if 2 consecutive Integers have a Sum of 127, find the number​

Answer:

18

Step-by-step explanation:

9, 18, 27, 36, 45, 54, 63, 72, 81, 90

6, 12, 18, 24, 30, 36, 42, 48, 54, 60

The Little Monsters of Beast Academy completed 15 problems during the math meet in March.

The issue is a simultaneous equation involving two equations and two unknowns.

These are the equations that are created:

Let the quantity of questions that the students at the Beast Academy have answered in

The Little Monsters of Beast Academy successfully completed $frac1/5$ of the problems in the November = y/5

In Math Meet. they resolved $frac23$ = 2x/3 problems i

Hence:

y/5 + 2x/3 = 12

x + y = 30

When the equation is solved,

x = y = 15

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Her mental age would be 8 yrs old.

IQ [ Intelligent Quotient ]  is a type of standard score that indicates how far above, or how far below, his/her peer group an individual stands in mental ability.

IQ of a person is given by the formula -

IQ = MA/CA * 100

IQ = Mental Age / Chronological Age * 100

According to the question, IQ = 100, CA = 8

⇒ 100 = MA / 8 *100

⇒1 = MA / 8

⇒ MA = 8 Yrs

Hence, the estimated mental age of susan is 8 yrs old.

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The nurse will have to administer 3 milliliters with each dose.

When the prescriber orders medication f 150 mcg po q.12h, the pharmacy sends a bottle labeled:

medication f 0.05 mg/ml.

Milliliters will the nurse administer with each dose :

The conversion factor from mcg to mg is 1/1000.

Therefore, 150 mcg = 150/1000 = 0.15 mg.

The nurse has to administer 0.15 mg of medication f per dose.

The medication f available with the pharmacy is 0.05 mg/ml.

So, the nurse has to administer 0.15 mg in a single dose, which is equal to three times the quantity of medication f available in the bottle (0.05 mg/ml).

Therefore, the nurse has to administer 3 ml (0.05 mg/ml × 3 ml) of medication f with each dose.

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Answer:

C.

Step-by-step explanation:

For Function 2

x=1 y=8

x=2 y=11

8=m+b

11=2m+b

11-8=2m-m

m=3

8=3+b

b=5

y=3x+5

Function 1

y=4x+5

Function 2

y=3x+5

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

Function 1 has the same y-intercept and greater slope than Function 2.

The probability of the principal drawing a student's name from the Voyagers team on the second try, we need to consider the total number of students in the school after the first selection.the probability is: Probability = 82 / 399 ≈ 0.205

Initially, there are a total of 400 students in the school. Since the principal selects a student from the Voyagers team on the first try, one student is removed from the pool of possible candidates. Therefore, there are now 399 students remaining in the school.

Out of these 399 students, the number of students in the Voyagers team is 82. So, the probability of the principal drawing a student from the Voyagers team on the second try can be calculated as:

Probability = Number of favorable outcomes / Total number of outcomes

Number of favorable outcomes = Number of students in the Voyagers team after the first draw = 82

Total number of outcomes = Total number of remaining students in the school after the first draw = 399

Therefore, the probability is:

Probability = 82 / 399 ≈ 0.205

So, there is approximately a 20.5% chance that the principal will draw the name of a student from the Voyagers team on the second try.

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Given that ▱FGHI and ▱TUVW are similar figures, the scale factor from ▱TUVW to ▱FGHI  is 8/9.

The value of x is 32.

Therefore, the scale factor from TUVW to FGHI would be:

√64/√81 = 8/9

Find the value of x:

x/36 = 8/9

x = 32

Thus, given that ▱FGHI and ▱TUVW are similar figures, the scale factor from ▱TUVW to ▱FGHI  is 8/9.

The value of x is 32.

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Answer: 14. x = 16; y = 23

15. x = 9; y = 13

Step-by-step explanation:

14. (4x + 4) = (7x - 44) (alternate exterior angles are congruent)

4x + 4 = 7x - 44

Collect like terms

4x - 7x = -4 - 44

-3x = -48

Divide both sides by -3

x = -48/-3

x = 16

39° + (8y - 43)° = 180° (consecutive exterior angles are supplementary)

39 + 8y - 43 = 180

Add like terms

-4 + 8y = 180

Add 4 to both sides

8y = 180 + 4

8y = 184

Divide both sides by 8

y = 184/8

y = 23

15. (15x - 26)° = (12x + 1)° (alternate exterior angles are congruent)

15x - 26 = 12x + 1

Collect like terms

15x - 12x = 26 + 1

3x = 27

Divide both sides by 3

x = 27/3

x = 9

28° + (12x + 1)° + (4y - 9)° = 180° (sum of interior angles of ∆)

Plug in the value of x

28 + 12(9) + 1 + 4y - 9 = 180

28 + 108 + 1 + 4y - 9 = 180

Add like terms

128 + 4y = 180

Subtract 128 from each side of the equation

4y = 180 - 128

4y = 52

Divide both sides by 4

y = 52/4

y = 13

Both answer and explantion.

Answer:

160°

Step-by-step explanation:

Take notice that m∠1 and m∠2 are supplementary angles, meaning their angle measures will add up to 180°.

Since we know m∠2, we can find m∠1 easily.

180-20=160°

Hope this helped!

\(=\sqrt{(x_{2} -x_{1})^{2}+(y_{2}-y_{1} )^{2} }\\ =\sqrt{(4-2)^{2}+(-3-(-3))^{2} } \\=\sqrt{(2)^{2}+(-3+3)^{2} } \\=\sqrt{4+0^{2} } \\=\sqrt{4} \\=2\)

the distance is equal to 2

I also provided you with the formula for future use.

Using combinations we know that 24 combinations of the flags can be used.

Combinations are mathematical procedures that count how many different ways a collection of items could be arranged when the order in which they are chosen is immaterial.

Combos' components can be chosen in any hierarchy.

Combinations and permutations can coexist.

The expression "Selection of things" refers to a circumstance in which the chronology of occurrences is unimportant.

So, we know that we have 3 types of flags which are:

4 flags for the top position.

3 flags for the middle position.

2 flags for the bottom position.

Now, different combinations would be:

4 * 3 * 2 = 24

Therefore, using combinations we know that 24 combinations of the flags can be used.

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The formula for the volume of a cone is:

V = (1/3)πr²h

where r is the radius of the base, h is the height of the cone, and π is pi.

In this case, the slant height is given as 17 cm, which we can use with the radius to find the height of the cone using the Pythagorean theorem:

h² = s² - r²

h² = 17² - 8²

h² = 225

h = 15

Now that we have the height, we can plug in the values for r and h into the formula for the volume:

V = (1/3)π(8²)(15)

V = (1/3)π(64)(15)

V = (1/3)(960π)

V = 320π

Therefore, the volume of the cone is 320π cubic cm. Answer: 320π.

Answer:

45 cm²

Step-by-step explanation:

Answer: 12.

Step-by-step explanation:

Answer:

Anna is correct.

Step-by-step explanation:

Anna is correct that the cylinders made with paper that is 11 inches tall and 8.5 inches tall will not hold the same amount of chocolate candies.

The volume of a cylinder is given by the formula:

Volume = pi * r^2 * h

where r is the radius of the base of the cylinder, h is the height of the cylinder, and pi is approximately 3.14.

If the cylinder is made from a standard piece of paper that is 8.5 inches by 11 inches, the radius of the base is equal to half the width of the paper, which is 8.5 / 2 = 4.25 inches. The height of the cylinder can be either 11 inches or 8.5 inches.

If the height of the cylinder is 11 inches, the volume is:

Volume = 3.14 * 4.25^2 * 11 = 567.06 cubic inches

If the height of the cylinder is 8.5 inches, the volume is:

Volume = 3.14 * 4.25^2 * 8.5 = 420.97 cubic inches

Therefore, the cylinder with a height of 11 inches will hold more chocolate candies than the cylinder with a height of 8.5 inches.

It is important to note that the volume of a cylinder depends on both the radius of the base and the height of the cylinder, not just the size of the paper used to make the cylinder.

Hope this helps you. I actually copied this from a guide.

Anna is correct as the volume of the cylinders is different they would hold different amounts of chocolate candies.

A cylinder is a three-dimensional solid object with two bases that are identically circular and are connected by a curving surface that is located at a specific height from the center.

Examples of cylinders are toilet paper rolls and cold beverage cans.

The volume of a cylinder is πr²h.

Curved surface area = 2πrh.

Total surface area = 2πr(h + r).

Let, The thicker cylinder be \(C_t\) and the longer cylinder be \(C_l\).

Given, The circumference of the \(C_t\) = 11 inches.

So,

2πr = 11 inches.

πr = (11/2) inches.

πr = 5.5 inches.

r = (5.5/3.14) inches.

r = 1.751 inches.

So, The volume of the cylinder(thicker) is = π(1.751)²×8.5 cubic inches.

= 3.14×3.066×8.5 cubic inches.

= 81.83 cubic inches.

Also the circumference of the cylinder(longer) = 2πr = 8.5 inches.

πr = (8.5/2) inches.

πr = 4.25 inches.

r =  (4.25/3.14) inches.

r = 1.353 inches.

Therefore, The volume of the longer cylinder is = π(1.353)²×11 cubic inches.

= 63.23 cubic inches.

Anna is correct as the volume of the cylinders is different.

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Answer:

5f + 6g + 12

Step-by-step explanation:

First combine like terms 10f and -5f to get 5f

thwn add two terms 8 and 4 to get 12

and your answer is 5f + 6g +12

Answer:

the square root of 300 is 17. 32

Step-by-step explanation:

\( \sqrt{300} =17.32 \times 17.32\)

Answer:

17.32

Step-by-step explanation:

step by step

Therefore, the rank of matrix 'a' in this case would be 5.

To find the rank of a matrix, we need to perform row reduction to obtain its row echelon form (REF) or reduced row echelon form (RREF). However, since the matrix 'a' is not provided, I cannot perform the calculations or determine its rank.

The rank of a matrix is equal to the number of non-zero rows in its row echelon form or reduced row echelon form. If the system of equations 'ax = 0' has a two-dimensional solution space, it means that the rank of matrix 'a' is less than the number of columns (6) but greater than 4 (since the solution space is two-dimensional).

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Answer:

Yes, it would be 225%.

Step-by-step explanation:

If 20/20= 100% you can evenly take out 200% because there is 45/20.

That leaves you with the 5/20.

5/20= 25%.

If we add those two percentages 200% + 25%= 225%.

I hope that made sense lol, have a great day!

Answer:

The angle made by two secants intersecting outside a circle is half the difference between the intercepted arc measures. When two secants intersect outside a circle, there are three angle measures involved: The angle made where they intersect (angle APB above) The angle made by the intercepted arc CD.

Step-by-step explanation:

please mark this answer as brainliest

Answer:

1001 y

Step-by-step explanation:

Answer:

y=125º

Step-by-step explanation:

135+x=180            180-135=x    45=x

180-100=80

80+45+x=180             100=x+45          55=x

interior angles are 45,80,55

180=y+55

125=y

Answer:

Probability that student has a good grade = 0.525

Step-by-step explanation:

Given

Chances of earning a good grade when assignments are done on time = 0.80

Chances of earning a good grade when assignments are finished during class or late = 0.30

Chances of earning a good grade when assignments are not done at all = 0.05

% of students who completed assignment on time = 0.50

% of students who completed assignment  during class = 0.40

% of students who did not completed assignment at all = 0.10

Probability that student has a good grade

= (0.80 *0.50) + (0.30*0.40) + (0.05*0.10)

= 0.525

Answer:

D

Step-by-step explanation:

A curvilinear term in mathematics is "Consisting of, bounded by, or characterized by a curved line." However, the definition of a quadratic is a second-order polynomial equation in a single variable \(0= ax^{2}+bx+c\) with

\(a\neq 0\). A quadratic is a curvilinear term according to my definition, but a function like \($x^{4}$\) would also fit the definition of curvilinear. So, your answer is

False, a quadratic and a curvilinear term are not the same.

False, a curvilinear term is more broad, but quadratics have specific restrictions.

The Practice Operations with radical expressions is simplified using the basic of the Algebra:

Algebraic expressions incorporating radicals are known as radical expressions. The root of an algebraic expression makes up the radical expressions (number, variables, or combination of both). The root might be an nth root, a square root, or a cube root. Radical expressions can be made simpler by taking them down to their most basic form and, if feasible, getting rid of all of the radicals.

Radical expressions are simplified by taking them down to their most basic form and, if feasible, altogether deleting the radical. An algebraic expression's numerator and denominator are multiplied by the appropriate radical expression if the denominator contains a radical expression.

Practice Operations with radical expressions are:

1) \(\sqrt{540}\) = \(\sqrt{36 * 15 }\)

= 6√15

2) \(\sqrt[3]{432}\) = \(\sqrt[3]{216*2}\)

= \(6\sqrt[3]{2}\)

3) \(\sqrt[3]{128}\) = \(\sqrt[3]{64*2}\)

= \(4\sqrt[3]{2}\)

4) \(-\sqrt[4]{405}\) = \(-\sqrt[4]{81*5}\)

= \(-3\sqrt[4]{5}\)

5) \(\sqrt[3]{-5000}\) = \(-\sqrt[3]{1000*5}\)

= \(-10\sqrt[3]{5}\)

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Answer:

-3d = 43-10

-3d = 33

d = 33/-3

d = -11

Answer:

d = 11

Step-by-step explanation:

Simplifying

3d + 10 = 43

Reorder the terms:

10 + 3d = 43

Solving

10 + 3d = 43

Solving for variable 'd'.

Move all terms containing d to the left, all other terms to the right.

Add '-10' to each side of the equation.

10 + -10 + 3d = 43 + -10

Combine like terms: 10 + -10 = 0

0 + 3d = 43 + -10

3d = 43 + -10

Combine like terms: 43 + -10 = 33

3d = 33

Divide each side by '3'.

d = 11

Simplifying

d = 11

Hope this helps!

Answer:

31

Step-by-step explanation:

210 ft ÷ 7 ft = 30

There are 30 7-ft lengths of fence.

Think of putting a post at the end of each 7-ft length. That means you need 30 posts. Now you must add 1 post for the beginning.

Answer: 31

Answer:

41

Step-by-step explanation:

Answer:

6.67

Step-by-step explanation: