Andy needs to solve
3/5
A. No, because and are not equivalent.
3
OD. Yes, because
3. In order to do this, he multiplies. Will Andy's method work?
OB. Yes, because dividing by a fraction is the same as multiplying by the reciprocal of the fraction.
OC. No, because one strategy involves division and the other involves multiplication.
3/6
and are equivalent

Answer:

Step-by-step explanation:

The number of fliers that he has not posted is 9

What is proportion?

Proportion can be defined as the mathematical comparison of two elements or numbers.

From the information given, we have that;

• Total number of fliers is 45

• First week, 1/3 of the floors were posted

• This week, 3/5 of the remaining were posted.

To determine the number of fliers remaining, we have that;

Remaining fliers for the First week

= 45 × 1/3

Multiply and find the quotient

= 15 fliers

Fliers remaining after the last week

= 15 × 3/5

Multiply and find the quotient

= 45/5

= 9 fliers

Thus, the number of fliers the he has not posted is 9

Answer:

[tex]6\sqrt{2}[/tex]

Step-by-step explanation:

Using the distance formula,

[tex]\sqrt{(4-(-2))^2+(8-2)^2} \\ \\ =\sqrt{6^2+6^2} \\ \\ =6\sqrt{2}[/tex]

Answer:

6(sqrt(2))

Step-by-step explanation:

Use the "distance formula" (sqrt((x2-x1)^2 - (y2-y1)^2)), plugging in (4,8) for x1 and y1, and (-2,2) for x2 and y 2

Slope equals the change in the vertical (Y value) divided by the change in the horizontal (X value), the slope of a horizontal line is zero and equation of line is Y =12. So option C is correct.

A straight line's general equation is y = mx + c, where m is the gradient and y = c is the value at which the line intersects the y-axis. This value c is known as the y-axis intercept.

Here,

Since the Y-axis is vertical, a line perpendicular to it would be horizontal..  The slope of a horizontal line is zero, because slope is the change in the vertical (Y value) divided by the change in the horizontal (X value), and the vertical coordinate does not change from the -3 of the point given.

If we start with the slope-intercept form of an equation of a line

Y = mX + b,

we can write Y = 0X + (12)

Y =12

Slope is the vertical change (Y value) divided by the horizontal change (X value); the slope of a horizontal line is zero, and the equation of the line is Y =12.

To know more about equation,

https://brainly.com/question/10724260

#SPJ4

Answer:

i have the similar question just radius is changed frm 12 to 20 cm..

hopefully this will help u ...^⁠_⁠^

Answer: x=143

Step-by-step explanation: the ratio is 1:13 so 11*13=143

Answer: Don't take my word wait until someone else says something.

Step-by-step explanation: i think it is 134 or around that.

For some n or x value, neither equation can equal 107. f(x) = 2x + 7 or

t(n) = 2n + 7.

To learn more about Function Notation, refer to:

https://brainly.com/question/25638609

#SPJ1

The number of green marbles removed from the bag is 3.

We will use the Formula of Probability:

In mathematics, the probability is defined as the ratio between the number of favorable outcomes and the total number of outcomes.

p(A) = n(A) / n(S)

p(A) is the probability of event A.

n(A) is the number of outcomes with respect to A.

n(S) is the total number of possible outcomes.

Given in the Question:

A bag contains 14 blue, 6 red, 12 green, and 8 purple marbles.

So the total number of marbles in the bag = 40

It is given that 25 marble are removed from the bag randomly

thus, the remaining marbles in the bag = 40 - 25 = 15

It is given that the probability of drawing a green marble from the bag after removing 25 marbles is 3/5.

So, for finding the number of green marbles in the bag after removing we can write,

n(A) = p(A) × n(S)

here, A is the event of drawing the number of green marbles and p(A) = 3/5 and  n(s) = 15 (after removing)

Thus, the number of green marbles in the bag after removing = 3/5 × 15

So, the number of green marbles left in the bag = 9

then, the green marbles removed from the bag = 12 - 9 = 3.

Therefore, only 3 green marbles are removed from the bag.

To Learn more about similar Probability Questions:

https://brainly.com/question/21898039

It's because this requires two different processes or pieces, the absolute value function is an example of a piecewise function. A piecewise function is a function in which more than one formula is used to define the output over different pieces of the domain.

Answer:

answer in the picture step by step

The GCF of the expressions given as 70x³z and 45y⁴z² is 5z

From the question, we have the following expressions

70x^3z and 45y^4z^2

Rewrite the given expression as follows

This is represented using

70x³z and 45y⁴z²

Factor out z from the expression

So, we have the following representation

70x³ and 45y⁴z => Factored z

Factor out 5 from the expression

So, we have the following representation

14x³ and 9y⁴z => Factored 5z

So, we have

Factored = 5z

This represents the GCF

Hence, the GCF is 5z

Read more about GCF at

brainly.com/question/28552398

#SPJ1

Answer:

Step-by-step explanation:

Some of the other answers are good examples of solving a system of three equations in three unknowns, which is what this problem is asking. Though the simplest way to solve this problem is actually to notice that, if we sum the three equations, we get:

  X + Y = 10

  X + Z = 20

+  Y + Z = 24

----------------

2X + 2Y + 2Z = 54

Factoring out the 2, we have 2(X + Y + Z) = 54, and dividing both sides by 2 reveals that X + Y + Z = 27.

This won't always work when you're solving three equations in three unknowns, but it's a trick that shows up frequently enough on assignments, standardized tests, etc. that it's worth mentioning.

[tex](\stackrel{x_1}{-4}~,~\stackrel{y_1}{-1})\qquad (\stackrel{x_2}{8}~,~\stackrel{y_2}{2}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{2}-\stackrel{y1}{(-1)}}}{\underset{run} {\underset{x_2}{8}-\underset{x_1}{(-4)}}} \implies \cfrac{2 +1}{8 +4} \implies \cfrac{ 3 }{ 12 } \implies \cfrac{1 }{ 4 }[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-1)}=\stackrel{m}{ \cfrac{1 }{ 4 }}(x-\stackrel{x_1}{(-4)}) \implies y +1 = \cfrac{1 }{ 4 } ( x +4) \\\\\\ y+1=\cfrac{1 }{ 4 }x+1\implies {\Large \begin{array}{llll} y=\cfrac{1 }{ 4 }x \end{array}}[/tex]

The graph of the cosine function y = 3cos(4θ) - 1 is given by the image presented at the end of the answer.

The cosine function is defined by the rule presented as follows:

g(x) = acos(bx+c)+d.

The coefficients have the roles listed as follows:

In this problem, the definition of the function is:

y = 3cos(4θ) - 1

Considering the amplitude of 3 and the vertical shift of -1 the function will oscillate between:

-4 and 2.

(Without the vertical shift it would be between -3 and 3).

The period of the function will be as follows:

2π/b = 4

b = 2π/4

b = π/2.

Considering these features, the graph is given at the end of the answer.

A similar problem, also featuring cosine functions, is presented at brainly.com/question/28574324

#SPJ1

By simplifying each expression:

−6(3i) (−2i) = -36

2(3 − i)(−2 + 4i) = -4+28i

2i(4 − 5i) = 10+8i

Simplifying each expression step by step:

1. −6(3i)(−2i) =  -6 (-6i²)

= 36 (-1)

= -36

2. 2(3 − i)(−2 + 4i)

= 2 x (-6+12i+2i-4i²)

= -12 +24i +4i - 8i²

= -12 - 8i² +28i

=-12 - 8 (-1) + 28i

= -4+28i

3. 2i(4 − 5i)

= 8i - 10i²

= 8i -10(-1)

= 10+8i

Learn more about expression:

https://brainly.com/question/14083225

#SPJ4

Answer:

False

Step-by-step explanation:

If is a real number and m and n are positive integers

Answer:

  (c)  Neither

Step-by-step explanation:

You want to know the kind of sequence that as terms 2, 7, 14, 23, 34, ....

