Let's first calculate the percentage for 1/4
[tex]\begin{gathered} P=\frac{2/3}{1/4} \\ P=\frac{8}{3} \\ P=2.666 \\ P=267\text{ \%} \end{gathered}[/tex]Let's first calculate the percentage for 1/6
[tex]\begin{gathered} P=\frac{2/3}{1/6} \\ P=\frac{12}{3} \\ P=4 \\ P=400\text{ \%} \end{gathered}[/tex]whats the answer? one angle of a triangle mesuares 98°. the other two angles are congruent. enter and solve an equation to find the mesuare x of the congruent angles.
Congruent angles simply means angles that are equal. A triangle has three angles . Since one of the angle is given as 98 degree, the other 2 angles which are congruents are therefore equal. The total angle of a triangle is equals to 180 degree. Therefore,
[tex]\begin{gathered} x+x+98=180 \\ 2x+98=180 \\ 2x=180-98 \\ 2x=82 \\ x=\frac{82}{2} \\ x=41 \end{gathered}[/tex]x = 41 degree
It takes Allie 456
minutes to drive to the store. From the store, it takes her 734
minutes to drive to the car wash. How many minutes does it take Allie to drive to the store and then to the car wash?
It takes 1190 minutes for Allie to drive to the store and then to the car wash.
According to the question,
We have the following information:
Time taken by Allie to drive to the store = 456 minutes
Time taken by Allie to drive to the car wash from the store = 734 minutes
Now, we have to find the total time in minutes. So, we will add the total time taken by Allie to drive to the store and then to the car wash.
(Note that the time asked in the question is in minutes. So, we do not need to change the units of given time.)
Now,
The total time taken by Allie to drive to the store and then to the car wash = Time taken by Allie to drive to the store + Time taken by Allie to drive to the car wash from the store
The total time taken by Allie to drive to the store and then to the car wash = (456 + 734) minutes
The total time taken by Allie to drive to the store and then to the car wash = 1190 minutes
Hence, the total time taken by Allie to drive to the store and then to the car wash is 1190 minutes.
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SLook at point in the coordinate grid.If a line contains both points and the origin, which point would the line also contain? *(2 points)DS(12,8)(14,7)(15,9)(20, 12)5tvAle--AR
the point which will fall in the line is (14, 7)
Explanation:
The coordinates o f S = (2, 1)
When we draw a line from the origin (0, 0) touching the point S, we will see the next point will be (4, 2). Followed by (6, 3).
So when we look at the trend, we see that the x axis is the double of the y axis:
(2y, y) = (x, y)
(2,1 ) , (4, 2), (6, 3)
From the above, we can say the point which will fall in the line will follow that trend:
When we check the options, the only point with that trend is (14, 7).
This because (2(7), 7) = (2y, y)
Hence, the point which will fall in the line is (14, 7)
a) Write 98 as the product of prime factors. Write the prime factors in ascending order.
Step-by-step explanation:
Write 98 as the product of prime factors. Write the prime factors in ascending order.
2 × 7 × 7
2 × 7 × 7 = 98
Answer: 2×7×7
Step-by-step explanation: 98= 2×7×7
Lets first know about what is prime factor :- A factor which is a Prime number and not a composite number.
prime factor in ascending order = 2,7
hence the required product of prime factor is 2×7×7 or 2×[tex]7^{2}[/tex]
if one shirt costs £13,how many can I buy with £419?
Answer:
32 shirts
Step-by-step explanation:
419÷13
=32.230
Answer:
32
Step-by-step explanation:
419 divided by 13
= 32.230
Please assist Math with 50 points!
Answer:
A. (1/2) bucket
Step-by-step explanation:
6 11
4 ------ - 3 ------- = ?
