Type and equation for the following pattern

Answer:

  96%

Step-by-step explanation:

The fraction is converted to a percentage by multiplying it by 100%.

Lucy has ridden 24 of 25 miles.

  (24/25) × 100% = 96%

She has ridden 96% of the course so far.

Answer:

Because ABCD is a parallelogram, its opposite sides are equal. (matching angles of congruent triangles). DCB = 90o . Hence ABCD is rectangle, because it is a parallelogram with one right angle.

The z-score of 235.90, if a normal distribution of scores has a standard deviation of 182.56 and a mean of 265.95, is -0.165.

The mean of the set of data is equal to the sum of all the quantities in the data, and divide by the no of quantities.

Given:

The standard deviation, d = 182.56,

The mean, m = 265.95,

The observation value, X = 235.90

Calculate the z score by the following formula given below,

Z = (X - m) / d,

Here, Z is the Z score,

Z = 235.90 -  265.95 / 182.56

Z =  -0.165

Therefore, the z-score of 235.90, if a normal distribution of scores has a standard deviation of 182.56 and a mean of 265.95, is -0.165.

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The interval (-6, 7) on the number line is therefore the graph of the answer to the compound inequality 7x + 3< 52 and 3 - x <9.

A graph is a graphic depiction of a collection of ordered pairs that often depicts the connection between two variables in mathematics. A coordinate plane makes up the graph, usually with the horizontal axis denoting one variable and also the vertical axis denoting the other. Graphs can take on a variety of shapes based on the function or relationship they are representing. Line graphs, graphs, scatter graph, and pie charts are examples of common graph forms. Graphs are frequently used in algebra to depict equations, measures, and inequalities visually.

given

To plot the compound inequality's solution:

7x + 3 < 52 and 3 - x < 9

The two solution sets must first be intersected before we can determine the solution set for each inequality separately.

addressing the initial disparity

7x + 3 < 52

By taking 3 away from both edges, we arrive at:

7x < 49

When we multiply both parts by 7, we get:

x < 7

The following is the answer set for the first inequality:

(-∞, 7)

How to overcome the second disparity

3 - x < 9By taking 3 away from both edges, we arrive at:

-x < 6

When we reverse the inequality sign and divide both sides by -1, we get:

x > -6

For the second inequality, the following is the answer set:

(-6, ∞)

We must identify the values of x that meet both inequalities in order to determine the intersection of the two solution sets. This results in:

(-∞, 7) ∩ (-6, ∞) = (-6, 7) (-6, 7)

The interval (-6, 7) on the number line is therefore the graph of the answer to the compound inequality 7x + 3< 52 and 3 - x< 9.

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6 and 1/2 minus 5 and 3/4 mathematically is equivalent to 3/4 .

Given, 6 and 1/2 minus 5 and 3/4 .

Solve for:

1. First off, convert both of these mixed number fractions into improper fractions.

6 and 1/2 minus 5 and 3/4

= \(\frac{13}{2} - \frac{23}{4}\)

2. Find a common denominator

Multiply the numerator and denominator of the first fraction both by 2.

= \(\frac{13}{2} - \frac{23}{4}\)

=\(\frac{26}{4} - \frac{23}{4}\)

3. Subtract the fractions.

= \(\frac{26}{4} - \frac{23}{4}\)

= \(\frac{3}{4}\)

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Answer:I have the same quastion too

Step-by-step explanation:

All integer values of x in the interval [0, 7] are  0,1

What is an integer?

A full number, not a fraction, that can be positive, negative, or zero is called an integer (pronounced IN-tuh-jer). Integer examples include: -5, 1, 5, 8

An inequality in mathematics depicts the connection between two values in an algebraic statement that are not equal. One of the two variables on the two sides of the inequality may be greater than, greater than or equal to, less than, or less than or equal to another value, according to inequality signals.

−5x+3>-4

-5x > -4-3

-5x > -7

Divide by -5 on both sides

x< -7/-5

x< 7/5

x< 1.4

So, all integer values of x in the interval [0, 7] are  0,1

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The value of the equation f ( x ) is

f ( x ) = x³ + x² - 8x - 12

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

f ( x ) = ( x + 2 )²( x -3 )   be equation (1)

Now , on simplifying the equation , we get

f ( x ) = ( x + 2 )²( x -3 )

f ( x ) = ( x² + 4x + 4 ) ( x - 3 )

Now , multiplying each term with ( x - 3 ) , we get

f ( x ) = ( x - 3 ) x² + ( x - 3 ) 4x + ( x - 3 ) 4

f ( x ) = x³ - 3x² + 4x² - 12x + 4x - 12

On simplifying the equation ,we get

f ( x ) = x³ + x² - 8x - 12

Now , the value of the equation f ( x ) = x³ + x² - 8x - 12

On graphing the equation , we get

The graph of the equation f ( x ) = x³ + x² - 8x - 12 is shown below

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Step-by-step explanation:

since the y- axis stands for velocity (and the x-axus for time), speeding up means when the curve goes up (increasing velocity), and slowing down means when the curve goes down (decreasing velocity), all when reading the graph from left to right (small time values to larger time values).

(a)

speeding up

t in [0, 1)

or

0 <= t < 1

I would exclude t = 1, because at that point the slope is 0, there is no speeding up there.

slowing down

t in (1, 3)

or

1 < t < 3

the same argumentation for excluding 1 and 3, because there the slope of the curve turns 0 (just the turning point from one tendency to the other), and there is no speeding up or slowing down at these points.

(b)

speeding up

t in (1. 2)

or

1 < t < 2

slowing down

t in [0, 1) or in (2, infinity)

or

0 <= t < 1 || 2< t < infinity

we could use 3 instead of infinity, as this seems to be the last point of the drawn curve, but normally this kind of drawing tells me "infinity".

The total cost of the snow thrower on the installment plan is $1,641.60.

To find the total cost of the snow thrower on the installment plan, we will first calculate the down payment and then add the total monthly payments. Here's the step-by-step explanation:
1. Calculate the down payment:
Down payment = 20% of the original price
Down payment = 0.20 * $1,248
Down payment = $249.60
2. Calculate the total of the 12 monthly payments:
Total monthly payments = 12 * $116
Total monthly payments = $1,392
3. Calculate the total cost on the installment plan:
Total cost = Down payment + Total monthly payments
Total cost = $249.60 + $1,392
Total cost = $1,641.60
So, the total cost of the snow thrower on the installment plan is $1,641.60.

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The equation in slope - intercept form is y - y1 = m( x - x1 )

( x1 , y1) = ( 0 , 5 )

m = 0.5

y - 5 = 0.5 ( x - 0 )

y - 5 = 0.5 x

y - 0.5 x = 5

y = 0.5 x + 5n sl

Answer:

Please check the explanation.

Step-by-step explanation:

1)

From the graph, taking the two points

(3, -5)

(-3, 5)

The slope between (3, -5) and (-3, 5) will be:

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

\(m=\frac{5-\left(-5\right)}{-3-3}\)

\(m=-\frac{5}{3}\)

Therefore, the slope is:

\(m=-\frac{5}{3}\)

2)

1ST METHOD

We know that the y-intercept of the graph of the linear function can be determined by setting x=0 and solving for y

From the graph, it is clear that:

at x=0, y=0

Thus, the y-intercept is: (0, 0)

2ND METHOD

We know that the slope-intercept form of the line equation is

\(y=mx+b\)

where 'm' is the slope and 'b' is the y-intercept

substituting the point (3, -5) and m=-5/3 in the slope-intercept form

\(y=mx+b\)

\(-5=\frac{-5}{3}\left(3\right)+b\)

\(\frac{-5}{3}\left(3\right)+b=-5\)

\(-5+b=-5\)

\(b=0\)

Thus, the y-intercept is: (0, 0)

3)

We know that the slope-intercept form of the line equation is

\(y=mx+b\)

substituting m=-5/3 and b=0 to determine the equation line in the slope-intercept form

\(y=\frac{-5}{3}x+0\)

Therefore, the equation line in the slope-intercept form is:

\(y=\frac{-5}{3}x+0\)

where m=-5/3 and b=0

While this analysis provides a basic understanding of the stock's movement, it should not be regarded as a definitive forecast.

At 9 a.m., the price of stock A stood at $12.67. From that point onwards, the price of the stock has been experiencing a consistent increase of $0.06. This means that for every hour that passes, the price of stock A rises by $0.06.

If we were to track the price of stock A throughout the day, we would observe a gradual ascent in its value. By 10 a.m., the price would reach $12.73, then $12.79 by 11 a.m., and so on.

This pattern continues throughout the day, with the price increasing by $0.06 for each subsequent hour.

If we assume a linear growth pattern, we can calculate the price at any given time after 9 a.m. For instance, after one hour, at 10 a.m., the price would be $12.67 + $0.06 = $12.73. Similarly, after two hours, at 11 a.m., the price would be $12.67 + ($0.06 × 2) = $12.79.

This trend continues, with the price increasing by $0.06 for each hour elapsed. Therefore, at 12 p.m., three hours after the initial price, the price of Stock A would be $12.67 + ($0.06 × 3) = $12.8

It's important to note that this projection assumes a constant rate of increase. However, the actual stock market is subject to various factors that can influence price fluctuations, such as market demand, economic news, and company performance.

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The statement “For a set of decimals, the longest numeral will belong to the largest number” is false because it doesn't determine the value of a number.

In Mathematics and statistics, a numerical data can be defined as a data set that is primarily expressed in numbers only. This ultimately implies that, a numerical data refers to a data set consisting of numbers rather than words.

In Mathematics and statistics, a numeral simply refer to the symbol and numerical figure that is used for representing or denoting a numerical data (number).

For instance, by using the numerical data (numbers) 8 and 9;

8 is represented as VIII in Roman numerals while 9 is represented as IX in Roman numerals. However, the numeral VIII for 8 is longer than the numeral IX for 9, but IX for the number 9 is greater than VIII for the number 8.

In conclusion, we can logically deduce that the given statement is false.

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Complete Question:

Is the statement “For a set of decimals, the longest numeral will belong to the largest number” true or false?

Answer:

Domain = (-∞, ∞) Range = (-∞, ∞)

End Behavior: As X -> -∞, Y -> -∞ | As X -> ∞, Y -> ∞

Inflection Point: (2,0)

Step-by-step explanation:

The sequence that shows the numbers in order from least to greatest is D. 2.14 < 2.8 < 3.16227766017.

The sequence that shows the numbers in order from least to greatest is D. 2.14 < 2.8 < 3.16227766017.What is the meaning of the inequality symbols?The inequality symbols are mathematical symbols that are used to compare two values.

They indicate the relationship between two values that are not equal to each other. Here are the inequality symbols:

< (less than)≤ (less than or equal to)> (greater than)≥ (greater than or equal to)What is the meaning of the sequence?

A sequence is a set of numbers arranged in a particular order. The order of the numbers in a sequence can be from smallest to largest or largest to smallest.

The sequence D. 2.14 < 2.8 < 3.16227766017 is arranged from smallest to largest because the first number in the sequence, 2.14, is the smallest, and the last number in the sequence, 3.16227766017, is the largest.

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Answer:

\(\frac{35}{6}\)

Answer:

what we have to find or to prove.

Answer:

Step-by-step explanation:

Gloss content is same at the input and output.

Let 30% gloss is x gallons, then 15% gloss is (3.75 - x) gallons.

We have the following equation:

Amount of 15% gloss:

30% gloss is 1.25 gallons and 15% gloss is 2.5 gallons

A. True.

In a two-column proof, the left column consists of statements, which are the facts or assumptions that lead to the proof of the theorem, while the right column consists of the reasons or justifications that explain how each statement logically follows from the previous one. Therefore, the left column states your reasons is a true statement.

The answer to the student's question is True. In a two-column proof, the left column contains the statements (steps) and the right column contains the corresponding reasons (justifications).

The answer to the question, 'True or false? In a two-column proof, the left column states your reasons', is A. True.

A two-column proof is organized into two columns. The left column contains the 'Statements' and the right column contains the corresponding 'Reasons'. The 'Statements' are the steps that lead to the conclusion of the proof, while the 'Reasons' justify each of those steps according to rules or laws of mathematics.

For example, if we want to prove that the opposite angles of a parallelogram are equal. The left column (Statements) could contain the first step 'ABCD is a parallelogram' and the right column (Reasons) would give the explanation 'Given'. Therefore, in a two-column proof, the left column does represent statements, not reasons.

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Answer:

3 + 18g

Step-by-step explanation:

(1+6g)(3)=

Begin by distributing the 3 to each of the terms, I like to re-write it like this before distributing to make sure I remember to multiply all the terms inside the parenthesis.

(3)(1+6g)

3 + 18g

Since we are just simplifying the problem and not solving it, you won't have a number for your answer. It's usually a smaller equation with at least one variable :)

Answer: H=8

Step-by-step explanation:

Because if H times H equals A, and A is 56 you have to divide 7 by 56 and then you get 8 for the variable H.

The rear windshield wiper of a car rotated 120 degrees, as shown in the figure. The area cleared by the wiper blade is approximately 205.875 square inches.

The problem states that a car’s rear windshield wiper rotates 120 degrees, as shown in the figure. Our aim is to find the area cleared by the wiper.

The wiper's arm is represented by a line segment and has a length of 14 inches.

The wiper's blade is perpendicular to the arm and has a length of 25 inches.

Angular degree measure indicates how far around a central point an object has traveled, relative to a complete circle. A full circle is 360 degrees, and 120 degrees is a third of that.

As a result, the area cleared by the wiper blade is the sector of a circle with radius 25 inches and central angle 120 degrees.

The formula for calculating the area of a sector of a circle is: A = (θ/360)πr², where A is the area of the sector, θ is the central angle of the sector, π is the mathematical constant pi (3.14), and r is the radius of the circle.

In this situation, the sector's central angle θ is 120 degrees, the radius r is 25 inches, and π is a constant of 3.14.A = (120/360) x 3.14 x 25²= 0.33 x 3.14 x 625= 205.875 square inches, rounded to the nearest thousandth.

Therefore, the area cleared by the wiper blade is approximately 205.875 square inches.

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Answer:

The scale factor is 3/2.

Step-by-step explanation:

Let's use the side PQ.

The original length was 8 units.

And the new length is 12 units.

Let the scale factor be k. Therefore:

\(8k=12\)

By dividing both sides by 8, we can see that our scale factor from ΔPQR to ΔP'Q'R' is:

\(\displaystyle k=\frac{12}{8}=\frac{3}{2}\)

Answer:

she now has 36 inches of ribbon

Step-by-step explanation:

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Answer:

36 inches of ribbon

Step-by-step explanation:

5x4=20 20+16=36

Next step

Answer: 12.5%

The relationship in this problem is not proportional, as there are different ratios between the number of people and the number of cars washed.

A proportional relationship is a relationship in which a constant ratio between the output variable and the input variable is present.

The equation that defines the proportional relationship is a linear function with slope k and intercept zero given as follows:

y = kx.

The slope k is the constant of proportionality, representing the increase or decrease in the output variable y when the constant variable x is increased by one.

The ratios between the output and the inputs are given as follows:

Different ratios, hence the relationship is not proportional.

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There exists a value of c in the interval (-1, 3) for which dy/dx = 0.

To apply Rolle's Theorem to the function \(y = x^3 - 3x^2 - x\) on the interval [-1, 3], we need to check two conditions:

Continuity: The function\(y = x^3 - 3x^2 - x\)  is a polynomial function, which is continuous on the interval [-1, 3].

Differentiability: The function\(y = x^3 - 3x^2 - x\)  is also differentiable on the open interval (-1, 3).

To check differentiability on the closed interval [-1, 3], we need to verify differentiability at the endpoints.

First, let's find the derivative of the function\(y = x^3 - 3x^2 - x:\)

\(dy/dx = 3x^2 - 6x - 1\)

Next, we'll evaluate the derivative at the endpoints of the interval [-1, 3]:

At x = -1:

\(dy/dx = 3(-1)^2 - 6(-1) - 1 = 3 + 6 - 1 = 8\)

At x = 3:

\(dy/dx = 3(3)^2 - 6(3) - 1 = 27 - 18 - 1 = 8\)

The derivative is equal to 8 at both endpoints, which means the function is differentiable at x = -1 and x = 3.

Since the function satisfies the conditions of continuity and differentiability on the interval [-1, 3].

Rolle's Theorem guarantees the existence of at least one value c in the open interval (-1, 3) such that the derivative is equal to zero.

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Answer:

the answer is 27

i did this by doing 6 x 2 which is 12 so i then did 16 - 12 which is 4 then i add the 2 in it which is 42 i then did 6 x 7 which is 42 and thats 0

this is my statement and i did this on paper and got this right!

Answer:

27

Step-by-step explanation:

See photo below