help plz mathematics 6th grade ALEKS

Answer:

1/2,3/5,5/8,7/11,9/14,11/17

Explanation:

Each time, the numerator of the fraction goes up by 2 and the denominator goes up by 3.

Answer:

9/14, 11/17

Step-by-step explanation:

The pattern observed is :

Hence, the next 2 terms are :

Answer:

A plane is a two-dimensional surface that can contain points, rays, and lines, including parallel lines.

A plane can contain several lines which might be parallel to each other.

A plane is a flat surface on which a straight line joining any two points on it would wholly lie. It is usually represented in drawings by a four‐sided figure.

A plane is a flat, two-dimensional surface that extends indefinitely.

A line can be contained in a plane.

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The two numbers that satisfy both conditions are from quadratic equation :x =

1) -10/3, y = ±(10√7)/3

2)x = 10/3, y = ±(10√7)/3.

Let's denote the two numbers as x and y. We are given the following information:

1. The sum of their squares is 100: x^2 + y^2 = 100.

2. The square of the larger number is equal to the sum of the product of the larger number and four times the smaller number and eight times the larger number: y^2 = x(4y + 8x).

To solve this problem, we can start by simplifying the second equation. By expanding the equation, we get:

y^2 = 4xy + 8x^2.

Now, we can substitute this equation into the first equation to eliminatey:

x^2 + (4xy + 8x^2) = 100.

Combining like terms, we have:

9x^2 + 4xy - 100 = 0.

To find the values of x and y that satisfy this equation, we can use various methods such as factoring, completing the square, or the quadratic formula. In this case, let's solve it by factoring.

Factoring the quadratic equation, we get:

(3x + 10)(3x - 10) = 0.

Setting each factor equal to zero, we have two possibilities:

1. 3x + 10 = 0, which gives x = -10/3.

2. 3x - 10 = 0, which gives x = 10/3.

Now that we have the values of x, we can substitute them back into one of the original equations to find the corresponding values of y. Let's use the first equation:

For x = -10/3, we have (-10/3)^2 + y^2 = 100. Solving this equation, we find y = ±(10√7)/3.

For x = 10/3, we have (10/3)^2 + y^2 = 100. Solving this equation, we find y = ±(10√7)/3.

Therefore, the two numbers that satisfy both conditions are:

1. x = -10/3, y = ±(10√7)/3.

2. x = 10/3, y = ±(10√7)/3.

These are the two sets of numbers that meet the given conditions.

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Answer:

114

Step-by-step explanation:

let 'n' = original value

(17.1 - n) / n = -85/100

cross-multiply:

1710 - 100n = -85n

1710 = 15n

n = 1710/15

n = 114

The correct answer is: The benefits of the data should be weighed against the costs.

This is because the first step in evaluating change outcomes is to determine what data should be collected and how it will be collected.

While it is important to collect as much data as possible, it is also important to consider the costs of collecting and analyzing the data.

The data collected should be relevant to the outcomes being evaluated, and should be collected at regular intervals to track progress over time.

It is not productive to analyze change effects based on insignificant data, as this can lead to inaccurate conclusions.

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Answer: -5/4

Step-by-step explanation: Cosecant is hypotenuse divided by the opposite side. The hypotenuse is 5 units, while the opposite side is 4 units. The answer has to be negative because the opposite side is below y=0.

Answer:

a b c d are the answers

Step-by-step explanation:

Answer:

7/12

Step-by-step explanation:

4 x 3 = 12 (LCD)

3/12 + 4/12 = 7/12

No simplifying done,

7/12 is the answer.

Hope this helped :)

Diffraction from crystallites of finite size results in broadening of Bragg reflection spots, contrary to the infinitely sharp spots observed in elastic scattering from an infinite periodic crystal lattice. The average size of a crystallite can be estimated from the diffraction pattern by analyzing the width of the reflection peaks.

When elastic scattering occurs in an infinite periodic crystal lattice, it yields infinitely sharp Bragg reflection spots. However, in the case of crystallites of finite size, the diffraction pattern is affected by the size distribution of the crystallites. The Fourier transform representation of the scattered intensity describes the diffraction pattern and provides insights into the effects of finite crystallite size.

In the diffraction pattern of finite-sized crystallites, the reflection peaks become broadened due to the presence of crystallites with different sizes. This broadening arises from the interference of scattered waves from different parts of the crystal. The broadening of the peaks is directly related to the size distribution of the crystallites. Larger crystallites produce narrower peaks, while smaller crystallites contribute to broader peaks.

To estimate the average size of crystallites from the diffraction pattern, one can analyze the width of the reflection peaks. The broader the peaks, the wider the size distribution of the crystallites. By comparing the experimental diffraction pattern with theoretical models or known standards, it is possible to deduce the average size of the crystallites contributing to the diffraction pattern. This analysis provides valuable information about the size distribution and homogeneity of crystalline materials.

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let's solve for x :

Answer:

It will be  18 Tens

Step-by-step explanation:

Answer:

answer is

\( {2.94 \times 10}^{ - 3} \)

Step-by-step explanation:

3*1/1000-6*1/100000=0.003-0.00006

=

\( {2.94 \times 10}^{ - 3} \)

Answer:

My age is 38 years old

My son is 11 years old

Step-by-step explanation:

Represent my current age with x and my son's current age with y

Two years ago;

\(x - 2 = 4 * (y - 2)\)

Eight years ago:

\(x - 8 = 10 * (y - 8)\)

Simplify both expressions

\(x - 2 = 4 * (y - 2)\)

\(x - 2 = 4y - 8\)

Add 2 to both sides

\(x - 2 +2= 4y - 8 + 2\)

\(x = 4y - 6\)

Substitute 4y - 6 in the second equation

\(x - 8 = 10 * (y - 8)\)

\(4y - 6 - 8 = 10 * (y - 8)\)

\(4y - 14 = 10y - 80\)

Collect Like Terms

\(4y - 10y = 14 - 80\)

\(-6y = -66\)

Divide through by -6

\(y = 11\)

Substitute 11 for y in \(x = 4y - 6\)

\(x = 4 * 11 - 6\)

\(x = 44 - 6\)

\(x = 38\)

Answer:

40 books

Step-by-step explanation:

Divide 20 kg by 500 g, or, alternatively, divide 20 kg by 0.5 kg.

Either way, the result is 20/0.5, or 40.

40 books of the same mass would have the same mass as the bookcase.

Hope this helps :)

Answer:

40

Step-by-step explanation:

.5kg*40=20kg

40 books

Answer:

??

Step-by-step explanation:

Answer:

y = 7x - 7

Step-by-step explanation:

1st we can look at the meaning of a slope intercept equation

y = mx = b

m = the slope

b = the y-intercept

now when looking at your equation you can plug in your numbers.

y = 7x - 7 is your final answer

High Hopes ^^

Barry-

Therefore, Mario's winnings of 177 dollars is approximately 2.92 standard deviations below the mean.

We can calculate the number of standard deviations that Mario's winnings of 177 dollars is from the mean using the formula:

z = (x - μ) / σ

where x is the value we want to convert to standard deviations, μ is the mean of the distribution, and σ is the standard deviation of the distribution.

In this case, Mario's winnings of 177 dollars is the value we want to convert to standard deviations, the mean is μ = 323 dollars, and the standard deviation is σ = 50 dollars. Substituting these values into the formula, we get:

z = (177 - 323) / 50

= -2.92

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The 100%-Norm.Dist(value,mean,sd,true) percent of the population has an iq over 115

According to the statement

we have to find that the what percent of the population has an iq over 115.

And from given information,

the mean iq score is 100 and the standard deviation is 15.

And

Normal distribution, is a probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean.

And by use of this formula, we find the percentage of the population has an iq over 115.

Then the result will comes as 100%.

hence, 100%-Norm.Dist(value,mean,sd,true)

So, The 100%-Norm.Dist(value,mean,sd,true) percent of the population has an iq over 115.

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The whole number for the value (x + 21) is 41.

All integers starting from 0 are called whole numbers. The opposite of their corresponding positive numbers, the negative numbers are additive. The blackboard bold math Z or boldface Z is a common way to represent the set of integers in mathematical terminology.

given,

       x = 20

then by putting the value of x = 20 in

       (x + 21)°      we get,

     = (20 + 21)°

     = 41°

Hence, the whole number of (x + 21) is 41

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There are four different kinds of transformations: translation, reflection, rotation, and dilation.

The complete question is,

Which of the 4 transformation types are they?

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Answer:

\(a_n=4n-11\)

Step-by-step explanation:

The common difference is \(d=4\) with the first term being \(a_1=-7\), so we can generate an explicit formula for this arithmetic sequence:

\(a_n=a_1+(n-1)d\\a_n=-7+(n-1)(4)\\a_n=-7+4n-4\\a_n=4n-11\)

The exact length of the curve. y = 3 + 4x^3/2, 0 ≤ x ≤ 1 is L = ∫√(9+108x-144x^(5/2)) / √(9-16x^3) dx, from 0 to 1.

To find the length of the curve, we need to use the arc length formula:

L = ∫√(1+(dy/dx)^2) dx, where y = 3 + 4x^(3/2) and 0 ≤ x ≤ 1.

First, we need to find dy/dx:

dy/dx = (12x^(1/2))/2√(3 + 4x^(3/2))

dy/dx = 6x^(1/2)/√(3 + 4x^(3/2))

Now, we can substitute this into the arc length formula:

L = ∫√(1+(6x^(1/2)/√(3 + 4x^(3/2)))^2) dx, from 0 to 1.

Simplifying the inside of the square root, we get:

L = ∫√(1+(36x)/(3 + 4x^(3/2))) dx, from 0 to 1.

We can simplify this further by multiplying the numerator and denominator of the fraction by (3 - 4x^(3/2)):

L = ∫√(1+36x(3-4x^(3/2))/(9-16x^3)) dx, from 0 to 1.

Expanding the numerator, we get:

L = ∫√((9+108x-144x^(5/2))/(9-16x^3)) dx, from 0 to 1.

Simplifying the expression under the square root, we get:

L = ∫√(9+108x-144x^(5/2)) / √(9-16x^3) dx, from 0 to 1.

We can evaluate this integral using numerical methods, such as Simpson's rule or the trapezoidal rule, to get an approximation of the length of the curve. The exact length of the curve cannot be expressed in a finite number of terms, but it can be approximated to any desired degree of accuracy using numerical methods.

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Answer:

Step-by-step explanation:

You didn't give your options, but it doesn't matter. We'll find all the possibilities and then you can pick it from your list.

When I teach this in Algebra 2, I call it the "the c over d thing" and all my students know EXACTLY to what I am referring. "c" is the constant and "d" is the leading coefficient. The combination of c/d give you the possibilities of roots for the polynomial. There are no real roots that a polynomial can have other than the possibilities we find when we do the c/d thing.

Our c is a 20.  All the factors of 20 are as follows (notice that we have both the positive and negative factors):

20: ±1, ±2, ±4, ±5, ±10, ±20

Our d is a 3.  All the factors of 3 are as follows (again, both the + and the -):

3: ±1, ±3 and that's it for 3.

c/d is as follows. Make sure you put ever c over every d!!!:

c/d: ±\(\frac{1}{1}\), ±\(\frac{2}{1}\), ±\(\frac{4}{1}\), ±\(\frac{5}{1}\), ±\(\frac{10}{1}\), ±\(\frac{20}{1}\), ±\(\frac{1}{3}\), ±\(\frac{2}{3}\), ±\(\frac{4}{3}\), ±\(\frac{5}{3}\), ±\(\frac{10}{3}\), ±\(\frac{20}{3}\)

Those are all the possibilities for your roots for that polynomial. As long as the roots are real (and they won't always all be real!), there are no roots but these.

Answer:

its D on edge

Step-by-step explanation:

When meters are longer and more complex, we use the term "kilometer."

A kilometer is a unit of length in the metric system, and it is equal to 1,000 meters. The prefix "kilo-" denotes a factor of 1,000, so when we use the term "kilometer," we are referring to a measurement that is 1,000 times longer than a meter.

The use of kilometers is common in various contexts where longer distances are involved.

For example, when measuring the distance between cities or countries, or when discussing the length of roads, highways, or large-scale projects, kilometers are often used as the preferred unit of measurement.

Kilometers provide a convenient way to express distances that would be cumbersome to represent in meters. They allow for easier visualization and comprehension of larger distances, as they condense the number of digits required to express the measurement.

Additionally, the use of kilometers aligns with the decimal-based nature of the metric system, facilitating conversions and calculations.

In summary, the term "kilometer" is employed when meters become longer and more complex, representing a unit of measurement that is 1,000 times greater than a meter and facilitating the expression of larger distances in a more manageable and efficient manner.

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Answer:

The answer to this inequality would end up being x ≤ 8

-17 = x - 15

-17 = -2 - 15

Move the 15 over to the -17, the negative becomes a positive.

15-17 = -2

17 - 15 = 2 but since 17 is greater than 15, it's -2

-2 = -2

Answer:

6

Step-by-step explanation:

-6 + (12)

○ First you remove the brackets

○ Then you will get -6 + 12

○ Negative Positive (-+) equals Negative

○ You will put will subtract the bigger number by the smaller number

i.e 12-6

○ You will get your answer as 6

Answer:

-60

Step-by-step explanation:

Well just follow the equation from left to right

Add it all up.

Answer:

[ 0 ]

Step-by-step explanation:

The order of the matrix [ 3 1 1 ] is 1 by 3 and the order of the other matrix is 3 by 1 so this means that the order of the answer matrix is 1 by 1. So we multiply matrices row by columns.

[ 3 1 1 ] × | 2|

| -6|

| 0|

[ 3 × 2 + 1 × -6 + 1 × 0 ]

[ 6 - 6 + 0 ]

[ 0 ]