how to change decimals to percentages​

Answer:

C. Confuse

Step-by-step explanation:

Bewilder basically means confused. So, confuse would be a synonym of this word.

Hope it helps!

Answer:

Confuse

Step-by-step explanation:

Answer: 38

Step-by-step explanation:

Subtract 1/8 from 1/2

12 - 18 is 38.

Steps for subtracting fractions

Find the least common denominator or LCM of the two denominators:

LCM of 2 and 8 is 8

Next, find the equivalent fraction of both fractional numbers with denominator 8

For the 1st fraction, since 2 × 4 = 8,

12 = 1 × 42 × 4 = 48

Likewise, for the 2nd fraction, since 8 × 1 = 8,

18 = 1 × 18 × 1 = 18

Subtract the two like fractions:

48 - 18 = 4 - 18 = 38

Answer:

This is a translation considering that it moved and, didnt change size or form.

Step-by-step explanation:

Answer:

The graph of these two lines will result in PARALLEL LINES, therefore there is NO SOLUTION for this system of linear equations.

Let me know if this helps!

Out of the given equations, the equation "5(x + 3) - x = 4(x + 3) - 3" has no solution.

To find if any of these equations have no solution, we need to simplify them and see if they lead to a contradiction or inconsistency.

Simplifying each equation step-by-step:

Distributing:

4x + 12 - 2x = 6x - 12

2x + 12 = 6x - 12

12 = 4x - 12

24 = 4x

x = 6

Distributing:

5 - 6 + 4x = x - 3x + 3

-1 + 4x = -2x + 3

4x + 2x = 3 + 1

6x = 4

x = 4/6

x = 2/3

Distributing:

5x + 15 - x = 4x + 12 - 3

4x + 15 = 4x + 9

15 = 9

This equation leads to a contradiction. There is no value of x that satisfies this equation. Therefore, this equation has no solution.

Distributing:

4 - 12x = 6x - 16

-12x - 6x = -16 - 4

-18x = -20

x = -20/-18

x = 10/9

Out of the given equations, the equation "5(x + 3) - x = 4(x + 3) - 3" has no solution.

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Based on the information in the line plot, the probability that a student chosen at random made 2 or 3 phone calls that day is approximately 0.35.

To determine the probability, we need to analyze the line plot. The line plot displays the number of phone calls made by each student on a particular day.

Looking at the line plot, we can count the number of students who made 2 or 3 phone calls. Let's say there are 14 students who made 2 phone calls and 7 students who made 3 phone calls.

To calculate the probability, we add up the number of students who made 2 or 3 phone calls, which is 14 + 7 = 21. Then we divide this sum by the total number of students, which is the total count on the line plot.

Let's assume the total count on the line plot is 60. Therefore, the probability is 21/60 ≈ 0.35.

Hence, based on the information in the line plot, the probability that a student chosen at random made 2 or 3 phone calls that day is approximately 0.35.

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Step-by-step explanation:

I entered it in and it was .9993319736

Six Sigma is a quality management methodology that aims to reduce defects and variations in a process. To achieve Six Sigma, the target for the number of scare reports needs to be set at 1. Option B is correct.

The goal of Six Sigma is to achieve a level of performance where the number of defects is extremely low, with a target of 3.4 defects per million opportunities (DPMO), which is equivalent to a process capability of 6 standard deviations (σ) from the mean.

In the context of scare reports, the term "scare reports" is not commonly used in Six Sigma terminology. However, if we assume that scare reports refer to defects or errors in a process, then the target for the number of scare reports should be set at 1 to achieve Six Sigma performance. This means that the process should aim to have only one defect or error per million opportunities.

By setting the target at 1 scare report, the process is striving for near-perfect performance with an extremely low defect rate. This aligns with the rigorous standards of Six Sigma, which emphasizes continuous improvement and minimizing variations in processes to achieve high levels of quality and customer satisfaction.

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At great axial distances x from a current-carrying loop, the magnetic field varies as:

b. x^-3

Here's the step-by-step explanation:

1. The magnetic field B at a point on the axis of a current-carrying loop can be given by the formula: B = (μ₀Ia²) / (2(a² + x²)^(3/2))

2. In this formula, μ₀ is the permeability of free space, I is current, a is the radius of the loop, and x is the axial distance from the loop.

3. When the axial distance x is much greater than the radius a (i.e., x >> a), the term a² in the denominator becomes negligible compared to x².

4. Therefore, the formula simplifies to: B ≈ (μ₀I) / (2x³)

As you can see, the magnetic field B varies as x^-3 at great axial distances from the current-carrying loop.

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The equation 3y + 7 = x does not represent a direct proportion.

The constant of proportionality is a value that describes the relationship between two variables in a proportional relationship. For example, if y is proportional to x, and y = 2 when x = 4, then the constant of proportionality would be 0.5 (since 2/4 = 0.5). The constant of proportionality is often represented by the letter "k".

