A. $30,000
Step-by-step explanation:Let c represent the cost of Colin's car. Then ...
... c = (3 3/4) × $8000 = (3 × $8000) + ((3/4) × $8000)
... = $24000 + 6000
... c = $30,000
The cost of Colin's car is $30,000.
Answer:
A. $30,000
Step-by-step explanation:
To solve this you just have to do a simple rule of three, where in one side has the price of the car that his parents bought for 8,000 dollars and calculate the money that colin´s car costed in the other side:
[tex]\frac{8000}{1}= \frac{x}{3\frac{3}{4} } \\x=\frac{3,75*8000}{1}\\ x=30000[/tex]
So now we know that the car that Colin bought was 3.75 times as expensive as his parents 8,000 dollar car, that means it costed 30,000 dollars.
HELP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
D. There are no solutions
Step-by-step explanation:First inequality:
... -16 ≥ 8x . . . . . . . add 8x-60 to the inequality
... -2 ≥ x . . . . . . . . divide by 8
Second inequality:
... -8 < 4x . . . . . . . . add 4x-58 to the inequality
... -2 < x . . . . . . . . . divide by 4
The problem statement requires a solution satisfy both conditions on x. The two solution sets are disjoint (have no points in common), so ...
... there are no solutions.
WILL GIVE BRAINIEST!
Vito Melvins bank account has a balance of $9,669.26. The previous balance was $6,955.01. Vito made a Deposit of $2,815.85 and withdrew $100.00. how much did he earn in interest?
Please show all steps!
Answer:
negative $1.60 was the "interest" added to Vito's account
Step-by-step explanation:
new balance = old balance + deposits - withdrawals + interest
$9669.26 = $6955.01 + 2815.85 - 100.00 + interest . . . . fill in givens
$9669.26 = $9670.86 + interest . . . . . simplify
$9669.26 - 9670.86 = interest = -$1.60 . . . . . subtract 9670.86
_____
Comment on the problem
This result is "unexpected." Usually an interest amount will be positive. Please have your teacher work this problem for you and explain the result.
Vito Melvin started with $6,955.01 in his account, deposited $2,815.85, and withdrew $100. The expected balance was $9,670.86, but the actual balance was $9,669.26, meaning Vito earned $1.60 in interest.
Explanation:This problem is about calculating interest earned on a bank account. Let's start by looking at Vito Melvin's actions with his bank account.
He began with a previous balance of $6,955.01. He then made a deposit of $2,815.85 and then withdrew $100. This means his new balance should be his previous balance plus his deposit minus his withdrawal. In calculation, (($6,955.01 + $2,815.85) - $100) = $9,670.86.
However, Vito's actual balance is $9,669.26. The difference between the expected balance ($9,670.86) and the actual balance ($9,669.26) is the interest he earned. So, subtract the actual balance from the expected balance to find the interest: $9,670.86 - $9,669.26 = $1.60.
Therefore, Vito Melvin earned $1.60 in interest.
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You have 15 pennies in your pocket. Of those pennies, 2 are Canadian. Suppose you pick a penny out of your pocket at random. Find P(not Canadian).
Answer:
86%
Wouldn't you just be finding the ratio of pennies to Canadian.
Step-by-step explanation:
The amount of pennies to Canadian pennies are 13/15
And the amount of Canadian pennies to pennies are 2/15
If you pick a random penny out of your pocket it would be a larger possibility to get the regular pennies.
So the ratio would be I think:
There would be an 86% more chance of grabbing a regular penny than the 13% chance of getting a Canadian penny.
The probability of not picking a Canadian penny from a total of 15 pennies, with 2 being Canadian, is 13/15 or approximately 86.7%.
To find the probability of not picking a Canadian penny (P(not Canadian)), we first consider the total number of non-Canadian pennies. Since there are 15 pennies in total and 2 of them are Canadian, there must be 15 - 2 = 13 non-Canadian pennies.
The probability of an event is defined as the number of favorable outcomes divided by the total number of possible outcomes. Therefore, the probability of picking a non-Canadian penny is:
P(not Canadian) = Number of non-Canadian pennies / Total number of pennies
P(not Canadian) = 13 / 15
This simplifies to approximately 0.867, or 86.7% when expressed as a percentage.
Help me with Percent word problems
$67.45
Step-by-step explanation:There are a couple of ways you can go at these.
1. Compute the tip, then add that to the bill.
... 15% × $58.65 = $8.7975 ≈ $8.80
... $58.65 + 8.80 = $67.45
2. Compute the effect of adding the tip, then use that result to multiply by the bill amount.
... bill + (15% × bill) = bill × (1 +0.15) = 1.15 × bill
... 1.15 × $58.65 = $67.4475 ≈ $67.45
_____
Comment on percentages
The symbol % is a fancy (shorthand) way to write /100. The terminology "per cent" means "per hundred" or "divided by 100".
So, 15% = 15/100.
From your knowledge of place value and the meaning of decimal numbers, you know 15/100 (fifteen hundredths) = 0.15 (fifteen hundredths).
_____
Comment on 15% tip
10% = 10/100 = 1/10 of something can be computed by moving the decimal point one place left (dividing by 10).
5% of something is half of 10% of it.
15% is the sum of 10% and 5%.
Your bill is 58.65, so 10% of the bill is 5.865 ≈ 5.87. Half that is 2.9325 ≈ 2.93. The sum of 10% and 5% will be 5.87 +2.93 = 8.80, the amount that is 15% of the bill. Often, the numbers are such that this arithmetic can be done in your head.
Give a formula used for finding the area of a square. Then use the formula to find the area of a square with a side length of 8.5 in.
Answer:
72.25 in^2
Step-by-step explanation:
Formula
Area = s^2 where s is the length of a side.
Given
s = 8.5 in
Solution
Area = s^2
Area = 8.5^2 = 8.5 * 8.5
Area = 72.25 in^2
the system of equations n=m and n=4m is the point (0,0). which of the following statements is true.
A. (0,0) is a solution to n=m and to n=4m.
B.No point no the line n=m is also on the line n=4m.
C.every solution to n=m is also a solution to n=4m.
D.the graph of the solution is parallel lines.
Answer:
A. (0,0) is a solution to n=m and to n=4m.
Step-by-step explanation:
The solution to the system is the point where the lines intersect. The lines do intersect: they are distinct and not parallel.
(x, y) = (0, 0) is the point of intersection
The solution point (0,0) satisfies both the system of equations n=m and n=4m, making statement A correct. The other statements are incorrect since (0,0) exists on both lines, which are not equivalent and not parallel.
Explanation:The system of equations n=m and n=4m indeed has the solution point (0,0). To verify if the provided solution is correct, we can substitute the values into both equations. Substituting into the first equation, we get 0=0, which is true. Substituting into the second equation, we also get 0=0, which is true as well.
Given this assessment, the correct statement is A. (0,0) is a solution to n=m and to n=4m. The other options can be disregarded as follows: B is incorrect because (0,0) exists on both lines; C is incorrect because the two equations are not equivalent; D is incorrect because the lines intersect, proving they are not parallel.
HELP U WILL GET BRAINLIEST ANSWER ASAP
B. MN/LN = RS/QR
Step-by-step explanation:ΔQRS ~ ΔLMN so corresponding segments are ...
LM and QRLN and QSMN and RSCorresponding segments have the same ratio. So, ...
... LM/LN = QR/QS . . . . does not match A
... MN/LM = RS/QR . . . . matches B
... LM/MN = QR/RS . . . . does not match C
... MN/LM = RS/QR . . . . does not match D
A wire is attached to the top of a 45-foot telephone pole and anchored to the ground. The angle of elevation is 64 degrees. How long is the wire to the nearest foot?
Answer:
Length of wire = 50 ft
Step-by-step explanation:
In the figure below AB is the telephone pole and C is the point on the ground where wire is anchored.
so we have
AB= 45 ft
∠ACB= 64°
Let is assume the length of the wire be x ft
now in Δ ABC
[tex]sin C = \frac{AB}{AC}[/tex]
we can plug AB= 45, ∠C= 64°and AC=x
so we have
[tex]sin(64)[/tex]°[tex]=\frac{45}{x}[/tex]
[tex]xsin(64)[/tex]°[tex]=45[/tex]
[tex]x=\frac{45}{sin(64)}[/tex]
now we have sin 64°=0.8988
[tex]x=\frac{45}{0.8988}[/tex]
[tex]x=50.07[/tex] ft
rounding to nearest foot
x= 50 ft
Final answer:
To find the length of the wire attached to a telephone pole at a 64-degree angle, we use the tangent function, resulting in an approximate wire length of 22 feet to the nearest foot.
Explanation:
The question asks how long a wire is if it's attached to the top of a 45-foot telephone pole and anchored to the ground, with an angle of elevation of 64 degrees.
To solve this, we can use trigonometry, specifically the tangent function, because we know the opposite side (height of the pole) and are trying to find the hypotenuse (length of the wire).
The tangent of an angle in a right triangle is the opposite side divided by the adjacent side. In this scenario, the angle of elevation is 64 degrees and the opposite side (height of the telephone pole) is 45 feet.
To find the length of the wire (hypotenuse), we use the formula: length of wire = opposite side / tan(angle), which translates to length of wire = 45 / tan(64 degrees).
Using a calculator, we find that tan(64 degrees) is approximately 2.05.
Therefore, the length of the wire is approximately 45 / 2.05, which equals about 21.95 feet.
To the nearest foot, the wire would be 22 feet long.
On a separate sheet of paper, use the graph of y = |x| to graph y+4=|x| In the answer box, explain how the new graph differs from the parent function.
See the attachment for graphs.
Step-by-step explanation:The new graph (solid blue) is shifted 4 units down from the parent function (dashed red).
You can get there a couple of ways:
Replacing y by y-k shifts the graph up by k units. Here, k=-4, so the graph is shifted down 4 units.Adding k to the function value shifts the graph vertically by k units. The equation y+4 = |x| can be rewritten to y = |x| -4, showing that -4 is added to the function value.Answer:
The new graph (solid blue) is shifted 4 units down from the parent function (dashed red).
You can get there a couple of ways:
Replacing y by y-k shifts the graph up by k units. Here, k=-4, so the graph is shifted down 4 units.
Adding k to the function value shifts the graph vertically by k units. The equation y+4 = |x| can be rewritten to y = |x| -4, showing that -4 is added to the function value.
Step-by-step explanation:
I need help with this question.
Answer:
The greatest value is q-n
The smallest value is n-q
q is closest to 0
Step-by-step explanation:
The further to the left we go, the more negative it gets
n < q
from looking at the graph
n<q
Subtract q from each side
n-q < q-q
n-q < 0
This is less than 0
Now subtract n from each side
n<q
n-n < q-n
0 < q-n
This is greater than 0
Lets compare n-q and q
n = -4
q = -1
n-q = -4 --1 = -4 +1 = -3
-3 < -1
n-q < q
Lets look at q-n
-1 --4
-1 +4 = 3
q is closer to 0 than q-n
The greatest value is q-n
The smallest value is n-q
q is closest to 0
Subtract 43 from 20 raised to the 7th power; then multiply by 3.
Hi there! :)
Answer:
Subtract 43 from 20 raised to the 7th power; then multiply by 3. The answer is: 3,839,999,871
Step-by-step explanation:
"Subtract" means to take away a number from another.
" 20 raised to the 7th power" is the same thing as 20 exponent 7: [tex]20^{7}[/tex]
SO, you want to take away 43 from [tex]20^{7}[/tex] and then multiply the answer by 3:
([tex]20^{7}[/tex] - 43) × 3
[tex]20^{7} =[/tex] 1,280,000,000
(1,280,000,000 - 43) × 3
1,280,000,000 - 43 = 1,279,999,957
1,279,999,957 × 3
1,279,999,957 × 3 = 3,839,999,871
There you go! I really hope this helped, if there's anything just let me know! :)
Answer:
I got 3839999831
Step-by-step explanation:
So 20^7(calculator), then subtract and mult
Please Help
Is the function represented by the table linear or non linear and why?
x | y
------
2 | 10
4 | 9
6 | 8
8 | 7
A). The function is linear because all of the values on the table are positive.
B). The function is not linear because there is no x-value of 0.
C). The function is linear because it decreases at a constant rate.
D). The function is not linear because the x- values and y- values are increasing in
opposite directions
C). The function is linear because it decreases at a constant rate.
Step-by-step explanation:y changes by -1 every time x changes by +2. When the rate of change is constant, the function is linear.
help!
What is the average rate of change of the function over the interval x = 0 to x = 9? f(x)=(−2)x+3
Enter your answer, as a simplified fraction, in the boxes.
The average rate of change of the function (x) = (−2)x + 3 from x = 0 to x = 9 is calculated as (9) - (0) divided by 9 - 0, resulting in −2.
Explanation:The average rate of change of a function over a given interval is calculated as the change in the function's value (((9)) - (0)) divided by the change in the interval's value (9 - 0). For the function (x) = (−2)x + 3, to find the average rate of change from x = 0 to x = 9, we must first evaluate the function at these points:
(0) = (−2) imes0 + 3 = 3(9) = (−2) imes9 + 3 = −18 + 3 = −15Now, subtract the value of the function at x = 0 from the value at x = 9 and divide by the change in x (9 - 0):
Average Rate of Change = rac{(9) - (0)}{9 - 0} = rac{−15 - 3}{9} = rac{−18}{9} = −2
Therefore, the average rate of change of the function over the interval from x = 0 to x = 9 is −2.
EVALUATE THE EXPRESSION WHEN P = -24 AND Q = 4
P/3Q
A. 2
B. -2
C. 24
D. -24
Answer:
B. -2
Step-by-step explanation:
We have been given an expression [tex]\frac{P}{3Q}[/tex] and we are asked to evaluate our expression, when P=-24 and Q=4.
Let us substitute P=-24 and Q=4 in our given expression.
[tex]\frac{-24}{3*4}[/tex]
Let us multiply 3 by 4.
[tex]\frac{-24}{12}[/tex]
[tex]-\frac{24}{12}[/tex]
Upon dividing 24 by 12 we will get,
[tex]-\frac{24}{12}=-2[/tex]
Therefore our expression simplifies to -2 and option B is the correct choice.
Marco starts reading a 350-page book at 9 a.m. The number of pages P Marco has left to read t hours after 9 a.m. is modeled by the function P(t) = 350 - 45t. During which of the following time periods does Marco read the same number of pages he reads between 11 a.m. and 1 p.m.? Select all that apply
A. 9 a.m. to 11 a.m.
B. 11 a.m. to 12 noon
C. 12:30 p.m. to 1:30 p.m.
D. 2 p.m. to 4 p.m.
E. 1:30 p.m. to 3:30 p.m.
Answer:
A, D, and E
Step-by-step explanation:
So the function 350-45t for t hours means that he reads 45 pages every hour. So, going from 11 AM to 1 PM is two hours. Since his reading pace doesn't change, we just have to look for an answer that has a difference of two answers. The only answers that have a difference of two hours are A, D, and E.
To find the time periods during which Marco reads the same number of pages as he reads between 11 a.m. and 1 p.m., we need to solve the equation P(t) = 350 - 45t for t using the value of 260 pages read between 11 a.m. and 1 p.m. The time periods are from 9 a.m. to 11 a.m., and from 1:30 p.m. to 3:30 p.m.
Explanation:To find the time periods during which Marco reads the same number of pages as he reads between 11 a.m. and 1 p.m., we need to determine the values of t that make P(t) = 350 - 45t equal to the number of pages read between 11 a.m. and 1 p.m. which is 350 - 45(2) = 260 pages.
Substituting this value into the equation, we get:
P(t) = 350 - 45t = 260
Solving for t, we have:
t = (350 - 260) / 45 = 2
So, Marco reads the same number of pages during the time period from 9 a.m. to 11 a.m., and also during the time period from 1:30 p.m. to 3:30 p.m.
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Susan has a credit card balance of $4000. Her annual interest rate is 18%. If she pays $366.72 a month she will pay the balance off in 1 year. If she pays $199.70 a month she will pay the balance off in 2 years. What is the overall financial benefit of Susan paying the credit card balance off in 1 year instead of 2?
$392.16 in interest saved
Step-by-step explanation:The payoff in 1 year costs a total of 12 × $366.72 = $4400.64.
The payoff in 2 years costs a total of 24 × $199.70 = $4792.80.
Paying off the balance in 1 year saves interest charges of ...
... 4792.80 -4400.64 = $392.16
A distance of 150 km was covered by a motorcyclist traveling at an average speed of 75 km/h, by a bus at 60 km/h, a truck at 50 km/h, and a bicyclist at 20 km/h. How much time did each require to travel the entire distance? Explain why the speed and the time needed to travel 150 km are inversely proportional quantities. for The motorcyclist required hours, the bus required hours, the truck required hours, the bicyclist required hours.
A)
motorcylcist: 2 hoursbus: 2.5 hourstruck: 3 hoursbicyclist: 7.5 hoursB) It is a matter of definition: speed = distance/time. Speed is proportional to distance and inversely proportional to time.
Step-by-step explanation:Speed is defined as the ratio of distance to the time required to cover that distance:
... speed = distance/time
Solving this relation for time, we have ...
... time = distance/speed
a) For each of the modes of transportation, we can find the time by using this relation.
... motorcyle: (150 km)/(75 km/h) = 2 h
... bus: (150 km)/(60 km/h) = 2.5 h
... truck: (150 km)/(50 km/h) = 3 h
... bicycle: (150 km)/(20 km/h) = 7.5 h
b) For a given distance, speed and time are inversely related as a matter of definition.
Type the correct answer in each box. Use numerals instead of words. If necessary, use / for the fraction bar(s). The grades received by 200 students follow a normal distribution. The mean of the grades is 70%, and the standard deviation is 7%. The number of students who received a grade greater than 70% is about __ , and the number of students who got a grade higher than 84% is about __ .
Answer:
1005Step-by-step explanation:
a) The mean of a normal distribution is also the median. Half the population will have values above the mean. Half of 200 is 100, so ...
... 100 students will have grades above 70%.
b) 84% is 14% above the mean. Each 7% is 1 standard deviation, so 14% is 2 standard deviations above the mean. The empirical rule tells you 95% of the population is within 2 standard deviations of the mean, so about 5% of students (10 students) got grades higher than 84% or lower than 56%. The normal distribution is symmetrical, so we expect about 5 students in each range.
... about 5 students will have grades above 84%.
1. The number of students who received a grade greater than 70% is about 100.
2. The number of students who got a grade higher than 84% is about 195.
To find the number of students who received a grade greater than 70%,
you need to calculate the area under the normal distribution curve to the right of 70%.
Similarly, to find the number of students who got a grade higher than 84%,
you need to calculate the area under the normal distribution curve to the right of 84%.
You can use the z-score formula to convert the given grades to z-scores, then look up the corresponding areas in the standard normal distribution table.
For a grade of 70%:
[tex]\[ Z = \frac{X - \mu}{\sigma}[/tex]
[tex]= \frac{70 - 70}{7}[/tex]
= 0
For a grade of 84%:
[tex]\[ Z = \frac{X - \mu}{\sigma}[/tex]
[tex]= \frac{84 - 70}{7}[/tex]
[tex]\approx 2[/tex]
Then, you look up the corresponding areas in the standard normal distribution table:
For Z = 0, the area to the right is about 0.5000.For Z ≈ 2, the area to the right is about 0.0228.Now, to find the number of students:
Students with grades greater than 70%:
Number of students = Total students × Area to the right of 70%
= 200 × (1 - 0.5000)
= 200 × 0.5000
= 100
Students with grades higher than 84%:
Number of students = Total students × Area to the right of 84%
= 200 × (1 - 0.0228)
≈ 200 × 0.9772
≈ 195
So, the number of students who received a grade greater than 70% is about 100, and the number of students who got a grade higher than 84% is about 195.
The engine displacement of an automobile is the volume through which the piston moves from high to low position. If an engine has n cylinders, the displacement is D = pi(bore/2)^2 • stroke • n, where the bore is the diameter of the cylinder and stroke is the length of the piston's travel.
If bore = k/2 and stroke = h, simplify the expression, D, in terms of k and h for 8 cylinders.
If the bore is 4 inches, the stroke is 3.4 inches, and the engine has four cylinders, what is the displacement? Round your answer to the nearest tenth of a cubic inch.
Substituting the given expressions for bore and stroke and 8 cylinders, you have ...
... D = π((k/2)/2)^2 · h · 8
... D = (π/2)hk^2 . . . . simplified expression for 8 cylinders
_____
For bore = 4 in, stroke = 3.4 in, n = 4, the displacement is ...
... D = π(4 in/2)^2 · (3.4 in) · 4 = 54.4π in^3
... D ≈ 170.9 in^3
Answer:
[tex]85.4[/tex] cubic inch
Step-by-step explanation:
Given-
Displacement = [tex]\pi (\frac{bore}{2} )^2 * stroke * n[/tex]
Now,
bore is represented as [tex]\frac{k}{2}[/tex]
and stroke is represented as [tex]h[/tex]
and number of cylindres "n"[tex]= 8[/tex]
Substituting these values in above equation, we get -
Displacement [tex]= \pi (\frac{\frac{k}{2} }{2})^2*h*8\\= \pi \frac{k^2}{16} * h* 8\\= \frac{\pi* k^2*h}{2}[/tex]
Now substituting the given values, in above equation we get -
Displacement [tex]= \frac{\pi* 4^2*3.4 }{2}\\= \frac{\3.14* 16*3.4 }{2} \\ = 85.408\\= 85.41= 85.4[/tex]cubic inch
A rectangle has a length of 12 centimeters and a width of 4 centimeters. Find the perimeter.
a. 16 cm
b. 12cm
c. 18 cm
d .32 cm
Answer:
Step-by-step explanation:
Given:
Length (l) = 12 cm
Width (w) = 4 cm
Perimeter of the rectangle = 2(l + w) units
P = 2(12 + 4)
P = 2 (16)
P = 32
32 cmfive hamburgers and three orders of fries cost 9.90. three hamburgers and five orders of fries cost 8.50. find the cost of one hamburger
1.50
Step-by-step explanation:Let h and f represent the cost of 1 hamburger and 1 order of fries, respectively. Then you can write two equations for the cost of the orders.
... 5h +3f = 9.90
... 3h +5f = 8.50
Using Cramer's rule, the cost of a hamburger can be found to be ...
... h = (3·8.50 -5·9.90)/(3·3 -5·5) = (25.50 -49.50)/(9 -25)
... = -24/-16
... h = 1.50
The cost of one hamburger is 1.50.
_____
Formulation of Cramer's Rule
For equations ...
... ax +by = c
... dx +ey = f
The rule tells you ...
... x = (bf -ec)/(bd -ea)
... y = (cd -fa)/(bd -ea)
_____
Note that we have chosen this method of solution because we only needed the value of one of the variables. It is effectively the same as substitution (or elimination), but does all the steps in one formula.
Using the matrix solution methods on a calculator is another fast way to solve a pair of equations like this.
Write a polynomial as the sum of the monomials and write it in standard form. For each of the above specify the degree of the resulting polynomial. 4a, −5b·b^2, −3c, +7b^3, +c, −2a, 1
Answer:
2b³ +2a -2c . . . . degree 3 polynomial
Step-by-step explanation:
The monomials are ...
... 4a . . . . degree 1 in a
... -5b·b² = -5b³ . . . . degree 3 in b
... -3c . . . . degree 1 in c
... 7b³ . . . . degee 3 in b (like term with -5b³)
... +c . . . . degree 1 in c (like term with -3c)
... -2a . . . . degree 1 in a (like term with 4a)
So, we have 3 pairs of like terms. The like terms can be combined by summing their coefficients.
The degree of the polynomial is that of the highest-degree term. (Here, the b³ term makes it a polynomial of degree 3.)
... 4a -2a = (4-2)a = 2a . . . . combining the "a" terms
... -5b³ +7b³ = (-5+7)b³ = 2b³ . . . . combining the b³ terms
... -3c +c = (-3 +1)c = -2c . . . . combining the "c" terms
In standard form, we write the highest-degree term first. Follwing terms are in order by decreasing degree. It is convenient, but perhaps not required, to then write the terms of the same degree in alphabetical order.
... = 2b³ +2a -2c . . . . a 3rd degree polynomial
Which function equation(s) does the sentence describe? Every y-value is the sum of one-half of x and 15.
Select each correct answer.
y=15/2x
y=15x/2
y=15+1/2x
y=1/2x−15
y=x/2+15
y=1/2+x+15
y=1/2x+15
Answer:
y=1/2x+15
y=x/2+15
Step-by-step explanation:
Every y-value is the sum of one-half of x and 15.
y = 1/2 x+15
We can rewrite this as
x/2 +15
Suppose that 50 identical batteries are being tested. after 8 hours of continuous use, assume that a given battery is still operating with a probability of 0.70 and has failed with a probability of 0.30. what is the probability that greater than 40 batteries will last at least 8 hours?
about 0.04023
Step-by-step explanation:My probability calculator says that probability is about 0.04023.
Which situation would not be represented by the integer -10?
-You owe $10
-Temperature of 10 degrees
-a hole 10 feet deep
-a 10 yard penalty
Answer:Temperature of 10 degrees
Step-by-step explanation:
The others involve a decrease of 10 units, justifying use of a megative number.
The situation would not be represented by the integer -10 is Temperature of 10 degrees.
What are Integers?The Latin term "Integer," which implies entire or intact, is where the word "integer" first appeared. Zero, positive numbers, and negative numbers make up the particular set of numbers known as integers.
Integers come in three types:
Zero (0)Positive Integers (Natural numbers)Negative Integers (Additive inverse of Natural Numbers)Given:
The representation of integer -10.
first, You owe $10
Owning is taken which can be represented as -10.
Temperature of 10 degrees have no clear idea of above or below 0 degree.
and, hole 10 feet deep can be represented as -10.
if we take ground at 0 then the above will positive integer and depth will be negative integer.
Lastly, 10 yard penalty can be represented as -10.
Penalty means deduction which can be shown as negative integer.
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Rachel is a stunt driver, and she's escaping from a building that is about to explode! D(t) models Rachel's remaining distance (in meters) as a function of time t (in seconds). D(t)=−38t+220. What is Rachel's speed?
38 m/s
Step-by-step explanation:The formula tells you Rachael's distance to the exit decreases by 38 m for each passing second. Her speed is 38 m/s.
Answer:
38 m/ s
Step-by-step explanation:
We are given that Rachel is a stunt driver , and she escaping from a building .
D(t) models Rachel's remaining distance ( in meters) a s function of times t ( in seconds)
D(t)=-38 t+220
We have to find the speed of Rachel's
We know that speed is a absolute value of velocity
We are finding velocity
[tex]v=\frac{ds}{dt}[/tex]
[tex]v=\frac{d(-38t+220)}{dt}[/tex]
[tex]v=-38 m/s[/tex]
Speed=38 m/s
Hence, speed of Rachel's=38 m/s
What is 5/16 expressed as a percent?
Enter your answer in the box.
Answer:
31.25 %
Step-by-step explanation:
The fraction bar also means divide:
5 / 16
=
5 Divided By 16
=
0.3125
0.3125 * 100
= 31.25
- I.A -
The fraction 5/16 is converted to a percent by dividing 5 by 16 and then multiplying the result by 100, which equals 31.25%.
To convert the fraction 5/16 into a percent, we want to know how many parts out of 100 this fraction represents.
A percent is a way of expressing a fractional amount as a part of 100.
To do this, we can set up a proportion or multiply the fraction by 100.
So, we take 5 divided by 16 and then multiply the result by 100.
Doing the math:
= (5 / 16) x 100
= 0.3125 x 100
= 31.25%.
Therefore, the fraction 5/16 expressed as a percent is 31.25%.
Find the unknown value in the proportion: 9⁄x = 27⁄39
A. 6.2
B. 36
C. 38
D. 13
Answer:
D. 13
Step-by-step explanation:
Multiply the given equation by 39x/27:
... x = 9·39/27 = 39/3
... x = 13
______
The usual approach
You may have learned to "cross multiply" to eliminate fractions. That means you multiply by the product of the denominators, 39x:
... 9·39 = 27x
Now, you divide by the coefficient of x, which is 27.
... 9/27 · 39 = x = 39/3 = 13 . . . . . . in the end, the same as above
To find the unknown value in the given proportion, we can cross-multiply and solve for the variable.
To find the unknown value in the proportion 9/x = 27/39, we can cross-multiply. Cross-multiplying means multiplying the numerator of the first fraction with the denominator of the second fraction, and multiplying the denominator of the first fraction with the numerator of the second fraction. So, we have 9 * 39 = 27 * x.
Now, we can solve for x by dividing both sides of the equation by 27. So, x = (9 * 39) / 27. Simplifying further, we have x = 351 / 27 = 13.
Therefore, the unknown value in the proportion is 13. Hence, the correct option is D.
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Cedar Point amusement park has some of the tallest roller coasters in the United States. The Mantis is 165 feet shorter than the Millennium Force. What is the height of the Mantis?
Answer:
The height of the Mantis is 145 feet
Step-by-step explanation:
There is a table with the roller coasters' heights at Cedar Point amusement park in the assignment that is missing from the post.
Looking up the info online, the Millennium Force is 310 feet tall.
The Mantis is 165 feet shorter than the Millennium Force.
So the height of the Mantis is 310 - 165 = 145 feet
To find the height of the Mantis roller coaster, subtract 165 feet from the height of the Millennium Force roller coaster.
Explanation:The problem states that the Mantis is 165 feet shorter than the Millennium Force. To find the height of the Mantis, we need to subtract 165 feet from the height of the Millennium Force.
If we let x represent the height of the Millennium Force, then the height of the Mantis would be x - 165 feet.
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segment LM is the mid-segment of trapezoid a b c d. Ab = 38 and cd = 78. what is lm?
Answer:
58
Step-by-step explanation:
The midsegment has a length that is the average of the lengths of the parallel sides it is halfway between.
... LM = (38 +78)/2 = 116/2 = 58