350 cm = m

pls help me with this

The correct answer is: A. Y intercept will be less and X will be less.

A linear function's slope is a gauge of how steep the line is. Between any two points on the line, it is the ratio of the change in the y-coordinate to the change in the x-coordinate. The formula is used to compute it:

slope equals (y2 - y1)/. (x2 - x1)

where any two points on the line (x1, y1) and (x2, y2) are.

The company's expenses will rise once it begins paying a driver at a rate of 0.25 cents per mile, which means its profit will decline. The profit curve on the y-axis will go vertically downward as a result of this. But, because the cost of paying the driver is fixed per mile and has no impact on the profit per mile, the slope of the line—which reflects the profit per mile—will stay the same.

Hence, A. Y intercept will be less and X will be less is correct.

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Answer:

Step-by-step explanation: $130-$70 lift = $60/$20 per hour= 3 hours ski time

The general formula for all solutions of t, by adding multiples of some positive integer n, is:

t = 1 + 6k - 6n

What is the Trigonometry?

Trigonometry is a branch of mathematics that deals with the relationships and properties of angles and triangles.

To find the values of t for which the ball is 1 inch above its rest position, we can set the value of d in the equation d = 2cos(π/3t) to 1, and then solve for t.

2cos(π/3t) = 1

Divide both sides by 2 to isolate the cosine term:

cos(π/3t) = 1/2

To find the general formula for all solutions by adding multiples of some positive integer n, we can use the periodicity of the cosine function. The cosine function has a period of 2π, which means that its values repeat every 2π units.

Therefore, we can add multiples of 2π to the angle π/3t and still obtain the same value for cosine.

cos(π/3t + 2πn) = 1/2

where n is any positive integer.

Now we can solve for t by taking the inverse cosine of both sides:

π/3t + 2πn = arccos(1/2)

π/3t + 2πn = π/3 + 2πk (using the fact that arccos(1/2) = π/3 and k is any integer)

π/3t = π/3 + 2πk - 2πn

t = 1 + 6k - 6n

Hence, the general formula for all solutions of t, by adding multiples of some positive integer n, is:

t = 1 + 6k - 6n

where k and n are any integers.

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tan = 1/√3= perpendicular/ base

1/√3 = AB / AC

AB / 6 = 1/√3

AB = 6/√3

The weight of the diamonds in each lot is 4.9 pounds.

Here, the fractional idea can be used. A fraction represents a portion of a total. A fraction is a numerical figure that designates a portion of a whole. A fraction is a component or section taken from a whole, which can be any number, a certain value, or an object.

A cargo of half a pound's worth of diamonds was received by a diamond trader. He separated the stones into 4 equal lots and sold them to jewelers so they could be used to make necklaces and rings.

Total shipment = 7/10 pound

number of equal lots = 7

then,   7 x weight = 7/10

weight = 4.9

Therefore, the weight of each lot is 4.9 pounds.

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For the given frequency table, (a) 5 (b) 137 (c) lower class boundary is 132.5, and the upper class boundary is 141.5.

What is a frequency table ?

A frequency table is a tabular summary of data showing the frequency (i.e., the number of occurrences) of each category or value in a data set. It usually consists of two columns: one listing the categories or values and the other listing the corresponding frequencies. Frequency tables are commonly used to summarize categorical data, but they can also be used to summarize numerical data by grouping it into intervals or classes.

Now,

(a) The class width is the difference between the upper class limit and the lower class limit. For this frequency distribution, we can see that the class width is the same for each class and is equal to 5.

(b) The class midpoints are found by taking the average of the lower and upper class limits. For the first class, the lower class limit is 135 and the upper class limit is 139. So, the class midpoint is (135 + 139) / 2 = 137.

(c) The class boundaries are found by adding and subtracting half of the class width to the lower and upper class limits. For the first class, the lower class limit is 135 and the upper class limit is 139. The class width is 5, so half of the class width is 2.5. The lower class boundary is 135 - 2.5 = 132.5, and the upper class boundary is 139 + 2.5 = 141.5.

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Answer: 17999640

Step-by-step explanation:

The number of sides (100000) - 2. This gives you 99998 sides. Then you multiply it by 180. This equals 17999640

Answer: The sum of the exterior angles of a polygon is always 360 degrees. This is because when you travel around the exterior of a polygon, you make one complete revolution of 360 degrees.

To find the measure of each exterior angle of a regular n-gon (a polygon with n sides and angles of equal measure), you divide the total sum of the exterior angles (360 degrees) by the number of sides or angles in the polygon.

So for a regular 100000-gon, each exterior angle measures 360/100000 = 0.0036 degrees.

To find the sum of all the exterior angles in a 100000-gon, we multiply the measure of one exterior angle by the number of exterior angles (which is also equal to the number of sides/vertices in the polygon).

The number of exterior angles in a 100000-gon is also 100000, so:

Sum of exterior angles = 0.0036 degrees/angle × 100000 angles = 360 degrees

Therefore, the sum of the exterior angles of a 100000-gon is 360 degrees.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Make a chart.

units                    hours

2                             5

4                             10

6                             15

Assuming the time begins after the car is fully accelerated to 64 mph, 4 hours 45 minutes

IG:whis.sama_ent

The expression 8×2 can be used to find the total number of head wraps on the shelf when there are 8 head wraps per shelf and 2 shelves in total, resulting in a total of 16 head wraps.

Expression in mathematics is a combination of symbols and numbers, often using an operation, such as addition, subtraction, multiplication, or division. It can represent a number, a variable, a function, or a mathematical statement. It can also represent a combination of these things. Expressions are used to describe relationships between numbers, variables, and mathematical concepts.

The expression 8×2 can be used to find the total number of head wraps on the shelf when there are 8 head wraps per shelf and there are 2 shelves in total. This expression can be used to calculate the total number of head wraps on the shelves by multiplying 8 (the number of head wraps per shelf) by 2 (the number of shelves). As such, the expression 8×2 can be used to find the total number of head wraps on the shelf when there are 8 head wraps per shelf and 2 shelves in total, resulting in a total of 16 head wraps.

In conclusion, the expression 8x2 can be used to calculate the total number of head wraps on the shelf when there are 8 head wraps per shelf and 2 shelves in total. By multiplying 8 (the number of head wraps per shelf) by 2 (the number of shelves), the total number of head wraps on the shelf can be found, resulting in a total of 16 head wraps.

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Complete questions as follows-
In which situation can the Expression
on 8×2 be used to find the total number of head wraps on the shelf?

Thus, the value of measurement in the unit of feet converted from inch are - Measurement: 26 ft. x 32.5 ft.

The ratio of equivalent sides on two comparable figures is known as the scale factor. Scale factor in mathematics is used to quantify how much larger or smaller one object or figure is in comparison to another. On a map, scales are frequently present. The scale factor in geography typically refers to how accurately the scale depicted on the map reflects actual distance.

Given:

Measurement: 3 1/4 in. x 4 1/16 in.

Scale: 1/8 in. = 1 ft

Convert the mixed fraction of measurement into proper fraction:

Measurement: (3*4 + 1)/4 in. x (4*16 + 1)/16 in.

Measurement: 13/4 in. x 65/16 in.

Now,

Scale: 1/8 in. = 1 ft

1 in. = 1*8 ft

1 in. = 8 ft

Thus, multiply each measurement by 8 to get the values in ft.

Measurement: 13*8/4 ft. x 65*8/16 ft.

Measurement: 13*2 ft. x 65/2 ft.

Measurement: 26 ft. x 32.5 ft.

Thus, the value of measurement in the unit of feet converted from inch are - Measurement: 26 ft. x 32.5 ft.

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Answer:

Step-by-step explanation:

(a) The estimate for the difference in population means is 6.000.

(b) The standard error for the difference in population means is 3.208.

Conclusion:

Based on the given data, the 95% confidence interval for the difference in population means between this year's sales and last year's sales is between -0.608 and 12.608. This suggests that the population mean for this year's sales is likely to be higher than the population mean for last year's sales. This is supported by the fact that the estimate for the difference in population means is 6.000, which is greater than 0.

To find the specified scalar, we need to first find the dot product of U and V, and then the dot product of U and W, and add these two dot products together:

U·V + U·W

where U·V denotes the dot product of U and V, and U·W denotes the dot product of U and W.

The dot product of two vectors a = (a1, a2) and b = (b1, b2) is given by:

a · b = a1b1 + a2b2

Using this formula, we can find the dot product of U and V:

U · V = (4i - j) · (5i + j) = 4i · 5i + 4i · j - j · 5i - j · j = 20i^2 + (4i · j - 5i · j) - j^2 = 20 + (-i · j) - 1 = 19 - i · j

Next, we can find the dot product of U and W:

U · W = (4i - j) · (i + 6j) = 4i · i + 4i · 6j - j · i - j · 6j = 4i^2 + (4i · 6j - j · i) - 6j^2 = 4 + (24i · j) - 6 = -2 + 24i · j

Now we can substitute these values into the original expression:

U·V + U·W = (19 - i·j) + (-2 + 24i·j) = 17 + 23i·j

Therefore, the specified scalar is 17 + 23i·j.

1.) The probability of rolling two even numbers would be = 1/4

2.) The probability of rolling one even and one odd number = 1/2

3.) The probability of flipping tails on a coin and by rolling a factor of 6 on a six sided die would be = 1/3

To calculate the probability the formula that should be used is given as follows;

probability = possible outcome/sample space

For question 1.):

Sample space when two dice are thrown = 36

possible outcome = (2,2),(2,4),(2,6),(4,2),(4,4),(4,6),(6,2),(6,4),(6,6)= 9

Probability = 9/36 = 1/4

For question 2.)

Sample space when two dice are thrown = 36

possible outcome = 18

probability = 18/36 = 1/2

for question 3.)

Sample space when two dice are thrown = 12

possible outcome = 4

probability = 4/12 = 1/3

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The probability of choosing 5 CDs in alphabetical order out of a collection of 23 CDs is approximately 0.00003 or 0.003%.

What is combination?

In mathematics, a combination is a way of selecting objects from a larger group of objects, where the order of selection is not important. A combination is a subset of objects that are chosen from a larger set without regard to the order in which they are selected.

The formula  is given by:

C(n, r) = [tex]\frac{n!}{r!* (n - r)!}[/tex]

The total number of ways to choose 5 CDs from a collection of 23 CDs is given by the combination formula:

C(23, 5) = [tex]\frac{23!}{5!* (23 - 5)!}[/tex]

             = 33649

This means there are 33649 different ways to arrange 5 CDs out of the 23 CDs.

Out of these 33649 ways, only one arrangement is alphabetical. For this to happen, the first CD chosen must be the first one alphabetically, the second CD chosen must be the second one alphabetically, and so on.

The first CD can be any of the 23 CDs. However, once the first CD is chosen, there is only one CD that can be the second one alphabetically, two CDs that can be the third one alphabetically, and so on. Therefore, the probability of choosing 5 CDs in alphabetical order is:

P = 1 / C(23, 5)

P = 1 / 33649

P ≈ 0.00003

So the probability of choosing 5 CDs in alphabetical order out of a collection of 23 CDs is approximately 0.00003 or 0.003%.

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Yes, the player earned 67 points from Level 2 to Level 4 and 69 points from Level 3 to Level 5.

Given that: A student claims that the graph shows the player earned more points from Level 2 to Level 3 than from Level 4 to Level 5.

Let's examine the line graph:

At level 2 the point is 45 and at level 4 the point is 112. Thus, the points earned moving from Level 2 to Level 4 will be:

= 112 - 45

= 67

At level 3 the point is 112 and at level 5 the point is 156. Thus, the points earned moving from Level 4 to Level 5 will be:

= 156 - 87

= 69

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Question A) A 99% confidence interval estimate of his population mean finishing time of 100 meters race is (12.8081,15.5919)

Question B) Option II) narrower is the correct Option.

Let X be the time required to finish 100 meters race competition with Tom ( in seconds.)

A) A 99% confidence interval estimate of his population mean finishing time of 100 meters race is (12.8081,15.5919)

x = 14.2

s^2= 0.9867

s= 0.9933

t \aplha/2, n-1 = 3.7074

Margin of error= 1.3919

lower bound= 12.8081

upper bound= 15.5919

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Step-by-step explanation:

You are given the formula for surface area of the cone

  r = 7 cm     l = 13 cm

Sooooo  ...just plug the numbers into the formula :

SA = pi (7^2)  + pi (13)(7)     =

      =  22/7 * 49  + 22/7 * 13 * 7 = 440 cm^2

Therefore, **x < 7** is the inequality that may be utilized to find x

A mathematical statement known as an inequality compares two expressions using an inequality sign, such as (less than), > (greater than), or (less than or equal to).

For instance, the inequality x + 2 5 signifies that "x + 2 is less than 5".

Let x represent how many days the client paid for pet sitting.

$15 per day plus a $20 fixed service fee equals the total cost of pet sitting.

We are aware that the customer's purchase was under $125. Consequently, we can write:

20 + 15x < 125

Putting this disparity simply:

15x < 105

x < 7

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On the basis of data reported by Carlita in form of fractions , on comparing the given fractions order of animals from least liked to most liked is option-D:Snakes, hamsters, cats, dogs.

What are fractions?

A fraction represents a portion of a total. This entire may refer to a place or a group of places. The Latin word "fractio," which meaning "to break," is the source of the English term "fraction." It is simpler to identify the greater or smaller fraction when comparing fractions with the same or similar denominators. We must change fractions with dislike or different denominators to fractions with like or the same denominators in order to compare them. To do this, we must determine the denominators' Least Common Multiple (LCM). We can compare fractions simply when the denominators are made the same or similar.

Given data collected by Carlita:

Fraction of students who like hamsters= [tex]\frac{3}{7}[/tex]  

Fraction of students who like dogs =  [tex]\frac{5}{6}[/tex]  

Fraction of students who like cats= [tex]\frac{1}{2}[/tex]  

Fraction of students who like hamsters= [tex]\frac{1}{9}[/tex]

To compare all four fractions  [tex]\frac{3}{7}[/tex]  ,   [tex]\frac{5}{6}[/tex]  ,  [tex]\frac{1}{2}[/tex]   &  [tex]\frac{1}{9}[/tex]

We find LCM of denominators 2,6,7 & 9

prime factors:

2=2

6=2 x 3

7=7

9= 3 x 3

LCM=2 x 3 x 3 x 7

       =126

Equivalent fractions with denominator 126:

 [tex]\frac{3}{7}[/tex]  =   [tex]\frac{3}{7}[/tex]  × [tex]\frac{18}{18}[/tex]  = [tex]\frac{54}{126}[/tex]

 [tex]\frac{5}{6}[/tex]  =   [tex]\frac{5}{6}[/tex]  × [tex]\frac{21}{21}[/tex]  = [tex]\frac{105}{126}[/tex]

 [tex]\frac{1}{2}[/tex]  =   [tex]\frac{1}{2}[/tex]  × [tex]\frac{63}{63}[/tex]  = [tex]\frac{63}{126}[/tex]

[tex]\frac{1}{9}[/tex]   =  [tex]\frac{1}{9}[/tex]   × [tex]\frac{14}{14}[/tex]  = [tex]\frac{14}{126}[/tex]

On arranging least to most  [tex]\frac{54}{126}[/tex],  [tex]\frac{105}{126}[/tex],  [tex]\frac{63}{126}[/tex] &  [tex]\frac{14}{126}[/tex] we get

 [tex]\frac{14}{126}[/tex] <   [tex]\frac{54}{126}[/tex] <   [tex]\frac{63}{126}[/tex] <   [tex]\frac{105}{126}[/tex]

snakes<hamsters<cats<dogs

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Refer to the attachment for the complete question.

The value of

m∠GHJ = (3(20°)+50)° = 110°.

m∠GkJ = (4(20°)-10)° = 70°

m∠HJK = (4(20°))° = 80°

What is an angle?

An angle is a figure in Euclidean geometry made up of two rays that share a common terminal and are referred to as the angle's sides and vertices, respectively. Angles created by two rays are in the plane where the rays are located. The meeting of two planes also creates angles. We refer to these as dihedral angles.

Here, we have

Given: Circle B is shown, with GHJK inscribed in the circle. The m∠GHJ = (3x+50)°, and m∠HJK = (4x)° and mLGK] = (4x-10)°.

we have to find the value of HJK and JHG.

We know that

m∠GHJ + m∠GkJ = 180°

(3x+50)° + (4x-10)° = 180°

7x + 40 = 180°

7x = 140°

x = 20°

Hence, the value of

m∠GHJ = (3(20°)+50)° = 110°.

m∠GkJ = (4(20°)-10)° = 70°

m∠HJK = (4(20°))° = 80°

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Answer:

Step-by-step explanation:

just add the two numbers up 576x1 1/2= 864

The only equations n + 6 = 12 and 4 • n = 24 have n = 6 as a solution.

An equation is a collection of variables, constants, and mathematical operations like addition, subtraction, multiplication, or division that are balanced by the equal sign. The equation's right-hand side (RHS) is on the right, and its left-hand side (LHS) is on the left.

To check if a given equation has n = 6 as a solution, we simply substitute n = 6 into the equation and see if it is true.

2 + n = 6 : 2 + 6 = 8, not true for n = 6.

n + 6 = 12 : 6 + 6 = 12, true for n = 6.

4 • n = 24 : 4 • 6 = 24, true for n = 6.

n • 3 = 2 : 6 • 3 = 18, not true for n = 6.

Therefore, only the equations n + 6 = 12 and 4 • n = 24 have n = 6 as a solution.

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The function that models the relationship between the number of students enrolled, f(x) and the number of years after 2015, x,  is D. f(x) = 3000(0.98)*.

Mathematically, a function defines a mathematical relationship or an algebraic expression involving one variable (the independent variable) and another variable (the dependent variable).

There are four main types of mathematical functions, including:

The number of students enrolled in 2015 = 3,000

The annual decrease in students enrollment = 2%

Let f(x) the model modeling the relationship between the number of students enrolled and the number of years after 2015.

Let the number of years after 2015 = x.

Thus, the correction function is D. f(x) = 3000(0.98)*.

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Answer:

it would be C

Step-by-step explanation:

The logarithmic form of the given exponential equation in the question,     4³ = (5x + 4) is Log₄ (5x + 4) = 3.

The exponential-to-logarithmic format is useful because it makes it easy to compute large numeric expressions. Expressions involving exponential multiplication and division can be converted to addition and subtraction by applying logarithms. Logarithmic exponential form is a common means of converting mathematical expressions in one form to another form.

The exponential form aˣ = N is transformed and written logarithmically as LogₐN = x.

The exponential form of a for the exponent of x equal to N is converted to the logarithm of the number N in base a, equal to x.

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Answer:

x = -3 and x = 1 are the two zeroes of this function. Choose one of them for your answer.