Answer:
75 of the adult ones and 150 of the children ones.
D.2 please help I’ll mark brainliest
Answer:
At 2
Step-by-step explanation:
I think it is because it slants down instead of going up. That is the reason why I say my answer is at 2.
HOPE THIS HELPED
Please Solve this, it would be extremely helpful for me.
[tex]{\tt{\fbox{\red{Trigonometry}}}}[/tex]
In the figure given below,
AB ll EF ll CD. If AB = 22.5 cm,
EP = 7.5 cm, PC =15 cm and
DC = 27 cm. Calculate:
(i) EF (ii) AC
Answer:
Step-by-step explanation:
1) ΔCPD & ΔEPF
∠CPD = ∠EPF { Vertically opposite angles}
∠CDP = ∠PFE {CD║EF, FD is transversal, Alternate interior angles are equal}
ΔCPD ≈ΔEPF {AA criteria for similarity }
[tex]\frac{DC}{EF} =\frac{PC}{EP}\\\\\\\frac{27}{EF}=\frac{15}{7.5}\\\\[/tex]
Cross multiply
EF * 15 = 27 * 7.5
[tex]EF =\frac{27*7.5}{15}\\\\[/tex]
EF = 27 * 0.5
EF = 13.5 cm
ii) EF // AB, so Triangles ACB & ECF are similar triangles
[tex]\frac{AB}{EF}=\frac{AC}{EC}\\\\\frac{22.5}{13.5}=\frac{AC}{22.5}[/tex]
[tex]AC= \frac{22.5*22.5}{13.5}\\\\AC=37.5 cm[/tex]
AC = 37.5 cm
Which graph below has a midline of about -1, an amplitude of 2, and a period of 3pi
Answer:
the last one
Step-by-step explanation:
The two on the right bounce up and down around -1. Two up and two down from -1. But only the one on the bottom right takes 3 pi to come back to the same place it started.
Explanation:
[tex]\displaystyle y = 2cos\:(\frac{2}{3}x - \frac{\pi}{2}) - 1 \\ y = 2sin\:\frac{2}{3}x - 1 \\ \\ y = Acos(Bx - C) + D \\ \\ Vertical\:Shift \hookrightarrow D \\ Horisontal\:[Phase]\:Shift \hookrightarrow \frac{C}{B} \\ Wavelength\:[Period] \hookrightarrow \frac{2}{B}\pi \\ Amplitude \hookrightarrow |A| \\ \\ Vertical\:Shift \hookrightarrow -1 \\ Horisontal\:[Phase]\:Shift \hookrightarrow \frac{C}{B} \hookrightarrow \boxed{\frac{3}{4}\pi} \hookrightarrow \frac{\frac{\pi}{2}}{\frac{2}{3}} \\ Wavelength\:[Period] \hookrightarrow \frac{2}{B}\pi \hookrightarrow \boxed{3\pi} \hookrightarrow \frac{2}{\frac{2}{3}}\pi \\ Amplitude \hookrightarrow 2[/tex]
OR
[tex]\displaystyle y = Asin(Bx - C) + D \\ \\ Vertical\:Shift \hookrightarrow D \\ Horisontal\:[Phase]\:Shift \hookrightarrow \frac{C}{B} \\ Wavelength\:[Period] \hookrightarrow \frac{2}{B}\pi \\ Amplitude \hookrightarrow |A| \\ \\ Vertical\:Shift \hookrightarrow -1 \\ Horisontal\:[Phase]\:Shift \hookrightarrow 0 \\ Wavelength\:[Period] \hookrightarrow \frac{2}{B}\pi \hookrightarrow \boxed{3\pi} \hookrightarrow \frac{2}{\frac{2}{3}}\pi \\ Amplitude \hookrightarrow 2[/tex]
You will need the above information to help you interpret the graph. So, first off, you MUST figure the period out by using wavelengths. So, looking at where the graph hits [tex]\displaystyle [-4\frac{1}{2}\pi, -1],[/tex] from there to [tex]\displaystyle [-1\frac{1}{2}\pi, -1],[/tex] they are obviously [tex]\displaystyle 3\pi\:units[/tex] apart, telling you that the period of the graph is [tex]\displaystyle 3\pi.[/tex] Now, the amplitude is obvious to figure out because it is the A-term, but of cource, if you want to be certain it is the amplitude, look at the graph to see how low and high each crest extends beyond the midline. The midline is the centre of your graph, also known as the vertical shift, which in this case the centre is at [tex]\displaystyle y = -1,[/tex] in which each crest is extended two units beyond the midline, hence, your amplitude. So, no matter how far the graph shifts vertically, the midline will ALWAYS follow.
*If you wanted to know the equation(s) of the graph, look above. If you have any questions on how the equation(s) came about, do not hesitate to ask.
I am delighted to assist you at any time.
Write the following fractions as mixed number: 46/9, and 32/5
Answer:
[tex]5 \frac{1}{9}[/tex]
[tex]6 \frac{2}{5}[/tex]
Step-by-step explanation:
We can convert these improper fractions into mixed numbers by seeing how many times the denominator goes into the numerator.
In [tex]\frac{46}{9}[/tex], 9 goes into 46 5 times, with a remainder of 1. So:
[tex]5 \frac{1}{9}[/tex].
In [tex]\frac{32}{5}[/tex], 5 goes into 32 6 times with a remainder of 2, so:
[tex]6 \frac{2}{5}[/tex].
Hope this helped!
Answer:
5 1/9 and 6 2/5
Step-by-step explanation:
The simplest way to convert improper fractions into mixed fractions is by long division (see attached).
solve equation show all steps 3/8x=36
Answer:
x = 96
Step-by-step explanation:
3/8x = 36
You have to multiply both sides of the equation by the inverse of the fraction to cancel it out.
(8/3)(3/8x) = (36)(8/3)
x = 96
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Hi my lil bunny!
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Let's solve your equation step-by-step.
[tex]\frac{3}{8}x=36[/tex]
Step 1: Multiply both sides by 8/3.
[tex]( \frac{8}{3} ) * ( \frac{3}{8}x) = ( \frac{8}{3} ) * ( 36)\\x = 96[/tex]
Answer : [tex]\boxed {x = 96}[/tex]
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If this helped you, could you maybe give brainliest..?
Also Have a great day/night!
❀*May*❀
Find the constant of proportionality (r) in the equation y = r x
Answer:
The constant of proportionality is 11
Step-by-step explanation:
Since the proportionality is given by:
y = r x (with "r" the constant of proportionality)
and according to the table:
22 = r (2)
then r = 22/2 = 11
The addition formula for cosine is shown below.
Answer:
Step-by-step explanation:
Sin(A) = 8/10
Cos(A) = 6/10
Sin(B) = 15/17
Cos(B) = 8/17
Cos(A+B) = 6/10 * 15/17 - 8/10 * 8/17
Cos(A +B) = 90/170 - 64/170
Cos(A + B) = 26/170
Simplify
1/3(1 - 1/4)*
Enter your answer , as a simplified fraction in the box
Answer:
1/4
Step-by-step explanation:
1/3(1 - 1/4)
Parentheses first
1/3 (4/4-1/4)
1/3 (3/4)
Rewritng
1/4 *3/3
1/4
Answer:
3/12 or 0,25
Step-by-step explanation:
Find the missing value.
Hint: Use the number line to find the missing value.
了。
-(-2)
{
开
-10
-5
→
15
0
5
10
-15
Answer:
-5
Step-by-step explanation:
-5 -(-2)
=-7
I hope this helped!he Boston public school district has had difficulty maintaining on-time bus service for its students. Suppose the district develops a new bus schedule to help combat chronic lateness on a particularly woeful route. Historically, the bus service on the route has been, on average, 10 minutes late. After the schedule adjustment, the first 36 runs were an average of eight minutes late. As a result, the Boston public school district claimed that the schedule adjustment was an improvement using a two tailed test—students were not as late. Assume a population standard deviation for bus arrival time of 10 minutes. The test statistic is 1.20 based on this and an alpha of .05 which of the following statements is not correct?
Answer:
Fail to reject the null hypothesis.
Step-by-step explanation:
The hypothesis test is conducted for Boston public school. They have used z-value table and the value of test statistics is 1.20. AT the significance level of 0.05, the null hypothesis is accepted. We cannot reject the null hypothesis. The p-value is greater than alpha so there is no evidence to support the claim of Boston Public School.
If 2(3x - 2)=26 then x = ?
Step-by-step explanation:
6x-4=26
6x=26+4
x=30/6
x=5
Answer:
x=5
Step-by-step explanation:
26÷2=13
13+2=15
15÷3=5
Pls help me... Need proper working .. Answer all questions and explain a bit, a bit..... OK?if anything that you don't understand.... Ask me.
Step-by-step explanation:
for no .5.no.6...you must understand that if u want to get speed,distance must multiple with time
Which function is a quadratic function? a(x) = –2x3 + 2x – 6 b(x) = 5x3 + 8x2 + 3 c(x) = –8x2 + 3x – 5 d(x) = 6x4 + 2x – 3
Answer:
c(x) = –8x² + 3x – 5
Step-by-step explanation:
Function is quadratic if there is x² and no higher exponent with any x
Answer:
C
Step-by-step explanation:
for edge
In the triangles, Line segment B C is-congruent-to line segment D E and Line segment A C is-congruent-to line segment F E. Triangles A B C and F D E are shown. The lengths of sides A C and F E are congruent. The lengths of sides B C and D E are congruent. If m Angle C is greater than m Angle E, then Line segment A B is ________ Line segment D F. Congruent to longer than shorter than the same length as
Answer:
Longer than
Step-by-step explanation:
The lengths of sides A C and F E are congruent. The lengths of sides B C and D E are congruent. Therefore:
AC = FE, BC = DE
Also m∠C is greater than m∠E
∠C is the angle opposite to line AB and ∠E is the angle opposite to line DF. Since AC = FE, BC = DE and m∠C is greater than m∠E. The length of a side of a shape is proportional to its opposite angle, since the opposite angle of AB is greater than the opposite angle of DF therefore AB is greater than DF
From the given two triangles under the given conditions of congruency, we can say that;
Line segment AB is longer than Line segment FD.
CongruencyThe image showing both triangles is missing and so i have attached it.
From the attached image, we see that BC is congruent to DE and AC is congruent to FE. Thus, if Angle BCA was congruent to angle DEF, then the it means that both triangles would be congruent as well, because it would satisfied the Side Angle Side (SAS) congruence postulate.Therefore, we can say that line AB and line FD do not have the same length.
Now, we see that angle BCA is larger than angle DEF, and as such we can say that the line segment AB is longer than line segment FD.
Read more about congruency at; https://brainly.com/question/3168048
9/2 divided by 1/4= ? in simplest form
Answer: 18
Do Keep Change Flip (KCF)
Keep: 9/2
Change: ÷ into ×
Flip: 1/4 into 4/1
Your new problem should be 9/2×4/1
Multiply
9/2×4/1=36/2
36/2=18
Final Answer: 18
Help !!! Thank you a lot!!
Answer:
E) 45
Step-by-step explanation:
Since b is 90 degrees, and lines CB and BA are equal (as seeen with the 2 lines across them) we can assume that this angle is 45 degrees, half or 90 degrees.
Angle C is also equal to angle A
Answer:
E
Step-by-step explanation:
Using the fact that the sum of angles in a triangle is 180 degrees, we can write the following equation to solve for 3x:
3x + 3x + 90 = 180
3x + 3x = 90
2 * 3x = 90
3x = 45°
50 percent of 120 is the same as 80 percent of what number?
A) 42
B) 45
C) 48
D) 52
Answer:
75... but I don't see it down there
Step-by-step explanation:
equation:
0.5(120) = 0.8(x)
60 = 0.8x
60/8 = 0.1x
7.5 = 0.1x
x = 75
If my answer is incorrect, pls correct me!
If you like my answer and explanation, mark me as brainliest!
-Chetan K
Which of the following lengths and widths represents a rectangle whose diagonal is rational? Question 3 options: length = 2, width = 1 length = 4, width = 4 length = 3, width = 2 length = 4, width = 3
Answer:
Correct option is length = 4, width = 3.
Step-by-step explanation:
Given:
Diagonal of a rectangle is rational.
To find:
Which of the following length and width options represent a rectangle ?
options:
length = 2, width = 1
length = 4, width = 4
length = 3, width = 2
length = 4, width = 3
Solution:
First of all, let us consider a rectangle as shown in the attached answer image.
Rectangle ABCD.
Width of rectangle is AB.
Width of rectangle is BC.
And the diagonal AC or BD can be found by using Pythagorean Theorem:
[tex]\text{Hypotenuse}^{2} = \text{Base}^{2} + \text{Perpendicular}^{2}\\\Rightarrow AC^{2} = AB^{2} + BC^{2}\\\Rightarrow Diagonal^{2} = Length^{2} + Width^{2}[/tex]
Now, let us find diagonal for each option and check whether it is rational or not.
Option 1:
length = 2, width = 1
[tex]Diagonal^{2} = 2^{2} + 1^{2}\\\Rightarrow Diagonal^{2} = 5\\\Rightarrow Diagonal = \sqrt5[/tex]
Not rational
Option 2:
length = 4, width = 4
[tex]Diagonal^{2} = 4^{2} + 4^{2}\\\Rightarrow Diagonal^{2} = 32\\\Rightarrow Diagonal = 4\sqrt2[/tex]
Not rational.
Option 3:
length = 3, width = 2
[tex]Diagonal^{2} = 3^{2} + 2^{2}\\\Rightarrow Diagonal^{2} = 13\\\Rightarrow Diagonal = \sqrt{13}[/tex]
Not rational.
Option 4:
length = 4, width = 3
[tex]Diagonal^{2} = 4^{2} + 3^{2}\\\Rightarrow Diagonal^{2} = 25\\\Rightarrow Diagonal = \sqrt{25} = 5[/tex]
Diagonal is rational.
Correct option is length = 4, width = 3.
Correct answer gets brainliest and 5 starts
Write the following integers along the maze so they are
increasing from start to finish. The shaded box in the maze will
have the answer to the question.
5, -14, -39, -3, 61, -60, -23, -72, -48, -11, 100, -45, 10,
-57, -1, -29, -64, -37, 0, -65, 74, 98, -28, -7,-63, -49,
--21, -54, 27, 53,-9, -32, -16,35, -30, -18, -52, 86, -46, 42,
-56, -41, -22, -43, 19
START
John used 1 3/4 kg os salt to melt the ice on the sidewalk. He then used another 3 4/5 kg on the driveway. How much salt did he use in all? PLEASE SHOW YOUR WORK I WILL MARK YOU BRAINIEST AND PLEASE EXPLAIN HOW YOU GOT YOUR WORK.
Answer:
111/20 = 5.55
Step-by-step explanation:
He used a total of 1 3/4 and 3 4/5 salt.
Convert both these mixed numbers into fractions.
=> 7/4 + 19/5
Take the LCM of the denominators
=> 35/20 + 76/20
Add the numerators
=> 111/20 = 5.55
He used a total of 111/20 or 5.55 kgs of salt.
Is 7/12 rational or irrational
Answer:
7/12 is a rational
Step-by-step explanation:
because it is containing a quantity which are expressible
Need help with this pls help
Answer:
Step-by-step explanation:
The cone in the figure below has a volume of 72π cubic centimeters and a height of 6
centimeters. What is the radius of the base of the cone, in centimeters?
Answer:
6 cm
Step-by-step explanation:
The volume of a cone = (1/3) πr²h
72π = (1/3) π r² 6
72 = (1/3) r² 6
Divide both sides by 6
12 = (1/3) r²
Multiply both sides by 3
36 = r²
So r (radius) = 6 cm
The sum of 2 numbers is 250. One of them is greater than 150. Which of these is definitely true about the other number? a) It is equal to 100. b) It has to be less than 100. c) It has to be greater than 100. d) It has to be a number between 150 and 250. Please answer fast and do explain how you got the answer...
Answer:
b
Step-by-step explanation:
Answer:
d) it has to be greater than 150 and 250
Step-by-step explanation:
It says in the question it is greater than 150. So the number will be between 150 and 250.
Mark it as Brainliest pls
Hope it helps!!!
In a chocolate chip cookie recipe flour,brown sugar, and chocolate chips are mixed in the ratio 5:3:4 if the total volume of the three ingredients is 720 ML how many mL of Chocolate chips are in the mix
Answer:
240 mL.
Step-by-step explanation:
The following data were obtained from the question:
Ratio of Flour = 5
Ratio of brown sugar = 3
Ratio of chocolate = 4
Total volume = 720 mL
Next, we shall determine the total ratio. This can be obtained as follow:
Total ratio = ratio of flour + ratio of brown sugar + ratio of chocolate
Total ratio = 5 + 3 + 4
Total ratio = 12
Finally, we shall determine the volume of the chocolate chips in the mixture as shown below:
Volume of chocolate chips = ratio of chocolate /total ratio x total volume
Ratio of chocolate = 4
Total ratio = 12
Total volume = 720 mL
Volume of chocolate chips =..?
Volume of chocolate chips = ratio of chocolate /total ratio x total volume
Volume of chocolate chip = 4/12 x 720
Volume of chocolate chip = 240 mL
Therefore, the volume of the chocolate chips in the mixture is 240 mL.
If 42% of a number Nis 8.4, what is the value of N?
O 10
O 20
O 24
O 32
Answer:
20
Step-by-step explanation:
Of means multiply and is means equals
42% * N = 8.4
.42 N = 8.4
Divide each side by .42
N = 8.4/.42
N =20
Answer:
Step-by-step explanation:
Let the number be 'x'
42% of x = 8.4
[tex]\dfrac{42}{100}*x=8.4\\\\x=8.4*\dfrac{100}{42}\\\\x=\dfrac{840}{42}\\\\x= 20[/tex]
Shape 1 and shape 2 are plotted on a coordinate plane which statement about the shapes is true?
DA Shape 1 and shape 2 are not congruent.
B A translation will prove that shape 2 is congruent to shape 1.
C. A rotation and a translation will prove that shape 2 is congruent to shape 1
OD. A reflection a rotation, and a translation will prove that shape 2 is congruent to shape 1
Answer:
The answer is D. A reflection, a rotation and a translation will prove that shape 2 is congruent to shape 1.
please answer this
simplify it too
Answer:
x^2 +3x
Step-by-step explanation:
The outer rectangle has an area of
A = l*w = (4x)*(x+2) = 4x^2 +8x
The inner rectangle has an area of
A = (3x+5)*x = 3x^2 +5x
Subtract the inner rectangle from the outer rectangle
Shaded area = 4x^2 +8x - ( 3x^2 +5x)
Distribute the minus sign
=4x^2 +8x - 3x^2 -5x
Combine like terms
= x^2 +3x
2
3
4
5
Which expression is equivalent to (f + g)(4)?
f(4) + g(4)
f(x) + g(4)
f(4 +
| + g(4))
4(f(x) + g(x))
Answer:
(f + g)(4) = f(4) + g(4)
Step-by-step explanation:
(f + g)(4) = f(4) + g(4)
___
The notation (f+g)(x) means that the value of f(x) is added to the value of g(x).