Answer:
|−9|, −|−9| and −|9|Step-by-step explanation:
Before we choose all the expression that is equal to -9, we must understand that the modulus of a value can return both its positive and negative value. For example, Modulus of b can either be +b or -b i.e |b| = +b or -b
Hence the following expression are all equal ro -9
a) |−9| is equivalent to -9 because the absolute value of -9 i.e |−9| can return both -9 and 9
b) −|−9| is also equivalent to -9. The modulus of -9 is also equal to 9, hence negating 9 will give us -9. This shows that −|−9| = −|9| = −9
c) −|9| is also equivalent to -9. This has been established in b above.
Answer: -|-9|, -|9|, and the opposite of nine
Step-by-step explanation: The absolute value symbol is | |. |-9| is 9 but add that - to it and it's -9. The absolute value of 9 is 9, add the - to it to get -9.
the opposite of 9 is -9.
calculate 6/√2 and express it in form of a√b
Answer:
[tex]3 \sqrt{2} [/tex]
Step-by-step explanation:
[tex] \frac{6}{ \sqrt{2} } = \frac{6}{ \sqrt{2} } \times \frac{ \sqrt{2} }{ \sqrt{2} } = \frac{6 \sqrt{2} }{2} = 3 \sqrt{2} [/tex]
We can't have a fraction that has a number under square root as it's denominator. So we will have to rationalize it, which means we will multiply the numerator and also the denominator by the number that is under the square root.
Hope this helps ;) ❤❤❤
Answer:
[tex]\boxed{\sf 3\sqrt{2}}[/tex]
Step-by-step explanation:
[tex]\displaystyle \frac{6}{\sqrt{2} }[/tex]
[tex]\sf Multiply \ both \ numerator \ and \ denominator \ by \ \sqrt{2}[/tex]
[tex]\displaystyle \frac{6 \times \sqrt{2} }{\sqrt{2} \times \sqrt{2} }[/tex]
[tex]\displaystyle \frac{6\sqrt{2} }{2 }[/tex]
[tex]\sf Simplify[/tex]
[tex]3\sqrt{2}[/tex]
1.
The Springfield Meteorological Center wanted to determine the accuracy of their weather forecasts. They
searched their records for those days when the forecaster had reported a 70% chance of rain. They
compared these forecasts to records of whether or not it actually rained on those particular days. The
forecast of 70% chance of rain can be considered very accurate if it rained on:
A. 95% to 100% of those days.
B. 85% to 94% of those days.
C. 75% to 84% of those days.
D. 65% to 74% of those days.
E
55% to 64% of those days.
Answer:
The correct option is;
D. 65% to 74%
Step-by-step explanation:
The accuracy of a forecast given based on a percentage or proportion or likelihood is determined by the based on the prevalence of the forecast in a similar proportion over the range of data points in which the forecast is made
Therefore, if it actually rained on 70% of those days for which the forecast was made, the forecast can be said to be very accurate.
Which is to say that the forecast of 70% chance of rain can be considered very accurate if it rained on 65 to 74% of those days which is in the range of the forecasted 70%.
For a data set of the pulse rates for a sample of adult females, the lowest pulse rate is 31 31 beats per minute, the mean of the listed pulse rates is x overbar x equals = 71.0 71.0 beats per minute, and their standard deviation is s equals = 12.6 12.6 beats per minute.
Complete question is;
For a data set of the pulse rates for a sample of adult females, the lowest pulse rate is 31 beats per minute, the mean of the listed pulse rates is x over bar equals 71.0 beats per minute, and their standard deviation is s equals 12.6 beats per minute.
a. What is the difference between the pulse rate of 31 beats per minute and the mean pulse rate of the females?
b. How many standard deviations is that [the difference found in part (a)]?
c. Convert the pulse rate of 31 beats per minutes to a z score.
d. If we consider pulse rates that convert to z scores between minus 2 and 2 to be neither significantly low nor significantly high, is the pulse rate of 31 beats per minute significant?
Answer:
A) 40 beats per minute
B) 3.1746
C) z = -3.17
D) the pulse rate of 31 beats per minute is significantly low.
Step-by-step explanation:
A) The mean pulse rate is given as x bar = 71
Thus difference between this and pulse rate of 31 beats per minute is;
Difference = 71 - 31 = 40 beats per minute
B) number of standard deviations of the difference found in part a is given as;
number = difference/standard deviation(s)
number = 40/12.6
number = 3.1746
C) The z-score is calculated from;
z = (x - xbar)/s
z = (31 - 71)/12.6
z = -3.17
D) from the question we are told that the z scores between minus2 and 2 to be neither significantly low nor significantly high. However, we have a Z-score of -3.17 which doesn't fall into that range. Thus, the pulse rate of 31 beats per minute is significantly low.
Help ASAP In a system of linear equations the two equations have the same slope. Describe the possible solutions to this equation.
Answer:
If the two linear equations have the same slope, the equations represent the same line. Since a line intersects with itself everywhere, there will be an infinite number of solutions.
a garden is 18 feet 3 inches long and 10 feet 8 inches wide. the amount of fencing needed to enclose the garden is Need help and will mark brainlist
Answer:
[tex]\boxed{57ft 10in}[/tex]
Step-by-step explanation:
Hey there!
Well if the length is 18 and 3 inches we need to find the sum of both lengths,
18ft 3in + 18ft 3in = 36ft 6in
Width- 10ft 8in + 10ft 8in = 20ft 16 in -> 21ft 4in
l + w = 57ft 10in
Hope this helps :)
5 and 6? i got 3 for both
Answer:
Hey there!
5. f(4) is 3. f(3) is 2. Thus, f[f(4)]=2
6. g(2) is 3. g(3) is 1. g[g(2)]=1
Hope this helps :)
An online company wants to establish ratings for the products they provide. To do so, they ask visitors to their website to evaluate the products and leave a "thumbs up" or a "thumbs down." What type of sample is this? Explain why.
Answer:
This is a group specific influence sample, it only shows a demographic sample of those that are influenced by the reviews in the first place.
Step-by-step explanation:
A student finds the slope of the line between (8,17,) and (1,4) she writes 17-4/1-8 What mistake did she make?
The first mistake is that she didn't use parenthesis to indicate we're dividing all of one thing (numerator) over all of another expression (denominator)
slope = rise/run = numerator/denominator
So she should write (17-4)/(1-8) to indicate all of "17-4" is divided over all of "1-8"
However, there's another error that your teacher is probably more focused on. Note how 17-4 represents subtracting the y coordinates from left to right. We start with the left point y coordinate 17 and subtract off the right point y coordinate 4
left y - right y = 17 - 4
But then the student swaps the order when they wrote 1-8. Instead it should be 8-1
-----------------
Here's what they should have written (17-4)/(8-1)
This is the same as (4-17)/(1-8)
We can subtract in any order as long as it stays consistent between the numerator and denominator
multiply this decimals 1.02 x 0.286
Increase 150 by 120%
O A. 330
OB. 180
O c. 300
OD. 200
Answer:
C
Step-by-step explanation:
Find 120% of 150
1.2 x 150 = 180
Increase to 150
180 + 150 = 330
Hope that helped!!! k
A taxi company charges a fee of $4 plus $0.50 per kilometer. Write a formula for $C, the cost of d journey.
Answer:
C = 4 + 0.5d
Step-by-step explanation:
General equation: y = ax + b, with b is fixed term and a is rate per x.
Here,
C = y
fixed term b = 4
rate a = 0.5 per kilometer (d)
mister Limbu bought a bicycle for Rs2500 and he labelled it's price 20 Percent above the cost price if he allows 10percent disc
ount to a customer, find his profit percent
Answer: 8%
Step-by-step explanation:
Purchase Price is $2500
Ticket Price is $2500(1 + 20%)
= $2500(1.2)
= $3000
Discounted Price is $3000(1 - 10%)
= $3000(0.9)
= $2700
The profit made is $2700 - $2500 = $200
Profit Percentage is Profit ÷ Purchase Price: [tex]\dfrac{200}{2500}=0.8=\large\boxed{8\%}[/tex]
This figure shows how to create a six-pointed star from twelve equilateral triangle tiles: [asy]
size(7cm);
pair cis(real magni, real argu) { return (magni*cos(argu*pi/180),magni*sin(argu*pi/180)); }
for(int i=90;i<450;i+=60) {
pair c=cis(1.2,i);
path p=c-cis(1,i)--c-cis(1,i+120)--c-cis(1,i-120)--cycle;
fill(p,orange+white);
draw(p);
pair c=cis(2.4,i);
path p=c+cis(1,i)--c+cis(1,i+120)--c+cis(1,i-120)--cycle;
fill(p,orange+white);
draw(p);
};
label("$\longrightarrow$",(4,0));
pair x=(8,0);
real s=sqrt(3);
path p=x+cis(s,0)--x+cis(3,30)--x+cis(s,60)--x+cis(3,90)--x+cis(s,120)--x+cis(3,150)--x+cis(s,180)--x+cis(3,210)--x+cis(s,240)--x+cis(3,270)--x+cis(s,300)--x+cis(3,330)--cycle;
fill(p,orange+white);
draw(p);
[/asy] If each of the original tiles has a perimeter of $10$ cm, what is the perimeter of the final star in cm?
Answer:
40 cm
Step-by-step explanation:
Each point of the final 6-pointed star has 2/3 of the perimeter of the equilateral triangle. So, the 6 points have a total perimeter of ...
6(2/3)(10 cm) = 40 cm
The perimeter of the final star is 40 cm.
Answer:
40
Step-by-step explanation:
The star has $12$ sides. Each side is one-third of the perimeter of a triangular tile, or $\frac{10}3$ cm. So the perimeter of the star is
$$12\cdot\frac {10}3 = 4\cdot 10 = \boxed{40\text{ cm}}.$$
Alternatively, consider that the original tiles are composed of $12$ triangles with $3$ sides each, which have $12\cdot 3 = 36$ sides in all. Only $12$ of those $36$ sides make up the perimeter of the star. $12$ is one-third of $36,$ so the perimeter of the star is one-third of the total perimeter of the tiles. The tiles have a total perimeter of $10 \cdot 12=120\text{ cm},$ so the perimeter of the star is $\frac{120}3 = 40$ cm.
HELP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Answer:
the third option
Step-by-step explanation:
as any number is greater than -2
Each serving of a pancake recipe calls for 1/4 cup of flour. How many servings can be made with 2 cups of flour?
Answer:
The correct answer is 8 servings of pancakes.
Step-by-step explanation:
If each serving of pancakes calls for 1/4 cup of flour, to find how many servings can be made with 2 cups of flour, we should divide 2 cups by 1/4 cup.
To do this, we can first convert 1/4 to a decimal by dividing the numerator by the denominator.
1/4 = 0.25
Next, we can go ahead with the division.
2 / 0.25 = 8
Therefore, 8 servings of pancakes can be made with 2 cups of flour.
Hope this helps!
draw the graph of linear equation 5y = 3x + 18 on a cartesian plane. From the graph check weather (-2,4) is the solution of the linear equation or not PLS URGENT ANSWER
Answer:
The point (-2, 4) is not a solution of the linear equation, 5·y = 3·x + 18
Please find attached the required graph of the linear equation 5·y = 3·x + 18 written in the form y = 3/5·x + 18/5
Step-by-step explanation:
The given equation is 5·y = 3·x + 18, from which we have;
y = 3/5·x + 18/5
To draw the graph, we generate for vales of y corresponding to values of x as follows;
x, y
-6, 0
-5, 0.6
-4, 1.2
-3, 1.8
-2, 2.4
-1, 3
0, 3.6
1, 4.2
2, 4.8
3, 5.4
4, 6
5, 6.6
6, 7.2
7, 7.8
8, 8.4
9, 9
10, 9.6
11, 10.2
12, 10.8
13, 11.4
14, 12
15, 12.6
16, 13.2
Therefore, when y = 0, x = -6, when x = 0, y = 3.6, when x = -2, y = 2.4, when y = 4, x = -2, x = 6
Therefore, the point (-2, 4) is not a solution of the linear equation, 5·y = 3·x + 18
Theresa swims in a pool that is 75 meters long. Everyday Theresa swims ten lengths of the pool. After 5 days, how many kilometers has Theresa swan?
Answer:
She swam 2 kilometers
Step-by-step explanation:
The function f(x) = 50(0.952)x, where x is the time in years, models a declining feral cat population. How many feral cats will there be in 9 years?
Work Shown:
f(x) = 50(0.952)^x
f(9) = 50(0.952)^9
f(9) = 32.1146016801717
f(9) = 32 approximately
Side note: the exponential function is in the form a*b^x with b = 1+r = 0.952, which solves to r = -0.048. The negative r value means we have a 4.8% decrease each year.
Another note: you don't even need to use math to answer this question. Note how 50 is the starting population and the population is declining. Only choice B has a value smaller than 50, so we can rule out the others right away.
Answer:
32
Step-by-step explanation:
The initial value of the population is f(0) = 50(0.952^0) = 50. If the population is declining, it must be less than 50 in 9 years. The only answer choice that is less than 50 is ...
about 32 feral cats
_____
You can evaluate f(9) to choose the same answer:
f(9) = 50(0.952^9) ≈ 32.114 ≈ 32
Melody wants to buy a present for her friend for her birthday. She wants to purchase a CD that costs $18. She thought she had $20 in her bank account, but she really has $16. What was her percent error?
Answer: 20%
Step-by-step explanation: $20-$16=$4. 4/20=1/5 or 20%.
Answer: Melody's percent error was 20%
Step-by-step explanation:
20-16=4
4/20=1/5
A. all real number
B. x>0
C. x>2
D. y>0
E. y>-1
F. y>2
Answer:
domain = E
range = (-&,&)
Step-by-step explanation: solved by graphing calculator
What is the image of (4,-7) after a reflection over the line y=x
Answer:
(-4,7)
Step-by-step explanation:
solved by graphing
Sarah has $20 saved. She gets $10 per week for her allowance, and she saves her allowance for the next 3 weeks. At the end of the week, she gets $150 in birthday money. How much money will she have after the 3 weeks? Which of the following sets of equations represents this problem?
Answer:
$200
Step-by-step explanation:
We know that she already has $20. And we know that every week, for three weeks she gets $10.
20+3(10)+150=m
We add all of this up, and we find that at the end of 3 weeks Sarah has $200 saved.
For what real numbers x is x 2 − 10 x + 25 negative?
Answer:
no real numbers
Step-by-step explanation:
x^2 − 10 x + 25
Factor
What 2 numbers multiply to 25 and add to -10
-5*-5 = 25
-5+-5 = -10
( x-5) (x-5)
This touches the graph at x =5
The parabola is positive so there are no values where the graph is negative
Answer:
No real solutions
Step-by-step explanation:
Part 1: Factoring the quadratic
The equation is in quadratic form - ax² + bx + c = 0.
Therefore, we can use a factoring technique to solve for x. I will use the quadratic formula - [tex]x=\frac{-b \pm \sqrt{b^{2}-4ac} }{2a}[/tex].
[tex]x=\frac{-(-10)\pm \sqrt{(-10)^{2}-4(1)(25)} }{2(1)}\\\\x=\frac{10\pm\sqrt{100-4(25)} }{2}\\\\x=\frac{10\pm\sqrt{100-100}}{2}\\\\x=\frac{10\pm\sqrt{0}}{2}\\\\x=\frac{10\pm0}{2}\\\\x=\frac{10}{2}\\\\\boxed{x=5}[/tex]
Part 2: Using discriminant to determine roots
Because the discriminant (square root portion of formula) was equivalent to zero, this is the only solution that proves the equation correctly. Therefore, there is no possible negative value that can be substituted for x without altering the final value that the equation is equal to.
Convert 1.2 radians to an
angle in degrees
Answer:
Below
Step-by-step explanation:
Let x be the measure in degrees
● x/180 = 1.2/Pi
Cross multiply the values
● x*Pi = 180×1.2
● x = 216/Pi
Take Pi = 3.14
● x = 68.78 wich is approximatively 69°
Two interior angles of a convex pentagon are right angles and the other three interior angles are congruent. in degrees, what is the measure of one of the three congruent interior angles?
Answer:
[tex]120^{0}[/tex]
Step-by-step explanation:
Given: pentagon (5 sided polygon), two interior angles = [tex]90^{0}[/tex] each, other three interior angles are congruent.
Sum of angles in a polygon = (n - 2) × [tex]180^{0}[/tex]
where n is the number of sides of the polygon.
For a pentagon, n = 5, so that;
Sum of angles in a pentagon = (5 - 2) × [tex]180^{0}[/tex]
= 3 × [tex]180^{0}[/tex]
= [tex]540^{0}[/tex]
Sum of angles in a pentagon is [tex]540^{0}[/tex].
Since two interior angles are right angle, the measure of one of its three congruent interior angles can be determined by;
[tex]540^{0}[/tex] - (2 × [tex]90^{0}[/tex]) = [tex]540^{0}[/tex] - [tex]180^{0}[/tex]
= [tex]360^{0}[/tex]
So that;
the measure of the interior angle = [tex]\frac{360^{0} }{3}[/tex]
= [tex]120^{0}[/tex]
The measure of one of its three congruent interior angles is [tex]120^{0}[/tex].
6) By which least number should each of the following numbers be divided to make them perfect squares? b) 45125
45125|5
9025|5
1805|5
361|19
19|19
1
[tex]45125=5^3\cdot 19^2=5^2\cdot 5\cdot19^2[/tex]
It's 5
can someone help me with this graphical method equation 3x + 5y = -2 7x - 8y = 15
Answer:
x = 1
y = -1
Step-by-step explanation:
3x + 5y = -2
7x - 8y = 15
=> -8y = 15 - 7x
=> -y = 15/8 - 7/8x
=> y = -15/8 + 7/8x
3x + 5(-15/8 + 7/8x) = -2
=> 3x -75/8 + 35/8x = -2
=> 24/8x - 75/8 + 35/8x = -16/8
=> 59/8x - 75/8 = -16/8
=> 59/8x = 59/8
=> x = 59/8 x 8/59
=> x = 472/472
=> x = 1
x = 1
So, 3x + 5y = -2
=> 3 (1) + 5y = -2
=> 3 + 5y = -2
=> 5y = -5
=> y = -5/5
=> y = -1
So, x = 1
=> y = -1
As a truck rounds a curve,a box in the bed of the truck slides to the side farthest from the center of the curve. This movement of the box is a result of
Answer: inertia
Step-by-step explanation:
Inertia is the resistance posed by any physical object to any change which may occur to its velocity. This changes includes the object's speed, direction of motion e.t.c. An important part of this property is the posibility of the objects to continue to move in a straight line at a constant speed, when no forces has acted upon them.
Answer:
B inertia
Step-by-step explanation:
Edg
Flying against the wind, a jet travels 1650 miles in 3 hours. Flying with the wind, the same jet travels 3480 miles in 4 hours. What is the rate of the jet in still air and what is the rate of the wind?
Step-by-step explanation:
Let the rate of the plane be x
The rate of the wind be y
Against the wind
Resultant velocity = x-y
1650/3 = x - y
550 = x - y
With the wind
Resultant velocity = x + y
3480/4 = x + y
870 = x + y
Solve equation simultaneously
Add both equations
870+550 = x+y+x-y
1420 = 2x
x = 710
x + y = 870
y=870 - 710
y = 160
The rate of jet in still air = 710 mph
The rate of wind = 160 mph
HOPE IT HELPS!
PRETTY PLEASE MARK ME BRAINLIEST :-)
CAN U PLS HELP ME OUT I WILL GIVE BRAINLIST AND A THANK YOU!!!!!! :)
Answer:
Step-by-step explanation:
Vertically opposite angles are equal
x = 25°
