what is 12 is 15 % of what?

Answer:

-4

Step-by-step explanation:

Answer:

D. Bimodal

Explanation:

The given histogram has two creast, each crest represent a mode. So, we can say that this is a bimodal graph. Therefore, the answer is

D. Bimodal.

Step-by-step explanation:

Answer:

\(z^5-y^5\)

Step-by-step explanation:

=> \((z^3*z^2)-(y^4*y)\)

When bases are same, powers are to be added

=> \((z^{3+2})-(y^{4+1})\)

=> \(z^5-y^5\)

P.s. Yessss, Wishing should be a moderator so that he can delete all the absurd or plagiarized answer!!!!!!!!

Answer:

A or x < 7/12

Given statement solution is :-

1) Gather your electricity bills from the period before the summer break.

2) Create a comprehensive list of all the electrical appliances used in your home.

Include major appliances like air conditioners, refrigerators, washing machines, and smaller devices like televisions, computers, and lights.

3) Research or locate the power consumption information for each appliance.

4) Identify areas where energy consumption can be reduced, such as:

Turning off lights when not in use.

Setting air conditioner temperatures at an optimal level.

Using energy-efficient appliances.

5) After the summer break, collect your electricity bill for the corresponding period.

6) Include details about your energy reduction plan, the changes implemented, and the resulting impact on energy consumption and cost.

Provide recommendations for further improvements or adjustments to achieve even greater sustainability.

To conduct a comparative study of consecutive electric bills and analyze the impact of a reduction plan, you can follow the steps below:

Examine your electricity bills of pre-summer break:

Gather your electricity bills from the period before the summer break.

Look for details such as total energy consumption (in kilowatt-hours or kWh), billing period, and the cost per unit of electricity.

List the various electrical appliances used in your home:

Create a comprehensive list of all the electrical appliances used in your home.

Include major appliances like air conditioners, refrigerators, washing machines, and smaller devices like televisions, computers, and lights.

Find out the power consumption and duration for each device in use:

Research or locate the power consumption information for each appliance.

This information is typically provided on the appliance itself or in the user manual.

Note down the power rating of each device in watts (W) or kilowatts (kW).

Estimate the average duration each device is used daily in hours (e.g., 2 hours for a television, 8 hours for a refrigerator).

Calculate the estimated electricity consumption and cost:

Multiply the power rating (in kW) of each device by its average daily usage (in hours) to find the daily energy consumption (in kWh).

Multiply the daily energy consumption by the number of days in the billing period to get the total energy consumption for that period.

Multiply the total energy consumption by the cost per unit of electricity to calculate the estimated cost for each appliance.

Sum up the estimated costs for all appliances to get the total estimated electricity bill.

Make an energy reduction plan and determine implementation:

Identify areas where energy consumption can be reduced, such as:

Turning off lights when not in use.

Setting air conditioner temperatures at an optimal level.

Using energy-efficient appliances.

Unplugging devices when not in use.

Determine the feasibility of implementing these energy reduction measures in your home.

Re-examine your electricity bill of post-summer break:

After the summer break, collect your electricity bill for the corresponding period.

Calculate the actual energy consumption and cost using the same method as in step 4.

Compare the actual post-summer break bill with the estimated pre-summer break bill.

Note any changes in energy consumption and cost, and analyze the effectiveness of your energy reduction plan.

Document your reduction plan and changes in the bill:

Write a report summarizing your findings and observations.

Include details about your energy reduction plan, the changes implemented, and the resulting impact on energy consumption and cost.

Provide recommendations for further improvements or adjustments to achieve even greater sustainability.

By following these steps, you can conduct a comparative study of consecutive electric bills, analyze the effectiveness of your energy reduction plan, and track changes in energy consumption and costs.

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Answer:

The calculated value    Z = 1.183 < 1.96 at 0.05 level of significance

Null hypothesis is accepted

A particular greyhound breeder claims that her dogs are faster than the average greyhound

Step-by-step explanation:

Step(i):-

Given the average speed of greyhound dogs is about 18.4 meters per second.

Size of the sample 'n' = 35

mean of the sample x⁻ = 18.7

Population standard deviation = 1.5m/s

level of significance (∝)  = 0.05

Step(ii):-

Null hypothesis : H₀ : μ = 18.4

Alternative  hypothesis H₁ :  μ ≠ 18.4

Test statistic

              \(Z = \frac{x^{-} - mean}{\frac{S.D}{\sqrt{n} } }\)

             \(Z = \frac{18.7-18.4}{\frac{1.5}{\sqrt{35} } }\)

            Z = 1.183

Conclusion:-

The calculated value    Z = 1.183 < 1.96 at 0.05 level of significance

Null hypothesis is accepted

A particular greyhound breeder claims that her dogs are faster than the average greyhound

Answer:

-5/9

Step-by-step explanation:

Multiply both the numerator and denominator of each fraction by the number that makes its denominator equal the LCD. This is basically multiplying each fraction by 1.

(518×11)−(56×33)=?

Complete the multiplication and the equation becomes

518−1518=?

The two fractions now have like denominators so you can subtract the numerators.

Then:

5−1518=−1018

This fraction can be reduced by dividing both the numerator and denominator by the Greatest Common Factor of 10 and 18 using

GCF(10,18) = 2

−10÷218÷2=−59

Therefore:

518−56=−59

Answer:

y = 0.4x

Step-by-step explanation:

given that y varies directly with x then the equation relating them is

y = kx ← k is the constant of variation

to find k use the condition y = 4 when x = 10 , then

4 = 10k ( divide both sides by 10 )

\(\frac{4}{10}\) = k , that is

k = 0.4

y = 0.4x ← equation of variation

Answer:

4s/2

Step-by-step explanation:

Since it's a square, all sides are s.

Multiply s by 4, to get 4s.

Now you do 4s/2

I'm not 100% sure but I tried :)

Answer:

hey bella jordan is searching you like a mad plzz reponse him

Answer:

y = 1/-20 (x-2) - 5

Step-by-step explanation:

Focus = (a,b) = (2,-4)

So a = 2, b = -4

Directrix: y = -6

But y = k

So k = -6

Finding Standard Form of Equation for parabola

y = (1/2(b-k))(x-a)²+(1/2)(b+k)

y = (1/2(-4-6))(x-2)+(1/2)(-4-6)

y = (1/2(-10))(x-2)+(1/2)(-10)

y = (1/-20)(x-2)+(-5)

y = 1/-20 (x-2) - 5

Answer: 4



Step-by-step explanation:

Answer:

119 (>_ )65 + M .9    M = 60 or less

Step-by-step explanation:

Answer:

7899772hsjskdjdnnddndhhdj

Answer:

1/480

Step-by-step explanation:

rolling a 5 is 1/6

rolling a 5 is 1/8

rolling a 5 is 1/10

total probability= 1/6*1/8*1/10

= 1/480

Remember that on a right triangle, the trigonometric ratios of a given angle are defined as follows:

On the given figure, the side opposite to the angle C has a length of 20, the side adjacent to C has a length of 21, and the hypotenyse has a lenght of 29.

On the other hand, the side opposite to the angle A has a length of 21, the side adjacent to the angle A has a length of 20 and the hypotenuse is the same.

Then:

C. (4, 4), (-2, 2), (7, 1), (-7, 2)

In mathematics, a function from a set X to a set Y assigns to each element of X exactly one element of Y.[1] The set X is called the domain of the function[2] and the set Y is called the codomain of the function

Answer:

f inverse of x is equal to 3 to the power of the quantity x plus 6 end quantity minus 5 all over 4

Step-by-step explanation:

The function \(f(x)=\log_3 (4x+5)-6\) can be thought of as a series of steps, one operation at a time:

Start with x

Multiply by 4

Add 5

Take the \(\log_3\)

Subtract 6

That gives you a function value \(f(x)\).

To get the inverse function, read that list from the bottom up (in reverse order, using inverse operations at each step).

Start with x  (a bit confusing, because this  x  represents the function value you get at the end of the above list).

Add 6   (add is the inverse operation of subtract)

Raise 3 to the ...    \(3^{\text{result of previous step}\)

Subtract 5

Divide by 4

\(f^{-1}(x) = \frac{3^{x+6}-5}{4}\)

Let's test this out.  Find f(1).

\(f(1)=\log_3(4 \cdot 1 + 5)-6 =\log_3(9)-6=2-6=-4\)

Now put -4 into the inverse function.

\(f^{-1}(-4)=\frac{3^{-4+6}-5}{4}=\frac{3^2-5}{4}=\frac{9-5}{4}=\frac{4}{4} =1\)

The final result is the number we started with when we put 1 into f(x).

Finding an inverse is reversing the action of the function  f  by doing inverse operations in "backwards" order.

A lot of authors have you do this by switching  x  and  y  in the formula for a function, then solving for  x.

\(y = \log_3(4x+5)-6\text{ switch x and y}\\\\x = \log_3(4y+5)-6\\\\x+6 = \log_3(4y+5)\\\\3^{x+6}=4y+5\\\\3^{x+6}-5=4y\\\\\frac{3^{x+6}-5}{4}=y\)

Answer:

B-

Step-by-step explanation:

I took the test

1. ask all the students in your math class - Convenience Sampling 2. choosing every 5th person on a list - Systematic Sampling. 3. pulling 50 names from a hat - Random Sampling.

In statistics, sampling is the process of choosing a portion of people or facts from a bigger group in order to estimate population characteristics. To collect data that is representative of the majority while reducing bias and mistakes, sampling is used. Various sampling techniques can be employed depending on the study, the size of the population, and the resources at hand. Simple random sampling, stratified sampling, cluster sampling, and systematic sampling are a few popular sampling techniques.

1. ask all the students in your math class - Convenience Sampling

2. choosing every 5th person on a list - Systematic Sampling.

3. pulling 50 names from a hat - Random Sampling.

4. randomly select two tables in the cafeteria and survey all the people at those two tables - Cluster Sampling.

5. dividing the population by Gender, and choosing 30 p - Stratified Sampling.

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Answer:

the first answer is: y=2x  the second answer is y=2x+10

Step-by-step explanation:

The magnitude of the vector having the initial point P and the terminal point Q is 17.

What is magnitude ?

Simply said, "distance or amount" is the definition of size. In terms of motion, it shows the absolute or relative size, direction, or movement of an item. It is used to describe something's size or scope. Magnitude in physics often refers to a size or amount.

Given: p (- 3,2) , q (5,17)

vector  = (17-2)i + (5+3)j

= 15i + 8j

Magnitude = \(\sqrt{(15^{2}+8^{2} ) }\)

magnitude =17

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Given :

\({\qquad \sf \dashrightarrow y= 4x + 1 \: –––– \sf \: (i)}\)

\({\qquad \sf \dashrightarrow 3x + 2y = 13 \: –––– \sf \: (ii)}\)

Now, Substituing the value of y in equation (ii) :

\({\qquad \sf \dashrightarrow \: 3x + 2y = 13 }\)

\({\qquad \sf \dashrightarrow \: 3x + 2(4x + 1) = 13 }\)

\({\qquad \sf \dashrightarrow \: 3x + 8x + 2 = 13 }\)

\({\qquad \sf \dashrightarrow \: 11x + 2 = 13 }\)

\({\qquad \sf \dashrightarrow \: 11x = 13 - 2 }\)

\({\qquad \sf \dashrightarrow \: 11x = 11 }\)

\({\qquad \sf \dashrightarrow \: x = \dfrac{11}{11} }\)

\({\qquad \sf \dashrightarrow \bf \: x = 1 }\)

Now, substituting the value of x in equation (i) :

\({\qquad \sf \dashrightarrow y= 4x + 1}\)

\({\qquad \sf \dashrightarrow y= 4(1) + 1}\)

\({\qquad \sf \dashrightarrow y= 4 + 1}\)

\({\qquad \bf \dashrightarrow y= 5}\)

Step-by-step explanation:

14 < 6×?

6×3=18

therefore anything above 3 multiplied by 6 would be greater in value than 14

The quotient is 32 and the remainder is 6.

i.e,

32 R6

Option A is the correct answer.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

774 ÷ 24

24 ) 774 ( 32

      768

           6

The quotient is 32 and the remainder is 6.

Now,

We can write in this form,

(Quotient) R(remainder)

Thus,

The quotient is 32 and the remainder is 6.

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The Solution:

Given:

Required:

To find the equation of a line passing through the given points.

By the formula for the equation of a line:

Substitute these values in the formula.

Cross multiply to get:

Therefore, the correct answer is:

⇒Plug in places the given values in the expression x-2c and simplify

given that x=3 and c =-3

⇒\(=(3)-2(-3)\\=3+6\\=9\)

The expression evaluated at the given variables is equal to 9.

Answer:

You have to think in three dimensions to answer this properly. The relative size of the pieces was never specified, so let’s start with the first three cuts:

Cut 1: No specified angle—-but it’s vertical and along a diameter (assuming a circular pie): 2 pieces.

Cut 2: Perpendicular to Cut 1; also vertical: 4 pieces.

Cut 3: Horizontal across the midline of the pie: 8 pieces.

Cuts 4 and 5: Diagonally—from either end of cut 1 on top to the opposite sides on the bottom (they intersect at the center): 16 pieces.

Cuts 6 and 7: Diagonally from the ends of cut 2 (similar to cuts 4 and 5): 32 pieces.

Cut 8: The exact angle is unimportant—it’s difficult if not impossible to cut more than half of the pieces. So of 32, 16 are split, leaving a grand total of 48 pieces.

There could very well be a way to make more than 48 pieces, but I would have written that one if I’d thought of it.

Step-by-step explanation:

With eight straight cuts, approximately 18 pieces of pie can be made.

An algebraic expression in mathematics is a combination of terms both constant and variable. For example, we can write the algebraic expressions as -

2x + 3y + 5

2z + y

x + 3y

Given is that a pie can be cut into seven pieces with three straight cuts.

With three straight cuts, the number of pieces would be seven.

With 1 straight cut, the number of pieces would be 7/3.

With 8 straight cut, the number of pieces would be 7/3 x 8 = 56/3 = 18.6

Therefore, with eight straight cuts, approximately 18 pieces of pie can be made.

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The number of square centimeters of icing that would be needed for one cake is equal to: C. 1,755 cm².

Since everything but the circular bottom of the cake was iced, the number of square centimeters of icing that would be needed for one cake can be calculated by using this mathematical expression:

Total surface area of cake = Curved surface area of cake + area of the top

Total surface area of cake = 2πrh + πr²

Where:

By substituting the given parameters into the total surface area of cake formula, we have;

Total surface area of cake = (2 × 3.14 × 13 × 15) + (3.14 × 13²)

Total surface area of cake = 1224.6 + 530.66

Total surface area of cake = 1755.26 ≈ 1755 square centimeter.

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Answer: C. 1,755 cm2

Hope this helps

Answer:

Are you sure?

None

Step-by-step explanation:

A. x= -3 , y= 3

x + y =

-3 + 3 = 0

B. x= -3 , y= -3

x + y =

-3 + -3 = -6

C. x= 3 , y= 3

x + y =

3 + 3 =6

D. x= 3 , y= -3

x + y =

3 + -3 = 0

Answer:

False.

Explanation:

To rationalize a denominator that has more than one term, you multiply the fraction by \(\frac{b}{b}\), where "b" is the conjugate of the denominator not the numerator.

false

you multiply both the denominator and the numerator not just the fraction.