Answer:
Step-by-step explanation:
Rational number[tex]1) \dfrac{4}{5}+\dfrac{3}{8}\\\\\dfrac{4}{5} \ \text{is a rational number} \ and \ \dfrac{3}{8} \ \text{is a rational number}\\\\\dfrac{4}{5}+\dfrac{3}{8} \ \text{is also a rational number}[/tex]
[tex]b) \sqrt{100}+\sqrt{5} = 10+\sqrt{5}\\\\\sqrt{5} \ \text{is a irrational number}. \\\\ \text{Rational number added to irrational number will result in an irrational number}\\\\10 + \sqrt{5} \ is \ not \ a \ rational \ number.[/tex]
c)
[tex]7\sqrt{5}-\sqrt{245}=7\sqrt{5}-\sqrt{7*7*5}[/tex]
[tex]= 7\sqrt{5}-7\sqrt{5}\\\\=0\\\\\text{\bf $ 7\sqrt{5}-\sqrt{245}$ ia a rational number}[/tex]
d)
[tex](4\sqrt{7})*(2\sqrt{7})=4*2*\sqrt{7*7}\\[/tex]
= 4*2*7
= 56
[tex]4\sqrt{7}*2\sqrt{7} \ \text{\bf is a rational number}[/tex]
Help, and if you can give me a step by step explanation
Answer:
the first option
Step-by-step explanation:
variability !
what does that word tell us ?
it means that there are more individuals differences.
you could also use "accuracy" as the opposite - we are aiming for the mean value ...
imagine some bow and arrow tournament.
who wins ?
the person with the highest accuracy across all the attempts (and that means the lowest variability in the results across all attempts relatively to the target center representing the predefined mean value).
now look at the graphic for neighborhood A.
and then for neighborhood B.
which one has the data points more clustered around the center (where the mean value is going to be) ? this one has lower variability than the one where the data points are having more than one cluster or are even all over the place.
remember, for the variability you have to add all the differences to the mean value. the smaller the differences to the mean value, the smaller the variability.
in neighborhood B almost all data points have a larger difference to the mean value.
so, the variability will be higher here.
Can someone help me with this math problem?
see attached photo
By applying definitions of trigonometric reasons, Pythagorean theorem and a trigonometric expression, the value of the sin 2θ is equal to - (5/18) · √11.
How to determine the value of trigonometric reasons
In this question we must take into accounts the definitions of the trigonometric reasons sine and secant and the Pythagorean theorem as well.
If sec θ < 0 and csc θ > 0, then sin θ > 0 and cos θ < 0, the angle is in the second quadrant (0.5π < θ < π, x < 0, y > 0) and we have the following expression:
sec θ = r/x
[tex]\frac{r}{x}= -\frac{6\sqrt{11}}{11}[/tex]
Then x = - 11, r = 6√11 and the value of y is:
[tex]y = \sqrt{r^{2}-x^{2}}[/tex]
y = 5√11
By trigonometric expressions we have this formula for sin 2θ:
sin 2θ = 2 · sin θ · cos θ
sin 2θ = 2 · (y/r) · (x/r) = (2 · x · y)/r²
sin 2θ = [2 · (- 11) · (5√11)]/396
sin 2θ = - (5/18) · √11
By applying definitions of trigonometric reasons, Pythagorean theorem and a trigonometric expression, the value of the sin 2θ is equal to - (5/18) · √11.
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T=mv^2/L
Write an equation that shows the given formula solved for V
Answer:
v = √(LT/m)
Step-by-step explanation:
Given :
T = mv²/LMultiply both sides with L :
T × L = mv²/L x LLT = mv²Divide both sides by m :
LT × 1/m = mv² × 1/mLT/m = v²Take the square root on each side :
√v² = √(LT/m)v = √(LT/m)Answer:
[tex]v = \sqrt{ \frac{tl}{m} } [/tex]
Step-by-step explanation:
[tex]t = \frac{mv {}^{2} }{l} \\ making \: v \: the \: subject \\ t \times l = mv {}^{2} \\ dividing \: bothsides \: by \: m \\ \frac{tl}{m} = \frac{mv {}^{2} }{m} \\ v {}^{2} = \frac{tl}{m} \\ finally \\ v = \sqrt{ \frac{tl}{m} } [/tex]
Which of the following phrases are inequalities?Choose 2 answers: A. (8 + f)(8 - f) > 36
B.
C.
D.
E.
I NEED HELP ASAP!!!
Amalia and Alec are studying the growth of a plant over time. They measure the height of the plant at the end of each week for several weeks and display the data in a scatter plot. They then find the equation for the best-fit line to be y=2.5 + 1.25rMULTIPLE CHOICE Question 7 Amalia and Alec are studying the growth of a plant over time. They measure the height of the plant at the end of each week for several weeks and display the data in a scatter plot. They then find the equation for the best-fit line to be y= 2.5 + 1.25x
X = the number of weeks that have passed
= the height of the plant
They want to use the equation to estimate when the height of the plant will be 10
Amalia's estimate is after 6 weeks.
Alec's estimate is after Week 15.
Is either student correct?
Amalia would be correct. They are guessing when the height would be 10, and you are given an equation that will 'predict' that. Height is y, so substitute 10 in the equation and solve for x. You will get x=6
Find the number of students that play
A basketball and football but not volleyball
B basketball only
C none
#15 play
basketball and volleybal
Answer:
#16 play basketball and football
Which of the following is equal to this expression?
(256·64)^1/4
A) 4·[tex]\sqrt[4]{4}[/tex]
B) 8·[tex]\sqrt[4]{4}[/tex]
C) 8·[tex]\sqrt[4]{2}[/tex]
D) 2·[tex]\sqrt[4]{2}[/tex]
Answer:
B) [tex]8\sqrt[4]{4}[/tex]
Step-by-step explanation:
[tex](2^{8} *2^{6} )^\frac{1}{4} = (2^{8+6} )^\frac{1}{4} =(2^{14} )^\frac{1}{4} =2^{\frac{7}{2} }=\sqrt{2^{7} } =2^{3} \sqrt{2} =8\sqrt{2} = 8\sqrt[4]{2^{2} } = 8\sqrt[4]{4}[/tex]
name the marked angle two different ways
tbh I have no Idea ask your mother
A jet travels 590 miles in 5 hours; how far can it travel in 11 hours. With an explanation.
Answer:
1298 mi
Step-by-step explanation:
In 5 hours, a jet would travel 5 times the distance that it would if it were to travel for one hour. This means that 590 is five times the distance of one hour. So, 590 divided by 5 is 118, so the jet travels 118 miles in one hour(this is basically the speed).
We can do the reverse to find how far it can travel in 11 hours given the jet travels 118 miles an hour. Using the same logic, the jet would travel 118 in each of the 11 hours, which is 118 x 11: 1298 mi.
Jessica works at a restaurant. She earns $5 an hour and received $100 in tips on Saturday night. If she earned $140 total, how many hours did she work?
$140 total - $100 tips = $40
$40 / $5 per hour = 8 hours
She worked 8 hours
Homework Due Tomorrow please help me it would be great
Answer:
c
Step-by-step explanation:
work out the average for the data below
Houa bought 11 chicken wings for $23.10 . How much does each wing cost
Answer:
Answer = $2.10
Step-by-step explanation:
To solve this we take the total cost divided by the total number of chicken wings to get $2.10.
Hope that helps! :)
Answer:
1 wing = $2.10
Step-by-step explanation:
11 wings = $23.10
Let 1 wing = x
11x = 23.10
To solve for x, we divide both sides by 11 :
11x÷ 11 = 23.10 ÷11
x = 2.1
So 1 wing = $2.10
Hope this helped and brainliest please
I need help please asap?!!!
Answer:
3660
Explain
3660ml×1L/100ml
= 3.66L
Los disminuyentes de liquido normal en ula persona sana es de 0.6mL/kg/hr. Sabiendo que don pedro cuenta con 39 grados de fiebre y pesa82 kg. Calcule la perdida de liquido/h
The question requires the computation of loss body fluid. The results show that Don Pedro's loss of body fluid per hour is 54,234ml/hours. See computation below.
What is the loss of body fluid?This refer to the rate at which a human being loses water on the hour. The formula for this is given as:
The Body weight in lb x percentage rate of dehydration (given in decimal form) x 500.
Hence, Don Pedro's loss of fluid per house is:
82 x 0.6 x 500;
Recall that in the formula, the weight is given in lb. So we convert Pedro's weight to Lb.
1kg = 2.20462Lb
Hence
80kg = 80 * 2.20462 = 176.37
Hence
Pedro's loss of fluid per house =
180.779 x 0.6 x 500
= 54,233.70
≈ 54, 234 ml/h
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Please help me! Thanks.
Answer: Answer:
The perimeter of the polygon are
PQ = 5
RS = 5
PR = √74 = 8.60
QS = √74 = 8.60
QR = 7
Step-by-step explanation:
To calculate the perimeter of a polygon, polygon is like a coordinate with points, to find the length, we use this formula
d = √(x _2 - x_1)^2 + (y_2 - y_1)^2
Let's start from the first two vertices P ( 0 , 4) and Q(5 , 4)
x_1 = 0
y_1 = 4
x_2 = 5
y_2 = 4
PQ = √ ( 5 - 0)^2 + ( 4 - 4)^2
= √ 5^2 + 0^2
= √ 25
= 5
Between R( 5 , -3) and S ( 0 , -3)
x_1 = 5
y_1 = -3
x_2 = 0
y_2 = -3
RS = √ ( 0 - 5)^2 + ( -3 - (-3))^2
= √( -5)^2 + ( -3 + 3)^2
= √ 25 + 0
= √ 25
= 5
Between P( 0 , 4) and R (5 , -3)
x_1 = 0
y_1 = 4
x_2 = 5
y_2 = -3
PR = √( 5 - 0)^2 + ( -3 - 4)^2
= √ 5^2 + (-7)^2
= √ 25 + 49
= √ 74
= 8.60
Between Q ( 5 , 4) and S(0 ,-3)
x_1 = 5
y_1 = 4
x_2 = 0
y_2 = -3
QS = √ ( 0 - 5)^2 + ( -3 - 4)^2
= √ -5^2 + -7^2
= √ 25 + 49
= √ 74
= 8.60
Between Q( 5,4) and R(5 , -3)
x_1 = 5
y_1 = 4
x_2 = 5
y_2 = -3
QR = √ (5 - 5)^2 + ( -3 - 4)^2
= √ 0^2 + (-7)^2
= √ 0 + 49
= √ 49
= 7
Step-by-step explanation:
Choose the words to finish the sentence. Euler’s Formula states that the of the number of faces and the number of in a polyhedron is equivalent to two more than the number of its .
Answer:
see explanation
Step-by-step explanation:
Euler's formula states that the sum of the number of faces (F) and the number of vertices (V) of a polyhedra is equivalent to two more than the number of its edges (E) , that is
F + V = E + 2
What key features do the functions f(x) = 4-x and g of x equals negative one times the square root of the x minus 4 end root have in common?
A.)Both f(x) and g(x) include domain values of [–4, ∞) and range values of (–∞, ∞), and both functions have an x-intercept in common.
B.)Both f(x) and g(x) include domain values of [4, ∞), and both functions decrease over the interval (4, ∞).
C.) Both f(x) and g(x) include domain values of [4, ∞) and range values of [0, ∞), and both functions have a y-intercept in common.
D.) Both f(x) and g(x) include domain values of [–4, ∞) and range values of (–∞, ∞), and both functions are negative for the entire domain.
The key features are (1) both f(x) and g(x) include domain values of [–4, ∞) and range values of (–∞, ∞), and both functions have an x-intercept in common.
How to determine the key featuresThe functions are given as:
f(x) = 4 - x
[tex]g(x) = -\sqrt{x - 4}[/tex]
Using a graphing calculator:
The domain of g(x) is [4,∞)The range of g(x) is (-∞,0]The domain of f(x) is (-∞,∞) The range of f(x) is (-∞,∞) Both functions have positive values for their domainsBy comparing the above highlights, the true statement between functions g(x) and f(x) is option (1)
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Answer:
B.)Both f(x) and g(x) include domain values of [4, ∞), and both functions decrease over the interval (4, ∞).
Step-by-step explanation:
b is correct
The part of the circle from point A to point B in the diagram represents 1/4 of the way around the circle.
What is the measure of the angle formed by line segment OA and line segment OB?
Answer:
90
Step-by-step explanation:
Since the sum of a circle is 360, just divide 360 and 1/4.
solve for b
−9b)+b=2b−(b+1)
Answer:
[tex]b = \frac{1}{9}[/tex]
Step-by-step explanation:
-9b + b = 2b - (b + 1)
Let's simplify by taking out the parenthesis.
-9b + b = 2b - b - 1
Now, we add like terms.
-8b = b - 1
Now, let's subtract b from both sides of the equal sign in order to isolate b.
-8b - b = b - 1 - b
Simplify!
-9b = -1
Divide both sides by -9.
-9b ÷ b = -1 ÷ -9
Simplify.
[tex]b = \frac{1}{9}[/tex]
Answer:
[tex]b = \frac{1}{9} [/tex]
Step-by-step explanation:
[tex] - 9b + b = 2b - (b + 1) [/tex]
Solve the brackets.
[tex] - 9b + b = 2b - b - 1[/tex]
Combine like terms.
[tex] - 8b = b - 1[/tex]
Take b to the left side.
[tex] - 8b - b = - 1[/tex]
Combine like terms.
[tex] - 9b = - 1[/tex]
Divide both sides by -9.
[tex] \frac{ - 9b}{ - 9} = \frac{ - 1}{ - 9} \\ b = \frac{1}{9} [/tex]
A campaign manager created a survey to see if the candidate could be elected into office. The survey randomly chose 1832 voters and asked them whom they would vote for. Of those surveyed, 953 people responded that they would vote for the candidate. Because there are
87,403 voters in the area, the results mean that 45,466 people would vote for this candidate.
Identify a problem with the study.
The problem with the study is that Some of the sample data are missing.
What a survey?A survey is a study that aims at obtaining the responses of people based on a questionnaire. The subjects are selected at random in such a way that the sample is representative of the population.
In this study, the problem with the study is that Some of the sample data are missing.
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Answer: D) The results is a precise number
If £2000 is placed into a bank account that pays 3% compound interest per year
how much will be in the account after 2 years?
Answer:
£ 2121.8
Step-by-step explanation:
The formula to find the compound interest is :
[tex]A=P(1+\frac{R}{100} )^n[/tex]
Here,
A = Amount ⇒ ?
P ⇒ Principal ⇒ £2000
R ⇒ Interest rate ⇒ 3%
n ⇒ Time ⇒ 2 years
Let us find now.
[tex]A=P(1+\frac{R}{100} )^n[/tex]
[tex]A=2000(1+\frac{3}{100} )^2[/tex]
[tex]A=2000(1+0.03 )^2[/tex]
[tex]A=2000(1.03 )^2[/tex]
[tex]A=2000*1.0609[/tex]
[tex]A=2121.8[/tex]
Therefore, there will be £ 2121.8 in the bank account after 2 years.
X =
(19) Find the values for X and Y, and then solve for the side lengths.
Which of the following is an even function?
Of(x) = (x - 1)²
Of(x) = 8x
Of(x)=x²-x
Of(x) = 7
COFFE
Sinte echinat
SUMPARNI
Answer:
Step-by-step explanation:
HELP!!!!!!!!!!!!!!!!!!!!
Answer:
D is the answer hope
Step-by-step explanation:
hope this helped
Please solve with explanation (high points)
Real life scenarios of acute angles are:
Sighting a bird on a tree at an angle of 55 degrees.The angle between a ladder and the horizontal groundWhat are acute angles?Acute angles are angles that have a measure less than 90 degrees.
How to create the real life scenario?To create a real life scenario to illustrate acute angles, the following must be put in place:
The scenario must involve an angleThe angle must be less than 90 degrees.Real life scenarios that satisfy the above highlights are:
Sighting a bird on a tree at an angle of 55 degrees.The angle between a ladder and the horizontal groundRead more about acute angles at:
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Please help!!! Whats 7/9 x 5 2/5
Answer:
[tex] \frac{7}{9} \times 5 \frac{2}{5} = \frac{21}{5} \\ [/tex]
Step-by-step explanation:
[tex]5 \frac{2}{5} = \frac{5 \times 5 + 2}{5} = \frac{27}{5} \\ [/tex]
[tex] \frac{7}{9} \times \frac{27}{5} \\ [/tex]
[tex] \frac{7 \times 27}{9 \times 5} \\ [/tex]
[tex] \frac{7 \times 3}{5} = \frac{21}{5} \\ [/tex]
What type of quadrilateral is shown below? What do the symbols on the sides of this quadrilateral tell you? A quadrilateral with one pair of congruent sides.
The type of quadrilateral shown is called A kite. The symbols on the sides tell us that two pairs of adjacent sides are equal.
How to Identify a Quadrilateral?A quadrilateral is defined as a closed shape and a type of polygon that has four sides, four vertices and four angles.
Now, from the attached quadrilateral shown, we can say that it is called a Kite. This is because a kite is a quadrilateral that has 2 pairs of equal-length sides and these sides are adjacent to each other.
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Halp me
Me too dum to know pls halp
Answer:
Coordinate pair for Friday (3, 55). This means the length of the eruption was 3 minutes, and the wait time between the eruptions was 55 minutes.
Paulo and Jason wear smaller shoe sizes than Carmen.
Jason and Carmen scored more runs than Paulo.
Step-by-step explanation:
Paulo wears size 5 and Jason wears size 4. Carmen wears size 10, therefore the players wear smaller shoe sizes than he does
Jason scored 10 runs, and Carmen scored 11. Since Paulo only scored 5 runs, the other players scored more than him
PLEASE HELP
State the coefficient of the variable and the exponent on the variable for this expression: x/5 (this is supposed to be vertical but I don't know how to do that)
For the given relation, the coefficient is (1/5) and the exponent is 1.
Which are the coefficient and the exponent of the variable?For a relation of the form:
[tex]y = a*x^n[/tex]
a is the coefficient and n is the exponent.
In this case, we have:
[tex]y = \frac{x}{5}[/tex]
This can be rewritten to:
[tex]y = \frac{1}{5}*x^1[/tex]
So we can see that the coefficient is (1/5), and the exponent is 1.
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can you help me with this question