You arrive in Tokyo with $320. How many yen can you buy ?

Answer:

Step-by-step explanation:

1.The square root function is a mathematical function that returns the positive number that, when multiplied by itself, gives the original number. It can be represented using the symbol √ or using the exponent 1/2. The cube root function is a mathematical function that returns the number that, when multiplied by itself three times, gives the original number. It can be represented using the symbol ∛ or using the exponent 1/3.

2.The ancient civilizations of Babylonia, Greece, and India all independently discovered the square root function. The concept of cube root was first mentioned in the ancient Indian text "Sulbasutras" around 800 BCE. The Greek mathematician Euclid also described the cube root function in his work "Elements" around 300 BCE.

3.The square root function is used in many areas of mathematics and science, including geometry, trigonometry, and physics. In real life, square root functions are used in many areas such as engineering, architecture, and finance. For example, in engineering, square root functions are used to calculate the stress and strain on materials. In architecture, square root functions are used to calculate the area of a building or room. In finance, square root functions are used to calculate the volatility of an asset. Similarly, cube root function is used in mathematics, physics, engineering, economics, and other fields. It is used to find the cube root of a number, to find the volume of a cube, to solve equations, and to calculate the cube root of a complex number.

Answer:

look at the screenshot

Step-by-step explanation:

The 30th percentile of the given distribution is $4068.90.

The 30th percentile of a data set is defined as the data value that appears in the 30th position after the dataset must have been divided into 100 equal parts.

The formula for the z-score is;

z = (x' - μ)/σ

where;

x' is sample mean

μ is population mean

σ is standard deviation

Through normal distribution table, the value of z = -0.52 which gives the area of the left bounded. Thus, we now have;

-0.52 = (x - 4200)/250

Cross multiply to get;

250 * - 0.52 = x' - 4200

-130 = x' - 4200

x' = 4200 - 130

x' = 4070

To calculate the 30 percent of the mountain bike, the sale price will be $4068.90.

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The difference in the values of the two cars when they are each 7 years old is equal to $6,000.

In order to determine the difference in the values of the two cars, we would have to write an equation that models the price of the cars after a length of time, by using the data points shown in the graph above.

Mathematically, the slope of any straight line can be calculated by using this formula;

Slope, m = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope, m = (y₂ - y₁)/(x₂ - x₁)

For Car A, we have:

Slope, m = (y₂ - y₁)/(x₂ - x₁)

Slope, m = (9 - 12)/(4 - 2)

Slope, m = -3/2

Slope, m = -1.5

At point (4, 9), a linear equation for car's value can be calculated by using the point-slope form:

y - y₁ = m(x - x₁)

Where:

Substituting the given points into the formula, we have;

y - y₁ = m(x - x₁)

y - 9 = -1.5(x - 4)

y = -1.5x + 15

In 7 seven years, the value of Car A is given by:

y = -1.5x + 15

y = -1.5(7) + 15

y = $4,500

Note: The negative sign indicates that the value of the car is depreciating.

For Car B, we have:

Slope, m = (y₂ - y₁)/(x₂ - x₁)

Slope, m = (10 - 18)/(5 - 1)

Slope, m = -8/4

Slope, m = -2

At point (5, 1), a linear equation for car's value can be calculated by using the point-slope form:

y - y₁ = m(x - x₁)

y - 1 = -2(x - 5)

y = -2x + 11

In 7 seven years, the value of Car B is given by:

y = -2x + 11

y = -2(7) + 3.5

y = $10,500

Now, we can determine the difference as follows:

Difference = $10,500 - $4,500

Difference = $6,000.

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The six main criteria to define normality and abnormality include statistical infrequency, personal distress, others' distress, unexpected behavior, highly consistent/inconsistent behavior, and maladaptiveness/disability.

1. Abnormality as statistical infrequency: This criterion defines abnormality based on behaviors or characteristics that deviate significantly from the statistical norm.

2. Abnormality as personal distress: This criterion focuses on the individual's subjective experience of distress or discomfort. It considers behaviors or experiences that cause significant emotional or psychological distress to the person as abnormal.

For instance, someone experiencing intense anxiety or depression may be considered abnormal based on personal distress.

3. Abnormality as others' distress: This criterion takes into account the impact of behavior on others. It considers behaviors that cause distress, harm, or disruption to others as abnormal.

For example, someone engaging in violent or aggressive behavior that harms others may be considered abnormal based on the distress caused to others.

4. Abnormality as unexpected behavior: This criterion defines abnormality based on behaviors that are considered atypical or unexpected in a given context or situation.

For instance, if someone starts laughing uncontrollably during a sad event, their behavior may be considered abnormal due to its unexpected nature.

5. Abnormality as highly consistent/inconsistent behavior: This criterion involves comparing an individual's behavior to both their own typical behavior and the behavior of others. Consistent or inconsistent patterns of behavior may be considered abnormal.

For example, if a person consistently engages in risky and impulsive behavior, it may be seen as abnormal compared to their own usually cautious behavior or the behavior of others in similar situations.

6. It considers behaviors that are maladaptive, causing difficulties in personal, social, or occupational areas. For instance, someone experiencing severe social anxiety that prevents them from forming relationships or attending school or work may be considered abnormal due to the disability it causes.

The medical model and classification systems used in physical illnesses have both value and limitations when applied to psychological disorders. They provide a structured framework for understanding and diagnosing psychological disorders, allowing for standardized assessment and treatment. However, they can oversimplify the complexity of psychological experiences and may lead to overpathologization or stigmatization.

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Answer:

Step-by-step explanation:

Basically, you want to know interest. I = prt is the formula. 'I' will be left blank b/c that's unknown. P is principal, 5000. R is rate, 4%, or 0.04 when turned into a decimal. T is time, 7 years. So now when using the formula, it will all become I = 5000(0.04)(7). What that means is you first multiply 5,000 by 0.04, getting 200. Then when you multiply 200 by 7, it's 1,400, which will leave you with I = 1,400. Interest is 1,400.

The five large cities in India are:

The population of large cities in India are:

The distance between the large cities in India are:

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The ratio of x to y in the equation 6\(x^{2}\) = 7xy + 20\(y^2\), where x > 0 and y > 0, is 2:5.

To find the ratio of x to y, we need to manipulate the given equation and isolate x and y. We start by rearranging the equation to the standard form of a quadratic equation: 6\(x^{2}\)- 7xy - 20\(y^2\) = 0. This equation represents a quadratic expression in terms of x and y. To factorize it, we look for two numbers that multiply to -120 (product of 6 and -20) and add up to -7 (coefficient of xy term). After some trial and error, we find the numbers to be -15 and 8. Therefore, the equation can be factored as (2x + 5y)(3x - 4y) = 0. From here, we have two possibilities: 2x + 5y = 0 or 3x - 4y = 0. If we solve the first equation for x, we get x = (-5/2)y. Similarly, solving the second equation for x gives x = (4/3)y. Comparing these ratios, we find that the ratio of x to y is 2:5.

In conclusion, in the given equation 6x^2 = 7xy + 20\(y^2\), the ratio of x to y is 2:5. This is obtained by factoring the equation and solving for x in terms of y. The ratio indicates that for every 2 units of x, we have 5 units of y.

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Answer:

A

Step-by-step explanation:

Ok first we need to find rate of MILES per HOUR

320/6.4=50

m= miles in 9 hours

9*50=450

is your answer

A

(6.4*9)/320m=Hours/miles

Hope this helps!

The number of miles the bus will travel in 9 hours will be 6.4 / 320 = 9 / m. Then the correct option is B.

A ratio is a collection of ordered integers a and b represented as a/b, with b never equaling zero. A proportionate expression is one in which two items are equal.

A bus travels 320 miles in 6.4 hours. if the bus continues at the same rate.

We know that speed is the ratio of distance and time. Then we have

The number of miles the bus will travel in 9 hours will be

320 / 6.4 = m / 9

6.4 / 320 = 9 / m

Then the correct option is B.

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None of the wind gusts (17, 22, 8, 13, 19, 36, and 14) fall below -0.5 or above 35.5, there are no outliers in this data set. Therefore, the correct answer is D) none.

To identify any outliers in the data set, we can use a common method called the 1.5 interquartile range (IQR) rule.

The IQR is a measure of statistical dispersion and represents the range between the first quartile (Q1) and the third quartile (Q3) of a dataset. According to the 1.5 IQR rule, any value below Q1 - 1.5 × IQR or above Q3 + 1.5 × IQR can be considered an outlier.

To determine if there are any outliers in the given data set of wind gusts (17, 22, 8, 13, 19, 36, and 14), let's follow these steps:

Sort the data set in ascending order: 8, 13, 14, 17, 19, 22, 36.

Calculate the first quartile (Q1) and the third quartile (Q3).

Q1: The median of the lower half of the data set (8, 13, 14) is 13.

Q3: The median of the upper half of the data set (19, 22, 36) is 22.

Calculate the interquartile range (IQR).

IQR = Q3 - Q1 = 22 - 13 = 9.

Step 4: Identify any outliers using the 1.5 IQR rule.

Values below Q1 - 1.5 × IQR = 13 - 1.5 × 9 = 13 - 13.5 = -0.5.

Values above Q3 + 1.5 × IQR = 22 + 1.5 × 9 = 22 + 13.5 = 35.5.

Since none of the wind gusts (17, 22, 8, 13, 19, 36, and 14) fall below -0.5 or above 35.5, there are no outliers in this data set.

Therefore, the correct answer is D) none.

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Answer:

Step-by-step explanation:

2.8

Answer: 2.8

Step-by-step explanation:  It's basic

Answer:

1024 pi

Step-by-step explanation:

r = 32 units.

Area = pi * r^2

Area = 3.14 * 32^2

Area = 1024 * pi

Tt = pi??

Answer:

D. The 7 in the thousands place is one hundredth the size of the 7 in the ten thousands place.

Step-by-step explanation:

The 7 in the thousands place is ten times greater than the 7 in the ten thousands place.

The relationship between the 7 in the thousands place and the 7 in the ten thousands place can be understood by their positions within the number. In a multi-digit number, each digit has a place value based on its position. The place value of a digit determines its worth. For example, the 7 in the thousands place is ten times greater than the 7 in the hundreds place, and the 7 in the ten thousands place is ten times greater than the 7 in the thousands place. Therefore, the 7 in the thousands place is ten times greater than the 7 in the ten thousands place.

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Answer:

The answer is d my wonderful tutor assisted me

Answer:

Is there a picture or something?

Step-by-step explanation:

MZYX=pi/3 radians is equivalent to 60 degrees. To convert radians to degrees, we use the formula: degree measure = (radian measure) x (180/π)

So, to convert MZYX=pi/3 radians to degrees, we plug in the value:

degree measure = (pi/3) x (180/π)

The π in the numerator and denominator cancel out, leaving:

degree measure = (1/3) x 180

Simplifying, we get:

degree measure = 60

Therefore, MZYX=pi/3 radians is equivalent to 60 degrees.

It's important to understand the concept of radians and degrees when dealing with angles. Radians are a unit of measure for angles, just like degrees. However, while degrees divide a circle into 360 equal parts, radians divide a circle into 2π equal parts. One radian is the angle formed at the center of a circle when the length of the arc on the circumference is equal to the radius of the circle.

In summary, to convert radians to degrees, we use the formula: degree measure = (radian measure) x (180/π). We can use this formula to convert any angle given in radians to its equivalent measure in degrees.

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The function is not decreasing on intervals 1 and 4.

Interval 1 is increasing and interval 4 is neither increasing nor decreasing.

Hope this helps!

Angela's use 6 cups of flour and Jaleel's use 19/3 cups of flour.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The graph shows the relationship between the number of cups of flour and the number of cups of sugar in Angela's brownie recipe.

And, The table shows the same relationship for Jaleel's brownie recipe.

Hence, The equation for Angela's brownie recipe is,

Two points on graph are (4, 2) and (2, 1)

⇒ y - 2 = (2 - 1)/ (4 - 2) (x - 4)

⇒ y - 2 = 1/2 (x - 4)

⇒ y - 2 = 1/2x - 2

⇒ y = 1/2x

And, The equation for Jaleel's brownie recipe is,

Two points on graph are (3/2, 1) and (3, 2)

⇒ y - 1 = (2 - 1)/ (3 - 3/2) (x - 4)

⇒ y - 1 = 2/3 (x - 4)

⇒ y - 1 = 2/3x - 8/3

⇒ y = 2/3x - 8/3 + 1

⇒ y = 2/3x - 5/3

So, For Jaleel and Angela buy a 12-cup bag of sugar.

The equation for Angela's brownie recipe is,

⇒ y = 1/2x

⇒ y = 1/2 × 12

⇒ y = 6

The equation for Jaleel's brownie recipe is,

⇒ y = 2/3x - 5/3

⇒ y = 2/3 × 12 - 5/3

⇒ y = 19/3

Thus, Angela's use 6 cups of flour and Jaleel's use 19/3 cups of flour.

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Answer:

-156x+728

Step-by-step explanation:

hope it helped you

d is not a polynomial coz it has negative power

Answer:

$27.00 + 0.15t =

Step-by-step explanation:

"Milton's RBT is collecting duration data on how much time he spends with friends all day on Friday. This is continuous data collection using continuous numbers.

It is a true statement.

Milton's RBT is collecting duration data on how much time he spends with friends all day on Friday. This is continuous data collection using continuous numbers. JJ's mother objects to a goal his IEP team recommended (to identify his ABCs) because he has worked on it for 10 consecutive years and has not mastered it.

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Answer:

the picture isnt loading up

Step-by-step explanation:

Answer:

P = 0.0655

Step-by-step explanation:

First, we are going to calculate the number of ways in which we can select the 10 balls. This is calculated using the rule of multiplication as:

\(T=20*20*20*20*20*20*20*20*20*20\\T=20^{10}\\T=1.024*10^{13}\)

Because we have 20 different balls every time and the experiment is repeated 10 times.

Then, from that \(1.024*10^{13}\) ways, there are C ways where all the numbers recorded are distinct. It is calculated as:

\(C = 20*19*18*17*16*15*14*13*12*11\\C = 6.704*10^{11}\)

Because, the first time, we have 20 options, the second time, we can just select 19 balls because we can not repeat the numbers, the third time, we can just select 18 balls and we need to keep doing this until get to the 10th time.

Finally, the probability that all the numbers recorded were distinct is calculated as C/T and it is equal to:

\(P=\frac{C}{T}=\frac{6.704*10^{11}}{1.024*10^{13}} =0.0655\)

Answer:

The distribution of the ages of vice president shows that the youngest age is about 36 while the oldest age is around 72. The median age of vice president is 53. On the lower end, the common age is 48 while the age of 60 is upper median age.

a) -85 degrees is a positive co-terminal angle of -445 degrees and -805 degrees is a negative co-terminal angle of -445 degrees.

b) 380 degrees is a positive co-terminal angle of 740 degrees and 20 degrees is a negative co-terminal angle of 740 degrees.

(a) -445 degrees:

To find a positive co-terminal angle, we can add 360 degrees to -445 degrees:

-445 + 360 = -85

To find a negative co-terminal angle, we can subtract 360 degrees from -445 degrees:

-445 - 360 = -805

(b) 740 degrees:

To find a positive co-terminal angle, we can subtract 360 degrees from 740 degrees:

740 - 360 = 380

To find a negative co-terminal angle, we can subtract 720 degrees from 740 degrees:

740 - 720 = 20

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\( {5}^{2} - {4}^{2} = 25 - 16 \\ = 9 \\ \sqrt{9 } = 3\)

Hope this will help...

Answer:

6s - 300 > 210 is the answer.