If for an arithmetic-sequence, the terms are t₅ = -154 and t₉ = -274, then the first-three terms are t₁ = -274, t₂ = -244 and t₃ = -214.
An "Arithmetic-Sequence" is defined as a sequence of numbers in which the difference between any two consecutive terms is always the same, which is called the "common-difference".
To find first 3 terms of an "arithmetic-sequence" given the values of t₅ and t₉, we use formulas for "nth-term" of an arithmetic sequence, which is
⇒ tₙ = t₁ + (n - 1)d,
where tₙ = nth term, t₁ = first term, n = position of term in sequence, and d = common-difference,
Given that t₅ = -154 and t₉ = -274,
So,
⇒ t₅ = t₁ + (5 - 1)d = -154,
⇒ t₉ = t₁ + (9 - 1)d = -274,
We first find the "common-difference" by subtracting "t₁" from both sides of first equation and "t₉" from both sides of second-equation,
We get,
⇒ 4d = -154 - t₁,
⇒ 8d = -274 - t₁,
Simplifying further,
We get,
⇒ 4d = 120,
⇒ d = 30,
Now, we substitute it in "4d = -154 - t₁",
We get,
⇒ 4(30) = -154 - t₁,
⇒ 120 = -154 - t₁,
⇒ t₁ = -154 - 120,
⇒ t₁ = -274
So, the first term is = -274;
Now we use "d = 30" to find second and third terms of sequence,
We get,
⇒ t₂ = t₁ + (2 - 1)d = -274 + 30 = -244,
⇒ t₃ = t₁ + (3 - 1)d = -274 + 60 = -214,
Therefore, first three-terms of arithmetic sequence are -274, -244, and -214.
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The given question is incomplete, the complete question is
Find the first 3 terms of arithmetic sequence if t₅ = -154 and t₉ = -274. Find t₁, t₂, t₃.
if your math class had a greater standard deviation for the first quiz of the unit than they did for the second quiz of the unit, what would this tell you?
A greater standard deviation for scores on the first quiz than on the second quiz would state that the results were less consistent on the first quiz than on the second quiz.
How to calculate the mean and the standard deviation of the data-set?The mean of a data-set is given by the sum of all observations in the data-set divided by the number of observations, which is also called the cardinality of the data-set.The standard deviation of a data-set is given by the square root of the sum of the differences squared between each observation and the mean, divided by the cardinality of the data-set.The standard deviation of a data-set measures the consistency of the data-set, and the higher the standard deviation, the less consistent the data-set is.
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An athlete is planning to run a certain distance in three days. • The first day, he is planning to run 1/3 • The second day, he wants to run 3/4 the distance. The distance left. • The last day, he plans to run the last 4 miles. Part A: Create an equation that represents the situation and can be used to solve for x, the total distance that the athlete is x s planning to run in the three days. Enter your equation in the first response box. Part B: Enter the total distance, in miles, that the athlete is planning to run in the three days in the second response box
The equation that represents the situation is 1/3x + 3/4(2/3x) + 4 = x, where x is the total distance. The athlete is planning to run a total distance of 24 miles.
Let x be the total distance the athlete is planning to run in three days. Then, the distance he plans to run on the first day is 1/3 of x, the distance he plans to run on the second day is 3/4 of the distance left after the first day, which is (2/3)x.
Finally, the distance he plans to run on the third day is 4 miles. The equation that represents the situation is
1/3x + 3/4(2/3x) + 4 = x
To solve for x, we can simplify the equation obtained in Part A
1/3x + 1/2x + 4 = x
Multiplying both sides by 6 to get rid of the fractions, we get
2x + 3x + 24 = 6x
Simplifying and solving for x, we get
x = 24
Therefore, the athlete is planning to run a total distance of 24 miles in the three days.
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If r = 7 units and x = 5 units, then what is the volume of the cylinder
The cylinder's volume is 245 cubic units as a result.
Define the cylinder's volume?It is possible to determine how much material a cylinder can carry by using its volume, which is known as its capacity in geometry. Cubic measurements for a cylinder's volume include cm³, m³, in³, etc.
The formula V = r²h is used to determine the volume of a cylinder, where r is the radius of its circular base and h is the height between the bases' perpendicular centers.
As a result, if r = 7 units and x = 5 units, we can use the formulas below to get the cylinder's volume:
V = πr²h
V = π(7)²(5)
= 245 cubic units per volt
Consequently, the size of the cylinder 245 cubic units as a result.
Complete question given below:
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If r = 7 units and x = 5 units, then what is the volume of the cylinder(height=x)?
The volume of the cylinder is 245π cubic units.
What is cylinder?The cylinder is a three-dimensional shape having a circular base. A cylinder can be seen as a set of circular disks that are stacked on one another.
The formula for the volume of a cylinder is:
V = πr²h
where r is the radius of the base, h is the height, and π is the mathematical constant pi (approximately equal to 3.14).
Substituting r = 7 units and h = 5 units into the formula, we get:
V = π(7)²(5)
V = π(49)(5)
V = 245π
Therefore, the volume of the cylinder is 245π cubic units. Note that the volume is an exact value in terms of π, and cannot be simplified further without a numerical approximation of π.
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The quotient of 30y³ + 50y2 - 35y divided by 5y is:____.a. 6y +10y² - 7. b. 6y² +10y + 7. c. 6y2+10y - 7. d. 6y³ +10y² - 7.
The quotient of 30y³ + 50y² - 35y divided by 5y is: 6y² +10y - 7
Hence option c is the correct answer.
Applying long division rule to find quotient,
Dividend is 30y³ + 50y² - 35y and divisor is 5y
Dividing 30y³ + 50y² - 35y by 5y step by step we get ( +) 30y^3 is divisible by 5y as the remainder is zero and the quotient is (+) 6y^2.
Then at second step we get (+) 50y^2 is divisible 5y as the remainder is zero and the quotient is (+) 10y.
And at the last step we get (-) 35y is divisible by 5y as the remainder is zero and the quotient is (-) 7.
Thus adding up the quotients found at each step of division of 30y³ + 50y² - 35y by 5y is 6y² +10y - 7.
Hence option c is the correct answer.
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I need some help please
Answer:
y + 21 = - 4(x - 7)
Step-by-step explanation:
the equation of a line in point- slope form is
y - b = m(x - a)
where m is the slope and (a, b ) a point on the line
calculate m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (7, - 21 ) and (x₂, y₂ ) = (- 4, 23 )
m = [tex]\frac{23-(-21)}{-4-7}[/tex] = [tex]\frac{23+21}{-11}[/tex] = [tex]\frac{44}{-11}[/tex] = - 4
using (a, b ) = (7, - 21 ) , then
y - (- 21) = - 4(x - 7) , that is
y + 21 = - 4(x - 7)
Right Angle Trigonometry
Answer: The answer to
sinΘ = 7/7√2
cosΘ = 7/7√2
tanΘ = 7/7
cosecΘ = 7√2/7
secΘ = 7√2/7
cotΘ = 7/7
Step-by-step explanation:
The given triangle consists of three sides namely, hypotenuse, opposite and adjacent.
The value of the hypotenuse is 7√2 and the value of the adjacent is 7.
We will calculate the value of the adjacent.
By Pythagoras' theorem, (hypotenuse)^2=(opposite)^2+(adjacent)^2
Putting the given values, (7√2)^2=(opposite)^2+(7)^2
(opposite)^2=(7√2)^2-(7)^2
(opposite)^2=98-49
(opposite)^2=49
Therefore, the value of the opposite is 7.
Now, we can put the following values in the trigonometric table.
sinΘ = opposite/hypotenuse = 7/7√2
cosΘ = adjacent/hypotenuse = 7/7√2
tanΘ = opposite/adjacent = 7/7
cosecΘ = hypotenuse/opposite = 7√2/7
secΘ = hypotenuse/adjacent = 7√2/7
cotΘ = adjacent/opposite = 7/7
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can you find the probability of one thing happening before another based on their expected time until occurance
Yes, we can determine the probability of one thing happening before another based on their expected time to occur.
A coin has two sides: one side ("heads") is side A and the other ("tails") is side B. A coin is tossed into the air and the question is what are the chances, the "probability" if you want it to land on side A. The probability of an event occurring describes the number of chances that the event occurred. The total probability of hitting A before B is the sum: P(A before B) = p + rp + r² + r³p + r⁴p + … = p[1 + r + r² + r³ + r⁴ + … ] and this determines the result. Thus, it is possible to determine the probability of one thing happening before another, based on their expected time to occur.
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A mother is 3 times as old her son is now. Fourteen years ago, she was 10 times as old as he was then. how old is the son?
Answer:
Let's start by using algebra to represent the given information.
Let the son's current age be "s" and the mother's current age be "m". We know from the problem that:
m = 3s (the mother is 3 times as old as her son is now)
and
m - 14 = 10(s - 14) (fourteen years ago, the mother was 10 times as old as her son was then)
Now we can solve for the son's age:
m - 14 = 10s - 140 (distribute the 10)
m = 10s - 126 (add 14 to both sides)
3s = 10s - 126 (substitute m = 3s)
7s = 126
s = 18
Therefore, the son is currently 18 years old. To check this answer, we can use the first equation to find the mother's current age:
m = 3s = 3(18) = 54
So the mother is currently 54 years old, and 14 years ago the son was 4 years old and the mother was 40 years old, which is 10 times as old as the son.
Step-by-step explanation:
2. A pair of jeans is on sale for 25% off the original price. Which expression represents the sale
price? If the original price of the jeans is $40, evaluate the expression to find the sale price.
Os=p-0.25p; $30
Os=p-25; $15
Os=p-0.25p; $10
Os p-0.25; $39.75
Answer: s = p - 0.25p; $30
Step-by-step explanation:
First, we need to know that a percent divided by 100 becomes a decimal.
25% / 100 = 0.25.
Next, we will use this equation because it takes 25% off of the original price (p) by subtracting 0.25p from p.
s = p - 0.25p
Lastly, we will substitute 40 in for 0 and solve.
s = ($40) - 0.25($40)
s = $30
you are given a 100-meter-long rope, and you need to measure a length of 10 meters without any measuring devices. you can only fold or manipulate the rope, but you cannot cut or mark it. how can you measure 10 meters accurately?
To measure a length of 10 meters without any measuring devices from 100 meters rope is fold the rope ten times and 10th fold of 100 m rope is equals to 10 m.
Total Length of rope = 100 meters
We need to measure a length of 10 meters without using any measuring devices. The ways that we can use to measure the required length includes only fold or manipulate the rope, but you cannot cut or mark it. Now, we use the division arithmetic operation to measure the length. The factors of 100 is written as 100 = 2×2× 5×5 = 10× 10
If we divide 100 by 10 then results 10 as quotient and 0 as remainder. So, the rope with length 100 meters is divided into 10 parts of 10 meters length of rope. But we cannot cut the rope, so folds the rope ten times ( i.e, first half -half then again half into half-half). Therefore, the last fold is measure of length 10 meters.
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what is the correct order of the numbers from least to greatest 1\2, 0.6,6%,6\5
Thus, the correct order of the numbers from least to greatest: 6% < 1/2 < 0.6 < 6/5
Explain about the ascending order:In an ascending list, the item that is smallest, first, or oldest will be at the top:
The order of a number or amount is from smallest to largest. The list will be arranged with lower values at the top.The alphabetical order of the sort is A to Z for letters and words.With data that includes both numbers and letters or words, like address lines, the sort is probably alphanumeric, which means that 0–9 is sorted first, then A–Z, and so on.Given number-
1\2, 0.6,6%,6\5
convert all numbers in its fraction form:
1\2 = 0.5
0.6 = 0.6
6% = 0.06
6\5 = 1.2
Order from least to greatest: 0.06, 0.5, 0.6 1.2
Or,
Thus, the correct order of the numbers from least to greatest 6% < 1/2 < 0.6 < 6/5
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a large, round pizza has an area of 254.47in ^2. if the pizza fits snuggly in a square box, how much of the bottom of the box is NOT taken up by the pizza? round answer to the nearest hundredth
Therefore , the solution of the given problem of area comes out to be the pizza only occupies 0.24 square inches of the box's bottom.
What exactly does an area mean?The object's overall size can be determined by figuring out how much room would be required to completely enclose the object's exterior. When selecting an analogous item with a tubular form, the environment is taken into account. Anything's total dimensions are determined by its surface area. The amount of water that a cuboid can hold depends on the number of sides that link its four trapezoidal shapes.
Here,
Assume that the square box's side length is "s" inches.
The pizza's size is specified as 254.47 in2. The area of the pizza would be equal to the area of the square box because it fits tightly inside of it.
=> s² = 254.47
=> s = √(254.47)
=> s = 15.95 inches
If you round to two decimal places, the area of the square box minus the area of the pizza is equal to (15.95)2 - 254.47, or 0.24 in2.
Therefore, the pizza only occupies 0.24 square inches of the box's bottom.
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Explain how you would find the highest point the rider achieved on this jump.
A. What would be the two quantities you would measure for x and y?
B. What would your equation possibly look like? Put the picture on a grid and show some possible points
C. What points could you use to find the maximum height? How would you use those points? Be specific
Answer:
Step-by-step explanation:
36
Prove that
△
ABC
is a right triangle. Select the correct answer from each drop-down menu.
AC is congruent to DF by the definition of congruency. Applying SSS Congruency, Triangle ABC is congruent to DEF, and since Triangle DEF is a right angled triangle, Triangle ABC is also a right angled triangle with angle B as 90 degrees.
AB is congruent to DB because segment DE was constructed so that DE = AB, BC is congruent to EF, because segment EF was constructed so that EF = BC, and since Triangle DEF is a right angled triangle, we have:
DE² + EF² = DF² (Pythagoras Theorem)
We are also given that:
AB² + BC² = AC²
Since DE = AB and EF = BC, we can substitute these values in the above equation to get:
DE² + EF² = AC²
Thus, we can substitute the above value of AC² in the equation DE² + EF² = DF² to get:
DE² + EF² = DF² = AB² + BC²
Taking the square root on both sides, we get:
DF = √(AB² + BC²)
Since AC² = AB² + BC², we can write:
DF = √AC²
Therefore, AC is congruent to DF by the definition of congruency. Applying SSS Congruency, Triangle ABC is congruent to DEF, and since Triangle DEF is a right angled triangle, Triangle ABC is also a right angled triangle with angle B as 90 degrees.
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Your question is incomplete; most probably, your complete question is this:
Prove that △ABC is a right triangle. Select the correct answer from each drop-down menu.
Question 2(Multiple Choice Worth 4 points)
(01.04 LC)
Given the linear functions f(x) = x -2 and g(x)=-3x + 4, determine (f- g)(x).
(f-g)(x) = -3x - 8
(f-g)(x)=-3x²-8
(f-g)(x) = -3x² + 10x - 8
(f-g)(x) = -3x² - 2x - 8
The expression for the difference of two linear functions is (f - g)(x) = 4x - 6.
What is linear function?A linear function is a type of function in mathematics that has the form f(x) = mx + b, where x is the independent variable, f(x) is the dependent variable, m is the slope of the line, and b is the y-intercept.
According to given information:To find the expression for the difference of two linear functions, f(x) and g(x), denoted by (f - g)(x).
The expression for (f - g)(x) can be found by subtracting g(x) from f(x):
(f - g)(x) = f(x) - g(x)
Substituting the given functions f(x) = x - 2 and g(x) = -3x + 4, we get:
(f - g)(x) = f(x) - g(x)
= (x - 2) - (-3x + 4) [Substitute the given values of f(x) and g(x)]
= x - 2 + 3x - 4 [Distribute the negative sign in front of (-3x + 4)]
= 4x - 6 [Combine like terms]
Therefore, (f - g)(x) = 4x - 6.
Option D (-3x² - 2x - 8) is incorrect as it involves squaring a linear expression, which would result in a quadratic expression. Option A (which has no operation between 3 and 22) is not a valid expression. Option B (-3x - 8) and C (3x3x22 or 198) do not take into account the fact that each sundae can be made using one of 3 syrups and one of 3 candy toppings.
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please explain every step clearly
As a result, for the two schools, the measures of variability are:
Mountain View School:
Range = 4, Variance = 9.1733, Standard deviation = 3.029
Bay Side School:
Range = 10, Variance = 7.84, Standard deviation = 2.8.
How do you define standard deviation?The degree of variance or dispersion in a set of data values is measured by standard deviation. The degree to which the data values deviate or vary from the mean or average value of the data set is indicated by this statistical indicator.
We must ascertain the range, variance, and standard deviation for each dataset in order to determine the measures of variability for the two schools.
Mountain View School:
Range: The smallest class size is 5 and the largest is 9, so the range is 9-5 = 4.
Variance: To calculate the variance, we need to find the mean first.
Mean = (5+6+8+9+8+2+0+10+2+4+5+6+8)/15
= 5.6
Then, we can find the variance using the formula:
Variance = Σ(xi - μ)²/n
= [(5-5.6)² + (6-5.6)² + (8-5.6)² + (9-5.6)² + (8-5.6)² + (2-5.6)² + (0-5.6)² + (10-5.6)² + (2-5.6)² + (4-5.6)² + (5-5.6)² + (6-5.6)² + (8-5.6)²]/15
= 9.1733
Standard deviation = √(9.1733) = 3.029
Bay Side School:
Range: The smallest class size is 0 and the largest is 10, so the range is 10-0 = 10.
Variance: To calculate the variance, we need to find the mean first.
So,
Mean will be = (8+7+6+5+5+4+4+3+1+0+2+0+0+2+3+5)/15
= 3.6
Then, we can find the variance using the following formula:
Variance = Σ(xi - μ)²/n
= [(8-3.6)² + (7-3.6)² + (6-3.6)² + (5-3.6)² + (5-3.6)² + (4-3.6)² + (4-3.6)² + (3-3.6)² + (1-3.6)² + (0-3.6)² + (2-3.6)² + (0-3.6)² + (0-3.6)² + (2-3.6)² + (3-3.6)² + (5-3.6)²]/15
= 7.84
Standard deviation will be = √(7.84)
= 2.8
As a result, for the two schools, the measures of variability are:
Mountain View School:
Range = 4, Variance = 9.1733, Standard deviation = 3.029
Bay Side School:
Range = 10, Variance = 7.84, Standard deviation = 2.8
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pls answer fast
q is below:
Suppose that Leni and Thom are lawyers and each has a taxable income of $230,000. They can't decide if they should be married in December or in January. If they marry in December, then they are considered married for the entire tax year and could file a joint return. If they get married in January of the next year, they would file a separate return each as a single taxpayer. Examine Schedules X and Y-1. Which filing status would yield the lower tax? If so, by how much? is there really a marriage penalty?
Answer:The term used for the $400 difference in Alex and Alecia's tax liability is known as the marriage penalty. Option C
The marriage penalty refers to the situation in which a married couple pays more taxes than they would if they were both single and filing separately. This penalty arises due to the progressive tax system in which the tax rate increases as the income increases. When two individuals with similar income levels get married and file jointly, their combined income puts them in a higher tax bracket, resulting in a higher tax liability.
In this case, Alex and Alecia's joint tax liability is $9,300, which is higher than the sum of their individual tax liabilities ($3,900 + $5,000 = $8,900). Therefore, they are paying an extra $400 due to the marriage penalty. This penalty can be significant for couples with similar incomes, as it can impact their financial planning and budgeting. However, there are also cases in which couples may benefit from the marriage tax advantage, such as when one spouse earns significantly less than the other.
Overall, it is essential for couples to understand their tax liability and to explore different filing options to determine the most advantageous one for their particular situation. Therefore option C is correct.
Step-by-step explanation:
Answer:
neither
$0
No
Step-by-step explanation:
Taner wants to run a total of 6 kilometers between last week and this week. How far does Taner need to run this week to reach his goal?
Taner will only need to run 3 km this week to complete his 6 km running goal.
Describe the fractional number in detail:If we require a definition, we may start by saying that fractional numbers are numbers that symbolize one or possibly more portions of a unit that has been subdivided into equal parts.
To determine the fractional numbers, two whole numbers (including fraction terms) are separated by a horizontal line (the fraction line). The denominator just below line must be different from zero, whereas the numerator well above line may be any whole number.Given that, Taner's overall running goal is 6 km (including last week and this week)
So,
Taner's 2-week goal is 6 kilometres.
Now,
Taner's goal for the week is 3 kilometres = (6/2).
As the Taner completed 3 km of running last week. Taner can achieve his objective this week by running just 3 miles.
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Check these questions?
Answer: Looks pretty good :) !
Kendrick is excited to have fresh basil at home. He buys a 4-inch-tall basil plant and puts it on his kitchen windowsill. A month later, the plant is a whole foot taller! One night, Kendrick wants to add some basil to his pasta, so he cuts off 6 inches. How many inches tall is his basil plant now?
Kendrick's basil plant is now 6 inches tall.
Define differenceIn mathematics, the term "difference" can refer to a variety of concepts depending on the context. Here are some common uses of the term "difference" in mathematics:The difference between two numbers is the result of subtracting one number from the other. For example, the difference between 5 and 3 is 2.The difference between two sets is the set of elements that are in one set but not the other. For example, the difference between the sets {1, 2, 3} and {2, 3, 4} is {1}.If the basil plant was originally 4 inches tall and grew to a height of 1 foot (12 inches), then its total growth is 12 - 4 = 8 inches.
If Kendrick then cuts off 6 inches from the plant, the new height of the plant is 12 - 6 = 6 inches.
Therefore, Kendrick's basil plant is now 6 inches tall.
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According to the Democratic Presidential candidates, 51% of young Americans support tuition-free college. Suppose a random sample of 30 UConn students is selected. What is the probability that at least 10 of them support tuition-free college
The probability that at least 10 of them support tuition-free college is 0.9838.
To answer this question, we will use the binomial distribution formula. Let p = 0.51 be the proportion of young Americans who support tuition-free college, and let n = 30 be the sample size.
The probability of at least 10 UConn students supporting tuition-free college is equal to the sum of the probabilities of 10 or more, 11 or more, 12 or more, ..., up to 30. We can use the normal approximation to the binomial distribution.
Using the normal approximation, we first calculate the mean and standard deviation of the binomial distribution:
mean = np = 30 * 0.51 = 15.3
standard deviation = sqrt(np(1-p)) = sqrt(30 * 0.51 * 0.49) = 2.46
We then standardize the variable X = number of UConn students who support tuition-free college:
Z = (X - mean) / standard deviation
Now we want to find the probability that X is greater than or equal to 10, which is equivalent to finding the probability that Z is greater than or equal to (10 - 15.3) / 2.46 = -2.14.
Using a standard normal table or calculator, we find that the probability of Z being greater than or equal to -2.14 is approximately 0.9838. Therefore, the probability of at least 10 UConn students supporting tuition-free college is approximately 0.9838.
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C
A
2. A point C is on the line
segment AB such that A =
(4,3), B (14,7) and AC: CB =
2:3. Find the coordinate of C.
Answer:
Step-by-step explanation:
Please help I have no idea how to do this
Answer:
12
Step by step explanation
radius of a cone= square root of 3v
πh
r= square root of 3×2712.96
3.14×18
r= square root of 8138.88
56.52
r= square root of 144
r=12
Simplify. 4 2/5 x 3 = ?
Answer:
66/5 or 13.2
Step-by-step explanation:
..........
Q3. (Calculator)
Abox contains only red, blue and green pens.
The ratio of red pens to blue pens is 5:9.
The ratio of blue pens to green pens is 1:4.
Calculate the percentage of pens that are blue.
The percentage of pens that are blue =18%
Let's assume that r represents the red pens, b represents the blue pens and g represents the green pens.
From the statements we can observe that the blue appears in both ratio.
The ratios are,
r:b=5:9 and b:g=1:4
Consider ratio b:g,
b:g
= 1:4
= (1×9) : (4×9)
=9:36
i.e., b:g = 9:36 and r:b = 5:9
So, we can conclude that, b=9, g=36, r=5
so, the total number of pens would be,
n = b + g + r
n = 9 + 36 + 5
n = 50
Now we need to find the percentage of pens that are blue.
Using percentage formula,
p = (b/n) × 100
p = (9/50) × 100
p = 18%
Hence, the percentage of blue pens are 18%.
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Determine whether the triangles are similar. If so, write a similarity statement. Explain ur reasoning.
Answer:
Both 2B and 2A are not similar.
Step-by-step explanation:
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Let me be helpful!
Let's start with 2B. It is easier to understand the subject that way.
->for a triangle to be similar, it's angles and sides must be the same.
-2B's triangle shows that line TW got scaled by x2.2 (22/10)
-Line ZW got scaled by 1.18
-2b are not similar.
Now on it 2A!
- line JK got scaled by 0.75
- Line JL got scaled by 0.5
-they are not similar
Let me know if I am incorrect!
-A friendly 8th grader :)
a b c or d please help quick
Answer:
D.
Step-by-step explanation:
By looking at them I feel like D. is the best option
If you are trying to predict Y scores from X scores, X is referred to as the ______. a. predictor variable b. dependent variable c. nominal variable d. criterion variable
If you are trying to predict Y scores from X scores, X is referred to as the a. predictor variable. Therefore, option a. predictor variable is correct.
The predictor variable, also known as the independent variable or explanatory variable, is a variable that is used to explain the changes or variations in another variable. In this case, the predictor variable (X) is used to predict the value of the dependent variable (Y).
For example, if you are trying to predict the score of a student on a test (Y) based on the number of hours they study (X), then the number of hours studied is the predictor variable. The predictor variable is what you manipulate or control to see its effect on the dependent variable. In other words, the predictor variable is what you believe influences the outcome variable.
It is important to note that the predictor variable does not necessarily cause changes in the dependent variable. There may be other variables at play that can affect the outcome variable. Therefore, it is important to consider other potential confounding variables in your analysis.
In summary, when trying to predict Y scores from X scores, X is referred to as the predictor variable. It is the variable that is manipulated to explain the changes in the dependent variable, Y.
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alarming levels of mercury are starting to creep into our food chain: our fish are showing up with levels of mercury in them that used to be absent. are the mercury levels the same in all fish? the dataset mercury (found on canvas module 9 under data) gives mercury levels in parts per million for four types of fish.
The mercury will not be the same in all the fishes it will depend on various factors such as the species of fish, the location where it was caught, and the size of the fish.
In any case, in common, the mercury levels in angle can change broadly depending on different components such as the species of angle, the area where it was caught, and the measure of the angle.
A few angle species are known to construct up">to construct up more mercury in their tissues than others.
whereas a few angles caught in certain ranges may be uncovered to higher levels of mercury due to contamination or other environmental factors.
It is additionally worth noticing that the U.S. Food and Drug Administration (FDA) has issued rules on the greatest levels of mercury that are considered secure for utilization in angle.
The FDA exhorts that pregnant ladies, nursing moms, and youthful children ought to dodge devouring angles that are known to be tall in mercury, such as shark, swordfish, ruler mackerel, and tilefish.
Other sorts of angles that are lower in mercury, such as salmon, shrimp, pollock, and catfish, can be devoured in balance.
By and large, it is vital to be aware of the potential dangers of expanding fish which will contain tall levels of mercury, and to form educated choices approximately which sorts of angle to expend.
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