Diego has two Guinea pigs, Pia and Zia. Pia weighs 1 3/4 pounds. Zia weighs 32 ounces. Who weighs more? How much more? Show your work
(1 pound equals 16 ounces)

In the triangle , the value of SB is 9.

What is triangle?

A triangle is a form of polygon with three sides; the intersection of the two longest sides is known as the triangle's vertex. There is an angle created between two sides. One of the crucial elements of geometry is this.

Certain fundamental ideas, including the Pythagorean theorem and trigonometry, rely on the characteristics of triangles. The angles and sides of a triangle determine its kind.

Here in the given triangle  TC=18 , CU = 6 and SU=12 .

Let us take SB as x. Then,

BU = SU - SB = 12-x.

Now using triangle proportionality theorem then,

=> [tex]\frac{TC}{CU}=\frac{SB}{BU}[/tex]

=> [tex]\frac{18}{6}=\frac{x}{12-x}[/tex]

=> 3 = [tex]\frac{x}{12-x}[/tex]

=> 36-3x=x

=> 36 = x+3x = 4x

=> x = 36/4 = 9

Hence the value of SB is 9.

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In this scenario, the population would be all the chickens in the county, and it would be very difficult for Krista to survey every single chicken in the county.

A possible representative sample for Krista's claim could be to randomly select a certain number of chicken farms in the county and then record how many eggs their chickens laid on a given day.

The number of farms selected and the number of chickens counted would depend on the size of the county and the resources available to Krista.

However, it is important to note that even a random sample may not perfectly represent the entire population, and there could be other factors that affect egg production, such as the age and breed of the chickens or the quality of their feed.

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The section of the bar labeled x must be less than 117 for the inequality to be true.

so x < 117.

We can find the solution with linear inequalities with one unknown.

x + 9 < 126

Group all constants on the RHS of the equation

so we need to subtract the 9 from both sides of the equation.

x + 9 - 9 < 126 -9

x < 117

We can also plot the solution on a coordinate plane for this we have coordinates like (-∞, 117)

The bar graph of the inequality is shown in below here dotted line represents 126.

As in inequality show < the sign, which means the box is drawn on the left of the 126.

The bar represents x + 9. Label the bar diagram.

The section of the bar labeled x must be less than 117 for the inequality to be true.

so x < 117.

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To find the length of the diagonal fence that stretches from one corner to the opposite corner of a rectangle, we can use the Pythagorean theorem, which states that the square of the length of the diagonal (hypotenuse) is equal to the sum of the squares of the lengths of the two other sides (legs) of the rectangle.

In this case, the rectangle has dimensions 24 meters by 45 meters. Therefore, the length of the diagonal fence is:

Diagonal fence = √(24^2 + 45^2) meters

Simplifying the equation, we get:

Diagonal fence = √(576 + 2025) meters

Diagonal fence = √2601 meters

Diagonal fence = 51 meters

So Steve will need 51 meters of fencing to stretch diagonally from one corner to the opposite corner of his backyard.

A two-tailed test is considered to be more powerful than a one-tailed test. Therefore, Option D (a two-tailed test) is the correct answer.

The one-tailed test and the two-tailed test are two sorts of hypothesis tests. The number of tails, as the name implies, is the fundamental distinction between the two sorts of hypothesis tests. The tails are the areas under the probability distribution curve that are beyond the critical values or the cut-off points.

The one-tailed test is one of the types of hypothesis testing in which an alternative hypothesis is generated in a specific direction. In comparison to two-tailed tests, they are simpler to conduct. The one-tailed test is less likely to reject the null hypothesis since it only tests one of the tails. On the other hand, the two-tailed test tests both tails of the distribution, making it more powerful since it is more inclusive than the one-tailed test.

The two-tailed test is more effective since it tests for discrepancies on both sides of the distribution, whereas the one-tailed test only tests for discrepancies on one side of the distribution.

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Answer:

Step-by-step explanation

x = 159.6

If you find an error in my solution, tell me and I will immediately re-solve!

Based on the above, the the midpoint of AB is M = (2, 1).

To find the midpoint of AB, we need to average the x-coordinates and the y-coordinates of A and B separately. That is:

Midpoint = ((x-coordinate of A + x-coordinate of B) / 2, (y-coordinate of A + y-coordinate of B) / 2) simply say:

M = ((x₁ + x₂) / 2, (y₁ + y₂) / 2)

So, for A = (10, -1) and B = (-6, 3), we have:

Midpoint = ((10 + (-6)) / 2, (-1 + 3) / 2)

Midpoint = (2, 1)

Therefore, the midpoint of AB is M = (2, 1). This means that if we drew a line segment from A to B and marked the point exactly halfway between them, that point would be at the coordinates (2, 1).

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Answer: area = 60 yd^2

Step-by-step explanation: I am not sure if this is correct but this is what I got as my answer.

Answer:

The expression 5/(9x+1) is already simplified. It cannot be further simplified or "solved" because it is not an equation, it is just an expression.

Step-by-step explanation:

Answer:

Here is an ad campaign to promote Ray and Kelsey's roller coaster

Step-by-step explanation:

(Opening shot of the roller coaster with screaming riders)

Voiceover: "Get ready for the ride of your life!"

(Cut to Ray and Kelsey, standing in front of the roller coaster)

Ray: "Hey, I'm Ray, and this is Kelsey. We're the creators of the most thrilling roller coaster in town."

Kelsey: "Our coaster is packed with twists, turns, and loops that will leave you screaming for more!"

Ray: "Come on down to the amusement park and experience the thrill for yourself."

Kelsey: "Our coaster is perfect for adrenaline junkies who love a good rush!"

(Cut back to the roller coaster with more screaming riders)

Voiceover: "Don't miss out on the ride of a lifetime. Come ride Ray and Kelsey's roller coaster today!"

(Optional closing shot of the roller coaster with a tagline: "Are you brave enough?")

If preparing an interview or report, here is a script.

Interviewer: "So, Ray and Kelsey, tell us about your new roller coaster."

Ray: "Well, it's the most thrilling coaster in town. We wanted to create a ride that would really get people's hearts racing."

Kelsey: "Our coaster has twists, turns, and loops that will leave riders screaming for more. It's perfect for anyone who loves a good adrenaline rush."

Interviewer: "What inspired you to create this coaster?"

Ray: "We both love roller coasters, and we wanted to create something that would be just as exciting as our favorite rides."

Kelsey: "We spent months designing and testing the coaster to make sure it was the best it could be."

Interviewer: "What can riders expect when they ride your coaster?"

Ray: "They can expect a thrilling ride that will leave them breathless."

Kelsey: "Our coaster is perfect for anyone who loves a good rush. We can't wait for everyone to experience it for themselves."

The probability of having 3 earthquakes in the same year that all measure 6.0 or more is approximately 0.1106 or 11.06%.

What is probability?

Probability is a measure of the likelihood or chance that an event will occur. It is usually expressed as a number between 0 and 1, where 0 means the event is impossible and 1 means the event is certain.

Assuming that the number of earthquakes measuring 6.0 or more on the Richter scale in a year follows a Poisson distribution with a mean of 0.93 (i.e., an average of 0.93 such earthquakes per year over the past 100 years), we can use the Poisson probability formula to find the probability of having exactly 3 such earthquakes in a year:

[tex]P(X = 3) = (e^{(-0.93)} * 0.93^3) / 3![/tex]

where X is the number of earthquakes measuring 6.0 or more on the Richter scale in a year.

Plugging in the values, we get:

[tex]P(X = 3) = (e^{(-0.93)} * 0.93^3) / 3! = 0.1106[/tex]

Therefore, the probability of having 3 earthquakes in the same year that all measure 6.0 or more on the Richter scale, given that there have been 93 such earthquakes in the past 100 years, is approximately 0.1106 or 11.06%.

