'If there is a ton of corn in a tank, and 500 pounds of corn are removed, what is the
weight of the remaining corn in the tank?

Answer:

6,500

Step-by-step explanation:

Answer:

6500

Step-by-step explanation:

3900 divided by 3 is 1300 which is the cost of 1 shirt, so 1300 times 5 is 6500

Answer:

F(-x) = 0

Step-by-step explanation:

What is F(-x)?

F(-x) = F(-1)

F(x) = x³ + 1                              F(-1)

F(-1) = -1³ + 1

F(-1) = -1 + 1

F(-1) = 0

So, F(-x) = 0

Answer:

f(-1) = 0

Step-by-step explanation:

Evaluating a function for f(-x) is the same as evaluating it for f(-1).

So we plug in -1 instead.

f(-1) = x³ + 1  

      = (-1)³ + 1 (here we cube -1)

      = -1 + 1     (here we subtract)

      = 0           (and, this is the answer)

\(\therefore\) The answer is f(-1) = 0

The only equation given that represents the Exponent Property of Logs is; Option A: log(A^r) = r*log(A)

The  exponent property of logarithm says that the log of a power is the exponent times the logarithm of the base of the power. For example;

logₐ(MN) = logₐM + logₐN

logₐ(M/N) = logₐM - logₐN

logₐ(3²) = 2logₐ3

The first example above shows the product rule of logarithms

The second example shows the quotient rule of logarithms

The third rule shows the power rule

Now, looking at the options, the only one that shows the correct pattern of exponent property of logarithm is;

Option A: log(A^r) = r*log(A)

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Answer:

1:2

Step-by-step explanation:

The average is 40 and  the margin of error is 10.95.

What is margin of error?

The margin of error is a statistic expressing the amount of random sampling in the result of a survey.

Average (A) = sum of all the value/ given set.

A = (51+ 41 + 28)/3 = 40

margin of error = 100/square root of 120 = 10.95.

Therefore, the average is 40 and  the margin of error is 10.95.

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The location of Kris' signature on the $601.73 check Elmo wrote to Kris and which Kris deposited into her checking account is on the back of the check. The correct option is option C.

C. Only on the back of the check

A checking account is an account opened at a financial institution into which deposits and withdrawals can be made by a customer. A checking account can also be referred to as a transaction account, a credit unions share draft account, demand deposit account or current account.

The amount of check Elmo wrote Kris = $601.73

The amount Kris deposited into her checking account = The check Elmo issued to her

The location to sign before depositing a check into a checking account is at the back of the check, including informing the cashier that the specified  check is to be deposited into the checking account.

The correct option is therefore option C.

C. Only on the back of the check

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Answer:

Step-by-step explanation (to solve the equation):

I hope this helps!

Answer:

3y = -42

y = -14

Step-by-step explanation:

Setting up the equation is the first step for this.

To start, "times a number" is multiplication. And since the sentence  said "3 times a number y" you can write out 3 x y OR 3y.

Finally, "is -42" is the word form of saying "= -42"

That will give you the equation of 3y = -42

Solving 3y = -42:

Step 1: Divide both sides of the equation by 3

3y/3 = - 42/3

Since any expression divided by itself equals 1, we can turn 3y/3 into just y. This will make our final equation y = -42/3

Step 2: Solve for -42/3, which will get you your answer of y = -14.

Hope I can help!

The required 2000th term of arithmetic series of common difference 3 is 6056.

A arithmetic series is the amount of the terms in a number-crunching succession with an unequivocal number of terms. Following is a basic recipe for tracking down the total: Equation 1: On the off chance that S addresses the amount of a math grouping with terms ,. This recipe requires the upsides of the first and last terms and the quantity of terms.

We have,

14th term = 98, common difference(d) = 3

let first term is a.

Then, 14th term  = a + 13d = 98

a + 13(3) = 98

a = 98 - 39 = 59

So, 2000th term wiil be,

a + 1999d

59 + 1999(3)

6056

Thus, 2000th term is 6056.

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The correct value of 2f(a-1) is 2a^2 - 12a + 10.

To find the value of 2f(a-1), we need to substitute (a-1) into the function f(x) and then multiply the result by 2.

Given: f(x) = x^2 - 4x

Substituting (a-1) into the function:

f(a-1) = (a-1)^2 - 4(a-1)

Expanding and simplifying:

f(a-1) = (a^2 - 2a + 1) - (4a - 4)

f(a-1) = a^2 - 2a + 1 - 4a + 4

f(a-1) = a^2 - 6a + 5

Now, we multiply the result by 2:

2f(a-1) = 2(a^2 - 6a + 5)

Expanding:

2f(a-1) = 2a^2 - 12a + 10

Therefore, the value of 2f(a-1) is 2a^2 - 12a + 10.

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Answer:

$42.00

Step-by-step explanation:

We can represent the given information as a ratio:

% of original price : price

                          5% : $2.00

Then, we can multiply both sides of this ratio by 20 (or 100% / 5%) to get 100% of the original price, which IS the original price.

5%      :  $2.00

↓ × 20   ↓ × 20

100%  :  $40.00

Now that we know the original price, we can add $2.00 to get the new price.

$40.00 + $2.00 = $42.00

Answer:

Trapezoid, rectangle, rhombus

Step-by-step explanation:

hope this helps!

Angle that the tent pole makes with the sides of the tent is 39.6°.

Trigonometric functions are defined as the real functions which are simply the functions of an angle of a triangle. They are basically the periodic functions which relate an angle in a right angled triangle to the ratios of the length of two sides.

Given that,

A conical circus tent has a 20 ft central pole that supports it. The slant height of the tent is 26 ft long.

The central pole forms a right triangle with the floor of the tent.

We need the angle tent pole makes with the sides of the tent.

We have the hypotenuse as the slant height and the central pole is the adjacent side of the angle.

The cos of the missing angle is the ratio of the length of the central pole to the length of the side of the tent.

cos x = 20 / 26 = 0.7692 ≈ 0.77

Applying arccosine,

x = cos⁻¹ (1.3) = 39.6°

Hence the required angle is 39.6°.

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Step-by-step explanation:

the numbers of the yellow and white counters

= 288- 38 = 250.

the ratio of yellow to white = 1:4

so,

the numbers of the yellow counters =

1/(1+4) × 250 =1/5 ×250 = 50

the numbers of the white counters =

4/(1+4) ×250 = 4/5 ×250 = 200

and the numbers of the red counters = 38

Answer:

\(\textsf{B.} \quad f(x)=\dfrac{1}{(x+2)(x-1)}\)

Step-by-step explanation:

Asymptote: a line which the curve gets infinitely close to, but never touches.

From inspection of the graph, we can see that the asymptotes are:

This means that the function is undefined when x = -2, x = 1 and y = 0.

For a rational function to be undefined, the denominator equals zero.

Therefore,

So the equation of the function is:

\(f(x)=\dfrac{1}{(x+2)(x-1)}\)

Look at the vertical asymptotes

They are

So factor up the denominator

Hence the rational function is 1/(x+2)(x-1)

Option B

ok

This is incorrect

322.20 --------------------- 9/10

x --------------------- 10/10

x = (322.20 x 10/10) / 9/10

x = 322.20 / 9/10

x = 322.20 x 10 / 9

x = 3222 /9

x = 358

The original price is $358

Answer:

24?

Step-by-step explanation:

There are 24 blocks.

Answer:

option A is correct

hope it helps

Answer:

Step-by-step explanation:

ꀍꂦᖘꏂ‌  ꓄ꀍꀤꌚ  ꀍꏂ꒒ᖘꌚ  ꌩꂦꀎ

The price per foot is $3.09

A 3 yard roll of butcher paper costs $9.27

= 9.27/3

= $3.09

Hence the price per foot is $3.09

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Answer:

6/5 x 5/3 is 2

if that's what you need help with

step-by-step explanation

Answer:

2.75 L

Step-by-step explanation:

This is the problem of subtraction.

Total Milk sumana has = 7.5 l

Milk used in the morning = 4.75 L

Milk left for evening = Total Milk sumana has - Milk used in the morning

Milk left for evening = 7.5 l - 4.75 l = 2.75 L

The set (A U B) n (A U C) is {2, 5, 7, 10}. A.

To find the set (A U B) n (A U C), we first need to calculate the union of sets A and B, and then calculate the union of that result with set C. Finally, we find the intersection of these two sets.

Set A U B:

The union of sets A and B, denoted as A U B, is the combination of all elements from both sets without any repetitions.

A contains the elements 2, 5, 7, and 10, while B contains the elements 1, 2, and 3.

A U B consists of the elements {1, 2, 3, 5, 7, 10}.

Set (A U B) U C:

Next, we calculate the union of the set (A U B) with set C, denoted as (A U B) U C. A U B contains the elements {1, 2, 3, 5, 7, 10} and C contains the elements {1, 2, 3, 4, 5}.

Taking the union of these two sets results in {1, 2, 3, 4, 5, 7, 10}.

Finding the intersection:

Finally, we find the intersection of (A U B) U C with A U C. A U C consists of the elements {2, 5, 7, 10}.

The intersection of these two sets is the combination of common elements.

The common elements are {2, 5, 7, 10}.

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Answer: 3/8

Step-by-step explanation: All you do is 1/2 times 3/4. Numerator times numerator. The Denominator times denominator.

9514 1404 393

Answer:

  yes

Step-by-step explanation:

A negative exponent in the numerator is the same as a positive exponent in the denominator (and vice versa). So, the first two expressions are equivalent.

An exponent is an indication of repeated multiplication. So, the 2nd and 3rd expressions are equivalent.

Any product can be decomposed to a product of its factors. So, the last two expressions are equivalent.

All of the expressions are equivalent.

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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The system of inequalities that represents this real-world scenario is:

x + y ≤ 450  (The total people cannot be greater than 450)

7x + 4y ≤ 1150  (total price cap of $1,150)

A group of two or more simultaneously true inequalities is referred to as a system of inequalities. A system of inequalities can be solved by finding the set of values that satisfies every one of the inequalities in the system.

Therefore, The system of inequalities that represents this real-world scenario is:

x + y ≤ 450 (The total people cannot be greater than 450)

7x + 4y ≤ 1150 (total price cap of $1,150)

Where x is the number of adults and y is the number of campers.

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The surface area of the vase is 168.4 square inches.

What is a cylinder?

A cylinder is a three-dimensional geometric shape that has two congruent circular bases connected by a curved surface.

The surface area of the cylindrical vase can be found using the formula SA = B + Ph, where B is the area of the base, P is the perimeter of the base, and h is the height of the vase. Since the vase has a circular base, the area of the base can be found using the formula for the area of a circle: B = πr², where r is the radius of the base.

The diameter of the vase is 4.3 inches, so the radius is half of that, or 2.15 inches. The area of the base is therefore:

B = πr² = 3.14 * (2.15)² ≈ 14.46 square inches.

The perimeter of the base is the circumference of the circle, which can be found using the formula C = 2πr:

P = 2πr = 2 * 3.14 * 2.15 ≈ 13.53 inches.

Now we can use the formula SA = B + Ph to find the surface area of the vase:

SA = B + Ph = 14.46 + 13.53 * 11 ≈ 168.39 square inches.

Rounding to the nearest tenth of a square inch, the surface area of the vase is approximately 168.4 square inches.

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Mateo needs to save at least $408.33 every month to reach his goal of paying off the remaining tuition cost at the end of 12 months.

Rent or a car payment are examples of monthly costs that are fixed expenses. On the other hand, a variable expense is one that can vary from month to month, like food or entertainment. Variable expenses demand greater flexibility in budgeting because the cost can change, but fixed expenses are often easier to prepare for because the amount is constant.

Given that, cost of tuition fee is $9,600 for the first year.

Now, Mateo's parents will pay for one-third of the tuition thus:

1/3 x $9,600 = $3,200

From the saving the money used is $1500 thus the remining cost is:

$9,600 - $3,200 - $1,500 = $4,900

For 12 months in a year we have:

$4,900 / 12 = $408.33

Hence, Mateo needs to save at least $408.33 every month to reach his goal of paying off the remaining tuition cost at the end of 12 months.

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Answer:

y = 3/-3 - 3

Step-by-step explanation:

Rise over Run is mx and b is your y intercept