Which is the reciprocal of 1 6/7 pls asap

Answer:

number of Lola hats = h

number of Polly hats = 3h

number of Darla hats = 3h - 8

Step-by-step explanation:

Lola has h number of hats . Polly has triple as many as Lola . Then Darla has eight number of hat less than Polly. The expression for how many hat each person has in terms of h can be express below.

Let

number of Lola hats = h

number of Polly hats = 3h (recall Polly has triple as many as Lola)

number of Darla hats = 3h - 8(Note Darla has 8 number less of hats than Polly who already have 3h number of hats)

The simplest way to explain this is that Lola has h number of hats. This means she has h number of hats .Polly has triple of Lola hats, this implies that 3 times h of Lola hats is Polly hats.  Then finally Darla hats is 8 less than Polly hats. This simply means if you subtract 8 from Polly's hats you have gotten Darla's hats.

The value of π is given and it is approximately 3.1416

Additionally, 3 1/4 is equivalent to:

So, the largest number is D. 17

The following percentages are listed below:

In this question we have seven cases of real life situations in which percentages are used. Mathematically speaking, percentages are represented by the following expression:

x = r / r' × 100       (1)

Where:

Now we proceed to determine quantities related to percentages:

2.8 mm as a per cent of 2.24 cm

x = (2.8 mm / 22.4 mm) × 100 %

x = 12.5 %

What per cent of 1.5 m is 60 cm?

x = (60 cm / 150 cm) × 100 %

x = 40 %

What per cent of 2 kg is 125 g?

x = (125 g / 2000 g) × 100

x = 6.25 %

What per cent of R 6 to 40 p?

x = (40 / 600) × 100

x = 6.667 %

What per cent of a day is 10 h?

x = (10 h / 24 h) × 100

x = 41.667 %

What per cent of 7 1 / 3 m in 5 1 / 2 m ?

x = [(11 / 2) / (22 / 3)] × 100 %

x = 75 %

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Answer: look at the picture

Step-by-step explanation: Hope this help :D

Step-by-step explanation:

Unit rate means divide so divide the oz by the cost. Which one is the better cost

Answer:

737 cooks are required to prepare a meal for 737 people in 5 hours

Step-by-step explanation:

According to the given information, 10 cooks can prepare a meal for 536 people working for 8 hours each.

Let's calculate the total work done by the 10 cooks in 8 hours.

Total work done = Number of cooks * Hours worked

Total work done = 10 * 8 = 80

Now, let's calculate the work done by one cook in one hour.

Work done by one cook in one hour = Total work done / (Number of cooks * Hours worked)

Work done by one cook in one hour = 80 / (10 * 8) = 1

Therefore, one cook can prepare food for 1 person in 1 hour.

Now, let's calculate the number of cooks required to prepare a meal for 737 people in 5 hours.

Total work required = Number of people * Hours required

Total work required = 737 * 5 = 3685

Number of cooks required = Total work required / (Hours worked * Work done by one cook)

Number of cooks required = 3685 / (5 * 1) = 737

Therefore, 737 cooks are required to prepare a meal for 737 people in 5 hours.

The length of the diameter of the sphere is 30 cm.

The surface area of a sphere is given by the formula:

\(A = 4\pi r^2\)

where A is the surface area and r is the radius of the sphere.

We are given that the surface area of the sphere is 900π cubic cm. Therefore:

\(A = 4\pi r^2 = 900\pi\)

Dividing both sides by 4π, we get:

\(r^2 = 225\)

Taking the square root of both sides, we get:

r = 15

The diameter of the sphere is twice the radius, so:

d = 2r = 30

Therefore, the length of the diameter of the sphere is 30 cm.

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Which number we have added to 18 to get 90 and we have LHS = RHS

unknown number added to 18 we get 90

Put 72 in the variable of x

Therefore, LHS = RHS.

The statement "Economists and accountants usually disagree in the inclusion of implicit costs into the cost analysis of a firm " is true

Accountants are the peoples who track the flow of money for the individuals and the business activities. But the Economist track the largest trends that use the money and resources of the company

So the view of the Economist and accountant on cost is different, because both of them are seeing the cost analysis of the company in different ways.  So it possible that the Economists and accountants disagree in the inclusion of implicit cost

Therefore, the given statements is true

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

After answering the presented question, we can conclude that As a radius result, a titanium sphere with a radius of 11 cm would weigh roughly 25.1 kg (rounded to 1 decimal place).

In more modern parlance, the length of a circle or sphere is the same as its radius in classical geometry, which is one of the line segments from its centre to its circumference. The term was derived from the Latin word radius, which also refers to the spokes of a waggon wheel. The radius of a circle is the distance between its centre and any point on its periphery. It is usually denoted by "R" or "r." A radius is a line segment with one endpoint in the centre and one on the circle's circumference. The radius of a circle matches its diameter. The diameter of a circle is the segment that passes through its centre and has ends on the circle.

The formula for the volume of a sphere of radius "r" is:

V = (4/3)πr³

Substituting the specified radius value (r = 11 cm), we get:

V = (4/3)π(11)³ \sV = 5575.279 cm³

Now we must compute the weight of the titanium sphere, which can be found by multiplying its volume by its density:

Density = Volume Weight

Weight = 25121.811974 g Weight = 5575.279 cm3 4.506 g/cm3

When we divide 1000 by 1000 to convert grammes to kilogrammes, we get:

The weight is 25.121811974 kg.

As a result, a titanium sphere with a radius of 11 cm would weigh roughly 25.1 kg (rounded to 1 decimal place).

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\(f(x) = 5x {}^{2} + 9 \\ \\ h(x) = f(x) - 4 \\ h(x) = 5x {}^{2} + 9 - 4 \\ h(x) = 5x {}^{2} + 5\)

\(h(x) = 5x {}^{2} + 5\)

Answer:

x=96 and y=192

Step-by-step explanation:

x+y=288 and 2x=y

plug y in and solve for x

x+2x=288

3x=288

x=96

plug x back in and solve for y

2(96)=y

y=192

Assume the given polynomial as,

The zero of the given polynomial is calculated as,

Therefore,

Thus the zero of the given polynomial is -2 .

Answer:

The following data relates the time a student spends on an online test with the final score: (8 points, 20 minutes), (22 points, 40 minutes), (33 points, 58 minutes), (38 points, 120 minutes). Use your TI83 to determine the linear regression equation, and choose the best response below a. Points = -9.3(minutes) +0.26

Step-by-step explanation:

That's literally it hehe

The radius of the gear should be approximately 2.8644 inches.It is important to note that when making calculations involving units, we need to make sure that all units are consistent and convert them when necessary. In this case, we converted the answer from feet to inches to match the given unit.

To find the radius of the gear that will pull a chain at 60 ft/min when rotating at 40 rev/min, we can use the formula:

chain speed = 2 x pi x radius x rotational speed

where pi is a mathematical constant approximately equal to 3.14.

We know that the chain speed is 60 ft/min and the rotational speed is 40 rev/min, so we can substitute those values into the formula:

60 = 2 x 3.14 x radius x 40

Simplifying the equation, we get:

radius = 60 / (2 x 3.14 x 40)

radius = 0.2387 ft

To convert feet to inches, we can multiply the answer by 12:

radius = 0.2387 x 12 = 2.8644 inches.

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Answer:

3zx-15z+12x-60

Step-by-step explanation:

first do parenthesis and distribute (z+4)(x-5) into zx-5z+4x-20

then distribute the 3 to get the answer

Answer:

X = 13 ; Y = 16

Median Y > Median X

Battery Y lasts longer and hence better than Battery X.

Step-by-step explanation:

From the box plot, median value is the point marked by the vertical line in between the box located between the whiskers.

Median :

Brand X = 13

Brand Y = 16

This median value depicts that, average battery life of brand X batteries is 13 hours while that of brand Y batteries is 16 hours ; Median value of Y is greater Than median value of X ;

This means Brand Y batteries lasts longer on average than Brand X batteries.

Answer:

5 1/4

Step-by-step explanation:

Rewrite 3 3/4 as an improper fraction

3 3/4 = 15/4

Now you have

15/5 / 5/7

When you divide fractions, change the division to multiplication and flip the second fraction over:

15/4 x 7/5

Now multiply the top numbers together and the bottom numbers together:

( 15 x 7) / (4 x 5) = 105/20

Write as a proper fraction:

105/20 = 5 1/4

In set-builder notation, the same set can be expressed as {x|x (N and 4<x<10)}, which reads as "the set of all x such that x is a natural number and 4 < x < 10."

How to solve the question?

a. The set of natural odd numbers greater than 2, but less than 11 can be expressed using the roster method as {3, 5, 7, 9}. The set includes all the odd natural numbers between 2 and 11, excluding the endpoints, since 2 is not odd, and 11 is not less than 11.

b. The set {x|x (N and 4<x<10)} can be expressed using the roster method as {5, 6, 7, 8, 9}. The set includes all the natural numbers greater than 4 and less than 10, since x is a natural number (N) and satisfies the condition 4 < x < 10.

In set-builder notation, the same set can be expressed as {x|x (N and 4<x<10)}, which reads as "the set of all x such that x is a natural number and 4 < x < 10." The vertical bar separates the description of the elements of the set (the condition) from the set itself.

The roster method and set-builder notation are both ways of describing sets, but the roster method lists all the elements of a set, while the set-builder notation describes the properties or conditions that define the set. Both methods are useful in different situations and depend on the specific context and the purpose of the set description.

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Your complete question is :-

express each set using the roster method.

a. the set of the natural odd numbers greater than 2, but less than 11

b.{x|x (N and 4

The value of y is 18

Similar triangles have the same corresponding angle measures and proportional side lengths. The angles of the two triangle must be equal and it not necessary they have equal sides.

Therefore the corresponding angles of similar triangles are congruent and the ratio of corresponding sides of similar triangles are equal.

Therefore;

14/21 = 12/y

14y = 21 × 12

14y = 252

divide both sides by 14

y = 252/14

y = 18

Therefore the value of y is 18.

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A la sala de cine ingresaron 180 niños y 165 adultos.

De acuerdo con el enunciado, la sala de cine tiene capacidad para 345 espectadores y cobra 3 dólares por cada niño y 5 dólares por cada adulto. Asimismo, esta sala tiene un recaudo diario de 1365 dólares. La situación puede ser sintetizada en la siguiente ecuación algebraica:

3 · x + 5 · (345 - x) = 1365

Donde x es el número de niños que asistieron a la sala de cine.

Ahora despejamos la variable correspondiente mediante propiedades algebraicas:

3 · x + 1725 - 5 · x = 1365

1725 - 2 · x = 1365

2 · x = 1725 - 1365

2 · x = 360

x = 180

Ahora, el número de adultos es:

y = 345 - 180

y = 165

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Let be "r" the amount of money (in dollars) they are charging for a regular gift basket and "d" the amount of money (in dollars) they are charging for a deluxe gift basket.

Based on the information given in the exercise, you can set up the following System of equations:

You can solve the System of equations using the Substitution method:

1. Solve for "r" from the second equation:

2. Substitute the new equation into the first original equation.

3. Solve for "d" in order to find its value.

Then:

4. Knowing the value of "d", you can substitute it into the following equation, and then you must evaluate in order to find the value of "r":

Then, this is:

The answer is: They are charging $25 for a regular gift basket and $43 for a deluxe gift basket.

The area under the curve of function f on [a, b] is the limit of both LRAMn f and RRAMn f as n approaches infinity.

What is a function?

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

The Left Riemann Sum (LRAM) and Right Riemann Sum (RRAM) of a non-negative, increasing function f on the interval [a, b] are defined as follows -

LRAMn f = (b - a)/n × [ f(a) + f(a + (b-a)/n) + f(a + 2(b-a)/n) + ... + f(a + (n-1)(b-a)/n) ]

RRAMn f = (b - a)/n × [ f(a + (b-a)/n) + f(a + 2(b-a)/n) + ... + f(a + n(b-a)/n) ]

As f is an increasing, non-negative function on [a, b], both LRAMn f and RRAMn f will be non-negative, and the area under the curve of f will also be non-negative.

Since f is increasing on [a, b], we have -

f(a) ≤ f(a + (b-a)/n) ≤ f(a + 2(b-a)/n) ≤ ... ≤ f(a + (n-1)(b-a)/n) ≤ f(b)

Therefore, LRAMn f will be less than or equal to the area under the curve of f on [a, b], which is less than or equal to RRAMn f.

That is -

LRAMn f ≤ Area under curve of f on [a, b] ≤ RRAMn f

So we can conclude that the area under the curve of f on [a, b] is bounded between LRAMn f and RRAMn f.

Therefore, as n increases, both LRAMn f and RRAMn f converge to the area under the curve of f on [a, b].

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A linear (y = mx + b), quadratic (y = ax²), or exponential (y = a(b)*) function that models the data is 1000(810/1000)^x.

The slope-intercept version of the equation for a straight line is written as Y = mx + b.

The parabola-like form of the y=ax^2 graph. The graph would be situated depending on the sign of a.

 x              y

-10          1000

-9             810

-8             640

-7             490

-6             360

Now, y=mx+b

Forming the equation, and subtracting

1000=m(-10)+b   ______(1)

810=m(-9)+b   _______(2)

-___________________

190=-m

m=-190

now, substituting the value of m in equation 1

Thus, b=-900

y=-190x-900

If y=ax^2

at x=-10

y=1000

1000=a(-10)(-10)

1000=100a

10=a

Thus y=10x^2

=>y=ab^x

substituting x=-10, y=1000

1000=ab^(-10)

(1000)b^-10=a

and

810=ab^-9

(810)(b^-9)=a

Thus b = 810/1000 and a=1000

So, y=1000(b)^x=1000(810/1000)^x

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Answer:

1372 ft^3

Step-by-step explanation:

Volume of sphere =\(\frac{4}{3}\)πr^3

here π is 3 and radius = 7

4/3 * 3 * 7^3

1372ft^3

Answer:

14ft

Step-by-step explanation:

As required, we will start from the part b. First we will write functions for the cost of renting a car in each companies in terms of the distance x in miles

Part b:

We have to graph the three function in the same axes, in the range 0 < x< 500

To do thus, let us see the graph and then we will analyze it

Now, we are going to analyze this graph, the red line is the cost of the company c, the green line is the cost of company B, and the purple line is the cost for the company A

As all the three curves are straight lines, to graph them we only must know two points. We will determine a point in the next part, so we only need more one, one posibility is to find the cost for each company when x=1, that is, when is covered one mile.

Part c;

we will find the intercept of each curve with the y axe

we can see this starting cost in the next figure:

We will find the slope of the three lines

For this, we will compare the equation of the functions with the general equation

here we have that m represent the slope and b the intercept , therefore, we have the next conclusions

* For the company A, the slope is 20;

* For the company B the slope is 10

* For the company C, the slope is 0,

Part d:

As the slope can be interpreted as the rate of growth of a function, in this case the rate of growth of the cost in renting a car, we can say that:

The company has the greater cost of all the companies, however if the car will be used to travel longer distances (about 350 miles or more) is better to rent in the company C than rent in the other two companies.

For medium distances ( between 150 miles and 350 miles) the best option is the company B,

For short distances (at most 150 ,miles), the best company is the company A, But as the cost of rent growth faster than the other two companies, rapidly A left to be the best option

Answer:

These are the first 100 digits of pi: 3.14159 26535 89793 23846 26433 83279 50288 41971 69399 37510 58209 74944 59230 78164 06286 20899 86280 34825 34211 7067

Step-by-step explanation:

Pi goes on continuously forever, so this is a reduced version, by including the first 100 digits.

At the top of the frame, the diagonal beam and 10-foot beam meet at an angle of roughly 16.7 degrees.

So , the answer is 16.7°.

When two straight lines or rays intersect at a single endpoint, an angle is created. The vertex of an angle is the location where two points come together. The Latin word "angulus," which means "corner," is where the term "angle" originates.

Angle Symbol

An angle is represented by the symbol. A protractor is used to measure angles in degrees (°).

For instance, 45° is the symbol for 45 degrees.

A ray is a segment of a line with a definite starting point but no ending, much like a sunray. A ray can extend eternally in one direction, which means it can continue in that direction forever.

Reminders Regarding Rays :-

A ray has a beginning and travels in a single path forever.

The terminus of a ray is its starting point.

A ray has length but neither height nor width.

The length, however, cannot be determined because it extends indefinitely in one direction.

According to question ,  

To find the angle x, we can utilize trigonometry. We can utilize the tangent function, which is defined as the ratio of the opposing side to the adjacent side, since we know the lengths of two of the sides of the right triangle:

tan(x) = adjacent/opposite = 3/10

We can use the inverse tangent (or arctan) of both sides to find x:

I equal arctan(3/10)

Calculating the answer, we obtain:

x ≈ 16.7°

As a result, the diagonal beam's angle of intersection with the 10-foot beam at the top of the frame is roughly 16.7 degrees. The response is 16.7°.

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