14 12
14 × 4 = 56
56 + 6 = 62
12 × -3 = -36
-36 - 11 = -47
62 47
------- - -------
14 12
62(12) 47(14)
------- - -------
14(12) 12(14)
744 658 86
------- - ------- = --------
168 168 168
86 ÷ 2
-------
168 ÷ 2
43
----- = 0.511
84
0.511 ≈ (1/2)
I hope this helps!
Answer:
1/2 bucket
Step-by-step explanation:
The number 24 is 4 times as many as 6.
Write this comparison as a multiplication equation.
+
Compare with multiplication
3. Suppose that the scores on a statewide standardized test are normally distributed with a mean of 69 and a standard deviation of 6. Estimate the percentage of scores that were(a) between 57 and 81. %(b) above 81. %(c) below 63. %(d) between 51 and 81. %
Answer:
a) 95%
b) 2%
c) 16%
d) 98%
Explanation:
We have the following:
This is a normal distribution
Mean = 69
Standard Deviation = 6
a) Between 57 and 81%
[tex]\begin{gathered} z=\frac{x-\mu}{\sigma} \\ x=57 \\ z=\frac{57-69}{6}=-\frac{12}{6} \\ z=-2 \\ \\ x=81 \\ z=\frac{81-69}{6}=\frac{12}{6} \\ z=2 \\ \end{gathered}[/tex]The probability that a score is between 57 & 81 is given by the Area between (z = -2) & (z = 2):
[tex]\begin{gathered} P=0.97725-0.02275 \\ P=0.9545 \\ P=95.45\approx95 \\ P=95\text{ \%} \\ \\ \therefore P=95\text{ \%} \end{gathered}[/tex]b) Above 81%
[tex]\begin{gathered} z=\frac{x-\mu}{\sigma} \\ x>81 \\ z=\frac{81-69}{6} \\ z=\frac{12}{6}=2 \\ z=2 \end{gathered}[/tex]The probability that a score is above 81% is given by the area of the graph greater than (z = 2):
[tex]\begin{gathered} P=0.02275 \\ P=2.275\approx2.3 \\ P=2.3\approx2 \\ P=2\text{ \%} \\ \\ \therefore P=2\text{ \%} \end{gathered}[/tex]c) Below 63%
[tex]\begin{gathered} x<63 \\ z=\frac{63-69}{6} \\ z=-\frac{6}{6}=-1 \\ z=-1 \end{gathered}[/tex]The probability that a score is below 63% is given by the area of the graph lesser than (z = -1):
[tex]\begin{gathered} P=0.15866 \\ P=15.866\approx16 \\ P=16\text{ \%} \end{gathered}[/tex]d) Between 51 and 81
[tex]\begin{gathered} 51\le x\le81 \\ z=\frac{51-69}{6} \\ z=-\frac{18}{6}=-3 \\ z=-3 \\ \\ z=\frac{81-69}{6} \\ z=\frac{12}{6}=2 \\ z=2 \end{gathered}[/tex]The probability that a score is between 51 & 81 is given by the Area between (z = -3 & (z = 2):
[tex]\begin{gathered} P=0.97725-0.00135 \\ P=0.9759 \\ P=97.59\approx98 \\ P=98\text{ \%} \end{gathered}[/tex]A school is arranging a field trip to the zoo. The school spends 564.16
What is the solution of -8/2y-8 = 5/y+4 - 7y+8/y^2-16?
y = -4
y = -2
y = 4
y = 6
The correct option for the fraction with polynomials is y=6.
Fractions with polynomials.Expressions of more than two algebraic terms that contain different powers of the same variable is a polynomial.
The polynomial fraction is an expression of polynomial divided by another polynomial.
We can solve the fraction to get the value of y as follows;
[-8/(2y-8)]= [5/(y+4)]-[(7y+8)/(y²-16)]
[-8/(2y-8)]= [5/(y+4)]-[(7y+8)/(y+4)(y-4)]
[-8/(2y-8)]= [5(y+4)-(7y+8)]/(y+4)(y-4)] (L.C.M) of the fraction
[-8/(2y-8)]= (5y-20-7y-8)/(y+4)(y-4)
[-8/(2y-8)]= (-2y-28)/(y+4)(y-4)
[-8/2(y-4)]= (-2y-28)/(y+4)(y-4)
[-8/2(y-4)]= [-2(y-14)]/(y+4)(y-4)
[-4/(y-4)]= [-2(y-14)]/(y+4)(y-4)
Multiply both sides of the equation by -(y-4)
4= 2(y-14)/(y+4)
Cross multiply
4(y+4)=2(y+14)
Divide through by 2
2(y+4)=y+14
2y+8=y+14
collect like terms
2y-y=14-8
y=6.
Hence, we can state that the value of y for the polynomial with fraction is 6.
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Graph the image of the figure on the right under the given translation.T(3, -1) (x,y)
Answer:
The only image with edges at the given coordinates is;
Given the figure in the attached image.
we want to identify the image after a translation;
[tex]T(3,-1)(x,y)[/tex]Using one of the edges of the figure;
[tex](x,y)=(-4,0)[/tex]Applying the above translation we have;
[tex](-4,0)\rightarrow(-4+3,0-1)=(-1,-1)[/tex]The edge of the image would be at;
[tex](-1,-1)[/tex]Therefore, the only image with edges at the given coordinates is;
HELP ASAP!!! (100 POINTS!!!) GIVING BRAINIEST
PLEASE HELP SOLVE ALL OF THEM!!!
Use the idea of partial quotients to solve each of the
division problems below. You can use the powers of 10 or grouping,
whichever makes the problem go faster.
1. 1,085/7
2. 7,104/32
3. 2,244/51
4. 1,584/12
5. 1,467/9
6. 2,830/28
7. 9,090/45
8. 7,000/62
9.1,150/15
HELP ASAP!!!
PLEASE HELP SOLVE ALL OF THEM!!!
Answer:
I gotchu
Step-by-step explanation:
1= 155
2= 222
3= 44
4= 132
5= 163
A computer retail store has 10 personal computers in stock. A buyer wants to purchase 4of them. Unkown to either the retail store or the buyer, 4 of the computers in stock have defective hard drives. Assume that the computers are selected at random.A. In how many different ways can the 4 computers be chosen?Answer: 210B. What is the probability that exactly one of the computers will be defective?Answer:
A.
The number of different ways the computers can be chosen is given by a combination of 10 choose 4.
A combination of n choose p is given by the formula below:
[tex]C(n,p)=\frac{n!}{p!(n-p)!}[/tex]So we have:
[tex]C(10,4)=\frac{10!}{4!(10-4)!}=\frac{10\cdot9\cdot8\cdot7\cdot6!}{4\cdot3\cdot2\cdot6!}=210[/tex]B.
If the first computer chosen is the one defective, the probability of the first PC being defective is 4/10, the probability of the second one not being defective will be 6/9, for the third not being defective is 5/8 and for the fourth not being defective is 4/7.
Since the defective PC can be any of the 4 bought, we need to multiply the probability above by 4. So the final probability is:
[tex]P=4\cdot\frac{4}{10}\cdot\frac{6}{9}\cdot\frac{5}{8}\cdot\frac{4}{7}=0.3809[/tex]please help with this geometry question i attempted it but dont understand it
You have the following vertices of a triangle:
A(1,1)
B(4,1)
C(4,5)
For the translation four untis to the right, consider this kind of translation means that it is necessary to sum 4 units to the x-coordinate:
A(1,1) => A'(1+4,1) = A'(5,1)
B(4,1) => B'(8,1)
C(4,5) => C'(8,5)
Next, a translation three units up is done by adding 3 units to the y-coordinate of points A', B' and C':
A'(5,1) => A''(5,1+3) = A''(5,4)
B'(8,1) => B''(8,4)
C'(8,5) => C''(8,8)
Next, a reflection around y=-1 consists in subtracting to the y-coordinate units equivalent to the vertical distance to the line y =-1, just as follow:
for the point A''(5,4) you can notice that the vertical distance of the y-coordinate, which is 4, to the line y=-1 is 5 units, then, it is necessary to subtract 5 units to such line:
A''(5,4) => A'''(5,-1-5)=A'''(5,-6)
for the point B''(8,4), the distance is again 5 units, then, you have:
B''(8,4) => B'''(8,-1-5) = B'''(8,-6)
for the point C''(8,8) the distance from y-coordinate y=8 to the line y=-1 is 9 units, then, yu subtract 9 units to -1:
C''(8,8) => C'''(8,-1-9) = C'''(8,-10)
Hence, the final points are:
A'''(5,6)
B'''(8,-6)
C'''(8,-10)
How is adding positive and negative integers different from adding only positive integers on a number line?
1) To understand how that works, let me draw a number line:
If we only add positive numbers like 2 +3 = 5, 6+8 =14, etc. we'll only get a positive result (right to the zero) on the number line, we are moving to the right
2) If we add positive and negative numbers, for example:
2 +(-3) =2 -3=-1
0+(-1)= -1
6+(-2)= 4
On the number line, we are starting from one point and moving to the left.
Determine the midpoint of segment Ed coordinates e and d are 2 and -2
Answer: Midpoint = 0
Explanation:
The midpoint of segment ED can be calculated as:
[tex]\text{Midpoint}=\frac{E+D}{2}[/tex]Where E and D are the coordinates of E and D respectively.
So, replacing E by 2 and D by -2, we get:
[tex]\text{MIdpoint}=\frac{2+(-2)}{2}=\frac{2-2}{2}=\frac{0}{2}=0[/tex]Therefore the midpoint of segment ED is equal to 0.
Determine the point (x, y) on the unit circle associated with the following real numbers. Write the exact answer as an ordered pair. Do not round.S = 30
Remember that
In a unit circle, the radius of the circle is 1
see the figure below to better understand the problem
we have that
[tex]\sin (30^o)=\frac{y}{1}[/tex]and we know that
[tex]\sin (30^o)=\frac{1}{2}[/tex]so
[tex]\begin{gathered} \frac{y}{1}=\frac{1}{2} \\ y=\frac{1}{2} \end{gathered}[/tex][tex]\cos (30^o)=\frac{x}{1}[/tex]and we know that
[tex]\cos (30^o)=\frac{\sqrt[]{3}}{2}[/tex]so
[tex]x=\frac{\sqrt[]{3}}{2}[/tex]therefore
the coordinates (x,y) are
[tex](\frac{\sqrt[]{3}}{2},\frac{1}{2})[/tex]Solve the following inequality.xe^x ≥7Choose one:1. x ≤ 1.522. no solution3. x ≤ 1.954. x ≥ 1.955. x ≥ 1.52
1) Considering e =2.72
Then let's plug it in the inequality, and calculate the natural logarithm.
[tex]\begin{gathered} xe^x\ge7 \\ x2.72^x\ge7 \\ 2.72^x\ge\frac{7}{x}^{} \\ \ln 2.72^x\ge\ln (\frac{7}{x}) \\ x\text{ }\ge1.52 \end{gathered}[/tex]2) Then option 5 is the answer
X≥ 1.52
¡¡¡Help with this!!!
The value of sin 2x=0.8304 ,cos 2x=0.557,tan 2x=1.498 when the value of tan x is 8/15 and using the trigonometry identities as tan x as the formula in sin 2x, cos 2x, tan 2x.
What is trigonometry?Trigonometry is the branch of mathematics that deals with particular angles' functions and how to use those functions in calculations. There are six common trigonometric functions for an angle. Sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant are their respective names and abbreviations (csc).
What is trigonometric identities?Trigonometric Identities are equality statements that hold true for all values of the variables in the equation and that use trigonometry functions. There are numerous distinctive trigonometric identities that relate a triangle's side length and angle.
sin 2x=2 tan x/(1+(tan x)²)
cos 2x=(1-(tan x)²)/(1+(tan x)²)
tan 2x=sin 2x/cos 2x=2 tan x/(1-(tan x)²)
Here,
tan x=8/15
sin 2x=2 tan x/(1+(tan x)²)
= 2*8/15/(1+(8/15)²)
=(16/15)/(289/225)
=(16*15)/(289)
≈0.8304
cos 2x=(1-(tan x)²)/(1+(tan x)²)
=(1-(8/15)²)/(1+(8/15)²)
=(225-64)/(225+64)
≈0.557
tan 2x=sin 2x/cos 2x
tan 2x= 0.8304/0.557
=1.498
≈1.5
When the value of tan x is 8/15, the values of sin 2x=0.8304, cos 2x=0.557, and tan 2x=1.498 using the trigonometry identities as tan x as the formula in sin 2x, cos 2x, tan 2x.
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If z = 1 istartroot 3 endroot, what is z5? 16 16istartroot 3 endroot â€"16 16istartroot 3 endroot 16 â€" 16istartroot 3 endroot â€"16 â€" 16istartroot 3 endroot
Complex number z has a power of 5 represented by (-16√3 + 16) + 4(-√3 + 3)i
Given that,
z = 1 + StartRoot 3 EndRooti, what is z5? 16 + 16StartRoot 3 EndRoot i –16 + 16StartRoot 3 EndRoot i –16 – 16StartRoot 3 EndRoot i 16 – 16StartRoot 3 EndRoot i
What is a complex number?
It is characterized as a number that can be expressed as x+iy, where x is a real number or the real portion of the complex number, y is the imaginary portion of the complex number, and I is the iota, which is just the square root of -1.
We have:
z = 1 + √3i
We have to find: z⁵
z⁵ = (1 + √3i)(1 + √3i)(1 + √3i)(1 + √3i)(1 + √3i)
z⁵ = (-2 + 2√3)(1 + √3i)(1 + √3i)(1 + √3i)
z⁵ = (-16√3 + 16) + 4(-√3 + 3)i
Therefore, the complex number z's power of 5 is -16√3 + 16) + 4(-√3 + 3)i
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Suppose the function f and g are defined as follows.
In this session we will focus on calculating the composition of f and f.
given the function f, the composition f composition f is obtained by taking the definiton of f and replace the varaible x with the function f itself. So we are given that
[tex]f(x)=\frac{8}{5x}[/tex]So
[tex]f\circ f(x)=\frac{8}{5(\frac{8}{5x})}=\frac{8}{\frac{8}{x}}=\frac{8x}{8}=x[/tex]So we have that f composition f is the function x.
a company buys equal numbers of two different card forms. it utilizes 4/5 of one kind and 6/7 of the other. what fraction of the total number is unused?
12/35 fraction of the total number is unused from two different cards.
What is a fraction?A fraction is written in the form of p/q, where q ≠ 0.
Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.
Assuming the total first kind of card form is 1 and the total second kind of card form is also one.
Given, a company buys equal numbers of two different card forms. it utilizes 4/5 of one kind and 6/7 of the other.
∴ The total unused card form is,
= (1 + 1) - (4/5 + 6/7).
= 2 - (28 + 30)/35.
= 2 - 58/35.
= (70 - 58)/35.
= 12/35.
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(1,-3),y=-4x-1 in slope intercept form
In the translation shown the image is
moved
A up 5
B down 5
C left 5
D right 5
Let x represent the unknown value, then write an algebraic expression for: double a quantity increased by nine
Answer:
2(x + 9)
Explanation:
Let x represent the unknown value.
Double a quantity increased 9 means;
*We'll multiply the quantity by 2
*Increased by signifies addition
*Quantity means we'll put the expression after it in brackets
Let's go ahead and write the required algebraic expression;
[tex]2(x+9)[/tex]Select all ratios equivalent to 13.14
52:56. 39:42. 3:4
separate 84 into two parts such that one part will be 12 less than twice the other
Answer:
32, 52
Step-by-step explanation:
84=x+y
x=2y-12
Solving the system of equations
Plug second equation into first
84=(2y-12)+y
84=3y-12
y=32
Plug y into first equation
84=x+32
x=52
4.(06.07 HC)A teacher is assessing the correlation between the number of hours spent studying and the average score on a science test. The table below shows the data:Number of hours spent studying 0 0.5 1(x)1.5 2 2.5 33.54Score on science test(y)57 62 67727782 879297Part A: Is there any correlation between the number of hours students spent studying and the score on the science test? Justify your answer. (4 points)Part B: Write a function which best fits the data. (3 points)Part C: What does the slope and y-intercept of the plot indicate? (3 points)(10 points)
For part A. One way to know if there is a correlation between the data is to graph the data set, like this
Then, as can you see the data presents a positive linear correlation.
For part B. You can take the coordinates of two points and find the slope of the line using the formula
[tex]\begin{gathered} m=\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\ \text{ Where m is the slope of the line and} \\ (x_1,y_1)\text{ and }(x_2,y_2)\text{ are two points through which the line passes} \end{gathered}[/tex]If you take
[tex]\begin{gathered} (x_1,y_1)=(1,67) \\ (x_2,y_2)=(3,87) \\ \text{ You have} \\ m=\frac{87-67}{3-1} \\ m=\frac{20}{2} \\ m=10 \end{gathered}[/tex]Now, using the slope formula, you can find the equation of the line in its slope-intercept form
[tex]\begin{gathered} y-y_1=m(x-x_1) \\ y-67=10(x-1) \\ y-67=10x-10 \\ \text{ Add 67 on both sides of the equation} \\ y-67+67=10x-10+67 \\ y=10x+57 \end{gathered}[/tex]Therefore, the function that best fits the data is
[tex]y=10x+57[/tex]For part C. The slope of the plot is 10 and indicates that for every hour students spend time studying, they get 10 more points on the science test.
The y-intercept of the plot is 57 and indicates that if students study 0 hours for the science test, they will obtain 57 points as a grade.
Lisa is putting money into a savings account, she starts with $350 in the savings account, and each week she adds $60
The total amount of money in the savings account after 11 weeks is $1010.
What is the total amount in the savings account?The from of the equation that can be used to determine the total amount of money in the savings account is a linear equation. A linear equation is an equation that has one variable that is raised to the power of one. When a linear equation is drawn on a coordinate graph, it is usually a straight line.
The form of the linear equation is:
Total amount = amount she starts with + (number of weeks x amount of money she adds each week)
S = $350 + ($60 x W)
S = $350 + $60W
Amount she would have in 11 weeks : $350 + ( 11 x $60)
$350 + 660 = $1010
Here is the complete question:
Lisa is putting money into a savings account. She starts with $350 in the savings account, and each week she adds $60. Let S represent the total amount of money in the savings account (in dollars), and let W represent the number of weeks Jenny has been adding money. Write an equation relating S to W. Then use this equation to find the total amount of money in the savings account after 11 weeks.
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n a tournament, a professional golfer knows that she is 200 yards from the hole. A spectator is watching her play and is 140 yards away from the golfer.
We can use the sine rule to find the hole angle, and then find the golfer angle:
[tex]\frac{200}{\sin(115)}=\frac{140}{\sin (Hole)}[/tex][tex]\text{Hole Angle = }\sin ^{-1}(\frac{140\times\sin (115)}{200})[/tex][tex]\text{Hole Angle = }39.37664303\text{ degre}es[/tex]Now we can find the golfer angle:
[tex]\text{Golfer = 180 - 115 - 39.38 }\cong25.6\text{ degre}es[/tex]Answer: 25.6 degrees.