lunches cost 14.75 per week how much would 13 weeks of lunches cost fast pls

Answer:

the answer is 36 square meters since this is the proper way to phrase this answer but if you do say it the other way people will now what u are talking about

1. The scatter plot has a positive linear association

2. The scatter plot here has a negative association

3. The scatter plot has a positive association

4. The scatter plot has a negative association

1. This is a positive linear association because as one of the variable increases, the other variable also increases as well. The increase is in the same proportion.

2. This is negative because as the tempretaure is rising, the same of the hot drinks are declining instead. When temperature was 20 degrees, that was when the highest amount of hot drinks was sold. That was the coldest temperature. The hotter it got, the less it was needed.

3. This is linear because the increase in one variable shows increase in another variable as well.

4. This is negative because as variable B falls, there is a rise in the variable A

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The result of the equation using square roots is x ≈ -18.72 or x ≈ -1.28 (rounded to two decimal places).

To solve the equation using SQUARE ROOTS, we need to use the equation square roots formula, which states that:

If a^2 = b, then a = ±√b.

So, applying this formula to our equation, we get:
x^2 + 20x + 100 = 64
=> x^2 + 20x + 36 = 0 (subtracting 64 from both sides)

Now, we can use the square roots formula to find the values of x:
x = (-20 ± √(20^2 - 4*1*36)) / (2*1)
x = (-20 ± √304) / 2
x ≈ -10 ± 8.72

Therefore, the solutions to the equation are:
x ≈ -18.72 or x ≈ -1.28

Rounding to the nearest hundredth, we get:
x ≈ -18.72 or x ≈ -1.28 (rounded to two decimal places)

Complete Question

Solve the equation using SQUARE ROOTS. Round to the nearest hundredth if needed:

x^2 + 20x + 100 = 64

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Fixed-Width is data format does each column start and end at the same place in every row.

What do statisticians mean by nominal data?

Nominal data have a quality?

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Based on the given information, there are no possible values of ∠m to the nearest degree that make sense. It's possible that there is a typo or error in the problem statement.

In ΔMNO, given m = 50 cm, o = 35 cm, and ∠O = 83°, we can find all possible values of ∠M using the Law of Sines.
First, let's set up the equation:
sin(∠M) / m = sin(∠O) / o
Now, plug in the given values:
sin(∠M) / 50 = sin(83°) / 35
Solve for sin(∠M):
sin(∠M) = (50 * sin(83°)) / 35
Calculate the value of sin(∠M):
sin(∠M) ≈ 0.964
Now, find the angle:
∠M = arcsin(0.964)
∠M ≈ 75° (to the nearest degree)
So, the possible value for ∠M is approximately 75°.

To find the possible values of ∠m, we can use the fact that the sum of angles in a triangle is 180 degrees. First, we can find the measure of ∠n by subtracting the given angle from 180:
∠n = 180 - ∠o
∠n = 180 - 83
∠n = 97 degrees
Now we can use the fact that the sum of angles in a triangle is 180 degrees to find the measure of ∠m:
∠m + ∠n + ∠o = 180
Substituting in the given values:
∠m + 97 + 83 = 180
Simplifying:
∠m = 180 - 97 - 83
∠m = 0 degrees
This doesn't make sense - a triangle cannot have an angle with a measure of 0 degrees.

However, we can also use the fact that the sum of angles in a triangle is 180 degrees to find an inequality for ∠m:
∠m + ∠n + ∠o = 180
Substituting in the given values:
∠m + 97 + 83 = 180
Simplifying:
∠m = 0 degrees
This tells us that if ∠m is 0 degrees, then the other two angles must add up to 180 degrees. But we also know that ∠m and ∠n must be acute angles (less than 90 degrees) since the opposite sides of the triangle are longer than the adjacent sides.
Therefore, the only possible value for ∠m is less than 90 degrees. We can estimate this value by subtracting the sum of the other two angles (180 - 97 - 83 = 0 degrees) from 180:
∠m < 180 - 97 - 83
∠m < 0 degrees
Again, this doesn't make sense.
So, based on the given information, there are no possible values of ∠m to the nearest degree that make sense. It's possible that there is a typo or error in the problem statement.

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The congruence relation mod n is transitive.

The congruence relation mod n is reflexive.

The congruence relation mod n is symmetric.

How to prove the relation

To prove that the congruence relation mod n is transitive, reflexive, and symmetric

Transitivity: If a≡ n b and b≡ n c, then a≡ n c.

Reflexivity: For any natural number a, a≡ n a.

Symmetry: If a≡ n b, then b≡ n a.

To prove transitivity, assume that a≡ n b and b≡ n c. This means that there exist natural numbers k and j such that b-a=nk and c-b=nj. Adding these two equations

c-a = (c-b) + (b-a) = nj + nk = n(j+k)

Since j and k are natural numbers, j+k is also a natural number. Therefore, n divides c-a, which means that a≡ n c.

Thus, the congruence relation mod n is transitive.

Similarly, to prove reflexivity, we need to show that for any natural number a, a≡ n a. This is true because a-a=0 is divisible by any natural number, including n.

Hence, the congruence relation mod n is reflexive.

To prove symmetry, assume that a≡ n b. This means that there exists a natural number k such that b-a=nk. Dividing both sides by -n,

a-b = (-k)n

Since -k is also a natural number, n divides a-b, which means that b≡ n a.

Therefore, the congruence relation mod n is symmetric.

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Congruence mod n is reflexive, transitive, and symmetric.

In the previous question, we proved that n divides a - a or a - a = 0.

Therefore a ≡ a (mod n) is true and we have n divides 0, i.e.,  ∃k:Nvnk=∣a−a∣ = 0.

Thus, congruence mod n is reflexive.

Let a ≡ n b and b ≡ n c such that n divides b - a and n divides c - b.

Therefore, there exist two natural numbers p and q such that b - a = pn and c - b = qn.

Adding the two equations, we have c - a = (p + q)n. Since p and q are natural numbers, p + q is also a natural number. Therefore, n divides c - a.

Hence, congruence mod n is transitive.

Now, let's prove that congruence mod n is symmetric.

Suppose a ≡ n b. This means that n divides b - a. Then there exists a natural number k such that b - a = kn. Dividing both sides by -1, we get a - b = -kn. Since k is a natural number, -k is also a natural number.

Hence, n divides a - b. Therefore, b ≡ n a. Thus, congruence mod n is symmetric.

Therefore, congruence mod n is reflexive, transitive, and symmetric.

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Answer:

Step-by-step explanation: the answer is 20, 48, 52

\( (x + 3)(x + 5)\) ✅

\(\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\orange{:}}}}}\)

\( {x}^{2} + 8x + 15 \\ ={x}^{2} + 5x + 3x + 15 \)

Taking \(x\) as common from first two terms and 3 from last two terms, we have

\( =x(x + 5) + 3(x + 5)\)

Taking the factor \((x+5)\) as common,

\( = (x + 3)(x + 5)\)

\(\large\mathfrak{{\pmb{\underline{\orange{Happy\:learning }}{\orange{!}}}}}\)

Answer:

0.216 cubic feet

Step-by-step explanation:

v = lwh (volume = length times width times height)

v = 0.6 x 0.6 x 0.6  OR 0.6^3

v = 0.216

Light bulbs is normally distributed with a variance of 625 and a mean lifetime of 520 hours, we need to calculate the cumulative probability up to 549 hours. The answer will be rounded to four decimal places.

Given a normally distributed lifetime with a mean of 520 hours and a variance of 625, we can determine the standard deviation (σ) by taking the square root of the variance, which gives us σ = √625 = 25.

To find the probability of a bulb lasting for at most 549 hours, we need to calculate the area under the normal distribution curve up to 549 hours. This can be done by evaluating the cumulative distribution function (CDF) of the normal distribution at the value 549, using the mean (520) and standard deviation (25).

The CDF will give us the probability that a bulb lasts up to a certain point. Rounding the result to four decimal places will provide the desired precision.

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The problem involves using normal distribution to find the probability of a given outcome. Using the Z-score, we can determine that the probability of a light bulb lasting for at most 549 hours is approximately 0.8770 or 87.70%

Given the mean (µ) of the lifetime of a bulb is 520 hours. Also, the variance (σ²) is given as 625. Thus, the standard deviation (σ) is the square root of the variance, which is 25.

To find the probability of a bulb lasting for at most 549 hours, we first calculate the Z score. The Z-score formula is given as follows: Z = (X - µ) / σ, where X is the number of hours, which is 549. So substitute the given values into the formula. Z = (549 - 520) / 25, the Z value is 1.16.

We then look up the Z-table to find the probability associated with this Z-score (1.16), which is approximately 0.8770. Therefore, the probability of a bulb lasting for at most 549 hours is approximately 0.8770 or 87.70%.

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Answer:

kaleb....i love u....i miss u....:(((

Step-by-step explanation:

Answer:

Step-by-step explanation: A cell phone company charges $39.99 flat fee each month, plus $0.05 per minute. If m represents the number of minutes used in a month, which expression can be used to calculate a monthly payment?

39.99 + m

39.99 + m

0.05m + 39.99

0.05 m + 39.99

39.99m + 0.05

39.99 m + 0.05

0.05m

0.05 m

To sketch the curve with polar equation θ = −π/6, we need to plot all the points (r, θ) that satisfy the equation for various values of r. Since θ is fixed at −π/6, all the points will lie on a line at an angle of −π/6 to the positive x-axis.

The value of r can be positive or negative, so we will plot points both above and below the x-axis.

Since r can be any value, we will just choose a few values for illustration purposes. Let's choose r = 1, 2, −1, and −2. Then the corresponding points are:

(1, −π/6), (2, −π/6), (−1, −π/6), and (−2, −π/6)

We can plot these points on a polar coordinate system as follows:

These points lie on a line at an angle of −π/6 to the positive x-axis, as expected. Note that the sign of r determines whether the point lies above or below the x-axis.

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Answer:

5 16/ 17

17 x 5 + 16

85+16

101/17

Step-by-step explanation:

goodluck

Answer:

answer is 101/17

Using off-colored language in speech is almost always a bad choice for the following reasons: it models inappropriate language in public, sets the speaker apart from other public speakers, and can be seen as disrespectful towards the audience.

However, one exception to this is that it cannot be known in advance to what extent the use of rude epithets might undermine the speaker's credibility with audience members. Using off-colored language in public speech is generally discouraged because it models inappropriate language and behavior. When we speak in public, we serve as models for how people ought to speak in public settings. By using foul language, we contribute to a culture of disrespectful and offensive communication, which is not conducive to maintaining a professional or respectful environment. Furthermore, the use of off-colored language can make a speaker stand out in a negative way. Public speakers often aim to be memorable for their ideas, expertise, and ability to engage the audience, rather than for their use of inappropriate language. By resorting to offensive language, a speaker risks being remembered primarily for their choice of words rather than the substance of their message. In addition, many people view the use of foul language as a sign of disrespect towards the audience. Such language can alienate listeners and create a sense of discomfort or offense. Public speaking is about establishing a connection with the audience, and using offensive language undermines this connection by conveying a lack of respect for the audience's sensibilities. However, there is one exception to the negative consequences of off-colored language in speech. It is difficult to predict in advance the extent to which the use of rude epithets might undermine a speaker's credibility with audience members. While it is generally advisable to avoid offensive language, there may be situations or specific audiences where the use of certain language is deemed acceptable or even expected. Nonetheless, it is crucial to exercise caution and consider the potential risks before deviating from appropriate and respectful speech.

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The number of years after which the population is less than 6000 is 5 years.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

Example:

2x + 3 = 9 is an equation

We have,

The rate at which the population is decreasing per year = 7%.

The equation for the number of population after t years.

P = C \((1 - 0.07)^t\)

Now,

After 5 years,

P = 8500 \((1 - 0.07)^5\)

P = 8500 x \(0.93^5\)

P = 8500 x 0.69

P = 5865

The population after 5 years is 5865 which is less than 6000.

Thus,

After 5 years the population will be less than 6000.

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Answer:

eat sleepless duduehei

The area of the given regular octagon is 222.848 square inches.

apothem of length a = 8.2 in.

sides of length s = 6.8 in.

The area of a regular octagon can be calculated using the formula:

A=1/2 aP

Where, a is the apothem and P is the perimeter of the octagon.

A regular octagon is an eight-sided polygon, where all sides are of equal length and the angles are of equal measure. It is divided into eight congruent triangles, and the area of each triangle can be found out to find the total area of the octagon.

Area of each triangle:

Area of the triangle = 1/2 × apothem × side

Apothem (a) = 8.2 in

Side (s) = 6.8 in

Area of the triangle = 1/2 × 8.2 × 6.8

Area of the triangle = 27.856 in²

Area of the octagon:

Total area of octagon = 8 × (Area of the triangle)

[As there are 8 congruent triangles in the octagon]

Total area of octagon = 8 × 27.856

Total area of octagon = 222.848 in²

Therefore, the area of the given regular octagon is 222.848 square inches.

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A loving connection between people is friendship. The best and most enduring relationships we will ever have have the potential to be deep and meaningful friendships.

Our friendships help us connect and grow as people because they give us a wider, constantly shifting perspective on the world. Even while certain friendships and relationships could be challenging, simply engaging with others promotes positive life outcomes. You may receive support from friends during trying times and be assisted in enjoying happy occasions. Also, having friends helps strengthen your sense of identity and purpose. An emotional connection is a feeling of congruence and familiarity between two people that goes beyond superficial physical appeal, delightful exchanges, short talks, or even intellectual similarity. Instead, your level of communication with the other person is closer and more secure.

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Step-by-step explanation:

here ya go m8, will this work

Answer:

8790 / 6=1465

Step-by-step explanation:

From this question we know that there are a total of 8790 fish, with 6 of them being kept in one tank, and we want to know how many tanks there are. So we do 8790 / 6 which gives us 1465.

Answer:

-2/7x - 6

Step-by-step explanation:

Combine Like Terms:

1/7x + 2/7x - 5/7x - 10 + 4

-2/7x - 6

The weight of the baby Gorrila is that of Paula (a = 62)

Here, we want to plug the weight of each Gorrila into the equation to see the value that makes the equation true

Simply, what we have to do is to replace the a value by the weight in pounds and see if we will arrive at 318

a) George

This is not equal to 318 and thus, cannot be correct

b) Nancy

This is not equal to 318 and is thus false

c) Hank

688 is not equal to 318 and thus, this is false

d) Paula

This is equal to 318 and is thus true

e) Gavin

As we can see, 128 is not 318 and thus, this cannot be correct

Answer:

DUDE MAYBE SHOW THE GRAPH ????

Answer:

a = 20°

b = 160°

c = 125°

u = 110°

v = 70°

w = 110°

x = 70°

y = 110°

z = 110°

Step-by-step explanation:

Theorems

Using the Vertical Angles Theorem:

⇒ a = 20°

Using the Angles on a straight line Theorem:

⇒ 20° + b = 180°

⇒ b = 180° - 20°

⇒ b = 160°

Using the Vertical Angles Theorem:

⇒ c + 35° = b

⇒ c + 35° = 160°

⇒ c = 160° - 35°

⇒ c = 125°

Using the Vertical Angles Theorem:

⇒ u = 110°

⇒ v = 70°

Using the Same-side Exterior Angles Theorem:

⇒ v + w = 180°

⇒ 70° + w = 180°

⇒ w = 180° - 70°

⇒ w = 110°

Using the Corresponding Angles Postulate:

⇒ y = 100°

Using the Vertical Angles Theorem:

⇒ y = z = 110°

Using the Angles on a straight line Theorem:

⇒ x + z = 180°

⇒ x + 110° = 180°

⇒ x = 180° - 110°

⇒ x = 70°

Answer: To find the number of students, you can multiply the number of teachers by the number of students per teacher.

3,461 teachers * 28 students/teacher = 96,668 students

So, there are 96,668 students in the school district.

Step-by-step explanation:

The system of equations 6x + 5y = 9 and −11x − 10y = −20 has exactly one solution.

Given that

6x + 5y = 9

−11x − 10y = −20

To determine if the system of equations has no solutions, infinitely many solutions, or exactly one solution, we can use a common method called elimination.

First, we can multiply the first equation by 2 to eliminate y:

12x + 10y = 18

Next, we can add the second equation to the modified first equation to eliminate x:

12x + 10y -11x -10y = 18 - 20

Simplifying both sides:

x = -2

Therefore, the system has exactly one solution

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Answer:

49.5 meters of linen were left after the sale.

Step-by-step explanation:

Given that there are 100 meters of linen

And 15.75, 22.50 and 12.25 meters are sold.

This means that the sold linen has to be added  to find the total linen sold.

And then the quantity of sold linen will be subtracted from 100 to find the meters of linen left.

\(Total\ linen\ sold = 15.75+22.50+12.25 = 50.5\ meters\)

Left linen will be:

\(=100-50.5 = 49.5\)

Hence,

49.5 meters of linen were left after the sale.

Points $a$, $b$, $c$, and $d$ are the midpoints of the sides of the larger square. If the larger square has an area of 60, the smaller square's area is 15 square units.

A square's midpoints connect, making it possible to divide the square into four equal squares. Each of these four squares has a side length of half that of the larger square.

Consider the fact that the area of the larger square is 60, with sides of $s$ units. \($s^2=60$\\\). Now, the smaller square is created by connecting the midpoints of the larger square. Each side of the smaller square has a length of \($s/2$\) units.

Since the area of a square is \($s^2$\), the area of the smaller square is \($\left(\frac{s}{2}\right)^2$\). Simplifying gives \($\left(\frac{s}{2}\right)^2=\frac{s^2}{4}$\). So, the area of the smaller square is \($\frac{1}{4}$\) of the larger square's area.

We know that the area of the larger square is 60. Therefore, the area of the smaller square is \($\frac{1}{4}$\) (60) = 15 square units.

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