Complete the statement about the model.
The model shows that there are 8 groups of
in 3.

Step-by-step explanation:

always remember : the sum of all angles in a triangle is 180°.

so, one angle is 90° (it is a right triangle).

the second angle is 48°.

therefore,

180 = 90 + 48 + third angle

third angle = 180 - 90 - 48 = 42°

so, C is correct.

Both equations are equivalent, which means that the two plants always have the same height.

We know that the height in inches for Kylie's plant is represented by the

equation y = 12x, where x is the time in months.

And the height of Glen's plant is represented by the equation 2y = 24x

Notice that if we take the second equation and we divide both sides by 2, we will get:

2y = 24x

2y/2 = 24x/2

y = 12x

This is the same equation than the one that represents the height of Kylie's plant.

Then the two plantes have the same height always.

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The decimal 8. 33 written as a fraction is 8 3/10

A fraction can be defined as the part of a whole number, variable, element,

The several types of fractions are;

Examples of mixed fractions: 2 4/5, 7 1/2

Examples of simple fractions: 1/3, 1/4

Examples of improper fractions: 6/4, 7/5

Example of proper fractions: 2/3, 4/5

From the information given, we have that;

8.33

This is represented as;

8 3/10

Hence. the value is 8 3/10

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The volume of the solid obtained by rotating the region bounded by y = x^2, y = 0 and x = 1, about the y-axis is π/2.

We have to determine the volume of the solid obtained by rotating the region bounded by y = x^2, y = 0 and x = 1, about the y-axis.

We will rotate the region near the y-axis using the disc method. Consequently, the curve's equation should be expressed in terms of y.

y = x^2

Taking square root on both side, we get

x = √y

We can write it as

x = y^{1/2}

The volume integral formula is

V = [tex]\pi\int_{a}^{b}R(x)^2dx[/tex]

The values of a and b are taken from the y-axis since the equation for the curve we need is expressed in terms of y.

Using the curve's equation, if x = 0, y = 0, and if x = 1, y = 1, respectively.

Thus, a = 0 and b = 1 are the values.

Now, we may use definite integral to express the volume.

V = [tex]\pi\int_{0}^{1}\left[y^{1/2}\right]^2dx[/tex]

Now simplify

V = [tex]\pi\int_{0}^{1}ydx[/tex]

Now integrating

V = [tex]\pi\left[\frac{y^2}{2}\right]_{0}^{1}[/tex]

V = [tex]\pi\left[\frac{(1)^2}{2}-\frac{(0)^2}{2}\right][/tex]

V = [tex]\pi\left[\frac{1}{2}-0}\right][/tex]

V = π/2

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Answer: +8

Step-by-step explanation:

yes, it is going to be a positive product, since two negative signs multiply to give a positive sign.

⇒(4)(-0.5)(8)(-2/4)

⇒+8 ..Answer

hope that helps...

The 67th term of the arithmetic sequence -17,-23,-29 is -413.

What is the arithmetic sequence?

An arithmetic sequence is a sequence of numbers such that the difference between any two consecutive terms is always the same. This difference is called the common difference, and it can be represented by the variable d.

Given the sequence -17,-23,-29, we can see that the common difference is d = -23 - (-17) = -6

The nth term of an arithmetic sequence can be found using the formula:

a_n = a_1 + (n-1)d

where a_1 is the first term of the sequence, n is the term number and d is a common difference.

For the 67th term, a_1 = -17, n = 67 and d = -6

So the 67th term is:

a_67 = -17 + (67-1) * -6 = -17 + 66 * -6 = -17 - 396 = -413

Hence, the 67th term of the arithmetic sequence -17,-23,-29 is -413.

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Answer: -413

Step-by-step explanation:

The probability that the number of first graders who have liked the hot dog is 15

In math the term probability is defined as a number that reflects the chance or likelihood that a particular event will occur

Here we have know that in a survey of 50 first graders, and then 30% said their favorite food is hot dog.

Here we have to find the probability that the number of first graders who have liked the hot dog

As we know that the number of first graders is 50.

And here we also know that 30% of them are liked the hot dog.

Then it can be calculated as,

=> 50 x 30%

=> 50 x 30/100

=> 15.

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The graph of f(t) crosses the y-axis at t = 0, which represents the initial temperature of the ice cream (81°C below room temperature).

The graph of f(t) crosses the y-axis at y=81, which represents the initial temperature of the ice cream, 81°C below room temperature. This is the starting point of the graph, and all subsequent points on the graph represent the temperature of the ice cream as time progresses. As time passes, the temperature of the ice cream decreases, and the graph of f(t) illustrates this change.

The y-intercept of a graph measures the initial value of the function. In this case, the initial temperature of the ice cream is 81°C below room temperature. As the time passes, the temperature of the ice cream decreases at a rate of 0.83°C per minute. This rate of decrease is represented by the slope of the graph, which is 0.83.

The point where the graph of f(t) crosses the y-axis illustrates the initial temperature of the ice cream, and all subsequent points on the graph represent the temperature of the ice cream as time progresses. This is a helpful visual representation of the rate at which the temperature of the ice cream is decreasing. The graph of f(t) is a useful tool for understanding how the temperature of the ice cream changes over time.

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-1

Slope describes the rise over run for a graph.

Slope Formula

Slope is the change in y over the change in x. To find the slope of any line from two points we can use the slope formula. The slope formula is [tex]\displaystyle\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]. We can plug the points we are given into this formula.

This equals [tex]\frac{3}{-3}[/tex] which is simply -1. The slope of the line is -1.

Counting the Change

The formula above just represents the changes in the y-values divided by the changes in the x-values. So, we can count that the y-values increase by 3. Then, the x-values decrease by 3. This creates the slope [tex]\frac{3}{-3}[/tex] (remember that increases are positive and decreases are negative). Once again this gives the slope of -1.

Answer:

(2/5)

Step-by-step explanation:

(-2/5) = -(2/5)

|-(2/5)| = (2/5)

Answer:

1250g

Step-by-step explanation:

1.25 kg × 1000 = 1250g

a) Distance of Slide mountain in the Catskills is 6.2 miles

b) Distance of Gertrude's nose in the Shawangunk's = 6.65 miles

To find a distance on a map, you need to use a ruler or a measuring device such as a pair of compasses. Firstly, place the ruler on the two points you want to measure the distance between. If you are using a pair of compasses, adjust the legs so that the two points are inside the circle created by the compasses. Then, read the distance on the ruler or across the arc of the compasses.

If the distance is relatively short, you can also use the map scale located at the side or bottom of the map. To use the scale, line up the starting point with the scale and then measure the length of the line on the scale. This will give you the distance between the two points.

Finally, if the map has a grid system, you can count the number of squares between the two points and then refer to the grid scale to calculate the distance.

By using one of the methods described above, you should be able to easily measure distances on a map.

a) 2.325 inches * 4 miles/1.5 inches = 6.2 miles

b) 3.8 inches * 3.5 miles/2 inches = 6.65 miles

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Students who successfully complete a study skills workshop will raise their grade point average by 0.2 points is best described as a hypothesis.

A hypothesis is a proposed explanation or prediction about a phenomenon, based on limited information or data. It is a tentative statement about the relationship between variables that can be tested through further investigation or experimentation.

In scientific research, a hypothesis provides a framework for designing and conducting experiments to gather evidence to support or reject the hypothesis. It acts as a starting point for scientific inquiry and helps guide the research process.

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Using the subtraction operation, the new long-life tire with 3/8 inches depth is deeper than the more typical 7/32 inches by 5/32 inches.

Subtraction operations involve the minuend, the subtrahend, and the result called the difference.

It is one of the four basic mathematical operations, including addition, multiplication, and division.

The depth of the new long-life tire = 3/8 inches

The depth of the old tire = 7/32 inches

The difference = 5/32 inches (3/8 - 7/32)

Thus, the depth difference between the new long-life tire and the typical tire is 5/8 inches.

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Answer:

the percentage increase is 27.4%

Step-by-step explanation:

To find the percentage increase, we can use the formula:

(New cost - Old cost) / Old cost x 100% = Percentage increase

(79 - 62) / 62 x 100% = 27.41%

The percentage increase is 27.41%. Rounded to the nearest tenth of a percent, the percentage increase is 27.4%

Difference of $62 and $79 is 24.1%

62 - 79/((62 + 79)/2) = 17/70.5 =

0.24113475177305 x 100 = 24.113475177305%

Gary would need 15.2 oz. of glue and 7.6 oz. of glitter to make 4 bottles.

The correct option is D.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

Given in the table,

Bottles   Glue   Glitter

1              3.8       1.9

Therefore

1 bottle = 3.8 oz. of glue + 1.9 oz. of glitter

Now,

Multiply 4 on both sides.

4 bottle = 4 x (3.8 oz. of glue + 1.9 oz. of glitter)

4 bottle = 15.2 oz. of glue + 7.6 oz. of glitter

Hence, 15.2 oz. of glue and 7.6 oz. of glitter is needed to make 4 bottles.

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Answer:

sold 23 Tickets and 8 General Admission Tickets

Step-by-step explanation:

y = General Admission tickets

x = tickets

4x + 6y = 170

x + y = 31

Use the Substitution method:

4x + 6(31 - x) = 170

4x + 186 - 6x = 170

4x - 6x = -16

-2x = -16

x = 8

y = 31 - 8 = 23

Answer: - 8c - 25

Step-by-step explanation:

Remove any grouping symbol such as brackets and parentheses by multiplying factors.Use the exponent rule to remove grouping if the terms are containing exponents.Combine the like terms by addition or subtraction.Combine the constants.

The average rate of change for the given function from x = −1 to x = 2 is -4/3

The average rate of change of a function over an interval is a measure of how much the output of the function (y-value) changes as the input (x-value) changes over that interval. This is also the slope of the function or line.

average rate of change = (y2-y1)/(x2-x1)

From the graph, x1 = -1, y1 = 4 and x2 = 2, y2 = 0

average rate of change = (0-4)/(2-(-1)) = -4/3

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The correct answer is 5/2. The median trapezoid is the line segment that bisects the area of the trapezoid and has its end points on the 2 bases of the trapezoid.

The median length is √( (3/2)^2 + (4/2)^2 ) = √(9/4 + 16/4) = √(25/4) = 5/2. So, the length of the median of the trapezoid is 5/2.

Since the diagonals of a median trapezoid bisect each other, the median of the trapezoid is the line segment that connects the midpoints of the diagonals. To find the median length, we can use the distance formula, which is the square root of the sum of the squares of the differences in the x-coordinates and y-coordinates of the 2 points. In this case, the median length is the square root of the sum of the squares of 1/2 length of the diagonals.

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The length of the median of the trapezoid will be 5/2 units.

Given that the median trapezoid is the line segment that divides the trapezoid's area and has its ends on its two bases,

The median length will be:

√( (3/2)^2 + (4/2)^2 )

= √(9/4 + 16/4)

= √(25/4)

= 5/ units

So, the length of the median of the trapezoid is 5/2.

The median of a median trapezoid is the line segment that links the midpoints of the diagonals since the diagonals of a median trapezoid bisect one another. We may use the distance formula, which is the square root of the sum of the squares of the differences in the x-coordinates and y-coordinates of the two points, to get the length of the median. The median length in this instance is equal to the square root of the sum of the squares of the diagonals' half-lengths.

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The perimeter of the square piece of paper is 40 cm .The perimeter of the rectangular piece of paper is 50 cm and the length of the rectangular piece of paper is 15 cm.

A. The perimeter of the square piece of paper is 40 cm.
This is calculated by multiplying the length of each side of the square by 4.

Length of each side = 10cm
Perimeter of square = 4 x 10 cm = 40 cm

B. The perimeter of the rectangular piece of paper is 50 cm.
This is calculated by multiplying the length and width of the rectangle by 2.

Length = 15 cm
Width = 15 cm
Perimeter of rectangle = 2 x (15 + 15) cm = 2 x 30 cm = 50 cm

C. The length of the rectangular piece of paper is 15 cm.
This is given in the question.

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In order to replace the value in the explicit expression for h, one must evaluate a function h(x) for a particular value of the independent variable x.  h(-3)=30, h(0)=0, h(4)=-40

h(x)=-10x

Let's determine the values below:

h(0)= -10 * (0) = 0 and h(4)= -10 * (4) = -40, respectively.

h(-3)=30, h(0)=0, h(4)=-40.

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Answer:

0.2

Step-by-step explanation:

1. distribute 8 to 1 and 5

2. Now its 8+40x

3. Divide on both sides

4. 40x/40 cancels out

5.  8/40=0.2

4.0 mL of marcaine will be needed to draw up to equal the 1%.

Marcaine is a brand name for the medication bupivacaine, which is a local anesthetic used to numb a specific area of the body during a surgical or medical procedure.

To determine the amount of marcaine that is needed to be drawn up to equal the 1% lidocaine, we can use the following formula:

(Concentration of Lidocaine) / (Concentration of Marcaine) = (Volume of Lidocaine) / (Volume of Marcaine)

In this case, we know that the concentration of lidocaine is 1% and the concentration of marcaine is 0.25%. So we can plug these values into the formula:

1 / 0.25 = (Volume of Lidocaine) / (Volume of Marcaine)

To solve for the volume of marcaine, we can multiply both sides of the equation by the volume of lidocaine:

(Volume of Lidocaine) / (Volume of Marcaine) = 4

Therefore, 4.0 mL of marcaine will be needed to draw up to equal the 1%.

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If D > 0 and not an excellent square, then the roots of the quadratic equation are real, unequal and irrational.

What is Quadratic Equation ?

Quadratic equation can be defined as equation in which it is in the form of ax^2+bx+c = 0 .

Nature of Roots depending upon Discriminant

in step with the value of discriminant, we shall discuss the subsequent cases about the character of roots.

Case 1: D = 0

If the discriminant is same to 0 (b2 – 4ac = zero), a, b, c are real numbers, a≠0, then the roots of the quadratic equation ax2 + bx + c = zero, are real and equal. In this case, the roots are x = -b/2a. The graph of the equation touches the X axis at a single point.

Case 2: D > 0

If the discriminant is greater than zero (b2 – 4ac > 0), a, b, c are actual numbers, a≠0, then the roots of the quadratic equation ax2 + bx + c = 0, are actual and unequal. The graph of the equation touches the X-axis at two unique points.

Case 3: D < 0

If the discriminant is less than 0 (b2 – 4ac < 0), a, b, c are real numbers, a≠0, then the roots of the quadratic equation ax2 + bx + c = 0, are imaginary and unequal. The roots exist in conjugate pairs. The graph of the equation does not touch the X-axis.

Case 4: D > zero and perfect square

If D > zero and an excellent square, then the roots of the quadratic equation are actual, unequal and rational.

Case five: D > 0 and now not an excellent square

If D > 0 and not an excellent square, then the roots of the quadratic equation are real, unequal and irrational.

Therefore, If D > 0 and not an excellent square, then the roots of the quadratic equation are real, unequal and irrational.

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Answer:

15

Step-by-step explanation:

Given the expression:
[tex]\displaystyle{\left(15^{\frac{1}{5}}\right)^5}[/tex]

We can apply the law of exponent of:

[tex]\displaystyle{\left(a^m\right)^n = a^{mn}}[/tex]

Therefore, we will have:

[tex]\displaystyle{\left(15^{\frac{1}{5}}\right)^5 = 15^{\frac{5}{5}}}\\\\\displaystyle{\left(15^{\frac{1}{5}}\right)^5 = 15^{1}}\\\\\displaystyle{\left(15^{\frac{1}{5}}\right)^5 = 15}[/tex]

Hence, the value of expression is 15.

The number for an empty cell would be 20 so any number below this benefit South Korea and above this benefit the United States. This also makes it impossible for trade between these two countries.

If a country can manufacture a significant number of goods with the same resources as another country, it has an absolute advantage. If a country can manufacture a certain commodity more cheaply and with higher quality than another country, it has a comparative advantage.

In the given scenario, 1000÷10=100 autos are sacrificed by the United States to manufacture one airplane which is the opportunity cost. In comparison to the United States, South Korea requires twice (2000÷1000) as long to construct an airplane.

a) The number of hours for South Korea to produce one auto would be 2×10=20. Because of this, South Korea would benefit from any number below 20, while the US would benefit from any number above 20.

b) The empty cell value would be 20 for South Korea to have the same opportunity cost as the United States. So mutually beneficial trade cannot exist without comparative advantage.

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