The complete system of inequalities for Anduray's package is:
x ≤ 22
y ≤ 22
x + y ≤ 30
14xy ≤ 3696
Let's define:
x: length of the package in inches
y: width of the package in inches
Then, the system of inequalities that represents the delivery service requirements is:
x ≤ 22 (length must be 22 inches or less)
y ≤ 22 (width must be 22 inches or less)
x + y ≤ 30 (length plus width must be no more than 30 inches)
We also know that Yuriy's package has a height of 7 inches, so we can add the following constraint:
4xy ≤ 840 (the product of length, width, and height must be no more than 840 cubic inches)
Therefore, the complete system of inequalities for Yuriy's package is:
x ≤ 22
y ≤ 22
x + y ≤ 30
4xy ≤ 840
Anduray's package has a height of 14 inches, so we can add the following constraint to his system of inequalities:
14xy ≤ 3696 (the product of length, width, and height must be no more than 3696 cubic inches)
Therefore, the complete system of inequalities for Anduray's package is:
x ≤ 22
y ≤ 22
x + y ≤ 30
14xy ≤ 3696
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Estimating Estimate to as many decimal places as your calculator will display by using Newton's method to solve the equation tan(x) = 0 with xo 3.
The estimate converges to x ≈ 3.14159265358979, the solution to the equation tan(x) = 0 to that many decimal places as well.
How to find the solution of equations to as many decimal places as possible?To use Newton's method to solve the equation tan(x) = 0 with an initial estimate of xo = 3, we need to follow these steps:
1. Find the derivative of the function f(x) = tan(x): f'(x) = sec^2(x).
2. Use the formula for Newton's method: xn+1 = xn - f(xn)/f'(xn)
3. Substitute f(x) = tan(x) and f'(x) = sec^2(x) into the formula: xn+1 = xn - tan(xn)/sec^2(xn)
4. Plug in xo = 3 and use your calculator to find xn+1:
x1 = xo - tan(xo)/sec^2(xo) = 3 - tan(3)/sec^2(3) ≈ 3.1425465430743
x2 = x1 - tan(x1)/sec^2(x1) ≈ 3.14159265358979
x3 = x2 - tan(x2)/sec^2(x2) ≈ 3.14159265358979
We can see that the estimate converges to x ≈ 3.14159265358979, which is the value of pi to 14 decimal places. Therefore, we can estimate the solution to the equation tan(x) = 0 to that many decimal places as well.
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The kinetic energy of a moving object varies directly with the square of its velocity. A bowling ball traveling at 15 meters per second has about 1000 joules of energy.
Write the equation that relates the kinetic energy, E, to its velocity, v.
Round your answer to the nearest hundredth.
About how much energy will a bowling ball have if it is moving at 11 meters per second?
Use your answer from part one. Round your answer to the nearest hundredth
A bowling ball moving at 11 meters per second will have approximately 537.64 joules of energy, rounded to the nearest hundredth.
The kinetic energy (E) of a moving object varies directly with the square of its velocity (v). To write the equation relating E to v, we can use the formula: E = k * v^2, where k is a constant of proportionality. Given a bowling ball traveling at 15 meters per second with 1000 joules of energy, we can find the value of k:
1000 = k * (15^2)
1000 = k * 225
k ≈ 4.44
So, the equation relating the kinetic energy and velocity is: E ≈ 4.44 * v^2.
Now, we want to find the energy of the bowling ball when it's moving at 11 meters per second. Using the derived equation:
E ≈ 4.44 * (11^2)
E ≈ 4.44 * 121
E ≈ 537.64
Therefore, a bowling ball moving at 11 meters per second will have approximately 537.64 joules of energy, rounded to the nearest hundredth.
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Complete question:
The kinetic energy of a moving object varies directly with the square of its velocity. A bowling ball traveling at 15 meters per second has about 1000 joules of energy.
Write the equation that relates the kinetic energy, E, to its velocity, v.
Round your answer to the nearest hundredth.
About how much energy will a bowling ball have if it is moving at 11 meters per second?
Use your answer from part one. Round your answer to the nearest hundredth
if a researcher finds a small difference in average test scores between a large sample (over 700) of experimental participants and a large sample (same size) of control participants, it is very likely that the difference is
The null and alternative hypotheses are H₀: μ₁ - μ₂ = 0 and H₁: μ₁- μ₂ ≠ 0 and the test statistic value is equal to 0.45.
The null hypothesis (H₀) states,
That there is no significant difference between the population means of the experimental group and the control group.
The alternative hypothesis (H₁) states that there is a significant difference between the two means.
State the hypotheses as,
H₀: μ₁ - μ₂ = 0 (there is no difference in means)
H₁: μ₁- μ₂ ≠ 0 (there is a difference in means)
where μ₁ is the population mean of the experimental group
And μ₂ is the population mean of the control group.
The test statistic,
Use the t-test formula,
t = (x - μ) / (s / sqrt(n))
where x is the sample mean = 102
μ is the hypothesized population mean = 100
s is the sample standard deviation =88
n is the sample size= 10
Plugging in the values, we get,
t = (102 - 100) / (88 / sqrt(10))
= 0.45
Therefore, the null and the alternative hypotheses states that H₀: μ₁ - μ₂ = 0 there is no difference in means and H₁: μ₁- μ₂ ≠ 0 there is a difference in means and the test statistic for a sample mean of 102 is 0.45.
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The given question is incomplete, I answer the question in general according to my knowledge:
If a researcher finds a small difference in average test scores between a large sample of 700 experimental participants with a standard deviation of 88, a mean of 100, and with a sample size of 10.
a. State the null and the alternative hypotheses.
b. Compute the test statistic for sample mean 102.
Verify that MQ:QN = 2:3 by finding the lengths of MQ and QN
The length of MQ and QN is 10 and 15 respectively and verify that MQ: QN = 2:3
The coordinate of M = (-12,-5)
The coordinate of N = (8,10)
n = 2 , m = 3
By using the section formula coordinate of Q =( [tex]\frac{mx_{1} + nx_{2} }{m+n }[/tex] , [tex]\frac{my_{1} + ny_{2} }{m+n}[/tex])
Coordinate of Q = ([tex]\frac{(-12)3 + 8(2)}{3+2}[/tex] , [tex]\frac{10(2) + 3(-5)}{2+3}[/tex])
Coordinate of Q = ( -4, 1)
Now using the distance formula
MQ = [tex]\sqrt{ (x_{2}- x_{1} )^{2} +(y_{2} -y_{1} )^{2}[/tex]
MQ = [tex]\sqrt{(-4+12)^{2}+(1+5)^{2} }[/tex]
MQ = √100
MQ = 10
Similarly,
QN = [tex]\sqrt{(8+4)^{2}+(10-1)^{2} }[/tex]
QN = [tex]\sqrt{225}[/tex]
QN = 15
MQ:QN = 10:15
MA :QN = 2:3
Hence it is verified that MQ: QN = 2:3
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through: (-2, 0) slope = 1
The equation of the line that passes though (-2, 0 and have a slope of 1 is y = x + 2.
How to find the equation of a line?The equation of a line can be represented in slope in intercept form as follows:
y = mx + b
where
m = slope of the lineb = y-interceptTherefore, the slope of a line is the change in the dependent variable with respect to the change in the independent variables.
Hence,
slope = 1 and the line passes through(-2, 0).
Therefore,
y = x + b
let's find b using (-2, 0)
0 = -2 + b
b = 2
Therefore, the equation is y = x + 2.
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Amy works 15 hours a week at walmart. she earns $8 an hour.
what statement about her weekly income is true?
a) her net income is more than $120.
b) her gross income is less than $120.
c) her net income is less than $120.
d) her gross income is more than $120.
The true statement about Amy's weekly income is that her net income is less than $120 (option c).
To find out the true statement about Amy's weekly income, we need to calculate her gross income first.
Step 1: Multiply the hours worked per week by the hourly wage.
Amy works 15 hours a week and earns $8 an hour, so:
15 hours * $8/hour = $120
Now we have her gross income, which is $120.
