The table shows the proportional relationship between a​ hedgehog's weight loss and the number of days of hibernation. How much weight does the hedgehog lose during 120 days of​ hibernation? Use pencil and paper. Explain how you know that the relationship between the​ hedgehog's weight loss and the number of days of hibernation is proportional.

Number of car sold are 98.

Number of trucks sold are 66.

Given,

Dealer 1 sold 164 cars and trucks and dealer 2 sold 229 cars and trucks .

Let number of cars sold are x.

Let number of cars sold of y .

Now,

For dealership 1 equation will be,

x + y = 164  ......(1)

For dealership 2 equation will be,

As the cars are sold twice and trucks are sold half .

2x + y/2 = 229......(2)

Solving 1 and 2,

y = 66

x = 98

Thus number of car sold are 98.

Thus number of trucks sold are 66.

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Thus, the cardinal number of the set E is found to be: N(E) = 6.

A cardinal number describes or expresses how many of anything are present.

So all natural numbers are often refereed to as cardinal numbers. Cardinal numerals have been used for counting. When an ordinal number is an integer that represents the location or place of an object.

The description of a cardinal number is really a number that is used to express quantity in whole numbers. Decimals and fractions are not regarded as cardinal numbers. Natural numbers and numbering numbers constitute cardinal numbers. Each of them is a positive integer.

Given data:

N(CxE) = 18

C = {4, 5, 6)

In which N is the cardinal number, that is the total elements present in the set.

So,

N(C) = 3

Given that: N(CxE) = 18

The formula for the Cartesian product is:

N(CxE) = N(C) * N(E)

18 = 3* N(E)

N(E)  = 18 /3

N(E) = 6

Thus, the cardinal number of the set E is found to be: N(E) = 6.

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Complete questions:

Find N(E), Given That N(CxE) = 18 And C = {4, 5, 6).

Α. 6

B. 9

C. 3

D. 5

As a statistical question is one that can be addressed using statistical methods or analysis, looking at the responses to a question can help identify whether it is a statistical question.

In order to provide a response to a question regarding a population or sample, statistical inquiries typically entail gathering and evaluating data. Consequently, a statistical question's responses would require some sort of data analysis or interpretation.

As a result, we can tell if a question is statistical by looking at the replies and seeing if it requires the use of statistical techniques and data analysis to answer.

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Answer:

your answer is c l hipe this helps u

Answer:

d

Step-by-step explanation:

aint no way in hell its not 11

Answer:

The correct answer is D. Step 4 is incorrect and should be 10x = 24.

Answer:

12.

Step-by-step explanation:

if to re-write the given condition, then

\(\frac{3}{0.25} =\frac{18}{1.5} =\frac{30}{2.5} =\frac{36}{3} ;\)

it is clear, the required constant is 12 (12 per hour).

Answer:

81 square inches.

Step-by-step explanation:

Draw a diagram to represent what you know.

You don't know the values of the lengths so represent them algebraically.

You know the perimeter is 45 inches and that the perimeter is calculated by the sum of all of the sides of a shape.

You can rearrange to find the value of a side you've denoted as some unknown variable.

The area is given by the product of the sides. Express this algebraically and then input the value you found.

Answer:

y=1.5

x=-3.5

Our answer is (-3.5,1.5)

Step-by-step explanation:

y-5=x

x=-2-y

y=?

--------

Using substitution,

y-5=-2-y

Solve:

2y-5=-2

2y=3

y=1.5

We can enter 1.5 into the equation:

1.5-5=x

-3.5=x

Answer: 24°

Step-by-step explanation:

You have the opposite, the height of the building and the adjacent, the distance from the base of the building. Opposite and adjacent mean you have to use tangent. SOHCAHTOA

Take the inverse tangent on both sides

tan(Ф) = 40/90

Ф = 24°

Answer:

180

Step-by-step explanation:

The sum of the measures of the interior angles of a polygon with n sides is (n – 2)180. If you count one exterior angle at each vertex, the sum of the measures of the exterior angles of a polygon is always 360°.

Hope it helped :)

Answer:

Area = 192.5 ft.²

Step-by-step explanation:

By splitting the shape in 2, we can find the area much simpler.

Starting with the parallelogram (on the left), the area formula is A = b × h.

b (base) = 11 ft.

h (height) = 7 ft.

A (area) = (11 ft.)(7 ft.)

A = 77 ft.² (save this for later)

Then, the trapezoid's (on the right) area formula is A = [(a + b) ÷ 2] × h.

a (first base) = 8 ft.

b (second base) = (20 - 7) = 13 ft.

h (height) = 11 ft.

A = [(8 ft. + 13 ft.) ÷ 2] × 11 ft.

A = [(21 ft.) ÷ 2] × 11 ft.

A = (10.5 ft.) × 11 ft.

A = 115.5 ft.²

Now, bringing back the first area, we can add them together to find the total:

A = 77 ft.² + 115.5 ft.²

A = 192.5 ft.²

Hope this helps! I'd appreciate Brainliest but if not it's totally fine!

To solve this problem, we can use the formula for probability:

P(event) = number of favorable outcomes / total number of outcomes

First, let's find the total number of outcomes. We are selecting 4 balls from 11 without replacement, so the total number of outcomes is:

11C4 = (11!)/(4!(11-4)!) = 330

where nCr is the number of combinations of n things taken r at a time.

Now let's find the number of favorable outcomes for each part of the problem.

Part 1: Exactly two white balls and two red balls

To find the number of favorable outcomes for this part, we need to select 2 white balls out of 6 and 2 red balls out of 5. The number of ways to do this is:

6C2 * 5C2 = (6!)/(2!(6-2)!) * (5!)/(2!(5-2)!) = 15 * 10 = 150

So the probability of selecting exactly two white balls and two red balls is:

P(2W2R) = 150/330 = 0.45 (rounded to two decimal places)

Part 2: At least two white balls

To find the number of favorable outcomes for this part, we need to consider two cases: selecting 2 white balls and 2 red balls, or selecting 3 white balls and 1 red ball.

The number of ways to select 2 white balls and 2 red balls is the same as the number of favorable outcomes for Part 1, which is 150.

To find the number of ways to select 3 white balls and 1 red ball, we need to select 3 white balls out of 6 and 1 red ball out of 5. The number of ways to do this is:

6C3 * 5C1 = (6!)/(3!(6-3)!) * (5!)/(1!(5-1)!) = 20 * 5 = 100

So the total number of favorable outcomes for selecting at least two white balls is:

150 + 100 = 250

And the probability of selecting at least two white balls is:

P(at least 2W) = 250/330 = 0.76 (rounded to two decimal places)

Answer:

2 1/4 - ((2 1/4 * ((3 / 5) + 1 2/3)) / 4 1/5) = 1.03571429

Step-by-step explanation:

Answer:

\(1(x {}^{8} + x {}^{4} + 1)\)

Step-by-step explanation:

\(x {}^{8} + {x}^{4} + 1 =1( x {}^{8} + x {}^{2} + 1)\)

Hope this helps ;) ❤❤❤

Let me know if there is an error in my answer.

part a.

There is  a 49.1% chance that HRC finds a sample mean between $477 and $527.

part b.

There is a 20.9% chance that the sample mean falls between $492 and $512.

The standard error (SE) of the sample mean.

SE = σ / √(n)

σ = $80 and n = 68.

SE = 80 / √(68)

z1 = (X1 - μ) / SE

z2 = (X2 - μ) / SE

for first scenario:

X1 = $477, X2 = $527, and μ = $499.

z1 = (477 - 499) / SE

z2 = (527 - 499) / SE

For the range $477 to $527:

z1 = (477 - 499) / SE

z2 = (527 - 499) / SE

z1 = -0.275

z2 = 0.35

Probability 1 =  0.4909 = 49.1%

We have a 49.1% chance that HRC finds a sample mean between $477 and $527.

For the second scenario

X1 = $492, X2 = $512, and μ = $499.

z1 = (492 - 499) / Standard Error

z2 = (512 - 499) / SE

We have a 20.9% chance that the sample mean falls between $492 and $512.

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Answer:

I'm assuming that the answer is -10

Step-by-step explanation:

Because you are being asked to subtract a negative, the two negative signs cancel each other out to make the equation -35+25. So the answer is -10.

Answer:

-1/5 im right hope all of you have a wonderful day

Step-by-step explanation:

Answer:

21/5

Step-by-step explanation:

21/5

Or

21/25

........

By using the concept of linear inequation, the required solution is

\(x > \frac{5}{3} \ or \ x < -\frac{50}{3}\)

What is linear inequation?

Inequation shows the comparision between two algebraic expressions by connecting the two algebraic expressions by \(> , < . \geq, \leq\)

A one degree inequation is known as linear inequation.

Here the given linear inequation is

\(3x \geq 5 \ or \ \frac{-3}{5}x -3 > 7\)

Now

\(3x \geq 5 \ or \ \frac{-3}{5}x -3 > 7\\\\x \geq \frac{5}{3} \ or \ \frac{-3}{5} x > 7 + 3\\\\x \geq \frac{5}{3} \ or \ \frac{-3}{5}x > 10\\\\x > \frac{5}{3} \ or \ x < \frac{10 \times 5}{-3}\\\\x > \frac{5}{3} \ or \ x < -\frac{50}{3}\)

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No, because 3n could be equal to or less than n + 3.

Therefore, the last option is the correct answer.

Amad's statement is not true as when n ≤ 3/2, 3n ≤ n + 3.

Given:

According to Amad, "3n is always greater than n + 3."

We can prove this statement false by using a counterexample easily,

For instance, n = 2/3

So, 3n = 2

And n + 3 = 2/3 + 3 = 11/3

Here, we can see that 3n is not always greater than n + 3.

If, 3n ≤ n + 3

3n - n ≤ 3

2n ≤ 3

n ≤ 3/2

Hence, when n ≤ 3/2

3n ≤ n + 3

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Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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On solving the provided question, by the help of BODMAS we can say that - Subtract 22 from both sides is the answer to the given question.

BODMAS and PEDMAS are both names for it in various places. This stands for exponents, parenthesis, division, multiplication, addition, and subtraction. The BODMAS rule states that parentheses must be answered before powers or roots (that is, of), divisions, multiplications, additions, and lastly subtractions. The BODMAS rule states that the degree (52 = 25), parenthesis (2 + 4 = 6), any division or multiplication (3 x 6 (bracket response) = 18), and any addition or subtraction (18 + 25 = 43) come before any other operations.

\(f/3 +22 = 17\)

\(f/3 +22 -22 = 17 -22\) Subtracting the same value from both sides keeps the equation equal.  

Then simplify. The \(+22 and -22= 0\) They "cancel"   \(17-22 = -5\)

\(f/3 = -17 f/3\) is now isolated-- by itself-- in the equation.

If we have to solve  f, the next step we to take is to multiply on the both sides by  3.

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Answer:

\({ \bf{ {x}^{2} + {y}^{2} - \frac{1}{2} x - \frac{1}{3} y}} - \frac{1}{12} = 0\)

Answer:

5?

Step-by-step explanation:

Answer:

Step-by-step explanation:

21 because

The 12th term of the sequence is 6144,

Given sequence is 3, 6, 12, 24.....

This is a geometric sequence because,

Common ratio, r = 6/3 = 2, r = 12/6 = 2,...

The general term, an = arⁿ⁻¹

Given n = 12, substituting in the general term,

an = arⁿ⁻¹

a12 = 3 (2)¹²⁻¹

a12 = 3 (2)¹¹

a12 = 6144

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Answer:

(5/2,9)

Step-by-step explanation:

Midpoint Formula: (((x1+x2)/2),((y1+22)/2))= (((-6+11)/2),((13+5)/2))= (5/2,9)

Answer:

Step-by-step explanation:

Step-by-step explanation:

to find f(5)   in f(x) , just put in '5' where 'x' is in the equation

f(5) = 3 (5) + 2 = 17

Answer:

f(5) = 17

Step-by-step explanation:

Let's evaluate the function for f(5)

Insert 5 everywhere x appears:

Therefore f(5) = 17

Answer:10cm 5cm 7 Jim's lunch box is in the shape of a half cylinder on a rectangular box. To the nearest whole unit, what is a The total volume it contains? b The total area of the sheet metal in 10 in needed to manufacture it? This problem has been solved! You'll get a detailed solution from a subject matter expert that helps you learn core concepts

Step-by-step explanation:

Answer:

27,735

Step-by-step explanation:

43*43=1849

1849*15=27,735

Answer:

Step-by-step explanation:

15 times 43^2

15 × 43² =

15 × 1849 =

27735