16PLEASE HELP ME THIS IS URGENT I WILL GIVE BRAINLIEST ALL FAKE ANSWERS WILL BE REPORTED AND PLS PLS PLS EXPLAIN THE ANSWER OR HOW U GOT IT PLEASE AND TY​

Answer: 1. 45%

              2. 32%

              3. 67%

The percentage increment of the bike is 86%

Percentage Increment is the percentage measurement of how much a certain figure changes or increases over time. It is the difference between the final value and the initial value, expressed in the form of a percentage.

How to determine this

When the price of a bike one year ago was Rs.268,000

i.e Initial value = Rs.268,000

The current price is Rs.290,900

i.e final value = Rs.290,900

To calculate the percentage increment

Percentage Increase = Final value - Initial value/Initial value * 100%

Percentage increase = Rs.290,900 - Rs.268,000/Rs.268,000 *100%

Percentage Increase = Rs.22,900/Rs.268,000 *100%

Percentage Increase = 2,290,000/268,000

Percentage Increase = 86%

Therefore, the percentage increment is 86%

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By triangle inequality theorem  7.7 cm,4.0 cm, 1.7 cm can not sides of the triangle.

We know that the triangle inequality theorem states that the sum of any two sides of a triangle is greater than or equal to the third side.

For example, is a, b and c be sides of triangle then a + b ≥ c.

Here, the sides of triangle are:  7.7 cm, 4.0 cm, 1.7 cm

Let  a = 7.7 cm,

b = 4.0 cm,

c = 1.7 cm

consider the sum of sides b and c.

b + c = 4. 0 + 1.7

b + c = 5.7 cm

which is not greater than 7.7 cm (length of side  'a')

This means that, by triangle inequality theorem  7.7 cm,4.0 cm, 1.7 cm can not sides of the triangle.

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The complete question is:

Could 7.7 cm,4.0 cm, 1.7 cm be the side lengths of a triangle?

Therefore, can b and c are the same better deal since they have the same price per cubic inch using the volume of a cylinder.

To compare which can of beans is a better deal, we need to calculate the volume of each can and divide it by the price. The can with the highest volume per dollar is the better deal.

a) The volume of the can is V=πr²h=(3.14)(3²)(9)=254.34 cubic inches. The price per cubic inch is $39.95/254.34 = $0.157, rounded to three decimal places.

b) The volume of the can is V=πr²h=(3.14)(2²)(3)=37.68 cubic inches. The price per cubic inch is $5.96/37.68 = $0.158, rounded to three decimal places.

c) The volume of the can is V=πr²h=(3.14)(3²)(3)=84.78 cubic inches. The price per cubic inch is $13.41/84.78 = $0.158, rounded to three decimal places.

Therefore, can b and c are the same better deal since they have the same price per cubic inch.

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The chemist should use 3.75 liters of the 4% acid solution and 1.25 liters of the 28% acid solution to make 5 liters of a 10% acid solution.

Let's denote the volume of the 4% acid solution as x and the volume of the 28% acid solution as y, both in liters.

To make a 10% acid solution, we need to mix the two solutions in such a way that the resulting mixture has a total volume of 5 liters, and the concentration of acid in the mixture is 10%.

Since we want 5 liters of the final mixture, we can write the following equation based on the conservation of volume:

x + y = 5

The total amount of acid in the final mixture should be 10% of the total volume of the mixture, so we can write the following equation:

0.04x + 0.28y = 0.1(5)

On simplifying:

0.04x + 0.28y = 0.5

From the first equation:

y = 5 - x

Substituting into second equation:

0.04x + 0.28(5 - x) = 0.5

Simplifying and solving for x:

0.04x + 1.4 - 0.28x = 0.5

-0.24x = -0.9

x = 3.75

Using first equation,

x + y = 5

3.75 + y = 5

y = 1.25

Therefore, she needs to use 3.75 liters of the 4% acid solution and 1.25 liters of the 28% acid solution to make 5 liters of a 10% acid solution.

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1) The value of an equation for y in terms of x is, y = 1/5x

And, y = 20 at x = 100

2) y = 184.8 , at x = 14

The value of an equation for y in terms of x is, y = 13.2x

Given that;

1) y is directly proportional to x.

2) y ∝ x and y=132 when x=10

Now, For 1;

1) Since, y is directly proportional to x.

Hence, We get;

y = kx

Plug y = 5 and x = 25

5 = 25k

k = 1/5

Hence, The value of an equation for y in terms of x is,

y = 1/5x

And, Plug x = 100,

y = 1/5 x 100

y = 20

2) Since,  y ∝ x and y=132 when x=10

y = kx

132 = 10k

k = 13.2

Hence, At x = 14;

y = 13.2 x 14

y = 184.8

Thus, The correct equation is,

y = 13.2x

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The simplified formula is therefore [tex](p^2 + 31p - 140) / 9p^3 (p - 10)[/tex] as factor the first fraction's numerator and discover a shared denominator.

A fraction is a percentage of an entire amount or a ratio of two numbers. It is a means to express a numeric value that is neither a whole number nor an integer. The number at the top of a fraction is called the numerator, while the number at the bottom is called the denominator. The denominator is the entire amount of elements of the entirety or the ratio's divisor, while the numerator is the portion that makes up the entirety or ratio that is being evaluated.

given

We must factor the first fraction's numerator and discover a shared denominator for the two fractions in order to simplify this expression:

(p² + 17p + 70) / 9p³ + 63p² * 3 / (p + 10)

= (p + 10)(p + 7) / 9p³ + 189p² / (p + 10)

= (p + 10)(p + 7); 9p3 + 189p2; (p - 10)/(p + 10); (p - 10)

= 189p2(p - 10)/9p3(p + 7)/9p3(p + 10) (p - 10)

= [(p + 10)(p + 7) + 21p²(p - 10)] / 9p³(p - 10) (p - 10)

= [(p² + 31p - 140) / 9p³(p - 10)]

The simplified formula is therefore [tex](p^2 + 31p - 140) / 9p^3 (p - 10)[/tex] as factor the first fraction's numerator and discover a shared denominator.

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Answer:

(- 2, 16 )

Step-by-step explanation:

y = 8x + 32 → (1)

y = - 8x → (2)

substitute y = 8x + 32 into (2)

8x + 32 = - 8x ( add 8x to both sides )

16x + 32 = 0 ( subtract 32 from both sides )

16x = - 32 ( divide both sides by 16 )

x = - 2

substitute x = - 2 into either of the 2 equations and evaluate for y

substituting into (2)

y = - 8(- 2) = 16

solution is (- 2, 16 )

Answer:

Step-by-step explanation:

You want the measures of x and ∠ECB in rectangle ABCD with center point E and AE=3x+6, BD=5x+19, ∠EBA=25°.

The diagonals of a rectangle are congruent and cross at their midponts. This means the triangles they form are all isosceles.

The value of x can be found by relating the length of a half-diagonal to the length of the whole diagonal.

  2·AE = BD

  2(3x +6) = 5x +19 . . . . . . . substitute given lengths

  6x +12 = 5x +19 . . . . . eliminate parentheses

  x = 7 . . . . . . . . . . . subtract 5x+12

The value of x is 7.

Angle EBC is the complement of angle EBA, so its measure is ...

  ∠EBC = 90° -∠EBA

  ∠EBC = 90° -25° = 65°

Angle ECB is the other base angle of isosceles triangle BCE, so has the same measure as ∠EBC.

  ∠ECB = 65°

__

Additional comment

You know the corner angles of a rectangle are 90°, which is what makes angles EBA and EBC complementary.

With x = 7, AE = 27 and BD = 54. The full diagonal is double the length of the half-diagonal, as you expect.

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The height of the cylinder, given the volume and the diameter of the base, would be 2, 592.46 feet

The given diameter of the base is 10 inches, so we need to find the radius first. The radius is half the diameter:

Radius (r) = Diameter / 2 = 10 inches / 2 = 5 inches

We also need to convert the radius from inches to feet since the volume is given in cubic feet:

5 inches = 5/12 feet = 0.4167 feet

Volume of a cylinder:

Volume (V) = πr²h

450π = π x (0.4167)^2 x h

450 = (0.4167)^2 x h

h = 450 / (0.4167)^2 = 2, 592.46 feet

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Central Limit Theorem forms the foundation for the inferential statistics branch of statistics

The Central Limit Theorem is a statistical concept that describes the behavior of the mean of a sufficiently large sample size drawn from any population with a finite mean and variance.

The Central Limit Theorem is a fundamental concept in statistics that states that, under certain conditions, the distribution of sample means approaches a normal distribution regardless of the shape of the population distribution. This theorem provides a basis for inferential statistics, which involves making inferences about a population based on a sample.

It allows us to use sample statistics to estimate population parameters with a certain level of confidence. This theorem has practical applications in many areas of research, such as in quality control, social sciences, and healthcare.

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Jerel runs 4 km on the sixth day.

Let's call the distance Jerel runs on the sixth day "x". We know that he runs 4.2 km each day for the first 6 days, so the total distance he runs in those 6 days is:

Total distance = 4.2 km/day x 6 days = 25.2 km

We also know that the total distance Jerel runs is 25 km, so we can set up an equation to solve for "x":

4.2 km/day x 5 days + x = 25 km

Simplifying the equation, we get:

21 km + x = 25 km

Subtracting 21 km from both sides, we get:

x = 25 km - 21 km

x = 4 km

Therefore, Jerel runs 4 km on the sixth day.

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Answer:

6.

solution:

8+5=13

8×5=40

The surface area of the cylinder to the nearest tenth is 82.2 in²

A cylinder is a three-dimensional shape consisting of two parallel circular bases, joined by a curved surface.

The surface area of cylinder is expressed as;

A = 2πr(r+h) . Where r is the radius and h is the height of the cylinder.

A = 2 × 3.14 × 1.7( 1.7+6)

= 10.68× 7.7

= 82.2 in²( nearest tenth)

Therefore the surface area of the cylinder is 82.2

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An equation in slope-intercept form for the perpendicular bisector of the line segment with endpoints (-1, -8) and K (5, 4) is y = 2x - 6.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (4 + 8)/(5 + 1)

Slope (m) = 12/6

Slope (m) = 2.

At data point (-1, -8) and a slope of 2, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - (-8) = 2(x - (-1))

y + 8 = 2x + 2

y = 2x - 6.

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The best prediction is that the college will have about 480 students who prefer cookies.

According to the table, 27 out of 225 students prefer cookies. To find the prediction for the number of cookies the college will need, we can set up a proportion:

27/225 = x/4000

Where x is the predicted number of students who prefer cookies.

Solving for x, we get:

x = (27/225) * 4000

x ≈ 480

Therefore, the best prediction is that the college will have about 480 students who prefer cookies.

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Answer:

To find the value of Clare's home in 2006 after an 18% increase, we can use the following formula:

Value in 2006 = Value in 2001 x (1 + Percent Increase)

Plugging in the values given in the problem, we get:

Value in 2006 = $135,000 x (1 + 0.18)

Simplifying this expression, we get:

Value in 2006 = $135,000 x 1.18

Value in 2006 = $159,300

Therefore, Clare's home was worth $159,300 in 2006 after an 18% increase in value from its original price of $135,000 in 2001.

The collection of "high mountains of Nepal" is subjective and not well-defined, it may or may not be a set depending on the criteria specified, and to express it as a well-defined collection.

a) It is not a well-defined collection because the term "high mountains of Nepal" is subjective and does not have a clear definition. What one person considers high might be different from what another person considers high.

b) It is not necessarily a set, depending on how the collection is specified. If the collection is specified using clear criteria (such as mountains over a certain height), then it could be a set.

However, if the collection is just described using vague language like "high mountains of Nepal," then it is not necessarily a set.

c) In order to articulate it as a precise collection, we may define a precise standard for what constitutes a "high mountain of Nepal." As an illustration, we could say that any peak in Nepal that rises higher than 7,000 meters qualifies as a high mountain there.

With this precise definition, we could then pinpoint a trio of Nepalese mountains.

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Answer: probably  89

Step-by-step explanation: looked it up "you have the wrong picture up"

The hypotenuse of the given right-angled triangle is 89 units.

From the below figure, the base of the triangle AB = 39 units

The height of the triangle AC = 80 units

To know the hypotenuse of the given triangle we have to use the Pythagoras theorem as shown below,

From the given figure,

BC² = AB² + AC²

BC² = 39² + 80²

BC² = 1521 + 6400

BC² = 7921

BC = √7921

BC = 89.

From the above analysis, we can conclude that the hypotenuse of the given right-angled triangle is 89 units.

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Given question is having the wrong picture. I am attaching required correct picture as below,

p-value of 0.028 is considered statistically significant at a significance level of 0.05. This suggests that we have strong evidence to reject the null hypothesis in favor of the alternative hypothesis that the true proportion exceeds 0.75.

To calculate the p-value for this test, we need to use the standard normal distribution table or a statistical software.

First, we need to find the area under the standard normal distribution curve to the right of the test statistic of 1.91.

Using a standard normal distribution table, we can find that the area to the right of 1.91 is 0.0287 (rounded to four decimal places).

Since this is a one-tailed test (the alternative hypothesis is that the true proportion is greater than 0.75), the p-value is equal to the area to the right of the test statistic, which is 0.0287.

Therefore, the p-value for this test is 0.028 (rounded to three decimal places). This means that if the null hypothesis (that the true proportion is less than or equal to 0.75) were true, we would expect to see a test statistic as extreme as 1.91 or more extreme in only 0.028 of all possible samples.

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The p-value for the test when the test statistic is 1.91 and we are testing if the true proportion exceeds 0.75 is

approximately 0.028, rounded to 3 decimal places.

Given that the test statistic for testing, if the true proportion exceeds 0.75, is 1.91, we need to find the p-value for this

test and round it to 3 decimal places.

Identify the test statistic

The test statistic provided is 1.91.

Determine the tail of the test

Since we are testing if the true proportion exceeds 0.75, it is a right-tailed test.

Find the p-value

Using a Z-table or statistical software, find the area to the right of the test statistic (1.91) under the standard normal

distribution. This area corresponds to the p-value.

The area to the right of 1.91 in the Z-table is approximately 0.028. Therefore, the p-value for this test is approximately

0.028.

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A right pyramid with an isosceles triangle base has one plane of symmetry.

A plane of symmetry is a plane that can be passed through an object such that the object is divided into two halves that are mirror images of each other.

In the case of a right pyramid with an isosceles triangle base, if a plane passes through the apex (the top point) of the pyramid and is perpendicular to the base, it will bisect the base into two halves that are mirror images of each other. This is the only plane of symmetry that exists for this particular pyramid.

Thus, the right pyramid with isosceles triangle base has one plane of symmetry.

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Answer:

20 hours

Step-by-step explanation:

for 1 week 560/2

=260

calculation for working hours

Total wage=Rate per hour × actual time spend on working.

Let actual working hours be (x)

260=13×X

260/13=X

20=X

20 hours

The change in the perimeter is:

= 36m

The side lengths of a triangle are 3 meters,4 meters, and 5 meters.

We have to find the perimeter of the triangle.

Now,

Perimeter of a triangle is sum of all sides.

We have the side's length are:

[tex]P_1[/tex] = 3 + 4 + 5 = 12 meters.

Now, In the second case we have to multiplied the side length by 4.

Side's length are:

3 = 3 × 4 = 12

4 = 4 × 4 = 16

5 = 4 × 5 = 20

Perimeter of a triangle is sum of all sides.

[tex]P_2[/tex] = 12 + 16 + 20

[tex]P_2[/tex] = 48 meters

Now, the change in the perimeter is:

[tex]P_2 - P_1[/tex] = 48 - 12 = 36m

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The term you're looking for is "uncertain digits."

Uncertain digits refer to the digits in a measurement that exceed the level of certainty provided by the measuring instrument.

Measurements, it is crucial to recognize the limitations of the instruments being used, as this can impact the precision and accuracy of the results.
Precision is the degree to which an instrument can consistently produce the same measurement, while accuracy is the closeness of a measurement to its true value.

Uncertain digits can affect both of these aspects.
To better understand uncertain digits, consider the following step-by-step explanation:
Identify the measuring instrument:

This could be a ruler, thermometer, or any other device used to take measurements.
Determine the instrument's least count:

The least count is the smallest unit the instrument can measure.

A ruler with millimeter markings has a least count of 1 millimeter.
Record the measurement:

When taking a measurement, include all the certain digits (those within the instrument's least count) and one uncertain digit.

The uncertain digit is an estimate, and it represents the best guess within the least count of the instrument.
Keep in mind the limitations:

Recognize that uncertain digits are an inherent part of the measuring process and that they affect the precision and accuracy of the results.
Uncertain digits are the digits that exceed the certainty of a measuring instrument.

It is important to consider these digits and the limitations of the instruments used when conducting experiments or making measurements.

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In a regression equation, the estimated coefficients represent the change in the dependent variable for a one-unit increase in the corresponding independent variable, holding all other independent variables constant.

For example, if the estimated coefficient for television advertising is 0.5, then we can interpret it as a $0.5 increase in the dependent variable (such as sales) for every one-unit increase in television advertising expenditure, holding newspaper advertising constant.

Whether the interpretations of the estimated coefficients are reasonable depends on the data and the research question being investigated. It is important to examine the statistical significance, magnitude, and direction of the estimated coefficients, as well as their practical relevance and theoretical soundness, to evaluate the validity and usefulness of the regression model.

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Answer: - 3x - 21

Step-by-step explanation:

All you have to do is distribute the -3

-3 multiplied by x is -3x

and -3 multiplied by +7 is -21

put it together

- 3x - 21

As per the unitary method, the chef has 9.14 pounds of celery left after cutting up 3 pounds to serve with chicken wings and dicing 8 ounces to put on garden salads.

To start, let's convert all of the weights to the same units. The chef bought 4 bunches of celery, each weighing 2 pounds, so in total she bought:

4 bunches * 2 pounds per bunch = 8 pounds

Next, we know that she used 3 pounds of celery for the chicken wings and 8 ounces (which is half a pound) for the garden salads. So in total she used:

3 pounds + 0.5 pounds = 3.5 pounds

To find the value of one pound of celery, we can subtract the amount of celery the chef used from the total amount of celery she bought, and then divide by the number of pounds she bought:

(8 pounds - 3.5 pounds) / 8 = 0.4375 pounds per pound

So one pound of celery is worth 0.4375 pounds. Now we can use this value to find out how many pounds of celery the chef has left. We know she started with 8 pounds of celery, and she used 3.5 pounds, so she must have:

(8 pounds - 3.5 pounds) / 0.4375 pounds per pound = 9.14 pounds left

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Answer:

Step-by-step explanation:

To find P * 1, we need to find all pairs of elements in P that have a difference of 1. Let's start by listing the elements of P:

P = {(1, 2), (2, 5), (3, 8), (4, 11)}

Now, we can find all pairs of elements in P that have a difference of 1:

(1, 2), (2, 5) -> (1, 5)

(2, 5), (3, 8) -> (1, 3)

(3, 8), (4, 11) -> (1, 3)

Therefore, P * 1 = {(1, 5), (1, 3), (1, 3)} = {(1, 5), (1, 3)} (since the last pair is a duplicate).

(b) The given relation is: y = 4x

The elements of this relation are all pairs (x, y) such that y = 4x. For example, (1, 4), (2, 8), (3, 12), etc.

(c) The given relation is: x + y ≥ 20

The elements of this relation are all pairs (x, y) such that x + y is greater than or equal to 20. For example, (1, 19), (2, 18), (3, 17), etc.

(d) The given relation is: y = x

The elements of this relation are all pairs (x, y) such that y = x. For example, (1, 1), (2, 2), (3, 3), etc.