The mixed number 4 1/2 is equal to which improper fraction?
A.)8/2
B.)9/2
C.)5/2
D.)4/2

Answer:10.68

Step-by-step explanation:

3.1 + 1.35 = 4.45 4.45 × 2.4 = 10.68

Answer:

10.68

Step-by-step explanation:

i worked it out on a piece of paper but this is my answer

Answer:

it makes like a guide to go around to end up as a circle

-angie:)            pls mark me brainliest!

Step-by-step explanation:

Answer: 13

Step-by-step explanation:

5+2x

When x=4

5+2(4)

5+8

= 13

Answer:

Point U' (-2, 1)

Step-by-step explanation:

When moving up and down on a graph, this affects the y coordinate only.

Since it is moving up 1 unit, we have to add 1 to the y coordinate. So U' will end up being (-2, 1).

Answer:

U x 1U = -3 , 1

Step-by-step explanation:

U=1  x=1

y= -2 x 0 =-2  

0=-2x-2 +1

y=-2x2+1

y=-4-1

y=-3

Answer:

see explanation

Step-by-step explanation:

1

The area of a rectangle = length × width

2

To find the width, divide the area by the length

3

width = [tex]\frac{area}{length}[/tex] = [tex]\frac{3x^2+9x}{3x}[/tex]

To simplify divide each term on the numerator by 3x

= [tex]\frac{3x^2}{3x}[/tex] + [tex]\frac{9x}{3x}[/tex] = x + 3 ← width

The representation of the speed will be s ≥ 130.

Speed is defined as the ratio of the time distance travelled by the body to the time taken by the body to cover the distance.

The problem raises the following statement: "The cruising speed of the bullet train will be at least 130 miles per hour"

Which means that the train has a speed of 130 miles for now or higher, knowing this we can pose the inequality.

Knowing that "s" is the train's cruising speed (in miles per hour), we have to:

s ≥ 130

This would be the inequality that the statement represents.

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Final answer:

The variable 's' represents the train's cruising speed in mph, and the given condition is translated into the inequality 's ≥ 130', indicating the speed is at least 130 mph.

Explanation:

To represent the cruising speed of the bullet train using a variable, we can assign s to indicate the train's cruising speed in miles per hour. Given the statement 'The cruising speed of the bullet train will be no less than 130 miles per hour,' we can translate this into an inequality: s ≥ 130. This inequality means that the value of s, the train's cruising speed, must be greater than or equal to 130 mph.

The correct answer is [tex]\( x = \frac{\ln(1.5)}{4\ln(1.05)} \).[/tex]

Let's analyze the given equation step by step:

Given the equation [tex]\( 1000(1+0.05)^4 \cdot x = 1500 \)[/tex], we want to solve for [tex]\( x \).[/tex]

First, simplify the left side of the equation by calculating

[tex]\( (1+0.05)^4 \):\( (1+0.05)^4 = (1.05)^4 \).[/tex]

Now, the equation becomes:

[tex]\( 1000 \cdot (1.05)^4 \cdot x = 1500 \).[/tex]

Next, divide both sides by [tex]\( 1000 \cdot (1.05)^4 \) to isolate \( x \):[/tex]

[tex]\( x = \frac{1500}{1000 \cdot (1.05)^4} \).[/tex]

Simplify the right side by dividing 1500 by 1000:

[tex]\( x = \frac{1500}{1000} \cdot \frac{1}{(1.05)^4} \),[/tex]

[tex]\( x = 1.5 \cdot \frac{1}{(1.05)^4} \).[/tex]

Now, to express [tex]\( x \)[/tex] in terms of natural logarithms, we take the natural logarithm of both sides:

[tex]\( \ln(x) = \ln(1.5 \cdot \frac{1}{(1.05)^4}) \).[/tex]

Using the property of logarithms that [tex]\( \ln(ab) = \ln(a) + \ln(b) \)[/tex], we can split the right side:

[tex]\( \ln(x) = \ln(1.5) - \ln((1.05)^4) \).[/tex]

Applying the power rule of logarithms, [tex]\( \ln(a^b) = b\ln(a) \)[/tex], we get:

[tex]\( \ln(x) = \ln(1.5) - 4\ln(1.05) \).[/tex]

To solve for [tex]\( x \)[/tex], exponentiate both sides to remove the natural logarithm:

[tex]\( e^{\ln(x)} = e^{\ln(1.5) - 4\ln(1.05)} \),[/tex]

[tex]\( x = e^{\ln(1.5)} \cdot e^{-4\ln(1.05)} \),[/tex]

[tex]\( x = 1.5 \cdot \frac{1}{e^{4\ln(1.05)}} \),[/tex]

[tex]\( x = 1.5 \cdot \frac{1}{(e^{\ln(1.05)})^4} \),[/tex]

[tex]\( x = 1.5 \cdot \frac{1}{(1.05)^4} \).[/tex]

Now, we have arrived back at the expression we had for [tex]\( x \)[/tex] earlier:

[tex]\( x = 1.5 \cdot \frac{1}{(1.05)^4} \).[/tex]

To find the numerical value of [tex]\( x \)[/tex], we can use the expression involving natural logarithms:

[tex]\( x = e^{\ln(1.5) - 4\ln(1.05)} \).[/tex]

This is equivalent to:

[tex]\( x = \frac{e^{\ln(1.5)}}{e^{4\ln(1.05)}} \),[/tex]

[tex]\( x = \frac{1.5}{1.05^4} \).[/tex]

Finally, to express [tex]\( x \)[/tex] as a single logarithm, we can use the change of base formula for logarithms:

[tex]\( x = \frac{\ln(1.5)}{\ln(1.05^4)} \),[/tex]

[tex]\( x = \frac{\ln(1.5)}{4\ln(1.05)} \).[/tex]

This is the correct expression for [tex]\( x \)[/tex] in terms of natural logarithms. The mistake in the original attempt was likely in the manipulation of the logarithms, where the properties of logarithms were not correctly applied. The correct step is to use the quotient rule of logarithms, [tex]\( \ln(\frac{a}{b}) = \ln(a) - \ln(b) \)[/tex], and the power rule, [tex]\( \ln(a^b) = b\ln(a) \)[/tex], to arrive at the correct expression for [tex]\( x \).[/tex]

Answer:

25 and

9

Step-by-step explanation:

Let the number of males be A and that of females be B

Total number of students = 34

Number of females B = A - 16

Remember males and females = 34

That’s

A + B = 34

We now have two equations

Equation one:B = A - 16

Equation two: A + B = 34

Substitute A - 16 for B in equation 2

We have,

A + B = 34

A + A - 16 = 34

2A - 16 = 34

Add 16 to both sides

2A - 16 + 16 = 34 + 16

2A = 50

Divide both sides by 2

2A/2 = 50/2

A = 25

Now put 25 as A in any of the equations to get B

Using equation one , we have

B = A - 16

B = 25 - 16

B = 9

There are 25 males and 9 females in the class

Answer:

8.25 * 10^2

Step-by-step explanation:

825 = 8.25 * 100 = 8.25 * 10^2

8.25×10 to the power of 2

Answer:

12 * 6 = (10 + 2) * 6

         = (10 * 6) + (2 * 6)

         = 60 + 12

         = 72

Answer: 2 is the answer in the first line

2 is the answer in the second line

12 is the answer in the third line

72 is the answer in the fourth line

Step-by-step explanation:

12 x 6= (10 + ?? ) x 6 :: subtract 10 from 12 on the left hand side, that is, 12 - 10 = 2

(10 x 6) + (?? x 6) : since 2 is the answer in the first line, this is factored. And it is still 2

60 + ?? : multiply 2 x 6 = 12

??: Add 60 + 12 = 72

I hope this helps, mark as brainliest please

Answer:

Kayla put 52,908 km on the truck.

Step-by-step explanation:

Subtract 27,544 km from 80,452 km to answer this question:

 80,452 km

- 27,544 km

-------------------

 52,908 km

Kayla put 52,908 km on the truck.

[tex]\boxed{-1<x<5}[/tex]

Option c.

In this exercise we have the following inequality:

[tex]-\mid x - 2 \mid + 9 > 6[/tex]

Step 1. Subtract 9 from both sides:

[tex]-\mid x - 2 \mid + 9-9 > 6-9 \\ \\ -\mid x - 2 \mid > -3[/tex]

Step 2. Multiply by -1 to both sides

[tex]\mid x - 2 \mid < 3 \ \text{The direction of the inequality changes when multiplying by -1}[/tex]

Step 3. Apply property

[tex]\mid x \mid <a \rightarrow -a<x<a[/tex]

So:

[tex]\mid x - 2 \mid < 3 \rightarrow -3<x-2<3 \\ \\ Adding \ 2: \\ \\ -3+2<x-2+2<3+2 \\ \\ \boxed{-1<x<5}[/tex]

So the correct option is C.

Answer:

  3(3b +4)

Step-by-step explanation:

The greatest common factor (GCF) of 9 and 12 is 3, so you're being asked to factor that out.

  9b +12 = 3(3b +4)

_____

The GCF can be found a couple of ways. One of them is to list the prime factors and identify those that are common.

  9b = 3 × 3 × b

  12 = 2 × 2 × 3

For these two terms, the only common factor is 3.

Answer:

D

Step-by-step explanation:

Kg : min

3¼ : ¾

13/4 : 3/4

13 : 3

13/3 : 1

13/3 = 4 ⅓

Answer:

-1/3

Step-by-step explanation:

2/3 times -1 is -1/3

It is -2/3 or negative two thirds

Answer:

y = 5

Step-by-step explanation:

The sum of all three angle measures of a triangle is ALWAYS equivalent to 180 degrees. Using this information, (4y + 10) + 75 + (3x) = 180

This is also an equilateral triangle, meaning those bottom two angles will be equivalent. 75 = 3x

So you can plug in the value for 3x into the first equation: (4y + 10) + 75 + 75 = 180

First, simplify the equation by adding the 75 and 75 together: (4y + 10) + 150 = 180

Now, subtract 150 from both sides of the equation: 4y + 10 = 30

Then subtract 10 from both sides: 4y = 20

And divide both sides by 4: y = 5

I hope this helps!

Answer:

y = 5

Step-by-step explanation:

75 / 3 = 3x / 3

25 = x

75 + 3(25) + 4y + 10 = 180

75 + 75 + 4y + 10 = 180

4y + 160 - 160 = 180 - 160

4y / 4 = 20 / 4

y = 5

Answer:  y = 5

Answer:

1,600,000

Step-by-step explanation:

100,000x2x2x2x2

Answer:160000

Step-by-step explanation:

,

Answer:

-3/4 is plotted 3 little tabs left of 0

5/4 is plotted 1 little tab right of 1

Answer:

5v +30

Step-by-step explanation:

[tex]5(v + 6) \\ = 5v + 5 \times 6 \\ = 5v + 30[/tex]

1. Collect like terms

(7x + 4x) + 2

2. Simplify

11x + 2

Answer:

t>15

Step-by-step explanation:

Answer:

4π(2r)² = 4π(4r²) = 4(4πr²)

Doubling the radius of a sphere increases the surface area by a factor of 4.

The correct factor is 4. Doubling the radius of a sphere increases the surface area by a factor of 4.

To understand why the surface area increases by a factor of 4 when the radius is doubled, let's consider the formula for the surface area of a sphere, which is given by:

[tex]\[ A = 4\pi r^2 \][/tex]

where A is the surface area and [tex]\( r \)[/tex] is the radius of the sphere.

