Answer:
Step-by-step explanation:
3m-4/2-4 (m+2 )-3/6=3
3m-4/2-4m-8-3/6=3
-m-3/2-8=3
-m-11=3
-m=3+11
-m=14
m=-14
Before he moved, Chet was a student at
this school, If you include Chet's ant farm in
the data, the median is 8. How many ants
does Chet's ant farm have? Explain your
reasoning
The number of ants that Chet's ant farm have based on the median given is 96 ants.
How to calculate the number ants?Your information is incomplete. Therefore, the numbers will be assumed. Let's assume that the numbers of ants in each column is 12.
In this case, when Chet's ant farm in the data, the median is 8. Therefore, the number of ants will be:
= 12 × 8
= 96 ants.
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can you guys solve this
Answer:
A is -4 B is 2.5 C is 4 D is -2.5
Step-by-step explanation:
Answer:
In the screenshot
Step-by-step explanation:
not sure about D, The square root of 6 is 2.449 and negative because of the line in front so -2.449? I'm not sure
Find the surface area of the cylinder in terms of Tt
Answer:
140 π cm^2
HOPE THIS HELPS! :)
[tex]\textit{surface area of a cylinder}\\\\ SA=2\pi r(r+h)~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ r=5\\ h=9 \end{cases}\implies \begin{array}{llll} SA=2\pi (5)(5+9) \\\\\\ SA=10\pi (14)\implies SA=140\pi \\\\\\ SA\approx 439.82~cm^2 \end{array}[/tex]
2. A line with slope passes through the point (1,3
a. Explain why (3, 6) is on this line.
b. Explain why (0, 0) is not on this line.
Answer:
Step-by-step explanation:
If a line with a slope passes through a point with a value such as in this one, which is (1,3), then it must have a y-intercept and a slope. The y-intercept is when the x-value's value is 0 but the y-value is more than 0.
(3,6) is on the line as it corresponds with the slope.
(0,0) is not on this line as the y-value nor the x-value has a coordinate, which is a requirement to make it an ordered pair.
what is 7.364.51 to 3 decimal places
Answer:
7.265
Step-by-step explanation:
Answer:
7.364
Step-by-step explanation:
Thats my answer.Brainliest
When Sarah divided a number by 5, the quotient was 147 with a remainder. What is one possible dividend? With a complete sentence, explain how you found the dividend.
Answer: possible dividend is 736, 737, 738, 739
Step-by-step explanation: The remainder cannot be divided by 5 so it can be 1, 2, 3 and 4 added to (147 ×5)
PLS HELP AND HURRY !!!!!!
Answer:
Step-by-step explanation:
At Michael's school, 38% of the students have a pet dog and 24% of the students have a pet cat. Michael found that 11% of the students
had both a pet dog and a pet cat.
What is the probability that a randomly chosen student at Michael's school will have a pet dog or a pet cat?
A. 62%
B. 51%
C. 40%
D. 83%
Answer: C. 51%
Step-by-step explanation:
A 2-column table with 10 rows. the first column is labeled x with entries 0.5, 1, 1, 1.5, 2, 2, 2.5, 3.5, 3.5, 4. the second column is labeled y with entries 1, 1, 2, 3, 2, 5, 4, 5, 6, 7. a graph shows the horizontal axis numbered 1 to 4 and the vertical axis numbered 1 to 7. a line increases from 0 to 4. the regression calculator shows the relationship between the hours devin spent playing a video game, x, and the levels he achieved, y. which number of hours can be used to make an extrapolation of the level he could achieve? 2 3 4 5
Based on the graph of this regression calculator, the number of hours that can be used to make an extrapolation of the level he could achieve is: A. 2.
What is a regression line?A regression line can be defined as a statistical line that best describes the behavior of a data set and such, it is a line that best fits a set of data.
How to determine number of hours?From the graph of this regression calculator, we can deduce that the linear regression is given by this function y ≈ 1.62x + 0.117; r ≈ 0.92.
Thus, the extrapolation would be given by:
0.14999 ≤ x ≤ 4.35.
0.39999 ≤ y ≤ 7.6.
Therefore, two (2) number of hours can be used to make an extrapolation of the level he could achieve.
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Answer:
answer is 5
Step-by-step explanation:
2. For a simple interest rate of 10%, p.a calculate the number of year's needed for an interest of $1149.60 to be earned on an investment of $2874
Answer:
r=10%
I=1149.60
P=2874
t=(I×100)/(p×r)
(1149.60×100)/(2874×10)
114960÷28740
4 years
[tex]r = 10\%[/tex]
[tex]p = 2874[/tex]
[tex]l = 1149.60[/tex]
to find:the numbers of year's needed for the investment.
solution:[tex]t = \frac{l \times 100}{p \times r} [/tex]
[tex]t = \frac{1149.60 \times 100}{2874 \times 10} [/tex]
[tex]t = \frac{114960}{28740} [/tex]
[tex]t = 4[/tex]
therefore, 4 years is needed for the investment.
Divide. give the quotient and remainder
2746/6
Answer:
On the image
Step-by-step explanation:
...............
Answer:
457 Remainder 4
Step-by-step explanation:
Maria got a prepaid debit card with $20 on it. For her first purchase with the card, she bought some bulk ribbon at a craft store. The price of the ribbon was 8 cents per yard. If after that purchase there was $19.12 left on the card, how many yards of ribbon did Maria buy?
Answer:
11 yards
Step-by-step explanation:
Given :
Maria got a prepaid debit card with $20 on it.
For her first purchase with the card,
she bought some bulk ribbon at a craft store.
The price of the ribbon was 8 cents per yard.
To Find:
If after that purchase there was $19.12 left on the card, how many yards of ribbon did Maria buy?
Solution:
$20- 19.12= 0.88
She spent 0.88 on the ribbon
One yard of ribbon is $0.08
0.88/0.08 = 11
Therefore she bought 11 yards of ribbon
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Kavinsky
An oil can is shaped like a cylinder. The radius of the oil can is 3.5 inches and its height is 10 inches. Which measurement is closest to the volume of the oil can in cubic inches? 109.9 in³ 219.8 in³ 384.8 in³ 1099 in³
Answer:
384.8 cubic inches.
Step-by-step explanation:
What is the coefficient of the term x^2 when the expression below is simplified? (5x^2-x-1)-(-3x^2-2x-5)
Answer: 8
Step-by-step explanation:
Given:
(5x^2-x-1)-(-3x^2-2x-5)
Rewrite:
(5x² -x -1) - (-3x² -2x -5)
Distribute the negative:
5x² -x -1 + 3x² +2x +5
Reorder terms:
5x² + 3x² -x +2x -1 +5
Combine like terms:
8x² + x + 4
The coefficient of the x² term is 8,
8x² + x + 4
why do we need math and history
Answer: Math and history are very important!
Step-by-step explanation: We use math every day, some people more than others. Math helps your brain become more smarter. It gives us a way to understand different types of patterns better, to quantify relationships, and to in some cases, predict the future. There are many reasons that math is important to us, but what about history? History gives us a tool to help us better understand our past, helping us to spot patterns that are invisible in the present. We can learn about past societies, past ideologies, and lots of other things to see how we got to where we are now. Studying math and history might be boring, pointless, or hard right now(I struggle with math!), but these two subjects are used in everyday life!
There are a number of reasons why studying history and mathematics is crucial. Although history aids in the knowledge of the past, the development of critical thinking abilities, and the development of cultural understanding, mathematics gives a framework for comprehending the world around us and develops essential skills.
What is the importance of math in real life?A person who is proficient in maths can manage a budget, construct furniture, predict, and tell time, among other essential life abilities. As an adult, you need to be able to analyse expenditures, balance a chequebook, and deduct balances. Math can help you with these tasks. Math helps you become a better cook.
Several everyday uses of mathematics exist in contemporary life. It offers a common vocabulary for speaking about and comprehending the physical world. Engineering, computer science, physics, finance, and many other professions depend heavily on mathematics. Many of the technical advancements we take for granted today, like cell phones and space travel, would not exist without mathematics.
On the other hand, history is the study of historical occurrences and their importance. It is significant for a variety of reasons, such as:
History may teach us important lessons that will help us in the future. We may learn how to prevent or repeat prior errors and accomplishments by looking at what went right and wrong in the past.Understanding the current: History enables us to understand how current events continue to be shaped by earlier ones and how they have impacted our world.Understanding diverse civilizations: History offers a glimpse into many cultures and communities.Therefore, both mathematics and history are significant academic disciplines for a variety of reasons. Although history enables us to comprehend the past, learn from it, and foster cross-cultural understanding, mathematics gives us a framework for understanding the world around us and develops crucial abilities.
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In this problem you will compare the effects of different compounding periods on the interest an investment earns. Complete the table below using the values indicated. Show the formula you used, with the correct values, in the second column. In the third column, give the result, rounded to the nearest cent.
Principal: $1,000
APR: 4.5%
Time: 10 years
Find the equations for annually, quarterly, monthly and daily
Answer:
see attached
Step-by-step explanation:
You are asked to use the compound interest formula for different values of n, the number of times per year the interest is compounded.
__
The basic formula is ...
A = P(1 +r/n)^(nt)
for the amount in an account in which principal P earns interest at annual rate r compounded n times per year for t years.
The problem statement gives values for P, r, t, so we only need to compute the result for different values of n. With the given values filled in, the formula is ...
A = 1000(1 +0.045/n)^(10n)
Values of n to be used are ...
annually: n = 1quarterly: n = 4monthly: n = 12daily: n = 365The formula you will evaluate uses these values where 'n' is in the formula. Corresponding account balances are ...
annual compounding: $1552.97quarterly compounding: $1564.38monthly compounding: $1566.99daily compounding: 1568.27__
For repetitive evaluation of the same formula, we like a calculator or spreadsheet. Many calculators have the "time value of money" formulas pre-programmed. This is shown in the second attachment, where the value that varies is "C/Y", the number of compoundings per year.
Match each statement in the table with one of the diagrams shown.
a o o
A
B
C
D
Statement
Diagram
All the vertices of the square touch the circle
Only one side of the square is a chord of the circle
All four sides of the square are tangents to the circle
Answer:
A
C
B
Step-by-step explanation:
A) All the corners of the square touch the edge of the circle
B) Only 1 side of the square touches the circle so it forms a chord.
C) The circle is inside the square so the sides of the square form tangents (Perpendicular lines to the radius).
whats the area of this figer
a 18yd 2
b 54 yd 2
c 72 yd2
d 90 yd2
Two teenagers work summer jobs. The first teenager earns $20 an hour plus $55 in tips for each shift worked. The second teenager earns $25 per hour and receives no tips. Each teenager worked an 8 hour shift. Who earned more money: the first teenager or the second teenager?
Answer:
1 :
20×8=$160
160+55=$215
2:
25×8=$200
the first teenager earns more money after every shift
hope this helps you :D
what is the substance of 0.03 in scientific notation
Answer:
3x10 to the power of -2
Step-by-step explanation:
0.03=3x0.01
0.01=10 to the power of -2
While you're in the parking lot, you realize that both the lightbulbs and the light switches
need to be replaced. You buy 9 bulbs and 4 switches. Each light switch cost $8 less than
each lightbulb. If the total cost is $520.50, what is the cost of one lightbulb? What is the cost
of one light switch? Write an equation for the situation.
Let x = the cost of a lightbulb
Cost of Lightbulb = x
cost of switch is x-8
9x + 4(x-8) = 520.50
Use distributive property:
9x + 4x -32 = 520.50
Simplify:
13x -32 = 520.50
Add 32 to both sides:
13x = 552.50
Divide both sides by 13
X = 42.50
A lightbulb costs $42.50
A switch costs 42.50-8 = $34.50
Clay wants to solve for X if these rectangles are similar how could he use this information to solve fo x
Answer: For two rectangles to be similar, their sides must be in the same ratio. This problem can be solved using ratios and cross multiplication.
Step-by-step explanation:
Solve for m (4m-5) (3m+3)
Answer:
m= 26
Step-by-step explanation:
The sum of the angles that lie on a straight line is 180°.
(4m -5)° +(3m +3)°= 180° (adj. ∠s on a str. line)
4m +3m -5 +3= 180
7m -2= 180
7m= 180 +2
7m= 182
Divide both sides by 7:
m= 182 ÷7
m= 26
Solve the following equation, answer as a reduced, mixed number. Then place the correct number in the box provided.
15(2 - x) = 13(3 - x)
Answer:
x=-9/2
Step-by-step explanation:
Liv collected information about the length and width of a random sample of 48 petals of iris flowers. Here
are the results:
Width is less than 2 cm
Width is more than 2 cm
Total
Length is less than 5.2 cm
14
3
17
Length is 5.2 cm to 5.7 cm
4
11
15
Length is more than 5.7 cm
7
9
16
Total
25
23
48
Liv wants to perform a x² test of independence between petal length and width.
What is the expected count for the cell corresponding to petals whose length is more than 5.7 cm and
whose width is more than 2 cm?
You may round your answer to the nearest hundredth.
Expected:
Answer:
7.67
Step-by-step explanation:
Please help me! No bots or trolls please!
Answer:
part: 17 players = 1/4
whole: 68 players in all
percent: 17 players = 25%
Step-by-step explanation:
We'll use p as a variable for the total players, alright?
So, 25% of p usually gets called back.
This season, 17 is 25% of p OR you might say 17 = 1/4 of p
in other words, p/4 = 17
multiply each side by 4 (to get the variable alone)
p = 17 * 4
p = 68
______________
part/whole = percent/100
SUBSTITUTE!
17/68 = 25%
check!
(simplify) 1/4 = 25% true!
___________ is perpendicular to line segment LM.
Answer:
The answer is Perpendicular bisector
Step-by-step explanation:
Perpendicular bisector is perpendicular to line segment LM.
Show your work step by step
Answer: Given that MP \\NS , RS\\PQ and MR =NQ
MRN is a straight line with sum of angles equal to 180⁰ MQN is also a straight line triangle equal to 180⁰
Angle at R + 3 = Angle at Q +2 = 180⁰
Angle R is alternate to Q and angle 2 is alternate to 3 and both sets are equal
Therefore angle 1 is equal to 4 and this makes their third angles in the triangle equal.
Triangle MQP then becomes a perfect replica of NRS
Step-by-step explanation:
ASAP can somebody please tell me the steps for both problems, I will also give brainliest (please list all the steps i have to show my work
The answer to #11 is: x = 15
The answer to #12 is: x = 5
One of the world's largest apples had a mass of 1,837 grams. Sue said the mass was greater than 2 kilograms.
Does Sue's statement make sense?
Complete the explanation.
Since 1 kilogram = 1,000 grams, 2 kilograms =
grams.
Since 1,837 grams is
?
2 kilograms, Sue's statement
?
make sense.
Answer:
No
Step-by-step explanation:
1 Kilo = 1000 Grams. There are only 1837 Grams. This means that there is no way it is 2 kilos.