martin can read 4 pages in 7 minutes. at this rate,how long will it take him to read 9 pages​

Answer:

Part A;

$79

Part B;

The amount Stella would have saved in 'w' weeks = 15 + 8·w

Step-by-step explanation:

Part A

The amount of money Stella already has = $15

The amount she can save per week = $8

The total amount of money, 'A', Stella would have after 8 weeks is given as follows;

A = The amount Stella already has + The amount she can save per week × The number of weeks of savings

Therefore;

A = 15 + 8 × 8 = 79

The amount Stella would have after 8 weeks, A = $79

Part B

The expression that represents the amount of money Stella would have saved in w weeks is given as follows;

A = The initial amount Stella has + The amount she can save per week × w (number of weeks)

∴ A = 15 + 8·w.

Answer:

8 hours

Step-by-step explanation:

divide 198 by 11 to get 18, then divide 144 by 18 to get 8.

Answer:

I would take 8 hours because if you divide 198 by 11 you get the rate and multiply the rate by 8 to get 144

Answer:

3dfg

Step-by-step explanation:

Answer:

x = 8

Step-by-step explanation:

Subtract 6 from both sides:

4x = 32

Divide both sides by 4 to isolate x:

x = 8

**please mark brainliest!!

Step-by-step explanation:

tan 51= jl/jm = jl/14

jl = 17.28

cos 72=kl/jl

kl = 5.33

A paired difference experiment with n=50 and ∑xd=530 yielded a test statistic of approximately 7.11. With a significance level of 0.05, we reject the null hypothesis that μd=7.


To test the hypothesis \(H_0: \mu_d = 7\) against the alternative hypothesis \(H_a: \mu_d \neq 7\), where \(\mu_d = \mu_1 - \mu_2\) (the population mean difference), we will use a t-test for paired samples.
The test statistic for a paired sample t-test is given by:
\[ t = \frac{\bar{d} - \mu_0}{\frac{s_d}{\sqrt{n}}} \]
Where:
\(\bar{d}\) is the sample mean difference,
\(\mu_0\) is the hypothesized population mean difference under the null hypothesis,
\(s_d\) is the sample standard deviation of the differences, and
\(n\) is the number of pairs in the sample.

Let’s calculate the test statistic step by step:
Step 1: Calculate the sample mean difference, \(\bar{d}\):
\[ \bar{d} = \frac{\sum{x_d}}{n} \]
Where \(\sum{x_d}\) is the sum of the differences in the sample.
Given that \(\sum{x_d} = 530\) and \(n = 50\), we can find \(\bar{d}\):
\[ \bar{d} = \frac{530}{50} = 10.6 \]

Step 2: Calculate the sample standard deviation of the differences, \(s_d\):
\[ s_d = \sqrt{\frac{\sum{x_d^2} - \frac{(\sum{x_d})^2}{n}}{n – 1}} \]
Where \(\sum{x_d^2}\) is the sum of the squared differences in the sample.
Given that \(\sum{x_d^2} = 7,400\) and \(n = 50\), we can find \(s_d\):
\[ s_d = \sqrt{\frac{7,400 - \frac{530^2}{50}}{50 – 1}} = \sqrt{\frac{7,400 - \frac{280,900}{50}}{49}} = \sqrt{\frac{7,400 – 5,618}{49}} = \sqrt{\frac{1,782}{49}} \approx 3.58 \]

Step 3: Calculate the test statistic:
\[ t = \frac{10.6 – 7}{\frac{3.58}{\sqrt{50}}} \approx \frac{3.6}{0.5061} \approx 7.11 \]
Now that we have the test statistic (approximately 7.11), we can compare it with the critical value from the t-distribution table at a significance level of \(\alpha = 0.05\) (two-tailed test). If the test statistic falls in the rejection region, we reject the null hypothesis. Otherwise, we fail to reject the null hypothesis.

