I am having a bit of a hard time answering this, I was going to put the effect would an an increase area due to the increase in perimeter.

Answer:

I think it is d or a. I might be wrong sorry

Step-by-step explanation:

Answer:

852

Step-by-step explanation:

Answer:

852

Step-by-step explanation:

Using PEMDAS:

Multiply the numbers

88 × 9 - 60 - 80 + 200

792 - 60 - 80 + 200

Subtract the numbers

792 - 60 - 80 + 200

652 + 200

Add the numbers

652 + 200

= 852

[RevyBreeze]

Answer:

The table shows that there are a total of 142 books on Diana's bookshelf, with 77 books written by female authors and the rest by male authors. However, the number of non-fiction books written by female authors is missing from the table, so it is impossible to determine the exact number without more information.

Step-by-step explanation:

Answer:

104 books

Step-by-step explanation:

                 Fiction         Non-Fiction      Total

Male              36                     38

Female                                    x

Total              77                     142

----------------------------------------------------------------------------

x = 142 - 38 = 104

Answer:

x < -8

Step-by-step explanation:

−3x>24

Divide each side by negative 3, remembering to flip the inequality

-3x/-3 < 24/-3

x < -8

Answer:

x<-8

Step-by-step explanation:

−3x>24

Multiply both sides by (-1) (reverse the inequality)

(-3x)(-1)<24(-1)

Simplify;

3x<-24

Divide both sides by 3

3x/3<-24/3

Simplify

3x/3<-24/3

Simplify; 3x/3

=x

Simplify; -24/3

Divide the numbers;24/3=8

=-8

x<-8

Hope this helped!!!

The ratio of girls to boy is 5:3. There are 30 boys in the class.

The ratio of boys to girls is 3:5. This means that in a class, for every 5 girls, there are 3 boys. We can also look at it this way, in a class, 3/8th students are boys and 58th of students are girls.

Now if there are 3/8th girls and 5/8th boys, the ratio of girls is to boys will be

5/8 : 3/8

removing 1/8 which is common we get

5:3

In  a class of 50 students, the ratio of boys to girls is 3:2

Therefore,

Boys comprise

3/(3+2) of the population.

Hence, 3/5 of the total population are boys.

Hence there are 3/5  X 50 boys

= 30 boys.

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Options :

A.) A student who missed 2 words on the test wrote each word 4 times.

B.) A student who wrote each word once missed 6 words on the test.

C.) A student who did not write the words missed 8 words on the test.

D.) A student who missed 4 words on the test wrote each word 3 times.

Answer:

A student who did not write the words missed 8 words on the test.

Step-by-step explanation:

From the scatter plot, we could identify all the other points except that of option C.

For option A : (4, 2) is a marked point on the graph

For option B : (1, 6) is also a marked point on the graph

For option C : (0, 8) is not a marked point on the graph and hence, does not match Tiffany's scatter plot.

Probability = # of desired options / # of total options

Our desired option is blue and there are 9 blue marbles in the bag.

There are 32 total marbles (options) in the bag.

P(blue) = 9 / 32 = 0.28125 = 28.125%

Hope this helps!

Answer:

Step-by-step explanation:

A. 2100+2590= 4,690

B. 3685-1485=2,200

C. 19,401-10,701= 8,700

D. 384+2,016=2,400

E. 44.4-43.6=0.8

F. 58.65-24.65=34

G. 41.65

Answer:

The absolute maximum and minimum is \(20\; \text{and} -20.\)

Step-by-step explanation:

We first check the critical points on the interior of the domain using the

first derivative test.

\(f_x=y-4=0\)

\(f_y=x=0\)

The only solution to this system of equations is the point (0, 4), which lies in the domain.

\(f_{xx}=0, \;f_{yy}=0\; \text{and}\; f_{xy}=-1\)

\(\Rightarrow f_{xx}f_{yy}-f_{xy}=o-1=-1<0\)

\(\therefore (0,4)\) is a saddle point.

Boundary points -  \((4,0), (-4,0), (0,16)\)

Along boundary  \(y=16-x^2\)

   \(f=x(16-x^2)-4x\)

\(=16x-x^3-4x\)

\(\Rightarrow f^'=16-3x^2-4=0\)

\(\Rightarrow 3x^2=12\)

\(\Rightarrow x=\pm2,\;\;y=14\)

Values of f(x) at these points.

\(\begin{array}{}(4,0)=-16\\(-4,0)=16\\(0,16)=0\\(2,14)=20\\(-2,14)=-20\end{array}\)

Therefore, the absolute maximum and minimum is \(20\; \text{and} -20.\)

Answer:

let the first number be a and the second b

a + b =11

a -b =3

a = 11 - b

11 -b -b = 3

11 -2b =3

-2b =3 -11

-2b = -8

divide both sides by -2

b = 4

a +4 =11

a =11 -4

a =7

the product of the two numbers is 7×4=28

Answer:

y - 5 = 6(x - 7)

Step-by-step explanation:

yes

Answer:

\(y+1=\frac{6}{11}(x+4)\)

The image below shows proof that the point-slope equation \(y+1=\frac{6}{11}(x+4)\) is the correct equation in point-slope form that the line passes through the points (7, 5) and (-4, -1)

Hope this helps! :)

Answer:

5.75.

Step-by-step explanation:

The mean = (8+5+7+10+3+4+31+12)/ 8

= 80/8

= 10.

Now we calculate the difference of each value from the mean We take the absolute ( positive) differences

10 - 8 = 2

10 - 5 = 5

10 - 7 = 3

10 - 10 = 0

10-3 = 7

10 = 4 = 6

10 - 31 = 21

10 - 12 = 2

Sum of the differences = 46

and the mean deviation  is 46/8 = 5.75.

The graph that represents the situation is given as follows:

First graph.

The initial position of the student is at home, which means that the intercept must be different of zero, already defining that the correct graph is either the first graph or the second graph.

Then the stops to talk to the friend, which is represented by the horizontal line in the graph, as the position is constant.

Finally, he arrives at the school, at a slower rate than before, meaning that the first graph is the correct graph for this problem, as the inclination after the horizontal line is less than the inclination before the horizontal line.

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Vision: If I lacked my vision it would affect my everyday day life because if I can not see then I won't be able to do everyday day things. For example if I go shopping I wouldn't be able to see the color or style of what it  looks like.

Smell: If I lacked smell it wouldn't really affect me but if I were to buy a perfume I wouldn't know if it smells good then if it doesn't I would be the one who would end up smelling bad.

Touch: If I weren't able to pick things up anything my live would be extremely hard because I wouldn't be able to pick up anything.

Taste: If I lost my taste it wouldn't affect me at all I would just be mad I can't taste all my favorite foods.

Hearing: If I couldn't hear it would be hard because if someone were to shout out because a car is coming etc. I wouldn't know and get hit and I don't want that so it would be really hard to not hear.

Hope this helps :)

Quadratic Equations are:

Quadratic equations are the polynomial equations of degree 2 in one variable of type f(x) = ax² + bx + c = 0 where a, b, c, ∈ R and a ≠ 0. It is the general form of a quadratic equation where 'a' is called the leading coefficient and 'c' is called the absolute term of f (x).

Given equations

It can be written as

(x²)² - 6x² - 27 = 0

Degree of variable x² is 2

It is a quadratic equation

3x⁴ - 2x = 0

Degree of variable x is 4

It is not quadratic equation

2(x⁴ + 20x³ + 150x² + 500x + 625) + 2x² + 5 = 0

2x⁴ + 40x³ + 302x² + 1000x + 630 = 0

x⁴ + 20x³ + 151x² + 500x + 315 = 0

Degree of variable x is 4

It is not quadratic equation.

6(4x² + 16 + 16x) = (2x + 4) + 2

24x² + 96 + 96x = 2x + 4 + 2

24x² + 9x + 90 = 0

Degree of the variable x is 2

It is quadratic equation.

6x⁴ - x² + 5 = 0

6(x)² - x² + 5 = 0

Degree of variable x² is 2.

It is quadratic equation

4x⁴ + x² - 2x = 0

Degree of variable x is 4

It is not a quadratic equation

Hence, x⁴ - 6x² - 27 = 0, 6(2x + 4)² = (2x + 4) + 2 and 6x⁴ = -x² + 5 are quadratic equation.

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Answer:

m = -5 / -2 = 2.5

Check the picture below.

so the area of the pyramid is really just the summed up area of the 1.1x1.1 square on the base and four triangles with a base of 1.1 and a height of 2.4.

\(\stackrel{ \textit{\LARGE Areas} }{\stackrel{ square }{(1.1)(1.1)}~~ + ~~\stackrel{ \textit{four triangles} }{4\left[\cfrac{1}{2}(\underset{b}{1.1})(\underset{h}{2.4}) \right]}}\implies 1.21+ 5.28\implies \text{\LARGE 6.49}~m^2\)

The rule for the exponential function is y=42(1/2)^x

A exponential decay is a function that, as the name implies, decays exponentially. So it decays fast at the beginning and slower as the value of the variable increases.

Here,

general form of exponential function is y=a(b)^x

a= y-intercept ,  b = multiplier

The initial y value 42 is multiplied by 1/2, we get next y value 21 as given in the graph, So, b = 1/2

y=a(1/2)^x

consider (x,y)=( 0,42)

=> x=0 and y=42

So 42=a(1/2)^0

=> 42=a

Thus, the rule for the function is y=42(1/2)^x

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Let's say the packages are labeled A and B

A has 9 cookies per package

B has 27 cookies per package

We can have the following combos if we want 54 total cookies

Answer:

72.500

Step-by-step explanation:

I'm not sure, but I'm 80% sure

Answer:

\(4 {x}^{2} + 12xy + 9 {y}^{2} \)

\( {(2x + 3y)}^{2} = (2x + 3y)(2x + 3y)\)

Answer:

65:52

Step-by-step explanation:

5 + 4=9

117/9=13

13*5=65

13*4=52

to make sure the answer is right 65+52=117

so the answer is 65:52

Answer:

1/2

Step-by-step explanation:

I got it wrong then it gave me the right answer of 1/2

The fraction of the sweaters that cost $50 or less is 50% is 1/2.

It is the middle value of the given set of numbers after arranging the given set of numbers in order.

We have,

From the box plot,

Median = $50

Now,

Median = $50

This means,

50% of the clothes are above $50 and 50% of the clothes are below $50.

Now,

The fraction of the sweaters that cost $50 or less is 50%.

So,

= 50/100

= 5/10

= 1/2

Thus,

The fraction of the sweaters that cost $50 or less is 50% is 1/2.

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Answer:

6/4 or 1 1/4

Step-by-step explanation:

1/4 times 6 because the question is asking for the recipe to be made 6 times. So 1/4 times 6 or 1/4 time 6/1 is 6/4 or 1 1/4.

Answer:

2/3 cups

Step-by-step explanation:

if we put all ingredients toghether will have

1/4+2/3+1 and 1/3=1/4+1 and 2/3+1/3=1/4+ 2= 2cups and 1/4 or 2.25 cups

So 2.25 cups is 1 batch of dressing

          6 cups is x batches of dressing

cross multiply x=6*1/2.25= 6/2.25

so insted of 1/4 vineger will need (1/4)(6/2.25)=6/9=2/3 cups of vinegar

Step-by-step explanation:

HOLA, SOY DORA. DO YOU WANNA HELP ME AND BOOTS.

Me:heck no

Her:LETS GO!

MAMA PAPA

HELPPP MEEEE IM GOING CRAZZZZYYY

Answer:

no solution

Step-by-step explanation:

Hello,

\(5(x-2)=5x-7\\<=> 5x-10=5x-7\\<=> -10=-7\)

and this is always false so there is no solution

When Kayla was instructed to rewrite the polynomial expression x2 + 6x + 9, she wrote \(x^2+2 x-3+3^2=(x+3)^2\).

Factor \($ x^2+6 x+9: \quad(x+3)^2$\)

\($$x^2+6 x+9$$\)

Rephrase in the manner of \($a^2+2 a b+b^2$\) :

\($9=3^2$\)

\($6 x=2 x \cdot 3$\\$=x^2+2 x \cdot 3+3^2$\)

Using the Perfect Square Formula : \($\quad a^2+2 a b+b^2=(a+b)^2$\)

\($$\begin{aligned}& x^2+2 x-3+3^2=(x+3)^2 \\& =(x+3)^2\end{aligned}$$\)

An expression that solely uses the operations of addition, subtraction, multiplication, and non-negative integer exponentiation of variables is said to be a polynomial. Variables, which are sometimes known as indeterminates, and coefficients make up a polynomial. x2 4x + 7 is an illustration of a polynomial of one uncertain x.

An expression with a single or a number of terms is referred to as a polynomial. The words "polynomial" and "nomial," which are two distinct phrases, are the origins of the term. Nominal is another word for many, while poly is another word for many. An algebraic expression with two or more algebraic terms is referred to as a polynomial.

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Answer:

271

9 percent (calculated percentage %) of what number equals 24.39? Answer: 271.

Step-by-step explanation:

Answer:

2.19 I think. Hopefully this helps. You first turn 9% into a decimal, which is 0.09. Then multiply by 24.39, which is 2.19. You can also use the friendly percentage, 10%.

I don't know if this is correct because I'm not too sure, but I hope this helps.

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\(8(2) - 2^4 \)

\((8×2) - ( 2 × 2 × 2 × 2 ) \)

\(16 - ( 4 × 4 ) \)

\(16 - 16 \)

0

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8(2) - 2⁴

The answer of this expression is 0.

Answer:

(X'U'Y) + (XUY')

Step-by-step explanation:

Starting with [Xn(X'nY)]', we can use De Morgan's laws to simplify the expression:

[Xn(X'nY)]' = (Xn)' + (X'nY)'

Recall that Xn represents the logical operator "and", while X' represents "not X". Using these definitions, we can expand the expression:

(Xn)' + (X'nY)' = (X'U'Y) + (XUY')

where U represents the logical operator "or".

Therefore, [Xn(X'nY)]' simplifies to (X'U'Y) + (XUY').