Answer:
[tex]{ \tt{3 \frac{4}{9} \div (5 \frac{1}{3} - 2 \frac{3}{4}) + 5 \frac{9}{10} }} \\ \\ = { \tt{ \frac{31}{9} \div ( \frac{16}{3} - \frac{11}{4} ) + \frac{59}{10} }} \\ \\ = { \tt{ \frac{31}{9} \div ( \frac{31}{12} ) + \frac{59}{10} }} \\ \\ { \tt{ = \frac{4}{3} + \frac{59}{10} }} \\ \\ { \bf{ = \frac{217}{30} }} \\ \\ { \boxed{ \tt{answer : 7 \frac{7}{30} }}} \\ \\ { \underline{ \blue{ \tt{becker ⚜jnr}}}}[/tex]
Answer:
[tex]7 \frac{7}{30}[/tex]
Step-by-step explanation:
[tex]3 \frac{4}{9} \div ( 5\frac{1}{3} - 2 \frac{3}{4}) + 5 \frac{9}{10}\\\\\frac{31}{9} \div (\frac{16}{3} - \frac{11}{4} ) + \frac{59}{10} \\\\\\Solving \ using \ BODMAS\\\\First \ Solve \ expression \ inside \ Bracket \\\\\frac{31}{9} \div (\frac{(16 \times 4) - ( 11 \times 3)}{12}) + \frac{59}{10} \\\\\frac{31}{9} \div (\frac{64- 33)}{12}) + \frac{59}{10} \\\\\frac{31}{9} \div \frac{31}{12} + \frac{59}{10} \\\\\\ \\\\\\Next \ solve \ Dvision \\\\\frac{\frac{31}{9}}{\frac{31}{12}} + \frac{59}{10}\\\\[/tex]
[tex](\frac{31}{9}} \times {\frac{12}{31}) + \frac{59}{10}[/tex]
[tex]\frac{4}{3} + \frac{59}{10}\\\\ Now \ solve \ final \ expression \\\\\\\frac{(4 \times 10) + ( 59 \times 3)}{30}\\\\\frac{40 + 177}{30}\\\\\frac{217}{30}\\\\7 \frac{7}{30}[/tex]
Linear function please help it’s due in 30 mins
please help me with this i’m begging!!!
Complete the proof.
Answer:
here u go
Step-by-step explanation:
is givenDef of midpointVertical angles theorem SAS1. Given -- that's pretty much always the first step
2. LN=NW, SN=NK. That's the Definition of Midpoint.
3. angle LNS=WNK. That's the Vertical Angles Theorem - vertical angles are congruent.
4. Triangle LNS=WNK. That's SAS, side-angle-side congruence.
the polynomial function f(x)=3x5-2x2+7x
Answer:
f(x)=7x+11
Step-by-step explanation:
15-4-7x= 7x+11. Sp y or f(x)= 7x+11
translate the following word phrases into algebraic experessions.
1.seven more than k
2.five added to q
3.three subtracted from m
4.c increased ny 12
5.twice n
Consumer complaints are frequently reported to the Better Business Bureau. Industries with the most complaints to the Better Business Bureau are often banks, cable and satellite television companies, collection agencies, cellular phone providers, and new car dealerships. Consider the results for a sample of 200 complaints.
Required:
Construct frequency and relative frequency tables showing complaints by industry.
Answer:
[tex]\begin{array}{ccc}{Industry} & {Frequency} & {RF}& {Bank} & {26} & {13\%}& {Cable} & {44} &{22\%} & {Car} & {42} & {21\%} &{Cell} & {60} & {30\%} & {Collection} & {28} & {14\%} &{Total} & {200} & {100\%}\ \end{array}[/tex]
Step-by-step explanation:
Given
[tex]n =200[/tex]
[tex]Bank = 26; Cable = 44; Car = 42; Cell = 60; Collection = 28[/tex]
Required
The frequency relative frequency table
The frequency table is as follows:
[tex]\begin{array}{cc}{Industry} & {Frequency} & {Bank} & {26} & {Cable} & {44} & {Car} & {42} & {Cell} & {60} & {Collection} & {28} & {Total} & {200} \ \end{array}[/tex]
Relative frequency (RF) is calculated using:'
[tex]RF = \frac{Frequency}{Total} * 100\%[/tex]
So, we have:
[tex]Bank = \frac{26}{200} * 100\% = 13\%[/tex]
[tex]Cable = \frac{44}{200} * 100\% = 22\%[/tex]
[tex]Car = \frac{42}{200} * 100\% = 21\%[/tex]
[tex]Cell = \frac{60}{200} * 100\% = 30\%[/tex]
[tex]Collection = \frac{28}{200} * 100\% = 14\%[/tex]
So, we have:
[tex]\begin{array}{ccc}{Industry} & {Frequency} & {RF}& {Bank} & {26} & {13\%}& {Cable} & {44} &{22\%} & {Car} & {42} & {21\%} &{Cell} & {60} & {30\%} & {Collection} & {28} & {14\%} &{Total} & {200} & {100\%}\ \end{array}[/tex]
The following sample was collected during registration at a large middle school. At the 0.05 level of significance, can it be concluded that level of math is dependent on grade level?
Honors Math Regular Math General Math
6th Grade 34 45 15
7th Grade 37 49 13
8th Grade 29 45 17
Hypotheses:
H0: Level of math is independent of/dependent on grade level.
H1: Level of math is independent of/dependent on grade level.
Enter the expected matrix - round to 4 decimal places.
Solution :
The expected matrix is :
[tex]$E_i=\frac{(\text{row total } \times \text{column total})}{\text{grand total}}$[/tex] Honors Regular General
6 th grade 33.0986 46.0070 14.8944
7 th grade 34.8592 48.4542 15.6866
8 th grade 32.0423 44.5387 14.4190
Thus we can say that the level of math is not dependent on the grade level.
Therefore, the provided information is correct. Test Stat = 1.4007, p-value = 0.844070419
[tex]H_0[/tex] : The level of math is independent of the grade level.
[tex]H_1[/tex] : The level of math is dependent on the grade level.
Find area of ABC. Plz help !!!
Which equation can be used to solve for c?
Triangle A B C is shown. Angle A C B is 90 degrees and angle A B C is 35 degrees. The length of C B is 5 inches, the length of A C is b, and the length of B A is c.
c = (5)cos(35o)
c = StartFraction 5 Over cosine (35 degrees) EndFraction
c = (5)sin(35o)
c = StartFraction 5 Over sine (35 degrees) EndFraction
Mark this and return
Answer:
5 no i am not preety sure though
Answer:
the answer is B on edge
Step-by-step explanation:
to the other person , .. that's not a fricking answer
PLS HELP IM BEING TIMEDWhich of these statements is true? A) 349 > 456 B) 456 < 792 792 < 456 D) 792 > 863
Answer:
B
Step-by-step explanation:
792 is a bigger number than 456
Answer: B
Step-by-step explanation: 792 is larger than 456
Solve. Use the basic percent equation. 212.5 is 85% of what?
Answer:
250
Step-by-step explanation:
85% · n = 212.5
[convert 85% to .85]
.85n = 212.5
n = 212.5/.85
n = 250
why can you use cross products to solve the proportion 18/5 = x/100 for x ?
Answer:
Yes, you can use cross products to solve for x in this proportion. Also, x is 360.
Step-by-step explanation:
Yes, you can use cross products to solve for x in that proportion.
Here's how you do it :
[tex]\frac{18}{5} = \frac{x}{100}[/tex]
We cross product, getting :
18 * 100 = 5 * x
1800 = 5x
Divide by 5 on both sides to get x by itself.
360 = x
Yes, you can use cross products to solve for x in this proportion. Also, x is 360.
Hope this helps, please mark brainliest if possible. Have a great day.
6 tons equals how many lbs?
Answer:
12000
Step-by-step explanation:
Done
Answer:
12000 lbs
Step-by-step explanation:
configuration for tons to pounds is by multiplying the tons by 2000 lbs
1 ton = 2000 lbs
6 ton= ?
6 ton x 2000 lbs = 12000 lbs
Possible answers, 35, 30, 90,64
Answer:
30
Step-by-step explanation:
this is a right-angled triangle.
as we can see on the graph and the coordinate units,
AB = 4
BC = 7
=>
AC² = AB² + BC² = 4² + 7² = 16+49 = 65
AC = sqrt(65)
now, in every triangle there are certain ratios equal to each other.
a/sin(A) = b/sin(B) = c/sin(C)
a is here BC
b is here AC
c is here AB
and we know B = 90 degrees
sin(90) = 1
so, we have
sqrt(65)/1 = 4/sin(C)
sqrt(65) = 4/sin(C)
sin(C) = 4/sqrt(65) = 0.496138938...
C = 29.7448813...
the closest answer option is 30.
a line passes through the points (2,6) and (4,9) move an expression and a number
Answer:
General equation of line is y=mx+c where m is the slope
Slope of line parallel to x-axis is m=0
So y=(0)x+c⟹y=c
(−4,6) lies on our required line y=c
⟹6=0(−4)+c
⟹c=6
Equation of the line is y=6
Step-by-step explanation:
Find the value of x such that l ⊥ m.
Answer:
The answer is 16
Step-by-step explanation:
Hi there!
The angles shown are supplementary
Supplementary angles have a measure of 90 degrees
This means that 3x + 5 + 37 = 90
3x + 5 + 37 = 90
Combine like terms
3x + 42 = 90
Take away 42 from each side
3x = 48
Divide by 3
x = 16
Hope this helps! :)
Answer:
O B) 16
Step-by-step explanation:
90° (total) - 37° = 53°
(3x+5) = 53°
(3x-5) = -5° Subtract 5 from both sides!
3x = 48 Solve
x = 16
You're at the aquarium, staring into a large exhibit, when you look to your left and slightly downward and you see a jellyfish. You notice that the jellyfish body looks like a very wide, upside-down parabola. What is a possible equation that models the jellyfish, assuming your eyes are at (0, 0)?
a) -2(x + 3)2 + 4
b) -3(x - 2)2 - 1
c) -25(x + 1)2 - 5 .
d) 3(x-4)2 + 2
e) Answer is not there
Step-by-step explanation:
c is an upside down parabola but it is not wide, it is very then so maybe e?
Can someone answer these questions for me? (Questions are in the picture)
In this diagram, a triangular prism is cut by a plane as shown. What is the shape of the cross section?
Answer: it’s a triangle
Step-by-step explanation:
Answer:
triangle
Step-by-step explanation:
The nth term of a sequence is given by the rule 3n -1. What is the 10th term of the sequence?
Answer:
well, just put in 10 instead of n, after all we want the 10th, not the n'th
3*10 -1 = 29
simple as that.
hope it helps you. if you got further questions just put them in a comment:)
Derek is skiing on a circular ski trail that has a radius of 0.6 km. Derek starts at the 3-o'clock position and travels 2.4 km in the counter-clockwise direction.
a. How many radians does Brian sweep out?
b. When Brian stops skiing, how many km is Brian to the right of the center of the ski trail?
c. When Brian stops skiing, how many km is Brian above of the center of the ski trail?
Answer:
a) Brain sweep out 4 radians
b) Brian is -0.3922 km to the right of the center of the ski trail
c) Brian is -0.4541 km above of the center of the ski trail
Step-by-step explanation:
Given the data in the question;
circular ski trail radius = 0.6 km
Derek starts at the 3-o'clock position and travels 2.4 km in the counter-clockwise direction.
a) How many radians does Brian sweep out?
arc length = 2.4 km
from the diagram;
arc length = rθ
θ = arc length / r
θ = 2.4 / 0.6
θ = 4 radians
Therefore, Brain sweep out 4 radians
b) When Brian stops skiing, how many km is Brian to the right of the center of the ski trail?
from the diagram;
x = rcosθ
we substitute
x = 0.6 × cos(4)
x = 0.6 × -0.65364
x = -0.3922 km
Therefore Brian is -0.3922 km to the right of the center of the ski trail
c) When Brian stops skiing, how many km is Brian above of the center of the ski trail?
from the diagram;
m = rsinθ
m = 0.6 × -0.7568
m = -0.4541 km
Therefore, Brian is -0.4541 km above of the center of the ski trail
In circle Q, the mLKM is 255º. Find the measurement of
Hope this help!!!
Have a nice day!!!
A survey of 423 people shows that 321 have never received a traffic violation. Find the sample proportion of those who have received a traffic violation. *
1 point
A. 13%
B. 24%
C. 32%
D. 76%
How many 34 cup servings of granola can be measured from a box containing six cups of granola?
9514 1404 393
Answer:
8
Step-by-step explanation:
The number of servings can be found by dividing the quantity available by the amount per serving.
(6 cups)/(3/4 cup/serving) = (6)(4/3) servings = 8 servings
find the missing angle measure in each triangle. Then classify the triangle as acute, right, or obtuse. PLEASE ANSWER QUICK ILL MARK BRAINLIEST
Answer:
40 Right Angle Triangle
Step-by-step explanation:
180-50-90=x
x=40
Right angle triangle
Answer:
40
Step-by-step explanation:
90 + 50 = 140
A triange = 180
A right angle(aka the square) = 90
180 - 140 = 40
x = 40
The table of values represents a polynomial function f(x).
How much greater is the average rate of change over the interval [5, 7] than the interval [2, 4] ?
x f(x)
2 230
3 638
4 1048
5 3452
6 4568
7 5002
8 6294
Enter your answer in the box.
Given:
The table of values of the function f(x).
To find:
How much greater is the average rate of change over the interval [5, 7] than the interval [2, 4]?
Solution:
The average rate of change of a function f(x) over the interval [a,b] is:
[tex]m=\dfrac{f(b)-f(a)}{b-a}[/tex]
The average rate of change over the interval [5, 7] is:
[tex]m_1=\dfrac{f(7)-f(5)}{7-5}[/tex]
[tex]m_1=\dfrac{5002-3452}{2}[/tex]
[tex]m_1=\dfrac{1550}{2}[/tex]
[tex]m_1=775[/tex]
The average rate of change over the interval [2,4] is:
[tex]m_2=\dfrac{f(4)-f(2)}{4-2}[/tex]
[tex]m_2=\dfrac{1048-230}{2}[/tex]
[tex]m_2=\dfrac{818}{2}[/tex]
[tex]m_2=409[/tex]
The difference between the average rate of change over the interval [5, 7] and the interval [2, 4] is:
[tex]Difference=m_1-m_2[/tex]
[tex]Difference=775-409[/tex]
[tex]Difference=366[/tex]
Therefore, the average rate of change over the interval [5, 7] is 366 more than the interval [2, 4].
Answer:
366
Step-by-step explanation:
I took the test lol
SOLVE EQUATION BY TAKING SQUARE ROOTS.
-100+81a^2=0
Answer:
a = ±10/9
Step-by-step explanation:
[tex]-100+81a^2=0\\81a^2=100\\a^2=\frac{100}{81}\\\sqrt{a^2}=\sqrt{\frac{100}{81} }\\a=10/9\\a=-10/9[/tex]
GOOD MORNING AND CONGRATULATIONS ON YOU GRADUATING :D
PLEASE HELP !!!! WHOEVER GETS IT RIGHT GETS BRAINLIEST
Answer:
x = 22
y = 6
Step-by-step explanation:
GIVEN :-
AB ⊥ CF∠ABE = (4y + 2)°∠FBE = (3x - 2)°∠FBD = (5x + 6)°TO FIND :-
The value of x & yGENERAL CONCEPT TO BE USED IN THIS QUESTION :-
Complementary angles :- Two angles are said to be complementary if sum of measure of both angles is equal to 90°. Linear Pair :- Two angles are said to be a linear pair if both the angles lie on a straight line & sum of both angles is equal to 180°.SOLUTION :-
In the figure given in the question , ∠FBE & ∠FBD are linear pair.
⇒ (3x - 2)° + (5x + 6)° = 180°
⇒ 8x + 4 = 180
⇒ 8x = 176
⇒ x = 22°
Also , AB⊥CF.
⇒ ∠ABE & ∠FBE are complementary angles.
⇒ (4y + 2)° + (3x - 2)° = 90°
⇒ 4y + (3×22) = 90 [∵ Putting x = 23]
⇒ 4y + 66 = 90
⇒ 4y = 24
⇒ y = 6
Divide x3 + 5x2 + 5x – 3 by x + 3
Answer:
[tex]x^{2} + 2x - 1[/tex]
Step-by-step explanation:
We are solving for :
[tex]\frac{x^{3}+ 5x^{2} + 5x - 3 }{x + 3}[/tex]
Factor [tex]x^{3} + 5x^{2} + 5x - 3 : (x + 3)(x^{2} + 2x - 1)[/tex]
[tex]\frac{(x + 3)(x^{2} + 2x - 1)}{x + 3}[/tex]
= [tex]x^{2} + 2x - 1[/tex]
I need help, Thank you
Answer:
It should be 33 degrees!
Step-by-step explanation:
This can be found out when we realize that all complimentary degrees add up to 90!
Answer:
33 degrees
Step-by-step explanation:
Choose all that correctly give the distance in the coordinate plane between two points.
(-5, 8), (5,8)
d = 10
(3,8), (3, -6)
d = 12
(-2,-9), (-2,4)
d = 13
(8, -7), (1, -7)
d = 9
(-12, -4), (-6, -4)
d = 6