Is this right? If not someone explain to me why it’s not. :)

Answer:

Yes

When comparing fractions such as 3/7 and 5/7, you could also convert the fractions

Answer:

- 9

Step-by-step explanation:

Note that (f - g)(x) = f(x) - g(x)

f(x) - g(x)

= x² - 7 - (4 - x)

= x² - 7 - 4 + x

= x² + x - 11

Thus

(f - g)(1) ← substitute x = 1 into (f - g)(x)

= 1² + 1 - 11

= 1 + 1 - 11

= - 9

Answer: 763 divided by 8 equals 95.375 .

Step-by-step explanation: Just put it on a piece of paper and divide.

Answer:

$5.99

Step-by-step explanation:

5.6*1.07

1.07 is the tax plus the original price

is 5.992

which rounds up to $5.99

Answer:

Step-by-step explanation:

Just like regular numbers, angles can be added to obtain a sum, perhaps for the purpose of determining the measure of an unknown angle. Sometimes we can determine a missing angle because we know that the sum must be a certain value. Remember -- the sum of the degree measures of angles in any triangle equals 180 degrees. Below is a picture of triangle ABC, where angle A = 60 degrees, angle B = 50 degrees and angle C = 70 degrees.

The angles of this triangle are 50, 60, and 70 degrees.

If we add all three angles in any triangle we get 180 degrees. So, the measure of angle A + angle B + angle C = 180 degrees. This is true for any triangle in the world of geometry. We can use this idea to find the measure of angle(s) where the degree measure is missing or not given.

Answer:

48 degrees

Step-by-step explanation:

The sum of 42 and x should get 90 degrees, so if you subtract 42 from 90 you get 48.

Hope this helped :)

Answer:

The answer is C. -83.88

Whether a disconnected graph is problematic depends on its application. In network theory, it might represent critical separations, but in connected systems like transportation, it signifies issues. The context, such as economic, ecological, or psychological networks, determines its value.

A disconnected graph is not inherently a bad thing; its value depends on the context in which it is used. For example, in network theory, a disconnected graph might accurately represent separate clusters within a network, indicating areas that do not communicate or interact with each other. This could be critical for understanding the structure of social networks, the Internet, or ecological systems. On the other hand, in applications where connectivity is essential, such as in the design of transportation or communication networks, a disconnected graph could signify a problem that needs addressing. Thus, it's crucial to consider the specific needs of the application or system being analyzed.

Economists use graphs to depict connections and costs, highlighting the importance of understanding the underlying story a graph tells. The fact that all graphs have a genealogy and a narrative is essential in interpreting them correctly. For instance, a graph showing disconnected components in an economic network could indicate areas of inefficient resource allocation or potential opportunities for improvement.

Ultimately, whether a disconnected graph is seen as a disadvantage depends on the goals of the analysis. In ecological studies, reconnecting fragmented landscapes is often beneficial, although careful planning is needed to avoid drawbacks. Similarly, in the context of relational connectivity theory (RCT), connectivity and the loss thereof have profound implications on wellbeing, demonstrating that the concept of dis/connection transcends mathematical graphs and touches on broader socio-psychological themes.

Answer:

2.50 punds

Step-by-step explanation:

plus with the money

Answer:

The right answer is - 93 and none of the alternatives given is correct.

Step-by-step explanation:

Let's find the value of:

- 3 |15 –2 | + 2s³ , when s = -3

Replacing s, we have:

- 3 |15 –2 | + 2 * -3³

- 3 | 13 | + 2 * - 27

- 39 - 54 = -93

The right answer is - 93 and none of the alternatives given is correct.

Answer:

A; -108

Step-by-step explanation:

Answer:

4 congruent triangles

Step-by-step explanation:

since there is no one of the sum of two sides is less then the third side, so it's possible to form a triangle

Use straightedge and compass, it can draw 4 triangles at a common base

The number of triangles that can be drawn with side lengths of 3 inches, 5 inches, and 6 inches is 1 triangle due to the triangle inequality theorem.

To determine the number of triangles, we can use the triangle inequality theorem. For a triangle to exist, the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. In this case, 3 + 5 is less than 6, so only 1 triangle can be formed.

Answer:to divide you have to have the same number for the bottom number so you will divide 2\6 by 5\6a and you will probably get a answer with a graphing calculator i hope this helps

Step-by-step explanation:

Answer:

y=42 degrees.

