-16/5 ÷ 12/25


Please answer it I know the answer I just need to know what you multiply 60 by to get 400.
​

Answer:

Step-by-step explanation:

#a

\(\\ \sf{:}\dashrightarrow -2(-4.5)=9.0\)

#b

\(\\ \sf{:}\dashrightarrow (-8.7)(-10)=8.7\)

#c

\(\\ \sf{:}\dashrightarrow (-7)(-2)=14\)

#d

\(\\ \sf{:}\dashrightarrow (-9)(-10)=90\)

The number of volunteers who worked more than 15 hours can be found by summing up the frequencies

of the bars in the histogram that represent the groups with more than 15 hours of community service.

To determine how many volunteers worked more than 15 hours using the given histogram.

Identify the section of the histogram that represents volunteers who worked more than 15 hours.

Read the height (frequency) of the bars representing the groups of volunteers with more than 15 hours of community

service.

Add the frequencies of these bars to get the total number of volunteers who worked more than 15 hours.

In conclusion, the number of volunteers who worked more than 15 hours can be found by summing up the frequencies

of the bars in the histogram that represent the groups with more than 15 hours of community service.

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It seems there is an error in the given vector field F⃗ = 3(x+z)i⃗ + 2j⃗ + 3zk⃗ as it does not have a component along the y-axis. Please double-check the vector field or provide the correct vector field to proceed with the calculation.

To compute the flux of the vector field F⃗ = 3(x+z)i⃗ + 2j⃗ + 3zk⃗ through the surface S given by y=x^2+z^2, with 0≤y≤16, x≥0, z≥0, oriented toward the xz-plane, we can use the surface integral.

The surface integral of a vector field F⃗ over a surface S is given by the formula:

∬S F⃗ · dS = ∬S F⃗ · (n⃗ dS)

where F⃗ is the vector field, dS is the differential area vector, and n⃗ is the unit normal vector to the surface.

In this case, the surface S is given by y=x^2+z^2, with 0≤y≤16, x≥0, z≥0. We can parameterize this surface as:

r(x, z) = xi⃗ + yj⃗ + zk⃗ = xi⃗ + (x^2+z^2)j⃗ + zk⃗

To find the normal vector n⃗ to the surface, we can take the cross product of the partial derivatives of r(x, z) with respect to x and z:

n⃗ = ∂r/∂x × ∂r/∂z

= (1i⃗ + 2xj⃗) × (0i⃗ + 2zj⃗)

= -2xz i⃗ + 2zj⃗ + 2xk⃗

Now, we can calculate the flux:

∬S F⃗ · (n⃗ dS) = ∬S (3(x+z)i⃗ + 2j⃗ + 3zk⃗) · (-2xz i⃗ + 2zj⃗ + 2xk⃗) dS

= ∬S (-6x^2z - 4xz + 6xz^2 + 6xz) dS

= ∬S (-6x^2z + 2xz + 6xz^2) dS

To evaluate this integral, we need to determine the limits of integration for x, y, and z.

Since the surface is defined by 0≤y≤16, x≥0, z≥0, we have:

0 ≤ y = x^2 + z^2 ≤ 16

Simplifying the inequality, we get:

0 ≤ x^2 + z^2 ≤ 16

From this, we can see that x and z both range from 0 to 4.

Now, we can evaluate the flux:

∬S (-6x^2z + 2xz + 6xz^2) dS = ∫∫ (-6x^2z + 2xz + 6xz^2) dA

where dA is the differential area.

Integrating over the limits 0 ≤ x ≤ 4 and 0 ≤ z ≤ 4, we can calculate the flux.

However, it seems there is an error in the given vector field F⃗ = 3(x+z)i⃗ + 2j⃗ + 3zk⃗ as it does not have a component along the y-axis. Please double-check the vector field or provide the correct vector field to proceed with the calculation.

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Answer:

3x²/(3x - 9y)

This should be the simplest form.

Step-by-step explanation:

Combine the fractions:

(5x² - 2x²)/((6x - 6y) - (3y - 3x))

Combine like terms:

3x²/(6x - 3x - 6y - 3y)

Solve.

3x²/(3x - 9y)

Answer:

9x^2      

======

6(x - y)

Step-by-step explanation:

Begin by switching the - to a plus. Switch the x and y in the second denominator.

5x^2              2x^2

=====      +    ======

6x - 6y          3x - 3y

Pull out the common factors in both denominators. Use the distributive property.

5x^2              2x^2

=====      +    ======

6(x - y)          3(x - y)

Multiply both the numerator and denominator by 2 on the left had fraction.

5x^2              2*2x^2

=====      +    ======

6(x - y)          2*3(x - y)

5x^2                4x^2

=====      +    ======

6(x - y)          6(x - y)

Put both numerators over a common denominator. Notice that the + sign shifts up.  It shifts up because both fractions have been changed to a common denominator.

5x^2        +        4x^2

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

          6(x - y)

Combine the two numerators since they are of the same power.

9x^2      

======

6(x - y)

Answer:

C

Step-by-step explanation:

Givens

L = 18 inches

W = 1 foot = 12 inches

H = 14 inches

Surface Area = 2 * L*w + 2*L * h + 2*w*h

Surface Area = 2 * 18*12 +2*18*14 + 2*12*14 all in linear inches

Surface Area = 432 + 504 + 336                  all in square inches

Surface Area = 1272  in^2

The function that represents the given equation is:

f(x) = 3x + 8

The equation is -12x + 4y = 32. To solve for y as a function of x, we need to isolate y on one side of the equation.

Adding 12x to both sides, we get 4y = 12x + 32.

To solve for y, we divide both sides of the equation by 4. This gives us y = 3x + 8.

Hence, the function that expresses y as a function of x is:

f(x) = 3x + 8.

Using this function, we can determine the value of y corresponding to any given x value. For example, if we substitute x = 5 into the function, we have f(5) = 3(5) + 8 = 15 + 8 = 23. Therefore, when x is 5, y is 23 according to the function f(x) = 3x + 8.

In summary, the function f(x) = 3x + 8 represents the relationship between x and y in the given equation, allowing us to calculate the corresponding y value for any given x value.

Therefore, the function that represents the given equation is:

f(x) = 3x + 8

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a) The zero of the function is 15. and 15; the greatest number of sweatshirt that the class can buy (option c)

The given function, y = -1.5x + 22.5, where y represents the possible number of T-shirts and x represents the possible number of sweatshirts, is a linear equation in two variables. It is in slope-intercept form, y = mx + b, where m is the slope of the line, and b is the y-intercept. In this case, the slope of the line is -1.5, which means that for every unit increase in the number of sweatshirts, the number of T-shirts decreases by 1.5 units. The y-intercept of the line is 22.5, which means that if the class doesn't order any sweatshirts, they can order up to 22.5 T-shirts.

In other words, it is the value of x that corresponds to the point where the line intersects the x-axis. To find the zero of the function, we set y = 0 and solve for x:

0 = -1.5x + 22.5

1.5x = 22.5

x = 15

Therefore, the correct answer is (C) 15, the greatest number of sweatshirts that the class can buy.

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Answer: 3.75 is at it's lowest terms. if you mean fractions its 15/4 or 3 & 3/4

Step-by-step explanation:

Answer:

C. 4c < 60

Step-by-step explanation:

Isabell + 3 sisters

good luck, i hope it helps :)

Answer:

Yes it is.

Step-by-step explanation:

Just multiply everything by 2.

Answer:

Step-by-step explanation:

The trigonometric function gives the ratio of different sides of a right-angle triangle.

The trigonometric function gives the ratio of different sides of a right-angle triangle.

\(\rm Sin \theta=\dfrac{Perpendicular}{Hypotenuse}\\\\\\Cos \theta=\dfrac{Base}{Hypotenuse}\\\\\\Tan \theta=\dfrac{Perpendicular}{Base}\\\\\\Cosec \theta=\dfrac{Hypotenuse}{Perpendicular}\\\\\\Sec \theta=\dfrac{Hypotenuse}{Base}\\\\\\Cot \theta=\dfrac{Base}{Perpendicular}\\\\\\\)

where perpendicular is the side of the triangle which is opposite to the angle, and the hypotenuse is the longest side of the triangle which is opposite the 90° angle.

Given for ∠X, the base side is 7, the perpendicular side is 4√2, while the hypotenuse side is 9. Therefore, the value of the trigonometric ratios are:

\(\rm Sin X=\dfrac{4\sqrt2}{9}\\\\\\Cos X=\dfrac{7}{9}\\\\\\tan X=\dfrac{4\sqrt2}{7}\)

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Answer:

Explanation:

Let the speed of the first person be x mph and the speed of the second person be y mph

Since one person's speed is faster than the other, we can have:

Mathematically, distance equals the product of speed and time

The time traveled by each person is 1.5 hours

The distance traveled by each of them is:

The sum of the two equals 18 miles

Thus:

Recall;

This means that the first person was walking 5 mph while the second was walking 7 mph

In each scenario, the choice between mean and median as a representative measure of central tendency depends on the nature of the data and the specific context..

1. Scenario: Income distribution of a population

- If the income distribution is skewed or contains extreme values (outliers), the median would be a better representation of the central tendency. This is because the median is not influenced by outliers and provides a more robust estimate of the "typical" income level. However, if the income distribution is approximately symmetric without outliers, the mean can also be an appropriate measure.

2. Scenario: Exam scores in a class

- If the exam scores are normally distributed without significant outliers, the mean would be a suitable measure as it takes into account the value of each score. However, if there are extreme scores that deviate from the majority of the data, the median may be a better representation. This is especially true if the outliers are indicative of errors or exceptional circumstances.

3. Scenario: Housing prices in a city

- In this case, the median would be a more appropriate measure to represent the central tendency of housing prices. This is because the housing market often exhibits a skewed distribution with a few high-priced properties (outliers). The median, being the middle value when the data is sorted, is not influenced by these extreme values and provides a better understanding of the typical housing price in the city.

Ultimately, the choice between mean and median depends on the specific characteristics of the data and the objective of the analysis. It is important to consider the distribution, presence of outliers, and the context in which the data is being interpreted.

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Answer:

3s = 8+4

3s = 12

s = 12/3

s = 4

Answer:

fdvbggggggggggggggggg

Step-by-step explanation:

Answer:

Answer?

Step-by-step explanation:

abcdefg your cool B)

Answer: Ok then i'm happy for you!

Step-by-step explanation:

Answer:

f(x)=(x-1)^2+3

Step-by-step explanation:

Both equations vertexes equal (1, 3) while the rest do not match.

f(x) = (x - 1)² + 3 function in vertex form is equivalent to f(x) = 4 + x² - 2x.

We can use the technique of completing the square to rewrite the given function f(x) in vertex form.

f(x) = 4 + x² - 2x

f(x) = (x² - 2x) + 4

Adding and subtracting (1) inside the parentheses

f(x) = (x² - 2x + 1) + 4 - 1

f(x) = (x - 1)² + 3

So, the equivalent function in vertex form is f(x) = (x - 1)² + 3.

Therefore, the correct option is f(x) = (x - 1)² + 3.

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Blank space 1: 3

Blank space 2: 4.242

Blank space 3: 6

Blank space 4: 6

Blank space 5: 3

This can be solved using triangle theorem.

Given that,

Liling is making a quilt. She starts with two small squares of material and cuts them along the diagonal.

The bigger square = 36 sq. in.

Then the side of the bigger square = √36 inch = 6 inch

Next, The side of the bigger square = Diagonal of the smaller square

Let the side of the smaller square = a (let)

Diagonal (smaller square): a√2 = 6 inch

so, a = 3√2 inch

Thus,  a = 3 x 1.414 = 4.242

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The complete question is as follows:

The statement "you will be expected to know the antiderivatives of the six trigonometric functions for the final" is false because it is subjective and dependent on the specific requirements and expectations of your course or exam.

While it is true that knowledge of the antiderivatives of the six trigonometric functions (sine, cosine, tangent, cotangent, secant, and cosecant) can be beneficial in calculus and integration.

Whether or not you will be specifically expected to know them for your final exam depends on your course syllabus and the instructions provided by your instructor.

It is important to consult your course materials, syllabus, or instructor to determine the specific content that will be covered on your final exam.

This will ensure that you allocate your study time and focus on the relevant topics that will be assessed.

Therefore, the correct option is (b) false, as the expectation of knowing specific antiderivatives of trigonometric functions for the final exam is not universally applicable and may vary depending on the course and instructor.

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Answer:

x = 1, y = 4

Step-by-step explanation:

6x + 5y = 26

2x + 2y = 10

6x + 5y = 26

6x + 6y = 30

-y = -4

y = 4

2x + 8 = 10

2x = 2

x = 1

Answer:

this is the solution of your answer

21 percentage of four-digit integers above 5000 have a thousands digit that is equal to the sum of the other three digits.

Given that,

We have to find what percentage of four-digit integers above 5000 have a thousands digit that is equal to the sum of the other three digits.

We know that,

The other three numerals must add up to 5 because the first digit is 5.

The other two digits must add up to 5 if the second digit is 0, thus they

are 0+5, 1+4, or 2+3 or their reverses 5+0, 4+1, and 3+2, that 6

The last two numbers must add up to 4 if the second digit is 1, thus they

are 0+4, 1+3, or 2+2.  There are five more since the first two are reversed.

The last two digits must add up to 3 if the second digit is 2, thus they

are 0+3 and 1+2, and their reverses, so that's 4 more.

If the second digit is 3, the last two digits must sum to 2, so they

are 0+2 and 1+1 and the reverse of the first, so that's 3 more.

The last two digits must add up to 1, so if the second digit is 4, they must.

are 0+1 and its reverse, so that's 2 more

If the second digit is 5, the last two digits must sum to 0, so they

are 0+0, so that's 1 more.

Total = 6+5+4+3+2+1 = 21.

Therefore, 21 percentage of four-digit integers above 5000 have a thousands digit that is equal to the sum of the other three digits.

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The angle ∠DEF is equal to 90 degrees. Then the triangle ΔDEF will be a right-angle triangle.

It's a form of a triangle with one 90-degree angle that follows Pythagoras' theorem and can be solved using the trigonometry function. The Pythagoras theorem states that the sum of two squares equals the squared of the longest side.

The angle ∠DEG = 51° and angle ∠GEF = 39°.

Then prove that the triangle ΔDEF will be a right-angle triangle. Then we have

We know that if one angle of the triangle is 90 degrees then the triangle will be named a right-angle triangle.

The sum of the angle ∠DEG and ∠GEF will be

∠DEF = ∠DEG + ∠GEF

∠DEF = 51° + 39°

∠DEF = 90°

Then the triangle ΔDEF will be a right-angle triangle.

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Answer:

-2 (20x - 25)

Step-by-step explanation:

Answer:

40x - 50

Step-by-step explanation:

10(4x)= 40x

10(-5)= - 50

40x - 50

Answer:

Part A:

The graph of g(x) = |x - 7| is a V-shaped graph that opens upward, with a vertex at x = 7 and y = 0. The graph of the function is symmetrical about the vertical line x = 7. The domain of the function is all real numbers, and the range is all non-negative real numbers, including zero.

Part B:

The transformation from f(x) to h(x) is a vertical shift upward by 2 units. The vertex of the parent function f(x) = |x| is at (0, 0), and the vertex of the transformed function h(x) = |x| + 2 is at (0, 2). The range of the parent function f(x) is all non-negative real numbers, including zero. The range of the transformed function h(x) is all non-negative real numbers greater than or equal to 2. The transformation shifts the entire graph of the parent function upward, increasing the y-values of all points on the graph by 2 units.

Each label should be dragged to the correct location in the equation as follows:

100 yards/1 × (3) feet/1 yards × (12) inch/1 foot × (2.54) cm/1 inch × 1 (meter)/100 cm = (91.44) meter

A conversion factor can be defined as a number that is typically used to convert (change) a number in one (1) set of units to another, either by dividing or multiplying.

Generally speaking, an appropriate conversion factor to an equal value must be used when it is necessary to perform any mathematical conversion.

Conversion:

1 yard = 0.9144 meter

100 yards = X meters

Cross-multiplying, we have:

X = 0.9144 × 100

X = 91.44 meters.

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Answer:

the LCM of those would be 15.

Answer and explanation:

The standard error is used to measure the difference between the sample mean and the population mean. It uses standard deviation to measure the level of deviation of the sample mean from the population mean. In other words, the accuracy of the sample mean by way of representing the mean of the population is measured using the standard error. If there is significant difference then standard error is bigger usually non-zero while it is less significant with smaller standard error.

answered

There are 50 deer in a particular forest. The population is increasing at a rate of 15% per year. Which exponential growth function represents

the number of deer y in that forest after x months? Round to the nearest thousandth.

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Answer:

The expression that represents the number of deer in the forest is

y(x) = 50*(1.013)^x

Step-by-step explanation:

Assuming that the number of deer is "y" and the number of months is "x", then after the first month the number of deer is:

y(1) = 50*(1+ 0.15/12) = 50*(1.0125) = 50.625

y(2) = y(1)*(1.0125) = y(0)*(1.0125)² =51.258

y(3) = y(2)*(1.0125) = y(0)*(1.0125)³ = 51.898

This keeps going as the time goes on, so we can model this growth with the equation:

y(x) = 50*(1 - 0.15/12)^(x)

y(x) = 50*(1.013)^x

The exponential growth function that represents the number y of deer in that forest after x months is 50 × \((1.013)^{x}\).

An exponential function is a nonlinear function that has the form of

y=\(ab^{x}\),wherea≠0,b>0. An exponential function with a > 0 and b > 1, like the one above, represents an exponential growth and the graph of an exponential growth function rises from left to right.

There are 50 deer in a particular forest.

The population is  increasing at a rate of 15% per year.

Assuming that the number of deer is 'y' and the number of month is 'x' then after the first month the number of deer is

y(x) = 50 × \(1+(\frac{0.15}{12} )\)

= 50 × 1.0125

= 50.625

y(2) = y(1) × (1.0125)

= y(0) × \((1.0125)^{2}\)

= 51.258

y(3) = y(2) × (1.0125)

= y(0) × \((1.0125)^{2}\)

= 51.898

y(x) = 50 × \((1-\frac{0.15}{12} )^{x}\)

= 50 × \((1.013)^{x}\)

Hence, the exponential growth function that represents the number y of deer in that forest after x months is 50 × \((1.013)^{x}\).

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Answer:

x=27.8

Step-by-step explanation:

first, you need to find y. 2y-5=65. 65+5 is 60 and you are left with 2y=70. to get the 2 off of the y you divide everything by 2. 70/2 is 35 therefor y=35. Now you plug that into the other equation (2x+y) and get 2x+35 which is equal to segment 90.6 so 2x+35=90.6. subtract 35 on both sides and you have 2x=55.6. To get the 2 off the x, we divide everything by 2. all of that divided by 2 is x=27.8