In a word problem, what does "is" represent? in math
Answers
Answer:
is means equals in math terms
Step-by-step explanation:
example is 10 times 10 is 100
In a word problem in math, "is" represents an equality or a relationship between two quantities or expressions.
In mathematical word problems, the term "is" typically denotes an equality or a relationship between two quantities or expressions. It signifies that the two sides of the statement have the same value or are equivalent. For instance, if the word problem states, "John's age is 25 years," the word "is" establishes the equality between the variable representing John's age and the constant value of 25 years.
Similarly, in more complex problems involving equations or mathematical expressions, "is" serves as the crucial link between the given information and what is being sought, allowing us to establish equations and solve for unknown variables to find the solution to the problem.
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Related Questions
there are10 students in aclass that meets in a room that has 12 chairs. how many ways is it possiblefor the students to be seated?
Answers
The ways the students can be seated is 239500800
How to determine the ways the students can be seated?From the question, we have
Total number of chairs, n = 12
Total number of students, r = 10
The number of ways the students can be seated is calculated using the following permutation formula
Total = ⁿPᵣ
Where
n = 12 and r = 10
Substitute the known values in the above equation
Total = 12C10
Apply the formula
ⁿPᵣ = n!/(n - r)!
So, we have
Total = 12!/2!
Evaluate
Total = 239500800
Hence, the number of ways is 239500800
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rack heights vary from a few rack units to many rack units. the most common rack heights are 24u and 42u. how tall is a 24u rack?
Answers
A 24U rack is approximately 44.5 inches (113.03 cm) tall.
What is Expression in math ?
An expression is made up of one or more integers or variables, as well as one or more operations.
The "U" unit in a rack height refers to unit of measurement for the height of equipment in a standard 19-inch server rack.
1U is equal to 1.75 inches (4.45 cm)
so, 24U is equal to 24 * 1.75 inches = 42 inches (106.68 cm).
However, in practice, the height of a 24U rack is typically slightly taller to account for the height of the mounting brackets and other hardware.
Hence, A 24U rack is approximately 44.5 inches (113.03 cm) tall.
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Solve for y
2y + 6 = 1 - 3y
Answers
Answer:
-1
Step-by-step explanation:
2y+6=1 -3y
add three to both sides and minus 6 from both sides becasue you want to get y by itself
5y=-5
now both sides by 5
y=-1
Answer:
y=−1
Step-by-step explanation:
2y+6=1−3y
Step 1: Simplify both sides of the equation.
2y+6=1−3y
2y+6=1+−3y
2y+6=−3y+1
Step 2: Add 3y to both sides.
2y+6+3y=−3y+1+3y
5y+6=1
Step 3: Subtract 6 from both sides.
5y+6−6=1−6
5y=−5
Step 4: Divide both sides by 5.
y=−1
which statement is not true about the data shown by the box-and-whisker plot below? the data point 5 lies outside the range of the data. half the data lies between 37 and 51. the range is 57. one fourth of the data is greater than 51.
Answers
The statement "the data point 5 lies outside the range of the data" is not true about the data shown by the box-and-whisker plot below.
To understand why the statement is not true, we need to interpret the box-and-whisker plot. The box represents the middle 50% of the data, with the bottom and top of the box indicating the 25th and 75th percentiles, respectively. The line inside the box represents the median. The whiskers represent the range of the data, with the endpoints of the whiskers indicating the minimum and maximum values, unless there are outliers.
Looking at the plot, we can see that the minimum value is 5, which is within the whisker range. Therefore, the statement "the data point 5 lies outside the range of the data" is not true. The statement "half the data lies between 37 and 51" is true, as the bottom and top of the box represent the 25th and 75th percentiles, respectively. The statement "the range is 57" is true, as the distance between the minimum and maximum values is 57. The statement "one fourth of the data is greater than 51" is also true, as the top of the box represents the 75th percentile.
Therefore, the correct statement is "the data point 5 lies within the range of the data."
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WILL MARK BRAINIEST.
Draw a line representing the rise and a line representing the run of the line state the slope of the line in simplest form. NOTE- please draw a line clearly showing the rise and run and what the slope is thanks
Answers
Answer:
y=-3/2+6 (slope is -3/2)
Step-by-step explanation:
Find a point and use the rise/run method.
You go up 3 and left 2. This makes your slope
The b is 6 because that's where the line hits the y-axis
A cable that weighs 8 lb/ft is used to lift 600 lb of coal up a mine shaft 700 ft deep. Find the work done. Show how to approximate the required work by a Riemann sum. (Let x be the distance in feet below the top of the shaft. Enter xi* as xj.) lim Σ ŹC Ax n00 i = 1 Express the work as an integral. Jax Evaluate the integral. ft-lb
Answers
To find the work done in lifting the coal up the mine shaft, we can calculate the integral of the weight of the cable as it moves through the distance.
Given that the cable weighs 8 lb/ft, the weight of the cable at any position x feet below the top of the shaft can be expressed as 8x lb. Since the coal is being lifted a distance of 700 ft, we need to integrate the weight of the cable from x = 0 to x = 700. The work done can be approximated by a Riemann sum using the formula:
lim Σ ŹC Ax n00 i = 1
In this case, the sum represents the approximation of the integral using n subdivisions. The width of each subdivision is Δx = 700/n, and xi* represents the sample point in each subdivision.
By evaluating the integral, we can find the exact work done:
Jax
∫₀⁷⁰⁰ 8x dx
Integrating with respect to x, we get:
[4x²]₀⁷⁰⁰
Plugging in the upper and lower limits, we have:
(4 * 700²) - (4 * 0²)
Simplifying:
(4 * 490000) - 0
The work done is:
1960000 ft-lb
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PLEASE HELP FAST!!!!
On Monday a group of students took a test and the average ( arithmetic mean ) score was exactly 80. 4. A student who was absent on Monday took the same test on Tuesday and scored 90. The average age test score was then exactly 81. How many students took the test on Monday?
A) 14
B) 15
C) 16
D) 17
E) 18
With steps please
Answers
The number of students who took the test on Monday is found to be 15, hence the correct option is B.
Let us assume that the number of student taking test on Monday is n. The total score for Monday's test is n times the average score of 80.4,
Monday's total score = 80.4n
When the student who missed the test on Monday took the test on Tuesday and scored 90, the total score became,
Total score = 80.4n + 90
The new average score of 81 can be expressed as,
81 = Total score / (n+1)
Substituting the value of the total score, we get,
81 = (80.4n + 90)/(n+1)
Multiplying both sides by n+1, we get,
81(n+1) = 80.4n + 90
Expanding the brackets,
81n + 81 = 80.4n + 90
Simplifying,
0.6n = 9
n = 15, so, the number of students who took the test on Monday is 15.
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The equations represent the heights, y, of the flowers, in inches, after x days. Which ordered pair, (1, 2. 7), (1, 2. 4), or (0, 2), is a solution to the system? will the flowers ever be the same height? explain
Answers
The ordered pair (1, 2.7) is a solution to y = 0.7x + 2. The flowers may or may not reach the same height.
The main condition y = 0.7x + 2 addresses the level of blossoms after x days in the event that they develop at a pace of 0.7 inches each day and begin at a level of 2 inches. The second condition y = 0.4x + 2 addresses the level of blossoms after x days on the off chance that they develop at a pace of 0.4 inches each day and begin at a level of 2 inches.
To check which requested pair is an answer for the framework, we really want to substitute the x and y values from each arranged pair into the two conditions. Just (0, 2) is an answer, as it fulfills the two conditions. (1, 2.7) and (1, 2.4) don't fulfill the two conditions.
The blossoms won't ever arrive at a similar level since they are developing at various rates. The pace of development of the principal condition (0.7 inches each day) is quicker than the pace of development of the subsequent condition (0.4 inches each day).
The y-catch of every situation addresses the beginning level of the blossoms, which is 2 creeps in the two cases. This truly intends that at day zero (x = 0), the level of the blossoms is 2 creeps for the two conditions. As the worth of x builds, the level of the blossoms will increment at various rates in light of the development rate in every situation.
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The complete question is:
Which ordered pair (1, 2.7), (1, 2.4), or (0, 2) is a solution to the system of equations y = 0.7x + 2 and y = 0.4x + 2, which represent the heights of flowers in inches after x days? Will the flowers ever reach the same height? What does the y-intercept of y = 0.7x + 2 and y = 0.4x + 2 represent in terms of the flowers?
Math
Help
Please helppp it’s math
Answers
Answer: C
Step-by-step explanation:
She is in the hole 8.10 and she makes 6.50
-8.10 + 6.50
Answer:
-8.10 + 6.50
A company manufactures and sells cell phone cases. The revenue obtained by selling a cases is given by the
formula
R = 2.8x -0.01x²
Solve the equation below to find the number of cell phone cases they must sell to receive $192 in revenue.
192 = 2.8x 0.01x²
They need to sell__ or __ cases to make $192 in revenue.
Answers
Answer:
Step-by-step explanation:
hi yall funny
A triangular lot is 130 ft on one side and has a property line of length 700 ft. Find the area of the lot in acres. (Figure not drawn to scale)
(Round to the nearest hundredth as needed.)
Answers
Area of the lot = 1.03 acres
The line length of the triangular lot = 700 ft
The height of the triangular lot = 130 ft
Note:
Area of a triangle = 0.5 x base x height
Calculate the base of the triangular lot using the Pythagoras's theorem
\(\text{Length}^2=\text{Height}^2+\text{Base}^2\)
\(700^2=130^2+\text{Base}^2\)
\(\text{Base}^2=700^2-130^2\)
\(\text{Base}^2=490000-16900\)
\(\text{Base}^2=473100\)
\(\text{Base}=\sqrt{473100}\)
\(\text{Base}=687.82\)
The base of the triangular lot = 687.82 ft
Area of the triangular lot = 0.5 x 687.82 x 130
Area of the triangular lot = 44708.3 ft²
NB
1 ft² = 2.3 x 10^(-5) Acres
44708.3 ft² = 44708.3 x 2.3 x 10^(-5)
44708.3 ft² = 1.03 acres
Therefore:
Area of the lot = 1.03 acres
Answer:
Area of the lot = 1.03 acres
The line length of the triangular lot = 700 ft
The height of the triangular lot = 130 ft
Note:
Area of a triangle = 0.5 x base x height
Calculate the base of the triangular lot using the Pythagoras's theorem
The base of the triangular lot = 687.82 ft
Area of the triangular lot = 0.5 x 687.82 x 130
Area of the triangular lot = 44708.3 ft²
NB
1 ft² = 2.3 x 10^(-5) Acres
44708.3 ft² = 44708.3 x 2.3 x 10^(-5)
44708.3 ft² = 1.03 acres
Therefore:
Area of the lot = 1.03 acres
Step-by-step explanation:
Mary has $32 to buy food and play games at the county fair. Suppose the food cost $8.00. Write and solve an inequality to find the most he can spend on games.
Answers
Answer:
$24 > $8
Step-by-step explanation:
Well if Mary has $32 and the food estimate costs $8 then the inequality would be written as $24 > $8. So Mary would have 24 dollars to play games.
I am a 96.7 percent sure this is correct :D Hope i could help <3
in words explain how to determine the y intercepts of a rational function. be sure to include if theres a specific way to easily find the y intercept and the possible number of y intercepts
Answers
Answer:
evaluate f(0)there will be 0 y-intercepts if f(0) is undefined, 1 otherwise.Step-by-step explanation:
You want to know how to determine the y-intercepts of a rational function, and their possible number.
Rational functionA rational function f(x) is the ratio of two polynomial functions p(x) and q(x):
f(x) = p(x)/q(x)
As such, both numerator and denominator have single function values for any value of the independent variable. The y-intercept of f(x) is ...
f(0) = p(0)/q(0)
The values of p(0) and q(0) are simply the constant terms in those respective functions.
The simple way to find the y-intercept is to look at the ratio of the constant terms in the polynomial functions making up the rational function. If that is defined, there is one y-intercept. If it is undefined (q(0)=0), then there are no y-intercepts.
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what will rs450 amount to in 2years 5℅compounded annually
Answers
Answer: Rs.496.13
Step-by-step explanation:
Amount = P (1 + r/100)^t
A = 450 (1 + 5/100)^2
A = 450 x 1.05^2
A = 450 x 1.1025
A = 496.125
Please Help Me!!! I don’t understand.
Answers
Answer:
B (4, 1)
Step-by-step explanation:
When you rotate 90 degrees about the origin you do (x,y) ----> (y, -x)
So let's do that first to your points.
(-4, 1) -----> (1, 4)
Now we have to do y = x you do this (x,y) ---> (y, x)
All we have to do now is switch them again.
(1, 4) ----> (4,1)
Hope this helps ya!!
The image of the point (2, -1) under a translation is (4,2). Find the coordinates of the image of the point (-2,9) under the same translation.
Answers
Answer:
The coordinates of the image of the point (6,6) under the same translation is: (9, 2)
Hence, option C is correct.
Step-by-step explanation:
The image of the point (2, 1) under a translation is (5, -3).
It means when we horizontally move 3 units to the RIGHT i.e. adding 3 units to the x-coordinate and vertically move 4 units DOWN i.e. subtracting 4 units from the y-coordinate of the original point (2, 1), we get the coordinates of the image (5, -3).
Thus,
The rule of translation can be formulated such as:
(x, y) → (x + 3, y - 4)
(2, 1) → (2 + 3, 1 - 4) → (5, -3)
Thus,
Under the same rule of translation, we can determine the coordinates of the image of the point (6,6):
(x, y) → (x + 3, y - 4)
(6, 6) → (6 + 3, 6 - 4) → (9, 2)
Therefore, the coordinates of the image of the point (6,6) under the same translation is: (9, 2)
Hence, option C is correct.
Represent the following sentence as an algebraic expression, where "a number" is the
letter x.
The difference of 3 and a number.
Answers
Answer: 3 - x
Step-by-step explanation: With
Subtraction be careful. 3 - x is not the same as x - 3. You have to keep the values given in order.
What advice would you give to students B and C to help them avoid factoring this
type of problem incorrectly in the future?
Correct solved problem
Student A factored
this expression correctly:
²-10x-24
(x-12)(x+2)
Factor: ²-10-24
Incorrect solved problem:
Sum of the integers does not
equal the middle term
Student B did not factor
this expression correctly.
²-10x-24
(x-4)(x+6)
Incorrect solved problem:
Sum of the integers does not
equal the middle term
Student C did not factor
this expression correctly:
-10-24
(r+12)(x-2)
**Day 4 will open once you post to the discussion board
Answers
Therefore , the solution of the given problem of expressions comes out to be students can develop their factoring abilities and avoid mistakes with practise and instruction.
What exactly is an expression?Estimates that combine joining, disabling, and rather than randomly divide should be produced when variables are shifting. If they got together, they could solve a mental puzzle, provide some data, and instead software. A declaration of truth contains formulas, components, and mathematical processes like combination, subtraction, omission, and grouping. Both phrases and words can be assessed and analysed.
Here,
are some pointers to assist students B and C prevent incorrect factoring in the future:
Regularly practise factoring: Since factoring is a talent that must be honed, students should make sure to factor problems frequently. They will be better able to understand the procedure and spot trends in the expressions they are factoring as a result of this.
Verify the indications again because they are prone to error when factoring. Students should double-check their distribution of the signs and make sure no negative indicators are being left out.
Students should double-check their work by multiplying the factors back together after factoring an equation. They'll be able to correct any errors they may have made thanks to this.
If students need assistance with factoring, they should ask an instructor or tutor for assistance. Although factoring can be a challenging ability to master, students can develop their factoring abilities and avoid mistakes with practise and instruction.
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5x+9−2x+13=67 solve the equation
Answers
Answer:
5x+9−2x+13=67
3x+9+13=67
3x+22=67
3x=45
x=15
Mark brainliest!!
Step-by-step explanation:
3x + 22 = 67
3x = 67 - 22
3x = 45
x = 45/3
put the this is ur calculator and u will get the answer
1/4=something 8 plz help me
Answers
Answer:
1/4 = 0.25
Step-by-step explanation:
Answer:
2/8
Step-by-step explanation:
i don't know what to put here but 1/4 is = to 2/8
Help:) thank youuuuyy
Answers
Answer:
The 1st answer
Step-by-step explanation:
I dont have one
What is the equation of the line that passes through the point(−4,−7) and has a slope of 5/2
Answers
Answer: y=5/2x+3
Step-by-step explanation:
y=mx+b
-7=(5/2)(-4)+b
b=3
y=5/2x+3
A bug begins to crawl up a vertical wire at time t = 0. The velocity v of the bug at time t, 0 < t < 8, is given by the function whose graph is shown behind this text. At what value of t does the bug change direction? a. 2
b. 4
c. 6.5
d. 7
Answers
The bug changes direction at t = 4. This can be answered by the concept of velocity.
To determine when the bug changes direction, we need to find when its velocity changes sign from positive to negative. From the graph, we see that the bug's velocity is positive for t < 4 and negative for t > 4. Therefore, the bug changes direction at t = 4.
To verify this, we can look at the behavior of the bug's velocity as it approaches t = 4. From the graph, we see that the bug's velocity is increasing as it approaches t = 4 from the left, and decreasing as it approaches t = 4 from the right. This indicates that the bug is reaching a maximum velocity at t = 4, which is when it changes direction.
Therefore, the bug changes direction at t = 4.
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5. What is an equation of the line in slope-intercept form?
m=2/7 and the y-intercept is (0, -12)
Oy=2/7x+12
Oy=2/7x-12
Oy=12x-2/7
Oy=12x+2/7
Answers
Answer:
\(y=\dfrac{2}{7}x-12\)
Step-by-step explanation:
\(\boxed{\begin{minipage}{6.3 cm}\underline{Slope-intercept form of a linear equation}\\\\$y=mx+b$\\\\where:\\ \phantom{ww}$\bullet$ $m$ is the slope. \\ \phantom{ww}$\bullet$ $b$ is the $y$-intercept.\\\end{minipage}}\)
Given:
slope = ²/₇y-intercept = (0, -12)The y-intercept is the y-value when x = 0.
Substitute the slope and y-intercept into the formula to create the equation of the line in slope-intercept form:
\(\implies y=\dfrac{2}{7}x-12\)
Determine the range of the graph above
a.
b.
c.
d.
Answers in picture
Answers
Answer: The range of the graph is:
-3 ≤ y ≤ 3
Hence, option (B) is correct
Step-by-step explanation:
PLEASE HURY IM TIMED!!!!!!!
pick true or false.
Inequality True False
6.1<6.1
−2≤−2
5.6≥5.6
-4 > 4
Answers
Answer:
Step-by-step explanation:
false true true false
Answer:
false true true and false
Step-by-step explanation:
Between his 9th and 10th birthdays jimmy read one book each week there are 52 weeks in a year if each book at about 95 pages about how many pages did he read during the year?
Answers
Answer:
he read 4940 pages in a year
Step-by-step explanation:
Given data:
1 year= 52 weeks
1 book= 95pages (takes 1 week to complete)
for 1 year = 52x95
=4940
Can someone please help me with my Imagine Math? My teacher assigned are class to do this even though we haven't learned about this yet.... I don't understand this at All!
QUESTION:
Drag each graph to show whether it is a function of x or not a function of x. If there is not enough information to tell, drag the graph into the box under “Not Enough Information.”
When you tell me the answers type it in this format:
this graph goes in "function" OR this graph goes in "Not a function" OR this graph goes in "Not enough information"
Answers
Answer:
first graph is not a function, second graph is a function, 3rd is not enough information, 4th is a function, 5th is not a function, 6th is a function
Step-by-step explanation:
Answer:
I got all of them right on Imagine Math!
Step-by-step explanation:
Hope this helps!
find the length of PS
Answers
Answer:
The length of PS is 23.1 cm
Step-by-step explanation:
18.4 + 4.7 =
Answer:
23.1 cm
Step-by-step explanation:
To find the length of PS, add the lengths of PQ and QS
PQ+QS=PS
18.4+4.7=PS
23.1=PS
Therefore, the length of PS is 23.1 cm.
I hope this helps!
what is 1 2/10 divided by 1 4/10
Answers
Answer:
The answer is 6/7
Step-by-step explanation:
The answer is 6/7