Pls i need help on this percentage

Answer:

Step-by-step explanation:

-5 BECAUSE -4.5 IS CLOSER TO 0

Answer:

x=6+3y

Step-by-step explanation:

x subject of the formula

The equation that has the same solution as x² - 16x + 20 = -2 is x² - 16x + 22 = 0.

To find an equation with the same solution as the equation x² - 16x + 20 = -2, manipulate the given equation while preserving its solutions.

Starting with the given equation:

x² - 16x + 20 = -2

Move the constant term (-2) to the other side:

x² - 16x + 20 + 2 = 0

Simplifying:

x^2 - 16x + 22 = 0

Therefore, the equation that has the same solution as x² - 16x + 20 = -2 is x² - 16x + 22 = 0.

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The point of turn or angle of rotation of 360° is a point of rotational symmetry for all figures. Therefore, the correct answer is option number 4.

This indicates that the figure will appear identical to its original form when it is rotated 360 degrees around its center point. At the end of the day, the figure will have a similar direction as it had before the turn. In geometry, this property is frequently used to identify shapes with rotational symmetry and to create repeating patterns and designs.

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Complete Question:

which angle of rotation is an angle of rotational symmetry for all figures? 45°

90°

180°

360°

The solutions to the equation −11x − 7 = \(-3x^2\), rounded to the nearest tenth, are x ≈ -1.1 and x ≈ 6.1.

An equation is a mathematical statement that shows that two expressions are equal. It is usually written as an expression on the left-hand side (LHS) and an expression on the right-hand side (RHS) separated by an equal sign (=).

The expressions on both sides of the equation can contain variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. The variables in an equation represent unknown values that can vary, while the constants are fixed values that do not change.

Equations are used to represent mathematical relationships or describe real-world situations. They can be used to solve problems, make predictions, and test hypotheses.

To solve an equation, one must find the value of the variable that makes the LHS equal to the RHS. This is done by performing mathematical operations on both sides of the equation to isolate the variable. The goal is to get the variable by itself on one side of the equation, with a specific value on the other side.

Equations can be simple or complex, linear or nonlinear, and can involve one or more variables. Examples of equations include:

2x + 5 = 13

y = \(3x^2\) - 2x + 7

4a + 2b - 3c = 10

Equations are used in many areas of mathematics and science, including physics, chemistry, and engineering, among others.

We are given the equation \(-11x - 7 = -3x^2\).

To solve for x, we can rearrange the equation into a quadratic form by bringing all terms to one side:

\(-3x^2 + 11x + 7\) = 0

We can solve this quadratic equation by using the quadratic formula:

x = (-b ± sqrt(\(b^2\) - 4ac)) / 2a

where a = -3, b = 11, and c = 7.

Substituting these values, we get:

x = (-11 ± sqrt(\(11^2\) - 4(-3)(7))) / 2(-3)

Simplifying inside the square root:

x = (-11 ± sqrt(121 + 84)) / (-6)

x = (-11 ± sqrt(205)) / (-6)

Using a calculator, we can approximate this to:

x ≈ -1.1 or x ≈ 6.1

Therefore, the solutions to the equation \(-11x - 7 = -3x^2\), rounded to the nearest tenth, are x ≈ -1.1 and x ≈ 6.1.

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Jim spent 4.5 hours on the bicycle.

Let's assume that Jim spent x hours riding his bicycle. Since the total trip took 6 hours, the time he spent walking can be calculated as the difference between the total trip time and the time spent riding the bicycle, which is 6 - x.

To calculate the distance Jim covered while riding the bicycle, we can use the formula:

Distance = Speed × Time

The distance covered while riding the bicycle is 37x miles.

Since the total trip distance is 174 miles, we can set up the equation:

37x + 5(6 - x) = 174

Expanding the equation:

37x + 30 - 5x = 174

Combining like terms:

32x + 30 = 174

Subtracting 30 from both sides:

32x = 144

Dividing by 32:

x = 4.5

In conclusion, Jim spent 4.5 hours riding his bicycle during the 174-mile trip.

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Answer:

2^(3/7)

Step-by-step explanation:

For these types of questions, what is inside the root is the numerator, and what is on top is the denominator.

3 is in the root, so it is the numerator

7 is outside the root, so it is the denominator

Therefore, The answer is 2^(3/7)

Answer:

Step-by-step explanation:

To find the roots (zeros), replace  y  with  0 and solve for  x .

Hope this helped. A brainliest would be very much appreciated. (I need 5 brainliest so I can level up) :)

We have proven that if a>b and c<0, then a/c < b/c as shown below

From the question, we are to prove the given expression.

To prove that if a>b and c<0, then a/c < b/c

We will choose some numbers to represent the letters a, b, and c that satisfy the given conditions

From the given information,

a > b

Let a = 16

and b = 8

Also, from the given information

c<0

Let c = -4

Now, evaluate a/c

a/c = 16/-4

a/c = -4

Evaluating b/c

b/c = 8/-4

b/c = -2

-4 < -2

Therefore,

a/c < b/c

Hence, we have proven that if a>b and c<0, then a/c < b/c

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The integral of sec(y) dy from zero to one-sixth of pi is equal to the natural logarithm of the square root of 3 times 64 raised to a certain power.

To evaluate the integral ∫ sec(y) dy from zero to one-sixth of pi, we can use the trigonometric identity that the integral of sec(y) dy is equal to the natural logarithm of the absolute value of the secant of y plus the tangent of y.

Integrating sec(y) dy gives us ln|sec(y) + tan(y)|. Evaluating the integral from zero to one-sixth of pi, we substitute the upper and lower limits of integration into the expression and subtract the result at the lower limit from the result at the upper limit.

ln|sec(π/6) + tan(π/6)| - ln|sec(0) + tan(0)|

Simplifying this expression, we know that sec(π/6) = √3/2 and tan(π/6) = 1/√3. Additionally, sec(0) = 1 and tan(0) = 0.

ln|√3/2 + 1/√3| - ln|1 + 0|

ln|√3 + 1| - ln|1|

ln|√3 + 1|

Therefore, the integral ∫ sec(y) dy from zero to one-sixth of pi is equal to the natural logarithm of the square root of 3 plus 1, or ln(√3 + 1).

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Answer:

\(x=-2\)

Step-by-step explanation:

Given: Equation is \(-4(x-3)=20\)

To find: flaw in Gwendolyn's work and the correct solution to the equation.

Solution:

In the given question,

the first step is \(-4(x-3)=20\)

The second step is \(-4x+12=20\)

(This step is obtained on multiplying \(-4\) by \(x-3\))

The third step is \(-4x=32\)

This step is wrong as on transposing 12 from left side of the equation in the second step to the right side, the following equation is obtained:

\(-4x=20-12\\-4x=8\\x=-2\)

So, the correct solution is \(x=-2\)

Answer:

f  bfgdbffb

Step-by-step explanation:

vbfDBVDFBDzdfzdf

Answer:

15

Step-by-step explanation:

This is a ratio problem. First step is the figure out what changed from 2 to 6. 2*3 = 6, so by a factor of 3.

In order to have them be equal fractions, you must do the same to the bottom. 5* 3= 15. There you have it :)

Answer:

12.

Step-by-step explanation:

I attached my answerrrrr

If each child consumed the same quantity, then each would need to drink (63)x(4/n) of a gallon.

The US fluid ounce is equal to 1/128 of a US gallon since there are four quarts in a gallon, two pints in a quart, and 16 US fluid ounces in a US pint. The US gallon is accepted to be equivalent to around 3.785 L or 231 in inches, but the Imperial gallon is accepted to be equal to 4.54609 L. The liter is the unit of volume used by the great majority of people in the world. a volume measurement equal to eight pints.

An imperial gallon (Britain, Canada) is exactly 4.54609 liters. (US) 3.785 liters or around 231 cubic inches for liquids (a "U.S. liquid gallon")

Here gallon of lemonade to share = 63

let each children has 1 gallon of lemonade

so gallon=63

so portion =63/1

Formula = gallon to share x (4 parts of gallon shape / number of gallon)

which means if each one have n gallon then portion = (63)x(4/n)

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Each child would need to eat 63*4/n of a gallon if they all consumed the same amount.

Since there are four quarts in a gallon, two pints in a quart, and 16 US fluid ounces in a US pint, one US fluid ounce is equivalent to 1/128 of a US gallon. The Imperial gallon is acknowledged to be equal to 4.54609 L, but the US gallon is accepted to be about 3.785 L or 231 in. The vast majority of people in the world measure volume in litres. a volume that is eight pints in size.

In Britain and Canada, an imperial gallon equals precisely 4.54609 litres. 3.785 litres (US) or around 231 cubic inches (a "U.S. liquid")

Here, six thirty kids were sharing a gallon of lemonade.

each youngster should drink a gallon of lemonade.

Gallon = 63.

Hence part = 63/1

It indicates that the fraction is equal to 63*4/n if each has n gallons.

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Note: The complete question would be as bellow,

six thirty children had gallon of lemonade to share. if each child had the same amount, what portion of the gallon did each child have to drink?

The average flow rate of customers per hour at the fast food restaurant is 240 customers.

To calculate the average flow rate of customers per hour at the fast food restaurant, we need to determine the average time it takes for a customer to complete their order and eating.

The total time a customer spends in the restaurant is the sum of the time spent ordering (5 minutes) and the time spent eating (20 minutes), which equals 25 minutes.

To convert this to hours, we divide by 60 (minutes in an hour):

25 minutes / 60 = 0.4167 hours

Now, we can calculate the average flow rate by dividing the number of customers served in an hour by the time each customer spends in the restaurant:

Average flow rate = Number of customers per hour / Time per customer

Since the average number of customers waiting and eating at the restaurant is 100, we can substitute this value:

Average flow rate = 100 customers per hour / 0.4167 hours

Calculating this:

Average flow rate = 240 customers per hour

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Answer:

A= L + 5

Step-by-step explanation:

Andrews class is equal to Lauren's class and there are more 5 students

Answer:35

Step-by-step explanation:

The volume of a cylinder is calculated by multiplying the area of its base by its height. The formula for the volume of a cylinder is V = πr²h, where r is the radius of the base and h is the height.

The volume of a cone is calculated by multiplying the area of its base by its height and then dividing by 3. The formula for the volume of a cone is V = (1/3)πr²h, where r is the radius of the base and h is the height.

Since Sonequa’s two containers have equal radii and equal heights, it can be concluded that the volume of the cylinder is three times the volume of the cone. This means that if Sonequa fills the cone with water and pours it into the cylinder, she will need to repeat this process three times to fill the cylinder completely.

So, the claim that is most likely to be supported using the result of Sonequa’s investigation is: “The volume of a cylinder with the same radius and height as a cone is three times greater than the volume of the cone.”

Answer:

it's D i just took it.

Step-by-step explanation:

Answer:

D. -2x^5y^7 on edge

Step-by-step explanation:

Answer:

Step-by-step explanation:

Mr. Adams will fill 21 plates, and he will have 5 extra cookies.

To find the number of plates filled by Mr. Adams, we need to divide 730 cookies by 35 cookies per plate:

730 ÷ 35 = 21

So, Mr. Adams will fill 21 plates.

To find the number of extra cookies, we use the modulo operator to find the remainder after dividing 730 by 35:

730 % 35 = 5

So, Mr. Adams will have 5 extra cookies.

Answer:

The answer is the 1

Step-by-step explanation:

She has a less chance because there are 4 questions with 4 answers so that decreased her chances.

The solution for the linear equation is:

a = 1/4.

I believe we have the linear equation:

(a + 2)/3 = 3/4

To solve this, we need to isolate the variable a in one of the sides of the linear equation, to do so, we can start by multiplying both sides by 3.

3*(a + 2)/3 = 3*(3/4)

a + 2= 9/4

Now we can subtract 2 in both sideS:

a + 2 - 2 = 9/4 - 2

a = 9/4 - 8/4 = 1/4

a = 1/4

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\((\stackrel{x_1}{6}~,~\stackrel{y_1}{2})\qquad (\stackrel{x_2}{7}~,~\stackrel{y_2}{1}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{1}-\stackrel{y1}{2}}}{\underset{run} {\underset{x_2}{7}-\underset{x_1}{6}}}\implies \cfrac{-1}{1}\implies -1 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{2}=\stackrel{m}{-1}(x-\stackrel{x_1}{6}) \\\\\\ y-2=-x+6\implies y=-x+8\)

A distribution is a way of displaying data, consisting of three primary components: shape, center, and spread. The shape is the overall pattern of the distribution, while the center is the point where the distribution is balanced. The spread is the range of values of the data, often measured by the standard deviation or the interquartile range (IQR). The distribution can be visualized through graphs like histograms, box plots, or scatter plots.

A brief description of a distribution should include its shape, center, and spread. The spread is the term that should be included in the blank space.A distribution can be described as a way of displaying data. It gives us an idea about how the data are spread out.

The three primary components of any distribution are the shape, center, and spread. Shape refers to the overall pattern of the distribution. It tells us whether the data are symmetric or skewed. The symmetry means that the left half of the distribution is a mirror image of the right half, whereas a skewed distribution is not symmetrical. The tail of a distribution describes the spread of a skewed distribution. It refers to the parts of the distribution that extend out from the center of the graph.The center refers to the point where the distribution is balanced. In symmetric distributions, the center is the same as the mean and median. However, in a skewed distribution, the mean and median differ from each other.

The spread refers to the range of values of the data. It tells us how much the data are scattered or spread out. A small spread indicates that the data points are close to each other, while a large spread suggests that the data points are far from each other. It is often measured by the standard deviation or the interquartile range (IQR).The distribution of data can be visualized through different graphs like histograms, box plots, or scatter plots.

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As the sample size is large enough to assume so the sample proportion mentioned in the above question is approximately normally distributed.

It is a statistical expression used to determine an approximate value of some random variables.

we measure the approximately normal proportion by the outcome of the product of the size of population, n  and the proportion of population, p

p =X/n, where X is the sample size and n denote the size of population

If n×p ≥ 10 then the sampling distribution is approximately normal.

hence, as we have large proportion of sample, so it is approximately normal.

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Answer:

Step-by-step explanation:

Slope:

\(\sf{\dfrac{y_2-y_1}{x_2-x_1}}\)

y2=3

y1=8

x2=5

x1=(-1)

3-8/5-(-1)

3-8=(-5)

5-(-1)=5+1=6

M=-5/6

The slope is m=-5/6.

The numerator and denominator are the same, we can conclude that (b - c) / (b + c) = tan((b + c) / 2) / tan((b - c) / 2), as desired.

To prove the equation (b - c) / (b + c) = tan((b + c) / 2) / tan((b - c) / 2), we can start by using the half-angle formula for tangent.

The half-angle formula for tangent states that tan(x/2) = (1 - cos(x)) / sin(x). Applying this formula to both the numerator and denominator of the right-hand side of the equation, we get:

tan((b + c) / 2) / tan((b - c) / 2) = [(1 - cos((b + c))) / sin((b + c))] / [(1 - cos((b - c))) / sin((b - c))].

Next, we can simplify the expression by multiplying the numerator and denominator by the reciprocal of the denominator:

= [(1 - cos((b + c))) / sin((b + c))] * [sin((b - c)) / (1 - cos((b - c)))],

Now, we can simplify further by canceling out the common factors:

= [(1 - cos((b + c))) * sin((b - c))] / [(1 - cos((b - c))) * sin((b + c))].

Expanding the numerator and denominator:

= [(sin((b - c)) - cos((b + c)) * sin((b - c)))] / [(sin((b + c)) - cos((b - c)) * sin((b + c)))].

We can now factor out sin((b - c)) and sin((b + c)):

= [sin((b - c)) * (1 - cos((b + c)))] / [sin((b + c)) * (1 - cos((b - c)))].

Since the numerator and denominator are the same, we can conclude that (b - c) / (b + c) = tan((b + c) / 2) / tan((b - c) / 2), as desired.

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The formula for logistic growth can be expressed as P(t) = K / (1 + A * e^(-rt)), where P(t) is the population at time t, K is the carrying capacity, r is the growth rate, A is the initial population.

Logistic growth is a type of population growth that considers a carrying capacity, which is the maximum population size that an environment can sustain. The formula for logistic growth takes into account the carrying capacity (K), the growth rate (r), and the initial population (A) to describe how the population changes over time.

In this case, the carrying capacity is given as 1500, and the growth rate is 0.25 per year. Let's denote the population at time t as P(t).

The formula for logistic growth can be written as:

P(t) = K / (1 + A * e^(-rt))

Plugging in the given values, we have:

P(t) = 1500 / (1 + A * e^(-0.25t))

The value of A is not explicitly given, so it represents the initial population. If the initial population is known, it can be substituted into the formula. If not, A can be left as a variable.

The term e^(-0.25t) represents the exponential decay component, which approaches 0 as t increases. It is multiplied by A, allowing the population to approach the carrying capacity over time.

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The independent variable in this study is the students' self-esteem, which is what is being measured to determine how it is affected.

The independent variables in this study are the methods of course assessment used in each of the three undergraduate psychology courses. In this case, the independent variable is a between-subjects variable, meaning that each student in the study is only exposed to one level of the independent variable (i.e., one type of course assessment). The three levels of the independent variable are:

Quizzes (Class #1)

Thought papers (Class #2)

A single comprehensive final exam (Class #3)

These are the different assessment methods that the researchers are manipulating to see if they have an effect on the students' self-esteem, making it the independent variable.

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Option 2 is correct that is 1.79

When presented in ascending order, the value that 75% of data points fall within is known as the higher quartile, or third quartile (Q3).

The quartiles formula is as follows:

Upper Quartile (Q3) = 3/4(N+1)

Lower Quartile (Q1) = (N+1) * 1/3

Middle Quartile (Q2) = (N+1) * 2/3

Interquartile Range = Q3 -Q1,

1.74, 0.24, 1.56, 2.79, 0.89, 1.16, 0.20, and 1.84 are available.

Sort the data as follows: 0.20, 0.24, 0.89, 1.16, 1.56, 1.74, 1.84, 2.79 in ascending order of magnitude.

The data set has 8 values.

hence, n = 8; third quartile: 3/4 (n+1)th term

Q3 =3/4 of a term (9) term

Q3 =27/4 th term

Q3 = 1.74 + 1.84 / 2 (average of the sixth and seventh terms)

equals 1.76

Thus Q3 is 1.76 that is option 2

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Part (a)

\(C=\pi d \implies d=\frac{C}{\pi}\)

Part (b)

\(d=\frac{8}{\pi}\)