The school's computer lab goes through 5 reams of printer paper every 2 weeks Find out how long 6 cases of premier paper is likely to last. a case of paper holds 8 reams of paper. round to the nearest whole number as needed

Answer:

2.66 miles hope it helps

The vertex of the given equation is (0,12) and (1, -10). The value of y-intercept will be -12.

Given equation :

y=(x−2)2−8

y = 2x - 4 - 8

= 2x - 12

The final equation is y = 2x - 12.

Compare this equation with slope and y-intercept formula :

y = mx+c

So that c = -12

The value of y-intercept according to the solution is -12.

To find the vertex. Let's assume x=0; Substitute in the equation

y = 2(0) -12

y = -12

The first vertex will be (0, -12)

If x = 1; y = 2(1) -12

y = -10

Then the second vertex will be (1, -10).

Hence, the vertex of the given equation is (0,12) and (1, -10). The value of y-intercept will be -12.

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Answer:

5

Step-by-step explanation:

14-9=5

Step-by-step explanation:

=5z-8-4z-3z+6

=5z-4z-3z-8+6

= -2z-2

hope it help u

The line slants downward from left to right, indicating that as x increases, y decreases.

The given linear equation is -x = 2y + 1. To represent this equation graphically, we need to rearrange it into the slope-intercept form, which is y = mx + b, where m represents the slope and b represents the y-intercept.Rearranging the given equation, we get:2y = -x - 1

Dividing both sides by 2:y = (-1/2)x - 1/2

The slope of the line is -1/2, which means that for every unit increase in x, y decreases by 1/2 unit. The y-intercept is -1/2, indicating that the line intersects the y-axis at (0, -1/2).

Based on this information, the best graph that represents the linear equation y = (-1/2)x - 1/2 is a straight line with a negative slope of -1/2, starting at the point (0, -1/2) and extending infinitely in both directions.

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Answer:

Test statistic t = -1.8246

P-value = 0.0737

The null hypothesis failed to be rejected.

There is not enough evidence to support the claim that the mean GPA of night students is different from the mean GPA of day students.

Step-by-step explanation:

This is a hypothesis test for the difference between populations means.

The claim is that the mean GPA of night students is different from the mean GPA of day students.

Then, the null and alternative hypothesis are:

\(H_0: \mu_1-\mu_2=0\\\\H_a:\mu_1-\mu_2\neq 0\)

The significance level is 0.05.

The sample 1, of size n1=30 has a mean of 2.35 and a standard deviation of 0.46.

The sample 2, of size n2=25 has a mean of 2.58 and a standard deviation of 0.47.

The difference between sample means is Md=-0.23.

\(M_d=M_1-M_2=2.35-2.58=-0.23\)

The estimated standard error of the difference between means is computed using the formula:

\(s_{M_d}=\sqrt{\dfrac{\sigma_1^2}{n_1}+\dfrac{\sigma_2^2}{n_2}}=\sqrt{\dfrac{0.46^2}{30}+\dfrac{0.47^2}{25}}\\\\\\s_{M_d}=\sqrt{0.007+0.009}=\sqrt{0.016}=0.1261\)

Then, we can calculate the t-statistic as:

\(t=\dfrac{M_d-(\mu_1-\mu_2)}{s_{M_d}}=\dfrac{-0.23-0}{0.1261}=\dfrac{-0.23}{0.1261}=-1.8246\)

The degrees of freedom for this test are:

\(df=n_1+n_2-2=30+25-2=53\)

This test is a two-tailed test, with 53 degrees of freedom and t=-1.8246, so the P-value for this test is calculated as (using a t-table):

\(\text{P-value}=2\cdot P(t<-1.8246)=0.0737\)

As the P-value (0.0737) is greater than the significance level (0.05), the effect is not significant.

The null hypothesis failed to be rejected.

There is not enough evidence to support the claim that the mean GPA of night students is different from the mean GPA of day students.

Answer:

meter - yard

kilogram - 2 pounds

liter - quart

Answer:  25% decrease

Step-by-step explanation:

80 - 60

-----------  =  20/80 = 1/4 OR 25%

   80

Hope this helped :)

Wheat used by a floor mill is an intermediate goods (option C).

Intermediate goods are goods that are used as inputs in the production of other goods, rather than being sold directly to consumers. These goods are purchased by firms and other organizations to be used in the production of final goods, which are goods that are sold to consumers.

Intermediate goods can take many forms, including raw materials, semi-finished products, and components that are used in the production of finished goods.

