Jose read 4 books in 6 months. What was his rate of reading in months per book?

Answer:

I think it's A

Step-by-step explanation:

225x + 400 ≥ 2200

225x ≥ 1800

x ≥ 8

Option c. 2

Among the given targets, two targets are correctly described:

Regarding chemical pesticide use, the target is to reduce it by 50% by 2050. This aligns with the vision presented in the Green Food System Strategy.

In terms of chemical fertilizers, the target is to reduce the use of chemical fertilizers produced in Japan from fossil fuels by 30% by 2050. This target is also consistent with the strategy's vision.

The remaining two targets are not correctly described:

The target of expanding the organic market and increasing the ratio of organic farming to arable land to 30% (1 million hectares) by 2050 is not mentioned in the given options.

The target of reducing household food loss by half from the FY2000 level by 2030 is also not mentioned in the given options.

Therefore, the correct answer is option c. 2, as two of the targets are accurately described in the provided options.

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the signed number -30 represents the change of losing $30 from Eric's pocket.

To represent the loss of $30 from Eric's pocket, we can use a negative signed number. Negative numbers are used to denote a decrease or a loss.

In this case, since Eric lost $30, we can represent this change as -30. The negative sign (-) indicates the loss or decrease, and the number 30 represents the magnitude or value of the loss.

what is number?

A number is a mathematical concept used to represent quantity, value, or position in a sequence. Numbers can be classified into different types, such as natural numbers (1, 2, 3, ...), integers (..., -3, -2, -1, 0, 1, 2, 3, ...), rational numbers (fractions), irrational numbers (such as the square root of 2), and real numbers (which include both rational and irrational numbers).

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Answer:

By the time her daughter is 21 years old 300 EUR will have been deposited into the account.

Step-by-step explanation:

Since a woman deposits 100 EUR in her daughter's bank account on her first birthday, and on every subsequent birthday, she deposits 10 EUR more than she deposited the previous year, so on her second birthday, she deposits 110 EUR, and on her third birthday she deposits 120 EUR, to determine, by the time her daughter is 21 years old, how much money has been deposited in her account, the following calculation must be performed:

100 + (20 x 10) = X

100 + 200 = X

300 = X

Therefore, by the time her daughter is 21 years old 300 EUR will have been deposited into the account.

Answer: Undefined

Step-by-step explanation:

\(\displaystyle\\x=-3\ \ \ \ \Rightarrow\\\\f(x)=\frac{3x+9}{x^3+4x^2+x-6} \\\\\\f(-3)=\frac{3(-3)+9}{(-3)^3+4(-3)^2+(-3)-6}\\\\\\f(-3)=\frac{-9+9}{-27+4(9)-3-6} \\\\\\f(-3)=\frac{0}{-36+36} \\\\\\f(-3)=\frac{0}{0}\\\\\\\\\)

Answer:

The answer is -485 feet.

Step-by-step explanation:

Answer:

-1590 I think

Step-by-step explanation:

Using the given data on the number of live multiple-delivery births for women aged 15 to 54, we need to calculate probabilities related to the age groups of the mothers. The probability of a randomly selected multiple birth involving a mother aged 30 to 39 will be determined, as well as the probabilities of not being in the age range, being less than 45, and being at least 40. Finally, we need to interpret whether a multiple birth involving a mother aged at least 40 is unusual.

(a) To calculate the probability of a randomly selected multiple birth involving a mother aged 30 to 39, we sum the number of multiple births in that age group and divide it by the total number of multiple births for women aged 15 to 54.

P(30 to 39) = 2822 / (89 + 508 + 1631 + 2822 + 1855 + 374 + 119)

(b) To find the probability of a randomly selected multiple birth involving a mother who is not aged 30 to 39, we subtract the probability found in part (a) from 1.

P(not 30 to 39) = 1 - P(30 to 39)

(c) To determine the probability of a randomly selected multiple birth involving a mother aged less than 45, we sum the number of multiple births for age groups below 45 and divide it by the total number of multiple births for women aged 15 to 54.

P(less than 45) = (89 + 508 + 1631 + 2822 + 1855 + 374) / (89 + 508 + 1631 + 2822 + 1855 + 374 + 119)

(d) To find the probability of a randomly selected multiple birth involving a mother aged at least 40, we sum the number of multiple births for age groups 40-44 and 45-54, and divide it by the total number of multiple births for women aged 15 to 54.

P(at least 40) = (374 + 119) / (89 + 508 + 1631 + 2822 + 1855 + 374 + 119)

Interpretation: The answer to part (d) will determine whether a multiple birth involving a mother aged at least 40 is unusual. If the probability is less than 0.05, it can be considered unusual. Therefore, we need to compare the calculated probability to 0.05 and select the correct choice.

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Answer:

Yes

Step-by-step explanation:

\(a^{2} +b^{2} =c^{2} \\\)

13cm is hypotenuse = c

a is an edge = 5cm

b is an edge = 12cm

This is a right angle triangle

Answer: d

Step-by-step explanation:

Answer:

B) Workers being paid on commission get paid based solely on their performance.

Step-by-step explanation:

I hope this helps you :)

-KeairaDickson

6(8-2x)=4x

First, apply distributive property:

6 (8)+ 6 (-2x) = 4x

48-12x =4x

Move the "x" terms to the right:

48 = 4x+12x

Combine like terms

48 = 16 x

Divide both sides of the equation by 16:

48/16 = 16x/16

3 = x

x = 3

Answer:

she saves $24 dollars every month. 36 + 24 =60 +24 =84 +24 =108 +24 =132 :)

Let u=x-4 ⇒ du=dx Putting x=u+4$ in the integral,

\(\int\limits^5_1 {(x-4)^{\frac{3}{2} } } \, dx\)  =     \(\int\limits^1_{-3} {u}^{\frac{3}{2} } \, du\)

We integrate using the power rule of integration and  get ;

\(\int\limits^1_{-3} {u}^{\frac{3}{2} } \, du\)    =   \([\frac{2}{5}u^{\frac{5}{2}}]\limits^1_{-3}\)    = \(\frac{2}{5}(1^{\frac{5}{2} }-(-3)^{\frac{5}{2} } )\)   = \(\frac{40}{5}\)    = 8

Since this integral exists, and it is finite, the integral is convergent.

We are given

\(\int\limits^5_1 {(x-4)^{\frac{3}{2} } } \, dx\)

We note that this integral is improper at x= ∞ but not at x=-∞; so we only need to check whether this integral exists or not.Using u-substitution,

we let u=x-4 ⇒ du=dx.

Then, putting x=u+4 in the integral, we get

\(\int\limits^1_5 {(x-4)}x^{\frac{3}{2} } \, dx\)   =   \(\int_{-3}^{1}ux^{\frac{3}{2} }\, du\)  

We can then use the power rule of integration to solve the integral as follows:

\(\int_{-3}^{1}u^{\frac{3}{2} }\, du\)  =  \(\left[\frac25u^{\frac52}\right] _{-3}^1\) =  \(\frac25(1^{\frac52}-(-3)^{\frac52})\)   =   \(\frac{40}{5}\) =  8

Since this integral exists, and it is finite, the integral is convergent. Therefore, the given integral converges.Therefore, the given integral

\(\int_1^5(x-4)^{\frac32}dx\)   is convergent.

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Step-by-step explanation:

=51

Answer:

p = 3

Step-by-step explanation:

Given

4(2 + px) = 12x

If the coefficient of the x- term is the same on both sides of the equation, it will have no solution.

Distributing gives

8 + 4px = 12x ( equate the coefficients of the x- term )

4p = 12 ( divide both sides by 4 )

p = 3

The value of p when the equation has no solution will be 3. Then the correct option is B.

A relationship between two or more parameters that, when shown on a graph, produces a linear model. The degree of the variable will be one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

The linear equation is given below.

4(2 + px) = 12x

8 + 4px = 12x

If the coefficient of the x-term is the same on both sides of the equation, it will have no solution.

4p = 12

p = 3

The value of p when the equation has no solution will be 3. Then the correct option is B.

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The probability that the length of time between charges will be between 40 and 70 hours is 0.656.

To solve this problem, we need to standardize the values of 40 and 70 using the given mean and standard deviation, and then use the standard normal distribution table to find the probability.

Standardizing 40: z = (x - mu) / sigma z = (40- 50)/15 z = -2/3

Standardizing 70: z = (x-mu) / sigma z = (70- 50)/15 z 4/3

Now we look up the probabilities associated

with the standardized values -2/3 and 4/3 in the

standard normal distribution table.

Using the table, we find that the probability of z being less than -2/3 is 0.2525 and the probability of z being less than 4/3 is 0.9082.

So the probability of the length of time being between 40 and 70 hours can be found by subtracting the probability of z being less than -2/3 from the probability of z being less than 4/3:

P(40 < x <70) = P(-2/3 <z < 4/3) = P(z < 4/3) - P(z< -2/3)

P(40 < x < 70) = 0.9082-0.2525 P(40 < x <70) = 0.6557

Therefore, the probability that the length of time between charges will be between 40 and 70 hours is approximately 0.656, which is closest to option B.

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Answer:

1/7

Step-by-step explanation:

Please write these fractions as 5/7 and 1/2.  5 7 and 1 2 are incomplete and confusing.

On Saturday the distance traveled was 5/7 of the total distance.

2/7 of that total was left for Sunday.  Half of 2/7 is 1/7.

1/7 of the total distance was traveled on Sunday.

A. directrix of parabola is x=3

B. A(3,2)

C. since vertex is the midpoint between focus F(-5,2) and A(3,2), so use midpoint formula to find the coordinate of vertex. The coordinate of vertex is V(-1,2)

D. the parabola will be open to the left, because vertex V(-1,2) is located on the right side of the focus F(-5,2).

E. since p is the distance from vertex to focus, so p= |-1-(-5) |=4. the value of p is always positive because of the modulus.

F. p = | -1-(-5) | =4

G.

\( {(y - k})^{2} = - 4a(x - h) \\ {(y - 2})^{2} = - 4( 4)(x - ( - 1)) \\ {(y - 2})^{2} = - 16(x + 1)\)

H. do it in geogebra

I. do it in geogebra

J. refer the image attached

The equation of a line is the form of

The equation of the line was, however, given as

To rewrite this equation in slope-intercept form, we must first find the slope and y-intercept from the equation by rearranging it

Hence the required equation is y =(5/3)x +3. The answer is the third option

Answer:

3nm

Step-by-step explanation:

Im not sure if this is correct, but I hope it still helps.

Answer:

y = 1/2x^2 - 2x - 1

Step-by-step explanation:

Vertex(2, - 3)

Equation of Parabola (In vertex form): y = a(x - h)^2 + k,

                                                               y = a(x - 2)^2 - 3

Substitute given point (0, -1) and solve for a:

y = a(x - 2)^2 - 3,

-1 = a(0 - 2)^2 - 3,

a = 1/2

Equation: y = 1/2(x - 2)^2 - 3 = 1/2(x^2 - 4x + 4) - 3 = 1/2x^2 - 2x + 2 - 3 = 1/2x^2 - 2x - 1,

y = 1/2x^2 - 2x - 1: Option C

Answer:

  20

Step-by-step explanation:

You want the number of sides of a regular polygon that has an exterior angle of 18°.

The sum of exterior angles of a convex polygon is 360°. If each one is 18°, then there must be ...

  360°/18° = 20

of them.

The polygon has 20 sides.

<95141404393>

Answer: 20

Step-by-step explanation:

Formula for finding the number of sides when the exterior angle is given :

            360 / exterior angle

Here, the exterior angle is 18, so 360 / 18 = 20

Number of sides = 20

5 children can share all parts of the bread if each child takes 0.2 parts.

Fraction are numbers of the form \(\frac{a}{b}\) where a and b are real numbers. It is represented as a portion or part of a whole.

The number on the top is called numerator and the number on the bottom is called denominator.

There are 10 equal parts of bread and each child takes 0.2 part.

Total parts of the bread = 10

Part each child takes = 0.2 = \(\frac{2}{10}\)

2 parts out of 10 are taken by each child.

Remaining are  \(\frac{8}{10}\) parts.

\(\frac{2}{10}\) × 4 =  \(\frac{8}{10}\)

Remaining parts can be shared by 4 children.

Hence number of children who can share the bread if each takes 0.2 parts = 5

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Answer:

Given that,

x⁴y⁵ + x⁵y⁴ = 810

➝ x⁴y⁴(x+y) = 810 ---(1)

\( \: \)

Further given that,

x⁶y³ + x³y⁶ = 945

x³y³(x³y³) = 945

\( \: \)

We know,

\( { \boxed{{x}^{3} + {y}^{3} = (x + y)( {x}^{2} - xy + {y}^{2}) }}\)

So, using this identity, we get,

➝ x³y³( x + y )( x² - xy + y²) = 945

---(2)

\( \: \)

On dividing equation (1) and (2), we get,

\( \longrightarrow\frac{ {x}^{2} - xy + {y}^{2} }{xy} = \frac{945}{810} \)

\( \longrightarrow \: \frac{ {x}^{2} + {y}^{2} }{xy} - 1 = \frac{7}{6} \)

\( \longrightarrow \: \frac{ {x}^{2} + {y}^{2} }{xy} = \frac{7}{6} + 1\)

\( \longrightarrow \: \frac{ {x}^{2} + {y}^{2} }{xy} = \frac{7 + 6}{6} \)

\( \longrightarrow \: \frac{ {x}^{2} + {y}^{2} }{xy} = \frac{13}{6} \)

\( \: \)

➝ 6x² + 6y² = 13xy

➝ 6x² - 13xy + 6y² = 0

➝ 6x² - 4xy - 9xy + 6y² = 0

➝ 2x( 3x - 2y ) - 3y( 3x - 2y ) = 0

➝ ( 3x - 2y ) ( 2x - 3y ) = 0

\( \longrightarrow \:{ \bold{ x = \frac{3y}{2} \: \: \: or \: \: x = \frac{2y}{3} }}\)

\( \: \)

\( \: \)

\({ \underline {\underline {\red{Case:- 1 }}}}\)

\({ \bold{When \: x = \frac{3y}{2}}} \)

In Substating the value of x in equation (1) we get,

\( \frac{81 {y}^{4} }{16} \times {y}^{4} \times ( \frac{3y}{2} + y) = 810\)

\( \frac{ {y}^{8} }{16} \times ( \frac{5y}{2} ) = 10\)

\( {y}^{9} = 64\)

\( {y}^{9} = {2}^{6} \)

\( \: \)

\( \longrightarrow \: { \bold{y = {(2)}^{ \frac{2}{3} } }}\)

\( \longrightarrow \: { \bold{x = \frac{3}{2} {(2)}^{ \frac{2}{3} } }}\)

\( \: \)

\( \: \)

\({ \underline {\underline {\red{Case:- 2}}}}\)

\({ \bold{When \: x \: = \frac{2y}{3} \rightarrow \: \: y = \frac{3x}{2} }}\)

On Substituting the value of y in equation (2), we get,

\( \frac{81 {x}^{4} }{16} \times {x}^{4} \times ( \frac{3x}{2} + x) = 810\)

\( \frac{ {x}^{8} }{16} \times ( \frac{5x}{2} ) = 10\)

\( {x}^{9} = 64\)

\( {x}^{9} = {2}^{6} \)

\( \: \)

\( \longrightarrow \: { \bold{x \: = {(2)}^{ \frac{2}{3} } }}\)

\( \longrightarrow \: { \bold{y = \frac{3}{2} {(2)}^{ \frac{2}{3} } }}\)

Answer:

10 1/2 (ten and a half) teaspoons

Step-by-step explanation:

If 1 3/4 teaspoons of sugar can make 1 cup of hot cocoa

then how many teaspoons of sugar can make 6 cups?

that is,

1 3/4 tsps = 1 cup of hot cocoa

?               = 6 cups of hot cocoa

when you cross multiply

6 * 1 3/4

1 3/4 in whole number is 7/4

6 * 7/4 = 21/2

21/2 expressed in fraction is 10 1/2

therefore 10 1/2 teaspoons of sugar will make 6 cups of hot cocoa.

Answer:

Hi san, A relation from a set X to a set Y is called a function if each element of X is related to exactly one element in Y. That is, given an element x in X, there is only one element in Y that x is related to. For example, consider the following sets X and Y.

This should help you a bit.

4a) The null hypothesis is that there is no difference in math performance between learning while listening to classical music and learning without music.
4b) The research/alternative hypothesis based on the researcher's hypothesis is that learning while listening to classical music improves math performance.
4c) The mean math performance when music played was 15.5, and when no music played was 17.9. The calculated t statistic was -4.60, and the p-value associated with the test statistic was < .001.
4d) The p-value associated with this result is less than .05.
4e) Based on the p-value, we reject the null hypothesis.
4f) The result is statistically significant.
4g) Based on this information alone, it is not safe to conclude that students perform better when listening to music while learning. Other factors could have influenced the results, such as individual differences in the students or other environmental factors. Further research would be necessary to make a definitive conclusion.
4a.) The null hypothesis states that there is no significant difference in math performance between the two conditions (learning with classical music and learning without music).

4b.) The research/alternative hypothesis states that learning while listening to classical music improves performance in math compared to learning without music.

4c.)
- Mean math performance when music played: 15.5
- Mean math performance when no music played: 17.9
- Calculated t statistic: -4.60
- P-value associated with the test statistic: < 0.001

4d.) The p-value associated with this result is less than 0.05.

4e.) Based on the p-value, we reject the null hypothesis.

4f.) The result is statistically significant.

4g.) While the result is statistically significant, it actually shows that students performed better when not listening to music while learning. This contradicts the researcher's initial hypothesis, so it is not safe to conclude that students perform better when listening to music while learning.

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