Answer: 16 bags
Step-by-step explanation:
(20) (4/5) = 16
(16) (3) / 2 = 24
Which graph shows the solution set
Answer:
D
Step-by-step explanation:
Answer:
It's D on there
Step-by-step explanation:
Which choice is equivalent to the expression below?
Answer:
C. [tex]4\sqrt{7} -4x\sqrt{7}[/tex] is correct
Steps:
[tex]4\sqrt{7} -3\sqrt{7}x-x\sqrt{7} \\\\4\sqrt{7} -3\sqrt{7} x-\sqrt{7} x\\\\4\sqrt{7} +(-3\sqrt{7} x-\sqrt{7} x)\\\\4\sqrt{7} -4\sqrt{7} x[/tex]
Answer:
C. 4√7 - 4x√7
Step-by-step explanation:
4√7 - 3x√7 - x√7
combine like terms
4√7 - 4x√7
What table represents a linear function
Answer:
OPTION 1
Step-by-step explanation:
A function has exactly 1 output for every input option 1 is the only one where every x value corresponds to exactly 1 y-value.
If AC=10 inches and CB=5 inches what is AB
If AC=10 inches and CB=5 inches what is AB...
now, AB= AC+CB
= 10+ 5
=15 inches......
hope it helps you.have a nice day/ night...........
Answer:
It depends on the positions of the points.
Step-by-step explanation:
Since there is no figure, we cannot tell what the correct answer is since there is more than one possibility.
Here is one valid possibility.
10 5
<----------------+--------------------------+------------+--------------------->
A C B
Here we have point C between points A and B. Then according to the definition of a point between two points, we have AB = AC + CB.
AB = AC + CB
AB = 10 + 5
AB = 15
Here is another equally valid possibility.
<----------- AC = 10----------------->
5
<----------------+--------------------------+------------+--------------------->
A B C
Here we have AC = 10 and CB = 5, but we have point B between points A and C. According to the definition of a point in between two points, we have AC = AB + CB
10 = AB + 5
AB = 5
AB may be 10 or 5 depending on the order of the points on the number line. That makes the problem ambiguous without a figure.
What is the value of x? Enter your Anwser in the box
the question is not clear.
Answer: There isn't enough information to answer this
Find the length of the segment indicated. Round to the nearest tenth if necessary.
Answer:
x=5
Step-by-step explanation:
x is the length of the line segment from the center to the boderline of circle. So x=5
If you roll a number cube 96 times, how many times would you expect to roll a prime number?
We can expect to roll a prime number 48 times.
Theoretically, when you roll a number cube all the possible numbers have the same probability, 1/6.
We know that the numbers in a number cube are {1, 2, 3, 4, 5, 6}
Of these, the primes are: 2, 3, and 5.
So half of the outcomes of a number cube are primes.
This means that, in every single roll, the probability of getting a prime number is 1/2. (1/6 + 1/6 + 1/6 = 3/6 = 1/2)
Then for 96 rolls, we should expect to see in half of these a prime number as an outcome.
This means that we should expect to roll a prime number 96/2 = 48 times.
If you want to learn more about probability, you can read:
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You should expect to roll a prime number 64 times.
To determine, if you roll a number cube 96 times, how many times would you expect to roll a prime number, the following calculation must be performed, knowing that the prime numbers are those that can only be divided by 1 or by themselves:
A cube has 6 sides. Therefore, the numbers in the cube will be 1, 2, 3, 4, 5 and 6. Of these numbers, only 4 and 6 are not prime, since 4 is divisible by 2 and 6 is divisible by 2 and 3.
Therefore, 4/6 numbers are prime, that is, 66.66% of the numbers in the cube.
Therefore, if you roll a number cube 96 times, since 96 x 4/6 equals 64, you should expect to roll a prime number 64 times.
Learn more in https://brainly.com/question/23715861.
Blanca runs 8 laps around the track each day to train for an endurance race. She times each lap to practice her pacing for the race. The table shows the lap times, in seconds, for three days of practice.
A 3-column table with 8 rows. The first column is labeled day 1 lap times (seconds) with entries 83, 92, 91, 89, 94, 93, 88, 84. The second column is labeled day 2 lap times (seconds) with entries 87, 90, 92, 91, 92, 95, 90, 85. The third column is labeled day 3 lap times (seconds) with entries 85, 86, 91, 93, 91, 89, 88, 84.
Which histogram represents Blanca’s lap times for the three days of practice?
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 laps.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 3 laps were 84 to 86 seconds. 3 laps were 86 to 88 seconds. 5 laps were 88 to 90 seconds. 5 laps were 90 to 92 seconds. 3 laps were 92 to 94 seconds. 3 laps were 94 to 96 seconds. 1 lap was 96 to 98 seconds.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 3 laps were 84 to 86 seconds. 3 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 4 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 1 lap was 96 to 98 laps.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 3 laps were 92 to 94 seconds. 4 laps were 94 to 96 seconds. 0 laps were 96 to 98 laps.
Answer:
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and the number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 seconds
Step-by-step explanation:
The given table is presented as follows;
[tex]\begin{array}{ccc}Day \ 1 \ lap \ times \ (seconds)&Day \ 2 \ lap \ times \ (seconds)&Day \ 3 \ lap \ times \ (seconds)\\83&87&85\\92&90&86\\91&92&91\\89&91&93\\94&92&91\\93&95&89\\88&90&88\\84&85&84\end{array}[/tex]The number of laps in the range 82 to 84 seconds = 1
The number of laps in the range 84 to 86 seconds = 4
The number of laps in the range 86 to 88 seconds = 2
The number of laps in the range 88 to 90 seconds = 4
The number of laps in the range 90 to 92 seconds = 6
The number of laps in the range 92 to 94 seconds = 5
The number of laps in the range 94 to 96 seconds = 2
The number of laps in the range 96 to 98 seconds = 0
Therefore, the histogram that represents Blanca's lap times for the three days of practice is described as follows;
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and the number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 seconds
Answer: A.
Step-by-step explanation: On Edge!
When an object falls freely, the formula for the distance it falls is d= 4.9t^2 where d is
the distance, in metres, and t is time, in seconds.
a) After 5 seconds, how far does an object fall, in metres?
b) How many seconds does it take to fall 490 m?
Answer:
a) 122.5 m ; b) 10 s
Step-by-step explanation:
Just use the given equation and plug in what you know.
a)
d = 4.9t^2
d = 4.9(5^2)
d = 4.9 * 25
d = 122.5 m
b)
d = 4.9t^2
490 = 4.9t^2
100 = t^2
t = 10 s
Answer:
a) 122.5 meters
b) 10 seconds
Step-by-step explanation:
Write an algebraic expression for “three less than the sum of a number and a four”
Answer:
(x + 4) - 3
Step-by-step explanation:
Let the number be x
(x +4) - 3
5+a2+ab-9c if a=5 b=4c=0
5+a2+ab-9c
let's just substitute a with 5, b with 4 and c with 0
5+5*2+5*4-9*0
= 5+10+20+0
= 35
HELP ME !!!!!!
instruction given the quadrilateral ABCD inscribed in the circle, find x and y
The opposite angles in a cyclic quadrilateral are supplementary. i.e., the sum of the opposite angles is equal to 180˚
So using theorem we find that
∠A+∠C = 180
x + 108 = 180
x = 180 - 108
x = 72
∠B+∠D = 180
88 + y = 180
y = 180 - 88
y = 92
Answered by Gauthmath must click thanks and mark brainliest
The required value of angle x and angle y is 72 and 92 respectively.
Given that,
A figure of the circle has been shown,
A quadrilateral is inscribed in the circle,
Angles in the quadrilateral are given as
∠A = x, ∠B = 82, ∠C = 108 and ∠y
The value of angles x and y is to be determined.
A quadrilateral is an irregular four-sided shape as given in the picture in question.
Since quadrilateral has a property that describes that the sum of opposite angle of the quadrilateral is 180°,
Here in the given quadrilateral sum of angle A + C and angle B + D is equal to 180.
⇒
∠A + ∠C = 180
∠A + 108 = 180
∠A = 72°
Similarly
∠B + ∠D = 180
88 + ∠D = 180
∠D = 92
Thus, the required value of angle x and angle y is 72 and 92 respectively.
Learn more about quadrilateral here: https://brainly.com/question/13805601
#SPJ5
helppppppppppppppppppppppppppp
Answer:
28° because this is an isosceles triangle, and isosceles triangles have congruent base angles.
Answer:
A or 28
Step-by-step explanation:
Cause if both of the sides is 6, than that means that its equal. So 28 on one side and 28 on the other.
Find the intersection of the following sets: Set A : {1, 5, 10, 14, 22} Set B : {5, 14, 20, 22, 27}
Answer:
Step-by-step explanation:
Intersection means that the sets have terms in common
(5, 14, 22) are the common terms.
Answer:
A ∩ B = { 5,14,22}
Step-by-step explanation:
Intersection is where the two sets meet, or what they both have in common
Set A : {1, 5, 10, 14, 22} Set B : {5, 14, 20, 22, 27}
Set A intersect B has 5 , 14 and 22 in common
A ∩ B = { 5,14,22}
please help 15 points (picture)
Answer:
the first difference are all 20.
since the first differences of this relation are constant, it is a linear relation
Answer:
Linear because the account balance increases by a constant 20.
Step-by-step explanation:
→ The first difference is 20 for all values because :
20 - 0 = 20
40 - 20 = 20
60 - 40 = 20
80 - 60 = 20
100 - 80 = 20
What is the number when 4is subtracted from the Sum of 4 and 7 multiplied by one-fourth of 20?
Answer:
one fourth of 20 = 5
(4+7)-4*5
11-4*5
11-20
-9
Alice stand at point A and looks at the top of a 17.8 m tree TB, such that her line of sight makes an angle 38° with the horizontal. The height of her eye level is 1.5 m. Find the horizontal distance AB between Alice and the tree.
Answer:
Step-by-step explanation:
let the horizontal distance be x
(17.8-1.5)/x = tan 38
or x = 16.3/tan38
or x = 20.863
Whats different for the functions
Emma rides a bicycle 16 miles east and then 15 miles north. About how far is she from her starting point?
Step-by-step explanation:
starting pt.
root 16²+15²
= 256 + 225
=481
distance= 22 miles aprox.Asap I really need help. Is the answer 1.54??!! Please help.
Which expression best estimates 6 and three-fourths divided by 1 and two-thirds?
Which expression best estimates 6 and three-fourths divided by 1 and two-thirds?
Answer: The expression is 7/2.
x^2 + 2*x*1/x+ 1/x^2
Answer:
the land of seven is a person that has a unique and the world
Find the slope of the line that passes through (26, 15) and (1, 86).
Answer:
-71/25
Step-by-step explanation:
We can use the slope formula when given two points
m = (y2-y1)/(x2-x1)
m = (86-15)/(1 -26)
= 71/-25
= -71/25
Answer:
[tex]\displaystyle m = \frac{-71}{25}[/tex]
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Coordinates (x, y)Slope Formula: [tex]\displaystyle m = \frac{y_2 - y_1}{x_2 - x_1}[/tex]Step-by-step explanation:
Step 1: Define
Identify
Point (26, 15)
Point (1, 86)
Step 2: Find slope m
Simply plug in the 2 coordinates into the slope formula to find slope m
Substitute in points [Slope Formula]: [tex]\displaystyle m = \frac{86 - 15}{1 - 26}[/tex]Subtract: [tex]\displaystyle m = \frac{71}{-25}[/tex]A line with slope 3 intersects a line with slope 5 at the point (10, 15). What is the distance between the x-intercepts of these two lines?
The distance between the intercepts of both lines is 2 units
The equation of a line in slope intercept form is:
[tex]y = mx + b[/tex]
Where:
[tex]m \to[/tex] slope
[tex]b \to[/tex] y intercept
For the first line, we have:
[tex]m_1 = 3[/tex] ---- the slope
So, the equation of the first line is:
[tex]y = 3x + b_1[/tex]
For the second line, we have:
[tex]m_2 = 5[/tex] --- the slope
So, the equation of the second line is:
[tex]y = 5x + b_2[/tex]
Both lines intersect at (10,15) means that (10,15) is a common solution to the equation of both lines
i.e.
