As mentioned in the text, the 1994 Northridge Earthquake (in Los Angeles) registered a 6.7 on the Richter scale. In July, 2019, there was a major earthquake in Ridgecrest, California, with a magnitude of 7.1. How much bigger was the Ridgecrest quake compared to the Northridge Earthquake 25 years before? Use a calculator.

From division algorithm kiki divides total number of rolls by 9, and results 27 with remainder, r= 5, then the right interpretation is kiki has 5 rolls left after filling 27 baskets. So, option(b) is correct one.

The division algorithm tells us that when a number 'a' is divided by a number 'b' the quotient 'q' and the remainder 'r' represented by relation, a = bq + r.

Total number of wheat rolls that kiki had

= 131

Total number of rye rolls that kiki had

= 117

Total number of rolls she had = 131 + 117

= 248

Number of rolls placed by Kiki in one basket = 9

Total number of baskets she needed to place the rolls = dividing total rolls by total number of rolls in one basket, \(= \frac{ 248}{9} \)

Results, quotient =27 and remainder = 5

That means when kiki wants to put all rolls in baskets, we placed total 243 rolls in 27 baskets with 9 rolls in each and 5 rolls are remained. The rammining rolls are represented by remainder. Hence, required interpretation is that 5 rolls are left after placed in 27 baskets .

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Complete question:

question : kiki has 131 wheat rolls and 117 rye rolls. she places them in baskets of 9 rolls each. she divides the total number of rolls by 9 and gets 27 r 5.what is the correct interpretation of r 5 for this situation?responses

a) kiki has 5 baskets left after filling 27 baskets.

b) kiki has 5 rolls left after filling 27 baskets.

c) kiki can fill at most 27 baskets with 5 rolls each.

d) kiki can fill 5 more baskets after filling 27 baskets.

Answer:

17y^2-22y

Step-by-step explanation:

Hope this helps

\(\\ \ast\sf\longmapsto 13y^2+9y+4y^2-31y\)

\(\\ \ast\sf\longmapsto 13y^2+4y^2+9y-31y\)

\(\\ \ast\sf\longmapsto 17y^2-22y\)

\(\\ \ast\sf\longmapsto y(17y-22)\)

Answer:

1.89 inch²

Explanation:

\(\sf \boxed{\sf \dfrac{pq}{2} } \ \ \ where \ p \ and \ q \ are \ the \ diagonals \ of \ the \ kite\)

Here given:

Find the Area:

\(\rightarrow \sf \dfrac{2.7 \ x \ 1.4}{2} \ = \ 1.89 \ in^2\)

Answer:

15 dollars

Step-by-step explanation:

Answer:He made $15

Step-by-step explanation:

Answer:

In explanation below.

Step-by-step explanation:

Presumably, the proof you have in mind is to use a=b=2–√a=b=2 if 2–√2√22 is rational, and otherwise use a=2–√2√a=22 and b=2–√b=2. The non-constructivity here is that, unless you know some deeper number theory than just irrationality of 2–√2, you won't know which of the two cases in the proof actually occurs, so you won't be able to give aa explicitly, say by writing a decimal approximation.

Using proportions, the coordinates of the point C that partitions segment HE in the ratio of 2:3 are found according to the following equation:

C - H = 2/5(E - H).

A proportion is a fraction of a total amount, and the measures are related using a rule of three. Due to this, relations between variables, either direct(when both increase or both decrease) or inverse proportional(when one increases and the other decreases, or vice versa), can be built to find the desired measures in the problem, or equations to find these measures.

For this problem, we have point C that partitions segment HE in the ratio of 2:3, hence it is 2/5 of the way from H to E, and the rule is given by:

C - H = 2/5(E - H).

Then:

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By identifying and minimizing these uncertainties, it is possible to improve the accuracy of the data and obtain more reliable results.

Experimental uncertainties refer to the errors or variations that may occur in the process of conducting an experiment. There are several sources of experimental uncertainties that can affect the accuracy of the data, specifically:

1. Instrument uncertainties: These uncertainties arise from the limitations of the instruments used in the experiment. For example, if a measuring device has a limited resolution or if it is not properly calibrated, it can lead to inaccuracies in the measurements.

2. Operator uncertainties: These uncertainties arise from the variations in the way different people conduct the experiment. For example, if different people are measuring the same quantity, they may have different techniques, which can lead to variations in the measurements.

3. Environmental uncertainties: These uncertainties arise from the variations in the environment in which the experiment is conducted. For example, if the temperature or pressure of the environment changes during the experiment, it can affect the measurements.

Each of these sources of experimental uncertainties can affect the accuracy of the data by introducing errors or variations in the measurements. By identifying and minimizing these uncertainties, it is possible to improve the accuracy of the data and obtain more reliable results.

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Answer:

Swimmer's velocity = 1.4 m/s west (Approx)

Step-by-step explanation:

Given:

Total time taken = 35 seconds

Total displacement to west = 50 meter

Find:

Swimmer's velocity

Computation:

Swimmer's velocity = Total displacement to west / Total time taken

Swimmer's velocity = 50 / 35

Swimmer's velocity = 1.428

Swimmer's velocity = 1.4 m/s west (Approx)

Answer:

approximately 1.4 m/s west

yeeeeeeeeeeet

Answer:

5.30

Step-by-step explanation:

One hundredth is 0.01. 5.31-0.01=5.30.

sorry for answering late!

Answer:

Formula of Mean= Efx/n

Formula of Median=n+1/2

I think it will help you

a school has 2500 pupils. when 52 boys and 1/9 of the girls are absent, the number of the boys present is equal to the number of girls. how many pupils does the school have ?

Let the number of boys be x

Data :

Total pupils = 2500

Absent no. of boys and girls = 52 and 1/9

Now,

Remaining no of pupils = 2500 - 52 ➝ 2448

Hence, the no. of girls absent = 1/9 of 2448 ➝ 272

Therefore,

Total no. of pupils absent = 52 + 272 ➝ 324

No. of pupils present = 2500 - 324 ➝ 2176

Henceforth, 2176 pupils are present

Answer:

Net change in the amount of sausage Sal had from Friday morning until after dinner service Saturday night = 8 - 0 = 8 ft

Step-by-step explanation:

Amount of  sausage links made on Friday morning = 8 ft

Amount of  sausage links used on Friday night = 4 ft

Amount of  sausage links remaining = 8 - 4 = 4ft           (i)

Amount of  sausage links made on Saturday morning = 8 ft         (ii)

So,

Total amount of  sausage links = 8 + 4 = 12 ft   (from (i) and (ii) )

Amount of  sausage links used on Saturday night = 12 ft

Amount of sausage links remaining = 12 - 12 = 0 ft

Net change in the amount of sausage Sal had from Friday morning until after dinner service Saturday night = 8 - 0 = 8 ft

Answer:

2

Step-by-step explanation:

As per the interval, x = 1 and y = 5/2

Substitute x into the expression:

3 - 1 = 2

Answer:

Step-by-step explanation:

Required equation:

Answer:

a) (0, 3.5)

b) (12, 11)

Step-by-step explanation:

The points through which the graph of the linear equation passes are;

(-4, 1) and (4, 6)

The slope of the equation of a straight line passing through points (x₁, y₁), and (x₂, y₂), 'm', is given as follows;

\(Slope, \, m =\dfrac{y_{2}-y_{1}}{x_{2}-x_{1}}\)

∴ The slope of the equation, m = (6 - 1)/(4 - (-4)) = 5/8 = 0.625

The equation of th line in point and slope form is therefore;

y - 1 = 0.625·(x - (-4))

∴ y = 0.625·(x - (-4)) + 1 = 0.625·x + 3.5

y = 0.625·x + 3.5

Therefore;

a) When x = 0, y = 0.625 × 0 + 3.5 = 3.5

∴ The point (0, 3.5) is a solution

b) When x = 12, we have, y = 0.625 × 12 + 3.5 = 11

∴ The point (12, 11) is a solution

However;

c) When x = 8, we have, y = 0.625 × 8 + 3.5 = 8.5

∴ The point (8, 5) is not a solution

d) When x = -6, we have, y = 0.625 × (-6) + 3.5 = -0.25

∴ The point (-6, 0) is not a solution

Therefore;

The points which are solutions are;

(0, 3.5) and (12, 11)

Answer:

26.66666666666667

Step-by-step explanation:

1200/45=

Answer:

126°

Step-by-step explanation:

Given that the yellow portion covers 35% of the circle, the degree formed by its edges can be calculated as follows:

The degree of a full circle = 360°

To find the degree formed by the edges of the yellow region, we would calculate 35% of 360°:

\( \frac{35}{100}*360 \)

\( \frac{35*360}{100} \)

\( \frac{12600}{100} \)

\( \frac{126}{1} \)

\( 126 \)

126° is formed by the edges of the yellow region.

Answer:

14

Step-by-step explanation:

Answer: I'm not sure if it's right but I got 12.6

Step-by-step explanation: Multiplication

Answer:

yes n is -6

Step-by-step explanation:

b/c 5(-6)-42=12(-6)

-30-42=-72

-72=-72

Answer:

65 degrees

Step-by-step explanation:

Correspnding angles postulate

WITHOUT using a calculator, the value of: tan 2P​ is 1/6

We can find the value of angle PRQ as:

angle PRQ = (180 - 90 - 2PRQ) degrees

         = (180 - 90 - 2*0) degrees

         = 90 degrees

This means that triangle PQR is a 45-45-90 triangle,

where PR = PQ = 24 and QR = 10.

From the ratios of sides in a 45-45-90 triangle,

we know that:

tan P = 1

sin P = cos P = 1/√2

Let's consider triangle SQR. The value of sin SQR, which is 3/10. We can use the Pythagorean theorem to find the length of SQ:

\(SQ^2 = QS^2 + SR^2\)

\(SQ^2 = 8^2 + 6^2\)

\(SQ^2 = 100\)

SQ = 10

Now, we can find the length of QR by subtracting the length of SR from SQ:

QR = SQ - SR

QR = 10 - 6

QR = 4

Using the ratios of sides in a right-angled triangle, we can find the values of sin 2P and cos 2P:

sin 2P = QR/PR = 4/24 = 1/6

cos 2P = PQ/PR = 24/24 = 1

Finally, we can use the identity tan 2P = sin 2P / cos 2P to find the value of tan 2P:

tan 2P = sin 2P / cos 2P

      = (1/6) / 1

      = 1/6

Therefore, the value of tan 2P is 1/6.

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Answer:

125

Step-by-step explanation:

180-55=125

Where dV denotes the differential volume element in three-dimensional space.

To write an integral equivalent to the region D, we need to express the limits of integration for each variable.

In this case, we can integrate over D by breaking it up into two parts:

The first part is defined by the inequalities 0 ≤ y ≤ 1 and y ≤ x ≤ 1. This part of the region corresponds to the integral over D₁.

The second part is defined by the inequalities 0 ≤ y ≤ 1 and 0 ≤ z ≤ 1 - y. This part of the region corresponds to the integral over D₂.

So the double integral over D can be written as:

∬ᴰ f(x,y,z) dV = ∫₀¹ ∫y¹ f(x,y,z) dx dy + ∫₀¹ ∫₀¹₋y f(x,y,z) dx dz

Where dV denotes the differential volume element in three-dimensional space.

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Answer: it's going to be obtuse angle.

The solution to the given system of equations is:

x = 4, y = -3, z = 4.

To solve the given system of equations:

5x - 3y - 4z = 13

2y - 4z = -22

-2z = -8

We can start by solving equation (3) for z:

-2z = -8

Dividing both sides by -2:

z = (-8) / (-2)

z = 4

Now, substitute z = 4 into equations (2) and (1) to solve for y and x, respectively:

2y - 4z = -22

2y - 4(4) = -22

2y - 16 = -22

2y = -22 + 16

2y = -6

Dividing both sides by 2:

y = -6 / 2

y = -3

5x - 3y - 4z = 13

5x - 3(-3) - 4(4) = 13

5x + 9 - 16 = 13

5x - 7 = 13

5x = 13 + 7

5x = 20

Dividing both sides by 5:

x = 20 / 5

x = 4

Therefore, the solution to the given system of equations is:

x = 4, y = -3, z = 4.

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Step-by-step explanation:

\(s = 20km \\ t = 30min\)

\(v = \frac{s}{t} \\ v = \frac{2}{3} \)

\(v = 0.67\)

\(v = 0\)

Often thought of an extension of the t-test, ANOVA is appropriate for independent variables with "More than two categories" (Option B)

ANOVA is commonly used to compare means across multiple groups or categories and determine if there are significant differences among them.

It is not suitable for independent variables with less than two categories or only two categories.

Note that ANOVA (Analysis of Variance) is a statistical technique used to compare means among multiple groups to determine if there are significant differences between them.

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Answer:

50

Step-by-step explanation:

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

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

3√64 × 2^-1

= 4 × 1/2

= 2

The answer is 2.

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