A soccer coach has $265 to buy packs of bottled water for her team this season. Each pack costs $8. If the coach buys as many packs as she can, how much money will she have left?

Answer:

7.5

5×1.5=7.5

....................

Answer:

0.0003W/cm°C

Step-by-step explanation:

The question is not properly written. Here is the correct question.

The batting wang xiu ying uses to fill quilts has a thermal conductivity rate of 0.03 watts (W) per meter(m) per degree celsius. what is the batting thermal conductivity when w/cm•c

Given the thermal conductivity in W/m°C to be 0.03W/m°C

We are to rewrite the value in W/cm°C

The difference is the unit. The only thing we need to do is to simply convert the unit (metres) in W/m°C to centimeters (cm)

Since 100cm = 1m, 0.03W/m°C can be expressed as shown below;

= 0.03W/m°C

= 0.03 × W/1m×°C

Note that 1m = 100cm, substituting this conversion into the expression, it will become;

= 0.03 × W/100cm × °C

= 0.03/100 × W/cm°C

= 0.0003W/cm°C

Hence the battling thermal conductivity in W/cm°C is 0.0003W/cm°C

Answer:

0.0003W/cm°C

Step-by-step explanation:

Answer:

The angles are complementary. It is a 90° angle or a right angle.

x = 50°

Hope this helps!

Step-by-step explanation:

50° + 40° = 90°

Adding all of the remaining pizzas, and dividing the total pizza into 5 equal fractions, the fraction of pizza that each person gets would be 11/24

A mixed number is a combination of a whole number and a fraction. For example, 3 1/2 is a mixed number. It is different from an improper fraction, which is a fraction where the numerator is greater than or equal to the denominator. For example, 7/4 is an improper fraction.

To convert a mixed number to an improper fraction, you must first multiply the whole number by the denominator of the fraction. Then add the result to the numerator. Finally, place the sum over the denominator. For example, to convert 3 1/2 to an improper fraction, you would first multiply 3 by 2 (the denominator of the fraction 1/2) to get 6, then add 1 (the numerator of the fraction 1/2) to get 7. So 3 1/2 is equivalent to 7/2 as an improper fraction.

So to find out the fraction of a whole pizza  that each person gets out of the different remaining pizzas, first we need to all the remaining pizzas as shown below,

3/4 of pepperoni + 5/8 of cheese + 11/12 of sausage = 55/24

Now to equally divide this into 5 person, we need to divide this fraction by 5,

i.e 55/(24*5) = 11/24

Therefore, each person gets 11/24 of the whole pizza.

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The surface area of a cylinder can be calculated using the following formula: Surface Area = 2πr2 + 2πrh, where r is the radius and h is the height of the cylinder.

In this case, Jenny is looking to store her soup in a cylindrical container and completely cover it in aluminium foil. This means the surface area of the container will be equal to the surface area of the cylinder plus the surface area of the foil. So, if the radius of the cylinder is r and the height is h, the surface area of the container is:

Surface Area = 2πr² + 2πrh  
Surface Area of Foil = 2πr² + 2πrh + 2r²π

Substituting in the given value for pi, we get Surface Area = 6.28r² + 6.28rh + 2r²π.

Therefore, the surface area of the container is equal to 6.28r² + 6.28rh + 2r²π, where r is the radius and h is the height of the cylinder.

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The range of the given graph is from -11 to 12, inclusively.

To determine the range of the given graph, we need to identify the set of all possible y-values or vertical positions of the points on the graph. Looking at the graph, we can see that the highest point is 12, and the lowest point is -11.

Therefore, the range of the graph is from -11 to 12.

The range of a graph represents the set of all possible output values or dependent variable values. In this case, the dependent variable is represented on the y-axis of the graph. The range provides us with the vertical extent of the graph and tells us the maximum and minimum values that the graph reaches.

By examining the given graph, we can observe that the y-values vary from -11 at the bottom to 12 at the top. Therefore, the range of the graph is -11 ≤ y ≤ 12. This means that all the y-values of the points on the graph fall within this range.

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Answer:

Answer: B.

I don't know for sure but there are no outliers so B is my best guess put B at your own risk though please

Answer:

the slope=-1 the slope perp=1

Step-by-step explanation:

to find slope perpendicular you just have to multiply your slope by something and have it equal -1

for example

1/2x=-1

the slope perpendicular to a line with the slope of 1/2 would be -2 beacause 1/2x-2=-1

so the slope x perpendicular slope = -1

Answer:

Whole Number

Step-by-step explanation:

Answer:

A whole is a fraction with the denominator of one.

Step-by-step explanation:

Answer:

1/11 is a repeating decimal

9/100 is a terminated decimal

Step-by-step explanation:

Properties of the fractional part of 100 can be determined as percentages.  Using this, we can see that 9/100 will result in .09 or 9%.

Properties of the fractional part of 11 can be seen to be a non-divisible number resulting in a repeating decimal equivalent.  So, 1/11 will result in .090909 ad infinitum.

Note, that odd divisors that are not multiples of 5, typically will result in a repeating decimal.

Cheers.

When the shape being rotated has a hole or an empty region, we use slicing of washers to find the volume. If the shape is solid and without any holes, we use slicing of disks.

The volume of a cylindrical disk =

The term "cylindrical disk" is not commonly used in mathematics. Instead, we usually refer to a disk as a two-dimensional shape, while a cylinder refers to a three-dimensional shape.

Volume of a Cylinder:

A cylinder is a three-dimensional shape with two parallel circular bases connected by a curved surface.

To find the volume of a cylinder, we use the formula:

V = πr²h,

where V represents the volume, r is the radius of the circular base, and h is the height of the cylinder.

Volume of a Disk:

A disk, on the other hand, is a two-dimensional shape that represents a perfect circle.

Since a disk does not have height or thickness, it does not have a volume. Instead, we can find the area of a disk using the formula:

A = πr²,

where A represents the area and r is the radius of the disk.

The volume of a solid of revolution =

When finding the volume of a solid of revolution, we typically rotate a two-dimensional shape around an axis, creating a three-dimensional object. Slicing is a method used to calculate the volume of such solids.

To find the volume of a solid of revolution using slicing, we divide the shape into thin slices or disks perpendicular to the axis of revolution. These disks can be visualized as infinitely thin cylinders.

By summing the volumes of these disks, we approximate the total volume of the solid.

The volume of each individual disk can be calculated using the formula mentioned earlier: V = πr²h.

Here, the radius (r) of each disk is determined by the distance of the slice from the axis of revolution, and the height (h) is the thickness of the slice.

By summing the volumes of all the thin disks or slices, we can obtain an approximation of the total volume of the solid of revolution.

As we make the slices thinner and increase their number, the approximation becomes more accurate.

Now, let's address the question of why we might need to use the slicing of washers versus disks.

When calculating the volume of a solid of revolution, we use either disks or washers depending on the shape being rotated. If the shape has a hole or empty region within it, we use washers instead of disks.

Washers are obtained by slicing a shape with a hole, such as a washer or a donut, into thin slices that are perpendicular to the axis of revolution. Each slice resembles a cylindrical ring or annulus. The volume of a washer can be calculated using the formula:

V = π(R² - r²)h,

where R and r represent the outer and inner radii of the washer, respectively, and h is the thickness of the slice.

By summing the volumes of these washers, we can calculate the total volume of the solid of revolution.

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The first transformation is a translation one unit up.

The second transformation is a translation of four units left.

The scale factor is 2.5.

According to the transformations above, the circles are similar, they are related with a scale factor of 2.5.

The equation of the preimage is

The equation of the image is

Answer:

-22

Step-by-step explanation:

-5 + 6 x -3

= -5 + -17

= -5 - 17

= -22

Answer:

-23

Step-by-step explanation:

-b+6x

putting the values

-5+6×(-3)

= -5-18

= -23

Answer:

-1

Step-by-step explanation:

3 minus negative one is four

5 plus negative one is four

4/4 = 1

Using the same-side interior angles theorem, the measure of a∠2 is: 80°.

If two interior angles lie in different positions on two different parallel lines but on the same side of a transversal, according to the same-side interior angles theorem, they are referred to as supplementary angles, which implies that when both angles are added together, they would be equal to 180 degrees.

The diagram shows that line s is parallel to line t.

The measure of angle 7 is given as 100°.

Therefore:

Angles 5 and 7 are congruent angles based on the vertical angles theorem which says that angles that are vertically opposite each other are congruent angles.

Therefore:

m∠5 = m∠7

Substitute

m∠5 = 100°

m∠5 + m∠2 = 180° [same-side interior angles theorem]

Substitute

100 + m∠2 = 180

Subtract 100 from each side

100 + m∠2 - 100 = 180 - 100

m∠2 = 80°

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Answer: 16.3

Step-by-step explanation:

We can write 3/16 as 0.1875 in the base-ten positional numeral system, sometimes known as the decimal numeral system.

The base-ten positional numeral system, sometimes known as the decimal numeral system, is typically used to represent both integer and non-integer numbers.

The Hindu-Arabic number system has been expanded to include non-integer values.

The way of representing numbers in the decimal system is known as decimal notation.

A decimal numeral is a general term for a number's notation using the decimal numeral system (also frequently merely called a decimal or, less accurately, a decimal number).

So, we have:

3/16

To convert it into decimal, divide 3 by 16 as follows:

= 3 ÷ 16

= 0.1875

Therefore, we can write 3/16 as 0.1875 in the base-ten positional numeral system, sometimes known as the decimal numeral system.

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12.

In order to solve this system of inequalities, let's graph each inequality in the coordinate plane and then find the solution region.

To graph an inequality, first let's graph the corresponding equation, then we use the inequality symbol to determine the solution region.

Graphing the equation 3x + 3y = 1, let's determine two ordered pairs that are solution to this equation. Using x = 0 and x = 1, we have:

Now, for 2y = 11, we have the horizontal line y = 11/2.

For both inequalities, the line is not part of the solution, because the symbols are "greater than" and "lesser than", so we draw the line dashed.

Graphing both inequalities in green and blue, and the solution region in yellow, we have:

We can plot the vector r(t) and the vector N(T) at the given value of t = T.

To find the principal unit normal for the vector-valued function r(t) = sin(t)i + tcos(t)j + tk, we need to compute the derivative of r(t) with respect to t and then normalize it to obtain a unit vector.

First, let's find the derivative of r(t):

r'(t) = cos(t)i + (cos(t) - tsin(t))j + k

Next, we'll normalize the vector r'(t) to obtain the unit vector:

||r'(t)|| = sqrt((cos(t))^2 + (cos(t) - tsin(t))^2 + 1^2)

Now, we can find the principal unit normal vector by dividing r'(t) by its magnitude:

N(t) = r'(t) / ||r'(t)||

Let's evaluate the principal unit normal at t = T:

N(T) = (cos(T)i + (cos(T) - Tsin(T))j + k) / ||r'(T)||

To sketch the situation, we can plot the vector r(t) and the vector N(T) at the given value of t = T.

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1. Use the Pythagorean Theorem since this is a right triangle:

a^2 + b^2 = c^2

3^2 + b^2 = 4^2

b^2 = 4^2 - 3^2

b = √ 7

b = 3

answer : 3

1)

Volume of sphere is 113.1 ft³.

Given radius of sphere 3 ft.

Volume of sphere is 4/3× π ×r³

Substitute the value of radius in the formula of Volume of Sphere,

Volume of Sphere= 4/3×π×r³

                             = 4/3×22/7×3³

                             = 4/3×22/7×27

                             = 113.1 ft³

Hence the given sphere has volume of 113.1 ft³ rounded to the nearest tenth.

2)

Volume of cone is 94.3 yd³

Given diameter of base of cone and height of cone.

Diameter of base = 6 yd

Radius = diameter/2

Radius= 3 yd

Height of cone = 10 yd

Volume of cone = 1/3×π×r²×h

r = radius of base of cone

h = height of cone

Substitute the values of radius and height in the formula,

Volume of cone = 1/3×π×r²×h

                          = 1/3×22/7×3³×10

                          = 660/7

                          = 94.3 yd³

Hence volume of cone rounded to the nearest tenth is 94.3 yd³.

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One example of a phenomenon that is commonly modeled as normally distributed is the heights of adult individuals in a population. The distribution of heights in a given population tends to follow a normal or Gaussian distribution.

The normal distribution is often observed in naturally occurring phenomena due to the central limit theorem. This theorem states that when independent random variables are added, their sum tends to be approximately normally distributed, regardless of the distribution of the original variables. Many biological characteristics, including height, tend to be influenced by multiple genetic and environmental factors that can be considered as a combination of various independent variables. Consequently, when these factors combine, the resulting distribution of heights approximates a normal distribution.

Estimating the mean and standard deviation of heights:

To estimate the mean and standard deviation of heights in a population, a representative sample of individuals can be measured. This sample should ideally be randomly selected to ensure it is representative of the entire population. The mean height of the sample would provide an estimate of the population mean, while the sample standard deviation would provide an estimate of the population standard deviation.

For example, if we measure the heights of 500 individuals in a population and calculate the sample mean as 170 cm and the sample standard deviation as 10 cm, these values can be considered estimates for the population mean and standard deviation, respectively. These estimates are based on the assumption that the sample is representative of the entire population.

It's important to note that the mean and standard deviation can vary among different populations or demographic groups, such as males and females or different age ranges. Thus, specific estimates for mean and standard deviation should be obtained based on the relevant population or subgroup of interest.

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A typical characteristic of debit cards is expressed by option D, they are tied directly to your bank account, since money has to be deducted for a purchase to be made.

When you use a debit card to make a purchase, the money is deducted directly from your bank account. Debit cards do not typically charge interest like credit cards do, so C is not correct.

A is also not correct since most banks do not charge a fee for using a debit card, although some may charge fees for using an out-of-network ATM or overdraft fees if you spend more than you have in your account. B is not a typical characteristic of debit cards either, as there is generally no connection between a store's loyalty program or discounts and using a debit card for payment.

Therefore, it is possible to conclude that debit cards have option D as their characteristic. Since they require money in the bank to make the purchase, they are connected to one's account.

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1. $4,076.92

2. Assets = Liabilities + Equity

3. They can be used to make online purchases.

4. by using an emergency fund for this unplanned expense

5. a fund with a minimum investment that tracks the value of cash

6. 1930s

7. Banks because they are highly regulated by the government, so the loan terms will not be predatory.

8. their vacation cabin

9. You should shop around for the best overall deal.

10. If you use a credit card, it is easy to run up huge debts.

11. They are tied directly to your bank account.

12. preventative care

13. $100,000 per person bodily injury, $300,000 per incident for bodily injury, $50,000 for property damage

14. how long the coverage lasts, how much the premium costs, and the cash value

15. 1-year renewable group term life

16. Identity thieves can intercept unencrypted data being sent to Wi-Fi hot spots.

17. Wells Fargo employees were opening unauthorized deposit and credit accounts for its customers.

18. 2 year in state community college degree

19. tuition assistance

20. -a sundae, -movie tickets

Explanation: All of these answers are correct!

Personal Finance Semester Exam

5/11/2023

Answer:

square: (9x^8)^2= 81x^16

square root: (9x^8)^1/2 = 3x^4

Step-by-step explanation:

the ^ mean that the following num should be like this ​⁸​

The height of the tree is 33 feet if Diego wants to know the height of a tree in his neighborhood. He stands 20 feet away from the tree

Algebraic expression can be defined as combination of variables and constants.

To find the height of the tree, we can use algebraic expression. Let's start by defining a variable for the height of the tree. Let's call it "h".

From the given information, we can also define the following:

Distance between Diego and the tree: 20 feet

Distance between Diego and the mirror: 4 feet

Diego's height (from the ground to his eyes): 5 1/2 feet

h / 24 = 11/8

To solve for h, we can cross-multiply:

h = 24 * (11/8)

Simplifying this expression, we get:

h = 33

Therefore, the height of the tree is 33 feet.

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Diego wants to know the height of a tree in his neighborhood. He stands 20 feet away from the tree, and places a mirror on the ground so he can see the top of the tree in the mirror. Diego's eyes are 5 1/2 feet off the ground. The mirror is between Diego and the tree. It is 4 feet from where Diego is standing. How tall is the tree?

Answer:

x = 180 -117

x = 63°

y = 90 - 63

y = 27°

Step-by-step explanation:

The probability that a student's score is less than 81 points on the reading ability test is 0.9772. We would expect approximately 489 students to earn a score less than 81 points if 500 students took the reading ability test. The probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

To find the probability that a student's score is less than 81 points, we need to standardize the score using the z-score formula:

z = (x - μ) / σ

where x is the student's score, μ is the mean score, and σ is the standard deviation. Plugging in the values, we get:

z = (81 - 65) / 8 = 2.00

Using a standard normal distribution table or calculator, we can find the probability of a z-score less than 2.00 to be approximately 0.9772. Therefore, the probability that a student's score is less than 81 points is 0.9772.

Since the distribution is normal, we can use the normal distribution to estimate the number of students who would earn a score less than 81. We can standardize the score of 81 using the z-score formula as above and use the standardized score to find the area under the normal distribution curve. Specifically, the area under the curve to the left of the standardized score represents the proportion of students who scored less than 81. We can then multiply this proportion by the total number of students (500) to estimate the number of students who would score less than 81.

z = (81 - 65) / 8 = 2.00

P(z < 2.00) = 0.9772

Number of students with score < 81 = 0.9772 x 500 = 489

Therefore, we would expect approximately 489 students to earn a score less than 81 points.

The distribution of the sample mean reading ability test scores is also normal with mean μ = 65 and standard deviation σ / sqrt(n) = 8 / sqrt(35) ≈ 1.35, where n is the sample size (number of students in the sample). To find the probability that the sample mean score is between 66 and 68, we can standardize using the z-score formula:

z1 = (66 - 65) / (8 / sqrt(35)) ≈ 0.70

z2 = (68 - 65) / (8 / sqrt(35)) ≈ 2.08

Using a standard normal distribution table or calculator, we can find the probability that a z-score is between 0.70 and 2.08 to be approximately 0.2190. Therefore, the probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

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We can conclude that △XYB is congruent to △ZYA (△XYB ≅ △ZYA) under the ASA congruency condition.

If the three sides and the three angles of both angles are equal in any orientation, two triangles are said to be congruent.

SSS, which stands for "side, side, side," denotes that there are two triangles with identical angles on all three sides.

"Side, Angle, Side" stands for two triangles whose two sides and one included angle are known to be equal.

So, we know that:

To prove: △XYB ≅ △ZYA

∠X = ∠Z (Given)

XY = ZY (Given)

∠Y = ∠Y (Common angle)

Hence, △XYB ≅ △ZYA is under ASA condition.

Therefore, we can conclude that △XYB is congruent to △ZYA (△XYB ≅ △ZYA) under the ASA congruency condition.

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Correct question:

What additional information would be necessary to prove that the two triangles, △XBY and △ZAY, are congruent? What congruency theorem would be applied?

Given: ∠X ≅ ∠Z and (XY) ≅ (ZY)

Answer:

y=-3x+2

Step-by-step explanation:

Answer: The value of X is 26.

Explanation: The explanation is in the image.