work out 1572 divided by 0.3 show your working.

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:

dependent

Step-by-step explanation:

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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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:

-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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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.

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:

C. Ashik is correct because the points are a strong correlation to this nonlinear association.

just got it right on edge 2020.

please mark as Brainliest.

Answer:

The mean for the whole group is 12.57 cm

Step-by-step explanation:

The mean of the length of each group's finger is given by the following formula:

mean = (sum of lengths from each finger)/number of people

Therefore for the first group:

8.3 = (sum1)/6

sum1 = 8.3*6 = 49.8

For the second group:

17.7 = sum2/5

sum2 = 17.7*5 = 88.5

Therefore the mean from the whole group is:

mean = (sum1 + sum2)/11 = (49.8 + 88.5)/11 = 12.57 cm

Answer:

25.133

Explanation:

c = 2πr

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!

Answer:

80°

Step-by-step explanation:

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

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

Answer:

x=2.5906672908862554,−0.2573339575529219

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: 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

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:

20

Step-by-step explanation:

75% of x = 15

x = 20

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:

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

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:

B

Step-by-step explanation:

Answer:9.75304923404

Step-by-step explanation:

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

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