Solve for z.
4/z
12/5

Answer:

1 minute = 1/6

2 minutes = 1/3

3 minutes =1/2

Step-by-step explanation:

one can eat a bag in 15 minutes so in 1 minute this cat can eat 1/15 of a bag

the other cat can eat a bag in 10 minutes so in 1 minute the cat can eat 1/10 of the bag

to find how much they can eat in 1 minute, add 1/10 and 1/15 which gives you 1/6. to find 2 and 3 minutes just multiply by 1/6 by 2 or 3

Answer:

6 squared

Step-by-step explanation:

Answer: Equation: 6x+ 5.76=34.14

Answer x=4.73

Step-by-step explanation

Just look at the answer on the website =/

Answer:

If the remainder we get is zero then it is terminating otherwise the number will be repeating.

Step-by-step explanation:

In order to find whether a number is terminating or repeating, divide the numerator with the denominator. If the remainder we get is zero, then it is a terminating number and if we do not get zero as remainder, it is a repeating number.

In division algorithm, when the remainder is zero, we get a terminating algorithm as the algorithm stops or terminates.

Answer:

The answer is A, $330

Step-by-step explanation:

Answer:

330$

Step-by-step explanation:

165-123.75=41.25

41.25+41.25=82.50

247.5+82.5=330$

Hope this helps

Answer:

182

Step-by-step explanation:

Answer:

200

Step-by-step explanation:

if x is the original number:

\(0.7x = 140\\7x = 1400\\x = 200\)

Answer:

Let x be the length of one side of the square field.

Since the field is divided into two squares, the total length of the fencing is 2x + 2x = 4x.

And since the problem states that it takes 406 yards of fencing to enclose the field,

we can set up the equation: 4x = 406.

Solving for x, we get x = 101.5

So the dimensions of the field would be 101.5 yards by 101.5 yards.

Step-by-step explanation:

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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Answer:

10.5 gallons

Step-by-step explanation:

48000 cm3 = 48 litres (1 litre = 1000 cm3)

Therefore if 1 litre = 1.75 pints then 48 litres = 48 x 1.75 = 84 pints.

Finally if 8 pints = 1 gallon

then 84 pints = (84 x 1) / 8 = 10.5 gallons

When the sample mean and sample standard deviation are given with a number in a sample use t-test.

To compute a confidence interval for a given only the number in a sample;

Sample mean:

The average of a group of data is called a sample mean. A data set's central tendency, standard deviation, and variance can all be determined using the sample mean. A population average can be determined using the sample mean, among other things.

Sample standard deviation:

The t-factor establishes the sampling variate for the population mean and related sample distribution.

Except for replacing the typically unknowable population value with the sample standard deviation, this variate is comparable to the formulation obtained by utilizing the CLT. The parameter v determines which member of a family of t-distributions, known as the number of degrees of freedom, is the describing sample distribution. Values are tabulated in the same way as the normal distribution, even though the formula for the distribution curve is complex.

The sample mean and sample standard deviation is given with a number in a sample use t-test.

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The answer to the question is 'False.'

Raw scores that have been mathematically transformed to have a designated mean and standard deviation are called standardized scores.

Standardized scores are scores that have a mean of 0 and a standard deviation of 1. This means that all standardized scores are expressed in standard deviation units above or below the mean. By using standardized scores, we can compare scores from different tests or distributions that may have different units of measurement or different means and standard deviations. Standard scores are represented by z-scores. Z-scores represent the number of standard deviations from the mean that a particular score falls. Z-scores help in comparing different scores on different scales and determine where a particular score stands in relation to the rest of the scores. A z-score of 0 indicates that the score is at the mean, while a positive z-score indicates that the score is above the mean and a negative z-score indicates that the score is below the mean.

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Answer:

0.42

Step-by-step explanation:

Add 9 to 3 to get 12, divide 12 by 100 and add it to 0.3 to get your answer.

Answer: x=-3    x=2    x=-0,5

Step-by-step explanation:

2x³+3x²-11x-6=

2x³+(6x²-3x²)-11x-6=

(2x³+6x²)-3x²-11x-6=

2x²(x+3)-(3x²+11x+6)=

2x²(x+3)-(3x²+(9x+2x)+6)=

2x²(x+3)-((3x²+9x)+(2x+6))=

2x²(x+3)-(3x(x+3)+2(x+3))=

2x²(x+3)-(x+3)(3x+2)=

(x+3)(2x²-(3x+2))=

(x+3)(2x²-3x-2)=

(x+3)(2x²-4x+x-2)=

(x+3)(2x(x-2)+(x-2))=

(x+3)(x-2)(2x+1)

(x+3)(x-2)(2x+1)=0

x+3=0

x=-3

x-2=0

x=2

2x+1=0

2x=-1

Divide both parts of the equation by 2:

x=-0.5

Answer:-5 to -10 to 10 to 1

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Answer:

J; (1, -10)

K; (-1, -10)

L; (1,-8)

M; (-1, -8)

Step-by-step explanation:

I double-checked and they are all right. hope this helps!

Answer:

1st,4th,5th option.

Step-by-step explanation:

Let evaluate each option.

A segment bisector is a line segment, ray, and/or line that bisects a line into two congruent parts. LM splits JK and KH into congruent parts. The first option is correct.

A perpendicular bisector is a line segment,ray and/or line that intersects a line segment,ray at a right angle. We don't have a perpendicular angle here and so that isn't a option.

M isn't a vertex of congruent angles as there is none in this figure.

The fourth and fifth option are correct. They both are on the segment bisector so they split the figure segments into two congruent parts. Since they are on the line segment and bisects it, they are considered the midpoint or middle point of the figure side.

Answer:

\( y = x^2 -5x +6\)

And for this case we want to find the zeros or x interceps r and s so we want to rewrite the function on this way:

\( y = (x-r) (x-s)\)

The reason why we have two zeros is because the degree of the polynomial is 2. If we find two numbers that adding we got -5 and multiplied 6 we solve the problem. For this case the solution is r =3, s =2

\( y=(x -2)) (x-3)\)

Step-by-step explanation:

For this problem we have the following polynomial given:

\( y = x^2 -5x +6\)

And for this case we want to find the zeros or x interceps r and s so we want to rewrite the function on this way:

\( y = (x-r) (x-s)\)

The reason why we have two zeros is because the degree of the polynomial is 2. If we find two numbers that adding we got -5 and multiplied 6 we solve the problem. For this case the solution is r =3, s =2

\( y=(x -2)) (x-3)\)

Answer:

300

Step-by-step explanation:

2+3+1=6

1800=6 parts

1 part=1800/6=300

The smallest share among the three brothers is 300 birrs.

The ratio is defined as the comparison of two quantities of the same units that indicates how much of one quantity is present in the other quantity.

Given that, we divide 1800 birrs to three brothers in the ratio 2:3:1,

Let the amount they hold be 2x, 3x and x

Therefore, 2x+3x+x = 1800

6x = 1800

x = 300

Hence, The smallest share among the three brothers is 300 birrs.

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Answer:

25

Step-by-step explanation:

(2,9)

this needs 20 characters

A monomial is an algebraic expression that consists of only one term. Examples of monomials include 4x², a + 6, and a + b + c + d.

In the given example, (a) 4x² is a monomial because it consists of only one term, 4x². (b) a + 6 is also a monomial because it consists of only one term, a + 6. (c) a + 6 + c is not a monomial because it consists of more than one term, namely a + 6 and c. (d) a + b + c + d is also not a monomial because it consists of more than one term, namely a, b, c, and d.

To calculate the value of a monomial, we must first determine its degree. The degree of a monomial is the sum of the exponents of its variables. For example, the degree of 4x² is 2 because it consists of only one variable, x, with an exponent of 2.

Once the degree of a monomial is determined, its value can be calculated by substituting the values of its variables. For example, if x = 3, then 4x² = 4(3)² = 36.

In summary, a monomial is an algebraic expression that consists of only one term. Its degree is the sum of the exponents of its variables. To calculate its value, substitute the values of its variables into the expression.

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Answer:

9/9 × 7 is equal to 7

9/9 × 7 =

9/9 × 7/1 =

9 × 7 = 63

9 × 1 = 9

63/9 ÷ 9 = 7

The statement that best defines the term "experiment" in the context of probability is (a) "A process that leads to only one of several possible outcomes."

An experiment is a process that is carried out to observe and study the outcome of an event or phenomenon. In probability, an experiment refers to a process that can have multiple outcomes, and the outcome cannot be predicted with certainty before the experiment is carried out.

For example, rolling a dice is an experiment in probability since it has multiple possible outcomes (rolling a 1, 2, 3, 4, 5, or 6) and the outcome cannot be predicted with certainty. Similarly, flipping a coin is also an experiment in probability since it can have two possible outcomes (heads or tails) and the outcome cannot be predicted with certainty.

On the other hand, option (b) is incorrect since a random trial whose outcome can be predicted on the basis of mathematical analysis is not an experiment but a deterministic process. Option (c) is also incorrect since a process that may or may not confirm a hypothesis does not define an experiment in the context of probability.

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The multiplication model represented by the image is given as follows:

12(4 x 10) + (3 x 10) + (6 x 10) + 18.

A multiplication operation is equivalent to consecutive additions.

For the green squares, the following addition is obtained:

10 + 10 + 10 + 10 + 6.

(which is the number of squares painted green).

Considering a multiplication with consecutive additions, it is written as follows:

4 x 10 + 6.

For the red squares, the expression is:

4 + 4 x 10 + 2 = 4 x 10 + 6.

For the blue squares, the expression is:

8 + 3 x 10 + 8

3 x 10 + 16

For the white squares, the expression is:

2 + 6 x 10

Hence the total model is calculated as follows:

4 x 10 + 6 + 4 x 10 + 6 + 3 x 10 + 16 + 2 + 6 x 10

(4 x 10)(6 + 6) + (3 x 10) + (6 x 10) + 18.

12(4 x 10) + (3 x 10) + (6 x 10) + 18.

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Answer: 140 female runners

Step-by-step explanation:

First find out the number of runners:

= 42% * 10,000

= 4,200 runners

Then find out the number of female runners:

= 4,200 * 1/3

= 1,400 female runners

Sally finished faster than 90% of the female runners which means that 10% finished faster or at the same time as her.

= 10% * 1,400

= 140 female runners

Answer:

80

Step-by-step explanation:

5x2x8=80

Answer:

volume= 8*2*5

=80cube

Answer: letter B. -2,-1.5,0

Step-by-step explanation: hope it helps

The order from least to greatest are;

⇒ -2, -2, -2, -2, -1.5, -1.5, -1.5, 0, 0, 0, 0, |-1.5|

Here,

The list of ordered pair are;

−1.5, −2, 0, , −2, −1.5, 0, , |−1.5|, −2, 0, , −2, −1.5, 0, ,

We have to arrange it from least to greatest.

What is Modulus function?

The modulus function give the absolute value of a number irrespective of the number being positive or negative.

Now,

The list of ordered pair are;

−1.5, −2, 0, , −2, −1.5, 0, , |−1.5|, −2, 0, , −2, −1.5, 0.

Since, |-1.5| = 1.5

And, -2 < -1.5

So, The order from least to greatest are;

⇒ -2, -2, -2, -2, -1.5, -1.5, -1.5, 0, 0, 0, 0, |-1.5|

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Amir’s gas tank had 1L of gas in it. Then he drove to his cousin’s house and back and had 1/3 L left.  Amir used a total of 1/3L gas in each direction

From the question, we have the following parameters that can be used in our computation:

Initial amount = 1L

Remaining amount = 1/3L

The amount of gas he used in each direction is calculated as

Amount used in each direction =(Initial amount - Remaining amount)/2

Substitute the known values in the above equation, so, we have the following representation

Amount used in each direction =(1L - 1/3L)/2

Evaluate

Amount used in each direction =1/3L

Hence, the amount is 1/3L

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Here is the complete question:

Amir’s gas tank had 1L of gas in it. Then he drove to his cousin’s house and back and had 1/3 L left. How much gas did he use in each direction?