what is the missing number. Good points
Answer:
Which number is missing?
40 38 35 31 26 20 13 5
Pattern: ( -2, -3, -4, etc)
40 - 2 = 38
38 - 3 = 35
35 - 4 = 31
31 - 5 = 26
26 - 6 = 20
20 - 7 = 13
13 - 8 = 5
Step-by-step explanation:
You're welcome.
Does the data in this table represent a function?
X -4 2 -4 2 -4
y -3 1 5 8 9
A. No, it is not a function.
B. Yes, a linear function.
C. Yes, a nonlinear function.
Answer:
A
Step-by-step explanation:
It is not a function because both x-values -4 and 2 have multiple y-values. Try the vertical line test if you don't understand.
A trapezoid has an area of 35 mm². the ywo bases are 8mm and 6mm. What is the height of the trapezoid?
Using the height formula of the trapezoid, we know that the height is 5000m respectively.
What is Trapezoid?In geometry, a quadrilateral with at least one pair of parallel sides is referred to as a trapezoid in American and Canadian English or a trapezium in British and other forms of English.
In Euclidean geometry, a trapezoid is a convex quadrilateral by definition.
The bases of the trapezoid are the parallel sides.
There are four sides to a trapezoid.
A trapezium is another name for a trapezoid.
It features two parallel sides that are not equal and two nonparallel sides.
So, find the height of the trapezoid as follows:
Formula: h = 2A/a+b
a = 8mm, b = 6 mm
A = 35 mm²
Unit conversion:
a = 8*10⁻³mm
b = 6*10⁻³mm
Using the formula:
h = 2A/a+b
h = 2*35/8*10⁻³+6*10⁻³
h = 5000m
Therefore, using the height formula of the trapezoid, we know that the height is 5000m respectively.
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Calculate the Social Security and Medicare tax that would be applied to an annual salary of $125,000. Use $106,800 for maximum taxable earnings. (Soc Sec 6.2%, taxed up to $106,800 and Medicare 1.45%).
a. Social Security tax: $77,500.00, Medicare tax: $18,125.00 b. Social Security tax: $7,750.00, Medicare tax: $1,812.50 c. Social Security tax: $66,216.00, Medicare tax: $18,125.00 d. Social Security tax: $6,621.60, Medicare tax: $1,812.50
The calculated Social Security tax is $ 6621.60 on the maximum taxable earning, that is $106800 on the rate of 6.2% and Medicare tax is $1812.50 on the annual salary, that is $125,000 on the rate of 1.45%.
Hence option d is the correct option.
The annual salary of an individual is given as $125,000.
Medicare tax is levied on the annual salary of an individual, that is on $125,000. It is given as 1.45 % on $125,000.
The maximum taxable earnings is $106,800 and Social Security tax is levied on this $106,800. It is given as 6.2% on $106,800.
Thus, applying basic rule of percentage calculation we get,
Earnings from Social Security tax = $(6.2% of 106800)
= ${(62/100*10)(106800)
= $ 6621.60
Earnings from Medicare tax = $(1.45% of 125000)
= $(145/100*100)(125000)}
= $1812.50
Hence option d Social Security tax: $6,621.60, Medicare tax: $1,812.50 is the correct option.
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Please help me out, will give brainliest.
What are the zeros and end behavior for this function?
Answer:
Zeroes of f(x):
x + 1 = 0, so x = -1
Vertical asymptotes of f(x):
x^2 - 4 = 0, so x = -2 and x = 2
End behavior of f(x):
As x --> negative infinity, f(x) --> 0
As x --> infinity, f(x) --> 0
No holes in f(x).
Are the ratios 6:7 and 1:2 equivalent?
Answer:
No
Step-by-step explanation:
If you divide 6 by 7, it is not equal to the number you get when you divide 1 by 2, therfore making them not equavalent.
~~~Harsha~~~
Answer:
No, the are not equivalent
Step-by-step explanation:
The ratios 6:7 & 1:2 are already in their simplest form, meaning we can't simple them anymore.
6:7 ≠ 1:2
what is 6.9cm *10000000m
The value of the product is 6.9 × 10⁵ m
How to determine the productIt is important to note that to determine the product of two different measurements, we need to make sure they have the same units.
Now, we have that;
6.9cm *10000000m
First, let's convert the centimeters to meters , we have;
1m = 100cm
then, xm = 6.9cm
cross multiply the values
x = 6.9/100
Divide the values
x = 6. 9 × 10⁻²m
Then, we have;
6. 9 × 10⁻² × 10⁷m
Multiply the values and add the exponents
6. 9 × 10⁻²⁺⁷
Add the values
6.9 × 10⁵ m
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Can someone please help me with this question please
The x - coordinate of B given the y - coordinate, can be found to be 3 units.
How to find the x - coordinate ?Looking at the figure, we notice that the relationship between B and the circle can be modeled as a right triangle. 5 would be the hypotenuse, 4 which is the y - coordinate would the be the height.
The x - coordinate would then be the length which can be found by the Pythagorean theorem.
The x - coordinate is:
= 5² = 4² + x²
Simplifying the equation, we get:
25 = 16 + x²
9 = x²
x = 3
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Put these numbers in order starting with the smallest
Answer: -1.12, -1^(1/2), 1^(1/8), 1^(1/2), 1^(2/3), 1.12
Step-by-step explanation:
Starting with the smallest:
-1.12
-1^(1/2) (which is equal to -1)
1^(1/8) (which is equal to 1)
1^(1/2) (which is equal to 1)
1^(2/3) (which is equal to 1)
1.12
Therefore, the numbers in order from smallest to largest are: -1.12, -1, 1, 1.12.
pls help (show work)
Step-by-step explanation:
okay as we know a circle is a quarter 360° in total therefore all you have to do is say 360° multiplied by 165
EMITAG VE
5. What information would you need in order to determine the absolute data of a rock sample
Determining the absolute age of a rock sample requires knowledge of the isotopic or fossil content of the rock, or its position in a sequence of rocks with known ages.
Stating the information needed for rock sampleIn order to determine the absolute age of a rock sample, you would need the following information:
The amount of a radioactive isotope present in the rock sample: Some isotopes are unstable and decay over time into stable isotopes.
The ratio of different isotopes of the same element present in the rock sample: Some isotopes of an element are not stable and can decay into other isotopes of the same element.
The sequence of rock layers in which the sample was found: If the rock sample is found in a layered sequence of rocks, the relative age of the rock can be determined based on its position in the sequence.
The presence of index fossils: Certain fossils are known to have existed during specific time periods in Earth's history.
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can someone help me w this
Can anyone help me on the first question and can someone check if the 2nd question is right
Answer:
Step-by-step explanation:
1) Pythagorean Theorem: a² + b² = c²
4²+b²=5²
b²=5²-4²
b²=25-16
b=√9
b = 3
2) Good Job! Second Question is correct with accurate work shown.
Question 13(Multiple Choice Worth 2 points)
(Making Predictions MC)
A college cafeteria is looking for a new dessert to offer its 4,000 students. The table shows the preference of 225 students.
Ice Cream Candy Cake Pie Cookies
81 9 72 36 27
Which statement is the best prediction about the number of cookies the college will need?
The college will have about 480 students who prefer cookies.
The college will have about 640 students who prefer cookies.
The college will have about 1,280 students who prefer cookies.
The college will have about 1,440 students who prefer cookies.
The claim that makes the most accurate statement regarding how many cookies the institution will require There will be 480 pupils who favour cookies at the college.
Explain about the percentages:Decimals or fractions can also be used to represent percentages. Divide a percentage by 100 to turn it into a fraction.
If the sample of 225 students was truly random and not just selected from a certain group, we may calculate percentages depending on it.
For this computation, see the worksheet that is provided. Pie was favoured by 16% of the 225 students, as can be seen. These percentages can be employed to forecast the number of students in each category if they are reflective of the 4000-student overall student population. 640 students make up 16% of 4000.As a result, "There will be roughly 640 pie-loving pupils at the college."
Thus, the claim that makes the most accurate forecast regarding how many cookies the institution will require There will be 480 pupils who favour cookies at the college.
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Evaluate the expression for = 0. 6. Write your answer as a decimal or whole number. –20 + 18. 5u =
The expression -20 + 18.5u, when u is 0.6, in a decimal or whole number is equal to -8.9.
To evaluate the expression -20 + 18.5u when u = 0.6, we simply substitute 0.6 in place of u and simplify using the order of operations (PEMDAS).
-20 + 18.5u = -20 + 18.5(0.6) (substitute 0.6 for u)
-20 + 11.1 = -8.9 (simplify using multiplication first and then addition/subtraction)
Therefore, the value of the expression when u = 0.6 is -8.9.
The order of operations is a set of rules that dictate the order in which mathematical operations should be performed to avoid ambiguity and ensure that calculations are carried out correctly. PEMDAS stands for Parentheses, Exponents, Multiplication and Division (performed from left to right), and Addition and Subtraction (also performed from left to right).
In this case, we first multiply 18.5 and 0.6, giving us 11.1. Then, we subtract 20 from 11.1, resulting in -8.9.
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Question
The table of values shows the height of a windmill blade from the ground over time. This can be modeled by a sinusoidal function.
The table of values is attached
Which statements are true?
Select each correct answer.
The frequency of the function is 4.
The minimum value of the function is 5.8.
The amplitude of the function is 1.5.
The period of the function is 1/4.
Answer:
the amplíetude of the function is 1.5
Step-by-step explanation:
.
X2 = 16 what is the anwser?
Answer:
x=4
Step-by-step explanation:
If the equation is:
[tex]x^{2} =16[/tex]
then the answer is 4, because to solve this, you would have to take the square root of both sides to cancel out the square on the left side of the equation:
[tex]\sqrt{x^{2} } =\sqrt{16}\\ x=4[/tex]
Hope this helps :)
The graph below does not represent a function because it fails the vertical-line test. Which is the best explanation of why a graph that fails the vertical line test does not represent a function? A. If a vertical line intersects a graph more than once, this indicates that there are multiple points with the same y-value. A function cannot have repeated y-values. B. On a vertical line, one x-value is paired with many y-values. A function cannot have one x-value paired with different y-values, so a vertical line is not a function. C. The points where a vertical line intersects a graph have the same x-value but different y-values. The graph of a function cannot have points with the same x-value but different y-values. D. The relation represented by a vertical line maps many x-values to the same y-value. This kind of mapping is not a function. So if a graph intersects a vertical line more than once, that graph is not a function either.
As a result, choice B adequately justifies why a graph that fails the vertical line test cannot be used to represent a function.
what is a function?A function in mathematics is a rule or association that gives each input value a distinct output value. A function, then, is a collection of ordered pairs, each pair consisting of an input value (also known as an argument or predictor variable) and the control signal value (also known as the value or dependent variable). The output value for each given input value can be found using the formula or graph of a function.
Option B provides the justification for why a graph that fails the vertical line test cannot be used to represent a function: One x-value is coupled with numerous y-values on a vertical line.
A vertical line is not a function since a function cannot have one x-value associated with multiple separate y-values.
To ascertain whether a graph accurately depicts a function, use the vertical line test.
Each vertical line that crosses the graph more than once has an x value and several y values, which is against the definition of a function.
As a result, choice B adequately justifies why a graph that fails the vertical line test cannot be used to represent a function.
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Mr. Howard surveyed his students about their favorite flavor of ice cream. In his second period class, 725 preferred vanilla. In his fourth period class, 8 out of 27 students preferred vanilla. In his sixth period class, 30% preferred vanilla. In which class did the greatest fraction of the students prefer vanilla ice cream?
Answer:
8/27.
Step-by-step explanation:
To find out which class had the greatest fraction of students who preferred vanilla ice cream, we need to compare the ratios of students who preferred vanilla to the total number of students in each class.
For second period class:
Number of students who preferred vanilla = 725
Total number of students = unknown
Ratio of students who preferred vanilla to total number of students = unknown/unknown = undefined
For fourth period class:
Number of students who preferred vanilla = 8
Total number of students = 27
Ratio of students who preferred vanilla to total number of students = 8/27
For sixth period class:
Number of students who preferred vanilla = 30% of total number of students
Total number of students = unknown
Ratio of students who preferred vanilla to total number of students = 0.3*unknown/unknown = 0.3
Therefore, the fourth period class had the greatest fraction of students who preferred vanilla ice cream, with a ratio of 8/27.
help simplify 53b−7b−6b+1 if b=25 plsssssssssssssss
Answer:
53b - 7b - 6b + 1 with b = 25 simplifies to 1001.
Step-by-step explanation:
To simplify 53b - 7b - 6b + 1 with b = 25, we substitute 25 for b and simplify the expression as follows:
53b - 7b - 6b + 1 = 53(25) - 7(25) - 6(25) + 1
= 1325 - 175 - 150 + 1
= 1001
Therefore, 53b - 7b - 6b + 1 with b = 25 simplifies to 1001.
can you help me with numbers 4 and 5 please, this has to be in by tomorrow
Answer:
4. The smaller angle is 35°.
5. AngleCAB = 40°
AngleDAC = 50°
Step-by-step explanation:
4) The 3 angles shown all together add up to 180°.
3x+10 + 90° + 2x+5 = 180°
combine like terms.
5x + 105 = 180
subtract 105
5x = 75
divide by 5
x = 15
One of the angles is 3x+10 and the other is 2x+5.
2x+5 is the smaller angle. If x=15, then 2x+5
= 2(15) + 5
= 30 + 5
= 35
The smaller angle is 35°.
5) The two angles in this question add up to 90°.
7x-16 + 6x+2 = 90°
combine like terms
13x - 14 = 90
add 14
13x = 104
divide by 13
x = 8
Angle CAB = 7x - 16
= 7(8) - 16
= 56 - 16
= 40
AngleCAB = 40°
AngleDAC = 6x + 2
= 6(8) + 2
= 48 + 2
= 50
We also could have just subtracted to find angleDAC 90 - 40 = 50.
AngleDAC = 50°
Gary drove 800 miles over a period of 18 hours. Calculate his average speed. Round to the nearest tenth
Gary's average speed is approximately 44.4 mph. This is found by dividing the total distance traveled (800 miles) by the total time taken (18 hours) and rounding to the nearest tenth.
To calculate Gary's average speed, we need to use the formula
Average speed = Total distance ÷ Total time
In this case, the total distance is 800 miles, and the total time is 18 hours. So we can plug these values into the formula and simplify
Average speed = 800 miles ÷ 18 hours
Average speed = 44.444444... miles per hour
Rounding to the nearest tenth, we get
Average speed ≈ 44.4 miles per hour
Therefore, Gary's average speed during his 800-mile trip was approximately 44.4 miles per hour.
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on average, what percentage of infants born to 45-year-old mothers have down syndrome? on average, what percentage of infants born to 45-year-old mothers have down syndrome? 1% 3% 8% 10% 30%
The number of infants born to 45-year-old mothers who have Down syndrome on average is approximately 1 in 30 or 3.33%. The Down disorder may be a hereditary clutter that happens when there's an additional duplicate of chromosome 21.
The chance of having a child with Down disorder increments with maternal age. Agreeing to the American College of Obstetricians and Gynecologists, at age 35, the hazard of having an infant with Down disorder is around 1 in 350, or 0.29%. By age 40, the hazard increments to around 1 in 100, or 1%. And by age 45, the chance is around 1 in 30 or 3.33%.
In any case, pre-birth testing can offer assistance distinguish the chance of Down disorder and other hereditary anomalies amid pregnancy. This will offer assistance to hopeful guardians to make educated choices approximately their pregnancy and their baby's wellbeing.
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Solve. Round your answer to the nearest thousandth.
Answer: 0.8982
Step-by-step explanation:
math
Answer:
x ≈ 0.898
Step-by-step explanation:
using the rule of logarithms
log [tex]x^{n}[/tex] = n log x
given
[tex]6^{x}[/tex] = 5 ( take natural logarithm ln of both sides )
ln [tex]6^{x}[/tex] = ln 5
x ln 6 = ln 5 ( divide both sides by ln 6 )
x = [tex]\frac{ln5}{ln6}[/tex] ≈ 0.898 ( to the nearest thousandth )
Solve for s. . ...................
Answer:
[tex]S = \dfrac{v^2 - u^2}{2a}[/tex]
Step-by-step explanation:
We can solve for S using algebraic manipulation.
[tex]v^2 = u^2 + 2aS[/tex]
↓ subtract [tex]u^2[/tex] from both sides
[tex]v^2 - u^2 = 2aS[/tex]
↓ divide both sides by [tex]2a[/tex]
[tex]\dfrac{v^2 - u^2}{2a} = S[/tex]
[tex]\boxed{S = \dfrac{v^2 - u^2}{2a}}[/tex]
[tex]\sf \boxed{\sf S=\dfrac{v^{2}-u^{2} }{2a}}[/tex]
Step-by-step explanation:1. Write the expression.[tex]\sf v^{2} =u^{2} +2aS[/tex]
2. Subtract "u²" from both sides of the equation.[tex]\sf v^{2}-u^{2} =u^{2} +2aS-u^{2}\\ \\v^{2}-u^{2} =2aS[/tex]
3. Dividie by "2" and "a" on both sides of the equation.[tex]\sf \dfrac{v^{2}-u^{2} }{2a} =\dfrac{2aS}{2a} \\ \\ \\\dfrac{v^{2}-u^{2} }{2a} =S\\ \\ \\\boxed{\sf S=\dfrac{v^{2}-u^{2} }{2a}}.[/tex]
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What is the y-intercept of the line with the equation y = one-half x minus 3? a. -3 c. -6 b. 6 d. One-half
You want to estimate the proportion of individuals in your area who think the public school system needs major overhauling. If you believe the proportion will be about 35%, how many individuals will you need to sample if you want a 95% margin of error to be no more than 3%? at least 30 at least 1068 at least 972
We cannot have a fraction of a person in the sample, we need to round up to the next whole number, which is 1022.
So, you will need to sample at least 1022 individuals to achieve a 95% confidence level with a margin of error no more than 3%.
This means that the correct answer among the given options is "at least 1068".
To estimate the sample size needed for survey, you can use the formula for sample size calculation in a proportion estimation problem.
The formula is:
[tex]n = (Z^2 * p * (1-p)) / E^2[/tex]
where:
n = required sample size
Z = Z-score, which corresponds to the desired confidence level (1.96 for a 95% confidence level)
p = estimated proportion (0.35 in this case)
E = desired margin of error (0.03 in this case)
Now, let's plug the values into the formula:
[tex]n = (1.96^2 * 0.35 * (1-0.35)) / 0.03^2[/tex]
n = (3.8416 * 0.35 * 0.65) / 0.0009
n = 0.919326 / 0.0009
n ≈ 1021.473.
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A survey asked a group of adults and youths if they prefer reading books printed on paper or electronic books. Results are shown in the table below, but some values are missing. Fill in the missing values.
Given the survey, the completed table is as follows:
Print Electronic Total
Youth 23 40 63
Adults 23 36 59
Total 46 76 122
To fill in the missing values, we can use the fact that the total number of youths is 63 and the total number of adults is 59. Thus, we can subtract the number of known values from the total to find the missing values.
For the number of youths who prefer printed books, we have:
Print + Electronic = Total
Print + ? = 63
23 + ? = 63
? = 63 - 23
? = 40
For the number of adults who prefer electronic books, we have:
Print + Electronic = Total
? + Electronic = 59
23 + Electronic = 59
Electronic = 59 - 23
Electronic = 36
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The Central Limit Theorem describes the relationship between the ___ of sample means and the ___ that the samples are taken from
The Central Limit Theorem describes the relationship between the distribution of sample means and the population distribution that the samples are taken from.
The Central Limit Theorem (CLT) states that if you take random samples of a population and calculate the mean of each sample, the distribution of those sample means will be approximately normally distributed, regardless of the underlying population distribution.
This means that as the sample size increases, the distribution of sample means becomes more and more normal. The CLT is a fundamental concept in statistics because it allows us to make inferences about population parameters based on sample statistics. It is widely used in hypothesis testing, confidence intervals, and other statistical applications.
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23. y = x + 5; (4, -3)
Answer:
y=x+5;1
Step-by-step explanation:
Hope this helps! =D