pls help ASAP !! 30 PTS

Answer:

are we doing ur homework

Step-by-step explanation:

Answer:

y=(5/6)x-6

Step-by-step explanation:

The slope intercept form of a line is y=mx+c. The equation of the line will be y=(5/6)x-6

The conversion 336g to m³ is impossible because they measure different units

From the question, we have the following parameters that can be used in our computation:

Convert 336g to m³

To convert a unit to another, the units must measure the same quantity

Take for instance:

Grams can be converted to kilograms because they both measure mass

Using the above as a guide, we have the following:

336g to m³  cannot be done because of the different quantities they represent

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Answer: 50,000 pennies

Step-by-step explanation: there are 100,000 centimeters in a kilometer, since a penny is 2 centimeters in length, divide 100,000 by 2 t get 50,000

Answer:

A. 12 + 8x

B. x - 6 < 72

C. x - 5 = 2/3x

D. 2x : 14 or 2x/14

E. -9x + 3y - 3/2

Step-by-step explanation:

Answer: left one is no solution and right one is infinite solutions

explanation: the left one the lines don’t touch at all which has no solution and the right one means that both lines are on top of each other

In the first graph, there are ''No solution.''

In the second graph, there are ''Infinitely solution.''

Number line is a horizontal line where numbers are marked at equal intervals one after another form smaller to greater.

Now,

For the first graph;

In this graph we can see that there are two parallel lines.

We know that two parallel lines never intersect.

Therefore, we never get any common coordinate for this.

Thus, This system has ''No solutions.''

For the second graph;

There is a single straight line is given.

We know that each point be the solution of this line and a line contains infinitely many pints.

Thus, it has ''infinitely many solutions.''

Hence, The first graph is shows the ''No solution'' and the second graph is shown the ''infinitely many solutions.''

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b) The power of the given problems is: Power = 30556 J/s

c) The Force is:  500 N

The power is:  625 J/s

Power is defined as the rate at which work is done. That is workdone over time taken.

b) The formula for power when given force and velocity is:

Power = Force * velocity

We are given:

Force = 1000 N

Velocity = 110 km/h = 30.556 m/s

Thus:

Power = 1000 * 30.556

= 30556 J/s

c) The formula for workdone is:

W = Force * distance

Thus:

Force = Work/distance

Force = 25000J/50 m

Force = 500 N

The power = wordkdone/time taken

= 25000/40

= 625 J/s

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The measurement scale that provides information regarding greater than or less than, but not how much greater than or less than, is known as the ordinal scale of measurement.

In the ordinal scale, the data is ranked or ordered based on a certain characteristic or attribute, but the difference between the values or ranks is not measured or quantified. This means that the scale does not have a fixed unit of measurement, and the intervals between the values are not necessarily equal.

For example, in a survey where people are asked to rank their favorite colors, the data can be ordered from most favorite to least favorite, but we cannot infer how much more someone likes their first choice than their second choice.

The ordinal scale is used in various fields such as education, psychology, and marketing, where the data is naturally ordered but does not have a meaningful numerical value. It is often used in surveys or questionnaires where the respondents can indicate their preferences or opinions, but the differences between the options cannot be precisely measured.

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A binomial is a factor of a polynomial has been determined by using the

polynomial division method.

To determine if a binomial is a factor of a polynomial, you can use the polynomial division method. The basic idea is to divide the polynomial by the binomial and check if the remainder is zero. If the remainder is zero, then the binomial is a factor of the polynomial. Here's the step-by-step process:

Write the polynomial and the binomial in standard form, with the terms arranged in descending order of their exponents.

Perform the long division of the polynomial by the binomial, similar to how you would divide numbers. Start by dividing the highest degree term of the polynomial by the highest degree term of the binomial.

Multiply the binomial by the quotient obtained from the division and subtract the result from the polynomial.

Repeat the division process with the new polynomial obtained from the subtraction step.

Continue dividing until you reach a point where the degree of the polynomial is lower than the degree of the binomial.

If the remainder is zero, then the binomial is a factor of the polynomial. If the remainder is non-zero, then the binomial is not a factor.

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The total hours did Brendan work that week is 669.86.

A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression. Operations include addition, subtraction, multiplication, and division.

The collection of mathematical symbols that emerges from the right arrangement of numbers is known as a mathematical expression and variables using operations like addition, subtraction, multiplication, division, exponentiation, and other as-yet-unlearned operations and functions.

The three different types of algebraic expressions are monomial, binomial, and polynomial.

The total hours did Brendan work that week is 669.86.

The complete question is: Brendan is an hourly worker and earns $15.25/hour. During a week's pay period, he worked the following hours and minutes:

Day Hours Minutes

Monday 8 45

Tuesday 7 52

Wednesday 8 0

Thursday 9 36

Friday 8 24

Using the hundredth-hour method, what is Brendan's gross pay for the week? The employer pays overtime for all time worked in excess of 40 hours per week.

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Answer/Step-by-step explanation:

How can you fluently add, subtract, multiply, and divide decimals?

To add or subtract decimals:

1.Write the numbers vertically with the decimals lined up (if the number is a whole number then the decimal goes on the right end of the number)

2.Add zeros to make sure there are the same number of digits in each number.

3.Add or subtract as normal.

How can you multiply and divide fractions?​

Dividing two fractions is the same as multiplying the first fraction by the reciprocal of the second fraction. The first step to dividing fractions is to find the reciprocal (reverse the numerator and denominator) of the second fraction. Next, multiply the two numerators. Then, multiply the two denominators.

Hope this help :3

This refers to the ratio between the scale of a given original object and a new object. It is its representation but of a different size (bigger or smaller). For example, if we have a rectangle of sides 2 cm and 4 cm, we can enlarge it by multiplying each side by a number, say 2.

Solving for the area and scale factor we have:

L= 5 units

W = 2 units

A = (5 x 2)

A = 10 square units.

A= (Scale factor of  L * W)*  L * W

= (2 x 2 x 5 x 2)

A = 40 square units.

A= (Scale factor of  L * W)*  L * W

= (3 x 3 x 5 x 2)

A= 90 square units

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Answer:

D.20

Step-by-step explanation:

4*5=20

Answer:

a. 15%

b. 60%

Explanation:

Part a.

The absolute change in percentage points can be calculated as

So, by replacing the final value with 40% and the initial value with 25%, we get

Therefore, the absolute change is 15%

Part b.

The relative change can be calculated as

Replacing the final value with 40% and the initial value with 25%, we get

Therefore, the relative change is 60%

Answer:

True (I think)

Step-by-step explanation:

Same pattern.

A -> B -> C.

D -> E -> F.

Would be false if either one didn't share the same pattern.

Answer:

(x+3)(x+8)

Step-by-step explanation:

x² + 11x + 24 = (x+3)(x+8)

A picture of the dilated figure with its points at (-2, 10), (2, 6), and (-8, 4) is provided.

Dilation is the process of increasing the size of an item without affecting its form. Depending on the scale factor, the object's size can be raised or lowered.

The complete question is;

"Graph the image of this figure after a dilation with a scale factor of 2 centered at (2, 2) .

Use the polygon tool to graph the dilated figure."

The center of dilation and figure are first translated, making the origin the center of dilation.

We map every point because the point (2, 2), which is our center of dilatation, must be translated left 2 and down 2 to become the origin.

(x, y)→(x-2, y-2)

Each point will be multiplied by two when the scale factor is two, giving us the rule.

(x, y)→(2x-4, 2y-4)

In order to return the figure to its original location, we must translate it right 2 and up 2; this gives us the rule.

(x,y)→(2x-4+2, 2y-4+2) = (2x-2, 2y-2)

At the top of the original figure, the first point is (0, 6). When we use the transformation, we get

(0, 6)→(2*0-2, 2*6-2) = (0-2, 12-2) = (-2, 10)

The pre-rightmost image's point is (2, 4). The results of using the transformation rule are;

(2, 4)→(2*2-2, 2*4-2) = (4-2, 8-2) = (2, 6)

The pre-leftmost image's point is at (-3, 3). The transformation rule being applied, w

(-3, 3)→(-3*2-2, 3*2-2) = (-6-2, 6-2) = (-8, 4)

Hence,an picture of the dilated figure with its points at (-2, 10), (2, 6), and (-8, 4) is provided.

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Answer:

B

Step-by-step explanation:

reorganize to combine like terms

-9.4c+c   or   c-9.4c  (they are the same)  = -8.4c

6-5.9=0.1

-8.4c+0.1

Answer:

c

Step-by-step explanation:

brcause i have did it

yeah the nearest is porb 2.6 lol

Based on the sample data, at the 5% significance level, we reject the newspaper's statement and conclude that the average amount spent on beer by students is lower than £95.

To test the statement made by the newspaper, we can perform a hypothesis test using the sample data. The null hypothesis is that the average amount spent on beer by students is £95, and the alternative hypothesis is that the average is lower than £95.

Given a sample of 50 students, with a sample mean (x) of £92.25 and a sample standard deviation (s) of £10, we can calculate the test statistic and compare it to the critical value.

The test statistic (t) is calculated using the formula:

t = (x - μ) / (s / √n)

Substituting the given values, we get:

t = (92.25 - 95) / (10 / √50) = -1.86

Next, we determine the critical value corresponding to a 5% significance level. Since we have a one-tailed test with the alternative hypothesis indicating a lower average, the critical value is obtained from the t-distribution table for 49 degrees of freedom.

Comparing the test statistic to the critical value, we find that -1.86 is less than the critical value. Therefore, we reject the null hypothesis and conclude that there is evidence to support the claim that students at the university spend less than £95 on beer.

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Answer:

0.60

Step-by-step explanation:

d+n = 25 subtract d from both sides:

n = 25-d I'll use this value for n next:

0.10d+0.05n = 1.85

0.10d+0.05(25-d)= 1.85

0.10d+1.25-0.05d = 1.85

0.05d = 0.60

I hope this is correct! Im not the smartest!

There are 21 black socks and 9 white socks. Theoretically, the probability of picking a black sock is 21/(21+9) = 21/30 = 0.70 = 70%

Assuming we select any given sock, and then put it back (or replace it with an identical copy), then we should expect about 0.70*10 = 7 black socks out of the 10 we pick from the drawer. If no replacement is made, then the expected sock count will likely be different.

The dot plot shows the data set is

{5, 5, 6, 6, 7, 7, 7, 8, 8, 8}

The middle-most value is between the first two '7's, so the median is (7+7)/2 = 14/2 = 7. This can be thought of as the average expected number of black socks to get based on this simulation. So that's why I consider it a fair number generator because it matches fairly closely with the theoretical expected number of black socks we should get. Again, this is all based on us replacing each sock after a selection is made.

The probability of z being greater than 1.62 using the standard normal distribution is 5.26%.

The standard normal distribution is a type of probability distribution with a mean of 0 and a standard deviation of 1.

It is often denoted by the letter Z.

To find the probability P(z > 1.62) using the standard normal distribution, you can use a standard normal distribution table or a calculator that has this functionality.

Here are the steps to calculate the probability using a standard normal distribution table:1.

Look up the z-score of 1.62 in the table.

This value is located in the row labeled 1.6 and the column labeled 0.02.

The value in the corresponding cell is 0.9474.2. Subtract this value from 1 to find the probability of z being greater than 1.62. 1 - 0.9474 = 0.0526

Therefore, the probability of z being greater than 1.62 using the standard normal distribution is 0.0526 or approximately 5.26%.

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Answer: No

Step-by-step explanation: To determine this, all we have to is plug our ordered pair into the equation for x and y.

Remeber that the first number is our x-coordinate and our second

number is our y-coordinate so we plug a 5 in for x and a 6 in for y.

So we have (6) = 2(5) + 7 or 6 = 10 + 7 or 6 = 17.

Since this is not a true statement, this point doesn’t satisfy the equation.

What are you trying to find the total outcome of any card?

Step-by-step explanation:

answer 1/52 ; 1/6

Step-by-step explanation:

Answer:

Therefore a triangle can be formed with side lengths of 4 m, 8 m, 9 m

Step-by-step explanation:

A triangle is a polygon with three sides and three angles. There are different types of triangles such as scalene, isosceles, equilateral and so on.

The triangle inequality property states that the sum of any two sides of a triangle must be greater than the third side. If a, b and c are the sides of a triangle then:

a + b > c;   a + c > b;   b + c > a

Given a triangle with side length 4 m, 8 m, 9 m:

4m + 8m = 12m > 9m

4m + 9m = 13m > 8m

8m + 9m = 17m > 4m

Therefore a triangle can be formed with side lengths of 4 m, 8 m, 9 m.