Answer:
D
Step-by-step explanation:
23 - (-8)
23 + 8 = 31°
The temperature rose 31 degrees.
l-8 -23l = l-31l = 31 Absolute value is asking the distance from zero.
Helping in the name of Jesus.
A construction company transported 60 stones that a total of 858 kilograms how did each stone weigh? write your answer as a mixed number
Answer:
14 3/10
Step-by-step explanation:
Divide 858 by 60 and get 14.3
14.3 in a mixed number form is 14 3/10
Therefore, one stone weighs 14 3/10 kilograms.
Can someone know if I got this right, please?
Therefοre, The similarity statement is ΔBAT ~ ΔDER, and the reasοn fοr the similarity is by SSS similarity since the cοrrespοnding sides are in prοpοrtiοn.
What is the similarity?Twο triangles are similar if their cοrrespοnding angles are cοngruent and their cοrrespοnding sides are prοpοrtiοnal. Sο yοu can find the dimensiοns οf a triangle using anοther triangle. If ABC and XYZ are twο similar triangles, yοu can find the assοciated angles and side lengths using the fοrmulas belοw.
Tο determine whether the twο triangles BAT and DER are similar, we can use the similarity criteria. Twο triangles are similar if their cοrrespοnding angles are cοngruent and their cοrrespοnding sides are in prοpοrtiοn.
Let's check if the triangles satisfy the similarity criteria:
Angle BAT is cοngruent tο angle DRE, bοth being right angles.
Angle BTA is cοngruent tο angle EDR, bοth being acute angles.
Angle A is cοngruent tο angle E, bοth being acute angles.
Therefοre, the twο triangles have cοrrespοnding angles that are cοngruent.
Next, we can check if their cοrrespοnding sides are in prοpοrtiοn:
BA/BT = 48/84 = 4/7
ED/DR = 8/14 = 4/7
AT/ER = 72/12 = 6/1
We can see that the ratiοs οf the cοrrespοnding sides are equal, which means that the twο triangles are similar.
Therefοre, The similarity statement is ΔBAT ~ ΔDER, and the reasοn fοr the similarity is by SSS similarity since the cοrrespοnding sides are in prοpοrtiοn.
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find the median of 4,6,10,15,2
Answer:
6
Step-by-step explanation:
Put the numbers in order and find the number in the middle
2,4,6,10,15 The number in the middle is 6.
Helping in the name of Jesus.
Answer: 6
Step-by-step explanation:
the median is the middle number to put it in an easy explanation. Since there are 5 numbers the 3rd one would be the middle one since there would be 2 numbers of the left and 2 number on the right!!!
sorry I forgot to put them in order so
2,4,6,10,15
out of those 6 is the one in the middle
Jorge writes the expression 0.88x to represent the final cost of a shirt. Which statement about the
original cost of the shirt, x, is true?
A. To get the final cost of the shirt, the original cost of the shirt is decreased by 12%.
B. To get the final cost of the shirt, the original cost of the shirt is decreased by 88%.
C. To get the final cost of the shirt, the original cost of the shirt is increased by 12%.
D. To get the final cost of the shirt, the original cost of the shirt is increased by 88%
Based on the information in the table and the graph, compare the approximate miles per gallon of car M to car P.
Show your work or explain your answer.
Answer and Step-by-step explanation:
You can start off your answer by comparing each gallon/mile of each car given. Compare the values that both cars have in common.
For Car M, the car drives a distance of 50.4 miles and used 2 gallons of gasoline.
For Car P, the car drives a distance of approximately 65 miles and used 2 gallons of gasoline.
For Car M, the car drives a distance of 80.5 miles and used 3 gallons of gasoline.
For Car P, the car drives a distance of approximately 90 miles and used 3 gallons of gasoline.
For Car M, the car drives a distance of 137.5 miles and used 5 gallons of gasoline.
For Car P, the car drives a distance of approximately 160 miles and used 5 gallons of gasoline.
After looking at the given information, we can conclude that for every gallon of gasoline used, Car P drives a farther distance than Car M.
We can see this at the points 2, 3, and 5 gallons, where Car M drives 50.4 miles, 80.5 miles, and 137.5 miles (respectively), and Car P drives 65 miles, 90 miles, and 160 miles (respectively).
Have a good day!
it takes a printer 6 minutes to print 40 pages at this rate how much can they print in 15 minutes
Answer:
100
Step-by-step explanation:
[tex]\frac{40}{6} = \frac{x}{15}[/tex]
x = (40 x 15) / 6
x = 100
i’m confused and would love help.
The final equation of the line is y = (-2/3)x - 3 in the coordinate system.
what is coordinate system?
A coordinate system is a system that uses one or more numbers or coordinates to uniquely determine the position of a point or an object in space. In mathematics, the most common coordinate system is the Cartesian coordinate system
what is equation ?
In mathematics, an equation is a statement that shows the equality between two expressions. It contains an equals sign (=) between the two expressions that are being compared. Equations can be used to describe relationships between variables, to solve problems, or to represent real-world situations.
In the given question,
To draw the line going through (-6,1) with a slope of -2/3, we can follow these steps:
Plot the point (-6,1) on a coordinate system. This will be one point on the line.
From that point, use the slope to find another point on the line. A slope of -2/3 means that for every 3 units to the right we move, we must move 2 units down. So starting from (-6,1), we can move 3 units to the right and 2 units down to get to the point (-3,-1). This is another point on the line.
Draw a straight line through the two points to represent the line going through (-6,1) with a slope of -2/3.
To write the equation of the line, we can use the point-slope form of the equation:
y - y1 = m(x - x1)
where (x1,y1) is one point on the line, m is the slope, and (x,y) are the coordinates of any other point on the line. Let's choose (-6,1) as our point:
y - 1 = (-2/3)(x - (-6))
Simplifying, we get:
y - 1 = (-2/3)x - 4
Adding 1 to both sides, we get the final equation of the line:
y = (-2/3)x - 3
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Write the equation of a line perpendicular to y = 1/3 x + 5 and passing through the point (2,6).
1. y = 3x +18
2. y = 3x
3. y = -3x +12
4. y = -3x
The equation of the line perpendicular to y = 1/3 x + 5 and passing through (2,6) is y = -3x + 12, which is option 3.
EquationsTo find the equation of a line perpendicular to y = 1/3 x + 5 and passing through the point (2,6), we first need to determine the slope of the original line and the slope of y = 1/3 x + 5 is 1/3.
To find the slope of a line perpendicular to this, we can use the fact that the product of the slopes of two perpendicular lines is -1 and therefore, the slope of the line we want is the negative reciprocal of 1/3, which is -3.
Now that we have the slope, we can use the point-slope form of the equation of a line to write the equation of the line passing through (2,6) with slope -3:
y - 6 = -3(x - 2)
y = -3x + 12
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I need help with number 24.
A spinner contains six equal sections: 3 red, 1 yellow, 1 blue, and 1 purple. What color do we expect the spinner to land on most frenquently?
A. Red
B. Yellow
C. Blue
D. Purple
Answer:
A) Red
Step-by-step explanation:
We can find the probability of the spinner landing on each color by dividing the number of sections for that color by the total number of sections.
Probability of landing on red: 3/6 = 1/2
Probability of landing on yellow: 1/6
Probability of landing on blue: 1/6
Probability of landing on purple: 1/6
The spinner is most likely to land on red because it has the highest probability, 1/2 or 50%. Therefore, the answer is A. Red.
A, red
It would frequently land on 3 because 3 takes up the bigger portion of the spinner
Describe the range of the relationship shown here
Outside of this range, the relationship's range may differ, and outliers or other significant points may also have an impact.
what is variable ?A variable in mathematics is a symbol or letter that designates a number or value that is subject to change or variation. In order to solve problems and generate expressions and equations that represent the relationships between different quantities, variables are employed. X and Y are variables in the equation y = 3x + 2, for instance. The variable value of x determines the value of y. In order to express unknown numbers that we want to solve for, we can also utilize variables.
given
The scatterplot's depicted relationship is a positive linear relationship. These are some possible descriptions of the relationship's scope:
As the independent variable (x-axis) rises, so too does the dependent variable (y-axis).
There is not much scatter around the trendline, suggesting that the link is reasonably strong. From the lowest value on the y-axis to the greatest value on the y-axis, the relationship's range is defined.
The scatterplot only depicts the relationship between the two variables within the observed range of the data, it is crucial to remember this. Outside of this range, the relationship's range may differ, and outliers or other significant points may also have an impact.
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Spud has a problem. He knows that the roots of a quadratic function are x=3+4i and x=3−4i, but in order to get credit for the problem he was supposed to have written down the original equation. Unfortunately, he lost the paper with the original equation on it. Luckily, his friends are full of advice.
B:Hugo says, “No, no, no. You can do it that way, but that’s too complicated. I think you just start with x=3+4i and work backwards. So x–3=4i, then, hmmm… Yeah, that’ll work.” Try Hugo’s method.
Answer:
x² -6x +22 = 0
Step-by-step explanation:
You want to write the quadratic equation that has roots x = 3±4i, starting from x -3 = ±4i.
QuadraticThe next step would be to square both sides of the equation:
(x -3)² = (±4i)²
(x -3)² = 16i² = -16
(x -3)² +16 = 0 . . . . . . add 16
x² -6x +22 = 0 . . . . . expand the square
A person standing 30 feet from a flagpole can see the top of the pole at a 42° angle of elevation. The person's eye level is 5 feet from the ground. Find the height of the flagpole to the nearest foot.
40 points
Please please help I've been struggling for so long
Identify the equation in the point-slope form that matches the graph
Answer: the answer to the question is A.
Find 3 ratios that are equivalent to the given ratio. 9 4
18:8, 27:12 and 45:20 are ratios are equivalent to 9:4.
Define ratioA ratio is a mathematical comparison between two or more quantities that indicates how many times one quantity is contained within another. Ratios are expressed in the form of a fraction, with the first quantity being the numerator and the second quantity being the denominator.
three ratios that are equivalent to 9:4
18:8 - We multiplied both the numerator and denominator by 2.27:12 - We multiplied both the numerator and denominator by 3.45:20 - We multiplied both the numerator and denominator by 5.All of these ratios are equivalent to 9:4, because they represent the same ratio of 9 parts to 4 parts.
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a company has a workforce of 200 employees. 120 of the employees are men and the rest are women. if 10 employees are randomly selected, what is the probability that at least 4 of them are women?
The probability that at least 4 of the 10 selected employees are women is approximately 0.671.
Let the probability that a randomly selected employee is a woman is "p",
The 120 employees are men and rest 80 are women,
We have,
⇒ p = (number of women)/(total number of employees),
⇒ p = (200 - 120)/200,
⇒ p = 0.4,
Let X = number of women among the 10 employees selected.
Then X follows a binomial distribution with parameters "n = 10" and "p = 0.4".
The probability of "at-least-4" selected employees are women is expressed as⇒ P(X ≥ 4) = 1 - P(X ≤ 3),
⇒ P(X ≤ 3) = [tex]\[ \sum_{k=0}^{3} \][/tex] C(10,k) × 0.4^k × 0.6^(10-k),
We can then subtract this value from 1 to obtain P(X ≥ 4),
⇒ P(X ≥ 4) = 1 - P(X ≤ 3),
⇒ P(X ≥ 4) ≈ 0.671
Therefore, the required probability is approximately 0.671.
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70% of what number is 30
Answer: 43
43 x 0.7 = 30.1
Answer:
70 % is salty water and 30% IS DRINKING WATER in which 2.1% comes from glaciers
Please someone answer this for me 30 points
Answer:
Step-by-step explanation: First, you need to convert the width of the mural from feet to meters.
1 meter = 3.28084 feet (approximately)
So, 1 foot is approximately 0.3048 meters.
13 feet x 0.3048 meters/foot = 3.9624 meters (rounded to four decimal places)
Therefore, the width of the mural on the scale drawing would be 3.9624 meters.
Next, you need to convert the height of the mural from feet to meters.
24 feet x 0.3048 meters/foot = 7.3152 meters (rounded to four decimal places)
Therefore, the height of the mural on the scale drawing would be 7.3152 meters.
So, the measurements of the mural on a scale drawing using the scale 3m: 2ft would be 3.9624 meters wide and 7.3152 meters tall.
The daily high temperatures, in degrees Fahrenheit (°F), of a town are recorded for one year: The median high temperature is 62°F. The interquartile range of hight temperatures is 32. Which statement is most likely true?
A approximately 25% of the days had a high temperature less than 30•F.D.
B Approximately 25% of the days had a high tenperature greater than 62•F.
C Approximately 50% of the days had a high temperature greater then 62•F.
D Approximately 57% of the days had a high temperature less than 94•F
Using the data of interquartile range and median given, only option C is correct because approximately 50% of the days had a high temperature greater than 62°F.
Which of the following statements is true?We are given that the median high temperature is 62°F and the interquartile range is 32. The interquartile range is the difference between the first and third quartiles, which means that the first quartile is at 62 - 16 = 46°F and the third quartile is at 62 + 16 = 78°F.
Option A: approximately 25% of the days had a high temperature less than 30°F.
Since 30°F is much lower than the first quartile (46°F), it is unlikely that 25% of the days had a high temperature less than 30°F. Therefore, option A is not true.
Option B: approximately 25% of the days had a high temperature greater than 62°F.
This statement cannot be true because the median is already at 62°F, which means that 50% of the days had a high temperature greater than or equal to 62°F. Therefore, option B is not true.
Option C: approximately 50% of the days had a high temperature greater than 62°F.
This statement is true because the median high temperature is 62°F, which means that 50% of the days had a high temperature greater than or equal to 62°F, and the interquartile range is 32, which means that the third quartile is at 78°F. Since the third quartile is above 62°F, approximately 50% of the days had a high temperature greater than 62°F. Therefore, option C is most likely true.
Option D: approximately 57% of the days had a high temperature less than 94°F.
The maximum temperature that can be associated with the interquartile range of 32°F is the third quartile, which is at 78°F. Therefore, we cannot say that approximately 57% of the days had a high temperature less than 94°F. Therefore, option D is not true.
Hence, the most likely true statement is option C: approximately 50% of the days had a high temperature greater than 62°F.
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i need this asap
4x+3<2x+15
Answer:
x = 6
Step-by-step explanation:
4x - 2x= 2x
15-3= 12
2x=12
12/2=6
6=x
Answer:
x<6<6
Step-by-step explanation:
4+3<2+15.
4x+3−3< 2x+15−3
4<2+12
4x−2x<2x+12−2x4−2<2+12−2
2x<122<12
2x2<12222<122
x<6
Describe what happens to the graph of y=a(x-2)^2+5 as ‘a’ varies
Varying 'a' in the equation og graph [tex]y = a(x-2)^2 + 5[/tex] changes the steepness and orientation of the parabolic curve, while keeping the vertex fixed at (2, 5).
What is graph?A graph is a visual representation of data or information that displays a relationship or pattern between two or more variables.
The graph of [tex]y = a(x-2)^2 + 5[/tex] is a quadratic function that has been shifted 2 units to the right and 5 units up from the standard form of [tex]y = x^2.[/tex] The variable 'a' represents the vertical stretch or compression factor of the parabola.
As 'a' varies, the shape of the parabola remains the same, but the steepness of the curve changes. When 'a' is positive and increases, the parabola becomes narrower, or more steeply curved, and the vertex moves higher up. This is because the larger value of 'a' causes the parabola to stretch vertically. When 'a' is negative and increases, the parabola also becomes narrower and the vertex moves lower down, but the orientation of the parabola is flipped upside down.When 'a' equals zero, the graph becomes a horizontal line at y = 5. This is because the parabola has been flattened completely, so there is no curvature in the graph.In summary, varying 'a' in the equation [tex]y = a(x-2)^2 + 5[/tex] changes the steepness and orientation of the parabolic curve, while keeping the vertex fixed at (2, 5).
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Can you please help on this question below
5) ||2x - 3| - X+1| = 4x − 1
Answer:
X= -2x - 1,2x + 3
Step-by-step explanation:
1)Break down the problem into these 2 equations.
(2x-3) - X+ 1 = 4x − 1
-(-(2x-3) - X + 1) = 4x − 1
2)Solve the 1st equation: (2x-3) - X + 1 = 4x − 1.
X=-2x 1
3)Solve the 2nd equation: -(-(2x-3) − X + 1) = 4x – 1.
X = 2x + 3
4)Collect all solutions.
X= -2x - 1,2x + 3
h(x) = 3x
If you input a 2 into h(x), what do you get for the output?
h(2) = 3(2) = 6
The output is six
an angle measures 18 degrees less than the measure of its supplementary angle what is the measure of each angle
The measure of the angle is 81 degrees, and the measure of its supplementary angle is 99 degrees.
Let x be the measure of the angle in question, and let y be the measure of its supplementary angle.
By definition, supplementary angles add up to 180 degrees, so we have:
x + y = 180
We also know from the problem statement that:
x = y - 18
We can substitute the second equation into the first equation to eliminate y, giving:
(y - 18) + y = 180
Simplifying this equation, we get:
2y - 18 = 180
Adding 18 to both sides, we get:
2y = 198
Dividing both sides by 2, we get:
y = 99
Finally, we can use the equation x = y - 18 to find the measure of the angle in question:
x = 99 - 18 = 81
Therefore, the measure of the angle is 81 degrees, and the measure of its supplementary angle is 99 degrees.
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Create a function table for the function y=−2x+1 . Input, x Output, y –2 –1 0 1
The function table for the function y=−2x+1 if given below so that Output of y could be –2, –1, 0, 1.
[tex]\left[\begin{array}{ccc}X&Y\\1/2&0\\1&1\\0&-1\\-1/2&-2\end{array}\right][/tex]
Here, Y and x are related in such a way that there is a distinct value of y for each value of x, and this relationship is frequently represented as y = f(x), or "f of x." In other words, the same x cannot have more than one value for f(x). The domain and range of the function are the set of values of f(x) that are produced by the values in the domain of the function, which is the set of values of x. In addition to f(x), other abbreviated symbols for functions of the independent variable x include g(x) and P(x), especially when the nature of the function is ambiguous or unspecified.
The function is an expression, rule, or law that establishes the relationship between two variables (the dependent variable). In mathematics, functions are everywhere, and they are crucial for constructing physical relationships in the sciences. German mathematician Peter Dirichlet first offered the modern definition of function in 1837.
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What number can be substituted for y to make the statement? 2/5 x 7/8 = 7/8 x Y true?
Answer:
2/5
Step-by-step explanation:
2/5 x 7/8 = 7/8 x 2/5
14/40 = 14/40
Helping in the name of Jesus.
the relative frequency of a class is computed by: group of answer choices dividing the frequency of the class by the number of classes dividing the frequency of the class by the class width dividing the frequency of the class by the total number of observations in the data set subtracting the lower limit of the class from the upper limit and multiplying the difference by the number of classes adding the lower limit of the class to the upper limit and multiplying the sum by the number of classes
The relative frequency of a class is computed by dividing the frequency of the class by the total number of observations in the data set. This statement (C) is true.
What is the relative frequency?
The relative frequency is a statistical term that represents the percentage of times a certain event occurs in an experiment or study. It is calculated by dividing the number of times an event occurred by the total number of trials in the experiment or study.
The class width is the difference between the upper limit and lower limit of a class. Class width is used to construct frequency histograms, cumulative frequency curves, and frequency polygons.The frequency of a class is the number of times the data falls within a certain class.
So, to compute the relative frequency of a class, divide the frequency of the class by the total number of observations in the data set. Therefore, option c, "dividing the frequency of the class by the total number of observations in the data set," is correct.
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A principal was interested in the number of hours slept per night by 14-year-olds in a particular town. She gathered data from a random sample of ten 14-year-olds from a local youth group in the town and wanted to create an appropriate graphical representation for the data.
Which graphical representation would be best for her data?
Stem-and-leaf plot
Histogram
Circle graph
Bar graph
The best graphical representation for the given data would be a histogram. A histogram is a graph that displays the distribution of continuous numerical data. It consists of a series of bars, where each bar represents a range of values and the height of the bar represents the frequency or proportion of data points that fall within that range. Since the variable of interest in this case is the number of hours slept per night, which is a continuous numerical variable, a histogram would be an appropriate way to display the distribution of the data. A stem-and-leaf plot is another way to display numerical data, but it is better suited for smaller data sets. Circle graphs and bar graphs are used to display categorical data.
Parallelogram JKLM is shown.
As we know consecutive angle of parallelogram are supplementary then the sum m∠JLM = 22°.
Let the m∠JLM be x.
Thus, x+56+27+75 = 189
x = 180 - 158
x = 22
Hence the angle m∠JLM would be 22°
A quadrilateral with two sets of parallel sides is referred to as a parallelogram. In a parallelogram, the opposing sides are of equal length, and the opposing angles are of equal size. Additionally, the interior angles that are supplementary to the transversal on the same side. 360 degrees is the total of all interior angles.
A parallelepiped is a three-dimensional shape with parallelogram-shaped faces. The base (one of the parallel sides) and height (the distance from top to bottom) of the parallelogram determine its area. A parallelogram's perimeter is determined by the lengths of its four sides.
The properties of a parallelogram are shared by the shapes of a square and a rectangle.
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