Earth travels about 10^9 kilometers in its year-long orbit around the sun. About how far does it travel in 100 years?

the answer is A

 see attached picture:

To determine the number which, when divided into 1/16 groups, gives 15/16, we should multiply 15/16 by 16. Therefore, 15/16 is 1 sixteenth of a group of 15.

The question is essentially asking for a number which, when divided into 1/16 groups, would give 15/16.To find 1 sixteenth of a number, divide the number by 16. In this case, we want to find 1 sixteenth of what number is equal to 15/16. So, 15/16 is equal to 1/16 of what number. To find this number, we can simply invert the operation. Instead of dividing by 1/16, we should multiply 15/16 by 16. This gives us:

15/16 * 16 = 15.

Therefore, 15/16 is 1 sixteenth of 15.

https://brainly.com/question/29354258

#SPJ11

Answer:8

Step-by-step explanation:

When markups are based on the selling price, the selling price is seen as 100% since markup is a percentage of the selling price. The cost and markup together make up 100% of the selling price.

When markups are based on the selling price, the selling price can be seen as 100%.

This is because the markup is calculated as a percentage of the selling price rather than the cost of the item.

Assuming that the entire selling price is 100%, the markup portion and the cost portion together make up this 100%.

The cost and markup are represented as percentages of the selling price, so if you know the cost and markup percentages, you can calculate the selling price.

https://brainly.com/question/34159861

#SPJ6

Marys need a total of 23/2 yard of fabric for his all windows.

Arithmetic operators are four basic mathematical operations in which summation, subtraction, division, and multiplication involve.,

Summation = addition of two or more numbers or variable

For example = 2 + 8 + 9

Subtraction = Minus of any two or more numbers with each other called subtraction.

For example = 4 - 8

Division = divide any two numbers or variable called division.

For example 4/8

Multiplication = to multiply any two or more numbers or variables called multiplication.

For example 5 × 7.

Given,

Fabric required in 1 larger window = 3 3/4

⇒  [(4×3)+3] /4 = 15/4

Fabric required in 1 smaller window = 1 1/3

⇒ (3+1)/3 = 4/3

Now,

Mary has 2 larger windows and 3 smaller

So,

Total fabric = 2 Larger + 3 smaller

Total fabric = 2(15/4) + 3(4/3)

Total fabric = 15/2 + 4

Total fabric = 23/2

Hence "Marys need a total of 23/2 yard of fabric for his all windows".

To learn more about the arithmetic operators,

brainly.com/question/25834626

#SPJ2

Answer:

b) ∠4 and ∠3

c) ∠4 and ∠5

e) ∠3 and ∠6

Step-by-step explanation:

Supplementary angles: If the two angles are supplementary, then the angles add upto 180 degrees.

We need to find which pairs add upto 180 degrees.

From the given figure, ∠4 + ∠3 = 180°

ii) ∠5 + ∠6 = 180°

iii) ∠4 + ∠5 = 180°

iv) ∠3 + ∠6 = 180°

v) ∠7 + ∠8 = 180°

So, the following pairs are supplementary.

b) ∠4 and ∠3

c) ∠4 and ∠5

e) ∠3 and ∠6

Answer:

Each classroom will  receive 2 pounds and 14 ounces of candy .

Step-by-step explanation:

Given that  

Purchased candy= 8 pounds and 10 ounces

First we convert pound into ounces

1 Pound=16 ounces

8 pound = [tex]16\times 8[/tex]

8 pounds= 128 ounces

Now, purchased candy in ounces= 128+10=138 ounces

If we want  to distribute  purchased candy into three calssroom equally

Therefore, we divide purchased candy by 3

Each classroom receive candy= [tex]\frac{138}{3}[/tex]

Each classroom receive candy=46 ounces

Each classroom receive candy in pounds

16 ounces=1 pound

1 ounces=[tex]\frac{1}{16}[/tex] pounds

46 ounces=2 pounds and 14 ounces

Each classroom receive candy=2 pounds and 14 ounces

The answer to the question would be, All whole numbers from 0 to 10

If the graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses, the domain of the graph is given as [0, 10).

From the graph given, we are to find the domain of the graph. From the graph, we can see that;

We are to find the domain of the given graph. The domain of the graph is the input values for which the graph exists.

The domain of the graph is the values along the x-axis of the graph. Hence the domain of the graph is given as [0, 10).

Learn more here: https://brainly.com/question/17291156

Answer:

Next numbers: 3430, 24010

Step-by-step explanation:

AS you can see you just need to discover the pattern by dividing the subsequent numbers by the direct number before that:

490/70=7

70/10=7

So both numbers indicate the patter on multiply by 7.

So to calculate the next number we first have to multiply 490*7= 3430

Now we just have to multiply the 3430 by 7 and that would be 24010.

So the next numbers would be 3430 and 24010,

Answer:

She sent 8 more postcards last week.

Step-by-step explanation:

Consider the provided information.

Megan sent 12 postcards last week. This week she sent 4 postcards.

We need to find How many more postcards did she sent last week?

To find this simply subtract the numbers as shown:

12-4 = 8

Hence, she sent 8 more postcards last week.

The volume of the cube can't equal 15cm ³ because 15 has no cube roots, the volume of the cube equals 15 cm squared.

The volume of a cube is equal to the product of the length, width, and height of a cube.

The volume of a cube is given by the formula as

The volume of a cube =  length × breadth× height

The cube root of a number is the component that we multiply by itself three times to produce that number.

The cube root is denoted by the'∛ ' symbol.

Example: ∛216 = ∛(6 × 6 × 6) = 6.

Here the length of each edge of a cube is x centimeters.

If we write the cube of a number

1³ = 1

2³ = 8

3³ = 27

Now we have a volume of 15 that contains no cube root.

A cube root is also contained in the volume of the cube.

Learn more about the cubes here:

brainly.com/question/15420947

#SPJ2

Final answer:

The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval. In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).

Explanation:

The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval.

In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).

For example, if the function is f(x) = 2x + 3, then the average rate of change on the interval [50, 70] would be (f(70) - f(50)) / (70 - 50) = (2(70) + 3) - (2(50) + 3) / 20 = (143 - 103) / 20 = 40 / 20 = 2.

Answer:

-4/5

Step-by-step explanation:

plug into equation: sin squared + cos squared = 1 and solve

negative bc cos negative in quad III

Final answer:

After three days, starting with 9-2x widgets, producing 2x+1 widgets daily, and destroying 3-x widgets daily, the student is left with 3 + 7x widgets, in terms of x.

Explanation:

Let's find out how many widgets are left after three days, starting with 9-2x widgets, producing 2x+1 widgets daily, and destroying 3-x widgets daily.

To calculate the total number of widgets after one day, we add the produced widgets (2x+1) and subtract the destroyed widgets (3-x) from the initial amount (9-2x):

At end of day 1: (9-2x) + (2x+1) - (3-x) = 9 - 2x + 2x + 1 - 3 + x = 7 + x

Repeat this process for two more days:

At end of day 2: (7+x) + (2x+1) - (3-x) = 7 + x + 2x + 1 - 3 + x = 5 + 4x

At end of day 3: (5+4x) + (2x+1) - (3-x) = 5 + 4x + 2x + 1 - 3 + x = 3 + 7x

Therefore, after three days, you are left with 3 + 7x widgets, in terms of x.

The student initially has 9-2x widgets, and each day there's a net change of 3x-2 widgets. After three days, the student is left with 7x+3 widgets.

The student starts with 9-2x widgets. Each day, they produce 2x+1 widgets and destroy 3-x widgets. To find out how many widgets the student is left with after three days, we need to account for the daily production and the daily destruction of widgets and sum them up over the three days.

Let's calculate the daily net change in widgets. The number of widgets produced each day is 2x+1, and the number destroyed is 3-x, so the net change in widgets each day is:

(2x+1) - (3-x) = 2x + 1 - 3 + x = 3x - 2

Now, let's multiply this daily net change by three days:

3 days × (3x - 2) = 9x - 6

Finally, let's add this to the initial number of widgets to find the total:

(9-2x) + (9x - 6) = 9 - 2x + 9x - 6 = 7x + 3

Therefore, after three days, the student is left with 7x + 3 widgets in terms of x.

Final answer:

To determine if a proportion is true, we must verify that the cross-products of the ratios are equal. Only two of the given proportions, 16/36 = 12/27 and 15/20 = 24/32, are true when applying this method.

Explanation:

To determine if a proportion is true, we check whether the cross-products are equal. In other words, for a proportion in the form a/b = c/d, if a * d equals b * c, the proportion is true.

Let's apply this to the provided proportions:

12/15 = 47/50 is not true because 12*50 does not equal 15*47.

16/36 = 12/27 is true because 16*27 equals 36*12.

15/20 = 24/32 is true because 15*32 equals 20*24.

4/16 = 2/14 is not true because 4*14 does not equal 16*2.

Proportions can be a useful tool in many areas of mathematics, such as solving for unknown variables and comparing relative frequencies. Remember, if you encounter large numbers or fractions, simplifying before checking the cross-product can often make the process easier.

Answer:

he missed 5 targets. -75 ÷ -15

Answer:

[tex]\frac{-5}{8} [/tex]

Step-by-step explanation:

Given :  Height of an ice sculpture changes by negative 5 over 32 meters every hour.

To Find: what will be the change in height after 4 hours?

Solution:

Height changes in 1 hour by [tex]\frac{-5}{32}[/tex]

So, the change in height after 4 hours = [tex]\frac{-5}{32} \times 4[/tex]

                                                               = [tex]\frac{-5}{8} [/tex]

Hence,the change in height after 4 hours will be [tex]\frac{-5}{8} [/tex]

The derivative of [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex]  is [tex]\( f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \)[/tex].

To find the derivative of the function [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex] , we can use the quotient rule. The quotient rule states that if you have a function [tex]\( g(x) = \frac{u(x)}{v(x)} \)[/tex] , then the derivative [tex]\( g'(x) \)[/tex] is given by:

[tex]\[ g'(x) = \frac{u'(x)v(x) - u(x)v'(x)}{[v(x)]^2} \][/tex]

In this case, let u(x) = 7x  and v(x) = 3 +[tex]x^2[/tex] . Now, find the derivatives u'(x)  and  v'(x):

u'(x) = 7

v'(x) = 2x

Now, apply the quotient rule:

[tex]\[ f'(x) = \frac{(7)(3 + x^2) - (7x)(2x)}{(3 + x^2)^2} \][/tex]

Simplify the expression:

[tex]\[ f'(x) = \frac{21 + 7x^2 - 14x^2}{(3 + x^2)^2} \][/tex]

Combine like terms:

[tex]\[ f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \][/tex]

So, the derivative of [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex]  is [tex]\( f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \)[/tex].

Complete Question: What is the derivation of (7x)/(3+[tex]x^2[/tex]).

To determine the height of the bouncing ball at the fourth peak, we recognize a geometric sequence, where each peak's height is two-thirds of the previous peak. Applying this pattern, the height of the fourth peak is found to be 8 feet.

A sequence can be used to determine the height of a bouncing ball when it reaches its fourth peak. You can observe that the heights of the ball at each peak form a sequence, which in this case appears to be decreasing. By analyzing the pattern in the sequence, you can predict the height of the ball at its fourth peak.

A bouncing ball reaches various heights at different peaks which suggests a pattern. To determine the height of the fourth peak, we look at the sequence formed by the heights of the previous peaks. Noticing the pattern, each peak's height is [tex]\frac{2}{3}[/tex] of the previous one.

First peak: 27 feet
Second peak: 18 feet( [tex]27*\frac{2}{3}[/tex])
Third peak: 12 feet ([tex]18*\frac{2}{3}[/tex] )
To find the fourth peak, we continue the pattern:

Fourth peak: 12 feet *[tex]\frac{2}{3}[/tex]  = 8 feet

Therefore, the fourth peak would be 8 feet high. By understanding the geometric sequence, we're able to predict future behavior.

Answer:

No

Step-by-step explanation:

600 is greater than 500 it would be 1.2 greater

Hope this helps!!

Stay Safe!!