How are y’all doing? Anyway I need help

I found 30

all I did was 125÷5 which is 25

and 1.2x25 which is 30

Answer:

Y= 1/7x + 2/7

Step-by-step explanation:

2/7 equals to b

Hope this helps.. :)

Check the picture below.

a) The average velocity of a) is -14 ft/s.

b) The average velocity of b) is 100 ft/s.

c) The average velocity of c) is 180 ft/s.

d) The average velocity of d) is 840 ft/s.

e) The instantaneous velocity when t = 2 is -24 ft/s.

(a) If the height of the ball thrown in the air is given by y = 40t -16t2,

   the average velocity can be calculated for the time period beginning  

   when t = 2 and lasting 0.5 second using the given formula:

   Average velocity = [y(2 + 0.5) - y(2)] / 0.5= [y(2.5) - y(2)] / 0.5

   Now, substituting t = 2.5 and t = 2, we get,

   Average velocity = [40(2.5) - 16(2.5)2] - [40(2) - 16(2)2] / 0.5

 = [25 - 32] / 0.5

 = -14 ft/s

 Therefore, the average velocity is -14 ft/s.

(b) If the height of the ball thrown in the air is given by y = 40t -16t2,

the average velocity can be calculated for the time period beginning

when t = 2 and lasting 0.1 second using the given formula:

Average velocity = [y(2 + 0.1) - y(2)] / 0.1= [y(2.1) - y(2)] / 0.1

Now, substituting t = 2.1 and t = 2, we get,

Average velocity = [40(2.1) - 16(2.1)2] - [40(2) - 16(2)2] / 0.1

= [42 - 32] / 0.1

= 100 ft/s

Therefore, the average velocity is 100 ft/s.

(c) If the height of the ball thrown in the air is given by y = 40t -16t2,

the average velocity can be calculated for the time period beginning

when t = 2 and lasting 0.05 second using the given formula:

Average velocity = [y(2 + 0.05) - y(2)] / 0.05= [y(2.05) - y(2)] / 0.05

Now, substituting t = 2.05 and t = 2, we get,

Average velocity = [40(2.05) - 16(2.05)2] - [40(2) - 16(2)2] / 0.05

= [41 - 32] / 0.05

= 180 ft/s

Therefore, the average velocity is 180 ft/s.

(d) If the height of the ball thrown in the air is given by y = 40t -16t2,

the average velocity can be calculated for the time period beginning

when t = 2 and lasting 0.01 second using the given formula:

Average velocity = [y(2 + 0.01) - y(2)] / 0.01

= [y(2.01) - y(2)] / 0.01

Now, substituting t = 2.01 and t = 2, we get,

Average velocity = [40(2.01) - 16(2.01)2] - [40(2) - 16(2)2] / 0.01

= [40.4 - 32] / 0.01

= 840 ft/s

Therefore, the average velocity is 840 ft/s.

(e) The instantaneous velocity can be estimated when t = 2 by finding the derivative of the function y = 40t -16t2 with respect to time t.

The derivative of y is given by:

y' = 40 - 32tAt t = 2,

y' = 40 - 32(2) = -24 ft/s

Therefore, the instantaneous velocity when t = 2 is -24 ft/s.

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The most are $13.75 if she wants to give all of her friends a gift.

Ryan has an $800 present budget. She had already made up her mind to use $25 to buy her granny a vehicle. The remaining funds will be used to buy gifts for her four friends. She will invest the same sum of money in each present for a buddy.

Okay, so she would have 55 dollars left over after spending 25 of her 80 dollars.

She will distribute her 55 bucks among her four buddies equally now that she has them.

55/4 = 13.75

She could only afford to offer them a maximum of $13.75

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Answer:

\(\frac{2}{7}+\sqrt{121}\)

Step-by-step explanation:

Given: expressions

To find: expression that denotes a rational number

Solution:

A number of the form \(\frac{p}{q}\) where p and q are integers and \(q\neq 0\) is said to be a rational number.

Sum of a rational and irrational number is irrational.

In \(\frac{5}{9}+\sqrt{18}\), \(\frac{5}{9}\) is a rational number and \(\sqrt{18}\) is an irrational number

So, \(\frac{5}{9}+\sqrt{18}\) is not a rational number.

In \(\pi+\sqrt{16}=\pi+4\), \(\pi\) is an irrational number and 4 is a rational number

So, \(\pi+\sqrt{16}\)  is not a rational number.

In \(\frac{2}{7}+\sqrt{121}=\frac{2}{7}+11=\frac{2+77}{7}=\frac{79}{7}\), \(\frac{79}{7}\) is a rational number

So, \(\frac{2}{7}+\sqrt{121}\)  is a rational number

In \(\frac{3}{10}+\sqrt{11}\), \(\frac{3}{10}\) is a rational number and \(\sqrt{11}\) is an irrational number

So, \(\frac{3}{10}+\sqrt{11}\) is not a rational number.

Answer:

2 / 7 + 12

Step-by-step explanation:

he is right i  just took the test i just wanna help more ..

Answer:

117/16

Step-by-step explanation:

4 1/3=13/4 2 1/4=9/4 multiply and that gives 117/16

Answer:

b horizontal shift left 5

Step-by-step explanation:

Whenever you have an equation in the form of (x+b)

It shifts b units to the left.

Whenever you have an equation in the form of (x-b)

It shifts b units to the right.

In this case, we have (x+5)^2

We don't have to worry about the squared term as it won't affect b.

So we just move 5 to the left.

Answer:

180

Step-by-step explanation:

Explanation: In a triangle, there can only be one obtuse angle. Additionally, all the angle measures must add up to 180.

Answer &

Step-by-step explanation:

area = length(width) = x(x) = x²

180 = x²

x² - 180 (quadratic equation)

Solve:

✓180 = ✓36✓5 = 6✓5 ≈ 13.42 ft = x

Answer:

\(x=6\sqrt{5}\)

Step-by-step explanation:

1) A = s²

180 ft² = x²

180 = x²

x = x² -180

x²-180 =0

11) x² - 180 = 0

x² =180

x=\(\sqrt{36.5}\)

x=\(6\sqrt{5}\)

hope it helps

Answer:

Normal distribution, also known as the Gaussian distribution, is a probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean. In graph form, normal distribution will appear as a bell curve.

Let \(\vec K,\vec L,\vec M,\vec N\) be vectors pointing the vertices K, L, M, and N, respectively.

The side KL is parallel to and has the same length as the vector

\(\vec L - \vec K = (2\,\vec\imath + 3\,\vec\jmath + 3\,\vec k) - (2\,\vec\imath+2\,\vec\jmath+\vec k) = \vec\jmath + 2\,\vec k\)

Similarly, the side KN is parallel and as long as

\(\vec N - \vec K = (6\,\vec\imath+8\,\vec\jmath+\vec k) - (2\,\vec\imath+2\,\vec\jmath+\vec k) = 4\,\vec\imath+6\,\vec\jmath\)

These vectors have magnitudes

\(\|\vec L - \vec K\| = \sqrt{0^2 + 1^2 + 2^2} = \sqrt5\)

\(\|\vec N - \vec K\| = \sqrt{4^2 + 6^2 + 0^2} = 2\sqrt{13}\)

and their dot product is

\((\vec L - \vec K) \cdot (\vec N - \vec K) = 0\cdot4 + 1\cdot6+1\cdot0 = 6\)

The parallelogram spanned by the vectors \(\vec L-\vec K\) and \(\vec N-\vec K\) has area equal to the magnitude of their cross product, for which we have the identity

\(\bigg\|(\vec L - \vec K) \times (\vec N - \vec K)\bigg\| = \|\vec L - \vec K\| \|\vec N - \vec K\| \sin(\theta) \\\\ \implies \text{area} = 2\sqrt{65} \, \sin(\theta)\)

where \(\theta\) is the angle between the sides KL and KN.

From the dot product identity, we have

\((\vec L - \vec K) \cdot (\vec N - \vec K) = \|\vec L - \vec K\| \|\vec N - \vec K\| \cos(\theta) \\\\ \implies 6 = 2\sqrt{65} \cos(\theta)\)

Then

\(\cos(\theta) = \dfrac3{\sqrt{65}} \implies \sin(\theta) = \sqrt{1-\cos^2(\theta)} = 2\sqrt{\dfrac{14}{65}} \\\\ \implies \text{area} = 2\sqrt{65} \cdot 2\sqrt{\dfrac{14}{65}} = \boxed{4\sqrt{14}}\)

The following a probability model? what do we call the outcome No, the provided information is not sufficient to determine if it is a probability model. The outcome "red" is typically referred to as an event.

A probability model is a mathematical representation of a random experiment, where the sample space is defined, and probabilities are assigned to all possible outcomes. To determine if the given information is a probability model, we would need to know the complete list of possible outcomes, their corresponding probabilities, and ensure that the probabilities meet the necessary conditions (sum up to 1 and are non-negative).

Based on the limited information provided, we cannot determine if it is a probability model. The outcome "red" is called an event in the context of probability.

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If Inez has 8/3 cup of raisings and each batch takes 2/3 cup of raisins, she may create 4 batches of raisin granola bars.

