What is 5 x 6/9 as a mixed number
Answers
Answer:
3 3/9 or 3 1/3
Step-by-step explanation:
5 x 6 = 30 then add your /9
30/9 translates to 3 3/9, simplified is 3 1/3
Answer:
3and1/3
Step-by-step explanation:
put 5/1 times 6/9 you will get 30/9 as your answer then simplify 30/9 and you will get 10/3 . divide 10by3 and your final answer will be 3 and 1/3
Related Questions
Sorry for the weird looking image help me please :)
Answers
1 : Go .....
\(A= bh \: \)
Divided sides by b
\( \frac{A}{b} = h \times \frac{b}{b} \\ \)
thus ;
\(h = \frac{A}{b} \\ \)
_________________________________
2 : Go .....
\(area = height \times length(base) \\ \)
\(45 = h \times 9\)
Divided sides by 9
\( \frac{45}{9} = h \times \frac{9}{9} \\ \)
\(h = 5 \: ft\)
And we're done...
♥️♥️♥️♥️♥️
Colin predicted whether he got answers right or wrong in his 50 question exam.
He identified the 11 questions he thought he got wrong.
It turns out that Colin got 5 questions right that he thought he got wrong.
Colin also got a total score of 34 out of 50 in the test.
What is the percentage accuracy he had with predicting his scores?
Answers
Answer:
92.86%
Step-by-step explanation:
Total questions, T = 50.
Colin thought 8 questions were right.
Colin got 5 questions right that he thought he got wrong.
Total score, s = 45.
So, actual number of questions which are wrong are 5.
Score according to him = 50 - 8 = 42.
Therefore, percentage accuracy he had with predicting his scores is 92.86%.
The perimeter of a rectangle is 320 feet. Find the length and width if the length is an odd integer and the width is 5 times the next consecutive odd integer.
Answers
The length is 25 feet and the width is 135 feet
What are consecutive odd integers?
Consecutive odd integers differ by 2. If x is an odd integer, then x + 2, x + 4 and x + 6 are consecutive odd integers.
How to find the perimeter of the rectangle?
⇒Perimeter of rectangle = 2(l+w)
The perimeter of a rectangle is 320 feet
let the length of a rectangle is x
The next consecutive odd integer is x+2
width = 5(x+2)
=5x+10
2(length + width) = 320
l+w=160
x+5x+10=160
6x=150
x=25
length = 25 feet
width = 5(25+2)=135 feet
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9(x+2) - 4x+2)
Solve equation
Answers
Answer:
Step-by-step explanation:
Ok:I'm preassuming that the second equation is 4(x+2)
1.So first multiply within the parentheses.
9x+18-4x-8
2. Then add the x's and numbers
9x-4x+18-8
3. Add and Subtract
5x+10 as answer
Answer:
x=-2
Step-by-step explanation:
Evaluate ab + c for a = 2, b=3, and c = 4.
10
27
9
Answers
Answer:
10
Step-by-step explanation:
first put the value of all three variables
i.e. 2*3+4
multiply first and then add
6+4
10
Answer:
10
Step-by-step explanation:
2×3
6+4
=10.............
What is the solution to the equation 6x + 2(x − 3) = 4x + x − 18? (1 point) 4 2 −2 −4
Answers
Answer: 4
Step-by-step explanation:
What is the midpoint of EF with endpoints E (−9,7) and F(0,−4)?
Answers
Answer:
midpoint = -4.5, 1.5
Step-by-step explanation:
x1 = -9, y1 = 7, x2=0 , y2=-4
midpoint = (x1 +x2)/2 , (y1 + y2)/2
= (-9 + 0)/2 , (7 + -4)/2
=-9/2 , 3/2
midpoint = -4.5, 1.5
9. Gabe's retirement party will cost $6 if he invites 3 guests. If there are 8 guests, how much will Gabe's retirement party cost? *Just type the NUMBER - no label!**
Answers
Answer:
$16
Step-by-step explanation:
What is the measure of
Answers
Please help with geometry question
Answers
Answer:
<U=70
Step-by-step explanation:
Straight line=180 degrees
180-120
=60
So, we have 2 angles.
60 and 50
180=60+50+x
180=110+x
70=x
So, U=70
Hope this helps! :)
Find the equation of clean pulsations for a
left-mounted beam (for x=0) and simple pressed on the right (for
x=l) Take into account that: (sinx)^2+(cosx)^2=1
(chx)^2-(shx)^2=1
Answers
We can conclude that there are no nontrivial clean pulsations for the given left-mounted beam with a simple support on the right.
To find the equation of clean pulsations for a left-mounted beam with a simple support on the right, we can use the differential equation that describes the deflection of the beam. Assuming the beam is subject to a distributed load and has certain boundary conditions, the equation governing the deflection can be written as:
d^2y/dx^2 + (chx)^2 * y = 0
Where:
y(x) is the deflection of the beam at position x,
d^2y/dx^2 is the second derivative of y with respect to x,
ch(x) is the hyperbolic cosine function.
To solve this differential equation, we can assume a solution in the form of y(x) = A * cosh(kx) + B * sinh(kx), where A and B are constants, and k is a constant to be determined.
Substituting this assumed solution into the differential equation, we get:
k^2 * (A * cosh(kx) + B * sinh(kx)) + (chx)^2 * (A * cosh(kx) + B * sinh(kx)) = 0
Simplifying the equation and applying the given identity (chx)^2 - (shx)^2 = 1, we have:
(A + A * chx^2) * cosh(kx) + (B + B * chx^2) * sinh(kx) = 0
For this equation to hold for all values of x, the coefficients of cosh(kx) and sinh(kx) must be zero. Therefore, we get the following equations:
A + A * chx^2 = 0
B + B * chx^2 = 0
Simplifying these equations, we have:
A * (1 + chx^2) = 0
B * (1 + chx^2) = 0
Since we are looking for nontrivial solutions (A and B not equal to zero), the expressions in parentheses must be zero:
1 + chx^2 = 0
Using the identity (sinx)^2 + (cosx)^2 = 1, we can rewrite this equation as:
1 + (1 - (sinx)^2) = 0
Simplifying further, we get:
2 - (sinx)^2 = 0
Solving for (sinx)^2, we find:
(sin x)^2 = 2
Since the square of the sine function cannot be negative, there are no real solutions to this equation. Therefore, we can conclude that there are no nontrivial clean pulsations for the given left-mounted beam with a simple support on the right.
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how can you verify that an ordered pair is a solution of a system linear inequalities? responses substitute the $x$ value into the inequalities and solve each for $y$ . substitute the x value into the inequalities and solve each for y. substitute the $y$ value into the inequalities and solve each for $x$ . substitute the y value into the inequalities and solve each for x. substitute the $x$ and $y$ values into the inequalities and verify that the statements are not true. substitute the x and y values into the inequalities and verify that the statements are not true. substitute the $x$ and $y$ values into the inequality and verify that the statements are true.
Answers
It's important to note that if any of the resulting inequalities is false, then the ordered pair is not a solution. Therefore, it's crucial to check both inequalities to make sure that the ordered pair satisfies both of them.
To verify that an ordered pair is a solution of a system of linear inequalities, you need to substitute the values of the ordered pair into the inequalities and check if they are true. There are different ways to do this, but the most common ones are:
1. Substitute the x value into the inequalities and solve each for y: This involves replacing the x variable with its value in each inequality and then solving for y. If the resulting inequality is true, then the ordered pair is a solution. Repeat the process with the other inequality.
2. Substitute the y value into the inequalities and solve each for x: This is similar to the previous method, but you replace the y variable with its value and solve for x. If both resulting inequalities are true, then the ordered pair is a solution.
3. Substitute the x and y values into the inequalities and verify that the statements are true: This involves plugging in the values of x and y into both inequalities and checking if they are both true. If they are, then the ordered pair is a solution.
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If 1 and -2 are zeroes of x^2+ax+b=0. Find a and b. First and correct answer will be marked brainliest.
Answers
Answer:
a = 1, b = -2
Step-by-step explanation:
You are given values of x are 1 and 2 when the equation is 0
To solve the problem substitute the values of x into the equation
For x =1
1^2 + a(1) + b = 0
1 + a + b = 0
a+b = -1(call this equation i)
For x = -2
-2^2 + a(-2) + b = 0
4 - 2a + b = 0
-2a + b = -4 (call this equation ii)
Now solve equation i and ii simultaneously to get values of a and b.
a+b = -1
-2a+b = -4
By elimination method (also you can solve by substitution method) subtract equation ii from equation i, we get
3a = 3
Divide 3 both sides, you get
a = 1
Take the value of a above substitute it into either equation i or ii to get the value of b
Here i considered equation i
a + b = -1
1 + b = - 1
b = - 1 - 1
b = -2
Therefore a = 1, b = -2
One thing that many students think about when they register for classes at a university is how many textbooks they are going to have to buy for the class and how much the books are going to cost. To add to this, a lot of the students wonder if they are even going to use the books that they are required to buy. In fact, some students don’t buy books for their classes because they are convinced that they don’t really need them to achieve an acceptable grade.
This is exactly the line of thinking that textbook writers are afraid of—they want students to have to use their books to get good grades in their classes, and they want professors to think that students need their books so that they require them as part of their classes.
Even though textbooks have a definite value—they are available to students who use them when their professors are not—there is some debate on whether they are really needed as part of university classes.
Recently, a researcher conducted an experiment to address this question. In the experiment, the researcher compared two sections of his introductory statistics course, a course required for all liberal arts and sciences students. Students who were enrolled in the fall semester of the course were told that buying the textbook was optional, whereas students enrolled in the spring semester were told that buying the textbook was required. All 380 of the students (190 in the fall and 190 in the spring) completed the course, and they all took the final exam, which consisted of some calculations and several conceptual essay questions.
When the professor finished scoring the essays, he compared the final exam grades of both sections of the class. He found just what he thought he would—there were no differences in the scores on the exams between the section that thought the textbook was optional and the section that thought the textbook was required. The average grade for the fall semester was 84.3%, and for the spring semester it was 85.2%.
Based on this study, the researcher concluded that textbooks were not necessary or helpful for learning, since there were no differences in scores between the two sections.
No control or comparison group
No random assignment
Participant bias
Small sample size
Poor sample selection
Attrition or mortality
Experimenter bias
Confuse correlation with causality
DV is not reliable, precise or accurate
DV is not valid
DV is not objectively scored
Premature generalization of results
Answers
The study conducted by the researcher suffers from several limitations, including the absence of a control group, small sample size, participant bias, and experimenter bias. Furthermore, the sample selection is inadequate, as all the participants are students of one course in a single university.
Moreover, the study fails to account for extraneous variables that might affect the results. Therefore, that textbooks are not necessary or helpful for learning is premature and cannot be generalized to other courses or universities. T he study is flawed, and more research is needed to assess the effect of textbooks on learning.
The study conducted by the researcher suffers from several limitations. First, there is no control group, which makes it difficult to determine whether the results are due to the absence or presence of the textbook. Second, the sample size is small, which reduces the generalizability of the findings.
Third, there is participant bias, as some students might have bought the textbook even though it was optional, while others might not have bought it even though it was required. Fourth, there is experimenter bias, as the professor who scored the essays knew which section had the textbook and which did not.
Fifth, the sample selection is inadequate, as all the participants are students of one course in a single university. Moreover, the study fails to account for extraneous variables that might affect the results, such as the students' prior knowledge, motivation, and study habits.
Therefore, the textbooks are not necessary or helpful for learning is premature and cannot be generalized to other courses or universities. The study is flawed, and more research is needed to assess the effect of textbooks on learning.
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a. How many ways can you make a code of 3
digits if any number can be repeated?
Answers
1000 ways
First digit of codes: 10 choices (0-9)
Second digit of codes: 10 choices (0-9)
Third digit of codes: 10 choices (0-9)
10*10*10 = 1000
what is 1 + 1
(first gets brainliest)
Answers
Answer:
2
Step-by-step explanation:
bet
Solve the differential equation (Show your work). \[ 7 x^{6} \cos y d x-d y=0 \]
Answers
The solution to the given differential equation is: x⁷ cos y = y + C
where C is the constant of integration
To solve the given differential equation:
\(\[7x^6\cos y dx - dy = 0\]\)
We can separate the variables and integrate both sides.
Separating variables, we can write the equation as:
\(\[7x^6\cos y dx = dy\]\)
Now, we can integrate both sides with respect to their respective variables:
\(\[\int 7x^6\cos y dx = \int dy\]\)
Integrating the left side:
\(\[\int 7x^6\cos y dx = 7 \int x^6 \cos y dx\]\)
To integrate \(\(x^6 \cos y\)\)with respect to x, we can use integration by parts.
Let's take u = x⁶ and \(\(dv = \cos y dx\)\).
Differentiating u with respect to \(\(x\) gives \(du = 6x^5 dx\).\)
Integrating dv with respect to x gives \(\(v = \int \cos y dx = \cos y \cdot x\).\)
Applying the integration by parts formula:
\(\[\int x^6 \cos y dx = u \cdot v - \int v \cdot du\]\)
Substituting the values:
\(\[\int x^6 \cos y dx = x^6 \cdot \cos y \cdot x - \int (\cos y \cdot x) \cdot (6x^5 dx)\]\)
Simplifying:
\(\[\int x^6 \cos y dx = x^7 \cos y - 6 \int x^6 \cos y dx\]\)
Moving the integral term to the left side:
\(\[7 \int x^6 \cos y dx = x^7 \cos y\]\)
Dividing both sides by 7:
\(\[\int x^6 \cos y dx = \frac{x^7 \cos y}{7}\]\)
Now, substituting this result back into our original equation:
\(\[7 \int x^6 \cos y dx = dy\]\)
\(\[\frac{7x^7 \cos y}{7} = dy\)
Simplifying:
x⁷ cos y = dy
Finally, the solution to the given differential equation is:
x⁷ cos y = y + C
where C is the constant of integration.
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Fred bought 6 liters of liquid laundry detergent 3,250 milliliters of fabric softener and 2.7 liters of bleach select true or false for each statement | Fred bought 55 milliliters more fabric softener then bleach | Fred bought 3.55 liters more laundry detergent then bleach | Fred bought 550 milliliters more fabric softener then bleach. | Fred bought 330 milliliters more laundry detergent then bleach. | Fred bought 0.55 liters more fabric softener then bleach.
Answers
Statement regarding given situation i.e. Fred bought 6 liters of liquid laundry detergent 3,250 milliliters of fabric softener and 2.7 liters of bleach are a) False b) True c) False d) False e) False.
a) False
To compare the amount of fabric softener and bleach, we need to convert both into the same unit.
3,250 milliliters of fabric softener = 3.25 liters
3.25 liters of fabric softener < 2.7 liters of bleach
b) True
6 liters of laundry detergent = 6,000 milliliters
6,000 milliliters of laundry detergent - 2.7 liters of bleach = 3.3 liters of laundry detergent
3.3 liters of laundry detergent is 3.55 liters more than 2.7 liters of bleach.
c) False
Again, we need to convert both into the same unit.
3,250 milliliters of fabric softener = 3.25 liters
3.25 liters of fabric softener - 2.7 liters of bleach = 0.55 liters
Fred bought 0.55 liters more fabric softener than bleach.
d) False
6 liters of laundry detergent = 6,000 milliliters
6,000 milliliters of laundry detergent - 2.7 liters of bleach = 3,300 milliliters of laundry detergent
3,300 milliliters of laundry detergent is 3.3 liters and 300 milliliters.
Fred bought 3.3 liters of laundry detergent, which is 0.6 liters more than 2.7 liters of bleach, not 330 milliliters.
e) False
3,250 milliliters of fabric softener = 3.25 liters
2.7 liters of bleach = 2,700 milliliters
3.25 liters of fabric softener - 2.7 liters of bleach = 0.55 liters
Fred bought 0.55 liters more fabric softener than bleach, not 0.55 liters more than 2.7 liters of bleach.
Correct Question :
Fred bought 6 liters of liquid laundry detergent 3,250 milliliters of fabric softener and 2.7 liters of bleach. Select true or false for each statement :
a) Fred bought 55 milliliters more fabric softener then bleach
b) Fred bought 3.55 liters more laundry detergent then bleach
c) Fred bought 550 milliliters more fabric softener then bleach.
d) Fred bought 330 milliliters more laundry detergent then bleach.
e) Fred bought 0.55 liters more fabric softener then bleach.
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the actual answer pleaseee hellpp asapp
Answers
Answer:
∠BEC is supplementary to ∠AEB
∠AED and ∠BEC are a pair of vertical angles
\(4(x^{3} -3x-2)\)
factor completely
Answers
Answer:
bgreewqazxcvbnmmmmmmmmm,,,,lpoiuytrewqasdfghjkl
Step-by-step explanation:
mmmmmmmmmmmmmnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbb
explain what 9 represents in each of these numbers
a19
b 91
Answers
Answer:
a) 9 is in the ones place.
b) 9 is in the tens place.
Answer:
a=units b=tens
Step-by-step explanation:
make a conjecture about the relationship between two intersecting lines that form four congruent angles
Answers
Answer:
u need to put a picture of the lines so we know what ur talking about
whats the value of x? 8(-6 + 6x) = 240
Answers
Answer:
x = 6
Step-by-step explanation:
8(-6 + 6x) = 240
Distribute the 8
-48 + 48x = 240
Add 48 to both sides
48x = 288
Divide both sides by 48
x = 6
What is the slope of a line perpendicular to the line whose equation is
3x - 3y = 63. Fully simplify your answer.
Answers
Answer:
perpendicular slope = - 1
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
given
3x - 3y = 63 ( subtract 3x from both sides )
- 3y = - 3x + 63 ( divide through by - 3 )
y = x + 21 ← in slope- intercept form
with slope m = 1
given a line with slope m then the slope of a line perpendicular to it is
\(m_{perpendicular}\) = - \(\frac{1}{m}\) = - \(\frac{1}{1}\) = - 1
darcie wants to add the ribbon shown along the diagonal of the rectangular flag she is designing does darcy have enough ribbon explain
Answers
Answer:
Step-by-step explanation:
8.5 = √72.25
√72.25 < √74
700,000,000+10,000,000+1,000,000+100,000+40,000+2,000+200+7 write the standard form above
Answers
Answer:
712,402,207
Step-by-step explanation:
;)
Answer: 711,142,207
Step-by-step explanation:
4. A square garden has a 4-ft walkway around it. The garden has a perimeter of 260 ft. What is the area of the
walkway in square feet?
Answers
If the perimeter of the garden is 260 feet and the width of the walkway is 4 feet then the area of the walkway is 1104 \(feet^{2}\).
Given that the perimeter of the garden is 260 feet and the width of the walkway is 1104 \(feet^{2}\).
We are required to find the area of the walkway in square feet.
Area of the square is basically the product of the side and side of the square.
Area=Side*Side
Perimeter is basically the sum of length of all the sides of the square.
Perimeter=4*Side
Finding the side of the square.
Side of the square be x.
4x=260
x=260/4
x=65 feet
Area of the walkway will be =Area of the four rectangles just formed with the sides of the square ( shown in red colour)+ Area of the four squares
left (shown in blue colour)
Area of rectangle is basically the product of its length and breadth.
Area=4(65*4)+4(4*4)
=4*260+4*16
=1040+64
=1104 \(feet^{2}\)
Hence if the perimeter of the garden is 260 feet and the width of the walkway is 4 feet then the area of the walkway is 1104 \(feet^{2}\).
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Worth 30 points! Need answer fast! Thank you, correct answer will get brainliest!
Which is the coordinate of point A?
(8, –6)
(–6, 8)
(6, –8)
(–8, –6)
Answers
Answer:
Option A is your definite answer.
Step-by-step explanation:
We know that the x coordinate is positive since it is on the positive half of the x-axis. We also can identify that the point A is in the 4th Quarter of the grid, so the y coordinate is negative.
The only choice that proves this reasoning true is option A :)
Hope this helps! Mark me brainliest.
Daniel works at least 28 hours a week. He works as a math tutor
and as a teacher. The number of hours Daniel works as a tutor (y) is at least twice
the number he works as a teacher (x).
Write the set of inequalities that represents the constraints of the situation
and state a point (x, y) that is the feasible region.
Answers
Here, we are required to rite the set of inequalities that represents the constraints of the situation and state a point (x, y) that is the feasible region.
The set of inequalities that represents the constraints of the situation are; y + x ≥ 28 and y ≥ 2xA point (x, y) that is the feasible region is therefore; (x ≥ 9.33, x ≥ 9.33)According to the question; Daniel works at least 28 hours a week. This means he can work more but not less.i.e. y + x ≥ 28The number of hours he works as a tutor, (y) is at least twice the number he works as a teacher (x).
The inequality for the expression above is therefore;
y ≥ 2x
By substituting y = 2x for y into equation;
y + x ≥ 28
we have 2x + x ≥ 28
x ≥ (28/3)
x ≥ 9.33
Also, y is at least twice of x.
y ≥ 9.33 × 2
Therefore, y ≥ 18.66
A point (x, y) that is the feasible region is therefore;
(x ≥ 9.33, x ≥ 9.33)
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Julia had a bag filled with gumballs. There were 3 lemon-lime, 2 watermelon, and 1 grape gumballs. What is the correct sample space for the gumballs in her bag?
Sample space = lemon-lime, watermelon, grape
Sample space = lemon-lime, lemon-lime, lemon-lime, watermelon, watermelon, grape
Sample space = 1, 2, 3
Sample space = 1, 2, 3, 4, 5, 6
Answers
Answer:
The answer to your problem is, B. Sample space = lemon-lime, lemon-lime, lemon-lime, watermelon, watermelon, grape
Step-by-step explanation:
We are given that, Julia had a bag filled with gumballs. There were 3 lemon-lime, 4 watermelon, and 6 grape gumballs.
There are 3 lemon-lime: Elements in sample space are lemon-lime, lemon-lime, lemon-lime
There are also 4 watermelon: Elements in sample space are watermelon, watermelon, watermelon, watermelon
Lastly there are 6 grape: Elements in sample space are grape, grape, grape, grape, grape, grape
Which can lead to the problem of:
3 + 4 + 6 = 13. Same as option B
Thus the answer to your problem is, B. Sample space = lemon-lime, lemon-lime, lemon-lime, watermelon, watermelon, grape