Answer:
To represent the area of a stained-glass mosaic that sits under a parabolic arch, we can use the equation for a parabolic arch, which is of the form
y = a(x - h)^2 + k
where (h,k) is the vertex of the parabola. The width of the parabolic arch at the base is 8 feet, so the vertex of the parabola is located at (4,0). Therefore, the equation for the parabolic arch is
y = a(x - 4)^2
The height of the parabolic arch is 10 feet, so we can represent the area of the stained-glass mosaic as the region where y is between 0 and 10. This can be expressed as the inequality
0 ≤ a(x - 4)^2 ≤ 10
Solving this inequality for x gives us the solution
-2 ≤ x - 4 ≤ 2
which simplifies to
2 ≤ x ≤ 6
Therefore, the quadratic inequality that represents the area of the stained-glass mosaic is
2 ≤ x ≤ 6
Step-by-step explanation:
Answer:
y ≤- 5/8(x - 4)² + 10 andy ≥ 0-------------------------------------------------------
According to given details we have:
The vertex at (8/2, 10) = (4, 10),The parabola opens down,It passes through the origin.The equation for the parabola is y = a(x - h)² + k, where (h, k) is vertex.
Substitute h = 4, k = 10:
y = a(x - 4)² + 10We know y = 0 at x = 0, substitute to find the value of a:
0 = a(0 - 4)² + 100 = a(16) + 1016a = - 10a = - 10/16 = - 5/8So the parabola is:
y = - 5/8(x - 4)² + 10We are looking for the area between the parabola and the x-axis, therefore we need two inequalities:
y ≤- 5/8(x - 4)² + 10 andy ≥ 0See attached for reference.
!HELP! The tennis tournament that Amanda is playing has 10 games and the tennis tournament that Jennifer is playing has 8 games. What is the minimum amount of tournaments they each need to play in order to have played the same number of games? How many games would this be? Write to explain your thinking.
The minimum amount of tournaments Amanda and Jennifer each need to play in order to have played the 40 number of games are 4 and 5 respectively.
What is the LCM?Least Common Multiple is the meaning of the acronym LCM. The lowest number that may be divided by both numbers is known as the least common multiple (LCM) of two numbers. It may also be computed using two or more real numbers.
Given that Amanda is playing has 10 games and the tennis tournament that Jennifer is playing has 8 games.
Now we will find the minimum same number of games in tournaments,
for that we will find the LCM of the numbers.
LCM of Amanda games in tournament and Jennifer games in tournament.
LCM of 10 and 8 is 40.
Therefore, the minimum amount of tournaments Amanda and Jennifer each need to play in order to have played the 40 number of games are 4 and 5 respectively.
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b) The perimeter of the shape is 25.71 cm
Calculate the value of the radius x.
Take – to be 3.142
Answer:
Questions and answers
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The perimeter of a shape is 25.71 cm calculate the value of the radius X takes pie to be 3.142
Answer · 15 votes
Answer:5 cmStep-by-step explanation:Given a semicircle with perimeter 25.71 cm, we are required to find the radius of the circle.Circumference of a Semicircle=Length of the Circular part+Length of the diameter[tex]=\pi r+2r[/tex][tex]If \: \pi=3.142, C=25.71\Then:\25.71=3.142r+2r (3.142+2)=25.71\5.142r=25.71 =25.71 \div5.142 =5cm[/tex]
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The perimeter of the semicircle is 25.71 cm. Calculate the value
if you select a random sample of full-time college students, there is an hance that the sample mean is less than how many hours per week?
The sample mean is less than 26.92 hours per week .
What is standard deviation?
Your dataset's average level of variability is represented by the standard deviation. In general, it reveals how far away from the mean each value is.
A low standard deviation denotes that values are grouped closely to the mean, while a high standard deviation denotes that values are typically spread widely from the mean.
Let X~ Normal (26, 4/√16) distribution ie Normal (26, 1) distribution
We want,
P(X<a) = 0.82
Using standard normal approximation,
P(z< (a-26)/1) = 0.82
Using standard normal distribution tables, we get
(a-26)/1 = 0.915
(Since P(z<0.915) = 0.82)
So, a= 26+0.915= 26.915
So the required value is 26.92 (rounded to two decimals)
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the manufacturer of cans of salmon that are supposed to have a net weight of 6 ounces tells you that the net weight is actually a normal random variable with a mean of 6.16 ounces and a standard deviation of 0.13 ounce. suppose that you draw a random sample of 38 cans. find the probability that the mean weight of the sample is less than 6.15 ounces.
The probability that the mean weight of the sample is less than 6.15 ounces as per the given data is 0.1806.
Mean, μ = 6.16 ounces
Standard Deviation, σ = 0.13 ounce
Sample size, n = 38
We are informed that the weight of the cans is distributed in a bell-shaped manner, which is a normal distribution.
Formula:
Z-score = ( x - ц) /standard deviation
Standard error due to sampling
=SD/√n
=0.13/ √(38)
=0.021
P(weight of the sample is less than 6.15 ounces)
P(X < 6.15) =P( Z< (6.15 - 6.16)/0.021 )
= P(Z> -0.476)
=0.1806 ( as per the Z- score table)
The probability that the sample's mean weight is less than 6.15 ounces is 0.1806.
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The word problem below has too little information. Read carefully, then
choose the fact or facts needed to solve the problem.
In the reptile tent, there are albino alligators, saltwater crocodiles, and
freshwater crocodiles. How many more crocodiles than alligators are there in
the reptile tent?
A. All 6 crocodiles were in one large pool.
B. The two alligators were completely white.
C. Albino alligators are very rare.
D. Freshwater crocodiles have thin snouts.
C. Albino alligators are very rare.
What is crocodiles ?
Crocodiles are large reptiles found in tropical regions of Africa, Asia, the Americas and Australia. They are members of the order Crocodilia, which also includes caimans, gharials and alligators.
crocodiles are more than alligators in the reptile tent because Albino alligators are very rare. according to the passage there are more types of crocodiles ans less alligators.
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the edge of a cube is growing at a rate of 6 inches per second at the instant when the edge of the cube has a length of 11 inches. what is the rate of change of the volume of the cube at that instant?
The edge of a cube is growing at a rate of 6 inches per second at the instant when the edge of the cube has a length of 11 inches. Hence, the rate of change of the volume of the cube at that instant will be 2178 [tex]inches^3[/tex] /s.
The volume of the cube V = [tex]a ^ 3[/tex]
where 'a' is the edge.
Rate of increase of volume = dV / dt = 3a^2 da/dt.
da/dt = 6 inches /s
dV / dt = 3 [tex]a^2[/tex] da/dt.
When a = 11 inches.
dV /dt = 3 x [tex]11 ^2[/tex] x 6
= 3 x 121 x 6
= 2178 [tex]inches^3[/tex] /s
Hence, the rate of change of the volume of the cube at that instant will be 2178 [tex]inches^3[/tex] /s.
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Given angle 1 is congruent to angle 3
prove angle 6 is congruent angle 4
Proof of angle 6 is congruent to angle 4 is given.
What is congruent?In geometry, two figures or objects are said to be congruent if their shapes and sizes match, or if one is the mirror image of the other.
Angles of equal measure are said to have congruent angles.
Given,
∠1 ≅ ∠3
And we know from the vertical angles, property;
The angles opposite each other when two lines cross.
They are always equal.
And here we have two pairs of vertical angles,
So, ∠1 = ∠4
and ∠3 = ∠6
And ∠1 ≅ ∠3 is given.
So, ∠1 ≅ ∠4
and ∠3 ≅ ∠6
Comparing, we get
∠4 ≅ ∠6
Therefore, ∠4 ≅ ∠6 is proved.
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In FGH, h=840 inches. F=93° and G=49°. Find the length of g, to the nearest 10th of an inch.
The length of g 1029.8 in the given ΔFGH.
What is Trigonometric Functions?
Trigonometry uses six fundamental trigonometric operations. Trigonometric ratios describe these operations. The sine function, cosine function, secant function, co-secant function, tangent function, and co-tangent function are the six fundamental trigonometric functions. The ratio of sides of a right-angled triangle is the basis for trigonometric functions and identities. Using trigonometric formulas, the sine, cosine, tangent, secant, and cotangent values are calculated for the perpendicular side, hypotenuse, and base of a right triangle.
The Law of Sines (or Sine Rule) is very useful for solving triangles:
[tex]\frac{a}{sinA} = \frac{b}{sinB} + \frac{c}{sinC}[/tex]
840 / sin(38) = g /sin(49)
g = (840 / sin(38) ) *sin(49)
g= (840/0.615) *0.754 = 1029.8
Hence, the length of g 1029.8 in the given ΔFGH.
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The quotient of y and 3 added to 9 equals 10
Answer:
Step-by-step explanation:
Are you after a solution for y?
quotient of y and 3 is a fancy word for division
y/3+9=10
To solve for y subtract 9 from both sides
y/3+9-9=10-9
y/3=1
To solve for y
multiply both sides by 3
3(y/3)=1*3
y=3
Find the simple interest on $1975 for 4.5 years at rate of 9.1% per year
Answer:
$808.76
Step-by-step explanation:
You want the simple interest earned on $1975 at the rate of 9.1% per year for 4.5 years.
InterestThe amount of simple interest is given by the formula ...
I = Prt
where principal P is invested at rate r for t years.
ApplicationUsing the given values, the amount of interest earned is ...
I = $1975·0.091·4.5 = 808.7625 ≈ $808.76
The amount of simple interest is $808.76.
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Nevach and Michael are helping their friend Nabhitha move. If Nevaeh can
move 6 boxes for every 24 boxes that Michael moves, then how many boxes
can Michael move for every box that Nevaeh moves?
Michael boxes
24
Answer:
For every 1 box Naveah moves, Michael moves 4 boxes
Frames-for-All sells framed pictures to hotels and other corporations across the country. Last year, the company sold a total of 720,460 pictures. This year, they sold 972,621 picyures. What is the percent of increase in yearly sales?
The percent of increase in yearly sales is 35%.
What is a percentage increase?A percentage increase means the eventual increase in the quantity in percent form. The percentage increase formula is use to compare growth in a quantity from the initial value to its final value over a period of time.
The formula for getting a percentage increase is "[(Final Value - Initial Value)/Initial Value] × 100"
Initial value = 720,460 pictures
Final value = 972,621 pictures.
The percentage increase:
= [(972,621 - 720,460] / 720,460} * 100
= 0.35 * 100
= 35%
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Add -0.25+ 3 1/6+ 2 1/12. Write in simplest form
Answer: 5
Step-by-step explanation: because
Solve using substitution.
Answer:
The answer is 2
Step-by-step explanation:
5x + 7y = -11
y = -3
Now, put the value of y in the given equation we get,
5x + 7y = -11
5x + 7(-3) = -11
5x - 21 = -11
5x - 21 + 21 = 21 - 11
5x = 10
5x/5 = 10/5
x = 2
Thus, The value of x is 2
If light can travel 31 times around the world in 4 seconds, find the number of times it can circle the world in 10 seconds.
Answer:
The answer is 77.5
Step-by-step explanation:
If light travels 31 times around the Earth in 4 seconds then in 8 seconds it would be 62 times and 15.5 is half of 31 and then we add 15.5 to 62 and we get 77.5. Hope this helps!
Answer:
In 4 seconds light can travel = 31 times
Then in 10 second it can travel=
31/4 ×10 =77.5times
Translate the phrase into an algebraic expression.
The sum 9 of C and.
WHAT IS THE ANSWER.
Which inequality represents all the values of x for y<(or equal to)-6(x-18)-2 when y=46
The value of x is x ≤ 9 for which y ≤ -5(x - 18) - 2 when y = 43.
What are inequalities and their types?Inequality is a relation that compares two numbers or other mathematical expressions in an unequal way.
The symbol a < b indicates that a is smaller than b.
When a > b is used, it indicates that a is bigger than b.
a is less than or equal to b when a notation like a ≤ b.
a is bigger or equal value of an is indicated by the notation a ≥ b.
The given inequality is y ≤ -5(x - 18) - 2.
Now the values of x when y = 43 is,
43 ≤ - 5(x - 18) - 2.
43 ≤ - 5x + 90 - 2.
43 - 88 ≤ - 5x.
- 45 ≤ - 5x.
5x ≤ 45.
x ≤ 9.
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using the points 0,2 and -3,4 write an equation in slope intercept form
Answer: y=—2/3x+2
Step-by-step explanation:
Right answer needed thank you!
The inequality - 2 · x + y > - 4 represents the figure on Cartesian plane.
