Selma spent

3/10 of her allowance on a new backpack. What percent of her allowance did she spend?


Selma spent ?% of her allowance on a new backpack.

Answer:

\(-9x-10y\)

Step-by-step explanation:

\(10yi^2-9x \\ \\ =10y(-1)-9x \\ \\ =-9x-10y\)

The rocket returns to the ground after 3.15 seconds (approximately) since the other solution corresponds to the time when the rocket is first launched.

To find when the rocket returns to the ground, we need to find the time when the height is zero.

We can solve the equation -16t^2 +100t+2 = 0 by using the quadratic formula:

\(t = \frac{-b\ _-^+ \sqrt{(b^2 - 4ac))}}{2a}\)

where a = -16, b = 100, and c = 2.

Substituting these values, we get:

\(t = \frac{-100\ _-^+ \sqrt{(100^2 - 4(-16)(2)}}{2(-16)}\\t = \frac{-100\ _-^+ \sqrt{(10000 +128}}{-32}\\\\Now,\ for\ the\ positive\ case,\\\\t = \frac{-100 +100.64}{-32}\\\\t = 0.02 seconds\)

\(Now,\ for\ the\ negative\ case,\\t = \frac{-100 -100.64}{-32}\\t = 3.15 seconds\)

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The standard error for the sample was 0.13 when "for the 25 students, the standard deviation of grade points was 0.65 and the mean was 2.89."

The standard deviation of a statistic's sampling distribution, or an estimate of that standard deviation, is the statistic's standard error. The term "standard error of the mean" is used when referring to a statistic that is the sample mean. By dividing the standard deviation by the square root of the sample size, the standard error is determined. By taking into account the sample-to-sample variability of the sample means, it provides the precision of a sample mean.

Here,

The standard error=standard deviation/√number of samples

=0.65/√25

=0.65/5

=0.13

When "for the 25 students, the standard deviation of grade points was 0.65 and the mean was 2.89," the standard error for the sample was 0.13.

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Step-by-step explanation:

using formula method... insert the variables

Answer:

Step-by-step explanation:

138° - 80° = 58°

Answer:

Rectangle

ABCD

LMNO

PQRS

Area

8 sq. cm

12 sq. cm

6 sq. cm

Length

4 cm

4 cm

2 cm

Breadth

2 cm

3 cm

3 cm

Length × Breadth

4 cm × 2 cm = 8 cm2

4 cm × 3 cm = 12 cm2

2 cm × 3 cm = 6 cm2

In each case we observe the length × breadth = Area of the rectangle.

Therefore, area of rectangle = length × breadth = l × b sq. units

From the above multiplication, we get the following facts:

Length of the rectangle = Area of the RectangleBreadth of the Rectangle

Breadth of the rectangle = Area of the RectangleLength of the Rectangle

Answer:7 familes

21 divided by 3=7

Step-by-step explanation:

Answer:

7 families

Step-by-step explanation:

xnnhcnhffnhdbhdgndnydyndn

Answer:x − x^{2} − 1.

Step-by-step explanation:

.

The two column proof is completed by

Statement                                            Justification

1. DE || KL                                        1. Given

2. < DFE ≅ < LF-K                            2. Vertical Angles Theorem

3. < DEF ≅ < LKF                            3. Alternate Interior Angles Theorem

4. Δ FDE ≅ Δ FLK                           4. AAS postulate

According to the AAS Postulate, triangles are congruent if two angles and the non-included side of one triangle are congruent with two angles and the non-included side of another triangle.

In the given problem the side is non included and the angels are congruent and hence completes the proof

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SOLUTION

The total cost of the books is $8

Calculating 20% off gives

Therefore the amount paid is $6.40

Answer: #3

Step-by-step explanation:

We determine the cumulative weight retained at each sieve and then calculate the cumulative percentage passing by dividing the cumulative weight passing by the total weight of the sample and multiplying by 100.

To calculate the percentage passing for each sieve size in a sieve analysis, we need to determine the cumulative percentage passing at each sieve size.

The sieve analysis provides information about the particle size distribution of an aggregate sample. It involves passing the sample through a series of sieves with different mesh sizes, and measuring the amount of material retained on each sieve.

To calculate the percentage passing, we first need to determine the cumulative weight retained at each sieve size. This is done by subtracting the weight retained on a particular sieve from the weight retained on the previous sieve.

Once we have the cumulative weight retained, we can calculate the cumulative percentage passing by dividing the cumulative weight passing by the total weight of the sample and multiplying by 100.

Here is an example:

Sieve Size (mm) | Weight Retained (g)

4.75 | 50

2.36 | 30

1.18 | 20

0.6 | 15

0.3 | 10

0.15 | 5

To calculate the cumulative percentage passing:

Calculate the cumulative weight retained:

Cumulative weight retained at sieve 4.75 mm = 50 g

Cumulative weight retained at sieve 2.36 mm = 50 g + 30 g = 80 g

Cumulative weight retained at sieve 1.18 mm = 80 g + 20 g = 100 g

Cumulative weight retained at sieve 0.6 mm = 100 g + 15 g = 115 g

Cumulative weight retained at sieve 0.3 mm = 115 g + 10 g = 125 g

Cumulative weight retained at sieve 0.15 mm = 125 g + 5 g = 130 g

Calculate the cumulative percentage passing:

Cumulative percentage passing at sieve 4.75 mm = (Total weight - Cumulative weight retained) / Total weight * 100 = (130 g - 50 g) / 130 g * 100 = 61.54%

Cumulative percentage passing at sieve 2.36 mm = (130 g - 80 g) / 130 g * 100 = 38.46%

Cumulative percentage passing at sieve 1.18 mm = (130 g - 100 g) / 130 g * 100 = 23.08%

Cumulative percentage passing at sieve 0.6 mm = (130 g - 115 g) / 130 g * 100 = 11.54%

Cumulative percentage passing at sieve 0.3 mm = (130 g - 125 g) / 130 g * 100 = 3.85%

Cumulative percentage passing at sieve 0.15 mm = (130 g - 130 g) / 130 g * 100 = 0%

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Step-by-step explanation:

\( \frac{1}{u} + \frac{1}{v} = \frac{1}{f} \)

\( \frac{1}{v} = \frac{1}{f} - \frac{1}{u} \)

\( \frac{1}{v} = \frac{u - f}{uf} \)

\(v = \frac{uf}{u - f} \)

Answer:

1.41

Step-by-step explanation:

Square root of 1 squared+4-3 = 1.41

hope this helped : )

Answer:

I seem to be late but I feel like the answer is X = 12.

Step-by-step explanation:

I will start out with my expression .

First step i take is adding 3 to both sides of the expression. \(\sqrt{x} +4 - 3+3 = 1 + 3\) . This leaves me with \(\sqrt{x}+4 = 4\).

My second step I will need to remove the check mark thingy away from the expression. In order for me to do that, I am going to have to square both sides of the expression giving me this!  \(\sqrt{x} +4^{2} = 4^{2} = x +4 = 16\) .

Now for my final step which will be to remove 4 from both sides of my expression. X + 4 – 4 =16 – 4 = x = 12.

Leaving me with my answer of X = 12

I hope this helped you I just turned this assignment in not too long ago.

Answer:

someone help call the police candice just got shot

Step-by-step explanation:

ahahahahahahahhahaa

Answer:

3m

Step-by-step explanation:

1 month =3 movies

m month =3*m movies

Divide the numerator by the denominator to create a mixed number from an incorrect fraction. The mixed number is created after the division in such a way that the achieved quotient becomes the whole number, the leftover becomes the new numerator, and the denominator stays the same.

A mixed number is one that combines both a proper fraction and a full number. Mixed fractions are another name for mixed numbers.

A fraction that has the numerator higher than or equal to the denominator is said to be inappropriate. "Top-heavy" fractions are sometimes used to describe improper fractions.

Follow these procedures to convert a mixed number to an incorrect fraction:

1. Divide the entire number by the numerator.

2. Increase the numerator by that sum.

3. Add that total to the denominator from the previous step.

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Answer:

What is the question? I am confused?

Answer:

  x - 4y = 0 . . . in standard form

  y = (1/4)x . . . in slope-intercept form

Step-by-step explanation:

The slope of the given line is ...

  m = (y2 -y1)/(x2 -x1) = (9 -(-7))/(-1 -3) = 16/-4 = -4

The slope of the perpendicular line is the negative reciprocal of this:

  desired slope = -1/m = -1/-4 = 1/4

This can be used in the point-slope form of the equation of a line:

  y -h = m(x -k) . . . . . line with slope m through point (h, k)

Your perpendicular line has a slope of 1/4 and goes through point (4, 1), so its equation can be written as ...

  y -1 = (1/4)(x -4)

  y = (1/4)x -1 +1

  y = (1/4)x

In standard form, this is ...

  4y = x

  x -4y = 0

The correct option is  (d) f(x,y) = 1/450, O < x, y < 30 and x+y = 30 be constant on the region where x and y are nonnegative and x + y s 30.

f(x,y) is constant on the region where x and y are nonnegative and x+y ≤ 30To find: f(x, 30-y)

Solution:

Let us first sketch the line x+y = 30 on xy-plane.  graph{y=-x+30 [-10, 10, -5, 5]}

The line x+y = 30 divides the xy-plane into two regions:

Region 1: x+y < 30 or y < 30-x, which is below the line

Region 2: x+y > 30 or y > 30-x, which is above the line

We are given that f(x,y) is constant on the region where x and y are nonnegative and x+y ≤ 30.

In other words, f(x,y) is constant in the region bounded by the x-axis, y-axis and the line x+y = 30 (including the line).

Let A(x, y) be any point in this region.

Let B(x, 30-y) be the reflection of the point A(x,y) about the line x+y = 30. Then, OB is the horizontal line passing through A and OC is the vertical line passing through B. graph{y=-x+30 [-10, 10, -5, 5]}  

Since f(x,y) is constant in the region, it is same at all the points in the region.

Therefore, f(A) = f(B)

Now, B is obtained from A by reflecting it about the line x+y = 30. Thus, the x-coordinate of B is same as that of A, i.e. x-coordinate is x. Further, the y-coordinate of B is obtained by subtracting y-coordinate of A from 30. Therefore, y-coordinate of B is 30-y.

Hence, we can write B as B(x, 30-y).

Therefore, we have f(A) = f(B(x, 30-y))Thus, f(x, 30-y) = f(x,y) for all non-negative x and y satisfying x+y ≤ 30.

The correct option is  (d) f(x,y) = 1/450, O < x, y < 30 and x+y = 30.

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About \(80.5\%\) of the variation in y can be attributed to the linear relationship with x.

Used the concept of correlation coefficient that states,

The proportion of the variation in y that can be explained by the linear relationship between x and y can be determined by squaring the correlation coefficient

Given that,

When paired variables are considered, the linear correlation coefficient is,

\(r=0.897\)

Hence the proportion of the variation in y explained by x is,

\(r^2 = (0.897)^2\)

\(r^2 = 0.804609\)

This means that about \(80.5\%\) of the variation in y can be attributed to the linear relationship with x.

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The number of polynomials of degree n with rational coefficients is denumerable.

To prove this, let's consider the set of polynomials with degree n and rational coefficients. A polynomial of degree n can be represented as P(x) = a_nx^n + a_{n-1}x^{n-1} + ... + a_1x + a_0, where a_i are rational coefficients.

For each coefficient a_i, we can associate it with a pair of integers (p, q), where p represents the numerator and q represents the denominator (assuming a_i is in reduced form). Since integers are denumerable and pairs of integers are also denumerable, the set of all possible pairs (p, q) is denumerable.

Now, let's consider all possible combinations of these pairs for each coefficient a_i. Since there are countably infinitely many coefficients (n + 1 coefficients for degree n), we can perform a countable Cartesian product of the set of pairs (p, q) for each coefficient. The countable Cartesian product of denumerable sets is also denumerable.

Hence, the set of all polynomials of degree n with rational coefficients can be represented as a countable union of denumerable sets, which makes it denumerable.

Now, let's deduce that the set of algebraic numbers is denumerable. An algebraic number is a root of a polynomial with rational coefficients. Each polynomial has a finite number of roots, and we have just shown that the set of polynomials with rational coefficients is denumerable. Therefore, the set of algebraic numbers, being a subset of the roots of these polynomials, is also denumerable.

In conclusion, the number of polynomials of degree n with rational coefficients is denumerable, and as a consequence, the set of algebraic numbers is also denumerable.

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Answer:

20

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

Answer:

- 11 ≤ x ≤ - 3

Step-by-step explanation:

Inequalities of the type | x | ≤ a , have a solution of the form

- a ≤ x ≤ a

Then

| x + 7 | ≤ 4

- 4 ≤ x + 7 ≤ 4 ( subtract 7 from each interval )

- 11 ≤ x ≤ - 3

The length of yz if y is between x and z is 16.

A line segment contains two fixed-length endpoints A and B. This line segment's length refers to the distance among its endpoints A & B.

The line segment is thus a component or part of the a line with two endpoints. A line segment, unlike a line, has a fixed length.

A line segment's length can be measured in metric units like millimetres and centimetres, or in customary measures such as feet or inches.

Now, according to the question;

The equation of the line is given as;

xy= 11d, yz= 9d-2, xz= 5d+28

As, point y lies in between x and z.

Thus, the line has a total distance of xz which comprises of xy and yz.

Thus,

xz = xy + yz

substituting the given values in this;

5d + 28 = 11d + 9d - 2

Solving the equation;

5d + 28 = 20d -2

15d = 30

d = 2

Put d =2 in yz equation.

yz  = 9d - 2

yz = 9×2 - 2

yz  = 16.

Therefore, the value of the length of line segment yz is 16.

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The correct question is-

Find the length of yz if y is between x and z

xy= 11d, yz= 9d-2, xz= 5d+28

Step-by-step explanation:

\( \underline{ \underline{ \text{Given}}} : \)

\( \underline{ \underline{ \text{To \: Find}}} : \)

\( \underline{ \underline { \text{Solution}}} : \)

\( \angle \: ACB = \angle \: ABC = 65 \degree\) [ Base angles of isosceles triangle are equal ]

\( x \degree + 65 \degree + 65 \degree = 180 \degree\) [ Sum of angle of a triangle ]

⟼ \( x \degree + 130 \degree = 180 \degree\)

⟼ \( x \degree = 180 \degree - 130 \degree\)

⟼ \( x = 50 \degree\)

\( \red{ \boxed{ \boxed{ \tt{Our \: final \: answer : \boxed{ \underline{ \tt{x = 50 \degree}}}}}}}\)

Hope I helped ! ♡

Have a wonderful day / night ! ツ

▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

Answer: To find the discount, simply multiply the original selling price by the %discount:

ie:  39 x 33/100= $12.87

So, the discount is $12.87.

Step-by-step explanation: To find the sale price, simply minus the discount from the original selling price:

ie: 39- 12. 87=  26.13

So, the sale price is $26.13

The rectangle's area is 54 square centimeters, and its diameter is 30 centimeters. The rectangle's length is 9 centimeters.

An example of a quadrilateral is a rectangle, which has four vertices that are all 90 degrees apart and parallel sides that are equal to one another. As a result, it is sometimes referred to as an equiangular quadrilateral. The rectangle is a 2D shape with 4 sides, 4 corners, and 4 right angles. The length of each pair of the diagonal sides of a rectangle is equal, with one pair being longer than the other. If all the sides of a rectangle were the same size, the shape would be referred to as a square.

given

Area of a rectangle is defined as length times width, 

When we now swap l=9 and A=54, 

P=2l+2b,

 P=2(9)+2(6)=18+12=30cm, is the formula for the rectangle's perimeter.

The rectangle's area is 54 square centimeters, and its diameter is 30 centimeters. The rectangle's length is 9 centimeters.

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If queen bee has a colony of 2000 drones and 18000 worker bees, One-sixth (1/6) of the worker bees in the queen bee's colony are drones.

The total number of bees in the queen bee's colony is the sum of drones and worker bees. Therefore, we can calculate the total number of bees as follows:

Total number of bees = number of drones + number of worker bees

Total number of bees = 2000 + 18000

Total number of bees = 20000

Out of the total number of worker bees (18000), 6000 are foragers. Therefore, the number of worker bees that are not foragers is:

Number of worker bees that are not foragers = 18000 - 6000

Number of worker bees that are not foragers = 12000

Now we can find the part of worker bees that are drones by dividing the number of drones by the total number of bees that are not foragers:

Part of worker bees that are drones = number of drones / number of worker bees that are not foragers

Part of worker bees that are drones = 2000 / 12000

Part of worker bees that are drones = 1/6

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