Luke measured caterpillars for a science project. He believes that caterpillar A is longer than caterpillar B because it has more digits after the decimal point. Do you agree or disagree Luke's thinking. Explain your reasoning.

Caterpillar A=4.125 cm
Caterpillar B=4.03
Caterpillar C=4.23

The mean absolute deviation (MAD) for the given data is 1/20. This means that, on average, each data point in the set differs from the mean by 1/20.

To find the mean absolute deviation (MAD) of a set of data, we need to calculate the average difference between each data point and the mean of the data set. Here's how we can calculate it for the given data:

Step 1: Find the mean (average) of the data set.

Mean = (1/4 + 5/8 + 3/8 + 3/4 + 1/2) / 5 = 2/5

Step 2: Calculate the difference between each data point and the mean.

Differences: |1/4 - 2/5|, |5/8 - 2/5|, |3/8 - 2/5|, |3/4 - 2/5|, |1/2 - 2/5|

Step 3: Calculate the absolute value of each difference.

Absolute Differences: 1/20, 1/40, 1/40, 1/20, 1/10

Step 4: Find the average of the absolute differences.

MAD = (1/20 + 1/40 + 1/40 + 1/20 + 1/10) / 5 = 1/20

The MAD provides a measure of the average amount of variation or dispersion in the data set. In this case, a MAD of 1/20 indicates that the data points are relatively close to the mean, with most values falling within 1/20 of the mean value.

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Answer:

40; 0.1 and 0.16

Step-by-step explanation:

a. We know that p(w)=230(1.1)^W represents the number of specialty items produced at the old factory.

This equation is in the form of an exponential growth function:

f(x)=a(1+r)^x

where a is the initial value, r is the growth rate, and x is the number of time intervals.

That means that for p(w)=230(1.1)^W:

230 is the initial value, and 0.1 is the growth rate. (1.1-1)

Therefore, for week 0, there were 230 specialty items produced at the old factory.

We can also plug in 0 for w (0 time intervals) to get the same answer

That would look like:

p(0)=230(1.1)^0

p(0)=230(1)

p(0)=230

On the other hand, for the new factory, if you go find 0 on the x-axis, you'll notice that 190 specialty items were produced in week 0.

230-190=40

This means that our answer for a is that 40 more specialty items were produced at the old factory than the new factory.

_____

b. Our first step for this question would be to find the equation for the graph.

We can immediately recognize that this is an exponential growth function, similar to the other equation.

As a reminder, exponential growth functions are in the form: f(x)=a(1+r)^x

We can put it in terms of production and weeks:

p(w)=a(1+r)^w

We know that the initial value is 190 by the graph.

p(w)=190(1+r)^w

Now we just need to find the growth rate:

We can do this by choosing a value (other than the first point) and plugging it in.  Let's use (1, 220) which is in the form (w, p)

Plug it in to the equation:

220=190(1+r)^1

220=190(1+r)

Distribute

220=190+190r

Subtract 190 from both sides

30=190r

Divide 190 from both sides

r=0.1578947368 (round how your teacher asks)

Next, all we have to do is find the growth rate for the old factory:

p(w)=230(1.1)^W

1.1=1+r

Therefore, r=0.1

The growth rate at the old factory is 0.1.

When comparing them, we'll realize that the growth rate at the new factory is about 0.06 higher.

#1

For old factory

So

\(\\ \rm\dashrightarrow p(0)=230(1.1)^0=230(1)=230\)

For nEW factory

Difference:-

40 items were more produced

#2

For old factory

\(\\ \rm\dashrightarrow 230(1+0.1)^t\)

For new factory

Find slope:-

\(\\ \rm\dashrightarrow m=\dfrac{220-190}{1}=30\)

Find growth rate

New factory has greater growth rate

We are given the following word problem and we are supposed to convert it into an inequality.

The sum of seven and the product of -5 and the number x is greater than or equal to 57.

Which means that we have to add 7 and the product -5 and x and that will be greater or equal than 57

As you can see, the sum of 7 and the product (-5*x) is greater or equal than 57

The quadratic -x^2+2x-4 can be written in the form a(x+b)^2+c, where a, b, and c are constants, then the value of a + b + c is 1.

Quadratic expressions can be used to model many real-world phenomena, such as the height of a projectile over time, the path of a ball thrown in the air, or the shape of a parabolic dish. They are also used extensively in algebra and calculus to solve equations, find roots, and calculate rates of change.

To solve the problem, we need to complete the square by expressing the quadratic in the form a(x+b)^2+c.

First, we factor out -1 to make the leading coefficient positive: -x^2 + 2x - 4 = -1(x^2 - 2x + 4).

Then, we complete the square by adding and subtracting the square of half the coefficient of x:

x^2 - 2x + 1 - 1 + 4 = (x-1)^2 - 1 + 4

Simplifying, we get:

-x^2 + 2x - 4 = -1(x-1)^2 + 3

Therefore, a = -1, b = 1, and c = 3, so a+b+c = -1 - 1 + 3 = 1.

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Answer:

Beauty algebra is not a recognized term or concept within the field of mathematics. Therefore, there is no main idea associated with it in mathematical context. It is possible that the term is used in a different context or field, but without additional information, it is not possible to provide a more accurate answer.

ok for the people who dont wanna do the link thing the answer is C : colton

HOPE THIS HELPS :))))) xx

Answer:

c, colton is wrong

Step-by-step explanation:

i got it right on edge 2020

9514 1404 393

Answer:

  warmer by 30.2 degrees

Step-by-step explanation:

It might help to think of these values plotted on a number line. Both temperatures will be left of zero, with -63°C being farther to the left (colder).

The difference can be found by subtracting the colder temperature from the warmer one:

  -32.8 -(-63) = -32.8 +63 = 63 -32.8 = 30.2 . . . degrees

The South America temperature -32.8°C is 30.2° warmer than the North America temperature.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

The current price of the item is 97.06

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

Original price of an item = 99.15

The price has been reduced by 2.09.

The current price.

= 99.15 - 2.09

= 97.06

Thus,

The current price of the item is 97.06

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Answer: x > 1

Step-by-step explanation: check image

Answer:

52.94

Step-by-step explanation:

Answer:  It's 52.9411765

To write this equation in slope-intercept form, you have to solve it for y

First pass the x term to the right side of the equation

Next divide it by 17

The fractional part that cyclist covered from his planned journey is 31/76.

What is fraction?

In mathematics, a fraction is used to denote a portion or component of the whole. It stands for the proportionate pieces of the whole. Numerator and denominator are the two components that make up a fraction. The numerator is the number at the top, and the denominator is the number at the bottom.

The total distance cyclist plans to travel in fraction is = 9(1/2) miles.

The distance cyclist covers in fraction is = 3(7/8) miles

The fraction of distance that cyclist travelled is -

Distance Travelled / Original distance planned

Substitute the value in the equation -

3(7/8) / 9(1/2)

Convert into improper fractions -

(31/8) / (19/2)

Use the arithmetic operation of division -

(31/8) / (19/2)

(31/8) × (2/19)

(31/4) × (1/19)

31/76

Therefore, the cyclist travelled 31/76 fraction of his planned journey.

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Answer:

Albert invested $21,000

John invested $49,000

Step-by-step explanation:

First add 3 and 7

3+7=10

Now divide 70,000 by 10

70,000/10=7000

Now multiply 7000 by 3 and 7

7000x3=21,000

7000x7=49,000

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Answer:

x = 145

Step-by-step explanation:

x and 35° lie on a straight line and are supplementary angles , sum to 180°

x + 35 = 180 ( subtract 35 from both sides )

x = 145

Answer:

1/5x

Step-by-step explanation:

1/5x

The transformations that are applied to the graph of the function \(f(x) = 10^x\) to produce the graph of the function \(g(x) = 3(10)^x - 2\) is: C. a vertical dilation by a factor of 3 and a vertical shift down 2 units.

In Mathematics and Geometry, a transformation can be defined as the movement of a point from its initial position to a new location. This ultimately implies that, when a function or object is transformed, all of its points would also be transformed.

In Mathematics and Geometry, a dilation refers to a type of transformation which typically changes the size of a geometric object, but not its shape.

Based on the parent function (exponential), we can logically deduce that the exponential function g(x) can be produced by vertically stretching the parent function by a scale factor of 3, followed by a vertical shift down 2 units;

\(f(x) = 10^x\)

\(g(x) = 3(10)^x - 2\)

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Answer:

slope = 4

points on graph = (0,0), (1,4)

Step-by-step explanation:

line going through quadrants 1 and 3. Straight line.

Answer:

40

Step-by-step explanation:

The measure of m∠B in the triangle is 40°.

A triangle is a 2-D figure with three sides and three angles.

The sum of the angles is 180 degrees.

We can have an obtuse triangle, an acute triangle, or a right triangle.

We have,

Since the triangles are congruent, we know that their corresponding angles are congruent as well.

Therefore, we have:

m∠B = m∠F = 40°.

Note that we also have:

m∠C = m∠A = 80° (by corresponding angles)

m∠H = m∠G = 60° (by corresponding angles)

Finally, we can use the fact that the sum of the angles in a triangle is 180° to find the measure of angle D:

m∠D = 180° - m∠B - m∠C = 180° - 40° - 80° = 60°.

Therefore,

m∠B = 40°.

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The correct statements regarding the transformations are given as follows:

Examples of transformations are given as follows:

Parallel lines are lines that have the same slope, that is, lines that do not intercept, and the transformations do not change whether the lines are parallel or not.

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Answer:

20.52 cm²

area of semi-circle - area of triangle

\(\dashrightarrow \sf \dfrac{1}{2} \ \pi (radius)^2 \ - \ \sf \dfrac{1}{2} *base*height\)

\(\rightarrow \sf \dfrac{1}{2} (3.14)(6)^2 - \dfrac{1}{2} *12*6\)

\(\hookrightarrow \sf 56.52 \ - \ 36\)

\(\hookrightarrow \sf 20.52 \ cm^2\)

The comparison of the numbers stated in different measurements of ounces, pounds, and tons is as follows:

7) 16lb > 16oz

8)  1,500lb < 2T

9) 3T > 5,999lb

10)  1,600oz > 10lb

11) 19lb > 300oz

12) 8oz = ¹/₂lb.

The different measurements for weight include ounce, pound, and ton.

We know that 16 ounces equals 1 pound (lb.) and 2,000 pounds equals 1 ton.

1lb = 16oz

1 ton = 2,000lb

7) 16lb > 16oz, because 16lb = 256oz. (16 x 16)

8) 1,500lb < 2T, because 2T = 4,000lb (2,000 x 2)

9) 3T > 5,999lb, because 3T = 6,000lb (2,000 x 3)

10) 1,600oz > 10lb, because 1,600oz = 100lb (1,600 ÷ 16)

11) 19lb > 300oz, because 19lb = 304oz (19 x 16)

12) 8oz = ¹/₂lb., because 8oz = ¹/₂lb. (8 ÷ 16)

Thus, the different measurements have been compared using greater than (>), less than (<), or equal to (=).

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Answer:

18 Bowls of Candy

Step-by-step explanation:

Camila has 6 bags of candy, and she can pour 1/3 of a bag into a bowl. To determine how many bowls of candy she can make in total, we need to divide the total amount of candy by the amount of candy per bowl.

Since Camila can pour 1/3 of a bag into a bowl, it means she can make 3 bowls of candy with a full bag.

Now, we can calculate the total number of bowls of candy:

Total bowls of candy = (Number of bags) x (Bowls per bag)

Total bowls of candy = 6 bags x 3 bowls per bag

Total bowls of candy = 18 bowls

Therefore, Camila can make a total of 18 bowls of candy with her 6 bags of candy.

ANSWER

EXPLANATION

We have that the two sides of the triangle are 35 and 12.

To find the possible range of values for the third side, we have to apply the Triangle Inequality Theorem.

It states that the sum of two sides of a triangle must always be greater than the third side.

Let the third side be x.

This could mean three things:

We will simplify each of them to see the possible range:

The second inequality is invalid because the side of a triangle cannot be negative.

So, the possible range of values of x is:

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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SOLUTION

Given the figure in the image on the question tab;

Explanation;

The composite figure is made up of a cylinder and a hemisphere.

Therefore, the volume of the composite figure is:

Final answer:

Answer: D (5.5,4.3)

Step-by-step explanation:

Answer:

D: 5.5, 4.3

Step-by-step explanation:

yes

ANSWER:

STEP-BY-STEP EXPLANATION:

The only modification we have to do is to change = to > and = to ≥, in this way we obtain two inequalities.

Now, since they are the > and ≥ signs, it means that they are the values below y, so in both cases, we must shade the values above the line.

The solution is identified where the shaded regions of each line intersect, just like this:

That is to say that the solution would be the dark violet shaded section with black lines