At a DBE lecture of 100 students, there are 29 women and 23 men. Out of these students, 4 are teachers and 24 are either men or teachers. Find the number of women teachers attending the lecture?

Answer:

-10.5

Step-by-step explanation:

Greater a negative number the smaller it is.

Answer:

-10.5

Step-by-step explanation:

If you think about a number line

-4 , -3 , -2 , -1 , 0 , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11

We can see that when we go →, the numbers increase and we can when we go ←, the numbers decrease. Since -12.5 in farther down the line it is smaller than -10.5

Answer:

a=k1[tex]\sqrt[3]{B}[/tex]

B=125

Step-by-step explanation:

Given :

a=3

B=64

According to question

a ∝ [tex]\sqrt[3]{B}[/tex]

therefore

a=k1 [tex]\sqrt[3]{B}[/tex]........Eq(1)

K1=[tex]\frac{a}{\sqrt[3]{B} }[/tex]......Eq(2)

Putting the value of a and B we get in Eq(2) we get

[tex]K1=\frac{3}{4}[/tex]

Putting the value of k1 in Eq(1)

[tex]a=\frac{3}{4}\sqrt{B}[/tex] .......................Eq(3)

putting the value of a=15/4 IN Eq(3) we get

[tex]\frac{15}{4}\ =\frac{3}{4} \sqrt[3]{B} \\\\\sqrt[3]{B}\ =\ 5\\Cubing\ both\ side\ we\ get\\B=125[/tex]

Answer:

solution,

[tex]tan \: theta = \frac{perpendicular}{base} \\ tan \: (53) = \frac{bc}{ac} \\ tan \: (53) = \frac{26.23}{ac} \\ ac = \frac{26.23}{0.4311} \\ ac = 60.84 \: feet[/tex]

Hope this helps...

Good luck on your assignment..

Answer:

150

Step-by-step explanation:

5 × 3 ÷ 5 + 9 ÷ 7 × 9 × 4 × 3 ÷ 5 × 7 ÷ 5

3 + 7 × 3 × 7

3+147

150

Answer:

I think its 8

Step-by-step explanation:

Answer:

1. Integer, rational, and real

Step-by-step explanation:

Remember:

(This is how my teacher taught it; yours may have done it differently)

Real numbers are numbers that can be plotted on a number line.

Rational numbers can be represented as a fraction (if they can't be represented as such they are irrational).

Integers are natural numbers, the opposite of natural numbers, and zero.

Whole numbers are natural numbers and zero.

Natural numbers are numbers you can count with.

-61 fits under real numbers, rational numbers, and integers. Assuming you want to be as specific as possible, the answer will be 1. Integer, rational, and real.

Answer:

6x³ - 17x² + 11x - 2

Step-by-step explanation:

The cubic polynomial in general form is:

zeroes are

then we can get the polynomial as:

So the required polynomial is:

Answer:

f(x) = 6x³ - 17x² + 11x - 2

Step-by-step explanation:

Given the zeros x = 2, x = [tex]\frac{1}{3}[/tex], x = [tex]\frac{1}{2}[/tex] then the factors ar

(x - 2), (x - [tex]\frac{1}{3}[/tex] ), (x - [tex]\frac{1}{2}[/tex] )

By equating the fractional factors to zero we can express them as integer factors, that is

x - [tex]\frac{1}{3}[/tex] = 0 ( multiply through by 3 )

3x - 1 = 0

x - [tex]\frac{1}{2}[/tex] = 0 ( multiply through by 2 )

2x - 1 = 0

Thus the factors are (x - 2), (3x - 1), (2x - 1)

The polynomial is then the product of the factors.

f(x) = (x - 2)(3x - 1)(2x - 1) ← expand last 2 factors using FOIL

     = (x - 2)(6x² - 5x + 1) ← distribute

     = 6x³ - 5x² + x - 12x² + 10x - 2 ← collect like terms

f(x) = 6x³ - 17x² + 11x - 2 ← cubic polynomial

Answer:

x = 21/10

Step-by-step explanation:

3/10 = x/7

Cross multiply.

10x = 21

x = 21/10

Answer:

x is 21/10

Step-by-step explanation:

3/10 = x/7

Multiply through by the LCM of 10 and 7 which is 70

we have

3/10 × 70 = x/7 × 70

21 = 10x

Divide both sides by 10

We have

21/10 = 10x /10

x = 21/10

Hope this helps you

Answer: Yes.

Step-by-step explanation: In each bracket, there is an odd and even number.

Answer:

Christa walked faster and farther than Stephen.

Step-by-step explanation:

Answer:

Step-by-step explanation:

If you think of the y-axis is the "distance" axis (in feet for example), and the x-axis as the time axis (in minutes for example), then what you have is a velocity graph (velocity is the distance traveled divided by the time it takes to get there). If you haven't moved at all, your time is 0 (ON the y-axis) and the distance value (the y-intercept) is where you started. In other words, if no time has gone by, I haven't moved from my initial position yet. So the y-intercept of both of those equations serves as the intial distance each is from school.

In the equation y = mx + b, b is the y-intercept. The y-intercept in Christa's equation is 1300 (in feet) which means that before she leaves her house for school (no time has gone by yet), her initial distance from school is 1300 feet. Likewise, for Stephen. The y-intercept in his equation is 1000, so his initial distance from school is 1000 feet. Christa lives farther away than does Stephen.

Now for the rate they are each walking...

Rate is also (sort of the same thing as) velocity. It is represented in our equation by the m. In a "regular" slope-intercept equation, this would be the slope. Slope is the rate at which something is changing. Since our graph is a velocity graph--distance over time--our slope represents the distance each covers for every minute they walk. Christa's velocity is 100 feet per minute and Stephen's is 60 feet per minute. From this we can determine that Christa walks faster because she covers more feet per minute than does Stephen.

The equations are both negative because they are shortening their distances to the school. By this I mean that as they continue walking to school and the amount of time that goes by gets greater, the distance they are from the school gets smaller.

Hope this helps you understand what linear equations actually mean to the real world!

Answer:

Step-by-step explanation:

Step 1. Calculate the measures of center (mean and median)

Mean= Average= All data values added together then divided by number of data values.

Median = middle of numbers

So, number of data values = 3+2+5+1+3+8+3+1= 26

Data values added together = 0 + 4+4+4+5+5+5+5+5+5+5+5+6+6+6+7+8+8+8+8+8+9+9+10+10+10= 165

165/26= 6.34615384

Average = 6.3

Median: Arrange numbers from least to greatest and eliminate one on both sides until you get a middle number:

0 , 4,4,4,5,5,5,5,5,5,5,5,6,6,6,7,8,8,8,8,8,9,9,10,10,10

The median is 6.

Step 2: Calculate range, IQR, and MAD

Range: Maximum- minimum

IQR: The IQR is the difference between Q3 and Q1.

Q1 is the middle value in the first half of the data set.

Q3 is the middle value in the second half of the data set.

MAD:

Range: 10-0= 10

IQR: 3

MAD (population) : 1.9378698224852

MAD (sample) : 1.9378698224852

z = 2/5x + 1/5y + 4/5

Step 1: Add -x to both sides

Step 2: Add y to both sides

Step 3: Divide both sides by 5

Answer:

z= [tex]\frac{2x}{5} + \frac{4}{5} +\frac{1y}{5}[/tex]

Step-by-step explanation:

first get the variable z on one side by itself

5z + x – y = 3x + 4

-x                  -x

5z – y = 2x + 4

+y           +y

5z = 2x + 4+y

divide by 5 to get the answer for the variable z

5z = 2x + 4+y

[tex]\frac{5z}{5} = \frac {2x + 4+y}{5}\\[/tex]

z= [tex]\frac{2x}{5} + \frac{4}{5} +\frac{1y}{5}[/tex]

HOPE THIS HELPS:)

Answer:

multiply the bottom equation by 3

Step-by-step explanation:

we multiply to make the values of x same

9x+5y=1

-3x+2y=10 after= -9x+6y=10 thus one can eliminate the x value 9x

Answer: C=0.20p

Step-by-step explanation:

As you could see if you print 10 photos you will have to pay 2 dollars which means if you print 1 photo you will have to pay 20 cents.

The terms that are not polynomial are x2/3 + v3x+1. The correct option is B.

The portions of the equation that are often separated by "+" or "-" signs are known as polynomial terms. Thus, each term in a polynomial expression is a portion of the polynomial. For instance, there will be 3 terms in a polynomial like 2 x 2 + 5 + 4 for example.

x2/3 + √3x+1 is not a polynomial term because the power is in a fraction in the polynomial term, the power is not in a fraction.

Therefore, the correct option is B. x2/3 + v3x+1.

To learn more about polynomial terms, refer to the link:

https://brainly.com/question/11536910

#SPJ1

Answer:

3/8.

Step-by-step explanation:

The probability of a head or a tail on one toss of a single coin is 1/2.

So the required probability when 3 coins are tossed of getting say 3 heads  = (1/2)*3 = 1/8.

The probabilities are multiplied because each event ( 1 coin tossed) is independent of the others.

There are  3 ways to get 2 H and 1 tail  (HHT, HTH and THH) so the answer is  3 * 1/8

= 3/8.

Answer:

3/8 or 0.375 or 37.5%

Step-by-step explanation:

You have three coins. The probability of getting a head or a tail for each coin is 1/2. So,

[tex]\frac{1}{2}[/tex] × [tex]\frac{1}{2}[/tex] × [tex]\frac{1}{2}[/tex] = [tex]\frac{1}{8}[/tex]

There are 8 possible combinations that can come from tossing 3 coins at the same time: HHH, HHT, HTH, HTT, THH, THT , TTH , or TTT.

Every time you toss the 3 coins, there is a [tex]\frac{1}{8}[/tex] chance that you get either of these combinations. So,

[tex]\frac{1}{8}[/tex] + [tex]\frac{1}{8}[/tex] + [tex]\frac{1}{8}[/tex] = [tex]\frac{3}{8}[/tex]

The probability of tossing 2 tails and 1 head is 3/8.

Hope this helps.

Answer:

Last equation given in the list of possible answers:

5 ( 1.5 + 1.5 + x ) = 25

Step-by-step explanation:

We need to include in the total addition of miles ridden during the week:

a) 1.5 miles to the school

b) 1.5 miles from school back home

c) x miles for the evening ride

so for the miles ridden per day we have: "1.5 +1.5 + x"

Now, since per week she does 5 days like this, then we need to multiply the expression above by 5 in order to total the number of miles she rides weekly (25 miles)

5 ( 1.5 + 1.5 + x ) = 25

And we can use this equation to find the amount "x" that Rin rides in the evening.

Answer:

The answer is D.5 (1.5 + 1.5 + x) = 25

Step-by-step explanation:

Answer:

-2y=-6(2)-4

-2y=-12-4

-2y/-2=-16/-2

y=8

=======================================================

Explanation:

The upper boundary, or upper bound, is a fence of sorts.

Note how the following values all round to 34.9, when rounding to one decimal place

We can keep going with the pattern of 9s at the end and whatever value you form will still round to 34.9; so you can see that there is no largest value we can reach that will round to 34.9

All of those values are slowly approaching 34.95, which is the upper fence I mentioned. We can get closer and closer to this value, but we can't actually reach it. Otherwise, 34.95 will round to 35.0

Answer:

The answer is below

Step-by-step explanation:

In circle O, RT and SU are diameters. Circle O is shown. Line segments S U and R T are diameters. Line segment O V is a radius. Point V is between points R and U. Angle S O R is (13 x) degrees and angle T O U is (15 x minus 8) degrees. If mArc R V = mArc V U , what is mArc V U ? 47° 52° 64°  87°

Given that:

mArc R V = mArc V U, Angle S O R = 13 x degrees and angle T O U = 15 x - 8 degrees

∠SOR = ∠TOU  (Vertically opposite angles are equal). Therefore:

13 x = 15x - 8

solving by calculating the value of x to satisfy the equation: Subtracting 13x from both sides

13x - 13x = 15x - 8 - 13x

0 = 15x - 13x - 8

2x - 8 = 0

Adding 8 to both sides:

2x - 8 + 8 = 0 + 8

2x = 8

2x/2 = 8/2  

x = 4

∠SOR = 13x = 13(4) = 52°

∠TOU = 15x - 8 = 15(4) - 8 = 60 - 8 = 52°

Let a = mArc R V = mArc V U

Therefore:

mArc R V + mArc V U + ∠TOU = 180 (sum of angles on a straight line)

Substituting:

a + a + 52 = 180

2a = 180-52

2a = 128

a = 128/2

a= 64°

mArc R V = mArc V U = 64°

Answer:

C) 64 degrees

Step-by-step explanation:

just took the test on edg2020

Answer:

Volume of the water droplet = 0.00001 cubic meter

Step-by-step explanation:

∵ 100 centimetres = 1 meter

∴ 1 centimetre = [tex]\frac{1}{100}[/tex] meter

                       = 0.01 meter

Volume of a water droplet = 0.1 cubic centimetre

                                            = 0.1 (centimetre)³

By putting 1 centimetre = 0.01 meter

Volume of the water droplet = 0.1 (0.01 meter)³

                                                 = 0.1 × (0.01)³ meter³

                                                 = 0.1 × 0.0001 meter³

                                                 = 0.00001 meter³

Answer:

9

Step-by-step explanation:

8−2⋅3+7

PEMDAS

Multiply and divide first

8−6+7

Then add and subtract

2+7

9

Answer:

9

Step-by-step explanation:

Remember to follow the order of operations, PEMDAS.  Note that PEMDAS =

Parenthesis

Exponent (& Roots)

Multiplication

Division

Addition

Subtraction

First, multiply -2 with 3:

-2 * 3 = -6

Next, follow the left -> right rule. First subtract, then add:

8 - 6 = 2

2 + 7 = 9

9 is your answer.

~

Answer:

  192 cm^3/min

Step-by-step explanation:

Differentiating the volume expression, we get ...

  dV/dt = 2xh(dx/dt) +x^2(dh/dt)

We are given that ...

  x = 4 cm, dx/dt = 2 cm/min, h = 15 cm, dh/dt = -3 cm/min

Putting these values into the formula for volume rate of change, we get ...

  dV/dt = 2(4 cm)(15 cm)(2 cm/min) +(4 cm)^2(-3 cm/min)

  = 240 cm^3/min -48 cm^3/min

  dV/dt = 192 cm^3/min

Answer:

No, the weight loss program doesn't have statistical​ significance.

Step-by-step explanation:

We are given that in a study of a weight loss​ program, 7 subjects lost an average of 41 lbs.

It is found that there is about a 40% chance of getting such results with a diet that has no effect.

Firstly, statistical significance means that the event is sure to be happen and there is a proper statistical calculation behind it.

But here it is stated that there is a 40​% chance of getting such results with a diet that has no effect which means that the event is unlikely to happen by chance and it is just a prediction so, the weight loss program is not statistically significant.

Now, practically significant means that there is a large difference in the subjects being tested.

Here, the weight loss program is considered to be practically significant because there is a large amount of weight loss of 43 lbs of the subjects which is a large amount.

Answer:

24x-8y

Step-by-step explanation:

8(3x-y) - distributive property

24x-8y

Answer:

24x - 8y.

Step-by-step explanation:

8(3x - y) = 8 * 3x - 8 * y = 24x - 8y

Hope this helps!

Answer:

m-2times 4

Step-by-step explanation:

Answer:

n/4 -1

Step-by-step explanation:

i got it from khan

Answer:

D

Step-by-step explanation:

The y values change by -26 - (-10) = -16 in the interval and the x values change by 5 - 3 = 2 so the average rate of change is -16 / 2 = -8.

Answer:

D. -8

Step-by-step explanation:

Risked it all for my grades.

Answer:

researcher B with 15 participants will be associated with a larger standard error

Step-by-step explanation:

Standard error can be expressed mathematically as;

E = zr/√n ......1

Where

z = z value of test statistics

r = standard deviation

n = number of samples

From equation 1, given that the standard deviation and the z value for the two researchers are thesame, then we can say;

E = zr/√n

E = k/√n

E1/E2 = √(n2/n1)

n1 = 25

n2 = 15

E1/E2 = √(15/25)

E1/E2 = 0.774596669241

E1 = 0.77E2

Therefore, E1 is less than E2

E1 < E2

And also the larger the number of samples the lower the standard error.

Since researcher B have a lower number of samples it will have a larger standard error.

So, researcher B with 15 participants will be associated with a larger standard error

Answer:

The three roots have a multiplicity of 2

Step-by-step explanation:

The zeros of the function refers to those points on the x-axis on which the curve passes through

These are the points -2,0 and 4

Now we want to determine which of these points has a multiplicity of 2?

The correct answer is that all have a multiplicity of 2 since 2 can be factored out

2(-1) , 2(0) and 2(2)

Answer:

the answer is A. none