2/5 of a number is what percentage of that number?​

Answer:

b= 50

Step-by-step explanation:

the entire angle equals 80 degrees and a portion of it equals 30. therefore the portion that equals b = 50 because 30+50=80 hope this helps.

Answer:

1)B

Step-by-step explanation:

Answer: False

Step-by-step explanation:

If t<-3, and t>2, that means that all values less than 3, and all values greater than 2 are true.

In the inequality -3<t<2, only values between -3 and 2 are true, so this means they are not equivalent.

Step-by-step explanation:

t>-3 or t<2

THE STATEMENT ABOVE CONTRADICTS THE GIVEN STATEMENT THEREFORE IT IS FALSE

Graph of the equation is attached in the following image .

Input is x = - 3 , - 2 , - 1 , 0 , 1 , 2 , 3

Output is y = 1 , 0 , - 1 , - 2 , - 1 , 0 , 1  

Since , the given function is a modulus function , graph will be V - shaped .

Modulus Function : A function f ( x ) = | x | is a modulus function , it takes positive value as an output . If x is negative , then - x is the output . It takes the absolute value of a function .

Hence , graph of the equation is attached in the following image .

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Answer:

432 ft^2

Step-by-step explanation:

Answer:

432

Step-by-step explanation:

Lets plug it into the formula

b1 should be the horizontal line on the bottom horizontal line and b2 should be the top horizontal line

so we get b1 = 28 and b2 = 20

according to the formula we should add b1 and b2, getting us 48.

divide 48 by 2: we get 24

24 times h, or the hieght, or 18 is 432

so the answer is 432

could you pls give me brainliest? I only need 1 more brainliest to rank up ;-;

Answer:

Q = { (x,y) : (0,0), (1,2), (2,16), (3, 54), (4, 128), (5,250) } is cubic

R= { (x,y) : (2,3), (4,4), (6,5), (8,6) } is linear

S = { (x,y), : (1,3), (2,9), (3,17), (4,27), (5, 39), (6,53) } is quadratic

Equation of the linear relation is

y = 0.5x + 2

Step-by-step explanation:

A linear equation has the form y = mx + b where m is the slope and b is the y-intercept. Slope is a constant and growth of function is determined by x value

A quadratic equation has the general form y = ax² + bx + c where a b and c are constants. Growth of the function is mostly determined by the square of x

A cubic equation has the general form y = ax³ + bx² + cx + d where a, b and c are constants. The growth of the function is mostly determined by the cube of x value

Looking at the three relations

#1 is obviously cubic since the value of y appears to be determined by the cube of the value of x. Specifically, when x = 0, y = 0/. When x =1, y = 2 but when x =2, y =16 and 16 is 2x³ = 2(2³) = 2 x 8

Looking at x =3, 2(3³) = 2(27) = 54

So this is a cubic function

#2 is obviously a linear function When x increases by 2, y increases by 1 so it is a linear growth

#3 In this equation we can see that the y value appears to be controlled by the square of x. The specific equation is y = x² + 3x -1

For the linear equation, find the slope from the first two points

m = (4-3)/(4-2) = 1/2 = 0.5

So the equation is y = 0.5x + b

To find b, use the coordinates of any point. Let's choose (4,4)

At x = 4, y = 4 so

4 = (0.5)4 + b = 2+b yielding b = 2

So the equation is y = 0.5x + 2

Relation Q is not linear, relation R is linear with the equation y = (1/2)x + 2, and relation S is not linear.

1: Q = { (0,0), (1,2), (2,16), (3,54), (4,128), (5,250) }

To determine if this relation is linear, quadratic, or cubic,

Examine the differences between the y-values.

Calculate the differences for the given data:

Difference in y-values:

(2-0) = 2

(16-2) = 14

(54-16) = 38

(128-54) = 74

(250-128) = 122

Looking at the differences,

we can see that they are not constant.

In a linear relation, the differences between the y-values would be constant.

Therefore, we can conclude that this relation is not linear.

2: R = { (2,3), (4,4), (6,5), (8,6) }

Similar to the previous relation, let's calculate the differences:

Difference in y-values:

(4-3) = 1

(6-4) = 2

(8-6) = 2

In this case, the differences between the y-values are constant

(both are 2). This indicates a linear relation.

To find the equation, we can use the slope-intercept form (y = mx + b). Let's choose any two points from the relation, for example, (2,3) and (4,4):

Slope (m) = (4-3) / (4-2) = 1/2

m = 1/2

Now, let's plug in the values of one point (2,3) and the slope into the equation:

y = mx + b

3 = (1/2) x 2 + b

3 = 1 + b

b = 2

Therefore, the equation for this linear relation is y = (1/2)x + 2.

3: S = { (1,3), (2,9), (3,17), (4,27), (5,39), (6,53) }

Again, calculate the differences:

Difference in y-values:

(9-3) = 6

(17-9) = 8

(27-17) = 10

(39-27) = 12

(53-39) = 14

The differences between the y-values are not constant, indicating that this relation is not linear.

Hence,

Relation Q is not linear.

Relation R is linear, with the equation y = (1/2)x + 2.

Relation S is not linear.

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100ml

Step-by-step explanation:

l think so

The frequency tree will be 9 girls and 18 boys don't have a voucher.

Boys = 38

Girls = 22

Total = 60

Children who have a voucher = 33

Children who don't have a voucher = 60-33 = 27

Twice as many boys as girls do not have a voucher

Girls who don't have a voucher: x

Boys who don't have a voucher: 2x

Girls without voucher + boys without voucher: x + 2x = 27

3x = 27

x = 27/3

x = 9

Girls who don't have a voucher: x=9

Boys who don't have a voucher: 2x = 2(9) = 18

For frequency tree:

Total students: 60

Boys : 38

Boys who don't have a voucher : 18

Boys who have a voucher: 38 - 18 = 20

Girls: 22

Girls who don't have a voucher: 9

Girls who have a voucher: 22 - 9 = 13

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Given:

[tex]\ln(y-8)=-2x+\ln C[/tex]

To find:

y as a function of x.

Solution:

We have,

[tex]\ln(y-8)=-2x+\ln C[/tex]

It can be written as

[tex]\ln(y-8)=\ln e^{-2x}+\ln C[/tex]           [tex][\because \ln e^x=x][/tex]

[tex]\ln(y-8)=\ln (Ce^{-2x})[/tex]           [tex][\because \ln (ab)=\ln a+\ln b][/tex]

On comparing both sides, we get

[tex]y-8=Ce^{-2x}[/tex]

Adding 8 on both sides, we get

[tex]y=Ce^{-2x}+8[/tex]

Therefore, the equation function is [tex]y=Ce^{-2x}+8[/tex].

the equation t² = 3 x + 1 will be written as x = t² / 3 - 1 / 3 with the subject as x.

We are given an equation:

t² = 3 x + 1

We need to solve it so that the subject becomes x.

For this, we will first subtract 1 from both the sides:

t² - 1 = 3 x + 1 - 1

3 x = t² - 1

Now, we will divide both the sides by 3

3 x / 3 = (t² - 1) / 3

x = t² / 3 - 1 / 3

So, the subject is being made as x now.

Therefore, we get that, the equation t² = 3 x + 1 will be written as x = t² / 3 - 1 / 3 with the subject as x.

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Answer:

95%

Step-by-step explanation:

19÷20×100=95

Hope it's right

Answer:

[tex]95\ percent[/tex]

Step-by-step explanation:

[tex]We\ know\ that:\\Percentage = Ratio*100\\Or,\\Percentage=\frac{Observation}{Total}*100\\Here,\\No. of\ answers\ Amiya\ gets\ correct=19\\Total\ no.\ of\ answers\ in\ the\ test=20\\Hence,\\Percentage\ of\ answers\ Amiya\ gets\ correct= \frac{19}{20}*100\\=19*5\\=95\ percent\\[/tex]

Answer:

b

Step-by-step explanation:

Answer: 0 and -5

Step-by-step explanation:

Answer:

-5 and 0 make the inequality true.

Step-by-step explanation:

-5 and 0 are less than 1, making 1 and 5 greater than one (so 1 and 5 don't apply to this situation)

Answer:

The slope is -5/4 and the y-intercept is 5 so the answer is A

Step-by-step explanation:

Answer:

I think the answer is A sorry if it is wrong

Step-by-step explanation:

Answer:2-4

Step-by-step explanation:

Answer:

2-4

Step-by-step explanation:

now please answer my question

Answer:

second in first 1 in last and last is 4

Step-by-step explanation:

Answer:

(2x + 3)(x - 7)

Step-by-step explanation:

Given

2x² - 11x - 21

Consider the factors of the product of the x² term and the constant term which sum to give the coefficient of the x- term

product = 2 × - 21 = - 42 and sum = - 11

The factors are - 14 and + 3

Use these factors to split the x- term

2x² - 14x + 3x - 21 ( factor the first/second and third/fourth terms )

= 2x(x - 7) + 3(x - 7) ← factor out (x - 7) from each term

= (2x + 3)(x - 7) ← in factored form

Answer:

92*.15=13.8   Add the $13.8 to the $92 and you get $105.8

Step-by-step explanation:

Answer:

if this is in a graph, this means that the answer would be 2

Step-by-step explanation:

Answer:

D. m = -15/1

Step-by-step explanation:

Slope Formula-

m = (y2-y1)/(x2-x1)

Using two random points-

(-1, 13) (0,-2)

-1 = x1

13 = y1

0 = x2

-2 = y2

m = (-2 - 13)/(0-(-1))

m = -15/1

Answer:

3x=15 the x is 5

10+5=15

10 quarters

5 dimes

Step-by-step explanation:

Answer: 4 dollars/ lbs

Step-by-step explanation:

Tom paid 16 dollars for 4 lbs

16/4=4 dollars/ lbs

Answer:

$4

Step-by-step explanation:

$16 for 4 pounds so divide 16 by 4 to find how much was one pound:

16/4 = 4

I pound cost $4

[tex]So distance from a) xy plane = |-5| = 5 b) yz plane = |4| = 4c) xz plane = |7| = 7d) x-axis = √[(7)^2+(-5)^2] = √[49+25]=√[74] = 8.6023e) y-axis =√[(-5)^2+(4)^2] = √[25+16] =√[41] = 6.4031f) z-axis = √[(4)^2+(7)^2] = √[16+49] = √[65] = 8.0622[/tex]

A Cartesian coordinate system in a plane is a system of coordinates that uniquely identifies each point by a pair of numerical coordinates that are the signed distances from two fixed perpendicular oriented lines to the point, measured in the same unit of length. An axis is a line that is used to sketch, measure, rotate, etc. a curve or a figure. The Cartesian axes in the plane or in space, which are often mutually perpendicular, are the most frequently seen axes. Axes, pronounced "ax-ees," is the plural form of "axis." The phrase is also used to describe a line that passes across a group of aircraft. The line on a graph that passes 0 horizontally (left to right).

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Answer:

75

Step-by-step explanation:

(5 /15) x (15 squared = 75

Answer:

[tex]\sqrt{3}[/tex], 2, 1

Step-by-step explanation:

sin30=a/h=1/2

a=length of opposite side a =1

h=length of hypotenuse h=2

tan30=a/b=1/√3

a=length of opposite side a =1

b=length of adjacent side a =[tex]\sqrt{3}[/tex]

hope this helps

Answer:

i dont really know

Step-by-step explanation:

Answer:

x ≈ 16.5

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Geometry

Step-by-step explanation:

Step 1: Define

We are given a right triangle. We can use trig to find the missing side length.

Step 2: Identify Variables

POV from the angle measure

Angle = 38°

Adjacent Leg = x

Hypotenuse = 21

Step 3: Solve for x