When Professor Winchester grades class tests, he gives an A to the fourth (top) quartile, a B to the third quartile, a C to the second quartile, and a D to the first quartile. The box plot shows the distribution of scores on a test. What is the range of scores for the students who received As?


4


8


14


28

Answer:

[tex]3(x + 4) = 3x + 11 \\ 3x + 12 = 3x + 11 \\ 3x - 3x = 12 - 11 \\ 0 = 1[/tex]

So; Not solution

Answer:

20 18. on the answer is 18 and 20 give me the brainlyest

Answer:

Step-by-step explanation:

We observe the terms increase twice, therefore r = 2.

The missing terms are:

Answer:

x=3

Step-by-step explanation:

g(x)=2x+1,

When g(x)=7

g(x)=2x+1,

7=2x+1

7-1=2x

x=6/2

x=3

Answer:

-1/60

Step-by-step explanation:

9/20-7/15=27/60-28/60

=-1/60

Answer:

-1/60

Step-by-step explanation:

The fractions have unlike denominators. First, find the Least Common Denominator and rewrite the fractions with the common denominator.

LCD(9/20, 7/15) = 60

Multiply both the numerator and denominator of each fraction by the number that makes its denominator equal the LCD. This is basically multiplying each fraction by 1.

(9/20×33)−(7/15×44)

Complete the multiplication and the equation becomes

27/60−28/60

The two fractions now have like denominators so you can subtract the numerators.

Then:

27−28/60=−1/60

This fraction cannot be reduced.

Therefore:

9/20−7/15=−1/60

Answer:

Step-by-step explanation:

2(2+3) =9+1

let me know if you get it right

Answer:

20 units

Step-by-step explanation:

to solve this equation you need the pythagorean theorem: a^2 + b^2 = c^2

2^2 + 7^2 = 53; square root of 53 is 7.28010989; or about 7.3 units (line AC)

2^2 + 6^2 = 40; square root of 40 is 6.32455532; or about 6.3 units (line BC)

4^2 + 5^2 = 41; square root of 41 is 6.40312424; or about 6.4 units (line AB)

7.3 + 6.3 + 6.4 = 20

20 units

Answer:

The value of 3 is in the three-hundred thousands place

300,000

Answer:

B and C are true

Step-by-step explanation: range is y values the graph can have from 0 up

domain in x values the graph can have so all number in either direction left and right

Answer:

Step-by-step explanation: The answer is B and C because range is y and it is greater than 0 and domain is x and is go infinitely in both directions

The additional of a triangle's degree measure will always equal 180˚

When the question asks you if a triangle with 112˚, 57˚, and 11˚, you have to add them up and make sure they equal to 180˚

In this case, 112˚ + 57˚ + 11˚ DO add up to 180˚, and is indeed a triangle.

Answer:

The gravitational force between a mass and the Earth is the object’s weight. Mass is considered a measure of an object’s inertia, and its weight is the force exerted on the object in a gravitational field. On the surface of the Earth, the two forces are related by the acceleration due to gravity: Fg = mg. Kilograms and slugs are units of mass; newtons and pounds are units of weight.

You can use Newton’s law of gravitation to get the acceleration due to gravity, g, on the surface of the Earth just by knowing the gravitational constant G, the radius of the Earth, and the mass of the Earth. The force on an object of mass m1 near the surface of the Earth is

F = m1g

This force is provided by gravity between the object and the Earth, according to Newton’s gravity formula, and so you can write

Step-by-step explanation:

Answer:

Shai received $192 while Mara received $288.

Step-by-step explanation:

Let u be 1 unit.

5u=$160

u=$160÷5

=$32

6u=$32×6

=$192

9u=$32×9

=$288

Firstly, let's write these out to help us see:

[tex]\pi[/tex] = 3.1415

3

[tex]\sqrt{11}[/tex] = 3.3166

We can see that [tex]\sqrt{11}[/tex] is 0.3166 greater than 3, and 0.1751 greater than pi. Therefore, it's the biggest number.

Pi is second biggest because it is less than [tex]\sqrt{11}[/tex] but greater than 3.

Therefore, your order would be:

3, [tex]\pi[/tex], [tex]\sqrt{11}[/tex]

Hope this helps! :)

Answer:

a=4

Step-by-step explanation:

combine like terms

8a-4=36

add on both sides

8a-4+4=36+4

8a=32

divide

a=32/8

a=4

Answer:

a = 5

Step-by-step explanation:

5a+3a = 8a

8a - 4 = 36

8a - 4 + 4 = 36 + 4

8a = 40

a = 40 divied by 8

a = 5

Answer:

Your answer is C. Angle a is congruent to both angles 3 and 1.

Step-by-step explanation:

Answer:

It will take 12 months to get $600 dollars.

Step-by-step explanation:

All you have to do is 600/50 and 600/50 is 12.

Hope I Helped!

Answer:

1.29

Step-by-step explanation:

Answer:

The person above me is correct, the answer would be 1.29. ^ .^

Step-by-step explanation:

Answer:-7x but don’t look at me if it’s wrong cuz I finally did not search this up so

Step-by-step explanation:

Answer:

178

Step-by-step explanation:

200*11%

200*.11

22 employees will leave

200-22 = 178 left

Answer:

Step-by-step explanation:

Substitute y = 9 into the equation y = 3x, or locate the answer on the graph:

y = 3x

9 = 3x.

Divide both sides of the equation by 3:

 [tex]\frac{9}{3}[/tex]  =  [tex]\frac{3x}{3}[/tex]

       3 = x

The spring stretches 9 inches with 3 kilograms of weight attached to it.

Answer:

see explanation. (I did this exact assignment this morning, and this is very similar to what I submitted)

Step-by-step explanation:

The contrapositive of a conditional is the same as the converse of the inverse of the conditional.

The best way to prove/support this statement is to create an example. You should start by creating a conditional; you can then form the conditional's converse, inverse, and contrapositive. Here is an example:

Conditional: If C, then D. (starting statement)

Converse: If D, then C. (conditional reversed)

Inverse: If not C, then not D. (opposite of the conditional)

Contrapositive: If not D, then not C. (reversed opposite of the conditional)

Based on the information from the example you gave, you can conclude:

The converse of the inverse: If not D, then not C. (reversed opposite of the conditional)

Because: The converse is the conditional reversed (If D, then C). The inverse of the converse, in this case, would then make it the opposite (If not D, then not C).

I have not yet received a grade on this assignment, but I know the information is correct; the amount of explanation you need to give really depends on how your teacher grades. Personally, I just submitted an example (similar to the one above) that was color-coded to help show the different parts of each statement.

I hope this helps! :)

Answer:

4

Step-by-step explanation:

:)

Answer:

They wanted to spread Christianity. They also hoped to gain new lands and wealth for their countries. Finally, you read about the valuable cargo of New World plants that explorers brought back to Europe.

The sum of 21 terms is -1080.

given:

- 18, - 15,-12.....

First term, a= -18

common difference, d= -15 + 18= -3

So, [tex]S_{21[/tex] = 21/2 [ 2(-18)+ (21- 1) (-3)]

[tex]S_{21[/tex] = 21/2 [ -36 + (20) (-3)]

[tex]S_{21[/tex] = 21/2 [ -36 - 60]

[tex]S_{21[/tex] = 21/2 (-96)

[tex]S_{21[/tex] = 21 x (-48)

[tex]S_{21[/tex] = -1008

Hence, the sum of 21 terms is -1080.

Learn more about Arithmetic progression here:

https://brainly.com/question/16947807

#SPJ5

Step-by-step explanation:

[tex] \green{\large\underline{\sf{Solution-}}}[/tex]

Given pair of linear equations are

[tex]\rm :\longmapsto\:0.4x + 0.3y = 1.7 \\ \\ \rm :\longmapsto\:0.7x - 0.2y = 0.8[/tex]

can be rewritten as on multiply by 10,

[tex]\rm :\longmapsto\:4x + 3y = 17 - - - - (1)\\ \\ \rm :\longmapsto\:7x - 2y = 8 - - - - - (2)[/tex]

[tex]\rm :\longmapsto\:2y = 7x - 8[/tex]

[tex]\rm\implies \:\boxed{\tt{ y = \frac{7x - 8}{2}}} - - - - (3) [/tex]

On substituting the value of y in equation (1), we get

[tex]\rm :\longmapsto\:4x + 3\bigg( \dfrac{7x - 8}{2} \bigg) = 17[/tex]

[tex]\rm :\longmapsto\:\dfrac{8x + 21x - 24}{2} = 17[/tex]

[tex]\rm :\longmapsto\:29x - 24 = 34[/tex]

[tex]\rm :\longmapsto\:29x = 34 + 24[/tex]

[tex]\rm :\longmapsto\:29x = 58[/tex]

[tex]\bf\implies \:x = 2 - - - - (4)[/tex]

On substituting x = 2 in equation (3), we get

[tex]\rm :\longmapsto\:y = \dfrac{7 \times 2 - 8}{2} [/tex]

[tex]\rm :\longmapsto\:y = \dfrac{14 - 8}{2} [/tex]

[tex]\rm :\longmapsto\:y = \dfrac{6}{2} [/tex]

[tex]\bf\implies \:y = 3[/tex]

So, we get

[tex]\begin{gathered}\begin{gathered}\bf\: \rm :\longmapsto\:\begin{cases} &\bf{x = 2} \\ \\ &\bf{y = 3} \end{cases}\end{gathered}\end{gathered}[/tex]

From equation (1),

[tex]\rm :\longmapsto\:0.4x + 0.3y = 1.7[/tex]

On substituting the value of x and y, we get

[tex]\rm :\longmapsto\:0.4(2) + 0.3(3) = 1.7[/tex]

[tex]\rm :\longmapsto\:0.8 + 0.9 = 1.7[/tex]

[tex]\rm :\longmapsto\:1.7 = 1.7[/tex]

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

To solve systems using Method of Substitution, follow this procedure:

1. Select one equation and solve it for one of its variables.

2. In the other equation, substitute the value of one variable evaluated in step 1 to reduced the equation to one variable.

3. Solve the equation to get the value of this variable

4. Substitute the value found in to first equation involving both variables and solve for the other variable.

1. v= 0.013m/s

t = 60 seconds

d = v×t

= 0.013×60

= *0.78 m*

2. v= 17.6 m/s

d= 100m

t = d/t

= 100/17.6

= *5.68 s*