7/19 as a percentage, round your answer to the nearest tenth of a percent​

Answer:

B.6 pages per day

Answer:

The given data suggests that there is a positive correlation - as grade level increases, so does the expected hours of homework.

Step-by-step explanation:

It is difficult to accurately predict the expected hours of homework for 5th and 8th graders based on the given data. However, we can try to make an estimate by assuming a linear correlation between grade level and hours of homework.

Using the given data, we can plot a scatter plot with grade level on the x-axis and hours of homework on the y-axis. We can then draw a line of best fit through the data points to estimate the correlation.

Assuming a linear correlation, we can use the slope-intercept form of a line to calculate the expected hours of homework for 5th and 8th graders. The equation of the line of best fit is:

y = 2.5x - 6.5

where y is the expected hours of homework per week and x is the grade level. Using this equation, we can estimate that the expected hours of homework per week for 5th graders would be:

y = 2.5(5) - 6.5 = 6 hours

And the expected hours of homework per week for 8th graders would be:

y = 2.5(8) - 6.5 = 16 hours

It is important to note that this is just an estimate based on the given data, and actual hours of homework may vary depending on the school and curriculum.

As for the correlation between grade level and hours of homework per week, the given data suggests that there is a positive correlation - as grade level increases, so does the expected hours of homework. This is likely due to the increasing complexity and workload of the curriculum as students progress through school. However, it is important for schools to ensure that the amount of homework assigned is reasonable and does not cause undue stress or negatively impact students' well-being.

The value of y when x=36 is 31/3.

According to the question,

x varies directly with 3y+5

Thus,

[tex]x = k(3y+5)[/tex]

where K is any positive integer.

Now, from the question,

y=5/3 when x=10

Thus,

[tex]10 = k(3(\frac{5}{3} )+5)\\10 = k(10)\\k = 1[/tex]

Now we can use k to find the value of y when x=36:

[tex]36 = 1(3y+5)\\31 = 3y\\y = \frac{31}{3}[/tex]

In mathematics, an integer is a whole number that can be positive, negative, or zero. Integers are a fundamental concept in number theory and are used in a variety of applications across many fields. Integers can be represented using the symbol "Z" and are denoted by an integer value like -3, 0, 1, 2, 3, etc. They are used to count and measure quantities in real-life situations, such as the number of apples in a basket or the distance between two cities.

Integers are closed under addition, subtraction, and multiplication, meaning that if you add, subtract, or multiply any two integers, the result will also be an integer. However, the division is not always closed under integers, as dividing by zero is undefined, and dividing two integers can result in a non-integer value.

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Complete Question:

If x varies directly with 3y+5 and y=5/3 when x=10, then what is the value of y when x=36

190 pairs of scissors came in each box.

This is an example of a word problem. As a model, a word problem depicts circumstances from the actual world that may be converted into phrases.

Weight of each pair of scissors = 0.34 kg

Weight of a box of scissors = 64.6 kg

Therefore, pairs of scissors in each box = Weight of a box of scissors ÷

                                                                      Weight of each pair

                                                                   = 64.6 ÷ 0.34

                                                                   = 190 pairs.

Hence, 190 pairs of scissors came in each box.

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a) Measurement of arcCD is 40°

b) Measurement of arcVW is 134°

The Circle identities refer to a set of fundamental identities in trigonometry that relate the six trigonometric functions of an angle in a right-angled triangle.

a) Given that, ∠CED=∠AEC =50°  arcAB=140° we have to find out arcCD

We know the formula for external angle as per given diagram,

∠AEC = [tex]\frac{1}{2} (arcAB-arcCD)[/tex]

50° = [tex]\frac{1}{2} *(140-arcCD)[/tex]

Simplify, arcCD = 140° - 100° = 40°

Therefore, measurement of arcCD is 40°

b) Given that, ∠VYW =36°  arcVX=62° we have to find out arcVW

We know the formula for external angle as per given diagram,

∠VYW = [tex]\frac{1}{2} (arcVW-arcVX)[/tex]

36° = [tex]\frac{1}{2} *(arcVW-62)[/tex]

Simplify, arcVW = 72° + 62° = 134°

Therefore, measurement of arcVW is 134°

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According to the question the a) Measurement of arcCD is 40° and b) Measurement of arcVW is 134°

The Circle identities refer to a set of fundamental identities in trigonometry that relate the six trigonometric functions of an angle in a right-angled triangle.

a) Given that, ∠CED=∠AEC =50°  arcAB=140° we have to find out arcCD
We know the formula for external angle as per given diagram,
∠AEC = 1/2 (arcAB - arcCD)
50° = 1/2*(140 - arccd)
Simplify, arcCD = 140° - 100° = 40°
Therefore, measurement of arcCD is 40°

b) Given that, ∠VYW =36°  arcVX=62° we have to find out arcVW
We know the formula for external angle as per given diagram,
∠VYW = 1/2(arcVW - arcVX)
36° = 1/2*(arcVW - 62)
Simplify, arcVW = 72° + 62° = 134°
Therefore, measurement of arcVW is 134°

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Answer: 1.45 Cents per (Rounded to the nearest cent)

Step-by-step explanation:

26 apples = $37.70

We want what one apple costs individually. The best way to do this is to divide both sides by 26.

1 apple = 37.70/26

1 apple = 1.45 Cents

Integers are a type of number used in mathematics that represent whole numbers. They are typically denoted by the symbol Z, and can be positive, negative, or zero.

Integers do not include fractions or decimal points, so they are distinct from real numbers.

In Mathematics, integers are the collection of whole numbers and negative numbers.

18 matches 9

-14 matches 7

11 matches - 65

13 matches 65

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Answer: At 250 miles, plan B is the most cost effective.

Step-by-step explanation:

Answers are under the questions below.

I. In complete sentences, translate each function into a verbal model describing the total cost of the rental in terms of the number of miles that the car is driven.

Plan A will charge .12 per mile plus a one time fee of $75.

Equation is y = .12x + 75 with the $75 being the y intercept or one time fee.

Plan B will charge .35 per mile with no one time fee.

Equation is y = .35x with the y intercept being (0) zero.

II. For each function, determine how the rate of change will affect the total cost of a car rental.

Initially the Plan A will be more expensive because of the one time fee, even though the rate is .12 per mile, which is much less than Plan B.

Plan B charges .35 per mile, but will eventually catch up in cost.

At approximately 326 miles the cost of each plan will equal at $114.13.

After 326 miles, Plan B will cost more than Plan A.

III. For a car rental that will include a maximum of 250 miles for the duration of the rental, which plan is the most cost effective?

Plan A, substitute 250 miles for x

Cost = .12 (250)  + 75

Cost = $105

Plan B, substitute 250 miles for x

Cost = .35 (250)

Cost = $87.50

At 250 miles, plan B is the most cost effective, saving $17.50.

graph is attached.

Answer:

7x+4y

Step-by-step explanation:

combine like terms

Answer:

4?

Step-by-step explanation:

Therefore , the solution of the given problem of function comes out to be he function's average rate of change over the range 3 x 4 is 4.

There will be questions on design, mathematics, each subject, and both real expression and imagined locations on the midterm exam. a list of the relationships between different elements that cooperate to create the same result. A service is composed of numerous distinctive components that cooperate to create distinctive results for each input. Every mailbox also has a specific address, which may be an enclave, a neighborhood.

Here,

Calculate the difference between the function values at

=> x = 4 and x = 3, then split by the difference in x-values,

which is 4 - 3 = 1, to determine the average rate of change of the function over the range 3  x  4.

We can see from the table that f(4) = -5 and f(3) = -9. As a result, the following function numbers are different:

=> f(4) - f(3) = (-5) - (-9) = 4

=> 4 - 3 = 1 represents the x-value disparity.

Therefore, the function's average rate of change over the period 3 x 4 is:

Average rate of change is equal to

=> (f(4)-f(3))/(4-3) = 4/1 = 4.

Consequently, the function's average rate of change over the range 3 x 4 is 4.

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The gradient of the chord PQ is 2h + 8

Let's first find the coordinates of points P and Q on the curve y = 2x^2+1.

Point P has an abscissa of 2, so its coordinates are (2, 2(2)^2+1) = (2, 9).

Point Q has an abscissa of 2+h, so its coordinates are (2+h, 2(2+h)^2+1) = (2+h, 2(4+4h+h^2)+1) = (2+h, 8+8h+2h^2+1) = (2+h, 2h^2+8h+9).

The gradient of the chord PQ is given by:

(m) = Δy /Δx

(m) = (2h^2+8h+9 - 9) / (2+h - 2)

(m) = (2h^2+8h) / (h)

(m) = 2h + 8

As h approaches zero, the gradient of the chord PQ approaches 8, because the term 2h becomes negligible compared to 8 when h is small. Therefore, the gradient of the tangent to the curve at point P is 8.

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Based on the passage data, the most accurate statement describing the relationship between cultured yeast preparation conditions and fermented alcohol yield is: "Neither glucose concentration nor percentage yeast inoculate was positively correlated with fermented alcohol yield."

What this means is that increasing the concentration of glucose or percentage of yeast inoculate did not lead to more production of alcohol. The data in Table 1 shows that the maximum fermented alcohol yield was obtained in Broth A, which had 10% glucose and 8% yeast inoculation. Broth C, which had a higher concentration of glucose at 12%, did not result in a higher yield of alcohol. Similarly, Broth B, which had a higher percentage of yeast inoculate at 10%, did not lead to a higher yield of alcohol.

Therefore, it can be concluded that neither glucose concentration nor percentage of yeast inoculates was positively correlated with fermented alcohol yield.

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Answer:

2 hours

Hope its right

The test statistic based on the number of students who preferred to get out early equals 3.65.

A test statistic is a numerical summary of the sample data that is employed to determine the strength of the evidence for a hypothesis. It is a quantitative measure that compares the observed data to the hypothesis. The t-value, Z-score, F-value, and chi-squared value are examples of common test statistics. In statistical hypothesis testing, a test statistic is used to make decisions about whether or not to reject the null hypothesis.

Based on the given problem, the number of students who preferred to get out of class early is 80, while the number of students who preferred a 10-minute break is 40. Hence, the number of students who had no preference is 30.

Now, we will find the test statistic based on the number of students who preferred to get out of class early as follows:

Test Statistic = (Observed Value - Expected Value) / Standard Deviation

To find the observed value, we need to calculate the proportion of students who preferred to get out of class early in the sample as follows:

Proportion of students who preferred to get out of class early = 80 / (150-30)= 80 / 120= 0.67

Therefore, the observed value is 0.67.

To find the expected value, we need to assume that there is no difference in students' preferences, and the proportion of students who preferred to get out of class early is the same as the proportion of students who preferred a 10-minute break.

Expected value = Proportion of students who preferred to get out of class early * Total number of students= 0.5 * 150= 75

Therefore, the expected value is 75.

To find the standard deviation, we need to use the formula for the standard deviation of a proportion as follows:

Standard Deviation = √[(p*q) / n]

where p is the proportion of students who preferred to get out of class early, q is the proportion of students who preferred a 10-minute break, and n is the total number of students.

Standard Deviation = √[(80/120)*(40/120) / 150]= √(0.1778 / 150)= 0.048

Therefore, the standard deviation is 0.048.

Now, we will substitute the values in the formula for the test statistic as follows:

Test Statistic = (0.67 - 0.5) / 0.048= 3.65

Therefore, the test statistic based on the number of students who preferred to get out early equals 3.65.

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The probability that the flip results in a head is given as Pr[H] = 23. Therefore, the probability that the flip results in a tail is Pr[T] = 1 - Pr[H] = 1 - 23 = 13.

Let A be the event that a white marble is selected. We need to find the conditional probability Pr[H|A], i.e., the probability that the flip resulted in a head given that a white marble was selected.

Using Bayes' theorem, we have:

Pr[H|A] = (Pr[A|H]*Pr[H]) / Pr[A]

Pr[A|H] is the probability of selecting a white marble given that the flip resulted in a head. This is given by (9/25), since there are 9 white marbles out of 25 in the first urn.

Pr[A] is the total probability of selecting a white marble, which can be found using the law of total probability:

Pr[A] = Pr[A|H]*Pr[H] + Pr[A|T]*Pr[T]

= (9/25)*0.23 + (1/11)*0.13

= 0.0888 + 0.0118

= 0.1006

Pr[A|T] is the probability of selecting a white marble given that the flip resulted in a tail. This is given by (1/11), since there is only 1 white marble out of 11 in the second urn.

Therefore,

Pr[H|A] = (9/25 * 0.23) / 0.1006 = 0.6508

Hence, the probability that the flip resulted in a head given that a white marble was selected is 0.6508 (or approximately 0.65).

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Answer:

x=5/4 or x=5/9

pls mark me brainliest

Answer:

x=5/4 (for the first x),x=5/9 (for the second x)

The magnitude of the vector is approximately 7.3 and the direction of the vector is approximately 74 degrees which is option B.

We have,

To find the magnitude and direction of the vector <2, 7>, we can use trigonometric concepts. Let's break down the steps:

Magnitude (Length) of the Vector:

The magnitude of a vector <x, y> is given by the formula:

Magnitude = √(x² + y²)

For the given vector <2, 7>:

Magnitude = √(2² + 7²) = √(4 + 49) = √53 ≈ 7.3 (rounded to the nearest tenth)

Direction (Angle) of the Vector:

The angle θ that the vector makes with the positive x-axis can be found using trigonometric functions:

θ = arctan(y / x)

For the given vector <2, 7>:

θ = arctan(7 / 2) ≈ 74° (rounded to the nearest degree)

Thus,

The magnitude of the vector is approximately 7.3 and the direction of the vector is approximately 74 degrees which is option B.

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First term in a geometric sequence is 5, and common ratio is 2. The sum of the first n terms of the sequence is 163,835.

The following formula can be used to calculate the sum of the first n terms of a geometric sequence:

Sn = a (1 - rn) over (1 - r),

where

a is the first term,

r is the common ratio, and

n is the number of terms.

So, Sn = a (1 - rn) over (1 - r) => 163835 = 5 (1 - 2n) over (1 - 2).

Simplifying it, we have

   163835 = 5 (1 - 2n) over (-1)

=> 163835 = -5 + 10n

=> 163840 = 10n

  => n = 16,384.

Therefore, the value of n is 16,384.

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the possible dimensions of the rectangular prism are:

1 unit by 12 units by 10 units

2 units by 6 units by 10 units

3 units by 4 units by 10 units

Let the length and width of the rectangular prism be represented by l and w, respectively. Since the height of the prism is 10 unit cubes, we know that the volume of the prism is:

V = l × w × 10

We are also given that the prism requires 120 unit cubes to fill completely, which means:

V = l × w × 10 = 120

Dividing both sides by 10, we get:

l × w = 12

Now we need to find pairs of positive integers l and w that multiply to 12. These are:

1 × 12

2 × 6

3 × 4

Therefore, the possible dimensions of the rectangular prism are:

1 unit by 12 units by 10 units

2 units by 6 units by 10 units

3 units by 4 units by 10 units

Note that these dimensions are not unique, as we can also obtain different dimensions by exchanging the length and width, or by rotating the prism.

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Answer:

Step-by-step explanation:

Tο find the pοpulatiοn οf the city after οne year, we shοuld multiply the current pοpulatiοn by 1.05.

A percentage that represents a tenth οf a quantity. One percent, denοted by the symbοl 1%, is equal tο οne-hundredth οf sοmething; hence, 100 percent denοtes the full thing, and 200 percent designates twice the amοunt specified. A pοrtiοn per hundred is what the percentage denοtes. The percentage refers tο οne in a hundred. The % sign is used tο denοte it.

We can express a 5% increase as a decimal by dividing 5 by 100, which gives 0.05. This means that the pοpulatiοn after οne year will be the current pοpulatiοn plus 5% οf the current pοpulatiοn. Mathematically, we can write:

Next year's pοpulatiοn = Current pοpulatiοn + 0.05 * Current pοpulatiοn

We can simplify this expressiοn by factοring οut the current pοpulatiοn:

Next year's pοpulatiοn = Current pοpulatiοn * (1 + 0.05)

Simplifying further, we can add 1 tο the decimal tο get:

Next year's pοpulatiοn = Current pοpulatiοn * 1.05

Therefοre, tο find the pοpulatiοn οf the city after οne year, we shοuld multiply the current pοpulatiοn by 1.05.

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The Statement 1: She is 95% confident that the mean systolic blood pressure for students in the sample is between 108.6 and 120.3 mm Hg. This statement is accurate and conveys the meaning of a 95% confidence interval.

The confidence interval is the range of values within which a statistical parameter is estimated to be accurate with a certain level of confidence.

A confidence interval gives an estimated range of values which is likely to include an unknown population parameter. Suppose that a student is working on a statistics project using data on systolic blood pressure collected from a random sample of 100 students from her college.

Statement 2: She is 95% confident that mean systolic blood pressure for students is between 108.6 and 120.3 mm Hg. This statement is inaccurate because the confidence interval obtained from the sample cannot be generalized to the entire population of students.

The correct statement should mention that the confidence interval is only for the random sample.Statement 2 is the incorrect statement.

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The amount of energy stored in plant matter each second is 1.08 × 10^12 Joules.

