how many pattern block trapezoids would create 2 hexagons

The puppy's weight at 6.5 months, to at least 4 significant figures, is 8.229 kg.

How many six month old puppy weighs?

The Euler method of integration, we can approximate the puppy's weight at 6.5 months by first finding its weight at 6 months and then iteratively applying the given equation.

Starting at t = 6 months, we know the puppy's weight is x = 7.0 kg.

At each time step of delta t = 0.1 months, we can use the equation dx/dt = 10 - x to find the change in weight:

dx/dt = 10 - x
dx = (10 - x) dt

Using Euler's method, we can approximate the change in weight over a small time step as:

delta x = dx/dt * delta t
delta x = (10 - x) * 0.1

We can then update the puppy's weight by adding the change in weight to its current weight:

x_new = x + delta x

Repeating this process iteratively, we can find the puppy's weight at 6.5 months:

t = 6 months:
x = 7.0 kg

t = 6.1 months:
delta x = (10 - 7.0) * 0.1 = 0.3
x_new = 7.0 + 0.3 = 7.3 kg

t = 6.2 months:
delta x = (10 - 7.3) * 0.1 = 0.27
x_new = 7.3 + 0.27 = 7.57 kg

t = 6.3 months:
delta x = (10 - 7.57) * 0.1 = 0.243
x_new = 7.57 + 0.243 = 7.813 kg

t = 6.4 months:
delta x = (10 - 7.813) * 0.1 = 0.2197
x_new = 7.813 + 0.2197 = 8.0327 kg

t = 6.5 months:
delta x = (10 - 8.0327) * 0.1 = 0.19673
x_new = 8.0327 + 0.19673 = 8.2294 kg

Therefore, the puppy's weight at 6.5 months, to at least 4 significant figures, is 8.229 kg.

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Step-by-step explanation:

tu lo que pusiste es falso

Answer:

the missing numerator is 4 and denominator is 4

8/14 In simpliest form is 4/7

Step-by-step explanation:

4/14+4/14=8/14

8 divded by 2=4 14 divded 2=7

African Americans as quarterbacks versus the US population is an example of presenting percentages regarding football examined the role of discrimination.

In the given example, the comparison is made between the percentage of African Americans as quarterbacks and the percentage of African Americans in the US population. This comparison focuses specifically on the representation of African Americans in the quarterback position, examining whether there is a discrepancy or underrepresentation compared to their proportion in the overall population.

In the example of presenting percentages regarding football, the comparison is made between the percentage of African Americans as quarterbacks and the percentage of African Americans in the US population.

This specific comparison aims to assess the representation and potential discrimination faced by African Americans in the quarterback position. By comparing the percentage of African American quarterbacks to their proportion in the overall US population , it seeks to identify any disparities or underrepresentation that may exist.

This analysis allows for an examination of potential biases or barriers that could be influencing the opportunities and representation of African Americans as quarterbacks in football, shedding light on the role of discrimination in the sport.  

Therefore, African Americans as quarterbacks versus the US population is an example of presenting percentages regarding football examined the role of discrimination.

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Answer:

30.7

Step-by-step explanation:

When constructing a frequency distribution for quantitative data, it is important to remember D. all of the above

A frequency histogram, or just histogram for short, is the graph of a frequency distribution for quantitative data. A histogram is a graph with the class boundaries on the horizontal axis and the frequencies on the vertical axis.

The different values and their frequencies are listed in a frequency distribution of qualitative data. We first divide the observations into Classes  in order to arrange the quantitative data, and we then treat the Classes as the individual values of the quantitative data.

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missing part;

A. classes are mutually exclusive

B. classes are collectively exhaustive

C. the total number of classes usually ranges from 5 to 20

D. all of the above

If one of the longer sides of the Isosceles triangle is 6.3 centimeters, the length of the base is 3.1 centimeters.

Let's solve the problem step by step:

1. Identify the given information:

  - The triangle is isosceles, meaning it has two equal sides.

  - The two equal sides, labeled "a," are longer than the base, labeled "b."

  - The perimeter of the triangle is 15.7 centimeters.

  - One of the longer sides is 6.3 centimeters.

2. Set up the equation based on the given information:

  Since the triangle is isosceles, the sum of the lengths of the two equal sides is twice the length of the base. Therefore, we can write the equation:

  2a + b = 15.7

3. Substitute the known value into the equation:

  One of the longer sides is given as 6.3 centimeters, so we can substitute it into the equation:

  2(6.3) + b = 15.7

4. Simplify and solve the equation:

  12.6 + b = 15.7

  Subtract 12.6 from both sides:

  b = 15.7 - 12.6

  b = 3.1

5. Interpret the result:

  The length of the base, labeled "b," is found to be 3.1 centimeters.

Therefore, if one of the longer sides of the isosceles triangle is 6.3 centimeters, the length of the base is 3.1 centimeters.

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Mathematics majors \($=21$\)

Computer science majors \($=325$\)

We need to use product rule because the first event is picking the mathematics major and second event is picking the computer science major

\($$21\times325=6825$$\)

We need to use sum rule because the first event is picking OR mathematics major and second event is picking the computer science major

\($$21+325=346$$\)

What is mathematics ?

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Thus, the total cost paid by Adrian for the 4 notebooks including the sales tax is: $14.91.

The sales tax calculation is a straightforward algebraic problem that requires calculating a percentage to either a decimal and multiplying the result by the item's price to determine the ultimate sales tax amount.

The equation looks as follows as it is written out: Sales tax percent divided by 100 is the sales tax rate.

Given data:

Number of notebooks bought by Adrian = 4.

Cost of each notebook: $3.50

Total cost : 3.50*4 = $14.0.

Sales tax = 6.5%

Sales price = 0.065*14 = $0.91.

Price paid = total cost + sales cost

Price paid = $14.0. + $0.91.

Price paid = $14.91.

Thus, the total cost paid by Adrian for the 4 notebooks including the sales tax is: $14.91.

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The company purchased 2000 light bulbs, buying 2/5 of the quantity at one store and 2/10 of the quantity at another store.

The company needed to purchase 2500 light bulbs. They bought 2/5 of that quantity at one store and 2/10 of that quantity at another store. To calculate how many bulbs the company bought, we can use the formula for adding fractions with the same denominator:

A/B + C/B = (A+C)/B

In this case, A = 2, B = 5, and C = 2. Applying the formula, we get:

2/5 + 2/5 = (2+2)/5 = 4/5

Therefore, the company bought 4/5 of 2500, or 2000 light bulbs.

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The circumference of this circle is equal to 20.4 centimeters.

In Mathematics and Geometry, the circumference of a circle can be determined by using the following mathematical equations:

C = πD or C = 2πr

Where:

By substituting the given parameters into the formula for the circumference of a circle, we have the following;

Circumference of a circle, C = 3.14 × 6

Circumference of a circle, C = 20.4 centimeters.

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Answer:

x-1=y or y+1=x

Step-by-step explanation:

I think thats right,

To find the parametric equations for the tangent line to the curve at the point (2; ln 4; 1), we need to first find the derivatives of the x, y, and z functions with respect to t:

dx/dt = t/sqrt(t^2 + 3)
dy/dt = 2t/(t^2 + 3)
dz/dt = 1

Then we can plug in t = 2 (since that is the point we are interested in) to get the slope of the tangent line:

dx/dt (t=2) = 2/sqrt(7)
dy/dt (t=2) = 4/7
dz/dt (t=2) = 1

So the direction vector of the tangent line is <2/sqrt(7), 4/7, 1>. To get the parametric equations for the line, we can use the point-slope form of a line:

x = 2 + (2/sqrt(7))t
y = ln(4) + (4/7)t
z = 1 + t

Therefore, the parametric equations for the tangent line to the curve at the point (2; ln 4; 1) are:

x = 2 + (2/sqrt(7))t
y = ln(4) + (4/7)t
z = 1 + t
To find the parametric equations for the tangent line to the curve at the point (2; ln 4; 1), we need to first find the derivative of the given parametric equations with respect to the parameter t:

x = sqrt(t^2 + 3), y = ln(t^2 + 3), and z = t

dx/dt = (1/2)(t^2 + 3)^(-1/2) * (2t)
dy/dt = (1/(t^2 + 3)) * (2t)
dz/dt = 1

At the point (2; ln 4; 1), we have x = 2, y = ln 4, and z = 1. To find the corresponding value of t, we can use any of the three parametric equations:

x = sqrt(t^2 + 3) => 2 = sqrt(t^2 + 3)

Squaring both sides, we get 4 = t^2 + 3 => t^2 = 1 => t = ±1

Since z = t, we know that t = 1 (because z = 1 at the given point).

Now, we can find the derivatives at t = 1:

dx/dt = (1/2)(1^2 + 3)^(-1/2) * (2 * 1) = 1
dy/dt = (1/(1^2 + 3)) * (2 * 1) = 1/2
dz/dt = 1

The parametric equations for the tangent line at the point (2; ln 4; 1) can be given as:

x(t) = 2 + 1 * (t - 1)
y(t) = ln 4 + (1/2) * (t - 1)
z(t) = 1 + 1 * (t - 1)

Simplifying the equations, we get:

x(t) = t + 1
y(t) = ln 4 + (1/2)(t - 1)
z(t) = t

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Answer:

4 to the right on the x axes

Step-by-step explanation:

(1,2) and (5,2) are 4 away

Answer:

(4,0)

Step-by-step explanation:

The statement "For all integers a, b, and c, if a is a factor of c and b is a factor of c then ab is a factor of c." is true.

To prove this statement directly from the definitions, we need to show that if a and b are factors of c, then ab is also a factor of c. By definition, a factor of a number divides that number evenly without any remainder.

Let's assume that a and b are factors of c, which means that c can be expressed as c = ma and c = nb, where m and n are integers. Multiplying these equations, we get:

c x c = (ma) x (nb)

Expanding the right-hand side of this equation, we get:

\(c^2\) = mnb x ab

Since m, n, and ab are all integers, we can conclude that ab is also a factor of \(c^2\). Now, we know that c is a factor of\(c^2\) , since any number is a factor of itself. Therefore, if we divide both sides of the equation \(c^2\) = mnb x ab by c, we get:

c = (mn) x ab

This shows that ab is also a factor of c, since c can be expressed as the product of (mn) and ab.

Therefore, we have shown that if a and b are factors of c, then ab is also a factor of c, which means the statement is true.

Counterexample: If we take a = 3, b = 5, and c = 7, we can see that a and b are both factors of c (since 7 is a prime number and its only factors are 1 and 7), but ab = 15 is not a factor of c. This provides a counterexample to the statement and shows that it is false in general.

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Answer:

C

Step-by-step explanation:

I inserted 5 for a and c is the correct answer

Answer:

Initial population = 313

Population after 5 hours = \(3.36 \times 10^{11}\)

Step-by-step explanation:

Let initial population = \(x\)

It is given that population gets doubled every 10 minutes.

Population after 10 minutes = \(2x\)

Population after 20 minutes = \(2^{2} x\)

:

:

Population after 80 minutes = \(2^{8} x\) and it is given as 80000.

\(\Rightarrow 2^{8} x = 80000\\\Rightarrow x = \dfrac{80000}{256}\\\Rightarrow x = 313\)

So, initial population is 312.5 = ~313

To find, population after 5 hours i.e. 5 \(\times\) 60 = 300 minutes

Population after 300 minutes =

\(2^{30} x\\\Rightarrow 2^{30} \times 313\\\Rightarrow 3.36 \times 10^{11}\)

So, the answers are:

Initial population = 313

Population after 5 hours = \(3.36 \times 10^{11}\)

Given:

Mark has only used 8.5% of a 34-oz bottle of shampoo.

To find:

How many ounces has he used?​

Solution:

According to the question,

Shampoo used by Mark =  8.5% of a 34-oz

                                        \(=\dfrac{8.5}{100}\times 34\text{-oz}\)

                                        \(=0.085\times 34\text{-oz}\)

                                        \(=2.89\text{-oz}\)

Therefore, he used 2.89-oz of shampoo.

Answer:

18 times  a green bead is drawn

Step-by-step explanation:

There are 20 beads in the basket.  The probability of picking a green bead is 6/20 = 3/10.  That means that a green bead would be picked 3/10 of the time.

So, 3/10(60) = 18 times  a green bead is drawn

Step-by-step explanation:

y = 200  - 3 *x  has slope = -3   this is downward sloping from L to R

Answer:downward sloping

Step-by-step explanation:

negative slope

The equation of the circle centered at the origin and passing through the point (-4,0) is \(x^2+y^2=16\).

Equation of a circle

A circle may also be defined as a special kind of ellipse in which the two foci are coincident, the eccentricity is 0, and the semi-major and semi-minor axes are equal.

We know that,

Equation of the circle passing through the origin is given by:-

\(x^2+y^2=r^2\)

Where,

r is the radius of the circle, and

(x,y) are the coordinates of each point of the circle.

Hence, we can write,

The radius of the circle will be :-

\(\sqrt{(0-(-4))^2+(0-0)^2} =\sqrt{ 4^2+0^2} =\sqrt{16}=4 units\)

Hence, r = 4 units.

Hence, the equation of the circle is given by:-

\(x^2+y^2=16\)

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To show that 2(1 – x)-[(1 – x)-3+(1+x)-3] is the generating function for the number of ways to toss r identical dice and obtain an even sum, let's first simplify the given expression and then analyze it step-by-step.

Step 1: Simplify the expression
2(1 - x) - [(1 - x)^(-3) + (1 + x)^(-3)]

Step 2: Observe the two generating functions inside the brackets
(1 - x)^(-3) and (1 + x)^(-3)

These two generating functions represent the number of ways to toss r identical dice and obtain a sum divisible by 3 (either odd or even).

Step 3: Subtract the generating functions
By subtracting (1 - x)^(-3) from (1 + x)^(-3), we are finding the difference in the number of ways to get sums divisible by 3 when the sum is even.

Step 4: Multiply the result by 2
By multiplying the result from step 3 by 2, we are finding the total number of ways to toss r identical dice and obtain an even sum that is not divisible by 3.

So, the generating function 2(1 – x)-[(1 – x)^(-3) + (1 + x)^(-3)] represents the number of ways to toss r identical dice and obtain an even sum.

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The given expression, 2(1 – x)-[(1 – x)-3+(1+x)-3] is the generating function for the number of ways to toss r identical dice and obtain an even sum.

How to show that 2(1 – x)-[(1 – x)-3+(1+x)-3] is the generating function for the number of ways to toss r identical dice and obtain an even sum?

The solution to the problem is as follows:

\($$ (1+x+x^{2}+...)^{r}=\left [\frac{1-x^{r+1}}{1-x} \right ]^{r} $$\)

How to get the generating function for even sums?

,\($$ 2\left[ \frac{1}{2} - \left( \frac{1-x}{2} \right)^{3} + \left( \frac{1+x}{2} \right)^{3} \right] $$\)

\($$ 2\left[ \frac{1-x^{3}}{2^{3}} \right] $$\)

Therefore, the given expression \(2(1 - x)-[(1 - x)-3+(1+x)-3]\)is the generating function for the number of ways to toss r identical dice and obtain an even sum.

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Answer:

the answer is 143 cus u add throw

through

The expression be (5x³ - 5x - 8) + (2x³ + 4x + 2) then we get 7x³ - x - 6.

An expression exists as a set of terms connected utilizing the operations +, -, x or ÷, for example, 4x − 3 or 5 x 2 − 3xy + 17.

An equation exists as a statement with an equals sign, which states that two expressions exist equal in value, for example, 4b − 2 = 6.

The given expression is

(5x³ - 5x - 8) + (2x³ + 4x + 2)

simplifying the above equation, we get

5x³ - 5x - 8 + 2x³ + 4x + 2

Combine like terms,

(5x³ + 2x³) + (-5x + 4x) + (-8 + 2)

adding similar elements, we get

7x³ + (-x) + (-6)

7x³ - x - 6

Therefore, the simplified form of the given expression is 7x³ - x - 6.

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The complete question is:

Choose the correct simplification of (5x³ − 5x − 8) + (2x³ + 4x + 2).

Answer:

270

2 adults: 42+42=84

3 children: 34+34+34=102

rent 2 skis: 32+32=64

16 oz hot chocolate to each person (5 people): 4+4+4+4+4=20

Total: 84+102+64+20=270$