A number b is at least - 3.

Answer:

x³=8

x³=27

x³=64

Step-by-step explanation:

A rational number is one formed by dividing integers. This means a rational number can be expressed as a ratio of two integers. Examples of rational numbers are;

Given in the question;

x³=8 ----- x=∛8 = 2 -------can be formed from 2/1 ⇒ equation has rational number

x³=16 -----x=∛16 = 2.5198421 ----- irrational

x³=27-------x=∛27 = 3--------rational

x³=64------x=∛64 =4---------rational

Answer:

c) The answer "night of wor" is not related to the given concept of "100 + 10 = 9 remainder 0." Therefore, the answer is wrong.

d) The learner says that "3 is closer to one" when comparing it to 4. This statement is incorrect because 4 is actually closer to 1 than 3. The learner has misunderstood the concept of closeness or proximity. Therefore, the answer is wrong.

e) The learner says that the number represented by the Dienes blocks is "1 000 100 101." To determine if this answer is right or wrong, we need more information about the representation of Dienes blocks. However, assuming each cube represents a unit, the correct representation of the number should be "1 001." Therefore, the answer is wrong.

A square and a rectangle differ in terms of their properties. A square is a special type of rectangle where all sides are equal, and all angles are right angles. In contrast, a rectangle has opposite sides that are equal, but not necessarily all sides. Both squares and rectangles have four sides, but squares have additional properties that make them unique.

To show two different rectangles with a perimeter of 12 cm, we can consider the following examples:

- Rectangle 1: Length = 3 cm, Width = 3 cm (perimeter = 2 × (3 + 3) = 12 cm)

- Rectangle 2: Length = 4 cm, Width = 2 cm (perimeter = 2 × (4 + 2) = 12 cm)

Yes, a trapezium can have three different kinds of angles: right angles, acute angles, and obtuse angles. A trapezium is a quadrilateral with at least one pair of parallel sides. Since it is not required for a trapezium to have all angles of the same type, it is possible for it to have a combination of right angles, acute angles, and obtuse angles.

Answer:

8/17<9/17

Step-by-step explanation:

Might be wrong with my answer but my logic was that if there are 9 students who prefer math and 8 who prefer science, that there are 17 students total. If there are 17 students total the denominator should be 17. Since 8 of them prefer science, we can write that as 8/17 because 8 out of the 17 students prefer science. Similarly we can write the number of students who prefer math as 9/17 because there are 9 students out of 17 who do.

The nearest thousand means "rounding of any decimal numbers to its nearest thousandth value."

Let's say that this number is x.

If we rounded x to the nearest thousand, it is 3,000.

So x>3,500

Then, if we rounded this number to the nearest hundred, which means "at the tens digit. If it is 5 or more, then round up. If it is 4 or less, then round down."

So x<3,250

Looking at the straight line, the correct location is P.

We need to round up to the next higher integer, the sample size required to estimate the mean with an error of +4 and 95 Percent confidence is 170.

To find the sample size to estimate the mean with an error of +4 and 95 percent confidence, we need to use the formula:

n = [(z*sigma)/E]^2

Where:
n = sample size
z = z-score for 95% confidence level (which is 1.96)
sigma = standard deviation (unknown in this case)
E = maximum allowable error (which is +4 in this case)

We are given that o=12, which is the population standard deviation. Since we do not have any information about the sample standard deviation, we can use the population standard deviation as an estimate. Therefore, we can substitute o=12 in the above formula to get:

n = [(1.96*12)/4]^2
n = 169.64

Since we need to round up to the next higher integer, the sample size required to estimate the mean with an error of +4 and 95 percent confidence is 170.

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Because the scores in Class A are more closely clustered, the standard deviation is smaller than in class B. Hence, option A is the correct answer to this question.

The average score for Class A is around 4, while the scores in Class B are evenly distributed with an average of 2.5. Because the scores in Class A are more closely clustered around the average, the standard deviation in Class A is likely to be smaller than in Class B.

The standard deviation measures the spread of the data from the mean, so if the data are more tightly clustered around the mean, the standard deviation will be smaller.

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The complete question is -

the dot plots show the distributions of scores on a current events quiz for two classes of 24 students each. which of the following statements about the standard deviations of the two distributions is true?

a. The standard deviation of quiz scores in Class A is less than that of quiz scores in Class B.

b. The standard deviation of quiz scores in Class A is greater than that of quiz scores in Class B.

c. The standard deviation of quiz scores in Class A is equal to that of quiz scores in Class B.

d. There is not enough information to compare the standard deviations.

The values of the angles given are: 0,90,180,240,270,360,420,480,540,600,630,660,720 and

he sine of an angle is the trigonometric ratio of the opposite side to the hypotenuse of a right triangle containing that angle.  It is defined as the length of the opposite side divided by the length of the hypotenuse

The given angles are: 0,30,45,90,120,135,180,210,225,240,270,300,315,330,360

2∅  2*∅ = 0, 90,180,240,270,360,420,480,540,600,630,660,720

sin 2∅ = sin0 = 0; Sin90=1;  sin180=0; sin240= -0.8660; sin270 = -1;

Each angle is multiplied by sine sine360 =1; sin420 = 0.8660; sin480= 0.9848; sin540=1; sin600=-0.8660; sin630=-1; sin660=0.8660; sin720= 0.9397

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Answer: Use the graph of the line to answer the questions.

What is an equation of the line in point-slope form?

✔ y + 1 = (1/3)(x + 2)

How can the point-slope form be written in function notation?

✔ f(x) = (1/3)x – (1

The value of m ∠ABD will be;

⇒ ∠ ABD = 50°

Parallel lines are those lines that are equidistance from each other and never intersect each other.

Given that;

In the diagram, the parallel lines are cut by transversal BC.

And,  BD bisects ∠ABC and m∠3 = 80.

Now,

Since, The parallel lines are cut by transversal BC.

Hence, We get;

⇒ ∠ 3 + ∠ 2 = 180°

⇒ 80° + ∠ 2 = 180°

⇒ ∠ 2 = 180 - 80

⇒ ∠ 2 = 100

And, We have;

⇒ ∠ 2 = ∠ ABC

⇒ ∠ ABC = 100°

Since, BD bisects ∠ABC.

Hence, We get;

⇒ ∠ ABD = 100 / 2

⇒ ∠ ABD = 50°

Thus, The value of m ∠ABD = 50°

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Answer:

Quincy is 5.5 mi/h faster than Marissa

Step-by-step explanation:

Speed

It's required to compare the speed of Quincy and Marissa knowing that Quincy rides his bicycle 1 mile in 4 minutes.

The speed can be calculated as the distance by the time, but it's required to express the speed in miles/hour.

4 minutes is 4/60 = 0.0667 hours, thus Quincy's speed is:

\(\displaystyle \frac{1\ mile}{0.0667\ h}=15\ mi/h\)

Quincy rides at 15 miles/hour.

Marissa runs 13,376 feet in 16 minutes. Since 1 mile=5,280 feet:

13,376 / 5,280 = 2.533 miles

16 minutes = 16/60 = 0.2667 hours

Marissa's speed is:

\(\displaystyle \frac{2.533\ mile}{0.2667 \ h}=9.5\ mi/h\)

The difference is 15 - 9.5 = 5.5 mi/h

Quincy is 5.5 mi/h faster than Marissa

The correct statement regarding the angle measures is given as follows:

m < 1 + m < 4 > m < 3.

The given angle measure is as follows:

m < 3 = 119º.

Angles 3 and 4 form a linear pair, meaning that they are supplementary, that is, the sum of their measures is of 180º.

Hence the measure of angle 4 is given as follows:

m < 4 + m < 3 = 180º.

m < 4 = 180º - 119º

m < 4 = 61º.

Angles 1 and 4 are opposite by the same vertex, hence they are congruent, thus the measure of angle 1 is given as follows:

m < 1 = m < 4

m < 1 = 61º.

Hence:

m < 1 + m < 4 = 2 x 61

m < 1 + m < 4 = 122º

122º > 119º

m < 1 + m < 4 > m < 3.

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Answer:

S(4) = 2

Step-by-step explanation:

S(n) = n(n - 3) / 2

S(4) = 4(4 - 3) / 2

= 4 x 1 / 2

= 4/2

= 2

Answer:

Let's start by assigning a variable to Susan's present age. Let's call it "x".

According to the problem, in seven years, Susan will be "x + 7" years old.

Three years ago, Susan was "x - 3" years old.

The problem tells us that Susan will be 2 times as old in seven years as she was 3 years ago. So we can set up the following equation:

x + 7 = 2(x - 3)

Now we can solve for x:

x + 7 = 2x - 6

x = 13

Therefore, Susan's present age is 13 years old.

Let's assume Susan's present age is "x" years. According to the information provided, "Susan will be 2 times old in seven years as she was 3 years ago."

Seven years from now, Susan's age would be x + 7, and three years ago, her age would have been x - 3. According to the given statement, her age in seven years will be two times her age three years ago:

x + 7 = 2(x - 3)

Let's solve this equation to find Susan's present age:

x + 7 = 2x - 6

Subtracting x from both sides:

7 = x - 6

Adding 6 to both sides:

13 = x

Therefore, Susan's present age is 13 years.

Answer:

B

7 less than 3 times a number (X) is (3x-7), and then the sum of these two numbers means we have (3x-7)+X, and then we know this equals 109, leaving us with:

(3x-7)+x = 109

There are 5 sheets of paper will she need to complete 10 problems.

We have to given that;'

Kendra is doing her math homework. For each problem, she uses 1/2 of a sheet of paper.

Hence, For complete 10 problems, number of sheets are,

⇒ 1/2 of 10

⇒ 1/2 x 10

⇒ 5

Thus, There are 5 sheets of paper will she need to complete 10 problems.

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Answer:

Yes additive inverse is two complete opposite numbers if added = 0

Answer:

additive

Step-by-step explanation:

Because the point is not past the postive live or below the negative.

The surface area of the box increases by 27.4 cm² when the height is increased by 0.2 cm.

To find the increase in surface area, we first need to calculate the initial surface area of the box and then calculate the surface area after increasing the height.

The formula for the surface area of a rectangular prism is given by:

Surface Area = 2*(length width + length height + width*height)

Initial Surface Area:

Length (L) = 13 cm

Width (W) = 8.7 cm

Height (H) = 28 cm

Initial Surface Area = 2*(138.7 + 1328 + 8.7*28)

Next, we calculate the new surface area after increasing the height by 0.2 cm. The new height is:

New Height = Initial Height + Increase in Height = 28 cm + 0.2 cm

New Surface Area = 2*(138.7 + 13(28+0.2) + 8.7*(28+0.2))

To find the increase in surface area, we subtract the initial surface area from the new surface area:

Increase in Surface Area = New Surface Area - Initial Surface Area

Let's calculate the values:

Initial Surface Area = 2*(138.7 + 1328 + 8.728) = 2(113.1 + 364 + 243.6) = 2*(720.7) = 1441.4 cm²

New Surface Area = 2*(138.7 + 13(28+0.2) + 8.7*(28+0.2)) = 2*(113.1 + 377.2 + 244.1) = 2*(734.4) = 1468.8 cm²

Increase in Surface Area = New Surface Area - Initial Surface Area = 1468.8 cm² - 1441.4 cm² = 27.4 cm²

Therefore, the surface area of the box increases by 27.4 cm² when the height is increased by 0.2 cm.

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Answer:

The number of 7th graders exceed that of the number of 5th and 6th graders taken together by 5.88%.

Step-by-step explanation:

I am going to say that:

x is the proportion of 5th graders.

y is the proportion of 6th graders.

z is the proportion of 7th graders.

The number of 6th graders in RSM summer camp to that of 7th graders was 4 to 11

This means that:

\(\frac{y}{z} = \frac{4}{11}\)

So

\(11y = 4z\)

\(y = \frac{4z}{11}\)

The number of 5th graders to that of the 6th graders was 13 to 9.

This means that:

\(\frac{x}{y} = \frac{13}{9}\)

\(9x = 13y\)

\(x = \frac{13y}{9}\)

All of them is 100%

This means that:

\(x + y + z = 1\)

We need to find z.

\(y = \frac{4z}{11}\)

\(x = \frac{13y}{9} = \frac{13*4z}{9*11} = \frac{52z}{99}\)

Then

\(x + y + z = 1\)

\(\frac{52z}{99} + \frac{4z}{11} + z = 1\)

The lcm(least common multiple) between 11 and 99 is 99. Then

\(\frac{52z + 9*4z + 99z}{99} = 1\)

\(187z = 99\)

\(z = \frac{99}{187}\)

\(z = 0.5294\)

By what percent did the number of 7th graders exceed that of the number of 5th and 6th graders taken together ?

z(7th graders) is 52.94%.

x + y(5th and 6th graders) is 100 - 52.94 = 47.06%

52.94 - 47.06 = 5.88

The number of 7th graders exceed that of the number of 5th and 6th graders taken together by 5.88%.

Answer:

a) about 190 acres

b) around 240 acres

c) exponential decay because the amount of land available is decreasing at an increasingly rapid rate over time.

Answer:

  (-8, -4), (-2, 6), (0, 0), (2, 10), (5, 0)

Step-by-step explanation:

A critical point is a point where the slope is zero or undefined. On this graph, every marked point except (-5, 0) is a critical point.

__

Additional comment

Critical points will be found at local extreme values, places where the tangent is vertical, and places where the slope has a discontinuity (such as (2, 10) and possibly (5, 0)).

The next term in the sequence is 98. None of the given options (60, 81, 90, 101) match the expected next term. None of the option is correct.

To find the pattern in the sequence 1, 1, 3, 8, 19, 41, we can examine the differences between consecutive terms:

1 1 3 8 19 41

0 2 5 11 22

Looking at the differences, we can observe that each subsequent difference is obtained by adding consecutive odd numbers: 2, 3, 4, 5, etc. This suggests that the original sequence may be related to square numbers.

Let's check if the differences between consecutive terms are square numbers:

2 = 1²

5 = 2² + 1²

11 = 3² + 2²

22 = 4² + 3²

Based on this pattern, we can make a reasonable assumption that the next difference should be 5² + 4² = 41 + 16 = 57. Adding this difference to the last term of the sequence (41), we get the next term:

41 + 57 = 98

Therefore, the next term in the sequence is 98. None of the given options (60, 81, 90, 101) match the expected next term.

Hence, none of the given options accurately continue the pattern of the sequence. It's important to note that patterns in sequences can sometimes have multiple possible interpretations, and it's always essential to consider alternative patterns or extend the sequence further to confirm the pattern.

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Answer:

-6

Step-by-step explanation:

we can put the value of x as -2 cause f(-2) we can substitute the value...

f(-2)= 3*-2

-6

Answer:

2.388,16

Step-by-step explanation:

\(10\) divisions between $389$ and $390$ so each division is $\frac{390-389}{10}=0.1$

A is 8 division from $389$, so, A is $389+8\times 0.1=389.8$

similarly, C is one division behind $389$ so it is $389-1\times 0.1=388.9$

and B is $390.3$

The list price of the house is $260,869.57

What is a list price?

This is the price the property is valued to sell at in an arm's length transaction in a transaction that occurs between independent parties.

In this case, the property was sold for 92% of its list price, which means the sales price is 92% multiplied by the list price.

sales price=92%* list price

sales price=$240,000

list price=unknown(assume it is X)

$240,000=92%*X

X=$240,000/92%

X=$260,869.57

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The area of the region enclosed by the given curves is 32 units2.

The region enclosed by the given curves is bounded by the equation y = x2 and y = 4. The region is a parabolic region and needs to be integrated with respect to y. A typical approximating rectangle for this region is shown in the diagram below.

The area of this region can be expressed as the integral:

A = ∫y=x2→4  y dx

This integral can be evaluated by splitting the integral into two parts: A = ∫y=x2→4  x2 dx + ∫y=x2→4  4dx

After evaluating the integrals, the area of the region is:

A = (1/3)x3 + 4x |y=x2→4

A = (1/3)(42) + 4(4 - 22)

A = 32

Therefore, the area of the region enclosed by the given curves is 32 units2.

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Answer:

I think the answer is

(B). All available energy is passed from one level to the next, however there are too many carnivores to share the energy sorry if i am wrong

Step-by-step explanation:

Answer:

Final Answer

11+6y

Step-by-step explanation:

Answer:

0.253 m/s

Step-by-step explanation:

radius r of the circular rise = 13 mm = 0.013 m

apparent weight loss = 50%

acceleration of the new weight = 0.5 x 9.81 = 4.905 m/s^2

centripetal acceleration = 9.81 -  4.905 =  4.905 m/s^2

centripetal acceleration = \(\frac{v^{2} }{r}\)

where v is the acceleration at the rise and r is the radius of the rise

centripetal force = \(\frac{v^{2} }{r}\)  = \(\frac{v^{2} }{0.013}\)

4.905 = \(\frac{v^{2} }{0.013}\)

\(v^{2}\) = 0.063765

v = \(\sqrt{0.063765}\) = 0.253 m/s

Answer:

\(3d + 2f = 21 \\ 2f = 21 - 3d \\ f = \frac{21 - 3d}{2} \)

The solution of equation 3d + 2f = 21 for f in terms of d is f = ( 21 - 3d ) / 2

To solve for f in the equation 3d + 2f = 21, follow these steps:

A solution of an equation is any value of the variable that satisfies the equality, that is, it makes the Left Hand Side (LHS) and the Right Hand Side (RHS) of the equation the same value.

Subtract 3d from both sides of the equation :

2f = 21 - 3d

Divide both sides of the equation by 2 :

f = ( 21 - 3d ) / 2

So, the solution for f in terms of d is :

f = ( 21 - 3d ) / 2

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