what is the LCD of 3/5, 1/10, 1/2

Answer:

(0,2) x (3,-2)

Step-by-step explanation:

Answer:

Step-by-step explanation:

solution 1:

570 not man = 15% (cause 100% - 85%)

15% = 570

100% = w (for "whole package")

15w = 100 * 570

15w = 57000

w = 57000 / 15

w = 3800

solution 2:

15% = 570

85 = m (for "men)

15m = 570 * 85

15m = 48450

m = 48450 / 15

m = 3230

100% = 85% + 15%

100% = b (for "buch of people")

b = 3230 + 570

b = 3800

Answer:

First, we need to know if AP is equal to PB. We don't really know that CP passed through the midpoint of AB. We also don't know if CPA is equal to CPB. This is why there is not enough information to state that CP is the perpendicular bisector of AB.

Step-by-step explanation:

A perpendicular bisector is a segment that passes through a midpoint of a segment and is perpendicular to it.

-kiniwih426

Answer:

b

Step-by-step explanation:

pls give brainliest hope helpful

Answer:

1.FILTER WATER 2.FILTER CLOTH

3.LIQUIDS

4.INSOLUBLE

5.DIFFERENCE

Answer:

r = -9

Step-by-step explanation:

the less the negative number is the more it is .

Answer:

Yes that is correct you got keep up good work

Answer:

Surface area of a square prism = 4 × (s × h) = 4sh, where, s is the length of the side of the square and h is the height of the square prism.

Answer:

Base= 6

Height= 10

Step-by-step explanation:

Area of triangle= ½ ×base ×height

Let the base be 3x and the height be 5x.

Given that the area is 30,

½ ×base ×height= 30

½(3x)(5x)= 30

Multiply both sides by 2:

3x(5x)= 60

15x²= 60

x²= 60 ÷15

x²= 4

Square root both sides:

[tex]x = \sqrt{4} [/tex]

x= 2

(reject x= -2 since length has a positive value)

Length of base

= 3x

= 3(2)

= 6

Length of height

= 5x

= 5(2)

= 10

Answer:

800

Step-by-step explanation:

Hope this helps

Answer:

800, if it's higher than 50 you can round it to the next hundred

Answer: 0.42857142857

Step-by-step explanation:

9514 1404 393

Answer:

Step-by-step explanation:

We want ...

  revenue ≥ cost + desired profit

  60x +15000 ≥ 18x + 57000 . . . . . . an inequalty

  42x ≥ 42000 . . . . . . . . . . . . . . . . subtract 18x+15000

  x ≥ 1000 . . . . . . . . . . . . . . . . . . divide by 42

The group needs at least 1000 cyclists to raise at least $57,000.

Composite number? I’m not sure if that’s what you’re working on but it’s a true statement.

Answer:

x-intercept is 1  and y-intersect is -2

Step-by-step explanation:

To find the x-intercept let y = 0 and to find the y-intercept let x = 0 and solve each equation.

-4x + 2y = -4         Let x = 0  and solve for y

-4(0) +2y = -4

0 + 2y = -4

 2y = -4

    y = -4/2 ; y = -2       y- intercept is -2

                              Let  y = o and solve

     -4x + 2y = -4

      -4x + 2(0) = -4

     -4x + 0 = -4

      -4x = -4

         x = -4/-4 ;  x = 1           x-intercept is 1

Answer:

False    -5.25 is < (less than) -3

Step-by-step explanation:

To make pastry for an apple pie, you need 4 oz flour and 2 oz fat. The ratio of flour to fat is

4 : 2 .

But this ratio can be simplified in the same way that two fractions can be simplified. We just

cancel by a common factor. So

4 : 2 = 2 : 1 .

Answer:

parrelel

Step-by-step explanation:

[tex]\large\underline{\sf{Solution-}}[/tex]

Given info:

6885 ÷ 46

Here, we have given divisor (43) & dividend (6885). And in problem they asked to find quotient & remainder.

Let's solve!!

[tex] \sf{46 \overline{\bigg)68885 \bigg(}149← \red{Quotient}} \\ \sf \underline{ 46 \: \: \: \: \: \: \: \: \: \: \: \ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: } \\ \sf{228 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: } \\ \sf{ \underline{ - 184 \: \: \: \: \ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: }} \\ \sf0445 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \underline{ \sf - 414 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: } \\ \sf{031 \red{←Remainder}} \\ [/tex]

[tex] \therefore \: \sf{Quotient = 149 \: and \: Remainder \: = 31} \\ [/tex]

[tex] \sf{Now,} \\ [/tex]

[tex] \sf{Divisor \times Quotient + Remainder } \\ [/tex]

[tex] \sf = 46 \times 149 + 31 \\ [/tex]

[tex] \sf = 6854 + 31 \\ [/tex]

[tex] \sf{ = 6885} \\ [/tex]

[tex] \sf = \red{ Dividend}. \\ [/tex]

Answer:

Step-by-step explanation:

Pythagorean Theorem Formula: a² + b² = hypotenuse²

x² + 5² = 13²

x² + 25 = 169

x² + 25 - 25 = 169 - 25 (subtract 25 in both sides)

x² = 169 - 25

√x² = √144

x = 12

Answer:

g vs lhnkdeugyvsvjxbd shall

Answer:

D. x = 4

Step-by-step explanation:

2x – 1= 7

add 1 to both sides:

2x=8

divide both sides by 2:

x=4

One solution.

Hope this helps have a great day!!!!!

Answer: Use the vertical line test to determine whether or not a graph represents a function. If a vertical line is moved across the graph and, at any time, touches the graph at only one point, then the graph is a function. If the vertical line touches the graph at more than one point, then the graph is not a function.

Step-by-step explanation:

Answer:

71/44

Step-by-step explanation:

Here the LCD is the product of the two denominators given:  11*8 = 88.

We rewrite 4/11 as 32/88 and 10/8 as 110/88.  Now the denominators are the same.

Combine  32/88 and 110/88.  We get the sum  142/88, which reduces to 71/44.

Answer:

-39/44.

Step-by-step explanation:

We need to find the lowest common multiple of 11 and 8.

This is 88.

Now to convert the 2 fractions to denominator 88 we multiply first by

8/8 and the second by 11/11:

4/11 - 10/8

= 32/88 - 110/88

= -78/88

= -39/44

Answer:

It would be 93 remainder 3/the second one.

The number of student taking math is 37 while the number of students taking programming is 74

Universal set = 97

let

The number taking math = x

The number taking programming = 2x

The number of students that take exactly one subject = 53

The student taking neither of the subject = 15

The number of students taking only maths will be

The number of students taking only programming will be

let

n(m ∩ p) = y

Therefore,

x - y + 2x - y = 53

3x - 2y = 53

Also,

97 = x + 2x - y + 15

3x - y = 82

Therefore,

3x - 2y = 53

3x - y = 82

-y -(-2y) = 82 - 53

y = 29

3x - 29 = 82

3x = 82 + 29

3x = 111

x = 111/3

x = 37

Finally,

number of students taking maths = 37

number of student taking programming = 37×2 = 74

Check similar problem on sets: https://brainly.com/question/16132324?referrer=searchResults

Answer:

10%

Step-by-step explanation:

please tell me if im right or wrong

Answer:

f×3-f×(-3)

3f+3f

solution:

6f

Step-by-step explanation:

hope it's can help