How to derive the inequality shown in the image
In this problem we have a picture with a representation of a linear inequality of the form:
y > m · x + b
Where:
m - Slope of the line.b - Intercept of the line.By analytic geometry, a line can be generated from the knowledge of the location of two points on Cartesian plane. First, determine the equation of the line:
m · 0 + b = - 4
2 · m + b = 0
b = - 4
2 · m = - b
m = - b / 2
m = 2
Second, write the inequality:
y > 2 · x - 4
- 2 · x + y > - 4
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What theorem would this one be?
Answer:
C. Yes, SAS
Step-by-step explanation:
You want to know the congruence theorem that lets you say ∆ACD≅∆CAB, given that AB=CD and AB║CD.
Congruent trianglesThe triangles are congruent if an angle or side can be shown congruent, in addition to at least one angle and at least one side.
Here, the sides AB and CD are shown congruent. The side AC is congruent to itself, so we only need the angle(s) between them to show the triangles are congruent.
The Alternate Interior Angles theorem tells you that transversal AC creates congruent angles CAB and ACD with respect to the parallel lines AB and CD.
Hence we can show triangle ACD and CAB are congruent by the SAS congruence theorem.
Yes, The triangle is congruent by Angle - Side - Angle congruence theorem.
What is mean by Triangle?A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.
Given that;
⇒ AB || CD
Now,
In figure,
⇒ AB || CD
So, In triangle ACD and triangle CAB;
⇒ AB || CD
So, By definition of alternate angles,
⇒ ∠ BAC = ∠ DCA
And, ∠ DAC = ∠ ACB
Here, Line AC is common in both tringle.
Hence, By Angle - Side - Angle congruence theorem,
⇒ Δ ACD ≅ Δ CAB
Thus, The triangle is congruent by Angle - Side - Angle congruence theorem.
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Answer this question:
Your friend thinks that the triangles shown below are congruent by SAS. Is your friend correct? Explain.
Choose the correct answer below.
A.
Yes, the figure indicates that three corresponding sides are congruent.
B.
No, the congruent angles are not the included angles.
C.
Yes, the figure indicates that two corresponding sides and their included angle are all congruent.
D.
No, the congruent sides are not the included sides.
E.
Yes, the figure indicates that two corresponding angles and their included side are all congruent.
F.
No, the figure only indicates that two corresponding sides are congruent, not three as required by the SAS Postulate.
Answer:
B. No, the congruent angles are not the included angles.
Step-by-step explanation:
The SAS (Side-Angle-Side) Postulate states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the triangles are congruent.
In the given figure, we can see that two sides of the two triangles are congruent: side AB is congruent to side DE, and side AC is congruent to side DF. However, the included angles, which are the angles formed by these sides, are not congruent. Angle BAC is not congruent to angle EDF.
Since the included angles are not congruent, we cannot use the SAS Postulate to conclude that the two triangles are congruent. Therefore, the correct answer is B: No, the congruent angles are not the included angles.
Answer:
B. No, the congruent angles are not the included angles.
Step-by-step explanation:
You want to know if the triangles shown are congruent by SAS.
SASThe SAS congruence postulate tells you that two triangles are congruent if the angles between corresponding congruent sides are congruent. (The A=angle is between the S=side in SAS.)
In the diagrams, the marked angles are not between the marked sides. The SAS postulate cannot be used with these triangles.
In short, ...
No, the congruent angles are not the included angles
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10 grams is the same as how many ounces?
The value of the one-gram quantity in ounces will be 0,35274 ounces.
What is unit conversion?Multiplication or division by a numerical factor, selection of the correct number of significant figures, and unit conversion are all steps in a multi-step procedure.
Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.
Given that the quantity of some materials is measured in 10 grams. The quantity of the material in ounces will be calculated as,
1 grams = 0.035274
10 grams = 10 x 0.035274
10 grams = 0.35274 ounces
Therefore, the value of the one-gram quantity in ounces will be 0,35274 ounces.
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find2% of the product of 19 and the average of 63,500, 65,000 and 66,500
By using percentage, it can be calculated that
2% of the product of 19 and the average of 63,500, 65,000 and 66,500 = 24700
What is percentage?
Suppose, there is a number and the number has to be expressed as a fraction of 100. The fraction is called percentage.
For example, 7% means [tex]\frac{7}{100}[/tex]. Here, 7 is expressed as a percentage of 100.
This is a problem on percentage
The numbers are 63,500, 65,000 and 66,500
Average = [tex]\frac{63500 + 65000 + 66500}{3}[/tex] = 65000
Product of 19 and 65000 = 65000 [tex]\times[/tex] 19 = 1235000
2% of 1235000 = [tex]\frac{2}{100} \times 1235000[/tex] = 24700
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What is the answer to this equation 12 1/4 - 5 2/3
Answer:
6 7/12
Step-by-step explanation:
"12 1/4 - 5 2/3" is an expression. It is not said to equal anything. The "=" sign makes it an equation. But we can evalute an expression by simplyfying it. Let's do the subtraction. We first need to convert one of the fractions so that it has the same denominator as the other.
12 1/4 - 5 2/3 can be written as (12 - 5)+(1/4 - 2/3)
(12 - 5)+(1/4 - 2/3)
(7)+(1/4 - 2/3) Let's convert both fractions to have denominators of 12 [since 4*3 = 12]
7 + 1/4 - 2/3
7 + (1/4)*(3/3) - (2/3)*(4/4) [Multiply the tqo fractions by (3/3) and (4/4), repectively. This is OK since both are the equivalent of multiply by 1. But it converts the denominators so that we can now add or subtract.
7 + (3/12) - (8/12)
7 - (5/12)
or 6 7/12
a study was conducted at a university to analyze whether the preference for hamburgers or fried chicken is related to the gender of the student. the table below shows the results of the study: hamburgers fried chicken female: 15 23 male: 24 16 suppose we use this sample data and a .05 significance level to test the claim that the meal preference and the gender of the student are not related. what can we conclude?
To test the claim that meal preference and gender are not related, you can use a chi-squared test for independence.
The null hypothesis for this test is that there is no relationship between the variables, while the alternative hypothesis is that there is a relationship. To conduct the test, you will need to calculate the chi-squared statistic and compare it to the critical value from a chi-squared distribution with one degree of freedom. The degrees of freedom for this test are calculated as (number of rows - 1) * (number of columns - 1), which in this case is (2-1)*(2-1) = 1.
To calculate the chi-squared statistic, you will need to compare the observed frequencies in the table to the expected frequencies if the null hypothesis were true. The expected frequency for each cell is calculated as the row total * column total / sample size.
For example, the expected frequency for females who prefer hamburgers is (39 * 15)/59 = 12.71. The chi-squared statistic is then calculated as the sum of the squared differences between the observed and expected frequencies, divided by the expected frequencies. In this case, the chi-squared statistic would be:
((15-12.71)^2/12.71) + ((23-26.29)^2/26.29) + ((24-26.29)^2/26.29) + ((16-12.71)^2/12.71) = 7.39
To determine whether this result is statistically significant, you would compare the chi-squared statistic to the critical value from a chi-squared distribution with one degree of freedom. At a significance level of 0.05, the critical value is 3.84. Since the chi-squared statistic (7.39) is greater than the critical value (3.84), you can reject the null hypothesis and conclude that there is a relationship between meal preference and gender in this sample.
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the fundamental theorem of arithmetic: for each positive integer n> 1 there is a unique set of primes. whose product is n. which assumption would be a component of a proof by mathematical induction or strong mathematical induction of this theorem?
Fundamental theorem of arithmetic states that each positive integer n is greater than 1 represented by unique set of prime numbers.
Explanation:
Fundamental theorem of arithmetic states that all the positive integer n is greater than 1 represented by multiples of prime numbers or the number itself is a prime number.
For example :
Let us consider 56 be a integer greater than 1
56 = 2 × 2 × 2 × 7
2 and 7 both are prime numbers
another example :
29 = 29 × 1
29 itself is a prime number.
Factorization of the given numbers itself prove the fundamental theorem of arithmetic.
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cantor showed that for any set a, we have |a| < |p(a)|. what does this statement mean? select the correct interpretation.
George Canter showed that, for any set a, we have |a|<|p(a)|. This is a well-known theorem of canter, known as the 'Canter's Theorem'.
Proving this theorem:
Proof: At the first instance, we need to show that, A bar ≤P(A) bar, we will define the injection by f:A→P(A) by: f(a)={a}. Let g be the contradiction.
We need to prove that there is no bijection g:A→P(A).
Now, Let: S={a∈A:a∉g(a)}⊆A.}
In the present condition, there are two possibilities, first, x∈S and second, x∉S.
Therefore,
1. If x∈S, then x∉g(x)=S, i.e., x∉S, a contradiction.
2. If x∉S, then x∈g(x)=S, i.e., x∈S, a contradiction.
Thus, such a bijection, is not possible.
This theorem, coined by Canter, basically implies that there is no largest cardinal number present. There are 'n' number of cardinal numbers present, i.e., there are infinite number of cardinal numbers.
Now, suppose that, A is a set of all sets, this was proved by the continuum hypothesis. But, the continuum hypothesis can't be proved. It can't be disproved also.
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find the equation of the line that contains the point p(4, 5) and is perpendicular to the graph of y = 5/4 x − 1.
Answer:
y = - [tex]\frac{4}{5}[/tex] x + [tex]\frac{41}{5}[/tex]
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
y = [tex]\frac{5}{4}[/tex] x - 1 ← is in slope- intercept form
with slope m = [tex]\frac{5}{4}[/tex]
given a line with slope m then the slope of a line perpendicular to it is
[tex]m_{perpendicular}[/tex] = - [tex]\frac{1}{m}[/tex] = - [tex]\frac{1}{\frac{5}{4} }[/tex] = - [tex]\frac{4}{5}[/tex] , then
y = - [tex]\frac{4}{5}[/tex] x + c ← is the partial equation of the perpendicular line
to find c substitute (4, 5 ) into the partial equation
5 = - [tex]\frac{16}{5}[/tex] + c ⇒ c = 5 + [tex]\frac{16}{5}[/tex] = [tex]\frac{25}{5}[/tex] + [tex]\frac{16}{5}[/tex] = [tex]\frac{41}{5}[/tex]
y = - [tex]\frac{4}{5}[/tex] x + [tex]\frac{41}{5}[/tex] ← equation of perpendicular line
A quarter of a year is 1/4 of a year. There are 12 months in a year. How many months are in a quarter of a year? Draw a diagram to illustrate the problem.
There are Three months in a quarter of a year.
To determine what is being asked, divide the total number by the denominator and get the portion using the numerator:
1 year = 4 quarters
1 quarter= [tex]\frac{1}{4}[/tex] year
1 year = 12 months
Thus,
1 quarter = (Total number of months in year) ÷ (Total number of quarters in a year)
1 quarter = [tex]\frac{12}{4}=3[/tex]
So, There are Three months in a quarter of a year.
One year typically refers to a period of 365 days or 12 months. It usually includes the entire calendar year from January 1st to December 31st. It can also refer to a fiscal year (a period of 12 consecutive months used for accounting purposes) or a school year (which may start in late summer).
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There are Three months in a quarter of a year.
To determine what is being asked, divide the total number by the denominator and get the portion using the numerator:
1 year = 4 quarters
1 quarter= [tex]\frac{1}{4}[/tex] year
1 year = 12 months
Thus,
1 quarter = (Total number of months in year) ÷ (Total number of quarters in a year)
1 quarter = [tex]\frac{12}{4} =3[/tex]
So, There are Three months in a quarter of a year.
One year typically refers to a period of 365 days or 12 months. It usually includes the entire calendar year from January 1st to December 31st. It can also refer to a fiscal year (a period of 12 consecutive months used for accounting purposes) or a school year (which may start in late summer).
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10. What was the snow level at 8 a.m., when x = 8?
The snow level at 8 a.m., when x = 8, was 30cm.
What is linear equation?The simplest equation for expressing and resolving an unknown number is a linear equation in one variable. It is usually a straight line and is easily pictorial portrayed. A simple way to convey a mathematical assertion is with a linear equation. Unknown numbers can be represented by any variable or symbol. There are several easy ways to solve a linear equation.
solutiony = 2x + 14.
Here, y is the amount of snow in inches, and x is the number of hours after midnight
To find the snow level at 8 a.m. we take the value of x = 8.
⇒ y = 2*8 + 14
⇒ y = 16 + 14
⇒ y = 30cm
So, The snow level at 8 a.m., when x = 8, was 30cm.
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this question is incomplete. The complete question is
the snow level is modeled by the function y = 2x + 14. Here, y is the amount of snow in inches, and x is the number of hours after midnight (x = 0). 10. What was the snow level at 8 a.m., when x = 8?