Team People on Each Team A 7 B 3 C 7 D 5 E 6 F 7 G 8 H 5 I 3 J 5 K 7 Think about a line plot using the data from the table. Which statement is true?

Think about a line plot using the data from the table. Which statement is true?

A. The greatest value with a dot above it is 11.

B. There will be 11 dots in total.

C. There will be 4 more dots above 7 than above 8.

D. There will be 5 dots above 7.

Answers

Answer 1

Statement " There will be 5 dots above 7" is true. Therefore, option D is the correct answer.

A line plot is an effective way to visualize and compare data in a table. In this case, the line plot would show the total number of people on each team, with dots representing the values.

The greatest value in the table is 11, but this would not be represented with a dot in the line plot. There will be 11 dots in total, representing the 11 teams listed in the table.

There will be 4 more dots above 7 than above 8, since there are 4 teams with 7 people on each team and only 3 teams with 8 people on each team.

Finally, there will be 5 dots above 7, since there are 5 teams with 7 or more people on each team.

Therefore, option D is the correct answer.

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Team People On Each Team A 7 B 3 C 7 D 5 E 6 F 7 G 8 H 5 I 3 J 5 K 7 Think About A Line Plot Using The

Related Questions

ayer compre 3/4 y hoy 1/2 cuantos kilogramos tengo en total porfaaaaaaaaaaa

Answers

Based on the above, Since Ana bought 3/4 kg of lanzones and 1/2 kg of apples,  Ana bought 1  1/4 kilograms of fruits in all.

What is the kilograms?

To be able to find out how many kilograms of fruits Ana bought in total, you have to add the amount of lanzones and apples she have.

Ana = 3/4 kg of lanzones

Ana = 1/2 kg of apples

So it will be:

3/4 + 2/4 = 5/4

Therefore, Ana will have bought a total of 5/4 kilograms of fruits.

To convert it to a mixed number, you need to divide the numerator by the denominator:

5 ÷ 4 = 1 remainder 1

So, the mixed fraction will  be 1  1/4 kg.

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See full question below

Ana bought 3/4 kg of lanzones and 1/2 kg of apples. How many kilograms of fruits did she buy in all?​

I'm Serena. For a science project, my friend Jack and I are launching three model rockets, one after another. We launch the first rocket, and then 3 seconds later, we launch the next one. And we're launching the final rocket three seconds after that, from a platform that is 20 feet high.
For our project, we need to predict the paths for all three rockets. We also need to estimate when they will all be in the air at the same time. [A graph that shows "Height of rocket (feet)" on the y-axis and "Time (seconds)" on the x-axis is shown. A red downturned parabola is shown and labeled "Path of the first rocket."]
We have calculated the path of the first rocket. It looks like this: a parabola that opens down. The y-axis is the height of the rocket in feet, and the x-axis is the time in seconds.
My friend Jack thinks we need to recalculate the graphs for the other two model rockets. But since the rockets are all the same, I think we can just shift the graph of the first rocket to find the graphs for the other two. [The graph is duplicated in green and shifts to the right, and then again in blue and shifts to the right and up. Then the rockets blast off again.]
What do you think? How can we use the graph of the first rocket to create the graphs of the second and third rockets? When will all three rockets be in the air at the same time?Evaluate the Conjectures:
2. Do you agree with Serena that you can draw the graphs for the other two rockets by shifting the functions? Or do you think that Jack is correct that you need to recalculate the other two? Explain. (2 points)
Analyzing the Data:
Suppose that the path of the first model rocket follows the equation
h(t) = −6 • (t − 3.7)2 + 82.14,
where t is the time in seconds (after the first rocket is launched), and h(t) is the height of each rocket, in feet.
Compare the equation with the graph of the function. Assume this graph is a transformation from f(t) = –6t2. What does the term –3.7 do to the rocket's graph? What does the value t = 3.7 represent in the science project? (What happens to the rocket?)
Again assuming a transformation from f(t) = –6t2, what does the term 82.14 do to the rocket's graph? What does the value h(t) = 82.14 represent in the science project? (What is happening to the rocket?) (2 points)
Serena and Jack launch the second rocket 3 seconds after the first one. How is the graph of the second rocket different from the graph of the first rocket? Describe in terms of the vertical and horizontal shift.
What is the equation of the second rocket?
They launch the third rocket 3 seconds after the second rocket and from a 20-foot-tall platform. What will the graph of the third rocket look like? Describe in terms of the vertical and horizontal shift.
What is the equation of the third rocket?
Answer the following questions about the three rockets. Refer to the graph of rocket heights and times shown above.
a. Approximately when is the third rocket launched?
b. Approximately when does the first rocket land?
c. What is the approximate interval during which all three rockets are in the air?

Answers

Answer:

Regarding the conjecture of Serena and Jack:

Serena suggests that they can use the graph of the first rocket and shift it to find the graphs for the other two rockets. This means that the paths of the rockets are similar, and the only difference is the time of launch. Jack suggests that they need to recalculate the graphs for the other two rockets, which means that the paths of the rockets are different.

In this scenario, Serena is correct. Since the rockets are identical, they will follow the same path, but with a different time of launch. Thus, they can use the graph of the first rocket and shift it to the right to get the graph of the second rocket and shift it further to the right and up to get the graph of the third rocket.

Analyzing the equation:

The equation for the first rocket's path is h(t) = -6(t-3.7)^2 + 82.14. Assuming that the graph is a transformation from f(t) = -6t^2, the term -3.7 shifts the graph horizontally to the right by 3.7 seconds. This means that the first rocket was launched 3.7 seconds before the time t in the equation. The value t = 3.7 represents the time when the first rocket was launched.

The term 82.14 shifts the graph vertically up by 82.14 feet. This means that the initial height of the rocket is 82.14 feet above the ground. Therefore, the value h(t) = 82.14 represents the initial height of the rocket.

Equation of the second rocket:

The second rocket is launched 3 seconds after the first rocket. This means that the graph of the second rocket is a horizontal shift of the first rocket's graph by 3 seconds. Therefore, the equation of the second rocket is:

h(t) = -6(t-6.7)^2 + 82.14

This is because the launch time of the second rocket is t = 6.7 seconds (which is 3 seconds after the first rocket's launch).

Description of the third rocket's graph:

The third rocket is launched 3 seconds after the second rocket and from a 20-foot-tall platform. This means that the graph of the third rocket is a horizontal shift of the second rocket's graph by 3 seconds and a vertical shift upwards by 20 feet. Therefore, the equation of the third rocket is:

h(t) = -6(t-9.7)^2 + 102.14

This is because the launch time of the third rocket is t = 9.7 seconds (which is 3 seconds after the second rocket's launch).

Answers to the questions:

a. The third rocket is launched at approximately t = 9.7 seconds.

b. The first rocket lands when h(t) = 0. Solving -6(t-3.7)^2 + 82.14 = 0 gives t = 5.16 seconds (approximate).

c. The approximate interval during which all three rockets are in the air is from t = 6.7 seconds (when the second rocket is launched) to t = 14.46 seconds (when the first rocket lands).

in the diagram of a quadrilateral below the variables represent the lengths of the
sides, in inches
Answer
6-2
[not drawn to scale]
White an expression using the variables band that could be used to find the
perimeter of the quadrilateral.
-5
Show your work.
1 b = 11 and c = 15, what is the perimeter of the quadrilateral?

Answers

The perimeter of the quadrilateral is  b + 2c - 2 inches

How to determine the perimeter

To determine the value of the perimeter, we need to know the properties of a quadrilateral.

These properties includes;

They are known to have four verticesThey are known to have four sides.The sum of all interior angles of a quadrilateral is 360°.They have two diagonals.A quadrilateral can be seen as a regular or irregular shape

The perimeter of a quadrilateral is expressed as;

Perimeter = A + B + C + D

add the values of the sides

Substitute the values, we have;

Perimeter = b + c + b - 2 + c - b

collect the like terms

Perimeter = b + 2c - 2

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solve
2|x| = 3 i need help

Answers

Answer: [tex]x_1 = -\frac{3}{2} \\x_2 = \frac{3}{2} \\\\[/tex]

X could equal either -3/2, or 3/2 because x is made into an absolute value

Answer:

[tex]x = 1 \frac{1}{2} \: \\ x = - 1 \frac{1}{2} [/tex]

Step-by-step explanation:

If we're solving for x, then we should divide both sides by 2 and then simplify.

[tex](2 |x| = 3) \div 2[/tex]

[tex] |x| = \frac{3}{2} [/tex]

This gives us the final answer of

[tex]x = ±\frac{3}{2} [/tex]

Which can be simplified into:

[tex]x = 1\frac{1}{2} , \: - 1\frac{1}{2} [/tex]

help me please quickly

Answers

the answer is B

B

because the answer B make the most sense to me and hopefully this helps

Pythagoras theorem: In a right triangle, if the hypotenuse, perpendicular, and base are its sides, then as per the theorem, the square of the hypotenuse side is equal to the sum of the square of the base and the square of the perpendicular. Hence, if we know any two sides, then we can easily find the third side of the triangle.

C. 20 ft, 20 ft, 50 ft correct?

Which is a function

Answers

For each relation, we would determine whether or not it is a function as follows;

Relation 1 is: B. not a function

Relation 2 is: A. function.

Relation 3 is: B. not a function

Relation 4 is: A. a function.

How to determine the relations that represent functions?

In Mathematics and Geometry, a function is generally used for uniquely mapping an independent value (domain or input variable) to a dependent value (range or output variable).

This ultimately implies that, an independent value (domain) represents the value on the x-coordinate of a cartesian coordinate while a dependent value (range) represents the value on the y-coordinate of a cartesian coordinate.

Based on relations 1 and 3, we can logically deduce that they do not represent a function because their independent value (domain) has more than one dependent value (range).

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TALL BUILDING Rob wants to estimate how tall his school building is. The building casts a shadow that is 30 feet long. If Rob' is 6 feet tall and casts a shadow 2 feet long, how tall is the building?

Answers

The height of the building, found using the equivalent ratios of the corresponding sides of the similar triangles formed by Rob, the building and the shadows is 90 feet

What are similar triangles?

Similar triangles are triangles that have the same shape but may have different sizes.

The length of the shadow cast by the building = 30 feet

Rob's height = 6 feet

The length of Rob's shadow = 2 feet long

The height of the building can be found from the similar right triangles formed by the building and the building's shadow and the triangle formed by Rob and Rob's shadow as follows;

Let h represent the height of the building, we get;

h/30 = 6/2 = 3

h = 30 × 3 = 90

The height of the building is 90 feet tall

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What is the quadratic regression equation that fits these data?
OA. 9-0.3x+30.3
X
1
2
3
4
5
OB.-29.8(0.99)
OC.9 -0.3x² + 30.3x -0.11
OD.9=2.4x2-14.4x+46.8
y
35
27
24
28
33

Answers

The quadratic regression equation for the data is given as follows:

y = 2.4x² - 14.4x + 46.8.

How to find the equation of quadratic regression?

To find the quadratic regression equation, we need to insert the points (x,y) into a quadratic regression calculator.

The points for this problem are taken from the table, as follows:

(1, 35), (2, 27), (3, 24), (4, 28), (5, 33).

Inserting these points into a calculator, the equation is given as follows:

y = 2.4x² - 14.4x + 46.8.

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West High School has 3,000 students. East High School has 1/10 as many students as West High School. How many students are there at East High School?

Answers

Answer:

There are 300 students at East High School.

Step-by-step explanation:

East High School has 1/10 as many students as West High School, which means that the number of students at East High School is equal to 1/10 of the number of students at West High School.

To find out how many students are at East High School, we can multiply the number of students at West High School by 1/10:

East High School = West High School x 1/10East High School = 3000 x 1/10East High School = 300

Therefore, there are 300 students at East High School.

Answer:

East High School has 1/10 × 3,000 = 300 students.

the sum of a numberator and a denominator of a fraction is 4140. when reduced fraction, it is 7/13

Answers

Let the numerator be represented by x and the denominator be represented by y.

From the problem, we know that x + y = 4140.

We also know that the fraction reduces to 7/13. This means that x/y = 7/13.

We can use these two equations to solve for x and y:

x/y = 7/13

x = (7/13)y

Substitute this into the first equation:

(7/13)y + y = 4140

(20/13)y = 4140

y = (13/20) * 4140

y = 2739

Now that we know y, we can find x:

x + 2739 = 4140

x = 1401

Therefore, the numerator is 1401 and the denominator is 2739.

Tessa’s gpa for three semesters was 3.35 for 46 course units and for her fourth semester gpa was 3.74 for 12 course units. What is Tessa’s cumulative gpa for all four semesters

Answers

Tessa's cumulative GPA for all four semesters is 3.44.

To find Tessa's cumulative GPA, we first need to calculate the total number of course units she has taken. For the first three semesters, she took 46 course units. For the fourth semester, she took 12 course units. So, in total, she has taken 46 + 12 = 58 course units.

Next, we need to calculate her total grade points. To do this, we multiply her GPA for each semester by the number of course units she took in that semester, and then add up the results. For the first three semesters, her total grade points are:

3.35 x 46 = 154.1

For the fourth semester, her total grade points are:

3.74 x 12 = 44.88

So her total grade points for all four semesters are:

154.1 + 44.88 = 198.98

Finally, we divide her total grade points by the total number of course units she has taken:

198.98 / 58 = 3.44

Therefore, Tessa's cumulative GPA for all four semesters is 3.44.

A quiz consists of 20 multiple-choice questions, each with 4 possible answers. for someone who makes random guesses for all of the answers, find the probability of passing if the minimum passing grade is 60 %.

Answers

The probability of passing the quiz by randomly guessing answers is very low, approximately 0.02%.

To pass the quiz with a minimum passing grade of 60%, a person needs to answer at least 12 questions correctly out of the 20 total questions.

If a person is making random guesses for all of the answers, the probability of guessing one question correctly is 1/4, since there are 4 possible answers for each question. The probability of guessing one question incorrectly is 3/4.

Using the binomial probability formula, we can find the probability of passing the quiz by correctly guessing at least 12 questions:

P(X >= 12) = 1 - P(X < 12)

where X is the number of questions answered correctly.

P(X < 12) = sum of the probabilities of getting 0, 1, 2, ..., or 11 questions correct:

P(X < 12) = C(20,0)(1/4)⁰(3/4)²⁰ + C(20,1)(1/4)¹(3/4)¹⁹ + ... + C(20,11)(1/4)¹¹(3/4)⁹

where C(20,0), C(20,1), ..., C(20,11) are the binomial coefficients.

We can use a calculator or a computer to evaluate this sum of probabilities, or we can use a normal approximation to the binomial distribution if we assume that np = 20(1/4) = 5 and n x (1-p) = 20 x (3/4) = 15 are both greater than 10.

Using the normal approximation, we can find the mean and standard deviation of the binomial distribution:

mean = np = 20(1/4) = 5

Standard deviation = √(np(1-p)) = √(20*(1/4) x (3/4)) = √(15/2) = 1.94 (rounded to 2 decimal places)

Then, we can standardize the distribution by subtracting the mean and dividing by the standard deviation:

z = (12 - 5) / 1.94 = 3.61 (rounded to 2 decimal places)

Using a standard normal distribution table or a calculator, we can find the probability of getting a z-score greater than 3.61:

P(Z > 3.61) = 0.0002 (rounded to 4 decimal places)

Therefore, the probability of passing the quiz by randomly guessing answers is very low, approximately 0.02%.

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Find the derivative of the given function.
y=4x² (5-7x)^8

Answers

Answer:

To find the derivative of the given function, we will use the product rule and the chain rule of differentiation.

Let u = 4x² and v = (5-7x)^8. Then, we have:

y = u * v

Using the product rule, we have:

y' = u' * v + u * v'

To find u' and v', we use the power rule and the chain rule:

u' = d/dx (4x²) = 8x

v' = d/dx (5-7x)^8 = 8(5-7x)^7 * (-7)

Now, we can substitute these values into the product rule formula:

y' = u' * v + u * v'

= 8x * (5-7x)^8 + 4x² * 8(5-7x)^7 * (-7)

Simplifying this expression, we get:

y' = 8x(5-7x)^7 * (40-56x-28x+49x)

= 8x(5-7x)^7 * (-14x+40)

Therefore, the derivative of the function y = 4x² (5-7x)^8 is y' = 8x(5-7x)^7 * (-14x+40).

Who recommended that artists paint scenes of modern life?

Charles Baudelaire

John Ruskin

Louis Leroy

Sir Joshua Reynolds

Answers

Answer:

Charles Baudelaire recommended that artists paint scenes of modern life.

Charles Baudelaire was the one who recommended that artists paint scenes of modern life.

Can u please solve the problem

Answers

The complete proof to show that ∠HIJ ≅ ∠EFG is:

Statement                                         Reason

FG ⊥ EF                                             Given

HI ⊥ IJ                                                Given

m ∠EFG = 90°                                    Definition of perpendicular lines  

m ∠HIJ = 90°                                     Definition of perpendicular lines

∠HIJ ≅ ∠EFG                                    Substitution property

Proof of congruent angles

From the question, we to prove that the given angles are congruent.

The given angles are ∠HIJ and ∠EFG

To prove that angle HIJ is congruent to angle EFG we will complete the given table.

The given table is

Statement                                         Reason

FG ⊥ EF                                             Given

HI ⊥ IJ                                                Given

m ∠EFG = 90°                                    Definition of perpendicular lines  

m ∠HIJ = 90°                                     Definition of perpendicular lines

Now, we will complete the proof by adding the last statement and its reason

Statement                                         Reason

FG ⊥ EF                                             Given

HI ⊥ IJ                                                Given

m ∠EFG = 90°                                    Definition of perpendicular lines  

m ∠HIJ = 90°                                     Definition of perpendicular lines

∠HIJ ≅ ∠EFG                                    Substitution property

Hence,

We have completed the proof by using the substitution property

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In the coordinate plane, the point X (-1, 0) is translated to the point X' (3, 1). Under the same translation, the points Y (2, 3) and Z (1, -2) are translated to Y' and Z', respectively. What are the coordinates of Y' and Z'?

Answers

The coordinates of Y' are (6, 4) and the coordinates of Z' are (5, -1).

Here, we have,

To find the coordinates of Y' and Z', we need to apply the same translation that maps X to X'.

We know that the vector that connects X to X' is (3 - (-1), 1 - 0) = (4, 1).

So, to translate Y to Y', we add the vector (4, 1) to the coordinates of Y:

Y' = Y + (4, 1)

= (2, 3) + (4, 1)

= (6, 4)

Similarly, to translate Z to Z', we add the vector (4, 1) to the coordinates of Z:

Z' = Z + (4, 1)

= (1, -2) + (4, 1)

= (5, -1)

Therefore, the coordinates of Y' are (6, 4) and the coordinates of Z' are (5, -1).

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NEED HELP FOR MATH HW! I need some help number 3 WITHOUT the use of a t1-83

Answers

The solution to the given inequality is −1.26354284<x<1.75564007 or x>4.50790277.

The given inequality is x³-5x²+10>0.

Solve for x by simplifying both sides of the inequality, then isolating the variable.

Inequality Form: −1.26354284<x<1.75564007 or x>4.50790277

Interval Notation:(−1.26354284,1.75564007)∪(4.50790277,∞)

Therefore, the solution to the given inequality is −1.26354284<x<1.75564007 or x>4.50790277.

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Consider a circle whose equation is x2 + y2 – 2x – 8 = 0. Which statements are true? Select three options. The radius of the circle is 3 units. The center of the circle lies on the x-axis. The center of the circle lies on the y-axis. The standard form of the equation is (x – 1)² + y² = 3. The radius of this circle is the same as the radius of the circle whose equation is x² + y² = 9.

Answers

The radius of this circle is the same as the radius of the circle whose equation is x² + y² = 9.

We have,

Equation of circle: x²+ y² – 2x – 8 = 0

The standard equation of a circle is

x² + y² + 2gx + 2fy + C= 0

where Centre is (-g, -f)

and, radius = √g²+f²-C

from given equation the center is

2gx = -2x

x= -1

and,  2fy = 0

f = 0

So, the Centre = (-(-1), 0) = (1, 0)

Now, r = radius = √g²+f²-C

r= √1²+0²-(-8)

r=√9

r = 3 units

Hence, the radius of this circle is the same as the radius of the circle whose equation is x² + y² = 9.

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45 teachers teach math and 9 teachers teach science. What is the ratio of science teachers to math teachers?

Answers

The ratio of science teachers to math teachers is 1:5.

The ratio of science teachers to math teachers can be found by dividing the number of science teachers by the number of math teachers.

The ratio of science teachers to math teachers = (Number of science teachers) / (Number of math teachers)

Here, the number of science teachers is 9 and the number of math teachers is 45.

The ratio of science teachers to math teachers = 9 / 45

Simplifying this ratio by dividing both the numerator and denominator by 9, we get:

The ratio of science teachers to math teachers = 1 / 5

Therefore, the ratio of science teachers to math teachers is 1:5.

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PLEASE HURRY
Let a = apple and c = cherry.
Mathland Bakery sells apple pies for $7.00 and cherry pies for $11.00.
The total number of pies sold in one day was 36. If the amount collected for all the pies that day was $304.00, how many of each type were sold?

Answers

Answer:

23 apple pies and 13 cherry pies were sold.

Step-by-step explanation:

Let's use the variables a and c to represent the number of apple and cherry pies sold, respectively.

From the problem, we know that:

The total number of pies sold is 36: a + c = 36

The total revenue from pie sales is $304.00: 7a + 11c = 304

We now have two equations with two unknowns. We can use substitution or elimination to solve for a and c. Here's one way to use substitution:

Solve the first equation for a: a = 36 - c

Substitute a = 36 - c into the second equation: 7(36 - c) + 11c = 304

Simplify: 252 - 7c + 11c = 304

Simplify further: 4c = 52

Solve for c: c = 13

Substitute c = 13 into the first equation to solve for a: a + 13 = 36

Simplify: a = 23

Therefore, 23 apple pies and 13 cherry pies were sold.

Which box plot matches the data set?

Answers

Option A correctly matches the data set.


First, by looking at the numbers and description of the numbers; I notice that it starts at 10, ending at 48.

Second, I see that the first quartile (Q1) is 20, eliminating option D

Third, I see the third quartile (Q3) is 45, eliminating option C.

Lastly, I look at the median (Q2) is 30, eliminating option B.

Since I have eliminated option B, C, and D; only option A remains.

—————

Please remember to revise this and make it in your own words if you want! I hope this helps you. -Doodle

—————

(4 radical 3)- 4i in polar form

Answers

The solution is the number in polar form 4 - 4i is

4 Root(2) (cos(-45) + i sin(-45)).

We know that,

Polar form of a complex number is r( cos(theta) + i sin(theta) )

r is equal to the total distance created by the rectangular coordinates of the complex number

r = Root(4^2 + (-4)^2) = Root(32) = 4 Root(2)

To find theta, if a > 0, use arctan(b/a), where:

a = the first number

b = the second number

arctan (-4/4) = -45 degrees (-0.7854 radians)

The answer is 4 Root(2) (cos(-45) + i sin(-45))

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complete question;

Express the number in polar form 4 - 4i

Find the final amount for a $650 investment at 6.5% interest compounded continuously for 20 years.

Answers

After 20 years, the initial investment of $650 will have grown to $2,386.10

Now, let's consider the problem at hand: a $650 investment at 6.5% interest compounded continuously for 20 years. To calculate the final amount of the investment, we can use the formula:

A = P[tex]e^{rt}[/tex]

where A is the final amount, P is the initial investment, e is the mathematical constant approximately equal to 2.71828, r is the interest rate (in decimal form), and t is the time (in years).

Plugging in the values given in the problem, we get:

A = 650 x [tex]e^{0.065 \times 20}[/tex]

Simplifying this expression, we get:

A = 650 x [tex]e^{1.3}[/tex]

Using a calculator, we can find that  [tex]e^{1.3}[/tex] is approximately 3.6693. Therefore, the final amount of the investment is:

A = 650 x 3.6693

A = $2,386.10

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Can someone help me please

Applying the Solution to a 3X3 System


At a family reunion, there only blood relatives, consisting of children, parents, and grandparents, in attendance. There were 400 people total. There were twice as many parents as grandparents, and 50 more children than parents. How many children, parents, and Grandparents were in attendance?

Show up all steps please

Answers

Answer: there were 190 children, 140 parents, and 70 grandparents in attendance at the family reunion.

Step-by-step explanation: Let's denote the number of children, parents, and grandparents as "c", "p", and "g", respectively.

We are given three pieces of information:

The total number of people in attendance is 400:

c + p + g = 400

There were twice as many parents as grandparents:

p = 2g

There were 50 more children than parents:

c = p + 50

We can use this system of equations to solve for the unknown variables.

First, we can use equation (2) to express "p" in terms of "g":

p = 2g

Next, we can substitute this expression for "p" into equation (3) to get:

c = 2g + 50

Now, we can use equations (1) and (4) to eliminate "p" and "c" from the system and express "g" in terms of only known quantities:

c + p + g = 400

2g + 50 + p + g = 400 (substituting c=2g+50)

3g + p = 350 (simplifying)

We can then substitute the expression for "p" from equation (2) into this last equation to obtain:

3g + 2g = 350

Simplifying:

5g = 350

Solving for "g", we get:

g = 70

Now, we can use equation (2) to find "p":

p = 2g = 2(70) = 140

Finally, we can use equation (3) to find "c":

c = 2g + 50 = 2(70) + 50 = 190

Therefore, there were 190 children, 140 parents, and 70 grandparents in attendance at the family reunion.

What is the name of this shape?

A shape is shown with 4 sides of different lengths. Each side is not equal to the other.

A.
quadrilateral

B.
pentagon

C.
triangle

D.
hexagon

Answers

A. Quadrilateral. Quadrilaterals are 4 sided polygons, the lengths of each side varys depending on the Quadrilateral shape

Both circles have the same center. The circumference of the inner circle is 18.84 feet. What is the area of the shaded region?

Answers

The area of the shaded region is  π(R + 3)² - 9π where R is teh radius of the outer circle

Calculating the area of the shaded region

The circumference of the inner circle is 18.84 feet

So, we have

2πr = 18.84

Divide by 2π

r = 18.84/2π

Evaluate

r = 3.0

So, the area of the inner circle is

A = πr²

This gives

A = π * 3²

Evaluate

A = 9π

The shaded area is

Area of big - Area of inner circle

So, we have

Shaded area = π(R + 3)² - 9π where R is teh radius of the outer circle

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Claude Monet's Impression: Sunrise (1872) is considered a(n) ____ painting because it was completed out-of-doors.

plein-air

alfresco

alla prima

sfumato

Answers

Answer:

plein-air. Is the correct answer

Claude Monet's Impression: Sunrise (1872) is considered a plein-air painting because it was completed out-of-doors.

A circular flower bed is 17 m in diameter and has a circular sidewalk around it that is 4 m wide. Find the area of the sidewalk in square meters. Use 3.14 for . The area of the sidewalk is m². (Round to the nearest whole number as needed.)​

Answers

The area of the sidewalk is 264 sq. m.

What is area of a circle?

A circle is a figure that is bounded by curved line called its circumference. Its area is the amount of space that he circle will cover on a 2 dimensional plane. It can be determined by:

area of a circle = πr^2

where r is the radius of the circle.

In the given question,

area of the circular flower = πr^2

   r = d/2 (d is the diameter)

      = 17/ 2

r = 8.5 m

area of the circular flower = 3.14*(8.5)^2

                                           = 226.865 sq. m

area of the circular flower with sidewalk = πr^2

d = 4 + 17 + 4 = 25 m

so that,

r = 25/ 2 = 12.5 m

area of the circular flower with sidewalk = 3.14*(12.5)^2

                                              = 490.625 sq. m

Area of the sidewalk = area of the circular flower with sidewalk - area of the circular flower

                                  = 490.625 - 226.865

                                  = 263.76 sq. m

The area of the sidewalk is 264 sq. m.

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3 more than the difference of 20 and a number m

Answers

Step-by-step explanation:

(20 - m) + 3

that's it. there is not more to it.

The algebra expression can be expressed as: 3 + (20 - m)

How to solve Algebra word problems?

Algebraic word problems are defined as questions that require translating sentences to equations, and then solving those equations. The equations we need to write will only involve basic arithmetic operations. and a single variable. Normally, the variable represents an unknown quantity in a real-life scenario.

We are told that 3 more than the difference of 20 and a number m.

This can be expressed as:

3 + (20 - m)

That is the literal expression of the algebra word problem.

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Solve for the roots in the following equation. Hint: Factor both quadratic expressions.

(x4 + 5x2 - 36)(2x2 + 9x - 5) = 0

Answers

The roots of equation are 2 , -2, 3i, 1/5 and -5.

We have,

([tex]x^4[/tex] + 5x² -36)(2x² + 9x-5)=0

Now, factories each equation as

([tex]x^4[/tex] + 5x² -36)

= ([tex]x^4[/tex] + 9x² - 4x² -36)

= x²(x² + 9) - 4(x² + 9)

= (x² - 4)(x² + 9)

= (x-2)(x+2)(x²+9)

and, 2x² + 9x-5

= 2x² + 10x - x -5

= 2x(x+5)- (x+5)

= (2x -1)(x+5)

So, the factored form is (x-2)(x+2)(x²+9) (2x -1)(x+5)

and, the roots of equation are 2 , -2, 3i, 1/5 and -5.

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