Evaluate the expression if y = -4. | 2/y + 1/2 (y+6)

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Answer:

Therefore, the Panthers had a better overall record for the season, with a total of 212 points earned compared to the Cowboys' total of 173 points.

Step-by-step explanation:

To compare the measures of center, we can calculate the mean and median points earned by each team:

Panthers: Mean = 212/15 = 14.13 points, Median = 14 points

Cowboys: Mean = 173/15 = 11.53 points, Median = 10 points

Based on these calculations, we can see that the Panthers have a larger mean value of about 14.13 points compared to the Cowboys' mean value of about 11.53 points. However, the median value for both teams is less useful for comparison since they are only one point apart. Therefore, we can conclude that the Panthers had the better overall record for the season based on both the total points earned and their larger mean value.

So, the answer is Panthers; they have a larger mean value of about 14.8 points (Option C is incorrect as the mean value of Panthers is approximately 14.13 and not 14.8).

The answer is 50 then when added together the 3 unknown sides is 150

Answer:

Hello! answer: 1

Step-by-step explanation:

5/5 is 1 whole so you could write it as 1 because 5/5 is worth 100%

Answer:

The answer is; M=9H

M=Money

H=Hours

Step-by-step explanation:

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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C′

R AND E

Because the case is criminal and the number is even, the case is an outcome of R and E. Therefore, it is also an outcome of R AND E, and C′.

The correct order of events during a criminal trial is represented by the following. The state makes opening arguments. The defense presented opening arguments. The defense presents its opening arguments before the state presents its case. The state makes opening arguments. The state presents its case first, and then the defense presents its case. It was the first time. The defense has opening arguments. The state makes opening arguments. The state presents its case first before the defense. The state presents opening arguments. The state presents its case first, then the defense presents its case.

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Answer:

8=90,000,000,000

9=250,000,000,000

10=360,000,000,000

Answer:

third option

Step-by-step explanation:

under a counterclockwise rotation of 90° about the origin

a point (x, y ) → (y, - x )

Then

A (- 1, - 2 ) → (- 2, - (- 1) ) → (- 2, 1 )

B (2, - 2 ) → (- 2, - 2 )

C (1, - 4 ) → (- 4, - 1 )

The new coordinates are (d) A = (2, -1) B = (2, 2) and C = (4, 1)

From the question, we have the following parameters that can be used in our computation:

The figure,

Where, we have

A = (-1, -2)

B = (2, -2)

C = (1, -4)

The rule of 90 degrees counterclockwise is

(x, y) = (-y, x)

Using the above as a guide, we have the following:

A = (2, -1)

B = (2, 2)

C = (4, 1)

Hence, the new coordinates are (d) A = (2, -1) B = (2, 2) and C = (4, 1)

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It is always a good practice to simplify the result whenever possible, but in this case, V14 is the simplest form of the product of V7 and V2.

To multiply the square roots V7 and V2, we can combine the numbers inside the square roots and simplify the result.

V7 * V2 = V(7 * 2) = V14

Multiplying the numbers under the square roots, we get 7 * 2 = 14. Therefore, the product of V7 and V2 is V14.

This means that the square root of 14 is the result of multiplying V7 and V2. However, it is important to note that V14 cannot be further simplified because 14 does not have any perfect square factors.

In summary, the product of V7 and V2 is V14. It is worth mentioning that when multiplying square roots, we can multiply the numbers inside the square roots and keep the square root symbol intact, unless the numbers inside have perfect square factors that can be simplified further.

It is always a good practice to simplify the result whenever possible, but in this case, V14 is the simplest form of the product of V7 and V2.

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Answer:

To calculate the book value of the building, we need to calculate the annual depreciation amount and multiply it by the number of years elapsed since the building was completed.

The annual depreciation amount is calculated as: $1 million / 50 years = $20,000

In 2014, the book value of the building was: $1 million - ($20,000 * (2014 - 2010)) = $1 million - ($20,000 * 4) = $960,000

In 2022, the book value of the building will be: $1 million - ($20,000 * (2022 - 2010)) = $1 million - ($20,000 * 12) = $680,000

Answer:

$110.5

Step-by-step explanation:

48 + 25(2.5)

48 + 62.5

=110.2

Answer:

The answer is 110.5

Step-by-step explanation:

48+25(2.5)=110.5

Answer:

Step-by-step explanation:

Step1 : Verify Sn is valid for n = 1

Answer:

https://www.sensorsone.com/length-width-and-height-to-volume-calculator/

Step-by-step explanation:

The algebraic expression for the verbal phrase, "7 more than a number b" is translated as: b + 7.

A mathematical statement that is made up of operation signs (-, +), any variable (letters representing unknown quantity or number that varies), and numbers is referred to as an algebraic expression.

Algebraic expression are simplified or short form of translated phrases.

Let us represent the unknown number in the phrase as b.

"7 more than" means "+ 7".

Thus, the verbal phrase, "7 more than b" would be translated into an algebraic expression as:

b + 7.

Therefore, the algebraic expression for the verbal phrase, "7 more than a number b" is translated as: b + 7.

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The value of x in the similar triangle is 6 units.

Two triangles are said to be similar if their corresponding angles are congruent and the corresponding sides are in proportion .

Therefore, let's use the similarity ratio to find the value of x in the similar triangle as follows:

Hence,

5 / 40 = x / 48

48 × 5 = 40x

240 = 40x

divide both sides by 40

x = 240 / 40

x = 6

Therefore,

x = 6

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Answer:

9.2

Step-by-step explanation:

8×1.15 = 9.2

I think..

Question:

Ahmed multiplies 8 by 1.15. Which number is he trying to find?

______________________________________________

Solution:

On multiplying 8 by 1.15, we get,

= 8 * 1.15

= 1¹ . 1⁴ 5

* 8

9 . 2 0

To the power 1 and 4 show that 1 and 4 carried over.

Hence the number he is trying to find is 9.20 or 9.2.

The value of the probability P(3≤x<7) is 1

The expression is given as: P(3≤x<7)

This is calculated using:

P(3 ≤ x < 7) = P(3) + P(4) + P(5) + P(6)

Using the figure of the probability density function (see attachment), we have:

P(3 ≤ x < 7) = 0.30 + 0.30 + 0.20 + 0.20

Evaluate

P(3 ≤ x < 7) = 1

Hence, the value of the expression is 1

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Answer:

Step-by-step explanation:

    A,  use  three_digite  rounding  arithmetic  to compute  13- 6 and determine  the absolute,relative ,and percentage errors.

tepeat part (b) using  three – digit chopping arithmetic.

Answer: 24

Step-by-step explanation:

To find the area of the composite figure, we need to find the area of the sector and the area of the triangle and then add them together.

Area of sector = (θ/360) * π * r^2, where θ is the angle of the sector in degrees, r is the radius of the circle.

The angle of the sector can be found by subtracting the angle of the triangle from 360 degrees. The radius of the circle can be found by dividing the length of the arc by the angle of the sector.

Length of the arc = (θ/360) * 2πr = (60/360) * 2 * 3.14 * 4 = 4.19

Radius of the circle = 4.19/60 = 0.07

Angle of sector = 360 - 60 = 300 degrees

Area of sector = (300/360) * 3.14 * 0.07^2 = 0.0041

The area of the triangle can be found using the formula:

Area of triangle = (1/2) * base * height = (1/2) * 8 * 6 = 24

Therefore, the total area of the composite figure is:

0.0041 + 24 = 24.0041

Rounding to the nearest hundredth, the area of the composite figure is approximately 24.00.

The probability that the student, who ran out of time on a multiple choice exam and randomly guessed the answers for two problems, answered both of the problems correctly is ⁹/₂₅.

Probability refers to the likelihood of an expected outcome occurring out of many possible outcomes.

Probability is computed as the quotient of expected outcome over total outcomes.

The number of questions left = 2

The number options of for each question = 5

Since there are 5 options for each question, 4 of which are wrong, the probability of getting both wrongs is:

⁴/₅ x ⁴/₅ = ¹⁶/₂₅ = 0.64 or 64%

Therefore, probability of getting both questions correct is 36% (1 - 64%) or ⁹/₂₅ (1 -  ¹⁶/₂₅).

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We need to find the measure of angle theta such that the circle is tangent to line vw.

For the circle to be a tangent circle, it will only touch the segment vw at one point. This condition is not met if the angle theta is different from 90°:

As you can see, when the angle is not 90°, the circle touches the segment at more than one point, which is not valid for a tangent circle.

Thus, the angle has to be equal to 90°:

Answer:

90°

Answer:

multiply 9*512= 4,608

Step-by-step explanation:

Answer:

Yes

Step-by-step explanation:

So I'll assume that x3 is 3x -->

so 3x • 3x • 3x =? to 3x • 3 • 3?

You can first simplify this to 3^3x =? to 3x • 9 -->

27x =? to 3x • 9 => so there are many solutions but if per say x = 5 then yes it would be equal.

Check with another number per instance 8

27(8) = 216 => 24(9) = 126

Yes they are equal

Hope this helps!

Answer:

It would take 5 days

Step-by-step explanation:

1990/400 is 4.975 round that it is 5 so 5 days

Answer:

At least 5 days

Step-by-step explanation:

400 miles per day  / 1990 miles trip would take?

Cross multiplying gives;

\(\frac{1990}{400}\) = 4.975 days

Rounding off the answer to nearest day gives 5 days.

Answer:

There is a 3/5 chance of the first ball being white, and a 3/10 chance the second one is black.

Step-by-step explanation:

There are 5 balls, of which 3 are white, so you have a 3/5 chance of the first one being white. Then you have 2 white and 2 black balls. There is a 2/4 chance of picking a black ball. Multiply 3/5 and 2/4 to get 6/20, or 3/10 for choosing a white ball then a black ball.

Answer: 15km, 7.5kmh

Step-by-step explanation:

a. Distance travelled = speed * time = 15* 1 =15km

b. Distance = 15

time = 2hrs

Speed = distance/time = 15/2 = 7.5kmh

Answer:

16y−32z

Step-by-step explanation:

:D

Answer:

16y−32z

Step-by-step explanation:

multiply the like terms

subtract and add like terms

Answer:

Let's denote:

- The number of orders Diane served as `D`

- The number of orders Sam served as `S`

- The number of orders Boris served as `B`

From the problem, we know:

1. `D + S + B = 54` (the total number of orders they served)

2. `D = S - 6` (Diane served 6 fewer orders than Sam)

3. `B = 2S` (Boris served 2 times as many orders as Sam)

We can substitute equations 2 and 3 into equation 1 to solve for the variables:

Substitute `D` and `B` in equation 1:

`(S - 6) + S + 2S = 54`

Combine like terms:

`4S - 6 = 54`

Add 6 to both sides:

`4S = 60`

Divide by 4:

`S = 15`

Now that we know `S = 15`, we can find `D` and `B` by substituting `S` into equations 2 and 3:

`D = S - 6 = 15 - 6 = 9`

`B = 2S = 2 * 15 = 30`

So, Diane served 9 orders, Sam served 15 orders, and Boris served 30 orders.

The total distance of the obstacle course can be calculated by finding the distance between each pair of consecutive points and adding them up. The distance between two points (x1, y1) and (x2, y2) can be calculated using the formula: distance = sqrt((x2 - x1)^2 + (y2 - y1)^2).

Using this formula, we can calculate the distances between each pair of consecutive points as follows:

Start to Tire Race: distance = sqrt((-40 - (-40))^2 + (-30 - (-10))^2) = 20 yards

Tire Race to Rope Climb: distance = sqrt((40 - (-40))^2 + (-30 - (-30))^2) = 80 yards

Rope Climb to Monkey Bars: distance = sqrt((40 - 40)^2 + (20 - (-30))^2) = 50 yards

Monkey Bars to Finish: distance = sqrt((10 - 40)^2 + (20 - 20)^2) = 30 yards

Adding up all these distances, we get a total distance of 20 + 80 + 50 + 30 = 180 yards for the obstacle course.