PLEASE CAN SOMEONE HELP!!!
The second one because it is correct i just need to use up space her so ya bye
Calculate (6.25 x 10^9) − (3.44 x 10^8). NEED HELP ASAP WILL GIVE BRAINLIST Step by Step needed
5.906 x 10^9
5.906 x 10^8
2.81 x 10^9
2.81 x 10^1
Answer:
5.906 x 10^9
Step-by-step explanation:
(6.25 x 10^9) − (3.44 x 10^8).
step 1: make the exponents have common value
Move decimal point of 3.44 to the left once and add 1 to it's exponents.
that is 3.44 x10^8 becomes 0.344 x 10^9
= 6.25 x 10^9 - 3.44 x 10^8
= 6.25 x 10^9 - 0.344 x 10^9
step 2: bring out the common factor 10^9 since the exponents are the same.
Also, subtract the decimal numbers.
= (6.25 -0.344) 10^9
6.25 - 0.344 = 5.906
Therefore, the result is 5.906 x 10^9.
Sorry for the bad quality but Plsss help
Determine whether the pair of figures is sounds. Explain your reasoning.
No the shapes are not similar because they are different sizes
Yes, there’s similar because they are both right tangles
Yes, there are similar because they have proportional sidelines an equal angle measures
No, they are not similar because we don’t know the measure of the angles
Pls help will give brainlest.
2,400 in.³
I Love Maths :)
Use a net of the square pyramid, if necessary, to find the surface area of the pyramid.
Answer:
27 units squared
Step-by-step explanation:
First, we find the surface area of one of the triangles.
(3*3*0.5)
4.5
Next, we find the surface area of all of the triangles.
(4.5*4)
18
The next step is to find the surface area of the square.
(3*3)
9
The last step is to add the surface areas of the square and triangles together.
(18+9)
27
The surface area of the entire shape is going to be 27 units squared.
I can't math.
Find the number of x-intercepts of the graph of the function: y = 4x^2 + 4x + 1
Answer:
There is only one x intercept: x = -0.5 or -1/2
Step-by-step explanation:
To find the x-intercepts of the graph of the function, we need to find the values of x where y = 0. In other words, we need to solve the equation 4x^2 + 4x + 1 = 0 for x.
4x^2 + 4x + 1 = 0
(2x+1)^2 = 0
2x + 1 = 0
2x = 0 -1
x = -1/2
The stem-and-leaf plot displays data collected on the size of 15 classes at two different schools.
Bay Side School Seaside School
8, 6, 5 0 5, 8
8, 6, 5, 4, 2, 0 1 0, 1, 2, 5, 6, 8
5, 3, 2, 0, 0 2 5, 5, 7, 7, 8
3 0, 6
2 4
Key: 2 | 1 | 0 means 12 for Bay Side and 10 for Seaside
Part A: Calculate the measures of center. Show all work. (2 points)
Part B: Calculate the measures of variability. Show all work. (1 point)
Part C: If you are interested in a smaller class size, which school is a better choice for you? Explain your reasoning. (1 point)
PLEASE HELP ASAP !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Part A: To calculate the measures of center, we can find the median and the mean for each school.
For Bay Side School, the median class size is the average of the 8th and 9th values when the data is sorted in ascending order. The 8th and 9th values are both 25, so the median class size is 25.
To find the mean class size for Bay Side School, we can add up all the class sizes and divide by the total number of classes. The sum of the class sizes is 12 + 12 + 12 + 14 + 15 + 15 + 16 + 16 + 18 + 18 + 20 + 20 + 23 + 25 + 25 = 243. There are 15 classes, so the mean class size is 243/15 ≈ 16.2.
For Seaside School, the median class size is the average of the 8th and 9th values when the data is sorted in ascending order. The 8th and 9th values are both 15, so the median class size is 15.
To find the mean class size for Seaside School, we can add up all the class sizes and divide by the total number of classes. The sum of the class sizes is 10 + 10 + 10 + 11 + 12 + 15 + 15 + 16 + 17 + 17Part A (continued):
18 + 18 + 20 + 20 + 25 = 222. There are 14 classes, so the mean class size is 222/14 ≈ 15.9.
Therefore, the measures of center for Bay Side School are: median = 25, mean ≈ 16.2.
The measures of center for Seaside School are: median = 15, mean ≈ 15.9.
Part B: To calculate the measures of variability, we can find the range and the interquartile range (IQR) for each school.
For Bay Side School, the range is the difference between the largest and smallest class sizes. The largest class size is 25, and the smallest class size is 12, so the range is 25 - 12 = 13.
To find the IQR for Bay Side School, we need to find the first quartile (Q1) and the third quartile (Q3) of the data. From the stem-and-leaf plot, we can see that Q1 is 15 and Q3 is 20. Therefore, the IQR is 20 - 15 = 5.
For Seaside School, the range is the difference between the largest and smallest class sizes. The largest class size is 25, and the smallest class size is 10, so the range is 25 - 10 = 15.
To find the IQRPart B (continued): for Seaside School, we need to find the first quartile (Q1) and the third quartile (Q3) of the data. From the stem-and-leaf plot, we can see that Q1 is 12 and Q3 is 18. Therefore, the IQR is 18 - 12 = 6.
Therefore, the measures of variability for Bay Side School are: range = 13, IQR = 5.
The measures of variability for Seaside School are: range = 15, IQR = 6.
Part C: If you are interested in a smaller class size, Seaside School is a better choice because its measures of center are lower than those of Bay Side School, indicating that its class sizes tend to be smaller on average. Additionally, Seaside School has a smaller range and IQR, indicating less variability in class size. Therefore, there is less chance of encountering very large classes at Seaside School compared to Bay Side School.
PLEASE HELP!! THANK YOUUA
Answer:
13/8 in
Step-by-step explanation:
1) Since you know that there are 2 sticks with a length of 1/8 in, 3 sticks with a length of 2/8 in, and 1 stick with the length of 5/8 in, we need to add them together.
2) They have the same denominator, so we can add the fractions together easily. 1/8+1/8+2/8+2/8+2/8+5/8=13/8
The numbers 1-6 are written on slips of paper and placed in a bag. Megan draws two numbers in a row without replacement. What is the probability of Megan selecting an even number followed by a 3?
A) 1/6
B) 1/10
The probability of Megan selecting an even number followed by a 3 will be 1/10. Then the correct option is B.
What is probability?Its fundamental concept is that someone will nearly surely occur. The proportion of positive events in comparison to the total of occurrences.
Then the probability is given as,
P = (Favorable event) / (Total event)
Paper slips with the numbers 1-6 are collected in a bag. Without substitution, Megan draws two numbers consecutively.
The probability is given as,
P = (1/6) x (3/5)
P = (1/2) x (1/5)
P = 1/10
The probability of Megan selecting an even number followed by a 3 will be 1/10. Then the correct option is B.
More about the probability link is given below.
https://brainly.com/question/795909
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Can someone please help me with these two problems and explain to me how you would do it.
Answer:14
Step-by-step :The fractions have unlike denominators. First, find the Least Common Denominator and rewrite the fractions with the common denominator.
LCD(9/14, 2/7) = 14
Multiply both the numerator and denominator of each fraction by the number that makes its denominator equal the LCD. This is basically multiplying each fraction by 1.
(914×11)+(27×22)=?
Complete the multiplication and the equation becomes
914+414=?
The two fractions now have like denominators so you can add the numerators.
Then:
9+414=1314
This fraction cannot be reduced.
Therefore:
914+27=1314
* Note: You said to help with two problems, but the screenshots you attached are two different images of the same question. I'm not sure whether or not that was intentional, but either way I thought I should let you know.
Your answer should be:
-5/14
The explanation is as follows:
Our equations for this question is -9/14 + 2/7. This includes two fractions: -9/14 and +2/7.
First things first, we have to find a common denominator. Once we find a common denominator, we must change either one or both fractions, which includes both the numerator and denominator of said fraction(s), to fit the new denominator. In this case, our denominators are 14 and 7. Finding a new denominator is quite simple. We simply have to double 7, or multiply 7 by 2, in order to get 14. Since we get 14 from 7 already, we do not have to change -9/14. Instead, we will multiply 2/7 by 2. Both the numerator and the denominator will be multiplied. 2 * 2 = 4. Our new numerator is 4. 7 * 2 = 14. Our new denominator is 14. This creates a new fraction of 4/14. When replacing the equation with the new fraction, we are left with -9/14 + 4/14.
Now that all of the fractions have the same denominator, we can properly combine them; this time around, we will be adding the two fractions (as can be seen with the addition sign in the equation). When adding fractions, the numerators are combined, but the denominators are not. In fact, that is why we must have the same denominator for all of the fractions. For this equation, we will add the numerators of -9 and 4 and bring the denominator over. -9 is a negative number, meaning that it is less than 0. 4, or +4, is a positive number, meaning that is greater than 0. Since -9 and 4 are on opposite sides of the spectrum, whichever number is either more negative or more positive will be victorious. -9 is more negative than +4, so our answer will be negative. -9 + 4 = -5. (You can just think about -9 and decrease the value by +1 four times to have the effect of +4.) -5 is our new numerator. After bringing the denominator over, we are left with the fraction of -5/14.
Simplest form is literally just the most simple form of a fraction. The simplicity of a fraction is determined by how low of a value its denominator is. You decrease the value of the denominator by dividing it. However, whatever you divide the denominator by, you must also divide the numerator by. You cannot have a decimal value for neither the numerator nor the denominator. For example, if you were to divide -5/14 by 2, you would get -2.5/7. Since -2.5 is a decimal, this fraction is illegitimate/not allowed. With that being said, there is nothing that you can divide -5/14 by to get a smaller denominator that is not a fraction. (If you want to check, you can divide -5/14 by anything from 2-14 - but preferably not 1 since you will end up with the same exact fraction.)
Therefore, -9/14 + 2/7 = -5/14.
P.S, Here's a quick little tip or piece of advice I edited in because I figured it may help somewhere along the line. You can always try to use a math calculator to help (you); and, yes, they do have explanations. Good luck!
For some reason, Brainly won't let me say the names of the calculators I'm trying to recommend, so here are the links:
h t t p s : / / w w w . m a t h w a y . c o m / A l g e b r a
h t t p s : / / m a t h s o l v e r . m i c r o s o f t . c o m / e n
Sorry for the weird format, I had to space them out because Brainly won't accept the proper nouns for some reason.
Also, I'm not sure how free M's (the first one's) explanations are anymore, but I know that MMS's (the second one's) descriptions do not cost.
In a blueprint, each square has a side length of 1/4 inch.
a. Ceramic tile costs $5 per sqare foot. How much would it cost to tile the bathroom?
b. Carpet costs $18 per square yard. How much would it cost to carpet the bedroom and the living room?
Answer:
a. it would cost 30 dollars
b. it would cost 360 dollars
The cost to carpet the bedroom and the living room is $12.75.
Given that, in a blueprint, each square has a side length of 1/4 inch.
What is metric conversion?Metric Conversion refers to the conversion of the given units to desired units for any quantity to be measured.
a) Now, the dimensions of bathroom are length=3/4 inches and width=1/4 inches
Area of a bathroom =3/4 ×1/2
= 3/8 square inches
Cost of 1 square inch = 5/12 per square inch
So, cost to tile the bathroom = 3/8 ×5/12
= 15/96
= $0.15625
b) The dimensions of living room are length=7/4 inches and width=4/4 inches
Area of a living room = 7/4 ×4/4
= 28/16
Cost of 1 square inch = 18/3 per square inch
= $6 per square inch
Cost of carpet for the bathroom = 3/8 ×6
= $2.25
Cost of carpet for the living room = 28/16 ×6
= $10.5
Total =2.25+10.5
= $12.75
Therefore, the cost to carpet the bedroom and the living room is $12.75.
To learn more about the metric conversion visit:
brainly.com/question/21244256.
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A straight line is a function if it can be written in the form y = mx + b.
Question 1 options:
True
False
Drag the tiles to the correct boxes to complete the pairs. Not all tiles will be used.
Match the values with the statistical measures for these data points.
Answer:
Min = 32
lower quartile = 38
median = 46.5
upper quartile = 59
Max = 62
Step-by-step explanation:
The first thing to do is organize the numbers from the smallest number to the largest number. The median is in the middle its going to come down to (48-45)/2 =46.5 and the lower quartile is in between the median and the minimum which will be 38 and the upper quartile is between the median and the maximum which is 59
help me please help thx
Answer: 540.4 mm squared
Step-by-step explanation:
Since there are 5 triangles, we can find the area of each one and multiply it by 5:
(bh)/2 * 5
the base is 8 because in an isosceles triangle, you divide the bottom side by 2
(2*20)/2 * 5 =
20 * 5 =
100
We can add this to the base, 440.4, and get a result of 540.4
Answer: 540.4 mm squared
Step-by-step explanation:
Alice prepares a cheese sandwich for her supper. She stuffs an isosceles triangular cheese slice in it
which of the following is the possible side measures of the cheese slice.
a) 3 in,5 in,8 in
b) 4 in,4 in,6 in
c) 3 in,3 in,6 in
Answer:
your answer would be B
pls mark brainliest also this might help
Step-by-step explanation:
https://www.westada.org/site/handlers/filedownload.ashx?moduleinstanceid=276048&dataid=294376&FileName=ANSWER%20KEYS%207.G.2.pdf
The possible side measures of the cheese slice must be 4 in,4 in,6 in.
Option B is the correct option.
What is an isosceles triangle?An Isosceles triangle is a triangle that has two equal sides. Also, the two angles opposite the two equal sides are equal. In other words, we can say that "An isosceles triangle is a triangle which has two congruent sides".
Given that the shape of a cheese slice in the form of an isosceles triangle,
we need to determine the possible measurements,
So, according to the triangle inequality theorem, and the definition of the isosceles triangle,
The Triangle Inequality theorem says that in any triangle, the sum of any two sides must be greater than the third side.
The two sides should be congruent.
So, the triangle inequality rejects the option c and the definition of the isosceles triangle rejects the option a.
Hence the Option B is the correct option.
Learn more about isosceles triangle, click;
https://brainly.com/question/31739831
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3. In the statement 567 +39 = 606, which number is the sum?
A. 39
B. The statement does not contain a sum.
C. 567
D. 606
Answer:
D: 606
Step-by-step explanation:
-The sum is the final answer after adding numbers.
- 567 and 39 are consonants.
Find the missing angle on a quadrilateral. Angle C equals 80 degrees, Angle D equals 90 degrees, and angle E equals 135 degrees. What is the measure of Angle F?
A Pyramid has a square base with side s. The height of the pyramid is 2/3 that of its side. What is the expression for the volume of the pyramid?
Answer:
correct choice is option d \(v=2/9*s^3\)
Step-by-step explanation:
volume of pyramid is given by 1/3(Area of base* height)
Given base of pyramid is square with length of each side s
area of square is given by \(side^2\)
Thus, area of base of pyramid = \(s^2\)
Height of pyramid = 2/3 of side of base of pyramid = 2/3* s = 2s/3
Therefore volume of pyramid = 1/3(area of base of pyramid *Height of pyramid)
= \(1/3(s^2*2s/3)\)
= \(2/9*s^3\)
Thus, correct choice is option d \(v=2/9*s^3\)
Answer:
Option D
Step-by-step explanation:
\(v=\frac{2}{9} s^{3}\)
A spinner is divided into five sections, labeled A, B, C, D, and E. Devon spins the spinner 50 times and records the results in the table.
Based on the table above, make a prediction for 200 trials.
Answer:
Prediction for 200 trials: A- 40 times, B- 56 times, C- 48 times, D- 32 times, E- 24 times
Step-by-step explanation:
A=10/50=1/5 (then multiply by 200)
B=14/50=7/25 (then multiply by 200)
C=12/50=6/25 (then multiply by 200)
D=8/50=4/25 (then multiply by 200)
E=6/50=3/25 (then multiply by 200)
plz help its due in a couple of hours
HELP MEEEEE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The table shows the multiplication of two linear expressions. Select the correct reason for each step.
Reason 1:
Reason 2:
Reason 3:
Reason 4:
Answer:
Step-by-step explanation:
reason 1:
opening of brackets to solve the expression
reason 2:
in multiplication order is followed i.e. the number always lead the variable in the expression
reason 3:
for clarification brackets are added to multiply like terms i.e. numbers with numbers and variable with the variable
reason 4:
the solved and simplified expression is delivered as a result
1 1/3 + 3 3/5
give ur answer in a mixed number
Answer: 9/1 . or 9
Step-by-step explanation:
Conversion a mixed number 3 3/4 to a improper fraction: 3 3/4 = 3 3/4= 3 · 4 +3/4= 12 + 3/4 = 15/4
part 2
Conversion a mixed number 2 2/5to a improper fraction: 2 2/5 = 2 2/5= 2 · 5 +2/5= 10 + 2/5 = 12/5
part3
Multiple: 15/4 * 12/5 = 15 · 12/4 · 5 = 180/20= 9 · 20/1 · 20= 9
next intermediate step, , cancel by a common factor of 20 gives 9/1
Can you solve this for me? Thank you! :>
Answer:
Whatever you do one one side of the equal sign, you must do on the other side.
Step-by-step explanation:
HELP NOW!
Use the ratio . What operation can you do on both terms to find an equivalent ratio that has 1 as the
second term?
3. What is the elevator’s rate in feet per minute?
picture below
Answer:
1200 feet per minute.
Step-by-step explanation:
240 x 5 = 1200
4.2v - 5 - 6.5v
simplify the expression
Which of the following best describes the relationship between the variables on the scatter plot?
A: linear and non-linear association
B: non-linear association
C: linear association
D: no association
Solve for n.
–18.4 = 3.2(n + 3) + 0.8
please help!!
Answer: n= -9
Step-by-step explanation:
-18.4 = 3.2(n + 3) + 0.8
-18.4 = 3.2n + 9.6 + 0.8
-18.4 = 3.2n + 10.4
-28.8 = 3.2n
-9 = n
Coordinate Plane Dilation
Answer:
B. (36, -12)
Step-by-step explanation: