Answer:
20
Step-by-step explanation:
In 8 hours, it will leak 2.5 * 8 = 20 cups of water.
The wholesale price of a sweater is $35. The retail price of the sweater is 10% more than the wholesale price. What is the retail price of the sweater?
Answer:
$38.50
Step-by-step explanation:
35/10 =3.5
35+3.5=38.5=$38.50
Can someone please help me figure this outt
Answer:
-5
Step-by-step explanation:
You have to subtract 3 and 7 which gives you -4 but since it's absolute value it becomes positive 4. The 9 stays as a positive 9. Then, you subtract 4 and 9 which gives you -5.
Answer:
-5
Step-by-step explanation:
|3-7| - |9| =|-4|-|9| =4-9 =-5
I don’t understand need help
Answer: Choice D
(a-e)/f
=======================================
Explanation:
Points D and B are at locations (e,f) and (a,0) respectively.
Find the slope of line DB to get
m = (y2-y1)/(x2-x1)
m = (0-f)/(a-e)
m = -f/(a-e)
This is the slope of line DB. We want the perpendicular slope to this line. So we'll flip the fraction to get -(a-e)/f and then flip the sign from negative to positive. That leads to the final answer (a-e)/f.
Another example would be an original slope of -2/5 has a perpendicular slope of 5/2. Notice how the two slopes -2/5 and 5/2 multiply to -1. This is true of any pair of perpendicular lines where neither line is vertical.
How do you know which function is the inner radius and which is the outer radius?
Step-by-step explanation:
Graphing them is the best way to tell (I put one from Desmos in th attachment scribbled on it a little to match our situation). Otherwise you'll just have to know which one is going to be where on the interval given; but that knowledge comes by graphing them a lot anyways.
Also remember to draw your strips/lines from the axis of revolution to the curves. The longer one will represent the outer radius of the volume and the shorter one the inner radius.
So:
Graph the functions.Draw your strips/linesOuter is longer, Inner is shorterComment with any questions.
Please help with this question.
The model represents an equation. What value of X makes the equation true?
A) 9
B) 9/4
C) -9
D) - 9/4
Answer:
-9
Step-by-step explanation:
Rating Frequency Present Frequency Excellent 18 _______Very Good 25 _______Good 4 _______Fair 1 2Poor 2 4 Total 50 100What do these summaries indicate about the overall customer satisfaction with the Delta flight? __________ % customers are satisfied with the Delta Flight Et either a good, very good, or excellent rating. Only ___________% of customers rated the Delta flight Fair or Poor. b. The online survey questionnaire enabled respondents to explain any aspect of the flight that Failed to meet expectations. Would this Se helpful information to a manager looking For ways to improve the overall customer satisfaction on Delta flights? Explain. Allowing survey respondents to explain their 5-point scale responses would provide helpful information tc managers looking for ways to improve customer satisfaction on Delta flights. The __________% respondents indicating that the flight failed to meet expectations would have the opportunity to provide detailed information about their expectations.
Answer:
a) Rating Frequency Percent Frequency
Excellent 18 ___36%____Very Good 25 ___50%____Good 4 ___8%____Fair 1 2% Poor 2 4% Total 50 100 What do these summaries indicate about the overall customer satisfaction with the Delta flight? ____94%______ % customers are satisfied with the Delta Flight Et either a good, very good, or excellent rating. Only ____6%_______% of customers rated the Delta flight Fair or Poor.
b. The online survey questionnaire enabled respondents to explain any aspect of the flight that Failed to meet expectations. Would this be helpful information to a manager looking for ways to improve the overall customer satisfaction on Delta flights? Explain.
Allowing survey respondents to explain their 5-point scale responses would provide helpful information to managers looking for ways to improve customer satisfaction on Delta flights. The ____6______% respondents indicating that the flight failed to meet expectations would have the opportunity to provide detailed information about their expectations.
Step-by-step explanation:
a) Data and Calculations:
Rating Frequency Percent Frequency
Excellent 18 ____36%___
Very Good 25 ____50%___
Good 4 ____ 8%___
Fair 1 ____ 2%___
Poor 2 _____4% __
Total 50 100%
b) Percentage Frequencies are obtained as follows:
Excellent = 18/50 * 100 = 36%
Very Good = 25/50 * 100 = 50%
Good = 4/50 * 100 = 8%
Fair = 1/50 * 100 = 2%
Poor = 2/50 * 100 = 4%
c) Good, very good, and excellent = 47/50 * 100 = 94%
d) Fair or Poor rating = 3/50 * 100 = 6%
e) Moreover, dissatisfied customers can be sources of great information on the performance of a good or service. Though, with only 6% of customers giving a dissatisfaction rating with the Delta flights, it is still important to dive deep to unearth the reasons for their dissatisfaction as this may provide valuable information to improve the services. Usually, this class of customers is the most sincere in most cases, unless their dissatisfaction can be proved to be attitudinal on their own part.
'y
6-1, 5)
10
x
10
-2
-2
Which is the equation of the given line in slope-intercept form?
Answer10x
Step-by-step explanation:
Answer:
can you include a picture of the question
6. (01.03 MC)
The dotplot below shows the number of hours of sleep preferred by 25 patients chosen randomly in a particular medical office. Describe the shape of the distribution
SAVES
Answer: Skewed left, no outlier
Step-by-step explanation: You use the IQR and quartile 1&3 to find the number that defines an outlier. And for this one there are none
X + x + x + x = 28
Solve for X
Steps to solve:
X + x + x + x = 28
~Combine like terms
4x = 28
~Divide 4 to both sides
x = 7
Best of Luck!
Answer:
[tex]x=7[/tex]
Step-by-step explanation:
[tex]x+x+x+x=28[/tex]
Add the "x" variables together:
[tex]4x=28[/tex]
Divide both sides by 4:
[tex]\frac{4x}{4}=\frac{28}{4}[/tex]
[tex]x=7[/tex]
Evaluate the expression below:
Answer:
answer is 16
follow me!
Answer:16
Step-by-step explanation: first we multiply 4*4 and then 2*2 divide them which equals 4 then we add 2 then multiply by 2 and add 4 and we get 16
In the diagram below, we are given A(1,5) and B(1,3). The area of rectangle ABCD is 10 units' What are the coordinates of point C? A.(5,3) B(6,3) C(5,5) D(6,5)
Answer:
(6,3)
Step-by-step explanation:
One way you can do it is by using an coordinate grid or doing the x values of C-B which will give you 5 and x values of A+B which is 2. Them multiply 5*2= 10
using inductive reasoning, find the next two terms in the sequence. 1,1,2,3,5,8,13,__,__.
Answer:
20,29
Step-by-step explanation:
Answer:
21, 34
Step-by-step explanation:
1+1 is 2, 1+2 is 3, 2+3 is 5, 5+8 is 13 ext....
What is the equation of a line that contains point (4, –3) and is PARALLEL to –4x + y = 7?
Answer:
(4,3),y=(7)/(4)x+1
Step-by-step explanation:
To find an equation that is parallel to y = 7 4 x + 1 y=74x+1, the slopes must be equal. Using the slope of the equation, find the parallel line using the point-slope formula. ( 4 , 3 ) (4,3) m = 7 4
Using the point-slope form y − y 1 = m ( x − x 1 ) y-y1=m(x-x1), plug in m = 7 4 m=74, x 1 = 4 x1=4, and y 1 = 3 y1=3. y − ( 3 ) = ( 7 4 ) ( x − ( 4 ) )
Solving for y:
Multiply − 1 -1 by 3 3. y − 3 = ( 7 4 ) ( x − ( 4 ) ) y-3=(74)(x-(4)) Simplify ( 7 4 ) ( x − ( 4 ) ) (74)(x-(4)).
y − 3 = 7 x 4 − 7
y = 7 x 4 − 4 y=7x4-4 Reorder terms. y = 7 4 x − 4
When factored, the trinomials x2 + 4x − 21 and x2 + 11x + 28 have one binomial factor in common. What is this factor?
x − 7
x + 7
x − 5
x + 5
Answer:
x + 7
Step-by-step explanation:
x2 + 4x − 21
set equal to 0
x2 + 4x − 21 = 0
factor
(x - 3) (x + 7)
x2 + 11x + 28
set equal to 0
x2 + 11x + 28 = 0
factor
(x + 4) (x + 7)
10. Shawna's Bikesrents bikes for $20 plus $4
per hour. Jaidee paid $52 to rent a bike. For how
many hours did she rent the bike?
Answer:
she rented to bike for 8 hours
Step-by-step explanation:
52-20=32
32/4=8
WILL GIVE BRAINLIEST!!!
100 POINTS!!!!
PLEASE HELP DUE TODAY!!!!!
Arguments:
A There is a need for students to understand and be able to construct geometric figures using a compass and straightedge.
B There is no need for students to use a compass and straightedge, and all geometric constructions should be done using a drawing program.
What needs to be done:
A summary of your argument. The summary should begin with the argument statement you chose.
In addition, provide at least three reasons why the method you chose is better than the other method and at least three reasons why the other method is not better.
A list of at least two resources used. Resources may include interviews with professionals and/or URLs of websites
Three reasons why the other method is not better is because to use drawing program would mean you would need some sort of technology and electricity to use it and some places, like third world countries, do not have access to that, so most probably you would have to resort to paper. Also, drawing programs are based off the skills needed to create geometric figures with a straightedge and compass. And lastly, what if we had no more technology anymore? Then how would we use a drawing program? Drawing programs are only reliable when electricity is located.
SO THE ANSWER IS A hope it help :)
I believe that there is a need for students to understand and be able to construct geometric figures using a compass and straightedge.
The compass and straightedge can be used anywhere. The compass and straight edge have been around for lots of years. They are a valuable tool for students in math and in real world applications. The compass and straightedge are portable and handy to use any given time. That is why there is a need for students to understand and be able to construct geometric figures using a compass and straight edge.
The compass and straight edge have been used to accurately create geometric figures for thousands of years. This shows that they are accurate and useful to us. Using technology is less reliable for many reasons. Technology can break, or glitch and shut down, making you lose all your work. You cannot draw on physical objects with an iPad like you could with a pencil or pen. Having a physical copy of things makes things easier to keep track of. Having a blueprint would be better than having a drawing on your phone. You can get another blueprint, but if your phone breaks and that drawing isn't saved, it's gone.
These are only a few reasons why I believe that there is a need for students to understand and be able to construct geometric figures using a compass and straightedge.
is 16.0 identified as a whole number?
Answer:
it is a rational number
Step-by-step explanation:
Reggie travels 300 km in one hour what is Reggies speed in kilometers per hour
Reggie travels 300 km an hour
70% of a university's freshman class are majoring in Economics. If 700 students in the freshman class are Economics majors, how many students are in the freshman class?
Solve: (y) (12y – 5) = 0.
I’m not sure if my answer is correct
Answer: y = 0, 5/12
Step-by-step explanation:
(y)(12y-5) = 0
12y^2 - 5y = 0
After factoring:
y(12y - 5) = 0
Therefore,
y = 0 OR y = 5/12
How can you tell Is something is a unit rate
Unit rate is a ratio between two different units with a denominator of one. When we divide a fraction's numerator by its denominator, the result is a value in decimal form. For example: 8/4 = 2 and 3/6 = 0.5. When we write numbers in decimal form, we can write them as a ratio with one as the denominator.
For example, we can write 2 as 2/1, and 0.5 as 0.5/1. However, since that approach can be a little clumsy, we usually drop the one. That said, it's important to remember the one is there, especially when working with unit rates.
For instance, 8 miles/4 hours = 2 miles/hour. Notice again that, while we did not include the 1, we did include the unit 'hour' Miles per hour is a familiar expression, as are unit rates such as:
interest/amount invested
revolutions/minute
salary/year
Conversationally, the word ''per'' indicates we are using a unit rate.
please help ? i’ll mark brainliest !
Answer:
Step-by-step explanation:
D
a value of x cannot give two or more values of y.
Answer:C
Step-by-step explanation:because 19 has two y
What is the truth value of the following statement? If a number is divisible by 3, then it is odd. True or False?
Answer: not true
Step-by-step explanation: :) Yay
Gabriel determined that his total cost would be represented by 2.5x + 2y – 2. His sister states that the expression should be x + x + 0.5x + y + y – 2. Who is correct? Explain
Answer:
both
Step-by-step explanation:
Both Gabriel and his sister are correct. The two expressions are equivalent. Gabriel’s sister just needs to combine her like terms to get the same expression as Gabriel
I need help please. G
Answer:
EBD is 135, ABE is 45
Step-by-step explanation:
Five out of 10 marbles in a bag are red. What percentage of the marbles are not red?
Answer:
50%
Step-by-step explanation:
Five out of 10 is 50%
Answer:
50%
Step-by-step explanation:
If there are 5 out of 10 marbles that are red, then there are [tex]10-5 =5[/tex] marbles that aren't red.
This makes the fraction [tex]\frac{5}{10}[/tex]. Converting a fraction to a percent is simple - divide the numerator by the denominator and multiply by 100.
[tex]5 \div 10 = 0.5\\\\0.5 \cdot 100 = 50[/tex]
So 50% of the marbles aren't red.
Hope this helped!
What is 115% of 4? Round to the nearest hundredth
Answer:
4.6
Step-by-step explanation:
Answer:
4.6
Step-by-step explanation:
1. We assume, that the number 4 is 100% - because it's the output value of the task.
2. We assume, that x is the value we are looking for.
3. If 4 is 100%, so we can write it down as 4=100%.
4. We know, that x is 115% of the output value, so we can write it down as x=115%.
5. Now we have two simple equations:
1) 4=100%
2) x=115%
where left sides of both of them have the same units, and both right sides have the same units, so we can do something like that:
4/x=100%/115%
6. Now we just have to solve the simple equation, and we will get the solution we are looking for.
7. Solution for what is 115% of 4
4/x=100/115
(4/x)*x=(100/115)*x - we multiply both sides of the equation by x
4=0.8695652173913*x - we divide both sides of the equation by (0.8695652173913) to get x
4/0.8695652173913=x
4.6=x
x=4.6
now we have:
115% of 4=4.6
9squared plus 3 squared equals
Answer:
90
Step-by-step explanation:
9^2 + 3^2 equals:
81 + 9 = 90
I neeeeeed help really fast, please!! 0 X 0 = ?
Answer:
0
Step-by-step explanation:
What are the x-intercepts of the functions fx)=-4(x+3)(x-9) ?
Answer:
x=9 or -3
Step-by-step explanation:
used quadratic formula
standard form: ax^2 + bx +c
quadratic formula:
x= -b +- square root of b^2 -4(a)(c) divided by 2(a)
Google quadratic equation for more
