List at least one advantage and one disadvantage of using panels to gather data.

The inequality expression x < 7 is equivalent to the given inequality expression {x | x < 7}

The inequality expression is given as

{x | x < 7}

When the braces are removed, the inequality expression becomes

x < 7

This means that x < 7 is equivalent to the given inequality expression {x | x < 7}

Next, we represent the inequality expression on a plot

See attachment for the graph of the inequality expression

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The wire left is 16 1/2 meters.

From the information 7/2 wire is cut from piece of wire that is 2 piece of 10 meters.

Therefore, the wire that will be left will be:

= (2 × 10) - 7/2

= 20 - 7/2

= 20 - 3 1/2

= 16 1/2 meter

The wire left is 16 1/2 meters.

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Answer:

correct

Step-by-step explanation:

So the acute angle between the vectors is 7.122° (3sf). Explanation: The angle θ between two vectors →A and →B is related to the modulus.

Answer:

B

Step-by-step explanation:

3/5 multiplied by itself 4 times is a fraction exponent so it’s either b or c.

But C is [tex]\frac{3^{4}}{5}[/tex]. 3/5 multiplied 4 times means the bottom has a exponent too so it’s not c.

Answer:

Multiply 43 x 15%

Step-by-step explanation:

Answer will be 6.45. To doublecheck yourself multiply 43 x 85% which is 36.55. Add 36.55 to 6.45 = 43

Answer:

23/99

Step-by-step explanation:

I took the test and got it right.

Hope this helps!

Answer:

47 degrees

Step-by-step explanation:

180 degrees - 90 (right angle) = 90.

90 - 43 = 47

Gimme brainliest <3

Answer:

It would be the sum of x and 4

Step-by-step explanation:

The equation to represent the scenario is 3y - 38 = 10

Represent the given parameters as

x = Dominique

y = Roberto

From the question, we have

Dominique spent $38 less than 3 times what Roberto spent

This means that

x = 3y - 38

Also, Dominique spent $10

So, we have

3y - 38 = 10

Hence, the equation to represent the scenario is 3y - 38 = 10

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[tex](\stackrel{x_1}{8}~,~\stackrel{y_1}{5})\qquad (\stackrel{x_2}{11}~,~\stackrel{y_2}{14})~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{14}-\stackrel{y1}{5}}}{\underset{run} {\underset{x_2}{11}-\underset{x_1}{8}}} \implies \cfrac{14 -5}{11 -8} \implies \cfrac{ 9 }{ 3 }\implies 3[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{5}=\stackrel{m}{3}(x-\stackrel{x_1}{8}) \\\\\\ y-5=3x-24\implies y=3x-19[/tex]

Answer:

So to write this as an equation follow the steps:

1.First you take y delta divided by x delta. This means that you but in the coordinates, take them minus eachother then divided by eachother. Let me show you with maths for better understanding:

Now you have k in y=kx+m ( the equation has different letters depening on where you are from but I think you understand).

So know we just use simple algebra bu putting in the coordinates in the equation. So for this example im going to use the coordinates x= 8 and y=5

so we get:

Answer: Option 2

2.2 x 1.25 = 2.75

10-2.75=7.25

The value of (k)/(h) from the graph of a line that goes through the origin is 4.

A line graph joins distinct data points that generally show quantitative values across an interval. Line graphs have two axes:

From the image attached below, the value of (h,k) as translated on the graph in the negative x and y axis shows that:

However, we are to determine the value of (k)/(h):

i.e.

(k)/(h) = -4/-1

(k)/(h) = 4

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Because the line PQ is perpendicular to line ST, the slope of line ST is -1

The points are given as

P = (1, 4)

Q = (-2, 1)

Start by calculating the slope (m) of ST using

m = (y2 - y1)/(x2 - x1)

This gives

m = (1 - 4)/(-2 - 1)

Evaluate the difference

m = -3/-3

Evaluate the quotient

m = 1

From the question, we have

Line PQ is perpendicular to line ST

This means that

Slope of ST = -1/Slope of PQ

This gives

Slope of ST = -1/1

Evaluate

Slope of ST = -1

Hence, the slope of line ST is -1

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Answer:

7374

0.

Step-by-step explanation:

a^r = a1 * r^(n-1)

So, the terms are:

2*(3)^(8-1) = 4374

and

0*(1/2)^-1/2 = 0

6 out of 36 or I in 6 is the probability that the outcome of at least two of the dice will be less than or equal to 4 .

In statistics, what does a probability mean?

There are 36 possible outcomes for rolling two dice.

There are six possible ways that the two dice will land on the same number, so the probability is 6 out of 36 or I in 6.

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Most of the numbers we work with on a daily basis are real numbers. These include the cash you have in your wallet, sports statistics and the measures we see in recipes. A fraction can be used to represent each of these numbers (whether we like it or not).

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Answer:

110

Step-by-step explanation:

if each of the 10 students have 10 cubes, that's 100, plus the 10 cubes Ms Smith has is 110

Answer:

(3/+1)= 9

Step-by-step explanation:

in simplest terms

Answer:

Step-by-step explanation:

-12x

Answer:

they cuestion is AC=2x-6

Time taken by people in 8rows of given tree with each time a person calls 2 people and it takes 1 min to call someone is 510 minutes.

As given,

Given tree: Person at the top calls 2 people. each person calls 2 more people

Time taken by each person to call someone=1minute

Row wise

First1 +1=2

Second2+2=4

Third4+4=8

Fourth8+8=16

Fifth16+16=32

Sixth32+32=64

Seventh64+64=128

Eighth128+128=256

Total time

2 +4+8+16+32+64 +128 +256=510 minutes

Therefore, time taken by people in 8rows of given tree with each time a person calls 2 people and it takes 1 min to call someone is 510 minutes.

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Step-by-step explanation:

Step 1: Draw any angle, say ∠ABC. Step 3: Now, taking D and E as centers and with the same radius as taken in the previous step, draw two arcs to intersect each other at F. Step 4: Join B to F and extend it as a ray. This ray BF is the required angle bisector of angle ABC.

Step-by-step explanation:

the number is abc

c = units digit

b = tens digit

a = hundreds digit

a = c + 4

b = (a + c) - 3

a + b + c = 17

we use the first equation in the second and get

b = (c + 4 + c) - 3 = 2c + 4 - 3 = 2c + 1

abd we use the first and the second equation more in the third and get

c + 4 + 2c + 1 + c = 17

4c = 12

c = 3

b = 2c + 1 = 2×3 + 1 = 6 + 1 = 7

a = c + 4 = 3 + 4 = 7

so, the number is

773

========================================================

Explanation:

The divisibility rule for 8 is we look at the last three digits only.

The 083 is what we focus on

Is 083, aka 83, a multiple of 8? The answer is no because 83/8 = 10.375 is not a whole number result. The closest multiples are 80 and 88.

So if the number ended with something like 080 or 088, then we would have a multiple of 8 in the much larger number.

But 083 is not a multiple of 8, so the original number isn't either.

The missing item in the given geometric sequence is: [tex]\frac{4}{15}[/tex].

A geometric progression, sometimes referred to as a geometric sequence in mathematics, is a series of non-zero numbers where each term following the first is obtained by multiplying the preceding one by a constant, non-zero value known as the common ratio.

Given: [tex]\frac{2}{5}[/tex], ___, [tex]\frac{8}{45}[/tex]

Here, Let b = missing term of the geometric sequence.

By using the concept of geometric mean, we can find the missing term; geometric mean is used to find the mean, i.e., the middle term between two terms.

GM = [tex]\sqrt{(term_1)(term_2)}[/tex]

Here, b = [tex]\sqrt{\frac{2}{5}\times\frac{8}{45}}[/tex]

=> b = [tex]\sqrt{\frac{16}{25\times9}}[/tex]

=> b = [tex]\frac{4}{5\times3}=\frac{4}{15}[/tex]

Hence, The missing item in the given geometric sequence is: [tex]\frac{4}{15}[/tex].

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After evaluating the expression for x=0, the equation 13-6.5x = 13

⇒ 13-6.5(0)

⇒ 13 - 0

⇒ 13

To solve linear equations, utilize the steps that are provided below.

Lets take an example of solve z for 7z – (3z – 4) = 12

Here is no multiplication or division, so this will be easy to solve

⇒ 7z – (3z – 4) = 12

⇒ 7z – 3z + 4 = 12

⇒ 4z = 12 – 4

⇒ 4z = 8

⇒ z = 8/4

⇒ z = 2

See, that was so simple, using the mentioned methods, every linear equation can be solved easily.

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The original value of the baseball in discuss according to the task content is; $0.45.

It follows from the word phrase given that; the current value of a baseball card is 80 times its original value v (in dollars) where the current value is; $36.

Therefore, we have; 36 = 80 × v

Divide both sides by 80;

Hence; v = 36/80 = $0.45.

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Answer:23

Step-by-step explanation:

because you add the two

Answer:

3 hours

Step-by-step explanation:

[tex]speed = \frac{distance}{time} \\ 60 = \frac{d}{t} \\ d = 60t \\ \\ speed = \frac{distance}{time} \\ 40 = \frac{d}{t + 1} \\ d = 40(t + 1)[/tex]

Since;

[tex]d = 60t \: \: \: and\\ d = 40(t + 1) \\ [/tex]

Therefore;

[tex]60t = 40(t + 1) \\ 60t = 40t + 40 \\ 60t - 40t = 40 \\ 20t = 40[/tex]

Divide both sides by 20

[tex] \frac{20t}{20} = \frac{40}{20} \\ t = 2 \: hours[/tex]

Since the return trip took an hour longer to get back home an hour will be added to the time

[tex]t + 1 = 2 + 1 \\ = 3 \: hours[/tex]

The Corollary 4.1 states that , the acute angles of a right triangles are complementary.

A corollary can be defined as a theorem that follows a direct result of an another theorem. With an original theorem, a corollary can be used as a reason to proof it. There are two main corollaries which follow directly from the Triangle Angle-Sum theorem. These are defined below :

Corollary 4.1

   It states that the " acute angles of the right triangle are always complementary".

   Abbreviation : Acute  ∠s of rt. Δ are comp.

Corollary 4.2

   It states that, "there is at most only one right angle or an obtuse angle in  triangle".

Given :  a triangle ABC, right angled at A

To Prove: ∠B and ∠C are complimentary

Proof :

   step 1 :   ∠A = 90°

   step 2:   According to angle-sum theorem

                 ∠A +  ∠B +  ∠C = 180

   step 3:   90 +  ∠B +  ∠C = 180

   step 4:   ∠B +  ∠C = 180 - 90

   step 5:   ∠B +  ∠C = 90

Thus, Corollary 4.1 is proved.

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