A 2-column table with 5 rows. Column 1 is labeled Minutes with entries 1, 2, 3, 4, 5. Column 2 is labeled Words with entries 250, 500, A, 1,000, B. Use the relationship between quantities to calculate the missing values in the table. A = B =

Answer:

  (B) The price is 150% of the price before

  (E) The price is now 1.5 of what it was before

Step-by-step explanation:

You want to identify statements equivalent to "price increased by 1/2 of what it was before".

For some initial price of p, the new price is ...

  p + 1/2p . . . . price increased by 1/2 of what it was before

This can be simplified to ...

  p(1 +1/2) = p(1.50) . . . . price is now 1.5 of what it was

Expressed as a percentage, the multiplier is ...

  p(1.50 × 100%) = p(150%) . . . . price is 150% of the price before

The correct choices are ...

  (B) The price is 150% of the price before

  (E) The price is now 1.5 of what it was before

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Complete the table representing a linear function with y = 10 and x = 9

The general form of a linear function is:

y = mx + c,

where m is the slope and c is the y-intercept

slope(m) = (y2-y1)/(x2-x1)

From the table:

point 1: x1 = 1, y1 = 0

point 2: x2 = 5, y2 = 40

slope(m) = (40-0)/(5-1) = 40/4 = 10

For the missing points:

x1 = 1, y1 = 0 and x2 = 2, y2 = y (unknown)

m = (y2-y1)/(x2-x1)

10 = (y-0)/(2-1)

10 = y/1

y = 10

x1 = 1, y1 = 0 and x2 =  x (unknown), y2 =90

m = (y2-y1)/(x2-x1)

10 = (90-0)/(x-0)

10 = 90/x

10x = 90

x = 90/10

x = 9

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The probability that a randomly selected student is male, given that the student speaks french is 0.3636.

Total number of student in a maths class is 25.

Out of those 25 students 14 are females.

And the remaining student 11 are male

The number of students who can speak French are from female side 7 and from male side is 4

So total number of students who can speak french is 11

Using the probability formula,

P = favorable outcome/Total

Probability that a randomly selected student is male, given that the student speaks french is,

P = 4 / 11

P = 0.3636

Therefore, The probability that a randomly selected student is male, given that the student speaks french is 0.3636.

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Answer:

see explanation

Step-by-step explanation:

the equation for direct variation is

y = kx ← k is the constant of variation

divide both sides by x , then

k = [tex]\frac{y}{x}[/tex]

calculate k for each ordered pair from the table

k = [tex]\frac{2}{-4}[/tex] = - [tex]\frac{1}{2}[/tex]

k = [tex]\frac{1}{-2}[/tex] = - [tex]\frac{1}{2}[/tex]

k = [tex]\frac{-4}{8}[/tex] = - [tex]\frac{1}{2}[/tex]

since k is constant for all ordered pairs

then the table shows a direct variation with equation

y = - [tex]\frac{1}{2}[/tex] x

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

similarly for the second table

k = [tex]\frac{5}{2}[/tex]

k = [tex]\frac{10}{4}[/tex] = [tex]\frac{5}{2}[/tex]

k = [tex]\frac{21}{6}[/tex] = [tex]\frac{7}{2}[/tex]

since k is not constant for all ordered pairs then NOT direct variation

Answer:  21.98

Step-by-step explanation:

The formula for circumference is r times 2 times pi

so, the circumference is

7x3.14=21.98

Answer:

See below

Step-by-step explanation:

The rate of interest that Gordon paid using the ordinary interest method is 9.63%.

The ordinary interest method is based on 360 days instead of 365 days.

The rate of interest based on the ordinary interest method uses the same formula as the rate of interest based on the 365 days calendar method.

Principal amount of loan = $600

Interest for 90 days = $14.25

Rate of interest = R

R = (Interest x 100)/(Principal x Time)

= $14.25 x 100 x 360/($600 x 90

= $513,000/$54,000

= 9.5%

Thus, the rate of interest paid by Gordon for borrowing $600 from the bank and paying $14.25 for 90 days is 9.5%.

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The 4th vertex of the rectangle is given by D ( 4 , -1 ) and the graph is plotted

The product of the rectangle's length and its breadth determines the area of the rectangle.

Rectangle area equals length times width

Given data ,

Let the area of the rectangle be represented as S

Let the rectangle be represented as ABCD

The coordinates of A = A ( -1 , -1 )

The coordinates of B + B ( -1 , 1 )

The coordinates of C = C ( 4 , 1 )

So , the length of the rectangle = 4 units

The width of the rectangle = 2 units

So , the area of the rectangle S = 4 x 2 = 8 units

And , the 4th vertex of rectangle D = D ( 4 , -1 )

Hence , the coordinate D of rectangle is D ( 4, -1 )

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1. line parallel to given line is:  y = 5/3 x + 2

2.  

parallel line becomes: y = 1/2x - 6

perpendicular line becomes: y = - 2x + 14

Slope intercept form is a method of formulating an equation for a line in the form y = mx + b in mathematics. The b stands in for the line's y-intercept, while the m denotes the line's slope. In order to identify a point on a line or to solve for y given an input of x, the slope intercept form is utilised. A straight line's slope and the location of its y-axis intersection are utilized to get the general equation of the line using the slope intercept equation. y = mx + b is the formula for the slope intercept.

1.

3y - 5x = 15

or, 3y = 5x + 15

or, y = 5/3 x + 5

This is slope intercept form of line.

Thus, slope (m) = 5/3

Parallel lines have same slope. Thus, all lines having slope m = 5/3 will be parallel to each other.

Thus, example of line parallel to given line is:  y = 5/3 x + 2

2.

for parallel line:

Given that,

y = 1/2x - 4

The slope intercept form of line is: y = mx + b

goes through the point (8, -2)

now comparing these two equations we get:

y = 1/2x + b

or, -2 = 1/2 (8) + b

or, b = - 6

thus, parallel line becomes: y = 1/2x - 6

for perpendicular line:

y = 1/2x - 4

as we know, m₁ = - 1/m₂

so, slope becomes: - 2

Thus, y = mx + b

after putting the point (8, -2) we get the value of b:

-2 = -2 (8) + b

or, b = 14

Thus, perpendicular line becomes: y = - 2x + 14

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Answer:

Use -3 as a factor 4 times to find the value of (-3)^4. The answer is 81

Step-by-step explanation:

To solve (−3)^4, use -3 as a factor four times. This can be done by multiplying -3 by itself four times: (-3)(-3)(-3)(-3) = 81. Alternatively, you can use the square root property to find the value of (−3)^4. The square root property states that if a number is multiplied by itself two times, then the square root of that number is equal to one of the numbers used in the multiplication. In this case, the square root of 81 is -3, which is equal to one of the numbers used in the multiplication. Therefore, (−3)^4 = 81.

The equation of line is y = -4x + 100 and the temperature of the coffee after 10 minutes is given by A = 60°C

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the temperature be represented as y

Let the number of minutes be represented as x

Now , the initial temperature is 100°C

Let the equation of line be represented as A

Now , the value of A is

Let the first point be P ( 0 , 100 )

Let the second point be Q ( 5 , 80 )

Now , the slope of the line between the points is ( y₂ - y₁ ) / ( x₂ - x₁ )

Substituting the values in the equation , we get

Slope m = ( 100 - 80 ) / ( 0 - 5 )

Slope m = 20 / -5

Slope m = -4

Now , the equation of line is y - y₁ = m ( x - x₁ )

Substituting the values in the equation , we get

y - 100 = -4 ( x - 0 )

y - 100 = -4x

Adding 100 on both sides of the equation , we get

y = -4x + 100

Now , when x = 10 minutes ,

y = -4 ( 10 ) + 100

y = -40 + 100

y = 60°C

Hence , the equation is solved and temperature after 10 minutes is 60°C

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The different scenarios given in the question are categorized as legitimate variables or not as given below.

What is a variable?

A variable is a symbol used to denote a mathematical object in mathematics. Any number, vector, matrix, function, function argument, set, or set element can be represented by a variable. A variable is a letter that stands in for an unknown; it always represents a number but can take on several meanings when used in an expression.

a) Numer of states that have a female governor has only one value and it cannot be varied. So it is not a legitimate variable(N).

b) The percentage of state's residents over 65 years of age is a legitimate variable (L) because the number will vary for different states.

c) The highest speed limit in the state is a legitimate variable(L) as the limits are different for different states.

d) Whether or not the state's name consists of one word is a legitimate variable(L) as it varies for different states.

Therefore the different scenarios are categorized as legitimate variables or not.

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The value of p is 15

The unitary method is a method in which you find the value of a unit and then the value of a required number of units.

Given here: Davey reads 58 pages on Saturday and on rest of the days p pages per day

Therefore everyday he reads 58+p pages per day

If he reads for 10 days and he reads a total 1408 pages then we have

In a week there is one Saturday

thus

9p+58=1408

9p=1350

p=15

Thus on the other days p is equal to 15 pages per day.

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The complete question is Davey reads 58 pages on Saturday and p pages on other days and on a span of 10 days he reads 1408 pages. Find the value of p.

The linear relation of the given Rate of Change and Initial Value is y = 2/3x + 10

Suppose that we have to measure the rate of change of y as x changes, then we have:

[tex]Rate = \dfrac{y_2 - y_1}{x_2 - x_1}[/tex]

[tex]\rm when \: x=x_1, y = y_1\\when\: x = x_2, y= y_2[/tex]

Note that, we divide by the change in independent variable so that we get some idea of how much the dependent quantity changes as we change the independent quantity by 1 unit.

We are given the parameters as;

Constant Rate of Change: 2/3

Initial Value:10

Since we know that linear relation between x and y is y = m x + b, where

m is the rate of change

b is the initial value

Therefore,

y = 2/3x + 10

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Answer:

Step-by-step explanation:

To solve the problem, we start by labeling 1/3 of 3/8 like this:

N1/D1 of N2/D2

Then we use this fraction of a fraction formula to solve the problem:

(N1 x N2) / (D1 x D2)

When we enter 1/3 of 3/8 into the formula, we get:

(1 x 3) / (3 x 8) = 3/24

Therefore, the answer to 1/3 of 3/8 in its lowest form is:

1/3 of 3/8 = 1/8

Check the picture below.

now, we're assuming the street is a straight line and the line above the 100° is also another straight line, so hmmm the shaded polygon is really a 6-sided polygon, a hexagon.

[tex]\underset{in~degrees}{\textit{sum of all interior angles}}\\\\ S = 180(n-2) ~~ \begin{cases} n=\stackrel{number~of}{sides}\\[-0.5em] \hrulefill\\ n=6 \end{cases}\implies S=180(6-2)\implies S=720 \\\\\\ 142+72+148+130+80+\measuredangle 1=720\implies 572+\measuredangle 1=720\implies \boxed{\measuredangle 1=148}[/tex]

The percentage of the second is greater than the first and the first number is less than the second will be 10% and 9.09%.

The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates for one hundred percent. It is symbolised by the character '%'.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value x 100

Each pair of numbers determines by what percentage the second is greater than the first. Then we have

P = [(110 - 100) / 100] x 100

P = (10/100) x 100

P = 0.10 x 100

P = 10%

The percentage of the first number is less than the second is given as,

P = [(110 - 100) / 110] x 100

P = (10 / 110) x 100

P = 0.0909 x 100

P = 9.09%

The percentage of the second is greater than the first and the first number is less than the second will be 10% and 9.09%.

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The mall should not prohibit loud and annoying rock music in the food court.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Given that surveyed 850 teenagers to find out their favorite type of music she found that 32% of teenagers to Vader like hard rock

The survryed was on 850 teenagers

Therefore, Number of teenage that evade light hard rock = 32% of 850

=32/100 x850

=272

Hence, we can conclude that the mall should not prohibit loud and annoying rock music in the food court.

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The only price at which consumer and producer plans are in agreement is the equilibrium price, which is reached when the quantities of a good that consumers want to buy and a good that producers want to sell are equal.

The equilibrium price, which is obtained when the quantity of a good that consumers want to buy (quantity requested) and the quantity of a good that producers want to sell (quantity provided) are equal, is the only price at which consumer and producer plans are in sync. This common quantity is referred to as the "equilibrium quantity".

If supply and demand are balanced in an economy, the equilibrium price will be reached. Thus, the manufacturer can create the same quantity of a good (supply) that consumers can purchase at this price (demand). As a result, supply and demand are met. Additionally, at this time, both buyers and sellers win. In addition, the equilibrium price contrasts with the idea of disequilibrium, in which supply and demand are not equal.

Supply and demand for a good are in equilibrium when the quantity is the same. In order to create economic equilibrium and equilibrium quantity, the supply and demand curves finally cross. This is hypothetically the most effective state the market can achieve and the state to which it naturally tends.

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[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{w - 0.2 = 0.8}\\\\\large\text{ADD 0.2 to both sides:}\\\\\mathsf{w - 0.2 + 0.2 = 0.8 + 0.2}\\\\\large\text{SIMPLIFY it:}\\\\\mathsf{w = 0.8 + 0.2}\\\\\mathsf{w = 1}\\\\\\\\\huge\text{Therefore, your answer should be:}\\\\\huge\boxed{\mathsf{w = 1}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Answer:

[tex] \sf \: W = 1 [/tex]

Step-by-step explanation:

Now we have to,

→ Find the required value of W.

The equation is,

→ W - 0.2 = 0.8

Then the value of W will be,

→ W - 0.2 = 0.8

→ W = 0.8 + 0.2

→ [ W = 1 ]

Hence, the value of W is 1.

The acceleration needs to for a 5kg hammer to create a force of 10N is 2 m / s².

Acceleration of any object is defined as the variation in the speed of the object with the variation of time. Acceleration is a vector term and to define it we require both the magnitude and the direction. The unit of acceleration can be m / sec², miles / sec², etc.

Given that the weight is 5 kg and the force applied is 10N. The acceleration will be calculated as below,

Force =  Mass x Acceleration

Acceleration = Force / Mass

Acceleration = 10 / 5

Acceleration = 2 m/ s²

Therefore, the acceleration will be 2 m/ s².

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The initial value problem (2x - y) + (2y - x)y' = 0, y(1) = 3 has the particular solution y = -x²/2 + 2x + 1/2, and is valid for all x except for x = 2y.

An initial value problem is a differential equation that is given with an initial condition, which is a specific value for the solution of the equation at a particular point.

Problem 9 and 10 involve solving the same initial value problem: (2x - y) + (2y - x)y' = 0, y(1) = 3. To solve this initial value problem, we must find the general solution to the differential equation and then use the initial condition to determine the particular solution.

First, we must find the general solution to the differential equation (2x - y) + (2y - x)y' = 0. We can rearrange the equation to get (2y - x)y' + (2x - y) = 0. This is a separable differential equation, so we can separate the variables and integrate both sides to get:

y' = -(2x - y)/(2y - x)

∫(y')dy = -∫(2x - y)/(2y - x)dx

y = -x²/2 + 2x + C

Where C is an arbitrary constant of integration. To find the particular solution, we can use the initial condition y(1) = 3. We can substitute this into the general solution to find the value of C:

3 = -1/2 + 2 + C

C = 3 + 1/2 - 2 = 1/2

So the particular solution is y = -x²/2 + 2x + 1/2. This solution is valid for all values of x such that 2y - x ≠ 0, which means that the solution cannot be evaluated for x = 2y. This is because the denominator in the differential equation would be zero, which would make the equation undefined.

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The missing values of y are 19, 29, 34,  and 49.

The values of y missing in the table is determined by substituting the value of x into the given linear equation.

y = 4 + 5x

when x = 3, the value of y is calculated as;

y = 4 + 5 (3) = 19

when x = 5, the value of y is calculated as;

y = 4 + 5 (5) = 29

when x = 6, the value of y is calculated as;

y = 4 + 5 (6) = 34

when x = 9, the value of y is calculated as;

y = 4 + 5 (9) = 49

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The value of side DE is 9 units

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

ABC~ ADEF.

So, we have the following equoialent ratio

J : K = DE : L

Substitute the known values in the above equation, so, we have the following representation

3 : 4 = DE :12

Express as fraction

So, we have

DE/12 = 3/4

Make DE the subject

DE = 12 * 3/4

Evaluate the expression

DE = 9

Hence, the value is 9

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When going from home to school, Fernando travel 10 meters.

Combining objects and counting them as one big group is done through addition. In arithmetic, addition is the process of adding two or more integers together. Addends are the numbers that are added, and the sum refers to the outcome of the operation.

Given:

Fernando lives in a house that is 8 meters below sea level.

Fernando goes to school every day, which is 2 meters above sea level.

The total distance from home to school,

= 8 + 2

= 10 meters.

Therefore, the distance is 10 meters.

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Answer:

The probability of selecting a peach is 8/14, or approximately 0.57.

The probability of not selecting a peach is 6/14, or approximately 0.43.

The total of these two probabilities is 1, because any given selection must either be a peach or not a peach.

The probability of selecting a plum cannot be determined because the number of plums in the bowl is not specified.

The sum of the probabilities of selecting a peach and a plum cannot be determined for the same reason as in 4.

Step-by-step explanation:

As the ratio of the lengths of the altitudes in related triangles, the altitude PS is 15 in length and represents the scale factor from XPZ to TPR.

The ratio of just an object's main sample to that of its new, smaller representation is described as the exponent (bigger or smaller). For example, to make a rectangle with sides proportional 2 cm and 4 cm longer, scale each side by a specific integer, therefore in case 2. If the original and new dimensions are determined, it is possible to calculate the scaling factor. The following straightforward formula can be used to find a figure's scale factor: Scale factor is equal to the new shape's size divided by the previous structure's diameter. Think about two quantities that are the same except for their size.

given

Find the scaling factor going from XPZ to TPR first.

TR/XZ = (6 + 6)/(8 + 8) =12/16 =3/4

You can write the following percentage because the scale factor is equal to the ratio of the lengths of the altitudes in related triangles.

PS/PY =3/4

Write the ratio.

PS/20 =3/4

For PY, substitute 20.

PS = 15/ 20 times per side, then simplify.

As the ratio of the lengths of the altitudes in related triangles, the altitude PS is 15 in length and represents the scale factor from XPZ to TPR.

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Each population must be at least 10 times as large as its corresponding sample of the following checks must be made .

What does confidence interval mean?

When you conduct your experiment again or resample the population in the same way, you may anticipate your estimate to fall inside a specific range of values a certain proportion of the time. This is known as the confidence interval.

What does the term "confidence interval" mean?

A 95% confidence level in statistics simply means that the researcher has seen one conceivable interval from a vast number of possible ones, from which 19 out of 20 intervals contain the true value of the parameter.      

                              Confidence intervals are used by statisticians to assess a sample variable's level of uncertainty.

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By multiplication, we know that the product of the numbers 6 and 4 1/12 comes between the whole numbers 24 and 25 respectively.

One of the four fundamental mathematical operations, along with addition, subtraction, and division, is multiplication.

Multiply in mathematics refers to the continual addition of sets of identical sizes.

One of the fundamental mathematical processes is multiplication.

The result of multiplying two or more numbers together is known as the product.

So, we have:
6 * 4 1/12

6 * 48+1/12

6 * 49/12

49/2

24.5

Which is: 24 < 24.5 < 25

Therefore, by multiplication, we know that the product of the numbers 6 and 4 1/12 comes between the whole numbers 124 and 25 respectively.

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