a

b

c
whuch is the answer look at the picture

d

Answer:

x = 2

Step-by-step explanation:

8(4 - x) = 7x + 2

32 - 8x = 7x + 2

-8x = 7x - 30

-15x = -30

x = 2

Best of Luck!

Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators.


Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators. These variables help measure and track progress towards a goal by providing a quantitative or qualitative measure of how far the target is from the desired level of achievement.

Performance metrics can be represented in various forms, such as distance covered, percentage completed, points earned, or even subjective evaluations. For example, in a fitness program, a performance metric could be the number of miles run or the number of push-ups completed.

These metrics enable individuals or organizations to assess their progress and make necessary adjustments to reach their desired outcomes.

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Given:

Money they've already saved = $270

Trip will cost at least $500.

To find:

The amount they need to save more in order to make enough for the trip.

Solution:

Let they need $x more.

Money they've already saved = $270

Total money they will have = $(x+270)

Now, the trip will cost at least $500. It means, they need $500 or more than that. So, total money they will have needs to be greater than or equal to 500.

\(x+270\geq 500\)

\(x\geq 500-270\)

\(x\geq 230\)

Therefore, they need $230 or more than that to make enough for the trip.

Answer:

Step-by-step explanatio                                                                                                     -3/8d-1 3/8

The expression "quantity negative three and one fourth times d plus three fifths end quantity minus quantity two and seven eighths times d plus seven tenths end quantity" or (-3 1/4d + 3/5) - (2 7/8d + 7/10) is equivalent to "negative forty nine over 8 times d minus one tenth" or -49/8d - 1/10.

An algebraic expression is a number, variable, or the combination of both and operational symbols.

To determine the equivalent of the expression "quantity negative three and one fourth times d plus three fifths end quantity minus quantity two and seven eighths times d plus seven tenths end quantity" or simply (-3 1/4d + 3/5) - (2 7/8d + 7/10), combine all like terms and perform the necessary operations.

(-3 1/4d + 3/5) - (2 7/8d + 7/10)

⇒ -3 1/4d + 3/5 - 2 7/8d - 7/10

⇒ (-3 1/4 - 2 7/8)d + 3/5 - 7/10

⇒ (-13/4 - 23/8)d + 6/10 - 7/10

⇒ (-26/8 - 23/8)d - 1/10

⇒ -49/8 d - 1/10

Hence, the equivalent expression is "negative forty nine over 8 times d minus one tenth" or -49/8d - 1/10.

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The length of the missing side is 4x + 5 units

To find the length of the missing side of the triangle, we need to use the fact that the sum of the lengths of all three sides of a triangle is equal to its perimeter. So, we can write:

Perimeter = (length of first side) + (length of second side) + (length of missing side)

Substituting the given values, we get:

8x-2 = (x-7) + 3x + (length of missing side)

Simplifying and solving for the missing side, we get:

8x-2 = 4x-7 + (length of missing side)

Length of missing side = (8x-2) - (4x-7)

Length of missing side = 4x + 5 units

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The given question is incomplete, the complete question is:

The triangle has a perimeter of 8x-2. what is the length of the missing side?

Answer:

≥

..................................................

Answer:

y=-1/2x-2

Step-by-step explanation:

simplify the expression to get the equation in slope intercept form, and find the graph that fits it

Answer: 56.6

Step-by-step explanation:

You find the volume by V=1/3hπr² , it becomes 56.55 . you round that to the nearest ten then it leads you to 56.6

Answer: maybe line C, i dont know

Step-by-step explanation:

The required GCF is 8.

The greatest common factor is that greatest number from the factors which divides the number completely.

For example take numbers 12 and 16.

The factors of 12 are 2×2×3.

And the factors of 16 are 2×2×2×2.

We can clearly see that the common factors are 2×2 which gives 4. So, 4 is the greatest common factor which divides both 12 and 16.

Here it is given to find the greatest common factor of 16 and 40.

Factors of 16 = 2×2×2×2

Factors of 40 = 2×2×2×5

We can see clearly the common factors are 2×2×2 which gives 8.

So, 8 is the greatest common factor.

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Answer:

s^-15

Step-by-step explanation:

Given the expression

(S^-5)³

= s^5 × s^-5 × s^-5

= s^{-5-5-5}

= s^-15

Hence the resulting expression is s^-15

If p > 5 is prime and p is divided by 10, then the remainders are 1, 3, 7, or 9

The given information, we know that p is a prime number greater than 5, and that p is divided by 10. This means that p must end in either 0 or 5. since those are the only digits that allow for a number to be divisible by 10.

However, we also know that p is prime, which means it cannot be divisible by any number other than 1 and itself. This rules out the possibility of p ending in 0. since any number ending in 0 is divisible by 10 (and therefore not prime).

Therefore, p must end in 5. This means that p can be written in the form:

p = 10n + 5

where n is some integer. Now, let's consider what happens when we divide p by 10:

p/10 = (10n + 5)/10 = n + 0.5

Since p/10 is not an integer (it has a decimal component of 0.5), we know that p cannot be evenly divided by 10. Therefore, when p is divided by 10, there must be a remainder.

To determine what possible remainders there could be, we can look at the possible values for the last digit of p. Since p ends in 5, the last digit can only be 1, 3, 7, or 9 (since these are the only digits that, when multiplied by 5 and added to 10n, result in a number ending in 5).

Therefore, if p > 5 is prime and p is divided by 10, the remainder must be either 1, 3, 7, or 9.

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The polynomial that was factored using algebra tiles with an algebra tile configuration of 0 tiles in the factor 1 spot and 0 tiles in the factor 2 spot, and 15 tiles in the product spot in 3 columns with 5 rows with 1 labeled x squared, 2 are labeled x, the 4 tiles below x squared are labeled negative x, and the 8 tiles below the x tiles are labeled negative is: x² - 2x - 8.

When you factor a polynomial using algebra tiles, you arrange the tiles in the form of a rectangle. The area of the rectangle gives the product of the two binomials, while the sides of the rectangle give the sum of the two binomials.In this case, there are 15 tiles in the product spot, so the two factors must have a total of 15 terms.

However, since there are 0 tiles in both the factor 1 and factor 2 spots, both binomials must have a constant of 0. Therefore, the only possible arrangement for the tiles is: 1 x² tile, 2 x tiles, 4 negative x tiles, and 8 negative tiles.Now, we need to arrange these tiles in the form of a rectangle. The only possible arrangement is a rectangle with a length of 5 tiles (3 columns) and a width of 3 tiles (1 x² tile and 2 x tiles). The 4 negative x tiles are placed below the x² tile, and the 8 negative tiles are placed below the x tiles. This gives the polynomial: x² - 2x - 8.

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a. The solution to the system of equations is: (4, 12).

b. The graph is shown below.

c. (4, 12) is the point of intersection. It confirms the solution from part a.

The solution of a system of equations can be described as the value of x and y of a point, that makes both equations true. It is the point where the two lines of the equations of the system intersect.

If we are given two tables, the ordered pair that appears in both table is considered the solution of the system.

a. The ordered pair, (4, 12) appears in both tables. Therefore, the solution is: (4, 12).

b. The graph of the ordered pairs from each table are sketched in the image shown below, where the green line is for the first table, and the blue line is for the second table.

c. The point of intersection of the graph is (4, 12), this confirms the solution from part a.

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The equation using the parent function y = √x that has a domain of 3≤x<∞ and a range of -2≤y<∞ is y = √(x - 3) - 2.

An equation is a mathematical statement that indicates the equality of two expressions. It typically contains variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. Equations are used to solve problems in various fields of mathematics, science, engineering, and economics. They can be written in various forms, such as standard form, slope-intercept form, point-slope form, and more.

Here,

To shift the parent function y = √x to the right by 3 units and down by 2 units, we use the transformation:

y = √(x - 3) - 2

This equation has a domain of 3 ≤ x < ∞, since we subtract 3 from x inside the square root function. The range is -2 ≤ y < ∞, since we subtract 2 from the square root function.

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Answer:

x = 8

Step-by-step explanation:

Alternate Interior angles are equal to each other;

8x - 4 = 60

Add 4 to both sides;

8x = 64

Divide both sides by 8;

x = 8

Answer:

w = 1/8t

Step-by-step explanation:

So this is basically saying that for every 1 second that passed, 8 oz of water drip steadily into the bucket which can be expressed like this:

8w = t

Since t represents x and w represents y, we can simplify the equation by moving the 8 to the other side

w = 1/8t

Step-by-step explanation:

that depends on the expected unit rate.

there are infinite correct answers to this as it is stated. including the initial numbers.

2 miles in 0.25 hours is by itself already a unit rate :

2 m/0.25h

but if we want it to be the classical miles per hour rate for speed, then we need to calculate how many miles she would have run with the same speed in 1 hour.

when we change the denominator of a fraction or ratio by multiplication, but want to keep the overall value of the fraction unchanged, then we need to apply the same factor also to the numerator.

what is the factor for 0.25 hours to create 1 hour ?

you know that 0.25 = 1/4.

0.25 × f = 1

f = 1/0.25 = 1 / 1/4 = 4

we need to multiply by 4 to get 1 hour as denominator.

therefore, by keeping the ratio value unchanged, the whole operation is then

2 m/0.25h × 4/4 = 8 m/1 hour = 8 m/h

the answer is therefore only 8, if we required mph or m/h as unit rate.

we could just as easily request "miles / 10 hours", and we would get 80 as answer. or 0.13 as per 0.13 miles/minute. and so on. infinite possibilities.

you see ? the question in that form is actually not complete.

Answer:

Perimeter is 269.34m

And the area is 11,256,840 Sq m

The bias score, which is also known as the mean squared error, is a measure of the difference between the predicted values and the actual values.

A bias score of 0.8 means that, on average, the model's predictions are off by 0.8. This could indicate that the model is biased, but it is difficult to say without more context. There are many factors that can contribute to a model being biased, including the quality of the training data and the complexity of the model. It is important to carefully evaluate the bias score and other performance metrics when assessing the effectiveness of a model.

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Based on the z-score, an Endure All battery selected at random has a 10.56% chance of lasting more than 550 hours.

How closely a value relates to the mean of a set of values is expressed by a Z-score.

The Z-score is created using standard deviations from the mean.

A data point's total value is equal to the mean value when the Z-score of the data point is equal to 0.

So, in order to determine how far the raw score deviates from the mean, the Z score is used.

The following steps are used to determine the Z score:

z = (x - μ)/σ

We know that:  x > 550 and μ = 500, σ = 40

z = 550 - 500 / 40

z = 1.25

The graph of the normal distribution indicates:

P(z > 1.25) = 1 - P(z < 1.25)

P(z > 1.25) = 1 - 0.8944

P(z > 1.25) = 0.1056

Therefore, based on the z-score, an Endure All battery selected at random has a 10.56% chance of lasting more than 550 hours.

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Answer:

12 1/4 or (Decimal: 12.25)

Step-by-step explanation:

(3 1/2) (3 1/2)

= 7/2 (3 1/2)

= 7/2 (7/2)

= 49/4

= 12 1/4

   I hope I helped you!!

Step-by-step explanation:

When we multiplying, we find the sum of the exponents so

\(3 {}^{ \frac{1}{2} } \times 3 {}^{ \frac{1}{2} } \\ {3}^{ \frac{1}{2} + \frac{1}{2} } \\ = {3}^{ \frac{2}{2} } \\ = 3\)

The probability that the proportion of flops in a sample of 506 released films would differ from the population proportion by greater than 3% is approximately 0.0192 or 1.92% (rounded to four decimal places).

Given:

Population proportion of flops: p = 9% = 0.09

Sample size: n = 506

First, let's calculate the standard deviation (σ) of the sampling distribution, which represents the standard error of the proportion:

σ = √[(p * (1 - p)) / n]

  = √[(0.09 * (1 - 0.09)) / 506]

  ≈ √[(0.0819) / 506]

  ≈ √[0.000161955]

  ≈ 0.012736

Next, we need to find the z-score associated with a difference of 3% from the population proportion:

z = (0.03 - 0) / σ

  = 0.03 / 0.012736

  ≈ 2.3542

Using a standard normal distribution table or calculator, we can find the probability associated with the z-score of 2.3542. However, since we are interested in the probability that the proportion differs from the population proportion by greater than 3%, we need to consider both tails of the distribution.

The probability of a difference greater than 3% is equal to the probability of a z-score less than -2.3542 or greater than 2.3542.

P(z < -2.3542) + P(z > 2.3542)

Looking up the values in the standard normal distribution table or using a calculator, we find:

P(z < -2.3542) ≈ 0.0096

P(z > 2.3542) ≈ 0.0096

Adding these probabilities:

0.0096 + 0.0096 ≈ 0.0192

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Answer:

81 times.

Step-by-step explanation:

A dice has 6 sides.

The dice is fair, so each side has a 1/6 chance of being rolled.

The are 3 numbers greater than 3 - 4, 5 and 6.

Each of those numbers have a 1/6 chance of being rolled.

Together, their chance of being rolled is:

1/6 + 1/6 + 1/6 = 3/6 = 1/2

The dice is rolled 162 times.

162 x 1/2 = 81

Gordon should roll a number greater than 3 81 times.

Answer:

144 egg sandwiches

Step-by-step explanation:

\(25\% + 45\% = 70\%\), and \(100\% - 70\% = 30\%.\) Thus, \(30\%\) of the \(480\) sandwiches are egg sandwiches. Since "of" means multiply, we have \(30\% \cdot 480.\) We know \(30\% = \frac{30}{100} = \frac{3}{10},\) so we can rewrite it as \(\frac{3}{10} \cdot 480.\) We cancel \(480\) with \(10\) which is \(480 \div 10 = 48.\) We multiply \(48\) by the numerator, \(3,\) to get \(48 \cdot 3 = 144.\) Thus, Lillian makes \(\boxed{144 \text{ egg sandwiches.}}\)

The definition and explanation of an equation are given below with an example.

in mathematics, an equation is defined as an expression that expresses equality between 2 quantities or expressions. We use equations quite a lot in our daily lives whenever we have to equate two quantities and find out how they are equal. These are used in all branches of science because of the huge purpose they serve.

in simple words it tells what we have on the Left-Hand Side of the "=" sign is the same as what we have on the right-hand side of the statement. Some examples of equations are-

E²=m²c⁴+p²c²

x²+3x-1=0

70 oranges= 7 oranges × 10 oranges

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Answer:

poop

Step-by-step explanation:

trust me its b

Answer:

   When looking at this model, and asking yourself the question, is PRB congruent to QSB? PRB is in fact congruent to QSB. Congruent means that two figures have the same shape/size, no matter if it's mirrioring or not it is congruent. In this image, PRB is one shape, and QSB is another. They have the exact same points and they're also the same shape, but one is flipped the right side up. It was also stated PQ and RS bisect eachother at point B, <p is congruent to <Q, and <R is congruent to <S proving all these connections make this figure conguent.

Step-by-step explanation: