What is 20% of 1.40 pleaseeeeeee help thx

Answer:

You are trying to find the percentage of 50, 12.5

Step-by-step explanation:

Multiply 25 and 50;  25 x 50 = 1,250

Divide 1250 by 100

1250/100

= 12.5

Answer:

The brother owes $110 less than Tyler. The brother owes $70.

Step-by-step explanation:

Answer:

1) vertical-Line test(VLT)

2)y=x

3)x

4)domain

Step-by-step explanation:

I had to look this up because I don't think you gave the full question.

Answer:

1,392

Step-by-step explanation:

Because 58 x 24 = 1,392, that is the total cans of soda on the shelves.

Answer:

1,392 I hope this helps her! My little sister is in fourth grade right now.

Answer: x= 6

Step-by-step explanation:

Since the shape is a parallelogram, the angles will either be equal to each other or add up to 180.  

You can see they do not look the same so they add up to equal 180

12x + 3 +105 = 180

12x + 108 = 180

12x = 72

x = 6

The functions f(x) = 3x - 7 and g(x) = -1/3x - 7/3 are not inverse functions of each other.

In order to determine if two functions are inverses of each other, we need to check if the composition of the functions results in the identity function.

To find the composition of f(g(x)), we substitute g(x) into f(x):

f(g(x)) = f(-1/3x - 7/3) = 3(-1/3x - 7/3) - 7 = -x - 7 + 7 = -x

Similarly, to find the composition of g(f(x)), we substitute f(x) into g(x):

g(f(x)) = g(3x - 7) = -1/3(3x - 7) - 7/3 = -x + 7/3 - 7/3 = -x

Both f(g(x)) and g(f(x)) result in -x, which is not equal to the identity function x. Therefore, f(x) = 3x - 7 and g(x) = -1/3x - 7/3 are not inverse functions of each other.

In order for two functions to be inverses, the composition of one function with the other should result in the identity function. Since that is not the case here, f(x) and g(x) are not inverses of each other.

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A triangle is said to be isosceles if a line cuts through both an angle and the opposite side.

Given, the opposing side of a triangle is bisected by the angle's bisector.

We must demonstrate the triangle's isosceles nature.

Think of the triangle ABC with the point D on BC, where BD = DC.

CAD = BAD

To make AD equal DE and join CE, extend AD to meet E.

Triangles ABD and ECD are taken into consideration. If BD = CD, then AD = DE

We are aware that the angles that are vertically opposed are equal.

EDC = ADB

The triangles ABD and ECD are congruent by the SAS criterion.

AB = EC in the triangles ABD and ECD. ——————- (1)

"BAD = CED."

Given that BAD = CAD.

Thus, CED = CAD.

We are aware that the sides that face equal angles are also equal.

As a result, AC = EC and (2) from (1) and (2), AB = AC.

The triangle ABC is therefore isosceles.

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Answer:

Step-by-step explanation:

CD = ED --- (secant property)

so, ==>>

13x - 16 = 4x + 11

13x - 4x = 11 + 16

9x = 27

x = 27÷9

x = 3

side ED = 4x + 11 = 4×3 + 11

side ED = 23

side FE = 12

ΔFED = 90° ...... (tangent secant property)

so.........

FE² + ED² = FD² ......... ( by pythagoras theorm)

12² + 23² = FD²

144 + 529 = FD²

673 = FD²

√673 = FD

26 = FD

Answer:

26

Step-by-step explanation:

Answer:

The three sides 9 in, 12 in, and 15 do represent a right triangle.

Step-by-step explanation:

Hope it helps!

since we have found an element (48) in S that is not in T, we can conclude that S is not equal to T.

To prove that S is not equal to T, we need to show that there I an element in either S or T that is not in the other set.

Let's first look at the elements in S. We know that S is the set of all integers that can be expressed as 24 times some other integer. So, for example, 24, 48, 72, -24, -48, -72, etc. are all in S.

Now, let's look at the elements in T. We know that T is the set of all integers that can be expressed as 4 times some integer and 6 times some integer. We can find some examples of numbers in T by finding the multiples of the LCM of 4 and 6, which is 12. So, for example, 12, 24, 36, -12, -24, -36, etc. are all in T.

Now, let's consider the number 48. We know that 48 is in S, since it can be expressed as 24 times 2. However, 48 is not in T, since it cannot be expressed as 4 times some integer and 6 times some integer. This is because the only common multiple of 4 and 6 is 12, and 48 is not a multiple of 12.

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The following are the zeros for the function h (x) = x2 + 3x - 8: - x= -4 and x=2.

Given a collection of inputs X (domain) and a set of potential outputs Y (codomain), a function is more technically defined as a set of ordered pairings (x,y) where xX and yY with the caveat that there can only be one ordered pair with the same value of x. The function notation f:XY can be used to express that f is a function from X to Y.

The function's zero is a value of x that makes it equal to zero. In other words, the equation f(x) = 0 leads to a zero.

By putting h(x) equal to zero and figuring out x, we may determine the zeroes for the function h(x) = x2 + 3x - 8.

h(x) = x² + 3x - 8 = 0

We may factor the left side of the equation to find x:

x² + 3x - 8 = (x-2)(x+4) = 0

We set each factor to zero and solve for x to discover the zeroes:

x-2 = 0 or x+4 = 0

x = 2 or x = -4

Consequently, the function's zeros are x = 2 and x = -4.

So, A is the right response. x = -4 and x = 2

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The complete question is

What are the zeros of the function h (x) = x² + 3x - 8?

A. x = -4 and x = -2

B. x= -8 and x = 2

C. x = -2 and x = 8

D. x = 2 and x = 8

Stokes' Theorem states that the circulation of a vector field F around a closed curve C in a plane is equal to the surface integral of the curl of F over any surface S bounded by C.

In this case, we have a triangle as our closed curve. To find the circulation of F around the given triangle, we first need to find the curl of F. The curl of F is given by ∇ × F, where ∇ is the del operator. Calculating the curl of F, we have:

∇ × F = (d/dy)(4x) - (d/dz)(2y) + (d/dx)(5z) = 0 - (-2) + 5 = 7.

The circulation of F around the triangle is equal to the surface integral of the curl of F over any surface S bounded by the triangle. Since the triangle lies on the x = 4 plane, we can choose the surface S to be a plane parallel to the x = 4 plane and bounded by the triangle. The surface integral of the curl of F over S is then simply the area of the triangle times the z-component of the curl of F, which is 7. Therefore, the circulation of F around the given triangle is 7.

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The cross of a red oval with a purple oval will produce approximately 44.4% red long, 22.2% red oval, 22.2% purple long, and 11.1% purple oval offspring.

Based on the information given, we can represent the pure-breeding colors and shapes as follows:

Red color (RR) is dominant over white color (rr)

Long shape (LL) is dominant over round shape (ll)

We can also represent the hybrids as:

Purple color (Rr) is a result of a cross between red and white pure-breeding colors

Oval shape (Ll) is a result of a cross between long and round pure-breeding shapes

Given that we are crossing a red oval (RrLl) with a purple oval (RrLl), we can set up a Punnett square to determine the possible genotypes and phenotypes of their offspring:

RL Rl rL rl

RL RRLl RRll rRLL rRlL

Rl RRLl RRll rRLL rRlL

rL RrLL RrLl rrLL rrLl

rl RrLl Rrll rrLl rrll

From the Punnett square, we can see that there are nine possible phenotypes, which can be grouped by color and shape:

Red long (RRLL, RRLl, RrLL, RrLl): 4/9 or about 44.4% chance

Red oval (RRll, Rrll): 2/9 or about 22.2% chance

Purple long (rRLL, rRlL): 2/9 or about 22.2% chance

Purple oval (rrLL, rrLl, rrll): 1/9 or about 11.1% chance

Therefore, the cross of a red oval with a purple oval will produce approximately 44.4% red long, 22.2% red oval, 22.2% purple long, and 11.1% purple oval offspring.

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Answer:

ANSWER : 8  A_P_E_X

Step-by-step explanation:

Plug the radius and the center point into the equation, and convert it to general form to get your answer.

Answer:

the kahn anwser is c

Step-by-step explanation:

The equation x² + 4x + 9 = 0 are complex numbers: x = -2 + i√5 and x = -2 - i√5.

To find the solutions for the equation x² + 4x + 9 = 0, we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / (2a)

Comparing this equation with the given equation x² + 4x + 9 = 0, we can see that a = 1, b = 4, and c = 9.

Plugging in these values into the quadratic formula, we have:

x = (-4 ± √(4² - 4(1)(9))) / (2(1))

x = (-4 ± √(16 - 36)) / 2

x = (-4 ± √(-20)) / 2

Since the value inside the square root is negative, we know that the solutions will involve complex numbers. Simplifying further, we have:

x = (-4 ± i√20) / 2

x = (-4 ± 2i√5) / 2

Simplifying the expression by dividing both the numerator and denominator by 2, we get:

x = -2 ± i√5

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Answer: -2, -4, -1

Step-by-step explanation:

\(17-7x > 3(10x-4)+61\\\\17-7x > 30x-12+61\\\\17-7x > 30x+49\\\\-32 > 37x\\\\x < -\frac{32}{37}\)

So, the values of x are -2, -4, -1.

Answer:

Let's first define our variables:

Let x be the number of students in each van and bus.

Using substitution:

From the problem, we know that:

High School A rented 8 vans and 8 buses, with a total of 240 students. So we can write the equation:

8x + 8x = 240

High School B rented 4 vans and 1 bus, with a total of 54 students. So we can write the equation:

4x + 1x = 54

Now, we can solve for x in one of the equations and then substitute that value into the other equation to solve for the other variable. For example, let's solve for x in the second equation:

5x = 54

x = 10.8

Now, we can substitute this value of x into the first equation to solve for the number of students in each van and bus for High School A:

8x + 8x = 240

8(10.8) + 8(10.8) = 172.8

So each van and bus for High School A has 10.8 students in it.

Using elimination:

We can rewrite the equations we used above in standard form:

8x + 8y = 240

4x + y = 54

We can eliminate y by multiplying the second equation by -8 and adding it to the first equation:

8x + 8y = 240

-32x - 8y = -432

-24x = -192

x = 8

Now, we can substitute this value of x into either equation to solve for y:

4(8) + y = 54

y = 22

So each van and bus for High School A has 8 students in it and each van and bus for High School B has 22 students in it.

Using graphing:

We can graph the two equations on the same coordinate plane and find the point where they intersect, which represents the solution:

8x + 8y = 240

4x + y = 54

To graph these equations, we can first solve for y in each equation:

y = -x + 30

y = -4x + 54

Then, we can plot these two lines on the same coordinate plane and find their intersection:

(6, 24)

So each van and bus for High School A has 6 students in it and each van and bus for High School B has 24 students in it.

We have verified the product law for differentiation: (AB)' = A'B + AB'.

To verify the product law for differentiation, we need to show that (AB)' = A'B + AB'.

First, let's calculate AB. Using the given values of A(t) and B(t), we have:

AB = A(t) * B(t) = (2) * (3 + 4t + 3t²) = 6 + 8t + 6t²

Now, let's take the derivative of AB to find (AB)'. Using the power rule and the product rule, we have:

(AB)' = (6 + 8t + 6t²)' = 8 + 12t

Next, let's calculate A'B+AB'. To do this, we need to find A', A'B, B', and AB'.

Using the power rule, we can find A':

A' = (2)' = 0

Next, we can calculate A'B by multiplying A' and B. Using the given values of A(t) and B(t), we have:

A'B = A'(t) * B(t) = 0 * (3 + 4t + 3t²) = 0

Now, let's find B' using the power rule:

B' = (3 + 4t + 3t²)' = 4 + 6t

Finally, we can calculate AB' using the product rule. Using the values of A(t) and B(t), we have:

AB' = A(t) * B'(t) + A'(t) * B(t) = (2) * (4 + 6t) + 0 * (3 + 4t + 3t²) = 8 + 12t

Now that we have all the necessary values, we can calculate A'B+AB':

A'B+AB' = 0 + (8 + 12t) = 8 + 12t

Comparing this to (AB)', we see that:

(AB)' = 8 + 12t

A'B+AB' = 8 + 12t

Therefore, we have verified the product law for differentiation: (AB)' = A'B + AB'.

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1.5 half lives times 5730 years per half life is 6590 years.

Fraction:  A number expressed as a quotient, in which a numerator is divided by a denominator. In a simple fraction, both are integers. A complex fraction has a fraction in the numerator or denominator. In a proper fraction, the numerator is less than the denominator.

Fraction still left equals 0.5n, where n is the total number of half lives that have already passed.

Fraction left = 0.45, thus you have 0.45 = 0.5n and by figuring out n, you get,

n = log 0.5 + log 0.45

-0.347 = -0.301n

Half lives for n = 1.15 have passed.

1.5 half lives times 5730 years per half life is 6590 years.

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6590 years are equal to 1.5 half lives times 5730 years per half life.

What does "fraction" mean?

A fraction is a number that is expressed as a quotient by dividing the numerator by the denominator. Both are integers in a simple fraction. A fraction appears in the numerator or denominator of a complex fraction. The numerator of a proper fraction is less than the denominator.

Where n is the total number of half lives that have already occurred, the fraction of time left is equal to 0.5n.

Fraction left = 0.45, thus you have 0.45 = 0.5n and by figuring out n, you get,

n = log 0.5 + log 0.45

-0.347 = -0.301n

Half lives for n = 1.15 have passed.

1.5 half lives times 5730 years per half life is 6590 years.

(a) The graph of the linear functions is as attached.

(b) The equation of the linear function in slope-intercept form is; y = x

(c) The equation of the transformed function in slope-intercept form is;

y = x + 2 and y = x - 3

Functions are defined as the relationship between sets of values. For example, in the function; y = f(x), for every value of x there exists a set of y values.

x is the independent variable.

y is the dependent variable.

If the linear function is; y = x,

The equation of the transformation in slope-intercept form is given as;

For translation of 2 units up, we have;

y = x + 2

For a translation of 3 units down, we have;

y = x - 3

Thus, the required graph has been attached and the solution is determined.

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The reason number 3 include the following: D. Definition of midpoint.

In Mathematics and Geometry, a midpoint is a point that lies exactly at the middle of two other end points that are located on a straight line segment.

In this context, we can prove that line segment AC is congruent to line segment BC by completing the two-column proof shown above with the following reasons from step 1 to step 3:

Statements                                Reasons

1. M is the midpoint of AB           Given

2. AB ⊥CM                                   Given

3. AM ≅ BM                             Definition of midpoint

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The amount of commission that Joan earns this month on sales will be $480.

The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates to one hundred percent. It is symbolized by the character '%'.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value x 100

Joan earns an 8% commission on her sales this month Joan had $6000 in sales.

Let 'x' be the commission. Then the equation is given as,

x / $6,000 = 0.08

x = 0.08 · $6,000

x = $480

The amount of commission that Joan earns this month on sales will be $480.

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The total number of eigenvectors for an n x n matrix is equal to the sum of the multiplicities of its distinct eigenvalues,

which is at most n.

The reason why a 2x2 matrix can have at most two distinct eigenvalues is because the characteristic equation for a

2x2 matrix is quadratic. This means that there can be at most two distinct solutions for the eigenvalues.

As for an n x n matrix, the reason why it can have at most n distinct eigenvalues is because the characteristic equation

for an n x n matrix is of degree n.

This means that there can be at most n distinct solutions for the eigenvalues. Additionally, the maximum number of

eigenvectors that can be associated with each distinct eigenvalue is equal to the multiplicity of the eigenvalue.

Therefore, the total number of eigenvectors for an n x n matrix is equal to the sum of the multiplicities of its distinct

eigenvalues, which is at most n.

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In Step 1, he started with the given function f(x). Then, in Step 2, he changed f(x) to y. In Step 3, he switched x and y. In Step 4, he added something to each side. In Step 5, he multiplied each side by something. Finally, in Step 6, he replaced y with f⁽⁻¹⁾(x).

Let's go through each step in detail to explain Max's process of finding the inverse of function f:

Given

In this step, Max is given the original function f(x). This function could be any mathematical expression or equation.

Change to y

Max changes the notation of the function from f(x) to y. This is a common step when working with functions to make it easier to manipulate and find the inverse.

Switch x and y

Max swaps the variables x and y. This step is crucial in finding the inverse because it allows us to express the equation in terms of y, which represents the dependent variable, as opposed to x, which represents the independent variable.

Add to each side

In this step, Max adds something to each side of the equation. The exact value or expression added is not specified in your prompt, so it could be any constant or term. Adding the same value to both sides maintains the equality of the equation.

Multiply each side by

Here, Max multiplies each side of the equation by something. Similar to Step 4, the specific value or expression is not given, so it could be any constant or term. Multiplying both sides by the same value helps to simplify the equation further.

Replace y with f⁽⁻¹⁾(x)

In the final step, Max replaces the y variable with f⁽⁻¹⁾(x). This notation represents the inverse function of f, which is what Max is trying to find. By substituting y with f⁽⁻¹⁾(x), Max has successfully expressed the inverse function in terms of the original variable x.

To complete the statement using this information:

Max used these steps to find the inverse of function f. In Step 1, he started with the given function f(x). Then, in Step 2, he changed f(x) to y. In Step 3, he switched x and y. In Step 4, he added something to each side. In Step 5, he multiplied each side by something. Finally, in Step 6, he replaced y with f⁽⁻¹⁾(x).

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Answer:

not 100% but i think 196

Step-by-step explanation:

you go 134+3.6 then just divide by 0.7

Answer:

L- 23

P-53

O-28

U-43

H-58

Step-by-step explanation:

For this question you must simply replace N in the equation with the number in every letter for example L is 23 because a = 5 x (4) + 3, thus these are your answers!

Answer:

n=4   a=23

n=10  a=53

n=5   a=28

n=8   a=43

n=11   a=58

I dont know what the letter are for but here ya go.

Hope this Helps your sister! :)