9514 1404 393
Answer:
34.2 cm
Step-by-step explanation:
Hopefully, you understand that the length of 2 beads is 2 times the length of 1 bead. Extending this to 18 beads, we hope you understand that the length of 18 beads is 18 times the length of 1 bead.
The length of the 18-bead bracelet will be ...
18×1.9 cm = 34.2 cm
The length of Marlene's bracelet is 34.2 cm.
_____
Maybe you've never been given as "step by step" for the problem solving process.
Step 1: Set aside your math anxiety and turn on your brain. (The number at the top of the answer is intended to help you do that.)
Step 2: Read the problem statement, interpreting it according to your experience in the real world and your knowledge of English words and sentence structure.
Step 3: Identify what the problem statement is telling you.
Step 4: Identify what the problem statement is asking you.
Step 5: Apply your knowledge of real-world relationships and math relationships to determine how the asked-for information is related to the given information.
Step 6: Use logical reasoning, and/or math symbols to write any down any relationships (equations or inequalities or diagrams) that need further manipulation to achieve the desired answer.
Step 7: Solve those equations, logic problems, geometry diagrams, whatever, using the math relationships you have learned.
Step 8: Relate the solution(s) you found to the question that is being asked. (This may require additional steps.) Note that this is what is being done in the bold statement at the end of the answer above.
Find the sum by suitable rearrangement 163+432+237+548
Answer:1380
Step-by-step explanation:
3. Consider the product -11 7 6/7.
(a) Determine the product by rewriting the mixed number and applying the distributive property. What is the product?
(b) Multiply the integer and mixed number by multiplying fractions. What is the product?
Answer:
Did you get the answer to this. I am struggling on this as well.
Step-by-step explanation:
I need helpppp. Ill mark brianliest if correct.
Answer:
C
Step-by-step explanation:
Your answer is C 6.25 x 10^-4
The area of a basketball court is 4500 ft2. The width is 50 feet. Find the length
Answer:
90ft
Step-by-step explanation:
Area = Width x Length
Length = Area/Width
Length = 4500/50
Length = 90
Hope this helps buds!!
Draw the graph of y = x² – 4x + 3. Identify the intercepts (x and y), the vertex, and the axis of symmetry.
Answer:
y-intercept : 3
x-intercepts are 1 and 2
Vertex is at (2,-1)
Axis of symmetry is at x = 2
Step-by-step explanation:
See attached graph.
The equation y = x² – 4x + 3 represents a parabola
y-intercept at is at B(0,3); y-intercept is 3
x-intercept points at C(1,0) and D(3,0) so x-intercepts are 1 and 3
The vertex is the lowest point on this parabola (2-1)
Axis of symmetry is a line passing through the vertex and dividing the parabola into two equal halves. This is the vertical line x = 2
3(2x - 5)(x + 4) = 0 The zero product property tells us that:
Answer:
x=5/2, -4.
Step-by-step explanation:
3(2x-5)(x+4)=0
(2x-5)(x+4)=0/3
(2x-5)(x+4)=0
2x-5=0, x+4=0
2x=0+5,
2x=5,
x=5/2,
x+4=0
x=0-4=-4
show that there are infinitely many primes of the form 4k 3, where k is a nonnegative integer
According to the question we have our assumption must be false and there are indeed infinitely many primes of the form 4k+3.
To prove that there are infinitely many primes of the form 4k+3, where k is a nonnegative integer, we can use a proof by contradiction. Assume that there are only finitely many primes of this form, say p1, p2, p3, ..., pn.
Consider the number N = 4(p1p2p3...pn) - 1. This number is of the form 4k+3, since the product of primes is also of this form.
Now, any prime factor of N must also be of the form 4k+3, since any prime factor of N cannot be 2 (since N is odd) and it cannot be of the form 4k+1 (since N leaves a remainder of 3 when divided by 4).
However, this contradicts our assumption that p1, p2, p3, ..., pn are the only primes of the form 4k+3, since N is a prime greater than pn and is also of this form.
Therefore, our assumption must be false and there are indeed infinitely many primes of the form 4k+3.
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Sampling and nonsampling errors Consider a population that consists of the 58 students enrolled in a statistics course at a large university. If the university registrar were to compile the grade point averages (GPAS) of all 58 students in the course and compute their average, the result would be a mean GPA of 3.25. Note that this average is unknown to anyone; to collect the GPA information would violate the confidentiality of the students' academic records. Suppose that the professor who teaches the course wants to know the mean GPA of the students enrolled in her course. She selects a sample of students who are in attendance on the third day of class. The GPAs of the students in the sample are: The instructor uses the sample average as an estimate of the mean GPA of her students. The absolute value of the error in the instructor's estimate is: 0.86 0.14 0.22 0.62 The portion of this error that is due to errors in data acquisition, nonresponse bias, and selection bias is referred to as This type of error is serious than because taking a larger sample its size or possibility of occurrence. Suppose a student who wac ealortad foe the camole declines to disclose her GPA. This may have introduced Correcting this error will Suppose that the instructor incorrectly recorded the value 3.76 in the data and that the correct value is 3.67. This contribution to the error was caused by: Given the instructor's sample, correcting this error would bring the sample mean Suppose students in the university's honors program are on a field trio on the third day of class. This may have introduced Correcting this error will The professor suspects that her sample is flawed. She assigns each of the students in the class an ID number from 1 to 58 and uses Excel to seiect a simple random sample of 10 numbers. The professor meets with the students in the sample. Each student signs a release that glves the registrar permission to use the student's GPA to compute the sample average. The professor assures the students that the registrar will provide ther with the The portion of this error that is due to errors in data acquisition, nonresponse bias, and selection bias is referred to as type of error is serious than because taking a larger sample occurrence. Suppose a student who was selected for the sample dectines to disclose her GPA. This mav have introduced Correcting this error will Suppose that the instructor incorrectly recorded the value 3.76 in the data and that the correct value is 3.67. This contribution to the error was caused by . Given the instructor's sample, correcting this error would bring the sample mean Suppose students in the university's honors program are on a field trip on the third day of class. This may have introduced - Correcting this error will. The professor suspects that her sample is flawed. She assigns each of the students in the class an ID number from 1 to 58 and uses Excel to select a simple random sample of 10 numbers. The professor meets with the students in the sample. Each student signs a release that gives the registrar permission to use the student's GPA to compute the sample average. The professor assures the students that the registrar will provide her with the average and not the GPAs of individual students. The GPAs of the students in the new sample (from their academic records held by the registrar) are: The professor uses the new sample average provided by the registrar as an estimate of the mean GPA of the students in the course. The absolute value of the error in her estimate is: 0.13 0.26 0.14 0.12 This error is , and the only way to reduce its expected size is to the sample size.
The absolute value of the error in the professor's initial estimate of the mean GPA is 0.14, which is a combination of errors in data acquisition, nonresponse bias, and selection bias. The absolute value of the error in the estimate using the new sample provided by the registrar is 0.12, and the only way to reduce this error is by increasing the sample size.
The professor initially takes a sample of students present on the third day of class to estimate the mean GPA. However, this sample may introduce errors in data acquisition (such as incorrect recording), nonresponse bias (if a student declines to disclose GPA), and selection bias (if certain groups, like honors students on a field trip, are excluded). These errors contribute to the absolute value of the initial error in the estimate, which is 0.14.
To address potential flaws in the sample, the professor decides to use a new sample obtained through simple random sampling. Each student signs a release allowing the registrar to provide their GPAs for computing the sample average. The absolute value of the error in this new estimate is 0.12. This error can only be reduced by increasing the sample size, as a larger sample would better represent the population and reduce sampling variability.
By ensuring a random and representative sample, the professor aims to minimize errors due to data acquisition, nonresponse bias, and selection bias, leading to a more accurate estimate of the mean GPA.
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Please help this is the last question on my test!! What is the approximate area of a circle with a radius of 4 feet? Use 3.14
Answer:
50 feet²
Step-by-step explanation:
r = 4 feet
Area of circle = \(\pi\) r²
= 3.14 * 4 * 4
= 50.24 = 50 feet²
Answer:
50.24 square feet
Step-by-step explanation:
area = π\(r^{2}\)
area = 3.14 x 4ft
area = 50.24\(ft^{2}\)
Please help, solve for x
Answer:
x=39°
Step-by-step explanation:
the tangent from the diameter is 90°
x+90+51=180 sum of interior angle of the triangle is 180
x=180-90-51=39°
Customary
Find the missing num
1
9 ft = in
The missing number in the unit conversion problem is composed as follows:
9 ft = 108 inches.
How to obtain the missing number?The missing number is obtained applying the proportions in the context of the problem.
The unit conversion rate between ft and inches is given as follows:
1 feet = 12 inches.
Hence the number of inches in 9 feet is obtained multiplying 9 by 12, as follows:
9 x 12 = 108 inches.
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Select all the relations that represent a function.A. (1,3), (2,5), (2,7) (4,9)B. (1,3), (2,5), (3, 7) (4,9)C. (1, 3), (1,5), (1, 7) (4,9)D. (1,3), (2, 3), (3, 3) (4, 3)E. (1, 2), (2,5), (2, 1) (4,5)
Explanation:
A relation is a function if and only if for each value of x there's only one value of y. In other words, if we find one value of x more than once, the relation is not a function.
Relation A is not a function because x = 2 shows up twice: (2, 5) and (2, 7)
Relation C is not a function because x = 1 shows up three times: (1, 3), (1, 5) and (1, 7)
Relation E is not a function because x = 2 shows up twice: (2, 5) and (2, 1)
Relations B and D have only one time each value of x
Answers:
refer to the above figure. suppose point a is the original equilibrium. if there is an increase in the money supply, the new long-run equilibrium is given by point a b c d
When there is an increase in the money supply, the new long-run equilibrium is determined by point B on the aggregate demand and supply model.
In the aggregate demand and supply model, the equilibrium represents the point where aggregate demand (AD) and aggregate supply (AS) intersect, indicating a stable state of the economy. The original equilibrium is represented by point A.
When the money supply increases, it affects the economy in several ways. An increase in the money supply leads to a decrease in interest rates. Lower interest rates encourage borrowing and investment, which in turn stimulates aggregate demand. As a result, the aggregate demand curve shifts to the right.
The shift in aggregate demand causes an increase in both output and prices in the short run. However, in the long run, prices adjust to reflect the increased money supply. As prices rise, the short-run aggregate supply curve shifts to the left until it intersects with the new aggregate demand curve.
The long-run equilibrium is determined by the point where the new aggregate demand curve intersects with the adjusted aggregate supply curve, represented by point B. At this new equilibrium, both output and prices are higher than the original equilibrium (point A).
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Explanation please...........
Answer:
my school
Step-by-step explanation:
block me from sieng the image
Answer:
answer: Hi = 15
Step-by-step explanation:
the larger shape is the same as the smaller shape just flipped over and bigger of course so to find this out you have to take 2 simular angles and find out what multiplied by the small angle will get the big angle so I see angles gh and ba are simular I try 4.5 ÷ 1.5 = 3 so 3 is how much the shape is being multiplied by so bc is simular to hi so I do 5 x 3 = 15 and theres are answer 15 is the length of hi hope this helps you!
PLZZZZZZZZZZZZZ HELP ASAP I DONT HAVE MUCH TIME!!!!!!!!!
Exit
The graph below shows the number of points each team scored. How many more points did the Marlins have than the Torpedoes?
A. 250
B. 300
C. 350
D. 450
Answer: 15
Step-by-step explanation:
Hi!
The answer is a 250
Bob bought 40 gumboils from a quarter machine. The number of each flavor he got is shown in the table. If there are 140 gumboils remaining in the machine, what is a reasonable prediction for the number of cola flavored gumboils left?
Flavors: Amount:
Grape 4
Cherry 12
Cola 16
Orange 8
Answer:
56 cola flavored gumboils
Step-by-step explanation:
Bob's 40 count of gumballs has 16 cola gumballs
Therefore the probability of a gumball being cola based on the sample size of Bob's purchase = 16/40 = 2/5
There are 140 gumballs left in the machine so we can expect that, on an average, 2/5 of them should be cola gumballs
So number of cola gumballs left is expected to be 2/5 x 140 = 56
This is only a prediction based on Bob's sample of 40 cola gumballs
the order of the surd 7√8
Hello,
\(7 \sqrt{8} = \sqrt{7.7.8} = \sqrt{392} \)
Býe býe.
Find the distance between (3, -1) and (0, 3)
Answer:
The distance between (3, -1) and (0, 3) is 5
Step-by-step explanation:
a inch by in (width by length) picture is surrounded by a border of uniform wideth. The total area of the picture with the border around it is What is the width of the border
To determine the width of the border surrounding an inch by inch picture, we need to calculate the difference in area between the picture with the border and the picture alone.
Let's denote the width of the border as "x". The total width of the picture with the border will then be "1 + 2x" (since the border is on both sides of the picture). Similarly, the total length of the picture with the border will be "1 + 2x".
To calculate the area of the picture with the border, we multiply the width and length: (1 + 2x) * (1 + 2x).
The area of the picture alone is 1 * 1 = 1 square inch.
The area of the picture with the border is given by (1 + 2x) * (1 + 2x) - 1.
The question asks for the width of the border, which is the value of "x" that satisfies the equation (1 + 2x) * (1 + 2x) - 1.
Solving this equation will give us the width of the border.
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Point A lies outside of plane P. How many planes can be drawn parallel to plane P that pass through point A?
One plane can pass through the point A
How to determine the number of points?From the question, we have the following highlights:
Point A lies outside plane PThe highlight (1) above means that point A may or may not be parallel to the plane PAssume that point A is parallel to plane P, then only one plane can pass through the point.
Otherwise, an infinite number of planes can pass through point A
Hence, the number of planes is 1
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complete the tables for each equation y=2x+2. x=4-2x
The Table for the equation y = 2x + 2 is:
x y
0 2
1 4
2 6
3 8
4 10
How to complete the tablesThe table is completed by taking a range of values which is called the domain and this substituted in the equation and solve for y
hence we have that
y = 4 - 2x
For x = 0, y = 4 - 2 * 0 = 4
For x = 1, y = 4 - 2 * 1 = 2
For x = 2, y = 4 - 2 * 2 = 0
For x = 3, y = 4 - 2 * 3 = -2
Table for y = 4 - 2x
x y
0 4
1 2
2 0
3 -2
4 -4
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Multiplying Binomials (x+2) (x-9)
Answer: x^2 + 11x + 18
Step-by-step explanation: You do what's called FOIL. First - Outer - Inner - Last
Answer:
x^2 – 11x – 18
Which answer shows a two-step equation? a.3-n=18 b. r+ 8 = 9 c. 5x = 12 d. s – 15 = 6
Juan is three times as old as Gabe and Gabe is six years older than Catherine. If the sum of their ages is 149, how old is each person? Define a variable, write an equation, solve the equation, and answer in a complete sentence.
Answer:
Juan = 93 years.
Gabe = 31 years.
Catherine = 25 years.
Step-by-step explanation:
Let the age of Juan = J
Let the age of Gabe = G
Let the age of Catherine = C
Translating the word problem into an algebraic equation, we have;
\( J = 3G\) ..........equation 1
\( G = C + 6 \) ........equation 2
\( J + G + C = 149 \) ........equation 3
We would solve the linear equations by using the substitution method;
Substituting equation 2 into equation 1;
\( J = 3(C + 6)\)
\( J = 3C + 18\) ........equation 4
Substituting equation 2 and equation 4 into equation 3;
\( (3C + 18) + (C + 6) + C = 149 \)
Simplifying the equation, we have;
\( 5C + 24 = 149\)
\( 5C = 149 - 24\)
\( 5C = 125\)
\( C = \frac {125}{5}\)
C = 25 years.
To find G; from equation 2
\( G = C + 6\)
Substituting the value of "C" into equation 2, we have;
\( G = 25 + 6\)
G = 31 years.
To find J; from equation 1
\( J = 3G \)
Substituting the value of "G" into equation 1, we have;
\( J = 3 * 31\)
J = 93 years.
Therefore, Juan is 93 years old, Gabe is 31 years old and Catherine is 25 years old.
Solve the system of linear equations by graphing.
y=-42 +3
40 - 2y = 6
Answer:
its a i did it on egn
Step-by-step explanation:
Write an equation of a line in point-slope form that goes through the point (-7, -2) with aslope of 2/3
Given:
\(\text{slope(m)}=\frac{2}{3};(x_1,y_1)=(-7,-2)\)Equation of line is,
\(y-y_1=m(x-x_1)\)\(y+2=\frac{2}{3}(x+7)\)\(y=\frac{2}{3}x+\frac{14}{3}-2\)\(y=\frac{2}{3}x+\frac{8}{3}\)Avi's dining room measures 124 square feet and is in the shape of a square. Which is the best estimate of the length of
one side of the room, to the nearest tenth of a foot?
O 10.7 feet
O 10.9 feet
O 11.1 feet
O 11.4 feet
Answer: Option C is correct
11.1 feet
Step-by-step explanation: Area of the square(A) is given by:
Expand: (7m2 + 2m)2.
Answer:
\(49m^{4} +28m^{3} +4m^{2}\)
Last Answer
Step-by-step explanation:
Answer:
\(49m {}^{4} + 28m {}^{3} + 4m {}^{2} \)
explanation:
\(7m {}^{2} (7m {}^{2} + 2m) + 2m(7m {}^{2} + 2m) \\ \\ 49m {}^{4} + 14m {}^{3} + 14m {}^{3} + 4m {}^{2} \\ \\ 49m {}^{4} + 28m {}^{3} + 4m {}^{2} \)l
]
Anna attends an art auction, and decides she’d like to buy a painting. She gives herself an upper limit of $3000 when starting the bidding process. The second-highest bidder offers $2200, and so Anna wins the painting by offering $2300. What is Anna’s consumer surplus?
$0
$700
$2200
$2300
$3000
Answer:
$700
Step-by-step explanation:
She's willing to pay up to $3000.
She pays only $2300.
consumer surplus = $3000 - $2300 = $700
Answer:
$700
Step-by-step explanation:
Anna's consumer surplus is the difference between her willingness to pay and the price she actually paid, which is $3000 - $2300 = $700.
Therefore, the answer is $700.
Question 3 of 10 You may not use your calculator for this question. dy The differential equation dx OANH A. OB.x²+²=C OC. y = Celix OD. y Cekt Ey=C√x²+4 has a solution given by:
The solution of the given differential equation is, ln|y+√x²+4| = (3√2 + 2).eᵡ.
The given differential equation is,
dy/dx = √x²+4
It can be solved by using the separation of variables as,
dy/√x²+4 = dx
Integrating both sides:
∫dy/√x²+4 = ∫dx
Let's use a substitution,
let x = 2tanθ ,
dx/dθ = 2sec²θ and
√x²+4 = 2secθdy/2secθ
= 2sec²θdθdy
= 2secθ*2sec²θdθdy
= 2(2sec³θ)dθdy
= 4sec³θdθ
Now,
∫dy/√x²+4 = ∫dx∫4sec³θdθ
= ∫dx
To integrate sec³θ , we will use integration by parts as,
∫sec³θdθ = ∫secθ . sec²θdθ∫sec³θdθ
= secθ . tanθ - ∫tanθ . secθ . tanθdθ∫sec³θdθ
= secθ . tanθ - ∫(sec²θ-1)secθdθ∫sec³θdθ
= secθ . tanθ - ∫sec³θdθ + ∫secθdθ∫sec³θdθ
= secθ . tanθ + ln|secθ+tanθ|
Applying the limits,
∫dy/√x²+4 = ∫dx∫4sec³θdθ
= ∫dx From x = 0,θ = 0 ,
From x = 2,θ = π/4
∫dy/√x²+4 = ∫dx∫0π/4 4sec³θdθ
= ∫02dx∫dy/√x²+4
= x + C∫dy/√x²+4
= x + Cln|y+√x²+4|
= x + C
As per the given differential equation, y(0) = 3√2
On substituting x = 0,
y = 3√2ln|3√2+√0²+4|
= 0 + Cln|3√2+2|
= C
So, the solution of the differential equation is given by:
ln|y+√x²+4| = x + ln|3√2+2|ln|y+√x²+4|
= ln(3√2+2) + x
By taking exponentials on both sides we get,
y + √x²+4 = C.eᵡ
Now, let's put x = 0 and y = 3√2 in the above equation to find the constant C:
y + √x²+4 = C.eᵡ3√2 + √0²+4
= C.e⁰3√2 + 2
= C
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