4,236 + 489 + 23 = N
N = ?

Answer:

B. 2

Step-by-step explanation:

Every time x goes up once, the y goes up twice.

Rise over Run = Y over X = 2/1

The value of measure of angle Q is,

⇒ m ∠Q = 72.1 degree

We have to given that;

The triangle above has the following measures.

s = 23 in

r = 75 in

Hence, The value of measure of angle Q is,

⇒ cos ∠Q = s / r

⇒ cos Q = 23 / 75

⇒ cos Q = 0.3067

⇒ Q = 72.1 degree

Thus, The value of measure of angle Q is,

⇒ m ∠Q = 72.1 degree

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Answer:

The graph that does not represent a function is;

The first graph of the circle

Step-by-step explanation:

A function is a relationship, rule or law that maps the inputs 'x' the input set 'X' known as the domain, to exactly one output 'y' in the output set 'Y' known as the range

Therefore, a function maps an input to exactly one output

In a graph, the inputs are usually the x-variables, therefore the graph that maps the x-variables (in which an x-variable has) to more than one y-variable is the graph of the circle

In the graph of the circle, we have;

When x = 0 at the origin, y = 0

Similarly

When x = 0 at the maximum point, y = 4

Therefore, the graph of the circle does not represent a function.

Answer:

No Solution

Step-by-step explanation:

-2(4-x)=2x+2

Distribute

-8+2x=2x+8

Cancel Equal Terms

-8=8

The statement is false

Answer:

no solution

Step-by-step explanation:

-2(4-x)=2x+8

distribute

-8+2x=2x+8

cross the equal sign

2x=2x+16

cross the equal sign

0=16

aka no solution

Answer:

i think its b

Step-by-step explanation:

This is the answer to your problem

The length of the individual line segments is 3 units, and the positive vertical separation between each line segment is 2 units.

The function p(x) = 2[|-x/3|] is a piecewise function with two line segments. The first line segment is from x = -3 to x = 0, and the second line segment is from x = 0 to x = 3.

For the first line segment (-3 ≤ x ≤ 0), we have:

p(x) = 2[|-x/3|] = 2(-x/3) = -(2/3)x

The length of this line segment is 3 units, and the positive vertical separation between this line segment and the x-axis is 0.

For the second line segment (0 ≤ x ≤ 3), we have:

p(x) = 2[|-x/3|] = 2(x/3) = (2/3)x

The length of this line segment is also 3 units, and the positive vertical separation between this line segment and the x-axis is 2 units.

Therefore, the length of the individual line segments is 3 units, and the positive vertical separation between each line segment is 2 units.

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For problems 7-9, a pair of fair dice is rolled. In 7 the probability is 5/36. In 8 the probability 1/2. In 9 the probability 11/12. In 10 the probability 17/36.

7. Find the probability that the sum is at most 5.To solve this, let's find the possible outcomes that can result in a sum of 5 or less.

The possible outcomes are: {(1, 1), (1, 2), (2, 1), (1, 3), (3, 1)}

Total number of outcomes: 6 × 6 = 36

So, the probability that the sum is at most 5 is: (5 outcomes) / (36 total outcomes) = 5/36.

8. Find the probability that the sum is a multiple of 2 or a multiple of 3.To solve this, let's find the possible outcomes that can result in a sum that is a multiple of 2 or 3.

The possible outcomes are: {(1, 1), (1, 3), (1, 5), (2, 2), (2, 4), (2, 6), (3, 1), (3, 3), (3, 5), (4, 2), (4, 4), (4, 6), (5, 1), (5, 3), (5, 5), (6, 2), (6, 4), (6, 6)}

Total number of outcomes: 6 × 6 = 36

So, the probability that the sum is a multiple of 2 or a multiple of 3 is: (18 outcomes) / (36 total outcomes) = 1/2.

9. Find the probability that the sum is at least 4.To solve this, let's find the possible outcomes that can result in a sum of 4 or greater.

The possible outcomes are: {(1, 3), (1, 4), (1, 5), (1, 6), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), (3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6), (4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6), (5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6), (6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)}

Total number of outcomes: 6 × 6 = 36

So, the probability that the sum is at least 4 is: (33 outcomes) / (36 total outcomes) = 11/12.

10. Find the probability that the sum is not an even number. Let's find the possible outcomes that can result in an odd number sum.

The possible outcomes are: {(1, 2), (1, 4), (1, 6), (2, 1), (2, 3), (2, 5), (3, 2), (3, 4), (3, 6), (4, 1), (4, 3), (4, 5), (5, 2), (5, 4), (5, 6), (6, 1), (6, 3), (6, 5)}

Total number of outcomes: 6 × 6 = 36

So, the probability that the sum is not an even number is: (17 outcomes) / (36 total outcomes) = 17/36.

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The circulation of the field f = x i y j around the curve r(t) = [cos(t)] i [sin(t)] j is    2π ∫₀ (cos t sin t - sin t cos tj)dt = 0

Integration is described as blending matters or human beings collectively that have been formerly separated. An example of integration is while the schools have been desegregated and there have been now not separate public faculties for African individuals.

The method of finding integrals is referred to as integration. at the side of differentiation, integration is a fundamental, crucial operation of calculus, and serves as a device to solve troubles in mathematics and physics regarding the location of an arbitrary form, the length of a curve, and the extent of a solid, among others.

r (t) = cost i + sin t j = dr( sin ti + cos t)dt

F =  -xi -yj = -costi - sin tj

Flux = F .dr = \(\int\limit2n^0_b {-costi - sin tj} \, dx\)j)-( sin ti + cos t)dt

           \(\int\limit2n^0_b {-costi - sin tj} \, dx\) -( sin ti + cos t)dt

     2π ∫₀ (cos t sin t - sin t cos tj)dt = 0

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first lets change this problem into an equation...

0.09*x+0.15*3000=0.12(x+3000)

Step 1: Simplify both sides of the equation.

0.09x+(0.15)(3000)=0.12(x+3000)

0.09x+(0.15)(3000)=(0.12)(x)+(0.12)(3000)

0.09x+450=0.12x+360

Step 2: Subtract 0.12x from both sides.

0.09x+450−0.12x=0.12x+360−0.12x

−0.03x+450=360

Step 3: Subtract 450 from both sides.

−0.03x+450−450=360−450

−0.03x=−90

Step 4: Divide both sides by -0.03.

-0.03x/-0.03=-90/0.03

Answer:

3000

Step-by-step explanation:

Answer:

7.6

Step-by-step explanation:

We want to find the distance between (0,6) and (-3,-1)

We can find the distance between any two points using the distance formula

Distance between two points =

\( \sqrt{(x2 - x1)^{2} +(y2 - y1) {}^{2} } \)

Where the values of x and y are derived from the the two points. (x1,y1) and (x2,y2)

Here the two points are (0,6) and (-3,-1)

So we have (x1,y1) = (0,6) so x1 = 0 and y1 = 6

And we have (x2,y2) = (-3,1) so x2 = -3 and y2 = -1

Now we plug in the values of x and y into the formula and evaluate to get the distance.

Again recall distance = √(x2-x1)²+(y2-y1)²

==> plug in x2 = -3 , x1 = 0, y2 = -1 and y1 = 6

Distance = √(-3-0)²+(-1-6)

==> evaluate operations inside of parenthesis

Distance = √(-3)²+(-7)²

==> evaluate all exponents

Distance = √9+49

==> and 9 and 49

Distance = √58 = 7.6 (rounded)

Answer:

145

Step-by-step explanation:

Answer:

19 + 13 = 32 x 10 = 320 divided by 2 = 160yd2

Formula of a trapezoid:

B1 (base 1) + B2 (base2) x Height x 1/2 (basically dividing by 2).

Base 1 was 19

Base 2 was 13

and 10 was your height

And then divide by 2. ( x 1/2)

Yes it is reasonable to save that the farm’s glass recycling could pay for their fuel oil.

Recycling is the process of turning trash into new products and materials. This idea frequently takes the recovery of energy from waste materials into account. The capacity of a substance to regain the qualities it had in its initial state determines how recyclable it is.

Both the environment and your community may benefit from recycling. It protects natural resources, minimizes greenhouse gas emissions, cleans up the air and water, and conserves energy.

In this question, there is a benefit to recycling. That is, the farm would be able to save more fuel. Hence it pays for the costs of fuel.

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Let's denote the number of miles Charles rode on Tuesday as x.

Since he rode 1.6 miles more on Thursday than on Tuesday, the number of miles he rode on Thursday can be expressed as (x + 1.6). According to the information given, Charles rode a total of 7.6 miles on Tuesday and Thursday. Therefore, we can write the equation: x + (x + 1.6) = 7.6 Combining like terms: 2x + 1.6 = 7.6 Subtracting 1.6 from both sides of the equation: 2x = 6 Dividing both sides by 2: x = 3 So, Charles rode 3 miles on Tuesday. Substituting this value back into the expression for Thursday's mileage: x + 1.6 = 3 + 1.6 = 4.6 Therefore, Charles rode 3 miles on Tuesday and 4.6 miles on Thursday.

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With the help of the figure we can say that triangles are congruent by SAS Rule

What is Congruence of Triangle?

Triangle congruence: Two triangles are said to be congruent if all three of their corresponding sides are equal and all three of their corresponding angles are equal in size. These triangles can be moved, rotated, flipped, and turned to look exactly the same.

Solution:

By SAS rule, two triangles are said to be congruent if any two sides and the angle included between the sides of one triangle are comparable to the corresponding two sides and the angle included between the sides of the second triangle.

In given figure, sides AB= PQ, BC=QR and angle between AB and BC equal to angle between PQ and QR i.e. ∠B = ∠Q. Hence, Δ ABC ≅ Δ PQR.

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Answer:

24 ft by 10 ft

240 ft

Step-by-step explanation:

19.2/4 = 4.8

4.8 · 5 = 24

8/4 = 2

2 · 5 = 10

The number of hawks that can be supported by 250,000 kilograms of producers are 500 hawks.

1 hawk ≈ 500 grams

1 kg = 1,000 grams

According to the 10 percent law, only 10% of the energy is transferred to each trophic level from its lower trophic level. So, in this case, if 250,000 kg is available to the producer (grass), then only 25,000 kg will be available to the primary consumer (mice) and only 2,500 kg will be available to the secondary consumer (snakes). Then, for the tertiary consumer (hawks) will be available about 250 kg.

So, 250 kg = 250,000 grams

Since 500 grams ≈ 1 hawk

Thus, 250,000 grams ≈ 500 hawks

Hence, the number of hawks that can be supported by 250,000 kilograms of producers are 500 hawks.

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Although part of your question is missing, you might be referring to this full question: Grasses are the dominant producers in the prairie ecosystem. Mice eat the grass seed, snakes eat the mice, and hawks eat the snakes. The mass of a hawk is about 500 grams. How many hawks can be fed by 250,000 kilograms of producers in this ecosystem? Remember that 1 kilogram equals 1,000 grams.

Answer:

(a) False

(b) False

(c) True

Step-by-step explanation:

(a) If we had measured the heights of the men and women in centimeters (1 inch= 2.54 cm), the correlation coefficient would have been 2.54 times larger.

No, since changing the units of measurement does not change the correlation coefficient

(b) There is a strong negative association between the heights of men and women because women are always smaller than the men they date.

Negative association means that as one variable increases, the other decreases, Here, we see that as the heights of the men increase, the height of the women do not reliably decrease, hence there is no strong negative asscoiation

(c) There is a positive association between the heights of men and women.

We see from the values given that as the heights of men increase, so do the heights of women and vise versa, so there is a positive association between the heights of men and women

Answer:

Find the Slope from a Graph

Identify rise and run from a graph

Distinguish between graphs of lines with negative and positive slopes

Find the Slope from Two Points

Use the formula for slope to define the slope of a line through two points

Find the Slope of Horizontal and Vertical Lines

Find the slope of the lines

x

=

a

and

y

=

b

Recognize that horizontal lines have slope = 0

Recognize that vertical lines have slopes that are undefined

Identify slopes of parallel and perpendicular lines

Given a line, identify the slope of another line that is parallel to it

Given a line, identify the slope of another line that is perpendicular to it

Interpret slope in equations and graphs

Verify the slope of a linear equation given a dataset

Interpret the slope of a linear equation as it applies to a real situation

Identify slope from a graph

The mathematical definition of slope is very similar to our everyday one. In math, slope is used to describe the steepness and direction of lines. By just looking at the graph of a line, you can learn some things about its slope, especially relative to other lines graphed on the same coordinate plane. Consider the graphs of the three lines shown below:

You can determine the slope of a line from its graph by looking at the rise and run. One characteristic of a line is that its slope is constant all the way along it. So, you can choose any 2 points along the graph of the line to figure out the slope. Let’s look at an example.

EXAMPLE

Use the graph to find the slope of the line.

A line that crosses the points (2,1) and (6,3). A blue line labeled Rise goes up two units from the point (2,1). A red line labeled Run goes left from the point (6,3) so that it forms a triangle with the main line and the Rise line. A formula says slope equals rise over run.

Show Solution

This line will have a slope of

1

2

no matter which two points you pick on the line. Try measuring the slope from the origin,

(

0

,

0

)

, to the point

(

6

,

3

)

. You will find that the

rise

=

3

and the

run

=

6

. The slope is

rise

run

=

3

6

=

1

2

. It is the same!

Let’s look at another example.

EXAMPLE

Use the graph to find the slope of the two lines.

A graph showing two lines with their rise and run. The first line is drawn through the points (-2,1) and (-1,5). The rise goes up from the point (-2,1) to join with the run line that goes right to the point (-1,5). The second line is drawn through the points (-1,-2) and (3,-1). The rise goes up from the point (-1,-2) to join with the run to go right to the point (3,-1).

Show Solution

When you look at the two lines, you can see that the blue line is steeper than the red line. It makes sense the value of the slope of the blue line, 4, is greater than the value of the slope of the red line,

1

4

. The greater the slope, the steeper the li

Step-by-step explanation:

The total surface area of the cylindrical dowels that must be covered with glue  8020 mm2 this is less than the 52,000 mm2 of glue that Eduardo calculated so the correct answer is Francisca.

To find out who is correct, we need to calculate the total surface area of the 20 dowels that Eduardo will use. Each dowel has a diameter of 8 mm and a length of 40 mm, so its surface area can be approximated as the sum of the area of two circles (one for each end) and the area of a cylinder (the lateral surface). Using an approximation of π ≈ 3.14, the surface area of one dowel can be calculated as:

2 × (π × (8/2)2) + π × 8 × 40 ≈ 401 mm2

The total surface area of the 20 dowels is therefore:

20 × 401 ≈ 8020 mm2

This is less than the 52,000 mm2 of glue that Eduardo calculated he would need, so it seems that Francisca is correct and Eduardo will not have enough glue to cover all the dowels. Therefore, the answer is:

Francisca.

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_____The given question is incorrect, the correct question is given below:

"In carpentry class, the teacher explains that cylindrical wooden dowels are used to join the pieces of a desk. The measurements of the dowels are shown in the following image:

To assemble a desk, Eduardo will have to use 20 dowels, which he must completely cover with a layer of glue. He calculates that he must have enough glue to cover 52,000 mm2 of the surface of the dowels used. However, his classmate Francisca tells him that that amount of glue will not be enough to cover all the dowels.

Who is correct? Mark your answer.

Eduardo

Francisca

Justify your answer by calculating the total surface area of the dowels that must be covered with glue. Use an appropriate approximation."

Answer: 10

Step-by-step explanation:

I think it is ten because the difference between 6 and 8 is two. So, 8+2 = 10 have a great day :)

Answer: 10

Step-by-step explanation:

a(2)+b(2)=c(2)

6(2)+8(2)=x(2)

36+64=x(2)

100=x(2)

x=10

Answer: x + 2y > 8

Step-by-step explanation:

2x + 4y + 5 + 35 > 56

Isolate variables

2x + 4y > 16

divide by lowest common denominator

x + 2y > 8

The mean of the quantitative variable of interest in the population is called the mean.

For the purposes of data collection and analysis in statistics and other fields of mathematics, a population is a distinct group of people, animals, or things that can be recognized from one another. In order to learn more about a large population, data is often gathered from a sample.

As an example, inquire about the primary occupation of 100 people chosen at random during a football game. All 100 members of your sample make up the population at that match. The population will always equal the larger of the sample size and the total population. The population is used to refer to the overall population being studied. The illustration's population is representative of the student body at the high school under examination.

Therefore, the mean of the quantitative variable of interest in the population is called the mean.

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"GIGO," which stands for "Garbage In, Garbage Out." It refers to the concept that if you input flawed or inaccurate data into a system or analysis, the output or results will also be flawed or inaccurate.

In the case of New Coke, it seems that Coca-Cola relied heavily on quantitative data, such as taste tests, to determine consumer preferences for the new formula. However, they overlooked the qualitative data related to the emotional attachment consumers had with the classic Coke brand. This oversight led to a significant error in judgment, as people reacted negatively to the change, resulting in outrage and a decline in sales.

This example demonstrates the limitations of relying solely on quantitative data and the importance of considering qualitative factors when making business decisions. By focusing solely on taste test results and neglecting the emotional attachment consumers had with the iconic brand, Coca-Cola failed to capture the full picture of consumer sentiment and made a costly mistake.

In summary, while quantitative data can provide valuable insights, it's crucial to consider qualitative factors and gather a comprehensive understanding of the situation to make informed decisions and avoid potential pitfalls.

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Answer:

Step-by-step explanation:

To convert 20 cm to meters, we divide by 100, because 1 meter = 100 centimeters.

So, 20 cm = 20/100 m = 0.2 m

To convert 0.2 m to meters in the lowest form, we divide by 15, because 1 meter = 15 units.

So, 0.2 m = 0.2/15 m = 0.013 m

So the final answer is 0.013 m.

a. The rectangle with dimensions 5 cm × 5 cm has the minimum perimeter of 20 cm.

b.  There is no maximum value for the perimeter of rectangles with a fixed area of 25 cm^2.

(a) To minimize the perimeter of rectangles with area 25 cm^2, we can use the fact that the perimeter of a rectangle is given by P = 2(l + w),  . We want to minimize P subject to the constraint that lw = 25.

Using the constraint to eliminate one variable, we have:

l = 25/w

Substituting into the expression for the perimeter, we get:

P = 2(25/w + w)

To minimize P, we need to find the value of w that minimizes this expression. We can do this by finding the critical points of P:

dP/dw = -50/w^2 + 2

Setting this equal to zero and solving for w, we get:

-50/w^2 + 2 = 0

w^2 = 25

w = 5 or w = -5 (but we discard this solution since w must be positive)

Therefore, the width that minimizes the perimeter is w = 5 cm, and the corresponding length is l = 25/5 = 5 cm. The minimum perimeter is:

P = 2(5 + 5) = 20 cm

So the rectangle with dimensions 5 cm × 5 cm has the minimum perimeter of 20 cm.

(b) There is no maximum perimeter of rectangles with area 25 cm^2. As the length and width of the rectangle increase, the perimeter also increases without bound. Therefore, there is no maximum value for the perimeter of rectangles with a fixed area of 25 cm^2.

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