The sum of four and a number sobtracted dron 7

The total amount of meals in dollars served by Jerome is equals to $1150.

Total amount Jerome earned this weekend = $252.50.

Jerome earned every weekend = $80.

Jerome earned cost of meals as tips by serving them = 15%

Let us consider the dollar amount of the meals that Jerome served 'x'.

Jerome earned a total of $252.50 for the weekend,

which consists of his earnings from the meals and his flat rate earnings.

Set up an equation to represent this,

x × 0.15 + 80 = 252.50

Simplifying this equation by subtracting 80 from both sides, we get,

⇒ 0.15x = 172.50

⇒ x = 1150

Therefore, the dollar amount of the meals that Jerome served was $1150.

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The above question is incomplete, the complete question is:

The weekend Jerome earned 252. 50 in all. What was the dollar amount of the meals that Jerome served? Jerome served worth meals this weekend. Jerome earns 15%percent off all the costs of meal on all meals and he earns 80 dollars every weekend

Answer:

\( \sf \: 6 + 3b + 8 = 32\)

Step-by-step explanation:

Given expression,

→ 6 + 3b + 8

Now we have to use,

→ b = 6

Let's solve the expression,

→ 6 + 3b + 8

→ 6 + 3(6) + 8

→ 6 + 18 + 8

→ 24 + 8

→ 32 => final value

Hence, the answer is 32.

Answer: (x+2) (4X+3)

               (combine like terms)

              (5x+5)

Step-by-step explanation:

Answer:

The trigonometric functions, sin, cos and tan for an angle are the primary functions. The value for cos 60 degrees and other trigonometry ratios for all the degrees 0°, 30°, 45°, 90°, 180° are generally used in trigonometry equations. These trigonometric values are easy to memorize with the help trigonometry table.

Cos 60 Degree Value

In a right-angled triangle, the cosine of ∠α is a ratio of the length of the adjacent side (base) to the ∠α and its hypotenuse, where ∠α is the angle formed between the adjacent side and the hypotenuse.

Cos 60 Degree value

Cosine α = Adjacent Side / Hypotenuse

Cos α = AC / AB

Cos α = b / h

Now, to find the value of cos 60 degrees, let us consider, an equilateral triangle ABC as given below:

Cos 60 Degree

Here, AB = BC = AC and AD is perpendicular bisecting BC into two equal parts.

As we know, cos B = BD/AB

Let us consider the length of each side as 2 units, such as AB = BC = AC = 2 units and BD = CD = 1 unit.

Therefore, the value of cos 60° = BD/AB = ½

In the same way, we can write the value of sin 60° and tan 60° by evaluating the required sides.

In right triangle ABD, by Pythagoras theorem:

AB2 = AD2+ BD2

22 = AD2 + 12

AD2 = 22 -12

AD2 = 4 – 1

AD2 = 3

AD = √3

Now, we have got all the sides of triangle ABD.

Sin 60° = AD/AB = √3/2

Tan 60° = AD/BD = √3 / 1 = √3

We can also write the value of cos 60 degrees in decimal form as:

cos 60° = 1/2 = 0.5

Also, we can write the values of sine, cosine and tangent with respect to all the degrees in a table.

Let us draw a table with respect to degrees and radians for sine, cosine and tangent functions.

Angle in Degrees 0 30 45 60 90 180 270 360

Angle in Radians 0 π/6 π/4 π/3 π/2 π 3π/2 2π

Sin 0 1/2 1/√2 √3/2 1 0 -1 0

Cos 1 √3/2 1/√2 1/2 0 -1 0 1

Tan 0 1/√3 1 √3 ∞ 0 ∞ 0

Unit Circle in Trigonometry

It is possible to give the values of trigonometric ratios with respect to radians equivalent to degrees, in case of a unit circle, whose radius is equal to one. The radian for a unit circle is denoted by π. In the below figure, the angle values are represented in degrees instead of radians.

Cos 60 Degree graph

You have learned about cos 60 degrees value along with other degree’s values here now. Also, the derived values for sin and tan with respect to degrees and radians. In the same way, we can find the values for other trigonometric ratios like secant, cosecant and cotangent.

Let us see some example where we can use the value of cos 60 degrees.

Example 1: Find the value of cos 60° + sin 30°.

Solution:

cos 60° + sin 30°

= cos 60° + sin (90° – 60°)

= cos 60° + cos 60°

= (1/2) + (1/2)

= (1 + 1)/2

= 2/2

= 1

Alternatively, cos 60° + sin 30° = (1/2) + (1/2) = (1 + 1)/2 = 2/2 = 1

Example 2: Calculate: 2 sin 60° – 4 cos 60°

Solution:

We know that, sin 60° = √3/2 and cos 60° = 1/2

Thus, 2 sin 60° – 4 cos 60° = 2(√3/2) – 4(1/2)

= √3 – 2

therefore it 3/2

Step-by-step explanation: Peace Out.... Have a good day

PLEASE GIVE MARK BRAINIEST I WORK SO HARD IT TOOK  ALL DAY!!!

The coordinate matrix of T with respect to the base B is [-9 -11 -8].

Coordinate in math is a pair of numbers that represent a specific point in a two-dimensional space or a three-dimensional space. In two-dimensional space, it is written in the form (x, y) where x is the horizontal coordinate and y is the vertical coordinate. In three-dimensional space, it is written in the form (x, y, z) where x is the horizontal coordinate, y is the vertical coordinate, and z is the depth coordinate. Coordinates are used to plot points on a graph, calculate the distance between points, and to identify the location of a point.

Solution:
To determine the coordinate matrix of T with respect to the base B, we need to multiply the change of base matrix Ic,B with the coordinate matrix Tc,c of T with respect to C.

Multiplying the two matrices, we get:

TB,B = Ic,B × Tc,c

= [-3 -1 1][2 -2 -2] + [-1 2 -1][-1 -3 -1] + [-1 -3 -2][2 0 -1]

= [-9 -9 -7] + [-2 -2 4] + [2 -3 -5]

= [-9 -11 -8]

Therefore, the coordinate matrix of T with respect to the base B is [-9 -11 -8].

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Answer:

y = (1/15)x (+ 0) [The y-intercept is 0]: y = (1/15)x

Step-by-step explanation:

The standard slope/intercept form of a linear equation is y = mx + b, where m is the slope and b is the y-intercept (the value of y when x=0).

We are given a slope of (1/15) so we can write:

y = (1/15)x + b

The given point (0,0) just so happens to have the information for b, the y-intercept. b id the value of y when x=0. Point (0,0) tells us that the value of y when x=0 is 0 (aor at least will be when we develop the equation. So b = 0, and we progress to:

y= (1/15)x + 0

This is the equation in slope-intercept form.

Answer:

68/100

Step-by-step explanation:

first change 6/10 to have an LCD with 8/100

factors of 10: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120

factors of 100: 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000, 1100, 1200

LCD: 100

6/10 · 10/ 10 = 60/ 100 + 8/ 100 = 68/100

As n tends to infinity, limit of the above expression is 3

Hence the sequence is conclusive (divergent).

Therefore, option (d) is the correct answer.

Given sequence is `[infinity] 3 n 1 n2 n = 2`

To check whether the given sequence is convergent or divergent or inconclusive, we use the Ratio test or D'Alembert's Ratio Test.

The formula for Ratio test is lim(n→∞)|a_{n+1}/a_n|

If the value of the above limit is greater than 1, then the sequence is divergent.

If the value of the above limit is less than 1, then the sequence is convergent.

If the value of the above limit is equal to 1, then the test is inconclusive.

|a_{n+1}/a_n| = |(3(n+1) + 1)/(n+1)²| × |n²/(3n+1)|

= 3 × (1 + 1/n) × (1 + 3/n)/(1 + 1/n)²

As n tends to infinity, limit of the above expression is 3

Hence the sequence is conclusive (divergent).

Therefore, option (d) is the correct answer.

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If two angles are complementary, it means that their sum is 90 degrees. This means that

angle FGJ + angle JGH = 90

From the diagram, angle JGH = 24.4

Thus,

angle FGJ + 24.4 = 90

angle FGJ = 90 - 24.4

angle FGJ = 65.6 degrees

Answer:

Use PEMDAS.

Parentheses: none.

Exponents: none.

MD, from left to right

6/3 = 2

2 + 32 x 4 - 2

32 x 4 = 128

2 + 128 - 2

2 + 128 = 130

130 - 2 = 128

PLEASE MARK BRAINLIEST SO EVERYONE CAN SEE

Answer:

36

Step-by-step explanation:

1) The length of AC is 14.

2) The length of AB is 8.

3) The length of BC is 17.

4) The length of AB is 29.1.

5) The length of BC 53.

6) The measure m∠C is 53.8°

What is sine rule of a triangle?

AB/sin C = BC/ sin A = AC / sin B

1)

Applying sum rule of interior angle

∠A + ∠B + ∠C = 180°

22° + 118° + ∠C = 180°

∠C = 40°

Applying sine law in △ABC:

AB/sinC=BC/sinA=AC/sin B

Putting AB = 24, ∠C = 40°, and ∠B = 22°:

AB/sinC=AC/sin B

24/sin 40° = AC/ sin 22°

AC = 13.98

AC ≈ 14

2)

Applying sine law in △ABC:

AB/sinC=BC/sinA=AC/sin B

Putting AC = 7, ∠B = 44°, and ∠C = 53°:

AC/sin B=AB/sin C

7/sin 44° = AB/ sin 53°

AB = 8.047

AC ≈ 8

3)

Applying sum rule of interior angle

∠A + ∠B + ∠C = 180°

39° + ∠B +  51°= 180°

∠B = 90°

Applying sine law in △ABC:

AB/sinC=BC/sinA=AC/sin B

Putting AC = 27, ∠B = 90°, and ∠A = 39°:

BC/sinA=AC/sin B

BC/sin 39° = 27/ sin 90°

BC = 16.99

BC ≈ 17

4)

Applying sum rule of interior angle

∠A + ∠B + ∠C = 180°

∠A + 101° +  63°= 180°

∠A = 16°

Applying sine law in △ABC:

AB/sinC=BC/sinA=AC/sin B

Putting CB = 9, ∠A = 16°, and ∠C = 63°:

AB/sinC=BC/sinA

AB/sin 63° = 9/ sin 16°

AB = 29.09

AB ≈ 29.1

5)

Applying sum rule of interior angle

∠A + ∠B + ∠C = 180°

93° + ∠B + 58°  = 180°

∠B = 29°

Applying sine law in △ABC:

AB/sinC=BC/sinA=AC/sin B

Putting AC = 16, ∠B = 29°, and ∠A = 93°:

AC/sinB=BC/sin A

16/sin 29° = BC/ sin 93°

BC = 32.95

BC ≈ 33

6)

Applying sine law in △ABC:

AB/sinC=BC/sinA=AC/sin B

Putting AB = 21, ∠A = 88°, and BC= 26:

AB/sinC=BC/sinA

21/sin C = 26/ sin 88°

sin C/21 = sin 88°/26

C = 53.82

C ≈ 53.8

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Answer: F

Step-by-step explanation:

The first statement says that if we multiply two positive real numbers and get a result larger than 400, then at least one of the two numbers must be greater than 20 Second statement talks about the sum of two positive real numbers being greater than 400

Similarly, the second statement talks about the sum of two positive real numbers being greater than 400. In this case, if both numbers were less than or equal to 200, their sum would be less than or equal to 400. Thus, for the sum to be greater than 400, at least one of the two numbers must be greater than 200.

These statements are important in solving problems related to real-life scenarios, such as finding the dimensions of a room or the possible values of a variable in an equation. They help us identify the minimum value of a variable or the minimum condition that must be met to achieve a certain result.

In conclusion, the two statements show us that the multiplication and addition of real numbers have certain conditions that must be met to obtain a specific result. They are useful in problem-solving and understanding mathematical concepts.

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Complete question is

"a. If the product of two positive real numbers is larger than 400, then at least one of the two numbers is larger than 20.

b. If the sum of two positive real numbers is larger than 400, then at least one of the two numbers is larger than 200."

Answer:

$68.97

Step-by-step explanation:

57 x 0.06 = 3.42

57 + 3.42 = 60.42

57 x 0.15 = 8.55

60.42 + 8.55 = 68.97

The greatest number of average students that could be in each row is 8. This is because there are an equal number of girls and boys, so the teacher can arrange them in equal rows with 4 girls and 4 boys in each row.

48 girls/8 students per row = 6 rows

32 boys/8 students per row = 4 rows

Total number of rows = 10

The teacher has 48 girls and 32 boys in the choir and wants to arrange them in equal rows. To accomplish this, the teacher needs to ensure that the same number of boys and girls are in each row. The greatest number of students that can be in each row is 8. This is because if 4 girls and 4 boys are in each row, then the total number of rows will be 6 for the girls and 4 for the boys, totaling 10 rows. This arrangement will allow the teacher to keep an equal number of boys and girls in each row, and will also ensure that the same number of students is in each row. Having 8 students in each row is the most efficient way to arrange the choir, as it will require the least amount of rows and will still keep the number of boys and girls even.

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Answer: 8

Step-by-step explanation:

Answer:

Step-by-step explanation:

-6m-8=68-4m

-68-8=-4m+6m

-76=2m

-38=m

Step-by-step explanation:

-(6m+8)=4(17-m)

-6m-8=68-4m

-6m+4m=68+8

-2m=76

m=76

-2

m= -38

hope it helps..

Answer:

1.) y = 1/2x -1.8 slope is 1/2 and y intercept is - 1.8

Step-by-step explanation:

1.) 5x - 10y = 18

 +10y         +10y

5x = 10y +18

- 18         -18

5x - 10y = 18

  10          10

= 1/2x -1.8

Answer:

The answer is zero

Step-by-step explanation:

\(2 \sqrt{k} + \sqrt{k} - 3 \sqrt{k} = 3 \sqrt{k} - 3 \sqrt{k} = 0\)

Answer:

x intercept = -5.33

y intercept = 8

Step-by-step explanation:

The given equation is ,

⇒ -6x + 4y = 32 ,

The standard form of the Intercept form is ,

⇒ x/a + y/b = 1 , where

• Converting the equation :-

⇒ 2( -3x + 2y ) = 32

⇒ -3x + 2y = 16

⇒ -3x + 2y / 16 = 1

⇒ (-3x)/16 + 2y/16 = 1

⇒ -3x/16 + y/8 = 1

⇒ x/-5.33 + y/8 = 1 .

Therefore ,

Answer:

24x-17y

Step-by-step explanation:

12x-8y+12x-9y

please mark branliest

Answer:

24x−17y

Step-by-step explanation:

4(3x−2y)+3(4x−3y)

Distribute:

=(4)(3x)+(4)(−2y)+(3)(4x)+(3)(−3y)

=12x+−8y+12x+−9y

Combine Like Terms:

=12x+−8y+12x+−9y

=(12x+12x)+(−8y+−9y)

=24x+−17y

Answer:

=24x−17y

Answer:  1/4 of the whole pizza

Step-by-step explanation:

Since there is 4 people sharing the pizza (Terrance and his three friends) we need to do 1 ÷ 4

1 ÷ 4 = 1/4.

In conclusion, each person recieves 1/4 of the pizza.

Hope this helps!

1/4 is the answer

.......................................................................................

C.) Segment YZ

Step-by-step explanation:

If you map Trapezoid WXYZ into Trapezoid MNOP, Segment OP would correspond with Segment YZ.

Answer:

B, bc I'm a b

Answer:

16/3 or 5.3

Step-by-step explanation:

150 miles  = 4 hours

Find how long it takes to travel 50 miles(GCF  between 150 and 200)

150/3 = 4/3

50 miles = 1 1/3 hours: multiply by 4 to get 200 miles

50 x 4 = 4/3 x 4/1

200 = 16/3

16/3 hours or 5.3

Answer:

(A

Step-by-step explanation:

The model shows 1/2 because half of the rectangle is colored. Think about it. 5/10 is also 1/2 because 5 is half of 10.

So, 1/2 is equivalent to 5/10.

-kiniwih426

Thy answer shall be:

A. 1/2 = 5/10

Thy answer tis A for:

In this problem, we have two fraction models. The top fraction model is split up into 10 parts. The bottom fraction model is split up into 2 parts. In order to find the fractions for both models, we simply have to count the number of shaded parts, which will be our numerator, and put that over the total number of parts in the fraction model, which will be our denominator.

The reason that the denominator is the total number of parts in the fraction model is because the denominator is made to represent the total number of parts in/of something. In this case, that would be the total number of parts in a fraction model. The reason that the numerator is the total number of shaded parts in the fraction model is because the numerator represents the parts of the whole that are being counted, or that are currently there. The shaded parts count as said parts that are currently present; therefore, the shaded parts should be the numerator.

In the top fraction model, 5 out of the 10 total parts are shaded blue. This means that, for the first fraction model, 5 is our numerator and 10 is our denominator. Putting these together will create the fraction 5/10.

In the bottom fraction model, 1 out of the 2 total parts are shaded blue. This means that, for the second fraction model, 1 is our numerator and 2 is our denominator. Putting these together will create the fraction 1/2.

Now, we have our two fractions: 5/10 and 1/2. These fractions are equivalent fractions. We know this because, when we look at the two fraction models above and below one another, they are both the same length and appear to have the same amount of blue shaded in as the other. Additionally, if one simplifies 5/10 by dividing both the numerator and denominator by 5, they shall get 1/2, which is the second fraction (also 1/2). With this being said, A. 1/2 = 5/10 perfectly describes what we need to explain the relationship between these two fractions/fraction models.

Therefore, the equation that the models show is A. 1/2 = 5/10.

When given the value of 5/4 hours then in minutes this is equal to 75 minutes.

In every hour, there are 60 minutes. If you want to covert hours to minutes therefore, you multiply the number of hours by 60 minutes.

When given the number of hours as 5/4 hours, in minutes this becomes:

= Number of hours x 60 minutes per hour

= 5/4 x 60 minutes per hour

= 300 / 4 minutes

= 75 minutes

In conclusion, the number of minutes in 5/4 hours is equal to 75 minutes.

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Answer:

I can't see all the pics properly but the graph looks like this:

Step-by-step explanation:

The maximum value of the function for the area of the rectangle, obtained from the function for the area of the rectangle, indicates that the dimensions of the rectangle are;

Base length = 13·√(2) units

Height = 13·√(2)/2 units

The maximum value of a function is the point at which the value of the function is a maximum.

The diameter of the semicircle, D, obtained from the radius of the semicircle is; D = 2 × 13 = 26

The maximum area of the rectangle can be found as follows;

Let h represent the height of the rectangle, and let b represent the length of half the base length of the rectangle, we get;

h² + b² = 13²

Therefore, we get, the area of the rectangle, can be found as follows;

A = 2·b·h

Plugging in b² = 13² - h², therefore; b = √(13² - h²)

A = 2 × √(13² - h²) × h

dA/dh = d(2 × √(13² - h²) × h)/dh = (4·h² - 338)·(√(-(h² - 169))/(h² - 169)

Therefore, at the maximum area, we get; dA/dh = 0, therefore;

dA/dh = (4·h² - 338)·(√(-(h² - 169))/(h² - 169) = 0

(4·h² - 338)·(√(-(h² - 169)) = 0

(4·h² - 338) = 0

4·h² = 338

h² = 338/4 = 84.5

h = ±13·√(2)/2

b = √(13² - (13·√(2)/2)²) = √(84.5) = ±13·√(2)/2

The dimensions of the rectangle that produces that maximum area are;

Base length, 2 × b = 13·√(2), and the height = 13·√(2)/2

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