Find the cost of fencing a rectangular garden at the rate of Rs.7.5 per m, if its length and breadth are in the ratio 4:3 and its area is 1200 m^2

Answer:

25 games

Step-by-step explanation:

We need to write an inquality to figure out how many games (which costs $6 with Plan A), you would need to play for that to have cost more than unlimited play for $149

\(6a > 149\)

$6 for a game for Plan A versus $149 set fee

Solve for a by diving by 6

It comes to 24.833 (repeating), but since this is a word problem, we need to round up

edit: i have no idea why it formatted weird ahhh sorry

To find a nontrivial solution of a system of equations without performing row operations is to recognize that the column on the left side is the sum of the and columns.

To find a nontrivial solution of a system of equations, we can observe the relationship between the columns in the augmented matrix representing the system. If the column on the left side is the sum of the and columns, then there exists a nontrivial solution. Let's consider a system of equations with variables x, y, and z. The augmented matrix representing the system can be written as [A|B], where A represents the coefficients of the variables and B represents the constant terms.

If we notice that the column on the left side is the sum of the and columns, i.e., the sum of the first and second columns equals the third column, then we can conclude that the system of equations has a nontrivial solution. This means that there are infinitely many solutions to the system, rather than a unique solution. By recognizing this relationship, we can determine that the system is dependent, and we can find a nontrivial solution by setting one of the variables as a free variable and expressing the other variables in terms of it. This allows us to generate a solution set that satisfies the system of equations without performing row operations.

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Answer:

a = 20°

b = 160°

c = 125°

u = 110°

v = 70°

w = 110°

x = 70°

y = 110°

z = 110°

Step-by-step explanation:

Theorems

Using the Vertical Angles Theorem:

⇒ a = 20°

Using the Angles on a straight line Theorem:

⇒ 20° + b = 180°

⇒ b = 180° - 20°

⇒ b = 160°

Using the Vertical Angles Theorem:

⇒ c + 35° = b

⇒ c + 35° = 160°

⇒ c = 160° - 35°

⇒ c = 125°

Using the Vertical Angles Theorem:

⇒ u = 110°

⇒ v = 70°

Using the Same-side Exterior Angles Theorem:

⇒ v + w = 180°

⇒ 70° + w = 180°

⇒ w = 180° - 70°

⇒ w = 110°

Using the Corresponding Angles Postulate:

⇒ y = 100°

Using the Vertical Angles Theorem:

⇒ y = z = 110°

Using the Angles on a straight line Theorem:

⇒ x + z = 180°

⇒ x + 110° = 180°

⇒ x = 180° - 110°

⇒ x = 70°

Answer:

(x,y) ——-> ( - x ,  y )

Step-by-step explanation:

When reflected across the y-axis, the sign of the x will change. So, the answer to this is (x,y) ——-> ( - x ,  y )

Answer:

multiply the area value by 100

The limit of the sequence as n approaches infinity is -1. Since the limit exists and is finite, the sequence a_n = cos(n*pi/(n+1)) converges. The limit is -1.

To determine whether the sequence, \(an= cos(n*pi/n+1)\) converges or diverges, we first note that\(n*pi/n+1 = n*\)(pi/(n+1)). As n approaches infinity, pi/(n+1) approaches zero. Thus, we can rewrite the sequence as\(an = cos(n*(pi/(n+1)))\)

We know that the cosine function oscillates between -1 and 1, and as n gets larger, the argument \(n*(pi/(n+1))\) becomes more and more dense in the interval\([0, pi]\). Thus, we can say that the sequence oscillates between -1 and 1 infinitely many times as n approaches infinity.

Therefore, the sequence diverges as it does not approach a single limit value.
To determine if the sequence \(a_n = cos(n*pi/(n+1))\)converges or diverges, we need to find the limit as n approaches infinity.

Step 1: Write down the sequence formula:
\(a_n = cos(n*pi/(n+1))\)

Step 2: Calculate the limit of the sequence as n approaches infinity:
\(lim (n → ∞) cos(n*pi/(n+1))\)

Step 3: Analyze the argument inside the cosine function:
As n approaches infinity, the fraction n/(n+1) approaches 1. Therefore, the argument inside the cosine function \((n*pi/(n+1))\) approaches pi.

Step 4: Calculate the limit of the cosine function:
cos(pi) = -1

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Based on the given information, the net amount your firm will receive on the next transaction date can be calculated by subtracting the variable interest rate from the fixed interest rate.

In the swap agreement, your firm pays a fixed interest rate of 5.50 percent and receives a variable interest rate equal to LIBOR (London Interbank Offered Rate) plus 150 basis points. LIBOR is currently 3.75 percent.

To calculate the net amount your firm will receive on the next transaction date, we need to subtract the variable interest rate from the fixed interest rate.

Fixed interest rate: 5.50%

Variable interest rate: LIBOR (3.75%) + 150 basis points (1.50%) = 5.25%

Therefore, the net amount your firm will receive on the next transaction date is the difference between the fixed interest rate and the variable interest rate, which is 0.25%.

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Answer:

360

Step-by-step explanation:

3 divided by 3/4=3 times 4/3=4

4 times 90=360

Ms. Lemm follows a constructivist view of learning, which recognizes that students bring their own knowledge, ideas, and values to the learning experience, resulting in individualized constructions of knowledge.

Ms. Lemm's approach to learning aligns with the constructivist view. Constructivism is a learning theory that emphasizes the active role of learners in constructing their own understanding and knowledge. According to this perspective, learners are not passive recipients of information but actively engage with the learning materials, drawing upon their prior knowledge, experiences, and beliefs.

Ms. Lemm recognizes that students enter the learning process with their own unique backgrounds, perspectives, and existing knowledge. She understands that these factors significantly influence how students interpret and make sense of new information. Consequently, Ms. Lemm embraces the idea that students construct their own understanding and meaning through interactions with the subject matter and the learning environment.

In Ms. Lemm's classroom, the focus is on creating an environment that encourages student engagement, collaboration, and critical thinking. She acknowledges that different students may interpret and internalize the same lesson in distinct ways, based on their prior knowledge, interests, and individual perspectives. By acknowledging and valuing these diverse ways of learning, Ms. Lemm supports personalized learning experiences and fosters the growth and development of each student's unique understanding.

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To calculate the probability of selecting a boy or a red-haired person as a homeroom representative to student council, we need to find the probability of each event and then use the formula P(A or B) = P(A) + P(B) - P(A and B).

There are 31 students in total (16 girls + 15 boys). The probability of selecting a boy is 15/31.

There are 5 red-haired students (3 girls + 2 boys). The probability of selecting a red-haired person is 5/31.

However, we need to account for the overlap between boys and red-haired students. There are 2 red-haired boys, so the probability of selecting a red-haired boy is 2/31.

Now we can use the formula: P(boy or red-haired) = P(boy) + P(red-haired) - P(boy and red-haired) = (15/31) + (5/31) - (2/31) = 18/31.

So, the probability of selecting a boy or a red-haired person as a homeroom representative to student council is 18/31.

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Answer:

Hello,

We don't need vw(x) !

\(w^{-1}(x)=\dfrac{x-1}{2}\)

Step-by-step explanation:

\(w(x)=2x+1=y\\\\2y+1=x \ exchanging \ x\ and\ y\\\\y=\dfrac{x-1}{2} \\\\w^{-1}(x)=\dfrac{x-1}{2}\)

1. Set the positive values of x to zero: x(x > 0) = 0;

2. Set values that are multiples of 3 to 3:  x(mod(x, 3) == 0) = 3;

3. Multiply the even values of x by 7: x(mod(x, 2) == 0) = x(mod(x, 2) == 0) * 7;

4. Extract the values of x that are greater than 5 into a vector called: y = x(x > 5);

5. The larger value of x and print it into vector called z: z = max(x);

Here are the commands to perform the requested operations on the vector `x`:

1) Set the positive values of x to zero:

```matlab

x(x > 0) = 0;

```

2) Set values that are multiples of 3 to 3:

```matlab

x(mod(x, 3) == 0) = 3;

```

3) Multiply the even values of x by 7:

```matlab

x(mod(x, 2) == 0) = x(mod(x, 2) == 0) * 7;

```

4) Extract the values of x that are greater than 5 into a vector called y:

```matlab

y = x(x > 5);

```

5) Select the larger value of x and store it in a vector called z:

```matlab

z = max(x);

```

After executing these commands, you will have the updated vector `x`, the vector `y` containing values greater than 5, and the scalar value `z` representing the largest value in `x`.

MATLAB is a high-level programming language and environment that is widely used for numerical computation, data analysis, visualization, and algorithm development. The name "MATLAB" stands for "MATrix LABoratory" because its primary data type is the matrix.

MATLAB provides a comprehensive set of mathematical functions and libraries that allow users to perform a wide range of numerical computations and simulations.

It is particularly well-suited for tasks such as linear algebra, signal processing, image and video processing, control system design, and optimization.

One of MATLAB's main strengths is its interactive and user-friendly nature. It provides a command-line interface where users can enter commands and immediately see the results.

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Answer: 41$

Step-by-step explanation:

This is because 5x6=30 (To find how much money is made)

then 11+30=41 (add both amounts)

By the Central Limit Theorem, the best point estimate for the mean GPA for all residents of the local apartment complex is 1.7.

The Central Limit Theorem established that, for a normally distributed random variable X, with mean and standard deviation, the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean  and standard deviation ;

For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.

In this problem, we have that:

The sample of 112 residents has a mean GPA of 1.7.

By the Central Limit Theorem, the best point estimate for the mean GPA for all residents of the local apartment complex is 1.7.

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The percentile rank for a score of 80 is 70%.

The percentile rank for a score of 68 is 57%.

Carmela's percent score is 77.25%.

Carmela's percentile rank is 75%.

Carmela is eligible for a job with the government.

a) For a score of 80, there are 21 out of 30 scores that are equal to or less than 80

Therefore, the percentile rank for a score of 80 is (21/30) x 100% = 70%.

b) For a score of 68, there are 17 out of 30 scores that are equal to or less than 68.

Therefore, the percentile rank for a score of 68 is (17/30) x 100% = 57%.

2a) Carmela's percent score is (618/800) x 100% = 77.25%.

b) Carmela's percentile rank:

520 individuals scored less than Carmela's score of 618.

Therefore, her percentile rank is (520/700) x 100%

Carmela's percentile rank = 75%.

c) To be in the top 20% of individuals writing the exam, Carmela's score needs to be greater than or equal to the score of the 80th percentile.

The score of the 80th percentile is 0.8 * 700 = 560.

Therefore, the top 20% of individuals scored 560 or higher.

Carmela's score of 618 places her in the top 20% of individuals and makes her eligible for a job with the government.

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It cannot determine causation as there may be other variables or factors that could be influencing the relationship between the two variables being analyzed.

Which one of the following cannot be determined from a scatterplot is a cause and effect relationship.

A scatterplot can show the strength and direction of a relationship between two variables, whether it is a positive or negative relationship, and whether it is curvilinear.

However, it cannot determine causation as there may be other variables or factors that could be influencing the relationship between the two variables being analyzed.

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The slope-intercept form of the equation of the line is y = x + 6.

A linear equation with a degree of one is referred to as an equation of the line. Two variables, x, and y, are present in the equation of the line. The third parameter is the line's slope, which indicates the line's elevation.

The equation of the line's general form is:

y = mx + c

m = slope

c = y-intercept

Slope = ( y₂ - y₁ ) / ( x₂ - x₁ )

The formula for calculating the line's slope is

Slope = ( 6 - 4) / ( 2 - 0)

Slope = 1

The y-intercept will be calculated as:-

y = mx + c

y = x +c

6 = c

The equation of the line can be written as:-

y = x + 6

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Answer:

Explanation:

Here, we want to get the complex conjugate of -4i+4

From the question, -4i is the imaginary part, while 4 is the real part

To find the complex conjugate, we just have to negate the real part

That means, the complex conjugate will be:

Yes, the equation y = 5x represents a proportional relationship

Two or more expressions with an Equal sign is called as Equation.

The given equation is y=5x.

In a proportional relationship, the ratio of y to x is constant.

In the given equation the variable x and y has a proportional relationship.

The equation is in the form of y=mx+b

the ratio of y to x is 5, meaning that for every unit increase in x, y increases by 5 units.

Hence,  Yes, the equation y = 5x represents a proportional relationship

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Answer: This question is asking for your answer, so it is asking for a possibility of what the person responds with.

Step-by-step explanation:

Here is an example:

The school takes a survey on what snacks they should add

Sample:

I think that they should add healthier snacks like carrots.

Answer:

The lower left one.

Step-by-step explanation:

If you expand and rearrange it, you will find out both of its constant cancel out, and leave you with 3w=3w. So w have infinite number of solutions.

Answer:

\(6(\frac{1}{2} w-1)=3(w-2)\)

Step-by-step explanation:

\(6(\frac{1}{2} w-1)=3(w-2)\)              (Isolate parentheses)

\(3w-6=3w-6\)                      (Add six to both sides to isolate one variable w)

\(3w=3w\)                                  (Divide by three to isolate variable w)

\(w=w\)

Because we got \(w=w\), that means that any number you put in for w will still get you the same answer, or "infinite answers." If you try, say 5, you would still get the same answer if you put in 9. It has infinite answers.

I hope this helped :)

Answer: 0%

Step-by-step explanation:

It's impossible for it to be different than 75 or 97

Answer: Triangular Prism I think

Step-by-step explanation:

start by converting the mixed number into a fraction

add both week and weekend hours

convert the fraction to decimal

Answer:

it is 85x and I'm only in middle school

Answer:

Step-by-step explanation:

120 + 61x -2 = 180 ( sum of opposite angles)

118 + 61x =180

61x= 62

x = 62/61

Answer:

\(3.2\:\text{hours}\) is spent playing dance music.

Step-by-step explanation:

Given: During \(24\) hours a radio station spends \(\frac{1}{5}\) of the time playing rock music, \(\frac{2}{3}\) playing hip hop, and the rest playing dance music.

To find: How much time is spent playing dance music?

Solution:

We have,

Radio station spends \(\frac{1}{5}\) of the time playing rock music.

Radio station spends \(\frac{2}{3}\) of the time playing hip hop.

Radio station spends rest of the time playing dance music.

So,

Time spend on playing rock music \(=\frac{1}{5}\times24 = 4.8\:\text {hours}\)

Time spend on playing hip hop \(=\frac{2}{3}\times24 = 16\:\text {hours}\)

Now, total time radio station spends on all the three music is \(24\) hours.

Therefore, rest of the time\(=24-(16+4.8)=3.2\:\text{hours}\)

It is given that in the rest of the time, the radio station plays dance music.

Hence, \(3.2\:\text{hours}\) is spent playing dance music.