54 individuals take the bus while the remaining 74 seventh graders ride in vans for the field trip.
what is expression ?A mathematical expression is a sentence with at least two variables or integers and one mathematical action. Addition, subtraction, multiplication, or division are all possible outcomes of this mathematical process. The following are the fundamental parts of an expression: Expression: (Math Operator, Number/Variable, Math Operator). A statement that has a least two numbers or variables, at least one mathematical operation, and is called a mathematical expression. Let's get acquainted with expressive writing. A number is 6 more than half of another number, which is known as x. This statement is written as x/2 + 6 in a mathematical expression.
given
To find P P, divide P
P by the total number of participants (students and chaperones), which is 81.
Seventh graders totaling 81 - 7 =
74 participated in the field trip.
54 individuals take the bus while the remaining 74 seventh graders ride in vans for the field trip.
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Don and Ana are driving to their vacation destination. Upon entering the freeway they began driving at a constant rate of 60 miles an hour. Don noticed that 3 hours into the trip they were 650 miles from the destination.
How far from their destination will they be 3. 7 hours since entering the freeway?
How far from their destination were they 2. 3 hours since entering the freeway?
Please help quick
Distance between them and their destination after 3.7 hours since entering the freeway is 608 miles and the distance between them and their destination after 2.3 hours since entering the freeway is 692 miles.
We know that the relationship between speed, distance, and time is given as,
Speed = distance/time
Speed = 60 miles an hour
Time = 3 hours
We know that Don and Ana are travelling at a constant speed and they are travelling for 3 hours.
Distance = speed × time
Distance = 60 × 3
Distance = 180 miles
Thus, the distance travelled by them in 3 hours is 180 miles.
We know that Don and Ana are travelling on the freeway for the past 3 hours and they are still 650 miles away, therefore,
Total Distance from their destination
= Distance travelled by them in 3 hours + 650 miles
= 180 miles + 650 miles
= 830 miles
Thus, the distance travelled by then is 830 miles.
Now, the distance between them and their destination after 3.7 hours since entering the freeway,
Distance travelled by them = speed x 3.7 = 60 x 3.7 = 222 miles
Distance between them and the destination
= Total Distance from their destination - Distance travelled by them
= 830 miles - 222 miles
= 608 miles
Therefore, they are 608 miles far from their destination.
And, Distance between them and their destination after 2.3 hours since entering the freeway,
Distance travelled by them = speed x 2.3 = 60 x 2.3 = 138 miles
Distance between them and the destination
= Total Distance from their destination - Distance travelled by them
= 830 miles - 138 miles
= 692 miles
Therefore, they are 692 miles far from their destination.
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x^2+6x+8=0 complete the square method
Answer:
x = - 2 or x = - 4
Step-by-step explanation:
Via completing the square:
x^2 + 6x + 8 = x^2 + 6x + (6/2)^2 - (6/2)^2 + 8
= (x + 3)^2 - 3^2 + 8
= (x + 3)^2 - 9 + 8
= (x + 3)^2 - 1
Since x^2+6x+8=0,
(x + 3)^2 - 1 = 0
(x + 3)^2 = 1
x + 3 = +- sqrt(1)
x + 3 = +- 1
x + 3 = 1 or x + 3 = -1
x = -2 or x = -4
PLEASE HELP GIVING BRAINLIESTTTTTT
Simplify the expreion. The expreion negative one fifth j plu three fourth minu the expreion five halve j plu even eighth negative 27 over 10 time j plu negative 1 over 8 27 over 10 time j plu 1 over 8 negative 23 over 10 time j minu 13 over 8 negative 23 over 10 time j plu 13 over 8
The simplified value of the given expression ⇒ [(-1 / 5 j) + (3 / 4) - 5 / 2j - (7 / 8)] is computed at ⇒ [(-27 / 10 j) - (1/ 5)]
An algebraic expression is one that was created in mathematics by using integer variables, constants, and algebraic operations.
However, since they are not produced by using integer constants and algebraic operations, transcendental numbers like such and e are not algebraic. The production of is commonly stated as a geometric expression, although the definition of e requires an infinite number of algebraic operations. An expression can be reduced to a rational fraction by using the properties of arithmetic operations.
You can write the given expression as:
⇒ (-1 / 5 j) + 3 / 4 - 5 / 2j - 7 / 8
When we simplify the formula and apply the fractional operations to the result, we get:
⇒ (-27 / 10 j) - (1/ 5)
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pls help with this question its due today the picture is under
Using PEDMAS to solve the mathematical expression given, the value is 2
What is PEMDASPEMDAS stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. It is an acronym used to remember the order of operations in math problems. It is also sometimes referred to as Order of Operations.
In this problem, we will need to use and apply the rules of PEMDAS.
We will need to break this into different components and then bring them together afterwards.
[(3/5 + 0.425 - 0.005) ÷ 0.1] / [30.5 + 1/6 + 3(1/3)] + [6(3/4) + 5(1/2)] / [(26 ÷ 3(5/7)] - 0.05
This becomes ;
[10.2 / 34] + [12.25 / 7] - 0.005
We can further resolve this into
2.05 - 0.005
And then we just subtract the values from one another
2.05 - 0.005 = 2
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Each shape is 1 whole. For numbers 13a–13e, choose Yes or No to show whether the number names the parts that are shaded
In each shape there are 4 wholes hence the answer is yes.
What are fractions?A fraction is referred to as the portion of a whole in mathematics. There are two components to a fraction: a numerator and a denominator. The numerator is the number at the top, and the denominator is the number at the bottom.
13a. There are 4 wholes, hence the answer is yes.
13b. Every whole is divided into 2 parts hence the total number of equal parts is 4 *2 = 8. Hence the answer is yes.
13c. The answer is yes.
13d. No
13e. No
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how do i anser this question
The graph that is not a straight line does not represent a direct variation.
What is direct variation?Direct variation of a quantity {y} with respect quantity {x} means that the value of {y} increases as the the value of {x} increases. Mathematically -
y = Kx
K = y/x
where -
{K} is scale factor.
Given are the graphs representing direct variation.
Direct variation is represented by the equation -
y = kx
The graphs representing the direct variation are straight lines. Since all the graphs are not given, any graph that is not a straight line does not represent a direct variation.
Therefore, the graph that is not a straight line does not represent a direct variation.
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a candy store makes a 9-pound of gummy candy jelly beans and hard candy the cost of gummy candy is $2.00 per pound jelly beans cost $3.00 per pound and hard candy costs $3.00 per pound the mixture calls for two times as many gummy candy pieces as jelly beans the total cost of the mixture is $23.00 how much of each ingredient did the store use? please show explanation
Answer: 4.5 jelly beans
Step-by-step explanation: 3.00$ x 5 = 15.00$ x (2$) = 23.00$
The point (14, –3) and (–10, –3) fall on a particular line. What i it equation in lope-intercept form?
Its equation in the slope-intercept form will be y = -3 because the y coordinates of both points are equal.
Given points in terms of coordinates so let's try to understand what are coordinates.
Coordinates are a pair of integers (Cartesian coordinates), or sporadically a letter and a number, that identify a certain place on a grid, also referred to as a coordinate plane. The x-axis (horizontal) and y-axis(vertical) are the two axes that make up a coordinate plane. (Telling children that the x-axis crosses because "x" is a cross helps them remember which of these is which.)
We have total 4 coordinates
First Coordinate both x and y are positive.
Second Coordinate x is negative and y is positive.
Third Coordinate both x and y are negative.
Fourth Coordinate x is positive and y is negative.
Point A is (14, -3)
Point B is (-10, -3) both have the same y coordinate.
So line AB is parallel to the x-axis.
The formula for the equation in the slope-intercept formula is
y = mx + c.
m is the slope of the line and c is the intercept on the y-axis.
Line AB is parallel to the x-axis the equation is y = -3.
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I don't know HOW TO DO THIS
Answer:
sorry, I forget how to do the other ones and I'm just as confused but for 4. AD is 20 and 5. GJ is 17
Step-by-step explanation:
4. side AD is equal to side CD so therefore its 20.
5. side are equal again so make
4x+5 = 2x+11
-5 -5
4x = 2x+6
-2x -2x
2x = 6
/3 /3
x = 3
2(3)+11
6+11
17
26. Six oranges in a bag of 30 oranges are bad. Express the number of bad oranges as a fraction in its lowest terms.
Answer:
The fraction representing the number of bad oranges can be written as 6/30. This fraction can be simplified by dividing both the numerator and the denominator by 2, which gives us 3/15. This fraction is already in its lowest terms, so 3/15 is the final answer.
Step-by-step explanation:
Which cube root function is always decreasing as x increases?
○ f(x) Jm³√x – 8
O
f(x) = 3√√x-5
f(x)=√√-(5-x)
f(x) = -3√x+5
Option D) f(x) = -3√x+5 is the cube root function is always decreasing as x increases
What is the Formula of Cube Root Function? f(x) = x is the formula for the fundamental (parent) cube root function. After transformations, it can alternatively take the form f(x) = a (bx - h) + k. Here, the transformations are denoted by the real numbers a, b, h, and k.The symbol "" designates the cube root. For instance, 8 Equals (2 + 2 + 2) = 2. Finding the cube root of a number is simple since 8 is a perfect cube number.You need to discover a number that, when multiplied twice by itself, equals the original number in order to get the cube root of a given integer. To get the cube root of 8, then, you need to identify the integer that, when multiplied by itself twice, equals 8. Therefore, since 2 2 2 = 8, the cube root of 8 is 2.Given data :
y = ³[tex]\sqrt{x}[/tex] is an increasing function as when the value of x increases the value of y increases
And when the value of x decreases , the value of y also decreases.
Now if we have (x+a) or (x-a) instead of x, the function shall have a horizontal shift.
So it shall either move left or right but shall not flip.
So
y = ³[tex]\sqrt{(x - 8)}[/tex] and y = ³[tex]\sqrt{(x - 5)}[/tex]
are increasing functions.
Only when x becomes -x, that the function shall flip & shall become a decreasing function.
But then it must be - (x-a) or -(x+a) inside.
So
y = ³[tex]\sqrt{-(5 - x)}[/tex] is also increasing
Only
y = ³[tex]-\sqrt{(x + 5)}[/tex] is a decreasing function.
Option D) is the right answer.
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What does a 30 60 90 triangle look like?
The 30-60-90 triangle is shaped like half of an equilateral triangle.
A special right triangle with angles 30°, 60°, and 90° is called a 30-60-90 triangle. Since 30° is the smallest angle in the triangle, the side opposite to the 30° angle is always the smallest.
The side opposite to the 60° angle is the longer leg, and finally, the side opposite to the 90° angle is the largest side of the right triangle, also known as the hypotenuse.
30°-60°-90° Triangle Rule:
In a 30-60-90 triangle, we can find the measure of any of the three sides by knowing the measure of at least one side in the triangle. This is known as the 30-60-90 triangle rule.
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How do you find the sides of an acute triangle?
To find the missing side length of the acute angled triangle apply the cosine law as follow:
a² = b² + c² - 2bccosA
b² = a² + c² - 2accosB
c² = b² + a² - 2abcosC
As given in the question,
Given triangle is acute angled triangle.
Let us consider the measure of two sides and its included angle of the acute angled triangle is given.
Let the triangle be ABC,
Side opposite to ∠A, ∠B , and ∠C are a , b, and c respectively.
Apply cosine law to find the measure of the missing side in the acute angled triangle:
a² = b² + c² - 2bccosA
b² = a² + c² - 2accosB
c² = b² + a² - 2abcosC
Therefore, to get the measure of the missing side length in the acute angled triangle apply cosine law.
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normally distributed with a mean of 5 days and a standard deviation of 4 days. What is the probability that the product has a shelf life of at least 1 week and at most 2 weeks
The probability that the product has a shelf life of at least 1 week and at most 2 weeks is 0.30.
Potential is described by probability. This branch of mathematics deals with the occurrence of a random event. The value's range is 0 to 1. Probability is a concept in mathematics that helps predict the likelihood of certain events. Probability generally refers to the degree to which something is likely to occur.
A standard normal variable with a mean of 0 and a variance of 1 can be created from a normally distributed random variable with a defined mean and variance.
Thus, The probability that the product has a shelf life of at least 1 week and at most 2 weeks is 0.30.
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Dange measures and finds that she can do a vertical jump that is27.5 % her height f dange can jump 13.2 inches how tall is she
The height of Dange who can jump 27.5% of her height is 10.4 inches.
What is the percentage?A percentage is a value per hundredth. Percentages can be converted into decimals and fractions by dividing the percentage value by a hundred.
Given, Dange measures and finds that she can do a vertical jump that is 27.5 % of her height f and the distance of the jump is 13.2 inches.
Therefore. (100 + 27.5)% = 127.5% of f is 13.2 inches, This can be numerically expressed as,
(127.5/100)×f = 13.2.
1.275f = 13.2.
f = 13.2/1.27.
f = 10.4 feet.
So, The height of Dange is 10.4 inches.
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WILL GIVE BRIANLIST
:The temperature over the course of a day was being monitored. In the morning, the temperature was −3°F. In the middle of the day, the temperature rose to 12°F. After dark, the temperature dropped again to −6°F.
What was the average temperature for the day?
Responses
−3°F
negative 3 degrees F
−1°F
negative 1 degrees F
1°F
3°
Answer:
Step by step explanation:
To find the average temperature, you take the three different temperatures you had throughout the day and divide them by how many different kinds there are. (3).
This means that the average is 1°F. This is because you have to add -3 + 12 + (-6) = 3.
Then you have to divide 3 by the amount of numbers you need to average between. In this case, you have to divide 3 by 3.
So, your final answer is:
The average temperature for the day was 1°F
What is an equation of the line that passes through the point (-5,-6) and is parallel to the line 4x−5y=35?
Answer: To find an equation of the line that passes through the point (-5,-6) and is parallel to the line 4x−5y=35, we can use the fact that two lines are parallel if and only if they have the same slope.
The slope of the line 4x−5y=35 is -4/5. Therefore, we can find an equation of the line that passes through (-5,-6) and is parallel to 4x−5y=35 by using the slope-intercept form of a linear equation, y = mx + b, where m is the slope of the line and b is the y-intercept (the point where the line crosses the y-axis).
Substituting the values into the slope-intercept form, we get:
y = (-4/5)x + b
To find the value of b, we can substitute the coordinates of the point (-5,-6) into the equation:
-6 = (-4/5)(-5) + b
-6 = 8/5 + b
-6 - 8/5 = b
-24/5 = b
Therefore, the equation of the line that passes through the point (-5,-6) and is parallel to the line 4x−5y=35 is:
y = (-4/5)x - 24/5
This can also be written as:
y = -4/5x - 24/5
Step-by-step explanation:
Finding the slope ?identify the slope
the slope of the given straight line will be -3
What is the slope of line?
Given two line-side coordinates, use the slope formula to determine the slope of the line. The slope is defined as the ratio of the change in the y values to the change in the x values using the formula m=(y2-y1)/(x2-x1). x1 and y1 are represented by the first point's coordinates. The second points are located at x2, y2, and their locations. Whichever point you choose to classify as the first and which as the second doesn't matter.
We know that formula two find the slope of the line joining two points which is
Slope is = y2-y1/x2-x1
=9-0/0-3
=-3
Hence the slope of the given straight line will be -3
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Evie practices her violin for exactly
310 minutes each week. On Monday, she
practices twice as long as she does on
Tuesday. On Thursday, she practices the
same number of minutes as Tuesday. On
Saturday, she practices 5 fewer minutes
than three times her Tuesday practice.
How many minutes does Evie practice on
Monday?
On Monday, Evie practices 2T = 2*45 = 90 minutes.
Define percentage.A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to compute a percentage of a number, we should divide it by its whole and then multiply it by 100. The proportion, therefore, refers to a component per hundred. Per 100 is what the term percent signifies. The letter "%" stands for it.
Define Fraction.Any number of equal parts is represented by a fraction, which also represents a portion of a whole. A fraction, such as one-half, eight-fifths, or three-quarters, indicates how many components of a particular size there are when stated in ordinary English.
Let's call the amount of time Evie practices on Tuesday T.
On Monday, she practices twice as long as she does on Tuesday, so she practices 2T minutes.
On Thursday, she practices the same number of minutes as Tuesday, so she practices T minutes.
On Saturday, she practices 5 fewer minutes than three times her Tuesday practice, so she practices 3T-5 minutes.
We know that Evie practices 310 minutes in total in a week.
So we can set up an equation:
T + 2T + T + 3T-5 = 310
7T-5 = 310
7T = 315
T = 45
On Monday, Evie practices 2T = 2*45 = 90 minutes.
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Jean Junction is selling jeans at 15% off the regular price the regular price is $25 per pair what is the discount amount
Answer:
15% off means take $3.75 off the regular price
Step-by-step explanation:
$25(0.15) = $3.75
$25 - $3.75 = $21.75 sale price
100 students were surveyed about which subject they liked best. 41 students said they like math, and 25 students said they liked Science. Of those students surveyed, 19 said they liked both.
How many students is the complement of math?
In 100 students, Science was rated favorably by 25 students, while math received ratings from 41 students. 19 of the students polled indicated that they approved of both. 16 students are the complement of math.
What is complement of a number?The phrase "complement" is typically used to describe a subset of a set that does not include another subset. The entire original set is obtained by adding the complement and its taking. The complement of a set is typically represented by the notations. The complement of a set is the set that includes all the elements of the universal set that are not present in the given set.
The Total number of students were 100
Students who like maths were 41
Students who like science were 25
Students who like both maths and science were 19
Students who does not like maths are 41-25 = 16.
So the students who are the complement of math are 16.
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How do you tell if a log function is increasing or decreasing?
If the derivative of the function is positive, the function is increasing; if the derivative is negative, the function is decreasing.
What is a logarithmic function?
A logarithmic function is a type of mathematical function that expresses the power to which a given number (the base) must be raised in order to produce a certain value. It is typically written in the form: [tex]f(x) = log_b(x),[/tex] where b is the base of the logarithm.
To determine whether a logarithmic function is increasing or decreasing, you can look at the sign of the derivative of the function. If the derivative is positive, the function is increasing; if the derivative is negative, the function is decreasing.
In the case of logarithmic functions, the derivative of [tex]f(x) = log_b(x)[/tex] is f'(x) = 1/x*ln(b), which is always positive for x > 0, so the logarithmic function is increasing for any base b.
Hence, if the derivative of the function is positive, the function is increasing; if the derivative is negative, the function is decreasing.
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If the derivative of the function is positive, the function is increasing; if the derivative is negative, the function is decreasing.
What is a logarithmic function?
A logarithmic function is a type of mathematical function that expresses the power to which a given number (the base) must be raised in order to produce a certain value. It is typically written in the form: [tex]f(x)=log_b(x)[/tex]. where b is the base of the logarithm.
To determine whether a logarithmic function is increasing or decreasing, you can look at the sign of the derivative of the function. If the derivative is positive, the function is increasing; if the derivative is negative, the function is decreasing.
In the case of logarithmic functions, the derivative of [tex]f(x)=log_b(x)[/tex]. is f'(x) = 1/x*ln(b), which is always positive for x > 0, so the logarithmic function is increasing for any base b.
Hence, if the derivative of the function is positive, the function is increasing; if the derivative is negative, the function is decreasing.
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What are the two types of measurements of angles?
The two types of units that are used for the angle measurements are (d) degrees and radians .
The two types of Units of Measurements are Radians and Degrees ,
The unit Degrees is used to measure the direction and angle size. If the object is facing north, then the object is said to be at 0°. If the object turn the opposite direction to face south, then the object turned 180°.
A full circle comprises of 360 degree .
The Radian is an S.I. unit of measuring the angles , one radian is defined as angle made at center of a circle by an arc whose length is equal to radius of circle.
The value of 1 radian is approximately equal to 57.296 degree .
The given question is incomplete , the complete question is
What are two types of angle measurements ?
(a) metrics and radians
(b) radians and metrics
(c) degrees and metrics
(d) degrees and radians
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Use the number line to find the difference of 4 1/2-8
Using the number line, the difference between 4 1/2 and 8 will come to -31/2.
What is a number line?A number line is a depiction of a graded straight line that serves as a visual representation of real numbers in primary mathematics. Every point on a number line is presumed to be a real number, and every real number is assumed to be a point.
Subtraction on a number line makes it much easier to subtract smaller values. When subtracting numbers from a number line, we must leap (move) to the left side of the number line.
Thus, moving to the left, 8 times from 4.5 will help us arrive at -3.5. See attached Number line.
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what are the domain and range of the function f(x)=2^x+1
Answer: The domain is all values of x that make the expression defined. The range is the set of all valid y values
Step-by-step explanation:
Therefore , the solution of the given problem of function comes out to be Domain: (-∞, ∞) and Range: (0,∞).
What is function?Any input will only result in one or zero outcomes for the function. The expression does not define the function if there are several outputs for a given input. Each value of x must have only one output value of y variable in order for anything to be a function.
Here,
Given : f(x)=[tex]2^{x}[/tex]+1
If a value has not been added, an exponential function's curve normally approaches a horizontal asymptote at y=0 or the x-axis. The curve changes if it has.
The asymptote is unaffected by this function's addition on the exponent because it does not apply to the entire function.
The values of its y-axis remain between 0 and. This is the set of y values, or the range.
However, depending on the leading coefficient, the range of exponentials can vary. If the value is negative, the graph turns inside-out and the range reaches -. It's also lacking in this.
The exponent's addition to 1 moves the function to the left without changing the range.
The x values in exponential functions are often unaffected and all are taken into account in the function. The domain stays the same even while it changes. Its range is (0,∞)
Range: (0,∞)
Therefore , the solution of the given problem of function comes out to be
Domain: (-∞, ∞) and Range: (0,∞).
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Solve the problem as directed. The volume of a right circular cone varies jointly as the altitude and the square of the radius of the base. If the volume of the cone is 154 cubic inches when its altitude is 12 inches and the radius of the base is 3 1 2 312 inches, find the altitude when the volume of the cone is 77 cubic inches and the radius of the base is 2 1 3 213 inches. (Put your response in decimal form.) Altitude
The altitude of the right circular cone is 13.5 inches.
What is volume?
Volume is a term used in mathematics to describe the volume of three-dimensional space occupied by an object or a closed surface. The measurement of volume is done in cubic units, like m3, cm3, in3, etc. Volume is also referred to as capacity on occasion.
Here, the volume of a right circular cone varies jointly as the altitude and the square of the radius of the base
So our equation for volume becomes
V = c*h*r^2
where 'h' is altitude and
'r' is radius of base and
'c' is constant
Putting the values of V, h, r, in the volume equation.
we get,
154 = c*12*3.5*3.5
c = 22/21
Now we have volume = 77 cu and radius of the base =7/3, so putting the values we get,
77 = 22/21*h*7/3*7/3
or, h = 13.5 inches
Hence, the altitude of the right circular cone is 13.5 inches.
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Graph the line with 1 passing through the point (3, -4)
Answer:y=1x-7
Step-by-step explanation:
What are the zeroes of the polynomial 4x2 4x 3?
The zeroes of this polynomial equation is [tex]$4 x^2-4 x-3$[/tex] are [tex]\frac{3}{2}$[/tex] and [tex]$-\frac{1}{2}$[/tex].
First form the equation
As per the given data the given polynomial equation is [tex]$4 x^2-4 x-3$[/tex].
Here we have to determine the zeroes of a polynomial equation is [tex]$4 x^2-4 x-3$[/tex].
We know that the zeroes of a polynomial are evaluated by equating them with zero.
Therefore p(x)=0
[tex]& \Rightarrow 4 x^2-4 x-3=0[/tex]
Then solve to find the zeroes
[tex]& 4 x^2-4 x-3=0 \\[/tex]
[tex]& \Rightarrow 4 x^2-6 x+2 x-3=0 \\[/tex]
2x(2x - 3) + 1(2x - 3) = 0
(2x - 3) (2x + 1) = 0
[tex]& \Rightarrow x=\frac{3}{2},-\frac{1}{2}[/tex]
Then do verification
We know that for a given polynomial [tex]$a x^2+b x+c$[/tex]
Sum of the zeroes [tex]$=-\frac{b}{a}$[/tex] and product of the roots [tex]$=\frac{c}{a}$[/tex]
Sum of the zeroes [tex]$=\frac{3}{2}-\frac{1}{2}=1$[/tex]
Again, [tex]$-\frac{b}{a}=\frac{4}{4}=1$[/tex]
Product of the zeroes [tex]$=\frac{3}{2} \times-\frac{1}{2}=-\frac{3}{4}$[/tex]
Again, [tex]$\frac{c}{a}=-\frac{3}{4}$[/tex]
Thus, the relationship between the zeroes and the coefficients of the polynomial is verified.
Hence, the zeroes of this polynomial are [tex]\frac{3}{2}$[/tex] and [tex]$-\frac{1}{2}$[/tex].
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Which proportion is solved correctly using cross products?
4/6 = 12/18 = 4x12=9x18
or
4/6 = 12/18 = 4x12=9x12
The proportion that is solved correct using cross products is given as follows:
4/6 = 12/18 = 4x18 = 6x12
How to solve a proportion applying cross product?A proportion represents a fraction of a total amount, hence it is written as follows:
p = x/y.
In which the terms are given as follows:
x is the numerator of the fraction.y is the denominator of the fraction.For cross products, we have two proportions that are equal, hence the numerator of the first fraction multiplies the denominator of the second fraction, while the denominator of the first fraction multiples the numerator of the second fraction.
The proportion in this problem is given as follows:
4/6 = 12/18.
Hence the cross product is applied as follows:
4 x 18 = 6 x 12
72 = 72 (which is a true statement).
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Y=1/3(x-6)^2 standard form
Answer:
Step-by-step explanation:
Answer: Y = 1/3x^2 - 4x + 12
Step-by-step explanation:
Hope this helps, sorry I don't have an explanation...