Jeson formed two-digit numbers using the following rules. (i) The digit in the tens place is an EVEN number. (ii) The two-digit number is divisible by 5. How many numbers did Jeson form? a) 5 b) 8 c )16 d) 18

Answer:

Below

I hope its not too complicated

[tex]x=\frac{\text{W}_0\left(\frac{\ln \left(5\right)}{2e^{\frac{3\ln \left(5\right)}{2}}}\right)}{\ln \left(5\right)}+\frac{3}{2}[/tex]

Step-by-step explanation:

[tex]5^{\left(-x\right)}+7=2x+4\\\\\mathrm{Prepare}\:5^{\left(-x\right)}+7=2x+4\:\mathrm{for\:Lambert\:form}:\quad 1=\left(2x-3\right)e^{\ln \left(5\right)x}\\\\\mathrm{Rewrite\:the\:equation\:with\:}\\\left(x-\frac{3}{2}\right)\ln \left(5\right)=u\mathrm{\:and\:}x=\frac{u}{\ln \left(5\right)}+\frac{3}{2}\\\\1=\left(2\left(\frac{u}{\ln \left(5\right)}+\frac{3}{2}\right)-3\right)e^{\ln \left(5\right)\left(\frac{u}{\ln \left(5\right)}+\frac{3}{2}\right)}[/tex]

[tex]Simplify\\\\\mathrm{Rewrite}\:1=\frac{2e^{u+\frac{3}{2}\ln \left(5\right)}u}{\ln \left(5\right)}\:\\\\\mathrm{in\:Lambert\:form}:\quad \frac{e^{\frac{2u+3\ln \left(5\right)}{2}}u}{e^{\frac{3\ln \left(5\right)}{2}}}=\frac{\ln \left(5\right)}{2e^{\frac{3\ln \left(5\right)}{2}}}[/tex]

[tex]\mathrm{Solve\:}\:\frac{e^{\frac{2u+3\ln \left(5\right)}{2}}u}{e^{\frac{3\ln \left(5\right)}{2}}}=\frac{\ln \left(5\right)}{2e^{\frac{3\ln \left(5\right)}{2}}}:\quad u=\text{W}_0\left(\frac{\ln \left(5\right)}{2e^{\frac{3\ln \left(5\right)}{2}}}\right)\\\\\mathrm{Substitute\:back}\:u=\left(x-\frac{3}{2}\right)\ln \left(5\right),\:\mathrm{solve\:for}\:x[/tex]

[tex]\mathrm{Solve\:}\:\left(x-\frac{3}{2}\right)\ln \left(5\right)=\text{W}_0\left(\frac{\ln \left(5\right)}{2e^{\frac{3\ln \left(5\right)}{2}}}\right):\\\quad x=\frac{\text{W}_0\left(\frac{\ln \left(5\right)}{2e^{\frac{3\ln \left(5\right)}{2}}}\right)}{\ln \left(5\right)}+\frac{3}{2}[/tex]

Answer:

-4x -10

Step-by-step explanation:

remove paranthese: 2x−4−6x−6

collect like terms: (2x−6x)+(−4−6)

−4x−10

The simplified Algebraic Expression of (2x-4) - (6x +6) is -4x - 10.

A mathematical operation such as subtraction, addition, multiplication, or division is used to combine terms into an expression. In a mathematical expression, the following terms are used:

Given:

(2x-4) - (6x +6)

Now, solving the above expression

= (2x-4) - (6x +6)

= 2x - 4 - 6x - 6

Combining the like terms

= (2x- 6x) + (-4-6)

= -4x - 10

Hence, the simplified expression is -4x-10.

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Answer:

An angle is defined as two rays with a common endpoint, so CAB (or BAC) is an angle. A line is described as an infinite set of points that extend forever in either direction, which these rays also do.

Step-by-step explanation:

Angles are rays with a shared endpoint.

Lines extend forever in either direction.

Rays AB and AC extend forever in either direction.

A line with points C, A, and B with arrows at the endpoints can satisfy the fact that the two rays AB and AC form both a line and an angle.

A line with points C, A, and B have arrows on both endpoints.

We need to explain how the line containing the points C, A, and B has two rays AB and AC and how it can form both a line and an angle.

A line has no endpoints, it extends infinitely in both directions and both end point is denoted by an arrow.

A ray has a fixed point on one side and an arrow on the other side which extends infinitely.

An angle is formed by two rays from one common fixed point.

Let us draw the line with points C, A, and B that have arrows at the endpoints.

C                A                      B

<----------------.-------------------->

We can say that AB is a ray since at point A we have a fixed point and at point B there is an arrow.

And AC is also a ray since at point A there is a fixed point and at point C there is an arrow.

The two rays AB and AC together form a line because on both ends sides there are arrows.

An angle can also be formed since AB and AC are two rays from one common fixed point.

Thus a line with points C, A, and B with arrows at the endpoints can satisfy the idea that the two rays AB and AC form both a line and an angle.

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Answer:

Step-by-step explanation:

6y - 5z = -8 .......... Equation 1

3z = -6 ................... Equation 2

4x - 3y - 2z= 21...... Equation 3

First solve for z in Equation 2

That's

3z = - 6

Divide both sides by 3

Next substitute the value of z into Equation 1 in order to find y

We have

6y - 5(-2) = - 8

6y + 10 = - 8

6y = - 8 - 10

6y = - 18

Divide both sides by 6

Finally substitute the values of y and z into Equation 3 to find the value of x

That's

4x - 3(-3) - 2(-2) = 21

4x + 9 + 4 = 21

4x + 13 = 21

4x = 21 - 13

4x = 8

Divide both sides by 4

So the solutions are

Hope this helps you

Answer:

-the set of people with Social Security cards and the set of Social Security numbers

Explanation:

There's literally no relation between the height of a tree and the number of trees in a forest that can be clearly seen. Same goes to models and people in a certain town. Birthdays and Students in Class definitely have no correlation as isolated pieces of information. The number of people with social security numbers and the amount of numbers in a SS Card, though, have a direct relation, since the number has to be large so the amount of people that need such a number can have unique numeric representations of their Social Security.

Answer:

80, 160

Step-by-step explanation:

It's just multiplying the last term by 2.

Answer:

80 and 160

Step-by-step explanation:

5 × 2 = 10

10 × 2 = 20

20 × 2 = 40

40 × 2 = 80

80 × 2 = 160

Hope it helps!

Answer:

2.9309

Step-by-step explanation:

2.9309 is the answer

Answer:

answer is 5.625

hope it helps

5.625

40/5=5

5/8=0.625

Answer:

Option (2)

Step-by-step explanation:

We have to arrange the given numbers in the order from least to greatest.

Numbers are [tex]\sqrt{64},8\frac{1}{7},8.1414..., \frac{15}{2}[/tex]

1). [tex]\sqrt{64}=8[/tex]

2). [tex]8\frac{1}{7}=\frac{57}{7}=8.143[/tex]

3). 8.1414....

4). [tex]\frac{15}{2}=7.5[/tex]

Therefore, increasing order of the numbers will be,

[tex]8.143>8.1414>8>7.5[/tex]

[tex]8\frac{1}{7}>8.1414...>8>7.5[/tex]

Option (2) will be the correct option.

Answer:

The change for the input would be 1, and the change for the output would be 0.35. The rate of change should be 0.35 also.

Step-by-step explanation:

Answer:

See Explanation

Step-by-step explanation:

The question has missing details; However, the following explanation will guide.

Represent the boots print with y and the Liz's feet with x

To calculate how much the boot is longer than her feet, we simply get the difference between the length of the boot's print and her feet;

i.e.

[tex]Difference = y - x[/tex]

Note that her boot print (y) will always be greater than her feet (x)

Take for instance;

[tex]y = 3\ ft[/tex]

[tex]x = 2\ ft[/tex]

The difference will be

[tex]Difference = 3ft - 2ft[/tex]

[tex]Difference = 1ft[/tex]

Answer:

[tex]\boxed{ \bold{ \huge{ \boxed{ \sf{5}}}}}[/tex]

Step-by-step explanation:

Given data : 6 , 3 , 2 , 1 , 9 , 9

Σfx = 6 + 3 + 2 + 1 + 9 + 9 = 30

N ( total number of observation ) = 6

Finding the mean

[tex] \boxed{ \sf{mean = \frac{Σfx}{N} }}[/tex]

[tex] \dashrightarrow{ \sf{mean = \frac{30}{6} }}[/tex]

[tex] \dashrightarrow{ \sf{mean = 5}}[/tex]

Hope I helped!

Best regards! :D

Work Shown:

8 lawns = 2 hours

4 lawns = 1 hour (divide both sides by 2)

20 lawns = 5 hours (multiply both sides by 5)

Answer: 20 Lawns

If he mows 8 lawns in a span of 2 hours that means he mows 4 lawns in 1 hour. 4 * 5 is 20

Answer:

x = 1?

Step-by-step explanation:

I think functions are basically just variables but extra so they both act the same. I'm not 100% sure but I Think

if f(x) = -5x + 1 when f(x) = 6,

replace f(x) with 6 so,

6 = 5x + 1

1 - 6 = 5x + 1 - 1

(subtract one on both sides to isolate the variable)

5 = 5x

5/5 = 5x/5

(to Actually isolate the variable lol

1 = x or x = 1

I believe is the answer? please comment if I'm wrong

*I WAS TOLD MY THOUGHT PROCESS IS WRONG ANYONE WHO SEES THIS PLEASE DISREGARD

Answer:

20 square inches

Answer:

9,9,9,9,9

Step-by-step explanation:

Let the five unknown numbers be x

= [tex]\frac{x+x+x+x+x}{5} = 9[/tex]

Simplify

[tex]\frac{5x}{5} = \frac{9}{1}[/tex]

Cross-cancel common factor ; 5

[tex]5x\div 5 = x\\\\x = \frac{9}{1} \\\\x = 9[/tex]

Answer:

Please find the answer in the explanation

Step-by-step explanation:

Suppose the material is being heated.

a. What change of state is represented by line segment A?

The solid changes to liquid state. The change of state is Melting.

b. What is happening to the average kinetic energy of the particles during the change of state represented by line segment B? The average kinetic energy of the particle increases as the heat is applied but remains constant during the change of state.

c. What physical property does the temperature at point B represent?

Vapourisation.

If the liquid is kept at this temperature what state of matter will be observed?

If the temperature persists, the state of matter that will be observed will be gas. Because the liquid must have turned out to vapour.

Answer:

70

Step-by-step explanation: To get the answer to these types of questions, you multiply all three numbers together.

(7,550 - 5,000) / 850 = 3 standard deviations.

The percentage could vary depending on the bell curve diagram your professor uses. I was taught that anything more than 3 standard deviations is 0.15%. So, only about 0.15% of blue whales eat more than 7,550lbs of fish.

Answer:

the answer is 0.15 percent, give the person above me brainlyest for helping!

Step-by-step explanation:

Answer:

1.67 m/s

Step-by-step explanation:

Jorge walks in total:

I takes him:

His speed is:

Hey there! I'm happy to help!

The sum of -4n and 5n.

-4n+5n

is

=

-82

-4n+5n=-82

This simplifies to n=-82.

Have a wonderful day! :D

Answer:

Black socks 35

White socks 31

Step-by-step explanation:

Answer:

one tank can hold 108.1 gallons. half full is 54.05

Step-by-step explanation:

Answer:

54.05 gallons

Step-by-step explanation:

Answer:

-40g+20

Step-by-step explanation:

-5(8g-4)

-40g+20

Answer:

Step-by-step explanation:

Given data

mass of rock, m= 200 kg

height/distance = 3 m

Now we know that the expression for work done is

w= force* distance

and also we need to find the force exerted by mass of rock

F= mg

Substituting our data and solving for force we have (assuming g= 9.81 m/s^2)

Force= 200*9.81

Force= 1962 N

Now we can find the work done

work done= 1962*3

work done= 5880 joules

The work done should be 5880 joules

Since there is the mass of the rock is 200 kg

And, the height is 3 m

Now we know that

work done = force (distance)

Also,

F= mg

= 200(9.81)

=  1962 N

Now the work done is

= 1962(3)

= 5880 joules

Hence, The work done should be 5880 joules

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Answer:

7/15

Step-by-step explanation:

Answer:

45 & 30

Explanation:

30 x 3 = 90.

45 x 2 = 90.

So the two of these are the answers. Hope it helps!

Answer:

45 and 30

Step-by-step explanation:

Answer:

it is  odd

Step-by-step explanation:

Answer:

Neither  I d k  just  t b h  I kinda forgot lol

Step-by-step explanation: