The length of the tire on the airplane given the length of the tire on the model is 17 / 50 foot.
What is the length of the tire?The first step is to determine the scale of the model. In order to determine the scale, divide the length of the airplane by the length of the plane in the model.
Scale of the model = length of the airplane / length of the model
51 / 25 = 1 inch represents 2 1/25 foot
The next step is to multiply the scale determined in the previous step by the length of the tire.
Length of the tire on the airplane = scale x length of the tire in the model
1 / 6 x 2 1/25
1/6 x 51 / 25 = 17 / 50 foot
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Select the postulate that is illustrated for the real numbers.
2(x + 3) = 2x + 6
A. The multiplication inverse
B. The addition inverse postulate
C. The commutative postulate for multiplication
D. Multiplication identity
E. The distributive postulate
F. The addition of zero postulate
G. Commutative postulate for addition
The postulate that is illustrated for the real numbers 2(x + 3) = 2x + 6 is The Distributive postulate , the correct option is (E) The Distributive postulate .
The Distributive Postulate states that for any three numbers a,b and c ,
a(b+c) = a*b + a*c
For Example : 5(6+1) = 5*6 + 5*1
5*7 = 30+5
35=35
In the question ,
it is given that
2(x + 3) = 2x + 6
On applying Distributive postulate in 2(x + 3)
we get
= 2*x + 2*3
= 2x + 6
hence Distributive postulate is applied in 2(x + 3) = 2x + 6 .
Therefore , the postulate that is illustrated for the real numbers 2(x + 3) = 2x + 6 is The Distributive postulate , the correct option is (E) The Distributive postulate .
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find the missing value in the given equivalent ratios 9:5=__:35
First, let's express the proportion as an equation, where the blank space is the variable x.
[tex]\frac{9}{5}=\frac{x}{35}[/tex]To find the value of x, we multiply both sides by 35.
[tex]\begin{gathered} \frac{9}{5}\cdot35=\frac{x}{35}\cdot35 \\ x=63 \end{gathered}[/tex]Therefore, the missing value is 63.Hey can you please help me with this question and please may sure the answer correctly
Option C is the answer
Fiona was playing a game in which she rolled two number cubes. Cube #1 had the integers 1, 2, 3, 4, 5 and 6 on its faces. Cube # 2 has the integers –1, – 2, – 3, –4, –5 and –6 on its faces. She rolled Cube # 1 and got a 2. After she rolled Cube # 2 the sum of the value on the cubes was 0. What number did she roll on Cube # 2?
When Fiona rolled Cube #2, she got a number -2 as she got 2 while rolling Cube #1 and the sum of the value on the cubes was 0.
As we know Cube #1 has integers 1, 2, 3, 4, 5, 6 on its faces and Cube #2 has -1, -2, -3, -4, -5, -6 on its faces.
It is also given that Fiona got 2 when she rolled cube #1 and the value of the sum on both the cubes is 0.
So it is clear that on Cube #2, the number must be -2 as in that case only, the sum of the values will be 0.
To prove
2 + (-1) = 1
2 + (-2) = 0
2 + (-3) = -1
Hence, the number she got on Cube #2 is -2.
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3. Express the given integral as the limit of a Riemann sum but do not evaluate:
Expression of the integral [tex]\int\limits^3_0 {(x^{3}-6x) } \, dx[/tex] as the limit of a Riemann sum without any evaluation will be
Lim(n → ∞) ∑(n = 1 → ∞) [{(27i³/n³) - (18i/n)} * (3i/n)]
As per the question statement, we are provided with an integral [tex]\int\limits^3_0 {(x^{3}-6x) } \, dx[/tex] ,
And we are required to determine the expression of the above mentioned integral as the limit of a Riemann sum without any evaluation.
To start with, we need to know the formula [Δx = {(b - a)/n}]
And here, from our given integral [tex]\int\limits^3_0 {(x^{3}-6x) } \, dx[/tex], we get that, (a = 0) and
(b = 3). Therefore substituting the values of "a" and "b" in the formula to calculate Δx, we get,
[Δx = {(3 - 0)/n} = (3/n)]
Also, [(x[tex]_{i}[/tex]) = {a + (Δx)i} = {0 + (3/n)i) = (3i/n)],
Given, [ρ(x) = (x³ - 6x)], and thus, [ρ(x[tex]_{i}[/tex]) = ρ(3i/n)]
Or, [ρ(x[tex]_{i}[/tex]) = {(3i/n)³ - 6(3i/n)}]
Or, [ρ(x[tex]_{i}[/tex]) = {(27i³/n³) - (18i/n)}]
Then, Lim(n → ∞) ∑(n = 1 → ∞) ρ(x[tex]_{i}[/tex])Δx
= Lim(n → ∞) ∑(n = 1 → ∞) [{(27i³/n³) - (18i/n)} * (3i/n)]
Reimann Sum: In Mathematics, a Riemann sum is a certain kind of approximation method for an integral by a finite sum. Named after renowned German mathematician Bernhard Riemann, one very common application of the Reimann Sum is in approximating the area of functions or lines on a graph, and also the length of curve.To learn more about Integrals and Reimann Sum, click on the link below.
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mark wrote this description of a quadrilateral he drew it has one pair of parallel lines and two congruent lines but the lines that are congruent are not parallel
First, draw two parallel lines:
Next, draw to additional lines of the same length that connect both parallel lines:
Notice that this can be done in two different ways. In the case in red, both lines are not parallel. In the case shown in blue, they are. Since the problem asks for the case when they are not parallel, keep in mind the figure with the lines in red. That figure is a trapezoid.
Hello, I need some assistance with this precalculus question, please?HW Q8
STEP - BY - STEP EXPLANATION
What to find?
• The system of equation of the argumented matrix.
,• The resultant after the given row operations.
Given:
The system of equation is:
7x - 7y + z = -5
3x - 3y + 8z = -5
-6x + y + 3z = 7
Hence, the correct option is D
The following row operations are to be performed;
[tex]\begin{gathered} R_1=-2r_2+r_1 \\ \\ R_3=2r_2+r_3 \end{gathered}[/tex]The first row operation implies that you will multiply row 2 by -2 and then add to row. The resultant gives a new row 1.
This means that the elements in row 1 becomes:
Row 1 : 1 -1 - 15 | 5
Row 2: 3 -3 8 | -5
As for row 3, we will multiply row 2 by 2 and then add to row 3 to get a new row 3.
That is;
Row 3 : 0 -5 19 | -3
ANSWER
Option D
Part B
[tex]\begin{bmatrix}{1} & {-1} & {-15\text{\mid}} & {5} \\ {3} & {-3} & {8\text{ }}| & {-5} \\ 0{} & -5{} & {19\text{ }|} & {-3} \\ {\placeholder{⬚}} & {\placeholder{⬚}} & {\placeholder{⬚}} & {\placeholder{⬚}}\end{bmatrix}[/tex]1 -1 - 15 | 5
3 -3 8 | -5
0 -5 19 | -3
A savings account has $2000 in it, earns no interest, andreceives a deposit of $150 per month.What type of growth characterizes the account's change invalue?
SOLUTION
The question can be written in equation form as:
Jamie had 10 dogs. She killed 4 of them then bought another 3. She also ate 7 of them. How many dogs dose she have now?
Answer:
2 dogs
Step-by-step explanation:
10-4+3-7
6-4
2
Answer: 2 dogs
Step-by-step explanation:
QUESTION WHO KILLS AND EATS DOGS?????
1. Jessica finishes her book in 2 1/3
hours. Eric takes 1 1/2
times longer than
Jessica to finish his book.
This model represents the amount of time Jessica takes to finish her
book. It has a width of 1 and a length of 2 1/3
. The model is 2 1/3 out of 3
Proportionately, the number of hours it takes Eric to finish the book as Jessica is 3¹/₂ hours.
What is proportion?Proportion refers to the ratio of the quantity contained in a number or value concerning another value's ratio.
Proportions, like ratios, are fractional values, represented using decimals, fractions, or percentages.
In ratio terms, Eric's reading time is 3¹/₂ hours to Jessica's 2¹/₃ hours, giving an absolute ratio of 3: 2 with a constant proportionality of 1.5 hours.
For instance, the product of Eric's reading time, compared to Jessica's reading time, shows that Jessica does a faster reading than Eric.
The total number of hours it takes Jessica to finish her book = 2¹/₃ hours
The total hours it takes Eric to finish the book = 2¹/₃ hours x 1¹/₂
= 3¹/₂ hours (2¹/₃ x 1¹/₂).
Thus, whereas Jessica takes 2¹/₃ hours to finish the book, in proportion, Eric consumes 3¹/₂ hours reading the same book.
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Complete Question:Jessica finishes her book in 2¹/₃ hours. Eric takes 1¹/₂ times longer than Jessica to finish his book. How long did Eric take to finish the book?
5) Solve the formula r/m = c for m.
We have the following:
[tex]\frac{r}{m}=c[/tex]solving for m:
[tex]\begin{gathered} r=m\cdot c \\ m=\frac{r}{c} \end{gathered}[/tex]The table shows claims and their
probabilities for an insurance
company.
Amount of claim
(to the nearest $20,000)
$0
$20,000
$40,000
$60,000
$80,000
$100,000
Probability
0.70
0.16
0.09
0.03
0.01
0.01
Answer:
Step-by-step explanation:
This is an equation! Solutions: x=1.
Graphical form: Equation 3%2Ax-x%2B2=4 was fully solved.
Text form: 3*x-x+2=4 simplifies to 0=0
Cartoon (animation) form: simplify_cartoon%28+3%2Ax-x%2B2=4+%29
For tutors: simplify_cartoon( 3*x-x+2=4 )
If you have a website, here's a link to this solution.
Original amount: 25End amount: 18
The formula to calculate the percentage change is given as
[tex]\text{Percentage Change = }\frac{Original\text{ Amount}-\text{Final Amount}}{Original\text{ Amount}}\times100[/tex]The question gives us:
Original amount: 25
End amount: 18
Substituting, we have
[tex]\begin{gathered} C=\frac{25-18}{25}\times100 \\ =\frac{7}{25}\times100 \\ =28 \end{gathered}[/tex]The percentage change is a 28% decrease.
helpppppppppppppppppp
Answer:
Inverse should be:
f^(-1)(x) = -2x + 5
Step-by-step explanation:
A sample of size 39 will be drawn from a population with mean 47 and standard deviation 11. Use the TI-84 Plus calculator.
(a) Is it appropriate to use the normal distribution to find probabilities for x?
(b) Find the probability that x will be between 48 and 49. Round the answer to at least four decimal places.
(c) Find the 41st percentile of x. Round the answer to at least two decimal places.
O It is appropriate to use the normal distribution to find probabilities for x.
The probability that x will be between 48 and 49 is
The 41st percentile of x is
O It is not appropriate to use the normal distribution to find probabilities for x.
Utilizing a calculator First, STAT > EDIT, then enter all the x values in L1 and the probability for each x value in L2 to determine the mean and standard deviation of a probability distribution.
When the mean and standard deviation are known, how can you get the probability?If the data are normally distributed, you may calculate the likelihood of a specific event by knowing the mean and standard deviation. If you have them, you can use the formula z = (x - (mean)) / to determine the z-score (standard deviation).Utilizing a calculator First, STAT > EDIT, then enter all the x values in L1 and the probability for each x value in L2 to determine the mean and standard deviation of a probability distribution. In the second order, STAT > CALC > 1-Var Stats > 1-Var Stats L1, L2 ENTER.A population with a mean of 47 and a standard deviation of 11 will yield a sample size of 39. Calculate with the TI-84 Plus. A) Is the usage of the negative,Therefore,
An answer to the question is:
A) Yes
B) n = 39 = / n = 11 / 39 = 1.7614 P(48 49) = P[(48-4...
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Owners of a recreation area are adding water to a pond. The graph below shows the amount of water in the pond (in liters) versus the amount of time that water is added (in hours).Use the graph to answer the questions.(a)How much does the amount of water increase for each hour that water is added?liters=(b)What is the slope of the line?
GIVEN:
We are given a graph showing the increase in the amount of water pumped into a pond for every passing hour.
Required;
To determine the amount of increase in the water level for each hour that water is added.
Also, to determine the slope of the line as shown in the graph.
Step-by-step solution;
(a) Notice that the graph shows an increase in the water level for every passing hour. Notice also the following relationship;
[tex]\begin{gathered} (hours,liter) \\ \\ (0,100) \\ \\ (1,400) \\ \\ (2,700) \\ \\ (3,1000) \end{gathered}[/tex]We can see that the rate of change for every hour is 300 liters increment.
Therefore, for each hour that water is added, there is an increase of 300 liters.
(b) To calculate the slope of the line shown in the graph, we shall take the change in liters and divide by the corresponding change in the hours.
We now have the following;
[tex]\begin{gathered} m=\frac{y_2-y_1}{x_2-x_1} \\ \end{gathered}[/tex]The variables are;
[tex]\begin{gathered} (x_1,y_1)=(0,100) \\ \\ (x_2,y_2)=(1,400) \end{gathered}[/tex]We now have the slope as follows;
[tex]\begin{gathered} m=\frac{400-100}{1-0} \\ \\ m=\frac{300}{1}=300 \end{gathered}[/tex]The slope therefore is 300.
ANSWER:
[tex]\begin{gathered} (a)\text{ }Liters=300 \\ \\ (b)\text{ }slope=300 \end{gathered}[/tex]Convert the numeral in base ten. (Explanation please)
Converting the given expression which is [tex]43_{8}[/tex] to base ten gives 35 in base ten.
How to convert a number in base eight to base tenConversion of bases is achieved based on how the conversion to be done are are basically of two methods which are
conversion from other bases to base tenconversion from base ten to other basesThe question is about converting other bases (base eight) to base ten. The steps required are as follows:
For other bases, the number 8 as used is replaced by the number required to be convertedThe exponents starts from zero and increases from left to right as seen belowThe given data is a number in base eight
[tex]43_{eight}[/tex]
[tex]43_{eight}=4*8^{1}+3*8^0[/tex]
[tex]43_{eight}=4*8+3*1[/tex]
[tex]43_{eight}=32+3[/tex]
[tex]43_{eight}=35[/tex]
The number 35 is now in base ten and can be written as [tex]35_{10}[/tex]
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Find The Circumference of the following circle in terms of Pi. A. 25piB. 50piC 12 5pi
Solution
Given the circle with 25 yard diameter
Circumference of a circle = 2πr
[tex]\begin{gathered} diameter\text{ =25yrd} \\ d=2r \end{gathered}[/tex]Circumference = πd
[tex]C=25\pi[/tex]Therefore the correct answer = 25pi
Hence the correct answer is Option A
PLEASE HELP!!
Ninas math class is 6 and 4/5 meters long and 1 and 3/8 meters wide. What is the area of the classroom?
Answer: 374/40 or 9.35 or 9 and 7/20
Step-by-step explanation: see photo for explanation
26/w = 5/6 what is w?
Here, the expression is 26/w=5/6.
Therefore,
[tex]\begin{gathered} \frac{26}{w}=\frac{5}{6} \\ w=\frac{26\times6}{5} \\ w=\frac{156}{5} \\ w=31.2 \end{gathered}[/tex]So, the value of w is 31.2
A study done by researchers at a university concluded that 60% of all student athletes in the country have been subjected to 74 repeating the study is based on responses from 1600 athlete what is the margin of error and the 95% confidence interval of the study 
The marginal error is 0.0240
The 95% confidence interval for the proportion of all student athletes in this country have been subjected to some form of hazing is (0.576, 0.624).
Given,
The percentage of students surveyed = 60%
Number of athletes = 1600
Confidence interval = 95%
We have to find the marginal error and 95% confidence interval of the study;
The following results are obtained from a sample of n people that were surveyed, with a probability of success of π and a level of confidence of 1 - ∝
π ± z [tex]\sqrt{\frac{\pi (1-\pi )}{n} }[/tex]
Where,
z is the z score with a p value of 1 - ∝/2
Here we have,
n = 1600 and π = 0.6
95% confidence level
So ∝ = 0.05 , z is the value of Z that has a pvalue of 1 - 0.05/2 , so Z = 1.96.
Then, the margin of error is;
M = [tex]z\sqrt{\frac{\pi (1-\pi )}{n} }[/tex]
M = [tex]1.96\sqrt{\frac{0.6.0.4}{1600} }[/tex]
M = 0.0240
M = 2.40 percentage points.
Lower limit of the interval;
π - M = 0.6 - 0.0240 = 0.576
Upper limit of the interval;
π + M = 0.6 + 0.0240 = 0.624
The 95% confidence interval for the proportion of all student athletes in this country have been subjected to some form of hazing is (0.576, 0.624).
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Lesson 4-2: Relations VA Name the ordered pair for each point. C С 1.A 2.B DI 3.C 4.D e е )
Assign the pair of coordinates for each point (use the graph)
A. (1,4)
B. (-2,-4)
C. (-2,2)
D. (4,-2)
Which mapping diagram is NOT a function?
Answer:
D is not a function--an x-value cannot correspond to more than one y-value.
A) Write an expression for the given number trick B) Simplify the expression you came up with
a)
Since we need an Expression, we also need a variablel for the "number".
Let's use "n".
We will translate each of the lines:
Pick a number : n
Mutiply that number by 12, so it becomes: n x 12
Add 15 to that, so we put parenthesis around that expression and add "15" to it:
(n x 12) + 15
Divide by 3, then we simply divide whole thing by 3, so we have:
[tex]\frac{(n\times12)+15}{3}[/tex]b)
To simplify, let's re-write:
[tex]\begin{gathered} \frac{(n\times12)+15}{3} \\ =\frac{12n+15}{3} \\ =\frac{12n}{3}+\frac{15}{3} \\ =4n+5 \end{gathered}[/tex]This is the simplified form.
Drag and drop the correct value next to its equivalent expression number maybe use ones are not at all.
Solution:
Expression:
[tex]\begin{gathered} \frac{2}{3}\times42=2\times14 \\ \frac{2}{3}\times42=28 \end{gathered}[/tex]Expression:
[tex]\begin{gathered} \frac{5}{12}\times26=\frac{5}{6}\times13 \\ \\ \frac{5}{12}\times26=\frac{65}{6} \\ \\ \frac{5}{12}\times26=10\frac{5}{6} \end{gathered}[/tex]ANSWER:
[tex]\frac{5}{12}\times26=10\frac{5}{6}[/tex]Expression:
[tex]\begin{gathered} \frac{11}{15}\times20=\frac{11}{3}\times4 \\ \\ \frac{11}{15}\times20=\frac{44}{3} \\ \\ \frac{11}{15}\times20=14\frac{2}{3} \end{gathered}[/tex]ANSWER:
[tex]\frac{11}{15}\times20=14\frac{2}{3}[/tex]Expresion:
[tex]\begin{gathered} \frac{3}{8}\times54=\frac{3}{4}\times27 \\ \\ \frac{3}{8}\times54=\frac{81}{4} \\ \\ \frac{3}{8}\times54=20\frac{1}{4} \end{gathered}[/tex]ANSWER:
[tex]\frac{3}{8}\times54=20\frac{1}{4}[/tex]if a fraction product always l esser than the lesser factor
We have that whenever you multiply two positive fractions, the product will be smaller than both factors. For example, if we have the following:
[tex]\frac{1}{2}\cdot\frac{3}{4}=\frac{3}{8}[/tex]notice that both factors are fractions and the product is less than both factors.
translate the following verbal statement into an algebraic equation and solve. Paid 24,998 for a car which was 1,815 less than sticker price what was the sticker price of the caruse x for your vairableequation_______x=______
paid price = 24,998
it is the amount that is 1815 less than the sticker price,
so the sticker price or price of the car is x
so x = 24,998 + 1815
x =26,813
so the price of car is x = 26,813.
Identify the outlier in the data set. Then find the mean, median, and mode of the data set when the outlier is included and when it is not. 117 211 186 17637275122922283129142197102
SOLUTION:
Case: Outliers in a data set
Given: A set of numbers:
117, 211, 186, 176, 372, 7, 51, 229, 222, 83, 129, 142, 197, 102.
Required:
A) Identify the outliers
B) Mean with outliers
C) Median with outliers
D) Mode with outliers
E) Mean without outliers
F) Median without outliers
G) Mode without outliers
Final Answers
A) The outliers
First we arrange the data:
7, 51, 83, 102, 117, 129, 142, 176, 186, 197, 211, 222, 229, 372
Now we select the outliers
Because of the space in the data, the suspected outliers are:
7
because it is far from the central values
B)
The mean with outliers
[tex]\begin{gathered} mean=\frac{7+51+83+102+117+129+142+176+186+197+211+222+229+372}{14} \\ Mean=\text{ 158.9} \end{gathered}[/tex]C)
Median with outlier
Median = (142+176)/2
Median= 159
D) Mode with outlier
This data has no mode
E) Mean without outlier
51, 83,102, 117, 129, 142, 176, 186, 197, 211, 222, 229, 372
[tex]\begin{gathered} Mean=\text{ }\frac{51+83+102+117+129,+142+176+186+197+211+222+229+372}{10} \\ Mean=\text{ 170.5} \end{gathered}[/tex]F) Median without outlier
Median = 176
G) Mode without outlier
The data has no mode
2. what is equivalent ratio of 9:63. How will you find equivalent ratiosA. add counting number to both ends of given ratioB. divide a counting number to the numerator off the first termC. multiply a counting number to the denominator onlyD. multiply divide a counting number both terms of the given ratio4. what is equivalent ratio of 3:8 5. what kind of rats you have different numbers but represent the same relationshipA. Fraction B. rate C. terms D. equivalent ratios
Given:
The ratio is 9:6.
The equivalent ratio is,
[tex]9\colon6=\frac{9}{6}=\frac{3\cdot3}{3\cdot2}=\frac{3}{2}[/tex]Answer: the ratio equivalent to 9:6 is 3:2.
Write the decimal for each word. Then round the answer to the nearest tenthc) nine hundred forty-two ten-thousandths
nine hundred forty-two ten-thousandths:
1. Write the first part as a number: nine hundred forty-two
nine hundred: 900
forty-two: 42
900+42= 942
2. Identify the position of number above in the decimal knowing that ten-thousandths ends in 4 disgits after the decimal point (the last digit of number above needs to be in the ten-thousandths position):
The given number is: 0.0942Rounded the answer to the nearest tenth: 0.1