does anybody know the answer?

There are a total of 3 x 10 x 10 = 300 possible combinations of suits, ties, and shirts that a person can select from. However, when selecting a traveling wardrobe, there are only 10 possible suit combinations, 10x10 = 100 possible tie combinations, and 10x10x10 = 1000 possible shirt combinations. This makes a total of 10 x 100 x 1000 = 100,000 possible selections of two suits, four ties and six shirts.

The sheer number of possible combinations indicates how important it is to choose wisely. The two suits should be complementary and appropriate to the occasion; the four ties can be chosen to match the suits, and the six shirts should be selected to mix and match with the ties and suits. Care should be taken to avoid repeating clothing items, and the person should also consider the climate and purpose of the trip in order to select the most suitable wardrobe.

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Answer:

stuff

Step-by-step explanation:

Answer:

not simplified

Answer: 113

Step by Step explanation:  

12/2=6

inches.π⋅6^2≈113

The area of the circle with diameter 12 units is 113.04 square units.

A circle is a shape consisting of all points in a plane that are at a given distance from a given point, the centre.

The given circle has a diameter of 12.

We have to find the area of the circle.

The formula for Area of circle=πr²

Radius of circle = Diameter/2

=12/2

Radius=6

Now let us put r value in Area of circle formula

A=3.14×6²

=3.14×36

=113.04 square units.

Hence, the area of the circle with diameter 12 units is 113.04 square units.

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2% of 800 is 16 so you need to do 800-16 and that = 784

Answer: I think it is x = 4

Step-by-step explanation: I think this becuse 10 + 5 = 15 and 7x + 4x = 11 and 11x - 15 = 4

Answer:

I think that the answer is x=15

Step-by-step explanation:

Because we know that that whole thing equals 180ﾟSo you would combine like terms with 4X and 7X which would make it equal 11X and you would also add 10 and 5 which would make 15 and then you would make 11X+15 = 180 And then you would subtract 15 from both sides that would make it 11X equals 165 and then you would divide 11 from both sides to get X alone and that would make it X=15

The equation of the line parallel to the line shown in the graph passing through the point (-2, 3) is y = (2/3)x + (13/3) and the equation of the line perpendicular to the line shown in the graph passing through the point (-2, 3) is y = (-3/2)x.

What is slope?

The slope of a line passing through two points \((x_1, y_1) \: and \: (x_2, y_2)\) is given by slope = \(\frac{(y_2 - y_1)}{(x_2 - x_1)}\)

Given line passes through (0,-6) and (9,0)

To find the equation of a line parallel to a given line, we need to use the fact that parallel lines have the same slope.

The slope of the line passing through (0,-6) and (9,0) can be found using the slope formula

slope = (change in y) / (change in x)

= (0 - (-6)) / (9 - 0)

= 6 / 9

= 2/3

Therefore, any line parallel to this line will also have a slope of 2/3.

We can now use the point-slope form of a line to find the equation of the line passing through (-2,3) with a slope of 2/3:

y - y1 = m(x - x1) (point-slope form)

where m is the slope, and (x1,y1) is a point on the line.

Substituting the values, we get:

y - 3 = (2/3)(x - (-2))

y - 3 = (2/3)(x + 2)

y - 3 = (2/3)x + (4/3)

y = (2/3)x + (4/3) + 3

y = (2/3)x + (13/3)

Therefore, the equation of the line parallel to the line passing through (0,-6) and (9,0) shown in the graph passing through the point (-2, 3) is y = (2/3)x + (13/3).

Using the points (0,-6) and (9,0), we can find the slope of the original line:

slope = (0 - (-6)) / (9 - 0) = 6/9 = 2/3

The slope of any line perpendicular to this line will be the negative reciprocal of this slope. So, the slope of the perpendicular line will be:

perpendicular slope = -1 / (2/3) = -3/2

Now we have the slope of the perpendicular line, and we also have a point it passes through: (-2, 3). We can use the point-slope form of a line to write the equation of the perpendicular line: y - y1 = m(x - x1)

where m is the slope of the line, and (x1, y1) is the point it passes through. Plugging in the values we have, we get:

y - 3 = (-3/2)(x - (-2))

Simplifying:

y - 3 = (-3/2)x - 3

y = (-3/2)x + 0

So the equation of the line perpendicular to the line passing through (0,-6) and (9,0), and passing through (-2, 3), is y = (-3/2)x.

