road to white house Math

Answer: 5$ for 52 days

Step-by-step explanation: (5 x 52) + 90 = 350

Answer:

[tex]\sqrt[3]{x^{9} x}[/tex]

Step-by-step explanation:

When you are multiplying powers that have the same bases (in this case x) you add the exponents. If you do not see an exponent, the exponent is 1.

9 + 1 = 10

The required true statements for the given lines are 1 and 4.

An element or portion of a line with two endpoints is called a line segment. A line segment, in contrast to a line, has a known length. A line segment's length can be calculated using either metric measurements like millimeters or centimeters, or conventional measurements like feet or inches.

Statement A: E and C are co-linear.

It is true, E and C are lie in same line

statement 2: Lines I and m intersect at point D.

It is false, I and m intersect at point E.

statement 3: AE and DC are line segments on line I

It is false,because AE and DC are line segments placed in different line.

statement 4: EA and EC are rays on the line m.​

It is true, as EA and EC are in same line m.

Thus, required true statements are 1 and 4.

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Answer:

1 and 4

Step-by-step explanation:

The following method for assigning the 24 students to two equal-sized groups allows for a statistical valid comparison of the two instructional programmes.

An instructional programme is a course of study that requires the completion of a specified number of course credits from a prescribed group of courses and results in a formal award.

A) Each student will be given a unique random number generated by a random number generator on a calculator, statistical software, or a random number table. The assigned numbers will be listed in ascending order. Students with the lowest 12 numbers on the ordered list will be assigned to the instructional programme that requires physically dissecting frogs.

Students with the highest 12 numbers will receive an instructional programme that simulates frog dissection using computer software.

B) By not randomizing and allowing students to self-select, there is the possibility of changes in the differences between pre test and post test scores for a specific group due to the characteristics of students who choose a particular instructional method, rather than the instructional method itself.

For example, suppose frog-loving students already know a lot about frog anatomy; these students would be less likely to show a large difference between pre and post test scores. Assume that the frog-loving students prefer the computer simulation method (perhaps because they do not like the notion of dissecting the frogs they love).

The possible low change in pre- and post-test scores for the computer simulation group could then be attributed to the students' prior knowledge of frog anatomy, rather than to the instructional method itself. Because the students entering the frog dissection group have lower pre-test scores (less prior knowledge), they are more likely to show greater improvement between pre-test and post-test scores.

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Answer:

it is a function because it passes a vertical line test.

Step-by-step explanation:

The length of each of the four walls of the birdhouse is 5.5 inches, so the total length of all four walls is approximately 4 x 5.5 = 22 inches. Therefore, Javi's board is long enough to be cut into the four walls of the birdhouse.

Walls. Utilize the conventional equation Length x Width = Area to get the area of a wall. Next, apply the same calculation to each window and door's specific area. Subtract the area of the windows and doors from the overall size of the wall once you have recorded all of these dimensions.

The birdhouse must have four walls that are each 5.5 inches thick.

one room needs four walls because of the length of its four walls.

4*5.5=22

A board measuring 24.5 inches long is in Javi's possession. In order to cut through the birdhouse's four walls, it is sufficient.

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We can use the Z-score formula to determine what percent of patients have a score equal to or lower than the patient's score of 45 on the cognitive abilities test.

What does math's % mean?

In essence, percentages are fractions with a 100 as the denominator. We place the percent symbol (%) next to the number to indicate that the number is a percentage. For instance, you would have received a 75% grade if you answered 75 out of 100 questions correctly on a test (75/100).

The Z-score formula is:

Z = (X - M) / SD

Where:

X = Patient's score (45)

M = Mean score (52)

SD = Standard deviation (5)

Plugging in the given values:

Z = (45 - 52) / 5

Z = -7 / 5

Z = -1.4

This Z-score of -1.4 corresponds to a percentage of approximately 9.1% of patients who have a score equal to or lower than the patient's score of 45 on the cognitive abilities test.

It is important to note that this percentage is approximate, as it's calculated based on the standard normal distribution table which provides approximate values, and it assumes the scores of the test are normally distributed, in case this assumption is not met the result may not be accurate.

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The variable in 2x + 3 = 7 is x because rest 2, 3 and 7 are constant terms only x is the variable.

The meaning of such an equations in algebra is just a mathematical expression stating the equality between two mathematical terms. For instance, 6x + 5 = 11 is an equation where 6x + 5 and 11 are two expressions separated by the 'equal' sign.

Identity equations and conditional equations are the two types of equations. For just any value of both the variables, an equality remains true. Only such variables have values that make a condition expression true. Two expressions joined by an equals sign ("=") form an equation.

The variable in 2x + 3 = 7 is x because rest 2, 3 and 7 are constant terms.

if we solve the above equation, we get

2x + 3 = 7

or, 2x = 7 - 3

or, 2x = 4

or, x = 2

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The factor of the given expression is -1 and 5/2 first we try to solve given expression as a quadratic equation then we make 2 terms equal to 0.

first, try to understand what is the factor of a quadratic equation.

A number or algebraic expression that evenly divides another number or expression—i.e., leaves no remainder—is referred to as a factor in mathematics. As an illustration, 3 and 6 are factors of 12 because 12 3 = 4 and 12 6 = 2, respectively. 1, 2, 4, and 12 are the other components that make up 12.

The roots of a quadratic equation are known as a factor. This means if we put the value of x to factor then the quadratic equation will become zero.

2x^2 - 3x - 5 = 2x^2 - (5-2)x - 5

3 can be written as 5-2.

2x^2 - 5x + 2x - 5

x(2x - 5) +1(2x-5)

(2x - 5)(x + 1)

So the factors is 2x -  5 = 0 or x  + 1 = 0.

2x - 5 = 0  , x = 5/2.

x + 1 = 0 , x = -1.

Given question is  incomplete complete  question here:

Which of the following is a factor of 2x^2 - 3x - 5?

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Answer:

15

Step-by-step explanation:

the nickels ratio is 4. I then divided 60 : 4 = 15. I then timesed 15 with 3 and then came out 45. I then subtracted 60 with 45 which gave me the answer of 15.

The approximate shape of the sampling distribution of the sample will be normal.

Option E is correct.

Sampling distribution:

It is a statistic that determines the probability of an event based on data from a small group within a large population.

Given that,  is greater than or equal to 15 and  is greater than or equal to 15.

      and

So that the new mean and standard deviation will be,

Thus, the approximate shape of the sampling distribution of the sample will be normal.

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The fraction of the voters who voted in favor of the measure will be 1/5.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Ricardo's town recently voted on a new education funding package. Of the voters who voted for the bill, 20% voted for it.

The fraction of the voters who voted in favor of the measure will be given as,

⇒ 20%

⇒ 20 / 100

⇒ 1 / 5

The fraction of the voters who voted in favor of the measure will be 1/5.

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Answer:

-x + 5

Step-by-step explanation:

x - (-3) + 8 - 2x - 6 = x - 2x + 3 + 8 - 6 = -x + 5

Answer:

[tex] \sf \: -x + 5 [/tex]

Step-by-step explanation:

Given expression,

→ x - (-3) + 8 - 2x - 6

Let's simplify the expression,

→ x - (-3) + 8 - 2x - 6

→ x + 3 + 8 - 2x - 6

→ (x - 2x) + (3 + 8 - 6)

→ (-x) + (5)

→ -x + 5

Hence, the answer is -x + 5.

In simplest radical form as A = 22 = 4 cm2

The formula for the volume of a cube is V = a3, where a is the length of each of the cube's sides. In this case, we know that the volume of the cube is 8 cm3, so a3 = 8. When we take the cube root of 8, we get that a = 2 cm.

Therefore, the area of the rectangle formed by the intersection of the plane and cube is A = 2*2 = 4 cm2. This can also be expressed in simplest radical form as A = 22 = 4 cm2.

To calculate this step by step, we first use the formula V = a3 to find the length of each side of the cube. We plug in 8 cm3 for V and solve for a.

V = a3

8 cm3 = a3

Taking the cube root of both sides gives us:

a = ∛8

a = 2 cm

Next, we use the formula for the area of a rectangle, A = l*w, where l is the length and w is the width. We know that the length and width of our rectangle are both equal to 2 cm.

A = l*w

A = 2*2

A = 4 cm2

This can also be expressed in simplest radical form as A = 22 = 4 cm2.

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The amount luke made more than alexa is $3.91 .

What is simple interest ?

simple interest can be defined as the ratio of product of principal amount , rate and time and 100.

Luke investment,

This is compound interest so the future value formula will be used:

= Amount * ( 1 + rate) ^ no. of years

= 4,000 * ( 1 + 1.8%)³

= $4,219.91

Alexa investment:

Simple interest is calculated with the formula:

= Amount * ( 1 + rate * time)

= 4,000 * ( 1 + 1.8% * 3)

= $4,216

Amount Luke made more than Alexa:

= 4,219.91 - 4,216

= $3.91

Hence , The amount luke made more than alexa is $3.91 .

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The value of x to the nearest degree will be 112°.

The circle is a closed two dimensional figure , in which the set of all points is equidistance from the center.

We have to given that;

There are three angles are shown in figure.

That is,

⇒ 59°, 108°, and 81°.

Now, We know that;

Sum of all four angles is 360°.

So, We can formulate;

⇒ 59° + 108° + 81° + x = 360°

⇒ 248° + x = 360°

⇒ x = 360° - 248°

⇒ x = 112°

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The inverse of ∼P→∼Q is P->Q.

Given ∼P→∼Q

Its inverse, ∼(∼P)→∼(∼Q), means that P→Q.

If the hypothesis is correct but the conclusion is untrue, a conditional statement is false. If the statement in the example above read, "If you achieve good marks then you will not get into a good college," it would be untrue. A conditional statement that has been modified or rearranged is referred to as a related conditional. An if-then statement, also known as a conditional statement, is a set of hypotheses followed by a conclusion. It is noted that p→q. Read this: if p, then q.

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When two lines intersect each other, then the opposite angles formed are called vertical angles or vertically opposite angles.

A pair of vertically opposite angles are equal to each other. Also, a vertically opposite angle and its adjacent angle are supplementary angles, i.e., they add up to 180 degrees. For example, if two lines intersect and make an angle, say X=35°, then its opposite angle is also equal to 35°. And the adjacent angle to angle X will be equal to 180 – 35 = 145°

In the given figure, ∠QOR and ∠SOP form a pair of vertically opposite angles and similarly ∠SOQ and ∠POR form such a pair. Therefore,

∠QOR = ∠SOP

∠SOQ = ∠POR

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Answer:

3

Step-by-step explanation:

If two algebraic expressions are equivalent, then they both have the same result when the same value of the variable is entered. 12x2 + x + 20 is the same as the given expression.

6/10, 9/15, 12/20, etc. are fractions that are identical to 3/5. The value of equivalent fractions remains unchanged when lowered. Explanation: The numerator and denominator of equivalent fractions can be written by multiplying or dividing them both by the same value.

The given quadratic expression 12x^2+x-20

now, 12x^2 + 16x - 15x - 20

4x (3x+4) - 5(3x+4)

(4x-5) (3x+4)

the root of the equation is (4x-5) (3x+4)

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Answer:

this is a problem with no solution look it up if you dont beleve me

Step-by-step explanation:

In response to the question, we may say that As a result, the orangutan's expression mass in kilogrammes is roughly 64.55 kg.

An expression in mathematics is a collection of representations, numbers, and conglomerates that mimic a statistical correlation or regularity. A real number, a mutable, or a mix of the two can be used as an expression. Mathematical operators include addition, subtraction, fast spread, division, and exponentiation. Expressions are widely used in arithmetic, mathematics, and shape. They are employed in the depiction of mathematical formulas, the solving of equations, and the simplification of mathematical relationships.

To convert pounds to kilogrammes, divide the pound weight by the conversion ratio of 2.2.

Hence, to calculate the orangutan's mass in kilos, do the following:

Divide the orangutan's weight in pounds by the conversion ratio of 2.2:

142 pounds divided by 2.2 is 64.54545... kilos (rounded to the nearest hundredth)

As a result, the orangutan's mass in kilogrammes is roughly 64.55 kg.

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Answer:

The independent variable in this scenario is the number of meals Gabe and Bridgette prepare (m), because this is the variable that they can control and manipulate. The dependent variable is the number of people they will be able to serve (p), because this is the variable that depends on the number of meals they prepare.

Step-by-step explanation:

In other words, the number of people they can serve is affected by the number of meals they prepare, but the number of meals they prepare is not affected by the number of people they can serve.

Answer:

independent variable = m

dependent variable = p

Step-by-step explanation:

The number of people they are able to serve depends on the number of meals they prepare.

If Joseph collects data from 186 students from a medium sized school in Iowa and finds that only 11% students has reported rate of bullying , then the 95% confidence interval is option (b) [tex](10.353, 11.647)[/tex] .

the students who report bullying  in middle sized school is ⇒ [tex]15[/tex] percent ;

the standard deviation is given as ⇒ 4.5% = 0.045 .

the sample size is ⇒ 186 students ;

the sample proportion is ⇒ 11% = 0.11 .

we know that the for the 95 percent confidence interval the value of z score is 1.96   .

The formula to calculate the upper and lower limit of 95 percent confidence interval is :

= [tex]( Sample Proportion \pm \frac{Zscore \times Standard Deviation}{\sqrt{Population Size} })[/tex]

So , the lower limit of the interval will be calculated as :

= [tex]( 0.11 - \frac{1.96 \times 0.045}{\sqrt{186} })[/tex]

On simplifying ,

we get

= [tex]0.1035[/tex] = [tex]10.35\%[/tex] ;

So , the upper limit of the interval will be calculated as :

= [tex]( 0.11 + \frac{1.96 \times 0.045}{\sqrt{186} })[/tex]

On simplifying ,

we get ;

= [tex]0.1165[/tex] = [tex]11.65 \%[/tex]

Therefore , the required interval is [tex](10.353, 11.647)[/tex].

The given question is incomplete , the complete question is

According to a "how to stop bullying" Web site, 15% of students report experiencing bullying one to three times within the most recent month. Let's assume the standard deviation is 4.5% of students. Joseph collects data from 186 students at a medium-sized school in Iowa and finds that only 11% reported this rate of bullying. What is his 95% confidence interval ?

(a) (8.75, 13.25)

(b) (10.353, 11.647)

(c) (10.5, 19.5)

(d) (6.5, 15.5)

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Answer:

215/100

Step-by-step explanation:

it is asking for improper fraction

improper fractions are just the bottom number multiplied by the number outside of the fraction so in this case it is

2*100 which is 200 then add that to the top number

which leaves you with 215/100

The probability of the intersection of the two diagonals chosen lying inside the nonagon is 2/3.

What is the probability?

Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, with 0 representing an impossible event and 1 representing a certain event.

In this problem, the event of interest is the intersection of the two diagonals lying inside the nonagon. A nonagon is a 9-sided polygon, so there are 9 total corners, each of which can be one end of a diagonal. Therefore, there are 9 choose 2 = 36 total ways to choose two diagonals.

To find the number of favorable outcomes, we need to find the number of ways to choose two diagonals such that their intersection is inside the nonagon. To do this, we can notice that the diagonals that have an intersection inside the nonagon are the diagonals that connect non-adjacent corners of the nonagon. There are 8 non-adjacent corners, so there are 8 choose 2 = 28 ways to choose two non-adjacent corners.

So the probability of the intersection of the two diagonals lying inside the nonagon is:

P(intersection inside nonagon) = favorable outcomes / total outcomes = 28/36 = 2/3

Hence, the probability of the intersection of the two diagonals chosen lying inside the nonagon is 2/3.

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The probability of the intersection of the two diagonals chosen lying inside the nonagon is 2/3.

What is the probability?

Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, with 0 representing an impossible event and 1 representing a certain event.

In this problem, the event of interest is the intersection of the two diagonals lying inside the nonagon. A nonagon is a 9-sided polygon, so there are 9 total corners, each of which can be one end of a diagonal. Therefore, there are 9 choose 2 = 36 total ways to choose two diagonals.

To find the number of favorable outcomes, we need to find the number of ways to choose two diagonals such that their intersection is inside the nonagon. To do this, we can notice that the diagonals that have an intersection inside the nonagon are the diagonals that connect non-adjacent corners of the nonagon. There are 8 non-adjacent corners, so there are 8 choose 2 = 28 ways to choose two non-adjacent corners.

So the probability of the intersection of the two diagonals lying inside the nonagon is:

P(intersection inside nonagon) = favorable outcomes / total outcomes = 28/36 = 2/3

Hence, the probability of the intersection of the two diagonals chosen lying inside the nonagon is 2/3.

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Answer:

The probability of winning a straight bet is 1/100, and the payout is $50, so the expected value of a winning bet is (1/100) * $50 = $0.50.

The probability of losing a straight bet is 99/100, and the cost of the bet is $1, so the expected value of a losing bet is (99/100) * -$1 = -$0.99.

Therefore, the expected value of a straight bet is $0.50 - $0.99 = -$0.49.

Answer in explanation:

*change the problem to [tex]\frac{5}{6}[/tex] x [tex]\frac{3}{1}[/tex]

(change 3 into a fraction by putting 1 in the place of a denominator)

next cross multiply

5   x   /1

/2       1

3 can go into 6- 1 time

since anything multiplied by 1 is 1, the answer is  [tex]\frac{5}{2}[/tex]  

Hope this helps ya!

*(disclaimer lol: alternatively, you could cross multiply without changing 3 to a fraction and get the same answer-- however, I wanted to explain as clearly as possible, and figured it was less confusing this way!)