Comparing the gross income to the statements given:
a) Her net income is more than $120: False, as net income is usually less than gross income due to deductions (taxes, social security, etc.).
b) Her gross income is less than $120: False, as we calculated her gross income to be exactly $120.
c) Her net income is less than $120: True since net income is generally less than the gross income due to deductions.
d) Her gross income is more than $120: False, as her gross income is exactly $120.
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AABC DEF. What sequence of transformations will move AABC onto ADEF?
A. A dilation by a scale factor of 2, centered at the origin, followed by
a reflection over the y-axis
B. The translation (x, y) - (x + 7, y), followed by a dilation by a scale
factor of 2 centered at the origin
C. A dilation by a scale factor of 2, centered at the origin, followed by
the translation
(x,y) → (x+7, y)
D. A dilation by a scale factor of 2, centered at the origin, followed by
the translation (x, y) - (x+7, y)
Therefore, the correct sequence of transformations is:
Dilation by a scale factor of 2, centered at the origin.
Translation of 7 units to the left.
This is equivalent to option D.
To move AABC onto ADEF, we need to perform a sequence of transformations that will map each point of AABC onto the corresponding point of ADEF. Let's first label the vertices of AABC and ADEF as shown:
We can see that A and D have the same coordinates, so we only need to map B, C, and A' to E, F, and D', respectively.
Option A suggests a dilation by a scale factor of 2, centered at the origin, followed by a reflection over the y-axis. This transformation will map B to E, but it will also map C to C' which is not the same as F. Moreover, A' will be mapped to a point that is reflected over the y-axis and does not coincide with D. Therefore, option A is not the correct answer.
Option B suggests a translation of 7 units to the right, followed by a dilation by a scale factor of 2 centered at the origin. This transformation will not map B to E, but it will map A' to D', and C to a point that is 7 units to the right of F. Therefore, option B is not the correct answer either.
Option C suggests a dilation by a scale factor of 2, centered at the origin, followed by a translation of 7 units to the right. This transformation will map A' to D', and B to a point that is 7 units to the right of E. However, it will also map C to a point that is 7 units to the right of F, which is not the same as F. Therefore, option C is not the correct answer.
Option D suggests a dilation by a scale factor of 2, centered at the origin, followed by a translation of 7 units to the left. This transformation will map B to E, and A' to D', but it will also map C to a point that is 7 units to the left of F. However, if we reflect the resulting figure over the y-axis, we obtain the desired result.
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A random sample of 100 stores from a large chain of 1,000 garden supply stores was selected to determine the average number of lawnmowers sold at an end-of-season clearance sale. The sample results indicated an average of 6 and a standard deviation of 2 lawnmowers sold. A 95% confidence interval (5. 623 to 6. 377) was established based on these results. True or False: Of all possible samples of 100 stores taken from the population of 1,000 stores, 95% of the confidence intervals developed will contain the true population mean within the interval
The statement is True.
The statement "95% confidence interval (5.623 to 6.377)" means that if we were to repeat this process of taking 100 samples from the population and constructing a confidence interval for each sample, then about 95% of those intervals would contain the true population mean.
This is the definition of a confidence interval at a certain level of confidence (in this case, 95%). Therefore, the statement is true.
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equation of a line with slope m=−2/5 that contains the point (10,−5).
Answer:
y = (-2/5)x+b
Step-by-step explanation:
First plug these into the y=mx+b equation:
-5 = (-2/5)(10)+b.
Then solve for b:
-5 = -4+b
Add 4 to both sides:
-1 =b.
Therefore, the equation of the line is y = (-2/5)x+b. You can also double check this by plugging 10 into the equation we just obtained.
If you could draw a number line that shows the relationship between tons and pounds what would it look like complete the explanation since one ton is 2000 pounds one the number line would show tick marks for every whole number from 0 to [blank].each tick mark from 0 to [blank] would represent [blank]pound(s). the tick mark at the end would represent [blank] ton(s).
Drawing a number line is a useful way to visualize the relationship between tons and pounds and can help make conversions easier to understand.
If we were to draw a number line that shows the relationship between tons and pounds, we would start with the fact that one ton is equivalent to 2000 pounds. We would then draw tick marks on the number line for every whole number from 0 to 10, with each tick mark representing 100 pounds. So, the tick mark at 0 would represent 0 pounds, the tick mark at 1 would represent 100 pounds, the tick mark at 2 would represent 200 pounds, and so on. The tick mark at 20 would represent 2000 pounds, or one ton.
We could then continue the number line past 20 to show larger quantities of tons and pounds, with each additional tick mark representing another ton (2000 pounds). For example, the tick mark at 30 would represent 3000 pounds, or 1.5 tons, the tick mark at 40 would represent 4000 pounds, or 2 tons, and so on.
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In the year 2001, a company made $7. 2 million in profit. For each consecutive year after that, their profit increased by 11%. How much would the company's profit be in the year 2005, to the nearest tenth of a million dollars?
The company's profit in the year 2005 would be approximately $10.5 million.
Let's calculate the company's profit for the year 2005 using the given information.
Initial profit in 2001: $7.2 million
Annual profit increase: 11%
We need to find the profit for 2005, which is 4 years after 2001.
Step 1: Identify the formula for compound interest, which can be applied to profit increase:
Future Profit = Initial Profit * (1 + Profit Increase Rate)^Number of Years
Step 2: Plug in the values:
Future Profit [tex]= $7.2 million * (1.11)^4[/tex]
Step 3: Calculate the result:
Future Profit [tex]= $7.2 million * (1.11)^4[/tex]
Future Profit = $7.2 million [tex]* 1.4641[/tex]
Future Profit = $10.54152 million
Step 4: Round the result to the nearest tenth of a million dollars:
Future Profit ≈ $10.5 million
So, the company's profit in the year 2005 would be approximately $10.5 million.
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Astha had $5,700 in her savings account when Henry opened a savings account with zero dollars.
Astha deposited $100 into her account each week for x weeks.
Henry deposited $75 into his account each week for x weeks.
The accounts did not earn interest.
Which inequality represents this situation when the amount of money in Astha's account was greater than the amount of money in Henry's account?
Answer choices:
100x < 5,700 + 75x
75x > 5,700 + 100x
100x > 5,700 + 75x
75x < 5,700 + 100x
Astha's account was greater than the amount of money in Henry's account is:
5700 + 100x > 75x
Why Astha's account was greater?Let's start by finding the total amount of money deposited by Astha and Henry after x weeks.
Astha deposited $100 into her account each week for x weeks, so the total amount she deposited is 100x.
Similarly, Henry deposited $75 into his account each week for x weeks, so the total amount he deposited is 75x.
To find the inequality that represents the situation when the amount of money in Astha's account was greater than the amount of money in Henry's account, we need to compare the total amount of money each of them deposited.
Astha started with $5,700 and deposited $100 each week for x weeks, so the total amount of money in her account after x weeks is:
5700 + 100x
Henry started with zero dollars and deposited $75 each week for x weeks, so the total amount of money in his account after x weeks is
75x
Therefore, the inequality that represents the situation when the amount of money in Astha's account was greater than the amount of money in Henry's account is:
5700 + 100x > 75x
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The number of revolutions
made by a tire traveling over a fixed distance
varies inversely with the radius of the tire. a
12-inch radius tire makes 100 revolutions to
travel a certain distance. how many
revolutions would a 16-inch radius tire require
a
to travel the same distance?
define variables
identify constant of variation
write an equation and show work (please can someone help with this stuff, my deadline is in 4 days)
A 16-inch radius tire would require 75 revolutions to travel the same distance as a 12-inch radius tire that made 100 revolutions.
Let's start by defining some variables. Let "r" represent the radius of the tire and "n" represent the number of revolutions it makes over a fixed distance. We are given that the number of revolutions is inversely proportional to the radius of the tire. This means that as the radius increases, the number of revolutions decreases, and vice versa. We can express this relationship mathematically as follows:
n = k/r
Here, "k" is the constant of variation, which remains the same for any given tire traveling over the same distance. To solve the problem, we need to find the value of "k" first. We know that a 12-inch radius tire makes 100 revolutions to travel a certain distance. Substituting these values into the equation, we get:
100 = k/12
Solving for "k," we get k = 1200. Now we can use this value to find the number of revolutions required by a 16-inch radius tire to travel the same distance:
n = 1200/16 = 75
Therefore, a 16-inch radius tire would require 75 revolutions to travel the same distance as a 12-inch radius tire that made 100 revolutions.
In summary, we defined the variables, identified the constant of variation, wrote the equation (n=k/r), found the value of the constant by using the given information, and used it to solve the problem by finding the number of revolutions required by a tire with a different radius.
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Please help with these Please explain if possibile
By using Pythagoras' theorem, triangle 3 and 4 is a right triangle, and others are not.
What is the triangle?
A triangle is a three-sided polygon with three vertices. The angle produced within the triangle is 180 degrees.
What is right-angled triangle?
A right-angled triangle is one with one of its interior angles equal to 90 degrees, or any angle is a right angle.
According to the given information:
The Pythagorean theorem states that " In a right-angled triangle, the square of the hypotenuse is equal to the sum of squares of the other two sides"
Let's check fig (3)
[tex]15^{2} =12^{2} +9^{2}[/tex]
225 = 144 + 81
225 = 225
both sides are equal, Therefore it is a right-angled triangle.
Let's check fig (4)
[tex]48.5^{2}=39^{2}+32.5^{2}[/tex]
2352.25 = 1521 + 1056.25
2352.25 ≠ 2577.25
Both sides are not equal, Therefore it is not a right-angled triangle.
Let's check fig (5)
[tex]11^{2}=9^{2}+\sqrt{115} ^{2}[/tex]
121 = 81 + 115
121 ≠ 196
Both sides are not equal, Therefore it is not a right-angled triangle.
Let's check fig (6)
[tex]16^{2} = 10^{2} + (2\sqrt{39}) ^{2}[/tex]
256 = 100 + 156
256 = 256
both sides are equal, Therefore it is a right-angled triangle.
Hence figure 3 and 6 is right angle triangle, others are not.
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A) What internal goods does mathematics offer? Discuss how these goods multiply when you share them with others. B) Discuss creative power and coercive power that you have witnessed in mathematical settings. C) How can teachers affirm their students' dignity as creative human beings in the ways they do mathematics?
A) Internal goods in mathematics include problem-solving skills, logical thinking, analytical reasoning, and a deep understanding of mathematical concepts.
B) Coercive power, on the other hand, might manifest when individuals impose their methods or beliefs on others, potentially stifling creativity and discouraging alternative perspectives.
C) Teachers affirm their students' dignity as creative human beings in the ways they do mathematics by creating a safe space, encourage exploration and expression, value the learning process, celebrate creativity and originality in problem-solving
A) When you share these goods with others, they multiply in the sense that others also develop these skills, fostering collaboration, and generating new ideas, ultimately contributing to the overall progress in the field of mathematics.
B) Creative power in mathematical settings can be seen when individuals or teams come up with innovative solutions to problems, develop new theories, or find unique ways to apply mathematics to real-world situations.
C) Teachers can affirm their students' dignity as creative human beings in the ways they do mathematics by:
1. Encouraging students to explore multiple solution methods and strategies, allowing them to find the approach that best suits their thinking style.
2. Valuing each student's input, ideas, and questions, creating a safe and supportive environment for them to express their thoughts.
3. Challenging students with open-ended problems that require creativity and critical thinking, emphasizing the importance of understanding concepts over rote memorization.
4. Recognizing and celebrating each student's unique strengths and contributions to the learning process, promoting a growth mindset and a sense of accomplishment.
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The cylinder below has a height of 6 centimeters and a radius of r1. The volume of the cylinder is 302 cubic centimeters.
Find the radius of the cylinder. Round to the nearest whole centimeter.
___ centimeters
Answer:
There is a cylinder with a height of 6 centimeters and a radius of r1, which has a volume of 302 cubic centimeters. It's fascinating to see how the volume of different shapes can vary based on their dimensions.
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There are approximately 2,720 people per square mile in Charlotte. If
Charlotte is 297. 7 square miles, approximately how many people live in
Charlotte?
