Practice
PROBLEM 1
Suppose the radius of a circle is 5. What is its
circumference?

The statement which identifies Melissa’s error and the correct answer is; Melissa added incorrectly. The correct answer is 4.5°F

New temperature = Initial temperature + (Change in temperature per × Number of hours)

= -20.5°F + (5°F × 5)

= -20.5°F + (25°F)

= 4.5°F

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Answer:

C

Step-by-step explanation:

Step-by-step explanation:

the root cube of -8/4913 when transferred to the side -2/17, it becomes it's cube .

means the "___ " will be (-2/17)³= -8/4913.

hope this helps you

Answer:

see explanation

Step-by-step explanation:

The answer is - \(\frac{2}{17}\) , since

\((-\frac{2}{17}) ^{3}\)

= - \(\frac{2}{17}\) × - \(\frac{2}{17}\) × - \(\frac{2}{17}\)

= \(\frac{4}{289}\) × - \(\frac{2}{17}\)

= - \(\frac{8}{4913}\)

that is

\(\sqrt[3]{-\frac{8}{4913} }\) = - \(\frac{2}{27}\) because \((-\frac{2}{17}) ^{3}\) = - \(\frac{8}{4913}\)

Answer:

z=-5; x=0 ; y=3

Step-by-step explanation:

2x= -2z -10; -2z-10+y-z=8; y-3z-10=8; y-3z=18

2y-3z=21; 2y=3z+21; y= 1.5z+10.5; y-3z=18

1.5z+10.5-3z=18; -1.5z+10.5=18; -1.5z=7.5; z=-5

x+z=-5; x-5=-5; x=0; 2y-3z=21; 2y+15=21; 2y=6; y=3

2x+y-z=8; 2(0)+3-(-5)=8; 3+5=8; 8=8

The set of all points equidistant from the endpoints of a segment is called the perpendicular bisector of the segment.  All the points on the perpendicular bisector are equidistant from the endpoints of the original segment.

1. Points: These are the locations in space that have a specific position.
2. Equidistant: This term means that the points are at the same distance from certain other points.
3. Endpoints: These are the points at the ends of a segment.
4. Segment: This is a part of a line that has a fixed length and is defined by two endpoints.

So, the perpendicular bisector is a line or segment that passes through the midpoint of the given segment and is perpendicular to it. The midpoint is the point that is equidistant from both endpoints.

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Step-by-step explanation:

Number of employees in 9 years

= 870 * (1 - 0.02)⁹

= 870 * (0.98)⁹

≈ 725 employees.

Answer:

240 < W < 1200

Step-by-step explanation:

\(12(20)<W<12(100) \\ \\ 240<W<1200\)

Therefore , the solution of the given problem of equation comes out to be value of g is 12 .

In a math equation, the comparable symbol (=) is used to denote equality between two propositions. It is demonstrated that by using mathematical formulas, which have been expressions of reality, different numerical factors can be compared. The equal sign, for instance, splits the integer 12 or the equation y + 6 = 12 to 2 different halves. It is possible to determine how many characters each side of such a symbol has. It's common for symbols to have conflicting meanings.

Here,

Given :

=> g -3 = 9

To find the value of g :

=> g = 9 + 3

=> g = 12

Thus , value of g is 12.

Therefore , the solution of the given problem of equation comes out to be value of g is 12 .

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Answer:

Step-by-step explanation:

width is 10 length is 15.

Answer: An isosceles triangle is a triangle with two sides that are congruent (equal in length). If DEF is isosceles with base DF, then DE and EF are congruent and have the same length. This means that the two sides of the triangle are equal in length, and that the angle formed by DE and EF is equal to each other (since they are congruent sides, they must also be congruent angles). The two equal angles are called the base angles of the isosceles triangle.

Step-by-step explanation:

Answer:

The slope of a linear model can be calculated using the formula:

m = Δy / Δx

where:

Δy = change in y (the dependent variable, in this case, total cost)

Δx = change in x (the independent variable, in this case, number of candy bars)

This is essentially the "rise over run" concept from geometry, applied to data points on a graph.

In this case, we can take two points from the table (for instance, the first and last) and calculate the slope.

Let's take the first point (3 candy bars, $6.65) and the last point (25 candy bars, $48.45).

Δy = $48.45 - $6.65 = $41.8

Δx = 25 - 3 = 22

So the slope m would be:

m = Δy / Δx = $41.8 / 22 = $1.9 per candy bar

This suggests that the cost of each candy bar is $1.9 according to this linear model.

Please note that this assumes the relationship between the number of candy bars and the total cost is perfectly linear, which might not be the case in reality.

Answer: Look at it this way, you are adding 4.2, .5 times. So if you find what 1.5 is of 4.2 you then add that to 4.2. The 1 stands for how many times the number is being multiplied by. So in this case the number is only being multiplied once. Then we move onto the decimal point which says that the number is being multiplied by .5 times. This means that 2.1 (which is half of 4.2) is being added onto 4.2. Hope this makes sense. I always use a calculator for multiplying so its hard to put the process into words haha.

Step-by-step explanation:

The equation of the line passing through the points (-10, 2) and (-1, 7) in slope-intercept form is y = (5/9)x + (67/9).

To find the equation of a line in slope-intercept form (y = mx + b), we need to determine the values of the slope (m) and the y-intercept (b) using the given points.
First, we calculate the slope (m) using the formula (y2 - y1) / (x2 - x1), where (x1, y1) and (x2, y2) are the coordinates of the two points. Substituting the values, we have (7 - 2) / (-1 - (-10)), which simplifies to 5 / 9.
Next, we substitute the slope (m) and one of the given points (let's use (-1, 7)) into the slope-intercept form equation, y = mx + b, to solve for the y-intercept (b). Plugging in the values, we get 7 = (5/9)(-1) + b. Simplifying further, we have 7 = -5/9 + b. To isolate b, we add 5/9 to both sides, resulting in b = 67/9.
Finally, we can write the equation of the line using the slope-intercept form, y = (5/9)x + (67/9). This represents the line passing through the points (-10, 2) and (-1, 7) in slope-intercept form.

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A Mathematical model for the determination of total area under glucose tolerance and other metabolic curves is called: Tai Mathematical model.

The Team Assisted Individualization method is a learning method developed by Slavin, Leavy, Kraweit and Madden in 1982 to 1985 in the book Cooperatine Learning: Theory, Research and Practice.

The Team Assisted Individualization method is structured to solve problems in teaching programs, for example in terms of individual student learning difficulties. This model pays attention to differences in the initial knowledge of each student to achieve learning achievement.

Students individually study learning material that has been prepared by the teacher. Individual learning outcomes are brought to groups to be discussed and mutually discussed by group members and all group members are responsible for the overall answer as a shared responsibility.

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The person's total salary over the first 6 years is $231,750.

To determine the person's total salary over the first 6 years, we need to calculate the sum of the salary for each year.

Given information:

- Initial salary: $34,000

- Annual raise: $1,850

- Number of years: 6

To calculate the total salary, we can use the arithmetic progression formula:

[ S = frac{n}{2} left(2a + (n - 1)dright) ]

Where:

- ( S ) is the sum of the salaries

- ( n ) is the number of terms (years)

- ( a ) is the first term (initial salary)

- ( d ) is the common difference (annual raise)

Substituting the given values, we have:

[ S = frac{6}{2} left(2(34000) + (6 - 1)(1850)right) ]

Simplifying the expression:

[ S = 3 left( 68000 + 5 times 1850 right) ]

[ S = 3 left( 68000 + 9250 right) ]

[ S = 3 times 77250 ]

[ S = 231750 ]

Therefore, the person's total salary over the first 6 years is $231,750.

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The value of the quotient expression \(\sqrt[3]{60} \div \sqrt[3]{20}\) is \(\sqrt[3]{3}\)

The quotient of numbers or expressions is the division of a number or expression by another

The quotient expression is given as:

\(\sqrt[3]{60} \div \sqrt[3]{20}\)

Write as a single expression by applying the law of indices

\(\sqrt[3]{60 \div 20}\)

Divide 60 by 20

\(\sqrt[3]{3}\)

Hence, the value of the quotient expression \(\sqrt[3]{60} \div \sqrt[3]{20}\) is \(\sqrt[3]{3}\)

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Answer:

A

Step-by-step explanation:

Endgenuity 2022

Counting numbers from 101 to 200, those with 6 as a digit are 19

Let's start by listing all the number between 101 and 200

101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200

Now, let's count the numbers with 6 as a digit

= 19 numbers has 6 as a digit

Thus, counting numbers from 101 to 200, those with 6 as a digit are 19

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By considering the given information that angles 21 and 23 are supplementary and analyzing the properties of supplementary angles and parallel lines, we have proven that segment HI is parallel to segment JK.

To prove that segment HI is parallel to segment JK based on the given information that angles 21 and 23 are supplementary, we can utilize the properties of supplementary angles and parallel lines.

First, let's examine the given figure and information.

We have a capital letter A with serifs, where segment HI represents one of the serifs, and segment JK represents a horizontal line within the letter A.

To begin the proof, we'll make use of the fact that angles 21 and 23 are supplementary.

Supplementary angles are defined as two angles whose measures sum up to 180 degrees.

We can observe that angle 21 is an interior angle of triangle AHI, and angle 23 is an interior angle of triangle AJK.

Since angles 21 and 23 are supplementary, their sum is equal to 180 degrees.

Now, let's assume that segments HI and JK are not parallel.

In this case, if we extend lines HA and JA, they will eventually intersect at point P.

Since the angles formed at the point of intersection are supplementary (angle 21 + angle 23 = 180 degrees), it would imply that angle 21 and angle PJK, as well as angle 23 and angle PHI, are also supplementary.

However, this leads to a contradiction. In the original figure, we can observe that angle 21 and angle PJK do not form a supplementary pair since angle PJK is a right angle (90 degrees) in the letter A.

Therefore, our assumption that segments HI and JK are not parallel must be incorrect.

Consequently, we can conclude that segment HI is indeed parallel to segment JK.

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The word problem including the given equation is mentioned below.

Given, a system of equations

x + y = 0

2x - y = 6

We have to make a word problem using the given system of equations.

Ram and Rahul are two friends and both attempt a test of 10 marks. Now, Ram prepared for the test whereas Rahul didn't prepared for the test and marked the wrong answers in the test. If negative marking is allowed in the test and it is given that, sum of the marks of both the students is zero. Also, twice the marks of Ram is 6 less than the marks of Rahul.

Find the marks of both the students.

Hence, the word problem including the given equation is mentioned above.

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Answer:

C. As the fat increases, the calories increase too

Answer:

c

Step-by-step explanation:

Answer:

I'M TURKISH I DONT KNOW.

Answer:

y = - 5

Step-by-step explanation:

–5(y − 3) − 10 = -6y

-5y + 15 - 10 = -6y

-5y + 5 = -6y

5 = - 6y + 5y

5 = -y

-5 = y

Answer:

y = -5

Step-by-step explanation:

–5(y − 3) − 10 = –6y

First, open up the brackets.

-5y + 15 - 10 = -6y

-5y + 5 = -6y

Move y to the same side. ( when you move the numbers to the opposite side , be aware of changing the negatives and positives )

-5y + 6y = -5

y = -5

Answer:

the first one

Step-by-step explanation: