WILL MARK BRANLYEST! 554578948943265798656003567X94855596756005-987645433

Yes, His computation should be 150% of 330, thus his estimate is accurate. So option D is true.

By dividing the desired value by the entire value and multiplying by 100, the percentage may be computed.

Example:

Required percentage value = a

total value = b

Percentage = [tex]\dfrac{a}{b} \times 100[/tex]

We have,

Aaron estimated the value, of 148% of 333 is 495.

This can be written as,

[tex]\dfrac{148}{100} \times 333[/tex]

[tex]= 492.84[/tex]

[tex]= 493\\\\[/tex]

Estimating the number, this should be equal to the,

148% ≈ 150%

333 ≈ 330

So it is equal to,

150% of 330

This can be written as,

[tex]\dfrac{150}{100} \times 330[/tex]

[tex]= 495[/tex]

Therefore, his estimate is reasonable because his calculation should be 150% of 330. So option D is true.

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Yes, ΔQRS  can be translate to so that Q is mapped to point A, then reflect across line containing QS.

we have two triangles ΔQRS and ΔABC in which we have ,

QR=AB = 16 cm

RS=BC= 24 cm

∠R=∠B=90°

By SAS postulate of congruence , ΔQRS ≅ ΔABC.

There are three main rigid transformations which produces congruent images.

1) Translations 2) Rotation 3) Reflection

When we look the given picture, it can be seen that ΔABC is the mirror image of ΔQRS.

But line QS is at some distance from AC , so we first translate ΔQRS to so that Q is mapped to point A, then reflect across line containing QS.

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Answer:

3.82 km

Step-by-step explanation:

Assuming that the change in elevation is linear, we can calculate the elevation change per km traveled.  The known values are the start (0km) and the sign (3km).  The elevation gain over that interval is (0.95-9.0)km = 0.5km.  That was for an distance interval of  3km, so we can write:

(0.5km elevation gain)/(3km distance)

We can use this as a rate change and and use it in a linear equation to predict the elevation as a function of distance.

Let y be the elevation and x the distance, both in km.

y = (0.183)(x)+b, where b is the elevation at the start of the trail.  We can find b by using this equation and entering one of the two data points.  Lets use the elevation of 0.95m at 3km distance:

y = (0.183)(x)+b

0.95 = (0.183)(3)+b

b = 0.4km

The full equation is :

y = (0.1833)X + 0.4

Enter 1.1 km for y and calculate x, the distance to reach 1.1 km altitude.

1.1 = (0.1833)X + 0.4

X = 3.82 km

Answer:

10

Step-by-step explanation:

each 10 peanut butter sandwiches takes 10 ounces

Answer:

10

Step-by-step explanation:

Jim has to walk 7 km going to his grandmother's house once per day for 5 days.

The four basic mathematical operations are the addition, subtraction, multiplication, and division of two or even more integers.

Among them is the examination of integers, particularly the order of actions, which is crucial for all other mathematical topics, including algebra, data organization, and geometry.

As per the data given in the question,

Distance between Jim and his grandmother's house = 1.4 km.

Jim travels once to his grandmother's house every day then,

Total distance traveled by him = 5 × 1.4 km = 7 km.

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To draw a linear inequality in graph the steps are mentioned below.

The graph of a two-variable inequality is the set of points that describe all solutions to the inequality. The coordinate plane is split in half by a boundary line created by a linear inequality, with one-half representing the solutions to the inequality.

Steps are described below:

Step 1: Always begin by separating the variable y from the inequality's left side.

Step 2: Replace the symbol for inequality with that for equality.

Step 3: In the xy plane, graph the boundary line from step 2. You are creating the boundary line that would divide or cut the xy-plane into two sections in this stage.

Step 4: Shading one side or area of the boundary line is the final step.

Step 5: Use this optional step to check or confirm that you have shaded the boundary line's side appropriately.

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Without spectacles, Witney Pete has a 5/10 chance of hitting the bullseye. Witney Pete could strike the bullseye with his spectacles 0.7 of the time. This likelihood is far higher than hitting the bullseye without glasses. the probability that Pete hits five or fewer of his next ten shots is approximately 2.487.

Generally, To find the probability that Pete hits five or fewer of his next ten shots, we need to find the probability that he hits exactly 0, 1, 2, 3, 4, or 5 bull's eyes.

The probability that Pete hits exactly k bull's eyes in n throws is given by the binomial distribution:

P(k bull's eyes in n throws) = (n choose k) * p^k * (1-p)^(n-k)

where p is the probability of hitting a bull's eye on a single throw and n choose k is the binomial coefficient, which is equal to n!/(k!(n-k)!).

Substituting the given values, we get:

P(0 bull's eyes in 10 throws) = (10 choose 0) * (0.7)^0 * (0.3)^10 = 0.028 P(1 bull's eyes in 10 throws) = (10 choose 1) * (0.7)^1 * (0.3)^9 = 0.189 P(2 bull's eyes in 10 throws) = (10 choose 2) * (0.7)^2 * (0.3)^8 = 0.462 P(3 bull's eyes in 10 throws) = (10 choose 3) * (0.7)^3 * (0.3)^7 = 0.605 P(4 bull's eyes in 10 throws) = (10 choose 4) * (0.7)^4 * (0.3)^6 = 0.501 P(5 bull's eyes in 10 throws) = (10 choose 5) * (0.7)^5 * (0.3)^5 = 0.302

The probability that Pete hits five or fewer bull's eyes in his next ten shots is the sum of the probabilities of hitting exactly 0, 1, 2, 3, 4, or 5 bull's eyes:

P(hitting 5 or fewer bull's eyes in 10 shots) = 0.028 + 0.189 + 0.462 + 0.605 + 0.501 + 0.302 = 2.487

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Answer:

Angle 1: 58°

Angle 5: 58°

Angle 8: 111°

Angle 14: 111°

Angle 18: 58°

Step-by-step explanation:

Divide the dividend's leading digit by the divisor. Divide the first two digits of the dividend by the divisor, and so on, if the divisor is greater than the dividend's first digit.

Step 2: Type the dividend's quotient above it.

divide into parts; be divided into parts. cause one to disagree with .a significant difference between two groups that usually results in antagonism or conflict. the act or process of dividing; the condition of being divided; the act, process, or occurrence of distributing among many: distribution. : one of the segments or groups into which a whole is divided or is subdivided.

Divide the dividend's leading digit by the divisor. Divide the first two digits of the dividend by the divisor, and so on, if the divisor is greater than the dividend's first digit.

Step 2: Type the dividend's quotient above it.

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Answer:

d

Step-by-step explanation:

[tex]{4}^{3} . {4}^{x} [/tex]

In the following we make multiple not sum to the power

Answer:

Step-by-step explanation:

for double fractions,   invert the bottom one and then multiply them

[tex]\frac{3}{8}[/tex] * [tex]\frac{5}{2}[/tex]

= [tex]\frac{15}{16}[/tex]

= 0.9375

Answer:

probably simple basic algebra

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

Since x is negative, lets instead thing of the problem as

y + (-x)

and find the bounds of -x to be

[tex] - 2 < = - x < = 4[/tex]

now, the max value of y is 12 and the max value of -x is 4

12 + 4 = 16

The correlation coefficient is increasing, which may have an effect on the influential points. Thus, option (a) is correct.

The correlation coefficient, in general, quantifies the strength of the association between two variables.

To find non-linearity, influential spots, or improper grouping in a dataset, for example. A scatter plot is used to graph the data set.

Here, the correlation coefficient is r = 0.813.

Linearity is evident since there is a significant link between the two variables. As a result, non-linearity has no effect on it. It is not influenced by incorrect categorization when it appears that type of case correlation may be lower.

The correlation coefficient is increasing, which may have an effect on the influential points.

Thus, option (a) is correct.

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Answer: One by two

Step-by-step explanation:

Because the mu is half or 0.5, so the word in the blank will be one by two!

The measure of angle SXU is m ∠SXU = 128°.

What is linear angles?

If the angles follow the intersection of the two lines in a straight line, they are said to be linear. A linear pair's total angles are always equal to 180°. These are also referred to as supplementary angles. Angles that share a vertex are said to be adjacent.

Given: m ∠RXU = 52°

We have to find the measure of angle m ∠SXU.

Let RS and VW are two lines intersects by a transversal TU.

∠3 and ∠4 are adjacent to each other after the intersection of the two lines.

Since the sum of angles of a linear pair is always equal to 180°.

⇒ ∠3 + ∠4 = 180°

52° + ∠4 = 180°

∠4 = 180° - 52°

∠4 = 128°

Hence, the measure of angle SXU is m ∠SXU = 128°.

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6.50 is the sample variance of the following numbers.

How to interpret a standard deviation?

The term "standard deviation" (or "") refers to the degree of dispersion of the data from the mean.

            Data are grouped around the mean when the standard deviation is low, and are more dispersed when the standard deviation is high.

X = ∑x/n

   = 3 + 4 + 2 + 7 + 1/5

    = 20/5 = 4

s² = [∑(Xi - x)²/N-1]

   = (6-4)² + ( 4 - 4 )²+ ( 4 - 4 )² + ( 7 - 4 )² + ( 1 - 4 )²/5 - 1

    = 26/4

    = 6.50

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Answer: Answer -38

Simplified version: -48 + 10

Step-by-step explanation: Sorry If I'm wrong.

On solving the provided question we can say that - The Range of the given function, f(x) = sin(x) , Range = [tex]-1 < y < 1[/tex]

Range: the discrepancy between the top and bottom numbers. To get the range, locate the greatest observed value of the variable and deduct the least observed value (the minimum). The data points between the two extremes of the distribution are not taken into consideration by the range; just these two values are considered. Between the lowest and greatest numbers, there is a range. Values at the extremes make up the range. The data set 4, 6, 10, 15, 18, for instance, has a range of 18-4 = 14, a maximum of 18, a minimum of 4, and a minimum of 4.

The Range of the given function, f(x) = sin(x)

[tex]-1 < y < 1[/tex]

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Answer:

Y-intercept: 3

Step-by-step explanation:

The equation is y = mx + b

m is the slope

b is the y-intercept

In this case, the y-intercept is 3

Answer: 31 cm

The radius of a 62 cm circle is 31 cm because the radius of a circle is half of the diameter.

D=diameter

R=radius

D=R2

R=D/2

Answer:

[tex]R = 31[/tex][tex]cm[/tex]

Step-by-step explanation:

[tex]D = 62[/tex]

[tex]R=\frac{D}{2} \\R=\frac{62}{2} \\R=31[/tex][tex]cm\\[/tex]

3/5 is the quotient of these fractions in lowest form when 3/10 divides by 2/4

When two fractions are divided, the first fraction is multiplied by the second fraction's reciprocal. Finding the reciprocal of the second fraction and this can be obtained by reversing its numerator and denominator—is and then dividing the  fractions. Multiply the two numerators after that. Multiply the two denominators after that, After that we need to simplify the fraction to its lowest form.

so in order to find quotient when 3/10 is divided by 2/4 we get:

quotient = (3/10) / (2/4)

=> (3/10) * (4/2)

=> 12/20

so the quotient of this division is 12/20

now we have to find the lowest form of quotient

so gcd(12,20) = 4

where gcd is greatest common divisor

so lowest form of 12/24 = (12/4) / (20/4)

=> 3 /5

so lowest form of the quotient is 3/5

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To determine whether an inequality represents a relationship of "greater than" or "less than" by looking at a graph, you can look at the direction of the solid line. If the line is pointing upwards towards the right, it represents a "greater than" relationship. If the line is pointing downwards towards the right, it represents a "less than" relationship.

For example, consider the graph of the inequality "y > x + 2." The points on the graph that satisfy this inequality are those that are above the line "y = x + 2." This line represents the values of y that are equal to x + 2. The points above the line are greater than the values on the line, so the inequality "y > x + 2" represents a "greater than" relationship.

On the other hand, consider the graph of the inequality "y < x + 2." The points on the graph that satisfy this inequality are those that are below the line "y = x + 2." This line represents the values of y that are equal to x + 2. The points below the line are less than the values on the line, so the inequality "y < x + 2" represents a "less than" relationship.

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The solution is Option D.

