If Lily took a survey of 80 students of 7th grade and 150 students of 8th grade, then there are 64 "7th" grade students, and 90 "8th" grade students who like music.
First we find the the number of students who like music in "7th-grade".
Number of 7th grader students that are being surveyed = 80,
Percent of 7th graders who like country music = 80%,
So, Number of 7th graders who like country music are
⇒ 80% of 80 = 0.8 × 80 = 64
So, 64 out of the 80 students in 7th grade like country music.
For 8th graders;
Number of "8th-grader" students that are being surveyed = 150,
Percent of 8th graders who like country-music = 60%,
So, Number of 8th graders who like country music
⇒ 60% of 150 = 0.6 × 150 = 90,
Therefore, 90 out of the 150 students in 8th grade like country music.
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The given question is incomplete, the complete question is
Lily took a survey of 80 students on 7th grade and 150 students in 8th grade she found that 80% of the 7th graders like country music while only 60% of the 8th graders like it. Find the number of students from each grade who like music.
*Time limit help*
Tell me the domain and range
Tell me if the graph is a function or not.
Pick the right answer choice
A. Yes
B. No
C. -2<=x<=6
D. x>=-2
E. All real number
F. x<=6
G. -6<=y<=2
H. y>=-6
I. y<=2
J. y<=6
Examining the graph it can be deduced that
The domain is
C. -2<=x<=6The range is
G. -6<=y<=2The graph is not a function
How to tell if a graph is a function
To qualify as a function, any input (x-value) of a graph must be linked to a single output (y-value). Therefore, each x-value ought to have one and only one y-value that matches it.
A method for identifying whether or not a given graph is representative of a function is by conducting a vertical line test. To achieve this, vertically draw lines through the graph. When every vertical line hits the graph at just one point, then the illustration aptly presents a function. Conversely, if the graph forms multiple intersection points with any vertical line, it isn't classified as a functional representation.
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you have $5000 toward the purchase of a small boat that will cost $6000. how long will it take the $5000 to grow to $6000 if it is invested at 5% compounded monthly? solve algebraically. round to the nearest hundredth.
7cm 5cm 10cm what is the total surface area of the figure and what is the volume of the figure. figure.
The total surface area of the cuboid with 7cm,5cm, and 10cm as dimensions is 310 square. cm and the volume is 350 cubic. cm.
Given dimensions of the figure are 7cm,5cm, and 10cm.
Length = 7cm.
Width = 5cm.
Height = 10cm.
The surface area of the cuboid = 2(lw+wh+lh).
Now, let us substitute the given values in the above formula.
2(7*5+5*10+7*10)
2(35+50+70)
2(155) = 310.
Therefore, the surface area of the figure is 310 square. cm.
Now, we have to find the volume of the figure.
Volume = Length x Width x Height.
Volume = 7*5*10
Volume = 350.
Therefore, the volume of the figure is 350 cubic. cm.
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Rick has earned a total of 581 points on all of his science test. His overall test average mean is 83. How many tests has Rick taken? PLEASE I NEED URGENT HELP
The number of tests Rick has taken are 7.
What is average?The average of given numbers is equal to the sum of all the values divided by the total number of values. It generally refers to a measure of central tendency or the typical value within a set of data points.
Define mean?The mean, or arithmetic mean, is the most commonly used type of average. It is calculated by adding up all the values in a data set and dividing by the total number of data points. Mathematically, the mean is represented as:
Mean = (Sum of all values) / (Total number of data points)
Based on the given conditions, formulate:
581/83 =7
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Some sources report that the weights of full-term newborn babies in a certain town have a mean of pounds and a standard deviation of pounds and are Normally distributed.
a. What is the probability that one newborn baby will have a weight within pounds of the meanthat is, between and pounds, or within one standard deviation of the mean?
b. What is the probability that the average of babies' weights will be within pounds of the mean; will be between and pounds?
c. Explain the difference between (a) and (b).
the screenshot is below
Answer:
Step-by-step explanation:
A
PLS HELP I NEED ASAP PLS
The number of volumes of the encyclopedia on the bottom shelf is given as follows:
H) 19.
How to obtain the number of volumes of the encyclopedia?The number of volumes of the encyclopedia on the bottom shelf obtained as the subtraction between the highest number and the lowest number identifying the numbers, adding one.
We add one as the amount of numbers between n and n + 1, inclusive, is of n + 2. For example, between 12 and 13, we have two numbers.
Then the number of volumes of the encyclopedia on the bottom shelf is given as follows:7
30 - 12 + 1 = 19.
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The figure shows an isosceles right triangle. What is the length of the hypotenuse? Show your work.
The length of the hypotenuse is 4√2.
What is the Pythagoras theorem?
A fundamental relationship in Euclidean geometry between a right triangle's three sides is known as the Pythagorean theorem or Pythagoras' theorem. According to this rule, the area of the square with the hypotenuse side is equal to the sum of the areas of the squares with the other two sides.
Here, we have
Given: base = 4
perpendicular = 4
We have to find the length of the hypotenuse.
We apply here Pythagoras theorem and we get
b² + p² = h²
(4)² + (4)² = h²
16 + 16 = h²
32 = h²
h = 4√2
Hence, the length of the hypotenuse is 4√2.
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Consider a football team with a 13
-game schedule. Each game ends with a win (W), a loss (L), or a tie (T). Once the schedule is set, how many ways can the schedule end with 9
wins, 3
losses, and 1
ties?
Answer:
Step-by-step explanation:
To find the answer, we can use the formula for combinations:
nCr = n! / r!(n-r)!
where n is the total number of games, r is the number of losses, and n-r-1 is the number of ties (since we already know there are 9 wins).
Substituting the values, we get:
13C3 * 10C1
= (13! / 3!10!) * (10! / 1!9!)
= (13*12*11 / 3*2*1) * 10
= 2860
Therefore, there are 2860 ways the schedule can end with 9 wins, 3 losses, and 1 tie.
75 minutes after 8:15
1. Determine the slope of a line given the table.
X
y
1
3
56
6
9
9
13
12
The slope of a line given the table is equal to 0.
How to calculate or determine the slope of a line?In Mathematics and Geometry, the slope of any straight line can be determined by using the following mathematical equation;
Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)
Slope (m) = rise/run
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
By substituting the given data points into the slope formula, we have the following;
Slope (m) = (9 - 9)/(3 - 1)
Slope (m) = 0/2
Slope (m) = 0.
Based on the table, the slope is the change in y-axis with respect to the x-axis and it is equal to 0.
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Verify the following identity. To transform the left side into the right side, should be changed to and the left side simplified.
To transform the left-hand side of the given identity "1 + cos(2x)" into the right-hand side "[tex]2cos^2(x)[/tex]", the expression "1" should be changed to "[tex]2sin^2(x)[/tex]" and the left-hand side should be simplified.
What is the meaning of trignometric identities?Trigonometric identities are mathematical equations that may be used to express trigonometric functions. These identities, which are also used to solve trigonometric equations, can be utilised to simplify and manage trigonometric expressions.
Trigonometric identities, which are derived from the geometric properties of triangles and the unit circle, provide a way to describe trigonometric functions in terms of other trigonometric functions or constants. In many areas of mathematics, physics, engineering, and other fields where trigonometry is used, they are commonly used.
Replacing "1" with "[tex]2sin^2(x)[/tex]".
[tex]1 + cos(2x) -- > 2sin^2(x) + cos(2x)[/tex]
Using the double angle formula for cosine
The double angle formula for cosine is: cos(2x) = [tex]2cos^2(x) - 1[/tex]
Substitute the double angle formula into the expression for cos(2x) on the left-hand side.
[tex]2sin^2(x) + cos(2x) -- > 2sin^2(x) + (2cos^2(x) - 1)[/tex] [Substitute cos(2x) with [tex]2cos^2(x) - 1[/tex]]
Simplify the expression on the left-hand side.
[tex]2sin^2(x) + (2cos^2(x) - 1) -- > 2sin^2(x) + 2cos^2(x) - 1[/tex] [Simplify using distributive property]
[tex]2sin^2(x) + 2cos^2(x) - 1 -- > 2(sin^2(x) + cos^2(x)) - 1[/tex] [Apply trigonometric identity [tex]sin^2(x) + cos^2(x) = 1[/tex]]
[tex]2(sin^2(x) + cos^2(x)) - 1 -- > 2(1) - 1[/tex] [Substitute [tex]sin^2(x) + cos^2(x)[/tex]with 1]
[tex]2(1) - 1 -- > 2 - 1\\2 - 1 -- > 1[/tex]
So, following simplification, the left-hand side equation "1 + cos(2x)" may be changed into "1." As a result, "1" in the equation needs to be altered to "2sin(x)" and the left side should be simplified to "1".
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URGENT!! ILL GIVE
BRAINLIEST! AND 100 POINTS
Answer:
see attached
Step-by-step explanation:
You want the 2-way table filled based on the descriptions of its contents.
TotalThe total number of students surveyed (240) goes in blank 9, where row and column headings are both "Total".
35%The number 35% × 240 = 84 goes in blank 7, the total number interested in athletics.
3/5The number 3/5 × 240 = 144 goes in blank 3, the total number interested in academic clubs.
26The number 26 goes in blank 1, which is in row 1 (interested in academic clubs) and in column 1 (interested in athletics). It is the number interested in both.
DifferencesBlank 2 is the difference between blank 3 and blank 1. It makes the total for the line be correct.
Blank 4 is the difference between blank 7 and blank 1. It makes the total for the column be correct.
Similarly, blanks 8 and 6 are differences that make the row and column totals (respectively) be correct.
Finally, blank 5 is the value that makes its row and column totals be correct. The fact that the one number makes two correct totals gives you a check on that number.
The filled table is shown in the first attachment. The calculations are shown in the second attachment.
Denzel used the spinner shown below to compare theoretical probability and experimental probability. He spun the spinner 180 times and recorded the letter that it landed on each time. The results are shown in the table.
Which statement correctly compares the theoretical probability and experimental probability for one of the letters on the spinner?
A. The theoretical probability of landing on a C is greater than the experimental probability of landing on an C.
B. The theoretical probability of landing on a D is greater than the experimental probability of landing on an D.
C. The theoretical probability of landing on a B is less than the experimental probability of landing on an B.
D. The theoretical probability of landing on an A is less than the experimental probability of landing on an A.
Comparing the two probabilities option d: The theoretical probability of landing on an A is less than the experimental probability of landing on an A. is correct.
What is theoretical probability?The chance of an event based solely on mathematical precepts or hypotheses, without any actual experiments or observations, is known as theoretical probability. Probability theory frequently uses theoretical probability to create predictions about the chance of events occurring based on presumptions or models.
On the other hand, experimental probability is the likelihood of an event based on real observations or experiments. A set of trials or experiments are conducted to determine the experimental probability, and the number of times the event occurs during those trials is counted.
For the given spinner the theoretical probability of landing on any one letter is:
P(one letter) = 1/4
Now, experimental probability is given as:
Experimental probability of A = 36/180 = 0.2
Experimental probability of B = 48/180 = 0.2667
Experimental probability of C = 51/180 = 0.2833
Experimental probability of D = 45/180 = 0.25
Thus, comparing the two probabilities option d: The theoretical probability of landing on an A is less than the experimental probability of landing on an A. is correct.
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17. La inscripción en una clase de negocios disminuyó de 25 a 15 estudiantes. ¿Cuál fue el porcentaje de disminución en la inscripción
Answer:
40%
Step-by-step explanation:
Assume a corporation has earnings before depreciation and taxes of $110,000, deprecation of $48,000, and that is has a 30 percent tax bracket.
A. Compute it's cash flow using the following format.
Earnings before depreciation and taxes?
Depreciation?
Earnings before taxes?
Taxes?
Earnings after taxes?
Depreciation?
Cash flow?
B. How much would cash flow be if there were only $16,000 in depreciation? All other factors are the same.
Cash flow?
C. How much cash flow is lost due to the reduced depreciation from $48,000 to $16,000?
Cash flow lost?
A. The cash flow would be $91,400 if the depreciation were $48,000.
B. The cash flow would be $81,800 if the depreciation were $16,000.
C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.
How cash flow interacts with depreciation:A) Depreciation of $48,000:Earnings before depreciation and taxes = $110,000
Depreciation = $48,000
Earnings before taxes = $62,000 ($110,000 - $48,000)
Taxes (30%) = $18,600 ($62,000 x 30%)
Earnings after taxes = $43,400 ($62,000 - $18,600)
Depreciation $48,000
Cash flow = $91,400 ($43,400 + $48,000)
B) Depreciation of $16,000:Earnings before depreciation and taxes = $110,000
Depreciation = $16,000
Earnings before taxes = $94,000 ($110,000 - $16,000)
Taxes (30%) = $28,200 ($94,000 x 30%)
Earnings after taxes = $65,800 ($94,000 - $28,200)
Depreciation $16,000
Cash flow = $81,800 ($65,800 + $16,000)
C) Lost Cash Flow:Cash flow at $48,000 depreciation = $91,400
Cash flow at $16,000 depreciation = $81,800
Lost cash flow = $9,600 ($91,400 - $81,800)
Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.
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A. The cash flow would be $91,400 if the depreciation were $48,000.
B. The cash flow would be $81,800 if the depreciation were $16,000.
C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.
How cash flow interacts with depreciation:A) Depreciation of $48,000:Earnings before depreciation and taxes = $110,000
Depreciation = $48,000
Earnings before taxes = $62,000 ($110,000 - $48,000)
Taxes (30%) = $18,600 ($62,000 x 30%)
Earnings after taxes = $43,400 ($62,000 - $18,600)
Depreciation $48,000
Cash flow = $91,400 ($43,400 + $48,000)
B) Depreciation of $16,000:Earnings before depreciation and taxes = $110,000
Depreciation = $16,000
Earnings before taxes = $94,000 ($110,000 - $16,000)
Taxes (30%) = $28,200 ($94,000 x 30%)
Earnings after taxes = $65,800 ($94,000 - $28,200)
Depreciation $16,000
Cash flow = $81,800 ($65,800 + $16,000)
C) Lost Cash Flow:Cash flow at $48,000 depreciation = $91,400
Cash flow at $16,000 depreciation = $81,800
Lost cash flow = $9,600 ($91,400 - $81,800)
Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.
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how do i work out 320.041 - 47.96
To subtract 47.96 from 320.041, you can align the decimal points and then subtract each digit from right to left.
First, write the numbers with the decimal points aligned:
320.041
- 47.960
Next, subtract the digits in the ones place, which is 1 minus 0, resulting in 1. Then, subtract the digits in the tenths place, which is 4 minus 6. Since 4 is less than 6, you need to borrow 1 from the digit to the left, making the 2 into a 1 and adding 10 to the 4, giving you 14. So, 14 minus 6 equals 8.
Continue subtracting each digit in the same way:
320.041
- 47.960
= 272.081
Therefore, 320.041 minus 47.96 is equal to 272.081.
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-12x to the power of 3 y to the power of 8
The mathematical expression is -12x³[tex]y^8[/tex].
We have,
-12x to the power of 3 y to the power of 8
Now, writing the mathematical expression
-12x to the power of 3 = -12x³
and, y to the power of 8 = [tex]y^8[/tex]
So, the expression can be written as
= -12x³[tex]y^8[/tex]
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Which of the following is the solution to the system of linear equations graphed below?
The solution to the system of linear equations graphed below is (3, -1).
Given are two graphs of linear equations.
The solution of a system of linear equations can be solved either numerically or graphically.
In the graphical method, the solution of a system of linear equations is the point where all the lines intersect.
Here the lines of both the equations intersect at (3, -1).
This means that the intersecting point is (3, -1).
Solution is (3, -1).
Hence the required solution is (3, -1).
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an industrial comp machine has the ability to reduce image dimensions by a certain percentage each time it copies. A design began with a length of 16 inches, represented by the point (0,16). after going through the comp machine once, the length is 12, represented by the point (1,12). Enter the correct answer in the box by replacing the values of a and b. f(x)=a(b)^x
Answer:
f(x) = 16*0.75^x
Step-by-step explanation:
first off let's use this coordinate (the one given) :
(0,16)
let's substitute this into the equation with x being 0 and f(x) being 16
16 = a*b^0
*anything to the power of 0 is 1*
so:
a = 16
now use the second coordinate :
(1,12)
and do the same by substituting 1 for x and 12 for f(x), we also know what 'a' is:
12 = 16*b^1
12 = 16 * b
b = 3/4
so :
f(x) = 16*0.75^x
What are all of the solutions to the trigonometric equation 2 cos²0-2sin²0= √3?
The solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is option C.
What is a trigonometric equation?It should be noted that a trigonometric equation is one that contains a trigonometric function with a variable. For example, sin x + 2 = 1 is an example of a trigonometric equation.
The equations can be something as simple as this or more complex like sin2 x – 2 cos x – 2 = 0.
In this case, solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is π/12 + πn and 11x/12 + πn
The correct option is C.
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What are the values of s and t?
S-62 degrees
T-76 degrees
Step-by-step explanation:
IJ and KJ are congruent, so s would have the same measurement as I.
You would simply subtract from both s and i to get t.
A quadratic function has x-intercepts at -7 and 1. The vertex of the function is at (-3, 16). What is the equation of the function?
A. f(x) = x^2 + 6x -7
B. f(x) = -x^2 - 6x+ 7
C. 7(x)=x^2 - 6x + 7
D. f(x)=-x^2 + 6x -7
[tex]f(x) = x^2 + 6x - 7[/tex] is the equation of the function.
What is the function?A relationship between a group of inputs and one output is referred to as a function. In plain English, a function is an association between inputs in which each input is connected to precisely one output. A domain, codomain, or range exists for every function. Typically, f(x), where x is the input, is used to represent a function.
To find the equation of the quadratic function, we need to use the vertex form of the equation:
[tex]f(x) = a(x - h)^2 + k[/tex]
where (h, k) is the vertex of the parabola.
We know that the vertex is (-3, 16), so h = -3 and k = 16. We also know that the x-intercepts are at -7 and 1, which means that the factors of the quadratic function are (x + 7) and (x - 1).
To find the value of 'a', we can use either of the x-intercepts:
[tex]f(-7) = a(-7 + 3)^2 + 16 = 0\\\\16a = 16\\\\a = 1[/tex]
Therefore, the equation of the quadratic function is:
[tex]f(x) = (x + 7)(x - 1)\\\\f(x) = x^2 + 6x - 7[/tex]
So the answer is (A)[tex]f(x) = x^2 + 6x - 7[/tex].
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suppose tire pressure is normally a distribution random variable with a standard deviation equal to 3 psi. if the car's average tire pressure is on target, what is the probability that the TPMS will trigger a warning? round to 4 decimal places
The probability of the TPMS triggering a warning is 0.0198 or about 0.02, rounded to four decimal places.
What is a probability?It is used to predict and estimate the likelihood of future events and is calculated by dividing the number of favorable outcomes by the total number of possible outcomes.
Let's assume that the tire pressure follows a normal distribution with a mean of 32 psi and a standard deviation of 3 psi.
Let's also assume that the TPMS warning is triggered when the tire pressure falls below 25 psi or rises above 39 psi.
Using a standard normal distribution table or calculator, we can find the z-scores corresponding to 25 psi and 39 psi:
z₁ = (25 - 32) / 3 = -2.3333
z₂ = (39 - 32) / 3 = 2.3333
Then, we can find the probabilities associated with these z-scores:
P (z < -2.3333) = 0.0099
P (z > 2.3333) = 0.0099
The total probability of the TPMS triggering a warning is the sum of these two probabilities:
P(TPMS warning) = P(z < -2.3333) + P(z > 2.3333) = 0.0099 + 0.0099 = 0.0198
Therefore, the probability of the TPMS triggering a warning is 0.0198 or about 0.02, rounded to four decimal places.
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In parallelogram NPQR if RS=19 find SP.
Answer:
SP = 19
Step-by-step explanation:
the diagonals of a parallelogram bisect each other, then
SP = RS = 19
reflect the figure over the line y= -2x - 1
The reflection of the figure over y = -2x - 1 is attached accordingly.
What is reflection in math?A reflection in mathematics is a mapping from a Euclidean space to itself that is an isometry with a hyperplane as a fixed point set; this set is known as the axis or plane of reflection.
Because the line of reflection has a slope of -1/2, each image point will be on a line with a slope of 2 that passes through the associated pre-image point.
It might be simplest to count the grid squares between the pre-image point and the line, then from the line to the image point's location. Those measurements will be the same.
The second attachment shows the mirrored image.
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which is not a function and what is a function
I need help with this ?
The solution of the equation is [tex]z = \frac{[-9 \±9\sqrt{3 i}]}{2}[/tex]
Given is an equation, [tex]\frac{1}{z+9} -\frac{1}{z} = \frac{1}{9}[/tex], we need to solve it,
[tex]\frac{1}{z+9} -\frac{1}{z} = \frac{1}{9}[/tex]
[tex]\frac{z-(z+9)}{z(z+9)} = \frac{1}{9}[/tex]
[tex]\frac{-9}{z^2+9z} =\frac{1}{9}[/tex]
[tex]z^2+9z = -81\\\\z^2+9z+81 = 0[/tex]
Using the quadratic formula,
[tex]x = \frac{[-b \±\sqrt{(b^2-4ac)}]}{2a}[/tex]
here, a = 1, b = 9 and c = 81.
So,
[tex]z = \frac{[-9 \±\sqrt{(81-4(81))}]}{2}\\\\z = \frac{[-9 \±\sqrt{(-243)}]}{2}\\\\\\\\\z[/tex]
[tex]z = \frac{[-9 \±9\sqrt{3 i}]}{2}[/tex]
Hence, the solution of the equation is [tex]z = \frac{[-9 \±9\sqrt{3 i}]}{2}[/tex]
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Write the trigonometric ratio as a simplified fraction.
10. sin B
C9
A
C
6
15 C
B
11. cos A
12. tan A
10.
11.
12.
The value of the trigonometric ratios are;
sin A = 2/5
cos A = 3/5
tan A = 2/3
How to determine the ratiosIt is important to note that there are six different trigonometric identities and their ratios.
We have;
sine cosinetangentcotangentsecantcosecantFrom the diagram shown, we have;
sin θ = opposite/hypotenuse
cos θ = adjacant/hypotenuse
tan θ = opposite/adjacent
Then,
sin A = 6/15 = 2/5
cos A = 9/15 = 3/5
tan A = 6/9 = 2/3
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The value of the trigonometric ratios are;
sin A = 2/5
cos A = 3/5
tan A = 2/3
How to determine the ratiosIt is important to note that there are six different trigonometric identities and their ratios.
We have;
sine cosinetangentcotangentsecantcosecantFrom the diagram shown, we have;
sin θ = opposite/hypotenuse
cos θ = adjacant/hypotenuse
tan θ = opposite/adjacent
Then,
sin A = 6/15 = 2/5
cos A = 9/15 = 3/5
tan A = 6/9 = 2/3
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Pls help me by 11 pm
Answer:
Surface Area = 2×(3.5×10 + 3.5×8 + 10×8) = 286 feet
Step-by-step explanation:
First, multiply 3.5 by 10 (35)
Secondly, multiply 3.5 by 8 (28)
Then, multiply 10 by 8 (80)
Next, add all the values together (143)
And lastly, multiply 143 by 2 (286)
Please turn this into your own work, (By making it look like it's worked out) since they can catch you for Plagiarism.
Measure the lengths of the following segments in inches.
A.
Length of : __________ in.
B.
Length of : __________ in.
9. Measure the lengths of the following segments in BOTH centimeters and
millimeters. (2 points each)
A.
Length of : __________ cm
Length of : __________ mm
B.
Length of : __________ cm
Length of : __________ mm
Answer:
is the answer A????????????
to be honest I’m only here for the answers but I also need the points