[tex](x,y) = (10,15)[/tex]
Substitute these values in the first equation and solve for b
[tex]y = 3x + b_1[/tex]
[tex]15 = 3*10 + b_1[/tex]
[tex]15 = 30 + b_1[/tex]
[tex]b_1 = 15 - 30[/tex]
[tex]b_1 = -15[/tex]
So, the equation of the first line is
[tex]y = 3x - 15[/tex]
Repeat the same process for the second line
[tex]y = 5x + b_2[/tex]
[tex]15 = 5*10 + b_2[/tex]
[tex]15 = 50 + b_2[/tex]
[tex]b_2 = 15 - 50[/tex]
[tex]b_2 = -35[/tex]
So, the equation of the second line is
[tex]y =5x - 35[/tex]
The x intercept is when [tex]y =0[/tex]
So, we substitute 0 for y and solve for x in the equations of both lines
For line 1
[tex]y = 3x - 15[/tex]
[tex]0 = 3x - 15[/tex]
[tex]3x= 15[/tex] ---- Collect like terms
[tex]x = 5[/tex] --- Divide both sides by 3
The x intercept of line 1 is 5
For line 2
[tex]y =5x - 35[/tex]
[tex]0 = 5x - 35[/tex]
[tex]5x = 35[/tex] --- Collect like terms
[tex]x = 7[/tex] -- Divide both sides by 5
The x intercept of line 2 is 7
The distance (d) between both is the difference in the intercepts:
[tex]d = 7 - 5[/tex]
[tex]d = 2[/tex]
Read more about intercepts at:
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help me
I need help please
Answer:
hhghhhhhhhhh
Step-by-step explanation:
yyyyjuiynrjdjf
(5.9)(1.102)
What’s does that mean
Answer:
brackets stand for multiplication therefore this means multiply 5.9 by 1.102..
I hope this helps and sorry if it's wrong
(3x+2y)(3y+2x)hiihhhhhhhhhhhhhhhh
Answer:
The answer is x = 2y
Step-by-step explanation:
(3x + 2y) (3y + 2 y)
3x = 3y + 2y + 2y
3x = 7y
x = 7 ÷ 3
x = 2y
please help, it is similar to angles. halpp
Answer:
Step-by-step explanation:
Because those 2 lines are parallel, then 2x + 10 and 2x - 30 are same side interior and are supplementary. Therefore,
2x + 10 + 2x - 30 = 180 and
4x - 20 = 180 and
4x = 200 so
x = 50
Answer:
x = 50
Step-by-step explanation:
Two Parallel lines and an transversal.
Given angles are co - interior angles and they are supplementary.
2x + 10 + 2x - 30 = 180
2x + 2x + 10 -30 = 180 {Combine like terms}
4x - 20 = 180
4x = 180 + 20 (Add 20 to both sides}
4x = 200 {Divide both sides by 4}
x = 200/4
x = 50
Daniel incorrectly solved the equations shown. Explain what he did wrong in each situation and then solve both equations correctly. 16x2 - 9 = 16
V16x2 - 19 - + 16
4x - 3 - +4
4x = +7
* = 14
(a)
IN
y3 - 1 = 7
= 8
(b)
y = 2
Step-by-step explanation:
the scanned description is very hard to understand.
so I think what happened :
16x² - 9 = 16
then the first error :
sqrt(16x²) - sqrt(9) = sqrt(16)
that is wrong, as you cannot split a + or - operation inside a sqrt function into + or - separate sqrt results of the parts.
so, correctly, the only possible transformation involving sqrt for both sides :
sqrt(16x² - 9) = sqrt(16)
but it would be even easier to clean up the various constant numbers with each other.
so,
16x² - 9 = 16
16x² = 25
and now we trashes the square root
sqrt(16x²) = sqrt(25)
4x = 5
x = 5/4 or x = -5/4
and I cannot see or understand for my life what the second equation was, as Daniel did something wrong, so I cannot deduct the original equation out of a supposedly wrong
y³ - 1 = 7
Which inequality is not true?
- 7/8 < -0.60
- 7/8 > -0.50
-7/8 > - 15/16
-7/8 < - 1/4
Answer:
b -7/8 > -0.50
Step-by-step explanation:
is your answer
Answer:
- 7/8 > -0.50
Step-by-step explanation:
-7/8 =-.875
Change to get decimals with decimals or fractions to have a common denominator
-.875 < -0.60 true
-.875 > -0.50 false
-14/16 > - 15/16 true
-7/8 < - 2/8true
