A baker has a bar of chocolate that weighs 4/6 of a pound. He wants to divide it into portions that weigh 1/4 of a pound. How many
portions will he have? Choose ALL correct ways to show or explain the quotient.

Answer:

rectangle only has 4 sides , a rectangular prism has 6 sides

The solution to the system of equations is x = 7 and y = 3/2.

What is Simultaneous Equation?

Two or more algebraic equations that share variables are said to be simultaneous equations.

1) Rearrange both equations so that one variable is isolated on one side of the equation:

x/2 + y/3 = 4 --> x/2 = 4 - y/3 --> x = 8 - (2/3)y

y/4 - x/3 = 1/6 --> y/4 = 1/6 + x/3 --> y = 2/3 + (4/3)x

2) Substitute the expression for one variable into the other equation:

y = 2/3 + (4/3)x

x/2 + (2/3 + (4/3)x)/3 = 4

3) Simplify and solve for the remaining variable:

x/2 + 2/9 + (4/9)x = 4

5x/9 + 1/9 = 4

5x/9 = 35/9

x = 7

4) Substitute the value of x into one of the original equations and solve for the other variable:

x/2 + y/3 = 4

7/2 + y/3 = 4

y/3 = 1/2

y = 3/2

Therefore, the solution to the system of equations is x = 7 and y = 3/2.

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Answer:

C

Step-by-step explanation:

You just need to convert some of the mixed numbers so that they have a denominator (of the fraction part) as 8:

10 4/8 = 10 1/2

10 6/8 = 10 3/4

11 2/8 = 11 1/4

Answer:

1/8m

Step-by-step explanation:

The algebraic expressions one-eighth of m will be written as (1/8)m.

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

The algebraic expressions one-eighth of m will be written as below:-

E = (1/8)m.

Therefore, the algebraic expressions one-eighth of m will be written as (1/8)m.

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Solution :

As Sally determines the angle of rotation, since it is π, she lies on the negative x-axis. The first block then should be negative x-axis if r is positive and in the positive x-axis if r is negative.

My other reason for changing the dragged phase would be as they used the word, therefore, in the last sentence, which would mean an interference from the above statements, from the drag phase you have given the interference would be positive x-axis.

A) The proportion of test takers who will score above 115 on the Wechsler Intelligence Scale for Children is approximately 0.1587.

B) The proportion of test takers who will score below 91 is approximately 0.0228.

C) The proportion of test takers who will score between 109 and 130 is approximately 0.5133.

D) The probability that a randomly selected child will score above 145 is very low, as it falls beyond the typical range of scores.

E) An intelligence score of approximately 124 will place a child at the 95th percentile.

The proportion of test takers who will score above 115 on the Wechsler Intelligence Scale for Children is approximately 0.1587. This means that about 15.87% of test takers are expected to achieve a score above 115. The Wechsler Intelligence Scale for Children follows a normal distribution with a mean of 100 and a standard deviation of 15, allowing us to determine the proportion of individuals scoring above a specific threshold.

Similarly, what is the likelihood of scoring below 91 on the test?

The proportion of test takers who will score below 91 on the Wechsler Intelligence Scale for Children is approximately 0.0228. This suggests that around 2.28% of test takers are expected to obtain a score below 91. The normal distribution characteristics of the test's scores enable us to estimate the proportion of individuals scoring below a given threshold.

The proportion of test takers who will score between 109 and 130 on the Wechsler Intelligence Scale for Children is approximately 0.5133. This implies that roughly 51.33% of test takers are expected to achieve scores within this range. Understanding the proportion of individuals falling within a specific score range helps us assess the performance of test takers and provides valuable insights into the distribution of intelligence scores.

The probability that a randomly selected child will score above 145 on the Wechsler Intelligence Scale for Children is very low. Scores above 145 are considered extremely rare, as they fall in the upper tail of the normal distribution. While the exact probability cannot be determined without additional information, it is safe to say that the likelihood of obtaining such a high score is significantly uncommon.

An intelligence score of approximately 124 on the Wechsler Intelligence Scale for Children will place a child at the 95th percentile. This means that the child's score is higher than 95% of the scores within the population of test takers. Achieving a score at the 95th percentile indicates a higher level of intellectual ability compared to the majority of individuals taking the test.

Additionally, what is the proportion of test takers scoring between 109 and 130?

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Answer:

Points identify starting and ending positions, and a line (in this case line segment) connects such points to show the distance between the two points.

Step-by-step explanation:

True, if Στ = 0 in a single-factor experiment, then all treatment means must be equal.

In single-factor experiments, if the sum of the treatment effects (Στ) is equal to zero (Στ = 0) for all levels (i=1 to n), then it implies that all treatment means (Ti) must be equal.

In a single-factor experiment, a single independent variable (factor) is manipulated, and its effect on the dependent variable is studied across different levels or treatments.

The treatment effects (τ) represent the differences in the mean response between each treatment level and the overall mean of the dependent variable.

If the sum of these treatment effects (Στ) is equal to zero (Στ = 0), it means that the positive and negative differences cancel each other out, resulting in a net effect of zero.

If Στ = 0, it implies that the total treatment effect across all levels is balanced, indicating that there are no systematic differences between the treatment means.

Consequently, if all treatment effects cancel out and Στ = 0, it implies that the means of all treatment levels (Ti) must be equal since any deviations from the overall mean are offset by equal and opposite deviations in other treatment levels.

Therefore, if Στ = 0 in a single-factor experiment, it indicates that all treatment means must be equal.

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The requried given sum 100 + 100 = 200 is true.

When we add two numbers, we unite them to get a new total value. In this case, we are adding 100 and 100, which gives us a total of 200. Therefore, the statement "100 + 100 = 200" is true based on the rules of addition in mathematics.

If the context of the question is different, for instance, if the "+" symbol represents concatenation (joining of two strings), then the answer might be different. But based on the premise that the "+" symbol represents an addition, the statement "100 + 100 = 200" is true.

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d...................................

The rate at which the population of the city was growing was an average of 1.5 million people per year, which can be expressed as an integer or reduced fraction as 3/2.

To break this down further, this means that the city's population was increasing by an average of 416,666 people each month or 14,053 people each day.

This is an impressive rate of growth, especially when considering that the city was already quite large at 5.2 million people. This growth can be attributed to a number of factors, including high levels of immigration, a strong economy, and a booming job market.

Moreover, the growth in population can be seen as a testament to the city's quality of life and its ability to attract new residents.

The population of the city in 1980 was 5.2 million and by 1992 it had grown to 7.6 million. This shows that the rate at which the population of the city was growing was an average of 1.5 million people per year, which can be expressed as an integer or reduced fraction as 3/2.

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Answer:

100

Step-by-step explanation:

In a 45-45-90 triangle, the hypotenuse is always larger than either of the legs by a factor of \(\sqrt{2}\). x is therefore:

\(100\sqrt{2}\div \sqrt{2}=100\)

Hope this helps!

The volume of the triangular prism is 15.75 cubic cm after using the formula for the volume of the triangular prism.

When a triangle is, stretch it out to produce a stack of triangles, one on top of the other. A triangular prism is the name given to this novel 3D object.

It is given that:

The prism is shown in the picture with dimensions.

As we know the volume of the triangular prism can be fins using the formula:

V = (1/2)bhl

Here b is the base length

h is the height of the triangular prism

l is the length of the triangular prism.

V = (1/2)4.5×3.5×2

V = (1/2)31.5

V = 15.75 cubic cm

Thus, the volume of the triangular prism is 15.75 cubic cm after using the formula for the volume of the triangular prism.

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Answer:

L, Saiki, mikasa, and yelena

Step-by-step explanation:

The hexadecimal system numbering system is base 16; in other words, 16 numerals are used to express any given number.

In this system, 16 numerals are used to represent any given number. The numerals used in this system are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, and F, where A represents 10, B represents 11, and so on, up to F, which represents 15.

This system is commonly used in computer science, as it is more compact than the decimal system, and allows for easier conversion between binary and decimal systems. In the hexadecimal system, each digit represents a power of 16, just as each digit in the decimal system represents a power of 10.

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Based on the given information the three correct statements when comparing the experimental and theoretical probabilities for Mary Jane's spinner are option A, C, and D.

Here's a brief breakdown for each statement:
A. The theoretical probability for landing on the star is greater than the experimental probability.

If the spinner is fair, the theoretical probability of landing on each symbol is equal (50% for star and 50% for heart). Since the experimental probability of landing on the star is 6/15, the theoretical probability is greater.

C. As the number of spins increases, the closer the experimental probability will get to the theoretical probability.

According to the Law of Large Numbers, as the number of spins increases, the experimental probability will get closer to the theoretical probability, assuming a fair spinner.

D. The experimental probability for landing on the heart is greater than the theoretical probability.
The experimental probability for landing on the heart is 9/15, which is greater than the theoretical probability of 50%.

Therefore, option A, C, and D are the correct one.

Complete Question

Mary janes spins the spinner 15 times. The arrow lands 6 times on a star and 9 times on the heart. Which THREE statements are correct when comparing the experimental and theoretical probabilities?

A. The theoretical probability for landing on the star is greater than the experimental probability.

B. The experimental probability for landing on the heart is less than the theoretical probability.

C. As the number of spins increases, the closer the experimental probability will get to the theoretical probability.

D. The experimental probability for landing on the heart is greater than the theoretical probability.

E. The experimental probability for landing on the star is greater than the theoretical probability.

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To compare the experimental and theoretical probabilities, we need to know the theoretical probabilities of landing on the star and heart.

If the spinner is fair, then the theoretical probability of landing on the star is 1/3 and the theoretical probability of landing on the heart is 2/3.

Comparing experimental and theoretical probabilities:

The experimental probability of landing on the star is 6/15 = 2/5, while the theoretical probability is 1/3. This means that the experimental probability is higher than the theoretical probability.

The experimental probability of landing on the heart is 9/15 = 3/5, while the theoretical probability is 2/3. This means that the experimental probability is lower than the theoretical probability.

The sum of the experimental probabilities of landing on the star and heart is 2/5 + 3/5 = 1, which is also the sum of the theoretical probabilities. This means that the probabilities add up to 1, as they should.

Therefore, the correct statements are:

The experimental probability of landing on the star is higher than the theoretical probability.

The experimental probability of landing on the heart is lower than the theoretical probability.

The sum of the experimental probabilities add up to 1, as they should.

Answer:

step by step and the dog got 10 fire wood

Answer:

50(1.15)^n-1

Step-by-step explanation:

1. Let's consider the first three terms of g(n) to get a sense of how the function values change as n increases.

2. The first term is Luiza's account balance at the first year of the saving, which is the initial amount she deposited. We know this to be $50.

The second term is Luiza's account balance at the second year. Since the account accumulated 15% each year, it was 1.15 times the balance in the first year, which is $50*1.15=$57.50.

The third term is Luiza's account balance at the third year. Again, this is 1.15 times the balance of the year before that, which is $57.50*1.15=$66.125.

To summarize:

g(1)=50   g(2)=50*1.15   g(3)=50*1.15*1.15

We can see that each term is 1.15 times its preceding term. There is a constant ratio between consecutive terms. Therefore, this is a geometric sequence.

3. We can write an explicit formula for this geometric sequence using the form A*B^n-1. In this form,  A,  is the first term and B is the common ratio. What are the appropriate values for our case?

The first term is Luiza's initial deposit, which is $50.

The common ratio corresponds to the percentage of accumulated interest. Since that percentage is 15%, the common ratio is 1.15.

4. In conclusion, g is a geometric sequence.

An explicit formula for the sequence is g(n)=50*1.15^n-1

Note that this solution strategy results in this formula; however, an equally correct solution can be written in other equivalent forms as well.

In a right triangle with cos0 = 4/5, the exact value of cot(0) is 4/3.

In a right triangle, if cos0 = 4/5, then the exact value of cot(0) can be found using the Pythagorean Theorem and the definition of cotangent.

First, let's use the Pythagorean Theorem to find the third side of the right triangle.

If cos0 = 4/5, then the adjacent side is 4 and the hypotenuse is 5. The Pythagorean Theorem states that a^2 + b^2 = c^2, where a and b are the legs of the right triangle and c is the hypotenuse. Plugging in the known values, we get:

4² + b² = 5²
16 + b² = 25
b² = 9
b = 3

Now that we know the third side of the right triangle, we can use the definition of cotangent to find the exact value of cot(0).

Cotangent is defined as the ratio of the adjacent side to the opposite side. In this case, the adjacent side is 4 and the opposite side is 3, so:
cot(0) = 4/3

Therefore, the exact value of cot(0) is 4/3.

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1. The addition operation of FB48+39E1 can be carried out by adding each column as shown below.
  ```
    FB48
  + 39E1
    ----
    13529
  ```
The sum of FB48 and 39E1 in hex is 13529. There is no overflow that occurs since there is no carry-out in the most significant bit (MSB) position of the two operands.
 
2. The subtraction operation of FB48-39E1 can be carried out by first converting the subtrahend to its 2's complement. To get the 2's complement, we invert all the bits of the subtrahend and add 1. The resulting 2's complement of 39E1 is C61F.
  ```
    FB48
  - 39E1
    ----
    C61F
  ```
The difference of FB48 and 39E1 in hex is C61F. There is no overflow that occurs since there is no borrow in the MSB position of the two operands.

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The correct statement regarding whether the graph is a one-to-one function is:

The graph does not represent a one-to-one function because the y-values between 0 and 2 are paired with multiple x-values.

An one-to-one function is a function in which each output is related to only one input, that is, there are no horizontally aligned points.

These horizontally aligned points happen when an horizontal line is traced on the graph of the function, and crosses the function more than once.

From the graph of the function given by the image at the end of the answer, it can be seen that this line would cross the function twice for values of y between 0 and 2, hence the correct option is:

The graph does not represent a one-to-one function because the y-values between 0 and 2 are paired with multiple x-values.

The problem asks for the correct statement regarding the function given on the image at the end of the answer.

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Answer:

Step-by-step explanation:

Evaluate the expression, given functions f and h:  

f(x) = 3x − 1,

h(x) = −2x2 + 3x − 2.

f  

7

3

− h(−2)

Answer:

2.5 5 7.5 10 12.5

Step-by-step explanation:

b) 2.5*6=15

Answer:

x=⅔

Step-by-step explanation:

5x=20/6. multiply both sides by 6 to remove the denominator

5x(×6)= 20×6

6

30x=20

divide both sides by 30 to obtain the value of x

30x=20/30

30

x=20/30

x=⅔

Answer:

Step-by-step explanation:

1). m ∠ 1 = 65 °

2). m ∠ 2 = 75 °

3). 180 °

4). m ∠ 7 = 40 °

5). ∠ 7 and ∠ 6 are congruent angles

6). m ∠ 6 = 40 °

Answer:

The answer is

2^20 divided by 3^8

Step-by-step explanation:

If do still cant get it... solve both and compare.

the correct answer is: iii. use blocking when conducting an experiment.

Decreasing the sample size and increasing the significance level will increase the probability of rejecting the null hypothesis, but they will not increase the power of the test.

Using blocking when conducting an experiment can increase the power of the test by reducing the variability within blocks and increasing the variability between blocks. This can lead to a more precise estimate of the treatment effect and a higher probability of detecting a significant difference between the treatment groups.

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The cost of 3.25m lace would be $22.75

Multiplication is the mathematical operation that is used to determine the product of two or more numbers. If an event can occur in m different ways and if following it, a second event can occur in n different ways, then the two events in succession can occur in m × n different ways.

we are given 0.8m of lace costs $5.60

now, we can find cost of 1m of lace

so, we have to divide both sides by 0.8

1 m of lace cost \(=5.60\div0.8\)

1 m of lace cost \(=7\)

so, we will also get

\(3.25\div0.8 = 4.0625\)

Now multiply that by 3.25

\(3.25 \times 7 = 22.75\)

So, the cost of 3.25m lace is $22.75

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Answer:

  (r; θ) =

Step-by-step explanation:

You want the polar coordinates corresponding to the Cartesian coordinates ...

The relation between polar and cartesian coordinates is ...

  (x, y) ⇒ (√(x²+y²); arctan(y/x))

where the arctangent function takes quadrant into account.

The attachment shows a calculator's output where the Cartesian coordinates are translated to the complex plane. The negative angle is converted to a positive angle by adding 2π radians.

As an example of how this works, we can use ...

  c) (-2, -2√3) ⇒ (√((-2)² +(-2√3)²); arctan((-2√3)/-2))

  ⇒ (√16; arctan(√3)) . . . . . . where the angle is a 3rd quadrant angle

  ⇒ (4; π+π/3) = (4; 4π/3)

The polar coordinates are ...

  a.) (6; π/6)

  b.) (6; 5π/6)

  c.) (4; 4π/3)

__

Additional comment

There are several possible notations for polar coordinates. We have used one that is similar to the notation (x, y) for Cartesian coordinates, but uses a semicolon (;) separator to identify the ordered pair as polar coordinates.

The calculator uses a notation r∠θ, which we like for its compactness. Some calculators write both forms as vectors [x, y] or [r, θ] and leave it to the user to interpret the values appropriately.

Other notations used for polar coordinates are r(cos(θ), sin(θ)) or r(cos(θ)+i·sin(θ)) or r cis θ. The last of these is an abbreviation of the one before.

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Answer: 115 degrees

Step-by-step explanation: By the property of alternate interior angles, they are congruent.