help please!! state the key features for this graph​

Answer:

the answer is D. F(x) = 1/x(x-3)

Step-by-step explanation:

Answer:

items sold in 1 day = 140

Step-by-step explanation:

14 pairs of jeans = 28 jeans total

the 14 "pair of jeans" repesents 20% of the total = x

28 = 20x/100

2800/20 = x

x = 140

Answer: (x+6)(x-3)

Step-by-step explanation:

y=x^2+3x-18

(x+6)(x-3 )

The exponential form of 6 × 6, is written as: 6².

Repeated multiplication involving base exponents and base can be written in exponential form, such as: a × a × a = a³.

Given the expression, 6 × 6, the number 6 will be the base while 2 will be the exponent if we want to express it in exponential form. Therefore:

6 × 6 = 6².

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Answer:

1. x = 1

2. x = 13

3. x = 10

4. x = 1

5. x = 2

6. x = 22

7. x = 3

8. x = -6

9. x = -6

Step-by-step explanation:

The statement translated to an algebra equation will give the value of the unknown number w = 11/5

Algebra is the branch of mathematics that helps to represent problems or values in the form of mathematical expressions using letters to represent unknown values.

Let us represent the unknown number with the letter w so that the statement can be written as the equation:

5w - 8 = 3

add 8 to both sides

5w - 8 + 8 = 3 + 8

5w = 11

divide through by 5

5w/5 = 11/5

w = 11/5

Therefore, the statement translated to an algebra equation will give the value of the unknown number w = 11/5

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Hard question but took my time and i have come up with 1216800000

Answer:

5x + 17

Step-by-step explanation:

To answer this question, we must first simplify:

2 (x + 7) + 3 (x + 1) = 2x + 14 + 3x + 3

Then, we have to combine like terms:

2x + 14 + 3x + 3 = 5x + 17

And there is our answer, 5x + 17

Hope this helps ! :)

An equation has terms, variables, constants and coefficients.

A term is the part of the equation that is separated by addition or subtraction signs.

A variable is usually symbolized by a letter in place of an unknown value.

The coefficient is the number before the variable, the ones that multiply it.

The constans are the known values or numbers that appear in the equation.

For example:

3X+16

This equation has two terms "3X" and "16"

One variable "X"

One coefficient "3"

One constant "16"

Answer: 3/8

Step-by-step explanation:

1/2 is also 4/8 so you subtract 4/8 from 7/8 to get 3/8

Answer:

  326 ft²

Step-by-step explanation:

You want to know the area of the library, which is a composite shape.

The area of a composite shape is found by dividing it into shapes whose areas are easy to find. The area of the shape will be a combination of the areas of the simpler shapes.

The formula for the area of a rectangle is ...

  A = LW

Extending the middle horizontal line will divide the figure into two rectangles whose dimensions are given on the figure.

The upper rectangle is 30 ft wide and 5 ft high, so its area is ...

  A = (30 ft)(5 ft) = 150 ft²

The lower rectangle is 22 ft wide and 8 ft high, so its area is ...

  A = (22 ft)(8 ft) = 176 ft²

The area of the library will be the sum of these two rectangular areas:

  library area = 150 ft² +176 ft² = 326 ft²

The library area is 326 square feet.

__

Alternate solution

The area could be considered to be a rectangle that is 30 ft wide by 5+8=13 ft high, with a rectangle 30-22=8 ft wide and 8 ft high removed from the lower left corner. The difference in area between the overall rectangle and the removed rectangle is ...

  (30 ft)(13 ft) -(8 ft)(8 ft) = 390 ft² -64 ft² = 326 ft²

The method shown above does not require calculating missing dimensions, so is more straightforward.

Answer:

5/6

Step-by-step explanation:

Answer:

The answer is 5/6

Step-by-step explanation:

4        5           20             2

-   x   -       =      -      =       -

5       6            30             3

Answer:

Hope this will help you. Here you have to use the formula P = 2(l+b)

Answer:

Shade 5 slices.

Step-by-step explanation:

15 / 3 = 5

5 * 3 =15

The speed of current will be "4.5 mph" and the rate Pratap can row in still water will be "8.5 mph".

What does "speed" mean in mathematics?

Given:

Distance "26 miles" in time "2 hours".

Let,

Speed of water = y

Pratap speed when rowing in still water = x

As we know,

      Speed = distance/time

then,

  x + y = 26/2

  x + y = 13

 x = 13 - y

In return trip took him time "6.5 hours",

       x - y = 26/6.5

      x - y = 4

By substituting the value of "x", we get

 13 - y - y = 4

  13 - 2y = 4

     2y = 13 - 4

        2y = 9

          y = 9/4 = 4.5 mph (Rate of the current)

By substituting the value of "y", we get

    x = 13 - a

   x = 13 - 4. 5 = 8.5 mph (Pratap can row in still water)

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Using the hypergeometric distribution, it is found that the probabilities are given as follows:

a) 0.2059 = 20.59%.

b) 0.5294 = 52.94%.

c) 0.2647 = 26.47%.

The formula is:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}C_{N-k,n-x}}{C_{N,n}}\)

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

The parameters are:

In this problem, the parameters are as follows: N = 17, k = 8, n = 2.

Item a:

This probbility is P(X = 2), hence:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}C_{N-k,n-x}}{C_{N,n}}\)

\(P(X = 2) = h(2,17,2,2) = \frac{C_{8,2}C_{9,0}}{C_{17,2}} = 0.2059\)

Item b:

This probbility is P(X = 1), hence:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}C_{N-k,n-x}}{C_{N,n}}\)

\(P(X = 1) = h(1,17,2,2) = \frac{C_{8,1}C_{9,1}}{C_{17,2}} = 0.5294\)

Item c:

This probbility is P(X = 0), hence:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}C_{N-k,n-x}}{C_{N,n}}\)

\(P(X = 0) = h(0,17,2,2) = \frac{C_{8,0}C_{9,2}}{C_{17,2}} = 0.2647\)

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Answer:

8/20 and 15/20 and then you add to get 23/20 AKA       1   3/20

Step-by-step explanation:

Since you multiply 5 by 4 to get the LCD, apply the same method to the top: 2 times 4 is 8

Next do the same for the other fraction: 4 times 5 is 20 so apply that to get 3 times 5 is 15

Your final fractions will be 8/20 and 15/20

Then add and reduce to get 1 3/20

9514 1404 393

Answer:

  4%

Step-by-step explanation:

We assume the interest earned is simple interest, because that make the numbers come out "nice."

The account balance is given by ...

  A = P(1 +rt) . . . . principal P earns simple interest at annual rate r for t years

  1080 = 1000(1 +r·2) . . . . fill in the given values

  1.08 = 1 +2r . . . . . . . . . . divide by 1000

  0.08 = 2r . . . . . . . . . . . subtract 1

  0.04 = r = 4% . . . . . . . divide by 2

The annual interest rate is 4%.

_____

Additional comment

If interest is compounded annually, the annual rate is about 3.92%. If it is compounded continuously, the rate is about 3.85%.

Answer:

8

Step-by-step explanation:

8*8 = 64

b*h = a

Answer:

Angle C = 62.90°

Step-by-step explanation:

As given,

The perpendicular = 86

        Base = 44

As, we know that

tan(C) = \(\frac{Perpendicular}{Base} = \frac{86}{44} = 1.9545\)

⇒C = \(tan^{-1}\)(1.9545) = 62.90°

∴ we get

Angle C = 62.90°

The graph is as follows :

Answer:

x=15

Step-by-step explanation:

Add the two equations together because there is a 90 degree angle. You can add the two to get :

4x+30=90

-30 from both sides

4x=60

Divide by 4 on both sides to get your answer!

x=15

Answer: X = 15

I think you can give brainiest to the person above me now

I know it's really late but :)

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

hhhhhhhhhhhhhhhhhhh

Step-by-step explanation:

hhhhhhhhhhhh

Answer:

4

Step-by-step explanation:

13410000

Sig Figs4

13410000

Decimals0

Scientific Notation1.341 × 107

E-Notation1.341e+7

Words thirteen million four hundred ten thousand

The graph of the line with slope 6 and y-intercept -6 is given below.

What is slope intercept form?

One of the most popular ways to represent a line's equation is in the slope-intercept form of a straight line. When the slope of the straight line and the y-intercept are known, the slope-intercept formula can be used to determine the equation of a line ( the y-coordinate of the point where the line intersects the y-axis). The equation of a line is the equation that each point on the line fulfils.

y = mx + c

where m is the slope

c is the y-intercept

Given, slope (m) = 6

y-intercept = -6

So, the equation of line become

y = 6x - 6

And, the graph of the given equation is given below.

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Work Shown:

Complementary angles add to 90 degrees.

A+B = 90

(3x+18)+(2x+17) = 90

5x+35 = 90

5x = 90-35

5x = 55

x = 55/5

x = 11

Then we can determine each angle:

As a check: A+B = 51+39 = 90 to confirm the answer.

Answer:

The relationship will be a solid line.

Step-by-step explanation:

The relationship between the number of $4 lunches you buy with a $100 school lunch card and the money remaining on the card.

The relationship will be a solid line as it is a linear and common slope. Each time you buy lunch, the amount in the card will decrease by $4.

Let the number of lunches you buy be = x

Let the amount remaining in the card be = y

So, equation forms:

When you buy 1 lunch, or x = 1

When x = 2

When x = 3

We can see that the decrease is gradual and same.

You can also see the graph attached that a straight line is formed.

The length of each piece of ribbon is 0.1 meters and the discount percentage is 75%

From the question, we have the following parameters

Length of the coaxial cable = 4/5 meters

Also, from the question;

We have

Number of pieces = 8

The length of each piece from the cable is the quotient of the Length of the coaxial cable and the number of pieces

This is represented as

Length of each piece = Length of the coaxial cable/Number of pieces

So, we have

Length of each piece = (4/5)/8

Evaluate the quotient

Length of each piece = 0.1

Hence, the length is 0.1 meter

Here, we have

Original price = $45.00

Purchased amount = $11.25

The discount is calculated as

Purchased amount = Original price * (1 -discount)

So, we have

11.25 = 45 * (1 - discount)

So, we have

1 - discount = 0.25

Evaluate

Discount  0.75

This gives

Discount = 75%

So, the discount is 75%

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Complete Question

A psychologist has designed an index to measure the social perceptiveness of elementary school children. The index is based on ratings of a child's responses to questions about a set of photographs showing different social situations. A random sample of 16 elementary school children was chosen, and their index measurements were recorded. Assume that the index measure in the population is normally distributed. The 95% confidence interval created from this data is (56.29, 65.09). This interval indicates:__________.Choose one or more:

a. The average index of elementary school children must be 60.69.

b. The standard deviation of the sample is about 10% smaller than the population standard deviation.

c. That if we take many samples from this population 95% of them will have a sample mean between 56.29 and 65.09.

d. 95% of all elementary school children in this district have indices between 56.29 and 65.09.

e. 4.40 is 95% of the true average of the index for all elementary school children.

f. We are 95% confident that the average index for all elementary school children is between 56.29 and 65.09.

Answer:

The correct option is  a and  f

Step-by-step explanation:

From the question we are told that

    The sample size is  n =  16

     The 95% confidence interval is  (56.29, 65.09)

Generally the sample mean(average index of elementary school children) is mathematically represented as

     \(\= x  =  \frac{65.09 + 56.29}{2}\)

=>  \(\= x  =  60.69 \)

Answer:

1008

Step-by-step explanation:

10!•4!

---------

6!•5!

Rewriting as

10 * 9*8*7*6!  * 4!

---------

6!•5*4!

Canceling like terms

10 * 9*8*7

---------

5

1008

Answer:

1,008

Step-by-step explanation:

The answer is not 4/3 or 2/3. So, it has to be 1,008.

When 1,493,600 is divided by 8 the quotient is 186,700.

To divide 1,493,600 by 8, you can follow these steps:

We have to write down the dividend (1,493,600) and the divisor (8).

Now start with the largest place value in the dividend (the leftmost digit) and perform the division.

Divide 1 by 8. Since 1 is smaller than 8, you move to the next digit.

Bring down the next digit (4) and combine it with the previous quotient (0). This gives you 04.

Divide 4 by 8. Since 4 is smaller than 8, you move to the next digit.

Bring down the next digit (9) and combine it with the previous quotient (0). This gives you 09.

Divide 9 by 8. The quotient is 1, and the remainder is 1.

Bring down the next digit (3) and combine it with the remainder (1). This gives you 13.

Divide 13 by 8. The quotient is 1, and the remainder is 5.

Bring down the next digit (6) and combine it with the remainder (5). This gives you 56.

Divide 56 by 8. The quotient is 7, and there is no remainder.

Bring down the next digit (0) and combine it with the quotient (7). This gives you 70.

Divide 70 by 8. The quotient is 8, and there is no remainder.

There are no more digits to bring down, and the division is complete.

The quotient is the result of the division. In this case, 1,493,600 divided by 8 is equal to 186,700.

Therefore, the result of 1,493,600 ÷ 8 is 186,700.

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