Stuck on this problem.. Help needed! (will mark as brainliest)

Answer:92.4

Step-by-step explanation:

4x+7x=132

10x=132

x=132/10

x=13.2

4x=4×13.2

=52.8

5x=7×13.2

=92.4

Answer:P(milk) 5/18 - 27% ----------- P(not milk) 13/18- 73%

Step-by-step explanation:

total chocolates in the bag= 18   (5 milk chocolates + 13 dark chocolates= 18 chocolates in total)

to find percentages divide numerator by denominator ( 5/18 = 27%) (13/18=73%)

P(milk) - 27% chance you will get milk chocolate

P(not milk) 73% chance you will get dark chocolate

It is more likey to get dark chocolate

Answer:

1/  17 cookies in each row

2/  68 cookies in a package

Step-by-step explanation:

We know

The package of Oreos has 51 cookies

1/

If there are 3 rows of Oreos in each package, how many cookies are in each row?

51 / 3 = 17 cookies

So, there are 17 cookies in each row.

2/

If there were four rows of cookies, how many cookies would be in a package?

We know each row has 17 cookies

17 x 4 = 68 cookies

So, there are 68 cookies in a package.

Answer:

$42

Step-by-step explanation:

Answer:

On a coordinate plane, solid circles appear at the following points: (negative 4, negative 4), (negative 2, 2), (1, 1), (2, negative 5), (4, negative 3), (4, 4).

Step-by-step explanation:

Answer:

250 hours

Step-by-step explanation:

Jeez can Marriyam get some more money per hour?

Ok, Marriyam is given 75 dollars so she only need to pay 325-75 = $250.

Since Marriyam earns 1 dollar an hour she need to work 250 hours.

Hopefully that helps.

If her job pays I dollars per hour, 250 hours does she need to work to buy the skateboard.

In algebra, an equation can be defined as a mathematical statement consisting of an equal symbol between two algebraic expressions that have the same value.

Marriyam was given $75 for a birthday present.

She's going to use that gift, plus the earnings from her summer job, to buy a skateboard that costs $325.

The amount left she has to earn is;

= 325 - 75 = $250

If her job pays I dollars per hour, how many hours does she need to work to buy the skateboard is;

\(= 1\times 250\\\\=250\)

Hence, If her job pays I dollars per hour, 250 hours does she need to work to buy the skateboard.

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The average amount Rebecca pays for electricity based on the given data is $124.60.

To calculate the average, we add up the amounts she paid in each month and then divide by the total number of months. In this case, the sum of her payments is $135 + $129 + $99 + $120 + $140 = $623. Dividing this sum by the total number of months (5), we get an average of $623 / 5 = $124.60. Calculating the average helps us determine the typical amount Rebecca pays for electricity based on the given data. It provides an overall picture of her average expenses in the specified period.

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Answer: 1/7

Step-by-step explanation:

There are total of 7 gloves

There is 1 black glove

So take 1 divided by 7

The Fraction is 1/7

Answer

20.1°C

Step-by-step explanation:

-12.6 °C - 7.5 °C =-20.1°C

Answer:

the initial temperature= -12.6⁰c

change in temperature= 7.5⁰c

the final velocity = x

-12.6-7.5=x

-20.1=x

so therefore the final temperature is -20.1

Answer:

16 (well, more like 15.99)

Step-by-step explanation:

\( \sqrt{((200.96 \times 4) \div 3.14)} \)

Answer:

49x

Step-by-step explanation:

Answer:

-49x

Step-by-step explanation:

-11 2/3x (-4 1/5)

= -49x

Answer:

likes

=0.420+0.034(views) (B) on khan academy

Step-by-step explanation:

The length of the road that connects the service station with Cray is 46.2 mi.

We need to apply the principle of similar triangles to obtain the length of the road that will connect the service station with Cray as shown in the image attached.

Hence;

The distance between Alba and Blare = 130 mi

The distance between Alba and Cray = 120 mi

Road connecting the service station with Cray =x

And;

120/130 = x/50

x =  46.2 mi

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Chocolate = 18%

Vanilla = 25%

Strawberry = 12%

Mint Chip = 10%

Other = 35%

The explanation for me getting these exact percentages is because of the formulas given for calculating the percentages from specific numbers and real world problems like this. When you are trying to find the calculation precentages of these types of questions, you divide the number by the total surveyed and multiple by 100.

Example:

125 / 500 = 0.25

0.25 x 100 = 25%

So, this is also how I got the other numbers, just change the "125" to the other numbers.

The experimental probability of each outcome in the sample space are:

P(chocolate) = 18%, P(strawberry) = 12%, P(vanilla ) = 25%, P(mint chip) = 10% and P(other) = 35%

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1. Mathematics has incorporated probability to forecast the likelihood of various events.

The degree to which something is likely to happen is basically what probability means.

Flavor               Number of people

chocolate                  90

strawberry                 60

vanilla                        125

mint chip                    50

other                          175

So, the Experimental probability are:

P(chocolate)= 90/ 500 x 100 = 18%

P(strawberry) = 60/ 500 x 100 = 12%

P(vanilla ) = 125/ 500 x 100 = 25%

P(mint chip) = 50/ 500 x 100 = 10%

P(other) = 175/ 500 x 100 = 35%

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This quadratic equation has a negative coefficient of (-16)2 - 4(2)(36) = -64. The line y = -x + 9 is not intersecting the circle (x - 4)2 + (y - 2)2 = 64 at any other location, proving that the quadratic has no real roots.

The equals sign (=) is used in mathematical equations to denote equality between two assertions. A mathematical statement that establishes the equality of two mathematical expressions is known as an equation in mathematics. For instance, the equal sign places a space between the integers in the equation 3x + 5 = 14. The relationship between the two lines on either side of a character can be expressed mathematically. Frequently, the logo and the specific component of software are the same. such as, for example, 2x - 4 = 2.

The tangent line has a slope of -1/1 = -1 because the radius through point (6,4) has a slope of (4-2)/(6-4) = 1

(x - 4)^2 + (-x + 8)^2 = 64

By enlarging and condensing, we obtain:

2x^2 - 16x + 36 = 0

This quadratic equation has a negative coefficient of (-16)2 - 4(2)(36) = -64. The line y = -x + 9 is not intersecting the circle (x - 4)2 + (y - 2)2 = 64 at any other location, proving that the quadratic has no real roots.

The line must be tangent to the circle at the place because it does not cross the circle at any other points. (6,4). As a result, we can say that the circle (x - 4)2 + (y - 2)2 = 64 at the position on the line y = -x + 9 is tangent to it. (6,4).

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For this exercise you need to use the following formula to calculate the Percent of Increase:

In this case, you can identify that (according to the information given in the exercise):

Therefore, you can substitute values into the formula and evaluate. The result is:

The answer is: 95%

Answer: -2

(I hope this is what you meant)

Hope this helps!

Step-by-step explanation:

The equation log328 is c.3/5 32 is 8.

The following examples illustrate how to express numbers raised to specific powers of their prime factors in order to write them in exponential form,

8 = 2 × 2 × 2 = 23. Therefore, the exponential form of 8 can be written as 2.... 72 = 2 2 2 3 3 = 23 32.... 121 = 112.

First, isolate the exponential expression. Step 2: Take the natural log from both sides. Step 3: Extract the x from the exponent using the properties of logs. Solve for x in step four.

The following examples illustrate how to express numbers raised to specific powers of their prime factors in order to write them in exponential form:

8 = 2 × 2 × 2 = 23. Therefore, the exponential form of 8 can be written as 2.... 72 = 2 2 2 3 3 = 23 32.... 121 = 112.              

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Answer:

The answer is 45 inches².

Step-by-step explanation:

First, you have to find the area of each triangle:

\(area = \frac{1}{2} \times base \times height\)

\(let \: base = 3 \\ let \: height = 6\)

\(area = \frac{1}{2} \times 3 \times 6\)

\(area = \frac{1}{2} \times 18\)

\(area = 9 \: \: {inches}^{2} \)

Assuming that the formula for surface area of pyramid is Surface area = base area(area of square) × 4(area of triangle):

\(base \: area = 3 \times 3 = 9\)

\(area \: of \: triangle = 9\)

\(s.a = 9 + 4(9)\)

\(s.a = 9 + 36\)

\(s.a = 45 \: \: {inches}^{2} \)

y = 4(0.5)ˣ is the equation for the function that model the data

A. Exponential model is the model that best describes the data because there is a huge increase in the value of y as x decreases

B. The general form of the exponential function is y = abˣ

From the table, when x = 0, y = 4. Substitute the values into the function:

y = abˣ

4 = ab⁰             (Note: b⁰ = 1)

4 = a(1)

4 = a

a = 4

Also, from the table, when x = 1, y = 2. Substitute the values into the function:

2 = 4 × b¹

2 = 4b

4b = 2

b = 2/4 = 0.5

We can now write the exponential function for the data:

y = abˣ

y = 4(0.5)ˣ

Therefore, the equation for the function that model the data is y = 4(0.5)ˣ

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assistant professors on the business faculty at state-supported institutions in Ohio make, on average, between $69,263 and $74,737 for nine months.

In Ohio's state-supported institutions, the

average incom for a sample of assistant professors in the business faculty for nine months is $72,000.

Since the sample size is unknown, it is difficult to draw any definitive conclusions based on this statistic

. However, we can use this mean to estimate the probable range of incomes for assistant professors at these institutions by calculating a confidence interval.For example, if we use a 95 percent confidence level, we can assume that the real average income for assistant professors in the business faculty at Ohio's state-supported institutions falls within a certain range of values

. Based on the sample mean of $72,000 and a standard deviation of $5,000, the 95 percent confidence interval is $69,263 to $74,737. This means that we are 95 percent confident that the real average income for assistant professors falls within this range.The interval reflects the range of values that the true average could fall within, given the uncertainty of the sample data.

Therefore, we can infer that assistant professors on the business faculty at state-supported institutions in Ohio make, on average, between $69,263 and $74,737 for nine months.

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The mean income for sample assistant professors on the business faculty at state-supported institutions in Ohio is $72,000 for 9 months.

Based on the information provided, the mean income for sample assistant professors on the business faculty at state-supported institutions in Ohio is $72,000 for 9 months.

To better understand this, let's break it down step by step:

1. The mean income refers to the average income earned by assistant professors on the business faculty in Ohio.
2. The sample represents a group of assistant professors who were surveyed or studied.
3. The business faculty refers to the department or area of expertise these assistant professors specialize in.
4. State-supported institutions in Ohio are public universities or colleges that receive funding from the state government.
5. The $72,000 represents the average income earned by assistant professors on the business faculty in Ohio over a period of 9 months. It does not include income earned during the summer months.
6. It's important to note that this figure may vary for different individuals based on factors such as experience, qualifications, and position within the faculty.

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Answer:

I would rename the trapezoid. I would rename it a semi-hexagon, because it is basically half of a hexagon.

Answer:

(for angles laying on the same line, there sum is always supplementary)

(21x+3)° + (14x+2)° = 180°

21x + 3 + 14x + 2 = 180

35x + 5 = 180

35x = 180 - 5

35x = 175

x = 175 / 35

x = 5

larger angle = 108°

21x + 3

= 21 × 5 + 3

= 105 + 3

= 108°

smaller angle = 72°

14x + 2

= 14 × 5 + 2

= 70 + 2

= 72°

Step-by-step explanation:

brainliest plz

Answer:

Just as the square root is a number that, when squared, gives the radicand, the cube root is a number that, when cubed, gives the radicand. Cubing a number is the same as taking it to the third power: 23 is 2 cubed, so the cube root of 23 is 2.

Step-by-step explanation:

there i hope you understood

The graphs of Square root function only continues in one direction forever whereas the cube root function continues in two directions forever.

"The principal square root function \(f(x) = \sqrt{x}\) (usually just referred to as the "square root function") is a function that maps the set of non negative real numbers onto itself."

"The cube root function \(f(x) = \sqrt[3]{x}\)  is a continuous function, with no start or end point. Its domain is all real numbers."

The similarities  in the graphs of square root function and cube root function are positive function (0,∞), x-intercept: intersects x-axis at (0, 0)

y-intercept: intersects y-axis at (0, 0).

The square root function only utilizes the positive square root. If both positive and negative square root values were used, it would not be a function. The cube root function can process  both positive and negative values.

Hence, the graphs of Square root function only continues in one direction forever whereas the cube root function continues in two directions forever.

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This standardized test, the low value for the 95% data range is 70.4 and the high value is 95.6.

The empirical rule states that for a normally distributed data set, approximately 68% of the data falls within one standard deviation of the mean, 95% falls within two standard deviations, and 99.7% falls within three standard deviations.

In this case, the mean score is 83 and the standard deviation is 6.3.

To find the low and high values for the 95% data range, we need to calculate two standard deviations and subtract/add them to the mean.

Two standard deviations would be 2 * 6.3 = 12.6.

Subtracting 12.6 from the mean gives us

83 - 12.6 = 70.4,

which is the low value for the 95% data range. Adding 12.6 to the mean gives us

83 + 12.6 = 95.6,

which is the high value for the 95% data range.

In conclusion, for this standardized test, the low value for the 95% data range is 70.4 and the high value is 95.6.

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1   Y is distributed as N(aμ + b, a^2σ^2), as desired.

2  We have shown that under these conditions, E[XY] = E[X]E[Y].

To prove that Y is distributed as N(aμ + b, a^2σ^2), we need to show that the mean and variance of Y match those of a normal distribution with parameters aμ + b and a^2σ^2, respectively.

First, let's find the mean of Y:

E(Y) = E(aX + b) = aE(X) + b = aμ + b

Next, let's find the variance of Y:

Var(Y) = Var(aX + b) = a^2Var(X) = a^2σ^2

Therefore, Y is distributed as N(aμ + b, a^2σ^2), as desired.

We can use the definition of covariance to prove that E[XY] = E[X]E[Y]. By the properties of expected value, we know that:

E[XY] = ∫∫ xy f(x,y) dxdy

where f(x,y) is the joint probability density function of X and Y.

Then, we can use the fact that X and Y are independent to simplify the expression:

E[XY] = ∫∫ xy f(x) f(y) dxdy

= ∫ x f(x) dx ∫ y f(y) dy

= E[X]E[Y]

where f(x) and f(y) are the marginal probability density functions of X and Y, respectively.

Therefore, we have shown that under these conditions, E[XY] = E[X]E[Y].

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We can conclude that the critical t-value that corresponds to 99% confidence and 8 degrees of freedom is approximately 3.355. This means that if we conduct a t-test with these parameters and obtain a t-statistic greater than 3.355 or less than -3.355, we would reject the null hypothesis at the 99% confidence level.

To find the critical t-value that corresponds to 99% confidence and 8 degrees of freedom, we can use a t-distribution table or a calculator.

Using a t-distribution table, we can locate the row for 8 degrees of freedom and the column for a two-tailed 0.01 (1% divided by 2) significance level. The intersection of these values gives us a critical t-value of approximately 3.355.

Alternatively, we can use a calculator or software that has a built-in function for finding critical t-values. For example, using the function TINV(0.01,8) in Microsoft Excel, we get a critical t-value of approximately 3.355.

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Using addition and subtraction of the fractions with different denominators, we have the following:

1) 13/8

2)  1/8

3) 73/36

4) 29/35

5) 55/216

6) 43/48

7) 5/72

8) 13/8

9) 145/36

10) 275/56

11) 71/70

12) 3/7

For addition and subtraction of fractions with different denominators, we shall first find a common denominator by finding their LCM (Lowest Common Denominator):

1) 7/8 + 3/4:

LCM (the least common multiple) of 8 and 4 is 8.

Next, convert the fractions to get a common denominator:

7/8 + 3/4 = (7/8) + (3/4 * 2/2) = 7/8 + 6/8 = (7 + 6)/8 = 13/8.

2) 7/8 - 3/4:

The LCM of 8 and 4 is 8:

7/8 - 3/4 = (7/8) - (3/4 * 2/2) = 7/8 - 6/8 = (7 - 6)/8 = 1/8.

3) 1 1/12 + 17/18:

First, convert the mixed fraction to an improper fraction.

1 1/12 = (12/12 + 1/12) = 13/12

Find a common denominator for 12 and 18, which is 36.

13/12 + 17/18 = (13/12 * 3/3) + (17/18 * 2/2)

= 39/36 + 34/36 = (39 + 34)/36 = 73/36

4) 3/7 + 2/5:

3/7 + 2/5 = (3/7 * 5/5) + (2/5 * 7/7)

= 15/35 + 14/35 = (15 + 14)/35 = 29/35

5) 15/24 - 10/27 :

15/24 - 10/27 = (15/24 * 9/9) - (10/27 * 8/8)

= 135/216 - 80/216 = (135 - 80)/216 = 55/216

6) 7/12 + 5/16 :

7/12 + 5/16 = (7/12 * 4/4) + (5/16 * 3/3) = 28/48 + 15/48 = (28 + 15)/48 = 43/48

7) 15/27 - 5/24:

15/27 - 5/24 = (15/27 * 8/8) - (5/24 * 9/9) = 120/216 - 45/216 =

(120 - 45)/216 = 75/216 = 5/72

8) 1 1/4 + 3/8 :

1 1/4 = (4/4 + 1/4) =

5/4 + 3/8 = (5/4 * 2/2) + (3/8 * 1/1) = 10/8 + 3/8 = (10 + 3)/8 = 13/8

9) 11/4 + 23/18:

11/4 + 23/18 = (11/4 * 9/9) + (23/18 * 2/2)

= 99/36 + 46/36 = (99 + 46)/36 = 145/36

10) 29/8 + 9/7:

29/8 + 9/7 = (29/8 * 7/7) + (9/7 * 8/8)

= 203/56 + 72/56 = (203 + 72)/56 = 275/56

11) 2 13/35 - 1 5/14:

2 13/35 = (2 * 35/35) + 13/35 = 70/35 + 13/35 = 83/35

1 5/14 = (1 * 14/14) + 5/14 = 14/14 + 5/14 = 19/14

83/35 - 19/14 = (83/35 * 2/2) - (19/14 * 5/5)

= 166/70 - 95/70 = (166 - 95)/70 = 71/70

12) 2/3 + 1/21 - 2/7:

2/3 + 1/21 - 2/7 = (2/3 * 7/7) + (1/21 * 1/1) - (2/7 * 3/3)

= 14/21 + 1/21 - 6/21 = (14 + 1 - 6)/21

= 9/21 = 3/7

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Here the observed value for the appropriate test statistic is approximately 3.13 that is, option c.

In this scenario, Tamara Hill is comparing the price variance of the S&P 500 index (population 1) to the price variance of XYC common (population 2) to determine if the XYC common stock can be considered a 'low risk' issue.

To conduct the hypothesis test, we can use the F-test, which compares the variances of two populations. The test statistic for the F-test is calculated by dividing the sample variance of population 1 by the sample variance of population 2.

Given that the price variance for the S&P 500 index (population 1) is 25 and the price variance for XYC common (population 2) is 8, we can calculate the observed value for the test statistic as follows:

Test Statistic = (Sample Variance of Population 1) / (Sample Variance of Population 2)

= 25 / 8

≈ 3.125

Since we are given the significance level a = 0.05, we can compare the observed value of the test statistic to the critical value from the F-distribution table at a = 0.05 and appropriate degrees of freedom.

By comparing the observed value of the test statistic (approximately 3.125) to the critical value, we find that the observed value falls in the rejection region, indicating that the XYC common stock can be considered a 'low risk' issue.

Therefore, the observed value for the appropriate test statistic is approximately 3.13, which corresponds to option c.

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