The first differences of terms of this sequence are ...

  7 -2 = 5

  14 -7 = 7

  23 -14 = 9

  34 -23 = 11

These difference are not constant, so the sequence is not arithmetic.

These differences do not have a common ratio, so the sequence is not geometric.

However, these differences do have a common difference:

  7 -5 = 2

  9 -7 = 2

  11 -9 = 2

The fact that second differences are constant means this is a polynomial sequence of second degree. It is a quadratic sequence, neither arithmetic nor geometric.

__

Additional comment

The sequence is described by the quadratic equation ...

  a(n) = n² +2n -1

Answer:

100 meters every minute

Step-by-step explanation:

d=100(1)

d=100

Hopes this helps please mark brainliest

Answer:

1 carton

Step-by-step explanation:

3 (7/10)= 21/10

1/3 of 21/10= 7/10

7/10=1 carton

The length of the chord used in this situation is approximately 40.54 ft.

To find the length of the chord used in the situation, we can use the formula for the chord length in a circular arc:

Chord length = 2√(r² - (r - h)²)

where r is the radius of the arc and h is the measure of the middle ordinate.

Given that the radius of the arc is 70 ft and the measure of the middle ordinate is 6 ft, we can substitute these values into the formula:

Chord length = 2√(70² - (70 - 6)²)

Chord length = 2√(4900 - 4489)

Chord length = 2√(411)

Chord length ≈ 2 * 20.27

Chord length ≈ 40.54 ft

Therefore, the length of the chord used in this situation is approximately 40.54 ft.

Learn more about the chords here:

https://brainly.com/question/15298662

#SPJ4

Answer:

-64

Step-by-step explanation:

Start by moving everything to the left side making the equation equal 0. Then combine like terms.

Where g(x) is the translation 1 unit left of f ( x ) = 9x – 8 then g(x) is

Translation refers to a type of transformation that involve a straight line movement.

Movements as seen in translation includes

The up and down movements are on the vertical direction controlled by the y coordinate.

The left and right movements are on the horizontal direction controlled by the x coordinate.

When translating a graph, adding units moves the graph to the left and removing units moves the graph to the right.

hence we say

f(x) = 9x – 8

g(x) = f(x + 1)

= 9(x+1) – 8

= 9x + 9 - 8

= 9x + 1

Learn more on translation:

brainly.com/question/1046778

#SPJ1

Answer: 30[tex]\pi \\[/tex] or 94.247

Step-by-step explanation:

Circumference=2[tex]\pi[/tex]r

2·[tex]\pi[/tex]·15=30[tex]\pi[/tex]=94.247

Answer:

94.2in.

Step-by-step explanation:

The formula for circumference is 2radius x π

π≈3.14

So we can say:

30in.x3.14=circumference

30x3.14=94.2

94.2in=circumference

(i.e. I don't know what you mean by using T.)

The value of p that is statistically significant at a 5% level of significance refers to a p-value of 0.05 or less.

The fixed probability of incorrectly eliminating the null hypothesis when it is actually true is what is meant by the term "level of significance." The probability of type I error is defined as the degree of significance, which is decided by the researcher using the results of the error. The statistical significance is measured by the level of significance. It specifies whether or not the null hypothesis is thought to be true. The null hypothesis is anticipated to be shown as untrue or rejected if the result is statistically significant.

The symbol indicates the degree of significance (alpha). Therefore, the following definition applies to the level of significance:

Level of Significance = p (type I error) =

For more information on statistical significance kindly visit on

https://brainly.com/question/28694813

#SPJ4

Applying the definition of exterior angle, the measure of angle B is: c. 33°

When a side of a triangle is extended through an interior angle, the angle formed is called the exterior angle of a triangle.

The angle to the exterior angle of the triangle, when added to the exterior angle will have a sum of 180 degrees, which means their supplementary angles.

Therefore:

4x - 15 + 14x - 21 = 180

4x + 14x - 15 - 21 = 180

18x - 36 = 180

18x = 180 + 36

18x = 216

18x/18 = 216/18

x = 12

m∠B = 4x - 15 = 4(12) - 15 = 33°

Learn more about exterior angles on:

https://brainly.com/question/21481521

#SPJ1

Answer:

its B. 33

Step-by-step explanation:

The percentage of women that answered that they don't even like soccer is 85%

From the information, in the a survey of 500 women, 75 answered that they like soccer. Those that don't like soccer will be the difference between the values. This will be:

= 500 - 75

= 425

Therefore, the percentage of women that answered that they don't even like soccer will be:

= Those that don't like soccer / Total number × 100

= 425/500 × 100

= 85%

The percentage is 85%.

Learn more about percentages on:

brainly.com/question/24877689

#SPJ1

Complete question

In a survey of 500 women, 75 answered that they like soccer. What percentage of women answered that they don't even like soccer?

The equation that represents a line which is parallel to the y - axis would be B. x = −8.

When a line is parallel to the y - axis, this means that the line does not cross the y - axis in any way and is both vertical and straight because the y - axis is vertical and straight.

Any line that is parallel to the y - axis will need to be expressed in terms of terms of x because the y axis is expressed in terms of x as x = 0. From the options, the only equation expressed in terms of x is x  = -8. This line is therefore parallel to the y - axis.

Find out more on lines parallel to the y - axis at https://brainly.com/question/11322747

#SPJ1

Ethical research methods include D. doing your best to select an unbiased sample.

In research, ethical considerations are a set of principles that guide your research designs and practices. Active consent, informed consent, anonymity, confidentiality, potential for harm, and results communication are among these principles.

The standards of conduct for scientific researchers are governed by research ethics. To protect the dignity, rights, and welfare of research participants, it is critical to follow ethical principles. Many ethical norms in research, for example, guidelines for authorship, copyright and patenting policies, data sharing policies, and peer review confidentiality rules are intended to protect intellectual property interests while encouraging collaboration.

Learn more about research ethics on:

https://brainly.com/question/22691507

#SPJ1

1. the equation that exemplifies the additive identity property is: C. 33 + 0 = 33.

2. The equation that exemplifies the multiplicative identity property is: A. 9.5 × 1 = 9.5.

The additive identity property states that the sum of adding zero to any number will give you the same number itself.

For example, 4 + 0 = 0.

The multiplicative identity property states that a number multiplied by 1 will always give you a product that is the same number itself.

For example, 4 × 1 = 4.

1. The equation, 33 + 0 = 33, shows the additive identity property, because the sum is the same number itself after 0 is added to it.

2. The equation, 9.5 × 1 = 9.5, also shows the multiplicative identity property.

Learn more about the identity property on:

https://brainly.com/question/11119377

#SPJ1

The number of people travelled by train from the station on tuesday is 357.

Let us assume the number of people who travelled by train from the station on tuesday be x. Using the concept of ratio and proportion to solve and calculate x.

Forming the ratio-

20 : 17 = 420 : x

Solving the ratio and proportion for the value of x

x = (420 × 17) ÷ 20

Performing multiplication in numerator

x = 7140 ÷ 20

Performing division on Right Hand Side of the equation

x = 357

Therefore, based on the information, 357 people used to travel.

Learn more about ratio and proportion -

https://brainly.com/question/12024093

#SPJ4

Step-by-step explanation:

E=29

G = 180-29-107= 44

F = 180-29-29 = 122

H = 180-29-29 = 122

S = 180-107 = 73

M = 107

C = 73

D = 107

T = 73

B = 107

N = 73

K = 44

A = 360-44-44-107 = 165

O = 180-44 = 136

P = 44

J= 136