What is the missing value of 2/5 equals how many 15th

Answer:

9-2 /10-2

7/8

4+3/5+3

7/8

fraction is 7/8

Answer:

0.564

Step-by-step explanation:

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a. we cannot determine the exact value of this angle. b. the principal value of "arcsin" is restricted to the interval [-90, 90] degrees, so we take "arcsin 0" to be 0 degrees. c. we cannot determine the exact value of "arccos s (cos)" without additional information. d. the value of "arccos (-)", which we do not have without additional information.

a) The expression "arccos (-)" requires finding the angle whose cosine is negative. Since the cosine function is negative in the second and third quadrants, we can conclude that "arccos (-)" is equal to an angle in either the second or third quadrant. However, without additional information, we cannot determine the exact value of this angle.

b) The expression "arcsin 0" requires finding the angle whose sine is 0. Since the sine function is 0 at 0 degrees and at every multiple of 180 degrees, we can conclude that "arcsin 0" is equal to either 0 degrees or a multiple of 180 degrees. However, the principal value of "arcsin" is restricted to the interval [-90, 90] degrees, so we take "arcsin 0" to be 0 degrees.

c) The expression "arccos s (cos)" requires finding the angle whose cosine is equal to the cosine of the given angle. Since the cosine function has a period of 360 degrees, there are infinitely many angles with the same cosine value. Therefore, we cannot determine the exact value of "arccos s (cos)" without additional information.

d) The expression "csc (arccos (-))" requires finding the cosecant of the angle whose cosine is negative. As we noted in part (a), "arccos (-)" is equal to an angle in either the second or third quadrant. The cosecant function is positive in the second and third quadrants, so we know that "csc (arccos (-))" is positive. To find its exact value, we need to know the value of "arccos (-)", which we do not have without additional information.

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On solving the provide question, we can say that by unitary method McCall would need to drive 126 miles  in order to make renting from Company B a better deal

The unit technique is an approach to problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value. The unit method, to put it simply, is used to extract a single unit value from a supplied multiple. For instance, 40 pens would cost 400 rupees, or the price of one pen. The process for doing this may be standardized. a single country. anything that has an identity element. (mathematics, algebra) (Linear algebra, mathematical analysis, mathematics of matrices or operators) Its adjoint and reciprocal are equivalent.

so, we have -

Company A charges =  $35 per day

plus =  $0.45 per mile.

Company B charges =  $60 per day

plus  = $0.25 per mile.

McCall would need to drive 126 miles  in order to make renting from Company B a better deal

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The average number of children in families with children is 2.1

Let's assume that there are a total of 10 families and the average number of children per family is 2.Let's represent the number of children in each of the 10 families as follows:F1, F2, F3, F4, F5, F6, F7, F8, F9, and F10.Let's assume that F1 and F2 have no children, therefore the sum of the number of children across the 10 families will be: 8+8/10 = 1.6Therefore, the total number of children in all families is 16, which is represented by: F3 + F4 + F5 + F6 + F7 + F8 + F9 + F10The total number of children in the families with children is 16, which is represented by 8 families. Therefore, the average number of children in families with children can be represented as:16/8 = 2The average number of children in families with children is 2.

The sum of the number of children across the 10 families is 20. If F1 and F2 have no children, the sum of the number of children across the other 8 families is 16.Therefore, the average number of children per family across all the families can be represented as:20/10 = 2Therefore, the average number of children per family is 2. If we exclude F1 and F2 since they don't have children, then the number of families is 8.The total number of children in the 8 families is 16, therefore, the average number of children in the 8 families is:16/8 = 2Hence, the average number of children in families with children is 2.1.

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Answer:

8 Examples of How Statistics is Used in Real Life

Example 1: Weather Forecasting.

Example 2: Sales Tracking.

Example 3: Health Insurance.

Example 4: Traffic.

Example 5: Investing.

Example 6: Medical Studies.

Example 7: Manufacturing.

Example 8: Urban Planning.

The 1969 Major League Baseball season was contested from April 7 to October 16, 1969. It included the third Major League Baseball expansion of the decade, with the Kansas City Royals, Montreal Expos, San Diego Padres, and Seattle Pilots each beginning play this season. The season was also celebrated as the 100th anniversary of professional baseball, honoring the first professional touring baseball team, the Cincinnati Red Stockings of 1869.

This was the first season of the "Divisional Era". With each league expanding from 10 teams to 12 teams, both leagues were divided into two six-team divisions. Teams continued to play 162-game schedules, in place since 1962, by now playing the other five teams in their own division 18 times each (90 games) and playing the six teams in their league's other division 12 times each (72 games). The winners of each division would advance to the postseason and face each other in a League Championship Series, then a best-of-five series, to determine the pennant winners that would face each other in the World Series.

The Baltimore Orioles won the AL East with an MLB-best 109–53 record, and then defeated the AL West champion Minnesota Twins in three games in the first American League Championship Series. The New York Mets won the NL East division with an NL-best 100–62 record, and then defeated the NL West champion Atlanta Braves in three games in the first National League Championship Series. The "Miracle Mets", having joined the league in 1962, were the first expansion team to win a pennant.

The upstart Mets went on to upset the heavily favored Orioles in the World Series, four games to one, in what is considered one of the greatest upsets in World Series history.[1]

HOPES THIS HELPS :D

ANSWER:

STEP-BY-STEP EXPLANATION:

We have the following operation:

We solve in the standard way just like this:

Answer: B

Step-by-step explanation: Your answer is b. A graph is drawn. The horizontal axis and vertical axis values are 0 to 15 in increments of 1. The horizontal axis label is Number of Packets, and the vertical axis label is Number of Seeds. Points are plotted on the ordered pairs 1, 3 and 2, 6 and 3, 9.

Good luck!

P.S.

- Amir

Answer:

1

Step-by-step explanation:

f(x)= -х² + 5

f(-2)= -2²+5

f(-2)= -4+5

f(-2)= 1

Answer:

c. 18\(\pi\) cubic inches

Step-by-step explanation:

half sphere's volume:

\(V=\frac{2}{3} \pi r^{3}\)  r = 6/2 = 3 inches

\(V=\frac{2}{3} \pi (3)^{3} =\frac{2}{3}( 27\pi )=\frac{54}{3} \pi =18\pi\)

Hope this helps

The inverse of 3 mod 29 is 10.

The invertible elements in Zm are the integers that are relatively prime to m. These are the integers that have a greatest common divisor of 1 with m.

For m = 28, the invertible elements are: 1, 3, 5, 9, 11, 13, 15, 17, 19, 23, 25, 27

For m = 33, the invertible elements are: 1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 26, 28, 29, 31, 32

For m = 35, the invertible elements are: 1, 2, 3, 4, 6, 8, 9, 11, 12, 13, 16, 17, 18, 19, 22, 23, 24, 26, 27, 29, 31, 32, 33, 34

To determine a-1 mod 29 by trial and error for 1 < a < 28, we can simply test each integer in the range until we find one that satisfies the equation a * a-1 ≡ 1 (mod 29). For example, for a = 3, we can test the integers 1, 2, 3, ..., 28 until we find one that satisfies the equation:

3 * 1 ≡ 3 (mod 29)
3 * 2 ≡ 6 (mod 29)
3 * 3 ≡ 9 (mod 29)
...
3 * 10 ≡ 30 ≡ 1 (mod 29)

So the inverse of 3 mod 29 is 10. We can repeat this process for each integer in the range 1 < a < 28 to find all the inverses mod 29.

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To draw the supply and demand for labor in a market in equilibrium, and illustrate the impact of a labor union, we can use a standard supply and demand graph with quantity of labor (Q) on the x-axis and wage (W) on the y-axis.

Market in Equilibrium:

In a competitive labor market, the supply of labor represents the quantity of workers willing and able to work at various wage levels. The demand for labor represents the quantity of workers that firms are willing to hire at various wage levels. In equilibrium, the supply and demand curves intersect.

Let's assume that at the equilibrium, the wage is labeled as We and the quantity of labor is labeled as Qe.

Graphically, the supply curve (S) slopes upward from left to right, indicating that higher wages incentivize more workers to enter the labor market. The demand curve (D) slopes downward from left to right, indicating that higher wages result in fewer workers being demanded by firms.

Place the equilibrium point (We, Qe) where the supply and demand curves intersect on the graph.

Impact of a Labor Union:

When a labor union represents workers in the industry, it can negotiate for better wages and working conditions on behalf of its members. This can shift the supply and/or demand curve.

a. Shift in the Supply Curve:

If the labor union successfully negotiates higher wages for its members, it can result in an upward shift of the supply curve. This shift represents an increase in the quantity of labor supplied at each wage level.

Draw a new supply curve (S') above the original supply curve. The new supply curve should intersect the demand curve (D) at a higher wage level (Wu) and a greater quantity of labor (Qu).

b. Shift in the Demand Curve:

If the labor union's demands result in higher production costs for firms, it can lead to a decrease in labor demand. This can cause a leftward shift of the demand curve.

Draw a new demand curve (D') to the left of the original demand curve. The new demand curve should intersect the supply curve (S) at a lower wage level (Wd) and a lower quantity of labor (Qd).

Label the new equilibrium point with a labor union as (Wu, Qu).

Note: The specific shift and its impact (supply or demand) depend on various factors and the specific circumstances of the labor union's actions. The above explanation provides a general example.

By graphically illustrating the changes in the labor market due to the presence of a labor union, you can visually see the impact on the equilibrium wage and quantity of labor.

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Answer:

x(5x²-7)

Step-by-step explanation:

5x³-7x

=x(5x²-7)

To prove your answer,let's multiply x by each term in the bracket

=x X 5x²=5x³

x X -7 =-7x

z=-0.93 Information: The significance level = 0.05Let p1 be the proportion of male who are left handed and p2 be the proportion of females who are left handed. The null hypothesis is that the rate of left-handedness among males is greater than or equal to that among females.

H0: p1 ≥ p2The alternative hypothesis is that the rate of left-handedness among males is less than that among females.H1: p1 < p2The sample proportion of left-handed males is p1ˆ = 28/238 = 0.1176The sample proportion of left-handed females is p2ˆ = 56/509 = 0.1099The sample sizes are large enough to assume that both sample proportions are approximately normally distributed. The variance of the difference in the sample proportions isVar(p1ˆ − p2ˆ) = p1ˆ(1 − p1ˆ)/n1 + p2ˆ(1 − p2ˆ)/n2The standard error of the difference in sample proportions isSE(p1ˆ − p2ˆ) = √[p1ˆ(1 − p1ˆ)/n1 + p2ˆ(1 − p2ˆ)/n2]

Under the null hypothesis, the test statistic is given byz = (p1ˆ − p2ˆ) − 0 / SE(p1ˆ − p2ˆ)z = (0.1176 − 0.1099) − 0 / √[0.1176(0.8824)/238 + 0.1099(0.8901)/509] ≈ -0.93The test statistic is z = -0.93. Hence, the answer is option C.The P-value can be obtained using a standard normal distribution table or a calculator. Since the alternative hypothesis is one-tailed, the P-value is the area to the left of the test statistic.z = -0.93P-value = P(Z < -0.93) ≈ 0.176 (using a standard normal distribution table)Therefore, the P-value is 0.176 (approx). Hence, the answer is option B.

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Answer: The answer is B. 34

Step-by-step explanation:

3(12−9)+5^2

=(3)(3)+5^2

=9+5^2

=9+25

=34

Answer:

The answer is 34

Step-by-step explanation:

Order of operation is P.E.M.D.A.S. , or parenthesis, exponents, multiplication or division, then addition or subtraction.

Answer:

exact form= 29/50

decimal form= 0.58

percent form= 58%

Step-by-step explanation:

Answer:

58%

Step-by-step explanation:

O viajante ganharia 40 minutos ao fazer o mesmo percurso a uma velocidade escalar média de 100 km/h.

Para calcular o tempo que o viajante ganharia ao aumentar sua velocidade escalar média de 75 km/h para 100 km/h, é preciso utilizar a fórmula:

tempo = distância / velocidade

Como a distância percorrida pelo viajante é a mesma, podemos igualar as duas equações:

distância / 75 = distância / 100

Multiplicando ambos os lados da equação por 100 * 75, obtemos:

distância * 100 = distância * 75

Isso significa que a distância percorrida pelo viajante é irrelevante para o cálculo do tempo. Assim, podemos simplificar a equação para:

tempo1 / 2h = 75 km/h

Simplificando:

tempo1 = 2h * (distância / 75)

Agora, podemos calcular o tempo que o viajante gastaria se sua velocidade escalar média fosse de 100 km/h:

tempo2 / 2h = 100 km/h

Simplificando:

tempo2 = 2h * (distância / 100)

Para descobrir quanto tempo o viajante ganharia ao aumentar sua velocidade, basta subtrair tempo2 de tempo1:

tempo1 - tempo2 = 2h * (distância / 75) - 2h * (distância / 100)

Simplificando:

tempo1 - tempo2 = 2h * (distância / 300)

Substituindo a distância pelo valor x (que é desconhecido), temos:

tempo1 - tempo2 = 2h * (x / 300)

Sabemos que o tempo1 é de 2h, então podemos substituir esse valor:

2h - tempo2 = 2h * (x / 300)

Dividindo ambos os lados por 2h, obtemos:

1 - tempo2 / 2h = x / 150

Substituindo o valor de tempo2 (que é igual a 1,5h, já que 100 km/h é 1/4 maior que 75 km/h), temos:

1 - 1,5h / 2h = x / 150

Simplificando:

0,5 = x / 150

Multiplicando ambos os lados por 150, obtemos:

x = 75

Isso significa que a distância percorrida pelo viajante é de 75 km. Agora, podemos calcular o tempo que ele gastaria a uma velocidade escalar média de 100 km/h:

tempo2 = 2h * (75 / 100) = 1,5h

Finalmente, podemos calcular quanto tempo ele ganharia:

tempo1 - tempo2 = 2h - 1,5h = 0,5h = 30 minutos

Portanto, o viajante ganharia 40 minutos ao fazer o mesmo percurso a uma velocidade escalar média de 100 km/h.

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The metric unit that would be best to measure the capacity of a cereal bowl is milliliters (ml).

Capacity is a measure of the amount of fluid that a container can hold. Cereal bowls are typically used to hold liquids such as milk or yogurt along with cereal. Milliliters are a commonly used metric unit of volume that would be appropriate for measuring the capacity of a cereal bowl. Other metric units of volume such as liters or cubic centimeters could also be used, but milliliters would provide a more precise measurement for a smaller container such as a cereal bowl. To measure the capacity of a cereal bowl in milliliters, one would simply pour a known amount of water into the bowl and measure the volume of the water using a measuring cup or a graduated cylinder.

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The determinant of the matrix b = -2a^4 is -648.

Given: det(a) = 3

To find: det(b) = det(-2a^4)

Solution:

We know that det(kA) = k^n * det(A) where A is a square matrix of order n.

So, det(-2a^4) = (-2)^3 * det(a^4)

Now, using the property det(AB) = det(A) * det(B), we can write:

det(a^4) = det(a) * det(a) * det(a) * det(a) = (det(a))^4 = 3^4 = 81

Therefore, det(-2a^4) = (-2)^3 * 81 = -648

Hence, the determinant of the matrix b = -2a^4 is -648.

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Answer:

2x-y=11 is the standard form

Step-by-step explanation:

Answer:

A=28

B=18

C=18

D=28

E=28

F=18

G=10

H=5

Step-by-step explanation:

Answer: B

Step-by-step explanation:

10 7/8 = 87/8 yards of cloth in roll one

12 1/4 = 49/4 = 98/8 yards of cloth in roll 2

87/8 + 98/8 = 185/8 total yards of cloth

4 3/8 = 35/8 yards lost in one roll

35/8 *4 = 140/8 yards lost in 4 rolls

185/8 - 140/8 = 45/8 remaining yards

45/8 = 5 5/8 Reduced fraction

Answer:

B

Step-by-step explanation:

Since he needs to make 2 appetizers per person, the variable "p" needs to go with the "2".

Also, since he is making 20 ( 4 trays, 5 apps each) extra  appetizers for the beginning, we will need to add 20 to that number.

The time it takes the shell to hit the surface of the ocean is 2 secs

Give the function models for the height of the shell in feet after t seconds expressed as:

h=−16t^2+64

The shell will hit the surface of the ocean at h = 0

0=−16t^2+64

16t^2 = 64

t^2 = 4

t = 2secs

Hence the time it takes the shell to hit the surface of the ocean is 2 secs

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Answer:

Keep it simple c da answer

Step-by-step explanation:

Answer:c

Step-by-step explanation:

Answer:

100 minutes

Step-by-step explanation:

This is because it takes 5 minutes to fry 24 wantons, so we can write 5/24. Now we need to find out how long it takes to fry 40 dozen wantons, or 480 wantons. We can rewrite this as x/480. Since the time should be proportional, we get the following:

5/24 = x/480

We can now cross multiply. 24x=5x480. Therefore, 24x = 2400. If we divided each side by 24, we would get 100. Therefore, it takes 100 minutes to fry 40 dozen wantons, or about 1  2/3 hours.

Answer:

100 minutes (1 hour & 40 minutes).

Step-by-step explanation:

5 minutes = 2 dozen, which means it takes 2.5 minutes to cook 1 dozen.

2.5 minutes x 40 dozen = 100 minutes...