9514 1404 393
Answer:
120
Step-by-step explanation:
We assume the order of the toppings does not matter. Then the number of interest is the number of combinations of 10 toppings taken 3 at a time. That is given by ...
10C3 = C(10, 3) = 10!/(3!(10 -3)!) = 10·9·8/(3·2·1) = 120
120 different 3-topping pizzas can be made if 10 toppings are available.
_____
Additional comment
If order matters, then 10 choices can be made for the first topping, 9 for the second, and 8 for the third, for a total of 10×9×8 = 720 different pizzas.
y’all please help me
find the measure of ∠A.
Answer:
68 degrees
Step-by-step explanation:
Supplementary angles have sum 180°
5x+27+5x-7=18010x+27-7=18010x+20=18010x=160x=16<A=
5(16)+2780+27107°Rest of the options
The answer is D, the last one
CAN SOMEONE PLS HELP ME ILL GIVE YOU BRAINLIST IF YOU GET IT RIGHT
3rd option: A middle school student it more likely to own a phone than an elementary school student
dur rn help pls ))))))))))
Answer:
A is correct good luck bud
Step-by-step explanation:
Trey has bought 10 pounds of dog food. He feeds his dog
pounds for each meal. For how many meals will the food last?
Write your answer in simplest form
how many pounds does he feed his dogs for each meal?
Which of the following correctly describes the graph?
Answer:
C is correct
Step-by-step explanation:
The x and y axes are linear, the plot is linear. The constant rate of change is assured with those conditions.
What is the better buy?
16 oz of goldfish for $4.75
9 oz of goldfish for $2.50
Answer:
Maybe 9 oz, if I’m wrong sorry! D:
If the amount of fruit increases by 40%, what percent of the original amount do you have?
Answer:
First, subtract to find the amount of change: 225 - 25 = 200. The increase is 25. Next, divide the amount of change by the original amount:.
Step-by-step explanation:
Solve the given problem using Venn Diagram. Show your solution
A group of 50 students went on a tour in Palawan province Out of 50 students, 24 joined the trip to Coron; 18 went to Tubbataha Reef, 20 visited El Nido: 12 made a trip to Coron and Tubbataha Reef 15 saw the Tubbataha Reef and El Nido, 11 made a trip to Coron and El Nido: 10 saw the three tourist spots.
1. How many students went to Coron only?
2. How many students went to Tubbataha Reef only?
3. How many joined the El Nido trip only? 4. How many did not go to any of the tourist spot?
(Please kindly help me. I have answered this problem, but it seems not to be correct.)
[tex] \red{ \rule{40pt}{555555pt}}[/tex]
20% of 50. Mathmethics
Answer:
1000%
Step-by-step explanation:
just multiply both
brainliest pls
Answer:
10
Step-by-step explanation:
20 x 50
100
geometry:PLEASE HELP MEEEEEE
Answer:
5
Step-by-step explanation:
Normally the two diagonals of a kite meet at a right angle. That information should not be withheld from you. Otherwise, you are just guessing.
You must assume then that <STP also = 90o
14x + 20 = 90 Subtract 20 from both sides
14x = 90 - 20 Combine
14x = 70 Divide both sides by 14
14x/14 = 70/14
x = 5
expand and simplify (3x-2)2
Answer:
9x² - 12x + 4
Step-by-step explanation:
(3x - 2)² = (3x - 2)(3x - 2)
Each term in the second factor is multiplied by each term in the first factor , that is
3x(3x - 2) - 2(3x - 2) ← distribute both parenthesis
= 9x² - 6x - 6x + 4 ← collect like terms
= 9x² - 12x + 4
If i have a silver necklece at the price of 26 $ and its 50 percent of what was the orginal price.
50%=100%/2
26*2 = 52
Original price is 52 dollas
Answer:
52
Step-by-step explanation:
please mark brainlest
MTH208 Graded Assignment Unit 5 Test, Part 2. Relationships of Right Triangles, Including Trigonometry
(Score for Question 3:
of 5 points)
3. What are the exact measures of the other two sides of the triangle? Use special right triangles ratios and
show your work
А
30
14 cm
B
Answer:
PLEASE HELP do. Not comment just to get points.
Answer: 14 cm
Step-by-step explanation: A right triangle is an isosceles triangle.
What is equivalent to 6 + 3 x 9 - 4
Answer:
29
Step-by-step explanation:
6 + 3 x 9 - 4
6 + 27 - 4
33 - 4
=29
At a store, 4 shirts cost $25 and 6 shirts cost $37.50.
Part A:
Is there a proportional relationship between the shirts and their cost? If so, what is the unit rate for one shirt?
study the visual fraction below. Is it A,B,C, or D?
Answer: B
Step-by-step explanation: the pic shows this
Can someone please help me
Answer:
Answer for question 16 $24.64
Answer:
$3.36
17. 31%
18 $ 24.50
Step-by-step explanation:
28 x 0.12 = $3.36
17. 484 - 333.96 = 150.04
What percentage is 150.04 of 484
X/100 = 150.04/484 (% / 100 = is/of)
= 31%
8. 35 x 0.30 = 10.50
$35 - $10.50 = $24.50
How much would $125 invested at 8% interest compounded continuously be
worth after 16 years? Round your answer to the nearest cent.
A(t)= Poet
A. $428.24
B. $285.00
C. $449.58
D. $367.26
c$449.58
hfufhfthcuxjyfus4hxtstcyztf
16.
Identify the axis of symmetry of the parabola.
A. x = -2
B. x = 1
C. x = -3
D. x = -1
Answer:
i don't know
Step-by-step explanation:
Consider 2 1/2 divided by 1/4 write a real world problem for the division.Create a model or write an equation for the division.Find the quotient for the real world problem.Find the quotient.
Answer:
Step-by-step explanation:
How many 1/4 kg bread loaves can be made from 2½ kg of dough?
2½ / 1/4 = (5/2)•(4/1) = 20 / 2 = 10
The number of puffs made by 2½ kg of dough will be 10.
What is an expression?The mathematical expression is the combination of numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.
Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also be used to denote the logical syntax's operation order and other properties.
The problem is given below:-
How many 1/4 kg puffs can be made from 2½ kg of dough?
The number of the puffs will be calculated as:-
2½ / 1/4 = (5/2) x (4/1) = 20 / 2 = 10
Therefore, the number of puffs made by 2½ kg of dough will be 10.
To know more about an expression follow
https://brainly.com/question/21446512
#SPJ5
Students are running in a relay race. Each team will run a total of 3 miles. Each member of a team will run 1/3 mile
How many students will a team need to complete the race? Circle the correct number below
Answer:
9 students
Step-by-step explanation:
If 1 student runs a 3rd we need 3 students to run 1 mile.
Since we need 3 times that amount of miles we multiply the amount of students it takes to run 1 mile so that we find out how many we need to run 3 miles.
3 x 3 = 9
They will need 9 students I hope this helps have a great day :)
If f (x) = 2x^3 - 5x +2, then what is the remainder when f (x) is divided by x - 4?
hmm let's do that with synthetic division, Check the picture below.
A 4-digit number is made up of different odd digits.
Write the greatest possible number that it can be?
Answer:
9753
Step-by-step explanation:
what is the absolute value for 115 and 15
HELPPP PLEASE!!!!!!
HELP!!!!!!!
Answer:
4 pounds
Step-by-step explanation:
when you match it on the graph it corresponds to 4
steps
match 18 which is in between 16 and 20 to the weight and you will see it moves and is correspondence to 4
At a local corner store, the cost of a bag of chips at the corner store is $1.30, and the
cost of a banana is $1.40. What would it cost to get 4 bags of chips and 5 bananas?
What would it cost to get a bags of chips and y bananas?
Total cost, 4 bags of chips and 5 bananas:
Total cost, x bags of chips and y bananas:
Submit Answer
attempt 2 out of a problem 1 out of maxi
Answer:
1- 12.20$
2- 1.30$ + 1.40y$
3- 1.3x + 1.4y
Step-by-step explanation:
input unknown values using x and y
X^+17x+72=12 factoring quadratic equation
Answer:
The first term is, x2 its coefficient is 1 .
The middle term is, -17x its coefficient is -17 .
The last term, "the constant", is +60
Step-1 : Multiply the coefficient of the first term by the constant 1 • 60 = 60
Step-2 : Find two factors of 60 whose sum equals the coefficient of the middle term, which is -17 .
-60 + -1 = -61
-30 + -2 = -32
-20 + -3 = -23
-15 + -4 = -19
-12 + -5 = -17 That's it
Step-3 : Rewrite the polynomial splitting the middle term using the two factors found in step 2 above, -12 and -5
x2 - 12x - 5x - 60
Step-4 : Add up the first 2 terms, pulling out like factors :
x • (x-12)
Add up the last 2 terms, pulling out common factors :
5 • (x-12)
Step-5 : Add up the four terms of step 4 :
(x-5) • (x-12)
Which is the desired factorization
Equation at the end of step
1
:
(x - 5) • (x - 12) = 0
STEP
2
:
Theory - Roots of a product
2.1 A product of several terms equals zero.
When a product of two or more terms equals zero, then at least one of the terms must be zero.
We shall now solve each term = 0 separately
In other words, we are going to solve as many equations as there are terms in the product
Any solution of term = 0 solves product = 0 as well.
Solving a Single Variable Equation:
2.2 Solve : x-5 = 0
Add 5 to both sides of the equation :
x = 5
Solving a Single Variable Equation:
2.3 Solve : x-12 = 0
Add 12 to both sides of the equation :
x = 12
Supplement : Solving Quadratic Equation Directly
Solving x2-17x+60 = 0 directly
Earlier we factored this polynomial by splitting the middle term. let us now solve the equation by Completing The Square and by using the Quadratic Formula
Parabola, Finding the Vertex:
3.1 Find the Vertex of y = x2-17x+60
For any parabola,Ax2+Bx+C,the x -coordinate of the vertex is given by -B/(2A) . In our case the x coordinate is 8.5000
Plugging into the parabola formula 8.5000 for x we can calculate the y -coordinate :
y = 1.0 * 8.50 * 8.50 - 17.0 * 8.50 + 60.0
or y = -12.250
Parabola, Graphing Vertex and X-Intercepts :
Root plot for : y = x2-17x+60
Axis of Symmetry (dashed) {x}={ 8.50}
Vertex at {x,y} = { 8.50,-12.25}
x -Intercepts (Roots) :
Root 1 at {x,y} = { 5.00, 0.00}
Root 2 at {x,y} = {12.00, 0.00}
Solve Quadratic Equation by Completing The Square
3.2 Solving x2-17x+60 = 0 by Completing The Square .
Subtract 60 from both side of the equation :
x2-17x = -60
Now the clever bit: Take the coefficient of x , which is 17 , divide by two, giving 17/2 , and finally square it giving 289/4
Add 289/4 to both sides of the equation :
On the right hand side we have :
-60 + 289/4 or, (-60/1)+(289/4)
The common denominator of the two fractions is 4 Adding (-240/4)+(289/4) gives 49/4
So adding to both sides we finally get :
x2-17x+(289/4) = 49/4
Adding 289/4 has completed the left hand side into a perfect square :
x2-17x+(289/4) =
(x-(17/2)) • (x-(17/2)) =
(x-(17/2))2
Things which are equal to the same thing are also equal to one another. Since
x2-17x+(289/4) = 49/4 and
x2-17x+(289/4) = (x-(17/2))2
then, according to the law of transitivity,
(x-(17/2))2 = 49/4
We'll refer to this Equation as Eq. #3.2.1
The Square Root Principle says that When two things are equal, their square roots are equal.
Note that the square root of
(x-(17/2))2 is
(x-(17/2))2/2 =
(x-(17/2))1 =
x-(17/2)
Now, applying the Square Root Principle to Eq. #3.2.1 we get:
x-(17/2) = √ 49/4
Add 17/2 to both sides to obtain:
x = 17/2 + √ 49/4
Since a square root has two values, one positive and the other negative
x2 - 17x + 60 = 0
has two solutions:
x = 17/2 + √ 49/4
or
x = 17/2 - √ 49/4
Note that √ 49/4 can be written as
√ 49 / √ 4 which is 7 / 2
Solve Quadratic Equation using the Quadratic Formula
3.3 Solving x2-17x+60 = 0 by the Quadratic Formula .
According to the Quadratic Formula, x , the solution for Ax2+Bx+C = 0 , where A, B and C are numbers, often called coefficients, is given by :
- B ± √ B2-4AC
x = ————————
2A
In our case, A = 1
B = -17
C = 60
Accordingly, B2 - 4AC =
289 - 240 =
49
Applying the quadratic formula :
17 ± √ 49
x = —————
2
Can √ 49 be simplified ?
Yes! The prime factorization of 49 is
7•7
To be able to remove something from under the radical, there have to be 2 instances of it (because we are taking a square i.e. second root).
√ 49 = √ 7•7 =
± 7 • √ 1 =
± 7
So now we are looking at:
x = ( 17 ± 7) / 2
Two real solutions:
x =(17+√49)/2=(17+7)/2= 12.000
or:
x =(17-√49)/2=(17-7)/2= 5.000
Two solutions were found :
x = 12
x = 5
Step-by-step explanation:
please mark my answer in brainlist
Is x = 1 a function?
Answer:
Yes
Step-by-step explanation:
It is a constant linear function, which is in fact a function.
Have a nice day!
I hope this is what you are looking for, but if not - comment! I will edit and update my answer accordingly. (ノ^∇^)
- Heather
