Find a fraction that is equivalent to 5/7 and its denominator is 9 less than twice its numerator.
5/7=

Answer:

0 (-72522)

Step-by-step explanation:

ahora tienes negativo manzanas

Answer:

64, 69, 88, 88, 91, 92, 93, 95, 97, 97, 100

Median= 92

Mode= 88, 97

Mean= 88.55

Range= 36

Quartile 1= 88

Quartile 2= 92

Quartile 3= 97

Interquartile range= 9

Minimum= 64

Maximum= 100

Not sure if this helped but I hope it did

Answer:

x = 0

Step-by-step explanation:

9x - 7 = -7

Add 7 to both sides.

9x - 7 + 7 = -7 + 7

9x = 0

Divide both sides by 9.

9x/9 = 0/9

x = 0

Answer:

x=0

Step-by-step explanation:

the fraction of the class that are boys is 4/9. And the fraction of the class that are girls is 5/9.

What is ratio?

A ratio is a comparison of two or more quantities that are related in some way. It expresses the relationship between these quantities in terms of the number of times one quantity contains another. Ratios are usually expressed as a fraction, where the numerator represents the first quantity and the denominator represents the second quantity. For example, the ratio of boys to girls in a class of 40 students may be expressed as 2:3 or 2/3, meaning there are 2 boys for every 3 girls. Ratios can also be expressed in other forms, such as percentages or decimals. Ratios are commonly used in mathematics, science, engineering, and everyday life to compare quantities and make predictions or decisions.

A fraction is a number that represents a part of a whole or a ratio of two quantities. It consists of two numbers, a numerator and a denominator, separated by a line. The numerator represents the number of parts being considered, while the denominator represents the total number of parts in the whole or in the comparison. Fractions are used in many areas, such as mathematics, science, engineering, cooking, and everyday life. They can be added, subtracted, multiplied, and divided, and can be converted to decimals or percentages.

a) The total ratio of boys to girls in the class is 4+5 = 9. Therefore, the fraction of the class that are boys is 4/9.

b) The question is unclear as it seems to be asking for the same answer as in part (a). If you meant to ask for the fraction of the class that are girls, you can use the same approach: the fraction of the class that are girls is 5/9.

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The parallelogram ABCD's congruency can be proven using Side-Angle-Side (SAS) congruence theorem.

Prove that ΔABC ≅ ΔDCB using the Side-Angle-Side (SAS) congruence theorem.

Given that ABCD is a parallelogram, AB || CD and BC || AD. Therefore, ∠ABC ≅ ∠DCB and ∠ACB ≅ ∠DCA because they are corresponding angles.

AB ≅ CD and BC ≅ AD because opposite sides of a parallelogram are congruent.

Lastly, AC ≅ AC because it is a shared side between the two triangles.

Therefore, the following congruent parts:

∠ABC ≅ ∠DCB (by corresponding angles)

AB ≅ CD (by opposite sides)

BC ≅ AD (by opposite sides)

AC ≅ AC (shared side)

The SAS congruence theorem concludes that ΔABC ≅ ΔDCB.

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Image transcribed:

Prove ΔABC ≅ ΔDCB

Answer: $28,383.68.

Step-by-step explanation:

The first step is to determine the number of monthly payments over the 5-year period, which is 5 years x 12 months/year = 60 months.

Next, we can use the formula for the future value of an annuity, which is:

FV = P * ((1 + r/n)^(n*t) - 1) / (r/n)

where:

FV is the future value of the loan (the amount owed at the end of the 5-year period)

P is the initial principal amount ($20,000 in this case)

r is the annual interest rate (6%)

n is the number of compounding periods per year (12 for monthly compounding)

t is the total number of years (5)

Plugging in these values, we get:

FV = $20,000 * ((1 + 0.06/12)^(12*5) - 1) / (0.06/12)

FV = $28,383.68

Therefore, the balance owed at the end of the 5-year period would be $28,383.68.

The quadratic equation on the graph can be written as:

y = x² + 6x + 8

Remember that a quadratic equation whose vertex is (h,k) and the leading coefficient is a, can be written as:

y = a*(x - h)² + k

Here we can see that the vertex is at (-3, -1), replacing that we will get:

y = a*(x + 3)² - 1

Now we can also see that it passes through the point (-2, 0), replacing these values we will get:

0 = a*(-2 + 3)² - 1

0 = a - 1

1 = a

Then the quadratic is:

y  = (x + 3)² - 1

Expanding that we get:

y = x² + 6x + 9 - 1

y = x² + 6x + 8

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[tex](\stackrel{x_1}{8}~,~\stackrel{y_1}{5})\qquad (\stackrel{x_2}{5}~,~\stackrel{y_2}{8}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{8}-\stackrel{y1}{5}}}{\underset{\textit{\large run}} {\underset{x_2}{5}-\underset{x_1}{8}}} \implies \cfrac{ 3 }{ -3 } \implies - 1[/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}{5}=\stackrel{m}{- 1}(x-\stackrel{x_1}{8}) \\\\\\ y-5=-x+8\implies {\Large \begin{array}{llll} y=-x+13 \end{array}}[/tex]

Therefore , the solution of the given problem of function comes out to be the function's behavior on that range because it is not specified for negative values of x.

The midterm exam will include questions on design, geometry, numbers, each division, as well as actual and hypothetical geographic places. A piece of work describes the connections between variable elements that cooperate to produce the same outcome. A utility is a structure made up of numerous unique parts that work together to create unique outcomes for each input.

Here,

Given that the function in the graph you supplied is undefinable for negative values of x, its domain is (0, infinity).

Therefore, referring to the function as declining on the interval is illogical. (0, -infinity).

As we travel from right to left on the interval, we can observe that the function's values are indeed decreasing. (0, infinity).

We refer to this interval as the function's declining one because of this.

On the interval, we could state that the function is decreasing.

(-infinity, 0). However, in this specific instance, we are unable to discuss the function's behavior on that range because it is not specified for negative values of x.

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Answer:

27 cups of oats

Step-by-step explanation:

23
+ 4=27

Answer:

Step-by-step explanation:

y = 3x + 9

The coordinates of the point P on the directed line segment from A to B such that P is 2/3 the length of the line segment from A to B are (-1, 2).

The coordinates of point P are obtained applying the proportions in the context of the problem.

P is 2/3 the length of the line segment from A to B, hence the equation is given as follows:

P - A = 2/3(B - A)

Then the x-coordinate of P is obtained considering the x-coordinates of A and B as follows:

x - 9 = 2/3(-6 - 9)

x - 9 = -10

x = -1.

The y-coordinate of P is obtained considering the y-coordinates of A and B as follows:

y + 8 = 2/3(7 + 8)

y + 8 = 10

y = 2.

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13

First, we divide to figure out how much Jane makes an hour

143 ÷ 11 = 13

Second, we multiply multiply by 13 until we get 169

13 × 13 = 169

So Jane will make 169 dollars in 13 hours

Answer:

13 Hours

Step-by-step explanation:

$143 ÷ 11hrs = $13/hr that Jane is paid, so to find how many hours she will need to work to make $169

$169 ÷ $13 = 13 hours

Answer:

We can rewrite the function as:

f(x) = 3(8√3)^(2x) = 3(2^3√3)^(2x)

Using the properties of exponents, we can rewrite this as:

f(x) = 3(2^(3*2x)√3^(2x)) = 3(2^(6x)√(3^(2x)))

Therefore, the base of the exponent is 2.

Answer:

183.3

Step-by-step explanation:

Since there were 1 angle and 2 sides, I used law of cosines

Answer:

Alright

Step-by-step explanation:

50/1.428

Multiply the numerator by the denominator to get 50000/1428

Set equation up in long division format

Divide 50000 by 1428 to get 3

Divide 7160 by 1428 to get 5

Divide 200 by 1428 to get 0

Divide 2000 by 1428 to get 1

Divide 5720 by 1428 to get 4

Divide 80 by 1428 to get 0

Divide 800 by 1428 to get 0

35.014

Total volume of shape is =144cu.cm

By knowing the length of the cube's edges, we can quickly determine its volume (V). Assume that "a" is the cube's edge length. The product of length, height, and breadth will then be the V. The cube's volume formula is as follows:

Cube Volume = Length× Width× Height

Volume equals= a× a× a =a³

where "a" denotes the cube's side or edges' length.

Length of each cube = 2cm

Volume of each cube=a³

=2³

=8cm³

Total number of cubes=18

Total volume of shape=18×8

=144 cu.cm

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Answer: x= 6241/2

Step-by-step explanation:

answer is

512

Step-by-step explanation:

1.6x80=128

128x4=512

Therefore , the solution of the given problem of unitary method comes out to be yields 6 quarts of punch as a result.

This common convenience, already-existing variables, or all important elements from the original Diocesan customizable survey that followed a particular event methodology can all be used to achieve the goal. If it does, there will be another chance to get in touch with the entity. If it doesn't, each of the crucial elements of a term proof outcome will surely be lost.

Here,

The quantity of punch produced by the recipe is:

If the punch bowl has an 8-quart capacity and the recipe fills it 3/4 full.

=> 6 pints =  8 * 3/4.

The formula yields 6 quarts of punch as a result.

Therefore , the solution of the given problem of unitary method comes out to be yields 6 quarts of punch as a result.

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This report highlights the impact of human activity on three different locations: New York City, the Amazon Rainforest, and the Sahara Desert. The measurements were taken 50 years ago, in the present day, and the predicted future development impact.

## New York City

Water pollution in parts per million (ppm) was measured in New York City. Fifty years ago, the water pollution was 625ppm, and presently, it has increased to 893ppm. The predicted future development impact is 843ppm. To decrease human impact on this location, it is recommended to create gardens on all of the rooftops. The plants will help absorb some of the pollutants and reduce runoff into waterways.

## Amazon Rainforest

CO2 levels in parts per million (ppm) were measured in the Amazon Rainforest. Fifty years ago, the CO2 levels were 318ppm, and presently, it has increased to 402ppm. The predicted future development impact is 378ppm. To decrease human impact on this location, it is recommended to limit the amount of timber that can be removed per year. The Amazon Rainforest is often referred to as the "lungs of the planet" due to its ability to absorb carbon dioxide and produce oxygen. By limiting deforestation, the amount of carbon dioxide released into the atmosphere will decrease, and the rainforest will continue to produce oxygen, benefiting both the local and global environment.

## Sahara Desert

The loss of land by erosion in meters was measured in the Sahara Desert. Fifty years ago, the erosion was 1.2 meters, and presently, it has increased to 3.5 meters. The predicted future development impact is 2.6 meters. To decrease human impact on this location, it is recommended to build better enclosures to decrease overgrazing by livestock. Overgrazing leads to soil compaction, which makes it difficult for vegetation to grow and prevents the soil from holding water. By implementing better enclosures, the livestock will be limited to a smaller area, allowing the vegetation to recover and hold the soil in place.

## Conclusion

In conclusion, all three locations experienced an increase in human impact over the years. By analyzing the data, the location that could benefit the most from decreasing human impact is the Amazon Rainforest. Limiting the amount of timber that can be removed per year will have a positive impact on this location. However, it is important to continue monitoring all three locations to ensure that the human impact is decreasing and not increasing.

## Recommendations for Local Communities

To decrease the local effects of human impact on the environment, two recommendations are:

1. Reduce the use of single-use plastics, such as straws and bags, to decrease pollution. Single-use plastics are a major source of pollution in our oceans, and by reducing our reliance on them, we can help reduce the amount of plastic that ends up in our waterways.

2. Plant more trees and vegetation to increase the amount of oxygen in the air. Trees and plants produce oxygen through photosynthesis, which helps clean the air we breathe. By planting more trees and vegetation in our communities, we can help reduce the amount of pollution in the air and create a healthier environment for ourselves and future generations.

## Recommendations for Global Governments

To decrease the global effects of human impact on the environment, two recommendations are:

1. Invest in renewable energy sources, such as solar and wind power, to decrease the use of fossil fuels. Fossil fuels are a major contributor to greenhouse gas emissions, which are responsible for climate change. By investing in renewable energy sources, we can decrease our reliance on fossil fuels and reduce our carbon footprint.

2. Implement policies to decrease deforestation and promote reforestation to decrease the loss of wildlife habitats and increase the amount of oxygen in the air. Deforestation is a major contributor to climate change, as it releases carbon dioxide into the atmosphere and reduces the amount of oxygen produced by trees. By implementing policies to decrease deforestation and promote reforestation, we can help mitigate the effects of climate change and create a healthier environment for all living beings.

Answer:

i did this in 8th grade. (I'm homeschooled)

Step-by-step explanation:

Heres the best i got

The volume of the solid is 7.58 thousandths when rounded to the nearest thousandth.

Area is a measure of the size of a given space or the amount of a given surface. It can be measured in square feet, square meters, acres, hectares, and other units. Area can be used to describe the size of a two-dimensional shape or the surface area of a three-dimensional object. Area can also be used to calculate the amount of material needed to cover a given space, such as for a roof, carpet, or other covering.

To find the volume of the solid, we will use the following formula:
V=∫baπ(y2−(x−1)2)dx

Where b is the upper bound of the integral, a is the lower bound of the integral and y is the height of the solid.

Since the region R is the base of the solid, we can set a = 0 and b = 2, since this is the x-value at which the two functions intersect. Additionally, we can set y = ln(x) + 1 since this is the height of the solid.

Therefore, the volume of the solid is:
V = ∫02π(ln(x)2 + 12 − (x−1)2)dx

Calculating the integral, we get:
V = [π(xln(x)2 + x − 2xln(x) − x + 1)]02

Substituting the bounds of the integral, we get:
V = [π(22ln(2)2 + 2 − 4ln(2) − 2 + 1)] − [π(02ln(0)2 + 0 − 2ln(0) − 0 + 1)]

Simplifying the equation, we get:
V = π(ln(2)2 + 1 − 2ln(2))

Finally, substituting the value of ln(2) into the equation, we get:
V = 3.14159 (2.386294 + 1 − 4.772188) ≈ 7.58 thousandths

Therefore, the volume of the solid is 7.58 thousandths when rounded to the nearest thousandth.

In conclusion, the volume of the solid whose base is the region R and each cross section perpendicular to the a-axis is a semicircle is 7.58 thousandths when rounded to the nearest thousandth. This was calculated by integrating the equation V=∫baπ(y2−(x−1)2)dx with the bounds of integration a=0 and b=2 and the height of the solid y=ln(x)+1.

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The lumpsum amount invested in 18 years ago for the given value Future value and interest is = Rs 2763,18.3268

What about lumpsum?

In mathematics, a lump sum refers to a single, fixed amount of money or quantity of something that is paid or received all at once, rather than being paid or received in installments or over a period of time.

The term "lump sum" can be used in various mathematical contexts, such as in finance, where it can refer to a single payment or investment, or in statistics, where it can refer to a single value or data point.

Define future value:

In mathematics, future value (FV) refers to the value of an investment or cash flow at a specified date in the future, assuming a certain rate of return.

The future value of an investment is the amount of money that an investor would expect to have at a specified date in the future if they were to invest a certain amount of money today, and if that investment earns a certain rate of return over time.

⇒ The formula for calculating the future value of an investment is:

[tex]FV = PV x (1 + r)^n[/tex]

According to the given information:

Interest Rate = 5%

Time Period =  18 years

Future Value = Rs 6649,93.

Using the concept of TVM calculation we have that,

Present value = [tex]\frac{Future Value}{(1+r)^{t} }[/tex]

So, the Present Value = [tex]\frac{664993}{(1+0.05)^{18} } = 2763,18.3268[/tex]

Hence, the Lumpsum Amount is Rs 2763,18.3268

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Answer:

To find the real and imaginary parts of the complex number 26 = a + bi, we can use the fact that:

a + bi = 26

Taking the complex conjugate of both sides, we get:

a - bi = 26

Adding the two equations, we get:

2a = 52

Solving for a, we get:

a = 26

Substituting this value into one of the equations, we get:

26 + bi = 26

Therefore, b = 0.

Therefore, the real part of 26 is a = 26, and the imaginary part is b = 0.

Answer:

-2 ( 2x - 3 )

Step-by-step explanation:

We know that,

( + ) × ( + ) = ( + )

( - ) × ( - ) = ( - )

( + ) × ( - ) = ( - )

Accordingly,

-4 ( x - 1 ) + 2

First, solve the brackets. That is, multiply each term inside the brackets by -4.

- 4x + 4 + 2

Combine like terms.

- 4x + 6

You can take the common factor out of the brackets.

-2 ( 2x - 3 )

The corresponding point on the graph is (9, 21). This point is within the normal respiratory rate region, which is defined by the system of linear inequalities. Therefore, model breakdown has not occurred.

The given problem involves the normal respiratory rates of children aged 3 to 15 years. The respiratory rate, measured in breaths per minute, is represented as a function of age using a system of linear inequalities. The graph depicts a normal respiratory rate region that models the respiratory rate ranges shown in the table. The problem requires us to identify a specific point on the graph that corresponds to a respiratory rate of 21 breaths per minute for a 9-year-old child. The ordered pair (9, 21) represents the corresponding point on the graph.

Further, we need to determine if this point lies within the normal respiratory rate region or if model breakdown has occurred. The system of linear inequalities defines the normal respiratory rate region, and we can determine if the point (9, 21) satisfies these inequalities. In this case, the point (9, 21) lies within the normal respiratory rate region and satisfies the system of linear inequalities. Therefore, model breakdown has not occurred, and the given model is an appropriate approximation of the normal respiratory rate region for children aged 3 to 15.

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It would take approximately 115.38 minutes to drive 125 miles at a rate of 65 miles/hour.

Speed is simply referred to as distance traveled per unit time.

Mathematically, Speed = Distance ÷ time.

Given that, the speed or rate is  65 miles/1 hr, how many minutes will it take to drive 125 miles.

First, we need to find the time it takes to travel 125 miles at a rate of 65 miles/hour.

We can use the formula:

Speed = Distance ÷ time.

time = distance / rate

time = 125 miles / 65 miles/hour

time = 25/13 hours

Now we can convert hours to minutes by multiplying by 60:

= 25/13 hours × 60 minutes/hour

= 115.38 minutes

Therefore, the required time is approximately 115.38 minutes.

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