Help last question!!!

Answer:

3 1/100

Step-by-step explanation:

Answer:

the ruler is marked in centimeters, but Zoe recorded data in ruler

Step-by-step explanation:

I just checked and I got it right

Answer: A. The ruler is marked in centimeters, but Zoe recorded data in inches.

Step-by-step explanation:  I got a 100% on this quiz

[tex]\((f \cdot g)(x) = 2x^3 + 8x^2 - 2x - 20 \)[/tex].

To find [tex]\((f \cdot g)(x)\)[/tex], you need to multiply the functions \(f(x)\) and \(g(x)\).

Given:
[tex]\[ f(x) = x^2 + 2x - 5 \]\[ g(x) = 2x + 4 \]To find \( (f \cdot g)(x) \), multiply \( f(x) \) and \( g(x) \):\[ (f \cdot g)(x) = f(x) \cdot g(x) \]\[ (f \cdot g)(x) = (x^2 + 2x - 5) \cdot (2x + 4) \][/tex]

Now, use the distributive property to expand the expression:

[tex]\[ (f \cdot g)(x) = 2x^3 + 4x^2 + 4x^2 + 8x - 10x - 20 \]\[ (f \cdot g)(x) = 2x^3 + 8x^2 - 2x - 20 \][/tex]

So, [tex]\((f \cdot g)(x) = 2x^3 + 8x^2 - 2x - 20 \)[/tex].

Answer:

To figure out the value of a variable you plug it into an equation solve for it using the equation around it.

Answer:

Step-by-step explanation:

Solve for the unknown variable(number) by moving everything to the other side of the equation.

Slope = 2/1

The work is provided in the image attached.

Answer:

3 3/4

Step-by-step explanation:

5×[tex]\frac{3}{4}[/tex]

5      3

/   ×  /

1       4

= 15/4

=3 3/4

Answer:

any idea about the length of the box

It appears to show a line segment with endpoints (1,4) and (7,0).

Without any additional information about the context of the graph, it is impossible to determine a definitive solution. However, I can offer some general observations about the line segment.

    [tex][ \text{Slope} = \frac{{y_2 - y_1}}{{x_2 - x_1}} ]Let’s calculate the slope using the given values\\ \\\text{Slope} = \frac{{7 - 1}}{{0 - 4}} = \frac{{6}}{{-4}} = -\frac{{3}}{{2}}[/tex]

To solve for F in the conversion formula, subtract 273.15, multiply by ([tex]\frac{5}{9}[/tex]), and add 32. The freezing point of water in Fahrenheit is 32 °F. Liquid nitrogen is colder than dry ice.

Solving the Temperature Conversion Formula

To solve the formula K = [tex]\frac{9}{5}[/tex][F-32] + 273.15 for F (Fahrenheit), we will isolate F in the equation. Here is the step-by-step process:

Subtract 273.15 from both sides: K - 273.15 = [tex]\frac{9}{5}[/tex][F - 32]

Multiply both sides by [tex]\frac{5}{9}[/tex] to get: F - 32 = (K - 273.15) × [tex]\frac{5}{9}[/tex]

Add 32 to both sides to solve for F: F = (K - 273.15) × [tex]\frac{5}{9}[/tex] + 32

Converting Kelvin to Fahrenheit

The freezing point of water is 273.15 Kelvin. To find this temperature in Fahrenheit:

F = (273.15 - 273.15) × [tex]\frac{5}{9}[/tex] + 32 = 32 °F

Comparing Temperatures

Dry ice has a temperature of -78°C, which is equivalent to -108.4°F. Liquid nitrogen boils at 77 K, which is about -196°C or -320.8°F. Therefore, liquid nitrogen is colder than dry ice.

Answer:

Total cost =$33.47    Tip=$5.58

Step-by-step explanation:

$27.89÷5=5.578     5.578 rounded up to 2 digits=$5.58

$27.89+$5.58=$33.47

total cost is $33.47    tip=$5.58

Lucia should tip $5.58 for a 20% tip on her $27.89 pizza order. The total cost including the tip is $33.47.

To compute the tip Lucia should give for her pizza delivery, we need to calculate 20% of the total cost of the pizzas, which is $27.89. We first convert the percentage into decimal form by dividing 20 by 100, which gives us 0.20. Then we multiply this decimal by the total cost of the pizzas:

Tip =  0.20 imes $27.89 = $5.578

Since we usually round money to the nearest cent, the tip would be approximately $5.58. Now, to find the total cost including the tip, we add the tip to the original total:

Total Cost = Original Cost + Tip

Total Cost = $27.89 + $5.58 = $33.47

Therefore, the total amount Lucia would pay for the pizzas, including a 20% tip, is $33.47.

Answer:

The number of pages that Polina read was 90 and the number of pages that Marcus read was 18

Step-by-step explanation:

Let

x -----> number of pages that Polina read

y ----> number of pages that Marcus read

we know that

x+y=108 ----> equation A

x=5y -----> equation B

substitute equation B in equation A and solve for y

[tex]5y+y=108\\6y=108\\y=18[/tex]

Find the value of x

[tex]x=5y -----> x=5(18)=90[/tex]

therefore

The number of pages that Polina read was 90 and the number of pages that Marcus read was 18

Answer:

Step-by-step explanation:

7(3,649)

=7(3,000+600+40+9)

=(7*3,000)+(7*600)+(7*40)+(7*9)

=21,000+4,200+280+63

=25,480+63

=25,543

Answer:

1/4

Step-by-step explanation:

The cost of the wings in dollars per wing would be $1.25.

To find this, all you need to do is divide the $15 by your amount of chicken wings, which is 12. 15/12 = 1.25.

Answer:

1.25

Step-by-step explanation:

each wings costs 1 $ and 25 cents

Answer:

The graph of f(x) is shifted up 50 units

The graph of f(x) is shifted right 10 units

The graph of f(x) is reflected over the x-axis

Step-by-step explanation:

we have

[tex]f(x)=x^{2}[/tex]

This is a vertical parabola open upward

The vertex is a minimum

The vertex is the origin (0,0)

[tex]g(x)=-5x^{2}+100x-450[/tex]

This is a vertical parabola open downward

The vertex is a maximum

The first thing to note is that fx) is a parabola that opens up and g(x) opens down, so a reflection across the x-axis must have been applied.

Find the vertex of g(x)

Convert to vertex form

[tex]g(x)=-5x^{2}+100x-450[/tex]

Complete the square

[tex]g(x)=-5(x^{2}-20x)-450[/tex]

[tex]g(x)=-5(x^{2}-20x+100)-450+500[/tex]

[tex]g(x)=-5(x^{2}-20x+100)+50[/tex]

[tex]g(x)=-5(x-10)^{2}+50[/tex]

The vertex is the point (10,50)

so

To translate the vertex of (0,0) to (10,50)

The rule of the translation is

(x,y) ------> (x+10,y+50)

That means ----> The translation is 10 units at right and 50 units up

therefore

The transformations are

The graph of f(x) is shifted up 50 units

The graph of f(x) is shifted right 10 units

The graph of f(x) is reflected over the x-axis

Answer:

all work is shown/pictured

Answer: y = -7+3x

Step-by-step explanation:

Steps to solve will be your BFF

Best Favor Forever

Answer:

a) 35%

b) 19 minutes

Step-by-step explanation:

The graph for this question is attached in the image below.

Part a) Percent of calls that lasted 30 minutes or  more

As seen in the graph, the x-axis represent the duration of the call in minutes and y-axis represent the cumulative frequency of the calls.

From the graph we can see that the cumulative frequency against the point 30 minutes is about 65%. This means, 65% of the calls lasted for less than 30 minutes.

Since, out of 100%, 65% of the calls lasted for less than 30 minutes, the percentage of call that lasted for 30% or more would be:

100% - 65% = 35%

This means, 35% of calls lasted 30 minutes or  more.

Part b) The interquartile range (IQR) of the  distribution.

Interquartile range is defined as the difference of the 3rd Quartile and the 1st Quartile.

3rd Quartile is the point, below which 75% of the data values are present.

1st Quartile is the point, below which 25% of the data values are present.

So, from the cumulative frequency graph we have to look for the values on time axis against the cumulative frequency of 25% and 75%.

The amount of time against 25% cumulative frequency is approximately 13 minutes.

So, 1st Quartile = 13 minutes

The amount of time against 75% cumulative frequency is approximately 32 minutes.

So, 3rd Quartile = 32 minutes

Therefore,

IQR = 3rd Quartile - 1st Quartile

IQR = 32 - 13

IQR = 19 minutes

The interquartile range (IQR) of the  distribution is 19 minutes.

Answer:

A,B,E,AND F

Step-by-step explanation:

HOPE THIS HELPS

Answer:

8.55 × [tex]10^{7}[/tex]

Step-by-step explanation:

Given

7.9 × [tex]10^{7}[/tex] + 6.5 × [tex]10^{6}[/tex] ( factor out [tex]10^{6}[/tex] )

= [tex]10^{6}[/tex]( 7.9 × [tex]10^{1}[/tex] + 6.5)

= [tex]10^{6}[/tex](79 + 6.5)

= [tex]10^{6}[/tex] × 85.5

= [tex]10^{6}[/tex] × 8.55 × [tex]10^{1}[/tex]

= 8.55 × [tex]10^{7}[/tex]

Answer:

Part A

 [tex]A_{t}=22(12+w)[/tex]

Applying Distributive property: [tex]A_{t}=264+22w[/tex]

Part B

[tex]A_{t}=660\ ft^2[/tex]

Step-by-step explanation:

Attached is the model that belongs to this exercise (The model was missing)

The formula for calculate the area of a rectangle is:

[tex]A=lw[/tex]

Where "l" is the lenght and "w" is the width.

Part A

Notice that the dimensions of the new bathroom are:

[tex]l=22\ ft\\w=12\ ft[/tex]

We do not know the width of the new bathroom, but we know that both rooms will have the same length. Knowing this, we can write an expression for the total area of both rooms by using the Distributive Property:

[tex]A_{t}=22(12+w)[/tex]

Applying Distributive property:

 [tex]A_{t}=264+22w[/tex]

Part B

If the width of the bedroom is 18 feet, you need to substitute this value into the expression [tex]A_{t}=264+22w[/tex] in order to find the total square footage of the two rooms:

[tex]A_{t}=264+22w\\\\A_{t}=660\ ft^2[/tex]

Final answer:

The expression for the total area of both rooms, using the distributive property, is L × (12 ft + W). Given the width of the bedroom as 18 feet, the total square footage of the addition is 660 square feet.

Explanation:

Calculating the Area of Rooms

Part A: To write an expression for the total area of both rooms using the distributive property, let's denote the width of the new bedroom as W and the common length of both rooms as L. Both rooms have the same length, 22 feet, so L = 22 feet. The total area can be represented as the sum of the areas of both the new bathroom and the new bedroom.

Area of New Bathroom = L × 12 ft (since the width of the bathroom is given as 12 ft)
Area of New Bedroom = L × W (width of the bedroom is W)
Total Area = Area of New Bathroom + Area of New Bedroom
Using distributive property: Total Area = L × (12 ft + W)

Part B: Given the width of the bedroom is 18 feet, we can calculate the total square footage:
Total Area = 22 ft × (12 ft + 18 ft)

Total Area = 22 ft × 30 ft
Total Area = 660 square feet

Therefore, the total square footage of the two rooms is 660 square feet.

Answer:

  x=6

Step-by-step explanation:

-21+3x=-3

+21      +21

   3x=18

   /3   /3

   x = 6

Answer:

Step-by-step explanation:

Step one add 21 to each sides of the equal sign the you get

3x = 18

Divide by 3 on each side of the equal sign then your answer is

6

X = 6

Answer: 2

Step-by-step explanation:

First, set up a proportion based on the amount of square meters over the number of cloaks he can make:

21/6 = 7/x

Cross multiply to get your next proportion and result with this:

21x = 42

Divide both sides by 21 (always divide the side with the variable):

21x/21 = 42/21

Cancel out the 21 (it's being divided by 21 so that makes it equivalent to 1 so you wind up with just x)

x = 2

Answer: 2

Step-by-step explanation:

Given : Harry needs 21 square meters of fabric for every 6 wizard cloaks he makes.

Using Unitary method , The number of cloaks can be made in 1 square meter fabric will be :-

[tex]6\div21=\dfrac{6}{21}=\dfrac{2}{7}[/tex]

Now , the number of cloaks made in 7 square meters of fabric will be :-

[tex]\dfrac{2}{7}\times7=2[/tex]

Hence, the number of cloaks made in 7 square meters of fabric =2

Answer:

i think it is the last one

Step-by-step explanation:

Check your answer if unsure

Answer:

i believe it is rise

Step-by-step explanation:

Answer: A rectangles angles are always equal.

Step-by-step explanation:

Suppose you have a rectangle, four sides, two pairs of parallel lines. in order to be a rectangle, the quadrilateral has to have equal angles, similar to a square, if they didn't, they could be a trapezoid, which is not a rectangle, because it only has one pair of parallel lines.

Hope this helps!

Answer:

They are always equal

Step-by-step explanation:

Because they all have equal sides they can be measured to confirm that the sides are equal.

Final answer:

Geometry unit 1 lesson 1 typically covers basic understandings, vocabulary, and objectives related to geometry, such as points, lines, angles, and shapes.

Explanation:

In geometry, unit 1 lesson 1 typically covers basic understandings, vocabulary, and objectives related to geometry. Students learn about concepts such as points, lines, angles, and shapes. They also explore properties and relationships between geometric figures.

For example, students might learn that a point represents a specific location in space, a line is a straight path with no endpoints, and an angle is formed by two rays with a common endpoint.

By studying geometry, students develop spatial reasoning skills and learn to apply geometric principles in problem-solving situations.

Answer:

440

Step-by-step explanation:

3 hundreds = 300

13 tens= 13 times 10=130

10 ones=10

300+ 130+ 10=

440

The number 440 as  per the statement 3 hundreds (300), 13 tens (130), and 10 ones = 10. Putting them together gives you 440.

Let's analyze the statement to find the number

3 hundreds, 13 tens, and 10 ones.

3 hundreds: This means you have three sets of one hundred. Each hundred is represented as 100. So, 3 hundreds would be

3 × 100 = 300.

13 tens: You have thirteen sets of ten. Each ten is represented as 10.

So, 13 tens would be 13 × 10 = 130.

10 ones: You have ten individual ones.

Now, let's add up all these components:

300 (for the hundreds) + 130 (for the tens) + 10 (for the ones) = 440

Therefore, the number describing in the statement is 440.

learn more about statement here

brainly.com/question/17029275

#SPJ3

Answer:

x = 6

Step-by-step explanation:

Distribute the 4:

4x + 16 + 2x=52

Add similar variables (4x + 2x)

6x + 16 = 52

Move the 16 to the other side by subtracting 16 from both sides

6x = 36

Divide both sides by 6 to get rid of the 6 in front of the x

x = 6

Answer:

x=6

Step-by-step explanation:

4(x+4)+2x=52

distribute

4x+16+2x=52

combine like terms

6x+16=52

subtract 16 from both sides

6x=36

divide by 6

x=6

Answer:

The elephant is 864 meters tall

Step-by-step explanation:

this is because the zebra is 3 times as tall as the koala. so we do 72 times 3

we get 216. So the elephant is 4 times as tall as the zebra. so 216 times 4 is 864

its so late at night lol

If you have any questions feel free to ask in the comments.

Answer:

(x - 1)(x² + x + 1)

Step-by-step explanation:

x³ - 1 is a difference of cubes and factors in general as

a³ - b³ = (a - b)(a² + ab + b²)

here a = x and b = 1, thus

x³ - 1 = (x - 1)(x² + x + 1)

Answer:

Sorry if this is wrong but I think they ran at the same pace

Step-by-step explanation:

So if it is 1/6 then you do 60 divided by 6 it is ten then 60 divided by 5 is 12 so 1/5 is 12 and 1/6 is ten add it it is 60 the subtract it by 12 five times it is zero sorry if wrong