QUESTION 10, 11, 12 and 13, 40 POINTS FOR CORRECT AWNSER AND WILL BE BRAINLIEST PLS BE FAST!! I WILL DO ANYTHING U WANT
Answers
10. The missing conversion is 20.32 inches
11. Total number of red cars is 34
12. Total number of blue cars is 36
13. Total number of silver cars is 70
What is Ratio?Ratio is the number of times a quantity is contained more or less than another in a whole.
Analysis:
10. If 1 inch = 2.54cm
Then 8 inches = 8 x 2.54cm = 20.32 cm
First car park: Total number of cars = 60
ratio of red:blue:silver = 1:2:3
Total ratio = 1+2+3 = 6
number of red cars = 1/6 x 60 = 10
number of blue cars = 2/6 x 60 = 20 cars
number of silver cars = 3/6 x 60 = 30
second car park: Total number of cars = 80
ratio of blue: red: silver = 2:3:5
total ratio = 2+3+5 = 10
number of red cars = 3/10 x 80 = 24
number of blue cars = 2/10 x 80 = 16
number of silver cars = 5/10 x 80 = 40
11. Total number of red cars = 10+24 = 34
12. Total number of blue cars = 20+16 = 36
13. Total number of silver cars = 30+40 = 70
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Related Questions
(X-3)2 -0
Ajuda, alguém ajuda?
Answers
Answer:
(X- 3)² - 0
(X - 3 )( X - 3 )
x² + 9 - 6x
x² - 6x + 9
a = 1
b = -6
c = 9
Vincent and Aidan buy the same number of pens. Vincent buys packs of 6 pens, and Aidan buys boxes of 20 pens. What is the least number of pens each boy can have brought?
Answers
The least number of pens each boy can have brought is 60
How to determine the least number of pen?We have:
Vincent = 6 packs
Aidan = 20 boxes
Factorize 6 and 20
6 = 1 * 2 * 3
20 = 1 * 2 * 2 * 5
Multiply all factors
LCM = 1 * 2 * 2 * 3 * 5
Evaluate the product
LCM = 60
Hence, the least number of pens each boy can have brought is 60
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Describe a real-world example in which hidden variables may be an issue, taking care to identify each variable and its relationship to the others.
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A real-life example of a hidden variable would be age in research that checks the correlation between shirt sizes in grade school and reading ability.
What is a real-world example of hidden variables?In a research that checks whether student shirt sizes (independent variable) have an impact on reading ability, it is found that students with high shirt sizes are better at reading.
A hidden variable here is age. Students who are older will more likely have a higher shirt size and better reading comprehension.
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two consecutive odd integers such that 4 times the larger is 29 more than 3 times the smaller
Answers
Answer:
21
Step-by-step explanation:
a,a+2,..
4(a+2)=29+3a
4a+8=29+3a
4a-3a=29-8
a=21
Solve the equation 2x + 10 = 30.
Answers
Answer:
X=10
Step-by-step explanation:
1. Subtract 10 from both sides
2. Simplify
3. Divide both sides by the same factor
4. Simplify
URGENT: Which equation correctly uses the value of b to solve for a?
Triangle ABC is a right triangle and cos(22.6°) = [tex]\frac{b}{13}[/tex]. Solve for b and round to the nearest whole number.
OPTIONS:
1 ) tan(22.6°) = [tex]\frac{a}{13}[/tex]
2 ) tan(22.6°) = [tex]\frac{13}{a}[/tex]
3 ) tan(22.6°) = [tex]\frac{a}{12}[/tex]
4 ) tan(22.6°) = [tex]\frac{12}{a}[/tex]
Answers
Answer:
Option 1
Step-by-step explanation:
See attached image
Another one. Which term best describes the slope of the line below?
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find the range of the given function y= 8x +1, where x>2
Answers
Answer:
infinite or if where using whole numbers
y≥25
Hope This Helps!!!
The graph represents the piecewise function
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The piece-wise function is defined as follows:
[tex]f(x) = x^2, 0 \leq x < 3[/tex].[tex]f(x) = -\frac{5}{3}x + 14, 3 < x \leq 6[/tex].[tex]f(x) = \frac{3}{2}x - 5, 6 \leq x \leq 10[/tex].What is a piece-wise function?A piece-wise function is a function that has multiple definitions, depending on the input.
In this graph, for x at least 0 and less than 3, the parabolic curve passes through (0,0), (1,1), (2,4) and has an open interval at (3,9), hence the definition is:
[tex]f(x) = x^2, 0 \leq x < 3[/tex]
For x greater than 3 and at most 6, it is a line going through (3,9) and (6,4), hence:
[tex]m = \frac{9 - 4}{3 - 6} = -\frac{5}{3}[/tex]
[tex]f(x) = -\frac{5}{3}x + b[/tex]
Goes through (3,9), hence:
[tex]9 = -\frac{5}{3}(3) + b[/tex]
b = 14.
So
[tex]f(x) = -\frac{5}{3}x + 14, 3 < x \leq 6[/tex]
For x between 6 and 10, it is a line going through (6,4) and (10,10), hence:
[tex]m = \frac{10 - 4}{10 - 6} = \frac{6}{4} = \frac{3}{2}[/tex]
Then:
[tex]f(x) = \frac{3}{2}x + b[/tex]
When x = 10, f(x) = 10, hence:
[tex]10 = \frac{3}{2}(10) + b[/tex]
10 = 15 + b
b = -5.
Hence:
[tex]f(x) = \frac{3}{2}x - 5, 6 \leq x \leq 10[/tex]
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What is the value of x in the following equation?
11-2x+6x+5=32
Answers
Answer:
The value of x is 4
Step-by-step explanation:
Step 1: Simplify both sides of the equation.
11−2x+6x+5=32
11+−2x+6x+5=32
(−2x+6x)+(11+5)=32
4x+16=32
4x+16=32
Step 2: Subtract 16 from both sides.
4x+16−16=32−16
4x=16
Step 3: Divide both sides by 4.
((4x)/4) = (16/4)
x = 4
Answer:
11-2x+6x=32-5
-2x+6x=27-11
-2x+6x=16
4x÷4=16÷4
x=4
what is an equivalent expression
Answers
Answer:
1st option
Step-by-step explanation:
using the rules of logarithms
• log x + log y = log xy
• n logx ⇔[tex]x^{n}[/tex]
given
2[tex]log_{2}[/tex] 3 + [tex]log_{2}[/tex] 3
= [tex]log_{2}[/tex] 3² + [tex]log_{2}[/tex] 3
= [tex]log_{2}[/tex] 9 + [tex]log_{2}[/tex] 3
= [tex]log_{2}[/tex] (9 × 3)
= [tex]log_{2}[/tex] 27
A researcher finds that the more hours students party per week, the lower their gpas (grade point averages). she questions whether there may be other issues affecting the students' gpas that weren't taken into account, such as the number of hours spent studying, class attendance, or the number of hours worked at campus jobs. what are these additional factors called
Answers
Answer:
I believe "uncontrolled variables."
Step-by-step explanation:
Since there was no measure, nor control, of these other variables, the data may be questionable.
Solve for [x]. The polygons in each
2x-20
16
16
8
Answers
[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]
[tex]\qquad \tt \rightarrow \:x = 16 [/tex]
____________________________________
[tex] \large \tt Solution \: : [/tex]
If two polygons are similar, their corresponding sides ratios will be equal to each other.
[tex]\qquad \tt \rightarrow \: \cfrac{8}{16} = \cfrac{2x - 20}{24} [/tex]
[tex]\qquad \tt \rightarrow \: \cfrac{1}{2} = \cfrac{2x - 20}{24} [/tex]
[tex]\qquad \tt \rightarrow \: 2x - 20 = \cfrac{24}{2} [/tex]
[tex]\qquad \tt \rightarrow \: 2x = 12 + 20[/tex]
[tex]\qquad \tt \rightarrow \: 2x = 32[/tex]
[tex]\qquad \tt \rightarrow \: x = 16[/tex]
Answered by : ❝ AǫᴜᴀWɪᴢ ❞
Here is an equation: 5x - 2y = 10
Create 3 equations that result in…
1. 1 solution
2. No Solutions
3. Infinitely many solutions
You should provide three different answers and an explanation why your equations work.
Answers
Answer:
one solution from the amount of numbers
Which statement explains how you could use coordinate geometry to prove that quadrilateral ABCD is a square?
Shape ABCD is shown. Point A is at negative 3, 5. Point B is at 1, 7. Point C is at 3, 3. Point D is at negative 1, 1.
Answers
A square has 4 equal length sides and a right angle
Or two equal length diagonals which are perpendicular
Or 4 right angled corners and two adjacent sides equal
Or perpendicular diagonals with the same midpoint
Using the last one…
Gradient of AC = (5 - 3)/(-3 - 3) = 2/-6 = -1/3
Gradient of BD = (7 - 1)/(1 - -1) = 6/2 = 3
-1/3 x 3 = -1 so AC and BD are perpendicular
Midpoint of AC = ((-3 + 3)/2 , (5 + 3)/2) = (0, 4)
Midpoint of BD = ((1 + -1)/2 , (7 + 1)/2) = (0, 4)
QED
culture started with 2,000 bacteria. After 3
ours, it grew to 2,600 bacteria. Predict how
any bacteria will be present after 9 hours.
ound your answer to the nearest whole
umber.
P = Aekt
Answers
Step-by-step explanation:
2600 = 2000•e^3k
e^3k = 2600/2000
e^3k = 13/10
3k = ln(13/10)
k ≈ 0.087
P = 2000•e^0.087•9
P = 4376
whenx=2y=50 and whenx=4y=100 Which direct variation equation can be used to model this function?
Answers
The equation which is used to model this function is y = 25x.
What is equation?An equation is a mathematical expression that contains an equals symbol. Equations often contain algebra.
Given:
x=2 , y=50
x=4, y=100
As, corresponding to x =2 , y =50
For x=1 , y=25
Hence, the equation which is used to model this function is y = 25x.
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State whether the following physical quantities are scalars or vectors: a. Pressure. b. Electric current. c. Conductivity. d. Electric conductance. e. Frequency. f. Heat capacity. g. Impedance. h. Power. i. Torque. j. Latent heat
This is further maths questions
Answers
[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]
[tex]\qquad \tt \large Scaler : [/tex]
Pressure Electric current Conductivity Electric Conductance Frequency Heat capacity PowerLatent heat[tex]\qquad \tt \large Vector : [/tex]
ImpedanceTorque____________________________________
[tex] \large \tt Explanation \: : [/tex]
[tex] \textsf{Scaler quantity : } [/tex]
Those quantities that can be expressed simply by its magnitude [numeric value and unit] are known as Scaler quantities.
Operations on Scaler quantities can be done by simple algebraic rules.
Eg. Pressure, Electric current, Conductivity, Electric Conductance, frequency, heat capacity, power, latent heat, etc
[tex] \textsf{Vector quantity } [/tex]
Those quantities that need magnitude and direction to define express itself and follows Vector law of addition are known as Vector quantities.
Vector algebra is used for operations on vector quantities.
Eg. Impedance, Torque, etc
Answered by : ❝ AǫᴜᴀWɪᴢ ❞
Which of the following is not a good conductor of heat?
Answers
Help question is in the pic
Answers
Step-by-Step Solution:
=> f(x) = 5x - 1
=> g(x) = 2x^2 + 1
=> Find value of (f * g)(-3)
First Substitute x as -3 in f(x) and g(x) :-
f(x) = 5x - 1
f(-3) = 5(-3) - 1
f(-3) = -15 - 1
=> f(-3) = -16
g(x) = 2x^2 + 1
g(-3) = 2(-3^2) + 1
g(-3) = 2(9) + 1
g(-3) = 18 + 1
=> g(-3) = 19
Now Multiply f(-3) with g(-3) :-
= f(-3) * g(-3)
= -16 * 19
=> -304
Therefore, (f * g)(-3) = -304
The triangle inequality theorem states the sum of the lengths of any two sides of a triangle is _____ the length of the third side.
Answers
Answer:
see explanation
Step-by-step explanation:
the sum of the lengths of any two sides of a triangle is greater than the length of the third side.
if the sides are a, b, c , then the following must be true
a + b > c
a + c < b
b + c > a
for the 3 sides to form a triangle
Please help!!!! ASAP!!!!!!!!!!
Answers
Answer:
[tex]\sqrt[]{4+\frac{1}{25}y }[/tex]
Step-by-step explanation:
Transform - y-25^2=-100
divide
simplify
x plus-minus [tex]\sqrt[]{4+\frac{1}{25}y }[/tex]
x=y²-1
2x - y = 4
Which of the following equations could be the result of using substitution to solve the system?
2y²-y-5=0
2y2-y-6=0
2y2-2y-5=0
Answers
Answer:
B) 2y² - y - 6 = 0
Given following:
x = y² - 1 ___equation 12x - y = 4 ___equation 2Insert equation 1 into 2:
2(y² - 1) - y = 42y² - 2 - y = 42y² - y - 2 - 4 = 02y² - y - 6 = 0Put in second
2x-y=42(y²-1)-y=42y²-2-y=42y²-y-6=0I need this due by tonight what is 45+x=75
Answers
Answer:30
Step-by-step explanation: jus subtract total number by 45 to c what u missin
Given: [tex]\textsf{45 + x = 75}[/tex]
Need: [tex]\textsf{The value of the unknown x}[/tex]
Solution: In order to solve for the unknown we must subtract 45 from both sides which would isolate x and given us the value.
Subtract 45 from both sides
[tex]\textsf{45 - 45 + x = 75 - 45}[/tex][tex]\textsf{x = 75 - 45}[/tex][tex]\textsf{x = 30}[/tex]After simplifying the expression we were able to determine that x is equal to 30.
Please help i dont get this at all so please i will highly appreciate it .Thank youuu!!!
Answers
Answer:
D
Step-by-step explanation:
definitely
What is the value of x?
(See attached image for details.)
Enter your answer in the box.
x =
Answers
Answer:
x = 8°
y = 6°
Step-by-step explanation:
Hello!
All 3 sides of the triangle are equal, indicating that it is an equilateral triangle. The rules of this particular triangle say that all angles are equal to 60°.
We can solve for x by setting the equation 7x+4 to 60.
Solve for x7x + 4° = 60°7x° = 56°x = 8°The value of x is 8°.
We can go ahead and solve for y by setting that equation to 60°.
Solve for y8y + 12° = 60°8y = 48°y = 6°The value of y is 6°.
Which expression is equivalent to
( 4^(1/3) × 4^(2/6) ) ^(3/4)
( ---------÷------------ )
( 4^(5/6) )
*All the numbers in the division problem are in parenthesis with the ^(3/4) on the outside.*
A: (1/4)^(3/66)
B: (1/4)^(-3/66)
C:(1/4)^(-1/11)
D: (1/4)^(1/11)
Answers
The simplified form of the expression is [tex]4^{-1/3}[/tex]
Indices and exponentsGiven the indices expression as shown;
[tex]\frac{(4^{1/3}\times 4^{2/6} )^{3/4}}{4^{5/6}}[/tex]
Applying the product and quotient law of indices
[tex]\frac{(4^{1/3+1/3})^{3/4}}{4^{5/6}}\\\frac{(4^{2/3})^{3/4}}{4^{5/6}}\\\frac{4^{1/2}}{4^{5/6}}\\[/tex]
Take the difference in the power to have:
4^(1/2 - 5/6)
4^(-2/6)
[tex]4^{-1/3}[/tex]
Hence the simplified form of the expression is [tex]4^{-1/3}[/tex]
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The area of a rectangle is 20 square meters. The length of the rectangle is (x-3) meters and the
width of the rectangle is (x - 2) meters. Find the length and the width of the rectangle.
With steps and explanation please.
Answers
Answer:
length = 4 cm
Width = 5 cm
Step-by-step explanation:
Area of rectangle:Area of rectangle = length * width
length = (x - 3) meters
Width = (x - 2) meter
Area = 20 square meters
(x - 3)*(x - 2) = 20
Use FOIL method.
x*x + (x)(-2) + (-3)*x + (-3)*(-2) = 20
x² -2x - 3x + 6 =20
Combine like terms
x² - 5x + 6 = 20
Now subtract 20 from both side
x² - 5x + 6 - 20 = 0
x² - 5x - 14 = 0
Factorize the equation and find the roots
Sum = -5
Product = -14
Factors = (-7) , 2
When we add (-7) + 2 = -5 and when we multiply (-7)*2 = -14
x² + 2x - 7x - 14 = 0
x(x + 2) -7(x + 2) = 0
(x + 2)(x - 7) = 0
x - 7 = 0 {Ignore (x + 2 = 0) as measurements wont't be in negative}
x = 7
length = x - 3
= 7 - 3
[tex]\sf \boxed{\bf length = 4 \ cm}[/tex]
width = x - 2
= 7 - 2
[tex]\sf \boxed{\bf width = 5 \ cm }[/tex]
a. What type of triangle is Triangle ABC?
b. Give reasons for your answer
Answers
Since two of the angles are equal, hence the triangle ABC is isosceles triangle
What is a triangle?A triangle is a 2D shape that has 3 sides and angles
From the given triangle
<CAB = 50 (alternate angle) and;
<ACB = 180 - (50 + 80)
<ACB = 180 -130
<ACB = 50 degrees
Since two of the angles are equal, hence the triangle ABC is isosceles triangle
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Consider the following graph.
Which statement best describes Cheryl's commute?
A. Cheryl accelerated to 65 mph, made a stop for 5.5 minutes, and then decelerated to 45 mph.
B. Cheryl accelerated to 65 mph, drove at a constant speed for 5.5 minutes, and the decelerated to 45 mph.
C. Cheryl drove at a speed of 65 mph for 1 minute, drove at a constant speed for 5.5 minutes, and then drove at a speed of 45 mph for 2.5 minutes.
D. Cheryl drove at a speed of 65 mph for 1 minute, made a stop for 5.5 minutes, and then drove at a speed of 45 mph for 2.5 minutes
Answers
Cheryl drove at a speed of 65 mph for 1 minute, drove at a constant speed for 5.5 minutes, and then drove at a speed of 45 mph for 2.5 minutes.Option C is correct.
What is a graph?A diagram depicting the relationship between two or more variables, each measured along with one of a pair of axes at right angles.
Cheryl traveled at a steady pace for 5.5 minutes, then 45 mph for 2.5 minutes after traveling at 65 mph for a minute.
Statement C best describes Cheryl's commute.
Hence option C is correct.
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