MATH

If 66 = 2, 99 = 2, 888 = 6, 00 = 2, 7777 = 0, 667= 2, 276 = 1, 833 = 2, then what does 2876 equal?

Answer:

5 %

Step-by-step explanation:

Answer:

66

Step-by-step explanation:

600 ÷ 9  =  66.67

He can fill 66 boxes completely with crayons. The 67th box will only have 0.67 crayons, so it won't be complete.

Hope this helps!

The expression cos 2θcos 3θ - sin 2θsin 3θ can be rewritten as the trigonometric function cosθ.

To rewrite the expression cos 2θcos 3θ - sin 2θsin 3θ as a trigonometric function of a single angle measure, we can use the product-to-sum identities.

First, let's rewrite cos 2θcos 3θ using the identity:

cos 2θcos 3θ = (1/2)[cos(2θ + 3θ) + cos(2θ - 3θ)]

Simplifying this expression, we have:

cos 2θcos 3θ = (1/2)[cos(5θ) + cos(-θ)]

Now, let's rewrite sin 2θsin 3θ using the identity:

sin 2θsin 3θ = -(1/2)[cos(2θ + 3θ) - cos(2θ - 3θ)]

Simplifying this expression, we have:

sin 2θsin 3θ = -(1/2)[cos(5θ) - cos(-θ)]

Combining both expressions, we get:

cos 2θcos 3θ - sin 2θsin 3θ = (1/2)[cos(5θ) + cos(-θ)] - (1/2)[cos(5θ) - cos(-θ)]

Simplifying further, we have:

cos 2θcos 3θ - sin 2θsin 3θ = (1/2)[cos(5θ) + cos(-θ) - cos(5θ) + cos(-θ)]

Now, using the identity cos(-θ) = cosθ, we have:

cos 2θcos 3θ - sin 2θsin 3θ = (1/2)[2cos(-θ)]

Finally, simplifying the expression, we get:

cos 2θcos 3θ - sin 2θsin 3θ = cos(-θ) = cosθ

Therefore, the expression cos 2θcos 3θ - sin 2θsin 3θ can be rewritten as the trigonometric function cosθ.

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Answer:

The quotient of 8 and d.

Step-by-step explanation:

I hope this helps you have a wonderful day! :D

From the figure shown we notice that the angles 127° and 2 are supplementary, that means that:

We also notice that

and

furthermore

And

so we have the system of equations:

Solving for the angle 1 in the fourth equation we have

plugging this value in the second equation we have

Plugging this value in the third equation we have

When group members contribute less to the group than the average member, particularly as the group grows in size, those group members are engaged in social loafing.

Social loafing refers to the phenomenon where individuals exert less effort when working in a group compared to when working alone. As the group size increases, individual accountability diminishes, leading to a diffusion of responsibility and a decrease in individual effort.

This can result in some group members contributing less than the average member, taking advantage of the collective efforts of others.

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Hi there!

\(4k^2m^3\) is definitely a factor of the the given terms. However, 4 is not the greatest common factor between 8 and 48; it is 8. Therefore, the GCF of the given terms would instead be \(8k^2m^3\).

I hope this helps!

Answer:

Amanda > Todd > Derrick

Step-by-step explanation:

Amanda's IQR- 3.5

Derrick's IQR- 2

Todd's IQR- 3

The solution is, ordering the IQR in descending order :

Emma, Sally, Olivia

The interquartile range (IQR) contains the second and third quartiles, or the middle half of your data set. Whereas the range gives you the spread of the whole data set, the interquartile range gives you the range of the middle half of a data set.

here, we have,

Writing out the points obtained from the dot plot, and applying the relevant formula, the Interquartile range of each dot plot is given below ;

Writing out each score on the dot plot to calculate the statistical values :

Emma's Scores:

6 , 7 , 8 , 8 , 9 , 9 , 9 , 10 , 10 , 11 , 11 , 11 , 11 , 11 , 12 , 13 , 13 , 13 , 13 , 14

Q1 = 1/4(n+1)th term

Q1 = (5th + 6th) terms

Q1 = (9 + 9) / 2 = 9

Q3 = 3/4(n+)th term

Q3 = (12 + 13) ÷ 2 = 12.5

IQR = Q3 - Q1

IQR = 12.5 - 9 = 3.5

Sally's Scores:

6 , 6 , 6 , 7 , 7 , 8 , 8 , 8 , 9 , 9 , 10 , 10 , 10 , 10 , 10 , 10 , 11 , 11 , 12 , 12 , 14

Q1 = 1/4(n+1)th term

Q1 = (7 + 8) ÷ 2 = 7.5

Q3 = 3/4(n+1)th term

Q3 = (10 + 11) ÷ 2 = 10.5

IQR = Q3 - Q1

IQR = 10.5 - 7.5 = 3

Olivia's Scores:

