Select the statement that can be represented by −10 dollars.

A) Joe found $10 on the sidewalk.
B) Sally withdrew $10 from her checking account.
C) Kyle earned $10 mowing his neighbors yard.
D) Janet deposited $10 into her savings account.

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:

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

Step-by-step explanation:

Answer:

The answer is C

Step-by-step explanation:

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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Answer:

Option C.

Step-by-step explanation:

In the given figure C is the center of the circle.  

Let A and B are two points on the circle, such that

[tex]\angle A=a^{\circ},\angle B=b^{\circ}[/tex]

Since CA and CB are radius of the circle, therefore ABC is an isosceles triangle.

[tex]\angle A=\angle B=a^{\circ}[/tex]

Using angle sum property,

[tex]\angle A+\angle B+\angle C=180^{\circ}[/tex]

[tex]a^{\circ}+a^{\circ}+\angle C=180^{\circ}[/tex]

[tex]2a^{\circ}=180^{\circ}-\angle C[/tex]

Divide both sides by 2.

[tex]a^{\circ}=\dfrac{180^{\circ}-\angle C}{2}[/tex]

It is given that

[tex]30<C<60[/tex]

[tex]\Rightarrow 180-30>180-C>180-60[/tex]     (Subtract from 180)

[tex]\Rightarrow 150>180-C>120[/tex]

[tex]\Rightarrow \dfrac{150}{2}>\dfrac{180-C}{2}>\dfrac{120}{2}[/tex]      (Divide by 2)

[tex]\Rightarrow 75>a>60[/tex]

[tex]\Rightarrow 60<a<75[/tex]

Hence, the correct option is C.

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:

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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-0.5

Answer: -0.5

Step-by-step explanation:

Answer:-0.05

Step-by-step explanation:

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:

[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:

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:

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:

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:

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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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! :)

[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:

V=-11

Step-by-step explanation:

V + 6/2 = -8

You simplify the 6/2 PEMDAS

V + 3 = -8

You subtract 3 from both sides PEMDAS/isolate the variable/combine like terms

V = -11

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

Answer:

The answer is actually A) -8.53

Step-by-step explanation:

The line of best fit has equation y = 2.1x - 0.55, so plugging in x = -3.8 yields -8.53 for y.  I just did my USATestprep and this was the answer.

Answer:

the new price is... i think 180

Step-by-step explanation:

Given:

Intersecting lines DA and CE.

To find:

Each pair of adjacent angles and vertical angles.

Solution:

Adjacent angles are in the same straight line.

Pair of adjacent angles:

(1) ∠EBD and ∠DBC

(2) ∠DBC and ∠CBA

(3) ∠CBA and ∠ABE

(4) ∠ABE and ∠EBD

Vertical angles are opposite angles in the same vertex.

Pair of vertical angles:

(1) ∠EBD and ∠CBA

(2) ∠DBC and ∠EBA

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:

[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:

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:

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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6x²+60x+150=0

36x+60x= -150

96x= -150

x= -1.56

Answer: x= -5twice

Step-by-step explanation:

6x2+60x+150=0

Quadratic equation

But firstly,divide all by 6

6x2/6+60x/6+150/6=0

X2+10x+25=0

Variable of 25 that will give 10 is 5&5

Substitute

X2+5x+5x+25=0

X(x+5)+5(x+5)=0

(X+5)(x+5)=0

X+5=0

X= -5 twice