Write an expression in the simplest form for the perimeter of the figure:
xh4
x+4
2x+5
x+1

Step-by-step explanation:

A³B = 4T

A³=4T/B

A = cbrt 4T/B. or

³√(4T/B)

hope this helps.

Answer:

3

Step-by-step explanation:

y = mx + b

m = slope

In this equation,

m = 3

Thus, the slope, or m, is 3.

General equation for slope-intercept form

y=mx+C

where m is slope

Comparing the given eqn y=3x

m= 3

Therefore, slope = 3

Answer:

C 174

Step-by-step explanation:

Add 548 + 200 = 748

748 ÷ 2 = 374

548 - 374 = 174

374 - 200 = 174

Hopes this helps :)

The hot air balloons be the same number of feet above the ground after 174 seconds.

Putting numbers in ascending order simply means to do it from smallest to largest.

Given, Keith is in a hot air balloon that is 200 feet above the ground and is ascending 1-feet per second. Erica is in a hot air balloon that is 548 feet  above the ground and is descending 1 feet per second.

To find the same point above the ground;

the average = (200 + 548) / 2

                    = 374 feet

That means Keith at 200+174 = 374 feet above the ground same as Erica 548 - 174 = 374 feet.

Therefore, after 174 seconds, the hot air balloons be the same number of feet above the ground.

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Answer:

-8

Step-by-step explanation:

12<-3 (x + 4)

1. distribute to the -3 to the x and 4 and should get

-3*x = -3x

-3*4 = -12

12< -3x - 12

2. now you get rid of the common factors which is -12 so add 12 to both sides and should get

-12+12=0

12+12=24

24< -3x

3. to get x by itself you will have to get rid of -3, so how to do that is divide -3 to both side and should get

-3x/-3= x

24/-3= -8

-8<x

The school administration wants to estimate the proportion of students satisfied with the food provided by the Healthy Alternative Meals (HAM) company.

To estimate the proportion of satisfied students, a sample survey needs to be conducted within the Smallville School District. The survey should be designed to gather information from a representative sample of students across different grade levels.

1. Sample Size Determination:

A suitable sample size should be determined to ensure the survey results are statistically reliable. The sample size can be calculated using a formula such as the sample size formula for estimating proportions. The desired level of confidence and margin of error will influence the sample size determination.

2. Survey Design and Execution:

The survey should include questions about the satisfaction levels with the food provided by HAM. Students can rate their satisfaction on a scale or provide categorical responses (satisfied, neutral, dissatisfied). The survey should also collect demographic information to ensure a representative sample.

3. Data Collection and Analysis:

The survey should be distributed to a random sample of students within the district. Once the survey responses are collected, the proportion of satisfied students can be calculated by dividing the number of students who reported being satisfied with the total sample size.

By conducting a sample survey among elementary, middle, and high school students in the Smallville School District, the school administration can estimate the proportion of students who are satisfied with the food provided by the Healthy Alternative Meals company. This information will provide valuable insights into the success of the contract and the effectiveness of the nutritional improvements made in the school cafeterias. The results of the survey can guide future decision-making regarding the food services and contribute to the ongoing efforts to improve student nutrition in the district.

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\((\stackrel{x_1}{-2}~,~\stackrel{y_1}{10})\qquad (\stackrel{x_2}{-9}~,~\stackrel{y_2}{-5}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-5}-\stackrel{y1}{10}}}{\underset{run} {\underset{x_2}{-9}-\underset{x_1}{(-2)}}} \implies \cfrac{-15}{-9 +2} \implies \cfrac{ -15 }{ -7 } \implies \cfrac{ 15 }{ 7 }\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{10}=\stackrel{m}{ \cfrac{ 15 }{ 7 }}(x-\stackrel{x_1}{(-2)}) \implies y -10 = \cfrac{ 15 }{ 7 } ( x +2) \\\\\\ y-10=\cfrac{ 15 }{ 7 }x+\cfrac{ 30 }{ 7 }\implies y=\cfrac{ 15 }{ 7 }x+\cfrac{ 30 }{ 7 }+10\implies {\Large \begin{array}{llll} y=\cfrac{ 15 }{ 7 }x+\cfrac{100}{7} \end{array}}\)

Answer:

1 piece of UPS

Step-by-step explanation:

Here, we want to know the difference in the number of pieces handled at the different times

In 1995, amount handled = 1.8 * 10 = 18 pieces

In 2000, amount handled = 1.7 * 10 = 17 pieces

The difference between what was handled in the year 2010 and what was handled in 1995 is 18 -17 = 1

It can be determined whether the 1-2-3 sequence in a Newman projection is clockwise (R-) or counterclockwise (S-). by using priority of the group and its related directional priority.

Newman projections are a type of drawing used in organic chemistry to visualize the conformation of molecules with respect to their constituent atoms. They are especially helpful when the 4th priority is hidden, as they provide a clear and unambiguous view of the molecule from any angle.

For a 1-2-3 sequence in a Newman projection, the priority of each group is determined based on their atomic number, with the higher atomic number groups having higher priority. The sequence is then analyzed to determine whether it is clockwise (R-) or counterclockwise (S-). Clockwise (R-) means that the sequence goes from the 1st priority group to the 2nd priority group to the 3rd priority group in a clockwise direction, while counterclockwise (S-) means that the sequence goes from the 1st priority group to the 2nd priority group to the 3rd priority group in a counterclockwise direction.

To determine whether the sequence is clockwise (R-) or counterclockwise (S-), you can follow these steps:

1. Identify the 1st priority group and assign it to the front of the Newman projection.

2. Rotate the Newman projection so that the 2nd priority group is on the right-hand side.

3. Identify the 3rd priority group and determine whether it is above or below the plane of the Newman projection.

4. If the 3rd priority group is above the plane, the sequence is clockwise (R-), while if it is below the plane, the sequence is counterclockwise (S-).

Therefore, using the given information, we can determine whether the 1-2-3 sequence in a Newman projection is clockwise (R-) or counterclockwise (S-).

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Hope it helps.

If you have any query, feel free to ask.

Answer:

The first one is a function but the second one is not.

Step-by-step explanation:

Using the vertical line test, we can check if the graphs are a function or not. Every vertical line can only touch a graph once in order for the function to pass the Vertical Line Test. If a graph passes the Vertical Line Test, it's the graph of a function. The first one has no points intersecting each other if you draw a vertical line for each point. However, if you draw vertical lines for the second graph, the points vertically intersect each other, making it not a function.

Answer:

r=24

Step-by-step explanation:

Answer:

1. City A
2. Exponential Growth
3. Linear

Step-by-step explanation:

The equation for exponential growth is f(x)=a(1+r/100)^x, where a is the initial growth/starting population, r is the growth rate, and x is the time intervals.

City A
f(x)=200(1+1.05/100)^x
Simplify:
f(x)=200(1.105)^x

City B
An increase in 20 people each year is NOT exponential but linear:
f(x)=20x+200

Now we plug in x for 1 to stand for 1 year and see which city has a greater number:
City A:
f(1)=200(1.105)^1
f(1)=200 x 1.105
f(1)=221

City B:
f(1)=20(1)+200

f(1)=20+200

f(1)=220

City A will have more people.

City A is an exponential function because there's a percent increase every year, and there will be more people every year because there are more people. This is kind of how compound interest also works

City B is a linear equation because a set number of people are added every year and doesn't change based on the amount of people already in it.

1. City B will have more population after 1 year.

In this case, we have been given of both the cities A and B with each year's growth factor and we have been told to find out, which city will have more population after 1 year. So to find out the comparison, first we need to find out the individual popoulation of both the cities after 1 year of interval.

So, population of City A after 1 year will be 200 * 1.05 = 210

Similarly,  population of City B after 1 year will be 200 + 20 = 220

It is clear that City B has more population as compared to City A.

Therefore, after 1 year City B has more population.

2. equation for City A is Exponential Growth Equation.

Exponential growth is the growth which takes place when a particular quantity increases at a constant rate over a fixed time period. It is given in the form of \(P = P_{0} * (1 + r)^t\), where P is population, \(P_{0}\) is initial population, r is the growth rate, and t is time period.

3. equation for City B is Linear Equation.

Linear equation is a representation of a straight line when graphed on paper. It has constant coefficients and variables raised to power 1. It is given in the form of \(P = P_{0} + rt\), where P is population, \(P_{0}\) is initial population, r is the growth rate, and t is time period.

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Stephanie, this is the solution to the problem:

Using the Rule of 72, we have:

r = 72/16

r = 4.5

The interest rate is 4.5%

Answer:

\(\frac{9}{10}\) ÷ \(\frac{3}{5}\)

=3/5

=1.5

Answer:

A=28.26 in²

Step-by-step explanation:

We are given the formula for the area of a circle which is:

\(A=\pi r^2\)

Which means:

Area = π*radius of circle²

The radius of a circle is the length from the center of the circle to the edge of the circle.

The image tells us the radius of the circle is 3 in and the questions asks us to use 3.14 for π, therefore...

A=3.14*3²

A=3.14*9

A=28.26 in²

Answer:

Step-by-step explanation:

We know that:

Solution:

Hence, the area of the circle is 28.26 in².

In linear equation, The actual height of the statue is 300 feet.

What in mathematics is a linear equation?

An algebraic equation with simply a constant and a first-order (linear) term, such as y=mx+b, where m is the slope and b is the y-intercept, is known as a linear equation. Sometimes, the aforementioned is referred to as a "linear equation of two variables," where x and y are the variables.  

                                  Equations with variables of power 1 are referred to as linear equations. One example with only one variable is where ax+b = 0, where a and b are real values and x is the variable.

A scale factor of a famous statue uses a scale factor of 250:1. If the height of the drawing is 1.2 feet, what is the actual height of the statue?

= 1.2 x 250

The actual height of the statue is 300 feet.

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Answer:(D) 300

Step-by-step explanation: the scale factor is 250:1 and the Hight of the drawing is 1.2 feet you need to multiply 1.2 by 250

1.2 x 250 = 300

a)  (g∘f)(x) = -18 + 72x−−−√.

b) The domain of (g∘f)(x) in interval notation is (-∞, +∞), indicating that it is defined for all real numbers.

To find (g∘f)(x), we need to substitute f(x) into g(x).

(g∘f)(x) = g(f(x))

Given f(x) = 2−8x−−−−−√ and g(x) = −9x, we substitute f(x) into g(x):

(g∘f)(x) = g(f(x)) = -9 * f(x)

(g∘f)(x) = -9 * (2−8x−−−−−√)

Simplifying further:

(g∘f)(x) = -18 + 72x−−−√

Therefore, (g∘f)(x) = -18 + 72x−−−√.

b. To find the domain of (g∘f)(x), we need to consider the restrictions on x that make the expression defined. In this case, we look for any values of x that would result in undefined expressions within the given function.

The function (g∘f)(x) = -18 + 72x−−−√ is defined for real numbers, as there are no restrictions on the domain that would make the expression undefined.

Thus, the domain of (g∘f)(x) in interval notation is (-∞, +∞), indicating that it is defined for all real numbers.

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Answer: The first 24 cupcakes cost $1.50 each, and all cupcakes after that cost $1 each.

Step-by-step explanation:

The graph shows two pieces of the function, with one increasing from the point (0, 0) through the point (12, 18) to the endpoint (24, 36) and the other increasing from the point (24, 36) through the point (48, 60) to the right.

This means that the first 24 cupcakes cost $1.50 each and all cupcakes after that cost $1 each, as shown by the first piece of the function. The second piece of the function shows that the price per cupcake does not increase after 36 cupcakes, so option 3 and option 4 can be eliminated.

Therefore, the correct answer is: The first 24 cupcakes cost $1.50 each, and all cupcakes after that cost $1 each.

Answer:

for #1 it's 1, 4, 5, 6

for #2 it's both lines have the same slope

for #3 it's both lines have a different y-intercept

Step-by-step explanation:

#1 explanation: all of them have the y-intercept of -8

ex. y = 3x (- 8) y = 5x (-8) y = 2x (-8) y = (1/3)x (-8)

#2 explanation: both have a slope of (1/4)

#3 explanation: y = (1/4)x there is not y-intercept that we know of and y = (1/4)x - 5 the y-intercept is at -5 therefore the y-intercepts are different

Answer:

there both 0.8

Solution:

It should be noted:

Finding the quotient.

Multiplying both terms.

Simplifying the fraction

Converting the fraction into mixed fraction

Option D is correct.

Answer:

\(\sf 1\dfrac{1}{3}\)

Explanation:

\(\hookrightarrow \sf \dfrac{-4}{9} / \dfrac{-1}{3}\)

manipulate sides by changing signs

\(\hookrightarrow \sf\dfrac{-4}{9} *\dfrac{3}{-1}\)

simplify by multiplication

\(\hookrightarrow \sf \dfrac{-12}{-9}\)

the negatives cancels out

\(\hookrightarrow \sf \dfrac{12}{9}\)

simplify

\(\hookrightarrow \sf \dfrac{4}{3}\)

turn this into mixed fraction

\(\hookrightarrow \sf 1\dfrac{1}{3}\)

The value of x is either 3 or -5 based on the distance formula.

What is a co-ordinate system?

In pure mathematics, a coordinate system could be a system that uses one or additional numbers, or coordinates, to uniquely confirm the position of the points or different geometric components on a manifold like euclidean space.

Main body:

according to question

Given points A(-1,4) and B(x,7)

Also AB = 5 cm

Formula of distance = \(\sqrt{(y1-y2)^{2}+(x1 -x2)^{2} }\)

here by using points ,

5 = \(\sqrt{(x+1)^{2} +(7-4)^{2} }\)

taking square on both side ,'

25 = \((x+1)^{2} +3^{2}\)

25-9 = (x+1)²

16 = (x+1)²

taking square root on both sides,

x+1= ±4

x = 4-1 = 3                                  or              x = -4-1 = -5

Hence value of x is either 3 or -5.

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Answer:

Option c- should have added from both sides

k= 9.7

Step-by-step explanation: I dont know if i am right but hope it is xd

An example of a non-real complex number is given as follows:

C. \(\frac{8}{3} + \sqrt{-\frac{7}{3}}\)

Complex numbers are numbers that have a real part and an imaginary part, and are defined as follows:

z = a + bi.

In which:

The letter i represents the square root of -1, meaning that any case of a negative square root is represented by a complex number.

Due to the negative square root of -7/3, the complex number in this problem is given by option C.

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Answer: -49.25 feet below sea level

Explanation: 30.75 - 30.75 - 18.5 = -49.5

Hope this helps!

Answer:78

Step-by-step explanation:

Answer:

178,303,038

Step-by-step explanation:

Multiply it

Or put it into a calculator

Stephen suggests using at least 20 questions in a baseline survey.

Stephen suggests using at least 20 questions in a baseline survey. Baseline survey refers to the gathering of data from a sample or population to obtain a set of measures that can be used to assess the current status of the population or sample of interest. The goal of a baseline survey is to generate an understanding of the status of a particular variable(s) at the outset of an intervention.Stephen recommends using at least 20 questions in a baseline survey as a general rule of thumb. In addition to using at least 20 questions in a baseline survey, it is important to pay close attention to the type of questions asked, the format of the questions, and the phrasing of the questions to ensure that the responses obtained are reliable and valid

Stephen suggests using at least 20 questions in a baseline survey. The goal of a baseline survey is to generate an understanding of the status of a particular variable(s) at the outset of an intervention. In addition to using at least 20 questions in a baseline survey, it is important to pay close attention to the type of questions asked, the format of the questions, and the phrasing of the questions to ensure that the responses obtained are reliable and valid.

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