x/3 + 1/3 = -1/2

how do i solve for x?

g(h(0)):

answer: g[h(0)]=3

The provided C++ program prompts the user for an amount in dollars and converts it to equivalent amounts in Mexican Pesos, Euros, and Japanese Yen, displaying the results in a formatted table.

Here's an example C++ program that solves the currency conversion problem described in Lab Lesson 3 Part 1:

```cpp

#include <iostream>

#include <iomanip>

int main() {

   const double PESO_CONVERSION = 20.06;

   const double EURO_CONVERSION = 0.99;

   const double YEN_CONVERSION = 143.08;

   double dollars;

   std::cout << "Enter the amount in dollars: ";

   std::cin >> dollars;

   double pesos = dollars * PESO_CONVERSION;

   double euros = dollars * EURO_CONVERSION;

   double yen = dollars * YEN_CONVERSION;

   std::cout << std::fixed << std::setprecision(2);

   std::cout << "Dollars\tPesos\t\tEuros\t\tYen" << std::endl;

   std::cout << dollars << "\t" << std::setw(10) << pesos << "\t" << std::setw(10) << euros << "\t" << std::setw(10) << yen << std::endl;

   return 0;

}

```

This program prompts the user to enter an amount in dollars, then performs the currency conversions and displays the equivalent amounts in Mexican Pesos, Euros, and Japanese Yen. It uses named constants for the conversion rates and formats the output according to the provided specifications.

When the input dollar amount is 27.40, the program should produce the following output:

```

Dollars     Pesos          Euros          Yen

27.40       549.64         27.13          3920.39

```

Make sure to save the program in a file named "CurrencyConv.cpp" and compile and run it using a C++ compiler to see the expected results.

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Complete Question:

C++

Part 1of 2 for Lab Lesson 3

Lab Lesson 3 has two parts.

Lab Lesson 3 Part 1 is worth 50 points.

This lab lesson can and must be solved using only material from Chapters 1-3 of the Gaddis Text.

Problem Description

Write a C++ program that performs currency conversions with a source file named CurrencyConv.cpp . Your program will ask the user to enter an amount to be converted in dollars. The program will display the equivalent amount in Mexican Pesos, Euros, and Japanese Yen.

Create named constants for use in the conversions. Use the fact that one US dollar is 20.06 Pesos, 0.99 Euros, and 143.08 Yen.

Your variables and constants should be type double.

Display Details

Display the Dollars, Pesos, Euros, and Yen under headings with these names. Both the headings and amounts must be right justified in tab separated fields ten characters wide. Display all amounts in fixed-point notation rounded to exactly two digits to the right of the decimal point.

Make sure you end your output with the endl or "\n" new line character.

Expected Results when the input dollar amount is 27.40:

  Dollars         Pesos       Euros         Yen

    27.40        549.64       27.13     3920.39

Failure to follow the requirements for lab lessons can result in deductions to your points, even if you pass the validation tests. Logic errors, where you are not actually implementing the correct behavior, can result in reductions even if the test cases happen to return valid answers. This will be true for this and all future lab lessons.

Answer:

both angles are 92 degrees

Step-by-step explanation:

88+c=180

c=92

c and b are vertical angles and all vertical angles are equal

Answer:

135 cm

Step-by-step explanation:

Answer:

Perimeter formula of a rectangle:

\(perimeter = 2(length + width)\)

perimeter » 26 cm

width » 4 cm

let the length be l :

\(26 = 2(l + 4)\)

divide all sides by 2:

\( \frac{26}{2} = \frac{2(l + 4)}{2} \\ \\ 13 = l + 4\)

subtract 4 from either sides:

\(13 - 4 = (l + 4) - 4 \\ 9 = l \\ \\ { \boxed{ \boxed{length = 9 \: \: centimeters}}}\)

Answer:

The slope is 4/3.

Step-by-step explanation:

Hope this helps!

a)The chance that no call will be handled in 10 seconds  is 0.0067

b) 0.2642 percent of classes will be processed in two seconds at least.

A figure or ratio that reflects a fraction of 100 is known as a percentage in mathematics. In addition to ratios, fractions, and decimals, it is one of the ways to depict a dimensionless connection between two numbers. Frequently, the symbol "%" is used after the number to indicate percentages.

given,

The number of phone calls handled by the communications switch in a 10-second period is represented by the Poisson random variable n.

a)the chance that no call will be handled in 10 seconds is

for 10 sec= λ= 10*0.5 = 5 calls per sec

P(X=0) \(e^{-5}\)(5)° / 0!

P(X=0)= 0.0067

b) percent of classes will be processed in two seconds at least is

for 2 sec =λ = 0.5 *2 = 1

P(X≥2) = 1- P(X<2)

= 1-[P(X=2) + P(X=1)]

=0.2642

a)The chance that no call will be handled in 10 seconds  is 0.0067

b) 0.2642 percent of classes will be processed in two seconds at least.

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━━━━━━━━━━━━━━━ ♡ ━━━━━━━━━━━━━━━  

849381 - 9 = 849372

━━━━━━━━━━━━━━━ ♡ ━━━━━━━━━━━━━━━  

Answer:

I belive the answer is 10

Step-by-step explanation:

$9.74

$9.63

_____

$0.11 rounded to the nearest thenth of a percent is 10

Answer:= ( -$0.09 / $9.63 )*100%

                      ≅ -0.9 %     (note: -0.9% means 0.9% decrease)

Step-by-step explanation:

a. The probability of a correct decision on each trial is 0.1.

b. The expected number of correct decisions in seven trials is 0.7.

c. The probability of no correct decisions in seven trials is approximately 0.478.

d. The probability that the psychic guesses incorrectly in all seven trials is approximately 0.0078.

What is probability?

Probability is a way to gauge how likely something is to happen. Many things are difficult to forecast with absolute confidence. Using it, we can only make predictions about the likelihood of an event happening, or how likely it is. Probability can range from 0 to 1, with 0 denoting an impossibility and 1 denoting a certainty.

a. If the psychic is guessing (i.e., does not possess ESP), there are 10 boxes, and only one of them contains the crystal.

Therefore, the probability of a correct decision on each trial is -

p = 1/10 = 0.1

b. If the psychic is guessing, the expected number of correct decisions in seven trials can be found by multiplying the probability of a correct decision on each trial (0.1) by the number of trials (7) -

E(X) = np = 7 × 0.1 = 0.7

Therefore, the number of correct decisions is 0.7.

c. If the psychic is guessing, the probability of no correct decisions in seven trials can be found using the binomial distribution formula -

\(P(X=0) = (n\ choose\ x) \times p^x \times (1-p)^{(n-x)}\)

In this case, n = 7, x = 0, and p = 0.1.

Substituting these values into the formula, we get -

\(P(X=0) = (7\ choose\ 0) \times 0.1^0 \times 0.9^7 = 0.478\)

Therefore, the probability value is 0.478.

d. If the psychic has ESP and p = 0.5, the probability of guessing incorrectly on any trial is -

q = 1 - p

q = 1 - 0.5

q = 0.5

The probability of guessing incorrectly in all seven trials can be found using the binomial distribution formula -

\(P(X=7) = (n\ choose\ x) \times p^x \times q^{(n-x)}\)

In this case, n = 7, x = 7, p = 0.5, and q = 0.5.

Substituting these values into the equation, we get -

\(P(X=7) = (7\ choose\ 7) \times 0.5^7 \times 0.5^0 = 0.0078\)

Therefore, the probability value is 0.0078.

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The Tampa bay skeptics performed an experiment to see whether an acclaimed psychic has extrasensory perception (ESP). A crystal was placed, at random, inside 1 of 10 identical boxes lying side by side on a table. The experiment was repeated seven times, and x, the number of decisions, was recorded. (Assume that the seven trials are independent.)

a. If the psychic is guessing (i.e., if the psychic does not possess ESP), what is the value of p, the probability of a correct decision on each trial?

b. If the psychic is guessing, what is the expected number of correct decisions in seven trials?

c. If the psychic is guessing, what is the probability of no correct decisions in seven trials?

d. Now suppose the psychic has ESP and p=.5. What is the probability that the psychic guesses incorrectly in all seven trials.

The symmetric difference of two sets is the set of elements that are in either of the sets, but not in their intersection. In this case, the intersection of {1, 3, 5} and {1, 2, 3} is {1, 3}, so the symmetric difference is the set of elements that are in either {1, 3, 5} or {1, 2, 3}, but not in {1, 3}. This set is {2, 5}, since 2 is in {1, 2, 3} but not in {1, 3, 5}, and 5 is in {1, 3, 5} but not in {1, 2, 3}. Therefore, the symmetric difference of {1, 3, 5} and {1, 2, 3} is {2, 5}.

Step 1: Identify the two sets.
Set A = {1, 3, 5}
Set B = {1, 2, 3}

Step 2: Find the difference between the two sets.
A - B = {5} (elements in A that are not in B)
B - A = {2} (elements in B that are not in A)

Step 3: Combine the two differences to find the symmetric difference.
Symmetric Difference = A - B ∪ B - A

Your answer: The symmetric difference of {1, 3, 5} and {1, 2, 3} is {2, 5}.

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Answer:

Gertrude, Bart, Hermione, Jojo

Step-by-step explanation:

Ok to start of lets identify the money in each bank account

I will not be using names to make this simpler.

Student A: $-100.54

Student B: $95.88

Student C: $50.00

Student D: $-120.37

Lets pretend that were not talking about money to help you understand this.

So just from glancing at this you'd think -120.37 would be the most because its the largest number correct?

Well you have to include the negative sign. The negative sign shows that this number is below 0.

Lets take a look at the other negative number.

-100.54

Greater or less than -120.37?

-100.54 is actually greater than -120.37

Why?

On a number line, the negative side, your counting back from 0. So the farther away you are from 0 for negatives, the less that number is.

So -120.37 would be the least and -100.54 would be the second least.

The greatest would be 95.88 because its greater than 50.

So the order would be 95.88, 50, -100.54, then -120.37

Just find which students that goes with and your done!

If you ever need more help don't be afraid to reach out and I hope that helps!

Answer:

1.    10

2.   26.6

Step-by-step explanation:

Answer:

0.125

Step-by-step explanation:

\( \frac{1}{2} \div 4\)

\( \frac{1}{2} \times \frac{1}{4} \)

\( \frac{1}{8} \: or \: 0.125\)

Answer:

0.125

Step-by-step explanation:

The equation to make a conjecture about the temperature if the ice is 1/3 in is x = (1/3 - b) / m

Let's denote the thickness of the ice as 'y' and the temperature as 'x'. From the scatter plot, we can identify two points on the line. Let's call them (x₁, y₁) and (x₂, y₂). We can then calculate the slope of the line using the formula:

m = (y₂ - y₁) / (x₂ - x₁)

Once we have the slope, we can substitute the coordinates of any point on the line, let's say (x₁, y₁), and the slope into the slope-intercept form equation. This will allow us to determine the value of 'b'. We can rearrange the equation to solve for 'b':

b = y₁ - mx₁

Now that we have the values of 'm' and 'b', we can write the equation of the line.

Having determined the equation of the line, we can now use it to make a conjecture about the temperature when the ice is 1/3 inch thick. We substitute 'y' with 1/3 in the equation and solve for 'x':

1/3 = mx + b

By rearranging the equation, we can solve for 'x':

x = (1/3 - b) / m

Substituting the values of 'm' and 'b' into this equation will give us an estimate of the temperature when the ice thickness is 1/3 inch.

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Answer:

6 inches

Step-by-step explanation:

Answer:

525

Step-by-step explanation:

hope this helps

Answer:

526

Step-by-step explanation:

Answer:

β, α, γ

Step-by-step explanation:

The figure only shows us the side lengths of the triangle, but is asking for the angles.

Thus, we have to use the angle relationships of a triangle to answer the question.

⭐What are the angle relationships of a triangle?

α° is opposite of the side length with 9 cm.

β° is opposite of the side length with 12 cm.

γ° is opposite of the side length with 5 cm.

∴ The angles from highest to the least are β, α, γ

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Answer:

Step-by-step explanation:

The answer should be BAY but if i check it don't work

Answer:

-7/3 is the correct answer

Answer:

Step-by-step explanation:

3a. This work no correct

3b. First we need to convert the mixed fraction into a regular fraction:

3с.

\(\displaystyle\\-4\frac{7}{8} $x$\displaystyle{\frac{2}{3}} =\\\\-\frac{4*8+7}{8} $x$\displaystyle{\frac{2}{3}} =\\\\-\frac{32+7}{8} $x$\displaystyle{\frac{2}{3}} =\\\\-\frac{39}{8} $x$\displaystyle{\frac{2}{3}} =\\\\-\frac{39*2}{8*3} =\\\\-\frac{13}{4} =\\\\-3\frac{1}{4}\)

Overall fraction of sold seats is 0.63333...

First we use the fact that 2/3 of the seats are located on the main floor and the number of seats on the main floor is 600, so the total number of seats can be calculated as follows:

Total number of seats = 600 / (2/3) = 900 seats

Next, we can find the number of seats in the balcony:

Balcony seats = Total number of seats - Main floor seats = 900 - 600 = 300 seats

Next, we can find the number of sold floor seats:

Sold floor seats = 4/5 * 600 = 480 seats

And the number of sold balcony seats:

Sold balcony seats = 1/2 * 300 = 150 seats

Finally, to find the overall fraction of sold seats in the theater, we add the number of sold floor seats and the number of sold balcony seats and divide by the total number of seats:

Overall fraction of sold seats = (480 + 150) / 900 = 0.63333... (rounded to the nearest hundredth)

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Answer:

2 inches

Step-by-step explanation:

The area of the metal plate can be calculated by subtracting the area of the hole from the area of the original plate. The area of the original plate is:

8 inches x 4 inches = 32 square inches

The area of the hole is:

8 inches x 4 inches = 32 square inches

So the area of the metal that remains is:

32 square inches - 32 square inches = 0 square inches

According to the equation given, we know that:

(8 + 2x)(4 + 2x) - 32 = 32

Expanding this equation we get:

32 + 16x + 8x + 4x^2 - 32 = 32

Simplifying and rearranging we get:

4x^2 + 24x - 32 = 0

Dividing both sides by 4 we get:

x^2 + 6x - 8 = 0

We can solve this quadratic equation by factoring:

(x + 4)(x - 2) = 0

So x = -4 or x = 2. Since the width of the frame cannot be negative, the only valid solution is x = 2.

Therefore, the frame width is 2 inches.

A simple random sample of 50 adults were asked to reveal their gross annual incomes, variance of sample is an estimate of the variance of the population but may differ from the variance of the population.

The variability in a particular sample is determined using sample variance. A sample is a collection of observations taken from a population that can accurately reflect the entire population. The sample variance is calculated in relation to the data set mean. Additionally called the estimated variance.

The spread of the data points in a particular data set around the mean is measured using sample variance. The population refers to all observations made of a group. Calculating the population's variance becomes challenging as the number of observations rises. In this case, a predetermined number of observations are chosen that can be applied to the entire group as a whole.

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Complete question;

A simple random sample of 50 adults were asked to reveal their gross annual incomes. The variance of this sample:

Given:

The temperature on a mountain peak was 7°F at 6:00 p.m.

By 8:00 p.m., the temperature had dropped to 0°F.

To find:

The temperature at 11:00 p.m. if the temperature continued to drop at about the same rate.

Solution:

Time between 6:00 p.m. to 8:00 p.m. is 2 hours.

Change in temperature in 2 hours is -7°F.

Change in temperature in 1 hours is \(-\dfrac{7}{2}^\circ\)F.

Time between 8:00 p.m. to 11:00 p.m. is 3 hours.

Change in temperature in 3 hours is \(3\times \dfrac{-7}{2}^\circ\)F, i.e., \(-\dfrac{21}{2}^\circ\)F.

Now, the temperature at 11:00 p.m is:

\(0-\dfrac{21}{2}=-10.5\)

Therefore, the temperature at 11:00 p.m. is -10.5°F.

Note: All options are incorrect.

Answer:

C

Step-by-step explanation:

-7 x7 = - 49

-2x2= - 4

-49x-4 = 196

Answer and Step-by-step explanation:

(-7²)×(-2²)

49 times 4

(a negative number squared becomes a positive number.

-7 squared is the same thing as -7 times -7, which is 49.

-2 squared is the same thing as -2 times -2, which is 4.

C. 196 is the answer.

     3

     49

  x   4

_____

   196

(40 times 4, + 4 times 9)

( 160 + 36 = 196)

#teamtrees #WAP (Water And Plant)

Answer:

x2 + x = 42

Step-by-step explanation:

x = nhmber

x² = its square

then:

The sum of a number and its square is 42 is:

x² + x = 42

Answer:

ans is 9√3

tan∅=p/b

tan60=p/9

9√3=p

Answer:

Triangle PST ≅ Triangle PQR by ASA

Step-by-step explanation:

We know that because line segments PS and PR are congruent, then ∠PRS and ∠PSR must also be congruent because of the Isosceles Triangle Theorem, which states that if two sides of a triangle are congruent, then angles opposite those sides are congruent.

Therefore, the angles supplementary to ∠PRS and ∠PSR (∠PRQ and ∠PST respectively) must also be congruent to each other since we've already stated that ∠PRS and ∠PSR are congruent due to the Isosceles Triangle Theorem.

So, we can prove triangles PST and PQR congruent by ASA (Angle-Side-Angle).

To determine the proportion of 7th graders interested in taking art classes, Luna needs to collect data from a representative sample of 7th graders and calculate the ratio of those interested in art to the total number of students in the sample.

To find the proportion of 7th graders interested in taking art classes, Luna needs to gather information from a sample of students in her school. Ideally, the sample should be representative of the entire population of 7th graders.

Luna can conduct a survey or interview a random sample of 7th graders, asking them if they are interested in taking art classes. It's important to ensure the sample is unbiased and includes a diverse range of students.

Once Luna has collected the data, she can determine the proportion by dividing the number of students interested in art by the total number of students in the sample. For example, if Luna surveyed 100 students and found that 30 of them were interested in art, the proportion would be 30/100, which simplifies to 0.3 or 30%.

It's worth noting that the proportion calculated from the sample represents an estimate of the proportion in the entire population of 7th graders at her school. The larger the sample size and the more representative it is of the population, the more accurate the estimate will be.

To obtain a more precise estimate of the proportion of 7th graders interested in art, Luna could expand her survey to include a larger sample size or conduct the survey over multiple time periods to capture a broader range of students' interests.

Overall, by collecting data from a representative sample of 7th graders and calculating the ratio of those interested in art to the total number of students in the sample, Luna can determine the proportion of 7th graders at her school who are interested in taking art classes.

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Answer: X has to be greater than or equal to 15/7 for the inequality to be true.

Step-by-step explanation:

here are the steps to solve the inequality 25-2x≤5(2-x):

Start by simplifying the right side of the inequality: 5(2-x) = 10 - 5x

Now we can substitute this back into the original inequality: 25 - 2x ≤ 10 - 5x

Next, we need to combine like terms on both sides of the inequality: 25 - 7x ≤ 10

Now we'll add 7x to both sides: 25 ≤ 10 + 7x

Subtract 10 from both sides: 15 ≤ 7x

Finally, divide both sides by 7: 15/7 ≤ x

The solution set is x ≥ 15/7.

So x has to be greater than or equal to 15/7 for the inequality to be true.

Answer:

-5 ≥ x  or x ≤ -5

Step-by-step explanation:

25 - 2x ≤ 5(2 - x)

distribute the 5 to eliminate the parentheses:

25 - 2x ≤ 10 - 5x

now combine like terms:

15 - 2x ≤ -5x

15 ≤ -3x

-5 ≥ x  or x ≤ -5

the inequality symbol gets switched whenever you multiply or divide by a negative value