In British Columbia, Canada, the number y of purple martin nesting pairs x years since 2000 can be modeled by the function y=0.63x^2+51.8x+144

The value of 2*(3*5) = 68.

The value of (2*3)*5 = 68.

What is multiplication?

A mathematical formula that specifies the objects to be multiplied, known as a factor, produces a product. For instance, the product of 6 and 5 is 30.

Given: The operation * is defined as,

a*b = a + b - 2ab

We have to find the value of 2*(3*5) and (2*3)*5

First to find the value of 2*(3*5).

2*(3*5) = 2*(3 + 5 - 30) = 2*(-22) = 2 + (-22) - 2(-22)(2) = 68.

Now to find the value of (2*3)*5.

(2*3)*5 = (2 + 3 - 12)*5 = -7*5 = (-7) + 5 - 2(-7)(5) = -2 + 70 = 68.

Therefore, 2* (3*5) = 68 and (2*3)*5 = 68.

To know more about the multiplication, click on the link

https://brainly.com/question/10873737

#SPJ9

When rotated 90 degrees, counterclockwise direction the new coordinates will result in the attached image.

The old coordinate where were rotated are:

A(-5,8)

B (-1, 7)

C(-3, 5)

D(-4, 2)

To rotate a point counterclockwise about the origin, we switch the x and y coordinates and change the sign of the new x  -coordinate.

The new coordinates are after 90 degrees, counterclockwise  are

A' = (-8, -5)

B' = (-7, -1)

C' = (-5, -3)

D' = (-2, -4)

See attached image.

Learn more about rotation:
https://brainly.com/question/1571997
#SPJ1

Full Question:

Although part of your question is missing, you might be referring to this full question:

See attached image.

Its velocity is 69.28 feet/sec of a tsunami in 300 feet of water.

Speed is measured as distance moved over time. The formula for speed is speed = distance ÷ time. To work out what the units are for speed, you need to know the units for distance and time. In this example, distance is in metres (m) and time is in seconds (s), so the units will be in metres per second (m/s).

here, we have,

Since the depth of the water 'd' (in feet) and the velocity of the wave 'v' (in feet per second) are related by the equation

v = √(16d)

a wave forms in water with a depth of 300 feet,

therefore d = 300 ft

so, we get,

velocity = √(16*300)

             = 4√300

             =4*17.32

             =69.28

Hence, Its velocity is 69.28 feet/sec of a tsunami in 300 feet of water.

To learn more on speed click:

brainly.com/question/28224010

#SPJ1        

Answer:

   ◯ ( 3, \(\frac{1}{2}\) )  ,   ⬛(  \(1\frac{1}{2}\)  ,\(2\frac{1}{2}\)) ,   △( 0, \(4\frac{1}{2}\) )

Step-by-step explanation:

             x-coordinate                    y-coordinate

◯ ---            3                                           \(\frac{1}{2}\)

⬛ ---           \(1\frac{1}{2}\)                                         \(2\frac{1}{2}\)

△  ---             0                                         \(4\frac{1}{2}\)

Measure the unit grids on the graph, x and y, that's the x and y coordinate.

The completed statement with regards to the area of the square and the rectangle are;

The estimated value of the length of the shaded square is 5·√5 inches. The estimated value of the area of the unshaded rectangle is 175 square inches.

The area of a square is the product of the side lengths which are congruent, therefore;

Area of a square = Side length, s × Side length, s = s²

The possible figure in the question includes;

A shaded square that is 125 square inches

An adjacent unshaded rectangle, that share a side with the square that has a side length of 7·√5 inches

Please find attached the possible drawing of the figure in the question, (not drawn to scale) obtained from a similar question posted online, created with MS Word.

Therefore;

The side length of the square = √(125) inches =  5·√5 inches

The estimated value of the side length of the square is; 5·√5 inches

The area of a rectangle = Length × Width

The length of the rectangle = 7·√5 inches

The width of the rectangle = 5·√5 inches

Therefore;

The area of the unshaded rectangle, therefore is; 5·√5 × 7·√5 = 175

The estimated area of the unshaded rectangle is 175 square inches

Learn more on the area of a rectangle here: https://brainly.com/question/26303775

#SPJ1

As a result, 68% of the data falls into the range of values between -1 and 1, which is one standard deviation from the mean. The closest estimate of the solution is 68%.

A mathematical equation is a formula that connects two claims and uses the equals symbol (=) to denote equivalence. An equation in algebra is a mathematical statement that establishes the equivalence of two mathematical expressions. For instance, in the equation 3x + 5 = 14, the equal sign places a space between the variables 3x + 5 and 14. The relationship between the two sentences that are written on each side of a letter may be understood using a mathematical formula. The symbol and the single variable are frequently the same. as in, 2x - 4 equals 2, for instance.

For a normally distributed data set with a mean of 0 and a standard deviation of 0.5, the proportion of values between -1 and 1 is most closely related to 68%.

Approximately 68% of the data in a normal distribution lies within one standard deviation of the mean, which explains why. One standard deviation below the mean is -0.5, and one standard deviation above the mean is 0.5 since the mean is 0 and the standard deviation is 0.5. As a result, 68% of the data falls into the range of values between -1 and 1, which is one standard deviation from the mean. The closest estimate of the solution is 68%.

To know more about equation visit:

https://brainly.com/question/649785

#SPJ1

The number of sodas sold at the baseball game was 119, while the number of hot dogs sold was 72.

Let's assume the number of sodas sold as 'x' and the number of hot dogs sold as 'y'.

According to the problem, the total number of sodas and hot dogs sold is 191, so we can write the equation:

x + y = 191   ...(1)

The problem also states that the number of hot dogs sold was 47 less than the number of sodas sold. Mathematically, we can express this as:

y = x - 47   ...(2)

To find the values of x and y, we can solve the system of equations (1) and (2). Substituting equation (2) into equation (1), we have:

x + (x - 47) = 191

Simplifying the equation:

2x - 47 = 191

2x = 191 + 47

2x = 238

Dividing both sides by 2:

x = 238/2

x = 119

Substituting the value of x back into equation (2):

y = 119 - 47

y = 72

As a result, the total amount of sodas sold is 119, and the total amount of hot dogs sold is 72.

For more such questions on number, click on:

https://brainly.com/question/24644930

#SPJ8

Answer:  C

Step-by-step explanation:

In order to be a function, you canNOT have any duplicate x's.

A) x = -2, 6, 6, 10      --> 6 is used twice so it is not a function

B) x = -2, 10, 6, 10    --> 10 is used twice so it is not a function

C) x = -2, 1, 6, 10      --> all the x's are different.  This is a function!!!

D) x = -2, 1, 6, 1        --> 1 is used twice so it is not a function

Answer:

C

Step-by-step explanation:

Relationship between independent variable and dependent variable: each x corresponds to only one y, but y can each correspond to multiple x (which is why there are multiple solutions of an equation, and a solution can only launch a counter-argument )

A, 6 -> - 3,22.6 (x) corresponding to the two y. C options and only one for each of x y.

Answer:

36 cm hope this helps

Step-by-step explanation:

3×3=9×4=36

I HOPE IT WILL HELP YOU.

Thank you.

^ - ^

Answer: If Amella started with 7/8 gallon of paint in the can and used 3/8 gallons, then the amount of paint left in the can can be found by subtracting the amount used from the amount started with:

Amount left = Amount started with - Amount used

Amount left = 7/8 - 3/8

Amount left = 4/8 or 1/2 gallon

Therefore, Amella has 1/2 gallon of paint left in the can.

Step-by-step explanation:

Percent of vipers is 20% and its degree is 72 degrees.

Percent of colubrids is 46% and its degree is 165.60 degrees.

Percent of elapids is 18% and its degree is 64.80 degrees.

Percent of giant snakes is 16% and its degree is 57.60 degrees.

The percent can be calculated as follows:

Percent of vipers = (Number of vipers / Total number of snakes) * 100 = (10 / 50) * 100 = 0.20 * 100 = 20%

Percent of colubrids = (Number of colubrids / Total number of snakes) * 100 = (23 / 50) * 100 = 0.46 * 100 = 46%

Percent of elapids = (Number of elapids / Total number of snakes) * 100 = (9 / 50) * 100 = 0.18 * 100 = 18%

Percent of giant snakes = (Number of giant snakes / Total number of snakes) * 100 = (8 / 50) * 100 = 0.16 * 100 = 16%

The degrees can be calculated as follows:

Degree of vipers = Percent of vipers * 360 = 20% * 360 = 72 degree

Degree of colubrids = Percent of colubrids * 360 = 46% * 360 = 165.60 degree

Degree of elapids = Percent of elapids* 360 = 18% * 360 = 64.80 degree

Degree of giant snakes = Percent of giant snakes * 360 = 16% * 360 = 57.60 degree

Learn more about percent here: https://brainly.com/question/16242050.

#SPJ1

Answer:

When it comes to right trangles, to find the value of x, what ever 9 plus x is, it is equal to 24.

You want to subtract 9 and 24 to get the x value:

24 - 9 = 15

x = 15

Step-by-step explanation:

Hope it helps! =D

Hi there, here's your answer:

Given a right angled triangle

With the hypotenuse as 24 units and one of the legs as 9 units
To find:

The 3rd side denoted as 'x'

Solution:

We use Pythagoras Theorem:

\(a^2 + b^2 = c^2\)

Where a and b are the legs and c is the hypotenuse.

We know the value of c and b

And a = x
Thus,

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

\(x^2 = 576 - 81\\\)

\(== > x^2 = 495\\\)

Or
\(x = \sqrt{495} = 3\sqrt{55} = 22.248\) units

Hope it helps! Please mark as Brainliest!

Answer:

y = 78

Step-by-step explanation:

x - 5 = 72

x = 77

77 - 5 = y -6

I hope this helps!!

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

The sentence that correctly uses commas to separate coordinate adjectives is D. Shannon signed up for the challenging, writing course at the local, community college.

Words that describe or provide details about a noun are called adjectives. Two or more adjectives are referred to as coordinate adjectives when they are used to describe the same noun. 'And' or a comma are used to separate them every time.  These must be properly used, else a reader can mistake adjectives for a single modifier rather than a pair of coordinates.

The comma should be placed between any two or more adjectives that equally modify the same noun, and their order doesn't have to change the meaning, according to the guideline for using commas to separate coordinate adjectives in sentences. Option D includes the coordinate adjectives "challenging" and "writing" that equally modify the noun "course," as well as the coordinating adjectives "local" and "community" that equally modify the noun "college."

Read more about coordinate adjectives on:

https://brainly.com/question/17292511

#SPJ1

Step-by-step explanation:

note A- b = A n B

so, ( A n B ) = ( 3, 4 )

( A n B )' = ( 0,1,2,5,6,7)

Answer:

86/3

Step-by-step explanation:

28.6

The value of z is 8633/137 or 63.01, approximately.

\(\frac{x}{y} =\frac{z}{100}\)

\(\frac{x}{y}*100 =\frac{z}{100}*100\\ \\100\frac{x}{y} =z\\ \\z=100\frac{x}{y}\)

\(z=100\frac{(86.33)}{(137)}\\ \\z=\frac{8633}{137}=63.01\)

If the calculated value of "z" is correct, then the original equation should return the same value on both sides of the equal symbol (=) when substiting all the variables by their respective value.

\(\frac{86.33}{137} =\frac{\frac{8633}{137}}{100}\\ \\0.63=0.63\)

That's correct!

Hence, the value of z is 8633/137 or 63.01.

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

Learn more about solving equations here:

brainly.com/question/28282032

brainly.com/question/28306861

brainly.com/question/28285756

brainly.com/question/28306307

brainly.com/question/29888440

The number of items need to sell to gain a profit of the day of more than $2402 is 21.

An algebraic equation of the second degree in x is a quadratic equation. The quadratic equation is written as ax2 + bx + c = 0, where x is the variable, and a must not be zero.

As per the given daily profit in terms of days,

P(x) = x² + 100x - 99

For P(x) = 2402

x² + 100x - 99 = 2402

x² + 100x - 2501 = 0

x = 20.71774883 and -120.71774

This means to gain a profit of $2402 we need to sell 21 items.

Hence"To make a profit of more than $2402 for the day, 21 goods must be sold".

For more about the quadratic equation,

https://brainly.com/question/17177510

#SPJ1

The actual annual value of this job to Karla is 33000.

What are arithmetic operations?

Arithmetic operations is a branch of mathematics that studies numbers and the operations on numbers that are useful in all other branches of mathematics. It consists primarily of operations like addition, subtraction, multiplication, and division.

