Answer:
1045 females
Step-by-step explanation:
First, lets calculate how many males there are.
52.5% of 2200 = 1155
Then, calculate the difference between the males and the total.
2200-1155=1045
Have a wonderful day!
There are 1045 female students in the school
How to determine the number of female students?The proportion of male students is given as:
Male proportion = 52.5%
This means that the female proportion is:
Female = 100% - 52.5%
Female = 47.5%
The number of female students is then calculated as:
Female = 47.5% * 2200
Evaluate
Female = 1045
Hence, there are 1045 female students in the school
Read more about proportions at:
https://brainly.com/question/1781657
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I need these questions answered please
Answer:
Discontinuities are created when the denominator of the rational expression equals zero (because division by zero is undefined). Graphically, this is usually represented by a dashed vertical line indicating a vertical asymptote.
Someone help me answer this
Answer:
[tex]\large\boxed{1.\ V=\dfrac{80\pi}{3}\ cm^3\approx83.73\ cm^3}\\\boxed{2.\ V=\dfrac{28\pi}{3}\ cm^3\approx29.31\ cm^3}\\\boxed{3.\ V=36\pi\ in^3\approx113.04\ cm^3}[/tex]
Step-by-step explanation:
The formula of a volume of a cone:
[tex]V=\dfrac{1}{3}\pi r^2H[/tex]
r - radius
H - height
[tex]\pi\approx3.14[/tex]
[tex]\bold{1.}\\\\r=4cm,\ H=5cm\\\\V=\dfrac{1}{3}\pi(4^2)(5)=\dfrac{1}{3}\pi(16)(5)=\dfrac{80\pi}{3}\ cm^3\approx\dfrac{(80)(3.14)}{3}=83.73\ cm^3[/tex]
[tex]\bold{2.}\\\\r=2cm,\ H=7cm\\\\V=\dfrac{1}{3}\pi(2^2)(7)=\dfrac{1}{3}\pi(4)(7)=\dfrac{28\pi}{3}\ cm^3\approx\dfrac{(28)(3.14)}{3}=29.31\ cm^3[/tex]
[tex]\bold{3.}\\\\r=6in,\ H=3in\\\\V=\dfrac{1}{3}\pi(6^2)(3)=\dfrac{1}{3}\pi(36)(3)=36\pi\ in^3\approx(36)(3.14)=113.04\ in^3[/tex]
What is 5x times (3x^2 -5)
Answer:
[tex]\large\boxed{5x\times(3x^2-5)=15x^3-25x}[/tex]
Step-by-step explanation:
[tex]5x\times(3x^2-5)\qquad\text{use the distributive property:}\ a(b+c)=ab+ac\\\\=(5x)(3x^2)+(5x)(-5)\\\\=15x^3-25x[/tex]
The resulting product of the functions using the distributive property is
15x³ - 25x.
Product is an operation carried out when two or more variables, numbers, or functions are multiplied together.
Given the expression 5x(3x² - 5)
Taking the product:
5x(3x² - 5)
Expand using the distributive property
= 5x(3x²) - 5x(5)
= (5×3)(x × x²) - 25x
= 15x³ - 25x
Hence the resulting function is 15x³ - 25x.
Learn more here: https://brainly.com/question/4854699
What number should be added to both sides of the equation to complete the squan
х2 + 8x = 4
оооо
Answer:
16
Step-by-step explanation:
х2 + 8x = 4
Take the coefficent of the x term, 8
Divide it by 2. 8/2 =4
Then square it, 4^2 = 16
Add this to both sides of the equation
x^2 +8x+16 = 4+16
Solve 2c – 8f = 24 for f. Show your work.
Answer: 3 - [tex]\frac{c}{4}[/tex]
Step-by-step explanation:
2c - 8f = 24
2(c - 4f) = 2(12)
c - 4f = 12
4f = 12 - c
F = 3 - [tex]\frac{c}{4}[/tex]
Which graph shows the inequality y ≤-3x-1?
Answer:
please could you send graphics A,B,C. you just sent D.
is my working step wrong? the quaestion is find the range of values of x that satisfy the inequalities by using basic definition
Answer:
x < -2
Step-by-step explanation:
2|x| > 3x + 10
Divide both sides by 2.
|x| > 1.5x + 5
********************************************************
An absolute value inequality of the form
|X1| > X2
where X1 and X2 are expressions in x is solved by solving the compound inequality
X1 > X2 or X1 < -X2
********************************************************
Back to your problem.
|x| > 1.5x + 5
x > 1.5x + 5 or x < -(1.5x + 5)
-0.5x > 5 or x < -1.5x - 5
x < -10 or 2.5x < -5
x < -10 or x < -2
Since x < -10 is included in x < -2, the solution is
x < -2
When Point E (-9, 3) is rotated 270° counterclockwise about the origin, it becomes Point E’ (3, -9). true or false?
Answer:
False
Step-by-step explanation:
It would be at -3,9.
Dylan ate 1/6 of the pizza. If the pizza originally had 12 slices, how many slices did Dylan eat?
Multiply the total number of slices by the fraction he ate:
12 slices x 1/6 = 12/6 = 2
He ate 2 slices.
Answer:
2
Step-by-step explanation:
1/6 of 12 =
= 1/6 * 12
= 1/6 * 12/1
= (1 * 12)/(6 * 1)
= 12/6
= 2
If f(x)=x2+3x+5, what is f(a+h)?
Answer:
[tex]\large\boxed{D.\ a^2+2ah+h^2+3a+3h+5}[/tex]
Step-by-step explanation:
[tex]f(x)=x^2+3x+5\\\\f(a+h)\to\text{exchange x to (a + h)}:\\\\f(a+h)=(a+h)^2+3(a+h)+5\\\\\text{use}\ (a+b)^2=a^2+2ab+b^2\ \text{and the distributive property}\\\\f(a+h)=a^2+2ah+h^2+3a+3h+5[/tex]
Why can’t a line or Ray have a perpendicular bisector
Answer:
Because they are both infinitely long.
Step-by-step explanation:
A ray goes on to infinity from a given point in one direction, whereas a line goes on to infinity in both directions.
Final answer:
A line or ray cannot have a perpendicular bisector because they extend infinitely without definite endpoints, thus lacking a midpoint for bisecting. Only a line segment, which has two endpoints, can have a perpendicular bisector that divides it into two equal parts at a right angle.
Explanation:
The question why a line or ray can't have a perpendicular bisector can be explained through geometric principles. A ray, by definition, is a line that starts at a point and extends infinitely in one direction. It doesn't have a midpoint or an end, and therefore cannot be bisected. Similarly, a line extends infinitely in both directions and does not have a midpoint for bisection. The concept of a perpendicular bisector requires a line segment, which has two endpoints, allowing for a midpoint to be determined and a line to be drawn at a 90-degree angle, equally dividing it into two equal parts.
Considering Euclidean geometry, it's understood that two perpendiculars cannot be parallel to the same line as they would then be parallel to each other, contradicting the definition of perpendicular lines. Moreover, a perpendicular bisector is defined in the context of a line segment within a plane, where the extremities of the segment are known, and there's a definite length to bisect.
Using Hyperbolic Geometry, it's also noted that if there were two common perpendiculars, a rectangle would form, which is not possible in that geometry. This further establishes the distinct properties between lines, rays, and line segments regarding the possibility of establishing perpendicular bisectors.
Simplify this radical √48
Answer:
4√3.
Step-by-step explanation:
√48
= √(16 * 3)
= √16 * √3
= 4√3.
Given 3 non-collinear points, which of the following are true?
The intersection of 2 planes would contain all 3 points.
They will be contained in the same line.
There is only 1 plane that contains all 3 points.
Only one line can be drawn containing any 2 of the points.
Answer:
There is only 1 plane that contains all 3 points.
Step-by-step explanation:
According to the three point postulate, three non-collinear points are in one plane. Therefore, your answer would be there is only 1 plane that contains all 3 points.
Let's analyze each statement regarding the three non-collinear points:
1. "The intersection of 2 planes would contain all 3 points."
This statement is false. The intersection of two planes in three-dimensional space is a line, and there is no guarantee that a line resulting from the intersection of two arbitrary planes will contain all three non-collinear points. In fact, the likelihood of this happening by chance is zero.
2. "They will be contained in the same line."
This statement is false as well. Since the points are non-collinear, by definition, they do not all lie on a single line. A line can only contain two of the points at a time, but not all three if they are non-collinear.
3. "There is only 1 plane that contains all 3 points."
This statement is true. Given any three non-collinear points in space, there is exactly one plane that contains all three. This is because any three points that are not on the same line can define a plane by being unique points in a two-dimensional subspace of three-dimensional space.
4. "Only one line can be drawn containing any 2 of the points."
This statement is true as well. For any two distinct points, there exists exactly one line that connects them. This is one of the fundamental principles of geometry: through any two points, there is exactly one straight line.
In summary, the third and fourth statements are true, while the first and second are false.
A student says that the function f(x)=3x^4+5x^2+1 is an even function.
Is the student's statement true or not true, and why?
The student's claim is true, because for any input of x, f(x)=−f(x).
The student's claim is true, because for any input of x, f(x)=f(−x).
The student's claim is not true, because for any input of x, f(x)=f(−x).
The student's claim is not true, because for any input of x, f(x)=−f(x).
Answer:
B.
Step-by-step explanation:
If f(-x)=f(x), then f is even.
If f(-x)=-f(x), then f is odd.
To determine if f(x)=3x^4+5x^2+1 is even or odd plug in -x like so:
f(x)=3x^4+5x^2+1
f(-x)=3(-x)^4+5(-x)^2+1
f(-x)=3x^4+5x^2+1
f(-x)=f(x)
So f is even.
You should keep in mind the following:
(-x)^odd=-(x^odd)
(-x)^even=x^even
Examples:
(-x)^81=-(x^81) since 81 is odd
(-x)^10=x^10 since 10 is even
Anyways, the student is right and f(-x)=f(x).
Answer:
The student's claim is true, because for any input of x, f(x)=f(−x).
Step-by-step explanation:
If a student says that the function f(x)=3x^4+5x^2+1 is an even function, the student's statement true because for any input of x, f(x)=f(−x).
f(-x)=f(x) is even.
f(-x)=-f(x) is odd
Explain the steps you would take to find the quotient of
1\3÷ 4\3
Answer:
The quotient is 1/4
Step-by-step explanation:
1/3 ÷ 4/3
The first step you have to do is change the division sign into multiplication. So that the denominator of 2nd term will become numerator and the numerator will become denominator.
Like:
1/3 * 3/4
Now you can cancel out 3 by 3
1 * 1/4
1/4
Thus the quotient is 1/4 ....
For this case we must find the quotient of the following expression:
[tex]\frac {\frac {1} {3}} {\frac {4} {3}}[/tex]
If we apply double C we have:
[tex]\frac {3 * 1} {3 * 4} =[/tex]
We cancel similar terms in the numerator and denominator and finally we have the quotient is:
[tex]\frac {1} {4}[/tex]
Answer:
[tex]\frac {1} {4}[/tex]
Find the area of the trapezoid.
Answer:
[tex]\large\boxed{A=54\ m^2}[/tex]
Step-by-step explanation:
The formula of an area of a trapezoid:
[tex]A=\dfrac{b_1+b_2}{2}\cdor h[/tex]
b₁, b₂ - bases
h - height
We must use the Pythagorean theorem:
[tex]x^2+8^2=10^2[/tex]
[tex]x^2+64=100[/tex] subtract 64 from both sides
[tex]x^2=36\to x=\sqrt{36}\\\\x=6\ m[/tex]
We have b₁ = 6 + 6 = 12m, b₂ = 6m and h = 8m.
Substitute:
[tex]A=\dfrac{12+6}{2}\cdot6=\dfrac{18}{2}\cdot6=(9)(6)=54\ m^2[/tex]
The ratio of output work to imput work expressed as the percent is what of the machine
Answer:
Efficiency is the ratio of output work to input work.
Machine efficiency is the percent ratio of output work to input work, calculated by (Wout / Win) * 100, and accounts for real-world energy losses, making it always less than 100 percent.
The ratio of output work to input work expressed as a percent is known as the efficiency of a machine. This efficiency (Eff) can be calculated using the equation Eff = (Wout / Win) * 100, where Wout is the output work and Win is the input work. In the context of simple machines, work (W) is defined as the force (F) applied over a distance (d), thus W = F * d. While ideal mechanical advantage (IMA) does not consider losses like friction and is calculated using specific equations for each type of machine, efficiency takes into account real-world factors and is always less than 100 percent due to these energy losses.
Can someone please help me out with this I’ve been stuck on it
-9+6
Simplify the expression
Answer:
-3
Step-by-step explanation:
-9+6
=6-9
=-3
Answer:
-3
Step-by-step explanation:
-9+6
- + = -
So this expression will be subtracted.
-9+6 = -3
The answer is negative because greater value has a negative sign....
given the function f(x) =2x-5 and g(x) which function has a greater slope
x g(x)
2 0
4 5
6 10
A. f(x) has a greater slope
B. g(x) has a greater slope
C. the slopes of f(x) and g(x) are the same
D. the slope of g(x) is undefined
Answer:
B. g(x) has a greater slope.Step-by-step explanation:
The slope-intercept of an equation of a line:
[tex]y=mx+b[/tex]
m - slope
b - y-intercept
The formula of a slope:
[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]
=========================================
[tex]f(x)=2x-5\to m=2[/tex]
From the table of function g(x) we have:
x = 2 → y = 0
x = 4 → y = 5
Calculate the slope:
[tex]m=\dfrac{5-0}{4-2}=\dfrac{5}{2}=2.5[/tex]
The slope of f(x) is equal to 2.
The slope of g(x) is equal to 2.5.
2 < 2.5
Answer:
B. g(x) has a greater slope
Step-by-step explanation:
Given the function f(x) =2x-5 and g(x), g(x) has a greater slope.
f(x) = 2
g(x) = 2.5
Line MN passes through points M(4, 3) and N(7, 12). If the equation of the line is written in slope-intercept form, y = mx + b, what is the value of b?
Answer:
b = -9
Step-by-step explanation:
As we go from M(4, 3) to N(7, 12), x increases by 3 and y increases by 9. Thus, the slope of the line segment connecting these two points is m = rise / run = m = 9/3, or just m = 3.
Subbing the coordinates of M into y = mx + b, we get:
3 = 3(4) + b, or 3 = 12 + b, so that b = -9.
Answer:
-9
Step-by-step explanation:
Henry, Brian and Colin share some sweets in the ratio 5:4:2. Henry gets 15 more sweets than Colin. How many sweets does Brian get?
Answer:
20 sweets.
Step-by-step-explanation:
Let Colin have x sweets.
The Henry gets x+15 sweets
Then according to the ratios:
5/2 = x+15/x
5x = 2x + 30
3x = 30
x = 10.
So Colin has 10 sweets.
The ratio of Brian's sweets to Colin's sweets is 4: 2 or 2:1.
So Brian has 2 * 10 = 20 sweets.
The eucalyptus is the world's fastest growing tree. It grows an average of 2 1/2 centimeters every day. If a eucalyptus tree is 50 centimeters tall when it is planted, how tall will it be in 5 days?
I need this factored. Is it actually considered prime??
a piece of rope 11/12 yd long is cut into two pieces. One piece is 4/7 yd long. How long is the other piece?
Answer:
(4/7) + x = (11/12)
(11/12) -(4/7) = x
We need to convert BOTH denominators to 84
(11/12) * 7 = 77 / 84
(4 / 7) * 12 = 48 / 84
77 / 84 -(48 / 84) = 29 / 84
Step-by-step explanation:
Your report card contains five A's and three B's. What is the ratio of A's to B's?
Answer:
5 : 3
Step-by-step explanation:
Five A's
Three B's
Therefore, 5 : 3
You would not include the letters because a ratio is just a number.
What is the area of parallelogram ABCD?
11 square units
13 square units
15 square units
16 square units
Answer:
13 square units
Step-by-step explanation:
First of all, you need to identify that ABCD is a rectangle (AB=CD and AD=BC).
The area of a rectangle is calculated by multiplying the length and the width.
Secondly, we use the Pythagoras’s theorem to calculate side CD and AD (the length and width). I’ve added some labels to your original diagram (see picture attached) so that it’s easier to understand.
The Pythagoras’s theorem is a^2 + b^2 = c^2 (c is the hypotenuse).
So, for side CD:
3^2 + 1^2 = (CD)^2
9 + 1 = (CD)^2
CD = √ 10
and for side AD:
4^2 + 1^2 = (AD)^2
16 + 1 = (AD)^2
AD = √17
Lastly, to calculate the area:
√10 x √17 = 13.04
Your answer is 13 square units.
Hope this helped :)
Answer:
Option B. 13 square units
Step-by-step explanation:
Area of a parallelogram is defined by the expression
A = [tex]\frac{1}{2}(\text{Sum of two parallel sides)}[/tex] × (Disatance between them)
Vertices of A, B, C and D are (3, 6), (6, 5), (5, 1) and (2, 2) respectively.
Length of AB = [tex]\sqrt{(x-x')^{2}+(y-y')^{2}}[/tex]
= [tex]\sqrt{(5-6)^{2}+(6-3)^{2}}[/tex]
= [tex]\sqrt{10}[/tex]
Since length of opposite sides of a parallelogram are equal therefore, length of CD will be same as [tex]\sqrt{10}[/tex]
Now we have to find the length of perpendicular drawn on side AB from point D or distance between parallel sides AB and CD.
Expression for the length of the perpendicular will be = [tex]\frac{|Ax_{1}+By_{1}+C|}{\sqrt{A^{2}+B^{2}}}[/tex]
Slope of line AB (m) = [tex]\frac{y-y'}{x-x'}[/tex]
= [tex]\frac{6-5}{3-6}=-(\frac{1}{3} )[/tex]
Now equation of AB will be,
y - y' = m(x - x')
y - 6 = [tex]-\frac{1}{3}(x-3)[/tex]
3y - 18 = -(x - 3)
3y + x - 18 - 3 = 0
x + 3y - 21 = 0
Length of a perpendicular from D to side AB will be
= [tex]\frac{|(2+6-21)|}{\sqrt{1^{2}+3^{2}}}[/tex]
= [tex]\frac{13}{\sqrt{10}}[/tex]
Area of parallelogram ABCD = [tex]\frac{1}{2}(AB+CD)\times (\text{Distance between AB and CD})[/tex]
= [tex]\frac{1}{2}(\sqrt{10}+\sqrt{10})\times (\frac{13}{\sqrt{10} } )[/tex]
= [tex]\sqrt{10}\times \frac{13}{\sqrt{10} }[/tex]
= 13 square units
Option B. 13 units will be the answer.
I Need Help Failing Badly Geometry Is Hard!!
Answer:
Choice A. Segment LM is congruent to segment LO.
Step-by-step explanation:
Triangles LMX and LOX are right triangles since we see that each one has a right angle.
Segment LX is congruent to itself. Segment LX is a side of both triangles. It is a leg of both triangles, so we already have a leg of one triangle congruent to a leg of the other triangle.
For the HL theorem to work, we need a leg and the hypotenuse of one triangle to be congruent to the corresponding parts of the other triangle. Since we already have a pair of legs, we need a pair of hypotenuses.
The hypotenuses of the triangles are segments LM and LO.
Answer: A. Segment LM is congruent to segment LO.
What is the image of (-8,10) when reflected in the y-axis
Answer:
(8,10)
Step-by-step explanation:
If we reflect a point over the y-axis, the x becomes opposite while the y stays the same.
So the rule here is (a,b)->(-a,b) if we are reflecting over y-axis.
So if you reflect (-8,10) over the y-axis you get (8,10).
URGENT!!!!!Driving times for students' commute to school is normally distributed, with a mean time of 14 minutes and a standard deviation of 3 minutes. Using the empirical rule, approximately what percent of students' commute time is between 11 and 17 minutes? 32% 68% 95% 99.7%
Answer:
B. 68%.
Step-by-step explanation:
We have been given that driving times for students' commute to school is normally distributed, with a mean time of 14 minutes and a standard deviation of 3 minutes.
First of all, we will find z-score of 11 and 17 using z-score formula.
[tex]z=\frac{x-\mu}{\sigma}[/tex]
[tex]z=\frac{11-14}{3}[/tex]
[tex]z=\frac{-3}{3}[/tex]
[tex]z=-1[/tex]
[tex]z=\frac{17-14}{3}[/tex]
[tex]z=\frac{3}{3}[/tex]
[tex]z=1[/tex]
We know that z-score tells us a data point is how many standard deviations above or below mean.
Our z-score -1 and 1 represent that 11 and 17 lie within one standard deviation of the mean.
By empirical rule 68% data lies with in one standard deviation of the mean, therefore, option B is the correct choice.
Answer: 68%
Step-by-step explanation: ya boy just took le test :-)
Find the sample space for tossing 4 coins. Then find P(exactly 2 heads).
Answer:
6/16 or 0.375 ..
Step-by-step explanation:
Each time the coin has two possible outcomes so tossing the coin four times
The sample space will be: 2^4 = 16
The sample space is: {HHHH, HTHH, THHH, HTHT , HHHT, HTTH, TTHH, THTH, HHTT, HHTH, TTTH, THHT ,HTTT, TTTT, TTHT, THTT}
Let A be the event that there are exactly two heads
A = {HTHT, HTTH, TTHH, THTH, HHTT, THHT}
n(A) = 6
So the probability of exactly two heads is:
P(A) = 6/16 or 0.375 ..
Answer:
3/8
Step-by-step explanation:
The person up there answered it right they just went too high with the numbers.