Nakeisha is raising money for a school trip by selling lollipops and fruit snacks. The price of each lollipop is $1.50 and the price of each fruit snack is $1.25. Yesterday Nakeisha made $18.25 from selling a total of 13 lollipops and fruit snacks. Determine the number of lollipops sold and the number of fruit snacks sold.

The value of x in the triangle is,

x = 9.4 cm

We have to given that;

A triangle is shown in figure.

Now, By trigonometry formula we get;

cos 20° = Base / Hypotenuse

cos 20° = x / 10

0.94 = x / 10

x = 0.94 × 10

x = 9.4 cm

Thus, The value of x in the triangle is,

x = 9.4 cm

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The value of the line integral is (-16/3)cos(6) + (16/9)sin(6). Evaluating this integral, you will get the value of the line integral for the given curve.

To evaluate the line integral ∫c x sin yds, where C is the line segment from (0,3) to (4,6), we first need to parameterize the curve. We can do this by letting x = t and y = 3 + (3/4)t, where t goes from 0 to 4. This gives us the parametric equations x = t and y = (3/4)t + 3.

Next, we need to find ds, the length of the curve element. We can use the formula ds = sqrt(dx^2 + dy^2) to get ds = sqrt(1 + (3/4)^2)dt = sqrt(25/16)dt = (5/4)dt.

Now we can substitute in our parameterization and ds into the line integral to get ∫c x sin yds = ∫0^4 t sin((3/4)t + 3) (5/4)dt.

We can evaluate this integral using integration by parts. Let u = t and dv = sin((3/4)t + 3) (5/4)dt, then du/dt = 1 and v = (-4/3)cos((3/4)t + 3). The integral becomes:

∫0^4 t sin((3/4)t + 3) (5/4)dt = uv|0^4 - ∫0^4 v du/dt dt
= (-4/3)t cos((3/4)t + 3)|0^4 - ∫0^4 (-4/3)cos((3/4)t + 3) dt
= (-4/3)t cos((3/4)t + 3) + (16/9)sin((3/4)t + 3)|0^4
= (-16/3)cos(6) + (16/9)sin(6)

Therefore, the value of the line integral is (-16/3)cos(6) + (16/9)sin(6).

To evaluate the line integral ∫c x sin y ds, where C is the line segment from (0, 3) to (4, 6), you first need to parameterize the curve C.

A possible parameterization is r(t) = (1-t)(0, 3) + t(4, 6) = (4t, 3+3t), with t ∈ [0, 1]. Then, compute the derivative dr/dt = (4, 3).

Now, find the integrand by replacing x and y with the parameterized curve components: x sin y = (4t) sin(3 + 3t).

Next, find the magnitude of the derivative: |dr/dt| = √(4² + 3²) = 5.

Finally, compute the integral:

∫[0, 1] (4t sin(3 + 3t))(5) dt.

Evaluating this integral, you will get the value of the line integral for the given curve.

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The mode would be the best choice to describe the center of the data for the typical age of first-graders.

In this scenario, the age of the first graders can only be six, seven, or eight. Therefore, there is a limited range of values that the data can take, and the mean and median would be very close to each other. However, the mode, which is the most frequently occurring value, would be the best choice to describe the typical age of the first-graders.

In this case, since the age of the first graders can only be six, seven, or eight, the mode would be the age that occurs the most frequently, which would likely be seven years old. Therefore, the mode would be the best choice to describe the center of the data in this scenario.

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The probability of getting a head on the coin or a prime number on the spinner is 2/3.

The probability of getting a head on the coin toss is 1/2, and the probability of landing on a prime number on the spinner is 1/6. By adding up the probabilities in the column corresponding to a head or any prime number, we find the overall probability.

Overall probability:

P(head or prime) = P(H) + P(2) + P(3) + P(5)

= 1/2 + 1/6 + 1/6 + 1/6

= 1/2 + 3/6

= 4/6

= 2/3

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The probability that a randomly selected adult consumes more than 40.0 hamburgers in a year is approximately 0.85.

In order to find the probability that randomly selected adult eats more than 40.0 hamburgers in a year, we use the normal distribution and z-scores.

First, we need to standardize the value of 40.0 using the formula : z = (x - μ)/σ,

Where : x = value we want to standardize (40.0 hamburgers), μ = mean number of hamburgers eaten (48.5 hamburgers), σ = standard-deviation (8.3 hamburgers),

Substituting the values,

We get:

z = (40.0 - 48.5)/8.3,

z = -1.024

Next, we find the area under the normal-curve to the right of z = -1.024. This represents the probability of randomly selecting an adult who eats more than 40.0 hamburgers.

We know that area to left of z = -1.024 is approximately 0.15. We need the area to right, so, we subtract this value from 1,

P(x > 40.0) = 1 - P(x ≤ 40.0)

P(x > 40.0) = 1 - 0.15

P(x > 40.0) ≈ 0.85,

Therefore, the required probability is 0.85.

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The slope of the line that represent this relationship is 3.75.

In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical equation;

y = mx + c

Where:

Based on the information provided about the charges by this amusement park, we have the following system of equations;

51.25 = 7m + c  ....equation 1.

70 = 12m + c    ......equation 2.

By solving equation 1 and equation 2 simultaneously, we have the following:

70 = 12m + 51.25 - 7m

70 - 51.25 = 5m

18.75 = 5m

Slope, m = 18.75/5

Slope, m = 3.75

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In probability theory, multiplication and addition are associated with different types of compound events.

Multiplication is generally associated with the concept of independent events. When two events are independent, the probability of both events occurring is calculated by multiplying their individual probabilities. This is known as the multiplication rule of probability. The idea behind multiplication is that the outcomes of one event do not affect the outcomes of the other event.

On the other hand, addition is generally associated with the concept of mutually exclusive events. Mutually exclusive events are events that cannot occur at the same time. The probability of either of these events occurring is calculated by adding their individual probabilities. This is known as the addition rule of probability. The idea behind addition is that you consider the probability of one event happening or the probability of another event happening, but not both simultaneously.

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#3, the transformation can be represented by (x, -y)

Answer:

5(x² + x - 1)

step by step explanation:

1. subtract

2.combine the like terms

3.common factors

Answer:

We are here because we need help with a particular course or question

Step-by-step explanation:

Our goal is to try our best and explain to others to their understanding (and win titles)

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False. It can be concluded that the faster a motor vehicle is traveling at the time of a crash, the more severe the injuries to the driver are

While the information states that there is a moderate positive correlation between the speed of the motor vehicle and the severity of injuries, correlation does not imply causation. Therefore, it cannot be concluded that the faster a motor vehicle is traveling at the time of a crash, the more severe the injuries to the driver are. Correlation simply indicates that there is a relationship between the two variables, but other factors may also be influencing the severity of injuries.

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The probabilities are given as follows:

The parameters that are needed to calculate a probability are given as follows:

Then the probability is calculated as the division of the number of desired outcomes by the number of total outcomes.

Out of 16 trials, in 7 of them, which are the first row and the first column, the spinner lands on at least one A, hence the probability is given as follows:

p = 7/16.

For C and D, there are two outcomes, (C, D) and (D, C), hence the probability is given as follows:

p = 2/16 = 1/18.

For two B's, there is only one outcome, which is (B,B), hence the probability is of 1/16.

For C on the second spin, we consider the third column, which has four outcomes, hence the probability is given as follows:

p = 4/16 = 1/4.

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The probability that Antoine's marble will also be green would be = 3/13

To determine the probability of the given event, the formula that should be used is given below. That is;

Probability = possible outcome/sample space.

The sample space = 4+7+9+6 = 26 marbles.

The number of green marbles = 6

The probability of choosing green marbles = 6/26 = 3/13

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The total surface area is 640.56 in².

We have,

The TSA (Total Surface Area) of a cone is given by the formula:

TSA = πr² + πrℓ

Now,

We see that,

There are two cones so we find the TSA for both the cones and add them up to get the TSA.

So,

Cone 1:

r = 6 in

l² = r² + h²

l² = 36 + 64

l² = 100

l = 10

So,

TSA = πr² + πrℓ

= 3.14 x 36 + 3.14 x 6 x 10

= 113.04 + 188.4

= 301.44 in²

Cone 2:

r = 6 in

l = 12 in

TSA = πr² + πrℓ

= 3.14 x 6 x 6 + 3.14 x 6 x 12

= 113.04 + 226.08

= 339.12 in²

Now,

Total surface area.

= 301.44 + 339.12

= 640.56 in²

Thus,

The total surface area is 640.56 in².

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The width of the rectangular garden is 21 feet.

A rectangle is a plane shape that have pair of opposite sides equal and parallel.

To calculate the width of the rectangle, we use the formula below

Formula:

Where:

From the question,

Given:

Substitute into equation 1

Hence, the right option is D. 21 feet.

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Answer:

150

Step-by-step explanation:

The restaurant should expect to serve 180 customers in week 10.

The number of customers served in the restaurant follows a repeating pattern of 180, 170, 200, 180, 210, 180, 210, 170, 200, 180. Therefore, the number of customers served in week 10 will be 180.

The number of customers served in the restaurant follows a repeating pattern of 180, 170, 200, 180, 210, 180, 210, 170, 200, 180. This means that after 10 weeks, the number of customers served will be the same as it was in week 1. Since week 1 had 180 customers served, week 10 will also have 180 customers served.

As you can see, the number of customers served in week 10 is the same as the number of customers served in week 1. Therefore, the restaurant should expect to serve 180 customers in week 10.

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The graph of the absolute function, p(x) = |x - 1|, has a minimum point (1, 0), and the points (-6, 7), and (6, 5), on the graph

Please find attached the graph of the absolute function created with MS Excel.

An absolute function is a function that nests an algebraic expression within an absolute value symbol.

The specified absolute function, p(x) = |x - 1|, indicates that the minimum value of the function, occurs where; p(x) = 0 = |x - 1|

Therefore; |x - 1| = 0, x = 1

When x = -6, we get; p(-6) = |(-6) - 1| = 7

When x = 6, we get; p(6) = |6 - 1| = 5

Therefore, the points on the graph are;

(-6, 7), (1, 0), and (6, 5)

Please find attached the graph of the absolute function created with MS Excel

The possible question, includes graph with the attached four options

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In the given circle, value of x is,

⇒ x = 3.56

Since, We know that;

The circle is a closed two dimensional figure , in which the set of all points is equidistance from the center.

We have to given that;

Two tangents are shown in figure.

Now, By definition of proportionality we get;

⇒ 8 / x = 9 / 4

Cross multiplication,

⇒ 8 × 4 / 9 = x

⇒ x = 32 / 9

⇒ x = 3.56

Therefore, WE get;

The value of x in the circle is,

⇒ x = 3.56

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Answer:

Let's denote the number of people in Team A as a, and the number of people in Team B as b. From the problem, we know that:

a/b = 3/4

Now, we also know that 4/5 of Team A and 24% (or 24/100 = 6/25) of Team B work full time. So, the number of people working full time from Team A is 4a/5 and from Team B is 6b/25.

The total number of people working for the company is a + b, and the total number of people working full time is 4a/5 + 6b/25.

We are asked to find the fraction of people working full time, which can be represented as:

(4a/5 + 6b/25) / (a + b)

Firstly, we need to have a common denominator for the fractions, so we can express 4a/5 as 20a/25:

[tex](20a/25 + 6b/25) / (a + b)[/tex]

Simplifying, we can write this as:

[tex](20a + 6b) / (25(a + b))[/tex]

Now, since we know a/b = 3/4, we can substitute a = 3b/4 in the above expression:

[tex](20*(3b/4) + 6b) / (25((3b/4) + b))[/tex]

Simplifying the above, we get:

[tex](15b + 6b) / (25((3b/4) + b)) = 21b / 25b[/tex]

So, the fraction of people working full time is 21/25.

The factors of the given polynomial 18m²-8 are 2, (3m+2) and (3m-2).

The factors are the polynomials which are multiplied to produce the original polynomial.

Use the identity (a²-b²)=(a+b)(a-b)

1) 2a²-2b²

= 2(a²-b²)

= 2(a+b)(a-b)

2) 6x²-6y²

= 6(x²-y²)

= 6(x+y)(x-y)

3) 4x² - 4

= 4(x²-1)

= 4(x+1)(x-1)

4) ax²-ay²

= a(x²-y²)

= a(x+y)(x-y)

5) cm²-cn²

= c(m²-n²)

= c(m+n)(m-n)

6) st²-s

= s(t²-1)

= s(t+1)(t-1)

7) 2x²-18

= 2(x²-9)

= 2(x²-3²)

= 2(x+3)(x-3)

8) 2x²-32

= 2(x²-16)

= 2(x²-4²)

= 2(x-4)(x+4)

9) 3x²-27y²

= 3(x²-9y²)

= 3(x²-(3y)²)

= 3(x+3y)(x-3y)

10) 18m²-8

= 2(9m²-4)

= 2((3m)²-(2)²)

= 2(3m+2)(3m-2)

Therefore, the factors of the given polynomial 18m²-8 are 2, (3m+2) and (3m-2).

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The length of RU in triangle is,

⇒ RU = 16

We have o given that;

In triangle;

ST = 37

UT = 35

RS = 20

Hence, By using definition of Pythagoras theorem we get;

In triangle STU;

⇒ ST² = SU² + UT²

⇒ 37² = SU² + 35²

⇒ 1369 = SU² + 1225

⇒ SU² = 144

⇒ SU = 12

Hence, In triangle RSU;

⇒ RS² = SU² + RU²

⇒ 20² = 12² + RU²

⇒ 400 - 144 = RU²

⇒ RU² = 256

⇒ RU = 16

Thus, The length of RU in triangle is,

⇒ RU = 16

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The correct solution to the inequality x^2 - 9x < -18 is x < 3 or x > 6.

To solve the inequality x^2 - 9x < -18, you can follow these steps:

Move all terms to one side of the inequality to form a quadratic expression: x^2 - 9x + 18 < 0.

Factorize the quadratic expression: (x - 6)(x - 3) < 0.

Determine the sign of the expression for different intervals of x. To do this, you can create a sign chart:

Interval | (x - 6) | (x - 3) | (x - 6)(x - 3) |

x < 3 | - | - | + |

3 < x < 6 | - | + | - |

x > 6 | + | + | + |

Analyze the sign chart to determine when the expression (x - 6)(x - 3) is less than zero (negative).

The expression is negative when x is between 3 and 6, i.e., 3 < x < 6.

Write the solution in interval notation:

x < 3 or x > 6

Therefore, the correct solution to the inequality x^2 - 9x < -18 is x < 3 or x > 6.

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The circumference of the circle is 25.12 inches. The Option C.

The Circumference, also perimeter of circle means the ratio of circumference to diameter of any circle.

The length of the segment represents radius of the circle which half length of diameter. So, the diameter is:

= 2 * 4 inches

= 8 inches.

The circumference is found using C = πd.

C = π*d

C = 3.14 * 8 inches

C = 25.12 inches.

Full question:

What is the circumference of the circle? Use 3.14 for π.

circle with a segment drawn from the center of the circle to a point on the circle labeled 4 inches

A. 157.75 inches

B. 50.24 inches

C. 25.12 inches

D. 12.56 inches.

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Hope this image helps you out!

Answer: D

Step-by-step explanation:

Team A has symmetric scores because the upper quartile (right part of the rectangle) is equal to lower quartile (left part of rectangle) in terms of size, so median (middle line in the rectangle) is equal to the mean. Team B has negative skewed scores because the upper quartile is smaller than lower quartile, so the median is greater than the mean.

Thus, the answer is D.

Converting 4315425 quinary number into a decimal number​ results in 73,240.

A quinary number is a number that is in base 5.

A decimal number is a number in base 10.

The powers of 5 include (1, 5, 25, 125, 625, and so on).  We write these powers of 5 beside the quinary digits written from bottom to top and then multiply each digit by its associated power.

The sum of the products gives the decimal number of the quinary number.

Digit         Power       Multiplication

5                 1                  5 (5 x 1)

2                 5               10 (2 x 5)

4               25            100 (4 x 25)

1              125             125 (1 x 125)

5            625          3,125 (5 x 625)

3          3,125         9,375 (3 x 3,125)

4       15,625       62,500 (4 x 15,625)

Total                   73,240

Thus, 4315425 quinary is equal to 73,240 decimal.

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This process will give you a ray originating from the vertex and extending at a 40° angle.

To draw a ray connecting the vertex and the mark at a 40° angle, please follow these steps:

1. Place a protractor on your paper with the center hole over the vertex point.
2. Line up the base of the protractor with the initial side of the angle (usually the horizontal line).
3. Find the 40° mark on the protractor and make a small mark on the paper.
4. Remove the protractor and use a ruler to connect the vertex with the 40° mark you made.
5. Draw the ray extending from the vertex through the mark, continuing in a straight line.

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The claim that is being tested is: "the mean height of 12-year-old boys from high-income families is greater than 59.2 inches."

In order to test this claim, one could follow these steps:
1. Gather data: Collect a sample of 12-year-old boys from high-income families. 2. Calculate the sample mean: Compute the mean height of the boys in the sample. 3. Formulate a null hypothesis (H0): The mean height of 12-year-old boys from high-income families is equal to 59.2 inches.

4. Formulate an alternative hypothesis (H1): The mean height of 12-year-old boys from high-income families is greater than 59.2 inches. 5. Perform a hypothesis test: Using the appropriate statistical test, compare the sample mean to the population mean of 59.2 inches. 6. Draw conclusions: Based on the results of the hypothesis test, either reject the null hypothesis (supporting the alternative hypothesis) or fail to reject the null hypothesis (not enough evidence to support the alternative hypothesis).

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The claim that their mean height is greater than 59.2 in is the alternative hypothesis, which will be accepted or rejected based on the results of the data analysis.

The claim that he is testing is that the mean height of 12-year-old boys from high-income families is greater than 59.2 in. This claim is being tested by collecting data from a sample of 102 12-year-old boys and calculating their mean height. The hypothesis is that this mean height will be greater than 59.2 in, which is the assumed population mean height for all 12-year-old boys. The researcher is specifically interested in the height of boys from high-income families, so this is the subgroup that is being tested. The claim that their mean height is greater than 59.2 in is the alternative hypothesis, which will be accepted or rejected based on the results of the data analysis.

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