13. If 30% of the pupils in a school are boys, what percentage of the pupils are girls?

​

Answer:

x^2+8x+8/2x+4

Step-by-step explanation:

Please help me with my question that I posted.  I really need help.

Answer:

Step-by-step explanation:

The divisions of the polynomials are listed below:

In this problem we can determine the division of a polynomial by a monomial through the use of distributive property, whose definition is shown below:

a · (b + c) = a · b + a · c

Now we proceed to show the solution to each case without prejudice to other algebra properties:

Case 1:

m³ · n² - m² · n + m · n

- m · n · (- m² · n) - m · n · m - m · n · (- 1)

- m · n · (- m² · n + m - 1)

Result: - m² · n + m - 1

Case 2:

3 · x³ · y³ + 9 · x² · y² - 27 · x · y

- 3 · x · y · (- x² · y² - 3 · x · y + 9)

Result: - x² · y² - 3 · x · y + 9

Case 3:

18 · a⁵ · b⁴ · c² - 54 · a³ · b⁶ · c⁴ - 108 · a² · b⁸ · c

18 · a² · b³ · c · (a³ · b · c - 3 · a · b³ · c³ - 6 · b⁵)

Result: a³ · b · c - 3 · a · b³ · c³ - 6 · b⁵

Case 4:

5 · p² · q · r - 7 · q² · r + 4 · p · q · r²

p · q · r · (5 · p - 7 · q / r + 4 · r)

Result: 5 · p - 7 · q / r + 4 · r

Case 5:

81 · m⁵ · n³ + 18 · m⁴ · n² - 72 · m³ · n

9 · m² · n · (9 · m³ · n² + 2 · m² · n - 8 · m)

Result: 9 · m³ · n² + 2 · m² · n - 8 · m

Case 6:

6 · x³ · y² + x² · y² + 35 · x · y

- x² · y² · [- 6 · x - 1 + 1 / (x · y)]

Result: - 6 · x - 1 + 1 / (x · y)

Case 7:

x² · y · z + x · y² · z - 3 · x · y · z

3 · x · y · z² · [(1 / 3) · (x / z) + (1 / 3) · (y / z) - 1 / z]

Result: (1 / 3) · (x / z) + (1 / 3) · (y / z) - 1 / z

Case 8:

12 · p⁵ · q² + 3 · p³ · q + 9 · p⁴ · q³

3 · p³ · q · (4 · p² · q + 1 + 3 · p · q²)

Result: 4 · p² · q + 1 + 3 · p · q²

Case 9:

5 · a² · b² · c² - 10 · a³ · b⁵ · c² + 75 · a⁴ · b³ · c²

- 5 · a² · b · c² · (- b + 2 · a · b⁴ - 15 · a² · b²)

Result: - b + 2 · a · b⁴ - 15 · a² · b²

Case 10:

y³ · z - y² · z - y · z² + y · z³

- y · z · (- y² + y + z - z²)

Result: - y² + y + z - z²

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The correct answer is c). When the value of x is -3, -x – 6 is equal to -9. Since -9 is greater than -3.5, the inequality -x - 6 > -3.5 is true.

Straight line inequalities are mathematical statements that use two or more variables and an inequality sign, such as “<” or “>”. These statements are used to describe the relationship between the variables and can be used to solve problems. An example of a straight line inequality is 2x + 3 > 7. This inequality states that for any value of x, the expression 2x + 3 must be greater than 7.

The other three options are not true when the value of x is -3. Option a) is false because -x – 6 is not less than -3.5. Option b) is false because -x – 6 is not greater than 3.5. Option d) is false because x – 6 is not greater than -3.5.

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Question: Which inequality is true when the value of x is -3?

a) -x – 6 < -3.5

b) -x – 6 > 3.5

c) -x - 6 > -3.5

d) x - 6 > -3.5

Answer:

the answer is d because 2.2 6+2 with a exponent of 3 = 14 and 14 is less than 20

Step-by-step explanation:

Therefore, it is not possible to divide the fields into identical rectangular flower beds of length 6m.

Area is a mathematical concept that refers to the measure of a surface enclosed by a boundary. It is typically expressed in square units such as square meters, square feet, or square centimeters. The area of a flat or 2-dimensional shape can be calculated by multiplying its length by its width, while the area of a 3-dimensional shape such as a cube or a sphere can be calculated using more complex formulas. Area is an important concept in geometry, physics, engineering, and many other fields.

Here,

Let the breadth of each flower bed be b.

For the first field with area 60m², the length of the field is 60/b, so the number of flower beds that can be made in this field is (60/b)/(6) = 10/b.

For the second field with area 84m², the length of the field is 84/b, so the number of flower beds that can be made in this field is (84/b)/(6) = 14/b

For the third field with area 108m², the length of the field is 108/b, so the number of flower beds that can be made in this field is (108/b)/(6) = 18/b.

Since all the fields are to be divided into identical rectangular flower beds, the number of flower beds in each field must be the same. So we have:

10/b = 14/b = 18/b

Multiplying both sides by b, we get:

10 = 14 = 18

This is not possible, so there is no common value of b that satisfies the given conditions.

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With speed=10 m/s, the rope will hit ground after 3.36 seconds.

Speed is a measure of how fast an object is moving, usually measured in units of distance per unit time, such as meters per second (m/s) or kilometers per hour (km/h). It is a scalar quantity, meaning it only has magnitude and no direction.

Mathematically, speed is defined as the distance an object travels per unit time. The formula for calculating speed is:

Speed = Distance / Time

where Distance is the distance traveled by the object, and Time is the time taken to cover that distance.

here, we have,

Now,

To find when the rope will hit the ground, we can use the kinematic equation:

y = vi * t + (1/2) * a * t²

where:

y = 50 m (the height of the cliff)

vi = 10 m/s (the initial velocity of the rope)

a = 9.8 m/s² (the acceleration due to gravity, acting downward)

t = time it takes for the rope to hit the ground

We can solve for t by setting y=50 and solving for t:

50 = 10t + (1/2) * 9.8 * t²

50 = t(10 + 4.9t)

t = 50/14.9=3.36 s

Therefore, the rope will hit the ground after 3.36 seconds.

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The value of m if the ratio of their heights is equal to 1:m is 4/3.

Ratio is described as the comparison of two quantities to determine how many times one obtains the other. The proportion can be expressed as a fraction or as a sign: between two integers.

We are given that;

Area of A=144cm²

Area of B=256cm²

Ratio of heights= 1:m

Now,

The ratio of the areas of two similar solids is equal to the square of the ratio of their corresponding heights. So, we have:

(area of A) / (area of B) = (height of A)^2 / (height of B)^2

Substituting the given values, we get:

144 / 256 = 1^2 / m^2

9 / 16 = 1 / m^2

Multiplying both sides by m^2, we get:

9m^2 / 16 = 1

Multiplying both sides by 16/9, we get:

m^2 = 16/9

Taking the square root of both sides (and noting that m must be positive since it is a length), we get:

m = 4/3

Therefore, by the given ratio answer will be 4/3.

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The surface area is obtained by adding 1,105.28 + 200.96 + 200.96.

What does surface area mean?

The area is the region that any two-dimensional object occupies in a plane. The term "surface area" refers to the size of any body's external surface.

Surface area and volume are calculated for any three-dimensional geometrical shape.

The surface area of any given object is the area or region occupied by the surface of the object.

Whereas volume is the amount of space available in an object.

The surface area will be calculated as:-

SA = 1,105.28 + 200.96 + 200.96.

SA = 1507.2

Thus, the surface area is calculated as 1,105.28 + 200.96 + 200.96.

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Answer:

the answer is multiply (200.96)(22)

Step-by-step explanation:

you have to multiply.

Answer:

Step-by-step explanation:

the volume of a cylinder is found with the formula V=[tex]\pi r^{2} h[/tex] where r is the radius and h is the height of the cylinder

plugging the numbers given into the formula results in 32791.5 [tex]cm^{3}[/tex]

Each of the 40 students would occupy 8.75 m²

An equation is an expression that shows the relationship between two or more numbers and variables. Equations can either be linear, quadratic, cubic and so on depending on the degree.

The class must seat 40 students along with the teachers Table and shelves which will occupy 350m². The space each student would occupy is:

Space for each student = Total space / Total number of students = 350 m² / 40 student = 8.75 m²

Each student would occupy 8.75 m²

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Juli earned $13.25 per candle sold.

The division in mathematics is one kind of operation. In this process, we split the expressions or numbers into the same number of parts.

Given:

For a charity fundraiser, Juli sold 16 candles.

Juli earned a total of $212 ($12 in donations + $100 to Charity A + $100 to Charity B).

To find out how much she earned per candle, we need to divide the total amount earned by the number of candles sold:

$212 ÷ 16 candles = $13.25 per candle

Therefore, per candle, the earning amount is $13.25.

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The answer of the given question based on the mutually exclusive event is the probability of event R3 given event Q is 0.37.

Probability is  branch of mathematics that deals with  study of random events or phenomena. It is concerned with quantifying the likelihood of an event or a set of events occurring. Probability is often expressed as a number between 0 and 1, with 0 indicating an impossible event and 1 indicating a certain event.

Using Bayes' theorem, we can find the probability of event R3 given event Q as follows:

P(R3|Q) = P(Q|R3)*P(R3)/P(Q)

so, by using the law of total probability:

P(Q) = P(Q | R1) * P(R1) + P(Q | R2) * P(R2) + P(Q | R3) * P(R3)

Substituting the given values, we get:

P(Q) = (0.5 * 0.05) + (0.6 * 0.3) + (0.2 * 0.65)

= 0.0425 + 0.18 + 0.13

= 0.3525

Now, substituting the given values for P(Q | R3) and P(R3), we get:

P(R3 | Q) = (0.2 * 0.65) / 0.3525

= 0.37

Therefore, the probability of event R3 given event Q is 0.37.

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Answer: 15 3/4 cups

In order to figure out how much peanut butter they have used we must multiply our amount by the number used.

4 1/2 times 3 1/2 can also be written as 4.5 and 3.5, respectively.

So our equation would be 4.5 x 3.5

4.5 x 3.5 is 15.75  

The number .75 can be written as the fraction 3/4, since 75 is 3/4th of 100.

This means the cafeteria used 15 3/4 cups of peanut butter.

I hope this helped & Good Luck <3 !!!

To calculate the amount of peanut butter used, multiply the number of jars (3 1/2) by the quantity in each jar (4 1/2 cups). This equals 15 3/4 cups of peanut butter.

To find out how many cups of peanut butter the cafeteria has used, we need to multiply the number of jars used by the number of cups in each jar. We know that there are 4 1/2 cups in one jar of peanut butter and the cafeteria has used 3 1/2 jars. So, we multiply 4 1/2 by 3 1/2 to get the total number of cups used.

This can be done by converting the mixed fractions to improper fractions: 4 1/2 becomes 9/2 and 3 1/2 becomes 7/2. Multiplying these gives 63/4, which converts back to the mixed number 15 3/4.

So, the cafeteria has used 15 3/4 cups of peanut butter.

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Answer:

-5x^2-20x

Step-by-step explanation:

The area of the shaded region is the sum of the area of the semicircle and the area of the rectangle, giving us an answer of 32.13m².

A semicircle is considered as a two-dimensional shape that is half of a circle. It is formed by drawing a line from the center point of a circle to one of its edges. The line becomes the diameter of the semicircle, and the two sides of the semicircle form an arc.

The shaded area in the diagram is the region which is bounded by the semicircle and the rectangle.

To find the area of this shaded region, we first need to find the area of the semicircle and the area of the rectangle. The area of the semicircle is derived from the formula A = (πr²)/2, where r is the radius of the semicircle. The radius of the semicircle can be found by dividing the length of the rectangle by 2, as the semicircle is half of the rectangle, giving us a radius of 3m.

Therefore, the area of the semicircle is 14.13 m². The area of the rectangle is the length of the rectangle multiplied by its width, which is 6m×3m = 18m².

Finally, the area of the shaded region is the sum of the area of the semicircle and the area of the rectangle, giving us an answer of 32.13m².

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Question; A rectangle is placed around a semicircle as shown below. The length of the rectangle is 6m. Find the area of the shaded region.

Answer:

Below

Step-by-step explanation:

If you have an angle and add or subtract multiples of 360 ( a full circle around) ....you get the same angle ...

31.)   591 - 360 =   231     same angles

           231 -360 = - 129     same angle

            51 does not fit

32.)     reference is 36 so

              in Q II   this would be    180 -36 = 144 degrees

                  adding or subtracting 360° from 144 would be the same angle

                      144 - 360 =  - 216 °   ( same angle as 144)

Answer:

Below

Step-by-step explanation:

Area of any triangle = 1/2  base * height

         base = 16  height = 9

1/2 * 16 * 9 = 72 units^2

Yes, the set of coordinate points (5, 31), (6, 28), (7, 25), (8, 22), and (9, 19) forms a function.

What is a function?

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

To determine whether the set of coordinate points (5, 31), (6, 28), (7, 25), (8, 22), and (9, 19) forms a function, we need to check whether each x-value is paired with a unique y-value.

