please help i will mark branliest

Answer:

-40°F

Step-by-step explanation:

4 × 10 = 40, so the change in temperature is -40°F. The negative is there to indicate that the temperature went down.

Answer:

40F

Step-by-step explanation:

4×10=40, so the change in temperature is -40F

The expression 15+3(x-4) is equivalent to 3x +3 which is option B . I hope that helps!

The total area of the square lot with a side measurement of 3r - 2 meters is given by the formula As = (3r - 2)^2. The side measurement of the square lot is given as 3r-2 meters.

To find the area of the square, we need to use the formula As=s^2, where s is the side length of the square. In this case, s=3r-2. The area of the square lot is As=(3r-2)^2. We can simplify this by using the FOIL method, which gives us As=9r^2-12r+4. Therefore, the total area of the square lot is 9r^2-12r+4 square meters. This is the final answer that we get after using the given formula and simplifying the expression. To find the total area of the square lot with a side measurement of 3r - 2 meters, we will use the formula for the area of a square, which is As = s^2. In this case, the side length (s) is given as 3r - 2 meters. Now, let's plug the given side length into the formula: As = (3r - 2)^2. By calculating the square of the expression, we can determine the total area of the lot.

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Answer:

100% because 3=3

hope this helps!

please give brainiest<3

There are 273,028 people who live in the region.

To find the number of people who live in the region, we need to calculate the area of the region and then multiply it by the population density.

The area of a circle with radius r is given by the formula \(A = \pi r^2.\)Therefore, the area of the region with a 10-mile radius is:

\(A = \pi r^2 =\pi (10^2)\) = 100π square miles

The number of people who live in this region can be found by multiplying the area by the population density:

Number of people = Population density x Area

= 869 people/square mile x 100π square miles

= 86900π people

Using a calculator, we can approximate this to:

Number of people ≈ 273,028.4

Therefore, there are approximately 273,028 people who live in the region with a 10-mile radius and a population density of 869 people per square mile.

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The probability of this occurring is 4C2/5C2 = 3/5

What is the meaning of probability in math?

Three Types of Probability-

Let's assume we don't stop picking until all of the chips are picked.

To satisfy this condition, we have to arrange the letters: W, W, R, R, R such that both W's appear in the first 4.

We find the number of ways to arrange the white chips in the first 4 and divide that by the total ways to choose all the chips.

Therefore, the probability of this occurring is 4C2/5C2 = 3/5

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Answer:

Step-by-step explanation:

Answer:

its A

Step-by-step explanation:

option A

To detrmine the correct graph, let's find the factors of the function given:

To get the factors equate the function to zero, that is y = 0

The graph with two x intercepts as 2 and -6 will be the correct quadratic function

Each unit on the graph is 4 units

From the options, option A has x intercepts as 2 and -6

caculate 7.4 ÷ the people in different groups

Standard deviation is the square root of variance .

So,

It is used in measuring any deviation or shift from the calculated mean.  

From a data set, the mean of the data can be determined with which the standard deviation can be measure.

Therefore, Standard deviation is use to measure variation that exist in an individual data set. There are different type of data set from which variation is measured.

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First, we can find the total number of outcomes by adding all the numbers on the table:

then, let A be the event "a randomly selected oar was purchased in 2011" and let B be the event "a randomly selected oar was not made from ash wood". Then, their probabilities are:

then, the probability that event A or B happen is:

therefore, the probability is 87/97

Answer:

broken line

Step-by-step explanation:

for the graph of an inequality with < or >  use a broken line

-----------------------------------

for the graph of an inequality with ≤ or ≥ use a solid line

Answer:

(-12,0)

Step-by-step explanation:

(-12,0)

(-4,2)

Answer:

A or (-2, 1)

Step-by-step explanation:

We know that the cyclicity power (a^n) of 17 is 4.

\(\sf \longmapsto\bigg( \dfrac{17}{4}\bigg) = 1\)

\(\sf \longmapsto17^{(17/4)}\)

\(\sf \longmapsto17 {}^{} \)

\(\sf \longmapsto7(last \: digit )\)

Answer:

its not right

Step-by-step explanation:

Answer:

2924.88

Step-by-step explanation:

Answer:

One solution

Step-by-step explanation:

Let us first expand the left side of the equation to rid of the parenthesis:

\(3*12x-3*9+9=2x+4\\36x-27+9=2x+4\\36x-18=2x+4\)

Now let us isolate the variable to sove for x:

\(36x-2x=4+18\\34x=22\\x=\frac{22}{34}\\x=\frac{11}{17}\)

Therefore, x=\(\frac{11}{17}\). As you can see, there is just one solution.

I hope this helps! Please let me know if you have any further questions :)

Answer:

12 miles

Step-by-step explanation:

Total miles = Length of trail ×

Number of times she rode

Total miles = 3 miles × 4 times

Total miles = 12 miles

Mika traveled a total of 12 miles.

Continuous time systems use differential equations, while discrete time systems use difference equations. They relate through sampling.

a) In academic studies, continuous time systems refer to mathematical models that describe the behavior of physical systems using differential equations. Discrete time systems, on the other hand, are models that represent systems using difference equations, often derived from sampling continuous time signals. In applications, continuous time systems are used to analyze and design analog circuits, control systems, and signal processing algorithms. Discrete time systems are employed in digital signal processing, computer simulations, and digital control systems. The relationship between the two lies in the sampling process, where continuous time systems can be discretized to operate in discrete time.
b) Transfer function models, represented by Laplace transforms in continuous time (S-domain) and Z-transforms in discrete time (Z-domain), relate the input and output of a system. State space equations describe a system’s behavior using a set of first-order differential or difference equations. In academic studies, transfer functions are used for stability analysis, frequency response analysis, and controller design. State space equations are employed for analyzing system dynamics, designing observers, and controlling multivariable systems. The relationship between the two lies in the ability to convert between transfer functions and state space representations using appropriate transformations.
c) Procedure for designing control systems for a lift/elevator equipment:
Identify system parameters: Determine lift dynamics, mass, friction, and motor characteristics.
Model the system: Formulate mathematical models using either transfer functions or state space equations.
Controller design: Select control strategy (e.g., PID, state feedback) and design controller gains for desired performance.
Simulate and validate: Simulate the designed controller using software tools, ensuring stability and desired response.
Implement hardware: Convert the designed controller into code and implement it on the lift control system.
Test and tune: Conduct real-time testing, adjusting controller parameters to optimize lift performance.
Maintenance and monitoring: Regularly monitor and maintain the control system to ensure its continued functionality.

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Answer:

it should be built at the centre

The situations represented by 25/9 are "Melanie equally shares 25 meters of paper to create 9 banners" and "Joe makes 9 equal servings from a 25 ounce bag of peanuts".

Expression in mathematics is combination of variables with the use of operations and given rules. It can be in the form of equation, numbers etc.

We have the expression 25/9.

That means 25 divided in 9 equal parts.

Now the expression 1,

Melanie equally shares 25 meters of paper to create 9 banners.

We have to divide 25 meters of paper into 9 equal banners.

The above expression can be written as a mathematical term,

and that is 25/9.

Now the expression 2,

Quill gives away 9 baseball cards from a pack of 25.

In mathematical terms; 25 - 9.

Now the expression 3,

George invites 25 kids and 9 adults to his birthday party.

That means, the total 25 + 9 = 34 people

In mathematical terms : 25 + 9

Now the expression 4,

Becca creates 9 rows with 25 buttons each.

That means, each row has 25 buttons.

So the total 9 rows have 9 x 25 buttons.

In mathematical terms : 9 x 25

Now the expression 5,

Joe makes 9 equal servings from a 25 ounce bag of peanuts.

That means 25 ounce bag of peanuts equally divided into 9 parts.

In mathematical terms : 25/9

Therefore, expression 1 : Melanie equally shares 25 meters of paper to create 9 banners and expression 5: Joe makes 9 equal servings from a 25 ounce bag of peanuts, represented by 25/9.

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Equation of the line perpendicular to y=3/4(x-2) and passes through (2,0) is y = 4/3(2-x).

let say our given line is L1 and the line perpendicular to L1 is L2. We are provided equation of line L1 is y=3/4(x-2).

slope of line L1 is M1 = 3/4

Let say the slope of line L2 is M2, we know, when two line are perpendicular, the products of their slopes is equal to -1.

M1 x M2 = -1

3/4 x M2 = -1

M2 = -4/3.

The line L2 passes through (2,0) and has slope -4/3.

We can apply the point slope form of the line to find the equation,

(y-0)/(x-2) = -4/3

y = 4/3(2-x)

So, the equation of the line L2 is y = 4/3(2-x).

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Given: X-3(x+2)=4X-3(x+2)=4

Find: the solution of the given equation

Explanation:

on solving equation (1) and (2) , we get

Answer:

x = -5

Step-by-step explanation:

    x - 3(x + 2)= 4

    x - 3x - 3*2 = 4     {Distributive property}

   x - 3x  - 6    = 4

Combine like terms in LHS,

         -2x - 6  = 4

Add 6 to both sides,

               -2x = 4 + 6

               -2x = 10

Divide both sides by (-2)

                   x = 10 ÷ (-2)

                   \(\sf \boxed{x= -5}\)

The largest size of the squares of the same size that can be drawn inside the rectangle is 50 cm.

The given area of the rectangle is 10.5 m × 9.1 m. We need to find the largest size of the square of the same size which can be drawn inside the rectangle.

find the largest size of the square which can be drawn inside the rectangle, we need to find the greatest common factor of the length and the width of the rectangle.

By doing this, we can get the size of the side of the square which will perfectly fit inside the rectangle.In this case, we can find the greatest common factor of the length and the width of the rectangle as follows:

10.5 = 3.5 × 3 × 11.91 = 7 × 13

Therefore, the common factors between 10.5 and 9.1 are 1 and 1/2.To get the size of the side of the square in centimeters, we need to convert the dimensions of the rectangle from meters to centimeters :

10.5 m = 1050 cm 9.1 m = 910 cm

Now, we can find the size of the largest square by multiplying the greatest common factor by 100 :

Greatest common factor = 1/2

Size of the square = 1/2 × 100 = 50 cm.

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19-28/n

n=7

19-28/7

19-4

=15

Answer:

d for the lazy people like me  :D PROPS TO THE PERSON ON TOP OF ME

Step-by-step explanation:

Answer:

Brainliest Please

A, B, D

Step-by-step explanation:

Because if you subtract one of the constants from both sides then you should only have equal variables. In other words, both sides have to be identical in this situation.

33x-33= 33x + 25

33x = 33x + 58 No matter what you make x, the right will be 58 bigger than the right so there is no solution.

33x+33=33x+25

33x+8= 33x nope no solution

33x+25=33x+25

33x = 33x both sides identical so there is a solution

33x-25 = 33x +25

33x= 33x+50

Answer:

3x+1

Step-by-step explanation:

(2x+x+3+6x)/3

9x+3/3

3x+1

The final result is a simplified algebraic expression 3x + 1 that represents the average of 2x, x + 3, and 6x.

Expressions are defined as mathematical statements that have a minimum of two terms containing variables or numbers.

The average of 2x, x + 3, and 6x can be represented by the algebraic expression (2x + (x + 3) + 6x)/3.

This expression takes the sum of 2x, x + 3, and 6x, and then divides that sum by 3, which is the number of terms being averaged.

Alternatively, the average can be represented by (2x + x + 6x + 3) / 3 = (9x + 3) / 3 = 3x + 1.

In either case, the final result is a simplified algebraic expression that represents the average of 2x, x + 3, and 6x.

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