PLEASE HELP I HAVE A TIME LIMIT 17 Points and Brainlest to who answers first
In isosceles triangle ABC below, what is the value of x? Triangle A B C. Angle A is 28 degrees and angles B And C are x.
A. 28 degrees
B. 76 degrees
C. 122 degrees
D.152 degrees

Answer:

dependent

Step-by-step explanation:

Answer:

x=2.5906672908862554,−0.2573339575529219

To find the number of white flowers, we subtract the total number of red flowers (64) from the total number of flowers (208), resulting in 144 white flowers.

The student's question involves calculating the number of white flowers in a flower bed given the total number of flowers and the number of rows of red flowers.

There are 26 rows of flowers in total, and each row contains 8 flowers. If 8 rows consist of red flowers, we can calculate the number of white flowers by subtracting the red flowers from the total number of flowers.

Here are the steps we'll take to solve the problem:

Multiply the total number of rows by the number of flowers per row to find the total number of flowers.

Total flowers = 26 rows * 8 flowers/row = 208 flowers

Multiply the number of rows of red flowers by the number of flowers per row to find the total number of red flowers.

Total red flowers = 8 rows * 8 flowers/row = 64 flowers

Subtract the number of red flowers from the total number of flowers to find the number of white flowers.

Total white flowers = Total flowers - Total red flowers = 208 flowers - 64 flowers = 144 white flowers.

Answer: 81/16

Step-by-step explanation:

Since it's a negative exponent, you flip the fraction and then the exponent becomes positive then solve from there. so it would go from

2/3^-4

3/2^4

81/16

Answer:

m = i  or m = -i   for  i = root(-1)

Step-by-step explanation:

m^2+7=6

m^2 =  6 - 7

m^2 = -1

m = i   or  m = -i

for i = imaginary number

Answer:

B

Step-by-step explanation:

Answer:

4/15 didnt i think

Step-by-step explanation:

Answer:

4 : 11  

(The 4 is the people that study French)

(The 11 is the people that don't study French. This includes the people that aren't studying a language at all)

Step-by-step explanation:

[tex]\frac{2}{5}[/tex] of the [tex]\frac{2}{3}[/tex] that study a language, is studying French.

[tex]\frac{2}{5}[/tex]*[tex]\frac{2}{3}[/tex]=[tex]\frac{4}{15}[/tex] so [tex]\frac{4}{15}[/tex] of the entire school studies French. that means [tex]\frac{11}{15}[/tex] of the school doesn't study French. In a ratio, it'd be 4 : 11 ratio

Answer:

1/36

Step-by-step explanation:

This is a simple use of the multiplication rule of probability, which is:

"The probability that Events A and B both occur is equal to the probability that Event A occurs times the probability that Event B occurs, given that A has occurred"

Using this rule, we square 1/6 to get 1/36. In other forms:

Decimal:0.02777777777(Round to whatever decimal place you need)

Percentage: 2.778%(I don't see you needing any more places)

Hope my answer helped you!

The sales tax charged on a $8,000 vehicle would be $480.

The percentage means the required value out of 100.

It is calculated by dividing the required value by the total value and multiplying it by 100.

The percentage change is also calculated using the same method.

In percentage change we find the difference between the values given.

Example:

Required percentage value = a

total value = b

Percentage = a/b x 100

We have,

The sales tax rate is 6%, which means for every dollar spent on the vehicle, 6 cents will be charged for sales tax.

To find the amount of sales tax charged on $8,000 vehicle, we can multiply the price of the vehicle by the sales tax rate as a decimal.

Sales tax = $8,000 x 0.06

Sales tax = $480

Therefore,

The sales tax charged on a $8,000 vehicle would be $480.

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Answer:

quad 3

Step-by-step explanation:

Use "all students take calculas"

quad 1: a=all positive

quad 2: s=only sine positive, tan and cos negative

quad 3: t=only tan positive, cos and sin negative

quad 4: c=only cos positive, tan and sin negative

In trigonometry, both sine and cosine are negative in the third quadrant of the coordinate plane, as both the x and y coordinates are negative in this quadrant.

In the context of trigonometry, on the coordinate plane, sine and cosine are both negative in the third quadrant. The sine function represents the y-coordinate and the cosine function represents the x-coordinate of a point on the unit circle. Hence, in the third quadrant, where both x and y are negative, both sine and cosine are negative as well. This is a basic idea from trigonometry and is commonly referred to as the rule 'All Students Take Calculus', which helps to remember the sign of sine, cosine and tangent in each quadrant. A- all (Quadrant I, all are positive), S - Sine (Quadrant II, only sine is positive), T - Tangent (Quadrant III, only tangent is positive), C - Cosine (Quadrant IV, only cosine is positive). Therefore in the III quadrant, both sine and cosine are negative as only tangent (ratio of sine to cosine) is positive.

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Answer:

80°

Step-by-step explanation:

since the complementary is 40° the supplementary is 80° so its the double.

Answer:

20

Step-by-step explanation:

75% of x = 15

x = 20

Answer:

0.9826 = 98.26% probability that a seat will be available for every person holding a reservation and planning to fly.

Step-by-step explanation:

Binomial probability distribution

Probability of exactly x sucesses on n repeated trials, with p probability.

Can be approximated to a normal distribution, using the expected value and the standard deviation.

The expected value of the binomial distribution is:

[tex]E(X) = np[/tex]

The standard deviation of the binomial distribution is:

[tex]\sqrt{V(X)} = \sqrt{np(1-p)}[/tex]

Normal probability distribution

Problems of normally distributed samples can be solved using the z-score formula.

In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the zscore of a measure X is given by:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

When we are approximating a binomial distribution to a normal one, we have that [tex]\mu = E(X)[/tex], [tex]\sigma = \sqrt{V(X)}[/tex].

In this problem, we have that:

6% of the people who make reservations on a certain flight do not show up for the flight. So 100-6 = 94% show up, which means that [tex]p = 0.94[/tex]

190 tickets, so [tex]n = 190[/tex]

So

[tex]\mu = E(X) = np = 190*0.94 = 178.6[/tex]

[tex]\sigma = \sqrt{V(X)} = \sqrt{np(1-p)} = \sqrt{190*0.94*0.06} = 3.27[/tex]

Find the probability that a seat will be available for every person holding a reservation and planning to fly.

At most 185 people show up.

Using continuity correction, we have to find [tex]P(X \leq 185 + 0.5) = P(X \leq 185.5)[/tex], which is the pvalue of Z when X = 185.5. So

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

[tex]Z = \frac{185.5 - 178.6}{3.27}[/tex]

[tex]Z = 2.11[/tex]

[tex]Z = 2.11[/tex] has a pvalue of 0.9826

0.9826 = 98.26% probability that a seat will be available for every person holding a reservation and planning to fly.

x=7th root of 30=1.6256

Justification=a process that is both individual and social undetermined in developing

And you have to subtract in the math

Answer:

1.  Subtraction property of equality; multiplication property of equality; division property of equality

For this question, you simply have to state the operation that is occurring.

2.  To solve this, simplify the equation so that it is in y=mx+b form.  From the equation, find two points so that you can plot a line.

4x + y = 6x - 1

y = 2x - 1

-1 is the y-intercept.  This means that you can place a point at (0,-1) which is the -1 on the y (vertical) axis.

For the second point, you can plug any number for the x-value that will stay within the given graph.  I am going to use 2.  

y = 2(2) - 1

y = 4 - 1

y = 3

This gives you the point (2, 3).  Plot the points (0, -1) and (2, 3).  You will be able to draw a line from that.

3.(a)  1200 represents the population of bacteria at the beginning, or when t is equal to 0.

(b)  1.8 represents the factor by which the bacteria increases each hour.  

(c)  1000 represents the beginning population.  The difference means that the total amount of bacteria will increase more slowly than the population that began with 1200.

Answer:

542 minutes

Step-by-step explanation:

currently our mean is =530

i got that by adding all the number out which equal too =2,650

and divide it by how many number there are which is 5

2,650/5=530

After some trial and error i found it

so you add 494+690+502+478+486+542=3,192

3,192/6=532

and that was our goal

so the 6th month she talked on the phone for 542 minutes

pls mark me brainliest

To determine which scatter plot displays data most effectively, it is crucial to ensure that the explanatory variable is positioned on the x-axis and that the plot uses a scale that makes it easy to identify trends without obscuring data points. The best scatter plot will clearly demonstrate the relationship between two variables and indicate potential patterns that may suggest a correlation or relationship worthy of linear regression analysis.

The question revolves around determining which scatter plot displays data most effectively, adhering to the guidelines of using a reasonable scale on both axes and positioning the explanatory variable on the x-axis. An essential aspect of a scatter plot is that it should clearly indicate the relationship between two variables, allowing for pattern identification and assessment of potential for linear regression.

By convention, data visualization practices dictate that the x-axis should represent the independent variable (explanatory variable), which is the variable that is presumed to cause changes in another variable. The y-axis should depict the dependent variable, whose changes are investigated to be a result or effect of the independent variable. A good scatter plot employs a scale that accurately encompasses all data points without distorting the visual perception of their distribution, making it easier for viewers to identify trends, clusters, or patterns that might suggest a correlation or relationship worthy of linear regression analysis.

In selecting the best scatter plot, one must also consider the clarity of the plot in demonstrating data distribution and potential correlations. The plot must be fine-tuned to avoid too large or too small scales, which can obscure data trends or require unnecessarily large graphical space. Additionally, attention should be paid to ensuring the number of significant figures on the axis values does not exceed those in the measurements. The ideal scatter plot employs a scale and plotting strategy that maximizes visualization efficiency, facilitating easy analysis and interpretation of the data's underlying patterns.

Graph A has explantory variable on x axis and response variable on y- axis also their scale is reasonable here.

How to determine the x and y axes of scatter diagram.

Scatter diagram: graph showing data points in 2D, revealing relationships between variables; useful for identifying patterns and correlations.

Here, Age act as explanatory variable and internets use as response variable ,because how much time they spend on internet it directly dependent on their age .

for a good scatter plot, the variable that might be considered an explanatory variable is plotted on the x axis, and the response variable is plotted on the y axis and scale should be reasonable .

Graph A has explanatory variable on x axis and response variable on y- axis also their scale is reasonable here.

Complete question

Nate wants to predict how long people use the internet each day based on their age. The table below shows the age (in years) and average daily internet usage (in hours) for a sample of people.

All of the scatter plots below display the data correctly, but which one of them displays the data best?

By convention, a good scatter plot uses a reasonable scale on both axes and puts the explanatory variable on the xxx-axis.

Answer:

4. 1 over the 9 to the power of 5

Step-by-step explanation:

When you divide exponents with the same bases, you essentially subtract the exponents. So 9^2 / 9^7 = 9^-5. To change to a positive exponent, take the reciprocal. 9^-5 = 1 / 9^5

Answer: (1,9) I just did a test with that question

EDITED

Answer: x = 73.

Step-by-step explanation:

Angles on the same side of a line add up to 180.

As the angles 110 and (x-3) are on the same side of the line, you can solve for x using this equation:

[tex]180 = 110 + (x-3)\\\\70 = (x-3)\\73 = x[/tex]

Answer:

18 students are likely to be wearing red

Step-by-step explanation:

From the question, we know a student either wears red , or blue, with the probability of a student wearing red is 3 times more probable than wearing white.

So, let’s say out of the 24 students, x of them are wearing white. What this practically mean is that 3 * x = 3x of the students would be expected to be wearing red.

Now, adding the number of people wearing red and white together in terms of x, we have x + 3x = 4x

We equate this to 24; 4x = 24 and x = 24/4; x = 6

The number wearing red probably is 3 * x = 3 * 6 = 18 people

To determine how many of the 24 students likely wear a red shirt, given red is three times more probable than white, we calculate that 18 students are likely wearing red shirts.

The question asks us to determine how many students in a class of 24 are likely to be wearing a red shirt if students at River View Middle School are three times more likely to wear a red shirt than a white shirt. To solve this, let's define the number of students wearing a white shirt as x. Since a red shirt is three times more likely, the number of students wearing a red shirt would be 3x. The total number of students in the classroom is the sum of those wearing red and white shirts, which is x + 3x = 24. Combining like terms, we get 4x = 24. Dividing both sides by 4, x equals 6. This means 6 students are wearing white shirts. To find the number of students wearing red shirts, we multiply the number of white-shirted students by 3: 3 times 6 = 18. So, 18 students are likely to be wearing red shirts.

Answer:

see below

Step-by-step explanation:

Graphs A , B , D are graphs of inequalities.  The  show that something is greater than or equal to ( graph A)  or less than or equal to ( Graph B and D)

Graph C is a point.  It is a graph of an equation  

Answer:

B) 360 cubes

Step-by-step explanation:

We can start by finding how many cubes fit into the length of the prism (1.5 in) which is 6 cubes for 1.5 in/ 0.25 in = 6.

Then we can find the number of cubes to fit the width of the prism (1 in) which is 4 cubes for 1 in/ 0.25 in = 4.

Finally we find that 15 cubes fit the height (3.75 in) for 3.75 in/ 0.25 in = 15 cubes.

Multiplying the together, we get 6*4*15=360 or B

The table would continue this pattern up to 1,800 hours

The question involves creating a table that displays the effect of earned income on government support and total income for a single mother, named Susan. Given that Susan earns $8 per hour and loses $1 in government benefits for every $1 earned, we calculate the impact of different work hours on her total income. The table will illustrate the intersection of labor and welfare economics, showing the disincentive to work that some assistance programs might create due to the reduction in benefits as earned income rises.

To provide an example for Susan's situation: If she works 500 hours at $8 per hour, her earnings from work would be $4,000. With government benefits reducing dollar for dollar, Susan's new benefits would be $16,000 - $4,000, which equals $12,000. So, her total income would be her earnings ($4,000) plus the adjusted government benefits ($12,000), totaling $16,000. The table would continue this pattern up to 1,800 hours

Answer: 113.04 cm³

Step-by-step explanation: To find the volume of a sphere, start with the formula for the volume of a sphere which is shown below.

[tex]V = \frac{4}{3} \pi r^{3}[/tex]

Here, we are given that our sphere has a radius of 3 centimeters.

So plugging into the formula, we have [tex](\frac{4}{3})(\pi)(3 cm)^{3}[/tex].

Start by simplifying the exponent.

(3 cm)³ is equal to 3 centimeters · 3 centimeters ·

3 centimeters or 27 cm³.

So we have [tex](\frac{4}{3})(27 cm^{3})(\pi)[/tex].

Notice that we can cross-cancel 3 and 27 to 1 and 9.

So we have (4)(9 cm³) which is equal to 36 cm³.

So we have 36π cm³.

So the volume of the sphere is 36π cm³.

Remember that π is approximately equal to 22/7 or 3.14 so we can estimate the value of the volume by plugging in 3.14 for π.

So we have (36)(3.14) which is equal to 113.04 which means

that the volume of approximately equal to 113.04 cm³.

Answer:

25.133

Explanation:

c = 2πr

Answer:

-10x+3/2 and -2(5x)+(-2)(-3/4)

Explanation:

The correct statements are Negative 2 (5 x) + (negative 2) (negative three-fourths)&Negative 10 x + three-halves)

An algebraic expression in mathematics is an expression which is made up of variables and constants, along with algebraic operations (addition, subtraction, etc.). Expressions are made up of terms.

Given here: The statement "Negative 2 (5 x minus three-fourths)"

Thus translating it into an expression we get

-2(5x-3/4)

=-2×5x+(-2×-3/4)

=-10x+3/2 ( using the distributive property of multiplication)

Hence, The correct statements are Negative 2 (5 x) + (negative 2) (negative three-fourths)&Negative 10 x + three-halves

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