if the point (6,3) lies on the graph of a direct variation, what is the constant of variation?

Answer:

4/10

Step-by-step explanation:

⅖ = 4/10

3/2 = 15/10

The common denominator is 10.

The answer to the question is 10.

The least common denominator (LCD) is the most smallest number that can be a shared factor for a set of numerals. We see here the LCD is 10 because both fractions have a denominator of 10.

603

We are given the expression:

9*67

Evaluating the expression:

We can write 67 as (60+7). So, we can rewrite the given expression as:

9*(60+7)

Using the distributive property:

(9*60) + (9*7)

540 + 63

603

Answer:

D. 17.61 square units

Step-by-step explanation:

To find the area of the ∆ABC, we can apply the formula below:

Area of ∆ABC = ½×a×c×sin(B)

a = 10

c = ??

B = 22°

Let's find c using Sine Rule:

Thus:

[tex] \frac{a}{sin(A)} = \frac{c}{sin(C)} [/tex]

Where,

a = 10

c = ??

A = 180 - (22 + 70) = 88°

C = 70°

Plug in the values

[tex] \frac{10}{sin(88)} = \frac{c}{sin(70)} [/tex]

Multiply both sides by sin(70)

[tex] \frac{10}{sin(88)} \times sin(70) = \frac{c}{sin(70)} \times sin(70) [/tex]

[tex] \frac{10 \times sin(70)}{sin(88)} = c [/tex]

[tex] 9.4 = c [/tex] (nearest tenth)

✔️Area of ∆ABC = ½×a×c×sin(B)

Plug in the values

Area of ∆ABC = ½ × 10 × 9.4 × sin(22)

Area = 17.61 square units (nearest tenth)

Answer:

1/3 of the school in 5 minutes or in 15 minutes he will mop the whole entire school.

Step-by-step explanation:

=================================================

Work Shown:

1/3 of a classroom = 5 minutes

3*(1/3 of a classroom) = 3*5 minutes

1 classroom = 15 minutes

It takes the janitor 15 minutes to mop a full classroom.

The rate is expressed in units of classrooms per minute. This means we'll need to divide both sides by 15 to get

1 classroom = 15 minutes

1/15 classroom = 15/15 minutes

1/15 of a classroom = 1 minute

The janitor's rate is 1/15 of a classroom per minute.

Answer:

get the best i can and get you a good friend of yours to go with the other side and the first thing I think you have a lot

Answer:

the relationship is not a function

Step-by-step explanation:

it's not a function because two of the domains are the same.

The relationship represented by these ordered pairs is not a function.

We have,

To determine whether the relationship is a function, we need to check if each input (x-value) is associated with exactly one output (y-value).

If there is any x-value that is associated with multiple y-values, then the relationship is not a function.

Let's analyze the given set of ordered pairs:

(0, 4), (8, 8), (3, 2), (9, 1), (8, 7)

Here, we can see that the x-value 8 is associated with both y-values 8 and 7.

Therefore, the relationship is not a function because one input (x-value) is mapped to multiple outputs (y-values).

In a function, each input must have a unique output, but in this case, the x-value 8 is associated with both 8 and 7 as the corresponding y-values.

Thus,

The relationship represented by these ordered pairs is not a function.

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Answer: i think they are all the exact same 6 with a remainder of 1

Step-by-step explanation:

Answer:

I believe that all should be checked except for f(x) = x^6 which u already didn't check

Step-by-step explanation:

The equation is y = ab^x and all the equations, except that one, follow this formula

Answer:

y-8=(-2/7)(x+8) and y-4=(-2/7)(x-6)

Step-by-step explanation:

Point slope form equation: y - y₁ = m(x - x₁)

m is the same for all your answer choices, so you can disregard that part.

First point: (-8,8)

x₁ = -8; y₁ = 8

Plug those values into the point slope form equation and you get:

y-8=(-2/7)(x+8)

Do the same for the second point, and you get:

y-4=(-2/7)(x-6)

Answer:

first and third options

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

Calculate m using the slope- formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 8, 8) and (x₂, y₂ ) = (6, 4)

m = [tex]\frac{4-8}{6+8}[/tex] = [tex]\frac{-4}{14}[/tex] = - [tex]\frac{2}{7}[/tex]

using (a, b ) = (- 8, 8 ), then

y - 8 = - [tex]\frac{2}{7}[/tex] (x - (- 8) ) , that is

y - 8 = - [tex]\frac{2}{7}[/tex](x + 8) ← first option

using (a, b ) = (6, 4 ), then

y - 4 = - [tex]\frac{2}{7}[/tex] (x - 6) ← third option

Answer:

Q10. You just put them together because it's multiplying of a letter and a number

**I thought I answered this question yesterday, is this a deja vu or something**

Answer:

Ahhhhhjhhhjhhhh

Step-by-step explanation:

How that helps ;)

Answer:

x > 2

Step-by-step explanation:

x - 5 < 3x - 9

x - 5 + 5 < 3x - 9 + 5

x < 3x - 4

x - 3x < 3x - 4 - 3x

-2x < -4

(-2x)(-1) > (-4)(-1)

2x > 4

2x/2 > 4/2

x > 2

Answer:

x > 2.

The solution in interval notation is (2, ∞).

Step-by-step explanation:

2x - (x + 5) < 3x - 9

2x - x - 5 < 3x - 9

2x - x - 3x < -9 + 5

-2x < -4

Divide both sides by -2

x > 2    (Note that the sign flips because we are dividing by a negative)

Answer:

x=25 and c=75

Step-by-step explanation:

(x+5)+(3x)+c=180

x+5+3x+c=180

x+3x+c=175

4x+c=175

c=-4x+175

c=3x

-4x+175=3x

175=7x

x=25

c=3x

c=3(25)

c=75

Answer:

last

Step-by-step explanation:

Is Angle Angle Side bacause you have

two vertical angle ≅ (A)

two 90° angles ≅(A)

two sides given ≅ (S)

Answer:

380

Step-by-step explanation:

If its a number 4-1 than it stays in the same tenths place if it a number 5- and up than it goes to a new number.

Answer:

D

Step-by-step explanation:

Since its talking about INCREASING your numerators (The top of the fraction) would need to be adding up

Answer:

y=2x+6

slope intercept form: y=mx+y-intercept

m=slope

Answer:

Step-by-step explanation:

U={3,6,9,12,15,18}

M={3,12,18}

M'={6,9,15}

The answer is,

U={3,6,9,12,15,18}

M={3,12,18}

M'={6,9,15}

A set is the mathematical model for a collection of different things; a set contains elements or members, which can be mathematical objects of any kind: numbers, symbols, points in space, lines, other geometrical shapes, variables, or even other sets.

here. given that,

U is the set of all multiples of 3 less than 20,

i.e. U={3,6,9,12,15,18}

and M={3,12,18},

Mc (the complement of M),

i.e. M'={6,9,15}.

Hence, we get, U={3,6,9,12,15,18} ,  M={3,12,18} & M'={6,9,15}.

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Answer:

[tex]\frac{dV}{dt} = 360 \ cm^3/h[/tex]

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Geometry

Calculus

Derivatives

Derivative Notation

Differentiating with respect to time

Basic Power Rule:

Step-by-step explanation:

Step 1: Define

[tex]l = 30 \ cm\\w = l\\\frac{dl}{dt} = 2 \ cm/h\\h = 20 \ cm\\\frac{dh}{dt} = 3 \ cm/h[/tex]

Step 2: Differentiate

Step 3: Solve for Rate

Here this tells us that our volume is decreasing (ice melting) at a rate of 360 cm³ per hour.

Answer:

hello your question lacks the required options but i will provide a general answer to your question

answer : The mean value  and the standard deviation would allow us use a Z-score

Step-by-step explanation:

mean value = 231 minutes

standard deviation ( std ) = 40 minutes

sample size = 40

The parameters that would be applicable while use Z-score are : The given mean value and the standard deviation

This is because the value of a z-score gives us an information on how far we are from the mean score i.e. number of standard deviations

+Zscore means that the score  is above the average value

-Zscore means that the score is below the average value

Answer:

I have this question too

Step-by-step explanation:

All i know is that the ASA shows that even when they are rotated or translated due to rigid motions, they are still congruent because it shows that the angles and sides are equal.

Step-by-step explanation:

(2+5i) equation goes to -20

(4+I) equation goes to -1

(3+2i) equation goes to 10

and the last one goes to 16

Answer:

D

Step-by-step explanation:

7/2x-5+2/x-4 is the partial fraction decomposition of 11x-38/(2x-5)(x-4)

A fraction represents a part of a whole.

We need to write the partial fraction decomposition of 11x-38/(2x-5)(x-4)

(11x-38)/(2x-5)(x-4)=A/2x-5+B/x-4

11x-38=A(x-4)+B(2x-5)

11x-38=Ax-4A+2Bx-5B

We need to find the values of A and B

Compare the coefficients of x

11=A+2B

A=11-2B

Compare the constants

-38=-4A-5B

-38=-4(11-2B)-5B

-38=-44+8B-5B

-38=-44+3B

-38+44=3B

6=3B

Divide both sides by 3

B=2

Now A=11-2(2)=7

Hence, 7/2x-5+2/x-4 is the partial fraction decomposition of 11x-38/(2x-5)(x-4)

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Answer:

12.5 hours

Step-by-step explanation:

100/4=25

25/2=12.5

Answer:

37

Step-by-step explanation:

Answer:

00004.40 if you need to fill in every box. If not, 4 in front of the decimal, and a 4 after.