The value of the equation A = ( 9x⁴ )^1/2 is A = 3x²

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 equation be represented as A

Now , the value of A is

A = quantity 9 times x to the fourth power end quantity to the one-half power

On simplifying the expression , we get

Quantity 9 times x to the fourth power = 9x⁴

Quantity 9 times x to the fourth power end quantity to the one-half power is written as = ( 9x⁴ )^1/2

On further simplification , we get

A = ( 9x⁴ )^1/2

A = √9x⁴

Taking the square root of the value of A , we get

The value of A = 3x²

Therefore , the value of is 3x²

Hence , The value of the equation is A = 3x²

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Set grade 3 math is a subject that helps children to develop a fundamental understanding of mathematics.

Grade is a measure of academic progress. It is typically expressed as a letter or numerical score that reflects the level of achievement in a course or program. Grade is an important factor for measuring student performance and can be used to make decisions about placement, academic standing, and course selection. Grade is also used to inform students and parents about how well students are doing in their studies. Grade is often the most important factor in determining a student's overall academic success.

Set grade 3 maths covers topics such as addition, subtraction, multiplication, division, fractions, decimals, shapes, measurement, and problem-solving. This subject is important for the development of a child's critical thinking and reasoning skills. It encourages students to think logically, observe patterns, and use math operations to solve problems. Set grade 3 math also provides students with the opportunity to learn important mathematical concepts in a fun and engaging way.

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Answer:

Set grade math is a mathematical model for a collection of different things a set contains elements or members which can be mathematical objects of any kind numbers and symbols points in space.

Answer:

(1.5, -3)

Step-by-step explanation:

Both equations are in slope intercept form which means that:

for y = mx + b

m = slope

b = y-intercept

The slope can help us go from the y-intercept to the next point on the graph to make the line

For the equation

y = 2x - 6

the y-intercept is -6, so plot a point there.

The slope is 2 which means you will go up 2 then to the right by 1  to the next point on the graph.

Use the same process to find the line for y = -4x + 3, but you have to keep in mind that when the "m" value is negative, that means the line will point to the left of the graph instead of the right.

Once the lines are draw, the point where they intercept will be the solution.

Therefore , squaring a number and taking the square root of a number  is an opposite operation as we can see in the following explanation.

A number's square root, which is the result of multiplication by itself, yields the original number. Some examples of exponents are squares and square roots. Imagine the number twenty five. Additionally, this can be expressed as expression of  5x5.

Here,

In order to square an integer, you must multiply it by itself.

The opposite of squaring a number is the act of getting the square root.

Calculating the side length of a square whose area is a certain number can be compared to finding the square root of that number.

For example: √25=  √5*5 = 5

where as square of 5 : 5*5 = 25

Therefore , squaring a number and taking the square root of a number  is an opposite operation as we can see in the following explanation.

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Answer:

  yes, ∆RST ~ ∆XYZ

Step-by-step explanation:

You want to know if ∆RST is similar to ∆XYZ when RS=6, ST=14, XY=9, YZ=21 and ∠S≅∠Y.

Two triangles are similar by the SAS theorem if corresponding sides have the same ratio, and the angles between them are congruent.

Corresponding sides are ...

  RS : XY = 6 : 9 = 2 : 3

  ST : YZ = 14 : 21 = 2 : 3 . . . . same ratio

The angles between them are ...

  ∠S, ∠Y . . . . . given as congruent

Corresponding sides have the same ratios, and the angles between them are congruent, so the triangles are similar.

Answer:

  arg(z) = 7π/6

Step-by-step explanation:

You want the argument of the complex number -√21/2 -√7/2i.

The argument of the complex number is the angle it makes with respect to the positive real axis. It can be found using the arctangent function, paying attention to quadrant.

The number can be written as ...

  [tex]z=-\dfrac{\sqrt{21}}{2}-\dfrac{\sqrt{7}}{2}i=\dfrac{\sqrt{7}}{2}(-\sqrt{3}-i)\\\\\arg{(z)}=\arctan{\dfrac{-1}{-\sqrt{3}}}\\\\\boxed{\arg{(z)}=\dfrac{7\pi}{6}}[/tex]

Answer: B. 210°

Step-by-step explanation: