Answer:
25/3
Step-by-step explanation:
Let's call the number of students who picked sport "s" and the number of students who picked painting "p". We know:
p + s = 5 (the number of students who picked painting and sport)
42 - p - s = 8 (the number of students who did not pick either)
s = 2p (twice as many picked sport as painting)
From the first equation, we can solve for p:
[tex]\sf:\implies{p + 2p = 5}[/tex]
[tex]\sf:\implies{3p = 5}[/tex]
[tex]\sf:\implies{p = 5/3}[/tex]
So, 5 students picked painting and 10 students picked sport. And the number of students who picked sport but not painting is:
s - p = 10 - 5/3 = 10 - 5/3 = 25/3.
A computer and monitor sold for $510. The computer costs $310 more than the monitorHow much did each item cost?
Answer:
computer sold for $410
Monitor sold for $100
Step-by-step explanation:
The computer cost = x
the monitor = x-310
2x-310=510
x=410
So computer sold for $410
Monitor sold for $100
Answer: The monitor sold for 200.
Step-by-step explanation:
If you have a total of $510, and one item costs $310, subtract $310 from $510 and you get $200.
Example: $510 - $310 = $200
how many steps in 1 mile
Generally speaking you can count on 2,000 steps equaling one mile.
How many steps in 1 mile?
The average person takes between 2,000 and 2,500 walking steps per mile as counted by a fitness band, or phone motion sensor. Running steps have a longer stride length, which means you may take between 1,000 and 2,000 steps per mile.A total of 10,000 steps equals 4 to 5 miles. The number of steps per mile varies from person to person and depends on your stride length. Knowing how many steps are typical for a mile, you can begin to envision how far you need to walk to log 10,000 steps per day.It also works in reverse. The miles might not seem so long if you realize how many you manage to log during your daily activities. Keep moving and you will make it to your daily goal.To learn more about mile refers to:
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Circle F is centered at the origin. Is point (7, -7) on the circle? Circle on grid No because the distance from the origin to point (7, -7) is greater than the radius of the circle. Yes because the distance from the origin to point (7, -7) is equal to the radius of the circle. No because the distance from the origin to point (7, -7) is less than the radius of the circle. Yes because the distance from the origin to point (7, -7) is greater than the radius of the circle.
Answer:
Yes because the distance of (7,-7) from origin is equal to the radius of the circle.
Step-by-step explanation:
Rebecca has $128 on a gift card to spend. She spends $78 on running shoes. Tank tops cost $12. 50 each. How many tank tops can she buy?.
How are you supposed to tell even and odd functions apart?
Answer:A function f(x) is even if f(-x) = f(x). The function is odd if f(-x) = -f(x). An even function has reflection symmetry about the y-axis. An odd function has rotational symmetry about the origin.
Step-by-step explanation:
The function is even when f(-x) = f(x) and is odd when f(-x) = -f(x).This has been obtained using even-odd functions.
What are even-odd functions?
When the output value of a real-valued function, f(x), is equal to f(x), for all values of x inside the domain of f, the function is said to be an even function.
It is claimed that a real-valued function f(x) is an odd function when, for all values of x in the domain of f, the output value of f(-x) is equal to the negative of f(x).
We have an even function if we have an expression that is equivalent to f(x) and we have an odd function if we obtain an expression that is equivalent to -f(x).
If we take a function and substitute x for -x, simplify the result, and then compare it to what you started with, you can "determine algebraically" if the function is even, odd, or neither.
The function is even if you come out with exactly what you started with (i.e., if f (-x) = f (x), in which case all of the signs are the same. If you come out with exactly the opposite of what you started with (i.e., if f(-x) = -f (x), in which case all of the signs are switched), it is an odd function.
Hence, the function is even when f(-x) = f(x) and is odd when f(-x) = -f(x).
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What is the purpose of polynomials?
Answer: Polynomials are an important part of the "language" of mathematics and algebra. They are used in nearly every field of mathematics to express numbers as a result of mathematical operations. Polynomials are also "building blocks" in other types of mathematical expressions, such as rational expressions.
Step-by-step explanation:
Exponential Functions
The percent decrease of the exponential function is 22%
What is the percent decrease of the given function?Suppose we have an initial value A and we increase/decrease it by a percentage X, the new value will be:
A' = A*(1 ± X/100%)
Where the sign depends if it is an increase or decrease.
And if we apply that t times, then we have the exponential function:
A'(t) = A*(1 ± X/100%)^t
If we want to solvethe percentage, then we need to solve:
0.78 = 1 ± X/100%
Obviously we need to take the negative sign:
0.78 = 1 - X/100%
X = 100%*(1 - 0.78) = 22%
Thet is the percent decrease.
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If you live in a town with a current population of 5,000 people and this population is increasing at a rate of 3.4% every 5 years, how many people will live in the town after 15 years?
a couple planning their wedding offers four choices for meals: chicken, fish, steak, and vegetarian. the first 20 responses they receive are shown in the table below. meal choices chicken chicken fish steak fish chicken vegetarian vegetarian steak helpcopy to clipboarddownload csv create a relative frequency distribution for the data using excel. what is the relative frequency of responders that chose the vegetarian meal?
The relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.
The concept used in this problem is relative frequency, which is a measure of the number of times an event occurs in a data set, expressed as a fraction of the total number of events.
The relative frequency is a useful tool for summarizing and understanding the distribution of data, and provides a way to compare the relative frequencies of different events in a data set.
To create a relative frequency distribution in Excel, you would first create a table with the four meal options (chicken, fish, steak, and vegetarian) and count the number of times each option was selected. The relative frequency is calculated as the count of each meal option divided by the total number of responses (20 in this case).
Here is the frequency distribution as :
Meal Option → Frequency → Relative Frequency
Chicken → 6 → 0.3 (6/20)
Fish → 2 → 0.1 (2/20)
Steak → 2→ 0.1 (2/20)
Vegetarian → 10 → 0.5 (10/20)
Thus, the relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.
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The relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.
The concept used in this problem is relative frequency, which is a measure of the number of times an event occurs in a data set, expressed as a fraction of the total number of events.
The relative frequency is a useful tool for summarizing and understanding the distribution of data and provides a way to compare the relative frequencies of different events in a data set.
To create a relative frequency distribution in Excel, you would first create a table with the four meal options (chicken, fish, steak, and vegetarian) and count the number of times each option was selected. The relative frequency is calculated as the count of each meal option divided by the total number of responses (20 in this case).
Here is the frequency distribution as :
Meal Option → Frequency → Relative Frequency
Chicken → 6 → 0.3 (6/20)
Fish → 2 → 0.1 (2/20)
Steak → 2→ 0.1 (2/20)
Vegetarian → 10 → 0.5 (10/20)
Thus, the relative frequency of responders who chose the vegetarian meal is 0.5, or 50%.
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Which phrase do we use to indicate that we are trying to study the relationship between two variables while the values of all other variables are held unchanged? A. Et ali B. Ceteris paribus C. Ad hominem D. E pluribus unum Why is this restriction so useful in economic analysis? A. If other variables that do not interact with these two variables are not held fixed, the true relationship between the two variables would be hidden. B. Lf every is allowed to change, it would be impossible to isolate the impact of one variable on another
Option B is the correct answer. Ceteris paribus is a phrase do we use to indicate that we are trying to study the relationship between two variables while the values of all other variables are held unchanged.
This is the most commonly-used phrase that defines 'all other things being unchanged or constant'. It is used in economics to rule out the possibility of 'other' factors changing, which is the specific causal relation between two variables is focused.
This is the Latin phrase that is generally used for saying 'with other things being the same'. It is particularly crucial in the study of cause and effect relationships between two specific variables such that other relevant factors influence.
The opposite word for this phrase is 'mutat's mutants, which defines changing some factors that are used to be changed. Ceteris paribus is often a fundamental assumption to the predictive purpose of scrutiny.
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Mr. Hunt gave out award ribbons to everyone who made honor roll. An image of the award ribbon is shown on the plane below. The award ribbon was pink and had an image of the school's logo
covering part of the ribbon. In the diagram, each grid square measures 1 inch by 1 inch.
The total area of the ribbon is equals to 46 sq. inches with a 4 square inches of school logo in between.
What is a Quardilateral ?The four-sided polygonal shape known as a quadrilateral has four edges and four corners. The Latin words quadri, a variation of four, and latus, meaning "side," were used to create the term.
Its sides are AB, BC, CD, and DA.There are four of them: Indicators A, B, C, and DThe angles are ABC, BCD, CDA, and DAB.Angles A and B are near one other.The polar opposite angles are A and C.They are the opposing parties, AB and CD.The neighboring sides are ABC.A 4-sided planar figure is called a quadrilateral. The following are some crucial characteristics of quadrilaterals:There are 4 vertices, 4 angles, and 4 sides in every quadrilateral.Its inner angles add up to 360 degrees.In American and Canadian English, a quadrilateral having at least one set of parallel sides is referred to as a trapezoid. It is referred to as a trapezium in British and other varieties of English. In Euclidean geometry, a trapezoid is a convex quadrilateral by definition. The bases of the trapezoid are the parallel sides.
The total area of the ribbon = area of the top square + area of the bottom trapizium
Area of the square = 4*4 = 16 sq. inches
Area of the trapizium = (1/2)*(sum of parallel sides)*height = (1/2)*(4+8)*5 = 30 sq. inches.
The total area of the ribbon is equal to 30 + 16 = 46 sq. inches with a 4 square inches of school logo in between.
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Here is a composite function find an expression for m in terms of p give your answer in its simplest form
Question C)
The expression for m in terms of p will be m = 5p - 4
How to explain the functionA function shows the relationship between the variables that are provided or the data given regarding an information.
Function A x + 4 then × 2 = y
x = m
y = (m + 4) × 2 = 2m + 8
Function B x ÷ 5 Then + 1 = y
x = 2m + 8
y = 2p+1
(2m + 8) ÷ 5 + 1 = 2p+1
= (2m + 8) ÷ 5 = 2p
= 2m + 8 = 10p
= m + 4 = 5p
m = 5p - 4
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Here is a composite function find an expression for m in terms of p give your answer in its simplest form
Function A x + 4 then ×2 = y
Function B x ÷ 5 Then + 1 = y
m Function A then Function B = 2p+1
I need ans in at least 1 min after sending
Answer: -2/3
Step-by-step explanation: rise / run, also keep in mind that this is a negative slope.
Find the value of x.
A: 80 degrees
B: 40 degrees
C: 60 degrees
D: 140 degrees
Show work.
consider the following research scenario: ivan wants to research how the number of breaks throughout the day can impact fatigue. he gains permission from a local accounting firm and randomly assigns willing participants to take either ten or zero 5-minute breaks across the workday (in addition to regularly scheduled breaks). he then asks participants to complete a questionnaire to assess fatigue. in this study, what is the independent variable and what is the dependent variable? number of 5-minute breaks is the independent variable and fatigue is the dependent variable fatigue is independent variable and number of 5-minute breaks is the dependent variable the participant is the independent variable and number of 5-minute breaks is the dependent variable the participant is the independent variable and fatigue is the dependent variable
The independent variable is the number of 5-minute breaks, and the dependent variable is fatigue.
The cause is the independent variable. Its value is unaffected by the other study variables.
Effect is the dependent variable. Changes in the independent variable affect its value.
The independent variable is a variable in an experimental design that is manipulated or changed by the researcher to observe its effect on the dependent variable. It is also referred to as the "predictor variable" or the "explanatory variable". In the research scenario described, the independent variable is the number of 5-minute breaks (ten or zero) that are assigned to the participants.
The dependent variable is a variable in an experimental design that is being studied and measured to determine its relationship with the independent variable. It is also referred to as the "outcome variable" or the "response variable". In the research scenario described, the dependent variable is fatigue, as Ivan wants to study the impact of the number of 5-minute breaks on fatigue and will measure fatigue levels by using a questionnaire.
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The independent variable is the number of 5-minute breaks, and the dependent variable is fatigue.
The cause is the independent variable. Its value is unaffected by the other study variables.
Effect is the dependent variable. Changes in the independent variable affect its value.
The independent variable is a variable in an experimental design that is manipulated or changed by the researcher to observe its effect on the dependent variable. It is also referred to as the "predictor variable" or the "explanatory variable". In the research scenario described, the independent variable is the number of 5-minute breaks (ten or zero) that are assigned to the participants.
The dependent variable is a variable in an experimental design that is being studied and measured to determine its relationship with the independent variable. It is also referred to as the "outcome variable" or the "response variable". In the research scenario described, the dependent variable is fatigue, as Ivan wants to study the impact of the number of 5-minute breaks on fatigue and will measure fatigue levels by using a questionnaire.
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lil help please thanks, I think I like math
The factored form of the equation is g(x) = -(x + 2)(x − 4)..
What is Factored form?A quadratic expression that is written as the product of a constant times two linear factors is said to be in factored form.
Given:
As, the equation of the function in factored form,
g(x) = a(x − [tex]r_1[/tex])(x − [tex]r_2[/tex]),
The function has x-intercepts of -2 and 4.
So (x + 2 )and (x − 4) are factors of the equation.
Now, the value of y changes for 1 unit to the right of the vertex.
The y-value goes down 1 unit for a point 1 unit to the right of the vertex, so a = -1.
So, the equation of this quadratic function is
g(x) = -(x + 2)(x − 4).
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what is the slope and y-intercept of this equation?
y = -2x + 12 is the linear equation's slope intercept form.
How do you determine an equation's slope and y-intercept?In the form of a slope-intercept equation, the line's equation is stated as follows: y = mx + b, where m denotes the slope and b denotes the y-intercept.
Values for the slope and y-intercept describe the properties of the relationship between the two variables x and y.Slope is a measure of how quickly y changes for every unit change in x.
In the event that the x-value is 0, the y-intercept shows the y-value. An equation's slope intercept form is shown as follows:
y = mx + c
where
slope = m
y-intercept = c
Therefore,
4x + 2y = 24
2y = -4x + 24
multiply both sides by two.
2y / 2 = -4x /2 + 24 / 2
y = -2x + 12
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Solve the following linear system by elimination
so hmmm let's notice the denominators in each, so hmmm the 1st equation has an LCD of 6, so let's multiply both sides by that, and the 2nd equation has an LCD of 12, so let's multiply it by that to do away with the denominators, oddly enough, it gives us an elimination of a variable, so let's do so
[tex]\begin{array}{llll} \cfrac{1}{2}x-\cfrac{2}{3}y=6 \\\\\\ \cfrac{1}{4}x+\cfrac{1}{3}y=-1 \end{array}\hspace{5em} \begin{array}{llll} 6\left( \cfrac{1}{2}x-\cfrac{2}{3}y=6 \right) \\\\\\ 12\left( \cfrac{1}{4}x+\cfrac{1}{3}y=-1 \right) \end{array}\hspace{5em} \begin{array}{llll} ~~ 3x-4y&=36 \\\\\\\\\\ -3x-4y&=12\\\cline{1-2} ~\hfill -8y&=48 \end{array} \\\\[-0.35em] ~\dotfill[/tex]
[tex]-8y=48\implies y=\cfrac{48}{-8}\implies y=-6 \\\\\\ \stackrel{\textit{substituting on the 1st equation}}{3x-4y=36}\implies 3x-4(-6)=36\implies 3x+24=36 \\\\\\ 3x=12\implies x=\cfrac{12}{3}\implies x=4 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill {\Large \begin{array}{llll} (4~~,~-6) \end{array}}~\hfill[/tex]
PLSSS HELP IF YOU TURLY KNOW THISSS
Answer:
[tex] \sf \: x = 20[/tex]
Step-by-step explanation:
Given equation,
→ x - 18 = 2
Now the value of x will be,
→ x - 18 = 2
→ x = 2 + 18
→ [ x = 20 ]
Hence, the value of x is 20.
use the distributive property to remove the parentheses 2(3 + x)
Answer:
6 + 2x
Step-by-step explanation:
Distributive property is multiplying a number outside a parenthesis to those inside the parenthesis, thus:
2(3 + x)
(2(3) + 2(x))
[6 + 2x]
The density of solid fe is 7. 87 g/cm3. How many atoms are present per cubic centimeter (cm3) of fe?.
Assuming the solid Fe is pure iron, the atomic mass of iron is 55.845 g/mol. This means that in one cubic centimeter of iron there are 6.02 x 10²² atoms of Fe.
Solid iron has a density of 7.87 g/cm³. This means that in one cubic centimeter of iron, there are 6.02 x 10²² atoms of iron. This is calculated by taking the atomic mass of iron (55.845 g/mol) and dividing it by the density of iron (7.87 g/cm³). This gives us the number of atoms of iron in one cubic centimeter of iron, which is 6.02 x 10²² atoms.
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i have 3 more after this one
Answer:
2399.03
Step-by-step explanation:
2000*(1+2.3%)^8 =2399.03
Answer: 2399.0
Step-by-step explanation: because you would multiply 2000 by 1+2.3% ^8 and get your answer 2399.0 and if you round it to be the nearest hundredth you will get 2399.03
a cylinder jar is halfway full of baby food the volume of the baby food is 24 Pi cubic centimeters what is the height of the jar when the radius of the jar is 4 cm
please help
The height of the cylinder jar is 6/4 centimeters
How to determine the height of the cylinderThe formula for determining the volume of a cylinder is expressed with the equation;
V = πr²h
Such that the parameters are;
V is the volume of the cylinderπ takes the value of 3.14 or 22/7r is the radius of the cylinderh is the height of the cylinderFrom the information give, we have that;
Volume = 24π cubic centimeters
Radius = 4cm
Now, substitute the values into the formula
24π = π(4)²h
find the square
24π = 16πh
Make 'h' the subject of formula, we get;
h = 24π/16π
h = 24/16
h = 6/4
Hence, the value is 6/4
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nondisclosure of the treatment an experimental unit is receiving
Blinding refers to the nondisclosure of the treatment an experimental unit is receiving in a controlled experiment.
Blinding is a technique used in experimental design to reduce bias and improve the validity of results. It refers to the practice of not revealing to the experimental units (e.g., participants, animals) or the experimenters which treatment they are receiving in a controlled experiment.
Blinding is used to eliminate potential sources of bias that might influence the results of the experiment. For example, if the participants are aware of the treatment they are receiving, they might behave differently and affect the results. Similarly, experimenters might unconsciously treat participants differently based on their knowledge of the treatment, which could also affect the results.
"
Complete question
________ refers to nondisclosure of the treatment an experimental unit is receiving.
"
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4: the diameter of a red blood cell is 6 x 10-6 m. how many red blood cells are needed to make a line 1 inch long?
42 red blood cells are needed to make a line 1 inch long
The diameter of a red blood cell is 6 x [tex]10^{-6}[/tex] m,
so we need to determine how many cells can fit in a
line 1 inch long (2.54 x[tex]10^{-5}[/tex] m).
Dividing the length by the diameter gives the number of cells:
2.54 x [tex]10^{-5}[/tex] m / 6 x [tex]10^{-6}[/tex] m = 42.33.
So, approximately 42 red blood cells are needed to make a line 1 inch long.
This highlights the small size of red blood cells and the remarkable ability of the human body to produce and maintain billions of these cells for proper blood circulation and oxygen delivery.
Red blood cells, also known as erythrocytes, are one of the main types of blood cells. They are biconcave discs with a diameter of about 7.5 micrometers, and their primary function is to transport oxygen from the lungs to the tissues and carbon dioxide from the tissues to the lungs.
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Refer to the system of linear equations shown below. Which of the following statements gives the best choice for multiplying to solve this system using the elimination method?
3x−6y=4
6x+11y=−2
1. Multiply the first equation by −11
and the second equation by 6
so the y-variables are eliminated.
2. Multiply the second equation by 1/2
so the x-variables are eliminated.
3. Multiply the first equation by −2
so the x-variables are eliminated.
4. Multiply the first equation by 2
so the x-variables are eliminated.
Answer:
3: Multiplying the first equation by −2 so the x-variables are eliminated.
Step-by-step explanation:
The elimination method is a strategy to solve a system of linear equations by eliminating one of the variables (usually the y variable) by adding or subtracting the equations. This can be done by multiplying one or both of the equations so that when added or subtracted, the y variable will cancel out.
In this case, the best option for multiplying to solve the system using the elimination method is to multiply the first equation by -2 so that the x-variables are eliminated. This is because when the first equation is multiplied by -2, it becomes -6x + 12y = 8, which has the same coefficient for x as the second equation. When the two equations are added, the x variable will cancel out, leaving us with an equation in terms of y, which can then be solved for x.
The equation after the elimination will look like this:
-6x + 12y + 6x + 11y = -2 + 8
6y = 6
y = 1
Finally, we can use this value of y to solve for x in one of the original equations:
3x - 6(1) = 4
3x = 10
x = 10/3 = 3.33
So the solution to the system is (3.33, 1).
Robin ave $500 at a yearly imple interet rate of %4. What i the total amount of money he ha after 20 year?
The total amount Robin will get after 20year is $900
What is simple interest?Simple interest is the cost of borrowing money without accounting for the effects of compounding. In other words, simple interest only applies to the principal amount.
The total amount is expressed as :
A = P+I
and I = P×r×t/100
where r is the rate
t is the time and
p is the principal
I = 500×4×20/100
I = $400
after 20 years the interest will be $400
The total amount Robin will receive after 20 years is
A = 500+400
A = $900
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The manager of Lawn and Garden Services would like to estimate the proportion of her employees' time spent performing various gardening and lawn care activities. She has made 400 random observations of a typical worker, with the following results: Activity Time Observed Mowing 200 Trimming 80 Raking 40 Miscellaneous 80 If the manager wants to be 95. 44 percent confident that the true proportion of time spent mowing is within. 02 (plus or minus) of the sample proportion, what should be her sample size?
a. 400
b. 1,000
c. 1,600
d. 2,000
e. 2,500
The sample size should be e) 2,500.
To calculate the sample size needed for the manager's confidence interval, we need to use the formula for the margin of error:
Margin of error = z * (standard deviation of the sample proportion) / sqrt(sample size)
Given the sample data, the sample proportion of time spent mowing is 200 / 400 = 0.5.
Plugging in the values, we get:
Margin of error = 1.96 * sqrt(0.5 * 0.5 / 400) = 0.02
Rearranging the formula and solving for the sample size, we get:
Sample size = (z / margin of error)^2 * (sample proportion * (1 - sample proportion))
= (1.96 / 0.02)^2 * (0.5 * 0.5)
= 2500
So, the sample size needed for a 95.44 percent confidence interval with a margin of error of 0.02 is 2,500. The answer is option (e).
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csc²x-cscx+2/CSCX-1
So csc²x-cscx over CSCX-1
Or
csc²x-cscx divided by CSCX-1
(This isn't multiple equations it's just one but I wanted to clarify everything is divided by CSCX-1)
I have to simplify completely using trig identifies to make it one value
Example:(1/sin) csc so answer is csc because it's one value you so I have to simplify everything all to one value (I hope I'm explaining this right also explain it like you would to a 5yro because I can't do this)
I attached a picture hope this helps
The simplification of csc²x-cscx+2/CSCX-1 = 1/sin²(x) - sin(x) / (sin²(x)-1)
How did we arrive at the value?First, let's recall the definition of cosecant (csc): it's the reciprocal of sine, so csc(x) = 1/sin(x).
Next, we can simplify the equation by substituting the definition of cosecant into the equation:
csc²x-cscx / CSCX-1 = (1/sin(x))² - (1/sin(x)) / (1/(sin(x))-1)
Next, we can simplify the numerator and denominator using algebraic identities:
(1/sin(x))² = 1/sin²(x)
(1/sin(x)) / (1/(sin(x))-1) = sin(x) / (sin²(x)-1)
So, the equation becomes:
1/sin²(x) - sin(x) / (sin²(x)-1)
And this is the simplified form of the equation.
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12 mygs will cost 27, and 5 flasks will cost 30