help pls im being timed i cant do mathhh

The first few digits are: 2.7182818284590452353602874713527 (and more ...) It is often called Euler's number after Leonhard Euler (pronounced "Oiler"). e is an irrational number (it cannot be written as a simple fraction).

Answer:

c) 6

Step-by-step explanation:

Given :

⇒ f(x) = x³ + 7x² - x

⇒ g(x) = x² - 3

===============================================================

Finding the degree of g(f(x)) :

⇒ Degree of f(x) = 3

⇒ Degree of g(x) = 2

⇒ Therefore, degree of g(f(x)) = degree of f(x) × degree of g(x)

⇒ Degree of g(f(x)) = 3 × 2

⇒ Degree of g(f(x)) = 6

Degree of g(f(x))

Use Pascal's law

Option C

Answer:

Let the number of digits be n and the number of elements in set be s.

The pattern we see helps us determine the relationship between s and n as follows.

When set contains n-digit numbers, the set contains:

We have s known, substitute it into equation above and solve for n:

The numbers in the set s are 9-digit long.

Answer:

Hi,

Step-by-step explanation:

1) PC=PD since PC*PA=PD*PB

2)25 since PO²=PA²+r² PO=14.5, PB=14.5+10.5=25

3)

6²=3*x==> x=12

Answer:

[tex]\alpha =107.4^{o}[/tex]

Step-by-step explanation:

[tex]15=\frac{\pi (8)\alpha }{180}[/tex]

[tex]\alpha =\frac{(15)(180)}{8\pi } =\frac{2700}{25.13}=107.4[/tex]

Hope this helps

[tex]\textit{arc's length}\\\\ s = \cfrac{\theta \pi r}{180} ~~ \begin{cases} r=radius\\ \theta =\stackrel{degrees}{angle}\\[-0.5em] \hrulefill\\ s=15\\ r=8 \end{cases}\implies 15=\cfrac{\theta \pi (8)}{180}\implies 15=\cfrac{2\pi \theta }{45} \\\\\\ 675=2\pi \theta \implies \cfrac{657}{2\pi }=\theta \implies 104.56^o\approx \theta =a[/tex]

Answer:

15 students

Step-by-step explanation:

To solve this question, we can set up a system of equations.

Let's start by naming our variables.

We can call the number of students that rode in a van "x".

Then, let's name the number of students that rode a bus "y".

Knowing this, we can create two equations and then solve.

For High School A, the equation would be as follows:

12x+11y=576

For High School B, it would be:

4x+9y=384

What you have to do now, is to eliminate one of the variables.

I'm going to choose to do it with elimination, but substitution also works.

I'm going to multiply the second equation by 3, so that we can subtract the equations to eliminate the x variable.

3(4x+9y=384)

Since we're multiplying 3 to both sides, the equation will remain true.

12x+27y=1152

Now, let's subtract the other equation from this one:

  12x+27y=1152

-  12x+11y=576

_____________

0x+16y=576

Our new equation is:

16y=576

Divide both sides by 16 to isolate y

y=36

This means that 36 students rode in each bus.

Let's now use this info to solve for x.

We can do this by plugging in 36 for y.

4x+9y=384

4x+9(36)=384

Simplify

4x+324=384

Subtract 324 from both sides

4x=60

Divide both sides by 4

x=15

This means that 15 students rode in each van.

As I mentioned earlier, this could have also been solved by substitution.

You would have had to isolate one variable so that one of the equations read x= something or y= something

After that, you plug that in to the other equation so you're left with only one variable.

You then simplify, and plug the value back in for the other variable.

Given the nature of this question, that would have involved working with decimals, so I chose elimination instead.

Please let me know if you have any questions!

[tex]\bold{\huge{\underline{ Solution }}}[/tex]

Here, we have given that,

Let the number of students in van be 'x' and number of students in bus be 'y' .

According to the question,

Linear equation for class A

[tex]\sf{ 12x + 11y = 576 ...eq(1)}[/tex]

Linear equation for class B

[tex]\sf{ 4x + 9y = 384 ...eq(2) }[/tex]

Subtract eq(2) from eq(1) :-

[tex]\sf{ 12x + 11y -( 4x + 9y) = 576 - 384 }[/tex]

[tex]\sf{ 12x + 11y - 4x - 9y = 192 }[/tex]

[tex]\sf{ 8x + 2y = 192 }[/tex]

[tex]\sf{ 2(4x + y) = 192 }[/tex]

[tex]\sf{ 4x + y = {\dfrac{192}{2}}}[/tex]

[tex]\sf{ 4x + y = 96}[/tex]

[tex]\bold{ y = 96 - 4x ...eq(3) }[/tex]

Subsitute eq (3) in eq(1) :-

[tex]\sf{ 12x + 11( 96 - 4x) = 576 }[/tex]

[tex]\sf{ 12x + 1056 - 44x = 576 }[/tex]

[tex]\sf{ 12x - 44x = 576 - 1056}[/tex]

[tex]\sf{ -32x = - 480 }[/tex]

[tex]\sf{ x = {\dfrac{-480}{-32}}}[/tex]

[tex]\bold{ x = 15 }[/tex]

Thus, The value of x is 15 .

Now, subsitute the value of x in eq(2) :-

[tex]\sf{ 4(15) + 9y = 384 }[/tex]

[tex]\sf{ 60 + 9y = 384 }[/tex]

[tex]\sf{ 9y = 384 - 60 }[/tex]

[tex]\sf{ 9y = 324 }[/tex]

[tex]\sf{ y = {\dfrac{324}{9}}}[/tex]

[tex]\bold{ y = 36 }[/tex]

Thus, The value of y is 36

Therefore,

The number of students in each van = 15

The number of students in each bus = 36

Hence, The number of students rode in each van are 15 .

Answer:

a) 13

b) 1/3

c) -2

d) 1

Step-by-step explanation:

This is quite simple if you look at it from a different perspective. Imagine that when it says "f(2)" That you are plugging the number 2 in for every x on the right side of the equation:

For example:

f(x) = 3x + 7

f(2) = 3(2) + 7

f(2) = 6 + 7

f(2) = 13

________

f(-3) = 3x + 7

f(-3) = 3(-3) + 7

f(-3) = -9 + 7

f(-3) = 7 - 9 (This is just for those that hate negative values. You can rearrange the values as long as their sign is the same when you do move them. Ex: -14 + 6 - 4 + 9 == 9 + 6 - 14 - 4. I hope that makes sense.

f(-3) = -2

The other way is quite simple as well, if you look at it from a different perspective. Imagine that when it says "f(x) = 8" that you are changing the f(x) to the number 8:

For example:

f(x) = 8

f(x) = 3x + 7

8 = 3x + 7

8 - 7 = 3x

1 = 3x

x = 1/3

f(x)= 10

f(x) = 3x + 7

10 = 3x + 7

10 - 7 = 3x

3 = 3x

3/3 = x

1 = x

I hope this helps!

Answer:

C

Step-by-step explanation:

Evaluating the options :

Option A

⇒ 5/2x + 7/2 = 3/4x + 14

⇒ 2.5x - 0.75x = 14 - 3.5

⇒ 1.75x = 10.5

⇒ x = 6

⇒ No ×

===========================================================

Option B

⇒ 5/4x - 9 = 3/2x - 12

⇒ 1.5x - 1.25x = -9 + 12

⇒ 0.25x = 3

⇒ x = 12

⇒ No ×

=========================================================

Option C

⇒ 5/4x - 2 = 3/2x - 4

⇒ 1.5x - 1.25x = -2 + 4

⇒ 0.25x = 2

⇒ x = 8

⇒ Yes √

C is the right answer.

The each type of angle are discussed below

An angle is formed when two straight lines or rays meet at a common endpoint. The common point of contact is called the vertex of an angle.

If the hours hand point to the hour 1 and minute hand at 12 then

angle will be acute.

If the hours hand point to the hour 2 and minute hand at 12  then

angle will be acute.

If the hours hand point to the hour 3 and minute hand at 12  then

angle will be right angle .

If the hours hand point to the hour 4 and minute hand at 12  then

angle will be obtuse.

If the hours hand point to the hour 5 and minute hand at 12  then

angle will be obtuse.

If the hours hand point to the hour 6 and minute hand at 12  then

angle will be straight angle .

If the hours hand point to the hour 7 and minute hand at 12  then

angle will be reflex.

If the hours hand point to the hour 8 and minute hand at 12  then

angle will be reflex.

If the hours hand point to the hour 9 and minute hand at 12  then

angle will be reflex.

If the hours hand point to the hour 10 and minute hand at 12  then

angle will be reflex.

If the hours hand point to the hour 11 and minute hand at 12  then

angle will be reflex.

If the hours hand point to the hour 12 and minute hand at 12  then

angle will be Complete angle.

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The height of the square-based pyramid is 91.72 in if the length of one side of the base is 23.4 in.

In geometry, it is defined as the shape having a square base with equal sides length and all the vertex of the square's joints at the top, which is perpendicular to the center of the square.

We have a square pyramid.

Length of the pyramid = 23.4 in

The slant height of the pyramid = 93.2 in

From the figure:

Base length CB  = DC = 23.4 in

In a right-angled triangle, BCD

Applying Pythagoras theorem:

DC² + CB² = DB²

23.4² + 23.4² = DB²

DB = 33.092 in

OB = (1/2)DB

OB = (1/2)33.092 = 16.546 in

In the right-angle triangle AOB, again applying Pythagoras theorem:

AO² + OB² = AB²

h² + 16.546² = 93.2²

AO = h (height of the square pyramid)

AB = slant height = 93.2 in

After calculating, we get:

h = 91.719 ≈ 91.72 in

Thus, the height of the square-based pyramid is 91.72 in if the length of one side of the base is 23.4 in.

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Answer:

Unlikely

Step-by-step explanation:

well if you want the chance it’s unlikely. This is because you only have 6 defective calculators and the rest or majority are not defective.

Answer:

27

Step-by-step explanation:

The first angle you get with 180-61 = 119

The second angle you get by the rules of the circle which is 68/2 = 32

And finally X= 180 - 119 - 32 = 27

Answer:

72

Step-by-step explanation:

hopefully you dont need work since you need it asap :(

Answer:

Step-by-step explanation:

1/2 (a+b) x h

a+b = 9+15= 24 / 2 = 12

12 x 6 = 72cm2

Answer:

c = 10

Step-by-step explanation:

The pythagoras theorem :

a² + b² = c²

a = 6 and b = 8

6² + 8² = c²

36+64 = c²

100 = c²

c = √100

c= 10

Hope this helped and brainliest please

Answer:Euclid

Step-by-step explanation:

Euclid was an ancient Greek mathematician in Alexandria, Egypt. Due to his groundbreaking work in math, he is often referred to as the 'Father of Geometry'. Euclid's most well-known collection of works, called Elements, outlines some of the most fundamental principles of geometry.

Answer:

Euclid  

I hope this helps you!

The ratio of the number of squares to the number of triangles is 5 : 2

The number of triangles that should be added to make the ratio is 6

Ratio expresses the relationship between two or more numbers. It is the number of times that one value is contained in another number.

Ratio of the number of squares to the number of triangles = number of squares : number of triangles

10 : 4

5 : 2

The number of triangles that should be added to make the ratio 1 : 1 - 10 - 4 = 6

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Answer:

A = 16.78 km squared

P = 14.28 km

Step-by-step explanation:

Area of triangle: (5*4)/2 = 10

Area of Semi-circle: (πr2)/2 = 6.28

Area of figure: 10 + 6.28 = 16.78

Perimeter: 5 + 3 + (2πr)/2 = 8 + (2π) = 8 + 6.28 = 14.28

Hope this helps!

Answer:

i don't know the perimeter but I do know the area hope this helps if it doesn't I am sorry

Ok for area for a triangle is 1/2 ×base×height and for a semi circle it is pi (π)or 3.14 or 22/7×rsquare with is radius x radius

Step-by-step explanation:

lets start with the triangle so it is 1/2×3/1×5/1×4/1 =30/1 =30sqkm

now for the semi circle it is 22/7×2/1×2/1=88/7=12.5÷2=6.2 why is 4/1 turned into 2/1 it is because you are finding area and 4 is the diameter but we need radius so the radius is half of the diameter

so 30+6.2=36.2kmsq

Answer:

y = 1/2x - 7/2

Slope: 1/2

Y-intercept: (0, -7/2)

Step-by-step explanation:

We know the slope-intercept form of an equation of a line is y = mx + c where slope is m and y-intercept is c.

So, -4y = (-2)x + 14 [divide both sides by -4]

-4/-4 = -2/-4 + 14/-4

y = 1/2 -7/2

Hence the slope =  1/2 and y-intercept = -7/2.

The combination expression that demonstrates how the 20 is calculated using the combination pattern​ is 6C3

While combination has to do with selection, permutation has to do with arrangement.

According to the combination rule

nCr = n!/(n-r)!r!

The expression that gives the result of 20 is expressed below;

6C3 = 6!/(6-3)!3!

6C3 = 6!/3!3!

6C3 = 6!/6*6
6C3 = 720/36
6C3 =20

Hence the combination expression that demonstrates how the 20 is calculated using the combination pattern​ is 6C3

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Answer:

EG=

[tex] \frac{28 }{ \sqrt{3} } [/tex]

EF=

[tex] \frac{56}{ \sqrt{3} } [/tex]

Step-by-step explanation:

You have to memories Trigonometric ratios of 60

Answer:

the second one

Step-by-step explanation:

just looking at the y values you get

-24y + 32y so that will give u +8y , there is only one answer with that

Answer:

The LCD of 1/6 and 1/3 is 6.

Step-by-step explanation:

Rewriting input as fractions if necessary:

1/6, 1/3

For the denominators (6, 3) the least common multiple (LCM) is 6.

LCM(6, 3)

Therefore, the least common denominator (LCD) is 6.

Calculations to rewrite the original inputs as equivalent fractions with the LCD:

1/6 = 1/6 × 1/1 = 1/6

1/3 = 1/3 × 2/2 = 2/6

Answer:

D

Step-by-step explanation:

The correct answer should have a 63%.

It's probably D. The terminology is a little confusing.

The equation of the output looks like:

-7.611 + .186(x) = y

x --> Arm span

y --> Foot span

The linear relationship is formed with the armspan.

The conditional probability that you will randomly select a green box is 1 / 3.

Probability determines the chances that an event would happen. The probability the event occurs is 1 and the probability that the event does not occur is 0.

Probability of selecting a green box = number of green boxes / total number of boxes

2000 / 6000 = 1/3

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Answer:

12

Step-by-step explanation:

The functions f(x) and g(x) are defined as f(x) = 6x and g(x) = 3x + 6

fog(x) = f(g(x))

= f(3x + 6)

= 6(4x +2)

6 x 4x = 24x

6 x 2 = 12

fog(x) = 24x + 12

(fog)(0) where x = 0

= 24(0) + 12

= 0 + 12

(fog)(0) = 12

Answer:

290

Step-by-step explanation:

Formula :

Number of action figures on wall = Total number of figures × % of figures on wall

=============================================================

Given :

⇒ Total number of action figures = 500

⇒ % of action figures on wall = 58%

=============================================================

Solving :

⇒ Action figures on wall = 500 × 58%

⇒ Action figures on wall = 500 × 58/100 (all % are ratios of 100%)

⇒ Action figures on wall = 5 × 58

⇒ Action figures on wall = 290

Total action figures

Done!

Answer:

39.407 hour

Step-by-step explanation:

T = D/S

37.5 m/s in km/h

=375×18/10×5

=135 km/h

T = ABCDEFGHIOJKLMNOPQRSTUVWXYZ

Step-by-step explanation:

0.75x + 0.8(x + 10) = 101

0.75x + 0.8x + 8 = 101

1.55x = 101 - 8

1.55x = 93

x = 93 ÷ 1.55

x = 60