When do you use the percent of a number?
(Real answers pls)

Answer:

triangle is it

Step-by-step explanation:

C goes to C'

(5,-6)    goes to (-6,-5)     this is a 90 degree rotation clockwise

( x, y)   changed to   (y,-x)   <====== clockwise rotation  90 degrees

Answer:

1) (1/2)(18)(9√3) = 81√3 square meters

2) 16^2 = 256 square meters

3) (1/2)(2)(9/√3)(6)(9) = 486/√3 =

162√3 square meters

4) (1/2)(2)(13√3)(3)(13) =

507√3 square meters

5) (2(14/√2))^2 = 4(196/2) = 4(98) =

392 square meters

6) (1/2)(4)(6)(2√3) = 24√3 square meters

The point does not satisfy the linear equation

To check if a point satisfy an equation, we just need to replace the values of the point in the given equation and see if the equation is true or not.

Here we have the linear equation:

y = x - 7

And the point is (-7, 0)

That means that we need to replace x =-7 and y = 0.

Replacing that we will get:

0 = -7 - 7

0 = -14

That is false, then the point does not satisfy the equation.

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The requried 21.12 divided by 1.2 is 17.6.

To divide 21.12 by 1.2, we can use long division.

The first step is to place 1.2 outside of the division bracket and 21.12 inside. We divide 1.2 into 2, which gives 1.
We write this above the 2 and subtract, which gives us 0.8. We then bring down the next digit, 1, to get 8.

We divide 1.2 into 8, which gives 6 with a remainder of 2. We bring down the next digit, 1, and get 21.

We divide 1.2 into 21, which gives 17 with a remainder of 6. So the final answer is 17.6.

Thus, the requried 21.12 divided by 1.2 is 17.6.

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It is true that when constructing a table with metric variables, you should absolutely include the average(s).

When constructing a table with metric variables, it is important to include the measures of central tendency such as the mean, median, and mode. The average or mean is particularly important as it provides a summary measure of the data set and is often used as a benchmark for comparison with other values. By including the average, the table can convey information about the typical or expected value of the metric variable.

The mean, or average, is a commonly used measure of central tendency. It is calculated by summing all of the values in the data set and dividing by the number of observations. The mean is useful because it is sensitive to all of the values in the data set and provides a benchmark for comparison with other values.

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The statement that is true of thermal energy is that Thermal energy is a measure of the movement of a substance's molecules. Option C

Thermal energy can be defined as a type of energy that emerges or rather comes from a substance whose molecules and atoms are vibrating more faster than it should as a result of the rise in temperature.

It is produced when the rise in temperature applied causes the atoms and molecules in a substance to get more agitated and thus causes rigorous vibration.

Note that the greater the temperature applied, the greater the thermal energy produced.

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1. The he intersection points A and B are:

A(-2, -1) and B(6, 7)

2. Midpoint is (7, -1)

3. length of AB is 4√5

To find the intersection points A and B, set y = x + 1 and y = x² - 3x - 11 equal to each other:

x + 1 = x² - 3x - 11

Now, rearrange the equation to set it equal to zero:

x² - 4x - 12 = 0

Factor the quadratic equation:

(x - 6)(x + 2) = 0

Solve for x:

x = 6, x = -2

Now plug the x-values back into the equation of either line (y = x + 1) to find the corresponding y-values:

For x = 6: y = 6 + 1 = 7

For x = -2: y = -2 + 1 = -1

So the intersection points A and B are:

A(-2, -1) and B(6, 7)

a) To find the midpoint of A(5,-5) and B(9,3), use the midpoint formula:

Midpoint = ((x1 + x2)/2, (y1 + y2)/2)

Midpoint = ((5 + 9)/2, (-5 + 3)/2) = (14/2, -2/2) = (7, -1)

b) To find the length of AB, use the distance formula:

Distance = √((x2 - x1)² + (y2 - y1)²)

Distance = √((9 - 5)² + (3 - (-5))²) = √(4² + 8²) = √(16 + 64) = √80

Length of AB = 4√5 (simplified

a) To find the length of AB, use the distance formula:

Distance = √((x2 - x1)² + (y2 - y1)²)

Distance = √((9 - 5)² + (-1 - 7)²) = √(4² + (-8)²) = √(16 + 64) = √80

Length of AB = 4√5 (simplified)

b) To find the equation of the line AB, first find the slope:

m = (y2 - y1)/(x2 - x1) = (-1 - 7)/(9 - 5) = (-8)/4 = -2

Next, use the point-slope form with one of the points (A or B), say A(5,7):

y - y1 = m(x - x1)

y - 7 = -2(x - 5)

Now, convert the equation to the slope-intercept form (y = mx + c):

y = -2x + 10 + 7

y = -2x + 17

To find the gradient of the line that is perpendicular to 3y = 4x - 5, first find the gradient of the given line:

3y = 4x - 5 => y = (4/3)x - 5/3

The gradient of the given line is 4/3. To find the gradient of the perpendicular line, find the negative reciprocal:

m_perpendicular = -1/(4/3) = -3/4

i) To find the midpoint M of A(1,5) and B(3,9), use the midpoint formula:

Midpoint = ((x1 + x2)/2, (y1 + y2)/

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The value of x when finding the volume of the  triangular pyramid is: 18 units

The formula for the volume of a triangular pyramid is

V = ¹/₃ * B.A * h

where:

V is volume

B.A is base area

h is height

We are given the parameters:

Volume = 972 units³

Base area = 18 * 9 = 162 units²

Thus:

972 = ¹/₃ * 162 * x

x = (972 * 3)/162

x = 18 units

Thus, that is the height of the triangular pyramid

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The required equation of the graph is f(x) = x²- 4. Option B is correct.

Given information,
The graph of F(x), shown, has the same shape as the graph of g(x) = x².

In the graph, it can be seen clearly that the graph is obtained by the trasformation of the graph g(x) by 4 units down. So the equation of the graph shown is given as:

f(x) = g(x) - 4

f(x) = x²- 4

Thus, the required equation of the graph is f(x) = x²- 4. Option B is correct.

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.

Using Descartes rule of signs, the number of negative zeros is 2, the number of positive zeros is 2 and the number of complex zeros is 3

To determine the different possibilities for the numbers of positive, negative and normal complex zeros in the given function;

f(x) =  x⁵ + 3x⁴ - x³ + 3x + 7

Using Descartes rule of signs, we can find the positive, negative and normal complex zeros;

f(x) has two or 0 positive real zero

Let's find f(-x)

f(-x) = (-x)⁵ + 3(-x)⁴ - 3(-x) + 7

f(-x) = -x⁵ + 3x⁴ + 3x + 7

This shows that f(x) has 2 or 0 negative real zeros

Let's subtract the number of real zeros from degree of f(x) to determine the complex zeros

complex zeros = 5 - 2 = 3

This shows we have 2 positive zeros, 2 negative zeros and 3 complex zeros

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The 90% confidence interval for the mean height of students can be constructed at  [5.868, 5.932]. Therefore, option (a) is the correct answer.

To construct a 90% confidence interval for the mean height of students at UH, we can use the following formula:

CI =  x' ± z* (σ/√n)

where x' is the sample mean, σ is the population standard deviation, n is the sample size, z* is the critical value from the standard normal distribution for the desired confidence level (90% in this case).

We are given x' = 5.9 feet, σ = 0.1 feet, and n = 28. The critical value for a 90% confidence interval can be found using a standard normal distribution table or calculator, and is approximately 1.645.

Substituting the values, we get:

CI = 5.9 ± 1.645 x (0.1/√28)

CI = 5.9 ± 0.031

CI = [5.869, 5.931]

Therefore, the answer is (a) [5.868, 5.932].

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Answer:

The answer to your problem is, [tex]\frac{16}{35}[/tex]

Step-by-step explanation:

= [tex]\frac{2}{5} / \frac{8}{7}[/tex]

= [tex]\frac{2*8}{5*7}[/tex]

= [tex]\frac{16}{35}[/tex]

Thus the answer to your problem is, [tex]\frac{16}{35}[/tex]

Hope this is as simple you can get.

The study provides evidence that the type of feed supplement has a significant effect on the growth rate of chickens, and some feed supplements are more effective than others in promoting growth.

The experiment aimed to compare the effectiveness of different feed supplements on the growth rate of chickens. Newly hatched chicks were randomly assigned to six groups, each receiving a different feed supplement. The study recorded the weight of the chicks, and sample statistics and a visualization of the observed data were presented.

The hypothesis test conducted aimed to determine if there was sufficient evidence to conclude that the average weight of chicks varies across some or all groups. The null hypothesis assumes that there is no difference in the average weight of chicks on different diets, while the alternative hypothesis assumes that there is a difference.

To test the hypothesis, we need to check if the conditions for the ANOVA test are met. First, we need to assume that the population variances are equal across all groups, which we can verify by checking if the standard deviations of the groups are roughly equal.

In this case, the standard deviations range from 38.63 to 64.90, indicating that the assumption of equal variances may not be reasonable. However, we will still proceed with the ANOVA test, as the sample sizes are roughly equal and the assumption of equal variances is not critical when the sample sizes are equal.

Next, we can calculate the F-statistic by dividing the mean square between groups by the mean square within groups. The F-statistic is 15.4, with a p-value of less than 0.0001, indicating strong evidence against the null hypothesis.

Therefore, we can conclude that there is convincing evidence that the average weight of chicks varies across some or all groups.

To determine which groups differ significantly, we can perform post-hoc tests, such as Tukey's HSD test. These tests can identify which pairs of groups have significantly different mean weights.

Overall, the study provides evidence that the type of feed supplement has a significant effect on the growth rate of chickens, and some feed supplements are more effective than others in promoting growth.

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The function with the greatest growth rate is 2(7)ˣ.

The function with the greatest growth rate is determined by comparing their exponential terms.

Comparing the exponential terms of the given functions;

f(x) = 2(7)ˣ, the exponential term is 7ˣ

f(x) = 7(2)ˣ,  the exponential term is 2ˣ

f(x) = 3(5)ˣ +6,  the exponential term is 5ˣ

f(x) = 5(3)ˣ +6, the exponential term is 3ˣ

Since 7ˣ grows faster than 2ˣ, 5ˣ, and 3ˣ, the function f(x) = 2(7)ˣ has the greatest growth rate among the given functions.

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Answer:

Step-by-step explanation:

30-60-90 triangles

30-60-90 triangles are right triangles whose acute angles are

3

0

∘

30

∘

30, degrees and

6

0

∘

60

∘

60, degrees. The sides in such triangles have special proportions:

A thirty-sixty-ninety triangle. The length of the shorter leg of the triangle is one half h units. The length of the longer leg of the triangle is square root three over two times h. The length of the hypotenuse of the triangle is h units.

A thirty-sixty-ninety triangle. The length of the shorter leg of the triangle is one half h units. The length of the longer leg of the triangle is square root three over two times h. The length of the hypotenuse of the triangle is h units.

[How can we find these ratios using the Pythagorean theorem?]

Want to learn more about 30-60-90 triangles? Check out this video.

45-45-90 triangles

45-45-90 triangles are right triangles whose acute angles are both

4

5

∘

45

∘

45, degrees. This makes them isosceles triangles, and their sides have special proportions:

A forty-five-forty-five-ninety triangle. The length of both legs are k units. The length of the hypotenuse of the triangle is square root of two times k units.

A forty-five-forty-five-ninety triangle. The length of both legs are k units. The length of the hypotenuse of the triangle is square root of two times k units.

[How can we find these ratios using the Pythagorean theorem?]

The special properties of both of these special right triangles are a result of the Pythagorean theorem.

so A is right. i hope

Devin because the second side length is the square root of 3 times the measure of the smallest side length, and the largest side is twice the smallest side. Glenn's claim is incorrect because his triangle's side lengths do not match the 30-60-90 ratio, unlike Devin's triangle, which satisfies the conditions of a 30-60-90 triangle.

A 30-60-90 triangle has specific side length ratios: the sides opposite the angles measuring 30 degrees, 60 degrees, and 90 degrees are in the ratio 1:√3:2. Let's analyze the claims made by Devin and Glenn:

Devin's claim:

Devin states that a triangle with side lengths of 6, 6√3, and 12 is a 30-60-90 triangle. To verify this, we need to check if the side lengths satisfy the 30-60-90 ratio. If we divide the longest side by 2, we get 12/2 = 6, which matches the length of the shortest side. Also, the middle side (6√3) is indeed √3 times the length of the shortest side (6). Thus, Devin's claim is correct, and the triangle with side lengths 6, 6√3, and 12 is a 30-60-90 triangle.

Glenn's claim:

Glenn states that a triangle with side lengths 7, 7√3, and 49 is a 30-60-90 triangle. Again, we need to check if the side lengths satisfy the 30-60-90 ratio. However, upon examination, we find that dividing the longest side by 2 (49/2) does not result in the length of the shortest side (7). Also, the middle side (7√3) is not √3 times the length of the shortest side (7). Therefore, Glenn's claim is incorrect, and the triangle with side lengths 7, 7√3, and 49 is not a 30-60-90 triangle.

Hence the correct option is (c).

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Answer: she will have enough for 22 students.

Step-by-step explanation:

How many ribbons can she give out if she gives each student 1/8th of a foot of ribbon?

3 divided by 1/8 = 24

She can give out 24 ribbons.

24>22.

So, she will have enough for 22 students.

The diagonal through the interior of the cube is 3x².

Where x is the side of the cube.

We have,

Side of the cube = x

Now,

Using the Pythagorean theorem in ΔABC.

BC² = AC² + AB²

BC² = x² + x²

BC² = 2x²

Now,

GB is the diagonal through the interior.

So,

GB² = BC² + CG²

GB² = 2x² + x²

GB² = 3x²

Thus,

The diagonal through the interior of the cube is 3x².

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Answer:

[tex]\\\cos B =\dfrac{8\sqrt{79}}{79}[/tex]

Step-by-step explanation:

How do we find cosine of an angle in a right triangle?
In a right-angled triangle, if one of the angles is θ, then the cosine of θ is the length of the side adjacent to θ, divided by the length of the hypotenuse .

Here we are trying to find cos B

The side adjacent to B is BC with a length of [tex]8[/tex]

The hypotenuse is BD with a length of [tex]\sqrt{79}[/tex]

[tex]\therefore\\\cos B = \dfrac{8}{\sqrt{79}}\\[/tex]

[tex]79[/tex] is a prime number so it cannot be factored

To express in simplest radical form, we have to remove [tex]\sqrt{79}[/tex] from the denominator by  multiplying the numerator and denominator by [tex]\sqrt{79}[/tex]

[tex]\therefore\\\cos B = \dfrac{8}{\sqrt{79}} \times \dfrac{\sqrt{79}}{\sqrt{79}} \\\\= \dfrac{8\sqrt{79}}{79}[/tex]

Answer:

We can start by converting 1 1/4 to an improper fraction:

1 1/4 = 5/4

Now, we can subtract 5/4 from 4:

4 - 5/4 = 16/4 - 5/4 = 11/4

Therefore, the difference between 4 and 1 1/4 is 11/4. To write the answer in simplest form, we can simplify the fraction by dividing both the numerator and denominator by their greatest common factor (GCF), which is 1:

11/4 ÷ 1/1 = 11/4

So the final answer is 2 3/4 (option D).

Answer:

b, 13√2 and 13

Step-by-step explanation:

13 is equal to y so it is 13

And for x u can get by using sin or cos cause u get the same answer

sin(45) = 13/ x

x = 13/ sin(45)

x= 26/√2 ....... when you rationalize the denominator

x= (26√2) / 2

x = 13√2

Upon answering the query   There is evidence to imply that the characters are not equally likely if the proportion is larger than the significance threshold.

It is possible to multiply, divide, add, or subtract in mathematics. The following is how an expression is put together: Number, expression, and mathematical operator The components of a mathematical expression (such as addition, subtraction, multiplication or division, etc.) include numbers, variables, and functions. It is possible to contrast expressions and phrases. An expression, often known as an algebraic expression, is any mathematical statement that contains variables, numbers, and an arithmetic operation between them. For instance, the word m in the given equation is separated from the terms 4m and 5 by the arithmetic symbol +, as does the variable m in the expression 4m + 5.

Yes, running a simulation can assist in figuring out whether the occurrence of 4 of a particular character in 7 blind bags offers strong proof that the characters are not equally likely. The procedure for running the simulation is as follows:

As a representation of the characters in the blind bag series, obtain 5 identical pieces of paper and label them with the letters A through E.

Describe a trial as the procedure of picking 7 slips of paper at random, writing down each one's letter, rearranging the slips, and repeating the process.

The number of times the same character occurs the most in that trial serves as the response variable.

Use the specified process to run several trials (for instance, 10,000).

Count the instances in which a character appears four or more times.

Determine the percentage of trials out of the total done when the same character occurs 4 or more times.

If there is strong indication that the characters are not equally frequent, compare the proportion obtained in step 6 to a significance threshold (like 0.05). The manufacturer's assertion that all characters are equally likely cannot be refuted if the proportion is less than the significance threshold. There is evidence to imply that the characters are not equally likely if the proportion is larger than the significance threshold.

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The number of students need to treat the observations as independent Miguel have to sample without replacement is equal to 45.

Population of students = 450

To treat the observations as independent,

The sample size needs to be less than 10% of the population size.

This implies,

To find out how many students Miguel will have to sample without replacement to treat the observations as independent.

I is important to calculate 10% of the population size,

10% of 450

= ( 10 / 100 ) × 450

= 0.1 x 450

= 45

Therefore, Miguel will need to sample 45 or fewer students without replacement to treat the observations as independent.

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Since his total earnings are £1072, which is greater than £294.80, we can conclude that Rory's claim is correct.

To see if Rory's assertion is correct, we must compute the mean average of his wages for the last four weeks.

By adding up the earnings for each week, the total earnings over the last four weeks may be calculated:

Total earnings = £307.50 + £235.75 + £287 + x (week 4 earnings)

We know that Rory's wages over the last four weeks should have averaged £268, thus we can solve the following equation:

(£307.50 + £235.75 + £287 + x) / 4 = £268

Simplifying this equation, we get:

£830.25 + x = £1072

x = £1072 - £830.25

x = £241.75

As a result, Rory's earnings for week 4 should be £241.75, for a total of £268 for the last four weeks.

Rory now claims to have earned 10% more than the average over the last four weeks. The average wages over the last four weeks are £268, so 10% extra would be:

£268 + 10% of £268 = £268 + £26.80 = £294.80

Rory's earnings for the last four weeks are as follows: £307.50 + £235.75 + £287 + £241.75 = £1072

To see if he made 10% more than the average, we can take 10% of the average and multiply it by the average to get the expected value:

£268 + 10% of £268 = £268 + £26.80 = £294.80

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In scientific notation, a number is written as the base number times ten raised to a power. The base number, known as the significand, is also referred to as the mantissa.

The term mantissa is used for the fractional part of a common logarithm as well.

The mantissa is the fractional part of a logarithm. In the context of scientific notation, the mantissa refers to the base number, which is multiplied by 10 raised to a certain power to represent a number.

In other words, the mantissa is the significant digits of a number, excluding the leading and trailing zeros, expressed as a decimal fraction between 1 and 10. For example, in the number 3.24 x 10^5, the mantissa is 3.24.

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To use this method, you can call it in the main method like this:
numInverter.swapArrayEnds(sortedArray);
This will swap the first and last elements of the sortedArray.

Here is a solution for the swapArrayEnds() method:

public void swapArrayEnds(int[] arrayVals) {
  // Check if array has at least 2 elements
  if (arrayVals.length >= 2) {
     int temp = arrayVals[0]; // Store first element in temp variable
     arrayVals[0] = arrayVals[arrayVals.length-1]; // Replace first element with last element
     arrayVals[arrayVals.length-1] = temp; // Replace last element with temp variable
  }
}

This method takes an integer array as a parameter and swaps the first and last elements of the array. It first checks if the array has at least 2 elements to avoid swapping the same element. It then stores the first element in a temporary variable, replaces the first element with the last element, and replaces the last element with the temporary variable.

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Answer:

Zoe would have to work 21 hours next week

Step-by-step explanation:

This is true because 372.30/17 = 21.9 then 459.90/21.9= 21

The image of the translated point is A' ( -2 , 8 )

Given data ,

To perform a translation of 9 units left, we need to subtract 9 from the x-coordinate of the point J(7, 8):

New x-coordinate = 7 - 9 = -2

y-coordinate remains the same: y = 8

So the image of J(7, 8) after a translation 9 units left is the point (-2, 8).

To graph this, we start by plotting the original point J(7, 8) on the coordinate plane:

Hence , the translated point is A' ( -2 , 8 )

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The profit earned by Monica per month for the overhead cost of $2,500 is equal to $3,700.

Amount charged by Monica for each hour of time in the studio = $50

Amount paid by Monica per month for her overhead costs to run the studio = $2500

Monica's revenue for the month,

= Multiply the number of hours each client spends in the studio by the hourly rate she charges.

Substitute the values for each client we have,

Client A,

28 hours x $50/hour = $1,400

Client B,

16 hours x $50/hour = $800

Client C,

20 hours x $50/hour = $1,000

Client D,

36 hours x $50/hour = $1,800

Client E,

24 hours x $50/hour = $1,200

Total revenue for the month

= $(1400 + 800 + 1,000 + 1,800 + 1,200 )

=  $6,200

Monica's profit for the month

= subtract her overhead costs from her revenue.

This implies,

Profit = Revenue - Overhead Costs

⇒Profit = $6,200 - $2,500

⇒Profit = $3,700

Therefore, Monica's profit for the month is $3,700.

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The above question is incomplete, the complete question is:

In order to earn money in her new studio, Monica uses her knowledge, experience and expertise to set up a recording studio where she rents studio space to new clients and charges by the hour. She charges her clients $50 for each hour of time in the studio and pays $2,500 per month for her overhead costs to run the studio.

Clients     Hours per month in studio

A                 28 hours in studio

B                  16  hours in studio

C                  20  hours in studio

D                  36  hours in studio

E                   24  hours in studio