I am so confused and lost!! Please Help!!!

Answer:

The length of the rectangle is 21 inches, the width of the rectangle is 10.5 inches

Step-by-step explanation:

Let x inches be the length of the rectangle, then the width of the rectangle is [tex]\dfrac{1}{2}x[/tex] inches.

The perimeter of the rectangle is the sum of all sides' lengths:

[tex]P_{rectangle}=2(\text{Width}+\text{Length})[/tex]

Thus,

[tex]63=2\left(x+\dfrac{1}{2}x\right) \\ \\63=2\cdot \dfrac{3}{2}x\\ \\63=3x\\ \\x=21[/tex]

Hence, the length of the rectangle is 21 inches, the width of the rectangle is 10.5 inches.

The length of the rectangle is 21 inches, the width of the rectangle is 10.5 inches

Step-by-step explanation:

Let x inches be the length of the rectangle, then the width of the rectangle is  inches.

The perimeter of the rectangle is the sum of all sides' lengths:

Thus,

Hence, the length of the rectangle is 21 inches, the width of the rectangle is 10.5 inches.

Answer:

  no direct variation

Step-by-step explanation:

The y/x ratio varies, so the variation is not direct.

  11/7 ≠ 13/8 ≠ 15/9 ≠ 17/10

Answer:

Sarah must has to ride with average speed 10 miles per hour.

Step-by-step explanation:

Average Speed tells the rate at which object is travelling his whole journey.

[tex]Average\ Speed\=\ \frac{Total\ distance\ traveled}{Total\ time\ taken}[/tex]

∴  [tex]Average\ Speed=\dfrac{2.5}{\frac{15}{60}}[/tex]

⇒  [tex]Average\ Speed=\dfrac{2.5}{15}\times 60[/tex]

⇒ Average Speed = 10 miles per hour

Hence, Sarah has to travel with average speed more than 10 miles per hour.

Answer:

-1/32

Step-by-step explanation:

we have

[tex](-\frac{1}{2})^{3} )(-\frac{1}{2})^{2})[/tex]

Remember that

The exponent "product rule" tells us that, when multiplying two powers that have the same base, you can add the exponents

so

[tex](-\frac{1}{2})^{3} )(-\frac{1}{2})^{2})=(-\frac{1}{2})^{3+2})=(-\frac{1}{2})^{5})=-\frac{1}{32}[/tex]

Answer:

  [146.25, 153.75] yards

Step-by-step explanation:

2.5% of 150 yards is ...

  0.025 × 150 yd = 3.75 yd

This amount can be added or subtracted from the nominal length, so the range of lengths is ...

  from 150 yd -3.75 yd = 146.25 yd

  to 150 yd +3.75 yd = 153.75 yd

Answer:

50 pens

Step-by-step explanation:

x= 25 percent of 200

25/100 times X/200

Cross multiply them and you get

100x=5000

X=5000/100

X=50

25 percent of 200 is 50.

Which means they have away 50 pens

Answer:

this is not a function because the 2 is used twice

Answer: "D"

Step-by-step explanation: The mapping diagram shown here would not represent a function. When looking at a mapping diagram, there is one key thing we need to look for to identity if the relation is a function. We need to look and see if an input has two different outputs. When looking at the mapping diagram, the input (2) has two completely different outputs which makes this hard to interpret data. This means that the relation is not a function.

When dealing with mapping diagrams, remember that an input can only have one corresponding output and if it has more than one, then this would not represent a function.  

Answer:

15 seconds

Step-by-step explanation:

Because the split id 25% and 75%, we could create another average pretending that there are four kids, one who ran in 12 seconds, and three who ran in 16.

Equation for averages: (a₁ + a₂ + a₃ + ... [tex]a_{n}[/tex])/ n

Plug in: (12 + 16 + 16 + 16)/4

Add: 60/4

Divide: 15 seconds

Answer:8,400. I think that is the answer. Hope you get it right.

Answer:

24 minutes.

Step-by-step explanation:

Let D represent the distance from school to home and T represent time.

We have been given that your brother takes 40 minutes to get to school.

[tex]\text{Speed}=\frac{\text{Distance}}{\text{Time}}[/tex]

[tex]\text{Your brother's speed}=\frac{D}{40}[/tex]

You take 30 minutes to get to school.

[tex]\text{Your speed}=\frac{D}{30}[/tex]

Your brother left 4 minutes before you did, so distance traveled by him would be:

[tex]\frac{D}{40}\times (T+8)[/tex]

You speed: [tex]\frac{D}{30}\times T[/tex]

You will catch your brother, when both distances would be same:

[tex]\frac{D}{40}\times (T+8)=\frac{D}{30}\times T[/tex]

Cross multiply:

[tex]30D(T+8)=40DT[/tex]

Use distributive property:

[tex]30DT+240D=40DT[/tex]

[tex]30DT-30DT+240D=40DT-30DT[/tex]

[tex]240D=10DT[/tex]

Switch sides:

[tex]10DT=240D[/tex]

[tex]\frac{10DT}{10D}=\frac{240D}{10D}[/tex]

[tex]T=24[/tex]

Therefore, it will take you 24 minutes to catch up your brother.

To catch up to your brother who has a 4-minute head start, it will take you 12 minutes.

To determine how long it will take for you to catch up with your brother on the way to school, we need to consider the different walking speeds and the time advantage your brother has.

First, let's determine your walking speeds. If your brother takes 40 minutes to reach school and you take 30 minutes for the same route, then assuming you both walk at a constant speed, we can say that your walking speed is 4/3 times faster than your brother's speed because 40 minutes divided by 30 minutes equals 4/3.

Now, given that your brother has a 4-minute head start, let's calculate the time it takes for you to catch up to him:

Therefore, it will take you 12 minutes to catch up with your brother.

Answer:

a) 1/3 of a clean room

Step-by-step explanation:

First at all, we need to calculate how much takes Jacob cleaning a room.

So we divide 1 hour by 2 rooms

1 hour = 60 min

and [tex]\frac{60min}{2 rooms}  =  30 min/room[/tex]

Now, we must to know how much takes William to cook a meal:

In 60 minutes William cooks 9 meals

so we have:

[tex]\frac{60min}(9 meals} = 6 \frac{2}{3} minutes/meal \\[/tex]

that means William spends 6 minutes and 40 sec cooking a meal.\

Now we can solve:

In 6 minutes and 40 sec, how many rooms can Jacob clean?

We know Jacob spend 30 minutes cleaning a room so in 10 minutes or 1/3 of a clean room Williams had already cooked another meal. Thus, the closest answer is a)1/3 of a clean room.

Answer:In 20 weeks they will have the same amount of money.

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

We are given that

Jim has currently balance=$1250

Sally has currently balance=$1400

Jim deposits money per week=$27.50

Sally deposits per week=$20

We have to find how many weeks  they will have the same amount of money.

Let w be the week .After w week they have same amount

According to question

[tex]1250+27.50 w=1400+20w[/tex]

[tex]27.50 w-20 w=1400-1250[/tex]

[tex]7.5 w=150[/tex]

[tex]w=\frac{150}{7.5}=20[/tex]

After 20 weeks , they will have the same amount of money.

Answer:

[tex]y = 8x + 3[/tex]

Step-by-step explanation:

All you have to do is take the given information and put it into the Slope-Intercept Formula.

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Answer:

You need the total of square feet of the mural before you can divide 50 square feet to it and get your answer of how many pints of paint you will need.

For example.

Mural size is 2800 square feet

1 pint per 50 square feet

Work out problem.

2800 square feet ÷ 50 square feet= ?

 = 56 pints of paint

Answer:

A. 160 balls

Step-by-step explanation:

First we find the volume of each sphere.

diameter = d = 0.75 in.

radius = r = d/2 = 0.75/2 in. = 0.375 in.

V = (4/3)π(r^3) = (4/3)(3.14159)(0.375 in.)^3 = 0.221 in.^3

Because of the assumption about the space occupied by a sphere in random packing, we now calculate 190% of the volume of the sphere.

190%V = 1.9 * 0.221 in.^3 = 0.420 in.^3

Now we calculate the volume of the box.

V = LWH = 3 in. * 3 in. * 7.5 in. = 67.5 in.^3

To find out the number of balls that fit in the box, we divide the volume of the box by the randomly packed ball volume.

number of balls = (67.5 in.^3)/(0.420 in.^3) = 160.8

Answer: 160 balls

Answer:

a.0011100000

b.1010010001

c.0111001110

Step-by-step explanation:

We are given that a universal set

U={1,2,3,4,5,...10}

We  have to express each given set with bit strings , where the ith bit in the string is 1 if i is in the set and 0 otherwise

a.{3,4,5}

For 1=0  because 1 is not in the given set

For 3=1, For 4=2 , For 5=1 because 3,4 and 5 are in the set

For 2=0

For 6=0

For 7=0

For 8=0

For 9=0

For 10=0

Therefore, bit string=0011100000

b.{1,3,6,10}

For 1,3,6 and 10 write 1 because these elements are present in the set and for 2,4,5,7,8,9 write 0 because these elements are not present in the set

Bit string =1010010001

c.{2,3,4,7,8,9}

Similarly

Those elements which are present in the set then for those elements write 1 otherwise 0.

Bit string =0111001110

Answer:222

Step-by-step explanation:

add it

The pipes need to be moved 2.25 feet.

To determine how many feet the pipes need to be moved:

Therefore, the pipes need to be moved 2.25 feet away from the wall to achieve the required clearance.

Answer:

  0.0001

Step-by-step explanation:

The value of the number is 0.0001. That presentation meets the format requirements for your literal.

To express 1.0e-4 as a floating-point literal in long form without scientific notation, write it as 0.0001, which means moving the decimal four places to the left.

To type 1.0e-4 as a floating-point literal with a single digit before and four digits after the decimal point without using scientific notation, we need to convert the exponent to its decimal representation. The exponent “e-4” indicates that the decimal point is to be moved 4 places to the left.

The number 1.0e-4 in long form is 0.0001. This is because the exponent part “e-4” of the scientific notation corresponds to dividing the number by 10,000 (which is 10⁴), turning 1 into 0.0001. To express this number with one digit before the decimal point and four digits after, we write it as 0.0001.

When converting from scientific notation or using significant figures, remember that all digits reported in front of the multiplication sign are significant, zero functions as a placeholder for the decimal point, and negative exponents indicate division by powers of ten.

So this number is going to be a seven-digit number, and in the ones place, there will be a 0, giving us ?.???.??0. When a 6 is in the ten thousands place and the 8 in the millions place, it would be 8,?6?,??0. Now the rest of the places that are missing a number is going to be five, which is 8,565,550. The answer is 8,565,550.

Hope this helped!

Nate

Answer:

Step-by-step explanation:

Use the Compound Amount equation:  A = P(1+r/n)^(nt), where P is the original amount (principal), r is the interest rate as a decimal fraction, n is the number of compounding periods per year, and t is the number of years.  Here we have:

A = ($2665.79)(1 + 0.048/4)^(4*11), or:

A = ($2665.79)(1.012)^44 = $4505.76.

Subtracting the principal amount from this result, we get:

$4505.76 - $2665.79 = $1839.97

This matches the third of the four given possible answers.

Final answer:

To calculate the interest earned, use the formula for compound interest: CI = P(1 + r/n)^(nt) - P. Plugging in the given values, the interest earned by Nelson is $1,839.97.

Explanation:

To calculate the interest earned, we can use the formula for compound interest:

CI = P(1 + r/n)^(nt) - P

Where CI is the compound interest, P is the principal amount, r is the annual interest rate, n is the number of times interest is compounded per year, and t is the number of years.

Plugging in the given values, we have:

CI = 2665.79(1 + 0.048/4)^(4*11) - 2665.79

Calculating this, we find that the interest earned is $1,839.97.

Answer:

b) x ≥ 3000 gallons

Step-by-step explanation:

Part a)

Production of Year 1 = x gallons

By each year the producer will increase the production by 500 gallons. So,

Production in Year 2 = x + 500 gallons

Similarly,

Production in Year 3 = x + 500 + 500 = x + 1000 gallons

Production in Year 4 = x + 1000 + 500 = x + 1500 gallons

Production in Year 5 = x + 1500 + 500 = x + 2000 gallons

Part b)

The maple syrup producer wants to produced atleast 20,000 gallons in 5 years.

Total amount produced in 5 years = x + x + 500 + x + 1000 + x + 1500 + x + 2000

Total amount produced in 5 years = 5x + 5000

Since, producer wants total production to be atleast 20,000, we can set up the inequality as:

5x + 5000 ≥ 20000

Subtracting 5000 from both sides, we get:

5x ≥ 15000

Dividing both sides by 5, we get:

x ≥ 3000

This means, in the first year the production of maple syrup must be atleast 3,000 gallons i.e 3000 gallons or more to have a total of atleast 20,000 gallons in 5 years.

Answer:

Victor runs a small sandwich shop. He decides to start offering bags of chips to his customers. He finds a supplier where he can buy chips for $0.30 per bag. Victor needs to determine how much to charge for the chips at his shop. He does some research by talking to other nearby sandwich shop owners. The table below shows their sales per week for two different prices. (The values are: 150 bags sold, for $1.00 per bag, and 350 bags sold, for $0.50 per bag.) Victor believes that there is a linear relationship between the number of bags sold and the price. Victor wants to price the bags of chips so that he will maximize his profits. Determine the price Victor should charge for a bag of chips. Use the equation P(x)=R(x)-C(x), where P(x) represents profit, R(x) represents revenue, and C(x) represents cost. Each is a function of the number of bags of chips sold, x. Round your answer to the nearest nickel.

Step-by-step explanation:

Victor runs a small sandwich shop. He decides to start offering bags of chips to his customers. He finds a supplier where he can buy chips for $0.30 per bag. Victor needs to determine how much to charge for the chips at his shop. He does some research by talking to other nearby sandwich shop owners. The table below shows their sales per week for two different prices. (The values are: 150 bags sold, for $1.00 per bag, and 350 bags sold, for $0.50 per bag.) Victor believes that there is a linear relationship between the number of bags sold and the price. Victor wants to price the bags of chips so that he will maximize his profits. Determine the price Victor should charge for a bag of chips. Use the equation P(x)=R(x)-C(x), where P(x) represents profit, R(x) represents revenue, and C(x) represents cost. Each is a function of the number of bags of chips sold, x. Round your answer to the nearest nickel.

Answer:

○ C 432 cm.³

Step-by-step explanation:

[tex]whl = V[/tex]

[tex]432 = (6)(9)(8)[/tex]

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Answer:

A number line from 0 to 60 in increments of 6. A point is at 36 and a bold line starts at 36 and is pointing to the left. ⇒ last answer

Step-by-step explanation:

* Lets explain how to solve the problem

- When solving an inequality, there are some important points:

# If the inequality is x > a, then it represented on the number line by

  a ray with empty small circle as end starts at a and pointed to

  the right (⇒ ∞)

# If the inequality is x ≥ a, then it represented on the number line by

  a ray with bold small circle as end starts at a and pointed to the

  right (⇒ ∞)

# If the inequality is x < a, then it represented on the number line

  by a ray with empty small circle as end starts at a and pointed to

  the left (⇒ -∞)

# If the inequality is x ≤ a, then it represented on the number line by

  a ray with bold small circle as end starts at a and pointed to the

  left (⇒ -∞)

* Lets solve the problem

∵ 1/2 x ≤ 18

- Multiply both sides by 2

∴ x ≤ 36

- To represent it draw a number line from 0 to 60 and the counted

 by 6 as 0, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60

- Draw a ray with bold end starts at 36 and pointed to the left

∴ A number line from 0 to 60 in increments of 6. A point is at 36 and

  a bold line starts at 36 and is pointing to the left.

Answer:

Option: D

Step-by-step explanation:) hope this helps have a great day ! :)

brainliest would be very appreciated

[tex]\bf ~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ T(\stackrel{x_1}{6}~,~\stackrel{y_1}{3})\qquad U(\stackrel{x_2}{6}~,~\stackrel{y_2}{9}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left( \cfrac{6+6}{2}~~,~~\cfrac{9+3}{2} \right)\implies \left( \cfrac{12}{2}~~,~~\cfrac{12}{2} \right)\implies \stackrel{M}{(6,6)}[/tex]

[tex]\bf ~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} ~\hspace{4.5em} \cfrac{a^n}{a^m}\implies a^na^{-m}\implies a^{n-m} \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ 7^{-\frac{5}{6}}\cdot 7^{-\frac{7}{6}}\implies 7^{-\frac{5}{6}-\frac{7}{6}}\implies 7^{\frac{-5-7}{6}}\implies 7^{\frac{-12}{6}}\implies 7^{-2}\implies \cfrac{1}{7^2}\implies \cfrac{1}{49}[/tex]

Answer:

This is actually an interview question for IT jobs!

The game strategy changes if there can be communication or not.

If there is no communication then I would pick the expected value of the game, meaning the sum of each value times the probability of it showing up on the die (1/21) or:

[tex]E(x) = 1*\frac{1}{21} +2*\frac{1}{21}+3*\frac{1}{21}+...+21*\frac{1}{21}[/tex]=[tex]\frac{231}{21} =11[/tex]

This mathematically minimizes the difference between my pick and the one that comes from the roll.

If there is communication, and a consensus can be reached, then the most reasonable answer would be the one that gives all of us the same possibility to win: 4, 11, 18, so each of us covers 7 numbers, and each of us would have 1/3 chances to win.

If there is communication, and a consensus cannot be reached, then I would have to calculate the difference between both their pics, if it is smaller than the expected value, and it inclines towards high numbers, for example: 10, 18, then i would pick one less than the smallest, meaning 9, because i would cover 1-9, the one picking 10 would cover 10-14 and 18 would cover 15-21. My range would be bigger. If it is smaller than the expected value, and it inclines towards low numbers, i would pick one over the highest, for example 4, 9. I would pick 10. If the difference is bigger than  the expected value then i would calculate whether i would cover more picking a number in the middle of their range or to the side, depending on their pick. For example, if they pick 9, 21, I would cover more range picking 8 than 15.

To maximize odds of winning in a game with a 21-faced die, choose a number in the middle range, such as 11, or strategically select a number that evenly splits the range of possible outcomes, taking into account the numbers chosen by other players.

The best strategy for choosing a number in a game with a 21-faced die is to select a number that lies in the middle range, as this increases the probability that your number will be closest to the outcome of the roll. With a 21-faced die, the middle number is 11. Assuming other players may not choose the same number, if you pick first, go for 11. If other players have already picked numbers, choose a number that splits the remaining range of outcomes as evenly as possible. This method leverages the concept of probability which, unlike games of pure luck like roulette, gives you some control as you can make educated guesses based on the remaining numbers, just as skill is involved in games like blackjack where decisions are critical to the outcome.

In gambling games like blackjack, skillful play can reduce the house edge whereas in roulette, every spin is independent of the last. The outcomes of particular numbers being rolled in a dice game can inform your strategy to some extent - for example, knowing that seven is the most common result when rolling two six-sided dice because there are more combinations that produce this sum. However, with a single die, as in the scenario with the 21-sided die, each face has an equal probability of landing face up, so strategic choice becomes more about distancing your choice from others to maximize your chances of being closest to the roll's outcome.

Answer:

[tex] -4 = m[/tex]

Step-by-step explanation:

According to the Point-Slope Formula, y - y₁ = m(x - x₁), m represents the rate of change [slope], so in this case, -4 is our slope.

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The study investigated whether a woman can accurately guess a man's marital status based on his face after a meal. The population of interest included 40 undergraduate women who guessed the marital status of 80 men based on their photos. The accuracy of the guesses improved with proximity to the women's last meal.

The study investigated whether a woman can accurately guess the marital status of a man by looking at his face after a meal. The population of interest consisted of 40 undergraduate women who were asked to guess the marital status of 80 men based on photos of their faces. Half of the men were married, and the other half were single. The researchers also found that the accuracy of the guesses increased the closer a woman was to her last meal.

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