24 students of the 30 in Anderson’s class are wearing tennis shoes .He says that. 70% are wearing tennis shoes is he correct explain help me

Answer:

A tessellation of a flat surface is the tiling of a plane using one or more geometric shapes, called tiles, with no overlaps and no gaps.

Step-by-step explanation:

Answer:

The data that we have is:

total people: 2545

male survivors: 406

male who died: 1651

total males: 406 + 1651 = 2057

female survivors: 362

female who died: 126

total females: 362 + 126 = 488.

We want to know:

for the percentages, we must calculate the quotient between the total numbers of the set, and the number in the particular category we are looking for.

% male survivors = (number of male survivors/total number of males)*100%.

                             = (406/2057)*100% = 19.73%

% male who died = (1651/2057)*100% = 80.2%

% female survivors = (362/488)*100% = 74.18%

% female who died = (126/488)*100% = 25.82%

Answer:

Solve the equation for  

x   by finding   a ,  b , and  c  of the quadratic then applying the quadratic formula.

Exact Form:

x= 7 + 2 √ 5

Decimal Form:

x = 11.47213595 …

Step-by-step explanation:

Hi there! Hopefully this helps!

Answer: 11.47(to 2 decimal places).

Isolate one of the square roots: √(2x−5) = 1 + √(x−1)

Square both sides: 2x−5 = (1 + √(x−1))^2

We have removed one square root.

Expand right hand side: 2x−5 = 1 + 2√(x−1) + (x−1)

Simplify: 2x−5 = 2√(x−1) + x

Subtract x from both sides:  x−5 = 2√(x−1)

Now do the "square root" thing again:

Isolate the square root:  √(x−1) = (x−5)/2

Square both sides:  x−1 = ((x−5)/2)^2

We have now successfully removed both square roots.

Let's continue with the solution.

Expand right hand side:  x−1 = (x^2 − 10x + 25)/4

Since it is a Quadratic Equation! let's put it in standard form.

Multiply by 4 to remove division:  4x−4 = x^2 − 10x + 25

Bring all to left:  4x − 4 − x^2 + 10x − 25 = 0

Combine like terms:  −x^2 + 14x − 29 = 0

Swap all signs:  x^2 − 14x + 29 = 0

Using the Quadratic Formula (a=1, b=−14, c=29) gives the solutions:

2.53 and 11.47 (to 2 decimal places)

2.53: √(2×2.53−5) − √(2.53−1) ≈ −1 Oops! Should be plus 1. So it is not the solution.

11.47: √(2×11.47−5) − √(11.47−1) ≈ 1 Yes that one works.

Answer:

[tex]21^{10}[/tex]

Step-by-step explanation:

First, multiply the 3 and the 7 together, and then "multiply" the exponents -8 and 3. (However, when "multiplying exponents, you're really just adding them together: -8 + 5)

([tex]21^{-5}[/tex])^2

Then, multiply the -5 and -2 together, giving you:

[tex]21^{10}[/tex]

Answer:

C. (x + 4) and (x - 1)

Step-by-step explanation:

The middle number is 3 and the last number is -4.

Factoring means we want something like

(x+_)(x+_)

Which numbers go in the blanks?

We need two numbers that...

Add together to get 3

Multiply together to get -4

Can you think of the two numbers?

Try -1 and 4:

-1+4 = 3

-1*4 = -4

Fill in the blanks in

(x+_)(x+_)

with -1 and 4 to get...

(x + 4) and (x - 1)

Answer:

y = 3x-10

Step-by-step explanation:

The slope intercept form of a line

y = mx+b  where m is the slope and b is the y intercept

The slope is 3 and the y intercept is -10

y = 3x-10

Step-by-step explanation:

Putting values of c and r

4 + 4(10) - 3(10 - 3)

4 + 40 - 3(7)

44 - 21

23

Answer:

Difference is (0.181671, 0.263529)

We are more than 95% confident that the true percentage of life births for women under 38 years of age is between 18.17% and 26.35% higher than the true population of live births of women aged 38 or older.

Step-by-step explanation:

We are given;

x1 = 41

n1 = 152

x2 = 4

n2 = 86

Thus,

Sample proportion 1; p'1 = 41/152 = 0.2697

Sample proportion 2; p'2 = 4/85 = 0.0471

For confidence level, 1 - α = 1 - 0.05 = 0.95, using the z-table i attached under the column of z_α/2,we have

z_α/2 = 0.96

The end points of the confidence intervals for p1 - p2 are;

(p'1 - p'2) - z_α/2√[(p'1(1 - p'1)/n1) + (p'2(1 - p'2)/n2)

And

(p'1 - p'2) + z_α/2√[(p'1(1 - p'1)/n1) + (p'2(1 - p'2)/n2)

The first one is calculated as;

(0.2697 - 0.0471) - 0.96√[(0.2697(1 - 0.2697)/152) + (0.0471(1 - 0.0471)/86)

.= 0.2226 - 0.040929 = 0.181671

The second one is calculated as;

(0.2697 - 0.0471) + 0.96√[(0.2697(1 - 0.2697)/152) + (0.0471(1 - 0.0471)/86)

.= 0.2226 + 0.040929 = 0.263529

Thus, we are more than 95% confident that the true percentage of life births for women under 38 years of age is between 18.17% and 26.35% higher than the true population of live births of women aged 38 or older.

Answer:

Option A

Step-by-step explanation:

your welcome = )

The inverse of the function y = 6ˣ is y = log₆(x), which means option A is correct.

To find the inverse of the function y = 6ˣ, we need to swap the roles of x and y and then solve for y. The steps to find the inverse are as follows:

Start with the original function: y = 6ˣ

Swap x and y:

[tex]x = 6^{y}[/tex]

To solve for y, take the logarithm of both sides using the same base (in this case, base 6):

log₆x = log₆([tex]6^{y}[/tex])

Since [tex]log_{b} (b^{y} )[/tex] = y, we get: y = log₆x

Therefore, the inverse function is y = log₆x.

Answer:

Option b

Step-by-step explanation:

Complete question is

Carl bought 7 packs of pencils. He now has 42  pencils. He writes that 42 is 6 times as many as 7.  Which comparison sentence below can he use to

show the comparison?

A. 7 more than 6 is 42.

B. 7 is 6 times as many as 42.

C. 42 is 7 times as many as 6.

D. 6 is 7 times as many as 42

Solution -

It is given that Carl has 42 pencils.

It is not sure in which pack - the one with 6 pencils or the one with 7 pencils.

But when Carl wrote that  "42 is 6 times as many as 7". By this he means that the present number of pencils i.e 42 is equal to 6 times the number of pencils in the pack of 7

Then, it becomes clear that Carl has 6 times the number of pencils in the pack of 7 pencils

Option B is correct

Answer:

a = (cx - by)/x

Step-by-step explanation:

ax + by  = cz

ax = cz - by

a = (cx - by)/x

Can I get brainliest

To find if either of them are correct just multiply each of them:

(9y^3)(9y^2)= (9)(9)(y^3)(y^2)

=81y^5

Sophia is incorrect.

(3y^6)(27y)=(3)(27)(y^6)(y)

=81y^7

Ahmed isn't correct either!

Both the persons Sophia and Ahmed do not factor in the expression correctly.

In mathematics, integer exponents are exponents that should be integers. It may be a positive or negative number. In this situation, the positive integer exponents determine the number of times the base number should be multiplied by itself.

It is given that, Sophia factored 81y⁶ as  (9y³)(9y²) and Ahmed factored 81y⁶ as (3y⁶)(27y).

We have to find the correct factored form,

= (9y³)(9y²)

The expression is to be arranged in order to find the understand the property of exponent as,

=(9×9)(y³.y²)

=(81)(y³⁺²)

=81y⁵

Thus, both the persons Sophia nor Ahmed do not factor in the expression correctly.

Learn more about the integer exponent here:

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Answer:

it will also double the circumference

Step-by-step explanation:

c = 2πr

r' = 2r

c' = 2πr' = 2π x 2r = 4πr

Answer:

B x m

Step-by-step explanation:

Example: 75 x minutes

So no matter how much bottles you have, you just have to multiply the minutes.

Answer:I think it would be 75 divided by b = m

Step-by-step explanation:

Answer:

insufficient information

Step-by-step explanation:

If the order of the points is unknown, the distances AB and CD imply no particular distance for BD.

Answer: $1.5 millions

Step-by-step explanation:

Since the population is in millions and a million is like a fraction many millions.

Therefore, the minimum amount of money you could reasonably expect to spend in order to qualify for this amendment for the ballot is $1.5 millions

Answer:

230° is equal to  [tex]\displaystyle \frac{23 \pi}{18}[/tex]  radians.

General Formulas and Concepts:

Trigonometry

Degrees to Radians Conversion: [tex]\displaystyle \frac{n\pi}{180}[/tex]

Step-by-step explanation:

Step 1: Define

Identify variables.

n = 230°

Step 2: Find Radians

∴ 230° is equal to  [tex]\displaystyle \frac{23 \pi}{18}[/tex]  radians.

---

Topic: Pre-Calculus

Unit: Trigonometry

Answer:

* LOOK AT THE PICTURE's*

I hope this helps and is the right one

The converse of the parallelogram side theorem states, If the opposite sides of a quadrilateral are congruent, then the quadrilateral is a parallelogram.

To prove this statement, we will assume that the opposite sides of a quadrilateral are congruent and demonstrate that it must be a parallelogram.

If both the opposite sides are parallel then we can easily prove that a parallelogram

Given: Quadrilateral PQRS, where PQ is congruent to RS and PR is congruent to QS.

To prove: PQRS is a parallelogram.

Proof:

Since PQ is congruent to RS (given), the segment PQ is parallel to the segment RS by the converse of the corresponding sides of congruent triangles are congruent (CPCTC). Since PR is congruent to QS (given), the segment PR is parallel to the segment QS by CPCTC.

Now we have both pairs of opposite sides of PQRS parallel, which satisfies the definition of a parallelogram.

Therefore, by proving that both pairs of opposite sides are PQRS parallel, we have shown that if the opposite sides of a quadrilateral are congruent, then the quadrilateral is a parallelogram.

This completes the proof of the converse of the parallelogram side theorem.

Learn more about parallelograms here:

https://brainly.com/question/32441125

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Answer:

You cannot simplify this. One has ab, and one has only b. So that is the most simplified it can get.

Answer: There are no like terms.

Step-by-step explanation:

Answer:

15.87% is the chance that Scott takes more than 4.25 minutes to solve a problem at an academic bowl.

Step-by-step explanation:

We are given the following information in the question:

Mean, μ = 4 minutes

Standard Deviation, σ = 0.25 minutes

We standardize the given data.

Formula:

[tex]z_{score} = \displaystyle\frac{x-\mu}{\sigma}[/tex]

P(more than 4.25 minutes to solve a problem)

[tex]P( x > 4.25) = P( z > \displaystyle\frac{4.25 - 4}{0.25}) = P(z > 1)[/tex]

[tex]= 1 - P(z \leq 1)[/tex]

Calculation the value from standard normal z table, we have,  

[tex]P(x > 4.25) = 1 - 0.8413 = 0.1587 = 15.87\%[/tex]

Thus,15.87% is the chance that Scott takes more than 4.25 minutes to solve a problem at an academic bowl.

The correct answer is approximately 15.87%.

To solve this problem, we can use the properties of the normal distribution. Given that the average time Scott takes to solve a problem is 4 minutes with a standard deviation of 0.25 minutes, we can calculate the z-score for the time of 4.25 minutes to determine how many standard deviations away from the mean this time is.

The z-score formula is:

[tex]\[ z = \frac{X - \mu}{\sigma} \][/tex]

where[tex]\( X \)[/tex]is the value in question[tex](4.25 minutes), \( \mu \)[/tex] is the mean (4 minutes), and [tex]\( \sigma \)[/tex] is the standard deviation (0.25 minutes).

 Plugging in the values, we get:

[tex]\[ z = \frac{4.25 - 4}{0.25} = \frac{0.25}{0.25} = 1 \][/tex]

 Now, we look up the z-score of 1 in the standard normal distribution table or use a calculator to find the corresponding area to the left of this z-score. This area represents the probability that Scott will take 4.25 minutes or less to solve a problem.

The area to the left of a z-score of 1 is approximately 0.8413, or 84.13%. This is the cumulative probability up to 4.25 minutes.

 To find the probability that it will take Scott more than 4.25 minutes, we subtract this value from 100% (since the total area under the normal distribution curve is 1, or 100%):

[tex]\[ P(X > 4.25) = 1 - 0.8413 = 0.1587 \][/tex]

Converting this to a percentage, we get:

[tex]\[ 0.1587 \times 100\% \approx 15.87\% \][/tex]

Therefore, it will take Scott more than 4.25 minutes to solve a problem approximately 15.87% of the time.

Answer:

  x = 2 or -3

Step-by-step explanation:

The product will be zero when one of the factors is zero.

First factor:

  x - 2 = 0

  x = 2 . . . . . add 2 to both sides of the equation

Second factor:

  x + 3 = 0

  x = -3 . . . . .subtract 3 from both sides of the equation

The values of x that solve this equation are x = 2 and x = -3.

Answer:

Step-by-step explanation:

The ratio between the gold and silver in the first piece = 2:3

The ratio between the gold and silver in the second piece =3:7

The ratio in the mixture = 5:11

We want to have 8 gram of the new mixture.

Let the gram of alloy taken from the first piece=x

Therefore: gram of alloy would be taken from the second piece=(8-x)

This gives:

[tex]\dfrac{2}{5}x+ \dfrac{3}{10}(8-x)=\dfrac{5}{16}*8[/tex]

We simplify the equation above for the value of x.

[tex]\dfrac{2x}{5}+ \dfrac{3(8-x)}{10}=\dfrac{5}{2} \\\dfrac{4x+24-3x}{10}=\dfrac{5}{2}\\\dfrac{x+24}{10}=\dfrac{5}{2}\\2x+48=50\\2x=50-48\\2x=2\\x=1[/tex]

Therefore to create 8 gram of gold and silver alloy with gold-silver ratio 5:11, we take 1 grams of one of the alloy and 7 grams of the other alloy.

Answer:???

Step-by-step explanation:

Answer:

As the stake is 3 m long we will take it as the radius of the circle and find the area as per:

22/7*3*3=22/7*9=198/7m^2

198/7 metre square.

Answer:

£3.66

Step-by-step explanation:

17+23=40

40=16 what about 17

16×17=272÷40=£6.8

16-6.8=£9.2

20% of £6.8 = £1.36

1/4 of £9.2 = £2.3

1.36+2.3=£3.66

Answer:

We choose C

Step-by-step explanation:

I think your question is missed of key information, allow me to add in and hope it will fit the original one.  Please have a look at the attached photo

Basically, interquartile range represents the width or "dispersion" of the set. [1] The interquartile range is determined by the difference between the top quartile (25% highest) and lower quartile (25% lowest) point of the data set.

From the picture, we can find that:

So the interquartile range of the distances for the bus drivers is 5 miles less than the interquartile range of the distances for the teachers.

We choose C

Answer:

Step-by-step explanation:

Answer

No, she should have added 62 and 82 and compared that to 102.

Answer:

The correct answer is C) No, she should have added 62 and 82 and compared that to 102.

Step-by-step explanation:

Her answer is incorrect because she did not follow the steps correctly, she should have added the two numbers. Good luck!

Answer:

5

Step-by-step explanation:

3+2=5

Answer:

5 cups

Step-by-step explanation:

2 cups plus 3 cups

Answer:

7 11/12

Step-by-step explanation:

amount of the flour

= 2 3/4 + 4 1/2 + 2/3

= 11/4 + 9/2 + 2/3

= 33/12 + 54/12 + 8/12

= 95/12

= 7 11/12

make as the brainliest

Answer:

Wofford College

Step-by-step explanation: