please please please
i have literally been working on this all day :(

Answer:

1/  17 cookies in each row

2/  68 cookies in a package

Step-by-step explanation:

We know

The package of Oreos has 51 cookies

1/

If there are 3 rows of Oreos in each package, how many cookies are in each row?

51 / 3 = 17 cookies

So, there are 17 cookies in each row.

2/

If there were four rows of cookies, how many cookies would be in a package?

We know each row has 17 cookies

17 x 4 = 68 cookies

So, there are 68 cookies in a package.

The point must be (-4,-4)

A Cartesian coordinate system in a plane is a coordinate system that specifies each point uniquely by a pair of numerical coordinates,

Given here : the Point D in the graph.

Each point can be identified by an ordered pair of numbers; that is, a number on the x-axis called an x-coordinate, and a number on the y-axis called a y-coordinate. Ordered pairs are written in parentheses (x-coordinate, y-coordinate). The origin is located at (0,0).

we can clearly read that the point D is -4 points away from the y-axis and -4 units away from the x-axis to the right. It also lies in the third quadrant in the co-ordinate plane.

Hence, The point must be (-4,-4)

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Answer:

x=18

Step-by-step explanation:

The distance between the car and Johnstown is decreasing at a rate of 33 miles per hour.

After travelling 63 miles, the distance between the car and Johnstown is changing at a rate of 33 miles per hour, and the distance between the car and Johnstown is 100 miles

To calculate the distance between the car and Johnstown after travelling 63 miles, we need to first find the starting distance.

The car starts off 163 miles directly north from the city of Johnstown, so the starting distance is 163 miles.

We then need to subtract the distance travelled from this starting distance. Since the car is travelling at a rate of 33 miles per hour, it has travelled 63 miles in the given time.

Therefore, the distance between the car and Johnstown is 100 miles

(163 - 63 = 100).

Finally, we need to calculate the rate of change of this distance. Since the car is travelling at a rate of 33 miles per hour, the rate of change of the distance between the car and Johnstown is also 33 miles per hour.

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Answer:7

Step-by-step explanation:

7

Answer:

-0.25

Step-by-step explanation:

rise/run=2/8

= 0.25

ans is negative because line is going down

Answer:

2/-8 = -1/4 or -0.25 in decimal

Step-by-step explanation:

To find the slope take two distinguishable points on the graph(integer values preferred).

Find the difference in the y values and divide by the corresponding difference in the x values

You can identify 2 points with integer coordinates as

(-5, 3) and (3, 1)

Difference in y values = 3 - 1 = 2

Corresponding difference in x values : -5 - 3 = -8

So slope is 2/-8 = -1/4 or -0.25 in decimal

The percent markdown is 22.58% for the given DVD player.

The percentage is defined as a ratio expressed as a fraction of 100.

We can determine the value of the  percent markdown by the following formula,

percentage decrease = (initial value - reduced value) / initial value × 100%

As per the given question, we have

initial value = $175.80, and reduced value = $153.67

Substitute the values in the above formula, and we get

percent markdown = (175.80 - 153.67) / 175.80 × 100%

percent markdown = (22.13) / 175.80 × 100%

percent markdown = 0.1258 × 100%

Apply the multiplication operation, and we get

percent markdown = 12.58 %

Thus, the percentage decrease of the given item would be 12.58%.

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There are 9600 different ways to choose a lunch special at the starlight diner.

In the given question, there are:

Number of appetizers = 6

Number of salads = 5

Number of meat dishes = 4

Number of sides = 4

Number of breads = 4

Number of drinks = 5

We know that the number of ways to choose r elements from n elements is equal to nCr.

Since, the starlight diner's lunch special includes a choice of one each, then the number of ways in which we can choose a lunch special at the diner will be:

6C1 x 5C1 x 4C1 x 4C1 x 4C1 x 5C1 = 9600

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a) A system of equations that models this situation and helps Mrs. T to know how much the family is being charged for each individual song and each full album downloaded is:

b) From the solution of the simultaneous equations, we can determine that each individual song downloaded costs $1.15 while each full album costs $9.15.

A system of equations is two or more equations or simultaneous equations, solved concurrently.

                               Individual Songs    Album     Total Costs

Anna's download              5                        1            $14.90

Owen's download            3                        2            $21.75

Let individual songs = x

Let Album = y

5x + y = 14.90... Equation 1

3x + 2y = 21.75... Equation 2

Multiply Equation 1 by 2:

10x + 2y = 29.80... Equation 3

Subtract Equation 2 from Equation 3:

10x + 2y = 29.80

-

3x + 2y = 21.75

7x = 8.05

x = 1.15

= $1.15

From Equation 1, substitute x = 1.15 to get y:

5x + y = 14.90

5(1.15) + y = 14.90

5.75 + y = 14.90

y = 9.15

y = $9.15

Check Equation 2:

3x + 2y = 21.75

3(1.15) + 2(9.15) = 21.75

3.45 + 18.3 = 21.75

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The value of x that results in short circuit evaluation, causing (y < 4) not to be evaluated, is any value that is greater than or equal to 7.

Short Circuit Evaluation is a concept in computer programming where certain expressions are evaluated only if necessary.

In this case, the expression (x >= 7) (y < 4) 678, we need to find the value of x that results in short circuit evaluation and causes (y < 4) not to be evaluated.

In this expression, the first expression (x >= 7) is evaluated first. If the value of x is greater than or equal to 7, then the expression is considered true and the evaluation process moves to the next expression (y < 4).

However, if the value of x is less than 7, then the expression is considered false and the evaluation process stops.

In this case, (y < 4) is not evaluated because the result of the expression is already known to be false, and therefore, evaluating it would be a waste of resources.

If x is less than 7, then (y < 4) will be evaluated. It is important to keep in mind that short circuit evaluation is a technique used to optimize the evaluation process and make it more efficient.

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Answer: SSS Postulate

Step-by-step explanation:

Since DF is congruent to FD, there are three congruent sides.

Null hypothesis: equal skill levels for both players, difference in wins due to chance.

What is null hypothesis ?

The null hypothesis is a characteristic arithmetic theory suggesting that no statistical relationship and significance exists in a set of given, single, observed variables between two sets of observed data and measured phenomena.

The null hypothesis is typically expressed mathematically as:

H0: pA - pB = 0

where pA and pB are the true winning percentages of players A and B, respectively.

In this case, the null hypothesis is that the two players have equal skills and any difference in the number of games won is simply due to chance, not due to any real difference in ability between the two players.

Null hypothesis: equal skill levels for both players, difference in wins due to chance.

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Answer: There are no Raeal Solutions

Step-by-step explanation:

1. Once you use the quadratic formula, you'll simply get an imaginary value as the value within the square root will be negative.

Using the definition of continuity and the properties of limits to show that the function is continuous at the given number  f(x)=-5

continuity of a real function is provided generally in a calculus’s introductory course in terms of a limit’s idea.

First, a function f with variable x is continuous at the point “a” on the real line, if the limit of f(x), when x approaches the point “a”, is equal to the value of f(x) at “a”, i.e., f(a).

Second, the function (as a whole) is continuous, if it is continuous at every point in its domain.

We know that the value of f near x to the left of a, i.e. left-hand limit of f at a and the value of f near x to the right f a,

i.e. right-hand limit are equal, then that common value is called the limit of f(x) at x = a. Also,

a function f is said to be continuous at a if limit of f(x) as x approaches a is equal to f(a).

A function f is continuous at a number a if

[tex]\lim_{x \to\n} f( x) = f(a)[/tex]

f(x) = [tex]x ^3x^4 5[/tex]

     = [tex]\lim_{x \to \ a} x^3 * \lim_{x \to \ a} x^4 *5\\= (-1)^3 * (-1)^4 *5\\= -1 * 1* 5\\= -5[/tex]

Using the definition of continuity and the properties of limits to show that the function is continuous at the given number  f(x)=-5

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The marginal probability function for Y is (c) (c) y=0 fy(y) = 1/2 y=1 fy(y) = 35/10 otherwise.

The marginal probability function for Y is calculated by summing the joint probabilities over all possible values of X for a given value of Y. Hence,

fy(0) = f(0,0) + f(1,0) = (0^2 + 300) * 5/10 + (1^2 + 310) * 5/10 = 0 + 5/10 = 1/2

fy(1) = f(0,1) + f(1,1) = (0^2 + 301) * 5/10 + (1^2 + 311) * 5/10 = 15/10 + 20/10 = 35/10

Therefore, the correct answer is (c) y=0 fy(y) = 1/2 y=1 fy(y) = 35/10 otherwise.

Correct Question :

Let X and Y be discrete random variables with joint probability function f(x, y) = (x2 + 3xy) 5 10 for (x,y) = (0,0), (0, 1), (1,0), (1,1) otherwise What is the marginal probability function for Y? a. y=1 fy(y) = 0 otherwise b. 50 = { variere 50 = { fy(y) = 3 y=1 otherwise c. y=0 fy(y) = 1/2 y=1 fy(y) = 35/10 otherwise d. y=0 fy(y) = Ey=1 otherwise e. y=0 fy(y) = x2 + 3x y=1 otherwise

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The number of times that he misses will be 56.

A ratio is a group of sequentially ordered numbers a and b expressed as a/b, where b is never equal to zero. When two objects are equal, a statement is said to be proportional.

Peter scored 40 goals at soccer practice his ratio of goals to misses was 5: 7.

Let 'm' be the number of miss. Then the equation is given as,

40 / m = 5 / 7

Simplify the equation, then we have

40 / m = 5 / 7

8 / m = 1 / 7

m = 7 x 8

m = 56

The number of times that he misses will be 56.

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The value of n is 30.33. The thirty-fourth term can be found by solving for the common difference (d) and the number of terms (n) in the arithmetic sequence and then using the formula for the nth term of an arithmetic sequence.

Let's assume that the common ratio of the geometric sequence is r. Then, the terms of the geometric sequence are given by:

[tex]a_2 = a_1 * ra_{10} = a_1 * r^8a_{34} = a_1 * r^{32}[/tex]

Since these terms also appear in the arithmetic sequence, we can write:

[tex]a_2 = a_1 + da_{10} = a_1 + 9da_{34} = a_1 + 33d[/tex]

Substituting the expressions for a_2 and a_{10} from the geometric sequence into the arithmetic sequence, we have:

[tex]a_1 * r = a_1 + da_1 * r^8 = a_1 + 9d[/tex]

Solving for d, we get:

[tex]d = a_1 * (r - 1)d = a_1 * (r^8 - 1) / 9[/tex]

Next, we use the expression for a_{34} from the arithmetic sequence and substitute the expression for d to obtain:

[tex]a_{34} = a_1 + 33d = a_1 + 33a_1 * (r^8 - 1) / 9[/tex]

Since the first term of the arithmetic sequence is 1, we have:

[tex]a_{34} = 1 + 33 * 1 * (r^8 - 1) / 9[/tex]

The value of n can be found by using the formula for the nth term of an arithmetic sequence:

[tex]a_n = a_1 + (n-1)d[/tex]

Setting n = 34 and substituting the expression for d, we have:

[tex]a_{34} = 1 + (33) * (a_1 * (r^8 - 1) / 9)[/tex]

So the thirty-fourth term of the arithmetic sequence is:

[tex]a_{34} = 1 + 33 * (1 * (r^8 - 1) / 9) = 34 - 33/9.[/tex]

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Complete Question:

An arithmetic sequence with first term 1 and common difference not equal to 0 has second, tenth, and thirty-fourth terms that form a geometric sequence.

What is the thirty-fourth term of the arithmetic sequence?

The fourth term in the geometric sequence above appears as the nth term in the arithmetic sequence. Find the value of n.

Answer:

the answer is B or 12x +18

Answer:

first option: 12x+18

Step-by-step explanation:

You are finding the area of a rectangle so the formula you use will be

length * height

length = 4x+6

height= 3

you multiply them:

=3*(4x+6)

=3*4x + 3*6

=12x+18

Answer:

original number Jacob wrote = 78

Step-by-step explanation:

basically Jacob wrote a 3 digit number, let's call it "x" and then he added 230 to x which resulted in 1011.

this can be written simple as an equation:

x + 230 = 1011

now just solve for x:

x = 1011 - 230

x = 781

finally we know that Jacob initially wrote a two digit number and then an additional digit to its right, hence the original number Jacob wrote would be:

78

Answer: The functions has 3 real zeros because it cross the x-axis 3 times

As x goes towards infinity, f(x) goes towards infinity

As x goes towards negative infinity, f(x) goes towards negative infinity

Answer:

1409.3

Step-by-step explanation:

Let the distance flown by the arrow in feet be [tex]d[/tex].

[tex]\sin 20^{\circ}=\frac{482}{d} \\ \\ \frac{1}{\sin 20^{\circ}}=\frac{d}{482} \\ \\ d=\frac{482}{\sin 20^{\circ}} \\ \\ d \approx 1409.3[/tex]

The expression for the total thermal energy in the rod from

0 to L by the following equation. This equation is the solution.

[tex]\int_0^{L}cupAdx[/tex].

We are informed that a 1-D rod with a fixed cross-sectional area exists.

A, and we are trying to find the thermal energy between the sites x=0 and x=L.

Thermal energy per unit volume:e(x,t).

However, we do not want to think about the full rod part just yet. We wish to start by taking into account a narrow slice of the rod. We have an easy equation for that if the thermal energy density is constant across the volume.

Slice of a rod being considered: segment between x and x+Δx

Total energy with constant thermal energy density=e(x,t)AΔx

We also know that the temperature u(x,t) and specific heat =c(x) are independent of each other.

This means that we can now introduce the equations for the heat energy per unit mass and the mass density.

heat energy per unit =c(x) u(x,t),

total mass of the thin slice with thickness=AΔx ρ(x)

the total thermal energy in slice =c(x) u(x,t)AΔx ρ(x)

e(x,t)AΔx=c(x) u(x,t)AΔx ρ(x)

e(x,t)=c(x)u(x,t) ρ(x)

the expression for the total thermal energy in the rod from

0 to L by the following equation. This equation is the solution.

[tex]\int_0^{L}cupAdx[/tex]

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The required factors of the number 63 is 21×3.So, option(B) is correct.

A factor is a number that completely divides another number. To put it another way, if adding two whole numbers results in a product, then the numbers we are adding are factors of the product because the product is divisible by them.

Algebraic expressions are written as the sum of two or more expressions using factoring formulas. The following are some crucial factoring formulas: (a + b)2 = a2 + 2ab + b.

We have to find the factors of the number 63

= 63

= 9×7

= 3×3×7

= 21×3

Thus required factors of the 63 are 21×3.

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Answer:20.9248 degrees

Step-by-step explanation:

sin(θ)=opposite/hypotenuse

      θ=sin⁻¹(opposite/hypotenuse)

      θ=sin⁻¹(5/14)

      θ=20.9248 degrees      or θ=0.3652 radians

The area painted is 376.8 sq. inches (approximately)

We can start solving the problem by calculating the radius of the base of the rod. We can use the formula for the circumference of a circle:

circumference = 2πr

Where r is the radius of the circle.

Given that the circumference of one of the bases of the rod is 12π inches, we can set up the equation:

12π = 2πr

r = 12π/2π = 6

So the radius of the base of the rod is 6 inches.

Now we can use the radius to find the area of one base of the rod. The area of a circle is given by the formula:

A = πr²

So the area of one base of the rod is:

A = π × 6² = 36π

Now we can use the length and radius of the rod to find the lateral surface area of the rod.

The formula for the lateral surface area of a cylinder is :

L.S.A = 2πrh

Where h is the height of the cylinder. In this case, the height of the cylinder is 4 inches.

L.S.A = 2π × 6 × 4 = 48π

So the lateral surface area of the rod is 48π inches.

Finally, to find the total area painted, we can add the area of the two bases and the lateral surface area.

Total area painted = 2 × 36π + 48π = 120π sq inches.

Now we can use π≈3.14 and get the area painted to the nearest tenth.

Total area painted = 120×3.14 = 376.8 sq. inches

Therefore, the area painted is 376.8 sq. inches (approximately)

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Answer:

R92.463

Step-by-step explanation:

100% - 20% = 80% = 0.8

0.8 times 124.95 = R99.96

7.5% = 0.075

99.96 - (99.96 x 0.075) = R92.463

So, Maria pay R92.463 for the swimming costume.

The height of the cylinder in inches is 10 inch.

The total area of an object's external facing surfaces is its surface area. The base, top, and lateral surfaces (sides) of the object's surface are added together to get the object's overall surface area.

Given:

radius = 3 inch

Surface Area of cylinder = 78π

So, Surface Area of cylinder = 2πr (h+ r)

78π = 2π x 3 ( h+ 3)

78 = 6 (h+ 3)

13 = h+ 3

h= 10 inch

Hence, the height is 10 inch.

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The probability that all six homes visited are new is (3/5)^6.

There are a total of 6 + 4 = 10 homes, of which 6 are new and 4 have been previously occupied.

The probability of choosing a new home in one draw is 6/10 = 3/5.

To find the probability that all six homes visited are new, we can multiply the probability of choosing a new home in each of the six draws:

(3/5) * (3/5) * (3/5) * (3/5) * (3/5) * (3/5) = (3/5)^6

So, the probability that all six homes visited are new is (3/5)^6.

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If 6 boys and 4 girls get off the bus at the next bus stop, the ratio of girls to total students will be 14/27.

There are 22 boys and 32 girls on a school bus, 6 boys and 4 girls get off the bus at the next bus stop.

Total boys = 22

Total girls = 32

Total Student = Total boys + Total girls

Total Student = 22 + 32

Total Student = 54

The girls gets off = 4

Now remaining girls in bus = Total girls - The girls gets off

Now remaining girls in bus = 32 - 4

Now remaining girls in bus = 28

The ratio of girls to total students = Now remaining girls in bus/Total Students

The ratio of girls to total students = 28/54

The ratio of girls to total students = 14/27

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