If 3/2 liters is equal to 1/4 serving. Use a double number line or math drawing to determine how many liters is equivalent to a 2/3 serving

Answer: Let x = the charge in 1st city before taxes

Let y = the charge in 2nd city before taxes

Set up equation before taxes.

y = x - 1500        eq1

Set up equation for total tax paid.

0.065x + 0.06y = 378.75         eq2

Substitute eq1 into eq2.

0.065x + 0.06(x - 1500) = 378.75

0.065x + 0.06x - 90 = 378.75

0.125x - 90 = 378.75

0.125x = 468.75

       x = 3750

Substitute this value of x into eq1.

y = 3750 - 1500

y = 2250

The hotel charge in city one is $3750 and the hotel charge in city two is $2250.

Step-by-step explanation:

The values of x in the congruent triangles are as follows:

a. x = 16

b. x = 10

Two triangles are said to be congruent if all three corresponding sides are equal and all the three corresponding angles are equal .

In other words, triangles that have exactly the same size and shape are called congruent triangles.

The triangles are congruent. Therefore, let's find the x in the triangles.

a.

180 - 54 - 67 = 4x - 5

59 = 4x - 5

59 + 5 = 4x

64 = 4x

divide both sides by 4

x = 64 / 4

x = 16

b.

180 - 58 - 74 = 5x - 2

48 = 5x - 2

48 + 2 = 5x

x = 50 / 5

x = 10

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The roots of the equation are x1=1,x2=-5, and x3= 2.

Equation with quadratic roots. The quadratic equation's roots are the values of the variables that fulfill the equation. In other words, if f() = 0, then x = is the quadratic equation's root, f(x). Real roots of an equation f(x) = 0 are the x-coordinates of the places where the curve y = f(x) intersects the x-axis.

The equation x3+2x2-13x+10 has roots that you need to find.

x^3 + 2x^2 -13 x+10=0

In order to determine whether x=1 is a root for the equation, let's first start by substituting it:

1+2 -13 +10 =0

When one of the roots is x=1, a factor is (x-1)

We'll divide the function by the second component to determine it (x-1)

==> x^3 +2x^2-13x +10 =0

==> (x-1)(x^2+3x-10)=0

Consider factoring now:

==> (x-1)(x+5)(x-2)=0

==> x1=1,

x2=-5,

The roots of the equation are and x3= 2.

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Answer: the second one

Answer: 25

Step-by-step explanation:

a) The mode of the data set is 7

b) The median of the data set is 6

c) The mean of the data set is 5.2

d) The range of the data set is 7.

Given,

Ten numbered data set; 3 & 7 & 2 & 4 & 7 & 5 & 7 & 1 & 8 & 8

We have to find the following;

a) Mode;-

Mode is the number that occurs the highest number of times.

Here,

7 is the most repeating number.

b) Median;-

Finding the middle number requires sorting all the data points and choosing the center one (or if there are two middle numbers, taking the mean of those two numbers).

Here,

5 and 7 are in the middle.

So, Median = 5 + 7 = 12/2 = 6

c) Mean;-

A dataset's mean is calculated by dividing the total number of values by the sum of all the values.

Here,

Mean = 3 + 7 + 2 + 4 + 7 + 5 + 7 + 1 + 8 + 8 / 10 = 52/10 = 5.2

d) Range;-

The difference between a collection of numbers' highest and lowest values is known as the range. Subtract the distribution's lowest number from its greatest number to determine it.

Here,

Lowest number = 1

Highest number = 8

Range = 8 - 1 = 7

Therefore,

a) Mode = 7

b) Median = 6

c) Mean = 5.2

d) Range = 7

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Answer: [tex]z^{10}[/tex]-5

Step-by-step explanation:

From the given choices, the vertex of the arrow will be equal to (5, 2.5). Hence, option D is correct.

Mathematical expressions with two algebraic symbols on either side of the equal (=) sign are called equations.

This relationship is illustrated by the left and right expressions being equal. The left-hand side equals the right-hand side is a basic, straightforward equation.

As per the equation given in the question,

y = -0.1 x² + x

Substituting the values from the given options,

Firstly, check it from point (5, 5)

5 = -0.1(5)² + 5

5 = -2.5 + 5

5 ≠ 2.5, so it cannot be the answer.

Let's check from (5, 2.5)

Then,

2.5 = -0.1(5)² + 5

2.5 = -2.5 + 5

2.5 = 2.5, this one is correct.

The values obtained in this case are equivalent, or we can say that the horizontal distance the arrow travels is equal to the height of the arrow.

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The domain of the function f(x) = -3x³ + 2x² - 5 is (-∞, ∞).

What is domain?

The range of values that we are permitted to enter into our function is known as the domain of a function. The x values for a function like f make up this set (x). A function's range is the collection of values it may take as input. After we enter an x value, the function outputs this sequence of values.

The domain of a function is the set of input or argument values for which the function is real and defined

The function has no undefined points nor domain constraints. Therefore, the domain is [tex]$$-\infty < x < \infty$$[/tex].

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Answer:   2.34

Step-by-step explanation:

After the decimal point it goes the tenth then the hundredth place. So that will be the second number after the decimal point. The question gives you a number and asks you to round to the hundredth place so you are going to first look what number is in the hundredth place and then look in the number after it. 3 is the number in the hundredth place and 6 is the number after. The rule is if the number is less than 5 the number stays as is and if the number is greater than 5 you round the number up. Since the number after the 3 is 6 you are going to round up. So the number rounded to the hundredth place is going to be 3.24.    

The length of x is 30.

The length of y is 30.

There are three commonly used trigonometric identities.

Sin x = 1/ cosec x

Cos x = 1/ sec x

Tan x = 1/ cot x or sin x / cos x

Cot x = cos x / sin x

We have,

Right triangle.

One angle = 90°

Other two angles = 45°

Hypotenuse = 30

The other two sides are x and y.

Now,

Tan 45 = x/30

1 = x/30

x = 30

Tan 45 = y/30

y = 30

Thus,

30 is the length of x.

30 is the length of y.

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Answer:

4/5 of a kilometer

Step-by-step explanation:

1 ) Turn 5 3/4 into a mixed number

5 3/5 = 28/5

2 ) Since we are trying to find the distance per day we can divide by 7/1

28/5 ÷ 7/1

3 ) The equals 4/5 which is our final answer!

Hope this helps! :)

If the fractional expression (374/x−10) is equivalent to -22​, then the value of [x] is → {x] = -7.

Given is that the fraction → (374/x−10) is equivalent to -22​.

We have -

(374/x - 10) = - 22

374 = - 22(x - 10)

374 = - 22x + 220

374 - 220 = - 22x

154 = - 22x

x = - (154/22)

x = - 7

Therefore, if (374/x−10) is equivalent to -22​, then the value of [x] is -7.

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Answer:

8

Step-by-step explanation:

Using CPCTC, the angles of [tex]\triangle BGK[/tex] are [tex]41^{\circ}, 45^{\circ}[/tex], and [tex](11y+6)^{\circ}[/tex].

Using the angle sum of a triangle,

[tex]45+41+11y+6=180 \\ \\ 92+11y=180 \\ \\ 11y=88 \\ \\ y=8[/tex]

The value of ∠1 is 58 degree. So the option be is correct.

In the given question we have to find the measure of angle 1.

The given options are:

(a) 92 degree

(b) 58 degree

(c) 122 degree

(d) 30 degree

As we know that the triangle have three sides and three angles. The sum of all angles is 180 degree.

From the given question we can see that the

Angle two ∠2 = 92 degree

Angle three ∠3 = 30 degree

So ∠1+∠2+∠3 = 180

Now putting the value

∠1+92+30 = 180

∠1+122 = 180

Subtract 122 on both side, we get

∠1 = 58

Hence, the value of ∠1 is 58 degree. So the option be is correct.

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The number of feet in 9 inches is 6.75 feet.

It is the conversion of one unit to another unit with its standard conversion.

Example:

1 minute = 60 seconds

1 hour = 60 minutes

We have,

1 inch = 3/4 feet

Multiply 9 on both sides.

9 inches = 9 x 3/4 feet

9 inches = 27/4 feet

9 inches = 6.75 feet

9 inches = 6(3/4) feet

Thus,

The number of feet in 9 inches is 6.75 feet or 6(3/4) feet.

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Answer:

There is no such function

Step-by-step explanation:

They are all different functions

Here is the two column proof:

     Statement                                        Reason                                              

The average amount of time pupils spend moving from one classroom to the next is something a teacher wishes to estimate.

What is interval?

His research assistant reports the confidence interval with four decimal places and the "sample mean" with two decimal places using the sample time of 33 pupils. the sample mean duration applied to the confidence interval computation. the final result to the nearest whole number, and the confidence level if the sample standard deviation used for the interval is three decimal places. Confidence interval% level. His research assistant reports the confidence interval using a sample size of 41 pupils. His research assistant reports the confidence using a sample of 38 students. the sample mean duration applied to the confidence interval computation. 90 percentile of the population proportion's confidence interval.

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The formula for the function T(x) is T(x) = 18 - x/100

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

Rate = 1°C for every 100 m rise

Ground temperature = 18°C

This means that the function can be represented as

T = Ground temperature (G) - Rate * Height (x)

Where

So, we have

T(x) = 18 - x/100

This means that

x = 6

Recall that

T(x) = 18 - x/100

So, we have

T(6) = 18 - 6/100

Evaluate

T(6) = 17.94

In (a), we have

T(x) = 18 - x/100

This is a linear function

So, the range in interval notation is (-oo, oo)

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Answer:

Step-by-step explanation:

The compound interest period rate is P = Po(1±r/t)n(t)

Here,

r = .039

t = 365

The daily rate in this situation is = .039/365

The factor for 1 compounding period for a year = (1+(.039/365))365 = 1.039768317

The growth factor is = 3.9768317%

The accounts value's growth factor is 1.0000107227, and the percent change per compounding period is 0.107227%.

What is the growth factor?

The account value's growth factor is the factor by which the account value increases each compounding period. It is given by the formula:

[tex]$growth factor$ = (1 + APR /{$compounding frequency$}) ^ {($compounding frequency$ / $period$)}[/tex]

In this case, the APR is 3.9%, the compounding frequency is 365 times per year (daily), and the period is one year. Plugging these values into the formula, we get:

growth factor = (1 + 0.039 / 365) ^ (365 / 1) = 1.0000107227

The percent change per compounding period is the amount by which the account value increases each compounding period, expressed as a percentage. It is given by the formula:

percent change = (growth factor - 1) * 100

Plugging the value of the growth factor that we calculated earlier into this formula, we get:

percent change = (1.0000107227 - 1) * 100 = 0.107227%

Therefore, the account value's growth factor is 1.0000107227, and the percent change per compounding period is 0.107227%.

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To achieve our well-being, women are of the utmost importance because they develop many activities and tasks that contribute to this.

In the attached image we can see an example of a mural on the importance of women.

The importance of women is based on elements such as:

¡Hope this helped!

To achieve our well-being, women are of the utmost importance because they develop many activities and tasks that contribute to this.

The importance of women is based on elements such as:

The quartiles of each data set are explained below.

To find the quartiles of a data set, first ordered the data. Thereafter, determine the following:

1. Order the data set, 4, 6, 5, 6, 2, 7, 6, 8:

2, 4, 5, 6, 6, 6, 7, 8

The center of the data is between 6 and 6. Therefore, the middle = (6 + 6)/2 = 6. This means the median or second quartile = 6

Middle value of the first part of the data = (4 + 5)/2 = 4.5.

Middle value of the second part of the data = (6 + 7)/2 = 6.5

First quartile = 4.5

Second quartile = 6

Third quartile = 6.5

The same way we will also find the quartiles of the other given data set as stated below.

2. For 17, 14, 20, 29, 12, 24, 10, 19, we have:

First quartile = 13

Second quartile = 18

Third quartile = 22

3. For 68, 88, 44, 68, 50, 68, 37, 50, we have:

First quartile = 47

Second quartile = 59

Third quartile = 68

4. For 52, 60, 24, 36, 48, 52, 72, we have:

First quartile = 36

Second quartile = 52

Third quartile = 60

5. For 102, 78, 312, 170, 250, 40, 52, 38, 125, we have:

First quartile = 46

Second quartile = 102

Third quartile = 210

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Answer:

To find the unknown value in the proportion (2x + 1) / 2 = (x + 2) / 5, we can cross-multiply the terms on the left-hand side and the right-hand side to eliminate the fractions. This gives us the equation 2(2x + 1) = 5(x + 2), which simplifies to 4x + 2 = 5x + 10. Subtracting 4x from both sides of the equation, we get 2 = x + 10, which can be rewritten as x = -8. Therefore, the unknown value in the proportion is x = -8.

Step-by-step explanation:

The solution is Option A.

The number of males that are not enrolled in Composition 1 is 35 males

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the number of males not enrolled in Composition 1 be = A

Now , the equation will be

The number of males enrolled in Composition 1 = 89 males

The number of females not enrolled in Composition 1 = 46 females

The row total of females = 127

So , the equation will be

The number of females enrolled in Composition 1 = row total of females - number of females not enrolled in Composition 1

Substituting the values in the equation , we get

The number of females enrolled in Composition 1 = 127 - 46

The number of females enrolled in Composition 1 = 81 females

Now ,

The total number of males and females enrolled = 170

Let the total number of males and females not enrolled = x

The row total of total males and females enrolled and not enrolled = 251

So , the equation will be

Total number of males and females not enrolled = row total of total males and females enrolled and not enrolled  - total number of males and females enrolled

Substituting the values in the equation , we get

Total number of males and females not enrolled = 251 - 170

Total number of males and females not enrolled = 81

Now ,

The column total of males and females not enrolled = 81

So ,

The total number of males not enrolled = column total of males and females not enrolled - number of females not enrolled in Composition 1

Substituting the values in the equation , we get

The total number of males not enrolled = 81 - 46

The total number of males not enrolled = 35 males

Therefore , the value of A is 35 males

Hence ,

The number of males that are not enrolled in Composition 1 is 35 males

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Answer:

it is A

Step-by-step explanation:

Answer:

I think its D.

Step-by-step explanation:

Step-by-step explanation:

[tex]81-1\frac{1}{5} x\leq 55\\\\[/tex]

[tex]-1\frac{1}{5}x\leq -26[/tex]

[tex]\frac{1}{5}x\geq 26\\[/tex]

[tex]x\geq 130\\[/tex]

The cartesian equation is y=x+1 for the parametric equations x(t)=−8t and

y(t)=−8t+1

A cartesian equation for a curve is an equation in terms of x and y only

The two parametric equations are

x=-8t...(1)

y=-8t+1...(2)

Convert the second equation as below.

(1-y)/8=t

Now plug in t= (1-y)/8 in equation 1.

x=-8(1-y)/8=y-1

x=y-1 is one cartesian equation.

Now let us find the other cartesian equation

t=-x/8

Plug in t value in y.

y=-8(-x/8)+1

y=x+1

Hence the cartesian equation is y=x+1 for both parametric equations x(t)=−8t and y(t)=−8t+1

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The relationship between angles R and R is: B. m∠M > m∠R.

The size of the angles in a triangle is related to the length of the side they are opposite to. That is, the largest angle is opposite the longest side and vice versa. This is the basis of the relationship of the corresponding angles of two triangles with two equal sides, and a third unequal sides.

In the image given, we see that two corresponding sides of the two triangles are equal to each other, MN = RS, and MP = RT.

Since the side that is opposite to the third angle in triangle MNP is greater than the side that is opposite to the third angle in triangle RST, NP > ST, therefore, it follows that the size of angle M that is opposite to side NP would be greater than the size of angle R that is opposite to side ST.

In conclusion, we can state that the relationship is, B. m∠M > m∠R.

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Answer:

other phones = 173

iphones = 667

Step-by-step explanation:

x = # of students with other phones

4x - 25 = # of students with iPhones

x + (4x - 25) = 840

5x - 25 = 840

5x = 840 + 25 = 865

x = 865/5 = 173

4(173) - 25 = 667