Answer:
Points W, K, and
✔ J
are collinear.
Line CA and line YK intersect at
✔ point B
.
Point
✔ W
is not contained on line m.
Step-by-step explanation:
Answer:
Ray C E is contained on line m.
Ray AD is the same as ray AC.
∠ECB is created from Ray C E and Ray C B.
Step-by-step explanation:
i took the test
I need help! Please help asap this was supposed to be due yesterday!
Effects of Shifting, Adding, and Removing Data
3. Kay owns a small business that employees 6 other people. Kay makes $90,000 per year, and the other 6 employees make between $45,000 and $60,000 per year. Kay decided to increase her salary by $20,000 and leave the rest of the salaries the same. How will increasing her salary affect the mean and median?
• Both the mean and median will increase .
• The mean will increase, and the median will stay the same.
• The median will increase, and the mean will stay the same.
• The mean will increase, and the median will decrease.
Answer: B) The mean will increase and the median will stay the same.
======================================================
Explanation:
Let's look at a small example of why this works.
Suppose that we had the set of 5 items {1,2,3,4,5}. The value 3 is right in the middle so this is the median. The mean is also 3 because adding all the values gets us 15 and then we divide over 5 (the number of items in the set) to get 15/5 = 3.
For any symmetric set of data like this, the mean and median are the same value.
Now let's change that last item 5 to something larger. Let's bump it up to 10
The new data set is {1,2,3,4,10}. The median is still 3 as it's still in the middle. But now the mean is (1+2+3+4+10)/5 = 20/5 = 4. The old mean was 3, and the new mean is 4. So we have the mean increased thanks to that 5 increasing to 10.
We could increase 10 to 20 getting {1,2,3,4,20}. The median is still the same. The mean is now (1+2+3+4+20)/5 = 30/5 = 6. So we've increased the mean again. This process can be continued on for as long as you like.
The outliers to the right hand side effectively pull on the mean in a similar analogy to how gravity pulls on an object. So this is one way to remember that the mean is effected by outliers. The median only cares about being in the middle so that's why it doesn't change. If we changed the number of items in the data set, then it's a different story. However, Kay is only changing her salary rather than bring on a new hire (or two).
So that small example can be applied to Kay's situation even though the numbers are much larger. The median stays the same, but Kay's (much) higher salary pulls on the mean to make it larger than it should be. This is often why a trimmed mean is used when looking at centers of data sets. For data sets that have very large outliers, the median is the more reliable measure of center.
3/20 convert it to decimal and percentage 62.5% convert it to decimal and fraction
[tex]\huge{\underline{\mathfrak{Question:-}}}[/tex]
» [tex]\dfrac{3}{20}[/tex] convert it to decimal and percentage 62.5% convert it to decimal and fraction.
[tex]\huge{\underline{\mathfrak{Solution:-}}}[/tex]
For converting [tex]\dfrac{3}{20}[/tex] into decimal simply divide 3 by 20= [tex]\dfrac{3}{20}[/tex]
= 3 ÷ 20
= 0.15
Now,
For the second part , let us convert the fraction 62.5% into decimal firstWe know that,
Any number in percentage like, 62.5% can also be written as [tex]\dfrac{625}{100}[/tex]It comes up simple now, divide 625 by 100 to obtain the decimal= 62.5%
= [tex]\dfrac{625}{100}[/tex]
= 6.25
Here, now for the fraction one,
We already have our [tex]\dfrac{625}{100}[/tex]Just make it to it's simplest form= [tex]\dfrac{625}{100}[/tex]
= [tex]\dfrac{625÷5}{100÷5}[/tex]
= [tex]\dfrac{125÷5}{20÷5}[/tex]
= [tex]\dfrac{25}{4}[/tex]
And, the answer in fraction comes [tex]\dfrac{25}{4}[/tex]
_______________________Answer:1. 0.15
1. 15
2. 0.625
2. 5/8
Step-by-step explanation:
When a problem involves more than one unit for a characteristic (such as length), now can you tell which unit is more appropriate to report the answer in?
Answer:
For larger measurements, we use larger unit while for smaller measurement we use smaller unit.
Step-by-step explanation:
Normally, For larger distances we make use of larger units while for smaller distances we make use of smaller units.
For example, if we consider the distance travelled by a person in some days;
For 15000 units distance; We can represent this value as 15 Kilometers
For 800 units distance; Rather than using kilometers, it would be better to represent it in meters as 8 meters.
Also, For 70 units distance; Instead of kilometers or meters, 70 cm would be a better unit of representation.
Likewise, If we consider some 3 dimensional shapes holding some substances,
For 7000 units, best unit of weight representation would be 7 Kg
For 600 units, instead of in kg, best unit of weight representation would be 600 grams
For 50 units, best unit of weight representation would be 50 grams
So, looking at the examples given in both weight and distances, we will conclude that for larger measurements, we use larger unit while for smaller measurement we use smaller unit.
Write m = 21 - 72i as an ordered pair in an Argand diagram.
Answer:
m = 21 - 72·i in an ordered pair = (21, -72)
Step-by-step explanation:
Graphing complex numbers involves the application of the methodology of graphing real numbers on the coordinate plane in addition to the Argand coordinate plane to form the complex coordinate plane, such that where the complex number is of the form a + bi, the real part of the complex number, a, is taken as the x-coordinate value while the imaginary part, b, is taken as the y-coordinate value
As such to represent the complex number as an ordered pair, we have;
a + bi is equivalent to (a, b)
Therefore;
To write the complex number, m = 21 - 72·i as an ordered pair in an Argand diagram, we have;
m = 21 - 72·i in an ordered pair = (21, -72).
conjecture the next number in the sequence 20 18 15 11 6
Answer:
0 it went minus 2 minus 3 minus and so forth
Kelsey makes pendants that she would like to sell at an upcoming craft fair. She must pay $200 to rent a booth at the craft fair. The materials for each pendant cost $7.80, and she plans to sell each pendant for $13.50. To make a profit, she must make more money than she spends. Kelsey has already made 10 pendants. Part A (first text box) Write and solve an inequality to show how many pendants Kelsey should make. Show the steps of your solutions. Part B (second text box) Given that Kelsey has already made 10 pendants, how many additional pendants must she make and sell to make a profit? Answer in a complete sentence.
Answer:
Additional 26 pendants are to be sold to make profit.
Step-by-step explanation:
Rent of booth at the craft fair = $200
Cost of material for each pendant = $7.80
Let Kelsey makes [tex]x[/tex] number of pendants.
To calculate the total spending, we have to add the rent of booth at the craft fair and cost of material for [tex]x[/tex] number of pendants.
Cost of material for [tex]x[/tex] number of pendants = Cost of material for each pendant multiplied by number of pendants
Cost of material for [tex]x[/tex] number of pendants = $7.80 [tex]\times[/tex] [tex]x[/tex]
So, total cost = $200 + $7.80 [tex]\times[/tex] [tex]x[/tex]
Now, each pendant is sold at $13.50
So, total money made by selling [tex]x[/tex] pendants = $13.50 [tex]\times[/tex] [tex]x[/tex]
For making profit, total money made must be greater than the total cost.
Therefore, the inequality becomes:
[tex]\bold{13.50 \times x > 200+7.80\times x }[/tex]
Let us solve the inequality now:
[tex]13.50x - 7.80x>200\\\Rightarrow 5.7x > 200\\\Rightarrow \bold{x > 35.08}[/tex]
So, at least 36 pendants are to be sold to make a profit.
Additional 36-10 = 26 pendants are to be sold to make profit.
Assets- an item of value that you OWN_______________
A classroom has 12 juniors and 23 seniors. There are no other students in the
class. What percentage of the students are seniors?
Answer:
66%
Step-by-step explanation:
To find the percentage, we can use this formula:
Part/Whole
In this case, the Part=Seniors and Whole=All of the students in the class
Part/Whole
23/(23+12)
=23/35
=0.65714
=0.66
=66%
What is a common factor of both x^2-9 and x^2+x-6
Answer:
x^2 - 3
Step-by-step explanation:
they both contain the variable of x^2 and -3 when factored out it would be
3 and x + 2
How can you write 0.07 in the form a and b
Answer:
7/100
Step-by-step explanation:
We want to write .07 as a fraction
7/100 were a = 7 and b = 100
Answer:
seven hundredths
Star A is 5.23\times10^75.23×10 7 light years away from Earth, while Star B is 7.1\times10^57.1×10 5 light years away. Which star is closer to Earth?
Answer:
Star B
Step-by-step explanation:
If Star A is 5.23*10^7 light years away from earth, and star B is 7.1*10^5 light years away from earth, then the closest Star to earth is Star B.
this is because a light year is 9.461*10^15 m away, if we multiply this, then Star A is 4.948*10^23 m away from earth, and Star B is 6.717*10^21 m away from earth, and this makes it closer when compared to Star A.
Let f(x) = 2x + 2. Solve f−1(x).
Answer:
f^-1(x) = x/2 -1Step-by-step explanation:
[tex]f(x) = 2x + 2\\\\f^-^1 (x) = ?[/tex]
Let y equal to the given equation ;
[tex]y = 2x+2\\[/tex]
Solve for x ;
[tex]y-2 = 2x\\Divide \:both\:sides\:of\:the\:equation\:by \:2\\\\\frac{y}{2} - \frac{2}{2} = \frac{2x}{2} \\\\\frac{y}{2} -1 =x\\\\x = \frac{y}{2} -1[/tex]
Change the y back to x
[tex]x = \frac{x}{2} -1 \\\\f^-^1(x) = \frac{x}{2} -1[/tex]
A football game sells admission tickets for $6.00 on Friday
nights. At capacity, the stadium holds 650 people. The
function F(p)-6p represents the amount of money the
stadium takes in on Friday night, where p is the number of
people. What is the domain of F(p) in this context? Fill in the
blanks of the domain in interval notation,
*ONLY INPUT NUMBERS
The Domain is [ , ]
The domain of a function is the input value.
In the above formula the domain would be the value of p, which is the number of people at the game.
The capacity of the stadium is 650 people, so they can have anywhere from 0 people to 650 people at the game.
The domain would be [0,650]
Answer:6.00
Step-by-step explanation:
yes
Holly says 4.131131113... is a rational number. Which of the following best describes whether Holly is correct and why?? a.Holly is correct. Repeating decimals are always rational numbers. b.Holly is correct. The number is positive and all positive numbers are rational. c.Holly is incorrect. The decimal does not terminate, so it cannot be a rational number. d.Holly is incorrect. The decimal part follows a pattern but does not actually repeat.
Answer:
Holly is incorrect. The decimal part follows a pattern but does not actually repeat.
so D is the correct option
Step-by-step explanation:
The numbers follow a pattern but if you take a closer look you will see that the numbers do not repeat even though they still use the numbers 1, and 3 doesn't mean there a rational number.
Holly is incorrect. The decimal part follows a pattern but does not actually repeat.
What is a rational number?The numbers follow a pattern but if you take a closer look you will see that the numbers do not repeat even though they still use the numbers 1, and 3 doesn't mean there is a rational number.
If the value of a numerical expression is terminating then they are the rational number then they are called the rational number and if the value of a numerical expression is non-terminating then they are called an irrational number.
Hence, the decimal part follows a pattern but does not actually repeat.
More about the rational number link is given below.
https://brainly.com/question/9466779
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Please fast
Silakan
Answer:
the answer is 22/9 .
Step-by-step explanation:
convert the mixed fractions into improper fractions and then divide the ratios
Erin mixed 2.69 grams of salt into a pot of soup she was cooking. Before she served the soup, Erin added 0.7 grams of salt. How much salt did Erin put into the soup in all?
Answer:
3.39g
Step-by-step explanation:2.69+0.7=3.39g
The quotient of 3 divided by three-fourths is
Answer:
Step-by-step explanation:
3 * 4/3 = 4 is the solution
Answer:
4
Step-by-step explanation:
[tex]\frac{3}{1}/\frac{3}{4}\\\frac{3}{1}*\frac{4}{3}[/tex]
cancel out the threes and you get:
[tex]\frac{1}{1}=\frac{4}{1}\\1*4=4[/tex]
Which is the best estimate of StartFraction 90 over 7 EndFraction divided by 1 and three-fourths? 2 6 12 24
Answer:
The answer is 6!
Step-by-step explanation:
The best estimate of Start Fraction 90 over 7 End Fraction divided by 1 and three-fourths is 6 so, option B is correct.
What is division?It is the basic arithmetic operation, in which you are separating the number into some parts. One of the fundamental mathematical operations is division, which involves breaking a bigger number into smaller groups with the same number of components.
Given:
Start Fraction 90 over 7 End Fraction divided by 1 and three-fourths,
Write the above phrase in mathematical form as shown below,
90 / 7 ÷ 1 3 / 4
convert the mixed fraction into improper fraction as shown below,
90 / 7 ÷ 4 + 3 / 4
90 / 7 ÷ 7 / 4
90 / 7 × 4 / 7
360 / 49
7.346
The nearest value in the option is 6.
To know more about division:
https://brainly.com/question/27566440
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A ship travels a distance of 200 nautical miles in 10 1/2 hours. how many knots did the ship average each hour? (One knot equals 1 nautical mile per hour) Provide explination please
Answer:
19.05 knots average per hour
Step-by-step explanation:
Distance traveled = 200 nautical miles
Time taken = [tex]10\frac{1}{2}[/tex] hours = [tex]\frac{10\times2+1}2=\frac{21}{2}[/tex] hours
To find:
How many knots did the ship average each hour ?
Solution:
Here, we are given the distance traveled and total time taken to travel the distance.
As per question statement, we have to find the average speed of the ship.
Formula for average speed is given as:
[tex]\text{Average Speed = }\dfrac{\text{Total Distance traveled}}{\text{Total Time Taken}}[/tex]
Putting the values in the formula:
[tex]\Rightarrow \text{Average Speed = }\dfrac{200}{\frac{21}{2}}\\\Rightarrow \text{Average Speed = }\dfrac{200\times 2}{21}\\\Rightarrow \text{Average Speed = }\dfrac{400}{21}\\\Rightarrow \text{\bold{Average Speed = 19.05 nautical miles per hour}}[/tex]
It is also given that 1 nautical mile per hours is equal to one know.
Therefore, the average speed can be written as:
19.05 knots average per hour
The HCF of two numbers is 8. One of the numbers is between 20 and 30. The other number is
between 40 and 60. What are the two numbers?
Answer: the numbers are 24 and 56
Question 4 Find the value of a and YZ if Y is between X and Z.
XY = 3a - 4, YZ = 6a + 2, XZ = Sa + 22
a=?
YZ=?
Answer:
a = 6YZ = 38Step-by-step explanation:
The segment addition theorem tells you ...
XY +YZ = XZ
(3a -4) +(6a +2) = (5a +22)
4a = 24 . . . . . . . . add 2-5a and simplify
a = 6 . . . . . . . . . . divide by 4
Then the length of YZ is ...
YZ = 6a+2 = 6(6) +2
YZ = 38
Find the area of this parallelogram.
8.9 cm
7.1 cm
11.4 cm
==================================================
Work Shown:
Area of parallelogram = base*height
Area of parallelogram = 11.4*7.1
Area of parallelogram = 80.94 square cm
-------------
notes:
The base and height always form a 90 degree angle (as shown by the small square marker).The side length of 8.9 cm is never used.We can write "square cm" as "cm^2" or [tex]\text{ cm}^2[/tex]Answer:
80.94Step-by-step explanation:
[tex]A = b \times h\\b = 11.4\\h = 7.1\\\\A = 11.4\times 7.1\\\\Area = 80.94[/tex]
A triangle has a base of 10 cm its other sides are both 13cm long calculate the area
Answer:
60 cm^2
Step-by-step explanation:
I need help on an easy question. Whats the answer? Please?
Answer:
C
Step-by-step explanation:
Let's go through each of the answer choices:
I) All real numbers are rational numbers.
This is immediately proven false by irrational numbers: real numbers that are not rational. Examples include π or √2.
II) Zero is an integer number.
This is true. Integers include the set of whole numbers, which includes 0.
III) All counting numbers are whole numbers.
This is true. Whole numbers (0,1,2,3...) is basically the counting numbers (1,2,3,...) but with 0.
IV) Irrational Numbers are not real numbers.
This is false. Real numbers can be divided into two subsets: irrational and rational.
So, our answer is C :)
is 74/100<8/10 < 6 tens?
Answer:
No
Step-by-step explanation:
Alrighty let's put this in decimal mode
.74<.80<.60
this statement is false considering .80 is not greater than .60
You are selling boxes of candy for $3 a box for your school fundraiser. Write a function for the revenue, R, you have earned based on the number of boxes of candy, c, that you have sold. You must use function notation.
Answer:
c x 3 = ?
Step-by-step explanation:
you would get how many boxes you have solded then multiply it by 3
we are using c for boxes of candy.
The notation will be 3 × c = R .
A candy is being sold at $3 for school fundraiser.
If c is no. of boxes of candy then we have to find Revenue R.
What will be the value of 10 pens if one pen costs $3 ?
The cost of 10 pens will be 10 × 3 = $ 30 .
As per the question ;
Price at which candy is being sold is $3 per box.
So ,
price of 1 box = $3
price of c boxes = 3 × c
This is equal to total revenue from school fundraiser.
i.e., 3 × c = R
Thus , the notation will be 3 × c = R .
To learn more about algebra click here ;
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simplifty the expression -3.4x - 5.7x + 4
Answer:
Hey there!
-3.4x-5.7x+4
-9.1x+4
Let me know if this helps :)
what is the image of (-2, 3) after a rotation of 90 degrees counterclockwise?
Answer:
-3,-2
Step-by-step explanation:
what does x equal in the equation − 6 x − 15 = 4 x + 35?
Answer:
x = -5
Step-by-step explanation:
− 6 x − 15 = 4 x + 35
Add 6x to each side
− 6 x+6x − 15 = 4 x+6x + 35
-15 = 10x+35
Subtract 35 from each side
-15-35 = 10x+35-35
-50 = 10x
Divide each side by 10
-50/10 = 10x/10
-5 =x
Answer: x = -5
Step-by-step explanation:
In order to solve this problem, you need to isolate the variable.
In this problem, you need to isolate the x.
-6x -15 = 4x +35
10x = -50
x = -5
Help I will give Brainlyist
Answer:
its A - 3 [tex]\frac{5}{6}[/tex]
Step-by-step explanation:
Answer:
A
Step-by-step explanation:
23/4 / 3/2
23/4 x 2/3
3 5/6