What is the value of Fraction 1 over 2x3 + 3.4y when x = 2 and y = 5? 80 points

Answer:

I think it's the second one.

Answer:

a=4

b=0.5p

c=py

Step-by-step explanation:

a) 8*0.5= 4

b) p*0.5= 0.5p

c) p*y= py

Hope this helps! :)

Answer:

248

Step-by-step explanation:

I'm not completely sure but hope this helps

Answer:

220 cm²

Step-by-step explanation:

area of rectangle:

Length * Width

18 * 11

198 cm²

Triangle area:

1/2 * base * height

1/2 * (18-7)(15-11)

1/2 * 11 * 4

22 cm²

So total area: 198 cm² + 22 cm² = 220 cm²

Answer: -5

Step-by-step explanation:

You have to find a. Here's some steps you can take.

1.) Subtract 12 on the left side of the equal sign to get -6a by itself. When subtracting 12 you must subtract 12 from 42 as well.

2.) Your new equation would be -6a = 30

3.) Now you need to get a by itself. How do we do that? By dividing -6a by -6. REMEMBER: You must also do the same to the right side of the equal sign which is 30 (30/-6)

4.) Your problem should end up looking like this: a = -5

Answer:

X≥3

Explanation:

20х+12≥14х+30

20Х+12-14Х≥30

20х-14х≥30-12

6Х≥30-12

6х≥18

х≥3

Answer:

12

Step-by-step explanation:

edge 1045

Answer: 39

Step-by-step explanation: We have to move the decimal one place to the right to make 1.2 a whole number, so 12. You do the same thing to 46.8, so you get 468. Then you divide from there. 12 can go into 46 3 times. 12 x 3 = 36. you subtract to get 10, then bring down your 8, to get a new number of 108. 12 can go into 108 9 times. 12 x 9 = 108. Then you have a remainder of 0. Your product is 39.

Answer:

22.75 m^2

Step-by-step explanation:

Strategy: Find the area of the 2 triangles by finding the height of both of them and using the triangle formula.

Calculation:

(assuming both triangles are congruent)

7*((11-4.5)/2)/2*2

=3.25*7

=22.75

Answer:

22.75m^2

Step-by-step explanation:

A) area of rectangle - two trapezium

B) the way is given in image form and the final answer is= 77- 54.25 = 22.75m^2

In order to complete the target the person must have to sell 133 lawn tickets and 200 seat tickets.

The study of numbers and their operations, which are essential to all other branches of mathematics, falls under the umbrella of arithmetic operations. The four fundamental operations in these systems are addition, subtraction, multiplication, and division.

It is given that, tickets for the lawn cost $30 apiece, while those for seats cost $50 each. At least $14,000 is what the organizers want to make from ticket sales.

The amount earned from seat tickets,

=$50 × 200

=10000

The amount needed to complete the target,

=$14,000 - $10,000

=$4,000

If they earned $4,000 by selling lawn tickets. Since lawn tickets were $30, the formula to determine how many were sold is $4000 divided by $30.The number of lawn tickets is obtained as,

=4000/30

=133

Thus, the number of lawn tickets will be 200.

Learn more about the arithmetic operations here,

https://brainly.com/question/25834626

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Answer:

[tex] \boxed{ \tt\longrightarrow \: Area \: Of \: Shaded \: region \: =\boxed{ \tt 39 \: in²}}[/tex]

Step-by-step explanation:

Given:

The Dimensions of Parallelogram are 12 in.(Base) and 7 in.(Height)

And,

The Dimensions of Rectangle are 9 in.(Length) and 5 in.(Breadth).

To Find:

The Area of Shaded region

Solution:

When the dimensions of parallelogram and the dimensions of rectangle are given, we need to find the Shaded region using this formula:

[tex] \boxed{\tt \longrightarrow Area = (Parallelogram - Rectangle)}[/tex]

We know that the formula of Parallelogram is base*height[b×h] and the formula of rectangle is length*breadth[l*b] .

[tex] \tt\longrightarrow \: Area =B×h-l×b [/tex]

Put their values accordingly:

[tex]\longrightarrow \tt Area = (12 \times 7 - 9 \times 5)in {}^{2} [/tex]

Simplify it.

[Follow BODMAS Rule strictly while simplifying]

[tex] \tt\longrightarrow \: Area = (84 - 45 ) in {}^{2} [/tex]

[tex] \tt\longrightarrow \: Area = 39 \: {in}^{2} [/tex]

Hence, the Area of Shaded region would be 39 in² or 39 sq. in. .

[tex] \rule{225pt}{2pt}[/tex]

I hope this helps!

It can be noted that the percentage error made by Allison will be 1.6%

From the information given, Allison measured a line to be 19.4 inches long and the actual length of the line is 19.1.

Therefore, the percentage error will be:

= (19.4 - 19.1)/19.1 × 100

= 0.3/19.1 × 100

= 1.6%

In conclusion, the correct option is 1.6%.

Learn more about percentages on:

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Let k = 1, for a start. By definition of the Laplace transform,

[tex]\displaystyle F(s) = \int_0^\infty f(t) e^{-st} \, dt[/tex]

Differentiate both sides with respect to s :

[tex]\displaystyle F'(s) = \frac{d}{ds} \int_0^\infty f(t) e^{-st} \, dt[/tex]

[tex]\displaystyle F'(s) = \int_0^\infty \frac{\partial}{\partial s}  \left[f(t) e^{-st}\right] \, dt[/tex]

[tex]\displaystyle F'(s) = \int_0^\infty -t f(t) e^{-st} \, dt[/tex]

so that [tex]t f(t) \leftrightarrow (-1)^1 F^{(1)}(s) = -F'(s)[/tex] is indeed true.

Suppose the claim is true for arbitrary integer k = n, which is to say that [tex]t^n f(t) \leftrightarrow (-1)^n F^{(n)}(s)[/tex]. Then if k = n + 1, we have

[tex]F^{(n+1)}(s) = \dfrac{d}{ds} F^{(n)}(s)[/tex]

Consider the two cases:

• If k = n + 1 is even, then n is odd, so

[tex](-1)^n F^{(n)}(s) = -F^{(n)}(s) \leftrightarrow t^n f(t)[/tex]

and it follows that

[tex]F^{(n+1)}(s) = \displaystyle \frac{d}{ds} \left[-\int_0^\infty t^n f(t) e^{-st} \, dt \right][/tex]

[tex]F^{(n+1)}(s) = \displaystyle -\int_0^\infty \frac{\partial}{\partial s}\left[ t^n f(t) e^{-st} \right] \, dt[/tex]

[tex]F^{(n+1)}(s) = \displaystyle \frac{d}{ds} \left[-\int_0^\infty t^n f(t) e^{-st} \, dt \right][/tex]

[tex]F^{(n+1)}(s) = \displaystyle \int_0^\infty t^{n+1} f(t) e^{-st} \, dt[/tex]

[tex]\implies F^{(n+1)}(s) = (-1)^{n+1} F^{(n+1)}(s) \leftrightarrow t^{n+1}f(t)[/tex]

• Otherwise, if k = n + 1 is odd, then n is even, so

[tex](-1)^n F^{(n)}(s) = F^{(n)}(s) \leftrightarrow t^n f(t)[/tex]

The rest of the proof is the same as the previous case.

So we've proved the claim by induction:

• [tex]t f(t) \leftrightarrow -F(s)[/tex], and

• [tex]\bigg(t^n f(t) \leftrightarrow (-1)^n F^{(n)}(s)\bigg) \implies \bigg(t^{n+1} f(t) \leftrightarrow (-1)^{n+1} F^{(n+1)}(s)\bigg)[/tex]

Answer:

5,600

Step-by-step explanation:

rounding by the nearest hundred would mean rounding up or down in the hundreds based off of thr tens. If the tens are above 50, you round up. if they are below 50, you round down

Answer:

The hundred place here is the the 2nd 5 to the left.

Rounding is when it’s 5 or above you go up, 4 or below you stay.
So 5565
In this case we look at the tenth place number which is 6 and since it’s 5 or above the hundreths place “5” goes up 1. Everything else below under th place turns 0.
So

5,600

Answer:

292

Step-by-step explanation:

40 x $7.60 = 304

304=

304%

-Hunter

Answer:

Shift 3 units to the right.

Reflect over the x-axis

Answer: Approximately 0.00004597583714

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

Explanation:

Four-of-a-kind is when you get four cards of the same value. One example is if we got four aces. Any four-of-a-kind already has two pairs built into it. I'm assuming your teacher wants four-of-a-kind and another different pair (we'll have 6 pairs all together).

In any suit there are 13 unique cards. So there are 13 choices to fill the first four slots to set up the four-of-a-kind.

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

After the four-of-a-kind is formed, we have 13-1 = 12 unique cards left in any given suit. Once that fifth card is chosen, we then have 4 C 2 = 6 ways to select that final card such that we get another pair. I'm using the nCr combination formula since order doesn't matter. The steps to calculating this value (and the other nCr value mentioned later) is shown in the attached image below.

Multiplying those values gets us 13*12*6 = 936 different six card hands such that we get four-of-a-kind and a different pair.

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

This is out of 52 C 6 = 20,358,520 different six card hands.

Divide the two values found

936/(20,358,520) = 0.00004597583714

The relative frequency for middle school students whose favourite sport is baseball is 27%.

The relative frequency for middle school students whose favorite sport is basketball is 31%.

The relative frequency for middle school students whose favorite sport is football is 42%.

The relative frequency for high school students whose favorite sport is baseball is 44%.

The relative frequency for high school students whose favorite sport is basketball is 31%

The relative frequency for high school students whose favorite sport is football is 25%

Relative frequency measures how often a value appears relative to the sum of the total values.

The relative frequency for middle school students whose favourite sport is baseball = 13/48 = 27%

The relative frequency for middle school students whose favorite sport is basketball = 15 / 48 = 31%

The relative frequency for middle school students whose favorite sport is football = 20 / 48 = 42%

The relative frequency for high school students whose favorite sport is baseball = 23 / 52 = 44%

The relative frequency for high school students whose favorite sport is basketball = 16 / 52 = 31%

The relative frequency for high school students whose favorite sport is football = 13 / 52 = 25%

To learn more about relative frequency, please check: https://brainly.com/question/14610326

Answer:

8 10

Step-by-step explanation:

maybe this will help you

Answer:

pushing p turn me up p yea

Answer: Arithmetic and 3

Step-by-step explanation:

12 - 9 = 3 9 - 6 = 3 The common difference is equal and is three and so it is an arithmetic sequence

12/9 = 4/3 9/6 = 3/2 The ratio is not equal so this is not a geometric sequence

Answer:

B: x = 0, y = -1

Step-by-step explanation: Hope it Helps!

Answer:

(0,-1)

Step-by-step explanation:

8x – 5y = 5

–8x – 6y = 6

-11y = 11

/-11 /-11

y = -1

8x – 5y = 5

8x - 5(-1) = 5

8x - (-5) = 5

8x + 5 = 5

     - 5  - 5

8x = 0

/8   /8

x = 0

8x – 5y = 5

8(0) - 5y = 5

0 - 5y = 5

-5y = 5

/-5   /-5

y = -1

(x,y) ==> (0,-1)

Hope this helps!

Answer:

Statement 1 is false, statement 2 is true.

Step-by-step explanation:

The triangle has been dialated by a scale factor of 2.5

Another way to say that someone is "splitting between" themselves and someone else is "dividing amongst" or "dividing between".

Answer:

C. 91 ÷ s

Step-by-step explanation:

Split among = ÷

Hence, the Answer = 91 ÷ s

~Lenvy~

I don't think there's a set limit either way. As long as you make sure to discuss all the relevant key ideas and theorems, then you have formed a sufficient proof. Try to be as direct as possible and it doesn't hurt to take shortcuts now and then. Remember to always clearly state what the goal of the proof is, and set up the boundaries needed (eg: x is a nonzero real number). Also, make sure you connect the "given" to the thing to be proved. I've noticed a lot of students forget to do this.

If possible, try to explain the concept to someone outside the class so you can try to get a better handle on the proof. At the same time, you don't want to spend too much time going over the very fine details. Again it's all about balance in my mind.

Answer:

or,180=3x

or,x=180+3

or,x=183 answer

Answer:

54

Step-by-step explanation:

there are 2 ways

(180 - 18) ÷ 3 = 54

(360-18-18) ÷ 6 = 54

same answer

We have :

s - 39⁰+ s - 9⁰ = s + 29⁰

s + s - s = 29⁰ + 9⁰ + 39⁰

s = 77⁰

Answer: 77⁰

Ok done. Thank to me :>