A student claimed 7 and -7 are the two cube roots of 343.
Do you disagree or agree​

Answer:

f(x) = 3x -5 is your answer

Step-by-step explanation:

f(x)=3x-5 is the function notation of the equation  y=3x-5.

The equation y=3x−5 can be written in function notation as: f(x)=3x−5.

In function notation, we use f(x) to represent the dependent variable (usually y), and  x remains the independent variable.

So, the function f(x) takes an input x, multiplies it by 3, and then subtracts 5 to determine the corresponding output y.

Hence, the equation y=3x-5 in function notation is f(x)=3x-5.

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Answer:

$7,650.00

Step-by-step explanation:

5.5 x 5 = 27.5

turn 27.5 into a percent

6000 x 0.275 = $7,650.00

Answer:

No

Step-by-step explanation:

Three segments 4cm, 6cm, and 11cm cannot form a right triangle because if they could, then by Pythagorean theorem, 4^2 + 6^2 = 11^2, which is not true.

Moreover, the three segments cannot form an acute or obtuse triangle because by Triangle Inequality Theorem, the sum of two sides has to be greater than the third side. Here, (4cm + 6cm) is NOT larger than 11cm, and thus you cannot form a triangle.

Using triangle concepts, it is found that the sides with these lengths cannot form a triangle.

In a triangle, the sum of the lengths of the two smaller sides has to be greater than the length of the larger side.

In this problem:

[tex]4 + 6 = 10 < 11[/tex]

Since the larger side length is greater than the sum of the lengths of the smaller sides, a triangle cannot be formed.

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Answer:

Step-by-step explanation:

*It's an isosceles triangle so 2 of the angles are going to be the same degrees

*Every triangle is 180 degrees

(48)+(48)=96 then 180-96=84

In this question, the student is asked to compare mean, median, mode, and range for a given data set. Among these measures, the range, being 17, is the greatest.

The question given is asking for the greatest measure among the data set, which is 3,3,4,5,6,8,16,20. The measures being referred to are likely statistical measures such as mean, median, mode, and range.

The mean is the sum of all the numbers divided by the total count of the numbers, the median is the middle value when the numbers are arranged in order, the mode is the number that appears most frequently, and the range is the difference between the largest and smallest numbers.

To find the mean, we calculate (3+3+4+5+6+8+16+20)/8=7.875. The median is the average of the two middle numbers since we have an even count, (5+6)/2 = 5.5. This data set's mode is 3 since 3 repeats only. The range is 20 - 3 = 17.

Comparing these measures, we see that the range, with a value of 17, is the greatest.

Answer:

true, false, true, false

Step-by-step explanation:

On a graph, you can see wether or not you have a function by doing the VLT, or vertical line test. Hold a pen or pencil vertically on the paper on move it from left to right. If no 2 points touch the pencil at once, it's a function.

Another way to find out is if any two different points have the same x coordinate. If there is a match, this is not a function. For example, 3,4 and 3,9 cause the graph to not be a function.

Given that the crazy coaster has 3 trains each holding 27 people and runs 9 times in 1 hour, and also operates for 13 hours a day, it can carry a total of 9,477 people in a day.

To figure out how many people can ride the crazy coaster each day, we need to multiply all the related factors together. First, we consider the passengers each train can carry. Each of the 3 trains can hold 27 people which makes 81 people (3 trains multiplied by 27 people each). Then, each of these trains runs 9 times in 1 hour, so that's 81 people multiplied by 9 runs, which makes 729 people per hour. Since the crazy coaster operates for 13 hours a day, that's 729 people multiplied by 13 hours, which equals 9,477 people. Therefore, a total of 9,477 people can ride the crazy coaster each day, assuming every train is full on every run.

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Answer:

[tex] - (x - 4 {)}^{2} [/tex]

Step-by-step explanation:

The given expresion is

[tex] - {x}^{2} + 8x - 16[/tex]

Factor -1;

[tex] - ( {x}^{2} - 8x + 16)[/tex]

Split the middle term with -4x-4x

[tex] - ( {x}^{2} - 4x - 4x + 16)[/tex]

Factor by grouping within the parenthesis:

[tex] - ( x({x} - 4)- 4(x - 4) )[/tex]

Factor further:

[tex] - (x - 4)(x -4 )[/tex]

[tex] - (x - 4 {)}^{2} [/tex]

This the opposite of the square of (x-4)

Answer:

e

Step-by-step explanation:

you do math

Answer: The point will move across the Y- axis

Step-by-step explanation:

When the X coordinate's sign is changed, then the coordinate will be reflected over the Y-axis, becoming equidistant from the Y-axis.

Answer:

60.4

Step-by-step explanation:

75.5-15.1=60.4

Answer:

60.4*F.

Step-by-step explanation:

75.5-15.1=60.4

Answer:

Y = 10/5x

10 divided by 5 = 2

Step-by-step explanation:

Answer:

2 out of 20 chance you will roll a 1 or a 2.

Answer:

The legs are 12 cm each, so the hypotenuse is

√(144+144)=12√2

So it would be the last one

Answer:

12√2

Step-by-step explanation:

Answer:

Ashley is faster.

Step-by-step explanation:

I find it is easiest to convert into decimals.

Ashley ran 5/8 mile in 4 1/2 minutes.

5/8  is 0.625

Josh ran 3/4 mile in 5 minutes 15 seconds.

3/4 is 0.75

It looks like Josh won because his number is closer to 100, but, Ashley ran 0.625 mile faster than he ran 0.75 mile.

But then again, Josh ran more than her. Who won? Here is the answer.

Josh can run 0.75 mile in 5 minutes 15 seconds.

Ashley can run 0.625 miles in 4 1/2 minutes.

(4 + 1/2) ÷ 0.625 = 7.2

(5 + .15)  ÷ 0.75 = 6.8

7.2 is more & closer to 10.

So to sum it up, Ashley is faster.

To determine who's the faster runner, we calculate the speed of each runner by dividing the distance they run by the time it takes. Josh is slightly faster than Ashley because he covers more distance per minute.

In this problem, we are comparing the speeds of Ashley and Josh. Speed is calculated by dividing the distance traveled by the time it took to travel that distance. In Ashley's case, she runs 5/8 miles in 4 minutes and 30 seconds, or 4.5 minutes. So, her speed is (5/8) / 4.5 = 0.139 miles per minute.

Josh runs 3/4 miles in 5 minutes and 15 seconds, or 5.25 minutes. His speed is then (3/4) / 5.25 = 0.143 miles per minute.

We can see that Josh is slightly faster than Ashley because his speed (0.143 miles per minute) is higher than Ashley's speed (0.139 miles per minute).

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Answer: 36 in²

Step-by-step explanation:

A=length times width

4.5 times 8 = 36

Answer:

[tex] 36.0 \: {inches}^{2} [/tex]

Step-by-step explanation:

[tex]area = l \times w = 8 \times 4.5 \\\hspace {65 pt} = 36.0 \: {inches}^{2} \\ [/tex]

The median of the data is 5.5.

Since the sequence is 9,7,2,4,3,5,9,6,8,0,3,8

We have to arrange the above sequence in the smaller to largerst number

i.e.

0,2,3,3,4,5,6,7,8,8,9,9

So since 5 and 6 are in middle

So, the median is

[tex]= (5 + 6)\div 2[/tex]

= 5.5

Therefore, The median of the data is 5.5.

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Final answer:

The rate 6 + 4 2/3 in lowest terms is 32/3 or, as a mixed number, it is 10 2/3.

Explanation:

The student asked to express the rate 6 + 4 2/3 in lowest terms. To do this, we will first convert the mixed number 4 2/3 into an improper fraction. The mixed number 4 2/3 can be converted by multiplying the whole number 4 by the denominator 3 and then adding the numerator 2, which gives us 14/3. So now we have the expression 6 + 14/3.

To add the whole number and the fraction, we can convert the whole number 6 into a fraction with the same denominator as 14/3. This means converting 6 to 18/3 (since 6 times 3 equals 18). Now we can add the fractions directly: 18/3 + 14/3 equals 32/3. Therefore, the rate 6 + 4 2/3 expressed in lowest terms is 32/3 or 10 2/3 when represented as a mixed number.

Answer:

B) 24

Step-by-step explanation:

3 x 8 = 24

4 x 6 = 24

Answer:

24

Step-by-step explanation:

Answer:

A, D, E

Step-by-step explanation:

i just did it

The statements that are true include:

It should be noted that the sum of angles that are in a triangle equals 180°. Therefore, m∠1 + m∠2 + m∠3 = 180°.

Also, the sum of m∠3 and m∠4 is 180°. This is because the angle on a straight line equals 180°.

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Slope formula: y2-y1/x2-x1

Question 1:

= 14-(-15)/1-(-11)

= 29/12

= 2 5/12

Therefore, the slope is 2 5/12 or 29/12.

Question 2:

= 12-(-19)/-9-16

= 31/-25

= -31/25

= 1 6/25

Therefore, the slope is 1 6/25 or -31/25.

Question 3:

= -3-(-3)/8-(-18)

= 0/26

Therefore, the slope is 0.

Best of Luck!

Answer:

It would be the third one

Answer:

The third one.

Step-by-step explanation:

Answer:

The function is linear; therefore, the slope of the line joining any two points is the same. We take any two points from the table and compute the slope or rise/ run between them— let is take points (-4, -2) and (-2, -10).

Answer:

1/7

i took the quiz already

Answer:

see the explanation

Step-by-step explanation:

see the attached figure to better understand the problem

we have that

OA+OB=radii of circle O

Point P is equidistant from radii OA and OB ----> given problem

so

PA=PB

OP is a common side

Triangle OAP is congruent to Triangle OBP by SSS Postulate Theorem

Remember that

If two triangles are congruent, then its corresponding sides and its corresponding angles are congruent

That means

[tex]m\angle POA=m\angle POB[/tex]

therefore

The radius from the point (PO) bisects the angle formed by the two given radii (angle ∠AOB)

Answer:

B= 36cm squared

h = 4 cm

V = 48 cm cubed

Step-by-step explanation:

A square pyramid has a square base. The edge length are all equal.

Given that:

base length (b) = 6 cm and slant height (l) = 5 cm.

The height and the slant height form a right triangle i.e the slant height is the hypotenuse, the base of the triangle is the distance from the center of the square to the edge which is half of the base length (b/2). The height of the pyramid (h) is given as:

l² = h² + (b/2)²

h² = l² - (b/2)²

h² = 5² - (6/2)²

h² = 25 - 9

h = √16 = 4 cm

The area of the base = b² = 6² = 36 cm²

The volume of the pyramid (V) = 1/3 × b² × h = 1/3 × 6² × 4 = 48 cm³

Answer:

11.5

Step-by-step explanation:

3 x  3 5/6

3 x 23/6

=69/6

=11.5

To find out how many pepperoni pizzas Patsy's Pizzeria sold, we need to multiply the number of vegetable pizzas by 3. They sold 11 1/2 pepperoni pizzas.

To find out how many pepperoni pizzas Patsy's Pizzeria sold, we need to multiply the number of vegetable pizzas by 3. If they sold 3 5/6 vegetable pizzas, we can represent this as a mixed number of 3 + 5/6. To multiply this by 3, we first convert the mixed number to an improper fraction: 3 + 5/6 = (3 * 6 + 5) / 6 = 23/6. Next, multiply the improper fraction by 3 to get: (23/6) * 3 = 69/6 = 11 1/2. Therefore, Patsy's Pizzeria sold 11 1/2 pepperoni pizzas.

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Rounded to the nearest hundredth the volume of the composite figure is:

1308 33 cubic millimeters

Hello! I wrote the complete question in a comment above. The volume of a cylinder is defined as:

[tex]V_{c}=\pi r^2 h \\ \\ r:radius \\ \\ h:height[/tex]

While the volume of half a sphere is:

[tex]V_{hs}=\frac{2}{3}\pi r^3[/tex]

Since we have 2 half spheres, then the volume of these is the same as the volume of a sphere:

[tex]V_{s}=\frac{4}{3}\pi r^3[/tex]

Then, the composite figure is:

[tex]V=\pi r^2 h +\frac{4}{3}\pi r^3 \\ \\ V=\pi r^2(h+\frac{4}{3}r)[/tex]

The radius of the cylinder is the same of the radius of each half sphere. So:

[tex]r=5mm \\ \\ h=10mm \\ \\ \\ V=(3.14) (5)^2((10)+\frac{4}{3}(5)) \\ \\ V=25(3.14)(10+\frac{20}{3}) \\ \\ \boxed{V\approx 1308.33mm^3}[/tex]

Answer:

As the number of hours spent on homework increases, the tests scores increase.

Step-by-step explanation:

because the independent variable and dependent variable are both increasing.

Final answer:

The statement "As the number of hours spent on homework increases, the test scores increase" best describes a positive correlation, where two variables increase together.

Explanation:

A positive correlation is described as a relationship in which the increase in one variable leads to the increase in another variable. Looking at the situations you provided, the scenario, "As the number of hours spent on homework increases, the test scores increase," clearly illustrates a positive correlation. More hours of homework tend to result in higher test scores, suggesting that the two variables change in the same direction.

A negative correlation involves an inverse relationship where an increase in one variable leads to a decrease in the other. For example, "As the number of times going to bed early increases, the number of times waking up late decreases," is a negative correlation because the variables move in opposite directions.

No correlation occurs when the changes in one variable do not relate to changes in another variable, such as "As the number of apples eaten per year increases, the number of times visiting the doctor every year remains the same." Here, there is no consistent pattern of increase or decrease between apple consumption and doctor visits.

Answer:

15

Step-by-step explanation:

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