Megan ran 1 3/4 miles. What is this as an improper fraction?​

That the equation of the line is y = 7x - 50.

The equation of a line with slope m passing through the point (x1, y1) is given by: y - y1 = m(x - x1).

In this case, the line has a slope of 7 and passes through (8, 6). Therefore, we can plug in the values for m, x1, and y1 into the equation above to find the desired equation.

Substituting in 7 for m, 8 for x1, and 6 for y1, we can rewrite the equation as: y - 6 = 7(x - 8).

Simplifying, we find that the equation of the line is y = 7x - 50.

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The fractions to show the value of each 9 in the decima 0.999 are 9/10, 9/100, 9/1000.

To write the fraction that shows the value of each 9 in the decimal 0.999, we can use the following method

The digit 9 in the tenths place represents 9/10 or 0.9.

The digit 9 in the hundredths place represents 9/100 or 0.09.

The digit 9 in the thousandths place represents 9/1000 or 0.009.

Thus, the fractions are

0.9 = 9/10

0.09 = 9/100

0.009 = 9/1000

The value of the 9 on the left is related to the value of the 9 in the middle by a factor of 10.

The value of the 9 on the right is related to the value of the 9 in the middle by a factor of 10, so the 9 on the right is one-tenth the value of the 9 in the middle.

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Answer:

The area is 12.57, rounded to the nearest then is 13.

Step-by-step explanation:

A=πr2=π·22≈12.56637

To determine the number of solutions for the system Ax = b, where b = [2, 4, 6]^T, we need to consider the matrix A and its properties. The given vector b is a column vector with 3 elements, which suggests that the matrix A has 3 rows. Let's assume A is an m x n matrix, where m is the number of rows and n is the number of columns.

Step 1: Set up the system
We have Ax = b, where A is an m x n matrix and b is a 3x1 column vector.

Step 2: Determine the rank of A and the augmented matrix [A | b]
To find the number of solutions, we need to calculate the rank of matrix A (denoted as rank(A)) and the rank of the augmented matrix [A | b] (denoted as rank([A | b])).

Step 3: Compare the ranks
Now, we need to compare the ranks of A and [A | b]. There are three possible scenarios:

a) If rank(A) = rank([A | b]) < n, the system has infinitely many solutions.
b) If rank(A) = rank([A | b]) = n, the system has a unique solution.
c) If rank(A) < rank([A | b]), the system has no solution.

Since we do not have the matrix A, we cannot determine the exact number of solutions for the system Ax = b. The number of solutions will depend on the properties of matrix A and its rank compared to the rank of the augmented matrix [A | b].

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Answer:

y=-5

Step-by-step explanation:

Y= -5

Step-by-step explanation:

The equation states that angle ACD is equal to the sum of angle BAC and angle CDE.

In a geometric figure or triangle ABC, angle ACD refers to the angle formed by points A, C, and D. The equation given is angle ACD = angle BAC + angle CDE.

This equation represents the angle addition property in geometry. According to this property, the measure of an angle formed by two adjacent angles is equal to the sum of the measures of those two angles.

In this case, angle ACD is equal to the sum of angle BAC and angle CDE. It implies that the measure of angle ACD can be obtained by adding the measures of angle BAC and angle CDE.

The equation holds true in any given triangle or geometric figure where points A, B, C, and D are present. By knowing the measures of angle BAC and angle CDE, we can calculate the measure of angle ACD using the angle addition property.

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The instantaneous velocity of the object when t = 1 is 12 units per time

To find the instantaneous velocity of an object at a specific time, we need to take the derivative of the position function with respect to time. In this case, the position function is given as s(t) = 5t² + 2t + 3.

Differentiate the position function, s(t), with respect to time, t, to find the velocity function, v(t):

v(t) = d/dt (5t² + 2t + 3)

= 10t + 2

Substitute the value t = 1 into the velocity function to find the instantaneous velocity at t = 1:

v(1) = 10(1) + 2

= 10 + 2

= 12

Therefore, the instantaneous velocity of the object when t = 1 is 12 units per time.

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The consumption bundle that will not be the consumer's choice, given the assumptions of choosing the optimal bundle, is option B) 30 snacks and 12 meals. To determine the optimal consumption bundle, we need to consider the consumer's budget constraint and maximize their utility.

Given that the price of snacks is $4 and the price of meals is $10, and the consumer has $240 remaining on their meal card, we can calculate the maximum number of snacks and meals that can be purchased within the budget constraint.

For option A) 5 snacks and 20 meals, the total cost would be $4 × 5 + $10 × 20 = $200. Since the consumer has $240 remaining, this bundle is feasible.

For option B) 30 snacks and 12 meals, the total cost would be $4 × 30 + $10 × 12 = $240. This bundle is on budget constraint, but it may not be the optimal choice since the consumer could potentially consume more meals for the same cost.

For option C) 20 snacks and 16 meals, the total cost would be $4 × 20 + $10 × 16 = $240. This bundle is also on budget constraint.

Since options A, C, and D are all feasible within the budget constraint, the only bundle that will not be the consumer's choice is option B) 30 snacks and 12 meals. The consumer could achieve a higher level of utility by reallocating some snacks to meals while staying within the budget constraint. Therefore, the correct answer is option B.

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Answer:

X and Y represents the function

Answer:

x and y are function because it can transverse one line by parallel line

Answer:

75

Step-by-step explanation:

40 - 5 = 35 years till the son will be 40, his fathers age

40+35 = 75, the dad's age 35 years in the future when the son is 40

Answer:

12 teachers will get 1/2 sheets each

Step-by-step explanation:

Noor bought 21 sheets of stickers

She gave 1/3 sheets to each 45 students

She wants to give teachers 1/2 of sheets

The question should be: how many teachers will she give

Total sheets=21

Students gets= 1/3 × 45

=45/3

=15 sheets

Remaining sheet= total sheets - students sheets

=21-15

=6 sheets

There are 6 sheets remaining for teachers

She wants to give 1/2 to each teacher

Then,

The number of teachers that will get =Remaining sheets ÷ each teacher's share

=6 ÷1/2

=6 × 2/1

=12 teachers

12 teachers will get 1/2 sheets each

Answer:

12 teachers will get 1/2 sheets each

Step-by-step explanation:

Answer:

7

Step-by-step explanation:

I apologize for the inconvenience, but I'm here to help you with any questions you have. Please provide the specific boxes you need help with, and I'll do my best to assist you.

I'm sorry to hear that you're not receiving the assistance you need at the biology place. I'm here to help you with any biology-related questions you have.

As an AI language model, I have knowledge in various subjects, including biology. If you provide specific details or questions related to biology, I'll be glad to assist you. Whether it's concepts, terminology, processes, or any other area within biology, feel free to ask, and I'll provide you with information and explanations to the best of my ability.

Biology encompasses a wide range of topics, such as cell biology, genetics, physiology, ecology, evolution, and more. So, if you have questions or need help with specific boxes or aspects related to biology, please provide the details, and I'll try my best to assist you with accurate and helpful information.

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The level of confidence for the given confidence interval is 95% and z-score is 1.96.The calculation involves using the formula for the confidence interval and the given sample proportion and size.

We can use the formula for the confidence interval for a population proportion:

p-hat ± z*(sqrt(p-hat*(1-p-hat)/n))

Where p-hat is the sample proportion, z is the z-score for the desired level of confidence, and n is the sample size.

We're given that p-hat = 0.3 and n = 50. We're also given that the confidence interval is (.1323, .4677), which means that:

p-hat ± z*(sqrt(p-hat*(1-p-hat)/n)) = (.1323, .4677)

We can use the midpoint of the confidence interval as the point estimate for p-hat, which is (0.1323 + 0.4677) / 2 = 0.3.

Substituting the values we have into the equation, we get:

0.3 ± z*(sqrt(0.3*(1-0.3)/50)) = (.1323, .4677)

Simplifying the equation, we get:

z = 1.96

Therefore, the level of confidence for this interval is 95%, since the z-score for a 95% confidence level is 1.96.

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Given that the perimeter of the square base is 32 cm, The surface area of the square pyramid is 304 cm².

The surface area of a square pyramid can be calculated using the formula: SA = B + (1/2)Pl, where B is the area of the base, P is the perimeter of the base, l is the slant height, and SA is the total surface area.

Given that the perimeter of the square base is 32 cm, we can divide it by 4 to find the length of each side: 32 cm / 4 = 8 cm.

Now, we can calculate the area of the base by squaring the length of a side: B = (8 cm)² = 64 cm²

Using the given slant height of 15 cm, we can plug in the values into the formula for SA: SA = 64 cm² + (1/2)(32 cm)(15 cm) = 64 cm² + 240 cm² = 304 cm².

Therefore, the surface area of the square pyramid is 304 cm².

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The correct logarithm form is: a. log5 125 = 3

Question is about finding the logarithm form of 5³ = 125 using the given options.

The correct logarithm form is:

a. log5 125 = 3

Here's the step-by-step explanation:

1. The exponential form is given as 5³= 125.
2. To convert it to logarithm form, you have to express it as log(base) (argument) = exponent.
3. In this case, the base is 5, the argument is 125, and the exponent is 3.
4. Therefore, the logarithm form is log5 125 = 3.

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A congruent polygon refers to two or more polygons that have the same shape and size. There must be an equal number of sides between two polygons for them to be congruent.

Congruent polygons have parallel sides of equal length and parallel angles of similar magnitude. When two polygons are congruent, they can be superimposed on one another using translations, rotations, and reflections without affecting their appearance or dimensions. Concluding about the matching sides, shapes, angles, and other geometric properties of congruent polygons allows us to draw conclusions about them.

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a) The mean number of website searches differs between the day and evening advertisements based on this hypothesis:

\(H_{0} :\) μ\(_{x}\)-μ\(_{y}\) = 0

\(H_{a} :\) μ\(_{x}\)-μ\(_{y}\) ≠ 0

The null hypothesis in the question states that the mean number of website searches does not differ between the day and evening advertisements and the alternative hypothesis states that the mean number of website searches differs between the day and evening advertisements. It can be written as:

\(H_{0} :\) μ\(_{x}\)-μ\(_{y}\) = 0

\(H_{a} :\) μ\(_{x}\)-μ\(_{y}\) ≠ 0

b-1) From the below excel output screenshot the t-test statistical value is I -0.3476.

b-2) From the below excel output the critical t value comes as 2.0017. So, the rejection region includes all the values greater than 2.0017 and less than -2.0017.

c) The calculated t-statistic value is not falling in the rejection region. So we do not reject the null hypothesis.

Do not reject \(H_{0}\). At the 5% significance level, we conclude the mean number of website searches not differ between the day and evening advertisements.

(The below excel screenshot shows the customized formula and the output which is required to find the values required to test the hypothesis.)

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Answer:

D 18%

Step-by-step explanation:

18/100 = 18%so D is the answer

The point (-3 + 18i) is also on the circle with diameter endpoints at –3 + 18i and 7 – 6i.

To find which point is also on the circle, we need to first find the center and radius of the circle. The center of the circle is the midpoint of the diameter, which we can find using the midpoint formula:

Midpoint = ((–3 + 7)/2, (18i – 6i)/2) = (2, 6i)

The radius of the circle is half the length of the diameter, which we can find using the distance formula:

r = √((7 – (–3))^2 + ((–6i) – 18i)^2) / 2

= √(100 + 576) / 2

= √(676) / 2

= 13 / 2

So the center of the circle is (2, 6i) and the radius is 13/2.

To determine which point is also on the circle, we need to check if its distance from the center is equal to the radius. Let's start by checking the point (-3 + 18i):

Distance = √((2 – (–3))^2 + (6i – 18i)^2)

= √(25 + 144)

= √(169)

= 13

Since the distance is equal to the radius, the point (-3 + 18i) is also on the circle. This problem involves basic geometry concepts such as finding the center and radius of a circle, and using the distance formula to check if a point is on the circle.

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Answer:

No because they don't have any common factors.

Step-by-step explanation:

85 = 5 x 17

99 = 3 x 3 x 11

They don't have any common factors

Answer:

1, 2, and 3

Step-by-step explanation:

The expressions that represent the total distance she walked are 12 + 0.5 × 12, 12(1 + 0.5), and 12×1.25.

A fraction is a part of the whole represented by a/b, where a and b are any integers.

Given that, Maia walks 12 miles and then 1/4 of 12 miles.

The total distance is:

12 + 1/4 of 12

= 12 + 1/4×12

= 12 + 0.5 × 12

=12(1 + 0.5)

= 12×1.25

= 15

Hence, the expressions that represent the total distance she walked are 12 + 0.5 × 12, 12(1 + 0.5), and 12×1.25.

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Answer:

1/5

Step-by-step explanation:

\(\lim_{x->4} \frac{x-4}{x^{2}-3x-4 } \\= \lim_{x->4} \frac{x-4}{(x+1)*(x-4) } \\\\= \lim_{x->4} \frac{1}{(x+1) } \\\\\\\)

lim x->4   plug in x=4

1/(x+1) = 1/(4+1) = 1/5

No, rectangle DABC is not the result of a dilation of rectangle HEFG with a center of dilation at the origin.

Dilation is a geometrical transformation that changes the size of a shape or figure. It is one of the four basic transformations of geometry alongside translation, rotation, and reflection. Dilation involves resizing a shape by a scale factor and keeping its overall shape intact. The scale factor is the ratio of the size of the image to the size of the original figure.

Dilation involves a scaling of a shape, where each point on the shape is moved away from or closer to the center of dilation, proportional to its distance from the center. In this case, the angles of rectangle DABC are different from the angles of rectangle HEFG, so it is not the result of a dilation. The angles of rectangle HEFG are ∠2, ∠33, ∠EDC, whereas the angles of rectangle DABC are ∠ADB, ∠BDC, and ∠CDB.

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Answer:

The answer will be A

hope this helps :)

(a) The integral can be solved by using the substitution u = tan x + 1. The final answer is ln|tan x + 1| + C.

(b) The integral can be solved by using the substitution u = 2x + 1. The final answer is (1/4)ln|2x + 1| - (1/2)ln|2x + 3| + C.

(c) The integral can be solved by using the substitution u = x + 1. The final answer is 2sqrt(u^2 - 2u) - 2uarcsec(u) + C.

(d) The integral can be solved by using the substitution u = tan x. The final answer is (1/6)ln|cos x| - (1/2)tan^2 x + C.

(e) In summary, the given integrals can be solved by using different substitution techniques and the final answer can be obtained using integration rules.

To solve the integrals, one needs to understand which substitution to use and how to apply it. In this case, the substitution u = tan x + 1, u = 2x + 1, u = x + 1, and u = tan x were used respectively.

One also needs to know the integration rules such as the power rule, chain rule, product rule, and trigonometric rules.

These rules are used to simplify and solve the integral fully. The final answer includes the constant of integration, which can be added to any solution.

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There are no values of $b$ for which the base-$b$-representation of $2013$ ends in the digit $3$. For a number to end in the digit $3$ in base-$b$ representation, it must be congruent to $3$ modulo $b$.

We can rewrite $2013$ as $2 \cdot 10^3 + 0 \cdot 10^2 + 1 \cdot 10^1 + 3 \cdot 10^0$. Now, if $2013$ is congruent to $3$ modulo $b$, it means that $2 \cdot 10^3 + 0 \cdot 10^2 + 1 \cdot 10^1 + 3 \cdot 10^0$ is also congruent to $3$ modulo $b$.

Simplifying the expression, we have $2000 + 0 + 10 + 3$. Since the base-$b$-representation is formed by multiplying each digit by the corresponding power of $b$, we can rewrite the expression as $2 \cdot b^3 + 1 \cdot b^1 + 3 \cdot b^0$. We can now observe that the constant term $3 \cdot b^0$ will always be congruent to $3$ modulo $b$. However, the other terms $2 \cdot b^3$ and $1 \cdot b^1$ will not be congruent to $3$ modulo $b$ for any positive value of $b$. Therefore, the base-$b$-representation of $2013$ cannot end in the digit $3$ for any value of $b$.

Hence, there are no values of $b$ for which the base-$b$-representation of $2013$ ends in the digit $3$.

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If the scale of drawing is 1 inches : 250 inche and the real horse height is 15 inche, then the height of the horse in drawing is 0.06 inches.

The ratio that describes the relationship between the true figure itself and model is called the scale. It serves as a representation of the real statistics in smaller units on maps. A scale of 1:5, for instance, indicates that 1 on the map is approximately the size of 5 in the actual world.

The scale of drawing the horse = 1 inch :

Therefore in scale

Horse height in drawing equals one inch

The  height of the horse = 250 inche

The original height of the horse = 15 inche

The height in the picture = x inches

To find the height the horse in the picture, we have to use proportion

1 inch : 250 inche = x inches : 15 inche

1 / 250 = x / 15

1 × 15= 250x

250x = 15

x = 15/250

x = 0.06 inches

Therefore, the height of the horse in drawing is 0.06 inches

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If you go twice as fast, your stopping distance will increase by four times (option C).

This relationship is based on the laws of physics and the principles of motion.

When an object is in motion, its stopping distance is influenced by its initial speed, reaction time, and braking capabilities. The stopping distance consists of two components: the thinking distance (the distance traveled during the reaction time) and the braking distance (the distance needed to bring the object to a complete stop).

According to the laws of physics, the braking distance is directly proportional to the square of the initial speed. This means that if you double your speed, the braking distance will increase by a factor of four. In other words, going twice as fast will require four times the distance to come to a stop.

It is important to note that this relationship assumes other factors, such as road conditions and braking efficiency, remain constant. However, in real-world scenarios, these factors may vary and can affect the stopping distance to some extent.

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