My nephew was playing with a book and tore out the pages 7, 8, 100, 101, 222 and 223.

How many sheets did he tear out?

Answer:

58 °F

have a wonderful day you are amazing :)

Answer:

22 degrees

Step-by-step explanation:

100-78=22

Answer:

A) z= -4

Step-by-step explanation:

Answer:

z= -4

Step-by-step explanation:

Answer:

Step-by-step explanation:

(D) XY= 22/sin(41 degrees)

Which equation could be used to solve for the length of XY?

Answer:

XY 22/sin(41o)

Step-by-step explanation:

Answer:

6 hours and 15 minutes

Step-by-step explanation:

4 hours + 45 minutes + 1 hour + 30 minutes = 5 hours + 75 minutes = 6 hours + 15 minutes

Answer:

The answer is 6 hours and 15 minutes.

Step-by-step explanation:

You just need to add the 4 hours and 45 minutes to the extra 1 hour 30 minutes you had to pay for.   So 4 hours and 45 minutes plus 1 hour 30 minutes gives you 6 hours 15 minutes.  

Answer:

x = 30

Step-by-step explanation:

The measure of the chord- chord angle is one half the the sum of the arcs intercepted by the angle and its vertical angle, that is

A

[tex]\frac{1}{2}[/tex] (2x + 10 + x + 20) = 60

B

Multiply both sides by 2 to clear the fraction

2x + 10 + x + 20 = 120, that is

3x + 30 = 120 ( subtract 30 from both sides )

3x = 90 ( divide both sides by 3 )

x = 30

Answer:

6 7/8 minutes

Step-by-step explanation:

Say the entertainment segments are each x minutes long. Then, we have the equation:

x + x + 1 1/4 = 15

2x + 1 1/4 = 15

2x = 15 - 1 1/4

We need a common denominator. 1 1/4 = 5/4 and 15 = 60/4, so we now have:

60/4 - 5/4 = 55/4. Then: 2x = 55/4

Divide by 2 from both sides:

(55/4) / 2 = 55/8 = 6 7/8

Thus, each entertainment segment is 6 7/8 minutes long.

Hope this helps!

Answer:

6⅞ minutes

Step-by-step explanation:

15 - 1¼

60/4 - 5/4

55/4

Each segment:

55/4 ÷ 2

55/8

(48 + 7)/8

6 ⅞

Answer:

-23

Step-by-step explanation:

Plug in the x and the y into the equation:

5((2)+3)-3(4)^2

On the left side of the equation distribute the 5 to the 2 and the three to get:

(10+15)-3(4)^2

which would give us

(25)-3(4)^2

lets solve the other side now

4^2 is 16 and multiply that by 3 to get 48

so it should look like this:

25-48

=-23

Answer: The answer is -23

5(2+3)-3(4)^2 = -23

Step-by-step explanation:

:)

Answer:

The middle three sentences are hyphenated correctly.

Step-by-step explanation:

Formula for the circumference of a circle: C = pi x diameter

We are given the radius here, but we need the diameter. The diameter of a circle is equal to two times the radius.

diameter = 40 x 2 = 80 in

C = pi x 80

C = 80pi = 251.3 in

Hope this helps!! :)

Answer:

251.3 in

Step-by-step explanation:

The formula for circumference is π·d

Double 40 to get your radius, 80

Then, multiply π·80

The circumference is about 251.3 in

Answer:

a) = 3.96

b) = 0.72

c) = 7.94

Step-by-step explanation:

Complete question.

(A long jumper leaves the ground at an angle of 20° above the horizontal, at a speed of 11 m/sec. The height of the jumper can be modeled by h(x) = -0.046x2+ 0.364x, where h is the jumper's height in meters and x is the horizontal distance from the point of launch. a. At what horizontal distance from the point of launch does the maximum height occur? Round to 2 decimal places. b. What is the maximum height of the long jumper? Round to 2 decimal places. c.What is the length of the jump? Round to 1 decimal place.)

Solution.

Data

Θ = 20

v = 11m/s

h(x) = -0.046x² + 0.364x

x = horizontal distance

h = height

a.

h(x) = -0.046x² + 0.364x

at maximum height,

d / dx (h) = 2(-0.46x) + 0.364

d / dx (h) = -0.092x + 0.364

at maximum height d / dx (h) = 0

0 = -0.092x + 0.364

0.092x = 0.364

x = 3.96.

b).

Hmax = -0.046x² + 0.364x

Hmax = -0.046(3.96) + 0.364(3.96)

Hmax = -0.72 + 1.44

Hmax = 0.72

c) the length of the jump can be calculated using the formula for range of a projectile

R = v² sin2Θ / g

g = 9.8m/s²

R = 11² * sin 2(20) / 9.8

R = 121 * sin40 / 9.8

R = 77.777 / 9.8

R = 7.936 = 7.94

a. The maximum height occurs at a horizontal distance of 3.96 meters.

b. The maximum height of the long jumper is 0.72 meters.

c. The length of the long jumper's jump is approximately 7.94 meters.

a. The maximum height occurs when the derivative of the height function with respect to horizontal distance is equal to zero.

Given h(x) = -0.046x² + 0.364x

Taking the derivative of h(x) with respect to x:
dh/dx = -0.092x + 0.364

Setting dh/dx to zero and solving for x:
0 = -0.092x + 0.364
0.092x = 0.364
x = 3.96

Therefore, the maximum height occurs at a horizontal distance of 3.96 meters.

b. To find the maximum height, substitute x = 3.96 into the height function h(x):
h(3.96) = -0.046(3.96)² + 0.364(3.96)
h(3.96) = -0.72 + 1.44
h(3.96) = 0.72

The maximum height of the long jumper is 0.72 meters.

c. The length of the jump, also known as the range, can be calculated using the formula for the range of a projectile:

R = v^2 * sin(2θ) / g

Given:
v = 11 m/s
θ = 20°
g = 9.8 m/s²

Substitute these values into the formula:
R = 11^2 * sin(40°) / 9.8
R = 121 * sin(40°) / 9.8
R = 121 * 0.6428 / 9.8
R = 77.777 / 9.8
R ≈ 7.94

Therefore, the length of the long jumper's jump is approximately 7.94 meters.

Complete question :

(A long jumper leaves the ground at an angle of 20° above the horizontal, at a speed of 11 m/sec. The height of the jumper can be modeled by h(x) = -0.046x2+ 0.364x, where h is the jumper's height in meters and x is the horizontal distance from the point of launch. a. At what horizontal distance from the point of launch does the maximum height occur? Round to 2 decimal places. b. What is the maximum height of the long jumper? Round to 2 decimal places. c.What is the length of the jump? Round to 1 decimal place.)

Solution.

Data

Θ = 20

v = 11m/s

h(x) = -0.046x² + 0.364x

x = horizontal distance

h = height

a.

h(x) = -0.046x² + 0.364x

at maximum height,

d / dx (h) = 2(-0.46x) + 0.364

d / dx (h) = -0.092x + 0.364

at maximum height d / dx (h) = 0

0 = -0.092x + 0.364

0.092x = 0.364

x = 3.96.

b).

Hmax = -0.046x² + 0.364x

Hmax = -0.046(3.96) + 0.364(3.96)

Hmax = -0.72 + 1.44

Hmax = 0.72

c) the length of the jump can be calculated using the formula for range of a projectile

R = v² sin2Θ / g

g = 9.8m/s²

R = 11² * sin 2(20) / 9.8

R = 121 * sin40 / 9.8

R = 77.777 / 9.8

R = 7.936 = 7.94.

Given:

The price of milk at the end of the third week = $3.38.

The price of milk at the end of the eighth week = $3.55.

To find:

The approximate increase in price of milk per week and the cost of milk at the end of the tenth week.

Solution:

To determine the increase in the price per week, we divide the difference in price over n number of weeks by n.

Here we know the prices of milk at the end of the third and the eighth week. There are 5 weeks between these two.

The approximate increase in the price of milk [tex]= \frac{3.55-3.38}{5} = \frac{0.17}{5} = 0.034.[/tex]

So there is an increase of $0.034 per week.

To determine the price at the end of the tenth week, we add the increase in price over two weeks to the price at the end of the eighth week.

The price of milk at the end of the eighth week = $3.55.

The increase in price over two weeks [tex]=2(0.034) = 0.068.[/tex]

The price of the milk at the end of the tenth week [tex]= 3.55+0.068=3.618.[/tex]

Rounding this off to the nearest cent, we get the price of milk at the end of the tenth week is $3.62.

Answer:

Answer:jhmghmnb

bnm nbb

Step-by-step explanation:nbm nmnm bbbbbbbbbbbbbbbbbbbbbbbbbbbbb

The dimensions that could be the dimensions of a unit cube are:

A unit cube is a cube with side lengths of 1 unit, where the unit can be any length (such as inches, feet, centimeters, etc.). Therefore, to be the dimensions of a unit cube, all three side lengths must be equal to 1 unit.

Let's go through the options:

A. 1 ft by 1 ft by 1 ft: This represents a cube where all sides are 1 foot long. Since each side is 1 unit, this is a unit cube. (Correct)

B. 1 in by 2 in by 1 in: One of the side lengths is not 1 unit. Therefore, this cannot be the dimensions of a unit cube. (Incorrect)

C. 1 ft by 1 in by 1 cm: All sides are of one unit, but not of the same unit (feet, inch and centimeter given). Therefore, this cannot be the dimensions of a unit cube. (Incorrect)

D. 1 mm by 1 mm by 1 mm: Each side is 1 millimeter long, which is a unit of length. Therefore, this represents a unit cube. (Correct)

E. 1 m by 1 m by 2 m: One of the side lengths is not 1 unit. Therefore, this cannot be the dimensions of a unit cube. (Incorrect)

The question is:

Which of these could be the dimensions of a unit cube? Select all that apply.

A. 1 ft by 1 ft by 1 ft.

B. 1 in by 2 in by 1 in.

C. 1 ft by 1 in by 1 cm

D. 1 mm by 1 mm by 1 mm

E. 1 m by 1 m by 2 m

Answer:

1500 Time the multiple of model scale is the actual length of the ramp.

Step-by-step explanation:

Given:

Actual length of ramp is 500ft

Modelling scale is 1/125.

To Find:

how many times as long as the actual on ramp is the model.

Solution:

Actual length is 500 ft

When Civil engineer is modelling the ramp on model then it is about 1/125 of the actual length present at that site.

So

=500*1/125

=4 inches

So on model scale engineer took inches as a unit  for scale.

Actual length is 500 ft and model length is 4 inches

So 1 ft corresponds to 12 inches hence 500*12=6000 inches

6000 inches corresponds to 4 inches on model scale

i.e it is about 1500 time multiple of the model scale.

To find out how many times longer the actual on-ramp is than the model, we can use the following steps:

1. **Convert the model length to the same unit as the actual on-ramp:** Since the model's length is given in inches and the actual length is given in feet, we need to convert one of the measurements to the other unit so that they are comparable. Here, we will convert the model's length into feet. There are 12 inches in 1 foot, so to convert inches to feet, we divide by 12.

  Model length in feet = Model length in inches / 12
  Model length in feet = 4 inches / 12 inches per foot
  Model length in feet = 1/3 foot

2. **Compare the actual length to the model length:** Once both lengths are in the same unit, we divide the actual on-ramp length by the model length to find out how many times longer the actual on-ramp is.

  Times longer = Actual length / Model length
  Times longer = 500 feet / (1/3 foot)

3. **Solve the division:** Now we solve the division by multiplying the actual length by the reciprocal of the model length.

  Times longer = 500 feet * (3/1)
  Times longer = 1500

So, the actual on-ramp is 1500 times longer than the model.

As for the mention of a scale of 1/125, this doesn't come into play in this specific comparison, as we are only comparing lengths. However, if we want to double-check the work, we can ensure that the scale is consistent with our findings.

Given a scale of 1/125, it means that 1 unit on the model represents 125 units in reality. If our model is 4 inches, that would mean:

  Actual length at this scale = Model length * Scale factor
  Actual length at this scale = 4 inches * 125
  Actual length at this scale = 500 inches

Now, to convert this into feet:

  Actual length at this scale in feet = 500 inches / 12 inches per foot
  Actual length at this scale in feet = 41.6667 feet (approximately)

Now, this is not the actual length we've been given for the on-ramp (which is 500 feet), so it seems there might be some confusion with the scale provided. The scale factor is not needed when directly comparing the model's length to the actual on-ramp's length, as long as we convert into the same units for a fair comparison.

Answer:

what is the question

Step-by-step explanation:

Salim has a flock of 300 chickens, and 15% of them are infected with a virus. He plans to take a Simple Random Sample (SRS) of 7 chickens to test for the virus.

Salim has a flock of 300 chickens, and 15% of them are infected with a virus. This means there are 45 infected chickens in the flock. To test for the virus, Salim plans to take a Simple Random Sample (SRS) of 7 chickens from the entire flock.

A Simple Random Sample involves selecting a subset of individuals from a larger population in such a way that each individual has an equal chance of being selected. This ensures that the sample is representative of the entire population.

Salim's decision to take a sample of 7 chickens is based on the practical constraints of time, resources, and cost. Testing all 300 chickens would be time-consuming and expensive. By taking a smaller sample, Salim can still obtain valuable information about the prevalence of the virus in his flock while minimizing costs and resources.

However, it's important to note that the accuracy of the sample depends on how well it represents the entire population. To ensure the sample is truly random and representative, Salim should use a random selection method, such as drawing names from a hat or using a random number generator.

Once Salim selects his sample, he can conduct tests to determine the presence of the virus in these chickens. The results of these tests will provide valuable insights into the overall prevalence of the virus in his flock, helping him make informed decisions about disease management and control.

The complete question is:

Salim had a flock of 300 chickens 15% of which are infected with a virus he plans on taking a SRS of 7 chickens to test for the virus.

Answer:

(x + 2)(x - 4)

Step-by-step explanation:

Given the zeros of a function, say x = a and x = b, then

the factors are (x - a) and (x - b)

From the graph

The zeros are x = - 2 and x = 4, thus the factors are

(x - (- 2)) and (x - 4), that is (x + 2) and (x - 4)

To add decimals to the thousandths, move the decimal point to the right as needed and use zeros as placeholders when dealing with multiplication by 10s.

Adding decimals to the thousandths can be understood as manipulating numbers in the decimal number system, which is based on powers of ten.

For example, when multiplying 2.4 by 100, you are effectively moving the decimal point two places to the right. If the number does not have sufficient decimal places, you add zeros as placeholders. So, 2.4 becomes 240.

Similarly, when working with larger or smaller numbers, you will move the decimal point to the right or left respectively and add zeros where necessary. For instance, if we are to multiply 45.86 by 100, we move the decimal point two places to the right to get 4586.

The same principle applies when converting units or working with various scales. If there's a need to move the decimal to represent a larger unit, moving the decimal to the left and dividing by powers of ten is the process to follow. The process is reversed when converting to a smaller unit.

Answer:

Slope is 5/3

y-intercept = -3

y = 5/3x - 3

Step-by-step explanation:

To find the slope, take to coordinates and use the equation below

[tex]m = \frac{\text{rise}}{\text{run}} = \frac{y_2 - y_1}{x_2 - x_1}[/tex]

7-2 = 5

6-3= 3

Now you have your slope which is 5/3

Then take the slope and input it into point slope form to get your y-intercept.

y-y₁=m(x-x₁)

y-2 = 5/3(x-3)

y-2=5/3x-5

add two to both sides to get Y by itself

y = 5/3x - 3

now you have your y-intercept, which is -3

Then check your answer by inputing two different coordinates for X and Y

7 = 5/3(6)-3

7=7

12= 5/3(9)-3

12=12

Answer:

3) plant 3; plant 3

Step-by-step explanation:

it was 3 inches at the beginning and grew up to 7 by the end, while the others were shorter and grew less over the time period.

Answer:

hmmmmm

Step-by-step explanation:

Final answer:

When using multiple adjectives, there is a specific order that should be followed to make sentences sound natural and to convey descriptions clearly. Therefore, the correct answer is option D

Explanation:

When using more than one adjective, there is an order that should be followed (option D). In English grammar, adjectives are typically arranged in a specific order when they are used together before a noun. The general sequence is opinion, size, age, shape, color, origin, material, and purpose. Following this adjective order helps sentences sound natural to native speakers and makes the description clearer and easier to understand. For example, you might describe a sweater as a 'beautiful, small, old, red woolen sweater' to adhere to the standard adjective order.

Answer:

Q=(1,-5)

R=(5,-5)

S=(2,-7)

Step-by-step explanation:

Answer:

( x+1, y+5 )

Step-by-step explanation:

x+1 because adding 1 to the x coordinate would shift it over 1

y+5 because adding 5 to the y coordinate would shift it up 5

Formula for g(x) is g(f(x)) = ( x+1, y+5 )

A graph can be defined as a pictorial representation or a diagram that represents data or values.

Vertical shifting of a graph is done by adding any arbitrary constant to the function in shifting.

For example, If shift up by 1 unit,  add 1 to function

If shift down by 4 units, subtract 4 from function

x+1 because adding 1 to the x coordinate would shift it over 1

y+5 because adding 5 to the y coordinate would shift it up 5

g(f(x)) = ( x+1, y+5 )

Hence, formula for g(x) is g(f(x)) = ( x+1, y+5 )

Learn more about graph

https://brainly.com/question/16608196

#SPJ2

Answer:

33 is the correct answer.

Step-by-step explanation:

Answer:

33

Step-by-step explanation:

please give brainliest

Answer:

[tex]\frac{x+2}{5} = x+4[/tex]

Step-by-step explanation:

"sum of a number and two" => addition of x and 2

"divided by 5" => division by 5

"equal" => "="

"plus four" => add 4

The value of the number such that the given phrase satisfy will be -4.5 and the equation will be (x + 2)/5 = x + 4.

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

Suppose that number is x.

The Sum of x and 2 will be x + 2.

It is divided by 5 thus, (x + 2)/5

It is equal to x + 4.

(x + 2)/5 = x + 4

(x + 2) = 5(x + 4)

x + 2 = 5x + 20

5x - x = 2 - 20

4x = -18

x = -4.5

Hence "The value of the number such that the given phrase satisfy will be -4.5 and the equation will be (x + 2)/5 = x + 4".

For more about the equation,

https://brainly.com/question/10413253

#SPJ2

Answer:

the first digit like 10 x 7

Step-by-step explanation:

ur multiplying it byyyyyy 10

Answer:

multiplier

Step-by-step explanation:

7 is what's multiplying

10 is called the multiplier

Answer:

15%

Step-by-step explanation:

$45/$300 = 0.15 = 15%

Answer: For a given quadratic y = ax2 + bx + c, the vertex (h, k)

Step-by-step explanation:

A graph in the form y = ax2 will have a vertex at h, k.

Given:

The given graph passes through the points (-3,4) and (3,2)

The x - axis represents the years. The value x = 5, year 2015.

We need to determine the y - value for 2010.

Slope:

The slope of the line can be determined using the formula,

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

Substituting the points (-3,2) and (3,2), we get;

[tex]m=\frac{2-4}{3+3}[/tex]

[tex]m=\frac{-1}{3}[/tex]

Thus, the slope of the line is [tex]m=\frac{-1}{3}[/tex]

y - intercept:

The y - intercept in the graph is the point in the line that crosses the y - axis.

Thus, from the graph, it is obvious that the y - intercept is b = 3.

Equation of the line:

The equation of the line can be determined using the formula,

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

Substituting the values, we have;

[tex]y=-\frac{1}{3}x+3[/tex]

Thus, the equation of the line is [tex]y=-\frac{1}{3}x+3[/tex]

The y - value for 2010:

Since, it is given that x = 5 represents 2015 and 2010 is 5 years before 2010.

Hence, the value of x for 2010 is given by

[tex]x=5-5=0[/tex]

Thus, x = 0 represents the year 2010.

To determine the y - value, let us substitute x = 0 in the equation [tex]y=-\frac{1}{3}x+3[/tex], we have;

[tex]y=-\frac{1}{3}(0)+3[/tex]

[tex]y=3[/tex]

Thus, for 2010 the value of y is 3.

Answer:

C. 60

Step-by-step explanation:

Answer:

Step-by-step explanation:

f(x) = -3x -2

a) f(3) = -3*3 - 2 = -9 - 2 = -11

b)f(-1) = (-3*-1) - 2 = 3 - 2 = 1

c)f (-2) = (-3 * -2 ) - 2 = 6 - 2 = 4

Answer:

a.-11

b.1

c.4

Step-by-step explanation:

the explanation is in the picture

please like and Mark as brainliest

Answer:

D

Step-by-step explanation:

4*16=64

8*8=64

Answer:

D. 8

Step-by-step explanation:

8*8= 64 =4*16