what is ten less than 42
Answers
Answer:
32
Step-by-step explanation:
42-10=32
Related Questions
Put these in order starting from the smallest
5^2 2^4 3^3 1^8 SOMEONE HELP PLEASE!
Answers
Answer:
1⁸,2⁴,5²,3³
Step-by-step explanation:
so its 1,16,25,27
PLEASE NEED ANSWERS!
Answers
Answer: 1
Step-by-step explanation:
In parallelogram ABCD, the coordinates of A are (4,3) and the coordinates of the midpoint of diagonal AC
are (2,5). What are the coordinates of C?
Answers
Answer:
D. (0, 7).
Step-by-step explanation:
Moving from (4,3) to (2, 5) we move 2 to the left; 2 - 4 = 2 then 2 up 3 + 5 = +2.
So the point C is 2-2, 5+2 = (0, 7).
Using the present value approach, solve the following:
Tom has $100 in a bank account that pays a guaranteed 5% interest rate each year. How much would Tom have at the end of Year 3?
Answers
Answer:
Step-by-step explanation:
$100x0.5x1=$5
27. What is the reflection image of (5, –3) across the y-axis? (–5, 3) (–5, –3) (–3, 5) (5, 3)
Answers
The search results are unrelated to the question of finding the reflection image of (5, -3) across the y-axis. To find the reflection image of a point across the y-axis, we need to change the sign of the x-coordinate of the point. Therefore, the reflection image of (5, -3) across the y-axis is (-5, -3).
Find the equation (in terms of x ) of the line through the points (-2,-5) (3,0)
Answers
First, find the slope of the line using the given two points (-2,5) and (3,0)
\(\begin{gathered} \text{Let} \\ (x_1,y_1)=(-2,5) \\ (x_2,y_2)=(3,0) \\ \\ m = \dfrac{y_2 - y_1}{x_2 - x_1} \\ m=\dfrac{0-5}{3-(-2)} \\ m=\dfrac{-5}{3+2} \\ m=\frac{-5}{5} \\ m=-1 \end{gathered}\)Now that we have the slope, solve for the equation using the point-slope form, in this instance we will use (-2,5)
\(\begin{gathered} y-y_1=m\left(x-x_1\right) \\ y-5=-1\lparen x-(-2)) \\ y-5=-x-2 \\ x=-y-2+5 \\ x=-y+3 \end{gathered}\)The equation therefore (in terms of x) is x = -y + 3.
Which fractions are equal to 0.6
1 over 6,60 over 100,1 over 60,6 over 10
Answers
Create an activity where procedural and conceptual understanding co-exist. Revisit your content area and choose a problem to solve and demonstrate how procedural and conceptual knowledge can be linked to the teaching and learning processes
Answers
Sure, I can try to help you with that. Procedural and conceptual understanding are two types of knowledge that are important for learning mathematics and science. Procedural understanding is the ability to perform facts and algorithms, such as adding fractions or balancing chemical equations. Conceptual understanding is the ability to reason and comprehend mathematical concepts, operations and relations, such as why fractions can be added by finding a common denominator or why chemical equations need to be balanced to conserve mass.
An activity where procedural and conceptual understanding co-exist is one that requires students to apply both types of knowledge to solve a problem and explain their reasoning. For example, in geometry, an activity could be to find the area and perimeter of a rectangle with given dimensions, and then explain how the area and perimeter formulas work and why they are useful for real world situations. This activity would involve procedural understanding to select and use the correct formulas, and conceptual understanding to understand what area and perimeter mean and how they relate to the properties of rectangles.
Another example, in chemistry, an activity could be to design an experiment to test how different factors affect the rate of a chemical reaction, such as temperature, concentration, or catalysts. This activity would involve procedural understanding to follow the steps of scientific inquiry, such as formulating hypotheses, measuring variables, controlling confounding factors, and repeating measurements. It would also involve conceptual understanding to understand why these steps are essential for ensuring objectivity, reliability, and validity of the experiment.
To link procedural and conceptual knowledge to the teaching and learning processes, it is important to provide students with opportunities to practice both types of knowledge and receive feedback on their performance and understanding. It is also important to encourage students to make connections between different skills and concepts, and to explain their thinking using appropriate terminology and representations. Some strategies that can help with this are:
- Using multiple representations, such as words, symbols, diagrams, graphs, tables, etc., to illustrate concepts and procedures.
- Asking students to compare and contrast different methods or solutions for solving a problem.
- Providing students with open-ended or non-routine problems that require them to apply their knowledge in new or unfamiliar contexts.
- Asking students to justify their answers or critique the reasoning of others using evidence and logic.
- Providing students with feedback that focuses on both their accuracy and their understanding of the underlying concepts and principles.
Activity: Exploring Quadratic Equations
Content Area: Mathematics
Objective:
To demonstrate how procedural and conceptual understanding can co-exist in solving quadratic equations.
Materials Needed:
Whiteboard or blackboardMarkers or chalkHandouts with quadratic equations (for individual or group work)Instructions:
Begin the activity by introducing the concept of quadratic equations to the students. Explain that quadratic equations are second-degree polynomial equations in a single variable (x) and are commonly written in the form ax^2 + bx + c = 0.Discuss the standard form of a quadratic equation and its components (coefficients a, b, and c).Present a step-by-step procedural approach to solving quadratic equations using the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a). Go through each step and highlight the importance of understanding the purpose of each operation.Divide the students into small groups or pairs and distribute handouts with various quadratic equations.Instruct the students to work collaboratively to solve the quadratic equations using the procedural approach discussed earlier. Encourage them to show all the steps involved, including the substitution of values into the quadratic formula and simplifying the equation.As the students work on the problems, circulate the classroom to provide guidance and support. Observe their problem-solving strategies and address any misconceptions that arise.After the groups have completed their solutions, reconvene as a whole class. Ask each group to share their approach and solutions on the board. Encourage them to explain their reasoning and highlight the conceptual understanding behind each step.Facilitate a class discussion by focusing on the link between procedural and conceptual understanding. Emphasize that procedural knowledge alone may lead to successful computation, but without conceptual understanding, students may struggle to interpret the meaning of the solutions or apply their knowledge to real-world problems.Provide additional examples or real-life scenarios that require solving quadratic equations and discuss how conceptual understanding helps in interpreting the results.Conclude the activity by summarizing the importance of developing both procedural and conceptual understanding in mathematics. Encourage students to continue practicing problem-solving techniques while deepening their conceptual understanding of quadratic equations.By combining procedural steps with conceptual understanding, students develop a solid foundation for solving quadratic equations. This approach helps them not only perform the necessary calculations but also comprehend the underlying concepts and their applications in various contexts.
The ratio of red paint and blue paint in paint mixture is 3:4 . How much blue paint is needed to make 1400 ml of paint mixture
Answers
According to the information provided, 4.5 litres of red paint and 1400 ml of blue paint are required to manufacture the paint mixture.
Liter or litre—which is correct in India?Liter and litre are equivalent terms. Liter is favoured by American English, while Liter is utilized by all English-speaking nations inspired by Europe and British English Both red and blue colors have a 3:4 ratio, we require 3 litres of red paint for every 4 litres of blue paint, which implies that we need 3/4 litres of red paint for every litre of blue paint and 6 litres of blue paint for every litre of red paint.Red paint requires 3/4 x 6 = 9/2 = 4.5 litres.
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The altitude (i.e., height) of a triangle is increasing at a rate of 1.5 cm/minute while the area of the triangle is increasing at a rate of 3.5 square cm/minute. At what rate is the base of the triangle changing when the altitude is 10 centimeters and the area is 86 square centimeters? The base is changing at cm/min.
Answers
Answer:
-1.88cm/min
Step-by-step explanation:
Given
dh/dt = 1.5cm/min
dA/dt = 3.5cm²/min
Height h = 10cm
Area A = 86cm²
Required
db/dt
b is the base
h is the height.
Area of a triangle A = 1/2bh
dA/dt = dA/db•db/dt + dA/dh •dh/dt
dA/db = h/2 = 10/2 = 5cm
Get the base
86 = 1/2(10)b
5b = 86
b = 17.2cm
dA/ dh = 1/2b = 1/2(17.2)
dA/dh = 8.6cm
.substitute given values into the formula above;
dA/dt = dA/db•db/dt + dA/dh •dh/dt
3.5 = 5 db/dt + 8.6(1.5)
3.5 = 5 db/dt + 12.9
5 db/dt = 3.5-12.9
5 db/dt = -9.4
db/dt = -9.4/5
db/dt = -1.88cm/min
Hence the base is changing at -1.88cm/min
MAKES
Find the volume of the circular cylinder.
3. Circular Cylinder
5 mm
2 mm
Answers
The volume of the circular cylinder be,
⇒ 62.8 mm³
Given that,
For a circular cylinder,
Height = 5 mm
Radius = 2 mm
Then we have to find the volume of this circular cylinder
Since we know that,
The right circular cylinder is a cylinder with circular bases that are parallel to each other. It's a three-dimensional form. The axis of the cylinder connects the centers of the cylinder's two bases.
This is the most frequent sort of cylinder encountered in daily life. The oblique cylinder, on the other hand, does not have parallel bases and resembles a skewed construction.
volume of circular cylinder = πr²h
Here we have,
r = 2 mm
h = 5 mm
Now put the values into the formula we get,
Volume = π x 2² x 5
= 62.8 mm³
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Find the Surface Area of the cylinder
Answers
Answer:
the answer is D according to my scorrs
help plsss TT ill givee brainly
Answers
Answer:
Find the Circumference!
Step-by-step explanation:
Finding the circumferenfe is pretty simple!
On this question, it looks like the diameter is 14!
take the circumference and divide it by 2
14/2
Take the answer and multiply it by PI (3.14).
7 * 3.14 = 21.98
4. Researchers weighed a sample of river otters and a sample of sea otters. These dot plots show the results (rounded to the nearest pound).
a) Identify the shape of each dot plot. (2 points: 1 point for each dot plot)
b) Which dot plot has a larger center? What does this mean in terms of the otters? (2 points: 1 point for each question)
c) Identify any outliers. What do you think the outliers represent? (2 points: 1 point for identifying, 1 for explanation)
d) Which dot plot has a larger spread? (1 point)
e) How do the outliers affect the spread of the dot plot? (1 point)
Answers
Outliers can be useful in detecting whether a sample is representative of the population or not, but they should be treated with caution as they may skew the results.
a) The shape of each dot plot can be described as follows: The dot plot of river otters is symmetrical. The dot plot of sea otters is skewed to the right.
b) The dot plot of river otters has a larger center compared to sea otters. This means that the average weight of river otters is larger than that of sea otters. Therefore, in terms of otters, river otters are heavier on average compared to sea otters.
c) There are no outliers in the dot plot of river otters. However, there is one outlier in the dot plot of sea otters. The outlier represents the weight of a sea otter that is much larger or smaller than the rest of the sea otters in the sample. This may be due to various reasons such as measurement error, or simply because the otter is much larger or smaller than the rest of the sea otters.
d) The dot plot of sea otters has a larger spread compared to the dot plot of river otters. This means that the weights of sea otters vary more widely compared to the weights of river otters.
e) Outliers can affect the spread of the dot plot by increasing it or decreasing it. In this case, since there is only one outlier in the dot plot of sea otters, it does not have a significant effect on the spread of the dot plot. However, if there were more outliers, they would increase the spread of the dot plot.
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Hey : please help no fake anwsers : I’ll mark you brainliest :3
Answers
Answer:
320units²
Step-by-step explanation:
one half triangle
area =1/2bh
area of the triangle= 1/2*5*8
= 20units²
area of the octagon= 16*20
=320units²
16 semi triangle will make up the octagon full
I hope it work for you
4x=-20 solve for x show ur work
Answers
Answer:
The answer is x=-5
Step-by-step explanation:
Step 1: Divide both sides by 4.
4x /4 = −20/4
x=−5
PLS HELP ILL GIVE BRAINLYIST
Answers
Answer:
A. The zeroes are -3 and -2/3 because y= (x + 3) (3x + 2)
Step-by-step explanation:
Find the zeros for each function
1. f(x)= x^3 + 12x^2 + 21x + 10
2. f(x) = x^4 + x^3 - 11x^2 - 9x + 18
Answers
9514 1404 393
Answer:
zeros are -10, and -1 (multiplicity 2)zeros are {-3, -2, 1, 3}Step-by-step explanation:
For higher-degree polynomials I find it extremely useful to use a graphing calculator to find the zeros.
The usual approaches are ...
use the rational root theoremtry values of x=±1narrow the search using Descartes' rule of signsestimate maximum or minimum root values__
1. Rational roots will be factors of 10, so ±1, ±2, ±5, or ±10. The signs are all positive, so there are no positive real roots. The sum of odd-degree coefficients is the same as the sum of even-degree coefficients, so -1 is one of the roots. Removing that using synthetic division gives you ...
f(x) = (x +1)(x^2 +11 +10)
The quadratic (more or less obviously) factors as (x+1)(x+10), so the complete factorization is ...
f(x) = (x +1)^2(x +10)
and the zeros are {-10, -1, -1}.
__
2. Rational roots will be factors of 18, so will be ±1, ±2, ±3, ±6, ±9, ±18. The sum of coefficients is 0, so x=1 is a root. The rule of signs tells you that there are 2 positive real roots, so there is one more positive real root. Synthetic division tells you the factoring so far is ...
f(x) = (x -1)(x^3 +2x^2 -9x -18)
We note that the first two coefficients have the same ratio as the last two, so we can factor by grouping.
x^3 +2x^2 -9x -18 = x^2(x +2) -9(x +2) = (x^2 -9)(x +2)
Factoring the difference of squares gives you the complete factorization, hence all of the roots. (The zeros are the values of x that make the factors zero.)
f(x) = (x -1)(x +2)(x -3)(x +3)
The zeros are {-3, -2, 1, 3}.
Enter the number that belongs in the green box. 4 51° 109°
Answers
The answer choice which belongs in the green box and is the longest side of the triangle as required is; 11.06.
What is the length of the longest side?It follows from the task content that since the sum of angles in a triangle is; 180°, the missing angle measure is; 180 - 51 - 109° = 20°.
Consequently, it follows from the sine law that;
4 / sin 20° = x / sin 109°
x = 4 sin 109° / sin 20°
x = 11.06.
Ultimately, the number that belongs in the green box is; 11.06.
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5. Given the right triangle JKL, identify the locations of sides j, k, and I in relation to angle L
in terms of opposite, adjacent, and hypotenuse.
HELP
Answers
In relation to the angle L of the right triangle the sides are as follows:
l = opposite sidek = hypotenusej = adjacentHow to name the side of a right triangle?A right angle triangle is a triangle that has one of its angles as 90 degrees. The sides of a right angle triangle can be named according to the position of the angles in the right angle triangle.
The sides of a right triangle can also be solved by using Pythagoras's theorem or trigonometric ratios.
Let's identify the sides j, k, and I in relation to angle L in terms of opposite, adjacent, and hypotenuse.
Therefore,
l = opposite sidek = hypotenusej = adjacentThe hypotenuse side is the longest side of a right triangle.
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Which expression is equivalent to 81+18
Answers
Answer: 9(9+2) is equivalent to 81+18 because 9 plus 2 equals 11 and 11 times 9 is 99 and 81+18 is 99.
Step-by-step explanation:
Melissa earns a 2% commission on the first $750 of sales she makes each week. She earns a 3% commission on the amount of her sales that are greater than $750 each week. Melissa earned $37.50 in commissions last week.
How much were her sales last week?
Enter your answer as a number, like this: 42
(not multiple choice)
Answers
0.02 * min(x, 750) + 0.03 * max(x - 750, 0) = 37.5
Here, the first term represents the commission on the first $750 of sales, and the second term represents the commission on any sales above $750. The max function ensures that the second term is only calculated for sales above $750, while the min function ensures that the first term is only calculated for the first $750 of sales.
We can solve this equation for x:
0.02 * min(x, 750) + 0.03 * max(x - 750, 0) = 37.5
0.02 * 750 + 0.03 * max(x - 750, 0) = 37.5
15 + 0.03 * max(x - 750, 0) = 37.5
0.03 * max(x - 750, 0) = 22.5
max(x - 750, 0) = 750
Since the maximum function is equal to 750, we know that x - 750 = 750, which implies that x = 1500.
Therefore, Melissa's total sales last week were $1500.
Fill in the table 'using this function rule.
y = -5x+2
x
-1
0
1
2
y
0
0
0
X
4
S
Answers
Answer:
7, 2, -3, -8
Step-by-step explanation:
y = -5x + 2 Substitute in -1 for x
y = -5(-1) + 2
y = 5 + 2
y = 7
y = -5x + 2 Substitute in 0 for x
y = -5(0) + 2
y = 0 + 2
y = 2
y = -5 + 2 substitutes in 1 for x
y = -5(1) + 2
y = -5 + 2
y = -3
y = -5x + 2 Substitute in 2 for x
y = -5(2) + 2
y = -10 + 2
y = -8
Helping in the name of Jesus.
. Peggy is p years old.
Maggie is 1 year less than ¼ of Peggy’s age. What is Maggie’s age in terms of p?
a. ¼p - 1
b. 1 - ¼p
c. ¼p + 1
d. ¼p
Answers
Answer:
Step-by-step explanation:
Peggy is p years old.
¼ of Peggy’s age is ¼p
1 year less than ¼ of Peggy’s age is ¼p - 1
so answer is A
I need help i’ve been stuck on this one
Answers
Answer:
347 it's this it was a typo
You and your friend's choice to take a bus back home, each 2 miles you have to pay 60 cents, write this in an Equation
Answers
Answer:
Step-by-step explanation:
Let x be the number of miles you and your friend travel.We know that the cost of the bus ride is 60 cents per mile, so the total cost of the trip is 60 * x.This can be written as an equation as follows:Cost = 60 * xOr, more simply:Cost = 60xThis equation represents the relationship between the number of miles you and your friend travel and the cost of the trip. As the number of miles increases, the cost of the trip also increases at a rate of 60 cents per mile.
The jeweler has a stock of alloys that are 25% gold, 50% gold, and 82% gold. Choose 2 different alloys that can be used to create an alloy that is 75% gold. Explain why you chose these alloys.
Answers
Aakash, Bao Ying, Chris and Donna all live on the same street as their school, which
runs from east to west.
• Aakash lives 5 blocks to the west.
• Bao Ying lives 4 blocks to the east.
• Chris lives 2: blocks to the west. .
• Donna lives 61 blocks to the east.
a. Draw a picture that represents the positions of their houses along the street.
b. Find how far is each house from every other house?
c. Represent the relative position of the houses on a number line, with the school at
zero, points to the west represented by negative numbers, and points to the east
represented by positive numbers.
d. How can you see the answers to part (b) on the number line? Using the numbers
(some of which are positive and some negative) that label the positions of houses on
the number line, represent these distances using sums or differences.
ko
Answers
The distance between each of the students' houses are:
Aakash & Bao Ying live 9 blocks away from each other
Aakash & Chris live 3 blocks away from each other
Aakash & Donna live 66 blocks away from each other
Bao Ying & Chris live 6 blocks away from each other
Bao Ying & Donna live 57 blocks away from each other
Chris & Donna live 63 blocks away from each other
To solve this question, we represent each with the first letter of their names.
So, we have:
\(A= 5\ west\) --- Aakash
\(B= 4\ east\) ---- Bao Ying
\(C = 2\ west\) --- Chris
\(D = 61\ east\) ---- Donna
I've added the picture and the number line that represent the scenario as an attachment.
To calculate how far each lives from each other's, we start by representing west as negative and east as positive.
So, the representations become:
\(A = -5\)
\(B = 4\)
\(C = -2\)
\(D = 61\)
The absolute difference of each represents how far they live from one another.
Aakash & Bao Ying Aakash & Chris Aakash & Donna
\(AB = |-5 -4| =9\) \(AC = |-5 --2| =3\) \(AD = |-5 -61| =66\)
Bao Ying & Chris Bao Ying & Donna
\(BC = |4 --2| =6\) \(BD = |4 -61| =57\)
Chris & Donna
\(CD = |-2 -61| =63\)
This means that
Aakash & Bao Ying live 9 blocks away from each other
Aakash & Chris live 3 blocks away from each other
Aakash & Donna live 66 blocks away from each other
Bao Ying & Chris live 6 blocks away from each other
Bao Ying & Donna live 57 blocks away from each other
Chris & Donna live 63 blocks away from each other
To carry out the above computations from the number line, we simply count the numbers from one to the other.
For instance:
There are 3 numbers from Akash to Chris.
This means that: Aakash & Chris live 3 blocks away from each other
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Daniel is mapping out important familyevents. He uses negative numbers torepresent time before he got his first cat, andpositive numbers to represent time after hegot his first cat. For example, Daniel's momwas born in year -28, and Daniel got hisfirst dog in year 7. What does year 0represent?A. The year Daniel got his first catB. The year Daniel got his first dogC. The year Daniel lost his first toothD. The year Daniel's mom was born
Answers
The problem says that Daniel uses negative numbers for events before his first cat and positives for events after
That is, that the year 0 represents exactly the year in which Daniel had his first cat.
The correct answer is the letter A. The year Daniel got his first catSusan is running a 5k race. The graph of distance vs. time is shown.
What interval is she running the fastest?
Answers
The interval of the graph at which Susan is running fastest is from point A ( 0 , 0 ) to B ( 10 , 3 )
Given data ,
Susan is running a 5k race. The graph of distance vs. time is shown
So , the slope of the first line is m₁
And , the slope of the second line is m₂
where the points are A ( 0 , 0 ) , B ( 10 , 3 ) , C ( 20 , 4 )
Now , slope of AB is
m₁ = ( 3/10 ) = 0.3
And , m₁ = 0.3 kilometers per minute
And , slope of BC is
m₂ = ( 4 - 3 ) / ( 20 - 10 )
m₂ = 1/10
m₂ = 0.1 kilometers per minute
Therefore , the interval is fastest at second line from B ( 10 , 3 ) , C ( 20 , 4 )
Hence , Susan is running fastest is from point A ( 0 , 0 ) to B ( 10 , 3 )
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