The coldest temperature ever recorded in New York was -15° on February 9, 1934.The next day the temperature rose 42°. write an expression for the temperature on February 10

This is because of the rule that if we have rational coefficients, then one root of \(a+\sqrt{b}\) must have a conjugate pair of \(a-\sqrt{b}\). Multiplying the conjugates will have the square roots cancel out.

For more information, check out the difference of squares rule.

The corresponding values of x and y is (4, -2), (0, 0) and (2, 10).

What is an equation?

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

The given equation is y=2x²+x.

substitute the value of x to get the corresponding value of y

When x = -2

y = 2x² + x

= 2(-2)² + (-2)

= 2(4) - 2

= 6 - 2

= 4

(x, y) = (4, -2)

When x = 0

y = 2x² + x

= 2(0)² + 0

= 2(0) + 0

= 0 + 0

= 0

(x, y) = (0, 0)

When x = 2

y = 2x² + x

= 2(2)² + 2

= 2(4) + 2

= 8 + 2

= 10

(x, y) = (2, 10)

Therefore, the corresponding values of x and y is (4, -2), (0, 0) and (2, 10).

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5 : 3  is the ratio of cooking times for the rice to pasta .

What does a math ratio mean?

When b does not equal 0, an ordered pair of numbers a and b, represented as a / b, is said to be a ratio. A percentage is an equation in which two ratios are made equal to one another.

                                    You might express the ratio as 1: 3 for instance, if there is 1 boy and 3 girls (for every one boy there are 3 girls) There are 1 in 4 boys and 3 in 4 girls.

Rice takes 20 minutes to cook

pasta takes 12

the ratio of cooking times for the rice to pasta = 20  :  12

                                                                            = 5 : 3

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To define a default field value in a form or a database, you can use the attribute "default". When you add the "default" attribute to a field, it will automatically assign the specified value to that field if no other value is provided by the user or system.

This can be particularly useful when designing forms or databases that require certain fields to have a value even when the user does not provide one.
For example, in a web form, you might have a "Country" field that requires users to select their country from a dropdown list. By setting a default value for this field, such as "United States," the system ensures that there is always a value associated with that field even if the user does not make a selection.
Similarly, in a database schema, you might have a "DateCreated" field that automatically assigns the current date and time as the default value. This ensures that the date and time are always recorded for each new entry, even if the user does not manually input a value.
In both cases, the "default" attribute allows you to streamline the data collection process and ensure that your forms and databases maintain consistent and complete data. Using default values can also improve the user experience by reducing the amount of input required, making it easier for users to complete forms and submit their data.

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The probability that Don's daughter's outfit will contain white shoes is 50%. To determine the probability, we need to calculate the number of favorable outcomes (outfits with white shoes) and divide it by the total number of possible outcomes (all possible outfits).

Given that Don's daughter has 2 pairs of shoes to choose from, the probability of selecting white shoes is determined by the number of outfits that include white shoes divided by the total number of outfit options.

Let's calculate the total number of outfit options first. Since she has 2 choices for shoes, 3 choices for pants, and 3 choices for shirts, the total number of outfit options is 2 × 3 × 3 = 18.

Now, let's calculate the number of favorable outcomes (outfits with white shoes). Since she has 2 choices for shoes and only one pair is white, the number of favorable outcomes is 1 × 3 × 3 = 9.

Finally, we can calculate the probability by dividing the number of favorable outcomes by the total number of outfit options: 9/18 = 1/2 = 50%.

Therefore, the probability that Don's daughter's outfit will contain white shoes is 50%.

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Answer:

whattttt?

Step-by-step explanation:

Answer:

for the second one It would take 300 MB

Step-by-step explanation:

\(\text{Suppose the width of the rectangle is }x\text{ cm}\)

\(\text{then the perimeter can be expressed as}\)

\(2(24+x)=72\)

\(24+x=36\)

\(x=12\)

\(\text{Therefore the area of the rectangle is }24\cdot x=24\cdot 12=288\text{ cm}{}^2\)

Answer: Solution,

length (l) = 24 cm

perimeter (p)= 74 cm

Area (A) = ?

we know,

P = 2(l + b )

74 = 2( 24 + b)

74 = 48 + 2b

2b = 74 - 48

2b = 26

b= \(\frac{26}{2}\)

b = 13

now,

A = l*b

   = 24 * 13

   = 312 cm square

Therefore, the area of the rectangle is 312 cm square.

Answer:

Question 1 is false. The left side 28 does not equal on the right side 41, which means that the given statement is false.

Question 2 is false. The left side 0 does not equal to the right side 40, which means that the given statement is false.

Hope this helps :)

Answer:

104 days

Step-by-step explanation:

799-279 = 520

520 \ 5 = 104

Can I just say that is equivalent to about 3 months?! J.D. really needs another source of income XD

Answer: the answer is

-1.4514512e+37

Step-by-step explanation:

The Ordered pair for Harry's free throws and rebounds will be (8,6).

The given data chart shows the number of free throws and rebounds for Harry, Ron, and Hermione.

Consider the above data chart. What is the correct ordered pair for Harry's free throws and rebounds

The correct ordered pair for Harry's free throws and rebounds is (8,6).

In the data chart, the first column represents free throws, and the second column represents rebounds.

So, the ordered pair for Harry will be the one that corresponds to his name.

In the chart, the row that corresponds to Harry shows 8 free throws and 6 rebounds.

So, the ordered pair for Harry's free throws and rebounds will be (8,6).

Therefore, the correct answer is option C. (8,6).

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Answer:

From the regression line of the data, we have that:

1) The slope is of -1.31.

2) The intercept is of 272.17.

3) The correlation coefficient is of -0.9.

To find the equation, we need to insert the points (x,y) in the calculator.

For this problem, the points are given as follows:

(31, 206), (51, 229), (87, 184), (102, 126), (120, 103).

Inserting these points into a calculator, the equation of the line is:

y = -1.31x + 272.17.

Hence:

1) The slope is of -1.31.

2) The intercept is of 272.17.

Also inserting these points into a calculator, the correlation coefficient is of -0.9.

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Answer:

Both the line right before the 2 and the line right before the one

Step-by-step explanation:

Answer:

A: 25,000 Woman Enrolled. B: For Every 5 woman Enrolled 2 men are Enrolled also so the constant rate is 5 x 2

Step-by-step explanation:

The possible value of R2 that indicates the strongest linear relationship between two quantitative variables is a) 80%. The possible value of R2 that indicates the strongest linear relationship between two quantitative variables is 100%.

R2, also known as the coefficient of determination, is a statistical measure that represents the proportion of variance in one variable that is explained by another variable in a linear regression model. It ranges from 0% to 100%, where a higher value indicates a stronger linear relationship between the variables.

It is important to note that R2 alone should not be used as the sole determinant of a strong linear relationship between variables. Other factors, such as the sample size, the strength of the correlation coefficient, and the presence of outliers, should also be considered. Additionally, R2 can be affected by the inclusion or exclusion of variables in the model and the overall goodness of fit of the regression equation. Therefore, it is recommended to use multiple methods of analysis and evaluation when examining the relationship between two quantitative variables.

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Answer:

A sample is a subset of the population.

(a) Kwan will drive approximately 1.276 miles in 2 hours at his constant speed. (b) The equation representing the distance Kwan has driven (D) in terms of time (t) is D = 0.638t. (c) Kwan will drive approximately 0.1595 miles in 15 minutes, and (d) Kwan's trip of 234 miles will take approximately 366.8 hours at his constant rate.

(a) To determine how far Kwan will drive in 2 hours at the same constant speed, we can use the concept of proportionality. We can set up a ratio between the distance and time:

Distance / Time = Constant Speed

Let's calculate the constant speed first:

Constant Speed = Distance / Time

                 = 90 miles / 141 hours

                 ≈ 0.638 miles per hour

Now we can use the constant speed to find the distance Kwan will drive in 2 hours:

Distance = Constant Speed × Time

            = 0.638 miles per hour × 2 hours

            ≈ 1.276 miles

Therefore, Kwan will drive approximately 1.276 miles in 2 hours at this rate.

(b) The equation for D (distance) in terms of t (time) can be written as follows:

D = Constant Speed × t

Using the constant speed calculated earlier (0.638 miles per hour), the equation becomes:

D = 0.638t

(c) To determine how far Kwan drives in 15 minutes (0.25 hours), we can substitute t = 0.25 into the equation from part (b):

D = 0.638 × 0.25

    = 0.1595 miles

Therefore, Kwan will drive approximately 0.1595 miles in 15 minutes at this rate.

(d) If Kwan is driving a total of 234 miles, we can rearrange the equation from part (b) to solve for t:

D = 0.638t

234 = 0.638t

Dividing both sides of the equation by 0.638:

t = 234 / 0.638

   ≈ 366.77 hours

Kwan's trip will take approximately 366.8 hours.

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Answer:

Decide if the evidence supports the claim well enough to convince most readers that it's true

Step-by-step explanation: I just took the test with that in it

Hello, I Am BrotherEye

Answer:

266241

Step-by-step explanation:

I Used An Online Calculator

Answer:

The value belonging to the green box is b

Step-by-step explanation:

QP uses the points Q and P

Q is (0,-a)

P is (b,-c)

The distance between the two points can be calculated using the distance formula;

D = √(x2-x1)^2 + (y2-y1)^2

(x1,y1) = (0,-a)

(x2,y2) = (b,-c)

D = √(b-0)^2 + (-c + a)^2

D = √(b)^2 + (-c + a)^2

Answer:

Initial Question: How to find percent of a number?

What I know: Percents can be written as decimals.

Points of confusions: What do I do next after turning the percent into a decimal?

Steps: *Example* What is 60% of 30:

60% = .60

.60 x 30 = 18

Step-by-step explanation:

Hope this helps.

Answer:3/4

Step-by-step explanation:

3 is the amount of bags that need to be divided and four is the number of friends sharing them

Answer:

3 and remainder 1 (I'm sorry I dont know if your doing remainders

Answer:

BE = 21

m∠EAB = 45°

Step-by-step explanation:

The given dimensions in the rectangle are;

The length of AE = 3·x + 6

The length of CE = 6·x - 9

m∠EDA = 55°

From the properties of a rectangle, we have;

The diagonals of a rectangle bisect each other,

The lengths of the diagonals are equal

Therefore;

AC = BD

Diagonal BD bisects diagonal AC, therefore, AE = CE

Plugging in the values of AC and AE, we have;

3·x + 6 = 6·x - 9

∴ 6·x - 3·x = 6 + 9 = 15

3·x = 15

∴ x = 15/3 = 5

Therefore, we have;

AE = CE = 3·x + 6 = 3×5 + 6 = 21

AC = AE + CE = 21 + 21 = 42 = BD

BD = BE + DE and for rectangle ABCD, BE = DE

∴ BD = BE + BE = 2·BE = 42

∴ BE = 42/2 = 21

BE = 21

m∠EDA = m∠EAD = 55° by base angle of isosceles triangle ΔAED

m∠DAB = 90° = m∠EAD + m∠EAB

∴ m∠EAB = 90° - m∠EAD = 90° - 55° = 45°

m∠EAB = 45°.

Answer

THank you

Step-by-step explanation:

Answer:

gracias amigo

Step-by-step explanation:

ten un buen fin de semana se te aprecia se te aprecia

The statement "For any y in the interval [-3,3], f(x) = y for some x in the interval [-5, -1]" is sometimes true and sometimes false.

The statement is asking whether there exists an x in the interval [-5, -1] such that f(x) takes on any value y in the interval [-3, 3]. Since f(x) is a continuous function, it means that the graph of the function has no breaks or jumps in that interval.

If we know that f(1) = 3, it tells us that the function takes on the value 3 at x = 1. However, we don't have information about the behavior of the function in the interval [-5, -1]. It's possible that the function could have values outside the interval [-3, 3] in that range, which would make the statement false. On the other hand, if the function remains within the interval [-3, 3] for all x in [-5, -1], then the statement would be true.

In conclusion, without more information about the behavior of the function in the interval [-5, -1], we cannot determine whether the statement is always true or always false. It depends on the specific behavior of f(x) in that interval.

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These standardization methods are crucial in chromatography to ensure accurate quantification and comparability of results.

In chromatography, standardization methods are used to ensure accurate and reliable results by establishing reference points or calibration standards. Here are three common methods of standardization in chromatography: External Standardization: In this method, a set of known standard samples with known concentrations or properties is prepared separately from the sample being analyzed. These standards are then analyzed using the same chromatographic conditions as the sample. By comparing the response of the sample to that of the standards, the concentration or properties of the sample can be determined. Internal Standardization: This method involves the addition of a known compound (internal standard) to both the standard solutions and the sample. The internal standard should ideally have similar properties to the analyte of interest but be different enough to be easily distinguished. The response of the internal standard is used as a reference to correct for variations in sample preparation, injection volume, and instrumental response. Internal standardization helps improve the accuracy and precision of the analysis. Standard Addition: This method is useful when the matrix of the sample interferes with the analysis or when the analyte concentration is unknown. It involves adding known amounts of the analyte of interest to different aliquots of the sample. The response of the analyte is then measured, and the concentration is determined by comparing the response with that of the standards. The difference in response between the sample and the standards allows for the determination of the analyte concentration in the original sample.

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Answer:

4 adults : 3 children

Step-by-step explanation:

Answer:

Step-by-step explanation:

Equivalent fractions are two or more fractions that are all equal. A fraction is a part of a whole: the denominator (bottom number) represents how many equal parts the whole is split into; the numerator (top number) represents the amount of those parts.

Answer:

An equivalent fraction is a fraction that is the same as another fraction with a different denominator.

For example 1/2 and 3/6 are equivlant fractions.