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The value of x such that  the angles LFDE and LFDB are supplementary is:

17º

If LFDE and LFDB are supplementary, then their sum is 180°. Therefore, we can write an equation using this information:

m∡FDE + m∡LFDB = 180°

Substituting the given expressions for m∡FDE and m∡LFDB, we get:

(3x - 15)° + (5x + 59)° = 180°

Combining like terms and simplifying, we get:

8x + 44 = 180

Subtracting 44 from both sides of the equation, we get:

8x = 136

Dividing both sides of the equation by 8, we get:

x = 17

Therefore, the value of x that makes LFDE and LFDB supplementary is 17.

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Answer: \(y-2=3(x-4)\\y=3x-12+2\\-3x+y=-10\\3x-y=10\)

Step-by-step explanation:

I showed the steps to find the equation. In case you need to know, I used point-slope form, which involves using the formula y-y1=m(x-x1), in which you use a point like (4,2) and the slope, which we know is 3x since it's parallel to the original line. Simplifying and bringing it to standard form such as Ax+By=C. Ax has to be positive, which is why -3x went to positive, and y and -10 switched signs.

The metric unit that would be best to measure the capacity of a cereal bowl is milliliters (ml).

Capacity is a measure of the amount of fluid that a container can hold. Cereal bowls are typically used to hold liquids such as milk or yogurt along with cereal. Milliliters are a commonly used metric unit of volume that would be appropriate for measuring the capacity of a cereal bowl. Other metric units of volume such as liters or cubic centimeters could also be used, but milliliters would provide a more precise measurement for a smaller container such as a cereal bowl. To measure the capacity of a cereal bowl in milliliters, one would simply pour a known amount of water into the bowl and measure the volume of the water using a measuring cup or a graduated cylinder.

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Answer:

What is the question???

Step-by-step explanation:

Answer:

5g/cm³

Step-by-step explanation:

The study has a confounding variable since the two groups differ in the time they were supposed to report to the testing room. Since the groups differed in terms of sleep deprivation and the time they were supposed to report to the testing room, the effect of sleep deprivation on learning could not be isolated.

The statement that is true is: d. All of these are true.Explanation:A study may have various sources of variability, including participant selection, the setting in which the study is conducted, and the measure used. The following options are as follows:a. The study may be affected by a situational variable.b. The construction noise may contribute to variability in test scores.c. The study has a confounding variable. The groups differ in the time they are to report to the testing room.d. All of these are true.Therefore, all of these options are true. For example, the study may be affected by a situational variable if a natural disaster or other unforeseen event happens that causes the study to be disrupted. In this case, the study was disrupted by a noisy construction crew, which may have contributed to variability in test scores. The study has a confounding variable since the two groups differ in the time they were supposed to report to the testing room. Since the groups differed in terms of sleep deprivation and the time they were supposed to report to the testing room, the effect of sleep deprivation on learning could not be isolated.

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Step-by-step explanation:

2/5 x 1/3 = 2/15 inches squared

The cumulative downtime per year of an SLA percentage of 99.95 is 4 hours, 21 minutes, 58 seconds.

The  SLA Downtime refers to the time duration that a machine or service is unavailable.

The SLA Uptime is the amount of time a machine or service is available.

The cumulative downtime per year of an SLA percentage of 99.95 will give the following:

An SLA percentage of 99,95 gives 43 seconds daily downtime.

In a year, cumulative downtime = 43 seconds  * 365 = 15695 seconds

Converting to hours and minutes give a downtime of 4 hours, 21 minutes, 58 seconds.

In conclusion, downtime refers to unavailability of a given machine or service.

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The equation for the value of the bicycle is v(x) = 240 x (0.4)^x.

We have,

The value of the bicycle depreciates by 60% each year, which means that after each year, the value of the bike will be 40% of its previous year's value.

Let's say the initial value of the bike is $240, then we can write:

After one year, the value of the bike will be 40% of $240, which is:

= 0.4 x 240

= $96

After two years, the value of the bike will be 40% of $96, which is:

= 0.4 x 96

= $38.40

After three years, the value of the bike will be 40% of $38.40, which is:

= 0.4 x 38.40

= $15.36

We can see that the value of the bike is decreasing every year by 60% or multiplying by 0.4.

So, we can express the value of the bike after x years as:

v(x) = 240 x (0.4)^x

where x is the number of years since the bike was bought.

Therefore,

The equation for v(x) is v(x) = 240 x (0.4)^x.

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Answer:

Step-by-step explanation:

\(-8=-\frac32z\)         {swap sides}

\(-\frac32z=-8\)         {divide both sides by (-³/₂)}

\(z=-8\div(-\frac32)\\\\z=-8\times(-\frac23)\\\\z=-\frac{16}3=-5\frac13\)

Answer:

3×1/6 =1/2 is the answers for the question

Step-by-step explanation:

please give me brainlest

Students should be able to apply these concepts and tools in real-world situations, such as calculating the probability of winning a game or analyzing data from a scientific Experiment.

The probability is a measure of the possibility of an event happening. It is expressed as a fraction or decimal between 0 and 1, or as a percentage between 0% and 100%. Probability can be used to determine the likelihood of an event happening or not happening.

Data analysis is the process of analyzing data to extract valuable insights from it. It involves examining data sets to uncover trends, patterns, and relationships that can be used to make informed decisions. Data analysis is an important tool in many fields, including business, finance, and science.

The data analysis and probability unit test assesses students' understanding of these concepts and their ability to apply them in real-world situations.

The test typically includes questions that require students to use probability to determine the likelihood of an event happening or not happening, as well as questions that ask students to analyze data sets to extract valuable insights.In order to prepare for the data analysis and probability unit test, students should review the key concepts and formulas related to probability, such as the addition rule, the multiplication rule, and the complementary rule.

They should also practice analyzing data sets using tools like histograms, scatter plots, and box plots, and should be familiar with key concepts like mean, median, and mode.

Finally, students should be able to apply these concepts and tools in real-world situations, such as calculating the probability of winning a game or analyzing data from a scientific experiment.

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Answer:

The answer of A= 3×5×5×5=375. In Exponential form as 3¹-5³.

The answer of B. The highest common factor of 375 and 150 is 75.

Step-by-step explanation:

hope it helps you.

Answer:

a)3 x 5 x 5 x 5 = 375

b) 75

Step-by-step explanation:

b)The gcf of 150 and 375 is 75.

Steps to find GCF

Find the prime factorization of 150

150 = 2 × 3 × 5 × 5

Find the prime factorization of 375

375 = 3 × 5 × 5 × 5

To find the gcf, multiply all the prime factors common to both numbers:

Therefore, GCF = 3 × 5 × 5

GCF = 75

Answer:

Truth in Lending

$0

Step-by-step explanation:

Hope this helped! :)

Mike Sullivan recently retired as Professor of Mathematics at Chicago State University, having taught there for more than 30 years. He received his PhD in mathematics from Illinois Institute of Technology.

He is a native of Chicago’s South Side and currently resides in Oak Lawn, Illinois. Mike has 4 children; the 2 oldest have degrees in mathematics and assisted in proofing, checking examples and exercises, and writing solutions manuals for this project. His son Mike Sullivan, III co-authored the Sullivan Graphing with Data Analysis series as well as this series. Mike has authored or co-authored more than 10 books. He owns a travel agency and splits his time between a condo in Naples, Florida and a home in Oak Lawn, where he enjoys gardening.

Michael Sullivan, III has training in mathematics, statistics and economics, with a varied teaching background that includes 27 years of instruction in both high school and college-level mathematics. He is currently a full-time professor of mathematics at Joliet Junior College. Michael has numerous textbooks in publication, including an Introductory Statistics series and a Precalculus series which he writes with his father, Michael Sullivan.

Michael believes that his experiences writing texts for college-level math and statistics courses give him a unique perspective as to where students are headed once they leave the developmental mathematics tract. This experience is reflected in the philosophy and presentation of his developmental text series. When not in the classroom or writing, Michael enjoys spending time with his 3 children, Michael, Kevin and Marissa, and playing golf. Now that his 2 sons are getting older, he has the opportunity to do both at the same time!

Product details

Publisher ‏ : ‎ Pearson; 4th edition (8 January 2018)

Language ‏ : ‎ English

Hardcover ‏ : ‎ 1224 pages

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Answer:

-8

Step-by-step explanation:

It is best to think of the surface as a height of 0.

As the object is 8 meters BELOW the surface, we can think of it as 8 less than 0, which would be -8

Answer:

£2120

Step-by-step explanation:

First, you need to find 3% of £2000

£2000 ÷ 100 = 20

20 x 3 = £60

Since you gain £60 per year, you gain £120 for two years

£2000 + £120 =

£2120

To determine the number of gallons of paint needed to cover office 143, we need to know the square footage of the office.

Once we have that information, we can divide the square footage by the coverage rate per gallon to calculate the required amount of paint.

Let's assume the square footage of office 143 is 800 square feet.

Number of gallons needed = Square footage / Coverage rate per gallon

Number of gallons needed = 800 square feet / 50 square feet per gallon

Number of gallons needed = 16 gallons

Therefore, you would need approximately 16 gallons of paint to cover office 143, assuming each gallon covers 50 square feet.

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The point (5,300) on the graph of the Johnson family's distance traveled over time represents that after driving for 5 hours at an average speed of 60 miles per hour, they have traveled a total distance of 300 miles.
In this context, the x-coordinate (5) represents the time in hours, and the y-coordinate (300) represents the distance traveled in miles.

So, the point (5, 300) means that after 5 hours of driving at an average speed of 60 miles per hour, the Johnson family has traveled a total of 300 miles.

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LHL is equal to RHL then limit exist

LHL is not equal to RHL then limit does not exist.

As per the given data the graph of the function is given

Here we have to determine the limit at the indicated value of a, if it was exists.

You may have found the limit from one side instead of from both sides as notated.

Now we have to find:

\($\lim _{x \rightarrow a} f(x)$\) when a = 1

We find the left hand side limit and the right hand side limit at a = 1

So,

The Left hand limit is \($\lim _{\mathrm{x} \rightarrow 1^{-}} \mathrm{f}(\mathrm{x})=\frac{3}{2}$\)

The Right hand limit is \($\lim _{x \rightarrow 1^{+}}\) f(x) = 3

Here \($\lim _{x \rightarrow 1^{-}} f(x) \neq \lim _{x \rightarrow 1^{+}} f(x)$\)

Hence \($\lim _{x \rightarrow a}\) f(x) = DNE

From the graph we find the left hand limit and the right hand limit:

If Left hand limit = Right hand limit then limit exist

If then Left hand limit ≠ Right hand limit then limit does not exist.

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Use the graph of the given function f to determine the limit at the indicated value of a, if it exists.(If an answer does not exist, enter DNE.)

Graph attached at the end of solution

you may have found the limit from one side instead of from both sides as notated. how might you consider the limit as x approaches a from both sides?

Answer:

C

Step-by-step explanation:

30+0.05n=40

0.05n=40-30=10

n= 10÷0.05

n=200

The correct answer is d) f^(-1)(x) = x/3, as it represents the Inverse relationship of y = 3x.

To find the inverse of a function, we need to switch the roles of x and y and solve for the new y.

The given function is y = 3x.

To find its inverse, let's swap x and y:

x = 3y

Now, solve this equation for y:

Dividing both sides of the equation by 3, we get:

x/3 = y

Therefore, the inverse function of y = 3x is f^(-1)(x) = x/3.

Among the given options:

a) f^(-1)(x) = 1/3x

b) f^(-1)(x) = 3x

c) f^(-1)(x) = 3/x

d) f^(-1)(x) = x/3

The correct answer is d) f^(-1)(x) = x/3, as it represents the inverse relationship of y = 3x.

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1.AB || DC Given

m<BCD + m<BEF = 180 Given

2.<3 <1 Since AB and DC are parallel, corresponding angles are congruent

3.<4+<5 = 180 Substitution

4.<3 ≅<5 Angle Sum Property

5.<5 ≅<2 Since AB and DC are parallel, corresponding angles are congruent

6.<3≅ <2 Angle Sum Property

7. BC|| EF Transitive Property of Parallel Lines

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Answer:

scale factor is 1/7

Step-by-step explanation:

I am smart

Answer:

i honestly have no idea

Step-by-step explanation:

lol