I need helppppppp. whats 1/5x30

Answer:

3:4

Step-by-step explanation:

Given :

Original price , P .

Discount given , 35 % .

To Find :

The final discounted price of the object .

Solution :

Let final price is x .

Now , x = p - (35% of p) .

\(x=p-\dfrac{35}{100}p\\\\x=0.65p\)

Therefore , final price of the object is 0.65p ,

Hence , this is the required solution .

Answer:

9)  17 miles/hr

10)  7.14 miles

Step-by-step explanation:

See the attached worksheet.  Note the use of conversion factors.  In question 9 we want to convert minutes to hours.  We know there are 60 minutes/hr.  So we can set up a conversion factor in one of 2 ways:  (60 minutes/1 hr) or (1 hr/60 minutes).  Both are valid, and both are = 1, since the numerator and denominator are both equivalent.  This means we can invert a conversion factor and it is still = 1.  Since conversion facots are equal to 1, we can multiply them times anything, and the result is numerically the same (anything times 1 = anything) and only the units have changed.  For question 9, we want to convert miles/min to miles/hr.  I'll choose the conversion factor (60 min/1 hr), mostly because I like multiplication over division.  Note how the units cancel in the attachment, resulting in 17 miles/hr.  One may also use the factor (1hr/60min), but then a division is required.  Perfectly fine, but not my preferred route.

The same approach is used to answer question 10.  Again, note how he units cancel, leaving a number wth just the units desired,

Answer:

Describe how anthropology challenges more commonly held notions of progress

Step-by-step explanation:

From the proof below, the reason why ΔMKO ≅ ΔMLO is; SAS Congruency Postulate

From the triangle construction, we can see that;

MN bisects ∠KML

Thus;

∠KMO ≅ ∠LMO

Similarly, since KM, ML and KL were drawn with length AB, then it means that; KM ≅ ML ≅ KL

Similarly, MO ≅ MO by reflexive property of congruence

Thus, we conclude that ΔMKO ≅ ΔMLO by SAS Congruency Postulate

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Answer:

Part 67) x > -2x>−2 and x < 3x<3

Part 68) x\leq -1x≤−1 or x\geq 1x≥1

Step-by-step explanation:

Part 67) we know that

The solution of the number line is the interval -------> (-2,3)

All real numbers greater than -2 and less than 3

so

The compound inequality could be

x > -2x>−2 and x < 3x<3

"And” indicates that, both statements must be true at the same time

Part 68) we know that

The solution of the number line is the interval (-∞,-1] ∪ [1,∞)

All real numbers less than or equal to -1 or all real numbers greater than or equal to 1

The compound inequality could be

x\leq -1x≤−1 or x\geq 1x≥1

"Or” indicates that, as long as either statement is true, the entire compound sentence is true

Answer:

it's 3/10

Step-by-step explanation:

you would have to multiply all of those fraction so:

3/4 x 4/5 x 1/2=  3/10

i am so so sorry if i am wrong

The p-value for testing H0 (null hypothesis) versus Ha (alternative hypothesis) is 0.0038. We need to determine whether H0 would be rejected at different significance levels: α = 0.10, α = 0.05, α = 0.01, and α = 0.001.

To make the decision, we compare the p-value with the chosen significance level. If the p-value is less than or equal to the significance level, we reject H0. Otherwise, we fail to reject H0.

At α = 0.10: Since the p-value (0.0038) is less than 0.10, we reject H0.

At α = 0.05: Since the p-value (0.0038) is less than 0.05, we reject H0.

At α = 0.01: Since the p-value (0.0038) is greater than 0.01, we fail to reject H0.

At α = 0.001: Since the p-value (0.0038) is greater than 0.001, we fail to reject H0.

In summary:

H0 would be rejected at α = 0.10 and α = 0.05.

H0 would not be rejected at α = 0.01 and α = 0.001.

Please note that the decision to reject or fail to reject the null hypothesis depends on the chosen significance level, and different levels of significance can lead to different conclusions.

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The throw of the dice or the drawing of a card is known as random behavior.

Random behavior refers to events that occur by chance, without any predictability or pattern. These events cannot be influenced or controlled, and their outcomes are determined by the laws of probability. In games such as dice and card games, the outcomes are determined by random variables, such as the position of the dice or the shuffle of the deck.

Random behavior can also occur in other contexts, such as weather patterns or the stock market, where events are subject to unpredictable fluctuations. Understanding random behavior is important in many fields, including mathematics, statistics, and economics, as it can help us make informed decisions based on the probability of different outcomes.

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The smallest value within the class is the lower class limit, and the largest value within the class is the upper class limit.

A class limit is a set of boundary values in the form of a range that describes the lowest and highest data values that a class can contain. The lower class limit refers to the smallest data value in a class, whereas the upper class limit refers to the largest data value in a class. The width of a class is determined by the difference between the upper and lower class limits. Here are a few examples to give you a better understanding of how this works:

Class:              5-9 5 9

Lower Limit:    10-14 10 14

Upper Limit:    15-19 15 19

This shows class limits for three different classes.

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In the study conducted by John Darley and Bibb Latané, the number of people present in the room with the participant served as an independent variable, as it was manipulated by the researchers to observe its effects on helping behavior.

Specifically, the researchers examined how the presence of other people in the room would affect whether or not the participant would choose to help in a given situation. By changing the number of people present in the room, the researchers were able to measure the effects of diffusion of responsibility on helping behavior.

Diffusion of responsibility is a phenomenon in which individuals are less likely to help a victim when they are in the presence of other people, as they assume that someone else will take responsibility. Therefore, the number of people present in the room was an important variable in the study, as it allowed the researchers to measure how the presence of others affected helping behavior.

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The mood of the categorical syllogism in example 2 is AIO.

In your example, we have the following premises and conclusion:

1. Major Premise: No dogmatists are scholars who encourage free thinking.
2. Minor Premise: Some theologians are scholars who encourage free thinking.
3. Conclusion: Some theologians are not dogmatists.

The major premise in example 2 is an A proposition (All S are not P). The minor premise in example 2 is an I proposition (Some S are P). The conclusion in example 2 is an O proposition (Some S are not P).

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Answer:

50505

Step-by-step explanation:

this is the answer you can use calculator

Answer:

Step-by-step explanation:

the first one is the right one

To find the volume of a solid, we need to know its shape and dimensions. If the solid is composed of prisms, pyramids, and cones that are right, we can use the appropriate formulas to calculate their volumes. Once we have the volumes of each individual shape, we can add them together to find the total volume of the solid.

It's important to note that when rounding the answer to two decimal places, we should look at the third decimal place and round up if it is 5 or higher. For example, if the calculated volume is 12.345, rounding to two decimal places would give us 12.35.

In summary, to find the volume of a solid composed of right prisms, pyramids, and cones, we use the appropriate formulas for each shape and add the volumes together. We then round the final answer to two decimal places, rounding up if necessary.  

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Answer:

27 out of 90; 9 out of 30

The basis of Monte Carlo simulation is experimentation on probabilistic elements by means of random sampling, option B.

The basis of Monte Carlo simulation is random sampling. Monte Carlo simulation is a computational technique that involves using random sampling to model and simulate complex systems or processes with probabilistic elements.

In Monte Carlo simulation, random sampling is used to generate a large number of possible outcomes or scenarios based on probabilistic inputs and assumptions. These random samples are then used to estimate or analyze the behavior and performance of the system being modeled. By simulating a large number of random samples, Monte Carlo simulation provides statistical information and insights into the range of possible outcomes, their probabilities, and their potential impact.

Random sampling is a fundamental component of Monte Carlo simulation as it allows for the exploration and evaluation of different probabilistic elements within the system being analyzed. By repeatedly sampling from the probabilistic distributions, Monte Carlo simulation can provide valuable insights, such as estimating probabilities, assessing risk, optimizing decision-making, and understanding the overall behavior of the system under uncertainty.

So, the correct option is B. random sampling.

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Answer:

\(Slope:\frac{3}{2}\\y-intercept:2\)

Step-by-step explanation:

Answer:12

Step-by-step explanation: becuase 180m divided by 2 = 12

Each of the two angles = 45
=> They add up to 90.

Because 3 angles in a triangle add up to 180, the third angle is equal to 180 - 90 = 90 degrees.

Answer:

x∈( -5; +∞)

Step-by-step explanation:

\(x > - 5\)

\(x∈( - 5;+ ∞)\)

The maximum Number of  scholars in each row is 12. This means that the  scholars can be arranged in rows with an equal number of  scholars, and each row can have a  outside of 12  scholars.

To find the maximum number of  scholars in each row, we need to determine the  topmost common divisor( GCD) of the total number of  scholars in each section. The GCD represents the largest number that divides all the given  figures unevenly.  

Given that there are 24, 36, and 60  scholars in the three sections, we can calculate the GCD as follows    Step 1 List the  high factors of each number  24 =  23 * 31  36 =  22 * 32  60 =  22 * 31 * 51    

Step 2 Identify the common  high factors among the three  figures  Common  high factors 22 * 31    Step 3 Multiply the common  high factors to find the GCD  GCD =  22 * 31 =  4 * 3 =  12  

 thus, the maximum number of  scholars in each row is 12. This means that the  scholars can be arranged in rows with an equal number of  scholars, and each row can have a  outside of 12  scholars.

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The correct option is B) Categorical

The variable X in this case is categorical. Categorical variables represent distinct categories or groups and do not have a numerical value associated with them. In this example, X represents different types of animals (cat, dog, pig, bear, lion), which are categories or groups.

Therefore, the correct answer is B) Categorical.

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x=14 in is the smaller part of lumber

55-x=55-14=41 in is the larger  part of lumber

Linear equations are described for strains withinside the coordinate system. If an equation has  homogeneous variables of diploma 1 (that is, best one variable), the equation is stated to be a linear equation in a single variable. A linear equation may have more than one variables. When linear equations have  variables, they may be known as bivariate linear equations.

Examples of linear equations are 2x - 3 = 0, 2y = 8, m + 1 = 0, x/2 = 3, x + y = 2, 3x - y + z = 3. This article gives definitions of linear equations, preferred types of linear equations in a single, , and 3 variables,  and  examples of them with complete explanations.

Let x=the smaller part

Then 55-x=the larger part

Now we are told the following:

2(55-x)=5x+12 simplify

110-2x=5x+12 add 2x to and subtract 12 from each side

110-2x+2x-12=5x+2x+12-12 collect like terms

98=7x

x=14 in--------------------smaller part

55-x=55-14=41 in-----------larger part

CK

2 times larger part=2*41=82 in

5 times smaller part=5*14=70 in

70+12=82

82=82

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The probability that both representatives will be Smith quadruplets is 0.0096, or 0.96%.

The probability of both representatives being Smith quadruplets is equal to the probability of selecting two Smith quadruplets from a group of 25 students. Therefore, using the formula for the probability of selecting two students from a group of 25 students, the probability can be calculated as follows:

P(2 Smith quadruplets) = [25C2]/[25^2]

= [(25!/(2!*23!))/(25^2)]

= [(25*24)/(2*25^2)]

= 24/25^2

= 0.0096

Therefore, the probability that both representatives will be Smith quadruplets is 0.0096, or 0.96%.

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The result is 24 is a rational number.

The product of 2√6 and √24, we can simplify the square root expressions first.

First, let's simplify √6:

√6 can be further simplified as follows:

√6 = √(2 × 3)

= √2√3

Now, let's simplify √24:

√24 can be further simplified as follows:

√24 = √(4 × 6)

= √4√6

= 2√6

Now, we can find the product of 2√6 and √24:

2√6 × √24 = (2√6) × (2√6)

= 4√6 × √6

= 4(√6)²

= 4 × 6

= 24

The product of 2√6 and √24 is 24.

Let's determine whether the result is rational or irrational.

A rational number can be expressed as the ratio of two integers, whereas an irrational number cannot be expressed as such.

It can be expressed as the ratio 24/1, where both 24 and 1 are integers.

The result is rational.

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The equation of g(x) in parabola vertex form is g(x) = (x + 4)^2 + 3. Option (D) is the correct answer.

Since the vertex of the parabola is at (-4, 3), we can write the equation of the parabola in vertex form as:

g(x) = a(x + 4)^2 + 3

where "a" is a constant that determines the shape of the parabola. Since the parabola opens upward, "a" must be positive.

We also know that the parabola passes through the points (-6, 7) and (-2, 7). Substituting these values into the equation above, we get:

7 = a(-6 + 4)^2 + 3

7 = 4a + 3

4a = 4

a = 1

Substituting "a = 1" into the equation above, we get:

g(x) = (x + 4)^2 + 3

Therefore, the equation of g(x) in vertex form is g(x) = (x + 4)^2 + 3. Option (D) is the correct answer.

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The factor that does NOT control the stability of a slope is the angle of repose for intact bedrock. The angle of repose refers to the steepest angle at which a pile of loose material remains stable without sliding. It is mainly applicable to loose materials like soil and granular substances, not intact bedrock.

Bedrock stability depends on factors such as its strength, fracturing, and geological properties, rather than the angle of repose. Factors that control the stability of a slope include whether the slope is rock or soil. Rock slopes tend to be more stable than soil slopes due to the cohesive nature of intact rock.

The amount of water in the soil also affects slope stability, as excessive water can increase pore pressure and reduce the shear strength of the soil, leading to slope failure. Additionally, the orientation of fractures, cleavage, and bedding in the rock can influence slope stability by creating planes of weakness or strength.

To summarize, while the angle of repose is a significant factor in slope stability, it is not applicable to intact bedrock. The stability of a slope is influenced by the type of material (rock or soil), the presence of water, and the orientation of fractures and bedding.

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The probability that the upward face shows a number that is a multiple of 3 is p = 1/3 .

Given :

When a dodecahedral die is rolled the possible outcomes are:

s = { 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 }

The total numbers of possible outcomes is 12.

The numbers of outcomes whose upward face is multiple of 3 .

= { 3 , 6 , 9 , 12 }

so Number of favorable outcomes = 4

What is probability ?

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

Probability = number of favorable outcomes / number of possible outcomes

= 4 / 12

= 1 / 3

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