There are two numbers which add up to 17. If one number is 13 more than the other, find two numbers.

Answer:

17.1

Step-by-step explanation:

The number of tomatoes that are expected in the 90–100 gram category is 17 in a sample of 50 tomatoes.

A z-table also known as the standard normal distribution table, helps us to know the percentage of values that are below (or to the left of the Distribution) a z-score in the standard normal distribution.

As it is given that the mean of the tomatoes is 100 grams, while the standard deviation is 10 grams. Also, it is given that the distribution is normally distributed. therefore, the probability that the tomatoes will be in the range of 90–100 gram category is,

\(P(90 < X < 100)=P(X < 100)-P(X < 90)\)

                            \(=P(z < \dfrac{100-100}{10})-P(X < \dfrac{90-100}{10})\\\\=0.5 - 0.1587\\\\= 0.3413\)

Thus, the percentage of tomatoes that will weigh between 90-100 grams is 34.13%.

Now, as the sample is of 50 tomatoes, therefore, the number of tomatoes should you expect in the 90–100 gram category, assuming that the farmer’s claim is true are

\(34.13\%\ \ of\ 50\\\\=\dfrac{34.13}{100} \times 50\\\\= 17.065 \approx 17\)

Hence, the number of tomatoes that are expected in the 90–100 gram category is 17 in a sample of 50 tomatoes.

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Given the information, the probability that a response is between the ages of 18 and 29 and 30 or older is, respectively, 0.536 and 0.654. There is a 0.265 percent chance that they will say yes—that global warming will affect them over their lifetime. Concern over global warming also seems to vary across people aged 18 to 29 and those over 30.

Probability is the ratio of favourable events to all other potential outcomes in a circumstance. The symbol x can be used to denote how many successful outcomes there were in an experiment with 'n' outcomes. The formula below can be used to determine a given event's probability.

Positive Results/Total Results = x/n = Probability (Event)

The likelihood that a respondent between the ages of 18 and 29 believes that there will be no significant threat from global warming in his or her lifetime is:

P (18-29 and no) = 293/(134 + 293 + 117) = 0.536

The likelihood that a respondent who is 30 years of age or older believes that there will be no significant threat from global warming in his or her lifetime is:

P (30+ and no) = 432/(131 + 432 + 178) = 0.654

The likelihood that a randomly chosen respondent will select "yes"—that is, that they will experience the effects of global warming throughout their lifetimes—is:

P(Yes) = (134 + 131)/(134 + 131 + 293 + 432 + 117 + 178) = 0.265

Yeah, it does seem that younger people (18–29) are less concerned about global warming than older people (30+). In comparison to respondents aged 18 to 29, the likelihood that a respondent aged 30 or older believes that global warming will not constitute a severe hazard during their lifetime is higher (0.654). (0.536). According to this, respondents who are older are less concerned about global warming than respondents who are younger. To confirm this difference, a formal statistical test would be required.

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The complete question is:

Do you think global warming will have an impact on you during your lifetime? A CBS News/New York Times poll of 1000 adults in the United States asked this ques- tion (CBS News website, December, 2014). Consider the responses by age groups shown below Response Age 18-29 30+Yes 134 131No 293 432Unsure a. What is the probability that a respondent 18-29 years of age thinks that global warming will not pose a serious threat during his/her lifetime?b. What is the probability that a respondent 30+ years of age thinks that global warming will not pose a serious threat during his/her lifetime? c. For a randomly selected respondent, what is the probability that a respondent answers yes? d. Based on the survey results, does there appear to be a difference between ages 18-29 and 30+ regarding concern over global warming?

Answer:

21.25 is your answer

Step-by-step explanation:

42 + 32 = 84

84 divided by 4 = 21.25

Hope this helps you :)

Add Brainliest

Step-by-step explanation:

mean = addition of all the values / number of values

. {there is a more formal way of interpreting this mean formula, but I guess u will remember and understand this one faster}.

so....

Mean = 1+1+2+4+6+7+7+8+9+10+12+13+17+17+18 / 15

Mean = 132/15

Mean = 8.8 or 44/5.

Hope this helps.

Good luck .

Therefore, the rate of change, in cm per minute, of the height when the height is 6 cm is approximately -6 cm/min.

Given,The width of the box = 10 cm Length of the box = 17 cmThe volume of the box = 527 cubic cm/minWe need to find the rate of change, in cm per minute, of the height when the height is 6 cm.We know that the volume of the box is given as:V = l × w × h where, l, w and h are length, width, and height of the box respectively.It is given that the width and length are being held constant.

Therefore, we can write the volume of the box as

:V = constant × h Differentiating both sides with respect to time t, we get:dV/dt = constant × dh/dtNow, it is given that the volume of the box is decreasing at a rate of 527 cubic cm per minute.

Therefore, dV/dt = -527.Substituting the given values in the above equation, we get:

527 = constant × dh/dt

We need to find dh/dt when h = 6 cm.To find constant, we can use the given values of length, width and height.Substituting these values in the formula for the volume of the box, we get:

V = l × w × hV = 17 × 10 × hV = 170h

We know that the volume of the box is given as:V = constant × hSubstituting the value of V and h, we get:

527 = constant × 6 cm

constant = 87.83 cm/minSubstituting the values of constant and h in the equation, we get

-527 = 87.83 × dh/dtdh/dt = -6.0029 ≈ -6 cm/min

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Answer:

  u ≈ 14.7

Step-by-step explanation:

The coefficient of u is 1/4. Multiply the equation by the multiplicative inverse of that (the reciprocal of 1/4) to make the coefficient be 1.

  (4)(11/3) = 4(u/4)

  u = 44/3

  u ≈ 14.7

A quadrilateral that is a parallelogram is not necessarily always a trapezoid.

A simple (non-self-intersecting) quadrilateral with two sets of parallel sides is referred to as a parallelogram in Euclidean geometry.

A parallelogram has equal-length opposing angles and facing or opposing sides. It is important to demonstrate the congruence of opposing sides at opposing angles using the Euclidean identical hypothesis or one of its related formulations because both conditions clearly follow from this postulate.

A trapezoid is a convex quadrilateral by definition in Euclidean geometry. The parallel sides of this trapezoid serve as its bases. The bases are the other two sides if they are parallel; otherwise, the trapezoid is actually a parallelogram with two sets of legs.

Now a parallelogram has opposite sides equal and parallel but a trapezoid does not have that. Some trapezoid may be a parallelogram but not all trapezoids are parallelograms.

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Anna's total profit was $6000 + $16000 - $4000 = $14000.

How did Anna earn profit

Anna bought $4000 of company stock. The value of the stock doubled when she sold 75% of it, which means she sold 0.75 * $4000 = $3000 worth of stock when its value doubled.

Since the value of the stock doubled, Anna sold the $3000 worth of stock for 2 * $3000 = $6000.

Anna then sold the remainder of the stock (25% of the original amount) for four times the purchase price. Since she originally bought the stock for $4000, the remainder was worth 0.25 * $4000 = $1000.

Selling this remainder for four times the purchase price means that Anna sold it for 4 * $4000 = $16000.

Answer:            

formula = feet / 5280

=> 32750 / 5280

=> 6.20265.......

When rounded to the nearest tenth we get,

6.20 or simply 6.20

If my answer helped, please mark me as the brainliest!!

Thank You!!

Answer: 2

Step-by-step explanation:

3+2+4=9

Subtract the one postcard he gave away.

9-1=8

Divide 8 by 4.

8÷4=2

So, there are 2 postcards on each page.

Answer:

8) 1

9) -4

10)  -3

11)  -1

12)  1

13)  doesn't exist

14)  1

15)  doesn't exist

Step-by-step explanation:

8) when we approach x=-8 from left and from right, the function tends towards the value 1

9) when we approach x = -7, from the left the function gets towards 0, while when we approach it from the right it gets closer to -4

10) f(-3) = -3

11) When x approaches the value 4 from the left and from the right, f(x) gets closer to -1

12) f(4) is defined as 1

13) f(6) doesn't exist

14)  When x approaches 6 from the left and from the right, the function approaches 1

15)  When x approaches the value 7 from the left the function gets closer to 2, while when we approach x = 7 from the right the function gets toward 7. Because of this discrepancy, the limit doesn't exist.

Based on the information given the new balance is $289.72.

First step is to calculate the finance charge

\(\text{Finance charge}=205.16\times(0.144\div12 \ \text{months})\)

\(\text{Finance charge}=205.16\times0.012\)

\(\text{Finance charge}=2.46\)

Second step is to calculate the New balance

\(\text{New balance}=205.16+2.46+82.10\)

\(\text{New balance}=\bold{\$289.72}\)

In conclusion, the new balance is $289.72.

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Answer:

4th one

Step-by-step explanation:

The graph that represents the situation is required.

The correct option is option 2.

Here the \(x\) axis denotes the number of hours and

\(y\) axis denotes the pounds of ice.

The given ordered pair is

\((\dfrac{1}{2},1\dfrac{1}{2})=(0.5,1.5)\)

At zero hours the ice produced will be zero so, the third and fourth options are incorrect.

The only graph where the line passes through \((0.5,1.5)\) is option 2.

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Answer:

f(22) = 1.12

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

f(x) = 3sinx°

f(22) is x = 22

Step 2: Evaluate

The area of the given polygon will be 10 square units.

The quantity of space enclosing a three-dimensional shape's exterior is its surface area.

here, we have,

In other meaning, if we say side square then it is an area of the square but for a cuboid, there are 6 faces so the surface area will be external to all 6 surfaces area.

Given the polygon with vertices

N(-2,1), P(3, 1),\ Q(3,-1), R(-2,-1)

If we draw the points in coordinate then it will become a rectangle with side lengths 5 and 2.

Area of rectangle = length × width

Area of rectangle = 5 × 2 = 10 square units.

Hence "The area of the given polygon will be 10 square units".

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a) The parametric equations of the line are: x(t) = −2 + 3t, y(t) = 4 − 2t, z(t) = 3 + 4t and The symmetric equation of the line are: (x + 2)/3 = (y − 4)/−2 = (z − 3)/4

b) The line intersects yz-plane at (0, 8/3, 17/3)

The given points on the line are:

(x₁, y₁, z₁) = (−2, 4, 3)

(x₂, y₂, z₂) = (1, 2, 7)

The direction ratios of this line are:

⟨a, b, c⟩ = ⟨x₂ − x₁, y₂ − y₁, z₂ − z₁⟩

             = ⟨1 + 2, 2 − 4, 7 − 3⟩

             = ⟨3, −2, 4⟩

a) Parametric equations of the line:

These are given by:

x(t) = x₁ + at = −2 + 3t

y(t) = y₁ + bt = 4 − 2t

z(t) = z₁ + ct = 3 + 4t

Symmetric equation of the line:

This is given by:

              (x − x₁)/a = (y − y₁)/b = (z − z₁)/c

              (x + 2)/3 = (y − 4)/−2 = (z − 3)/4

b) When a line intersects the yz-plane, its x-coordinate is zero.

Using the parametric equations of the part (a):

                                   x = 0

                          −2 + 3t = 0

                                  3t = 2

                                    t = 2/3

Substitute this in the parametric equations corresponding to y and z as well:

                                   y = 4 −2t

                                      = 4 − 2(2/3)

                                      = 8/3

                                   z = 3 + 4t

                                      = 3 + 4(2/3)

                                      = 17/3

Hence, the required point is: (x, y, z) = (0, 8/3, 17/3)

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Answer:

C. Scalene

Step-by-step explanation:

Scalene triangles have three different side lengths. This triangle has three different side lengths from the points given so it must be scalene.

Equilateral would be three identical side lengths.

Isosceles would have two identical side lengths.  

Answer:

The lcm (least common multiple) of 4 and 12 is 12.

Step-by-step explanation:

Find the prime factorization of 4

4 = 2 × 2

Find the prime factorization of 12

12 = 2 × 2 × 3

Multiply each factor the greater number of times it occurs in steps i) or ii) above to find the LCM:

LCM = 2 × 2 × 3

LCM = 12

The Least common multiple of 4 and 12 is 12.

I hope this helps!

Answer:

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

Given is a quadratic equation:

A quadratic equation has no real solutions if its discriminant is negative.

The discriminant of ax² + bx + c is:

Apply to given equation:

Find the value of n when D < 0:

"s" can be concluded from the premises

To use the rules of inference to show that "s" is a conclusion, we can use modus ponens,

This is a rule that allows us to infer a conclusion from a premise and its conditional statement.

Thus, "s" can be concluded from the premises "p → q", "q → r", "(q → r) → s", and "p".

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7π on the number line can be represented on a number line as -

"A number line starting from zero along the positive direction pointing at the decimal number 21.98".

In elementary mathematics, a number line is a picture of a graduated straight line that serves as visual representation of the real numbers.

Given is the expression as -

7π

We can write 7π as -

7π = 7 x 3.14 = 21.98

7π = 21.98

A number line starting from zero along the positive direction pointing at the decimal number 21.98.

Therefore, 7π on the number line can be represented on a number line as -

"A number line starting from zero along the positive direction pointing at the decimal number 21.98".

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Answer:

Y = 4

Step-by-step explanation:

5x-y=54

50-y=54

circle y and subtract 50 from itself then subtract 50 from 54.

after subtracting you should have y=4

Answer:

A 61.00

Step-by-step explanation:

51 Added to 10 Equals 61.00 which is the Cost of 10 Bags of chicken Wings. Your Welcome.

Answer:

(-8,-8) or x = -8 & y = -8

Step-by-step explanation:

add both equations to get:

-3x=24

x = -8

now substitue x = -8 into the fisrt equation:

-7(-8) + 4y = 24

56 + 4y = 24

4y = 24 - 56

4y = -32

y = -8

now the answer would be in (x,y) form:

(-8,-8)

Answer:

-4, -6

Step-by-step explanation:

3x+6= 1x-2

2x+6= -2

2x= -8  

x= -4

Now that you have your x variable, you can go back and plug it in to your original equations:

y= 3(-4)+6,

      y= (-12)+6 therefore y= -6

y=1(-4) -2,

        y= (-4) -2 therefore y = -6

Answer:

  4 minutes

Step-by-step explanation:

You want to know how long it takes to drain a cylindrical tank 1.8 ft in diameter and 3 ft long at the rate of 1.7 ft³/minute. (π = 3.14)

The volume of a cylinder can be found using the formula ...

  V = (π/4)d²h . . . . . . . diameter d, height h

Then the volume of the oil tank is ...

  V = 3.14/4(1.8 ft)²(3 fft) = 7.6302 ft³

The time it takes to empty the tank is found by dividing the volume by the rate:

  (7.6302 ft³)/(1.7 ft³/min) ≈ 4.49 min ≈ 4 min

It will take about 4 minutes to empty the tank.

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Answer:

x = -9/4

Step-by-step explanation:

−2(x + 1/4) + 1 = 5 ​

Subtract 2 from both sides.

−2(x + 1/4) = 4 ​

Divide both sides by -2.

x + 1/4 = -2

Subtract 1/4 from both sides.

x = -2 1/4

x = -9/4

Inequalities are used in various branches of mathematics, as well as in real-world applications such as economics, physics, and social sciences, to describe relationships, make comparisons, and analyze data.

Inequalities are mathematical statements that describe a relationship between two values or expressions, indicating that one is greater than, less than, or not equal to the other. Inequalities are used to compare quantities and express their relative sizes or order.

The most common symbols used in inequalities are:

">" (greater than): indicates that the value on the left side is larger than the value on the right side.

"<" (less than): indicates that the value on the left side is smaller than the value on the right side.

"≥" (greater than or equal to): indicates that the value on the left side is greater than or equal to the value on the right side.

"≤" (less than or equal to): indicates that the value on the left side is less than or equal to the value on the right side.

"≠" (not equal to): indicates that the values on both sides are not equal.

Inequalities can be represented using variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. Solutions to inequalities are often expressed as intervals or sets of values that satisfy the given inequality.

Inequalities are used in various branches of mathematics, as well as in real-world applications such as economics, physics, and social sciences, to describe relationships, make comparisons, and analyze data.

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