45 books represent 5% of total books at library 2.

Answer:

x = [tex]\frac{4}{3}[/tex], x = [tex]\frac{8}{3}[/tex]

Step-by-step explanation:

Given

- 2 | 3x - 6 | + 5 = 1 ( subtract 5 from both sides )

- 2 | 3x - 6 | = - 4 ( divide both sides by - 2 )

| 3x - 6 | = 2

The absolute value function always returns a positive solution, however, the expression inside can be positive or negative, that is

3x - 6 = 2 ( add 6 to both sides )

3x = 8 ( divide both sides by 3 )

x = [tex]\frac{8}{3}[/tex]

OR

- (3x - 6) = 2, that is

- 3x + 6 = 2 ( subtract 6 from both sides )

- 3x = - 4 ( divide both sides by - 3 )

x = [tex]\frac{4}{3}[/tex]

As a check

Substitute these values into the left side of the equation and if equal to the right side then they are the solutions.

x = [tex]\frac{8}{3}[/tex] : - 2| 8 - 6 | + 5 = - 2| 2| + 5 = -2(2) + 5 = - 4 + 5 = 1 = right side

x = [tex]\frac{4}{3}[/tex] : - 2 | 4 - 6| + 5 = - 2| - 2| + 5 = - 2(2) + 5 = - 4 + 5 = 1 = right side

Thus the solutions are x = [tex]\frac{4}{3}[/tex] and x = [tex]\frac{8}{3}[/tex]

Answer:

x = 1⅓, 2⅔

Step-by-step explanation:

-2 | 3x - 6 | + 5 = 1

-2 | 3x - 6 | = 1 - 5

-2 | 3x - 6 | = -4

| 3x - 6 | = 2

3x - 6 = 2

3x = 8

x = 8/3 = 2⅔

3x - 6 = -2

3x = 4

x = 4/3 = 1⅓

Answer:

There is no correlation between shoe size and math abity.

Step-by-step explanation:

The researcher's examination showed that there's no correlation between a child's shoe size and math ability. Hence, a larger shoe size doesn't inherently relate to better or worse math skills. The concepts of correlation and causation are critical in such evaluations.

The researcher's analysis indicates that there is no correlation between a child's shoe size and their math abilities. In other words, having a larger shoe size does not necessarily mean that a child would be better or worse at mathematics. The subjects of correlation and causation are important in studies like these. Correlation refers to a mutual relationship or connection between two or more things. In this case, there is no evident correlation between shoe size and math ability. On the other hand, causation would mean that one event (a larger shoe size) is the result of the occurrence of the other event (higher math ability), which in this scenario is not the case.

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[tex]\boxed{f(x) = 11x^4 + 22x^3 - 1001x^2 - 5632x - 7260}[/tex]

A quartic function is a function given by the the following equation in standard form:

[tex]f(x)=a_{4}x^4+a_{3}x^3+a_{2}x^2+a_{1}x+a_{0} \\ \\ \\ Where: \\ \\ a_{4},a_{3},a_{2},a_{1},a_{0} \ \text{are constant} \\ \\ \text{and} \ a_{4} \ \text{is the leading coefficient}[/tex]

From the statement we must assume the leading coefficient of f(x) is 11, so:

[tex]a_{4}=11[/tex]

The zeros are:

[tex]x=-6 \\ \\ x=-5 \\ \\ x=-2 \\ \\ x=11[/tex]

So, we can write:

[tex]f(x)=11(x-(-6))(x-(-5))(x-(-2))(x-11) \\ \\ \\ So: \\ \\ \mathrm{Rule}:-\left(-a\right)=a \\ \\ \\ Then: \\ \\ f(x)=11\left(x+6\right)\left(x+5\right)\left(x+2\right)\left(x-11\right)[/tex]

[tex]Expand:\left(x+6\right)\left(x+5\right):\ x^2+11x+30: \ \text{Distributive Property} \\ \\ \\ Then: \\ \\ f(x)=11\left(x^2+11x+30\right)\left(x+2\right)\left(x-11\right) \\ \\ \\ Expand:\left(x^2+11x+30\right)\left(x+2\right):\ x^3+13x^2+52x+60: \ \text{Distributive Property} \\ \\ \\ Then: \\ \\ f(x)=11\left(x^3+13x^2+52x+60\right)\left(x-11\right)[/tex]

[tex]Expand: \left(x^3+13x^2+52x+60\right)\left(x-11\right):\ x^4+2x^3-91x^2-512x-660 \\ (Distributive \ property)[/tex]

Finally:

[tex]f(x) = 11(x^4 + 2x^3 - 91x^2 - 512x - 660) \\ \\ \boxed{f(x) = 11x^4 + 22x^3 - 1001x^2 - 5632x - 7260}[/tex]

Answer:

[tex]69^{\circ}[/tex]

Step-by-step explanation:

We are given that

Length of minor arc AB=12 feet

Radius of circle=r=10 feet

Let x  be the measure of central angle subtended by minor arc AB.

We know that

Length of an arc=[tex]\frac{Central\;angle}{360}\times 2\pi r[/tex]

Where [tex]\pi=3.14[/tex]

Using the formula

[tex]12=\frac{x}{360}\times 2\times 3.14\times 10[/tex]

[tex]x=\frac{12\times 360}{2\times 3.14\times 10}[/tex]

[tex]x=69^{\circ}[/tex]

Answer:

c

Step-by-step explanation:

because all your doing is picking the smallest and the biggest number and i just got it right .

Answer:C

Step-by-step explanation: 0.8 lb and 1.2 lb

Answer:

B

Step-by-step explanation:

It's the right answer

The expected value of the given scenario is -$4.80

The probability of an event is a number that indicates how likely the event is to occur. It is expressed as a number in the range from 0 and 1, or, using percentage notation, in the range from 0% to 100%. The more likely it is that the event will occur, the higher its probability.

The expected value refers to the value for a person who decides to purchase one ticket.

And that value is the sum of the values of the different possible scenarios.

There are two scenarios, wining and losing.

Note that we need to subtract the cost of the ticket (i.e. $5) from the return.

Winning :-

Probability 1 out of 500 chances

Return expected: ($100 - $5) *1/500 = $95 * 1/500 = $0.19

Losing :-

Probability 499 out of 500 chances

Return expected: (0 - $5)*499/500 = -$4.99

The expected value is the sum of the two returns: $0.19 - $4.99 = -$4.80 (it is negative).

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Answer:

right answer is 8cm

Step-by-step explanation:

if QM=x

so. Om=32+x

ON=64+16=80

(32+x)/x=80/16

32+x=5x

4x=32

x=8

Answer:

3/14

Step-by-step explanation:

5+3+2+4=14....

3 yellow

Answer:

3 steps per second.

Step-by-step explanation:

Find the Unit Rates of each going up and down:

--> 30/6 unit rate is 5 steps per second.

--> 30/15 unit rate is 2 steps per second.

Now subtract them to get the amount if the elevator wasn't moving:

--> 5-2= 3.

Final answer:

To find Tommy's rate (in steps per second) if the escalator stopped moving, calculate his speed going up and going down, then subtract the speed going down from the speed going up.

Explanation:

To find Tommy's rate (in steps per second) if the escalator stopped moving, we need to calculate his speed when going up and when going down.

When going up, Tommy covers 30 steps in 6 seconds. So his speed going up is 30 steps / 6 seconds = 5 steps per second.

When going down, Tommy covers 30 steps in 15 seconds. So his speed going down is 30 steps / 15 seconds = 2 steps per second.

If the escalator stopped moving, Tommy's rate would be the difference between his speed going up and his speed going down. So his rate would be 5 steps per second - 2 steps per second = 3 steps per second.

Answer:

Many of the policy tools used by these earlier American systems are obsolete today. But the idea is not. Now, as in the nineteenth and twentieth centuries, national economic development rests on a mutually reinforcing triad of policies to encourage American industry, national infrastructure, and adequate finance.

The principles of economic nationalism, financial stability, and infrastructure development remain influential in modern economic policy.

The American System, also known as the National System or Henry Clay's American System, was an economic plan devised by American statesman Henry Clay in the early 19th century. The plan aimed to promote economic growth and national unity by focusing on three key areas:

Tariff Protection: Clay advocated for high tariffs on imported goods to protect American industries from foreign competition. This policy is still reflected in modern trade agreements, where tariffs are used to balance trade and protect domestic industries.

National Bank: Clay supported the establishment of a strong national bank to regulate the money supply, stabilize the economy, and facilitate commerce. While the specific form of the Second Bank of the United States, which Clay supported, is no longer in existence, the concept of a central bank remains central to modern economic policy.

Internal Improvements: Clay believed in investing in infrastructure projects such as roads, canals, and railroads to improve transportation and connect different regions of the country. This concept is still relevant today, as governments continue to invest in infrastructure to support economic growth and mobility.

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The odds would be 7/8 that at least one would be a heads.

To find your answer, see each coin flip as unrelated to the last one.

For the first coin flip, you can either get heads or tails. So, there's only 2 possible outcomes.

Flip 1 (Outcome 1): H or T

Flip 1 (Outcome 2): H or T

But when it comes to the second flip, now each outcome has two possible "sub-outcomes" of their own. So there's now four total outcomes.

Flip 2 (Outcome 1) : H, H

Flip 2 (Outcome 2) : H, T

Flip 2 (Outcome 3) : T, H

Flip 2 (Outcome 4) : T, T

On the third flip, there would now be 8 outcomes. As each "sub-outcome" has own of their own.

Flip 3 (Outcome 1) : H, H, H

Flip 3 (Outcome 2) : H, H, T

Flip 3 (Outcome 3) : H, T, H

Flip 3 (Outcome 4 : H, T, T

Flip 3 (Outcome 5) : T, H, H

Flip 3 (Outcome 6) : T, H, T

Flip 3 (Outcome 7) : T, T, H

Flip 3 (Outcome 8): T, T, T

So all but one of the eight outcomes have at least one heads drawn. Due to this, the odds of an heads happening would be 7/8 within all of the possible outcomes.

Answer:

[tex]176\pi in.^3[/tex]

Step-by-step explanation:

The figure of the problem is missing: find it in attachment.

In this problem, the container has a shape of a cylinder.

The volume of a cylinder is given by the formula:

[tex]V=\pi r^2 h[/tex]

where

V is the volume

r is the radius of the base of the cylinder

h is its height

For the container in this problem, we have:

r = 4 in. is the radius of the base

h = 11 in. is the height of the container

Substituting into the formula, we can find the volume of the container, and so the volume of grain that it can contain:

[tex]V=\pi (4)^2 (11)=176\pi in.^3[/tex]

The given cylinder container can hold 44π cubic inches of grain. This is calculated using the formula for the volume of a cylinder which is πr²h.

To compute the amount of grain a cylindrical container can hold, you would have to calculate the cylinder's volume. The formula for the volume of a cylinder is πr²h, where r represents the radius, and h represents the height.

In this case, the diameter is 4 inches, so the radius (r) would be 2 inches. The height (h) of the cylinder is 11 inches. So, substituting these values into the formula gives us:

Volume = π(2²) x 11 = 44π cubic inches

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Answer:

D

Step-by-step explanation:

2 multiplying by any number even or odd=even number

Final answer:

The correct answer is D) 2(ab + 1), because multiplying an odd number (ab + 1) by 2 results in an even number.

Explanation:

The question asks which expression must be even if integers a and b are even. We know that the product of two even numbers is always even. Therefore, ab is even.

When we add 1 to an even number, the result is odd, so ab + 1 is odd. Multiplying by 3, as in option C, won't change the oddness, so 3(ab + 1) is also odd. The expression in option E, a2 + b2 + 1, will be odd for the same reason - the sum of even squares is even, and adding 1 makes it odd.

However, option D multiplies the odd number ab + 1 by 2, guaranteeing that the result is even regardless of the values of a and b since any number multiplied by 2 is even. Thus, the correct answer is D) 2(ab + 1).

Answer is B! Correct on exam!

Step-by-step explanation:

1. Identify the values for a, h, and k: a= 1/2 h= -1 k= 4. (Remember that the sign of h changes!)

2. Determine vertex: (-1,4)

3. Determine x and y for focus: X= -1 (same as vertex) y= K + 1/4(a)

Substitute what we know into that formula: y= 4 + 1/4(1/2)

y= 4 + 1/2 so y= 4 1/2.

4. Determine directrix: y= k - 1/4(a) ]

Substitute in what we know: y= 4 - 1/4(1/2)

y= 4-1/2 so y= 3 1/2

The focus and directrix of the parabola are (-1, 9/2) and y=7/2 respectively.

The given function is y = 1/2(x+1)² + 4.

We need to find the focus and directrix of the parabola.

A parabola is a set of all points in a plane which are an equal distance away from a given point and given line. The point is called the focus of the parabola and the line is called the directrix. The focus lies on the axis of symmetry of the parabola.

Graph the parabola using the direction, vertex, focus, and axis of symmetry.

Direction: Opens Up

Directrix: Use the vertex form to find the directrix

y=7/2

Focus: Use the vertex form to find the focus.

(-1, 9/2)

Axis of symmetry: x=-1

The coordinates to plot the graph are as follows:

(-3, 6), (-2, 9/2), (-1, 4), (0, 9/2) and (1, 6).

Therefore, the focus and directrix of the parabola are (-1, 9/2) and y=7/2 respectively.

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-0.5

Answer: -0.5

Step-by-step explanation:

Answer:-0.05

Step-by-step explanation:

Answer:

on my screen the picture is blocked just comment on my answer and i will do it for you

Step-by-step explanation:

Answer:

A) 60π cm³

Step-by-step explanation:

Given:

The radius of the base of a metallic rod is 2 centimetres, and its height is 15 centimetres.

Question asked:

What is the volume of this cylinder?

Solution:

As we know''

[tex]Volume\ of\ cylinder=\pi r^{2} h[/tex]

                                [tex]=\pi \times2\times2\times15\\ \\ =60\pi[/tex]

Therefore, the volume of this cylinder will be [tex]60\pi\ cm^{3}[/tex]

Answer:

The correct option is option (A)

The volume of the metallic rod is 60π cm³.

Step-by-step explanation:

Cylinder:

The radius of the base of metallic rod is 2 cm and its height is 15 cm.

Here r= 2 cm, h= 15 cm, [tex]\pi =\frac{22}7[/tex]

The volume of metallic rod is

=πr²h

=π(2 cm)² (15 cm)

=π(4)(15) cm³

=60π cm³

Answer:

The answer is C

Step-by-step explanation:

Answer:

The answer to this would be 662.

Step-by-step explanation:

Sigma notation calls for the sum of the terms in the sequence.

Answer:

15

∑ 5(-2)^n-1

n =4

Step-by-step explanation:

15 and n = 4 should be on top (15) and below (n = 4) of the ∑

hope this helps :]

Answer:

the new price is... i think 180

Step-by-step explanation:

Answer:

0

Step-by-step explanation:

Some president will make Russia mad enough to start a nuclear war and the entire planet will be destroyed, let alone Starbucks.

Answer:

y= -2

Step-by-step explanation:

Answer:

y = -2

Step-by-step explanation:

Answer:

ft

Step-by-step explanation:

just the most common

area

i would say feet, so it could be like ''the room is 45 feet long'' or something

Answer:

3/6

Step-by-step explanation:

Answer:

3/6=1/2

Step-by-step explanation:

Cross multiply

x/6=1/2

2x=6

Divide by 2 on both sides

x=3

So, 3/6=1/2

Hope this helps! :)

Answer:

If Jada sells 60 kilograms of paprika, her profit would be $200.

Step-by-step explanation:

Note: The missing graph is attached below.

From the graph,

Taking two points

[tex]\mathrm{Slope\:between\:two\:points}:\:\mathrm{Slope}=\frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]\left(x_1,\:y_1\right)=\left(35,\:0\right),\:\left(x_2,\:y_2\right)=\left(60,\:200\right)[/tex]

[tex]m=\frac{200-0}{60-35}[/tex]

[tex]m=8[/tex]

The equation of line in slope-intercept form is

[tex]y=mx+b[/tex]

Putting (60, 200) and m = 8 in the slope-intercept form

[tex]200=\left(60\right)\left(8\right)+b[/tex]

[tex]\left(60\right)\left(8\right)+b=200[/tex]      

[tex]480+b=200[/tex]

[tex]\mathrm{Subtract\:}480\mathrm{\:from\:both\:sides}[/tex]

[tex]480+b-480=200-480[/tex]

[tex]b=-280[/tex]

Thus

[tex]y=mx+b[/tex]

[tex]y=8x+\left(-280\right)[/tex]

[tex]y=8x-280[/tex]

Putting x = 60

[tex]y=8\left(60\right)-280[/tex]

[tex]y=200[/tex]

Therefore, if Jada sells 60 kilograms of paprika, her profit would be $200.

Answer:

the answer is 35 kilograms

Step-by-step explanation:

got it from khan academy

Answer:

Answer 2 is correct, 740

Step-by-step explanation:

The rounded equation would be 10 (50+20) + 40. So if you do the equation then it would be 740

Answer:

I know

Step-by-step explanation:

The length of each equal side of the isosceles triangle Pythagorean theorem is equal to the square root of half the square of the length of the base.

The Pythagorean theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

To find the length of an isosceles triangle, we need to consider the two equal sides as the legs of a right-angled triangle, and the remaining side as the hypotenuse.

Let's denote the length of the equal sides as "a" and the length of the remaining side (the base) as "b".

According to the Pythagorean theorem, we have:

[tex]a^2 + a^2 = b^2[/tex]

Simplifying this equation, we get:

[tex]2a^2 = b^2[/tex]

To find the length of the equal sides, we can solve for "a" by taking the square root of both sides:

[tex]a = \sqrt{b^2 / 2}[/tex]

Therefore, the length of each equal side of the isosceles triangle Pythagorean theorem is equal to the square root of half the square of the length of the base.

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Final answer:

The cost of 10 books can be found by dividing the total cost for 8 books ($19.60) by 8 to get the cost per book ($2.45), and then multiplying that by 10 to get the total cost ($24.50).

Explanation:

To determine the cost of 10 books if 8 books cost $19.60, we need to establish the price per book and then multiply that by 10. First, let's calculate the cost per book by dividing the total cost by the number of books:

Cost per book = Total cost ÷ Number of books = $19.60 ÷ 8 books = $2.45 per book

Now, using the cost per book, we can find the total cost for 10 books:

Total cost for 10 books = Cost per book × 10 = $2.45 × 10 = $24.50

Therefore, the equation that would help determine the cost of 10 books is:

Cost = $2.45 × Number of books

In this case, for 10 books, the cost would be:

Cost = $2.45 × 10