Order the numbers below from least to greatest.

Step-by-step explanation:

[tex] \frac{2}{9} + \frac{1}{3} \\ by \: taking \: out \: the \: lcm \: of \: 9 \: and \: 3 \: \\ we \: get \: 9\: as \: lcm \\ now \\ \frac{2 \times 1 + 1 \times 3}{9} \\ \frac{2 + 3}{9} \\ \frac{5}{9} [/tex]

Answer:

less then 90º

Step-by-step explanation:

an acute angle is an angle which is less then 90º

Answer:

$14.50

Step-by-step explanation:

Is the answer because we don't put a decimmel pint after the number

The property of real numbers demonstrated in the given statement is the "Reflexive Property of Equality."

The Reflexive Property of Equality is one of the fundamental properties of real numbers, stating that any real number is always equal to itself. In mathematical terms, for any real number 'a,' the Reflexive Property is expressed as:

a = a

This property is self-evident, as it simply means that any quantity or value is identical to itself. In the provided statement, the cost of one item sold for $14.50 is precisely $14.50, showing that the item's cost is equal to itself.

To further illustrate this concept, consider any real number 'x.' According to the Reflexive Property, we have:

x = x

This applies to all real numbers, whether they are whole numbers, decimals, fractions, negative numbers, or irrational numbers. For example:

1 = 1

5.3 = 5.3

-2 = -2

π = π (pi)

No matter what value 'x' represents, the Reflexive Property holds true for all real numbers. It is a fundamental principle that underpins many mathematical operations and proofs.

In summary, the Reflexive Property of Equality states that any real number is equal to itself. The given statement, "The cost of one item sold for $14.50 is $14.50," exemplifies this property, showing that $14.50 is indeed equal to $14.50, thus reaffirming the reflexive nature of real numbers.

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Answer:n =21

Step-by-step explanation:

Therefore, In the similarity transformation of ΔACB to ΔEFD, ΔACB was dilated by a scale factor of 2, reflected across the y-axis, and moved through the translation 2 units

What is graph transformation?

The technique of altering an existing graph or graphed equation to create a different version of the following graph is known as graph transformation. In particular, the change of algebraic equations, it is a typical kind of algebraic problem.

Graphs can be extended, rotated, inverted, or any combination of these transformations; they can also be translated or moved along the xyxy plane. The formulas "move the function f(x)f(x) by cc units in some direction," "stretch the function f(x)f(x) by cc units," and "rotate the function f(x)f(x) by xx units about the xx-, yy-, or zz-axis" are frequently used in mathematical issues. In every instance, the transformation has specific, calculable effects on the underlying function.

Since the triangle ABC and DEF is similar

So we can write,

DE/BC=EF/AB=FD/CA

scale factor =Length of CA/length of DF

                     =6/3

                      =2:1

Reflected at y axis i.e x=0

and raised by 2 units.

Therefore, In the similarity transformation of ΔACB to ΔEFD, ΔACB was dilated by a scale factor of 2, reflected across the y-axis, and moved through the translation 2 units

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Step-by-step explanation:

for a=

[tex] \frac{s - n}{n} [/tex]

Answer:

[tex]\tt{ \green{P} \orange{s} \red{y} \blue{x} \pink{c} \purple{h} \green{i} e}[/tex]

Answer:

The selling price of 21 articles is equal to the cost price of 18 articles. Find the loss percent. Answer: answer is 100/7 %

Answer:

ball$

Step-by-step explanation:

<3

Answer:

Step-by-step explanation:

[tex]U=\{(x,y)\ \zeta\ y=|x+1| \ and\ x \in \{-2,-1,0,1,2\}\ \}\\\\\begin{array}{|c|c|}x&y\\---&---\\-2&2\\-1&0\\0&2\\1 & 4\\2&6\\---&---\\\end{array}\\\\U=\{(-2,2),(-1,0),(0,2),(1,4),(2,6)\}\\[/tex]

Answer:

2 / (-2,2)

Step-by-step explanation:

Answer:

- 6[tex]x^{4}[/tex] + 14x³ + 8x² - 18x - 10

Step-by-step explanation:

Given

(3x² - 4x - 5)(- 2x² + 2x + 2)

Each term in the second factor is multiplied by each term in the first factor, that is

3x²(- 2x² + 2x + 2) - 4x(- 2x² + 2x + 2) - 5(- 2x² + 2x + 2) ← distribute parenthesis

= - 6[tex]x^{4}[/tex] + 6x³ + 6x² + 8x³ - 8x² - 8x + 10x² - 10x - 10 ← collect like terms

= - 6[tex]x^{4}[/tex] + 14x³ + 8x² - 18x - 10

Answer:

Step-by-step explanation:

Given,

[tex] \frac{ \sqrt[4]{9} \sqrt{9} }{ \sqrt[4]{ {9}^{5} } } [/tex]

[tex] = \frac{ \sqrt[4]{9} \sqrt{9} }{ \sqrt[4]{9 \times 9 \times 9 \times 9 \times 9} } [/tex]

[tex] = \frac{ \sqrt[4]{9} \sqrt{9} }{9 \sqrt[4]{9} } [/tex]

[tex] = \frac{ \sqrt{9} }{9} [/tex]

[tex] = \frac{ {9}^{ \frac{1}{2} } }{ {9}^{1} } [/tex]

[tex] = {9}^{ \frac{1}{2} - 1} [/tex]

[tex] = {9}^{ - \frac{1}{2} } (ans)[/tex]

Answer:

97

Step-by-step explanation:

388 (number of tickets) / 4 (number of groups (adults, and the 3 times as many kids))

If the number of student tickets sold was three times the number of adult tickets sold, 97 adult tickets were sold.

Let's assume the number of adult tickets sold is 'x.'

According to the information given, the number of student tickets sold was three times the number of adult tickets sold. So, the number of student tickets sold is 3x.

The total number of tickets sold is the sum of the adult and student tickets, which is 388:

x + 3x = 388

Now, combine like terms:

4x = 388

To find the value of 'x,' divide both sides of the equation by 4:

x = 388 / 4

x = 97

To verify the result, let's find the number of student tickets:

Number of student tickets = 3 * 97 = 291

Now, let's add the adult and student tickets:

97 (adult) + 291 (student) = 388

The result checks out, and we have 97 adult tickets and 291 student tickets, which together sum up to the total of 388 tickets sold for the school play.

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Answer:

I have ans in the picture form.

Step-by-step explanation:

Take it

Answer:

33

Step-by-step explanation:

608pages/16h = 33pages/h

Step-by-step explanation:

[tex]thank \: you[/tex]

Answer:

[tex] \frac{1}{3} (2x - y) = z \\ \frac{2}{3} x - \frac{y}{3} = z \\ \frac{2}{3} x = z + \frac{y}{3} \\ \frac{2}{3} x = \frac{3z + y}{3} \\ x = \frac{3z + y}{3} \div \frac{2}{3} \\ x = \frac{3z + y}{3} \times \frac{3}{2} = \frac{3(3z + y)}{6} \\ \\ x = \frac{3z + y}{2} \\ \\ x = \frac{3z}{2} + \frac{y}{2} [/tex]

I hope I helped you^_^

The median of that data set is 9.

Sort the numbers from least to greatest and find the middle number (that should be your median)

If there are 2 numbers in the middle of the set, then you take the average and that would be your median.

We have that the distance around the park to the nearest yard,QM to the nearest yard and the Time of travel for man's jog is given respectively as

From the Question we are told that

[tex]PQ=(50-10)=40\\\\QR=(80-10)70[/tex]

Generally the equation for the Resultant PR is mathematically given as

[tex]PR=\sqrt{PQ^2+QR^2}\\\\PR=\sqrt{70^2+40^2}\\\\PR=80yd[/tex]

a)

Generally the equation for the Distance around they park is mathematically given as

[tex]X=PQ+QR+PR\\\\X=80+70+40\\\\[/tex]

[tex]X=190yd[/tex]

b)

Generally the equation for the Path QM is mathematically given as

From the diagram we see that

[tex]QM=PM=MR\\\\QM=\frac{80}{2}\\\\[/tex]

[tex]QM=40yd[/tex]

c)

From the question we are told

Average speed of [tex]150yd/m[/tex]

Total distance traveled

[tex]D_t=40+40+40+70+40\\\\D_t=230yd[/tex]

Therefore

Time

[tex]T=\frac{D_t}{V}\\\\T=\frac{230}{150}[/tex]

[tex]T=1.5minutes.[/tex]

in conclusion

The distance around the park to the nearest yard,QM to the nearest yard and the Time of travel for man's jog is given respectively as

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Answer:

a= 1 , b= 3 , c= –3

[tex]x = \frac{ - b \frac{ + }{} \sqrt{ {b}^{2} - 4ac} }{2a} \\ x = \frac{ - 3 \frac{ + }{} {} \sqrt{ {3}^{2} - 4(1)( - 3)} }{2(1)} \\ = \frac{ - 3 \frac{ + }{} \sqrt{9 + 12} }{2} = \frac{ - 3 \frac{ + }{} \sqrt{21} }{2} \\ \\ x = \frac{ - 3 \frac{ + }{} \sqrt{21} }{2} \\ \\ x = 0.79 \\ x = - 3.79[/tex]

I hope I helped you^_^

Answer:

m = -18

Step-by-step explanation:

6 + m/2 = -3

Subtract 6 from each side

6 + m/2 -6 = -3-6

m/2 = -9

Multiply each side by 2

m/2 * 2 = -9*2

m = -18

[tex]\huge\text{Hey there!}[/tex]

[tex]\huge\boxed{\mathsf{6+ \dfrac{m}{2}=-3}}}\\\huge\boxed{\rightarrow\mathsf{6 + \dfrac{1}{2}m = -3}}[/tex]

[tex]\huge\boxed{\rightarrow \mathsf{\dfrac{1}{2}m+ 6 = -3}}\\\\\huge\boxed{\text{SUBTRACT 6 to BOTH SIDES}}\\\huge\boxed{\mathsf{\dfrac{1}{2}m + 6 - 6 = -3 + 3}}[/tex]

[tex]\huge\boxed{\mathsf{\dfrac{1}{2}m = -9}}[/tex]

[tex]\huge\boxed{\text{MULTIPLY 2 to BOTH SIDES}}[/tex]

[tex]\huge\boxed{\mathsf{\dfrac{1}{2}m \times 2 = 2 \times -9}}[/tex]

[tex]\huge\boxed{\mathsf{m = 2\times-9}}\\\huge\boxed{\mathsf{2\times-9 = m}}\\\huge\boxed{\mathsf{2\times-9 = \bf -18}}\\\\\huge\boxed{\textsf{Therefore, your answer: \bf -18}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

~[tex]\huge\boxed{\frak{Amphitrite1040:)}}[/tex]

Answer:

27 square are there in the given figure

Answer:

9 3/4

Step-by-step explanation:

First you would want to multiply the whole number with their denominators and then add the numerator to that. 2*6+1 and 4*2+1  Then you keep the original denominator at the bottom of the fraction.

2*6+1/6  4*2+1/2 ---> 13/6 x 9/2

You would then simplify the crossing numbers 6 and 9. They both can be divided by three.

13/2 x 3/2 = 39/4

Now you would do long division where you divide 39 by 4

4 goes into 39 nine times subtracting 36 from 39.

You then end up with 1 which becomes you numerator, 4 is the new denominator and 9 is the whole number.

The answer of the given mixed numbers 2 1/6 x 4 1/2 is 9 3/4.

A mixed number is a whole number, and a proper fraction represented together. It generally represents a number between any two whole numbers.

You should first multiply the entire number by the denominators of the other numbers, and then add the numerator to that result. 2*6+1 and 4*2+1 The original denominator is then kept at the bottom of the fraction.

(2*6+1)/6 x ( 4*2+1)/2 —-> 13/6 x 9/2

Next, you would streamline the intersection of numbers 6 and 9. They are both divisible by three.

13/2 x 3/2 = 39/4

You would now perform a long division by dividing 39 by 4.
4 multiplies 39 by 9 and subtracts 36 from 39.

In the end 3 becomes the numerator, 4 becomes the new denominator, and 9 is the total.

Therefore, 2 1/6 x 4 1/2 = 9 3/4.

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Answer:

Represents

Step-by-step explanation:

Going over the basic definition of polynomial, an expression which is composed of variables, constants and exponents, that are combined using the mathematical operations such as addition, subtraction, multiplication and division, we can see that the expression is indeed a polynomial.

Answer:

200

Step-by-step explanation:

90-35=125

180-125=55

55x4=220

220= 200