number 6 please help

The exact value of the letter D is three and three-tenths.

A number line is a one-dimensional horizontal line where we can represent any real number. The origin of the number line is represented by zero left to it are all negative real numbers and right to it are all positive real numbers.

By observing the number line there are 10 subsections between two integers.

The letter D is in between two integers 3 and 4 so it can be from 3.1 to 3.9.

In between those ten subsections, the letter D is in the third subsection.

Therefore it is Three and three-tenths.

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The relation that is a function is

{(1, 2), (2, 3), (3, 4), (4, 5)}

Option A is the correct answer.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

A function can have different inputs but the same output.

i.e many to one.

But a function can not same input and different output.

i.e one to many.

Now,

{(1, 2), (2, 3), (3, 4), (4, 5)}

This is a function because each input has a different output.

This is a one-to-one function.

{(1, 2), (3, 4), (5, 6), (1, 8)}​

This is not a function because 1 has different outputs 2 and 8.

{(1, 2), (2, 1), (1, 3), (3, 1)}

This is not a function because 1 has different outputs 2 and 3.

{(0, 2), (0, 4), (0, 6), (0, 8)

This is not a function because 0 has different outputs 2, 4, 6, and 8.

Thus,

{(1, 2), (2, 3), (3, 4), (4, 5)} is a function.

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The required perimeter of the polygon is 92 cm.

Polygon is defined as a geometric shape that is composed of 3 or more sides these sides are equal in length, and an equal measure of angle at the vertex,

Examples of polygons, equilateral triangles, squares, pentagons etc

here,
∠B ≅ ∠C

tangent drawn from D = tangent drawn from B
tangent drawn from D = 11.5 cm

The perimeter of the polygon is given = as the sum of a tangent from all points
= 11.5 + 11.5 + 11.5 + 11.5 + 10.5 + 10.5 + 12.5 + 12.5
= 92 cm

Thus, the required perimeter of the polygon is 92 cm.

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Answer:

12,34

Step-by-step explanation:

For 'a'

8x=(2x+72) [vertically opposite angle]

8x-2x=72

6x=72

x=72/6

x=12

For 'b'

4x+20+x-10=180° [ being straight angle ]

4x+x+20-10=180°

5x+10=180°

5x=180-10

x=170/5

x=34

Answer:

3 ⁴√-1

Step-by-step explanation:

Simplify the radical by breaking the radicand up into a product of known factors, assuming positive real numbers.

The recursive formula for this geometric sequence is , an = a(n-1) * 64, where a(n-1) is the previous term of the sequence.

What is geometric ?

A geometric sequence is a sequence of numbers such that the quotient between any two consecutive terms is always the same, this common ratio is denoted by "r" and the first term of the sequence is denoted by "a1". A geometric sequence can be represented by the following formula

a_n = a_1 * r^(n-1)

Given a5=768 and a2=12, we can find the value of the common ratio (r) by dividing the two terms:

r = a5 / a2 = 768 / 12 = 64

To find the 8th term of the geometric sequence, we can use the formula:

an = a1 * r^(n-1)

where a1 is the first term, r is the common ratio, and n is the position of the term.

Given the 8th term, we can substitute the values

a8 = a1 * r^(8-1) = a1 * 64^7 = a1 * 64^7

To find the recursive formula, we can use the formula:

an = a(n-1) * r, where a(n-1) is the previous term of the sequence

So the recursive formula for this geometric sequence is , an = a(n-1) * 64, where a(n-1) is the previous term of the sequence.

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A geometric sequence is a set of numbers where any two consecutive terms' quotients are always the same. The first term in the series is indicated by the letter "a1," and the common ratio is indicated by the letter "r". The following formula can be used to describe a geometric sequence.

Given a5=768 and a2=12, we can find the value of the common ratio (r) by dividing the two terms:

r = a5 / a2 = 768 / 12 = 64

To find the 8th term of the geometric sequence, we can use the formula:

an = a1 * r^(n-1)

where a1 is the first term, r is the common ratio, and n is the position of the term.

Given the 8th term, we can substitute the values

a8 = a1 * r^(8-1) = a1 * 64^7 = a1 * 64^7

Answer: 154.53

Step-by-step explanation:

sin x° = 0.43

t = arcsin (0.43) = 25.47

x= 18 - t= 18 - 25.47 = 154.53

The slope of the line is -10, and the y-intercept is 1.

Linear equations can be written in the form y=mx+b, where:y is a y coordinate on the line m is the slope of the line.A linear equation is an equation in which the highest power of the variable is always 1. It is also known as a one-degree equation. The standard form of a linear equation in one variable is of the form Ax + B = 0. Here, x is a variable, A is a coefficient and B is constant. The standard form of a linear equation in two variables is of the form Ax + By = C. Here, x and y are variables, A and B are coefficients and C is a constant.

x is the x coordinate on the line that corresponds with the y coordinate in the equation,b is the y-intercept of the line

So for the equation y=-10x+1:

comparing the above equation with  y=mx+b we get,

m=-10 and b=1 so the slope of the line is -10, and the y-intercept is 1.

Thus, The slope of the line is -10, and the y-intercept is 1.

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Yes, it is possible to draw a triangle.

This will be done by the property: the sum of two sides of a triangle should be more than the third side.

(9cm + 12cm) =15cm

21cm = 15cm

LHS>RHS

A triangle is possible.

A triangle is a polygon with three edges and 3 vertices. The terminology for categorizing triangles is more than two thousand years vintage, having been defined on the first actual page of Euclid's elements.

In Euclidean geometry, any three factors, while non-collinear, decide a completely unique triangle and simultaneously, a unique plane (i.e. a -dimensional Euclidean space). In different words, there's best one plane that consists of that triangle, and every triangle is contained in some plane. If the entire geometry is only the Euclidean plane, there is the best one plane and all triangles are contained in it; however, in higher-dimensional Euclidean spaces, this is not real. this text is ready triangles in Euclidean geometry, and in particular, the Euclidean plane, except wherein otherwise stated.

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The scale factor in the dilation can be found by comparing the coordinates of the original image (A) and the new image (B). The coordinates of A and B must be provided in order to determine the scale factor.

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So, the value of k that makes 1/2 a root of the equation x^2 - kx - 5 = 0 is 11.

A root of an equation is a value that satisfies the equation when it is set equal to zero. In other words, a root of an equation is a solution to the equation of the form x = constant.

The equation x^2 - kx - 5 = 0 is a quadratic equation, which can be factored into (x - r1)(x - r2) = 0 where r1 and r2 are the roots of the equation.

In this case, we can use the fact that 1/2 is a root of the equation x^2 - kx - 5 = 0

We can use the factored form of the equation and substitute x = 1/2

(x-1/2) (x-r2) = 0

Then, we can set each factor equal to zero and solve for r1 and r2:

x - 1/2 = 0 and x - r2 = 0

x = 1/2 and x = r2

We can use the quadratic formula to find the value of r2:

x = (-b ± √(b^2 -4ac) ) / 2a

We can substitute the values in the equation x^2 - kx - 5 = 0

x = (-(-k) ± √((-k)^2 - 41(-5)) ) / 2*1

x = (k ± √(k^2 + 20) ) / 2

x = (k ± √(k^2 + 20) ) / 2

r2 = (k + √(k^2 + 20) ) / 2

Now we have two values of x that satisfies the equation x^2 - kx - 5 = 0

x = 1/2 and x = (k + √(k^2 + 20) ) / 2

We can use the first value x = 1/2 and substitute it back into the original equation:

(1/2)^2 - k(1/2) - 5 = 0

1/4 - k/2 - 5 = 0

k/2 = 6 - 1/4

k = 12 - 1

k = 11

Therefore, the value of k that makes 1/2 a root of the equation x^2 - kx - 5 = 0 is 11.

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Solving the system of equations:

x + y = 45

y = 2x

We can see that he made a total of 30 hot dogs and 15 hamburgers.

We can define the variables:

We know that he cooked a total of 45 dishes, then we can write the equation

x + y = 45

And he cooked twice as many hot dogs as hamburgers, then we can write:

y = 2x

Then we can write a system of equations at:

x + y = 45

y = 2x

We can replace the second equation into the first one, then we have:

x + (2x) = 45

3x = 45

x = 45/3

x = 15

And the solution of y is:

y = 2x

y = 2*15 = 30

The solution of the system is:

x = 15

y = 30

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The length of the rectangle side x is equal to 35.33 cm approximately to 2 decimal place using the trigonometric ratio of tangent.

The trigonometric ratios involves the relationship of an angle of a right-angled triangle to ratios of two side lengths. Basic trigonometric ratios includes; sine cosine and tangent.

We shall represent the intercept of the diagonal lines in the rectangle with O so that we consider the right triangle ∆AOx, then we solve for the length of Ax and multiply the result by 2 to derive the value of x as follows:

angle 54 and m∠AOD are supplementary so;

m∠AOx = (180 - 54)/2 {m∠AOD/2}

m∠AOx = 63°

tan 63° = (x/2) ÷ 9

tan 63° = x/2 × 1/9 {change division to multiplication}

tan 63° = x/18

x = 18 × tan 63° {cross multiplication}

x = 35.3270

Therefore, 35.33 cm approximately to 2 decimal place is the length of the rectangle side x using the trigonometric ratio of tangent.

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Answer:

a. A + C < B + C

Step-by-step explanation:

when we know that A < B, then adding the same amount to both sides did not change the relationship between both sides.

this is like having a balance with 2 cups. one side is heavier than the other, so the heavier cup is down.

if we add the same weight to both cups, the situation will not change.

that is why a. is the right answer.

b. would only be right, if C is negative.

for positive C the same argument as for A applies. a smaller amount (or weight) stays smaller also after multiplying both sides by the same number.

but because this option would only be right for a subset of the possible values, this is not true in general.

c.

this is not true at all.

if we multiply the expression by -1, then the inequality sign has to flip. < becomes >, > becomes <.

which did not happen here.

The correct way to write greater than or equal to 6 is A ≥6 where it tells that A having greater than or equal to value than 6.

In mathematics,

→The greater than symbol (>) is used to indicate that one value is larger than another. For example, if we say "A > B," this means that the value of A is greater than the value of B.

→The less than symbol (<) is the opposite, it indicates that one value is smaller than another. For example, if we say "A < B," this means that the value of A is less than the value of B.

→The greater than or equal to symbol (≥) indicate that one value is larger than or equal to another. For example, if we say "A ≥ B," this means that the value of A is greater than or equal to the value of B.

→The less than or equal to symbol (≤) indicate that one value is smaller than or equal to another. For example, if we say "A ≤ B," this means that the value of A is less than or equal to the value of B.

These symbols are commonly used in mathematical expressions, equations, and inequalities.

To write "greater than or equal to 6" in mathematical notation, you would use the greater than or equal to symbol (≥) followed by the letter 6. For example:

A ≥6

This means that A having greater than or equal to 6.

Therefore, the correct way to write greater than or equal to 6 is A ≥6 where it tells that A having greater than or equal to value than 6.

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The rate he would he earn for 9 h will be 83.25

Your pay for each hour of labor is expressed as an hourly rate. You might need to estimate your income for other applications or change your own budget after comparing the hourly and salaried pay rates.

The sum of money charged, received, or earned for each hour of work: Instead of paying for the things the advisers try to sell you, you pay a set or hourly charge for their time.

Noah earns 37 for 4 hr of babysitting.

so if you divide 37 by 4 you get the rate per hour

which is 9.25 so if you multiply 9 times 9.25

The rate he would earn for 9 h will be

you would get 83.25.

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The two adjacent columns that show an interval with an average rate of change of -0.3 are column 7ᵗʰ and 8ᵗʰ.

We have a function used by an architect is designing a water fountain for a park. The function is defined as h(x) = - x²/20 + x + 15

where h(x) --> height of the water jet, in feet,

Also , the average rate of change = - 0.3

Average rate of change is used to measure the change in value of function per unit, on average over an interval. It is derived from the slope line which is formed bu joining the end points of graph. Formula is represented as

A(x) = {F(b) - F(a)}/(b - a)

where b and a are end points of interval.

In this case, this formula is used as

A(x) = {H(x₂) - H(x₁)}/(x₂ - x₁ )

=> -0.3 = {H(x₂) - H(x₁)}/(x₂ - x₁ )

As we see in above figure the difference between the any two values of x is equals to 2 i.e., the final value - initial value = 2 in an interval.

So, x₂ - x₁ = 2

=> -0.3 = {H(x₂) - H(x₁)}/2

=> -0.3× 2 = H(x₂) - H(x₁)

=> -0.6 = H(x₂) - H(x₁)

=> H(x₂) = H(x₁) - 0.6

so, the columns which follows this relationship are the following

distance , x 12 14

Height of jet , h(x) 19.8 19.2

Hence, the required relationship is H(x₂) = H(x₁) - 0.6.

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Complete question:

An architect is designing a water fountain for a park. She uses the given function to model the water jets flowing from the fountain's nozzles,

where h(x) gives the height of the water jet, in feet, x feet from its starting point. select two adjacent columns that show an interval with an average rate of change of -0.3

Answer:

See the image attached.

Step-by-step explanation:

x    y

0    -1

1     -2

Answer:

36-12s=y

s=3

thats with it all the way simplified

Answer: The answer Is 9f

Step-by-step explanation:

First convert the distance she ran from a mixed number to a improper fraction:

• 4-1/2 equals 9/2.

Since this a unit rate problem divide the km by the time traveled.

• 9/2 (km) ÷ 3/4 (hour). When you divide a number by a fraction use (Keep-Change-Flip).

• 9/2 × 4/3 = 36/6 miles/hour.

That's means 36/6 = 18/3 = 6 km/ hour.

The cross product of A & B (A × B) is |A| |B| Sin θ, where θ is the angle between A and B.

The vector product or cross product of two vectors, A and B, is denoted by A × B, and its resultant vector is perpendicular to the vectors A and B.

The cross product is mostly used to determine the vector, which is perpendicular to the plane surface spanned by two vectors, whereas the dot product is used to find the angle between two vectors or the length of the vector.

