Convert 8 meters into feet. Round your answer to the nearest tenth.

Answer:

x = 5

Step-by-step explanation:

Based on the tangent theorem, tangents drawn from an external point of a circle are equal.

This means:

4x - 1 = 2x + 9

Collect like terms

4x - 2x = 1 + 9

2x = 10

Divide both sides by 2

2x/2 = 10/2

x = 5

Answer:

$19.19

Step-by-step explanation:

15.35 x 0.25 = 3.8375

15.35 + 3.8375 = 19.1875

Rounded it will be $19.19

Answer:

The slope is 1/2  :)

Step-by-step explanation:

Answer:

Step-by-step explanation:

(10 - 4)/(13 - 1) = 6/12 = 1/2 is the slope of the line

Answer:

B)  \(y= \frac{1}{2}x+4\)

Step-by-step explanation:

Find the value of  b  using the formula for the equation of a line.

\(y=mx+b\)

Replace the known value of  m  in the slope y-intercept form of the equation.

\(y=(\frac{1}{2}) x+b\)

Replace the known value of  b  in the slope y-intercept form of the equation.

\(y=(\frac{1}{2}) x+4\)

Answer: The answer is 1/2

Step-by-step explanation:

Answer:

1/2

Step-by-step explanation:

Answer:

The independent variable is: "the cost of the smart phone"

Step-by-step explanation:

An independent variable is simply one that doesn't depend on other variables measured in the same sentence.

Now, in the question, we are told that the smart phone device has a fixed cost. This means that the cost doesn't depend on any other variable mentioned in the sentence.

Thus, the independent variable is: "the cost of the smart phone"

Answer:

If the O's are answer choices, the answer would be the third, or 8.

Step-by-step explanation:

Range is the largest number minus the smallest

15-7=8

And that's it, hope it helped!

Considering the total of peas is 72, Sally's initial number of peas was 56.

Assuming the two brothers did not eat any peas, the total of peas both at the beginning and end is 72 peas.

By the end, Sally has 25 peas and Will has 72 peas.

Before the mother declared none of them would have dessert Sally had given Will half of her peas. This means 25 peas represent half of the peas:

25 x 2 = 50 peas        22 peas in Will's plate

Before this, Will had given Sally half of his peas

22 peas x 2 = 44 peas              28 peas on Sally's plate

Right before this, Sally gave Will half of her peas:

28 x2 = 56 peas                      16 peas on Will's plate

Let's check this answer:

S= 56            W= 16         -Beginning

S= 28            W=44         - Sally gives Will half of her peas

S= 50            W=22          - Will gives sally half of his peas

S=25             W= 47         -Sally gives will half of her peas

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Answer:

11000 JY.

Step-by-step explanation:

According to today's exchange rate

1 US dollar = 110 JY

100 US dollars = 100 * 110 JY

You should get 11000 JY.

Pick the answer that is closest to this exchange rate.

Answer:

Gym B and Gym A charge the same hourly rate for childcare.

Answer:

Student has made an error

Step-by-step explanation:

If two figures are said to be congruent, this implies that area of both is same and both as exactly same or copy or each other.

But from the graph, it can be stated that height of figure JKLM is 4 units whereas that of other is 6 unit.

Hence explained !

The angle of half past eight between the hour and minute hands of a clock is 255°.

Given that,

We have to find look for the smaller angles half past eight between the hour and minute hands of a clock.

We know that,

The clock is in circle.

A clock has 12 different parts. Between any two divisions, there is a 30° angle. Each division is then divided into 5 equal pieces, each of which is divided by an angle of 60° and equals 1 minute.

We know the total angle of the circle is 360°.

So, 12 hours is 360°.

Then 1 hours is

1 hour= 360/12=30°

So, 1 hour is 30°

60mins=1 hour

60 mins = 30°

1 min =30/60

1 min=1/2

So,

8 hour and 30 min

(8× 1 hour)+( 30×1 min)

(8×30)+(30×1/2)

240+15

255°

Therefore, The angle of half past eight between the hour and minute hands of a clock is 255°.

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Answer:

uhhhhhhhhh

Step-by-step explanation:

Answer:

What does this mean?

Step-by-step explanation:

......

According to the author of Passage 2, what novelists and scientists have in common is that they have become absorbed in their respective fields.

According to the author of Passage 2, people like novelists and scientists advance in their fields by "immersing themselves in their fields." Both novelists and scientists, in other words, become absorbed in their areas of expertise.

Options A and C are incorrect because the author of Passage 2 does not suggest that novelists and scientists take risk when they pursue knowledge or are curious about other subjects.

Option B is incorrect because the author of Passage 2 states that “accomplished people” don’t perform “intellectual calisthenics,” or exercises that improve their minds.

Therefore, the correct answer is option D) They become absorbed in their own fields.

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To collect a sample of size 25 students,

use the command = INDEX (B:B, RANDBETWEEN(1,100)),  

where B is the column containing all the data. This will return 25 random samples from the population.

To construct relative frequency distributions for variables "Gender" and "Major", count the number of male and female students and the number of students studying Finance, Accounting, and Marketing, and divide each by 100. This will give you the relative frequency distributions for each variable. For displaying the information in, you can use a pie chart for Gender and a bar chart for Major. To construct grouped data frequency distributions for variables "Course Grade" and "Credit Registered", first create the class intervals by dividing the range of each variable into equal intervals.

For Course Grade, a range of 0-100 can be divided into intervals of 10 (0-9, 10-19, etc.). For Credit Registered, a range of 3-24 can be divided into intervals of 3 (3-5, 6-8, etc.). Then, count the number of samples that fall into each interval and create the grouped frequency distribution table.5. To present the variable "Credit Registered" using histogram for each group of students in each major, create a histogram for each major with the class intervals and counts from the grouped frequency distribution table in (4).6. To display information in (4) using histograms, create histograms for each variable with the class intervals and counts from the grouped frequency distribution table.

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To solve this problem, we can use the standard normal distribution and the Z-score formula to find the probability that a pregnancy will last at least 300 days.

The Z-score is a measure of how many standard deviations a value is from the mean. We can use the Z-score to standardize a value, which means we can express it in terms of how many standard deviations it is from the mean of the distribution.

The Z-score formula is:

Z = (x - μ) / σ

Where x is the value we are standardizing, μ is the mean of the distribution, and σ is the standard deviation of the distribution.

To find the probability that a pregnancy will last at least 300 days, we can use the Z-score formula to standardize 300 days:

Z = (300 - 268) / 15 = 4

This means that 300 days is 4 standard deviations above the mean of 268 days.

To find the probability that a pregnancy will last at least 300 days, we can use a Z-table or a calculator to find the area under the standard normal curve that is greater than or equal to 4 standard deviations.

Using a calculator or a Z-table, we find that the probability that a pregnancy will last at least 300 days is approximately 0.0165, which corresponds to answer choice D: 0.0165.

Answer:

3/7 (simplified)

Step-by-step explanation:

The original answer would be 6/14 because 6 out of 14 people said tennis. However, you divide both by 2 to get 3/7. The percent would be 42% if that is needed.

Imagine that a survey of randomly selected people finds that people who used sunscreen were more likely to have been sunburned in the past year.

There are several possible explanations for the finding that people who used sunscreen were more likely to have been sunburned in the past year.

However, without additional context or data, it is difficult to determine the most likely explanation definitively. Here are a few possible explanations to consider:

1. Ineffective or improper use of sunscreen: It is possible that the individuals who reported using sunscreen did not apply it correctly or did not reapply it as recommended.

Inadequate application or failure to follow proper sunscreen usage guidelines could result in insufficient protection from the sun's harmful rays, leading to sunburn.

2. Self-selection bias: It is possible that individuals who have previously experienced sunburns may be more likely to use sunscreen. They may be more aware of the potential risks and take precautions, including using sunscreen.

This could create an association between sunscreen use and sunburn, even though sunscreen itself is intended to prevent sunburn.

3. Recall bias: The survey responses may be subject to recall bias, where individuals may inaccurately remember or report their sunscreen use and sunburn experiences.

Memory limitations or subjective perceptions of sunburn severity could influence the reported data and the observed association between sunscreen use and sunburn.

4. Confounding factors: There may be other factors or variables at play that are related to both sunscreen use and sunburn. For example, individuals who engage in activities that increase sun exposure or who have certain skin types may be more likely to both use sunscreen and experience sunburn.

It is important to note that further investigation, including more detailed surveys, data collection and statistical analysis, would be necessary to determine the most likely explanation for the observed association between sunscreen use and sunburn.

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The series converges at \(\(x = 2\).\) To find the radius of convergence and interval of convergence of the series, we will use the Root Test. The series in question is:

\(\[ \sum_{n=0}^\infty (x-2)^8 \]\)

1a. Applying the Root Test:

The Root Test states that if we have a series of the form \(\(\sum_{n=0}^\infty a_n\)\) and we consider the sequence of absolute values of the terms, \(\(\{ |a_n| \}\),\) then the series converges if the limit

\(\[ L = \lim_{n \to \infty} \sqrt[n]{|a_n|} \]\)

exists and is less than 1, and it diverges if \(\(L > 1\).\)

Let's apply the Root Test to the given series:

\(\[ L = \lim_{n \to \infty} \sqrt[n]{|(x-2)^8|} \]\)

Since the exponent is a constant (8) and does not depend on \(n\), we can take it outside the limit:

\(\[ L = \lim_{n \to \infty} |x-2|^{\frac{8}{n}} \]\)

We know that \(\(a^{\frac{1}{n}}\)\) approaches 1 as \(\(n\)\) approaches infinity if \(\(a > 0\)\), and it approaches 0 if \(\(0 < a < 1\).\) Therefore, the limit becomes:

\(\[ L = |x-2|^0 = 1 \]\)

Since the limit \(\(L\)\) is equal to 1, the Root Test is inconclusive. We cannot determine convergence or divergence solely based on the Root Test.

1b. Checking the endpoints:

To check the convergence at the endpoints of the interval, we need to substitute the values of \(\(x\)\) that define the interval into the series and examine if they converge or diverge.

The given interval is not specified, so let's assume that the series is centered at \(\(x = 2\).\) In that case, the interval of convergence will be a single point \(\(x = 2\).\)

Substituting \(\(x = 2\)\) into the series, we get:

\(\[ \sum_{n=0}^\infty (2-2)^8 = \sum_{n=0}^\infty 0^8 = \sum_{n=0}^\infty 0 \]\)

The series becomes a series of zeros, which converges.

Therefore, the series converges at \(\(x = 2\).\)

To summarize:

- The Root Test was inconclusive.

- The series converges at \(\(x = 2\).\)

- The radius of convergence is 0 (since the series only converges at \(\(x = 2\) and nowhere else).\)

- The interval of convergence is \(\([2, 2]\) or simply \(x = 2\).\)

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The side of the square equals half the minor axis of the ellipse.

To show that the side of the square is half the minor axis of the ellipse, we must prove that the angles of the ellipses and the squares are congruent. To do this, we must first draw in the diagonals of the square, which will form two additional isosceles triangles.

Since the ellipses are perpendicular, the angles of the ellipses and the squares will be the same. Since the angles of the isosceles triangles are equal, the side of the square must be equal to half of the minor axis of the ellipse. Therefore, the side of the square is equal to half of the minor axis of the ellipse.

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Answer:

11 çünkü en fazla dediği için yarısının bir eksiği olması lazim

Answer:

Yarısı 12 bir eksiği 11 cevap 11 knk

There is substantial evidence supporting the theory that mitochondria and chloroplasts evolved from bacteria through endosymbiosis.

The endosymbiotic theory proposes that mitochondria and chloroplasts were once free-living bacteria that were engulfed by ancestral eukaryotic cells. Over time, these bacteria developed a mutually beneficial relationship with the host cell, eventually becoming organelles. Several lines of evidence support this theory. Firstly, mitochondria and chloroplasts have their own DNA, which is structurally similar to bacterial DNA. Additionally, their DNA sequences show similarities to certain groups of bacteria. Secondly, these organelles have their own protein synthesis machinery, similar to bacteria. Thirdly, the size and shape of mitochondria and chloroplasts resemble those of bacteria. Lastly, experiments involving the uptake of bacteria by living cells have shown that symbiotic relationships can occur. Together, this evidence strongly supports the hypothesis that mitochondria and chloroplasts evolved from bacteria through endosymbiosis.

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Answer:

Step-by-step explanation:

The loop will run an infinite number of times

Answer:

The answer is c. 81.76%

Answer:

A = (1/2) * b * h

Step-by-step explanation:

A triangle is a polygon with three sides and three angles. There are different types of triangles such as obtuse, scalene, right angle, equilateral and isosceles triangle.

The area of a triangle is half the product of the base of the triangle and the triangle height. The area is given by the formula:

A = (1/2) * b * h

A = (1/2)bh  = 0.5bh

Where A is the area of the triangle, b is the bae of the triangle and h is the height of the triangle.

Answer:

Let q be the number of quarters in the jar and d be the number of dimes in the jar.

The total number of coins in the jar is given as 54, so we can write:

q + d = 54

The total value of the coins is $16.85. We can express this as the sum of the values of the quarters and the dimes in the jar:

0.25q + 0.10d = 16.85

Therefore, the system of equations that can be used to determine the number of quarters and dimes in the jar is:

q + d = 54

0.25q + 0.10d = 16.85

Answer:

GOODBYE

Step-by-step explanation:

The result we get when we divide the fractions, 5/8 ÷ 1/4 = D. 2 and one-half.

To divide a fraction by another fraction, simply change the division sign to multiplication sign and turn the fraction on the right of the sign upside down, such that what we have as the denominator of the fraction will now be the numerator while what we have as the numerator of the fraction will now be the denominator.

After doing this, multiply the denominators of the fractions and the numerators of the fractions.

Given the fractional expression, 5/8 ÷ 1/4, to divide, turn the fraction on your right upside down and change the sign to multiplication:

5/8 × 4/1

Multiply the denominators and also multiply the numerators of the fractions:

(5 × 4)/(8 × 1)

= 20/8

Simply further by dividing 20 by 4 and dividing 8 by 4:

4 into 20 is 5.

4 into 8 is: 2

Therefore:

20/8 = 5/2

= 2½

Therefore, 5/8 ÷ 1/4 is: D. 2 and one-half.

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The volume of each cylinder in terms of T is  50.24 cubic centimeter, 157.75  cubic centimeter and 452.16 cubic centimeter.

a three dimensional shape can be defined as a solid figure or an object or shape that has three dimensions—length, width, and height.

Three cylinders have a height of 4 cm. Cylinder 1 has a radius of 2 cm. Cylinder 2 has a radius of 4 cm. Cylinder 3 has a radius of 6 cm.

Volume of cylinder 1=πr²h

Volume of cylinder 1= 3.14×(2)²×4

=3.14×16

=50.24 cubic centimeter

Volume of cylinder 2 =3.14×(4)²×4

=3.14×16×4

=3.14×50.24

=157.75  cubic centimeter

Volume of cylinder 3 =3.14×(6)²×4

=3.14×36×4

=452.16 cubic centimeter

Hence, the volume of each cylinder in terms of T is  50.24 cubic centimeter, 157.75  cubic centimeter and 452.16 cubic centimeter.

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