Anthony travels 48 miles by car in the same time it takes him to travel 12 miles on his
bike. His average rate of speed by car is 24 miles per hour faster than his average rate of speed by bike. What is the average rate of speed for both the car and the bike?

Answer:

Find the LCM of 3 and 4

Divide 12 by 4 and multiply with 3 which is 9

Divide 12 by 3 and multiply with 1 which is 4

9 plus 4 is 13

so the answer is 13/14

For every cake that Latonya produces, she is giving up the opportunity cost to make 4.5 pies.

Latonya's opportunity cost of producing 1 cake is 4.5 pies.

To find this, we need to look at the ratio of cakes to pies that each person can produce.

Latonya can make 4 cakes or 18 pies in one day, so her ratio is 4 cakes / 18 pies = 0.22 cakes/pie.

Tom can make 8 cakes or 33 pies in one day, so his ratio is 8 cakes / 33 pies = 0.24 cakes/pie.

Since Tom's ratio is higher, it means he is more efficient at making cakes. Therefore, Latonya's opportunity cost of producing 1 cake is giving up 0.22 pies. To find the reciprocal, we divide 1 by 0.22, which equals 4.545. Rounded to one decimal place, this is 4.5 pies.

So for every cake that Latonya produces, she is giving up the opportunity to make 4.5 pies.

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it's JIL and HIL.

hope it helps :)

The angle ∠JIL and ∠HIL are supplementary angles. Then the correct option is D.

The angle is the distance between the intersecting lines or surfaces. The angle is also expressed in degrees. The angle is 360 degrees for one complete spin.

Supplementary angle - Two angles are said to be supplementary angles if their sum is 180 degrees.

HJ and KM are parallel lines. And NG interset the line HJ at I and KM at L.

Then the supplementary angles are given below.

∠JIL and ∠HIL

The angle ∠JIL and ∠HIL are supplementary angles. Then the correct option is D.

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Using the Central Limit Theorem, the percentage that is expected to be the closest to the actual percentage is:

A. The Tribune, at 68%.

It states that for a proportion p in a sample of size n, the sampling distribution of sample proportion is approximately normal with mean \(\mu = p\) and standard error \(s = \sqrt{\frac{p(1 - p)}{n}}\), as long as \(np \geq 10\) and \(n(1 - p) \geq 10\).

From this, a larger sample size leads to a smaller error estimate. Since the Tribune had the largest sample size, option A is correct.

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Answer:

x=5°, angle A=50°

Step-by-step explanation:

8x+11x-5+90=180

19x=95

x=5°

-->A= 11x-5

= 11*5-5

=50°

Euler's method will be more accurate if the solution to the differential equation is a lower order polynomial. As the order of the polynomial increases, the accuracy of Euler's method decreases.

Euler's method is a numerical approximation technique used to estimate the solution to a differential equation. It is not exact and introduces some error due to its approximation nature.

The accuracy of Euler's method depends on the order of the polynomial that represents the solution.

In general, Euler's method is more accurate for lower order polynomials. This means that if the solution to the differential equation is a lower order polynomial, the approximation obtained using Euler's method will be more accurate.

To understand this, let's consider an example. Suppose we have a first-order polynomial as the solution to the differential equation.

In this case, Euler's method will provide a reasonably accurate approximation. However, as the order of the polynomial increases, the accuracy of Euler's method decreases.

It's important to note that higher order polynomials have more complex behavior, and Euler's method cannot capture all the intricacies of the solution.

In such cases, other numerical approximation methods, like the Runge-Kutta method, may be more suitable.

In summary, Euler's method will be more accurate if the solution to the differential equation is a lower order polynomial. As the order of the polynomial increases, the accuracy of Euler's method decreases.

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For a z-score, We  transform a set of raw scores into a set of z-scores because we can compare scores from two different distributions i.e. D.

What exactly is the z-score?

The z-score is a statistical measurement that describes a value's relationship to the mean of a collection of values. The z-score formula is

z = (x - μ)/σ

x = data point

μ = mean

σ = standard deviation

Mean:- The sum of a collection of numbers divided by the total number of numbers in the set is known as the arithmetic mean, sometimes known as the arithmetic average or simply the mean or average. A survey, experiment, or observational research is usually used to create the collection.

Now,

As Z-scores are standardized scores that identify and define each score's exact placement within a distribution. We may conduct meaningful comparisons of z-scores across various samples or groups by converting our data (raw score).

hence,

          We transform a set of raw scores into a set of z-scores because we can compare scores from two different distributions.

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When dealing with ordinal data measurement that produces a significant number of tied ranks, it is appropriate to use Spearman's rank-order correlation coefficient.

Spearman's rank-order correlation coefficient is a nonparametric measure used to assess the strength and direction of the relationship between two variables when the data is measured on an ordinal scale or when there are tied ranks.

Unlike Pearson's correlation coefficient, which requires interval or ratio level data, Spearman's rank-order correlation is based on the ranks of the data points.

When there are tied ranks in the data, it means that multiple individuals or observations share the same rank.

This can happen when the measurements are not precise enough to assign unique ranks to each data point.

In such cases, using Pearson's correlation coefficient, which relies on the exact values of the variables, may not be appropriate.

Spearman's rank-order correlation coefficient handles tied ranks by assigning them average ranks. This approach ensures that the analysis considers the relative ordering of the data points, rather than the specific values.

By using this measure, we can assess the monotonic relationship between the variables, even when tied ranks are present.

Therefore, when faced with ordinal data measurement containing tied ranks, it is advisable to use Spearman's rank-order correlation coefficient to accurately assess the relationship between the variables.

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Answer:

-5/6

Step-by-step explanation:

A great way to divide fractions is to use the "leave it, change it, flip it" method.  You leave the first fraction as it is, change the division sign to a multiplication sign, and flip the second fraction so you get the reciprocal.  Like this:

-5/7 ÷ 6/7

-5/7 x 6/7

-5/7 x 7/6

Then you multiply through.  First -5 x 7, -35, and then 7 x 6, 42, to get -35/42.  Because both of these are divisible by 7, we can simplify to get -5/6.

Answer:

-5

6

Step-by-step explanation:

⇒ \(\frac{-5}{7}\) ÷ \(\frac{6}{7}\)

⇒ \(\frac{-5}{7}\) × \(\frac{7}{6}\)

(We do this because when dividing a fraction by another fraction we take the inverse of the second fraction and multiply it to the first fraction.)                                                                                                          

⇒ -5 × 7 = -35 (to simplify just divide both by 7) = -5

     7 × 6     42                                                             6

So the answer is -5

                            6

The function can be factored as

We see now that the function vanishes to zero when x = 9 or x = -7 which are the zeros of the function.

Answer:

The area would be 38.48 square inches.

Step-by-step explanation:

With the radius being 3.5 once you solve it, the area comes out being 38.48 square inches. Hope this helps :D (also can you mark me brainliest)

Answer: 15 feet

Step-by-step explanation: i said 15 feet so it's probably 15 feet

Answer:

15

Step-by-step explanation:

let total num of boys be X.

then,2/5 of X = 8

2 ×x = 40

X = 20

Now, let the total num of students be y,then we get,

4/7 of y = 20

4 × y = 140

y = 35

similarly, total num of girls = total num of students - total num of boys

= 35 - 20

= 15 ans

The outer perimeter is 76.12 ft according to given question.

what is perimeter?

Perimeter is a term used in geometry to refer to the total distance around the outside of a two-dimensional shape. It is the sum of the lengths of all the sides of the shape. For example, in a rectangle, the perimeter is calculated by adding the length of all four sides. In a circle, the perimeter is called the circumference and is calculated as the distance around the edge of the circle.

The perimeter of a semicircle is the sum of the length of its straight edge and half the circumference of the circle.

In this case, the radius of the semicircle is given as 8 units, so the circumference of the corresponding full circle is 2πr = 2π(8) = 16π units.

Half the circumference of the circle is therefore 8π units.

The straight edge of the semicircle is simply the diameter of the circle, which is twice the radius, or 2(8) = 16 units.

So, the perimeter of the semicircle is the sum of the straight edge and half the circumference:

Perimeter = 16 + 8π

Using approximate value for pi (π = 3.14), the perimeter can be expressed as:

Perimeter ≈ 16 + 8(3.14) ≈ 40.12 units.

The perimeter of a rectangle is given by the sum of the lengths of its four sides.

In this case, the length of the rectangle is given as 10 units and its width is given as 8 units.

Therefore, the perimeter of the rectangle is:

Perimeter = 2(Length + Width) = 2(10 + 8) = 2(18) = 36 units.

So, the perimeter of the rectangle with length 10 units and width 8 units is 36 units.

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For the given ratio of ingredients 3/14 of Alex's drink is made from blackcurrants.

Comparing two numbers or values using ratios, which are often stated as fractions or colons. In mathematics, ratios are used to represent connections between various objects or numbers, such as the ratio of a rectangle's length to breadth or the proportion of boys to girls in a class. Ratios can be sped up or stated in a variety of ways, such decimals or percentages.

The given ratio for blackcurrants to raspberries is 2:5.

The total ratio is:

2 + 5 = 7

Hence, the fraction of the puree made from blackcurrants is = 2/7.

Now, ratio of fruit puree to milk is 3:1 = 3 + 1 = 4.

Hence, the fraction of the milkshake made from fruit puree is = 3/4.

For blackcurrants we have:

(2/7) * (3/4) = 6/28 = 3/14

Hence, for the given ratio of ingredients 3/14 of Alex's drink is made from blackcurrants.

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Answer:

\(\huge\colorbox{pink}{✏﹏ \: Inertia \: }\)

➳ Inertia refers to the tendency to do nothing or to remain unchanged in its state of motion or rest unless an external unbalanced force acts on it (Newton's third law of motion - also known as the Law of Inertia)

Answer:

$42.50

Step-by-step explanation:

250*0.17=42.5

cause %17 in decimal form is 0.17

Answer:

250 decreased by - 17% = $207.50

Explanation

Discount = Original Price x Discount %/100

Discount = 250 × 17/100

Discount = 250 x 0.17

You save = $42.50

Final Price = Original Price - Discount

Final Price = 250 - 42.5

Final Price = $207.50

Answer:

x = -8

I hope this helps!

Based on the ratio, Anders uses 72.73g of sugar, 145.46g of butter, and 581.84g of flour to make his scones.

Anders makes scones using the ratio 1:2:8 for sugar, butter, and flour respectively. This means that for every 1 gram of sugar, he uses 2 grams of butter and 8 grams of flour.

To find out how much of each ingredient he uses, we can use the following steps:

1. Add the ratios together: 1 + 2 + 8 = 11

2. Divide the total amount of ingredients by the sum of the ratios: 100 + 300 + 400 = 800 / 11 = 72.73

3. Multiply each ratio by the result from step 2 to find the amount of each ingredient:

Sugar: 1 x 72.73 = 72.73g

Butter: 2 x 72.73 = 145.46g

Flour: 8 x 72.73 = 581.84g

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Answer:

120 cans of soda were sold

Step-by-step explanation:

Sally's Soda company makes $1.20 for each can of soda sold out of a machine. If the company makes $144, how many

cans of soda were sold?

144 ÷ 1.20 = cans sold

144 ÷ 1.20 = 120

check your work

120 x 1.20 = 144

Part A : The length and width of the bottom of the inside of the prism would be = 7½ in and 3.5 in

Part B : The total number of cubes of letter that can fit into the height of the prism = 6

For Part A:

The edges of each cube = 1½ in long

The number of cubes that makes up the base length of the prism = 5 cubes.

The length of the base of the prism = 1½×5 = 7.5 in

The number of cubes that makes up the base width of the prism = 3 cubes.

The width of the base of the prism = 1½×3 = 4.5 in

For Part B;

The total height of the prism = ¾ft

To convert to inches = ¾×12 = 9in

But 1 box = 1½ in

X box = 9 in

X box = 9/1.5

= 6 letter cube boxes

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Answer:

The answer is B, 2.78 hours

Step-by-step explanation:

Answer:

  6 hours 15 minutes, or 6.25 hours

Step-by-step explanation:

We assume Hank reads at a constant rate. His reading time will be proportional to the number of pages.

We know that 15 minutes is 1/4 hour, so the proportion can be written ...

  hours/pages = (book hours)/(250 pages) = (1/4 hour)/(10 pages)

Multiplying by 250 pages gives ...

  book hours = 250(1/4 hour)/10 = 25/4 hour = 6 1/4 hour

It will take Hank 6 1/4 hours to read the book.

Given that 22+2 de 23+3.2-92-27We begin by factoring the denominator of the rational function: 23+32-92-27-(2-a)(0-1) for ab.

We can write the given function as:2 + 2/(x - 2) + 3/(x + 3) - 9/(x - 9) - 27/(x + 27)To find the values of A, B, and C, we need to take the common denominator which is (x - 2)(x + 3)(x - 9)(x + 27)A

= 2(x + 3)(x - 9)(x + 27) + 2(x - 2)(x - 9)(x + 27)

= 50x³ + 5350x² + 41325x + 52590B

= 3(x - 2)(x - 9)(x + 27) - 9(x + 3)(x - 2)(x + 27)

= - 44x³ - 2919x² - 405x - 972C

= (x - 2)(x + 3)(x - 9) + 3(x - 2)(x + 27) - 9(x - 9)(x + 27)

= - 6x³ - 27x² + 1107x + 972.

The partial fraction decomposition is given as:2 + 2/(x - 2) + 3/(x + 3) - 9/(x - 9) - 27/(x + 27) = (25/35)/(x - 2) + (-11/6)/(x + 3) + (11/38)/(x - 9) + (- 1/2)/(x + 27) Now, we can integrate it as follows: ∫(25/35)/(x - 2)dx + ∫(-11/6)/(x + 3)dx + ∫(11/38)/(x - 9)dx + ∫(-1/2)/(x + 27)dx= 25/35 ln│x - 2│ - 11/6 ln│x + 3│ + 11/38 ln│x - 9│ - 1/2 ln│x + 27│ + c

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The total number of boys enrolled in the course is 170.

Here are 374 children, are there are 5 boys to every 6 girls.

If the ratio of boys to girls is 5 to 6, then 5 out of every 11 students are boys and 6 out of every 11 students are girls.

Set up a proportion for the boys, where b = the total number of boys.

5/11 = b/374

11b = 1870

b = 1870/11

b = 170

There are 170 boys.

The total number of student is 374, so the number of girls, is 374 -b.

There are 374-170= 204 girls.

Finding a proportionality constant would be another algebraic solution to this issue. The total number indicated by the ratio is 5 + 6 or 11, which is equal to the total number of children when multiplied by the proportionality constant.

Let x = the proportionality constant

11x=374

x=34

The number of boys is 5x and the number of girls is 6x.

5x=5×34 =170 boys

6x=6×34 =204 girls.

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The decision for this test at a .05 level of significance is not enough information to make a decision the correct answer is (d).

To make a decision for a hypothesis test, we compare the obtained test statistic (in this case, z = 1.80) with the critical value(s) based on the chosen level of significance (in this case, α = 0.05).

For a one-sample z test, if the obtained test statistic falls in the rejection region (i.e., beyond the critical value(s)), we reject the null hypothesis. Otherwise, if the obtained test statistic does not fall in the rejection region, we fail to reject the null hypothesis.

Without knowing the critical value(s) corresponding to a significance level of 0.05 and the directionality of the test (one-tailed or two-tailed), we cannot determine the decision for this test. Therefore, the correct answer is (d) There is not enough information to make a decision.

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