NEED HELP ASAP PLEASE I NEED HELP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
What makes something a classic in the world of music? If you google classical music, it’ll tell you it’s a really specific period in music history from about 1750-1820, but that’s not what I mean. I mean what makes something a “classic” work, piece, album, song, symphony, etc. in music. To some people it’s something that’s been around for a long time, and is still recognized as great and/or relevant. Others might think something can be a sort of instant classic if it shows enough worth right off the bat.
In paragraph form describe what you think makes something a classic, you should give at least 3 characteristics. You should also say whether or not you think your definition of a classic differs from the norm.

Answer:

x=2

Step-by-step explanation:

(5x–7)–5(7x–12)+7=0

5x-7-35x+60+7=0

-30x=-60

x=2

Answer:

The answer I got was x=2

Volume of the sphere is defined as: [tex]V=\frac{4\pi r^3}{3}[/tex]

Put in the data.

[tex]V=\frac{4\cdot3.14\cdot3^3}{3}=\boxed{113.04}[/tex]

The point on the number line of real numbers is 113.04

Hope this helps.

r3t40

Answer:

Step-by-step explanation:

Answer with Step-by-step explanation:

A candle is 4 inches tall and burns at the rate of 0.6 inch per hour.

i.e. after 1 hour height of candle=4-0.6 inches

After 2 hours height of candle=4-0.6-0.6 inches

after x hours height of candle=4-0.6x

Also,

If the height of the candle after x hours is 1.5 inches

⇒  4-0.6x=1.5

⇒ 0.6x=4-1.5

⇒ 0.6x=2.5

⇒ x=2.5/0.6

⇒ x=4.166

Hence, equation to represent the situation. is:

4-0.6x=1.5

and the expected number of hours in which the candle  melted to 1.5 inches is:

4.166 hours

After defining and solving the linear equation representing the candle's height over time, it is determined that it will take approximately 4.17 hours for the candle to burn down to 1.5 inches.

This is a problem about rates and linear equations in the subject of mathematics. The candle starts at 4 inches and burns at a rate of 0.6 inch per hour, which decreases the height of the candle. So, the equation would be: height = starting height - (burn rate)x(time), or H = 4 - 0.6x.

From the problem we know, that the height of the candle after x hours is 1.5 inches. So, we substitute H with 1.5: 1.5 = 4 - 0.6x.

To solve for x, first we can subtract 4 from both sides: -2.5 = -0.6x. Then, divide both sides by -0.6 to isolate x. So, x = -2.5/-0.6 which simplifies to approximately 4.17 hours. So, it will take around 4.17 hours for the candle to burn down to 1.5 inches.

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Answer:

aroma.

bouquet.

fragrance.

perfume.

savor

Step-by-step explanation:

Answer:

ambrosial, aromatic odoriferous, balmy, blend of floral scents

Step-by-step explanation:

brainiest please

Let P be a point outside the circle such that triangle LMP has legs coincident with chords MW and LK (i.e. M, W, and P are colinear, and L, K, and P are colinear). By the intersecting secants theorem,

[tex]m\angle LPM=\dfrac{m\widehat{LM}-m\widehat{WK}}2\impliesm\angle LPM=48^\circ[/tex]

The angles in any triangle add to 180 degrees in measure, and [tex]\angle MLK\congruent\angle MLP[/tex] and [tex]m\angle LMW=m\angle LMP[/tex], so that

[tex]m\angle MLK+m\angle LPM+m\angle LMP=180^\circ[/tex]

[tex]\implies\boxed{m\angle LMW=67^\circ}[/tex]

Answer:

...

Step-by-step explanation:

can you show us the options of the drop-down menus?

Answer:

13cm, 7cm, 6cm

Step-by-step explanation:

To make a triangle you have to think about it in this way. The two smallest numbers should equal the largest number.

Answer:

13 cm, 7 cm, 6 cm

Step-by-step explanation:

The sum of the 2 shorter sides of the triangle has to be equal or longer than the longest side. In this case 7+6=13 which is equal.

Answer:

[tex] a = \frac { \sqrt { 5 } } { 1 5 } ,\:a = -\frac {\sqrt{5}}{15}[/tex]

Step-by-step explanation:

We are given the following expression which are to solve for a and give the answer in radical form:

[tex]\frac{2}{3a^2} =30[/tex]

To solve this, we will multiply both the sides by [tex]3a^2[/tex] to get:

[tex]\frac{2}{3a^2}\cdot \:3a^2=30\cdot \:3a^2[/tex]

Simplify it to get:

[tex]2=90a^2[/tex]

[tex] a = \frac { \sqrt { 5 } } { 1 5 } ,\:a = -\frac {\sqrt{5}}{15}[/tex]

Answer:

I dont have idea what I need to the to help you

Step-by-step explanation:

[tex]\bf \qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad y=kx\impliedby \begin{array}{llll} k=constant\ of\\ \qquad variation \end{array} \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ (-3,2)~~ \begin{cases} x=-3\\ y=2 \end{cases}\implies 2=k(-3)\implies -\cfrac{2}{3}=k[/tex]

To find the constant of variation k in the direct variation y = kx for the point (–3, 2), we substitute the point into the equation.

We get k = 2 / (–3), resulting in k = –rac{2}{3}.

The constant of variation, k, in the direct variation equation y = kx can be found using the coordinates of a given point that lies on the line represented by this equation.

Given a point (–3, 2), we can substitute these values into the equation to find k:

y = kx

2 = k(–3)

To isolate k, we divide both sides of the equation by (–3):

k = 2 / (–3)
k = –rac{2}{3}

See attached picture for the answers.

Answer:

Step-by-step explanation:

ANSWER

[tex]log_{15}( {2}^{3} ) = 3 \: log_{15}( {2} )[/tex]

EXPLANATION

According to the power property of logarithms:

[tex] log_{x}( {y}^{n} ) = n \: log_{x}( {y} )[/tex]

The given logarithm is

[tex]log_{15}( {2}^{3} ) [/tex]

When we apply the power property to this logarithm, we get,

[tex]log_{15}( {2}^{3} ) = 3 \: log_{15}( {2} )[/tex]

Answer:

The required expression is [tex]3\log_{15}2[/tex].

Step-by-step explanation:

According to the power property of exponent,

[tex]\log_ax^b=b\log_ax[/tex]

The given expression is

[tex]\log_{15}2^3[/tex]

Here a=15, x=2, b=3.

Using power property of exponent the given expression can be written as

[tex]\log_{15}2^3=3\log_{15}2[/tex]

Therefore the required expression is [tex]3\log_{15}2[/tex].

[tex]x=180-(51+62)=180-113=\boxed{67}[/tex]

Answer:

x = 67

Step-by-step explanation:

The sum of the 3 angles in a triangle = 180°

Subtract the sum of the 2 given angles from 180 to obtain x, that is

x = 180° - (62 + 51)° = 180° - 113° = 67°

Answer:

A

Step-by-step explanation:

This one is best done by doing a pre factor.

140 = 14 * 10 Now all you need do is factor those two numbers.

140 = 7*2 * 5 * 2

Rearranging this you get 2 * 2 * 5 *7

A

Final answer:

The prime factorization of 140 is found by dividing it by the prime numbers 2, 2, 5, and 7 in sequence, resulting in 2 x 2 x 5 x 7, which corresponds to option A.

Explanation:

The prime factorization of a number is the expression of the number as a product of its prime factors. To find the prime factorization of 140, we can use a factor tree or continuously divide by prime numbers. Beginning with the smallest prime number, 2, we divide 140 by 2 to get 70. Then, we divide 70 by 2 again to get 35. After that, we divide 35 by its smallest prime factor, which is 5, to get 7. Since 7 is already a prime number, we have completed the factorization. So, the prime factorization of 140 is:

2 x 2 x 5 x 7

Therefore, the correct answer is A.2 x 2 x 5 x 7.

Answer:

[tex]m=-2[/tex]

Step-by-step explanation:

we know that

The ratio of rise to run is equal to the slope

The formula to calculate the slope between two points is equal to

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

we have

[tex](-1,7)\ (4,-3)[/tex]

Substitute the values

[tex]m=\frac{-3-7}{4+1}[/tex]

[tex]m=\frac{-10}{5}=-2[/tex]

Answer:

4

Step-by-step explanation:

Ok, so from what I understand 6+ half of the apples equals 8... so that means there is four apples.

4 divided by 2 = 1/2 which is 2 plus 6 equals 8

This is my first brainly answer!

I hope this is correct and helps! :)

Answer: 16/25

4/10 divided by 5/8 = ?

Dividing two fractions is the same as multiplying the first fraction by the reciprocal or inverse of the second fraction.

Take the reciprocal of the second fraction by flipping the numerator and denominator and changing the operation to multiplication. Then the equation becomes -

4/10 x 8/5 = ?

For fraction multiplication, multiply the numerators and then multiply the denominators to get -

Numerators: 4 x 8 = 32

Denominators: 10 x 5 = 50

Fraction: 32/50

This fraction can be reduced by dividing both the numerator and denominator by the Greatest Common Factor of 32 and 50. The GCF (Greatest Common Factor) would be 2.

Numerator: 32 / 2 = 16

Denominator: 50 / 2 = 25

Fraction: 16/25

4/10 divided by 5/8 = ?

Cross multiply -

Numerator x Denominator: 4 x 8 = 32

Denominator x Numerator: 10 x 5 = 50

Fraction: 32/50

Reduce by dividing both the numerator and denominator by the Greatest Common Factor, which is 2.

Numerator: 32 / 2 = 16

Denominator: 50 / 2 = 25

Fraction: 16/25

The correct option is C.

Probability of selecting all boys from 8 boys and 6 girls for a 4-person committee is 10/143.

To find the probability that the committee consists of all boys, we need to calculate the probability of selecting 4 boys out of 8 boys and no girls out of 6 girls.

The total number of ways to choose a 4-person committee from 14 students (8 boys and 6 girls) is given by the combination formula:

[tex]\[ \text{Total number of ways} = \binom{14}{4} \][/tex]

The number of ways to choose 4 boys out of 8 is given by:

[tex]\[ \binom{8}{4} \][/tex]

And since we don't choose any gi-rls, the number of ways to choose 0 girls out of 6 is simply 1.

So, the probability of selecting all boys is:

[tex]\[ \text{Probability} = \frac{\binom{8}{4} \times \binom{6}{0}}{\binom{14}{4}} \][/tex]

Let's calculate this:

[tex]\[ \text{Probability} = \frac{\binom{8}{4} \times \binom{6}{0}}{\binom{14}{4}} = \frac{\frac{8!}{4!(8-4)!} \times \frac{6!}{0!(6-0)!}}{\frac{14!}{4!(14-4)!}} \][/tex]

[tex]\[ = \frac{\frac{8!}{4!4!} \times 1}{\frac{14!}{4!10!}} \][/tex]

[tex]\[ = \frac{\frac{8 \times 7 \times 6 \times 5}{4 \times 3 \times 2 \times 1}}{\frac{14 \times 13 \times 12 \times 11}{4 \times 3 \times 2 \times 1}} \][/tex]

[tex]\[ = \frac{70}{1001} \][/tex]

[tex]\[ = \frac{10}{143} \][/tex]

So, the correct answer is option C: [tex]\( \frac{10}{143} \)[/tex].

The complete question is here:

A four-person committee is chosen from a group of eight boys and six girls.. If students are chosen at random, what is the probability that the committee consists of all boys?

A. 4/1001

B. 15/1001

C. 10/143

D. 133/143

Answer:

your answer is {-2,-3}

Formula for area is:

A = pi*r^2

r = 28

so...

A = 3.14 * 28^2

A = 3.14 * 784

A = 2461.76 cm^2

Formula for circumference is:

C = 2*pi*r

r = 28

so...

C = 2*3.14* 28

C = 6.28*28

C = 175.84 cm

Hope this helped!

~Just a girl in love with Shawn Mendes

Answer:

I would say that it is all of them besides the 35% of the participants do not like to surf.

The correct statements are:

A)

The total number of students who were studied= 160

Number of boys= 105

Hence, Percentage of boys is calculated as:

[tex]Percent\ Boys=\dfrac{105}{160}\times 100\\\\i.e.\\\\Percent\ Boys=\dfrac{1050}{16}\\\\\\Percent\ Boys=65.625\\\\which\ is\ approximately\ equal\ to:\\\\Percent\ Boys=66\%[/tex]

B)

Number of students who like to surf=125

Hence,

Percent who like to surf is calculated as:

[tex]=\dfrac{125}{160}\times 100\\\\\\=\dfrac{1250}{16}\\\\=78.125\%[/tex]

C)

Number of boys=105

and number of boys who like to surf=80

Hence, the proportion of boys who like to surf is:

80/105

D)

Number of people who do not like to surf=35

Number of girls who do not like to surf=10

Hence,the proportion of girls who do not like to surf is:

              10/35

E)

Proportion of boys who like to surf=80/105=0.76190

and proportion of boys who like to surf= 45/55=0.8181

Hence, the proportion of girls who like to surf are more than those of boys who like to surf.

(  Since,   0.8181 < 0.76190 )

Answer:

Vertex;

(2, -8)

The intercepts;

x-intercepts: (-2, 0) and (6, 0)

y-intercepts: (0, -6)

The axis of symmetry;

No axis of symmetry. X = 2 is a line of symmetry of the parabola

The sign of the lead coefficient;

Positive

Step-by-step explanation:

The graph shown in the attachment belongs to the parabola group of conic sections. The vertex of a parabola refers to the point where the parabola changes direction or also the lowest or the highest point on its graph. The graph is moving downwards from x = -4 to x = 2 and then starts moving upwards from x = 2 to x = 8. The vertex is thus located at the point x = 2. At this point, the y value is -8. Thus the vertex is located at (2, -8). This is the lowest point on the graph.

The intercepts refers to the points where the graph of a function crosses or cuts either the x or the y axes.

The parabola crosses the x-axis at two points;

x = -2 and x = 6

At these points the value of y is usually 0. The x-intercepts are thus;

(-2, 0) and (6, 0)

The parabola crosses the y-axis at the point where y = -6 and the corresponding x value is 0. The y-intercept is thus;

(0, -6)

Neither the x-axis nor the y-axis is an axis of symmetry of the parabola since neither of the axis divides the parabola into two identical portions. Nevertheless, the vertical line x = 2 passing through the vertex divides the parabola into two identical portions such that the left portion is a mirror image of the right portion. We can thus conclude that the vertical line x = 2 is a line of symmetry of the parabola.

The sign of the lead coefficient of a parabola determine whether the parabola opens upward or downward;

If the sign of the lead coefficient is positive, the parabola opens upward. If the sign of the lead coefficient is negative, the parabola opens downward.

The parabola in the attachment opens upward and thus the sign of its lead coefficient is positive.

ANSWER

[tex]x = - 3 \: \: or \: \: x = 3[/tex]

The degree is two so it must have more than one solution.

EXPLANATION

The given equation is

[tex] {x}^{2} = 9[/tex]

Let us use the square root method to solve this equation.

Since the degree of x is two, the fundamental theorem of algebra says it must have 2 roots.

We take square root to obtain,

[tex]x = \pm \sqrt{9} [/tex]

[tex]x = \pm3[/tex]

Split the plus or minus sign to obtain,

[tex]x = - 3 \: \: or \: \: x = 3[/tex]

The solutions to the equation x² = 9 are x = 3 and x = -3. Because squares of both positive and negative numbers give the same result, quadratic equations usually have two solutions.

The solutions to the equation x² = 9 are x = 3 and x = -3. This is because square roots can be both positive and negative. When you square a positive number and a negative number, the result is the same. Hence, the equation x² = 9 could come from squaring either 3 or -3, which implies that x can be either 3 or -3. Therefore, quadratic functions or second-order polynomials, like this equation, usually have two solutions.

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Answer:

Step-by-step explanation:

The formula of an area of a square with side z:

A = z²

We have z = 3/2. Substitute:

A = (3/2)² = (3/2)(3/2) = 9/4

Answer:

This polynomial can be simplified to a difference of squares

[tex]16a^2 - 4a + 4a - 1=(4a-1)(4a+1)[/tex]

Step-by-step explanation:

Simplify the expression

[tex]16a^2 - 4a + 4a - 1\\\\16a^2- 1[/tex]

remember that 4 ^ 2 = 16

Therefore

[tex]16a^2- 1= 4^2a^2 -1[/tex]

Remember that

[tex](4a) ^ 2 = 4 ^ 2a ^ 2[/tex]

[tex]4^2a^2 -1=(4a)^2 -1[/tex]

As [tex]1 ^ 2 = 1[/tex] then

[tex](4a)^2 -1= (4a)^2 -1^2[/tex]

Remember that [tex]c ^ 2 -b ^ 2 = (c + b) (c-b)[/tex]

In this case [tex]c = 4a[/tex] and [tex]b = 1[/tex]

Finally

[tex](4a)^2 -1^2 = (4a-1)(4a+1)[/tex]

300/2.5= 120 Calories

Answer:

120 calories

Step-by-step explanation:

C. the number goes up by one tenth. changing the 0 in the tenth place to a one.

Your answer would be

c. 5.123 since

5.023

+0.1

————

5.123

False because x should have only one y

i do not speak spanish