Answer:3,380
Step-by-step explanation:
we need to apply cross-multiplication to the ratio of chili preferences in the sample (60) against the total attendance (8450). This gives us:
(60/150) = (x/8450)
where x is the number of people in attendance who would prefer chili on a hot dog.
Simplifying this equation, we get:
x = (60/150) * 8450x = 3,380
What is the slope of the line tangent to the curve y^3-xy^2+x^3=5 at the point (1,2)?
Options are as follows: A. 1/10
B. 1/8
C. 5/12
D. 11/4
The slope of the line tangent to the curve y³-xy²+x³=5 at the point (1,2) is option (B) 1/8.
To find the slope of the line tangent to the curve at the point (1,2), we first need to find the derivative of the curve with respect to x, and then evaluate it at x=1, y=2.
Taking the derivative of both sides of the equation y³-xy²+x³=5 with respect to x using the product rule, we get
3y²(dy/dx) - y² - 2xy(dy/dx) + 3x² = 0
Simplifying this expression and solving for dy/dx, we get:
dy/dx = (y² - 3x²)/(3y² - 2xy)
Substituting x=1 and y=2, we get:
dy/dx = (2² - 3(1)²)/(3(2)² - 2(1)(2))
dy/dx = (4 - 3)/(12 - 4)
dy/dx = 1/8
Therefore, the correct option is (B) 1/8
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if an arugmetn is invalid, then whever the premises are all false, the conlucison must also be flase
An argument can be invalid even if the premises are true and the conclusion is false.This statement is actually false.
Invalidity refers to the structure of the argument, not the truth value of the premises or conclusion. An invalid argument fails to establish the truth of its conclusion even if its premises are true. In contrast, a valid argument guarantees that the conclusion follows from the premises, regardless of the truth or falsity of the premises. Therefore, an argument can be valid with false premises, and an argument can be invalid with true premises.
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Conclude that there is no guarantee that the conclusion will be false when all the premises are false in an invalid
argument.
If an argument is invalid, then whenever the premises are all false, the conclusion must also be false.
An invalid argument is one where the conclusion does not necessarily follow from the premises, even if the premises
are all true.
In other words, it is possible for the premises to be true, but the conclusion to be false. However, in the scenario you
described, all the premises are false. In an invalid argument, there is no guarantee that the conclusion will also be false.
Identify the argument as invalid.
Recognize that all the premises are false.
Understand that in an invalid argument, the conclusion does not necessarily follow from the premises.
Conclude that there is no guarantee that the conclusion will be false when all the premises are false in an invalid
argument.
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08.02 MC) The two plots below show the heights of some sixth graders and some seventh graders of a school: Two dot plots are shown one below the other. The title for the top dot plot is Sixth Graders and the title for the bottom plot is Seventh Graders. Below the line for each dot plot is written Height followed by inches in parentheses. There are markings from 52 to 57 on the top line and the bottom line at intervals of one. For the top line there are 2 dots above the first mark, 1 dot above the second mark, 1 dot above the third mark and 2 dots above the fourth mark. For the bottom line, there are 2 dots above the second mark, 3 dots above the third mark, 1 dot above the fifth mark. The mean absolute deviation (MAD) for the first set of data is 1.2 and the MAD for the second set of data is 0.7. Approximately how many times the variability in the heights of the seventh graders is the variability in the heights of the sixth graders? (Round all values to the tenths place.) (1 point) 0.5 1.2 1.7 3.4
The variability in the heights of the seventh graders is approximately 0.6 times the variability in the heights of the sixth graders.
What is mean absolute deviation?The variability or dispersion of a set of data is measured by the mean absolute deviation (MAD). By averaging the absolute differences between each data point and the set mean, it is calculated. Because it is less impacted by high values or outliers, the MAD is a more reliable measure of variability than the standard deviation. The MAD is always a non-negative number and is stated in the same units as the data. Greater variability is indicated by a bigger MAD, whereas a smaller MAD suggests that the data points are more variable and are consequently closer to the mean. The MAD is frequently used to track process variation in descriptive statistics and quality control applications.
Given that, MAD for the sixth graders is 1.2 and the MAD for the seventh graders is 0.7.
To determine the relation of variability we take the ratio as:
0.7 / 1.2 ≈ 0.6
Hence, the variability in the heights of the seventh graders is approximately 0.6 times the variability in the heights of the sixth graders.
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The complete question is:
A farmer has 15 boxes of eggs. There are 6 eggs in each box. Write, as a ratio, the number of eggs in three boxes to the total number of eggs. Give your answer in the simplest form.
Answer:
15 boxes of eggs × 6 eggs/box =
90 total eggs
3 boxes of eggs × 6 eggs/box = 18 eggs
The ratio of the number of eggs in 3 boxes to the total number of eggs is 18/90 = 1/5.
Equation
Situation
A plant in Zahra's garden grows 0.8 inches
taller each week. After x weeks, the plant has
grown 6 inches.
Meaning of x
Answer:
if no initial high im guessing 4.8 weeks
Step-by-step explanation:
4.8 divied by .8 = 6
Answer:
7 week 3 days and 12 hour
Step-by-step explanation:
x is the required week and to calculat it
1st for 1 week= o.8 inch
x = 6 inch
2nd u solve it after u solve it u get 7.5 but week dosen't said by decimals so u will multiply 0.5 by days of the week which is 7 .
3rd u will get 3.5 as we said before for days we can't use decimals so yo will multiply 0.5 by hour which 24 then u will get 12 . so the answer is 7 week 3 days and 12 hour .
PLEASWWW HELP ITS VERY MUCH APPRECIATED!!
Well, a diameter is double the radius. The radius is given in the image.
So, 2+2 = 4
B
133⁰
Calculate the size of angle EDC.
47°
A
126⁰
C
101°
F
62°
E
Not drawn accurately
Answer:
angle EDC = 64 degrees
The Phillips curve describes the relationship between... a. The output gap and potential GDP. O b. The money supply and interest rates. C. The unemployment rate and the rate of change of wages. O d. A
The Phillips curve describes the relationship between the unemployment rate and the rate of change of wages. Option C is the correct option.
What is Phillips curve?
The relationship between the rate of inflation and the unemployment rate is represented by the Phillips curve. The analysis of wage inflation and unemployment in the United Kingdom from 1861 to 1957 by A. W. H. Phillips, despite having forerunners, is a significant development in the field of macroeconomics. When unemployment was high, wages rose slowly; when unemployment was low, wages rose quickly, according to Phillips' research.
According to Phillips' hypothesis, as the unemployment rate declines, the labor market becomes more competitive and firms are forced to raise wages more quickly in order to recruit qualified workers. The pressure decreased as unemployment rates rose. The average relationship between wage behavior and unemployment over the course of the business cycle was represented by Phillips' "curve."
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A ball is dropped from a height of 12 feet and returns to a height that is one-half of the height from which it fell. How far will the ball have traveled when it hits the ground for the fourth time? A 24 B 34.5 C 1.5 D 12
In linear equation., 33 far will the ball have traveled when it hits the ground for the fourth time.
What is a linear equation in mathematics?
A linear equation in algebra is one that only contains a constant and a first-order (direct) element, such as y = mx b, where m is the pitch and b is the y-intercept.
Sometimes the following is referred to as a "direct equation of two variables," where y and x are the variables. Direct equations are those in which all of the variables are powers of one. In one example with just one variable, layoff b = 0, where a and b are real numbers and x is the variable, is used.
in order to calculate the distance of the ball taht would have traveled when it hits the ground for the fourth time is to list the height everytime it bounces. We calculate as follows:
12+6+6+3+3+1.5+1.5 = 33 feet
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Watch help video
What is the intermediate step in the form
(x + a)² = b as a result of completing
the square for the following equation?
-3x² +54x = 51
The intermediate step in completing the square in the equation -3x² + 54x = 51 is (x - 9)² = 64
What is completing the square?Completing the square is a method of solving a qudratic equation by converting it into a perfect square binomial.
To find the intermediate step in the form (x + a)² = b as a result of completing the square for the following equation?
-3x² + 54x = 51, we proceed as follows
-3x² + 54x = 51
Dividing through by -3, we have that
-3x²/-3 + 54x/-3 = 51/-3
x² - 18x = 51/-3
Next, we add half the square of the coefficient of x to both sides, that is (-18/2)² = (-9)²
x² - 18x + (-9)² = -17 + (-9)²
(x - 9)² = -17 + 81
(x - 9)² = 64
So, the intermediate step is (x - 9)² = 64
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The downside of using an interface for integration is that the data will not be as ________ as it would be if it were integrated more directly.
A) accurate
B) timely
C) economical
D) valuable
The downside of using an interface for integration is that the data will not be as accurate as it would be if it were integrated more directly.
When it comes to integrating data between different systems or applications, there are different approaches that can be taken.
One common method is to use an interface, which acts as a bridge between the two systems and facilitates the exchange of data.
However, while interfaces can be useful for integrating data, there are some downsides to this approach, including the potential for reduced accuracy.
The reason for this is that interfaces often require data to be transformed or mapped between the two systems, which can introduce errors or inconsistencies.
For example, if the data in one system is stored in a different format or with different data types than the other system, this may need to be converted before it can be transferred.
Similarly, if there are differences in the way that data is organized or labeled in the two systems, this can create challenges when integrating the data.
In contrast, more direct methods of integration, such as database replication or data synchronization, can be more accurate since they involve copying data directly from one system to another without the need for transformation or mapping.
However, these methods can also be more complex and costly to set up and maintain.
Ultimately, the choice of integration method will depend on the specific needs and constraints of the organization. While interfaces may have some drawbacks in terms of data accuracy, they can still be a useful tool for integrating data in many situations.
It is important to carefully consider the tradeoffs between different integration methods and choose the one that best meets the needs of the business.
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Find the vectors that join the center of a clock to the hours 1:00, 2:00, and 3:00. Assume the clock is circular with a radius of 1 unit.
at
1:00
2:00
3:00
The vectors that join the center of a clock to the hours :
At 1:00: (cos(π/6), sin(π/6)) = (√3/2, 1/2)
At 2:00: (cos(π/3), sin(π/3)) = (1/2, √3/2)
At 3:00: (cos(π/2), sin(π/2)) = (0, 1)
What is Vector?
A vector is a object that has both magnitude (size) and direction. In other words, a vector is a quantity that can be represented by an arrow or line segment, where the length of the arrow corresponds to the magnitude of the vector.
To find the vectors that join the center of a clock with radius 1 unit to the hours 1:00, 2:00, and 3:00, we can use basic trigonometry.
First, we can find the angle (in radians) between the 12:00 position and each of the desired hour positions. Since there are 12 hours on a clock and the circle has a circumference of 2πr = 2π(1) = 2π, the angle between each hour mark is:
2π/12 = π/6 radians
Therefore, the angles between the center of the clock and the hour marks are:
At 1:00, the angle is π/6 radians clockwise from the 12:00 position.
At 2:00, the angle is 2π/6 = π/3 radians clockwise from the 12:00 position.
At 3:00, the angle is 3π/6 = π/2 radians clockwise from the 12:00 position.
Next, we can use the cosine and sine functions to find the x and y components of each vector. The x-component of each vector is given by the radius times the cosine of the angle, and the y-component is given by the radius times the sine of the angle.
Therefore, the vectors that join the center of the clock to the hours 1:00, 2:00, and 3:00 are:
At 1:00: (cos(π/6), sin(π/6)) = (√3/2, 1/2)
At 2:00: (cos(π/3), sin(π/3)) = (1/2, √3/2)
At 3:00: (cos(π/2), sin(π/2)) = (0, 1)
Note that these vectors are unit vectors, meaning that they have a length of 1 unit.
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have you ever been frustrated because you could not get a container of some sort to release the last bit of its contents? an article reported on an investigation of this issue for various consumer products. suppose five 6.0 oz tubes of toothpaste of a particular brand are randomly selected and squeezed until no more toothpaste will come out. then each tube is cut open and the amount remaining is weighed, resulting in the following data: 0.51, 0.63, 0.42, 0.5, 0.37. does it appear that the true average amount left is less than 10% of the advertised net contents?
The null hypothesis is that the true average amount left is equal to 10% of the advertised net contents. In In another case of true average amount is less than 10% of the advertised net contents.
Hence, we will utilize one-tailed t-test with a significance level of 0.05 to test this hypothesis.
The sample mean of the five tubes is (0.51+0.63+0.42+0.5+0.37)/5 = 0.486 ounces.
The sample standard deviation is √(((0.51-0.486)² + (0.63-0.486)² + (0.42-0.486)² + (0.5-0.486)² + (0.37-0.486)²)/4) = 0.107 ounces.
The t-statistic is calculated as
(mean sample - hypothe -sized mean)/( standard deviation sample/√( size sample))
= (0.486 - 0.6)/(0.107/√(5))
= -3.06.
The p-value for this test is 0.0249 which is less than our significance level of 0.05.
Therefore, we reject the null hypothesis and conclude that there is evidence that the true average amount left in a tube of toothpaste is less than 10% of the advertised net contents.
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In circle H with m/GHJ = 46 and GH = 4 units find area of sector GHJ. Round
to the nearest hundredth.
G
1
H
rann
Area of sector GHJ ≈ 2.04 square units
Area of sector calculation.
Since we are given the central angle GHJ in degrees and the radius GH of circle H, we can find the area of sector GHJ using the formula:
Area of sector GHJ = (θ/360) × πr^2
where θ is the central angle in degrees and r is the radius.
Substituting the given values, we get:
Area of sector GHJ = (46/360) × π(4)^2
= (0.1278) × 16π
= 2.0448 square units
Rounding to the nearest hundredth, we get:
Area of sector GHJ ≈ 2.04 square units
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If the area of a parallelogram is 676 square miles and the height is four times the length of the base, what are the lengths of the base and height?
The lengths of the base and height are, 13 miles and 52 miles respectively.
Given that;
The area of a parallelogram is, 676 square miles
And, the height is four times the length of the base,
Hence, We get;
Length of base = x
Height = 4x
Since, Area of the parallelogram = Base × Height
Hence, We get;
676 = x × 4x
x² = 676 / 4
x² = 169
x = √169
x = 13 miles
Thus, Length of base = x = 13 miles
Height = 4x = 4 x 13
= 52 miles
Thus,, The lengths of the base and height are, 13 miles and 52 miles respectively.
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16. Find the perimeter and area of the following shape.
3n + 14
4n-8
3n+12
Given parallelogram ABCD, which statements would allow you to conclude that the parallelogram is a rhombus? Select all that apply.
~a.) Line Segment AD ≅ Line Segment AB
~b.) ∠DCE ≅ ∠BCE
~c.) Line Segment BC ⊥ Line Segment DC
~d.) Line Segment AC ⊥ Line Segment BD
~e.) Line Segment AB ≅ Line Segment DC
~f.) ∠ABC ≅ ∠CDA
The correct statements to conclude that a parallelogram is a rhombus are: a.) Segment AD ≅ Segment AB e.) Segment AB ≅ Segment DC
f.) ∠ABC ≅ ∠CDA
What is a parallelogram and its properties?In two dimensions, a parallelogram is a geometric figure with parallel sides. It has two parallel sides that are the same length, making it a four-sided polygon (sometimes called a quadrilateral). The sum of the adjacent angles of a parallelogram is 180 degrees. Parallelograms are a unique class of polygons.
To conclude that a parallelogram is a rhombus, we must show that all four sides are congruent (of equal length). Therefore, statements that provide information about the sides of a parallelogram can help us make this conclusion.
The correct statements to conclude that a parallelogram is a rhombus are:
a.) Segment AD ≅ Segment AB
e.) Segment AB ≅ Segment DC
f.) ∠ABC ≅ ∠CDA
These statements tell us that opposite sides are congruent and opposite angles are congruent, which are properties of a rhombus. However, the expressions b, c and d do not give information about the sides, so it cannot be concluded from them that the parallelogram is a rhombus.
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Marley owns a music store. The first week a new album was released, he sold 800 copies at his store. Each week after the release, the number of copies sold decreased by 11%
Select all the functions that can be used to find the number of copies sold, f(n), n weeks after the release.
The correct options that shows the the functions that can be used to get the number of copies are:
f(1) = 800 , f(n) = 0.89 * f(n-1) n ≥ 2Option 2 is also correctHow to find the number of copiesfirst week sold 800 copies
∴ at n=1 ⇒⇒⇒ f(1) = 800
Each week the number of copies sold decreased by 11%.
∴ at n = 2 ⇒ f(2) = 800 * (1-.11) = 800 * 0.89 = f(1) * 0.89
at n = 3 ⇒ f(3) = 800 * 0.89 *0.89 = 800 * 0.89² = f(1) * 0.89 * f(2)
at n = 4 ⇒⇒⇒ f(4) = 800 * 0.89³ = f(1) * 0.89 * f(3)
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E. Which number line represents the solution to the inequality 3x-8≥7?
A
B
с
D
-10 -8 -6
-4-2
-10 -8
0 2 4 6 8
-8 -6 -4 -2 0 2 4
-6 -4 -2 0 2
+44
6 8
4 6 8
-10 -8 -6 -4 -2 0 2 4 6 8
10
10
10
10
The number line that represents the solution to the inequality 3x-8≥7 is shown on the attached image.
how to find which number line represents the solution to the inequality 3x-8≥7?The inequality: 3x - 8 ≥ 7
Add 8 to both sides
3x ≥ 7 + 8
Add 7 and 8 to get 15
3x ≥ 15
Divide both sides by 3
3x/3 ≥ 15/3
x ≥ 5
What is an inequality?An inequality is a mathematical statement that compares two values or expressions, indicating whether they are equal or not. Unlike equations, which are true only if the two sides are equal, inequalities may be true for different values on either side of the inequality sign.
Inequalities are often represented using symbols such as < (less than), > (greater than), ≤ (less than or equal to), and ≥ (greater than or equal to).
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A suitcase measures 24 inches long and 18 inches high what is the diagonal length of the suitcase to the nearest 10th of a foot
Answer: Split it in half to turn it into a triangle! The hypotenuse if the triangle will give you the diagonal length of the suitcase, because it’s a rectangle. Hope this helps :D
Step-by-step explanation:
3. A box contains 36 books and some toys. The ratio of the number of books to the number of toys is 4 : 5.
After some toys are given away, the ratio of the number of books to the number of toys becomes 12:11. Find:
(1) the initial number of toys in the box,
(2) the number of toys that are given away.
Answer:
4512Step-by-step explanation:
Given 36 books in a box with toys such that the books : toys ratio is 4 : 5, you want the initial number of toys and the number given away if the ratio becomes 12 : 11.
RatiosThe number of books remains constant at 36. We can rewrite the ratios so that each shows the correct number of books:
ratios are books : toys
before: 4 : 5 = 36 : 45 . . . . . . . multiply by 9
after: 12 : 11 = 36 : 33 . . . . . . . . multiply by 3
1. Initial ToysBased on the above, we see the initial number of toys is 45.
2. Given awayThe final number of toys is 33, so the number given away is ...
45 -33 = 12
12 toys were given away.
<95141404393>
The following images all include inverse relations of different functions.
Which images show an inverse relation that is also a function?
Select all that apply
Answer: The First Graph and the Last Graph
Step-by-step explanation:
So all of these are inverses of a function. But as for how do you tell if the inverse is a function...
Well, it has to pass the test that all functions have to pass: the Vertical Line Test.
Any time you draw a vertical line down a graph, it should ONLY PASS THROUGH ONE POINT.
Your pictures are a little blurry, but as far as I can tell, Graph 1 is pretty linear, and a vertical line drawn would only intersect one point on the graph.
The second one however... well it seems pretty obvious why the vertical line test wouldn't work there. A vertical line drawn on the right half would intersect two points, which does not pass the test.
Same thing for Graph 3.
Graph 4 looks like it would pass the vertical line test. I cannot see the section on the y-axis that well, but it looks like it doesn't double back on itself.
Just check them with the Vertical Line Test! It's really useful for figuring out if something's a function or not.
True/False: an analysis of variance (anova) can be used to determine differences in test scores of more than two groups.
Analysis of variance can be used to determine differences in test scores of more than two groups. It is true.
What is variance?
Apart from the measurement of statistics range and interquartile range, variance is a measure of dispersion that takes into account the spread of all data points in a data set. It is the measure of dispersion which has the most often utility, along with the standard deviation, which is nothing but the square root of the variance.
An analysis of variance (ANOVA) is called an analysis tool in statistics which separates an observed aggregate variability which is found inside a two part data set.
As ANOVA is the extension of of t-tests and z-tests so a one way ANOVA can be used for three or more groups of data in the purpose to gain information about the relationship in between dependent and independent variable.
So ANOVA can be used to determine differences in test scores of more than two groups.
Hence, the statement is true.
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use strong induction to show that any counting number can be written as the sum of distinct powers of 2.
Any counting number can be written as the sum of distinct powers of 2.(proved).
What is counting number?
Counting numbers are nothing but the natural numbers that can be used for counting. The numbers start from 1 and the series continues as 1, 2, 3, 4, 5, 6,-- and so on. Zero can not be included in counting numbers because we cannot count 0.
To prove this statement we have to consider two cases.
Let, n be any counting number or natural number. Then the power of 2 can be written as 2ⁿ.
n can be even or odd.
n=1:
If n=1 then it can be written as 2⁰
Let us assume that for n≤ k that n can be written as the sum of distinct powers of 2.
Now let us take, n= k+1.
Here one case is n is odd.
Then n≤ k+1
so, n-1≤ k
By the induction hypothesis n-1 can be written as distinct power of 2.
n is the sum of these distinct powers of 2 as well 2⁰, which is not among them. as n-1 is even.
Now if n is even,
so n=2m (say) for m≤ k
Thus, by the induction hypothesis m can be written as distinct power of 2.
If for each power of 2 in this sum , increment the exponent by 1 then the resulting sum of distinct powers of 2 equals n= 2m
Hence, the statement is true.
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URGENT! Will give brainliest :)
Rosa recorded the height (in centimeters) of a pea plant over a 10-day period for a science experiment. Which equation is the best model of the data?
A. y= 2.2 - (1.1%)
B. y= 0.5x + 1.8
C. y= 2.0 • (1.4%)
D. y = 0.7 x + 2.1
According to this research, options B and D appear to be the most slope plausible explanations for the data. However, without the real data, determining which equation is the best model is impossible.
what is slope?The slope of a line indicates how steep it is. The gradient's mathematical equation is known as "gradient overflow" (the change in y divided by the change in x). The slope is defined as the ratio of the vertical change (rise) between two places to the horizontal change (run). The slope-intercept form of an equation is used to express a straight line's equation, which is written as y = mx + b. The y-intercept is found where the slope of the line is m, b is b, and (0, b). For example, consider the slope and y-intercept of the equation y = 3x - 7.The slope of the line is m. b is b at the y-intercept, and (0, b).
It is impossible to establish which equation is the best model of the data without the actual data. However, we may analyse each possibility based only on the facts provided:
A. y= 2.2 - (1.1%): This equation appears to contain a constant term and a negative slope, making it unsuitable for predicting plant height over time.
B. y= 0.5x + 1.8: The positive slope of this equation indicates that the plant's height rises with time. The constant term of 1.8 might represent the plant's beginning height, while the coefficient of 0.5 could reflect the plant's growth rate.
C. y= 2.0 • (1.4%): This equation appears to contain a constant term and a positive slope, but the percentage term is not obvious how it links to the data.
D. y = 0.7 x + 2.1: This equation, like option B, has a positive slope and a constant term. The coefficient of 0.7 might reflect the plant's growth rate, while the constant term of 2.1 could represent the plant's original height.
According to this research, options B and D appear to be the most plausible explanations for the data. However, without the real data, determining which equation is the best model is impossible.
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Jasmine and her sister are saving to buy MP3 players. Jasmine has $50 and plans to
save $10 per week. Her sister has $80 and plans to save $7 per week. In how many
weeks will Jasmine have more money saved than her sister?
If Jasmine saves $10 per week and her sister saves $7 per week, then Jasmine will have more "money-saved" than her sister in 10 weeks.
Let the number of weeks be denoted by "x",
We know that,
The Jasmine's initial-savings is = $50,
The amount which Jasmine weekly saves is = $10,
Her sister's initial savings is = $80,
The amount which her sister weekly-saves is = $7,
We have to find the value of "x" when Jasmine's savings exceed her sister's savings.
Total saving's of Jasmine after "x" weeks is calculated as,
⇒ Jasmine's total savings = Initial savings + (Weekly savings × Number of weeks),
⇒ $50 + ($10 × x),
Her sister's total savings after "x" weeks can be calculated as:
⇒ Sister's total savings = Initial savings + (Weekly savings × Number of weeks),
⇒ $80 + ($7 × x),
We write the equation to find the value of "x" when Jasmine's total savings exceed her sister's total savings,
⇒ 50 + 10x > 80 + 7x,
⇒ 50 + 10x - 80 > 7x,
⇒ 50 - 80 > 7x - 10x,
⇒ -30 > -3x,
⇒ -30/-3 < x,
⇒ 10 < x,
Therefore, Jasmine will have more money than her sister is after 10 weeks.
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10. In the first circle below write the last letter of the first word beginning with "L".
00000
11. Cross out the number necessary, when making the number below one million.
10000000000
12. Draw a line from circle 2 to circle 5 that will pass below circle 2 and above circle 4.
00000
13. In the line below cross out each number that is more than 20 but less than 30.
31 16 48 29 53 47 22 37 98 26 20 25
The final answers are given below
[tex]10.[/tex]L
[tex]11.[/tex] [tex]3[/tex] (the number should be [tex]1,000,000[/tex], which has six zeros)
[tex]00000[/tex]
[tex]12[/tex] | |
[tex]00000[/tex]
|
[tex]00000[/tex]
[tex]15. 31 16 48 29 53 47 22 37 98 26 2025[/tex]
What do you mean by number?A number is an arithmetic value that is used to calculate and represent a quantity.
The numbers that are more than [tex]20[/tex] but less than [tex]30[/tex] are [tex]22[/tex] and [tex]26[/tex], so they should be crossed out:
[tex]31 16 48 29 53 47[/tex] X [tex]37 98[/tex] X [tex]2025[/tex]
Therefore the answers are given below.
[tex]10.[/tex]L
[tex]11.[/tex] [tex]3[/tex] (the number should be [tex]1,000,000[/tex], which has six zeros)
[tex]00000[/tex]
[tex]12[/tex] | |
[tex]00000[/tex]
|
[tex]00000[/tex]
[tex]15. 31 16 48 29 53 47 22 37 98 26 2025[/tex]
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PLEASE I NEED AN ANSWER BY TONIGHTTTTT
Find the measure of a central angle of a regular polygon with 24 sides. Round your answer to the nearest tenth of a degree, if necessary.
The measure is _____º
The measure of a central angle of a regular polygon with 24 sides is 15 degrees.
What is a polygon?A polygon is a two-dimensional geometric shape that is defined by a closed chain of line segments, also known as sides. These line segments must be joined end to end to form a closed shape, with no curves or self-intersections. The word "polygon" comes from the Greek words "poly" meaning "many" and "gon" meaning "angle".
To find the measure of a central angle of a regular polygon with 24 sides, we can use the formula:
central angle = 360 degrees / number of sides
Substituting the given value, we get:
central angle = 360 degrees / 24 = 15 degrees
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what is 559.35 rounded to the nearest cent
Solving systems by eliminations; finding the coeficients
please write all the problems down on paper, 10 points for each problem, and Brainliest
On solving the provided question we can say that as a result, the system of equations' solution is: x = 12.62 and y = 4/13
What is equation?
A mathematical equation is a formula that links two statements and uses the equals sign (=) to indicate equality. In algebra, an equation is a statement that demonstrates the equality of two mathematical expressions.
We wish to eliminate one of the variables, either x or y, by adding or subtracting the two equations to solve this system of equations using the elimination technique. To do this, multiply one or both equations by a constant factor such that one of the variables has the same coefficient in both equations but with opposite signs.
By multiplying the first equation by 5 and adding it to the second, we can remove x. This results in:
5x - 10y = 60
5x + 3y = -44
-13y = -4
y = 4/13
We may now plug this y value into one of the original equations to find x. Let's look at the first equation:
x - 2y = 12
x - 2(4/13) = 12
13x - 8 = 156
13x = 164
x = 12.62
As a result, the system of equations' solution is:
x = 12.62 and y = 4/13
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