What is the value of x?

Answer:

25

Step-by-step explanation:

2.5 =10%

2.5*4= 10

2.5*6=15

Answer:

25

Step-by-step explanation:

Using P=(%)w we can substitute the values. First, I will define the variables. P = part (is), % = percent, w = whole (of)

10 = (40%)w

The reason for this is because 10 is a PART and 40% is a PERCENT and we are solving for the unknown WHOLE. We now divide 10 by 0.40 because to convert a percent to a decimal you just move the point two places to the left:)

10 divided by 0.4 = 25. So, there is a total of 25 students in Mr. Lee's class. Now, we can check this by multiplying 25 and 0.4 to get 10! It is in fact correct.

PLEASE READ PRACTICE AND UNDERSTAND! DO NOT JUST TAKE THE ANSWER. KNOWLEDGE IS POWER :^)

Answer:

Kindly check explanation

Step-by-step explanation:

Sample 1 :

Mean = (79.2 + 78.8 + 80 + 78.4 + 81) / 5 = 79.48

Range = 81 - 78.4 = 2.6

Sample 2 :

Mean = (80.5 + 78.7 + 81 + 80.4 + 80.1) / 5 = 80.14

Range = 81 - 78.7 = 2.3

Sample 3 :

Mean = (79.6 + 79.6 + 80.4 + 80.3 + 80.8) / 5 = 80.14

Range = 80.8 - 79.6 = 1.2

Sample 4 :

Mean =(78.9 + 79.4 + 79.7 + 79.4 + 80.6)/5 = 79.6

Range = 80.6 - 78.9 = 1.7

Sample 5 :

Mean = (80.5 + 79.6 + 80.4 + 80.8 + 78.8)/5 = 80.02

Range = 80.8 - 78.8 = 2

Sample 6 :

Mean =(79.7 + 80.6 + 80.5 + 80 + 81.1)/5 = 80.38

Range = 81.1 - 79.7 = 1.4

Xbar = mean of the means

Xbar = (79.48+80.14+80.14+79.6+80.02+80.38) / 6 = 79.96

Rbar = Mean of the sample ranges

Rbar = (2.6 + 2.3 + 1.2 + 1.7 + 2 + 1.4) / 6 = 1.87

n =5 ;D4 = 2.11 ; D3 = 0

From table, D4 = 2.11 ; D3 = 0

Range chart :

Upper Control limit, UCL = D4 * Rbar ; 2.11*1.87 = 3.9457 = 3.95

Lower Control limit, LCL = D3 * Rbar ; 0*1.87 = 0

Mean chart :

Xbar ± A2 * Rbar

From the table :

n = 5 ; A2 = 0.58

Lower control limit(LCL) = Xbar - A2*Rbar

LCL = 79.96 - (0.58*1.87) = 78.8754 = 78.88

Upper Control Limit (UCL) = Xbar + A2*Rbar

UCL = 79.96 + (0.58*1.87) = 81.0446 = 81.04

(78.88 ; 81.04)

The value of Each sample mean falls within the mean interval, Hence, We can conclude that process is on control.

9514 1404 393

Answer:

  T, F, F, T

Step-by-step explanation:

No irrational numbers are integers.

All whole numbers are irrational numbers.

Some whole numbers are not rational numbers.

Some rational numbers are not whole numbers.

Answer: Both Rick and Jenny could be correct because we do not know what "x" is.

Step-by-step explanation:

The purpose of the variable "x" is to substitute it for an unknown number. Since we do not know what "x" is we can not solve the equation. We can only add like terms.

I hope this helps :)

Answer:

a = -10

Step-by-step explanation:

33 - 4a = 73

To get a by itself, you must move 33 to the other side. To this, you must subtract it from both sides, canceling it out on the left side.

You will be left with: -4a = 73-33

Subtract 73 and 33, which will get you 40.

Now the equation is -4a = 40

To get a by itself, divide -4 into both sides. Doing this will isolate a.

The equation you will have after that is a = 40/-4.

Divide 40 by -4, which will get you -10.

Therefore, a = -10.

Answer:

Mean: 11

Median: 10.5

Mode: 9

The angle of elevation of the fly's flight path is approximately 57.74 degrees.

In a right triangle, the hypotenuse is the side opposite the right angle. It is always the longest side of the triangle and is the side opposite to the 90 degrees angle. It is also the side that forms the "hypotenuse" of the right triangle.

The Pythagorean theorem is a fundamental result in Euclidean geometry that states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. It can be written as c^2 = a^2 + b^2, where a and b are the legs of the triangle and c is the hypotenuse. This theorem can be used to find the length of the hypotenuse of a right triangle when the lengths of the other two sides are known.

Let's call the angle we're trying to find "theta". The horizontal distance is 30 feet, the vertical distance is 32 feet and the height is 9 feet.

Using pythagorean theorem:

$c^2 = a^2 + b^2$

$c = \sqrt{30^2 + 32^2}$ = $\sqrt{900 + 1024}$ = $\sqrt{1924}$

Now we can use the tangent function:

$\tan(\theta) = \frac{opposite}{adjacent} = \frac{32}{30}$

Now we can find the angle, theta, by using the inverse tangent function:

$\theta = \tan^{-1}(\frac{32}{30})$

The angle of elevation of the fly's flight path is approximately 57.74 degrees.

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Answer:

1.65

Step-by-step explanation:

you said one pound is $4.40

and that how much is 3/8 of a pound

so 3/8 multiplied by 4.40

Answer:

$1.65

Step-by-step explanation:

1 pound -------------4.40

3/8 pounds------------x

cross multiplication

1x = 4.40 x (3/8) =

x = 1.65

17. The triangles can be proven congruent by the SSS theorem.

18. The triangles cannot be proven congruent by the HL theorem, as it is not known if the triangles are right triangles.

The side-side-side congruence theorem, abbreviated as SSS, means that if two triangles have three equal side lengths, then the triangles are congruent.

In item 17, we have that:

As the three triangles are equal, then the SSS theorem can be used to prove the congruence of the two triangles.

The HL theorem represents the hypotenuse and leg theorem, which means that if two right triangles share a hypotenuse measure along with a leg measure, then they are congruent.

Hence item 18 cannot be proven congruent by the HL theorem, as there is no information regarding whether the triangles are right triangles.

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B and E Thank you for asking I'm good at fractions!!

Answer:

See attachment for graph

Step-by-step explanation:

Given

[tex](x_1,y_1) = (1,-9)[/tex] -- point

[tex]x = -3[/tex] --- slope

Required

Plot the graph

First, we determine the equatio using:

[tex]y = m(x - x_1) + y_1[/tex]

This gives:

[tex]y = -3*(x - 1) -9[/tex]

Open bracket

[tex]y = -3x + 3 -9[/tex]

[tex]y = -3x -6[/tex]

See attachment for graph

The expression is factorized to give (x + 7) and (x + 7)

Factorization described a mathematical methods that consists of writing a number or mathematical object as a product of several other factors that are mostly simpler or smaller objects of the same kind.

Given the quadratic equation;

x² + 14x +49

Find the pair factors of 49 that sum up to 14, the numbers are 7 and 7

Now, substitute the numbers in the expression

x² + 7x + 7x + 49

Make into two expressions, we have;

(x² + 7x) + (7x + 49)

factor out the common terms, we get;

x(x + 7)+ 7(x + 7)

Then, we have;

(x + 7)

(x + 7)

Hence, the factorized form is (x + 7) and (x + 7)

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Answer: To solve a quadratic equation of the form ax^2 + bx + c = 0, there are several steps that Inga could use. Here are three options:

She could complete the square to rewrite the equation in the form (x + p)^2 = q.

She could use the quadratic formula: x = (-b +/- √(b^2 - 4ac)) / (2a).

She could factor the equation to rewrite it in the form (x + r)(x + s) = 0.

Option 1: Completing the square

To complete the square, Inga could add and subtract (b/2)^2 to the equation to get:

a(x^2 + bx + (b/2)^2) - (b/2)^2 = 0

Then, she could rewrite the equation in the form:

a(x + (b/2))^2 = (b/2)^2

Option 2: Using the quadratic formula

To use the quadratic formula, Inga could substitute the values of a, b, and c into the formula to get:

x = (-12 +/- √(12^2 - 4 * 2 * -3)) / (2 * 2)

= (-12 +/- √(144 + 24)) / 4

= (-

Step-by-step explanation:

Answer:

Step-by-step explanation:

Volume of a cone:

We have:

Substitute values and solve for h:

None of the choices is correct

Answer:

Your answer is 1

Step-by-step explanation:

3² = 9 is the only possible solution.

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{x^2=9}[/tex]

[tex]\large\text{TAKE the SQUARE ROOT}[/tex]

[tex]\mathsf{x =\pm \sqrt{9}}[/tex]

[tex]\large\text{REMEMBER this symbol }\mathsf{\pm}\large\text{ means plus or minus}[/tex]

[tex]\mathsf{ - \sqrt{9} = \boxed{\bf -3}}[/tex]

[tex]\mathsf{\sqrt{9}=\boxed{\bf 3}}[/tex]

[tex]\large\text{OR YOU COULD SAY THIS TO MAKE THIS SIMPLER TO}\\\large\text{SOLVE}\downarrow[/tex]

[tex]\large\text{-3}\mathsf{^2= \boxed{\bf -9}}[/tex]

[tex]\large\text{3}\mathsf{^2}\large\text{= \boxed{\bf 9}}[/tex]

[tex]\boxed{\boxed{\large\textsf{Therefore, your answer: \huge \bf x = -3 or x = 3 }}}\huge\checkmark[/tex]

[tex]\large\text{Good luck on your assignment and enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer:

the value of x would end up being 25

Answer: y = 17x - 19

Step-by-step explanation:

17x + y = -19

Subtract 17 on both sides

Y= -19 - 17x

Then put it in y= mx + b

Y= -17x - 19

Answer:

y = -17x -19

Step-by-step explanation:

Slope intercept form is

y = mx+b  where m is the slope and b is the y intercept

17x+y = -19

Solve for y

y = -17x -19

Answer:

A. 1/18

Step-by-step explanation:

The following is the proper response to this problem's inequality. The relationship between negative one fifth and negative two thirds is higher than or equal when y is bigger than or equal to three tenths.

In mathematics, an inequality is a link between two expressions or values that is not equal. Thus, inequality arises as a result of imbalance. An inequality in mathematics describes the connection between two values that are not equal. Many simple inequalities can be eliminated by modifying both sides until just the variables are left. However, a number of things lead to inequality: On both sides, divide or add negative values. Toggle between left and right.

Given

One fifth less is -1/5.

When a negative two thirds is added to a number, the result is -2/3x. Since the value is unknown, we refer to it as x.

The following is the sign for more than or equal inequality:

The inequality is therefore: -1/5 -2/3x.

So that it will be easier for us to isolate x:

2/3x ≥ 1/5

2x ≥ 3/5

x ≥ 3/10.

Since y is more than or equal to three tenths, the right answer for the inequality is: negative one fifth is greater than or equal to negative two thirds y.

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Answer:

350 is 87.5% of 400

350/400 = 87.5%

Answer:x/6

Step-by-step explanation:

Here the value of x is not given and hence the answer to the question is

x/6

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Answer:

343.2

Step-by-step explanation:

156 × 2.2

= (156 × 22)/10

= 3432/10

= 343.2

According to the table, the Range of pools sold during this period is 8.

The range in statistics for a given data set is the difference between the highest and lowest values. For example, if the given data set is {2,5,8,10,3}, then the range will be 10 – 2 = 8.

Thus, the range could also be defined as the difference between the highest observation and lowest observation. The obtained result is called the range of observation. The range in statistics represents the spread of observations.

Range = Highest Value – Lowest Value

Range = 18 – 10

Range = 8

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Answer:

(-infinity,+infinity)

Step-by-step explanation:

Any real value of x can be defined with a unique output in this function.

Answer:

3750

I wish you luck in your assignments.

Answer:

c=66°

Step-by-step explanation:

a=51°

51+63=114°

180-114°= 66°

Answer:

66

Step-by-step explanation:

a° = 51° (corresponding angles)

a = 51

a° + c° + 63° = 180° (interior angle sum postulate of a triangle)

51° + c° + 63° = 180°

c° + 114° = 180°

c° = 180° - 114°

c° = 66°

c = 66

Answer:

B'(-2, -3)

C'(7, -6)

D'(7, -1)

E'(-2, -1)

Step-by-step explanation:

When you move translate a coordinate horizontally, if it is to the left, you subtract the x value with how many units you move, and if its to the right, you add however many units you move to the x-value. and when you move vertically, if you move down, subtract the amount of units you moved from the y-value, and if you move up, add however many units you moved to the y-value.

Answer:

31 hecause the èattern is adding 3

Step-by-step explanation:

Therefore , the solution of the given problem of percentage comes out to be 264414 doctors were registered that year.

A% is a number that represents the percentage of 100 that it is, and it can also be stated as a decimal or a fraction. To convert a percentage to a fraction, place 100 in the denominator and the percentage number in the numerator.

Here,

"Female doctors make up 22.2% of all registered doctors," the inquiry states.

Consider the entire number of doctors who are registered as x; 22.2% of those doctors are women.

and 47,200 divided by 22.2% of x

=>22.2/100 * x = 47,200

in math

264414 doctors were registered that year, or

x = 58700* 100/22.2 x.

Therefore , the solution of the given problem of percentage comes out to be 264414 doctors were registered that year.

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