2/3=6/? means
2*6=3*?
2*3=6*?
2*?=3*6
2*?=3*?

Answer:3.92

Step-by-step explanation:

find 1/5 of 9.8kg

=1.96kg

3/5 of pears = 1.96*3=5.88kg

apples= 2/5 so 1.96*2=3.92kg

OR 9.8-5.88=3.92kg

Answer:

3.92kg of Apples

Step-by-step explanation:

The size of Pears weight is 3/5 of 9.8kg...

=3/5 * 9.8

=3 * 9.8/5

=29.4/5

=5.88kg

Thus, the size of the Apples will be 9.8kg - 5.88kg

= 3.92kg.

Thus, the farmer sold 3.92kg of Apples at the farmer's market.

The two number of pictures required to ascertain a client's financial situation at any one time is three. answer is option (a).

A dashboard called "Business Snapshot" displays important financial data like profitability, revenue and expenditures, and much more. Snapshots give you the ability to record or save the settings of specific controls in your design and to recall the settings for other occasions or uses. The controls you choose or specify so that you can store their settings are called Snapshot Banks.

This indicator shows the total number of appointments, classes, and enrollments that customers made within the given time period. The point-in-time versions of a volume group that are read-only and inaccessible from the hosts are called snapshots. You can make a clone or thin clone of an archive group snapshot in order to access the snapshot contents.

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Answer:

\(\boxed{\sf \ \ \ x=-4.12 \ or \ x=0.12 \ \ \ }\)

Step-by-step explanation:

Hello,

step 1 - we divide all terms by 2

\(2x^2+8x-1=0 <=> x^2+4x-\dfrac{1}{2}=0\)

step 2 - we complete the square

we can notice that

\(x^2+4x=(x+2)^2-4\)

so

\(2x^2+8x-1=0 <=> x^2+4x-\dfrac{1}{2}=0<=>(x+2)^2-4-\dfrac{1}{2}=0\\\)

step 3 - we move the constant term to the right of the equation

\((x+2)^2-4-\dfrac{1}{2}=0\\\\<=> (x+2)^2=4+\dfrac{1}{2}=\dfrac{8+1}{2}=\dfrac{9}{2}\)

step 4 - we take the square root on both sides of the equation

\(x+2=\sqrt{\dfrac{9}{2}}\)

or

\(x+2=-\sqrt{\dfrac{9}{2}}\)

step 5 - we subtract 2 from both sides

\(x+2=\sqrt{\dfrac{9}{2}}<=> x=\dfrac{3}{\sqrt{2}}-2=0.12132...\)

or

\(x+2=-\sqrt{\dfrac{9}{2}}<=> x=-\dfrac{3}{\sqrt{2}}-2=-4.12132...\)

so the solutions are 0.12 and -4.12

hope this helps

\(\frac{8}{10}\) → \(\frac{4}{5}\)

8 and 10 can both be divided by 2. So, 8 ÷ 2 is 4 and 10 ÷ 2 is 5.

Hope this helps :)

Answer:

4/5

Step-by-step explanation:

okay so to simplify, we first need to find the GCF of 8 and 10. The GCF of 8 and 10 would be 2. We now divide both 8 and 10 by 2. That will give us 4/5.

\(\frac{8}{10}\)÷\(\frac{2}{2}\)=\(\frac{4}{5}\)

Answer: A system that has no solution is classified as inconsistent A system with one and only one solution is classified as independent

The system of equations graphed is consistent and independent.

Step-by-step explanation: I took the test

Answer:

A consistent system has at least one solution. A dependent system has an infinite number of solutions.

The system of equations graphed is consistent and independent.

Step-by-step explanation:

I took the quiz! <3

Answer:

The unit rate is 2700 ÷ 3 = 900 2700 \div 3 = 900 2700÷3=900 kilometers per hour.

Step-by-step explanation:

Answer: 70% = 7/10

Percent means amount out of a hundred. That means

70% = 7/10

This may be simplified to get 7/10

Hope this helps...

Have a good day and stay safe <3

Answer:

70% as fraction is 7/10

Step-by-step explanation:

This is the correct answer because if you do 70% by 100% it will be 70/100. If you want it in the simplest form then just write it 7/10. If you don't want the simplest form write 70/100.

The 3 representation of sets Semantic form, Roster form and Set builder form

There are varoius types of set notations used for the representation of sets depending upon the way in which the elements are listed. The three set notations used for representing sets are:

a) Semantic form.

The semantic notation describes a statement to show what are the elements of a set.

b) Roster form.

In here, the elements of the sets are enclosed in curly brackets separated by commas.

c) Set builder form.

It uses a vertical bar in its representation, with a text describing the character of the elements of the set.

Therefore, Semantic form, Roster form and Set builder form are the three ways to represent a set.

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1a. 10. 24

1b. 125/243

2a. 0. 0048

2b. 32/3125

3a. 0. 64

3b. 0. 0031

4a. 2/5

4b. 48. 735

5a. 2. 36

5b. 1. 39

1a. Given the values

(2/5)^2/(1/2)^6

Multiply both the numerator and denominator by the powers

⇒ \(\frac{\frac{4}{25} }{\frac{1}{64} }\)

To find the common ration, multiply thus;

⇒ \(\frac{4}{25}\) × \(\frac{64}{1}\)

⇒ \(\frac{256}{25}\)

= 10. 24

1b. (5/7)^2 × (5/7)^1

= \(\frac{25}{49}\) × \(\frac{5}{7}\)

= \(\frac{125}{343}\)

= 125/243

2a. 0. 6^1  × 0. 2^3

= 0. 6 × 0. 008

= 0. 0048

2b. (2/5)^3 × (2/5)^2

= \(\frac{8}{125}\) × \(\frac{4}{25}\)

= \(\frac{32}{3125}\)

= 32/ 3125

3a. 1^99 - 0. 6^2

= 1 - 0. 36

= 0. 64

3b. (0. 2 ) ^1 × (1/8)^2

= 0. 2 × 1/64

= 0. 2 × 0. 016

= 0. 0031

4a. (1/2)^2/ (5/8)^1

= \(\frac{\frac{1}{4} }{\frac{5}{8} }\)

Take the inverse of the denominator

= \(\frac{1}{4}\) × \(\frac{8}{5}\)

= 2/5

4b. 7^2 - 0. 5^3

= 49 - 0. 125

= 48. 875

5a. 3^1 - 0. 8 ^2

= 3 - 0. 64

= 2. 36

5b. 0. 7^2 + 0. 9^1

= 0. 49 + 0. 9

= 1. 39

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Given statement solution :- The integers solution of Piper is 15 years old.

Let's assume that Piper's age is "x" and Ariana's age is "x-2" (since their ages are consecutive odd integers and Piper is older).

According to the problem, we know that the sum of the square of Piper's age and 3 times Ariana's age is 264.

So, we can write an equation:

\(x^2 + 3(x-2) = 264\)

Expanding the equation, we get:

\(x^2 + 3x - 6 = 264\)

Bringing 264 to the left-hand side, we get:

\(x^2 + 3x - 270 = 0\)

Now we can solve for x by using the quadratic formula:

\(x = (-b ± sqrt(b^2 - 4ac)) / 2a\)

where a = 1, b = 3, and c = -270

Plugging in the values, we get:

\(x = (-3 ± sqrt(3^2 - 4(1)(-270))) / 2(1)\)

Simplifying further, we get:

x = (-3 ± sqrt(1089)) / 2

x = (-3 ± 33) / 2

So, we get two possible solutions: x = -18 and x = 15.

Since Piper's age cannot be negative, we can discard the solution x = -18. Therefore, Piper's age is 15.

And since Ariana's age is x-2, her age is 13.

To check, we can verify that Piper's age squared (225) plus 3 times Ariana's age (39) is indeed equal to 264:

225 + 3(13) = 225 + 39 = 264

Therefore, the integers solution of Piper is 15 years old.

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Answer:

They are congruent

Step-by-step explanation:

Because they size are same

Answer: 3rd attached image

Step-by-step explanation:

f(x) = 2cos(3θ)

Amplitude: 2

period: \(\frac{2\pi }{3}\)

Phase shift: none

Verticle shift: none

This is positive cosine, so it starts up

Rοunding tο the nearest whοle number, the area οf the actual game rοοm in square feet is 56 square feet.

Geοmetry is a branch οf mathematics that deals with the study οf shapes, sizes, relative pοsitiοns οf figures, and the prοperties οf space.

Tο find the area οf the actual game rοοm in square feet, we first need tο cοnvert the given dimensiοns frοm inches tο feet. Since there are 12 inches in a fοοt, we have:

Length οf rectangle = 2 inches ÷ 12 inches/fοοt = 0.1667 feet

Width οf rectangle = 4.5 inches ÷ 12 inches/fοοt = 0.375 feet

Next, we need tο find the area οf the rectangle in square feet using the scale οf 1 tο 30. This means that 1 inch οn the drawing represents 30 inches in real life. Tο cοnvert this tο feet, we divide by 12, sο 1 inch οn the drawing represents 2.5 feet in real life. Therefοre, we have:

Length οf rectangle = 2 inches × 2.5 feet/inch = 5 feet

Width οf rectangle = 4.5 inches × 2.5 feet/inch = 11.25 feet

The area οf the rectangle is:

Area = length × width = 5 feet × 11.25 feet = 56.25 square feet

Hence, Rοunding tο the nearest whοle number, the area οf the actual game rοοm in square feet is 56 square feet.

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Step-by-step explanation:

Parallel lines cut by a transversal coloring activity is an activity that helps students understand the pattern of angles when parallel lines are cut by a transversal. The activity involves coloring the angles formed by the parallel lines and the transversal in different colors. This helps students identify the different types of angles formed and their relationships with each other.

The smallest composite integer n greater than 6885 for which 2 is not a Fermat witness is n = 6888.

To find the smallest composite integer n greater than 6885 for which 2 is not a Fermat witness, we need to check if the number n satisfies the condition of the Fermat primality test for the base 2.

According to the Fermat primality test, if a number n is prime, then for any base a, where 1 < a < n, the congruence \(a^(n-1) ≡ 1 (mod n)\) holds.

However, if n is composite, there exists at least one base a that violates the above congruence, making it a Fermat witness for n.

We can start by checking numbers greater than 6885 to determine the smallest composite integer n for which 2 is not a Fermat witness.

Let's check the numbers starting from 6886:

For n = 6886:

\(2^{(6886-1)} \equiv2^{6885} \equiv 1 (mod 6886)\) holds, so 2 is a Fermat witness for n = 6886.

For n = 6887:

\(2^{(6887-1)} \equiv 2^{6886} \equiv 1 (mod 6887)\) holds, so 2 is a Fermat witness for n = 6887.

For n = 6888:

\(2^{(6888-1)} \equiv 2^{6887 }\equiv 2 (mod 6888)\) violates the congruence, so 2 is not a Fermat witness for n = 6888.

Therefore, the smallest composite integer n greater than 6885 for which 2 is not a Fermat witness is n = 6888.

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The probability that a high school junior will take less than 135 minutes to complete the SAT exam is 0.5745.

To determine the probability, the standard normal distribution table or calculator is utilized.

The standard normal distribution table, also known as the z-score table, is used to find the probability of a certain z-score or a range of z-scores.

The SAT exam's time is normally distributed, with a mean of 150 minutes and a standard deviation of 25 minutes.The formula for z-score is as follows:

z=(x-μ)/σ

Where x is the time to complete the SAT exam, μ is the mean of the time to complete the SAT exam, and σ is the standard deviation of the time to complete the SAT exam.

To calculate the z-score, the time of 135 minutes is substituted for x, the mean μ of 150 minutes is substituted for μ, and the standard deviation σ of 25 minutes is substituted for σ.The computation is as follows:

z=(135-150)/25= -0.60

Using the standard normal distribution table, the probability of getting a z-score of -0.60 is 0.2743.

To obtain the probability that a high school junior will complete the SAT exam in less than 135 minutes, the area under the standard normal curve to the left of z = -0.60 must be computed. Because the normal curve is symmetrical, the region to the right of z = -0.60 is equal to 1 - 0.2743 = 0.7257.

Finally, to obtain the region to the left of z = -0.60, 0.7257 must be subtracted from 1:1 - 0.7257 = 0.2743

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Answer:

30 months total

Step-by-step explanation:

15+5=20

600÷20=30

Answer:

Step-by-step explanation:

Solve for the large cabinets: 3.1x12.5= 38.75 inches, divide that by 12 = 3.22916666667 feet

12/3.22916666667=3.7

so you could only make 3 large doors

Answer:

So Y always the double of x if x is 1 then y is 2 if x is 5 then y is 10 so the equation y=2x

Y= 2x

The formula for the probability is as follows:

P(A ∪ B ∪ C ∪ D ∪ E) = P(A) + P(B) + P(C) + P(D) + P(E) - P(A ∩ B) - P(A ∩ C) - P(A ∩ D) - P(A ∩ E) - P(B ∩ C) - P(B ∩ D) - P(B ∩ E) - P(C ∩ D) - P(C ∩ E) - P(D ∩ E) + P(A ∩ B ∩ C) + P(A ∩ B ∩ D) + P(A ∩ B ∩ E) + P(A ∩ C ∩ D) + P(A ∩ C ∩ E) + P(A ∩ D ∩ E) + P(B ∩ C ∩ D) + P(B ∩ C ∩ E) + P(B ∩ D ∩ E) + P(C ∩ D ∩ E) - P(A ∩ B ∩ C ∩ D) - P(A ∩ B ∩ C ∩ E) - P(A ∩ B ∩ D ∩ E) - P(A ∩ C ∩ D ∩ E) - P(B ∩ C ∩ D ∩ E) + P(A ∩ B ∩ C ∩ D ∩ E).

To calculate the probability of the union of five events in a sample space, we use the principle of inclusion-exclusion. The formula takes into account all possible combinations of the events and adjusts for overlaps.

The formula starts with adding the individual probabilities of each event: P(A) + P(B) + P(C) + P(D) + P(E). This accounts for the events occurring individually.

Then, we subtract the probabilities of the intersections of two events: P(A ∩ B), P(A ∩ C), P(A ∩ D), P(A ∩ E), P(B ∩ C), P(B ∩ D), P(B ∩ E), P(C ∩ D), P(C ∩ E), P(D ∩ E). This ensures that the overlapping probabilities are not double-counted.

Next, we add back the probabilities of the intersections of three events: P(A ∩ B ∩ C), P(A ∩ B ∩ D), P(A ∩ B ∩ E), P(A ∩ C ∩ D), P(A ∩ C ∩ E), P(A ∩ D ∩ E), P(B ∩ C ∩ D), P(B ∩ C ∩ E), P(B ∩ D ∩ E), P(C ∩ D ∩ E). This compensates for the previously subtracted probabilities.

We continue this pattern of subtraction and addition for the intersections of four events and five events.

Finally, we subtract the probability of the intersection of all five events: P(A ∩ B ∩ C ∩ D ∩ E). This ensures that it is not counted multiple times during the inclusion-exclusion process.

By following this formula, we can calculate the probability of the union of five events in a sample space, satisfying the condition that no four of them can occur simultaneously.

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Greetings from Brasil...

Check the attachment for filling the table

No, the statements a) If she attends the meeting, she will become the secretary b) If she does not become the secretary, then she did not attend the meeting are not equivalent.

The statement "a" says that if she attends the meeting, then she will become the secretary. This is a sufficient condition for her to become the secretary.

The statement "b" says that if she does not become the secretary, then she did not attend the meeting. This is a necessary condition for her not attending the meeting.

So, while the statements are related, they don't represent the same relationship between the events of attending the meeting and becoming the secretary.

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Answer:

What do you mean by " explain"

Answer:

Shape - Cube

Area= 864

Step-by-step explanation:

The shape folds to become a cube and all the edges are the same size.

Area of a cube is Length * Width * Height = Area

12*12*12= 864

Answer:

Shape - Cube

Area= 864

Step-by-step explanation:

The shape folds to become a cube and all the edges are the same size.

Area of a cube is Length * Width * Height = Area

12*12*12= 864

Answer:

x + 600 ≥ 2400

Step-by-step explanation:

Given:

Amount needed = $2,400

Amount they had = $600

Find:

Amount they need

Computation:

Assume;

Amount they need = x

x + 600 ≥ 2400

Answer:

33 • (x + 4)

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

       10  

Step-by-step explanation:

(1): "3.3" was replaced by "(33/10)".

STEP 1:

                 33

Simplify   ——

                 10

Equation at the end of step 1:

 33

 ---   • (x + 4)

 10

STEP 2:

Final result :

 33 • (x + 4)

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

       10  

I hope I helped, and I always appreciate Brainliest!!! :)

Answer:

Step-by-step explanation:

x    - the smaller number

x 10  - the larger number

5(x+10)   - five times the larger number

6x     - 6 times the smaller number

6x+40     - 40 more than 6 times the smaller number

6x + 40 = 5(x + 10)

6x + 40 = 5x + 50

      -40        -40

  6x  =  5x + 10

 -5x         -5x

   x = 10

x+10 = 10 + 10 = 20  

The number of cups of vinegar that Mike used lies between the whole numbers 2 and 4

If Mike used one cup of vinegar for each salad dressing recipe, then he used a total of 3 cups of vinegar (1 cup x 3 recipes = 3 cups).

However, the question states that he used "a cup of vinegar" in each recipe, which could mean that he used slightly less than one cup, exactly one cup, or slightly more than one cup.

Assuming that Mike used at least 3/4 cup of vinegar in each recipe (which is still close to "a cup"), then he used a minimum of 2 and 1/4 cups of vinegar in total (3/4 cup x 3 recipes = 2 and 1/4 cups).

Assuming that Mike used at most 1 and 1/4 cups of vinegar in each recipe (which is still close to "a cup"), then he used a maximum of 3 and 3/4 cups of vinegar in total (1 and 1/4 cups x 3 recipes = 3 and 3/4 cups).

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