Rock music accounts for 64% of the CD sales OF TRUE tones record company.If next year's production is planned at 300,000 CDs how many of the CD's will be rock music?

Answer:

10x³ - 7x² - 7x + 4

General Formulas and Concepts:

Pre-Algebra

Algebra I

Step-by-step explanation:

Step 1: Define

(10x³ - 3x - 5) - (7x² + 4x - 9)

Step 2: Simplify

Answer:

I'm pretty sure its C and D

The value of y is 48

y= kx

let's solve for k which is the constant

y= 8 , x= 4

k= 8/4

k= 2

Next is to calculate the value of y when x is 24

y = 2 × 24

y= 48

Hence the value of y is 48

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Answer:

28 mph

Step-by-step explanation:

Distance

Time

Average speed

The difference with allowed speed

Answer:

28mph

Step-by-step explanation:

The expressions are simplified to;

1. 72n² + 63n

2. 18t - 18t²

3. -18b² - 18b

4. -56r - 21r²

5. -6m + 9m²

Algebraic expressions are simply described as expressions that are known to consist of coefficients of variables, variables, constants, terms, and factors.

These algebraic expressions are also made up of mathematical or arithmetic operations.

These operations are;

From the information given, we have;

1. -9n (-8n -7)

expand the bracket

72n² + 63n

2. -2t(-9 + 9t)

expand the bracket

18t - 18t²

3. -3b(6b + 6)

expand the bracket

-18b² - 18b

4. -7r(8 + 3r)

expand the bracket

-56r - 21r²

5. 3m(-2 + 3m)

expand the bracket

-6m + 9m²

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Answer:

4/5-1/5=6.0

9/11+5/11=1.27

3/4+1/8=0.875

Answer:

\(Rate = 0.2167\ fl\ oz/hour\)

Step-by-step explanation:

Given

\(Rate = \frac{91\ fl\ oz}{2.5\ weeks}\)

Required

Express the rate as per hour

\(Rate = \frac{91\ fl\ oz}{2.5\ weeks}\)

There are 168 hours in  a week;

So, the rate becomes

\(Rate = \frac{91\ fl\ oz}{2.5 * 168\ hours}\)

\(Rate = \frac{91\ fl\ oz}{420\ hours}\)

\(Rate = 0.2167\ fl\ oz/hour\)

Hence;

The equivalent of the given rate is \(0.2167\ fl\ oz/hour\)

Answer: False

Step-by-step explanation:

The only number that makes this impossible to solve is x = 0

Answer:

\(\int\limits^{6}_{-2} {f(x)} \, dx=6\)

Step-by-step explanation:

Review the attached graph

By using geometry to evaluate the given integral, the value is equal to 6 units.

In order to use a geometry to evaluate a definite integral, you should identify the portion of a graph which corresponds to the given integral.

Also, you'll mark out the geometric shapes that are formed on the graph, so as to enable you calculate their areas. Finally, you'll add the areas together.

From the graph of the integral shown in the image attached below, the geometric shapes that are formed are rectangle and triangles.

For the area of rectangle, we have:

Area of rectangle = L × B

Area of rectangle = 2 × 2

Area of rectangle = 4 units.

For the area of triangle, we have:

Area of triangle = 1/2 × b × h

Area of triangle = 1/2 × 2 × 2

Area of triangle = 2 units.

Total area = 4 + 2

Total area = 6 units.

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A logarithm function is a function that uses the log keyword, and it is the opposite of an exponential function

Assume the logarithm function is:

\(y = a\log_b(x - h) + k\)

Where b represents the base of the function.

The first step is to determine the vertical asymptote of the function

The vertical asymptote of \(y = a\log_b(x - h) + k\) is:

\(x = h\)

The second step is to determine the x-intercepts

To do this, we set the function to 0

i.e. \(a\log_b(x - h) + k = 0\)

The next step is to determine the y-intercepts

To do this, we set the x to 0

i.e. \(y = a\log_b(0- h) + k\)

The next step is to plot the vertical asymptote, the intercepts and few points on the graph

Lastly the points that were plotted on the graph must be connected

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Answer:

It will take Wilson 50 minutes to paint this bookcase.

Step-by-step explanation:

40%=20 minutes

10%=5 minutes

100%=50 minutes

Hope this helped! :)

Answer:

B. X

Step-by-step explanation:

the essential rule for a function is that each value of x must have exactly one associated y value.

in other words, if we "feed" the x- value to the function it must be clear what y-value we get as result.

in W 6 has 2 associated y values. no function.

in X all is OK. yes, a function.

in Y again, 6 has 2 associated y values. no function.

in Z 7 has 2 associated y values. no function.

Answer 2/3y+2

Step-by-step explanation:

Answer:

divide y y by 1 1 . Divide 8 8 by 4 4 . Using the slope-intercept form, the slope is 0

Step-by-step explanation:

Answer:

Step-by-step explanation:

Describe each of the following correlation coeffi cients using the terms strong, moderate, or weak and positive or negative. a. r = 0.17  b. r = –0.62 c. r = –0.88  d. r = 0.33 e. r = 0.49 f. r = –0.25 g. r = 0.91

Answer:

Step-by-step explanation:

parallel line y=12x+c

put this point A(2,7)

7=12*2+c

c=-17

so the equation is y=12x-17

now put the point B

k=12*5-17

k=43

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

15-18

Step-by-step explanation:

The IQR is the middle 50% of a set of numbers

There are 8 numbers, so its the middle 4

The middle 4 consists of 15,15,16,18

The range is 15-18

Answer:

No evidence .because the configurations factors and failure mode are independent

Step-by-step explanation:

Determine if there is sufficient evidence to conclude that configuration affects the type of failure

Number of configurations = 3

Number of failures = 4

assuming Pij represents proportion of items in pop i of the category j

H0 : Pij = Pi * Pj,  I = 1,2,-- I,  j = 1,2,---J

Hence the expected frequencies will be

16.10 , 43.58 , 18, 12.31

7.5,  19.37, 8 , 5.47

10.73, 29.05, 12, 8.21

x^2 = 13.25

test statistic = 14.44. Hence the significance level where Null hypothesis will be acceptable will be = 2.5%

The probability of randomly drawing a 10 from the deck is:

P = 1/13

We want to find the probability of randomly drawing a 10 from the deck.

Remember that there are 4 suits of 13 cards each, so thereare 52 cards in total and 4 of these cards are tens.

The probability of randomly drawing a 10 is equal to the quotient between the number of cards with a 10 on it (4 of these) and the total number of cards in the deck (52).

It is:

P = 4/52 = 1/13

That is the probability.

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The probability that the third largest observation in the sample is less than 0.7 is  0.2401 =  24.01%.

The sample size n = 5,

Therefore the order statistics will be represented as X₁, X₂, X₃, X₄, and X₅.

Probability that X₃ is less than 0.7:

Since X₃ is the third largest observation =  (X₁ and X₂) < 0.7.

The probability that X₃ is less than 0.7 is (0.7)² = 0.49.

.

The probability that both X₁ and X₂ are less than or equal to 0.7 is (0.7)² = 0.49 because in a continuous uniform distribution, the probability of any single observation being less than 0.7 is 0.7 - 0 = 0.7.

We then get the product of both cases:

Probability = 0.49 * 0.49 = 0.2401

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Answer:

B. 72

Step-by-step explanation:

Adam (A): 18

Melissa (M):?

\(A=\frac{m}{3} -6\)

\(18=\frac{m}{3} -6\)

\(24=\frac{m}{3}\)

\(m=4(3)=72\)

Therefore, Melissa is 72 years old.

Hope this helps!

Answer: 25,67%

Step-by-step explanation:

We have 11 girls and 14 boys, this is a total of 11 + 14 = 25 students.

If all the students have the same probability of being infected, the probability that a girl will get infected first is equal to the number of girls dividedthe total number of students:

p1 = 11/25

Now we get a boy infected, the number of boys is 14, and the total number of students is now 24 (because we already have a girl infected)

this probability is p2 = 14/24

The probability for both events is equal to the product of the probabilities:

P = p1*p2 = (11/25)*(14/24) = 0.2567

or 25,67%

Jim did not buy any tickets (n_Jim = 0).

Larry bought 7 more tickets than Jim.

To determine the number of tickets Larry bought more than Jim, we need to find the values of n for Larry and Jim's ticket purchases.

For Larry:

Let's substitute C = $170 into the equation C = 24n + 2 and solve for n:

$170 = 24n + 2

Subtracting 2 from both sides:

$168 = 24n

Dividing both sides by 24:

n = 7

For Jim:

We can calculate the number of tickets Jim bought by subtracting 12 from Larry's number of tickets:

n_Jim = n_Larry - 12

n_Jim = 7 - 12

n_Jim = -5

Since we cannot have a negative number of tickets, we can conclude that Jim did not buy any tickets (n_Jim = 0).

To find the difference in the number of tickets bought, we subtract the number of tickets Jim bought from the number of tickets Larry bought:

n_difference = n_Larry - n_Jim

n_difference = 7 - 0

n_difference = 7

Therefore, Larry bought 7 more tickets than Jim.

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Question

The equation C=24n+2 represents the cost, C, in dollars, of buying n tickets to a play. J $170. How many more tickets did Larry buy than Jim? 12

Answer:

Step-by-step explanation:

You want to know a thermometer's reading 4 minutes and 9 minutes after begin brought into a room with a temperature of 36 °C if its initial reading is 10 °C, and it rises to 14 °C after 2 minutes.

Newton's law of cooling tells you the temperature difference of 36 -10 = 26 °C will decline exponentially. If it declines to 36 -14 = 22 °C after 2 minutes, then the temperature reading can be modeled by ...

  T = 36 -26·(22/26)^(t/2)

At times of t=4 and t=9, the temperature readings will be ...

__

Additional comment

The time constant of this thermometer is about 12 minutes, so it will take about 67 minutes to read within 0.1 °C of the room temperature.

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Answer:

1/200????????????????

Step-by-step explanation:

Answer:

1 is a

2 is c

3 is b

Step-by-step explanation:

When the former image is rotated, the dots will be located at section 2 and 7.

When an image is rotated, the constituents within it also changes its position as the object is moves from a point to another about a pivot junction.

From the given image above, after the rotation of the initial image, the dot should be located at number 2 and 7 of the new image.

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It should be noted that experimental probability is based on past observations and might not accurately predict future events.

It has been established that experimental probability is based on past observations or on historical data.

To determine the experimental probability of the high temperature being over 75 degrees on June 23rd, one would basically gather historical data of high temperatures on June 23rd from previous years. Then, one would calculate the proportion of times the temperature was over 75 degrees.

For example, if one had data for the past 10 years and on 7 of those years the temperature was over 75 degrees on June 23rd, the experimental probability would be 7/10 or 0.7 (or 70%).

Therefore, it's always a good idea to consult meteorological sources or weather forecasts for the most up-to-date and accurate information.

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The final solution for the initial value problem: y = −e∫x dx√40 − ∫x2e∫x dx − ∫y2e∫x dx.

The given initial value problem is yy′+x=x2+y2 with y(3) = −√40. To solve this we make the substitution U = u' and u = y. This transforms the given equation into the linear differential equation in x, u, and u': u'+xu=x2+u2. To solve this, we can use the integrating factor method. Multiplying both sides by the integrating factor e∫x dx gives us u'e∫x dx + xue∫x dx = x2e∫x dx + u2e∫x dx. Taking the integral of both sides, we obtain ue∫x dx = ∫x2e∫x dx + ∫u2e∫x dx + c, where c is the constant of integration. Solving for u, we have u = c/e∫x dx − ∫x2e∫x dx − ∫u2e∫x dx. Using the fact that u = y, we can substitute this expression into the equation to obtain the solution in terms of x and y: y = (c/e∫x dx) − ∫x2e∫x dx − ∫y2e∫x dx. Using the initial condition y(3) = −√40, we can solve for c to get c = −e∫3 dx√40. Substituting this into the solution, we get the final solution for the initial value problem: y = −e∫x dx√40 − ∫x2e∫x dx − ∫y2e∫x dx.

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Answer:

I should take 10.44 tablets in a day, approximately 10.5 tablets.

Step-by-step explanation:

In order to solve this problem we need to convert the weight from pounds to kilograms, to do that we need to divide it by 2.205.

\(w = \frac{128}{2.205}\\w = 58.05 \text{ kg}\)

Since I need to take 7.5 mg per kg of body weight, then in order to find the dosage we need to multiply the weight in kg by 7.5.

\(\text{dosage} = 58*7.5 = 435 \text{ mg}\)

Since I need to take it every six hours and there are 24 hours in a day, we will have to take 4 dosages in a day, therefore we need:

\(\text{dosage(day)} = 435*6 = 2,610 \text{ mg}\)

The antibiotic comes in 250 mg in tablets, therefore the number of tablets is:

\(tablets = \frac{2610}{250} = 10.44\)

I should take 10.44 tablets in a day, approximately 10.5 tablets.