Answer:
x= -5/2 or -2.5
Step-by-step explanation:
-12x^2=60x+75
change to -12x^2-60x-75=0
777 x 1200
can u help me
Answer: 932,400
Step-by-step explanation:777 x 1200
In a population of subjects, possess a certain characteristic. A sample of subjects selected from this population has subjects who possess the same characteristic. What are the values of the population and sample proportions?
Answer:
the values of the population and sample proportions is 0.64 and 0.6 respectively
Step-by-step explanation:
The computation of the values of the sample proportions and the population is shown below:
Given that
Let us assume the population be P
N= 1000
X = subjects possess specific characteristic = 640
So,
P = X ÷ N
= 640 ÷ 1000
= 0.64
And, the sample proportion is
n = 40
x = subjects possess specific characteristic = 24
p =X ÷ N
= 24 ÷ 40
= 0.6
hence, the values of the population and sample proportions is 0.64 and 0.6 respectively
Express sin 6x-sin 2x in product form.
Answer:
Step-by-step explanation:
sin C-sin D=2cos ((C+D)/2)sin ((C-D)/2)
[tex]sin ~6x-sin ~2x=2cos ~\frac{6x+2x}{2} sin ~\frac{6x-2x}{2} \\=2 ~cos~4x~sin~2x[/tex]
estimate each product 45.1 × 5
Answer:b
Step-by-step explanation:
I know it’s right
how do make the graph
Answer:
the graph would be starting in the top left and move down towards bottom right flattening out Justin is stopped
Step-by-step explanation:
Find each difference
(4y - 7 ) - ( y - 7 )
please help!! i will give brainliest to best answer
Answer:
complementary angle, vertical angle, and supplementary angle
Step-by-step explanation:
not for sure tho
In order to finance furniture for an office in a new retail store, Tools for Schools signs a 140-day simple discount note with a maturity value of $19300. Find the proceeds if the discount rate is 13.5%.
Answer:
I think it would be $ 66.23
I hope I can help you
have a nice day.
The proceeds of the simple discount note are approximately $18,296.16.
To find the proceeds of the simple discount note, we can use the formula:
Proceeds = Maturity Value - Discount
Where:
Maturity Value = $19,300 (given)
Discount = Maturity Value * Discount Rate * Time
The discount rate is 13.5%, which can be written as 0.135 in decimal form. The time is 140 days. Now, let's calculate the discount:
Discount = $19,300 * 0.135 * (140/360)
we divide by 360 because simple interest is typically based on a 360-day year.
Discount = $19,300 * 0.135 * 0.388888...
Discount ≈ $1,003.84 (rounded to two decimal places)
Now, let's find the proceeds:
Proceeds = $19,300 - $1,003.84
Proceeds ≈ $18,296.16 (rounded to two decimal places).
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2r-12-3(r + 7) can I get help pls
-r - 33
I did on paper
A certain forest covers an area of 4500 km². Suppose that each year this area decreases by 3.75%. What will the area be after 10 years?
Use the calculator provided and round your answer to the nearest square kilometer.
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Answer:
Idkkkkkkkkkkkkkkkkkkkkk
you use a line of best fit for a set of data to make a prediction about an unknown value. the correlation coeffecient is -0.833 can you be confident that your predicted value will be reasonably to the actual value? why or why not?
please help.
Answer: The square root of π has attracted attention for almost as long as π itself. When you’re an ancient Greek mathematician studying circles and squares and playing with straightedges and compasses, it’s natural to try to find a circle and a square that have the same area. If you start with the circle and try to find the square, that’s called squaring the circle. If your circle has radius r=1, then its area is πr2 = π, so a square with side-length s has the same area as your circle if s2 = π, that is, if s = sqrt(π). It’s well-known that squaring the circle is impossible in the sense that, if you use the classic Greek tools in the classic Greek manner, you can’t construct a square whose side-length is sqrt(π) (even though you can approximate it as closely as you like); see David Richeson’s new book listed in the References for lots more details about this. But what’s less well-known is that there are (at least!) two other places in mathematics where the square root of π crops up: an infinite product that on its surface makes no sense, and a calculus problem that you can use a surface to solve.
Step-by-step explanation: this is the same paragraph The square root of π has attracted attention for almost as long as π itself. When you’re an ancient Greek mathematician studying circles and squares and playing with straightedges and compasses, it’s natural to try to find a circle and a square that have the same area. If you start with the circle and try to find the square, that’s called squaring the circle. If your circle has radius r=1, then its area is πr2 = π, so a square with side-length s has the same area as your circle if s2 = π, that is, if s = sqrt(π). It’s well-known that squaring the circle is impossible in the sense that, if you use the classic Greek tools in the classic Greek manner, you can’t construct a square whose side-length is sqrt(π) (even though you can approximate it as closely as you like); see David Richeson’s new book listed in the References for lots more details about this. But what’s less well-known is that there are (at least!) two other places in mathematics where the square root of π crops up: an infinite product that on its surface makes no sense, and a calculus problem that you can use a surface to solve.
a.
Which of the following is a cause of inflation?
consumers growing apathetic and failing to notice attempts to raise prices
b demand continually exceeding supply, leading to an imbalance of money and goods in the
market
C a natural consequence of the use of money instead of trade goods
d government intervention demanding that prices be raised
Answer:
D. government intervention demanding that prices be raised
Step-by-step explanation:
Inflation means when prices increase and fall in purchasing value of money. The only logical answer would be "Government intervention demanding that prices be raised. " Because it is the only one that talks about prices increasing.
The answer choice which is a cause of inflation is; Choice B; demand continually exceeding supply, leading to an imbalance of money and goods in the market.
What is then cause of Inflation?Inflation is simply a measure of the rate of rising prices of goods and services in an economy. More specifically, a surge in demand for products and services can cause inflation as consumers are willing to pay more for such product in less supply.
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Anyone know how to do this?
Answer:
y=3/2x+2
Step-by-step explanation:
3/2 is the slope of the line and 2 is the y-intercept which is where the line crosses the y-axis. The slope is the rise over run or the rate of change of the y-value over the x-value.
Solve the
equation:
4 = x - 38
Answer:
42 = x
Step-by-step explanation:
4 = x - 38 4 = x - 38
+38 +38 or 38 + 4 = 42
42 = x plug in 42 into the equation to make it true
4 = 42 - 38
Answer:
x=42
Step-by-step explanation:
38+4=42 which means 42-38=4
Use the graph on the right to fill in the missing
values below.
The circle has a center at
(3, 0)
(0, 3)
(0,0)
The circle has a center at
✔ (0, 0)
.
If c + di is a point on the circle, then
|c + di |=
3✔
.
in a certain school there are 180 pupils in the year7,110 pupils study french,88 study German , and 65 indonesian.40 pupils study both french and German,38study German and Indonesian,and 26 study both french and Indonesian,while 19 study German only.find the number of pupils who study
a)All three languages
b) Indonesian only
c)none of the languages
d)at least one language
e) either one or two of the three languages
Answer:
(a) All three languages - 9
(b) Indonesian only - 10
(c) none of the languages - 12
(d) At least one language - 168
(e) Either one or two of the three languages - 159
Step-by-step explanation:
The question require the knowledge of Set theory and its Formulas.
Total pupils = 180
French (Let F) = 110
German (Let G) = 88
Indonesian (Let I) = 65
French and German (F intersection G) = 40
German and Indonesian (G intersection I) = 38
French and Indonesian (F intersection I) = 26
German only = 19
(a) All three languages
We are given only German speaking people are 19
Only German = n(G) - n( F intersection G) - n(G intersection I) + n(F intersection G intersection I)
19 = 88 - 40-38 + n(G intersection I) + n(F intersection G intersection I)
n(G intersection I) + n(F intersection G intersection I) = 9
n(G intersection I) + n(F intersection G intersection I) represents the number of pupils speaking who study all the three languages.
(b)Indonesian only
n( I) - n(G intersection I) + n(F intersection I) + n(G intersection I) + n(F intersection G intersection I)
65 - 38 - 26 + 9 = 10
So 10 pupils speak Indonesian only
(c)none of the languages
It will be equal to Total - pupils speaking any of the three languages
Any of the three languages = (F union G union I)
= n(F) +n(G) + n(I) -n(F intersection G) - n(G intersection I) -n(F intersection I)
+ n(F intersection G intersection I)
n(G intersection I)
= 110 + 88 + 65 -40 -38-26 + 9
= 263 - 95
= 168
So 168 pupils speak any of the three languages
None speakers = 180 - 168 = 12 pupils
So 12 pupils do not speak any of the three languages.
(d)at least one language
At least one language has the meaning that the person can either speak one two or all three languages, so it will be same as we proceeded above
Any of the three languages = (F union G union I)
= n(F) +n(G) + n(I) -n(F intersection G) - n(G intersection I) -n(F intersection I)
+ n(F intersection G intersection I)
n(G intersection I)
= 110 + 88 + 65 -40 -38-26 + 9
= 263 - 95
= 168
(e) either one or two of the three languages
Pupils can speak one or two language but not all the three so will subtract all the three language speaker from the total.
Total speaker = 168
All three languages speaker = 9
Either one or two of the three languages speaker = 168 - 9 = 159
Solve
5 2/9+4 2/9=?
6 1/4-3 1/8=?
2 1/2-1 1/4=?
4 1/6+3 2/3=?
9 1/2- 4 2/3=?
Answer:
3
4
5
9
2
Step-by-step explanation:
Explain why this equation is true 1 x 10=10
Answer:
This equation is true because it is only one group of 10 that is being represented.
Step-by-step explanation: 1 x 10= 10
2 x 10= 20
3 x 10= 30
any number time ten you just have to do the number times 1 and then add a 0
Maglev trains use magnets on the train and guideway to levitate the train off the track. The north pole of the magnets on the train must face the south pole of the magnets on the guideway so they repel. south pole of the magnets on the guideway so they attract. north pole of the magnets on the guideway so they repel. north pole of the magnets on the guideway so they attract.
Answer:
c. north pole of the magnets on the guideway so they repel.
Step-by-step explanation:
edg2020
The north pole of the magnets on the train must face the north pole of the magnets on the guideway so they repel.
What is a magnet?A magnet refers to any material that can create a magnetic field around it. Magnets usually pick up magnetizable materials.
In this case, the north pole of the magnets on the train must face the north pole of the magnets on the guideway so they repel.
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a + 3y + 4a - 2y + 10
Answer:
5a+y+10 is your answer
Step-by-step explanation:
Which ordered pair is a solution of
y ≥ 5x - 2
(3, 12)
or
(1, 5)
Answer:
(1,5)
Step-by-step explanation:
Plug in 3 and 12 (x as 3) (y as 12)
12≥5(3)-2
12≥15-2
12≥13 which is false (Remember ≥ means greater than or equal to but 13 is greater than 12 so that is not true)
Plug in 1 and 5 (x as 1) (y as 5)
5≥5(1)-2
5≥5-2
5≥3 which is true
Answer: (1,5)
Hope this helps
Some chocolate, strawberry, and vanilla doughnuts were placed in a box. Some have a creamy center, and some do not. Suppose one of the doughnuts were chosen randomly from all the doughnuts in the box. According to the table below, if it is known to be strawberry, what is the probability that it does not have a creamy center? Chocolate Strawberry Vanilla Creamy center 6 9 3 No creamy center 6 3 9 A. 25% B. 75% C. 20% D. 50%
A because 25 percent of tje
Step-by-step explanation:
your welcome
The variable y has a proportional relationship with
xas suggested by the graph. Use the graph to
find the constant of proportionality.
Answer:
11
Step-by-step explanation:
Constant of proportionality, k, is the ratio of the quantity of variable y to the quantity of variable x.
Using a point on the line, (4, 44),
Constant of proportionality, k = [tex] \frac{y}{x} = \frac{44}{4} = 11 [/tex].
Constant of proportionality of the graph is 11.
Answer:
its 40
Step-by-step explanation:
What is the surface area of the right trapezoidal prism? To receive credit, you must show the work used to arrive at a final answer.
Answer:
210 cm^2
Step-by-step explanation:
Area1:
6*3 = 18 cm^2
Area2:
6*7 = 42 cm^2
Area3:
6*5 = 30 cm^2
Area4:
6*11 = 66 cm^2
Area5 (*2):
(11+7)*3*1/2
18*3*1/2
54*1/2
27 cm^2 (*2) = 54 cm^2
54 + 66 + 30 + 42 + 18 = 210 cm^2
What is the value of v? v+48° v–46°
Answer:
Step-by-step explanation:
Add v and 48°v
49v−46°
Please hurry!! Thanks
Answer:
1,3,8
Step-by-step explanation:
1 is 88 because 88 and 1 are virtcle angles so those are the same
2 is 92 due to the fact that it is NOT congruent to 88 so 180-88=92
hope this helped :)
you are watching a game of poker on ESPN with your friends. You are trying to figure out the value of each colored chip that is being played. Supposed 12 white, 9 red, 8 yellow, 4 blue, and 0 green chips can be exchanged for 2 white, 1 red, 0 yellow, 1 blue and 1 green chip. Also. supposed 1 green= N blue, 1 blue= N yellow, 1 yellow= N red, and 1 red= N white.
what is the whole number rate of exchange for these chips?
is only one exchange rate possible?
9514 1404 393
Answer:
N = 5; only one rate is possible
Step-by-step explanation:
The values of the sets of chips are ...
12 +9N +8N^2 +4N^3
and
2 +N +N^3 +N^4
We want to find N such that the difference in value is zero:
N^4 -3N^3 -8N^2 -8N -10 = 0
A graphing calculator can show us the roots. There is only one positive real root to this equation: N = 5.
The exchange rate N is 5. Only one rate is possible.
What is an equation of the line that passes through the point (4,-6) and has a slope of -3 solve problem
Answer:
y = -3x + 6
Step-by-step explanation:
1. the equation has a slope of -3 => y = -3x + b (b is the number we'll find now)
2. From the point (4,-6) => x = 4, y = -6
=> -6 = (-3)(4) +b
=> b = 6
Find the value of x. The diagram is not to scale
Answer:
X- Intercepts= 50/3 0
Answer is C
None of these
solve: (-3/11) + (8/11)
Answer:
5/11
Step-by-step explanation:
-3/11 + 8/11= 5/11