What is the height of the cone below?
Answer:
Where's the cone at and I might be able to help
Step-by-step explanation:
Answer: Please put a picture of the cone underneath the question!
Step-by-step explanation:
Can someone please help
Answer:
340
Step-by-step explanation:
which statement about these triangles is true?
Answer:
I think it's D
Step-by-step explanation:
Answer:
i think it's a or d
but d is more have percent
Ms. Hagan invested twice as much money in an account that pays 7% interest as she did in an account that pays 6% in interest. Her total investment pays her $1,000 a year in interest. How much did she invest at each rate?
Answer: She invested $5000 in an account that pays 6% interest and $10000 in an account that pays 7% interest.
Step-by-step explanation:
Let P be the initial amount she invested in an account that pays 6% interest.
Then, amount invested in other account = 2P
Simple interest = Principal x rate x time
After one year, for the first account,
Interest = P(0.06)(1) = 0.06P
For second account,
Interest = (2P)(0.07)(1)=0.14P
Total interest = [tex]0.06P+0.14P=1000[/tex]
[tex]\Rightarrow\ 0.20P=1000\\\\\Rightarrow\ P=\dfrac{1000}{0.20}\\\\\Rightarrow\ P=5000[/tex]
2P = 2(5000)=10000
Hence, She invested $5000 in an account that pays 6% interest and $10000 in an account that pays 7% interest.
At the interest rate of 6%, amount invested is; $5000
At interest rate of 7%, amount invested is; $10000
Let P be the initial amount that Ms. Hagan invested in the 6% interest account that
Since she invested twice as much in the 7% interest account as in the 6% interest account, then;
Initial amount invested in the 7% interest account = 2P
Formula for Simple interest is;
I = Principal × rate × time
Interest after 1 year for the 6% interest account is,
I_1 = P × 0.06 × 1
I_1 = 0.06P
Interest after 1 year for the 7% interest account is,
I_2 = 2P × 0.07 × 1
I_2 = 0.14P
Total investment pays her $1000 after a year. Thus;
0.06P + 0.14P = 1000
0.2P = 1000
P = 1000/0.2
P = $5000
Then amount initially invested in the 7% interest account = 2P = $10000
Read more about simple interest at; https://brainly.com/question/1873210 at;
4+8= 2 x (6-3)
Can somebody help me ASAP
Answer: 12≠6
False
Step-by-step explanation:
Write the negation of each of the following logical expressions so that all negations immediately precede predicates. In some cases, it may be necessary to apply one or more laws of propositional logic.
a. ∃x ∀y(P(x,y) → Q(x,y))
b. ∃x ∀y(P(x,y) → P(y,x))
c. ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y)
Answer:
a. Negation of ∃x ∀y(P(x,y) → Q(x,y)) = ∀x ∃y P(x,y) ∧ ¬Q(x,y) ]
b. Negation of ∃x ∀y(P(x,y) → P(y,x)) = ∀x ∃y [ ¬P(x,y) ∨ ¬P(y,x) ] ∧ [P(x,y) ∨ P(y,x)]
c. Negation of ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y) = ∀x ∀y ¬ [P(x,y)] ∨ ∃x ∃y ¬ [Q(x,y)]
Step-by-step explanation:
a.∃x ∀y(P(x,y) → Q(x,y))
Negation = ¬ [ ∃x ∀y(P(x,y) → Q(x,y)) ]
= ∀x ¬ [ ∀y(P(x,y) → Q(x,y)) ]
= ∀x ∃y ¬ [ (P(x,y) → Q(x,y)) ]
= ∀x ∃y ¬ [ ¬P(x,y) ∨ Q(x,y) ]
= ∀x ∃y P(x,y) ∧ ¬Q(x,y) ]
Negation of ∃x ∀y(P(x,y) → Q(x,y)) = ∀x ∃y P(x,y) ∧ ¬Q(x,y) ]
b. ∃x ∀y(P(x,y) → P(y,x))
Negation = ¬ [ ∃x ∀y(P(x,y) → P(y,x)) ]
= ∀x ¬ [ ∀y(P(x,y) → P(y,x)) ]
= ∀x ∃y ¬ [ (P(x,y) → P(y,x)) ]
= ∀x ∃y ¬ [ ( P(x,y) ∧ P(y,x) ) ∨ ( ¬P(x,y) ∧ ¬P(y,x) )]
= ∀x ∃y ¬ [ P(x,y) ∧ P(y,x) ] ∧ ¬[ ¬P(x,y) ∧ ¬P(y,x) ]
= ∀x ∃y [ ¬P(x,y) ∨ ¬P(y,x) ] ∧ [ P(x,y) ∨ P(y,x) ]
∴ we get
Negation of ∃x ∀y(P(x,y) → P(y,x)) = ∀x ∃y [ ¬P(x,y) ∨ ¬P(y,x) ] ∧ [P(x,y) ∨ P(y,x)]
c. ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y)
Negation = ¬ [ ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y) ]
= ¬ [ ∃x ∃y P(x,y) ] ∨ ¬ [ ∀x ∀y Q(x,y) ]
= ∀x¬ [ ∃y P(x,y) ] ∨ ∃x ¬ [ ∀y Q(x,y) ]
= ∀x ∀y ¬ [ P(x,y) ] ∨ ∃x ∃y ¬ [ Q(x,y) ]
∴ we get
Negation of ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y) = ∀x ∀y ¬ [ P(x,y) ] ∨ ∃x ∃y ¬ [ Q(x,y) ]
Show all work for the following
Algebraically solve the following system of equations.
(x+2)2+(y-3)2=16
x+y-1=0
Answer:
[tex](-2-2\sqrt{2},3+2\sqrt{2})\,,\,(-2+2\sqrt{2},3-2\sqrt{2})[/tex]
Step-by-step explanation:
Given:
[tex](x+2)^2+(y-3)^2=16\\x+y-1=0[/tex]
To find: value of [tex]x,y[/tex]
Solution:
[tex](x+2)^2+(y-3)^2=16\,\,\,...(i)\\x+y-1=0\,\,\,(ii)[/tex]
From (ii),
[tex]x=1-y[/tex]
Put this value of [tex]x[/tex] in (i)
[tex](1-y+2)^2+(y-3)^2=16\\(3-y)^2+(y-3)^2=16\\(y-3)^2+(y-3)^2=16\\2(y-3)^2=16\\(y-3)^2=8[/tex]
[tex]y-3=[/tex] ± [tex]\sqrt{8}[/tex] = ± [tex]2\sqrt{2}[/tex]
[tex]y=3[/tex] ± [tex]2\sqrt{2}[/tex]
At [tex]y=3[/tex] + [tex]2\sqrt{2}[/tex] ,
[tex]x=1-(3+2\sqrt{2})=1-3-2\sqrt{2}=-2-2\sqrt{2}[/tex]
At [tex]y=3-2\sqrt{2}[/tex] ,
[tex]x=1-(3-2\sqrt{2})=1-3+2\sqrt{2}=-2+2\sqrt{2}[/tex]
Solutions are [tex](-2-2\sqrt{2},3+2\sqrt{2})\,,\,(-2+2\sqrt{2},3-2\sqrt{2})[/tex]
-3 + x ≤ -11
a)x ≤ -8
b)x ≤ 8
c)x ≥ -8
d)x ≥ 8
Answer:
a) x ≤ -8
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
BracketsParenthesisExponentsMultiplicationDivisionAdditionSubtractionLeft to RightEquality Properties
Multiplication Property of EqualityDivision Property of EqualityAddition Property of EqualitySubtraction Property of EqualityStep-by-step explanation:
Step 1: Define
-3 + x ≤ -11
Step 2: Solve for x
[Addition Property of Equality] Add 3 on both sides: x ≤ -8Here we see that any value x smaller than or equal to -8 would work as a solution to the inequality.
Simplify the expression.
21 + 49 divided by 7 + 1
Answer:
60 divided by 8
Step-by-step explanation:
60 divided by 8
Factor the expression. d2 + 10d + 25
Answer:
(d+5)^2
Step-by-step explanation:
WORTH 30 POINTS *will give you brainliest*
Answer:
x = 3
Step-by-step explanation:
MN is exactly half of 6x + 2 (midpoint theorem)
2(2x + 4) = 6x + 2
4x + 8 = 6x + 2
-2x + 8 = 2
-2x = -6
x = 3
If it is completely impossible to put a contract in writing, which of the following would be the best substitute?
a. having a friend witness the verbal agreement
a video or audio recording of the verbal agreement
the words "I promise" spoken in a verbal recitation of the contract
d. a firm hand-shake between all those involved in the contract
C.
Please select the best answer from the choices provided
Answer:
B
Step-by-step explanation:
Because the the contract will be in verbal form. no matter if it is videotaped or recorded or both a "videoed verbal contract" not just written. so like paper thst is notarized or not this is still the same bc the the same rules apply the contract is still valid. the rest of the options are more like what they call gentlemens agreements which would be the handshake type of thing. and no matter what any agreement someone has to witness the transaction or contract. so definitely the answer is B
PLEASE ANSWER THIS QUESTION RIGHT.What do we call the graph of a quadratic?
Answer:
parabola
Step-by-step explanation:
A group of friends hiked 7 miles in 2 hours at this same rate what is the total number of miles they can hike in 8 hours
Please help if you can!!!!!!
Answer:
Perpendicular
Derrick needs to sell a minimum of 100 orders each month to make it into the sales winners circle. He has already sold 45 orders this month. He still needs to sell s more orders.
Which inequality can be used to find the possible values for s?
If and are the radi of two concentric circles and (r. > r.). If the chord
of the larger circle AB touches the inter circle. Find the value of AB
Answer:
r1 and r2 are the radii of two concentric circles
To find:
The length of the chord of the larger circle.
Solution:
We have given the two concentric circles which means both the circles have the same centre.
The chord of the larger circle toches the inner circle so the chord of the larger circle will be the tangent of the smaller circle.
And we know that the radius of the circle is perpendicular to the tangent of the circle.
Let 2x be the length of the chord of the circle.
r1 is the radius of the larger circle.
r2 is the radius of the smaller circle.
So by the Pythagoras theorem,
The length of the half of the chord is given by:
r1² = x² + r2²
x² = r1² - r2²
x = √r1² - r2²
So,
The length of the chord will be 2x = 2√r1² - r2² units
Step-by-step explanation:
Which graphs are inverses of one another? Graph A and B Graph A and C Graph B and C none of the graphs shown On a coordinate plane, graph A is in quadrants 1, 2, 3. Graph A is rotated across the x-axis to form graph B. Graph A is rotated and reflected across the axis to form Graph C.
Answer:
the answer is B (graph a and c)
just did the test on edg 21
Step-by-step explanation:
i hope this helps!! have an amazing day <3
If a graph is reflected across y = x then it will be an inverse graph so graphs B and C will be inverse.
What is the inverse of a function?The inverse of a function is basically a reverse function or undo of the function.
For example y = f(x) then inverse will be x = f(y).
It means in the inverse function we need to interchange x and y.
Another example y = 3x² ⇒ x = √(y/3) will be the inverse.
An inverse function is a reflection of graph across y = x and due to that coordinate will interchange its that ;
( x ,y ) → ( y , x )
Since graph A is rotated about the x-axis to make graph B
Now,
Graph A is rotated( which is B ) and reflected across the axis y = x to form Graph C.
So B and C will be the inverse of each other.
Hence "If a graph is reflected across y = x then it will be an inverse graph so graphs B and C will be inverse".
For more information about the inverse of a function,
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The given question is incomplete complete question is ;
Which graphs are inverses of one another? Graph A and B Graph A and C Graph B and C none of the graphs shown On a coordinate plane, graph A is in quadrants 1, 2, and 3. Graph A is rotated across the x-axis to form graph B. Graph A is rotated and reflected across the axis y = x to form Graph C.
[ +
−2
2−3+2
−
+−2
2+4−5
] ÷ [
2+3
2+3−10]
Answer:
I'm not sure if this is a real problem and I don't think it is but the answer is 6.5
Step-by-step explanation:
first you have to add -2 and 2, then plus 3 and 2 and subtract 2 from it and then and 2+4 and subtract -5 and divide 2 and add 3 and add the answer to al of that to 2 + 3 and subtract - 10 and you get your answer of 6.5
There is a line that includes the point (-5, 2) and has a slope of -3. What is its equation in slope-intercept form?
Answer:
y=-3x-13
Step-by-step explanation:
Answer:
1 .
Step-by-step explanation:
7. Write an equation of the line that passes through the points (1, 4) and (-2, 10), in point-slope form.
Answer:
y = -2x + 6
Step-by-step explanation:
This has sort of the same concept as your earlier question
Use the equation y = mx + b
To find the slope, take the second y value and subtract the first y value. Then take the second x value and subtract the first x value. Divide the answers. You'd get -2 in this case. -2 would be your slope (m).
The substitute any set of x and y values (either (1, 4) or (-2, 10)) and the slope into y = mx + b. You'd get 6 as your y-intercept (b).
(03.05 HC)
In a dance competition, a participant has to score a total of at least 30 points in the first four rounds combined to move on to the fifth and final round. Steward scored 5 points in the first round. He then went on to score additional points in the second, third, and fourth rounds. In each of those rounds, his score was identical. Which inequality best shows the number of points, p, that Steward scored in each of the second, third, and fourth rounds if he earned a place in the finals? (1 point)
a
5 + 3p ≥ 30
b
5 + 3p ≤ 30
c
5p + 3 ≥ 30
d
5p + 3 ≤ 30
Given:
Score in first round = 5 points
Score in second, third and fourth rounds was identical.
A participant has to score a total of at least 30 points in the first four rounds combined to move on to the fifth and final round.
To find:
The inequality for the given problem.
Solution:
Let p be the number of points, p, that Steward scored in each of the second, third, and fourth rounds.
Score in first 4 rounds = Score of 1st round + Score of 2nd round + Score of 1s 3rd round + Score of 4th round
Score in first 4 rounds [tex]=5 + p + p + p[/tex]
[tex]=5 +3p[/tex]
A participant has to score a total of at least 30 points in the first four rounds combined to move on to the fifth and final round. It means the total score in first 4 rounds must be greater than or equal to 30.
[tex]5+3p\geq 30[/tex]
Therefore, the correct option is A.
Answer:
A
Step-by-step explanation:
Write an equation in slope intercept form that is perpendicular to 3x + 2y equals 12 and passes through the point (1,2)
Answer:
The equation is y = (2/3)x + (4/3).
Step-by-step explanation:
First, you have to change the equation into slope-intecept formula to find its gradient (slope) :
[tex]3x + 2y = 12[/tex]
[tex]2y = - 3x + 12[/tex]
[tex]y = - \frac{3}{2}x + 6[/tex]
Given that when a line is perpendicular to the other line, their slope value multiplied, will form -1. Next, we have to find the slope for line :
[tex]m1 \times m2 = - 1[/tex]
[tex] - \frac{3}{2} \times m2 = - 1[/tex]
[tex]m2 = - 1 \div - \frac{3}{2} [/tex]
[tex]m2 = \frac{2}{3} [/tex]
Lastly, we have to subatitute the x and y values into the equation, to find its intercept value :
[tex]y = \frac{2}{3}x + b[/tex]
[tex]let \: x = 1,y = 2[/tex]
[tex]2 = \frac{2}{3} (1) + b[/tex]
[tex]b = 2 - \frac{2}{3} [/tex]
[tex]b = \frac{4}{3} [/tex]
[tex]y = \frac{2}{3} x + \frac{4}{3} [/tex]
How much water do you add to make 12% sugar syrup using 5g sugar.
Answer:
You know that 5 g of sugar form 12%. Let x g be the amount of water needed. The total amount of syrup will be x+5 g. Then
5 g - 12%,
x+5 g - 100%.
mathematically you can write a proportion;
5/x+5=12/100
=>500=12(x+5)
,500=12x+60
,12x=400,
x=440/12
=110/3
=36 2/3g of water36.66 grams of water is added to make 12% sugar syrup using 5g sugar.
What is Ratio?A ratio is an ordered pair of numbers a and b, written a / b where b does not equal 0.
Let the amount of water is added be 'x'.
Amount of sugar = 5 g
We need to make 12% of sugar syrup.
x grams of water is added to 5 g of sugar, to 12% of sugar syrup.
5/5+x=12/100
Apply cross multiplication
5×100=12(5+x)
500=60+12x
Subtract 60 from both sides
440=12x
Divide both sides by 12
x=36.66
Hence, 36.66 grams of water is added to make 12% sugar syrup using 5g sugar.
To learn more on Ratios click:
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Samantha lost 15 pounds in 6 weeks.
solve the inequality and graph the solution on the line provided.
Answer:
x [tex]\geq[/tex] 5
Step-by-step explanation:
step 1: subtract 6 from both sides
step 2: divide both sides by 7
answer: x [tex]\geq[/tex] 5
interval notation: [5,∞)
si el area del cuadrado es de 80 m cuanto vale la m
Answer:
El lado del cuadrado es de 20 my el área del cuadrado es de 400 metros cuadrados. Paso a paso ... El perímetro de un cuadrado es 80 m. ¿Cuál es la longitud de cada lado del cuadrado ... Para celosía & lt; L, * & gt; si a, b, ce L thena + (a e b) = a se llama.
Step-by-step explanation:
Evaluate the expression 6x for x 6.
6x = blank when x=6
Step-by-step explanation:
[tex] \underline{ \underline{ \text{Given}}} : [/tex]
x = 6[tex] \underline{ \underline{ \text{To \: find}}} : [/tex]
Value of 6x[tex] \underline{ \underline{ \text{Solution}}} : [/tex]
~ Plug the value of x and then multiply !
⇾ [tex] \tt{6x = 6 \times 6 \times = \boxed{36}}[/tex]
[tex] \red{ \boxed{ \boxed{ \text{Our \: final \: answer : \boxed{ \tt{36}}}}}}[/tex]
Hope I helped ! ♡
Have a wonderful day / night ! ツ
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The area of the square above is 36. What is the value of x?
A) 2
B) 4
C) 6
D) 9
I think it is A)2 because 3^2 = 9 and 9×4 = 36
GUYS I NEED HELP PLSSSSSS! Ive been working on this ALL day!
First, let's write what we know.
We can represent the number of students in the play from each class as L, G, and C. We know that L = 7, and if Gardener has 4 more students than Cho, then G = C + 4.
Then, taking the third line, we can write an inequality:
C < L < G
C < 7 < C + 4
C - 4 < 3 < C
3 < C < 7
If C is greater than 3 and less than 7 and is an integer, than means C is 4, 5, or 6.
Then, we need to find how many students are in the play.
C + L + G
C + 7 + C + 4
2C + 11
So we have our expression for the number of students in the play. Then, we need to find the total number of students. We know that 2C + 11 will be 30% of the total, so if T is the total, we can find T.
0.3T = 2C + 11
(Divide by 3/10 or multiply by 10/3 on both sides)
T = 20/3 C + 110/3
We know from before that C is 4, 5 or 6. We can plug these into our equation here to find which one produces a whole number.
T = 20/3 * 4 + 110/3
T = 190/3
T = 20/3 * 5 + 110/3
T = 210/3
T = 70
T = 20/3 * 6 + 110/3
T = 230/3
We can see here that only when C is 5 will the total be a whole number. That means Mrs. Cho has 5 students in the play. If Mrs. Gardner has 4 more than that, she has 9 students in the play in her class. We now need to figure out the number of student in her class.
The total students are Cho's, Logan's, and Gardner's classes added together. We know that Logan's class is 23 students, so if we subtract that from the total, we can see that Cho's and Gardner's class have 47 students. If Mrs. Cho has 24 students in her class, we can subtract that from the 47, so we know that Mrs. Gardner has 23 students in her class.