In mathematics, a fraction is used to represent a piece or part of a whole. It symbolizes the equal pieces of the whole. A fraction is made up of two parts: the numerator and the denominator. The top number is known as the numerator, while the bottom number is known as the denominator. A common fraction is a numeric representation of a rational integer. The same number can be expressed as a decimal, a percentage, or with a negative exponent. Fractions indicate pieces of a whole or group of items. A fraction is made up of two components. The number at the top of the line is referred to as the numerator. It specifies the number of equal sections of the whole or collection that are taken. The figure below the line is denominator.

Here,

8/3÷2/3=4

2/3 • 4 = 8/3

2/3 + 2/3 + 2/3 + 2/3 = 8/3

2/3 = 0.67

0.67 • 4 = 2.67

8/3 = 2.67

4 batches of raisin granola bars can inez make if she has 8/3 cups of raisings and each batch requires 2/3 cup of raisins.

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Answer:

56/19

Step-by-step explanation:

I'll approach this using Substitution. Since 3X = 2Y, we know that 1.5X = 1Y. We can plug that into the first equation, which gives us...

2X + 5(1.5X) = 8

2X + 7.5X = 8

9.5X = 8

19X = 16

X = 16/19

While this is not 'pretty', it does match up with how most of the answers are written (four of the answers involve "nineteenths"). With this value of X, we can solve for Y...

3X = 2Y

3(16/19) = 2Y

48/19 = 2Y

24/19 = Y

With the value of X and the value of Y, we can answer the question that's asked:

2X + Y = ?

2(16/19) + 24/19 =

32/19 + 24/19 =

56/19

Final Answer: 56/19

Answer:

\(x = - 1\)

\(y = - 2\)

Step-by-step explanation:

\(3x + 2y = - 7\)

\(2x - 5y = 8\)

Apply elimination method. Let multiply the bottom equation by -3/2.

\(2 \times - \frac{3}{2} x = - 3\)

\( - 5 \times - \frac{3}{2} = 7.5\)

\(8 \times - \frac{3}{2} = - 12\)

Substitute new equation and add it to the top equation

\(3x + 2y = - 7\)

\( - 3x + 7.5y = - 12\)

\(9.5y = - 19\)

\(y = - 2\)

Now plug -2 for y into any equation and solve for x.

\(3x + 2( - 2) = - 7\)

\(3x - 4 = - 7\)

\(3x = - 3\)

\(x = - 1\)

The box and whisker plots and the IQR for each of the data set is given below.

A box and whisker plot has a rectangular box and two lines that connect from it on both sides, where:

The above stated values are referred to as the five-number summary of a data.

The interquartile range (IQR) = Q3 - Q1.

6. The five-number summary for the data set, 32, 34, 36, 37, 36, 37, 38, 37, 38 are:

The IQR is: 37.5 - 35 = 2.5

7. The five-number summary for the data set, 52, 52, 55, 55, 53, 56, 57, 57, 58 are:

The IQR is: 57 - 52.5 = 4.5

8. The five-number summary for the data set, 50, 51, 52, 58, 58, 59, 49, 50, 49 are:

The IQR is: 58 - 49.5 = 8.5

9. The five-number summary for the data set, 18, 16, 15, 19, 11, 14, 12, 14, 16 are:

The IQR is: 17 - 13 = 4

The box and whisker plot for each of the data set given is shown in the diagram below.

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The area covered by 19, 602 square feet in acres is around 0.45, according to the relation between the two.

As per the known relation between acre and square foot, the two quantities are related through the formula -

1 acre is equal to 43, 560 square feet

Therefore, formula to convert square feet to acre will be -

Amount of area in acres = area covered in square feet/unit equivalent area in square feet

So, rewriting the above mentioned relation.

43, 560 square feet is equal to 1 acre

Thus, 19, 602 square feet will be equal to acres = 19, 602/43, 560

Performing division on Right Hand Side of the equation

The amount of area in acres = 0.45 acres

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The probability of each questions are: (a) ≈ 0.0978 (b)  ≈ 0.0921 (c) ≈ 0.0906 (d) ≈ 0.0993 (e) ≈ 0.0754

(a)To solve these probability problems, we can use combinations and the concept of conditional probability.

(a) Probability of selecting a male, then two females:

First, we need to calculate the probability of selecting a male, which is 23 males out of 45 total students. After one male is selected, we have 22 females remaining out of 44 total students. For the second female, we have 22 females out of 44 remaining students, and for the third female, we have 21 females out of 43 remaining students. Therefore, the probability is:

P(male then two females) = (23/45) × (22/44) × (21/43) ≈ 0.0978

(b) Probability of selecting a female, then two males:

Similarly, we start with selecting a female, which is 22 females out of 45 total students. After one female is selected, we have 23 males remaining out of 44 total students. For the second male, we have 23 males out of 44 remaining students, and for the third male, we have 22 males out of 43 remaining students. Thus, the probability is:

P(female then two males) = (22/45)×(23/44)×(22/43) ≈ 0.0921

(c) Probability of selecting two females, then one male:

Here, we start with selecting two females, which is 22 females out of 45 total students. After two females are selected, we have 23 males remaining out of 43 total students. For the third male, we have 23 males out of 43 remaining students. Therefore, the probability is:

P(two females then one male) = (22/45) × (21/44) × (23/43) ≈ 0.0906

(d) Probability of selecting three males:

We simply calculate the probability of selecting three males out of the 23 available males in the class:

P(three males) = (23/45) ×(22/44)×(21/43) ≈ 0.0993

(e) Probability of selecting three females:

Similarly, we calculate the probability of selecting three females out of the 22 available females in the class:

P(three females) = (22/45)×(21/44)× (20/43) ≈ 0.0754

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The image of the transformation is R' (-12, 3), S' (-12, 12) and T' (-6, 3)

The complete question is added as an attachment

The coordinates of the triangle are given as

R = (-4, 1)

S = (-4, 4)

T = (-2, 1)

The transformation is given as

The rule of the transformations is

(x, y) = 3(x, y)

So, we have

R' = 3 * (-4, 1) = (-12, 3)

S' = 3 * (-4, 4) = (-12, 12)

T' = 3 * (-2, 1)= (-6, 3)

Hence, the image of the transformation is R' (-12, 3), S' (-12, 12) and T' (-6, 3)

See attachment for the image of the transformation

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The factored expression is 89 - 161² = - ( 161 + √89 ) ( 161 - √89 ).

The expression can be factored as:

89 - 161² = -161² + 89

Use the difference of squares formula, which states that:

a² - b² = ( a + b )( a - b )

In this case,:

a = 161 and b = √89

So, write:

-161² + 89 = - ( 161 + √89 ) ( 161 - √89 )

Therefore, the factored expression is:

89 - 161² = - ( 161 + √89 )( 161 - √89 )

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Answer:

(-infinity,1/2) union (3/4,+infinity)...hope it helped you

To multiply two square roots with the same index, you can multiply the integers outside the radical together and then multiply the radicands (the numbers inside the radicals) together. Afterward, simplify the radical expression if possible.

For example, let's consider the expression √3 * √5. To multiply these two square roots, we multiply the integers outside the radicals, which is 1 * 1 = 1. Then, we multiply the radicands together, which is 3 * 5 = 15.

Therefore, √3 * √5 simplifies to 1√15, or simply √15.

In general, when multiplying two square roots with the same index, you can follow these steps:
1. Multiply the integers outside the radicals.
2. Multiply the radicands together.
3. Simplify the radical expression if possible.

It's important to note that this method only works for square roots with the same index. If the indices differ, you cannot directly multiply the radicals together.

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Answer:

hard

Step-by-step explanation:

I have never seen this before

Answer:

n + (n + 1) = -33

Step-by-step explanation:

First integer = n (given)

Therefore, second integer = (n + 1)

According to the given information:

n + (n + 1) = - 33

Answer:

l = 194999.45

Step-by-step explanation:

I'm going to assume that you meant 3.14 by 3,14.

336,765 = 3.14 × 0.55 × (l + 0.55)

336,765 ÷ (3.14 × 0.55) = l + 0.55

(336,765 ÷ (3.14 × 0.55)) - 0.55 = l

l = 194999.45

Answer: 804.25

Step by step explanation:

Answer:

$2,000 and $3,000

Step-by-step explanation:

The computation is shown below:

Given that

The Number of shares is 100

The Increase from $20 to $30

If the per share is $20, so the earning of the shareholder is

= 100 shares × $20

= $2,000

And ,if the per share is $30, so the earnings of the shareholder is

= 100 shares × $30

= $3,000

It will take approximately 12.13 years for the equipment to depreciate by 62% of its original value.

How to solve the problem?

To solve this problem, we need to determine the number of years it will take for the equipment to depreciate by 62% of its original value of $7000.

The annual depreciation rate is 5.6%, which means that each year the equipment will lose 5.6% of its value. So, after one year, the equipment will be worth 100% - 5.6% = 94.4% of its original value.

We can use this information to set up an equation to solve for the number of years it will take for the equipment to depreciate by 62%:

$7000 * (1 - 0.056)ⁿ = $7000 * 0.38

where n is the number of years it will take for the equipment to depreciate by 62%.

Simplifying this equation, we get:

$7000 * 0.944ⁿ = $2660

Dividing both sides by $7000, we get:

0.944ⁿ = 0.38

Taking the natural logarithm of both sides, we get:

n * ln(0.944) = ln(0.38)

Dividing both sides by ln(0.944), we get:

n = ln(0.38) / ln(0.944) ≈ 12.13

Therefore, it will take approximately 12.13 years for the equipment to depreciate by 62% of its original value.

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