Hey y’all I need help with this problem (in picture))

It would be more appropriate to multiply the rate of 4 apples per minute by the given time of 8 minutes. This would result in 32 apples, as Dennis correctly stated, but his reasoning behind this calculation was flawed.

Dennis' reasoning is incorrect.

To determine the rate of picking apples per minute, Dennis correctly divided the total number of apples (24) by the time it took (6 minutes), resulting in 4 apples per minute. However, his approach to calculating the number of apples that could be picked in 8 minutes is flawed.

Dennis multiplied the rate of picking apples per minute (4 apples) by the given time (8 minutes), assuming that the rate remains constant. This approach would be valid if the rate of picking apples per minute were constant, but in this scenario, it is not necessarily the case.

The rate of picking apples could vary depending on factors such as fatigue, efficiency, or other variables. Therefore, it is not accurate to assume that the rate of picking apples per minute remains the same over a longer duration of time.

To determine the number of apples that could be picked in 8 minutes, it would be more appropriate to multiply the rate of 4 apples per minute by the given time of 8 minutes. This would result in 32 apples, as Dennis correctly stated, but his reasoning behind this calculation was flawed.

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Answer:

  x ≥ 6; see below for a graph

Step-by-step explanation:

First inequality

  7x -6 > 8

  7x > 14 . . . . . . add 6

  x > 2 . . . . . . . .divide by 7

Second inequality

  3x+4 ≥ 22

  3x ≥ 18 . . . . . . subtract 4

  x ≥ 6 . . . . . . . . divide by 3

The values of x that will satisfy both inequalities are x ≥ 6. (All of those values are > 2.)

The solution to the inequalities is x ≥ 6.

__

Your graph will have a solid dot at x=6, indicating 6 is part of the solution set. It will be shaded to the right, with an arrow at the right end.

Answer:

x = -9

y = 4

Step-by-step explanation:

-2x - 5y = -2

-x - 5y = -11

Time the second equation by -2

-2x - 5y = -2

2x + 10y = 22

5y = 20

y = 4

Now put 4 in for y and solve for x

-2x - 5(4) = -2

-2x - 20 = -2

-2x = 18

x = -9

Let's check

-2(-9) - 5(4) = -2

18 - 20 = -2

-2 = -2

So, x = -9 and y = 4 is the correct answer.

Answer:

x+y over x-4y

Step-by-step explanation:

i know math

The area of the circle is 201 m².

So, the area of the circle:

We know that 4a = 2πr, now calculate r as follows:

Rounding off: 8m

Area of circle:

Rounding off: 201 m²

Therefore, the area of the circle is 201 m².

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To correct the error, Lonnie should write 3 3/4 instead of three and three over four.

A fraction is a mathematical concept that can be used to express a portion of a whole or a number that can be written as the ratio of two integers. In a fraction, the top number is referred to as the numerator, while the bottom number is referred to as the denominator.

Here,

Lonnie has made a mistake in writing the number of packages of pasta. The correct way to write the amount of pasta is 3 3/4 packages. The fraction 1/3 of a fourth package of pasta means that Lonnie has 1/3 of the fourth package and the three whole packages, making it a mixed number, which is a whole number and a fraction combined. To correct the error, Lonnie should write 3 3/4 instead of three and three over four.

Thus, to correct the error, Lonnie should write 3 3/4 instead of three and three over four.

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The mean number of people in passenger cars on the highway is 1.7.

The mean is a measure of central tendency that represents the average value of a set of data. In the context of probability distributions, the mean is also referred to as the expected value. It is calculated by multiplying each possible value of the random variable by its probability of occurrence and summing up the products

To find the mean number of people in passenger cars on the highway, we need to multiply each possible number of people by its corresponding probability, and then add up these products.

So,

mean = (1 * 0.56) + (2 * 0.28) + (3 * 0.08) + (4 * 0.06) + (5 * 0.02)

mean = 0.56 + 0.56 + 0.24 + 0.24 + 0.1

mean = 1.7

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As average animal has four legs, there were ten pigs and ten chickens, giving a total of 54 legs: 10 x 4 = 40 legs, 10 x 2 = 20 legs.

10 pigs and 10 chickens were present. 10 pigs have 4 legs each, for a total of 40 legs. 10 chickens have 2 legs each, for a total of 20 legs. 40 + 20 = 54 legs. Jill counted the animals in the farmyard and found twenty. The 20 animals had a total of 54 legs, according to Jack. We can perform a straightforward step-by-step computation to determine the number of pigs and chicks present. Since each pig has four legs, we may generate 40 legs by multiplying the number of pigs, 10, by 4. Similar to humans, chickens have two legs each, so multiplying 10 by 2 results in 20 legs. The sum of the two figures gives us 54 legs, which is the same as Jack's estimate. Hence, the farmyard contained 10 pigs and 10 hens.

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The correct option is D, the 2.5% of the sample means falls above 1.053

To determine the value above which 2.5% of the sample means fall, we need to calculate the z-score corresponding to the 2.5th percentile of the standard normal distribution.

The formula for the z-score is given by:

z = (x - μ) / (σ / √n)

Where:

To find the z-score corresponding to the 2.5th percentile, we look up the z-score in the standard normal distribution table or use a calculator. The z-score that corresponds to the 2.5th percentile is approximately -1.96.

Now, we can solve for x using the formula:

-1.96 = (x - 1) / (0.1 / √12)

Multiplying both sides by (0.1 / √12):

-1.96 * (0.1 / √12) = x - 1

Simplifying the left side:

-1.96 * 0.1 / √12 ≈ -0.05385

Adding 1 to both sides:

-0.05385 + 1 ≈ 0.94615

Therefore, the value above which 2.5% of the sample means fall is approximately 0.94615 cm.

None of the provided answer choices match this value exactly. However, the closest option is: D. 1.053

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Answer:

x(8;2)

Step-by-step explanation:

i think that  

Answer: Choice B

\(\overset\frown{AB} ; \ 115\)

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

Explanation:

The measure of any minor arc is always less than 180 degrees. So it will have a smaller measure than a semicircle. Arc ADB is over 180 degrees, so we can rule that out. Minor arc AB is the measure from A to B following the shorter path along the circle, which would be 115 degrees (the longer path would be 360-115 = 245 degrees)

In other words, the central angle ACB is equal in measure to minor arc AB. Both describe the same basic idea when it comes to circles and their angle measures.

Answer:

unit 5 lesson 10 area unit test

Step-by-step explanation:

1. a 60 cm

2. b m<1 = 45 m<2 67.5

3. b 7/2 49/4

4. c 247.7 in

5. b ab 115

6. a 30 pi in

7. b 10.89 pi m2

8. c 16.5 m2

9. d 270 pi + 81 sq 3 m2

Answer:

x = 7

Step-by-step explanation:

Since the lines are parallel, we know that the two angles are equal. So you can write (7x - 4) = (5x + 10). Then you just solve for x.

7x - 4 = 5x + 10

add 4 from both sides to get

7x = 5x + 14

subtract 5x from both sides to get

2x = 14

divide both sides by 2 to get

x = 7

Corresponding angles are Same

The decision to stop the line depends on the cost associated with a chord pull resulting in a stoppage. The cost of a one-minute stoppage, 30-minute stoppage, and 60-minute stoppage needs to be considered. Whether the line should be stopped when a defective seat is identified depends on the cost of the stoppage compared to the potential consequences of allowing a defective seat to proceed.

When considering whether to stop the line, the cost of a stoppage is a crucial factor. The cost can vary depending on the duration of the stoppage. A shorter stoppage may have a lower cost compared to a longer stoppage. It is important to assess the impact of the stoppage on productivity, labor costs, and potential revenue loss during the halted production. Additionally, the decision to stop the line when a defective seat is identified depends on the consequences of allowing a defective seat to continue down the line. If a defective seat could lead to safety concerns, product recalls, or customer dissatisfaction, it may be necessary to stop the line to address the issue promptly. However, if the potential consequences of allowing a defective seat to proceed are minimal or can be rectified at a later stage, it might be more efficient to continue production and address the defect during subsequent processes. Ultimately, the decision to stop the line should be based on a careful evaluation of the cost of the stoppage in relation to the potential risks and consequences associated with allowing a defective seat to progress further down the production line.

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Answer:

8

Step-by-step explanation:

Answer:

The diagram is omitted--please sketch it to confirm my answer.

Set your calculator to degree mode.

\( \tan( \alpha ) = \frac{110}{450} \)

\( \alpha = {tan}^{ - 1} \frac{11}{45} = 13.74 \: degrees\)

The angle of elevation is 13.74°.

Ok Give Brainliest Ty :)

Answer:

9 hours

Step-by-step explanation:

Answer:

-4.14130434783

Step-by-step explanation:

Answer: 10.8 seconds

Step-by-step explanation:

\(-16t^2 +170t+40=10\\\\16t^2 -170t-30=0\\ \\ t=\frac{-(-170) \pm \sqrt{(-170)^2 -4(16)(-30)}}{2(16)}\\\\t \approx 10.8 \text{ } (t > 0)\)

Answer:

A), C), E)

Step-by-step explanation:

For the given situation, we can clearly say that the change in one quantity will also cause a change in the second quantity.

Correlation is a relationship between the values ​​of two variables. A scatter plot is a useful tool for displaying data about two variables as a series of points in the x and y plane and determining whether there is a correlation between the variables.

Causality means that one event causes another. Well-designed experiments can only determine causality. In such experiments, similar groups receive different treatments, and the results of each group are examined.

The collected data on the number of miles driven and fuel expenses. we found that number of miles driven tended to be lower when fuel expenses were high, and the number of miles driven tended to be higher when fuel expenses sales were high.

We do not conclude that more fuel expenses mean fewer miles driven. Likely, an Increased in fuel expenses and the number of miles driven may be caused by a third factor, car mileage. So, the present case is a case of negative correlation.

Negative correlation: y decreases as x increases.

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Answer:

D. Kari added the compatible numbers –12 and 4.

Step-by-step explanation:

Kari estimated the quotient of Negative 12 and one-fifth divided by 4 and two-fifths to be –8. Which best describes her error?

-12 1/5 ÷ 4 2/5 = -8

A. Kari multiplied the compatible numbers –12 and 4.

-12 * 4 = 48

A. Is not correct

B. Kari found that the quotient of a negative number and a positive number is negative.

Example:

-a/a = -1

The rule is right

C. Kari found that the quotient of a positive number and a negative number is positive.

a/-a = -1

The rule is wrong

D. Kari added the compatible numbers –12 and 4.

= -12 + 4

= -8

Therefore, Kari error was that she added the compatible numbers –12 and 4.

The original equation and the orthogonal equation are the same, we can conclude that the family of conics with the same focus x^2/a^2+C + y^2/b^2+C = 1 is its own orthogonal family of curves.

To show that the family of conics with the same focus x^2/a^2+C + y^2/b^2+C = 1 is its own orthogonal family of curves, we need to take the derivative of the equation and set it equal to -1/b^2, the slope of the orthogonal line.

First, we take the derivative of the equation with respect to x:

2x/a^2 = -2y/b^2 * dy/dx

Simplifying, we get:

dy/dx = -b^2*x/a^2*y

Now, we set this equal to -1/b^2:

-b^2*x/a^2*y = -1/b^2

Cross-multiplying and simplifying, we get:

x/a^2*y = 1/b^2

Finally, we can rearrange this equation to get:

y = b^2*x/a^2

This equation represents the orthogonal family of curves to the original family of conics. Since the original equation and the orthogonal equation are the same, we can conclude that the family of conics with the same focus x^2/a^2+C + y^2/b^2+C = 1 is its own orthogonal family of curves.

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STEPS to find the find the scale factor given a center of dilation an image and a Preimage are given below

What is Scale factor, pre-image and dilation?

Dilation: A dilation is a stretch or a contraction in a figure or point's size and placement.

Resizing an item uses a transition called dilation. Dilation is used to enlarge or contract the items. The result of this transformation is a picture with the same shape as the original. However, there is a variation in the shape's size. The initial form should be stretched or contracted during a dilatation. The phrase "scale factor" describes this transition.

Scale Factor: In a dilatation, the scale factor refers to how much the figure is enlarged or contracted.

Step 1:

By comparing the length of one side of the pre-image to the corresponding side of the post-image, one may determine the dilation scale factor. The pre-image must be multiplied by the scaling factor to equal the post-image. If the side of the pre-image is the length of \(lpre\)and the length of the corresponding side of the post-image is \(lpost\),

, then the scale factor is given by k in the equation  =  \(lpre\) \(k\)=\(lpost\).

We can solve for k algebraically.

Step 2:-

Choose a matching group of spots on the pre-image and picture. the main point

(x1,y1) being the focal point of the pre-image (x2,y2) be the Centre of the enlarged picture.

By resolving the following two equations, you may get the coordinates of the Centre of dilation,

Step 3:-

Find the coordinate of center of dilation,

\(x_{0}=\frac{kx1 - x2}{k-1} \\\\y_{0}=\frac{ky1 - y2}{k -1}\)

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The acute triangle can not measure 90 degrees because the criteria requires angles to be less than 90 degrees.

Acute triangle is the triangle with all the angles less than 90 degrees. However, the acute angles should always add up to 90 degrees. There are different types of acute triangles such as scalene, isosceles and equilateral triangle.

Acute Equilateral triangle has all the equal sides, acute isosceles triangle has two equal sides and acute scalene triangle has three different sides with different lengths.

Apart from acute angles, there are many other types of angles like obtuse angle and right angle. Right triangle has a 90 degree angle and obtuse triangle has more than 90 degrees angle.

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she wrote divide 2 on both sides and also she wrote plus 11 which should be minus 11

Answer:

2x + 11= 71

     -11    -11

2x/2    = 60/2

x= 30

2 x 30 + 11= 71      

Step-by-step explanation:

:))

Answer:

A is the y-coordinate of the red point.

Answer:

Set 1 is not a function

Step-by-step explanation:

You can have the same y value multiple times in a function, but you cannot have repeating x values. In set 1, there are two x values that are the same (3,2) and (3,1), so it is not a function.

Answer:

Step-by-step explanation:

You want to know how to determine the y-intercepts of a rational function, and their possible number.

A rational function f(x) is the ratio of two polynomial functions p(x) and q(x):

  f(x) = p(x)/q(x)

As such, both numerator and denominator have single function values for any value of the independent variable. The y-intercept of f(x) is ...

  f(0) = p(0)/q(0)

The values of p(0) and q(0) are simply the constant terms in those respective functions.

The simple way to find the y-intercept is to look at the ratio of the constant terms in the polynomial functions making up the rational function. If that is defined, there is one y-intercept. If it is undefined (q(0)=0), then there are no y-intercepts.

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