you lent your cousin $25.75 and she sent you $30.00 who owes who money and how much money

Answer:

It is C.

Step-by-step explanation:

the division sign indicates it is evidently going to be B or C. Then it's just simple knowledge.

The statement describing the expression as the quotient of x+5 and x² - 2 option (C) is correct.

It is defined as the combination of constants and variables with mathematical operators.

We have an expression:

\(= \rm \dfrac{x+5}{x^2-2}\)

We can write the above expression as follows:

= (x + 5) ÷ (x² - 2)

The above expression is not in the product.

The quotient of x+5 and x² - 2

Thus, the statement describing the expression as the quotient of x+5 and x² - 2 option (C) is correct.

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Answer:

The measures of the angles: m∠1 = 51°, m∠2 = 39°

Step-by-step explanation:

In this type of question, you should substitute the measures of the angle by the given values and solve the equation to find x, then find the measure of each angle.

∵ m∠1 + m∠2 = 90°

∵ m∠1 = 3x°

∵ m∠2 = (x + 22)°

→ Substitute m∠1 by 3x° and m∠2 by (x + 22)° in the equation above

∴ 3x° + (x + 22)° = 90°

→ Add the like terms in the right side

∴ (3x + x) + 22 = 90

∴ 4x + 22 = 90

→ Subtract 22 from both sides

∴ 4x + 22 - 22 = 90 - 22

∴ 4x = 68

→ Divide both sides by 4 to find the value of x

∴ \(\frac{4x}{4}=\frac{68}{4}\)

∴ x = 17

→ Now substitute the value of x in each angle to find them  

∵ m∠1 = 3x°

∴ m∠1 = 3(17) = 51°

∵ m∠2 = (x + 22)°

∴ m∠2 = (17 + 22) = 39°  

The measures of the angles: m∠1 = 51°, m∠2 = 39°

The sample space of all the possible outcomes of rolling two six-faced dice is {(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (2,2), (2,3), (2,4), (2,5), (2,6), . . ., (6,5), (6,6)}, and there are 36 possible outcomes in total.

Using the Fundamental Counting Principle, the possible outcomes can be determined.

(1,1), (1,2), (1,3), (1,4), (1,5), (1,6),

(2,1), (2,2), (2,3), (2,4), (2,5), (2,6)

(3,1), (3,2), (3,3), (3,4), (3,5), (3,6)

(4,1), (4,2), (4,3), (4,4), (4,5), (4,6)

(5,1), (5,2), (5,3), (5,4), (5,5), (5,6)

(6,1), (6,2), (6,3), (6,4), (6,5), (6,6)

Rolling two six-sided dice: Each die has 6 equally likely outcomes, so the sample space is 6 • 6 or 36 equally likely outcomes.

A simple graphical representation of this set could be a shown in a table, where the top row is the possible outcomes of the first dice, the first column is the possible outcomes of the second dice, and the inner table is all the possible outcomes when these two dice are rolled at the same time.

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Solving the equations for the total number of adults and children and respective ticket costs, we find out that the number of adults and children that attended the movie theater are 13 adults and 6 children.

It is given to us that -

A total of 19 people attended the movie theater which was a mix of adults and children

Each adult ticket was $9

Each child’s ticket was $5.50.

Total cost for the party was $150

We have to find out the number of adults and children that attended the movie theater.

Let us assume that the number of adults and children that attended the movie theater be \(x\) and \(y\) respectively.

Since, a total of 19 people attended the movie theater including both adults and children, we can say that -

\(x+y=19\) ------ (1)

It is also given that each adult ticket was $9 and each child’s ticket was $5.50. So,

For \(x\) adults, the ticket price = \(9x\), and

For \(y\) children, the ticket price = \(5.5y\)

It is given that the total cost for the party was $150

\(= > 9x+5.5y=150\) ------- (2)

From equation (1), we have

\(x+y=19\\= > y =19-x\) ------ (3)

Substituting this value of \(y\) in equation (2),

\(= > 9x+5.5y=150\\= > 9x+5.5(19-x)=150\\= > 9x +104.5-5.5x=150\\= > 3.5x=45.5\\= > x=13\)------ (4)

Substituting this value of \(x\) from equation (4) in equation (3), we get

\(y=19-x\\= > y=19-13\\= > y=6\)

Thus, solving the equations, we find out that the number of adults and children that attended the movie theater are 13 adults and 6 children.

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The largest possible sample space for a standard deviation is infinity as the number of observations can be infinity.

The standard deviation is a measurement of how much a group of values vary or are dispersed. While a high standard deviation suggests that the values are dispersed throughout a larger range, a low standard deviation suggests that the values tend to be near to the established mean.

There are several mean types in mathematics, particularly in statistics. Each mean helps to summarize a certain set of data, frequently to help determine the overall significance of a specific data set.

The standard deviation is significant because it reveals the degree of dispersion of the values in a particular dataset. Every time we examine a dataset, we look for the following metrics: the dataset's geographic center. The mean and median are the two metrics most frequently used to gauge the "center."

The largest possible sample space for a standard deviation is infinity as the number of observations can be infinity.

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let 5 % of x is 25

that means

so the answer is x = 500.

and it is an integer.

Answer:

\(2.0 \times {10}^{4} \)

Step-by-step explanation:

\( \frac{2.8 \times {10}^{7} }{1.4 \times {10}^{3} } \\ 2 \times {10}^{7 - 3} \\ 2 \times {10}^{4} \)

The first 3 terms of the sequence are 21, 24 and 29

From the question, we have the following parameters that can be used in our computation:

n² + 20

This means that

f(n) = n² + 20

The first 3 terms of the sequence is when n = 1, 2 and 3

So, we have

f(1) = 1² + 20 = 21

f(2) = 2² + 20 = 24

f(3) = 3² + 20 = 29

Hence, the first 3 terms of the sequence are 21, 24 and 29

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Answer:

(0, -2)

Step-by-step explanation:

The x- and y-coordinates indicate the position of a point in the 2D coordinate plane relative to the origin. The coordinates are written as an ordered pair of numbers (x, y), where x indicates horizontal position and y indicates vertical position.

Example

The position of the point in the figure below is specified by the ordered pair, (6, 4). 6 is the x-coordinate and 4 is the y-coordinate of the point.

If the mean, median, and mode of a sample are all the same value, it suggests that the data is likely symmetrical and the mode is the most frequent value.

it does not necessarily imply that the researcher can be 100% sure about the population mean or that a computational error has occurred. A larger sample size may not be required solely based on the equality of mean, median, and mode in small datasets.

Explanation:

The fact that the mean, median, and mode are all the same value in a sample indicates that the data is symmetrically distributed. This symmetry suggests that the data has a balanced distribution, where values are equally distributed on both sides of the central tendency. This information can be helpful in understanding the shape of the data distribution.

However, it is important to note that the equality of mean, median, and mode does not guarantee that the researcher can be 100% certain about the population mean. The sample mean provides an estimate of the population mean, but there is always a degree of uncertainty associated with it. To make a definitive conclusion about the population mean, additional statistical techniques, such as hypothesis testing and confidence intervals, would need to be employed.

Option C, stating that a computational error must have been made, is an incorrect conclusion to draw solely based on the equality of mean, median, and mode. It is possible for these measures to coincide in certain cases, particularly when the data is symmetrically distributed.

Option D, suggesting that a larger sample must be taken, is not necessarily warranted simply because the mean, median, and mode are the same in small datasets. The equality of these measures does not inherently indicate that the data is inaccurate or that a larger sample is required. The decision to increase the sample size should be based on other considerations, such as the desired level of precision or the need to generalize the findings to the population.

Therefore, option A is the most appropriate conclusion. It acknowledges the symmetrical nature of the data while recognizing that the mean can be reported but with an understanding of the associated uncertainty.

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The options that can be used as indices for the array are option A (i) and option E ((int)(Math.random() * 100)).

To determine which expressions can be used as an index for the array double[] t = new double[100], let's evaluate each option :

A. i: Since i is an integer variable with a value of 5, it can be used as an index because it falls within the valid index range of the array (0 to 99).

B. I + 6.5: This expression adds 6.5 to the variable i. Since array indices must be integers, this expression would result in a double value and cannot be used as an index.

C. 1 + 10: This expression evaluates to 11, which is an integer value and can be used as an index.

D. Math.random() * 100: The Math.random() function returns a double value between 0.0 (inclusive) and 1.0 (exclusive). Multiplying this value by 100 would still result in a double value, which cannot be used as an index.

E. (int)(Math.random() * 100): By multiplying Math.random() by 100 and casting the result to an integer, we obtain a random integer between 0 and 99, which falls within the valid index range and can be used as an index.

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Answer:

Step-by-step explanation:

Step one:

given data

the cost of the laptop= $800

initial payment= $200

monthly payment = $60

let the number of months be x

the expression for the situation is the function for the equation of line

y=mx+c

Step two:

the expression for the situation is

800=200+60x

solve for x

800-200=60x

400=60x

divide both sides by 60

x=400/60

x=6.7

Approximately 7 months

Answer:

The function relating student absent days to grades has a negative slope (grades decrease as absences increase).

Step-by-step explanation:

There isn't much information in the question, but here are a couple of observations.  Prof. Andrews found:

Just kidding on the last 2, but all statements could be valid based on what little information is provided.

Answer:

A=7

E=25

Step-by-step explanation:

Since 7 is the smallest number i put it on the bottom and 25 at the top (It's the biggest)

First I list out the numbers,

then i forget what I'm doing,

I'm probably gonna get this problem soon,

Your in sixth grade right?

Answer:

A=7

B=10

C=14.5

D=20

E=25

Step-by-step explanation:

Sorry it took so long i got distracted

Answer:

F can be at 19 or -5

Step-by-step explanation:

If F is on positive number line, F-E=12

F=12+7=19

If F is on negative number line, E-F=12

-F=12-7=5, F=-5

Answer:

16.69

Step-by-step explanation:

if its wrong than report this awnser for incorrect  but  I am 95 percent sure its correct    

Answer:

16.70 total bill including tax and tip

Step-by-step explanation:

13.72 x .058 (5.8%) =.80 sales tax

13.72+.80=14.52 price with sales tax

14.52 x .15=2.18 tip

14.52 + 2.18 = 16.70 total price including tip

Answer:

which cost which table??

The demand function of  the number of sets sold will increase by 130 per week is p(x) = (-1 ÷ 13)x + 550.

Determine the coordinates of two points mostly online. Estimate the difference in y-coordinates between these two places. Estimate the difference in x-coordinates between these two places. Divide the y-coordinate difference by the x-coordinate difference.

Let p(x) denote the demand function, with x denoting the number of TV sets desired. As stated in the issue, a $10 decrease in p(x) causes a 130 rise in x. As a result, the slope of the demand function graph is -13 ÷ 130 = -1 ÷ 10.

Given p(1250) = 450,

-1 ÷ 10 = (p(x) - 450) ÷ (x - 1250)

p(x) = (-1 ÷ 13)x + 550

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Answer:

1.125 yards. Division expression: 9 ÷ 8

Step-by-step explanation:

Division expression: 9 ÷ 8

9 is the total length of ribbon and 8 is number of pieces you are cutting the ribbon

Solve the expression:

9 ÷ 8 = 1.125

(a)  It takes approximately 3.03 seconds for the object to reach the ground. (b) The object's final velocity as it impacts the ground is approximately 26.59 m/s downward. (c)  The time would still be approximately 3.03 seconds.

To solve these problems, we can use the equations of motion for vertical motion under constant acceleration. Assuming the object is subject to the acceleration due to gravity (g ≈ 9.8 m/s²), we can find the answers to the given questions.

(a)  We can use the equation of motion:

y = y₀ + v₀yt - (1/2)gt²

where:

y = final position (0 m when it reaches the ground)

y₀ = initial position (25 m)

v₀y = initial velocity (7 m/s)

t = time (unknown)

Rearranging the equation, we have:

0 = 25 + 7t - (1/2)(9.8)t²

Simplifying:

0 = 25 + 7t - 4.9t²

Rearranging and setting the equation equal to zero:

4.9t² - 7t - 25 = 0

Solving this quadratic equation using the quadratic formula:

t = (-b ± √(b² - 4ac)) / 2a

where:

a = 4.9

b = -7

c = -25

Plugging in the values:

t = (-(-7) ± √((-7)² - 4(4.9)(-25))) / (2 * 4.9)

Simplifying:

t = (7 ± √(49 + 490)) / 9.8

t = (7 ± √539) / 9.8

Since we're looking for the time it takes for the object to reach the ground, we'll only consider the positive value:

t ≈ 3.03 seconds

Therefore, it takes approximately 3.03 seconds for the object to reach the ground.

(b) We can use the equation of motion:

v = v₀y - gt

where:

v = final velocity (unknown)

v₀y = initial velocity (7 m/s)

t = time (3.03 seconds)

Plugging in the values:

v = 7 - 9.8 * 3.03

v ≈ -26.59 m/s

The negative sign indicates that the velocity is directed downward. Therefore, the object's final velocity as it impacts the ground is approximately 26.59 m/s downward.

(c)  If you throw the object downward with the same initial velocity, the time it takes to reach the ground will remain the same. Therefore, the time would still be approximately 3.03 seconds.

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If I built a toy model of my car for the given condition the scale distance between the toy model and the actual car will be 225 inches.

It is defined as the operation in which we do the addition of numbers, subtraction, multiplication, and division. It has basic four operators that are +, -, ×, and ÷.

The term PEMDAS describes the sequence in which arithmetic operations must be carried out in an equation.

It is given that the length of the toy model car is 15 inches and the actual car is 20 feet

As we know 1 foot consists of 12 inches as a result  20 feet has 240 inches.

The scale distance between the toy model and the actual car is the difference between the actual length and the model length.

Scale distance = 240 inches - 15 inches

Scale distance =225 inches

Thus, if I built a toy model of my car for the given condition the scale distance between the toy model and the actual car will be 225 inches.

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We can conclude that △XYB is congruent to △ZYA (△XYB ≅ △ZYA) under the ASA congruency condition.

If the three sides and the three angles of both angles are equal in any orientation, two triangles are said to be congruent.

SSS, which stands for "side, side, side," denotes that there are two triangles with identical angles on all three sides.

"Side, Angle, Side" stands for two triangles whose two sides and one included angle are known to be equal.

So, we know that:

To prove: △XYB ≅ △ZYA

∠X = ∠Z (Given)

XY = ZY (Given)

∠Y = ∠Y (Common angle)

Hence, △XYB ≅ △ZYA is under ASA condition.

Therefore, we can conclude that △XYB is congruent to △ZYA (△XYB ≅ △ZYA) under the ASA congruency condition.

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Correct question:

What additional information would be necessary to prove that the two triangles, △XBY and △ZAY, are congruent? What congruency theorem would be applied?

Given: ∠X ≅ ∠Z and (XY) ≅ (ZY)

Answer: y = 3x -4

Step-by-step explanation:

the slope is 6/2 or 3 and y when x is 0 is -4. Hope this helps!

Answer:

\(\boxed{y = 3x - 4}\)

Step-by-step explanation:

Hey there!

Well let's start with slope,

The slope is 3x because the rise is 3 and the run is 1 so the slope is 3x.

Slope = 3

Now the y intercept is -4 because that's where the line touches the y axis.

Equation: y = 3x - 4

Hope this helps :)

Answer:$15.66

Step-by-step explanation:

Answer:

1/4, 1/2, 5/8

Step-by-step explanation:

1/4, 1/2, 5/8

Answer:

1/4,1/2,5/8

Step-by-step explanation:

because 1/2 is 0.25 and 1/2 is 0.50

Answer:

92

Step-by-step explanation:

Answer:

92

Step-by-step explanation:

155+33=188-4=184 divided by 2 =92

Answer:

I Hope it will help u

Step-by-step explanation:

Your solution is in image ,

please brain-list it it takes effort ,

I have a channel please subscribe to it i will be thank full

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Answer:

i believe the answer would be B

Step-by-step explanation:

As a result, the provided equation has two solutions: -2,1. That is option B.

In its most basic form, an equation is a mathematical statement that indicates that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign. A mathematical statement made up of two expressions joined by an equal sign is known as an equation. 3x - 5 = 16 is an example of an equation. We get the value of the variable x as x = 7 after solving this equation. Linear equations are classified into three types: point-slope, standard, and slope-intercept.

Here,

Taking the given equation ,

x = 2/(x +1)

x²+x-2=0

Simplify ,

x²+2x-x-2=0

x(x+2)-1(x+2)=0

x=-2,1

Hence the given equation has two solutions that is -2,1.

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