Find the quotients:
a.4.248÷18
with soln plz
Answers
Answer: answer:...4.248÷18=0.236
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Answer:
0.236 is the answer
please mark me as brainliest please
Related Questions
A fisherman is sitting 2 feet above the surface of a lake on a boat. The hook on his fishing pole is floating 6 feet below the lake's surface.
Part A: Are the locations of the fisherman and his hook opposites? Explain your reasoning.
Part B: Write an inequality using the symbol < or > that compares the fisherman's location to his hook's location.
Answers
Answer:
A.12 feet
B. 2 feet>6 feet
Step-by-step explanation:
A. 2 feet x 6 feet = 12 feet
B. 2 feet>6 feet
1. Use the diagram to find the measures of each angle. Explain your reasoning
a. ABC
b. ABE
C. EBD
Answers
Answer:
a. 130
b. 50
c. 130
Step-by-step explanation:
Since you know DBC is 50 degrees you know its vertical angle, ABE is 50 degrees, and since they are supplements you know the other two vertical angles are 130 degrees.
The measure of m<ABC, m<ABE, and m<EBD are 130, 50, and 130 respectively
The point where two lines meet is known as an angle.
From the given angle, we can see that;
m<ABE = m<DBC = 50 degrees (vertically opposite)Sum of m<ABE and m<ABC are supplementary, hence:m<ABE + m<ABC = 180 degrees
50 + m<ABC = 180
m<ABC = 180 - 50
m<ABC = 130degrees
Get the angle m<EBD
m<EBD and m<CBD are also supplementary, hence:
m<EBD + m<CBD = 180
m<EBD + 50 = 180
m<EBD = 180 - 50
m<EBD = 130degrees
Hence the measure of m<ABC, m<ABE, and m<EBD are 130, 50, and 130 respectively.
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If you get the answer can you also explain how you go it
Answers
6/10 lines are shaded. 3 x 2/5 = 6/10
What is the x intercept?
Look at the picture.
Answers
Answer:
-2
Step-by-step explanation:
the x-intercept is where the line of the slope crosses the x-axis
hope this helps :3
if it did pls mark brainliest
A rectangular page is to have a printed area of 4 inches by 6.5 inches. If outside margins is to have a width of 1.2 inches, Compute the area of the margins.
Answers
First to answer
Answer:
From my understanding 1.2 is only there to try and trick you soo-
A=L*W
A=4*6.5
A=26
Hopefully this helps! Let me know if its wrong or right!
difference between apr and interest rate
Answers
Think you can figure out the area of this unique shape?
Answers
Answer:
20
Step-by-step explanation:
To find the area, separate the unique shape into 3 rectangles. Then, solve for the area of those three rectangles:
2 x 4 = 8
2 x 3 = 6
6 x 1 = 6
Then, add up all of those areas to find the total area of the unique shape:
8 + 6 + 6 = 20
The area of the unique shape is 20.
12 cmFind the volume of this object.Use 3 for 7.Volume of a cylinder Volume of a coneV = arahTr? haV=3First let's calculate the volume of the cylinder.V = 7 [?]?Hint: Plug in the value of the radius.The diameter is 8. The radius is half this value.8 cmTT110 cmyea
Answers
ANSWER
736cm³
EXPLANATION
To find the volume of this object, we have to find the volume of the cylinder and the volume of the cone first. The radius of the cylinder is 4cm because the diameter is 8cm, its height is 12cm. Using 3 for π,
\(V_{cylinder}=\pi\cdot r^2\cdot h=3\cdot4^2cm^2\cdot12\operatorname{cm}=576cm^3\)The height of the cone is 10cm and the radius is the same as the cylinder. Using 3 for π,
\(V_{cone}=\frac{1}{3}\cdot\pi\cdot r^2\cdot h=\frac{1}{3}\cdot3\cdot4^2cm^2\cdot10\operatorname{cm}=160cm^3\)The volume of the object is the sum of the volumes of the cylinder and the cone,
\(V=V_{cylinder}+V_{cone}=576cm^3+160cm^3=736cm^3\)Hence, the volume of this object is 736cm³.
Graph y=-2x+5 please help fast
Answers
Answer:
y=−2x+5
Use the slope-intercept form to find the slope and y-intercept.
The slope-intercept form is
y=mx+b , where m is the slope and b is the y-intercept.
y=mx+b
Find the values of
m and b
using the form
y=mx+b.
m=−2b=5
The slope of the line is the value of m , and the y-intercept is the value of
b.
