use the rule to complete the table below Multiply by 2 and then add 3

Answer:

  15

Step-by-step explanation:

You want the sum of the numbers in the diagram that belong to exactly 3 circles.

We find it easier to eliminate numbers that do not belong to 3 circles. In the attachment, the red lines strike through numbers belonging to 1 circle, the blue lines strike numbers belonging to 2 circles, and the green line strikes the number belonging to 4 circles. (The numbers inside the smallest circle are also in the larger circle surrounding it.)

The numbers that are in 3 circles only are 1, 3, 11. Their sum is 15.

The function shown in this graph is y = x + 4

From the question, we have the following parameters that can be used in our computation:

The graph

On the graph, we can see a straight line

This means that the graph is a linear function

This can be represented as

y = mx + c

From the graph, we have

c = 4 (because the graph intersects the y-axis at y = 4)

m = 1 (because a unit change in x gives a unit change in y)

So, we have

y = x + 4

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The surface area of a cylinder with radius 5.9 ft and height 4.4 ft is  381.8 square feet.

a three dimensional shape can be defined as a solid figure or an object or shape that has three dimensions—length, width, and height.

We have to find the  the surface area of a cylinder with radius 5.9 ft and height 4.4 ft.

The surface area of cylinder=2πr(r+h)

r=5.9

h=4.4

The value of pi is 3.14

The surface area of cylinder=2×3.14×5.9(5.9+4.4)

=37.052(10.3)

=381.8 square feet.

Hence, the surface area of a cylinder with radius 5.9 ft and height 4.4 ft is  381.8 square feet.

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Answer:

26 oz

Step-by-step explanation:

4 lb x 16 oz/lb = 64 oz

64 oz - (2 lb)(16 oz/lb) - 6 oz = 26 oz are left

The population and the sample is option a population: all of the students in the high school sample: the 10 students selected from the front row

In this scenario, the population refers to the entire group of students that the teacher is interested in studying. The population could be all students in the high school, all high school students within the country, all students in the class, or high school students in New York, depending on the research question.

A sample, on the other hand, is a smaller subset of the population that is actually observed or measured. The teacher selected 10 students from the front row as the sample for her study.

It's important to note that the accuracy of the conclusions drawn from a sample depends on how well the sample represents the population. In this case, the teacher may have concluded that the class did extremely well based on the scores reported by the 10 students in the front row. However, it's possible that the front row students are not representative of the entire class or the entire population, which could lead to inaccurate conclusions.

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We have drawn the graph for the given inequality.

What is inequality?

Inequality is a mathematical statement that compares two values or expressions and shows their relative size. It is represented by the symbols >, <, ≥, or ≤, which respectively mean "greater than", "less than", "greater than or equal to", and "less than or equal to". Inequalities can also include variables and can be used to describe a range of possible values for that variables.

For the given inequality y > -x - 5

we can draw the graph as shown below:

Hence, we have drawn the graph for the given inequality.

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To show that the wave function y=e^(b(x-vt)) is a solution of the linear wave equation (eq. 16.27), we need to plug the wave function into the equation and see if it satisfies the equation.

The linear wave equation (eq. 16.27) is given by:

∂^2y/∂x^2 = (1/v^2) ∂^2y/∂t^2

Plugging in the wave function y=e^(b(x-vt)) into the equation, we get:

∂^2(e^(b(x-vt)))/∂x^2 = (1/v^2) ∂^2(e^(b(x-vt)))/∂t^2

Taking the second derivative with respect to x, we get:

b^2 e^(b(x-vt)) = (1/v^2) ∂^2(e^(b(x-vt)))/∂t^2

Taking the second derivative with respect to t, we get:

b^2 e^(b(x-vt)) = (1/v^2) b^2 v^2 e^(b(x-vt))

Simplifying, we get:

b^2 e^(b(x-vt)) = b^2 e^(b(x-vt))

This shows that the wave function y=e^(b(x-vt)) satisfies the linear wave equation (eq. 16.27) and is therefore a solution of the equation.

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Answer:

∠ CAB = 144°

Step-by-step explanation:

the central angle CAB is twice the measure of ∠ BDC , that is

∠ CAB = 2 × 72° = 144°

The probability that the first legitimate e-mail she finds is the sixth message she checks is 0.0656.

What is probability?

The probability of an occurrence is a figure that represents how likely it is that the event will take place. In terms of percentage notation, it is expressed as a number between 0 and 1, or between 0% and 100%. The higher the likelihood, the more likely it is that the event will take place.

Here, we have

Given: according to internet security experts, approximately 90% of all e-mail messages are spam (unsolicited commercial e-mail), while the remaining 10% are legitimate.

For each message, we have the following probabilities:

90% probability it is spam.

10% probability it is legitimate.

Compute the probability that the first legitimate e-mail she finds is the fifth message she checks:

The first four are all spam, each with a 90% probability.

The fifth is legitimate, with a 10% probability.

P = (0.9)⁴×0.1

P = 0.0656

Hence, the probability that the first legitimate e-mail she finds is the sixth message she checks is 0.0656.

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Answer: The equation 20x³-25x²+4x-5 can be factored by finding its roots, which are the values of x that make the equation equal to zero.

To find the roots, you can use one of the following methods:

Rational Root Theorem

Synthetic Division

Factor Theorem

Binomial Expansion

I would recommend using the Rational Root Theorem, which states that if a polynomial has a rational root, then it can be expressed as a product of linear factors with rational coefficients.

First, list out the possible rational roots of the equation: ±1, ±2, ±5, ±1/2, ±1/5.

Next, test each root by dividing the equation by (x-root), using synthetic division. If the remainder is zero, then the root is a factor of the equation. Repeat this process until you have found all of the roots.

Finally, factor the equation by grouping the roots into pairs and multiplying each pair to obtain a quadratic factor. Factor each quadratic and simplify the expression.

It is important to note that this is a rather advanced topic in algebra and finding the roots of polynomials can be quite challenging. If you need further assistance, I recommend seeking help from a tutor or textbook on algebra.

Step-by-step explanation:

Answer: No, because not all of the corresponding sides are proportional

Step-by-step explanation:

If you set up ratios for corresponding sides, you will see they all evaluate to different numerical results. This means that the sides are not in a fixed ratio, which leads us to conclude the the shapes are not scalar multiples of each other. Two of those angles are congruent though!

Leo Gandolfi would save $54.34 by paying off the loan when the next payment is due.

What is percentage ?

Percentage can be defined as product of ratio of given value, total value and hundred.

To find out how much Leo Gandolfi saves by paying off the loan early, we need to first calculate how much interest he would pay if he were to continue making payments for the full 6-month term of the loan.

The total interest on the loan for the full 6 months can be calculated as:

Total interest = Total payments - Loan amount

We know the loan amount is $1,800, and the monthly payment is $310.50, so the total payments for the full 6 months would be:

Total payments = Monthly payment x Number of payments

Total payments = $310.50 x 6 = $1,863

Therefore, the total interest paid over the 6-month term of the loan would be:

Total interest = $1,863 - $1,800 = $63

Now, we need to calculate how much interest Leo Gandolfi would pay if he were to pay off the loan after making 4 payments.

The remaining balance on the loan after 4 payments is $612.34, so if Leo were to make one more payment, the remaining balance would be:

Remaining balance = $612.34 - $310.50 = $301.84

To calculate the interest paid on this remaining balance, we need to calculate the interest for one month:

Monthly interest rate = Annual interest rate / 12

Monthly interest rate = 12% / 12 = 1%

Monthly interest = Monthly interest rate x Remaining balance

Monthly interest = 1% x $301.84 = $3.02

Therefore, if Leo were to make one more payment, he would pay $310.50, which includes both the principal and the interest. So, the amount of interest he would pay if he were to pay off the loan after 4 payments is:

Interest paid = Total payment - Remaining balance

Interest paid = $310.50 - $301.84 = $8.66

So, by paying off the loan early, Leo Gandolfi would save:

Savings = Total interest - Interest paid

Savings = $63 - $8.66 = $54.34

Therefore, Leo Gandolfi would save $54.34 by paying off the loan when the next payment is due.

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Only one decimal place in the product of 8x0. 5 because the final zeros in the product do not change the value of the number.

One decimal place to the left of the decimal point is the ones place. One decimal place to the right of the decimal place is the tenths place.

This is a result of the rules of significant figures. These are the digits of the numbers that matter. For operations involving multiplication, the product should have the same significant numbers with the least significant numbers of the given data. In this case, that would be 0.5. Since 0.5 has one significant figure, then the product should be reported with one significant number. That should be 4.0.

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Answer:

1) Vertical angles

2) Corresponding

3) Alternate exterior

4) Same-Side Interior

Step-by-step explanation:

Answer:

Step-by-step explanation:

4.8

i got u brainliest please it helps a lot

PLEASE GIVE BRAINLIEST!

have a good day ;)

Answer:

2500,500,100, 20, 4, 0.8

Step-by-step explanation:

dividing by 5 every term.

2500/ 5 = 500

500/ 5 = 100

100/ 5 = 20

20/5 = 4

4/5 = 0.8

Susan bought 6 boxes of chocolate cookies, and 2/5(6) = 2.4 or 2 boxes of butter cookies.

Let's call the number of boxes of chocolate cookies that Susan bought "C". Then, she bought 2/5 as many boxes of butter cookies, which is 2/5C.

Let's call the cost of each box of chocolate cookies "x". Then, the cost of each box of butter cookies is x-2, since each box of butter cookies costs $2 less.

We know that the total cost of the chocolate cookies was $84 more than the total cost of the butter cookies. This can be expressed as:

Cx = 2C/5(x-2) + 84

Simplifying this equation, we get:

3/5Cx = 84 + 2/5C(2)

Multiplying both sides by 5/3, we get:

Cx = 140 + 4C/3

We also know that the total cost of all the cookies was $156, which can be expressed as:

Cx(x) + (2/5C)(x-2) = 156

Substituting Cx from the previous equation, we get:

(140 + 4/3C)(C) + (2/5C)(C-2) = 156

Simplifying and solving for C, we get:

C = 6

So Susan bought 6 boxes of chocolate cookies, and 2/5(6) = 2.4 or 2 boxes of butter cookies.

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What does this problem ask for:

 --> which statement is sufficient to prove that:

     ∠ADB ≅ ∠ABD

Let's separate this image into two triangles: ΔADC and ΔABC

   --> prove that these triangles are congruent

       --> thus proving that: ∠ADB ≅ ∠ABD

Let's consider what evidence we have:

             --> thus: ∠ADC = ∠ABC

The minimum information that we have:

  --> prove that one pair of sides on both triangles are congruent

      --> based on the SSA Triangle Formula

             --> Two triangles that have two sides and one angle that are

                   equal, are therefore congruent

Based on the choices given:

 --> if DA = BA or DA is congruent to BA

  --> then ΔADC = ΔABC

Thus:

--> ∠ADC = ∠ABC

Answer: DA is congruent to BA

Option 3) Sometimes is the correct answer, Sometimes an equilateral triangle is similar to a scalene triangle.

If the respective sides are proportional and the corresponding angles are congruent, two triangles are comparable. An equilateral triangle has three congruent sides and three congruent angles, so any triangle that is similar to an equilateral triangle must also have three congruent angles. However, a scalene triangle has no congruent sides and no congruent angles, so it is possible for a scalene triangle to be similar to an equilateral triangle only if it has the same angle measurements as an equilateral triangle, but with different side lengths. Therefore, a scalene triangle can be similar to an equilateral triangle, but it is not always the case.

In general, if two triangles are similar, it means that they have the same shape but possibly different sizes. In the case of an equilateral triangle and a scalene triangle, if they are similar, then it means that the scalene triangle has the same angles as the equilateral triangle, but its sides are of different lengths. So it is possible for a scalene triangle to be similar to an equilateral triangle, but not in all cases.

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To simplify the expression 2(4x + 3) + (x - 3), we need to use the distributive property of multiplication over addition, and then combine like terms.

The expression 2(4x + 3) + (x - 3) contains parentheses and addition and multiplication operations, so we need to follow the order of operations to simplify it. The order of operations is:

1. Simplify any expressions inside parentheses.

2. Evaluate any exponents.

3. Perform multiplication and division, from left to right.

4. Perform addition and subtraction, from left to right.

Let's follow these steps to simplify the expression,

1. Simplify any expressions inside parentheses.

There are two sets of parentheses in the expression: (4x + 3) and (x - 3).

We can use the distributive property of multiplication over addition to eliminate the parentheses:

2(4x + 3) + (x - 3) = 8x + 6 + x - 3

2. Evaluate any exponents,

There are no exponents in the expression.

3. Perform multiplication and division, from left to right.

There is no multiplication or division to perform.

4. Perform addition and subtraction, from left to right.

We can now simplify the expression by combining like terms:

8x + 6 + x - 3 = (8x + x) + (6 - 3) = 9x + 3

Therefore, the simplified expression is 9x + 3.

In summary, the correct procedure to simplify the expression 2(4x + 3) + (x - 3) is to use the distributive property to eliminate the parentheses, and then combine like terms to obtain the simplified expression 9x + 3.

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When the dimension of height is doubled, the volume of the cone also gets doubled.

Volume is a mathematical term used to describe how much three-dimensional space an item or closed surface occupies. Volume is measured in cubic units like m3, cm3, in3, etc. The area that any three-dimensional solid occupies is known as its volume. These solids can take the form of a cube, cuboid, cone, cylinder, or sphere.

Various forms have various volumes. We have studied the several solids and forms that are specified in three dimensions, such as cubes, cuboids, cylinders, cones, etc., in 3D geometry. We will discover how to find the volume for each of these shapes.

Volume of a cone is given by,

V = πr²h/3

Where,

V = Volume,

r = radius of the base,

h = height of the cone.

Let, height at first be x, then volume would be,

V1 = πr²x/3

As the height is doubled, so height = 2x, then volume would be,

V2= πr²(2x)/3

We observe that:

V2 = 2(πr²x/3)

V2 = 2V1

Therefore, when the height is doubled, the volume of the cone also gets doubled.

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The quadratic trinomial of the given expressions are z² + 4 + 4z, 16 + n² - 8n, m² + 100 + 20m respectively.

A trinomial is an algebraic expression that has three terms. An algebraic expression consists of variables and constants of one or more terms.

A polynomial is an algebraic expression that has one or more terms and is written as [tex]a_0x^n + a_1x^{ n - 1} + a_2x^{n-2} + ...+ a_n x^0[/tex] in the standard form. Where [tex]a_0, a_1, a_2, ....,a_n[/tex] are constants and n is a natural number.

A quadratic trinomial is a type of algebraic expression with variables and constants. It is expressed in the form ax² + bx + c, where x is the variable and a, b and c are non-zero real numbers. A quadratic trinomial also describes the discriminant D where it defines the quantity of an expression and it is written as D = b² - 4ac.

Given:

(-z - 2)²

⇒ [-(z + 2)]²

⇒ (z)² + (2)² + 2(z)(2)

⇒ z² + 4 + 4z

(4 - n)²

⇒ (4)² + (n)² - 2(4)(n)

⇒ 16 + n² - 8n

(-m - 10)²

[-(m + 10)]²

⇒ (m)² + (10)² + 2(m)(10)

⇒ m² + 100 + 20m

So, the expressions are converted into quadratic trinomial.

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If an equilateral triangle has an altitude of 15 meters, then the perimeter of the equilateral triangle is 30[tex]\sqrt{3}[/tex] meters

The altitude of the equilateral triangle = 15 meters

The equilateral triangle is the triangle with equal side. The interior angle of the equilateral triangle will be 60 degrees. Number of vertices and edges will be three . The line of symmetry is 3

The altitude of of the equilateral triangle h = [tex]\sqrt{3}[/tex]a /2

Where h is the altitude of the equilateral triangle

a is the side of the equilateral triangle

Then the equation will become

15 =  [tex]\sqrt{3}[/tex] a /2

[tex]\sqrt{3}[/tex]a = 15 × 2

Multiply the terms

[tex]\sqrt{3}[/tex]a = 30

Move  [tex]\sqrt{3}[/tex] to the right hand side of the equation

a = 30 /  [tex]\sqrt{3}[/tex]

a = 10[tex]\sqrt{3}[/tex] meters

The perimeter of the equilateral triangle = 3 × 10[tex]\sqrt{3}[/tex]

= 30[tex]\sqrt{3}[/tex] meters

Therefore, perimeter of the equilateral triangle is 30[tex]\sqrt{3}[/tex]

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The possible lengths for the third side could be: any length between 1 inch and 12 inches (but not equal to either 8 inches or 5 inches) any length greater than 12 inches

What is triangle ?

Triangle can be defined in which it consists of three sides , three angles and sum of three angles is always 180 degrees.

Given ,

Lance is drawing a triangle. He draws one side that is 8 inches long and another side Se that is 5 inches long.

The third side of the triangle can be any length that satisfies the triangle inequality theorem. According to this theorem, the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

So, in Lance's triangle, if the first side is 8 inches long and the second side is 5 inches long, then the third side must be less than 8 + 5 = 13 inches.

So, the possible options for the third side are:

6 inches

7 inches

9 inches

10 inches

11 inches

12 inches

13 inches or longer.

Therefore, The possible lengths for the third side could be: any length between 1 inch and 12 inches (but not equal to either 8 inches or 5 inches) any length greater than 12 inches

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We draw the conclusion that perhaps the actual probability of the die falling on the 4th position is between 0.398 and 0.562, with a 90% confidence level. The die appears to be fair since this contains 0.5.

It is predicated on the probability that something might happen. The concept of probability relies mainly on the justification for probability. A coin is tossed, for instance, and the hypothetical likelihood of receiving a head is 1 in 2.

P(A) = f / N determines probability, which quantifies the possibility of an event happening. Probability and odds are related, but probability is necessary for odds to exist. Prior to calculating the likelihood that an event will occur, probability is required.

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706.5 in³

The volume of a shape describes the amount of space a shape takes up.

Volume Formula

For a cylinder, the volume formula is V = πr²h. In this formula, V represents the total volume. Additionally, π represents the constant pi, which is approximately 3.14. The variable r represents the radius. Remember that radius is the distance from the center of the circle to the edge. Finally, h is the height of the cylinder.

Solving for Volume

The diagram shows that the radius is 5in. We know this because the distance from the center to the edge of the circle is 5in. Additionally, the height is 9in. Now, we can plug these values into the formula.

For this calculation, I used 3.14 for π. The unrounded volume in terms of pi is 225π.

The volume of the cylinder is 706.5 in³.

Composition is sometimes referred to as has-a relationship.

A form of aggregation, a composition association relationship represents a whole-part relationship. The lifetime of the part classifier is a function of the lifetime of the whole classifier, according to a composition association relationship.

Data typically only flows in one direction (from the whole classifier to the part classifier) in a composition association relationship. For instance, if a student is removed from a class that has a composition association relationship with a schedule class, the schedule is also removed.

Any association may be named to describe the type of connection between the two classifiers; however, names are not required if association end names are used.

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Step-by-step explanation:

first open the bracket

200+320=520

then multiple the answer with 250

thus: 250×520=130,000

130,000

Step-by-step explanation:

first calculate the bracket 200 + 320 =520

than multiply it by 250. 250 x 520 = 130,000

answers are on the picture

Step-by-step explanation:

The total number of hours that Jane studied for her two tests were 8 ¹¹ / ₁₂ hours

To find the number of hours that Jane studied, you first need to convert the hours studied for history and math, from mixed fractions to improper fractions.

4 ² / ₃ hours :

= ( 4  x 3 + 2 ) / 3

= 14 / 3 hours

4 ¹ / ₄ hours :

= ( 4 x 4 + 1 ) / 4

= 17 / 4 hours

Add up both hours by using a common denominator of 12 :
= ( ( ( 12 / 4 ) x 17 ) + ( ( 12 / 3 ) x 14 ) ) / 12

= ( 51 + 56 ) / 12

= 8 ¹¹ / ₁₂ hours

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The full question is:

Last weekend Jane studied 4 2 3 hours for her history final and 4 1 4 hours for her math exam. How many hours in all did Jane study for the two tests?