this is urgent please help me

Answer:

Extremely sorry if my answer is wrong or doesn't make sense! Also sorry that I couldn't solve it farther, I solved it using sense and haven't made it this far in math!

Step-by-step explanation:

If red is 2:3 then that means red to green is either 2:2 or 2:1. Same goes with blue.

If green is 6:19 then we can figure out the 2 possibilities for red to green.

First Possibility:

If the red to green ratio is 2:2, then the red to green to blue is 6:6:13 because 6 + 19 - 12 = 13.

Second Possibility:

If the red to green ratio is 2:3, then the red to green to blue ratio is 4:6:15 because 6 + 19 - 10 = 15.

The number of sales Bob needs to make to get $6000 salary this month's is, 70000. The option B is the correct option.

What is percentage ?

Percentage of a number is the part of the number expressed in the in every hundred. Percentage of a number is expressed with the symbol '%'.

The annual salary of Bob is $30,000. As, there is total 12 months in a year. Thus, the monthly salary of Bob is,

\(S=\dfrac{30000}{12}\\S=2500\)

Thus, the monthly salary of Bob is $2500.

The commission on the sale is 5% on all sales he makes, and the  Bob wants to make $6,000 this month. Thus, the number of sales he needs to make is,

\(6000=2500+\dfrac{5}{100}\times n\\0.05n=6000-2500\\n=\dfrac{3500}{0.05}\\n=70000\)

The number of sales Bob needs to make to get $6000 salary this month's is, 70000. The option B is the correct option.

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Answer:

It's B

Step-by-step explanation:

took thhe test on edge

In the table that shows the  the length, in inches, of fish in a pond, there are no outlier. Last option

In mathematics, an outlier is a value that is significantly different from the other values in a dataset. Outliers can be caused by measurement error, data entry errors or by extreme values that are genuinely different from the bulk of the data. They can skew the overall picture of the data and can affect the results of statistical analyses.

Outliers can be identified in several ways, one way is to use a box-and-whisker plot, which shows the distribution of a dataset by displaying the minimum, first quartile, median, third quartile, and maximum values.

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Answer: D

Step-by-step explanation:

I got it right on the test

Answer:

B. -7

Step-by-step explanation:

Formula to find slope is (y2-y1) / (x2-x1)

Here we have 4 points to choose from, but we only need 2. I will use the first 2 points.

The y2 is 7, the y1 is 14, the x2 is 3, the x1 is 2.

Substitute these numbers into the formula.

(7-14) / (3-2)

^ This is basically -7/1, or -7.

Answer:

Step-by-step explanation:

\(\angle 2,\angle AEG, \angle GEB\)

Answer:

I would say C or B

Step-by-step explanation:

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The probability that a randomly selected student is not majoring in nursing, criminal justice, or business technology is 0.7.

Probability is the study of random events and their outcomes. It is the likelihood that something will occur under given conditions. Probability is expressed as a number between 0 and 1, with 0 representing an impossibility and 1 representing a certainty. Probability theory provides the tools to calculate the likelihood of a given event, and can be used to make decisions when faced with uncertainty. Probability is a useful tool in many fields, including science, finance, medicine, and gaming.

This is an example of a theoretical probability, since it is based on theoretical data rather than actual observations. Theoretical probability is calculated by taking the number of favorable outcomes divided by the total number of possible outcomes. In this case, the number of favorable outcomes is the number of students who are not majoring in nursing, criminal justice, or business technology, and the total number of possible outcomes is the total number of students.

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Answer:

37.7

Step-by-step explanation:

Large circle = \(\pi\)r² = \(\pi\)5² = 78.54

Medium circle = \(\pi\)3²= 28.27

Small circle = \(\pi\)2²= 12.57

78.54-28.27-12.57 = 37.7

Answer:

The missing fraction is 6/12

(you can further simplify this but the question requires that you don't do that)

Step-by-step explanation:

To add fractions easily, their denominators should have the same value, so the denominator should be 12,

Then, to get 16 in the numerator, we need to find a number that on adding to 10, gives 16, or,

10 + x = 16

x = 16 - 10

x = 6

So, the numerator should be 6

so we get the fraction, 6/12

We can also solve it in an alternate way,

\(10/12 + x = 16/12\\x = 16/12 - 10/12\\x = (16-10)/12\\x = 6/12\)

Answer:

y=x-6

5x-2y=-30

5x-2(x-6)=-30

3x+12=-30

3x=-42

x=-14

y=x-6

y=-14-6

y=-20

(-14, -20)

Step-by-step explanation:

i hope this helps :)

i used substitution, by the way

Answer:

Go to. desmos it shows you everthing ,,, trust

Answer:

Neither

Step-by-step explanation:

The lines intersect, but not as a 90 degree angle

The given statements are correct or incorrect is given below:

1) Correct.

2) Correct.

3) Correct.

4) Correct.

5) Correct.

6) Incorrect.

7) Correct.

8) Correct.

9) Correct.

10) Incorrect.

Here, we have,

1) Correct. In a simple graphical method, a graph is plotted to show the relationship between water usage and population.

2) Correct. The pressure in a distribution system needs to be sufficient to allow for adequate hydrant flows in case of a fire.

3) Correct. The term "distribution system" refers to the infrastructure and facilities used to supply water from its source to the point of usage.

4) Correct. Brackish water is water that has a higher salinity level than fresh water and even higher than seawater.

5) Correct. Monthly variation in water usage can impact the design and capacity requirements of storage reservoirs.

6) Incorrect. Jordan is considered a "Water Scarce" country, as it faces significant challenges in terms of water availability and scarcity.

7) Correct. During a fire, a significant quantity of water needs to be supplied over an extended period, necessitating a high rate of hourly supply.

8) Correct. The Manning equation is commonly used in the design and evaluation of sanitary sewers.

9) Correct. If the diameter (d) is less than 200 mm, the pipe's final diameter (D) is set at 200 mm.

10) Incorrect. The diameter of the interceptor pipe is typically larger than the diameter of the lateral pipe. The interceptor pipe carries wastewater from multiple lateral pipes.

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The solutions for the equation sinx = √1 - cosx in the interval [0, 2π) are x = 0, π/2, and 3π/2.

To solve this equation, we first need to square both sides:
sin^2x = 1 - cosx
Next, we can use the identity sin^2x + cos^2x = 1 to substitute sin^2x with 1 - cos^2x:
1 - cos^2x = 1 - cosx
Now we can simplify by moving all the terms to one side:
cos^2x - cosx = 0
Factorizing, we get:
cosx(cosx - 1) = 0
So the solutions are when cosx = 0 or cosx = 1. In the interval [0, 2π), the solutions for cosx = 0 are x = π/2 and 3π/2. The solution for cosx = 1 is x = 0. Therefore, the solutions for the equation sinx = √1 - cosx in the interval [0, 2π) are x = 0, π/2, and 3π/2. We express these solutions in radians in terms of π.

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The matrix A that represents the set W, consisting of vectors of the form [r, s, t] with real numbers, is constructed by organizing the coefficients of r, s, and t as the columns of A. The resulting matrix A is given by A = [0 0 2 48; s 2 1 0; 0 -5 1 0; 0 0 0 1]

Let's break down the construction of matrix A step by step.

Given that W is the set of all vectors of the form [r, s, t] where r, s, and t are real numbers, we want to find a matrix A such that the column space of A (Col(A)) represents W.

The matrix A will have as its columns the coefficients of r, s, and t in the given expression.

Column 1 of A: Coefficients of r

In the expression, we have 5sr + 3t, so the coefficient of r is s. Therefore, the first column of A will be [0, s, 0, 0] since there is no r term in the expression.

Column 2 of A: Coefficients of s and t

In the expression, we have 2sr - 5t. The coefficient of s is 2, and the coefficient of t is -5. Therefore, the second column of A will be [0, 2, -5, 0] with the corresponding coefficients.

Column 3 of A: Coefficients of r, s, and t

In the expression, we have 2r + s + t. The coefficients of r, s, and t are 2, 1, and 1, respectively. Therefore, the third column of A will be [2, 1, 1, 0] with the corresponding coefficients.

Column 4 of A: Coefficients of r and t

In the expression, we have 48r + t. The coefficient of r is 48, and the coefficient of t is 1. Therefore, the fourth column of A will be [48, 0, 0, 1] with the corresponding coefficients.

Putting it all together, the matrix A that represents W = Col(A) is:

A = [ 0 0 2 48 ]

[ s 2 1 0 ]

[ 0 -5 1 0 ]

[ 0 0 0 1 ]

Each column of A corresponds to the coefficients of r, s, and t in the given expression, forming the column space that represents the set W.

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Step-by-step explanation:

I am as tired as you

I hope u feel better

Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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It is a permutation. If the order of the items does not matter, it is a combination.

Permutation and combination are two types of mathematical concepts that are used to determine the number of ways to arrange a set of items. The main difference between permutation and combination is the order of the items.

A permutation is an arrangement of objects in a specific order. It means that the order of the items matters. For example, if we have three items, A, B, and C, the permutations of these items are ABC, ACB, BAC, BCA, CAB, and CBA.

A combination is a selection of items without regard to the order. It means that the order of the items does not matter. For example, if we have three items, A, B, and C, the combinations of these items are AB, AC, BC, and BA, CA, CB.

To know if a question is permutation or combination, you should look at the problem carefully and see if the order of the items matters or not. If the order of the items matters.

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Answer:

A, B, and D

Step-by-step explanation:

just look at the chart 5Head

Answer:

A,B,E

Step-by-step explanation:

Transitional forms in the fossil record, including Archaeopteryx, provide evidence for the pattern of evolution known as "gradualism."

This pattern suggests that species change over time through a slow and continuous process of accumulation of small, incremental changes. Transitional fossils like Archaeopteryx exhibit characteristics that are intermediate between two different groups of organisms, indicating a gradual transition from one form to another.

The presence of transitional fossils supports the idea that species do not undergo abrupt transformations but instead evolve gradually over long periods of time.

These fossils provide a tangible link between different groups of organisms, such as dinosaurs and birds in the case of Archaeopteryx, and offer evidence for the gradual transformation of one group into another. This supports the broader concept of evolution as a slow and continuous process of change in populations over generations.

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Answer:

x = 9.4m

Hope this helps...Have a good day!!

Answer:

It's the first one.

Step-by-step explanation:

Commutative property means you change the order the items are in.

1/2 * 16 is simpler math than 1/5 * 16.

Hey there!

\(3-3k+7k=5b\)

Assuming you're trying to solve for b or k, I'll solve both.

Solve for b:

\(3-3k+7k=5b\)

We will need to flip the equation:

\(5b=4k+3\)

Now, let's divide both sides by 5:

\(\frac{5b}{5} =\frac{4k+3}{5}\)

\(b=\frac{4}{5} k+\frac{3}{5}\)

Solve for k:

\(3-3k+7k=5b\)

Let's add -3 to both sides:

\(4k+3+-3=5b+-3\\4k=5b-3\)

Now, let's divide both sides by 4:

\(\frac{4k}{4} =\frac{5b-3}{4}\)

\(k=\frac{5}{4} b+\frac{-3}{4}\)

Now, we've solved for b and k.

Hope this helps!

If earth days merely 2 hours long, which means the rotation period of the earth is 2 hours, your weight will become 1/144 of your actual weight.

The weight or gravitational force on a mass can also be considered as centripetal force.

The formula for the centripetal force is:

F = m v²/R

In this case,

m = your mass

v = tangential velocity or earth's rotation speed

R = earth's radius

Recall that speed = distance / time. In the problem, the distance is the circumference of the earth and the travelled time is the rotation period.

v = C/t

t₁ = 24 hours

t₂ = 2 hours

Since the units are the same, we do not need to convert the unit when comparing them.

Notice that the centripetal force is directly proportional to the square of rotation speed.

F ∝ v²

Hence,

F₁ : F₂ = v₁² : v₂²

But v is inversely proportional to rotation period. Hence,

F₁ : F₂ = t₂² :  t₁²

F₁ / F₂ = (t₂ /t₁)²

F₁ / F₂ = (2 /24)²

F₁ / F₂ = (1 /12)²

F₁ / F₂ = 1/144

Hence, your weight will be 1/144 of your actual weight.

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The missing Value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.

The missing value that, when multiplied by 5/3^4, gives the result of 5^4, we can set up the equation:

(5/3^4) * x = 5^4

To solve for x, we can simplify both sides of the equation. First, let's simplify the right side:

5^4 = 5 * 5 * 5 * 5 = 625

Now, let's simplify the left side:

5/3^4 = 5/(3 * 3 * 3 * 3) = 5/81

Now we have:

(5/81) * x = 625

To solve for x, we can multiply both sides of the equation by the reciprocal of 5/81, which is 81/5:

(81/5) * (5/81) * x = (81/5) * 625

On the left side, the fraction (81/5) * (5/81) simplifies to 1, leaving us with:

1 * x = (81/5) * 625

Simplifying the right side:

(81/5) * 625 = 13125

Therefore, the missing value, x, that when multiplied by 5/3^4 gives the result of 5^4 is 13125.

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Answer: a...

Step-by-step explanation: wait for someone to answer in case i am wrong on this.....

Answer:89

Step-by-step explanation:

the equation is a^2+ B^2= c^2

8^2+ 5^2= X^2

64+25= X^2

89= X^2

The value of x is 9.4 units in the given right triangle, which is determined by   Pythagoras's theorem.

Pythagoras's theorem states that in a right-angled triangle, the square of one side is equal to the sum of the squares of the other two sides.

The triangle is given in the form of a right-angled triangle

According to Pythagoras's theorem,

The formula is a² + b² = c²

Here a = 8, b = 5, and c = x

Substitute the values in the above formula,

⇒ 8² + 5² =  x²

⇒ 64 + 25 = x²

⇒ 89 = x²

⇒ x² = 89

⇒ x = √89

⇒ x = 9.433

Rounded nearest tenth

⇒ x = 9.4

Therefore, the value of x is 9.4 units in the given right triangle.

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