Answer:
answer what???
Step-by-step explanation:
what is 337/25 simplified
Answer: 13.48
Step-By-Step:
Hello there! I will be showing the steps. Let me know if you have any questions or concerns in the comments.
Step 1: For the denominator, recognize that 25 × 4 = 100.
Multiple = 4
Step 2: Multiply both the numerator and denominator by the multiple 4.
[tex]\frac{337 *4 }{25 * 4}[/tex]
Step 3: Simplify.
[tex]\frac{1348}{100}[/tex]
Step 4: Simplify.
13.48
~I hope I helped you! :)~
Please answer this correctly without making mistakes
Answer:
50%
Step-by-step explanation:
Answer:
50 present
Step-by-step explanation:
Suppose you're given a data set that classifies each sample unit into one of four categories: A, B, C, or D. You plan to create a computer database consisting of these data, and you decide to code the data as A1, B2, C3, and D4. Are the data consisting of the classifications A, B, C, and D qualitiative or quantitative? After the data are input as 1, 2, 3, or 4, are they qualitative or quantitative?
Answer:
The data consisting of the classifications A, B, C, and D are qualitative.
After the data are input as 1, 2, 3, or 4 the data still be qualitative.
Step-by-step explanation:
The data consisting of the classifications A, B, C, and D are qualitative because data is categorized in A B C and D categories.
When the data are input as 1,2,3 or 4 it would be still be qualitative because here 1,2,3 or 4 as used as identifier rather than actual numerical meaningful digits.
A model rocket is launched from the roof of a building. Its flight path is modeled
by h = -5t^2 +30t +10 where h is the height of the rocket above the ground in
metres and r is the time after the launch in seconds.
What is the rocket's maximum height?
Answer:
55
Step-by-step explanation:
This is the equation of a parabola. To make things simpler, we can replace [tex]h[/tex] with [tex]y[/tex] and [tex]t[/tex] with [tex]x[/tex]. Therefore, [tex]y=-5x^2+30x+10[/tex]. Because the coefficient of the [tex]x^2[/tex] term is negative, we know the parabola points down, and the maximum height is the vertex. The x coordinate of the vertex of a parabola can be found with the equation [tex]-\frac{b}{2a}[/tex], or [tex]-\frac{30}{-10} = 3[/tex]. Plugging in [tex]3[/tex] into the equation gives us [tex]y = -5(3)^2+30(3)+10 = \boxed{55}[/tex]
greatest common factor for 32-4x
Answer:
4
out of
32
−
4
x
.
4
(
8
−
x
)
Step-by-step explanation:
what is the nineteenth term in the sequence 7, 10, 13, 16,...? A 64 B 61 C 57 D 19
Answer:
B. 61
Step-by-step explanation:
7, 10, 13, 16...
ok so were starting with 7 and adding 3 every time
im going to do 3 times 19 like as if we started with 3 then im going to add 4
3 x 19 = 57
57 + 4 = 61
the 19th term is 61
Answer:
B: 61
Step-by-step explanation:
Hope this helps :)
Kelsey graphed the equation y = 3x + 1 as shown below.
On a coordinate plane, a line goes through points (negative 3, 0) and (0, 3).
Which describes Kelsey’s error?
Kelsey graphed the y-intercept on the x-axis.
Kelsey graphed –3 instead of 3 as the y-intercept.
Kelsey graphed the slope as up 1 right 1 instead of up 1 left 1.
Kelsey graphed the slope as the y-intercept and the y-intercept as the slope.
Answer:
D. Kelsey graphed the slope as the y-intercept and the y-intercept as the slope.
Step-by-step explanation:
The equation to graph was : y= 3x + 1 where the slope is 3 and the y-intercept is 1
However, Kelsey graph line passes through points (-3, 0)and (0, 3).From these points the equation of the line is;
m=Δy/Δx where
m=the slope of the graph
Δy= 3-0 =3
Δx= 0--3 =3
m=3/3 = 1
The equation of the line should be;
m=Δy/Δx
1=y-3/x-0
1x= y-3
3+1x= y
y= 1x + 3 ----------where the slope is 1 and y-intercept is 3
So you can see here that in the original equation, the slope m is 3 and y-intercept is 1 as shown in the first attached graph.
While in the Kelsey's graph, the slope is 1 and the y-intercept is 3 as in the second attached graph.
Thus, the correct answer is D : Kelsey graphed the slope,3 as the y-intercept and the y-intercept,1, as the slope.
Answer choice A is incorrect because Kelsey didnot graph the y-intercept, 1 on the x-axis but graphed point (-3,0) on the x-axis.
Answer choice B is incorrect because on Kelsey's equation the y-intercept is 3 and not -3. i.e. y=1x + 3
Answer choice C is incorrect because Kelsey graphed the slope as up 1 right 1 which is okay per the equation , y=1x+3.However, this incorrect because the correct graph has a slope of 3.
Answer:
the answer is the last option
Step-by-step explanation:
hope this helps
have a good day
did the test on edge
g A population is infected with a certain infectious disease. It is known that 95% of the population has not contracted the disease. A test for this disease is 98% accurate (i.e., a person who has contracted the disease tests positive 98% of the time) and has a 1% false negative rate (i.e., a person without the disease has 1% positive rate). Find the probability that a random selected person from does not have the infection if he or she has tested positive. Briefly explain why you are or are not surprised by your result.
Answer:
There is approximately 17% chance of a person not having a disease if he or she has tested positive.
Step-by-step explanation:
Denote the events as follows:
D = a person has contracted the disease.
+ = a person tests positive
- = a person tests negative
The information provided is:
[tex]P(D^{c})=0.95\\P(+|D) = 0.98\\P(+|D^{c})=0.01[/tex]
Compute the missing probabilities as follows:
[tex]P(D) = 1- P(D^{c})=1-0.95=0.05\\\\P(-|D)=1-P(+|D)=1-0.98=0.02\\\\P(-|D^{c})=1-P(+|D^{c})=1-0.01=0.99[/tex]
The Bayes' theorem states that the conditional probability of an event, say A provided that another event B has already occurred is:
[tex]P(A|B)=\frac{P(B|A)P(A)}{P(B|A)P(A)+P(B|A^{c})P(A^{c})}[/tex]
Compute the probability that a random selected person does not have the infection if he or she has tested positive as follows:
[tex]P(D^{c}|+)=\frac{P(+|D^{c})P(D^{c})}{P(+|D^{c})P(D^{c})+P(+|D)P(D)}[/tex]
[tex]=\frac{(0.01\times 0.95)}{(0.01\times 0.95)+(0.98\times 0.05)}\\\\=\frac{0.0095}{0.0095+0.0475}\\\\=0.1666667\\\\\approx 0.1667[/tex]
So, there is approximately 17% chance of a person not having a disease if he or she has tested positive.
As the false negative rate of the test is 1%, this probability is not unusual considering the huge number of test done.
Could someone help me with 19 please :)
Answer:
Step-by-step explanation 我认为那是一个美好的一天
Wǒ rènwéi nà shì yīgè měihǎo de yītiān
Answer:
wouldn't that just make it -2 1/4 + 9?
Step-by-step explanation:
because f just means +9
Which equation has exactly one solution?
A. 4x – 4 + 2x = 6x - 4
B. 3x + 5 = 2x - 6
C. 2(4x + 5) = 8x + 10
D. 4x - 8 = 4(x - 4)
Answer:
its B
Step-by-step explanation:
I calaulated all the numbers
you drink a beverage with 120 mg of caffeine. Each hour, the amount m of caffine in a persons system decreases by 12%. About how much caffeine will be in your system after 3 hours? Round your answer to the nearest milligram
Answer:43.2
Step-by-step explanation: multiply 120 x 0.12 and you get 14.4, since it’s 3 hours multiply 14.4 3 times and u get 43.2
Pls help i dont understand :(
Is the given function exponential function?
3x2 - 4x + 7 = 0 Yes or No? How do you know?
Answer: no
Step-by-step explanation:
because you can do what is known as the vertical line test to determine if it is a function you do that by plotting it and if it goes in a vertical line then it is a function
HELP ASAP this is hard
Answer:
C
Step-by-step explanation:
Answer:
D) positive association because the data on the scattergraph is decreasing (y axis) as the x axis increases.
Basically the data: theres a cluster, an outlier and has a negative association. Not a positive association.
I can't find the right answer
Answer:
x^2 ≥ 4
Step-by-step explanation:
[tex]x^2\ge \:4\\\\\mathrm{For\:}u^n\:\ge \:\:a\\\mathrm{,\:if\:}n\:\mathrm{is\:even}\mathrm{\:then\:}u\:\le \:\:-\sqrt[n]{a}\:or\:u\:\ge \sqrt[n]{a}\\\\x\le \:-\sqrt{4}\quad \mathrm{or}\quad \:x\ge \sqrt{4}\\\\\sqrt{4}=2\\\\x\le \:-2\quad \mathrm{or}\quad \:x\ge \:2[/tex]
Answer:
A
You can take the square root of the inequality x^2<4, which will make it x< plus or minus 2 (x<2, x<-2)
You know it is this answer because, the sign cannot be greater than or equal to since the circles aren't filled, and if you solve the other inequality, the answer you get does not match.
Hope this helps!! :)
Which is the most accurate measurement of 1 pound?
Answer:
I would say 15 ounces
15 less than a number is equal to 12
Answer:
Step-by-step explanation:
x - 15 = 12
x = 27
3x square - 6x + 3=0
Answer: 1
Step-by-step explanation:
First you need to multiply 3 x 3 (9), because that's all 3 squared means.
Now the equation should be 9x-6x+3=0
Next we need to combine like terms. Do 9x - 6x which should give you 3x
Now your equations should be 3x+3=0
Now for the somewhat harder part...
Under the three (the one without the x) write -3 and under the zero write the same thing. the +3-3 cancels out so just put a line or something across it.
0-3= -3
so now you should have...
3x=-3 ignore the 3x, at this point it's useless in getting the answer because it would cancel out.
-3 divided by -3 is 1 because a negative (-) divided by a negative (-) equals a positive (+).
The answer should be x = 1
Jamal wants to subtract 16-7. First he subtract 16-6 then he subtracts 1 why will he get the correct answer
Step-by-step explanation: He will get the answer correct because if you add the 6 & 1 together it equals Seven. Seven was the original number that was supposed to be subtracted from 16.
Sorry if I didnt help
A submarine dives below the surface, heading downward in three moves. If each move downward was 25 12 feet, where is the submarine after it is finished diving?
Answer:
why is 25 and 12 nex tto each other explian
Step-by-step explanation:
Answer:
It is about 325x3=975 feet below to surface. Hope this helps!!!
Step-by-step explanation:
Can someone please help,ty!!
Look where the graph crosses the vertical y axis. This point is the y intercept.
In this case, the y intercept is located at (0, -1)
You start at the origin (0,0) and move down 1 unit to get to (0, -1)
Side note: The equation of this line is y = 2x-1
7th grade math help me plzzz
Answer:
1. 3>-3
2. 12<24
3. -12>-24
4. 5=-(-5)
5. 7.2>7
6. -7.2<-7
7. -1.5=-3/2
8. -4/5>-5/4
9. -3/5=-6/10
10. -2/3<1/3
Step-by-step explanation:
Which equation matches the graph?
Answer:
equation C
Step-by-step explanation:
y-axis = 4
gradient of line is -2/3
Eddie Fantin is paid every two weeks. For the first week of his pay period he worked 42 hours, 4 of which were overtime hours. In the second week he worked 40 regular hours and 7 overtime hours. His regular pay rate is $14.40 an hour with time-and-a-half for overtime. What are his regular, , overtime, and total wages for the two weeks?
The table below shows a proportional relationship between s and t . Which equation represents the relationship between s and t?
Answer:
[tex] s = 7t [/tex]
Step-by-step explanation:
The table given shows that both variables are directly proportional to each other. That is, as s variable increases, y variable also increases.
Equation to represent this direct proportion would be:
[tex] s = kt [/tex],
where, k = constant of proportionality.
Let's find k from the table given.
Let's use any pair values of of s and t given in the table. Say, s = 21, t = 3
[tex] s = kt [/tex]
[tex] 21 = k3 [/tex]
Divide both sides by 3
[tex] \frac{21}{3} = \frac{k3}{3} [/tex]
[tex] 7 = k [/tex]
[tex] k = 7 [/tex]
Plug in k = 3 into [tex] s = kt [/tex]:
[tex] s = 7t [/tex]
Answer:
B
Step-by-step explanation:
Divide 7
Simple equation with division that equals 8
Answer:
64 divided by 8
Step-by-step explanation:
Answer:
16 divided by 2 = 8
Step-by-step explanation:
Jill made 20 muffins.she put them into 3 boxes and has two muffins left . How many are in each box if they contain the same amount of muffin
Answer:
6 muffins
she can fit 6 into each box because 20 divided by 3 is eighteen with a remainder of 3. 18 goes into 3 6 times.
PLEASE HELP 50 PTS
For a function j(x), the difference quotient is 3x2 + 3xh + h2. What is the average rate of change of j(x) over the interval [–1, 6]?
15
21
25
31
Answer:
31 is correct guys
Step-by-step explanation:
Since the data is incomplete, for the given question the required average rate of change is given by 15 + 3h.
Given that,
For a function j(x), the difference quotient is 3x2 + 3xh + h2.
The average rate of change of j(x) over the interval [–1, 6] is to be determined.
What are functions?Functions is the relationship between sets of values. e g y=f(x), for every value of x there is its exists in a set of y. x is independent while Y is the dependent variable.
Here, the average rate of change = f(6) - f(-1) / (6 + 1)
So,
f(6) = 108 + 18h + h²
f(-1) = 3 - 3h + h²
Now,
average rate of change = [(108 + 18h + h²) - (3 - 3h + h²)]/(7)
= [105 + 21 h ] / 7
= 15 + 3h
Thus, the required average rate of change is given by 15 + 3h.
Learn more about function here:
brainly.com/question/21145944
#SPJ2
The ratio of girls to boys in a school simplifies to 2:3. How many boys are there if there are 345 students in the school?
Answer:
230
Step-by-step explanation:
You should multiply 345 by 2/3 or you can divide 345 by 3, which equaks 115 and then multiply 115 by 2 which equals 230.
The number of boys in the school is 207.
Given
The ratio of girls to boys in a school simplifies to 2:3.
We need to find out how many boys are there if there are 345 students in the school.
What are ratios?The ratio gives us an idea between two quantities.
It is denoted by a:b
Example:
The ratio of apple and mango in the basket is 1:2.
The total number of fruits is 12.
Apple = [ 1 / (1+2) ] x 12 = (1/3) x 12 = 4
Mango = [ 2/(1+2) ] x 12 = (2/3) x 12 = 2 x 4 = 8
We have,
Total number of students = 345
The ratio of girls to boys = 2:3
The number of boys :
= [ 3 / (2+3) ] x 345
= [ 3/5 ] x 345
= 3 x 69
= 207
Thus the number of boys in the. school is 207.
Learn more about ratios here:
https://brainly.com/question/1504221
#SPJ2
Tyler then takes his remaining paper and does it again. He cuts the paper to create four equal pieces, then hands one piece each to the others and keeps one for himself. What fraction of the original piece of paper does each person have now?
Answer:
Each person has 1/4 of a peice of paper
Step-by-step explanation: Tyler cut the peices of paper in 4 equal pieces and if he gave himself and another person one peice then they would each of 1/4 of a peice of paper