whats the answer to this math problem 28=16+1/2c

Answer:

Step-by-step explanation:

Remember PEMDAS

2 - 8 : (2^4 : 2) =

2 - 8 : (16 : 2) =

2 - 8 : 8 =

2 - 1 =

Answer:

I believe the answer is 2x² - 88 - 24, since it is the only one with a number in front of the x²

Step-by-step explanation:

y = x² - 2x - 24

y = 2x² - 88 - 24

y = x² + 5x - 25

y = x² + 3x - 10x - 24

Answer:

See figure below.

Step-by-step explanation:

See the figure below.

Answer:

I think I know what question you are trying to write because it sounds like the question I did years ago.

It is Rs 200

Step-by-step explanation:

Your welcome! :)

Answer:

The equation is non-linear.

Step-by-step explanation:

If x has an exponent of to it becomes a non-linear equation.

Answer:

$401.47

Step-by-step explanation:

1st year: 300+6%=318

2nd Year: 318+6%= 337.08

3rd Year: 337.08+6%= 357.30

4th Year: 357.30+6%= 378.74

5th Year= 378.74+6%= 401.47

Answer:

If the simple interest is 6% then A is $90.00 and B is $390.00.

Step-by-step explanation:

Answer:

3 Cups of flour

Step-by-step explanation:

1 batch of cookies = 1 cup of flour

2 batch of cookies = 2 cups of flour

3 batch of cookies = 3 cup of flour

I hope i helped you :)

The last column evaluates to "T" in all rows. Therefore, the argument is valid since the conclusion always follows from the premises.

Let's assign symbols to represent the statements in the argument:

P: The boss snaps at you.

Q: You make a mistake.

R: The boss is irritable.

The argument can be symbolically represented as follows:

[(P ∧ Q) → R] ∧ ¬P → ¬R

To determine the validity of the argument, we can construct a truth table:

P | Q | R | (P ∧ Q) → R | ¬P | ¬R | [(P ∧ Q) → R] ∧ ¬P → ¬R

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

T | T | T |      T      |  F |  F |          T          |

T | T | F |      F      |  F |  T |          T          |

T | F | T |      T      |  F |  F |          T          |

T | F | F |      F      |  F |  T |          T          |

F | T | T |      T      |  T |  F |          F          |

F | T | F |      T      |  T |  T |          T          |

F | F | T |      T      |  T |  F |          F          |

F | F | F |      T      |  T |  T |          T          |

The last column represents the evaluation of the entire argument. If it is always true (T), the argument is valid; otherwise, it is invalid.

Looking at the truth table, we can see that the last column evaluates to "T" in all rows. Therefore, the argument is valid since the conclusion always follows from the premises.

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The tuition at the local college in 2000, assuming it followed the same growth rate as after 2017, can be estimated to be approximately $4,018. The tuition in 2010, using the same growth rate, would be around $9,049.

To find the tuition in 2000, we need to calculate the value of f(x) when x represents the number of years since 2000. Since the given function models the cost of tuition x years since 2017, we need to determine how many years have passed between 2000 and 2017, which is 17 years. Plugging this value into the function, we get:

f(17) = 15(1.07)^17 ≈ $4,018

Therefore, the estimated tuition in 2000, assuming it followed the same growth rate as after 2017, would be approximately $4,018.

To determine the tuition in 2010, we need to calculate the value of f(x) when x represents the number of years since 2010. Since 2010 is 7 years before 2017, we have:

f(7) = 15(1.07)^7 ≈ $9,049

Hence, the estimated tuition in 2010, using the same growth rate, would be around $9,049. It is important to note that these calculations are based on the assumption that the tuition growth rate before 2017 was consistent with the growth rate after 2017 as provided by the function f(x).

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Answer:

many, many answers

Step-by-step explanation:

as we know an avarage is the number in between all given values. so it can be 6.5 and 7.5, 6 and 8 5 and 9, 4 and 10 and so on

Answer: 3/4

Step-by-step explanation:

Answer:

Step-by-step explanation:

easy flip them and make it into mixed fractions  hope it helps

Answer:

$15.50/(2 h) = $7.75/h = $31.00/(4 h)

Sarah makes $7.75 per hour.

_____

While you might be interested in hours per dollar, the customary way to express earnings is in dollars per hour. Either is a "rate of change."

The value of 2.5× 1,683 is 4207.5 and it's percent fraction and decimals are 21/25% and 42.075% respectively.

Percentage is a number or ratio that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide the number by the whole and multiply by 100. Hence, the percentage means, a part per hundred. It is represented by the symbol(%).

2.5 × 1683= 4207.5

converting to fraction percent = 4207.5/100

42 1/10%

converting it to decimal percentage= 42075/100

= 42.075%

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The functions when evaluated are

Function (1)

Given that

f(n) = -4n³ - 17n² - 10n + 8 at n = -3

This means that

f(-3) = -4(-3)³ - 17(-3)² - 10(-3) + 8

Expand the brackets

f(-3) = 108 -153 + 30 + 8

Evaluate the like terms

f(-3) = -7

Function (2)

Here, we have

f(n) = -6n⁴ + 38n³ - 16n² + 28n - 29 at n = 6

This means that

f(6) = -6(6)⁴ + 38(6)³ - 16(6)² + 28(6) - 29

Expand the brackets

f(6) = -7776 + 8208 - 576 + 168 - 29

Evaluate the like terms

f(6) = -5

Function (3)

Here, we have

f(a) = 3a³ + 6a² - 15a - 19 at a = -3

This means that

f(-3) = 3(-3)³ + 6(-3)² - 15(-3) - 19

Expand the brackets

f(-3) = -81 + 54 + 45 - 19

Evaluate the like terms

f(-3) = -1

Function (4)

Incomplete

Function (5)

Here, we have

f(a) = a⁴ - 6a³ + 2a² + 25a - 9 at a = 4

This means that

f(4) = (4)⁴ - 6(4)³ + 2(4)² + 25(4) - 9

Expand the brackets

f(4) = 256 - 384 + 32 + 100 - 9

Evaluate the like terms

f(4) = -5

Function (6)

Here, we have

f(x) = x⁴ + 3x³ - x² + 13x + 13 at x = -4

This means that

f(-4) = (-4)⁴ + 3(-4)³ - (-4)² + 13(-4) + 13

Expand the brackets

f(-4) = 256 - 192 -16 - 52 + 13

Evaluate the like terms

f(-4) = 9

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Answer:

15x = 75

x = 5

Step-by-step explanation:

15x - 10 = 65

15x = 65 + 10

15x = 75

x = 75/15

x = 5

PLEASE RATE!! I hope this helps!!

If you have any questions comment below

Answer:

12.32

Step-by-step explanation:

You basically divide the 4 and then multiply the cost of 1 by 7

Answer: hope this helps

Step-by-step explanation:

Answer:

0

Step-by-step explanation:

Direction is defined as the path that something takes. North, south, east and west all are the direction. Up down, left and right are also used to represent the direction. Using the direction chart we get the equator is at 0 distance away from the location of kylie.

Given-

Kylie uses the number 400 to represent 400 miles north of the equator.

Kylie uses the number -2000 to show 2000 miles south of the equator.

What is the direction?

Direction is defined as the path that something takes. North, south, east and west all are the direction. Up down, left and right are also used to represent the direction.

As Kylie use the number 400 to represent 400 miles north of the equator. Thus if he need to back at 400 towards the south to reach back to the equator. Thus the equator is the point from where he has started and the equator is at 0 distance away from the location of kylie where he had started earlier.

Similarly Kylie uses the number -2000 to show 2000 miles south of the equator. Thus if he need to come back at 2000 towards the north to reach back to the equator. Thus the equator is the point from where he has started and the equator is at 0 distance away from the location of kylie where he had started earlier.

Hence both the statement suggest that the equator is at 0 distance away from the location of kylie where he had started earlier.

The sample variance of the given set of numbers (2, 4, 6, 8, 10, 12, 14) is approximately 18.67, calculated by finding the squared differences from the mean and dividing by (n - 1).

To find the sample variance of a set of numbers, you can follow these steps:

1. Calculate the mean (average) of the numbers.

  Mean = \(\frac{{2 + 4 + 6 + 8 + 10 + 12 + 14}}{{7}} = 8\)

2. Subtract the mean from each number and square the result.

  (2 - 8)² = 36,

  (4 - 8)² = 16,

  (6 - 8)² = 4,

  (8 - 8)² = 0,

  (10 - 8)² = 4,

  (12 - 8)² = 16,

  (14 - 8)² = 36.

3. Calculate the sum of the squared differences.

  Sum = 36 + 16 + 4 + 0 + 4 + 16 + 36 = 112.

4. Divide the sum by (n - 1), where n is the number of observations.

  Sample Variance = \(\frac{{\text{{Sum}}}}{{(n - 1)}} = \frac{{112}}{{(7 - 1)}} = \frac{{112}}{{6}} = 18.67\) (rounded to two decimal places).

Therefore, the sample variance of the numbers 2, 4, 6, 8, 10, 12, and 14 is approximately 18.67.

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Answer:2x(2yz + 5)

Step-by-step explanation:

Answer:

A=4

B=6

C=8

D=10

SA=248cm

Step-by-step explanation:

SA=bh+(s1+s2+s3)H

=6×8+(6+4+10)10

248cm

Answer:

The correct answer is d.

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

m divided by 5 is the same as m/5

The required, there is convincing evidence that the proportion of all high school students who work a part-time job during the school year is greater than 0.28.

The conditions for inference for conducting a z-test for one proportion are:

Random: The sample is selected using a random method, so this condition is met.

Therefore, all the conditions for inference are met, and we can conduct a z-test for one proportion to test whether the proportion of all high school students who work a part-time job during the school year is greater than 0.28.

The null hypothesis is that the true proportion is 0.28, and the alternative hypothesis is that the true proportion is greater than 0.28. We can calculate the test statistic using the formula:

z = (p - P) / √[P(1-P) / n]

where p is the sample proportion (0.375), P is the hypothesized proportion (0.28), and n is the sample size (80).

Plugging in the values, we get:

z = (0.375 - 0.28) / √[0.28 × (1 - 0.28) / 80] = 2.22

Using a standard normal distribution table or calculator, we find that the p-value for a z-score of 2.22 is approximately 0.014. Since this is less than the significance level of 0.05, we reject the null hypothesis and conclude that there is convincing evidence that the proportion of all high school students who work a part-time job during the school year is greater than 0.28.

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Answer:

8:3

Step-by-step explanation:

Answer:

3:8 or 8:3, im leaning towards 3:8 more but i dunno

Step-by-step explanation:

Answer:

44

Step-by-step explanation:

2 times the difference between 49.5 and 27.5

The question is asking what number do you get after you multiply 49.5 minus 27.5 by 2

Can be written as: 2(49.5-27.5)

                                     2(22)

                       Answer:   44

Answer: 12:2, 18:3, 24:4

Step-by-step explanation: You can multiply 6 by 2, 3, and 4 because the graph has 4 columns. Then multiply the top by 2, 3, and 4,

The results of the experiment might support the hypothesis, or might not.

The correct statement is that the results of the experiment might support the hypothesis, or might not. It is important to design a well-controlled experiment that tests the hypothesis in a rigorous and systematic way. The goal is not to prove the hypothesis correct, but rather to gather evidence that either supports or contradicts the hypothesis. It is also important to conduct the experiment in a suitable environment with appropriate equipment and procedures to ensure accurate and reliable results.
Your question focuses on understanding the relationship between a hypothesis, an experiment, and the possible outcomes.
An experiment is designed to test a hypothesis, which is an educated guess or prediction about a phenomenon. When conducting an experiment, the results might either support the hypothesis or contradict it, leading to further investigation and refinement of the hypothesis. A well-designed experiment should be able to provide valuable data and insights, regardless of the outcome.

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The statement that is true is:

"The results of the experiment might support the hypothesis or might not."

A scientist designs an experiment to test a hypothesis.

In such a scenario, it is important to note that the outcome of the experiment cannot be predicted with certainty.

The scientific method involves formulating a hypothesis, designing an experiment to test the hypothesis,

collecting and analyzing data and drawing conclusions.

The hypothesis is an educated guess that can be tested through experimentation.

It is important to remember that a hypothesis can never be proven to be 100% correct, only supported or refuted by the evidence obtained through experimentation.
It is not accurate to say that if the experimenter does the test correctly, the hypothesis will be proven correct.

This is because there are many variables that can affect the outcome of the experiment, and it is impossible to control all of them.

Additionally, a good experiment is not necessarily one that produces the most data.

A good experiment is one that is well-designed, carefully controlled, and yields reliable results.

The use of lab equipment is also not a requirement for conducting experiments.

While it is often necessary for certain types of experiments, many experiments can be conducted with simple materials and equipment.
Ultimately, the results of the experiment might support the hypothesis, or might not. If the results support the hypothesis, it can be considered a step towards validating the hypothesis.

The results do not support the hypothesis, it does not necessarily mean that the hypothesis is incorrect.

It could mean that the experiment was flawed, or that the hypothesis needs to be revised based on the new information obtained from the experiment.
Designing and conducting experiments is an important part of the scientific method.

Guarantee that an experiment will yield the desired results, a well-designed and carefully controlled experiment can provide valuable information that can help scientists understand the natural world.

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All three riders have the same speed of 20 miles per hour. Therefore, they all ride their bikes at the same rate, and no one rides at a faster rate than the others.

To compare the rates at which Jamal, Matt, and Greg ride their bikes, we need to calculate their respective speeds (or rates of motion), which are given by the distance traveled divided by the time taken.

The speed of Jamal is:

speed = distance / time

speed = 60 miles / 3 hours

speed = 20 miles per hour

The speed of Matt is:

speed = distance / time

speed = 70 miles / (3 1/2 hours)

speed = 70 miles / (7/2 hours)

speed = 20 miles per hour

The speed of Greg is:

speed = distance / time

speed = 40 miles / 2 hours

speed = 20 miles per hour

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