3. What is the solution to 5q = -75?
A. q = -25
B. q = -15
C. q = 15
D. q = 25

Answer: 375

Step-by-step explanation:

Ruling out each number:

6: In the first two rows, the 6's placement did not change but the clue did, meaning that it is talking about a different number. Otherwise, it would say it's in the right place twice or in the wrong place twice.

3 & 5: Since we know 6 is already ruled out, both 5 & 3 would have to be correct.

2 & 4 & 8: Is proven wrong in the 4th clue.

7: 7 would have to be in the middle since the second clue says it's in the wrong place. If it was 1, it would say it's in the right space.

1: Is proven wrong after 7 is proven true.

Figuring out placement:

5: For the first clue, it says that it's in the correct place meaning that 5 is the last digit.

3: For both of the times 3 appears, it is in the wrong spot, revealing that it's the first digit.

7: In the second clue, it could either be 1 or 7. However, since 3 took the first spot and 5 took the last spot, 7 would have to be in the middle since the clue says it's in the wrong place. If it was 1, it would say it's in the right space.

Answer:

Go to desmos graphing calculator and put your equation in and it will graph it for you I used it for my math questions like this

Step-by-step explanation:

HOPE THAT HELPS YOU

Answer:

Step-by-step explanation:

Given the quadratic equation y = 2x² +7x -9, you want the coordinates of the x- and y-intercepts.

The values of x where y=0 can be found by factoring the equation.

  y = (2x +9)(2x -2)/2 = (2x +9)(x -1)

The constants 9 and -2 in the binomial terms are factors of the product of leading and trailing coefficients (2)(-9) = -18. Those factors are chosen because their sum is 7, the middle coefficient.

The x-intercepts are the values of x that make these factors zero:

  2x +9 = 0   ⇒   x = -9/2

  x -1 = 0   ⇒   x = 1

Points A and B are ...

The y-value at point C is where x=0. It is the constant in the quadratic equation.

  y = 2(0²) +7(0) -9 = -9

Point C is ...

Answer:

8/9 is correct

Step-by-step explanation:

8/9 is your answer!

~iwa-chan

Answer:

Step-by-step explanation:

\(\text{Maximize p = 5X1 + 4X2 + 3X3 subject to;} \\ \\ 1X1 + 7X2 + 4X3 <= 90\)

\(2X1 + 1X2 + 7X3 <= 96\)

\(8X1 + 4X2 + 1X3 <= 90\)

\(X1 > = 0\)

\(X2 >= 0\)

\(X3 >=0\)

\(\text{USing LP software, The Optimal Solution: Maximum Contribution} = 90.547;}\\ \\ x1 = 7.07692, \\ \\ x2 = 5.62393, \\ \\ x3 = 10.8889\)

Answer:

6 2/3

Step-by-step explanation:

2 1/6 + 4 3/6

6 4/6

6 2/3

Answer:

I think its false. sorry if I'm wrong

Step-by-step explanation:

If im right can u give me Brainliest?

The calculated scale factor from ABC to A'B'C is 1/3

From the question, we have the following parameters that can be used in our computation:

The triangles

From the triangles, we have the following parameters

A = (0, 3)

A' = (0, 1)

Using the above as a guide, we have the following:

Scale factor of the dilation = A'/A

So, we have

Scale factor of the dilation = (0, 1)/(0, 3)

Evaluate

Scale factor of the dilation = 1/3

Hence, the scale factor of the dilation is 1/3

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Answer:

2x - 3 = 11

x = -21

Step-by-step explanation:

Answer:

length = 8; width = 3

perimeter = 22

area = 24

Step-by-step explanation:

L(- 1,3), M(2,3)

LM = |-1 - 2| = 3

M(2,3), N(2, - 5)

MN = |-5 - 3| = 8

length = 8; width = 3

perimeter = 2(L + W) = 2(8 + 3) = 22

area = LW = 8 × 3 = 24

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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Answer:

90

Step-by-step explanation:

14/20 = 0.7

28/40 = 0.7

63/90 = 0.7

Hope this helps.

Answer:

Step-by-step explanation:

The answer is D. 90 because the other numbers

14/20=.7

28/40=.7

63/90=.7

therefore, it would be 90.

Answer:

5/16m long.

Step-by-step explanation:

Answer:  5/16 of a meter

In decimal form, this is 0.3125 meters.

This is equivalent to 31.25 cm and 312.5 mm

==================================================

Explanation:

The wire is 5/8 of a meter long. Dividing it into two equal parts means we divide by 2, or multiply by 1/2.

(1/2)*(5/8) = (1*5)/(2*8) = 5/16

Each piece is 5/16 of a meter long, which converts to the decimal form 0.3125 after using a calculator or long division.

------------

To convert from meters to cm, multiply by 100

0.3125 m = 100*0.3125 = 31.25 cm

To convert from meters to mm, multiply by 1000

0.3125 m = 1000*0.3125 = 312.5 mm

Answer:

give me more instructions so i can actually help

Step-by-step explanation:

Answer:

True mean/population mean

Step-by-step explanation:

The standard error in this case gives an estimate on how far the values observed during the course of the experiment ate likely to be from the true mean/population mean.

Answer:

y+3x+11=0

Step-by-step explanation:

m=-3, x1=-4, y1=1

from m=y-y1/x-x1

-3=y-1/x-(-4)

-3(x+4)=y-1

-3x-12+1=y

y=-3x-11

y+3x+11=0

There are 70 grandparents, 140 parents, and 190 children in attendance at the family reunion

Given data ,

Let's denote the number of grandparents as "g", the number of parents as "p", and the number of children as "c".

Given that there were 400 people total at the family reunion, we can write the equation:

g + p + c = 400

Now , there were twice as many parents as grandparents, so we can write:

p = 2g

And we are given that there were 50 more children than parents, so we can write:

c = p + 50

Now we can use the equations (1), (2), and (3) to solve for the values of g, p, and c.

On simplifying the equation , we get

g + 2g + (2g + 50) = 400

5g + 50 = 400

5g = 400 - 50

5g = 350

g = 350 / 5

g = 70

Now we can substitute the value of g into (2) to find the value of p:

p = 2g = 2 x 70 = 140

And we can substitute the value of p into (3) to find the value of c:

c = p + 50 = 140 + 50 = 190

Hence , there were 70 grandparents, 140 parents, and 190 children in attendance at the family reunion

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1. Revised Net Operating Income = $66,760

2. Revised Net Operating Income  =$64,640

3. Revised Net Operating Income  =$52,

1. If the sales volume increases by 40 units:

So, New Sales = 8,700 units + 40 units = 8,740 units

and, New Contribution Margin =

= $14.00 x 8,740 units

= 122, 360

New Fixed Expenses remain the same at $55,600

Then, Revised Net Operating Income

= New Contribution Margin - New Fixed Expenses

= 122360 - 55600

= 66,760.

2. If the sales volume decreases by 40 units:

New Sales = 8,700 units - 40 units = 8,660 units

New Contribution Margin

= 14 x 8660

= 121,240

New Fixed Expenses remain the same at $55,600

Then, Revised Net Operating Income

= New Contribution Margin - New Fixed Expenses

= 65,640

3. If the sales volume is 7,700 units:

New Sales = 7,700 units

New Contribution Margin

= 14 x 7700

= 107,800

New Fixed Expenses remain the same at $55,600

Then, Revised Net Operating Income

= New Contribution Margin - New Fixed Expenses

= 52, 200

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Answer:

y-1= -1/3(x+3)

Step-by-step explanation:

y-y1=m(x-x1)

y-1=m(x+3)

the slope is rise over run

the slope is -1/3

Answer:

y - 1 = 3/2 (x + 3)

Step-by-step explanation:

To find the equation of a line parallel to the given line and passing through the point (-3, 1), we can use the point-slope form of a linear equation. The point-slope form is given by:

y - y₁ = m(x - x₁)

Where (x₁, y₁) is the given point and m is the slope of the line.

First, let's calculate the slope of the given line using the two points (-2, -4) and (2, 2):

slope = (y₂ - y₁) / (x₂ - x₁)

= (2 - (-4)) / (2 - (-2))

= 6 / 4

= 3/2

Since the line we want to find is parallel to the given line, it will have the same slope. Therefore, the slope (m) of the new line is also 3/2.

Now we can substitute the values into the point-slope form using the point (-3, 1):

y - 1 = (3/2)(x - (-3))

y - 1 = (3/2)(x + 3)

The equation in point-slope form of the line parallel to the given line and passing through the point (-3, 1) is:

y - 1 = 3/2 (x + 3)

Answer:

The first wave of democratization came when the world embraced digital. Film stock was eliminated, the Filmlab was replaced by computers. Digital pipelines and online distribution led to the creation of over-the-top (OTT) or digital as the third content-viewing platform, after cinema and television, rapidly scaling up the viewer base and causing a significant reduction in content cost to a point where it became almost free.

Widespread digital distribution also enabled the creation of the ‘individual’ viewer. For the first time in history (s)he was free of peer/societal judgement of his/her content choices. This led to a massive expansion in content subjects as creators no longer needed to appeal to a large base. All this led to a massive increase in the number of filmmakers and in the types of content they were creating.

Moore’s law of computing also apparently applies to filmmaking. It took a century for the first wave, but it took only a quarter of a century to herald in the second wave of democratization of the industry. What digital filmmaking did to analog filmmaking, mobile filmmaking will do to digital filmmaking.

As content demand and the ease of its creation grew, the time available for content creation shrunk, from years to months, to days, and, in some cases, to hours. Today’s filmmaking workflow needs to be as ‘light’ as possible while maintaining quality and the most ubiquitous device in today’s world, the mobile phone, is all set to fulfill yet another function, filmmaking.

(A)pple, (G)oogle, (S)amsung, and (S)ony, in alphabetical order, and several other manufacturers have put in significant effort to add filmmaking as a ‘pro’ functionality to the mobile phone. We are currently in v3.0 of the mobile filmmaking technology curve. What started with (V)GA (v1.0) and HD (v2.0) has today reached 4K resolution, high speed and high dynamic range acquisition, professional-grade lenses, military-grade image stabilization, and almost unlimited storage. The top-end mobile phone today, clubbed with the right accessories, is almost as good as a mid-level digital cinematography camera. It would not be a stretch to say that the entire content creation and distribution infrastructure needed to create 95% of the world’s content today, can be fit into a cabin-baggage-sized suitcase.

June 2019 was a momentous month. A film made by legendary filmmaker Claude Lelouch, shot in large part on the iPhone, was the opening film at the Cannes Film Festival 2019. Lelouch and Steven Soderbergh, who are both Oscar and Palme d’Or winners, have made full-length films on the iPhone.

The (i)Phone has proven that paired with the right accessories, it can replace a digital cinematography camera, but that is not necessarily the only or the biggest benefit that mobile filmmaking brings to the world. Mobile filmmaking will include a whole new group of filmmakers, who, despite the digitization of filmmaking, were still left out of the high-end filmmaking ecosystem, but its larger impact will be to greatly increase both the quality and quantity of content being created for the digital platforms ecosystem. India annually produces approximately 5,000 hours of original cinematic content and, at last count, approximately 1,500 hours of original (O)TT content. In contrast, approx one hour of content is uploaded on (Y)ouTube in India per minute, making it more than 500,000 hours of original content being uploaded by Indians on (Y)ouTube. Further, we have more than 30 (O)TT platforms, each of which will be commissioning a lot of original content over the next few years. India has a total digital viewer base of 400 million people with a headroom of 600 million more in the next five years. So, our content ecosystem is far from saturated and the opportunity for more creators can not be overstated.

His average speed for the first trip is 43 mph

Since Brian's average speed is x and he travels the first part for 215 miles in time t.

So, his distance d = xt

Also, the travels 75 more miles at a speed of 15 mph.

Since distance = speed time, the time he takes to cover this distance is

t' = distance/speed = 75 mi/15 mph = 5 hours

Since he covers both distances in the same time, we have that t = t' = 5 hours.

So, his average speed for the first trip x = d/t

= 215 mi/5 h

= 43 mph

His average speed for the first trip is 43 mph

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Step-by-step explanation:

75 = 3 x 5 x 5    in prime factorization

Answer:

Step-by-step explanation:

3x5x5

Answer:

The constant charge for each minute used is $50

Step-by-step explanation:

In order to solve this problem we will need to set two variables up. In this case:

F = constant Fee

R = rate per minute used

So the cost for the month of January is calculated like this:

F+300R=68

and the cost for February is calculated like this:

F+275R=66.5

So no we have a system of equations we can solve simultaneously. This can be solved by using different methods, elimination, substitution, graphically or by using matrices. I will solve this by substitution.

So let's solve the first equation for R:

\(R=\frac{68-F}{300}\)

and let's substitute this first equation into the second equation:

\(F+275(\frac{68-F}{300})=66.5\)

and now we can solve this for F:

\(F+11(\frac{68-F}{12})=66.5\)

We can multiply both sides by 12 so we get:

12F+11(68-F)=798

12F+748-11F=798

F= $50

The quotient of the given answer is 0.

The divisor is the integer that divides a given number. The quotient is the sum that we arrive at as a result. The residual is the number that the divisor leaves after partially dividing the original integer.

Any number of equal parts is represented by a fraction, which also represents a portion of a whole. A fraction, such as one-half, eight-fifths, or three-quarters, indicates how many components of a particular size there are when stated in ordinary English.

On dividing 49 by 679 we will get quotient 0 and remainder 49

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The decision of which two homework assignments to complete depends on Mofor's individual circumstances and priorities.

If Mofor only has time to do two homework assignments out of the five subjects, he will need to choose which subjects to prioritize. The specific subjects he chooses to work on will depend on various factors such as his strengths, weaknesses, upcoming deadlines, and personal preferences. Here are a few strategies he could consider:

1. Prioritize based on importance: Mofor can prioritize the homework assignments that carry more weight in terms of grades or have upcoming deadlines. This way, he ensures that he completes the assignments that have a higher impact on his overall academic performance.

2. Focus on challenging subjects: If Mofor finds certain subjects more difficult or time-consuming, he can prioritize those assignments to allocate more time and effort to them. This approach allows him to concentrate on improving his understanding and performance in subjects that require extra attention.

3. Balance workload: Mofor can choose to distribute his efforts evenly across subjects, selecting two assignments from different subjects. This strategy ensures that he maintains a balanced workload and avoids neglecting any particular subject.

The decision of which two homework assignments to complete depends on Mofor's individual circumstances and priorities. It is essential for him to consider his academic goals, time constraints, and personal strengths to make an informed decision.

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A pipe whose diameter measures 1 1/4 inches should have less threads per inch than a pipe with a diameter of 11/2 inch. So, the correct answer is (D).

To determine the correct answer, we need to compare the diameters of the two pipes and understand the relationship between pipe diameter and threads per inch.

The number of threads per inch generally decreases as the pipe diameter increases. This means that a larger pipe diameter will have fewer threads per inch compared to a smaller pipe diameter.

Given that the first pipe has a diameter of 1 1/4 inches, we need to find the pipe diameter from the options that is larger than 1 1/4 inches.

The option that meets this requirement is D. 11/2. This represents a pipe diameter of 1 1/2 inches. Therefore, a pipe with a diameter of 1 1/2 inches should have fewer threads per inch than a pipe with a diameter of 1 1/4 inches. Therefore, the correct answer is D. 11/2.

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Answer:

Step-by-step explanation:

Answer:

false

Step-by-step explanation:

The statement shown above is false. The absolute value function is not not one to one, and the greatest integer function is not many to one. Therefore the correct answer choice is B) False. The best way to find whether a function is one to one is explained in the attachment.