Answer:
19 cents because 2.85/15=0.19ct and now we round it up its 20cents!
Step-by-step explanation:
Hope this helps!
Answer:
The answer is $0.19
Step-by-step explanation:
Divide 2.85 by 15.
2.85 ÷ 15 = 0.19
Is this answer right?
Answer:
correct.
Step-by-step explanation:
What is the estimate for 38? in Estimate roots?
Slope of line |
Slope of line |
Line I and II are parallel
/perpendicular/ neither
7/2
-(7/2)
Answer:
Line I and II are perpendicular
Step-by-step explanation:
Parallel is when the slope is the same
Perpendicular is when the slope is the opposite (positive and negative)
Hope this helps!
For the expression five minus 5X to have a negative value what must be true about the value of X
Answer:
x=0
Step-by-step explanation:
honestly this is just filler no reason to explain it hoenstly
The unit circle has a radius of 1 unit and is centered at the origin. It is dilated so that it passes through the point (4, 0). What is the scale factor of dilation? 3 4.
Dilation involves changing the size of a shape (i.e. a circle)
The scale of dilation is 4
The circle passes through the origin.
So, one of the points is (0,0)
When dilated it passes through the point (4,0).
The scale factor (k) is calculated by calculating the distance between the new point and the old point.
So, we have:
[tex]\mathbf{k = \sqrt{(x_2 - x_1)^2 + (y_2 -y_1)^2}}[/tex]
This gives
[tex]\mathbf{k = \sqrt{(4- 0)^2 + (0-0)^2}}[/tex]
Simplify
[tex]\mathbf{k = \sqrt{16 +0}}[/tex]
Add 16 and 0
[tex]\mathbf{k = \sqrt{16}}[/tex]
Take the square root of 16
[tex]\mathbf{k =4}[/tex]
Hence, the scale of dilation is 4
Read more about dilation at:
https://brainly.com/question/13176891
simplify:
5 1/12 - 2 3/4 =
Express your answer as a mixed number.
Answer:
Mixed Number Form: 2 1/3
Step-by-step explanation:
why is the square root of 25 a rational number?
Answer:
Because √25 = 5 and 5 can be written in the form of a fraction 5/1.
Step-by-step explanation:
It proves that √25 is rational.
Answer:
the square toot of 25 is = 5
Step-by-step explanation:
therefore
5√5
= 25
√25 is equal to 5
= 5
i hope it helps
Explain what the point (6,2) represents.
Answer: 6 is the 1st term, 2 is the common ratio
Step-by-step explanation: T = 6(2d-1)
PLS HELP !!!
A bus journey from a town to a city
takes 2 hour 38 minutes.
complete the timetable opposite below
TIMETABLE: (I tried to type it)
Depart : Arrive :
a) 05 00 ______
b) 07 20 ______
c) _____ 11 18
d) _____ 13 36
e) 15 45 _____
f) 18 22 _____
g) _____ 21 17
h) _____ 23 25
I'll mark as branliest if u answer :))
Step-by-step explanation:
I guess we only need to add 2 hours and 38 minutes to the depart times to get arrival, and deduct 2 hours and 38 minutes from arrival to get departure.
a) 05 00 -> 07 38
b) 07 20 -> 09 58
c) 08 40 -> 11 18
d) 10 58 -> 13 36
e) 15 45 -> 18 23
f) 18 22 -> 21 00
g) 18 39 -> 21 17
h) 20 47 -> 23 25
The perimeter of a square is 48 cm. What is the length of each side of the square?
Answer:
12 cm
Step-by-step explanation:
48/4 is 12 since there is 4 sides and all of them are equal.
Answer:
the answer is 192
Step-by-step explanation:
48 + 48 +48 +48 since a square is 4 sided and you add it all together which gets you 192.
Which two integers is 129 between?
Answer:
128 130
Step-by-step explanation:
128 129 130
what is the point in the middle of a circle called
Answer:
Step-by-step explanation:
Center: The center of a circle is defined as the point in the middle of the circle. The points that make up the curve that is the circle are all equidistant from the center point.
Answer:
Center of the circle.
Step-by-step explanation:
the number of fish in a lake decreasing by 400 every year,as described by the function below. f(1)=8200 f(n+1)=f(n)-400 what will be the value
The number of fish in the lake is an illustration of arithmetic sequence
The value of f(2) is 7800, and it represents the number of fish in the lake, the second year
The model is given as:
[tex]\mathbf{f(n+1) = f(n) - 400}[/tex]
Where [tex]\mathbf{f(1) = 8200}[/tex]
To calculate f(2), we simply take n as 1.
i.e. n = 1
Substitute 1 for n in [tex]\mathbf{f(n+1) = f(n) - 400}[/tex]
So, we have:
[tex]\mathbf{f(1+1) = f(1) - 400}[/tex]
Add 1 and 1
[tex]\mathbf{f(2) = f(1) - 400}[/tex]
Substitute 8200 for f(1)
[tex]\mathbf{f(2) = 8200 - 400}[/tex]
Subtract
[tex]\mathbf{f(2) = 7800}[/tex]
Hence, the value of f(2) is 7800
Read more about sequence at:
https://brainly.com/question/18109692
There are 380 female students in a class. Male students make up 60% of the class. What is the total number of students in the class
Answer:
Step-by-step explanation:
If the males make up 60% of the class then
The females make up 100 - 60 = 40% of the class.
Females = 40% * x where x = the class size.
380 = 40/100 * x
380*100 =38000
38000 = 40 x
38000/40 = x
x =950
Blair's average on the first five in-class tests is 67. If this is not pulled up to at least a 70,
Blair will not be allowed to watch any more of their favorite Netflix shows. To avoid
losing those access privileges, what is the lowest score Blair can afford to earn on the last
in-class test? Assume that all tests carry equal weight.
Answer:
85
Step-by-step explanation:
x/5 = 67
x=335
(x+y)/6 = 70
(335+y)/6 = 70
335+y=420
y=85
Answer:
85
Step-by-step explanation:
Average is calculated as
average = [tex]\frac{sum}{count}[/tex]
Here
[tex]\frac{sum}{5}[/tex] = 67 ( multiply both sides by 5 )
sum = 335
let x be the mark required to raise average to 70 , then
[tex]\frac{335+x}{6}[/tex] = 70 ( multiply both sides by 6 )
335 + x = 420 ( subtract 335 from both sides )
x = 85
Blair must score at least 85 on his last test
What is a fraction pair that is equivalent to 2/15 and 4/9, and in which both fractions have a
denominator that is the least common denominator of 2/15 and 4/9?
45
c-2115,419
Answer:
6/45 and 20/45
Step-by-step explanation:
The least common denominator is the least common multiple (LCM) of 9 and 15.
The factors of those numbers are ...
9 = 3·3
15 = 3·5
The LCM is the product of the unique factors to their highest powers:
3·3·5 = 45
__
To make 2/15 have a denominator of 45, we need to multiply by 3/3:
2/15·3/3 = 6/45
To make 4/9 have a denominator of 45, we need to multiply by 5/5:
4/9·5/5 = 20/45
The desired fraction pair is 6/45 and 20/45.
A group of researchers are interested in the possible effects of distracting stimuli during eating, such as an increase or decrease in the amount of food consumption. To test this hypothesis, they monitored food intake for a group of 44 patients who were randomized into two equal groups. The treatment group ate lunch while playing solitaire, and the control group ate lunch without any added distractions. Patients in the treatment group ate an average of 52.1 grams of biscuits, with a standard deviation of 45.1 grams, and patients in the control group ate an average of 27.1 grams of biscuits, with a standard deviation of 26.4 grams. Do these data provide convincing evidence that the average food intake (measured in grams of biscuits consumed) is different for the patients in the treatment group? Assume that conditions for inference are satisfied.
Using the t-distribution, it is found that since the p-value of the test is of 0.0302, which is less than the standard significance level of 0.05, the data provides convincing evidence that the average food intake is different for the patients in the treatment group.
At the null hypothesis, it is tested if the consumption is not different, that is, if the subtraction of the means is 0, hence:
[tex]H_0: \mu_1 - \mu_2 = 0[/tex]
At the alternative hypothesis, it is tested if the consumption is different, that is, if the subtraction of the means is not 0, hence:
[tex]H_1: \mu_1 - \mu_2 \neq 0[/tex]
Two groups of 22 patients, hence, the standard errors are:
[tex]s_1 = \frac{45.1}{\sqrt{22}} = 9.6154[/tex]
[tex]s_2 = \frac{26.4}{\sqrt{22}} = 5.6285[/tex]
The distribution of the differences is has:
[tex]\overline{x} = \mu_1 - \mu_2 = 52.1 - 27.1 = 25[/tex]
[tex]s = \sqrt{s_1^2 + s_2^2} = \sqrt{9.6154^2 + 5.6285^2} = 11.14[/tex]
The test statistic is given by:
[tex]t = \frac{\overline{x} - \mu}{s}[/tex]
In which [tex]\mu = 0[/tex] is the value tested at the null hypothesis.
Hence:
[tex]t = \frac{25 - 0}{11.14}[/tex]
[tex]t = 2.2438[/tex]
The p-value of the test is found using a two-tailed test, as we are testing if the mean is different of a value, with t = 2.2438 and 22 + 22 - 2 = 42 df.
Using a t-distribution calculator, this p-value is of 0.0302.Since the p-value of the test is of 0.0302, which is less than the standard significance level of 0.05, the data provides convincing evidence that the average food intake is different for the patients in the treatment group.
A similar problem is given at https://brainly.com/question/25600813
Graph the following features:
Slope = -3/4 y intercept: -3
Answer:
The graph is attached
Fill in the blank
Never gonna ____ ___ ___, Never gonna let you down, Never gonna run around and _____ you.
Answer:
give you up desert you
Step-by-step explanation:
give you up desert you
Answer:
NEVER GONNA GIVE YOU UP
AROUND AND DESERT YOU
Extra for fun: NEVER GONNA LET YOU CRY NEVER GONNA SAY GOODBYE (i think)
Step-by-step explanation:
Just is correct trust me exept the extra extra im not fully sure
Simplify 80−−√
4 5√
5 16−−√
5 4√
16 5√
Answer:
The answer is the 3rd choice
Step-by-step explanation:
it would be great if you explain it in english to me,i understand it better
[tex] \white{ \rule{40pt}{555555pt}}[/tex]
help me brain pt Part 4
Answer:
Its an acute bc an acute angle is less than 90 degree
Sketch the graph of each line by identifying the x-and y-intercepts.
Answer:
Slope: -5/3 , Y-intercept: (0,5)
Step-by-step explanation:
Vote brainliest!
What are all the factors of 54?
1, 2, 3, 6, 9, 18, 27, 54
1, 2, 6, 9, 27, 54
1, 2, 6, 9, 26. 54
1, 2, 3, 6, 9, 18, 26, 54
Answer:
1,2,3,6,9,18,27,54
Step-by-step explanation:
1 x 54 = 54
2 x 27 = 54
3 x 18 = 54
6 x 9 = 54
9 x 6 = 54
18 x 3 = 54
27 x 2 = 54
54 x 1 = 54
A number added to five cubed.
Write an equation
Answer:
x+5^3
Step-by-step explanation:
Let x be the number
cubed is raised to the third power
x+5^3
what is the answer too 2y-3=-5
2 − 3 = −5
First we need to Add 3 to both sides of the equation:
2 − 3 + 3 = −5 + 3
Then we simplify:
2 = −5 + 3
2 = −2
Now we divide both sides of the equation by the same term:
2 / 2 = −2 / 2
Final answer: = −1
I hope this helps!
Answer:
Y= - 1
Step-by-step explanation:
2y-3= - 5
+3 +3
2y= -2
/2 /2
Y= -1
Step 1: Add 3 to both sides because you want to cancel out the 3 so you do the opposite of what is say's. For example, if it says 2y-3 add 3 or 2y+3 subtract 3 from both sides.
Step 2: Add 3 to -5 which would be -2
Step 3: Since you're "multiplying" Y to 2 you're going to divide 2 to get Y by itself. So 2/2 cancels out and now you're left with y
Step 4: Divide 2 form -2 and you get -1
Let me know if you have any questions and I hope this helps
The volume of a cylinder closed at the one end is 1056cm cube. If its height is 21cm, and the radius is 4, find the total surface area
Answer:
578 cm^2
Step-by-step explanation:
The surface area is given by one circle of radius 4 (the other is missing!), plus a "rectangle" (the lateral surface) of sides 21 and [tex]2\pi \times 4[/tex] (the length of the circumference at the base). Adding them up we get:[tex]\pi \times4^2 + 21\times 2\pi\times4 = 184\pi \approx 578 cm^2[/tex]
Giovanni can read 100 words per minute. If there are approximately 400 words on a page, about how many pages can he read in 2 hours?
Answer:
Step-by-step explanation: she can read 15 pages an hour but she read for 2 hours so she read 30 pages
Help me
Will mark brainliest
Do not give the answer like this
‘answer in a file’ otherwise I will report
More points will be given
My question is Q7.
here u go! sorry I didn't give an exact answer but i hope this works bc it did for me
PLEASE HELP ME I NEED THIS DONE RIGHT NOW
I know it says the answers are on the back but the answers aren’t there!!