Make
x
the subject of the formula
5
x
=
t

Answer:

i believe it’s the second and third one, not too sure about the first

Step-by-step explanation:

The percent of pizzas that are less than 12.04 inches is 56.36%

Given the following:

Mean, μ=12

Standard deviation, σ=0.25

Percent of pizzas less than 12.04:

Let P(X<12.04) be percent of pizzas less than 12.04

P(X<12.04)=P(Z<(x-μ)/σ)

               =P(Z<(12.04-12)/0.25)

               =P(Z<0.16)

Z-value of 0.16 from cumulative standardized normal distribution is 0.5636

Given that P(X<12.04)=P(Z<0.16), and P(Z<0.16) from normal distribution table is 0.5636,

P(X<12.04)=P(Z<0.16)=0.5636

P(X<12.04)=0.5636

                 =56.36%

Hence, the correct choice is 56.36%

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Answer: yesterdays price was $700

Step-by-step explanation:

$497 = 71% of the RP (100 - 29)

RP*0.71 = 497

RP = 497/0.71

RP = $700

Answer:

x > 64

therefore, 65 and 66 both apply

Step-by-step explanation:

\(\sqrt{x}\) > 8

square each side to get:

x > 64

Answer:

Step-by-step explanation:

1) Divide $208 by 13 hours to find out how much money she would make for 1 hour of work.

208 ÷ 13 = 16

1 hour = $16

2) Multiply the amount of money she makes for 1 hour by 9.

16 × 9 = 144

She makes $144 for 9 hours of work.

I hope this helps! I would really appreciate it if you would please mark me brainliest! Have a blessed day!

Answer:

$144 for 9 hours of work.

Step-by-step explanation:

The latest time for pickup, found by converting the 150 minutes maximum time provided by the school, from minutes to hours is about 5:45 pm

Minutes can be converted into hours by dividing the number of minutes by 60, which is the number of minutes in an hour.

The time that school ends = 3:15 pm

The latest time for pick up after school care = 150 minutes after school ends

Therefore, the latest time for pick up after school care = 3:15 pm + 150 minutes

60 minutes = 1 hour

150 minutes = (1/60) × 150 = 2.5

The latest for pick up = 3:15 pm + 2.5 hours = 5:45 pm

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a) The estimate of the percentage of tires that will exceed 40,000 miles is 28.6% based on a simulation of 500 tires using the normal distribution with a mean of 40,000 and a standard deviation of 3,900.

b) The percentage of tires that obtain mileage less than 35,000 miles is 22.6%, less than 32,000 miles is 9.6%, and less than 30,000 miles is 3.4% based on a simulation of 500 tires using the normal distribution with mean 40,000 and standard deviation 3,900.

a. To determine the number of tires that last longer than 40,000 miles using the Excel COUNTIF function:

In a new column, generate a sample of 500 tire mileages using the NORM.INV function with a mean of 40,000 and a standard deviation of 3900.

In another cell, use the COUNTIF function to count the number of tires that have a mileage greater than 40,000. The formula would be =COUNTIF(A2:A501,">40000") where A2:A501 is the range containing the simulated tire mileages.

The result will be the number of tires that last longer than 40,000 miles in the simulated sample. To estimate the percentage of tires that will exceed 40,000 miles, divide the result by 500 and multiply by 100.

b. To find the number and percentage of tires with less than 35,000 miles, less than 32,000 miles, and less than 30,000 miles using the Excel COUNTIF function:

In a new column, generate a sample of 500 tire mileages using the NORM.INV function with a mean of 40,000 and a standard deviation of 3900.

In separate cells, use the COUNTIF function to count the number of tires that have a mileage of less than 35,000, 32,000, and 30,000. The formulas would be =COUNTIF(A2:A501,"<35000"), =COUNTIF(A2:A501,"<32000"), and =COUNTIF(A2:A501,"<30000"), respectively.

The results will be the number of tires that have a mileage less than 35,000, 32,000, and 30,000 in the simulated sample. To estimate the percentage of tires with less than each mileage, divide the result by 500 and multiply by 100.

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we will have to follow given below steps if we want to plot this inequality x is less than or equal to 2.6.

A linear inequality is formed by any two real numbers or any two algebraic expressions marked by the symbols "," ">," "," or "." Ones of numerical inequality include 911 and 18>17, while algebraic examples include x+7>y, y10-x, and x y > 11

One of the inequality symbols is present in a linear inequality:. It displays non-equal data in graph style. With the inequality sign in place of the equality sign, a linear inequality appears exactly like a linear equation.

The values of x that satisfy the inequality must be determined before we may graph the inequality x = 2.6 on a number line. This can be done by changing x to a variety of values and observing which ones cause the inequality to hold true. When x is less than or equal to 2.6, we know that the inequality x = 2.6 is true. This means that the inequality will be satisfied for any value of x that is lower than or equal to 2.6. This has a range of inclusive values from -infinity to 2.6. We can use a dotted line spanning from negative infinity to 2.6 to graph the inequality on a number line. We would insert a dot for each number between negative infinity and 2.6, including 2.6 itself, since the dots on the line denote the numbers in the range. The dots on the line represent the integers in the range, which spans from negative infinity to 2.6. (i.e., all numbers less than or equal to 2.6). The open circle at 3 shows that the number is outside of the range, while the solid point at 2.6 indicates that the number is within the range.

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Answer:

y=(5+3x)/5

Step-by-step explanation:

first you need to know what is slope intercept form, if not i can't help.

You need to know the property of it.

3x/5 is the slope and 5/5 is the the y-intercept.

you can try substitute some numbers like x=0, y=0.

hope help but i think you can know it from textbook.

Take y as a subject.

Answer:

8

Step-by-step explanation:

The missing side length will be equal to 12 cm.

Addition can be defined as the process of adding two numbers such that the result is the combined value of the two numbers.

The length of the missing side will be the sum of the two lengths as shown below. Therefore, the missing side length will be equal to 12 cm.

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Answer:

#1. 9

#2. -50

#3. -53

#4. 7

Therefore:

Answer:

Average rate of change from day 2 to day 5 is $43.33/day.

Step-by-step explanation:

Sales on day 2 = 200

Sales on day 5 = 330

Rate of change = \(\frac{330-200}{5-2} =\frac{130}{3}=43.33\)

Answer:

its:

∂z/∂s = 10st(x - y)^4 + 5t^2(x - y)^4, and ∂z/∂t = 5s^2(x - y)^4 + 10st(x - y)^4.

Step-by-step explanation:

∂z/∂s = 10s(x−y)4t − 5t2(x−y)4

∂z/∂t = 5s2(x−y)4 − 10st2(x−y)4

The given function is

z = (x − y)5

where x = s2ty = st2

To find ∂z/∂s and ∂z/∂t using the chain rule, we have to first find ∂z/∂x, ∂z/∂y, ∂x/∂s, ∂x/∂t, ∂y/∂s, and ∂y/∂t.

Let's begin:

∂z/∂x=5(x−y)4

∂x/∂s=2st

∂x/∂t=s2

∂z/∂y=−5(x−y)4

∂y/∂s=t2

∂y/∂t=2st

Substituting the values, we get,

∂z/∂s=∂z/∂x × ∂x/∂s + ∂z/∂y × ∂y/∂s∂z/∂s=5(x−y)4 × 2st + (−5(x−y)4) × t2

∂z/∂s=10s(x−y)4t − 5t2(x−y)4 ∂z/∂t=∂z/∂x × ∂x/∂t + ∂z/∂y × ∂y/∂t

∂z/∂t=5(x−y)4 × s2 + (−5(x−y)4) × 2st∂z/∂t=5s2(x−y)4 − 10st2(x−y)4 ∂z/∂s=10s(x−y)4t − 5t2(x−y)4

∂z/∂t=5s2(x−y)4 − 10st2(x−y)4

Therefore,∂z/∂s = 10s(x−y)4t − 5t2(x−y)4

∂z/∂t = 5s2(x−y)4 − 10st2(x−y)4

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The sum of all the angles that are labeled in the given vertex is 294°

In a single vertex, the three angles around the vertex are given as 55°, 64°, and 175°

We have to find the sum of all the angles that are labeled in the given single vertex.

A vertex is a point two or more lines meets.

It is the corner of a geometrical shape.

Example:

A square has 4 corners so it has 4 vertexes.

A cube has 8 corners so it has 8 vertexes.

We will add all the different angles in the single vertex as shown in the figure below.

Let,

Angle A = 55°

Angle B = 64°

Angle C = 175°

The sum of all the angles that are labeled is:

= Angle A + Angle B + Angle C

= 55° + 64° + 175°

= 294°

The sum of all the angles that are labeled in the given vertex is 294°

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Answer:

third angle = 115°

Step-by-step explanation:

angles in a triangle add up to 180°

since you already know the total angles for two of the angles all you need to do is subtract the number from 180 to find the third angle

180-65=115

Answer:

48? because you take 76 times 3 showing how many cars there are which is 228 then subtract 276 from 228 and boom there's your answer

The statement "the standard deviation is a parameter, but the mean is an estimator" is false. An estimator is a random variable that is used to calculate an unknown parameter. Parameters are quantities that are used to describe the characteristics of a population.

The standard deviation is a parameter, while the sample standard deviation is an estimator. Likewise, the mean is a parameter of a population, and the sample mean is an estimator of the population mean. Therefore, the statement is false because the mean is a parameter of a population, not an estimator. The sample mean is an estimator, just like the sample standard deviation. In statistics, parameters are values that describe the characteristics of a population, such as the mean and standard deviation, while estimators are used to estimate the parameters of a population.

The sample mean and standard deviation are commonly used as estimators of population mean and standard deviation, respectively. The mean is a parameter of a population, not an estimator. The sample mean is an estimator of the population mean, and the sample standard deviation is an estimator of the population standard deviation. The sample standard deviation is an estimator of the population standard deviation. In statistics, parameter estimates have variability because the sample data is a subset of the population data. The variability of the estimator is measured using the standard error of the estimator. In summary, the statement "the standard deviation is a parameter, but the mean is an estimator" is false because the mean is a parameter of a population, while the sample mean is an estimator.

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Answer:

1oz =29.5735ml

Step-by-step explanation:

Multiply your fluid ounces number by 29.5735 to convert US fluid ounces to millilitres. Multiply your number by 28.4131 if you're using British Imperial fluid ounces as your unit of measurement. The British Imperial ounce is somewhat smaller than the US fluid ounce.

Even though one fluid ounce is slightly less than 29 millilitres, the numbers on nutrition labels are rounded up to 30. In the US, a fluid ounce is a unit of volume. Both fl oz and fluid ounces are acceptable abbreviations for fluid ounces.

The ratio of 1 fluid ounce to 29.57353193 millilitres is known as the ounce-to-millilitre conversion factor.

An ounce is a unit of weight that is equal to 480 grains, or 1/12 pound, in the troy and apothecaries' systems and 1/16 pound (437 1/2 grains) in the avoirdupois system.

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The rate of increase in the radius is larger because, as the radius increases, the rate of change in the volume increases as well.

(a) The rate at which the volume of the balloon is increasing can be found by using the formula for the volume of a sphere: V = (4/3)πr3. Differentiating this with respect to time gives the rate at which the volume is increasing: dV/dt = 4πr2(dr/dt). When r = 5.20 cm and dr/dt = 0.840 cm/s, the rate at which the volume is increasing is 4π(5.20 cm)2(0.840 cm/s) = 4.15 cm3/s.

(b) When the radius is 13.90 cm, the rate at which the volume is increasing is 4π(13.90 cm)2(dr/dt). For this rate to remain constant, dr/dt must increase. Thus, the rate at which the radius is increasing must be larger than 0.840 cm/s.

(c) Physically, this is because the rate of change in the volume of the balloon increases as the radius increases. As the radius increases, the surface area of the balloon increases, allowing more air to enter the balloon. Thus, in order to maintain a constant volume rate, the rate of increase in the radius must also increase.

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\( &#128075 \) Hello ! ☺️

Step-by-step explanation:

\( 103 = - 7(x + 8) + 7(x + 7) \)

\( 103 = - 7x - 56 + 7x + 49 = 0x + 7 \)

0x= 7 => x ∉ |R

\(\boxed{\color{gold}{S = ∅}} \)

Jamie is right.

* Any number multiplied by 0 gives 0.

Answer:

Orthogonal.

Step-by-step explanation:

Given:

u = <10, 0>

v = <0, -9>

In unit vector notation, the above vectors can be re-written as:

u = 10i + 0j

v = 0i - 9j

Now, note the following:

(i) two vectors, u and v, are parallel to each other if one is a scalar multiple of the other. i.e

u = kv

or

v = ku

for some nonzero value of a scalar k.

(ii) two vectors are orthogonal if their dot product gives zero. i.e

u . v = 0

Let's use the explanations above to determine whether the given vectors are parallel or orthogonal.

(a) If parallel

u = k v

10i + 0j = k (0i - 9j)   ?

When k = 1, the above equation becomes

10i + 0j  ≠  0i - 9j

When k = 2,

10i + 0j ≠ 2(0i - 9j)

10i + 0j ≠ 0i - 18j

Since we cannot find any value of k for which u = kv or v = ku, then the two vectors are not parallel to each other.

(b) If Orthogonal

u.v = (10i + 0j) . (0i - 9j)  

[multiply the i components together, and add the result to the multiplication of the j components]

u.v = (10i * 0i) + (0j * 9j)

u.v = (0) + (0)

u.v = 0

Since the dot product of the two vectors gave zero, then the two vectors are orthogonal.

Answer:

obtuse scalene since 6 square plus 5 square is 36+25= 61, and 8 squared is 64, so 61<64, and if the legs are less than the hypotenuse, it would be an obtuse triangle. all the side are also unequal so it's a scalene.

Answer:

7

Step-by-step explanation:

I just guessed 7 and believe me its right

The GCF of a set of values (typically two) is the greatest factor that applies to every number.

We must find the GCF of 18 and 24:

List the factors of both values:

Let's identify the common factors between 18 and 24:

Therefore, the GCF is 6.

The greatest length that Liz can make using the strings is 6 cm.

The equation of the line in slope-intercept form;

y = √3x + b.

A polar equation is any equation that expresses the relationship between r and theta, where r is the distance from the origin (pole) to a point on a curve and theta is the counterclockwise angle formed by a point on a curve, the pole, and the positive  x-axis.

Equation 1 is x = rcosθ

Equation 2 is y = rsinθ

The angle is.θ

The radius of a circle is r.

The slope from this angle is also determined by:

θ = tan⁻¹(y/x)

tan⁻¹ (π/3) = (y/x)

√3 Equals (y/x)

y = √3x

In mathematics, this formula yields the equation of the line in slope-intercept form;

y = √3x + b.

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I understand that the question you are for is:

Transform each polar equation to an equation in rectangular form.

A. theta=pi/3

Part I: Use the conversion rules to express x and y in terms of r. You should

have two equations after this step.

Part II:Use the ratio (y/x) to find the slope of the line defined by this

equation.

Part III: Write the equation of the line in slope-intercept form.