In a class in which the final grade depends entirely on the average of four equally weighted 100- point tests, frank has scored 79,75, and 88 on the first three. What range of scores on the fourth test will give frank a c for the semester (an average between 70 and 79, inclusive) ? Assume that all test scores have a non - negative value.

Answer:

x^2-6x+9  

Step-by-step explanation:

for f=x^2 subsititude x with g(x) = x-3 in which will give you (x-3)^2 using the perfect square formula ((a-b)^2=a^2-2ab+b^2)  in which a=x, b=3. you shall then get x^2 -2x · 3 + 3^2 to get x^2-6x+9  

Answer:

(5/2,9)

Step-by-step explanation:

Midpoint Formula: (((x1+x2)/2),((y1+22)/2))= (((-6+11)/2),((13+5)/2))= (5/2,9)

Answer:

Can you please explain this question so I can actually answer it

The simplified expression for \($(27^{\frac{1}{2} }) ^{\frac{2}{3} }\) is equal to 3.

We can write the simplified form of the given expression using the exponent rule as -

{aˣ/aⁿ} = {aˣ a⁻ⁿ} = {aˣ ⁻ ⁿ}

Given is the expression as -

\($(27^{\frac{1}{2} }) ^{\frac{2}{3} }\)

We can simplify the expression as -

\($(27^{\frac{1}{2} }) ^{\frac{2}{3} } = (27)^{\frac{1}{2} \times \frac{2}{3} }\)

\($(27^{\frac{1}{2} }) ^{\frac{2}{3} } = 27^{\frac{1}{3} }\)

\($(27^{\frac{1}{2} }) ^{\frac{2}{3} } = (3)^{3}^{\frac{1}{3} }\)

\($(27^{\frac{1}{2} }) ^{\frac{2}{3} } = 3\)

Therefore, the simplified expression for \($(27^{\frac{1}{2} }) ^{\frac{2}{3} }\) is equal to 3.

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Answer:

Probably 81.

Maybe 18.

See explanation below.

Step-by-step explanation:

(6 + 3)² = 9² = 9 × 9 = 81

(6 + 3) × 2 = 9 × 2 = 18

I think you mean the first expression in which 2 is an exponent, but since it's not clear, I solved it both ways.

Answer:

Step-by-step explanation:

The answer is 1.25

Answer:

do you have an android if you do download the app its free no monthly payments like the web browser im using the app

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

871 and 1/2 ft.  

The polynomial has a degree of 2, so the standard form is:

To rewwrite it as this form, we can separate the fraction:

So, the standard form is:

The second term don't appear because its coefficient is 0.

The leading term is the term with highest degree, so it is:

And the constant term is the one without any variables, so it is:

Answer:he parts are 1080 rupees and 2920 rupees.

Step-by-step explanation:

Here, the total money = 3000 rupees,

Let x be the first part,

⇒ Second part = 3000 - x,

According to the question,

The simple interest on the first part for 4 years at 8% per annum = The simple interest on the Second part for 2 years at 9% per annum,

Thus, The first part = x = 1080 rupees, Second part = 3000 - x = 3000 - 1080 = 2920 rupees.

When a man selects 3 items, the probability that they're all defective will be 1/64.

Probability is the occurence of likely events. It is the area of mathematics that deals with numerical estimates of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1.

From the information, bag contains 8items of which two are deffective. The probability of a defective item is:

= 2/8

= 1/4

When a man selects 3 items, the probability that they're all defective will be:

= (1/4)³

= 1 / 64

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Complete question

A bag contains 8items of which two are deffective. A man selects 3 items, what is the probability that they're all defective?

Answer:

2s-11

51

Step-by-step explanation:

“N fewer than Y” is Y-N, so Liza has s-11 stickers while Betty has s. They have 2s-11 stickers combined.

If Betty has 31 stickers, s = 31 and they have 2s-11 = 62-11 = 51 stickers total.

Answer:

4:18 or 20:90 or 8:36

Step-by-step explanation:

I don't see any answer choices to select but make sure they are both multiplied by the same number. A possible answer could be 4:18 or 20:90

Hope this helps :-)

It is true, Mai can conclude that the diagonal WY bisects the angles ZWX and ZYX

Since Mai has proven triangles WYZ and WYX to be congruent by the SSS triangle Congruence Theorem, she can conclude that:

Diagonal WY bisects angles ZWX and ZYX because:

all corresponding parts of both triangles are congruent. (Option A).

If two triangles are proven to be congruent to each other, it means that all three pairs of corresponding sides and angles of both triangles are congruent and equal to each other.

Thus, since Mai has proven triangles WYZ and WYX to be congruent by the SSS Triangle Congruence Theorem, therefore, all corresponding parts of both triangles are congruent.

If this is so, then Mai can conclude that angles ZWX and ZYX are bisected by diagonal WY. (Option A is correct).

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Answer:

198 you gon hear me roarin :D

Answer:

76ft^3

Step-by-step explanation:

Volume of a cube is Length x Width x Height, basically: 4 x 4 x 4 which is 64 ft^3. Add that to the small box gives you 64 + 12 or just 76 ft^3

Step-by-step explanation:

\( \frac{2}{3} \div \frac{5}{6} \\ {doing \: reciprocal \:} \\ \frac{2}{3} \times \frac{6}{5} \\ \frac{4}{5} \)

Hope it will help :)

Answer:

4/5

Step-by-step explanation:

2/3÷5/6

2/3×6/5

2×6/3×5

12/3×5

12/15

4/5

Answer: 3b-18=9(b-18)

3b-18=9b-162

6b=144

b=24

3b=72

Brandon is 24, Michael is 72.

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

If it was 2/4, percent is 50% greater than 0, but less than 100

2/4 decimal 0.5 between 0 and 1

Answer:

Final mixture is 120 gm

x = 10%      then   (120-x) = 25%

.25(120-x)    + .1 (x)    =  .15 (120)       solve for x= 10% amount

                                                                 then  25% amount = 120-x

Step-by-step explanation:

The order of operations (PEMDAS) states that we should perform multiplication and division before addition and subtraction. Using this order, we get:

244 - (33456 / 3456) * 345 + 13.55 - 2

= 244 - 97.02 * 345 + 13.55 - 2

= 244 - 33494.1 + 13.55 - 2

= -33238.55

Therefore, 244-33456/3456*345+13.55-2 = -33238.55.

The function values are f(10) = 198 and g(-6) = 24/7; the range of h(x) is 3/5 < h(x) < 31/25 and the inverse function is p-1(x) = -(1 + 3x)/(5 + x)

Given that

f(x) = 2x^2 - 2

g(x) = 4x/(x - 1)

So, we have

f(10) = 2(10)^2 - 2 = 198

g(-6) = 4(-6)/(-6 - 1) = 24/7

Here, we have

h(x) = (7x - 4)/5x

Where

1 < x < 5

So, we have

h(1) = (7(1) - 4)/5(1) = 3/5

h(5) = (7(5) - 4)/5(5) = 31/25

So the range is 3/5 < h(x) < 31/25

Here, we have

P(x) = (5x - 1)/(3 - x)

So, we have

x = (5y - 1)/(3 - y)

This gives

3x - xy = 5y - 1

So, we have

y(5 + x) = -1 - 3x

This gives

y = -(1 + 3x)/(5 + x)

So, the inverse function is p-1(x) = -(1 + 3x)/(5 + x)

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Answer:

a. 2/3 miles per minute

b. between 50 to 60 minutes with a speed of 3 miles per minute (circle that please)

c. because it took the shortest time to cover the longest distance.

Step-by-step explanation:

a . Speed = Distance covered/ Time taken

= 20/30

= 2/3 miles per minute

b. we shall have to calculate the speed in the three parts to determine where it travels fastest

Speed = Distance covered/ Time taken

between 0 to 40 minutes

Speed = 30/40

= 3/4 miles per minute

between 50 to 60 minutes

Speed = 30/10

= 3 miles per minute

hence we can conclude that it travels fastest between 50 to 60 minutes with a speed of 3 miles per minute (circle that please)

C. because it took the shortest time to cover the longest distance.

Answer:

lol Its 4

Step-by-step explanation:

Dont worry you got this

Answer:

=4

Step-by-step explanation:

2 + 2 = 4

1 + 1 = 2

1 + 3= 4

Hope this helps, have a nice day/night! :D

if it helps, please mark as brainliest!

Answer:

-10

Step-by-step explanation:

y : x

= 5 : 4

4z = -8

= -8 / 4 = -2 = z

y : x

= 5 * -2 : 4 * -2

= -10 : -8

Answer: if it’s 3(x^2)+5y then it will be 3(4^2)+5(3)= 63

Step-by-step explanation: