If you roll a single six-sided die, what is the probability of rolling an odd number? A. B. C. D. 3

Answer:

Option B

Step-by-step explanation:

The Triangle given is ΔABC.

It is reflected over l mirror so it will form a image like ΔQRS.

Again the triangle is reflected over mirror m so it will form a image like ΔXYZ.

Answer:

X = 2.4 $

Step-by-step explanation:

If

12 apples ---> 3.6 $

8 apples ----> X?

X = [8*3.6] / 12

X = 2.4 $

Best regards

Answer:

$2.40

Step-by-step explanation:

If you change the decimal, the number is 360 but we can ignore the 0. 36 divided by 12 is 3. So we know that 1 apple costs $3. And, 8 multiplied by 3 is 24 adding the decimal, the answer is 2.40.

Answer:

1/3 or letter c

Step-by-step explanation:

The spot of 1/3 in the equation f(x) = -2/3x + 1/3 is the same spot of b in the equation y = mx + b.

The correct value of y-intercept of the function f(x) = -2/3x + 1/3 is (0, 1/3).

To find the y-intercept of a function, you set x equal to zero and solve for y.

In the given function, f(x) = -2/3x + 1/3, we can find the y-intercept by substituting x = 0 into the equation:

f(0) = -2/3(0) + 1/3

f(0) = 0 + 1/3

f(0) = 1/3

Therefore, the y-intercept of the function f(x) = -2/3x + 1/3 is (0, 1/3).

The y-intercept of a function represents the point where the graph intersects the y-axis. To find the y-intercept, we set the value of x to zero and solve for the corresponding value of y.

In the given function f(x) = -2/3x + 1/3, we substitute x = 0:

f(0) = -2/3(0) + 1/3

Since any term multiplied by zero is zero, the first term becomes zero:

f(0) = 0 + 1/3

Adding 0 to any value doesn't change its value, so we are left with:

f(0) = 1/3

Therefore, the y-intercept of the function f(x) = -2/3x + 1/3 is (0, 1/3). This means that the graph of the function crosses the y-axis at the point (0, 1/3), where y equals 1/3.

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a c and d

because they are actual angles, others are pretending numbers

Answer:

See explanation

Step-by-step explanation:

1. To graph the inequality y<3x-4, you need to plot dotted line y=3x-4 and then shade the part that doesn't contain the origin, because 0<3·0-4 is false statement. This is red region on the coordinate plane below.

2. To graph the inequality y≥-1/2x+3, you need to plot solid line y=-1/2x+3 and then shade the part that doesn't contain the origin, because 0≥-1/2·0+3 is false statement. This is blue region on the coordinate plane below.

3. The common part of two regions is the solution of the system of two inequalities.

To graph the system of linear inequalities, start by graphing the lines y = 3x - 4 and y = -1/2x + 3 as dashed lines. Then, shade the correct regions based on the inequality signs and find the overlap to determine the solution.

The given system of linear inequalities is:

y < 3x - 4

y ≥ -1/2x + 3

To graph these inequalities, we can start by graphing the lines y = 3x - 4 and y = -1/2x + 3 as dashed lines, since they are not included in the solution region.

Next, we can shade the correct region based on the inequality signs. For y < 3x - 4, we shade below the line, and for y ≥ -1/2x + 3, we shade above the line. The overlap of the shaded regions represents the solution to the system of inequalities.

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equation is:

[tex] f(x) = \frac{x}{ {x}^{2} - 1 } [/tex]

so if its even f(-x) should be equal to f(x)

that means

[tex]f( - x) = \frac{ - x}{ {( - x)}^{2} - 1} \\ \\ f( - x) = - \frac{ x}{ {x}^{2} - 1} [/tex]

so f(x) is not equal to f(-x) so its not even

If its odd than f(-x) should be equal to -f(x)

[tex] - f(x) = - ( \frac{ x}{ { x}^{2} - 1 } ) \\ - f(x) = - \frac{ x}{ {x}^{2} - 1 } [/tex]

so as we can see f(-x)= - f(x)

so the function is odd

Ans:function is odd and not even

By replacing x with -x in the given function X/(x^2-1), we find that it doesn't fulfill the criteria for even or odd functions. Therefore, the function is neither odd nor even.

To determine whether the function X/(x^2-1) is odd, even or neither, you can plug in -x into the function and simplify. For a function to be considered even, f(x) should be equal to f(-x). For a function to be considered odd, f(-x) should be equal to -f(x).

For the given function X/(x^2-1), after replacing x with -x, we get -X/((-x)^2 - 1) which simplifies to -X/(x^2 - 1). Since f(-x) is not equal to f(x) or -f(x), the function is neither odd nor even.

Generally, an even function is symmetrical around the y-axis. That is, if you fold the graph of the function over the y-axis, both halves align. On the other hand, an odd function is symmetric about the origin. That is when the graph is rotated 180 degrees about the origin, the graph remains unchanged.

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Answer:

We need to see the other graph choices.  The line must go downhill since it's a negative slope (-x).  The line must cross at +2 on the y axis since 2 is the y intercept. Then from 2 you go down 1 box and to the right one box and put a point.  then draw the line

Step-by-step explanation:

Answer:

Answer in attachment

Step-by-step explanation:

Ok so we have f(x)=-x+2

It can be written as y=-x+2, Keep in mind that the standard form of a line equation is y=mx+c where m is the gradient and c is the y intercept

the slope in our equation is equal to 1

The y-intercept is equal to the point (0,2) ----> value of the function f(x) when the value of x is equal to zero

The x-intercept is equal to the point (2,0)----> value of x when the value of the function is equal to zero

See the attachment for the answer :)

Hope it helps :)

Answer:

[tex]m<A.M.E=58\°[/tex]

Step-by-step explanation:

step 1

Find the measure of angle M.E.F

we know that

In an inscribed quadrilateral opposite angles are in fact supplements for each other

so

[tex]m<M.A.F+m<M.E.F=180\°[/tex]

[tex]m<M.E.F=180\°-75\°=105\°[/tex]

step 2

Find the measure of arc M.A.F

we know that

The inscribed angle measures half that of the arc comprising

so

[tex]m<M.E.F=\frac{1}{2}(arc\ M.A.F)[/tex]

we have

[tex]m<M.E.F=105\°[/tex]

substitute

[tex]105\°=\frac{1}{2}(arc\ M.A.F)[/tex]

[tex]arc\ M.A.F=210\°[/tex]

step 3

Find the measure of arc A.F

[tex]arc\ M.A.F=arc\ A.M+arc\ A.F[/tex]

we have

[tex]arc\ M.A.F=210\°[/tex]

[tex]arc\ A.M=125\°[/tex]

substitute

[tex]210\°=125\°+arc\ A.F[/tex]

[tex]arc\ A.F=210\°-125\°=85\°[/tex]

step 4

Find the measure of angle A.M.E

we know that

The inscribed angle measures half that of the arc comprising

so

[tex]m<A.M.E=\frac{1}{2}(arc\ A.F.E)[/tex]

we have

[tex]arc\ A.F.E=arc\ A.F+arc\ E.F=85\°+31\°=116\°[/tex]

substitute

[tex]m<A.M.E=\frac{1}{2}(116\°)=58\°[/tex]

The angle ∠AME is the angle subtended at the circumference by the arc [tex]m \widehat{EFA}[/tex].

Correct response:

The given parameters are;

[tex]m \widehat{AM}[/tex] = 125°

[tex]m\widehat{EF}[/tex] = 31°

m∠MAF = 75°

Required:

m∠AME

Solution:

[tex]m \widehat{MEF}[/tex] = 2 × m∠MAF

Therefore;

[tex]m \widehat{MEF}[/tex] = 2 × 75° = 150°

[tex]m \widehat{AM}[/tex] + [tex]m \widehat{MEF}[/tex] + [tex]m \widehat{FA}[/tex] = 360° sum of arcs of a circle postulate

Therefore;

[tex]m \widehat{FA}[/tex] = 360° - ([tex]\mathbf{m \widehat{AM}}[/tex] + [tex]\mathbf{m\widehat{MEF}}[/tex])

Which gives;

[tex]m\widehat{FA}[/tex] = 360° - (125° + 150°) = 85°

Therefore;

[tex]m\widehat{EFA}[/tex] = 85° + 31° = 116°

[tex]m \widehat{EFA}[/tex] = 2 × m∠AME (angle at center is twice angle at the circumference)

Therefore;

[tex]m\angle AME = \mathbf{\dfrac{m \widehat{EFA}}{2} }[/tex]

[tex]m \angle AME = \dfrac{116^{\circ}}{2} = 58^{\circ}[/tex]

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Let's do these in steps. Remember to show your work

#1. Convert into a improper fraction.

3 x 2 x 1 over 2cm.

#2. Simplify 3 x 2 to 6.

6 + 1 over 2cm.

#3. Change 6+1 to 7.

7 over 2m.

We finally get 7 over 2, but that rounded would be 7. So B would be our answer.

Answer:

Choice 4

Step-by-step explanation:

The parent function is [tex]y=x^3.[/tex] The graph of the function

In your case, the graph of the function [tex]f(x)=x^3-5[/tex] is translated 5 units down graph of the function [tex]y=x^3.[/tex] This is choice 4

Graph 4 is the correct graph of f(x) - 5.

To find the graph of f(x) - 5, we can start by graphing the graph of f(x) and then shifting it down by 5 units.

The graph of f(x) is a cubic function, which means that it is a graph of the form y = ax³ + bx² + cx + d. To graph a cubic function, we can use the following steps:

Find the x-intercepts of the graph. The x-intercepts are the points where the graph crosses the x-axis. To find the x-intercepts, we set y = 0 and solve the equation for x.

Find the y-intercept of the graph. The y-intercept is the point where the graph crosses the y-axis. To find the y-intercept, we set x = 0 and solve the equation for y.

Find the end behavior of the graph. As x approaches positive or negative infinity, what does the value of y approach?

Plot the x-intercepts, y-intercept, and any other important points on the graph.

Connect the points with a smooth curve.

To graph the graph of f(x) - 5, we simply shift the graph of f(x) down by 5 units.

The description matches  graph 4.

Answer:

Step-by-step explanation:

Area of the figure = Area of triangle + Area of the Rectangle

Area of Triangle = 1/2 * b * h

                           = 1/2 * (12-6) * (15-9)

                           = 1/2 * 6 * 6 = 18 cm²

Area of the Rectangle = l * b

                                     = 12 * 9 = 108 cm²

Area of figure = 18 cm² + 108 cm² =126 cm²

The phrase commonly associated with division is 'the quotient of two numbers', highlighting it as the result of dividing one number by another.

The phrase usually associated with division is the quotient of two numbers. To give a brief explanation, division is the process of determining how many times one number is contained within another. This process results in the 'quotient'. For example, if we divide 10 by 2, we are essentially asking how many times 2 goes into 10, which would be 5 times. This result (5) is the quotient.

Another important aspect of division is that it is intimately connected to multiplication, as they are essentially inverse operations. Dividing by a number is the same as multiplying by its reciprocal. When working with scientific notation or complex numbers, the principles of division require additional rules, but the underlying concept of finding a quotient remains the same.

Step-by-step explanation:

2w+6w=80

w=10

l=30

To find the length and width of the rectangle, we can set up an equation using the perimeter formula. Solving the equation will give us the values of the width and length.

Let's start by assigning variables to represent the length and width of the rectangle. Let's say the width is 'w' cm, so the length would be '3w' cm according to the information given.

The perimeter of a rectangle is given by the formula: P = 2(L + W), where P represents the perimeter, L represents the length, and W represents the width.

Substituting the given values into the formula, we can set up the following equation: 80 = 2(3w + w). Solving this equation will give us the value of 'w', which corresponds to the width of the rectangle. Once we have 'w', we can find the length by multiplying it by 3.

By solving the equation, we find that the width of the rectangle is 10 cm and the length is 30 cm.

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To be a quadratic equation, the first number has to be rasied by the power of 2.

The answer would be c(x) = -8x^2 + 3x-5

Answer:

The correct option isC(x) -8x² + 3x - 5                              

Step-by-step explanation:

Quadratic function is a function that can be written as in the form of               f(x) = ax² + bx + c, where a ≠ 0.

In a quadratic function, the greatest power of the variable is 2.

So, there is only one function from provided options which has greatest power is 2.

Hence, the correct option is C(x) -8x² + 3x - 5

divide by 5 on both sides and get -3

The required solution to the given inequality 5t ≤  –15 is t ≤  –5 which represents the value of t lying less than or equal to negative five.

Inequality is defined as mathematical statements that have a minimum of two terms containing variables or numbers is not equal.

The inequality is given in the question following as:

⇒ 5t ≤  –15

We have to determine the solution to the given inequality 5t ≤  –15.

As per the given question, the required solution would be as:

⇒ 5t ≤  –15

Divide by 5 into both sides in the above inequality

⇒ 5t/5 ≤  –15/5

Apply the division operation to get the solution

⇒ t ≤  –5

The above inequality represents the value of t lying less than or equal to negative five.

Therefore, the required solution to the given inequality 5t ≤  –15 is t ≤  –5.

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H20 (liquid)- H20(gas)

The Enthalpy change for the above process can be written as:

ΔH=ΔHgas−ΔHliquid

and let us assume the claim in the question is right i.e

ΔHgas>ΔHliquid

Answer:45

Step-by-step explanation:

Answer:

The percentage of students who eat breakfast given that they are int the 10-13 age bracket is 74%

Step-by-step explanation:

Just took it on algebra nation

The true statement is that, "the percentage of students who eat breakfast given that they are int the 10-13 age bracket is 74%".

A survey is a review that is  constructed in the form of questions to which the participants are required to respond honestly. The review is often targeted at obtaining vital ionformation that could be used for decision making.

Looking at the table, the true statement is that, "the percentage of students who eat breakfast given that they are int the 10-13 age bracket is 74%".

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24/6  

24 can be divided by 6. 6 * 4 = 24.

24/6 = 4/1 = 4

Answer:

349 lb

Step-by-step explanation:

This is a division problem.

4,886 lb is 14 trips means (4,886 lb)/14 in each trip.

4,886/14 = 349

Answer: 349 lb

Answer:

349

Step-by-step explanation:

I did 4,886 divided by 14=349

Answer:

400

Step-by-step explanation:

20/100 = 80/x

Cross multiply and divide

100 X 80 = 8000 / 20 = 400

The total deer population in the forest will be 400. Then the correct option is B.

A ratio is a group of sequentially ordered numbers a and b expressed as a/b, where b is never equal to zero. When two objects are equal, a statement is said to be proportional.

Suppose we need to track down the size of a deer populace. Assume that we catch 80 deer, label them, and deliver them back into the timberland. After some time has elapsed - permitting the noticeable deer to completely blend in with the remainder of the populace - we return and catch another 100 deer. Out of these deer, we observe that 20 are as of now checked.

Then the ratio of the number of tag deer to the total deer will be constant. Then the equation is given as,

20 / 100 = 80 / x

x = 80 × (100/20)

x = 400

The total deer population in the forest will be 400. Then the correct option is B.

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Answer:

B. 0

Step-by-step explanation:

The line x = -3 is vertical, thus undefined, because there is no y in the equation. The slope that is perpendicular to an undefined one is 0.

x = 3 is a vertical line.

A line perpendicular to x = 3 is a horizontal line.

A horizontal line has slope = 0.

General formula for a straight line

The general formula for a straight line is ‘y=mx+c'.

But in the equation ‘x = -3’, ‘y' isn't present meaning that the line is independent of ‘y' which is true for a line parallel to the ‘y-axis'. This case can be compared to a generic equation ‘x=a' where a is the distance of the parallel line (to y-axis') from the origin.

This line represents a parallel line to the y-axis which is 3 units left side from the origin.

Now about calculating the slope, we can use the formula ‘m = tan ϴ’

where ‘m' is the slope and ‘ϴ’ is the angle of the line with the X-axis.

Here the value of ϴ is 90° as it is parallel to the y-axis. So the line perpendicular to it will surely have ϴ=0°. Which will be parallel to the

x-axis.

Another method of explaining this can be, for ϴ=90°, m=tan(90),

so m= infinity. if the slope of the line parallel to it is ’n', the relation between the slope of two perpendicular lines is ‘[tex]m*n=-1[/tex]’. Putting the value of ‘m=infinity' we get ‘n=0’.

