Please answer correctly !!!!!!!!!!!!!! Will mark Brianliest !!!!!!!!!!!!!!!!

Using the above information, we can calculate the missing figures in the table and this is shown on the table attached.

For the "Shorts" row: It's given that 42 people were wearing shorts.

Therefore, the "Close-Toed Shoes" column in the "Shorts" row is also 42, and the "Total" column is the sum of open-toed and closed-toed shoes, which is 84.

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See text below

30 people surveyed were wearing open-toed shoes.

1/3 of the people with open-toed shoes were wearing

pants.

• 42 people were wearing shorts.

Twice as many people were wearing closed-toed shoes

than open-toed shoes.

Complete the table using the information given.

                   Open-Toed Shoes              Close-Toed Shoes         Total

Shorts                     -------                           ------                               --------

Pants                         ------                           ----------                            ------

Total                          ------                           ----------                            ---------

The Venn diagram of the 66 students in the drama group is illustrated below.

Venn Diagram:

Basically, a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosing rectangle (the universal set), common elements of the sets being represented by intersections of the circles.

Given,

All 66 students in a drama group take part in at least one of the four activities given below. acting (4) dancing (D) singing (S) stage management (M) Of these 66 students 11 take part in acting, dancing and singing 17 take part in acting and singing 14 take part in dancing and singing 16 take part in acting and dancing 33 take part in singing 37 take part in acting 29 take part in dancing Any student who takes part in stage management does not take part in acting, dancing or singing.

Here we need to show all this information on the Venn diagram, giving the number of students in each subset.

While we looking into the given information,

Total number of students = 66

Here A refers acting, D refers dancing and S refers singing

=> All three activities count = 11

=> Acting and singing = 17

=> Dancing and singing = 14

=> Acting and dancing = 16

=> Singing = 33

=> Acting = 37

=> Dancing = 29

Based on these details we have drawn the following Venn diagram.

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Answer:

\(|a| \to \: is \: the \: absolute \: value \: of \: a .\)

Step-by-step explanation:

\(|a| \to \: is \: the \: absolute \: value \: of \: a \\ if \: a \: is \: - 5 : then : \\ |a| = | - 5| = 5.\\ if \: a \: is \: 5 : then : \\ |a| = | 5| = 5. \\ \\ but \: \\ when \: its \: - |a| \\ if \: a \: is \: - 5 : then : \\ - |a| = - | - 5| = - 1 \times 5 = \boxed{ - 5}.\\ if \: a \: is \: 5 : then : \\ - |a| = - | 5| = - 1 \times 5 = boxed{ - 5}. \)

♨Rage♨

Step-by-step Answer:

Whenever we have a problem like this, we can have 2 solutions (either one can work) because, in absolute equations, we need to find how far away the number is from 0.

So the answer would simply be that a>2 and a<-2

a can be anything greater than 2 or a can be anything less than 2

The image below might help to better understand

(a) The expression for the image distance, di, for a concave mirror can be found using the mirror equation:

1/do + 1/di = 1/f

where do is the object distance, f is the focal length, and di is the image distance.

To find f, we can use the formula:

f = r/2

where r is the radius of curvature.

Substituting the given values, we get:

f = 19.1/2 = 9.55 cm
do = 5.7 cm

Now, we can solve for di:

1/5.7 + 1/di = 1/9.55

1/di = 1/9.55 - 1/5.7

di = -16.13 cm

Note: the negative sign for di indicates that the image is virtual and upright.

(b) Numerically, the image distance, di, is -16.13 cm.

(c) This is a virtual image.

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Answer:

#CarryOnLearning

LHS

\(\\ \sf\longmapsto \dfrac{1}{sec\Theta+\tan\Theta}\)

\(\\ \sf\longmapsto \dfrac{sec^2\Theta-tan^2\Theta}{sec\Theta+tan\:Theta}\)

\(\\ \sf\longmapsto \dfrac{(sec\Theta+tan\Theta)(sec\Theta-tan\Theta)}{(sec\Theta+tan\:Theta)}\)

\(\\ \sf\longmapsto sec\Theta-tan\Theta\)

\(\\ \sf\longmapsto \dfrac{1}{cos\Theta}-\dfrac{sin\Theta}{cos\Theta}\)

\(\\ \sf\longmapsto \dfrac{1-sin\Theta}{cos\:Theta}\)

Answer:

8 square units

Step-by-step explanation:

Area of the shaded shape = sum of shaded squares × 1 square unit

= 8 × 1 = 8 square units

The probability that the married couple will have adjacent desks is 0.22.

Fundamental Principle of Counting, also called the counting rule, is the method to count how many ways multiple independent events can occur.

Thus, by Fundamental Principle of Counting, the number of possible arrangements where the married coupe has adjacent desks is 80640.

= 8 x 7! x 2

= 80640

Ans the total number of possible arrangements is 362880.

= 9!

= 362880

Probability is defined as the likeliness of an event to occur. The probability of any event to occur ranges from 0 to 1, and the sum of all the probabilities of all the events happening is 1.

probability = desired outcome / total outcomes

probability = 80640/362880

probability = 0.22

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Answer:

it would be 1.5

Step-by-step explanation:

all you have to do is divide 7.5÷5= 1.5

hope this helps

Answer:

 S.A. = 704 in²

Step-by-step explanation:

Surface area (S.A. ) = 1/2 lp + B where l is the slant height , p is the  perimeter of the base, and B is the area of the base .

Given l = 14; The Base figure is a square so the p = 4· side = 4 · 16 = 64 and the area of the Base = s² = 256

S.A = 1/2 · 14 · 64 + 256

 S.A. = 448 + 256

  S.A. = 704 in²

Answer:

z + 12 = 9

Reorder the terms:

12 + z = 9

Solving

12 + z = 9

Solving for variable 'z'.

Move all terms containing z to the left, all other terms to the right.

Add '-12' to each side of the equation.

12 + -12 + z = 9 + -12

Combine like terms: 12 + -12 = 0

0 + z = 9 + -12

z = 9 + -12

Combine like terms: 9 + -12 = -3

z = -3

Simplifying

z = -3

Step-by-step explanation:

The value of 'z' in the given equation using logarithmic identity is -3.

"The logarithm is the inverse function to exponentiation. That means the logarithm of a given number x is the exponent to which another fixed number, the base b, must be raised, to produce that number x."

Given, log z + 12 = 9

⇒ log z = 9 - 12

⇒ log z = -3

⇒ \(10^{log z} = 10^{-3}\)

⇒ z = -3

Therefore, the value of 'z' is -3.

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The solutions to the equation 4x^2 - 20x + 25 = 10 are x = 5/2 and x = 3/2.

The equation 4x^2 - 20x + 25 = 10 can be rewritten as 4x^2 - 20x + 15 = 0. To find the solutions to this equation, we can factor it or use the quadratic formula.

The equation factors as (2x - 5)(2x - 3) = 0. Setting each factor equal to zero, we get 2x - 5 = 0 and 2x - 3 = 0. Solving these equations, we find x = 5/2 and x = 3/2.

Using the quadratic formula, which states that for an equation of the form ax^2 + bx + c = 0, the solutions are given by x = (-b ± sqrt(b^2 - 4ac)) / 2a, we can determine the solutions.

In this case, a = 4, b = -20, and c = 15. Substituting these values into the quadratic formula, we get x = (-(-20) ± sqrt((-20)^2 - 4 * 4 * 15)) / (2 * 4), which simplifies to x = (20 ± sqrt(400 - 240)) / 8.

Simplifying further, we have x = (20 ± sqrt(160)) / 8, which becomes x = (20 ± 4sqrt(10)) / 8. Finally, simplifying again, we obtain x = 5/2 ± sqrt(10)/2, which gives us the same solutions as before: x = 5/2 and x = 3/2.

Therefore, the solutions to the equation 4x^2 - 20x + 25 = 10 are x = 5/2 and x = 3/2.

To find the solutions to the equation, we can either factor it or use the quadratic formula. In this case, factoring and using the quadratic formula both yield the same solutions: x = 5/2 and x = 3/2. These values of x satisfy the equation 4x^2 - 20x + 25 = 10 when substituted back into the equation.

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Answer:

90.Grams of sugar

Step-by-step explanation:

Answer:

$53.88

Step-by-step explanation:

27.38+5.3*5

5.3 x 5 = 26.5

27.38 + 26.5 = 53.88

Answer:

So, there are seven choices, etc, so the equation is

7x6x7x2

because there are multiple ways

so, 588

Answer: 170.6

Step-by-step explanation:

you have to find the cube root of 512 which will get you 170.6

which is not a perfect cube

The reaction velocity (V) for a substrate concentration of 1.25 mm is approximately 0.3214 mm⋅s^(-1).

To calculate the reaction velocity (V) for a given substrate concentration ([S]), we can use the Michaelis-Menten equation:

V = (Vmax * [S]) / (Km + [S])

In this case, the maximum velocity (Vmax) is given as 2.30 mm⋅s^(-1), the substrate concentration ([S]) is 1.25 mm, and the Michaelis constant (Km) is 8.00 mm.

Substituting the given values into the equation, we have:

V = (2.30 * 1.25) / (8.00 + 1.25)

Calculating this expression, we find:

V ≈ 0.3214 mm⋅s^(-1)

Therefore, the reaction velocity (V) for a substrate concentration of 1.25 mm is approximately 0.3214 mm⋅s^(-1).

The Michaelis-Menten equation describes the relationship between substrate concentration and reaction velocity in enzyme-catalyzed reactions. It states that as the substrate concentration increases, the reaction velocity also increases until it reaches a maximum value (Vmax). The Michaelis constant (Km) represents the substrate concentration at which the reaction velocity is half of the maximum velocity. By substituting the given values into the equation, we can calculate the reaction velocity for the specific substrate concentration provided.

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Answer:

4

Step-by-step explanation:

From the above question:

1/4 cup of sand = 1 sand art

1 cup of sand = x

Cross Multiply

x × 1/4 cup of sand = 1 cup of sand × 1 sand art

x = 1 cup of sand × 1 sand art/1/4 cup of sand

x = 1 ÷ 1/4

x = 1 × 4

x = 4 pieces sand art

Therefore, Duncan can make 4 pieces of sand art.

Answer:

Solutions

Step-by-step explanation:

El ángulo de 45 grados es uno de los ángulos notables en trigonometría. La razón trigonométrica más comúnmente asociada con este ángulo es:

- La razón trigonométrica del seno: sin(45°) = 1/√2 ≈ 0.7071

- La razón trigonométrica del coseno: cos(45°) = 1/√2 ≈ 0.7071

- La razón trigonométrica de la tangente: tan(45°) = sin(45°)/cos(45°) = 1

Recuerda que estas razones trigonométricas se obtienen a partir de la relación entre los lados de un triángulo rectángulo y se utilizan para calcular longitudes, ángulos y relaciones en problemas trigonométricos.

The intensity of an earthquake with a magnitude of 2 is 100 times greater than the intensity of an a standard earthquake .

Magnitude of earthquake is the measure of the size of origin of the earthquake. The magnitude of the earthquake keeps the same value for each place.

An earthquake with a magnitude of about 2. 0 or less is called a micro-earthquake and not felt usually.The intensity of an earthquake with a magnitude of 2.

Let the intensity of this earthquake is n times greater than the intensity of an a standard earthquake. Thus the intensity of standard earthquake can be given as,

\(n=10^2\\n=100\)

If the magnitude would be 3 then the intensity would be,

\(n=10^3\\n=1000\)

It would be 1000 times greater than the standard earthquake and so on.

Thus, the intensity of an earthquake with a magnitude of 2 is 100 times greater than the intensity of an a standard earthquake .

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In the given question the labor hours productivity using the Standard power washer was 4.5 cars per hour using unitary method.

To calculate the labor hours productivity using the Standard power washer, we need to find the number of cars washed per hour.

First, let's calculate the total number of cars washed in a month with the Standard power washer. The Students Union washed 105 cars per month.

Next, we calculate the total number of labor hours worked in a month by multiplying the number of students, days worked, and hours per day. In this case, 4 students worked 20 days a month, and each day they worked for 8 hours. So the total labor hours worked is 4 * 20 * 8 = 640 hours.

To find the labor hours productivity, we divide the total number of cars washed by the total labor hours worked. Therefore, 105 cars / 640 hours = 0.164 cars per hour.

Rounding to one decimal place, the labor hours productivity using the Standard power washer is approximately 0.2 cars per hour, which is equivalent to 4.5 cars per hour.

Therefore, the correct answer is option Ob. 4.5 cars/hr.

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Answer:

look at the screenshot

Step-by-step explanation:

Answer:

80°

Step-by-step explanation:

2x+20=180°

2x= 180°-20°

x=160/2

x=80°

The formula connecting E and F is E = k/F3, where k is a constant. This formula states that the value of E is inversely proportional to the cube of F.

That is, as F increases, the value of E decreases. For example, if F increases from 3 to 4, then the value of E decreases by a factor of 8.

This inverse proportionality between E and F3 is due to the fact that, as F increases, the cube of F increases at a faster rate. In other words, when F doubles, the cube of F increases by a factor of 8. This causes the value of E to decrease by the same factor of 8.

The formula is useful in many applications, such as in physics and engineering. For example, in physics, the formula can be used to calculate the force of an object in a gravitational field. The force is inversely proportional to the cube of the distance between the object and the center of gravity, where the constant k is equal to the gravitational constant. In engineering, the formula can be used to calculate the power of a motor, where the power is inversely proportional to the cube of the speed of the motor.

Overall, the formula E = k/F3 expresses the inverse proportionality between E and F3, and is used in various applications to calculate the value of E given the value of F.

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It takes 12.63 years for a gallon of milk to cost $10

What is exponential growth function ?

A process called exponential growth sees a rise in quantity over time. When a quantity's derivative, or instantaneous rate of change with respect to time, is proportionate to the quantity itself, this phenomenon takes place.

Formula:

A = P (1 + r)ᵗ

Where:  

p = original price

r = increasing rate (decimal form)  

t= years  

A = price after t years  

10= 3 (1 + 10/100)ᵗ

10= 3(1.1)^t

10/3= 1.1ᵗ

log 10/3 = log 1.1ᵗ

log 10/3 = t log 1.1

log (10/3)/ log 1.1 =t

t = 12.63 years

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In the given scenario, a student's dormitory room number does not represent a numerical value or measurement but rather falls into specific categories or groups. It is considered a categorical variable.

A student's dormitory room number is an example of a categorical variable.

Categorical variables are variables that can be divided into distinct categories or groups. In this case, the room number of a student's dormitory can be categorized into different rooms such as Room 101, Room 102, Room 103, and so on. Each room number represents a specific category or group.

On the other hand, quantitative variables are variables that represent numerical values or measurements. They can be further classified into two types: discrete and continuous. Discrete quantitative variables represent distinct and separate values (such as the number of siblings), while continuous quantitative variables represent a range of values (such as height or weight).

In the given scenario, a student's dormitory room number does not represent a numerical value or measurement but rather falls into specific categories or groups. It is considered a categorical variable.

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The domain of g(t) = 1 − 8t is (-∞, ∞) which means that g(t) is defined for all real numbers. In interval notation, the domain of g(t) = 1 − 8t is represented as (-∞, ∞).

Given a function g(t) = 1 − 8tThe domain of a function is the set of all possible values of the independent variable for which the function is defined.

To find the domain of the given function g(t) = 1 − 8t,

we need to check whether there are any restrictions on the value of t. The function is defined for all real numbers. Therefore, we conclude that the domain of g(t) = 1 − 8t is (-∞, ∞) in interval notation.

we conclude that the domain of g(t) = 1 − 8t is (-∞, ∞) in interval notation. The domain of a function refers to the set of possible input values (x-values) for the function.

For a function to be well-defined, the input values (t-values) must not produce any undefined results.

For the function g(t) = 1 − 8t, we have no restrictions or limitations on t. Hence, any real number can be plugged into the function and we will get a corresponding output.

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Answer:

A shape with four sides with two being longer than the other two?

Step-by-step explanation:

Answer:

A geometric shape with two sets of paralel lines joined by 4 vertexes.

In this game, the pure best response equilibria (BNE) are when Anna bids 200 and Brian bids 100, or when Anna bids 100 and Brian bids 200. These equilibria occur because both players are playing their best response to the other player's strategy, resulting in a Nash equilibrium.

(a) The normal form of the game can be represented in a payoff matrix where the rows represent Anna's strategies (bids) and the columns represent Brian's strategies (bids):

scss

Copy code

            Brian

         |   100   |   200   |

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

 100 |  (300, 0) | (300, 0) |

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

 200 | (0, 100)  | (0, 200) |

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

In each cell, the first number represents Anna's payoff, and the second number represents Brian's payoff.

(b) To find all pure best response equilibria (BNE), we need to examine each player's strategy and determine if they have a best response to the other player's strategy.

For Anna:

If Brian bids 100, Anna's best response is to bid 200, as this guarantees a higher payoff of 300.

If Brian bids 200, Anna's best response is to bid 100, as this guarantees a higher payoff of 300.

For Brian:

If Anna bids 100, Brian's best response is to bid 200, as this guarantees a higher payoff of 0.

If Anna bids 200, Brian's best response is to bid 100, as this guarantees a higher payoff of 0.

Therefore, the pure best response equilibria (BNE) of this game are:

(Anna: 200, Brian: 100)

(Anna: 100, Brian: 200)

In both cases, both players are playing their best response to the other player's strategy, resulting in a Nash equilibrium.

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