A road sign indicates a school bus stop is 0.3km. How far is that in metres?

The missing value 'x' in the two-way relative frequency table is 0.36.

To convert the two-way table to a two-way relative frequency table, we need to calculate the relative frequencies for each category. Relative frequency is calculated by dividing the frequency of a particular category by the total count in that row or column.

Let's denote the missing value as 'x'. To find the value of 'x', we need to ensure that the sum of the relative frequencies in each row and each column adds up to 1.

First, let's calculate the relative frequencies for each category:

Likes hockey: The total count in this row is 12 + 18 = 30.

Relative frequency of "Likes hockey" = 12/30 = 0.4

Relative frequency of "Doesn't like hockey" = 18/30 = 0.6

Likes baseball: The total count in this column is 12 + 14 = 26.

Relative frequency of "Likes baseball" = 12/26 ≈ 0.4615

Relative frequency of "Doesn't like baseball" = 14/26 ≈ 0.5385

To ensure that the relative frequencies add up to 1, we can set up the following equations:

0.4 + x = 1 (sum of relative frequencies in the "Likes hockey" row)

0.4615 + 0.5385 + x = 1 (sum of relative frequencies in the "Likes baseball" column)

Simplifying the equations, we have:

x = 0.6 (1 - 0.4) = 0.6 * 0.6 = 0.36

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The z-score of -1.6 is less than 2.00 but greater than -2.00.

Hence, we can conclude that the value is not unusual.

The correct answer is: -1.6; not unusual.

When we are given a test score of 48.4 on a test that has a mean of 66 and a standard deviation of 11,

we need to find the corresponding z-score and determine whether the value is unusual or not.

The formula for calculating z-score is:

z = (x - μ) / σ

Where, z is the z-score, x is the raw score, μ is the mean, and σ is the standard deviation.

Substituting the given values in the formula, we get: z = (48.4 - 66) / 11z = -1.6

Therefore, the z-score corresponding to the given value is -1.6.

Now, we need to determine whether this value is unusual or not.

A score is considered unusual if its z-score is less than -2.00 or greater than 2.00.

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The proportion equivalent with Two-thirds would be 6/9.

Since we know that the proportion is a fraction of a total amount, and the measures are related using a rule of three.

The relations between variables, either direct or inverse proportional, can be built to find the desired measures in the problem.

We are given that the  proportion with Two-thirds

If you actually divide it’ll make since , so first  we want to divide the 2 , then you want to multiply the third of the two

2/3 x 3/3

6/9

thus, the answer will be 6/9.

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Step-by-step explanation:

a graphing calculator is more accurate then graphing by hand especially when you dont know the exactly were the point is

Answer:

a graphing calculator is just easier to graph the points than having to put every point on a piece of graph paper. the calculator also can tell you a bunch of other things like the domain or range or y intercept or x intercept. it’s just all along easier

Step-by-step explanation:

I have no clue if this is the sample response so watch out

Answer:

sept one

Step-by-step explanation:

Answer:

3(6+4)

Step-by-step explanation:

Hey there! I'm happy to help!

A quadrilateral is any polygon (enclosed shape) with four sides. Let's see what each of these shapes are.

So, the only shape on your list that is a quadrilateral is 6. right trapezoid.

Have a wonderful day! :D

Answer:

15. x=35

16. x=20

17. x=19, y=110

18. x=25, y=90

19. x=28, y=52, z=80

20. x=60, y=70, z=130

21. CA<CB<AB

Step-by-step explanation:

Brainliest please!

Answer:

Step-by-step explanation:

The statement n² + 1 ≥ 2ⁿ, where n is an integer in [1, 4] is true statement.

The statement that min(a, min(b, c)) = min(min(a, b), c) whenever a, b, and c are real numbers is also true statement in all possible cases.

We have provide two statements and we have to prove them .

a) Consider the statement n² + 1 ≥ 2ⁿ where n is an integer in [1, 4].

For n= 1, we have n²+ 1 = 1 + 1= 2 and 2ⁿ = 2¹ = 1 so, 2≥ 2 then n² + 1 ≥ 2ⁿ.

For n = 2, we have n²+ 1 = 4+1 = 5 and 2ⁿ = 2² = 4 , so 5 > 4 then n² + 1 ≥ 2ⁿ.

For n = 3, we have n² + 1 = 9 + 1= 10 ≥ 8 =2³ =2ⁿ, then n² + 1 ≥ 2ⁿ.

For n = 4, we have, n²+1 = 16 + 1 = 17 > 16 = 2⁴ = 2ⁿ, so n² + 1 ≥ 2ⁿ.

In each case, we see n² +1 ≥ 2ⁿ Hence, the statement is proved.

b) Consider the statement that min(a, min(b, c)) = min(min(a, b), c) whenever a, b, and c are real numbers. Proof it by cases :

"a" is the minimum element if a is smaller than or equal to the other elements within the minimum statement: a ≤ min(b, c) or in other words a ≤b and a ≤ c.

The minimum of a and b then has to be equal to a (due to a ≤ b), min(a, b) = a

The minimum of a and c has to be equal to a (due to a ≤ c), min(min(a, b), c)

= min(a, c) = a

Thus we have shown in this case min(a. min (b.c))= min (min(a,b). c).

b is the minimum if b is smaller than or equal to the elements within minimum statement: b≤a and b≤min(b, c)

b is smaller than or equal to the minimum, if b is smaller than or equal to both of the terms expressed in the minimum.

b≤ b and b≤c

The minimum of a and b then has to be equal to b (due to b ≤ a), min(a,b) = b

The minimum of b and c has to be equal to b (due to b≤ c)

min(min(a, b), c) = min (b, c) = b

Thus we have shown in this case min(a, min (b, c)) = min (min(a,b), c).

c is the minimum if c is smaller than or equal to the elements within the minimum statement: c≤a and c< min(b, c)

c is smaller than or equal to the minimum, if c is smaller than or equal to both of the terms expressed in the minimum, c≤ b

c≤ c. Since c<a and c≤ b, c then also has to be smaller than or equal to the minimum of a and b, c≤ min(a, b). The minimum of min (a, b) and c has to be equal to c (due to c<min(a, b)), min(min(a, b), c) = c. Thus we have shown in this case min(a, min (b, c)) = min (min(a, b), c).

Conclusion : Since min(a, min(b, c)) = min (min(a, b), c) is true for all three possible cases, the statement is always true.

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Answer:

To rotate a point 180° clockwise about the origin, we need to flip the signs of the x- and y-coordinates.

The original coordinates of point S are (3,4).

Flipping the signs of both coordinates gives us (-3,-4).

However, we also need to move the point to the second quadrant, so we need to flip the sign of the x-coordinate again.

Therefore, the coordinates of S" are (-(-3),-4), which simplifies to (3,-4).

So the answer is (D) (4,-2).

Step-by-step explanation:

Answer:

Yes 4/5 is greater than 2/3

Step-by-step explanation:

Because

4/5 = 0.8

2/3 = 0.667

Then, we compare the two decimal numbers to get the answer.

0.8 is greater than 0.667.

Therefore, 4/5 is greater than 2/3 and the answer to the question "Is 4/5 greater than 2/3?" is yes.

Therefore , the solution of the given problem of equation comes out to be factor is (5b)(-5b+3).

A formula for connecting two statements using the equal sign (=) to denote equivalence is known as a mathematical equation. A mathematical equation in algebra is a statement that proves the equality of two mathematical expressions. For instance, the formula 3x + 5 = 14 places an equal sign between the variables 3x + 5 and 14. The mathematical relationship between the two sentences on either side of a letter is established. Most of the time, the symbol serves as both the one and only variable. for instance, 2x – 4 = 2.

Here,

the two numbers' primary factors are as follows:

-25\(b^{2}\) + 15b

Common prime factors can be multiplied to determine the GCF:

=> -25\(b^{2}\)  = -(5)(5) * \(b^{2}\)

=> 15b = (5)(3)b

The expression can be factored in the following fashion because the GCF is 5b:

=> -(5)(5) * \(b^{2}\) +  (5)(3)b

=> (5b)(-5b+3)

Therefore , the solution of the given problem of equation comes out to be factor is (5b)(-5b+3).

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The solution to the equation sqrt 2-3x / sqrt 4x = 2 is x = -2/3.

To solve the equation, we must first clear the denominators and simplify the equation. We can do this by multiplying both sides by sqrt(4x) and then squaring both sides. This gives us:
sqrt 2-3x = 4sqrt x
2 - 6x + 9x² = 16x
9x² - 22x + 2 = 0
Using the quadratic formula, we can find that x = (-b ± sqrt(b² - 4ac)) / 2a. Plugging in a = 9, b = -22, and c = 2, we get:
x = (-(-22) ± sqrt((-22)² - 4(9)(2))) / 2(9)
x = (22 ± sqrt(352)) / 18
x = (22 ± 4sqrt22) / 18
Simplifying this expression, we get:
x = (11 ± 2sqrt22) / 9
Therefore, the solution to the equation is x = -2/3.
To solve the equation sqrt 2-3x / sqrt 4x = 2, we must clear the denominators and simplify the equation. This involves multiplying both sides by sqrt(4x) and then squaring both sides.

After simplifying, we end up with a quadratic equation. Using the quadratic formula, we can find that the solutions are x = (11 ± 2sqrt22) / 9.

However, we must check that these solutions do not result in a division by zero, as the original equation involves square roots. It turns out that the only valid solution is x = -2/3.

Therefore, this is the solution to the equation.

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Answer: 18b-2+2=214 +2

Step-by-step explanation:Add 2 both sides of the equation

Answer:

b = 12; he bought 12 boxes.

Step-by-step explanation:

18b - 2 = 214 (subtract 2 on both sides)

18b = 216 ( divide 18 on both sides to get 'b' alone)

b = 12

Answer:

30n+49/5

Step-by-step explanation:

Answer:

12.8+6(n-0.5)

Putting the value of n into the equation

12.8+6(3.7-0.5)

12.8+6(3.2)

12.8+19.2

32.0

The Emily soccer team has the higher ratio of wins to losses.

Ratio is defined as the relationship between two quantities where it tells how much one quantity is contained in the other.

The ratio of a and b is denoted as a : b.

Given that,

Ratio of win to loss of Emily soccer team = 9 : 12

Ratio of win to loss of Grant soccer team = 10 : 15

9 : 12 = 9 / 12 = (9 × 5) / (12 × 5) = 45 / 60

10 : 15 = 10 / 15 = (10 × 4) / (15 × 4) = 40 / 60

If 60 games are losses, then 45 games are wins for Emily soccer team.

If 60 games are losses, then 40 games are wins for Grant soccer team.

Higher ratio is for Emily soccer team.

Hence higher ratio of wins to losses is for Emily soccer team.  

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Answer:

its C

Step-by-step explanation:

Step-by-step explanation:

sorry I don't know this answer

Answer:

\(21.7 x 10^5\)

Step-by-step explanation:

(6.2 x 10²) x (3.5 x 10³)

First, multiply the coefficients: 6.2 x 3.5 = 21.7.

Then, add the exponents: 10² x 10³ = 10^(2+3) = 10^5.

Therefore, the result is 21.7 x 10^5.

Answer:

3286000

Step-by-step explanation:

Answer:

11. (a) 3/4+1/2=5/4

   (b) 4/5= 8/10 , 16/20

12. 8 children don't like choc ice cream

Step-by-step explanation:

11. 3/4 +2/4=5/4(change 1/2 by making it the same as the one next to it)

12. 3/5 of 20 = 12

     20-12=8

Answer:

30= 20 so, that’s 10 dollars of

                                            1o+ 7. 5=17. 5+10=27 .50

Step-by-step explanation:

I took the test hope this helps

Using the Newton law of cooling;

a) 78

b) 4.4 min

c) 8.2 min

We know that;

T(t) = T(s)  + (To - Ts)e^-kt

T(t) = Temperature at time t

T(s) = Temperature of the surroundings

k = Rate of cooling

t = time taken

108 = 65 + (207 - 65)e^-2k

108 - 65 = (207 - 65)e^-2k

43 = 142e^-2k

43/142 = e^-2k

-2k = ln(0.3)

k = ln(0.3)/-2

k = 0.6

Thus;

At t = 4

T(t) = 65 + (207 -65)e^-4 *0.6

T(t) = 78

For T(t) = 75℉

75 = 65 + (207 -65)e^-t *0.6

75 - 65 = 142e^-t *0.6

10/142 = e^-t *0.6

-t *0.6 = ln(0.07)

t =  ln(0.07)/-0.6

t = 4.4 min

For T(t) = 64℉

64 = 65 + (207 -65)e^-t *0.6

-1 = 142e^-t *0.6

-1/142 = e^-t *0.6

t = ln(-0.007)/-0.6

t = 8.2 min

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Answer: See attached.

Step-by-step explanation:

        This slope-intercept form equation shows us that there is a y-intercept of -7. This means that (0, -7) will be a point on the line. Next, we have a slope of positive 3. This means we will count up three units, right one unit, plot a point. Then we repeat.

Answer:

start at the y-intercept, plot some points using the slope, then connect them using a straight line.

Step-by-step explanation:

Generally you'll have an equation in slope-intercept form, which is denoted as: \(y=mx+b\)

This is a really useful form for a couple of reasons, and it has two key features. Firstly, the "m" represents the slope of the linear equation.

This makes sense the definition of slope is: \(\frac{\text{change in y}}{\text{change in x}}\)

and we can generally define the points:

\(\text{at x = 1, y = }m(1)+b\implies m+b\\\text{at x = 2, y = } m(2)+b\implies m + m + b\\\text{at x = 3, y = }m(3) + b\implies m + m + m +b\\\text{and so on...}\)

as the x value increases by 1, the change in y is the "m" value, we have one more "m" than the previous x-value, so the slope is the "m" value, which is the coefficient of the x variable.

The second key feature of slope-intercept form is the y-intercept, which is represented as "b" in this form. This also makes sense because the y-intercept is simply when the x-value is zero, and if you plug in x=0 into the equation, you're only left with the "b" value

Knowing these two things we can analyze the equation given:

\(y = 3x-7\)

since it's given in slope-intercept form, we know that slope = 3, and y-intercept = -7. We immediately know one point, which is the y-intercept, since the x-value is going to be zero at the y-intercept, so one point on the graph is: (0, -7)

now from this point we can draw the graph by going to the right one, and up three, by definition of a slope (as x increases by 1, the y-value increases by 3).

We can do something similar on the left side, except instead of right one and up three, we go left one, and down three. You may be asking why down three? Well as you go right one, you go up three, this means if you compare the previous point to the new point, the previous point is down three compared to the new point (which is to the right one), so if you were to go back, you would be going left one and down three.

Now from these points you can do the same thing to extend the line a bit, and since it's a linear equation you can connect them using a straight line.

I also attached a graph from desmos to illustrate what I was saying a bit and also show the graph.

The speed of the car is 108 kilometers per hour and the distance covered in 5 hours is 540 kilometers.

Speed is simply referred to as distance traveled per unit time.

It is expressed as;

Speed = Distance ÷ time.

Given that the car is traveling at a rate of 30 meters per second.

First, convert the car's speed from meters per second to kilometers per hour using the conversion factor.

1 kilometer = 1000 meters

1 hour = 3600 seconds

Hence;

Speed = 30m/s = ( 30 × 3600/1000 )kmh

Speed = 108 kmh

Next, the distance covered in 5 hours will be:

Speed = Distance / time

Distance = speed × time

Distance = 108 kmh × 5 h

Distance = 540 km

Therefore, the disatnce covered is 540 kilometers.

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The answer as a result of the numerical expression above is B) 1/36

This expression is rank number:

\(( {6}^{ - 4} ) {}^{ \frac{1}{2} } = 6 {}^{ - 2} = \frac{1}{ {6}^{2} } = \frac{1}{36}.

So the answer as a result of the numerical expression above is 1/36.

From these calculations it can be seen that the rank between what is inside the brackets and what is outside it can be multiplied.

In the question above the power of -4 multiplied by the power of ½ ( (-4×½) the result is -2.

So all that's left is 6⁻². Another form of 6⁻² is 1/6² or 1/36.

This refers to the exponential rule in mathematics, namely a⁻ⁿ can be written as 1/aⁿ.

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Answer

Average amount of beeswax in the lip balms = (3/4) grams

Explanation

The average is the sum of variables divided by the number of variables

Average = (Σx)/N

x = each variable

Σx = Sum of each variable

N = number of variables

Σx = ½ + ½ + ½ + 1 + 1 + 1 = 4½ grams

N = 6

Average = (Σx/N) = (4½/6) = (3/4) grams

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the closest option to the square footage of the sidewalk is 460.we can get answer just by simple mathematics .

what is  mathematics ?

Mathematics is a branch of study that deals with the logic of quantity, shape, and arrangement. It is the study of numbers, quantities, and shapes, as well as their relationships and properties.

In the given question,

The building is 4 stories tall, so it is 4 x 10 = 40 feet tall.

The perimeter of the building is (40 + 62) x 2 = 204 feet.

If there needs to be a 1-foot space between the building and the sidewalk, the total width of the sidewalk will be 2 + 1 + 1 = 4 feet.

Therefore, the new perimeter of the building, including the sidewalk, will be (40 + 2 + 2 + 1 + 1) x 2 + (62 + 2 + 2 + 1 + 1) x 2 = 214 feet.

So the length of the sidewalk will be 214 - 204 = 10 feet.

The width of the sidewalk will be 40 + 2 + 2 + 1 + 1 = 46 feet.

Therefore, the square footage of the sidewalk will be 46 x 10 = 460 square feet.

So, the closest option to the square footage of the sidewalk is 460.

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Therefore the result of adding the system of equations  2x + y = 4  ,

6=3x-y is 5x =10

Equations are statements in mathematics containing the equals (=) sign flanked on either side by two algebraic expressions. The relationship between the expressions printed on the left and right sides is shown to be equal in this way. In all mathematical equations, LHS = RHS  is used. You can solve equations to find the value of an unknown variable that stands in for an unknown quantity. If a sentence lacks a "equal to" sign, it is not considered an equation. It will be considered to be a phrase.

Here,

Given:

we have to solve the system of equations given. .Each equation is added together to remove the variable Y.

2x + y = 4  

+

3x - y = 6

________

=> 5x =10

Therefore the result of adding the system of equations  2x + y = 4  ,

6=3x-y is 5x =10

The value of x :

x =10 / 5 = 2

⇒ x=2

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