We can see that for each x-value in the set, there is only one corresponding y-value.

Therefore, the set of coordinate points does form a function.

We can also verify this by using the vertical line test.

If we draw a vertical line anywhere on the graph of this set of points, the line will intersect the graph at most once, indicating that each x-value is paired with a unique y-value.

Therefore, the coordinate points does form a function.

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Answer:

16.48%

Step-by-step explanation:

6 democrates

3 republicans

5 independents

Total number: 6+3+5=14

Probability of selecting an independent:

#of independents/ Total number

5/14= 0.3571

Probability of selecting a democrat:

# of democrats/ Total number-1

6/13= 0.4615

Probability of independent then democrat:

0.3571x0.4615=0.1648

0.1648x100= 16.48%

The oven will heat up by 18 degrees in 1 minute at this rate.

What is expressions ?

Expressions can be simplified, evaluated, or manipulated using mathematical rules and operations. They are used in a variety of mathematical contexts, such as algebra, geometry, calculus, and more.

We can start by finding the rate of temperature increase per minute. Since the temperature rose 3 degrees in 1/6 of a minute, we can multiply both sides by 6 to find the rate per minute:

3 degrees ÷ (1/6 minute) = 18 degrees per minute

So the oven heats up at a rate of 18 degrees per minute. To find how much the oven will heat up in 1 minute, we simply multiply the rate by the time:

18 degrees per minute × 1 minute = 18 degrees

Therefore, the oven will heat up by 18 degrees in 1 minute at this rate.

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The expοnential decay with a cοnstant percentage rate cοuld be mοdeled by this functiοn.

Expοnential decay is a mathematical prοcess that describes the decrease οf a quantity οver time, where the rate οf decrease is prοpοrtiοnal tο the current value οf the quantity. Expοnential decay οccurs when a quantity decreases by a cοnstant percentage rate οver time.

The fοrmula fοr expοnential decay is given by:

[tex]y = a(1 - r)^t[/tex]

where:

y is the final amοunt οr value

a is the initial amοunt οr value

r is the decay rate, which is the fractiοn by which the quantity decreases per unit time

t is the time in sοme unit οf measurement

The functiοn [tex]y = a(1 - r)^t[/tex] represents an expοnential decay curve, which is a curve that starts high and apprοaches zerο but never reaches it. The rate οf decay is highest at the beginning and decreases as the quantity gets smaller.

Expοnential decay is cοmmοnly seen in many natural and scientific phenοmena, including radiοactive decay, the decay οf a pοpulatiοn οf bacteria, and the depreciatiοn οf the value οf an asset οver time. Expοnential decay is alsο used in finance, engineering, and οther fields tο mοdel variοus prοcesses that invοlve the lοss οf value οr the dissipatiοn οf energy οver time.

The given functiοn y = 400(1 – 0.17)x represents expοnential decay where y is the final amοunt, x is the time in sοme unit, and 0.17 is the decay rate per unit time.

In particular, this functiοn mοdels a situatiοn where a quantity is decreasing οver time at a cοnstant percentage rate οf 17% per unit time. The initial quantity, οr y-intercept, is 400.

Sοme examples οf situatiοns that cοuld be mοdeled by this functiοn are:

The value οf a car that is depreciating at a cοnstant rate οf 17% per year.

The amοunt οf a radiοactive substance that is decaying at a cοnstant rate οf 17% per hοur.

The number οf bacteria in a pοpulatiοn that is dying οff at a cοnstant rate οf 17% per day due tο a lack οf resοurces.

In general, any situatiοn that invοlves expοnential decay with a cοnstant percentage rate cοuld be mοdeled by this functiοn.

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The percent error for the 121-foot measurement is approximately 0.83%.

In the event of contrasting a measured or trial value with a known or accepted value, percent error is employed, whereas percent difference is used to compare two values. The percentage difference is determined by dividing the absolute variance of two numbers by their average, then multiplying the result by 100%.

For the 121-foot measurement:

Absolute error = |121 - 120| = 1

Percent error = (absolute error / actual value) x 100%

Percent error = (1 / 120) x 100%

Percent error ≈ 0.83%

Therefore, the percent error for the 121-foot measurement is approximately 0.83%.

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The net price using the net price factor, complement method is $2958.75.

The complementary of the product of the market discount rates is represented by the net price factor, which is a decimal number. It is used to determine an item's final price after various trade discounts have been applied. By multiplying the complementary of the discount rates collectively and deducting the result from 1, we may determine the net price factor.

We use the complement method to calculate the net price using the net price factor.

For the given trade discount rates we have:

The complement of 35% is 65%

The complement of 30% is 70%

The complement of 5% is 95%

Multiply the values:

65% × 70% × 95% = 0.65 × 0.70 × 0.95 = 0.40825

The net price is obtained by:

1 - 0.40825 = 0.59175

Multiply the net price by the list price:

0.59175 × 5000 = $2958.75

Hence, the net price using the net price factor, complement method is $2958.75.

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The car's market value will therefore be $4,621.92 after five years.

Value is a good, service, or asset's estimated, monetary, or material worth. The term "value" can refer to a number of concepts, including shareholder value, company value, fair value, or market value.

After each year, the car's resale value will drop by 30%. Consequently, following a year, the value will be:

$27,500 × (1-0.3) = $19,250

The value after two years will be:

$19,250 × (1-0.3) = $13,475

The value after three years will be:

$13,475 × (1-0.3) = $9,432.50

The value after four years will be:

$9,432.50 × (1-0.3) = $6,602.75

The value will finally be after five years.

$6,602.75 × (1-0.3) = $4,621.92

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The coordinates of the vertices of the feasible region are plotted.

A group of two or maybe more inequalities from one or more variables is referred to as a system of inequalities.

Feasible region:

The given equation:

y ≥ -x -2

y ≥ 3x +2

y ≤ x +4

f(x, y) = -3x +5y

Thus, the coordinates of the vertices of the feasible region are plotted.

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The equation where F(x) = G has no solution (x). By graphing the functions, the answer has been discovered.

The creation of a relevant function's graph is the first step in the graphing process. If a curve reflects the function at a given point, the curve at that point satisfies the function equation.

We are given two functions as f(x) = (3x + 2) and g(x) = (3x - 5)

The graph of the given functions has been plotted and attached below.

In the graph, the red line represents the f(x) function and the blue line represents the g(x) function.

From the graph, it is clear that the two lines are parallel, therefore they will never meet.

Hence, there is no solution where F(x) = G(x).

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Question: Graph the following functions and determine where F(x) = G(x). Select all that apply.

f(x)=(3x+2) and g(x)=3x-5

Answer:

The unit rate in the equation y = 2x is 2.

This means that the cost per day for Austin's high-speed internet is $2.

Answer:

The given expression simplifies to zero.

Step-by-step explanation:

Tangent Trigonometric Identity:

[tex]\boxed{\tan \theta=\dfrac{\sin \theta}{\cos \theta}}[/tex]

Given expression:

[tex]\tan^2 \theta \cos^2 \theta - \sin^2 \theta[/tex]

To simplify the given expression, rewrite tan²θ using the tan trigonometric identity:

[tex]\implies \dfrac{\sin^2 \theta}{\cos^2 \theta} \cdot \cos^2 \theta - \sin^2 \theta[/tex]

[tex]\implies \dfrac{\sin^2 \theta \cos^2 \theta}{\cos^2 \theta} - \sin^2 \theta[/tex]

Cancel the common factor cos²θ:

[tex]\implies \sin^2 \theta - \sin^2 \theta[/tex]

Add similar elements:

[tex]\implies \sin^2 \theta - \sin^2 \theta=0[/tex]

Therefore, the given expression simplifies to zero.

The value of length of AG is,

⇒ AG = 8

A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.

Given that;

In ΔABC,

G is centroid and GE = 4

Hence, We get;

⇒ AG : GE = 2 : 1

Hence, The length of AG is,

AG = 2 × 4

AG = 8

Thus, The value of length of AG is,

⇒ AG = 8

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By solving the equation we know that the correct value of (D) x is 4.

A mathematical equation is a formula that uses the equals sign to represent the equality of two expressions.

The four mathematical operations of addition, subtraction, multiplication, and division are also used in simple equations, either singly or in combination.

A formula would be 3x - 5 = 16, for instance.

When this equation is solved, we discover that the value of the variable x is 7.

So, solve for the given equation:

|-4+5x|=16

5x - 4 = 16

Now, by looking at the equation we can tell that the value of x needs to be 4 as follows:

5x - 4 = 16

5(4) - 4 = 16

20 - 4 = 16

16 = 16

Therefore, by solving the equation we know that the correct value of (D) x is 4.

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Complete question:

Solve : select all answers that applies

|-4+5x|=16

A. x= -11

B. x = -12/5

C. x= 4/5

D. x= 4

E. x = 3/4