David sells small, medium, and large bags of mints at his store. A medium bag contains three times as many mints as a small bag. A large bag contains five times as many mints as a medium bag • There are 3,510 mints in a large bag. How many mints are in a small bag?​

Answer:

No, it would be 72

Step-by-step explanation:

In similar triangles, the sides are different but the angles are the same. You still had a great guess though :)

Pls give brainliest

-4

Because 1/4x-8 is equal to -2 and -2+-2=-4

The probability of a student doing well on an exam given that they spend time reading is approximately 0.983 or 98.3%.

To calculate the probability of a student doing well on an exam given that the student spends time reading, we need to use conditional probability.

Let's denote:

P(R) as the probability of a student spending time reading (P(R) = 0.59),

P(E) as the probability of a student doing well on an exam (P(E)),

P(E|R) as the probability of a student doing well on an exam given that they spend time reading (P(E|R) = 0.58).

The formula for conditional probability is:

P(E|R) = P(E and R) / P(R).

Given that P(E and R) = 0.58 (the probability of a student doing well on an exam and spending time reading) and P(R) = 0.59 (the probability of a student spending time reading), we can substitute these values into the formula:

P(E|R) = 0.58 / 0.59 = 0.983.

Therefore, the probability of a student doing well on an exam given that the student spends time reading is approximately 0.983 or 98.3%.

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Answer:

true

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

in order for it to be a triangle the smaller sides have to add up to be greater than the longest side

for a 5+14=19 so that is not a triangle because the  side dont add up to be greater than 19

for b 14+8=22 so that is also not a triangle because the sides dont add up to be greater than 24

for c 5+15=20 so that is a triangle because to 2 shorter sides added are greater than the longest side

for d 14+9=23 so that is not a triangle because the two smaller sides dont add up to be greater than 24

If we take a simple random sample of size n=500 from a population of size 5,000,000, the variability of our estimate will be  (c) about the same as the variability for a sample  size n=500 from a population of size 50,000,000.

The variability of an estimate primarily depends on the sample size (n) rather than the population size. Since both scenarios have a sample size of 500, the variability will be approximately the same.

The correct answer is (d) slightly greater than the variability for a sample size n = 500 from a population of size 50,000,000. This is because the larger the population size, the smaller the sampling variability. In other words, if we take a sample of the same size from a larger population, there will be more variability due to the increased number of potential outcomes. However, the difference in variability between a population size of 5,000,000 and 50,000,000 is not significant enough to make a substantial impact on the estimate.

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Answer:

8.9

Step-by-step explanation:

Let X be the actual dimension for the Length

The ratio is 2/43

2/43 = x/129,  

43x = 384,

x= 384/43,

~8.9

Answer:

i have no idea

Step-by-step explanation:

Answer:

y=-3

x=3

Step-by-step explanation:

x=-2y

x-y=9

substitute -2y for x in the second equation

you get:

-2y-y=9

combine like terms

-3y=9

divide by -3 on both sides

y=-3

Answer:

I would have to say that the length of AC is 22.5

Answer:

50 percent

Step-by-step explanation:

Answer: there is a 50% chance

Step-by-step explanation:

there are three numbers less than four on a number cube. 3/6 is equivalent to 1/2

Answer:

1.13333333333

1.13

Step-by-step explanation:

1: Gather all the numbers

2: Use a calculator to subtract the numbers

3: Answer is 1.13

Hope this helps.

The correct answer for this question is 70

Answer:

Step-by-step explanation:

70

Answer:

because you add. if you would subtract 6 inches by 3 inches it would be 3 inches.

the depth perception cue based on the observation that parallel lines converge in the distance is that the depth perception cue based on the observation that parallel lines converge in the distance is known as linear perspective. This is a monocular cue, meaning it can be perceived with just one eye.

When looking at a scene, our brain uses the visual information provided by our eyes to determine depth and distance. Linear perspective is a cue that relies on the way that objects appear to shrink in size and converge towards a vanishing point as they move further away from the viewer. This is why parallel lines, such as the sides of a road or railway tracks, appear to meet at a point in the distance.

Linear perspective is a powerful visual cue that allows us to accurately perceive depth and distance in a scene. It is commonly used in art and architecture to create a sense of depth and realism, and is a crucial component of our visual perception.

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In symbolizing truth-functional claims, the word "if" is used to introduce the consequent of a condition, while the phrase "only if" represents the antecedent.

Symbolizing truth-functional claims involves representing statements or propositions using logical symbols. When using the word "if" in a truth-functional claim, it typically introduces the consequent of a conditional statement. A conditional statement is a type of proposition that states that if one thing (the antecedent) is true, then another thing (the consequent) is also true. For example, the statement "If it is raining, then the ground is wet" can be symbolized as "p → q," where p represents "it is raining" and q represents "the ground is wet."

On the other hand, the phrase "only if" is used to represent the antecedent in a truth-functional claim. In a conditional statement using "only if," it states that if the consequent is true, then the antecedent must also be true. For example, the statement "The ground is wet only if it is raining" can be symbolized as "q → p," where p represents "it is raining" and q represents "the ground is wet."

In summary, when symbolizing truth-functional claims, the word "if" introduces the consequent of a condition, while the phrase "only if" represents the antecedent. These terms help express the relationships between propositions in logical statements.

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Ndidi rides y km at 10 km/hr, then walks 0.5y km at 3 km/hr. She is away from. home less than 4hours.Range of the values of Y is =24/7

Let's call the total time spent riding and walking t hours. We know that t is less than 4 hours, so:

t = time spent riding + time spent walking < 4 hours

The time spent riding is given by y / 10 km/hr and the time spent walking is given by 0.5y / 3 km/hr. So, we can write the inequality as:

t = y / 10 + 0.5y / 3 < 4

Expanding and simplifying the expression on the left side gives:

7/6y < 4 * 6/7

Multiplying both sides by 6/7 gives:

y < 4 * 6/7 * 6/7 = 24/7

So, the range of values of y is 0 < y < 24/7 km. This means that Ndidi rode less than 24/7 km, but more than 0 km.

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Answer:

1:59 bro ...........................

Answer:

1.59

Step-by-step explanation:

1 pound + 59pence as interest= 1.59

Answer:

I believe there is an error because none of them are the answers

Step-by-step explanation:

4y=6

y=6/4

y-1=-14

y=-13

214+y=4

y=-210

8y=9

y=9/8

first what us 2, -11 use a calculator, never mind. it is -9 and the first one is  -1

Answer:

therefore 25 numbers lie inbetween.

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

Answer:

1036. this is easy.

Step-by-step explanation:

700 * 0.08 = 56

56 * 6 = 336.

700 + 336 = 1036.

The value of a, b and c from the given expression above are 15, 1 and 4 respectively

Indices are written in form of exponential expression. Given the expression

\(\sqrt[4]{15}\)

We are to write the expression in the form

\(a^{b/c}\)

This is simplified as shown

\(\sqrt[4]{15}= 15^{1/4}\)

Compare both expression

a = 15

b = 1

c = 4

Hence the value of a, b and c from the given expression above are 15, 1 and 4 respectively

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The inequality given by (x/3) + 5 ≥ 1/6 has the solution x ≥ -29/2 or [-29/2 , +∞).

Inequality refers to the relationship between two non-equal expressions. It can be denoted by > for greater than, < for less than, >/= for greater than and equal to, and </= for less than and equal to.

To solve an inequality is to find the values of x such that when we substitute that number for x we have a true statement.

Given the inequality (x/3) + 5 ≥ 1/6, subtract 5 from both sides.

(x/3) + 5 - 5 ≥ 1/6 - 5

x/3 ≥ -29/6

Multiply both sides by 3.

3(x/3) ≥ 3(-29/6)

x ≥ -29/2

To check, let x = -29/2

x = -29/2 ≥ -29/2

Substitute this value to the inequality.

(x/3) + 5 ≥ 1/6

(-29/2)/3 + 5 ≥ 1/6

1/6 ≥ 1/6

let x = -14,

x = -14 ≥ -29/2

Substitute this value to the inequality.

(x/3) + 5 ≥ 1/6

-14/3 + 5 ≥ 1/6

1/3 ≥ 1/6

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Answer:

\(2 = - ( - 1) + b\)

\(b = 1\)

\(y = - x + 1\)

Answer:

14

Step-by-step explanation:

-4 |-5| = -20

-2(-17) = 34

34-20 = 14

Step-by-step explanation:

» The base of a the cylinder is a circle, assume it is a general circle;

\({ \tt{area = \pi {r}^{2} }} \\ { \tt{ = 3.14 \times {( \frac{12}{2}) }^{2} }} \\ \\ = { \tt{3.14 \times {6}^{2} }} \\ = { \tt{3.14 \times 36}} \\ { \tt{ =113.0973355292325 }} \\ = { \boxed{ \blue{ \tt{ \: area =113.10 \: {cm}^{2} }}}}\)

Answer:

#1 - 11

#2 - 5

Step-by-step explanation:

#1 - This is really simple, as long as you don't think of it as numbers. The numbers 5 and 3 are being added to a number to make 19, so all you have to do is 19 - 5 - 3 or 19 - 8, which equals 11. So the certain number is 11.

#2 - The equation for this problem is (3 x ?) - 5 = 10. This equation is formed because you are subtracting 5 from 3 times a number, and to do all of this first, you need to figure out what 3 times a number equals (so it goes into the parentheses). From there, all you need to do is give a value that would substitute the question mark (normally you use a variable like n, x, y, etc.). This value would be 5, because 3 x 5 = 15 and 15 - 5 = 10.

:DDDDDDDDD

Answer:

\(\frac{11+6\sqrt{3} }{52+30\sqrt{3} }\)

Step-by-step explanation:

Simplifying

Answer:

\(\frac{ 11+6\sqrt{3} }{(\sqrt{3}+1)^{2}( \sqrt{3}+2)^{2} }\)

Step-by-step explanation:

Simplifying;

\(\frac{1}{(\sqrt{3}+1)^{2} } +\frac{1}{(\sqrt{3}+2)^{2} }\\\\=\frac{(\sqrt{3}+2)^{2}+(\sqrt{3}+1)^{2}}{(\sqrt{3}+1)^{2}( \sqrt{3}+2)^{2} } \\\\=\frac{[(\sqrt{3})^{2} +(2)^{2}+2(\sqrt{3}) (2)]+[(\sqrt{3})^{2} +(1)^{2}+2(\sqrt{3}) (1)]}{(\sqrt{3}+1)^{2}( \sqrt{3}+2)^{2} } \\\\=\frac{[{3} +4+4(\sqrt{3}) ]+[{3} +1+2\sqrt{3}]}{(\sqrt{3}+1)^{2}( \sqrt{3}+2)^{2} }\\\\=\frac{[ 7+4\sqrt{3} +4+2\sqrt{3}]}{(\sqrt{3}+1)^{2}( \sqrt{3}+2)^{2} }\\\\=\frac{ 11+6\sqrt{3} }{(\sqrt{3}+1)^{2}( \sqrt{3}+2)^{2} }\\\\\)