Now, if we double the radius, the new radius becomes [tex]\( 2r \)[/tex]. Substituting this into the formula for surface area, we get:

[tex]\[ A_{\text{new}} = 4\pi (2r)^2 \][/tex]

[tex]\[ A_{\text{new}} = 4\pi \cdot 4r^2 \][/tex]

[tex]\[ A_{\text{new}} = 16\pi r^2 \][/tex]

To find out how much the surface area has increased, we take the ratio of the new surface area to the original surface area:

[tex]\[ \text{Factor of increase} = \frac{A_{\text{new}}}{A} \][/tex]

[tex]\[ \text{Factor of increase} = \frac{16\pi r^2}{4\pi r^2} \][/tex]

[tex]\[ \text{Factor of increase} = 4 \][/tex]

Therefore, when the radius of a sphere is doubled, the surface area increases by a factor of 4.

Answer:

He is incorrect

If there was 2 sides of 6 inches, the base can be 5 inches and it could be an isoscles triangle

Step-by-step explanation:

He is incorrect, the third side could be 5.

Answer:

10.6666666666666666

Step-by-step explanation:

Answer:

-21/8 or  -2 5/8

Step-by-step explanation:

When dividing fractions by other fractions you use keep change flip, you keep the first fraction, change the division into multiplication and you flip the second fraction. We do this because we don't have to convert the fractions into decimals this was and its easier with fractions.

The problem changes to

3/8 times -7/1

Now we multiple the numerators together and the denominators together and then put it back into a fraction

3 * -7 = -21

8 * 1 = 8

-21/8

If you need it as a mixed number it is

-2  5/8

Answer:

Side of the top of the table =4.243 feet

Step-by-step explanation:

A Square has all its sides equal with all the four angles at right angles.

Area of the top of the square table=18 Square feet

Area of a square=[tex]Side^2[/tex]

          Side   ≈    [tex]18=Side^2\\\\Side=\sqrt{18} \\\\4.243[/tex]

  The side of the top of the table is 4.243 feet

The true inequalities are √5 < 3, 2.2 < √5 < 2.3, and 3.6 > √13 > 3.7. The false inequalities are √8 > 3 and √13 = 3.6. The truth value of √8, √13 is inconclusive due to the incomplete expression. These comparisons highlight the relative magnitudes of square roots in the given range of numbers.

The given numbers √5, √8, and √13 can be compared using various inequalities to determine their relative magnitudes. First, √5 is less than 3, as √5 is approximately 2.24. However, √8 is not greater than 3, as it is approximately 2.83, rendering the second inequality false.

The inequality √8, √13 is incomplete, making it impossible to determine its truth value without a specific comparison operator. Moving on, √13 is not equal to 3.6; in fact, it is approximately 3.61, making the statement false.

On the other hand, the range-based inequality 2.2 < √5 < 2.3 holds true, as √5 is approximately 2.24, falling within the given range. Similarly, the range-based inequality 3.6 > √13 > 3.7 is true since √13 is approximately 3.61, falling within the specified range.

In summary, √5 < 3, 2.2 < √5 < 2.3, and 3.6 > √13 > 3.7 are true inequalities, while √8 > 3, √13 = 3.6, and √8, √13 are inconclusive or false based on the provided information. These comparisons highlight the relative sizes of square roots within the given numerical context.

Answer:

The length of the tent's base is [tex]8\sqrt{2}[/tex].

Step-by-step explanation:

Given : Jacks tent is shaped like an isosceles triangle. The height of the tent measures 7 feet and the diagonal side measures 9 feet.

To find : The length of the base ?

Solution :

Let x denote the length of the tent's base.

Refer the attached figure below.

Using Pythagorean Theorem,

[tex]9^{2} =7^{2} +(\frac{x}{2} )^2[/tex]

[tex]81=49+\frac{x^{2} }{4}[/tex]

[tex]324=196+x^{2}[/tex]

[tex]x^{2} =128[/tex]

Taking square root on both sides,

[tex]x=\sqrt{128}[/tex]

[tex]x=8\sqrt{2}[/tex]

Therefore, the length of the tent's base is [tex]8\sqrt{2}[/tex].

Answer:

 5/2

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