Answer:
Step-by-step explanation: My answer would be 36.To figure this out,list all the multiples of 6,9,and 12.Once you do that you have to see which numbers occur in all three.Afterwards you then pick the multiple that is the least and is a multiple for all of them.
Hope this help!!!!!!!!
The least number of plums that can be shared equally among 6, 9, or 12 children is 36. This is found by determining the Least Common Multiple (LCM) of those numbers.
Explanation:The subject of this question is math, specifically, it is about the concept of Least Common Multiple (LCM). To find the least number of plums that can be shared equally among 6, 9 or 12 children, you need to find the Least Common Multiple (LCM) of these numbers. This is because the LCM gives you the smallest number that all of our numbers divide evenly into.
Here's how you find the LCM of 6, 9, and 12:
Start by listing the prime factors of each number: 6 = 2 * 3, 9 = 3 * 3, and 12 = 2 * 2 * 3.Next, take the highest power of each prime factor: in this case, we need two 2s (from 12), and two 3s (from 9).Multiply these together to get the Least Common Multiple: 2 * 2 * 3 * 3 = 36.Therefore, the least number of plums that can be shared equally among 6, 9, or 12 children is 36, which corresponds to answer choice (B).
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A volume of the triangular block is 4 cubic inches, what is the approximate length of y? Round to the nearest tenth of an inch
Answer:
2.8 inches will be the approximate length of the y.
Step-by-step explanation:
volume = 1/2 x A x C x H = 4 cubic inches
Because the volume of the triangular block is 4 cubic inches.
Formula:
A x C = Base x Height
Answer:
2.8 in
Step-by-step explanation:
Justin and Pedro each launched a toy rocket into the air. The height of Justin’s rocket is modeled by the equation h = –16t2 + 60t + 2. Pedro launched his rocket from the same position, but with an initial velocity double that of Justin’s. Which equation best models the height of Pedro’s rocket?
h(t) = at2 + vt + h0
h = –16t2 + 60t + 4
h = –32t2 + 120t + 4
h = –32t2 + 60t + 2
h = –16t2 + 120t + 2
Answer: h = -16t^2 + 120t + 2
please help 20 points.
Marco went to the library. He checked out 6 movies. The rest of the items he checked out were books. He checked out a total of 17 items. How many books did he check out?
Use the variable b to represent the number of books Marco checked out.
Which equation represents this situation and its solution?
6b = 17; b = 23
b + 6 = 17; b = 11
b + 23 = 17; b = 6
23b = 17; b = 6
Answer:
the second one is your answer
Given the ordered pairs A (-6, 4) and B(8, 9). Show all work!
a. Find the equation of the line through AB.
b. Find the equation of the line parallel to line AB and passes through the point (14, -6).
c. Find the equation of the line perpendicular to line AB and passes through the point (-5, -10).
Answer:
Step-by-step explanation:
Two points A and B are given
Using two point formula for straight lines we get
[tex]\frac{x+6}{8+6} =\frac{y-4}{9-4} \\5(x+6) = 14(y-4)\\5x+30 = 14y-56\\5x-14y+86 =0[/tex]
b) A line parallel to AB would be of the form
5x-14y +k=0
Since the line passes through (14,-6) substitute to get k
5(14)-14(-6)+k=0 Or k = -154
Line is 5x-14y-154 =0
c) A line perpendicular to AB would have form as
14x+5y =k1
Substitute (-5,-10) to get k
14(-5)+5(-10) =k1
Or k1 = -120
Hence equation is 14x+5y = -120
Describe a sequence of transformations that transforms the graph of the parent function f into the graph of the function g.
f(x)= x
g(x)= -3(x-4)+1
Step-by-step explanation:
Parent function f(x) = x
g(x)= -3(x-4) + 1
If any number added or subtracted with x then graph moves left or right
Here 4 is subtracted from x, so graph move 4 units to the right
If any number added or subtracted at the end then graph move up or down
Here 1 is added at the end, so graph move 1 unit up.
g(x) = -f(x), for negative sign the graph reflects across x axis
We have negative sign at first, so the graph reflects over x axis
The graph of [tex]\( g(x) \)[/tex] is the result of these transformations applied to the graph of the parent function [tex]\( f(x) \)[/tex].
