Answer:
P /16
Step-by-step explanation:
Take the total amount, P and divide by the number of people sharing, 16
P /16
can anyone solve it the picture is given below.
can you solve all this questions
We’re is the blue dot on the number line?
The answer is
-4.9 hope this helps
Answer:
thank u !! -4.9
Figure ABCD is a parallelogram.
A. 3
B. 5
C. 17
D. 25
The sum of two numbers is 72. If twice the smaller number is subtracted from the larger number, the result is 9. Find the two numbers.
The larger number is
The smaller number is
Answer:
51
21
Step-by-step explanation:
Let x be larger number
Let y be smaller number
x - 2y = 9
==>
x = 9 + 2y
AND
x + y = 72
SO
(9 + 2y) + y = 72
==>
3y = 72 - 9 = 63
==>
y = 21
SINCE
x = 9 + 2y = 9 + (2×21)
==>
x = 51
A rectangle has a length of 12 mm and a width of 15 mm. Which statement best describes the change in the
A new rectangle was created by multiplying all of the perimeter of the new rectangle?
dimensions by a scale factor of Ş.
1
The new perimeter will be times the perimeter of
2
the original rectangle.
1
O The new perimeter will be times the perimeter of
3
15 mm
5 mm
the original rectangle.
4 mm
O The new perimeter will be 2 times the perimeter of
the original rectangle.
12 mm
O The new perimeter will be 3 times the perimeter of
the original rectangle.
Answer:
perimeter of original rectangle *1/3 = perimeter of new rectangle
Step-by-step explanation:
The rule for perimeter is multiply by the scale factor
perimeter of original rectangle * scale factor = perimeter of new rectangle
perimeter of original rectangle *1/3 = perimeter of new rectangle
The gradient of a straight line passes through points (6,0) and (0,q) is -3/2. Find the value of q
Answer:
Step-by-step explanation:
gradient is essentially the slope of a straight line.
Use (y2-y1)/(x2-x1):
(q-0)/(0-6) = -3/2
q = 9
Tom and Carl start 200 miles apart, running towards each other. Tom runs 5 miles per hour faster than Carl. If they meet after 10 hours, how fast are they running?
Answer:
12.5 mph and 7.5 mphStep-by-step explanation:
Tom's speed = xCarl's speed = yWe have:
x = y + 5(x + y)*10 = 200Substitute x and solve for y:
(y + y + 5)*10 = 2002y + 5 = 202y = 15y = 7.5Find x:
x = 7.5 + 5 = 12.5Tom's speed is 12.5 mph
Carl's speed is 7.5 mph
Now
a=b+510(a+b)=200From eq(2)
a+b=20From eq(1)
a-b=5Adding these recent two
2a=25a=12.5mphPutting in eq(1)
b=a-5b=12.5-5b=7.5mphthe expectation students often have when doing the coin flip experiment is that thye will flip exactly 5 heads and 5 tails because there is 50% chance of flipping each. Is this a realistic expectation
Answer:
No
Explanation:
A coin which has a head and a tail has 1/2 probability of each which is a 50% chance of getting either a head or a tail. This means that given two sides of a coin, probability looks at the number of favorable outcomes and total number of outcomes, a formula that reflects a pattern seen in past experiences. Probability isn't absolute but relative. When we say there is a 50% chance of getting a head in a coin flip, it is relative to past experiences but doesn't assure of particular future occurrences regarding the coin flip.
Can someone help me
Answer: Around 38.2°
Step-by-step explanation:
Set ∠A = x & a = 15Set ∠B = 27° & b = 11Substitute them into the formula for the law of sines:
[tex]\frac{sinA}{a} =\frac{sinB}{b} \\\\\frac{sinx}{15}=\frac{sin27}{11} \\[/tex]
Cross-multiply:
[tex]11sinx=15sin27[/tex]
Solve for x:
[tex]sinx=\frac{15sin27}{11} \\\\x=sin^{-1} (\frac{15sin27}{11})\\\\=38.2488[/tex]
The following data show the number of candies in 15 different bags.
35, 48, 36, 48, 43, 37, 43, 39, 45, 46, 40, 35, 50, 38, 48
Answer:
How should we proceed with this question
#21-24 need help with
Answer:
117
Step-by-step explanation:
1×2^6 + 1×2^5 + 1×2^4 + 0×2^3 + 1×2^2 + 0×2^1 + 1×2^0
1×64+1×32+1×16+0×8+1×4+0×2+1×1
=64+32+16+0+4+0+1
=117
I really need help with this one
Step-by-step explanation:
here is the answer to your question
Lines m and p are perpendicular. If the slope of line m is -3, what is the slope of line p?
Answer: The slope of p is 1/3
Step-by-step explanation:
If the lines are perpendicular, this means they are opposite.
Thus, O is opposite P and since O = -3, P = 1/3
A store manager wishes to investigate whether there is a relationship between the type of promotion offered and the number of customers who spend more than $30 on a purchase. Data will be gathered and placed into the two-way table below.
Answer:
d
Step-by-step explanation:
i took the test
How many centimeters in 3.7 kilometers
Answer: [tex]\displyastyle \Large \boldsymbol{} \\\\ 3,7 km=3700000cm[/tex]
Step-by-step explanation:
[tex]\displyastyle \Large \boldsymbol{1km=100m \ \ ; \ \ 1m=100cm} \\\\1km=1000\cdot 100=100000cm \\\\ 3,7 km=3700000cm[/tex]
please answer quickly!! and no links please!
Step-by-step explanation:
here are the answers for your problems
Help please, don’t understand this
Answer:
b = -13/3
Step-by-step explanation:
Plug in the 13/3 into the t and then try to solve it. Like this:
(13/3 - 8/3)(13/3 + b) = 0 ----> 5/3(13/3+b) = 0 ----> from here you have to distribute ----> 65/9 + b = 0 (here you have to subtract from both sides)
b = -65/9 (you could simplified) ---> b = -13/3
Write the equation of the line for the graph shown below, please
Answer:
Given the proposed interrogate, as well as the graph provided, the correct answer is B. Y = 1/2 x + 4
Step-by-step explanation:
To evaluate such, a comprehension of linear Cartesian planes are obligated:
Slopes = rise/run
X- intercept: The peculiar point in which linear data is observed to intersect the x-axis.
Y- intercept: The peculiar point in which linear data is observed to intersect the y-axis.
Slope: 1/2 as for every individual space endeavored, a space of 2 to the right is required.
Y- intercept: (4,0)
Thus, the ameliorated answer to such interrogate is acknowledged as B. Y = 1/2 x + 4.
*I hope this helps.
For this question it’s asking for it in slope intercept form. So all you need to find is the slope and the y intercept.To find the y int look at where the line passes y. In this case it is y=4, then find slope by finding change in y/ change once which is 1/2, so you get y=1/2x+4
Identify two linear correlations and two curvilinear correlations not mentioned in either the text or the lecture. What is the relationship between the variables
Answer and explanation:
Linear correlation is relationship between two variables, negative or positive. When there is a negative linear correlation between two variables, one variable increases steadily while the other decreases in same proportion. In positive linear correlation, two variables increase or decrease in steadily on same proportion.
Curvilinear correlation is relationship between variables that occurs when two variables increase steadily at same rate but at some point one begins to decrease while the other increases.
Two examples of linear correlation are : increase in work hours and increase in pay cheque
increase in expenses and decrease in cash
Two examples of curvilinear correlation are:
increase in staff cheerfulness and customer satisfaction but to certain extent
increase in achievements and increase in anxiety but to certain point when achievements begin to decrease.
According to the Fundamental Theorem of Algebra, which polynomial function has exactly 8 roots?
PLS HELP IM TIMED
Answer:
Option (1)
Step-by-step explanation:
Fundamental theorem of Algebra states degree of the polynomial defines the number of roots of the polynomial.
8 roots means degree of the polynomial = 8
Option (1)
f(x) = (3x² - 4x - 5)(2x⁶- 5)
When we multiply (3x²) and (2x⁶),
(3x²)(2x⁶) = 6x⁸
Therefore, degree of the polynomial = 8
And number of roots = 8
Option (2)
f(x) = (3x⁴ + 2x)⁴
By solving the expression,
Leading term of the polynomial = (3x⁴)⁴
= 81x¹⁶
Therefore, degree of the polynomial = 16
And number of roots = 16
Option (3)
f(x) = (4x² - 7)³
Leading term of the polynomial = (4x²)³
= 64x⁶
Degree of the polynomial = 6
Number of roots = 6
Option (4)
f(x) = (6x⁸ - 4x⁵ - 1)(3x² - 4)
By simplifying the expression,
Leading term of the polynomial = (6x⁸)(3x²)
= 18x¹⁰
Degree of the polynomial = 10
Therefore, number of roots = 10
In general, how are the measures of central tendency and variability used to analyze a data distribution
Answer:
Central tendencies and variability are generally used to represent or describe/summarize a large data set into a single data
Step-by-step explanation:
Central tendency is the measurement used to determine the probability of a set of variables/dataset to cluster around their mean, mode, and median values.
Central tendencies and variability are generally used to represent or describe/summarize a large random data set into a single data. examples of variabilities are : variance, range and standard deviation.
It is known that a
a) add 4 to both sides of the inequality
b) multiply each side of the inequality by 8
PLEASE HELP NEED ASAPPPP WILL GIVE BRAINLIEST TO FIRST CORRECT ANSWER
Answer:
the answer is B
Step-by-step explanation:
Multiplying or dividing both sides by a negative number reverses the inequality. This means < changes to >, and vice versa. For example, given that 5 < 8 we can multiply both sides by 6 to obtain 30 < 48 which is still true. −30 > −48, which is a true statement.
when solving inequalities with absolute values When solving an inequality: • you can add the same quantity to each side • you can subtract the same quantity from each side • you can multiply or divide each side by the same positive quantity If you multiply or divide each side by a negative quantity, the inequality symbol must be reversed.
Which formula can be used to describe the sequence?
Of(x) = 1.2(2.5) - 1
Of(x) = 2.5(1.2) - 1
O f(x) = 1.2(2.5)*
Of(x) = 2.5(1.2)*
Answer:
C could be used to show the formula
Sequence of numbers is collection of ordered numbers. The given sequence is described by formula:
What is a geometric sequence and how to find its nth terms?There are three parameters which differentiate between which geometric sequence we're talking about.
The first parameter is the initial value of the sequence.
The second parameter is the quantity by which we multiply previous term to get the next term.
The third parameter is the length of the sequence. It can be finite or infinite.
Suppose the initial term of a geometric sequence is and the term by which we multiply the previous term to get the next term is
Then the sequence would look like
(till the terms to which it is defined)
Thus, the nth term of such sequence would be
Tn = ad^n-2
For the given sequence, it can be seen that each term is divided by 3 to get the next term. We can take it as we're doing multiplication by 1/3
Thus, the given sequence is geometric sequence and its characteristics are:
Thus, ith term is given as:
Ti = 27/3^i-2
We write sequence as: {an}b_c
where n starts with value b and runs integer values and end up on n = c
For this case, we've n = 1 to 5, thus,
The given sequence is written as:
{27/3^n-1 }5_1
Thus,
The given sequence is described by formula: {27/3^n-1 }5_1
Learn more about geometric sequence here:
brainly.com/question/2735005
#SPJ7
complete question:
Which formula can be used to describe the sequence below?
27,9,3,1,1/3
Sin x =.3, what is cos x =
Answer:
If what you're asking is what is the cosine of 3 is 0.999986292247
Step-by-step explanation:
calculator
A coach surveyed a random sample of 200 college athletes about their height.
A 2-column table with 4 rows. Column 1 is labeled Height (inches) with entries 60 to 64, 65 to 69, 70 to 74, 74 to 76. Column 2 is labeled Frequency with entries 14, 28, 53, 67.
Which statements are correct about the data in the table? Check all that apply.
A bar graph is an appropriate display.
A pie chart is an appropriate display.
A bar graph is not appropriate because the heights of the bars would be too different.
A pie chart is not appropriate because the categories do not add to 100%.
A bar graph is appropriate because the frequencies are given.
Answer:
A bar graph is an appropriate display.
A pie chart is not appropriate because the categories do not add to 100%.
A bar graph is appropriate because the frequencies are given.
Answer:
i. A bar graph is an appropriate display.
ii. A bar graph is appropriate because the frequencies are given.
Step-by-step explanation:
A bar graph is a graphical method that can be used to present an information from a sample of data. It requires drawing of bars of equal width and distance with respect to the information given.
While a pie chart is a method that requires presenting information in a circular chart with respect to each data in sectors of different central angles.
For the given question, the most appropriate method to use is the bar graph with respect to the given information. Thus, the statements that are correct about the data in the table are:
i. A bar graph is an appropriate display.
ii. A bar graph is appropriate because the frequencies are given.
Answer:
The answers are:
A.)A bar graph is an appropriate display.
D.)A pie chart is not appropriate because the categories do not add to 100%.
E.)A bar graph is appropriate because the frequencies are given.
Step-by-step explanation:
Got it right on edge2021, hope this helps you out
Which table has a constant of proportionality between y and x equal to 0.3?
Answer:
C
Step-by-step explanation:
you can divide y/x
1.2/4= 0.3
2.4/8= 0.3
3.9/13= 0.3
Frank, Carl, and Vinny started a lawn-mowing business over the summer. This table shows how many lawns each worker mowed during the summer months.Display the data in matrix W with rows indicating workers. What is element w11?
Possible Answers:
15
17
28
24
Given a matrix [tex]A[/tex] an element inside a matrix is denoted by [tex]A_{ij}[/tex] where [tex]i[/tex] is a number of a row and [tex]j[/tex] is a number of a column in which the element is in.
Your matrix is called [tex]W[/tex] and it equals to,
[tex]W=\begin{bmatrix}28&21&19\\17&24&15\\22&29&17\\\end{bmatrix}[/tex]
So [tex]W_{11}[/tex] will denote the element in the first row and first column that is [tex]\boxed{W_{11}=28}[/tex].
Hope this helps :)
Mr. Martin is giving a math test next period. The test, which is worth 100 points, has 29 problems. Each problem is
worth either 5 points or 2 points. Write a system of equations that can be used to find how many problems of each
point value are on the test.
Let x be the number of questions worth 5 points and let y be the number of questions worth 2 points.
O x + y = 29, 5x + 2y = 100
Ox+y = 100, 5x + 2y = 29
O 5x + y = 29, 2y + x = 100
O 2x + y = 100, 5y + x = 29
Answer:
x + y = 29, 5x + 2y = 100
Step-by-step explanation:
First, create an equation based on how there are 29 problems on the test.
x + y represents all of the questions on the test, so it should be set equal to 29.
The first equation is x + y = 29.
Now, create an equation based on how the test is worth 100 points.
5x will represent the points from the questions worth 5 points, and 2y will represent the points from the questions worth 2 points.
These terms will be added together, and set equal to 100.
The second equation is 5x + 2y = 100.
So, the system of equations is x + y = 29, 5x + 2y = 100
find the missing length indicated
9514 1404 393
Answer:
x = 1500
Step-by-step explanation:
The right triangles are all similar, so the ratio of hypotenuse to short leg is the same for all.
x/900 = (1600+900)/x
x^2 = 900(2500) . . . . . . cross multiply
x = 30(50) . . . . . . . . . . . take the square root
x = 1500
what is 14.5% of 153
Q) 14.5% of 153 = ?
→ 14.5% of 153
→ 14.5/100 × 153
→ 22.185
So, 22.185 is answer.