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Answer: $23.92

Step-by-step explanation:

First, we know that 6 bagels is $2.99.

48/6=8

This means that 6 is a multiple of 48, which makes it easier to solve.

$2.99 x 8 = 23.92

= $23.92

Answer:

C and D.

Step-by-step explanation:

In option C, they are collecting data about the lengths of fish in a pond.

In option D, they are collecting data about people's favorite show.

Hope this helps!

If not, I am sorry.

Answer:

5*7

Step-by-step explanation:

5 is prime because it has only 2 factors: 1 and itself.

7 is prime because it has only 2 factors: 1 and itself.

I hope it helps you!:-)

Answer:

hope its helps

please brainliest

Answer:

15

Step-by-step explanation:

\(37 \frac{1}{2} \times \frac{2}{5} = \frac{75}{2} \times \frac{2}{5} = 15\)

Answer:

n = 4

Step-by-step explanation:

Parallel lines will always have the same slope as m1 = m2.

Thus, we have y = 2x + b

While we have the slope for the second line (m = 2), we still need to find the b aka the y-int.

We can plug in point b into the equation to find the y-int:

\(y=2x+b\\8=2(6)+b\\8=12+b\\-4=b\)

To find n, we simply plug in 4 for y and solve for x:

\(y=2x-4\\4=2n-4\\8=2n\\4=n\)

Answer:

week 4 each will have $31

Step-by-step explanation:

Answer:

Week 4

Step-by-step explanation:

Bob's savings over the course of 4 weeks

15 + 4 = 19(W1) + 4 = 23(W2) + 4 = 27(W3) + 4 = 31(W4)

John's savings over the course of 4 weeks

3 + 7 = 10(W1) + 7 = 17(W2) + 7 = 24(W3) + 7 = 31 (W4)

The answer would be 9°

Answer:

90 degree as
4 x 180 / 8 =90

Step-by-step explanation:

In order to determine the critical values for an independent-samples T-test, the following information needs to be known:

The critical values for an independent-samples t test are used to determine if the differences between two samples are statistically significant. In order to calculate the critical values, the size of the sample (n), the significance level (alpha), the degrees of freedom (df), and the type of t-test (one-tailed or two-tailed) must be known. The degrees of freedom are equal to the number of observations in the sample minus

The size of the sample is the total number of observations in the two samples. The significance level is the probability of making a type-I error (rejecting the null hypothesis when it is true). Finally, the type of t-test is used to determine if the test is one-tailed (testing for a difference in one direction) or two-tailed (testing for a difference in both directions). Once all of this information is known, the critical values can be calculated to determine if the differences between the two samples are statistically significant.

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Answer:

it is 5 on the right and a filled in circle

Answer:

{Hello Kirito here! Agian i would need a pic of the number line..}

Step-by-step explanation:

Answer:

steps below

Step-by-step explanation:

f(x) = x + 5

g(x) = x - 4

f(g(x)) = f(x-4) = (x-4) + 5

Therefore, the rank of matrix 'a' in this case would be 5.

To find the rank of a matrix, we need to perform row reduction to obtain its row echelon form (REF) or reduced row echelon form (RREF). However, since the matrix 'a' is not provided, I cannot perform the calculations or determine its rank.

The rank of a matrix is equal to the number of non-zero rows in its row echelon form or reduced row echelon form. If the system of equations 'ax = 0' has a two-dimensional solution space, it means that the rank of matrix 'a' is less than the number of columns (6) but greater than 4 (since the solution space is two-dimensional).

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Answer:

v= 88in^3

Step-by-step explanation:

You can solve volume as

\(v = {s}^{2} h\)

Such that

so v=(4in)^2(5.5in)

v= 16in^2 ( 5.5in)

v= 88in^3

so the volume of the solid figure is 88in^3

Answer:

What is meant by "Explain your answer?"

   On tests & problem sets students are often asked to explain the reasoning behind their answers. They are often frustrated and/or confused by “explain.” What & why are they supposed to explain? Here is one answer:

   It isn't enough to get the right answer -- you have to be able to explain how you got it. To be sure you get enough practice at explaining yourself, it pays to discuss the questions with your fellow students and/or to write out explanations of your reasoning. You need to both

           (1) Include the right facts, principles, etc., AND

           (2) Explain the logic that you used to solve the problem. How did you get from the facts to the answer?

   It is not sufficient to pile up unselected facts (even if they are correct), OR just to state the facts (even if they are the right ones), without explaining how they relate to the problem at hand, OR to just explain the logical train of thought (even if it is correct), without any specifics.

   That's what you shouldn't do. What should you aim for??

   Try to explain as if you were talking to a fellow student in the class who is generally intelligent, prepared, etc., but can't figure out this particular question.  In other words, explain your reasoning step by step.  Don't just repeat all the related facts in the book or notes--try to pick out the important, relevant points, put them in logical order, and explain (or diagram) how one leads to the next. (In other words, pretend you are writing a simple* answer key.)

*Note: The keys provided after each exam or problem set are usually quite complex and go beyond what we expect from an individual student. The posted keys tend to be so long and involved because they include not only correct answers (& explanations) but also explanations of common student misconceptions.

How to Get the Most out of Explaining

   When you explain things to yourself, or to others, try not to use pronouns. Use nouns instead. This may sound silly, but it really helps you to be sure that you understand what you are saying. If you use pronouns or vague terms you can fool yourself into thinking you understand when you really don't. An example: Suppose you say "The gene is transcribed and it goes to the cytoplasm and is translated, which uses tRNA and mRNA." What do you mean by it and/or which?  Is it the gene or the mRNA? Does which refer to translation or transcription? Sometimes you know, and you are just using shorthand. But sometimes you don't know, and you don't even realize it until you are forced to pick the right terms to replace "it" and "which."  So try to be as specific as possible instead of as vague and as general as possible. Being specific has multiple advantages. It helps you to learn, it helps listeners understand what you are saying, and it helps graders on exams know that you really understand what you are talking about.

The number of adult tickets that were sold would be = 435 tickets.

A ticket is an official document that gives an individual access to an event.

The cost of adult tickets = $8

The cost for student tickets = $4

The number of students tickets sold = X

The number of adults tickets sold = X +30

The told number of tickets sold = 840

To find X;

X + X + 30 = 840

2x + 30 = 840

2x = 840-30

2x = 810

X = 810/2

X = 405

Therefore, the number of tickets sold for adults = 405 +30 = 435 tickets.

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Answer:9

Step-by-step explanation:

The measure of angle KYC, considering the concept of vertical angles, is given as follows:

m < KYC = 69º.

Vertical angles are angles that are opposite by the same vertex on crossing segments, hence they share a common vertex, thus being congruent, meaning that they end up having the same angle measure.

The vertical angles for this problem are given as follows:

<KYC and 69º.

As they are opposite by the vertex at the crossing of the two diagonal segments for this problem.

Hence the measure of angle KYC is given as follows:

m < KYC = 69º.

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Bread is usually fine to eat if you don't see any mold.

Once refrigerated, it will retain its freshness for three to four days before becoming stale. If you want to extend its shelf life, packaged bread will stay fresh for at least three months in the freezer. If you do see mold, however, throw the bread out.

Answer:

(14, - 3 )

Step-by-step explanation:

Under the translation < 6, 0 >

Add 6 to the x- coordinate and 0 to the y- coordinate, that is

B(8, - 3 ) → B'(8 + 6, - 3 + 0 ) → B'(14, - 3 )

Given:

Degree of a polynomial is 7.

To find:

The possible combination of root types for a 7th degree polynomial.

Solution:

We know that, by complex conjugate root theorem, is a complex number is a root of a polynomial, then its conjugate is also the root of that polynomial, it means number of complex roots always an even number.

Similarly,

Irrational roots are also occurs in pairs. If \(1+\sqrt{2}\) is a root of polynomial, then its \(1-\sqrt{2}\) is also the root of that polynomial, it means number of irrational roots always an even number.

In options A, B and C either complex or irrational roots are odd, which is not true.

Therefore, the correct option is D.

Answer:

X= 3/2

Step-by-step explanation:

hope this helps

Answer:

Step-by-step explanation:

Express $150 as a percentage of $500

(please give the answer in a sum way so that it is easy to understand)

150 : 500 = x : 100

x = 150 * 100 : 500

x = 30

---------------

check

150 : 500 = 30 : 100

0.3 = 0.3

the answer  is good