or wtv its called
Answer:
B) 10 cm
Step-by-step explanation:
Hello!
We can use the Pythagorean theorem to solve for the hypotenuse.
Formula: [tex]a^2 + b^2 = c^2[/tex]
a = legb = legc = hypotenuseWe can plug in the values for each leg to solve for the hypotenuse.
Solve for c[tex]a^2 + b^2 = c^2[/tex][tex]6^2 + 8^2 = c^2[/tex][tex]36 + 64 = c^2[/tex][tex]100 = c^2[/tex][tex]\sqrt{100} = \sqrt{c^2}[/tex][tex]10 = c[/tex]The answer is Option B: 10 cm
MATH PERCENTAGE QUESTION HELP!
1. 27400 spectators in a 40000 seat stadium percentage?
2. an archer scores 95 points out of a possible 125 points percentage?
Answer:
68.5% seats filled
76% points earned
Step-by-step explanation:
General outlineIdentify the whole and the partChange ratio into a percentageRatiosPercentages are formed when one finds a ratio of two related quantities, usually comparing the first partial quantity to the amount that "should" be there.
[tex]\text{ratio}=\dfrac {\text{the "part"}}{\text{the whole}}[/tex]
For instance, if you have a pie, and you eat half of the pie, you're in effect imagining the original pie (the whole pie) cut into two equal pieces, and you ate one of them (the "part" of a pie that you ate). To find the ratio of pie that you ate compared to the whole pie, we compare the part and the whole:
[tex]\text{ratio}=\dfrac {\text{the number of "parts" eaten}}{\text{the number of parts of the whole pie}}[/tex]
[tex]\text{ratio}=\dfrac {1}{2}[/tex]
If you had instead eaten three-quarters of the pie, you're in effect imagining the original pie cut into 4 equal pieces, and you ate 3 of them.
[tex]\text{ratio}=\dfrac {\text{the number of "parts" eaten}}{\text{the number of parts of the whole pie}}[/tex]
[tex]\text{ratio}=\dfrac {3}{4}[/tex]
There can be cases where the "part" is bigger than the whole. Suppose that you are baking pies and we want to find the ratio of the pies baked to the number that were needed, the number of pies you baked is the "part", and the number of pies needed is the whole. This could be thought of as the ratio of project completion.
If we need to bake 100 pies, and so far you have only baked 75, then our ratio is:
[tex]\text{ratio}=\dfrac {\text{the number of "parts" made}}{\text{the number of parts of the whole order}}[/tex]
[tex]\text{ratio}=\dfrac {75}{100}[/tex]
But, suppose you keep baking pies and later you have accidentally made more than the 100 total pies.... you've actually made 125 pies. Even though it's the bigger number, the number of pies you baked is still the "part" (even though it's bigger), and the number of pies needed is the whole.
[tex]\text{ratio}=\dfrac {\text{the number of "parts" made}}{\text{the number of parts of the whole order}}[/tex]
[tex]\text{ratio}=\dfrac {125}{100}[/tex]
PercentagesTo find a percentage from a ratio, there are two small steps:
Divide the two numbersMultiply that result by 100 to convert to a percentageGoing back to the pies:
When you ate half of the pie, your ratio of pie eaten was [tex]\frac{1}{2}[/tex]
Dividing the two numbers, the result is [tex]0.5[/tex]
Multiplying by 100 gives 50. So, the percentage of pie that you ate (if you ate half of the pie) is 50%
When you ate three-quarters of the pie, the ratio was [tex]\frac{3}{4}[/tex]
Dividing the two numbers, the result is 0.75
Multiplying by 100 gives 75. So, the percentage of pie that you ate (if you ate three-quarters of the pie) is 75%.
When you were making pies, and 100 pies were needed, but so far you'd only baked 75 pies, the ratio was [tex]\frac{75}{100}[/tex]
Dividing the two numbers, the result is 0.75
Multiplying by 100 gives 75. So, the percentage of the project that you've completed at that point is 75%.
Later, when you had made 125 pies, but only 100 pies were needed, the ratio was [tex]\frac{125}{100}[/tex]
Dividing the two numbers, the result is 1.25
Multiplying by 100 gives 125%. So, the percentage of pies you've made to complete the project at that point is 125%.... the number of pies that you've made is more than what you needed, so the baking project is more than 100% complete.
The questions1. 27400 spectators n a 40000 seat stadium percentage.
Here, it seems that the question is asking what percentage of the stadium is full, so the whole is the 40000 seats available, and the "part" is the 27400 spectators that have come to fill those seats.
[tex]\text{ratio}=\dfrac {\text{the number of spectators filling seats}}{\text{the total number of seats in the stadium}}[/tex]
[tex]\text{ratio}=\dfrac {27400}{40000}[/tex]
Dividing gives 0.685. Multiplying by 100 gives 68.5. So, 68.5% of the seats have been filled.
2. an archer scores 95 points out of a possible 125 points percentage
Here, it seems that the question is asking what percentage of the points possible were earned, so the whole is the 125 points possible, and the "part" is the 95 points that were earned.
[tex]\text{ratio}=\dfrac {\text{the number of points earned}}{\text{the total number of points possible}}[/tex]
[tex]\text{ratio}=\dfrac {95}{125}[/tex]
Dividing gives 0.76. Multiplying by 100 gives 76. So, 76% of points possible were earned.
the equation 4(x-2)= 1000 is a true equation for a paticular value of x. Explain 2(x-2)=50 is also true for the same value of x
Answer:
Step-by-step explanation:
Comment
I find the wording a bit confusing. Does the question mean that the laws of algebra determine what single vale of x will make the right side = the left side in both equations?
I think that's the way I will interpret it.
The easiest way to solve both of them is to divide by 4 on both sides of the top equation and divide by 2 on the bottom equation.
Solution
Top equation
4(x - 2) = 1000 Divide by 4
4(x-2 )/ 4 = 1000/4
(x - 2) = 250 Remove the brackets
x - 2 = 250 Add 2 to both sides
x - 2 + 2 = 250 + 2 Combine
x = 252
Bottom equation
2(x - 2) = 50 Divide by 2
2(x - 2)/2 = 50/2
(x - 2) = 25 Remove the brackets
x - 2 = 25 Add 2 to both sides
x - 2 + 2 = 25 + 2 Combine
x = 27
Conclusion
If the equations are structured the same way but have different numbers then the answers will be unique.
the answer to this question
Answer: c
Step-by-step explanation:
definition of Identity property, Association property and communicative property please answer!
Answer:
09
Step-by-step explanation:
07
Using approximations to 1 significant figure, estimate the value of:
[tex]\frac{0.482 * 61.2x^{2} }{\sqrt{98.01}}[/tex]
* = times by :D
Will pick Brainliest if right!
Answer:
3x²
Step-by-step explanation:
0.482 to 1sf is 0.5
61.2x² to one sf is 60x²
√98.01 to 1sf is √100
√100 = 10
0.5 x 60x² = 30x²
30x² / 10 = 3x²
Need help with Graphs. please help!!
The ratio of the area of the red rectangle to the blue rectangle in graph A is 3 : 5
Median weekly earningsThe median weekly earnings on the graphs are
High school diploma = $750Bachelor's degree = $1250Represent as a ratio
Ratio = $750 : $1250
Divide by 250
Ratio = 3 : 5
Hence, the ratio of the median weekly earnings is 3 : 5
The ratio of the area in graph AIn (a), we have:
Ratio = 3 : 5
The horizontal scale is given as:
Ratio = 1 unit : 1 grid mark
The rectangles in graph A have a width of 1 unit.
So, we have:
Ratio = 3 * 1: 5 * 1
Ratio = 3 : 5
Hence, the ratio of the area of the red rectangle to the blue rectangle in graph A is 3 : 5
The ratio of the area in graph BRecall that:
Ratio = 3 : 5
Ratio = 1 unit : 1 grid mark
From the graph, we have the following widths:
Red = 3 units
Blue = 5 units
So, we have:
Ratio = 3 * 3 : 5 * 5
Simplify
Ratio = 9 : 25
Hence, the ratio of the area of the red rectangle to the blue rectangle in graph B is 9 : 25
The ratio of the volume in graph CRecall that:
Ratio = 3 : 5
Ratio = 1 unit : 1 grid mark
From the graph, we have the following widths:
Red = 3 units
Blue = 5 units
Since the base are squares, we have:
Ratio = 3 * 3 * 3 : 5 * 5 * 5
Simplify
Ratio = 27 : 125
Hence, the ratio of the volume of the red cube to the blue cube in graph C is 27 : 125
The most misleading graphThe most misleading graph is graph B.
This is so because the blue rectangle and the red rectangle do not have the same width when plotted on the same scale
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a random number is selected from a random set 2,3,4,10
The number is even or less than 12. Then the correct option is C.
The complete question is given below.
A number is selected at random from the set {2, 3, 4, … 10}. Which event, by definition, covers the entire sample space of this experiment?
a. The number is greater than 2.
b. The number is not divisible by 5.
c. The number is even or less than 12.
d. The number is neither prime nor composite.
e. The square root of the number is less than 3.
What are sets?A set is a group of clearly specified components. The number of items in a finite set is denoted by a curly bracket.
A number is selected at random from the set {2, 3, 4, … 10}.
2, 4, 6, 8, 10 are even, but the rest are odd (BUT note the word “or”). The rest are less than 12. YES
Then the correct option is C.
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− 11 , − 7 , 7 , − 2 , 16 , 10 , 20 , − 17 , − 10 , − 12 State the median.
Answer:
-4.5
Step-by-step explanation:
You arrange the numbers from lowest to highest value:
-17, -12, -11, -10, -7, -2, 7, 10, 16, 20
Then you find the one in the middle:
-7, -2
Because there are two in the middle, you add them and divide them by two:
(-7 + -2)/2 = -4.5
Your answer is -4.5.
Step-by-step explanation:
firstly arrange it increasingly
-2,-7,-10,-11,-17, 7,10,16,20
n=9 it is odd so we use (n+1/2 )th formula
9+1/2
10/2=5th
os it is -17
If A=P+I make the subject as P
Answer:
[tex]P = A - I[/tex]
Step-by-step explanation:
A = P + I (Given)[tex]\implies P = A - I[/tex]Which statements about the system are true? Select two options.
y=-x-4
3y-x = -7
The system has one solution.
The system consists of parallel lines.
Both lines have the same slope.
Both lines have the same y-intercept.
The equations represent the same line.
The slope for both the line is m= 1/3 and they are parallel lines , Option B and C are correct two options
The first equation is
y = (1/3)x-4 and not y = -x-4
(if the equation is not corrected then it will not have two true statements)
What is a System of Equation ?A system of equation is a set of equation which have a common solution
The given system of equation is
y = (1/3)x-4
3y -x = -7
3y = x-7
As it can seen from the standard equation of a line that
y =mx+c
so slope for both the line is m= 1/3
Therefore they are parallel lines
Thus , Option B and C are correct two options
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The domain of (fg)(x) consists of the numbers x that are in the domains of both f and g.
The statement "The domain of (fg)(x) consists of the numbers x that are in the domains of both f and g" is FALSE.
Domain is the values of x in the function represented by y=f(x), for which y exists.
THe given statement is "The domain of (fg)(x) consists of the numbers x that are in the domains of both f and g".
Now we assume the [tex]g(x)=x+2[/tex] and [tex]f(x)=\frac{1}{x-6}[/tex]
So here since g(x) is a polynomial function so it exists for all real x.
[tex]f(x)=\frac{1}{x-6}[/tex] does not exists when [tex]x=6[/tex], so the domain of f(x) is given by all real x except 6.
Now,
[tex](fg)(x)=f(g(x))=f(x+2)=\frac{1}{(x+2)-6}=\frac{1}{x-4}[/tex]
So now (fg)(x) does not exists when x=4, the domain of (fg)(x) consists of all real value of x except 4.
But domain of both f(x) and g(x) consists of the value x=4.
Hence the statement is not TRUE universarily.
Thus the given statement about the composition of function is FALSE.
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()
8
What is 11 - 2³
Answer:
[tex]11 - 2 {}^{3} [/tex]
[tex]11 - 8[/tex]
[tex]3[/tex]
Determine the rate of change equation by implicitly differentiating with respect to
time t.
x^4+ y^4 = 4y
By the power and chain rules, taking derivatives on both sides with respect to [tex]t[/tex] gives
[tex]4x^3 \dfrac{dx}{dt} + 4y^3 \dfrac{dy}{dt} = 4\dfrac{dy}{dt}[/tex]
or
[tex]4x^3 \dfrac{dx}{dt} + (4y^3-4) \dfrac{dy}{dt} = 0[/tex]
If 6x = 54, then x = ___. (Only input whole number)
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{6x = 54}\\\\\large\textbf{DIVIDE 6 to BOTH SIDES}\\\\\mathsf{\dfrac{6x}{6} = \dfrac{54}{6}}\\\\\textbf{SIMPLIFY IT!}\\\\\mathsf{x = 9}\\\\\huge\text{Therefore, your answer should be: \boxed{\mathsf{x = 9}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
Match each fraction to a reasonable estimate.
(-6/11)
(-7/9)
(-3/13)
(-1/4)
(-3/4)
(-1/2)
Which one goes with each?
Answer:
-6/11 goes with -1/2
-7/9 goes with -3/4
-3/13 goes with -1/4
Step-by-step explanation:
6/11 is close to 6/12 which is the same as 1/2, so -6/11 goes with -1/2
7/9 is close to 6.75/9 which is 3/4, so -7/9 is close to -3/4
3/13 is close to 3/12 which is the same as 1/4, so -3/13 goes with -1/4
The school is planning a field trip to the science center. Tickets are originally $28, but school
groups receive an $8 discount on each ticket that is purchased. The expression t(28 - 8)
represents the total cost for t tickets.
What does the quantity 28 - 8 represent?
the number of tickets
the original price of a ticket
4) the amount of the discount
the total cost
the number of students
the discounted price of each ticket
28-8 is the discount price of each ticket, and the (28-8) is equal to (=) -----> 24(28-8
Step-by-step explanation:
that is the answer
A jackrabbit can run at the speed of 1.35 kilometers per minute . How fast can the jackrabbit run in miles per hour ? First fill in the two blanks on the left side of the equation using two of the ratios . Then write your answer rounded to the nearest hundredth on the right side of the equation
The speed of the rabbit in miles per hour is 50.33 mi/h.
How fast can the jackrabbit run in miles per hour?We know that the speed of the jackrabbit is:
1.35 km/min.
Now we need to use the relations:
1 hour = 60 minutes.
So, in one hour, the rabit runs 60 times the distance that it runs in one minute, then:
1.35 km/min = 60*(1.35 km/h) = 81km/h
Now we need to change kilometers for miles.
1km = 0.6214 mi
Then we can rewrite:
81km/h = 81*0.6214mi/h = 50.33 mi/h
The speed of the rabbit in miles per hour is 50.33 mi/h.
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They brought a new plasma TV for $1800 he made a down payment for 500 and then find is the balance to the store unfortunately he was unable to make the first monthly payment and now pay 7% interest per month on the balance what is Vicks monthly interest payment
Answer:
Vicks monthly interest payment is $91
Step-by-step explanation:
Total: $1800
Down payment: $500 (already paid)
Current balance need to be paid:
$1800 - $500 = $1300
7% of $1300 is, 1300 x 0.07 = $91
A tree is 4 m 25 cm high! A pole is 70 cm shorter. How high is the pole?
-------------------------------------------------------------------------------------------------------------
Answer: [tex]\textsf{3955cm}[/tex]
-------------------------------------------------------------------------------------------------------------
Given: [tex]\textsf{Tree = 4m and 25cm, Pole = 70cm shorter}[/tex]
Find: [tex]\textsf{The height of the pole}[/tex]
Solution: The first step that we must take is to convert the tree height to centimeters and after doing so we would just subtract 70 cm from that to get the pole height.
Convert to cm
[tex]\textsf{m = 1000cm}[/tex][tex]\textsf{4m = (1000cm * 4)}[/tex][tex]\textsf{4m = 4000cm}[/tex]Combine
[tex]\textsf{4000cm + 25cm}[/tex][tex]\textsf{4025cm}[/tex]Subtract 70 from the tree height
[tex]\textsf{4025cm - 70cm}[/tex][tex]\textsf{3955cm}[/tex]Using the information from the problem the height of the pole would be 3955cm.
Charlotte is running at a rate of 9 KM/H.
What is Charlotte's speed in M/S?
Answer: 5/2 M/S
Answer:
Step-by-step explanation:
[tex]9~km/h=\frac{9 \times ~1000}{1 \times 60 \times 60}=\frac{5}{2} m/s}[/tex]
find the probability of obtaining two digit number which is divisible by either of the two consecutive odd numbers whose product is 15
The temperature is 20 degrees and is expected to fall 2 degrees each hour.
Write a linear equation in slope-intercept form to model this situation.
Answer:
20-2h
Step-by-step explanation:
20 is the original amount. The variable stands for the number of hours. You are TAKING AWAY 2 degrees every hour so you would subtract.
a skyscraper casts a shadow 200 feet long. If the angle of elevation of the sun is 38 degrees, then the height of the skyscraper is approximately__.
A. 173.34 feet
B. 156.26 feet
C. 300 feet
D. There is not enough information.
if a polyhedron has a volume of 35 cm^3 and is dilated by a factor of 5/2, what will be the volume of the dilated polyhedron? Round your answer to the nearest thousandth if necessary.
If a polyhedron has a volume of 35 cm cube and is dilated by a factor of 5/2 then the volume of dilated polyhedron will be 50.6 cm cube.
Given Volume of polyhedron=35 cm cube . Factor from which is dilated 5/2.
If the polyhedron is dilated by factor 5/2 then the volume of the polyhedron will change by the cube of that factor because when it is dilated by factor its material also increases.
Volume =35[tex]cm^{3}[/tex]
After dilation
Volume=35+[tex](5/2)^{3}[/tex]
=35+15.625
=50.625
After Rounding nearest to thousand we will get 50.6 [tex]cm^{3}[/tex].
Hence after dilation the volume which is 35 cm cube will change from 35 to 50.6[tex]cm^{3}[/tex].
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The function f(x) = 40(0.9)x represents the deer population in a forest x years after it was first studied. What was the deer population when it was first studied?
a. 44
b.40
c. 36
d.49
Answer:
36
Step-by-step explanation:
40*.9
Jdnjdbbdidbd
1 + 1/3=
Answer:
[tex]\frac{4}{3}[/tex] or [tex]1\frac{1}{3}[/tex]
Step-by-step explanation:
[tex]1 + \frac{1}{3} \\= \frac{3}{3} + \frac{1}{1}\\= \frac{4}{3}[/tex]
(if the question is asking for the simplified form , it is [tex]1\frac{1}{3}[/tex]
Please answer this question i really want answers :(
Based on the hints of distinguishing between radical and non-radical numbers, we have the following lists:
[tex]\sqrt{3}[/tex], [tex]2.\overline{2}[/tex], 2.5, [tex]\sqrt{5}[/tex]3.01, [tex]3.\overline{01}[/tex],[tex]3.\overline{1}[/tex], [tex]\sqrt{9}[/tex][tex]-4.\overline{1}[/tex], - 4.1, 4.01, [tex]\sqrt{17}[/tex]- 2.5, [tex]-\sqrt{5}[/tex], [tex]\sqrt{6}[/tex], 2.5How to order numbers from least to greatest
In this question we must order sets of numbers in ascending order. A hint consists in comparing non-radical numbers with the closest radical numbers whose results are integers.
In consequence, we obtain the following orders:
[tex]\sqrt{3}[/tex], [tex]2.\overline{2}[/tex], 2.5, [tex]\sqrt{5}[/tex]3.01, [tex]3.\overline{01}[/tex],[tex]3.\overline{1}[/tex], [tex]\sqrt{9}[/tex][tex]-4.\overline{1}[/tex], - 4.1, 4.01, [tex]\sqrt{17}[/tex]- 2.5, [tex]-\sqrt{5}[/tex], [tex]\sqrt{6}[/tex], 2.5To learn more on sets: https://brainly.com/question/18877138
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GIVING 100 POINTS: The graph shown here displays the distance, in miles. traveled by a jet in a certain number of hours. Based on the graph, which of the following equations indicates the correct variables, and in how many hours does the jet travel 12,000 miles if it travels at the same speed?
Graph titled Motion of a Jet shows Time in hours on x axis and Distance in miles on y axis. A straight line joins the ordered pairs 0, 0 and 2, 1200 and 4, 2400 and 6, 3600.
y = 600x, the jet travels 12,000 miles in 20 hours
x = 600y, the jet travels 12,000 miles in 20 hours
y = 600x, the jet travels 12,000 miles in 22 hours
x = 600y, the jet travels 12,000 miles in 22 hours
Answer:
A. y = 600x, the jet travels 12,000 miles in 20 hours
Explanation:
[tex]\sf slope: \dfrac{y_2 - y_1}{x_2- x_1} \ \ where \ (x_1 , \ y_1), ( x_2 , \ y_2) \ are \ points[/tex]
Take two points: (2, 1200), (4, 2400)
[tex]\sf slope : \dfrac{2400-1200}{4-2 } = 600[/tex]
Equation:
y - 1200 = 600(x - 2)
y - 1200 = 600x - 1200
y = 600x
Miles the Jet travels at 20 hours:
y = 600(20) = 12000 milesMiles the Jet travels at 22 hours:
y = 600(22) = 13200 milesAnswer:
y = 600x, the jet travels 12,000 miles in 20 hours
Step-by-step explanation:
Slope-intercept form of a linear equation:
[tex]y = mx + b[/tex]
where:
m = slopeb = y-interceptTo find the slope, define two points on the line and use the slope formula to find the slope:
[tex]\textsf{let}\:(x_1,y_1)=(0,0)[/tex][tex]\textsf{let}\:(x_2,y_2)=(2, 1200)[/tex][tex]\implies \textsf{slope}\:(m)=\dfrac{y_2-y_1}{x_2-x_1}=\dfrac{1200-0}{2-0}=600[/tex]
From inspection of the graph, the y-intercept (where the line crosses the y-axis) is at (0, 0). Therefore, the equation of the line is:
y = 600x
y is defined as the distance (in miles). Therefore, to find the number of hours it takes for the jet to travel 12,000 miles, substitute y = 12000 into the found equation and solve for x:
[tex]\sf \implies 600x=12000[/tex]
[tex]\sf \implies x=\dfrac{12000}{600}[/tex]
[tex]\sf \implies x=\dfrac{120}{6}[/tex]
[tex]\implies \sf x=20[/tex]
Therefore, it takes the jet 20 hours to travel 12,000 miles.
Select all the correct graphs.
Choose the graphs that indicate equations with no solution.
Answer:
First Graph: -2x - 1 = 3(^-x)
Last Graph: 2^(-x) + 2 = 5^-x + 3
Step-by-step explanation:
For a system of equations to have a solution set, the graphs that depict them must intersect at one point.
Both graphs #1 and #5 do not intersect, hence graphs #1 and #5 are the only graphs that do not have solutions while the other graphs do.
