21x-9+27=180 what is x?​

Answer:

B. All four sides are congruent

Step-by-step explanation:

Answer:

27.84?

Step-by-step explanation:

17.4*1.6

Answer:

-7

Step-by-step explanation:

All the white cubes represent 1, therefore there are 5 cubes.  So the equation is 5 + -x = -2.  Since 5 + -7 = -2, then -7 is our answer.

Answer:

-23

Step-by-step explanation:

Answer:

Step-by-step explanation:

Hello!

The objective is to test the claim that less than 41% of the publisher's readers own a laptop.

To do so, a sample of 320 readers was taken and the proportion of readers that own a laptop resulted in 36%

Be X: number of readers that own a laptop.

X~Bi(n;p)

n=320

Sample proportion p'= 0.36

The hypotheses are:

H₀: p ≥ 0.41

H₁: p < 0.41

α: 0.05

\(Z=\frac{p'-p}{\sqrt{\frac{p(1-p)}{n} } }\)≈N(0;1)

\(Z_{H_0}=\frac{0.36-0.41}{\sqrt{\frac{0.41(1-0.41)}{320} } }= -1.82\)

This test is one-tailed to the left, meaning, that you'll reject the null hypothesis to small values of Z, there is only one critical value that defined the rejection region:

\(Z_{\alpha }= Z_{0.05}= -1.645\)

The decision rule is:

If \(Z_{H_0}\) ≤ -1.645, reject the null hypothesis.

If \(Z_{H_0}\) > -1.645, do not reject the null hypothesis.

The calculated value is less than the critical value, then the decision is to reject the null hypothesis.

So at a 5% significance level, the test is significant. You can conclude that the population proportion of the publisher's readers that own a laptop is less than 41%.

I hope this helps!

The speed of the plane is equal to 120 mph.

In Mathematics and Geometry, speed is the distance covered by a physical object per unit of time. This ultimately implies that, speed can be measured by using miles per hour (mph).

Mathematically, the speed of any a physical object can be calculated by using this formula;

Speed = distance/time

Time = distance/speed

Let the variable s represent the speed of the plane in miles per hour. Therefore, an equation that models the situation can be written as follows;

240/s = 80/s - 80

80s = 240s - 19200

19200 = 160s

s = 19200/160

s = 120 mph.

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Answer:

y=408

Step-by-step explanation:

y is directly proportional to x

y=kx (where k is the constant)

102=6k

102÷6=k

17=k

y=17x

find y when x=24

y=17(24)

y=408

Answer:

D

Step-by-step explanation:

I just did this test and D was the right answer.

The graph that best represents Alyssa's speed over time can be determined by using the given data. The correct option is C).

Given :

Alyssa is learning to drive her parents' car.

The following steps can be in order to determine the graph that best represents Alyssa's speed over time:

Step 1 - The graph must be plotted between speed vs time.

Step 2 - According to the given data, Alyssa increases her speed for 20 seconds, which means the graph is increasing gradually up to the next 20 seconds.

Step 3 - Now, she slows down for 10 seconds that is, the graph decreases up to the next 10 seconds.

Step 4 - Now, she stays at approximately the same speed for the next 20 seconds that means the graph is constant for up to the next 20 seconds.

Step 5 - Now, she then slows down to a stop for the last 5 seconds that means the graph again decreases for the next 5 seconds.

From the above steps, it can be concluded that option C) is correct.

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let area of triangle be x

let area of rectangle be y

Then,

2x = y

Answer:

X1=72

X2=x+72

Step-by-step explanation:

Answer:

a)  Commutative Property of Multiplication

b)  Associative Property of Multiplication

c)  Distributive Property of Multiplication over Addition

d)  Inverse Property of Multiplication

e)  Zero Property of Multiplication

Step-by-step explanation:

The Commutative Property of Multiplication states that the order of factors in a multiplication operation can be rearranged without changing the end result.

The Associative Property of Multiplication states that the grouping of factors in a multiplication operation by parentheses in a different way does not affect their product.

The Distributive Property of Multiplication over Addition states that multiplying a number by the sum of two other numbers is equivalent to multiplying the number separately by each of the two numbers and then adding the results.

The Inverse Property of Multiplication states that if a number is multiplied by its reciprocal (multiplicative inverse), the product is always equal to 1.

The Zero Property of Multiplication states that the product of any number and zero is always zero.

Answer:

(2, -1, 1)

Step-by-step explanation:

Solve for the first variable in one of the equations, then substitute the result into the other equation.

Answer:

D

Step-by-step explanation:

sin  (  3pi / 4 )

 =  sin   (   pi   -   pi  /  4   )

 =  sin   (   pi / 4  )

 = 1/root(2)

  =  root(2) / 2

The missing code that can be used to replace / missing code / so that the code segment works as intended is x >= 10.

The code segment is intended to store the sum of all multiples of 10 between 10 and 100, inclusive. The value of x starts at 100 and is decremented by 10 on each iteration of the loop, until it reaches 10. The sum of all the multiples of 10 between 10 and 100 is stored in the variable total.

The missing code in the while statement determines when the loop will stop. If we use x >= 10 as a replacement for / missing code /, the loop will run as long as x is greater than or equal to 10. When x reaches 10, the loop will stop.

Here's the complete code:

int x = 100;

int total = 0;

while(x >= 10)

{

   total = total + x;

   x = x - 10;

}

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Your question is incomplete but probably the complete question is:

Consider the following code segment, which is intended to store the sum of all multiples of 10 between 10 and 100, inclusive (10 + 20 + ... + 100), in the variable total.

int x = 100;

int total = 0;

while( / missing code / )

{

total = total + x;

x = x - 10;

}

Which of the following can be used as a replacement for / missing code / so that the code segment works as intended?

A x < 100

B x <= 100

C x > 10

D x >= 10

E x != 10

The amount of dry ingredients used in the cake recipe is approximately 7 cups.

To find the total amount of dry ingredients used in the cake recipe, we need to add up the amounts of flour, sugar, and cocoa.

3 ½ cups of flour is equal to 3 cups plus 0.5 cups, or 3 cups and 8 ounces.

2 ⅔ cups of sugar is equal to 2 cups plus 0.67 cups, or 2 cups and 10.72 ounces.

1 ¾ cups of cocoa is equal to 1 cup plus 0.75 cups, or 1 cup and 12 ounces.

Adding these amounts together, we get:

3 cups and 8 ounces + 2 cups and 10.72 ounces + 1 cup and 12 ounces = 6 cups and 14.72 ounces

To the nearest cup, this is equal to 7 cups.

Therefore, the amount of dry ingredients used in the cake recipe is approximately 7 cups.

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Step-by-step explanation:

(7m - 3)² = 49m² - 42m + 9

play it through and do the actual multiplication behind the square :

(7m - 3)² = (7m - 3)(7m - 3) =

= 7m×7m + 7m×(-3) + (-3)×7m + (-3)(-3) =

= 49m² - 2×21m + 9 = 49m² - 42m + 9

10! can be expanded as 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1.

A whole number's factorial is the result of multiplying the integer by each natural number below it. The sign "!" can be used to indicate a factorial symbolically. Therefore, "n factorial" is denoted by the number n and is the sum of the first n natural integers.

n! = 1 · 2 · 3 · ... · n

= Product of the first n positive integers

= n(n-1)(n-2)…………………….(3)(2)(1)

Given:

10!

We know that by the factorial property

n!= n (n-1)(n-2)(n-3)(n-4)..... 3.2.1.

So, 10!

= 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1

Hence, 10! can be expanded as 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1.

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Answer:

x=3+ay/4a

Step-by-step explanation:

4(x-3)/a=y

a*4(x-3)/a=a*y

4a(x-3)=ay

4a(x-3)/4a=ay/4a

x-3=ay/4a

x-3+3=3+ay/4a

x=3+ay/4a

Answer:

\(y\leq 3x-2\)

Step-by-step explanation:

The experimental probability farthest from the theoretical probability is P(greater than 8). The theoretical probability of rolling a 9 is 1/12 because there is one 9 out of twelve total possible outcomes.

Experimental probability refers to the probability of an event based on data acquired from repeated trials or experiments.

Theoretical probability is the probability of an event occurring based on logical reasoning or prior knowledge. In Todd’s case, he rolled a 12-sided die marked with the numbers 1 to 12.

The probabilities are as follows:P(odd number) = 18/48P(greater than 8) = 16/48P(9) = 12/48To answer the questions:1. Which experimental probability matches the theoretical probability exactly?The theoretical probability of rolling an odd number is 6/12 or 1/2 because there are six odd numbers out of the twelve total possible outcomes.

The experimental probability Todd obtained was 18/48. Simplifying 18/48 to lowest terms gives 3/8, which is equal to 1/2, the theoretical probability.

Therefore, the experimental probability that matches the theoretical probability exactly is P(odd number).2. Which experimental probability is farthest from the theoretical probability? The theoretical probability of rolling a number greater than 8 is 3/12 or 1/4 because there are three numbers greater than 8 out of twelve total possible outcomes.

The experimental probability Todd obtained was 16/48. Simplifying 16/48 to lowest terms gives 1/3, which is not equal to 1/4, the theoretical probability.

The experimental probability Todd obtained was 12/48. Simplifying 12/48 to lowest terms gives 1/4, which is not equal to 1/12, the theoretical probability.

However, the difference between the experimental probability and the theoretical probability for P(9) is smaller than that of P(greater than 8). Therefore, P(greater than 8) is the experimental probability that is farthest from the theoretical probability.

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Using the inequality rule we know that 11 is greater than -11, (11 > -11).

Mathematical expressions with inequalities are those in which the two sides are not equal.

Contrary to equations, we compare two values in inequality.

Less than (or less than or equal to), greater than (or greater than or equal to), or not equal to signs are used in place of the equal sign.

Two expressions in inequality aren't always equal, which is denoted by the symbols >, <, ≤, or ≥.

So, let's say the inequality equation looks like this: A

Right now, A is valued at

Let p be used to representing the initial number.

P equals 11, so

Let q be used to representing the second number.

Q has a value of -11.

-11 and 11 are both numbers that are greater than zero.

Then, 11 > -11 ... (1)

A has a value of 11 > -11.

Therefore, using the inequality rule we know that 11 is greater than -11, (11 > -11).

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Correct question:
Is 11 greater than, equal to, or less than -11?

Answer:

3/76

Step-by-step explanation:

Another way to write the compound inequality is 2 ≤ y+3 < 6. The 1st option is the answer

An inequality is a relationship that makes a non-equal comparison between two numbers or other mathematical expressions e.g 2x > 4

Given: y + 3 ≥ 2 and y + 3 < 6

To write these in another way, change the inequality sign of one of the inequalities by rearranging. That is:

y + 3 ≥ 2 can be rewritten as 2 ≤ y+3. Thus, we have:

2 ≤ y+3 and y + 3 < 6

Combine the two:

2 ≤ y+3 < 6

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\(\begin{array}{llll} \textit{using the pythagorean theorem} \\\\ a^2+o^2=c^2\implies o=\sqrt{c^2 - a^2} \end{array} \qquad \begin{cases} c=\stackrel{hypotenuse}{11}\\ a=\stackrel{adjacent}{6}\\ o=\stackrel{opposite}{RT} \end{cases} \\\\\\ RT=\sqrt{ 11^2 - 6^2}\implies RT=\sqrt{ 121 - 36 } \implies RT=\sqrt{ 85 }\implies RT\approx 9.22\)

Answer:

8820

Step-by-step explanation:

Answer:

245 yards = 8820 inches

Step-by-step explanation:

multiply the length value by 36

The weekly gross pay will be $2732.80.

Based on the information, the extra hours that was spent will be:

= 48 - 40 = 8 hours

Therefore, the gross pay will be;

= ($17.08 × 40) + (8 × $17.08 × 1.5)

= $683.20 + $2049.6

= $2732.80

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The value of y is 4√3

Similar triangles have the same corresponding angle measures and proportional side lengths. The corresponding angles of similar triangles are congruent or equal.

Also , the ratio of corresponding sides of similar triangles are equal.

There are two triangles that are similar

Therefore;

y /16 = 4/y

y² = 48

y = √48

y = √16 × √ 3

y = 4√3

Therefore, the value of y is 4√3

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