4x94help please I beg u

Answer:

$ 6.20 Cents

Step-by-step explanation:

17 - 5.50= 11.5

11.50 - 5.30= 6.2

Add A Zero at the end

You Get 6.20

Answer:

B.

Step-by-step explanation:

Answer: B

Step-by-step explanation:

The graph of the function y = 5|x - 4| is added as an attachment

From the question, we have the following parameters that can be used in our computation:

y = 5|x - 4|

The above function is an absolute value function that has been transformed as follows

Next, we plot the graph using a graphing tool by taking not of the above transformations rules

The graph of the function is added as an attachment

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The maximum possible number of parasites for the class containing the value 47 is equal to 50.

In a frequency distribution table, a class width can be defined as the difference between the upper (maximum) and lower (minimum) boundaries of any class in a data set. This ultimately implies that, all classes must all have the same width in a frequency distribution table or histogram.

Mathematically, the class width of a data set can be calculated by using this formula:

Class width = max - min

Where:

Based on the histogram above, the class width with a value of 47 is given by;

Class width = 45 to 50

Therefore, the maximum (upper) possible number is 50.

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Check the picture below.

so hmm we have a 6x6 square atop and a triangle with base of 6 and a height of "h", let's get "h".

\(\sin( 42^o )=\cfrac{\stackrel{opposite}{h}}{\underset{hypotenuse}{2}} \implies 2\sin(42^o)=h \implies 1.34\approx h \\\\[-0.35em] ~\dotfill\\\\ \stackrel{ \textit{\LARGE Areas} }{\stackrel{triangle}{\cfrac{1}{2}(\underset{b}{6})(\underset{h}{1.34})}~~ + ~~\stackrel{ square }{(6)(6)}} ~~ \approx ~~ 4.02+36~~ \approx ~~ \text{\LARGE 40.0}\)

6. x=100

7.x=75

8.x=30

10.x=112

11.x=58 y=58

Answer:

6) x = 70°

7) x = 75°

8) x = 30°

10) x = 112°

11) x = 58° , y = 58°

Step-by-step explanation:

6) two congruent sides means two congruent angles

   x + x + 40 = 180         2x = 140

7) two congruent sides means two congruent angles

   both base angles measure 75 degrees

8) isosceles triangle (has two equal sides)   75(2) + x = 180    150 + x = 180

10)  two congruent angles means two congruent sides

      44 + 2n = 180      2n = 136      n = 68

      angles n and x form a linear pair and equal 180

      180 - 68 = 112

11) isosceles triangle so ∡x = ∡y   64 + x + x = 180

   64 + 2x = 180      2x = 116        x = 58

Answer:

-2x^2+8x-9+4x+7x^2+2 = 5x²+12x-7

Step-by-step explanation:

Answer:

\(\displaystyle x\in \left(-\frac{40}{13},\frac{48}{13}\right)\)

Step-by-step explanation:

Inequalities with Absolute Value

We must recall the following rule:

\(\text{If }|M|<N,\ N>0\)

Then:

\(-N<M<N\)

We have the following inequality:

\(|13x-4|+12 < 56\)

Subtracting 12:

\(|13x-4|< 56-12\)

\(|13x-4|< 44\)

Applying the rule:

\(-44<13x-4<44\)

Adding 4:

\(-44+4<13x<44+4\)

Operating:

\(-40<13x<48\)

Dividing by 13:

\(\displaystyle -\frac{40}{13}<x<\frac{48}{13}\)

The solution expressed in interval form is:

\(\boxed{\displaystyle x\in \left(-\frac{40}{13},\frac{48}{13}\right)}\)

The ratio of the given 240 kg to 6 kg will be 40:1.

What is Ratio?

Comparing two amounts of the same units and determining the ratio tells us how much of one quantity is in the other. Two categories can be used to categorise ratios. Part to whole ratio is one, and part to part ratio is the other. The part-to-part ratio shows the relationship between two separate entities or groupings. Mathematicians use the term "ratio" to compare two or more numbers. It serves as a comparison tool to show how big or tiny an amount is in relation to another. Two quantities are compared using division in a ratio. In this case, the dividend is referred to as the "antecedent" and the divisor as the "consequent."

the ratio 240 kg to 6 kg.

It will be simple 240/6 :: 40 :1

Hence the ratio of the given data will be 40:1

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The answers are as follows:

a) X denotes the number of the california residents that have adequate earthquake insurance

b)  x = 1 ,2 ,3 ......

c) P( X=x ) = 0.3(1-0.3) ^ (x-1)

d)  P( X=1) +  P( X=2)  + P( X=3) +  P( X=4)

e) 0.49

f)0.42

g)0.33

It is a branch of mathematics that deals with the occurrence of a random event.

