The overhead reach distances of adult distribution with a mean of 205.5 cm and a standard deviation of 7.8 cm

Julio accidentally put in an extra 1/10 cup of sugar.

To calculate the number of extra cups of sugar that Julio put in, we need to find the difference between what the recipe called for (3/10 cups) and what he actually added (4/10 cups).

The difference can be calculated as follows:

Actual amount - Required amount = Extra amount

= 4/10 - 3/10

= 1/10

Therefore, Julio accidentally put in an extra 1/10 cup of sugar.

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Answer:

All Real Numbers

Step-by-step explanation:

Expand

-6x+9=-6x+9

This holds true for all real numbers x.

Answer:

Infinite amount of solutions

Step-by-step explanation:

Step 1: Write equation

-3(2x - 3) = -6x + 9

Step 2: Solve for x

Here, we see that x is infinite amount of solutions. We can plug in any value x and it would render the equation true.

Answer:

x = 7

x = -1

Step-by-step explanation:

2x - 6 = 8  Add 6 to both sides

2x = 14  Divide both sides by 2

x = 7

2x -6 = -8  Add 6 to both sides

2x = -2  Divide both sides by 2

x = -1    

Hence, there is only one answer, which is (-3, 3) as the two lines intersect in order to obtain the solution(s) to the system of equations.

Here, we have,

A value or combination of values that satisfy an equation, inequality, system of equations, or system of inequalities are known as solutions in mathematics. Take the equation x2 - 3x + 2 = 0, for instance. This equation has a solution in the form of an x value that makes the equation true. The quadratic formula allows us to determine that this equation has two solutions, x = 1 and x = 2. According to this, a solution for a system of equations is a set of values that simultaneously satisfy every equation in the system. Mathematical problem-solving, which has many applications in areas like engineering, physics, economics, and more, is a crucial component of the subject.

given

We must identify the point(s) at where the two lines intersect in order to obtain the solution(s) to the system of equations depicted by the graph. The graph demonstrates that the lines cross at the location (-3, 3).

Hence, there is only one answer, which is (-3, 3) as the two lines intersect in order to obtain the solution(s) to the system of equations.

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(a) When measuring angle 9 and the lengths of AB and BC, one observation is required.

(b) The line drawn from the center of a circle to the midpoint of a chord is perpendicular to the chord, while the line drawn from the center of a circle to an endpoint of a chord bisects the chord.

a) In the given diagram, we have angle AOB (angle 9) and line segments AB and BC.

To measure angle 9, we use a protractor. We align the baseline of the protractor with the line segment OA, ensuring that the center point of the protractor coincides with the vertex O. Then, we read the degree measurement where the line segment OB intersects the protractor. Let's assume the measurement of angle 9 is x degrees.

To measure the length of line segments AB and BC, we use a ruler. We align the ruler with the line segments and read the length in units (e.g., centimeters or inches).

b) The statements to complete are:

(i) The line drawn from the center of a circle to the midpoint of a chord will be perpendicular to the chord.

(ii) The line drawn from the center of a circle to the endpoint of a chord will bisect the chord.

In a circle, the center of the circle lies on the perpendicular bisector of any chord. This means that if we draw a line from the center of the circle to the midpoint of a chord, it will be perpendicular to the chord (statement i). Similarly, if we draw a line from the center of the circle to one of the endpoints of the chord, it will bisect the chord into two equal parts (statement ii).

These properties hold true for any chord in a circle, and they are based on the geometric properties of circles and perpendicular bisectors.

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Answer:

A) 0

B) 10

C) 0

D) I dont understand that one

Step-by-step explanation:

~~—☆☆☆——☆☆☆——☆☆☆——☆☆☆——☆☆☆—~~

Answer:

Hello! I hope I’m correct!! :)

Step-by-step explanation:

Solving a:

→ 5 - 5

→ = 0

___________________________

Solving b:

→ 5 + 5

→ = 10

____________________________

Solving c:

→ 5 - 5

→ = 0

_____________________________

For d, there is no answer since you can’t really solve it

Hope this helps! If you have any questions about this, feel free to ask! Have a wonderful day! ^-^

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Best regard! :D

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~~—☆☆☆——☆☆☆——☆☆☆——☆☆☆——☆☆☆—~~

Answer:I put c I have the same question I'm doing a test

Step-by-step explanation:

Answer:

answer=c

Step-by-step explanation:

is the right answer

Answer:

With Exponents: 32 × 7 × 401

Without Exponents: 3 × 3 × 7 × 401  

Step-by-step explanation:

Hello,

\(25^2*6^3\\\\=(5^2)^2*(2*3)^3\\\\=\boxed{2^3*3^3*5^4}\\\)

The solution for x in the equation 3 = 5/(2 - x) is 11/3

From the question, we have the following parameters that can be used in our computation:

3 = 5/(2 - x)

Cross multiply the equation

so, we have the following representation

3(2 - x) = 5

This gives

2 - x = 5/3

So, we have

x = 2 + 5/3

Evaluate the sum of the like terms

x = 11/3

Hence, the solution for x in the equation is 11/3

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The fraction of the original passengers remaining on the bus is 11/21.

A fraction is written in the form of p/q, where q ≠ 0.

Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.

Given, A crowded bus makes several stops along a city street, with no passengers boarding the bus at any stop.

.At the 1st stop 1/3 of the passengers exit.

At the 2nd stop, 3/7 of the remaining passengers exit the bus.

Therefore, The fraction of the original passengers who remain on the bus is,

= [(1 - (1×1/3) - (1)×(1/3)×(3/7)].

= [ 1 - (1/3) - (3/21)].

= [ (2/3) - (3/21)].

= [(14 - 3)/21].

= 11/21.

So, 11/21 remains on the bus.

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Answer:

what is the expressio

Step-by-step explanation:

There is no significant difference between the mean scores of Education and Nursing students in mathematics.

Null hypothesis (H₀): There is no significant difference between the mean scores of Education and Nursing students in mathematics.

Alternative hypothesis (H₁): There is a significant difference between the mean scores of Education and Nursing students in mathematics.

We will use significance level (α) of 0.01.

Given:

Sample mean for Education students (x₁) = 88.50

Sample mean for Nursing students (x₂) = 90.25

Standard deviation for the Education student sample (s₁) = 7.5

Standard deviation for the Nursing student sample (s₂) = 8.2

Sample size for Education students (n₁) = 25

Sample size for Nursing students (n₂) = 29

The t-test statistic for two independent samples is:

t = (x1₁ - x2) / sqrt((s₁² / n₁) + (s₂² / n₂))

t = (88.50 - 90.25) / sqrt((7.5² / 25) + (8.2² / 29))

t ≈ -0.8187

In this case, df = 24.

The critical value for α = 0.01 and df = 24 is approximately ±2.797.

Since |-0.8187| < 2.797, the absolute value of the t-test statistic is smaller than the critical value.

Therefore, we fail to reject the null hypothesis.

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Answer:

40%

Step-by-step explanation:

Answer:

9 1/8 ribbon would be remaining

Answer:

the answer is  9x

Step-by-step explanation:

y=9x is the relationship between the number of round trips, x, and the total number of kilometers Elizabeth has biked, y.

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

Given that,

Elizabeth recently bought a new bike, and she has started biking to and from work.

The round-trip distance is 9 kilometers.

We need to find an equation that shows the relationship between the number of round trips, x, and the total number of kilometers Elizabeth has biked, y.

y=9x

Hence y=9x is the relationship between the number of round trips, x, and the total number of kilometers Elizabeth has biked, y.

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Answer:

No

Step-by-step explanation:

10 is not less than 6, so 10 < r when r=6 is not true.

if we sum 4 and 5, we get:

4 + 5 = 9

If we calculate the product of 4 and 5, we get:

4 x 5 = 20

Since

Answer:

1) 3

2) 5/4

3) 5/9

Step-by-step explanation:

1) Change the sign to multiplication and change 1/4 into it's reciprocal which is 4/1. Multiply 3/4 · 4/1 to get 12/4.

Simplifies to 3

2) Change the sign to multiplication and find the reciprocal of 1/2 which is 2/1. Multiply 5/8 · 2/1 to get 10/8

Simplifies to 5/4

3) First, change the sign to multiplication then find the reciprocal of 3/4 which is 4/3. Multiply 5/12 · 4/3 to get 20/36.

Simplifies to 5/9

Answer:

I wish you good luck in finding your answer

Answer: 115

Step-by-step explanation:

Answer:

s^2u^2−5stu+6t^2

Step-by-step explanation:

Answer:

6t^2-5tsu+s^2u^2

Step-by-step explanation:

The number of messages are: Martina sent 21 messages, Ryan sent 14 messages, and Keith sent 42 messages.

We may build equations that link unknown values in a problem and describe those numbers using variables. We may modify these equations algebraically to get solutions for the unknowable numbers by employing variables. As a result, issue solving is more effective and we can come up with generic answers that may be used in a variety of situations. Moreover, employing variables enables us to see patterns and trends as well as better grasp the connections between various amounts in a situation.

Given that,

Ryan sent 7 fewer messages than Martina.

R = M - 7

Keith sent 2 times as many messages as Martina.

K = 2M

Martina, Ryan, and Keith sent a total of 77 text messages.

M + R + K = 77

Substitute the value of equation 1 and 2 in equation 3:

M + (M - 7) + 2M = 77

4M - 7 = 77

4M = 84

M = 21

Substitute the value of M in equation 1 and equation2:

R = M - 7 = 21 - 7 = 14

K = 2M = 2(21) = 42

Hence, the number of messages are: Martina sent 21 messages, Ryan sent 14 messages, and Keith sent 42 messages.

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To find the solution to the system of equations represented by the two lines based on the given tables of ordered pairs, you can follow these steps:

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Answer:

line passes through the vertex

Step-by-step explanation:

f(x)=-3(x+2)^2+4

x=-2 it is the x of the vertex

Answer:

\(x=7\)

\(y=-7\)

or

\((7,-7)\)

Step-by-step explanation:

\(y = -8x-49\\y=-x\)

Begin by substituting \(-x\) for \(y\) in the first equation given:

\(-x=-8x-49\)

Add \(8x\) to both sides of the equation:

\(-7x=49\)

Divide both sides of the equation by the coefficient of \(x\), which is \(-7\):

\(x=7\)

Now, substitute the \(x\) value into the second equation given:

\(y=-(7)\)

Distribute the negative:

\(y=-7\)

-

You can check your work by substituting the solved values into one of the given equations. Let's use the second one, as it will be easier to work with:

\(y=-x\)

\(-7=-(7)\)

\(-7=-7\)

Since the sides of the equation are equal to each other, our solution is correct!

Answer:

1.2 pounds of chicken per serving.

Step-by-step explanation:

4 and 4/5 of pounds of chicken for serving of 4.

We can also write this as 4.8 pounds of chicken.

To find how much pound of chicken will be needed for a single serving we have to divide 4.8 by 4.

\( \frac{4.8}{4} = 1.2 \: pounds \: of \: chicken\)

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Thanks!

The graph of the linear inequality y ≥ 2x - 5 is attached below with it's shaded part included.

The graph of an inequality in two variables is the set of points that represents all solutions to the inequality. A linear inequality divides the coordinate plane into two halves by a boundary line where one half represents the solutions of the inequality.

In the given problem, the inequality presented is;

y ≥ 2x - 5

To graph this, we would use a graphing calculator to find the boundary lines and plane.

In the graph below, the x and y intercept is at (2.5, -5) and the shaded part is on the left side of the graph.

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