Round to the nearest person.
809,304 people live in Charlotte, rounded to the nearest person.
To calculate the approximate population of Charlotte, you can use the given information:
Population density = 2,720 people per square mile
Area of Charlotte = 297.7 square miles
To find the total population, multiply the population density by the area:
Total population = Population density × Area
Total population = 2,720 people/sq mile × 297.7 sq miles
Total population ≈ 809,304 people
So, approximately 809,304 people live in Charlotte, rounded to the nearest person.
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Last year, Jane opened an investment account with . At the end of the year, the amount in the account had decreased by . How much is this decrease in dollars? How much money was in her account at the end of last year?
Decrease in amount:
Year-end amount:
1. The dollar decrease of Jane's investment account is $2,166.
2. The amount in Jane's account at the end was $5,434.
How much is this decrease in dollars?To get the decrease in dollars, we need to calculate 28.5% of $7,600.
The dollar decrease will be:
= 0.285 x $7,600
= $2,166
How much money was in her account?To find the amount, we must subtract the decrease from the initial amount. So, the end balance will be:
= $7,600 - $2,166
= $5,434
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Suki has $2 coins, $1 coins, and quarters in
her wallet. She owes her brother $2. 50. Use
an organized list to show all the possible
combinations of coins that she could use to
get exactly $2. 50
There are 4 possible combinations of coins that Suki could use to get exactly $2.50.
How to get the possible combinationsLet's denote the number of $2 coins as x, the number of $1 coins as y, and the number of quarters as z.
We need to find all the possible combinations of x, y, and z that satisfy the equation:
2x + y + 0.25z = 2.50
Here's the corrected organized list of combinations:
(1, 0, 2) → $2 + $1 + $0 = $2.50
(0, 2, 2) → $0 + $2 + $0.50 = $2.50
(0, 1, 6) → $0 + $1 + $1.50 = $2.50
(0, 0, 10) → $0 + $0 + $2.50 = $2.50
There are 4 possible combinations of coins that Suki could use to get exactly $2.50.
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1) What do you think this graph is suggesting regarding skill levels for future employment, give two suggestions..
2) What occupational group will people with a skill level 5 be able to join?
Answer:
1) I think the graph is suggesting that a higher level of skill, or degree, will ultimately help you get a better job easier and faster.
2) With a skill level of five, you can become a sales worker or labourer. It is a low percentage of people with a skill level five to become community and personal service workers.
Thanks for reading! Always work toward your dreams! :)
The temperature rose 9 degrees
between 11:00 A. M. And 4:00 P. M.
yesterday. The temperature at 4:00 P. M.
was 87°F. Xin Xin used the following
equation to find the temperature tat
11:00 A. M.
[ + 9 = 87
What was the temperature at
11:00 AM. ?
The temperature at 11:00 A.M. yesterday was 78°F.
To find the temperature at 11:00 A.M., we need to subtract 9 from the temperature at 4:00 P.M. because the temperature rose 9 degrees between those times. So, we can use the following equation:
Temperature at 11:00 A.M. = Temperature at 4:00 P.M. - 9
We know that the temperature at 4:00 P.M. was 87°F, so we can substitute that into the equation and solve for the temperature at 11:00 A.M.:
Temperature at 11:00 A.M. = 87 - 9
Temperature at 11:00 A.M. = 78°F
Therefore, the temperature at 11:00 A.M. yesterday was 78°F.
It's important to remember that when solving word problems like this, we need to pay close attention to the details and make sure we understand what the question is asking us to find. In this case, we needed to use the information given about the temperature rising 9 degrees between 11:00 A.M. and 4:00 P.M. to find the temperature at 11:00 A.M. By using the equation provided and substituting in the known values, we were able to solve for the unknown temperature at 11:00 A.M.
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In a certain high school, a survey revealed the mean amount of bottled water consumed by students each day
was 153 bottles with a standard deviation of 22 bottles. Assuming the survey represented a normal distribution,
what is the range of the number of bottled waters that approximately 68. 2% of the students drink?
The range of the number of bottled waters that approximately 68. 2% of the students drink is between 131 and 175 bottled waters per day.