The cross product of two vectors, say A × B, is equal to another vector at right angles to both, and it happens in the three dimensions.

If θ is the angle between the given two vectors A and B, then the formula for the cross product of vectors is given by:

|A| |B| Sin θ

--The given question is incorrect; the correct question is

"What is the cross product of A & B?"--

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x2a2y2b2=1 x 2 a 2 y 2 b 2 = 1 is the conventional form of a hyperbola equation with the origin as the center and the vertices (a,0) (a, 0) and co-vertices (0b), (0b).

The Complete Question is  hyperbola equation.

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The first step in determining whether a linear system is inconsistent is to identify whether the lines are parallel. Check to see if the lines have a y-intercept in common, if so.

This result establishes an inconsistent system due to the fact that two parallel lines with distinct y-intercepts will never intersect.

If there is at least one solution to a linear equations system, it is said to be a consistent system. The system is regarded as inconsistent if there is no solution.

When the lines are parallel to one another, a system of linear equations cannot become inconsistent in any other way. The slope of parallel lines is the same. Therefore, comparing the slopes is a good way to ascertain whether the system is inconsistent. The comparison is simple if the linear equations are written in the point-slope or slope-intercept form. In order to determine the coefficient of x and compare slopes, it is a good idea to solve for y on all equations that are in a different form and express them in the slope-intercept form. The equation system is inconsistent if the slopes are equal to one another.

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A 30-60-90 triangle has one right angle, with the other two angles measuring 30 and 60 degrees. The shortest side is half as long as the hypotenuse, while the middle side is equal to the shortest side multiplied by the square root of 3. The area can be found using (1/2) x base x height, with the perimeter equal to the sum of all three sides.

A triangle is a polygon with three edges and 3 vertices. The terminology for categorizing triangles is more than two thousand years vintage, having been defined on the first actual page of Euclid's elements.

In Euclidean geometry, any three factors, while non-collinear, decide a completely unique triangle and simultaneously, a unique plane (i.e. a -dimensional Euclidean space). In different words, there's best one plane that consists of that triangle, and every triangle is contained in some plane. If the entire geometry is only the Euclidean plane, there is the best one plane and all triangles are contained in it; however, in higher-dimensional Euclidean spaces, this is not real. this text is ready triangles in Euclidean geometry, and in particular, the Euclidean plane, except wherein otherwise stated.

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The forces acting on a horizontally moving ball in the air are gravity or the force of its own weight, and the force that displaces the ball in the horizontal direction.

Force is an external agent that acts on a body to cause it to move or stop. There are various types of forces, such as magnetic forces, nuclear forces, frictional forces, and so on.

The product of a moving body's mass and acceleration yields force, which is derived from Newton's second law of motion. As a result, as the mass of the object increases, the force required to change its state increases.

The forces acting on a moving ball horizontally are the normal force that displaces it in that direction and the downward force of gravitation equal to its weight. Air resistance acting on the ball can also be considered.

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A 45-degree triangle is called a right-angle triangle.

A 45-degree angle is exactly half of a 90-degree angle formed between two rays.

It is equal to half of a straight angle or a 90-degree angle. An angle bisector of a 90-degree angle creates two equal 45-degree angles. The 45-degree angle can be found in many everyday objects, such as scissors, doors, and windows. It is also known as the angle created by a square's diagonal and its sides.

It is an acute angle and two angles measuring 45 degrees form a right angle or a 90-degree angle. We know that an angle is formed when two rays meet at a vertex.

Thus, A 45-degree triangle is called a right-angle triangle.

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The required white effective interest rate is 0.71% more than his nominal interest rate.

Compound interest is the interest on deposits computed on both the initial principal and the interest earned over time.

Here,

White Effective interest R,
[tex]R=(1+i/m)^m)-1\\R=(1+0.1362/4)^4)-1\\R =0.1433*100=[/tex]
R = 14.33 percent

So

Difference in interest = 14.33%-13.62%
                                    =0.71%

Thus, the required white effective interest rate is 0.71% more than his nominal interest rate.

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The number of students who prefer summer is equal to 60 students.

In order to determine the number of students who prefer summer, we would multiply the total number of students in Bowling Green middle school by the number of students in Aiko’s class who prefer summer to spring.

Mathematically, an expression which models the number of students who prefer summer is given by;

Number of students who prefer summer = 6/10 × 600

Number of students who prefer summer = 0.6 × 600

Number of students who prefer summer = 60 students.

Based on these results, we can logically conclude that 60 students in Aiko’s class who prefer summer to spring.

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Complete Question:

Bowling Green middle school has 600 students. in Aiko’s class, 6 out of 10 students prefer summer to spring. Based on these results, how many students prefer summer?