Robert sold 6 more magazine subscriptions the second week than he sold the first week. He sold twice as many the third week as he sold the first. If he sold 94 magazine subscriptions in all, how many did he sell the second week?

The answer is B: 1/16

Answer:

The ratio of 2 times x minus three to 5

Step-by-step explanation:

Fractions can be represented as ratios: for instance, X/Y can be represented as x : y

Answer:

1. 54

2. 1/5

Question 1: Add the amount of boys and girls to find the answer.

24 + 30 = 54.

Question 2: See how many times 54 goes in to 330 to find the fraction.

1/5

The answers are 54 and 1/5. Hope this helped!

Answer:

the total number of students is 24+30=54

54/330

Step-by-step explanation:

Answer:

he first step is to write the ratios as fractions.

The next step is to use a  

✔ common denominator

to rewrite the fractions.

Finally, compare the  

✔ numerators

to help you order the ratios.

Step-by-step explanation:

1. Common denominator

2. Numerators

Answer:

6 books each month

Step-by-step explanation:

12 divided by 2 equals 6

Answer:

Step-by-step explanation:

You have to know how negative exponents "work" to understand this concept.

\(\frac{1}{10}=10^{-1\) because if you want to make a negative exponent positive you put what the exponent is on under a 1. It follows then that you can go backwards from that and rewrite positive fractions with negative exponents.

Answer:

20

Step-by-step explanation:

To determine the number of 9s between 1 and 100, we can consider the numbers from 1 to 99 since we want to exclude 100.

In the range from 1 to 99, we can observe the following patterns:

There is one 9 in each of the units' places (9, 19, 29, ..., 89, 99), giving us 10 occurrences.

There is one 9 in each of the tens' places (90, 91, 92, ..., 99), giving us 10 occurrences.

Therefore, there are a total of 10 + 10 = 20 occurrences of the digit 9 between 1 and 100.

Answer:

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

Step-by-step explanation:

Look at the first part. There are three boxes with "x" in them and 2 boxes with "-1" in them.

Since there are three boxes with "x", that means that the first number in the equation will be 3x, making A and B incorrect answers.

Now look at the two "-1" boxes. If the answer was C, then the boxes would be yellow and have 1 on it like the ones on the right, making C an incorrect answer.

This leaves you with D, or 3x + (-2) = 2x + 4

Hope this helped!

Answer:

15.9

Step-by-step explanation:

I don't know if this is right I'm sorry if it isn't.

15×0.06=0.9

15+0.9= 15.9

Again I am sorry if it is not right, please let me know if it was right

Answer:

The rate of change of the height is 0.021 meters per minute

Step-by-step explanation:

From the formula

\(V = \frac{1}{3}\pi r^{2}h\)

Differentiate the equation with respect to time t, such that

\(\frac{d}{dt} (V) = \frac{d}{dt} (\frac{1}{3}\pi r^{2}h)\)

\(\frac{dV}{dt} = \frac{1}{3}\pi \frac{d}{dt} (r^{2}h)\)

To differentiate the product,

Let r² = u, so that

\(\frac{dV}{dt} = \frac{1}{3}\pi \frac{d}{dt} (uh)\)

Then, using product rule

\(\frac{dV}{dt} = \frac{1}{3}\pi [u\frac{dh}{dt} + h\frac{du}{dt}]\)

Since \(u = r^{2}\)

Then, \(\frac{du}{dr} = 2r\)

Using the Chain's rule

\(\frac{du}{dt} = \frac{du}{dr} \times \frac{dr}{dt}\)

∴ \(\frac{dV}{dt} = \frac{1}{3}\pi [u\frac{dh}{dt} + h(\frac{du}{dr} \times \frac{dr}{dt})]\)

Then,

\(\frac{dV}{dt} = \frac{1}{3}\pi [r^{2} \frac{dh}{dt} + h(2r) \frac{dr}{dt}]\)

Now,

From the question

\(\frac{dr}{dt} = 7 m/min\)

\(\frac{dV}{dt} = 236 m^{3}/min\)

At the instant when \(r = 99 m\)

and \(V = 180 m^{3}\)

We will determine the value of h, using

\(V = \frac{1}{3}\pi r^{2}h\)

\(180 = \frac{1}{3}\pi (99)^{2}h\)

\(180 \times 3 = 9801\pi h\)

\(h =\frac{540}{9801\pi }\)

\(h =\frac{20}{363\pi }\)

Now, Putting the parameters into the equation

\(\frac{dV}{dt} = \frac{1}{3}\pi [r^{2} \frac{dh}{dt} + h(2r) \frac{dr}{dt}]\)

\(236 = \frac{1}{3}\pi [(99)^{2} \frac{dh}{dt} + (\frac{20}{363\pi }) (2(99)) (7)]\)

\(236 \times 3 = \pi [9801 \frac{dh}{dt} + (\frac{20}{363\pi }) 1386]\)

\(708 = 9801\pi \frac{dh}{dt} + \frac{27720}{363}\)

\(708 = 30790.75 \frac{dh}{dt} + 76.36\)

\(708 - 76.36 = 30790.75\frac{dh}{dt}\)

\(631.64 = 30790.75\frac{dh}{dt}\)

\(\frac{dh}{dt}= \frac{631.64}{30790.75}\)

\(\frac{dh}{dt} = 0.021 m/min\)

Hence, the rate of change of the height is 0.021 meters per minute.

Answer:

y<1/2+2

Step-by-step explanation:

Answer:

I think the answer is A because I learned about slope last year

Answer:

Step-by-step explanation:

9c+63

You multiply the nine to every number in the parentheses

Answer:

Step-by-step explanation:

here we have the expression 9(3+c+4) which is the same as 9(c+7) using the Distributive Property we get 9c+63 becasue a(b+c) is the same as ab+ac.

All three options involve conducting a survey using random sampling, which is the most appropriate method for creating an estimate of the percentage of district residents who support the building of a new middle school. The correct answer would be A, B, or C, depending on the availability of resources.

The most appropriate method for creating an estimate of the percentage of district residents who support the building of a new middle school would likely be a survey using random sampling.

Random sampling is a statistical method in which a representative sample of a larger population is selected, in order to make inferences about the population as a whole. When conducting a survey, random sampling helps to ensure that the sample is representative of the population, reducing the potential for bias.

There are several different types of surveys that could be used to estimate the level of support for a new middle school, including telephone surveys, online surveys, and in-person surveys.

Complete question:

The superintendent of a large school district wants to estimate the percentage of district residents who support the building of a new middle school. To gather data, the superintendent will select a random sample of district residents. What is the most appropriate method for the superintendent to estimate the percentage of district residents who support the building of a new middle school?

A. Telephone survey using random sampling

B. Online survey using random sampling

C. In-person survey using random sampling

D. Observing the behavior of district residents

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Answer:

D

Step-by-step explanation:

Answer:

The mean is 25 and the median is 23

Answer:

Multiply bye 1000

Step-by-step explanation:

The probability of Shaq making a basketball shot is approximately 0.615 or 61.5%.

The number of likely outcomes divided by the total number of outcomes determines the likelihood that an event will occur.

In this case, the event we are interested in is Shaq making a basketball shot.

The number of favorable outcomes is the number of shots that Shaq made, which is 8.

The total number of possible outcomes is the total number of shots that Shaq took, which is 13 (since he made 8 shots and missed 5).

To find the probability of Shaq making a basketball shot, we need to know the total number of shots he took and the number of shots he made.

The total number of shots Shaq took is \(8 + 5 = 13\)

(since he made 8 shots and missed 5).

Therefore, the probability of Shaq making a basketball shot is:

total rounds fired / total shots made

\(= 8 / 13\)

\(= 0.615 or 61.5%\)

So the probability of Shaq making a basketball shot is approximately 0.615 or 61.5%.

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The integral of (42³ - 2r + 7) dz is equal to (42³ - 2r + 7)z + C.

To integrate the function (42³ - 2r + 7) dz, we treat r as a constant and integrate with respect to z. The integral of a constant with respect to z is simply the constant multiplied by z:

∫ (42³ - 2r + 7) dz = (42³ - 2r + 7)z + C

where C is the constant of integration.

Note: The integral of a constant term (such as 7) with respect to any variable is simply the constant multiplied by the variable. In this case, the variable is z.

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The solution is: x = 10/3 hours

What is the equations with one variable?

An equation with one variable is a mathematical statement that involves an unknown quantity represented by a letter, usually x, and an equal sign, where the expressions on both sides of the equal sign have the same value.

We need to set up an equation using the given information to solve for x.

Let's start with Dwayne's formula:

Cost = 30x + 50

And Ivor's formula:

Cost = 45x

Since a job of x hours costs the same for both Dwayne and Ivor, we can set their formulas equal to each other:

30x + 50 = 45x

Simplifying and solving for x:

50 = 15x

x = 50/15

x = 10/3 hours

Therefore, the solution is: x = 10/3 hours

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Answer:

D. 17/7

Step-by-step explanation:

Let's make 2 3/7 into an improper fraction. We first multiply the 2 to 7 and then add the 3. So 2 x 7 = 14, 14 + 3 = 17. The denominator always stays the same. Therefore our answer is 17/7

Answer:

D:17/7

Step-by-step explanation:

2×3/7

=(7×2+3)/7

=17/7

Answer:

Are there options ??

Step-by-step explanation:

To find an equation in general form for the plane passing through the point (-2, -3, 3) that is perpendicular to the line L(t) = (3t - 3, -5 - t, -5t), we need to determine the normal vector of the plane.

The line L(t) is given by the parametric equations: x = 3t - 3, y = -5 - t, z = -5t.The direction vector of the line is (3, -1, -5), which represents the coefficients of t in the parametric equations.

To find the normal vector of the plane perpendicular to the line, we take the coefficients of t and change their signs, resulting in (-3, 1, 5). This vector is perpendicular to the line and thus represents the normal vector of the plane.

Now we can use the point-normal form of the equation of a plane to find the equation. The equation is given by:

-3(x - (-2)) + 1(y - (-3)) + 5(z - 3) = 0

Simplifying the equation:

-3x + 6 + y + 3 + 5z - 15 = 0

-3x + y + 5z - 6 = 0

Finally, rearranging the terms to match the general form of a plane equation:

-3x + y + 5z = 6

Therefore, an equation in general form for the plane passing through the point (-2, -3, 3) and perpendicular to the line L(t) = (3t - 3, -5 - t, -5t) is -3x + y + 5z = 6.

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The conditioned response (CR) in this scenario is the feeling of illness that Jack experiences whenever he sees bread. It is a learned response that has been associated with the moldy bread incident and has become triggered by the sight of bread.

When Jack unknowingly ate the sandwich with moldy bread, he formed an association between the moldy bread and feeling ill. This association was established through classical conditioning, where an unconditioned stimulus (the moldy bread) became paired with an unconditioned response (feeling ill) due to its natural properties.

Over time, this association became learned, and the bread itself became a conditioned stimulus (CS).

As a result, whenever Jack now sees bread, the conditioned stimulus (CS), it triggers the conditioned response (CR) of feeling ill.

The association between the moldy bread and feeling ill has been generalized to bread in general, leading to the automatic and involuntary response.

The CR in this scenario demonstrates the power of conditioning and how an initially neutral stimulus (bread) can come to evoke a response (feeling ill) due to its association with an aversive experience (eating moldy bread).

This learned response can persist even after the initial incident and continue to affect Jack's emotional and physiological reactions to bread in the future.

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Answer: the answer is A) AC~=FC

Step-by-step explanation:

to answer that both triangles are congruent using SSS (Side-side-side) postulate, you have to show that each corresponding side is the same.

The length is the unknown side increases while keeping the known side lengths fixed, the measurement of angle Z will increase. So, the triangle will not fit the given conditions anymore.

The properties of the triangle are: The sum of all the angles of a triangle (of all types) is equal to 180°. The sum of the length of the two sides of a triangle is greater than the length of the third side. In the same way, the difference between the two sides of a triangle is less than the length of the third side.

Given,  two sides and the angle opposite one of the sides. Under Sides, enter 9 for a and 6 for b. Under Angles, enter 30 for B.

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Complete question:

Depending on a given set of conditions and the properties of triangles, any of these four outcomes is possible when constructing triangles:

No triangles fit the condition.

One unique triangle fits the condition.

Two triangles fit the condition.

Infinitely many triangles fit the condition.

Complete the steps below to find the number of triangles that can be constructed based on the following conditions: one side measures 7 centimeters, another side measures 9 centimeters, and the angle between them measures 74°.

Part A

What does the dotted line in the diagram represent?

Part B

Now think about changing the triangle. What happens to angle Z if the unknown side length increases while keeping the known side lengths (XZ and ZY) the same? Will the triangle still fit the given conditions?

Part C

What happens to angle Z if the unknown side length decreases while keeping the known side lengths (XZ and YZ) the same? Will the triangle still fit the given conditions?

Part D

Based on your conclusions in parts B and C, can the length of the unknown side be changed in any way without changing the given conditions for the triangle?

Part E

You know the given conditions for the triangle are fixed. You also know the unknown side length is fixed. What does this tell you about the two angles adjacent to the unknown side?

Part F

From your conclusions in part E, how many triangles can be constructed based on the given conditions?

art G

Let c be the unknown side of the triangle. Use this triangle calculator to solve for c. Under Sides, enter 7 for side a and 9 for side b. Under Angles, enter 74 for angle C. Click Calculate once you have entered the information. What is the length of side c?

Part H

Now try to construct a triangle using a different set of measurements. This time, you’ll enter three angle measurements. Return to the Calculator tab, and click the Clear button to begin a new calculation.

Under Angles, enter 45 for A, 40 for B, and 95 for C. Then click Calculate. What happened? What message did the tool deliver? Explain the message in terms of the properties of a triangle and the given angles.

Part I

Click Clear in the tool to begin a new calculation. This time, you’ll check for valid triangles given two sides and the angle opposite one of the sides.

Under Sides, enter 9 for a and 6 for b. Under Angles, enter 30 for B. Then click Calculate. What happened? What message did the tool deliver? Click “Show other solution” in the tool and explain the message in terms of the angle measurements and the given information.

Answer:

13 + 2n

Step-by-step explanation: