Danica is buying a teal Jansport backpack at Kohl's for $45. The backpack is on sale for 15% off. What is the sale price of the backpack?

If the bond angle between two adjacent hybrid orbitals is 120° the hybridization is Sp2 hybridization .

Hybridization is a theory that is used to explain certain molecular geometries that would have not been possible otherwise.

sp2 hybridization

There are other ways to combine the orbitals than sp3 hybridization when an excited state carbon atom is produced. As opposed to the three p orbitals in the sp3 hybridization, the s orbital only interacts with two p orbitals in the sp2 hybridization. As a result, three orbitals are combined to create three hybrid orbitals, also known as sp2 hybrid orbitals.

The sp2 hybridization occurs when the s orbital is mixed with only two p orbitals as opposed to the three p orbitals in the sp3 hybridization

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Answer:

17 and 20

Step-by-step explanation:

omg I can't explain it took much time to solve I've got no time

im so sorry

Answer:

The total number of U.S. high school students that played on a sports team that year can be estimated to be 7,950,000.

Step-by-step explanation:

From the random sample, we can expect that \(\frac{250000}{500000}=\frac{1}{2}\) of all students played on a sports team that year. So in the bigger sample of 15900000 high school students, we can expect \(15900000 \cdot \frac{1}{2} = 7950000\) students to have played on a sports team that year.

The probability that a green marble is randomly drawn will be 2% if 50 blue marbles are removed. The probability of randomly picking a green marble will be greater if there are fewer marbles.

The probability of an event can be expressed as

P(A) = n(A) / n(S)

Where

We must find the value of n(S) (the total number of marbles) so that we know how many marbles that must be removed.

Hence, the probability of randomly drawn green marble will be 2% if there are 50 marbles. So, 50 blue marbles should be removed.

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Slope = (y2-y1) / (x2-x1)

9) (7 - -6)/(-11- 17) = 13/-28

10) (-5-4)/(-4-3)= -9/-7

11) (15-14)/(17- -20) = 1/37

12) (-7 - -18) /(-1 -11) = 11/-12

Kozol notices the stress on the 3,300 kids at Fremont during lunch, when the entire meal is provided in a single 30-minute period. One teacher estimates that the lengthy distance to the cafeteria and the lengthy queues for food provide children a 10-minute window during which to eat. As a result, many students frequently skip meals entirely (176).

Given,

Lunch was served to the pupils in this school in a single sitting, unlike the staggered luncheon sessions I saw at Walton High. 3,300 children cannot be fed at once due to physical limitations, the teacher explained. "The session lasts barely 30 minutes, and there is a very large line for children to obtain their food. They must wait in line for fifteen minutes before they can even walk there from their classes. They most likely have 10 minutes to eat their food. Many of them don't even try.

You've worked as a teacher, so you know what it's like for students to go a whole day without eating. Here at Fremont, the school day lasts eight hours.

Here,

Kozol notices the stress on the 3,300 kids at fremont during lunch, when the entire meal is provided in a single 30-minute period. One teacher estimates that the lengthy distance to the cafeteria and the lengthy queues for food provide children a 10-minute window during which to eat. As a result, many students frequently skip meals entirely .

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Given question is incomplete. Completed question is here;-

Unlike the staggered luncheon sessions I observed at Walton High, lunch was served in a single sitting to the students in this school. "It's physically impossible to feed 3,300 kids at once," the teacher said. "The line for kids to get their food is very long and the entire period lasts only 30 minutes. It takes them 15 minutes just to walk there from their classes and get through the line. They get 10 minutes probably to eat their meals. A lot of them don't try. You've been a teacher, so you can imagine what it does to students when they have no food to eat for an entire day. The schoolday here at Fremont is eight hours long."

From Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown, 2005. Print. The passage appears on page 176.

Answer:

2 1/6 or 13/6

Step-by-step explanation:

Equation: \(\frac{1}{3}\) × 6\(\frac{1}{2}\)

Distribute: (1/3) ( 6 + 1/2)

(1/3)(6) + (1/3)(1/2)

2 + 1/6

2 1/6 or 13/6

The ordering of the volume o the cylinders will be B, C and A.

Radius of 4 units, the area of the circle is 16π

Radius of 10 units is 100π

Radius of 16 units is 256π

Volume is the measure of the amount of space that an object occupies, often expressed in cubic units such as cubic meters, cubic feet, or liters. It is a physical quantity that describes how much three-dimensional space an object or substance occupies.

In the case of a solid object, volume can be calculated by measuring its dimensions (such as length, width, and height) and using a formula to calculate the amount of space it occupies. For example, the volume of a rectangular box can be calculated by multiplying its length, width, and height.

