The difference between the high and low temperatures on Sunday was at least 35°F. The low temperature on Sunday was -8°F.
Part A
Select the correct values and symbol to write an inequality that represents the possible high temperatures, t, on Sunday.
t- __ _ __

Answer:

Therefore, adding 10 to the numerator is the better option if we want to increase the value of 46/224.

Step-by-step explanation:

To find which option will give a larger final number, we should calculate both the possibilities and compare them ,

Firstly,add 10 to the numerator

Now,

The new rational number will be,

(46 + 10) / 224

= 56 / 224

= 7 / 28

2ndly,

Add 10 to the denominator

The new rational number will be,

46 / (224 + 10)

= 46 / 234

After comparing these two rational numbers and converting them to decimals or simplify them ,

7 / 28

= 0.25

46 / 234

= 0.196581...

Since 0.25 is larger than 0.196581...,

Now,adding 10 to the numerator will result in a larger final number.

Therefore, adding 10 to the numerator is the better option if we want to increase the value of 46/224.

The Big data characteristic which this mainly involve include the following: B. variety.

In Computer technology, Big data can be defined as large (huge) collections of data that are typically difficult for users to process, analyze, and manage through the use of conventional data tools or traditional database methods and tools.

In Computer technology, big data comprises five Vs and these include the following:

In conclusion, we can infer and logically deduce that variety is the characteristics of that this scenario describe because the team gathers the fans' personalized video clips, tweets, texts, and other posts to the team website.

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Complete Question:

The Mayberry mustangs, a minor league baseball team, recently upgraded their ability to collect data from their fans in order to draw people to their website. the team gathers the fans' tweets, texts, personalized video clips, and other posts to the team website. then they include them in a humorous mashup before each game. Which big data characteristic does this mainly involve? multiple choice question?

Volume

Variety

Veracity

Value

The three dimensional shapes  are objects that have three dimensions - length, width, and height. Cubes, spheres and pyramids are the examples of 3D shapes

Three-dimensional shapes, also known as 3D shapes, are objects that have three dimensions - length, width, and height. These shapes exist in physical space and can be perceived and touched. Some common examples of 3D shapes include:

Cubes: A cube is a six-sided shape with all sides equal in length, and all angles right angles.

Spheres: A sphere is a round 3D shape with no corners or edges.

Pyramids: A pyramid is a three-dimensional shape with a polygon as its base and triangular faces that meet at a point called the apex.

Cylinders: A cylinder is a 3D shape with a circular base and straight sides that extend upwards.

These shapes can be found in a variety of contexts, from architecture to engineering, to everyday objects like toys and packaging.

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The slope of the line tangent to the parabola's y-intercepty = [tex](x+2)^2-4[/tex] is 4.

We must first get the parabola's y-intercept in order to determine the slope of the line tangent to it.

We enter x=0 into the equation to obtain the y-intercept:

[tex]y = (x + 2)^2 - 4[/tex]

[tex]y = (0 + 2)^2 - 4[/tex]

y = 4 - 4

y = 0

Hence, the parabola's y-intercept is (0, 0).

The derivative of the parabola's equation must then be determined.

[tex]y = (x + 2)^2 - 4\\y = x^2 + 4x + 4 - 4\\y = x^2 + 4x[/tex]

dy/dx = 2x + 4

By adding x=0 to the derivative, we can now get the slope of the tangent line to the y-intercept:

dy/dx = 2x + 4

dy/dx = 2(0) + 4

dy/dx = 4

Hence, the slope of the line tangent to the parabola's y-intercepty = [tex](x+2)^2-4[/tex] is 4.

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Step-by-step explanation:

10x - 2x = 8x

18x - (7 + 4x) = 18x - 7 - 4x = 14x - 7

= 7(2x - 1)

please pick whatever you think your teacher prefers.

Since one side of a regular hexagon is extended to create an exterior angle, the measure of such exterior angle is: C. 60.

In Mathematics and Geometry, the sum of the interior angles of both a regular and irregular polygon is given by this formula:

Sum of interior angles = 180 × (n - 2)

Note: The given geometric figure (regular polygon) represents a hexagon and it has 6 sides.

Sum of interior angles = 180 × (6 - 2)

Sum of interior angles = 180 × 4

Sum of interior angles = 720°.

Each interior angle = 720/6 = 120°.

When the hexagon is extended create an exterior angle, its measure is given by;

x + 120 = 180°.

x = 180° - 120°

x = 60°.

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Nominal variables are calculated in current year prices and real variables are measured in base year dollars to adjust for the effect of inflation by the price index.

Nominal Variable:

Nominal variables as well as dichotomous and ordinal variables constitute the three types of categorical variables. Dichotomous variables are a subtype of dummy variables that can only have two levels or categories. On the other hand, ordinal variables can have two or more categories, but they can be ordered or ordered. In addition to categorical variables, other types of variables are used, such as interval and ratio variables. An example of a dummy variable is hair color. Indeed, the hair can be of different colors like blond, black, brown, red, etc. These categories cannot be sorted and no operations can be performed.

Real Variable:

A real variable is one that does not take into account the effects of price and/or inflation. Conversely, nominal variables are variables that do not take into account the effect of inflation. As a result, changes in prices and inflation affect nominal rather than real variables. Real changes in private equity, real disposable income, real government spending, real private fixed investment, etc. The same concept of calculating real wages applies to all of these variables.

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Explanation:

You want synthetic division explained for division of (2x^4 -3x^3 -5x^2 +3x +8) by (x-2).

In general, synthetic division is long division without writing the variables. It takes advantage of the fact that subtracting the product of the quotient term and the divisor makes the leading term go to zero at each step. This makes it possible to write the entire division on one line, instead of several. (The long division of these polynomials is shown in the second attachment.)

Synthetic division is most easily accomplished as division of a polynomial by a monic binomial—a binomial of the form x -a. Both dividend and divisor can be divided by the leading coefficient of the divisor if it is not 1.

The first attachment shows the tableau that is used during the synthetic division process. At top left is the opposite of the divisor constant. (This is the value that makes the divisor zero.) By using the opposite of the constant, later steps can involve addition, rather than subtraction, which simplifies the process and reduces errors.

To the right of the divisor zero, the coefficients of the polynomial are listed in decreasing order of degree. If a polynomial term is missing, then a 0 is used for its coefficient. Typically, the tableau is drawn with a vertical line between the divisor zero and the polynomial coefficients.

A horizontal line is drawn below the coefficients, with enough space to allow for partial products to be written between the coefficients and the horizontal line. The first (left-most) dividend polynomial coefficient is copied below the line.

From here, steps for succeeding columns of the tableau are the same. Working left-to-right, the value just written below the line is multiplied by the divisor zero, and that product is written above the line in the next column to the right. The coefficient is added to that, and the sum is written below the line.

The sum in the final (rightmost) column is the remainder from the division. The quotient from the division has the set of coefficients that are the numbers below the line to the left of the remainder.

As shown in the attachment, the result of using synthetic division for the given polynomials is ...

  2 1 -3 -3 2

This means the quotient is 2x³ +x² -3x -3 and the remainder is 2. That is, ...

  (2x⁴-3x³-5x²+3x+8) ÷ (x-2) = 2x³ +x² -3x -3 + 2/(x-2)

__

Additional comment

Synthetic division is really designed for division by monic binomials. It can be extended (with extreme care) to division by monic polynomials of higher degree than 1. What makes it work is the fact that the leading dividend term disappears at each step, so no accounting for the coefficients of the leading terms is required.

The same trick of using sums instead of differences could be applied to long division—again, with extreme care.

Two meter is approximately equal to 78.7402 inches

To convert 1 meter to inches, we can use the following formula:

1 meter = 39.3701 inches

The conversion factor is 39.3701

The conversion is the process of changing the unit of one quantity to another units  

The conversion factor is defined as the number that is used to change one unit to another units by multiplying or dividing

Therefore,

The length in inches = conversion factor × The length in meter

Substitute the values in the equation

2 meter = 39.3701 × 2

Multiply the numbers

= 78.7402 inches ( rounded to four decimal places )

Therefore, one meter is 78.7402 inches

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Answer:

to show how much rainfall there is between months in different regions

Answer:

It will take him 13 Months to save up $12 a month to buy the shoes.

Hope this helps

Step-by-step explanation:

The equation tan(30°) = 5/b can be used to solve for b. The solution has been obtained by using trigonometry.

What is trigonometry?

The study of the sides, angles, and connections of the right-angle triangle falls under the purview of the branch of mathematics known as trigonometry.

We are given a right angled triangle, with angle BCA = 90° and angle CAB = 30°. Also, the length of side BC is 5 centimeters, the length of BA is 10 centimeters, and the length of CA is b.

Using trigonometry,

We know that tan theta = opposite side/ adjacent side

So,

⇒tan θ = 5/b

Here, θ = 30°

So,

⇒tan 30° = 5/b

Hence, the equation tan(30°) = 5/b can be used to solve for b.

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To convert tablespoons to cups divide the number of tablespoons by 16.

Converting tablespoons to cups involves a simple mathematical calculation. There are 16 tablespoons in a cup, so to convert tablespoons to cups, you need to divide the number of tablespoons by 16.

Here's the formula:

Cups = Tablespoons ÷ 16

Alternatively, you can use a conversion chart to convert tablespoons to cups. Here's a quick reference chart that shows common conversions:

1 tablespoon = 1/16 cup

2 tablespoons = 1/8 cup

4 tablespoons = 1/4 cup

8 tablespoons = 1/2 cup

16 tablespoons = 1 cup

Therefore, the steps to convert the tablespoons to cups has been explained

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Answer: -19

Step-by-step explanation: 5 x 3 = 15

9 x 4 = 36

15 - 36 = -21

-21 + 2 = -19

The equivalent value of 5 ft 7 in cm is 170.18 centimeters

In today's world, measurements play a crucial role in almost everything we do. Whether it's measuring ingredients for a recipe or calculating distances for a road trip, we rely on accurate measurements to ensure success. And as we live in a globalized world, it's important to be able to convert measurements from one unit to another. In this article, we will discuss how to convert the height of 5 feet 7 inches into centimeters.

To convert 5 feet 7 inches into centimeters, we need to first understand the conversion factor between feet and centimeters. 1 foot is equal to 30.48 centimeters. Therefore, to convert 5 feet into centimeters, we can multiply 5 by 30.48, which gives us 152.4 centimeters.

Now, we need to convert the 7 inches into centimeters. 1 inch is equal to 2.54 centimeters.

To convert 7 inches into centimeters, we can multiply 7 by 2.54, which gives us 17.78 centimeters.

Finally, to get the total height in centimeters, we can add the two values we obtained in the previous steps. Therefore, the height of 5 feet 7 inches is equal to

=> (152.4 + 17.78) = 170.18 centimeters

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The factors of 20 are 1, 2, 4, 5, 10 and 20. A number that divides 20 exactly without producing a remainder is said to be one of its factors.

In other words, the factors of 20 are the numbers that, when multiplied in pairs, result in the number 20. 20 has many factors besides 1 and 20 because it is an even composite number. Thus, 1, 2, 4, 5, 10, and 20 are the factors of 20.

By dividing 20 by various integers, the division method allows one to discover the factors of the number 20. The integers are the factors of 20 if they divide 20 precisely with a remainder of 0. Let's discuss the factors of 20 using the division method now.

20/1 equals 20 (factor 1; remainder 0).

20/2 = 10 (Factor is 2 and Remainder is 0)

20/4 equals 5 (the factor is 4 and the remainder is 0).

20/5 equals 4 (the factor is 5 and the remainder is 0).

20/10 equals 2 (factor is 10; remainder is 0).

20/20 = 1 (20 is the factor and 0 is the remainder).

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Although both grains and grams are weight-measuring units, they are not interchangeable.

The weight of gunshots, arrows, and gunpowder is often measured in the United States using a unit of mass called a grain. A grain weighs around 0.06479891 grams.

In contrast, a gram is a mass unit in the International System of Units (SI) that is often employed in scientific and practical contexts. There are 15.4323584 grains in one gram.

You may multiply the total number of grains by 0.06479891 to convert grains to grams. If you have 500 grains, for instance, you would convert them to grams as follows: 500 grains x 0.06479891 grams per grain = 32.399455 grams.

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Out of the given fractions, 9/20, 14/35, and 1/16 are terminating decimals, while 1/35 is a non-terminating decimal.A terminating decimal is a decimal number that ends or terminates after a finite number of digits.

In other words, the decimal representation of the fraction does not go on forever.

To determine if a fraction is a terminating decimal, we need to convert it into a decimal by dividing the numerator by the denominator. If the result is a finite decimal, then the fraction is a terminating decimal; otherwise, it is a non-terminating decimal.

Now, let's apply this method to the fractions given in the question:

9/20: To convert 9/20 into a decimal, we divide 9 by 20, which gives 0.45. Since the decimal terminates after two digits, 9/20 is a terminating decimal.

1/35: To convert 1/35 into a decimal, we divide 1 by 35, which gives 0.02857142857... The decimal goes on forever, so 1/35 is a non-terminating decimal.

14/35: To convert 14/35 into a decimal, we divide 14 by 35, which gives 0.4. Since the decimal terminates after one digit, 14/35 is a terminating decimal.

1/16: To convert 1/16 into a decimal, we divide 1 by 16, which gives 0.0625. Since the decimal terminates after four digits, 1/16 is a terminating decimal.

In summary, out of the given fractions, 9/20, 14/35, and 1/16 are terminating decimals, while 1/35 is a non-terminating decimal.

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The integral of sec^3(4x) can be found using the substitution method.

Let u = 4x, then du/dx = 4 and dx = du/4

Substitute these values into the integral:

Now we can use the formula for the integral of sec^3(x):

Substitute back in u for x:

Therefore, the integral of sec^3(4x) is (1/8) sec(4x) tan(4x) + (1/8) ln |sec(4x) + tan(4x)| + C, where C is the constant of integration.

~ Zeph

Answer:

y=8

Step-by-step explanation:

Slope-intercept form

y=mx+b

Plug in values

y=0x+b

8=0(-4)+b

b=8

substitute

y=8

The value of x is given as follows:

x = 9.

Similar triangles are triangles that share these two features presented as follows:

Similar triangles have congruent angle measures, and the angles of 3x + 15º and 42º are congruent, hence the value of x is obtained as follows:

3x + 15 = 42

3x = 27

x = 9.

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The possible outcomes for flipping a two-sided tile once are:

Toss 1 Toss 2 Toss 3

Black Black Black

Black Black White

Black White White

Black White Black

White White White

White White Black

White Black Black

White Black White

If we flip the tile three times, the sample space will consist of all possible outcomes of the three flips.

Each flip is independent, so the total number of possible outcomes is the product of the number of outcomes for each flip, which is 2.

Therefore, the sample space for flipping the tile three times is:

BBB,

BBW,

BWB,

BWW,

WBB,

WBW,

WWB,

WWW

Where

B = the black side facing up, and

W = the white side facing up.

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Answer:

127.5

Step-by-step explanation:

you arrange the numbers from least to greatest then divide by 2 If the amount of numbers you have are iuneven add 1 to it for example the first 9 prime numbers. 9 isn't and even number so you add 1 then divide by

Answer:

blank=9

Step-by-step explanation:

The diamond problem solver is a graphical tool used to solve problems involving the addition and multiplication arithmetic operations.

It is frequently used in elementary mathematics to assist students in comprehending the relationship between these operations and their inverse operations of subtraction and division.

The diamond problem solver gets its name from the fact that it is drawn in the shape of a diamond with four sections. The sum or product is represented by the top section, the addends or factors are represented by the two side sections, and the missing value is represented by the bottom section.

We use the diamond problem solver by writing the known values in the diamond's two side sections and filling in the missing value in the bottom section. Then we add or multiply the known values to find the value in the diamond's top section.

For example, to solve the problem:

7 + ___ = 12

We would write 7 in the left section of the diamond and 12 in the top section, leaving the right section blank. We then fill in the bottom section with the missing value by subtracting 7 from 12:

12 - 7 = 5

So, the value in the bottom section of the diamond is 5, and the completed diamond would look like this:

  [tex]07\\+ ?\\-\\ 12[/tex]

[tex]07\\+ 5\\--\\ 12[/tex]

As a result, the problem's missing value is 5. The diamond problem solver can also be used to solve multiplication problems by placing the known values in the side sections and the product in the top section.

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If the points lie on a straight line passing through the origin, it would support Enid's claim that the distance she jogs and the number of calories she burns are in a proportional relationship.

What is proportion ?

Proportion refers to the relationship or comparison between two or more quantities or values. It is typically expressed as a ratio or fraction that compares the part to the whole or the amount of one thing to the amount of another thing.

The two correct methods that Enid can use to test her claim are:

She could calculate the ratio change in calories burned to change in miles jogged for two data points and compare the results to the same ratio with two other data points.

This method involves calculating the ratio of the change in calories burned to the change in distance jogged for two pairs of data points, and then comparing the results to see if they are the same. If they are the same, it would support Enid's claim that the distance she jogs and the number of calories she burns are in a proportional relationship.

She could plot the data on a coordinate plane and see if a straight line starting at (0, 0) passes through all the data points.

This method involves graphing the data points on a coordinate plane and checking if they form a straight line that passes through the origin (0, 0).

Therefore, If the points lie on a straight line passing through the origin, it would support Enid's claim that the distance she jogs and the number of calories she burns are in a proportional relationship.

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The blueberry muffins made by baker on monday is 40% of the total muffins made by the baker .

A quantity or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. In order to determine the percentage of a number, divide it by its sum and then multiply the result by 100. The proportion thus refers to a component per 100. The word percent indicates a percentage of 100. The word "percent" denotes "per 100." The letter "%" stands for it.

Now in the given question,

Total number of muffins baker made = 90

Blueberry Muffins made by baker on monday = 36

Prcentage of blueberry muffins out of total muffins  [tex]=\frac{36*100}{90} = 40 %[/tex]

So , the Blueberry Muffins were 40% of the total muffins baker made.

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Answer:

the angle measures 59.9°, and its supplementary angle measures 180° - 59.9° = 120.1°.

Step-by-step explanation:

Let x be the measure of the angle we are trying to find.

By definition of supplementary angles, we know that the angle's supplementary angle measures 180° - x.

We are also given that the angle measures 120.2° less than its supplementary angle. This can be written as:

x = (180° - x) - 120.2°

Simplifying the equation, we get:

x = 59.9°

Therefore, the angle measures 59.9°, and its supplementary angle measures 180° - 59.9° = 120.1°.

Answer:

The major axis of the given ellipse is on the y-axis.

Step-by-step explanation:

The general equation of an ellipse is:

[tex]\boxed{\dfrac{(x-h)^2}{a^2}+\dfrac{(y-k)^2}{b^2}=1}[/tex]

where (h, k) is the center.

The major axis is the longest diameter of an ellipse, and the minor axis is the shortest diameter of an ellipse.

If a > b the ellipse is horizontal, a is the major radius (parallel to the x-axis), and b is the minor radius (parallel to the y-axis).

If b > a the ellipse is vertical, b is the major radius (parallel to the y-axis), and a is the minor radius (parallel to the x-axis).

The given equation is:

[tex]\dfrac{x^2}{49}+\dfrac{y^2}{81}=1[/tex]

Therefore:

As b > a, the ellipse is vertical.

The major axis is 18 units in length and is parallel to the y-axis.

The minor axis is 14 units in length and is parallel to the x-axis.

Both axes pass through the center of the ellipse.

As the center of the ellipse is the origin, the major axis is on the y-axis and the minor axis is on the x-axis.

You'd would like to convert a set of raw scores into such a set of z-scores so you can compare scores from different distributions, as well as to create a distribution besides a mean of 0 and a standard deviation of 1.

What is the purpose of converting raw scores to z-scores?

We could indeed convert scores obtained to z-scores to determine where those scores fall inside the distribution. Assume we receive a 68 on an exam.

Why is it critical to convert raw marks to z-scores in multiple regression?

Standardizing raw data by converting it to z-scores has the clear benefits: Recognize in which a piece of evidence falls within a distribution. Contrast evaluation from different variables.

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