The range of the number of bottled waters that approximately 68.2% of the students drink can be calculated using the empirical rule, also known as the 68-95-99.7 rule.
According to this rule, for a normal distribution:
Approximately 68.2% of the data falls within one standard deviation of the mean
Approximately 95.4% of the data falls within two standard deviations of the mean
Approximately 99.7% of the data falls within three standard deviations of the mean
falls within a certain number of standard deviations from the mean
Since we are interested in the range of values that approximately 68.2% of the students drink, we can start by calculating one standard deviation from the mean:
One standard deviation = mean ± standard deviation
= 153 ± 22
= 131 to 175
This answer is based on the empirical rule, which is a useful tool for understanding the spread of data in a normal distribution. It tells us that for a normal distribution, a certain percentage of the data
Therefore, approximately 68.2% of the students drink between 131 and 175 bottled waters per day.
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Suppose the height of a cylinder is cut in half and the radius is doubled. how will this affect the volume of the cylinder ?????
Cutting the height of a cylinder in half would divide its volume by 2, while doubling the radius would multiply its volume by 4. Therefore, the overall effect on the volume of the cylinder is to multiply it by 2. So, if the original volume of the cylinder was V, after cutting the height in half and doubling the radius, the new volume would be 2V.
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What is the slope of the linear function that models the data in the table?
The slope of the linear function that models the data in the table is -1.5. It was calculated by using the formula for slope (change in y divided by change in x) and plugging in the given coordinates. This means that for every increase of 2 in the x-value, the y-value decreases by 3.
To find the slope of the linear function that models the data in the table, we can use the slope formula
slope = (change in y)/(change in x)
We can choose any two points from the table to calculate the slope. Let's choose the points (-2,6) and (0,3)
change in y = 3 - 6 = -3
change in x = 0 - (-2) = 2
So the slope is
slope = (-3)/(2) = -1.5
Therefore, the slope of the linear function that models the data in the table is -1.5.
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--The given question is incomplete, the complete question is given
" What is the slope of the linear function that models the data in the table? "--
moving company is using a large shipping container to pack up several smaller boxes. The smaller boxes are cubes with each side length measuring
The larger container will hold 20 smaller boxes along its width, 40 boxes along its length, and 20 boxes along its height.
e this information to fill in the blanks below.
please look at the photo:(
The volume of one smaller box is 1 cubic foot.
Solution to Shipping Container ProblemThe volume of one smaller box is calculated by raising the length of its sides to the power of 3, so the volume of one smaller box is:
Volume (smaller box) = (1 foot)³ = 1 cubic foot
The number of smaller boxes that fit into a shipping container is obtained by multiplying the number of boxes that fit along each dimension, so the number of smaller boxes that fit into a shipping container is:
Number of smaller boxes = 20 boxes (width) × 40 boxes (length) × 20 boxes (height) = 16,000 boxes
To calculate the volume of the large shipping container, we need to multiply the length, width, and height of the container. Since each dimension is given in terms of the number of boxes it can hold, we need to multiply each dimension by the length of one smaller box (1 foot) to obtain the dimensions in feet. Therefore, the volume of the large shipping container is:
Volume of the large shipping container = 20 boxes (width) × 1 foot (length of one smaller box) × 40 boxes (length) × 1 foot (length of one smaller box) × 20 boxes (height) × 1 foot (length of one smaller box) = 16,000 cubic feet
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Projectile motion. the height, y metres, of a ball after it has been hit can be modelled by the equation y = -1/8x²+x+c, where x is the horizontal distance travelled by the object in metres and c is a constant. (i) given that the maximum height attained by the ball is 2.4 metres, find the value of c and the corresponding horizontal distance travelled by the ball.
The value of c is 0.4 and the corresponding horizontal distance travelled by the ball is 4 meters.
How to solve projectile equations?
We are given the projectile equation:
y = -1/8x² + x + c
To find the value of c, we can use the fact that the maximum height attained by the ball is 2.4 meters. The maximum height occurs at the vertex of the parabola, which is given by:
x = -b/2a
where a = -1/8 and b = 1.
Therefore,
x = -(1)/(2*(-1/8)) = 4
So, the corresponding horizontal distance travelled by the ball is 4 meters.
Now, we can use the maximum height attained by the ball to solve for c.
y = -1/8x² + x + c
Substituting x = 4 and y = 2.4, we get:
2.4 = -1/8(4)² + 4 + c
2.4 = -1/8(16) + 4 + c
2.4 = -2 + 4 + c
c = 0.4
Therefore, the value of c is 0.4.
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The diagram represents a model of a ramp the skateboard club wants to create at the neighborhood skate park. If one pint of paint covers 200 square inches, how many pints of paint will the club need to purchase? Paint is only sold in whole pints.
The number of pints of paint that the club will need is given as follows:
2 pints of paint.
How to obtain the amount of paint?Before obtaining the amount of paint, we must obtain the surface area of the figure.
The figure in this problem is composed as follows:
One rectangle of dimensions 19 in and 8 in.One rectangle of dimensions 6 in and 19 in.Two right triangles of sides 6 in and 8 in.Hence the surface area is given as follows:
S = 19 x 8 + 19 x 6 + 2 x 0.5 x 6 x 8
S = 314 in².
If one pint of paint covers 200 square inches, hence the number of pints is given as follows:
314/200 = 2 -> rounded up, as there is not a decimal amount of pints, and one pint is not enough.
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solve each system by substitution
y=-2x-7
2x-8y=-16
NEED ANSWERS ASAP
Peter creates a square pyramid
model for History class. The
base of the pyramid has an
area of 20 square inches. Each
triangle has an area of 10
square inches. If Peter wants to
cover the entire pyramid with
gold paper, how much paper
will he need?
WILL GIVE BRAINLIEST TO THE CORRECT ANSWER
Peter will need 60 square inches of gold paper to cover the entire square pyramid for his History class.
You need to find the total surface area of the square pyramid that Peter creates for his History class to determine how much gold paper he will need. This can be done as follows.
1: Identify the given information.
Base area: 20 square inches
Triangle area: 10 square inches
2: Determine the number of triangles in a square pyramid.
A square pyramid has 4 triangular faces.
3: Calculate the total area of the triangular faces.
Multiply the area of one triangle by the number of triangles: 10 square inches x 4 = 40 square inches.
4: Calculate the total surface area of the pyramid.
Add the base area and the total area of the triangular faces: 20 square inches (base) + 40 square inches (triangles) = 60 square inches.
Hence, the gold paper to cover the entire square pyramid is 60 square inches.
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PLS HELP ASAP 50 POINTS AND BRAINLEIST!!!
Explain how the arc BX, central angle BCX, and inscribed BNX are connected. what are the relationships between them?
Answer:
[tex]\overset{\frown}{BX}=\angle BCX=2\angle BNX[/tex]
Step-by-step explanation:
A chord is a straight line joining two points on the circle.
Therefore, the chords in the given diagram are BN and XN.
An inscribed angle is the angle formed (vertex) when two chords meet at one point on a circle.
Therefore, the inscribed angle in the given diagram is BNX.
An intercepted arc is the arc that is between the endpoints of the chords that form the inscribed angle.
Therefore, the intercepted arc in the given diagram is BX.
The radius is a straight line joining the center to a point on the circle.
Therefore, the radii in the given diagram are CB and CX.
The central angle of a circle is the angle formed at its center by two radii.
Therefore, the central angle in the given diagram is BCX.
[tex]\hrulefill[/tex]
The measure of the central angle of a circle is equal to the measure of the corresponding intercepted arc. Therefore:
[tex]\angle BCX=\overset{\frown}{BX}[/tex]
According to the Inscribed Angle Theorem, the measure of an inscribed angle is half the measure of the intercepted arc. Therefore:
[tex]\angle BNX=\dfrac{1}{2}\overset{\frown}{BX}[/tex]
So the relationship between the arc BX, the central angle BCX and the inscribed angle BNX is that both the arc and central angle are equal to twice the inscribed angle:
[tex]\overset{\frown}{BX}=\angle BCX=2\angle BNX[/tex]