Maya spent her allowance on playing an arcade game a few times and riding the Ferris wheel more than once.

Write about what additional information you would need to create a two-variable equation for the scenario. What kind of problem could you solve with your equation?

HELP PLS

Answer:

(a) 48/60 = 4/5

(b) 150/60 = 15/6 = 5/2 = 2 1/2

(c) 84/98 = 12/14 = 6/7

(d) 12/52 = 3/13

(e) 7/28 = 1/4

The fractions reduced to their simplest form:

(a) 48/60 simplifies to 4/5.

(b) 150/60 simplifies to 5/2.

(c) 84/98 simplifies to 6/7.

(d) 12/52 simplifies to 3/13.

(e) 7/28 simplifies to 1/4.

Let's discuss each question separately:

(a) To reduce the fraction 48/60 to simplest form, we need to find the greatest common divisor (GCD) of both numbers. The GCD of 48 and 60 is 12. Dividing both the numerator and denominator by 12 gives us the simplified fraction 4/5.

(b) For the fraction 150/60, we find that the GCD of 150 and 60 is 30. Dividing both the numerator and denominator by 30 results in the simplified fraction 5/2.

(c) The fraction 84/98 can be simplified by dividing both the numerator and denominator by their GCD, which is 14. This gives us the simplest form of 6/7.

(d) To simplify the fraction 12/52, we calculate the GCD of 12 and 52, which is 4. Dividing both numbers by 4 yields the simplest form of 3/13.

(e) The fraction 7/28 can be simplified by dividing both the numerator and denominator by their GCD, which is 7. This simplifies the fraction to 1/4.

In summary, the fractions in their simplest forms are:

(a) 4/5

(b) 5/2

(c) 6/7

(d) 3/13

(e) 1/4.

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Answer:

a is equal to 3 ...................

Answer: She forgot to change the mixed number into a fraction.

Step-by-step explanation:

The statement "if the dot product of two nonzero vectors is zero, the vectors must be perpendicular to each other" is true. The dot product of two vectors is zero if and only if the vectors are perpendicular.

The dot product of two vectors is defined as the product of their magnitudes and the cosine of the angle between them. When the dot product is zero, it means that the cosine of the angle between the vectors is zero, which occurs when the vectors are perpendicular.

In other words, the dot product being zero indicates that the vectors are at a 90-degree angle to each other, supporting the statement that they are perpendicular.

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Answer:

Cone Volume = (PI * radius^2 * height) / 3

Cone Volume = (PI * 2^2 * 9) / 3

Cone Volume = 113.0973355292 / 3

Cone Volume = 37.7 cubic inches

Source: http://www.1728.org/volcone.htm

Step-by-step explanation:

Answer:

Step-by-step explanation:

y = -1

because if you look at the image, go on the x axis to 0, if you then look at the y coordinate to see what the value of y is, it goes to -1.  

Answer:

at x = 0, the function is undefined

Step-by-step explanation:

Answer:

C. AB = 5.8 cm

Step-by-step explanation:

In trapezoid ABCD, EF is Midsegment.

\( \therefore EF =\frac{1}{2} (AB + CD) \)

\( \therefore 9.2 =\frac{1}{2} (AB + 12.6) \)

\( \therefore 9.2\times 2= AB + 12.6\)

\( \therefore 18.4= AB + 12.6\)

\( \therefore 18.4-12.6= AB \)

\( \therefore AB= 5.8 \: cm \)

Hope this helps!!!

Have a great day!!!

The true statement about interval scale is a statement (A) they are able to gauge exact variations between scale points.

Therefore, the true statement about interval scale is a statement (A) they are able to gauge exact variations between scale points.

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Complete question:
Which of the following statements is true regarding interval scales?

a. They can measure absolute differences between scale points.

b. The standard deviation cannot be calculated for interval scales.

c. They are the highest level scale.

d. They do not allow for comparison between measured objects.

e. They are less powerful than ordinal scales.

To get this answer, we'll use the cosine ratio

cos(angle) = adjacent/hypotenuse

cos(A) = AC/AB

cos(35) = b/c

cos(35) = b/280

280*cos(35) = b

b = 280*cos(35)

b = 229.362572400918

b = 229

When you use your calculator, make sure it's in degree mode.

Answer:

p : q : r = 1 : 8/3 : 3/2

Step-by-step explanation:

p/q = (3/4)/2 = 3/(4*2) = 3/8

=> q = (8/3)p

p/r = (1/3)/(1/2) = (1*2)/(3*1) = 2/3

=> r = (3/2)p

=> (p, q ,r) = (p, (8/3)p, (3/2)p)

=> p : q : r = 1 : 8/3 : 3/2

Hope this helps!

To show that the matrix A = [XX - X'Z(ZZ)^(-1)Z'X] is positive definite, we need to demonstrate two properties: (1) A is symmetric, and (2) all eigenvalues of A are positive.

Symmetry: To show that A is symmetric, we need to prove that A' = A, where A' represents the transpose of A. Taking the transpose of A: A' = [XX - X'Z(ZZ)^(-1)Z'X]'. Using the properties of matrix transpose, we have:

A' = (XX)' - [X'Z(ZZ)^(-1)Z'X]'. The transpose of a sum of matrices is equal to the sum of their transposes, and the transpose of a product of matrices is equal to the product of their transposes in reverse order. Applying these properties, we get: A' = X'X - (X'Z(ZZ)^(-1)Z'X)'.  The transpose of a transpose is equal to the original matrix, so: A' = X'X - X'Z(ZZ)^(-1)Z'X. Comparing this with the original matrix A, we can see that A' = A, which confirms that A is symmetric.  Positive eigenvalues: To show that all eigenvalues of A are positive, we need to demonstrate that for any non-zero vector v, v'Av > 0, where v' represents the transpose of v. Considering the expression v'Av: v'Av = v'[XX - X'Z(ZZ)^(-1)Z'X]v

Expanding the expression using matrix multiplication : v'Av = v'X'Xv - v'X'Z(ZZ)^(-1)Z'Xv. Since X and Z have full column rank, X'X and ZZ' are positive definite matrices. Additionally, (ZZ)^(-1) is also positive definite. Thus, we can conclude that the second term in the expression, v'X'Z(ZZ)^(-1)Z'Xv, is positive definite.Therefore, v'Av = v'X'Xv - v'X'Z(ZZ)^(-1)Z'Xv > 0 for any non-zero vector v. Implications in econometrics: In econometrics, positive definiteness of a matrix has important implications. In particular, the positive definiteness of the matrix [XX - X'Z(ZZ)^(-1)Z'X] guarantees that it is invertible and plays a crucial role in statistical inference.

When conducting econometric analysis, this positive definiteness implies that the estimator associated with X and Z is consistent, efficient, and unbiased. It ensures that the estimated coefficients and their standard errors are well-defined and meaningful in econometric models. Furthermore, positive definiteness of the matrix helps in verifying the assumptions of econometric models, such as the assumption of non-multicollinearity among the regressors. It also ensures that the estimators are stable and robust to perturbations in the data. Overall, the positive definiteness of the matrix [XX - X'Z(ZZ)^(-1)Z'X] provides theoretical and practical foundations for reliable and valid statistical inference in econometrics.

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The intersection of all of those intervals always be a closed interval if it is nonempty

Given that

for an arbitrary collection of closed intervals

the intersection of all of those intervals always be a closed interval if it is nonempty it's true

An arbitrary (finite, countable, or uncountable) intersection of

closed sets is closed.

Let C0 = [0, 1], C1 = [0, 1/3] ∪ [2/3, 1], and

C2 = [0, 1/9] ∪ [2/9, 1/3]∪ [2/3, 7/9] ∪ [8/9, 1]

In general, let

Cn =(1/3 \(C_{n-1}\))U(1/3\(C_{n-1}\) + 2/3)

Let C = ∩n>1Cn, called Cantor’s middle-third set. Show that C is

a closed set.

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Answer:

45915930

Step-by-step explanation:

The easiest way to multiply numbers up to a thousand would be to break it apart, if multiplying a thousand by a thousand is hard.

You can do that by taking a number, we can use 4,915 in this case, and break it into pieces.

4,915 = 4,000 + 900 + 10 + 5

Now using this, we can multiply 9,342 by these numbers.

9,342 × 4,000 = 37,368,000

9,342 × 900 = 8,407,800

9,342 × 10 = 93,420

9,342 × 5 = 46,710

Now just add them together!

37,368,000 + 8,407,800 + 93,420 + 46,710 = 45915930

The answer is 45915930

Answer:

Step-by-step explanation:

At y-intercept, the value of x = 0

Plug in x = 0 in the equation

(0 +4)( 0+2) = y

y = 4*2

y = 8

Y-intercept (0,8)

The predicted sales for the current month (February 2003) is approximately 44.3. Thus, the correct option is (c) 44.3.

Probability is a way to gauge how likely something is to happen. Many things are difficult to forecast with absolute confidence. Using it, we can only make predictions about the likelihood of an event happening, or how likely it is.

To determine the predicted sales for the current month (February 2003) using the given linear regression model, we need to substitute the values of the intercept and slope coefficients into the equation:

Predicted Sales = Intercept + Slope * Month

Using the provided coefficients:

Intercept = 4.3

Slope = 1.6

Let's calculate the predicted sales for February 2003:

Predicted Sales = 4.3 + 1.6 * (24 + 1)

Predicted Sales = 4.3 + 1.6 * 25

Predicted Sales = 4.3 + 40

Predicted Sales = 44.3

Therefore, the predicted sales for the current month (February 2003) is approximately 44.3. Thus, the correct option is (c) 44.3.

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The volume of the solid the region defined by the given curves must be rotated about the x-axis is V = \(\frac{384\pi }{5}\).

Given that,

The region defined by the given curves must be rotated about the x-axis to determine the solid's volume, which is y =6 -x², y =2.

We know that,

Take the equation of the curves about the x- axis

y =6 -x², y =2.

Substitute y = 2 in equation y = 6 - x²

2 = 6 - x²

-x² = 2-6

x² = 4

Taking square root on both sides

x = ±2

Now, volume formula is define by using washer method

V =  \(\pi \int\limits^a_b {[f(x)]^2 - [g(x)]^2} \, dx\)

V = \(\pi \int\limits^2_{-2} {[6-x^2]^2 - [2]^2} \, dx\)

V = \(\pi \int\limits^2_{-2} {(36 + x^4 - 12x^2 - 4}) \, dx\)

V = \(\pi \int\limits^2_{-2} {(x^4 - 12x^2 - 32)} \, dx\)

V = \(\pi( [\frac{x^5}{5}] - 12\times\frac{x^3}{3} -32x)^2_{-2}\)

V = \(\pi[( [\frac{2^5}{5}] - 12\times\frac{2^3}{3} -32(2))-([\frac{-2^5}{5}] - 12\times\frac{-2^3}{3} -32(-2))]\)

V = \(\pi[( [\frac{32}{5}] - 4 \times 8 -64)-( [\frac{-32}{5}] - 4\times(-8) +64)]\)

V = \(\pi[( [\frac{32}{5}] - 32 -64)-( [\frac{-32}{5}] +32 +64)]\)

V = \(\pi( [\frac{384}{5}] )\)

V = \(\frac{384\pi }{5}\)

Therefore, The volume of the solid is V = \(\frac{384\pi }{5}\)

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The sampling technique used in this scenario is stratified random sampling.

In stratified random sampling, the population is divided into distinct groups or strata, and then a random sample is selected from each stratum. The purpose of this technique is to ensure that each stratum is represented proportionally in the sample, allowing for more accurate estimates for each subgroup.

In this case, the population consists of sophomores, juniors, and seniors at the high school. The sample is selected by randomly choosing 35 sophomores, 29 juniors, and 39 seniors. By selecting a specific number of individuals from each grade level, the sample represents the stratification of the population, making it a stratified random sampling technique.

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Answer:

17

Step-by-step explanation:

just trust

Do you think it's 15?

Actually I don't know, but I hope it's right!

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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Answer:

254 boxes are needed.

Step-by-step explanation:

if 6 can fit in one box and you have 1524 mugs then you have to do 1524/6 to get your answer.

Answer:

yes

Step-by-step explanation:

10 is half of 20 but the equation is 11/20 therefore 11/20 is greater than 10/20=1/2

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.

The correct option is B. The complete collection of all elements, individuals, measurements, scores, or other entities that are of interest and relevant to a particular study or analysis is called the population.

A collection is a group of items that have been gathered or accumulated together based on a particular theme or purpose. Collections can be made up of physical objects such as books, stamps, coins, or artwork, as well as digital items like photos, music, or videos. Collections can also refer to data structures in computer programming that hold groups of related items.

People often collect items as a hobby or passion, and the act of collecting can bring a sense of fulfillment, enjoyment, and satisfaction. Collections can have both sentimental and monetary value, and they may be displayed in personal or public settings, such as museums or galleries. The process of collecting often involves researching and acquiring new items, as well as organizing and preserving the existing collection.

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Answer:

The answer is below

Step-by-step explanation:

Given the time taken to answer each multiple choice question as one minute, the time taken to x multiple choice question = 1 minute/question × x questions = x minutes

Given the time taken to answer each essay question as six minute, the time taken to y essay question = 6 minute/question × y questions = 6y minutes

Therefore the total time taken to complete X multiple choice question and y essay questions = the time taken to x multiple choice question + the time taken to y essay question = x + 6y

Answer:  

directly off of edmentum                                                  

Answer:

17s-109t

Explanation:

Given the expression

First, we open the brackets.

Next, we collect terms with s together (do same for t).

We then simplify to get:

Answer:

g(x)=x

4

+3x

3

−x

2

−3x

Step-by-step explanation:

Answer:

-1 5/6

Step-by-step explanation:

-2/3 + (-1 1/6)

Look carefully at he number line. Each space between whole numbers is divided into 6. That means that from one mark on the line to the very next one, the distance is 1/6.

Start at -2/3. Since we are dealing with 1/6's, convert -2/3 to 6ths.

-2/3 * 2/2 = -4/6

-2/3 is the same as -4/6, so start at -4/6. Locate 0 on the number line, and move 4 marks to the left. That is -4/6 which is the same as -2/3 and is your starting point.

Now you need to add -1 1/6. Adding a negative number is the same as subtracting a positive number. Adding -1 1/6 is the same as subtracting 1 1/6. That means you need to go left 1 1/6. Since each unit is divided into 6 equal parts, 1 1/6 is 7 marks on the number line. Starting at -4/6, count 7 marks to the left. Where you end up is the answer which is -1 5/6.

Answer: -2/3 + (-1 1/6) = -1 5/6

Answer:

18cm

if it takes 12cm to wrap 6 presents, it means it takes 2cm to wrap one present.

9 individual presents will take 2 wraps, so Dwayne needs 18cm of wrapping paper.

Answer:

Step-by-step explanation:

Answer:

Main Differences Between Factor vs Multiple

Let us further discuss the difference between factor and multiple in the table below.

Basis of Comparison Factor Multiple

Definition It is a figure that gives a specific or definite outcome when it divides another figure It is the product of two whole numbers.

Results Less than or equal to such a specific figure Greater than or equal to the given figure.

Numbers of Result Limited Unlimited or continuous

Operation involved Division (÷) Multiplication (×)

Illustration If A divides B, A is factor of B If A is divisible by B and C, A is a multiple of B and C.

Difference Between Factor and Multiple: Conclusion

In conclusion, multiple vs factor concept is distinctive because the former uses multiplication (×) as a method of operation while latter uses division (÷). However, these two operations can be used together in a given equation or mathematical problem to get an expected outcome.

Though these two concepts are mostly taught in the elementary classes, they are inevitable in the arithmetic circus. One must be grounded in them and be sure of how they are applicable in every relevant equation. The good thing is that this guide has shown you their meanings, how to apply them, and the key discrepancies.

Step-by-step explanation: