Jack and Jill both ordered pizzas from Wayne's Pizza for their parties. Jack paid $58.50 for 3 pepperoni pizzas and 2 plain pizzas. Jill paid $67 for two pepperoni pizzas and 4 plain pizzas. How much does Wayne's Pizza charge for a plain and for a pepperoni pizzas?

Answer:

No

Step-by-step explanation:

1.25 as a percentage is 125%.

25% as a decimal is 0.25.

the probability that the student is over 26 years old is 0.1587.

Mean = 23

Standard deviation = 3 years

The random variable X represents the age of a statistics student at ELAC.The distribution of the random variable X is normal with the given mean and standard deviation. We have,Mean = μ = 23 Standard deviation = σ = 3 We need to find the probability that the student is over 26 years old. That is, we need to find P(X > 26).The Z-score of 26 is given by;

Z = (X - μ) / σZ = (26 - 23) / 3Z = 3 / 3Z = 1

So, P(X > 26) = P(Z > 1)

We can find this probability using the standard normal table or calculator as;

P(Z > 1) = 0.1587

Therefore, the probability that the student is over 26 years old is 0.1587.

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Answer:

b

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

if y=5-x then ...

a would be y=5-1 = 4

b would be y=5-2 =3

c would be y=5-4 =1

d would be y=5-3 =2

a is the right answer because (1,4) 1= x and y= 4 and 5-1=4

The slope of the line as shown in the diagram attached below = rise/run = 3/5.

The rise of a line over the run of a line would give us the slope of a line on a coordinate plane.

With the given line in the diagram, the image attached below shows the rise as represented by a red line while the run is represented by the blue line.

Therefore, we have:

Run = 10 units

Rise = 6 units

Slope (m) of the line = rise/run = 6/10

Simplify

Slope (m) of the line =  3/5

Therefore, the slope of the line as shown in the diagram attached below = rise/run = 3/5.

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To find an equation of a plane through a given point and perpendicular to a given line, you can follow these steps:

1. Find the direction vector of the given line. This can be done by subtracting the coordinates of any two points on the line. Let's denote this vector as "d".

2. Find the normal vector of the plane. Since the plane is perpendicular to the line, its normal vector will be the same as the direction vector of the line. So, the normal vector of the plane is "d".

3. Use the coordinates of the given point on the plane to find the equation of the plane. Let's denote the coordinates of the point as (x₀, y₀, z₀).

The equation of the plane can be written as:

Ax + By + Cz = D,

where A, B, C are the components of the normal vector "d", and x, y, z are the variables representing any point on the plane.

To find the values of A, B, C, and D, substitute the coordinates of the given point into the equation:

A(x₀) + B(y₀) + C(z₀) = D.

Therefore, the equation of the plane through the given point and perpendicular to the line is:

d₁(x - x₀) + d₂(y - y₀) + d₃(z - z₀) = 0,

where (d₁, d₂, d₃) are the components of the direction vector "d" of the line, and (x₀, y₀, z₀) are the coordinates of the given point.

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Find the equation of the plane passing through the point (−1,3,2) and perpendicular to each of the planes x+2y+3z=5 and 3x+3y+z=0.

The level of measurement used in the operationalization of extracurricular participation is categorical/nominal.

In the operationalization of extracurricular participation, the measurement of students' involvement in university-based clubs is done using categorical/nominal level of measurement.

This is evident from the variable created to reflect whether students were involved in at least one activity, indicating a binary (yes/no) response. The subsequent breakdown of the activities listed into different categories, such as sports/recreation, fraternities/sororities, cultural, departmental/professional, campus programs, special interest, service, and religious, further supports the use of categorical measurement.

Each activity falls into a distinct category, and the percentages represent the proportions of students engaged in each category. Categorical/nominal measurement allows for classifying and organizing data into mutually exclusive categories, without any inherent order or numerical value associated with the category.

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The first model of inequality satisfy the problem i.e 2w + 2* 4w ≤ 106

A rectangle is a four-sided, two-dimensional flat shape. The opposite sides of a rectangle's four sides are parallel and equal to one another. It belongs to a category of quadrilaterals where each of the four angles is a straight angle or measures 90 degrees. A particular kind of parallelogram that has all of its angles equal is the rectangle. A square is a rectangle with four equally sized sides. Let's now explore the characteristics of the rectangle in this essay.

Rectangles' essential characteristics are as follows:

A rectangle is a parallelogram.

The Perimeter of the rectangle is 2a + 2b where a and b are the two sides

Now , if w is the width of the rectangle then, the length is 4w given in problem.

Perimeter,

2w + 2* 4w

As it is given in the problem

2w + 2* 4w ≤ 106

The first model of inequality satisfy the problem.

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Answer: -24x^2+28x

Step-by-step explanation: -4x*6x-(-4x)*7 to -24x^2+28x

Answer:

1. this is the definition of a midpoint - bc the definition of a midpoint is: “If a point is a midpoint of a segment, then it divides that segment into two congruent parts” or “If a point divides a segment into two congruent parts, then it's the midpoint of that segment.”

2. this is the division property of equality -"The division property of equality states that when we divide both sides of an equation by the same non-zero number, the two sides remain equal". so, in this situation we want to isolate x which means dividing both sides by 20. This will keep both sides equal just more simplified  ( before, it was 20 and 100, after dividing both sides by 20 it is 1 and 5 which is the same ratio therefore they are still equal)

3. this one's the subtraction property of equality- this property means you can subtract the same number from both sides of an equation and get an equivalent equation. in this situation, they subtracted 15 from both sides to get AB = 30 and it ends being still being equal to AB + 15= 45.

4. this is the symmetric property of equality -  "This property states that if a = b, then b = a. That is, we can interchange the sides of an equation, and the equation is still a true statement." "it states that values are still equal no matter which side of the equal sign they're on." That's why its possible for XY=ST and ST=XY

5. this is definition of congruence - which basically states that if a value of one thing is equal to the value of another thing those two things can be called congruent.

6. this is substitution property- this is the property that allows you to substitute one value for another in an equation. the property states  that if  

x = y, then x can be substituted in for y in any equation, and y can be substituted for x in any equation, just like what they show here with 5AB substituting for CD in the equation.

i hope this helped!   im not that good at explaining so if u have more questions lmk!          

The value of the given expression is -4, which is integer. Therefore, option B is the correct answer.

The given expression is (p²+q)/(-|p|-q).

Here, p=-6 and q=4.

Substitute p=-6 and q=4 in the given expression we get

((-6)²+4)/(-|-6|-4)

= 40/(-10)

= -4

Therefore, option B is the correct answer.

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Answer:

C. 53 in.^2

Step-by-step explanation:

Answer:

its the 3rd one

Step-by-step explanation:

its c, 61 in.^2

The blue portion of the wall in Marcus's bedroom is discovered to be 144(1/15) or 9.6 square feet in size.

Use the standard formula of Length x Width = Area to calculate the area of a wall.

Because square feet is the most commonly used measurement in the world when it comes to wall sizes, the measurement unit will have an impact on how you calculate square footage.

It is given that a wall in Marcus's bedroom is 8 feet high and 18 feet long.

So, the area of a wall = 8 × 18

                                   = 144

Further, 1/15 portion is painted with blue color.

So, the portion that is painted with blue = 144 × 1/15

                                                                   = 9.6

Therefore, the area of the wall  in Marcus's bedroom that is painted with blue color is found to be 144(1/15) or 9.6 square feet.

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Answer:

3x + 3y - 6

Step-by-step explanation:

3x - 6 + 3y =

3x + 3y - 6

Answer:

441\(\pi\) inches squared i think

Step-by-step explanation:

radius = 42/2 = 21 inches

area = \(\pi\) x \((21)^{2}\)

area = 441\(\pi\)

area = 1385.44236

Answer:

Step-by-step explanation:

it would be : B

The weighted dollar amount of the savings account, using proportions, is given by the following option:

D) $67.20.

A proportion is a fraction of an amount, and this fraction is combined with the unit rates in the context of a problem, along with basic arithmetic operations, especially multiplication or division, to find the desired amounts in the same context of this problem.

To find the weighted dollar amount of an investment, proportions are applied, as the amount is the investment multiplied by it's rate of return, abbreviated by ROR.

Regarding the savings account in this problem, it is found that:

Hence the weighted dollar amount of the savings account is obtained as follows:

0.021 x 3200 = $67.20.

Meaning that option D is the correct option.

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Answer:63

Step-by-step explanation: H:0=18:12=1.5:1

1.5:1=63:42

The answer is: A) The data support the researchers' belief that night owls have better dream recall than early birds. B) we can be 92% confident that the true difference in mean number of dreams recalled per week between night owls and early birds is between 1.87 and 2.63.

A) These are the alternative and null hypotheses:

H0: μE = μN (the mean number of dreams recalled each week is the same for early birds and night owls) (the mean number of dreams recalled per week is the same for early birds and night owls)

Ha: μE < μN (the mean number of dreams recalled each week is smaller for early birds than for night owls) (the mean number of dreams recalled per week is lower for early birds than for night owls)

Using the following formula, we can run a two-sample t-test with unequal variances:

t = [(sN2 / nN) + (sE2 / nE)] / sqrt[(xN - xE)]

where nN and nE are the sample sizes for night owls and early birds, respectively, and xN and sN and xE and sE are the sample means and standard deviations for night owls and early birds, respectively.

When we enter the values, we obtain:

t = (9.55 - 7.26) / sqrt[(5.88^2 / 100) + (6.94^2 / 100)] = 5.01

The data are consistent with the researchers' hypothesis that night owls are more capable of remembering their dreams than early birds.

B) We can use the following formula to determine the confidence interval:

CI is equal to (xN - xE) t/2 * sqrt[(sN / nN) + (sE / nE)].

where t/2 is the t-value for the required level of confidence and degrees of freedom, and xN, xE, sN, sE, nN, and nE are the same as previously (198 in this case).

With a t-value of 1.75 and a 92% confidence level (from a t-distribution with 198 degrees of freedom), we get:

CI is equal to (9.55 - 7.26) 1.75 * sqrt[(5.88 - + 6.94 / 100)] = (1.87, 2.63) (1.87, 2.63)

The genuine difference between night owls and early birds in terms of the average number of dreams recalled per week is therefore between 1.87 and 2.63, with a 92% confidence interval.

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The blanks in this two-column proof should be completed (filled) as follows:

Statements                              Reasons_______________

ΔADB ≅ ΔCDB                             HL.

AD ≅ CD                                    CPCTC.

In Mathematics, the Right Triangles Similarity Theorem states that when the altitude of a triangle is drawn to the hypotenuse of a right angled triangle, then, the two (2) triangles that are formed would be similar to each other, as well as the original triangle.

In Mathematics, CPCTC is an acronym for corresponding parts of congruent triangles are congruent and it states that the corresponding angles and side lengths of two (2) or more triangles are congruent if they are both congruent i.e AD ≅ CD.

Additionally, HL is an acronym for hypotenuse leg and it states that if the hypotenuse and one (1) leg in a right-angled triangle are congruent to the hypotenuse and leg of another right-angled triangle, then the two (2) triangles would be congruent i.e ΔADB ≅ ΔCDB.

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Answer:

ΔADB ≅ ΔCDB                             HL.

AD ≅ CD                                    CPCTC.

Step-by-step explanation:

or what the  guy said on top :D

To express an integral as a limit of sums, we use the concept of Riemann sums. The integral represents the area under a curve, and we can approximate this area by dividing it into smaller rectangles and summing their areas.

As the width of the rectangles approaches zero, the approximation becomes more accurate, and the sum approaches the value of the integral.

To evaluate the integral and express it as a limit of sums, we need the specific function and limits of integration. Please provide the function and the limits so that I can assist you further in calculating the sum and limit using a computer algebra system.

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Answer:

\(\frac{4}{7}\)

Step-by-step explanation:

The greatest common factor of 36 and 63 is 9.

Thus, \(\frac{36}{63}\) = \(\frac{4}{7}\) since (36 ÷ 9 = 4) and (63 ÷ 9 = 7).

Answer:

4/ 7

Step-by-step explanation:

you list the factors of each number  so  factors of 36 are 1 2 3 4 6 9 12 18 36 and factors of 63 are 1 , 3 , 7 , 9 , 21 and 63  as the highest common factor in each number is 9 you do 36 ÷ 9 = 4 which will be the numerator and 63÷ 9 = 7 which will be the denominator so the simplest form of 36/63 is 4/7

From the inequality concept ( -7 / 10) > ( -5 / 6).

When two expressions are connected by a sign like "not equal to," "greater than," or "less than," it is said to be inequitable. The inequality shows the greater than and less than relation between variables and the numbers.

Given fractional numbers are -5/6 and -7/10. The numbers in the form of inequality will be calculated as:-

-7 / 10 = -0.7

-5 / 6 = -0.84

-0.7 > -0.84

-7 / 10 > -5 / 6

Therefore, from the inequality concept ( -7 / 10) > ( -5 / 6).

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The no of visits Jonathan needs, if He earns 13.5 points for each visit to the movie theater, is 9.

It is the basic arithmetic operation, in which you are separating the number into some parts.

Given:

The sign-in reward = 25 points,

The reward for each visit = 13.5 points

The points needed to earn free ticket = 135 points,

Calculate the points remaining after the first visit,

Points left = The points needed to earn a free ticket - The sign-in reward

Points left = 135 - 25 = 110

Calculate the no of visits by the formula given below,

The no of visits  = Points left  / The reward for each visit

The no of visits  = 110 / 13.5

The no of visits  = 8.15 ≈ 9

Therefore, the no of visits Jonathan needs, if He earns 13.5 points for each visit to the movie theater, is 9.

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The cost of running the electric water heater for one month (30 days) would be $36, assuming the electricity costs 12 cents per kilowatt-hour.

To calculate the cost of running the electric water heater for one month, we need to determine the total energy consumption and multiply it by the cost per kilowatt-hour.

The water heater consumes 5 kW for 2 hours per day, so the daily energy consumption can be calculated as follows:

Daily energy consumption = Power (kW) × Time (hours) = 5 kW × 2 hours = 10 kWh

Next, we calculate the total energy consumption for one month (30 days):

Total energy consumption = Daily energy consumption × Number of days = 10 kWh/day × 30 days = 300 kWh

Finally, we multiply the total energy consumption by the cost per kilowatt-hour (12 cents/kWh) to find the cost of running the water heater for one month:

Cost = Total energy consumption × Cost per kilowatt-hour = 300 kWh × $0.12/kWh = $36

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The probability that the student makes it to the second class before it starts is very close to 0.

To find the probability that the student makes it to the second class before it starts, we can use the concept of linear combinations of random variables and the properties of normal distributions.

Let's define the random variable X as the total time it takes for the student to transition from the end of the first class to the start of the second class. Since X is a linear combination of independent normally distributed random variables (X1, X2, X3), we can use their means and variances to calculate the mean and variance of X.

The mean of X is the sum of the means of X1, X2, and X3:

μX = μ1 + μ2 + μ3 = 9:02 + 9:15 + 10 = 28:17 minutes.

The variance of X is the sum of the variances of X1, X2, and X3:

σX^2 = σ1^2 + σ2^2 + σ3^2 = (2.5)^2 + (3)^2 + (2.5)^2 = 15.25 minutes^2.

Now, we need to calculate the probability that X is less than or equal to 0, meaning the student arrives before the second lecture starts. Since X follows a normal distribution, we can standardize the variable and calculate the probability using the standard normal distribution table.

Z = (0 - μX) / σX = (0 - 28:17) / √15.25 ≈ -9.43.

Using the standard normal distribution table or a calculator, we can find the probability corresponding to Z = -9.43. The probability is essentially 0, as the value is significantly far in the left tail of the standard normal distribution.

Therefore, the probability that the student makes it to the second class before it starts is very close to 0.

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$225 is the amount that would expect someone who has 9 pets to spend at the pet store each month

We have the equation of the line as

MX + B

When we have 4, 100

We will put the values in the line formula so that :
100 = m *4

solve for the value of m

m = 100 / 4

m = 25

Given that the value of m = 25

y = 25 x

we have that  how much would expect someone who has 9 pets to spend at the pet store each month?

hence the value of x is given as 9

y = 25 x 9

y = 25 x 9

y = $225

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The probability that student A or B can solve a problem chosen at random is 0.95.

Probability is calculated by dividing the number of favourable outcomes by the number of possible outcomes.

Random: An event is referred to as random when it is not possible to predict it with certainty. The probability that either student A or B will be able to solve a problem chosen at random can be calculated as follows:

P(A or B) = P(A) + P(B) - P(A and B) where: P(A) = probability of A solving a problem = 0.75, P(B) = probability of B solving a problem = 0.7, P(A and B) = probability of both A and B solving a problem. Since A and B are independent, the probability of both solving the problem is:

P(A and B) = P(A) x P(B) = 0.75 x 0.7 = 0.525

Now, using the above formula: P(A or B) = P(A) + P(B) - P(A and B) = 0.75 + 0.7 - 0.525 = 0.925

Therefore, the probability that student A or B can solve a problem chosen at random is 0.95 (or 95%).

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