A direct proportion is a relationship between two variables where their ratio is always constant.

In the equation, 3y + 7 = x, the relationship between x and y is not fixed, so it does not represent a direct proportion.

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The given parameters are:

The heparin concentration is 50,000 Units/1000 ml.

The ordered dose is 2500 Units/hour.

We have to calculate the required gtt/min rate using a microdrip set.

Let's first convert the units of heparin from Units/hour to Units/minute as follows:

2500 Units/hour=2500/60 Units/minute= 41.67 Units/minute

Now, we can use the following formula to calculate the required gtt/min rate:gtt/min = (Volume to be infused in ml × gtt factor) ÷ Time in minutesVolume to be infused = Dose required ÷ Concentration in Units/ml

We can substitute the given values in this formula and solve for gtt/min as follows: Volume to be infused = 41.67 ÷ 50 = 0.833 ml/min

We can now substitute this value along with the given parameters in the formula to calculate gtt/min rate:gtt/min = (0.833 × 60) ÷ 60 = 0.833The required gtt/min rate using a microdrop set is 0.833.

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Answer:

hello yes from Mr Ching class the answer would just be 1271.7 because the volume of a cone is 1/3 of the volume of a cylinder of the same dimensions

Step-by-step explanation:

multiply cone volume by 1/3

The absolute maximum value of the function g(x) = 5 - |t| on the interval -1 ≤ t ≤ 6 is 4, achieved at t = -1. The absolute minimum value is -1, achieved at t = 6.

The function g(x) = 5 - |t| is defined on the interval -1 ≤ t ≤ 6. To find the absolute maximum and minimum values, we need to evaluate the function at its critical points and endpoints.

First, let's examine the endpoints of the interval. When t = -1, g(-1) = 5 - |-1| = 4. Similarly, when t = 6, g(6) = 5 - |6| = -1. Therefore, the function takes its minimum value of -1 at t = 6 and its maximum value of 4 at t = -1.

Next, we need to find the critical points, which occur where the derivative of the function is either zero or undefined. Taking the derivative of g(t) with respect to t, we get g'(t) = -1 if t < 0, and g'(t) = 1 if t > 0. However, at t = 0, the derivative is undefined.

Since the interval does not include t = 0, we can ignore the critical point. Hence, the absolute maximum value of g(x) = 5 - |t| is 4, attained at t = -1, and the absolute minimum value is -1, attained at t = 6.

Graphically, the function will be a V-shaped curve with the vertex at (0, 5). It will have a slope of -1 for t < 0 and a slope of 1 for t > 0. The graph will start at (6, -1) and end at (-1, 4), forming a downward sloping line on the left side and an upward sloping line on the right side.

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Ben Collins plans to buy a house for $184,000, and if the real estate in his area is expected to increase in value by 3 percent each year, its approximate value will be around $208,943.95 six years from now.

To calculate the approximate value of the house six years from now, we can use the formula for compound interest: \(\(A = P(1 + r/n)^{nt}\), where \(A\)\) is the future value, \(\(P\\)) is the principal amount, \(\(r\)\) is the annual interest rate (expressed as a decimal), \(\(n\)\) is the number of times that interest is compounded per year, and \(\(t\)\) is the number of years.

In this case, the principal amount is $184,000, the annual interest rate is 3 percent (or 0.03 as a decimal), the compounding is done annually \((so \(n = 1\))\), and the time period is 6 years. Plugging these values into the formula, we get:

\(\(A = 184,000(1 + 0.03/1)^{(1)(6)}\)\)

Simplifying the equation, we have:

\(\(A = 184,000(1.03)^6\)\)

Evaluating this expression, we find:

\(\(A \approx 208,943.95\)\)

Therefore, the approximate value of the house six years from now would be around $208,943.95, assuming a 3 percent annual increase in real estate value.

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Fiona must have bought 3 pairs of socks and 2 belts to spend $27.95 in all.

What is the linear equation?

A linear equation is defined as a function that has either one or two variables without exponents. It is a function that graphs to a straight line.

We can model the scenario with a system of two equations in two variables as follows:

a: number of pairs of socks purchased

b: number of belts purchased

The cost of each pair of socks is $4.95, so the total cost of a pairs of socks is 4.95a.

Similarly, the cost of each belt is $6.55, so the total cost of b belts is 6.55b.

The total amount Fiona spent is $27.95, so we can write:

4.95a + 6.55b = 27.95

This is the first equation in our system.

We also know that a and b are both non-negative integers, since Fiona cannot buy a negative number of socks or belts.

To model this restriction, we can add the following inequalities to the system:

a ≥ 0

b ≥ 0

Now we have a system of two equations and two inequalities:

4.95a + 6.55b = 27.95

a ≥ 0

b ≥ 0

We can use this system to solve for the values of a and b that satisfy all the constraints of the problem. We could use a variety of methods to solve the system, such as substitution, elimination, or graphing.

For example, one way to solve the system is to solve the first equation for b in terms of a:

b = (27.95 - 4.95a) / 6.55

Since b must be a non-negative integer, we can try plugging in different values of a and see which ones yield integer values of b.

For instance, if we let a = 0, then b = (27.95 - 4.950) / 6.55 = 4.27, which is not an integer. Similarly, if we let a = 1, then b = (27.95 - 4.951) / 6.55 = 3.42, which is also not an integer.

However, if we let a = 2, then b = (27.95 - 4.95*2) / 6.55 = 2.57, which is not an integer. Continuing in this way, we find that the first integer value of b occurs when a = 3, which gives:

b = (27.95 - 4.95*3) / 6.55 = 1.71 ≈ 2

Hence, Fiona must have bought 3 pairs of socks and 2 belts to spend $27.95 in all.

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Answer: The distance between the points in exact form is

√178 and the decimal form is 13.34166406...

True, all three parts of a whole, parts of a set, and division meanings of fractions involve the idea of partitioning.

Partitioning is a method of splitting numbers into smaller parts to make work easy. An example of Partitioning is when the child is taught to recognize that the number 54 represents 5 tens and 4 ones, which shows how the number can be partitioned into 50 and 4.

A fraction is defined as a part of the whole thing in mathematics, for example, when we say "1/2 of the pizza", we are partitioning the whole pizza into two equal parts and taking one of those parts. Types of Fractions are Proper Fractions, Improper Fractions, Mixed fractions, Like fractions, Unlike fractions, and Equivalent fractions

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Answer:

1/2 × |AB| × |OE|

Step-by-step explanation:

use the formula for finding the area of a triangle.

Answer:

192

Step-by-step explanation:

2x9=18

18x12=192

Answer:

B(ans) quotient is negative. When you divide a positive number by a negative number then the quotient is also negative. When you divide two negative numbers then the quotient is positive. The same rules hold true for multiplication

Step-by-step explanation:

We can use trigonometry to solve this problem. Let's draw a diagram:

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A - observer (1.5 m above ground)

B - base of the clock tower

C - top of the clock tower

D - intersection of AB and the horizontal ground

E - point on the ground directly below C

C

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We want to find the height of the clock tower, which is CE. We have the angle of elevation ACD, which is 19 degrees, and the distance AB, which is 100 m. We can use tangent to find CE:

tan(ACD) = CE / AB

tan(19) = CE / 100

CE = 100 * tan(19)

CE ≈ 34.5 m (rounded to 1 decimal place)

Therefore, the height of the clock tower is approximately 34.5 m.

A high magnitude of consequences that increases the moral intensity of an ethical issue is best exemplified by a food product contaminated with salmonella that was distributed to stores.

The contamination of food is a serious issue and can lead to health risks for consumers. This increases the moral intensity of the issue, as it is a matter of public health and safety.

The other options given in the question, such as a manager using company funds to pay for personal expenses or an employee stealing paper clips from the supply closet, may be unethical but do not have the same magnitude of consequences as a contaminated food product. The #MeToo movement and increased awareness of sexual harassment may increase the moral intensity of such issues, but they are not the best example of high magnitude consequences.

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Answer:

for number 11 the slope is 7 and for number 12 the slope is 10

Step-by-step explanation:

True. Hexadecimal numbers are written using the base 16 number system, where digits range from 0 to 9 and A to F. They are commonly used in computer systems for concise representation and easy conversion to binary.

In the hexadecimal number system, there are 16 symbols used to represent values, namely 0-9 and A-F. Each digit in a hexadecimal number represents a multiple of a power of 16.

The symbols 0-9 represent the values 0-9, respectively. The symbols A-F represent the values 10-15, respectively, where A represents 10, B represents 11, C represents 12, D represents 13, E represents 14, and F represents 15.

For example, the hexadecimal number "3F" represents the value (3 * 16^1) + (15 * 16^0) = 48 + 15 = 63 in decimal.

Similarly, the hexadecimal number "AB8" represents the value (10 * 16^2) + (11 * 16^1) + (8 * 16^0) = 2560 + 176 + 8 = 2744 in decimal.

Hexadecimal numbers are commonly used in computer systems, as they provide a convenient way to represent large binary numbers concisely. Each hexadecimal digit corresponds to a four-bit binary number, allowing for easy conversion between binary and hexadecimal representations.

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Answer:

\(3.844 * 10 ^ 5\)

Step-by-step explanation:

Scientific notation is of the form \(N * 10^a\). Where N is a number \(1 \leq N < 10\).

So in this case we need to move the decimal place to the left, in order to create such a number.

By moving the decimal place to the left we get: 3.84400

We moved the decimal to the left 5 times, so our value of \(a = 5\) and \(N = 3.84400\)

Therefore scientific notation is: \(3.844 * 10 ^ 5\)

Answer:

20 - 20 =0 me trying to get the points lol edit : oh well I couldn't get the points:( lol

Answer:

23

Step-by-step explanation: