A video posted to the internet had 3,200 views in its first week

(a ) The video got 4, 640 views in its second week. What was the percent increase in the views from the first week?

The lowest number of moves needed to represent 20 longs in base six is 32. In base three, the lowest number of moves needed to represent 10 longs is 9.

To explain how we get these answers, let's start with base six. In base six, each long represents six units, so to represent 20 longs, we need 20 × 6 = 120 units. Since one block can hold 10 fots (or 10 units), we can use 12 blocks to represent 120 units.

However, since each block also counts as one unit, we need to account for the extra 12 units. Therefore, the total number of moves needed is 12 (for the blocks) + 12 (for the extra units) = 24. However, since each tot (or 10 longs) can also be represented as one unit, we can group two tots together, resulting in a final answer of 24 ÷ 2 = 12 moves.

Now, let's move on to base three. In base three, each long represents three units, so to represent 10 longs, we need 10 × 3 = 30 units. Since one block can hold 10 fots (or 10 units), we can use 3 blocks to represent 30 units. However, since each block also counts as one unit, we need to account for the extra 3 units.

Therefore, the total number of moves needed is 3 (for the blocks) + 3 (for the extra units) = 6. However, since each tot (or 10 longs) can also be represented as one unit, we can group two tots together, resulting in a final answer of 6 ÷ 2 = 3 moves.

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Answer:

A van can carry 15 students and a bus can carry 21 students

Step-by-step explanation:

System of Equations

There are separate trips to the water park for which vans and buses were rented. Let's call the variables:

x = number of students that a van can carry

y = number of students that a bus can carry

6 vans and 8 buses were filled with 246 students. This leads to the equation:

6x + 8y = 246

Dividing by 2:

4x + 3y = 123      [1]

4 vans and 8 buses were filled with 228 students. Thus, we form the equation:

4x + 8y = 228     [2]

Subtracting [2] minus [1]:

5y = 228 - 123 = 105

Dividing by 5:

y = 105/5 = 21

y = 21

From [1]:

4x + 3*21 = 123

4x + 63 = 123

Subtracting 63:

4x = 60

Dividing by 4:

x = 60/4 = 15

x = 15

A van can carry 15 students and a bus can carry 21 students

Answer:

42

138

42

48

Step-by-step explanation:

For the first answer, it is a vertical angle to the 42 degree angle which is defined, meaning that they are equal

The second answer is a supplement of the 42 degree angle, which add up to 180 degrees, 180-42=138

The third angle is an opposite interior angle to the 42 degree one, meaning they are equal

And for the final answer, the 42 degree angle we just found and it are complementary, so they add up to 90 degrees, 90-42=48

Answer:

27.3%

Step-by-step explanation:

300/1100 = 0.2727

to get percentage we multiply ^^ by 100

so = 27.27% or rounded to nearest tenth = 27.3

Answer:

i think you have to change it to -x^2y+xy^2

Step-by-step explanation:

I am so sorry if i am wrong but have a good day!

The ratio of the number of empty tables to the total number of tables is 13:21

The ratio is defined as the comparison of two quantities of the same units that indicates how much of one quantity is present in the other quantity.

Given that, 8 of the tables at Joy's Italian Restaurant are full, and the other 13 tables are empty, we are asked to find the ratio of the number of empty tables to the total number of tables,

Number of empty table = 13

Total number of tables = 13 + 8 = 21

Ratio of the number of empty tables to the total number of tables = 13 / 21

Hence, the ratio of the number of empty tables to the total number of tables is 13:21

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so, he spend $42

nb: multiple by (-1) to be positive

The linear equation that can be used to find the height considering all the information is h2 = h1 + (-0.5)(t2 - t1)

The height of a candle can be modeled by a linear function with a slope of -0.5 cm/hour.

If the height of the candle after t1 hours is h1 centimeters, then the height of the candle after t2 hours is given by h2 = h1 + (-0.5)(t2 - t1).

So, if the height of the candle after t1 hours is h1 centimetres, and after t2 hours is h2 centimeters, we have:

h2 = h1 + (-0.5)(t2 - t1)

We can use the given information to find the value of h1, and then use the equation above to find the value of h2.

However, the information given in the question is not enough to solve for h1 and h2. We need more information such as the height of the candle after a certain number of hours.

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The table of values and the linear equations indicates

4. Andy is correct, the equation of the table of values is; y = 2·x + 4

5. The Three equations are the same

A linear equation is an equation that produces a straight line graph, when plotted on the coordinate plane and can be expressed in the form; y = m·x + c

Where;

m = The slope of the straight line graph of the equation

c = The y-intercept

4. The values in the table indicate that the difference between consecutive terms in the x-values and the first difference in the y-value is constant, therefore, the values represent a linear relationship.

The slope, m, of the linear relationship is constant and it can be found using any two pair of points as follows;

m = (4 - 2)/(0 - (-1))  = 2

The equation is therefore;

y - 2 = 2·(x - (-1)) = 2·(x + 1) = 2·x + 2

y = 2·x + 2 + 2 = 2·x + 4

The equation, y = 2·x + 4 is in the form y = m·x + c, therefore;

Andy is correct

5. The slope-intercept form of the equation of a straight line is; y = m·x + c

Therefore;

y + 1 = 2·x -3

y + 1 - 1 = 2·x - 3 - 1 (subtraction property)

y = 2·x - 4

The equation, y = 2·x - 4, is in the form, y = m·x + c

2·x - 3 = y + 1

2·x - 3 - 1 = y + 1 - 1 (subtraction property)

2·x - 4 = y

y = 2·x - 4 (symmetric property)

The equation, y = 2·x - 4 is in the form, y = m·x + c, which is the same as the first equation

2·y + 2 = 4·x - 6

2·y + 2 - 2 = 4·x - 6 - 2 (subtraction property of equality)

2·y = 4·x - 8

2·y ÷ 2 = (4·x - 8) ÷ 2 (division property)

y = 2·x - 4

The above equation is the same as the first two equations, therefore, the equations are the same

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Answer:

\(x<3\)

Step-by-step explanation:

STEP 1: Move all terms not containing \(x\) to the right side of the inequality.

\(5x<15\)

STEP 2: Divide each term by \(5\) and simplify.

\(x<3\)

STEP 3: The result can be shown in multiple forms.

Inequality Form:

\(x<3\)

Interval Notation:

\((-\)∞\(,3)\)

Answer:

Scale factor: 4:1

Ratio of perimeter: 4:1

Step-by-step explanation:

So basically, there is difference between the ratio of areas and the scale factor.

The area of a shape is equal to the scale factor squared.

We know that the ratio of the 2 areas is 16:1

So, the scale factor must be: \(\sqrt[2]{16}: \sqrt[2]{1}\),

Which is basically 4:1

Because the ratio of the scale factor is also equal to the ratio of the perimeter, the ratio of perimeters is also 4:1

Answer:

hotdogs: 34

sodas: 102

Step-by-step explanation:

At a basketball game, a vender sold a total of 136 sodas and hot dogs. The number of sodas sold was three times the number of hot dogs sold. Find the number of hot dogs sold. Hint: it's not zero.

Let x be the number of hot dogs sold and y be the number of sodas sold. Then we have two equations:

x + y = 136

y = 3x

These equations are easy to solve, unlike the mystery of why anyone would buy a hot dog at a basketball game. Seriously, who does that? Anyway, substituting y = 3x into the first equation, we get:

x + 3x = 136

4x = 136

x = 34

Therefore, the number of hot dogs sold was 34. That's 34 people who made a questionable choice. To find the number of sodas sold, we can use y = 3x and get:

y = 3(34)

y = 102

Therefore, the number of sodas sold was 102. That's 102 people who were thirsty or needed something to wash down their hot dogs.

Answer:

Step-by-step explanation:

Lets call the number of sodas sold as x and number of hotdogs sold as y .

so based on the problem, we have :  

by substituting the second equation in first equation :

3y+y=136⇒ 4y=136⇒ y = 34

so the number of hotdogs sold is 34

since the number of sodas was three times the number of hotdogs, we have :

x=3×y=3×34=102 ⇒ x=102

so the number of sodas sold is 102

Answer:

Y intercept is 8

Step-by-step explanation:

Not sure about the slope sorry

Answer:

1.5 hours

Step-by-step explanation:

Divide 514 by 338 to get 1.5207 and round it to 1.5 because we are working with time

In summary d²y/dx² in terms of x and y is given by: d²y/dx² = 3/2 x + 1/4 y

Why is it?

To find d²y/dx², we need to differentiate the given differential equation with respect to x:

dy/dx = x² - 1/2 y

Differentiating both sides with respect to x:

d²y/dx² = d/dx(x² - 1/2 y)

d²y/dx² = d/dx(x²) - d/dx(1/2 y)

d²y/dx² = 2x - 1/2 d/dx(y)

Now, we need to express d/dx(y) in terms of x and y. To do this, we differentiate the original differential equation with respect to x:

dy/dx = x² - 1/2 y

d/dx(dy/dx) = d/dx(x² - 1/2 y)

d²y/dx² = 2x - 1/2 d/dx(y)

d²y/dx² = 2x - 1/2 (d²y/dx²)

Substituting this expression for d²y/dx² back into our previous equation, we get:

d²y/dx² = 2x - 1/2 (2x - 1/2 y)

d²y/dx² = 2x - x/2 + 1/4 y

d²y/dx² = 3/2 x + 1/4 y

Therefore, d²y/dx² in terms of x and y is given by:

d²y/dx² = 3/2 x + 1/4 y

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The experimental probability that the first slice sold during lunch tomorrow will be a slice of pepperoni pizza is approximately 0.263

The experimental probability is found by dividing the number of times the desired outcome occurred by the total number of trials. In this case, the desired outcome is selling a slice of pepperoni pizza as the first slice tomorrow.

Since we only know the number of slices sold today, we don't have any specific information about the number of slices that will be sold tomorrow. However, we can assume that the same types of pizzas will be sold tomorrow, and the probability of selling a slice of pepperoni pizza tomorrow will be the same as the proportion of pepperoni slices sold today.

So, the experimental probability that the first slice sold during lunch tomorrow will be a slice of pepperoni pizza is

Experimental probability = Number of pepperoni slices sold today / Total number of slices sold today

Experimental probability = 20 / 76

Experimental probability = 0.263

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Answer:

Answer is 80

Step-by-step explanation:

PEMDAS (Parentheses - Exponents - Multiplication - Division - Addition - Subtraction)

Do (3+7) first which equals 10.

Your equation is then simply 8 x 10 which is 80.

Answer:72

Step-by-step explanation:

8 × (3+7) can be written as 8 (3+7)

Now,simplify

8 (3+7)

8 (10)

8×10

80 is the answer.

Answer:

$46.25

Step-by-step explanation:

37*1.25=46.25

Answer:

  none of the above

  best choice: D

Step-by-step explanation:

You want a possible function for the given graph.

The graph shows a function with zeros at -2, +2, and +5. The multiplicity of the zero at -2 is even, which is why the x-axis is not crossed there.

The graph shows a function with odd multiplicity of the zeros at +2 and +5. However, an odd exponent greater than 1 will produce a "flat spot" at the zero crossing. There isn't one at either place, so we must conclude ...

  sadly, None of the Above

The only function choice with a factor of (x+2) having even multiplicity is ...

   D. f(x) = (x + 2)²(x-2)(x - 5)³

__

Additional comment

The attached graph shows an approximation of the given graph by ...

  f(x) = (x +2)²(x -2)(x -5)/10.5

The vertical scaling is necessary to get the peaks near where they are shown.

The second attachment shows a scaled version of function D. Its relative peak values are all wrong, along with the zero crossing at x=5 and the vertical scaling.

Answer:

Mikiala,  just remember  π is just a number. sooo

Step-by-step explanation:

we need a formula for area of a cone which is  (1/3) * π * r² * h

A = area , then

A=  (1/3) * π * r² * h

now just solve with the known info

A = 1/3 * π* \(6^{2}\) *16

A= 192π

Answer:

603.2

Step-by-step explanation:

Formula for volume of cone: \(\frac{1}{3}\)\(\pi\)\(x^{2}\)h

The given statement: The standard deviation is a resistant measure of spread is true.

Standard deviation is the measure of how spread out numbers are. It is a measure that is used to quantify the amount of variation or dispersion of a set of data values.

The standard deviation is a metric that reveals how much variance from the mean there is, including spread, dispersion, and spread. A "typical" variation from the mean is shown by the standard deviation. Because it uses the data set's original units of measurement, it is a well-liked measure of variability. When data points are closely spaced from the mean, there is a little variation, and when they are far spaced from the mean, there is a large variation. The standard deviation determines how much the data deviate from the mean.

When outliers are included, resistant statistics don't change (or vary very little). Resistance does not imply that anything is immobile; that would be "immovable." It implies that your results could fluctuate a bit, but not much.

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Public policies created by the government can attempt to build a ladder of opportunities so people are not just determined by their socioeconomic background by which they grew up.

Socioeconomic background refers to the social and economic status of an individual, often influenced by factors such as family income, education level, and occupation. It can significantly impact a person's access to resources, opportunities, and social mobility. However, public policies can play a crucial role in mitigating the influence of socioeconomic background and providing equal opportunities for individuals to succeed.

By implementing policies that address issues such as education, healthcare, employment, housing, and social welfare, governments can create an environment where individuals are not solely limited by the circumstances of their upbringing. For example, investing in quality education and providing equal educational opportunities can help level the playing field and ensure that children from disadvantaged backgrounds have access to the same resources and opportunities as their more privileged counterparts. This can break the cycle of intergenerational poverty and enable individuals to reach their full potential.

Furthermore, policies that promote inclusive economic growth, job creation, and skills development can offer individuals from all backgrounds the chance to improve their socioeconomic status. Implementing social welfare programs and safety nets can provide a safety net for those facing financial hardships and help reduce socioeconomic disparities.

In addition to addressing immediate needs, public policies can also focus on long-term strategies such as promoting equitable economic policies, reducing income inequality, and fostering social cohesion. By creating an environment that fosters equal opportunities and social mobility, governments can enable individuals to transcend the limitations imposed by their socioeconomic background.

In conclusion, public policies can be designed to build a ladder of opportunities that aim to reduce the influence of socioeconomic background on an individual's prospects. By implementing measures that enhance access to education, employment, healthcare, housing, and social welfare, governments can work towards creating a more equitable society where individuals are not solely determined by the circumstances in which they grew up.

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Answer:

(a)

Coordinate A: (0,-3)

Coordinate B: (1,0)

Coordinate C: (5,2)

(b)

1, 5, 6, 7

Answer:

hope I help

hope I help hope I help hope I help hope I help

The solution to the equation is -4. The number line has been attached below. The solution has been obtained by using algebraic equation.

What is algebraic equation?

A mathematical phrase is said to as "algebraic" if it contains variables, constants, and algebraic operations (addition, subtraction, etc.). The expression must satisfy the algebraic equation, and it must have an equals to sign.

We are given an equation as 6 = 10 + t

On solving this, we get

⇒6 = 10 + t

⇒t = -4

The number line representing the solution to the equation has been attached below.

Hence, the solution to the equation is -4.

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Answer:

270

Step-by-step explanation:

used formula LxWxH

Cost to tile the bathroom is Total cost = Cost per square inch × Area of bathroom Total cost = (5/144) × A Total cost = (5A/144) dollars Therefore, the cost to tile the bathroom is (5A/144) dollars.

Each square in the blueprint has a side length of 14 inches We have to find the cost to tile the bathroom with ceramic tiles which cost $5 per square foot. But we don't know the dimensions of the bathroom in the blueprint. Therefore, we can't determine the area of the bathroom directly.

However, we know that 1 foot = 12 inches So, 1 square foot = 12 × 12 = 144 square inches We can use this to convert the area of the bathroom from square inches to square feet. Area of one square = side² square units Area of one square = (14)² square inches Area of one square = 196 square inches

Now, let the area of the bathroom be A square inches. Then the area of the bathroom in square feet is given by;

A sq in = (A/144) sq ft Cost of one square foot of ceramic tile = $5So, the cost of one square inch of ceramic tile = 5/144 dollars

The total cost to tile the bathroom is given by; Total cost = Cost per square inch × Area of bathroom Total cost = (5/144) × A Total cost = (5A/144) dollars

Therefore, the cost to tile the bathroom is (5A/144) dollars.

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The centimeter equivalent of Sadie's height is 142.875 cm.

(63.5×2.25) cm.

= 142.875 cm.

When k is o doesn't satisfy the equation.

Value of \($\mathrm{k}=(?)$\), equation \($\mathrm{kx}(\mathrm{x}-2)+6=0$\) has equal roots.

\(& \Rightarrow \mathrm{kx}(\mathrm{x}-2)+6=0 \\\)

\(& \mathrm{kx} x^2-2 \mathrm{kx}+6=0 \\\)

two roots of quadratic equation

\(& \alpha, \beta= \frac{-\mathrm{b} \pm \sqrt{\mathrm{b}^2-4 \mathrm{ac}}}{2 \mathrm{a}} \\\)

\(& \alpha, \beta= \frac{+2 \mathrm{k} \pm \sqrt{(-2 \mathrm{k})^2-4 \times 6 \times \mathrm{k}}}{2 \times \mathrm{k}} \\\)

\(& \alpha, \beta=2 \mathrm{k} \frac{\pm \sqrt{4 \mathrm{k}^2-24 \mathrm{k}}}{2 \mathrm{k}} \\\)

\(\alpha=\beta \\\) The roots are qual

\(& \Rightarrow \frac{2 \mathrm{k}+\sqrt{4 \mathrm{k}^2-24 \mathrm{k}}}{2 \mathrm{k}}=\frac{2 \mathrm{k}-\sqrt{4 \mathrm{k}^2-24 \mathrm{k}}}{2 \mathrm{k}} \\\)

\(& \Rightarrow 2 \sqrt{4 \mathrm{k}^2-24 \mathrm{k}}=0 \\\)

\(& \Rightarrow 4 \mathrm{k}^2-24 \mathrm{k}=0 \\\)

\(& \Rightarrow 4 \mathrm{k}(\mathrm{k}-6)=0 \\\)

\(& \Rightarrow \mathrm{k}=0 \text { or } \mathrm{k}=6\)

\($\Rightarrow \mathrm{k}=6[\because \mathrm{k} \equiv 0]$\) as\($\mathrm{k}=0$\)  doesn't satisfy the equation.

The complete question is,

For what value of \($\mathrm{k}$\), are the roots of the quadratic equation, \($\mathrm{kx}(\mathrm{x}-2)+6=0$\) equal?

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Answer:

The square root of 465 with one digit decimal accuracy is 21.5.

Step-by-step explanation:

√465 = 21.5