we have that
Two times the sum of a number and 7 -----> 2(w+7)
Two times the sum of a number and 7 equals 6 ----> 2(w+7)=6
the answer is
2(w+7)=6A survey asks students who walk or ride a bike to school whether they live more than onemile from school. The results are shown in the table. Based on the results, which conclusionis best?Live More Than 1 Mile from SchoolWay to Getto SchoolYesNoTotalWalk103141Bike322759Total4258100of the students who live more than one mileaway, about 76% ride a bike.of the students who ride a bike, about 27% liveless than one mile away.of the students who ride a bike, about 76% livemore than one mile away.of the students who live more than one nabeaway, about 32% ride a bike.
Answer
Step-by-step explanation
Data is collected from 100 students on whether they walk or bike to school and whether they live more than a mile from school or not is shown in a table.
1 mile or not
Ways Yes No Total
Work 10 31 41
Bike 32 27 59
Total 42 58 100
The question then asks us to examine four options, to obtain the one(s) that are correct.
First Option
Of the students who live more than one mile away, about
Sam bought 9 tickets all in the same row to a KC Royals game for himself and his
friends next week. His friends are Eric, Sarah, Renee, David, Julie, Derek, Kelsey and
Kyle.
(a) How many different ways can the friends be seated in the row?
(b) Sam has a crush on Sarah, so he wants to make sure his seat is next to hers. How
many ways are there to assign the seats now?
(c) How many ways are there to assign the seats if Sam wants to ensure that they
are all seated boy-girl-boy-girl?
Using the arrangements formula, the number of ways that they can be seated for each case is given as follows:
a) No restrictions: 362,880.
b) Sam next to Sarah: 80,640.
c) Boy-girl-boy-girl: 2,880.
What is the arrangements formula?The number of possible arrangements of a set containing n elements is given by the factorial of n, that is:
[tex]A_n = n![/tex]
For item a, we consider that 9 people will be seated with no restrictions, hence the number of ways is given as follows:
9! = 362,880
For item b, there is the restriction that Sam has to be seated next to Sarah, hence:
There are 8 pairs of seats in which they can be seat, each in 2 ways(Sam-Sarah or Sarah-Sam).The other 7 people can be seated in 7! ways, as there are no restrictions for them.Hence the number of ways is:
2 x 8 x 7! = 80,640.
For item c, we can treat the boys and the girls places as independent, hence:
There are 5! ways for the boys to sit, as there are five boys in the group.There are 4! ways for the girls to sit, as there are four girls in the group.Hence the number of ways is:
5! x 4! = 2,880.
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Which of the following was included in the procedure that
Flemming used to test his hypothesis? Select the 3 that apply
Answer:
A,B,C is the answer
e
if you could help me with some math bc i am bad at this stuff
Answer:
57.97 cm²
Step-by-step explanation:
Use the formula for area of a trapezoid
[tex]A = \dfrac{a + b}{2} h\\\\[/tex]
where a and b are the two sides and h is the height
Here a = 7.8, b = 10.8, h = 6.2
Substituting we get
[tex]A = \dfrac{7.9 + 10.8}{2} \times 6.2\\\\A = (7.9 + 10.8) \times \dfrac{6.2}{2}\\\\\\7.9 + 10. 8 = 18.7\\\\\dfrac{6.2}{2} = 3.1\\\\\\A = 18.7 \times 3.1 = 57.97\; cm^2[/tex]
Converting Mixed to Improper
Write the mixed number as an
improper fraction. 8 2/9
8[tex]\frac{2}{9}[/tex] as improper fraction is [tex]\frac{74}{9}[/tex]
Define improper fraction.A fraction that has the numerator higher than or equal to the denominator is said to be improper. A mixed fraction is one that has both a correct fraction and a whole number portion, and whose value is consistently greater than 1. When the numerator is always higher than or equal to the denominator, the fraction is said to be inappropriate. 4/3, 7/3, 11/5, and other incorrect fractions are a few instances. In fact, using improper fractions in mathematics is simpler than using mixed fractions. However, mixed numbers are easier for individuals to understand in daily life. It is crucial that you understand how to change from one form to another.
Given,
Mixed Fraction
8[tex]\frac{2}{9}[/tex]
Improper fraction:
[tex]\frac{8(9) +2}{9}[/tex]
[tex]\frac{72 +2}{9}[/tex]
[tex]\frac{74}{9}[/tex]
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I don’t understand how to do this can’t oh help me please I’m so struggling
It is necessary to expand the natural numbers to rational numbers or real numbers in order for division to always result in one number rather than a quotient plus a remainder. The answer will be 4.4.
What is division mean?One of the four fundamental arithmetic operations, or how numbers are combined to create new numbers, is division. The other operations are multiplication, addition, and subtraction.
At a fundamental level, the process of counting how many times one number is included within another is referred to as the division of two natural numbers. This number of times need not be integer. For instance, if 20 apples are distributed equally among 4 persons, each person will get 5 apples.
When no more full chunks of the size of the second number can be allocated during the computation of the quotient, the division with remainder or Euclidean division of two natural numbers yields an integer quotient, which is the number of times the second number is entirely contained in the first number, and a remainder, which is the portion of the first number that remains.
It is necessary to expand the natural numbers to rational numbers or real numbers in order for division to always result in one number rather than a quotient plus a remainder. In these expanded number systems, division operates in the opposite direction as multiplication, i.e., a = c / b implies that, if b is not zero, a b = c. This is a division by zero, which is not defined, if b = 0. In the case of the twenty-one apples, there would be no leftovers because each person would get five apples and a quarter of an apple.
Different algebraic structures, or ways of defining mathematical structure, use both modes of division. These are known as Euclidean domains and contain polynomial rings in one indeterminate space where a Euclidean division (with remainder) is defined (which define multiplication and addition over single-variabled formulas). Fields and division rings are those where a division (with a single result) by all nonzero elements is defined. The elements in a ring by which division is always feasible are known as the units; in the ring of integers, this would be 1 and 1. The quotient group is another way to apply division to algebraic structures; in this case, the outcome of "division" is a group rather than a number.
Just divide 3.96 by 0.9
[tex]\frac{3.96}{0.9}[/tex]= 4.4
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Can you help me answer part A and part B?
Now, Now,We are given the following vectors:
[tex]P\left(5,4\right),Q\left(7,3\right),R\left(8,6\right),S\left(4,1\right)[/tex]We are asked to determine the following vector:
[tex]PQ+3RS[/tex]First, we will determine the vector PQ and RS. To determine PQ we use the following:
[tex]PQ=Q-P[/tex]This means we need to subtract "P" from "Q". We do that by subtracting each component of the points, like this:
[tex]PQ=\left(7,3\right)-\lparen5,4)=\left(7-5,3-4\right)[/tex]Solving the operations:
[tex]PQ=\left(2,-1\right)[/tex]Now, we use a similar procedure to determine RS:
[tex]RS=S-R[/tex]Substituting we get:
[tex]RS=\left(4,1\right)-\left(8,6\right)=\left(4-8,1-6\right)[/tex]Solving the operations:
[tex]RS=\left(-4,-5\right)[/tex]Now, we substitute the values in the vector we are looking for:
[tex]PQ+3RS=\left(2,-1\right)+3\left(-4,-5\right)[/tex]Now, we solve the product by multiplying both components of RS:
[tex]PQ+3RS=(2,-1)+(-12,-15)[/tex]Now, we solve the addition by adding each corresponding component:
[tex]PQ+3RS=(2-12,-1-15)[/tex]Solving the operations:
[tex]PQ+3RS=(-10,-16)[/tex]And thus we have determined the components.
Part B. We area asked to determine the magnitude of the vector. To do that we will use the following:
Given a vector of the form:
[tex]X=\left(x,y\right)[/tex]Its magnitude is:
[tex]\lvert X\rvert=\sqrt{x^2+y^2}[/tex]This means that the magnitude is the square root of the sum of the square of the components. Applying the formula we get:
[tex]\lvert\begin{equation*}PQ+3RS\end{equation*}\rvert=\sqrt{\left(-10\right)^2+\left(-16\right)^2}[/tex]Now, we solve the squares:
[tex]\lvert\begin{equation*}PQ+3RS\end{equation*}\rvert=\sqrt{100+256}[/tex]Solving the addition:
[tex]\lvert\begin{equation*}PQ+3RS\end{equation*}\rvert=\sqrt{356}[/tex]Now, we factor the term inside the radical as follows:
[tex]\lvert PQ+3RS\rvert=\sqrt{4\left(89\right)}[/tex]Now, we distribute the radical:
[tex]\lvert PQ+3RS\rvert=\sqrt{4}\sqrt{89}[/tex]Taking the left square root:
[tex]\lvert PQ+3RS\rvert=2\sqrt{89}[/tex]And thus we have determined the magnitude.
fx) -2 x 14 11 3 5 5 4 -8 Determine the Solution utilizing the Table of Values* (1 Point)
The domain x with the value of 5 according to the table has a range value of -8.
A. -8
Safety standards require a pool to add 333 chlorine tablets to every 2,0002,0002, comma, 000 liters of water. Today, the lifeguards at Park Pool added 888 chlorine tablets to their pool's10,00010,00010, comma, 000 liters of water.How does Park Pool's chlorine compare to the safety standards?
SOLUTION
The standard quantity of water is 2000 liters
The quantity of water in the pool is 10,000
Since 3 chlorine is added to every 2000 liters of water then the number of chlorine added to 10000 liters of water is:
[tex]\begin{gathered} \frac{10000}{2000}\times3 \\ =5\times3 \\ =15 \end{gathered}[/tex]Since 8 tablets is added instead of 15 then:
The park pool has less chlorine than the safety standards require
Place a on the number line to illustrate that a+b=0
To make a+b= 0
Since b is positive ( to the right of zero), a must be positive and must be have the same distance from 0.
So:
The science club took a survey to see how many hours each member in the club worked on a science project. The table below
shows the results of the survey.
Students Hours
Greta
16
Juan
14
Mika
20
Paulo
18
Su-Lin
16
Tanika
31
Darnell
13
Wesley
24
What is the mean (average) number of hours the students worked on the science project?
OA. 21
OB. 19
OC. 20
18
Answer: 19
Step-by-step explanation:
To find an average, you take each of your values, add them, and then divide by the numbers of values you have. There were 8 students interviewed, so your total numbers of values is 8.
Addition: 16 + 14 + 20 + 18 + 16 + 31 + 13 + 24 = 152
Division: 152 ÷ 8 = 19
The water company has a different monthly pricing plan for residential customers than for business customers. For each pricing plan, cost (in dollars) depends on water used (in hundreds of cubic feet, HCF), as shown below.
(a) For an HCF of 22, the residential plan costs $44 and the business plan costs $36.
So, the business plan costs $8 less.(b) $14, business plan.
The plans cost the same when the graphs intersect.After $14, the business plan graph is lower than the residential plan graph, meaning the business plan will cost less.Rewrite x4y2 − 6x3y3 using a common factor.
x2y2(x2 − 6xy)
x2y(xy − 6xy2)
6xy(x3y − x2y)
6xy2(x2 − x2y)
The common factor of the equation [tex]x^{4}y^{2} -6x^{3}y^{3}[/tex] is [tex]x^{2}y^{2} (x^{2}-6xy)[/tex].
What is a common factor?
A whole number that is a factor of two or more numbers is referred to as a common factor.
The largest factor that will split into two or more integers is known as the highest common factor (HCF).
The smallest multiple shared by two or more numbers is known as the lowest common multiple (LCM).
The LCM and HCF
when a fraction is added or subtracted.
can be discovered by listing multiple factors. It is more effective to express greater values of a number as the product of prime factors. The Venn diagram is another option.
In finding common factors, the HCF, and LCM need knowledge of how to identify factors, build factor trees, and express integers as the product of their prime factors.
How to locate common factors?
A whole number that is a factor of two or more numbers is referred to as a common factor. Example: The common factors of 30 and 20 are 2, 5, and 10.
A factor that all whole integers share is 1, or 1.
To identify commonalities:
List each number's factors.
To identify the numbers that are the same (or frequent) in both lists, compare the factors.
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You rotate the triangle below 180 degrees clockwise about the origin.
What are the coordinates of the new triangle?
P' ( , )
K' ( , )
Y' ( , )
Answer:
P' = (5, 3) K'= (3,1) and Y'= (1, 4)
Step-by-step explanation:
We currently have the following coördinates:
P = (-5, -3), K = (-3, -1), Y = (-1, -4)
A rotation of 180 degrees (precesily a half turn!) will give us:
P' = (5, 3) K'= (3,1) and Y'= (1, 4)
You can draw a line from K to the origin and extend this line precisely the same distance as from K to the origin. This line will end and the point (3,1). The same method can be used for the other two points.
[tex]a ^{2} - 3a + 2 = 0[/tex]put into standard form. identify a,b, and c
Answer:
a=1,b=-3,c=2
Explanation:
The standard form of a quadratic equation is given as:
[tex]ax^2+bx+c=0[/tex]Comparing with the equation:
[tex]a^2-3a+2=0[/tex]We observe that the equation is already in the standard form.
Furthermore:
[tex]a=1,b=-3,c=2[/tex]Suppose Z follows the standard normal distribution. Calculate the following probability.
P(0.33 < Z < 1.50)
Answer:
ummm i don't know....
..,....
Find the equation of the line through the point (10,-6) that is perpendicular to the line with equation -11x-18y=-2070
SOLUTION:
Step 1:
In this question, we are given the following:
Find the equation of the line through the point (10,-6) that is perpendicular to the line with equation
-11x-18y=-2070
Step 2:
The details of the solution are as follows:
[tex]\begin{gathered} Given\text{ that:} \\ -11x\text{ - 18y = -2070} \\ We\text{ have that:} \\ -18y\text{ = 11x - 2070} \\ Divide\text{ both sides by -18, we have that:} \\ y\text{ = }\frac{11\text{ x}}{-18}\text{ }\frac{-2070}{-18} \\ Then,\text{ we have that:} \\ y\text{ = }\frac{-11\text{ x}}{18}\text{ + 115} \\ comparing\text{ this with:} \\ y\text{ = mx + c , then m = }\frac{-11}{18} \end{gathered}[/tex][tex]\begin{gathered} For\text{ perpendicular lines, we have that:} \\ m_1m_2=\text{ -1} \\ Then,\text{ we have that:} \\ m_2=\text{ -1 x }\frac{18}{-11}=\text{ }\frac{18}{11} \\ Hence,\text{ m}_2=\frac{18}{11} \end{gathered}[/tex][tex]\begin{gathered} We\text{ have the point:} \\ (\text{ 10 , - 6 \rparen} \\ Using\text{ the formulae:} \\ y\text{ - y}_1=\text{ m}_2\text{ \lparen x - x}_1) \end{gathered}[/tex][tex]\begin{gathered} We\text{ have that:} \\ y\text{ - \lparen-6\rparen =}\frac{18}{11}\text{ \lparen x - 10 \rparen} \\ Multiply\text{ through by 11, we have that:} \\ 11y\text{ + 66 = 18x - 180} \\ Rearranging,\text{ we have that:} \\ 11y\text{ = 18x -180 - 66} \\ 11y\text{ = 18 x -246} \end{gathered}[/tex]CONCLUSION:
The final answer is:
[tex]11\text{ y = 18 x - 246}[/tex]A dietician is planning a snack package of fruit and nuts. Each ounce of fruit will supply zero units of protein, 3 units of carbohydrates, and 2 unit of fat, and will contain 40 calories. Each ounce of nuts will supply 3 units of protein, 2 unit of carbohydrate, and 4 units of fat, and will contain 50 calories. Every package must provide at least 6 units of protein, at least 10 units of carbohydrates, and no more than 16 units of fat. Find the number of ounces of fruit and number of ounces of nuts that will meet the requirement with the least number of calories. What is the least number of calories?
Using a system of inequalities, it is found that:
The quantities that will meet the requirement with the least number of calories is: 2 ounces of fruit and 3 ounces of nuts.The least number of calories is: 230 calories.System of inequalitiesThe variables to the system of inequalities are given as follows:
Variable x: number of ounces of fruit.Variable y: number of ounces of nuts.At least 6 units of protein are needed, hence, considering the amount of protein or each snack, the inequality is:
3y ≥ 6
y ≥ 2.
At least 10 units of carbohydrates are needed, hence, considering the amount of carbohydrates of each snack, the inequality is:
3x + 2y ≥ 10.
At least 16 units of fat are needed, hence, considering the amount of fats of each snack, the inequality is:
2x + 4y ≥ 16
x + 2y ≥ 8.
Hence the system is:
y ≥ 2.3x + 2y ≥ 10.x + 2y ≥ 8.Each ounce of fruit contains 40 calories, and each ounce of nuts contains 50 calories, hence the calories function is:
Calories function = 40x + 50y.
Possible solutions to the system, containing only integers, as units is an integer amount, and their calorie consumption are:
x = 4, y = 2: calories: 40(4) + 50(2) = 260.x = 2, y = 3: calories: 40(2) + 50(3) = 230.x = 1, y = 4: calories: 40 + 50(4) = 240.Hence the quantities with the least calories are: 2 ounces of fruit and 3 ounces of nuts, with a calorie load of 230 calories.
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How much to the nearest penny will we have if he uses this investment? Round to the nearest cent if needed
Given:
Principal P (Initial amount) =$5100
Rate(R)= 2.75
Time(t) = 16 months = 16/12 ( In years)
We can proceed to calculate the interest using the formula below:
[tex]S\mathrm{}I=\frac{P\times R\times T}{100}[/tex][tex]=\frac{5100\times2.75\times\frac{16}{12}}{100}[/tex][tex]=\frac{5100\times2.75\times16}{100\times12}[/tex][tex]=\text{ \$187}[/tex]The amount he has for the investement = 5100 + 187 = $5287
find the equation of the line perpendicular to 6y=x-1 that passed through (3,5). write answer in slope intercept form, y=mx+b with all fractions written in lower terms
You have the following equation:
[tex]6y=x-1[/tex]if you divide by 6 both sides, you obtain:
[tex]y=\frac{1}{6}x-\frac{1}{6}[/tex]the slope of the previous line is m = 1/6.
Take into accout that the relation between the slopes of two perpendicular lines is given by:
[tex]m^{\prime}=-\frac{1}{m}[/tex]For the required perpendicular line you have:
[tex]m^{\prime}=-\frac{1}{\frac{1}{6}}=-6[/tex]Now, use the following general equation for a line:
[tex]y-y_o=m^{\prime}(x-x_o)[/tex]where (xo,yo) is any point on the line.
Replace (xo,yo) = (3,5) and m' = -6 into the previous formula and solve for y:
[tex]\begin{gathered} y-5=-6(x-3) \\ y-5=-6x+18 \\ y=-6x+18+5 \\ y=-6x+23 \end{gathered}[/tex]Hence, the equation of the perpendicular line is, in intercept slope form:
y = -6x + 23
Which fraction is equal to 0/03 ?
A. 3/100
B. 1/33
C. 1/11
D.1/3
Answer:
It depends on what the question is.
Step-by-step explanation:
Your question is unclear.
If the question is the fraction 0/03, then that equals 0, but that is not a choice.
If the question is 0.03, then the answer is 3/100.
If the question is 0.03030303... (repeating 03, then the answer is worked out below.
Let x = 0.030303...
100x = 3.0303030...
- x = 0.0303030...
---------------------------------
99x = 3
x = 3/99
x = 1/33
Shelley works in a dental office as an administrative assistant and uses a desktop computer for scheduling appointments. What type of keyboard is she MOST likely to use?
Mechanical keyboard
Virtual Keyboard
Tablet keyboard
laptop keyboard
Answer:
Mechanical Keyboard
The type of keyboard that Shelley is most likely to use is a mechanical keyboard. The correct option is a.
What is a mechanical keyboard?Mechanical keyboards offer a considerably more comfortable typing experience, as well as a plethora of customization options in terms of style and feel, and they're also more durable and easier to repair.
Mechanical keyboards often require only a half-press of a key to transmit a signal to your computer, allowing for faster and easier typing.
Here a mechanical keyboard will be used because she is an assistant and uses a desktop computer for scheduling appointments. She would not use tablets and laptops or virtual keyboards.
Therefore, the correct option is a. Mechanical keyboard.
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Kari spent 1 2/3 hours painting a fence. Then he spent 4/5 of an hour walking his dog. How much longer did he spend painting than walking?
what digit is in the
The decimal number is given 16.837
Convert into fractional form by removing the decimal from the given number.
[tex]16.837=\frac{16837}{1000}[/tex]Hence the fractional notation determined is
[tex]\frac{16837}{1000}[/tex]In Richmond, Virginia, the average daily high temperature
was 90°F for July. The average daily low temperature for
the same month was 69°F. If a day's temperature change
is measured by comparing the morning/low temperature
to the afternoon/high temperature, what is the percent of
increase between the average low and high temperatures
in July? Round your answer to the tenths place.
The percent of increase between the average low and high temperatures
in July would be = 26°F
What is temperature range?Temperature range is defined as the difference between the degree of hotness and coldness of two different places.
The average daily high temperature of the month = 90°F
The average daily low temperature of the month = 69°F
The temperature difference between the two ranges = 90 -69 = 21°F
When both temperature are compared = 90+69/2 = 159/2 = 79.5°F
The percent increase of daily low temperature;
= 21/79.5 × 100/1
= 2100/79.5
= 26.4
= 26°F ( nearest to the tenth place)
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write the ratio as a fraction in simplest form with whole numbers in the numerator and denominator 6.3 g to 3.6 g
the ratio 6.3 g to 3.6 g as a fraction is:
[tex]\frac{6.3}{3.6}=\frac{6.3}{3.6}\cdot\frac{10}{10}=\frac{63}{36}=\frac{7}{4}[/tex]Help I’m completely lost on this I have no clue what I’m doing. I’ve tried 3 times
Answer:
Explanation:
Given the equation:
[tex]undefined[/tex]12.5% of what number is 24
Let's begin by listing out the information given to us:
[tex]undefined[/tex]Need Help ASAP...PLEASEEEEEEEEEEEEEE HELLPPPPPP
The value of x would be 70° which is the correct answer would be an option (C).
What is the Exterior Angle?Exterior Angle is defined as an angle produced on the outside of a polygon by extending the sides of the polygon.
To determine the measure of an Exterior angle of a polygon:
First, we have to find the measure of the supplemental interior angle
Then write the equation: Int. + ext. = 180
Here take an interior angle = 93°, find its Exterior angle
⇒ 93 + ext. = 180 ⇒ ext. = 180 - 93 = 87°
Since the sum of all exterior angles of a convex polygon = 360°
As per the given figure,
⇒ x° + 52° + 87° + (x+3)° + 78° = 360°
Combine the likewise terms to get,
⇒ 2x + 220 = 360
⇒ 2x = 360 - 220
⇒ 2x = 140
⇒ x = 70
Therefore, the value of x would be 70°.
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which is bigger -4 or 4
Given data:
The first number is -4.
The second number is 4.
Positive number is always bigger than negative number.
Thus, 4 is bigger than -4.