I need help please!!!

Answer: The answer is 56

Step-by-step explanation: bc 14 cookies is for 4 ppl and there are 12 ppl next time 4x3=12 so 14+14+14+14= 56 u would add 3 more 14's bc 14 cookies for 4 ppl and to check it 56 divided by 4 is 14.

The error occurs in Litas work is in step 3 and step 4.

An exponential function is a mathematical function of the following form:

f ( x ) = aˣ where x is a variable, and a is a constant called the base of the function.

The given expression is

25⁻⁴/(5⁻²)²

The given steps are

Step 1,

25⁻⁴/(5⁻²)²

Step 2,

(5²)⁻⁴/(5⁻²)²

Step 3,

(5²⁻⁴)/(5⁻²⁺²)

The step 3 is wrong because the exponents should be multiplied but not added.

The actual step should be

(5⁻⁸)/(5⁻⁴)

Hence the error occurs in Litas work is in step 3 and step 4.

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Answer:

(2a,a)

Step-by-step explanation:

Hope this helps!

Volume of the cone is 628 In^3

What is cone?

A cone can be seen as a set of non-congruent circular disks that are stacked on one another such that the ratio of the radius of adjacent disks remains constant.

Cones typically have pyramidal shapes with circular cross sections. A right cone is a cone with the vertex located above the base's middle. Right circular cone is another name for it. If you know the height and radius of a cone and plug those values into a formula, you can quickly determine the volume of a cone.

The volume of a cone defines the space or the capacity of the cone. A cone is a three-dimensional geometric shape having a circular base that tapers from a flat base to a point called apex or vertex. A cone is formed by a set of line segments, half-lines or lines connecting a common point, the apex, to all the points on a base that is in a plane that does not contain the apex.

According to the question

The volume of a cone = (1/3) πr2h cubic units

r=10 inch

h=6 inch

π=3.14

Volume=0.33(3.14)(10)(10)(6)

volume=628 [tex]inch^3[/tex]

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[tex](\stackrel{x_1}{9}~,~\stackrel{y_1}{1})\hspace{10em} \stackrel{slope}{m} ~=~ \cfrac{1}{9} \\\\\\ \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}{1}=\stackrel{m}{ \cfrac{1}{9}}(x-\stackrel{x_1}{9}) \\\\\\ y-1=\cfrac{1}{9}x-1\implies {\Large \begin{array}{llll} y=\cfrac{1}{9}x \end{array}}[/tex]

Step-by-step explanation:

well that is the really easy one :

the number of produced drills cannot be more than 210 per day.

while the first inequality addressed the work hours, the second simply addresses the number of drills.

therefore,

x + y <= 210

Answer:

27

Step-by-step explanation:

it's a function with 3 as the slope and x as 9. So it's 27.

Answer:

1700 - 700x

Step-by-step explanation:

assuming x is the number of weeks, the equation is 1700 - 700x equals the amount you are trying to solve for. You can say you are solving for y.

The statement that "the sample is set of all people or objects whose properties ,  are to be described and analyzed by the data collector " is False .

In the question ,

it is given that ,

The sample is the set of all the people or objects whose properties are to be described and analyzed by the data collector .

But we know that the Population is defined as "set of all people or objects whose properties are to be described and analyzed by the data collector"

and the Sample is the Subset or subgroup of the population .

Therefore , the given statement is False .

The given question is incomplete , the complete is

State whether the statement is True or false "a sample is the set of all the people or objects whose properties are to be described and analyzed by the data collector " .

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Answer:

132

Step-by-step explanation:

240/5=48

48*2=96

240-15%=204

240-204=36

96+36=132

The number of pupils who came by bus is 108.

Total number of kids in school = 240

Fraction of pupils who came to school by car = 2/5

Number of pupils who came to school by car = [tex]\frac{2}{5}[/tex] × 240

                                                                           = 96

Percentage of pupils who came to school by walk = 15 %

Number of pupils who came to school by walk = [tex]\frac{15}{100}[/tex] × 240

                                                                              = 36

Number of people who came by bus  

                    =Total number of kids in school - number of pupils who         came by car - number of pupils who came by walk

                    = 240 - 96 - 36

                    = 108

Therefore, the number of pupils who came to school by bus = 108.

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Answer:

Step-by-step explanation:

The absolute value equation representingnumbers all x whose distance from is 11 units is

Without taking direction into account, absolute value describes how far away from zero a certain number is on the number line.

A number can never have a negative absolute value.

The equation is written in the form below

|1 - x| = 11

removing the absolute value sign

1 - x = ± 11

solving for x for positive value

1 - x = 11

1 - 11 = x

x = -10

solving for x for negative value

1 - x = -11

1 + 11 = x

12 = x

The absolute value equation as required is |1 - x| = 11 the values of is 12 or -10

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Answer:

Line 1:  [tex]y=-x+2[/tex]

Line 2:          [tex]y=2x-1[/tex]

Step-by-step explanation:

Line 1

Staring with line one, let's find the slope!

Between the two known points, the rise, or change in y, is 2, and the run, or change in x, is -2. The slope is the rise over the run, so:

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

The slope is negative 1! The line crosses the y-axis at [tex]y=2[/tex], so 2 is the y-intercept. Using the slope-intercept formula, the equation is:

[tex]y=-x+2[/tex]

Line 2

To find the slope of line 2, find the rise and the run between the two known points! The rise is 4, and the run is 2. Simplified, this is:

[tex]\frac{4}{2} =2[/tex]

The slope is 2! The line crosses the y-axis at [tex]y=-1[/tex], so -1 is the y-intercept. Using the slope-intercept formula, the equation is:

[tex]y=2x-1[/tex]

Answer:

y=2x-1 , y=x+2 , the solution of the system is (1,1)

Step-by-step explanation:

Lines can be expressed in the form y=mx+b where m is the slope and b is the y-intercept.

m= rise/run

Looking at the blue line:

m =2/1 =2

The slope is 2 since you rise 2 squares and run to the right one square.

We see that the line crosses the y-axis at (0,-1) so the y-intercept is -1.

Putting it all together: y=2x-1

Looking at the red line:

m = -1 / 1 = -1

We see that the line crosses the y-axis at (0,2) so the y-intercept is 2.

Putting it all together: y=1x+2 or simply y=x+2

The solution to the system is the point that satisfies both equations. Rather than solving it algebraically, we can simply look at the graph and find a point that is on both lines, aka the intersection. In this case, the intersection is (1,1).

Answer: -2 ==> A

Step-by-step explanation:

-23 - 12 - (-33) =

-23 - 12 + 33 = ==> subtracting by a negative number is basically adding by the positive number

-(23 + 12) + 33 =

-35 + 33 =

-(35 - 33)=-2 ==> A

Answer: -2

Step-by-step explanation:

The value of m∠5 is 125°. option A is the correct answer

From the question, we have

m∠1=70°

As the sides are equal.

∠2=∠3=(180°-70°)/2

= 55°

∠5 = 180°-55°  (Linear pair)

= 125°

Subtraction:

Subtraction represents the operation of removing objects from a collection. The minus sign signifies subtraction −. For example, there are nine oranges arranged as a stack (as shown in the above figure), out of which four oranges are transferred to a basket, then there will be 9 – 4 oranges left in the stack, i.e. five oranges. Therefore, the difference between 9 and 4 is 5, i.e., 9 − 4 = 5. Subtraction is not only applied to natural numbers but also can be incorporated for different types of numbers.

The letter "-" stands for subtraction. Minuend, subtrahend, and difference are the three numerical components that make up the subtraction operation. A minuend is the first number in a subtraction process and is the number from which we subtract another integer in a subtraction phrase.

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The Cyclical Unemployment rate is 3%.

Unemployment simply means a scenario where those who are willing and able to work can't find suitable jobs.

Actual Unemployment Rate = 8%

Natural Unemployment Rate = 5%

The Actual Unemployment rate will be:

= Cyclical Unemployment Rate + Natural Unemployment Rate

8% = 5% + C

C = 8% - 5%

C = 3%

C = Cyclical Unemployment rate

The unemployment is 3%.

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Answer:1/6.4, and there are 5.4 times as many pigs as cows.

Step-by-step explanation: In this scenario there are 64 animals, 54 pigs and ten cows. So the ration is 10/64, which can be simplified if you like to 1/6.4

There are 54 pigs for every 10 cows, which is the same as 5.4/1.

For every cow there is 5.4 pigs, so however many cows there are you can take that number and multiply it by 5.4 to get the number of pigs.

Answer:

5/32

5.4

Step-by-step explanation:

54:10 is the ratio of pigs to cows.

It could be assumed that there are 54 pigs and 10 cows.

Problem is asking for the ratio of cows to all animals. So,

Add up the pigs and cows to get 64 total animals.

Input the numbers to the ratio cows:all animals

10:64

Change to a fraction

5/32

How many times the number of cows is the number of pigs. This can be found by dividing the number of pigs by the number of cows.

54 / 10 = 5.4

The number of pigs is 5.4 times more than the number of cows.

Answer:

x = 4

Step-by-step explanation:

g (x) = 3x + 5

3x + 5 = 17

subtract 5 from both sides

3x = 12

divide by 3

x = 4

Answer:

x = 9

Step-by-step explanation:

Start by dividing both sides by the singular number, 3. We divide by 3 and not 21 because 21 is the result of the equation, not the coefficient.

[tex]\frac{3\left(x-2\right)}{3}=\frac{21}{3}[/tex]

We got 21 over 3 because you cannot divide 3 times an unknown number subtracted by 2 by 3. This is because we do not know the number. So that's where 21 comes in.

Next, simplify this equation by dividing whole numbers.

[tex]\frac{3}{3} = 1[/tex]

[tex]1\left(x-2\right) = \left(x-2\right)[/tex]

[tex]\frac{21}{3} = 7\\= x-2 = 7[/tex]

Lastly, add 2.

[tex]x - 2 + 2 = 7 + 2\\2 + 2 = 4\\7 + 2 = 9\\= x - 4 = 9\\x = 9[/tex]

Why x - 4 is 0: We assume x is always equal to 1, since 4 does not go into 1, the result would be 0. x - 0 = 0. Therefore, the problem became x = 9.

Hope this helps!

The solution of the mathematical statement is 1440 and uprising is a change in direction of a point in the coordinate plane

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

"what is 32 times 45"

This means that

32 times 45

Express as numbers

So, we have

32 x 45

Evaluate the product

So, we have

1440

Hence, the result is 1440

There is no direct term for uprising in mathematics.

However, the closest synonyms to uprising is revolution (in this case, it is rotation)

Rotation (uprising) implies that we change the direction of a shape, figure or object.

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The correct choice is (a). The conclusion from the study is causality cannot be inferred because there is no control group.

Treatment in a study involves administering a stimulus, known as a treatment, to a group or portion of the sample while the rest of the sample is excluded from the stimulus. A successful treatment manipulation is one in which members of the treatment group perform better than members of the control group on the measures measured in study.

Given that the investigators collected data from a random sample of drivers and measured several variables, including the study's explanatory variables, it was possible to closely examine the cannot suggest a cause-and-effect relationship. No control group exists.

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Complete question:

A study was conducted on the effect of daytime running lights on cars. Researchers gathered data from a random sample of 3,248 drivers and measured quite a few variables, in addition to the explanatory variable of daytime running lights and the response variable of less accidents. According to a newspaper article summarizing the study, those cars that had daytime running lights were more likely to be operated by drivers who were confident and attentive. Drivers whose cars did not have daytime running lights were about 22% more likely to have an accident. What conclusion can we draw from this study? Explain.

a. We can infer a cause-and-effect relationship because the sample was selected randomly.

b. We cannot infer a cause-and-effect relationship because we do not have a control group.

c. We can infer a cause-and-effect relationship because multiple variables were included.

d. We cannot infer a cause-and-effect relationship because treatments were not assigned randomly.

e. We cannot infer a cause-and-effect relationship because the treatments imposed were not blocked correctly.

Answer:

We cannot infer a cause-and-effect relationship because treatments were not assigned.

Step-by-step explanation:

Got it right on test

The two related linear equations for |x – 2| = 5 are x - 2 = 5 and x - 2 = -5

From the question, we have the equation to be

|x - 2| = 5

This equation is an absolute value function

The general rule of an absolute value function is that:

An equation represented as y = |x| can be expressed as y = x or y = -x

Using the above guideline as a guide, we have the following representation of |x – 2| = 5

x - 2 = 5 and x - 2 = -5

Hence, the equations are x - 2 = 5 and x - 2 = -5

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We can easily see that two similar equation of under cube root of x.

So, the graph of cube root of x is identical.

The graph of under root x is positive half of parabola, consist of origin (0, 0). Its symmetric on the positive x-axis.

The graph of the  cube root function f(x) = ∛x.Take the numbers -8, -1, 0, 1, and 8 in the x column calculate the cube root of each of these numbers, and fill them in the column labeled y. Then we have 5. Just plot them and join them by a curve. As this curve is not complete, just extend it on both sides.

We can easily see that two similar equation of under cube root of x.

So, the graph of cube root of x is identical.

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Answer:

D F on edge

next one is A C D

Step-by-step explanation:

trust

Answer:

0.001? or -299.7

Step-by-step explanation:

so i don't have idea what do you meaning so

0,3:300=0.001 or 0,3-300=-299.7

so i think i help

the answer would be a= -1

Answer: First you have to think about what to multiply 9 by to get a number that ends with 6. The answer to that is 3. So 9*3=36. Then you need to subtract 36 from 86. You get 50. So now you need to divide. 36/9=3 and 50/10=5. So the chef bought 3 bags of red onions and 5 bags of yellow onions.

Step-by-step explanation:

Answer:

3 yellow onion bags, 5 red onion bags

Step-by-step explanation:

hope it helped!

Answer: $3.01

Step-by-step explanation:

1. You first have to find out how much she spent for ALL the jellybeans, you find this by multiplying the pounds by the cost per pound.

(7/2)*(2.58)

Kelsey spent $9.03 for the 3 1/2 pound bag of jellybeans

2. You now have to find out how much she spent for 1/3 if the bag. You do this by multiplying the total cost by 1/3.

(1/3)(9.03)

3.01

ANSWER: Kelsey spent $3.01 on the amount of jellybeans she gave away.

The perimeter of the rectangle is 59.9 m.

The area of the rectangle is = 223.2 m²

the length(L) of the rectangle is = 16 m

we know that the area of the rectangle is given by

Area  = Length x Breadth

A =  LB

therefore ,

LB=  223.2

16 x B = 223.2

B = 223.2/ 16

B = 13.95 m

∴ breadth or the rectangle is 13.95 meter.

Now , we know that the perimeter of the rectangle is given by ,

(P) perimeter = 2( Length + Breadth )

P = 2(L + B)

P = 2( 16 + 13.95)

P = 2( 29.95)

P = 59.9 m

So the perimeter of the rectangle is 59.9 meter.

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Pressure = Force/Area

According to question, we have

18 = Force/4

force = 72 N