Select all that apply.

A spinner is divided into 4 equal sections. Which of the following are true?

The experimental probability is for each section.
If the spinner is spun 64 times, you would predict it to land on each section 16 times.
The spinner will land on each section of the spinner an equal number of times.
The theoretical probability is 25% for each section.
Multiple choice!!!

Answer:

8 ants have 48 legs.

Step-by-step explanation:

An ant has 6 legs so all we would have to do is 6*8 = 48.

Answer:

Mass index for a 9-year-old child (at 82nd percentile ) = 22.51

Step-by-step explanation:

Given:

Mass index for a 9-year-old child  = 18.4

Standard deviation = 4.5

Find:

Mass index for a 9-year-old child (at 82nd percentile )

Computation:

At 82nd percentile,

p-value = 0.82

p-value from Z table score = 0.9153

Mass index for a 9-year-old child (at 82nd percentile ) = Mass index for a 9-year-old child + p-value from Z table score(Standard deviation)

Mass index for a 9-year-old child (at 82nd percentile ) = 18.4 + 0.9153(4.5)

Mass index for a 9-year-old child (at 82nd percentile ) = 18.4 + 4.11

Mass index for a 9-year-old child (at 82nd percentile ) = 22.51

Answer:

  (2)  (-2, 4), (3, 9)

  (3)  (-2, 4), (1, 1)

Step-by-step explanation:

My favorite way to answer questions like this is to use a graphing calculator to find the points of intersection. The attached shows the points of interest.

If you want to solve this by hand, equate the expressions for y, then solve the resulting quadratic using any of the methods you know. Once you find the x-values, put those in either equation to find the y-value.

__

(2) x^2 = y = x+6

  x^2 -x -6 = 0 . . . . put in standard form

  (x -3)(x +2) = 0 . . . . factor

  x = 3 or -2 . . . . . find the x-values that make the factors zero

  y = x^2 = 9 or 4

The points are (3, 9) and (-2, 4).

__

(3) x^2 = -x +2

  x^2 +x -2 = 0 . . . . standard form

  (x +2)(x -1) = 0 . . . factored

  x = -2 or 1 . . . . . . .zeros

  y = x^2 = 4 or 1

The points are (-2, 4) and (1, 1).

_____

Comment on factoring

When you consider the factored form and its expanded equivalent, ...

  (x +a)(x +b) = x^2 +(a+b)x +ab

you see that the coefficient of the linear term (a+b) is the sum of factors of the constant term (ab). Your knowledge of multiplication tables will often help you factor equations easily. You need to pay attention to signs.

In problem 2, we want factors of -6 that have a sum of -1:

  -6 = (-1)(6) = (-2)(3) = (-3)(2) = (-6)(1)

These factor pairs have sums of 5, 1, -1, -5. The pair whose sum is -1 is the one we're looking for: -3 and 2. So, the factors in problem 2 are (x-3)(x+2).

__

In problem 3, we want factors of -2 that have a sum of +1:

  -2 = (-1)(2) = (-2)(1)

These factor pairs have sums of 1, -1. So, the second pair is the one of interest: -2 and 1. That makes the factors be (x-2)(x+1).

Answer:

50.24 mm^2

Step-by-step explanation:

The area of a circle is given by

A = pi r^2  where r is the radius

A = 3.14 ( 4)^2

   = 50.24 mm^2

Answer:

c. 50.24 square millimeters

Step-by-step explanation:

Radius of circle = 4 milimeters.

Area of a circle = πr²

Area = 3.14 × 4² (π = 3.14)

= 50.24 square millimeters

Answer:

13

Step-by-step explanation:

39 pages of notes, and Tracy has 3 pages of notes during each hour. So what we can do is simple division, 39/3 which will give you 13. In conclusion, Tracy takes 39 notes in 13 hours.

Answer:

y=2x-6

Step-by-step explanation:

y+4=-2(x-1)

Since the slope intercept form is in the form of:

y=mx+c

Making above equation in this form.

y+4=-2(x-1)

opening bracket

y+4=2x-2

subtracting both side by 4.

y+4-4=2x-2-4

y=2x-6

This equation is the slope intercept form.

The value of c in the polynomial is - 7.

The polynomial is given as follows:

p(x) = 2x³ - x² +  cx + 2 . The value of c if x - 2 is a factor of p(x) can be computed as follows:

Therefore,

p(x) = 2x³ - x² +  cx + 2

when x - 2 is a factor, p(x) = 0

Therefore,

0 = 2x³ - x² +  cx + 2

Hence,

2(2)³ - (2)² +  2c + 2 = 0

16 - 4 + 2c + 2 = 0

12 + 2 + 2c  = 0

2c = - 14

divide both sides by 2

c = - 14 / 2

c = - 7

Therefore,

c = -7

learn more on polynomials here: https://brainly.com/question/30127172

#SPJ1

Answer:

569870

Hope this helps you. Do mark me as brainly

Answer:

the answer is very big..... it is 575,876,495

The answers are:

5x + 3y = 41

2x + 3y = 20

           -2x - 3y = -20

Therefore, the answers are:

Hoped this helped

\(-BrainiacUser1357-\)

Answer:

Step-by-step explanation:

It looks like you need to solve this system of equations.

That means we need to find a value for x and a value for y that makes both equations true.

Since both equations have a 3y in them, this system is ready to use a method called "elimination method"

Since the x terms are lined up, and the y terms are lined up, the equal signs are lined up, and the constants are lined up...you can subtract the bottom equation from the top equation.

5x + 3y = 41

2x + 3y = 20

Subtract and you will get

3x + 0y =21

We don't need to write that 0y, because it is 0.

3x = 21, now divide by 3

x = 7, almost finished!

Use x = 7 in either of the original equations to find y.

5x + 3y = 41 and x = 7

5•7+ 3y = 41

35 + 3y = 41

-35 -35

3y =6

y = 2

So the solution is x=7 and y=2

That can also be written as an ordered pair (7, 2)

Answer:

16 sqft.

Step-by-step explanation:

A=L(W)

A=4(4)

A=16

Hope that helps

Reformatting the input :

Changes made to your input should not affect the solution:

(1): "/-32" was replaced by "/(-32)".

Rearrange:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

f/(-32)-(-31)=0

Step by step solution :

STEP

1

:

f

Simplify ———

-32

Equation at the end of step

1

:

f

——— - -31 = 0

-32

STEP

2

:

Rewriting the whole as an Equivalent Fraction

2.1 Subtracting a whole from a fraction

Rewrite the whole as a fraction using -32 as the denominator :

-31 -31 • -32

-31 = ——— = —————————

1 -32

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

2.2 Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

f • -1 - (-31 • 32) 992 - f

——————————————————— = ———————

32 32

Equation at the end of step

2

:

992 - f

——————— = 0

32

STEP

3

:

When a fraction equals zero

3.1 When a fraction equals zero

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

992-f

————— • 32 = 0 • 32

32

Now, on the left hand side, the 32 cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

992-f = 0

Solving a Single Variable Equation:

3.2 Solve : -f+992 = 0

Subtract 992 from both sides of the equation :

-f = -992

Multiply both sides of the equation by (-1) :

f = 992

the answer is f = 992

E.

\(2 + \sqrt{ \frac{14}{2} }i \)

I think this will be the answer :)

Answer:

  2 mph

Step-by-step explanation:

The relationship between time, speed, and distance is ...

  time = distance/speed

If s is the speed going up the mountain, then s+1 is the speed coming down. The total trip time for 6 miles up and 6 miles down is ...

  6/s +6/(s+1) = 5

  6(s+1) +6s = 5(s)(s+1)

  5s^2 -7x -6 = 0 . . . . subtract the left side, simplify to standard form

  (s -2)(5s +3) = 0 . . . . factor

  s = 2 or -3/5 . . . . values that make the factors 0

Their speed was 2 miles per hour going up the mountain.

__

Check

It took 6/2 = 3 hours to go up the mountain, and 6/(2+1) = 2 hours to come down, for a total of 5 hours.

The ability of the twins to divide the oddly shaped plot into two Identical plots along the grid lines depends on the presence of a line of symmetry.

To determine whether the set of twins can divide the oddly shaped plot of land into two identical plots along the grid lines, we need to consider the characteristics of the plot and the conditions required for the division.

For the division to be possible, the plot needs to have a line of symmetry that can be used to create two identical halves. A line of symmetry divides an object into two equal and mirrored parts.

If the plot of land has a line of symmetry, the twins can divide it by drawing a line along the symmetry axis. This line should cut the plot into two equal halves, ensuring that both plots are identical.

However, if the plot does not have a line of symmetry, it may not be possible to divide it into two identical plots along the grid lines. In this case, the twins would need to consider alternative methods of division or compromise on the goal of having two identical plots.

To determine if the plot has a line of symmetry, the twins can examine its shape and characteristics. They can look for any symmetrical patterns, such as equal sides or mirrored shapes, that indicate the presence of a line of symmetry.

If the plot does not have an obvious line of symmetry, the twins might need to explore other options, such as dividing the plot into two equal areas based on other criteria, such as the length or width of each half.

the ability of the twins to divide the oddly shaped plot into two identical plots along the grid lines depends on the presence of a line of symmetry. If such a line exists, they can divide the plot by drawing a line along the symmetry axis. However, if the plot lacks symmetry, they may need to consider alternative methods of division or adjust their expectations.

To know more about Identical .

https://brainly.com/question/31354059

#SPJ8

Note the full question may be :

To determine whether the twins can divide the oddly shaped plot of land into two identical plots along the grid lines, we need more specific information about the shape and dimensions of the plot. the shape of the plot (rectangular, triangular, irregular), the lengths of its sides, any existing grid lines or divisions within the plot.

Answer:

I believe that it is the 3 option Im not 100% sure but im most certain

Step-by-step explanation:

Answer:

  a) t(n) = 8n -23

  b) t(n) = 7n +24

  c) t(n) = -30n +9

  d) t(n) = 1.8n +7

Step-by-step explanation:

The general equation for the n-th term of an arithmetic sequence is ...

  an = a1 +d(n -1)

Expanding this, we find ....

  an = a1 +d·n -d = d·n +(a1 -d)

Comparing that to the form ...

  an = m·n +b

we see that ...

  m = d

  b = (a1 -d)

If you're given a term other than a1, say ak, then you have ...

  ak = d·k +(a1 -d)

  (a1 -d) = ak -d·k

For a given term and common difference, we can write the desired equation as ...

  t(n) = d·n +(ak -d·k) . . . . . . given t(k) = ak and d

__

Once again, it is convenient to use a spreadsheet to do the calculations for a number of different instances of this problem.

a) t(n) = 8n -23

b) t(n) = 7n +24

c) t(n) = -30n +9

d) t(n) = 1.8n +7

Answer:

x=4y-284

Step-by-step explanation:

Hope this helped!!!

The bank reconciliation reveals various errors and discrepancies between ABC Company's records and the bank statement, including missing deposits, incorrect check charges, outstanding checks, unrecorded interest proceeds, fees, NSF charges, and recording errors.

Upon analyzing the bank reconciliation for ABC Company, several discrepancies between the company's records and the bank statement are identified:

A deposit of Br. 410.90 made after banking hours does not appear on the bank statement. This indicates that the deposit was not processed by the bank before the statement was generated.

A check drawn for Br. 79 was charged by the bank as Br. 973. This suggests an error by the bank in processing the check, resulting in an incorrect charge to ABC Company.

Outstanding checks are checks issued in July but have not yet been paid by the bank. The checks include check numbers 801, 888, 890, and 891, with respective amounts of Br. 100.00, Br. 10.25, Br. 294.50, and Br. 205.00.

A check written for Br. 210 was charged by the bank as Br. 120, indicating an error in the bank's recording.

The proceeds from the collection of an interest-bearing note receivable from David, with a face amount of Br. 500, are not reflected in the bank statement.

A Br. 24.75 interest earned on the average account balance during July is included in the bank statement.

A check for Br. 10, which was recorded in the check register as Br. 100, was returned with the statement. This discrepancy could be due to an error in recording the check amount.

A Br. 5.00 fee was charged by the bank for handling the collection of a note receivable.

A Br. 50.25 check from customer John, deposited by ABC Company, was charged by the bank as Non-Sufficient Funds (NSF), indicating that the customer's check bounced.

A Br. 12.70 service charge was imposed by the bank for the month of July.

Check number 875 was issued on July 20 for Br. 85 but was erroneously recorded in the cash payment journal as Br. 58 for the payment of telephone expenses.

For more such question on reconciliation. visit :

https://brainly.com/question/30720821

#SPJ8

Answer:

The augmented matrix for the system of equations is \(\left[\begin{array}{cccc}0&2&-3&1\\7&0&5&8\\4&1&-3&6\end{array}\right]\).

Step-by-step explanation:

This system consists in three equations with three variables (\(x\), \(y\), \(z\)).The augmented matrix of a system of equations is formed by the coefficients and constants of the system of linear equations. In this case, we conclude that the system of equations has the following matrix:

\(\left[\begin{array}{cccc}0&2&-3&1\\7&0&5&8\\4&1&-3&6\end{array}\right]\)

The augmented matrix for the system of equations is \(\left[\begin{array}{cccc}0&2&-3&1\\7&0&5&8\\4&1&-3&6\end{array}\right]\).

Answer:

Step-by-step explanation:

\(\mathrm{Slope}=\frac{y_2-y_1}{x_2-x_1}\\\\\left(x_1,\:y_1\right)=\left(-2,\:-3\right),\:\\\left(x_2,\:y_2\right)=\left(8,\:-3\right)\\\\m=\frac{-3-\left(-3\right)}{8-\left(-2\right)}\\\\m=0\)

Answer:

e

Step-by-step explanation:

e

Answer:

4 1/2

Step-by-step explanation:

Lee and his friends ate 9/2 pizzas.

When 9÷2 we get 4 hole 1/2

4 1/2

Answer:

In mathematics, the extrema of a function refer to the maximum and minimum values that the function can take on. These values can be local extrema, which occur within a certain range of the function, or global extrema, which are the maximum and minimum values over the entire domain of the function.

To find the extrema of a function, one can use a variety of techniques, such as taking the derivative of the function and setting it equal to zero to find the points of stationary values, or using the second derivative test to determine whether a stationary point is a local maximum or minimum.

Interpreting the extrema of a function can provide valuable information about the behavior of the function. For example, the global maximum of a function might represent the highest possible value that the function can attain, while the global minimum might represent the lowest possible value. Local extrema can also be important, as they can indicate changes in the slope or concavity of the function, which can have important implications for applications such as optimization or modeling real-world phenomena.

Answer:

no thank you

Step-by-step explanation:

lol good day

Answer: The two lines intersect at (-4,3)

Step-by-step explanation:

So our first step would be to turn both of these into standard slope-intercept form.

1.)

4y + 3x = 0

4y = -3x

y = -3/4x

2.)

4y - x = 16

4y = x + 16

y = 1/4x + 4

Now that we have our 2 equations, y = -3/4x and y = 1/4x + 4 we can graph them to get an intersection at (-4,3)