423 x 764 to one significant number

He missed 2.

90% of 10 is 9. So he makes 9 shots and misses 1 for every 10 free throws.

So just double that number (1 shot missed) and so you get 2 missed shots

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Answer:

The coordinates of the new triangle would be (2,2), (-1,0) and (-2,4)

Answer:

-14

Step-by-step explanation:

The absolute value of -14 is + 14.  If prefaced with a " - " sign, |-14| comes out as -14:

-|-14) = -14

The graph of the data set is in the image at the end, and it can be modeled by the quadratic:

y = 2*(x + 1)² - 3

Here we have the table:

x            y

-2,         -1

-1,          -3

0,           -1

1,             2

2,            7

The graph of it can be seen in the image at the end, there we can see that this seems to be a quadratic function

At the graph we also can see that (-1, -3) is te vertex, then if the leading coefficient is a, we can write the quadratic equation as:

y = a*(x + 1)² - 3

And we know that the equation passes throug (0, -1), replacing that we will get.

-1 = a*(0 + 1)² - 3

-1 = a - 3

-1 + 3 = a

2 = a

The function is:

y = 2*(x + 1)² - 3

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The use of a "thumbs-up" gesture to symbolize the statement "good luck" is a common practice in many cultures. This gesture is typically used to express approval or agreement, but it can also be used to convey positive wishes, such as wishing someone good luck before an exam or a job interview.

It is believed that this gesture originated in ancient Rome, where it was used as a sign of approval in the gladiatorial arena. Today, the thumbs-up gesture has become a universal symbol of positivity and encouragement. So, if you want to wish someone good luck, a thumbs-up gesture is a great way to do it!

The use of a "thumbs-up" gesture to symbolize the statement "good luck" involves the following steps:

1. Extend your arm: To perform the thumbs-up gesture, first extend your arm in the direction of the person you want to wish good luck.
2. Make a fist: Close your fingers into a fist, with your thumb pointing upwards.
3. Show your thumb: Ensure that the thumb is clearly visible and pointing upwards. This represents the "thumbs-up" gesture.
4. Make eye contact: Look at the person you're wishing good luck to, so they know the gesture is directed at them.

By performing the thumbs-up gesture, you're using a universally recognized symbol to convey your positive sentiment and wish someone good luck in their endeavors.

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The answer of the given multiplication is, 30.935.

What is multiplication?

A mathematical formula that specifies the objects to be multiplied, known as a factor, produces a product. For instance, the product of x and is cdot, while the product of x and is 30.

Consider, the product

          1  1.  5

   x     2.  6  9

__________________

           1  0  3  5

+         6  9  0  0

+      2  3  0  0  0

____________________

       3  0  9  3  5

There is one after after decimal point in 11.5, and there are two digits after decimal point in 2.69

So, there are total three digits after decimal point.

Therefore, we place the decimal after 0.

Hence, the multiplication of given numbers is, 30.935

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To illustrate the budget constraints, let's consider the two proposals for a representative individual and the original budget constraint with no policy.

Proposal 1: Income Guarantee of $3000 per year ($15 per day)

In this proposal, the individual receives an income guarantee of $3000 per year, which is equivalent to $15 per day. We can plot the budget constraint with leisure on the x-axis and income on the y-axis.

The slope of the budget constraint represents the wage rate, which is $5 per hour. Assuming an individual works an average of 200 days per year, the maximum income can be calculated as follows:

Max Income = Wage Rate * Hours per Day * Days per Year

          = $5/hour * 8 hours/day * 200 days/year

          = $8000

Therefore, the budget constraint with the income guarantee of $3000 per year would be a straight line passing through the point (0, $3000) and (160, $5000) since $5000 is the income level when all days are worked (200 days * $25 per day).

Proposal 2: Original Budget Constraint with No Policy

In this proposal, we consider the original budget constraint with no policy. Assuming the wage rate is $5 per hour and the individual works an average of 200 days per year, the maximum income is still $8000. The budget constraint without any policy would also be a straight line passing through the point (0, $0) and (160, $8000).

To illustrate both proposals and the original budget constraint on the same graph, we can plot the budget constraints as straight lines with leisure on the x-axis and income on the y-axis. The budget constraints would intersect at different points representing the different policies.

Note: Without specific information about the leisure-income trade-off or any additional policies, it is difficult to provide precise coordinates for the intersection points or the slopes of the budget constraints. The graph provided is a general representation to illustrate the concepts.

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Answer: 6 and 7

Step-by-step explanation:

\(36 < 37 < 49\\\\\implies \sqrt{36} < \sqrt{37} < \sqrt{49}\\\\\therefore 6 < \sqrt{37} < 7\)

Option (d)- No, because the events are not independent. Hence we can not conclude that because (0.26)(0.15) = 0.039 about 4% of the labor force are college-educated labors or operators.

We have given that government data show that 26% of the civilian labor force has at least 4 years of college and that 15% of the labor force works as laborers or operators of machine or vehicle.

So here,

event A = 26% of civilian labor force hast at least 4 years of college

event B = 15% of the labor force works as laborers or operators of machines or vehicles

Therefore it is observe that both the events are not independent.

Hence we cannot conclude that because (0.26)(0.15) = 0.039 about 4% of the labor force are college-educated laborers or operators.

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The AAS Triangle Congruence Theorem states that if two angles and the side between them of one triangle are equal to two angles and the side between them of another triangle, then the two triangles are congruent.

The AAS Triangle Congruence Theorem states that if two angles and the side between them of one triangle are equal to the two angles and the side between them of another triangle, then the two triangles are congruent. This theorem is an important tool in geometry that can be used to determine if two triangles are congruent and to find missing side lengths or angles. This theorem is based on the idea that if two sides and the included angle of one triangle are equal to the two sides and the included angle of another triangle, then the two triangles must be congruent. This is because the third side of the triangle, and the remaining angles must also be equal in order for the triangles to be congruent. Therefore, the AAS Triangle Congruence Theorem can be used to determine if two triangles are congruent, and to find missing side lengths or angles.

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The probability is 7/72 that each of the final three rolls is at least as large as the roll preceding it.

Let \(N_{i}\) represent the number appearing on die when die is rolled ith time,

i=1,2,3,4

Given that \(N_{1}\)≤\(N_{2}\)≤\(N_{3}\)≤\(N_{4}\)

Each time when a die is rolled, six options are there.

Let we have four equal sets

{1,2,3,4,5,6}, now we have to select four numbers such that, exactly one number is selected from each set

Case 1: All four are same

Number of ways:⁶C₁ =6

Case 2: Three are same but one is different

Number of ways: ⁶C₁ ⁵C₁ =30

Case 3: Two are same of one kind and two are same of second kind

Number of ways: \(\frac{1}{2}\) ⁶C₁ ⁵C₁=15

Case 4: Two are same and two are different

Number of ways: ⁶C₁ ⁵C₂=60

Case 5: All four are different

Number of ways: ⁶C₄=15

Required probability:

=\(\frac{6+30+5+60+15}{6*6*6*6}\)

=\(\frac{126}{36*36}\)

=\(\frac{72}{7}\)

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Answer:

30

Step-by-step explanation:

if you take 3+6+9+12 you get 30

Answer:

C

Step-by-step explanation:

Pie charts are effective in conveying percentages and are commonly used in data analysis and presentations.

The true statement about pie charts is that they are effective in showing percentages. Pie charts are a common data visualization tool used to represent proportions or percentages of a whole.

The chart is divided into slices, with each slice representing a specific category or data point. The size of each slice is proportional to the percentage it represents within the whole.

This visual representation makes it easier for viewers to understand the distribution and relative proportions of different categories or variables. Pie charts are therefore frequently used in data analysis and presentations because they are good at communicating percentages.

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Answer:

7

Step-by-step explanation:

7 divided by 8 multiplied by 8 would be 7

Answer:

Step-by-step explanation:

Triangles EFG and FGH are similar.

x/15 = 36/39

x/15 = 12/13

x = 15*12/13 = 180/13 ≈ 13.8 units

The required measure of x is given as 5.8 in the given triangle.

The triangle is a geometric shape that includes 3 sides and the sum of the interior angle should not be greater than 180°.

Similar triangles are triangle that has a relationship as of some scale factor.

here,
From the figure,
From triangle GHF and triangle EGF
x / 15 = 15 / 39
x = 225 / 39
x = 5.8

Thus, the required measure of x is given as 5.8 in the given triangle.

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The area of the triangle that is formed by connecting the three points is 6 square units.

The area of ​​a triangle is defined as the sum of the space occupied by the three sides of the triangle in a two-dimensional plane. The basic formula for the area of ​​a triangle is half the product of the base and the height, i.e. A = 1/2× b× h. This formula works for all types of triangles, whether scalene, isosceles, or equilateral.

According to the Question:

Since BC is parallel to X-axis, ordinate of point B is 1.

AB is parallel to Y-axis, so its abscissa is 1.

The point B is (1, 1).

Length of AB is difference of co-ordinates since it is parallel to Y-axis

= 4 - 1 = 3 units

Length of BC is difference of abscissa since it is parallel to X-axis

= 5 - 1 = 4 units

Area of ΔABC is 1/2×AB×BC

                        = 1/2×3×4sq.units

                        = 6sq.units.

Complete Question:

What is the area of the triangle that is formed by connecting the three points?

A:10 square units

B:20 square units

C:40 square units

D:80 square units

E : 6 Square units.

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The total expenses of Mrs Terry is given as $3160

We have to form the equation as

2632 = 2500 + 20%(x - 2500)

We have to use the multiplicative distributive law here

Such that we would have

2632 = 2500 + 0.2x - 500

We have to rearrange the terms

2632 - 2500 + 500 = 0.2x

632 = 0.2x

Next we have to divide through by 0.2

632 / 0.2 = x

3160 = x

Hence the total expenses of Mrs Terry is given as $3160

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The area of the triangle by the given points i.e. P(1,1,1) , Q(-2,-7,-1) and R(-7,-1,4) is √4773/2. The area of the triangle is \(\frac{1}{2}\)  |PQ × PR|.

From the points that is  given in the question with the adjacent sides,

P(1,1,1) , Q(-2,-7,-1) and R(-7,-1,4)

Area of the triangle = \(\frac{1}{2}\)  |PQ × PR|

then, from the above points,

PQ = <-3,-8,-2>

and PR = <-8,-2,3>

now, The matrices can be written as,

PQ × PR = \(\left[\begin{array}{ccc}i&j&k\\-3&-8&-2\\-8&-2&3\end{array}\right]\)  

by calculating the above matrices we get,

= -28i + 25j - 58k

| PQ × PR | = \(\sqrt{28^{2} + 25^{2} + 58^{2}\)

=√4773

However, the Area of the triangle = √4773 / 2

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The question is-

Find the area of the triangle determined by the points P(1,1,1) , Q(-2,-7,-1) and R(-7,-1,4).

\(\Huge \textsf{Answer:\fbox{25 pizzas and 80 sodas sold.}}}\)

\(\Huge \textsf{Step-by-step explanation}\)

\(\LARGE \bold{\textsf{Step 1: Assign Variables}}\)

\(\textsf{Let's assign a variable for the number of pizzas sold, we will call it \textit{"p."}}\\\textsf{And we will assign the variable\textit{"s"} for the number of sodas sold.}\)

\(\LARGE \bold{\textsf{Step 2: Write equations based on the given information}}\)

\(\large \bold{ \textsf{From the problem, we know that:}}\)

\(\bullet \textsf{The school made \$260 from seeling 4 pizzas and 2 sodas.}\\\\\bullet \textsf{The number of sodas sold was five more than three times the number of pizzas sold.}\)

\(\large \bold{ \textsf{We can use this information to write two equations:}}\)

\(\text{Equation 1} : 4p + 2s = 260 \text{(since each pizza costs \$4 and each soda costs \$2)}\)

\(\text{Equation 2} : s = 3p + 5 \text{(The number of sodas sold was 3 times the number of}\\\text{pizzas sold plus 5)}\)

\(\LARGE \bold{\textsf{Step 3: Solve the system of equations}}\)

\(\large \textsf{To solve the system of equations, we can substitute Equation 2 into Equation}\\\textsf{1 for \textit{"p"}:}\)

\(\bullet \textsf{4\textit{p} + 2\textit{s} = 260}\\\\\bullet \textsf{4\textit{p} + 2(3\textit{p} + 5) = 260}\)

\(\large \textsf{Simplifying this expression gives us:}\)

\(\textsf{10\textit{p} + 10 = 260}\)

\(\large \textsf{Subtracting 10 from both sides:}\)

\(\textsf{10\textit{p} = 250}\)

\(\large \textsf{Dividing both sides by 10}\)

\(\textsf{\textit{p} = 25}\)

\(\large \textsf{Now that we know the number of pizzas sold, we can use Equation 2 to find}\\\textsf{the number of sodas sold:}\)

\(\bullet \textsf{\textit{s} = 3\textit{p} + 5}\\\\\bullet \textsf{\textit{s} = 3(25) + 5}\\\\\bullet \textsf{\textit{s} = 75 + 5}\\\\\bullet \textsf{\textit{s} = 80}\)

\(\large \textsf{So, 25 pizzas and 80 sodas were sold.}\)

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

The correct option is A, {y | y > -4}.

A character that appears slightly below or above the typical line type is referred to as a subscript or superscript, respectively. Usually, it is less substantial than the rest of the text. Superscripts are above the baseline, while subscripts at below it.

A function's range is the set of all values that the function accepts, and its domain is the set of all values for which the function is defined.

(In elementary school, you probably referred to the range as the solution set and the domain as the replacement set. These might have alternatively been referred to as the function's input and output.)

The domain of f(x) = \(\frac{3}{4} ^{x}\) - 4, . If only real numbers make up the function's domain, the range is given by:

Range: y | y > -4

To understand why, consider the fact that when x gets closer to negative infinity, the value o f\(\frac{3}{4} ^{x}\) becomes closer to 0, and f(x) gets closer to -4. In the same way as f(x) approaches -4 from above, when x approaches positive infinity, the value o f\(\frac{3}{4} ^{x}\) also approaches 0 but considerably more slowly. Hence, all y-values bigger than -4 fall within the range of f(x).

Thus, the right answer is (A) y | y > -4.

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Answer:

(x + 1)² = 4(y + 10)

Step-by-step explanation:

Equation of parabola:

(x - h)² = 4a(y - k)

with vertex(h, k) and focus (h, k + a)

vertex(h, k) = (-1, -10)

⇒h = -1 and k = -10

focus (h, k + a) = (-1, -9)

⇒ k + a = -9

⇒ -10 + a = -9

⇒ a = 10 - 9

⇒ a = 1

Equation of parabola:

(x - h)² = 4a(y - k):

(x - (-1))² = 4(1)(y - (-1))

= (x + 1)² = 4(y + 10)

Option B) George's arrival changes the mood because he complains that Beneatha is giving them a lecture on their African past

In Act 2 of A Raisin in the Sun, George Murchison's arrival changes the mood of the scene as he complains that Beneatha is giving them a lecture on their African past. George's comments create tension and conflict among the characters, particularly with Beneatha, who is exploring her African heritage. His attitude towards Beneatha's interest in her roots is dismissive and condescending, which generates discomfort and disagreement among the characters. George's arrival highlights the cultural differences between him and the Younger family and demonstrates the generational and ideological divides within the African American community. Thus, his presence is a catalyst for revealing deeper tensions and conflicts within the play.

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Complete question:

How does the arrival of George Murchison change the mood of the scene?

A) George's arrival changes the mood because he doesn't take part in the dance

B) George's arrival changes the mood because he complains that Beneatha is giving them a lecture on their African past

C) George's arrival changes the mood because he was rich, and they didn't like that a rich white person was in their house

D) George's arrival changes the mood because he had a gun

For Tracy to use completing the square to solve a quadratic equation,

Completing the square is a method of solving quadratic equations in which the equation is converted into a perfect square binomial.

For Tracy to use completing the square to solve a quadratic equation,

An example includes

x² + 2x + 1 = 0

To complete the square, we add half the square of the coefficient of x to both sides of the equation.

x² + 2x - 5 + (2/2)² = 0 + (2/2)²

x² + 2x - 5 + 1² = 0 + 1²

x² + 2x + 1² - 5 = 1

(x + 1)² - 5 = 1 (since x² + 2x + 1 = (x + 1)

We now add 5 from both sides. We have

(x + 1)² - 5 + 5 = 1 + 5

(x + 1)² + 0 = 6

(x + 1)² = 6

Taking square root of both sides, we have

x + 1 = ±√6

Subtracting 1 from both sides, we have

x = - 1 ± √6

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Given an arithmetic sequence like the one in the question with "a" being the 1st term and "d" being the common difference, the equation to find the nth term of the sequence can be written thus;

In the question, we've also been asked to find the 24th term of the sequence.

To do that, we need to substitute the values of the variables a, n and d into the above equation.

From the sequence -4, -9, -14, -19, the 1st term(a) is -4, the common difference is -5 and n = 24.

Let's substitute and find the 24th term of the sequence;

Therefore, the 24th term of the sequence is -119.

Answer:

The possible graph is "A". A further explanation is given below.

Step-by-step explanation:

The given values are:

Dominick spends on running

= 0.70 hours

He spends on swimming

= 1.5 hours

This week,

Dominick spends more than six hours.

If,

Number of runs be "x".

Number of swimming be "y".

then,

⇒ \(0.75x+1.5y>6\)

⇒ \(75x+150y>600\)

⇒ \(x+2y>8\)

Therefore, \(x+2y=8\)

x = 0

y = 4

So the above is the correct answer.

Answer:

-24

Step-by-step explanation:

Solo You just need Make an ecuation

Answer:

3 with a remainder of 12

Step-by-step explanation:

Answer:

No you cannot

Step-by-step explanation:

Triangle side length rule says the sum of any two sides must be greater than the remaining side

7 + 8   is NOT greater than 18 ....you cannot draw a triangle with these side lengths

No, we cannot form a triangle using side lengths 7, 8, and 18 units.

The Triangle Inequality Theorem can be used to determine if a triangle can be built with sides that are 7, 8, and 18 units long. The lengths of any two sides of a triangle with side lengths a, b, and c must add up to more than the length of the third side, according to the theorem.

Let's determine if this criterion is satisfied for the specified side lengths:

7 + 8 = 15

7 + 18 = 25

8 + 18 = 26

In this instance, the length of the third side (18) is greater than the total of the two shorter side lengths (7 and 8). This means that a triangle cannot be built using side lengths of 7, 8, and 18 units, according to the Triangle Inequality Theorem.

As a result, with side lengths of 7, 8, and 18 units, a triangle cannot be built according to the Triangle Inequality Theorem.

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