Statistical questions will have A. only one correct answers., B.a variety of answers., C. fewer than three answers., D. no answer.

It doesn’t go lower than that because the numerator is one, which cannot go any lower to stay a whole number

Answer:

Step-by-step explanation:

a) Circumference of great circle = 3.14r^2

= 6400(6400) 3.14= 128614400 km.

b) When angle =0 circumference =

pir^2cos 0

= 128614400 km since cos 0 = 1

c) When 3593 = 128614400 cos t

i.e. cost = 89.998

The circle around latitude which angle makes 89.998 with horizontal axis.

d) Circumference of equator = circum. of greater circle = 128614400 km

Answer: The total amount is $4,725.

Step-by-step explanation:

1. Based on the information given in the problem, when an employee quit before 90 days, the company loses $1,575.

2. Then, the number of employees that quit before 90 days were:

[tex](2+1)=3[/tex] employees

3. To calculate the total amount that the company will lose if these 3 employees quit before 90 days, you must multiply 3 employees by $1,575, as following:

[tex]total=(3)(1,575dollars)\\total=4,725dollars[/tex]

4. The result is $4,725.

The total amount the company will lose if 2 employees quit before 30days, and 1 employee quits on day 41 is $4,725.

Multiplication is a mathematical operator, which tells us the number of times a number is added to itself.

As it is given that the 2 employees quit before 30days, 1 employee quits on day 41, and 1 employee quits on day 100. But since out of these 4 employees only one left after 90 days, therefore, a total of 3 employees left the company before 90 days.

Since for every employee leaving before 90 days company losses $1,575. Thus the amount that the company will lose if three employees left before 90 days,

[tex]\begin{aligned}\rm Loss &= 3 \times \$1,575\\\\&=\$4,725\end{aligned}[/tex]

Hence, the total amount the company will lose if 2 employees quit before 30days, and 1 employee quits on day 41 is $4,725.

Learn more about Multiplication:

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The largest integer is 9.

Odd numbers are numbers that cannot be divided into two equal halves without remainders. For example, 1 is an odd number.  Consecutive odd numbers are odd numbers that follow each other on the number line. For example, 1,3, 5.

Let the smallest integer by represented with x

The third largest integer would be x + 4

(5x) -  2(x + 4) = 7

5x - 2x + 8

5x - 2x - 8 = 7

3x = 15

x = 5

Largest number = 5 + 4 = 9

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Hey there!!

The basic slope-intercept formula :

y = mx+ b where ' m ' is the slope and ' b ' is the slope-intercept.

Given equation : 7x - 2y = 8

We will have to isolate the ' y '

... 7x - 2y = 8

Subtract 7x on both sides

... -2y = -7x + 8

Divide by - 2 on both sides

... y = ( 7x / 2 ) - 4

Hence,

slope = 7/2 = 3.5

y-intercept = ( 0 , -4 )

Hope it helps!!

36 doesn't belong.

4*1=4

4*2=8

8*2=16

16*2=32

32*2=64

Answer: 5+5x=5x+5 meaning All Real Numbers

Step-by-step explanation:

5 times 1 would equal 5 and 5 times x equals to 5x. This is the same as the other equation: 5x+5=5x+5. We can subtract 5x from both sides to have 5 on sides alone. 5=5, meaning that x is ALL REAL NUMBERS!

Hope this helps:)

Hi,

x + y = 350                    (equation 1)

3x + 2y = 950                 (equation 2)

Use Substitution Method

Isolate variable x in equation 1

x = 350 – y                     (equation 3)

Substitute equation 3 into equation 2

3(350 – y) + 2y = 950

1050 – 3y + 2y = 950

3y – 2y = 1050 – 950

y = 100

Substitute y = 100 into equation 1

x + 100 = 350

x = 250

Answer: 250 $3 tickets and 100 $2 tickets were sold.

Final answer:

There are 15 students in each class, and both classes paid a total of $40 each including the teachers' contributions.

Explanation:

To solve this problem, we first need to let 'x' represent the number of students in each class. Then we can create two equations based on the given information.

The first teacher paid $10 and each student paid $2, therefore the total amount paid by the class would be $10 + $2x.

The second teacher paid $25 and each student paid $1, thus the total amount paid by this class would be $25 + $1x.

Because both classes have the same number of students and hence paid the same total amount, we can set the two expressions equal to each other:

10 + 2x = 25 + x

Solving for 'x' gives us:

Subtract 'x' from both sides: 10 + x = 25

Subtract 10 from both sides: x = 15

Now that we know there are 15 students in each class, we can find out how much each class paid in total:

First teacher's class: $10 + (15 students * $2/student) = $40

Second teacher's class: $25 + (15 students * $1/student) = $40

Both classes paid a total of $40 each, including the teachers' contributions.

600 songs are on

The music player

Try finding what the amount for 1 t-shirt would be: 23 divided by 4. We get 5.75. What we can do next is multiply 5.75 by 2 since we're trying to find out the cost of 6 t-shirts, this gives us 11.5. So now we add 23 to 11.5. We get 34.5. This means that 6 t-shirts would cost $34.50

Using the unit rate, the amount that the 6 T-shirts cost is $34.50.

First step is to calculate the unit rate

Unit rate=$23.00÷4

Unit rate=$5.75

Second step is to calculate the cost of the  6 T-shirts using this formula

Cost=Unit rate× Number of T-shirts

Let plug in the formula

Cost=$5.75×6

Cost=$34.50

Inconclusion using the unit rate, the amount that the 6 T-shirts cost is $34.50.

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Water exists as liquid between 0°C and 100°C under normal atmospheric pressure. Under different pressures or at extremely high temperatures, water can exist as solid (ice), gas (steam), or even as a supercritical fluid that possesses the properties of both liquid and gas.

The state of water changes with temperature and pressure. Under normal atmospheric pressure, water is liquid between 0°C and 100°C. Below 0°C, it becomes a solid (ice), and above 100°C, it becomes a gas (steam). But these thresholds can change under different pressures.

If the temperature rises above 100°C under pressure, water can remain liquid. This is why pressure cookers can cook food faster, as water can stay liquid above 100°C and transfer heat more efficiently. However, above a certain limit, called the critical point(374°C at 218 atmospheres for water), water enters a state where it's neither liquid nor gas but supercritical fluid.

Supercritical fluid possesses properties of both liquid and gas. For instance, it expands to fill its container like a gas, but it also has the ability to dissolve substances like a liquid. In fact, supercritical CO2 is used as an efficient solvent in many industrial and laboratory processes.

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Hello  Beathegggirlboss101

The answer would be the 126th person

We have to find what would be divisible to 7 and 18.

Trying to divide 126 by 7 and 18 (different problems) would get the answer

:)

The 126th person will be the first to get both coupons.

Explanation: The lowest common factor of 7 and 18 is 126 (which means the number that 7 and 18 multiply into.)

Hopefully this makes sense and was helpful. (:

76x+608-2=13

76x+606=13

76x= -593

x= -7.8

How to get answer:

Step 1: Simplify both sides of the equation.

38(2x+16)−2=13

(38)(2x)+(38)(16)+−2=13(Distribute)

76x+608+−2=13

(76x)+(608+−2)=13(Combine Like Terms)

76x+606=13

76x+606=13

Step 2: Subtract 606 from both sides.

76x+606−606=13−606

76x=−593

Step 3: Divide both sides by 76.

[tex]\frac{76x}{76} = \frac{-593}{76}[/tex]

Answer:

Decimal Form: −7.80263157…

Fraction Form: [tex]\frac{-593}{76}[/tex]

Mixed Number Form: [tex]-7\frac{61}{76}[/tex]

w < or equal to 3 is your answer

4(w-6)≤-12

4w-24≤-12

4w≤12

x≤3

the graph will look like this: ( look at attachment )

204

71:35=2

2 goes on the top

2x35=70

71-70=1

then carry them down 14

14:35=0

Carry it up it should be 20 up there now

Carry the 0 from the 7140 down to make it 140

140:35=4

Then carry that 4 up and your answer is 204

Answer:

The correct answer is 53.

Step-by-step explanation:

When subtracting by a negative number, the subtraction symbols cancel and we are left with an addition problem. See the work below.

10 - (-43)

10 + 43

53

Answer:

53

Step-by-step explanation:

To solve this problem you must apply the proccedure shown below:

1. You have the following exercise:

[tex]10-(-43)[/tex]

2. You must multiply the signs. When you multiply two negative signs the result is positive:

[tex]10+43[/tex]

3. Now, you can make the addition:

[tex]10+43=53[/tex]

Your answers are:

Answer:

im going to have to go with the person who put the first answer

Step-by-step explanation:

6396÷15=426.4

15 will go into 63 4 times with 3 left

bring down the 9 now you have 39 and 15 will go into it 2 times with 9 left

bring down the 6 you have 96 and 15 will go into that 6 times with 6 left

put you decimal after the 6 and bring down a 0

60 ÷ 15 =4

0 remainder

A product is the answer to a multiplication problem. So, the product of g and 4 means that g is being multiplied by 4. Algebraically, this is written as g · 4, or 4g

400% can be written as a decimal by dividing by 100, resulting in 4.0. As a fraction or a mixed number, 400% simplifies to 4/1 or just 4.

To convert the percent 400% to a decimal and to a mixed number or fraction in the simplest form is straightforward.

First, to convert a percent to a decimal, you would divide the number by 100. So, 400% as a decimal would become 4.0 (that is, 400 ÷ 100).

Secondly, to convert a percent to a fraction, you divide the percent by 100 and reduce the fraction to its simplest form if possible. Since 400% is equal to 400/100, we can reduce this to 4/1 or 4 as a whole number or mixed number (since there is no fraction part to it).

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Hey there!!

Normal slope-intercept form : y = mx + b where m is the slope and b is the y-intercept.

Hence, the equation would be :

y = 56x - 3

Hope my answer helps!!

Answer:

-1 1/4

Step-by-step explanation:

Do it in pieces. Everything is divisible by 3, so you can do it in your head.

... (-3 3/4)/3 = (-3/3) -(3/4)*(1/3) . . . . . an integer part divisible by 3, and a fraction divisible by 3

... = -1 -(3*1)/(3*4) . . . . factors of 3 cancel

... = -1 -1/4

... = -1 1/4

_____

Hopefully, it's no mystery that 3 quarters divided by 3 is 1 quarter, just as (3 whatever) divided by 3 is (1 whatever).

_____

It really does help to play with blocks, Legos, chips, coins, rocks, or counters of any kind. Arrange them, deal them into piles, put them is rectangles or triangles (and be aware of how many you use). It also helps to cook from recipes that require use of fractional measures. The cups and spoons give you a sense of what size fractions are larger/smaller, and how they are related. Appropriate play with counting and arranging and measuring can help you develop your number sense, and help you learn to do problems like this in your head.

Answer:

The fraction is equal to [tex]1/6[/tex]

Step-by-step explanation:

we know that

The number [tex]\frac{1}{3}[/tex] represent the percentage number [tex]100\%[/tex]

so

by proportion

Find what number represent the [tex]50\%[/tex]

[tex]\frac{(1/3)}{100} =\frac{x}{50}\\ \\x=50*(1/3)/100\\ \\x=(1/3)/2\\ \\x=1/6[/tex]

Remark

That was well worth doing. Desmos gave you the answer to the graph. Unfortunately I can only give you the correct graph. You will have to figure out from the choices which one is the correct answer -- or edit it so I can see what the rest of the question is.

Graph

The red one is f(x) is x + 3 {x <= -2}

The blue one is f(x) is x^2 - 1 {-2 <x <1} Notice the gap at 2. It is not continuous

The green one is f(x) is log_2(-x + 3)  {1 <=x < 3} and there is a gap between the blue and green one.

Answer:

apples to oranges:  6:2, or 3:1.

Step-by-step explanation: