Taylor is decorating for a party. She cuts 5 equal-length streamers from a strip of yellow paper that is 9 feet long.?

Answer:

C. 4^6 / 5^6

Step-by-step explanation:

(4/5)^6

= 4^6 / 5^6

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

[tex]\huge\textbf{Equation:}[/tex]

[tex]\mathbf{(\dfrac{4}{5})^6}[/tex]

[tex]\huge\textbf{Simplify it:}[/tex]

[tex]\mathbf{(\dfrac{4}{5})^6}[/tex]

[tex]\mathbf{= \dfrac{4}{5}\times\dfrac{4}{5}\times\dfrac{4}{5}\times \dfrac{4}{5}\times\dfrac{4}{5}\times\dfrac{4}{5}}[/tex]

[tex]\mathbf{= \dfrac{4\times4\times4\times4\times4\times4}{5\times5\times5\times5\times5\times5}}[/tex]

[tex]\mathbf{= \dfrac{16\times16\times16}{25\times25\times25}}[/tex]

[tex]\mathbf{= \dfrac{256 \times 16}{625\times25}}[/tex]

[tex]\mathbf{= \dfrac{4,096}{15,625}}[/tex]

[tex]\mathbf{\approx \dfrac{4^6}{5^6}}[/tex]

[tex]\huge\text{Therefore, your answer should be: }[/tex]

[tex]\huge\boxed{\frak{Option\ C. \dfrac{4^6}{5^6}}}\huge\checkmark[/tex]

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

~[tex]\frak{Amphitrite1040:)}[/tex]

5 students like hockey more than football.

To find out How many more students like hocket than football:

Refer to the given table -

Students who do not like football and like hockey = a = 30

Students who like football and do not like hockey = b = 25

Now,

[tex]=a-b\\=30-25\\=5[/tex]

Therefore, 5 students like hockey more than football.

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The question you are looking for is shown below:

The two-way table shows the number of students in a school who like hockey and/or football. like hockey does not like hockey total like football 50 25 75 do not like football 30 45 75 total 80 70 150.

How many more students like hocket than football?

The statement is False that When drawing a context diagram, standardized names should be used within each set of symbols.

According to the statement

we have given the statement and we have to show that the statement is a true or false after analyzing.

So, to analyse the statement

Context diagrams show the interactions between a system and other actors (external factors) with which the system is designed to interface. System context diagrams can be helpful in understanding the context .

But we know that the standardized names is not used within each set of symbols. so, this is used in a randomly sets.

that's why the given statement is not true in the case of the standardized names.

So, The statement is False that When drawing a context diagram, standardized names should be used within each set of symbols.

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Dwayne will drink 12 bottles of water in 4 days.

To find out how many bottles of water Dwayne will drink in 4 days, we can set up a proportion based on the information given:

Let x be the number of bottles of water he will drink in 4 days.

The number of bottles of water consumed per day remains constant, so we can set up the following proportion:

48 bottles / 12 days = x bottles / 4 days

Now, solve for x:

48 / 12 = x / 4

4x = 48

x = 48 / 4

x = 12

So, Dwayne will drink 12 bottles of water in 4 days.

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Answer:

x=62

Step-by-step explanation:

This is a straight angle so they have to add up to 180.

124+x-6=180

118+x=180

x=180-118

x=62

Answer:

62

Step-by-step explanation:

124 + (x - 6) = 180

118 + x = 180

x = 62

Answer:

force = work/distance

force = 900/5

force = 180 N

Answer:

x>-2

Step-by-step explanation:

x>-2 is the answer since we are looking for x values that the graph takes.

The line x=-2 looks like an asymptote so x>-2 must be the answer

Answer: x>-2

Step-by-step explanation:

The Time taken by Jacob to run the dash race is (80 - t) seconds

We are told that;

Total distance for the dash race = 500 yards

Time taken by Jacob to run the dash race = 80 seconds

Now, we are told that Juan ran the same dash race but used t less seconds than Jacob. Thus;

Time taken by Jacob to run the dash race = (80 - t) seconds

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Answer:

[tex]the \: answer \: is \: choice \: b \: \frac{ - 2 \sin(x) }{1 + \cos(x) } [/tex]

will give you an explanation if you want tag me on comment.

Answer:

Step-by-step explanation:

Answer:

35.7 megabytes

Step-by-step explanation:

Let's first find 10% of the percent needed. If it is 234 megabytes and 10% has downloaded so far, we conclude that 10% of the download is 23.4 megabytes (since we move the decimal point one spot to the left to find ten percent).

To get to 15% of the percent needed, let's split 10% in half to get the amount of megabytes per every 5%.

23.4/2 = 11.7

We can now conclude that 5% = 11.7. Therefore, 15% will equal (23.4 + 11.7) 35.1 megabytes.

To find the remaining 3.5% left of the percent needed, we use a calculator.

3.5% x 18 = 0.63.

We will add that to the 35.1 megabytes, but we need to round to the nearest tenth, as the question stated. Therefore, we round to 0.6, add it to 35.1, to get a total of 35.7 megabytes.

For 18.5% of the download, it will be 35.7 megabytes.

Answer: 1. an = n + 4,   2. ( 3 1/2, 3.5, 5),   3. 6 1/12,   4. 97,   5. 0.2 meters,    6. 4.52,   7. 3 1/18

Step-by-step explanation:

Answer:

[tex]\sf t_{20}= 0[/tex]

Step-by-step explanation:

      [tex]\sf \boxed{\bf n^{th} \ term = a + (n-1)d}\\\\\text{Here, a is the first term ; d is the common difference }[/tex]

6th term is 14 ⇒ [tex]\sf t_6 = 14[/tex]

                a + (6 - 1)d = 14

                    a  +  5d = 14  --------------(I)

14th term is 6 ⇒[tex]\sf t_{14} = 6[/tex]

             a + (14-1)d = 6

                  a + 13d = 6 ----------------(II)

Subtract equation (II) from equation(I)

        (I)          a + 5d = 14

        (II)         a + 13d = 6

                    -    -          -

                            -8d = 8

                               d  = 8 ÷(-8)      

                              [tex]\sf \boxed{\bf d= (-1)}[/tex]

Plugin d = -1 in equation (I)

a + 5(-1) = 14

      a -5  = 14

             a = 14 + 5

             [tex]\sf \boxed{\bf a = 19}[/tex]  

20th term:

 [tex]\sf t_{20}= 19 + 19*(-1)[/tex]

       = 19 - 19

   [tex]\sf \boxed{\bf t_{20} = 0}[/tex]

Answer:

0

Step-by-step explanation:

The number of terms of an Arithmetic progressions has the formular.

Tn = a + ( n - 1 ) d

From the question,

6th term = 14

14th term = 6

Therefore,

a + 5d = 14 -----------(1)

a + 13d = 6 ----------(2)

subtracting

-8d = 8

dividing bothsides by -8

[tex] \frac{ - 8d}{ - 8} = \frac{8}{ - 8} \\ d = - 1[/tex]

Therefore,

common difference= -1

substituting the value of d into equation (1)

a + 5 ( -1) = 14

a - 5 = 14

a = 14 + 5 = 19

First term = 19

For the 20th term

T 20 = a + 19d

19 + 19 ( -1 )

19-19 = 0

Therefore,

20th term = 0

A parallelogram is a type of quadrilateral that has opposite sides to be equal, and opposite angles to be equal.

Thus to complete the given proof in the question, the required statements and reasons are stated below:

             STATEMENT                                     REASONS

1. AB ≅ CD,                                                    Opposite sides of a

  BC ≅ AD                                                      parallelogram are equal

2. A, B, C, and D form a paralelogram         Given

3. Draw AC and BD                                       Drawing line segments

4. AB = CD,                                                    Equal line segments have

   BC = AD                                                     equal measures

5. ΔABC ≅ ΔCDA                                         SSS criterion for equal

   ΔABD ≅ ΔCDB                                         triangles

6. <BAD ≅ <DCB                                          Corresponding angles of equal

   <ABC ≅  <CDA                                         triangles are equal    

7. AC = AC, and BD = BD                             Reflective property of equality

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Answer:

[tex]AC = \bf 4.13 \space\ cm[/tex]

Step-by-step explanation:

Using Pythagoras's theorem:

[tex]\boxed {a^2 = b^2 + c^2}[/tex],

where:

a ⇒ hypotenuse (AC, ? cm)

b, c ⇒ the two other sides of the triangle (AB = 2.2 cm, BC = 3.5 cm),

we can find the length of AC.

[tex]AC^2 = AB^2 + BC^2[/tex]

⇒ [tex]AC^2 = (2.2)^2 + (3.5)^2[/tex]

⇒ [tex]AC = \sqrt{(2.2)^2 + ((3.5)^2}[/tex]

⇒ [tex]AC = \sqrt{17.9}[/tex]

⇒ [tex]AC = \bf 4.13 \space\ cm[/tex]

The volume of the given composite figure is: 375 m³.

Volume of the composite figure = volume of triangular prism at the bottom + volume of rectangular prism at the top.

Volume of the composite figure = 0.5 * b * h * length + (l)(h)(w)

= 0.5 * 5 * 4 * 5 + (13)(5)(5)

= 50 + 325

Volume of the composite figure = 375 m³

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Answer:

x=5

h = 5 sqrt 2

Step-by-step explanation:

isosceles right triangles are always 45-45-90, ratio of those triangles are always x:x:x*sqrt 2

The correct option is D: G(x) = -5x².

The equation of G(x) will be -5x² after vertically stretching and flipping.

A function change called a stretch or compression makes a graph bigger or narrower without moving it horizontally or vertically.

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The complete question is -

The graph of F(x) can be stretched vertically and flipped over the x-axis to produce the graph of G(x). If F(x) = x², which of the following could be the equation of G(x)?

A: G(x) = -1/5x²

B: G(x) = 5x²

C: G(x) = 1/5x²

D: G(x) = -5x²

Answer:

1.320000

2. 0.057

Step-by-step explanation:

The equation of the parabola graphed is given as follows:

y = a(x + 1)² - 4.

The equation of a quadratic function, of vertex (h,k), is given by:

y = a(x - h)² + k

In which a is the leading coefficient.

Considering the vertex given, we have that h = -1, k = -4, hence the equation is:

y = a(x + 1)² - 4

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**Disclaimer** Hi there! I assumed the question to be finding the "y-intercept", "x-intercept", and "slope/gradient" of the equation "y = 3x - 9". The following answering will be according to this understanding. If it is incorrect, please tell me and I will modify my answer.

Answer:

y-intercept = (0, -9)

x-intercept = (3, 0)

slope (m) = 3

Step-by-step explanation:

What is being asked: to find the corresponding values

Given equation

y = 3x - 9

Concept

The y-intercept of a line is on the coordinate of (0, a), where [ a ] is a constant.

Substitute values into the equation

y = 3x - 9

y = 3 (0) - 9

y = 0 - 9

y = -9

Therefore, the y-intercept is [tex]\Large\boxed{(0, -9)}[/tex]

Concept

The x-intercept of a line is on the coordinate of (a, 0), where [ a ] is a constant.

Substitute values into the equation

y = 3x - 9

0 = 3x - 9

Add 9 on both sides

0 + 9 = 3x - 9 + 9

9 = 3x

Divide 3 on both sides

9 / 3 = 3x / 3

x = 3

Therefore, the x-intercept is [tex]\Large\boxed{(3,0)}[/tex]

Concept

In the linear formula, y = mx + b, [ m ] is the slope and [ b ] corresponds to the y-intercept.

Determine the slope

Given the equation, y = 3x - 9, when corresponds to the general linear equation formula:

                                                  y = mx + b

                                                  y = 3x - 9

Therefore, the slope is [tex]\Large\boxed{m=3}[/tex]

Hope this helps!! :)

Please let me know if you have any questions

Using the probability concept, the correct statement is:

B. P(hibiscus|red) = P(hibiscus).

A probability is given by the number of desired outcomes divided by the number of total outcomes.

For item a, the probabilities are:

Same probabilities, hence the statement that they are different is false.

For item b, the probabilities are:

Equal, hence this is the correct statement.

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The a28th term of a arithmetic sequence is -242.

According to the statement

We have given that :

a1 = 1 and d = -9. And by use of it we have to find the value of the a28th term in the arithmetic sequence.

So, arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant.

And the formula is

an = a1 +(n-1)d

here put the values in it

an = a28 , n = 28, d =-9, a1 =1

then

an = a1 +(n-1)d

a28 = 1 +(28-1)(-9)

a28 = 1 +(27)(-9)

a28 = 1 -243

a28 = -242.

So, The a28th term of a arithmetic sequence is -242.

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Cost to put a 0. 5 ft layer of topsoil on the entire garden is $1000.

The quantity of square units required to completely fill a square is known as the area of a square. The region that lies inside the confines of a flat item or a two-dimensional figure is generally referred to as the area. Measurements are made in square units, with square meters serving as the reference unit 

Area of a Square = Side × Side.

Therefore, the area of square = Side square units.

Side of a square garden= 10 ft.

Area of a square garden= Side × Side= 10 × 10 =100 square ft.

Cost of the whole garden = 100×$5 =$500

Cost to put a 0. 5 ft layer of topsoil on the entire garden =$500/0.5

=$1000

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The cost need to put a 0. 5 ft layer of topsoil on the entire garden is $1000

According to the given statement

we have given that the

side length of the square garden is 10ft.

topsoil cost per foot is $5

And we have to find the cost which required to put a 0. 5 ft layer of topsoil on the entire garden.

So,

The  side length of the square garden is 10ft.

Now, the volume of the cube is (a)^2

And

Total volume of cube = 10*10

Total volume of cube = 100 per square foot.

Now, we find the cost required for a topsoil.

Cost required to put a topsoil of 1 foot in the total volume of cube = volume*cost

So,

Cost required to put a topsoil of 1 foot in the total volume of cube = 1000*5

Cost required to put a topsoil of 1 foot in the total volume of cube = $5000

if we put a topsoil of 0.5 feet then

The cost required = $5000/0.5

The cost required = $1000.

So, The cost need to put a 0. 5 ft layer of topsoil on the entire garden is $1000

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Answer:

16

Step-by-step explanation:

The student uses the ratio of 4 oranges to 6 fluid ounces.

When there are 24 fluid ounces, the number of oranges will be:

= 4/6 × 24

= 16 oranges

Hi! ❄

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

The rule for this sequence is 'multiply by -6'.

Verification ↓

-3*(-6)[tex]\stackrel\checkmark{=}[/tex]18

18*(-6)[tex]\stackrel\checkmark{=}[/tex]-108

So the rule for the sequence is 'multiply by -6'

And the Common ratio is -6.

Hope that made sense !!

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

[tex]\star\tiny\pmb{calligraphy}\star[/tex]

[tex]\textbf{Heya !}[/tex]

✏✏[tex]\large\textsf{Given:-}[/tex]

✏✏ [tex]\large\textsf{To Find:-}}[/tex]

✏✏ [tex]\large\textsf{Solution Steps:-}[/tex]

What do we multiply each term of the sequence by to arrive at the next one ? we can find that by dividing the last term of the sequence, -108, by the middle term, 18:-

[tex]\large{\sf{\longmapsto{-108\div18=-6}[/tex]

Now divide 18 by the first term (-3) :-

[tex]\longmapsto\sf{18\div-3=-6}[/tex]

we arrived at -6 twice, So the rule for this sequence is:- "Multiply by -6, And you'll arrive at the next term"

`hope it helped ~ :D

Answer:

(f - g)(x) = [tex]3^{x}[/tex] + 8x + 4

Step-by-step explanation:

(f - g)(x)

= f(x) - g(x)

= [tex]3^{x}[/tex] + 10x - (2x - 4) ← distribute parenthesis by - 1

= [tex]3^{x}[/tex] + 10x - 2x + 4 ← collect like terms

= [tex]3^{x}[/tex] + 8x + 4

The linear equation for the cost that the household spend in water is given by:

C(d) = 237d + 1200.

A linear function is modeled by:

y = mx + b

In which:

For this problem, the free usage of 1200 liters is the y-intercept, while the daily usage of 237 liters is slope. Hence the function for the amount the household spends in water in d days is given as follows:

C(d) = 237d + 1200.

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The median of the list of numbers is 7

The number is given as:

9.5, 4.4, 8.1, 2.9, 9.2, 3.2, 9.4, 7, 2.5

Rearrange the numbers in ascending order

2.5, 2.9, 3.2, 4.4, 7, 8.1, 9.2, 9.4, 9.5

The median is the middle number.

The middle number here is 7

Hence, the median of the list of numbers is 7

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The Set C is the subset of A and D.

According to the statement

we have given that the three sets which are A = {2, 4, 6}, B = {2, 6}, C = {4, 6}, and D = {4, 6, 8}.

And we have to find that the subsets of these sets.

So,

For a set S to be a subset of a set T, all of the elements of the set S need to be contained in the set T. Firstly, all of the sets are their own subsets, that is, A⊆A,B⊆B,C⊆C,D⊆D.

It follows that B⊂A because of 2∈A and 6∈A. Since 2 is not belongs to C and D. that's why B is not a subset of C and B is not a subset of D.

Taking into account that 4∈A and 6∈A, we conclude that C⊂A. By analogy, since 4∈D and 6∈D, we conclude that C⊂D.

Since |A|>|B|∣A∣>∣B∣ and |A|>|C|,∣A∣>∣C∣, we conclude that A is not a subset of B and A is not a subset of C.

Taking into account that |D|>|B|∣D∣>∣B∣ and |D|>|C|,∣D∣>∣C∣, we conclude that D is not a subset of B and D is not a subset of C. Since,2 not belongs to D that's why A is not a subset of D.

Since 8 not belongs to A, D is not a subset of A.

Overall, The Set C is the subset of A and D.

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Disclaimer: This question was incomplete. Please find the full content below.

Question:

Suppose that A = {2, 4, 6}, B = {2, 6}, C = {4, 6}, and D = {4, 6, 8}. Determine which of these sets are subsets of which other of these sets.

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Answer:

26.

Step-by-step explanation:

(11+14+23+16+x) / 5 = 18   where x is the value to be added.

(64 + x) / 5 = 18

64 + x = 90

x = 90 - 64

  =  26.