Jeff wants to use mental math to see if he can afford the computer and printer shown. First he makes a ten by adding 527+3. What does Jeff have to do next?

Costs: Computer:527$ Printer:75$


Answers:

A:Add 3 to 75

B:Add 5 to 75

C:Subtract 3 from 75

D:Subtract 5 from 75

Answer:

0+90=90 thank me later

Step-by-step explanation:

The probability that a book is illustrated can be found using the concept of conditional probability. In this case, the probability that a book is illustrated is 0.60.

To find the probability that a book is illustrated, we can use the formula for conditional probability:

P(A | B) = P(A ∩ B) / P(B)

Where P(A | B) represents the probability of event A given event B, P(A ∩ B) represents the probability of both A and B occurring, and P(B) represents the probability of event B.

In this scenario, let's define event A as the book being illustrated and event B as the book being hardback. We are given that the probability of a book being hardback and illustrated (P(A ∩ B)) is 0.20, and the probability of a book being hardback (P(B)) is not provided.

Since we are only interested in finding the probability of a book being illustrated (P(A)), we don't need the exact value of P(B). We can simply subtract the probability of a book not being illustrated from 1, as the sum of probabilities of all possible outcomes must equal 1.

P(A) = 1 - P(A bar)

     = 1 - 0.40

     = 0.60

Therefore, the probability that a book is illustrated is 0.60 or 60%.

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This relationship shows that the diameter of the central circle (2R) is twice the diameter of each outer circle (2r).

In this configuration, four outer circles are placed around a central circle, such that they are all tangent to the central circle and tangent to each other.
To determine the relationship between the diameter of the outer circles and the diameter of the inner circle, follow these steps:
1. Let the radius of the outer circles be r and the radius of the central circle be R.
2. In this arrangement, the distance between the centers of any two adjacent outer circles is equal to the sum of their radii, which is 2r.
3. Now, draw a straight line connecting the centers of these two adjacent outer circles.

This line will pass through the center of the central circle.
4. The length of this line is the sum of the radii of the outer circle, the central circle, and another outer circle, which is

r + R + r = 2r + R.
5. Observe that the line connecting the centers of the two adjacent outer circles, along with the radii connecting the center of the central circle to the points of tangency, forms a right-angled isosceles triangle.
6. Since it is an isosceles triangle, the length of the line connecting the centers of the two adjacent outer circles (2r + R) is also the length of the other side of the triangle, which is equal to the diameter of the outer circle (2r).
7. Therefore, the relationship between the diameter of the outer circles and the diameter of the inner circle is:

2r = 2r + R.
8. Simplify the equation to find the relationship: R = 2r.

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Answer:

Vanessa only established some of the necessary conditions for a congruence criterion.

Step-by-step explanation:

khan academy

Answer:

15

Step-by-step explanation:

5/ 1/3

if you are dividing a fraction, you have to flip the reciprocal and multiply.

1/3= 3 (the reciprocal)

5*3= 15

Hope this helps!

Answer:

15

thats what i got

Answer:

the answer is B

Answer:

free

Step-by-step explanation:

ANSWER:

+ 4 7/8

STEP-BY-STEP EXPLANATION:

Assuming that we start in week 0, with a total of 0 points, we must operate the changes in each week and the value opposite to that result must be the change necessary to return to the original value.

Just like that:

Which means that to return to the initial value, 4 7/8 points must be added

a 16-ft. ladder is leaning against a house. the ladder angle of elevation is 470, the distance between the wall and the foot of the ladder is 10.991ft.

Given ,

Length of the ladder is 16ft

Angle of elevation is 47 degree

To calculate the distance between the wall and the foot of the ladder

Cos thete = BC/AC

Cos 47 deg = BC / 16

16*0.6819 = BC

BC = 10.911 ft

Therefore , the distance between the wall and the foot of the ladder is 10.991ft

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The vertices of triangle A'B'C' are A'(7, 3), B'(11, 7), and C'(9, 5). The correct answer is option d) a′ (7, 3), b′ (11, 7), c′ (9, 5).

To find the vertices of triangle A'B'C' after translating triangle ABC, we need to apply the translation rule\((x, y) → (x + 3, y - 2)\) to each vertex.

Starting with vertex A(4, 5), we add 3 to the x-coordinate and subtract 2 from the y-coordinate. This gives us A'(7, 3).

Next, for vertex B(8, 9), we again add 3 to the x-coordinate and subtract 2 from the y-coordinate. This gives us B'(11, 7).

Finally, for vertex C(6, 7), we apply the same translation rule to get C'(9, 5).

Therefore, the vertices of triangle A'B'C' are A'(7, 3), B'(11, 7), and C'(9, 5).

The correct answer is option d) a′ (7, 3), b′ (11, 7), c′ (9, 5).

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Answer:

33.333

Step-by-step explanation:

100/3=33.333 meaning that the logic came behind a sience for 626 people who filled out the servery meaning that How to explain the word problem It should be noted that to determine if Jenna's score of 80 on the retake is an improvement, we need to compare it to the average improvement of the class. From the information given, we know that the class average improved by 10 points, from 50 to 60. Jenna's original score was 65, which was 15 points above the original class average of 50. If Jenna's score had improved by the same amount as the class average, her retake score would be 75 (65 + 10). However, Jenna's actual retake score was 80, which is 5 points higher than what she would have scored if she had improved by the same amount as the rest of the class. Therefore, even though Jenna's score increased from 65 to 80, it is not as much of an improvement as the average improvement of the class. To show the same improvement as her classmates, Jenna would need to score 75 on the retake. Learn more about word problem on; brainly.com/question/21405634 #SPJ1 A class average increased by 10 points. If Jenna scored a 65 on the original test and 80 on the retake, would you consider this an improvement when looking at the class data? If not, what score would she need to show the same improvement as her classmates? Explain.

The p-value is less than our chosen level of significance (usually 0.05), we would reject the null hypothesis and conclude that there is a significant difference in handedness between men and women.

To test the null hypothesis that there's no difference in handedness between men and women, we should use the Chi-Square test for Independence. This test is used to determine if there is a significant association between two categorical variables, in this case, the gender and handedness of the students.

The table provided in the question shows the counts of students in each gender and handedness category. To perform the Chi-Square test for Independence, we would calculate the expected counts under the null hypothesis of no association, and then calculate the test statistic and p-value. If the p-value is less than our chosen level of significance (usually 0.05), we would reject the null hypothesis and conclude that there is a significant difference in handedness between men and women.

Note that the other tests mentioned (one-sample z-test, Chi-Square Goodness-of-fit test, and two-sample z-test) are not appropriate for this scenario as they are used for different types of hypotheses.

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Answer:

1. 1/2 and 2/4

2. They are equivalent because it you put them in simplest form they are going to be equal

3. No

4. They are not equivalent because 1/8 and 1/5 isn't the same so they aren't going to be equal

hope this helps

have a good day :)

Step-by-step explanation:

Answer:what? please explain what i have to answer

Step-by-step explanation:

Answer:

Can you break that down some more?

Step-by-step explanation:

Answer:

Circumference. hope this helped!

Answer:

4%12

Step-by-step explanation:

Answer:

If you translate that in romanian i will do it.

The velocity of a major river at various depths has no relation.

A linear equation is an equation that has the variable of the highest power of 1. The standard form of a linear equation is of the form Ax + B = 0.

We are given that;

Equation y=−0.114x+1.658

Now,

In this case, the equation y = -0.114x + 1.658 represents a linear relationship between x (depth) and y (velocity) of the river. The correlation coefficient is 0.964, which means there is a very strong positive correlation between these two variables. This means that as depth increases, velocity also tends to increase proportionally.

| x | y |

| 0 | 1.658 |

| 5 | 1.098 |

|10 | 0.538 |

|15 |-0.022 |

The calculator gives us a p-value of approximately 0.0002, which is much smaller than 0.05. This means that we can reject the null hypothesis that there is no correlation between depth and velocity of the river and conclude that there is a statistically significant positive correlation between them.

Therefore, by the given equation there will be no relation.

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The required, Mmusi borrowed R3000 from Aggie as per the given conditions.

Simple interest is a quick and simple formula for figuring out how much interest will be charged on loan.

Amount = Principal [1 + rate×time]

Let's call the amount Mmusi borrowed from Aggie "P".

After two years, he has to pay back
= P + P * 18% * 2
= P + 0.18 * P * 2
= P + 0.36P
= 1.36P

So if he has to pay back R4080, we can set up an equation to solve for P:

1.36P = 4080

To find P, we can divide both sides by 1.36:

P = 4080 / 1.36 = 3000

So Mmusi borrowed R3000 from Aggie.

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If Aliyah's position is less than 1.79 kilometers, then Diego is in front of Aliyah.

If Aliyah's position is greater than 1.79 kilometers, then Diego is behind Aliyah.

To determine if Diego is behind or in front of Aliyah at 3:00 PM, we need to simply the function

Then, we have that g(t) at t = 0 represents 3:00 PM and compare it with Aliyah's position.

For Diego, when t = 0

Substitute the values, we have;

g(0) = 1.59 + 0.2 + 0.01(0²)

expand the bracket, we have;

g(0) = 1.59 + 0.2 + 0

g(0) = 1.79 kilometers

Note that no information was given about Aliyah's position.

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Answer:

358

Step-by-step explanation:

the step by step is in the photo so look at it

Answer:

50 is sum of gcf its couldn't of 19 is 20

All are technically squares, but if you are referring to just squares, then C and D are squares.

Answer:

0.75 or 3/4

Step-by-step explanation:

You want to get the number 3, by taking a fraction of 4.

Divide 3 by 4 to get the fraction

The correct statement are:

Based on the given information, we can make the following conclusions:

A. The interquartile range for high school students is smaller than college students.

The statement is False

B. The mean for high school students is smaller than college students.

The statement is False because the mean of College is 25.28 and mean for High school is 30.4.

C. The range for high school students is larger than college students.

The statement is True .

D. The college median is equal to the high school median.

The statement is True because the median for both is 24..

E. The mean absolute deviation is larger for college students than high school students.

The statement is False.

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Answer:

(4k^2+7)(7k+6)

Step-by-step explanation:

1. group the first two terms (28k^3-24k^2). The greatest common factor is 4k^2. If you factor that out you get 4k^2(7k-6)

2.When you group the last two terms (49k-42). you can factor out a 7.

7(7k-6).

3. There is a (7k-6) in both sections so you can combine all the terms.

4k^2(7k-6) 7(7k-6) becomes (4k^2)(7k-6)

Answer: The answer will be 74.07 percent.

According to the question, let the number be x

Then, x*54/100 = 40

x = 40 × 100 / 54

x = 74.07 (approx)

Answer:

196 miles

Step-by-step explanation:

To find the distance that the bus drives, we can use the formula:

distance = rate x time

where rate is the average speed and time is the duration of the trip.

In this case, the average speed of the bus is 56 mph and the duration of the trip is 3 1/2 hours. However, it is easier to work with time in terms of a single unit, so let's convert 3 1/2 hours to 7/2 hours:

3 1/2 hours = (2 x 3) + 1/2 hours = 7/2 hours

Now we can plug in the values into the formula:

distance = rate x time

distance = 56 mph x 7/2 hours

We can simplify by multiplying 56 by 7 and then dividing by 2:

distance = (56 x 7) / 2 = 196 miles

Answer:

1,568 customer

Step-by-step explanation:

Find the lowest common multiple of 98, 112, and 224

98 = 98, 196, 294, 392, 490, 588, 686, 784, 882, 980, 1078, 1176, 1274, 1372, 1470, 1568, 1666

112 = 112, 224, 336, 448, 560, 672, 784, 896, 1008, 1120, 1232, 1344, 1456, 1568, 1680, 1792, 1904

224 = 224, 448, 672, 896, 1120, 1344, 1568, 1792, 2016, 2240

The lowest common multiple of 98, 112, and 224 is 1568

Therefore, the 1,568th customer will be the first to receive all 3 iitem

The area of the largest square is 169 square centimeter in the quadrilateral.

Given that angle PQR is a right angle and the three quadrilaterals are squares, we can apply the Pythagorean theorem. Let's assign side lengths to the squares. Let the sides of the smallest square be 'a', the next square be 'b', and the largest square be 'c'.

According to the Pythagorean theorem, \(a^2 + b^2 = c^2\)

We are also given that the sum of the areas of the three squares is 338 square centimeters. Therefore, we can write this as:

\(a^2 + b^2 + c^2 = 338\)
Since \(a^2 + b^2 = c^2\), we can substitute \(c^2\) in the equation above:

\(c^2 + c^2 = 3382c^2 = 338\)

Now, let's find the value of \(c^2\):

\(c^2 = 338 / 2\\c^2 = 169\)

Since we're looking for the area of the largest square in square centimeters, our answer is the value of c²:

The area of the largest square (quadrilateral) is 169 square centimeters.

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The area of the largest square is 169 square centimeters.

Let's call the side lengths of the squares as x, y, and z.

Then we can express the areas of the three squares in terms of their side lengths:

\(Area of the first square = x^2\)

\(Area of the second square = y^2\)

\(Area of the third square = z^2\)

Since angle PQR is a right angle.

The Pythagorean theorem:

The Pythagorean theorem or Pythagoras' theorem is a fundamental relation in Euclidean geometry between the three sides of a right triangle.

It states that the area of the square whose side is the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares on the other two sides.

This theorem can be written as an equation relating the lengths of the sides a, b and the hypotenuse c, often called the Pythagorean equation:[1]

\({\displaystyle a^{2}+b^{2}=c^{2}.}\)

The theorem is named for the Greek philosopher Pythagoras, born around 570 BC.

The theorem has been proven numerous times by many different methods – possibly the most for any mathematical theorem.

When Euclidean space is represented by a Cartesian coordinate system in analytic geometry, Euclidean distance satisfies the Pythagorean relation:

the squared distance between two points equals the sum of squares of the difference in each coordinate between the points.

to relate the side lengths x, y, and z:

\(x^2 + y^2 = z^2\)

The sum of the areas of the three squares is 338 square centimeters:

\(x^2 + y^2 + z^2 = 338\)

Using the Pythagorean theorem, we can substitute. \(z^2 = x^2 + y^2\)into the above equation:

\(x^2 + y^2 + x^2 + y^2 = 338\)

Simplifying this equation, we get

\(2x^2 + 2y^2 = 338\)

\(x^2 + y^2 = 169\)

Substituting this equation into the Pythagorean theorem, we get:

\(z^2 = x^2 + y^2 = 169\)

\(z = 13\)

Therefore, the side length of the largest square is 13 centimeters, and its area is:

\(Area of the largest square = z^2 = 13^2 = 169 square centimeters\)

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