These figures are congruent. What series of transformations moves pentagon
FGHIJ onto pentagon F'G'HTJ'?

Answer: I think its 8

Step-by-step explanation:

Answer: 1.56 kilometers

Step-by-step explanation:

you multiply 520 by 3 because she ran for three days

so she ran 1560 meters

1000 meters= 1 kilometer

that makes it 1.56 kilometers

Answer:

I think its C

Step-by-step explanation:

If you turn the big one the same way the small one is turned, you will see how hg = zy and how gf = yx

A) if Hank shoots inside the three-point line we can say that he has to shoot 246 in to make the ball into the hoop.

B) then the direct, in a straight line to the center of the basket is : x = √2*246inches ^2

Answer:

x = √2*246inches ^2

Step-by-step explanation:

yw

A partial fraction calculator is a tool used to decompose a rational function into simpler fractions, known as partial fractions.

A partial fraction calculator is a tool used to decompose a rational function into simpler fractions. It is commonly used in algebra and calculus to simplify complex expressions and solve equations. The partial fraction calculator takes a rational function as input and breaks it down into simpler fractions that can be more easily integrated or manipulated. This process involves finding the partial fraction decomposition of the rational function by factoring the denominator into linear and quadratic factors and then solving for the coefficients of the partial fractions. This calculator can be useful for students, engineers, and anyone working with complex algebraic expressions.

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Answer:

314.97

Step-by-step explanation:

Answer:

1) 19³=6859

2) 16² =256

3) 15³ =3375

4) 20² =400

5) 10³ =1000

Step-by-step explanation:

using your calculator to (square = number times itself) or (cube = number times itself times itself again)

Answer:

10

Step-by-step explanation:

We need to find the greatest number of student among whom 120 oranges and 130 apples can be divided equally.

​It means we need to find the HCF of 120 and 130.

HCF is highest common factor.

The HCF of 120 and 130 is 10.

So, the greatest number of student is 10.

Answer:

8

Step-by-step explanation:

16/8 × 2²

= 2 × 4

= 8

hope this helps

Step-by-step explanation:

16/8 ×2^2

=16/8 × 4

=2 × 4

=8

Answer:

100%

Step-by-step explanation:

your answer is 4x + 9

Step-by-step explanation:

× + 6 =4

x=4-6

x=-2

Hope it helps ☺️

Answer:

16 4/7

Step-by-step explanation:

First, you cant subtract 3/7 from 6/7 so take 1 from 19, which turns it to 18. And add that one to 3/7 to get 10/7, or just add 7 to your numerator. So now you have 18 10/7 - 12 6/7. so subtract 18 - 12 to get 6, and the subtract 10/7 - 6/7 to get 4/7. You dont actually have to subtract the denominator just the numerators, because the denominatos are the same so you leave them just the way they are. I hope this helps :)

Null Hypothesis (H0): There is no significant difference in the average number of ant species between region A and region B.

Alternative Hypothesis (HA): There is a significant difference in the average number of ant species between region A and region B.

Hypothesis testing is a statistical method used to make inferences about population parameters based on sample data. In this case, we are interested in comparing the average number of ant species between two regions, A and B.

The null hypothesis (H0) assumes that there is no significant difference in the average number of ant species between the two regions. This implies that any observed differences in the sample data are due to random chance or sampling variability.

On the other hand, the alternative hypothesis (HA) proposes that there is a significant difference in the average number of ant species between region A and region B. This suggests that the observed differences in the sample data are not likely to be the result of random chance alone and could be attributed to a true difference in the populations.

To test these hypotheses, appropriate statistical tests such as t-test or analysis of variance (ANOVA) can be used, depending on the nature of the data and the specific research question.

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The answer is 75.36 m

Please see the attached picture for full solution

Hope it helps

Answer:

\(75.36m\)

Step-by-step explanation:

\(c = 2\pi \: r \\ = 2 \times 3.14 \times 12 \\ = 75.36m\)

hope this helps

brainliest appreciated

good luck! have a nice day!

The smaller number is 13

Let x and y represent the unknown number

x + y= 47........equation 1

x - y= 21.........equation 2

From equation 1

x + y= 47

x= 47-y

Substitute 47-y for x in equation 2

(47-y)-y= 21

47-y-y= 21

47-2y= 21

-2y= 21-47

-2y= -26

y= 26/2

y= 13

Substitute 13 for y in equation 1

x + y= 47

x + 13= 47

x= 47-13

x= 34

Hence the smaller number is 13

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Answer:

=47/36

(Decimal: 1.305556)

Step-by-step explanation:

Answer:

3 1/4

Step-by-step explanation:

3/4 + ( 1/3 / 1/6 ) - (- 1/2)

First, divide within the parenthesis

3/4 + 2 - (- 1/2)

Next, change the double subtraction to an addition

3/4 + 2 + 1/2

Convert to forths

3/4 + 2 + 2/4

Add 3/4 and 2

2 3/4 + 2/4

Add 2 3/4 and 2/4

3 1/4

I hope that this helps :)

So the range of possible values for the length of the third side of the triangle is x < 6.9 cm.

The third side of a triangle must satisfy the triangle inequality, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Let's call the length of the third side x. Then the triangle inequality can be written as:

2.7 cm + 4.2 cm > x

Solving for x, we get:

x < 6.9 cm

So the range of possible values for the length of the third side of the triangle is x < 6.9 cm.

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Answer:

2

Step-by-step explanation:

5(3)+1/2(2)^2

16/8

2

\(5x + 1 \: over \: 2 y^2\)

\(→5(3)+\frac{1}{2}(2^2)\)

\(→15+\frac{1}{2}(4)\)

\(→\frac{16}{8} \)

\(→2\)

The sample results would be somewhat expected if the null hypothesis were true.

The correct option is (b).

Given,

In the question:

The complete question is this:

Select the most appropriate response.

What does it mean when sample results are not statistically significant?

The question is based on MCQ's

Now, According to the question:

What does it mean when sample results are not statistically significant?

It means  The sample results would be somewhat expected if the null hypothesis were true.

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Answer:

\( \frac{7}{24} \)

Step-by-step explanation:

\(6 \frac{5}{8} + \bigg( - 6 \frac{1}{3} \bigg ) \\ \\ = 6 \frac{5}{8} - 6 \frac{1}{3} \\ \\ = \frac{6 \times 8 + 5}{8} - \frac{6 \times 3 + 1}{3} \\ \\ = \frac{48 + 5}{8} - \frac{18 + 1}{3} \\ \\ = \frac{53}{8} - \frac{19}{3} \\ \\ = \frac{53 \times 3 - 19 \times 8}{8 \times 3} \\ \\ = \frac{159 - 152}{24} \\ \\ = \frac{7}{24} \)

Answer:

x^2-x-3 is the answer

Step-by-step explanation:

Answer:

It's the first one, a statement. :)

Answer:

the answer is 1. A statement that is author presents as true in order to support his or her position

The total amount of the bicycle, including the discount and tax, can be calculated by adding the discounted price and the tax amount.

Let's assume the original price of the bicycle is represented by "P". The discount is 30% off, which means the discounted price is 70% of the original price. Therefore, the discounted price can be calculated as 0.7P.

The discounted price is then subjected to tax, which is given as $28.35. This tax amount is calculated based on the discounted price. So, we can set up the equation as 0.7P + $28.35 = Total amount.

To find the total amount, we need to solve the equation by substituting the given values. However, since the original price (P) is not provided, we cannot determine the exact total amount without additional information.

Hence, the total amount of the bicycle cannot be determined without knowing the original price (P).

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The number is 15.

Let's represent the unknown number by "x".

A number is a numerical unit of measurement and labelling in mathematics. The natural numbers 1, 2, 3, 4, and so on are the first examples. Number words are a linguistic way to express numbers.

Given that this number's "2 over 3" equals 10, the following equation can be used to represent it:

\(2/3 \times x = 10\)

To find the value of "x", we can solve for it by multiplying both sides of the equation by the reciprocal of 2/3, which is 3/2:

\((3/2) \times 2/3 \times x = (3/2) \times 10\\x = 15\)

Therefore, the number is 15.

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Answer:

Step-by-step explanation:

Maria's speed is 100km/(12hr and 40min)

Convert the (12hr and 40min) into a value having a single unit (hr or minutes). I'll choose hours: 12hr + (40/60)hr = 12 2/3 hr.

We can now say that Maria's speed is 100km/(12 2/3 hr), or 7.8947 km/hr.

We want to konw how long it will take to go 1600 meters (1 mile) at that speed. 1600 meters = 1.6 km

(TIme)*(Speed) = Distance

(T)*(7.8947 km/hr) = (1.600 km)/(7.8947 km/hr)

T = 0.2027 hours, or (at 60 minutes/hr) 12.16 minutes.

If 10p4₅ = 134₁₀, then p is such that

\(10p4_5 = 1\times5^3 + 0\times5^2 + p\times5^1+4\times5^0 \\\\ \implies 134 = 125 + 0 + 5p + 4\)

Solve for p :

134 = 129 + 5p

5 = 5p

p = 1

The term that is not possible in the domain of a sequence is:

-5

The domain of a function is the set that contains all possible input values for the function. For a sequence, the domain is the set that contains all the indexed of the terms, starting at 0 and going until the nth term.

For example, suppose we have the following sequence: 3, 5, 7, ...

From what was explained above, which also can be visualized with the example, an index term of a sequence cannot be negative, hence the term that is not possible in the domain of a sequence is:

-5.

Which is the only negative number of the options.

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Answer:

x=7, x=3

Step-by-step explanation:

             \(x^{2} -8x+14=2x-7\)

\(x^{2} -8x-2x+14+7=0\)

            \(x^{2} -10x+21=0\)

\(\mathrm{For\:a\:quadratic\:equation\:of\:the\:form\:}ax^2+bx+c=0\mathrm{\:the\:solutions\:are\:}\)

\(x=\) \(\frac{-b\pm \sqrt{b^2-4ac}}{2a}\)

positive

\(x=\frac{-\left(-10\right)+\sqrt{\left(-10\right)^2-4\cdot \:1\cdot \:21}}{2\cdot \:1}\)

\(x=7\)

negative

\(x=\frac{-\left(-10\right)-\sqrt{\left(-10\right)^2-4\cdot \:1\cdot \:21}}{2\cdot \:1}\)

\(x=3\)

The number of cases per batch that should be produced to minimize cost is: 300 units

The number of cases per batch that should be produced to minimize cost can be found by using the Economic Order Quantity.

The Economic Order Quantity (EOQ) is a calculation performed by a business that represents the ideal order size that allows the business to meet demand without overspending. The inventory manager calculates her EOQ to minimize storage costs and excess inventory.  

Thus:

Number of cases per batch = √((2 * Setup costs * annual demand)/ holding costs for the year)

Solving gives:

√((2 * 30 * 15000)/10)

= √90000

= 300 units

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