Division problem 6/0 as a multiplication problem = 6×1/0
Simplified solution of the problem = ∞
What is division?The division is the process of repetitive subtraction. It is the inverse of the multiplication operation.
Given division problem,
6/0
Division is inverse of the multiplication
∴ 6/0 = 6×1/0
Now, simplifying
6 × 1/0 = 6 × ∞ = ∞
Hence, ∞ is the solution of the division problem 6/0 after converting it into multiplication problem 6 × 1/0.
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given triangle ABC what is the measure of angle A?
Answer:
I do not know the answer but I will just waffle to you
Step-by-step explanation:
540 divided by 3 equals 180 divided by 3 equals 60 then divide it by 3 again and you'll get the answer
A hen lays 3 eggs every 5 minutes. How many eggs will the hen lay in 2 hours?
Answer:
72
Step-by-step explanation:
2 hrs = 120 min
120 min / 5 min = 24 times in 2 hrs
24 x 3 = 72 eggs in 2 hrs
Answer:
Step-by-step explanation:
3 eggs/5 minutes = x/120 minutes
5x = 360
x = 72 eggs in 2 hours
Please help i will give branliest please
Answer:
The answer is 18,700
Step-by-step explanation:
if you add 9,500+ 9,000 you get 18,500 add 200 and your answer is 18,700
HELPPPPPPPPPPPPPPPPPPPP
Answer:
5,6
Step-by-step explanation:
2+8=10/2=5
3+9=12/2=6
5,6
Over what interval is the quadratic function decreasing?
*€ (-2,00)
*€ (-∞, -2)
Ο τε(-2,-00)
# € (-∞0,3)
Answer:
1 is e(200) . 2 is e(-2) . 3 is O te(-02) . 4is # e(30) .
Liliana wants to write an equivalent expression for n + 3 minus 5 n + 6. Which of her attempts uses the algebraic properties correctly?
Answer:
n+3-(5n+6)=0
n+3-5n-6=0
5n-n=6-3
4n=3
4n/4=3/4
n=3/4
Please solve the question in the picture
Answer:
A. 11"
B. 39"
25 - 15 < x < 25 + 15
10 < x < 40
*x = whole number
Answer:
shortest: 11 incheslongest: 39 inchesStep-by-step explanation:
Given two side lengths for a triangle, the triangle inequality tells you the third side must have a length between the difference and the sum of the given sides.
__
A. minimum lengthThe difference of the given sides 25 and 15 is ...
25 -15 = 10
The smallest integer greater than 10 is 11.
The third side must be at least 11 inches long.
__
B. maximum lengthThe sum of the given sides is ...
25 +15 = 40
The largest integer smaller than 40 is 39.
The third side must be at most 39 inches long.
_____
Additional comment
Formally, the triangle inequality tells you that sides a, b, c must satisfy ...
a +b > c and b +c > a and c +a > b
When we're considering the length of third side (c), there are 3 cases to consider. 1) c is shortest; 2) c is between the other lengths; 3) c is longest. Without loss of generality, we can assume a > b.
1) c is shortest:
a+b>c is always true. b+c>a ⇒ c>a-b (the positive difference)c+a>b ⇒ c>b-a (the negative difference)conclusion: c > a-b
2) a > c > b:
a+b>c is always true. b+c>a ⇒ c>a-b (the positive difference) c+a>b ⇒ c>b-a (the negative difference)conclusion: c > a-b
3) c is longest:
a+b>c (the sum)b+c>a ⇒ c>a-b (the difference will be less than the sum)c+a>b ⇒ c>b-a (the negative difference will be less than the sum)conclusion: a -b < c < a+b . . . . . . for a>b
write the slope-intercept form of the equation of a line passing through the following two points: (-3, 7) & (6, -5)
In order to find equation, first find slope:
[tex]\sf slope : \dfrac{y_2 - y_1}{x_2 - x_1} \quad where \ (x_1, y_1) , \ (x_2, y_2) \ are \ points[/tex]
Given points: (-3, 7) and (6, -5)
[tex]\rightarrow \sf slope : \dfrac{-5-7}{6-(-3)} =-\dfrac{4}{3}[/tex]
Equation:
[tex]\sf y- y_1 = m(x - x_1)[/tex]
insert values
[tex]\rightarrow \sf y - 7 = -\dfrac{4}{3} (x -(-3))[/tex]
[tex]\rightarrow \sf y = -\dfrac{4}{3} x - 4 +7[/tex]
[tex]\rightarrow \sf y = -\dfrac{4}{3} x +3[/tex]
Please solve this ASAP!!!
Identify the range of the function shown in the graph.
The range of the function shown in the graph are all real numbers.
What is the range of a function?The range of a function is the set of its possible output values.
The range of a function are the dependent variables.
In other words, the range of a function is the complete set of all possible resulting values of the dependent variable (y), after we have substituted the domain or independent variable.
According to the values of y on the graph the range are all real numbers.
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math i will give a lot of points
−5 1/2 −2 1/3
Answer:
-7 1/6
Step-by-step explanation:
Subtract the whole numbers first.
-5-2 = -7
Now the fractions:
1/2 and 1/3
We need to find a common denominator. It's 6.
So,
for 1/2 multiply the numerator and denominator both by 3. You get 3/6.
Now 1/3:
Multiply 1 and 3 with 2. you get 2/6.
Subtract:
3/6-2/6=
1/6
Putting whole number and fraction togethr: -7 1/6
Find the volume of the cone shown below. 20 16 12
Jun 07, 7:1
What is the volume of a cylinder, in cubic centimeters, with a height of 11 centimeters
and a base diameter of 6 centimeters? Round to the nearest tenths place
Answer:
311.0
Step-by-step explanation:
pi3^2(11)
pi r^2 (h)
PLEASE HELP
This Box-and-Whisker Plot is based on how many points a basketball player scored in a set of games.
In what percent of games did the player score more than 25 points?
Answer:
27.778%
Step-by-step explanation:
30-12= 18
numbers greater than 25 = 5
5/18 =26.778%
Answer:
A 25%
Step-by-step explanation:
hope this helps
1. There are 46 students in the orchestra and twice that number in the band. There are 34
boys and 23 girls in the choir. If each student only participates in one group, how many
students total are there in the orchestra, the band, and the choir?
The total number of students in the orchestra, the band, and the choir is 195
Determining the number of students
From the questions, we are to determine how many students in total are in the orchestra, the band, and the choir
From the given information,
There are 46 students in the orchestra and twice that number in the band.
Thus,
Number of students in the orchestra = 46
Number of students in the band = 2 × 46 = 92
And
There are 34 boys and 23 girls in the choir
∴ Number of students in the choir = 34 + 23 = 57
Then,
The total number of students in the orchestra, the band, and the choir = 46 + 92 + 57
Total number of students in the orchestra, the band, and the choir = 195
Hence, the total number of students in the orchestra, the band, and the choir is 195
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solve pls brainliest
Step-by-step explanation:
(−424.9) × (-0.1) = 42.49
2.7 × (−0.5) = -1.35
Answer: Heyaa! ~
Your Answers when Multiped are...
42.49 -1.35Step-by-step explanation:
-424.9(-0.1)= 42.492.7 × (−0.5) = -1.35- Multiplied. -
Hopefully this helps you! ~
what’s a positive divided by a negative
Answer:
positive cuz positive is greater than negative
In the figure, AB and CD are common tangents to two circles of radii 5 cm with centres p
and S respectively and AB = 8 cm. Calculate the length of
Answer:
24 you used to write about something else
Answer:
Step-by-step explanation:
What is the average rate of change for this quadratic function for the interval
from x=-5 to x = -3?
-10
10
A. -16
B. -8
C. 8
D. 16
x4
The average rate of change of the function at the interval is -8
How to determine the average rate of change?The table that completes the question is added as an attachment
From the table, we have:
f(5) = -26
f(3) = -10
The average rate is then calculated as:
Rate = (f(5) - f(3))/(5 -3)
This gives
Rate = (-26 + 10)/(5 -3)
Evaluate
Rate = -8
Hence, the average rate of change of the function is -8
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Someone, please help! I'm really confused
The correct pair is option E, which is:
FH ≅ FH - reflexive property
ΔGFH ≅ ΔEFH - SAS theorem
What is the SAS Congruence Theorem?The SAS theorems states that two triangles are congruent if they have two pairs of congruent sides and a pair of congruent included angles.
What is the Reflexive Property?The reflexive property of geometry states that an angle or line will always be congruent to itself.
In the two column-proof, since FH = FH using the reflexive property, then both triangles are congruent to each other by the SAS congruence theorem.
The missing pair of reasons that completes the proof are:
FH ≅ FH - reflexive property
ΔGFH ≅ ΔEFH - SAS theorem
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−−→
A
B
=
(
x
y
)
What values should
x
and
y
take?
−−→
A
B
=
(
x
y
)
What values should
x
and
y
take?
Note: Each horizontal or vertical division represents one unit.
X=
Y=
Answer:
can u make it in a sentence cause I don't understand ur question
Answer:
i don't know
Step-by-step explanation:
A. g(x) = 2(x3 + 4)
B. g(x) =
(x3 + 4)
C. g(x) = 2x3 + 4
D. g(x) =x3 + 4
Answer: C. [tex]g(x)=2x^3+4[/tex]
Step-by-step explanation:
When the coefficient gets larger, the graph will stretch more, getting closer to the y axis.
find the value of a 3a+2b=8 and b=-2
Answer:
The value of a in the given equation is '4'
Step-by-step explanation:
The given equation is: 3a + 2b = 8 and b = -2
Plug the value of b into the formula:
3a + 2(-2) = 8
3a - 4 = 8
We want 3a by itself so we will add +4 to both sides:
3a - 4 + (4) = 8 + (4)
3a = 12
Divide both sides by 3 so a is by itself:
3a/3 = 12/3
1a = 4
a = 4
determine the radius and center of the circle with the following equation
x^2+y^2-12x+24y-10=6
Answer:
Center: (6, -12)
Radius: 4
Step-by-step explanation:
Complete the squares
[tex]x^2+y^2-12x+24y-10=6\\\\x^2-12x-10+y^2+24y=6\\\\x^2-12x-10+46+y^2+24y+144=6+46+144\\\\(x^2-12x+36)+(y^2+24y+144)=196\\\\(x-6)^2+(y+12)^2=196[/tex]
Comparing with the standard form equation [tex](x-h)^2+(y-k)^2=r^2[/tex], since [tex]r^2=196[/tex], then the radius of the circle is [tex]r=14[/tex]. Also, the center of the circle would be [tex](h,k)\rightarrow(6,-12)[/tex].
X+8=-2
O A. x= 10
OB. x=-6
O C. x=6
OD. x= -10
D is the correct answer
X+8 = -2
x = -8 -2 = -10
Answer: option D
Step-by-step explanation:
X+8=-2
x= -2-8 (you should make x the subject so you switch the +8 to the other
x= -10 side which becomes -8)
so you get -10 because, if both the numbers have the minus sign then you should add the two values which will be a negative answer. So your answer is option D
what is the answer to the question 83%of 408
Answer:
338.64
Step-by-step explanation:
set up a proportion x/408=83/100 cross multiply you get 338.64
Answer: 338.64 is the Answer.
Step-by-step explanation:
83 x 408/100 (First do 83 x 408, then divide the answer by 100.)
= 338.64
Fiona recorded the mean math exam grade for six random samples of students from the entire seventh-grade class. Sample Sample Mean Grade 1 65 2 92 3 78 4 45 5 95 6 70 Why is a valid prediction for the mean of the population not possible using these samples?
The reason why Fiona cannot make a valid prediction based on the mean of the population is that the variation of Fiona’s samples is too large.
Why can't Fiona use the means she recorded?Mean is quite sensitive to outliers so it is best used when the variation between variables is not too much.
In Fiona's case, there variation is quite high with high variable of 95 compared to a low value of 45.
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Answer: just confirming/
Step-by-step explanation:
Toby has $70 saved.He is saving $15 more each week.In how many weeks will he have $280 saved to buy the new skateboard he wants?
Answer:
14 weeks
Step-by-step explanation:
Let's create and equation to display this situation. Toby already has $70 saved, so that is not the variable and no x should go next to it. He is saving $15 more each week. Lastly, we want to end up with $280 saved. The equation will look like this, given the information:
15x + 70 = 280
To find how many weeks it will take, solve the equation!
15x = 210 Subtract 70 from 280
x = 14 Divide 210 by 15
Therefore, it will take Toby 14 weeks to save up for a new skateboard.
Hope this helps! If you have any questions about my work, please let me know down in the comments!
Does the table represent a function? Why or why not?
X Y
3 1
4 3
5 2
6 5
6 6
A. Yes, because every x-value corresponds to exactly one y-value.
B. Yes, because there are different y values.
C. No, because one x-value corresponds to two different y-values.
D. No, because the y values are positive.
The table does not represent a function because (c) No, because one x-value corresponds to two different y-values.
How to determine the true statement?The table of values is given as:
X Y
3 1
4 3
5 2
6 5
6 6
From the table of values, we have:
Y = 5 and 6 when X = 6
A table of values that is a function would have a y value of each x value
Hence, the table does not represent a function because one x-value corresponds to two different y-values.
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Which of the following equations is quadratic?
A) (x+3)(x+4)= 5
B) 5(4x+2) = 3
C) x(x^2+ 1) = 0