Jason always helps his mother look after her fruit stall. At the fruit stall,
3
7
of the fruits are papayas.
2
5
of the remaining fruits are apples and the rest are guavas. How many fruits are there altogether if there are 60 guavas?

Answer:

i think its 2

Step-by-step explanation:

Answer: 2.

Step-by-step explanation:  Because if you see where the dot of line is you will see that the dot is right next to number 2

Answer:

\(first \: no \: 9x \\ second \: numberx \\ third \: no9x + 100 \\ 9x + x + 9x + 100 = 848 \\ 19x + 100 = 848 \\ 19x = 848 - 100 \\ \\ 19x = 748 \\ \\ x = 39.4\)

Step-by-step explanation:

9×+×+100+9×=848

19×+100=848

19×=848-100

19×=748

×=39.4

9×=354.6

9×+100=354.6+100=454.6

Answer:

C and D

Step-by-step explanation:

\(\cos(2x)\\=\cos(x+x)\\=\cos(x)\cos(x)-\sin(x)\sin(x)\\=\cos^2(x)-\sin^2(x)\\=\cos^2(x)-(1-\cos^2(x))\\=2\cos^2(x)-1 \,\,\,\,\,\,\,\,\,\,\leftarrow \text{Option D}\\=2(1-\sin^2(x))-1\\=2-2\sin^2(x)-1\\=1-2\sin^2(x)\,\,\,\,\,\,\,\,\,\,\,\leftarrow \text{Option C}\)

Answer:

We use the rule,

\((a^b)^c = a^{bc}\)

a. (10^7)²

\((10^7)^2 = 10^{(7)(2)} = 10^{14}\)

10^14

b. (10^9)³

\((10^9)^3 = 10^{(9)(3)} = 10^{27}\)

10^27

c. (10^6)³

\(10^{(6)(3)}= 10^{18}\)

10^18

d. (10^2)³

\(10^{(2)(3)} = 10^{6}\)

10^6

e. (10³)²

\(10^{(3)(2)}=10^{6}\)

10^6

f. (10^5)^7

\(10^{(5)(7)} = 10^{35}\)

10^35

Step-by-step explanation:

Answer:

612 centimeters = 612 : 10 = 61,2 decimeters

The sequence is will always have even numbers, is hence proved.

Given, the quadratic sequence is: 44:52:64:80

Sequences with a term are known as quadratic sequences. They can be distinguished by the fact that the first differences between terms are not equal but the second differences between terms are. Utilizing the term sum in an arithmetic progression formula, the sum of even numbers formula is achieved. The equation is Sum of Even Numbers Formula = n(n+1), where n is the total number of terms in the series.

The formula is: Tₙ = 2n² ₊ 2n  ₊ 40

take 2 common

Tₙ = 2(n² ₊ n  ₊ 20)

in other words n² ₊ n  ₊ 20  = y

therefore , Tₙ = 2y

which by definition makes Tₙ an even number at all times.

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9514 1404 393

Answer:

  8. CE

  9. b) no

  10. 22

Step-by-step explanation:

8. The smallest side is opposite the smallest angle (D=58°). The smallest side is CE.

__

9. The sum of the shortest sides must exceed the longest side.

  1 + 2 > 5 . . . . NOT TRUE -- no triangle can be formed

__

10. The possible lengths of the third side range between the difference and the sum of the given sides. If that length is x, then we must have ...

  15-8 < x < 15+8

  7 < x < 23

The largest integer value of x is 22. The third side can be at most 22.

The probability that Paxon loses all four games is 16/81.

In the games played between the Rattlesnake and Paxon colleges, the probability of each team winning the game is 2/3 and 1/3 respectively.

We find the probability that Paxon loses all four games.

Firstly, we can find the probability of Paxon losing a single game as:

P(Paxon loses) = 1 - P(Paxon wins)

P(Paxon loses) = \(1-\frac{1}{3}\) = \(\frac{2}{3}\)

To find the probability that Paxon loses all four games, we can assume that the events of losing a game are independent of each other.

This means that losing one game doesn't affect the probability of losing another game.

P(Paxon loses all 4 games) = P(Paxon loses game 1) × P(Paxon loses game 2) × P(Paxon loses game 3) × P(Paxon loses game 4)

P(Paxon loses all 4 games) = \((\frac{2}{3} )\times(\frac{2}{3} )\times(\frac{2}{3} )\times(\frac{2}{3} )\)

P(Paxon loses all 4 games) = \(\frac{16}{81}\)

Therefore, the probability that Paxon loses all four games is 16/81.

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9514 1404 393

Answer:

  d. x-axis

Step-by-step explanation:

Consider a point on curve P and its (nearest) image on curve P'. The midpoint between those points is on the line of reflection. That line is the x-axis.

_____

Additional comment

The curve is symmetrical about the y-axis, so each point on P also has an image point that is its reflection across the origin. The reflection of P could be across both the x- and y-axes, or (equivalently) across the origin. We don't know the meaning of "xy-axis", so we suspect that is a red herring. The best choice here is "x-axis."

Answer:

D. X-axis

Step-by-step explanation:

I calculated it logically

Ordered pair for the equation 4x-y=5 which is a solution of a given equation is (0,-5).

An ordered pair refers to a pair of two numbers or variables written inside the bracket and separated by comma.

To find an ordered pair of a equation we just need to find the values of x and y which will satisfy the given equation.

Here given equation is 4x-y=5

So we will put x=0 and y=-5

⇒ 4(0)-(-5)=5

Therefore (0.-5) satisfy given equation.

Hence (0.-5) is an ordered pair of 4x-y=5.

Note:- There are many ordered pairs that satisfy the given equation.

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Answer:

x=40

Step-by-step explanation:

Answer: 20%

Step-by-step explanation:

The blanks that are missing in the sequence are -3 and 11

from the question, we have the following parameters that can be used in our computation:

The blanks in the sequence

When listed out, we have

_, _, 25, 39

Assuming that the sequence, is an arithmetic sequence, then we have

Common difference = 39 - 25

Common difference = 14

This means that

Previous term = 25 - 14 = 11

Firs term = 11 - 14 = -3

So, the missing terms are -3 and 11

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Applying the leg rule, the length of BC in simplest radical form is: x = x = √390

The leg rule is used to find missing lengths in a right triangle when an altitude intersects the hypotenuse and form segments.

The leg rule is given as:

Hypotenuse / leg = leg / part

Thus, using the image given, we have:

Hypotenuse (AC) = 65

Part (DC) = 6

Leg = x

Plug in the values:

65 / x = x / 6

Cross multiply:

x * x = 6 * 65

x² = 390

x = √390

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Answer:

0.563

Step-by-step explanation:

0.563498 ~ 0.563

here the 3 decimal place is '3' and using the 4rth decimal place we determine wether it will be '3' or the next num '4' .

The 4rth place is '4'(as it is lesser than 5) the 3rd decimal place will become 3.

I hope im right and i hope I am understood  

Answer:

1299 marble

Step-by-step explanation:

subtract 547 from 1846

Answer:

500

Step-by-step explanation:

Answer:

(9,16)

Step-by-step explanation:

We Know

The equation y = 3x - 2

Find the y coordinate (9, ?)

We just simply put 9 in for x and solve for y

y = 3(9) - 2

y = 18 - 2

y = 16

So, the coordinate are (9,16)

Answer:

DEF = 110

Step-by-step explanation:

Supplementary angles add to 180

3x+5  +2x = 180

Combine like terms

5x +5 = 180

Subtract 5 from each side

5x = 175

Divide each side by 5

5x/5 = 175/5

x =35

DEF = 3x+5

     = 3*35 +5

    = 105+5

   = 110

Answer:

Step-by-step explanation:

It is just a way of describing a set.

You put the set in braces (sometimes called curly brackets), {}, which is a typical way to show that you are talking about sets.

Here are a few examples:

{x| x > 0} This is read: The set of all x such that x is greater than 0.

Reading it character by character:

{ — shows you that we are talking about a set, and it sort of opens up, or starts the set

x — tells you that we are talking about a set of elements x

| (and a : is also used sometimes) — such that (this is just notation). This says that you are about to be given to rule to see what “rule” or characteristic the x’s will have.

x > 0 — This just says what characteristics x must have to be in this set. So 7, 1/2, .3 and pi are all in this set, while -1, 0, -radical(2) are not.

So this example is just how you would use set builder notation to talk about the set “the positive real numbers”

So why use it? Because it can describe more complicated sets much more succinctly.

2. {3n + 1 | n is an element of the natural numbers} (and this could be written more succinctly if I used certain symbols) would be the set {4, 7, 10, 13, …}

3. {n^2 + n + 1 | n is an element of the natural numbers} would be the set {3, 7, 13, 21, …} and notice here, if you didn’t see the set builder notation, you might have trouble knowing what the next term in the set was.

Answer:

Design thinking skills

Step-by-step explanation:

The design thinking skills is observable in individuals who can effectively use Intuition to create prototypes of abstract objects.

Jessie thus shows that she possess design thinking skills by been able to imagine abstract concepts at the same and she applies advanced mathematical formulas which in turn provides solutions to problems.

Answer: Half of them are even and half of them are odd.

Step-by-step explanation:

The even numbers are 6, 12, 18, 24, and 30. An even number is defined as a number that is divisible by 2, meaning it has no remainder when divided by 2. For example, 6 divided by 2 equals 3 with no remainder, so 6 is even.

The odd numbers are 3, 9, 15, 21, and 27. An odd number is defined as a number that is not divisible by 2, meaning it has a remainder of 1 when divided by 2. For example, 9 divided by 2 equals 4 with a remainder of 1, so 9 is odd.

Therefore, out of the given numbers, half of them are even and half of them are odd.

________________________________________________________

The value of a is 39 when (x - 3) is a factor of the polynomial f(x).

If (x - 3) is a factor of the polynomial f(x), it means that when we divide f(x) by (x - 3), the remainder will be zero.

To find the value of a, we can perform polynomial long division.

Dividing f(x) by (x - 3), we have:

           \(x^3 + (3a - 13)x^2 + (a - 39)x - (3a - 12)\)

    ____________________________________________________

\(x - 3 | x^4 - 4x^3 + ax^2 - 16x + 12\)

To make the remainder zero, we need to equate the coefficient of x in the divisor and the remainder to zero.

Coefficient of x in the divisor = 1

Coefficient of x in the remainder = a - 39

Therefore, we have:

a - 39 = 0

Solving for a, we find:

a = 39

So, the value of a is 39 when (x - 3) is a factor of the polynomial f(x).

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Answer:

the length would be 8ft

hope i helped you

Answer:

2/10 because if the two fraction

The equivalent fractions of 8/11 = 16/22 , 24/33 , 32/44

The equivalent fractions of 1/10 = 2/20 , 3/30 , 4/40

An element of a whole is a fraction. The number is represented mathematically as a quotient, where the numerator and denominator are split. Both are integers in a simple fraction. A fraction appears in the numerator or denominator of a complex fraction. The numerator of a proper fraction is less than the denominator.

Given data ,

Let the first fraction be represented as A

Now , the value of A = 8/11

Let the second fraction be represented as B

Now , the value of B = 1/10

And , the equivalent fractions of A is given by

A = 8/11 , 16/22 , 24/33 , 32/44

And , the equivalent fractions of B is given by

B = 1/10 , 2/20 , 3/30 , 4/40

Hence , the fractions are solved

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Answer:

As x>0 increases, f(x) increases. As x<0 decreases, f(x) increases.