The complete question is

It has been estimated that only about 30% of California residents have adequate earthquake supplies. Suppose we are interested in the number of California residents we must survey until we find a resident who does not have adequate earthquake supplies. a. In words, define the random variable X. b. List the values that Xmay take on. c. Give the distribution of X.X~ _____(_____,_____) d. WhatistheprobabilitythatwemustsurveyjustoneortworesidentsuntilwefindaCaliforniaresidentwhodoes not have adequate earthquake supplies? e. What is the probability that we must survey at least three California residents until we find a California resident who does not have adequate earthquake supplies? f. HowmanyCaliforniaresidentsdoyouexpecttoneedtosurveyuntilyoufindaCaliforniaresidentwhodoesnot have adequate earthquake supplies? g. How many California residents do you expect to need to survey until you find a California resident who does have adequate earthquake supplies?

given that 30% of California residents have adequate earthquake supplies.

a) variable X denotes the number of the california residents that have adequate earthquake insurance

b) x = 1 ,2 ,3 ......

c) p=0.3

P( X=x ) = 0.3(1-0.3) ^ (x-1)

d) P( X=1) +  P( X=2)  + P( X=3) +  P( X=4)

= 0.3(1-0.3) ^ 0 + 0.3(1-0.3) ^1 + 0.3(1-0.3)^ 2 +...

e) P( X≥ 3) = 1- P(X<3)

= 1- (P(X=1) + (X=2))

= 1- 0.051

= 0.49.

f) E(X)= 1/P

p is the resident who does not have adequate earthquake supplies

p= 1-0.3

p = 0.7

E(X) = 1/0.7

= 0.42

g) E(X) =  1/q

= 1/0.3

= 3.333

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Answer: 4 + n >= 17

Step-by-step explanation:

Answer:

Step-by-step explanation:

If  x and y be real numbers satisfying 2/x=y/3=x/y, then any two of the equation are equated as shown;

2/x = y/3 ... 1 and;

y/3 = x/y... 2

From equation 1, 2y = 3x ... 3

and from equation 2; y² = 3x ... 4

Equating the left hand side of equation 3 and 4 since their right hand sides are equal, we will have;

2y = y²

2 = y

y = 2

Substituting y = 2 into equation 3 to get the value of x;

2y = 3x

2(2) = 3x

4 = 3x

x = 4/3

The value of x³ will be expressed as (4/3)³ = 4*4*4/3*3*3 = 64/27

The equation of the line passing through A and B is y = (4/5)x - (2/5).

A straight line's general equation is y = mx + c, where m is the gradient and y = c is the value at which the line intersects the y-axis. The y-axis intercept is denoted by the number c. A straight line with gradient m and intercept c on the y-axis has the equation y = mx + c.

The point-slope form of a linear equation can be used to find the equation of the line passing through points A and B:

y - y1 = m(x - x1) (x - x1)

where m denotes the slope of the line, (x1, y1) denotes the coordinates of point A or B, and (x, y) denotes the coordinates of any other point on the line.

To calculate the slope, we can use points A (3, 2) and B (8, 6).

m = (y2 - y1) / (x2 - x1) = (6 - 2) / (8 - 3)\s= 4 / 5

So the equation for the line connecting A and B is:

y - 2 = (4/5)(x - 3) (x - 3)

This equation can be simplified by multiplying both sides by 5:

5y - 10 = 4x - 12

Then we can rearrange it to form the slope-intercept equation, y = mx + b:

5y = 4x - 2

y = (4/5)x - (2/5)

As a result, the equation for the line connecting A and B is y = (4/5)x - (2/5).

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Answer:

∠A=166°

Step-by-step explanation:

∠A=∠B

7x+40=3x+112

4x=112-40

x=18

∠A=7x+40=166

\(50 + 0 \times 20 + 10 \\ 50 + 0 + 10 \\ = 60\)

Answer:

x=70

Step-by-step explanation:

when added together, verticle angles equal 180 degrees.

2x-10+x+20=180

3x-10+20=180

3x-30=180

3x=210

x=70

Answer:

14980

Step-by-step explanation:

    4 2 8
x
        3 5
-----------
  2  1  4 0        --->  428 x 5
1  2  8 4           --->  428 x 3 but since 3 is in the 10s place we shift by 1
---------------              to the left. You can think of that 1248 as 12480
1  4  9  8 0       --> add the two rows

Hope that helps. I tried my best to explain :)

Answer:

  4 2 8

×     3 5

+  2 1 4 0

+  1   2 8 4  

=  1   4 9 8 0

Step-by-step explanation:

The height that the Kite C can fly after the string on Kite C is tripled is 59.917 feet.

Given,

The length of the string on Kite C = 28 3/4 feet = 21.75 feet

The depth of the Kite C = -6 2/3 feet = -5.333 feet

The string on Kite C is tripled = 21.75 × 3 = 65.25 feet

We have to find the height of the Kite C can fly;

Here,

The first height that the Kite C can fly;

Length + depth = 21.75 + (- 5.333) = 16.417 feet

Now,

The height that the Kite C can fly after the string on Kite C is tripled;

Tripled length + depth = 65.25 + (-5.333) = 59.917 feet.

That is,

The height that the Kite C can fly after the string on Kite C is tripled is 59.917 feet.

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Answer:

601 in²

Step-by-step explanation:

To obtain the amount of wrapping needed to cover the cube shaped gift box, including the bow

Area of bow = 115 in²

Surface area of cube shaped box = 6a²

a = side length of cube = 9

Hence,

Surface area of gift box = 6 * 9²

Surface area = 6 * 81 = 486 in²

Total wrapping required = area of gift box + area of bow = (486 in² + 115 in²) = 601 in²

For given  regression model, the number 59.89 in the table tells us that for every food item which is sandwich there is a corresponding 59.89-unit increase in Calories.

In this question we have been given a summary of regression model.

We need to explain the meaning of the number 59.89 in the table.

For given regression model, to view the results of the model, we can use the summary() function in R programming.

In given summary consider the 'Coefficients' table.

The first row gives the estimates of the y-intercept, and the second row gives the regression coefficient of the model.

The 'Estimate' column is the estimated effect, also called the regression coefficient or r² value.

The number 59.89 in the table is coefficient for IsSandwich.

This number tells us that for every food item which is sandwich there is a corresponding 59.89-unit increase in Calories.

Therefore, the meaning of the number 59.89 in the table: for every food item which is sandwich there is a corresponding 59.89-unit increase in Calories.

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The complete question is as shown in the following image

y = 1/3x - 21 is the equation of the line in slope-intercept form.

What is a slope?

Slope is a measure of the steepness or incline of a line. It describes how much the dependent variable (usually y) changes for a given change in the independent variable (usually x).

The slope-intercept form of a linear equation is y = mx + b, where m is the slope and b is the y-intercept.

We are given that the slope is 1/3 and that the line passes through the point (3, -20). We can use the point-slope form of a linear equation to find the equation of the line:

y - y1 = m(x - x1)

where (x1, y1) is the point through which the line passes, and m is the slope. Plugging in the values we have:

y - (-20) = 1/3(x - 3)

Simplifying this equation:

y + 20 = 1/3x - 1

Subtracting 20 from both sides:

y = 1/3x - 21

This is the equation of the line in slope-intercept form.

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Answer:

3/2

Step-by-step explanation:

Simplify the following:

((4 + 1/5)×5)/14

((4 + 1/5)×5)/14 = ((4 + 1/5)×5)/14:

((4 + 1/5)×5)/14

Put 4 + 1/5 over the common denominator 5. 4 + 1/5 = (5×4)/5 + 1/5:

(((5×4)/5 + 1/5) 5)/14

5×4 = 20:

((20/5 + 1/5)×5)/14

20/5 + 1/5 = (20 + 1)/5:

(((20 + 1)/5)×5)/14

20 + 1 = 21:

(21/5×5)/14

21/5×5 = (21×5)/5:

((21×5)/5)/14

((21×5)/5)/14 = (21×5)/(5×14):

(21×5)/(5×14)

(21×5)/(5×14) = 5/5×21/14 = 21/14:

21/14

The gcd of 21 and 14 is 7, so 21/14 = (7×3)/(7×2) = 7/7×3/2 = 3/2:

Answer:  3/2

Answer:

%140 I think

Step-by-step explanation:

Double would be a %100 error

add %10 for every 100 after

Answer:52.4%

Step-by-step explanation:

Find the difference between the actual number and the estimated number. This difference is the part. Use it to write a part-to-whole ratio and then divide to find the percent error.

Step-by-step explanation:

4. ⅔ × ⅕ × 4

= 8/15

6. ⅙ × ⅝ ×2

= 5/24

9. ⅖ × 3/6 × 4

= ⅖× ½ × 4

=⅘

10. ½ × ¾ × 5

= 15/8

Step-by-step explanation:

\( \\ {\frak{1) \: \: \frac{2}{3} \times \frac{1}{5} \times 4}}\)

\( \\ {\frak{ = \frac{8}{15} }}\)

\( \\ { \frak{ = 0.533}}\)

\( \\ { \frak { \frak2) \: \: { \frac{1}{6} \times \frac{5}{8} \times 2 }}}\)

\( \\ { \frak{ = \frac{5}{24} }}\)

\( \\ { \frak{ = 0.20833}}\)

\( \\ \frak3) \: \: { \frac{2}{5} \times \frac{3}{6} \times 4 }\)

\( \\ { \frak{ = \frac{4}{5} }}\)

\( \\ { \frak{ = 0.8}}\)

\( \\ { \frak{4. \: \: \frac{1}{2} \times \frac{3}{4} \times 5}}\)

\( \\ {\frak{ = \frac{15}{8} }}\)

\( \\ {\frak{ = 1.875}}\)

Answer:

1-4×(-3)+8×(-3)

1-(-12)+(-24)

-13+(-24)

-37 or,-11

Answer:

30

Step-by-step explanation: