add this what do i get 0.337+29.4

Answer:

Step-by-step explanation:

6

Answer:

6 girls

Step-by-step explanation:

ratio is 2:1 meaning for every 2 girls there's 1 boy

since there's 3 boys, just double the amount (3x2) and you get 6

The answer is 35

Since they are supplementary they both equal 180 degrees.

(3x+10)+(2x-5)=180

Add them up

5x-5=180

Subtract 5 from both sides

5x=180-5

5x=175

Divide 5 from both sides

x=35.

Answer:  A.  85

Step-by-step explanation:

To set up an equation to solve for x you need to know:

The to 2 interior (inside) angles,  opposite of the exterior,  added together is equal to the exterior (outside) angle.

2x + 3 + 5x - 2 = 8x - 11

7x + 1 = 8x - 11

x = 12

Plug x back into the exterior angle outside angle

8(12)-11

96-11

85

Load vs deformation behavior of wet-mix and dry-mix shotcrete with different reinforcement can be summarized as follows:

Load vs Deformation Behavior of Wet-mix Shotcrete:

- Wet-mix shotcrete exhibits a gradual increase in load with deformation.

- The initial stiffness is relatively low, allowing for greater deformation before reaching its peak load.

- Wet-mix shotcrete tends to exhibit more ductile behavior, with a gradual post-peak load decline.

- The reinforcement in wet-mix shotcrete helps in controlling crack propagation and enhancing overall structural integrity.

Load vs Deformation Behavior of Dry-mix Shotcrete:

- Dry-mix shotcrete exhibits a relatively higher initial stiffness, resulting in less deformation before reaching the peak load.

- It typically shows a brittle behavior with a rapid drop in load after reaching the peak.

- The reinforcement in dry-mix shotcrete primarily helps in preventing the formation and propagation of cracks.

When to Use Wet-mix Shotcrete:

- Wet-mix shotcrete is commonly used in underground construction, such as tunnel linings and underground mines.

- It is suitable for applications where greater flexibility and ductility are required, such as seismic zones or areas with ground movement.

When to Use Dry-mix Shotcrete:

- Dry-mix shotcrete is often used in above-ground applications, such as architectural finishes, structural repairs, and protective coatings.

- It is preferred in situations where rapid strength development is required, as it typically achieves higher early strength than wet-mix shotcrete.

- Dry-mix shotcrete can be used in areas where a more rigid and less deformable material is desired, such as in structural elements subjected to high loads.

Therefore, wet-mix and dry-mix shotcrete exhibit different load vs deformation behavior due to their distinct mixing and application methods. Wet-mix shotcrete offers greater ductility and deformation capacity, making it suitable for applications with dynamic loading or ground movement.

On the other hand, dry-mix shotcrete provides higher early strength and is preferred for applications requiring rapid strength development or where rigidity is essential. The choice between wet-mix and dry-mix shotcrete depends on the specific project requirements, structural considerations, and the anticipated loading conditions.

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We know that the point of intersection of the linear and quadratic functions lies on the xy-plane at coordinates ( ,v w). Since the vertex of the quadratic function is given as (4, 19), we can assume that the quadratic function is of the form

\(y = a(x-4)^2 + 19\)

To find the value of v, we need to find the x-coordinate of the point of intersection. Since the linear function is also given, we can set y = mx + b (where m is the slope of the line and b is the y-intercept) equal to the quadratic function and solve for x. Once we have the value of x, we can substitute it back into either equation to find the value of v.

Regarding the second question, we know that there are 78 students and the dig site has 24 sections. Each section can be studied by a group of 2 or 4 students. Let the number of sections studied by a group of 2 students be x, and the number of sections studied by a group of 4 students be y.

We know that x + y = 24 and 2x + 4y = 78. Solving these two equations simultaneously gives us x = 9 and y = 15, which means that 9 sections will be studied by a group of 2 students.

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Answer:

the answer is a

Step-by-step explanation:

Answer:

x=30

Step-by-step explanation:

Answer:

x=30

Step-by-step explanation:

To find the value of x in an equation, our goal is always to isolate it so that it's on one side of the equal sign while everything else is on the other. We can do this by performing inverse operations to cancel values out (for example, the inverse operation of addition is subtraction and the inverse operation of division is multiplication).

5=x/6

Because x is being divided by 6, we multiply both sides by 6 to cancel it out on the side with x.

5×6=(x/6)×6

5×6=x

30=x

I hope this helps!

The probability that more than three throws will be necessary to turn up an ace is 5/6. This is

because the probability of not turning up an ace on each throw is 5/6, and thus the probability of not turning up an ace in more than three throws is the product of all the probabilities, which is (5/6)3 = 125/216.

Therefore, the probability that more than three throws will be necessary is 1 - (125/216) = 91/216.

The probability that more than three throws will be necessary for an ace to turn up can be calculated by finding the probability that an ace will not turn up in the first three throws and then subtracting that from 1.

First, let's find the probability that an ace will not turn up in the first throw. Since there are 6 sides on a dice, and only one of them is an ace, the probability of not getting an ace on the first throw is 5/6.

Next, let's find the probability of not getting an ace on the first two throws. This would be the probability of not getting an ace on the first throw multiplied by the probability of not getting an ace on the second throw, which is (5/6) * (5/6) = 25/36.

Finally, let's find the probability of not getting an ace on the first three throws. This would be the probability of not getting an ace on the first two throws multiplied by the probability of not getting an ace on the third throw, which is (25/36) * (5/6) = 125/216.

Now, to find the probability that more than three throws will be necessary, we subtract the probability of not getting an ace on the first three throws from 1: 1 - (125/216) = 91/216

Therefore, the probability that more than three throws will be necessary for an ace to turn up is 91/216.

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The dotted line represents that the region is strictly less than the equation of the line.

Inequality is a relation that compares two numbers or other mathematical expressions in an unequal way.

The symbol a < b indicates that a is smaller than b.

When a > b is used, it indicates that a is bigger than b.

a is less than or equal to b when a notation like a ≤ b.

a is bigger or equal value of an is indicated by the notation a ≥ b.

The dotted line shown in the graph and the yellow region described by the equation of a line is the region that is strictly less than the given line.

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Answer: 2,9,

Step-by-step explanation:

Step-by-step explanation:

In a parallelogram, opposite sides are equal and parallel. Therefore,

QT = PS = 3y ...(1)

PT + TR = PS

y + 2x + 1 = 3x + 9

2x - y = 4 .....(2)

PR = QT = 3y

PR = SQ = 3x + 9 ....(3)

From equations (1) and (3), we can see that:

3y = 3x + 9

y = x + 3

Substitute this value of y in equation (2):

2x - (x + 3) = 4

x = 7

To find the value of y, we can substitute x = 7 in equation (2):

2(7) - y = 4

y = 10

Therefore, x = 7 and y = 10.

Answer:

Step-by-step explanation:

It is not a function, a vertical line passes through two graphed points.

(-1,3) and (-1,2)

Answer:

Figure D

Step-by-step explanation:

15/10 can be simplified to 3/2. Figure D represents a consistent rate of 3/2

Answer:

b > 17

Step-by-step explanation:

In this question, you would have to solve the inequality.

Solve for b:

17b - 21 > 12b + 64

Subtract 12b from both sides:

5b - 21 > 64

Add 21 to both sides

5b > 85

Divide both sides by 5:

b > 17

b > 17 will be your answer.

Answer:

t = -6

Step-by-step explanation:

3/8t - 3/4 =1/2t

3/8t - 3/4 = 4/8t

3/8t - 4/8t = 3/4

-1/8t = 3/4

(-8)-1/8t = 3/4(-8)

t = -6

Answer:

12(t+6)+8=4(2t-1)+2t 12t+72+8=8t-4+2t 12t-2t-8t=-72-8-4 2t=-84 2t/2=84/2 t=42

Step-by-step explanation:

The recursive formula for an, the nth term of the sequence is a(n) = a(n - 1) * 2 where a(1) = -1

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

-1, -3, -9, -3³ ...

The above definitions imply that we simply multiply 3 to the previous term to get the current term

Using the above as a guide,

So, we have the following representation

a(n) = a(n - 1) * 3

Where

a(1) = -1

Hence, the sequence is a(n) = a(n - 1) * 2 where a(1) = -1

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Car total cost = 17850

The sales tax rate = 6.25%

Cost of car = 16800

Car total cost = Cost of car + Tax

Car total cost = 16800 + 1050

Car total cost = 17850

Based on the given information, Mr. Morales needs to buy exactly 1 yard of fabric using more than two remnants. Here are five different ways he could buy exactly 1 yard:

Combination 1: Using a 1/4 yard (four pieces available) and a 3/4 yard (one piece available) remnant. This adds up to exactly 1 yard.
Combination 2: Using a 1/2 yard (two pieces available) and a 1/2 yard (two pieces available) remnant. This also adds up to exactly 1 yard.
Combination 3: Using a 1/2 yard (two pieces available) and a 3/8 yard (one piece available) remnant, along with a 1/8 yard from another remnant. This totals 1 yard.
Combination 4: Using a 5/8 yard (one piece available) and a 3/8 yard (one piece available) remnant. This sums up to exactly 1 yard.
Combination 5: Using a 3/4 yard (one piece available) and a 1/4 yard (four pieces available) remnant. This also adds up to exactly 1 yard.

In conclusion, Mr. Morales can buy exactly 1 yard of fabric using different combinations of the available remnants.

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The probability of Samantha randomly selecting a blue piece of gum from the container is 3/10 or 0.3.

The probability of Samantha selecting blue gum can be calculated by dividing the number of blue gum pieces by the total number of gum pieces in the container:

Probability of selecting blue = Number of blue gum pieces / Total number of gum pieces

Probability of selecting blue = 6 / (2 + 5 + 6 + 7)

Probability of selecting blue = 6 / 20

Probability of selecting blue = 3 / 10

Therefore, the probability of Samantha selecting blue gum is 3/10 or 0.3.

Probability is a mathematical concept used to measure the likelihood of an event occurring, ranging from 0 (impossible) to 1 (certain).

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Answer:

i got 120 because i think you gotta multiply the bottom front colom and right colum and the front row

Answer:

I think its 120

Step-by-step explanation:

you would do length x width x height

6 x 5 x 4

6 x 5 = 30

30 x 4 = 120

therefore the volume is 120 units squared

They are different because the probabilities of the​ x-values skew the values of the mean. If the probabilities were​ equal, the histograms would be the same.

In general, the probability histogram for the sampling distribution of the sample median is less spread out and less likely to be skewed than the probability histogram for the sample mean. This is because the sample median is more resistant to outliers than the sample mean. When a sample has outliers or extreme values, the sample mean can be strongly influenced by those values and may not be a good representative of the center of the sample. On the other hand, the sample median is not affected by extreme values, and is a better measure of the center of the sample in the presence of outliers.

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The correct option is C

Containing both apples and oranges.

Combination and permutation are two methods for breaking down a set of objects into smaller groups. Any arrangement is possible when combining the parts of the subset. The parts of the subset are listed in a permutation in some certain order.

The "apples and oranges" box needs to be opened, according to the briefing. By definition, the only type of fruit in the box is the one that is inside. Let's imagine you found one apple in the box that was marked with both the words "apples" and "oranges" on the label. You deduce that the box marked "apples" must subsequently only contain apples and that the box marked "oranges" cannot contain only oranges because all of the boxes have supposedly been labeled incorrectly. The box labeled "oranges" must therefore contain both apples and oranges, whereas the box labeled "apples" may only contain oranges.

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I understand that the question you are looking for is:

There are three boxes, one contains only apples, one contains only oranges, and one contains both apples and oranges. The boxes have been incorrectly labeled such that no label identifies the actual contents of the box it labels. Opening just one box, and without looking in the box, you take out one piece of fruit. By looking at the fruit, you can immediately label all of the boxes correctly. Which box did you open?

A. Containing apple

B. Containing oranges

C. Containing both apples and oranges

D. Cannot be determined

Range = \(-3 < y \le 3\)

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

Explanation:

The range is the set of all possible y values of a function.

The lowest point happens when y = -3. We exclude this y value because of the open hole.

The highest point is at y = 3 which is included because of the filled in circle.

The range can be written as \(-3 < y \le 3\) meaning y is between -3 and 3, excluding -3 but including 3.

Side note: The range in interval notation is (-3, 3].

Answer:

5/2, 9/4 and 19/7.

Step-by-step explanation:

Rational numbers can be written as a/b where a and b are integers ( b not = 0).

By using power properties, the expression y⁸ · y³ · x⁰ · x⁻² is equivalent to the expressions 1 / (x² · y⁵) and x⁻² · y⁻⁵. (Correct choices: C, D)

In this question we have a power function with two variables and which has to be simplified by using power properties. The detailed procedure is shown below:

By using power properties, the expression y⁸ · y³ · x⁰ · x⁻² is equivalent to the expressions 1 / (x² · y⁵) and x⁻² · y⁻⁵. (Correct choices: C, D)

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16.32 X 8.1 = 132.192

The expression that is equivalent to 2cos²(x/2) - cos(x) is 1.

These are the equation that contains trigonometric operators such as sin, cos.. etc.. In algebraic operations.

Here,
We can use the double angle identity for cosine, which states that:

cos(2θ) = 2cos²(θ) - 1

To simplify given expression expression by putting cos(x) = 2cos²(x/2) - 1 as follows:

= 2cos²(x/2) - cos(x)

= 2cos²(x/2) - 2cos²(x/2) + 1  (using the identity cos(2θ) = 2cos²(θ) - 1)

= 1

Therefore, the expression that is equivalent to 2cos²(x/2) - cos(x) is 1.

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