How long did it take the water to completely drain?

_______minutes

(Plz no over the top answer, but plain and clear thanks you)

Answer:

x=16

Step-by-step explanation:

Answer:

2.80$

Step-by-step explanation:

56 times 5

According to the information we can infer that Dora's conclusion may be incorrect because the information provided only states that the number of people who spent time reading falls within specific ranges (0-2 hours, 2-4 hours, and 2-10 hours), but it does not give a specific count for those who spent at least 4 hours. Therefore, Dora's assumption that "most people spent at least 4 hours a week reading" is not supported by the given data.

The range of the time spent reading cannot be determined from the information provided because the ranges are overlapping. For example, a person who spent exactly 2 hours reading could fall into both the first range (0-2 hours) and the second range (2-4 hours). Without more specific data or non-overlapping ranges, it is not possible to determine the exact range of time spent reading.

To estimate the mean time spent reading by Dora's friends, we can calculate the midpoint of each range and use it as an approximate value. The midpoint for the first range (0-2 hours) is 1 hour, for the second range (2-4 hours) is 3 hours, and for the third range (2-10 hours) is 6 hours. We can then calculate the estimated mean by taking the weighted average of these midpoints using the respective number of people as weights.

Estimated mean = [(4 * 1) + (5 * 3) + (11 * 6)] / (4 + 5 + 11) = 4.53 hours (approximately)

So, an estimate of the mean time spent reading by Dora's friends is approximately 4.53 hours.

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\( &#128075 \) Hello ! ☺️

Step-by-step explanation:

\( 103 = - 7(x + 8) + 7(x + 7) \)

\( 103 = - 7x - 56 + 7x + 49 = 0x + 7 \)

0x= 7 => x ∉ |R

\(\boxed{\color{gold}{S = ∅}} \)

Jamie is right.

* Any number multiplied by 0 gives 0.

Answer:

28

Step-by-step explanation:

Multiply 70 * 0.4

Answer:

28

Step-by-step explanation:

half of 70- 10% of that

Answer:

(-2,3)

Step-by-step explanation:

The constant solutions of the differential equation are any values of y(t) that do not change over time, i.e. y(t) = c, where c is a constant.

The constant solutions of the differential equation are any values of y(t) that do not change over time, i.e. y(t) = c, where c is a constant.

Given a differential equation of y(t), the constant solutions are any values of y(t) that do not change over time. This means that the values of y(t) must remain constant, i.e. y(t) = c, where c is a constant. This means that the constant solutions of the differential equation are any values of y(t) that do not change over time, i.e. y(t) = c, where c is a constant.

The constant solutions of the differential equation are any values of y(t) that do not change over time, i.e. y(t) = c, where c is a constant.

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Answer:

2x4 - 5x3 - 8x2 - 13x - 6

Step-by-step explanation:

f

Answer:

P(3) = 57/150 = 19/50 = .38 = 38%

Answer:

3 < x < 13

Step-by-step explanation:

Triangle Inequality Theorem

The sum of the lengths of any two sides of a triangle is greater than the length of the third side.

Let x be the length of the unknown side.

Therefore, x will either be the longest side or one of the shorter sides.

Therefore:

   x < 5 + 8

⇒ x < 13

And:

   8 < 5 + x

⇒ 3 < x

So the range of possible values of the third side is greater than 3 and less than 13:   3 < x < 13

The answer is (C) newspapers. Convenience products are low-cost consumer goods and services that are readily available and easily accessible to consumers.

These products are typically purchased frequently, with minimal effort and little thought or research. Examples of convenience products include bread, gasoline, newspapers, and other everyday items that consumers purchase without much consideration.

Cars, furniture, large appliances, and a cruise are not typically considered convenience products. These are generally higher-cost items that require more thought and research before purchase.

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Answer:

14 Dimes and 56 Quarters

Step-by-step explanation:

Let D and Q stand for the numbers of Dimes(D) and Quarters(Q).  Also, I'll use pennies (not dollars) to eliminate the hassle of decimal points.

We are told that:

10D + 25Q = 1540  [Kendra has $15.40 in dimes and quarters]

We also find that:

Q = 4D     [4 times as many quarters as dimes]

Substitute the expression for Q in the second equation into the first:

10D + 25Q = 1540

10D + 25(4D) = 1540

10D + 100D = 1540

110D = 1540

D = 14

Since Q = 4D:

Q = 4(14)

Q = 56

==========

Check:

Does 10D + 25Q = 1540  ?

10(14) + 25(56) = 1540

140 + 1400 = 1540  YES

Does Q = 4D   ?

56 = 4(14)  YES

Answer:

[see below]

Step-by-step explanation:

A system of equations with no solution would show parallel  lines. We just have make a equation that is parallel to the original equation.

The slope of 2x + 8y = 12 is \(-\frac{1}{4}\), and it's y-intercept is \(\frac{3}{2}\).

Since parallel lines have the same slope but not the same y-intercept, I would use \(y=-\frac{1}{4}x+3\).

Any equation that has -1/4 as the slope would work.  

When graphed together, they show as a system with no solution.

Hope this helps.

Answer:

A

Step-by-step explanation:

The completing the square method is important when transforming a quadratic equation to \((x - a)^2 =b\) form. The values of a and b are 4 and 3

Given:

\(x^2 - 8x + 13 = 0\)

Subtract 13 from both sides

\(x^2 - 8x + 13 -13= 0-13\)

\(x^2 - 8x= -13\)

-------------------------------------------------------------

Next, we perform the following operations

Take the coefficient (k) of x

\(k = -8\)

Divide k by 2

\(k/2 = -8/2\)

\(k/2 = -4\)

Square both sides

\((k/2)^2 = (-4)^2\)

\((k/2)^2 = 16\)

Back to the equation, we add 16 to both sides

-------------------------------------------------------------

\(x^2 - 8x= -13\)

\(x^2 - 8x + 16 = -13 +16\)

\(x^2 - 8x + 16 =3\)

Expand the left-hand side

\(x^2 - 4x -4x+ 16 =3\)

Factorize

\(x(x - 4) -4(x- 4) =3\)

Factor out x -4

\((x - 4) (x- 4) =3\)

Express as squares

\((x - 4)^2 =3\)

Given that:

\((x - a)^2 =b\)

By comparison:

\(a =4;\ b =3\)

The values of a and b are 4 and 3, respectively.

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(a) The given problem can be written as:
Minimize: \(3X^2 - 22X + 2XY + Y^2 - 16Y + 60\)
(b) Subject to: \(X + 5Y ≤ 8\)

(c) We can find the difference between the new optimal objective function value and our estimated change.

a. To find the minimum solution to the given problem, we need to solve the optimization problem by minimizing the objective function subject to the constraint.

The given problem can be written as:
Minimize: \(3X^2 - 22X + 2XY + Y^2 - 16Y + 60\)
Subject to: \(X + 5Y ≤ 8\)

To find the minimum solution, we need to solve this problem using optimization techniques like linear programming or calculus.

b. If the right-hand side of the constraint is increased from 8 to 9, we need to analyze the change in the objective function.

To do that, we can find the difference between the objective function value at the new solution and the old solution.

c. Re-solving the problem with a new right-hand side of 9 will give us a new optimal objective function value.

To compare the actual change with our estimate, we can find the difference between the new optimal objective function value and our estimated change.

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The expression (x + 1)(x - 3) represents the Area of base of the prism.

a crystal is a polyhedron containing a n-sided polygon base, a respectable halfway point which is a deciphered duplicate of the first, and n different countenances, fundamentally all parallelograms, joining relating sides of the two bases. Translations of the bases exist in every cross-section that runs parallel to the bases.

The volume of a rectangular prism is given by the formula V = Bh, where B is the area of the base and h is the height of the prism. In this case, the base is a square with edge length (x + 1), so its area is (x + 1)^2. The volume of the prism is given as (x + 1)^2(x - 3).

We can find the height of the prism by dividing the volume by the area of the base:

B = V/h = (x + 1)^2(x - 3)/(x + 1) = (x + 1)(x - 3)

Therefore, the expression (x + 1)(x - 3) represents the Area of base of the prism.

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The given expression is equivalent to 28.

We have the following expression -

c - 3y

We have the given expression as -

c - 3y

For c = 7 and y = - 7, we can write -

7 - 3(- 7)

7 + 21

28

Therefore, the given expression is equivalent to 28.

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The probability of flipping four coins is 0.0625

Total coins = 4

The study of chances, which are determined by the ratio of favourable occurrences to probable cases, is known as probability.

When flipping a coin, there are two possible outcomes (heads or tails), hence the likelihood of flipping a head-up coin is equal to the likelihood of flipping a tail-up coin.

Thus, the probability is = 1/2

Calculating the probability of getting all heads or all tails when flipping 4 coins -

= 1/2 x 1/2 x 1/2 x 1/2

= 1/16

In decimal form, this will be 0.0625

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Answer:

see explanation

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

y - 5 = \(\frac{1}{2}\)(x + 2) ← in point- slope form

with slope m = \(\frac{1}{2}\) and (a, b) = (- 2, 5 ) ← point on line

Answer:

Would it be 37?

Step-by-step explanation:

BODMAS shows that multiplication should be done first before addition so 21+16 equals 37. I’m not sure but this is my best guess

Answer:

37

Step-by-step explanation:

You just need to multiply (7*3) and (8*2) then add it together! So 21 (7*3) plus 16 (8*2) which is 37! Please give brainliest and hope this helped

Ms. Schuster's class has approximately 107 students, and Ms. P's class has approximately 53 students

Sure, I'd be happy to help!

So, the problem states that Ms. P's class has half as many students as Ms. Schuster's. This means that if we let the number of students in Ms. Schuster's class be "x", then the number of students in Ms. P's class would be "x/2" (since Ms. P's class has half as many students).

Now, the problem doesn't give us any specific information about the number of students in either class, but it does tell us that there are a total of 160 students between the two classes. So, we can set up an equation based on this information:

x + x/2 = 160

To solve for "x" (the number of students in Ms. Schuster's class), we can first simplify the equation by multiplying both sides by 2:

2x + x = 320

Combining like terms, we get:

3x = 320

Finally, we can solve for "x" by dividing both sides by 3:

x = 106.67

Now, we can use this information to find the number of students in Ms. P's class by dividing "x" by 2:

x/2 = 53.33

However, since we can't have a fraction of a student, we'll need to round both of these answers to the nearest whole number:

I hope this helps! Let me know if you have any other questions.

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There are roughly 107 pupils in Ms. Schuster's class, and there are about 53 in Ms. P's class.

The issue is that Ms. P's class has half as many kids as Ms. Schuster's, according to the problem. The number of pupils in Ms. P's class would be "x/2"

The problem does not specifically state how many people are enrolled in either class, but it does indicate that there are a combined 160 pupils in the two sessions. Using the following data, we can construct the following equation:

x + x/2 = 160

We can first make the problem simpler by dividing both sides by 2, and then we can solve for "x"

2x + x = 320

Combining similar phrases, we obtain:

3x = 320

By multiplying both sides by 3, we can finally find the answer for "x":

x = 106.67

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Answer:

Negative correlation.

Step-by-step explanation:

Negative correlation means that as x increases, y decreases

Positive correlation means that as x increases, y also increases.

No correlation means that neither of the two above cases happens.

In the graph, we can see that on the right (when x is negative) the general y values are larger.

As x increases, the y-values decrease.

(Particularly, we could adjust these data with a linear equation with a negative slope)

Then this is a negative correlation.

Answer:

6.6

Step-by-step explanation:

Multiply the length value by 5280

Answer:

Okay its okay

Step-by-step explanation:

Answer:

You solve this question

Step-by-step explanation:

Area = To work out the area of a square or rectangle, multiply its height by its width. If the height and width are in cm, the area is shown in cm².

Distance = It a numerical measurement of how far apart objects or points are.

Answer:

My pool's maximum depth: 6ft

My pool's full width: 10ft

My pool's full length: 12ft

(yea, it's pretty big!)

How do I find the area of my pool now?

First, let's start with the distance covered by the pool (area)

We can find that by just doing 10x12, which is 120

So, my pool's distance is 120ft²

EXTRA:

Now, the VOLUME of my pool...

we can find it by doing 6x10x12

6x10=60

6x12=72

60x12=720

So, my pool's VOLUME is 720ft.²

Thanks!

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Answer:

x= 75

Step-by-step explanation:

-15 = -0.2k ----> divide by -0.2 on each side and you get 75 = k---> plug in

-15= -0.2(75) = -15 = -15

The options that allow for the construction of a triangle are:

Option B: A triangle with side lengths 4 cm, 5 cm, and 8 cm.

To determine if it is possible to construct a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Let's evaluate each option:

A. A triangle with angle measures 30, 40, and 100 degrees.

This option does not provide any side lengths, so we cannot determine if it satisfies the triangle inequality theorem. Insufficient information.

B. A triangle with side lengths 4 cm, 5 cm, and 8 cm.

We can apply the triangle inequality theorem to this option:

4 cm + 5 cm > 8 cm (True)

5 cm + 8 cm > 4 cm (True)

4 cm + 8 cm > 5 cm (True)

This set of side lengths satisfies the triangle inequality theorem, so it is possible to construct a triangle.

C. A triangle with side lengths 4 cm and 5 cm, and a 50-degree angle.

We don't have the length of the third side, so we cannot determine if it satisfies the triangle inequality theorem. Insufficient information.

D. A triangle with side lengths 4 cm, 5 cm, and 12 cm.

Applying the triangle inequality theorem:

4 cm + 5 cm > 12 cm (False)

5 cm + 12 cm > 4 cm (True)

4 cm + 12 cm > 5 cm (True)

Since the sum of the lengths of the two smaller sides (4 cm and 5 cm) is not greater than the length of the longest side (12 cm), it is not possible to construct a triangle with these side lengths.

E. A triangle with angle measures 40, 60, and 80 degrees.

This option does not provide any side lengths, so we cannot determine if it satisfies the triangle inequality theorem. Insufficient information.

Based on the analysis, the options that allow for the construction of a triangle are:

Option B: A triangle with side lengths 4 cm, 5 cm, and 8 cm.

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