A baker has 24 cupcakes. 1/4 of them are chocolate. The rest are strawberry. How many are strawberry?​

Answer:

square roots of 25 =5

Step-by-step explanation:

5×5= 25

The correct options are -

When something is bought on credit, an initial payment is made in the form of a down payment.

Given is that Renata is purchasing a condominium for $125,000. She wants to put down a down payment of 20%.

We can calculate the amount she is putting in down payment as -

{x} = 20% of 125000

{x} = 20/100 x 125000

{x} = 20 x 1250

{x} = 25000

Therefore, the correct options are -

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Using simultaneous equations, during the dinner to raise money for a children's museum, 90 tickets were sold.

Simultaneous equations are two or more equations solved concurrently or at the same time.

Simultaneous equations are also called a system of equations.

The cost of one-person ticket = $200

The cost of two-people ticket = $350

The total number of attendees at the dinner = 130

The total ticket sales = $24,000

Let number of one-person ticket = x

Let number of two-people ticket = 2y

x + 2y = 130... Equation 1

200x + 250y = 24000... Equation 2

Multiply Equation 1 by 200:

200x + 400y = 26000... Equation 3

Subtract Equation 2 from Equation 3:

200x + 400y = 26000

-

200x + 350y = 24000

50y = 2000

y = 40

x = 130 - 2y

=  130 - 80

= 50

Thus, the number of tickets sold at the dinner was 90.

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8x + 1 = 7

y - x = 1

y = 1 + x

sub 1 + x in eqtn i

8x + 1 = 7 { 1 + x }

8x + 1 = 7 + 7x

8x - 7 = 7 - 1

x = 6

y - 6 = 1

y = 1 + 6

y = 7

So,

8x = 8 x 6 = 48

7y = 7 x 7 = 49

My present years is 48

Next year i will be 49

Multiple can be defined as a number that is the product of a given number and some other natural number. For example when we multiply 7 × 3=21 or 8×3 =24

Therefore my present age is 48 and next year will be 49

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The equation of the line having slope 0 and passing through (-3,-2) is f(x) = -2.

Any horizontal line has the same y-value for every point on the line. We are given that the line passes through the point (-3,-2). This means that f(-3) = -2, since the y-value of the point (-3,-2) corresponds to the value of the function at x = -3.

This is because no matter what x-value we plug into the function, the output (y-value) will always be -2. Therefore, the equation of the line in function notation is f(x) = -2.

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Reasons

Answer:

43.6 has 3 significant figures.

The original coordinate is:

So it is in the IV cuadrant, If we made a reflection over the y-axis then the sing of the x component will cahge so the transformation will be:

Answer:10

Step-by-step explanation:

       A linear equation has the conventional form Ax+By=C. A slope-intercept form equation (y=mx+b) must have the x and y on the same side of the equal sign and the constant on the opposite side in order to be converted to standard form. To relocate terms, use inverse operations.

 Linear equations come in three main types:

shape of a point-slope: y - y1 = m (x-x1)

typical form: Ax + By = c

Y = mx + b is the slope-intercept formula.

A linear equation with one variable is written in standard form as ax + b = 0, where a 0 and x is the variable. A linear equation with two variables is written as ax + by + c = 0, where the variables are a 0, b 0, x, and y.

A formula's initial sign is usually an equal sign (=).

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The given plane has normal vector

\(x-2y=5\implies\mathbf n=\langle1,-2,0\rangle\)

Scaling n by a real number t gives a set of vectors that span an entire line through the origin. Translating this line by adding the vector <2, 1, 1> makes it so that this line passes through the point (2, 1, 1). So this line has equation

\(\mathbf r(t)=\langle1,-2,0\rangle t+\langle2,1,1\rangle=\langle 2+t, 1-2t, 1\rangle\)

This line passes through (2, 1, 1) when t = 0, and the line intersects with the plane when

\(x-2y=5\implies(2+t)-2(1-2t)=5\implies5t=5\implies t=1\)

which corresponds the point (3, -1, 1) (simply plug t = 1 into the coordinates of \(\mathbf r(t)\)).

So the distance between the plane and the point is the distance between the points (2, 1, 1) and (3, -1, 1):

\(\sqrt{(2-3)^2+(1-(-1))^2+(1-1)^2}=\boxed{\sqrt5}\)

The measure of angle 2 which  is 27°, from the given figure .

The angles of parallel lines can be stated as, a figure which is formed by two rays or lines that shares a common endpoint is called an angle. we can say that, Angles in parallel lines are angles that are created when two parallel lines are intersected by another line called a transversal.

here, we have,

Given that, l║m and QR perpendicular to ST at R.

Here, m∠1 =m∠QTR (Alternate interior angles are equal)

m∠QTR=63°

From triangle RQT,

m∠2+m∠QTR+m∠QRT=180° (Sum of interior angles of triangle is 180°)

⇒ m∠2+63°+90°=180°

⇒ m∠2+153°=180°

⇒ m∠2=180°-153°

⇒ m∠2=27°

Therefore, the measure of angle 2 from the given figure is 27°.

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Answer:

392 cm

Step-by-step explanation:

Since your trying to find the perimeter of the bulletin board by using the area, you should:

We can use the concept of Line Intercept form . She should count up 2 and right 1 . So the correct option is D.

When you know the slope of the line to be investigated and the given point is also the y intercept, you can utilize the slope intercept formula, y = mx + b. (0, b). The y value of the y intercept point is denoted by the symbol b in the formula. We set y = 0 and solve the equation for x to determine the x-intercept. This is due to the fact that the line crosses the x-axis at y=0. If an equation is not in the form y = mx + b, we can still solve for the intercepts by substituting 0 where necessary and then solving for the final variable. Set x = 0 and then solve for y to find the y-intercept.

  y=mx+b is the slope intercept formula

The given equation is y=2x-7.

By comparing to slope intercept formula y=mx+b,

   m=2 and b=-7.  

   So the slope of the given equation is 2 and y-intercept is (0,-7).

we know that,

             m=rise/run

             so rise=2 and run=1 that means Sam needs to count up 2 and right 1 to graph the equation using the given slope.

We can use the concept of Line Intercept form . She should count up 2 and right 1 . So the correct option is D.

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Answer:

im on the same quesrion

Answer: 2/15

Step-by-step explanation: because 5 x 6 equals 20 and the quotient would be 4/30 but in this case it says to simplify so the answer would be 2/15 yw O.o I also have the same question on an assigment c:

Using the normal distribution, there is a 0.007 = 0.7% probability that the mean score for 10 randomly selected people who took the LSAT would be above 157.

The z-score of a measure X of a normally distributed variable with mean \(\mu\) and standard deviation \(\sigma\) is given by:

\(Z = \frac{X - \mu}{\sigma}\)

Researching this problem on the internet, the parameters are given as follows:

\(\mu = 150, \sigma = 9, n = 10, s = \frac{9}{\sqrt{10}} = 2.85\)

The probability is one subtracted by the p-value of Z when X = 157, hence:

\(Z = \frac{X - \mu}{\sigma}\)

By the Central Limit Theorem

\(Z = \frac{X - \mu}{s}\)

Z = (157 - 150)/2.85

Z = 2.46

Z = 2.46 has a p-value of 0.993.

1 - 0.993 = 0.007.

0.007 = 0.7% probability that the mean score for 10 randomly selected people who took the LSAT would be above 157.

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Based on the information in the image, we can establish that the rule shown in the graph is: Each time you move down one box and to the right one box, the sum increases by 2.

To identify the pattern shown in the image, we must carefully observe the numbers in each box. Once we have identified the numbers in the different boxes. We must establish the relationship between the numbers.

According to this procedure we can establish that the pattern of this image is Each time you move down one box and to the right one box, the sum increases by 2.

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Answer:

$1,000.

Step-by-step explanation:

200 kids divided by 25% or 4 = 50 then 50 x 20 = 1,000.

Answer:

the building would be 280 feet (judging on how this is worded.)

Step-by-step explanation:

you are already 100 meters from the base ( bottom) of the building so you add 180 as you are 180 ft from the top of the building. 100 + 180 is equal to 280.

Answer:

c = 15

Step-by-step explanation:

The angles are4 a linear pair and are supplementary, so the sum of their measures is 180 deg.

7c - 7 + 6c - 8 = 180

13c - 15 = 180

13c = 195

c = 15

Answer:

Test statistic t = -1.8246

P-value = 0.0737

The null hypothesis failed to be rejected.

There is not enough evidence to support the claim that the mean GPA of night students is different from the mean GPA of day students.

Step-by-step explanation:

This is a hypothesis test for the difference between populations means.

The claim is that the mean GPA of night students is different from the mean GPA of day students.

Then, the null and alternative hypothesis are:

\(H_0: \mu_1-\mu_2=0\\\\H_a:\mu_1-\mu_2\neq 0\)

The significance level is 0.05.

The sample 1, of size n1=30 has a mean of 2.35 and a standard deviation of 0.46.

The sample 2, of size n2=25 has a mean of 2.58 and a standard deviation of 0.47.

The difference between sample means is Md=-0.23.

\(M_d=M_1-M_2=2.35-2.58=-0.23\)

The estimated standard error of the difference between means is computed using the formula:

\(s_{M_d}=\sqrt{\dfrac{\sigma_1^2}{n_1}+\dfrac{\sigma_2^2}{n_2}}=\sqrt{\dfrac{0.46^2}{30}+\dfrac{0.47^2}{25}}\\\\\\s_{M_d}=\sqrt{0.007+0.009}=\sqrt{0.016}=0.1261\)

Then, we can calculate the t-statistic as:

\(t=\dfrac{M_d-(\mu_1-\mu_2)}{s_{M_d}}=\dfrac{-0.23-0}{0.1261}=\dfrac{-0.23}{0.1261}=-1.8246\)

The degrees of freedom for this test are:

\(df=n_1+n_2-2=30+25-2=53\)

This test is a two-tailed test, with 53 degrees of freedom and t=-1.8246, so the P-value for this test is calculated as (using a t-table):

\(\text{P-value}=2\cdot P(t<-1.8246)=0.0737\)

As the P-value (0.0737) is greater than the significance level (0.05), the effect is not significant.

The null hypothesis failed to be rejected.

There is not enough evidence to support the claim that the mean GPA of night students is different from the mean GPA of day students.

Answer:

a)5

b)17

c) ?

\(d) 3\sqrt{2}\)

Step-by-step explanation:

Answer:

Step-by-step explanation:

Formula: \(a^{2} + b^{2} = c^{2}\)

A.)

\(a^{2} + b^{2} = c^{2}\)

\(4^{2} +3^{2} = c^{2}\)

16 + 9 = \(c^{2}\)

25 =  \(c^{2}\)

5 = c

__________________________________________________________

B.)

\(15^{2} + 8^{2} = c^{2}\)

225 + 64 = \(c^{2}\)

289 = \(c^{2}\)

17

__________________________________________________________

C.)

\(11^{2} + 14^{2} = c^{2}\)

121 + 196 = \(c^{2}\)

317 = \(c^{2}\)

17.8

__________________________________________________________

D.)

\(3^{2} + 3^{2} = c^{2}\)

9 + 9 = \(c^{2}\)

18 = \(c^{2}\)

4.2

Sry my Wi-Fi is actin up

The length of the two segments, written as radicals, are:

AB = √117

PQ = √244

Remember that for a segment whose endpoints are (x₁, y₁) and (x₂, y₂), the length of the segment is:

L = √( (x₂ - x₁)² + (y₂ - y₁)²)

First, for the segment AB the endpoints are:

A = (-4,  -4)

B = (2, 5)

Then the length is:

L =  √( (-4 - 2)² + (-4 - 5)²)

L = √117

For the segment PQ the endpoints are:

P = (-6, 8)

Q = (6, -2)

The length is:

L =  √( (-6 - 6)² + (8 + 2)²)

L = √244

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Answer:

=143Yiii HAHHAHAHAHAHAHHA

Answer:

(x-5)(x-1)(x+1)

Step-by-step explanation:

hope this helps you :)

By completing the square, the vertex form of quadratic equation is (x - 1)² - 3.

In this question we find a quadratic equation in standard form, which must be modified into vertex form by completing the square, which consists in modifying part of the equation into a perfect square trinomial. The vertex form of the quadratic equation is:

y = C · (x - h)² + k

First, write the polynomial in standard form:

x² - 2 · x - 2

Second, use algebra properties to expand the expression:

(x² - 2 · x - 2) + 0

(x² - 2 · x - 2) + 3 - 3

(x² - 2 · x + 1) - 3

Third, use the definition of perfect square trinomial:

(x - 1)² - 3

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Answer:

Step-by-step explanation:

uhh

Hence, the quotient is \(2x^2\) in its simplest form as the numerator by the denominator to simplify the quotient.

In addition, ratios can be used to compare components of an ensemble, such as the ration of a circle's surface area to its circumference. As it is a linear correlation that cannot be reduced, the ratio in this instance is not simplified. In mathematics, science, economics, and many other disciplines, ratios are frequently employed to explain and study the quantitative relationships between various values.

given

The ratio is:

\(4x^5 / (2x^3)\)

We can divide the numerator by the denominator to simplify the quotient.

By dividing 4x5 by 2x3, we obtain:

\((4x^5) / (2x^3) = 2x^(5-3) = 2x^2\)

Hence, the quotient is \(2x^2\) in its simplest form as the numerator by the denominator to simplify the quotient.

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Answer:

x = 26/5

Step-by-step explanation:

Distribute

 5x - 25  : -5x + 27

Add 25 to both sides

 5x = -5x +52

Add 5x to both sides

 10x = 52

Divide by 10

x = 52/10

Simplify

x = 26/5

Answer:4.9

Step-by-step explanation: