A basketball team played 15 games and won 80% of them. If the team expects to play 30 games in all, how many more games must it win to finish the season with a 90% winning percentage? A. 12 B. 14 C. 15 D. 27

Answer:

this is a nonlinear function because the point do not have a steady rate of change for example y went up one and x went up 1 but from the next set of pairs y went up one and x went up three so this is a nonlinear function

Based on the information provided, the missing number would be number 6.

When it comes to finding missing numbers, the first step is to decipher or identify the pattern. This can be either a sequence of numbers or the application of a specific mathematical operation such as subtraction or addition.

In this case, we can see there is a sequence of numbers that seems to go from 1 to 9. However, if you check carefully, the number 6 is missing, which is the number you need to add.

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Answer:

I think it's the 1st one: (0,8) (-12,0)

Answer:

C. -1 over 2

Step-by-step explanation:

Points: (-2,2) and (0.1)

slope is m=(y2-y1)/(x2-x1)= (1-2)/(0+2)= -1/2

Option C

Answer: wow nice

Step-by-step explanation:

Answer:

315

Step-by-step explanation:

The number is divisible by 3,5,7 and 9. Since 3 is a factor of 9, this number is divisible by 5,7, and 9.

5x7x9= 315.

Answer:

295000

Step-by-step explanation:

The correct graph of the relationship is shown in Option D.

The equation of line in point-slope form passing through the points

(x₁ , y₁) and (x₂, y₂) with slope m is defined as;

⇒ y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

Given that;

Mr. Mole left his burrow that lies below the ground and started digging his way at a constant rate deeper into the ground.

Now, Let y represent Mr. Mole's altitude (in meters) relative to the ground after x minutes.

Hence, The graph of line goes down with constant rate.

Thus, The correct graph of the relationship is shown in Option D.

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Answer:

$2.52

Step-by-step explanation:

i did it

The point (1,0) is a solution to the system of linear equations.

What is a linear system of equations?

A system of linear equations consists of two or further equations made up of two or further variables similar that all equations in the system are considered contemporaneously. The solution to a system of linear equations in two variables is any ordered pair that satisfies each equation independently.

We are given a system of linear equations i.e. y = -x + 1 and 3x - y = 3.

In order to check that which point is a solution to the system of linear equations, we need to put the values in the given system.

1. (3/2 , -1/2)

Here, x = 3/2 and y = -1/2

Putting these values in the equations, we get

y = -x + 1

1/2= -3/2+1

1/2=1/2

3x - y = 3

3(3/2)-(-1/2) ≠ 3

9/2+1/2 ≠ 3

5 ≠ 3

Thus, it is not a solution to the system of linear equations.

2. (1 , 0)

Here, x = 1 and y = 0

Putting these values in the equations, we get

y = -x + 1

0= -1+1

0=0

3x - y = 3

3(1)-(0) = 3

3=3

Thus, it is a solution to the system of linear equations.

3. (-1/2, 3/2)

Here, x = -1/2  and y = 3/2

Putting these values in the equations, we get

y = -x + 1

3/2= -(-1/2)+1

3/2=1/2+1

3/2=3/2

3x - y = 3

3(-1/2)-(3/2) ≠ 3

-3/2-3/2 ≠ 3

-3 ≠ 3

Thus, it is not a solution to the system of linear equations.

4. (0, 1)

Here, x = 0  and y = 1

Putting these values in the equations, we get

y = -x + 1

1= -0+1

1=1

3x - y = 3

3(0)-(1) ≠ 3

0-1 ≠ 3

-1 ≠ 3

Thus, it is not a solution to the system of linear equations.

Hence, the point (1,0) is a solution to the system of linear equations.

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Answer:

101 = k + 33

101 - 33 = k + 33 - 33

68 = k

this is your required answer

Answer:8

Step-by-step explanation: you need to have the variable c all by itself. Since the 4 is being divided by c you need to multiply 4 on both sides. Making it 4*2=c. Therefore c=8

Answer:

a. Possible outcomes for this chance experiment are:

(Here, D means a defective battery, and N means a nondefective battery.)

b. The number of outcomes in the sample space is infinite, as the experiment could potentially continue indefinitely. However, in practice, we can define a maximum number of batteries that could be examined before the experiment is stopped.

c. The event E, that the number of batteries examined is a number, would include outcomes where the experiment stopped at a particular number of batteries. For example, if the experiment stopped after examining three batteries (i.e., the fourth battery was nondefective), then the outcome would be DDDN, and it would be included in event E. However, outcomes where the experiment continued indefinitely (e.g., DDDDD...) would not be included in event E.

Answer:

C. 2/3

Step-by-step explanation:

To simplify 4/6 we need to divide 4 by 2 and 6 by 2.

Hence Proved N to N is uncountable set by using a diagonalization argument

What is Diagonalization Argument?

Georg Cantor published the Cantor's diagonal argument in 1891 as a mathematical demonstration that there are infinite sets that cannot be put into one-to-one correspondence with the infinite set of natural numbers. It is also known as the diagonalization argument, the diagonal slash argument, the anti-diagonal argument, the diagonal method, and Cantor's diagonalization proof.

Proof:

We write f as the sequence of value it generates

that is, say f:N-N is defined as f(x) =x then

we write f as : 1,2,3,4........

similarly if f:N-N were f(x) = 2x then we write it as :2,4,6,8.......

now assume on the contrary that the set of functions from N to N is countable

then,

\(f_{1}\)   :     \(f_{11}\)        \(f_{12}\)       \(f_{13}\) , ...........

\(f_{2}\)   :     \(f_{21}\)        \(f_{22}\)       \(f_{23}\) , ...........

\(f_{3}\)   :     \(f_{31}\)        \(f_{32}\)       \(f_{33}\) , ........... and so on

Here \(f_{ij}\) =\(f_{i}(j)\)

consider the function f as :

f : (\({f11}\) +1 ) , (\({f22}\) +1) , (\({f33}\) +1),.........

Then f wouldn't appear in the list of the function we had above since any \(f_{i}\) would disagree with f at the i th place

Therefore the set of the function from N to N is an uncountable set

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The equation for the relationship between the number of bracelets made and the number of beads is y = 21x.

First, the rate of change

= (483 - 210) / (23 - 10)

= 273 / 13

= 21

So, the equation for the relationship between the number of bracelets made and the number of beads used.

(y - 210) = 21 (x-  10)

y - 210 = 21x - 210

y = 21x

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Answer:

Step-by-step explanation:

We are looking for the length of the hypotenuse of the 45° right triangle with side of 70.7 ft.

We know the equation:

Substitute and calculate:

Correct choice is B

Step-by-step explanation:

Write the following numbers in expanded form and exponential form a. 4081673 b.561827 c.892 d.3848 e. 777320916  

We need to write in expanded form and exponential form. So

1. 4081673 = 4000000 + 0 + 80000 + 1000 + 600 + 70 + 3

          = 4 x 10^6 + 0 + 8 x 10^4 + 1 x 10^3 + 6 x 10^2 + 7 x 10^1 + 3 x 10^0

2. 561872 = 500000 + 60000 + 1000 + 800 + 70 + 2

           = 5 x 10^5 + 6 x 10^4 + 1 x 10^3 + 8 x 10^2 + 7 x 10^1 + 2 x 10^0

3. 892 = 800 + 90 + 2

            = 8 x 10^2 + 9 x 10^1 + 2 x 10^0

4.    3848 = 3000 + 800 + 40 + 8

                = 3 x 10^3 + 8 x 10^2 + 4 x 10^1 + 8 x 10^0

5.    777320916 = 700000000 + 70000000 + 7000000 + 300000 +   20000 + 0 + 900 + 10 + 6

           = 7 x 10^8 + 7 x 10^7 + 7 x 10^6 + 3 x 10^5 + 2 x 10^4 + 0 + 9 x 10^2 + 1 x 10^1 + 6 x 10^0

The number of visits before he can win a free tickets is 6.

Here are inequality signs and what they mean:

The inequality sign that would be used is ≥.

initial reward + (reward point per visit x number of visits) ≥ minimum points needed to get a free ticket

85 + (12.50  × xx) ≥ 155

85 + 12.50xx ≥ 155

In order to determine the value of xx, take the following steps:

Combine similar terms:

12.50xx ≥ 155 - 85

Add similar terms: 12.50xx ≥ 70

Divide both sides by 12.50

xx  ≥ 70 / 12.50

xx  ≥ 5.6

xx  ≥ 6.

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Answer:

C.

Step-by-step explanation:

You will need to divide the miles in order to understand how much fuel

Answer:

11

Step-by-step explanation:

we know this because there are 5 people saying they have 3 and 6 people saying they have between 4-7

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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The required value of given composite function is (fog)(-6) = 37.

When the result of one function is utilized as the input for another, this is known as a composite function. The function f g (x) fg(x) fg(x) fg(x), also known as "f of g of x" or "f g fg fg of x," is the composition of the two functions if we have a function f and another function g.

The function f(x) = x + 3, g(x) = x^2 - 2, and o is the function composition operator. To find the composite function (fog)(-6), we first evaluate g(x) at x = -6 and then use the result as the input for f(x).

For any value of x, we have

g(x) = x^2 - 2,

so when x = -6, we have

g(-6) = (-6)^2 - 2

= 36 - 2

= 34.

Next, we use the result from g(x), which is 34, as the input for f(x), so we have

f(g(-6))

= f(34) = 34 + 3

= 37.

Therefore, (fog)(-6) = 37, which means that when x = -6, the value of the composite function (fog)(x) is 37.

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Answer:

C. 0.10Ao=Aoe-0.000121t

Step-by-step explanation:

Got it right in edg

Answer:

C

Step-by-step explanation:

Answer:

The Answer is (D)

Step-by-step explanation:

When determining when a taxpayer wants to file as head, then the answer will become clearer when checking for their position on the house

For part A, the only possible option that could represent a rational number is

Because all the other options are irrational numbers.

For part B, the other zero has to be irrational too. To prove this we use the general formula for quadratic equations:

If x1 is an irrational number, then

Answer:

\(1 : 4\frac{1}{2} \\ = 1 : \frac{9}{2} \\ = \frac{1}{ \frac{9}{2} } \\ = \frac{2}{9} \)

A) The algebraic expression will be 12d + 7 = 91

B) He drives 7 miles per day to work.

For 11 days straight, Ms. Chung drove the same distance every day going to and coming from work.

The distance she drove on Saturday was; 0.9 miles.

The number of miles she drives per day:

84 miles/12

= 7 miles per day

Let the number of miles she travels be day = d

12d + 7 = 91 miles

12d + 7 = 91

12d = 91 - 7

12d = 84

d = 84/12

d = 7 miles per day

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The polynomial -8m²n - 7m²n can be factored using the common factor -m²n. The complete factored form of the polynomial is (-m²n) (8 + 7a).

To find the complete factored form of the polynomial -8m²n - 7m²n, we can factor out common terms from both the terms. The common factor in the terms -8m²n and -7m²n is -m²n. We can write the polynomial as:

-8m²n - 7m²n = (-m²n) (8 + 7a)

Therefore, the complete factored form of the polynomial -8m²n - 7m²n is (-m²n) (8 + 7a). This expression represents the original polynomial in a multiplied form. We can expand this expression using distributive law to verify that it is equivalent to the original polynomial.

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Answer:

k = -5

Step-by-step explanation: