A train traveled 1/5 of the distance between two cities in 3/4 of an hour. At this rate, what fraction of the distance between the two cities can the train traveled in one hour. What is the ansswer?

Answer:

176°

Step-by-step explanation:

Since, KR bisects angle JKM, so, measure of angle JKM will be twice of the measure of angle RKM.

\(m\angle JKM = 2\times m\angle RKM \\ m\angle JKM = 2\times 88 \degree \\ \huge \red{ \boxed{ m\angle JKM = 176 \degree}}\)

Answer:

59.7%

Step-by-step explanation:

A of Circle = 50.24 sq. inches

A of Rectangle = 30 sq. inches

30 ÷ 50.24 × 100 = 59.71%

Not so sure though

Answer:

try to look out for words such as more than, less than, twice as much, half as much, in addition to, took away something, etc

Step-by-step explanation:

hope this helped!

The number 25209 rounded to the largest place value is 30000.

Every digit in a number has a place value, which is a numerical value determined by the digit's position.

Step 1: First, decide which location value has the highest worth.

The number that is farthest to the left has the highest place value.

Providing the value is not zero.

In the number 25209,

2 is the largest place value.

Step 2: Next, take a look at the number that is closest to the largest place value.

The greatest place value remains the same if the number is 0, 1, 2, 3, or 4.

The highest place value increases by one if the number to the right is a 5, 6, 7, or 9.

We have number 5 to the right of 2.

The number rounded to the largest place value is 30000.

Therefore, the required number is 30000.

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Answer:

7 < x < 8

Step-by-step explanation:

\(12<4x-16<16\\\\12+16<4x-16+16<16+16\\\\28<4x<32\\\\\frac{28}{4}<\frac{4x}{4}<\frac{32}{4}\\\\7<x<8\)

The rod will form a 90-degree angle with the wall, as it is creating a right angle to support the shelf. Therefore, the angle that the rod makes with the wall is 90 degrees.

In the coffee shop scenario, the shelf, the rod, and the wall create a right triangle, where the shelf depth (15 inches) and the wall form the two legs, and the rod (19 inches) is the hypotenuse. To find the angle between the rod and the wall, we can use the inverse tangent (arctan) function.

Angle = arctan(opposite/adjacent)
Angle = arctan(15/15)

In this case, the opposite side is the shelf depth (15 inches) and the adjacent side is the length along the wall, which is also 15 inches since the right angle triangle is isosceles.

Angle = arctan(1)
Angle ≈ 45°

The angle between the rod and the wall is approximately 45 degrees.

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The country is borrowing 1600 units of money on the world financial markets.

a. To determine the trade balance, we need to calculate the net exports (NX) using the given information. The formula for net exports is:

NX = Y - (C + I + G)

Given:

Y = 5000

C = 1000 + 0.5(Y - T) = 1000 + 0.5(5000 - 1000) = 1000 + 0.5(4000) = 1000 + 2000 = 3000

I = 2000

G = 1600

T = 1000

Plugging these values into the net exports equation:

NX = 5000 - (3000 + 2000 + 1600) = 5000 - 6600 = -1600

The trade balance is -1600. A negative trade balance indicates a trade deficit, which means that the country is importing more goods and services than it is exporting. In this case, the country is experiencing a trade deficit.

b. To determine whether the country is borrowing or lending money on the world financial markets, we need to examine the relationship between domestic investment (I) and national saving (S). If domestic investment exceeds national saving, the country is borrowing money. If national saving exceeds domestic investment, the country is lending money.

The formula for national saving (S) is:

S = Y - C - G

Plugging in the given values:

S = 5000 - 3000 - 1600 = 400

The national saving is 400.

Since investment (I) is 2000, which is greater than national saving (400), the country is borrowing money on the world financial markets. The amount being borrowed is the difference between investment and national saving:

Borrowing = I - S = 2000 - 400 = 1600

Therefore, the country is borrowing 1600 units of money on the world financial markets.

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Answer:

undefined

Step-by-step explanation:

Becouse any number under a root sign that is negative does not give any answer.Therefore it doesn't exist in real number system.

Answer:

\(Cost \ total= \$ 1755\)

Step-by-step explanation:

Find the total cost of a rectangular shaped carpet, given the carpets length,  width, and the cost of carpet per square foot. Using the formula for the area of a rectangle.

\(\boxed{\left\begin{array}{ccc}\text{\underline{Area of a Rectangle:}}\\\\A=l \times w\end{array}\right}\)

Where...

Given:

\(l=15 \ ft\\w=9 \ ft\\ 1 \ ft^2= \$ 13\)

Find:

\(Cost \ total = \ ?? \\)

(1) - Calculating the total area of the carpet, which is a rectangle

\(A=l \times w\\\\\Longrightarrow A=15 \ ft \times 9 \ ft\\\\\therefore \boxed{A=135 \ ft^2}\)

(2) Calculate the total cost of the carpet by multiplying the total area of the carpet by the cost of one square foot of carpet

\(Cost \ total=135 \ ft^2 \times \$ 13\\\\\therefore \boxed{\boxed{Cost \ total= \$ 1755}}\)

Thus, the total cost of the carpet is found.

(A) The normal approximation to the binomial to approximate the probability that at least 99 99 respondents live at​ home is 84.21%

(B) The probability that 16 or more out of 19 community college male students live at home is 0.0037.

In algebra, a binomial is an expression in which two distinct terms are joined by an addition or subtraction operator. For example, 2xy + 7y is a binomial because there are two terms. Algebraic expressions can be classified into different types based on the number of terms that appear, such as monomial, binomial, trinomial, etc.

(a) Based on the sample of 19 students, the proportion of community college males live at home:

p = 16/19= 0.8421 or 84.21%.

(b) the probability that 16 or more out of 19 community college male

students live at home, assuming that the proportion who live at home is 52%. Using binomial distribution with parameters

n = 19, p = 0.52, q = 1-p = 0.48,

The probability that 16 or more out of 19 community college male students live at home is

P (16 or more) = P19 (16)+ P19 (17)+ P19 (18)+ P19 (16)=

= C₁₉ ¹⁶P Q³ + C₁₉ ¹⁷P Q² + C₁₉ ¹⁸P Q¹ + C₁₉ ¹⁸P Q⁰= 0.0037.

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Answer:

x = -3/4

Step-by-step explanation:

15/4 - 7x = 9

When solving these types of equations, you want to isolate the variable

Subtract 15/4 from both sides to get

-7x = 21/4

Divide both sides by -7 to get

x = -3/4

Answer:

x = -3/4

Step-by-step explanation:

p = 9

see explanation in image

using law of sines

Hope this helps :)

If you need any more explanation, feel free to ask.  If this really helps, consider marking brainliest.

- Jeron

Length of p to the nearest 10th of an inch is 8.9 inches.

Sines law of a triangle defines that the ratio of the side lengths of a triangle to the sine of the opposite angles to the side lengths are equal.

a / sin A = b / sin B = c / sin C

where a, b and c are the sides opposite to A, B and C respectively.

Given is a triangle ΔPQR.

Given, ∠Q = 37° and ∠R = 12°.

Sum of the interior angles of a triangle is 180°.

∠P = 180° - (37° + 12°)

     = 131°

Using the sine law,

p / sin P = q / sin Q

p / sin (131°) = 7.1 / sin (37°)

p = (7.1 / sin (37°)) × (sin (131°))

  = 8.9 inches

Hence the length of p is 8.9 inches.

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Check the picture below.

Answer:bhbehrf

Step-by-step explanation:

The pizzeria sold 24 small pizzas, 0 medium pizzas, and 9 large pizzas.

Here's how we can use the Gaussian elimination method with back substitution to solve this problem:

First, let's create a system of equations to represent the given information. Let S be the number of small pizzas sold, M be the number of medium pizzas sold, and L be the number of large pizzas sold.  System of equations can be written as:

S + M + L = 31

10S + 11M + 15L = 327

We can now use the Gaussian elimination method to solve this system. First, we'll eliminate the S variable from the second equation by multiplying the first equation by -10:

-10S - 10M - 10L = -310

10S + 11M + 15L = 327

Adding these two equations together, we get:

-9M + 5L = 17

Now, we can eliminate the M variable from this equation by multiplying the first equation by 9:

9S + 9M + 9L = 279

-9M + 5L = 17

Adding these two equations together, we get:

9S + 5L = 296

Dividing this equation by 9, we get:

S + (5/9)L = 32.88888889

This equation tells us that for every 1 large pizza sold, the pizzeria sold (5/9) small pizzas. We can use this information to solve for L, the number of large pizzas sold.

By substituting the expression for S into the first equation, we get:

L + M + (5/9)L = 31

Solving for L, we get:

L = 9

Now that we know the number of large pizzas sold, we can substitute this value back into the equation S + (5/9)L = 32.88888889 to solve for S, the number of small pizzas sold:

S + (5/9)(9) = 32.88888889

Solving for S, we get:

S = 24

Finally, we can use the fact that the pizzeria sold 24 more small pizzas than medium pizzas to solve for M, the number of medium pizzas sold:

M = S - 24

= 24 - 24

= 0

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Answer:

D

Step-by-step explanation:

We have the two linear equations:

\(\text{ Line 1: }y=3x+3\)

\(\text{ Line 2: }y=-3x-5\)

And we want to determine the relationship between them.

Let's go through each of the answer choices.

Parallel?

Remember that parallel lines have the same slopes.

The slope of Line 1 is 3, while the slope is Line 2 is -3.

Since they have different slopes, they are not parallel.

Perpendicular?

Perpendicular lines have slopes who are negative reciprocals of each other.

For example, the negative reciprocal of 2 will be -1/2. And the negative reciprocal of -1/2 is 2.

The slope of Line 1 is 3. The negative reciprocal of 3 is -1/3. This is not the slope of Line 2.

We can do it for Line 2 just to confirm. The slope of Line 2 is -3. The negative reciprocal of -3 is 1/3.

So, because their slopes are not negative reciprocals of each other, the two lines are not congruent.

Both?

No two lines can be both parallel and perpendicular simultaneously, so this is out of the question.

[N]either?

Yes indeed. They lines are neither parallel nor perpendicular, so this is our only choice.

And we're done!

Answer:

n=6/4

Step-by-step explanation:

-4(-6-2n)=30+8n

24+12n=30+8n

-24       =-24

12n=6+8n

-8n =   -8n

4n=6

n=6/4

The common difference is -8.  first term = nth term - (n-1) * common difference and, the formula for the nth term in this sequence is: a(n) = -105 + (n-1) * (-8).

The arithmetic sequence described has a 14th term of -1 and an 18th term of -9. We can find the first term and the common difference of the sequence, as well as establish a recursive formula and a formula for the nth term.

To find the common difference, we can subtract the 14th term from the 18th term: -9 - (-1) = -9 + 1 = -8. The common difference is -8.

To find the first term, we can use the formula: first term = nth term - (n-1) * common difference. Plugging in the values, we have: -1 = 14th term - (14-1) * (-8). Simplifying this equation, we get the 14th term = -1 + 13 * (-8) = -1 - 104 = -105.

The recursive formula for an arithmetic sequence is: a(n) = a(n-1) + common difference. Thus, for this sequence, the recursive formula is: a(n) = a(n-1) - 8.

The formula for the nth term of an arithmetic sequence is: a(n) = first term + (n-1) * common difference. Therefore, the formula for the nth term in this sequence is: a(n) = -105 + (n-1) * (-8).

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The range of the temperature will be 60.8 and 93.2°F

It should be noted that in order to convert from Celcius to Fahrenheit, one has to multiply by 1.8 and add 32.

This will be:

16°C = (16 × 1.8) + 32 = 60.8°F

34°C = (34 × 1.8) + 32 = 93.2°F

Therefore, the range will be 60.8 and 93.2°F

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Answer:

C

Step-by-step explanation:

There are many ways to figure it out but if you multiply by 20 each you'll get 40/100=40%

Answer:

c: 2/5

Step-by-step explanation

40% ÷10= 4÷2=2

100%÷10=10÷2=5

So you do 40% over 100% and divide both by 10 then simplify it and 2 goes into both 4 and 10 so you divide by 2 and get 2/5

The equation of the straight line is y = -2x - 4, the value of x₁ is -1 and the value of y₁ is -2.

To find the equation of a straight line given its slope and one point, we use the point-slope form of the equation:

−y − y₁​ = m(x−x₁ )

where m is the slope of the line, and (x₁, y₁) is the given point.

In this case, m = -2 and the point is (-1, -2). So we have:

x₁ = -1

y₁ = -2

m = -2

Substituting these values into the point-slope form, we get:

y−(−2)=−2(x−(−1))

Simplifying and rearranging terms, we get the equation of the line:

y + 2 = -2x - 2

y = -2x - 4

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The true statement is, Parameter values can be used within the method code block. (option e).

In computer programming, methods are used to group a set of instructions together that can be executed repeatedly. Parameters are used to pass values to a method so that the method can perform specific actions based on the values passed. Let's discuss the given statements one by one to determine which ones are true.

Parameter values can be used within the method code block.

This statement is true. Parameter values can be used within the method code block to perform specific actions. The parameter values can be manipulated or combined with other values to produce the desired result.

In summary, methods can be written with any number of parameters, and parameter values can be used within the method code block to perform specific actions. The number of parameters needed will depend on the specific task the method is designed to perform.

Hence the option (e) is correct.

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Answer:

The best answer would be C

Step-by-step explanation:

The square has two parallel lines and the rhombus has parallel lines as well. And when you turn the square, it looks like a rhombus. They are both parallelograms and quadrilaterals.

Hope this helps

Answer:

b. 45

Step-by-step explanation:

895 ÷ 19 = 47.1

47.1 rounded is 50, but since there is no 50 option, we'll just round it down to 45.

--

another way:

round 895 (900) and 19 (20)

divide:

895 ÷ 20 = 45

you'll get 45 either way :)

Nash equilibrium will be For each firm to advertise.

The study of interactive decision-making, in which the results for each participant or "player" rely on those of others, is known as game theory. If you participate in such a game, you must consider the decisions made by other players when deciding on your plan of action or "strategy."Nash equilibrium is crucial because it enables a person to choose the optimum outcome in a circumstance by taking into account both their own choices and those of other parties.

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Nash equilibrium will be For each firm to advertise.

The study of interactive decision-making, in which the results for each participant or "player" rely on those of others, is known as game theory. If you participate in such a game, you must consider the decisions made by other players when deciding on your plan of action or "strategy."Nash equilibrium is crucial because it enables a person to choose the optimum outcome in a circumstance by taking into account both their own choices and those of other parties.

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Answer:

x = 27 units

Step-by-step explanation:

39 / ( 39+ 26) = x / (x+18)

x = 27

(a) The mean of Z in case (a) is -60 and the variance is 400.

(b) The mean of Z in case (b) is 280 and the variance is 3600.

(c) The mean of Z in case (c) is 60 and the variance is 65.

(d) The mean of Z in case (d) is -20 and the variance is 65.

(e) The mean of Z in case (e) is 80 and the variance is 505.

To find the mean and variance of the random variable Z for each case, we can use the properties of means and variances.

(a) Z = 40 - 5X

Mean of Z:

E(Z) = E(40 - 5X) = 40 - 5E(X) = 40 - 5 * 20 = 40 - 100 = -60

Variance of Z:

Var(Z) = Var(40 - 5X) = Var(-5X) = (-5)² * Var(X) = 25 * Var(X) = 25 * (4)² = 25 * 16 = 400

Therefore, the mean of Z in case (a) is -60 and the variance is 400.

(b) Z = 15X - 20

Mean of Z:

E(Z) = E(15X - 20) = 15E(X) - 20 = 15 * 20 - 20 = 300 - 20 = 280

Variance of Z:

Var(Z) = Var(15X - 20) = Var(15X) = (15)² * Var(X) = 225 * Var(X) = 225 * (4)² = 225 * 16 = 3600

Therefore, the mean of Z in case (b) is 280 and the variance is 3600.

(c) Z = X + Y

Mean of Z:

E(Z) = E(X + Y) = E(X) + E(Y) = 20 + 40 = 60

Variance of Z:

Var(Z) = Var(X + Y) = Var(X) + Var(Y) = (4)² + (7)² = 16 + 49 = 65

Therefore, the mean of Z in case (c) is 60 and the variance is 65.

(d) Z = X - Y

Mean of Z:

E(Z) = E(X - Y) = E(X) - E(Y) = 20 - 40 = -20

Variance of Z:

Var(Z) = Var(X - Y) = Var(X) + Var(Y) = (4)² + (7)² = 16 + 49 = 65

Therefore, the mean of Z in case (d) is -20 and the variance is 65.

(e) Z = -2X + 3Y

Mean of Z:

E(Z) = E(-2X + 3Y) = -2E(X) + 3E(Y) = -2 * 20 + 3 * 40 = -40 + 120 = 80

Variance of Z:

Var(Z) = Var(-2X + 3Y) = (-2)² * Var(X) + (3)² * Var(Y) = 4 * 16 + 9 * 49 = 64 + 441 = 505

Therefore, the mean of Z in case (e) is 80 and the variance is 505.

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Answer:   y = 3(x-3)^2-4

==================================================

Explanation:

The graph of y = 3x^2 has (0,0) as the vertex.

To move from (0,0) to (3,-4) we will shift 3 units right and 4 units down.

Therefore, we will have y = 3(x-3)^2-4 as the answer

It is of the form y = a(x-h)^2+k with (h,k) being the vertex.

The 'a' value out front vertically stretches or compresses the parabola. Also if a > 0, then the parabola opens upward; or if a < 0, then the parabola opens downward.

We keep the same value of 'a' so that both parabolas have the same shape.

The option that is not characteristic of the t-test is "The Student t distribution has mean of t = 0 and a standard deviation of 5 = 1". The correct answer is option A.

The t-test is a statistical test that uses the Student t-distribution. The Student t-distribution has a mean of 0, but its standard deviation is not equal to 1. The standard deviation of the t-distribution varies depending on the degrees of freedom, which is determined by the sample size. Therefore, the statement in option A is not true. The correct answer is option A.

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