How many decimal places are in the product of 1.91 and 2.3?
one
two
three
four
pls hurry

Answer:

x = ±\(\sqrt{7}\) - 5

Step-by-step explanation:

x^2 - 10x = -18

x^2 - 10x + 18 = 0

(x + 5)^2 - 5^2 + 18 = 0

(x + 5)^2 - 7 = 0

(x + 5)^2  = 7

\(\sqrt{(x + 5)^2}\) \(=\) ±\(\sqrt{7}\)

x = ±\(\sqrt{7}\) - 5

The number of red tiles is 18

Let's denote the number of red tiles in the box as "3x" (since the ratio of red to blue tiles is 3:5, and we can represent the ratio using any multiple of 3 and 5).

Where x is a positive integer representing the number of "sets" of 3 red tiles in the box.

Similarly, we denote the number of blue tiles in the box as "5x" (since the ratio of red to blue tiles is 3:5).

We are given that there are 12 more blue tiles than red tiles. Using this information, we can set up the following equation:

5x = 3x + 12

Simplifying this equation, we can subtract 3x from both sides:

2x = 12

Dividing both sides by 2, we get:

x = 6

Therefore, the number of red tiles in the box is:

3x = 3(6) = 18

So there are 18 red tiles in the box.

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Answer:

D

Step-by-step explanation:

40% = \(\frac{40}{100}\) = \(\frac{2}{5}\) ← in simplest form

Then

\(\frac{2}{5}\) of $120 = \(\frac{2}{5}\) × $120 = 2 × $24 = $48

she pays $120 - $48 = $72

Answer:

32

Step-by-step explanation:

b^2c^1

Let b=-4 and c= 2

(-4)^2 ( 2)^1

16 * 2

32

Answer:

The correct answer is

-32

Step-by-step explanation:

All you need to do is plug in -4 and 2 into the equation to get:

4^2 times 2^1

This equals ...

-32

Hope this helps!

- xoxo Quinnisa

Therefore, it is likely that Amari used either "Type of orange" or "Number of navel oranges" as the variable for her bar graph.

In mathematics, a variable is an alphabet or phrase that denotes an elusive property, an elusive value, or an elusive quantity. The variables are utilized frequently when working with algebraic formulas or algebra. For instance, the variables x and 9 are constants in the equation x+9=4.

Based on the information provided, Amari constructed a bar graph, which suggests that she used a categorical variable for the graph.

Among the options given, "Type of orange" and "Number of navel oranges" are categorical variables, while "Diameter of the oranges" and "Price per pound of oranges" are continuous numerical variables.

Therefore, it is likely that Amari used either "Type of orange" or "Number of navel oranges" as the variable for her bar graph.

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Answer:

48

Step-by-step explanation:

Answer:

The point of intersection of the system of equations is:

(x, y) =  (-2, 1)

The correct system of equations intersect at point A in this graph will be:

\(\begin{bmatrix}y=4x+9\\ y=-3x-5\end{bmatrix}\)

Thus, the second option is correct.

Step-by-step explanation:

Given the point

Let us check the system of equations to determine whether it intersect at point A in this graph.

Given the system of equations

\(\begin{bmatrix}y=4x+9\\ y=-3x-5\end{bmatrix}\)

Arrange equation variable for elimination

\(\begin{bmatrix}y-4x=9\\ y+3x=-5\end{bmatrix}\)

so

\(y+3x=-5\)

\(-\)

\(\underline{y-4x=9}\)

\(7x=-14\)

so the system of equations becomes

\(\begin{bmatrix}y-4x=9\\ 7x=-14\end{bmatrix}\)

Solve 7x = -14 for x

\(7x=-14\)

Divide both sides by 7

\(\frac{7x}{7}=\frac{-14}{7}\)

Simplify

\(x = -2\)

For y - 4x = 9 plug in x = 2

\(y-4\left(-2\right)=9\)

\(y+4\cdot \:2=9\)

\(y+8=9\)

Subtract 8 from both sides

\(y+8-8=9-8\)

Simplify

y = 1

Thus, the solution to the system of equations is:

(x, y) = (-2, 1)

From the attached graph, it is also clear that the system of equations intersects at point x = -2, and y = 1.

In other words, the point of intersection of the system of equations is:

(x, y) =  (-2, 1)

Therefore, the correct system of equations intersect at point A in this graph will be:

\(\begin{bmatrix}y=4x+9\\ y=-3x-5\end{bmatrix}\)

Thus, the second option is correct.

The values of D, E, and F are -4, 0, and 1 respectively, as seen in the graph of f(x) below.

The given function is f(x)=12x⁵+30x⁴−160x³+4.

Now, we need to find inflection points for the function which is defined as a point where the concavity changes. The inflection points are found where the second derivative of the function changes sign.

Step 1: Find the first derivative of f(x).

                          f(x)=12x⁵+30x⁴−160x³+4

                           f'(x) = 60x⁴ + 120x³ - 480x²

Step 2: Find the second derivative of f(x).

                                     f''(x) = 240x³ + 360x² - 960x

Step 3: Set f''(x) equal to zero to find the critical points.

                                          f''(x) = 240x³ + 360x² - 960x = 0

Factorizing, we get:f''(x) = 240x(x² + 3x - 4) = 0

Either x = 0 or x² + 3x - 4 = 0⇒ x² + 4x - x - 4 = 0⇒ x(x + 4) - 1(x + 4) = 0⇒ (x + 4)(x - 1) = 0⇒ x = -4 or x = 1

Step 4: Plotting the points on a number line:

Step 5: Calculate f''(x) on each interval.Interval: (−∞,D)f''(x) > 0The function is concave up.

Interval: (D,E)f''(x) < 0The function is concave down.

Interval: (E,F)f''(x) > 0The function is concave up.

Interval: (F,∞)f''(x) < 0The function is concave down.

Therefore, the values of D, E, and F are -4, 0, and 1 respectively, as seen in the graph of f(x) below:f(x) graph is shown below. (Refer to the attachment)

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Answer:

5

Step-by-step explanation:

it's because one shelf is 40 then the second shelf is 80 and then the third is 5.

Answer:

d = 20 ft

Step-by-step explanation:

the area (A) of a circle is calculated as

A = πr² ( r is the radius )

given A = 314 , then

πr² = 314 , that is

3.14r² = 314 ( divide both sides by 3.14 )

r² = \(\frac{314}{3.14}\) = 100 ( take square root of both sides )

r = \(\sqrt{100}\) = 10

then

diameter d = 2r = 2 × 10 = 20 feet

The sample in this example is a small group of local college students selected for observation.

In this example, the researcher is working with a specific group of interest, which is college students.

She narrows down her focus to local college students and selects a small group to be observed.

The sample in this case would be the small group of local college students chosen for observation.

This sample is a subset of the larger population (all college students) that the researcher is interested in studying to test her hypothesis.

The sample in this example is the small group of local college students who were selected to be observed.

A sample is a subset of the population that is being studied in order to make inferences about the entire population.

In this case, the population of interest is college students, and the researcher is observing a sample of that population. It is important that the sample is representative of the population in order for the findings to be generalizable to the population as a whole.

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Answer:

2 times

Step-by-step explanation:

The probability of 1/3 means that the spinner will land on a 2, 1/3 of the time:

We can predict how many times it will land on a 2 by finding 1/3 of 6:

6/3

= 2

So, the spinner will land on a 2, two times

Number of times probability of landing on a 2 is 2, when you spin the spinner 6 times.

Probability can be defined as the ratio of the number of favourable outcomes to the total number of outcomes of an event.

We know that, probability of an event = Number of favourable outcomes/Total number of outcomes

Given that, in a game, the probability that a spinner will land on a 2 is 1/3.

If you spin the spinner 6 times, probability of landing on a 2 is

1/3 ×6

= 2

Therefore, number of times probability of landing on a 2 is 2.

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The writer is considering revising the underlined portion to the following. the writer should make this revision here  No, because it does not give enough detail about the kinds of artifacts that urban archaeologists typically find.

The field of archaeologist is extremely varied. The majority of archaeologists specialise on a certain area of the globe or study projects. An archaeologist can gain expertise on a specific subject through specialization. Some archaeologists focus on the study of stone tools (lithics), ancient plants (paleoethnobotany), human remains (bioarchaeology), and animals (zooarchaeology).

Some archaeologists are specialists in the techniques used to find, map, or study ancient sites. The remains of human activity that are discovered below the water's surface or along the beaches are examined by underwater archaeologists. The term "CRM" refers to the work performed by archaeologists to abide by local, state, and federal laws.

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Answer:

18c - 30d + 36

Step-by-step explanation:

6(3c - 5d + 6) ← multiply each term in the parenthesis by 6

= 18c - 30d + 36

Answer:

18c - 30d + 36

Step-by-step explanation:

6(3c - 5d + 6)

= (6 × 3c) + (6 × 5d) + (6 × 6)

= 18c - 30d + 36

The overall shape of the distribution of soldiers' foot lengths was likely symmetric or approximately bell-shaped.

The distribution of soldiers' foot lengths can be described as symmetric or bell-shaped. The majority of foot lengths cluster around the center, with fewer foot lengths deviating significantly. The center of the distribution, representing the average foot length, can be determined using the mean.

Analyzing the shape through a histogram or box plot helps identify symmetry. A symmetric shape with a peak in the middle and evenly tapering tails indicates a bell-shaped distribution.

Understanding the distribution's shape and center allows us to infer the overall characteristics of the soldiers' foot lengths.

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1254 Revolutions of the wheel will it take to travel 1,200 meters. Hence, the correct option is (d) 1,254 revolutions.

Given information:

Diameter of a child's bicycle wheel = 12 inches Circumference of the wheel = diameter × π≈ 12 × 3.14 = 37.68 inches ≈ 37.7 inches distance traveled = 1,200 m = 1,200 × 39.3701 inches (since 1 meter ≈ 39.3701 inches) = 47244 inchesTo find: Approximately how many revolutions of the wheel will it take to travel 1,200 meters?

Formula: Total distance travelled = a number of revolutions × circumference of the wheel Number of revolutions = total distance traveled ÷ circumference of the wheel Calculation: Substitute the given values in the above formula Number of revolutions = 47244 ÷ 37.7 ≈ 1254

So, approximately 1254 revolutions of the wheel will it take to travel 1,200 meters. Hence, the correct option is (d) 1,254 revolutions.

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Answer:

its 7 apples

Step-by-step explanation:

Brainliest pls

Answer:

its......wait somebody answered it already :(

Answer:

Area = 66 m^2

Step-by-step explanation:

Area = b h       B = 11    H = 6

   Area = 11 * 6 = 66 m^2

Check the picture below.

2) In these problems, let's make use of the Law of Cosines since in each triangle we have their legs and just want to know the measure of one angle.

a) Let's begin with that, bearing in mind the following formula:

Note that the leg "r" is opposite to the angle (R):

But note that we have a right triangle and we don't know the side "t". So, let's use the Pythagorean Theorem to find the missing side "t":

So now, let's get back to the Cosines Law:

b) In this one, we can see the angle 38º and the missing angle "A". We can use the Law of the Sines to find that angle.

Now, that we know angle B, we can write out this equation since the sum of the interior angles is 180º

c) Finally, we can apply the Cosines Law for this triangle:

2) Thus the answer is:

Answer:12

Step-by-step explanation:

The depiction is 0.9 inches

The basic formula to find the scale factor of a figure is expressed as, Scale factor = Dimensions of the new shape ÷ Dimensions of the original shape.

As, John is an architect used a scale factor

1 inch = 20 feet to design a site plan

The actual park has been designed to be 18 feet long.

let the length of the park be x.

The length of park as depicted in blue print

1 / 20 = x/18

x= 18/20

x= 0.9 inch

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The minimum wage set by the government at $7.50 per hour does not result in a pay cut for unskilled workers, as it is below the equilibrium wage of $8.00 per hour.

The wage rate remains unchanged, and the labor market remains in balance.

The statement is false.

False.

The equilibrium wage in the market for unskilled labor is $8.00 per hour, which means that the market naturally sets the wage rate at this level, based on the forces of supply and demand.

The government then sets a minimum wage at $7.50 per hour.

Since the minimum wage is below the equilibrium wage, it does not directly impact the wage rate for unskilled workers.
The equilibrium wage represents the point at which the supply of labor (the number of workers willing to work at a given wage) equals the demand for labor (the number of workers that employers are willing to hire at a given wage).

In this case, both workers and employers are satisfied with the $8.00 per hour wage, and the labor market is balanced.
The government sets a minimum wage below the equilibrium wage, it essentially sets a wage floor that is not binding. Employers are still willing to pay the equilibrium wage of $8.00 per hour, and workers are still willing to accept this wage.

The wage for unskilled workers remains at $8.00 per hour, and there is no pay cut of 50 cents per hour.

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The radius of convergence, r is 1 and interval of convergence, i, of the series. [infinity] (x − 14)n n2 1 n = 0 is [13, 15), including 13 but excluding 15.

To find the radius of convergence, we can use the ratio test:

lim |(x - 14)(n+1)^2 / n^2| = lim |(x - 14)(n+1)^2| / n^2

= lim (x - 14)(n+1)^2 / n^2

Since the limit of the ratio as n approaches infinity exists, we can apply L'Hopital's rule:

lim (x - 14)(n+1)^2 / n^2 = lim (x - 14)2(n+1) / 2n

= lim (x - 14)(n+1) / n

= |x - 14|

So the series converges if |x - 14| < 1, and diverges if |x - 14| > 1. Therefore, the radius of convergence is 1.

To find the interval of convergence, we need to check the endpoints x = 13 and x = 15.

When x = 13, the series becomes:

∑ [13 - 14]^n n^2 = ∑ (-1)^n n^2

This is an alternating series that satisfies the conditions of the alternating series test, so it converges.

When x = 15, the series becomes:

∑ [15 - 14]^n n^2 = ∑ n^2

This series diverges by the p-test.

Therefore, the interval of convergence is [13, 15), including 13 but excluding 15.

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Answer:

(See the attachment)

Step-by-step explanation:

None

Answer: Answer below

Step-by-step explanation:

Answer:

10/11×99=90

Step-by-step explanation:

10/11×99=90

20/20×99=99

12/7×99=169 5/7

16/15×99=105 3/5

Answer:

90, 99, 5/7, 3/5

Step-by-step explanation:

hope it helps!

When children create an imaginary town with various blocks and figurines, they are learning through play and engaging in important cognitive and social development processes.

1. Imagination and Creativity: Building an imaginary town involves using their imagination and creativity to create a world of their own. This helps children develop their cognitive skills by coming up with ideas, planning and problem-solving.

2. Language and Communication: During play, children may engage in pretend conversations and storytelling, which helps enhance their language skills and vocabulary. They may also negotiate and cooperate with others, improving their social communication skills.

3. Fine Motor Skills: Manipulating blocks and figurines requires the use of fine motor skills. Children practice hand-eye coordination, dexterity, and control while building and arranging their town.

4. Social Skills: Collaborating with others in creating the town encourages teamwork, sharing, and turn-taking. Children learn to negotiate, compromise, and solve conflicts, promoting social and emotional development.

5. Cognitive Development: Creating an imaginary town involves categorization, spatial awareness, and problem-solving skills. Children learn to organize and categorize blocks, create different structures, and explore cause-and-effect relationships.

In conclusion, when children engage in creating an imaginary town with blocks and figurines, they develop various skills such as imagination, creativity, language, fine motor, social, and cognitive skills. Through this play activity, children learn and grow in multiple ways, contributing to their overall development.

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The value of a from the equation  5y = x + 47 with slope 1/5 is 11.

A line's steepness and direction are measured by the line's slope. Without actually using a compass, determining the slope of lines in a coordinate plane can assist in forecasting whether the lines are parallel, perpendicular, or none at all.

Any two different points on a line may be used to compute the slope of any line. The ratio of "vertical change" to "horizontal change" between two separate locations on a line is calculated using the slope of a line formula.

The increase divided by the run, or the ratio of the rise to the run, is known as the line's slope. In the coordinate plane, it describes the slope of the line. Finding the slope between two separate locations and calculating the slope of a line are related tasks. In general, we require the values of any two separate coordinates of a line in order to determine its slope.

The slope of the line = 1/5

The line passes through (8,a) and (3,10)

The equation of the line is

y = mx + c

where m is slope and c is y-intercept

or , y = x/5 + c

putting (3,10) in the line

10 = 3/5 + c

⇒ c = 47/5

The equation of the line is y = x/5 + 47/5

or, 5y = x + 47

putting (8,a) in the line

5a = 8 + 47

⇒ a = 55/5 = 11

The value of a from the equation  5y = x + 47 with slope 1/5 is 11.

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Answer: $2.45

Step-by-step explanation:

An easy way to find the correct tip is to learn what 20% of 12.25 is

Let's convert the percentage to a decimal by moving the decimal point two spaces to the left. Now we have .2

.2 X 12.25 = 2.45

2.45 is 20% of 12.25

Answer:

It's quite easy

Step-by-step explanation:

people less than 30 years = frequency of people 0 to 15 + 15 to 30 = 8+15 =23

Therefore there are 23 people less than 30 years old.

pls mark me as brainliest pls.