solve the inequality 3x + 4 < 14​

The side of the square of each block = 2 feet

Given,

Shelly sews a square blanket that has an area of 144 square feet.

and,  it has 36 square blocks, each the same size.

To find the approximate length of each side of a block

Now, According to the question:

36 square blocks of same size. We need to find the area of each square block. so we divide = area / square blocks

= 144/ 36

= 4

The area of each square = 4 square feet

We know that

Area of square = side ^2

Side ^2 = 4

side = \(\sqrt{4}\)

Side = 2

Hence, The side of the square of each block = 2 feet

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Answer:

\(\{x \in \mathbb{N} | x = 2k, k \in \mathbb{N} \cap x>10 \}\)

x is a number that satisfies two conditions: is even and greater than 10.

Step-by-step explanation:

We know \(x \in \mathbb{N}\)

Also,  once \(x\) is an even number, we can represent it as \(x=2k, k \in \mathbb{Z}\)

But once it cannot be negative,  \(x=2k, k \in \mathbb{N}\)

Finally, \(x>10\)

We have the set

\(\{x \in \mathbb{N} | x = 2k, k \in \mathbb{N} \cap x>10 \}\)

Answer:

32

Step-by-step explanation:

The numbers and letters next to each other mean multiplication. Plus, we already know the values of y and z, so all you have to do is simplify the equation. 10y turns into 10 x 5, and 6z turns intro 6 x 3. So now the equation is 50 - 18, which equals 32. Hope this helps!

Value of expression 10y -6z if y = 5 and z = 3 = 32

An algebraic expression in mathematics is an expression which is made up of variables and constants, along with algebraic operations (addition, subtraction, etc.). Expressions are made up of terms.

Given

value of y = 5

value of z = 3

expression 10y - 6z

Putting value of y and z in the expression

10(5) - 6(3)

= 50 - 18

= 32

Hence, 32 is the value of expression 10y -6z if y = 5 and z = 3.

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A company makes muesli which contains nuts and sultanas.

They counted the number of nuts in 50 individual serving packets.

They drew a table.

Number     Midpoint   Number of            

of nuts         (x)           packets (f)              f.x  

4 - 6               5                3                      15

7-9                 8                9                          

10 - 12           11                 12                      

13 - 15            14                17                          

16 - 18            17                 9                    

                                     50                    

To Find :

complete the table

calculate and estimate for the mean

The estimate for the mean number of nuts in a serving packet of muesli is approximately 12.2 nuts.

a) To complete the table, we need to find the values of "fx" (frequency multiplied by the midpoint) for each class interval. Here's the updated table:

Number of Nuts Number of Packets Midpoint (x) fx

4-6 5 5 5 * 3 = 15

7-9 8 8 8 * 9 = 72

10 - 12 11 11 11 * 12 = 132

13 - 15 14 14 14 * 17 = 238

16 - 18 17 17 17 * 9 = 153

Total 50  610

b) To calculate an estimate for the mean, we use the formula:

Mean = Sum of (fx) / Total Number of Packets

Mean = 610 / 50

Mean ≈ 12.2

Therefore, the estimate for the mean number of nuts in a serving packet of muesli is approximately 12.2 nuts.

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Answer:

Your answer is C like I said earlier

Step-by-step explanation:

Some person deleted my answer from a couple days ago...

Answer: y = -3/5x - 6

Step-by-step explanation:

There are a few equations that can be used for this, but the simplest one would be y = mx + b

We are given:

y = -3

m = -3/5 (slope)

x = -5

b = ?

Our equation is this, we are solving for b

==> -3 = -3/5 ( -5) + b

==> -3 = -3/5 ( -5) + b ( multiply the brackets)

==> -3 = 3 + b ( subtract 3 to both sides)

==> -6 = b

Now we can make the desired equation in slope intercept form;

y = -3/5x - 6

Hope this helped! Have a great day :D

Answer:

-2x+8y-3 if im not wrong

The 50th term is 290.

It is a sequence where there is a common difference between each consecutive term.

Example:

12, 14, 16, 18, 20 is an arithmetic sequence.

We have,

-4, 2, 8, 14,

This is an arithmetic sequence.

First term = a = - 4

Common difference.

d = 2 - (-4) = 6

d = 8 - 2 = 6

Now,

The nth term = a + (n -1)d

So,

n = 50

a = -4

d = 6

50th term.

= -4 + (50 - 1) 6

= - 4 + 49 x 6

= - 4 + 294

= 290

Thus,

The 50th term is 290.

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The complete question:

What is the 50th term of the sequence that begins −4, 2, 8, 14, ...?

If a matrix has a non-trivial null space, it means that there are linearly dependent columns in the matrix.

The null space in linear algebra is a set of vectors that are solutions to homogeneous linear equations. A solution to a homogeneous system of equations is one where all variables are equal to zero. The null space of a matrix is the set of all vectors that result in the zero vector when multiplied by the matrix. The null space of a matrix can be found by solving the system of equations Ax = 0, where A is the matrix and x is a vector. The null space is also known as the kernel of the matrix.In other words, the null space of a matrix is the set of all solutions to the homogeneous equation Ax = 0. It is also referred to as the kernel of the matrix. The null space is important because it tells us about the linear independence of the columns of the matrix. If a matrix has a non-trivial null space, it means that there are linearly dependent columns in the matrix. If the null space is trivial, it means that all columns of the matrix are linearly independent.

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Answer:

A is x = 0

B is false

Step-by-step explanation:

because u have to solve x

and b is false

If Carl's GPA is 2.2, his GPA has a z score of -1.0. Carl's GPA has a z-score of -1, and he has a higher GPA than approximately 15.87% of other students at UTA.

To determine what percentage of other students at UTA Carl has a higher GPA than, we need to find the area under the normal curve to the right of his z score. We can use a standard normal table or calculator to find this value, which is approximately 0.1587 or 15.87%. Therefore, Carl has a higher GPA than about 15.87% of other students at UTA.

To answer your question, we'll first calculate Carl's z-score and then determine the percentage of students he has a higher GPA than.

1. Identify the given values: mean (M) = 2.7, standard deviation (SD) = 0.5, and Carl's GPA (score) = 2.2.
2. Calculate the deviation by subtracting the mean from Carl's GPA: deviation = score - M = 2.2 - 2.7 = -0.5.
3. Calculate Carl's z-score using the deviation and standard deviation: z-score = deviation / SD = -0.5 / 0.5 = -1.

Now that we have Carl's z-score (-1), we can use a z-table or calculator to find the percentage of students Carl has a higher GPA than.

4. Look up the z-score in a z-table or use a calculator to find the corresponding percentile: ~15.87%.

So, Carl's GPA has a z-score of -1, and he has a higher GPA than approximately 15.87% of other students at UTA.

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Answer:

\(y = \frac{5000r}{3} -50\)

Step-by-step explanation:

Represent the SAT score with y and the rate with r.

So, we have:

\((r_1,y_1) = (90\%,1450)\)

\((r_2,y_2) = (69.6\%,1110)\)

Required

Determine the equation in slope intercept form

First, we calculate the slope

\(m =\frac{y_2 - y_1}{r_2 - r_1}\)

This gives:

\(m =\frac{1110 - 1450}{69.6\% - 90\%}\)

\(m =\frac{-340}{-20.4\%}\)

Convert percentage to decimal

\(m =\frac{-340}{-0.204}\)

\(m =\frac{340}{0.204}\)

Multiply by 1000/1000

\(m =\frac{340*1000}{0.204*1000}\)

\(m =\frac{340000}{204}\)

\(m = \frac{5000}{3}\)

The equation is then calculated as:

\(y - y_1 = m(r - r_1)\)

This gives:

\(y - 1450 = \frac{5000}{3}(r - 90\%)\)

Open Bracket

\(y - 1450 = \frac{5000r}{3} - \frac{5000}{3}*90\%\)

Convert percentage to decimal

\(y - 1450 = \frac{5000r}{3} - \frac{5000}{3}*0.90\)

\(y - 1450 = \frac{5000r}{3} - 5000*0.30\)

\(y - 1450 = \frac{5000r}{3} - 1500\)

Make y the subject

\(y = \frac{5000r}{3} - 1500+1450\)

\(y = \frac{5000r}{3} -50\)

Answer:

0.7 0.73 0.81 0.9

Step-by-step explanation:

hope this helps

Answer:

Find each measure.

1. 

SOLUTION:  

The trapezoid ABCD is an isosceles trapezoid. So,

each pair of base angles is congruent. Therefore,

ANSWER:  

101

2. WT, if ZX = 20 and TY = 15

SOLUTION:  

The trapezoid WXYZ is an isosceles trapezoid. So, the

diagonals are congruent. Therefore, WY = ZX.

WT + TY = ZX

WT + 15 = 20

WT = 5

ANSWER:  

5

COORDINATE GEOMETRY Quadrilateral

ABCD has vertices A(–4, –1), B(–2, 3), C(3, 3),

and D(5, –1).

3. Verify that ABCD is a trapezoid.

SOLUTION:  

First graph the points on a coordinate grid and draw

the trapezoid.

Use the slope formula to find the slope of the sides of

the trapezoid.

The slopes of exactly one pair of opposite sides are

equal. So, they are parallel. Therefore, the

quadrilateral ABCD is a trapezoid.

ANSWER:  

ABCD is a trapezoid.

4. Determine whether ABCD is an isosceles trapezoid.

Explain.

SOLUTION:  

Refer to the graph of the trapezoid.

Use the slope formula to find the slope of the sides of

the quadrilateral.

The slopes of exactly one pair of opposite sides are

equal. So, they are parallel. Therefore, the

quadrilateral ABCD is a trapezoid.

Use the Distance Formula to find the lengths of the

legs of the trapezoid.

The lengths of the legs are equal. Therefore, ABCD

is an isosceles trapezoid.

ANSWER:  

isosceles;

5. GRIDDED REPSONSE In the figure, is the

midsegment of trapezoid TWRV. Determine the value

of x.

SOLUTION:  

By the Trapezoid Midsegment Theorem, the

midsegment of a trapezoid is parallel to each base

and its measure is one half the sum of the lengths of

the bases.

 are the bases and   is the 

midsegment. So,

Solve for x.

16 = 14.8 + x

1.2 = x

ANSWER:  

1.2

CCSS SENSE-MAKING  If ABCD is a kite, find

each measure.

6. AB

SOLUTION

The volume of the cone-shaped hole with a depth of 3 feet and a base circumference of 44 feet is approximately 307.62 cubic feet.

To find the volume of the cone-shaped hole, we will use the formula for the volume of a cone, which is V = (1/3)πr²h. First, we need to find the radius (r) and the height (h) of the cone. We know the height (h) is 3 feet. To find the radius (r), we will use the given circumference of the base, which is 44 feet.

Step 1: Find the radius (r) using the circumference formula C = 2πr.
C = 44 feet, and we will use 22/7 for π.

44 = 2 * (22/7) * r
44 = (44/7) * r

Now, divide both sides by (44/7):
r = 7 feet

Step 2: Calculate the volume (V) using the cone volume formula V = (1/3)πr²h.
V = (1/3) * (22/7) * (7²) * 3

Simplify the expression:
V = (1/3) * (22/7) * 49 * 3

Cancel out the 3s:
V = (22/7) * 49

Multiply the numbers:
V ≈ 307.62 cubic feet

So, the volume of the cone-shaped hole is approximately 307.62 cubic feet.

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The values of a, h and k for the  given quadratic function are:

a = -6, h = -5 and k = -1

What is vertex form?

This is one way of writing a quadratic function:

f(x) = a(x-h)² +k

(h, k) = vertex

a = vertical stretch

According to the given question:

We're given:

f(x)= -6x² - 60x - 151

To write a quadratic function in vertex form, we must complete the square.

⇒ Put parentheses around the first two terms containing x and x²:

f(x)= (-6x² - 60x) - 151

⇒ Factor out -6 (keeping the x's in the parentheses):

f(x)= -6(x² + 10x) - 151

⇒ To complete the square, add, inside the parentheses, the square of half the coefficient of x.

⇒ In this case, the coefficient of x is 10.

⇒ Half of this value is 5.

⇒ The square of 5 is 25.

⇒ Add this inside the parentheses:

f(x) =  -6(x² + 10x + 25) - 151

⇒ Now, we cannot randomly introduce a new value into a function. To balance the +25, subtract -6(25) outside the parentheses:

f(x) =  -6(x² + 10x + 25) - 151 - (-6 x 25)

f(x) =  -6(x² + 10x + 25) - 151 - (-150)

f(x) =  -6(x² + 10x + 25) - 151 + 150

f(x) =  -6(x² + 10x + 25) - 1

⇒ Finally, complete the square.

Remember: (a + b)² = a² + 2ab + b²

In this case, a is x, and b is 5:

f(x) = -6(x + 5)² - 1

On comparing with f(x) = a(x-h)² +k we get the values of a, h and k as:

a = -6

h = -5

k = -1

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Probability that exactly 8 online bankers have not profited from insider information is C(15, 8) * 0.3^8 * (1 - 0.3)^(15 - 8).

Using the binomial distribution formula and rounding to four decimal places, we can calculate these probabilities and expected values.

To solve these probability problems, we can use the binomial distribution formula:

P(x) = C(n, x) * p^x * (1 - p)^(n - x)

where:

P(x) is the probability of x successes,

C(n, x) is the number of combinations of n items taken x at a time,

p is the probability of success in one trial, and

n is the number of trials.

In this case, let's calculate the probabilities step by step:

Probability that exactly 8 online bankers have not profited from insider information:

n = 15 (number of trials), x = 8 (number of successes), p = 0.3 (probability of success)

P(8) = C(15, 8) * 0.3^8 * (1 - 0.3)^(15 - 8)

Probability that at most 5 online bankers have profited from insider information:

P(x ≤ 5) = P(0) + P(1) + P(2) + P(3) + P(4) + P(5)

= P(0) + P(1) + P(2) + P(3) + P(4) + P(5)

Probability that not all selected online bankers have profited from insider information:

P(not all) = 1 - P(all)

Probability that more than 12 online bankers have profited from insider information:

P(x > 12) = P(13) + P(14) + P(15)

Expected number of online bankers who have profited from insider information:

E(x) = n * p

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Answer:

\(x = 67\)

Step-by-step explanation:

\(x = 67\)

\(Alternate \:Intrerior \: Angles\)

Mate's car can travel approximately 5 more minutes per gallon of gas compared to Jenna's car.

To determine how many more minutes Mate's car can travel per gallon of gas compared to Jenna's car, we would need additional information about the fuel efficiency or miles per gallon (MPG) for each car.

Fuel efficiency is typically measured in terms of miles per gallon, indicating the number of miles a car can travel on a gallon of gas.

To calculate the difference in travel time, we would also need to know the average speed at which the cars are traveling.

Once we have the MPG values for Mate's car and Jenna's car, we can calculate the difference in travel time per gallon of gas by considering their respective fuel efficiencies and average speeds.

If Mate's car has a fuel efficiency of 30 MPG and Jenna's car has a fuel efficiency of 25 MPG, we can calculate the difference in travel time by comparing the distances they can travel on a gallon of gas.

Let's assume both cars are traveling at an average speed of 60 miles per hour.

For Mate's car:

Travel time = Distance / Speed

= (30 miles / 1 gallon) / 60 miles per hour

= 0.5 hours or 30 minutes.

For Jenna's car:

Travel time = Distance / Speed

= (25 miles / 1 gallon) / 60 miles per hour

= 0.4167 hours or approximately 25 minutes.

Without specific information about the MPG values and average speeds of the cars, it is not possible to provide an accurate answer regarding the difference in travel time per gallon of gas between Mate's car and Jenna's car.

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16% of students use the internet for more than 402 minutes.

Given that students use the internet for 300 minutes on average every day

102 as the standard deviation

P is the percentage of students who uses more than 402 minutes of internet.

To calculate the percentage:

As per the empirical rule,

The majority of people (68%) are within 1 standard deviation of the mean.

The mean is within 2 standard deviations of 95% of the population.

The mean and 3 standard deviations are shared by 99.7% of the population.

This will serve as an illustration of the percentage:

= P(X > 402)

= P(X > 30 + 1 × 102)

= (1 - 0.68) / 2

= 0.32/2

= 0.16

= 0.16 x 100

= 16%

Thus, the percentage of students who use the internet for more than 402 minutes is 16%.

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Answer:

12 m

Step-by-step explanation:

1200 mm = 1.2 m

Step-by-step explanation:

no

10 times smaller

1,200 mm = 1.2 m

Answer:

Rate of change of the graph = 1

Step-by-step explanation:

Rate of change of the graph at any point is defined by the slope of the line at that point.

Since, slope of a line between two points \((x_1,y_1)\) and \((x_2,y_2)\) is given by,

m = \(\frac{y_2-y_1}{x_2-x_1}=\frac{\triangle y}{\triangle x}\)

In other words, slope of a line between two points is given by the ratio of rise and run of the line between the given points.

Therefore, slope of the line passing through two points (0, 2) and (1, 3) will be,

m = \(\frac{3-2}{1-0}\)

m = 1

Rate of change at x = 1 is 1.

Answer:

The solutions to the graph are (-1,1) and (4,6).

Step-by-step explanation:

Where the line and parabola intersect, or meet, are the solutions.

\({ \red{ \tt{y'( {x}^{2} - {y}^{2}) - 2xy = 0}}} \)

Step-by-step explanation:

Consider the equation

\({ \green{ \tt{ {(x - h)}^{2} + {(y - k)}^{2} = {a}^{2}}}} \)

Here, C = (0,a) i.e. (h,k) and radius = a

Above equation is,

\({ \green{ \tt{ {(x - 0)}^{2} + {(y - a)}^{2} = {a}^{2}}}} \)

\({ \green{ \tt{ {x}^{2} + {y}^{2} - 2ay + {a}^{2} - {a}^{2} = 0}}}\)

\({ \green{ \tt{ {x}^{2} + {y}^{2} - 2ay = 0}}}\)

\({ \green{ \tt{ {x}^{2} + {y}^{2} = 2ay}}} \: \: {eq}^{n} (1)\)

\({ \green{ \tt{2x + 2yy' = 2ay'}}}\)

\({ \green{ \tt{ \frac{2x + 2yy'}{y'} = 2a}}}\)

\({ \green{ \tt{ \frac{2x + 2yy'}{y'} = 2a}}}\)

Put this in Equation no. (1)

x² + y² = (2x+2yy')y/y'

y'(x²+y²) = 2x + 2y²y'

x²y' + y²y' - 2xy - 2y²y' = 0

x²y' - y²y' - 2xy = 0

Therefore,

y'(x²-y²)-2xy = 0

Answer:

22

Step-by-step explanation:

it is epuivalet

The correct option is D. Asking 80 owners their attitude toward a new design would be an example of a sample.

If a target population is defined as all 2,134 pickup truck owners residing in Tippecanoe County, then asking 80 owners their attitude toward a new design would be an example of a sample.

Because the survey is conducted on a limited group of people who represent the larger population. Therefore, the survey conducted on the sample represents the population as a whole. The sample is a representative subset of the entire population, which can be used to infer statistics and characteristics of the whole population. A statistical frame is a technique used to choose a representative sample of the population.

Asking only owners listed in the telephone directory would not be an example of a statistical frame. Instead, it would be an example of a bias selection because it excludes owners who are not listed in the telephone directory. Asking 100 owners their attitude toward a new truck style would not be an example of a consensus as consensus is a general agreement among the people.

However, the survey conducted on a sample can be used to find out a general consensus. Universal testing is not feasible because it would involve surveying each and every member of the population, which is both time-consuming and expensive.

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The complete question is:

After considering the given data we conclude that there truth table is possible and is placed in the given figures concerning every sub question.

A truth table is a overview that projects  the truth-value of one or more compound propositions for each possible combination of truth-values of the propositions starting up the compound ones.
Every row of the table represents a possible combination of truth-values for the component propositions of the compound, and the count of rows is described by the range of possible combinations.
For instance, if the compound has just two component propositions, it comprises  four possibilities and then four rows to the table. The truth-value of the compound is projected on each row comprising the truth functional operator.
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Answer:

6/9, 12/18 (just 6 then 12)

Step-by-step explanation:

Please mark brainlest

Answer:

6/9  

12/18

Step-by-step explanation:

Hopefully this is correct