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x-coordinate of the other point on the line that has a y value of -12 is 0

The slope of a line in mathematics serves as a gauge for how steep it is. It is described as the proportion of the y-coordinate change to the x-coordinate change between any two locations on a line. A line's slope can be either positive, negative, zero, or undefinable.

Given

vertex=(8,6)

intercept=-12

To find:  x-coordinate of the other point that has a y value of -12

Equation of line

y=mx+c

Putting the values, we get

6=8m-12

m=18/8

m=9/4

Now, finding the x coordinate

y=mx+c

-12=9/4x-12

x=0

Hence,  x-coordinate of the other point that has a y value of -12 is 0.

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The given figure appears to be a parallelogram.

A parallelogram is a quadrilateral with two pairs of parallel sides. In the given figure, we can see that opposite sides are parallel, so it is a parallelogram.

We can also find that the measure of angle A is 120 degrees because the adjacent angles to angle A are 30 and 30 degrees, and the sum of adjacent angles in a parallelogram is 180 degrees. Similarly, the measure of angle C is 60 degrees.

The formula to find the area of a parallelogram is:

Area = base x height

We can choose any base and its corresponding height to find the area of the parallelogram. In the given figure, we can choose AB as the base and the perpendicular distance from AB to line DC as the height. Let's call this distance h.

From the figure, we can see that triangle ADE is a 30-60-90 triangle. The ratio of the sides in a 30-60-90 triangle is 1:sqrt(3):2. So, if AD is x, then DE is x*sqrt(3) and AE is 2x.

Since AE is parallel to DC, we can say that the height h is the same for triangles ADE and CFB. So, we can use triangle CFB to find the value of h.

Triangle CFB is a right triangle with angles 30, 60, and 90 degrees. The length of CB is 4 units and the length of CF is 2 units. So, the length of FB is 2*sqrt(3) units (using the ratio 1:sqrt(3):2). Therefore, the area of triangle CFB is:

Area = (1/2) x base x height

Area = (1/2) x 4 x 2

Area = 4

Since the area of triangle CFB is equal to the area of triangle ADE, we can say that:

Area of parallelogram ABCD = 2 x area of triangle CFB

Area of parallelogram ABCD = 2 x 4

Area of parallelogram ABCD = 8 square units

So, the area of the parallelogram is 8 square units.

The total number of students in the college is expressed as: 5x

The parameters given are:

1/2 of the students who learn the flute also learn the violin.

3 times as many students learn the violin as learn the flute.

x students learn both the flute and the violin

Thus, the total who learn the flute = 2x

Number who learn only flute = x

Since 3 times as many students learn the violin as learn the flute. Then, 3x students only learn the violin.

Thus, total number of students at the college is:

x + x + 3x = 5x

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Complete question is:

Every student at a music college learns the flute, the violin, or both the flute and the violin. 1/2 of the students who learn the flute also learn the violin. 3 times as many students learn the violin as learn the flute. x students learn both the flute and the violin. Find an expression, in terms of x, for the total number of students at the college. Flute X Violin​

the probability of guessing the correct answers to both questions is 1/9, or approximately 0.111.

What is probability?

By simply dividing the favorable number of possibilities by the entire number of possible outcomes, the probability of an occurrence can be determined using the probability formula. Because the favorable number of outcomes can never exceed the entire number of outcomes, the chance of an event occurring might range from 0 to 1.

Since there are three possible choices for each question, the probability of guessing the correct answer to one question is 1/3. Since each question is independent of the other, the probability of guessing the correct answer to both questions is the product of the individual probabilities:

P(guessing both answers correctly) = P(guessing first answer correctly) * P(guessing second answer correctly)

P(guessing both answers correctly) = (1/3) * (1/3)

P(guessing both answers correctly) = 1/9

Therefore, the probability of guessing the correct answers to both questions is 1/9, or approximately 0.111.

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The measure of the angles and arc length for the circle are:

a: m∠BAD = 40°; b. arc CE = 48°; c. m∠BCD = 40°; d. m∠ADC = 42°; e.  m∠ABE = 66°.

Hence, the distinction between chord length versus arc length is that the former provides the distance between two places, whilst the latter provides the entire area covered across two points.

The chord's length is equal to twice the angle's radius multiplied by its sine.

The arrow theorem and central angle theorem are other names for the inscribed angle arc  theorem. The measuring of the central angle equals equal to twice the value of the inscribed angle occupied by the same arc, according to this theorem.

arc BD = 80°

arc AC = 84°

∠CBE = 24°

Thus,

a: m∠BAD

m∠BAD = 1/2(arc BD)

m∠BAD = 1/2(80°)

m∠BAD = 40°

b: arc CE

m∠CBE = 1/2(arc CE)

24° = 1/2(arc CE)

24°*2 = arc CE

arc CE = 48°

c: m∠BCD

m∠BCD = 1/2(arc BD)

m∠BCD = 1/2(80°)

m∠BCD = 40°

d: m∠ADC

m∠ADC = 1/2(arc AC)

m∠ADC = 1/2*84°

m∠ADC = 42°

e: m∠ABE

m∠ABE = 1/2(arc AC + arc CE)

m∠ABE = 1/2(84° + 48°)

m∠ABE = 1/2(132°)

m∠ABE = 66°

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Answer:

1.) 18

2.) 162.5

3.) 4 hours

Step-by-step explanation:

Rule: speed= distance/time

Rule: distance= time x speed

Rule: time= distance/speed

1). 90/5= 18

2). 2.5 x 65= 162.5

3). 320/80= 4

Check the picture below.

[tex]\cos(\theta )=\cfrac{\stackrel{adjacent}{3}}{\underset{hypotenuse}{3.4}}\implies \theta =\cos^{-1}\left( \cfrac{3}{3.4} \right)\implies \theta \approx 2807^o[/tex]

Make sure your calculator is in Degree mode.

The expression that means the same as “a number plus 14” is “14 more than a number”.

In mathematical terms, when we say “a number plus 14”, we are essentially talking about adding 14 to an unknown number.

The word “plus” is used to indicate the operation of addition.
Similarly, when we say “14 more than a number”, we are also talking about the same operation of addition. Here, we are adding 14 to an unknown number.

However,

The words used to describe the operation are different.
Both expressions essentially convey the same mathematical idea, which is adding 14 to an unknown quantity. Depending on the context and the problem at hand, either expression can be used interchangeably.
It is important to note that in mathematics, expressions can be written in different forms while still conveying the same meaning.

This flexibility in writing expressions allows for more efficient and effective communication in problem-solving.

The expression that means the same as "a number plus 14" can be written in algebraic form as x + 14, where x represents any number.

In this expression, the variable x can be replaced by any number, and when we add 14 to that number, we get the result of "a number plus 14".

For example,

If we substitute x with 7, we get 7 + 14 = 21, which means "a number plus 14" is equal to 21.

The algebraic expression x + 14 means the same as "a number plus 14".

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Yes, the figure shown in the xy-coordinate plane is a parallelogram because side OP is parallel to side TS and side OT is parallel to side PS

In order for any quadrilateral to be considered a parallelogram, two pairs of its parallel sides must be equal (congruent). Therefore, we would determine the slope of each side by using this mathematical equation:

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

For side OP, the slope is given by:

Slope (m) = (b - 0)/(a - 0)

Slope (m) = b/a.

For side TS, the slope is given by:

Slope (m) = (0 - )/(c - (a + c))

Slope (m) = -b/-a = b/a

Therefore, side OP is parallel to side TS.

For side OT, the slope is given by:

Slope (m) = (0 - 0)/(c - 0)

Slope (m) = 0.

For side PS, the slope is given by:

Slope (m) = (b - b)/((a + c) - c)

Slope (m) = 0

In conclusion, the figure shown above is a parallelogram because side OT is parallel to side PS and side OP is parallel to side TS.

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Answer: C 48

Step-by-step explanation:

There is 36 apples. 7 pears to 9 apples. 36 divided by 9 is 4.

4 times 7 is 28.

7 pears to 12 oranges.

28 pears divided by 7 pears is 4.

4 times 12 oranges is 48

Answer:

£90

Step-by-step explanation:

1/5 =3

5/5=15

1/6=15

6/6=90

Answer: 315.00 cm^3

Step-by-step explanation:

STEP 1: Plug the given numerical information into the equation for Volume (V = (l) (w) (h)); V = (9) (7) (5)

STEP 2: Determine the answer to above step [315]

Therefore, the answer to the question is 315 cm^3.

NOTE: Don't forget to add the Unit of Measurement to the answer. Answers to Volume related questions also get "cubed" (in this case at least).

***THE ANSWER IS 315 IN SIMPLEST FORM, HOWEVER, ROUNDED TO 2 DECIMAL PLACES IT IS 315.00.***

From 1940 to 1970 the price of bread increased by 250%.

From 1970 to 1990 the price of bread increased by 300%.

From 1940 to 1990 the price of bread increased by 750%.

Answer:

To find the height of the water tank, we need to know the length of one side of the cube-shaped tank.

Let's assume that the length of one side of the tank is 'x' meters.

The volume of the cube-shaped tank is given as 512 cubic meters, so we have:

The volume of the tank = (length of one side)^3

512 = x^3

Taking the cube root on both sides, we get:

x = 8

Therefore, the length of one side of the tank is 8 meters.

Since the tank is a cube, the height of the tank is also 8 meters.

Step-by-step explanation:

Answer:

8 meter

Step-by-step explanation:

Volume of cubical tank = Area of base * height

Volume of cubical tank = a * a * a

[ all 3 sides of a cube are equal, assume the side as 'a' ]

Volume = a³

a³ = 512

a = ∛512

a = 8 meter

As all dimensions of a cubical tank are equal, height of this tank = 8 meter.

Step-by-step explanation:

Not true....is they are perpendicular  the slopes have the relation

  m   and    - 1/m    where m is the slope

slope 2 has a perpendicular slope = - 1/2

The experimental probability that the next gumball dispensed will be pink is 5/46.

Experimental probabilities are probabilities determined from a series of experiments. Randomized experiments are performed and repeated several times to determine their probabilities, each repetition is called a trial. Experiments are performed to determine the probability of an event occurring or not occurring. It can be tossing a coin, rolling a dice or spinning a spinner.

The formula to calculate the probability of an experiment is:

P(E) = number of times the event occurs/total number of times the experiment runs

According to the Question:

Here the given is 10 pink gumballs and 82 other gumballs .

Then total outcome = 10+82 = 92

By using probability formula ,

Probability = No of favorable outcome / Total  no. of outcome

Now,

Probability of getting next gumball will be pink is then,

Or,  P( pink) = 10/92 = 5/46

Hence the probability of getting pink as a next gumball is 5/46.

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Answer:

$1.46

Step-by-step explanation:

a bottle of pineapple juice at store A is [tex]\frac{2.40}{5}=0.48[/tex]

a bottle of pineapple juice at store B is [tex]\frac{29.10}{15}=1.94[/tex]

the difference:

$1.94 - $0.48 = $1.46

Answer:

nails weight 50 lbs by knowing the weight u can find the mss

Based on Kamila's description, the dot plot that matches her description is Dot plot 1.

The presence of an outlier and the right-skewed distribution can be inferred from the high frequency of data points on the left side of the plot and the single data point that is much larger than the others on the right side.

What is frequency of dot plot?

The frequency in a dot plot refers to the number of dots or data points that appear in a particular bin or category. In a dot plot, each dot typically represents one data point, and the frequency of the dot is the number of data points that have that value. For example, if a dot plot shows the heights of students in a class, with bins for each inch, then the frequency of a particular bin would be the number of students whose height falls within that bin. The frequency can be represented by the number of dots in that bin or by a numerical value.

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