A small town has two local high schools. High School A currently has 850 students
and is projected to grow by 45 students each year. High School B currently has 1000
students and is projected to grow by 35 students each year. Let A represent the
number of students in High School A in t years, and let B represent the number of
students in High School B after t years. Write an equation for each situation, in terms
of t, and determine how many students would be in each high school in the year they
are projected to have the same number of students.
A =
Answer:
Submit Answer
B
=
attempt 2 out of 2
pls help!!

Answer:

Yes

Step-by-step explanation:

Answer:

yes

Step-by-step explanation:

when you carry the 6 to y=6y then you divide the number by two

Approximately 17 students who took the optional class passed their driver's test.

Let's solve this problem step by step.

We are given the following information:

28 out of 75 students who took the optional class passed their driver's test.

8 out of 15 students overall passed their driver's test.

3 out of 5 students took the optional class.

To find the number of students who took the optional class and passed, we need to calculate the intersection of these two groups.

First, let's calculate the total number of students who took the optional class:

Total students who took the optional class = (3/5) \(\times\) Total number of students

Total students who took the optional class = (3/5) \(\times\) 75 = 45

Now, let's calculate the total number of students who passed their driver's test:

Total students who passed their driver's test = (8/15) \(\times\) Total number of students

Total students who passed their driver's test = (8/15) \(\times\) 75 = 40

Next, let's find the number of students who both took the optional class and passed their driver's test.

This can be found by taking the intersection of the two groups:

Number of students who took the optional class and passed = (28/75) \(\times\)Total students who took the optional class

Number of students who took the optional class and passed = (28/75) \(\times\)45 = 16.8 (approximated to the nearest whole number).

Therefore, approximately 17 students who took the optional class passed their driver's test.

It's important to note that since we're dealing with whole numbers, the approximated answer is 17, as we cannot have a fraction of a student.

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Given the provided coordinates of the points, The shape that is formed is a parallelogram because the slopes of the opposite sides are same.

In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction. Divide the difference in elevation between two points by the distance between them to find the percent slope, then multiply the result by 100. The term "rise" refers to the difference in elevation between two sites. The run is the separation between the points. Percent slope is therefore equal to (rise / run) x 100.

A coordinate system in geometry is a method for determining the precise location of points or other geometrical objects on a manifold, such as Euclidean space, using one or more numbers, or coordinates.

slope between (1,1) and (4,4),

m1 = 4-1/4-1 =3/3 =1

slope between (4,-2) and (7,1),

m2= 1+2/7-4 = 3/3 =1

m1=m2

similarly, slope between (1,1) and (4,-2),

m3= -2-1/4-1 = -3/3 =-1

slope between (7,1) and (4,4)

m4= 1-4/7-4 = -3/3 =-1

m3=m4

So, slopes of opposite sides are same that means they are parallel, The shape is parallelogram.

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The different values that could be be the greatest common divisor of the two integers are; 1, 2, 3, 4, 6

Let the numbers be a, b. Thus, the product of the GCD(a, b) and the LCM(a, b) will be ab.

Now, for us to get something to be a factor of the GCD we need to make it be a factor of both a, b. Thus, its' square must be a factor of 180.

Therefore, the only numbers whose square is a factor of 1800 are 1, 2, 3, 4, 6 and as such they are the only GCDs possible.

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The number of hits the player that most outperformed the predicted number of home runs based on the model is: 163 hits.

A model can be represented by an equation in slope-intercept form which can be used to make predictions between the association or relationship between two variables.

From the details about the predictions given in the table above, 7 players outperformed the predicted number of home runs.

However, the player that outperformed the predicted number of home runs the most is the player that had 31 home runs with a predicted home run of 23.

The number of hits the player had was 163.

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Answer:

4

Step-by-step explanation:

My age is 2 years from the given condition.

Given that, if you square my age and subtract 28 times my age, the result is 60.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Let x be my age.

Now, square my age is x²

28 times my age =28x

The square of my age and subtract 28 times my age, the result is 60.

x²-28x=60

⇒ x²-28x-60=0

⇒ x²+30-2x-60=0

⇒ x(x+30)-2(x+30)=0

⇒ (x+30)(x-2)=0

⇒ x=2

Hence, my age is 2 years from the given condition.

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The population proportion who participated in voting (63%) is higher than the sample proportion from this survey (58.91%).

To determine whether the population proportion who participated in voting or the sample proportion from the survey is higher, we need to compare the percentages.

The population proportion who participated in voting is given as 63% of all registered voters.

This means that out of every 100 registered voters, 63 participated in voting.

In the survey of retired voters, 162 out of 275 participants voted. To calculate the sample proportion, we divide the number of retired voters who participated (162) by the total number of retired voters in the sample (275) and multiply by 100 to get a percentage.

Sample proportion = (162 / 275) \(\times\) 100 ≈ 58.91%, .

Comparing the population proportion (63%) with the sample proportion (58.91%), we can see that the population proportion who participated in voting (63%) is higher than the sample proportion from this survey (58.91%).

Therefore, based on the given data, the population proportion who participated in voting is higher than the sample proportion from this survey.

It's important to note that the sample proportion is an estimate based on the surveyed retired voters and may not perfectly represent the entire population of registered voters.

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Answer:

the answer is D

Step-by-step explanation:

this is because the short straw was draw less than the long straw in 100 trials.

a. The flow is physically possible, b. The flow is rotational, c. The velocity potential function is φ(x,y) = x^2y - xt^2 + yt^2, d. The stream function is ψ(x,y) = x^2 - y^2 + 10xyt, e. The flow is not permanent.

a. The flow is physically possible because the velocity field is defined everywhere and is continuous.

b. The flow is rotational because the curl of the velocity field is not zero. The curl of the velocity field is given by:

curl(u,v) = (-2y + 20t, 2x - 20t, 0)

The curl is not zero because the z-component is not zero. This means that the flow has vorticity, which is a measure of how much the fluid is rotating.

c. The velocity potential function is given by:

φ(x,y) = x^2y - xt^2 + yt^2

The velocity potential function is a scalar field that can be used to calculate the velocity field. The velocity field can be calculated using the following formula:

u = -grad(φ)

v = -grad(ψ)

where φ and ψ are the velocity potential functions.

d. The stream function is given by:

ψ(x,y) = x^2 - y^2 + 10xyt

The stream function is a scalar field that can be used to calculate the streamlines of the flow. The streamlines are the curves that are tangent to the velocity field.

e. The flow is not permanent because the velocity field is not time-independent. The velocity field depends on the time variable t. This means that the flow will change over time.

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Answer:

No

Step-by-step explanation:

1+7/x=y cannot be a linear equation because x is the denominator. A variable in the denominator means it has restrictions to what it can or cannot be. For example it can never be 0.

Answer:3

Step-by-step explanation : because i division

Step-by-step explanation:

the graph should look something like this

Answer: x= -20/3 and y= 34/3

hope this helps :)

Step-by-step explanation:

The scenario described involves walking across a carpet and experiencing shock upon touching an object. In this case, the object you touched is most likely a(n) electrostatic discharge (ESD) source.

When you walk across a carpet, friction between your shoes and the carpet generates static electricity. This process is known as triboelectric charging, and it results in a buildup of electrostatic charges on your body. As you continue walking, your body accumulates more and more of these charges.

When you touch an object, like a doorknob or a metal surface, the electrostatic charges on your body are transferred to the object, causing a sudden discharge of electricity. This discharge is what you feel as a shock, and it's known as an electrostatic discharge (ESD).

When you walk across a carpet and touch an object, experiencing a shock, the object you touched is most likely an electrostatic discharge (ESD) source. The process of accumulating charges on your body is called triboelectric charging, and the shock you feel is the result of the sudden discharge of electricity from your body to the object.

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Step-by-step explanation:

To find the mean, you add all the numbers and divide by how many there are.

In this case, you add -54,-32,-70,-25,-65, and -42. Then you divide by 6 because there are 6 numbers.

When you add them all, you get -288.

Now divide.

-288/6=-48

Hope it helps!

Answer:

-48

so you add all the numbers together, which will give you -288

there are 6 terms, so you divide -288 by 6

gives you your answer of -48

Answer:

i think its the 2nd and 4th

Step-by-step explanation:

The original amount you started with was $2498.24.

To find the original amount you started with, you can use the formula for continuously compounded interest:

\(A = Pe^{(rt)}\),

where A is the final amount, P is the original amount, r is the interest rate as a decimal, t is the time in years, and e is the mathematical constant approximately equal to 2.71828.

Rearranging the formula to solve for P:

\(P = A / e^{(rt)}\)

Plugging in the given values:

\(P = 3442.82 / e^{(0.04 \times 8)}\\P = 3442.82 / e^{0.32}\)

P = 3442.82 / 1.378

P = 2498.24

Thus, the original amount you started with was $2498.24.

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Answer:

6/50

Step-by-step explanation:

Jenny pulled out 6 purple tiles out of the 50 trials

Answer: The experimental probability of Jenna pulling a purple tile is 6/50.

Step-by-step explanation:

In her experiment, Jenna pulled out 6 purple tiles out of the 50 total tiles she pulled. This would make the experimental probability of her pulling out a purple tiles 6/50.

Answer:

x = 2, y = 14

x = 3, y = 10

x = 4, y = 6

x = 5, y = 2

Step-by-step explanation:

y = 22 - 4x

When x = 2,

y = 22 - 4(2)

=> y = 22 - 8

=> y = 14

When x = 3,

y = 22 - 4(3)

=> y = 22 - 12

=> y = 10

When x = 4,

y = 22 - 4(4)

=> y = 22 - 16

=> y = 6

When x = 5,

y = 22 - 4(5)

=> y = 22 - 20

=> y = 2

Answer:

x = 4.29 hours

Step-by-step explanation:

Let

x = number of hours

Stock A at 9.00 AM

13.63 + 0.13x

Stock B at 12.00 pm

14.38 - 0.15(x - 3)

in how many hours will the prices of the two stocks be the​ same?

Equate the change in prices of both stock

13.63 + 0.13x = 14.38 - 0.15(x - 3)

13.63 + 0.13x = 14.38 - 0.15x + 0.45

13.63 + 0.13x = 14.83 - 0.15x

13.63 - 14.83 = -0.15x - 0.13x

-1.2 = -0.28x

x = -1.2/-0.28

x = 4.2857142857142

Approximately,

x = 4.29 hours

Millimeter (mm) and inch are both units of measurement for length, but they are not equivalent. One inch is equal to 25.4 millimeters. To convert inches to millimeters you multiply the number of inches by 25.4, for example 2 inches is equal to 50.8 millimeters. It's important to note that you can also use a conversion calculator or a conversion table to convert inches to millimeters.

A millimeter (mm) and an inch are both units of measurement for length. However, they are not equivalent and cannot be directly compared.

A millimeter is a metric unit of length, commonly used in most countries around the world. It is a unit of the International System of Units (SI) and it is one of the most widely used units of length in science and engineering. An inch, on the other hand, is an imperial unit of length that is mainly used in the United States. It is part of the British Imperial system of measurements and it is one of the most widely used units of length in the United States.

To convert inches to millimeters, we use the conversion factor that 1 inch is equal to 25.4 millimeters. So to convert inches to millimeters you multiply the number of inches by 25.4. For example, if you want to convert 2 inches to millimeters, you would multiply 2 by 25.4 to get 50.8 millimeters. It's important to note that you can also use a conversion calculator or a conversion table to convert inches to millimeters.

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The correct answer is A) -9/2.

Given that the line integral I = \(\int\limits{\c {2y dx + (ax - y)} }\, dy\) for a curve C

To find the value of the line integral I =  \(\int\limits{\c {2y dx + (ax - y)} }\, dy\)for a curve C going from A(0,5) to B(4,0) such that the integral is independent of the path, we need to evaluate the integral along the given curve.

Let's parameterize the curve C from A to B. We can choose a straight line path by using the equation of a line.

The equation of the line passing through A(0,5) and B(4,0) can be written as:

y = mx + b

Using the two points, find the slope m and the y-intercept b:

m = (0 - 5) / (4 - 0) = -5/4

b = 5

So, the equation of the line is:

y = (-5/4)x + 5

Express the curve C as a parameterized curve:

x = t

y = (-5/4)t + 5

Substitute these parameterizations into the line integral and evaluate it along the curve C.

I = ∫c 2ydx + (ax − y)dy

I = \(\int\limits {2((-5/4)t + 5)(1) + (at - ((-5/4)t + 5))((-5/4))} \, dt\)

Simplifying the expression, we have:

I = \(\int\limits {(-5/2)t + 10 + (at + (5/4)t - 5)((-5/4)} \, dt\)

Expanding and simplifying further, we get:

I = \(\int\limits {(-5/2)t + 10 - (5/4)at - (5/4)t^2 + (25/16)t + (25/4)} \, dt\)

Now, integrate the expression with respect to t:

I =\([-5t^2/4 + 10t - (5/8)at^2 + (25/32)t^2 + (25/8)t]^4_0\)

Evaluating the integral at the upper t = 4 and lower limits t = 0, gives:

I = \([-5(4)^2/4 + 10(4) - (5/8)a(4)^2 + (25/32)(4)^2 + (25/8)(4)]\) - \([-5(0)^2/4 + 10(0) - (5/8)a(0)^2 + (25/32)(0)^2 + (25/8)(0)]\)

Simplifying further, we get:

I = [-20 + 40 - 20a + 25 + 25] - [0]

I = 50 - 20a

To have the line integral independent of the path, the value of I should be constant. This means that the coefficient of 'a' should be zero.

Setting -20a = 0,  find:

a = 0

Therefore, the value of I for the given curve is:

I = 50 - 20a = 50 - 20(0) = 50

Hence, the correct answer is A) -9/2.

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Answer:

9600 people would vote.

Step-by-step explanation:

3/5 = .6

16,000 * .6 = 9600

False. A dependent-samples t-test is not appropriate when participants are matched on variables such as age, gender, and a measure of multicultural understanding. The dependent-samples t-test is used when the same participants are measured under two different conditions or at two different time points, with the goal of comparing the mean differences within the same group.

In this scenario, where participants from different counseling graduate programs are matched on certain variables, a dependent-samples t-test would not be applicable. A more appropriate statistical test would be an independent-samples t-test or analysis of covariance (ANCOVA), depending on the specific research design and goals. These tests are used to compare the means between two different groups while controlling for the matching variables or covariates.

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The perimeter of the rectangle is  20 + 20√3 inches.

The perimeter of a rectangle is sum of the whole side of the rectangle. The side bounded by the rectangle is the perimeter of the rectangle.

Therefore,  the diagonal of the rectangle is given as 20 inches.

Using trigonometric ratios, let's find the sides of the rectangle.

sin 30 = opposite / hypotenuse

sin 30 = x / 20

x = 20 sin 30

x = 20 × 0.5

x = 10 inches

Therefore, using Pythagoras theorem,

20² - 10² = b²

b² = 400 - 100

b = √300

b = √100 × 3

b = 10√3

Hence,

perimeter of the rectangle = 2(l + w)

perimeter of the rectangle = 2(10 + 10√3)

perimeter of the rectangle = 20 + 20√3

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Answer:

Step-by-step explanation:

37 - 5^5 = 12

ANSWER = 12*C

If we multiply both numerator and denominator of the first ratio by 3, we will get the second ratio, thus, these are equivalent.

For any ratio:

a/b

If we multiply both numerator and denominator by the same real number, we will get an equivalent ratio.

In this case, we can start with the smaller of the two ratios:

1/6.

Now we can multiply both numerator and denominator by 3, then we will get:

(3*1)/(3*6) = 3/18

So yes, the ratios 1/6 and 3/18 are equivalent.

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Answer:

1

Step-by-step explanation:

Answer:

ok

Step-by-step explanation:

yes what do you need help with