Answer:
3,271,000
Step-by-step explanation:
There is no explanation for this problem.
Answer: is 3,271,000
A group of students was surveyed in a middle school class. They were asked how many hours they work on math homework each week. The results from the survey were recorded. Number of Hours Total Number of Students 0 1 1 3 2 3 3 10 4 9 5 6 6 3 Determine the probability that a student studied for exactly 5 hours. Round to the nearest hundredth. 0.83 0.21 0.17 0.14
There is a 0.17 percent chance that a student spent 4 hours in class.
What is probability?Probability is a way to gauge how likely something is to happen. Many things are difficult to forecast with absolute confidence. Using it, we can only make predictions about the likelihood of an event happening, or how likely it is. Probability can vary from 0 to 1, with 0 being an impossibility and 1 denoting a certainty. Probability is a crucial subject since it teaches all the fundamental ideas of the subject. One is the probability of every event in a sample space.
To determine the probability.
The number of students that has 5 hours is 6
The total number of students are 35.
P(5 hours) = 6/35
P(5 hours) = 0. 17
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Find the function rule
X. Y
-2, -3
1, 3
3, 7
5, 11
Answer:
The function rule for this set of ordered pairs is y = 2x + 1.
This can be determined by using the slope-intercept form of a linear equation, y = mx + b, where m is the slope and b is the y-intercept.
The slope (m) can be calculated by using the formula:
m = (change in y) / (change in x)
For the ordered pair (1, 3) and (3, 7), we can see that change in x = 3 - 1 = 2 and change in y = 7 - 3 = 4, so m = 4/2 = 2.
Then, using any of the point we can find the b which is y-intercept. let's take the point (-2, -3) and substitute the values in the function y = 2x + b
-3 = 2(-2) + b
-3 = -4 + b
b = 1
So, the function rule is y = 2x + 1
Write an equation in slope intercept form passing through the point (-10,1) and parallel to the line 10x+5y=15
Answer: y=-2x-19
Step-by-step explanation:
First, you should arrange the equation in the form of y=mx+c (that is the standard form of this type of equation)
10x+5y=15
5y=-10x+15
[tex]\frac{5y}{5} =\frac{-10x}{5}+\frac{15}{5}[/tex]
y=-2x+3 (now you got the equation in the simple form)
now you should substitute the given point (-10,1) into the simplified equation
y= 1 & x=-10
1=-2(-10)+c (the y-intercept must be taken as c )
c= 1 - 20
c= -19
therefore the equation will be : y=-2x-19
it will be the same gradient as the other line for this line too as the lines are parallel, you should only find the y-intercept. The gradient of the other line will stay the same as long as they are parallel lines.
You toss two coins. In how many ways can they fall?
You toss three coins. In how many ways can they fall?
You throw two dice. In how many ways can they fall?
The ways they can fall are 4,8 and 36
What is the probability?Probability refers to a possibility that deals with the occurrence of random events.
The probability of all the events occurring need to be 1.
The formula of probability is defined as the ratio of a number of favorable outcomes to the total number of outcomes.
P(E) = Number of favorable outcomes / total number of outcomes
Given;
Two coins, three coins and two dices are tossed
Probability of two coins;
=2x2=4
Probability of three coins;
=2x2x2=8
Probability of two dices;
=6x6=36
Therefore, the probability of coins and dice will be 4,8 and 36
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Write the slope-intercept form of the equation of the line through the given points.
through: (2, -4) and (2,-5)
Answer
undefined
Step-by-step explanation:
Answer:
The slope-intercept form of a linear equation is y = mx + b, where m is the slope of the line and b is the y-intercept (the point where the line crosses the y-axis).
To find the equation of a line passing through two given points, we can use the slope-intercept form, and use the slope formula:
slope = (y2 - y1) / (x2 - x1)
Given the points (2, -4) and (2, -5), we can see that the x-coordinates are the same, which means that the line is a vertical line.
Since the line is vertical, the slope is undefined, and we can say the line can be represented by the equation x = 2
This is the equation of the line passing through the given points (2, -4) and (2, -5) in slope-intercept form.
Halla el FCM de 114, 138 y 234 usando el método de factorización prima
(escriba su respuesta)
The HCF of the numbers 114, 138 and 234 is 6.
The term HCF in math is also know as the greatest common factor or highest common factor of a set of whole numbers is the largest positive integer that divides evenly into all numbers with zero remainder.
Here we have given the numbers 114, 138 and 234.
And we need to find the HCF of the numbers.
By using the prime factorization method, here we have identified the factors of the numbers, and it can be written as
The factors of 114 are: 1, 2, 3, 6, 19, 38, 57, 114
The factors of 138 are: 1, 2, 3, 6, 23, 46, 69, 138
The factors of 234 are: 1, 2, 3, 6, 9, 13, 18, 26, 39, 78, 117, 234
While we looking into the given number we have identified that the the greatest common factor is 6.
Complete Question:
Find the HCF of the numbers 114, 138, and 234 by using the prime factorization method.
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A student is simplifying the expression below. Find the student's error and correct it. -3(x + 2) + 6x = -3x + 2 + 6x = 3x + 2
The error is that the student did not distribute the -3 to the x and 2 inside the parentheses.
The correct answer is 3x - 6
How to find the student's error and correct it?Simplification of an algebraic expression is defined as a way of writing an expression in the most efficient and compact form without affecting the value of the original expression.
The student's error is that the student did not distribute the -3 to the x and 2 inside the parentheses when simplifying the expression.
The correct simplification of the expression is:
-3(x + 2) + 6x = -3x - 6 + 6x = -3x + 6x - 6 = 3x - 6
Therefore, the student's answer is 3x + 2, but the correct answer is 3x - 6.
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The student made error when removing the bracket. The correct simplification of the expression is 3x - 6
How do I determine the error of the student?We can spot the error of the student by carefully observing the student's answer. This is illustrated below:
-3(x + 2) + 6x = -3x + 2 + 6x = 3x + 2
From the student's work, we can see that the student made an error when removing the bracket.
How do I correct the student?We can correct the student's error by carefully removing the bracket as shown below:
-3(x + 2) + 6x
Remove bracket by multiplying through by -3
-3x - 6 + 6x
Rearrange by bring the numbers with x variables together
-3x + 6x - 6
3x - 6
Thus, the correct answer to the simplification is 3x - 6
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a living room needs to be re-carpeted. it measures 18 feet long by 15 feet wide. how many square yards of carpet will need to be purchased?
Answer:
66?
Step-by-step explanation:
18+18= 36
15+15= 30
30+36= 66
i need sm help lol ahhhhhhhh
Answer:
????????????????????
Directions: Set up a proportion and then solve. Remember to label your answer. 1) Goodyear can make 100 Tires in 45 minutes at their factory in Akron, Ohio! b. How long will a. How many tires can they make in 135 minutes?
Answer:300 tires
Step-by-step explanation: I set it up like this 100:45
X : 135
Then I am trying to find x. I cross multiplied. (100 times 135) and (45 times x) which is 45x= 13500 then if you know simple algebra then you get x by itself so you divide 13500 and 45 which equals 300.
90 is 0.6 of what number
Answer:
150
Step-by-step explanation:
90/0.6 = 150
Check:
150*0.6 = 90
Then:
90 is 0.6 of 150
When isabella young received her bank statement, she noticed that her present balance was the same as her previous balance. Her deposits were 1/2 her present balance, her withdrawals were 1/3 her present balance, and her auto payments were 1/4 her present balance. Her direct deposit was 1/10 her present balance. The account had a $9. 29 service charge but no interest. What is isabella present balance?
According to Isabella transactions, her present balance in bank statement is -$9.45
The term called transaction in math is defined as a finalized agreement between a seller and a buyer for transferring goods, services, or financial assets in exchange for money
Here let us consider that Isabella's present balance be X.
According to the problem statements regarding her deposits, there is withdrawals, auto-payments, direct deposit and service charge are also done on the account.
Then those transaction values are calculated as,
=> (1/2)x - (1/3)x -(1/4)x +(1/10x) -$9.29 = x
Here by finding the LCM of common terms, then we get
=> (1/60)x - $9.29 = x
When we solve it for x, then we get the equation like the following,
=> 59x = -$9.29 × 60
=> 59x = -$557.4
Therefore the value of x is -$9.45.
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Which of the following tables shows a rate greater than 1 kilometer per hour? The answer to that is B and the question after that says Hailey chose C as the correct answer. How might she have gotten that answer.
It should be noted that the rate will be gotten by dividing the distance by the time taken.
How to explain rate?A rate in mathematics is a ratio that contrasts two distinct quantities with dissimilar units. Typically, a rate is defined as the ratio of two quantities expressed in different units. The first quantity is typically written as the numerator of a fraction, and the second quantity is written as the denominator
By reducing them to their simplest form, we can express the rate. By way of illustration, if a person walks 30 steps in 20 seconds, their walking speed is 30 steps/20 seconds, or 3 steps/2 seconds.
The information above was given as your information is incomplete. The table wasn't shown.
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An angle is two collinear rays with a common endpoint. Find an example that contradicts this definition. How would you change the definition to make it more accurate? Part B: Give an example of an undefined term and how it pertains to angles
For the definition "An angle is 2 collinear rays with a common endpoint" , then
(a) the contradictory example is "When two rays are collinear having a common end point; then the rays do not form an angle instead they form a line."
(b) the changed definition is , "An angle is formed at the intersection of two non-collinear rays that have the same endpoint " ;
(c) the example is "the Plane" .
The Angles are formed when the two straight lines or rays meet at a common endpoint.
Part(a) ;
An example which contradicts this definition of angles is "When two rays are collinear with a common endpoint; the rays do not form an angle ,instead they form a line" because when all the points of two lines are collinear then all the points of the two lines will be overlapping .
Part(b) ;
The change that need to be made in the definition of angle is "An angle is formed at intersection of two non-collinear rays which have same endpoint ".
Part(c) ;
The Example of the undefined term is :
Undefined terms do not have a formal definition; an example of this is "the plane" . The plane pertains to the angles because the plane determines the parameter to be measured.
The given question is incomplete , the complete question is
An angle is two collinear rays with a common endpoint.
(a) Find an example that contradicts this definition.
(b) How would you change the definition to make it more accurate ?
(c) Give an example of an undefined term and how it pertains to angles .
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Wilon’ car hold 15 gallon of gaoline in it tank. Wilon had 8.4 gallon of gaoline in the tank. He ued 3.9 gallon on a recent trip.
The percent of the gas in the tank remaining is equals to the 53.6..
The capacity of Wilon's car's gas tank
= 15 gallons
The amount of gas in Wilon's car's tank
= 8.4 gallon
The amount of gas in tank used on a recent trip = 3.9 gallons
The remaining amount of gas in tank
= amount of gas in Wilon's car's tank before trip - amount of gas in tank used on a recent trip.
= 8.4 gallons - 3.9 gallons
= 4.5 gallons
Percent is calculated as the value diving by total value and then multiply with hundred. Now, the percent of the gas in the tank remaining = (4.5/8.4)× 100
=( 45/84)100
= 4500/84
= 53.57 ~ 53.6 %
Hence, the percent of the gas in the tank remaining is 53.6 .
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Complete question:
Wilon’ car hold 15 gallon of gaoline in it tank. Wilon had 8.4 gallon of gaoline in the tank. He used 3.9 gallon on a recent trip. What is the percent of the gas in the tank remaining?
I need help on this question it’s on similar figures
Answer:
a) the triangles are similar triangles because they are the same shape. The angles in both triangles have the same value.
b) The similarity ratio between the two triangles is 0.5, because the lengths of the sides of the triangle on the right are double the value of the lengths of the sides of the triangle on the left.
c) angle U = angle G. angle V = angle H. angle T = angle F.
UV/GH = VT/HF = TU/FG = 0.5
On a trip to the mall Ziva spent 25% of her budget on shoes. Her total budget was $250. How much did she spend on shoes?
Answer:
$62.50
Step-by-step explanation:
We multiply 0.25(25% as a decimal) by $250 to get $62.50.
Formulate a erie and how a proof by PMI to validate.
Give at leat one example each on the operation of function.
In at leat 50 word; What have you learned in GE4?
The student has learned that GE4 is an introduction to mathematical proof and problem solving, including basic algebra, functions, sets, and the different approaches to problem solving.
Example of operation of function:
1. f(x) = x^2 + 3x - 2
When x = 3, f(3) = 3^2 + 3(3) - 2 = 14
2. g(x) = x^3 + 3
When x = 4, g(4) = 4^3 + 3 = 67
I have learned that GE4 is an introduction to mathematical proof and problem solving. We have gone through a variety of topics such as basic algebra, functions, and sets. We have also learned about the different approaches to problem solving, such as working backwards, proof by cases, and proof by PMI. I have also been introduced to the basics of logic and proof writing.
This answer explains the proof by PMI for the erie that if n is an odd number, then n^2 is an odd number. Two examples of operations of functions are also given. The student has learned that GE4 is an introduction to mathematical proof and problem solving, including basic algebra, functions, sets, and the different approaches to problem solving.
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What is the equation of the line that passes through the point (−6,−7) and has a slope of 1/3?
[tex](\stackrel{x_1}{-6}~,~\stackrel{y_1}{-7})\hspace{10em} \stackrel{slope}{m} ~=~ \cfrac{1}{3} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-7)}=\stackrel{m}{ \cfrac{1}{3}}(x-\stackrel{x_1}{(-6)}) \implies y +7= \cfrac{1}{3} (x +6) \\\\\\ y+7=\cfrac{1}{3}x+2\implies {\Large \begin{array}{llll} y=\cfrac{1}{3}x-5 \end{array}}[/tex]
Answer:
I think it is y=1/3x -7
Step-by-step explanation:
Complete the explanation of how you could use the work backward problem-solving strategy to solve the equation
x/5 − 3 = 2.
The equation says that a number was divided by 5 and that 3 was then subtracted from the quotient, giving the result 2. So, working backward, first add (blank)to 2, giving (blank). Then multiply that result by (blank), giving x = (blank)
The solution to the equation is described as follows:
The equation says that a number was divided by 5 and that 3 was then subtracted from the quotient, giving the result 2. So, working backward, first add 3 to 2, giving 5. Then multiply that result by 5, giving x = 25.
How to solve the equation?The equation for this problem is described as follows:
x/5 - 3 = 2.
We must isolate the variable x, hence the first step is adding 3 to 2, as follows:
x/5 = 2 + 3
x/5 = 5.
Then we apply cross multiplication, multiplying the result by 5, as follows:
x = 5(5)
x = 25.
Which is the solution to the equation.
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Anita is an airline attendant. Last week, she worked on flights on 1 small jet and 2 large jets, which could seat a total of 253 passengers. The week before, she was assigned to flights on 5 small jets and 4 large jets, which could seat a total of 725 passengers. How many seats were on each type of flight?
Answer:
Small jet seat capacity: 73
Large jet seat capacity = 90
Step-by-step explanation:
Let x be the number of seats on the small jet
Let y be the number of seats on the large jet
From the word description for last week:
Last week, she worked on flights on 1 small jet and 2 large jets, which could seat a total of 253 passengers
we can formulate the equation
1x + 2y = 253 .............(1)
For the week before:
The week before, she was assigned to flights on 5 small jets and 4 large jets, which could seat a total of 725 passengers
5x + 4y = 725 ...............(2)
Equation (1) x 2 ==>
2x + 4y = 2(253)
2x + 4y = 506 ..............(3)
So our two equations are:
5x + 4y = 725 . .............(2)
2x + 4y = 506 ..............(3)
Equation (2) - Equation (3) will eliminate the y terms making it possible to solve for x
(5x + 4y) - (2x + 4y) = 725 - 506
5x + 4y - 2x - 4y = 219
5x -2x +4y - 4y = 219
3x = 219
x = 219/3
x = 73
Plugging this value back into equation (1): 1x + 2y = 253 we get
1(73) + 2y = 253
73 + 2y = 253
2y = 253 - 73
2y = 180
y = 180/2
y = 90
Answer
Small jet seat capacity: 73
Large jet seat capacity = 90
1
Select all quadrilaterals for which a diagonal is also a
line of symmetry.
(Select all that apply. )
trapezoid
isosceles trapezoid
parallelogram
rhombus
rectangle
square
Correct answer is parallelogram and rhombus.
A parallelogram is a geometric object with sides that are parallel to one another in two dimensions. It is a form of polygon with four sides (sometimes known as a quadrilateral) in which each parallel pair of sides have the same length. A parallelogram has adjacent angles that add up to 180 degrees.
Rhombuses are a particular sort of quadrilateral in Euclidean geometry. It is a unique instance of a parallelogram in which the diagonals meet at a 90-degree angle and all sides are equal. This is a rhombus' fundamental characteristic. A rhombus has a diamond-shaped form. As a result, it is also known as a diamond.
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rectangle, rhombus
got it wrong on my test and was given the correct answers, so here they are.
if i run 5280 feet in 5.00 minutes, what is my speed in miles per hour (to the appropriate number of significant figures)?
When I run 5280 feet in 5.00 minutes my speed is 12 miles per hour
What is velocity?It is a physical quantity that indicates the displacement of a mobile per unit of time, it is expressed in units of distance per time, for example (miles/h, km/h).
The formula and procedure we will use to solve this exercise is:
v = x /t
Where:
x = distancet = timev = velocityInformation about the problem:
x = 5280 feett = 5 minutesv (miles/hour) = ?Applying the velocity formula, we get:
v = x /t
v = 5280 feet / 5 minutes
v = 1056 feet/ minutes
By converting the unit from feet to miles and from hours to minutes, we have:
1056 feet/ minutes * (1 miles / 5280 feet) * (60 minutes / 1 hour) = 12 miles/hour
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the isosceles triangle has two sides of equal length that are longer then the length of the base the perimeter of the triangle is 15.7 centimeters the equation 2a+b=15.7 models this information if one of the longer sides is 6.3 centimeters which equation can be used to find the length of the base
The length of the base is 3.1 cm when you subtract 12.6 from btohs ides b is15.7.
The definition of an isosceles triangle?There are two equal sides and two equal angles in an isosceles triangle. The word is a combination of the Greek words iso (same) and skelos (leg). Equilateral triangles are those in which all of the sides are equal, while scalene triangles are those in which none of the sides are equal.
Equilateral triangles are those in which all of the sides are equal, while scalene triangles are those in which none of the sides are equal.
The equal sides of an isosimple triangle are longer than the base's length.
We know that identical sides are greater, thus 6.3 is one of the identical sides in the perimiter=15.7 equation, which is 2a+b=15,7.
2a denotes the two identical sides: 2(6.3) + b = 15.7
The answer is base=3.1 cm when you subtract 12.6 from btohs ides b=15.7.
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15. write this problem in slop intercept form.
nick is given $50 to spend on a vacation. he decides to spend $5 a day. the amount nick has left and the number of days are related.
Answer: 10 I'm not sure ok
Step-by-step explanation: divide 50 and 5 you get 10
For each expression, circle any like terms and list any variables.
The final resultant expressions are 3.9 - 0.8 x , 1.5 + t+0.66 x ,
77/5 k - 3m.
What is Algebraic expression ?
Algebraic expression can be defined as the combination of variables and constants.
Given expressions,
-2.5x+3.9 + 1.7x
3.9 + 1.7x-2.5x
3.9 - 0.8 x
1 1/2 + t + 2/3 s
= (2+1) / 2 + t+ 2/3 s
= 3/2 + t + 2/3 s
= 1.5 + t+0.66 x
15k+2/5 k -3m
k(15+2/5 ) - 3m
k (75 + 2 / 5 ) - 3m
77/5 k - 3m
Hence, The final resultant expressions 3.9 - 0.8 x , 1.5 + t+0.66 x ,
77/5 k - 3m
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An electronic store sells an average of 60 entertainment systems per month at an average of $800 more than the cost price. For every $20 increase in the selling price, the store sells one fewer system. What amount over the cost price will maximize revenue?
Let x be the cost price of an entertainment system.
The selling price is x+800
The number of systems sold is 60-((x+800-x)/20) = 60-((800)/20) = 60-40 = 20 systems
The revenue is the product of the number of systems sold and the selling price.
R = 20(x+800) = 20x+16000
To maximize the revenue, we need to differentiate the above equation with respect to x and set it to 0 and solve for x.
dR/dx = 20 = 0
20x = 0
x = 0
Therefore, the cost price of an entertainment system is 0 and the store should sell the system at x+800 = 800
This means that the store should sell the system at $800 more than the cost price to maximize the revenue.
How do I solve 8-4x>-12
The solution to the given inequality expression is; x < 5
How to solve Inequality expressions?We want to solve the inequality expression;
8 - 4x > -12
Add 4x + 12 to both sides using addition property of equality to get;
8 - 4x + 4x + 12 > -12 + 4x + 12
20 > 4x
Divide both sides by 4 using division property of equality to get;
20/4 > 4x/4
x < 5
That expression is what we will have as our final solution to the inequality expression .
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Help please!! (5k + 2m)(3p + 4s)
The table shows the results of a survey of 100 people selected at random Airport
at an airport. Find the experimental probability that a person selected at Destinations
random is going to City B.
Number of
Destination Responses
City
A
28
City B
40
City C
16
City D
14
City E
2
The experimental probability that a person selected at random is going to City Bis 1
(Simplify your answer. )
The experimental probability that a person selected at random is going to City C is 4/25.
Number of responses from destination A = 22
Number of responses from destination B = 40
Number of responses from destination C = 16
Number of responses from destination D = 14
Number of responses from destination E = 8
As we know, the formula of experimental probability is
Probability of an Event P(E) = Total Number of times an event occurs/Total number of trials.
Number of responses from destination C = 16
Total number of responses from all destinations = 100
∴ Probability of an Event P(C) = 16/100 = 4/25
--The given question is incorrect; the correct question is
"The table shows the results of a survey of 100 people selected at random at an airport. Find the experimental probability that a person selected at random is going to City C."--
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