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Answer: Hey Love ❤️ It’s B. Associative property

Step-by-step explanation: The person on the top is wrong what a shame

Answer:

I just took the test, it's Associative Property :D

Step-by-step explanation:

To find out how the amount of fabric required to make the cylindrical bag compares to the amount of fabric required to make the square-based-prism bag, we can use the formula for the surface area of each shape.

The amount of fabric required to make a bag is proportional to its surface area. Therefore, we can compare the surface areas to determine which bag will require more fabric. Let's assume the dimensions of each bag are as follows:

Cylindrical bag: height = 10 inches,

radius = 5 inches
Square-based-prism bag: height = 10 inches,

base length = 6 inches,

base width = 6 inches

Now, let's find the surface areas of each bag:

Surface area of cylindrical bag = 2πrh + 2πr²
= 2π(10)(5) + 2π(5)²
= 100π + 50π
= 150π square inches

Surface area of square-based-prism bag = 2lw + 2lh + 2wh
= 2(6)(6) + 2(6)(10) + 2(6)(10)
= 72 + 120 + 120
= 312 square inches

Therefore, the square-based-prism bag requires more fabric than the cylindrical bag.

Next, let's find out how much each bag will hold. We can use the formula for the volume of each shape to find out. The volume of each bag will give us an idea of how much they can hold.

Volume of cylindrical bag = πr²h
= π(5)²(10)
= 250π cubic inches

Volume of square-based-prism bag = lwh
= 6(6)(10)
= 360 cubic inches

Therefore, the square-based-prism bag can hold more than the cylindrical bag.

Based on this information, the cpm sports company should make the square-based-prism bag if they want to maximize the amount of items each bag can hold.

However, if the company is more concerned with using less fabric to make each bag, then they should make the cylindrical bag. The decision ultimately depends on the company's priorities and goals.

The amount of fabric required to make the cylindrical bag is less than the square-based-prism bag. However, the square-based-prism bag can hold more than the cylindrical bag.

The cpm sports company should make the square-based-prism bag if they want to maximize the amount of items each bag can hold.

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Answer:

Step-by-step explanation:

cos(20) = 2 cos² 0 -1cos(30)

= 4 cos³ 0 - 3 cos 0

First, we'll prove the first expression cos(20) = 2 cos² 0 -1:

LHS (Left Hand Side)=cos(20)RHS (Right Hand Side)=2 cos² 0 -1 = 2 cos² 0 - sin² 0

(using the trigonometric identity: sin² θ + cos² θ = 1)

RHS=cos² 0 + cos² 0 - sin² 0

RHS=cos² 0 + sin² 90 - sin² 0

(Using the trigonometric identity: cos² θ + sin² θ = 1)

RHS=cos² 0 + cos² 90

= 1(cos 90 = 0, sin 90 = 1)

Therefore, LHS = RHS,

so cos(20) = 2 cos² 0 -1 is proved

Now, we'll prove the second expression cos(30) = 4 cos³ 0 - 3 cos 0:

LHS (Left Hand Side)=cos(30)RHS (Right Hand Side)

=4 cos³ 0 - 3 cos 0

We know,cos 3θ = 4 cos³ θ - 3 cos θ

Using this formula, we can write:LHS=cos(3 * 10)

= cos(30)RHS

=4 cos³ 0 - 3 cos 0

Therefore, LHS = RHS, so cos(30) = 4 cos³ 0 - 3 cos 0 is also proved.

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Step-by-step explanation:

\( = \lim \limits_{x \to0}x \cot(2x) \)

\( = \lim \limits_{x \to0} \frac{x}{ \tan(2x) } \)

\( = \lim \limits_{x \to0} \frac{x}{ \tan(2x) } \times \frac{2x}{2x} \)

\( = \lim \limits_{x \to0} \frac{2x}{ \tan(2x) } \times \lim \limits_{x \to0} \frac{x}{2x} \)

\( = \lim \limits_{u \to0} \frac{u}{ \tan(u) } \times \frac{1}{2} \)

\( = \frac{1}{2} \)

The composition of the given functions are:\( (f\circ g)(x) = 6x^2 - 36x + 13 \) and \( (g\circ f)(x) = 36x^2 - 72x + 29 \).

Given functions are \( f(x)=6x−5 \) and \( g(x)=x^2−6x+3 \). Let's find the composition of functions below:\((f\circ g)(x)\)First, we need to substitute \( g(x) \) in place of \( x \) in \( f(x) \). Hence,\( (f\circ g)(x) = f(g(x)) \)\( f(g(x)) = 6g(x) - 5 \)Substitute \( g(x) \) in the above equation,\( (f\circ g)(x) = 6(x^2-6x+3) - 5 \)\( (f\circ g)(x) = 6x^2 - 36x + 13 \)\((g\circ f)(x)\)First, we need to substitute \( f(x) \) in place of \( x \) in \( g(x) \). Hence,\( (g\circ f)(x) = g(f(x)) \)We are given that \( f(x)=6x−5 \) , substitute this in the above equation,\( (g\circ f)(x) = g(6x-5) \)Substitute this in the function \( g(x) \),\( (g\circ f)(x) = (6x-5)^2 - 6(6x-5) + 3 \)\( (g\circ f)(x) = 36x^2 - 72x + 29 \)Hence, the composition of the given functions are:\( (f\circ g)(x) = 6x^2 - 36x + 13 \) and \( (g\circ f)(x) = 36x^2 - 72x + 29 \).

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we will find the length of rectangle when area is divided by the breadth of rectangle.

Some properties are rectangle are stated below:

1. rectangle has four right angles

2. rectangles has four sides and equal opposite sides which are parallel to each other.

3.rectangle has two diagonals which are similar in length.

The bigger side lengths are called length and the smaller sides are called breadth of rectangle.

if area of rectangle is given, we can find length when area is divided by its breadth.

 length = area/breadth

hence, length of rectangle is determined from the value of area and breadth.

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Descartes' rule of signs tells us that the possible number of positive real zeros for the function, and the possible number of negative real zeros is 0.

Descartes' Rule, also known as the Cartesian Rule, is a method of solving a system of equations. It is named after French philosopher and mathematician René Descartes, who developed the rule in the 17th century. The rule states that if all the coefficients in a system of equations are positive, then the product of the roots of the equations will be equal to the product of the coefficients of the equations. The rule can be used to solve systems of linear equations, quadratic equations, and other equations of higher degree.

This is because there are three sign changes in the polynomial, from + to - to +. The number of sign changes is equal to the number of positive real zeros, and the number of changes from - to + is equal to the number of negative real zeros. Since there are no changes from - to + in this polynomial, there are no negative real zeros.

Thus, there is not real zeroes for the polynomial.

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Answer:

x=100

Step-by-step explanation:

Answer:70

Step-by-step explanation:

35*2=70

10*7=70

We reached the conclusion that ΔUVY≅ ΔXVW under SSA condition.

So,

Given: V is the midpoint of YW; UY || XW.

To Prove: ΔUVY≅ ΔXVW

So, ΔUVY≅ ΔXVW under SSA contion.

(Refer the table shown below)

Therefore, ΔUVY≅ ΔXVW under SSA contion.

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The rate at which the diagonal of the rectangle is increasing is 18/13 cm/min.

To find the rate at which the diagonal of the rectangle is increasing, we can use the relationship between the sides of the rectangle, its area, and the diagonal.

Given that Height of the rectangle (h) = 5 cm

The rate at which the base is increasing (db/dt) = 3/2 cm/min

Area of the rectangle (A) = 60 cm²

We can determine the base (b) using the formula for the area of a rectangle:

A = b x h

60 = b x 5

b = 12 cm

Next, the Pythagorean theorem:

d² = b² + h²

d² = 12² + 5²

d² = 144 + 25

d² = 169

d = 13 cm

Now, to determine the rate at which the diagonal is increasing (dd/dt), we can differentiate the equation for the diagonal with respect to time:

d² = b² + h²

2d x (dd/dt) = 2b x (db/dt) + 0 x (dh/dt)

2d x (dd/dt) = 2b x (db/dt)

(dd/dt) = (b (db/dt)) / d

Substituting the known values:

(dd/dt) = (12 x (3/2)) / 13

(dd/dt) = 36/26

(dd/dt) = 18/13 cm/min

Therefore, the rate at which the diagonal of the rectangle is increasing is 18/13 cm/min.

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Answer:

(5, - 7 )

Step-by-step explanation:

A translation rule of

(x, y ) → (x + 1, y - 3 )

means add 1 to the original x- coordinate and subtract 3 from the original y- coordinate, that is

(4, - 4 ) → (4 + 1, - 4 - 3 ) → (5, - 7 )

Answer:

(-1,1)

Step-by-step explanation:

To find where both lines intersect, solve for x and y with substitution.

Equation 1.

-8x+3y=11

Equation 2.

y=3x+4

Substitute y from equation 2 into equation 1.

-8x+3(3x+4)=11

-8x+9x+12=11

x=-1

Now plug x into the second equation to solve for y.

y=3(-1)+4

y=-3+4

y=1

Both lines intersect at (-1,1)

Answer:

  (-1, 1)

Step-by-step explanation:

It's somewhat difficult to find the point of intersection when graphing these by hand, but a graphing calculator can show it easily.

The lines intersect at (-1, 1).

__

You are given an expression for y, which makes it easy to use substitution as a solution method. Using the second equation to substitute for y in the first equation, we get ...

  -8x +3(3x +4) = 11

  x +12 = 11 . . . . simplify

  x = -1 . . . . . . . subtract 12

Substituting back into the second equation, we find y to be ...

  y = 3(-1) +4 = 1

The lines intersect at (x, y) = (-1, 1).

_____

Additional comment

The slopes are 8/3 and 3. When hand-drawn lines have nearly the same slope, it is difficult to tell exactly where they intersect. Of course, a graphing calculator does not have the problem of finite line width and an apparent long region of intersection. It can pinpoint the intersection exactly.

Of course, "substitution" is not the only way this system of equations can be solved. However, for this system, it is one of the easiest when doing the solution by hand.

Answer:

Amount of paint to be bought = 10 gallons

Step-by-step explanation:

Amount of paint needed by Mrs. Sullivan to paint her house = 12 gallons

She is already having paint = 8 quarts

Since, 1 quart = 0.25 gallons

Therefore, 8 quarts = 8 × 0.25

                                 = 2 gallons

So, amount of paint she is already having = 2 gallons

Amount of paint to be bought = 12 - 2

                                                    = 10 gallons

Answer:

64

Step-by-step explanation:

The perfect squares are the squares of the whole numbers: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100 …

The volume of the right prism include the following: 8,640 in³.

In Mathematics and Geometry, the volume of a rectangular prism can be calculated by using the following formula:

Volume of a rectangular prism = L × W × H

Where:

Next, we would determine the area of the triangle at the base of the right prism as follows:

Base area = 1/2 × ( 36 × 12)

Base area = 1/2 × 432

Base area = 216 in².

Now, we can calculate the the volume of this right prism:

Volume = base area × height

Volume = 216 × 40

Volume = 8,640 in³.

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Answer:

The Answer is 4/8

Step-by-step explanation:

4/8 = 1/2

Point A is in the middle of 0 and 1, since itz in the middle its 4/8

Hopes This Helps!!!

Answer:

C.  \(\frac{4}{8}\)

Step-by-step explanation:

Point A seems like it is in the middle of 0 and 1 which would make it's fraction \(\frac{1}{2}\). We can clearly see that there is no option for \(\frac{1}{2}\) exactly, but there is a non-simplified version of \(\frac{1}{2}\). That fraction would be \(\frac{4}{8}\).

The values of a, h and k on the function are given as follows:

The meaning of the transformations is given as follows:

A translation happens when either a figure or a function is moved horizontally or vertically on the coordinate plane.

The four translation rules for functions are defined as follows:

The parent function in this problem is given as follows:

y = 1/x.

Hence the meaning of the transformations is given as follows:

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Answer: 20cm

Step-by-step explanation:

First, add up the 3 sides you already know.

6+6+3 = 15.

Now you have to find the length of the semi circle which is half the circumference of a circle.

The equation for the circumference is 2πr.

The diameter of the circle is 3 meaning the radius is 1.5.

Plug this into the equation.

2 * π * 1.5 and you get approximately 9.42
Since it is only have a circle, you have to divide this by 2 to get half the circumference.

When you do this, you get 4.71

Add up 15 and 4.71 and you get 19.71 which rounds up to 20.

Answer:

x= 58

Step-by-step explanation:

$1500 = $25x + $50

minus 50

1450 = 25x

divide by 25

58 = x

hope this helps!

Answer:

$58

Step-by-step explanation:

1,500-50=1450

1450/25=58

\(~\hspace{7em}\textit{rational exponents} \\\\ a^{\frac{ n}{ m}} \implies \sqrt[ m]{a^ n} ~\hspace{10em} a^{-\frac{ n}{ m}} \implies \cfrac{1}{a^{\frac{ n}{ m}}} \implies \cfrac{1}{\sqrt[ m]{a^ n}} \\\\[-0.35em] ~\dotfill\\\\ 6^4\div \sqrt{6}\implies \cfrac{6^4}{\sqrt{6}}\implies \cfrac{6^4}{6^{\frac{1}{2}}}\implies 6^4\cdot 6^{-\frac{1}{2}} \\\\\\ 6^{4-\frac{1}{2}}\implies 6^{\frac{8-1}{2}}\implies 6^{\frac{7}{2}}\)