I WILL GIVE BRAINLYEST

128÷32

The answer is A-4

Answer: Hi so the answer would be  4 8 or 16 bcause that is less than the 64. So since our first number is 2 our second is 32 and our last one is 128 we have to figure out the pattern it muliptlies in.  We have to see is 4,8 or 16 could make them mulitple in that number. Long answer short the answer is 8. 128 diveded by 2 is 64. 64 is 32x 2. So that is the answer you are missing.They all get by 4. Im not 10% sure but I know it is 4,or 8.

They are can go in all of the numbers though so it would be any once again 64 is higher than 32 so it is most likely 8,4, or 16

My answer would be the answer  is 4.

Step-by-step explanation:

Byee stay safe: Wear your mask, drink water and stan bts

also can I have brainliest :)

Normal CurveThe normal curve is a bell-shaped curve that is symmetrical, and the curve's mean, median, and mode all are equal and located at the center. It is also called the Gaussian curve after the mathematician Carl Friedrich Gauss. Normal distribution is a common statistical analysis technique used to model various phenomena in probability theory, physics, finance, and social science. It can be characterized by its mean and standard deviation.MeanMean is the arithmetic average of the numbers in a dataset. To find the mean, sum all the numbers in the dataset and then divide by the total number of values in the dataset. For the given problem, the mean is 500.Standard DeviationThe standard deviation is a measure of the spread of data from its mean. It measures how far the data values are from their mean. For the given problem, the standard deviation is 100.(b)Convert SAT-Math score of a student with 590 to z-score.z-score = (score - mean) / standard deviationz-score = (590 - 500) / 100 = 0.9(C)What percentage of students would have a SAT-Math score greater than 590?The formula for calculating the percentage of students with a SAT-Math score greater than 590 is:P(Z > 0.9) = 1 - P(Z ≤ 0.9)From the normal distribution table, the area to the left of 0.9 is 0.8159, and the area to the right of 0.9 is 1 - 0.8159 = 0.1841. Therefore, the percentage of students with a SAT-Math score greater than 590 is 18.41%.(d)What percent of students would be expected to have a SAT-Math score between 450 and 550?We can calculate the z-scores for each of the scores using the formula,z-score = (score - mean) / standard deviationz-score for 450 = (450 - 500) / 100 = -0.5z-score for 550 = (550 - 500) / 100 = 0.5From the normal distribution table, the area to the left of -0.5 is 0.3085, and the area to the left of 0.5 is 0.6915. The area between these two values is 0.6915 - 0.3085 = 0.3830, which is 38.3%.(e)What is the probability of having a SAT-Math score less than 540?The formula for calculating the probability of having a SAT-Math score less than 540 is:P(Z < (540 - 500) / 100)From the normal distribution table, the area to the left of 0.4 is 0.6554. Therefore, the probability of having a SAT-Math score less than 540 is 0.6554 or 65.54%.

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1. Characteristics of normal curve: The normal curve is a type of probability distribution.

Some of the characteristics of the normal curve are:

It is a bell-shaped curve, symmetrical and unimodal with a single peak in the center of the curve.It is characterized by a mean, median, and mode that are all equal.It is asymptotic, meaning that the tails of the curve extend to infinity without ever touching the x-axis.

2. Conversion of SAT score to z-score:

Formula to find z-score is: z = (x - μ) / σ

where z = z-score, x = raw score, μ = mean and σ = standard deviation

So, for a student with a math SAT-Math score of 590, the z-score would be:

z = (590 - 500) / 100z = 0.9

Therefore, the z-score for a student with a math SAT-Math score of 590 is 0.9.3.

Percentage of students with SAT-Math score greater than 590:

To find the percentage of students who would have a SAT-Math score greater than 590, we need to find the area under the normal curve to the right of the z-score corresponding to 590.

Using a standard normal table, we find that the area to the right of a z-score of 0.9 is 0.1841 or 18.41%.

Therefore, approximately 18.41% of students would have a SAT-Math score greater than 590.

4. Percentage of students with SAT-Math score between 450 and 550:

To find the percentage of students who would be expected to have a SAT-Math score between 450 and 550, we need to find the area under the normal curve between the z-scores corresponding to 450 and 550.

Using a standard normal table, we find that the area to the left of a z-score of -0.5 is 0.3085, and the area to the left of a z-score of 0.5 is 0.6915.

Therefore, the area between -0.5 and 0.5 is:

0.6915 - 0.3085 = 0.3830 or 38.30%

Therefore, approximately 38.30% of students would be expected to have a SAT-Math score between 450 and 550.5.

Probability of having a SAT-Math score less than 540:

To find the probability of having a SAT-Math score less than 540, we need to find the area under the normal curve to the left of the z-score corresponding to 540.

Using a standard normal table, we find that the area to the left of a z-score of 0.4 is 0.6554.Therefore, the probability of having a SAT-Math score less than 540 is approximately 65.54%.

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Answer:

Elena = 3 1/2 yards

Nailah = 1 2/3 yards

Yu = 4/5 yards

Step-by-step explanation:

Pieces of ribbon purchased :

Yu - 3 pieces

Nailah - 5 pieces

Elena - 6 pieces

We could infer that ;

Elena who bought 6 pieces or ribbon bought the highest amount of ribbon followed by Nailah, then Yu

Given that the number of yards each of Yu, Elena and Nailah could have bought :

1 2/3yd ; 4/5yd ; 3 1/2yd

Elena bought the highest number of prices and hence would possibly have the highest number of yards = 3 1/2

Nailah bought next, with 5 pieces, which is greater than Number of pieces bought by Yu but less than Elena ; hence, she could have bought 1 2/3 yards

Then Yu who has the least could have 4/5 yards

We can see that the constant of proportionality between x and y is k = 8, using that we can see that when x = 12 the value of y is 96

We know that x and y vary directly, then we can write the equation that relates these variables as.

y = kx

Where k is a constant

We know that y = 48 when x = 6, then we can write.

48 = k*6

48/6 = k

8 = k

The relation is:

y = 8*x

Then if x = 12, we have.

y = 8*12

y = 96

That is the value of y.

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Answer:

\(SA = 2.94 \, \textrm{units}^2\)

Step-by-step explanation:

The surface area of a regular 3D figure can be represented as:

\(SA = A_{\textrm{\,1 side}} \cdot (\# \textrm{ of sides})\).

Therefore, the surface area of a cube is:

\(SA = s^2 \cdot 6\)

where \(s\) is the length of a side.

To solve this problem, simply input the given side length into the above formula:

\(SA = 0.7^2 \cdot 6\)

and simplify.

\(SA = 0.49 \cdot 6\)

\(SA = 2.94 \, \textrm{units}^2\)

Direct variation equations have the following form:

Where "k" is the Constant of variation.

In this case, analyzing the information given in the exercise, you know that the equation for that Direct variation has this form:

You know that:

When:

So you need to make the conversion from feet to miles. Since:

You get:

Then, you can find the value of "k" as following:

Answer:

Amount earned = $151,113

Step-by-step explanation:

Here, we are interested in calculating the banker’s earnings rounded to the nearest dollar;

We proceed as follows; we have the following;

1. Annual salary of $75,000

2. 2.35% on approved loans.

Approved loans = 2.8 million

Commission = 2.35/100 * 2.8 million = $65,800

3. $3.75 for each processed loan application

Total = 2750

Amount = 3.75 * 2750 = $10,312.50

Total amount earned is thus;

$75,000 + $65,800 + $10,312.50 = 151,112.5 = 151,113 to the nearest dollar

Answer:

do r best the answer is i think is $151,113

Step-by-step explanation:

The root of the equation sinx = 2x-3 is 0.8401 (approx).

Given equation is sinx = 2x-3

We need to solve this equation using false position method.

False position method is also known as the regula falsi method.

It is an iterative method used to solve nonlinear equations.

The method is based on the intermediate value theorem.

False position method is a modified version of the bisection method.

The following steps are followed to solve the given equation using the false position method:

1. We will take the end points of the interval a and b in such a way that f(a) and f(b) have opposite signs.

Here, f(x) = sinx - 2x + 3.

2. Calculate the value of c using the following formula: c = [(a*f(b)) - (b*f(a))] / (f(b) - f(a))

3. Evaluate the function at point c and find the sign of f(c).

4. If f(c) is positive, then the root lies between a and c. So, we replace b with c. If f(c) is negative, then the root lies between c and b. So, we replace a with c.

5. Repeat the steps 2 to 4 until we obtain the required accuracy.

Let's solve the given equation using the false position method.

We will take a = 0 and b = 1 because f(0) = 3 and f(1) = -0.1585 have opposite signs.

So, the root lies between 0 and 1.

The calculation is shown in the attached image below.

Therefore, the root of the equation sinx = 2x-3 is 0.8401 (approx).

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Answer:

20

Step-by-step explanation:

He wil be 20 because if his brother is 10 and it says his brothers age is his age but just doubled then it would be 20 example: If bobs brother was 40 then bob would be 80

Answer:

bob would be 20

Step-by-step explanation:

hope this helps <3

a) A linear equation that describes the relationship between the number of buses and the number of vans needed for 120 students is 24x + 8y = 120.

b) If the teachers rent 4 buses, the number of vans they will need to transport all the students is 3.

c) If the teachers rent 6 vans, the number of buses they will need to transport all the students is 3.

d) If the teachers rent only vans, the number of vans needed will be 15.

e) Suppose the teachers rented only buses, the number of buses needed will be 5.

A linear equation is an algebraic equation of the form y = mx+b.

A linear equation involves a constant and a first-order (linear) term, with m as the slope and b as the y-intercept.

The total number of students on the field trip = 120

The number of students a bus can seat = 24

The number of students a van can seat = 8

Let the number of buses = x and the number of vans = y

24x + 8y = 120

b) Renting 4 buses, the number of vans needed:

24(4) + 8y = 120

96 + 8y = 120

8y = 24

y = 3

c) Renting 6 vans, the number of buses will be:

24x + 8(6) = 120

24x = 48 = 120

24x = 72

x = 3

d) Renting only vans, the number needed will be:

24(0) + 8y = 120

8y = 120

y = 15

e) Renting only buses, the number needed will be:

24x + 8(0) = 120

24x = 120

x = 5

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Answer:

i believe it is a or b i am more sure that it is b

Answer:

C

Step-by-step explanation:

Each chart consists of a center line representing the average, an upper line indicating the maximum acceptable deviation upwards, and a lower line indicating the maximum acceptable deviation downwards. These components help analyze data and monitor process performance.Option B,E,F.

Each chart has the following three components:

1. B. A center line representing the average: This line is drawn to show the average value or mean of the data being analyzed. It provides a reference point to compare the data points above and below it.

2. E. An upper line representing the maximum acceptable variation upwards: This line is drawn to indicate the upper limit of acceptable variation or deviation from the average. It helps identify if the data points exceed the acceptable range.

3. F. A lower line representing the maximum acceptable variation downwards: This line is drawn to indicate the lower limit of acceptable variation or deviation from the average. It helps identify if the data points fall below the acceptable range.

These three components together create a control chart, which is a graphical representation used in statistical process control. Control charts help monitor and analyze data over time, allowing organizations to identify trends, detect abnormalities, and make data-driven decisions to improve processes and quality.

In summary, each chart consists of a center line representing the average, an upper line indicating the maximum acceptable deviation upwards, and a lower line indicating the maximum acceptable deviation downwards. These components help analyze data and monitor process performance.

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Answer:

x=-4, y=-1

Step-by-step explanation:

Given the following system of equations, solve the system using elimination.

\(\left \{ {{-2x-y=9} \atop {2x-9y=1}} \right.\)

(1) - Add the equations together

\(\left\begin{array}{ccc}&-2x-y=9\\+&2x-9y=1\end{array}\right\\\\\Longrightarrow -10y=10\\\\\therefore \boxed{y=-1}\)

Notice how the x term was eliminated, hence the name for this method is "elimination."

(2) - Take the value we just found for y and plug it into either of the two equations and solve for x

\(2x-9y=1\\\\\Longrightarrow 2x-9(-1)=1\\\\\Longrightarrow 2x+9=1\\\\\Longrightarrow 2x=-8\\\\\therefore \boxed{x=-4}\)

(3) - Thus, the system is solved. When x=-4, y=-1.

The approximate value of log b to the nearest hundredth is 1.23

Given the following logarithmic expressions

loog(5)b and log(9)48

Determine the value of log(9) 48

log(9)48 = 1.762

Equate log(5) b to 1.762 to log(5)b to determine the value of b

log(5)b = 1.762

b = 5^1.762

b = 17.044

log b = log 17.044 = 1.232

Hence the approximate value of log b to the nearest hundredth is 1.23

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Answer:

B =  1.232

Step-by-step explanation:

Just did it

Answer:

$490

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

Based on your question, the answer is 6.

Answer:

Answer 1 is 56

Answer 2 is 66

Step-by-step explanation:

1. 56/56 * 100 = 100%

2. 66 * 50/100 = 33

Answer:

36x + 60y

explanation:

Answer:

36 x + 60 y

Step-by-step explanation:

Answer:

(a) 0.278

(b) 0.236<p<0.321

Step-by-step explanation:

The explanation is attached below.

You have the following expression:

where

c = -7.6

d = -8.2

reaplace the previous values into the given expression, and simplify, as follow:

where it has been taken into account the law of signs.

Then, the anwe

Answer:

x=3

Step-by-step explanation:

Hope this help and plz give me brainlist.

Answer:   x=3

Step-by-step explanation:   cuz Im know how to solve for x.    Hope its good!

Question 1

Let \(x=18\) and \(y=25\). Then, we are required to compute:

\((x+y)^3 -x^3-y^3=x^3 +3x^2 y+3y^2 x+y^3-x^3-y^3=3xy(x+y)=\boxed{58050}\)

Question 2

Using the remainder theorem, the remainder is equal to \(x^4 -x^3 +2x+1\) computed at \(x=-1/2\). Doing so yields \((-1/2)^4 -(-1/2)^3 +2(-1/2)+1=\boxed{3/16}\)

Question 3

Using the factor theorem, the polynomial \(x^3 -2kx^2 +x+3\) should equal zero when evaluated at \(x=1\).

\(\implies 1-2k+1+3=0 \implies k=\boxed{5/2}\)

The volume of oil exiting the pipe is approximately 100 cu in/hr, 2,400 cu in/day, and 1.39 cu ft/day when converting cu in/day to cubic feet per day.



To calculate the volume of oil exiting the pipe every hour, you would need to know the flow rate of the oil in cubic inches per hour. Let's assume the flow rate is 100 cubic inches per hour.To find the volume of oil exiting the pipe every day, you would multiply the flow rate by the number of hours in a day. There are 24 hours in a day, so the volume of oil exiting the pipe every day would be 100 cubic inches per hour multiplied by 24 hours, which equals 2,400 cubic inches per day.

To convert the volume from cubic inches per day to cubic feet per day, you would need to divide the volume in cubic inches by the number of cubic inches in a cubic foot. There are 1,728 cubic inches in a cubic foot. So, dividing 2,400 cubic inches per day by 1,728 cubic inches per cubic foot, we get approximately 1.39 cubic feet per day.

Therefore, the volume of oil exiting the pipe is approximately 100 cubic inches per hour, 2,400 cubic inches per day, and 1.39 cubic feet per day.

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The solutions to sin(x/2) + cos(x) - 1 = 0 is option B: {60°, 300°}.

To solve sin(x/2) + cos(x) – 1 = 0, we can use the identity as follows:

Cos(2a) = 1 - 2sin²

(a) to rewrite cos(x) as 1 - 2sin²(x/2).

Substituting this into the original equation gives us sin(x/2) + (1 - 2sin²(x/2)) - 1 = 0.

Simplifying this expression yields 2sin⁴(x/2) - 2sin²(x/2) = 0 1.

Factoring out sin²(x/2), we get:

sin²(x/2[(2sin² (x/2) - 2] = 0.

Therefore, either sin²(x/2) = 0 or sin²(x/2) = 1/ √(2).

Solving these equations gives us {0, 180°, 360°} and {45°, 135°, 225°, 315°} respectively. However, we need to check which of these solutions satisfy the original equation.

Substituting each solution into the original equation shows that only {60°, 300°} satisfy it 21. Therefore, option b is correct.

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Answer:

91m

Step-by-step explanation:

because the formulae of distance is speed times the given time

I.e. d=s*t

s= speed =7 m/s

t = time = 13 sec

Subway ridership data can reveal useful patterns through calculations with multiple operators, informing decisions about infrastructure and scheduling to better serve riders' needs.

The subway ridership dataset can reveal a wealth of information through calculations with multiple operators. One such calculation is the average increase or decrease in ridership during specific time intervals. By comparing ridership during peak and off-peak hours or weekdays versus weekends, it is possible to determine when the subway system is busiest and when it is underutilized.

Another useful calculation is the average percentage change in ridership between different stations or subway lines. This can help identify the most popular stations or lines and can inform decisions about where to allocate resources and infrastructure improvements.

Additionally, it is possible to explore the correlation between ridership and other factors such as weather, events, or holidays. By analyzing how ridership fluctuates in response to external factors, transportation planners can adjust schedules and routes to better serve the needs of riders.

Calculations with multiple operators can also reveal patterns in ridership based on time of year or day of the week. By analyzing the average change in ridership on different days or months, transportation planners can make informed decisions about scheduling and staffing.

Finally, regression analysis can be used to identify the overall trend in ridership over time. By examining long-term ridership trends, transportation planners can identify areas for improvement and plan for future infrastructure projects to better meet the needs of subway riders.

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Answer:

2,9457

Step-by-step explanation:

100+7% = 1.07

(1.07)^50 = 29.45702506

y = 1000(29.46)

y = 29,460

The value of the angle x is 18. 4°

it is important to note the six types of trigonometric identities, they are;

sin θ = opposite/hypotenuse

cos θ = adjacent/hypotenuse

tan θ = opposite/adjacent

From the diagram shown, we have the opposite and adjacent sides, then;

tan x = 4/12

Divide the values

tan x = 0. 3333

take the tangent inverse of the value

x = 18. 4°

Hence, the value is 18. 4°

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Answer:

Option D

Step-by-step explanation:

Using the surd law :

\(\sqrt{ab} = \sqrt{a}\sqrt{b}\)

We can find the largest square number that goes into 75 :

Let's write the multiples of 75 :

1 , 75

3 , 25

5 , 15

The only square number is 25

So using the law mentioned above we split √75 into :

√25√3

The square root of 25 is 5

Now we have our final answer of 5√3

Hope this helped and have a good day

The simplified form of expression √75 is 5√3.

Option D is the correct answer.

We have,

To simplify √75, we can factor it into its prime factors and then take the square root:

√75 = √(3 * 5 * 5)

= √(3 x 5²)

Take out the perfect square factor from under the square root:

= √3 x √5²

= √3 x 5

= 5√3

Thus,

The simplified form of expression √75 is 5√3 which is option D.

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