Help please !! What is 10.50-(2.25)=?
Answers
Answer:
10.5−2.25
=10.5−2.25
=10.5+−2.25
=8.25
Step-by-step explanation:
I hope this helps you
Answer:
8.25
Step-by-step explanation:
hope this helps!
Related Questions
Pls helppppp ‼️‼️12 points‼️6y+12=18 for y
Answers
Answer:
y = 1
Step-by-step explanation:
Hi there !
6y + 12 = 18
6y = 18 - 12
6y = 6
y = 6 : 6
y = 1
Good luck !
If 6 multiplied by 1 is 6, then 6 + 12 = 18
Hannah can spend up to $40 on snacks and drinks at the movie theater. A snack costs $5 and a drink costs $3.50.
Use for the number of snacks
Use for the number of drinks
Which inequality represents this situation?
Answers
Answer:
5s + 3.50d < 40
Step-by-step explanation:
if you were to total up the costs of a snack and drink together you'll end up with $8.50
-multiply $8.50 until you reach $40 mark
i.e 8.50×2(means 2 of each item) = $17
8.50×3 = $25.5
8.50×4 = $34
8.50×5= $42.5
-if you look at it, the calculation for 5, the pricing is now over the budget therefore the answer is then 5s + 3.50d < 40 because she can only spend up to $34 at most
How long does it take for a cyclist to travel 600 meters at a speed of 10 m/s
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Time = distance / speed
Time = 600m / 10m/s
Time = 60 seconds (1 minute)
suppose that the number of bacteria in a certain population increases according to a continuous exponential growth model. a sample of bacteria selected from this population reached the size of bacteria in four hours. find the hourly growth rate parameter.
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The hourly growth rate parameter for this population of bacteria is therefore \(k = ln(Nt/N0)/4\)
The hourly growth rate parameter of a population of bacteria can be determined by using a continuous exponential growth model. The equation for this model is:
\(Nt = N0e^{(kt)}\)
Where Nt is the number of bacteria after time t, N0 is the initial number of bacteria, and k is the growth rate.
To find the hourly growth rate, we need to rearrange the equation to solve for k.
\(k = ln(Nt/N0)/t\)
where t is the time in hours.
Given the example, Nt = sample of bacteria size and N0 = initial number of bacteria and t = 4 hours. We can then calculate k as:
\(k = ln(Nt/N0)/4\)
The hourly growth rate parameter for this population of bacteria is therefore \(k = ln(Nt/N0)/4.\)
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we want to find a 95% confidence interval for the standard deviation of a large dataset, given a sample. can the bootstrap method be used? group of answer choices
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The Bootstrap Method is straightforward and straightforward to comprehend. First, it chooses randomly from the original sample to produce bootstrap samples from our initial sample.
After that, it uses summary statistics like variation, standard deviation, mean, and so on to get replicates, which is how we can calculate a confidence interval from that sample.
Thus, the answer is "Yes."
The bootstrap method is a resampling method that uses replacement sampling to estimate population statistics. It can be used to estimate standard deviation and mean summaries.
Which scenarios call for the use of bootstrapping?Remember that bootstrapping isn't only valuable for computing standard blunders, it can likewise be utilized to build certainty spans and perform speculation testing. When working with data that doesn't seem to lend itself to conventional methods, always remember bootstrapping techniques.
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Full Question = We want to find a 95% confidence interval for the standard deviation of a large dataset, given a sample.
Can the bootstrap method be used?
Group of answer choices
yes
no
3
The school that Willie goes to is selling tickets to the annual talent show. On the first day of
ticket sales the school sold 12 senior citizen tickets and 5 child tickets for a total of $102. The
school took in $156 on the second day by selling 14 senior citizen tickets and 12 child tickets.
Find the price of a senior citizen ticket.
A $6
B $7
C$10
D $4
Answers
Answer: A $6
Step-by-step explanation:
Let x = price per child ticket, y= price per senior ticket.
As per given, we have
5x+12y=102 (i)
12x+14y=156 (ii)
From (i), we have
\(x=\dfrac{102-12y}{5}\) (iii)
Put value of x in (ii), we get
\(12(\dfrac{102-12y}{5})+14y=156\\\\\\ \dfrac{1224-74y}{5}=156\\\\\\1224-74y=5\times156\\\\\\ 1224-74y=780\\\\\\ 74y=1224-780\\\\\\ 74y=444\\\\ y=\dfrac{444}{74}\\\\\\ y=6\)
Hence, the price of senior ticket = $6
Thus the correct option is A.
For a project in her Geometry class, Addison uses a mirror on the ground to measure
the height of her school's football goalpost. She walks a distance of 13.25 meters from
the goalpost, then places a mirror on flat on the ground, marked with an X at the
center. She then steps 1.3 meters to the other side of the mirror, until she can see the
top of the goalpost clearly marked in the X. Her partner measures the distance from
her eyes to the ground to be 1.55 meters. How tall is the goalpost? Round your answer
to the nearest hundredth of a meter.
1q
1.55 m
1.
13 m-
13.25 m
Answers
Answer:
the height of the goalpost is approximately 10.48 meters.
Step-by-step explanation:
To find the height of the goalpost, Addison needs to use the distance from the mirror to the goalpost, the distance from her eyes to the ground, and the angle formed by the goalpost, the mirror, and her eyes. She can use the law of cosines to solve for the height of the goalpost.
Let "a" be the distance from the goalpost to the mirror, "b" be the distance from the mirror to Addison's eyes, and "c" be the distance from Addison's eyes to the ground.
The law of cosines states that: c^2 = a^2 + b^2 - 2ab * cos(C), where C is the angle formed by the goalpost, the mirror, and Addison's eyes.
In this case, a = 13.25 meters, b = 1.3 meters, and c = 1.55 meters. We can substitute these values into the formula to solve for the angle C:
1.55^2 = 13.25^2 + 1.3^2 - 2 * 13.25 * 1.3 * cos(C)
Solving for cos(C) and using the inverse cosine function (arccos), we find that C = 52.22 degrees.
Now that we know the angle C, we can use the law of sines to solve for the height of the goalpost. The law of sines states that:
sin(C) / a = sin(A) / h, where A is the angle formed by the ground, the mirror, and the goalpost, and h is the height of the goalpost.
In this case, A = 180 - C - 90 = 180 - 52.22 - 90 = 37.78 degrees, and a = 13.25 meters. We can substitute these values into the formula to solve for h:
sin(52.22) / 13.25 = sin(37.78) / h
Solving for h, we find that the height of the goalpost is approximately 10.48 meters.
Therefore, the height of the goalpost is approximately 10.48 meters.
The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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6The solution to 8x = 32 is x = ___. (3 points)
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Answer: 32
Step-by-step explanation:
Answer:
x = 4
Step-by-step explanation:
\(8x = 32\\\frac{8x}{8} = \frac{32}{8} \\x= 4\)
Please help need by tomorrow it would be very very very appreciated
Answers
The solution of the given system of equations is (8, -1). of the given system of equations is (8, -1).
One method to solve the given system of equations is substitution:
- Solve one of the equations for one of the variables (e.g., x = 9 + y from the second equation).
- Substitute the expression for the variable into the other equation.
- Solve the resulting equation for the remaining variable.
- Substitute the value for the remaining variable back into one of the original equations to find the value of the other variable
Using this method with the given equations
- x - y = 9 -> x = 9 + y
- 3x + 2y = 22 -> 3(9 + y) + 2y = 22
- Simplifying and solving for y: 27 + 5y = 22 -> 5y = -5 -> y = -1
- Substituting y = -1 into x = 9 + y: x = 8
To check this solution, we can substitute these values back into both original equations and confirm that they are true statements.
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solve liner equation for they variable
-6x+7=2x+10-8x-3
Answers
Answer:
x is infinite
Step-by-step explanation:
-6x+7=2x+10-8x-3
reduce:
-6x+7=7-6x
7-6x = 7-6x
x = x
x is infinite
Please help will mark brainliest!!! :D
Answers
Answer:
Hello!!
The simplified version of the expression is...
\(\frac{2x(5x+1)}{4x-1}\)
Hope this helps!!
What is the first step in solving the equation 9m 2 16?
Answers
The first step in solving the equation is:
The first step would be to add 2 to 16, eliminating it from the left side. To then divide both sides by 9.
Given:
the equation is:
9m-2=16
Add 2 to each side : 9m-2+2=16+2
Simplify: 9m=18
Divide both sides by 9:
9m/9 = 18/9
Simplify: m=2
All operations that are included in parentheses or brackets are first solved. To solve any exponents, come second. Third, left to right is the order in which we always multiply and divide. Fourthly, we work through every addition and subtraction problem left to right.
Hence we get the required answer.
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The majority of Americans spend most of their income on:
housing.
A.food.
B.health care.
C.entertainment.
Answers
this table lists the lengths, to the nearest inch, of a random sample of 21 2121 brown bullhead fish. the outlier measurement of 24 2424 inches is an error. of the mean, median, and range of the values listed, which will change the most if the 24 2424-inch measurement is removed from the data?
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The range will change the most, if the 24-inch measurement is removed from the data.
The correct answer is an option (c)
Consider the table with outlier 24.
The mean of this sample of 21 brown bullhead fish would be,
x₁ = (8 + (3 × 9) + (2 × 10) + (2 × 11) + (4 × 12) + (3 × 13) + (2 × 14) + (2 × 15) + 16 + 24) / 21
x₁ = 262/21
x₁ = 12.476
And the median would be,
m₁ = 12
And the range would be,
R₁ = 24 - 8
R₁ = 16
If we remove outlier 24 then,
mean x₂ = 11.9
median m₂ = 12
range R₂ = 16 - 8
= 8
Therefore, the range will change the most.
The correct answer is an option (c)
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The complete question is:
The table lists the lengths, to the nearest inch, of a random sample of 21 brown bullhead fish. The outlier measurement of 24 inches is an error. Of the mean, median, and range of the values listed, which will change the most if the 24-inch measurement is removed from the data?
a) mean
b) median
c) range
d) They will all change by the same amount.
please help me if you can please
Answers
Answer:
17. m=-1/2
18. m=-1
Step-by-step explanation:
in minecrαft, a fletcher villager trades 32 sticks for 1 emerald. lets assume that i do not have hero of the village, how many sticks would i have to give the fletcher to get 64 emeralds? (if the price never fluctuated)
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Answer
Knowing that 64 sticks = 2 emeralds we can multiply them and get that 128 sticks would be needed for a stack of emeralds. Also don’t forget villagers have the cool down for the day.
Step-by-step explanation:
Answer:
2048 i think. 32x64
*squints at villager*
hes supporting deforestation i know it
which number line represents the solution to the inequality
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Explanation: x is greater than or equal to 5
Please help with this 1 question! -3-||
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\( \frac{20}{100} (100x) = \frac{80}{x} (100x) \\ \frac{20}{ \cancel{100}}( \cancel{100} \: \: x) = \frac{80}{ \cancel{x}} (100 \cancel{x}) \\ 20x = 80(100) \\ 20x = 8000\)
Solve the equation for x-term.\(x = \frac{8000}{20} \longrightarrow \frac{800 \cancel{0}}{2 \cancel{0}} \\ x = \frac{800}{2} \longrightarrow \frac{ \cancel{800} \: \: 400}{ \cancel{2} \: \: 1} \\ x = 400\)
Answer CheckSubstitute x = 400 in the equation.
\( \frac{20}{100} = \frac{80}{400} \\ \frac{ \cancel{20} \: \: \: 1}{ \cancel{100} \: \: \: 5} = \frac{ \cancel{80} \: \: \: 1}{ \cancel{400} \: \: \: 5} \\ \frac{1}{5} = \frac{1}{5} \)
The equation is true for x = 400. Therefore the answer for equation is x = 400.
Answer\( \large\boxed{x = 400}\)
Answer: 400
Explain: Just do 80/20 and get 4 then do 100 times 4
回答：400
説明：80/20を実行して4を取得し、次に100回4を実行します
An expression is shown 3/5 divided by 5/8
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Hey there!
In order to divide fractions, we should multiply the first fraction by the reciprocal of the second one.
let me clarify:
\(\bold{\displaystyle\frac{3}{5} :\frac{5}{8}}\)
flop 5/8 over:
\(\bold{\displaystyle\frac{3}{5} :\frac{8}{5}}\)
and now multiply
\(\bold{\displaystyle\frac{3}{5} *\frac{8}{5}}\)
\(\bold{\displaystyle\frac{24}{25}}\) (Answer)
Hope everything is clear.
Let me know if you have any questions!
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Write an equation of the line in point-slope form passing through the point and parallel to the given line.3-X + 52(1,-1) y = 2
Answers
Answer:
Explanation:
The slope of the given line is 3/2
A line parallel to this has the same line but different y-intercept.
IIn point-slope form, it is:
\(y-y_1=m(x-x_1)_{}\)Where
\(\begin{gathered} x_1=1 \\ y_1=-1 \\ m=\frac{3}{2} \end{gathered}\)Using these, we have:
\(\begin{gathered} y-(-1)=\frac{3}{2}(x-1) \\ \\ y+1=\frac{3}{2}(x-1) \end{gathered}\)What is the median of these number 23 , 24 , 28 , 21 , 29 , 29. Single choice.
23
26
24
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Median is
24+ 29 /2
53/2 =26.5
the teacher could best help the students understand that the triangle is equivalent to half a square by
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The teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.
In order to help the students understand that the triangle is equivalent to half a square, the teacher can adopt different methods, including the following:
1. Drawing diagrams of the triangle and the square to show the comparison. The teacher can draw diagrams of a triangle and a square on the board and label the different parts.
They can then show the students that a triangle can be created by halving the square diagonally. This way, the students will be able to visualize the comparison and understand it better.
2. Demonstrating the concept practically. The teacher can also demonstrate the concept by using physical objects such as paper or cardboard.
They can show the students how to create a triangle by folding a square diagonally and cutting it along the fold. This way, the students will be able to see the practical application of the concept.
3. Using real-world examples. The teacher can also use real-world examples to help the students understand the concept better.
For example, they can show the students pictures of tents or rooftops that are shaped like triangles and explain how they are related to squares.
4. Conducting group discussions. The teacher can conduct group discussions where the students can share their understanding of the concept and ask questions.
This way, the students will be able to learn from each other and clarify any doubts they may have.
Overall, the teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.
The key is to use different approaches that cater to different learning styles and to encourage the students to participate actively in the learning process.
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Write a factor that you can use to rationalize the denominator of
4
6
Answers
Answer:
2
Step-by-step explanation:
4/6, cancelling by 2
2/3
What word is often used as a transition tag to show the progression of the time in a story?
A.since
B.then
C.when
D.only
Answers
Answer:
The answer is: C- then
Step-by-step explanation:
Answer:
B. then
Then is often used as a transition tag to show the progression of time in a story.
pizza pies charges $12 for a medium pizza and an additional $0.50 for each topping. using the information, identify the independent variable and dependent variable from each drop down.
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the independent variable and dependent variable from each drop down.: Number of toppings and Total cost of the pizza
In the given scenario, the independent variable is the number of toppings on the pizza, and the dependent variable is the total cost of the pizza.
The independent variable is the factor that is controlled or manipulated by the experimenter. In this case, the number of toppings can be varied to see how it affects the total cost of the pizza.
The dependent variable is the outcome or result that is being measured or observed. It depends on the changes in the independent variable. In this case, the total cost of the pizza depends on the number of toppings added.
So, to summarize:
Independent variable: Number of toppings
Dependent variable: Total cost of the pizza
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Find M<1, M<2, M<3, M<4, M<5
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Answer:
Step-by-step explanation:
m∠2 = 52° [Alternate interior angles]
m∠1 + m∠2 = 180° [Linear pair of angles are supplementary]
m∠1 = 180° - 52°
m∠1 = 128°
m∠3 = 47° [Alternate interior angles]
m∠5 + 52° + 47° = 180° [Sum of linear angles is 180°]
m∠5 = 180° - 99°
= 81°
m∠4 + 47° = 180° [Sum of consecutive interior angles is 180°]
m∠4 = 180° - 47°
m∠4 = 137°
Solve the magic Square *
Write the next 4 terms.
a) +8, +4,0, -4,...
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PLEASE HELP!!! 10 PTS!!!!!
what is the range of the function y = -3/4x + 3/2 when the domain is {-6,-2,6}
Answers
Answer:
the range of the function y = -3/4x + 3/2 when the domain is {-6,-2,6} is {15/4, 3, -3/4}. The range is the set of all possible values of y for x in the given domain, which includes the values 15/4, 3, and -3/4.
Step-by-step explanation:
The range of a function is the set of all possible values of the output (y) for a given set of inputs (x). To determine the range of the function y = -3/4x + 3/2 when the domain is {-6,-2,6}, you can plug in each value from the domain into the function and solve for y.
When x = -6, y = (-3/4)(-6) + 3/2 = 9/4 + 3/2 = 15/4.
When x = -2, y = (-3/4)(-2) + 3/2 = 3/2 + 3/2 = 3.
When x = 6, y = (-3/4)(6) + 3/2 = -9/4 + 3/2 = -3/4.
hope this helps!
Why are rectangles relatable to factors
Answers
Rectangles are relatable to factors because of their areas and perimeter equations
Why are rectangles relatable to factorsFrom the question, we have the following parameters that can be used in our computation:
Explaining why rectangles are relatable to factors
Rectangles are relatable to factors because of the following reasons
Perimeter = 2 * (Length + width)
Area = Length * width
This means that in calculating the areas and the perimeters of a rectangles, we make use of arithmetic expressions
These arithmetic expressions, when expanded form terms and factors of expression
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A group of friends is sharing 212 pounds of berries. If each friend received 54 of a pound of berries, how many friends are sharing the berries?
Answers
There are a total of 212 pounds of berries, and the number of friends sharing the berries is equal to 4.
What are arithmetic operations?The four basic operations of arithmetic can be used to add, subtract, multiply, or divide two or even more quantities.
They cover topics like the study of integers and the order of operations, which are relevant to all other areas of mathematics including algebra, data processing, and geometry.
As per the given information in the question,
The total amount of berries = 212 pounds
The number of berries received by each one = 54 pounds
Then, the number of friends sharing the berries is:
212/54 = 3.92 ≈ 4 friends.
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