Solve for x……………………….

As given by the question

There are given that the point

Now,

First, break the point

So,

According to the above point, there are showing 3 in the denominator

So, between 0 and 1 divide 3 parts in the number line

Then,

The fraction of the shape that has been colored is 3/18.

A fraction is written in the form of a numerator and a denominator where the denominator is greater that the numerator.

Example: 1/2, 1/3 is a fraction.

We have,

Total number of cubes = 18

One third of the cube = 1/3 x 18 = 6

Now,

Color one-half of one-third of this shape.

This means,

1/2 x 1/3 x 18

= 1/2 x 6

= 3

Now,

3/18 = 1/6

Thus,

3/18 shape has been colored.

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Answer:

volume of cube = a³

= 24³

24*24*24

= 13,824 cm³

Answer:

The sequence is increasing by 5 at each step. So, we can write:

a1 = 30

a2 = 30 + 5 = 35

a3 = 30 + 25 = 40

a4 = 30 + 35 = 45

a5 = 30 + 4*5 = 50

We notice that the nth term is given by:

an = 30 + (n-1)5

So, the explicit formula for the nth term is:

an = 25n + 5

Answer:

Graphing the points we have;

Above is the graph of the given equation showing the derived points.

Explanation:

Given the equation;

To plot the graph we need to calculate the corresponding values of x and y at each point.

Let us calculate the values of y for x = -4,-2,0,2, and 4;

Therefore, Graphing the points we have;

Above is the graph of the given equation showing the derived points.

The equation for the bag with all nuts is 13 / ( 1/4 ) = 52 bags

Given data ,

Bob packs 13 pounds of nuts in bags.

Each bag has 1/4 pound of nuts

Now , the number of bags = pounds of nuts / pounds of nuts in each bag

A = 13 / 1/4

On simplifying the equation , we get

A = 52 bags

Hence , the number of bags is 52 bags

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It will take them 20 minutes to do the job working together.

Given that Pete can do a job in 50 minutes while his brother Jim can do it in 1/2 the time, to determine how long it will take them to do the job working together, the following calculation must be performed:

Therefore, it will take them 20 minutes to do the job working together.

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Answer:

48 reindeer

Step-by-step explanation:

the 5 part of the ratio relates to 60 moose , then

60 ÷ 5 = 12 ← value of 1 part of the ratio

then

4 × 12 = 48 ← number of reindeer

Answer:

Step-by-step explanation:

-(12-8x)=5x+15-7x

-12+8x=5x+15-7x

8x+7x-5x=15+12

10x=27

x=27/10

Answer:

x = 27/10

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Step-by-step explanation:

Step 1: Define

-(12 - 8x) = 5x + 15 - 7x

Step 2: Solve for x

Construct the histogram for the percentage increase in the starting salary by using 10 as the class width.

Answer Output using MINITAB software is given below at the end of answer (bar graph)

Frequency:

The frequencies are calculated by using the tally mark and the range of the starting salary is grouped and the range is from 40 to 120. Here the number of times each percentage increase repeats is the frequency of that particular class.

The width of class is 10.

Make a tally mark for each value in the corresponding revenue class and continue for all values in the data.

The number of tally marks in each class represents the frequency, f of that class.

Similarly, the frequency of remaining classes for the percentage increase is given below at the end of the answer.

The data represents the median starting salary, the mid-career salary, and the percentage increase from starting salary to mid-career salary for the 20 college degrees with the highest mid-career salary.

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Answer:

A cubic function is a polynomial function of degree 3. So the graph of a cube function may have a maximum of 3 roots. i.e., it may intersect the x-axis at a maximum of 3 points. Since complex roots always occur in pairs, a cubic function always has either 1 or 3 real zeros. It cannot have 2 real zeros.

Step-by-step explanation:

Given:-

To find:-

The function.

So the formula is,

So substituting we get,

So the value. we get,

Since the value of x is,

So the value,

Answer:

12y-3=2(5y+1/2)

12y-3=10y+1

12y-10y-3=1

12y-10y=1+3

2y=1+3

2y=4

y=2

Step-by-step explanation:

Abiding by the two rules, the number of variable names we can have in Python are; 63

The rules for python are given as;

1) Variable names in Python can be any length and can consist of uppercase and lowercase letters ( A-Z, a-z ), digits ( 0-9 ), and the underscore character ( _ ).

1b) An additional restriction is that, although a variable name can contain digits, the first character of a variable name cannot be a digit.

2) We limit each line to 79 characters, so, to be extra careful, we will assume variables can be of at most 7 characters in length.

Now, abiding by the two rules above, the number of variable names we can have in Python are;

26( A-Z) + 26(a-z) + 10(0-9) + 1 ( _ ) = 63 variable names

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

11 , 17 , 24

Step-by-step explanation:

• Since the Lowest number is 11 and the range is 13 then

The greatest number is 11 + 13 = 24

• Therefore the three numbers are  11 , 17 and 24

because the median of the set 11 , 17 , 24 is 17

The solution to the system of linear equations is (x, y, z) = (64/11, 37/11, 9/11). The system has exactly one solution.

Let's solve the system of linear equations correctly.

The given system of linear equations is:

x = y + 3z = 6

x - 2y = 5

2x - 2y + 5z = 9

To determine the number of solutions, we can analyze the system using the method of elimination or substitution. Let's use the method of elimination:

From equation 1, we have:

x = y + 3z

Substituting this value of x in equation 2:

(y + 3z) - 2y = 5

y + 3z - 2y = 5

-z + 3z = 5 - y

2z = 5 - y

Now, let's substitute the value of x in equation 3:

2(y + 3z) - 2y + 5z = 9

2y + 6z - 2y + 5z = 9

11z = 9

Simplifying the equation, we find:

z = 9/11

Now, substituting this value of z back into the equation 2z = 5 - y, we get:

2(9/11) = 5 - y

18/11 = 5 - y

18/11 - 5 = -y

18/11 - 55/11 = -y

-37/11 = -y

y = 37/11

Finally, we can substitute the values of y and z into equation 1 to find the value of x:

x = y + 3z

x = 37/11 + 3(9/11)

x = 37/11 + 27/11

x = 64/11

Therefore, the solution to the system of linear equations is (x, y, z) = (64/11, 37/11, 9/11).

The system has exactly one solution.

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Answer:

You would just plug in the x’s for the equations above and that will equal your x

Step-by-step explanation:

for example x=1

the equation is x+5

so y equals 1+5=6

y=6

Answer:

1/2

Step-by-step explanation:

The exponential function will be equal to y = 20ˣ.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that Carter shared his post with 10 friends, who each share with only 2 people each day.

The exponential function will be written as,

y = abˣ

y = 10(2)ˣ

y = 20ˣ

Therefore, the exponential function will be equal to y = 20ˣ.

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Answer:

f(x) = 10(2)^x

Step-by-step explanation:

Rule for solving: The first number is the first part of the equation, and the second number is in parenthesis.

Answer:

this equals -8x+3

Step-by-step explanation:

-x(-5x)-2x+3

-x-5x-2x+3

-8x+3

hope this helps you♥️♥️

Answer:

The maximum probability for each of the components in a system to fail, for you to still achieve your objective, is 0.008992

Step-by-step explanation:

- There are 1,000 different components in each system.

- The Objective:

Each system should have a 0.999 probability of functioning properly. In other words, your department (or you) expects that each system will have a high probability of functioning properly, hence the closeness of 0.999 to 1.

- Each system is such that at most 8 components out of 1,000 can be bad, for it to still function.

- Question:

What must be the maximum probability for each component in a system to fail, for the system to still have a 0.999 probability of functioning properly?

ANSWER:

When the question says maximum, you need to assume that for each system, 8 components are actually bad!

1000 - 8 = 992

So with 992 components (at least or minimum) functioning, a system will still function.

Next Step:

Since the objective (the expected probability) for a system to function is 0.999, the probability of each of the minimum 992 components to function (which is same as the maximum probability for each of the 1,000 components to function) is

992/1000 × 0.999    

=0.992 × 0.999

=0.991008

Now, remember that the question says fail, not succeed. So, if the figure above is the maximum success rate for each of the 1,000 component parts (same as the success rate for each of the minimum of 992 component parts), then the failure rate or probability is (1 - 0.991008 = 0.008992).

FINAL ANSWER:

The maximum probability for each of the components in a system to fail, for you to still achieve your objective, is 0.008992

Answer:

12, 9. 18, 27. 24, 36.

Step-by-step explanation:

It's a 6:9 ratio. So you multiply each by 2, 3, and 4 to find the equivilant ratios. 9 ice creams to 6 biscuits. You count the biscuits and there's 6 and you count the ice cream and there's 9. There are 6 biscuits to 9 ice creams which means... 6:9!

Answer:

the answer is C. 2

Step-by-step explanation:

Answer:

wajud ko kabalo ani byyy sorry

Answer:

x = - 12 , y = 9

Step-by-step explanation:

(5x + 117) and (3x + 93) are vertically opposite angles and are congruent, so

5x + 117 = 3x + 93 ( subtract 3x from both sides )

2x + 117 = 93 ( subtract 117 from both sides )

2x = - 24 ( divide both sides by 2 )

x = - 12

similarly

(11y + 24) and (7y + 60) are vertically opposite angles and are congruent, so

11y + 24 = 7y + 60 ( subtract 7y from both sides )

4y + 24 = 60 ( subtract 24 from both sides )

4y = 36 ( divide both sides by 4 )

y = 9

Answer:

Step-by-step explanation:

Now we have to,

→ Find the required value of x and y.

We know that,

→ Vertically opposite angles are equal.

Forming the equations,

→ 7y + 60° = 11y + 24°

→ 5x + 117° = 3x + 93°

Let's find required value of y,

→ 7y + 60° = 11y + 24°

→ 7y - 11y = 24° - 60°

→ -4y = -36

→ 4y = 36

→ y = 36/4

→ [ y = 9 ]

Then the value of x will be,

→ 5x + 117° = 3x + 93°

→ 5x - 3x = 93° - 117°

→ 2x = -24

→ x = -24/2

→ [ x = -12 ]

Hence, the value of x is -12.

Answer:

\(43.78^\circ\)

Step-by-step explanation:

Let θ  be the angle that the base of the leaning tower makes with the tower i.e. the angle of elevation

Since this is a right triangle we have the relationship

\(\tan\theta = \dfrac{height}{base} = \dfrac{46}{48} \approx 0.95833\\\\\)

\(\theta = tan^{-1} (0.95833) = 43.78^\circ\)

Answer
\(= 43.78^\circ\)

The angle of elevation is given by the trigonometric relation and θ = 73.40°

What are trigonometric relations?

Trigonometry is the study of the relationships between the angles and the lengths of the sides of triangles

The six trigonometric functions are sin , cos , tan , cosec , sec and cot

Let the angle be θ , such that

sin θ = opposite / hypotenuse

cos θ = adjacent / hypotenuse

tan θ = opposite / adjacent

tan θ = sin θ / cos θ

cosec θ = 1/sin θ

sec θ = 1/cos θ

cot θ = 1/tan θ

Given data ,

Let the angle of elevation be represented as E = θ

Now , the measure of the altitude = 46 m

The measure of the hypotenuse = 48 m

And , the angle of elevation is given by the trigonometric relation ,

sin θ = opposite / hypotenuse

On simplifying , we get

sin θ = 46 / 48

sin θ = 0.958333

Taking inverse on both sides , we get

θ = sin ⁻¹ ( 0.958333 )

θ = 73.40°

Hence , the angle of elevation is 73.40°

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Using the radius of the Ferris wheel and the angle between the two positions, the time spent on the ride when they're 28 meters above the ground is 12 minutes

The radius of the Ferris wheel is 30 / 2 = 15 meters.

The highest point on the Ferris wheel is 15 + 4 = 19 meters above the ground.

The time spent higher than 28 meters is the time spent between the 12 o'clock and 8 o'clock positions.

The angle between these two positions is 180 degrees.

The time spent at each position is 10 minutes / 360 degrees * 180 degrees = 6 minutes.

Therefore, the total time spent higher than 28 meters is 6 minutes * 2 = 12 minutes.

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Answer:

(x, y)

(-1,0)

since the rest of the points aren't in the multiple choice well it's (-1,0)

The solution is :  the correct option is (B) (-1, 0), is an x-intercept of the graphed function.

Here, we have,

We are given to find the x-intercepts of the graphed function.

We know that

x-intercepts of a function are the points on the X-axis through which the graph of the function is crossing.

From the graph, we see that

the curve is crossing the X-axis at the points (-2, 0) and (-1, 0) .

Therefore, the x-intercept of the given function is (-1, 0).

Option (B) is CORRECT.

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The way to compare the value of the exponent is

C. Write each power as repeated multiplication. Then, evaluate and compare their values.

The exponent is the number of times that a number is multiplied by itself. It should be noted that the power is an expression which shows the multiplication for the same number

Based on the information given, it should be noted that the numbers given are 7² and 2^7.

7² = 7 × 7 = 49

2^7 = 2 × 2 × 2 × 2 × 2 × 2 × 2 = 128

Therefore, 2^7 is more than 7² after evaluation.

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