Answer:
The equivalent to one over five m − 20 is one over five (m − 100) ⇒ B
Step-by-step explanation:
Let us solve the question
∵ One over five means [tex]\frac{1}{5}[/tex]
∴ One over five m - 20 = [tex]\frac{1}{5}[/tex] m - 20
→ By using the distributive property, take one over five as a common factor
from both terms
∴ [tex]\frac{1}{5}[/tex] m - 20 = [tex]\frac{1}{5}[/tex] [tex](\frac{\frac{1}{5}m}{\frac{1}{5}}[/tex] - [tex]\frac{20}{\frac{1}{5}})[/tex]
→ Simplify the bracket
∵ [tex]\frac{1}{5}[/tex] m ÷ [tex]\frac{1}{5}[/tex] = [tex]\frac{1}{5}[/tex] m × 5 = m
∵ 20 ÷ [tex]\frac{1}{5}[/tex] = 20 × 5 = 100
∴ [tex]\frac{1}{5}[/tex] [tex](\frac{\frac{1}{5}m}{\frac{1}{5}}[/tex] - [tex]\frac{20}{\frac{1}{5}})[/tex] = [tex]\frac{1}{5}[/tex] (m - 100)
∴ [tex]\frac{1}{5}[/tex] m - 20 = [tex]\frac{1}{5}[/tex] (m - 100)
The equivalent to one over five m − 20 is one over five (m − 100)
12 pounds of apples for $13.80 so how many pounds of apples for $8.05
Answer:
7
Step-by-step explanation:
[tex]8.05 \times 12 = 96.6[/tex]
[tex]96.6 \div 13.80 = 7[/tex]
i think this is the answer
Answer:
the answer is 7 pounds of apples for $8.05
Step-by-step explanation:
you first divide $13.80/12= 1.15
then when you multiply 1.15x7 it will give you 8.05 as an answer.
The point is plotted on the number line.
What whole number best approximates the value of x?
Answer:
D. 104
Step-by-step explanation:
After taking the square root of all possible answers 104 gives you 10.19 in decimal form which is the closest and most accurate number to 10.2 where the point is closely located to.
do you guys know this by any chance
Answer:
[tex]10^{17}[/tex]
Step-by-step explanation:
Move the decimal so there is one non-zero digit to the left of the decimal point. The number of decimal places you move will be the exponent on the
10
10
. If the decimal is being moved to the right, the exponent will be negative. If the decimal is being moved to the left, the exponent will be positive.
Select the correct answer.
Which function represents a function with zeros at -3,-1, 0, and 6? ANYTHING HELPS
A function assigns the values. The function that represents a function with zeros at -3,-1, 0, and 6 is f(x)=x(x-6)(x+3)(x+1).
What is a Function?A function assigns the value of each element of one set to the other specific element of another set.
The function that represents a function with zeros at -3,-1, 0, and 6 is
f(x)=(x+3)(x+1)(x+0)(x-6)
f(x)=x(x+3)(x+1)(x-6)
f(x)=x(x-6)(x+3)(x+1)
Hence, The function that represents a function with zeros at -3,-1, 0, and 6 is f(x)=x(x-6)(x+3)(x+1).
Learn more about Function:
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PLEASE HELP ITS DUE IN 5 MIN Solve for x in the following equation and upload a picture of your work step-by-step
Answer:
1.25 = X
Step-by-step explanation:
5-2x+2=12-4x-2x
Combine all like terms here.
7-2x=12-6x
Add 2x on both sides.
7=12-4x
Subtract 12 on both sides.
-5=-4x
Divide by -4.
1.25=X
Find the equation of the line that passes through the point (7,-8) and is perpendicular to the line y=1/8x-2
Answer:
y=-8x+48
Step-by-step explanation:
Slope is -8 because perpendicular slopes are negative reciprocals
Plug it in:
-8=7(-8)+b
48=b
PLZ HELP
In this project, you will be designing three graphs based on information given to you in tables. You must organize the information into graphs and make them clear and understandable. There are two sections included in this assignment. The first section provides instruction for designing three graphs using paper and pencil. The second section is provided with instruction for designing the three graphs using the Microsoft© Excel© application. You only need to do one or the other. The advantage of using the Excel application is that you will have electronic copies that may be sent using the upload button provided in the first section. It also provides practice using technology in a practical way.
For help on the graphs, go back and read the section in your lesson on graphing. The second section provides tutorials that will be very helpful in designing your graphs.
Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument. Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.
So what’s the difference between a table and a figure anyway?
Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.
Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps. Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply. Figures should not duplicate the same information found in tables and vice versa.
Using tables
Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.
Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.
Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.
Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.
Other table elements
Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.
Quick reference for tables
Tables should be:
Centered on the page.
Numbered in the order they appear in the text.
Referenced in the order they appear in the text.
Labeled with the table number and descriptive title above the table.
Labeled with column a
Step-by-step explanation:
help me I will give brainiest
Answer:
5) -12 1\2
6) -3
Answer:
2(10x+6)2+24x+60
20x+12=62+24x
20x-24x=62-12
-4=50
[tex]x = - \frac{25}{2} [/tex]
In the equation ax + 6 = 15 , a is a negative integer. What is true about x?
36% of what number is 64.8?
Set up the equation 64.8 = .36x
Divide by .36 on both sides.
You get 180 = x.
36% of 180 is 64.8
Multiply .36 by 180 to double check.
Hope this helps
Verify 1) x³+y³=(x+y)(x²-xy+y²)
2) x³-y³=(x-y)(x²+xy+y²)
using some non-zero positive integers and check by actual multiplication. can you call these as identities?
x³ + y³ = (x + y)(x² - xy + y²)
x³ - y³ = (x - y)(x² + xy + y²).
Proof for 1st Identity :
★ x³ + y³ = x (x² - xy + y²) + y(x² - xy + y²)
⟶ x³ + y³ = x³ - x²y + xy² + x²y - xy² + y³
⟶ x³ + y³ = x³ + y³
Proof for 2nd identity :
★ x³ - y³ = x(x² + xy + y²) - y(x² + xy + y²)
⟶ x³ - y³ = x³ + x²y + xy² - x²y - xy² - y³
⟶ x³ - y³ = x³ - y³
For example,Let us assume that,
x = 1
y = 2
So,
✯ x³ + y³ = 1³ + 2³
⟹ (x + y)(x² - xy + y²) = 1 + 8
⟹ (1 + 2)(1² - (1)(2) + 2²) = 9
⟹ 3 * (1 - 2 + 4) = 9
⟹ 3 * 3 = 9
⟹ 9 = 9
✯ x³ - y³ = 1³ - 2³
⟹ (1 - 2) * (1² + (1)(2) + 2²) = 1 - 8
⟹ ( - 1) * (1 + 2 + 4) = - 7
⟹ ( - 1) * (7) = - 7
⟹ - 7 = - 7
Thus , they can be called as identities/formulae as they are very useful in finding the value of a certain equation or an expression easily.
I hope it will help you.
Regards.
There are two different maps of California. The scale on the first map is 1 cm to 20 km. The distance from Fresno to SanFrancisco is 15 cm.The scale on the second map is 1 cm to 100 km.What is the distance from Fresno to San Francisco on the second map? Explain your reasoning.b
Answer:
1500km
Step-by-step explanation:
1cm=100km
15•100=1500km
answer for immediate brainliest!!!
Answer:
pretty sure it's 3 7/8
What does sin(-u) equal?
.
.
.
.
.
.
.
PLEASE HELP!!!
Answer:
-sin(u)
Step-by-step explanation:
This is a Trig identity. The best way to understand this is to start at zero degrees. +u would move counterclockwise, while -u moves clockwise. The sine function gives you how far in the y-direction you are from the x-axis. Since you're moving the same amount by going u degrees (or u radians) around the circle as you would going -u degrees (or -u radians), your distance from the x-axis is the same. But it reflects over the x-axis, so the two outcomes are inverses of each other.
2(x-5)=4(x+1)
Please solve for x
Answer:
-7
Step-by-step explanation:
-7-5=-12
-12×2=-24
-7+1=-6
-6×4=-24
-24=-24
Answer:
x = -7
Step-by-step explanation:
2(x - 5) = 4(x + 1)
Multiply the parenthesis by the outside numbers (simplify).
2x - 10 = 4x + 4
Combine like terms (add 20 to both sides, and subtract 2x).
0 = 2x + 14
Subtract 14 from both sides of the equation.
2x = - 14
Divide both sides of the equation by 2.
x = -7
Hope this helps, let me know if you have any questions :)
Chris mixes 4 cups of cereal 3 cups of pecans and 2 cups of raisins. What are three ways to write the ratio of cups of cereal to cups of pecans?
Answer:
cereal : pecans : raisins = 2 : 1.5 : 1
Step-by-step explanation:
Given:
The amount of cereal in snack mix = 4 cups
The amount of pecans in snack mix = 3 cups
The amount of raisins in snack mix = 2 cups
Therefore,
The total amount of snack = 4 cups + 3 cups + 2 cups = 9 cups
Now,
The ratio is given as:
=
therefore,
Ratio of cereal in snack mix =
and,
Ratio of pecans in snack mix =
Ratio of raisins in snack mix =
Now,
we have ratio as:
4 : 3 : 2
i.e cereal : pecans : raisins
taking 2 common
we get
2 : 1.5 : 1
therefore,
the maximum amount
Step-by-step explanation:
I need help with this question.
Answer:
its the 4th one
Step-by-step explanation:
x<-70
solve for t. 79t=14 write your answer here
Answer: im pretty sure its 14 divided by 79 soo 0.17?
if not im sorry
use your brain tho:)
hope this helps you
Raymond uses the Venmo
app to transfer money to
his friends. He had $6.50.
He gave $2.95 to Theresa
and received $1.26 from
Peyton. How much money
does he have now?
Answer:
2.29
Step-by-step explanation:
2.95 plus 1.26 is 4.21, and 6.50 minus 4.21 is 2.29.
Solve for m: 2m + 5-3m = 7
Answer:
m=-2
Step-by-step explanation:
Answer: m = -2
Step-by-step explanation:
Simplify 2m + 5 - 3m to -m+ 5
-m + 5 = 7
Regroup terms.
5 - m = 7
Subtract 5 from both sides.
-m = 7 - 5
Simplify 7 - 5 to 2
-m = 2
Multiply both sides by -1
m = -2
Can someone please help me I need help
Answer:
8 in
Step-by-step explanation:
Step 1: Define
A = 56
b = 7
A = bh
Step 2: Find h
h = A/b
h = 56/7
h = 8
Answer:
h= 8 inches
Step-by-step explanation:
A= bh; b= 7 inches; Area= 56 inches squared
56= 7h
56/7 = 7h/7
h= 8 inches
hope this helps!
You bought 12 red apples and 15 green apples to make a pie.
What is the ratio of the number of red apples to the total number of apples?
4 over 9
Answer:
12 over 27 = 4 over 9
Step-by-step explanation:
12 over (12 + 15) = 12 over 27 = 4 over 9
Slope :3 y-intercept :1
Answer:
y = 3x + 1
Step-by-step explanation:
y = mx + b
The slope, or m, is 3.
The y-intercept, or y, is 1.
Plug them into the equation.
y = mx + b
y = 3x + 1
Write the equation of the line that passes through the points (-3, -7) and (-3,-4) put your answer in fully reduced point slope form unless it is a vertical or horizontal line
Answer:
It is an undefined line which means a vertical line.
Step-by-step explanation:
Using the point-slope formula y2-y1 divided by x2-x1, you would get -4-(-7)/-3-(-3) which the answer would be 3/0. If zero is at the bottom of the fraction, the line would be undefined.
Worth all my points plus brainliest!!! Due in 4 hrs 1-11
Answer:
1. 15
2. -8/9
3. 5
4. 7
5. a = 20
6. n = 100
7. 3.6 x 10^1
8. 3
9. 4
10. 8.37 x 10^5
11. 6.67 x 10^3
PLEASE HELP ME !!!!!!!!!! O///O
Write an equation that has a slope of 4 and a y-intercept of (0,1).
Answer:
y=4x+1
Step-by-step explanation:
I’m guessing the equation needed to be in the y=Mx+b form. If so, m is your slope and b is your y-intercept.
Answer:
y - 1 = 4 ( x - 0 )
Step-by-step explanation:
point slope form
Find the perimeter of the given figure.
Please help me with the question! Please!!
Answer:
Slope is 3 and y-intercept is 2
Step-by-step explanation:
When you do slope formula, you get 3 and on the table it says (0, 2) which is the y-intercept
Graph 3x−y=6.
Use the line tool and select two points on the line.
Answer:
Plot point -6 and 2 and just keep making the line straight off the graph I think this should help
Step-by-step explanation:
20 POINTS AND BRAINLIEST
The height (in inches) of a candle, h(t), is modeled by the function h(t) = 8 - t, where t is the amount of time the candle has been burning. What is the meaning of the y-
intercept of the graph of the function?
A. The amount of time the candle has been burning
B. The height of the candle when it starts to burn
C. The maximum amount of time the candle can burn
D. The height of the candle after it is finished
Answer:B.the height of the candle when it starts to burn
Step-by-step explanation:
The y - intercept is 8. It represents the height of the candle when it starts to burn.
What is the general equation of a Straight line?The general equation of a straight line is -
[y] = [m]x + [c]
where -
[m] → is slope of line which tells the unit rate of change of [y] with respect to [x].
[c] → is the y - intercept i.e. the point where the graph cuts the [y] axis.
We have the height (in inches) of a candle, h(t), is modeled by the function h(t) = 8 - t, where t is the amount of time the candle has been burning.
We have -
h(t) = - t + 8
h(t) = - t + 8
Here, the y - intercept is 8. It represents the height of the candle when it starts to burn.
Therefore, the y - intercept is 8. It represents the height of the candle when it starts to burn.
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