======================================================
Explanation:
The notation N(950,50) tells us that we have a normal distribution with the following parameters:
mu = 950 = meansigma = 50 = standard deviationUse the z score z = 2.5 to convert to its raw score x
z = (x-mu)/sigma
2.5 = (x-950)/50
2.5*50 = x-950
125 = x-950
x-950 = 125
x = 125+950
x = 1075
Frank's z score of z = 2.5 corresponds to the actual score of x = 1075. This is 1075-675 = 400 points higher than the score Chris got.
[(8-2) x (3+2) -1] x 3
87 is your answer.
Step-by step solution:Step 1: According to the DMAS rule, simplify the values that are inside the brackets.
=> [(8 - 2) x (3 + 2) - 1] x 3=> [(6) x (5) - 1] x 3=> [6 x 5 - 1] x 3=> [30 - 1] x 3=> 29 x 3Step 2: According to the DMAS rule, next, simplify the values that are having multiplication.
=> 29 x 3=> 87Final Answer:Therefore, 87 is your answer.
Hoped this helped.
i will make you brainliest
Answer:
Answers given in the photo
0. CHARITY Cain collects money on the weekends for his favorite charity. The
past four weekends he collected $105, $170, $132, and $165. How much
does he have to collect on the fifth weekend to average at least $150 for
the five weekends?
Answer:
He needs to get $178 to average at least $150.
Step-by-step explanation:
105, 132, 165, 170, and 178 has an average of 150.
Kyle was playing archery and shot 20 arrows. 30% of them hit the bullseye. how many of the arrows hit the bullseye?
someone please help this is due in 25 minutes
28=9x-8
36=9x
x=4
:) hope it helps!
How I can answer this question, NO LINKS, if you answer correctly I will give u brainliest!
Please help me with this
Answer:
it is -16
Step-by-step explanation:
I did the math i know for sure
the mark in a subject for 12 students are as follows 31`, 37 ,35,38 ,42 ,23,17,18 ,35,25, 35,29
Answer:
Mean (Average): 30.416666666667
Median: 33
Range: 25
Mode: 35, appeared 3 times
Step-by-step explanation:
The diagram shows the floor of a living room. What area of carpet will be needed to cover the floor? Remember to include your units of measure.
By using the given diagram, we want to find the area of carpet needed to cover the floor. We will see that we need 188 ft^2 of carpet to cover the floor.
First, remember that for a rectangle of length L and width W, the area is given as:
[tex]A = W*L[/tex]
Now, if we look at the diagram we can see that the area of the carpet is equivalent to the area of a rectangle of 18ft by 14ft minus the area of two rectangles of 8ft by 4ft.
The area of the first rectangle is:
[tex]A = 18ft*14ft = 252 ft^2[/tex]
The area of each one of the smaller ones is:
[tex]A' = 8ft*4ft = 32 ft^2[/tex]
Then the area that we need for the carpet is:
[tex]A - 2*A' = 252 ft^2 - 2*32 ft^2 = 188 ft^2[/tex]
We need 188ft^2 of carpet to cover the floor.
If you want to learn more about rectangles, you can read:
https://brainly.com/question/9655204
Solve for x (thank you!)
5/8 = 21/ (21+y)
there’s the equation, just solve for “y” from there!
Which graph best represents the solution set of y 3 x − 4?
Answer:
Step-by-step explanation: i dont know but i still can help i think its answer The graph that best represent the solution set of y > 3x - 4 is D. The inequality is as follows: y > 3x - 4. lets find y when x = 0.
DONT ASNWER IF YOU DON"T KNOW THE ANSWER
Are the two triangles similar? Why or why not?
The diameter of a cylindrical construction pipe is 6 ft. If the pipe is 26 ft long, what is its volume?
Use the value 3.14 for it, and round your answer to the nearest whole number.
Be sure to include the correct unit in your answer.
Answer:
Step-by-step explanation:
First find the area of the circular base. The diameter is 6, so the radius is 3.
A circle is pi r square, so it is 3.14 x 3^2, = 28.26
Multiply that by the length 28.26 x 26 = 734.76, which rounds to 735 cubic feet.
Line N passes through the points (-1, 4) and (-1, -4).
5
4
3-
2
1
-5 -4 -3 -2 -14
1
2 3 4 5
x
X
اسة.
5
3
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5
Which is true of line N?
Answer:
i don't know btw is this eighth grade
HELP ASAP!!!!hgghfuygkjb,
Answer:
120$
Step-by-step explanation:
please help due any minute
Answer:
A the system has no solution
Step-by-step explanation:
Simplifying 2x + -5y = -8
Solving 2x + -5y = -8
Solving for variable 'x'.
Move all terms containing x to the left, all other terms to the right.
Add '5y' to each side of the equation. 2x + -5y + 5y = -8 + 5y
Combine like terms: -5y + 5y = 0 2x + 0 = -8 + 5y 2x = -8 + 5y
Divide each side by '2'. x = -4 + 2.5y Simplifying x = -4 + 2.5y
Solution for 2x-5=12 equation:
2x - 5 = 12
2x = 12 + 5
2x = 17 (divide both sides by 2 to get x)
2x/2 = 17/2
x = 8.5
I never was good at math, so i wanted to ask someone for help,
I'm doing 8th grade math, and this is the problem:
-11 + 9b² = 25
If you can help me I will be very grateful!
Answer:
b=4
Step-by-step explanation:
-11+9b^2=25
add 11 to both sides
9b^2=36
divide both sides by 9
b^2=4
take the square root of both sides
b=4
What expression is equal to 4/8
Answer:
The value of 12/24 is equals to 0.5. Hence, this fraction is equivalent to 4/8.
Step-by-step explanation:
im not sure tho. hope u get it right.
PLEASE HELP ME, I NEED HELP ASAP!!!! :(
ty ty
Answer:
y=10/3
Step-by-step explanation:
Answer:
y = - [tex]\frac{24}{7}[/tex]
Step-by-step explanation:
Given y varies directly with x then the equation relating them is
y = kx ← k is the constant of variation
To find k use the condition y = 6 when x = - 7
6 = - 7k ( divide both sides by - 7 )
- [tex]\frac{6}{7}[/tex] = k
y = - [tex]\frac{6}{7}[/tex] x ← equation of variation
When x = 4 , then
y = - [tex]\frac{6}{7}[/tex] × 4 = - [tex]\frac{24}{7}[/tex]
Does the graph represent a function?
Answer:
no
Step-by-step explanation:
If it represented a function then it wouldn't be curved. curved lines don't represent a function
Shivani had 3/10 of a pound of blueberries. Shivani let her friend Rosa eat 1/4 of the
blueberries. How many pounds of blueberries did Rosa eat?
Write your answer as a fraction or as a whole or mixed number.
a
pounds
Can someone help me with this please
Answer:
C) The difference between the 75th and 25th percentiles is 12 inches.
Step-by-step explanation:
The interquartile range is the length of the "box" in a "box and whisker" plot. One end is the 25th percentile, and the other end is the 75th percentile. It is the difference between the maximum and minimum of the middle 50% of the data.
For the baker's loaf-length data set, the interquartile range being 12 inches means the loaves in the 75th percentile are 12 inches longer than the loaves in the 25th percentile. This could be described by choice C.
1. You are planning an extended trip to Mexico. You have a new smartphone to keep in touch with your friends but are concerned about the roaming charges since you will be outside the home network service area. Your plan costs $40.00 per month plus $0.35 per minute for roaming charges. Write a linear model relating your monthly cost, C, and the roaming minutes, t.
A: C = $40 + $0.35t
B: C = $40 $0.35t
C: C = $0.35 + $40t
D: C = $0.35 $40t
cos teta divide by 1+cos teta equals to 1-tan teta divide by cos teta
Answer:
tan teta =cos teta is the answer
how to know which way to solve a quadratic equation
Answer:
Practice -- lots of it
Step-by-step explanation:
I usually choose a solution method that I believe will find the desired answer for me in the least number of simple steps. What constitutes a "simple" step depends on a number of things:
the given information and/or the given form of the equationfamiliarity with all of the different solution processesfamiliarity with arithmetic facts (multiplication tables, squares)familiarity with quadratic forms: difference of squares, perfect square binomials, product of binomials, vertex formavailability of a graphing calculatorwhether an approximation will serve the purpose.__
I often choose a graphing calculator as my first approach to solving a quadratic. It easily shows the roots, and can show the vertex. (Sometimes, scaling the graph is required, so I actually prefer to use a touch-screen for the purpose. It is easier to "pinch" than to type in possible graph limits by trial and error.) The answer is generally provided to 3 or 4 significant figures, which is usually enough to tell if the solution is rational or irrational.
The easiest way to describe an integer (or rational) solution to someone else (on Brainly, for example) is usually to show the factoring of the quadratic. Finding the roots with a graphing calculator significantly aids the factoring process. (It is much easier to "find" the solution if you know the solution before you start looking.)
__
As we said at the beginning, the answer to your question is "practice." Many curricula try to offer opportunities to practice. I find most of these pretty annoying. What I suggest is that you find your own internal motivation to practice solving different kinds of quadratics in several different ways. That is, solve the same quadratic by ...
using the formulacompleting the squarefactoringgraphing (with a graphing calculator)scaling and/or translation and/or transformation*It might take you a couple of hours of work to learn the best way to solve an equation in under 5 minutes.
In this process, you will discover what you need to know to choose a method that works nicely for you. I believe you will find that total familiarity with arithmetic facts (sums, products, squares) and operations on all the different ways to represent numbers (integer, decimal, fraction, percent, scientific notation) will help you significantly.
_____
* Additional comment
Some "area" problems give you the difference of dimensions (length and width), and ask you to find the dimensions that give a specific area. This can be solved by (x)(x -d) = A. If you don't immediately recognize factors of A that differ by d, then you might have to resort to the quadratic formula to solve this.
Another approach is to let the variable represent the average dimension. Then the equation becomes (x -d/2)(x +d/2) = A, which is a "difference of squares" form that is much more easily solved. The solution for x is √(A +(d/2)²), and all you have to do is add and subtract d/2 from that solution to find the dimensions. This is an example of what I mean by transforming the problem.
Apple + Orange = $20
Apple is twice the price of the orange
How much does the apple cost?
HHHHHHHHHHHHHHHH 100 POINTS PLEASE HELP ASAP!!!!!!!!!1!1!11!1!1!1!1!1!11!!
*Average Speed
v=d/t
Distance
d=yt
Time
t = d/v
* remember v = average speed
Solve the following problems for average speed, distance or time. Round to tenths
place:
.
. Find the distance traveled by a car that travels with an average
speed of 110 km/h for 3.5 h.
• How long does it take a baseball moving with an average
speed of 35 m/s to travel 18 m?
• What is the average speed of a car that travels 870 km in 14.5
h?
Answer:
110x3.5=385
Step-by-step explanation:
I HOPE THIS HELPS!!!!
Please solve for x.................
Answer:
x=1
Step-by-step explanation:
3(x + 4) = 5(x + 2)
3x+12=5x+10
2x=2
x=1
Answer:
X=1
Step-by-step explanation:
3/x+2 = 5/x+4
3/(1+2) = 5/(1+4)
3/3 = 5/5
3/3=1
5/5=1
what will be the total surface area of a cylinder if
h = 22cm
and
r = 3cm
TSA = ?
Please give me the answer plssss??
Answer:
total surface area of a cylinder is 471 cm²
2. 52,000 people attended a concert. Main floor tickets cost $25 each and upper-level tickets
were $12 each. A total of $1,144,000 worth of tickets were sold. How many upper level
tickets were sold?
Answer:
x (upper level) = 12,000 tickets
Step-by-step explanation:
Firstly, let's convert this gibberish text into the information we want. :D
Total amount of people = 52,000
Main floor tickets = $25 each
Total: $1,144,000
Let the amount of people who brought upper level tickets be x and main floor tickets be y. (assumming 1 ticket = 1 person)
Thus, we come up with this simultaneous equation:
[tex]12x + 25y = 1,144,000\\x + y = 52,000[/tex]
The first equation finds the price of the ticket, while the second is the amount of people.
x (upper level) = 12,000
y = 40,000
Hope this helps! :)