The number of goals scored by a hockey
team in each of its first 10 games is 2, 4,0,3,
4, 1, 3, 1, 1, and 5. find the mean absolute deviation of the number of goals scored

Answer:

The answer is 5r^2s^3t^4 (the last answer) because it is the only monomial in the bunch.

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

the expression cant be factored because there is no number that multiplies to get 16 but adds up to 9. ex; 8*2 is 16 but add to 10, 16 and 1 equals 17, and 4*4 is 16 but adds up to 8.

Answer:

your answer is d

Step-by-step explanation:

Answer:

2x-9

Step-by-step explanation:

(18x-81)/9 = 18x/9-81/9 which equals 2x-9 wOah brO sO hArD

Answer:

w = no solutions

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Algebra I

Step-by-step explanation:

Step 1: Define

-8 - 3(w + 13) = 4(w + 11) - 7w

Step 2: Solve for w

Here we see that -47 does not equal 44.

∴ w = no solutions.

There is no solution to the equation -8-3(w+13)=4(w+11)-7w, as it simplifies to an untrue statement.

Here is the step-by-step solution:

Distribute the constants through the parentheses:

-8 - 3w - 39 = 4w + 44 - 7w

Combine like terms:

-47 - 3w = -3w + 44

Since -3w on both sides cancels out, we are left with just the constants:

-47 ≠ 44

There is no value for w that will make this equation true, hence there is no solution.

The solution to the absolute value equation 5[2x-4] + 1 = 11 is the solution set {1, 3}.

To solve the absolute value equation 5[2x-4] + 1 = 11, we first isolate the absolute value expression by subtracting 1 from both sides of the equation, resulting in 5[2x-4] = 10. Then we divide both sides by 5, yielding |2x - 4| = 2. Next, we consider the two cases where 2x - 4 equals 2 and where 2x - 4 equals -2.

For the first case, 2x - 4 = 2, we add 4 to both sides to get 2x = 6, and then divide by 2 to find that x = 3. For the second case, 2x - 4 = -2, we add 4 to both sides to get 2x = 2, and then divide by 2 to find that x = 1.

Thus, the solution set to the original equation is {1, 3}, and we can verify these solutions by substituting them back into the equation to check that they satisfy the initial condition.

Answer:

no solution

Step-by-step explanation:

Given

27x + 14 = 3(9x - 7) ← distribute right side

27x + 14 = 27x - 21 ( subtract 27x from both sides )

0 + 14 = - 21 ( subtract 14 from both sides )

0 = - 35 ← not possible

Thus the equation has no solution

Answer and Step-by-step explanation :

There is no answer for this question.

Step 1: Simplify both sides of the equation :

[tex]27x+14=(3)(9x)+(3)(-7)[/tex]  [tex]Distribute[/tex]

[tex]27x+14=27x+-21[/tex]

[tex]27x+14=27x-21[/tex]

Step 2 : Subtract [tex]27x[/tex] from both the side :

[tex]27x+14-27x=27x-21-27x[/tex]

[tex]14=-21[/tex]

Step 3 : Subtract [tex]14[/tex] from both the sides :

[tex]14-14=-21-14[/tex]

[tex]0=-35[/tex]

Hence there is no solution to this answer.

Answer:

± 13

Step-by-step explanation:

[tex]\sqrt{169}[/tex] = ± 13, since

13 × 13 = 169 and - 13 × - 13 = 169

Answer:

About 16 centimeters

Step-by-step explanation:

In order to convert inches to centimeters, you must multiply the inches by 2.54. Then, round your answer, and you will get 16.

1) 6.14 * 2.54 = 15.5956

2) = 16

The length of a dollar bill is approximately 16 centimeters when converted from inches and rounded to the nearest whole number.

To convert the length of a dollar bill from inches to centimeters, we use the conversion factor 1 inch = 2.54 cm. The length of the dollar bill is 6.14 inches. To find the length in centimeters, we multiply 6.14 inches by the conversion factor.

Step 1: Set up the conversion equation:
Length in cm = Length in inches x Conversion factor

Step 2: Substitute the given length and conversion factor:
Length in cm = 6.14 inches x 2.54 cm/inch

Step 3: Carry out the multiplication:
Length in cm = 15.5956 cm

So, the approximate length of a dollar bill to the nearest centimeter is about 16 cm, when rounded to the nearest whole number.

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Answer:

Step-by-step explanation:

16 miles in it

Answer: Should be 16 miles.

I'm not a genius but I know partial of math in my grade. Hope this helped.

Answer:

m∠R

Step-by-step explanation:

Q is the inscribed angle formed by the interception of segments TQ and SQ

R is the inscribed angle formed by the interception of segments TR and SR

The inscribed angle theorem states that an angle inscribed in a circle is half of the central angle that subtends the same arc on the circle; then, both angles Q and R are half of the central angle and equal between them. Therefore, the angle does not change as its vertex is moved to different positions on the circle.

Answer:

The new coordinates of the points of the line segment are p'(2,1) and q'(3,4)

Step-by-step explanation:

we know that

When you reflect a point across the line y= x, the x-coordinate and y-coordinate change places.

so

The rule of the reflection of a point across the line y=x is

(x,y) -----> (y,x)

we have

Points p(1,2) and q(4,3)

Applying the rule of the reflection across the line y=x

p(1,2) ------> p'(2,1)

q(4,3) -----> q'(3,4)

therefore

The new coordinates of the points of the line segment are p'(2,1) and q'(3,4)

Answer:

The answer is 2.

2 + 6 = 8, 16/8 = 2.

Answer:

Step-by-step explanation:

hello :

an equation of the circle Center at the A(a,b) and ridus : r is :

(x-a)² +(y-b)² = r²

in this exercice r² =15²

so the length of the radius is: r = 15

Answer:

A

Step-by-step explanation:

The equation of a circle in standard form is

(x - h)² + (y - k)² = r²

where (h, k) are the coordinates of the centre and r is the radius

(x - 6)² + (y + 5)² = 15² ← is in standard form

with centre (6, - 5 ) and radius = 15

[tex]\bf ~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\dotfill&19000\\ P=\textit{original amount deposited}\\ r=rate\to 8\%\to \frac{8}{100}\dotfill &0.08\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{semiannually, thus twice} \end{array}\dotfill &2\\ t=years\dotfill &5 \end{cases}[/tex]

[tex]\bf 19000=P\left(1+\frac{0.08}{2}\right)^{2\cdot 5}\implies 19000=P(1.04)^{10} \\\\\\ \cfrac{19000}{1.04^{10}}=P\implies 12835.72\approx P[/tex]

To have $19,000 in 5 years with an 8% interest rate compounded semiannually, you should deposit approximately $12,840.72 now.

The question is about calculating the present value of an investment to reach a future sum of money with a given interest rate, compounded semiannually. To find out how much you should deposit now to have $19,000 in the future, we can use the formula for the present value of an investment for compound interest:

PV = FV / (1 + r/n)(nt)

FV = $19,000

r = 8% or 0.08

n = 2 (because interest is compounded semiannually)

t = 5 years

We can substitute these values into our formula:

PV = $19,000 / (1 + 0.08/2)(2*5)

Doing the math:

PV = $19,000 / (1 + 0.04)10

PV = $19,000 / 1.48024

PV = $12,840.72

So, you would need to deposit approximately $12,840.72 now in order to have $19,000 in 5 years, given an 8% interest rate compounded semiannually.

The left and right sides would be the same length.

Set the two sides equal and solve for y:

10 = 2y +4

Subtract 4 from both sides:

6 = 2y

Divide both sides by 2:

y = 6/2

y = 3

Answer:

A

Step-by-step explanation:

Answer:

330

Step-by-step explanation:

I think you mean aisle and shelves, right? ;-) Anyway, if you multiply 15 by 22, you get 330.

Answer:

I am going to say C.

Step-by-step explanation:

I think this because when you look at option C. there are a lot of ways she can put the trophy case. I hope this helps, I am sorry if it is wrong.

Answer:

18

Step-by-step explanation:

There are

So,

Hence, 3 + 5 + 4 + 1 + 1 + 2 + 2 = 18 played one or more of the three sports

Answer: There are 18 players who played one or more of the three sports.

Step-by-step explanation:

Since we have given that

Number of students played basketball = 7

Number of students played volleyball = 9

Number of students played soccer = 10

Number of students played basketball and volleyball = 1

Number of students played volleyball and soccer = 2

Number of students played volleyball, basketball and soccer = 2

Number of students who played basketball only is given by

[tex]7-1-1-2=3[/tex]

Number of students who played volleyball only is given by

[tex]9-1-2-2\\\\=4[/tex]

Number of students who played soccer only is given by

[tex]10-1-2-2\\\\=5[/tex]

So, Number of students one or more of the three sports is given by

[tex]3+4+5+1+1+2+2\\\\=18[/tex]

Hence, there are 18 players who played one or more of the three sports.

Answer:

i think ur right or letter b butu not c

Step-by-step explanation:

[tex]\bf ~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\$2977\\ r=rate\to 6\%\to \frac{6}{100}\dotfill &0.06\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{quarterly, thus four} \end{array}\dotfill &4\\ t=years\dotfill &13 \end{cases} \\\\\\ A=2977\left(1+\frac{0.06}{4}\right)^{4\cdot 13}\implies A=2977(1.015)^{52}\implies A\approx 6456.74[/tex]

To calculate the account balance after 13 years, we can use the formula for compound interest. Plugging in the given values, the account balance will be approximately $5,646.98.

To calculate the account balance after 13 years, we can use the formula for compound interest: A = P(1+(r/n))^(nt), where A is the final account balance, 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. In this case, P = $2,977, r = 6% or 0.06, n = 4 (quarterly compounding), and t = 13 years. Plugging these values into the formula, we get:

A = $2,977(1+(0.06/4))^(4*13)

Simplifying further, we have:

A = $2,977(1.015)^52

Using a calculator, we find that A ≈ $5,646.98. Therefore, the account balance will be approximately $5,646.98 after 13 years.

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all of them except the last one is correct, the last one is C). -8, 5, 6, |-7|, 8, because it says least to greatest, the one you picked wasn't even put in greatest to least, but I think where you went wrong is the absolute value of -7, the absolute value of a number is shown with | ? |.

I hope you understand your mistake and won't make it again :)

Right for the most part but, 5 is C. –8, 5, 6, |–7|, 8

Good job overall tho :)

Final answer:

To determine how many times 5/9 is greater than 4/15, we find a common denominator and compare the equivalent fractions. The fraction 5/9 is approximately 2.0833 times greater than 4/15.

Explanation:

The question is asking to find out how many times 5/9 is greater than 4/15. To compare these two fractions, we must find a common denominator or convert them to decimal form for easier comparison.

To find a common denominator, we can multiply the denominators 9 and 15 to get 135. Converting 5/9 to a fraction with 135 as the denominator, we get 75/135. Converting 4/15 to a fraction with 135 as the denominator, we get 36/135. Now, we compare the numerators 75 and 36, and we see that 75 is greater than 36.

Therefore, to find out how many times 5/9 is greater than 4/15, we divide 75 by 36, which gives us approximately 2.0833. Thus, 5/9 is about 2.0833 times greater than 4/15.

Answer:

[tex]\sin\theta=\dfrac{15}{17}[/tex]

[tex]?=15[/tex]

Step-by-step explanation:

Use the trigonometry formula

[tex]\cos^2\theta+\sin^2\theta=1[/tex]

You are given that

[tex]\cos \theta=\dfrac{8}{17}[/tex]

Substitute into the first formula

[tex]\left(\dfrac{8}{17}\right)^2+\sin^2\theta=1\\ \\\dfrac{64}{289}+\sin^2\theta=1\\ \\\sin^2\theta=1-\dfrac{64}{289}=\dfrac{289-64}{289}=\dfrac{225}{289}\\ \\\sin \theta=\pm \dfrac{15}{17}[/tex]

Angle [tex]\theta[/tex] is acute angle, then the sine of this angle is positive and

[tex]\sin\theta=\dfrac{15}{17}[/tex]

Answer:

Step-by-step explanation:

Because they are like terms, you can just subtract them.

9 - 2 = 7

So:

9x - 2x = 7x

Let me know if you have any questions about this.

Answer:

9x-2x=7x that means 9-2=7

The phrase 'decreased by 4' refers to a mathematical operation where you take an integer and subtract 4. Without a specified starting point, it could represent various integers depending upon the starting integer.

The phrase 'decreased by 4' in the context of mathematics usually requires a starting point or reference integer. Suppose the starting point was 0, 'decreased by 4' would result in -4. However, if the starting integer isn't mentioned, it could be indicating a function where you take an input integer and subtract 4. Therefore, the phrase 'decreased by 4' could represent an operation applied to integers, resulting in an integer that is four less than the original.

Learn more about Mathematical Phrases here:

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Answer:

California has the largest population out of the three.

Step-by-step explanation:

We would first start by showing the proportions.

California: 3/25

New York: 3/50

Texas: 2/25

You would have to find the least common denominator (in this case, 50) to accurately compare it.

So, if we wanted to convert California's ratio to one with a denominator of 50, we would multiply both sides by 2.

(3*2)/(25*2)

= 6/50.

Now, we can do the same with Texas' population.

(2*2)/(25*2)

= 4/50

Seeing that 3/50 < 4/50 < 6/50, the population of New York would be less than the population of Texas, which is in turn less than the population of California.

Therefore, California has the largest population.

To find 1 more than the product of a number and -8, we can represent the number as 'x' and calculate the expression -8x + 1.

The subject of this question is Mathematics. The question asks to find 1 more than the product of a number and -8.

To solve this, we can let the number be represented by 'x'. Then the product of the number and -8 is given by the expression -8x. Adding 1 to this expression gives the answer to the question, which is -8x + 1.

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Answer:

C=10π

Step-by-step explanation:

Circumference formula: C=πd (or C=2πr)

Answer:

Addition.

Step-by-step explanation:

Multiplication is a faster way to do repeated addition.

For example, lets say you would add 10 fifteen's together. Addition would make it:

15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15

= 30 + 30 + 30 + 30 + 30

   = 60 + 60 + 30

      = 120 + 30

          = 150

However, when multiplying:

15 x 10 = 150

As you can tell, multiplication makes it so there are less steps, and is less time consuming.

~

Answer:

Additions.

Step-by-step explanation:

Multiplication is equivalent to repeated additions and is faster, especially if the numbers are large.

A simple example is 2 * 3 = 2 + 2 + 2.