What is the final step in solving the inequality –2(5 – 4x) < 6x – 4?

Given that 16 families went on a trip and the cost of the trip was Rs. 2,16,352.The amount paid by each family is to be determined by unitary method Hence each family paid Rs.13522

Now, let's solve this by using the method of unitary method. To find the cost of 1 family trip, we will divide the total cost of the trip by the number of families.2,16,352 / 16 = 13,522 So, the cost of the trip per family is Rs. 13,522.Hence, each family paid Rs. 13,522 for the trip.

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Answer:

Step-by-step explanation

1. The total cost of the trip for all 16 families is Rs 2,16,352.
2. To find out how much each family paid, we need to divide the total cost by the number of families: Rs 2,16,352 ÷ 16.
3. When we do the division, we get the result: Rs 13,522.

Now let's check if this result is correct:

1. If each family paid Rs 13,522 for the trip, then the total cost for all 16 families would be: 16 × Rs 13,522 = Rs 2,16,352.
2. This is exactly the same as the total cost given in the problem statement.

So we have shown that each family paid **Rs 13,522** for the trip

Answer:

Its True

Step-by-step explanation:

The percentile of the top students will be 88%.

The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates for one hundred percent. It is symbolized by the character '%'.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value x 100

The admissions index score is used to set eligibility standards intended to meet the goal of admitting the top 12% of high school students in the state.

The percentile of the top student is given as,

⇒ 100% - 12%

⇒ 88%

The percentile of the top students will be 88%.

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Answer:

$1.06 to thousendth is the tax

Step-by-step explanation:

13.30*2/25=Your answer

27 kilometers to miles

1 kilometer = 0.621371 miles

27 kilometers * 0.621371 miles = \(\fbox{16.777 miles}\)

Answer:

volume

Step-by-step explanation:

Given :   Eitan rolls a fair six-sided die and a fair four-sided die simultaneously. A be the event that the sum of the dice is 8 and B be the event that Eitan rolls doubles

To find : probability of event A  , event B  , Event A or B  , Event A & B

Solution:

Six  Sides  Dice has { 1 , 2 , 3 , 4 , 5 ,6  }

4 Sides Dice has  = {  1 , 2 , 3 ,  4 }

Total possible outcome = 6 * 4  = 24

n(S) = 24

A  = Sum of Dice  = 8

(4 , 4)  , ( 5 , 3) , ( 6 , 2)

n(A) = 3

B  =   Double  ( means same number on each Dice )

B = ( 1 , 1) , (  2, 2) , ( 3 , 3) , ( 4, 4)

n(B) = 4

A U B  = ( 1 , 1) , (  2, 2) , ( 3 , 3) , ( 4, 4) ( 5 , 3) , ( 6 , 2)

n (A U B )   =  { 6 }

A ∩ B = { 4 , 4}

n(A ∩ B)  = 1

Probability of Event A  =  3/24  = 1/8

probability of Event B = 4/24   = 1/6

Probability of Event A or B  = 6/24  = 1/4

Probability of Event  A and B = 1/24

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You are given one 6 sided dice and an 8 sided dice. The 8 sided die

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You roll a fair 666-sided die. What is ext{P(roll greater than 4})P(roll ...

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Answer:

Step-by-step explanation:

Answer:

121.52 feet

Step-by-step explanation:

9.8+2.6 = 12.4

12.4 * 9.8 = 121.52

Answer:

12000

Step-by-step explanation:

3000x2^(140/70)

The diameter of the second pile of phosphate is 53.5 ft.

We have,

Conveyor belt:

Cone shape:

Diameter = 48.6 ft

Radius = D/2 = 24.3 ft

Height = 15.3 ft

Volume.

= 1/3 x π x r² x h

= 1/3 x 3.14 x 24.3 x 24.3 x 15.3______(1)

Shorter conveyor belt:

Cone shape:

Diameter = D

Height = (15.3 - 2.7) = 12.6 ft

Volume.

= 1/3 x π x (D/2)² x h

= 1/3 x 3.14 x (D/2)² x 12.6_______(2)

Since (1) and (2) are equal.

24.3 x 24.3 x 15.3 = (D/2)² x 12.6

(D/2)² = 717.02

D²/4 = 717.02

D² = 717.02 x 4

D² = 2868.09

D = 53.55

D = 53.5 ft

Thus,

The diameter of the second pile of phosphate is 53.5 ft.

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Answer:

f(1)= -

f(n-1) = 4(f(n))

Step-by-step explanation:

The mathematics SAT score representing the top 1% of all scores is approximately 780.

a. The random variable in this case is the mathematics SAT score.

b. To find the probability that a person has a mathematics SAT score over 700, we need to calculate the z-score first.

The z-score is calculated as \(\frac{(X - \mu )}{\sigma}\),

where X is the value we're interested in, μ is the mean, and σ is the standard deviation.

In this case, X = 700, μ = 514, σ = 117.

Using the formula, the z-score is \(\frac{(700 - 514)}{117 } = 1.59\).

To find the probability associated with this z-score, we can consult a standard normal distribution table or use a calculator.

The probability is approximately 0.0564 or 5.64%.

c. To find the probability that a person has a mathematics SAT score of less than 400, we again calculate the z-score using the same formula.

X = 400, μ = 514, and σ = 117.

The z-score is \(\frac{(400 - 514) }{117 } = -0.9744\).

Looking up the probability associated with this z-score, we find approximately 0.1635 or 16.35%.

d. To find the probability that a person has a mathematics SAT score between 500 and 650, we need to calculate the z-scores for both values.

Using the formula, the z-score for 500 is \(\frac{(500 - 514)}{117 } = -0.1197\),

and the z-score for 650 is \(\frac{(650 - 514)}{117 } = 1.1624\).

We can then find the area under the normal curve between these two z-scores using a standard normal distribution table or calculator.

Let's assume the probability is approximately 0.3967 or 39.67%.

e. To find the mathematics SAT score that represents the top 1% of all scores, we need to find the z-score corresponding to the top 1% of the standard normal distribution.

This z-score is approximately 2.33.

We can then use the z-score formula to calculate the corresponding SAT score.

Rearranging the formula,

\(X = (z \times \sigma ) + \mu\),

where X is the SAT score, z is the z-score, μ is the mean, and σ is the standard deviation.

Substituting the values,

\(X = (2.33 \times 117) + 514 = 779.61\).

Rounded to the nearest whole number, the mathematics SAT score representing the top 1% of all scores is approximately 780.

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The expressions are simplified to;

1. 72n² + 63n

2. 18t - 18t²

3. -18b² - 18b

4. -56r - 21r²

5. -6m + 9m²

Algebraic expressions are simply described as expressions that are known to consist of coefficients of variables, variables, constants, terms, and factors.

These algebraic expressions are also made up of mathematical or arithmetic operations.

These operations are;

From the information given, we have;

1. -9n (-8n -7)

expand the bracket

72n² + 63n

2. -2t(-9 + 9t)

expand the bracket

18t - 18t²

3. -3b(6b + 6)

expand the bracket

-18b² - 18b

4. -7r(8 + 3r)

expand the bracket

-56r - 21r²

5. 3m(-2 + 3m)

expand the bracket

-6m + 9m²

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Answer:

-16 8 x 2^3

Step-by-step explanation:

-16 8 x 8

-16 x 8 x 8

-128 x 8

-1024

In statistics, a residual is defined as the difference between the predicted value of an outcome variable and the observed value of that variable. Residuals are used to evaluate how well a regression model fits the data.In order to calculate the residuals for a scatterplot, follow these steps:

Step 1: Plot the data on a scatterplot.

Step 2: Perform a regression analysis on the data to find the equation of the regression line. This equation should take the form y = mx + b, where y is the dependent variable, x is the independent variable, m is the slope of the line, and b is the y-intercept.

Step 3: Using the equation of the regression line, calculate the predicted value of y for each data point in the scatterplot.

Step 4: Subtract each predicted value of y from the actual value of y for each data point in the scatterplot. This difference is the residual for that data point.

Step 5: Plot the residuals on a new scatterplot. The x-axis of this scatterplot should be the independent variable, and the y-axis should be the residual values.

Step6: This scatterplot is called a residual plot.Residuals are useful for identifying patterns in data that the regression model fails to capture. If the residuals are randomly scattered around the horizontal axis, then the regression model is a good fit for the data. If there are clear patterns in the residual plot, then the regression model may not be a good fit for the data and further analysis is required.

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we would expect m to be positive.

In this case, we're considering a formula of the form y = mx + b, where y represents the cost of a four-year college x years after 2010. The variable m represents the coefficient of x, which determines the slope of the line.

Since we're discussing the cost of college, it's reasonable to expect that it generally increases over time. Therefore, we would expect the coefficient m to be positive. A positive value of m indicates that as the number of years after 2010 increases (x), the cost of college (y) will also increase.

If m were negative, it would imply a decreasing cost over time, which is less likely for a four-year college. If m were zero, it would indicate that the cost remains constant regardless of the number of years after 2010, which is also unlikely given the rising trend in college costs.

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1) The permutation that is the next one in lexicographic order after (4, 6, 2, 7, 3, 1, 5) is (4, 6, 2, 7, 3, 5, 1). Therefore answer is a. (4, 6, 2, 7, 3, 5, 1).

2) The 5-subset from {1, 2, 3, 4, 5, 6, 7, 8, 9} that is the next one in lexicographic order after {2, 3, 7, 8, 9} is {2, 4, 7, 8, 9}. Therefore the answer is d. {2, 4, 7, 8, 9}.

The next permutation in lexicographic order is the one that comes immediately after the given permutation when the permutations are listed in numerical order. To find the next permutation, we need to find the rightmost pair of elements that are in decreasing order. In this case, that pair is (5, 1). We then need to find the smallest element to the right of 1 that is larger than 1, which is 3. We swap 1 and 3 to get (4, 6, 2, 7, 3, 5, 1).

To find the next 5-subset in lexicographic order, we need to find the rightmost element that can be increased. In this case, that element is 9. We then replace 9 with the smallest element to its right that is larger than 9, which is 4. We then need to rearrange the remaining elements in increasing order to get {2, 4, 7, 8, 9}.

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Answer:

I read it's south Dakota but not sure of it.

I found it from this picture

Answer:

3.9 meter = 100*3.9 cm = 390 cm

Step-by-step explanation:

we know that

1 meter = 100 cm

given that we have to show 3.9 meters in cm

1 meter = 100 cm

we multiply both sides by 3.9

1 * 3.9 meter = 100*3.9 cm = 390 cm

3.9 meters = 390 cm  Answer

equation for transformation from meter to centimeter is

3.9*100 = 390

Based on the information in the triangle, the measure of ZDEB is 54°.

A triangle is a polygon with three sides and three angles. It is one of the basic shapes in geometry. Triangles are commonly represented by drawing three line segments that connect three non-collinear points. The points where the line segments intersect are called the vertices of the triangle, and the line segments themselves are the sides of the triangle.

The sum of the measures of the angles of a triangle is 180 degrees. Therefore,

mZAEC + m/AED + mZDEB = 180

(2x+4) + (5x+1) + mZDEB = 180

7x+5 = 180

7x = 175

x = 25

mZDEB = 2x+4 = 2(25)+4 = 54 degrees

Hence, the answer is 54

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Answer:

  18 cubic inches

Step-by-step explanation:

The formulas for the volumes of a cone and a cylinder can be used to answer this question.

The volume of a cone is given by ...

  V = 1/3πr²h . . . . . volume of cone with radius r and height h

The volume of a cylinder is given by ...

  V = πr²h . . . . . volume of a cylinder with radius r and height h

Comparing the formulas, we see that the volume of a cone is 1/3 the volume of a cylinder with the same radius and height.

  (cone volume) = 1/3(cylinder volume)

Multiplying this equation by 3 gives ...

  3×(cone volume) = (cylinder volume)

Using the given value for cone volume, we have ...

  cylinder volume = 3×(6 in³) = 18 in³

The volume of the cylinder is 18 cubic inches.

Answer:

B. More than 90

Step-by-step explanation:

Hope this helps!

Answer:

To Solve a System of Equations by Elimination

Write both equations in standard form. ...

Make the coefficients of one variable opposites. ...

Add the equations resulting from Step 2 to eliminate one variable.

Solve for the remaining variable.

Substitute the solution from Step 4 into one of the original equations.

here! ( happy hoildays!)

Answer:

Step-by-step explanation:

You use the distance formula

d = √ (x1-x2) ² + (y1- y2) ²

d = √ (2 - (-3)) ² + (1 - 2) ²

d = √ (25 + 1)

d = √26

d = 5.2

Answer:

Probability is the chances of something happening.

Step-by-step explanation:

Answer:

2x+8.7=23.4

Step-by-step explanation:

Step-by-step explanation:

The smallest number among the given options is (a) -1. This is because -1 is a negative number and is less than zero, while the other options are either positive or greater than zero. (b) -1/2 is greater than -1, (c) 0 is neither positive nor negative, and (d) 3 is greater than both -1 and -1/2. Therefore, the correct answer is (a) -1.

Answer:

A is correct

Step-by-step explanation:

its correct be cause negative is less than 0

its like being in dept

Answer:

2 hours

Step-by-step explanation:

divide 4 by 2 to get 2. Do this becasue 3 is 6 divided by 2.

The number of catnip toys that Jose can buy will be 3 catnip toys. All the steps are described below.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The table is given below.

       Product                 Cost

Bag of Dog Food          $35

Bag of Cat Food            $18

Chew Toy                      $12

Catnip Toy                      $9

In the event that, your numbers are unique, you should simply supplant the qualities you have with the methodology here, and you ought to find an exact solution.

Presently, Emma has $100 to spend at the store. Along these lines, we really want to ascertain the amount she spends on shopping:

$35 + 2 x $12 = $59

In this way, she burned through $59 in the store, so she has left:

$100 - $59 = $41

She has $41 left to spend on something different. How about we check whether she has sufficient means to purchase multiple times catnip toys as bite toys:

Chew toys: 3 x 12 = $36

Catnip toy: 3 x 9 = $27

Furthermore, Emma has $41 left, so she can either purchase multiple times bite toys or multiple times catnip toys, however not the two of them at that point, on the grounds that the all-out would be 63% dollars, and she will be missing $22.

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