Your assigned 32 math exercises for homework you complete 87.5of these before dinner how many do you hav to do after dinner.
Janna jumped 156in in the long jump competition at the high school track meet . How many feet did Janna jump
Will mark brainiest
According to the chart, from 1996-2006, unintentional drug overdose deaths per 100,000 population rose dramatically. The numbers for each year are, roughly, 3, 3, 3, 4, 4, 5, 6, 6, 7, 9, 9. What is the mean of these statistics?
5.36
59
59.36
5
The answer to your question is A) 5.36
Hope this helps :)
At the beginning of the day, stock XYZ opened at $3.15. At the end of the day, it closed at $2.87. What is the rate of change of stock XYZ?
Answer:
-8.9%
Step-by-step explanation:
Answer:
The rate of change is - 8.89 %.
Step-by-step explanation:
Given,
The opening price = $ 3.15,
While closing price = $ 2.87,
Now,
[tex]\text{The rate of change}=\frac{\text{closing price-opening price}}{\text{opening price}}\times 100[/tex]
[tex]=\frac{2.87-3.15}{3.15}\times 100[/tex]
[tex]=\frac{-0.28}{3.15}\times 100[/tex]
[tex]=-\frac{28}{3.15}=-8.8889\%\approx -8.89 \%[/tex]
Nelly owns farm land that has an area of 4.2 × 102 acres. Each year, the farm produces 6.72 × 104 bushels of corn. What is the average amount of corn produced per acre represented in scientific notation?
A) 2.82 × 107 bushels per acre
B) 1.6 × 102 bushels per acre
C) 1.6 × 103 bushels per acre
D) 2.82 × 106 bushels per acre
E) 1.6 × 101 bushels per acre
The average amount of corn produced per acre represented in scientific notation can be found using the below formula:
[tex] The \;average\; amount\; of\; corn\; per\; acre=\frac{Bushels \; of\; corn\; produced\; in\; farm}{Area\; of\; farm\; in\; acres} [/tex]
We are given:
[tex] Area \; of\; FARM\; land= 4.2 \times 10^2 \; acres\\ \\ Amount \; of\; corn\; produced=6.72\; \times \; 10^4 \; bushels [/tex]
Substituting the above information in the formula, we get...
[tex] The \; Average\; amount\; of\; corn=\frac{6.72 \times 10^4}{4.2 \times 10^2} \\ \\ \frac{6.72}{4.2} \times \frac{10^4}{10^2}\; =\; 1.6 \times 10^{4-2}\; =\; 1.6 \times 10^2\\ \\ [/tex]
Conclusion:
[tex] The \; Average \; amount\; of \; corn \; is\; 1.6 \times 10^2 \; Bushes\; per\; corn [/tex]
The average amount of corn produced per acre represented in scientific notation is option B)[tex] 1.6 \times 10^2 [/tex]bushels per acre
Le answer is B 1.6 × 102 bushels per acre
Which expression is equivalent to(3m^-2 n)^-3/6mn^-2? Assume
To simplify the expression (3m⁻² n)⁻³/6mn⁻², follow the steps: apply the negative exponent rule, simplify by multiplying the exponents, and rearrange and combine like terms if necessary.
Explanation:To simplify the expression (3m-2 n)-3/6mn-2 , let's break it down step by step:
Step 1: Apply the negative exponent rule. To do this, we can move any term with a negative exponent from the numerator to the denominator or vice versa. In this case, the term m-2 can be written as 1/m2.
Step 2: Simplify the expression by multiplying the exponents. The exponents in the expression can be added since they have the same base (m).
Step 3: Simplify further by rearranging and combining like terms if necessary.
Putting it all together, the expression is equivalent to (1/3m4n6)1/6mn-2.
Which quotient is equivalent to the mixed number
2
2---------- =
3
answer in fractions
Final answer:
To convert 2 2/3 to an improper fraction, multiply the whole number by the denominator and add the numerator, resulting in 8/3. The question lacks details to provide another specific quotient to compare this with. In dividing fractions, multiplication by the reciprocal is used to find equivalent quotients.
Explanation:
To find which quotient is equivalent to the mixed number 2 2/3, we must first convert the mixed number to an improper fraction. A mixed number is composed of a whole number and a fraction, which can be converted into an improper fraction by multiplying the denominator by the whole number and then adding the numerator to this product.
For the mixed number 2 2/3, we multiply the whole number 2 by the denominator 3, giving us 6, and then add the numerator 2, resulting in 8. Therefore, 2 2/3 as an improper fraction is 8/3.
However, without context, it's unclear what other quotient we are being asked to compare with the mixed number 2 2/3. Quotients can refer to the result of any division. Nonetheless, in contexts of dividing fractions, we use the multiplication of the inverse to find equivalent quotients. For example, if dividing by 3/1 (which is the same as dividing by 3), we would multiply by its reciprocal, 1/3.
In cases of conversion factors, we could use a factor that equals 1 to convert units without changing the value. For instance, 1 m / 100 cm is a conversion factor that equals 1, allowing us to convert meters to centimeters without changing the quantity.
Remember, multiplication and division in fractions can be seen as interconnected operations, where dividing by a number is the same as multiplying by its reciprocal.
2. Consider this scatter plot.
(a) How would you characterize the relationship between the hours spent on homework and the test scores? Explain.
(b) Paul uses the function y = 8x + 40 to model the situation. What score does the model predict for 3 h of homework?
(c) What does the number 40 in Part (b) mean in the context of the situation?
(a) The relationship between hours spent on homework and test scores is a positive correlation, where more homework is generally associated with higher test scores.
(b) The model predicts a score of 64 for 3 hours of homework.
(c) The number 40 represents the baseline test score when no homework is done, according to the model.
Analyzing the Scatter Plot and the Model
(a) Characterizing the Relationship
The scatter plot depicts test scores in relation to the hours of homework. Here’s how we can characterize the relationship:
- Positive Correlation: There is a general upward trend, indicating that as the hours of homework increase, the test scores also tend to increase.
- Strength: The points are not perfectly aligned, but there is a noticeable positive correlation, suggesting that more homework hours are associated with higher test scores.
- Outliers: Most points follow the trend, although there are a few variations. For example, there are a couple of points with low homework hours but relatively high test scores.
(b) Predicting the Score for 3 Hours of Homework
Paul uses the function [tex]\( y = 8x + 40 \)[/tex] to model the relationship, where [tex]\( y \)[/tex] represents the test score and [tex]\( x \)[/tex] represents the hours of homework.
To predict the score for 3 hours of homework:
[tex]\[y = 8(3) + 40 = 24 + 40 = 64\][/tex]
So, the model predicts a score of [tex]\( \boxed{64} \)[/tex] for 3 hours of homework.
(c) Meaning of the Number 40 in the Model
In the context of the situation, the number 40 in the equation [tex]\( y = 8x + 40 \)[/tex] represents the y-intercept. This implies:
- Baseline Score: If a student spends 0 hours on homework, the model predicts that they would score 40 on the test. This serves as a baseline score, indicating the minimum test score a student could achieve without any homework.
Summary
(a) The relationship between hours spent on homework and test scores is a positive correlation, where more homework is generally associated with higher test scores.
(b) The model predicts a score of 64 for 3 hours of homework.
(c) The number 40 represents the baseline test score when no homework is done, according to the model.
Ella sold 37 necklaces for $20 each at the craft fair. She is going to donate half of the money she earned to charity. Use the Commutative Property to mentally find how much money she will donate. Explain the steps you used.
Ella sold 37 necklaces for $20 each at the craft fair. She is going to donate half of the money she earned to charity. Use the Commutative Property to mentally find how much money she will donate. Explain the steps you used.
Solution:
Earning from 1 necklace=$20
Earning from 37 necklaces=$20*37
Half of the earnings= [tex] \frac{20*37}{2} =\frac{20}{2}*37=10*37 [/tex]
Half of the earnings=$10*37
Now, Applying Commutative Propert, a*b=b*a
So, Money she need to donate= Half of the earnings= 10*37 =37*10
So, Money she donates=$370
money she will donate=$370
Danielle poured 3/4 gallon of water from a 7/8 gallon bucket. How much water is left in the bucket?
Which property is illustrated by this problem?
53.2 • 1 = 53.2
A. Associative property of multiplication
B. Multiplicative identity
C. Commutative property of multiplication
Find the area of the given triangle. Round the answer to the nearest tenth.
A.
7.9 square units
B.
149.4 square units
C.
2,055.6 square units
D.
2,071.8 square units
Answer:
B) Area of triangle = 149.4 square units.
Step-by-step explanation:
Given : A triangle with sides 16 , 19, 27 .
To find : Area of a triangle.
Solution : We have given that triangle with sides 16 , 19, 27 .
Using heron's formula :
Area of triangle: [tex]\sqrt{s(s-a)(s-b)(s-c)}[/tex].
Where, s = [tex]\frac{a+b+c}{2}[/tex] and a,b,c are sides of triangle.
Then s = [tex]\frac{16+19+27}{2}[/tex].
s = 31 units.
Area of triangle = [tex]\sqrt{31(31-16)(31-19)(31-27)}[/tex].
Area of triangle = [tex]\sqrt{31(15)(12)(4)}[/tex].
Area of triangle = [tex]\sqrt{22320)}[/tex].
Area of triangle = 149.39 square units.
Area of triangle = 149.4 square units. ( nearest tenth)
Therefore, B) Area of triangle = 149.4 square units.
A $250,000 home loan is used to purchase a house. The loan is for 30 years and has a 5.4% APR. Use the amortization formula to determine the amount of the monthly payments.
An equation was created for the line of best fit from actual enrollment data. It was used to predict the dance studio enrollment values shown in the table below:
Enrollment Month
January February March April May June
Actual 12 14 14 13 16 14
Predicted 8 15 15 12 17 15
Residual 4 −1 −1 1 −1 −1
Analyze the data. Determine whether the equation that produced the predicted values represents a good line of best fit.
No, the equation is not a good fit because the sum of the residuals is a large number.
No, the equation is not a good fit because the residuals are all far from zero.
Yes, the equation is a good fit because the residuals are all far from zero.
Yes, the equation is a good fit because the sum of the residuals is a small number.
Answer: No, the equation is not a good fit because the sum of the residuals is a large number.
Step-by-step explanation:
A residual is the difference on the scatter plot between the actual y-value and the predicted y-value from the regression line equation.
It is the vertical distance from the actual plotted point to the point on the regression line.
The residual is positive then the data point is above the graph.
The sum of the given residual values = [tex]4+(-1)+(-1)+1+(-1)+(-1)=1[/tex]
Since, the sum of the residuals is greater than 0.
Therefore, The equation is not a good fit .
Answer:
A. No, the equation is not a good fit because the sum of the residuals is a large number.
Step-by-step explanation:
What is the algebraic expression for "the difference between seven times a number and three times that number"? 7 - 3 x 7 x - 3 7 x - 3 x
Which of these is a simplified form of the equation 8y + 4 = 6 + 2y + 1y?
5y = 2
5y = 10
11y = 2
11y = 10
Answer:
paxx17 is correct.
Step-by-step explanation:
I got the question correct because of them.
WILL MARK BRAINLIEST! - Miguel is calculating the slope of a line of best-fit in the scatterplot below.
(Graph Below)
Which pair of points would be best for Miguel to use?
A. P and W
B. Q and V
C. R and U
D. S and T
Answer:
I thing its B
Step-by-step explanation:
Just trust
Answer:
"Q and V" should be correct.
Step-by-step explanation:
The data points by themselves create a line formation, all the other choices no good.
In other-words~ "B"
o_o
How is locating -1.5 on a number line the same as locating 1.5 on a number line? How is it different?
Locating -1.5 and 1.5 on a number line involves measuring 1.5 units from the origin, but in opposite directions; -1.5 is to the left and 1.5 is to the right.
Locating -1.5 on a number line is similar to locating 1.5 in that you measure the same distance away from the origin (0 point), which is 1.5 units. The main difference is the direction in which you measure from the origin. For -1.5, you would move 1.5 units to the left of the origin since negative numbers are represented to the left on a number line. On the other hand, for 1.5, you would move 1.5 units to the right of the origin because positive numbers are placed to the right.
Another perspective of understanding this concept comes from the coordinate system. If you stand on a straight line and choose a point as the origin, moving to the left will give you the negative coordinates, whereas moving to the right will give you the positive coordinates. Regardless of which side you choose, the absolute value of your position from the origin remains the same; only the sign changes to reflect the direction.
Peter is making an "X marks the spot" flag for a treasure hunt. The flag is made of a square white flag with sides of 121212 inches. He will make the "X" by stretching red ribbon diagonally from corner to corner.How many inches of ribbon will Peter need to make the "X"?
Peter needs approximately 34 inches of ribbon to create an 'X' across his 12-inch square flag, calculated using the Pythagorean theorem to find the length of the diagonals needed for the 'X'.
Explanation:Peter is making an "X marks the spot" flag, which requires calculating the amount of ribbon needed to create the 'X'. The flag is a square with sides of 12 inches each. For an 'X', two ribbons will be needed, each stretching diagonally across the square. The diagonal length of a square can be determined using the Pythagorean theorem, which states that in a right-angled triangle, the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides. In this case, the square has sides of 12 inches, making the formula for the diagonal:
d = √(12^2 + 12^2) = √(144 + 144) = √288 ≈ 16.97 inches.
Since Peter needs two diagonals to form the 'X', the total ribbon length will be 2 × 16.97 inches, which equals 33.94 inches. Therefore, Peter will need approximately 34 inches of ribbon to create the 'X' on his flag.
Given: ∠AOB is a central angle and ∠ACB is a circumscribed angle.
Prove: △ACO ≅ △BCO
We are given that angle AOB is a central angle of circle O and that angle ACB is a circumscribed angle of circle O. We see that AO ≅ BO because ____
We also know that AC ≅ BC since ___
Using the reflexive property, we see that ____
Therefore, we conclude that △ACO is congruent to △BCO by the _____
The answers to the dashed parts of the questions to prove that △ACO ≅ △BCO are respectively;
- All radii of the same circle are congruent
- Tangents to a circle that intersect are congruent
- Side CO is congruent to side CO
- SSS congruency theorem
The image of the Triangle and circle has been attached.
Now, from the attached image we can see that;
Point O is the center of the circle and as such AO and BO are both radius of the circle.Thus, it means that AO ≅ BO because; All radii of the same circle are congruent
Since AO and BO are equal, it means that since point C is the intersection point of tangents from points A and B, then we can say that;AC ≅ BC because; tangents to a circle that intersect are congruent.
Reflexive property shows that the length of a side is congruent to itself. Now, in △ACO and △BCO, we see that they share a common side which is CO. Thus, CO is congruent to side CO.We have been able to establish that;
AO ≅ BO
AC ≅ BC
CO ≅ CO
This means all three corresponding sides of both △ACO and △BCO are congruent. Thus, we can conclude that;
△ACO is congruent to △BCO by the "SSS Congruency theorem"
Read more about SSS Congruency theorem at; https://brainly.com/question/2102943
Answer:
Step-by-step explanation: edge2024
what is the measure of < A? sorry that the pic is backwards. and btw the C aangle is 40 degrees.
Abit is planning a birthday party for his grandfather. He bought a cake for $18. He also wants to buy some balloons, which are $4 each. Abit has $35 to spend all together. How much money will Abit have left after he buys the cake and as many balloons as possible?
The legs of a right triangle measure 4 and 6 inches. The area of the triangle is
5 in.²
12 in.²
24 in.²
Answer:
Area of triangle is 12 in.²
Step-by-step explanation:
we are given that:
The legs of a right triangle measure 4 and 6 inches.
(i.e. height and base of right angled triangle)
We have to find the area of this triangle.
area of triangle=[tex]\dfrac{1}{2}\times base\times height[/tex]
=[tex]\dfrac{1}{2}\times 4\times 6[/tex]
= 12 in.²
Hence, Area of triangle is 12 in.²
Which algebraic expression is equivalent to the expression below? (7x - 15) + 15
a. 7x - 30
b. 7x
c. 105x
d. 7x + 30
Whats the number if the prime factorization is 5x7x7x17?
Factor this expression completely, and, then, place the factors in the proper location on the grid. Place the binomial factor first. x 3 + y 3
Answer:
[tex]x^{3}+y^{3}=(a+b)(a^{2}-ab+b^{2})[/tex]
Step-by-step explanation:
The given expression is
[tex]x^{3}+y^{3}[/tex]
This expression represents the sum of two perfect cubes, which is factorize as this product
[tex]x^{3}+y^{3}=(a+b)(a^{2}-ab+b^{2})[/tex]
We can demonstrate this factorization by multiplying the product
[tex](a+b)(a^{2}-ab+b^{2})=a^{3}-a^{2}b+ab^{2}+a^{2}b-ab^{2}+b^{3}=a^{3}+b^{3}[/tex]
Therefore, the answer is
[tex]x^{3}+y^{3}=(a+b)(a^{2}-ab+b^{2})[/tex]
Enter the area of a sector with a central angle of 4π3 radians and a radius of 12.5 cm.
Use 3.14 for π and round your final answer to the nearest hundredth.
Enter your answer as a decimal in the box.
What is the area of a sector with a central angle of 5π7 radians and a diameter of 5.6 in.?
Use 3.14 for π and round your final answer to the nearest hundredth.
Enter your answer as a decimal in the box.
Answer:
The answer is 327.08 i am in k12
Step-by-step explanation:
A cylinder has a base radius of 10cm and a height of 19cm. What is its volume in cubic cm, to the nearest tenths place?
PLEASE HELP NEED ASAP GIVING OUT BRAINLIEST 50 points!!!!
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A flowchart proof
contains a set of sentences explaining the steps needed to reach a conclusion.
uses inductive reasoning to prove a statement.
uses a visual representation of the logical flow of steps needed to reach a conclusion.
contains a table with a logical series of statements and reasons that reach a conclusion.
Answer:
uses a visual representation of the logical flow of steps needed to reach a conclusion.
Step-by-step explanation:
In a flowchart proof, there are boxes for the steps that lead us to the conclusion. Below this are lines for the explanations of those steps.
Each box has an arrow pointing to the next box in the proof.
It helps us visualize the steps necessary to get from the given information to what we're asked to prove.
A flowchart proof contains a set of sentences explaining the steps needed to reach a conclusion uses a visual representation of the logical flow of steps needed to reach a conclusion.
What is Statistics?Statistics is the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data.
A flowchart is a picture of the separate steps of a process in sequential order. It is a generic tool that can be adapted for a wide variety of purposes.
A flowchart proof uses a visual representation of the logical flow of steps needed to reach a conclusion. It contains a set of sentences explaining the steps needed to reach a conclusion and uses inductive reasoning to prove a statement.
Hence, A flowchart proof contains a set of sentences explaining the steps needed to reach a conclusion uses a visual representation of the logical flow of steps needed to reach a conclusion.
To learn more on Statistics click:
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