HELP ASAP!!!!!!!!!!!!!!!!!

Answer:

t=8p

Step-by-step explanation:

Basically, you need to determine the total length the pieces by multiplying the length of the string by the number of pieces of string there are. If you were to find the length of a piece of string you could just do p+p+p+p+p+p+p+p but to simplify it you would use the above stated answer.

Given the following information: Five years ago, someone used her $40,000 saving to make a down payment for a townhouse in RTP. The house is a three-bedroom townhouse and sold for $200,000 when she bought it. After paying down payment, she financed the house by borrowing a 30-year mortgage.

Mortgage interest rate is 4.25%. Right after closing, she rent out the house for $1,800 per month. In addition to mortgage payment and rent revenue, she listed the following information so as to figure out investment return: 1. HOA fee is $75 per month and due at end of each year 2. Property tax and insurance together are 3% of house value 3. She has to pay 10% of rent revenue for an agent who manages her renting regularly 4. Her personal income tax rate is 20%. While rent revenue is taxable, the mortgage interest is tax deductible. She has to make the mortgage amortization table to figure out how much interest she paid each year 5. In the last five years, the market value of the house has increased by 4.8% per year 6.

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Answer:

-9 \(\frac{7}{15}\)

Step-by-step explanation:

-3 \(\frac{4}{5}\) - 5 \(\frac{2}{3}\)  The common denominator would be 15

-3\(\frac{12}{15}\) - 5 \(\frac{10}{12}\)  multiply the first fraction by 3/3 and the second fraction by 5/5 to get the equivalent fractions.  Now add

-8\(\frac{22}{15}\)  I can rewrite as  \(\frac{22}{15}\) = \(\frac{15}{15}\) + \(\frac{7}{15}\) and \(\frac{15}{15}\) = 1

-9 \(\frac{7}{15}\)

Helping in the name of Jesus.

Answer:

\(-9\frac{7}{15}\)

Step-by-step explanation:

It helps to change the denominators to be common.

times the 4/5 by 3/3 so you get 12/15

times the 2/3 by 5/5 so you get 10/15

new equation would become \(-3\frac{12}{15} -5\frac{10}{15}\)

then it becomes easier to subtract, but when both fractions are negative I like to add them as if they were both positive and change the sign at the end.

\(3\frac{12}{15} +5\frac{10}{15}\\3+5 = 8\\\frac{12}{15} + \frac{10}{15} = \frac{22}{15} = 1\frac{7}{15} \\\\8 + 1\frac{7}{15} = 9\frac{7}{15}\)

then just flip the sign back over: \(-9\frac{7}{15}\)

Hope my thinking isn't too complicated.

Answer: Term

Step-by-step explanation: Variable is x, constant is not x4. Term is a group like 4x or 7y.

If the correlation between two variables is .496, 75.4%. much of the variance has not been accounted for.

What is variable?

In the context of statistics and mathematics, a variable is a characteristic or quantity that can vary or take different values.

The correlation coefficient, which ranges from -1 to 1, measures the strength and direction of the linear relationship between two variables. If the correlation between two variables is 0.496, it indicates a moderate positive correlation.

The coefficient of determination, also known as R-squared, represents the proportion of the variance in one variable that can be explained by the other variable. In this case, if the correlation is 0.496, then the coefficient of determination is \((0.496)^2 = 0.246.\)

Therefore, 24.6% of the variance has been accounted for by the correlation, and the remaining 75.4% of the variance has not been accounted for.

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The percentage of students scoring 84 or more in the exam is 99.18%.

Given, Mean test score = 72,

Standard deviation = 5.

We are supposed to find the percentage of students scoring 84 or more in the exam.

To find the percentage of students scoring 84 or more in the exam, we will use the following steps:

First, we need to find the z-score associated with 84.

Let us assume that z is the z-score corresponding to the value 84, then;

z = (84 - 72) / 5 = 2.4

Now, we have the value of z, we can find the percentage of students scoring 84 or more in the exam using the normal distribution table.

The percentage is the area under the normal distribution curve to the right of the z-score.

To find the area using the normal distribution table, we need to look for the value 2.4 in the z-table. Since 2.4 is not exactly listed in the z-table, we will use the value for 2.4 closest to it.

Using the z-table, the value closest to 2.4 is 0.9918.

Therefore, the percentage of students scoring 84 or more in the exam is;

P(Z > 2.4) = 0.9918 × 100 = 99.18%.

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The probability that Melinda will be able to make an integer between 10 and 20 (inclusive) is 1/6.

The probability that Melinda will be able to make an integer between 10 and 20 (inclusive) with the two numbers she rolls can be calculated by determining the number of favorable outcomes and dividing it by the total number of possible outcomes.

To find the number of favorable outcomes, we need to identify the combinations of two numbers that will result in a two-digit number between 10 and 20. We can list these combinations as follows:

11, 12, 13, 14, 15, 16

Notice that we only have six favorable outcomes.

Now, let's determine the total number of possible outcomes when rolling two six-sided dice. Each die has six possible outcomes (1, 2, 3, 4, 5, 6), so the total number of outcomes is 6 multiplied by 6, which equals 36.

To calculate the probability, we divide the number of favorable outcomes (6) by the total number of possible outcomes (36):

Probability = Favorable outcomes / Total outcomes
Probability = 6 / 36
Probability = 1 / 6

Therefore, the probability that Melinda will be able to make an integer between 10 and 20 (inclusive) is 1/6.

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(a). The domain of the function f(x, y) is all real numbers for both x and y such that y₂-x > 0. (b). The range of the function f(x, y) is all real numbers.  (c). f(r) = 4 ln (r₂ - r). (d) . f(r, y) = 4 ln (y₂ - r).

This means that when both x and y are equal to r, the function becomes 4 ln (r₂ - r). This can be simplified to 4 ln (r₂ - r) = 4 ln r₂ - 4 ln r.

The domain of the function f(r, y) is all real numbers for both r and y such that y₂-r > 0. The range of the function is all real numbers.

To find f(r, y), we first substitute r for both x and y, giving us the expression 4 ln (r₂ - r). This expression can be simplified to 4 ln r₂ - 4 ln r.

Therefore, the domain of the function f(x, y) is all real numbers for both x and y such that y₂-x > 0, and the range of the function is all real numbers. To find f(r, y), we substitute r for both x and y and simplify the expression 4 ln (r₂ - r) to 4 ln r₂ - 4 ln r.

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The second container can hold approximately 1715 m³ of liquid.

Two containers have exactly the same shape, we can use their height ratio to determine the liquid capacity ratio.

Let's denote the height of the first container as H1 = 20 m and its liquid capacity as C1 = 320 m³.

We want to find the liquid capacity of the second container, C2, given its height H2 = 35 m.

The ratio of the heights is H2 / H1 = 35 m / 20 m = 7/4.

The ratio of the liquid capacities is equal to the ratio of the volumes, since the containers have the same shape. Therefore, we have:

C2 / C1 = (H2 / H1)³

Substituting the given values:

C2 / 320 m³ = (7/4)³

Simplifying the exponent:

C2 / 320 m³ = 343 / 64

To find C2, we can cross-multiply:

C2 = (343 / 64) × 320 m³

Calculating the result:

C2 ≈ 1715 m³

Therefore, the second container can hold approximately 1715 m³ of liquid.

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The question is incomplete the complete question is :

two containers are used to hold liquid. these containers have exactly the same shape. the first container has a height of 20 m, and it can hold 320 m³ of liquid. if the second container has a height of 35 m, how much liquid can it hold?

To find the length of a rectangle with given coordinates, you need to use the distance formula. The distance formula is a mathematical formula that is used to find the distance between two points in a plane.

The distance formula is given by -

d = \(\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}\)

where \((x_1, y_1)\) and \((x_2, y_2)\) are the coordinates of the two points, and d is the distance between the points.

To find the length of a rectangle, you will need to use the distance formula to find the distance between two points that are on opposite sides of the rectangle. For example, you can use the distance formula to find the length of the rectangle by finding the distance between the points \((x_1, y_1)\)and \((x_2, y_2)\), where \((x_1, y_1)\) and \((x_2, y_2)\) are the coordinates of two points on opposite sides of the rectangle.

For example, consider a rectangle with the following coordinates:

(1, 1); (1, 5); (5, 5); and (5, 1)

To find the length of this rectangle, you can use the distance formula to find the distance between the points (1, 1) and (1, 5). The distance formula is:

d =\(\sqrt{(x2 - x1)^2 + (y2 - y1)^2}\)

= \(\sqrt{(1 - 1)^2 + (5 - 1)^2}\)

=\(\sqrt{0 + 16}\)

= \(\sqrt{16}\)

= 4

Therefore, the length of the rectangle is 4 units.

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Answer:

The sequence would be +18 everytime.

Step-by-step explanation:

math.

Answer:$6 x the number of hours he works + $7.50 times the number of hours he works has to be less than or equal to (≤) 15 hours. The number of hours he works has to be more than or equal (≥) to $75. Great job choosing the correct answer!

Step-by-step explanation:

Answer:

Step-by-step explanation:

You want to know the domain and range of the relation {(-1, 5). (3, 4), (2, 5), (-1, -3)}, and whether it is a function.

The domain is the list of x-values in the (x, y) pairs. We conventionally eliminate duplicates and put them in order.

  { -1, 2, 3} . . . . domain

The range is the list of y-values in the (x, y) pairs. Again, duplicates are eliminated, and they are put in order.

  {-3, 4, 5} . . . . range

The mapping diagram is a visual aid that has domain values on the left, range values on the right, and arrows showing how the domain values map to the range values. Such a diagram is attached.

If there are multiple arrow tails extending from any given domain value, the relation is not a function. This relation maps -1 to multiple values, so it is not a function.

Answer:

C

Step-by-step explanation:

The equation of a horizontal line is y = c

where c is the value of the y- coordinates the line passes through

The line passes through (- \(\frac{1}{3}\) , 4 ) with y- coordinate 4 , then

y = 4 ← equation of horizontal line

Given equations are

y = 9x² → (1)

y = 4 → (2)

Substitute y = 9x² into (2)

9x² = 4 ( divide both sides by 9 )

x² = \(\frac{4}{9}\) → C

Answer:

1

Step-by-step explanation:

V= 1/3^r²h

V= (^r²h) ÷ 3

Cross multiply

3V = ^r²h

Divide both side by the coefficient of r²

3V ÷ (^h) = r²

Find the root of both side

r = square root of 3V ÷ (^h)

The inequality equations is

a) The point ( -9 , 4 ) lies on the inequality relation

b) The point ( 6 , -2 ) lies on the inequality relation

c) The point ( 0 , -4 ) does not lie on the relation

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the inequality equation be represented as A

a)

Now , let the first point be represented as P ( -9 , 4 )

The shaded region is below 4 in the y axis and less than -4 in the x axis

So , the point ( -9 , 4 ) does lies on the inequality equation graph

b)

Now , let the first point be represented as Q ( 6 , -2 )

The shaded region is below -8 in the y axis and less than 8 and more than 4  in the x axis

So , the point ( 6 , -2 ) does lies on the inequality equation graph

c)

Now , let the first point be represented as R ( 0 , -4 )

The shaded region is above -8 in the y axis and more than -4 in the x axis and less than -1

So , the point ( 0 , -4 ) does not lie on the inequality equation graph

Hence , the inequality equations is solved

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The correct answer is b. we know the standard deviation of the population.

The Nearly Normal condition, also known as the Central Limit Theorem, states that the sampling distribution of the sample mean tends to be approximately normal, even if the population distribution is not normal, under certain conditions. One way to meet the Nearly Normal condition is by knowing the standard deviation of the population.

When the standard deviation of the population is known, the sample size does not have to be large for the sampling distribution of the sample mean to be approximately normal. This is because the standard deviation provides information about the variability of the population, allowing for a more accurate estimation of the sample mean distribution.

While the other options (a, c, and d) may be relevant in specific scenarios, they are not directly related to meeting the Nearly Normal condition as defined by the Central Limit Theorem.

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Answer:

M=-10/4

M=-5/2

-5/4+m=-15/4

Step-by-step explanation:

Original equation:

3/4+m=-7/4

=-5/2

the other answers mentioned above is also -5/2

Hope that helps!

No table and graph given for us to choose from.

Answer:

Step-by-step explanation:

Given angles measure,

m∠a = 24°

m∠b = 40°

m∠c = 31°

ii). Since, all the angles are located at a point O on a straight line AB,

   Therefore, sum of all angles at point O = 180°

   m∠a + m∠b + m∠c + m∠x = 180°

   24° + 40° + 31° + m∠x = 180°

   95° + m∠x = 180°

   m∠x = 180 - 95

   m∠x = 85°

ii). m∠ZOB = c = 31°

iii). m∠XOY = b = 40°

iv). m∠AOY = (a + b)°

                   = (24 + 40)

                   = 64°

v). m∠YOZ = x°

                  = 85°

Answer:

w=3.33

Step-by-step explanation:

you should solve carefully surely u will get that answer...it won't be easy to solve it using phone that is y I didn't send solution

The required GCF is 8.

The greatest common factor is that greatest number from the factors which divides the number completely.

For example take numbers 12 and 16.

The factors of 12 are 2×2×3.

And the factors of 16 are 2×2×2×2.

We can clearly see that the common factors are 2×2 which gives 4. So, 4 is the greatest common factor which divides both 12 and 16.

Here it is given to find the greatest common factor of 16 and 40.

Factors of 16 = 2×2×2×2

Factors of 40 = 2×2×2×5

We can see clearly the common factors are 2×2×2 which gives 8.

So, 8 is the greatest common factor.

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Answer:

Your answer is 15 which is your rate of change/slope

Step-by-step explanation:

To calculate rate of change/slope which also means the gradient we need any two points from the figure for the formula

\(m=\frac{y_2-y_1}{x_2-x_1}\)

I took the points (2,30) and (4,60)

so we put the values in our formula

\(m=\frac{60-30}{4-2}\)

\(m=\frac{30}{2} \\m=15\)

If a and b set, then the cardinality of the Cartesian product of the two sets, |a × b|, is equal to the product of the cardinalities of the individual sets, |a| and |b|.

So, if |a| = 10 and |b| = 5, then |a × b| = 10 × 5 = 50.

Therefore, the cardinality of the Cartesian product of the two sets is 50.

In mathematical notation, this can be written as:

|a × b| = |a| × |b|

|a × b| = 10 × 5

|a × b| = 50

So the answer is 50.

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Answer:

250 because 250 times .4 equals 100

Step-by-step explanation:

Answer:

dimension=2a×2a

area=4a^2

Step-by-step explanation:

since the radius of the circle is a

Then l= 2a

area of a square =l^2

area=2a×2a

Answer:

.

Step-by-step explanation:

a) The amplitude of the function is 4 feet.

b) The function that represents the situation is .

a) The amplitude (A), in feet, is equal to the difference between highest and lowest point (\(\left(y_{\max }, y_{\min }\right.\)), in feet, divided by 2. The period (T), in seconds, is the time taken by the bottle to complete one cycle. In this case, the period is the time between two maxima. Hence, we proceed to determine each variable:

Amplitude \(\left(y_{\max }=14 \mathrm{ft}, y_{\min }=6 \mathrm{ft}\right)\)

\(\begin{array}{l}A=\frac{14 f t-6 f t}{2} \\A=4 f t\end{array}\)

The amplitude of the function is 4 feet.

Period

The period of the function is 20 seconds.

b) The function that represents the situation is based on this model:

\(y(t)=y_{o}+A \cdot \sin \frac{2 \pi \cdot t}{T}\)  ........(1)

Where:

\(y_{o}\)- Average height of the bottle, in feet.

\(t\) - Time, in seconds.

\(y(t)\) - Current height, in feet.

If we know that \(A=4 \mathrm{ft}, y_{o}=10 \mathrm{ft} \text { and } T=20 \mathrm{~s}\) then the function that represents the situation is:

\(y(t)=10+4 \cdot \sin \frac{\pi \cdot t}{10}\) ......(2)

The function that represents the situation is \(y(t)=10+4 \cdot \sin \frac{\pi \cdot t}{10}\).

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