Wen says the function is continuous, because the number of people is unlimited. Is Wen right or wrong? Explain.

Answer:

[tex]\dfrac{17}{30}[/tex] minutes.

Step-by-step explanation:

It is given that Sally takes [tex]2\dfrac{5}{6}[/tex] minutes to drive from her home to the local shopping center.

[tex]2\dfrac{5}{6}=\dfrac{2(6)+5}{6}[/tex]

[tex]2\dfrac{5}{6}=\dfrac{12+5}{6}[/tex]

[tex]2\dfrac{5}{6}=\dfrac{17}{6}[/tex]

She spends 1/5 of this time waiting at traffic lights.

Waiting time in traffic [tex]=\dfrac{17}{6}\times \dfrac{1}{5}[/tex]

                       [tex]=\dfrac{17}{30}[/tex]

Therefore, waiting time is [tex]\dfrac{17}{30}[/tex] minutes.

Answer:

  9

Step-by-step explanation:

Let x represent the number.

  2x -8 = 10 . . . . . . . 8 fewer than twice the number is 10

  x - 4 = 5 . . . . . . . . divide by 2

  x = 9 . . . . . . . . . . . add 4

Te number is 9.

Answer:

e. not answer

Step-by-step explanation:

(1.9 x 10) x (5.8 x 10)

19 x 58

1102 = 1.102 x 10^3

Answer:

22

Step-by-step explanation:

6x-5x=1x

1x =22

Answer: It is prime

Step-by-step explanation: hope this helps have a good day :)

Answer:

3x^2-2x-2

Step-by-step explanation:

2x^2 - 6x - 2 and x^2 + 4x

2x^2 - 6x - 2 +x^2 + 4x

Combine like terms

2x^2  +x^2- 6x + 4x- 2

3x^2            -2x        -2

Based on the calculations, the sum of 2x² - 6x - 2 and x² + 4x is equal to 3x² - 2x - 2.

In Mathematics, the standard form of a quadratic equation is given by this mathematical expression:

ax² + bx + c = 0.

In this exercise, you're required to determine the sum of the given quadratic equations. Thus, we would add the equations together as follows:

2x² - 6x - 2 + x² + 4x

Combining like terms, we have:

2x² + x² + 4x - 6x - 2

3x² - 2x - 2

Read more on quadratic equation here: brainly.com/question/1214333

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Answer:

The joule (/ dʒ aʊ l, dʒ uː l / jawl, jool; symbol: J) is a derived unit of energy in the International System of Units. It is equal to the energy transferred to (or work done on) an object when a force of one newton acts on that object in the direction of the force's motion through a distance of one metre (1 newton metre or N⋅m). It is also the energy dissipated as heat when an electric ...

Step-by-step explanation:

Answer:

bro i dont get this but i bet the guy in top of me it is right in deed

Step-by-step explanation:

Answer:

A  circle.

Step-by-step explanation:

Answer:

Circle mate

Step-by-step explanation:

Xoxoxo hope it’s correct luv

Answer:

The correct option is;

Benito's profit per shirt increased from $10 to $15

Step-by-step explanation:

Over the interval [0, 7] from 0 to 7 on the x axis, we have;

At x = 0, y = -20, therefore the y-intercept = -20

At y = 0, x = 2 which is the x-intercept

The slope, m₁ of the straight line plotted dots on the interval from 0 to 7 on the x axis is found as follows;

m  = (y₂ - y₁)/(x₂ - x₁)

m₁ = (0 - (-20))/(2 - 0) = 10

The equation of the interval is therefore;

y - 0 = 10×(x - 2)

y = 10·x - 20

Therefore, the profit, y increases by $10, for each shirt, x, sold over the interval from 0 to 7 on the x axis

Over the interval [8, 11] from 8 to 11 on the x axis, we have;

At x = 9, y = 40,

At x = 11, y = 70

The slope, m₂ of the straight line plotted dots on the interval from 8 to 11 on the x axis is found as follows;

m  = (y₂ - y₁)/(x₂ - x₁)

m₂ = (70 - 40)/(11 - 2) = 15

The equation of the interval is therefore;

y - 70 = 15×(x - 11)

y = 15·x - 165

Therefore, the profit, y increases by $15, for each shirt, x, sold over the interval from 8 to 11 on the x axis.

First questions: A

You will add the 10.

Second questions: C

You will multiply the 5.

Step-by-step explanation:

nose nesesito puntos

Answer:

7/30

Step-by-step explanation:

-3/9 * -56/80

-3/9= -1/3

-56/80 = -7/10

-1/3(-7/10)

1(7) / 3(10)

7/30 or 0.2333

Answer:

Commutative property of addition is the correct option.

Answer:

the answer commutative my friend

Answer:

|x| =9           yes

-|x|=9           no

-|-x|=9          no

-|-x|=-9         yes

|x|=-9           no

|-x|=9            yes

|-x|=-9         no

x=9 is a possible solution for

A modulus function is a function that returns a number's or variable's absolute value. It generates the number's or the variable's magnitude.

It is represented by |x|.

Let us check for each equation.

Hence among the possible equations, x=9 is a possible solution for

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Answer:

x = 61°

Step-by-step explanation:

From the image, we can see that we have an isosceles triangle.

We know that the other 2 angles will be equivalent to each other.

We also know that the sum of angles in a triangle adds up to 180°.

Step 1: Set up equation

58 + x + x = 180

Step 2: Solve

58 + 2x = 180

2x = 122

x = 61°

Answer:

y = 5x - 2

Step-by-step explanation:

The slope will be 5, because that is the opposite reciprocal of the original slope, -1/5

Then, plug the slope and the given point into y = mx + b to find b:

y = mx + b

-2 = 5(0) + b

-2 = 0 + b

-2 = b

Then, plug the y-intercept and the slope into the equation:

y = 5x - 2 will be the equation

Answer: 237

Step-by-step explanation:

Ok we can write 426 as:

400 + 20 + 6

Then the 2 in 426 is in the place of the tens and represents a 20.

If we want a number with a 2 that is 10 times greater than 20, we have that:

10*20 = 200.

Then we should find a number with a 2 in the hundreds place, an example can be:

237

where we can write this number as:

237 = 200 + 30 + 7

and the 2 is in the hundreds place.

Answer:

[tex]\huge\boxed{\sf 5y^2 -4}[/tex]

Step-by-step explanation:

[tex]\sf (7y^2 + 3xy -9) - (2y^2+3xy-5)\\\\Resolving \ Parenthesis\\\\7y^2 + 3xy-9 -2y^2 -2xy+5\\\\Combining \ like \ terms\\\\7y^2-2y^2+3xy-3xy-9+5\\\\Adding \ or \ Subtracting\\\\\boxed{\bold{\sf 5y^2-4}}[/tex]

Answer:

28

Step-by-step explanation:

3x10-2

Because of order of ops, you multiply first

30-2

Finally, you subtract

28

Answer:

[tex]\frac{3}{100}[/tex] = 0.03

Step-by-step explanation:

Using the rule of exponents

[tex]a^{-m}[/tex] ⇔ [tex]\frac{1}{a^{m} }[/tex]

Given

3 × [tex]10^{-2}[/tex]

= 3 × [tex]\frac{1}{10^{2} }[/tex]

= 3 × [tex]\frac{1}{100}[/tex]

= [tex]\frac{3}{100}[/tex] = 0.03

Answer:

38 deg

Step-by-step explanation:

The measures of complementary angles have a sum of 90 deg.

x + 52 = 90

x = 38

Answer: 38 deg

Multiplying a listed price by the percent can get you the sales tax, and then you can add.

[tex]80*0.07=5.6[/tex]

(0.07 is 7% converted into a decimal)

[tex]80+5.6=85.60[/tex]

So the item is $85.60 after sales tax.

You may also notice that multiplying the listed price by 1.07 will get you the same answer, without the need to add the sales tax.

[tex]80*1.07=85.60[/tex]

Hope this helps.

頑張って!

Answer:

B.  43.2

Step-by-step explanation:

the answer is -15. negative - negative = negative.

Answer:

(-8)+(-7).

-8-7= -15.

Answer:

Use this trick. PEMDAS.

P- parenthises. if there is something in the parenthises, you know you need to start with that first. Do the equatoin in the () parenthisis.

E- Exponents. If there is exponents in your equation, make sure you do them afteryou have done the steps in the parenthesis.

M- Multiply. Always multiply left  to right. Always multiply after you have done the first two steps.

D- Divide. Divide the numbers left to right. Very simular to the multiplication.

A- Add. Always add left to right.

S- Subtract. Always subtract left to right.

------

Always do these steps in this order. If there is no addition, skip to subtraction.

Answer:

  it's all about Order of Operations (lots of caveats here)

Step-by-step explanation:

These are exercises in the use of the Order of Operations.

The Order of Operations is a set of rules for how to evaluate an arithmetic expression. It tells you which operations to perform first, so that expressions like 1+2×3 are properly evaluated to 1+6 = 7, rather than incorrectly to 3×3 = 9, for example.

(Please be aware that some calculators do this incorrectly.)

__

In most cases involving numerical expressions, such as the ones shown, the rules are summarized by the mnemonics BEDMAS or BIDMAS or PEMDAS. The first two are more often used where British English is spoken. The meaning of these mnemonics is as follows:

B/P -- "brackets" or "parentheses". Expressions inside parentheses are evaluated first. Innermost parentheses are evaluated before enclosing parentheses. Your first expression shows an example of this:

  4 ÷2 +5(10 -6)

has the expression (10 -6) evaluated first. The result is then the expression ...

  4÷2 + 5×4

Note that in your last expression, the fraction bar effectively serves as parentheses for both the numerator and denominator. If this were written in plain text, it would be written as ...

  (2^3 -5)/(15 +9)

__

E/I -- "exponents" or "indices". Anything with an exponent (index) is evaluated after parentheses are eliminated. Your second expression is an example of this:

  (2+3)² first has the parentheses removed so you have

  5²

Then the exponent is evaluated. Of course the exponent, or index, tells you how many times 5 is a factor in the product:

  5·5 = 25

As with fraction bars, the typography of a typeset expression can imply grouping (parentheses). If the expression ...

  [tex]2^{x+5}[/tex]

were written in plain text, it would have to be written with parentheses around the exponent:

  2^(x+5)

__

D/M and M/D -- "division" and "multiplication". Here is where confusion may arise. Multiplication and division have the same priority, so are evaluated in the order they are found, left to right. The sequence of letters D or M in the mnemonic does not mean that one is performed before the other. Your first expression is an example of this:

  4÷2 + 5×4 = 2 + 5×4 = 2 + 20

Here, the division happens to be first, so it is evaluated first. The multiplication is then evaluated second, because it appears to the right of the division.

__

AS -- "addition" and "subtraction". Again, confusion sometimes arises because the A appears before the S in the mnemonic. The operations of addition and subtraction have the same priority, so are evaluated in the order they are found, left to right.

_____

These are the rules. They can be modified somewhat by the properties of multiplication and addition when you actually perform the math.

For example, the expression 2×3×5 evaluated according to the rules would be = 6×5 = 30. However, we know that multiplication has associative and commutative properties, so we could evaluate this as 2×5×3 = 10×3 = 30. Similarly, we know that multiplication and division are inverse operations, so division by 2 is the same as multiplication by (1/2). Then we could evaluate ...

  4÷2 = 4×0.5 = 2

This knowledge can let us rearrange an expression such as ...

  5÷2×6 = 5×(1/2)×6 = 6×(1/2)×5 = 3×5 = 15

While this is a correct evaluation of the expression, you need to be careful. If your work is supposed to show an understanding of Order of Operations, you may be required to show your work as 5÷2×6 = 2.5×6 = 15.

_____

Additional comment on plain-text expressions

When in doubt, add parentheses around anything you want to consider to be a unit: numerators, denominators, exponents, fractions. Here's an example where grouping can be troublesome:

  [tex]\boxed{9-3\div\dfrac{1}{3}+1} = 9-3\times3+1=9-9+1=0+1=1[/tex]

  (division by 1/3 is the same as multiplication by 3/1)

When written in plain text, this is often written as ...

  9 - 3 ÷ 1/3 + 1

which must be evaluated as ...

  9 - 3/3 +1 = 9 -1 +1 = 9 . . . . . . the division 3÷1 is performed first

The key here is that 1/3 is intended to be treated as a fraction, so it needs to be in parentheses in plain text:

  9 - 3 ÷ (1/3) + 1

This last example also shows that the order of operations treats ÷ and / and "over" and "divided by" as meaning the exact same thing: whatever is on the immediate left is divided by whatever is on the immediate right.* If that "whatever" is intended to be more than a single number or variable, it must be in parentheses.

__

* Yet another caveat: some authors consider "/" to always be a fraction bar, and ÷ to have the more conventional interpretation. Some authors consider ÷ to mean (everything to the left) divided by (everything to the right). The reason for the Order of Operations is to specify a standard interpretation of these symbols and their use.

Answer:

[tex] \boxed{ \bold{ \boxed{ \sf{15 {x}^{4} + 13 {x}^{2} y + 2 {y}^{2} }}}}[/tex]

Option A is the correct option.

Step-by-step explanation:

[tex] \sf{(3 {x}^{2} + 2y)(5 {x}^{2} + y)}[/tex]

Use the distributive property to multiply each term of the first binomial by each term of the second binomial.

Thenafter, Simplify

[tex] \dashrightarrow{ \sf{3 {x}^{2} (5 {x}^{2} + y) + 2y(5 {x}^{2} + y)}}[/tex]

[tex] \dashrightarrow{ \sf{15 {x}^{4} + 3 {x}^{2} y + 10 {x}^{2} y + 2 {y}^{2} }}[/tex]

[tex] \dashrightarrow{ \sf{15 {x}^{4} + 13 {x}^{2} y + 2 {y}^{2} }}[/tex]

Hope I helped!

Best regards! :D

Answer:

53.2 mph

Step-by-step explanation:

A truck driver travels at an average speed of 65 miles per hour on a 200 miles trip to collect a load of freight

On the return trip the average speed is 45 miles per hour

Average speed= total distance/total time

The first step is to calculate the total time

Time spent when going on the trip(t1) can be calculated as follows

200 = 65 × t1

t1= 200/65

t1= 3.0769 hrs

The time spent when returning from the trip can be calculated as follows

200 = 45 × t2

t2= 200/45

t2= 4.44 hrs

Total time = 3.0769 hrs + 4.44hrs

= 7.521 hrs

The total distance can be calculated as follows

= 2×200

= 400

Therefore the average speed for the round trip can be calculated as follows

= 400/7.521

= 53.2 mph

Hence the average speed for the round trip is 53.2 mph

Answer:

Miss Meod lost $88 from Adams' first week of services.

Step-by-step explanation:

Assuming the first sentence stand

As Adams received $125 of wages the break-point is at $250 dollars

which is double of Adams' wage. Below this point the employe cannot realize a gain.

The services performed were $162  we subtract the break even point:

162 - 250 = -88

Durign the first week Miss Adams services generate a variable loss for $88