PLEASE HELP!! 20 points :)

Answer:

3 : 50

Step-by-step explanation:

6% = 0.06

0.06 = 6/100

6/100 = 3/50

3/50 = 3 : 50

Answer:

The answer is the first one, the one that has 1 dot on #13  and has 3 dots on #3. Hope this helps. :)

Answer:

19  3/4 in.

Step-by-step explanation:

Basiclly, you just need to add all of them up then divide that answer by how many numbers there are.

Answer:   946 in²

Step-by-step explanation:

Separate the image into 2 sections (left rectangle and right rectangle).

Area of a rectangle = Length (L) × width (w)

Left rectangle: A = 28 × 7

                           = 196

Right rectangle: A = 30 × 25

                              = 750

Area of shape = Area of Left + Area of Right

                        =       196         +       750

                        =                     946

Answer is :

[tex]3{a}^{4} {b}^{3} [/tex]

Answer: FIRST OPTION

Step-by-step explanation:

According the quotient of powers property, when you have the division of two powers with the same base, then you must subtract the exponents.

Therefore, keeping the property above on mind, you have that the quotient is the shown below:

[tex]\frac{(-7)^2}{(-7)^{-1}}=(-7)^{(2-(-1))}=(-7)^{(2+1)}=(-7)^3=-343[/tex]

Answer:

The answer is -343

Step-by-step explanation:

We just need to divide both numbers and find the result

(-7)^2 / (-7)^-1

(-7)^(2-(-1)) =

(-7)^(2+1) =

(-7)^(3) =

(-7)*(-7)*(-7) = (49)*(-7) = -343

2. First blank is 60. Second blank is 38. Third blank is 50. Fourth blank is 18.

Hope this helps.

Answer:

A. 40/32

B. 60/50

C. 32/40

D. 32/50

E. 40/60

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

60,38,50,18

Step-by-step explanation:

use the information they give you in the equation

we know thee are 40 tulips, 32 roses, 60 daises, and 50 petunias

A. 40 tulips/32 roses

B. 60 daises/ 50 petunias

C. 32 roses/ 40 tulips

D. 32 roses/ 50 petunias

E. 40 tulips/ 60 daises

_________________________________________________

For the second problem :

We know the total student body so to find a percent of them you just divide the number of students by the total

95 sixth graders

------------------------  = 0.38 which is 38 percent

250 students

45 eighth graders

------------------------------ = 0.18 or 18%

250 students

Now to find the number of students first convert the percent to a decimal then multiply that by the total

24 % = 0.24 times 250

and that equals 60 students

and then 20 percent = 0.2 times 250

and that equals 50 students

Answer:

[tex]y -7 = -\frac{7}{5}(x-5)[/tex]

or

[tex]y = -\frac{7}{5}x +14[/tex]

Step-by-step explanation:

Parallel lines are lines which have the same slope. To write the equation of the line parallel, find the slope of the equation 7x + 5y = 12 through conversion into slope intercept form.

7x + 5y = 12 becomes y = -7/5x + 12/5. The slope is -7/5.

Substitute\ m =-7/5 and the point (5,7) into the slope intercept form.

[tex]y-y_1=m(x-x_1)\\y -7= -\frac{7}{5}(x - 5)[/tex]

Convert the equation to slope intercept form by applying the distributive property.

[tex]y -7 = -\frac{7}{5}(x-5)\\y -7 = -\frac{7}{5}x +7\\y = -\frac{7}{5}x +7+7\\y = -\frac{7}{5}x +14[/tex]

Answer:

Points A and F can be included while keeping the graph a function

Step-by-step explanation:

Graph of a function cannot have two different y-values for a given x-value. This means that at any given point on x-axis only one y value must be available.

So from the given points only those points can be selected, where the function is not already having any y-value.

Point A can be included because at x = - 9, no other y value is defined. So this will keep the given graph as a function.

Point B cannot be added, at at x=-6, the function already has a value which is -4. Adding point B, will result in two values at x = -6 which will be against the definition of function. So point B cannot be added.

Similarly, points C, D and E cannot be added either due to the same reason.

Point F can be added as the graph does not has any value at x = 7. So it will have a unique value here.

Answer:

points A and F

Step-by-step explanation:

Answer:

The answer is D.

Step-by-step explanation:

(14 + 6) + 11 is equal to 14 + (6 + 11). The associative property of addition was used, which is when the equation is the same no matter how it is grouped.

(14 + 6) = 20, and 20 + 11 = 31.

(6 + 11) = 17, and 14 + 17 = 31.

They were grouped differently, but they had the same sum.

I hope this helped! :-)

Answer:

37 cents

Step-by-step explanation:

2 dimes= 20

3 nickels=15

2 pennies= 2

20+15+2=37

Answer:

37 cent

Step-by-step explanation:

nickles are 5 so three would be 15, dimes is 10 each so that would be 20, and pennies are 1 so two pennies =2 so the answer is 37 cent

Answer:

The first three terms of the sequence are 6 , 10 , 8 ⇒ 2nd answer

Step-by-step explanation:

* Lets study the rule at first:

- [tex]a_{n}=a_{n-1}-(a_{n-2}-4)[/tex]

∴ [tex]a_{n}=a_{n-1}-a_{n-2}+4[/tex]

* That means to find a term add the difference between

  the two consecutive term before it to 4.

* lets start with [tex]a_{6}=a_{5}-a_{4}+4[/tex]

∵ [tex]a_{5}=-2,a_{6}=0[/tex]

∴ [tex]0=-2 -a_{4}+4[/tex]

∴ [tex]0=2-a_{4}[/tex]

∴ [tex]a_{4}=2[/tex]

* Use [tex]a_{5}[/tex] to find [tex]a_{3}[/tex]

∵ [tex]a_{5}=a_{4}-a_{3}+4[/tex]

∴ [tex]-2=2-a_{3}+4[/tex]

∴ [tex]-2=6-a_{3}[/tex]

∴ [tex]a_{3}=6+2=8[/tex]

* Similar use [tex]a_{4}[/tex] to find [tex]a_{2}[/tex]

∵ [tex]a_{4}=a_{3}-a_{2}+4[/tex]

∴ [tex]2=8-a_{2}+4[/tex]

∴ [tex]2=12-a_{2}[/tex]

∴ [tex]a_{2}=10[/tex]

* Finally use [tex]a_{3}[/tex] to find [tex]a_{1}[/tex]

∵ [tex]a_{3}=a_{2}-a_{1}+4[/tex]

∴ [tex]8=10-a_{1} +4[/tex]

∴ [tex]8=14-a_{1}[/tex]

∴ [tex]a_{1}=14-8=6[/tex]

∴ The first three terms of the sequence are 6 , 10 , 8 ⇒ 2nd answer

Let me see if I can solve this on my own.

So $94 is the first amount.

It got divided so, 94÷2 = $47

So, It's either $47 or this.

47 + 47 (or times 2) = 94 again. But gets five more dollars than Leon. So 94+5= 99 then -10 = 89 but 89 ÷ 2 = 44.5 but since money can't really be half. It's eithier $44 or $45 but in my opinion is $45.

So, these are the most reasonable answers. $47 or $45. You can pick the answer that you thinks makes more sense. This took a long time so I hope this helps!

Answer:

Leon gets money=$39.6

Jill gets money=$44.6

Issac gets money=$9.8

Step-by-step explanation:

We are given that Martha divides $94 amongst her friends.

We have to find that how much money each friend get .

Given k be any number .

Leon gets money =2k

Jill gets money=2k+5

Issac get money=k-10

According to question

[tex]2k+2k+5+k-10=94[/tex]

[tex]5k-5=94[/tex]

[tex]5 k=94+5[/tex]

[tex]k=\frac{99}{5}[/tex]

[tex]k=19.8[/tex]

Leon gets money=[tex]2\times 19.8[/tex]

Leon gets money=$39.6

Jill gets money=$39.6+5=$44.6

Issac gets money=$19.8-10=$9.8

Answer:

[tex]200.96\ ft[/tex]

Step-by-step explanation:

we know that

The circumference of a circle is equal to

[tex]C=\pi D[/tex]

in this problem

[tex]D=64\ ft[/tex]

substitute

[tex]C=\pi (64)=64\pi\ ft[/tex] -----> exact value of the circumference

Find the approximate value of the circumference

assume

[tex]\pi=3.14[/tex]

[tex]64\pi\ ft=64(3.14)=200.96\ ft[/tex]

the relationship between angle H and angle L is that they are corresponding angles.

Answer: What is the question

Step-by-step explanation:

Answer:

[tex]V(X) = 2.45\ pts[/tex]

Step-by-step explanation:

We look for the expected value for a touchdown.

If X represents the number of points scored per touchdown scored, then X is a discrete random variable, and by definition, the expected value V (X) for a discrete random variable is defined as:

[tex]V(X) = \sum{XP(X)}[/tex]

Where P(X) is the probability that X will occur.

In the sample space of the random variable X there are two possible values.

[tex]X = 7[/tex] points (1 touchdown) with [tex]P(7) = 0.35[/tex]

[tex]X = 0[/tex] points (0 touchdown) with [tex]P(0) = 1-0.35 = 0.65[/tex]

Then the expected value V(X) is:

[tex]V(X) = 7P(7) + 0P(0)[/tex]

[tex]V(X) = 7(0.35) + 0(0.65)[/tex]

[tex]V(X) = 2.45\ pts[/tex]

Answer:

[tex]T=79\degree[/tex]

Step-by-step explanation:

Recall and use the cosine rule to find the approximate value of angle T.

[tex]|SU|^2=|ST|^2+|TU|^2-2(|ST|)(|TU|)\cos T[/tex]

We plug in the values of the side lengths to obtain;

[tex]4.3^2=3.9^2+2.7^2-2(3.9)(2.7)\cos T[/tex]

[tex]18.49=15.21+7.29-21.06\cos T[/tex]

[tex]18.49=22.5-21.06\cos T[/tex]

[tex]18.49-22.5=-21.06\cos T[/tex]

[tex]-4.01=-21.06\cos T[/tex]

[tex]4.01=21.06\cos T[/tex]

[tex]\frac{4.01}{21.06}=\cos T[/tex]

[tex]0.1904=\cos T[/tex]

[tex]T=\cos^{-1}(0.1904)[/tex]

[tex]T=79.02[/tex]

Angle T is approximately 79 degrees.

Answer:

35:1

Step-by-step explanation:

divide each by two

Rates compare quantities with different units. 70 students per 2 teachers can be written as 70:2 or 70/2. Unit rate compares two measurements, one being 1, like 55 miles per hour (55 miles/1 hour).

A rate compares two quantities with different units. It is a ratio where one quantity is compared to time, for example, km/h, which compares distance (in kilometers) to time (in hours).

Comparison as a rate in ratio form:

Unit rate: A unit rate is a comparison of two measurements, with one measurement having a value of 1, such as 55 miles per hour (55 miles/1 hour).

10/6 is the answer.

Answer:

simplified form would be 3/2.

Step-by-step explanation:

Answer:

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Step-by-step explanation:

We are given two graphs f(x) and g(x).

G(x) represents Paul's Account and f(x) represents Jason's account.

By look at the graphs, Jason starts with 35 points and runs out of points in 5 games.

Paul starts with 50 points and runs out of points in 10 games.

Difference in points = 50 - 35  = 15 points

Jason starts with 15 points less than Paul's initial point.

By looking at the options  B is the correct one.

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Answer:

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Step-by-step explanation:

We are given two graphs f(x) and g(x).

G(x) represents Paul's Account and f(x) represents Jason's account.

By look at the graphs, Jason starts with 35 points and runs out of points in 5 games.

Paul starts with 50 points and runs out of points in 10 games.

Difference in points = 50 - 35  = 15 points

Jason starts with 15 points less than Paul's initial point.

By looking at the options  B is the correct one.

B) The initial number of points in Jason's account was 15 points less than the initial number of points in Paul's account, Jason's account runs out of points 5 games before Paul's account runs out of points.

Answer:

Total = 2,400 * (1 + (.083/4))^4*5

Total = 2,400 * (1.02075)^20

Total = 2,400 * 1.5079528829

Total = 3,619.09

Step-by-step explanation:

Answer:

$3,619.09

Step-by-step explanation:

liam deposits $2400 into an account that earns 8.3% interest compounded quarterly.

Compound interest formula is

[tex]A= P(1+ \frac{r}{n} )^{n*t}[/tex]

where A is the final amount

P is the initial amount deposited

r is the rate of interest

n is the compounding period

t is the time in years

P= 2400, r= 8.3%= 0.083, t=5, n=4 (quarterly)

Plug in all the values

[tex]A= 2400(1+ \frac{0.083}{4} )^{4*5}[/tex]

A= 3619.09

The teacher being most pleased with the period 1 class suggests they had the highest median score, indicating a better overall performance by the majority in this class.

The statement that would make the teacher most pleased with the exam scores in his period 1 class would be B. The scores for period 1 had the highest median.

This is because the median represents the middle score in a set of scores. If period 1 had the highest median, it means that at least half of the students in this class scored higher than those in his other classes.

In essence, it shows better overall performance by the majority of the class in period 1, which would make a teacher pleased with the results.

This conclusion may not necessarily hold if we choose other options; for example, low Standard Deviation or Interquartile Range (IQR) mainly speak to the consistency of scores, and lowest median would imply most of the class did not perform very well. Hence, the highest median would generally reflect the most favor on the class performance.

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The statement that would lead us to believe that the teacher was most pleased with the exam scores in his period 1 class is C. The scores for period 1 had the lowest standard deviation.

The statement that would lead us to believe that the teacher was most pleased with the exam scores in his period 1 class is C. The scores for period 1 had the lowest standard deviation.

The standard deviation measures the spread of data around the mean. A lower standard deviation indicates that the scores in period 1 are closer to the average score, suggesting more consistency and potentially higher performance.

The other options, such as the median or IQR, do not directly relate to the teacher's satisfaction with the scores, as they focus on different aspects of the distribution.

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Answer:

< J must measure the same as <Y

Step-by-step explanation:

Triangle XYZ is the same as Triangle KJL

<X is the same as <K

<Y is the same as <J

<Z is the same as <L

Answer:

C. Angle J

Step-by-step explanation:

Don't worry, a lot of people have trouble with this when they first start, i know i did. Anyways, it is fairly simple once you get it. What you can do to get it the easy way is just look at the screen sideways and see if the shapes are the same. If they are (in the way you are looking) find the corner of the angle of the original triangle and look at the moved triangle to see where it matches up. I'm sorry that I don't have a very good way to explain this answer, you are just going to have to pay really close attention. This whole head-spinning thing is tricky, it came to me easy, but i know its hard for some other people. Either way, just look at which way you are rotating the shape, and follow the angle in that direction. Try and follow it in a circle like a clock because when rotating about the origin, if you rotate 360 degrees, you will get back to the original shape.

Hope this helped ^-^

Answer:

TRUE

Step-by-step explanation:

Given statement is "If p is true and q is false, then p v q is true".

Now we need to decide if the given statement is True or false

By definition of "p v q" , also read as "p OR q", we know that if any of p or q is true then value of "p v q" is always true.

Given that p is true then "p v q" must be true.

Whch is same as conclusion of the given statement.

Hence final answer is "TRUE".

Answer:

TRUE

Step-by-step explanation:

Given statement is "If p is true and q is false, then p v q is true".

Now we need to decide if the given statement is True or false

By definition of "p v q" , also read as "p OR q", we know that if any of p or q is true then value of "p v q" is always true.

Given that p is true then "p v q" must be true.

Whch is same as conclusion of the given statement.

Hence final answer is "TRUE".

If it takes a washer 27.5 minutes for a load and a dryer takes 60% of that time for a load, convert 60% to a decimal (0.6) and multiply by 27.5 → 27.5 * 0.6 = 16.5 which means it takes the dryer 16.5 minutes for a load. To find the total time it takes for a washer and a dryer to complete 1 load, simply add the two times. 27.5 + 16.5 = 44 minutes.

The statement cos(-x) = -cosx is false becasue cos(-x) = cosx  for all x the statement is false.

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We have:

Cos(-x)=-cosx

As we know, cos is the ratio of the side adjacent to the hypotenuse

x ∈ (-∞, ∞)

Take x = -30

cos(-30) = √3/2

cos30 = √3/2

cos(-x) = cosx  for all x

Thus, the statement cos(-x) = -cosx is false becasue cos(-x) = cosx  for all x the statement is false.

Learn more about trigonometry here:

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The answer you should go with is A

Answer:

212.5 miles on 25 gallons.

Step-by-step explanation:

Set up a proportion

85 miles on 10 gallons

x miles on 25 gallons.

85/10 = x / 25                   Multiply both sides by 25

85*25 / 10 = x                   Simplify the left

2125 / 10 = x

x = 212.5 miles in 25 gallons.

Answer:

[tex]20,400\ cm^{3}[/tex]

Step-by-step explanation:

step 1

Find the volume of the tank

[tex]V=(60)(15)(34)=30,600\ cm^{3}[/tex]

step 2

we know that

If the tank is 1/3 full of water

then

the volume of water required to completely fill the tank is equal to 2/3 of the tank capacity

so

[tex](2/3)30,600=20,400\ cm^{3}[/tex]