Correct option is D. randomly sampling 50 batteries throughout the day and testing to see if they work would provide the most valid results.
What is a sample?A sample is described as a smaller, more manageable representation of a larger group. a smaller population with characteristics of a larger one. A sample is used in statistical analysis when the population size is too large to include all participants or observations in the test.
The sample may be biased if it is taken from the first 25 batteries made each day (option A) or the last 25 batteries made each day (option B).
The first and final batteries made each day could not be an accurate representation of the total quality of the batteries produced that day if the battery manufacturing process is not consistent throughout the day.
Although battery quality can change during the day, sampling the first 50 batteries produced each day (option C) may also add bias into the sample.
The ideal course of action is to randomly select 50 batteries throughout the day (option D), since this helps to ensure that the sample is reflective of the general caliber of batteries manufactured that day.
Random sampling reduces the possibility of bias into the sample.
A more accurate image of the quality of the batteries manufactured can be obtained using this method, which is also more likely to capture any variations in battery quality over the day.
Therefore, option D would provide the most valid results.
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A golfer hits a golf ball off a tee. A quadratic function models the height of the golf ball in the coordinate plane, with the origin representing the initial location of the golf ball. Which of the following features can be used to determine the height that the golf ball travels from its initial location to the point where the golf ball starts falling towards the ground? Select ALL that apply.
Responses
zeros
vertex
y-intercept
end behavior
Zeros, vertex, and end behavior can all be used to determine the height that the golf ball travels from its initial location to the point where the golf ball starts falling towards the ground.
What is graph?Graph is a data structure that consists of a set of nodes and edges that connect those nodes. Nodes are used to represent entities, such as people, places, or objects, and edges are used to represent the connections between those entities. Graphs are used to represent relationships between data, such as in networks, social media, and biological systems. Graphs can also be used to represent mathematical equations, as in function graphs.
Zeros, or x-intercepts, are the points where the graph of the quadratic function crosses the x-axis. The vertex is the highest point of the graph and can be used to determine the peak of the golf ball's trajectory. Finally, the end behavior of the graph can be used to determine how the graph will change as x increases or decreases without bound. This can be used to determine the point at which the golf ball begins to fall towards the ground.
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The city has decided to build a circular outdoor amphitheater in the new park. The architects would like to surround the amphitheater with a low brick wall and lay turf inside. They would like the diameter of the amphitheater to be 140 feet.
Each pallet of turf comes with 100 rolls of turf and each roll will cover about 30 square feet. What is the minimum number of pallets that the city must order to have enough turf to fill in the amphitheater?
Therefore, unitary method solution is in order to have enough turf to cover the amphitheatre, the city must purchase at least 6 pallets of it.
What is unitary method ?Take the lengths of this minute subsection and split the sum by two to complete a task using a variable unitary technique. The unit technique, in a nutshell, removes a wanted item both from the specific sets and color subsets. For instance, 40 pencils will cost Rs/kg ($1.01). It's possible that one country will have total influence over the approach taken to accomplish this. Almost every living creature has a distinctive quality.
Here,
A is equal to (70)2/4, which is 15,386.78 square feet.
We split the area by the area covered by each roll of turf to determine the quantity of rolls necessary to cover this area:
Rolls Equals A / Rolls' surface area
Given that the size per roll is 30 square feet, we have:
15,386.78 rolls divided by 30 equals 512.89 rolls.
Ceil(number of rolls / 100) = minimal number of pallets
the smallest number larger than or equal to x, ceil(x), is. If we replace the value we discovered with the quantity of rolls, we get:
Ceil (512.89 / 100) = Ceil (5.1289) = Minimum number of boxes = 6
Therefore, in order to have enough turf to cover the amphitheatre, the city must purchase at least 6 pallets of it.
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1) equivalent expression of 3(2x-1)
2) expression of there are 5,280ft in 1 mile.
3) expression of there are 16oz in `pound
Therefore , the solution of the given problem of expressions comes out to be 16 ounces are equal to 1 pound.
Expression : What is it?There is a need for mathematical operations like multiplying, splitting, joining, and currently removing. If they were combined, it would read as follows: A mathematical formula, some data, and an equation Values, elements, and mathematical operations like additions, deductions, errors, subdivisions, and algebraic formulas all go into making a declaration of truth. It is possible to assess and analyse words and sentences.
Here,
=> 6x - 3 is an expression that is equal to 3(2x-1).
We can spread the 3: to see why this is true.
=> 3(2x-1) = 6x - 3
There are 5,280 feet in a mile, as the saying goes.
5280 feet make up a mile.
Simply put, this phrase means that 5,280 feet is equal to 1 mile.
One way to say "there are 16 ounces in a pound" is:
A pound weighs 16 ounces.
Simply put, this phrase means that 16 ounces are equal to 1 pound.
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Find the equation of the line with slope 4/5 and y-intercept (0,−4).
Consequently, y = (4/5)x - 4 is the equation of the line with a slope of 4/5 and a y-intercept of (0,-4).
what is slope ?Slope is a mathematical term that describes how steep a path is. It gives an explanation of the rate of rise or decline of the line as it moves horizontally along the x-axis. The percentage of the difference in the y-coordinate to the change in the x-coordinate at all between the two locations on a line is known as the slope of the line. In other terms, it is the line's "rise" over its "run". The letter "m" stands for slope, and the following formula is used to determine it:
m = (y2 - y1)/(x2 - x1) (x2 - x1)
given
In slope-intercept form, a line's equation is written as y = mx + b, where m is the slope and b is the y-intercept.
Given that the y-intercept is (0, -4) and the slope is 4/5, we can enter these numbers into the slope-intercept form to obtain:
y = (4/5)x - 4
Consequently, y = (4/5)x - 4 is the equation of the line with a slope of 4/5 and a y-intercept of (0,-4).
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The perimeter of a square is 36 inches. Find the length of the diagonal. Round answer to nearest tenth
Answer:
12.7 inches
Step-by-step explanation:
We know that the length of a diagonal is :
[tex]d=a\sqrt{2}[/tex]
Here d = Diagonal of a square
a = Side of a square
Given:
The perimeter of a Square is 36 inches.
Since the formula for the perimeter of a square is 4a
Thus, 4a = 36
⇒ a = 36÷4 = 9 inches
Now,
d = 9×√2 = 12.7 inches
Hence the length of a square is 12.7 inches.
Suppose that prices increase 2.5% each year for 10 years. How much will a jacket that costs $100 today cost in 10 years? Hint: Think of the cost as the balance in a savings account with an APY of 2.5% and an initial investment of $100. (Enter your answer to the nearest dollar and do not include a dollar sign or decimal points in your answer.)
Answer:
Step-by-step explanation:
If the price of the jacket increases 2.5% each year for 10 years, we can think of the price increase as the interest earned on an initial investment of $100 with an annual percentage yield (APY) of 2.5%. We can use the formula for compound interest to calculate the future value of the investment after 10 years:
FV = PV x (1 + r)^n
where FV is the future value, PV is the present value (initial investment), r is the annual interest rate (as a decimal), and n is the number of compounding periods (years).
In this case, PV = $100, r = 0.025 (2.5% expressed as a decimal), and n = 10. Plugging these values into the formula, we get:
FV = $100 x (1 + 0.025)^10
FV ≈ $128
Therefore, the jacket that costs $100 today will cost approximately $128 in 10 years if the price increases 2.5% each year.
Adam needs to build a shed and he can only use triangular frames that form a right triangle for the corner walls. Which of the following dimensions for a triangular frame should Adam use?
25 in., 60 in., 65 in.
40 in., 44 in., 58 in.
50 in., 110 in., 130 in.
130 in., 50 in., 60 in.
The only valid option for Adam is to use different dimensions that form a right triangle. The dimensions 40 in., 44 in., 58 in. are the closest valid set of dimensions.
What is a valid triangle?
A valid triangle is a three-sided polygon that satisfies the following conditions:
The sum of the lengths of any two sides of the triangle is greater than the length of the third side.
The lengths of all three sides of the triangle are greater than zero.
Adam should use the dimensions 40 in., 44 in., 58 in. for a triangular frame to form a right triangle.
To determine if a right triangle can be formed, we need to check if the Pythagorean theorem is satisfied, which states that the sum of the squares of the two shorter sides of a right triangle is equal to the square of the length of the longest side (the hypotenuse).
Let's check each set of dimensions:
For 25 in., 60 in., 65 in.:
25^2 + 60^2 = 625 + 3600 = 4225
65^2 = 4225
The Pythagorean theorem is satisfied, so a right triangle can be formed. However, this triangle is not a valid option for Adam because the lengths are too short for building walls.
For 40 in., 44 in., 58 in.:
40^2 + 44^2 = 1600 + 1936 = 3536
58^2 = 3364
The Pythagorean theorem is not satisfied, so a right triangle cannot be formed using these dimensions.
For 50 in., 110 in., 130 in.:
50^2 + 110^2 = 2500 + 12100 = 14600
130^2 = 16900
The Pythagorean theorem is satisfied, so a right triangle can be formed.
For 130 in., 50 in., 60 in.:
50^2 + 60^2 = 2500 + 3600 = 6100
130^2 = 16900
The Pythagorean theorem is satisfied, so a right triangle can be formed.
Out of the options given, only the dimensions 50 in., 110 in., 130 in. and 130 in., 50 in., 60 in. satisfy the Pythagorean theorem, but both are too large for building walls.
Therefore, the only valid option for Adam is to use different dimensions that form a right triangle. The dimensions 40 in., 44 in., 58 in. are the closest valid set of dimensions.
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Translation: 4 left and 2 down
Answer: (2,0) = (-2,-2) (2,2) = (-2,0) (1,0) = (-3,-2) (0,2) = (-4,0)
Step-by-step explanation:
Solve by Completing the Square
Matalea created a rectangle where the length was eight more than the width. She then determined that the area of a rectangle could be found by using the function A(x)= x2+8x where x is the width of the rectangle. If the area of the rectangle is 33 in^2, what is the width of the rectangle?
The width of the rectangle is calculated as: 11 inches
How to use completing the square?The formula for area of a rectangle is:
A = l*w.
Since the area is 33 in², then;
33 = x(x + 8) would be the equation to solve for x.
Now, you need to put the equation in standard form.
x² + 8x - 33 = 0.
To complete the square you need to add 33 to both sides.
Now you have x² + 8x = 33
Take the coefficient for the x term (8) and divide by 2. Now square it. That would be 4², so 16.
Now you have x² + 8x + 16 = 49
(x + 4)² = 49
Take the square root of both sides and you have;
x + 4 = 7.
Therefore, x = 3 (the short side) and 11 is the long side.
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Solve the following 2x+18=42
Answer:
the solution to the equation 2x + 18 = 42 is x = 12.
Step-by-step explanation:
To solve for x in the equation 2x + 18 = 42, you can follow these steps:
Subtract 18 from both sides of the equation:
2x + 18 - 18 = 42 - 18
2x = 24
Divide both sides of the equation by 2:
2x/2 = 24/2
x = 12
Therefore, the solution to the equation 2x + 18 = 42 is x = 12.
Answer:
[tex] \sf \: x = 12[/tex]
Step-by-step explanation:
Now we have to,
→ Find the required value of x.
The equation is,
→ 2x + 18 = 42
Then the value of x will be,
→ 2x + 18 = 42
→ 2x = 42 - 18
→ 2x = 24
→ x = 24 ÷ 2
→ [ x = 12 ]
Hence, the value of x is 12.
Missing digits 5,62,2,2
Using the rules of writing a pattern, we found the missing numbers and found the pattern:
52, 62, 72, 82
What is a pattern?
A pattern in mathematics is a series of recurring figures, shapes, or numbers. Any kind of event or thing can be connected to a pattern. A pattern has a rule that identifies the items that are part of the pattern and those that are not. There are many distinct kinds of patterns, including word patterns, logic patterns, image patterns, and number patterns. When a group of numbers are arranged in a particular way, the arrangement is referred to as a pattern. Patterns can also occasionally be referred to as a series. The number of patterns can be limitless or finite.
We are asked to find the missing digits to complete the pattern.
5_, 62, _2, _2
So the numbers have two digits.
For this pattern, the last three numbers end with the digit 2.
So the first number should be 52.
Now the difference between 52 and 62 is 10.
Since the last two numbers also have an ending digit as 2, the difference between two consecutive numbers should be 10.
Then the pattern is:
52, 62, 72, 82.
Therefore using the rules of writing a pattern, we found the missing numbers and found the pattern:
52, 62, 72, 82
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Abby gave 14 pencils from her collection to Olivia. How would you
show how many pencils Abby has left?
Please solve ASAP
Answer:
The question is incomplete.
Step-by-step explanation:
1. Graph the function f(x)=sin (x) - 2.
Answer:
See Picture
Step-by-step explanation:
The original sin(x) function starts at (0,0) and oscillates around the x-axis between y=1 and y=-1, intercepting it in intervals of π.
To graph sin(x)-2 then, we simply need to graph a sin(x) function 2 units lower.
Select the correct description of right-hand and left-hand behavior of the graph of the polynomial function
Y= 2x^2 -3x +5
The correct descriptions of the right-hand and left-hand behavior of the graph of the polynomial function y = 2x^2 - 3x + 5 are:
Right-handed actions: As x +, y +
Left-handed actions: As x -, y +
The positive coefficient of the x2 term (2) causes the parabola on the graph of the polynomial function y = 2x^2 - 3x + 5 to open upwards.
The y-values of the function approach positive infinity as x approaches negative infinity (i.e., x -), and vice versa. This is known as the left-hand behaviour of the graph.
As x approaches positive infinity (i.e., x → +∞), the y-values of the function also approach positive infinity (i.e., y → +∞). This is referred to as the graph's right-hand behaviour.
As a result, the following statements accurately describe the right-hand and left-hand behaviour of the graph of the polynomial function y = 2x^2 - 3x + 5 :
Right-handed actions: As x +, y +
Left-handed actions: As x -, y +
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How do I solve 1/6 + 3/4 - 2/3
[tex]\cfrac{1}{6}+\cfrac{3}{4}-\cfrac{2}{3}\implies \cfrac{(2)1~~ + ~~(3)3~~ - ~~(4)2}{\underset{\textit{using this LCD}}{12}}\implies \cfrac{2+9-8}{12}\implies \cfrac{3}{12}\implies \cfrac{1}{4}[/tex]
This is my last one please help
Answer:
d
Step-by-step explanation:
How is solving a word problem similar to specific tasks you do at school, at home, or at a job? What types of addition problems might be necessary in the next job you expect to have? How can knowing how to problem solve in this way be helpful in the real world? Use the Text Editor to write at least 200 words answering these questions.
Answer:
Solving a word problem is similar to specific tasks we do in various areas of our lives, such as school, home, or job, in that it requires critical thinking, attention to detail, and logical reasoning. In school, we solve math problems to understand different concepts, and in our job, we solve various problems related to our work to improve efficiency and productivity. Similarly, in our personal lives, we encounter problems and challenges that require problem-solving skills.
Addition problems are crucial in almost every job. For example, in accounting, addition is necessary when calculating profit and loss or taxes. In the retail sector, addition is necessary when calculating inventory or the total amount of sales. Even in fields such as medicine, addition is necessary when calculating dosages and other related calculations.
Knowing how to problem solve in this way can be incredibly helpful in the real world. Being able to identify the problem, analyze it, and find a suitable solution can make us more effective and efficient in our personal and professional lives. The ability to solve problems can also help us develop critical thinking skills, which can be useful in various situations.
In conclusion, solving word problems is an essential skill that can be applied to various areas of our lives. Being proficient in addition problems is essential for success in most jobs. Developing problem-solving skills can make us more effective and efficient in our personal and professional lives, and critical thinking skills can help us analyze problems and identify the best solutions.
What’s 4/9 /8? I’m having trouble with this problem because I wasn’t paying attention in class lol
Answer:
To divide by a fraction, we can multiply by its reciprocal.
So,
4/9 /8 = 4/9 x 1/8 = 4/72 = 1/18
Pls help me find the surface are and volume
Let me solve it down for you :)
Surface area:The shape is a cuboid, so its dimensions will be:
Length (L) = 12mBreadth (B) = 5m Height (H) = 10m[tex] \sf \: Surface \: area \: of \: cuboid = 2(lb + bh + hl)[/tex]
[tex] \sf \: S.A. = 2(12 \times 5 + 5 \times 10 + 12 \times 10)[/tex]
[tex] \sf \: S.A. = 2(60+ 50 + 120)[/tex]
[tex] \sf \: S.A. = 2(230)[/tex]
[tex] \sf \: S.A. = 460 \: {m}^{2} [/tex]
Volume:Dimensions of the cuboid:
Length (L) = 12mBreadth (B) = 5m Height (H) = 10m[tex] \sf \: Volume = l \times b \times h[/tex]
[tex] \sf \: Volume = 12\times 5 \times 10[/tex]
[tex] \sf \: Volume = 600 \: {m}^{3} [/tex]
Convert m to cm, according to the question:
600 Cubic meter =
600,000,000 Cubic Centimeters
Find g(x), where g(x) is the translation 2 units down of f(x)=x2.Write your answer in the form a(x–h)2+k, where a, h, and k are integers.
The function will be g(x ) = x² + 2
What is a function?A function is a special form of relation where each input has exactly one output. In other words, for each input value, the function returns exactly one value. A relation rather than a function is depicted in the above graph since one is mapped to two different values.
But, if one were instead mapped to a single value, the relationship described above would change into a function. Furthermore, output values could match input values exactly.
The function machine receives the x-values as input. After finishing its operations, the function machine produces the y-values. Any function may be the one within.
g(x) = x2 + 2
Now we need to but this in vertex form.
If you graph this equation, you will see that the vertex is (0,2). Plug this in to (h,k) in the equation. The value of a is just 1 because you didn't multiply by anything during the transformation.
So you get g(x) = (x-0)2 + 2 = x2 + 2
This ends up just being the same as the standard form of the equation
Hence, The function will be g(x ) = x² + 2
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Help Plsss! I’ll give brainliest
Here is summary information on the alcohol percentage
for a sample of 25 beers:
lower fourth ¼4:35 median ¼5 upper fourth ¼5:95
The bottom three are 3.20 (Heineken Premium
Light), 3.50 (Amstel light), 4.03 (Shiner Light)
and the top three are 7.50 (Terrapin All-American
Imperial Pilsner), 9.10 (Great Divide Hercules
Double IPA), 11.60 (Rogue Imperial Stout).
a. Are there any outliers in the sample? Any
extreme outliers?
b. Construct a boxplot that shows outliers, and
comment on any interesting features.
a. Rogue Imperial Stout (11.6) is an extreme outlier.
b. This suggests that there may be more beers with lower alcohol percentages in the sample than higher percentages.
How does math define a percentage?When the denominator is 100, percentages are really just fractions. We place the percent symbol (%) beside a number to indicate that it is a percentage. For instance, if you answered 75 out of 100 questions correctly on a test, you would have received a 75%.
According to the given information:To determine if there are any outliers in the sample, we need to calculate the interquartile range (IQR), which is the difference between the upper quartile (Q3) and lower quartile (Q1).
IQR = Q3 - Q1
= 5.95 - 4.35
= 1.6
We then use the following rule to identify outliers:
Mild outliers: values that are less than Q1 - 1.5(IQR) or greater than Q3 + 1.5(IQR).
Extreme outliers: values that are less than Q1 - 3(IQR) or greater than Q3 + 3(IQR).
Using this rule, we have:
Mild outliers: None.
Extreme outliers: Rogue Imperial Stout (11.6) is an extreme outlier.
b. The boxplot below shows the distribution of alcohol percentage for the sample of 25 beers. The box represents the interquartile range (IQR), with the lower and upper whiskers extending to the smallest and largest values within 1.5 times the IQR from the lower and upper quartiles, respectively. Any values beyond the whiskers are considered outliers.
Another interesting feature of the boxplot is that the distribution appears slightly skewed to the right, with the median (5) closer to the lower quartile (4.35) than the upper quartile (5.95). This suggests that there may be more beers with lower alcohol percentages in the sample than higher percentages.
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Simon has $315 to buy gifts for 5 people. Each gift costs $m, with a $4 packing fee per gift and a $10 shipping fee per order. The inequality 5(m+4) +10 $315. O No, because the total cost is $335, and $335 > $315. O Yes, because the total cost is $285, and $285 < $315. O Yes, because the total cost is $305, and $305 ≤ $315.
The true statement of the inequality is (d) Yes, because the total cost is $305, and $305 ≤ $315.
How to determine the true statement of the inequalityFrom the question, we have the following parameters that can be used in our computation:
Simon has $315 to buy gifts for 5 people. Each gift costs $m, with a $4 packing fee per gift $10 shipping fee per order. The inequality 5(m+4) +10 <= $315The cost of each gift is $55
So, we have
5(55+4) +10 <= $315
When expanded, we have
305 <= $315
The above inequality is true
Hence, the solution is (d)
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What do you notice concerning values of cos(a-b) and cosacosb-sinasinb
The expression cos(a-b) is equivalent to cos(a)cos(b) + sin(a)sin(b), while the expression cos(a)cos(b) - sin(a)sin(b) is equivalent to cos(a+b).
What is Trigonometry?Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles. It focuses on the study of the properties of trigonometric functions such as sine, cosine, and tangent, which are used to calculate the angles and sides of triangles.
What are all the trigonometric functions?Sine (sin): The sine of an angle is the ratio of the length of the opposite side to the length of the hypotenuse in a right-angled triangle.Cosine (cos): The cosine of an angle is the ratio of the length of the adjacent side to the length of the hypotenuse in a right-angled triangle.Tangent (tan): The tangent of an angle is the ratio of the length of the opposite side to the length of the adjacent side in a right-angled triangle.Cotangent (cot): The cotangent of an angle is the reciprocal of the tangent. It is the ratio of the length of the adjacent side to the length of the opposite side in a right-angled triangle.Secant (sec): The secant of an angle is the reciprocal of the cosine. It is the ratio of the length of the hypotenuse to the length of the adjacent side in a right-angled triangle.Cosecant (csc): The cosecant of an angle is the reciprocal of the sine. It is the ratio of the length of the hypotenuse to the length of the opposite side in a right-angled triangle.in the given question,
The expression cos(a-b) is equivalent to cos(a)cos(b) + sin(a)sin(b), while the expression cos(a)cos(b) - sin(a)sin(b) is equivalent to cos(a+b).
Therefore, we can rewrite the expression cos(a-b) as cos(a)cos(b) + sin(a)sin(b) and then compare it to the expression cos(a)cos(b) - sin(a)sin(b) by changing the sign of the second term in the first expression:
cos(a-b) = cos(a)cos(b) + sin(a)sin(b)cos(a+b) = cos(a)cos(b) - sin(a)sin(b)By comparing these two expressions, we can see that they are very similar, except that the sign of the second term is different. Specifically, we have:
cos(a-b) = cos(a)cos(b) + sin(a)sin(b)cos(a+b) = cos(a)cos(b) - sin(a)sin(b)So, we can say that the values of cos(a-b) and cos(a)cos(b) - sin(a)sin(b) are related by the sign of the sin(a)sin(b) term. If the sign is positive in the first expression, then it is negative in the second expression and vice versa.
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Find the surface area of a square pyramid with a base length of 24 cm and a height of 16 cm
Area formula: A = (base)(height)
A = 24 x 16
= 384 cm^2
Which of the following rational functions is graphed below?
Answer: B
Step-by-step explanation: Expressions that include x within the denominator can be solved to find values that cannot be expressed within the domain of the graph. Because there are clear vertical asymptotes at x=1 and x=5, the graph is formed around these areas. The main difference between B and C is that in order for the answer to be C, the graph must pass through y=1, and the graph displayed does not represent that.
measure the diameter of the tin which is 750 gram
The approximate diameter of the tin would be 12.9 centimeters.
What is diameter?Diameter is a straight line passing through the center of a circle, or any other curved shape, and connecting two points on the circumference. It is the longest line that can be drawn within a circle and its length is twice the radius. It is also used in measuring the size of objects and distances in the universe. The term is also used in geometry to refer to the size or width of a triangle, square, or other shapes.
To measure the diameter of a tin which is 750 gram, one needs to use a ruler or measuring tape. First, one needs to weigh the tin using a scale or balance. Once the weight is known, it can be used to calculate the approximate diameter of the tin.
To find the diameter, one needs to use the formula: Diameter = 2 x (cube root of volume). The volume of the tin can be calculated by multiplying the weight of the tin (in grams) by 0.52.
Therefore, for a tin weighing 750 grams, the approximate volume would be 390 cubic centimeters. To find the diameter, one needs to take the cube root of 390, which is 6.47.
Therefore, the approximate diameter of the tin would be 12.9 centimeters.
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14. Kellen is taking a 17-question test that is worth 100 points. There are two types of questions,
multiple-choice questions and free response questions. If the multiple choice questions are worth
5 points each and the free response questions are worth 10 points each, write a system of equations
that can be used to determine the number of multiple choice questions, m, and the number of free
response questions, f? Find the total number of free response and multiple-choice questions.
Answer:
ehhhhhhhhhhh
Step-by-step explanation:
Question 1: What do you notice about the picture?
Question 2: What do you wonder about the image?
Question 3: What is the information in the picture trying to tell you?
The solution with the concern of the given problem of circle and tangent is the picture showing the relation between a circle and a line.
What is a circle?The circle is the locus of a point whose distance from a fixed point is constant i.e center (h, k). The equation of the circle is given by
(x - h)² + (y - k)² = r²
Where h, k is the coordinate of the center of the circle on a coordinate plane and r is the radius of the circle.
1.
In the question, we are given Circle with center F and tnagent ED to the circle.
2.
The image is of the circle and tangent.
3.
The picture describes the circumference of the circle. when unfolding the circle comes in form of a straight line.
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2 step equation first person to answer gets...
An equation can be solved by finding the value of the variables.
How do you solve an equation?Solving an equation involves finding the value(s) of the variable(s) that make the equation true. The process for solving an equation depends on the type of equation and the specific instructions or conditions given.
1) 18 - a/16 = 17
18 - a = 16 * 17
18 - a = 272
a = 18 - 272
a = -254
2) 15 - n/-10 = -21
15 - n = (-21) * (-10)
15 - n = 210
n = 15 - 210
n = -195
3) 12 + y/-20 = 18
12 + y = 18 * (-20)
y = -372
4) c + 17/-26 = -5
c + 17 = (-5) (-26)
c = 113
5) 3c + 12 = 36
c = 36 - 12/3
c = 8
6) 1/5 f - 9 = -24
1/5 f = -24 + 9
1/5 f = -15
f = -15 * 5
f = -75
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