We have,

the job will pay 2400 per month,

if the full cost of the medical insurance is 450 a month and Karla plans to contribute the full 1500 every year tpa retirement plan,

the actual annual value of this job to Karla is:

2400 per month

annual value  = 2400 * 12 = 28,800

the medical insurance is 450 a month

half the cost of medical insurance is  225 a month

annual value  = 225  * 12 = 2700

the full 1500 every year tpa retirement plan,

So, the total value is:

= 28,800 + 2700 + 1500

= 33000

Hence,  the actual annual value of this job to Karla is 33000.

To learn more about arithmetic operations visit,

brainly.com/question/4721701

#SPJ1

Answer:

Step-by-step explanation:

The text is a statistics problem that asks to find the probability of a certain range of values in a normal distribution. A normal distribution is a bell-shaped curve that shows how data values are spread around the mean. The mean is the average of all the data values, and the standard deviation is a measure of how much the data values vary from the mean. To solve this problem, we can use the following steps:

Convert the given range of values to standard scores or z-scores. A z-score tells us how many standard deviations a value is away from the mean. To find the z-score, we use the formula: z=σx−μ​

where x is the value, μ is the mean, and σ is the standard deviation. For example, to find the z-score for 33.5 psi, we plug in the values: z=233.5−35​=−0.75

This means that 33.5 psi is 0.75 standard deviations below the mean. Similarly, to find the z-score for 36 psi, we plug in the values: z=236−35​=0.5

This means that 36 psi is 0.5 standard deviations above the mean.

Use a z-table to find the area under the curve for each z-score. A z-table is a table that shows the probability of getting a z-score less than or equal to a given value. For example, to find the area under the curve for -0.75, we look up the row for -0.7 and the column for 0.05 in the z-table and get 0.2266. This means that there is a 22.66% chance of getting a z-score less than or equal to -0.75. Similarly, to find the area under the curve for 0.5, we look up the row for 0.5 and the column for 0 in the z-table and get 0.6915. This means that there is a 69.15% chance of getting a z-score less than or equal to 0.5.

Subtract the smaller area from the larger area to find the area between the two z-scores. This area represents the probability of getting a value between 33.5 and 36 psi in the normal distribution. For example, to find the area between -0.75 and 0.5, we subtract: 0.6915−0.2266=0.4649

This means that there is a 46.49% chance of getting a value between 33.5 and 36 psi in the normal distribution.

Multiply the area by 100 to convert it to a percentage and write it with the appropriate units: The percentage of tires that are inflated to a pressure between 33.5 and 36 psi is 0.4649×100=46.49%

Answer:

d

Step-by-step explanation:

The sampling distribution of is a binomial distribution with parameters n and p, where n is the sample size and p is the population proportion of the specified characteristic.

The mean of the sampling distribution is np and the standard deviation is  \($\sqrt{np(1-p)}$\).

Round the standard deviation to three decimal places, it is \($\sqrt{np(1-p)}$ = $\sqrt{n \cdot p \cdot (1-p)} \approx \sqrt{n \cdot p \cdot 0.99}$\).

The sampling distribution of is a binomial distribution with parameters n and p, where n is the sample size and p is the population proportion of the specified characteristic. The mean of the sampling distribution is np and the standard deviation is \($\sqrt{np(1-p)}$\). This means that for a given sample size n and population proportion p, the standard deviation of the sampling distribution can be calculated by taking the square root of the product of n, p, and (1-p).

Learn more about sampling distribution: https://brainly.com/question/12892403

#SPJ4

Yes, because for each input there is exactly one output. Therefore, the relation represented by the mapping diagram is a function.

To determine if the relation represented by the given mapping diagram is a function, we need to check if each input (x value) has exactly one output (y value) associated with it.

From the given mapping diagram, we can see that:

The input value -3 is associated with the output value 0.

The input value -1 is associated with the output value 2.

The input value 1 is associated with the output value 0.

The input value 3 is associated with the output value 2.

The input value 5 is associated with the output value 5.

As we can see, each input value has exactly one output value associated with it. Therefore, the relation represented by the mapping diagram is a function.

for such more question on mapping diagram

https://brainly.com/question/27991506

#SPJ11

Answer:

5 is a prime number which means that it can only have 2 factors which is 1 and 5

Step-by-step explanation:

Hope this helps:)

Answer:

x=17

Step-by-step explanation:

See attached.

Because of the Triangle Proportionality Theorem,

24: (2x-4)+6

20: 2x-4

Cross multiply these two ratios

48x-96 = 40x-80+120

Isolate variable: 8x = 96-80+120

Solve: 8x = 136

x=17