Any help would be appreciated!
7/9+ 8/9 as a mixed number

Answer:

5&4

Step-by-step explanation:

IT IS WRONG

Answer:

-7x+22

Step-by-step explanation:

Answer:

\(16 {( \frac{1}{2} x)}^{4} \\ = 16 \times {( \frac{1}{2}) }^{4} {x}^{4} \\ = 16 \times \frac{1}{16} {x}^{4} \\ = {x}^{4} \\ thank \: you\)

Solution:

\(16 \times \bigg ( \frac{x}{2} \bigg)^{4} \\ \\ = 16 \times \bigg( \frac{x^{4} }{2^{4} } \bigg) \\ \\ = 16 \times \frac{ {x}^{4} }{16} \\ \\ = {x}^{4} \\ \\ \)

Therefore answer is x⁴

Hope it helps you :)

Answer:

12

Step-by-step explanation:

So 4:5:6 = 45

4+5+6 = 15

45/15 = 3

Since 4 is the smallest, 4*3 = 12.

Hope this works!

Answer:

Step-by-step explanation:

This is a question worth knowing how to do. It is prime candidate for a test question.

Equation

Let the unit be x

therefore

4x + 5x + 6x = 45

Solution

15x = 45

x = 45/15

x = 3

The shortest piece is 4*3 = 12

The middle piece = 5*3   = 15

The longest piece = 6*3 = 18

Total                                    45

Answer:

-1/32

Step-by-step explanation:

= -2×(-2)^-4÷(-2)^2

= -2×1/16÷4

= -1/8÷4

= -1/8×1/4

= -1/32

As opposed to 3 colinear points, 3 non-collinear points are used to define a plane because they constitute linearly independent vectors.

The reason why 3 non-collinear points are used to define a plane is because the dimension of a plane is 2, hence, it follows that exactly two linearly independent vectors are needed to constitute a plane.

It consequently follows that two independent vectors can be formed by the 3 non-collinear points where one point serves as the origin and the other two are the tips of the vectors.

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The equation of the line would be y = (-3/4)x + 5.

What is the slope-point form of the line?

For the line having slope "m" and the point (x1, y1) the equation of the line passing through the point (x1, y1) having slope 'm' would be

                      y - y1 = m(x - x1)

The given equation is \(y=-\frac{3}{4}x-17\)

The required line is parallel to the given line.

and we know that the slopes of the parallel lines are equal so the slope of the required line would be m = -3/4

And the required line passes through (8, -1)

so by using slope - point form of the line,

      y - (-1) = (-3/4)(x - 8)

      y + 1 = (-3/4)x - (-3/4)8

       y + 1 = (-3/4)x + 24/4

       y = (-3/4)x + (12/2 - 1)

       y = (-3/4)x + 5

Hence, the equation of the line would be y = (-3/4)x + 5.

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Answer:

Just use logic :)) 1/2 = 4/8 so divide 5/8 by 4/8 and you get 5/4. :)) Hope thi s helpedStep-by-step explanation:

Answer:

the answer is 1 1/4

hope this helped:)

Step-by-step explanation:

The dollar gains depreciated relative to the pound when the price of pounds in dollars increases, for instance, from $1 = 1 pound to $2 = 1 pound.

Devaluation of a currency can take place in both absolute and relative terms. When the value of one currency declines in relation to the values of other currencies, this is referred to as a relative devaluation. For instance, the British pound sterling may be worth more today than it did yesterday in terms of US dollars.

A currency's value declines when compared to other currencies, which is known as currency depreciation. Political unrest, interest rate differences, weak economic fundamentals, and investor risk aversion are a few examples of the causes of currency devaluation.

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Jose works a total of 35 hours per week during the summer, which is 175% more than his regular work hours during the school year.

During the school year, Jose works 20 hours per week. To calculate how many hours he works during the summer, we need to find 175% of his regular work hours.

To calculate 175% of a value, we multiply the value by 1.75. So, 175% of 20 hours is calculated as follows:

175% * 20 hours = (175/100) * 20 hours = 35 hours

Therefore, during the summer, Jose works 35 hours per week. This is an increase of 175% compared to his regular work hours during the school year.

In other words, the 175% increase means that Jose's work hours in the summer are 1.75 times his regular work hours. This can also be calculated as follows:

Regular work hours during the school year + 175% increase = 20 hours + (175/100) * 20 hours = 20 hours + 35 hours = 35 hours

So, Jose works a total of 35 hours per week during the summer, which is 175% more than his regular work hours during the school year.

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The solution of the differential equation can be found using separation of variables method.

The solution to the differential equation is \(x(t) = 5e^(-6t).\)

Using Matlab to obtain the plot:

>> \(t = 0:0.1:1;>> x\)

= \(5*exp(-6*t);>> plot(t,x)\)

The plot obtained is:

Now, let's move on to the next part of the problem.

Given differential equation is

\(dx/dt + 6x = 6.Initial value is x(0)\)

= 0.

The solution of the differential equation can be found using integrating factor method. Multiplying both sides by

\(e^(6t),\)

we have:

\(e^(6t) dx/dt + 6e^(6t) x = 6e^(6t)\)

Let's notice that the left side is the derivative of product

\(e^(6t)x.\)

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Answer:

9%

Step-by-step explanation:

Calculation for What percentage is her salary

Using this formula

Dianes salary percentage=Car payments per year/Salary per year

Let plug in the formula

Dianes salary percentage=$2,880 per year/$32,000 per year

Dianes salary percentage=0.09*100

Dianes salary percentage=9%

Therefore the percentage of her salary is 9%

switch the variables

x = -y + 6

x - 6 = -y

-x + 6 = y

The question asks whether the liter (L) is equivalent to a cubic meter (m³) since 1 milliliter (mL) is equal to 1 cubic centimeter (cm³).

The liter (L) and the cubic meter (m³) are both units of volume, but they are not equivalent. The liter is a metric unit commonly used for measuring liquids and is equal to 1,000 cubic centimeters (1,000 cm³) or 1 cubic decimeter (1 dm³). On the other hand, the cubic meter is the SI unit for volume and is equal to 1,000,000 cubic centimeters (1,000,000 cm³) or 1,000 liters (1,000 L).

Although it is true that 1 milliliter (1 mL) is equivalent to 1 cubic centimeter (1 cm³), this does not mean that the liter is equivalent to the cubic meter. The liter is a smaller unit of volume, while the cubic meter is a larger unit. They differ by a factor of 1,000, as there are 1,000 liters in 1 cubic meter.

In summary, while 1 milliliter is equal to 1 cubic centimeter, the liter and the cubic meter are not equivalent units of volume. The liter is smaller and there are 1,000 liters in 1 cubic meter.

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Speed is regarded as the rate at which a particular distance is traveled over time. 138.92 miles  has charlotte traveled in feet during this time

From the information given:

The speed at which charlotte is driving = 64.3 ml/h

The time which she took of her eyes from the road = 3.36 s

During the entire journey, the time at which she took her eyes off the road, she is probably not driving.

∴We will have to convert the 64.3 mi/h to m/s

Since 1 mi/hr = 0.44704 m/s

64.3 mi/h will be:

= (64.3 mi/hr × 0.44704 m/s) ÷ 1 mi/hr

= 30.39872 m/s

Now, using the relation:

Speed = distance/ time

30.39872 m/s = (distance)  / 3.36 s

By Cross multiplying

Distance = 30.39872 m/s  × 3.36 s

Distance = 138.92 m

in conclusion, Charlotte traveled by feet for 138.92 m during this time

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In order to calculate the maximum loan amount the Rosens can afford, we can use the 28% rule of thumb..Down Payment + Points = 15% Down Payment + 3 Points Down Payment + Points = 15% x 113,500 + 3 Points

In order to calculate the maximum loan amount the Rosens can afford, we can use the 28% rule of thumb. This rule states that the total monthly mortgage payment (principal, interest, taxes, and insurance) should not exceed 28% of the Rosens’ adjusted monthly income. The adjusted monthly income is calculated by subtracting the total monthly payments for their car, boat, and furniture from their gross monthly income To calculate the maximum loan amount, we can use the following formula :Maximum Loan Amount = (Adjusted Monthly Income x 28%) - (Monthly Property Tax + Monthly Home Insurance)For the Rosens, the adjusted monthly income is 4750 - 420 = 4330. The maximum loan amount is then calculated as follows: Maximum Loan Amount = (4330 x 0.28) - (1200/12 + 320/12)Maximum Loan Amount = 1208 - 200 Maximum Loan Amount = 1008.The maximum loan amount the Rosens can receive is then calculated by subtracting the down payment and points from the maximum loan amount .Down Payment + Points = 15% Down Payment + 3 Points Down Payment + Points = 15% x 113,500 + 3 Points.

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Answer:

1. 6 6/10

2. 7 6/10

Step-by-step explanation:

Answer:

1. 8 6/10

2. 9 6/10

Step-by-step explanation:

Answer:

0.77 or 77%

Step-by-step explanation:

Given:

Percentage of brown peanuts = 12%

Percentage of yellow peanuts = 15%

Percentage of red peanuts = 12%

Percentage of blue peanuts = 23%

Percentage of orange peanuts = 23%

Percentage of green peanuts = 15%

Total = 0.12 + 0.15 + 0.12 + 0.23 + 0.23 + 0.15 = 1

Probability that a randomly selected peanut M&M is not orange:

P(orange)' = 1 - P(orange)

Where,

P(orange) = 23% = 0.23

Thus,

P(orange)' = 1 - 0.23

P(orange) ' = 0.77

Probability that a randomly selected peanut is not orange = 0.77

Answer:

the answer is b

Step-by-step explanation:

Answer:

60;

Step-by-step explanation:

it's solverable by making something soulfulness solution so you have to kuoioty 6 Times 11 makin 71 times that by the card elected.

The value of the double integral \((x^2+y)dA\) over the annular region between the two circles is\(\pi\).

To evaluate the double integral \((x^2+y)dA\) over the annular region between the two circles \(x^2+y^2=1\) and \(x^2+y^2=5\), we use polar coordinates.

We can see that the region is an annulus (a ring-shaped region) with inner radius r=1 and outer radius r=√5. To integrate over this region, we set up the integral as follows:

\(\int \int (x^2+y)dA = \int [0,2\pi] \int [1,\sqrt5] (r^2cos^2\theta +rsin\theta)rdrd\theta\)

where the limits of integration for r and θ are determined by the annulus region.

The double integral can be evaluated as follows:

\(\int \int (x^2+y)dA = \int [0,2\pi] \int[1,\sqrt5] (r^3cos^2\theta+rsin\theta)drd\theta\)

            \(= \int[0,2\pi] [(1/4)r^4cos^2\theta + (1/2)r^2sin\theta]\vert[1,\sqrt5]d\theta\)

            \(= \int[0,2\pi] [(1/4)\sqrt5^4cos^2\theta + (1/2)\sqrt5^2sin\theta - (1/4)cos^2\theta -\)\((1/2)sin\theta]d\theta\)

       \(= \int[0,2\pi] [(5/4)cos^2\theta + (1/2)sin\theta - (1/4)cos^2\theta - (1/2)sin\theta]d\theta\)

          \(= \int[0,2\pi] cos^2\theta d\theta\)

          \(= \int[0,2\pi] (1 + cos2\theta)/2 d\theta\)

        \(= (\theta/2 + (1/4)sin2\theta)\vert[0,2/pi]\)

           \(= \pi\)

Therefore, the value of the double integral \((x^2+y)dA\) over the annular region between the two circles \(x^2+y^2=1 and x^2+y^2=5\) is π.

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Based on the given circle with secants HIJ and LKJ, the length of HI to the nearest tenth is equal to 46.3 units.

In Mathematics and Geometry, the Tangent Secant Theorem states that if a secant segment and a tangent segment are drawn to an external point outside a circle, then, the product of the length of the external segment and the secant segment's length would be equal to the square of the tangent segment's length.

By applying the Tangent Secant Theorem to this circle, we have the following:

LJ × KJ = IJ × HI

37 × 15 = 12HI

555 = 12HI

HI = 555/12

HI = 46.3 units.

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If Jordan has 30 meters of border to create bulletin board then to create a board with largest possible area he has to use the dimensions 7 meters by 8 meters

Jordan has 30 meters of border to create his classroom bulletin board

The area = l × w

Where l is the length and w is the width

he wants to create the largest area possible

Option A

12 meters by 3 meters

Substitute the values in the equation of area

Area = 12 × 3

= 36 meter square

Option B

7 meters by 8 meters

Area = 7 × 8

= 56 meter square

Option C

10 meters by 5 meters

Area = 10 × 5

= 50 meter square

Hence, the dimension that create largest possible area is 7 meters by 8 meters

The complete question is

Jordan has 30 meters of border to create his classroom bulletin board. He wants to create the largest area possible.  Which dimensions will give Jordan the largest area?

Options

A) 12 meters by 3 meters

B) 7 meters by 8 meters

C) 10 meters by 5 meters

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To find the hypotenuse of a right triangle using trigonometry, we can utilize the Pythagorean theorem and the trigonometric ratios of sine, cosine, or tangent. Here's a step-by-step explanation:

1. Identify the right triangle: Ensure that the triangle has a right angle, which is a 90-degree angle.

2. Label the sides: Identify the two sides of the right triangle that are not the hypotenuse. These sides are typically referred to as the adjacent side and the opposite side.

3. Choose the appropriate trigonometric ratio: Depending on the information you have, select the appropriate trigonometric ratio that relates the sides you know.

- If you have the adjacent side and the hypotenuse, use cosine: cosθ = adjacent/hypotenuse.

- If you have the opposite side and the hypotenuse, use sine: sinθ = opposite/hypotenuse.

- If you have the opposite side and the adjacent side, use tangent: tanθ = opposite/adjacent.

4. Substitute the known values: Plug in the values you have into the trigonometric equation and solve for the unknown side (hypotenuse).

5. Apply the Pythagorean theorem: If you don't have the hypotenuse directly but know the lengths of both the adjacent and opposite sides, you can use the Pythagorean theorem, which states that the sum of the squares of the two legs (adjacent and opposite sides) is equal to the square of the hypotenuse. The formula is a² + b² = c², where c represents the hypotenuse.

6. Simplify and calculate: After substituting the known values into the equation, simplify and solve for the hypotenuse.

By following these steps and applying the appropriate trigonometric ratio or the Pythagorean theorem, you can find the length of the hypotenuse in a right triangle using trigonometry.

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Julia = 10 miles in 30 minutes

Jasmine = 3 miles in 12 minutes

Julia= 10/30 *2 = 20/60. Julia drove 20 mph

Jasmine= 3/12*5= 15/60. Jasmine drove 15mph

Julia drive faster.

The missing term is "zero" for the given equation.

The supplementary angles are defined as when pairing of angles addition to 180° then they are called supplementary angles. There are two types of supplementary angles.

As per the given figure, the required solution would be as:

8x - 3 + 4x + 3 = 180

Rearrange the likewise terms and apply the arithmetics operation,

12x + 0 = 180

We know that the sum of 3 and -3 is 0.

Compared to the given equation, we get the missing term as zero.

Thus, the required value is 0.

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Answer:

-2x + 8

Step-by-step explanation:

32x + 8 - 34x

(32 - 34)x + 8

-2x + 8

-2x + 8

=> 32x + 8 - 34x

=> (32 - 34)x + 8

=> -2x + 8

Answer: 1640.42 feet

Answer:1640.42

Step-by-step explanation:

For the function f(x) = ⌊x²/3⌋, the values of f(s) for different sets s are as follows: a) f(s) = {1, 0, 0, 0, 1, 3}, b) f(s) = {0, 0, 1, 3, 5, 8}, c) f(s) = {0, 8, 16, 40}, d) f(s) = {1, 12, 33, 77}

The function f(x) = ⌊x²/3⌋ represents the floor of x²/3. To find f(s) for different sets s, let's evaluate it for each case:

a) For s = {-2, -1, 0, 1, 2, 3}:

  - For -2, (-2)²/3 = 4/3, and ⌊4/3⌋ = 1.

  - For -1, (-1)²/3 = 1/3, and ⌊1/3⌋ = 0.

  - For 0, (0)²/3 = 0/3 = 0.

  - For 1, (1)²/3 = 1/3, and ⌊1/3⌋ = 0.

  - For 2, (2)²/3 = 4/3, and ⌊4/3⌋ = 1.

  - For 3, (3)²/3 = 9/3 = 3.

  Therefore, f(s) = {1, 0, 0, 0, 1, 3}.

b) For s = {0, 1, 2, 3, 4, 5}:

  - For 0, (0)²/3 = 0/3 = 0.

  - For 1, (1)²/3 = 1/3, and ⌊1/3⌋ = 0.

  - For 2, (2)²/3 = 4/3, and ⌊4/3⌋ = 1.

  - For 3, (3)²/3 = 9/3 = 3.

  - For 4, (4)²/3 = 16/3, and ⌊16/3⌋ = 5.

  - For 5, (5)²/3 = 25/3, and ⌊25/3⌋ = 8.

  Therefore, f(s) = {0, 0, 1, 3, 5, 8}.

c) For s = {1, 5, 7, 11}:

  - For 1, (1)²/3 = 1/3, and ⌊1/3⌋ = 0.

  - For 5, (5)²/3 = 25/3, and ⌊25/3⌋ = 8.

  - For 7, (7)²/3 = 49/3, and ⌊49/3⌋ = 16.

  - For 11, (11)²/3 = 121/3, and ⌊121/3⌋ = 40.

  Therefore, f(s) = {0, 8, 16, 40}.

d) For s = {2, 6, 10, 14}:

  - For 2, (2)²/3 = 4/3, and ⌊4/3⌋ = 1.

  - For 6, (6)²/3 = 36/3 = 12.

  - For 10, (10)²/3 = 100/3, and ⌊100/3⌋ = 33.

  - For 14, (14)²/3 = 196

The values of f(s) for the given sets show how the function ⌊x²/3⌋, which represents the floor of x²/3, behaves for different inputs.

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The main difference between everyday logic and mathematical logic is that everyday logic is based on general observations and opinions, while mathematical logic is based on precise statements and facts.

Differences:
- Everyday logic is based on common sense and intuition, while mathematical logic is based on strict rules and formulas.
- Everyday logic is often used to make decisions or solve problems in daily life, while mathematical logic is used to solve complex mathematical problems.
- Everyday logic can be subjective and influenced by personal beliefs or experiences, while mathematical logic is objective and follows a set of universally accepted principles.

Similarities:
- Both everyday logic and mathematical logic use reasoning to draw conclusions.
- Both everyday logic and mathematical logic rely on evidence and facts to support their conclusions.
- Both everyday logic and mathematical logic can be used to solve problems and make decisions.

In conclusion, while everyday logic and mathematical logic have some similarities in terms of their use of reasoning and evidence, they differ in their approach and application. Everyday logic is based on common sense and intuition, while mathematical logic is based on strict rules and formulas.

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The probability that a randomly chosen unsatisfactory screen came from Philips is approximately 0.4444.

What is probability ?

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true.

Let's call the probability that a screen came from Philips "P".

know that 55% of the screens came from Corning Inc. and the rest came from Philips, so:

P = 1 - 0.55 = 0.45

We also know that the probability of getting an unsatisfactory screen from Corning Inc. is 1%, while the probability of getting an unsatisfactory screen from Philips is 4%:

P(unsatisfactory | Corning Inc.) = 0.01

P(unsatisfactory | Philips) = 0.04

Using Bayes' theorem, the probability that a randomly chosen unsatisfactory screen came from Philips can be calculated as:

P(Philips | unsatisfactory) = P(unsatisfactory | Philips) * P(Philips) / [P(unsatisfactory | Philips) * P(Philips) + P(unsatisfactory | Corning Inc.) * P(Corning Inc.)]

Substituting the values we have:

P(Philips | unsatisfactory) = 0.04 * 0.45 / [0.04 * 0.45 + 0.01 * 0.55] = 0.444444... or approximately 0.4444

Therefore, the probability that a randomly chosen unsatisfactory screen came from Philips is approximately 0.4444.

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The probability that a randomly chosen unsatisfactory screen came from Philips is 46.48%.

Let's call P(Philips) the probability that a randomly chosen screen came from Philips, and P(Unsatisfactory | Philips) the probability that a screen is unsatisfactory given that it came from Philips. Then we can use Bayes' theorem to find P(Philips | Unsatisfactory), the probability that a screen came from Philips given that it is unsatisfactory.

Bayes' theorem states:

P(A | B) = P(B | A) * P(A) / P(B)

where A and B are events, P(A | B) is the conditional probability of A given B, P(B | A) is the conditional probability of B given A, P(A) is the probability of A, and P(B) is the probability of B.

In this case,

A = "the screen came from Philips"

B = "the screen is unsatisfactory"

So:

P(Philips | Unsatisfactory) = P(Unsatisfactory | Philips) * P(Philips) / P(Unsatisfactory)

We are given:

P(Unsatisfactory | Philips) = 4% = 0.04

P(Philips) = 45% = 0.45 (since 55% came from Corning Inc.)

P(Unsatisfactory) = P(Unsatisfactory | Corning Inc.) * P(Corning Inc.) + P(Unsatisfactory | Philips) * P(Philips)

= 1% * 55% + 4% * 45% = 0.55% + 1.8% = 2.35%

So:

P(Philips | Unsatisfactory) = 0.04 * 0.45 / 0.0235 = 46.48%

So the probability that a randomly chosen unsatisfactory screen came from Philips is 46.48%.

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Answer:

45 is the answers for the question

Step-by-step explanation:

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\( \Huge\begin{gathered} {\underline{\boxed{ \mathcal {\red{5 \: \times \: 9 \: = \: 45}}}}}\end{gathered}\)