Now for getting n=0 the angle must be O° as tan(0°)=0 which is nothing but a line parallel to the x-axis.

Therefore, the correct answer is option B.0.

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Answer:

15 ft.

Step-by-step explanation:

If you divide the length of the drawing by the length of the real one you will find the scale factor. Every one cm in the drawing is 15 ft. in the real one.

One centimeter on the scale drawing represents approximately 0.03281 feet of the actual parking lot.

To find out how many feet of the parking lot are represented by 1 centimeter on the scale drawing, we need to use the conversion factor between centimeters and feet. Since 1 centimeter is equal to 0.01 meters (1 cm = 0.01 m) and 1 meter is equal to 3.281 feet (1 m = 3.281 ft), we can multiply the conversion factors together: 0.01 m * 3.281 ft/m = 0.03281 ft.

So, 1 centimeter on the scale drawing represents approximately 0.03281 feet of the actual parking lot.

The answer is 0.03.

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Answer:

6

Step-by-step explanation:

The equation reads "6 is less than or equal to x."

That means that x must be greater than or equal to 6.

The only value of the choices that makes the inequality true is 6.

Answer:

6

Step-by-step explanation:

do it on your own too to check!!

1. pick a number

2. replace it in the equation

3. see if  it makes sense

Hope this helped!!! :D

Answer:

9

Step-by-step explanation:

54 makes this real easy. 54 is 9*6 so it would take 9 six liter buckets to fill the tank.

Answer:

9 buckets

Step-by-step explanation:

54 can be split into two numbers that are easier to divide by six

30 and 24

both of these divided by six come to

5 and 4

add these together and you get the answer 9

Answer:

1200

Step-by-step explanation:

Aa=At+As

As=L•h

=20(30)

As=600

At=½(b)h b=10+10+20=40

=½(40)30

At=600

Aa=600+600

Aa=1200

The area of an arrow is the sum of the area of the triangle and the area of the rectangle. Then the area of the arrow is 1,200 square inches.

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

Given

The dimension of the arrow is shown in the figure.

The area of an arrow is the sum of the area of the triangle and the area of the rectangle.

The area of the triangle will be

[tex]\rm Area \ of \ triangle = \dfrac{1}{2} 40 * 30\\\\Area \ of \ triangle = 600[/tex]

The area of the rectangle will be

[tex]\rm Area \ of \ rectangle= } 20* 30\\\\Area \ of \ rectangle = 600[/tex]

Then the area of an arrow will be

[tex]\rm Area \ of \ arrow= 600 + 600\\\\Area \ of \ arrow = 1200[/tex]

Thus, the area of the arrow is 1,200 square inches.

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Answer:

5 cubic units

Step-by-step explanation:

If each cube represents 1 cubic unit, then the volume will be the number of cubes to make the figure. When you count, there are 5 cubic units. The volume is 5.

Answer:

Johnathan

Step-by-step explanation:

Answer: The answer is: Jonathan ran further.

Step-by-step explanation: First, 1 kilometer (km )= 1,000 meters (m)

Then,multiply 5 times 1,000 because Jonathan ran 5 kilometers and were using meters. (We’re converting. )The answer for that is 5,000 meters. Remember to change kilometers to meters! This is greater than of that of Rob did. ( 4,250 meters. ) So,we know that Jonathan ran further then Rob.

Answer:

Area = 102

Step-by-step explanation:

Length 1 side of the octagon.

The formula for the side of an octagon (given the radius of 6) is

s^2 = 2*R^2(1 - cos(45) )

s^2 = 2*6^2(1 - sqrt(2)/2)

s^2 = 72 ( 1 - 0.707)

s^2 = 72*0.2929

s^2 = 21.09

s = sqrt(21.09)

s = 4.5922

===============

Height of one triangle =

H = R * cos(22.5)

H = 6 * 0.9329

H = 5.5433

===============

Area of 1 triangle

Area = 1/2 * s * h

Area = 1/2 * 4.5922*5.4433

Area = 12.7279

Area of 8 triangles

Area of 8 triangles =  1 triangle * 8

Area of 8 triangles = 101.82

Rounded that comes to 102

Comment

I'm sure you can find a formula for this on the internet, but it this is the way the formula works and if you break it down step by step, you can see how the formula works.