Riddle: a half is a third of it. What is it?

Answer:

x>= -8

Step-by-step explanation:

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Answer:

f(x) ≈ 58.20x2 + 18.96x + 34.46

Step-by-step explanation:

Notice that the year data are evenly spaced. Check the first differences between the total number or units to see if the data set is linear.

First Differences

113 − 34 = 79

304 − 113 = 191

615 − 304 = 311

1042 − 615 = 427

1584 − 1042 = 542

Because the first differences are not constant, a linear model is not the best model of the data. Check the second differences to see if the data set can be modeled by a quadratic function.

Second Differences

191 − 79 = 112

311 − 191 = 120

427 − 311 = 116

542 − 427 = 115

The second differences are approximately the same so we will use a quadratic function to represent the data.

Enter the data into a calculator. Plot the data and find the quadratic regression equation that best models the data.

f(x) ≈ 58.20x2 + 18.96x + 34.46

You can turn that ratio into a fraction:

3/5 voted yes

2/5 voted no

You can then multiply the fraction of people that voted yes by the total number of people.

[tex]=\frac{3}{5}(2860)[/tex]

= 1716

1716 people voted yes.

Answer:

1716

Step-by-step explanation:

2860 divided by 5 is 572

572x3 is 1716

572x2 is 1144

1144+1716 is 2860

so 1716 makes sense.

Answer:

3.167

Step-by-step explanation:

Mean = Sum of the number of boxes/ sum of the number of months

Mean number of boxes sold last year = (435+428+437+398+447+426)/6= 428.5

Mean number of boxes sold this year=

(440+416+445+423+420+446)/6 = 431.667

Difference = 431.667-428.5

≈ 3.167

Answer:

1, 2 +, 3 | 1, +, + | 1 +, 2 +, +

1, 2, 3, 4 | 2, 3, 5, 6 | 1, 3, 4, 5, 6

Step-by-step explanation:

"+" is the upbeat "and" (eighth notes)

The probability of selecting a penny is 4/15

The probability of selecting a nickel is 1/3

The probability of selecting a dime is 7/30

The probability of selecting a dime or a quarter is 2/5

From the formula for probability,

[tex]P(A) = \frac{Number\ of\ favourable\ outcomes\ to\ A}{Total\ number\ of\ possible\ outcomes}[/tex]

Total number of possible outcomes = 30

[tex]P(penny) = \frac{8}{30}[/tex]

[tex]P(penny) = \frac{4}{15}[/tex]

The probability of selecting a penny is 4/15

[tex]P(nickel) = \frac{10}{30}[/tex]

[tex]P(nickel) = \frac{1}{3}[/tex]

The probability of selecting a nickel is 1/3

[tex]P(dime) = \frac{7}{30}[/tex]

The probability of selecting a dime is 7/30

First, we will calculate the probability of selecting a quarter

[tex]P(quarter) = \frac{5}{30}[/tex]

[tex]P(quarter) = \frac{1}{6}[/tex]

Then, the probability of selecting a dime or a quarter is

[tex]P(dime \ or \ quarter) = \frac{7}{30}+ \frac{1}{6}[/tex]

[tex]P(dime \ or \ quarter) = \frac{7+5}{30}[/tex]

[tex]P(dime \ or \ quarter) = \frac{12}{30}[/tex]

[tex]P(dime \ or \ quarter) = \frac{2}{5}[/tex]

The probability of selecting a dime or a quarter is 2/5

Hence,

The probability of selecting a penny is 4/15

The probability of selecting a nickel is 1/3

The probability of selecting a dime is 7/30

The probability of selecting a dime or a quarter is 2/5

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Answer:

Step-by-step explanation:

Answer:

James invested $160,000

Step-by-step explanation:

- In total, they needed $480,000 to start the business

- 1:2 ratio means one of them payed double the amount than the other

so the expression would be,

2x + x = 480,000

Let x represent how much they each need to invest

the expression can be simplified to,

3x = 480,000

now you need to get x alone, this would be done be dividing both sides by 3

[tex]\frac{3x}{3} = \frac{480,000}{3}\\x = 160,000[/tex]

James invest $160,000

Michael invest $160,000 x 2 = $320,000

and if you add them together, you get the total amount

$320,000 + $160,000 = $480,000

Let me know if you have any questions !

If the side length of the pentagon is 19.27 centimeters. Then the area of the pentagon will be 337.225 square cm.

The polygon is a 2D geometry that has a finite number of sides. And all the sides of the polygon are straight lines connected to each other side by side.

The apothem of the pentagon is 7 cm.

Then the area of the pentagon will be

[tex]\rm Area = 5 \times \dfrac{1}{2} \times apothem \times side \ length[/tex]

The side length of the pentagon will be

[tex]\rm Side \ length = 2 \times 7 \tan 54^o \\\\Side \ length = 19.27\ cm[/tex]

Then the area will be

[tex]\rm Area = 5 \times \dfrac{1}{2} \times 7\times 19.27\\\\Area = 337.225[/tex]

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Answer:

hence the midpoint of AB is 1/2,1

Step-by-step explanation:

[tex]midpoint \: of \: ab = ( \frac{ - 2 + 3}{2} )( \frac{5 - 3}{2} ) \\ = ( \frac{1}{2} )(1)[/tex]

Answer:

A-19.5

Step-by-step explanation:

You take 39 and times it by 50%

The divide 50 by 100

39 times 50/100

=19,5

Answer:

D. 78

Step-by-step explanation:

Answer: 10 Slices

Step-by-step explanation:

10 slices of cheese is about $0.24 a slice.

12 Slices of cheese is about $0.26 a slice.

So 10 slices is the better deal.

Answer:

x 1 2 3 4 5

y 5 10 15 20 25

in x =n+1

in y=5n

Answer:

Step-by-step explanation:

(8+1+2)t

t= the amount of tickets Ms. Putnam buys.

Hope this helps!

Answer:

Volume of cylinder is 6285.71 square units.

Step-by-step explanation:

Given the radius of cylinder 10 units. The height is twice its radius. we have to find its volume.

r=10 units

⇒ Diameter, d = 20 units

Also given height is twice its radius.

⇒ Height=2(r)=2(10)=20 units

= 22/7 × 100×20

=22/7 × 2000

= 44000/7

= 6285.71square units.

hence, volume of cylinder is 6285.71 square units.

Answer:

use a volume calculator

Step-by-step explanation:

The amount of profit the spirit club make on each shirt sold at the end of the year is = $2

The quantity of shirt bought by the club = $8 per shirt

At the end of the year they sold the shirts at discount of %25 each.

That is 25/100 × 8

= 200/100

= $2

Therefore, they made profit of $2 for each shirt they sold at the end of the year.

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Answer:

A = 1/2 width × height

width = n + 3 cm

height = width - 9 cm

height = n + 3cm - 9cm

height = n - 6cm

A = 1/2 width × height

= 1/2 (n + 3cm) × (n - 6cm)

45cm^2 ×2 = n^2 - 3ncm - 18cm^2

n^2 - 3ncm - 18cm^2 - 90cm^2 = 0

n^2 - 3ncm - 108cm^2 = 0

Find two numbers that their sum is -3 and their product is 108. Therefore, the numbers could be -12 and 9

n^2 - 3ncm - 108cm^2 = 0

n^2 - 12ncm + 9ncm - 108cm^2 = 0

n(n - 12cm) + 9cm(n - 12cm) = 0

(n - 12cm) (n + 9cm) = 0

Either (n - 12cm) = 0 or (n + 9cm) = 0

n = 12cm or n = -9cm

but n = -9cm is invalid because there is no negative distance.

n = 12cm is the answer

Answer: 8

Step-by-step explanation:

12 cups is a gallon

X+9/X+4

Step-by-step explanation:

(x ^ 2 + 5x - 36)/(x ^ 2 - 16)

=(X+4)(X+9)/(X+4)(X-4)

=(X+9)/(X+4)

Explanation:

The point (3,a) means that x = 3 and y = a pair up together

Plug in those values and compute 'a'

y = 9-4x

a = 9-4(3)

a = 9-12

a = -3

The point (3, a) updates to (3, -3)

The point (3, -3) is on the line y = 9-4x

im using long division

982 divided by 43 equals 22 with a reminder of 36.

Answer:

Step-by-step explanation:

Method

The smallest the third side can be is something just larger than 2

You get 2 by subtracting10 and 8. The third side is just a bit larger. 8 and 2 will make up the length of 10 so you cannot use 2 itself

The largest value possible is just under 18. You get 18 by adding 8 and 10 together. So to get a triangle, you need just under 18.

Answer

2<s<18

A

Since there are 10 bacteria, the amount of bacteria after 2 minutes is 2560 bacteria

To answer the question, we need to know what rate is

A rate is the amount per unit time of a quantity.

Let A₀ = initial amount of bacteria.

Given that the amount of bacteria doubles every 15 seconds, we have that the amount of bacteria left is

A = 2ⁿA₀ where

Given that

So, substituting the values of the variables into the equation, we have

A = 2ⁿA₀

A = 2⁸ × 10

A = 256 × 10

A = 2560 bacteria

So, the amount of bacteria after 2 minutes is 2560 bacteria

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Answer:275sq

Step-by-step explanation:

210 feet for 1st rectangle

65 for the rectangle

Answer: When Rebecca Hodges sent her son to Pre-K in Brooklyn, she was excited for the year to come—full of learning adventures and making new friends. While his education got off to a strong start, Hodges quickly realized something was wrong.

Her son, just five years old, was gaining an alarming amount of weight. Within 6 months, he had gained 11 pounds and his body mass index went from the 60th to the 98th percentile. He began having trouble breathing and sleeping at night. “His diet at home, which was low in sugar, did not change,” she said. “When I brought him to the pediatrician and we started asking him questions about what he was drinking and eating, we realized this was happening because of school.”

Hodges discovered her son was drinking two boxes of chocolate milk a day, each with 20 grams of total sugar, 12 grams of natural sugar from lactose and 8 grams of added sugar. Those 8 grams of added sugar add up to almost one third of a child’s daily sugar allowance according to the American Heart Association and the World Health Organization, which both recommend that children limit sugar to 5 percent of their daily intake —about 6 teaspoons or 25 grams — of added sugar per day.

Hodges’s son is far from a unicorn in the classroom. He is just one of thousands of children growing sick from sugar in a country where the obesity epidemic has reached epic rates and shows no signs of slowing down. Health-care costs related to obesity in this country topped $1.72 trillion dollars in 2018.

In the state of New York, childhood obesity has tripled over the past three decades. In New York City, 40 percent of NYC public school students aged 6 to 12 are overweight or obese. While NYC’s overweight and obesity numbers have been relatively constant over the last 5 years, in communities with underserved populations obesity is on the rise.

Childhood obesity disproportionately affects low-income communities and communities of color. In New York City, children living in the Bronx have the highest prevalence of overweight (43 percent vs. 4 percent in Brooklyn, 40 percent in Staten Island, 39 percent in Queens, 38 percent in Manhattan).

According to the Youth Risk Behavior Survey by the CDC, compared to New York City students, a higher proportion of East and Central Harlem students are overweight and obese. Thirty-five percent of East and Central Harlem students in grades 9-12 are overweight and obese compared to 28 percent in NYC. Obesity rates in low income East Harlem are higher than what they are on the wealthier Upper East Side, just a few short blocks away.

Additionally, according to research reported in Obesity Reviews, obese children and adolescents were approximately “five times more likely to be obese in adulthood than those who were not obese.”

Research also suggests that consuming sweetened beverages such as chocolate milk every day can train a child’s palate to prefer sugar-sweetened foods.

In response, more and more school districts have been removing chocolate milk from their menus. Chocolate milk is banned in Boulder, Minneapolis, Washington D.C., Montgomery County, Maryland, and most recently, San Francisco.

Even New York City’s Department of Corrections (DOC) has phased out sugar-sweetened beverages because of their ties to costly obesity-related diseases. Ten years ago DOC Commissioner Martin Horn told Gothamist, “the move will save money in the long run because healthier inmates will be less prone to strokes, heart attacks or diabetic shock on the city’s watch.” Today, the DOC bans both chocolate milk and juice. And yet, NYC’s Department of Education (DOE) continues to serve chocolate milk (and juice) to 1.1 million children a day. In fact, out of the 1,866 schools within the DOE, only 198 schools opted out of serving chocolate milk in FY 2019.

Rumors have been circulating that DOE may remove chocolate milk from public schools, but it’s deputy press secretary Avery Cohen, would not confirm. She offered this statement: “Our priority is the health and well-being of our students, and every day, we offer a variety of healthy food options that exceed USDA standards. We’ll continue to work with the Department of Education and Department of Health to ensure our meals are nutritious.”

Instead of eliminating chocolate milk as a public health policy, the DOE has outsourced chocolate milk decisions to principals, who may choose to stop serving it in their individual schools. This shifts a huge burden to educators, who want to keep peace with parents of differing views, and who are presumably not health professionals.

Answer:

k=9

Step-by-step explanation:

Here's how to solve this equation

Step 1: -7(k+9)=9(k-5)-14k

Step 2: -7k-63=(9k-45)-14k

Step 3: -7k-63=-5k-45

Step 4: -7k=-5k+18

Step 5: -2k=18

Solution: k=-9

Good luck on your assignment, hope this helps

Answer:

1 ) x = y = 9

2 ) x = 5, y = 25

3 ) x = 15, y = 9

4 x = 30, y = 15

Step-by-step explanation:

1 )

The shape is parallelogram.

In parallelogram, alternate interior angles are equal.

9x and 45 are alternate interior angles.

So,

9x = 45

Divide 9 on both sides,

x = 45 / 9

x = 5

In square, opposite side lengths are equal.

2y = 18

Divide 2 on both sides,

y = 18 / 2

y = 9

2 )

The shape is parallelogram.

In parallelogram, the sum of adjacent angles are 180.

In parallelogram, opposite angles are equal.

5y and 55 are adjacent angles,

5y + 55 = 180

5y = 180 - 55

5y = 125

Divide 5 on both sides,

y = 125 / 5

y = 25

11x and 55 are opposite angles,

11x = 55

Divide 11 on both sides,

x = 55 / 11

x = 5

3 )

The shape is parallelogram.

In parallelogram, alternate interior angles are equal.

2x and 30 are alternate interior angles,

2x = 30

Divide 2 on both sides,

x = 30 / 2

x = 15

x + y and 24 are also alternate interior angles,

x + y = 24

15 + y = 24

y = 24 - 15

y = 9

4 )

The shape is a square.

Square is also a parallelogram.

All the four angles in a square are 90 and are equal.

So,

3x = 90

Divide, 3 on both sides,

x = 90 / 3

x = 60

6y = 90

Divide 6 on both sides,

y = 90 / 6

y = 15

When one event's occurrence or non-occurrence doesn't affect the occurrence or non-occurrence of another event, then such events are called independent events. The correct option is B.

When one event's occurrence or non-occurrence doesn't affect the occurrence or non-occurrence of another event, then such events are called independent events.

Symbolically, we have:

Two events A and B are said to be independent if we have:

[tex]P(A \cap B) = P(A)P(B)[/tex]

Comparing it with the chain rule will give

[tex]P(A|B) = P(A)\\P(B|A) = P(B)[/tex]

Thus, showing that whether one occurred or not, the other one doesn't care about it (independence).

The top shelf of a bookcase holds 6 fiction and 4 nonfiction books. On the bottom shelves, there are 3 fiction and 5 nonfiction books.

When Choosing 2 books that describe a pair of dependent events, one of the fiction books should be chosen from the top shelf, and another one should be a nonfiction book from the top shelf itself.

Hence, the correct option is B.

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Answer: One of the nonfiction books on the bottom shelf, and a second nonfiction book from the bottom shelf

Step-by-step explanation: Answer on Edmentum

The value of the derivative of the function g(x) at x = 1 will be 1/3. Then the correct option is A.

A function that may convert into another function is known as an inverse function or anti-function.

If the function is f(x) = sinx + 2x + 1.

Then the derivative of an inverse function g(x) of a function f(x) at a given value (a) will be

[tex]\rm g'(a) = \dfrac{1}{f'(g(a))}[/tex]

The derivative of f(x) will be

f'(x) = cos x + 2

Then the given value of a will be

a = 1

g(x) = f⁻¹(x)

put x = 0, then we have

f(0) = sin 0 + 2(0) + 1

f(0) = 1

Put x = 1, in the function f⁻¹(x). Then we have

f⁻¹(1) = 0

and

g(1) = 0

Then put a = 1, then we have

[tex]\rm g'(a) = \dfrac{1}{f'(g(a))}\\\\g'(1) = \dfrac{1}{f'(g(1))}\\\\g'(1) = \dfrac{1}{f'(0)}\\\\g'(1) = \dfrac{1}{\cos 0 + 2}\\\\g'(1) = \dfrac{1}{1+2}= \dfrac{1}{3}[/tex]

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