Please help me out, Use whole numbers and fractions to write 8.24 in expanded form.

The solution to the inequality is y ≤ -8. This means that any value of y that is less than or equal to -8 will satisfy the original inequality.

To solve the inequality y + 7 ≤ -1, we need to isolate the variable y on one side of the inequality sign.

Starting with the given inequality:

y + 7 ≤ -1

We can begin by subtracting 7 from both sides of the inequality:

y + 7 - 7 ≤ -1 - 7

y ≤ -8

The solution to the inequality is y ≤ -8. This means that any value of y that is less than or equal to -8 will satisfy the original inequality.

In the context of a number line, all values to the left of -8, including -8 itself, will make the inequality true. For example, -10, -9, -8, -8.5, and any other value less than -8 will satisfy the inequality. However, any value greater than -8 will not satisfy the inequality.

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The following question may be like this:

What is a solution of the inequality shown below? y+7≤-1

Answer: I am going to assume that 1/4 is 1 over 4 ( a fraction ) and that it is the same for 1/64

A) 0.00390625

B)     0.015625^4  <------( Here is the equation. when i put it in a calculator it was too long. here is the answer that gave me: 5.96046448 e-8 )

Answer: \(17.67\)

Step-by-step explanation:

Given

Sample  of 12 measurements has a mean of 16.5 and

a sample of 15 measurements has a mean of 18.6

Take \(\bar{x_1},n_1\) be the mean and no of measurements

and \(\bar{x_2},n_2\) be the mean and no of measurements in second case

\(\therefore \bar{x_1}=\dfrac{\sum a_1}{n_1}\\\\\Rightarrow \sum a_1=\bar{x_1}\times n_1\\\\\Rightarrow \sum a_1=198\quad \ldots(1)\)

Similarly,

\(\therefore \bar{x_2}=\dfrac{\sum a_2}{n_2}\\\\\Rightarrow \sum a_2=\bar{x_2}\times n_2\\\\\Rightarrow \sum a_2=279\quad \ldots(2)\)

Mean of 27 measurements

\(\Rightarrow \bar{x_3}=\dfrac{\sum a_1+\sum a_2}{n_1+n_2}\\\\\Rightarrow \bar{x_3}=\dfrac{198+279}{12+15}\\\\\Rightarrow \bar{x_3}=\dfrac{477}{27}\\\\\Rightarrow \bar{x_3}=17.67\)

Judy Chicago and Nancy Spero have in common an interest in making site-specific artwork. (option c)

Both Judy Chicago and Nancy Spero share a deep interest in feminism, which has strongly influenced their artistic pursuits. Feminism is a social and political movement advocating for equal rights and opportunities for women. These artists have actively engaged with feminist themes in their works, using art as a means of expressing their perspectives on gender inequality, women's experiences, and the importance of women's voices.

Similarly, Nancy Spero's art often addresses themes of female identity and the struggles faced by women. She frequently incorporates images and texts that convey narratives of female oppression, empowerment, and resilience. Spero's interest in feminism can be seen through her use of historical and mythological references, as well as her exploration of female archetypes and figures from different cultures.

In contrast, neither Judy Chicago nor Nancy Spero is specifically associated with color-field painting. Color-field painting is a style of abstract painting that emerged in the mid-20th century, characterized by large fields of solid color and a focus on the expressive qualities of color itself. While both artists may have explored color in their works, it is not a primary interest or defining aspect of their artistic practices.

Hence the correct option is (c)

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Answer:

C

Step-by-step explanation:

got it right

Answer:

an item marked down 20% to $9.60

Took it on edge Have a splendid day <3

Answer:

Yes

Step-by-step explanation:

There are two cases: Case 1: x is even, so x can be modelled as a generic number 2n, where n is a positive integer. Clearly this product is divisible by two. ... Hence, it is safe to generalise that the term x²-x is divisible by 2 for any positive integer x.

Answer:

Step-by-step explanation:

No, because \((x^2-x)/2\) does equal \(x^2/2-x/2\). Honestly, it really depends on the value of x, as it provide whether or not the expression is divisible by 2.

The forecast for May using a five-month moving average is 39 (Option E).

Moving average is used for smoothing out time series data to find any trends or cycles within the data. A five-month moving average is the average of the past five months. To calculate the moving average, add up the sales for the previous five months and divide it by five.

According to the question, the sales for the previous five months are: Nov. 39 Dec. 27 Jan. 40 Feb. 42 Mar. 41 April 47

We have to add the sales of these five months, which gives:

27 + 40 + 42 + 41 + 47 = 197

To find the moving average for May, we divide this sum by 5:

197 / 5 = 39.4

Since we have to round the answer to the nearest whole number, we round 39.4 to 39, which is option E.

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Answer:

Option B, \(13.32\ x\)

Step-by-step explanation:

Step 1:  Determine an equation

\(Last\ month\ +\ This\ month\)

\(3.75\ x + (0.85 * 3.75\ x * 3)\)

\(3.75\ x + (3.1875\ x * 3)\)

\(3.75\ x + 9.5625\ x\)

\(13.3125\ x\)

Answer: Option B, \(13.32\ x\)

Answer:

70 cents

Step-by-step explanation:

lol mark as brainliest ig

Answer:

See explanation

Step-by-step explanation:

First, determine how many cents are in a dollar.

Now, it says you spent 30 cents, meaning you do not have that money anymore.

This means you must take "cents in a dollar - 30"

The answer you get is how much you have left! Feel free to check with me once you have calculated your answer!

Based on the information, the two integers are 30 and 31.

Let the first integer be x. The second consecutive integer will be (x + 1).

So, the smaller integer = 2x

The larger integer = 3(x + 1)

Their sum = 153

Forming the equation now -

2x + 3(x + 1) = 153

Performing multiplication on Left Hand Side of the equation

2x + 3x + 3 = 153

Performing addition on Left Hand Side of the equation

5x = 153 - 3

Performing subtraction on Right Hand Side of the equation

5x = 150

x = 150/5

Performing division on Right and Side of the equation

x = 30

Smaller integer = 30

Large integer = 30 + 1

Large integer = 31

Thus, the two integers are 30 and 31.

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After the teacher moves to a more abstract approach to adding two-digit numbers on day three, the next step in the lesson series could be to introduce regrouping or carrying over when adding two-digit numbers. This would involve teaching students how to add the tens and ones separately and then combining them to get the final answer. The teacher could also provide practice problems and hands-on activities to reinforce this concept.

1. Review the concrete methods previously taught for adding two-digit numbers, such as using base-ten blocks or place value charts.
2. Introduce the abstract method of adding two-digit numbers by stacking the numbers vertically, aligning the ones and tens place, and adding the digits column by column.
3. Demonstrate the process with an example, emphasizing the importance of carrying over when the sum in a column exceeds 9.
4. Provide students with additional practice problems to reinforce the abstract method and check their understanding.
5. Gradually increase the complexity of the problems as students become more comfortable with the abstract approach.

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In the given image the triangle POR and triangle FGH are not equal or similar to each other.

What are triangles?

Triangles are a particular sort of polygon in geometry that have three sides and three vertices. Three straight sides make up the two-dimensional figure shown here. An example of a 3-sided polygon is a triangle. The total of a triangle's three angles equals 180 degrees. One plane completely encloses the triangle.

In ΔPQR, the line segment PQ measures 35 units.

In ΔPQR, the line segment PR measures 49 units.

In ΔPQR, the line segment QR measures 63 units.

In ΔFGH, the line segment FG measures 69 units.

In ΔFGH, the line segment GH measures 38 units.

In ΔFGH, the line segment HF measures 67 units.

These two triangles are not similar to each other.

Both these triangles have different measurements of line segments.

Both these triangles have no data available for their angles.

The only way the two triangles are similar is that they both are scalene triangles as they both have different measuring sides.

Therefore, the two triangles are not similar.

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The height at time t (in seconds) of a mass, oscillating at the end of a spring, is s(t) = 300 + 16 sin t cm. We have to find the velocity and acceleration at t = π/3 s.

Let's first find the velocity of the mass. The velocity of the mass is given by the derivative of the position of the mass with respect to time.t = π/3 s
s(t) = 300 + 16 sin t cm
Differentiating both sides of the above equation with respect to time
v(t) = s'(t) = 16 cos t cm/s

Now, let's substitute t = π/3 in the above equation,
v(π/3) = 16 cos (π/3) cm/s
v(π/3) = -8√3 cm/s

Now, let's find the acceleration of the mass. The acceleration of the mass is given by the derivative of the velocity of the mass with respect to time.t = π/3 s
v(t) = 16 cos t cm/s
Differentiating both sides of the above equation with respect to time
a(t) = v'(t) = -16 sin t cm/s²
Now, let's substitute t = π/3 in the above equation,
a(π/3) = -16 sin (π/3) cm/s²
a(π/3) = -8 cm/s²
Given, s(t) = 300 + 16 sin t cm, the height of the mass oscillating at the end of a spring. We need to find the velocity and acceleration of the mass at t = π/3 s.
Using the above concept, we can find the velocity and acceleration of the mass. Therefore, the velocity of the mass at t = π/3 s is v(π/3) = -8√3 cm/s, and the acceleration of the mass at t = π/3 s is a(π/3) = -8 cm/s².
At time t = π/3 s, the velocity of the mass is -8√3 cm/s, and the acceleration of the mass is -8 cm/s².

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Answer:

Step-by-step explanation:

Since the candy is in the shape of a triangular pyramid, we can use the formula for the volume of a pyramid:

Volume of pyramid = (1/3) x base area x height

We know the height of the candy is 12 mm, and the volume of the candy is 204 mm³. So we can rearrange the formula to solve for the base area:

base area = (3 x Volume of pyramid) / (height)

base area = (3 x 204 mm³) / (12 mm)

base area = 51 mm²

Therefore, the area of the base of the candy is 51 mm².

Anything that strengthens a response or increases the probability that it will occur is called a "reinforcer". A reinforcer can be anything that the individual finds rewarding or motivating, such as praise, a high five, a tangible reward, or a positive experience.

The use of reinforcers is a common technique in behavior modification and is often used in educational and therapeutic settings. By identifying and providing reinforcers for desired behaviors, individuals can be motivated to continue those behaviors, which in turn increases the probability of success. Reinforcement can also be used to shape new behaviors, by gradually reinforcing steps towards the desired behavior until the full behavior is achieved. In summary, reinforcement is a powerful tool for increasing the probability of desired behaviors and can be used in a variety of settings to improve outcomes.

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Answer:

Step-by-step explanation:

x = (20 + 12)/2

x = 32/2

x = 16

Answer:

17

Step-by-step explanation:

Answer:

B. 9,000,000,000

Step-by-step explanation:

From the given information:

We are to determine the best estimate of the number of bottles sold this year and last year.

The best estimate means rounding up to the nearest whole number.

Given that:

7,234,267,990 bottles of water were purchased this year

2,000,900,999  bottles of water were purchased last year

The estimate of the bottles sold this year and last year from the above value is:

= 7,000,000,000 + 2,000,000,000

= 9,000,000,000

False. The derivative of the function f(x) = 5sin(x) + cos(x) is not equal to -5cos(x) - sin(x). The correct derivative of f(x) can be obtained by applying the rules of differentiation.

To find the derivative, we differentiate each term separately. The derivative of 5sin(x) is obtained using the chain rule, which states that the derivative of sin(u) is cos(u) multiplied by the derivative of u. In this case, u = x, so the derivative of 5sin(x) is 5cos(x).

Similarly, the derivative of cos(x) is obtained as -sin(x) using the chain rule.

Therefore, the derivative of f(x) = 5sin(x) + cos(x) is:

f'(x) = 5cos(x) - sin(x).

This result shows that the derivative of f(x) is not equal to -5cos(x) - sin(x).

In summary, the statement that f'(x) = -5cos(x) - sin(x) is false. The correct derivative of f(x) = 5sin(x) + cos(x) is f'(x) = 5cos(x) - sin(x).

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Answer:

the value of pi is 3.14159

Answer: slope for line b is 2

Step-by-step explanation:

If a line is parallel to another, that means they have the same slope, different y-intercept.

Since it's given that a is parallel to b, that means the slope is the same, thus the slope of b is 2.

Answer:

19/40

Step-by-step explanation:

⅛ over 50

⅖ women

5 x 8 = 40

8 x 2 = 16

1 x 5 = 5

16 + 5 = 21

40 - 21 = 19

19/40

Answer:

19/40 are men under 50

Step-by-step explanation:

Given:

\(\begin{aligned}\textsf{Men under 50 yrs old} & = \textsf{total proportion of men} - \textsf{proportion of men over 50}\\\\& = \left(1-\dfrac{2}{5}\right)-\dfrac{1}{8}\\\\& = \dfrac{3}{5}-\dfrac{1}{8}\\\\& = \dfrac{3 \cdot 8}{5 \cdot 8}-\dfrac{1 \cdot 5}{8 \cdot 5}\\\\& = \dfrac{24}{40}-\dfrac{5}{40}\\\\& = \dfrac{19}{40}\end{aligned}\)

To check this, let's assign a number to the total number of players and use this to help us calculate the proportion of players who are men under 50 years old.

Let the total number of video game players be 400.

If 2/5 of all video game players are women, then the proportion of all video game players that are men is:  1 - 2/5 = 3/5

⇒ total number of men = 3/5 of 400 = 3/5 × 400 = 240

If 1/8 of all video game players are men over 50 years old then:

⇒ number of men over 50 yrs old = 1/8 × 400 = 50

Therefore:

⇒ number of men under 50 yrs old = 240 - 50 = 190

Finally, the fraction of men under 50 years old from all video game players is the number of men under 50 divided by the total number of men.

⇒ men under 50 years old = 190/400 = 19/40

Answer:

Write the equation of the line in slope-intercept with a slope of 1 and passing through the (0,-1)

y = x - 1

Write the equation of the line in slope-intercept with a slope of 4 passing through the (-2,1)

y = 4x + 9

Step-by-step explanation:

Write the equation of the line in slope-intercept with a slope of 1 and passing through the (0,-1)

y = mx + b

if slope is 1, m= 1

y = x + b

if passing through (0,-1), then y = -1, x = 0

-1 = (0) + b

b = -1

then

y = x - 1

Write the equation of the line in slope-intercept with a slope of 4 passing through the (-2,1)

y = mx + b

if slope is 4, m= 4

y = 4x + b

if passing through (0,-1), then y = 1, x = -2

1 = 4(-2) + b

b = 9

then

y = 4x + 9

Answer: C is the answer your welcome

Step-by-step explanation:

Answer:

It is going to be G - 3,024 m²

Step-by-step explanation:

:)

Answer:

approximately 7.5265in

Step-by-step explanation:

Area = length x width

2.75 x 2.75 = 7.5265in

Mrs. Bernard can take her son to the trampoline park for up to 3.64 hours, as long as she spends no more than $20.

An equation is a mathematical statement that expresses two expressions using an equals sign (=). It is used to show the relationship between the two expressions, which can be numbers, variables, or a combination of both. An equation is often used to solve for a particular unknown value, such as the slope of a line or the solution to a problem. Equations can also be used to express an idea, such as the Laws of Motion in Physics.

To solve this equation, we need to rearrange the equation so that it reads 3x + 5.50 < 20. Once rearranged, we can solve for x, which equals 3.64. This means Mrs. Bernard can take her son to the trampoline park for 3.64 hours, as long as she spends no more than $20.

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