The absolute value of three, written as |3| because ?

Answer:

22.7777777778

Step-by-step explanation:

Answer:

22.7777777778

Step-by-step explanation:

Answer:

The probability is 0.06681

Step-by-step explanation:

To calculate this, we need to calculate the standard score or z-score

Mathematically, the standard score can be calculated using the formula;

z-score = (x - mean)/SD

from the question, the mean is 514 and the standard deviation is 118

The z-score is thus = (691-514)/118 = 177/118 = 1.5

The probability we are trying to calculate is thus;

P(x ≥ 691) or P(z ≥ 1.5)

Using standard score table or calculator,

Recall, P( x < 691) = 1 - P( x ≥ 691)

Hence, P( x ≥ 691) = 1 - P( x < 691)

P( x ≥ 691) = 1 - 0.93319

= 0.06681

Final answer:

To find the probability of scoring 691 or greater on the SAT Math section, you calculate the Z-score using the given mean and standard deviation, then use this to determine the percentage of students scoring below this score, with a Z-score of 1.5 corresponding to approximately 6.68% scoring higher.

Explanation:

To determine the probability that a student scored 691 or greater on the SAT Math section, given the distribution has a mean of 514 and a standard deviation of 118, we first calculate the Z-score. The Z-score formula is Z = (X - μ) / σ, where X is the score of interest, μ is the mean, and σ is the standard deviation.

For a score of 691, the Z-score is:

Z = (691 - 514) / 118 = 177 / 118 ≈ 1.5

After calculating the Z-score, we look up this value in a standard normal distribution table or use a calculator with statistical functionalities to find the probability to the right of this Z-score. This gives us the probability of a student scoring 691 or higher on the SAT Math section.

However, without a Z-table or calculator at hand, we can approximate that a Z-score of 1.5 generally corresponds to being higher than approximately 93.32% of the distribution. Therefore, the probability of scoring 691 or greater is about 6.68% (100% - 93.32%).

The point (4, π/6)  can also be represented by the polar coordinates (-4, 7π/6).

We have given that,

a. (-4, 7π/6)

b.(4, 5π/6)

c. (4, -π/6)

d. (-4, 13π/6)

We have to determine the point (4, π/6) that can also be represented by which of the following polar coordinates.

The polar coordinate system is a two-dimensional coordinate system in which each point on a plane is determined by a distance from a reference point and an angle from a reference direction. The reference point is called the pole, and the ray from the pole in the reference direction is the polar axis.

The point (4, π/6)  can also be represented by the polar coordinates (-4, 7π/6).

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Final answer:

The point (4, π/6) can also be represented by (-4, 7π/6), utilizing the polar coordinate system's symmetry by extending the radius to the negative side and adding π to the angle.

Explanation:

The point (4, π/6) in Cartesian coordinates corresponds to a point in the first quadrant since the radius is positive and the angle is positive, which is less than π/2. When we want to find an equivalent set of polar coordinates, we can utilize the symmetry of the polar coordinate system.

The point can also be represented by the coordinates (-4, 7π/6) because if you extend the radius to the negative side (so it becomes -4) and add π radians (180 degrees) to the angle, the point ends up in the same location, albeit in the third quadrant. Therefore, the correct answer is a. (-4, 7π/6).

Answer: y=3tan(x)+2

Step-by-step explanation:

Answer:

y=3 tan(x)+2

Step-by-step explanation:

just did it on ed

Answer:

he worked for 6 hours and 30 min

Step-by-step explanation:

what you do is take 53.30 and divide it by 8.20

An equation is formed of two equal expressions. The number of hours Jaime worked last week is 6.5 hours.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

Given Jaime makes $8.20 per hour in his part-time job. He made $53.30 last week. Therefore, the number of hours he worked is,

$53.30 = n × $8.20

n = 6.5 hours

Hence, the number of hours Jaime worked last week is 6.5 hours.

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Answer:

41.6

Step-by-step explanation:

Answer:

The z-score of a teenage with waist size 33 inch is 2

Step-by-step explanation:

Mathematically, the z-score can be calculated using the formula;

z-score = (x- mean)/SD

where mean = 29 inches , SD = 2 inches and x = 33 inch

Plugging these values, we have

z-score = (33-29)/2 = 4/2 = 2

The z-score of a teenage male with a33 inch waist is 2.

Given that,

Based on the above information, the calculation is as follows:

[tex]= (33-29)\div 2 \\\\= 4\div 2[/tex]

= 2

Therefore we can conclude that The z-score of a teenage male with a33 inch waist is 2.

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Answer:

Tan 144

Step-by-step explanation:

Because they have the same answer when typed in a calculator

Answer:

It is -tan(36

Step-by-step explanation:

Answer: No hay

Step-by-step explanation:

5 es producto de 5*1 y 1*5 solamente por lo tanto no hay número que sumado de 7

Answer: No, it's not possible as every triangle is 180 degrees. These angles add to 220 degrees which is more than 180.

Step-by-step explanation:

This is backed by the Triangle Sum Theorem which states that the three interior angles of any triangle add up to 180 degrees.

It's impossible to form a triangle with angles measuring 90, 30, and 100 degrees because the sum of those angles exceeds 180 degrees, which violates the rule that the sum of all angles in a triangle must equal 180 degrees.

No, it is not possible to create a triangle with angle measures of 90 degrees, 30 degrees, and 100 degrees. This is because the sum of the angles in any triangle always equals 180 degrees. If you add up 90, 30, and 100, you get a sum of 220 degrees, which exceeds the 180-degree rule of triangles.

To understand this concept better, let's take a look at an example. In a right triangle, which is a triangle where one of the angles measures 90 degrees, the other two angles must add up to 90 degrees to satisfy the 180-degree rule. So, if we have a right triangle with one angle of 90 degrees and another angle of 30 degrees, the third angle would have to be 60 degrees (180 - 90 - 30), not 100 degrees.

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Answer:

B

Step-by-step explanation:

because a hyperbola is a symmetrical open curve formed by the intersection of a circular cone with a plane at a smaller angle with its axis than the side of the cone. and if you view  the picture its the same thing

Answer:

c

Step-by-step explanation:

The plane only intersects one cone and is parallel to n.

So it has to be a parabola.

Answer: [tex]\frac{5}{36}[/tex]

Step-by-step explanation:

Given

dice with Prime number is rolled

The number on the face of dice are 2,3,5,7,11 and 13

Probability of getting a product of 4 is [tex]\frac{1}{36}[/tex]

Now probability of getting product has a unit digit one is possible when outcome is

[tex](3,7),(7,3),(13,7),(7,13),(11,11)[/tex]

i.e. there are 5 favorable outcomes

So probability is [tex]\frac{5}{36}[/tex]

Answer:

A: definition of midpoint

B: angle BCA is congruent to angle DCA

Step-by-step explanation:

To prove ∆ACB ≅ ∆ACD, we use the Reflexive Property, the definition of a midpoint, and the Side-Angle-Side Congruence Postulate, based on the given that C is the midpoint of BD and ∠ACB and ∠ACD are right angles.

To prove that ∆ACB ≅ ∆ACD, given that C is the midpoint of BD in a triangle ABD with a line drawn from A to C creating right angles, we can use the two-column proof format.

By the Side-Angle-Side postulate, if two sides and the included angle of one triangle are equal to two sides and the included angle of another triangle, then the triangles are congruent.

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Answer: g(x) is -x² -3

Step-by-step explanation:

First, you know that the parabola is facing downwards, so the x must be negative.

Next, it is 3 units down from the parent graph, which adds that -3.

All of these add up to get your final equation:

g(x) is -x² -3

Answer:

22.5

Step-by-step explanation:

9*.5*5=22.5

Answer:

The volume of the pentagonal prism is 1446.25

Step-by-step explanation:

First of all we need to calculate the area of the pentagon

A = area

a =  apothem = 8.9

p = perimeter = 13 * 5 = 65

A = (a*p) / 2

A = (8.9 * 65) / 2

A = 578.5 / 2

A = 289.25

To calculate the volume of a pentagonal prism we have to use the following formula:

a = area =  289.25

v = volume

h = height  = 5

v = a * h

we replace the values that ​​we know        

v =   289.25 * 5

v = 1446.25

The volume of the pentagonal prism is 1446.25

Answer:

A, C, D, on Edge 2020

Step-by-step explanation:

The true statements about the circle are;

A line segment is known to be a kind of line that has two endpoints. It is said to have endpoints and some other points of the line found between them.

The angle intercepted on opposite side of the circle from an ARC is one that measure of half of the Arc.

Note that ∠CBA is half of the ARC CA.

∠CAB is given as 60°

So 60*2 will give you mArc C B = 120°. The same method is applicable to m∠COB = 120°

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Answer:

2.4 hours

Step-by-step explanation:

Answer:

D.) subtract 3 from both sides

Step-by-step explanation:

-4.5x + 3 = 2 - 8.5x

8.5x - 4.5 x + 3 = 2

4x +3 = 2

next you would subtract 3 from each side

4x + 3 - 3 = 2 - 3

4x = -1

4x / 4 = -1 / 4

x = -0.25

Answer:

(pq)/2

Step-by-step explanation:

p and q are the diagonals of the kite

Answer:

Area = (1/2) * (Diagonal_1)*(Diagonal_2)

where Diagonal_1 is one diagonal in the kite

and Diagonal_2 is 2nd diagonal in the kite

Step-by-step explanation:

The diagonals of a kite intersect at right angles and one diagonal bisects the other.

so you get two triangles, with a base length of (Diagonal 1)

the height_1 = a ,  height_2 = b

a + b = Diagonal_2

area of one triangle in Kite = (1/2)(Diagonal_1)*a

area of second triangle in Kite = (1/2)(Diagonal_1)*b

area of kite = area of triangle_1 + area of triangle_2

area of kite =  (1/2)(Diagonal_1)*a + (1/2)(Diagonal_1)*b

area of kite = (1/2)*(Diagonal_1)*(a + b)

Area of kite = (1/2) * (Diagonal 1)*(Diagonal2)

Answer:

-19

Step-by-step explanation:

If c = -4 and y = 3, replace c and y with their corresponding values in the expression, so that the expression will look like this: (-4) - (5 * 3).

Since multiplication comes before subtraction in PEMDAS, you would multiply 5 by 3, which gets you 15.

Now the expression is (-4) - (15). Then, you do the subtraction. -4 - 15 is equal to -19.

Does that help?

Final answer:

The expression c-5y evaluates to -19 when substituting c = -4 and y = 3.

Explanation:

To evaluate the expression c-5y when c = -4 and y = 3, we replace c with -4 and y with 3 in the expression. The value of the expression is -19, which is obtained by performing the arithmetic: (-4) - 5(3) = -4 - 15 = -19. Therefore, when c is -4 and y is 3, the expression c-5y yields -19.

This problem belongs to the topic of algebraic expressions, and this question demonstrates the importance of substitution to find the value of algebraic expression. This property is used has many applications in science and daily life.

Step-by-step explanation:

To get the Greates Common Factor (GCF) of 135000 and 54000 we need to factor each value first and then we choose all the copies of factors and multiply them:

135000:    2 2 2   3 3 3 5 5 5 5

54000:    2 2 2 2 3 3 3 5 5 5  

GCF:    2 2 2   3 3 3 5 5 5  

The Greates Common Factor (GCF) is:   2 x 2 x 2 x 3 x 3 x 3 x 5 x 5 x 5 = 27000

Answer:

The cost per print expressed as a slope is 7.125

Step-by-step explanation:

To calculate the cost per print, let’s envision that we have a graphical representation of cost of posters against the number of posters

We have the cost on the y-axis and the number of posters on the x axis

With the information given in the question, we shall be having two data points

Point 1 = (32,126)

point 2 = (48,240)

Now to find the slope of the line which is cost per print, we make use of both points in the slope equation.

Mathematically, slope m will be

m = y2-y1/x2-x1

Thus, we have;

m = (240-126)/(48-32)

m = 114/16

m = 7.125

The cost per print expressed as a slope is 7.125

Answer:

sqrt(-8x+5)

Step-by-step explanation:

(5-8x)

-----------------

sqrt(-8x+5)

We need to rationalize the denominator

(5-8x)               sqrt(-8x+5)

----------------- * ---------------

sqrt(-8x-5)         sqrt(-8x+5)

(5-8x)               sqrt(-8x+5)

----------------- * ---------------

(-8x+5)

The first term cancels

sqrt(-8x+5)

Answer:

Second option

Step-by-step explanation:

The radical represents the square root, i.e power ½

(5 - 8x) ÷ (5 - 8x)^½

(5 - 8x)^(1-½)

(5 - 8x)^½

(-8x + 5)^½ (just a rearrangement)

Answer:

The slope is -3 and the y intercept is -2

Step-by-step explanation:

y +3x = -2

We want this in slope intercept form

y = mx+b where m is the slope and b is the y intercept

Subtract 3x from each side

y +3x-3x = -3x-2

y = -3x-2

The slope is -3 and the y intercept is -2

Answer:

the slope is -3 and the y intercept is -2

Step-by-step explanation:

y+3x=-2

you want to transform the equation into slope intercept form: y= mx+b

subtract 3x from both sides

y= -3x-2

hope this helps :)

Answer:

4044

Step-by-step explanation:

14 × (pi × d)

14 × 3.14 × 92

4044.32 feet

Answer:

The aquarium is 1.5 * 6 * 2 = 18 cubic feet

Water measures 7.5 gallons per cubic foot, then the aquarium can hold

(7.5 * 18) = 135 gallons

**************************

By the way, there are 7.48052 gallons per cubic foot to be EXTREMELY accurate.

Step-by-step explanation:

Answer: A

Step-by-step explanation:

[tex]5x+3=4x[/tex]

Subtract 5x from both sides to isolate x's on one side and independent values on the other

[tex]-5x+5x+3=4x-5x[/tex]

[tex]3=-x[/tex]

Multiply by -1 to make x positive

[tex]-3=x[/tex]