what fractional part of 70 is 28

Answer: The correct equation to use is, C. 10,000 ÷ 2,000

Which simplifies to: 5

Therefore, it will take 5 days for the mountain climber to descend from an elevation of 10,000 feet to sea level, assuming they descends at a constant rate of 2,000 feet per day.

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To find the greatest common factor (GCF) of three numbers, you can use the prime factorization method:

1. Find the prime factorization of each number:

- 152 = 2^3 * 19

- 171 = 3 * 3 * 19

- 57 = 3 * 19

2. Identify the common prime factors: 19 is the only common prime factor.

3. Multiply the common prime factors together: 19.

Therefore, the greatest common factor of 152, 171 and 57 is 19.

Answer:

They would have gotten 2 full apples each. There would be 4 left over. If they decided to split those 4 apples, they would have gotten 2 1/2 apples each.

Step-by-step explanation:

20 ÷ 8 = 16 R 4

16 ÷ 8 = 2 (the full apples they got each_)

4 x 2 = 8 (split the 4 apples in half to make 8)

Therefore, each student would have gotten 2 full apples and 1/2 of an apple.

The graph of the function f(x) with vertex (1, 2) and another point (0, 2) is shown below.

Consider a function f(x) = 3x² - 6x + 2

We know that the graph of quadratic function is a parabola.

We graph the function f(x)

The graph of function f(x) is shown below.

From the graph of f(x), we can observe that the vertex of parabola is (1, 2)

For x = 0 the value of the function f(x) would be,

f(x) = 3x² - 6x + 2

f(0) = 3(0)² - 6(0) + 2

f(0) = 0 - 0 + 2

f(0) = 2

This means that the y-intercept of f(x) is (0, 2)

Therefore, the reuired graph of the function f(x) is shown below.

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Answer: x ≥ 3

Step-by-step explanation:

Answer: x^2+2x-63

Step-by-step explanation:

Quadratic Equation = x^2-(Sum of Solution)x+(Product of Solution)

                                =x^2-(7-9)+(7*(-9))

                                =x^2+2x-63

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The equation can be y = 3x + 7, evaluating it in x = 16 we will get:

y = 55

We can write a linear equation, which is the simplest type of equations.

For example, let's define:

y = 3x + 7

Now the evaluation.

We want to find the value of y when x = 16. To do so, we need to evaluate the equation in x = 16, that means replacing the variable x by the number, then we will get.

y = 3*16 + 7

y = 55

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The statement The product of p is and -8 is less than 24 as an expression is -8p <  24

From the question, we have the following parameters that can be used in our computation:

The statement represented as

The product of p is and -8 is less than 24

Less than is represented using the symbol <

So, we have

The product of p is and -8 is less than 24: The product of p is and -8 is <  24

Represent products as *

So, we have

The product of p is and -8 is less than 24: -8p <  24

Hence, the expression is -8p <  24

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Step-by-step explanation:

To determine the value of x that satisfies the expression x^2 + 3x - 5 when x = 9, we simply substitute 9 for x and evaluate the expression:

9^2 + 3(9) - 5 = 81 + 27 - 5 = 103

Therefore, when x = 9, the expression x^2 + 3x - 5 evaluates to 103.

rate my answer, please.

Answer:

The correct answer is B.

When x increases, y increases, and when x decreases, y decreases.

Answer:

153.94 square centimeters.

Step-by-step explanation:

To calculate the area of a circle when the circumference is given, you can use the formula:

Circumference = 2 * pi * r, where pi is approximately equal to 3.14 and r is the radius of the circle.

We can rearrange this formula to solve for the radius:

r = Circumference / (2 * pi)

Substituting the given value of circumference:

r = 44 cm / (2 * 3.14) = 7.006 cm (rounded to three decimal places)

Now that we have the radius, we can calculate the area of the circle using the formula:

Area = pi * r^2

Substituting the value of r:

Area = 3.14 * 7.006^2 = 153.94 cm^2 (rounded to two decimal places)

Therefore, the area of the circle is approximately 153.94 square centimeters.

The total distance traveled by the car between t = 0 and t = 3 is given as follows:

c. 15 mi.

The velocity function is given as follows:

v(t) = 20 - 10t.

The distance function is the integral of the velocity function, hence it is given as follows:

d(t) = 20t - 5t².

The distance at t = 0 is given as follows:

d(0) = 20(0) - 5(0)²

d(0) = 0.

The distance at t = 3 is given as follows:

d(3) = 20(3) - 5(3)²

d(3) = 15.

Hence the total distance is given as follows:

15 - 0 = 15 mi.

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Okay, let's break this down step-by-step:

* The spinner has 5 equal sections, numbered 1 through 5.

* Each section represents a 1 in 5 chance of landing on a particular number.

* The spinner has a 3 section.

* Jashon will spin the spinner 150 times.

So, to calculate the expected number of times a 3 will come up:

* There is 1 section for the number 3 out of the 5 total sections.

* So the probability of landing on the 3 section is 1/5 = 0.2

* In 150 spins, the probability of landing on 3 will be 0.2 multiplied by 150 spins.

* So 0.2 * 150 = 30

Therefore, if Jashon spins the spinner 150 times, he can expect the number 3 to come up approximately 30 times.

Let me know if you have any other questions!

Answer:

253 divided by 4 is 63.25.

Here's the work:

```

4) 253.00

   24

  ---

    13

    12

   ---

     13

     12

    ---

      1

```

Therefore, the answer is 63.25.

The correct statements regarding the transformations are given as follows:

Examples of transformations are given as follows:

For the transformation 1, we have a reflection, which keeps both the side lengths and the angle measure constant, just changing the orientation of the figure.

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The probability that a statistics teachers do not know the true meaning of life is 46.8%

From the question, we have the following parameters that can be used in our computation:

53.2% of Americans say they believe that statistics teachers know the true meaning of life.

This means that

P(Believe) = 53.2%

For the required probability, we have

P(Not believe) = 1 - P(Believe)

So, we have

P(Not believe) = 1 - 53.2%

Evaluate

P(Not believe) = 46.8%

Hence, the probability that a statistics teachers do not know the true meaning of life is 46.8%

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Answer:

I think it's 3

Step-by-step explanation:

it's skipping 2 after every three

The polynomial, P(x), in factored form  is P(x) = (x - 5)(x + 2)^2(x + 3)

From the question, we have the following requirements that can be used in our computation:

The polynomial, P(x), in factored form  is represented as

P(x) = (x - zeros)

So, we have

P(x) = (x - 5)(x + 2)^2(x + 3)

(x + 2) has an exponent of 2 because it makes the polynomial have a degree of 4

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Answer:

S = 2π(3^2) + 2π(3)(8.2) = 67.2π = 211 cm^3

Answer:

To represent each part of Alexi's circle as a fraction, we need to determine the total number of parts in the circle and the number of parts represented by each tile.

Adding up the number of tiles, we get:

1 + 2 + 5 + 6 + 8 = 22

So there are a total of 22 parts in Alexi's circle.

To find the fraction represented by each tile, we can divide the number of parts represented by the tile by the total number of parts in the circle.

Starting with the first tile, which represents 1 part, the fraction it represents is:

1/22

Moving to the second tile, which represents 2 parts, the fraction it represents is:

2/22 = 1/11

Continuing in the same way for the remaining tiles, we get:

So the fractions represented by each part of Alexi's circle are

Answer:

$1,000.

Step-by-step explanation:

200 kids divided by 25% or 4 = 50 then 50 x 20 = 1,000.

The probability that a student has a dog given that they have a cat is 2/5.

To find the probability that a student has a dog given that they have a cat, we need to use conditional probability. We can use the formula:

P(Dog | Cat) = P(Dog and Cat) / P(Cat)

where P(Dog and Cat) is the probability that a student has both a dog and a cat, and P(Cat) is the probability that a student has a cat.

From the given data table, we can see that there are a total of 25 students in the class, and 15 of them have a cat. Of the 15 students with a cat, 6 also have a dog. Therefore, P(Dog and Cat) = 6/25 and P(Cat) = 15/25.

Substituting these values into the formula, we get:

P(Dog | Cat) = (6/25) / (15/25) = 6/15 = 2/5

Therefore, the probability that a student has a dog given that they have a cat is 2/5 or 0.4.

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Answer:

7 cm is equal to 0.07 m.

To convert centimeters to meters, you need to divide the number of centimeters by 100, since there are 100 centimeters in a meter.

So, 7 cm / 100 = 0.07 m.

Answer:

K′(0, 0), L′(−2, 5), M′(5, 5), N′(−3, 0)

Step-by-step explanation:

To rotate a point $(x,y)$ by $270^{\circ}$ clockwise, we first swap the $x$ and $y$ coordinates and then negate the new $y$ coordinate.

Using this, we can find the image vertices of the given polygon as follows:

For vertex K(0, 0), we have $(0,0) \rightarrow (0,0)$. So K′ is at the origin.

For vertex L(5, 2), we have $(5,2) \rightarrow (2,-5)$. So L′ is at (-2, 5).

For vertex M(5, -5), we have $(5,-5) \rightarrow (5,5)$. So M′ is at (5, 5).

For vertex N(0, -3), we have $(0,-3) \rightarrow (-3,0)$. So N′ is at (-3, 0).

Therefore, the image vertices of the polygon KLMN after a $270^{\circ}$ clockwise rotation are K′(0, 0), L′(−2, 5), M′(5, 5), and N′(−3, 0).

Thus, the correct option is:

K′(0, 0), L′(−2, 5), M′(5, 5), N′(−3, 0)

Answer:

No

Step-by-step explanation:

No, y = 2x^3 + 5 is not a linear function. A linear function is a function that can be written in the form y = mx + b, where m and b are constants and x is the independent variable.

In the function y = 2x^3 + 5, we have a cubic term (x^3), which means that the function is not linear. The graph of a cubic function will have a curved shape, unlike a linear function, which will always be a straight line.

Monique gave away a greater fraction of cake than Chris.

We can represent the fraction of cake Chris gave away as 3/8, and the fraction of cake Monique gave away as 4/8 (which can be simplified to 1/2)

3/8 ______ 1/2

In order to compare the fractions, we can convert them to have a common denominator. The smallest common multiple of 8 and 2 is 8, so we can write:

3/8 = 3/8

1/2 = 4/8

Now we can fill in the symbol to complete the comparison:

3/8 < 1/2

Therefore, Monique gave away a greater fraction of cake than Chris.

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We can write the quadratic in standard form as:

y = x² -18x - 1053

For a quadratic equation whose solutions are:

x = x₁

x = x₂

We can write it as:

y = (x - x₁)*(x - x₂)

Here the solutions are:

x = 9 + 9√13

x = 9 - 9√13

Then we can write the quadratic as:

y = (x - 9 - 9√13)*(x - 9 + 9√13)

Expanding that:

y = x² -18x - 81*13

y = x² -18x - 1053

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The overall mean of data set is 49.57. Option D

The overall mean is all the sums of the means divided by the total number of set in the table.

All the mean in the table are 42. 75 + 51. 75 + 50.00 + 49.50 + 51.25 + 47.25 + 50.75 + 47.75 + 56.50 + 47.50 + 38.75 + 49.25 + 57.00 + 48.75 + 54.75 = 743.5

We see that there are 15 data set.

mean = 743.5/ 15

Overall mean = 49.57

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i) There is no solution for x when y<0.

ii) When y>0, the solutions for x are x=4 and x=0.

iii) When y=0, the solutions for x are x=4 and x=0

To use a graph to find the value of x for the given values of y in the equation y=-|x-2|+2, we can follow these steps:

i) When y<0:

The graph of y=-|x-2|+2 is below the x-axis when y<0. Therefore, there is no solution for x when y<0, because there is no point on the graph that has a negative y-coordinate.

ii) When y>0:

The graph of y=-|x-2|+2 intersects the x-axis at two points when y>0. To find the x-coordinates of these points, we can set y=0 in the equation y=-|x-2|+2 and solve for x, as shown in the previous answer.

The x-intercepts are at (4,0) and (0,0), which means that the graph crosses the x-axis at x=4 and x=0 when y>0.

iii) When y=0:

To find the x-coordinate(s) of the point(s) where the graph intersects the x-axis (i.e., where y=0), we can look at the x-intercepts that we found in part ii) above. The x-coordinate(s) of the point(s) where the graph intersects the x-axis are x=4 and x=0, so the solutions for x when y=0 are x=4 and x=0.

Therefore, i) There is no solution for x when y<0.

ii) When y>0, the solutions for x are x=4 and x=0.

iii) When y=0, the solutions for x are x=4 and x=0 (the x-intercepts).

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Inverse relationships between operations are used to solve two-step inequalities because they allow us to isolate the variable on one side of the inequality.

A two-step inequality involves two operations that need to be undone in reverse order to solve for the variable. Inverse relationships between operations are used to "undo" these operations, leading to an isolated variable.

For example, consider the inequality 2x + 5 > 11. The first operation being performed on x is multiplication by 2, and the second operation is adding 5. To solve for x, we need to undo these operations in reverse order.

The inverse relationship of multiplication by 2 is division by 2, and the inverse relationship of adding 5 is subtracting 5. Therefore, we can solve the inequality as follows:

2x + 5 > 11

2x > 6 (subtract 5 from both sides)

x > 3 (divide both sides by 2)

Here, we first subtracted 5 from both sides to undo the addition of 5, and then divided both sides by 2 to undo the multiplication by 2.

Inverse relationships between operations are used in two-step inequalities because they help to simplify the equation by undoing the operations one by one, leading to an isolated variable.

By using inverse relationships between operations, we can efficiently and systematically solve two-step inequalities and isolate the variable to find the solution set.

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