Please help me, the attachment is below. (If you don't know the answer to the question please don't answer, thank you.)

Answer:

7/4

Step-by-step explanation:

When comparing most fractions you usually have to have them both have the same denominators, but because one is greater than 1 (7/4) and the other is less than one (1/2) you can tell that 7/4 is bigger without having to set the denominators equal to each other.

Answer:b

Step-by-step explanation:it equals out to 180°

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the polynomial 2a +3b -2 is also called a TRINOMIAL

What is TRINOMIAL?

ln elementary algebra,a trinomial is a polynomial consisting of three terms or monomials.

Answer:

C) y = 1/2x - 3

Step-by-step explanation:

y - \(y_{1\\}\) = m(x - \(x_{1}\))

y - (-1) = 1/2(x - 4)

y + 1 = 1/2x - 2

y = 1/2x - 3

Answer:

6.61387 stones

Step-by-step explanation:

Answer:

6.6 stones

Step-by-step explanation:

1 kg= 2.2 pounds

1 stone =14 pounds ⇒ 1 pound= 1/14 stone

42 kg= 42*2.2 pounds= 92.4 pounds  

92.4 pounds = 92.4 * 1/14 stone= 6.6 stones

Cοrmac cοuld use 1/3 cup οf milk and 1 1/2 cups οf water, a mixture with a tοtal οf 1 5/6 cups, where the amοunt οf milk is less than 1/2 the amοunt οf water, represented by the sοlutiοn pοint (1/3, 1 1/2) tο the system οf inequalities x + y <= 2 and x < 1/2 * y.

An inequality is a mathematical statement that cοmpares twο values, expressing the relatiοnship between them using οne οf several symbοls, such as "<" (less than), ">" (greater than), "<=" (less than οr equal tο), ">=" (greater than οr equal tο), οr "!=" (nοt equal tο).

The pοint (1/3, 1 1/2) is a sοlutiοn tο Cοrmac's system οf inequalities, which means that it satisfies bοth inequalities. In this case, the inequalities are:

x + y <= 2

x < 1/2 * y

If we plug in x = 1/3 and y = 1 1/2, we can check if it satisfies bοth inequalities:

1/3 + 1 1/2 = 2 (satisfies x + y <= 2)

1/3 < 1/2 * (1 1/2) (satisfies x < 1/2 * y)

Therefοre, the sοlutiοn is (1/3, 1 1/2) since it satisfies bοth inequalities.

Sο, the statement that explains what the pοint (1/3, 1 1/2) represents is:

Cοrmac cοuld use 1/3 cup οf milk and 1 1/2 cups οf water, a mixture with a tοtal οf 1 5/6 cups, where the amοunt οf milk is less than 1/2 the amοunt οf water.

Hence, Cοrmac cοuld use 1/3 cup οf milk and 1 1/2 cups οf water, a mixture with a tοtal οf 1 5/6 cups, where the amοunt οf milk is less than 1/2 the amοunt οf water, represented by the sοlutiοn pοint (1/3, 1 1/2) tο the system οf inequalities x + y <= 2 and x < 1/2 * y.

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Answer: 3 degrees

Step-by-step explanation:

a triangle has 180 degrees

if you add the current angles it would equal 177 degrees and subtract that by 180 and it would equal 3 degrees

Answer:

\(=\frac{62}{49}\)

Step-by-step explanation:

Given: \(8\frac{6}{7} /7\)

First, convert the mixed fraction to an improper fraction:

\(8\frac{6}{7}\) = \(\frac{62}{7}\)

Then to divide, turn the division sign to a multiplication and turn 7/1 around:

\(\frac{62}{7} *\frac{1}{7}\)

= \(\frac{62}{49}\)

Answer:

62/49

Step-by-step explanation:

To divide a mixed number by a whole number, you need to convert the mixed number into an improper fraction and then divide it by the whole number. What you want to do first is convert 8 6/7 into an improper fraction by multiplying the whole number 8 by the denominator 7 and then adding the numerator 6. This gives you 62/7. Next you want to divide 62/7 by 7 by multiplying 62/7 by the reciprocal of 7, which is 1/7. This gives you (62/7) x (1/7) = 62/49. Now simplify the fraction by dividing both the numerator and denominator by their greatest common factor, which is 1. This gives you 62/49 as the simplest form.

So, 8 6/7 divided by 7 is 62/49.  

Hope this helps :)

Answer:

A

Step-by-step explanation:

Change in population (in thousands) in 10 year period:

1970-1980: 175-158 = 17

1980-1990: 195-175 = 20

1990-2000: 227 - 195 = 32

32,000 is the largest growth in a 10 year period, so the answer is 1990-2000.

Answer: A

Answer:

THE ANSWER IS 19

I JUST DID IT

The mean of the dataset is 3.55

The dataset is given as:

0 | 3, 8

1 | 0, 1, 4, 7,

2 | 2, 4, 5

3 | 5 0

Remove the stems

3, 8

0, 1, 4, 7,

2, 4, 5

5 0

The mean is then calculated as:

Mean = Sum/Count

So, we have:

Mean = (3 + 8 + 0 + 1 + 4 + 7 + 2+ 4 + 5 + 5 + 0)/11

Evaluate

Mean = 3.55

Hence, the mean of the data is 3.55

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Answer:

a = 16

Step-by-step explanation:

24:8 is the ratio

simplify into 3:8

6 ÷ 3 = 2

multiply the ratio by 2 to get a=16

Hector and Gabrielle will have $638.45 in their savings account after two years of earning 13% interest compounded annually. They will be able to spend up to this amount on their trip.

To solve this problem, we need to use the formula for compound interest:

A = \(P(1 + r/n)^{(nt)\)

where:

A = the final amount

P = the initial deposit

r = the annual interest rate as a decimal

n = the number of times interest is compounded per year

t = the time in years

In this case, we have:

P = $500.00

r = 13% = 0.13 (as a decimal)

n = 1 (compounded annually)

t = 2 years

So, we can plug these values into the formula:

A = $500.00(1 + 0.13/1)²

A = $500.00(1.13)²

A = $500.00(1.2769)

A = $638.45

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To answer the question, no, the n-tuple (x,x,x,....x) does not necessarily have to consist of non-negative values.

An n-tuple is a sequence of n elements, and in mathematics, it can refer to a sequence of real numbers, complex numbers, or other types of mathematical objects. In the case of the given set of n-tuples, it specifies that the n-tuple consists of real numbers and that all the elements in the tuple have the same value, which is denoted by x.

The definition of the set only specifies that the elements are real numbers and that they are all equal to each other. Therefore, the elements in the tuple can be positive, negative, or zero.

However, if the context of the problem or application requires the elements to be non-negative, then this restriction should be explicitly stated.

For example, if the n-tuple represents a set of quantities that cannot be negative, such as lengths, areas, or volumes, then it is appropriate to specify that the elements are non-negative real numbers.

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Answer:

3/4

Step-by-step explanation:

Let's say that r is the radius of the large circle or the diameter of the small circle.

Area of the big circle is \(\pi r^{2}\) .

Area of the small circle is \(\pi \frac{r}{2} ^{2} = \pi \frac{r^{2}}{4}\).

The ratio of these 2 circles is 1/4 (calculation in the comments).

So the shaded part represent 1 - 1/4 = 3/4.

The routine in section 2.4.4 is generally faster and more efficient than the simple routine for computing f(x) = xn, especially for large values of n.

The amount of time used to compute f(x) = xn using a simple routine to perform exponentiation depends on the values of x and n. However, in general, the time complexity of this simple routine is O(n), meaning that the time used to compute f(x) increases linearly with the value of n.

On the other hand, the routine in section 2.4.4 uses a more efficient algorithm to perform exponentiation, with a time complexity of O(log n). This means that the time used to compute f(x) using this routine increases at a much slower rate as the value of n increases.

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The time required to slow down the boot to 35 mph is (m(15.6464 - w)) / f, where w is in meters per second and f is in newhens.

The problem provides the initial velocity (u), final velocity (v), and acceleration (a) of the boot. The formula for finding time (t) using these values is t = (v - u) / a. Since the problem expresses acceleration as (f/m), where f is the force and m is the mass of the boot, we substitute (f/m) for a in the formula. We convert the final velocity from mph to m/s by multiplying it by the conversion factor 0.44704.

Given, Initial velocity u = w m/s,

Final velocity v = 35 mph,

acceleration a = (f/m) m/s² (where m is the mass of the boot)

We have to find the time required to slow down the boot to 35 mph.

First, we will convert the final velocity v to m/s.

1 mph = 0.44704 m/s

35 mph = 35 × 0.44704 m/s = 15.6464 m/s

The formula to find time t using initial velocity u, final velocity v, and acceleration a is:v = u + at

Rearranging the formula, we get:

t = (v - u) / a

We are given the acceleration a as (f/m).

Hence, we can write:t = (v - u) / (f/m)

Multiplying and dividing by m, we get:t = (m(v - u)) / f

t = (m(v - u)) / f

Initial velocity u = w m/s

Final velocity v = 35 mph = 15.6464 m/s

Acceleration a = (f/m) m/s²

The time t required to slow down the boot is given by:

t = (m(v - u)) / f

Substituting the values, we get:

t = (m(15.6464 - w)) / f

Therefore, the time required to slow down the boot to 35 mph is (m(15.6464 - w)) / f.

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Answer:

60 gallons

Step-by-step explanation:

144/12 = 12 mi/gal

720/12 = 60

Answer:

where is the equation.........

Answer:CD

Step-by-step explanation:not much to do

The property you are referring to is the Transitive Property.

Hence option first is correct.

Given that,

For segments AB, CD, and EF,

If AB = CD & CD = EF, then AB = EF.

The Transitive Property states that if two quantities are equal to a third quantity, then they are also equal to each other.

In this case,

if we have segments AB and CD, and AB is equal to CD, and we also have segments CD and EF, where CD is equal to EF, then by the Transitive Property, we can conclude that AB is equal to EF.

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To map ΔABC to ΔQRS by two rigid transformations where the first was to translate vertex B to vertex R, the next transformation should be a reflection across the line containing AB.

A rigid transformation in mathematics is a geometric transformation of a Euclidean space that maintains the Euclidean distance between each pair of points. It is also known as a Euclidean transformation or Euclidean isometry.

Here when vertex B is translated to vertex R, we will obtain the two triangles attached like the shape of a dart with AB or QR as their common side. Reflecting ΔABC along line AB thus map ΔABC with ΔQRS.

-- The question is incomplete without diagram, answering to the diagram attached --

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The distance from the center of dilation, Q, to the image of vertex A will be 4 units.

According to the given rule of dilation, D subscript Q, two-thirds, the triangle ABC will be dilated with a scale factor of two-thirds centered at point Q.

Since point Q is the center of dilation and the distance from triangle ABC to point Q is 6 units, the image of vertex A will be 2/3 times the distance from A to Q. Therefore, the distance from A' (image of A) to Q will be (2/3) x 6 = 4 units.

By applying the scale factor to the distances, we can determine that the length of A'B' is (2/3) x  3 = 2 units, the length of B'C' is (2/3) x 7 = 14/3 units, and the length of A'C' is (2/3) x 8 = 16/3 units.

Thus, the distance from the center of dilation, Q, to the image of vertex A is 4 units.

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Answer: -4009

Step-by-step explanation: hope this helps!

Answer:

-4009

- I'm not 100% sure but if you want to double check you can use a website like M4thw4y (the 4's stand for a's) for help. Hope this helps.

The 18th term of the arithmetic sequence is 45.2, while the balance in an account with a $8,600 deposit and 12% annual interest after 5 years is $14,311.39. With a $6,284 deposit and 14% annual interest after 30 months, the account balance will be $7,463.17. Borrowing $1,709 at a 182% annual interest rate, the monthly payment for 16 months will be $202.06.

1. Arithmetic sequence: The formula to find the nth term of an arithmetic sequence is given by:

nth term = first term + (n - 1) * common difference

Here, the 4th term is given as 6 and the common difference is 2.9.   Plugging in these values, we can calculate the 18th term as follows:

18th term = 6 + (18 - 1) * 2.9 = 6 + 17 * 2.9 = 45.2

2. Compound interest: For the first scenario, where $8,600 is deposited into an account that pays 12% simple annual interest compounded monthly for 5 years, we can calculate the final balance using the formula for compound interest:

A = P * \((1 + r/n)^{(n*t) }\)

Here, P is the principal amount, r is the annual interest rate (in decimal form), n is the number of times interest is compounded per year, and t is the number of years. Plugging in the values:

P = $8,600, r = 12% = 0.12, n = 12 (monthly compounding), t = 5

A = 8600 * \((1 + 0.12/12)^{(12*5)}\)= $14,311.39

3. Similarly, for the second scenario, where $6,284 is deposited into an account that pays 14% simple annual interest compounded monthly for 30 months:

P = $6,284, r = 14% = 0.14, n = 12 (monthly compounding), t = 30/12 = 2.5

A = 6284 * \((1 + 0.14/12)^{(12*2.5)}\) = $7,463.17

4. Monthly payment: To calculate the monthly payment amount for borrowing $1,709 from The Saver at a 182% simple annual interest rate, we can divide the total amount by the number of payments. The formula for calculating the monthly payment for a loan is:

Monthly payment = Total amount / Number of payments

Here, the total amount is $1,709 and the number of payments is 16. Plugging in the values:

Monthly payment = 1709 / 16 = $202.06

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Answer:

B

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

4y = 3x + 5 ( divide all terms by 4 )

y = \(\frac{3}{4}\) x + \(\frac{5}{4}\) ← in slope- intercept form

with slope m = \(\frac{3}{4}\)

Parallel lines have equal slopes

Consider the given equations

A

y = 3x + 5 ⇒ m = 1 ← not parallel

B

4y = 3x - 1 ⇒ m = \(\frac{3}{4}\) ← parallel

C

3y = 4x + 5 ⇒ m = \(\frac{4}{3}\) ← not parallel

D

- 4y = 3x + 5 ⇒ m = - \(\frac{3}{4}\) ← not parallel

E

4y = x + 5 ⇒ m = \(\frac{1}{4}\) ← not parallel

The only line parallel to the given line is B

   Line given in option B will be parallel to the line 4y = 3x + 5.

 Equation of the line given in the question is,

Convert the equation into slope-intercept form,

\(y=\frac{3}{4}x+\frac{5}{4}\)

Slope of the line = \(\frac{3}{4}\)

y-intercept of the line = \(\frac{5}{4}\)

Property of two parallel lines,

If two lines having slopes \(m_1\) and \(m_2\) are parallel,

Therefore, all the lines having slope \(\frac{3}{4}\) will be parallel to the given line "4y = 3x + 5".

Option A

Equation of the line → y = 3x + 5

Slope of the line = 3

Option B

Equation of the line → 4y = 3x - 1

\(y=\frac{3}{4}x-\frac{1}{4}\)

Slope of the line = \(\frac{3}{4}\)

Option C

Equation of the line → 3y = 4x + 5

\(y=\frac{4}{3}x+\frac{5}{3}\)

Slope of the line = \(\frac{4}{3}\)

Option D

Equation of the line → -4y = 3x + 5

\(y=\frac{-3}{4}x-\frac{5}{4}\)

Slope of the line = \(-\frac{3}{4}\)

Option E

Equation of the line → 4y = x + 5

\(y=\frac{1}{4}x+\frac{5}{4}\)

Slope of the line = \(\frac{1}{4}\)

  Therefore, line given in Option B will be parallel to the line having equation "4y = 3x + 5".

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The 99.9% confidence interval for the mean mathematics SAT score is 462 ± 38, which is approximately 424 < u < 50O and If the sample size were 155 rather than 175, the margin of error would be larger.

Explanation: -

(a) To construct a 99.9% confidence interval for the mean mathematics SAT score, we'll use the given information, where the current interval is 424 < u < 500.

First, we need to find the margin of error (ME) in the current interval:

ME = (Upper limit - Lower limit) / 2
ME = (500 - 424) / 2
ME = 76 / 2
ME = 38

Now, we'll use the formula for the confidence interval:

Confidence interval = sample mean ± (ME)

Given that the sample size is 175, we'll calculate the sample mean:

Sample mean = (Lower limit + Upper limit) / 2
Sample mean = (424 + 500) / 2
Sample mean = 924 / 2
Sample mean = 462

So, the 99.9% confidence interval for the mean mathematics SAT score is 462 ± 38, which is approximately 424 < u < 500, as given.

If the sample size were 155 rather than 175, the margin of error would be larger. The reason for this is that the margin of error is inversely proportional to the square root of the sample size. As the sample size decreases, the margin of error increases, making the confidence interval wider. In other words, a smaller sample size provides less information and less certainty about the population mean, so the interval needs to be wider to maintain the same level of confidence (99.9% in this case).

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A study has a 2 Ã 2 Ã 3 within-groups factorial design. This example has a total of _12_ cell(s). Researchers would need to investigate _three__ main effect(s), _Three two-way interactions __ two-way interaction(s), and _ One three-way interaction__ three-way interaction(s) in this study.

a 2 x 2 x 3 within-groups factorial design, you have:
A total of 2 x 2 x 3 = 12 cells
Three main effects to investigate (one for each factor)
Three two-way interactions to investigate (AxB, AxC, and BxC)
4. One three-way interaction to investigate (AxBxC)
So, in this study, there are 12 cells, researchers would need to investigate 3 main effects, 3 two-way interactions, and 1 three-way interaction.

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The population in this scenario is option D) The SAT scores from all recent applicants.

The admission committee at the university was interested in the average SAT score of the recent high school graduates who had applied to the university. Therefore, the population of interest is the SAT scores of all recent applicants. However, since the number of applicants was very large, the committee chose to sample 50 applicants randomly and evaluate the average of the 50 scores. This sample was used to estimate the population mean SAT score. It is important to note that the sample of 50 applicants is not the population in this scenario. Instead, it is a subset of the population that was selected to estimate the population mean. The statistician will use this sample mean to make inferences about the population mean SAT score.

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