Use a fraction or mixed number to represent the time on a number line. Let 0 represent noon. 12:15 P. M

Given:

Here x represents the number of pizzas and y represents the number of sandwiches.

Buy 3 pizas:

Substitute x=3 in the given expression, and solve for y.

Thus, you can buy 10 sandwiches if you buy 3 pizza.

Assume you buy 6 pizzas.

Substitute x=6 in the given expression.

Thus, you can buy 4 sandwiches if you buy 6 pizzas.

You can use scatter plots to present bivariate data. The data can be used to create coordinate pairs.

The relationship between the two variables in a bivariate data set is graphically represented by a scatter plot. Consider them to be the graphic depiction of two data sets that have been combined by allocating each axis in the plot to a distinct variable.

Due to the presence of two variables, this type of data is known as bivariate data. Only 1 variable may be displayed on a line plot. You can use scatter plots to present bivariate data. The data can be used to create coordinate pairs.

The standard deviation of each variable and the covariance between them must first be determined in order to calculate the Pearson correlation. Covariance is subtracted from the product of the standard deviations of the two variables to get the correlation coefficient.

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Answer:

area=36.5

Step-by-step explanation:

8×4=32

8-5=3 for the base of the triangle

7-4=3 for the height of the triangle

3×3=9

9÷2=4.5

4.5+32=36.5

area=36.5

Answer:

$12000

Step-by-step explanation:

Using the given formula :

I = P × R × T

I = 40000 × 15/100 × 2

I = $12000

Answer:

6 x 25 = 150-40=110

Step-by-step explanation:

It's right I promise you

Answer:

wheres the equation

Step-by-step explanation:

Answer:

Arithmetic= 98.3, ECT/ -12, ECT.

Geometric=1.75, ECT/ -1, ECT

Neither= 1,ECT

Step-by-step explanation:

Answer:

1) ZYU

2) ZY

3)TX

Step-by-step explanation:

U look at one segment and see whats the opposite almost like a reflection (make sure u double check the first one)

Answer:

plane ZYU

line ZY

line TX

Step-by-step explanation:

Answer:

946 miles

Step-by-step explanation:

\(\frac{301}{7} = \frac{x}{22} \\301(22)=7x\\6622=7x\\x=\frac{6622}{7} \\x=946\)

Answer:

mean

Step-by-step explanation:

Answer:

a  19  

b 798 dollars

Step-by-step explanation:

a you just plug in a random nuber in

b all you have to do is plug 6 for x

900-17(6)=798

The minimum size of the sample required to ensure that the estimate has an error of at most 0.14 at the 98% level of the confidence interval is 791.

The standard deviation is given as (σ) = 1.69.

The mean number of dresses given (μ) = 7.6.

Margin of error given (M.E.) = 0.14.

Confidence level given = 98%.

Z-Score corresponding to 98% confidence interval (Z) = 2.33.

We are asked to find the minimum size of the sample required to ensure that the estimate has an error of at most 0.14 at the 98% level of the confidence interval.

We assume the size of the sample to be n.

By the formula of Margin of Error:

M.E. = Z*(σ/√n).

Substituting the values, we get:

0.14 = 2.33*(1.69/√n),

or, √n = 2.33*1.69/0.14 = 28.126429,

or, n = 791.096 ≈ 791 (As sample size needs to be a whole number).

Thus, the minimum size of the sample required to ensure that the estimate has an error of at most 0.14 at the 98% level of the confidence interval is 791.

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Answer:

The quotient is 10x +16

The remainder is 48x^2 + 2x -42 .

Step-by-step explanation:

The height of the kite assuming that there is no slack in the string is 86.6 m.

We have given that,

the string of a kite is 100 meters long and it makes an angle of 60°.

and we have to find the height of the kite.

So therefore we know the formula for right angled triangle,

i.e. sinθ = Opposite side/ Hypotenuse

Here θ = 60°

Opposite side = height of the kite = h (say)

Hypotenuse = length of string = 100 m

⇒ sin60° = \(\frac{h}{100}\)

           h = 100sin60°

              = 100 × \(\frac{\sqrt{3} }{2}\)

              = 50 × 1.732

           h = 86.6 m

Hence the height of the kite is 86.6 m.

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Answer:

The two triangles are similar by SAS postulate of similarity ⇒ A

Step-by-step explanation:

Let us revise the cases of similarity

In the given figure

∵ There are 2 triangles

∵ The ratio between 2 corresponding sides in the Δs is \(\frac{28}{40}\)

∵  \(\frac{28}{40}\) = 0.7

∵ The ratio between the other 2 corresponding sides in the Δs is \(\frac{42}{60}\)

∵  \(\frac{42}{60}\) = 0.7

→ That means 2 sets of corresponding sides have an equal ratio

∴ The 2 sets of corresponding sides are proportional

→ By using the parallel sides

∵ There are two parallel sides

∴ The angles between the sides 28, 42, and the sides 40, 60 equal

   because they are corresponding angles

∴ The included angles are equal in measures

→ By using case 4 above

∴ The two triangles are similar by SAS postulate of similarity

Answer:

7/6 or 1 1/6

Step-by-step explanation:

Here's how you add them!

5 /6  + 2/6  

Step 1

Since our denominators match, we can add the numerators.

5 + 2 = 7

Answer:

7 /6

Step 2

Now, do we need to simplify this fraction?

First, we attempt to divide it by 2...

Nope. Try the next prime number, 3...

Nope. Try the next prime number, 5...

Nope. Try the next prime number, 7...

No good. 7 is larger than 6. So we're done reducing.

Congratulations! Here's your final answer to 5/6 + 2/6

Answer:

\(\frac{5}{18}\)

Step-by-step explanation:

To calculate the amount of acres planted in strawberries, all you need to do is  simple multiplication.

\(\frac{5}{6}\) × \(\frac{1}{3}\)

multiply the numerators by each other

\(5\) × \(1\) \(= 5\)

the numerator of the new fraction is 5

multiply the denominators by each other

\(6\) × \(3=18\)

the new denominator is 18

the new fraction is \(\frac{5}{18}\)

The Ratio fractions decimal percent is as follows:

17% as a decimal = 0.17

17% as a fraction = 17/100

17% as a ratio = 17:100

3/4 as a decimal = 0.75

3/4 as a fraction = 3/4

3/4 as a ratio = 3:4

To convert 17% to a decimal, we move the decimal point two places to the left, which gives us 0.17.

To convert 3/4 to a decimal, we divide 3 by 4, which gives us 0.75.

To convert 0.17 to a fraction, we write it as 17/100 and simplify by dividing both the numerator and denominator by the greatest common factor, which is 17 in this case. Therefore, 0.17 as a simplified fraction is 17/100.

To convert 0.75 to a fraction, we write it as 75/100 and simplify by dividing both the numerator and denominator by the greatest common factor, which is 25 in this case. Therefore, 0.75 as a simplified fraction is 3/4.

To convert 17% to a ratio, we write it as 17:100.

Therefore:

17% as a decimal = 0.17

17% as a fraction = 17/100

17% as a ratio = 17:100

3/4 as a decimal = 0.75

3/4 as a fraction = 3/4

3/4 as a ratio = 3:4

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Expressions A, B, and F are equivalent to (a²-16(a+4)).

Equivalent is a term that means equal in value, measure, force, effect, or significance. It can be used to describe two or more things that are of the same value or having the same characteristics. For example, a 1:1 ratio is said to be equivalent because it has the same value on both sides. Equivalent can also mean having the same or similar effect, such as two different treatments for a disease that have the same outcome.

The expressions A, B, and F are equivalent to (a²-16(a+4)). Expression A is equal to a² - 16a - 64. This expression can be rewritten as a³ - 64, which is equal to A. Expression B is equal to (a - 4)³. This expression can be rewritten as a³ - 64, which is equal to A. Expression F is equal to [(a)²-(4^2)](a+4). This expression can be rewritten as (a² - 16)(a+4), which is equal to A. Therefore, expressions A, B, and F are equivalent to (a²-16(a+4)).

Expression C is equal to (a+4)³, which is not equivalent to (a²-16(a+4)). Expression D is equal to (a+4)²(a-4), which is not equivalent to (a²-16(a+4)). Expression E is equal to (a-4)²(a+4), which is not equivalent to (a²-16(a+4)). Expression G is equal to(a-4)(a+4)(a+4), which is not equivalent to (a²-16(a+4)). Therefore, expressions C, D, E, and G are not equivalent to (a²-16(a+4)).

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3/7 produces a rational number when it is multiplied by 1/3.

A number that can be represented as the quotient p/q of two integers such that q ≠ 0 is called a rational number.

An irrational number is a type of real number which cannot be represented as a simple fraction.

The product of any rational number and any irrational number is always a irrational number.

According to the given question

We have,

1/3 a rational number.

Some numbers , π,  2.236067978, 3/7, √12

Since, π is an irrational number as it is not recurring and not terminating, so its behavior is not known .

And we know that, when we multiply a rational number with a irrational number we get a irrational number.

Therefore, π × \(\frac{1}{3}\) = irrational number.

Similarly,

2.236067978.... is a irrational number because it is not terminating and not recurring. And its behavior in not known.

Therefore,   2.236067978 × \(\frac{1}{3}\) = irrational number

3/7 is a rational number

So, \(\frac{3}{7}\) × \(\frac{1}{3}\) = \(\frac{1}{7}\) is a rational number.

√12 is a irrational number.

So, √12 × \(\frac{1}{3}\) = irrational number

Hence, 3/7 produces a rational number when it is multiplied by 1/3.

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Answer:

68257

Step-by-step explanation:

Answer:

1943 is the difference between these two numbers

The payback period is longer than Project B. Hence, even if the total cash inflows are the same for both projects, the timing of the cash flows is different. This difference in cash flow timing leads to different project evaluations.

For Project A: Initial Investment: $875,000, Sale of old equipment: $30,000, Incremental Revenues: $380,000, Incremental Cash Costs: $175,000, Major overhaul at the end of 3 years: $80,000, Initial working capital: $60,000

Equipment life: 6 years, Salvage value at the end of 6 years: $0

For Project B: Initial Investment: $875,000

Equipment life: 6 years: Salvage value at the end of 6 years: $90,000, Revenues: Year 1: $150,000

Year 2: $250,000

Year 3 to 6: $450,000, Cash costs: Year 1: $125,000, Year 2: $175,000, Year 3 to 6: $210,000, Hurdle rate: 8%

The requested analysis has to be done using Net Present Value (NPV), Profitability Index (PI), Payback Period (PBP), and Internal Rate of Return (IRR) calculations.

Formula view for each of the measures is given below: Net Present Value (NPV) calculation: Negative cash flows have to be entered with a negative sign and positive cash flows with a positive sign.

We have to use the NPV formula as given below: NPV = PV of cash inflows - PV of cash outflows

where, PV = Present Value of Cash Flow, i = The time period, n = The total number of time periods, r = Discount rate (hurdle rate)

Profitability Index (PI) calculation: Profitability Index is the ratio of present value of cash inflows to the present value of cash outflows.

The formula for PI is as follows: Profitability Index = PV of Cash Inflows / PV of Cash Outflows

Payback Period (PBP) calculation: Payback Period is the time period required to recover the initial investment. The formula for Payback Period is as follows: Payback Period = Initial Investment / Annual Cash Inflows

Internal Rate of Return (IRR) calculation: IRR is the discount rate at which the present value of cash inflows equals the present value of cash outflows. The IRR formula is as follows: NPV = 0 = PV of cash inflows - PV of cash outflows

Summing up the above-mentioned formulas, the calculations for Project A and Project B are shown below:

Calculations for Project A: Calculations for Project B:

Evaluation and brief explanation of relative benefits:

For Project A: Net Present Value (NPV)

= $34,328.70 > 0

Profitability Index (PI) = 1.039 > 1,

Payback Period (PBP) = 3.87 years < 6 years

Internal Rate of Return (IRR) = 13.03% > 8%

For Project B: Net Present Value (NPV)

= $191,738.43 > 0

Profitability Index (PI) = 1.22 > 1

Payback Period (PBP) = 2.84 years

< 6 years

Internal Rate of Return (IRR) = 18.28%

> 8%

The NPV and PI are positive for both projects, which means that they are expected to be profitable.

However, the payback period is less than the life of the project only for Project B. Also, the IRR is higher than the hurdle rate for both projects, but it is higher for Project B.

Hence, Project B is more preferable than Project A.

Project A and Project B are not identical because of their different cash flow patterns.

Project A has higher cash outflows in the initial years, which reduces the NPV and PI.

Also, the payback period is longer than Project B. Hence, even if the total cash inflows are the same for both projects, the timing of the cash flows is different. This difference in cash flow timing leads to different project evaluations.

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Trigonometry is an important branch of mathematics that deals with the relationships between the sides and angles of triangles. It has many real-world applications in fields such as physics, engineering, and architecture. In this answer, I will provide a brief overview of some key concepts in trigonometry that are typically covered in a high school junior-level course.

One of the most important concepts in trigonometry is the unit circle. This is a circle with a radius of 1 unit that is centered at the origin of a coordinate plane. The unit circle is used to define the six trigonometric functions: sine, cosine, tangent, cosecant, secant, and cotangent.

To understand the trigonometric functions, we must first define some key terms. The hypotenuse of a right triangle is the side opposite the right angle. The opposite side is the side opposite the angle of interest, and the adjacent side is the side that is adjacent to both the angle of interest and the right angle.

Using the unit circle, we can define the sine and cosine of an angle as the y- and x-coordinates of the point on the unit circle that corresponds to the angle. The tangent of an angle is the ratio of the opposite side to the adjacent side. The cosecant, secant, and cotangent functions are simply the reciprocals of the sine, cosine, and tangent functions, respectively.

Trigonometric functions can be used to solve problems involving right triangles, such as finding missing side lengths or angles. They can also be used to model periodic phenomena, such as waves or oscillations.

In summary, trigonometry is a fascinating and useful branch of mathematics that has many applications in the real world. By understanding the key concepts of the unit circle and the trigonometric functions, students can develop a deeper appreciation for the beauty and utility of mathematics.

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The x and y-intercepts of the line equation 6x - 2y = -18 are ( -3,0 ) and ( 0,9 ) respectively.

Given the equation of line;

To find the x-intercept, substitute in 0 for y in the equation and solve for x.

6x - 2y = -18

6x - 2(0) = -18

6x - 0 = -18

6x = -18

Divide both sides by 6

6x/6 = -18/6

x = -18/6

x = -3

Hence, x-intercept is ( -3,0 ).

To find the y-intercept, substitute in 0 for x in the equation and solve for y.

6x - 2y = -18

6(0) - 2y = -18

0 - 2y = -18

-2y = -18

Divide both sided by -2

y = -18 / -2

y = 9

The y-intercept is ( 0,9 ).

Therefore, option D is the correct answer.

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Answer:

can u mark me as brainliest pls pls pls pls pls pls pls pls pls pls pls

Step-by-step explanation:

HAVE A GREAT DAY!!!

Answer:

a and f because they are in the negative-negative quad

Failure to include some units, or entire portions, of the defined survey population in the actual operational sample frame represents: a noncoverage error.

One of the components of coverage error that results from a flawed sample frame that excludes a certain percentage of the population is noncoverage.

Sampling errors need to be controlled and reduced to a level at which their presence does not defeat or obliterate the usefulness of the final sample results.

The difference between the observed values of a variable and the long-run average of the observed values in repetitions of the measurement is the sampling error.

Noncoverage, another word for these frames, inadequate coverage is also known as undercoverage.

Sampling errors can be decreased by increasing the sample size.

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David takes a car to get to the airport in time for his trip. 210 miles distance is the airport from his house in miles.

Given that,

David takes a car to get to the airport in time for his trip. He travels 35 miles in the first hour but understands that if he keeps going at this rate, he will be one hour late. For the final 15 miles to the airport, he speeds up by 15 mph and gets there 30 minutes early.

We have to find how far is the airport from his house in miles.

Distance traveled after 1 hour

Let us take the distance traveled after first 1 hour as y

Distance/speed = time

After 1 hour his speed = (35 + 15) = 50 mph

Total time count of 1 hour and 30 mins is 1.5 hr

y/50 + 1.5 = y/35

Multiply through by350

7y + 525 = 10y

3y = 525

y = 525/3

y = 175 miles

In the first 1 hour, at 35 mph, distance covered = 35 miles

Distance from his home to airport = 175 miles + 35 miles = 210 miles

Therefore, the distance between David's home and the airport is 210 miles.

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Kirk will drive 15 kilometer east  to get back to his home

The problem will be solved using basic addition operator and subtraction

Let the given information be represented as follows

he drives 15 kilometers west = 15 W

45 kilometers east = 45 E

75 kilometers west = 75 W

Kirk will drive East to get home = ?

since the distances are all in the horizontal direction we add up the west directions and subtract the east direction

15 W + 75 W = 45 E + ?

90 W = 45 E + ?

? = 90 - 45

? = 45 E

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