James made 7 identical bags using 5 yards of fabric. How much fabric did James use for each bag?

The range of the function c = 50t + 200 is given by [200, ∞).

A linear equation is in the form:

y = mx + b

Where y, x are variables, m is the rate of change and b is the y intercept.

Let c represent the distance travelled in t hours, hence:

c = 50t + 200

The range of the function c = 50t + 200 is given by [200, ∞).

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Answer:

4.19 × 10^-3

Step-by-step explanation:

Express 0.00419 in standard form with solutions

= 0.00419 in standard form means to raise to the power of 10

= 0.00419

= 4.19 × 10^-3

Therefore, 0.00419 in standard form is 4.19 × 10^-3

Answer:

1/2.x+3(x-1)-5=30

1/2.x+3x-3-5=30

(1/2+3)x-8=30

7/2.x-8=30

7/2.x=38

7x=76

x=76/7

CMIIW

Explanation

We are asked to find the equivalent of

To do so, we will have

Therefore, the answer is

There is sufficient evidence to suggest that drivers over the age of 60 drive less on average than 24 miles per day. To answer this question, we can use a one-sample t-test. The null hypothesis is that the mean number of miles driven by drivers over 60 is equal to 24, while the alternative hypothesis is that it is less than 24.

Using the given information, we can calculate the t-statistic as follows:

t = (23.4 - 24) / (4.1 / sqrt(25)) = -1.95

The degrees of freedom for this test are 24 (n-1).

Using a t-table or calculator, we can find the critical value for a one-tailed test at a significance level of 0.05 with 24 degrees of freedom to be -1.711.

Since our calculated t-value of -1.95 is less than the critical value of -1.711, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that drivers over the age of 60 drive less on average than 24 miles per day.

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Answer:

The first blank is 3

The second blank is 2.5

Sorry but I'm not sure about the last blank and I don't want to give you a wrong answer:(

Step-by-step explanation: Hope this helps out:)

Answer:

Junior League:

The mean number of goals is 3 goals per game.

Senior League:

The mean number of goals is 2.5 goals per game.

The average Junior game will have 0.5 more goals than the average Senior game.

Answer:

its 63

Step-by-step explanation:

Answer:

\( \frac{15.75}{0.25} = \frac{1575}{25} \\ = 63\)

...............................

\(\frac{4n^{2t}-1 }{2n^{t}-1 } = \frac{4n^{2t}}{2n^{t}}=2n^{t}\)

ok done. Thank to me :>

The amount of tile needed to cover the pedestal will depend on the size and shape of the pedestal. In order to determine how much tile is needed, you will need to measure the surface area of the pedestal.

The pedestal's dimensions are height, breadth, and length.

Multiply the height, width, and length of the pedestal to calculate the surface area.

Multiply the surface area by the number of tiles needed to cover the pedestal. To determine the number of tiles needed, divide the surface area by the area of each tile.

For example, if the pedestal is 2 feet tall, 2 feet wide, and 4 feet long, the surface area is 16 square feet. If each tile has an area of 1 square foot, then it will take 16 tiles to cover the pedestal.

In conclusion, the amount of tile needed to cover the pedestal will depend on the size and shape of the pedestal and the size of the tiles. To determine the amount of tile needed, measure the surface area of the pedestal and then multiply it by the number of tiles needed to cover the pedestal.

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The pedestal's size and shape will determine how much tile is required to cover it. It will take 1176cm² of tiles to cover the pedestal.

You will need to measure the pedestal's surface area in order to figure out how many tiles you need. The height, width, and length of the pedestal are the same. To determine the surface area, multiply the pedestal's height, width, and length.

S = 2*s1 + s2 + 2*s3

= 96 + 480 + 600

= 1176

Divide the total number of tiles required to cover the pedestal by the surface area. Divide the surface area by the area of each tile to determine the required number of tiles.

The surface area, for instance, is 16 square feet if the pedestal is 2 feet tall, 2 feet wide, and 4 feet long. 16 tiles will be required to cover the pedestal if each tile has a surface area of one square foot.

In conclusion, the dimensions of the tiles and the pedestal's size will determine how much tile is required to cover the pedestal. Multiply the surface area of the pedestal by the number of tiles required to cover it to find the required quantity of tiles.

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Answer: 31 quarters and 47 dimes

Step-by-step explanation:

Please refer to the image below:

Answer:

11:

(0,1)

(0,2)

(0,3)

12:

(2,0)

(3,0)

(4,0)

Step-by-step explanation:

they're inside the red thingy

:)

Answer:

11:

(0,1)

(0,2)

(0,3)

12:

(2,0)

(3,0)

(4,0)

Answer:

the bigger one is bigger by 3*4 more squares i.d.k. if this is what u want

Answer:

3(-2x+1)

Step-by-step explanation:

P(4, 60°) is not equal to P(4, π/2). The polar coordinate P(4, 60°) has a different angle (measured in radians) compared to P(4, π/2). It is important to convert angles to the same unit (radians or degrees) when comparing polar coordinates.

To determine if P(4, 60°) is equal to P(4, π/2), we need to convert both angles to the same unit and then compare the resulting polar coordinates.

First, let's convert 60° to radians. We know that π radians is equal to 180°, so we can use this conversion factor to find the equivalent radians: 60° * (π/180°) = π/3.

Now, we have P(4, π/3) as the polar coordinate in question.

In polar coordinates, the first value represents the distance from the origin (r) and the second value represents the angle measured counterclockwise from the positive x-axis (θ).

P(4, π/2) represents a point with a distance of 4 units from the origin and an angle of π/2 radians (90°).

Therefore, P(4, 60°) = P(4, π/3) is False, as the angles differ.

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Answer:

I think it does not have zeros if it doesn't cross the x-axis .

Step-by-step explanation:

Good luck ^_^

To find the dual problem of the given primal problem, we need to interchange the roles of the objective function and constraints. The primal problem is a minimization problem, so the dual problem will be a maximization problem.

The coefficients and signs of the variables in the primal problem will determine the coefficients and signs of the constraints in the dual problem.

The objective function in the dual problem will correspond to the constraints in the primal problem.

The given primal problem is as follows:

Minimize z = 60x₁ + 10x₂ + 20x₃

subject to:

3x₁ + x₂ + x₃ ≥ 2

x₁ - x₂ + x₃ ≤ 2

x₁ + 2x₂ - x₃ ≥ 1

x₁, x₂, x₃ ≥ 0

To find the dual problem, we need to interchange the roles of the objective function and constraints.

Therefore, the dual problem will be a maximization problem. The coefficients and signs of the variables in the primal problem will determine the coefficients and signs of the constraints in the dual problem.

The objective function in the dual problem will correspond to the constraints in the primal problem.

The dual problem corresponding to the given primal problem is as follows:

Maximize w = 2y₁ + 2y₂ + y₃

subject to:

3y₁ + y₂ + y₃ ≤ 60

y₁ - y₂ + 2y₃ ≤ 10

y₁ + 2y₂ - y₃ ≤ 20

y₁, y₂, y₃ ≥ 0

In the dual problem, w represents the objective function to be maximized, and y₁, y₂, y₃ represent the dual variables associated with the constraints in the primal problem.

The dual problem provides information about the upper bounds or resource constraints for the primal problem.

By solving the dual problem, we can obtain the maximum value of the primal objective function under the given constraints.

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Answer:

Simplified polynomial:  14x + 4

Step-by-step explanation:

The formula for the perimeter of a rectangle is given by:

P = 2L + 2W, where

Thus, we plug in 3x + 2 for L and 4x for W in the perimeter formula to get the polynomial:

2(3x + 2) + 2(4x)

Now we simplify:

P = 6x + 4 + 8x

P = 14x + 4

Answer: Triangle ABE is similar to triangle ACD.

Step-by-step explanation:

Answer:

Angle 1 = 115 degrees

Angle 2 = 65 degrees

Step-by-step explanation:

Angle 1: Same-side interior angle of Line 1

Angle 2: Same-side interior angle of Line 2

We know that the difference between the angles is 50 degrees. Since the angles are supplementary, we can write the equation:

Angle 1 + Angle 2 = 180

Now, we need to express the difference between the angles in terms of Angle 1 or Angle 2. We can choose either angle, so let's express it in terms of Angle 1:

Angle 1 - Angle 2 = 50

We can rewrite this equation as:

Angle 1 = 50 + Angle 2

Now substitute this expression for Angle 1 into the first equation:

(50 + Angle 2) + Angle 2 = 180

Combine like terms:

2Angle 2 + 50 = 180

Subtract 50 from both sides:

2Angle 2 = 130

Divide by 2:

Angle 2 = 65

Now substitute this value back into the equation for Angle 1:

Angle 1 = 50 + Angle 2

Angle 1 = 50 + 65

Angle 1 = 115

Therefore, the angles are as follows:

Angle 1 = 115 degrees

Angle 2 = 65 degrees

The point that the graphs of f and g have in common are (1,0)

The given functions are:

f(x) = log₂x

and

g(x) = log₁₀x

We know that logarithm of 1 is always zero.

This means that irrespective of the base, the y-values of both functions will be equal to 0 at x=1

Therefore the point the graphs of f and g have in common is (1,0).

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Answer:

(37,23)

Step-by-step explanation:

1. 11+x divide 2 = 24

x= 37

2. 25+y divide 2= 24

y= 23

Therefore, the measure of the central angle whose radii define the given arc is approximately 83.077 degrees.

The length of an arc on a circle is given by the formula:

Arc Length = (Central Angle / 360°) * Circumference

In this case, we know the arc length is 6π centimeters, and the radius of the circle is 13 centimeters. The circumference of the circle can be calculated using the formula:

Circumference = 2π * Radius

Substituting the radius value, we get:

Circumference = 2π * 13

= 26π

Now we can use the arc length formula to find the central angle:

6π = (Central Angle / 360°) * 26π

Dividing both sides of the equation by 26π:

6π / 26π = Central Angle / 360°

Simplifying:

6 / 26 = Central Angle / 360°

Cross-multiplying:

360° * 6 = 26 * Central Angle

2160° = 26 * Central Angle

Dividing both sides by 26:

2160° / 26 = Central Angle

Approximately:

Central Angle ≈ 83.077°

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Answer: His balance is -$100

Step-by-step explanation: 200 - 300 = -100

Answer:

-$100

Step-by-step explanation:

300 - 100 = 200

300 - 200 = 100

Answer: 76 = 4g

Step-by-step explanation:

76 is the product of Greg's savings and 4 can be represented as 76 = 4g

Answer: 8 : 1

we have: \(12\frac{1}{2}=\frac{25}{2}\)

               \(1\frac{9}{16} =\frac{25}{16}\)

=>  the scale used in the drawing is \(\frac{25}{2}:\frac{25}{16}=\frac{16}{2}=\frac{8}{1}\)\(\frac{25}{2}:\frac{25}{16}=\frac{16}{2}=\frac{8}{1}=8:1\)

Step-by-step explanation:

Answer:

24m

Step-by-step explanation:

do pyhtogreom theorm

7^2+b^2=25^2

49+b^2=625

subtract 49 from both sides

b^2=576

square root both sides

b = 24

24 is your height

a) 80 hours after 11:00 on a 12-hour clock would be 7:00.

b) 40 hours before 12:00 on a 12-hour clock would be 4:00.

c) 100 hours after 6:00 on a 12-hour clock would be 10:00.

a, To find this, we need to divide 80 by 12 (the number of hours on the clock), which gives us a quotient of 6 and a remainder of 8. We then add the remainder to the starting time of 11:00, giving us 7:00.

b, To find this, we need to subtract 40 from 12 (the number of hours on the clock), which gives us 8. We then subtract 8 from the starting time of 12:00, giving us 4:00.

c, To find this, we need to divide 100 by 12 (the number of hours on the clock), which gives us a quotient of 8 and a remainder of 4. We then add the quotient (which represents a full cycle of 12 hours) to the starting time of 6:00, giving us 6+8=14:00, which is equivalent to 2:00 on a 12-hour clock. Finally, we add the remainder of 4 to 2:00, giving us 10:00.

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An element with a mass of 780 grams decays by 16.3% per minute. To find the amount of the element remaining after 16 minutes, we can use the following formula: `A = P(1 - r)ⁿ`, where `A` is the amount remaining, `P` is the initial amount, `r` is the rate of decay, and `n` is the number of minutes.

Using this formula, we can plug in the given values and solve for `A`:

```
P = 780 grams
r = 0.163 (since the element decays by 16.3% per minute)
n = 16 minutes

A = P(1 - r)ⁿ
A = 780(1 - 0.163)¹⁶
A ≈ 115.3 grams (rounded to the nearest 10th of a gram)
```

Therefore, after 16 minutes, approximately 115.3 grams of the element are remaining.

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An "event" is an outcome of a population that has some probability of being selected.

In statistics, an event refers to a specific outcome or combination of outcomes of an experiment or random process. It represents a subset of the sample space, which is the set of all possible outcomes.

For example, let's consider rolling a fair six-sided die. The sample space consists of the numbers 1, 2, 3, 4, 5, and 6. An event could be rolling an even number, which consists of the outcomes 2, 4, and 6. Each of these outcomes has an equal probability of 1/6.

Events can also be combined using logical operators. For instance, the event of rolling a number greater than 3 and less than 6 would consist of the outcome 4 and 5. The probability of this event would be 2/6 or simplified, 1/3.

In summary, an event is a specific outcome or combination of outcomes from a population, and it has a certain probability of being selected.

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An "outcome" is an outcome of a population that has some probability of being selected.

An "outcome" refers to a specific result or observation that can occur in a given situation or experiment. In the context of a population, an outcome represents one possible result that could be selected or observed.

When we talk about a population, we are referring to a group of individuals or items that share a common characteristic. For example, a population could be all the students in a school, all the trees in a forest, or all the cars in a city.

In statistics, we often take samples from populations to make inferences or draw conclusions about the entire population. When selecting a sample from a population, each individual or item in the population should have some probability of being chosen. This ensures that the sample is representative of the population and provides reliable information.

For example, if we want to study the average height of all students in a school, we might randomly select a sample of students from the population (all students in the school). Each student in the population has some chance of being selected, which means each student represents a potential outcome of the sample.

In summary, an outcome in the context of a population refers to a specific result or observation that has some probability of being selected from the population.

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