Answer: y<10
Step-by-step explanation:
2y<16+4
2y<20
y<10
Answer:
Step-by-step explanation:
Simplifying
16 = 2y + -4
Reorder the terms:
16 = -4 + 2y
Solving
16 = -4 + 2y
Solving for variable 'y'.
Move all terms containing y to the left, all other terms to the right.
Add '-2y' to each side of the equation.
16 + -2y = -4 + 2y + -2y
Combine like terms: 2y + -2y = 0
16 + -2y = -4 + 0
16 + -2y = -4
Add '-16' to each side of the equation.
16 + -16 + -2y = -4 + -16
Combine like terms: 16 + -16 = 0
0 + -2y = -4 + -16
-2y = -4 + -16
Combine like terms: -4 + -16 = -20
-2y = -20
Divide each side by '-2'.
y = 10
Simplifying
y = 10
Solve the proportion. 8/11 = 4/y + 2
Answer:
The answer is Y = - (22)/(7 )
Step-by-step explanation:
The parenthesis do not mean anything write 22/7 as a fraction.. why did you report my answer so rude
What is the distance between (–2 and one-half, –3) and (1, –3)?
–3 and one-half units
–1 and one-half units
1 and one-half units
3 and one-half units
Answer:
3 and 1/2 units
Answer:
3 and 1/2 units
Step-by-step explanation:
hope this helps you lol
E
Sports Plus has a sale on all
baseball cleats for 25% off. If a
pair of cleats is priced at $74.00,
what is the price after the
discount?
Answer:
$55.5
Step-by-step explanation:
divide 74 by 100 to find out how much 1% of the shoe is and multiply that number by 25 and you will get 18.5 , then subtract 18.5 from 74 and you get $55.5!Hope this helps :)
Your friend's parents each have a job. Her mother's average weekly salary is $740 with a standard deviation of $43. Her father's average weekly salary is $535, with a standard deviation of $25. Find the average weekly salary of her parents combined, and the standard deviation of their combined salaries. You can assume that the amount of money her mother makes has no effect on her father's salary, and vice versa.
Answer:
M= 740 [tex] \alpha = 43[/tex]D= 535[tex] \alpha = 25[/tex]You have two samples and two standard deviations We need the average of the take home pay and their combined standard deviation.So combined both regressions to get the total combined.The average weekly salary of friends' parents is 1275$ and the standard deviation is 49.739.
What is the standard deviation?The standard deviation measures the degree of dispersion of a collection of data. Each data point is compared to the average of all the data points, and the standard deviation gives a determined number that indicates whether the data points are clustered together or dispersed. The standard deviation of a normal distribution indicates how far values deviate from the mean.
Given that, Both of my friend's parents are employed. Her mother makes $740 on average per week, with a standard variation of $43. Her father makes $535 on average each week, with a standard variation of $25.
Let X denotes the weekly salary of her mother.
X ~ Normal(740,432)
Let Y denotes the weekly salary of her father.
Y ~ Normal(535,252)
and X and Y are independent.
the average weekly salary of your parents combined = E(X+Y)
= E(X) + E(Y) = 740 + 535 = 1275
the variance of weekly salary of your parents combined = Var(X+Y) = Var(X) + Var(Y) = 432 + 252 = 2474
the standard deviation of the combined salaries = [tex]\sqrt{2474}[/tex] = 49.739
Therefore, Parents of friends make 1275 dollars on average per week, with a standard deviation of 49.739.
Learn more about standard deviation here:
https://brainly.com/question/23907081
#SPJ5
I need help please!:D
Answer:
176 R. 5
Step-by-step explanation:
Answer:
B.
Step-by-step explanation:
176r5 first
Solve the equation. 4(x + 5) - 4 = 4
Answer: How to solve your question
Your question is
4
(
+
5
)
−
4
=
4
4(x+5)-4=4
4(x+5)−4=4
Solve
1
Distribute
4
(
+
5
)
−
4
=
4
{\color{#c92786}{4(x+5)}}-4=4
4(x+5)−4=4
4
+
2
0
−
4
=
4
{\color{#c92786}{4x+20}}-4=4
4x+20−4=4
2
Subtract the numbers
3
Subtract
1
6
16
16
from both sides of the equation
4. Simplify
5. Divide both sides of the equation by the same term
6. Simplify
Solution
=
−
3
Step-by-step explanation: I got this from a website but i hope this helps!!!!
PLEASE HALP ASAP MARKING BRAINLEIST
Answer:
y=4/3x-7
Step-by-step explanation:
The slope intercept formula y=mx+b, m being the slope and b being the y-intercept so all we have to do is find those and plug them in to get the answer.
Lourdes recorded in this table the change in her dog's weight, in ounces, each month. Which statement can be suppor by the data in the table? Change in Dog's Weight January February March April May +6 +4 -2 +1 -5
A) Lourdes dog gained weight in more months than it lost weight because there are more positive numbers than ne numbers.
B) Lourdes' dog lost weight in more months that it gained weight because the digit 5 is the greatest digit and it is a ne number.
C) Lourdes dog gained weight every month because it is getting older.
D) Lourdes dog lost weight every month because the change in May is a negative number.
Answer:
A). Lourdes dog gained weight in more months than it lost weight because there are more positive numbers then negative numbers
A teacher had 39 students in her classes. If each student completed 73 problems which expression shows about how many problems she'd have to grade?
What is the range of h
please fast tell me
Answer:
1). Option (b)
2). Option (d)
3). Option (d)
Step-by-step explanation:
Question (1)
For Pythagoras triplet,
(Largest number)² = (Number 1)² + (Number 2)²
a). 5² = 5² + 2²
25 = 25 + 4
25 = 29
Not True.
b). 5² = 3² + 4²
25 = 9 + 16
25 = 25
True.
c). 10² = 1² + 5²
100 = 1 + 25
100 = 26
Not true.
d). 2² = 2²+ 2²
4 = 4 + 4
4 = 8
Not true.
Therefore, Option (b) is correct.
Question (2)
1 - [tex]\frac{1}{5}[/tex] = [tex]\frac{5}{5}-\frac{1}{5}[/tex]
= [tex]\frac{5-1}{5}[/tex]
= [tex]\frac{4}{5}[/tex]
Therefore, Option (d) is the answer.
Question (3)
Property of triangle → Sum of lengths of two sides of a triangle should be greater than the measure of third side.
a). 6 + 3 > 2 ⇒ 9 > 2 [True]
6 + 2 > 3 ⇒ 8 > 3 [True]
2 + 3 > 6 ⇒ 5 > 6 [False]
Triangle is not possible.
b). 2 + 8 > 3 → 10 > 3 [True]
8 + 3 > 2 → 11 > 2 [True]
2 + 3 > 8 → 5 > 8 [False]
Triangle is not possible.
c). 5.5 + 2.5 > 2.5 → 8 > 2.5 [True]
5.5 + 2.5 > 2.5 → 8 > 2.5 [True]
2.5 + 2.5 > 5.5 → 5 > 5.5 [False]
Triangle is not possible.
d). 3 + 6 > 7 → 9 > 7 [True]
3 + 7 > 6 → 10 > 6 [True]
7 + 6 > 3 → 13 > 3 [True]
These are the sides of a triangle.
Therefore, Option D is the answer.
How much cinemeters is 5 inches
Answer:
5 inches is equal to 12.7 centimeters.
Step-by-step explanation:
There is 2.54 centimeters in an inch so just multiply that by 5 and you get 12.7.
Answer:
12.70 cm hope it is right
Step-by-step explanation:
PLZ HELP WILL GIVE BRAINLIEST
the answer is c
Step-by-step explanation:
it is because you have to times 3 and 4 and 3 and 9
Answer:
The answer is 27/ 12x - 9 = 28
Step-by-step explanation:
All you have to do is multiply 3 X 4x and gives you 12x and multiply 3 X 9 and gives you 27.
3 ( 4x - 9 ) = 28 = 12x - 27 = 28
Hope this helped.
♡(ŐωŐ人)
An auto-parts store offers a fuel additive that claims to increase a vehicle’s gas mileage. The additive is poured into a vehicle’s gasoline tank after the tank is filled. To measure the claim, 30 taxi drivers receive a bottle of the additive to use the next time they fill their gas tank. The drivers then compare their gas mileage with the additive to their gas mileage before the additive was used.
What is the response variable in this scenario?
the age of the car
the 30 cars used in the study
the use of the additive
the gas mileage after the additive is used
Answer:
The answer is D. the gas mileage after the additive is used
Step-by-step explanation:
I got 100% on edg!
Answer:
d
Step-by-step explanation:
edge2o2o
What is MR? Explain.
Answer:
MR is 20 because if the side lengths that are shown are congruent, then the bottoms are too. so each part of the bottom that has a number, that number repeats on the part that's part of that triangle. so the bottom lengths go " 4 6 6 4" and you add those together and get 20
2x+5=13
Help me out please
Answer:
4
Step-by-step explanation: 2x+5=13
-5 -5
2x=8
/2 /2
x=4
Answer:
X = 4
Step-by-step explanation:
Subract 5 from 5 and 13
Simplify: 2x = 8
divide both sides of the equation by the same term 2x/2 8/2
which gets you x = 4
A researcher posed a null hypothesis that there was no significant difference between boys and girls on a standard memory test. He randomly sampled 40 girls and 40 boys in a community and gave them the standard memory test. The mean score for girls was 68 and the standard deviation of mean was 5.0. The mean score for boys was 66 and the standard deviation of mean was 5.0. What is the p-value and your conclusion at alpha
Complete Question
A researcher posed a null hypothesis that there was no significant difference between boys and girls on a standard memory test. He randomly sampled 40 girls and 40 boys in a community and gave them the standard memory test. The mean score for girls was 68 and the standard deviation of mean was 5.0. The mean score for boys was 66 and the standard deviation of mean was 5.0. What is the p-value and your conclusion at alpha 0.05
Answer:
The p-value is [tex]p-value =0.073614[/tex]
The conclusion is
There is sufficient evidence to support the claim that there was no significant difference between boys and girls on a standard memory test
Step-by-step explanation:
From the question we are told that
The sample size of boys and girls is [tex]n_1= n_2 = n = 40[/tex]
The standard deviation is [tex]s_1= s_2 = s = 5[/tex]
The level of significance is [tex]\alpha = 0.05[/tex]
The sample mean for boys is [tex]\= x_1 =66[/tex]
The null hypothesis is [tex]H_o : \mu_1 = \mu_2[/tex]
The alternative hypothesis is [tex]H_a : \mu_1 < \mu_2[/tex]
Generally the test statistics is mathematically represented as
[tex]z = \frac{\= x_1 - \= x_2 }{ \sqrt{\frac{s_1 ^2 }{n_1} + \frac{s_2 ^2 }{n_1} } }[/tex]
=> [tex]z = \frac{66 -68 }{ \sqrt{\frac{5^2 }{40} + \frac{5 ^2 }{40} } }[/tex]
=> [tex]z = -1.789[/tex]
From the z table the area under the normal curve to the left corresponding to -1,789 is
[tex]P(Z < -.1789 ) = 0.036807[/tex]
Generally the p-value is mathematically represented as
[tex]p-value = 2 P(Z < -.1789 )[/tex]
=> [tex]p-value = 2 * 0.036807[/tex]
=> [tex]p-value =0.073614[/tex]
From the values obtained we see that [tex]p-value < \alpha[/tex] hence
The decision rule is
Fail to reject the null hypothesis
The conclusion is
There is sufficient evidence to support the claim that there was no significant difference between boys and girls on a standard memory test
$1,580 at 10% for 8 years
[tex]\sqrt{x + 12} = x+5[/tex]
We can solve the equation that has square root by completing the square (The purpose is to get rid of the square root.)
From [tex]\sqrt{x+12}=x+5[/tex]
Completing the square for both sides.
[tex](\sqrt{x+12})^2=(x+5)^2\\x+12=x^2+10x+25\\x^2+10x+25-x-12=0\\x^2+9x+13=0[/tex]
Because this polynomial cannot be factored. We have to use the Quadratic Formula to solve the equation.
[tex]x=-\frac{b±\sqrt{b^2-4ac} }{2a}[/tex]
[tex]x=\frac{-9±\sqrt{9^2-4(1)(13)} }{2}\\x=\frac{-9±\sqrt{81-52} }{2}\\x=\frac{-9±\sqrt{29} }{2}[/tex]
But from the graph, the radical function graph doesn't intercept y = x+5 at (-9+√29)/2
Therefore, the answer is (-9-√29)/2
Also Ignore A' in the Quadratic Formula. It appears there whenever I want to put "plus-minus" symbol in the formula.
How do I turn a decimal into a whole number? :)
There is a confusion here. “Decimal” is not a number set. “Whole numbers” is.
“Decimal” has been used to mean three different things about the representation of numbers:
- Numbers written using a base 10 place value system
- The decimal point that separates the integer and fractional parts of a number written in base 10. (Some countries use a comma. Some folks refer to the point used for this purpose in other bases as a decimal too for extra confusion.)
- A number written in the above form that has some numerals, probably nonzero, written to the right of the point. In other words, a number written in decimal form with a nonzero fractional part.
I'm guessing that the usage in this question is referring to the third meaning of “decimal” and will interpret the question as being not about representation of numbers but about transformation of numbers.
To wit, “What are some popular ways real numbers with nonzero fractional parts can be mapped to integers?”
I hope this is the correct interpretation.
There are a few common ways:
- Round towards zero: Ignore the fractional part and keep only the integral part.
- Floor: Take the greatest integer less than the number in question.
- Ceiling: Take the least integer greater than the number in question.
- Round to the nearest integer: Ignore the fractional part if it's less than a half. Otherwise, round away from zero.
These are the main ways of picking integers close to the number in question, but obviously, there are infinitely many ways to map sets of real numbers to mergers, so it is unclear if any of these are what the asker was looking for.
Answer:
if the number after the decimal is 5 or more then round the number before decimal by 1
Step-by-step explanation:
for example:
1234.5
=1235
or
6974.7
=6975
or
7796.4
=7796 (No change on the last number because the number after the decimal is 4, which is under 5)
In the news you hear tuition was expected to increase from $1200 to $2350 over the next 10 years. This represents a ___% increase from current tuition. Round answers to two decimal places.
Answer:
93.83%
Step-by-step explanation:
2350 - 1200 = 1150
1150/1200 * 100 = 95.83%
needs to be done quickly pls.
Answer:
50 Degrees
Step-by-step explanation:
If there are 13 pretzels in each cup, How many pretzels does He eat?
Answer:
Step-by-step explanation:
Melissa has started training for a race. The first time she trains, she bikes 5 miles. Each subsequent time
she trains, she bikes 0.5 mile farther than she did the previous time.
a) Use summation notation to write an arithmetic series to represent the total distance Melissa has biked
after she has trained n times. (2 points)
b) Use the formula for a partial sum of the series you wrote in part a, above, to answer this question: What
is the least number of times Melissa must bike for her total distance biked during training to exceed 60
miles? (3 points)
Answer:
55
Step-by-step explanation:
What is the equation of this line
Answer:
Y= 2x
Step-by-step explanation:
Two points in that graph are (1,2) and (2,4). you have to do rise over run so 4-2 over 2-1 and the answer is 2/1 or just two.
wooba wooba wooba wooba wooba wooba wooba wooba wooba wooba wooba wooba
Answer:
wooowooowowowowowowowowow
Step-by-step explanation:
Answer:
epic ninja
Step-by-step explanation:
ninja
Anna wrote a pattern starting at 0 and following the rule "add 2." Niko wrote a pattern starting at 0 and following the rule "add 4." Which shows the two patterns?
0, 2, 4, 6, 8,... Niko: 0, 4, 8, 12, 16,...
0, 2, 4, 6, 8,... Niko: 4, 8, 12, 16, 20,...
0, 2, 4, 6, 8,... Niko: 0, 4, 6, 8, 10,...
2, 4, 6, 8, 10,... Niko: 4, 8, 12, 16, 20,...
Answer:
The first one is the right answer
Step-by-step explanation:
Hope this helps have a good day
Answer:
the first one is right
Step-by-step explanation:
3. The sequence 6, 18, 54, 162, … shows the number of pushups Kendall did each week, starting with her first week of exercising. (a) What is the recursive rule for the sequence? (b) What is the iterative rule for the sequence?
Answer:
Please check the explanation.
Step-by-step explanation:
(a) What is the recursive rule for the sequence?
Given the sequence
6, 18, 54, 162,...
Please note that each successive term is 3 times the previous term.
i.e. 18 = 6×3, 54 = 18×3, 162 = 54×3
Here, r = 3 is the common multiplier
In other words, every next term can be obtained by multiplying the previous term by a number 'r', using the recursive formula
[tex]a_n=a_{n-1}\times r[/tex]
Here, aₙ is r times the previous term aₙ₋1.
For example, in order to determine the 2nd term a₂, just put n=2 in the recursive formula
[tex]a_n=a_{n-1}\times r[/tex]
so substituting r = 3, and n = 1 in the recursive formula
[tex]a_2=a_{2-1}\times 3[/tex]
[tex]a_2=a_1\times \:3\:\:\:\:\:\:[/tex]
as
a₁ = 6
so
[tex]a_2=6\times \:3\:\:\:\:\:\:[/tex]
[tex]a_2=18[/tex]
(b) What is the iterative rule for the sequence?
Given the sequence
6, 18, 54, 162,...
A geometric sequence has a constant ratio 'r' and is defined as
[tex]a_n=a_1\cdot r^{n-1}[/tex]
[tex]\frac{18}{6}=3,\:\quad \frac{54}{18}=3,\:\quad \frac{162}{54}=3[/tex]
The ratio of all the adjacent terms is the same and equal to, so
r = 3
as
a₁ = 6
so substituting r = 3 and a₁ = 6 in the nth term of the sequence
[tex]a_n=a_1\cdot r^{n-1}[/tex]
[tex]a_n=6\cdot \:3^{n-1}[/tex]
Thus, the iterative rule for the sequence is
[tex]a_n=6\cdot \:3^{n-1}[/tex]a) The recursive rule for the sequence is [tex]a_n=3a_{n-1}[/tex]
b) The iterative rule for the sequence is [tex]a_n=2(3^n)[/tex]
The given sequence is:
6, 18, 54, 162, …
The common ratio, r = 18/6
r = 3
Let the last term be [tex]a_n[/tex]
Let the preceding term be [tex]a_{n-1}[/tex]
The recursive rule for the sequence is given as:
[tex]a_n=a_{n-1}r\\\\a_n=3a_{n-1}[/tex]
b) The iterative rule is gotten by using the formula:
[tex]a_n=ar^{n-1}[/tex]
Substitute a = 6 and r = 3 into the formula above
[tex]a_n=6(3)^{n-1}\\\\a_n=\frac{6}{3}(3^n )\\\\a_n=2(3^n)[/tex]
Learn more on sequence here: https://brainly.com/question/6561461
order the numbers from least to greatest -20 3/4 -14 3/4 -1/4 and -15 1/2
Answer:
3/4 3/4 1/2 1/4 -14 -15 -20
Step-by-step explanation:
Answer:
-20,-15,-14,-1/4,1/2,34
Step-by-step explanation:
Which of the following are geometric sequences?
Check all that apply.
Answer:
c , I think :))))))))))))
Answer: C
Step by Step Explanation:
Can not give, sorry