help pleaseeeeeeeeeeeeeeeee

Answer: $20.25

Step-by-step explanation:

If each cupcake is sold for $1, then all the cupcakes are sold together for $30. Now subtract 9.75 from 30 and you get 20.25.

Hope this helps :)

Answer:

option c

Step-by-step explanation:

first use angle sum property, then use

linear pair axiom

Answer:

D: 121

Step-by-step explanation:

Step One: To do this problem, you must understand the rule that all angles in a triangle add up to 180 degrees.

Step Two: Now that we know the rule, we know this triangle equals 180 degrees. First, we must add the angles we DO know together: 26+33= 59.  

Step Three: We can subtract 59 from 180 to find the missing angle: 180-59= 121.

The maximum number of ways for all these players to play in the given scenario is 12.

To determine the maximum number of ways for the players to play, we can consider the possible match-ups between the players. Since a player always plays with the nearest rank player who is still in the competition, we can start with the highest-ranked player (#1) and pair them with the next nearest player in rank (#2). This creates one match. Then, the remaining players (#3, #4, and #5) can be paired in different ways: (3, 4), (4, 5), and (3, 5). This results in three more matches. Therefore, in total, we have four matches.

For each match, the winner moves on to the next round, while the loser is eliminated. Following this process, we can have a maximum of three rounds of matches, resulting in a total of 12 possible ways for all the players to play.

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Answer:

0.005719

Step-by-step explanation:

H0 : μ = 26

H1 : μ < 26

Given that:

Population mean, μ = 26

Sample mean, xbar = 25

Sample standard deviation, s = 2.5

Sample size, n = 40

The test statistic :

(xbar - μ) / s/sqrt(n)

Test statistic :

(25 - 26) / 2.5/sqrt(40)

-1 / 0.3952847

Test statistic = - 2.5298

Using a Pvalue calculator from Z test statistic:

Pvalue = 0.005719

Answer:

She rented the table for 6 months

Answer:100 - 550= 440 than 75 x 12 is 900 so she will need 460 dollars left to completely rent the table.

Step-by-step explanation:

Answer:

1/8

Step-by-step explanation:

1 number out of eight possible choices.

Answer:

1/8

Step-by-step explanation:

the answer

The correct answer is: 0, -3, and 3. At  0, -3, and 3 of x does fx) x4-18x2 have a critical point where the graph changes from decreasing to increasing.

To find the critical points where the graph of the function f(x) = x^4 - 18x^2 changes from decreasing to increasing, we need to find the values of x where the derivative of the function is equal to zero or does not exist.

Let's find the derivative of f(x) with respect to x:

f'(x) = 4x^3 - 36x

To find the critical points, we set the derivative equal to zero and solve for x:

4x^3 - 36x = 0

Factor out 4x:

4x(x^2 - 9) = 0

Now we have two factors:

1) 4x = 0, which gives x = 0

2) x^2 - 9 = 0, which gives x = ±3

So, the critical points where the graph changes from decreasing to increasing are x = 0, x = -3, and x = 3.

Therefore, the correct answer is: 0, -3, and 3.

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Answer:

18 in

Step-by-step explanation:

The correct answer is D. The data are qualitative because they consist of counts or measurements.

Qualitative data refers to non-numerical information that is categorical or descriptive in nature. It describes qualities or characteristics of a subject.

In this case, the preferred hands of the experiment's participants would be categorical information, as it describes the quality or characteristic of which hand the participants prefer to use.

On the other hand, quantitative data refers to numerical information that can be measured or counted. It involves quantities or amounts.

Examples of quantitative data would include measurements such as height, weight, or number of participants.

Since the preferred hands in this scenario are categorical and not measured or counted, the data is qualitative. It focuses on the qualities or categories of left-handedness or right-handedness, rather than measuring or counting any specific quantities.

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Edge set of the graph with vertices F, G, H, I, J, K, and L that has an Euler trail, the degree of I is 1 and the degree of K is 3 is: {(F, H), (G, H), (G, I), (H, J), (I, K), (J, K), (K, L), (K, F)}.

To construct a simple graph with vertices F, G, H, I, J, K, L that has an Euler trail, the degree of I is 1 and the degree of K is 3 and the corresponding edge set, we can follow this method

1: Draw the vertices of the graph. We have 7 vertices, F, G, H, I, J, K, and L.

2: Draw edges between the vertices to form the graph. Since the degree of I is 1 and the degree of K is 3, we can connect I to some other vertex and K to three other vertices.

3: Check if the graph has an Euler trail. A graph has an Euler trail if all vertices have an even degree or if exactly two vertices have an odd degree. Here, the degree of I is 1 and the degree of K is 3, so the graph has two vertices with odd degrees. Therefore, the graph has an Euler trail.

4: Write down the edge set. The edge set of the graph can be written as follows: {(F, H), (G, H), (G, I), (H, J), (I, K), (J, K), (K, L), (K, F)}

5. Here's one possible graph that satisfies the conditions:

  I

   /

F--G--H--J

   \

    K--L

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Answer:

B

Step-by-step explanation:

a is a cubic. A cubic is an equation that has 3 on its base x to become x^3 as it's highest power. That is not a quadratic. A cubic and a quadratic are not the same thing.

b is a quadratic The highest power is 2 on the base (x)  to become x^2. That is how a quadratic is defined.

c is a reciprocal. It has its highest power in the denominator, and that is not a quadratic. A quadratic is an equation whose highest power is 2 on its base (x) and whose highest power is in the numerator, not the denominator. This choice is rather tricky because the quadratic formula can be used on it if you change x = 1/z. Then the equation becomes f(x) = 4z^2 - 2z + 1. But as it is given and likely as you have been told, this is not a quadratic. This will factor into  (2z - 1)(2z - 1). If I were a student, I'd question this one. It would be interesting to see how your instructor would eliminate it.

d is just a linear function. Since x^2 is multiplied by 0, it disappears. What is left is f(x) = -9x + 7 which is a linear function.

Answer:

124

Step-by-step explanation:

To find the surface area, we add the area from all faces or the prism.

the first face, we can put 8 times 2.5, which is 20. There are two of these faces, so we have 40 in our area so far.

next the other face. 4  times 2.5 is 10, and there are two of these faces. 60 in out area.

now the top and bottom faces. 8 times 4 is 32. there are two of these faces, and 60 +64 = 124

Hi

The answer would be =

Why?

The `| |` symbols mean actual value, which makes every number inside of it positive. That would mean, following the rules of actual value, the equation would look like:

5 + 2 _____ 5 + 2

Both add up to 10, so both equations are equal.

Answer:

>

Step-by-step explanation:

(4)| -5 + (-2)|  ____ |5 + 2|

         (4)| -7|  ____ |7|

            (4)(7) ____ 7

                28     >   7

In the given circuit, there are two resistors, R1 and R2, both with a resistance of 4 Ω. The circuit analysis and determination of various electrical quantities, such as current and voltage, can be performed based on this information.

The circuit consists of two resistors, R1 and R2, each with a resistance of 4 Ω. To analyze the circuit and determine various electrical quantities, we can apply principles such as Ohm's law and Kirchhoff's laws.

Firstly, we can calculate the total resistance in the circuit by combining the resistors in series or parallel based on their connection. If R1 and R2 are in series, their total resistance, RT, would be the sum of their individual resistances, i.e., RT = R1 + R2 = 8 Ω.

Once we know the total resistance, we can use Ohm's law (V = IR) to calculate the voltage across the resistors or the current flowing through them. If the circuit is connected to a power source or a given voltage, we can determine the current flowing through the resistors using Ohm's law and Kirchhoff's laws.

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If the activities and assessments were designed to facilitate learning and encourage higher-order thinking skills, learners were exposed to opportunities for achieving mathematical proficiency (Kilpatrick, Swafford & Findell, 2001).

The teaching and learning process revolves around assessing the level of knowledge students have and guiding them to achieve specific goals.

The role of assessments in the classroom is to measure students' understanding of the taught content and to provide feedback to the teacher on areas where improvement is required.

Suppose the learning activity by Teacher Thato and all the three assessment of learning activities by the student teachers captures the entire learning experience of Teacher Thato's learners.

The extent to which Teacher Thato's learners were exposed to opportunities for achieving mathematical proficiency depends on the effectiveness of the teaching and learning process.

Mathematical proficiency is the knowledge and skills that learners gain through regular interactions with mathematical concepts.

Mathematical proficiency means understanding mathematics as well as being able to apply mathematical knowledge in real-world scenarios.

Therefore, if Teacher Thato's learning activities and assessment methods were designed to provide learners with opportunities to apply mathematical concepts to real-world problems, then they were exposed to opportunities for achieving mathematical proficiency (Kilpatrick, Swafford & Findell, 2001).

Similarly, if the activities and assessments required learners to engage in critical thinking, problem-solving, and other higher-order thinking skills, then it's possible that learners were exposed to opportunities for achieving mathematical proficiency (Kilpatrick, Swafford & Findell, 2001).

In summary, if the activities and assessments were designed to facilitate learning and encourage higher-order thinking skills, learners were exposed to opportunities for achieving mathematical proficiency (Kilpatrick, Swafford & Findell, 2001).

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Answer:

Step-by-step explanation:

c²  =  a² + b²

c   =  √(a² + b²)

    =  √(9² + 3²)

    =  √(81 + 9)  

c   =  √90             = √(9)(10)       =   3√10  simplified

In market research, the willingness to pay (WTP) is the highest amount that a consumer will pay for a product or service. The product has high Accuracy (2.7) and Screen Size (9.6), and low Voice (14.9) and Price (34.5)

To calculate the WTP for product attributes from a table like the following and describe the product from the coding for the attribute levels, one can follow these steps:

Step 1: Determine the attributes of the product. The attributes are listed as Accuracy, Screen Size, Voice, and Price.  

Step 2: Use coding to describe the levels of each attribute.

The levels for Accuracy are 2.7 and 1.0; for Screen Size are 9.6 and 0.9; for Voice are 30.4 and 14.9; for Price are 40.6 and 34.5.  

Step 3: Use hypothesis testing to determine whether each attribute level is significant.

The t-statistic for each coefficient is greater than 2.0, indicating that each attribute is significant.  

Step 4: Calculate the WTP for each attribute by dividing the coefficient by the attribute level.

The WTP for Accuracy is $2.70, for Screen Size is $1.14, for Voice is $1.87, and for Price is $0.47.  

Step 5: Describe the product based on the coding for the attribute levels.

The product has high Accuracy (2.7) and Screen Size (9.6), and low Voice (14.9) and Price (34.5).

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To calculate the given volume integral, 4(x^3 + xy^2) dV, over the solid E in the first octant beneath the paraboloid z = 1 - x^2 - y^2, we need to set up the integral in cylindrical coordinates. The integral will involve integrating over the appropriate limits and applying the volume element in cylindrical coordinates.

In cylindrical coordinates, we have x = r cos θ, y = r sin θ, and z = z.
The equation of the paraboloid, z = 1 - x^2 - y^2, can be expressed as z = 1 - r^2.
The given volume integral becomes 4(x^3 + xy^2) dV = 4(r^3 cos^3 θ + r^3 cos θ sin^2 θ) r dz dr dθ.
To determine the limits of integration, we need to consider the region of the solid E in the first octant. Since the solid lies beneath the paraboloid z = 1 - x^2 - y^2, the upper limit for z is given by z = 1 - r^2.
The limits for r and θ depend on the region in the first octant. We need to set appropriate limits to cover the desired region.Once we have the limits for r, θ, and z, we can set up the triple integral using the volume element in cylindrical coordinates.
By evaluating the integral with the corresponding limits, we can find the value of the given volume integral over the solid E in the first octant beneath the paraboloid.

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Answer:

It's 16m

Step-by-step explanation:

Let's say the missing side is C, and since the triangle is right-angle triangle, you can use Pythagoras theorem. Which is

C squared is equal to A squared plus B squared

Like this: c^2 = a^2+b^2

Then

c^2= (10)^2 + (12)^2

c^2= 100 + 144

c^2= 244

c=

[tex] \sqrt{244} [/tex]

c = 15.6

Hope this helps :)

Answer:

exponential

Step-by-step explanation:

since the rate of our population growth is relative to the amount of people already on our planet, the numbers will grow exponentially

Answer: exponential

Step-by-step explanation: exponential function don’t grow at a constant rate, like the world population

Answer: 48 grams

Step-by-step explanation:

The half-life of an element refers to the amount of time that it takes for half of it to decay.

For instance, if the half life is 2 hours and the element weighs 12 g, the element will only weigh 6g after 2 hours.

The half-life of the above is 6 hours, in 3 hours therefore, it would only have lost of the half that it would have lost in 3 hours which means it would have lost only a quarter.

= 64 * ( 1 - 1/4)

= 48 grams

Answer:

O-O

Step-by-step explanation:

XD i took the last comment

Answer:

its D

Step-by-step explanation:

Answer:

Not sure what you mean by "all". If you literally meant all the ratios that are equivalent to 75:50, the answer would be basically infinite. Maybe you mean in simplest terms, which is most commonly answered. In that case, the answer is 3:2

Answer:

C.) The vertex is at (2, 8) and the axis of symmetry is x = 2.

Step-by-step explanation:

I got a 100 on edge

The vertex is at (2,8) and the axis of symmetry is x = 2

The vertex of a curve is the point where the curve passes its axis of symmetry. While the axis of symmetry is the line that divides the curve into two equal halves.

Analysis:

if y = a[tex]x^{2}[/tex]+bx +c.  then the axis of symmetry occurs at  [tex]\frac{-b}{2a}[/tex] and the vertex occurs at [tex]\frac{-b}{2a}[/tex] and the value of y at [tex]\frac{-b}{2a}[/tex].

comparing the above with the equation h(x) = -2[tex]x^{2}[/tex]+8x

x coordinate for vertex = [tex]\frac{-8}{2 x -2}[/tex]  = 2

y coordinate at x = 2

-2[tex](2)^{2}[/tex] + 8(2) = 8

vertex is at point (2,8)

axis of symmetry is the x coordinate of the vertex which is at x = 2

In conclusion, the axis of symmetry is at x = 2 and vertex at point (2,80 option c

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In this given problem, the random variable is the time it takes to wash dishes.

Because it is equally distributed between 5 minutes and 18 minutes, the time it takes to wash the dishes on a randomly chosen night is a continuous random variable in the given situation. A random variable is a numerical measure of the result of a probability experiment. It is a mathematical function that assigns numerical values to each possible outcome in the sample space of the experiment. A random variable can be discrete or continuous. In the given problem, the time it takes to wash the dishes on a randomly selected night is a continuous random variable since it is uniformly distributed between 5 minutes and 18 minutes.

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The possible values are not fixed but depend on the probability distribution or the experiment being performed.

In the context of the given problem, the random variable is the time it takes to wash the dishes on a randomly selected night.

A random variable is a variable that is subject to random variations over time.

In probability theory and statistics, it is a numerical quantity or a mathematical function assigned to every event in a sample space of a random phenomenon.

The variable may take on different values as a result of the random element.

To be precise, random variables are quantitative measures of the outcomes of a probability distribution.

Their possible values are not fixed but depend on the probability distribution or the experiment being performed.

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The equivalent double integral in polar coordinates is: 1 = ∫∫(2 - r²cosθ) rdr dθ.

In polar coordinates, we can express the given double integral as 1 = ∫∫(2 - r²cosθ) rdr dθ. To convert from rectangular coordinates to polar coordinates, we substitute x = rcosθ and y = rsinθ. The element of area in polar coordinates is given by dA = rdr dθ.

By making these substitutions and adjusting the limits of integration accordingly, we obtain the equivalent double integral in polar coordinates.

The integral becomes 1 = ∫∫(2 - r²cosθ) rdr dθ. This form allows us to integrate with respect to r first and then with respect to θ, simplifying the evaluation process.

Polar coordinates provide an alternative way to express integrals, particularly when dealing with problems involving circular or radial symmetry.

They use the distance from a fixed point (the origin) and the angle measured from a reference direction (usually the positive x-axis) to represent points in the plane.

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Late answer, but whatever.

Answer:

36. There are 36 students in the class.

Step-by-step explanation:

4/12 oatmeal

2/12 cinnamon

3/12 chocolate

9 peanut

The fractions added together = 9/12

This means the 9 students = 3/12 of the class

3 x 4 = 12

9 x 4 = 36