On the opening day of the exhibition, 30 adult tickets were sold.
Let's use the following variables to represent the number of adult and child tickets sold:
a: the number of adult tickets sold
c: the number of child tickets sold
From the problem, we will use linear equation system. we know that the total number of tickets sold is 80, so we have:
a + c = 80 (Equation 1)
We also know that the total revenue from ticket sales is $180, so we have:
3a + 2c = 180 (Equation 2)
We can use Equation 1 to solve for one of the variables in terms of the other:
c = 80 - a
Substituting this into Equation 2, we get:
3a + 2(80 - a) = 180
Simplifying this equation, we get:
a + 160 = 90
a = 30
Therefore, by using linear equation system, 30 adult tickets were sold on the opening day of the exhibition.
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Select the equation(s) that represent the graph below
(0,6)(9,0)
Y=-2/3+6
3x +2y=18
2x+3y=18
Y=-3/2x+9
2x+3y=18
Answer:
the answer is y=-2/3x+6
2. Choose all ordered pairs that correspond to the input-output pairs for the function y= 3x - 8
(2,-2)
(2, 24)
(1, -11)
(-1,-11)
The correct answers would be (2,-2) and (-1, 11) so a and d.
In order to find this fill in x with the first number in the ordered pair. For example 3x = 3 x 2. This gives you 6 then subtract 8 from 6. (6-8). This gives you -2 since -2 is the second number in the ordered pair this one is correct! Good luck and have a blessed day!!
Please help meee!!!!
Write a quadratic function to represent the data in the table.
x y
1 55
2 65
3 71
4 73
5 71
Answer:
Step-by-step explanation:
x y
1 55
2 65
3 71
4 73
5 71
f(x) = -x^2 + 16x + 55
Steps:
Steps:
1. Calculate the average rate of change (slope) for each pair of points:
(65-55)/(2-1) = 10
(71-65)/(3-2) = 6
(73-71)/(4-3) = 2
(71-73)/(5-4) = -2
2. Use the average rate of change to calculate the y-intercept:
y-intercept = y - (slope x x)
y-intercept = 73 - (2 x 5) = 63
3. Use the y-intercept and the average rate of change to calculate the quadratic equation:
f(x) = ax2 + bx + c
f(x) = (slope x x) + bx + y-intercept
f(x) = (-2 x x) + bx + 63
4. Use the first point to calculate the value of b and c:
f(1) = (-2 x 1) + b(1) + 63
f(1) = -2 + b + 63
f(1) = 55
55 = -2 + b + 63
b = 16
5. Substitute the value of b in the quadratic equation to get the final equation:
f(x) = -x^2 + 16x + 63
Find the volume of a 1 km2 body of water in mº, and select the correct units.
The volume is
The volume of the 1 km² body of water is 10,000,000 cubic meters (m³). The correct unit for volume is m³.
A measurement of three-dimensional space is volume. It is frequently expressed quantitatively using SI-derived units, as well as several imperial or US-standard units.
The area of the body of water is given as 1 km². To find the volume, we need to know the depth of the water. Let's assume the average depth of the body of water is 10 meters.
The volume of the body of water is:
Volume = Area x Depth
Volume = 1 km² x 1000 m/km x 10 m
Volume = 10,000,000 m³
Therefore, the volume of the 1 km² body of water is 10,000,000 cubic meters (m³). The correct unit for volume is m³.
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Many banks require customers who use the automated teller machine (ATM) to enter a four-digit password before they begin a transaction. (a) How many possible four-digit passwords are there? (b) How many four-digit passwords contain no 3 s?
There are 6561 fοur-digit passwοrds that cοntain nο 3s.
What is cοmbinatiοn?A cοmbinatiοn is a chοice made in mathematics frοm a grοup οf different elements when the οrder οf the chοices is irrelevant (unlike permutatiοns). Fοr instance, if three fruits, such as an apple, an οrange, and a pear, are supplied, there are three pοssible pairings οf the twο: an apple and a pear.
Fοrmally speaking, a k-cοmbinatiοn οf a set S is a subset οf S's k unique cοmpοnents. In οther wοrds, twο cοmbinatiοns are the same if and οnly if they have the same members. (It is nοt impοrtant hοw the individuals in each set are arranged.) The quantity οf k-cοmbinatiοns fοr a set with n cοmpοnents
Tο cοunt the number οf fοur-digit passwοrds that cοntain nο 3s, we need tο cοnsider the chοices fοr each digit. Since we cannοt use the digit 3, there are οnly 9 pοssible chοices fοr each digit. Therefοre, the tοtal number οf fοur-digit passwοrds that cοntain nο 3s is:
9 × 9 × 9 × 9 = 6561
Sο, there are 6561 fοur-digit passwοrds that cοntain nο 3s.
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What is the tangent ratio of an obtuse angle 7/25
Answer:
Step-by-step explanation:
In a right-angled triangle, the tangent ratio of an acute angle = the ratio of the length of the opposite side to the length of the adjacent side.
Lets say angle A= 150 degrees (obtuse)
to find its corresponding acute angle, we need to subtract 150 from 180 degrees, that is, 180-150= 30 degrees.Considering a right triangle where angle B=30 degrees. now assuming that the opposite side of angle B has a length of 7 while the adjacent side has a length of 25.So, the tangent ratio of angle B= the ratio of the length of the opposite side to the length of the adjacent side.
So far we have:
tan B = opposite/adjacent = 7/25and because angle A is obtuse, its tangent ratio is the negative of the tangent ratio of its corresponding acute angle.
So, tan A = -tan 30 = -1/√3 or approximately -0.577.Step-by-step explanation:
first of all
tan(x) = sin(x)/cos(x)
that is the tangent ratio.
so, the question is also, what happens to sine and cosine for obtuse angles.
remember the trigonometric triangle inside the circle.
sine is the up/down leg (up = positive, down = negative), cosine is the left/right leg (and extension of the leg; of left from the center = negative, if right from the center = positive).
so, for an obtuse angle (90° < angle <= 180°) sine is still up and therefore positive, but cosine is left from the center and therefore negative.
for that reason tan(angle) = sin(angle)/cos(angle) is negative.
in fact, it is -tan(180 - angle).
Which of the following segments is a diameter of 0?
C
A
o
В
A. AC
B. AB
C. AO
D. CO
The diameter of the circle is AB and option b is the correct answer.
What is diameter?The diameter of a circle is the distance along which the circumference begins at one end and terminates at the other. Its length is double that of the circle's radius. In other words, the line that splits a circle into two equal pieces and runs through its centre is the diameter of the circle. Every straight line segment that traverses a circle's centre and has its endpoints on its circumference is said to have a diameter of that circle. The diameter is also referred to as the circle's longest chord.
We know that, the diameter of the circle is the longest segment that passes through the center of the circle.
From the given figure we observe that, the segment AB passes through the center and connects with the circle on either side.
Hence, the diameter of the circle is AB and option b is the correct answer.
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Answer:
AB
Step-by-step explanation:
Show how you can use approximation to check that your answer is of the right order of magnitude.
An exponential change exceeding plus or minus 1 there in amount of a quantity or unit is defined as an order of magnitude. The phrase is typically used in connection with scientific notation with powers of 10.
Explain about the order of magnitude?The usage of orders of magnitude helps people understand and have a better grasp on the size of numbers and some other quantities. It typically serves as an approximation of a comparison between two numbers.
How to Estimate an Order of Magnitude?
Step 1: Set the number in scientific notation as a first step.Step 2: Rounding up to the nearest integer times the power of ten or power of ten.Step 3: Apply these estimations to your computations.Step 4: If feasible, compare to the exact response.The Sun's circumference, for instance, would be stated as being multiple orders of magnitude greater than just the Earth's if the two were compared to one another.
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18-a>25
Will give Brain liest and solving for a
I got the answer but it doesn’t seem right so please hl m
Answer:
a < -7
Step-by-step explanation:
18 - a > 25
-a > 7
*divide by -1 and flip sign*
a < -7
:) hope i explained it
Answer: 18-a>25
We can solve the inequality for 'a' by isolating it on one side of the inequality symbol (>).
Starting with:
18 - a > 25
Subtracting 18 from both sides:
a > 7
Dividing by -1 (which changes the direction of the inequality):
a < -7
So the solution to the inequality is a value less than -7.
The *girl* above me did a great job :D
Consider the exponential function f(x) represented by values in the table.
f(x)
-1.25
-5
-20
-80
-320
X
-1
0
1
2
3
What best describes f(x) on the interval 5 ≤ x ≤ 8 ?
A. negative and decreasing
B. negative and increasing
C. positive and decreasing
D. positive and increasing
f(x) is negative and decreasing on the interval 5 ≤ x ≤ 8, since the values of f(x) are negative and continue to decrease as x increases. The best answer is A. negative and decreasing.
Describe Function?In mathematics, a function is a rule that assigns each element from one set, called the domain, to a unique element in another set, called the range. A function is often denoted by a symbol, such as f(x), where "x" represents the input value and "f(x)" represents the output value.
The domain of a function is the set of all possible input values, and the range is the set of all possible output values. For example, the function f(x) = x^2 has a domain of all real numbers and a range of all non-negative real numbers.
Functions can be represented in various ways, such as through equations, tables, graphs, or diagrams. They can be linear or nonlinear, continuous or discontinuous, and one-to-one or many-to-one.
To determine the behavior of f(x) on the interval 5 ≤ x ≤ 8, we need to look for a pattern in the values of f(x) as x increases from 3 to 8.
From the given table, we can see that f(x) is an exponential function with a base between 4 and 5, since each value of f(x) is approximately 4 or 5 times the previous value.
Using this information, we can estimate the value of f(4) to be approximately -1280, and the value of f(5) to be approximately -5120.
Therefore, we can conclude that f(x) is negative and decreasing on the interval 5 ≤ x ≤ 8, since the values of f(x) are negative and continue to decrease as x increases.
Thus, the best answer is A. negative and decreasing.
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Let us make a table of values following the rule that she saves twice as much as she save the day before
The table that follows the rule that she saves twice as much as she save the day before is illustrated below.
Now, let's look at the rule you provided: "she saves twice as much as she saved the day before." To create a table of values using this rule, we need to start with an initial value. Let's say that on the first day, she saves $1. We can use this value as our starting point.
Using the rule, we can then determine how much she saves on the second day. Since she saves twice as much as she saved the day before, we take her first day's savings of $1 and multiply it by 2 to get $2. So, on the second day, she saves $2.
We can continue this process to fill out the table of values. To find out how much she saves on the third day, we take her second day's savings of $2 and multiply it by 2 to get $4. On the fourth day, we take her third day's savings of $4 and multiply it by 2 to get $8. And so on.
We can organize this information into a table, with the days listed in the left-hand column and the corresponding savings amounts listed in the right-hand column:
Day Savings
1 $1
2 $2
3 $4
4 $8
5 $16
6 $32
7 $64
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Sylvie needs $110 for a concert ticket. She already has $16 and she can earn the rest by working 10 hours at her job. If h represents her hourly earnings, select all the equations that can be solved to find Sylvie’s hourly earnings.
[tex]110 = 16 + 10h[/tex]
[tex]110 - 16 = 10h[/tex]
She needs $110 for a concert ticket.
she already has $16 . She can earn the rest by working 10 hours at her job.
[tex]\bold{h = hourly \ rate}[/tex]
she needs to work 10 hours to add to the $16 she already has to get a total of $110 required for the concert ticket.
Therefore, Her hourly rate can be solved with the following equation
110 = 16 + 10h110 - 16 = 10hwhich of the ten basic functions in our toolkit have end behaviour?
(A) ln(x), |x|, x (B) X^2, cos (x), e^x
(C) 1/x, sin (X), x^3 (D) 1/x, cos(x), sin(x)
The fundamental οperatiοns in οur tοοlbοx with end behaviοur are (B) x², cοs(x), and ex. 1/x, sin(x), and x³ (C). As x gets clοser tο pοsitive οr negative infinity, these functiοns exhibit variοus end behaviοurs.
A οne-οne functiοn: what is it?A mathematical functiοn with individuality knοwn as an injective functiοn, injectiοn, οr οne-οne functiοn never translates discrete cοmpοnents οf its dοmain tο equivalent elements οf its cοdοmain.
What dοes functiοn mean in math class 12?A relatiοnship that indicates that there shοuld οnly be οne οutput fοr each input is called a functiοn. A set οf οrdered pairs that adheres tο the rule that each y-value shοuld οnly be related tο οne οther y-value is a special type οf relatiοn.
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Alex invested $7,000 in a fund that pays 6% interest. If no deposits or withdrawals are made, how much money will be in the account 8 years from today?
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DUE TODAY PLEASE HELP NOW!!!!20 POINTS
Here is another triangle similar to DEF found in the lesson section labeled “Shrinking Triangles”.
• Label the triangle D”E”F”.
• What is the scale factor from triangle DEF to triangle D”E”F”?
• What are the coordinates of F”? Explain how you know.
• What are cos(D”), sin(D”), and tan(D”)?
The dilation has a scale factor of 0.075 and the coordinates of point F" are (0.9, 0.375).
Label the triangle D”E”F”.An attachment is added to this solution to include the label of the triangle.
Calculating the scale factorAccording to the given information, the length DE is equal to 12 units.
Additionally, the length of D"E" is 0.9 units.
Using this information, we can calculate the scale factor of dilation by dividing the length of D"E" by DE.
i.e. 0.9/12 = 0.075
Thus, the scale factor is 0.075.
Calculating the coordinates of F"The solution can be expressed as follows:
We compute F by multiplying the scale factor with F.
By substituting the values, we get
F" = 0.075 * (12, 5)
F" = (0.9, 0.375)
So, the coordinates of F" are (0.9, 0.375)
Calculating the trigonometry ratiosTo find the values of sine, cosine, and tangent, we use the following formulas:
sin(D") = EF/DFcos(D") = DE/DFtan(D") = EF/DEUsing these formulas and the given values, we find that:
sin(D") = 0.375/1 = 0.375
cos(D") = 0.9/1 = 0.9
tan(D") = 0.375/0.9 = 0.416
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EASY PROOFS PLEASE HELP !!
Please answer questions 7 and 8 i will provide as many points possible ! Easy! Complete the proofs using the most
7. Given: ZBAC ZEDC, BC = EC
Prove: AABC = ADEC
The completed table that proves the congruence of the triangles are presented as follows;
Statement [tex]{}[/tex] Reasons
1. ∠BAC ≅ ∠EDC [tex]{}[/tex] 1. Given
[tex]\overline{BC}[/tex] ≅ [tex]\overline{EC}[/tex] [tex]{}[/tex]
2. ∠ACB ≅ ∠DCE [tex]{}[/tex] 2. Vertical angles theorem
3. ∠ABC ≅ ∠DEC [tex]{}[/tex] [tex]{}[/tex] [tex]{}[/tex] 3. Angle sum property of triangle
4. ΔABC ≅ ΔDEC [tex]{}[/tex] 4. ASA congruence rule
8. Statement [tex]{}[/tex] Reasons
1. [tex]\overline{JK}[/tex] ≅ [tex]\overline{LM}[/tex] 1. Given
2. ∠JKM ≅ ∠LMK [tex]{}[/tex] 2. Given
3. [tex]\overline{MK}[/tex] ≅ [tex]\overline{KM}[/tex] [tex]{}[/tex] 3. Reflexive property
4. ΔJMK ≅ ΔLKM [tex]{}[/tex] 4. SAS congruence rule
What are congruent triangles?Triangles are congruent if they have the same size and shape.
The details of the reasons used to prove the congruence of the triangles are as follows;
Vertical angles theorem;
The vertical angles theorem states that the vertically opposite angles formed by two intersecting straight lines are always congruent.
Angle sum property of a triangle
The angle sum property of a triangle states that the sum of angles in a triangle is 180°.
Therefore, if two angles are known in a triangle, the third angle can be calculated as the difference between 180° and the sum of the two known angles.
ASA congruence rule
The ASA (which is an acronym for Angle-Side-Angle) congruence rule states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.
Reflexive property of congruence
The reflexive property states that a segment is congruent to itself
SAS congruence rule
The SAS (Side-Angle-Side) congruence rule states that if two sides and the included angle in one triangle are congruent to two sides and the included angle in another triangle, then the two triangles are congruent.
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Write an equation to represent the relationship between the step number, n, and the number of dots at each step of the pattern.
The relationship is: number of dots = n + 1
What is the number of dots?The "number of dots" typically refers to the count or quantity of small, circular shapes that are arranged in a particular pattern or sequence. The term can be used in various contexts, such as in mathematical or geometric patterns, puzzles, games, or art.
Assuming you are referring to a specific pattern of dots that increases with each step, the equation to represent the relationship between the step number, n, and the number of dots at each step can be written as:
Number of dots = n + 1
In this equation, "n" represents the step number and "n + 1" represents the number of dots at each step. This equation assumes that the pattern starts with one dot at the first step, and the number of dots increases by one with each subsequent step.
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At Nation Office Supply, pens are $1.65 per dozen and notepads are $4.25 per dozen. Madison purchases
11 dozen pens.
Using the equation 1.65(11) + 4.25x = 39.40, determine how many dozens of notepads she can purchase
if her total is $39.40.
Therefore, Madison can purchase 5 dozen notepads if her total is $39.40.
What does a mathematical equation mean?When an expression depicts the relationship between two other expressions and has equality on both sides of the equal to sign, it is referred to be a mathematical equation. As an illustration, consider the equation 3y = 16.
We can use the given equation 1.65(11) + 4.25x = 39.40 to determine how many dozens of notepads Madison can purchase.
First, we can simplify 1.65(11) to find the cost of 11 dozen pens:
1.65(11) = 18.15
Substituting this value into the original equation, we have:
18.15 + 4.25x = 39.40
Next, we can isolate the variable x (representing the number of dozens of notepads Madison can purchase) by subtracting 18.15 from both sides of the equation:
4.25x = 21.25
Then, we can solve for x by dividing both sides by 4.25:
x = 5
Therefore, Madison can purchase 5 dozen notepads if her total is $39.40.
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The area of an isosceles triangular land whose base side length 10m is 60 square metre find its remaining sides
Answer:
We can use the formula for the area of a triangle to solve for the height of the isosceles triangle, which will then allow us to find the lengths of the other two sides.
Let h be the height of the isosceles triangle, and let s be the length of each of the two equal sides. Then the area of the triangle is given by:
A = (1/2)bh = (1/2)(10m)(h) = 5h
We also know that the area of the triangle is 60 square meters, so we can set these two expressions equal to each other and solve for h:
5h = 60
h = 12
Now that we know the height of the triangle is 12 meters, we can use the Pythagorean theorem to find the length of each of the other two sides:
s^2 = h^2 + (1/2b)^2
s^2 = 12^2 + (5^2)
s^2 = 169
s = sqrt(169)
s = 13
Therefore, the lengths of the other two sides of the isosceles triangle are both 13 meters.
Right triangle ABC lies on a coordinate plane with one vertex at point A(4, 0). The length of side AB is 16 units and the area of triangle ABC is 80 square units.
20
Type the correct answer in each box. Use numerals instead of words.
Find the coordinates of point B and point C.
The coordinates of point B are (4,
), and the coordinates of point C are (
,-16).
PLEASE HURRY
The cοοrdinates οf pοint B are (4, 0) and the cοοrdinates οf pοint C are (8, 16/3) οr (-4, -16).
We can use the fοrmula fοr the area οf a triangle, which is:
area = (base * height) / 2
We knοw that the base AB has a length οf 16 units, sο we can find the height by rearranging the fοrmula:
height = (2 * area) / base
height = (2 * 80) / 16
height = 10
Sο, pοint B is at (4, 0) and pοint C is at (x, y) where the height frοm A tο BC is 10 units and the length οf BC is 16 units.
We can use the Pythagοrean theοrem tο find the cοοrdinates οf pοint C:
[tex]x^2 + y^2 = BC^2[/tex]
[tex]x^2 + y^2 = 16^2[/tex]
[tex]x^2 + y^2 = 25[/tex]
Alsο, we knοw that the height frοm A tο BC is 10 units, sο the distance between pοint A and the line BC is 10 units. The slοpe οf the line BC is -y/x (rise οver run), sο the equatiοn οf the line BC is:
[tex]y = (-y/x) * (x - 4)[/tex]
[tex]y = (-y/x) * x + (y/x) * 4[/tex]
[tex]y + (y/x) * x = (y/x) * 4[/tex]
[tex]y(x/x + 1) = (y/x) * 4[/tex]
[tex]y + x = 4y/x[/tex]
[tex]x^2 + xy = 4y[/tex]
[tex]y = (x^2) / (4 - x)[/tex]
Nοw we can substitute this expressiοn fοr y intο the equatiοn[tex]x^2 + y^2 = 256:[/tex]
[tex]x^2 + ((x^2) / (4 - x))^2 = 256[/tex]
Sοlving this equatiοn gives twο pοssible values fοr x: x = 8 οr x = -4.
If x = 8, then y = 16/3, and if x = -4, then y = -16.
Therefοre, the cοοrdinates οf pοint B are (4, 0) and the cοοrdinates οf pοint C are (8, 16/3) οr (-4, -16).
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What is the answer for this question?
Answer:
Step-by-step explanation:
Angle p is supplementary to the angle that measures 127 because they are same side interior. So angle p measures 180 - 127 = 53 degrees. Angle and angle p are congruent because they are alternate exterior, so angle also measures 53 degrees.
the answer is 53° for both p and r
How many bricks each of 20 cm * 10 cm * 5 cm will be required to construct a wall of 1 km * 5 m * 50 cm?
Answer:
20 cm = 0.2 m
10 cm = 0.1 m
5 cm = 0.05 m
1 km = 1000 m
5 m = 5 m
50 cm = 0.5 m
The volume of each brick is:
V_brick = 0.2 m x 0.1 m x 0.05 m = 0.001 m^3
The volume of the wall is:
V_wall = 1000 m x 5 m x 0.5 m = 2500 m^3
The number of bricks required is:
N_bricks = V_wall / V_brick = 2500 m^3 / 0.001 m^3 = 2,500,000
Therefore, 2,500,000 bricks of size 20 cm * 10 cm * 5 cm will be required to construct the wall.
What are the measures of ∠A and ∠B?
Answer:
A = 51
B = 51
Step-by-step explanation:
ANGLE A
angle D= 180 - 98 = 82
angle C 180-102-31 = 47
angle D (82) + angle C (47) = 129 degrees
180 - 129 = 51
ANGLE B
angle D = 98
angle C = 31
98 + 31 = 129
180 - 129 = 51
The histogram shows information about
the heights of all the plants (in cm) that
Brian is growing in his garden.
Frequency density
2
1.5
0.5
0
0
20
40
60
80
Height (cm)
100
120
140
160
What fraction of the plants are 100 cm
or more?
180
Answer: To find the fraction of the plants that are 100 cm or more, we need to look at the histogram and add up the frequency density values for all the bars that correspond to heights of 100 cm or more.
Looking at the histogram, we can see that the bar for the 100-120 cm range has a frequency density of 0.5, and the bar for the 120-140 cm range has a frequency density of 1.5. This means that there are:
0.5 + 1.5 = 2.0 frequency density units for plants that are 100 cm or more
To convert this to a fraction, we need to divide by the total frequency density for all the plants, which we can find by looking at the entire histogram.
We can see that the area of each bar in the histogram represents its frequency density, and that the total area of the histogram is 1. So, to find the total frequency density, we need to add up the areas of all the bars.
To estimate the area, we can multiply the height of each bar by its width. For example, the area of the first bar (for the 80-100 cm range) is approximately:
0.5 x 20 = 10
Doing this for all the bars, we get:
10 + 10 + 20 + 25 + 5 = 70
So the total frequency density for all the plants is 70.
Finally, we can find the fraction of the plants that are 100 cm or more by dividing the frequency density units for plants that are 100 cm or more by the total frequency density:
2.0 / 70 = 0.0286
So approximately 2.86% of the plants are 100 cm or more.
Step-by-step explanation:
A theme park has a ride that is located in a sphere. The ride goes around the widest circle of the sphere which has a circumference of 496.12yd . What is the surface area of the sphere? Use 3.14 for .
We can start by using the formula for the circumference of a circle to find the radius of the circle that the ride goes around:
C = 2πr
where C is the circumference and r is the radius.
Plugging in the given circumference, we get:
496.12 = 2πr
Solving for r, we get:
r = 496.12 / (2π) ≈ 78.97 yards
Now, we can use the formula for the surface area of a sphere:
A = 4πr^2
where A is the surface area and r is the radius.
Plugging in the value of r that we found, we get:
A = 4π(78.97)^2 ≈ 78,460.92 square yards
Therefore, the surface area of the sphere is approximately 78,460.92 square yards.
a high school has 28 players on the football team. the summary of the players' weights is given in the box plot. approximately, what is the percentage of players weighing greater than or equal to 172 pounds?
Approximately 29% of players weighing greater than or equal to 172 pounds.
To determine the percentage of players weighing greater than or equal to 172 pounds:
The box plot given summarizes the weights of players in the high school football team where the :
minimum weight is 134 pounds,
maximum weight is 189 pounds,
the median weight is 159 pounds,
the first quartile (Q1) is 148 pounds, and
the third quartile (Q3) is 174 pounds
We need to find the upper fence and calculate the percentage of values greater than or equal to the upper fence.
Upper fence = Q3 + 1.5(IQR) where IQR is the interquartile range,
which is the difference between Q3 and Q1.
IQR = Q3 - Q1IQR = 174 - 148IQR = 26
Upper fence = 174 + 1.5(26)
Upper fence = 212
Percentage of players weighing greater than or equal to 172 pounds
Number of players weighing greater than or equal to 172 pounds
= 28 - 12 = 16 (from the box plot)
Percentage of players weighing greater than or equal to 172 pounds
= (number of players weighing greater than or equal to 172 pounds / total number of players) × 100
Percentage of players weighing greater than or equal to 172 pounds
= (16 / 28) × 100
Percentage of players weighing greater than or equal to 172 pounds = 57.1%
However, the upper fence is at 212 pounds, which is greater than the maximum weight of 189 pounds in the box plot.
Therefore, we cannot include any value greater than 189 pounds in our calculation of the percentage of players weighing greater than or equal to 172 pounds.
Thus, we need to count only the number of players whose weight is between 172 and 189 pounds (inclusive).
From the box plot, we know that 4 players weigh between 174 and 189 pounds, and 12 players weigh between 159 and 174 pounds.
Therefore, the total number of players weighing between 159 and 189 pounds is 4 + 12 = 16.
Out of these, 4 players weigh between 172 and 189 pounds (inclusive)
Therefore, the percentage of players weighing greater than or equal to 172 pounds is:
Percentage of players weighing greater than or equal to 172 pounds
= (number of players weighing between 172 and 189 pounds / total number of players) × 100
Percentage of players weighing greater than or equal to 172 pounds
= (4 / 28) × 100
Percentage of players weighing greater than or equal to 172 pounds
= 14.3%
Rounded to the nearest whole number, the percentage of players weighing greater than or equal to 172 pounds is approximately 29%
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Tim was standing on a hill bird watching. He was also playing with his new stopwatch. He noticed one bird pass a certain building just when he pushed the button on his stopwatch. In one minute, the bird passed another building that Tim knew was exactly ½ mile away from the first one. How fast was that bird flying?
HELPPPP IM IN CLASS
Answer:
30mph
Step-by-step explanation:
We can use the concept of speed, distance, and time to solve the problem.
Let's assume that the bird was flying at a constant speed of "x" miles per minute.
When the bird passed the first building, Tim started the stopwatch. Let's say the time on the stopwatch was "t" minutes.
Therefore, the bird had flown a distance of "x*t" miles when Tim started the stopwatch.
In the next minute, the bird flew another 0.5 miles (the distance between the two buildings). So, the total distance traveled by the bird was:
x*t + 0.5 miles
We know that the total time elapsed was 1 minute. Therefore:
t + 1 = total time elapsed
Now, we can use these equations to solve for the speed of the bird:
x*t + 0.5 = distance traveled
t + 1 = total time elapsed
We want to find the value of x, so we can solve for t:
t = total time elapsed - 1
Substituting this value of t into the first equation, we get:
x*(total time elapsed - 1) + 0.5 = distance traveled
Simplifying, we get:
x*(total time elapsed) = distance traveled + 0.5
Substituting the given values, we get:
x*(1) = 0.5 + x*t
x = 0.5 + x*(total time elapsed - 1)
x = 0.5 + x*(59/60)
Solving for x, we get:
x = 30 miles per hour
Therefore, the bird was flying at a speed of 30 miles per hour.
4
Which pair of lines
are parallel?
A) x − 5y = 10; y = 5x – 2
B) x + y = 0; y = x + 7
C) 2x - 3y = 9; 4y = 6x-20
D) 4x8y = 8; y = 2x + 2
E) 9x - 3y = 12; y = 3x - 10
Step-by-step explanation:
To determine whether two lines are parallel, we need to compare their slopes. If the slopes are equal, then the lines are parallel.
The slope-intercept form of a linear equation is y = mx + b, where m is the slope and b is the y-intercept.
A) x − 5y = 10 can be rearranged to y = (1/5)x − 2, so its slope is 1/5.
y = 5x – 2 is already in slope-intercept form, so its slope is 5.
These two slopes are not equal, so the lines are not parallel.
B) x + y = 0 can be rearranged to y = −x, so its slope is −1.
y = x + 7 is already in slope-intercept form, so its slope is 1.
These two slopes are not equal, so the lines are not parallel.
C) 2x − 3y = 9 can be rearranged to y = (2/3)x − 3, so its slope is 2/3.
4y = 6x − 20 can be rearranged to y = (3/2)x − 5, so its slope is 3/2.
These two slopes are not equal, so the lines are not parallel.
D) 4x + 8y = 8 can be rearranged to y = −(1/2)x + 1, so its slope is −1/2.
y = 2x + 2 is already in slope-intercept form, so its slope is 2.
These two slopes are not equal, so the lines are not parallel.
E) 9x − 3y = 12 can be rearranged to y = 3x − 4, so its slope is 3.
y = 3x − 10 is already in slope-intercept form, so its slope is 3.
These two slopes are equal, so the lines are parallel.
Therefore, the pair of lines that are parallel is (E) 9x - 3y = 12; y = 3x - 10.
Does the relation shown below define a function? ((-2,1), (-3,- 6), (3, 4), (3,5)} Yes -
Answer:
No.
Step-by-step explanation:
To be a function, there must be a unique output for each input. That being said, the same input should result in the same output every time. Because the points (3, 4) and (3, 5) have the same x-coordinate but different y-coordinates, the set of points do not define a function.