The floor of a cargo truck is 22 1/2 square feet. What is the volume of the storage space in cubic feet if the truck is 7 1/5 feet high? Show, label, and explain your work.

Answer:

Step-by-step explanation:

When 2 negative numbers add together it will always be a negative number. Example: -4 + (-5) = -9

Answer:

y = 120, z = 32

Step-by-step explanation:

see pic

Answer:

no

Step-by-step explanation:

(- 3)² = - 3 × - 3 = 9 ≠ -9

Answer:

no , see below

Step-by-step explanation:

when you raise a number to a power, you multiply the number by itself the amount of times the power is. so if (-3) has a power of 2 , we multiply -3 by itself twice.

so we get -3 × -3

a negative times a negative is a positive

so -3 × -3 = 9 , not -9

From the table, we have:

• The first column (Value),: indicates the # of correct answers,

• The second column (Frequency),: indicates the # of students that answer the # of correct answers to the left in the table,

• The third column (Relative Frequency),: indicates the proportion of the # of students to the total,

• The fourth column (Cumulative Frequency),: gives the sum of the previous frequencies up to that row.

Using these data, we answer the questions:

a) Looking at the column Frequency for Value = 3, we find that 2 students answered exactly 3 answers correct.

b) Looking at the column Cumulative Frequency for Value = 2 (the previous value to 3), we find that 18 students answered less than 3 questions correctly.

c) Looking at the column Relative Frequency for Value = 4, we find that 0.3 = 0.3 * 100% = 30% of the students answered exactly 4 questions correctly.

a) 2

b) 18

c) 30%

The correct answer is as follows: a) The data set that has the greatest sample standard deviation is Data set (ii).

b) Data set (ii) has the largest mean and mode, but the smallest median and the largest standard deviation.

(a) The data set that has the greatest sample standard deviation is Data set (ii).

The sample standard deviation is a measure of the amount of variation or dispersion of a set of data values.

In this case, Data set (ii) has more entries that are farther away from the mean, which results in a larger standard deviation.

(b) The data sets are the same in terms of containing the same numbers (11, 12, 13, 14, 15, 16, and 17).

However, they differ in terms of the order in which these numbers are arranged.

In addition, they differ in terms of the mean, median, mode, and standard deviation.

For example, Data set (ii) has the largest mean and mode, but the smallest median and the largest standard deviation.

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The slope field shown in the question is that of a differential equation of the form y'= f(x,y).

The solutions of this equation are the curves in the slope field that emanate from each point and that have the same slope as the line at that point. Thus, for each point (x,y) in the slope field, it is possible to calculate the particular solution that passes through that point.

The first statement is false because it involves the second derivative of the particular solution, which cannot be determined from the slope field. The second statement is false because a concave up graph requires that the derivative of the solution be increasing at x=0, but the slope field does not indicate the sign of the derivative of the particular solution. The third statement is false because a concave up graph requires that the derivative of the solution be decreasing at x=-1, which cannot be determined from the slope field. The fourth statement is false because a concave down graph requires that the derivative of the solution be increasing at x=0, which cannot be determined from the slope field.

In summary, none of the statements can be determined to be true or false from the slope field shown.

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The original ticket price for a play is $50 per person. On Monday afternoons, the theater reduces the ticket price to $35 per person. This means there is a discount of:

\(\text{Discount = Original price - Reduced price}\)

\(\text{Discount} = \$50 - \$35\)

\(\text{Discount} = \$15\)

Therefore, the discount for a regular ticket to a Monday afternoon performance is $15 per person.

Now, students receive an additional $5 discount on all tickets. This means the total discount for a student ticket to a Monday afternoon performance is:

\(\text{Total Discount = Regular Discount + Student Discount}\)

\(\text{Total Discount} = \$15 + \$5\)

\(\text{Total Discount} = \$20\)

To calculate the percentage discount for a student ticket, we need to divide the total discount by the original ticket price and then multiply by 100:

\(\text{Percentage Discount} = \dfrac{\text{Total Discount}}{\text{Original Price}} ) \times 100\%\)

\(\text{Percentage Discount} = (\dfrac{\$20}{\$50} ) \times 100\%\)

\(\text{Percentage Discount} = 40\%\)

Therefore, the percentage discount for a student ticket to a Monday afternoon performance is 40%.

The function that represents the total charge for renting a truck for a certain number of hours is c(h) = $90 + $20(h) and the value of the function for an input of 5, is $190 and this represents the total charge for a rental of 5 hours.

Given,

A truck rental company charges $90 plus $20 per hour.

Here we need to  identify a function that represents the total charge for renting a truck for a certain number of hours. And we also need to find the value of the function for an input of 5.

The problem statement tells you the total charge is the sum of $90 and a charge of $20 per hour. That is, for h hours, the total charge is ...

c = 90 + 20h

In functional form, this is

c(h) = 90 +20(h) . . . . . . total charger for a rental of h hours

The function value with an input of 5 is ...

c(5) = 90 +20(5)

c(5) = 90 + 100

c(5) = 290

Since the input is the number of hours of rental, and the function value is the total charge, this represents the total charge for a rental of 5 hours.

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Answer:

f(h)=90+20h

$190

Step-by-step explanation:

Answer:

\(\dfrac{-2}{3} \div 2\dfrac{1}{4} = \dfrac{-8}{27}\)

Step-by-step explanation:

Given

\(\dfrac{-2}{3} \div 2\dfrac{1}{4} =\)

Required

Solve

Start by converting the mixed number to improper fraction

\(\dfrac{-2}{3} \div \dfrac{9}{4} =\)

Convert the division to muliplication

\(\dfrac{-2}{3} * \dfrac{4}{9} =\)

\(\dfrac{-2*4}{3*9}=\)

\(\dfrac{-8}{27}\)

Hence:

\(\dfrac{-2}{3} \div 2\dfrac{1}{4} = \dfrac{-8}{27}\)

1945 men and 2849 women register to audition for a singing competition. The number of participants who are not successful in their auditions what’s five times the number of those who are successful. There are 799  participants were successful.

The successful  participants  can be calculate by solving a linear equation as follows

First, it's crucial to understand linear equations.

Equation connects the two algebraic expressions with an equal to sign to demonstrate the equality between the two algebraic expressions.

Linear equations are those with one degree.

In this case, a linear equation must be resolved.

1945 for the men's total

Women are present in 2849.

Participants in total: 1945 + 2849 = 4794

Let x be the proportion of participants that were successful.

Men who failed were 5 times as numerous.

Participants in total: 5x + x = 6x

Due to the issue,

The linear formula is

6x = 4794

x = 4794/6

x = 799

799 of the participants had success.

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Answer: One abutment

Step-by-step explanation: When a fixed bridge is created, there must be at least one abutment of the bridge.

9514 1404 393

Answer:

  222 cm²

Step-by-step explanation:

The surface area can be found using the formula ...

  A = 2(LW +H(L+W))

To minimize fraction nonsense, we'll let H be the fraction.

  A = 2(12·8 +(3/4)(12 +8)) = 2(96 +15) = 222

The surface area of the prism is 222 square centimeters.

1) Considering that x is for pounds of apples and y is a total cost of an apple let's find the cost per pound of the apples, given that the y=2.57x +4.5

Let's turn that function into an equation

0=2.57x +4.5 Subtract 2.57x from both sides

-2.57x=4.5 Divide both sides by -2.57

x=-1.75

2) So if no one pie crust is sold, there is going to be a loss of $-1.75, according to that equation.

Therefore, we can infer that the cost per pound of the apples is $1.75

y =− 11/2≈−0.181818182 is that what your looking for

0>1,If a function f is constructed recursively, at least one of its values, f(x), must be defined in terms of f(y), where x>y.

Explanation:

0>1.

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Sampling techniques are particularly important in quantitative research studies. In these studies, researchers aim to collect data from a subset of individuals or entities (the sample) to make inferences about a larger population.

Sampling techniques help researchers select participants from the population in an unbiased and systematic manner. By using appropriate sampling methods such as random sampling, stratified sampling, or cluster sampling, researchers can minimize sampling errors and increase the likelihood that the sample represents the characteristics of the population accurately.

By employing sound sampling techniques, researchers can enhance the external validity of their findings, allowing them to make meaningful and reliable generalizations about the larger population.

This is particularly crucial in fields such as public health, social sciences, market research, and opinion polling, where the goal is to draw valid conclusions about the broader target audience based on a representative sample.

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To find the percentage of the residences in the country that are rentals is calculated with this formula:

Now substituting the given information, into the above percentage expression, we will have:

The percentage of residences in the country that are rentals is 21 %.

The null hypothesis is formulated as a statement of equality to represent the assumption of no effect, no difference, or no relationship between variables in hypothesis testing.

The null hypothesis is typically formulated as a statement of equality because it represents the assumption or claim of no effect, no difference, or no relationship between variables in the context of statistical hypothesis testing.

When conducting hypothesis tests, we start with the assumption that there is no significant difference or relationship between variables, and any observed differences or relationships are merely due to random chance or sampling variability. The null hypothesis serves as a benchmark or reference point against which we compare the observed data.

Formulating the null hypothesis as a statement of equality allows for a clear and specific claim to be tested statistically. It sets the baseline or default position that is assumed to be true unless there is sufficient evidence to reject it in favor of an alternative hypothesis.

For example, in a study comparing the mean scores of two groups, the null hypothesis might state that the population means are equal (μ1 = μ2). This implies that any observed difference in sample means is due to chance, rather than a true difference in the population means.

By specifying the null hypothesis as a statement of equality, statistical tests provide a framework to assess the likelihood of observing the obtained data under the assumption of no effect or no difference, allowing us to make inference and draw conclusions about the population parameters based on the evidence from the sample.

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We have to find the area of the region between y=x^(1/2) and y=x^(1/3) for 0≤x≤1.

To find the area of the region between y=x^(1/2) and y=x^(1/3) for 0≤x≤1, we have to integrate x^(1/2) and x^(1/3) with respect to x. That is, Area = ∫0¹ [x^(1/2) - x^(1/3)] dx= [2/3 x^(3/2) - 3/4 x^(4/3)] from 0 to 1= [2/3 (1)^(3/2) - 3/4 (1)^(4/3)] - [2/3 (0)^(3/2) - 3/4 (0)^(4/3)]= 0.2857 square units

Therefore, the area of the region between y=x^(1/2) and y=x^(1/3) for 0≤x≤1 is 0.2857 square units. Note: The question  but the answer has been provided in the format requested.

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The value where the histogram balances when supported at that point is called the mode of the distribution.

The mode of distribution is the value that appears most frequently in the data set. It is often used as a measure of central tendency, along with the mean and median. The mode is especially useful when dealing with categorical or discrete data, where the possible values are limited and well-defined.

For example, the mode of a list of test scores might be the score that occurs most frequently, indicating the most common level of performance. In a histogram, the mode is the value where the distribution is highest, or where the histogram balances when supported at that point.

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Answer:

a) 17/7 b) 109/8

Step-by-step explanation:

a) 7×2=14

14+3=17

b) 8×13= 104

104+5=109

a) 17/7

b) 109/8

Answer:

a)17/7

b)109/8

Step-by-step explanation:

This means that in mixed fraction there is full number,numenetor and denomenetor.

Then to change it to improper fraction you only need to multiply the full number and the denomenetor and then add the numenetor in the sum.

a) 2 3/7 =2*7

=14 plus 3

=17/7

b)13 5/8 =13*8

=104 plus 5

=109/8

Good luck!

Answer:

79507

Step-by-step explanation:

because 64000(1+15/200)^3= 79507

F - 1.47

The largest box represents 100 small cubes or 1. The four pillars represent 10 and there is four of them so it is 40. Then, the individual cubes are 7. So, 1.47.

Answer:

The missing fraction is 6/12

(you can further simplify this but the question requires that you don't do that)

Step-by-step explanation:

To add fractions easily, their denominators should have the same value, so the denominator should be 12,

Then, to get 16 in the numerator, we need to find a number that on adding to 10, gives 16, or,

10 + x = 16

x = 16 - 10

x = 6

So, the numerator should be 6

so we get the fraction, 6/12

We can also solve it in an alternate way,

\(10/12 + x = 16/12\\x = 16/12 - 10/12\\x = (16-10)/12\\x = 6/12\)

The most precise term for quadrilateral ABCD with vertices A(4, 4), B(5, 8), C(8, 8) is a kite.

Option C is the correct answer.

A kite is a quadrilateral where the adjacent sides are equal which means there are two pairs of equal sides.

We have,

Quadrilateral ABCD:

A = (4, 4)

B = (5, 8)

C = (8, 8)

D = (8, 5)

Now,

A__________B

|                      |

|                      |
|                      |

D_________ C

We see the distance between the two points.

AB = √(8 - 4)² + (5 - 4)² = √(4² + 1) = √17

AD = √(5 - 4)² + (8 - 4)² = √(1² + 4²) = √17

AB = AD

BC = √(8 - 8)² + (8 - 5)² = √9 = 3

CD = √(5 - 8)² + (8 - 8)² = √9 = 3

BC = CD

AB and AC are adjacent sides.

CD and DB are adjacent sides.

So,

The quadrilateral ABCD is a kite.

Thus,

The quadrilateral ABCD is a kite.

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Check the picture below.