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18mm
18mm
Related Questions
Help me look at pics
Answers
Answer:
It's the first one
Step-by-step explanation:
One pound of grapes costs $1.55. Which equation correctly shows a pair of equivalent ratios that can be used to find the cost of 3.5 pounds of grapes?
A First one
B second one
C third one
D last one
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first one <==
it could have also been : 1 / 1.55 = 3.5 / x...but that is not an answer choice
Answer:
A
Step-by-step explanation:
One pound of grapes costs $1.55. To find the amount x of 3.5 pounds of grapes we would have to multiply 1.55 by 3.5. This would give us the amount x we would have to pay for them.
If we examine the 4 equivalent radios shown in the pictures, we will see that the first one correctly shows this equivalency.
[tex]\frac{1.55}{1} = \frac{x}{3.5}[/tex]
The other 3 pictures show radios that would give us x = 3.5 / 1.55 (second and third) or x = 1.55 / 3.5 (fourth picture).
Therefore, the correct answer would be a)
Two vectors are given by a with arrow = 3 î + 6 ĵ and b with arrow = -1 î + ĵ. (a) find a with arrow ✕ b with arrow.
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Given that vectors are [tex]\vec a = (3, 6, 0)[/tex] and [tex]\vec b = (- 1, 1, 0)[/tex], the cross product of the two vectors are [tex]\vec a \times \vec b = (0, 0, 9)[/tex].
How to determine the cross product of two vectors
Vectorially speaking, cross product is a operation between two 3-dimension vectors to generate a third vector perpendicular to the two former. If we know that [tex]\vec a = (3, 6, 0)[/tex] and [tex]\vec b = (- 1, 1, 0)[/tex], then the cross product is:
[tex]\vec a \times \vec b = \left|\begin{array}{ccc}\hat{i}&\hat {j}&\hat{k}\\3&6&0\\-1&1&0\end{array}\right|[/tex]
[tex]\vec a \times \vec b = (0, 0, 3 + 6)[/tex]
[tex]\vec a \times \vec b = (0, 0, 9)[/tex]
Remark
The statement is incomplete and there is no possibility to complete it. Hence, we decided to consider the given statement as complete.
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The cross product of vectors a and b is found by creating a matrix with the vectors' components and calculating its determinant. The result in this case is -3î.
Explanation:To find the cross product of vectors a = 3 î + 6 ĵ and b = -1 î + ĵ, you have to follow the matrix method. We list the unit vectors î, ĵ at the top of our matrix, and then add the components of vectors a and b underneath.
⟮ î ĵ ⟯
⟮ 3 6 ⟯ (from vector a)
⟮ -1 1 ⟯ (from vector b)
We calculate the determinant of this matrix using the rule of Sarrus. The resulting vector will be î(y1*z2 – z1*y2) - ĵ(x1*z2 – z1*x2) which, when plugging in our values, gives 3î - 6î. Therefore, a✕b equals -3î.
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how do i figure out 3/4 of 640 fraction
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answer
3/4 of 640 = 480
A number added to 12 and then subtracted by 18 equals 26. What is the number
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hope this helps
Use the graph of y = tan x to find all values of x, 0 ≤ x ≤ 2π, for which the following is true.
tan x is undefined
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now, recall that
[tex]\bf tan(\theta)=\cfrac{sin(\theta)}{cos(\theta)} \\\\\\ tan\left( \frac{\pi }{2} \right)=\cfrac{sin\left( \frac{\pi }{2} \right)}{cos\left( \frac{\pi }{2} \right)}\implies \stackrel{und efined}{tan\left( \frac{\pi }{2} \right)=\cfrac{1}{0}} \\\\\\ tan\left( \frac{3\pi }{2} \right)=\cfrac{sin\left( \frac{3\pi }{2} \right)}{cos\left( \frac{3\pi }{2} \right)}\implies \stackrel{und efined}{tan\left( \frac{\pi }{2} \right)=\cfrac{-1}{0}}[/tex]
Express the decimal number 100 in all radices from 2 to 9
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Part 1
To convert the decimal number 100 to radix 2, we have:
[tex] \frac{100}{2} =50 \ remainder \ 0 \\ \\ \frac{50}{2} =25 \ remainder \ 0 \\ \\ \frac{25}{2} =12 \ remainder \ 1 \\ \\ \frac{12}{2} =6 \ remainder \ 0 \\ \\ \frac{6}{2} =3 \ remainder \ 0 \\ \\ \frac{3}{2} =1 \ remainder \ 1 \\ \\ \frac{1}{2} =0 \ remainder \ 1[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 2 is 1100100
Part 2:
To convert the decimal number 100 to radix 3, we have:
[tex]\frac{100}{3} =33 \ remainder \ 1 \\ \\ \frac{33}{3} =11 \ remainder \ 0 \\ \\ \frac{11}{3} =3 \ remainder \ 2 \\ \\ \frac{3}{3} =1 \ remainder \ 0 \\ \\ \frac{1}{3} =0 \ remainder \ 1[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 3 is 10201
Part 3:
To convert the decimal number 100 to radix 4, we have:
[tex]\frac{100}{4} =25 \ remainder \ 0 \\ \\ \frac{25}{4} =6 \ remainder \ 1 \\ \\ \frac{6}{4} =1 \ remainder \ 2 \\ \\ \frac{1}{4} =0 \ remainder \ 1[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 4 is 1210
Part 4:
To convert the decimal number 100 to radix 5, we have:
[tex]\frac{100}{5} =20 \ remainder \ 0 \\ \\ \frac{20}{5} =4 \ remainder \ 0 \\ \\ \frac{4}{5} =0 \ remainder \ 4[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 5 is 400
Part 5:
To convert the decimal number 100 to radix 6, we have:
[tex]\frac{100}{6} =16 \ remainder \ 4 \\ \\ \frac{16}{6} =2 \ remainder \ 4 \\ \\ \frac{2}{6} =0 \ remainder \ 2[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 5 is 244
Part 6:
To convert the decimal number 100 to radix 7, we have:
[tex]\frac{100}{7} =14 \ remainder \ 2 \\ \\ \frac{14}{7} =2 \ remainder \ 0 \\ \\ \frac{2}{7} =0 \ remainder \ 2[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 5 is 202
Part 7:
To convert the decimal number 100 to radix 8, we have:
[tex]\frac{100}{8} =12 \ remainder \ 4 \\ \\ \frac{12}{8} =1 \ remainder \ 4 \\ \\ \frac{1}{8} =0 \ remainder \ 1[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 5 is 144
Part 8:
To convert the decimal number 100 to radix 9, we have:
[tex]\frac{100}{9} =11 \ remainder \ 1 \\ \\ \frac{11}{9} =1 \ remainder \ 2 \\ \\ \frac{1}{9} =0 \ remainder \ 1[/tex]
Starting from the bottom we collate the remainders.
Therefore, the value of decimal number 100 in radix 5 is 121
I need help fast!! Having trouble with this!!
Answers
THE ANSWER TO THIS PROMBLEM IS A
if t = 0 then d =0
if t =1 then d =8x1 = 8
if t = 2 then d = 8x2 = 16
answer is C.
d = 8t
The coordinates of A, B, and C in the diagram are A(p, 4), B(6, 1), and C(9, q). Which equation correctly relates p and q?
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Calculate the slope of line segment AB as m₁.
[tex]m_{1} = \frac{4-1}{p-6}= \frac{3}{p-6} [/tex]
Calculate the slope of line segment BC as m₂.
[tex]m_{2} = \frac{q-1}{9-6} = \frac{q-1}{3} [/tex]
The product of the slopes of perpendicular lines is equal to -1.
Therefore
[tex]( \frac{3}{p-6})( \frac{q-1}{3})=-1 \\\\ \frac{q-1}{p-6}=-1 \\\\ q-1 = 6-q \\\\ p+q = 7 [/tex]
The equation that relates p and q is p+q = 7
Answer: p + q = 7
The graph of the function f(x) = (x − 3)(x + 1) is shown.
Which describes all of the values for which the graph is positive and decreasing?
A.all real values of x where x < −1
B.all real values of x where x < 1
C.all real values of x where 1 < x < 3
D.all real values of x where x > 3
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Answer:
The correct option is A.
Step-by-step explanation:
The given function is
[tex]f(x)=(x-3)(x+1)[/tex]
Equate f(x)=0 to find the x-intercepts of the function.
[tex]0=(x-3)(x+1)[/tex]
[tex]x=3,-1[/tex]
The x-intercepts of the function are -1 and 3. From the below graph it is clear that,
In x<-1, the function is positive and decreasing.
In -1<x<1, the function is negative and decreasing.
In 1<x<3, the function is negative and increasing.
In x>3, the function is positive and increasing.
Therefore the correct option is A.
how do you Evaluate 3f(2)
Answers
3f(2) = 12
Complete question: How do you Evaluate 3f(2) if f(x) = x²?
The given function is:
f(x) = x²
To find f(2), substitute x = 2 into the function f(x):
f(2) = 2²
f(2) = 4
3f(2) = 3 (4)
3f(2) = 12
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Anyone know the answer?
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F=9/5(K−273.15)+32 solve the formula for K
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k=255.372 + 5f/9 the 2 repeats it's self
Final answer:
To solve for K in the equation F=9/5(K−273.15)+32, subtract 32 from both sides, multiply by 5/9, and then add 273.15 to isolate and solve for K.
Explanation:
When solving the equation F=9/5(K−273.15)+32 for K, the goal is to isolate K on one side of the equation. To achieve this, follow these steps:
Subtract 32 from both sides of the equation: F − 32 = 9/5(K − 273.15).Multiply both sides by 5/9 to get: (5/9) × (F − 32) = K − 273.15.Finally, add 273.15 to both sides to solve for K: K = (5/9) × (F − 32) + 273.15.This formula allows you to convert a temperature from Fahrenheit to Kelvin.
!!!!PLEASE HELP!!!!
Joe purchased a tray of 48 petunias to plant in his garden. The graph shows points representing the number of flowers left to plant at several different times while Joe is planting.
Select from the drop-down menus to complete the equation, in standard form, that represents the relationship between the number of petunias left to plant, y, and the time, x, Joe has spent planting.
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Required equation is y - 36 = (24 - 36)/(2 - 1) (x - 1)
y - 36 = -12(x - 1)
y - 36 = -12x + 12
12x + y = 12 + 36
12x + y = 48
Answer:
12x + y = 48
Step-by-step explanation:
240 square feet minus 100 square feet
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your answer is 140 square feet
hope this helps
Calculate the quotient and remainder of 19 divided by 7.
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Which equation has a y-intercept of 0?
A) y = 7x + 1
B) y = -3x
C) y = 4x - 4
D) y = x + 5
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Fifty students were eating lunch in the school cafeteria. The ratio of boys to girls was 25:25. Mrs. White asked Kym to explain what that ratio meant. Kym said it meant that 25% of the students in the cafeteria were boys. Explain why Kym is incorrect.
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Kym is wrong because the ratio means that 50% of the students in the cafeteria were boys.
What are ratios?
Ratio expresses the relationship between two or more numbers. It shows the number of times that one value is contained within other value.
What percentage are boys?Number of boys = (25 /50) x 50 = 25
Percentage of the number of boys = (25/50) x 100 = 50%
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Kym is incorrect because the ratio of boys to girls being 25:25 means there are equal numbers of boys and girls. Therefore, boys make up 50% of the students, not 25%.
Kym's explanation is incorrect because the ratio of boys to girls being 25:25 means that the number of boys is equal to the number of girls.
Specifically, this ratio can be simplified to 1:1. Since there are 50 students in total and the number of boys and girls is equal, there must be 25 boys and 25 girls.
Therefore, boys make up 25 out of the 50 students, which is actually 50%, not 25%.
The total number of students= 50.
Understand that a ratio of 25:25 means equal parts of boys and girls.
Simplify the ratio 25:25 to 1:1.
The number of boys: 50 students \/ 2 = 25 boys.
The percentage of boys,
(25 boys \/ 50 total students) * 100 = 50%.
Thus, boys constitute 50% of the student population, not 25%.
A given line has the equation 10x + 2y = −2.
Answers
Answer:
5x+y=12
Step-by-step explanation:
Which quadratic function has a leading coefficient of 2 and a constant term of –3?
f(x) = 2x3 – 3
f(x) = –3x2 – 3x + 2
f(x) = –3x3 + 2
f(x) = 2x2 + 3x – 3
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This leaves f(x) = 2x^3 - 3 and f(x) = 2x^2 + 3x - 3.
Please note: use "^" to indicate exponentiation; do not write "x2" or "x3."
Eliminate f(x) = 2x^3-3, because it's NOT a quadratic function.
This leaves f(x) = 2x^2 + 3x - 3 as the answer; it has a leading coeff. of 2 and a constant term of -3, as required.
The solution is Option D.
The quadratic equation which has a leading coefficient of 2 and a constant term of -3 is A = 2x² + 3x - 3
What is Quadratic Equation?
A quadratic equation is a second-order polynomial equation in a single variable x , ax² + bx + c=0. with a ≠ 0. Because it is a second-order polynomial equation, the fundamental theorem of algebra guarantees that it has at least one solution. The solution may be real or complex.
The roots of the quadratic equations are
x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )
where ( b² - 4ac ) is the discriminant
when ( b² - 4ac ) is positive, we get two real solutions
when discriminant is zero we get just one real solution (both answers are the same)
when discriminant is negative we get a pair of complex solutions
Given data ,
Let the quadratic equation be represented as A
Now , the value of A is
a) Let the equation be f ( x ) = 2x³ - 3
The equation is not a quadratic equation
b) Let the equation be f ( x ) = -3x² - 3x + 2
The quadratic equation does not have a constant term of -3
c) Let the equation be f ( x ) = -3x³ + 2
The equation is not a quadratic equation
d) Let the equation be f ( x ) = 2x² + 3x -3
Now , the quadratic equation is of the form ax² + bx + c = 0 and has a leading coefficient of 2 and constant term of -3
Hence , the quadratic equation is f ( x ) = 2x² + 3x -3
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jeff finds some bugs. he finds 10 fewer grasshoppers than crickets. he finds 5 few crickets than ladybugs. if jeff finds 5 grasshoppers. how many ladybugs does jeff find? how many crickets does he finds?
Answers
Jeff finds 15 crickets
Jeff finds 20 ladybugs
Explanation:
Assume that the number of grasshoppers is x, the number of crickets is y and the number of ladybugs is z
We are given that:
1- Number of grasshoppers is 10 less than number of crickets.
This means that:
x = y - 10 .............> equation I
2- Number of crickets is 5 less than number of ladybugs.
This means that:
y = z - 5 ..............> equation II
3- Jeff found 5 grasshoppers.
Substitute with value of grasshoppers in equation I to get the number of crickets as follows:
x = y - 10
5 = y - 10
y = 10 + 5
y = 15 crickets
4- Now we know that the number of crickets is 15, substitute with that value in equation II to get the number of ladybugs as follows:
y = z - 5
15 = z - 5
z = 15 + 5
z = 20 ladybugs
Based on the above:
number of crickets is 15
number of ladybugs is 20
Hope this helps :)
Jeff found 15 crickets and 20 ladybugs
Let the number of grasshoppers be x
Let the number of crickets be y
Let the number of ladybugs be z
If Jeff finds 10 fewer grasshoppers than crickets, hence x = y - 10
If he finds 5 few crickets than ladybugs, hence y = z - 5
If jeff finds 5 grasshoppers, hence x = 5
Since x = y - 10
5 = y - 10
y = 5 + 10
y = 15
Similarly since y = z - 5
15 = z - 5
z = 15 + 5
z = 20
This shows that Jeff found 15 crickets and 20 ladybugs
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Use integers to represent the values in the statement.The hightest elevation in a country is Mt.Snowy with an altitude of 15178 feet.The lowest elevation in the country is Green Valley with an altitude of 237 feet below sea level
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because it is below sea level, it is negative
the highest elevation can be expressed like so: 15178 feet
Answer:
Integers include positive Natural Numbers and Negative Natural numbers along with number which has no value called Zero.
Positive Integer=1,2,3,4.........Infinity
Negative Integer= -1,-2,-3,-4,...... -Infinity
Height of Mt.Snowy which is above sea level can be represented in terms of Integers = + 15,718 feet
Height of Green Valley which is above sea level can be represented in terms of Integers = + 237 feet
As, both Mountain snowy and Green valley are above sea level , so it will be represented by positve Integers.
A business bought a lot of 2,500 lamps for fifty thousand dollars and wants to to sell them at 15% prfit. How much should each lamp cost?
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L = [(50,000)(0.15) + 50,000]/(2500)
Calculate the right side of the equation to find your answer.
If two lines are perpendicular, which statement must be true? A.The slopes of the two lines are equal. B.The slopes of the two lines are undefined. C.The slopes of the two lines are zero. D.The slopes of the two lines are negative reciprocals.
Answers
Answer:
Option D is correct that is The Slopes of two lines are negative reciprocals.
Step-by-step explanation:
Perpendicular lines are the lines which intersect each other at right angle or make 90° angle with each other.
we that the Slope of perpendicular lines are equal to -1
Therefore, Option D is correct that is The Slopes of two lines are negative reciprocals.
Answer:
The answer to your question is D. The slopes of the two lines are negative reciprocals.
Step-by-step explanation:
Hope this helps have a great day :D
Which is another way to name UST? TSR TSU USR UTS
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what do Subway fraction and a whole number it is 5/6 x 36
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There are two less nickels than dimes, and as many quarters, as nickels and dimes together. The total amount of money is $5.25. How many quarters, dimes, and nickels are there?
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q=n+d =>q=(d-2)=q=2d-2
25q+5n+10d=525
replace q and n with d
25(2d-2) +5(d-2)+10d=525
50d-50+5d-10+10d=525
65d=585
d=9
n=7
q=16
What is the difference between the sample average y and the population mean?
Answers
Example of population: Everyone in the USA
Example of a sample: One person, chosen at random, from each of the 50 states
Consider the function h(x) = arcsin x) considering the input of h... i) ...which is a valid unit of measure for the input quantity
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Part a:
Considering the input of h
i.) A valid unit of measure for the input quantity is Seconds
ii.) The possible input values, i.e. the domain of h are -1 ≤ x ≤ 1
Part B:
i.) A valid unit of measure for the output quantity is the Radians.
ii.) The possible output values, i.e. the range of h is 0 ≤ h ≤ 2π
Part C:
i.) [tex]\arcsin\left(\sin\frac{\pi}{3}\right)=\frac{\pi}{3}[/tex]
ii.) [tex]\arcsin\left(\sin\frac{2\pi}{3}\right)=\frac{2\pi}{3}[/tex]
iii.) [tex]\arcsin\left(\sin\frac{7\pi}{6}\right)=\frac{7\pi}{6}[/tex]
iv.) [tex]\arcsin\left(\sin\frac{7\pi}{4}\right)=\frac{7\pi}{4}[/tex]
Juanita works at a telemarketing company. She makes 12 sales calls per hour. Employees are encouraged to make more than 480 calls per week. Juanita has already made 144 calls this week. How many more hours, x, does Juanita need to work this week to reach the weekly goal of sales calls?
Answers
336 divided by 12 = 28
ANSWER: 28 Hours
Answer:
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Step-by-step explanation:
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