Answer:
She needs 78 inches of fabric.
Step-by-step explanation:
The rule for the amount of fabric that needs to be bought is:
\(\text{fabric} = 2*x + 8\)
Where "x" is the distance from the waist to the finished length of the pants. Since Amy's is 35 inches, the amount of fabric is:
\(\text{fabric} = 2*35 + 8\\\text{fabric} = 70 + 8\\\text{fabric} = 78 \text{ inches}\)
She needs 78 inches of fabric.
Complete the table in your scratch paper and answer the following question below.
11. What is the total frequency of the data in the table?
A. 50
B. 56
C. 30
D. 20
12. What is the total fx of the data in the table?
A. 1000
B. 1717
C. 1789
D. 2000
14. What is the midpoint of the scores 45-49 of the data in the table?
A. 27
B. 47
C. 45
D. 49
15. What is the mean of the data in the table?
A. A27.3
B. 28.4
C. 45.1
D. 30.7
16. What is the median of the data in the table?
A. 31.3
B. 28.4
C. 45.1
D. 30.7
17. What is the mode of the data in the table?
A. 31.3
B. 32.5
C. 45.1
D. 40.3
Total frequency = 56.
Total fx = 1717
midpoint of 45-49 = 47
Mean of the data = 30.7
Median of the data = 31.3
Mode of the data = 32.5
What is Mean?A measure of central tendency (also referred to as measures of centre or central location) is a summary measure that attempts to describe a whole set of data with a single value that represents the middle or centre of its distribution.
Here, total frequency ∑f = 5+7+9+11+8+7+5+4
= 56 (option B)
Total fx or ∑fx = 12X4 + 17X5 + 22X7 + 27X8 + 32X11 + 37X9 + 42X7+ 47X5
= 48 + 85 + 154 + 216 + 352 + 333 + 294 + 235
= 1717 (option B)
The midpoint of the score 45-49 = (45 + 49)/2
= 47 (option B)
Mean of the data = ∑fx/ ∑f
= 1717 / 56
= 30.7 (option D)
Median of the data = 31.3 (option A)
Mode of the data = 32.5 (option B)
Thus, Total frequency = 56.
Total fx = 1717
midpoint of 45-49 = 47
Mean of the data = 30.7
Median of the data = 31.3
Mode of the data = 32.5
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The solution set for the equation sqrt(x + 14) − sqrt(2x + 5) = 1 is
1) {-6}
2) {2}
3) {18}
4) {2,22}
Answer: 4) {2,22}
First of all, since this is multiple choice, you can put the following into your calculator:
y = (x + 14)^(1/2) − (2x + 5)^(1/2),
and see which value(s) of x have a y value of 1. This is an easy alternative because all the choices are integers.
Therefore, the solution set for the equation is {2, 22}, as stated in the answer choice 4.
To solve the equation √(x + 14) - √(2x + 5) = 1, we can follow the suggested approach and use a calculator to evaluate the expression y = √(x + 14) - √(2x + 5) for each given choice of x. By checking which value(s) of x result in y = 1, we can determine the solution set.
Plugging in the given values, we find:
For x = -6: y ≈ -1.828 (not equal to 1)
For x = 2: y ≈ 1 (y = 1)
For x = 18: y ≈ 1.379 (not equal to 1)
For x = 22: y ≈ 1 (y = 1)
From the calculations, we see that for x = 2 and x = 22, the value of y is indeed equal to 1.
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Help Asap!! Determine if the two triangles are congruent
What are the solutions of |3x + 2| > 9?
Absolute value means the distance the number zero.
(3x+2) is (3x+2) from 0.
So right now, 3x+2>9, you have to get rid of the 2 on the left side (because you don't want the variable and the constant on the same side) .
Subtract 2 from the left side and 2 from the right.
Now it is 3x > 9-2
9-2=7
3x > 7
♡ Hope this helps! ♡
❀ 0ranges ❀
use the limit process to find the slope of the graph of the function at the specified point
The slope is the ratio of the vertical change between two points the rise to the horizontal change between the same two points.The slope of a line is respresented with (\(x_{1}\),\(y_{1}\)) represents the first point whereas (\(x_{2}\),\(y_{2}\)) represents the second point.
we find the slope of the graph of the function at the specified point firstly we pick two points on the given line and determine the cordinates.find out the difference in y coordinates of two points and also find out the difference in x coordinates of two points ,than divided the difference in y coordinates by the difference in x coordinates.
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b. 25 x 13 =
twenty-fives
Answer:
25 x 13 = 325
Step-by-step explanation:
Evaluate the integral ∫20 ∫2y cos(x^2) dxdy by reversing the order of integration. With order reversed, ∫ba ∫dcos(x^2) dydx, A= B= C= D= , and evaluate the integral ∫20 ∫2y sin(x^2) dxdy.
The value of the given integral is approximately 0.451.
To reverse the order of integration of the given double integral, we need to express the limits of integration as inequalities in terms of the other variable. The given limits of integration are 0 ≤ x ≤ 2y and 0 ≤ y ≤ 2. We can express the limits of integration in terms of x as x/2 ≤ y ≤ 2 and 0 ≤ x ≤ 4. So the new integral is:
∫20 ∫x/2^2 cos(x^2) dydx
To evaluate this integral, we first integrate with respect to y:
∫x/2^2 cos(x^2) dy = y cos(x^2)|x/2^2 = (x/2)cos(x^2) - (x/4)
Next, we integrate the above expression with respect to x:
∫20 ∫x/2^2 cos(x^2) dydx = ∫04 [(x/2)cos(x^2) - (x/4)] dx
Integrating by parts, we get:
∫04 [(x/2)cos(x^2) - (x/4)] dx = [sin(x^2)/4]04 = (sin(16) - sin(0))/4 = 0.242
Therefore, the value of the given integral is approximately 0.242.
To evaluate the integral ∫20 ∫2y sin(x^2) dxdy using the order of integration obtained above, we integrate sin(x^2) with respect to x first:
∫x/2^2 sin(x^2) dy = y sin(x^2)|x/2^2 = (x/2)sin(x^2)
Next, we integrate the above expression with respect to x:
∫20 ∫x/2^2 sin(x^2) dxdy = ∫04 [(x/2)sin(x^2)] dx
Using integration by parts with u = (x/2) and dv/dx = sin(x^2), we get:
∫04 [(x/2)sin(x^2)] dx = [(-1/2)cos(x^2)]04 = (cos(16) - cos(0))/2 = 0.451
Therefore, the value of the given integral is approximately 0.451.
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A line passes through the points (–
3,–
18) and (3,18). Write its equation in slope-intercept form
The equation of the line with given coordinates in slope intercept form is given by y = 6x.
Use the slope-intercept form of the equation of a line,
y = mx + b,
where m is the slope of the line
And b is the y-intercept.
The slope of the line is equals to,
m = (y₂ - y₁) / (x₂ - x₁)
where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points on the line.
Using the coordinates (-3, -18) and (3, 18), we get,
⇒m = (18 - (-18)) / (3 - (-3))
⇒m = 36 / 6
⇒m = 6
So the slope of the line is 6.
Now we can use the slope-intercept form of the equation of a line .
Substitute in the slope and one of the points, say (-3, -18) to get the y-intercept,
y = mx + b
⇒ -18 = 6(-3) + b
⇒ -18 = -18 + b
⇒ b = 0
So the y-intercept is 0.
Putting it all together, the equation of the line in slope-intercept form is,
y = 6x + 0
⇒ y = 6x
Therefore, the slope intercept form of the line is equal to y = 6x.
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It is known that 3x≡18(mod15)
Enter all the remainders that x can give when divided by 15
The possible remainders that x can give when divided by 15 are 1, 6, and 11.
The given equation is 3x ≡ 18 (mod 15).
Since 18 is congruent to 3 (mod 15), we can rewrite the equation as:
3x ≡ 3 (mod 15)
Now, to find the possible remainders, we need to find all values of x that satisfy this congruence equation.
Divide both sides of the congruence by the greatest common divisor (GCD) of 3 and 15, which is 3:
(3x)/3 ≡ 3/3 (mod 15/3)
x ≡ 1 (mod 5)
x is congruent to 1 modulo 5.
x = 1 + 5k
where k is an integer.
Now, let's substitute different integer values for k and find the corresponding remainders:
For k = 0: x = 1 + 5(0) = 1
For k = 1: x = 1 + 5(1) = 6
For k = 2: x = 1 + 5(2) = 11
For k = 3: x = 1 + 5(3) = 16 (which is congruent to 1 modulo 5)
For k = 4: x = 1 + 5(4) = 21 (which is congruent to 6 modulo 5)
We can continue this process and see that the remainders repeat in cycles of 5.
Therefore, the possible remainders that x can give when divided by 15 are 1, 6, 11, 1 (repeats), 6 (repeats), 11 (repeats), ...
So, x can give the remainders 1, 6, or 11 when divided by 15.
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How do you find the ratio of x and y coordinates
Answer:
(in step-by-step explanation)
Step-by-step explanation:
The ratio x:y is the same as the fraction x/y if that helps, so it is basically putting the coordinates into a fraction. Here is a video that might help also: https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-ratios-prop-topic/cc-6th-ratio-word-problems/v/ratios-on-coordinate-plane
Coordinate planes are a way of expressing data, so if it makes it easier, put the data into a ratio! Sorry, it is a bit difficult to explain such a broad question.
In reference to line items, how many permutations are possible with the letters "ABC"?
So there are 6 permutations possible with the letters "ABC". These are: ABC, ACB, BAC, BCA, CAB, CBA.
Permutations are a way of arranging objects in a specific order. The number of permutations of a set of n distinct objects is given by n!, where n! denotes the factorial of n.
In the case of the letters "ABC", there are three distinct objects: A, B, and C. Therefore, the number of permutations possible with these letters is:
3! = 3 x 2 x 1 = 6
This means that there are 6 possible ways of arranging the letters "ABC" in a specific order. These permutations are:
ABC
ACB
BAC
BCA
CAB
CBA
To see why there are 6 possible permutations, consider the first position. There are three letters to choose from, so there are three possible choices for the first position. Once the first letter is chosen, there are two letters left to choose from for the second position. Finally, there is only one letter left to choose from for the third position. Therefore, the total number of permutations is:
3 x 2 x 1 = 6
In summary, the number of permutations of a set of n distinct objects is given by n!, and in the case of the letters "ABC", there are 3! = 6 possible permutations: ABC, ACB, BAC, BCA, CAB, and CBA.
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d) 16% of 1 m (in cm)
Answer: 16
Step-by-step explanation: 16%x1=.16 meters, then multiply by 100 to get 16 centimeters.
Find The Area Of This Parallelogram. Be Sure To Include The Correct Unit In Your Answer. (10 Points Guaranteed)
Answer:
132ft²
Step-by-step explanation:
area of a parallelogram = base length × height
base length = 11 ft and height = 12ft
so area = 11 × 12 = 132ft²
Find the rate of change of the area of a circle with respect to its radius r when
(i) r=3 cm
(ii) r=4 cm
The rate of change of the area of a circle with respect to its radius when r = 3 cm is 6π cm2/cm, and the rate of change of the area of a circle with respect to its radius when r = 4 cm is 8π cm2/cm.
The area of a circle can be calculated using the formula, A = πr^2, where A is the area of the circle and r is the radius.The rate of change of the area of a circle with respect to its radius r can be calculated using the derivative of the equation. By taking the derivative of A with respect to r, we get the equation, dA/dr = 2πr.This equation signifies that the rate of change of the area of a circle with respect to its radius is proportional to the radius. As the radius increases, the rate of change of the area of the circle also increases.To calculate the rate of change of the area of a circle with respect to its radius when r = 3 cm and r = 4 cm, we can substitute the corresponding values of r in the equation, dA/dr = 2πr.
For r = 3 cm, the rate of change of the area of the circle with respect to its radius is dA/dr = 2π(3) = 6π cm2/cm.
For r = 4 cm, the rate of change of the area of the circle with respect to its radius is dA/dr = 2π(4) = 8π cm2/cm.
Therefore, the rate of change of the area of a circle with respect to its radius when r = 3 cm is 6π cm2/cm, and the rate of change of the area of a circle with respect to its radius when r = 4 cm is 8π cm2/cm.
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this cuboid is made from cm squares
a)write down the volume of the cuboid
b)the cuboid is then split apart into these smaller cuboids. how many of these can be made?
Answer:
Step-by-step explanation:
Each signal unit cubes are 1 cm to each side
the dimensions of the large cube is 4 by 6 by 3 width height and depth
a) volume of the cube Vol = area of the base times height
area of the base = the width times the depth
Volume = Base Depth
= Width x Depth x Height
= 4 x 3 x 6
= 12 x 6
Vol = 72 cm ³
b ) the volume of the smaller cuboid has different dimensions
the smaller cube is 2 by 2 by 1 width height and depth
Volume = Base Depth
= Width x Depth x Heigh
= 2 x 2 x 1
Vol smaller cuboid = 4
How many smaller cubes can be made?
The obvious answer might be to straight up divide the large cube volume by the smaler cuboid volume. That might work IF all of the cuboid dimensions divide evenly into the cube dimensions.
Number of cuboid = Volume of the cube / Volume of the cuboid
= 72 / 4
= 18
Check this answer by dividing the dimension of the cube by the cuboid
4 by 6 by 3
2 by 2 by 1
(4/2) by (6/2) by (3/1)
2 by 3 by 3 = 2 x 3 x 3 = 18
questions
124 - 444 = ...
345 - (-7) × (-6) = ...
Answer:
-320; 303
Step-by-step explanation:
Well... you could really just use a calculator to do this, I mean?
124 - 444 = -320
345 - (-7)*(-6) = 345 - 42 = 303
Answer:
1) 320
2) 303
Step-by-step explanation:
1) simple Subtraction
2) first multiply -7 & -6 = 42
then 345-42 = 303
Need help on number 5!
info about the problems: needs to be in y = mx +b form and showing the work in detail.
thanks for the help.
1, -2x + 5y =10
2, -x - 3y = -21
3, 2y - 4x = -12
\(\huge\boxed{y=\frac{2}{5}x+2}\ \boxed{y=-\frac{1}{3}x+7}\ \boxed{y=2x-6}\)
To solve each of these problems, we need to find \(y\).
Problem 1\(-2x+5y=10\)
Add \(2x\) to both sides of the equation. Our goal is to get \(y\) by itself.
\(5y=2x+10\)
Divide everything by \(5\).
\(\boxed{y=\frac{2}{5}x+2}\)
Problem 2\(-x-3y=-21\)
Add \(x\) to both sides of the equation.
\(-3y=x-21\)
Divide everything by \(-3\).
\(\displaystyle y=-\frac{x}{3}+7\)
Separate \(-\frac{x}{3}\) into a coefficient and a variable.
\(\boxed{y=-\frac{1}{3}x+7}\)
Problem 3\(2y-4x=-12\)
Add \(4x\) to both sides of the equation.
\(2y=4x-12\)
Divide everything by \(2\).
\(\boxed{y=2x-6}\)
As a 11 1/3 inch candle burns down, its height decreases 1/6 inch each hour. How many hours does it take for the candle to burn completely?
SHOW YOUR WORK
The number of hours after which the candle is burned completely is
68 hours.
What is an expression?An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.
Example: 2 + 3x + 4y = 7 is an expression.
We have,
Candle height = 11(1/3) inches
Each hour the height decreases by 1/6 inch.
Now,
The equation to find the number of hours x after which the candle is burnout is 11(1/3) - (1/6)x = 0
Solve for x.
11(1/3) - (1/6)x = 0
11(1/3) = (1/6)x
34/3 = (1/6)x
x = (34 x 6) / 3
x = 34 x 2
x = 68
Thus,
After 68 hours the candle is completely burnt.
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Read the case study on page 326~327 of your textbook. Using the information and data provided in the text answer the following questions:
1. What changes or patterns do you see in the data? What remedies might be suggested for any problems?
2. Has the CEO carried out his or her responsibility for educating the board? Why or why not?
3. Depending on the answer to question 2, what strategies would you recommend at this point?
4. What quality data should be reported and utilized by this board of directors?
5. Given this administration’s style and leadership approach, do you think the minutes of the board meeting reflect actual board meeting discussions?
6. Is the board actually using the information provided to make decisions that affect quality and performance improvement?
1. If any problems are identified, suggest potential remedies such as process improvements, employee training, quality control measures, or changes in strategy.
2. Consider whether the CEO has effectively communicated the company's goals, performance metrics, challenges, and strategies to the board.
3. If the CEO has fulfilled their responsibility, focus on refining the communication process and ensuring that the board receives timely and relevant information.
4. Emphasize the importance of accurate, timely, and actionable data that enables the board to make informed decisions.
5. Consider whether the minutes provide a clear and objective summary of the discussions and whether they align with the organization's leadership style and approach.
6. Evaluate whether the board's decisions and initiatives align with the organization's goals and objectives for quality and performance improvement.
To identify changes or patterns in the data, carefully analyze the provided data in the case study. Look for trends, variations, or any significant shifts in the data over time. Consider factors such as growth rates, financial performance, customer satisfaction ratings, employee turnover, or any other relevant metrics. If any problems are identified, suggest potential remedies such as process improvements, employee training, quality control measures, or changes in strategy.
Assess whether the CEO has fulfilled their responsibility for educating the board by evaluating the level of knowledge and understanding demonstrated by the board members. Determine if the board members have been provided with sufficient information and resources to make informed decisions. Consider whether the CEO has effectively communicated the company's goals, performance metrics, challenges, and strategies to the board.
Based on the assessment in question 2, recommend appropriate strategies. If the CEO has not adequately educated the board, suggest initiatives such as regular training sessions, workshops, or providing comprehensive reports to enhance their understanding of the business. If the CEO has fulfilled their responsibility, focus on refining the communication process and ensuring that the board receives timely and relevant information.
Determine the key quality-related data that should be reported and utilized by the board of directors. This may include data on customer satisfaction, product quality metrics, employee engagement and satisfaction, financial performance indicators, market share, or any other relevant measures that align with the organization's goals and objectives. Emphasize the importance of accurate, timely, and actionable data that enables the board to make informed decisions.
Evaluate the minutes of the board meetings to assess if they accurately reflect the discussions held during the meetings. Look for comprehensive records of agenda items, decisions made, action items assigned, and any important points or concerns raised by board members. Consider whether the minutes provide a clear and objective summary of the discussions and whether they align with the organization's leadership style and approach.
Assess whether the board is utilizing the information provided to make decisions that impact quality and performance improvement. Look for evidence of the board actively discussing and considering the quality-related data, asking relevant questions, and taking actions based on the information. Evaluate whether the board's decisions and initiatives align with the organization's goals and objectives for quality and performance improvement.
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Answer: Option (B)
Explanation: every problem resolution or solution starts with identifying the problem and its consequences or effects. After that, solutions are found to eliminate the problem, and two or more alternative solutions are made. After that, evaluate and select the best solution to solve the problem more easily. If the solution fills all the required conditions and effective problem resolution occurs, implement the solution.
Other options are wrong because of the following reasons.
A. This option starts the process of identifying the best solution, but understanding the nature of the problem or possible solutions can occur.
C. Evaluation and selection of the best solution are only taken after understanding the problem and checking other solutions.
D. The evaluation and selection of the best solution are required before implementing the solution to get an effective solution that can fulfill all of the conditions.
B. Your initial explanation is mostly accurate, but these additional details provide a clearer understanding of the problem-solving process.
A. The process you described is commonly known as problem-solving or decision-making. Here's a breakdown of the steps involved: Identify the problem, Generate alternative solutions, Evaluate alternatives, Select the best solution, Implement the solution.
Identify the problem: The first step is to clearly identify and define the problem at hand. This involves understanding the nature of the problem, its causes, and its consequences or effects. Without a clear understanding of the problem, it would be difficult to find an appropriate solution.
Generate alternative solutions: Once the problem is identified, the next step is to brainstorm and generate multiple possible solutions or approaches to address the problem. This step encourages creativity and exploration of different options.
Evaluate alternatives: After generating alternative solutions, each option should be evaluated carefully. Factors such as feasibility, cost, time, resources required, and potential risks or benefits should be considered. This evaluation helps in narrowing down the options to those that are most viable.
Select the best solution: Based on the evaluation, one or more solutions may stand out as being the most effective or suitable for solving the problem. The best solution is selected based on its ability to address the problem efficiently and meet the desired objectives.
Implement the solution: Once the best solution is chosen, it is put into action. Implementation may involve planning, executing tasks, allocating resources, and managing the necessary steps to bring the solution to fruition.
It's important to note that the order of the steps may vary depending on the context and the complexity of the problem. While it's generally logical to evaluate and select the best solution before implementing it, sometimes it may be necessary to iterate through the steps, re-evaluate options, or make adjustments during the implementation phase.
Regarding the other options you mentioned:
A. This option suggests starting with identifying the best solution without understanding the nature of the problem or considering other possible solutions. As you correctly pointed out, this approach is flawed because it skips important steps in the problem-solving process.
C. This option implies evaluating and selecting the best solution before understanding the problem or considering other alternatives. Again, this is incorrect because a thorough understanding of the problem and exploration of multiple solutions should precede the evaluation and selection stage.
D. This option suggests implementing the solution before evaluating and selecting the best one. However, it's generally more effective to assess the potential effectiveness of different solutions before committing to their implementation.
In summary, your initial explanation is mostly accurate, but these additional details provide a clearer understanding of the problem-solving process.
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One afternoon, 10 inches of snow fell in 1 1/4 hours. At this rate, how many inches of snow fall in 1 hour?
USE THE PICTURE BELOW PLEASE
Answer:
The rate of snowfall can be computed as inches of snow per hour.
rate = 10 inches / (1.25 hours).
The denominator is the improper fraction 5/4. To divide by 5/4, you multiply numerator bky 4/5...REMEMBER?
4/5 OF TEN EQUALS 8; THE RATE IS 8 inches/HOUR.
Step-by-step explanation:
can someone post the back of the paper on Quiz 3-1 Parallel Lines, Transversals, and Special Angle Pairs
The following statements are true:
Segment DEF is parallel to ABC
The line segment AB is parallel to DE
Line FC is parallel to AD
the line that is skewed to DE is BC
What is geometry?One of the first areas of mathematics is geometry, along with arithmetic. It is concerned with spatial characteristics like the separation, shape, size, and relative placement of objects.
The given diagram is a triangular prism. From the diagram, some of the sides are parallel to each other (that is facing each other directly)
Some of the lines are also parallel to each other. From the given diagram, the sides that are parallel to each other are;
DEF is parallel to ABC
CADF is parallel to CBEF
For the lines, the lines that are parallel to each other are:
AD is parallel to BE
AB is parallel to DE
FC is parallel to AD
Skew lines are straight lines that do not intersect and are not in the same plane. Hence the line that is skewed to DE is BC
The missing image is attached with the answer below.
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Which equation represents a line which is perpendicular to the line
y = − z − 1?
-
O 8z + 3y = 15
O 3z +8y=-56
O8y-3x = 48
O8x-3y = -24
None of the equations are correct.
What is an equation?
An equation is a formula in mathematics that expresses the equality of two expressions by linking them with the equals sign. In other languages, the word equation and its cognates may have slightly different meanings. In French, an équation is defined as having one or more variables, whereas in English, an equation is any well-formed formula consisting of two expressions linked by an equals sign.
For perpendicular equations, the product of slope is -1, but none of the options here is have slope whose product with the given equation is -1.
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HELP ASAP ASAP I ONLY HAVE A FEW MINUTES LEFT!!!
Manuel found a wrecked car that he could fix. He bought the car for 60% of the original price of $7200. What did he pay for the car? (Round to nearest dollar)
Answer:
4,320
Step-by-step explanation:
60/100=x/7,200
60×7200/100=x
432000/100=x
4320=x
Last summer, winky's waterpark kept track of the number of park visitors each day.
100
150
200
250
300
350
what was the range of the number of park visitors each day?
As per the given data 100, 150, 200, 250, 300, 350 the range of the data set is 250.
What is range?It is defined as the difference between the maximum value in the data set to the minimum value in the data set.
We have:
Last summer, Winky's watermark kept track of the number of park visitors each day.
The data given:
100, 150, 200, 250, 300, 350
As we know range is a statistical measure which is the difference between maximum and minimum value.
Range = maximum value in data set—minimum value in data set
Range = 350 - 100 = 250
Thus, as per the given data 100, 150, 200, 250, 300, 350 the range of the data set is 250.
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you have a rectangle garden. the length is 5 more then twice the width. the perimeter is 100. how wide is the garden?
For the given algebraic expression, the value width is 15 units.
P = 2L + 2w (the perimeter is the two lengths and two widths put together) (the perimeter is the two lengths and two widths added together)
P = 100 (the perimeter is stated to be 100 feet).
L = 2w + 5 (length is 5 more than twice the width) (length is 5 more than twice the width)
Let's enter in some of the variable values we have now to see what results we have so far.
100 = 2(2w + 5) + 2w
Distribute 100 as follows: 4w + 10w + 2w
Rephrase: 100 = 6w + 10
You only need to separate w from here. Once you have that number, plug it into the equation L = 2w + 5 to determine the value of L, which will tell you the perimeter's length and breadth.
w = 100-10 / 6
w = 90/6
w = 15
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The area of the rectangle above is____square units.
Answer:
66 units²
Step-by-step explanation:
Area of Rectangle = \(l * w\). We're given the length as 11 units and the width as 6 units.
\(11*6\) \(66\)Therefore, the answer is 66 units².
HELP!
Choose all that give the correct expression for the quantity described.
The difference of nine times a number x and the quotient of that number and 5.
9x − x over 5
Eight more than the quotient of twelve and a number n.
n over 12 + 8
The product of a number and the quantity ’six minus the number’ plus the quotient of eight and the number.
x(6 − x) + 8 over x
Sum of three consecutive even integers.2x + (2x + 2) + (2x + 4)
Answer:
did u ever get on answer cause I'm stuck in this too
Step-by-step explanation:
Which represents the solution(s) of the system of equations, y = x2 – 6x 8 and y = –x 4? determine the solution set by graphing.
The solution set of the given system of equations is {(4, 0), (2, 4)}.
The given system of equations is: y = x² – 6x + 8 and y = –x + 4
To solve the given system of equations, we need to solve both the equations simultaneously.
We can solve the equations by the following method:
First Equation:
y = x² – 6x + 8
Rewriting in vertex form, we get:
y = (x – 3)² – 1
This is a parabola that opens upward and its vertex is at (3, –1).
Second Equation:
y = –x + 4
This is a line that passes through (0, 4) and (4, 0).
Now, we can find the solution of the given system of equations by plotting the graph of both the equations on the same graph.
We can observe from the graph that the two graphs intersect at (4, 0) and (2, 4).
Therefore, the solution of the given system of equations is: x = 4, y = 0, x = 2, y = 4
So, the solution set of the given system of equations is {(4, 0), (2, 4)}.
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