How many more cubic inches of popcorn does the jumbo size hold compared to the regular size round to the nearest tenth

Answer:

63 cents

Step-by-step explanation:

Let's set up two ratios...

24:72

21:x

We can simplify the first ratio by dividing both sides by 24 to get...

1:3

21:x

We know that 1*21 is 21 so we multiply 3 by 21 to get x

3*21=63

Answer:

63 cents

Step-by-step explanation:

Converting:

1 inch of wire cost 72/24=3 cents

Soultion:

now you do 21*3

Answer:

63 cents!

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Answer:

m∠RSP = 130°

Step-by-step explanation:

In parallelogram,opposite angles are equal.

m∠RSP = m∠PQR

m∠RSP = 130°

Answer:

∠RSP=130

Step-by-step explanation:

It is given that ∠PQR = 130°

∴∠RSP = 130° (vertically opposite angles are equal in a parallelogram)

So the maximum number of edges in an undirected graph with 100 vertices is 4950.

In an undirected graph, each edge connects two vertices, and as such, it is counted twice, once for each vertex it connects. Therefore, the total number of edges in the graph is the sum of the degrees of all vertices, divided by 2.

In a complete graph with n vertices, every vertex is connected to every other vertex, except itself, and so the degree of each vertex is n-1 (it is connected to n-1 other vertices). Therefore, the total number of edges in the graph is:

n * (n-1) / 2

Substituting n = 100, we get:

100 * 99 / 2 = 4950

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Answer:

61.8 miles/hr

Step-by-step explanation:

Given that

Dennis starts from Boston and travels to Hartford for 101 miles.

And then he travels towards Baltimore which is 410 miles away from Boston.

Time taken from Hartford to Baltimore = 5 hours

Kindly refer to the image attached for the trip of Dennis and the distance traveled by him.

Point A represents Boston.

Point B represents Hartford.

Point C represents Baltimore.

Distance AB = 101 miles

Distance AC = 410 miles

Actually, we are given that Distance BC is traveled in 5 hours.

Distance BC = AC - AB = 410 - 101 = 309 miles

Average Speed is given as:

\(\text{Average Speed = }\dfrac{\text{Total Distance traveled}}{\text{Total Time Taken}}\)

So,

\(\text{Average Speed = }\dfrac{309}{5}\\\Rightarrow \text{Average Speed = }\bold{61.8\ miles/hr}\)

Without the specific function form of S(t) and the values of C1 and C2, we cannot determine the numerical value of the integral.

To find the numerical value of the given integral:

∫(S(t + 2) - 28(4t)) dt

We need to know the function S(t) in order to evaluate the integral. The variable S(t) represents a function that is missing from the given expression. Without knowing the specific form of S(t), we cannot determine the numerical value of the integral.

However, if we assume S(t) to be a constant, let's say S, the integral simplifies to:

∫(S(t + 2) - 28(4t)) dt = S∫(t + 2) dt - 28∫(4t) dt

Applying the power rule for integration, we have:

∫(t + 2) dt = (1/2)t^2 + 2t + C1

∫(4t) dt = 2t^2 + C2

Substituting these results back into the integral:

S∫(t + 2) dt - 28∫(4t) dt = S((1/2)t^2 + 2t + C1) - 28(2t^2 + C2)

We can simplify further by multiplying S through the terms:

(S/2)t^2 + 2St + SC1 - 56t^2 - 28C2

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The product of the polynomials is 4x^(2)-28x+49, which is a single polynomial in standard form.

A polynomial is an expression consisting of variables, constants and coefficients, in which the exponents of the variables are either whole numbers or zero. It can be written in the form of a summation, where each term is the product of a coefficient and a variable raised to a power.

To multiply the polynomials using a special product formula, we can use the formula for squaring a binomial, which is (a-b)^(2)=a^(2)-2ab+b^(2). In this case, a=2x and b=7.

So, we can plug these values into the formula and simplify:

(2x-7)^(2) = (2x)^(2)-2(2x)(7)+(7)^(2)

= 4x^(2)-28x+49

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Answer:

1 and 3

Step-by-step explanation:

The characteristic polynomial of T splits,  the characteristic polynomial of the restriction of T to any T-invariant subspace of V also splits.

To prove the given statement, we need to show that if the characteristic polynomial of a linear operator T on a finite-dimensional vector space V splits, then the characteristic polynomial of the restriction of T to any T-invariant subspace of V also splits.

Let U be a T-invariant subspace of V. We want to show that the characteristic polynomial of T restricted to U splits.

First, let's consider the minimal polynomial of T, denoted by \(m_T_{(x).\)Since the characteristic polynomial of T splits, we know that it can be written as \(c(x-a_1)^{m_1}(x-a_2)^{m_2}...(x-a_k)^{m_k}\), where \(a_1, a_2, ..., a_k\) are distinct eigenvalues of T, and \(m_1, m_2, ..., m_k\) are their respective multiplicities.

Since U is T-invariant, it means that for any u ∈ U, T(u) ∈ U. Thus, the restriction of T to U, denoted by \(T|_U,\) is a well-defined linear operator on U.

Now, let's consider the minimal polynomial of T restricted to U, denoted by m_{T|U}(x). We want to show that m{T|_U}(x) splits.

For any eigenvalue λ of T|_U, there exists a nonzero vector u ∈ U such that T|_U(u) = λu. This implies that T(u) = λu, so u is also an eigenvector of T associated with the eigenvalue λ.

Since the characteristic polynomial of T splits, we have λ as one of the eigenvalues of T. Hence, the minimal polynomial m_T(x) must have a factor of (x-λ) in its factorization.

Since m_T(x) is also the minimal polynomial of T restricted to U, it follows that m_{T|_U}(x) must also have a factor of (x-λ) in its factorization.

Since this argument holds for any eigenvalue λ of T|_U, we conclude that the characteristic polynomial of T restricted to U,

given by det(xI - T|_U), can be factored as (x-λ_1\()^{n_1}\)(x-λ_2\()^{n_2}\)...(x-λ_p\()^{n_p},\)

where λ_1, λ_2, ..., λ_p are the distinct eigenvalues of T|_U, and n_1, n_2, ..., n_p are their respective multiplicities.

Therefore, we have shown that if the characteristic polynomial of T splits, then the characteristic polynomial of the restriction of T to any T-invariant subspace of V also splits.

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Answer:

The average points received by those students who did not pass the test successfully would be 4 points.

Step-by-step explanation:

Step 1: We know that all students wrote the test and received an average of 6 points.

Step 2: We also know that 60% of those students passed the test successfully and received an average of 8 points.

Step 3: This means that the remaining 40% of students did not pass the test successfully.

Step 4: Since the average points for all students was 6 points and the average points for those who passed the test was 8 points, the average points for those who did not pass the test would be 4 points.

Answer:

2) 14 y 2 m

Step-by-step explanation:

Year 9 students: total age= 100* 14 10/12= 1400 +100*5/6= 1483 y 8 m

Year 8 students: total age= 100* 13 6/12= 1350 y

Total age of 200 students: 1483 y 8 m + 1350 y= 2833 y 8 m

Average age= 2833  8/12  ÷ 200= (12*2833+8)/12 ÷ 200 = 34004/(12*200)= 34004/2400= 14  404/2400 ≈ 14 1/6 y= 14 y 2 m

Answer:

Step-by-step explanation:

20 is    8x8^5=262144   (8x8)^5= 1073741824 so they are not the same

21 is     (3^2)^-3 = 0.001372   (3^3)^-2=0.001372 THEY ARE NOT THE SAME

okay thats

all i got its a bit hard to read for me sorry

The differences disappear on later tests due to the improved mathematics education and curriculum in the United States.

The initial lag in performance of U.S. middle school students compared to their Japanese counterparts in international algebra tests can be attributed to various factors, including differences in teaching methods, curriculum, and cultural emphasis on mathematics. However, over time, the differences tend to disappear as U.S. students progress through their education and benefit from improved mathematics education and curriculum.

In recent years, the United States has made efforts to enhance its mathematics education system, implementing reforms and adopting new teaching strategies to improve student outcomes. These changes aim to provide students with a deeper understanding of mathematical concepts and problem-solving skills. As a result, U.S. students have shown improvements in their performance on later tests, narrowing the gap with their Japanese peers.

While U.S. middle school students may initially lag behind their Japanese counterparts in international algebra tests, the differences tend to disappear on later tests due to the ongoing efforts to enhance mathematics education in the United States. Continuous improvements in curriculum, teaching methods, and student support contribute to closing the gap and ensuring that U.S. students can compete globally in mathematics proficiency.

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Answer:

1:500

Step-by-step explanation:

3cm:15m

1cm:5m

1cm:500cm

1:500

no photo??

how do u want me to help u when there's nothing

The answer is a. y=6 :)

Using the long division method, when dividing \(4x^3 + 4x^2 - 19x - 24\) by 2x + 3, the quotient is \(2x^2 - x - 8\)and the remainder is 0.

To perform long division, we start by dividing the highest degree term of the dividend \((4x^3)\) by the highest degree term of the divisor (2x). This gives us \(2x^2\) as the first term of the quotient. Then, we multiply the divisor (2x + 3) by 2x^2, which gives us \(4x^3 + 6x^2.\)
Next, we subtract this product from the dividend:
\((4x^3 + 4x^2 - 19x - 24) - (4x^3 + 6x^2)\)
Simplifying, we have: -\(2x^2 - 19x - 24.\)
We then bring down the next term (-19x) and repeat the process. Dividing -19x by 2x gives us -9.5, but since we are working with integers, we round it down to -9. We multiply the divisor (2x + 3) by -9, resulting in -18x - 27.
Subtracting this product from the previous result, we obtain:\((-2x^2 - 19x - 24) - (-18x - 27)\)
Simplifying further, we have: 17x + 3.
Finally, we bring down the last term (0), and since there are no more terms left, the division is complete. The final result is \(2x^2 - x - 8\) with a remainder of 0.

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Answer:

V=lwh

40 m³

Step-by-step explanation:

To find the volume of this shape, we can use the formula:

\(V=lwh\) with l being the length, w being the width, and h being the height.

We know the formula:

\(V=lwh\)

and we have 3 values, so we can substitute:

V=5(2)(4)

simplify

V=40

The volume of this 3D shape is 40 m³.

Hope this helps! :)

When a distribution is skewed to the left, the mean is less than the median because the tail of the distribution is longer on the left side, which pulls the mean towards the lower values.

On the other hand, when a distribution is skewed to the right, the mean is greater than the median because the tail of the distribution is longer on the right side, which pulls the mean towards the higher values.

In a symmetric distribution, where the data is evenly distributed around the center, the mean and median are equal.

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Answer:-785

Step-by-step explanation:

Answer:

y=-1/2x-2

Step-by-step explanation:

simplify the expression to get the equation in slope intercept form, and find the graph that fits it

A grid point does have two quantities for the identifier of its position. These numbers are called cords. Coordinates will always be authored as additional stages, followed by the number of steps, as well as the following discussion can be defined.

Given:

\(\bold{(x, y)\to (x-7.5, y+6.8)}\)

First input: (5.3, 2.7)

Second input: (9.4, -3.9)

To find:

Output=?

Solution:

\(\bold{(x, y)\to (x-7.5, y+6.8)}\\\\\)

\(\bold{First \ in put:} (4.4, 2.5)\\\\\)

\(\bold{First\ o utput:} \bold{(4.4, 2.5)\to (4.4-7.5, 2.5+6.8)=(-3.1, 9.3)}\\\\\bold{Second \ i nput: } (9.7, -2.9)\\\\\bold{Second \ o utput:}\(9.7, -2.9)\to(9.7-7.5, -2.9+6.5)=(2.2, 3.6)\\\\\)

So, the final answer are:

\(\bold{First \ O utput :}\)\(\bold{(-3.1, 9.3)} \\\\\)

\(\bold{Second\ O utput :}\) \(\bold{(2.2, 3.6)}\)

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Answer:

shifted to the LEFT 3 units

shifted UP 2 units

(also schmashed by a factor of 1/2)

Step-by-step explanation:

Inside the parentheses, in close with the x shifts the curve in the x direction. That is, left or right. Horizontal shifts are the opposite of what your intuition may say to you.

"x + anumber" translates the graph to the LEFT.

The 2 tacked on to the end pushes the graph UP 2 units.

It is not a translation, but the 1/2 in front flattens the curve, making it fatter, and wider.

The Formula for h(x) is 7.5cos(51.4x - 154.3)-1.5.

What is trigonometric function ?

Trigonometric functions are referred to as Circular Functions will be merely outlined because the functions of associate degree angle of a triangle.

The difference in y values from max to min = 15. 15/2 = a
max cosine = 1, min cosine =-1
7.5 x 1 - 1.5 = 6
7.5x -1 -1.5 = -7.5-1.5= -9
h(x) = 7.5cos(bx+c) -1.5
now just get a period or frequency that matches the x coordinates 3 and 6.5 to get b and c
at (3,6) cosine = 1 to get a maximum value. cosine is at a max when cos(bx+c) = 1 and bx+c=0, 360, 720...
if x=3, then 3b +c=0 and c=-3b
for (6.5,-9) to be a minimum h value, then cos(6.5b+c) =-1 that happens when the angle = 180. +n360 for any integer n. 6.5b+c = 180
c= 180-6.5b
c=-3b
180-6.5b =-3b
add 6.5b to both sides to get
180= 3.5b
b = 180/3.5 = 51 1/7
c=-3b = -153 3/7
h(x) = 7.5cos(51.4x - 154.3)-1.5
hence , Formula for h(x) is 7.5cos(51.4x - 154.3)-1.5

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Given the values P = $120,000 (principal), r = 5.5% (interest rate), t = 20 (time in years), and m = 2 (compounding periods per year), we can calculate the future value using the compound interest formula.

The formula for compound interest is A = P * (1 + r/m)^(m*t), where A is the future value. By substituting the provided values into the formula, we can determine the future value after 20 years with semi-annual compounding. To find the future value, we can use the compound interest formula: A = P * (1 + r/m)^(m*t)

Given P = $120,000, r = 5.5%, t = 20 years, and m = 2 (compounding periods per year), we can calculate the future value as follows: A = $120,000 * (1 + 0.055/2)^(2*20). Simplifying the expression inside the parentheses: A = $120,000 * (1 + 0.0275)^(40)
Evaluating the exponent: A = $120,000 * (1.0275)^40

By calculating the value of (1.0275)^40, we can determine the future value after 20 years with semi-annual compounding.

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Answer:

62  

Step-by-step explanation:

because the total angle is 180 and SPR is 118, so when you subtract 180 - 118 you get 62

I personally like the square method but I am lazy to draw this out (take too long)

5x²-13x-6 = (5x+2)(x-3)

x = -2/5 or 3

Double-check:

5x²-15x+2x-6  = 5x²-13x-6 √

The simplification of each form of expression is;

(6r + 7) + (13 + 7r)

= 6r + 7 + 13 + 7r

= 13r + 20

(13 - 3/2r) - (1 - r)

= 13 - 3/2r - 1 + r

= 12 - 3/2r + r

= 12 -3r+2r/ 2

= 12 - 1/2r

(-8 - r) + (2r - 4)

= -8 - r + 2r - 4

= -12 + r

(7r - 3/2) - (2/3 + 6r)

= 7r - 3/2 - 2/3 - 6r

= r -9-4/6

= r - 13/6

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a. The Red Sea trough refers to a dip in the upper-level height originating over the eastern Mediterranean moving southeastward, and deepening over the Red Sea.

b. This weather phenomenon manifests itself as it causes a sudden drop in temperatures, thunderstorms, and dust storms.

c. The Red Sea trough presents a challenge to weather forecasting as it is hard to predict when the trough will develop.

d. The Red Sea trough presents several hazards as causes heavy rainfall, strong winds, and a sudden drop in temperatures.

The Red Sea trough is one of the familiar weather patterns in Jordan. It is seen both in spring and fall.

a. The Red Sea trough is a dip in the upper-level height that originates over the eastern Mediterranean, advances southeastward, and deepens over the Red Sea. During the fall and spring seasons, this trough becomes more profound and generates a shallow low-pressure system over the Levant region, resulting in a northwesterly to northeasterly wind.

b. This weather phenomenon manifests itself in terms of weather in several ways. They are as follows:

c. The Red Sea trough presents a significant challenge to weather forecasting. It is difficult to predict when the trough will develop and the magnitude of its impacts on weather. The weather forecasters struggle to estimate the movement of the trough, its depth, and intensity, and the amount of rain and wind it will produce. As a result, the meteorological department often issues warnings and alerts, but the severity and impact of the weather are not always accurately forecasted.

d. The Red Sea trough presents several hazards. They are as follows:

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