Examples of intermediate goods include steel that is used to make cars, cloth that is used to make clothing, and electronic components that are used to make computers.

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The given question is incomplete, below is the complete question:

Which of the following is an intermediate goods?

A. Purchase of pulses by consumers

B. Machine purchased by a firm

C. Wheat used by a floor mill

D. Wheat used by households

Answer:

y = (x - 3)² + 2

Step-by-step explanation:

Shifting of the graph of y = x² up 2 units implies that;

y - 2 = x²

Now, shifting it right by 3 units implies that;

y - 2 = (x - 3)²

y = (x - 3)² + 2

Answer:option a

Step-by-step explanation:

So, the spread of the numbers 4, 6, 7, 9, 9 is 5.

Spread can refer to different things depending on the context. Here are a few examples:

In finance, spread refers to the difference between the bid price and the ask price of a security or asset. The bid price is the highest price a buyer is willing to pay for a security, while the ask price is the lowest price a seller is willing to accept. The spread represents the cost of trading that security or asset and is typically measured in basis points (hundredths of a percentage point).

In sports betting, spread refers to the point spread or handicap that is assigned to a team in order to make the betting odds more even. For example, if a football team is favored to win by 7 points, they may be assigned a -7-point spread, meaning they would have to win by more than 7 points for a bet on them to be successful.

In epidemiology, spread refers to the transmission of a disease from one person to another. The spread of a disease can be influenced by a variety of factors, including the infectiousness of the disease, the proximity and frequency of contact between people, and the effectiveness of measures to prevent transmission (such as vaccines or masks).

In cooking, spread can refer to a variety of ingredients that are used to spread on bread or crackers, such as butter, jam, or peanut butter.

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Step-by-step explanation:

angles 1 and 3 are supplementary angles (together they have 180°), because together they make sure that line f is a straight line, and there are no segments of the line angling "off". a straight line can be always seen as prolonged diameter of a circle. each side represents a half-circle with 180°.

a line intersecting 2 parallel lines has the same intersection angles with both lines, as parallel lines perfectly copy each other's behavior and attributes except for the y-intercept.

the angles of intersecting lines are the same in both sides of any of the 2 lines, they are just left-right mirrored.

therefore,

angle 1 = 82° = angle 2

angle 3 = 180 - angle 1 = 180 - 82 = 98° = angle 4

Answer:

  ∠1 = 82°

  ∠3 = 98°

Step-by-step explanation:

You want the measures of angles 1 and 3 where a transversal crosses parallel lines and one of the angles is marked as 82°.

The "alternate interior angles theorem" tells you that the alternate interior angles created by a transversal crossing parallel lines are congruent. Hence angle 1 is congruent to the one marked 82°.

  ∠1 = 82°

The angles of a linear pair are supplementary. Angles 1 and 3 form a linear pair, so ...

  ∠3 = 180° -∠1 = 180° -82°

  ∠3 = 98°

__

Additional comment

"Interior" angles are between the parallel lines. "Exterior" angles are outside the parallel lines. "Alternate" angles are on opposite sides of the transversal. "Consecutive" or "same-side" angles are on the same side of the transversal. (Angles 2 and 4 are "consecutive".)

"Corresponding" angles are in the same direction from the point of intersection of the transversal with the parallel lines. In this figure, angle 2 and the one marked 82° are corresponding. Corresponding angles are congruent. If you remember that, and that vertical angles are congruent, and linear pairs are supplementary, you can figure out all of the other relationships.

In the end, when the lines are parallel, all of the acute angles are congruent, and all of the obtuse angles are congruent. The acute and obtuse angles are supplementary. The angle relations themselves are pretty simple; the rest is a lot of vocabulary.

Answer:

y = 4x -5

Step-by-step explanation:

The slope intercept form of a line is

y = mx+b where m is the slope and b is the y intercept

y = 4x -5

Answer:

\(\Huge \boxed{\text{13.66$\%$}}\)

Step-by-step explanation:

To find the rate, we need to use the following formula:

\(\LARGE \boxed{ \boxed{\text{Rate = $\frac{\text{Portion}}{\text{Base}}$$\times$100}}}\)

Where "Portion" is the part of the whole and "Base" is the whole.

Now, let's plug in the given values:

\(\large \text{Rate = $\frac{\text{50}}{\text{366}}$$\times$100 = 13.66 (Rounded to the nearest tenth of a percent)}\)

Therefore, the rate is 13.66% (rounded to the nearest tenth of a percent).

----------------------------------------------------------------------------------------------------------

Answer:

11

Step-by-step explanation:

Substituting the values of x, y, and z into the expression, we get:

2x² - y + 2(z-1) = 2(2)² - 3 + 2(4-1)

= 2(4) - 3 + 2(3)

= 8 - 3 + 6

= 11

Therefore, if x = 2, y = 3, and z = 4, then the value of the expression 2x² - y + 2(z-1) is 11.

Answer:

11

Step-by-step explanation:

if x = 2, y = 3, and z = 4.

2x²-y + 2(z-1)

Substituting the given values of x, y, and z, we get:

2x² - y + 2(z-1) = 2(2)² - 3 + 2(4-1)

= 2(4) - 3 + 2(3)

= 8 - 3 + 6

= 11

Therefore, the value of the expression when x = 2, y = 3, and z = 4 is 11.

BODMAS (Brackets, Order, Division, Multiplication, Addition, Subtraction) is used to determine the sequence of operations in a mathematical expression. It is used to avoid confusion and ensure that everyone obtains the same answer from a mathematical expression. The rule states that the operations inside the brackets must be done first, followed by orders, then division and multiplication (from left to right), and finally addition and subtraction (from left to right).

Answer:

The  variable are

A and  B

Step-by-step explanation:

Generally we can define a variable as a name of a placeholder representing a value  now considering the option to be selected from we see that

    The students' verbal SAT scores is a variable  because it is a phrase or a place holder that represent a value (in the is case a  numerical value)  which the score its self

    The second option  The students' percentage of words that were correctly recognized on the original list is also a variable because it is a placeholder of a name (in this case a phrase ) that represented the actual value itself

  The  third option The 75 students is not a variable because it is not representing any value but itself is the value

  The  third option The 750 students is not a variable because it is not representing any value but itself is the value

To find the number of dimes and quarters, you have 17 dimes and 34 quarters in your pocket , when there are 51 coins in your pocket.

To solve this problem, we can set up a system of equations using the given information. Let's use "d" to represent the number of dimes and "q" to represent the number of quarters.

We know that there are 51 coins in total, so we can write the equation: d + q = 51.

We also know that the total value of the coins is $10.20, which can be expressed as 10d + 25q (since dimes are worth 10 cents and quarters are worth 25 cents). So our second equation is: 10d + 25q = 1020.

To solve this system of equations, we can use substitution or elimination. Let's use substitution:

Rearrange the first equation to solve for d: d = 51 - q.

Substitute this expression for d in the second equation: 10(51 - q) + 25q = 1020.

Simplify and solve for q: 510 - 10q + 25q = 1020.

Combine like terms: 15q = 510.

Divide both sides by 15: q = 34.

Now substitute this value back into the first equation to solve for d: d + 34 = 51.

Subtract 34 from both sides: d = 17.

Therefore, you have 17 dimes and 34 quarters.

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Answer:

Black socks 35

White socks 31

Step-by-step explanation:

Answer:

3/2= 1 1/2

Step-by-step explanation:

simply 3/2 as a decimal

The approximate length of one side of the tissue box which has a volume of about 90 cubic inches is 4.5 inches.

Volume of cube is the amount of quantity, which is obtained by it in the 3 dimensional space.

The volume of the cube can be given as,

\(V=a^3\)

Here, (a) is the side of the cube.

A tissue box, shaped like a cube, has a volume of about 90 cubic inches. Put the value of volume in above formula,

\(90=a^3\\a^3=90\\a=\sqrt[3]{90}\\a=4.48\\a\approx 4.5\rm\; in\)

Thus, the approximate length of one side of the tissue box which has a volume of about 90 cubic inches is 4.5 inches.

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The approximate solution to the equation 1/x-1 = |x-2| after three iterations of successive approximation is x ≈ 5/2 or x ≈ 2.5.

To solve the equation 1/x-1 = |x-2| using three iterations of successive approximation, we will start with an initial guess and refine it using an iterative process.

Given that the equation involves absolute value, we will consider two cases:

Case 1: x - 2 ≥ 0

In this case, |x-2| simplifies to x-2, and the equation becomes 1/(x-1) = x-2.

Case 2: x - 2 < 0

In this case, |x-2| simplifies to -(x-2), and the equation becomes 1/(x-1) = -(x-2).

Now, let's perform the successive approximation:

Iteration 1:

Let's start with an initial guess, x = 2.

Case 1: When x - 2 ≥ 0,

1/(2-1) = 2-2,

1/1 = 0,

which is not true.

Case 2: When x - 2 < 0,

1/(2-1) = -(2-2),

1/1 = 0,

which is not true.

Since our initial guess did not satisfy the equation in either case, we need to choose a different initial guess.

Iteration 2:

Let's try x = 3.

Case 1: When x - 2 ≥ 0,

1/(3-1) = 3-2,

1/2 = 1,

which is not true.

Case 2: When x - 2 < 0,

1/(3-1) = -(3-2),

1/2 = -1,

which is not true.

Again, our guess did not satisfy the equation in either case.

Iteration 3:

Let's try x = 2.5.

Case 1: When x - 2 ≥ 0,

1/(2.5-1) = 2.5-2,

1/1.5 = 0.5,

which is true.

Case 2: When x - 2 < 0,

1/(2.5-1) = -(2.5-2),

1/1.5 = -0.5,

which is not true.

Our guess of x = 2.5 satisfies the equation in Case 1.

Therefore, the approximate solution to the equation 1/x-1 = |x-2| after three iterations of successive approximation is x ≈ 5/2 or x ≈ 2.5.

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I think first one is the answer

mark me as branlist and follow me

The intervals in which the submarine is diving with a constant velocity is the intervals in which the graph is linear.

The velocity is given by the change in the position divided by the change in time, as follows:

Velocity = change position/change time.

It means that the velocity is the derivative of the position. Hence, if the velocity is constant, the position is represented by a linear graph, as the derivative of a line is a constant.

Hence, the submarine has a constant speed when the graph is linear, either constant, increasing or decreasing.

This problem is incomplete, hence I cannot give the exact intervals, as I can't see the graph, however you need to just check the graph and verify where it has linear behavior.

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Step-by-step explanation:

4^x=1024x

2^2x=2^10

take the powers

2x=10

x=10/2

x=5

The calculated volume of the prism is 702 cubic cm

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

The trapezoidal prism (see attachment)

The formula of the volume of a trapezoidal prism is

Volume = Base area * Height

Where we have

Base area = 1/2 * (8 + 10) * 6

Evaluate the sum of 8 and 10

Base area = 1/2 * 18 * 6

Evaluate the products of 1/2, 18 and 6

Base area = 54

Also, we have

Height = 13

So, the volume is calculated as

volume = 13 * 54

Evaluate

volume = 702

Hence, the volume of the prism is 702 cubic cm

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Step-by-step explanation:

that means the expression is the result of a multiplication with (x-0.5) being one factor.

so, we divide the whole expression by this and then deal with the remaining quadratic equation.

6x³ - 13x² + x + 2 / x - 0.5 = 6x² - 10x - 4

- 6x³ - 3x²

----------------------------

- 10x² + x + 2

- - 10x² + 5x

----------------------------

- 4x + 2

- - 4x + 2

----------------------------

finished. 0

so, the whole expression is also

P(x) = (x-0.5)×(6x² - 10x - 4)

now we need to find the 2 zero points of the quadratic part.

the general solution to a quadratic equation is

x = (-b ± sqrt(b² - 4ac))/(2a)

a = 6

b = -10

c = -4

x = (10 ± sqrt(100 - 4×6×-4))/12 =

= (10 ± sqrt(100 + 96))/12 = (10 ± sqrt(196))/12 =

= (10 ± 14)/12

x1 = (10+14)/12 = 24/12 = 2

x2 = (10-14)/12 = -4/12 = -1/3

Given a discount of 20% and a manufacturer's coupon of $200, the price after the discount and coupon, (C ∘ D)(x), is 0.8x - 200.

A discount is an amount that reduces the price of a retail item.

Discounts are offered as rates and the discounted price is computed by multiplying the discount factor and the price.

Discount rate on offer = 20%

Discounting factor = 80% or 0.8 (100 - 20%)

Manufacturer's coupon off the price = $200

Let the price of the bureau = x

The price after the discount (discounted price) is given by D(x)

D(x) = 0.8x

The price after the coupon = C(x) = x - 200

The price after applying the discount and the coupon, (C ∘ D)(x) = 0.8x - 200

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Wilson's Warehouse sells a certain brand's bureau. They are offering a 20% discount in addition to accepting a manufacturer's coupon for $200 off. Let the price of the bureau be x. If the price after the discount is given by D(x) and the price after the coupon is C(x), find (C ∘ D)(x).