2. Cornerstone High School has 1860 students.
45% of the students bike or walk to school.
372 students drive to school.
• The remaining students travel to school by bus.
●
How many students travel to school by bus?
a.651
b.837
c.1209
d.1443

Answer:

[tex] \sf \: a) \: 2x + 7y - 2 [/tex]

[tex] \sf \: c) \: 7y - 2 + 2x [/tex]

Step-by-step explanation:

Now we have to,

→ Simplify the given expression.

The expression is,

→ -2x + 3 + 7y + 4x - 5

Let's simplify the expression,

→ -2x + 3 + 7y + 4x - 5

→ -2x + 4x + 7y + 3 - 5

→ (-2x + 4x) + (7y) + (3 - 5)

→ (2x) + 7y + (-2)

→ 2x + 7y - 2

→ 7y - 2 + 2x

Hence, option (a) & (c) is correct.

Step-by-step explanation:

-2x + 3 + 7y + 4x - 5 = 2x + 7y - 2

as addition is commutative (= can be done in any sequence of terms), the right answers are variations in the sequence of these 3 terms :

A and C are correct.

B and D disqualify themselves right away by including mixed terms of xy. you can never ever create such a mixed term just out of addition or subtraction of single x and y terms. you need multiplication to do that. but there is none.

The relative retention of compound B with respect to compound A is 0.053.

The relative retention is defined as the ratio of the difference in retention times of two compounds (α) to the retention time of the first eluting compound (tr1):

α = (tr2 - tr1) / tr1

where tr2 is the retention time of the second compound.

In this case, compound A eluted at 12.63 min and compound B eluted at 13.30 min. The compound that is not retained by the stationary phase eluted at 1.145 min.

Therefore, tr1 = 1.145 min, tr2 = 13.30 min, and:

α = (13.30 - 12.63) / 12.63

α = 0.053

Therefore the relative retention of compound B with respect to compound A is 0.053.

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The required number line is typically drawn from left to right to show all of the possible solutions that make the inequality true.

A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.

Here,
The number line is typically drawn from left to right to show all of the possible solutions that make the inequality true.

The inequality may involve a variable x, and the number line would represent all possible values of x that satisfy the inequality. The solutions could be, for example, all values of x greater than 3, in which case the number line would start at 3 and extend to the right to represent all values of x greater than 3. Alternatively, the solutions could be all values of x less than or equal to -2, in which case the number line would start at -2 and extend to the left to represent all values of x less than or equal to -2.

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If the sum of two vectors is equal to the sum of their absolute values, it means they are orthogonal and equal in magnitude.

The amount of two vectors addresses the consolidated impact of the two vectors. At the point when the amount of two vectors is equivalent to the amount of their outright qualities, it implies that the two vectors are opposite to one another and their extents are equivalent. All in all, the two vectors are symmetrical and they have a similar length.

This relationship can be shown mathematically utilizing the Pythagorean hypothesis. In the event that we have two vectors An and B, their total C can be addressed as the hypotenuse of a right triangle, where An and B are the other different sides. In the event that An and B are opposite to one another, the Pythagorean hypothesis can be utilized to show that the size of C is equivalent to the square foundation of the amount of the squares of An and B, which is equivalent to the amount of their outright qualities.

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The value of  1 qt  is 32 fluid ounces(oz).

A fluid ounce is a unit of volume in both the imperial system of units and the US customary system of units. But the two measures are not exactly the same: an imperial fluid ounce is 1/160 of an imperial gallon, or 1/20 of a pint, or 8 fluid drams, about 1,73

cubic meters or 28.

130625 milliliters. This amount of water weighs almost 1 avoirdupois ounce (that is the volume  one ounce occupies at 62°F (16.7°C) when weighed in air with brass weights). See all onc conversions  here.

1 qt is equal to 32 oz

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110 in binary is equal to 6 as decimal.

Let's say you have a number in base 2 (binary) that you want to convert to decimal. The number is 110.

