Ms. Ritchie has 42 sheets of paper for an art project. Each student needs 5 sheets. How many students can get paper? How many sheets are left over

Answer: 36 oz box

Step-by-step explanation:

3.1/12=0.258333

7.9/360.291444

Thus, the 36 oz box is the better buy

Answer: 2

Step-by-step explanation:

The radius of the semicircle protractor is approximately 4.693 cm.

Given,Perimeter of a semicircle protractor = 14.8 cm.

To find:The radius of a semicircle protractor.Solution:We know that the perimeter of a semicircle protractor is the sum of the straight edge of a protractor and half of the circumference of the circle whose radius is the radius of the protractor.

Circumference of a circle = 2πrWhere, r is the radius of the circle.If the radius of the semicircle protractor is r, then Perimeter of a semicircle protractor = r + πr [∵ half of the circumference of a circle =\((1/2) × 2πr = πr]14.8 = r + πr14.8 = r(1 + π) r = 14.8 / (1 + π)r ≈ 4.693\) cm.

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Answer:

2 x 3³

Step-by-step explanation:

54

18 3

6 3 3

2 3 3 3

54 = 2 x 3³

Answer:

3 is the prime number for 54

Step-by-step explanation:

Prime factorisation of 54 is 2 × 3 × 3 × 3. Therefore, the highest prime factor of 54 is 3.

Answer: it would help if you added an image

Step-by-step explanation:

Answer:

Where is the cylinder?

Step-by-step explanation:

9514 1404 393

Answer:

  A. dollars = euros × 0.75

  B. the exchange rate is the slope of the graph

Step-by-step explanation:

A. The graph indicates 1 euro will be exchanged for 0.75 dollars, or 4 euros for 3 dollars.

__

B. This exchange rate is the slope of the line on the graph: 0.75 dollars per euro.

Answer:

Step-by-step explanation:

The graphs have been correctly dragged to the table to show the image of the triangle after it is reflected over the x-axis, the y-axis, and the line y = x.

By applying a reflection over the x-axis to the coordinates of this triangle, we have the following coordinates of the image triangle;

(x, y)                →      (x, -y)

(1, -3)             →      (1, -(-3)) = (1, 3)

(3, -2)             →      (3, -(-2)) = (3, 2)

(4, -5)             →      (4, -(-5)) = (4, 5)

By applying a reflection over the y-axis to the coordinates of this triangle, we have the following coordinates of the image triangle;

(x, y)                →      (-x, y)

(1, -3)             →        (-1, -3)

(3, -2)             →      (-3, -2)

(4, -5)             →      (-4, -5)

By applying a reflection over the line y = x to the coordinates of this triangle, we have the following coordinates of the image triangle;

(x, y)                →      (y, x)

(1, -3)             →        (-3, 1)

(3, -2)             →      (-2, 3)

(4, -5)             →      (-5, 4)

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The given statement "horizontal and vertical lines draw out notice because they appear more visually active than diagonal lines." is false.

In geometry, the term line is referred as the path of a moving point through space.

Here we have given the statement "horizontal and vertical lines draw out notice because they appear more visually active than diagonal lines."

And we need to identify whether the given statement is true or not.

While we looking into the given problem, we know that the diagonal line in a composition is considered to be the most dynamic line and suggests movement along that path and they are straight lines that slant in any direction except horizontal or vertical.

Based on this definition, we have identified that the given statement is false.

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Answer:

Step-by-step explanation:

To complete the steps to demonstrate why you multiply by the reciprocal when dividing fractions.

To find

Step 1:

Rewrite it as

.

Step 2:

Multiply the numerator and the denominator by the reciprocal of

.

Answer:

11628

Step-by-step explanation:

Thanks!

Answer:

3 A'(-1,2) B'(4,3) C'(-2,5)

Step-by-step explanation:

The rule for a 270-degree rotation: When rotating a point 270-degrees counterclockwise about the origin our point A(x,y) becomes A'(y,-x). This means, we switch x and y and make x negative.

 3 A'(-1,2) B'(4,3) C'(-2,5)

Answer:

H  0

​ :μ=18.2  ∘  C

H  a

 :μ>18.2  ∘  C

​

Step-by-step explanation:

Khan............... The null hypothesis has a statement of equality, and the direction of alternative hypothesis (>)(>)left parenthesis, is greater than, right parenthesis matches her belief that last year was warmer.

The three conditions for hypothesis testing are approximately met, and the null hypothesis is that the population mean daily high temperature in Buenos Aires is 18.2∘C.

Hypothesis Testing is a type of statistical analysis in which you put your assumptions about a population parameter to the test. It is used to estimate the relationship between 2 statistical variables.

here, we have,

The three conditions for hypothesis testing are approximately met based on the information given.

Null hypothesis (H0) is that the population mean daily high temperature in Buenos Aires is 18.2∘C. Alternative hypothesis (Ha) is that the population mean daily high temperature in Buenos Aires is greater.

The test statistic is calculated as (sample mean - population mean) / (sample standard deviation / sqrt(sample size)).

The p-value is the probability of obtaining a test statistic as extreme or more extreme than the observed test statistic, assuming the null hypothesis is true. It can be calculated using a t-distribution with degrees of freedom equal to the sample size minus one.

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Answer:

\(\frac{19}{20}\)

Step-by-step explanation:

0.45 can be written as  \(\frac{9}{20}\) in fractional form and 0.5 can be written as \(\frac{1}{2}\).

Whenever adding fractions you need like bases. To do this, multiply the 0.5 fraction by 10/10. This would get you \(\frac{10}{20}\).

Adding fractions:

\(\frac{9}{20} + \frac{10}{20}\)    ** only add the numerators and leave the denominator as is

= \(\frac{19}{20}\)

The two main purposes of all businesses are earning revenue and maximizing profits, the correct option is B and E.

We are given that;

The four options

Now,

Earning revenue means generating income from selling goods or services to customers. Revenue is the lifeblood of a business, as it covers the costs of production, operation, and growth. Without revenue, a business cannot survive or fulfill its other purposes.

Maximizing profits means increasing the difference between revenue and costs. Profits are the reward for creating value for customers and stakeholders. Profits can be reinvested in the business to improve quality, efficiency, innovation, and competitiveness. Profits can also be distributed to shareholders, employees, or society as dividends, wages, or donations.

Therefore, by unitary method the answer will be earning revenue and maximizing profits.

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\(\begin{array}{llll} \textit{Logarithm Cancellation Rules} \\\\ \stackrel{ \textit{we'll use this one} }{log_a a^x = x}\qquad \qquad a^{log_a (x)}=x \end{array} \\\\[-0.35em] ~\dotfill\\\\ \log_2\left( \cfrac{1}{16} \right)+4\implies \log_2\left( \cfrac{1}{2^4} \right)+4\implies \log_2(2^{-4})+4\implies -4+4\implies \text{\LARGE 0}\)

\(\rule{34em}{0.25pt}\\\\ \textit{exponential form of a logarithm} \\\\ \log_a(b)=y \qquad \implies \qquad a^y= b\qquad\qquad \\\\[-0.35em] ~\dotfill\\\\ \log_2\left( \cfrac{1}{16} \right)=y\implies 2^y=\cfrac{1}{16}\implies 2^y=2^{-4}\implies y=-4\)

Using the trigonometric identities, we found the values of half angles as follows:

sin (β/2) = \(\frac{9}{10\sqrt{10}}\)

cos (β/2) = 3/√10

tan (β/2)   = 3/10

What are trigonometric functions?

The trigonometric functions in mathematics are real functions that link the angle of a right-angled triangle to the ratios of the lengths of the two sides. They are widely employed in all fields of science that deal with geometry. There are six common uses for an angle in trigonometry: Sine, cosine, tangent, cotangent, secant, and cosecant. The six functions are trigonometric, with the domain value being the angle of a right triangle and the range being a number.

Given a right triangle.

hypotenuse = 15

base = 12

height = \(\sqrt{hypotenuse^2 - base ^2}\) = \(\sqrt{15^2-12^2}\) = 9

sin β = height / hypotenuse = 9/15 = 3/5

cos β = base/hypotenuse = 12/15 = 4/5

tan β = sinβ/cosβ = 3/4

sin α  = base/hypotenuse = 12/15 = 4/5

cos α = height /hypotenuse = 9/15 = 3/5

tan α = 4/3

Using trigonometric identities,

cos β = 2cos² (β/2) - 1

4/5 = 2cos² (β/2) - 1

9/5 = 2cos² (β/2)

9/10 = cos² (β/2)

cos (β/2) = 3/√10

sin β = 2 sin (β/2) cos (β/2)

3/5= 2 * sin (β/2) * (3/√10)

sin (β/2) = (3/10) * (3/√10) = \(\frac{9}{10\sqrt{10}}\)

tan (β/2)  = \(\frac{\frac{9}{10\sqrt{10}}}{\frac{3}{\sqrt{10} } }\) = 3/10

Similarly, you can solve for α terms.

Therefore using the trigonometric identities, we found the values of half angles as follows:

sin (β/2) = \(\frac{9}{10\sqrt{10}}\)

cos (β/2) = 3/√10

tan (β/2)   = 3/10

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Step-by-step explanation:

X= 2, y= -6

X= 0, y= 0

X= -2, y= 6

X= -4, y= 12

X= - 7, y= 21

Answer:

Yes

Step-by-step explanation:

An average of five birds hit the monument each week and in order to receive the funds, more than three birds have to be killed in a week

Answer:

Step-by-step explanation:

You want points A(-4, 0), B(0, -1) and C(-3, -3) reflected across the y-axis and translated left 5 and up 2.

The reflection across the y-axis changes the sign of the x-coordinate:

  (x, y) ⇒ (-x, y)

The translation adds the translation vector to the reflected coordinates.

  (x, y) ⇒ (x -5, y +2) . . . . . . translation (by itself)

Then the result of both transformations is ...

  (x, y) ⇒ (-x -5, y +2)

For a number of points, this arithmetic is conveniently accomplished by a calculator. The result is ...

The given passage provides a proof that the Separation Axioms follow from the Replacement Schema.

The proof involves introducing a set F and showing that {a: e X : O(x)} is equal to F (X) for every X. Therefore, the conclusion is that the Separation Axioms can be derived from the Replacement Schema.In the given passage, the author presents a proof that demonstrates a relationship between the Separation Axioms and the Replacement Schema.

The proof involves the introduction of a set F and establishes that the set {a: e X : O(x)} is equivalent to F (X) for any given set X. This implies that the conditions of the Separation Axioms can be satisfied by applying the Replacement Schema. Essentially, the author is showing that the Replacement Schema can be used to derive or prove the Separation Axioms. By providing this proof, the passage establishes a connection between these two concepts in set theory.

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The insect measurement that was the most frequent is given as follows:

1 and 1/4 inches.

A dot plot is a simple graphical display that uses dots to represent data values. It is also sometimes called a dot chart or a scatterplot. In a dot plot, each data point is represented by a dot along a number line or axis, where the position of the dot corresponds to the value of the data point.

Hence, a dot plot shows the number of times that each observation appeared in the data-set.

The observation with the most dots is the observation 2/8 of the way between 1 and 2, hence the most frequent observation is given by the following mixed number:

1 and 2/8 = 1 and 1/4 inches.

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Answer: B

Step-by-step explanation:

\((-3)^2 = 9\)

It does not equal –9.

The value of the angle θ is approximately 24.2 degrees to 1 decimal place.

In a right-angled triangle, the tangent of an angle is defined as the ratio of the length of the side opposite the angle to the length of the side adjacent to the angle. Given that tan θ = 23/52, we can find the value of the angle θ.

To find the value of θ, we can use the inverse tangent or arctan function. Taking the inverse tangent of both sides of the equation, we have:

θ = arctan(23/52)

Using a calculator or trigonometric tables, we can evaluate the inverse tangent of 23/52. The result is approximately 24.2 degrees.

Note that in the context of a right-angled triangle, the tangent function is defined for acute angles (less than 90 degrees). Since 0 degrees is the smallest possible angle, it is considered an acute angle in this case.

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Answer:

100 times 10 = 1000

Step-by-step explanation:

The answer of the given question based on the equation is , the unknown number is 6.

An equation is the  mathematical statement that asserts equality of the two expressions. It typically consists of the two expressions separated by equal sign " = ". The expressions can include variables, constants, and mathematical operations like addition, subtraction, multiplication, division, and exponentiation. Solving an equation involves finding the value(s) of the variable(s) that make the equation true.

The statement can be translated into an equation as follows:

2(y - 2) = 8

Simplifying the equation, we can distribute the 2 on the left-hand side:

2y - 4 = 8

Then, we can add 4 to both sides to isolate the variable:

2y = 12

Finally, we divide both sides by 2 to solve for y:

y = 6

Therefore, the unknown number is 6.

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The contrapositive of the statement "If x is a multiple of \(10\), it is an even number" is "If \(x\) is not a multiple of \(10\), then it is not an even number."

To complete the contrapositive of the statement "If \(x\) is a multiple of \(10\), it is an even number," we need to negate and reverse the original statement.

The original statement can be represented as:

\(\[P: \text{If } x \text{ is a multiple of 10, then } x \text{ is an even number.}\]\)

The negation of this statement is:

\(\[\neg P: \text{If } x \text{ is not an even number, then } x \text{ is not a multiple of 10.}\]\)

To form the contrapositive, we reverse the implications:

\(\[\text{Contrapositive: If } x \text{ is not a multiple of 10, then } x \text{ is not an even number.}\]\)

In symbolic notation, the contrapositive would be:

\(\[\text{Contrapositive: } \neg P: \text{If } \neg(x \text{ is a multiple of 10}), \text{ then } \neg(x \text{ is an even number}).\]\)

Therefore, the contrapositive of the statement "If x is a multiple of \(10\), it is an even number" is "If \(x\) is not a multiple of \(10\), then it is not an even number."

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Answer:

(4,-2)

Step-by-step explanation:

To solve this, you must move the "Y" axis up

In this case, the "y" axis is -5

You can use an expression to solve this -----> (y= -5+3)

Which equals -2

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4(x-1)=8(x-2)

multiply the first bracket by 4

(4)(x)=4

(4)(-1)=-4

multiply the second bracket by 8

(8)(x)=8x

(8)(-2)=-16

4x-4=8x-16

move 8x to the other side ( in other words combine like terms)

sign changes from +8x to -8x

4x-8x-4=8x-8x-16

-4x-4=-16

move -4 to the other side

-4x-4+4=-16+4

-4x=-12

divide both sides by -4 to get x by itself

-4x/-4=-12/-4

x=3

answer:

x=3

Answer:

x = 3

Step-by-step explanation:

4( x - 1) =8

4x - 4 = 8

   + 4  + 4

4x = 12

x = 3

8 ( x - 2 )

8 ( 3 - 2 )

24 - 16

= 8