use the givin point on a line and the givin slope to write the equation for the line in point slope form.m=4/3. (-5,9)

Answer:

7

Step-by-step explanation:

5+7=12

Given that 16 families went on a trip and the cost of the trip was Rs. 2,16,352.The amount paid by each family is to be determined by unitary method Hence each family paid Rs.13522

Now, let's solve this by using the method of unitary method. To find the cost of 1 family trip, we will divide the total cost of the trip by the number of families.2,16,352 / 16 = 13,522 So, the cost of the trip per family is Rs. 13,522.Hence, each family paid Rs. 13,522 for the trip.

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Answer:

Step-by-step explanation

1. The total cost of the trip for all 16 families is Rs 2,16,352.
2. To find out how much each family paid, we need to divide the total cost by the number of families: Rs 2,16,352 ÷ 16.
3. When we do the division, we get the result: Rs 13,522.

Now let's check if this result is correct:

1. If each family paid Rs 13,522 for the trip, then the total cost for all 16 families would be: 16 × Rs 13,522 = Rs 2,16,352.
2. This is exactly the same as the total cost given in the problem statement.

So we have shown that each family paid **Rs 13,522** for the trip

Answer:

x= - 1/7

Step-by-step explanation:

Answer:

  a) 7 m

  b) 22 cm

Step-by-step explanation:

Given plans at a scale of 1 : 50, you want (a) the actual length corresponding to a plan length of 14 cm, and (b) the plan length corresponding to an actual length of 11 m.

The actual lengths are wanted in meters, so we can rewrite the scale to translate between plan cm and actual m.

  plan : actual = 1 cm : 50 cm

  = 1 cm : 0.5 m

  = 2 cm : 1 m

Multiplying the scale by 7, we have ...

  2 cm : 1 m = 14 cm : 7 m

The actual length is 7 meters.

Multiplying the scale by 11, we have ...

  2 cm : 1 m = 22 cm : 11 m

The plan length is 22 cm.

The expressiοn that tells the weight οf the flοur left in the bag is 2 - 0.25

A finite cοmbinatiοn οf symbοls that are well-fοrmed in accοrdance with cοntext-dependent principles is referred tο as an expression or mathematical expression. Unknown variables, integers, and arithmetic operators are the components of an algebraic expression.

Here, we have

Given: From a 2-pound bag of flour, Marcella took 1/4 pound to bake bread.

We have to find the expression that tells the weight of the flour left in the bag.

Marcella took 1/4 pound to bake bread = 0.25

If Marcella took 0.25 pounds from a 2-pound flour bag then she left with 1.75 pounds.

Hence,  the expression that tells the weight of the flour left in the bag is 2 - 0.25

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The function can be defined as  price = 6x

It will cost $150 to buy 25 reams of paper.

The domain of the function is all non-negative real numbers, since the number of reams bought cannot be negative.

The range of the function is all non-negative real numbers, since the price cannot be negative.

Fir 25 items, price = 6(25) = $150

It will cost $150 to buy 25 reams of paper.

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Aquí, queremos evaluar las expresiones entre paréntesis;

(1/(1+(1/(1+(1/(1+(1/x)))))))

= (1/(1+(1/(1+(1/(1+1/x))))))

= (1/(1+(1/(1+(1/(x+1)/x))))

= (1/(1+(1/(1+(x/(x+1))))

= (1/(1+(1/((x+1+x)/(x+1))))

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

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

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

= (1/(3x+2)/(2x+1)

= (2x+1)/(3x+2)

Answer:

18.09

Step-by-step explanation:2.4x2.4, then x3.14  

Answer:

answers below

Step-by-step explanation:

If you are trying to find the area the answers are:

Earth= 289.52918

Saturn=6,532.5021

The formula for area for a sphere is:

4 x pie x r2

If you are trying to find the volume the answers are:

Earth=57.90584

Saturn=46,647.01596

The formula for volume for a sphere is:

4/3 x pie x r3

Also the radius (r) is half of the diameter, so you divide the diameter by 2.

Answer: B

Step-by-step explanation:

The most likely the next pattern in the series is 2 lines with red color. Therefore, option B is the correct answer.

A recurring arrangement of numbers, forms, colours, and other elements constitutes a pattern in mathematics. The Pattern can be connected to any kind of occasion or thing. When a group of numbers are arranged in a particular way, the arrangement is referred to as a pattern. Patterns can also occasionally be referred to as a series.

From the given patterns

Figure 1 has 5 lines and it is blue in color.

Figure 2 has 4 lines and it is red in color.

Figure 3 has 3 lines and it is blue in color.

So, Figure 4 must has 2 lines and red in color.

Therefore, option B is the correct answer.

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The total cost of the pita bread and hummus dips will be $305.00.

To determine the cost of the pita bread and hummus dips, Toula can use the following expressions:

Cost of pita bread:

Number of crates needed = (150 bags) / (50 bags/crate) = 3 crates

Cost of each crate = $15.00

Total cost of pita bread = (Number of crates needed) × (Cost of each crate) = 3 crates × $15.00/crate = $45.00

Cost of hummus dips:

Number of boxes needed = (65 containers) / (5 containers/box) = 13 boxes

Cost of each box = $20.00

Total cost of hummus dips = (Number of boxes needed) × (Cost of each box) = 13 boxes × $20.00/box = $260.00

Therefore, the expressions Toula can use to determine the costs are:

Cost of pita bread = 3 crates × $15.00/crate

Cost of hummus dips = 13 boxes × $20.00/box

The total cost will be the sum of the costs of pita bread and hummus dips:

Total cost = Cost of pita bread + Cost of hummus dips

Total cost = $45.00 + $260.00

Total cost = $305.00

Therefore, the total cost of the pita bread and hummus dips will be $305.00.

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Answer:

4 1/2

Step-by-step explanation:Because 2x2 =4 and 2x1/4 = 1/2 so it is 4 1/2

but am not pretty sure

the volume of cone is =1/3 pie r² h

I think this is the formula to calculate it

Answer:

Option (A)

Step-by-step explanation:

Like fractions possess a shared denominator while not necessarily having identical numerical values. To determine which pair of numbers contains like fractions, we need to analyze each pair of fractions and see if they have the same denominator. Let's examine each pair:

Option (A) 1/2 and 3/2:

These fractions are like fractions because their denominators are the same value.

Option (B) 4/8 and 12/16:

These fractions are not like fractions because their denominators are not the same value.

Option (C) 6/7 and 60/70:

These fractions are not like fractions because their denominators are not the same value.

Option (D) 5/4 and 4/5:

These fractions are not like fractions because their denominators are not the same value.

The pair of numbers that contains like fractions is A. 1/2 and 3/2.

Answer:

Ryan: (100/13)(1/1,609.34)(3,600) =

17.21 miles per hour

Ryan is faster than Juan, by about 2.21 miles per hour

14. The trigonometric equation (sin47°/cos43°)² + (cos43°/sin47°)² - 4cos²45° = 4

15. In the trigonometric equation 2(cos²θ - sin²θ) = 1, θ = 15°

A trigonometric equation is an equation that contains a trigonometric ration.

14. To find the value of (sin47°/cos43°)² + (cos43°/sin47°)² - 4cos²45°, we proceed as follows

Since we have the trigonometric equation (sin47°/cos43°)² + (cos43°/sin47°)² - 4cos²45°,

We know that sin47° = sin(90 - 43°) = cos43°. So, substituting this into the equation, we have that

(sin47°/cos43°)² + (cos43°/sin47°)² - 4cos²45° = (cos43°/cos43°)² + (cos43°/cos43°)² - 4cos²45°

= 1² + 1² - 4cos²45°

We know that cos45° = 1/√2. So, we have

1² + 1² - 4cos²45° = 1² + 1² - 4(1/√2)²

= 1 + 1 + 4/2

= 2 + 2

= 4

So, (sin47°/cos43°)² + (cos43°/sin47°)² - 4cos²45° = 4

15. If 2(cos²θ - sin²θ) = 1 and θ is a positive acute angle, we need to find the value of θ. We proceed as follows

Since we have the trigonometric equation 2(cos²θ - sin²θ) = 1

We know that cos2θ = cos²θ - sin²θ. so, substituting this into the equation, we have that

2(cos²θ - sin²θ) = 1

2(cos2θ) = 1

cos2θ = 1/2

Taking inverse cosine, we have that

2θ = cos⁻¹(1/2)

2θ = 30°

θ = 30°/2

θ = 15°

So, θ = 15°

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Triangles are shown to be congruent by the statement that "Angles are congruent by vertical angles."

Triangles are said to be congruent if, under a correspondence, two of a triangle's sides and the angle that connects them are equal to two of another triangle's sides and the angle that connects them.

Given two triangles, Where the base of these triangles are same

And also given that the two angles are the same.

Since,

Two intersecting lines form a pair of vertical angles. The vertical angles are opposite angles with a common vertex (which is the point of intersection).

Thus, the third angle is also equal

From AAS:

AAS stands for Angle-Angle-Side. When two angles and a non-included side of a triangle are equal to the corresponding angles and sides of another triangle, then the triangles are said to be congruent

Therefore. "Angles are congruent by vertical angles" is used to show the triangles are congruent by AAS,

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The mistake made in the given proof is assuming facts that have not yet been proven, and a correct proof would start by defining what it means for an integer to be even.

The mistake made in the proof is assuming facts that have not yet been proven. The proof assumes that xy is equal to 2m for some integer m, without showing how m is related to x and y. The correct way to prove the theorem is to start by defining what it means for an integer to be even, and then showing that the product of an even integer and any other integer can be expressed as 2 times an integer.

To prove the theorem, we can start by defining an even integer as one that can be expressed as 2k for some integer k. Then, suppose that x is an even integer and y is an arbitrary integer. We can express x as 2k for some integer k. Multiplying x and y, we get:

xy = 2ky

Since ky is an integer, this shows that xy can be expressed as 2 times an integer, and therefore is even.

Therefore, the mistake made in the given proof is assuming facts that have not yet been proven, and a correct proof would start by defining what it means for an integer to be even.

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Answer:

11/72

Step-by-step explanation:

\( \frac{11 \times 1}{8 \times 9} = \frac{11}{72} \)

Answer:B

Step-by-step explanation:

A reflection of the line segment across the line y = - x, will produce an image with endpoints at (- 4, 1) and (- 1, - 4).

Two-dimensional figures can be transformed mathematically in order to travel about a plane or coordinate system.

Dilation: The preimage is scaled up or down to create the image.

Reflection: The picture is a preimage that has been reversed.

Rotation: Around a given point, the preimage is rotated to create the final image.

Translation: The image is translated and moved a fixed amount from the preimage.

We know, A reflection across the 180° about the origin transforms

(x, y) to (-x, - y)

Therefore A line segment has endpoints at (-1, 4) and (4,1) will have an image at  (- 4, 1), and (- 1,- 4) is a reflection of the line segment across the line y = - x.

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Answer:

12 arrangements with 5 lilies and 3 daisies

Step-by-step explanation:

Answer:

rates of change, positive or negative

Step-by-step explanation:

The non-linear graph of the function y = -(x - 1)² + 1. is given by the image presented at the end of the answer.

We have to look at the graph of the function relative to the x-axis, as follows:

The function has a maximum point at (1,1), meaning that:

Considering the end behavior of the function, that it goes to negative infinity at both tails of the graph, a function that satisfies these features is given as follows:

y = -(x - 1)² + 1.

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There will be 12 slices of pizza left over, which can be expressed as 3/2 or 1 1/2 slices in fraction form.

To find out how much pizza will be left over, we need to calculate the total number of slices available and subtract the number of slices consumed by the players.

Given that there are six pizzas and each pizza has eight slices, the total number of slices available is 6 pizzas * 8 slices/pizza = 48 slices.

Since there are 36 players on the team, and each player has one slice, the total number of slices consumed is 36 slices.

To determine the remaining slices, we subtract the consumed slices from the total available slices: 48 slices - 36 slices = 12 slices.

Therefore, there will be 12 slices of pizza left over.

To express this as a fraction, we can write it as 12/1, which simplifies to 12. This means there will be 12 whole slices of pizza left over.

If you would like to express it as a fraction in its simplest form, you can write it as 12/8. By dividing both the numerator and denominator by their greatest common divisor, which is 4, we get 3/2. So, in fraction form, there will be 3/2 or 1 1/2 slices of pizza left over.

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All three approaches yield the same result: AED4,600,000 (Expenditure Approach), AED1,600,000 (Income Approach), and AED1,800,000 (Production Approach). This consistency demonstrates that the three approaches provide equivalent measures of GDP.

To calculate the contributions to GDP of the given transactions, we can use the three approaches: the expenditure approach, income approach, and production approach. Let's calculate the GDP using each approach and demonstrate that they give the same answer.

Expenditure Approach:

GDP is calculated as the sum of all final expenditures. In this case, the final expenditures are the sales of the supercomputers.

GDP = Sales of supercomputers

= (3 * AED1,000,000) + (1 * AED800,000)

= AED3,800,000 + AED800,000

= AED4,600,000

Income Approach:

GDP can also be calculated by summing up all the incomes earned during production. In this case, the incomes include wages, interest, and taxes.

GDP = Wages + Interest + Taxes

= (Labour costs for ABC + Labour costs for Jumbo) + (Interest on debt for ABC) + (Taxes for ABC + Taxes for Jumbo)

= (AED1,000,000 + AED200,000) + AED100,000 + (AED200,000 + AED100,000)

= AED1,200,000 + AED100,000 + AED300,000

= AED1,600,000

Production Approach:

GDP can also be calculated by summing the value added at each stage of production. In this case, the value added is the sales price minus the cost of components purchased.

GDP = Sales price of supercomputers - Cost of components

= (3 * AED1,000,000) + (1 * AED800,000) - (4 * AED500,000)

= AED3,000,000 + AED800,000 - AED2,000,000

= AED1,800,000

As we can see, all three approaches yield the same result: AED4,600,000 (Expenditure Approach), AED1,600,000 (Income Approach), and AED1,800,000 (Production Approach). This consistency demonstrates that the three approaches provide equivalent measures of GDP.

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Answer:

The area is 15 units^2

Step-by-step explanation:

Area = ((a+b)/2) x h

        = ((4+6)/2) x 3

        = ((10)/2) x 3

        = (5) x 3

        = 15 units^2

Answer:

V = 9 x 3 x 3 = 81 ft³

81 ft³ is the volume.

a. It represents the spread of the middle 50% of the data.

b. At least 50% of the students scored between 80 and 86.

c. Overall, we can say that the Math 6 class had a range of test scores, with some students performing very well and others performing less well.

How evenly distributed the middle 50% of the data is is determined by the interquartile range. In order to calculate it, the first quartile is subtracted from the third quartile.

A. The interquartile range (IQR) in a box-and-whisker plot is the distance between the first quartile (Q1) and the third quartile (Q3) of the data. It represents the spread of the middle 50% of the data.

B. To determine what percent of the students got 80% or higher, we need to find the upper fence, which is defined as 1.5 times the IQR above Q3. From the box-and-whisker plot, we can see that Q3 is approximately 86 and Q1 is approximately 71. Therefore, the IQR is 86 - 71 = 15. The upper fence is 1.5 * 15 + 86 = 108.5.

Looking at the plot, we can see that there are no data points above 100, so we can safely assume that no students scored above 100%. The highest score is 94, which is within the whiskers of the box-and-whisker plot. Therefore, we know that the percent of students who scored 80% or higher is between the percent of students who scored 80% or higher and the percent of students who scored 94% or higher.

From the plot, we can see that the median is approximately 80 and the third quartile (Q3) is approximately 86. This means that at least 50% of the students scored between 80 and 86. Additionally, we know that the maximum score is 94, so we can say that at least some students scored higher than 86. However, we don't know how many students scored between 86 and 94.

C. Based on the interquartile range, we can say that the middle 50% of the students scored between approximately 71 and 86. This suggests that there is a significant amount of variability in the test scores, as the range is quite wide. Additionally, we know that at least some students scored above 86, but we don't have enough information to determine how many or how high their scores were. Overall, we can say that the Math 6 class had a range of test scores, with some students performing very well and others performing less well.

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Answer:

n<-12

Step-by-step explanation:

4<-1/3n

4<-n/3

4×3<-n

12<-n

-12<n

n<-12

The value of the discriminant for the quadratic equation –3 = –x2 + 2x is  16

The quadratic equation is given as:

–3 = –x^2 + 2x

Rewrite the equation as:

x^2 - 2x - 3 = 0

A quadratic equation is represented as;

ax^2 + bx + c = 0

So, we have

a = 1

b = -2

c = -3

The discriminant is

d = b^2 - 4ac

So, we have

d = (-2)^2 - 4 * 1 * -3

Evaluate

d = 16

Hence, the value of the discriminant for the quadratic equation –3 = –x2 + 2x is  16

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Answer:

16

Step-by-step explanation: