After Donovan gives Mabel 6 pears, she has
(x + 6) pears. If Mabel gives one-third of her
pears to Nelson, how many pears, in terms
of x, does Nelson have?

Answer:

If in fraction form... → \(3 \frac{1}{8}\)

If in decimal form... → \(3.125\)

Step-by-step explanation:

\(\frac{37}{16} + \frac{13}{16} = \frac{37+13}{16}\)

\(= \frac{50}{16}\)

= 50 ÷ 2 over 16 ÷ 2

\(= \frac{25}{8} = 3\frac{1}{8}\)

Therefore, \(3\frac{1}{8}\) is your final answer.

Hope this helped! :^)

Answer:

\(\frac{1}{8}\) or \(3.125\)

Step-by-step explanation:

Answer: C

Step-by-step explanation:

Answer: I think the answer is A.

Step-by-step explanation:

here this probally will help

Answer:

5, 3

Step-by-step explanation:

Answer:

The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²vvvThe diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²v

Step-by-step explanation:

its E and A

Answer:

The solutions to the inequality are B, E, and F: 25, 36, and 9.

Step-by-step explanation:

The solutions to the inequality √x < 10 are the values of x that make the inequality true when plugged in. To find these values, we can square both sides of the inequality:

√x < 10

x < 10^2 = 100

So, the values of x that make the inequality true are those that are less than 100. The options that satisfy this condition are:

A. 100 (not a solution)

B. 25 (solution)

C. -100 (not a solution)

D. 105 (not a solution)

E. 36 (solution)

F. 9 (solution)

The equation to determine the length and width of the rug is

28 = w² + 12w

Since, the shape of the rug is rectangle, therefore area of rectangle has been used to obtain the solution.

What is a rectangle?

Rectangle is a flat, two-dimensional shape, having four sides and vertices with opposite sides being equal and parallel. We may easily represent a rectangle in an XY plane by using its length and breadth as the arms of the x and y axes, respectively.

Rectangles can also be referred to as parallelograms because their opposite sides are equal and parallel.

We are given a rectangular rug with an area of 28 square feet.

Also, the rug is 12 feet longer than it is wide.

So,

Let 'l' be the length of the rug and 'w' be the width of the rug

As given, Length is 12 feet longer than its width

Therefore, l = w + 12

We know Area of rectangle = Length * Width and area is given to be 28 square feet.

So,

⇒28 = (w + 12)w

⇒28 = w² + 12w

Hence, the equation to determine the length and width of the rug is

28 = w² + 12w.

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Question: Tammy has a rectangular rug with an area of 28 square feet. The rug is 12 feet longer than it is wide.

Create an equation to determine the length and the width of the rug.

By some estimates 80-90 percent of employee learning occurs via on the job training.

This is the term that is used to refer to the training that people would receive based on the fact that it is preparing them to have the competent skills that are useful for a particular job. It is one of the ways that employers help to get their employees ready for the task at hand.

It has been reported from available data that on the job training is a great component of employee learning.

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Answer:

You can always compare to cost together but the big thing to look for is that you could be spending less for more on a product or the other way around, spending more for less product. you always want to go with the product that you are spending less money to get more product out of it.

Step-by-step explanation:

for example, say you are buying a pack of pencils, there is a pack of

10 pencils for 5 dollars

and

50 pencils for 10 dollarsthan

you would want to buy the second pack of pencils because you are getting each pencil for 50 cents rather than 2 dollars for each pencil in the first pack.

Answer:Sample Response: First find the unit price for each. Then compare the unit prices. The item that has the lesser unit cost is the better buy.

Step-by-step explanation:Pls mrk me as brainliest need award

Answer:

When x = 0, y = 2^0 + 6 = 7. So the first point is (0, 7).

When x = 1, y = 2^1 + 6 = 8. So the second point is (1, 8).

When x = 2, y = 2^2 + 6 = 10. So the third point is (2, 10).

When x = -1, y = 2^-1 + 6 = 6.5. So the fourth point is (-1, 6.5).

When x = -2, y = 2^-2 + 6 = 6.25. So the fifth point is (-2, 6.25)

Answer: 4,5

Step-by-step explanation

Answer:

5

Step-by-step explanation:

2 +2 = 5

by mistake

Answer:

4

Step-by-step explanation:

Answer:

1500 cans

Step-by-step explanation:

Hi there!

In this problem Dennis can either bring cans to the supermarket or to the recycling center.

If Dennis brings cans to the supermarket, he'll earn 5 cents per can. That means that if Dennis brings c cans, he'll receive 0.05c dollars (as we're talking about cents, it'll be written as 0.05, not 5).

Dennis can also bring cans to the recycling center. He'll earn 6 cents there, but he needs to pay a $15 fee.

In that case, c cans will allow Dennis to earn 0.06c dollars, but as Dennis needs to pay $15 every time he goes to the recycling center, he'll be LOOSING $15. Hence, going to the recycling center will be 0.06c-15

We want to figure out how many cans Dennis will need to return to receive the same amount of money from both the supermarket and the recycling center. So that means that 0.05c will have to equal 0.06c-15 (it'll be the same amount of money).

That means as an equation:

0.05c=0.06c-15

Subtract 0.06c from both sides

-0.01c=-15

Divide both sides by -0.01

c=1500

You can plug 1500 as c in the equation to double check:

0.05(1500)=0.06(1500)-15

75=90-15

75=75

It works!

So Dennis will need to bring 1500 cans to get the same amount of money at both places

Hope this helps!

Answer:

x is 60 and y is 50

hope it helped have a good day mate

Answer:

80% of the class picked the pizza

Step-by-step explanation:

In order to find a percentage, you are supposed to divide the amount of how much someone has picked by the total amount (in this case pizza's). Here is how I got 80%,

28/35 = 0.8

0.8*100 = 80

So the answer is 80%

Answer:

355.94 cm2

Step-by-step explanation:

if it is the area of the shaded part, you have to find the area of rectangle and the area of the circle, then subtract the rectangle's area from the circle's.

area of circle = 3.14( i used this π because the radius is not divisible by 7) × 11 × 11 = 379.94.

area of rectangle = 6 × 4 = 24cm

379.94 - 24.00 = 355.94cm2.

63 apparently

jsjxxjjddddkxx

Answer:

9 units

Step-by-step explanation:

area = length × width

length = area / width

length = 36 units² / 4 units

length = 9 units

Answer:

$860.20

Step-by-step explanation:

When the stereo was discounted by 15%, the resulting price was $748. Then the stereo price was increased by 15%, which brought the price up to $860.20.

Original price discounted:

$880 • 0.15 = $132

$880 – $132 = $748

Discounted price marked up:

$748 • 0.15 = $112.20

$748 + 112.20 = $860.20

I hope this helps.

The price of the stereo system after the markup was,  $860.2

The percentage is a mathematical term, which means a number or a ratio which is represented in fractions of 100. We use the '%' symbol to represent the percentage.

Formula for percentage;

Percentage = (present quantity/whole quantity)×100

Given information,

During sale,

a store offered a 15% discount on a stereo system that originally sold for $880

After the sale,

the discounted price of the stereo system was marked up by 15%

So, during sale price of stereo system is

⇒  15 =  x/880 ×100

⇒  x = 132

⇒  P = 880-x

⇒  P = 748

Now, after sale price, of stereo system is

⇒  15 =  x/748 ×100

⇒  x = 112.2

⇒  Q = 748+112.2

⇒  Q = 860.2

Hence, the price is  $860.2

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The expression for sin(θ + ϕ), we get sin(θ + ϕ) = (-15 - 8sqrt(24))/85 under the conditions.

Using the trigonometric identity sin(a+b) = sin(a)cos(b) + cos(a)sin(b), we have:

sin(θ + ϕ) = sin(θ)cos(ϕ) + cos(θ)sin(ϕ)

We are given that sin(θ) = 15/17 with θ in Quadrant I, so we can use the Pythagorean identity to find cos(θ):

cos(θ) = sqrt(1 - sin^2(θ)) = sqrt(1 - (15/17)^2) = 8/17

We are also given that cos(ϕ) = -5/5 with ϕ in Quadrant II, so we can use the Pythagorean identity again to find sin(ϕ):

sin(ϕ) = -sqrt(1 - cos^2(ϕ)) = -sqrt(1 - (5/5)^2) = -sqrt(24)/5

Substituting these values into the expression for sin(θ + ϕ), we get:

sin(θ + ϕ) = (15/17)(-5/5) + (8/17)(-sqrt(24)/5) = (-15 - 8sqrt(24))/85

Therefore, sin(θ + ϕ) = (-15 - 8sqrt(24))/85 under the given conditions.

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The square root of 0.000169 using division method is  0.0130.

Given, 0.000169To find the square root of 0.000169 using division method:

Step 1: Pair the digits starting from the decimal point. If the number of digits in the decimal part is odd, then pair the digit preceding the decimal point to the leftmost digit.0. 00 01 69

Step 2: Starting from the left, we will pair up the digits in the decimal portion by putting a bar over a pair of digits. We will also pair up the digits to the left of the decimal point, if any, in the same way.0. 0 0|01| 69

Step 3: We have to find a number such that when it is multiplied by itself then the product must be less than or equal to 1.69. Clearly, 1 × 1 = 1 is less than 1.69.0. 0 1|01| 69- 1 | -| ---------| -| ------|1 69|--------------|1 69

Step 4: Bring down the next two decimal places 00. Multiply the divisor by 20 and write it as the new dividend below the last dividend. Double the quotient digit, put it in the quotient and guess a digit to be put at the end of the divisor to make it a new divisor.

The divisor now becomes the sum of the previous divisor and the new digit.0. 00 01 |01| 69 - 1 | -| ---------| -| ------|1 69|--------------|1 69. . . 4 0 .4× 40=160 (the largest number whose product with the quotient is less than 169.)0.

00 014|01| 69- 1 | 0.4| ---------| -| ------| 1 09|--------------|1 69

Step 5: Repeat the process till the required number of decimal places is obtained. We require the square root correct to four decimal places.0. 0001 69| --------------|0.0130 2 5 0 1 4 1 0 0 0 0 0 0|---------------|130The square root of 0.000169 using division method is 0.0130 (correct to 4 decimal places).Therefore, the correct option is 0.0130.

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`

Answer:

50000000

Step-by-step explanation:

Answer: \(x = -5\)

Step-by-step explanation:

If a product of 15 and an unknown number equals -75 the equation should look like this:

\(15x = -75\)

Now to solve for x:

1. \(\frac{15x}{15} = \frac{-75}{15}\)

2. \(x = -5\)

The solution for x is -5.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side. It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation. Equal treatment should be given to each party.

Given:

The product of 15 and a number X is -75.

So, the expression is

15x = -75

Now, divide 15 on both side

15x/15= -75/15

x= -5

Hence, the value of x is -5.

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Answer:

acute angle

Step-by-step explanation:

The acute angle is the angle that has an amplitude of less than 90°. The obtuse angle, on the other hand, has a width greater than 90°. The right angle measures 90° and its sides are orthogonal.

Answer:

an angle less than 90° is an acute angle

Step-by-step explanation:

an angle less than 90° is an acute angle

an angle equal to 90° is a right angle

an angle greater than 90° but less than 180° is an obtuse angle

an angle greater than 180° is a reflex angle

The required Taylor series expansion is f(-x,-y) + [3(x + y) - 3(x + y)^2/10](1/3!) + (1/5)(1/4!)(-2)(3(x + y))^4/[(3 + x + y)^2 + 1]³.

The given function is f(x,y) = tan^-1[(3, 1).x + y].

The Taylor's series expansion for the given function up to third-degree terms about the point (-x, -y) is as follows.

First, find the partial derivatives of f(x,y):

fx = ∂f/∂x

= 1/[(3 + x + y)^2 + 1](3 + y)fy

= ∂f/∂y = 1/[(3 + x + y)^2 + 1]

The second-order partial derivatives of f(x,y) are:

∂²f/∂x² = -2(3 + y)fx / [(3 + x + y)^2 + 1]³ + fx / [(3 + x + y)^2 + 1]²∂²f/∂y²

= -2fy / [(3 + x + y)^2 + 1]³ + fy / [(3 + x + y)^2 + 1]²∂²f/∂x∂y

= -2fx / [(3 + x + y)^2 + 1]³

We can now write the third-degree terms of the Taylor's series expansion of f(x,y) as follows:

f(-x,-y) + fx(-x,-y)(x + x) + fy(-x,-y)(y + y) + (1/2)∂²f/∂x²(-x,-y)(x + x)² + ∂²f/∂y²(-x,-y)(y + y)² + ∂²f/∂x∂y(-x,-y)(x + x)(y + y)

The Taylor's series expansion up to third-degree terms for the given function f(x,y) = tan^-1[(3, 1).x + y] about the point (-x, -y) is as follows: f(-x,-y) + [3(x + y) - 3(x + y)^2/10](1/3!) + (1/5)(1/4!)(-2)(3(x + y))^4/[(3 + x + y)^2 + 1]³

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