2. What is the correlation between the number of hours driving and the number of gallons of gas used?

Answer: she lost 500 ,gained 900 ,lost 700, gained 600

Step-by-step explanation:

Answer:

The slope-intercept form is y= 4/3 x + 2

Answer:

28 inches in 8 days.

Step-by-step explanation:

1. Multiply 3.5 inches by 8 days to calculate the total inches:

2. 3.5 inches x 8 days = 28 inches

Therefore, elephant grass will grow 28 inches in 8 days.

Answer:

2.95

Step-by-step explanation:

23 - 7 = 16

16 - 5.5 (1/2 = .50)= 10.5

10.5 - 2.30 (23 becomes 2.30 in 10%) = 8.20

8.20 - 5.25 = 2.95

2.95 miles ran on Friday

An expression to show the number of people who will receive the text message after the fifth round is, 4 x 4⁵

In algebra, in sequence we study various progressions, one of the progression is geometric, in this progression for every two consecutive terms, the common ratio is the same.

Formula for nth term of G.P.,

Tₙ = a×rⁿ

where a is first term and r is common ratio

Given that,

Amber sends a text message to 4 people

Those 4 people send the text message to 4 more people, and so on

An expression to show the number of people who will receive the text message after the fifth round = ?

This process will follow a geometric progression,

Which have common ratio  = 4

First term a = 4

Fifth term =  ?

Here, n = 5

Tₙ = a × rⁿ

   =  4 x 4⁵

   =   4096

Hence, the expression is 4 x 4⁵

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Answer: MNO is  an isosceles triangle

Step-by-step explanation:

the right hand corner is 80 degrees and the left one is 45 degrees, you work this out by knowing a straight line is 180 degrees, 180-110 is 70. 55+70=125 and then 180-125 is 55.

not sure how to solve the second question so maybe repost it, hope i helped :D

The result of 2/3 divided by 1/12 is equal to 8.

A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.

To find the result of 2/3 divided by 1/12, we can use the following equation:

= 2/3 ÷ 1/12 = (2/3) × (12/1)
= 8

Since the multiplication of two numbers is equivalent to the division of their reciprocals, we can use the number line to represent the division as multiplication:

2/3 is located between 1/2 and 1 on the number line, and 1/12 is located between 0 and 1/10. Multiplying 2/3 by 12/1 is the same as moving 12 units to the right on the number line, which is equivalent to moving from 2/3 to 8.

So, the result of 2/3 divided by 1/12 is equal to 8.

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The statement - A change in tempo is the only thing that can make a musical cliché more effective is

A musical cliché refers to a commonly used and overused musical idea. To make a musical cliché more effective, changes in both tempo and dynamics can be used.

Tempo refers to the speed of the music, while dynamics refer to the volume or loudness of the music. By changing both of these elements, a composer or performer can add variety, interest, and impact to a musical cliché and make it more effective.

However, this may not always be the case, as the effectiveness of a musical cliché also depends on the context and the artistic intention of the composer or performer.

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The inequalities contain greater than, less than or equal, and greater than or equal. The inequalities are attached below.

What is a closed circle?

For numbers that are either less than or greater than (< or >), open circles are used. For numbers that are less than or equal to and greater than or equal to (≤ or ≥), closed circles are used.

A number line can be used to display inequality.

Given inequalities are

x > 3

x ≤5

x ≥-4

The inequity x > 3 contains a greater than symbol. Thus there will be an open circle at 3. x is greater than 3, so the arrow from the circle must show the numbers that are larger than 3.

The inequity x ≤5 contains a less than or equal symbol. Thus there will be a close circle at 5. x is less than or equal to 5, so the arrow from the circle must show the numbers that are less than 5.

The inequity x ≥-4  contains a greater than or equal symbol. Thus there will be a close circle at -4. x is greater than or equal to -4, so the arrow from the circle must show the numbers that are greater than -4.

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Answer:

x ≤ 217

Step-by-step explanation:

The mean is found by adding each time and dividing by the amount of attempts.

If the mean has to be no greater than 200s and there are five attempts, than the total five attempts should total to no more than 200*5=1000s

The total sum of the first four attempts is 192+206+194+191=783

x must be equal to or less than 1000 - 783 = 217

The area of each brownie is 35 cm².

Area is the amount of space occupied by a two-dimensional figure. In other words, it is the quantity that measures the number of unit squares that cover the surface of a closed figure. The standard unit of area is square units which is generally represented as square inches, square feet, etc.

Given that, the length of each brownie is 7 cm and the width is 5 cm.

Here, the area is Length×Width

= 7×5

= 35 cm²

Therefore, the area of each brownie is 35 cm².

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Answer:

With technology and digital communication, it's

becoming easier to communicate because people

do not have to do that initial face-to-face reaction

when they are behind a keyboard. This can be a

good or a bad thing depending on how one

chooses to communicate.

Answer:

[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&262&240&502\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&161&88&249\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&423&328&751\\\cline{1-4}\end{array}[/tex]

Step-by-step explanation:

From the given information, the two options of the "annual salary" category are:

From the given information, the two options of the "opinions" category are:

To create a two-way frequency table to visually represent the possible relationships between the two sets of categorical data:

[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&&&\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&&&\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&&&\\\cline{1-4}\end{array}[/tex]

Add the given information to the table:

[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&262&240&\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&&&\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&423&328&\\\cline{1-4}\end{array}[/tex]

From the table, we can see that of the 423 of people that earned less than $50,000 per year, 262 thought that people's live would get better.

To calculate the number of people that earned less than $50,000 per year that thought people's lives would not get better, subtract 262 from 423 and place this number in the cell in column 2, row 3.

Continue like this to fill out the rest of the table, remembering to calculate the column and row totals:

[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&262&240&502\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&161&88&249\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&423&328&751\\\cline{1-4}\end{array}[/tex]

In the above angle measurement problem,

35) If m∠7=100°, then m∠3 = 100° (Alternative Angles)

36) If m∠7=175°, then m∠6= 5° (Co-interior Angles)

37) If m∠7 = 120°, then m∠5 = 120° (Corresponding Angles)

38) If m∠4=20°, then m∠7 = 160° (Angles on a straight line and Corresponding Angles)

39) If m∠3=140°, then m∠8 = 40° (m∠3 = m∠1 Corresponding angles; ∠1+ ∠8 = 180° - Angles on a straight line)

40) If m∠4= 30°, then m∠1 = 150° (Corresponding Angles)

41) If m∠4 = 40°, then m∠2 = 40° (Corresponding Angles)

42) Ifm∠7=125°, then m∠4= 55°  (∠4=∠2; Corresponding angles: 180° - ∠7 = 55° - Angles on a Straight Line)

When two parallel lines meet any other line, comparable angles are generated in matching corners or corresponding corners with the transversal.

Congruence and likeness tests in geometry require comparing matching sides and angles of polygons.  Each side and angle in one polygon is matched with a side or angle in the second polygon, with the order of adjacency preserved.

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Some methods of statistical analysis include:

The word "renaissance" simply means the rebirth of a thing or something and in this case, it would seem to mean the rebirth of statistics to include better ways and methods of data gathering, collection and analysis.

A standard deviation (or σ) is a measure of how dispersed the data is in relation to the mean and this is one of the more "modern" ways of data gathering in statistics as these methods have come a long way from older methods of gathering data such as human statistics and census methods.

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The English translation is:

Could you give me an explanation about the Renaissance of Statistics?

Answer:

No

Step-by-step explanation:

If you are just seeking answers, you are basically cheating and trying to get someone to do your work...which will not help you learn the material ....sad.

Using technology,  the difference between the arithmetic average ROR and the weighted average ROR is 0.52%

The Arithmetic Mean will be called the Simple Arithmetic Mean when it is calculated as the quotient between the sum of all the different related values ​​and the number of observations involved in this sum.

Given An investment portfolio

Since arithmetic average ROR:

The average arithmetic average ROR is the sum of the rate of returns divided by the number of investments arithmetic average:

ROR = (2.1%+ 4.4%+ 7.8% + 0.5%)/4

arithmetic average ROR=6.20%

total amount invested=$3200+$1750+$1235+$2,300

total amount invested=$8,485

weighted average:

ROR = (3200/8485 * 2.1%+ 1750/8485 * 4.4%+ 1235/8485 *7.8% + 2300/8485 *0.5%)

weighted average:

ROR=5.68%

difference=6.20%-5.68%

difference=0.52%

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Answer: it’s 1.1%

Step-by-step explanation: just got it right on the test

As per the given statement, the inequality will be equal to y<2/3x+2.

Inequalities are mathematical expressions where neither side is equal. In inequality, as opposed to equations, we compare the two values. Less than (or less than and equal to), larger than (or greater or equal to), or not similar to signs are used in place of the equal sign in between.

here, we have,

As per the data provided in the question,

The statement is,

y is less than 2/3 times of x, that is = y<(2/3)x and,

then it is plus two is added to the equation,

y<(2/3)x+2

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The variable a as the subject is a = (P -W)/(W + P)

From the question, we have the following parameters that can be used in our computation:

P=W (1+a)/(1-a)

Cross multiply the equation

So, we have the following representation

P - Pa = W + Wa

Collect the like terms

This gives

Wa + Pa = P - W

So, we have

a(W + P) = P - W

Divide

a = (P -W)/(W + P)

Hence, the solution is a = (P -W)/(W + P)

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The profit of the unit is £410

Profit is the revenue remaining after all costs are paid. Profit is the difference between business income (revenue) and business expenses (costs

To get the unit profit;

unit profit = Price - production cost

From the question,

The unit production cost is 740 while the price is 1150

using the formula above,

Unit profit  = 1150 - 740

Unit profit = £410

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There are 9 stops altogether, and a total of 5 large boxes and 6 little boxes are delivered to each one.

what is unitary method ?

The unit tactic is a method for addressing dilemmas that entails first figuring out the price of a single unit, then increasing that value to figure out the needed value. Simplest terms, the unit method is used to derive a single unit value out of a multiple that is supplied. For example, 40 pens may cost 400 dollars, which is equal to the cost of one pen. This procedure could follow a regular procedure. a single nation. anything has a distinct identity. Its l'hopital and reciprocal are equal in terms of mathematics, algebra, abstract algebra, mathematical analysis, or mathematics of vectors or operators.

given

total number of stops = 9

total number of large boxes = 49

A total of 59 tiny boxes

every stop has the same number of boxes:

There are the same number of boxes at each station

for large boxes (49/9) = 5

small boxes (59/9) = 6

There are 9 stops altogether, and a total of 5 large boxes and 6 little boxes are delivered to each one.

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Answer:

Below

Step-by-step explanation:

17/16   is  just    17 ÷ 16    use calculator to fin = 1.0625

Answer:

1.06

Step-by-step explanation:

Step 1: divide numerator (1) by the denominator (16):

1 ÷ 16 = 0.0625

Step 2: add this value to the the integer part:

1 + 0.0625 = 1.0625. So,

1 1/16 = 1.0625

Answer: P(brown), is 25% he experimental probability is 32.5%.

Step-by-step explanation:

The theoretical probability, P(brown), is 25%, and the experimental probability is 32.5%.

The correct statement regarding the linear functions is given as follows:

No. Computer B has the greater slope.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

For Computer A, when x increases by 2, y increases by 176 - 32 = 144, hence the slope is given as follows:

m = 144/2

m = 72.

For Computer B, when x increases by 2, y increases by 370 - 198 = 172, hence the slope is given as follows:

m = 172/2

m = 86.

Which means that Computer B uses more megabytes for each additional program, as 86 > 72.

Computer A: A graph has programs on the x-axis and megabytes on the y-axis. A line goes through (0, 32) and (2, 176). Computer B: A 2-column table with 3 rows. Column 1 is labeled Programs: x with entries 2, 4, 6. Column 2 is labeled Megabytes: y with entries 198, 370, 542.

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well, in 2005 there were 55000 folks, and then 3 years later it was 61600, since we know the increment is linear, then we can just call year 2005 year 0 and use a table for that

[tex]\begin{array}{ccll} \stackrel{x}{year}&\stackrel{y}{population}\\ \cline{1-2} 0&55000\\ 3&61600 \end{array}\hspace{5em} (\stackrel{x_1}{0}~,~\stackrel{y_1}{55000})\qquad (\stackrel{x_2}{3}~,~\stackrel{y_2}{61600}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{61600}-\stackrel{y1}{55000}}}{\underset{\textit{\large run}} {\underset{x_2}{3}-\underset{x_1}{0}}} \implies \cfrac{ 6600 }{ 3 } \implies 2200[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{55000}=\stackrel{m}{ 2200}(x-\stackrel{x_1}{0}) \\\\\\ y-55000=2200x\implies {\Large \begin{array}{llll} y=2200x+55000 \end{array}} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{in 2010 from 2005 that's 5 years later, x = 5}}{y = 2200(5)+55000}\implies {\Large \begin{array}{llll} y=66000 \end{array}}[/tex]

The inverse of the function is g(x) = √[(x + 3)/4]

From the question, we have the following parameters that can be used in our computation:

f(x) = 4x^2 - 3

Rewrite the function as

y = 4x^2 - 3

Swap the variables

x = 4y^2 - 3

Make y the subject

So, we have the following representation

y = √[(x + 3)/4]

Rewrite as

g(x) = √[(x + 3)/4]

Hence, the inverse is g(x) = √[(x + 3)/4]

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Answer:

Pink bananas? Weird, but cool.

Anyways, the answer would be 2/3.

This is correct because:

1/3 + 2/3 = 3/3 = 1 whole

Step-by-step explanation:

Hope it helps! =D

Answer:

Jake will finish in 990 days

Answer:

You will have 4500 dollars in your account. The interest might be %30

Step-by-step explanation:

I just multiplied everything by 15 i don't know this I just want to

help

Answer:oh ez it is D=11 Dx=26 x=16 and y = 35

Step-by-step explanation:

I know the answers because I had the same problems lol