6 , 6 , 7 , 7 , 7 , 8 , 8 , 8 , 8 , 9 , 9 , 9 , 9 , 9 , 10 , 10 , 12 , 12 , 13 , 14

Q1 = 1/4(n+1)th term

Q1 = (7 + 8) ÷ 2 = 7.5

Q3 = 1/4(n+1)th term

Q3 = (10 + 10) ÷ 2 = 10

IQR = Q3 - Q1

IQR = 10 - 7.5 = 2.5

Therefore, ordering the IQR in descending order :

Emma, Sally, Olivia

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complete question:

Drag each tile to the correct box.

Emma, Sally, and Olivia play for the school basketball team. The dot plots show the number of points each of them scored in 20 games.

Find the interquartile range, IQR, for each dot plot. Then, place the basketball players in order from greatest to least IQR.

Using the scale factor, the volume of the larger similar shaped box is 497.6in³.

A scale factor is simply the ratio of the corresponding sides of two similar objects. A scale factor of 4 simply means that the new shape is multiply four times the size of the original shape.

Given the data in the question;

Since scale factor of 4 means that the new shape is multiply four times the size of the original shape.

Volume of the larger box V = V° × SF

V = 124.4in³ × 4

V = 497.6in³

Therefore, using the scale factor, the volume of the larger similar shaped box is 497.6in³.

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To create an ellipse with a semi-major axis of 5 AU (astronomical units) and eccentricity of 0.5, we can follow these steps:

1. Find the semi-minor axis b by using the formula:

b = a * sqrt(1 - e^2)

where a is the semi-major axis and e is the eccentricity.

b = 5 * sqrt(1 - 0.5^2) = 3.6515 AU (rounded to four decimal places)

2. Determine the center of the ellipse, which is the point (h, k) on the Cartesian plane. Since the eccentricity is less than 1, the center is at the origin (0,0).

3. Sketch the ellipse using the semi-major axis a, semi-minor axis b, and the center (0,0) as a reference point.

To plot points on the ellipse, we can use the parametric equations for an ellipse in standard position:

x = a * cos(t)

y = b * sin(t)

where t is the angle in radians measured from the positive x-axis. We can choose values of t and plug them into these equations to get the corresponding x and y coordinates.

For example, when t = 0, we have:

x = 5 * cos(0) = 5

y = 3.6515 * sin(0) = 0

So the point (5, 0) is on the ellipse.

We can repeat this process for different values of t to plot more points on the ellipse. Finally, we can connect the points to create the ellipse.

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To create an ellipse with a semi-major axis of 5 AU (astronomical units) and eccentricity of 0.5, we can follow these steps:

1. Find the semi-minor axis b by using the formula:

b = a * sqrt(1 - e^2)

where a is the semi-major axis and e is the eccentricity.

b = 5 * sqrt(1 - 0.5^2) = 3.6515 AU (rounded to four decimal places)

2. Determine the center of the ellipse, which is the point (h, k) on the Cartesian plane. Since the eccentricity is less than 1, the center is at the origin (0,0).

3. Sketch the ellipse using the semi-major axis a, semi-minor axis b, and the center (0,0) as a reference point.

To plot points on the ellipse, we can use the parametric equations for an ellipse in standard position:

x = a * cos(t)

y = b * sin(t)

where t is the angle in radians measured from the positive x-axis. We can choose values of t and plug them into these equations to get the corresponding x and y coordinates.

For example, when t = 0, we have:

x = 5 * cos(0) = 5

y = 3.6515 * sin(0) = 0

So the point (5, 0) is on the ellipse.

We can repeat this process for different values of t to plot more points on the ellipse. Finally, we can connect the points to create the ellipse.

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the perimeter of the square in the projection is 224 cm.the length of each side of the square in the projection is 7 cm x 8 = 56 cm.

The side length of the square on the monitor is 7 cm. When projected, 1 cm on the monitor represents 8 cm on the screen. Therefore, the length of each side of the square in the projection is 7 cm x 8 = 56 cm.

The perimeter of a square is given by the formula P = 4s, where s is the length of a side. In this case, the length of each side of the square in the projection is 56 cm. Therefore, the perimeter of the square in the projection is:

P = 4 x 56 cm = 224 cm.

So thethe perimeter of the square in the projection is 224 cm.

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Answer:

Mark as Brainliest please

The equivalent fractions are 3/4 and 6/8 & 2/3 and 4/6

Diagram 3

We have

Shaded = 3

Total = 4

So, the fraction is:

Fraction = 3/4

Multiply the numerator and the denominator by 2

Fraction = 6/8

Hence, the equivalent fractions are 3/4 and 6/8

Diagram 4

We have

Shaded = 4

Total = 6

So, the fraction is:

Fraction = 4/6

Divide the numerator and the denominator by 2

Fraction = 2/3

Hence, the equivalent fractions are 2/3 and 4/6

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The correct option is (1) less than 10 times the original distance.The original distance was  30 cm and the new distance is 94.86 cm which is less than 10 times the original.

The force of attraction and repulsion among two charged bodies are directly proportional to a product of their charges but inversely proportional to a square of a distance between them, according to Coulomb's law.

It works along the line that connects the two charges that are called point charges.

The formula for Coulomb's law is-

\(f_{}=\frac{q_{1} q_{2}}{4 \pi \epsilon d_{}^{2}}\)

where, q₁ and q₂ are the charges;

d is the distance between them.

Now, according to the question;

Two charges that were initially separated by a particular distance are pushed closer together until force between the two is reduced by a factor of ten.

Coulomb's law of force

\(f_{1}=\frac{q_{1} q_{2}}{4 \pi \epsilon d_{1}{ }^{2}}\)

d₁ is the initial distance.

So when charges are separated further, a new force is f₂, which is represented as

\(f_{2}=\frac{q_{1} q_{2}}{4 \pi \epsilon d_{2}^{2}}\)

d₂ is the moved distance

As a result, the given force is decreased by ten times its original value.

Thus, \(f_{2}=\frac{f_{1}}{10}\)

use the expression in both forces

\(\begin{gathered} \frac{f_{1}}{10}=\frac{q_{1} q_{2}}{4 \pi \epsilon d_{2}{ }^{2}} \\\frac{q_{1} q_{2}}{4 \times 10 \pi \epsilon d_{1}{ }^{2}}=\frac{q_{1} q_{2}}{4 \pi \epsilon d_{2}{ }^{2}} \\ \frac{1}{10 \times d_{1}{ }^{2}}=\frac{1}{d_{2}{ }^{2}} \\ d_{2}=\sqrt{10} d_{1}\end{gathered}\)

Now, calculate the moved distance d₂,

\(\begin{aligned}& d_{2}=\sqrt{10} d_{1} \\ & d_{2}=\sqrt{10} \times 30 \\& d_{2}=3.162 \times 30 \\ & d_{2}=94.868 \mathrm{~cm}\end{aligned}\)

The new distance is 94.868 cm.

Therefore, the new obtained distance is less than the 10 times the original distance.

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The complete question is-

Two charges originally separated by a certain distance are moved farther apart until the force between them has decreased by a factor of 10.  Is the new distance

(1) less than 10,

(2) equal to 10, or

(3) greater than 10;

times the original distance? If the original distance was 30 cm.

Step-by-step explanation:

500 would be the principal, or the starting amount

1.015 is 1 + 0.015 because the interest rate is 15%

Answer:

the answer is d

Answer:

I can't it's just too difficult

Answer:

x= 10

Step-by-step explanation:

2(x - 3) = 14

2x - 6 = 14

      +6   +6

      2x = 20

         x = 10          

The actual distance from Indianapolis to South Bend is 4.185 miles, which is closest to the answer of 4 miles.

To determine the actual distance from Indianapolis to South Bend given the map scale, we need to use the formula:

Actual distance = Map distance x Scale

In this case, the map distance is 15 centimeters, and the scale is 1 cm : 6 miles. To use the formula, we need to convert the map distance to miles:

Map distance = 15 cm

Scale = 1 cm : 6 miles

15 cm x 1 inch/2.54 cm x 1 foot/12 inches x 1 mile/5280 feet = 0.279 miles

Now we can calculate the actual distance using the formula:

Actual distance = Map distance x Scale

Actual distance = 0.279 miles/cm x 15 cm

Actual distance = 4.185 miles

Therefore, the actual distance from Indianapolis to South Bend is 4.185 miles, which is closest to the answer of 4 miles.

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The equation represents the total cost of turkey and amount is y= 3.25x.

We have,

The turkey costs $3. 25 per pound.

let x be the amount in pounds and y be the total cost in dollar.

Then, the relation between x and y

Total cost = 3.25 (amount in  poind)

y = 3.25 x

Thus, the required equation is y= 3.25x.

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Answer:

decreases

Step-by-step explanation:

Answer:

1. (6-2)

2.40/4

3. 10-4

Step-by-step explanation:

Dont trust me but I think it

Residual Plot A indicates that the linear model is not appropriate because the fanned pattern shows that the model's predicting power decreases as the values of the explanatory variable increases. Residual Plot B indicates that the linear model is appropriate because the scattered residuals suggest a linear relationship.

Residual Plot A shows a fanned pattern which indicates that the linear model is not appropriate. This means that the model's predicting power decreases as the values of the explanatory variable increases. This suggests that the relationship between the dependent and independent variables is not linear and a different model may be necessary. Residual Plot B, on the other hand, shows a scattered pattern which suggests that the linear model is appropriate. The scattered pattern indicates that the data points are randomly distributed, which is a sign of a linear relationship. This indicates that the linear model is an appropriate fit for the data.

the complete question is :

Tell what each of the residual plots to the right indicates about the appropriateness of the linear model that was fit to the data. (a). Choose the best answer for residuals plot A. The fanned pattern indicates that the linear model is not appropriate. The model's predicting power decreases as the values of the explanatory variable increases. B. The fanned pattern indicates that the linear model is not appropriate. C. The model's predicting power increases as the values of the explanatory variable increases. The scattered residuals plot indicates an appropriate linear model. (b). Choose the best answer for residuals plot A. The scattered residuals plot indicates an appropriate linear model. B. The curved pattern in the residuals plot indicates that the linear model is not appropriate. The relationship is not linear. C. The fanned pattern indicates that the linear model is not appropriate. The model's predicting power decreases as the values of the explanatory variable increases.

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No, the Normal/large sample condition is not met for constructing at confidence interval. Option C.

To estimate the amount of carbon emissions released by cars, the mean weight of cars must be estimated. In this case, a random sample of 20 cars is selected and their mean weight is calculated. The conditions for constructing a confidence interval are met if the following conditions are satisfied:
1. Random Condition: The sample is randomly selected.
2. 10% Condition: The sample size is less than 10% of the population size.
3. Normal/Large Sample Condition: The sample size is large enough (usually n≥30) for the Central Limit Theorem to apply, or the population distribution is approximately normal.
In this scenario, the random condition is met since the cars are randomly selected. The 10% condition is also met, assuming there are more than 200 cars in the population. However, the Normal/large sample condition is not met since the sample size of 20 is less than the recommended threshold of 30.
Therefore, the answer is: No, the Normal/large sample condition is not met.

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The null hypothesis would state that the population mean number of cups of coffee that women would drink 32% the population mean number cups of coffee than men drink.

The term "percentage" comes from the Latin phrase "per centum," which means "by the hundred." With 100 as the denominator, percentages are fractions. In other words, it is a relationship where the value of the entire is always assumed to be 100.

Percentage is a fraction or a ratio in which the value of whole is always 100. For example, if Sam received 30% on his math test, he received 30 points out of 100. It is expressed as 30/100 in fractional form and 30:100 in ratio form.

A certain number or quantity in every hundred is referred to as a percentage. It is a fraction, and the denominator is 100.

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Answer:

46%

Step-by-step explanation:

count the rows and the squares and its right

Answer:

Step-by-step explanation:

One that has the next least in common with the rest.

Given:

Height of the cylinder (h) = 24 cm

Radius of the cylinder (r) = 2 cm.

If the shape of an object is changed it's Volume doesn't change.

So,

Volume of cylinder = Volume of sphere

Volume of cylinder = πr²h

Volume of sphere = 4/3 πr³

Let the radius of the sphere be r'

⟶ π * (2)² * 24 = 4/3 * π * (r')³

⟶ 4 * 24 * 3/4 = (r')³

⟶ 72 = (r')³

⟶ (4.16)³ = (r')³

⟶ 4.16 = r'

∴ The radius of the sphere is 4.16 cm.

The equation of the line that passes through the point (2, 1) and has a slope of -5/2 is y=(-5/2)*x+6.

An equation can be represented by a linear function. The standard form for the linear equation is: y= mx+b , for example, y=3x+4. Where:

m= the slope.

b= the constant term that represents the y-intercept.

For the given example: m=3 and b=4.

The question gives:

Point : (2,1) , where x=2 and y=1

Slope= -5/2

From the  standard form of the linear equation ( y= mx+b) and the given point and the slope, you can write:

y=mx+b

1=-5/2*(2)+b , thus you can find b.

1=-5+b

-b=-5-1

-b=-6

b=6

If b=6 and m=-5/2, you can write the linear equation:

y=mx+b

y=(-5/2)*x+6

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The equation of line that models this is y = -5/2x + 6

The equation of a line is typically written in slope-intercept form, which is y = mx + b, where m is the slope of the line, and b is the y-intercept.

The slope (m) is a measure of how steep the line is, and it can be calculated using the formula:

y = mx + c

In the given question, the slope is -5/2 and the points are (2, 1)

Substituting the values into the formula of equation of line;

y = mx + c

1 = -5/2(2) + c

1 = -5 + c

c = 1 + 5

c = 6

The equation is y = -5/2 + 6

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