12. Sarah uses long division to convert
a rational number 2 to a decimal.
P
Which of the following statements
cannot be true?
A. The decimal form of P
q
terminates with a zero in the
tenths place.
B. The decimal form of P
eventually repeats.
C. The decimal form of never
terminates or repeats.
D. The decimal form ofis 0.

Jeremiah average velocity during the drive was 80 km/h while the instantaneous velocity at one point was 105 km/h

An equation is used to show the relationship between numbers and variables.

Average velocity is the ratio of total distance travelled to total time taken. Instantaneous velocity is the velocity at a particular point in time.

Jeremiah completed a straight, 120 km drive in 1.5 hours, hence:

Average velocity = total distance / total time

Average velocity = 120 km / 1.5 hours = 80 km/h

At one point during the drive, he saw that his speedometer read 105 km/h, hence:

Instantaneous velocity = 105 km/h

The average velocity is 80 km/h while the instantaneous velocity is 105 km/h

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The greatest possible quotient of any two distinct members of the set; { 2 / 5, 1 / 2, 5, 10 } as required is; 25.

It follows from the task content that the set from which the two numbers whose quotient is to be maximised is; { 2 / 5, 1 / 2, 5, 10 }.

On this note, since the quotient which is to be maximised is hypothetically; x / y;

Hence, in a bid to maximize the result of the quotient; it follows that the numerator, x must be as great as possible and the denominator, y must be as less as possible.

On this note, since the maximum number in the set is 10 and the minimum is 2 / 5; we have that;

10 / (2 / 5)

= ( 10 × 5 ) / 2

= 25.

Consequently, it follows that the greatest possible quotient as required is; 25.

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Answer:

Lauren will finish the race faster 7 seconds faster, and 14 meters ahead.

Step-by-step explanation:

To answer this question, I will use the strategy of finding the slope of each of the proportional relationships (y = 8x for Lauren's run and y = ?x for Amani's run). The slope represents the rate at which the distance changes for each unit of time, so the person with the greater slope will finish the race faster.

To find the slope of Amani's run, I will use the tool of point-slope form, which is y - y1 = m(x - x1). I will plug in the coordinates for the second point listed in the table for Amani's run (5 seconds and 30 meters) to get y - 30 = m(5 - x1). Since I don't know the value of x1, I will solve for it in terms of m. I get x1 = 5 - (30/m).

Next, I will plug in the coordinates for the first point listed in the table for Amani's run (3 seconds and 18 meters) into the equation y - 30 = m(5 - (30/m)). I get 18 - 30 = m(5 - (30/m)). Solving for m, I find that Amani's run has a slope of m = -6.

Since Lauren's run has a slope of 8 and Amani's run has a slope of -6, Lauren will finish the race faster. To find out by how much, I will use the tool of proportional reasoning. Since the slope represents the rate at which the distance changes for each unit of time, the difference in the slopes (8 - (-6)) represents the difference in the rate at which the distance changes for each unit of time between the two runs. The difference is 14, so Lauren will finish the race 14 meters ahead of Amani for each second that they run. Since the race is 100 meters long, Lauren will finish the race approximately 7 seconds faster than Amani.

Answer:

yes

Step-by-step explanation:

The equation of line passes through the point (2, 3) will be;

⇒ y = 1/2x + 2

And, Graph of this equation of line is shown in figure.

The equation of line in point-slope form passing through the points

(x₁ , y₁) and (x₂, y₂) with slope m is defined as;

⇒ y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

Given that;

The point on the line are (2, 3).

And, The perpendicular line is,

⇒ y - 4 = - 2 (x + 3)

⇒ y -  4 = - 2x - 6

⇒ y = - 2x - 2

Now,

Since, The equation of line passes through the point (2, 3).

So, We need to find the slope of the line.

Since, The product of slope of the perpendicular line is - 1.

Hence, Slope of the given perpendicular line is,

⇒ y = - 2x - 2

m = dy/dx = - 2

m = - 2

So, The slope of line is,

⇒ m₂ = - 1/m

         = 1/2

Thus, The equation of line with slope 1/2 is,

⇒ y - 3 = 1/2 (x - 2)

⇒ y - 3 = 1/2 (x - 2)

⇒ y - 3 = 1/2x - 1

⇒ y = 1/2x - 1 + 3

⇒ y = 1/2x + 2

Therefore, The equation of line passes through the point (2, 3) will be;

⇒ y = 1/2x + 2

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The money invested by Phyllis with simple interest rate 3 1/2% and 3% per year is given by $7500 , and $3,000 respectively.

As given in the question,

Total amount with Phyllis is equal to $10,500

Let 'x' be the portion of Phyllis earning invested with 3 1/2% per year simple interest rate

Then $( 10,500 - x ) invested by Phyllis with simple interest rate 3% per year

Total interest earned by the investment = $352.50

0.035x + 0.03( 10,500 - x ) = $352.50

⇒0.035x + 315 - 0.03x = 352.50

⇒0.005x = 352.50 - 315

⇒0.005x = 37.5

⇒x = $7500

and $( 10,500 - x ) = $( 10,500 - 7500 )

                              = $ 3,000

Therefore, the amount of invested with simple interest rate 3 1/2% per year and 3% is equal to $7500 and $3,000 respectively.

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Answer: 1/2 is the slope.

Step-by-step explanation: (-2-6)/(2-6) = -8/-4

-8/-4 Simplified is 1/2

Therefore 1/2 is your slope

Hope this helps!

The rate of change for the graph, when x=0 and x=1 is 2 units.

What is average rate of change?

This expression represents the average rate of change of the function f(x) over the range a<=x<=b, is less than or equal to x, and is less than or equal to b -

[f(b)-f(a)]/b-a

​

The rate of change of graph is determined by the formula -

[f(b)-f(a)]/b-a

[f(1)-f(0)]/1-0

Here, in the graph it can be clearly seen that f(0)=-1 and f(1)=1.

Plugging in the values -

[1-(-1)]/1

(1+1)/1

2

Therefore, the rate of change is 2 units.

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Answer: D

Step-by-step explanation:

The statement says that the angles GIH and QRS must be the same measurement. To show that on diagrams, we use markings : if angles have the same markings, then it means they have the same measurement.

That way, we just need to see which diagram has the right measurements.

First, the angles GIH and QRS are the angles we see named by the letter in the center : then GIH and QRS.

So it must be the angles with letters of I and R that have the same markings.

A : doesn't work for I and R

B : doesn't work for I and R

C : doesn't work for I and R

D : works for I and R

it should be the D, of course if I didn't see well don't hesitate to make sure it's correct with what I said before :)

Answer:

the answer would be D

Step-by-step explanation:

the answer is D because of the person above me

The equation given as -y = 3x is a direct variation. The constant of variation is - 1/3

It shows the relationship between two variables that can be described mathematically by an equation where one variable equals a constant multiplied by the other.

A straightforward correlation between two variables is referred to as direct variation. In this case, the constant of variation will be k.

This will be Illustrated as:

y = kx

-1 = 3k

Divide

k = -1/3

The constant is - 1/3.

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Answer:

Step-by-step explanation:

12/3=24/6

then, 24/6+17/6=41/6

Answer: To find the total cost of the candy including the sales tax, we first need to calculate the amount of tax by multiplying the cost of the candy by the tax rate.

The cost of the candy is 10.00.

The tax rate is 5%, which can be written as 0.05.

The total cost of the candy would be

10 + (10*0.05) = 10+0.5 = 10.50

So the correct answer is $10.50.

Step-by-step explanation:

Answer:

X of M is 6, Y of M is 4, Pair is (6,4)

Step-by-step explanation:

M = 6

M = 4

M (6,4)

Answer:

Step-by-step explanation:

the answer is 152

The variable terms in the expression 3[tex]x^{3}[/tex]y + 5[tex]x^{2}[/tex] + y + 9 are [tex]x^{3}[/tex]y, [tex]x^{2}[/tex], and y.

The expression provided is

3[tex]x^{3}[/tex]y + 5[tex]x^{2}[/tex] + y + 9

In the expression, each variable is represented by a letter.

Let's look at the variables for each term.

The variable in the first term, 3[tex]x^{3}[/tex]y, is [tex]x^{3}[/tex]y.

The variable in the second term, 5[tex]x^{2}[/tex] , is [tex]x^{2}[/tex] .

Y is the variable in the third term.

There is no variable in term 9's final equation.

The variables in the expression are [tex]x^{3}[/tex]y, [tex]x^{2}[/tex] , and y.

As a result, the variables [tex]x^{3}[/tex] and y are the variable terms.

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So Cheng must purchase 32 cubic feet of sculpting material.

Each pyramid has a square base with edge length of 2 feet and a height of 6 feet. The area of the square base is (2 feet)^2 = 4 square feet. The volume of each pyramid is 1/3 * base area * height = 1/3 * 4 square feet * 6 feet = 8 cubic feet.

Since there are four identical pyramids in the sculpture, the total volume of material needed to create the sculpture is 4 * 8 cubic feet = 32 cubic feet. So Cheng must purchase 32 cubic feet of sculpting material.

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Answer:

D

Step-by-step explanation:

In answering the question, we discovered that a sample size of 20 was required in order to reach this conclusion.

The sample size is the number of observations used to estimate a certain population. The population was used to determine the sample size.

The act of promoting a product to increase sales is known as advertising. Based on the scenario given, the advertisement is misleading for the following reasons:

For this finding to be reliable, a sample size of 20 samples is rather small. Although the company was aware that the fertilizer treatment might get rid of weeds in approximately 2 weeks, customers said it would take 4 weeks for all of the weeds to die.

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The required simplified expression as a monomial is given as -12[z⁶].

A polynomial function is a function that applies only integer dominions or only positive integer powers of a value in an equation such as the monomial, binomial and trinomial, etc. ax+b is a polynomial.

here,

Given an expression, the outcome of the multiplicative depression will be an expression of a monomial.
= [4z³][-3z³]
= 4 × 3 [-z ³⁺³]
= -12[z⁶]

Thus, the required simplified expression as a monomial is given as -12[z⁶].

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So on solving the provided question, here  we can say that by is a simultaneous equations the value of x = - 3/5 and y = 9/10

Multiple algebraic equations that have the same unknowna as the give in the  variables and the same answer are referred to as simultaneous equations. This suggests that there is a single solution to the simultaneous equations. Examples of simultaneous equations include: 2x - 4y = 4, 5x + 8y = 3, and others. This implies that the simultaneous equations have a single solution. The simultaneous equations 2x - 4y = 4, 5x + 8y = 3, and others are examples.

y = -x + 1.5

y = 1.5x + 2.5

x = -3/5

y = 9/10

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Answer:
y = 1/9 + 2/9x

Step-by-step explanation:

9y - 2x = 1

9y = 1 + 2x             (get rid of x)

y = 1/9 + 2/9x        (divide 9 on both sides)

Equivalent function has the same domain and range. Equivalent and equal terms are not the same both have different meanings in mathematics.

A function is said to be equal if its Domain and Range are identical. Complete solution, step by step: A and B should be two sets. Now, by function, we mean a rule that guarantees that f(a)=b exists for all a. As a result, set A is referred to as the Domain of File and set B as the Range Off.

Despite being comparable to 1 + 1, 2 is believed to be equal to 2. When two items or amounts are exactly the same, as when 12 is equal to 12, yet 12 is equivalent to 2/4 since they reflect the same value, we can say that they are equal.

In mathematics, an equivalent can be defined in one of two ways. This is thus because there are various definitions for the concept of equivalent in mathematical theory. Equivalent refers to the mathematical notion that distinct terms and expressions having a similar value are treated equally.

Equivalent is not the same as equal in mathematics. While equivalent indicates similar but not the same, equal means the same in all respects.

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The Petronas tower is 1483.811 feet tall.

One of the six fundamental functions in trigonometry is the tangent function. As stated, Tan A = Opposite Side/Adjacent Side is the Tangent Formula. Tangent may be modeled using sine and cosine as follows: Tan A = Sin A / Cos A.

Given:

Angle of elevation: In 2001, the tallest building in the world was the Petronas Tower in Kuala Lumpur, Malaysia.

For a person standing 25.9 ft from the base of the tower.

The angle of elevation to the top of the tower is 89°.

Let c = height of the tower,

and a = distance from the base of the tower to x.

a = 25.9 feet.

The formula:

Tangent (angle) = opposite side / adjacent side.

tan89° = c / a

57.29 = c / 25.9

c = 57.29 x 25.9

c = 1483.811 feet

Therefore, 1483.811 feet is the height of the Petronas tower.

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Answer: 0.8333

Step-by-step explanation:

The x-intercept will be  -2.

Now, According to the question:

How do you find the x-intercept?

To find the x-intercept we set y = 0 and solve the equation for x. This is because when y=0 the line crosses the x-axis. When an equation is not in y = mx + b form, we can solve for the intercepts by plugging in 0 as needed and solving for the remaining variable. To find y-intercept: set x = 0 and solve for y.

Here the equation is 2x-y = -4.

For finding the x-intercept

let us put the value of y as 0 we get,

2x−0=−4

⇒2x=−4 .

Dividing both sides by 2 we get,

2x2=−4/2⇒x=−2 .

Therefore, the x-intercept is -2.

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Kiran would choose scale of 1 to 50.

To adjust the size of a figure without altering its shape, a scale factor is a number or conversion factor that is utilised. It is employed to change the size of an object. If the original figure's dimensions and the dilated (increased or lowered) figure's dimensions are known, the scale factor can be determined.

Given:

As, The scale “1 inch to 6 feet” is equivalent to the scale “1 to 72,” because there are 72 inches in 6 feet.

The scale “1 to 100” would make a scale drawing that is smaller than the scale “1 to 72,” because each inch on the new drawing would represent more actual length.

The scale “1 to 50” would make a scale drawing that is larger than the scale “1 to 72,” because Kiran would need more inches on the drawing to represent the same actual length.

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The options are as follow:

1 to 50

1 to 72

1 to 100

There is no sufficient evidence that we can use in order to substantiate the claim of the publisher,

The null hypothesis H0: p = 0.47

The alternative hypothesis is H1: p > 0.47

The question requires us to test the fact that more than 47 percent of the readers have their own personal computer. This is therefore the claim that is to be tested here.

There is no sufficient evidence to substantiate the claim because of the lack of certain details that would have been used to carry out the hypothesis test.

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The  total number of ways that 3 boys and 3 girls can line up so that no two of the three boys are next to each other is found to be as  144 .

It is given that there are four general arrangements of boys and girls,

Here, the boys can be arranged or rearranged (permuted) among themselves in a total of ,  3 × 2 × 1 = 6 different ways.

Similarly, the three girls can be rearranged among

themselves in 6 ways.

We are given that both the groups can arrange themselves independently .

Therefore,  the number of ways to create any one of the four basic arrangements is 6 × 6 = 36.

Therefore, the number of ways to arrange them is ,

4 × 36 = 144 .

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Angles are classified into three. They are acute angles, obtuse angle and right angle.

Therefore the three names of angles are - acute angles, obtuse angle and right angle.

Acute angles are angles that measure less than 90 degrees. They are smaller than a right angle and are often described as "sharp."

Right angles are angles that measure exactly 90 degrees. They are often represented by a square corner or the letter "L" shape.

Obtuse angles are angles that measure greater than 90 degrees but less than 180 degrees. They are larger than a right angle and are often described as "blunt."

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