Debra found that 6 of the 24 students in her class own a cell phone what is th ratio of students that own a cell phone to students that do not
what is 12.1 rounded to the nearest whole number
When markups are based on the selling price, the selling price is
A. cost – markup.
B. the portion.
C. 100% + cost percent.
D. 100%.
When markups are based on the selling price, the selling price is seen as 100% since markup is a percentage of the selling price. The cost and markup together make up 100% of the selling price.
Explanation:When markups are based on the selling price, the selling price can be seen as 100%.
This is because the markup is calculated as a percentage of the selling price rather than the cost of the item.
Assuming that the entire selling price is 100%, the markup portion and the cost portion together make up this 100%.
The cost and markup are represented as percentages of the selling price, so if you know the cost and markup percentages, you can calculate the selling price.
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Lamar rented a movie. He started the movie at
11:39 PM and it ended at
1:13 AM. How long was the movie?
What is 0.947 founded to the nearest tenth
write 6/7 in an equivalent form with the denominator of 35
I need help deriving : (7x)/(3+x^2), I keep on deriving it wrong and I am not sure as to why
The derivative of [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex] is [tex]\( f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \)[/tex].
To find the derivative of the function [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex] , we can use the quotient rule. The quotient rule states that if you have a function [tex]\( g(x) = \frac{u(x)}{v(x)} \)[/tex] , then the derivative [tex]\( g'(x) \)[/tex] is given by:
[tex]\[ g'(x) = \frac{u'(x)v(x) - u(x)v'(x)}{[v(x)]^2} \][/tex]
In this case, let u(x) = 7x and v(x) = 3 +[tex]x^2[/tex] . Now, find the derivatives u'(x) and v'(x):
u'(x) = 7
v'(x) = 2x
Now, apply the quotient rule:
[tex]\[ f'(x) = \frac{(7)(3 + x^2) - (7x)(2x)}{(3 + x^2)^2} \][/tex]
Simplify the expression:
[tex]\[ f'(x) = \frac{21 + 7x^2 - 14x^2}{(3 + x^2)^2} \][/tex]
Combine like terms:
[tex]\[ f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \][/tex]
So, the derivative of [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex] is [tex]\( f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \)[/tex].
Complete Question: What is the derivation of (7x)/(3+[tex]x^2[/tex]).
can someone help me please
the answer is A
see attached picture:
If a honeybee beats its wings 250 times per second, how many times can it beat its wing in 1 hour?
Name the rule and find the next two numbers in the pattern 10,70,490
Answer:
Next numbers: 3430, 24010
Step-by-step explanation:
AS you can see you just need to discover the pattern by dividing the subsequent numbers by the direct number before that:
490/70=7
70/10=7
So both numbers indicate the patter on multiply by 7.
So to calculate the next number we first have to multiply 490*7= 3430
Now we just have to multiply the 3430 by 7 and that would be 24010.
So the next numbers would be 3430 and 24010,
15/16 is 1 sixteenth groups of what size?
To determine the number which, when divided into 1/16 groups, gives 15/16, we should multiply 15/16 by 16. Therefore, 15/16 is 1 sixteenth of a group of 15.
Explanation:The question is essentially asking for a number which, when divided into 1/16 groups, would give 15/16.To find 1 sixteenth of a number, divide the number by 16. In this case, we want to find 1 sixteenth of what number is equal to 15/16. So, 15/16 is equal to 1/16 of what number. To find this number, we can simply invert the operation. Instead of dividing by 1/16, we should multiply 15/16 by 16. This gives us:
15/16 * 16 = 15.
Therefore, 15/16 is 1 sixteenth of 15.
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Mary's making curtains out of some fabric for five Windows the two larger windows are the same size and the three smaller windows are the same size the one larger window requires 3 3/4 of fabric and one smaller window needs one and one third yard of fabric how many yards of material will Mary need
Marys need a total of 23/2 yard of fabric for his all windows.
What is the arithmetic operator?Arithmetic operators are four basic mathematical operations in which summation, subtraction, division, and multiplication involve.,
Summation = addition of two or more numbers or variable
For example = 2 + 8 + 9
Subtraction = Minus of any two or more numbers with each other called subtraction.
For example = 4 - 8
Division = divide any two numbers or variable called division.
For example 4/8
Multiplication = to multiply any two or more numbers or variables called multiplication.
For example 5 × 7.
Given,
Fabric required in 1 larger window = 3 3/4
⇒ [(4×3)+3] /4 = 15/4
Fabric required in 1 smaller window = 1 1/3
⇒ (3+1)/3 = 4/3
Now,
Mary has 2 larger windows and 3 smaller
So,
Total fabric = 2 Larger + 3 smaller
Total fabric = 2(15/4) + 3(4/3)
Total fabric = 15/2 + 4
Total fabric = 23/2
Hence "Marys need a total of 23/2 yard of fabric for his all windows".
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Which statement about the equation is true?
x + 2 = x + 4
a)The equation has no solution.
b)The equation has one solution.
c)The equation has infinitely many solutions.
Yes, the equation has no answer, I took this and there was no solution. hope this helped
Please help me with this problem.
I've never really been good with this...
You purchased 8 pounds 10 ounces of candy from a candy shop. You want to split it equally among 3 classrooms at a local school.
Answer:
Each classroom will receive 2 pounds and 14 ounces of candy .
Step-by-step explanation:
Given that
Purchased candy= 8 pounds and 10 ounces
First we convert pound into ounces
1 Pound=16 ounces
8 pound = [tex]16\times 8[/tex]
8 pounds= 128 ounces
Now, purchased candy in ounces= 128+10=138 ounces
If we want to distribute purchased candy into three calssroom equally
Therefore, we divide purchased candy by 3
Each classroom receive candy= [tex]\frac{138}{3}[/tex]
Each classroom receive candy=46 ounces
Each classroom receive candy in pounds
16 ounces=1 pound
1 ounces=[tex]\frac{1}{16}[/tex] pounds
46 ounces=2 pounds and 14 ounces
Each classroom receive candy=2 pounds and 14 ounces
Hence, each classroom receive candy =2 pounds and 14 ounces.is this proportion true 12/15=47/50
16/36=12/27
15/20=24/26
or 4/16=2/14
Final answer:
To determine if a proportion is true, we must verify that the cross-products of the ratios are equal. Only two of the given proportions, 16/36 = 12/27 and 15/20 = 24/32, are true when applying this method.
Explanation:
To determine if a proportion is true, we check whether the cross-products are equal. In other words, for a proportion in the form a/b = c/d, if a * d equals b * c, the proportion is true.
Let's apply this to the provided proportions:
12/15 = 47/50 is not true because 12*50 does not equal 15*47.
16/36 = 12/27 is true because 16*27 equals 36*12.
15/20 = 24/32 is true because 15*32 equals 20*24.
4/16 = 2/14 is not true because 4*14 does not equal 16*2.
Proportions can be a useful tool in many areas of mathematics, such as solving for unknown variables and comparing relative frequencies. Remember, if you encounter large numbers or fractions, simplifying before checking the cross-product can often make the process easier.
A dolphin can swim at a speed of about 37 miles per hour. The fastest human swimmer can reach a speed of about 5.2 miles per hour. About how many times faster than humans are dolphins
Help, I'm bad at math!
A bouncing ball reaches a height of 27 feet at its first peak, 18 feet at its second peak, and 12 feet at its third peak. Describe how a sequence can be used to determine the height of the ball when it reaches its fourth peak.
To determine the height of the bouncing ball at the fourth peak, we recognize a geometric sequence, where each peak's height is two-thirds of the previous peak. Applying this pattern, the height of the fourth peak is found to be 8 feet.
A sequence can be used to determine the height of a bouncing ball when it reaches its fourth peak. You can observe that the heights of the ball at each peak form a sequence, which in this case appears to be decreasing. By analyzing the pattern in the sequence, you can predict the height of the ball at its fourth peak.
A bouncing ball reaches various heights at different peaks which suggests a pattern. To determine the height of the fourth peak, we look at the sequence formed by the heights of the previous peaks. Noticing the pattern, each peak's height is [tex]\frac{2}{3}[/tex] of the previous one.
First peak: 27 feet
Second peak: 18 feet( [tex]27*\frac{2}{3}[/tex])
Third peak: 12 feet ([tex]18*\frac{2}{3}[/tex] )
To find the fourth peak, we continue the pattern:
Fourth peak: 12 feet *[tex]\frac{2}{3}[/tex] = 8 feet
Therefore, the fourth peak would be 8 feet high. By understanding the geometric sequence, we're able to predict future behavior.
*HELP* I've been stuck for mins. The graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses. What is the domain of this graph?
The answer to the question would be, All whole numbers from 0 to 10
If the graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses, the domain of the graph is given as [0, 10).
From the graph given, we are to find the domain of the graph. From the graph, we can see that;
The number of birdhouses is along the horizontal x-axisThe amount of time worked is along the vertical y-axisWe are to find the domain of the given graph. The domain of the graph is the input values for which the graph exists.
The domain of the graph is the values along the x-axis of the graph. Hence the domain of the graph is given as [0, 10).
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Find the average rate of change of f on the interval [50, 70].
Final answer:
The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval. In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).
Explanation:
The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval.
In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).
For example, if the function is f(x) = 2x + 3, then the average rate of change on the interval [50, 70] would be (f(70) - f(50)) / (70 - 50) = (2(70) + 3) - (2(50) + 3) / 20 = (143 - 103) / 20 = 40 / 20 = 2.
which has the greater capscity 7/8 of a cup. Or 2/8 of a gallon
Megan sent 12 postcards last week. This week she sent 4 postcards. How many more postcards didn't she sent last week?
Answer:
She sent 8 more postcards last week.
Step-by-step explanation:
Consider the provided information.
Megan sent 12 postcards last week. This week she sent 4 postcards.
We need to find How many more postcards did she sent last week?
To find this simply subtract the numbers as shown:
12-4 = 8
Hence, she sent 8 more postcards last week.
jake studied r hours for a big test . julie studied twice as long . write an algebraic expression for how long julie studied
I start with 9-2x widgets. Each day, I produce 2x+1 widgets, and destroy 3-x widgets. After three days, how many widgets am I left with, in terms of x?
Final answer:
After three days, starting with 9-2x widgets, producing 2x+1 widgets daily, and destroying 3-x widgets daily, the student is left with 3 + 7x widgets, in terms of x.
Explanation:
Let's find out how many widgets are left after three days, starting with 9-2x widgets, producing 2x+1 widgets daily, and destroying 3-x widgets daily.
To calculate the total number of widgets after one day, we add the produced widgets (2x+1) and subtract the destroyed widgets (3-x) from the initial amount (9-2x):
At end of day 1: (9-2x) + (2x+1) - (3-x) = 9 - 2x + 2x + 1 - 3 + x = 7 + x
Repeat this process for two more days:
At end of day 2: (7+x) + (2x+1) - (3-x) = 7 + x + 2x + 1 - 3 + x = 5 + 4x
At end of day 3: (5+4x) + (2x+1) - (3-x) = 5 + 4x + 2x + 1 - 3 + x = 3 + 7x
Therefore, after three days, you are left with 3 + 7x widgets, in terms of x.
The student initially has 9-2x widgets, and each day there's a net change of 3x-2 widgets. After three days, the student is left with 7x+3 widgets.
Explanation:The student starts with 9-2x widgets. Each day, they produce 2x+1 widgets and destroy 3-x widgets. To find out how many widgets the student is left with after three days, we need to account for the daily production and the daily destruction of widgets and sum them up over the three days.
Let's calculate the daily net change in widgets. The number of widgets produced each day is 2x+1, and the number destroyed is 3-x, so the net change in widgets each day is:
(2x+1) - (3-x) = 2x + 1 - 3 + x = 3x - 2
Now, let's multiply this daily net change by three days:
3 days × (3x - 2) = 9x - 6
Finally, let's add this to the initial number of widgets to find the total:
(9-2x) + (9x - 6) = 9 - 2x + 9x - 6 = 7x + 3
Therefore, after three days, the student is left with 7x + 3 widgets in terms of x.
If θ is in Quadrant III and sinθ = -3/5, then cosθ = _____.
Answer:
-4/5
Step-by-step explanation:
plug into equation: sin squared + cos squared = 1 and solve
negative bc cos negative in quad III
the length of a each edge of a cube is x centimeters. if x is an integer, why can't the volume of the cube equal 15cm3
The volume of the cube can't equal 15cm ³ because 15 has no cube roots, the volume of the cube equals 15 cm squared.
What is the volume of the cube?The volume of a cube is equal to the product of the length, width, and height of a cube.
The volume of a cube is given by the formula as
The volume of a cube = length × breadth× height
What is a cube root?The cube root of a number is the component that we multiply by itself three times to produce that number.
The cube root is denoted by the'∛ ' symbol.
Example: ∛216 = ∛(6 × 6 × 6) = 6.
Here the length of each edge of a cube is x centimeters.
If we write the cube of a number
1³ = 1
2³ = 8
3³ = 27
Now we have a volume of 15 that contains no cube root.
A cube root is also contained in the volume of the cube.
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Which number is a factor of 24 but not a multiple of 6
Answer:8
Step-by-step explanation:
Susan has 4 gallons of juice. How many cups of juice does she have?
Which angle pairs are supplementary? Check all that apply
Answer:
b) ∠4 and ∠3
c) ∠4 and ∠5
e) ∠3 and ∠6
Step-by-step explanation:
Supplementary angles: If the two angles are supplementary, then the angles add upto 180 degrees.
We need to find which pairs add upto 180 degrees.
From the given figure, ∠4 + ∠3 = 180°
ii) ∠5 + ∠6 = 180°
iii) ∠4 + ∠5 = 180°
iv) ∠3 + ∠6 = 180°
v) ∠7 + ∠8 = 180°
So, the following pairs are supplementary.
b) ∠4 and ∠3
c) ∠4 and ∠5
e) ∠3 and ∠6
Allen’s score in a video game was changed by -75 points because he missed some targets. He got -15 points for each missed target. How many targets did he miss?
Answer:
he missed 5 targets. -75 ÷ -15