The sequence of transformations that transforms the graph of the parent function [tex]\( f(x) = x \)[/tex] into the graph of the function [tex]\( g(x) = -3(x-4)+1 \)[/tex] involves a reflection across the x-axis, a horizontal shift, a vertical stretch, and a vertical shift.
1. Reflection across the x-axis: The negative sign in front of the function[tex]\( g(x) \)[/tex]indicates a reflection across the x-axis. This means that for every point \( (x, y) \) on the graph of [tex]\( f(x) \)[/tex], there will be a corresponding point [tex]\( (x, -y) \)[/tex] on the graph of [tex]\( g(x) \)[/tex].
2. Horizontal shift: The expression [tex]\( (x-4) \)[/tex] inside the function [tex]\( g(x) \)[/tex]indicates a horizontal shift to the right by 4 units. This means that every point on the graph of [tex]\( f(x) \)[/tex] is moved 4 units to the right along the x-axis to get the graph of [tex]\( g(x) \).[/tex]
3. Vertical stretch: The coefficient 3 in [tex]\( -3(x-4) \)[/tex] indicates a vertical stretch by a factor of 3. This means that for every point [tex]\( (x, y) \)[/tex] on the graph of the reflected function[tex]\( -f(x) \)[/tex], the y-coordinate is multiplied by 3 to get the corresponding point [tex]\( (x, 3y) \)[/tex] on the graph of [tex]\( g(x) \)[/tex].
4. Vertical shift: Finally, the[tex]\( +1 \)[/tex] at the end of the function [tex]\( g(x) \)[/tex]indicates a vertical shift upwards by 1 unit. This means that every point on the graph of [tex]\( -3f(x-4) \)[/tex] is moved 1 unit up along the y-axis to get the graph of [tex]\( g(x) \).[/tex]
Putting it all together, the sequence of transformations is as follows:
- Start with the parent function [tex]\( f(x) = x \).[/tex]
- Reflect the graph across the x-axis to get [tex]\( -f(x) \).[/tex]
- Shift the graph 4 units to the right to get [tex]\( -f(x-4) \).[/tex]
- Stretch the graph vertically by a factor of 3 to get [tex]\( -3f(x-4) \).[/tex]
- Shift the graph 1 unit upwards to get [tex]\( -3f(x-4) + 1 \),[/tex] which is the function [tex]\( g(x) \)[/tex].
Therefore, the graph of [tex]\( g(x) \)[/tex] is the result of these transformations applied to the graph of the parent function [tex]\( f(x) \)[/tex].
The team score in a basketball game depends on the number of baskets scored in the game
A. Score(game), or S(g)
B. Score(basketball), or S(b)
C. Game(score), or G(s)
D. Team(score), or T(s)
Answer:
B is the answer, hope this helps.
The subject of this question is Mathematics. The dependent variable in a basketball game is the team score, represented by option D: Team(score), or T(s).
Explanation:The subject of this question is Mathematics. The question is asking about the dependent variable in a basketball game, which is the team score. The team score depends on the number of baskets scored in the game, represented by option D: Team(score), or T(s).
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Find the product 284 times 36
Your answer to 284*36 will be 10,224.Hope this helps!
Please mark brainliest!!!!!!!!
Answer:
10,224
I just entered 284*36 into my calculator haha
Wrens did jenni are reading the same book.wren is on page 17 and reads 6pages every night .jeeni is on page 13 and reads 8 pages evernigjt period. After how many nights will they have read the same number of pages, how many pages will that be
Answer:
After 2 nights they would have read the same amount of pages. That is 29 pages.
Step-by-step explanation:
1. 6x+17=13+8x Put the problem in to a equation
2. 6x+17=13+8x Subtract 8x from both sides
-8x -8x
3. -2x+17=13 Subtract 17 from both sides
-17 -17
4. -2x=-4 Divide by -2
-2 -2
5. x=2 x=2
A shop has 15% sale. Originally a computer cost £275. How much does the computer cost in the sale?
Answer:
= 233.75
Step-by-step explanation:
To find the discount, we multiply the original price by the percent off
discount = 275* .15
= 41.25
To get the sale price, take the original price and subtract the discount
sale price = 275-41.25
= 233.75
A mortised traveled 311 miles on 12 gallons of gas to the nearest tenth how many miles can the motorist travel on one gallon of gas
Answer:
25.9 miles
Step-by-step explanation:
To find out how far he can go on one gallon of gas, we divide miles by gallons.
311 miles/ 12 gallons
25.91666666 miles per gallon
So on one gallon of gas, he can go 25.9166666666 miles
Rounding to the nearest tenth.
25.9 miles
Each sheet cake requires 3 cups of flour and 2 cups of sugar. If a bakery has 75 cups of flour and 75 cups of sugar, how many sheet cakes can be made?
Answer: 25
Step-by-step explanation: Flour: 75 divided by 3 equals 25. The sugar does not matter in this situation but there will be 25 cups of sugar left if you want to know. Hope this helps!
Answer:
25 sheets
Step-by-step explanation:
Each sheet cake requires 3 cups of flour and 2 cups of sugar.
A bakery has 75 cups of flour and 75 cups of sugar.
Each sheet needs flour = 3 cups
75 cups of flour can make sheet = [tex]\frac{75}{3}[/tex]
= 25 sheets
for 25 sheets we need sugar = 25 × 2 = 50 cups of sugar
There are more amount of sugar than we need.
Therefore, 25 sheets can be made by 75 cups of flour.
Find the square root of 15129 by division method
[tex]\underline{\ \ \ \ \ \ 123}\\1\ \ \ |15129\\\underline{\ \ \ \ \|1}\\22\ |\ 51\\\underline{\ \ \ \ |\ 44}\\243|\ \ 729\\\underline{\ \ \ \ \ |\ 729}\\.\qquad\ \ \ 0[/tex]
[tex]\sqrt{15129}=123[/tex]
[tex]\begin{array}{c|c}15129&3\\5043&3\\1681&41\\41&41\\1\end{array}15129=3\cdot3\cdot41\cdot41=3^2\cdot41^2\\\\\sqrt{15129}=\sqrt{3^2\cdot41^2}=\sqrt3^2}\cdot\sqrt{41^2}=3\cdot41=123[/tex]
[tex]Used:\\\\\sqrt{a\cdot b}=\sqrt{a}\cdot\sqrt{b}\\\\\sqrt{a^2}=a\ for\ a\geq0[/tex]
if the base of the parallelogram is 1.4 inches and the hight is 1/4 inch what is the area of the parallelogram
( area = base • height )
Answer:
0.35 [tex]in^{2}[/tex]
Step-by-step explanation:
Plug it in
[tex]1.4*\frac{1}{4}[/tex]
0.35 [tex]in^{2}[/tex]
Solve the inequality and express your answer in interval notation. x^2+8x+5<0
Answer:
-7.32 < x < -0.68 0r -4-√11 < x < √11 - 4
Step-by-step explanation:
The given inequality is x^2 + 8x + 5 < 0
Here we cannot factorize, so we need to use the quadratic formula to find the solution.
The quadratic formula x = [tex]\frac{-b +/- \sqrt{b^2 - 4ac)} }{2a}[/tex]
Here a = 1 , b = 8 and c = 5
Plug in these values in the formula, we get
x = -8 ± √(8)^2 - 4*1*5) ÷ 2(1)
x = (-8 ±√44)/2
x = (-8 ±2√11)/2
x = -4 ± √11
There are two values for x.
x = -4 + √11 and x = -4-√11
√10 = 3.16
So x = -4 + 3.32 and x = -4 - 3.32
x =-0.68 and x = -7.32
This means
-7.32 < x < -0.68 0r -4-√11 < x < √11 - 4
Thank you.
Answer:
[tex]-4-\sqrt{11} <[/tex] x [tex]-4+\sqrt{11}[/tex]
Step-by-step explanation:
We are given the following quadratic inequality by applying the quadratic formula to solve it (since it can not be factorized) and then express it in an interval notation:
[tex]x^2+8x+5<0[/tex]
We know the quadratic formula:
[tex]x=\frac{-b+-\sqrt{b^2-4ac} }{2a}[/tex]
Putting in the values to get:
[tex]x=\frac{-8+-\sqrt{8^2-4(1)(5)} }{2(1)} \\\\x=\frac{-8+-\sqrt{44} }{2}[/tex]
[tex]x=-4-\sqrt{11} , x=-4+\sqrt{11}[/tex]
Therefore, the interval notation for the given quadratic inequality for x will be:
[tex]-4-\sqrt{11} <[/tex] x [tex]-4+\sqrt{11}[/tex].
Please help my mother is yelling at me to go to bed
Answer:
a) 26
b) 48
c) 54
d)74
Step-by-step explanation:
and negative divided by a negative is postitive right? yes, then it is just simple division
Evaluate the expression when x = 32 and y = 2.
x/4y
1/16
16/21
2
4
Put the values of x and y to the expression:
[tex]x=32,\ y=2\\\\\dfrac{x}{4y}=\dfrac{32}{(4)(2)}=\drac{32}{8}=4[/tex]
Answer:
4
Step-by-step explanation:
A 20-foot ramp is used at the loading dock of a factory.lf the base of the ramp is placed 19 feet from the base of the dock,how high is the loading dock?
Answer:
6.24 feet (to nearest hundredth)
Step-by-step explanation:
Use the Pythagoras Theorem:-
20^2 = x^2 + 19^2 where x = height of the loading dock.
x^2 = 20^2 - 19^2 = 39
x = √39
= 6.2449 feet
The height of the loading dock is found to be approximately 6.24 feet.
To solve this problem, we will use the Pythagorean theorem, which is applicable when we have a right triangle. The theorem states:
a² + b² = c²
Here:
a is the height of the loading dock (which we need to find).
b is the base of the ramp (19 feet).
c is the length of the ramp (20 feet).
We can set up the equation as follows:
a² + 19² = 20²
a² + 361 = 400
a² = 39
a = √39 ≈ 6.24 feet
Thus, the height of the loading dock is approximately 6.24 feet.
what is the sum of 1/3(9-6m)+1/4(12m-8)
ANSWER:
EXPLANATION:
[tex]\frac{1}{3}(9-6m)+\frac{1}{4}(12m-8)\\\text{Distribute.}\\3 - 2m + 3m - 2\\\text{Simplify.}\\m + 1[/tex]
Answer:
I belive it is m +1
Step-by-step explanation:
The first hing you need to do is distribute, and then combine like terms.
agent burn transferred classified files from the CIA Mainframe into his flash drive the drive had 36.5 megabytes on it before the transfer and the transfer happened at a constant rate after 125 seconds there were 549 megabytes on the drive the drive had a maximum capacity of 1000 megabytes. What was the speed of the transfer
Answer:
see below PLEASE GIVE BRAINLIEST
Step-by-step explanation:
549 - 36.5 = 512.5mb were trf
512.5/125 = 4.1mb per second
Answer:
Step-by-step explanation:
The speed of the transfer was 4.1 megabytes per second. It took the drive 235 seconds to be completely full.
It costs $2.25 to buy 9 pieces of candy. Which shows the unit price per piece of candy?
A 25¢ per piece
B 50 ¢ per piece
C 35¢ per piece
D 5¢ per piece
ASAP! ☹☹☹☹☹☹☹☹☹
Answer:
A 25¢ per piece
Step-by-step explanation:
To find the unit price, we take the dollar amount and divide by the number of pieces
$2.25 / 9 pieces
$.25 per piece
Find the height of a soup can if the area of the label is 302 square centimeters and the radius of the can is 4 centimeters
[tex]\bf \textit{surface area of a cylinder}\\\\ SA=2\pi r(h+r)~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ SA=302\\ r=4 \end{cases}\implies 302=2\pi (4)(h+4) \\\\\\ 302=8\pi (h+4)\implies \cfrac{302}{8\pi }=h+4\implies \cfrac{302}{8\pi }-4=h\implies 8.016\approx h[/tex]
x-3y=1 and 7x+2y=7 he decided to solve for y in the second equation because it had the smallest number as a coefficient. Max told him that there was a more efficient way. What reason can Max give for his statement?
Answer:
I would solve for x in the first equation. X in the first equation has a coefficient of 1, unlike y in the second equation which has a coefficient of 2. I do not have to divide to solve for my variable.
Step-by-step explanation:
I would solve for x in the first equation. X in the first equation has a coefficient of 1, unlike y in the second equation which has a coefficient of 2.
x-3y =1
Add 3y to each side
x = 1+3y
Then substitute this into the second equation.
Max would have to subtract 7x from each side and then divide by 2
7x+2y =7
2y = -7x+7
y = -7x/2 + 7/2
This makes the math complicated when it is substituted into the first equation because we are multiplying by 3. We will have fractions.
Answer:
Jerry solved the system of equations.
x minus 3 y = 1. 7 x + 2 y = 7.
As the first step, he decided to solve for y in the second equation because it had the smallest number as a coefficient. Max told him that there was a more efficient way. What reason can Max give for his statement?
The variable x in the first equation has a coefficient of one so there will be fewer steps to the solution.
The variable x in the second equation has a coefficient of 7 so it will be easy to divide 7 by 7.
The variable y in the second equation has a coefficient of 2 so it will be easy to divide the entire equation by 2.
The variable x in the second equation has the largest coefficient. When dividing by 7, the solution will be a smaller number.
correct answer is AAAAA
Does (6 , -3) make the equation y=-2x true ?
Answer:
No
Step-by-step explanation:
Note that:
(x , y) = (6 , -3) ∴ x = 6, y = -3
Plug in 6 for x in the equation, and -3 for y.
y = -2x
(-3) = (-2)(6)
Simplify. Multiply.
(-3) = (-12)
-3 ≠ -12 ∴ (6 , -3) is not a solution for y = -2x
~
Answer:
False
Step-by-step explanation:
(6,-3) means x=6 and y=-3
Substitute into the equation
y= -2x
-3 = -2(6)
-3 = -12
This is false
write down an expression for the nth term of the following sequence, 7, 16, 25, 34, 43
Answer:9n-2
Step-by-step explanation:
1st = 9*1-2= 7
2nd = 9*2-2= 16
3rd = 9*3-2= 25
4th = 9*4-2 = 34
...
The nth term of the sequence 7, 16, 25, 34, 43, which is an arithmetic sequence with a common difference of 9, is given by the expression 9n - 2.
The sequence given is 7, 16, 25, 34, 43. To find the nth term expression of this sequence, first, we can observe the pattern that each term increases by 9. Therefore, the sequence is an arithmetic sequence. We can use the formula for the nth term of an arithmetic sequence, which is [tex]a_n = a_1 + (n - 1)d[/tex], where [tex]a_1[/tex] is the first term and d is the common difference.
The first term a1 is 7, and the common difference d is 9. So, the nth term is:
[tex]a_n = 7 + (n - 1) \times9[/tex]
To simplify, it will be:
[tex]a_n = 7 + 9n - 9a_n = 9n - 2[/tex]. This is the expression for the nth term of the given sequence.
solution to 3x = 156
Answer:
x=52
Step-by-step explanation:
Answer:
52
Step-by-step explanation:
156 divided by 3= 52
3*52=156
A school district transported a total of 409 students and teachers to a zoo in buses and vans.
-Each bus transported a total of 55 students and teachers.
-Each van transported a total of 12 students and teachers.
-There were 5 buses than vans
What is the total number of students and teachers who rode to the zoo in buses? What is the total number of students as teachers who rode to the zoo in vans?
( 18 points guaranteed)
Answer: There are 385 students and teachers who rode to the zoo in buses and 24 students and teachers who rode to the zoo in trains.
Step-by-step explanation:
Since we have given that
Total number of students and teachers = 409
Let the number of vans be x
Let the number of buses be x+5
Number of students and teachers each bus transported = 55
Number of students and teachers each van transported = 12
According to question,
[tex]55(x+5)+12x=409\\\\55x+275+12x=409\\\\67x=409-275\\\\67x=134\\\\x=\frac{134}{67}\\\\x=2[/tex]
Total number of students and teachers who rode to the zoo in buses will be
[tex]55(x+5)\\\\=55(2+5)\\\\=55\times 7\\\\=385[/tex]
Total number of students and teachers who rode to the zoo in vans will be
[tex]12x\\\\=12\times 2=24[/tex]
Hence, there are 385 students and teachers who rode to the zoo in buses and 24 students and teachers who rode to the zoo in trains.
To find the total number of students and teachers who rode to the zoo in buses, we need to determine the number of buses and multiply it by the number of students and teachers each bus transported. Each bus transported 55 students and teachers, while each van transported 12. By solving the equation using the given information, we can find the total number of students and teachers in each type of vehicle.
Explanation:To find the total number of students and teachers who rode to the zoo in buses, we need to determine the number of buses and multiply it by the number of students and teachers each bus transported.
Let x be the number of vans.
Since there were 5 buses more than vans, the number of buses can be represented as x + 5.
Each bus transports 55 students and teachers, so the total number of students and teachers in buses is (x + 5) * 55.
Each van transports 12 students and teachers, so the total number of students and teachers in vans is x * 12.
Since there were a total of 409 students and teachers, we can create an equation: (x + 5) * 55 + x * 12 = 409.
Solving this equation will give us the value of x, which represents the number of vans. Once we know x, we can calculate the total number of students and teachers who rode to the zoo in buses and vans.
7. Multiply the binomials: (x - 9)(x + 2)
a. x^2 - 7x - 18
b. x^2 - 11x - 18
c. x^2 - 7x + 18
d. x^2 + 7x - 18
Answer:
the answer is a. x^2-7x-18
first you distribute the x in the first equation getting you x^2 +2x, then you distributed the -9 getting -9x-18. you then put those together, x^2+2x-9x-18. Finally you simplify to x^2-7x-18
What is the slope of a line that is parallel to the line shown in this graph?
Answer:
The slope of the parallel line is 2/3
Step-by-step explanation:
Parallel lines have the same slope, so we need to find the slope of the line on the graph.
We can use the equation for the slope of a line
m = (y2-y1)/ (x2-x1)
=(2-0) /(3-0)
= 2/3
The slope of the line of the graph is 2/3 so
The slope of the parallel line is 2/3
The parent function `f(x) = root (3)(x - 1)` is transformed to `g(x) = root (3) (-x-1).` Which graph correctly shows the functions f(x) and g(x)?
Answer:
C
Step-by-step explanation:
f(x) = ∛(x-1) has a positive slope everywhere. Graphs A, C, D all have f(x) properly shown.
g(x) = f(-x), so is a reflection of f(x) across the y-axis. Only graph C shows this properly.
Answer:
The answer is C (my colors are reversed)
Step-by-step explanation:
I would never have been able to guess the syntax of this question (that it was a cube root for one thing) and am posting my answer only so you can choose the answer of SQDF as Brainliest.
Having found out the syntax, Desmos can reproduce the graph and that will give you the answer.
Red: f(x) = cube root(x - 1)
Blue: g(x) = cube root(-x - 1)
the temperature drops -9/10 every hour how much will it change in 3/2 hours
Answer:
0.45
Step-by-step explanation:
Ok so you start with -0.9. You need to find how much it will change in an hour and 30 minutes. So you subtract -0.9 from -0.9 and you'd get 0. Now, we have to subtract half of -0.9 (because 30 minutes is half an hour). Half of -0.9 is -0.45. Subtract 0 by -0.45 and you get 0.45.
Answer:
It varies 0,45. For 1,35 - 0,9 = 0,45
Step-by-step explanation:
-9/10 = -0,9
3/2 = 1,5
1h ------- -9/10
1,5h --------- x
x = 1,5 * -0,9
x = -1,35