700 in standard form

Answer:

The frequency increases as the pitch increases, and the amplitude increases as the volume increases

Step-by-step explanation:

Answer:

Convert the decimal number to a fraction by placing the decimal number over a power of ten. Since there is 1 number to the right of the decimal point, place the decimal number over 101 (10)

. Next, add the whole number to the left of the decimal.

4 5/10

Reduce the fractional part of the mixed number.

4 1/2

Reduce the fraction.

9/2

Step-by-step explanation:

Answer:

a

Step-by-step explanation:

Zg is a measure of weight

Hey there!

Your lines EF and FG has the measure of 6 ✅

One of the triangle(s) has both sides equivalent lengths which is the isosceles triangle

Since pretty much every is most likely “equivalent” it’ll be an isosceles triangle

∠E ≅ ∠ G

∠E = 28° so that means ∠G = 28°

Answer: ∠G = 28° (Option D.)

Good luck on your assignment and enjoy your day!

~LoveYourselfFirst:)

Answer:

D.

5^x=625

I hope it will be useful.

Answer:

The Answer us D

Step-by-step explanation:

log5(625)=x

x=4

Answer:

1.02 1.25 1.50 1.52.

Step-by-step explanation:

|•-•|

Answer:

1.02

1.25

1.5

1.52

Step-by-step explanation:

:)

Answer:

-4,-3,-2,-1,0,1

Step-by-step explanation:

First, doublepound and simplify it.

-15<3n

3n<6

Solve:

-5<n

n<2

Compound:

-5<n<2.

So the values are -4,-3,-2,-1,0,1

Hope this helps plz hit the crown :D

Answer:

The values of 'n' such that -15 < 3n ≤ 6 will be:

[tex]-5<n\le \:2[/tex]

[tex]-5<n\le \:2[/tex] can also be represented as: -4, -3, -2, -1, 0, 1, 2

Hence, the values of integer n will be:

Thus,

[tex]-15<3n\le \:6\quad :\quad \begin{bmatrix}\mathrm{Solution:}\:&\:-5<n\le \:2\:\\ \:\mathrm{Interval\:Notation:}&\:(-5,\:2]\end{bmatrix}[/tex]

The line graph is also attached below.

Step-by-step explanation:

Given the expression

-15 < 3n ≤ 6

Lets us solve the inequality for n

[tex]-15<\:3n\le \:6[/tex]

Divide all parts by n

[tex]\:-\frac{15}{3}<\frac{3n}{3}\le \frac{6}{3}[/tex]

simplify

[tex]-5<n\le \:2[/tex]

Therefore, the values of 'n' such that -15 < 3n ≤ 6 will be:

[tex]-5<n\le \:2[/tex]

[tex]-5<n\le \:2[/tex] can also be represented as: -4, -3, -2, -1, 0, 1, 2

Hence, the values of integer n will be:

Thus,

[tex]-15<3n\le \:6\quad :\quad \begin{bmatrix}\mathrm{Solution:}\:&\:-5<n\le \:2\:\\ \:\mathrm{Interval\:Notation:}&\:(-5,\:2]\end{bmatrix}[/tex]

The line graph is also attached below.

Answer:

x = 1[tex]\frac{1}{3}[/tex]

Step-by-step explanation:

As you can see, the two angles are supplementary as they lie on the same straight line so they should add up to 180°.

100 + 30x + 30x = 180

Evaluate like terms.

60x + 100 = 180

Isolate 60x.

60x = 180 - 100

       = 80

Find x.

x = 80 ÷ 60

x = 1[tex]\frac{1}{3}[/tex]

Answer:

the degree of the polynomial is 5

Vertex form:

y = 5  (x - 1)^2 - 80

Standard Form:

y = 5x^2 - 10x - 75

Answer:

y= (-7/8)x +7.5

Step-by-step explanation:

We know that the form for the equation of a line is

y= mx+b, with m being the slope, so our equation is

y=(-7/8)x+b. As b should be a constant, we need to find b. Plugging (12,-3) in, we have -3 = (-7/8)(12)+b =  -10.5+b. Adding 10.5 to both sides, we get b= 7.5, making our equation

y= (-7/8)x +7.5

Answer:

200 patients

Step-by-step explanation:

60% = 120

100% = ?

100×120 = 12000÷60= 200

Answer:

pqe?

Step-by-step explanation:15446556

Answer:

length- inches, meters, millameters

Volume- gallon, quart, cups, teaspoons

Step-by-step explanation:

Answer:

ength- inches, meters, millameters

Volume- gallon, quart, cups, teaspoons

Step-by-step explanation:

Answer: 0.275

Step-by-step explanation:

Answer:

7/10

Step-by-step explanation:

You subtract 11 from 4 and get 7 and then you divide 40 by 4 and get 10 hope that helps:)

Answer:

Where is the pic?

Step-by-step explanation:

Answer:

b = 6

c = 9

Step-by-step explanation:

if triangles PQR and JHI are congruent, then (b + 48) must equal 9b

9b = b + 48

8b = 48

b = 6

if triangles PQR and JHI are congruent, then (c + 9) must equal 2c:

2c = c + 9

c = 9

The platonic solids in the given options are A. Regular pentagons and E. Equilateral triangles.

The solids that are polyhedrons, all of whose faces are congruent regular polygons and at every vertex, the same number of faces meets are called "Platonic solids"

There are only five types of platonic solids. They are:

The major types of faces that are found on platonic solids are:

Regular polygons with more than 6 sides are not the faces of the platonic solid.

Thus, from the given shapes,

A. regular pentagons, E. equilateral triangles are used as faces of a Platonic solid.

Learn more about Platonic solids here:

https://brainly.com/question/857410

#SPJ1

Answer:

756 ways

Step-by-step explanation:

Given

[tex]Counters = 28[/tex]

[tex]Selection = 2[/tex]

Required

Determine the number of ways

The first counter can be selected in 28 ways

The second can be selected in (28 - 1) ways

The number of selection is:

[tex]Selection = 28 * (28 -1)[/tex]

[tex]Selection = 28 * 27[/tex]

[tex]Selection = 756[/tex]

Hence, number of possible selection is 756

Answer:

18

Step-by-step explanation:

[tex]2 {a}^{2} = 2 {(3)}^{2} = 2 \times 9 = 18 \\ [/tex]

Answer:

36

Step-by-step explanation:

2 times 3=6 6^2 is 6 times 6

Answer:

E

Step-by-step explanation:

We are given:

[tex]\ln(xy)=x-y[/tex]

And we want to find the second derivative at the point (1, 1).

So, we will take the derivative of both sides with respect to x:

[tex]\displaystyle \frac{d}{dx}\big[\ln(xy)\big]=\frac{d}{dx}\big[x-y\big][/tex]

Implicitly differentiate. The left will require the chain rule. Hence:

[tex]\displaystyle \frac{1}{xy}\cdot \frac{d}{dx}\big[xy\big]=1-\frac{dy}{dx}[/tex]

Differentiate:

[tex]\displaystyle \frac{1}{xy}\cdot \big( y+x \frac{dy}{dx} \big) =1-\frac{dy}{dx}[/tex]

Distribute:

[tex]\displaystyle \frac{1}{x}+\frac{1}{y}\frac{dy}{dx}=1-\frac{dy}{dx}[/tex]

Isolate the derivative term:

[tex]\displaystyle \frac{dy}{dx}\big(\frac{1}{y}+1\big)=1-\frac{1}{x}[/tex]

Divide:

[tex]\displaystyle \frac{dy}{dx}=\frac{1-\frac{1}{x}}{\frac{1}{y}+1}}[/tex]

Simplify. We can multiply both layers by xy. Hence:

[tex]\displaystyle\begin{aligned} \frac{dy}{dx}&=\frac{1-\frac{1}{x}}{\frac{1}{y}+1}}\cdot\frac{xy}{xy} \\ &=\frac{xy-y}{x+xy} \end{aligned}[/tex]

We can factor. Hence, our derivative is:

[tex]\displaystyle \frac{dy}{dx}=\frac{y(x-1)}{x(y+1)}[/tex]

Differentiate once more to find the second derivative:

[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{d}{dx}\Big[\frac{y(x-1)}{x(y+1)}\Big][/tex]

Quotient rule:

[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{\frac{d}{dx}[y(x-1)](x(y+1))-y(x-1)\frac{d}{dx}[x(y+1)]}{(x(y+1))^2}[/tex]

Differentiate using the product rule:

[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{ \big[\frac{dy}{dx}(x-1)+y\big](x(y+1))-y(x-1)\big[(y+1)+x\frac{dy}{dx}\big] }{(x(y+1))^2 }[/tex]

You may choose to simplify, but this is not necessary, as we are only interested in the second derivative at (1, 1).

First, since first derivatives exist in our second derivative, we will find them first. Recall that the first derivative is given by:

[tex]\displaystyle \frac{dy}{dx}=\frac{y(x-1)}{x(y+1)}[/tex]

Therefore, at (1, 1), the first derivative is:

[tex]\displaystyle \frac{dy}{dx}_{(1, 1)}=\frac{1(1-1)}{1(1+1)}=\frac{1(0)}{1(2)}=0[/tex]

So, we will substitute 0 for every dy/dx for our second derivative. Thus:

[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{ \big[(0)(x-1)+y\big](x(y+1))-y(x-1)\big[(y+1)+x(0)\big] }{(x(y+1))^2 }[/tex]

Simplify:

[tex]\displaystyle \frac{d^2y}{dx^2}=\frac{ y(x(y+1))-y(x-1)\big[(y+1)\big] }{(x(y+1))^2 }[/tex]

So, at the point (1, 1), our second derivative is:

[tex]\displaystyle \frac{d^2y}{dx^2}_{(1, 1)}=\frac{1(1(1+1))-1(1-1)(1+1)}{(1(1+1))^2}=\frac{2-0}{4}=\frac{1}{2}[/tex]

Hence, our final answer is E.

Answer:

55

Step-by-step explanation:

6.5x - 3.5 [x = 9]

6.5(9) - 3.5

58.5 - 3.5 = 55

Answer:

he equation of the line is parallel to the given line and passing through the point C( 1,4) is        x - 8 y + 31=0

slope intercept form

                     [tex]y = \frac{x}{8} + \frac{31}{8}[/tex]

Step-by-step explanation:

Explanation:-

Given equation of the line  

                                y = 1/8x-4

                               8 y = x - 32

                         x - 8 y -32=0

The equation of the line is parallel to the given line a x + b y + k=0

                                                                                   x - 8 y + k=0

This line is passing through the point ( 1,4)

             x - 8 y + k=0

             1 - 32 + k =0

                  k = 31

The equation of the line is parallel to the given line and passing through the point C( 1,4) is        x - 8 y + 31=0

slope intercept form

                         8 y = x + 31

                          [tex]y = \frac{x}{8} + \frac{31}{8}[/tex]

Answer:

B, C, A

Step-by-step explanation:

A = |7| = 7

B = -6

C = |-5| = 5

Order: B, C, A

Answer:

2x

Step-by-step explanation:

Because both terms are divisible by 2x. So, that's the greatest common factor. Whichever term is the greatest and can divide both the numbers it the GFC.

Answer:

=23x−55

Step-by-step explanation:

Let's simplify step-by-step.

4(2x−5)+5(3x−7)

Distribute:

=(4)(2x)+(4)(−5)+(5)(3x)+(5)(−7)

=8x+−20+15x+−35

Combine Like Terms:

=8x+−20+15x+−35

=(8x+15x)+(−20+−35)

=23x+−55

Answer:

22x-55

pemdas works too i guess

Answer:

Please see attached graph

Step-by-step explanation:

In the attached image you will find the red dots hour per hour that reflect the temperature changes described in the text. The finer red line joins the points to give continuity to the graph.

There 650 million CDs were sold in 2006 if there were 800 million  CDs sold in 2002, and there were 700 million  CDs in 2005 option (D) is correct.

It is defined as the relation between two variables if we plot the graph of the linear equation we will get a straight line.

If in the linear equation one variable is present then the equation is known as the linear equation in one variable.

From the graph:

(2002, 800) and (2005, 700)

We can draw a line for the best fit as follows:

[tex]\rm (y-800) = \frac{700-800}{2005-2002}(x-2002)[/tex]

[tex]\rm (y-800) = 33.33(x-2002)[/tex]

When x = 2006

[tex]\rm (y-800) = -33.33(2006-2002)\\[/tex]

y = 666.68

Which is near 650 million

Thus, there 650 million  CDs were sold in 2006 if there were 800 million  CDs sold in 2002, and there were 700 million  CDs in 2005 option (D) is correct.

Learn more about the linear equation here:

brainly.com/question/11897796

#SPJ2