To convert this to decimal, you would use the following formula:

decimal equivalent = [tex](d_n * base^n) + (d_n-1 * base^(n-1)) + ... + (d_1 * base^1) + (d_0 * base^0)[/tex]

where:

[tex]d_n, d_n-1, ..., d_1, d_0[/tex] are the digits of the number

base is the base of the number system (in this case, 2 for binary)

n is the number of digits in the number minus 1

Using this formula,

we can convert 110 in binary to decimal as follows:

decimal equivalent = [tex](1 * 2^2) + (1 * 2^1) + (0 * 2^0)[/tex]

= 4 + 2 + 0

= 6

Therefore, 110 in binary is equal to 6 in decimal.

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the sample data supports the claim that the politician's chance of being elected is less than 70%.

To test whether the politician's claim is valid, we can perform a hypothesis test using the null hypothesis that the true probability of the politician being elected is 0.7 and the alternative hypothesis that the true probability is less than 0.7.

Let p be the true probability of the politician being elected. We have:

Null hypothesis: H 0 : p = 0.7

Alternative hypothesis: H a : p < 0.7 (one-tailed test with alpha = 0.05)

We can use the sample proportion, denoted by p, to estimate the true proportion p. The test statistic for testing the above hypotheses is given by:

z = (p - p) / √(p×(1-p)/n)

where n = 500 is the sample size. Under the null hypothesis, the test statistic follows a standard normal distribution. Using the given sample proportion p = 0.6, we can compute the test statistic as follows:

z = (0.6 - 0.7) / √(0.7×(1-0.7)/500) = -3.05

The corresponding p-value for this test statistic is P(Z < -3.05) = 0.0012 (using a standard normal distribution table or calculator).

Since the p-value (0.0012) is less than the significance level (0.05), we reject the null hypothesis and conclude that there is sufficient evidence to suggest that the true probability of the politician being elected is less than 0.7. In other words, the sample data supports the claim that the politician's chance of being elected is less than 70%.

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Answer: The average rate of change from (-3,5) is 4.

Step-by-step explanation: This question is incomplete there a function is needed

So, suppose f(x) = 2x²-5

Given that, x= -3 to x= -5

let a = -3 and b=5

F(a) = F(-3) = 2(-3)²-5 = 13

F(b) = F(5) = 2(5)² -5 = 45

The left side of the function, can be simplified using trigonometric identities as follows;

csc²(x)·cos²(x) = csc²(x)·(1 - sin²(x)) = csc²(x) - 1

Trigonometric identities are equations that consists of trigonometric functions that are valid for the values of the input variable of the functions.

The specified trigonometric function is presented as follows;

csc²(x)·cos²(x) = csc²(x) - 1

cos²(x) = 1 - sin²(x)

Therefore;

csc²(x)·cos²(x) = csc²(x) × (1 - sin²(x)) = csc²(x) - csc²(x) × sin²(x)

csc²(x)·cos²(x) = csc²(x) - csc²(x) × sin²(x)

csc²(x) = 1/(sin²(x)), therefore;

csc²(x)·cos²(x) = csc²(x) - csc²(x) × sin²(x) = csc²(x) - (1/(sin²(x))) × sin²(x)

(1/(sin²(x))) × sin²(x) = sin²(x) × (1/(sin²(x))) = 1

csc²(x) - (1/(sin²(x))) × sin²(x) = csc²(x) - (1/(sin²(x))) × sin²(x) = csc²(x) - 1

csc²(x)·cos²(x) = csc²(x) - (1/(sin²(x))) × sin²(x) = csc²(x) - 1

Therefore;

csc²(x)·cos²(x) = csc²(x) - 1

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Answer: look at the image for the answer and explanation

Step-by-step explanation:

113.399 grams make up a quarter pound or 0.25 pounds.

The unit of measurement known as a QP, or quarter pound, is frequently used in the sale and distribution of food item measures.

Kilograms equal 2.2046 pounds.

1,000 grams make up one kilogram.

Alternatively, 1,000 grams is 2.2046 pounds.

So, one pound equals x grams.

Divide 1,000 grams by 2.2046 to get 453.597 grams in a pound.

So, one pound is 453.597 grams.

453.597 divided by 0.25 to get 0.25 pounds, or 0.25 pounds, is 113.399 grams.

To achieve precise and consistent outcomes, weight measures are frequently used in cooking and baking. A quarter pound of a culinary item, such as butter or sugar, is also referred to as a QP.

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The equation of the line that passes through the point (2, 1) and has a slope of -5/2 is y=(-5/2)*x+6.

An equation can be represented by a linear function. The standard form for the linear equation is: y= mx+b , for example, y=3x+4. Where:

m= the slope.

b= the constant term that represents the y-intercept.

For the given example: m=3 and b=4.

The question gives:

Point : (2,1) , where x=2 and y=1

Slope= -5/2

From the  standard form of the linear equation ( y= mx+b) and the given point and the slope, you can write:

y=mx+b

1=-5/2*(2)+b , thus you can find b.

1=-5+b

-b=-5-1

-b=-6

b=6

If b=6 and m=-5/2, you can write the linear equation:

y=mx+b

y=(-5/2)*x+6

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The equation of line that models this is y = -5/2x + 6

The equation of a line is typically written in slope-intercept form, which is y = mx + b, where m is the slope of the line, and b is the y-intercept.

The slope (m) is a measure of how steep the line is, and it can be calculated using the formula:

y = mx + c

In the given question, the slope is -5/2 and the points are (2, 1)

Substituting the values into the formula of equation of line;

y = mx + c

1 = -5/2(2) + c

1 = -5 + c

c = 1 + 5

c = 6

The equation is y = -5/2 + 6

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The complex numbers calculators are Symbolab, Desmos, Wolfram Alpha etc.

There are many online calculators available for performing calculations involving complex numbers. Here are a few options :

Symbolab : Symbolab is a popular online math tool that includes a complex numbers calculator.

Desmos : Desmos is a powerful online graphing calculator that also includes support for complex numbers

Wolfram Alpha: Wolfram Alpha is a computational search engine that can perform a wide range of mathematical calculations, including those involving complex numbers

These are just a few options, but there are many other online calculators and resources available for performing calculations involving complex numbers.

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A for loop in MATLAB allows a user to repeatedly execute a set of instructions for a specific number of times or until a specified condition is met.

In MATLAB, a for loop is a control structure that allows users to repeatedly execute a block of code a specific number of times or until a specific condition is met. The loop variable takes on a sequence of values specified by the user, and the statements within the loop are executed for each value of the loop variable.

For loops are a powerful tool in MATLAB for automating repetitive tasks and iterating over arrays and matrices, among other uses. They can help streamline complex computations and make code more efficient and easier to read.

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The expression below are correct:

πr_c^2h_c / 4 = πr_p^2h_p / 5

h_c / h_p = (r_p / r_c)^2 * (5 / 4)

To prove that the equation

πr_c^2h_c / 4 = πr_p^2h_p / 5

and

h_c / h_p = (r_p / r_c)^2 * (5 / 4)

are correct, we can use some algebraic manipulation and the properties of ratios.

Starting with the first equation, we can simplify it as follows:

πr_c^2h_c / 4 = πr_p^2h_p / 5

5πr_c^2h_c = 4πr_p^2h_p (multiply both sides by 20 to get rid of fractions)

5r_c^2h_c = 4r_p^2h_p (cancel out π on both sides)

Next, we can rearrange the second equation to solve for h_c:

h_c / h_p = (r_p / r_c)^2 * (5 / 4)

h_c = h_p * (r_p / r_c)^2 * (5 / 4) (multiply both sides by h_p)

Now we can substitute this expression for h_c into the simplified version of the first equation:

5r_c^2h_c = 4r_p^2h_p

5r_c^2(h_p * (r_p / r_c)^2 * (5 / 4)) = 4r_p^2h_p (substitute h_c)

5r_c^2r_p^2(5/4) = 4r_p^2h_p (simplify)

5r_c^2 = (16/25)h_p (divide both sides by 4r_p^2)

Finally, we can substitute this expression for h_p into the earlier expression we found for h_c:

h_c = h_p * (r_p / r_c)^2 * (5 / 4)

h_c = (5/16)r_c^2 (substitute for h_p)

h_c / r_c^2 = 5/16

This means that the ratio of the height to the radius squared for cylinder c is 5/16, which is a constant value. We can also rearrange the simplified first equation to solve for h_p in terms of r_c and r_p:

5r_c^2h_c = 4r_p^2h_p

h_p = (5/4)h_c(r_c/r_p)^2 (divide both sides by 4r_p^2 and multiply by 5/4)

Substituting this expression for h_p into the second equation, we get:

h_c / h_p = (r_p / r_c)^2 * (5 / 4)

h_c / ((5/4)h_c(r_c/r_p)^2) = (r_p / r_c)^2 * (5 / 4) (substitute for h_p)

1 / ((5/4)(r_c/r_p)^2) = (r_p / r_c)^2 * (5 / 4) (simplify)

Now we can simplify this expression using the fact that (r_p / r_c)^2 = 1 / (r_c / r_p)^2:

1 / ((5/4)(r_c/r_p)^2) = (1 / (r_c/r_p)^2) * (5/4)

1 / (5/4) = (r_c/r_p)^4 * (5/4)

4/5 = (r_c/r_p)^4

(r_c/r_p)^2 = √(2/√5) or -(√2/√(√5))

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Since the given functions represent the cost for water and sewer separately, the total cost will be the sum of both.

For water usage, W(x) = 0.129x, where x is the number of 100-gallon units of water used. So, for 3800 gallons, we have:

W(x) = 0.129 * (3800/100) = $4.91 (rounded to the nearest cent)

For sewer usage, S(x) = 0.158x + 16.22, where x is the number of 100-gallon units of water used. So, for 3800 gallons, we have:

S(x) = 0.158 * (3800/100) + 16.22 = $21.12 (rounded to the nearest cent)

Therefore, the total amount a homeowner will pay for 3800 gallons of water and sewer usage for one month is:

Total cost = W(x) + S(x) = $4.91 + $21.12 = $26.03 (rounded to the nearest cent)

So, the closest answer choice is C. $27.13.

The value of the average normal distribution with a 95% degree of confidence is Z 1.96 as 95% of the area under the standard normal distribution curve should fall between -Z and Z, hence Z should be selected to reflect this.

In statistics, the standard normal distribution is a bell-shaped curve with a mean of 0 and a standard deviation of 1. The region beneath the curve between any two values represents the chance of seeing a value inside a given range.

At a 95% confidence level, the value of Z should be chosen so that 95% of the area under the standard normal distribution curve is between -Z and Z. Using a calculator or a generic table of the normal distribution, we may determine Z = 1.96 with a 95% confidence interval. In 95% of the situations, the values of the classic normal distribution lie between +/- 1.96 standard deviations from the mean.

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After simplifying and finding x, we obtain: (x - 4)([tex]x^2[/tex] - 4x + 32) = 0

[tex]x^3[/tex] - [tex]8x^2[/tex] - 64x + 128 = 0

There are no actual roots for the quadratic factor, hence we have the:

x = 4

Line BC, therefore, has a length of 4.

Describe Inequality.

In mathematics, an inequality is a statement that two values are not equal. Instead, one value is either greater than or less than the other value. Inequalities are represented by symbols such as < (less than), > (greater than), ≤ (less than or equal to), and ≥ (greater than or equal to).

For example, the inequality 5 < 8 means that 5 is less than 8, while the inequality x + 3 > 7 means that the sum of x and 3 is greater than 7.

Inequalities can be graphed on a number line, which is a horizontal line that represents the set of real numbers. To graph an inequality on a number line, you can draw a closed or open circle at the value of the variable that satisfies the inequality, and shade the region to the left or right of the circle, depending on the direction of the inequality.

For example, to graph the inequality x < 3, you would draw an open circle at 3 on the number line, and shade the region to the left of the circle, because x is less than 3. Similarly, to graph the inequality y ≥ -2, you would draw a closed circle at -2 on the number line, and shade the region to the right of the circle, because y is greater than or equal to -2.

Graphing inequalities on a number line is a useful tool for solving problems and visualizing the solutions to inequalities in one variable.

Let BC = x.

Using the Triangle Inequality on triangle ABD, we have:

AB + BD > AD

6 + x > 4 + 2

x > -4

Using the Triangle Inequality on triangle BDC, we have:

BC + CD > BD

x + 2 > 4

x > 2

Therefore, we have:

2 < x < 6

Now, we can use the Law of Cosines on triangle BDC:

BD² = BC² + CD² - 2BC·CD·cos(BDC)

Substituting known values and solving for x, we have:

4 = x² + 4 - 8x·cos(BDC)

x² - 8x·cos(BDC) + 0 = 0

x(x - 8·cos(BDC)) = 0

Since x cannot be zero, we have:

x - 8·cos(BDC) = 0

cos(BDC) = x/8

Using the Law of Cosines on triangle ACE:

AC² = AE² + CE² - 2AE·CE·cos(ACE)

Substituting known values and simplifying, we have:

(6 + x)² = 4² + 2² - 2·4·2·cos(ACE)

36 + 12x + x² = 20 - 16cos(ACE)

cos(ACE) = (12x + x² - 16)/(-16)

Since cos(BDC) = cos(ACE), we have:

x/8 = (12x + x² - 16)/(-16)

Simplifying and solving for x, we have:

8x² + 64x - x³ - 128 = 0

x³ - 8x² - 64x + 128 = 0

(x - 4)(x² - 4x + 32) = 0

The quadratic factor has no real roots, so we have:

x = 4

Therefore, the length of line BC is 4.

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Answer:

The numbers are -3, -2, and -1.

Step-by-step explanation:

Consecutive numbers are numbers that go in counting order from smallest to largest.

To solve, let x represent the first number, x + 1 the second number, and x + 2 the third number. When added together, the sum of these three numbers is -6.

x + (x + 1) + (x + 2) = -6

3x + 3 = -6

3x = -9

x = -3

-3 + (-2) + (-1) = -6

The value of x is 24.

If chosen at random, the probability that he plays two games is 7/29

John Venn popularized the Venn diagram in the 1880s, which is a type of diagram that displays the logical relationship between sets. The diagrams are used in probability, logic, statistics, linguistics, and computer science to teach basic set theory and to show basic set relationships.

To find the value of x:

x + (42 - x) + (42 -x ) + (30-x) + 186 -42 + x - x -30 + x

=>150x + x = 174

x= 24.

From the Venn diagram, the number of students that play both games is 42

Hence, the probability is 42/174

Simplified further, it becomes:

7/29

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The slope and the intercept are interpret as follows:

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

The variables for this problem are given as follows:

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Answer:

61

Step-by-step explanation:

the slope and y-intercept of the line of the fit equation through (0, 61) and (6, 91), which is given as $y=5x+61$.The slope is the rate at which one variable changes with respect to another variable. Here, the slope of the equation of the line of fit is 5, which means that for every additional hour spent studying, the test score will increase by 5. Thus, the slope of 5 shows a positive correlation between the hours spent studying and the test scores. A higher number of hours spent studying will likely result in a higher test score. The Y-intercept is the value of y when x=0. Here, the y-intercept of the equation of the line of fit is 61, which means that a student who does not study at all can still expect to score 61 on the test.

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Therefore , the solution of the given problem of linear equation comes out to be conan needs one more tube to put away the remaining 2 tennis balls.

A straightforward regression curve is created using the equation y=mx+b. The y-intercept is m, and the slope is B. The previous line is usually referred to as a "math equation mixing numerous variables," even though y / y represent independent components. Only two variables are present in bivariate linear equations. There are no known solutions to application issues involving linear equations.

Here,

We know that Conan has 5 tubes, and that 2 tennis balls are left unfilled. This means that he has already filled up 5 - 1 = 4 tubes.

Each tube can hold a certain number of tennis balls, so we need to know how many tennis balls each tube can hold. Once we know that, we can figure out how many tubes are needed to hold the remaining 2 tennis balls.

Let's say each tube can hold n tennis balls. Then, the 4 filled tubes have a total capacity of 4n tennis balls. We also know that there are 2 tennis balls left unfilled. Therefore, we can set up the following equation:

4n + 2 = 5n

Simplifying this equation, we get:

2 = n

So each tube can hold 2 tennis balls. Therefore, Conan needs one more tube to put away the remaining 2 tennis balls.

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The equation of the perpendicular line is 5x - 3y = 15

The complete question is added as an attachment

From the question, we have the following parameters that can be used in our computation:

The points on the line are

(-3, 2) and (2, -1)

So, the slope (m) is

m = (-1 - 2)/(2 + 3)

Evaluate

m = -3/5

The equation of the perpendicular line is then calculated as

y = -1/m(x - x1) + y1

Where

(x1, y1) = (3, 0)

So, we have

y = 5/3(x - 3)

This gives

3y = 5x - 15

Rewrite as

5x - 3y = 15

So, the equation is 5x - 3y = 15

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The equation of the line passing through (9,11) and perpendicular to the line passing through (6,1) and (2,1) is x = 6

Find the slope of the line passing through (6,1) and (2,1):

The slope of a line passing through two points (x1,y1) and (x2,y2) is given by:

slope = (y2 - y1) / (x2 - x1)

Substituting the given coordinates, we get:

slope = (1 - 1) / (2 - 6) = 0

Therefore, the slope of the line passing through (6,1) and (2,1) is 0.

Find the slope of the line perpendicular to the line passing through (6,1) and (2,1):

The slope of a line perpendicular to a line with slope m is given by:

perpendicular slope = -1/m

Substituting the slope of the line passing through (6,1) and (2,1), we get:

perpendicular slope = -1/0 (which is undefined)

This means that the line perpendicular to the line passing through (6,1) and (2,1) is a vertical line passing through the point (6,1) and (2,1).

Write the equation of the line passing through (9,11) and perpendicular to the line passing through (6,1) and (2,1):

Since the line passing through (6,1) and (2,1) is a horizontal line with equation y = 1, the line perpendicular to it is a vertical line passing through the point (6,1) and (2,1). The equation of a vertical line passing through a point (a,b) is given by:

x = a

Substituting the value of x = 6 (since the vertical line passes through (6,1) and (2,1)), we get:

x = 6

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The required height of domino number 7 is 11.76 cm (rounded to two decimal places).

Arithmetic progression is the series of numbers that have common differences between adjacent values.

Here,
Since each subsequent domino is 13% taller than the one before, we can find the height of each domino by multiplying the height of the previous domino by 1.13.

Starting with the height of the smallest domino, we can calculate the height of each subsequent domino using this rule:

Height of domino n = Height of domino (n-1) × 1.13

Using this formula, we can find the height of each domino:

Height of domino 1 = 5.00 cm × 1.13 = 5.65 cm

Height of domino 2 = 5.65 cm × 1.13 = 6.38 cm

Height of domino 3 = 6.38 cm × 1.13 = 7.21 cm

Height of domino 4 = 7.21 cm × 1.13 = 8.16 cm

Height of domino 5 = 8.16 cm × 1.13 = 9.22 cm

Height of domino 6 = 9.22 cm × 1.13 = 10.41 cm

Height of domino 7 = 10.41 cm × 1.13 = 11.76 cm

Therefore, the height of domino number 7 is 11.76 cm (rounded to two decimal places).

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The percentage of the increase in the cost of season tickets is 8%.

A ratio or value that may be stated as a fraction of 100 is called a percentage. Moreover, it is indicated by the symbol "%."

Given:

In the last year,

$2450 was the cost of the season ticket.

This year, the cost is $2,646.

Let n be the percentage in increase amount in the season ticket.

So, applying the percentage formula,

2646 - 2450 = (2450 x n/100)

196 = 2450 x n/100

19600 = 2450 x n

Applying cross multiplication,

we get,

n = 19600/2450

n = 8

Therefore, the required value of the percentage is 8%.

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It would take 11.25 hours after leaving his house until the phone's battery level got down to 31.5%.

According  to given conditions :

To determine how many hours after leaving his house it would take until the phone's battery level got down to 31.5%, we need to use the information provided in the table to find the equation of the line that represents the relationship between B and t. We can then use this equation to solve for the value of t when B is 31.5%.

To find the equation of the line, we can use the two points (1.5, 38.25) and (9, 9). The slope of the line is:

slope = (B2 - B1) / (t2 - t1) = (9 - 38.25) / (9 - 1.5) = -29.25 / 7.5 = -3.9

The equation of the line in point-slope form is:

B - 38.25 = -3.9(t - 1.5)

Simplifying, we get:

B = -3.9t + 44.1

Now we can solve for the value of t when B is 31.5%. Setting B to 31.5% (or 0.315) and solving for t, we get:

0.315 = -3.9t + 44.1

-3.9t = -43.785

t = 11.25

Therefore, it would take 11.25 hours after leaving his house until the phone's battery level got down to 31.5%.

What is percentage ?

A percentage is a number or ratio expressed as a fraction of 100. The symbol used to represent percentages is "%". Percentages are used to compare values and express proportions. For example, if a group of 100 people includes 60 men and 40 women, we can say that the percentage of men in the group is 60%, and the percentage of women is 40%.

To calculate a percentage, we divide the value we want to express as a percentage by the total value, and then multiply by 100. For example, if we want to express 25 as a percentage of 100, we divide 25 by 100 to get 0.25, and then multiply by 100 to get 25%. Similarly, if we want to find what percentage of 200 is 50, we divide 50 by 200 to get 0.25, and then multiply by 100 to get 25%.

Percentages are used in many different fields, including finance, science, and statistics, as well as everyday life. For example, we might use percentages to calculate the amount of tax on a purchase, to compare the results of scientific experiments, or to track the progress of a fundraising campaign.

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Binary to text conversion is the process of translating binary code, which is a series of 0s and 1s, into human-readable text. This process is necessary because computers use binary code to represent data, while humans use text.

To convert binary code to text, the binary code is first grouped into 8-bit groups called bytes. Each byte can represent a single character in the ASCII (American Standard Code for Information Interchange) character set, which includes letters, numbers, punctuation, and other symbols.

The binary code in each byte is then converted into its decimal equivalent, and the decimal value is looked up in the ASCII table to determine the corresponding character. This process is repeated for each byte in the binary code to produce the final text output.

Overall, binary to text conversion is an important process that allows humans to read and interpret data that is represented in binary code by computers.

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Yes, in solid geometry a square is a rhombus. A rhombus has all four sides equal just like a square for why it is also known as a titled square.

A rhombus can be thought of as a special parallelogram since it is a quadrilateral with two pairs of parallel sides. Similar to a square, a rhombus likewise has equal sides on each of its four sides. As a result, it's frequently referred to as a tilted square.

According to definition, a square is a regular quadrilateral with four equal sides and four equal 90-degree angles.

Rhombus also has four equal sides.

Therefore, a square is a rhombus with all of its angles being right angles.

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The complete question is:

Given. a square proof it’s a rhombus.

The height of the flagpole is approximately 10.05 meters.

Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles. It is used to solve problems related to measurements of angles and distances.

We want to find the height h of the flagpole. We can use similar triangles to set up an equation involving the distances and heights in the diagram. In particular, we have two similar triangles: one formed by the mirror, Chloe's eyes, and the top of the flagpole, and another formed by the mirror, Chloe's feet, and the bottom of the flagpole. These triangles are similar because they have the same angles (due to the reflection in the mirror) and share one angle (the one formed by Chloe's eyes, the mirror, and the flagpole). Therefore, we can set up the following proportion:

h / (d + 1.15) = h / 1.1

where d is the distance from the mirror to the base of the flagpole. Solving for h, we get:

h = (1.1 / (d + 1.15)) * h

Cross-multiplying, we get:

h * (d + 1.15) = 1.1 * h

Simplifying, we get:

d = (1.1 / h) - 1.15

Now we can use the distance of 8.85 meters to set up another proportion involving the similar triangles:

h / d = (h + 1.15 + 1.1) / 8.85

where h + 1.15 + 1.1 is the total height of the triangle formed by the mirror, Chloe's eyes, and the top of the flagpole. Solving for h, we get:

h = (8.85 * d) / (d + 2.25)

Substituting the expression for d that we found earlier, we get:

h = (8.85 * ((1.1 / h) - 1.15)) / (((1.1 / h) - 1.15) + 2.25)

Simplifying and solving for h, we get:

h ≈ 10.05 meters

Therefore, the height of the flagpole is approximately 10.05 meters.

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Answer:

The answer is 92.25. Not the first answer from the guy that answered "10.05"

Step-by-step explanation:

These are the photos of the DeltaMath I worked and I decided to put this photo as an evidence that I didn't stole and a much clearly explanation for some people that doesn't understand well!!^^