Step 1: Calculation of joules of energy stored in plant matter each secondGiven that, 1.08 terawatts of energy gets stored in plant matter for photosynthesis in a second.Therefore, 1.08 × 1012 watts of energy gets stored in plant matter each second. Also, the energy stored in plants matter in Joules = Watts × seconds (Joule is the unit of energy)1.08 × 1012 watts of energy stored in plant matter in a second.1 watt-second = 1 JouleEnergy stored in plant matter in a second = 1.08 × 1012 watts × 1 second = 1.08 × 1012 Joules Answer: The amount of energy stored in plant matter each second is 1.08 × 10^12 Joules.

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As a result, with the US$100 increase, the average monthly wage for employees would be US$3600, while the standard deviation would remain at US$250.

After the increase of US$100, the following will be the new average for employee monthly salaries:

Nueva media = previous media plus an increase, or US$3500 plus US$100, or US$3600.

The standard deviation does not change with an increase in sueld, so the new standard deviation would continue to be:

new standard deviation = previous standard deviation equals $250

As a result, with the US$100 increase, the average monthly wage for employees would be US$3600, while the standard deviation would remain at US$250.

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Answer:

16 feet

Step-by-step explanation:

Area of triangle = 1/2(a x b)

A = 1/2(6.4 x 5)

A = 32/2

A = 16 feet

This question is related to formal languages and automata theory, specifically to the topic of context-free grammar and derivations.

a) bbabbab:

S -> bS (Apply S -> bS)

-> bbS (Apply S -> bS)

-> bbbA (Apply S -> aA)

-> bbbaS (Apply A -> aS)

-> bbbaaS (Apply S -> aA)

-> bbbaaa (Apply A -> a)

Therefore, the derivation of bbabbab is S -> bS -> bbS -> bbbA -> bbbaS -> bbbaaS -> bbbaaa -> bbabbab.

b) bbbaab:

S -> bS (Apply S -> bS)

-> bbS (Apply S -> bS)

-> bbbA (Apply S -> aA)

-> bbbaS (Apply A -> aS)

-> bbbaaS (Apply S -> aA)

-> bbbaaa (Apply A -> a)

-> bbbaab (Apply A -> b)

Therefore, the derivation of bbbaab is S -> bS -> bbS -> bbbA -> bbbaS -> bbbaaS -> bbbaaa -> bbbaab.

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Therefore , the solution of the given problem of equation comes out to be the number of dots is filled in below table.

Variable words are commonly used in complex algorithms to show consistency between two contradictory claims. Academic expressions called equations are used to show the equality of various academic numbers. Instead of a single formula that separates 12 into two parts and can be used to assess received from y + 7, normalization in this case yields b + 7.

Here,

Given : A table with number of dots can be filled by this:

Here are the number of dots in each pattern:

Pattern Number of dots

1 4

2 7

3 10

4 13

5 16

6 19

7 22

8 25

9 28

10 31

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Answer:

Yes they are congruent

Option B is correct

Step-by-step explanation:

Opisite sides of parallelogram are congurent so,

BA is congruent to CD (side)

And

BE I congruent to ED (Side)

AE is congruent to EC (Side)

So according to side-side-side congurence theorem triangle ABE is congruent to triangle CDE

Hope you understand :)

the area of the shaded region is approximately 37.68 cm².

The area of a circle is the amount of space that is enclosed by the circle in a two-dimensional plane. It is defined as the product of the square of the radius (r) of the circle and the mathematical constant pi (π), which is approximately equal to 3.14159.

The area of the larger circle is:

A1 = π(4 cm)² = 16π cm²

The area of the smaller circle is:

A2 = π(2 cm)² = 4π cm²

To find the area of the shaded region, we subtract A2 from A1:

A1 - A2 = 16π cm²- 4π cm² = 12π cm²

To round the final answer to the nearest hundredth, we can use the approximation π ≈ 3.14:

12π cm² ≈ 12 × 3.14 cm² ≈ 37.68 cm²

Therefore, the area of the shaded region is approximately 37.68 square centimeters.

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The conic section that formed when a plane intersects the central axis of a double-napped cone at a 90° angle is circle

When a plane intersects the central axis of a double-napped cone at a 90° angle, the resulting conic section is a circle.

To understand why this is the case, we can first consider the properties of a double-napped cone. A double-napped cone is formed by rotating a straight line, called the generatrix, around an axis that intersects the line at a fixed point, called the vertex. The resulting surface consists of two parts, each of which is a circular cone.

Now, let us imagine a plane that intersects the central axis of the double-napped cone at a 90° angle. Since the central axis of the cone is perpendicular to the base, the plane must intersect both cones at their widest point, which is also their center. At this point, the cone has a circular cross-section, which means that the plane intersects the cone in a circle.

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Answer:

circle

got it right on edg