Slope: −2
y-intercept:
(0,5)
Any line can be graphed using two points. Select two x values, and plug them into the equation to find the corresponding y values.
Graph the line using the slope and the y-intercept, or the points.
Slope: −2
y-intercept: (0,5)
X|Y
0 5
1 3
Step-by-step explanation:
The required graph of the equation y = -2x +5 has been shown.
What is the graph?The graph is a demonstration of curves that gives the relationship between the x and y-axis.
Here,
As the given equation y = -2x+5 represents a straight line,
in order to graph the line,
We must know, the two points on the line,
So,
Put x = 0 on the equation,
y = 5,
And put y = 0,
0 = -2x + 5
x = 2.5,
Now, locate the points (0, 5) and (2.5, 0) on the graph and draw the straight curve joining these two points will be the required graph of the equation,
Thus, the required graph of the equation y = -2x +5 has been shown.
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At a table in the college cafeteria, three deans meet and discuss class size in their departments. The Math dean remarks, “It was kind of funny thing with our numbers. We divided all the students evenly among all the professors in the fall semester, and each class had exactly the same number of students. In the spring semester, we hired one additional professor and our student enrollment went up by exactly 1, and it turned out that our class size in the spring went down by exactly 1.”“Gee,” said the Biology dean, “We had something very similar happen. Like you, we divided all the students evenly among all the professors in the fall semester, and each class had exactly the same number of students. In the spring semester, we hired one additional professor and our student enrollment went up by exactly 1, and it turned out that our class size in the spring went down by exactly 2.”Then the History dean made his remarks: “You’re hardly going to believe this, but we divided all the students evenly among all the professors in the fall semester, and each class had exactly the same number of students. In the spring semester, we hired one additional professor and our student enrollment went up by exactly 1, and it turned out that our class size in the spring went down by exactly 3.”How many professors and students were there in the fall and spring in math, biology and history?
Answers
First, let's define our variables.
Let:
• M, be the number of ,math, teachers and ,m, be the number of math students.
,• B, be the number of ,biology, teachers and ,b, be the number of ,biology, students.
,• H, be the number of ,history, teachers and ,h, be the number of ,history, students.
Similarly, we'll have that:
• Cm, will be the number of students in a ,math, class.
,• Cb, will be the number of students in a ,biology, class.
,• Ch, will be the number of students in a ,history, class.
Now, we'll traslate what each dean said into mathematic expressions, so we can work on them and get our solution.
FOR MATH:
The dean said:
1. "We divided all the students evenly among all the professors in the fall semester, and each class had exactly the same number of students."
\(\frac{m}{M}=C_m\)2. "In the spring semester, we hired one additional professor and our student enrollment went up by exactly 1, and it turned out that our class size in the spring went down by exactly 1.”
\(\frac{m+1}{M+1}=C_m-1\)Now, let's clear Cm from equation 2 and equal both equations, as following:
\(\begin{gathered} \frac{m+1}{M+1}=C_m-1 \\ \\ \rightarrow1+\frac{m+1}{M+1}=C_m \\ \\ \Rightarrow1+\frac{m+1}{M+1}=\frac{m}{M} \end{gathered}\)Solving for m, we'll get an expression for the number of students asigned to a certain number of teachers:
\(\begin{gathered} 1+\frac{m+1}{M+1}=\frac{m}{M} \\ \\ \rightarrow\frac{M+1+m+1}{M+1}=\frac{m}{M}\rightarrow\frac{M+m+2}{M+1}=\frac{m}{M} \\ \\ M(M+m+2)=m(M+1) \\ \rightarrow M^2+Mm+2M=Mm+m \\ \rightarrow M^2+2M=m \\ \\ \Rightarrow m=M^2+2M \end{gathered}\)Now, we can choose any number of teachers that we want, and we'll get the corresponding number of students that make the dean's statements correct.
For instance, we can choose 10 teachers, and we'll get that:
• There were 10 teachers and 120 students in the fall semester
,• There were 11 teachers and 121 students in the fall semester
FOR BIOLOGY:
The dean said:
1. "...we divided all the students evenly among all the professors in the fall semester, and each class had exactly the same number of students."
\(\frac{b}{B}=C_b\)2. "In the spring semester, we hired one additional professor and our student enrollment went up by exactly 1, and it turned out that our class size in the spring went down by exactly 2."
\(\frac{b+1}{B+1}=C_b-2\)Similarly, we'll clear Cb from equation 2 and equal both equations, as following:
\(\begin{gathered} \frac{b+1}{B+1}=C_b-2 \\ \\ \rightarrow2+\frac{b+1}{B+1}=C_b \\ \\ \Rightarrow2+\frac{b+1}{B+1}=\frac{b}{B} \end{gathered}\)Solving for b, we'll get an expression for the number of students asigned to a certain number of teachers:
\(\begin{gathered} 2+\frac{b+1}{B+1}=\frac{b}{B} \\ \\ \rightarrow\frac{2B+2+b+1}{B+1}=\frac{b}{B}\rightarrow\frac{2B+b+3}{B+1}=\frac{b}{B} \\ \\ \rightarrow B(2B+b+3)=b(B+1) \\ \rightarrow2B^2+Bb+3B=Bb+b \\ \rightarrow2B^2+3B=b \\ \\ \Rightarrow b=2B^2+3B \end{gathered}\)Now, we can choose any number of teachers that we want, and we'll get the corresponding number of students that make the dean's statements correct.
For instance, we can choose 10 teachers, and we'll get that:
• There were 10 teachers and 230 students in the fall semester
,• There were 11 teachers and 231 students in the fall semester
FOR HISTORY:
The dean said:
1. "...we divided all the students evenly among all the professors in the fall semester, and each class had exactly the same number of students."
\(\frac{h}{H}=C_h\)2. "In the spring semester, we hired one additional professor and our student enrollment went up by exactly 1, and it turned out that our class size in the spring went down by exactly 3."
\(\frac{h+1}{H+1}=C_h-3\)Just as we did, we'll clear Ch from equation 2 and equal both equations, as following:
\(\begin{gathered} \frac{h+1}{H+1}=C_h-3 \\ \\ \rightarrow3+\frac{h+1}{H+1}=C_h \\ \\ \Rightarrow3+\frac{h+1}{H+1}=\frac{h}{H} \end{gathered}\)Solving for h, we'll get an expression for the number of students asigned to a certain number of teachers:
\(\begin{gathered} 3+\frac{h+1}{H+1}=\frac{h}{H} \\ \\ \rightarrow\frac{3H+3+h+1}{H+1}=\frac{h}{H}\rightarrow\frac{3H+h+4}{H+1}=\frac{h}{H} \\ \\ \rightarrow H(3H+h+4)=h(H+1) \\ \rightarrow3H^2+hH+4H=hH+h \\ \rightarrow3H^2+4H=h \\ \\ \Rightarrow h=3H^2+4H \end{gathered}\)Now, we can choose any number of teachers that we want, and we'll get the corresponding number of students that make the dean's statements correct.
For instance, we can choose 10 teachers, and we'll get that:
• There were 10 teachers and 340 students in the fall semester
,• There were 11 teachers and 341 students in the fall semester
1) If Donkey Kong is on a bridge 638 feet in the air, 6 seconds after a shell
was released, which shell hit Donkey Kong and how do you know?
+
Answers
Answer:
5000inches
Step-by-step explanation:
i think is that!
-8/9 + (-2)/57
find the absolute value of the following rational number
Answers
The absolute value of the Rational number -474/513 is 474/513.
To find the sum of the rational numbers -8/9 and -2/57, you need to have a common denominator. The least common multiple (LCM) of 9 and 57 is 513. So, you can rewrite the fractions with a common denominator:
-8/9 = (-8/9) * (57/57) = -456/513
-2/57 = (-2/57) * (9/9) = -18/513
Now, you can add the fractions:
-456/513 + (-18/513) = (-456 - 18)/513 = -474/513
To find the absolute value of the rational number -474/513, you simply ignore the negative sign and take the value as positive:
| -474/513 | = 474/513
Therefore, the absolute value of the rational number -474/513 is 474/513.
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coordinates easy - please help me :)
Answers
Answer:
Step-by-step explanation:
starting after after after
coordinates reflection rotation translation
(x,y) (x,-y) (-y,-x) (-y-2,-x-4)
A (-2,1) (-2,-1) (-1,2) (-3,-2)
B (2,1) (2,-1) (-1,-2) (-3,-6)
C (2,-1) (2,1) (1,-2) (-2,-6)
D (-2,-1) (-2,1) (1,2) (-2,-2)
find the value 4/25 1/2
Answers
Answer:
2/5
Step-by-step explanation:
we know any number raised to power 1/2 means that we need to find the square root of that number.
(4/25)^1/2= =√(4/25)√4/√25
√4=2
√25=5
√(4/25=2/5
(hope this helps can i plz have brainlist :D hehe)
Circle A has been transformed to Circle B.
What is the scale factor of Circle A to Circle B?
Scale Factor
=
Image Radius
Pre- Image Radius
Answers
Answer: 21
Step-by-step explanation: im not guessing im a certified expert at calculus and have a masters degree in mathmatics so yeah
Answer:
21
Step-by-step explanation:
I did the test
Hope this helps :)
. What would be the new coordinates if (-2,-4) is translated 5 units up and
7 units to the left.
Answers
Answer:
(-9, 1)
Step-by-step explanation:
translating UP is to increase on the y axis, so -4+5=1
translating to the LEFT is to subtract on the x axis so-2-7=-9
Determine the margin of error in estimating the population mean, μ . A sample of 74 college students yields a mean annual income of Assuming that , find the margin of error in estimating μ at the 99% level of confidence.
Answers
Answer:
$253
Step-by-step explanation:
Margin of error is the critical value times the standard error.
MoE = z × σ/√n
At 99% confidence, z = 2.576.
MoE = 2.576 × 844/√74
MoE = 253
The length of a rectangle is three times its width. If the perimeter is 132 inches, what is the length of the rectangle?
1. 48 inches
2. 16.5 inches
3. 49.5 inches
4. 18 inches
Please give an explanation (Do not just give an answer and take points or you will get reported)
Thank you :D
Answers
Given the perimeter, the numerical length of the rectangle is 49.5 inches.
Hence, option 3) 49.5 inches is the correct answer.
What is the length of the rectangle?The perimeter of a rectangle is expressed mathematically as;
P = 2( l + w )
Given the data in the question;
Let "x" represent the width of the rectangle.
Width w = xLength l = 3 × x = 3xPerimeter P = 132 inchesTo determine the length of the rectangle, first plug the given values into the formula above and solve for x.
P = 2( l + w )
132 = 2( 3x + x )
Apply distributive property
132 = 2(3x) + 2(x)
132 = 6x + 2x
132 = 8x
8x = 132
x = 132/8
x = 16.5
Now, the length of the rectangle will be;
Length l = 3x
Length l = 3( 16.5 )
Length l = 49.5 inches
Given the perimeter, the numerical length of the rectangle is 49.5 inches.
Hence, option 3) 49.5 inches is the correct answer.
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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!
Answers
The length KL is 8 units
The value of x is undefined
The length KL is 12 units
Calculating the length KLFrom the question, we have the following parameters that can be used in our computation:
The rhombus
Also, we have
DK = 8
A rhombus is a quadrilateral with all sides equal.
So, we have
KL = 8
Calculating the value of xHere, we have
SKAL = 2x - 8
There is no point S on the rhombus
This means that
x = undefined
Calculating the length KLHere, we have
DM = 5y + 2 and DK = 3y + 6
A rhombus is a quadrilateral with all sides equal.
So, we have
5y + 2 = 3y + 6
Evaluate
2y = 4
Divide
y = 2
So, we have
KL = 5 * 2 + 2
KL = 12
Hence, the length KL is 12 units
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Point A is located at (1, 2). Point B is located at (4, 6). Use this information to determine the length of the line, rounded to the nearest whole number.
Answers
If Point A is located at (1, 2) and Point B is located at (4, 6), the length of the line between points A and B is 5 units.
To determine the length of the line between points A and B, we can use the distance formula, which is a formula used to calculate the distance between two points in a coordinate plane. The distance formula is:
d = √((x₂ - x₁)² + (y₂ - y₁)²)
where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points and d is the distance between them.
Using the coordinates of points A and B, we can substitute their values into the distance formula to find the length of the line between them:
d = √((4 - 1)² + (6 - 2)²)
d = √(3² + 4²)
d = √(9 + 16)
d = √25
d = 5
Rounded to the nearest whole number, the length of the line is also 5 units.
In conclusion, we can use the distance formula to find the length of the line between two points in a coordinate plane. The distance formula uses the coordinates of the two points to calculate the distance between them. The resulting distance can be rounded to the nearest whole number, if needed.
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Pls get this right I give brainliest
Answers
Answer:
5/8 - 6/8, which is the second option
Step-by-step explanation:
Answer:
5/8- 6/8
Step-by-step explanation:
Choose the symbol that goes in the blank to make the statement true.
96,000 _ 128,000 = < >
Answers
Answer:
<
Step-by-step explanation:
hhahaha
how do you find the percent of discount if the original price is $578 and the sale price is $78.76
Answers
Answer: 86%discount approx
Step-by-step explanation:
You need to think about how the original price (578) is 100% of the price and that the sale price (78) is just a percentage of that. To discover how much of that 100% the price 78 is, you can write the formula:
578:100=78:x
X=(78*100)/578
X=14 %
Once you know that 78 represents the 14% of the whole price (100%-578) you just have to subtract that amount from the whole to understand which percent of discount has been applied: 100-14 = 86%
A random survey of autos parked in the student lot and the staff lot at a large university classified the brands by county of origin, as seen in the accompanying table. Are there differences in the national origins of cars driven by students and staff?
Answers
Yes there is difference in the national origins of cars driven by students and staff, and that is 31 cars.
Following is the table showing the data of the survey of auto parked in the student lot and the staff lot, classified the brands by the country of origin. we can see that total number of car of all the given countries, driven by the students is 195. And the total number of car of all the given countries, driven by the staff is 164.
So the difference is 195 - 164 = 31 cars.
--The given question is incomplete, the complete question is
"A random survey of autos parked in the student lot and the staff lot at a large university classified the brands by country of origin, as seen in the accompanying table. Are there any difference in the national origins of cars driven by students and staff?
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1. Mr. C has a square soccer field. The length of the soccer field is 18 feet.
What is the area of the soccer field:,
What is the perimeter of the soccer field
Answers
Answer:
Area = 324ft²
Perimeter = 72ft
Step-by-step explanation:
Area of a square = length²
Area of a square = (18ft)² = 324ft²
Perimeter of a square = 4*length
Perimeter of a square = 4ft*18 = 72ft
What is the equation of the line that has a slope of -2 and passes through the point (-1, 2)?
y = -2x − 4
y = -2x
y = -2x + 4
None of these choices are correct.
Answers
Answer:
The answer is
\(y = 2x\)Step-by-step explanation:
To find an equation of a line given the slope and a point we use the formula
\(y - y_1 = m(x - x_1)\)
where
m is the slope
( x1 , y1) is the point
From the question the point is (-1 , 2) and the slope is - 2
The equation of the line is
\(y - 2 = - 2(x + 1) \\ y - 2 = - 2x - 2 \\ y = - 2x - 2 + 2\)We have the final answer as
\(y = 2x\)Hope this helps you
Cuanto mide el largo de un rectángulo cuyo perímetro es 16cm y su área 12 cm al cuadrado ?
Answers
Hay dos rectángulos posibles que satisfacen las condiciones dadas: uno de 2 cm de largo y 6 cm de ancho, y otro de 6 cm de largo y 2 cm de ancho.
¿De qué número 64 es el 80%?
Answers
How many different sums of money can be made from 4coins of different denomination
Answers
Answer:
15 different sums----------------------
There are various combinations of coins.
1 coin:4 options2 coins:4C2 = 4!/(2!2!) = 6 options3 coins:4C3 = 4!/(3!1!) = 4 options4 coins: 1 optionIn total there are:
4 + 6 + 4 + 1 = 15 different sumsSuppose that the consumer expenditure E (in dollars) depends on the market price p per unit (in dollars) according toE = 6,400p − 80p2.a)Because E represents consumer expenditure, only values of E ≥ 0 have meaning. For what p-values is E ≥ 0? (Enter your answer using interval notation.)
Answers
As per the given expenditure, the p value is 80
The term p value refers a number, calculated from a statistical test, that describes how likely you are to have found a particular set of observations if the null hypothesis were true.
Here we have given that suppose that the consumer expenditure E (in dollars) depends on the market price p per unit (in dollars) according to
E = 6,400p − 80p2.
where E represents consumer expenditure, only values of E ≥ 0 have meaning.
And we need to find value of P.
Through the given question we have identified the function of the following,
=> E = 6,400p − 80p²
Here we have to take p as common variable then we get,
=> E = p (6400 - 80p)
Now, take 80 as the common value then we get
=> E = 80p(80 - p)
When we equate this one with zero, then ew get
=> 80p(80-p) = 0
=> 80 - p = 0
Therefore, p is 80.
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