Find the difference of 0 - (-18)=

Answer:

for my answer i got 512 but it is not one of the answer choices

Step-by-step explanation:

The equation which describes the relationship between the side length and shaded area of the quilt is y=0.5x²

Side length, x = 1,3,4,5,8

Shaded Area, y = 0.5, 4.5, 8, 12.5, 32

The relationship can be modeled as a quadratic function. Using a graphing calculator for the quadratic function written in the form y = ax² + bx + c

a = 0.5 ; b = 0 ; c = 0

Therefore, the quadratic function can be written as y = 0.5x²

Learn more on quadratic functions ; https://brainly.com/question/1214333

#SPJ1

Answer:

(3, -2) is the correct choice.

Answer:

Queen

Step-by-step explanation:

This is because only the Queen rules the United Kingdom

Hope this Helps!!! :)

Answer:

May 12th

Step-by-step explanation:

For Matt's practice you multiply by 3 and for Jacob's practice you multiply by  4 to get both practices to 12.

The evaluation of the two more bids Bruno received, and the equations, table and graph obtained from the bids are as follows;

x = The number of books

y = The total charge based on the pricing

The equations are;

Bid 7: y = 15·x + 3

Bid 8: y = 10·x + 40

Please find the completed table in the following explanation part

Part B;

Please find attached the graph of the two equations, created with MS Excel

An equation is a mathematical statement indicating that the quantity, magnitude or values of two expressions are the same.

The amount Bid 7 charges per book = $15

Amount paid upfront for Bid 7 = $5

Amount Bid 8 charges upfront = $40

Amount Bid 8 charges per book = $10

The variables are;

The equations are;

The table of values can be presented as follows;

                   Bid 7               \({}\)        Bid 8

x             \({}\) y = 15·x + 5              y = 10·x + 40

0               \({}\)       5               \({}\)          40

3               \({}\)       50               \({}\)        70

5               \({}\)       80               \({}\)        90

7               \({}\)       110               \({}\)        110

10               \({}\)     155               \({}\)       140

Part B;

Please find attached the required graph of the two equations, showing the legend and the scale for the x and y axis created with MS Excel.

Learn more on the graph of a linear function here: https://brainly.com/question/3469338

#SPJ1

Answer:

1.556

Step-by-step explanation:

Divide

3 and 1 over 23

1

2

÷ 2 and 1 over 42

1

4

= 28 over 18

28

18

Step 1 of 2: Divide, sub-step a: Convert mixed number to improper fraction.

Convert mixed number to improper fraction

3 and 1 over 23

1

2

= ( 3 × 2 ) over 2

3 × 2

2

+ 1 over 2

1

2

= ( 6 + 1 ) over 2

6 + 1

2

= 7 over 2

7

2

Step 1 of 2: Divide, sub-step b: Convert mixed number to improper fraction.

Convert mixed number to improper fraction

2 and 1 over 42

1

4

= ( 2 × 4 ) over 4

2 × 4

4

+ 1 over 4

1

4

= ( 8 + 1 ) over 4

8 + 1

4

= 9 over 4

9

4

Step 1 of 2: Divide, sub-step c: Divide.

Divide

7 over 2

7

2

÷ 9 over 4

9

4

= 7 over 2

7

2

× 4 over 9

4

9

= ( 7 × 4 ) over ( 2 × 9 )

7 × 4

2 × 9

= 28 over 18

28

18

To divide fractions, invert the second one (turn it upside-down), then multiply the numerators and denominators.

Step 1 of 2: Divide.Hide

Step 2 of 2: Simplify.

Simplify

28 over 18

28

18

= 14 over 9

14

9

= 1 and 5 over 91

5

9

Step 2 of 2: Simplify, sub-step a: Reduce fraction to lowest terms.

Reduce fraction to lowest terms

28 over 18

28

18

= ( 28 ÷ 2 ) over ( 18 ÷ 2 )

28 ÷ 2

18 ÷ 2

= 14 over 9

14

9

2 is the greatest common divisor of 28 and 18. Reduce by dividing both numerator and denominator by 2.

Step 2 of 2: Simplify, sub-step b: Convert improper fraction to mixed number.

Convert improper fraction to mixed number

14 over 9

14

9

= 1 and 5 over 91

5

9

14 ÷ 9 = 1 remainder 5

Answer:

1.5555555555556

Step-by-step explanation:

when you divide those numbers, thats your answer

The volume of the tree stump is approximately 1005.3 cubic inches when rounded to the nearest tenth.

To calculate the volume of the tree stump, we can use the formula for the volume of a cylinder, which is given by:

Volume = π * r^2 * h

Given:

Radius (r) = 20 inches

Height (h) = 0.7 feet

First, let's convert the height from feet to inches since the radius is already in inches. There are 12 inches in 1 foot, so:

Height (h) = 0.7 feet * 12 inches/foot = 8.4 inches

Now, we can substitute the values into the volume formula:

Volume = π * (20 inches)^2 * 8.4 inches

Calculating the volume:

Volume = 3.14159 * (20 inches)^2 * 8.4 inches

≈ 3.14159 * 400 inches^2 * 8.4 inches

≈ 1005.3096 cubic inches

Rounding the volume to the nearest tenth:

Volume ≈ 1005.3 cubic inches

Therefore, the volume of the tree stump is approximately 1005.3 cubic inches when rounded to the nearest tenth.

for such more question on volume

https://brainly.com/question/6204273

#SPJ8

The expression for the perimeter is P = 12x - 16

The given parameters are

Length = 3x + 1

Width = 3x - 9

The perimeter is calculated as

P = 2 * (Width + Length)

So, we have

P = 2 * (3x + 1 + 3x - 9)

Evaluate

P = 2* (6x - 8)

Expand

P = 12x - 16

Hence, the expression for the perimeter is P = 12x - 16

Read more about perimeter at:

https://brainly.com/question/19819849

#SPJ1

Answer:

117 5/5, 116 10/5, 117 4/4

Step-by-step explanation:

The list is infinite

Answer:

115 15/5, 114 16/4, 112 60/10

Step-by-step explanation:

THIS IS NOT PLAGARISM SO SIMPLY DO NOT REPORT MY ANSWER I TOOK TIME AND EFFORT IN THIS. And the person who asked this, you can write is as a mixed number or fraction by taking away some wholes then making up a denominator and then do the many times you took away the whole and multiply the denominator that many times to be as your numerator Example:

3, say if i take 3 from 118 you are now left with 115.

now we are going to find a random EASY denominator depending on which you'd like.

Lets say 12 is our denominator. SO this so far would be 115 1/12.

Next we are going to find a numerator THAT IS THE MANY TIMES IT HAS BEEN TAKEN AWAY FROM THE 118. Which means we are going to multiply by 3 to the denominator which would be 36. So 36 would be your numerator.

It would look like this: 115 36/12

Simplify:

118

The side length of the cube is 5.6 feet (rounded to the nearest tenth).

We can calculate the side length of a cube with a volume of 141 cubic feet using the formula for cube volume , which is \(V = s^3\), where V is the volume and s is the side length.

We can calculate s by taking the cube root of both sides of the equation:

\(s = (V)^{(1/3)\)

Substituting V = 141, we get:

\(s = (141)^{(1/3)\)

By using a calculator to evaluate this expression, we may determine:

s ≈ 5.6

As a result, the cube's side length is roughly 5.6 feet (rounded to the closest tenth). This indicates that if we increase the side length by three, it will become longer. (\(s^3\)), we will get the volume of the cube, which is 141 cubic feet.

for such more question on length

https://brainly.com/question/20339811

#SPJ11

The probability of getting exactly 9 of them major in STEM is 0.139 or 13.9%.

The probability of getting at most 11 of them major in STEM is approximately 0.898 or 89.8%.

The probability of getting at least 11 of them major in STEM is approximately 0.318 or 31.8%.

a. Exactly 9 of them major in STEM.

In this case, the probability of success (a student majoring in STEM) is 0.27, and the number of trials is 35. The probability of exactly 9 students majoring in STEM is then given by the formula:

P(X = 9) = (35 choose 9) x (0.27)⁹ x (0.73)²⁶

where (35 choose 9) is the number of ways to choose 9 students out of 35, and (0.27)⁹ x (0.73)²⁶ is the probability of 9 successes and 26 failures. Evaluating this expression gives a probability of approximately 0.139 or 13.9%.

b. At most 11 of them major in STEM.

To calculate the probability that at most 11 students out of 35 major in STEM, we can use the cumulative binomial probability distribution. This distribution calculates the probability of at most X successes, where X is any number from 0 to the total number of trials.

The probability of at most 11 students majoring in STEM can be calculated as follows:

P(X <= 11) = P(X = 0) + P(X = 1) + ... + P(X = 11) = 0.898 or 89.8%.

c. At least 11 of them major in STEM.

The probability of less than 11 students majoring in STEM can be calculated using the cumulative binomial probability distribution, as in part (b). Specifically:

P(X < 11) = P(X = 0) + P(X = 1) + ... + P(X = 10)

Subtracting this probability from 1 gives the probability of at least 11 students majoring in STEM:

P(X >= 11) = 1 - P(X < 11) = 31.8%

Again, we can use the binomial distribution formula from part (a), or a binomial probability calculator or statistical software package to calculate this probability.

To know more about probability here

https://brainly.com/question/11234923

#SPJ1

The proof demonstrates that given a well-ordered set W, an isomorphic ordinal can be found using the function F. The uniqueness of this ordinal is established using the Replacement Axioms. The set F(W) is shown to exist for each x in W, and if the least F(W) exists, it serves as an isomorphism of VV onto -y.

Lemma 2.7: This is a previously stated lemma that is referenced in the proof. Unfortunately, without the specific details of Lemma 2.7, it's difficult to provide further explanation for its role in the proof.

Well-ordered set W: A well-ordered set is a set where every non-empty subset has a least element. In this proof, W is assumed to be a well-ordered set.

Isomorphic ordinal: An ordinal is a mathematical concept that extends the notion of natural numbers to represent order and magnitude. An isomorphic ordinal refers to an ordinal that has a one-to-one correspondence or mapping with another ordinal, preserving their order and magnitude properties.

Function F: The function F is defined to assign an ordinal o to each element x in W. This means that for every x in W, there is a corresponding ordinal o.

Existence and uniqueness: The proof asserts that if there exists an ordinal o that is isomorphic to a specific initial segment of the ordinal VV (the set of all ordinals), then this ordinal o is unique. In other words, there is only one ordinal that can be mapped to the initial segment of VV given by x.

Replacement Axioms: The Replacement Axioms are principles in set theory that allow the construction of new sets based on existing ones. In this case, the Replacement Axioms are used to assert that the set F(W) exists, which is the collection of all ordinals that can be assigned to elements of W.

For each x in W: The proof states that for every x in W, there exists an ordinal o that can be assigned to it. If there is no such ordinal, the proof suggests considering the least x for which such an ordinal does not exist.

The least F(W): The proof introduces the concept of the least element in the set F(W), denoted as the least F(W). If this least element exists, it serves as an isomorphism (a one-to-one mapping) of the set of all ordinals VV onto the ordinal -y.

Overall, the proof outlines the existence and uniqueness of an isomorphic ordinal that can be obtained from a well-ordered set W using the function F, and it relies on the Replacement Axioms and the concept of least element to establish this result.

Learn more about axioms here:

https://brainly.com/question/2857184

#SPJ8

Given:

(-2.93 ) divided by (-0.54)

To determine the value of (-2.93 ) divided by (-0.54), we apply the rule below:

So,

Then, we divide the numbers:

Therefore, the answer is 5.426.

The equation of tangent plane to the surfacez = 8x² - 9y² at the point (2,1,23) is 32(x - 2) - 18(y - 1) -1(z - 23) = 0

Here, the equation of the surface is

z = 8x² - 9y²

Let us assume that f(x, y, z) =  8x² - 9y² - z

The partial derivative of f(x, y, z) would be:

\(\frac{\partial f}{\partial x}\) = 16x

\(\frac{\partial f}{\partial y}\) = -18y

\(\frac{\partial f}{\partial z}\) = -1

At point (2, 1, 23) the partial derivative of f(x, y, z),

\(\frac{\partial f}{\partial x}\) = 32

\(\frac{\partial f}{\partial y}\) = -18

\(\frac{\partial f}{\partial z}\) = -1

So, the equation of tangent plane would be,

32(x - 2) - 18(y - 1) -1(z - 23) = 0

Learn more about the equation of plane here:

https://brainly.com/question/30260323

#SPJ1

Answer: I got ~17% (It's 17% as the problem asked for the answer to be rounded)

Step-by-step explanation:

I added the 12 possible chances from the spinner with the 6 sided die chances. This gets me 18. Since the problem is asking the probability of rolling an 8 or 10 alongside a 3, I did 3/18 and got 16.66% (repeating). I'm not entirely sure if I did this right, but I hope this helped somehow. Let me know if it's not the correct answer.

Answer:

Yes, (-6,-38) is a coordinate pair off the equation

Step-by-step explanation:

Plug y=7x+4 into your graphic caculator

press 2ND, GRAPH and scroll up to see the point.

The sampling method used by the restaurant manager allows for efficient data collection and a representative sample, it may introduce bias and lacks randomization.

Based on the information provided, we can identify the following statements that are true about the sampling method used by the restaurant manager to evaluate customer satisfaction with the new smoothie:

1. The manager uses systematic sampling: The manager surveys every other customer who orders the new smoothie. This systematic approach involves selecting every second customer, providing a consistent and organized sampling method.

2. The sample is representative: By surveying every other customer who orders the new smoothie, the manager ensures that the sample includes a variety of customers, reflecting the customer population as a whole.

3. The sample size may be smaller than the total customer base: Since the manager surveys every other customer, the sample size may be smaller compared to surveying every customer. This allows for efficient data collection and analysis.

4.The sampling method may introduce bias: The manager may inadvertently introduce bias by only surveying every other customer. Customers who are skipped in the survey may have different preferences or opinions, leading to a potential bias in the results.

5. The sampling method lacks randomization: Randomization is not employed in this sampling method, as the manager systematically selects customers. This could potentially introduce bias or exclude certain types of customers from the sample.

for more such questions on sampling method

https://brainly.com/question/13219833

#SPJ8

Answer:

4+5+.8+.00+.003 if I remember correctly

The expanded form is 4*10+ 5* 1 + 8* 1/10 + 0* 1/100 + 3* 1/1000.

The expanded form splits the number, and it represents the number in units, tens, hundreds and thousands form.

For example, the expanded form of the number 1572 is 1000+500+70+2.

Given number:

45.803

Now, expand the above number according to their place value

=4*10+ 5* 1 + 8* 1/10 + 0* 1/100 + 3* 1/1000

Hence, the expanded form is 4*10+ 5* 1 + 8* 1/10 + 0* 1/100 + 3* 1/1000.

Learn more about expanded form here:

https://brainly.com/question/104324

#SPJ5

The expression arcctg(tg(x)) simplifies to arcctg(tan(x)).

To simplify the expression arcctg(tg(x)), we can apply trigonometric identities and properties.

The function arcctg(x) is the inverse cotangent function, which is the angle whose cotangent is x. Similarly, tg(x) represents the tangent function.

First, let's simplify the expression inside the arcctg function, which is tg(x):

tg(x) = sin(x) / cos(x)

Now, we can substitute this value into the original expression:

arcctg(tg(x)) = arcctg(sin(x) / cos(x))

Using the property of inverse trigonometric functions, we can rewrite this as:

arcctg(sin(x) / cos(x)) = arcctg(1 / tan(x))

Now, we can simplify further using the identity:

1 / tan(x) = cot(x)

Therefore:

arcctg(1 / tan(x)) = arcctg(cot(x))

Using another identity, we know that the cotangent function is the reciprocal of the tangent function:

cot(x) = 1 / tan(x)

Therefore, we can simplify the expression to:

arcctg(cot(x)) = arcctg(1 / tan(x)) = arcctg(tan(x))

Finally, we arrive at the simplified expression:

arcctg(tg(x)) = arcctg(tan(x))

For more such questions on expression visit:

https://brainly.com/question/1859113

#SPJ8

The result of the expression 20 - 6 is 14.

To solve the given expression, 20 - 6, and isolate the variable, we need to clarify whether there is an equation involved. However, in this case, the expression does not contain any variable to isolate, and it is not an equation that needs balancing. It is a straightforward arithmetic expression.

Step 1: Start with the given expression, 20 - 6.

Step 2: Evaluate the subtraction operation: 20 - 6 = 14.

Step 3: The simplified expression is now 14. However, since there is no variable present, there is no need to isolate any variable.

This means that when you subtract 6 from 20, the answer is 14. Remember that isolating a variable and balancing an equation are relevant when dealing with equations that involve variables. In this case, the expression is a simple subtraction operation, yielding a constant value of 14 as the answer.

For more questions on Arithmetic expression

https://brainly.com/question/29525069

#SPJ8

Answer:

  7 mph

Step-by-step explanation:

A boat whose speed in still water is 26 mph makes a trip upstream in 33 minutes and returns in 19 minutes. You want to know the speed of the current.

The travel time is inversely proportional to the speed, so we can write the proportion (using c for the current speed in mph) ...

  time upstream / time downstream = speed downstream / speed upstream

  33/19 = (26 +c)/(26 -c)

Multiplying by 19(26 -c) gives ...

  33(26 -c) = 19(26 +c)

  (33 -19)(26) = (33 +19)c . . . . add 33c -19(26)

  14(26)/(52) = c = 7

The speed of the current is 7 miles per hour.

Answer: 328 x 32 = 10,496

Step-by-step explanation:

      The image explains how to do multi-digit multiplication :)

Answer:

32 tablespoons are in 1 pint

Step-by-step explanation:

1/4 cup = 4 tablespoons

2/4 = 8 tablespoons

3/4 = 12 tablespoons

4/4 (1 cup) = 16 tablespoons

16*2 = 32

1 pint = 2 cups = 32 tablespoons

Answer:

A Type II error happens when the null hypothesis failed to be rejected, although it is false and the alternative hypothesis is true.

In this context, would be that the test does not give enough evidence to support the claim that the new procedure reduces the average cost, although it really does reduces it.

The new procedure is effective, but the sample does not give enough evidence.

Step-by-step explanation: