The sum of 5 consecutive integers is 265.

What is the fifth number in this sequence?

The coordinates weighted average is 6.

The whole query is as follows:

The weights of the coordinates 3 and 8 are 2 and 3, respectively. Additionally, we must determine the weighted average.

The parameters are as follows:

Three has a weight of two.

The weight of coordinate 8 is 3.

Next, the weight average is determined as follows:

Weight average is equal to the product of the weight and the coordinates.

We thus have:

Average weight: (3 * 2 + 8 * 3)/(2 + 3)

Assess the quotient.

Average weight = 6

Consequently, the coordinates' weighted average is 6

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The fraction of crayons that are blue triangle is 1/5.

The ratio of blue rounds to non-blue crayons is

The fraction of footballs that are brown rubber footballs is 8/15 and here are 4 times as many rubber footballs as non-rubber footballs

A fraction represents a part of a whole.

1. Let's say Alexa had a total of 5x crayons in the bag.

the number of blue crayons in the bag is 2x,

There is one triangle for every two round crayons,

(1/2) × 2x = x (By condition)

So, the fraction of crayons that are blue triangle is x / 5x = 1/5.

The number of blue round crayons is 2x.

The number of non-blue crayons is 5x - 2x = 3x,

The ratio of blue rounds to non-blue crayons is 2x / 3x = 2/3.

2.

4 out of 5 wall footballs are rubber, 4/5 of the footballs in the bag are rubber.

The fraction of rubber footballs that are brown is 2/3.

The fraction of footballs that are brown rubber footballs is (4/5) × (2/3) = 8/15.

The fraction of non-brown rubber footballs is (4/5) - (8/15) = 4/15.

The ratio of rubber footballs to non-rubber footballs is (4/5) / (1/5) = 4.

So there are 4 times as many rubber footballs as non-rubber footballs

Hence,  the fraction of crayons that are blue triangle is 1/5.

The ratio of blue rounds to non-blue crayons is

The fraction of footballs that are brown rubber footballs is 8/15 and here are 4 times as many rubber footballs as non-rubber footballs

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Answer:

She had to had like 20 since (-17-3)= -20 right the question asked how much she had before, she had 20 if not 28, since the mother gave her another twenty but as a result, in the beginning, she had around 28 dollars in order to spend 17 on a book and 3 on a cupcake so she still had 8 dollars, and the 20, well the mother handed her 20.

(I hoped I made sense, and that I helped!:)

The expression when Ahmad thinks of a number, n. He adds 4 then multiplies the result by 3 is 3(n + 4).

Expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both. Addition, subtraction, multiplication, and division are all possible mathematical operations.

In this scenario, Ahmad thinks of a number, n. He adds 4 then multiplies the result by 3.

This will be:

= (n + 4) × 3

= 3(n + 4).

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Answer:

Step-by-step explanation:

Answer:

Solution given:

(x-5)(3x+1)

distribute

x(3x+1)-5(3x+1)

3x²+x-15x-5

3x²-14x-5 is a correct product

error is:

you need to put -(sigh) infront of 5.which gives

-15x and -5

and finally we get

3x²-14x-5

The answer is x = 2.5

becuase the

Answer: 21:6

Step-by-step explanation: Use the ADAM method to help you with ratio problems like these (Add Divide And Multiply)

Add the numbers in the given ratio: 7+2=9

Divide the amount given by this number: 27/9=3

And (just there for the acronym)

Multiply this number by the numbers in the ratio: 7 x 3 = 21        2 x 3 = 6

final answer= 21:6

To graph an inequality y ≥ 3x - 1, first graph a line for y = 3x - 1, and then shad  upward on the y-axis, as given the ≥ sign, check the attatchment.

Equations in mathematics are not always balanced on both sides with a "equal to" symbol. It can occasionally refer to a "not equal to" relationship, where one thing is greater than the other or less than.

A relationship that compares two numbers or other mathematical expressions in an unequal way is referred to as an inequality in mathematics. These mathematical expressions are classified as inequalities in the algebraic language.

To say that two things are not equal is to use the word "inequality." A particular thing could be greater than >, less than <, equal to ≤ or less than or equal to or greater than ≥ the other things.

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If the cost for 10 ounce of organic blueberry is $2. 70, the cost of 30 ounce of organic blueberry is represented by the equation x = 20y + 2.70 where y is the cost in dollars for one ounce of organic blueberry.

As x is the cost in dollar for 30 ounce of organic blueberry. For y is the cost in dollars for one ounce of organic blueberry, then

x = 30y + c

where c is the fixed cost

We know for 10 ounce of organic blueberry it costs $2.70. That is

2.70 = 10y + c

c = 2.70 - 10y

So x = 30y + 2.70 - 10y

x = 20y + 2.70

-- The question is incomplete, the complete question is as follows--

"The cost for 10 ounce of organic blueberry is $2. 70 which equation can be used to determine x the cost in dollars, for 30 ounces of organic blueberries.?"

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Answer:

a) x=3

y=6*3+4

=22

b) x=4

y=6*4+4

=24

c) x=6

y=6*6+4

=40

d) x=7

y=6*7+4

=46

Answer: UST = 77

Step-by-step explanation:

Angle RSU and angle UST together measure 180. (half of a circle) (or you can say they are a linear pair...either way they would sum to 180) 180-103 = 77

a) Every Engineer loves to solve some problem.

x ∀ y(E(x) ∧ A(y) → ~L(x, y))

b) There is a smallest positive integer.

∀ x   y(N(x) ∧ M(y) → x < y)

c) All obtuse triangles have one angle that measures larger than 90°.

x(A(x)  → ~B(x) ∨ ~E(x))

d) There is a student in the class who helps all classmates.

∀x ∀y(C(x) ∧ A(y, x) → ~B(x, y))

a) Every Engineer loves to solve some problem.

The statement using multiple quantifiers and variables.

Let E(x) = x is an engineer

A(x) = x is a problem.

L(x, y) = x loves to solve probability

The negation of the given statement in words.

Negation: There exists at least one engineer who does not love to solve any problem.

The negation using multiple quantifiers and variables.

x ∀ y(E(x) ∧ A(y) → ~L(x, y))

b) There is a smallest positive integer.

The statement using multiple quantifiers and variables.

Let M(x) = x is a negative integer.

x ∀ y(M(x)  ∧ M(y) → x ≥ y)

The negation of the given statement in words.

There exists no longer negative integer.

The negation using multiple quantifiers and variables.

∀ x   y(N(x) ∧ M(y) → x < y)

c) All obtuse triangles have one angle that measures larger than 90°.

The statement using multiple quantifiers and variables.

Let A(x) = x is healthy.

B(x) = x follow diet plan.

C(x) = x follows exercise plan.

∀ x (A(x) → B(X) ∧ C(x))

The negation of the given statement in words.

There exists at least one healthy man who does not follow either diet plan or exercise plan.

The negation using multiple quantifiers and variables.

x(A(x)  → ~B(x) ∨ ~E(x))

d) There is a student in the class who helps all classmates.

The statement using multiple quantifiers and variables.

Let A(y, x) = y is classmate of x.

B(x, y) = x helps y.

C(x) = x is a student in the class.

x ∀ y (C(x) ∧ A(y, x) → B(x, y))

The negation of the given statement in words.

There is no student in the class who helps all classmates.

The negation using multiple quantifiers and variables.

∀x ∀y(C(x) ∧ A(y, x) → ~B(x, y))

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The complete question is:

For each of the statements in a, b, c, and d do the following:

(i) Rewrite the statement using multiple quantifiers and variables.

(ii) Write the negation of the given statement in words.

(iii) Rewrite the negation using multiple quantifiers and variables.

a) Every Engineer loves to solve some problem.

b) There is a smallest positive integer.

c) All obtuse triangles have one angle that measures larger than 90°

d) There is a student in the class who helps all classmates.

Answer: 50ft I think

Step-by-step explanation: add them all . The length of a line is missing so make 16 minus 6 will give you 10 and add the rest . Please mark brainliest . 4 and 10 and 5 and 6 and 9 and 16 Will give 50 ft only

Ah, yes. Perimeters. Perimeters are found by adding up the lengths of all the sides. But, as stated in the question description, there's one side missing. The way we find it is by subtracting the 6-foot side from the 16-foot side. The way this works is because 1) every corner is a right angle 2) and if that's so, the side with no number and the 6-foot side will add up to equal 16 feet, the same as the side opposite it.

If we subtract 6 from 16, we get 10. So, therefore, the missing side's length is 10 feet.

Now let's add all the sides together.

9 + 6 + 5 + 10 + 4 + 16 = 50

The perimeter of this shape is 50, if my geometry memory serves me correctly.

I hope this answers your question.

-Toremi

Answer:

I think it's-12

I am not sure

Please ask to some one else please

Answer:

The answer is 2.5 hours. That's how long it would take the train to travel 270 kilometers.

mark me brainliest!

Answer:

I believe the standard form is: ax2+bc+c=0

Vertex form is:f(x)=a(x-h)2+k

Factored form is: y=1/2(x-6)(x+2)

Step-by-step explanation:

The ax2= ax squared and the (x-h)2= (x-h) squared

the tuition at a certain college was $29,694 last year

Intial Tution fees of college = $29,694

increased 5.6% from last year to the current year

i.e. Increased fees amonut = 5.6% of intial fees

So, tution of college at present year is : Intial Tution fees of college+ 5.6% of intial fees

So, This year tution fees is $31356.864

In the nearest dollars it will be: $31357

The mathematical community does not frequently utilise the acronym AAA. You might be considering the AA (Angle-Angle) criterion, one of the three major ways to demonstrate that two triangles are congruent.

Triangle congruence is determined primarily by three factors:

Two triangles are congruent if they have three pairs of congruent sides, or SSS (Side-Side-Side).

 AA (Angle-Angle): Two triangles are congruent if they have two pairs of congruent angles.

Two triangles are said to be congruent if they have two pairs of congruent sides and congruent included angles (SAS, Side-Angle-Side).

Under specific circumstances, it is possible to demonstrate that two triangles are congruent using these criteria. You can use the AA criterion to demonstrate that two triangles are congruent, for instance, if you are given two triangles and informed that they contain two pairs of congruent angles.

It's significant to note that the acronym AAA is not used in any triangle congruence theorems (Angle-Angle-Angle). This is due to the fact that the AAA criterion does not provide enough details to establish whether or not two triangles are congruent.

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Answer:

The domain of the function are values of x that respect the following condition: \(x \geq 7\)

Step-by-step explanation:

We are given the following function:

\(f(x) = \sqrt{x - 7}\)

Domain of the square root function:

The square root does not exist for negative values, so the domain of a square root function:

\(g(x) = \sqrt{h(x)}\)

Is \(h(x) \geq 0\)

In this question:

\(f(x) = \sqrt{x - 7}\)

Then:

\(h(x) = x - 7\)

\(x - 7 \geq 0\)

\(x \geq 7\)

The domain of the function are values of x that respect the following condition: \(x \geq 7\)

Answer:

the answer is 8 and x>or equal 7 and the only option greater than 7 is 8

Step-by-step explanation:

Answer:

            - reflected across the x-axis

            - vertically scaled by a factor of 6

            - translated 5 units to the left

            - translated 2 units down

Answer:

15

Step-by-step explanation:

Rectangle Formula:

a = b * w

a = area

b = base

w = width

Replace variables with numbers given:

375 = 25 * w

Divide both sides by 25

w = 15

Answer:

3 coefficient po

Step-by-step explanation:

sana maka tulong

$43 per 10 gallon

Let's divide the dollar amount by gallons to get unit rate.

Thus,

43/10

= 4.3 dollars per gallon

Then,

62.05 dollars per 15 gallons, we can divide same way to get the unit rate. Thus,

62.05/15 = 4.14 dollars per gallon

Obviously, the 2nd one is the better deal!

The unit rate is $4.14 per gallon.

Answer:

x = 20

Step-by-step explanation:

angle 2 and 3 are congruent, becaus they are alternate interior angles. So, 3x-10 = x+30, 2x = 40, x= 20.

Option a and option b is correct  for the probability question number 4 and 5 respectively.

To solve these problems, we can use the concept of probability. Let's break down each question:

The probability that the ball lands on red neither time:

Since the outcomes of the two spins are independent, the probability of landing on red in each spin is 18/38. Therefore, the probability of not landing on red in each spin is 1 - (18/38) = 20/38.

To find the probability of not landing on red in both spins, we multiply the probabilities together because the events are independent:

P(not red in spin 1) ×P(not red in spin 2) = (20/38) × (20/38) = 400/1444 ≈ 0.2770.

So, the answer is option b. 0.2770.

The probability that it lands once on red and once on black:

To find this probability, we need to consider the possible scenarios where one spin lands on red and the other spin lands on black. There are two possible orders: red-black or black-red. Let's calculate the probability for one of these scenarios and then double it to account for both orders.

The probability of landing on red in the first spin is 18/38, and the probability of landing on black in the second spin is 18/38. So the probability for the red-black order is (18/38) ×(18/38).

Similarly, the probability of landing on black in the first spin is 18/38, and the probability of landing on red in the second spin is 18/38. So the probability for the black-red order is (18/38) × (18/38).

Adding these two probabilities together, we get:

(18/38) × (18/38) + (18/38) × (18/38) = 2 × (18/38) ×(18/38) ≈ 0.2244.

Therefore, the answer is option a. 0.2244.

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Answer: We can start by using the trigonometric identity:

tan(A + B) = (tan A + tan B) / (1 - tan A * tan B)

To find tan A and tan B, we can use the given information:

tan A = 2/3

sin B = sqrt(5)/5

To find tan B, we can use the relationship between sin, cos and tan:

tan B = sin B / cos B

Since sin² B + cos² B = 1, we know that:

cos B = sqrt(1 - sin² B) = sqrt(1 - (5/5)²) = sqrt(1 - (5/25)) = sqrt(20/25) = 2/sqrt(5)

So,

tan B = sin B / cos B = sqrt(5)/5 / 2/sqrt(5) = sqrt(5) / (2*sqrt(5)) = sqrt(5) / 10

Now, we can substitute these values back into the original identity:

tan(A + B) = (2/3 + sqrt(5)/10) / (1 - (2/3)(sqrt(5)/10))

Simplifying this expression gives us:

tan(A + B) = (2/3 + sqrt(5)/10) / (7/15)

And that's the final answer.

Step-by-step explanation:

(a)To solve the system of equations, x^2 - y^2 = 16 and x^2 - y = 7, we can use substitution or elimination method to find the values of x and y.

(b) To graph the solution set of the system of inequalities, x^2 - y^2 > 7 and x^2 - y < 0, we need to plot the boundaries and shade the appropriate regions based on the given inequalities.

(a)Let's use the substitution method to solve the system of equations:

From the second equation, we can rewrite it as x^2 = y + 7.

Substituting this value of x^2 in the first equation, we get (y + 7) - y^2 = 16.

Rearranging the equation, we have -y^2 + y + 7 - 16 = 0.

Simplifying further, we get -y^2 + y - 9 = 0.

Now, we can solve this quadratic equation for y by factoring or using the quadratic formula.

After finding the values of y, we can substitute them back into the second equation to find the corresponding values of x.

(b)To graph the solution set, we first graph the boundaries of the inequalities. For x^2 - y^2 > 7, we draw the curve of the equation x^2 - y^2 = 7, which represents a hyperbola. For x^2 - y < 0, we graph the curve of the equation x^2 - y = 0, which represents a parabola opening upwards.

Next, we need to determine which regions satisfy the given inequalities. For x^2 - y^2 > 7, the shaded region lies outside the hyperbola. For x^2 - y < 0, the shaded region lies below the parabola.

By combining the shaded regions of both inequalities, we find the solution set of the system of inequalities. It includes the regions outside the hyperbola and below the parabola. We label the corners of the shaded region to indicate the solution set accurately.

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