Step-by-step explanation:

The sum of angles in a triangle = 180 degrees.

One angle in that small triangle is y, one is 48, and one is unknown.

The sum of angles on one line is 180 degrees.

One of the angles on the line that unknown angle lies on is 90 degrees, so the unknown angle is 90 degrees, too.

90 + 48 = 138

180 - 138 = 42.

​(g◦​f)(6) means we have to find g(f(6)).

So f(6)=3(6)+2=20

And g(20)=20^2-(20)(2)-6=400-40-6=360-6=354

So ​(g◦​f)(6) is 354

Hope this helped!

Answer: $30

Step-by-step explanation:

I=PRT

I= (300)(0.05)(2)

I= 15(2)

I= 30

Answer:

a) 4x + 3y ≤ 60

b) 6 for x and 11 for y

Step-by-step explanation:

b) 4x + 3y ≤ 60

4(6) + 3(11) ≤ 60

24 + 33 ≤ 60

57 ≤ 60

Answer:

[tex]x = 8[/tex] units

Step-by-step explanation:

The diagonals of a parallelogram bisect each other.

From the diagram, the half of the diagonal measure 5x units and 6x-8 units.

This halves must be equal in length.

[tex]6x - 8 = 5x [/tex]

Group similar terms to get:

[tex]6x - 5x = 8[/tex]

Simplify to get:

[tex]x = 8[/tex]

Answer:

10/24 cannot be written as an improper fraction.

Step-by-step explanation:

a faction is only an improper fraction when the numerator is a larger number than the denominator. Therefore, this fraction, 10/24, can only be simplified or transformed into a decimal.

Simplified: 5/12

Decimal: 0.416 or 0.42

I hope this was helpful!

Answer:

y=2x-7

Step-by-step explanation:

y-y1=m(x-x1)

y-(-1)=2(x-3)

y+1=2x-6

y=2x-6-1

y=2x-7

Answer:4

Step-by-step explanation:

Answer:

The three true options are B, C and E.

Step-by-step explanation:

Let's simplify the expression that represent the score of Javier in a game of mini-golf:

3x + x + 5 – 2x

2x + 5

Which statements are true about the parts of the simplified expression? Select three options.

A. The constant is 2.

It's false. The constant is 5.

B. The coefficient is 2.

It's true. The coefficient of x is 2.

C. The constant is 5.

It's true.

D. The coefficient is 5.

It's false. 5 is the constant and the coefficient of x is 2.

E. There are two terms.

It's true. The two terms are 2x and 5.

The three true options are B, C and E.

tHE ANSWER IS 3 ANSWERS. bce

Answer:

48 pieces

Step-by-step explanation:

Given:

Cleo bought 10 feet of ribbon.

He used 2 feet of ribbon last week.

He cut of the remaining ribbon into one- sixth foot pieces.

Question asked:

How many pieces of ribbon does Cleo have ?

Solution:

Total length of ribbon = 10 feet

He has used  length of ribbon = 2 feet

Remaining length of ribbon = 10 - 2 = 8 feet

He cut remaining ribbon into = [tex]\frac{1}{6}foot[/tex]

Number of pieces of ribbon = [tex]8\div\frac{1}{6}[/tex]

                                              = [tex]8\times6 = 48 pieces[/tex]

Therefore, Cleo have 48 pieces of ribbon.

Answer:

A = $8406.6

Step-by-step explanation:

Given:

Average rate [tex]r=9\%[/tex]

Initial cost of painting [tex]a = \$1500[/tex]

Time [tex]t = 20\ years[/tex]

We need to find the final amount of painting at the end of a 20-year.

Solution:

Using Exponential Growth rate formula as:

[tex]A = a(1+r)^t[/tex]  ----------(1)

Where:

A = Final amount

a = Initial amount.

r = Rate as a decimal.

t = Time.

Now, we substitute all given values in equation 1.

[tex]A = 1500(1+0.09)^{20}[/tex]

[tex]A = 1500(1.09)^{20}[/tex]

Substitute [tex]1.09^{20} = 5.60[/tex] in above equation.

[tex]A = 1500\times 5.60[/tex]

A = $8406.62

Therefore, value of the  painting at the end of  a 20-year A = $8406.6

I also need help with this one also

Answer:

4/5 + 2/5

Step-by-step explanation:

They would equal 6/5 which is equivalent to 1 1/5

Answer:

1. Distribute

5x-30=2x+6

2. Combine like terms

5x=2x+36

3. Simplify to get x by itself(36 divide 3)

3x=36

x=12

Step-by-step explanation:

The value of the given equation  5 (x minus 6) = 2 (x + 3) will be x = 19.5.

There are many different ways to define an equation. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of 2 mathematical expressions.

In another word, the equation must be constrained with some constraints.

As per the given,

5 (x minus 6) = 2 (x + 3)

5(x - 6) = 3(x + 3)

5x - 30 = 3x + 9

5x - 3x = 9 + 30

2x = 39

x = 19.5

Hence "The value of the given equation  5 (x minus 6) = 2 (x + 3) will be x = 19.5".

For more about the equation,

brainly.com/question/10413253

#SPJ6

Answer:

1

Step-by-step explanation:

If P(E) = p

Then P(not E) = 1-p

Answer:

A

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

2+1=3

Answer:

3 apples

Step-by-step explanation:

2 apples + 1 apple = 3 apples

Answer:

r=10

Step-by-step explanation:

Take 4 away from 5 to isolate your variable. Now you have r/10= 1. figure out the unknown value by placing ten on top which is the same as 1.

Answer:

(x=6,y=5,z=9)

Step-by-step explanation:

The given system is

x+y+z=20 ------>(1)

13x+0y+6z=132 ------->(2)

150x+90y+139z=2601------>(3)

Make y the subject in the first equation to get: [tex]y=20-x-z-------(4)[/tex]

Put equation (4) in equation (3) to get:

150x+90(20-x-z)+139z=2601

150x+180-90x-90z+139z=2601

60x+49z=801---->(5)

We solve equation (2) and (5) simultaneously

13x+6z=132 ------->(2)

60x+49z=801---->(5)

Make x the subject in equation (2) to get:

[tex]x=\frac{132-6z}{13}[/tex]

Put it in (5)

[tex]60(\frac{132-6z}{13})z+49z=2601[/tex]

[tex]\frac{277z+7920}{13}=801[/tex]

[tex]277z+7920=10413[/tex]

[tex]277z=2493[/tex]

[tex]z=9[/tex]

[tex]x=\frac{132-6*9}{13}=6[/tex]

From 6+y+9=20

y=20-15=5

Which expression have a value of 16/81? check all that apply. (2/3)^4, (16/3)^4, (4/81)^2, and (4/9)^2

Answer:

First and last option is correct.

[tex](\frac{2}{3})^{4}=\frac{16}{81}[/tex]

[tex](\frac{4}{9})^{2}=\frac{16}{81}[/tex]

Step-by-step explanation:

Given:

There are four options.

(2/3)^4, (16/3)^4, (4/81)^2, and (4/9)^2

We need to check all given options for value of 16/81.

Solution:

Using rule.

[tex](\frac{a}{b})^{n}=\frac{a^{n}}{b^{n}}[/tex]

Solve for option [tex](\frac{2}{3})^4[/tex].

[tex](\frac{2}{3})^{4}=\frac{2^4}{3^4}=\frac{2\times 2\times 2\times 2}{3\times 3\times 3\times 3}=\frac{16}{81}[/tex]

Solve for option [tex](\frac{16}{3})^4[/tex].

[tex](\frac{16}{3})^{4}=\frac{16^4}{3^4}=\frac{16\times 16\times 16\times 16}{3\times 3\times 3\times 3}=\frac{65536}{81}[/tex]

Solve for option [tex](\frac{4}{81})^2[/tex].

[tex](\frac{4}{81})^{2}=\frac{4^2}{81^2}=\frac{4\times 4}{81\times 81}=\frac{16}{6561}[/tex]

Solve for option [tex](\frac{4}{9})^2[/tex].

[tex](\frac{4}{9})^{2}=\frac{4^2}{9^2}=\frac{4\times 4}{9\times 9}=\frac{16}{81}[/tex]

Therefore, expression [tex](\frac{2}{3})^4[/tex] and [tex](\frac{4}{9})^2[/tex] have a value of  [tex]\frac{16}{81}[/tex].

Answer: Which expressions have a value of StartFraction 16 Over 81 EndFraction? Check all that apply.

Best Option A, D

(A)  <=====  correct answer

(D)  <=====  correct answer

Step-by-step explanation: