5/8 of the students in siena's class have brown eyes. 2/3 of the students with brown eyes are girl. what fraction of the students in siena's class are girls with brown eyes? *

Answer:

109.36 yards  to nearest hundredth

Step-by-step explanation:

1 meter =  1.09361 yards

So 100 m = 109.361 yards

Answer:

20 ft by 14 ft

Step-by-step explanation:

See attached image.

Answer:

slope = - 1 , y- intercept = 2

Step-by-step explanation:

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with ( x₁, y₁ ) = (0, 2) and (x₂, y₂ ) = (2, 0) ← 2 points on the line

m = [tex]\frac{0-2}{2-0}[/tex] = [tex]\frac{-2}{2}[/tex] = - 1

the y- intercept is the point on the y- axis where the line crosses , so

y- intercept = 2

Answer:

Slope: -1

Y-intercept: 2

Step-by-step explanation:

The line crosses the y-axis at 2. and the slope would be -1 since going down by one unit, and the line going down would mean that it is negative.

I hope it helps! Have a great day!

bren~

Answer:

A

Step-by-step explanation:

By using greatest common factor you are able to take a 2 out of all the numbers

The given triangle is a right triangle

The coordinates are given as:

D (0,n), E(m,n), F(m,0)

The length is calculated using:

[tex]l=\sqrt{(x_2-x_1)^2 + (y_2-y_1)^2[/tex]

So, we have:

[tex]DE=\sqrt{(0-m)^2 + (n-n)^2} = m[/tex]

[tex]DF=\sqrt{(0-m)^2 + (n-0)^2} = \sqrt{m^2 + n^2[/tex]

[tex]EF=\sqrt{(m-m)^2 + (n-0)^2} = n[/tex]

The slope is calculated using:

[tex]m = \frac{y_2 -y_1}{x_2 - x_1}[/tex]

So, we have:

[tex]DE = \frac{n -n}{0- m} = 0[/tex]

[tex]DF = \frac{n -0}{0- m} = -\frac nm[/tex]

[tex]EF = \frac{n -0}{m- m} = \mathbf{unde fined}[/tex]

This is calculated using

[tex]m = 0.5 * (x_1 + x_2, y_1 + y_2)[/tex]

So, we have:

[tex]DE = 0.5 * (0 + m, n+ n)=(0.5m, n)[/tex]

[tex]DF = 0.5 * (0 + m, n+ 0)=(0.5m, 0.5n)[/tex]

[tex]EF = 0.5 * (m + m, n+ 0)=(m, 0.5n)[/tex]

In (a), we have:

Lengths

[tex]DE= m[/tex]

[tex]DF = \sqrt{m^2 + n^2[/tex]

[tex]EF= n[/tex]

Slope

[tex]DE = 0[/tex]

[tex]DF = -\frac nm[/tex]

[tex]EF = \mathbf{unde fined}[/tex]

The sides are not equal.

However, the 0 and the undefined slope implies that the triangle is a right triangle because the sides are perpendicular

It should be noted that the triangle cannot be graphed because the coordinates are not numeric

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We can actually deduce here that the following that is characterized by drawing the boundaries of legislative districts in bizarre or unusual ways to favor one party is: A. Gerrymandering.

Gerrymandering is actually known to be characterized by the practice of setting electoral district boundaries in order to favour some specific political interest in some legislative bodies and district.

Gerrymandering usually leads to the creation of convoluted districts rather than compact areas. The gerrymandering is seen in the United States.

The word "gerrymandering" was actually coined when Massachusetts's redistricting maps of 1812 was reviewed by Governor Elbridge Gerry. This was done when it was noted that one of the districts resembled a salamander.

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Blank 1: Substitution property of equality

Blank 2: 50

Blank 3: Subtraction property of equality

The blank spaces in the task content can be filled with; Substitution property, 90° and subtraction property.

Since it follows from the vertical angles theorem that angle 1 = angle 4 as they are congruent.

Additionally, angles 1 and 2 are said to be complementary and hence, the sum of their measures is equal to 90°.

Finally, by virtue of the subtraction property of equality, the measure of angle 2 is; 90° - 40° = 50°.

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The obstacle has a total area of 69 square feet and a volume of 276 cubic feet.

To determine the total area, we calculate and add up the area of each shape.

The shapes in the figure are:

Using the area formula of each shape, the total area is:

Total = 0.5 * 1 * 6 + 0.5 * 5 * 8 + 2 * 2 + 7 * 6

Evaluate

Total = 69

Hence, the obstacle has a total area of 69 square feet.

This is calculated as:

Volume = Base area * Height

The height is 4.

So, we have:

Volume = 69 * 4

Evaluate

Volume = 276

Hence, the obstacle has a volume of 276 cubic feet.

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Step-by-step explanation:

in 3 hours the truck used 17 - 3 = 14 gallons.

that means it used

14 gallons / 3 hours = 14/3 gallons / hour

and that means it is using

14/3 × x gallons in x hours

y = 17 - (14/3 × x)

the gas left in the tank is decreasing by 14/3 gallons per hour.

The method that was used to arrive at the approximate population probability is called; a reasonable statistical generalization

Statistical generalization is a concept that involves inferring the results from a sample and applying it to a population. Carrying out this means that the sample must be selected randomly and be representative of the population.

Now, in this case, we see that the sample gave a probability of 68% to represent those were in favor of legalizing recreational marijuana use.

Now, since the conclusion was approximated to 70% to reflect the probability of the population then we can say that a reasonable statistical generalization was utilized.

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Answer:

d = 7.4 cm is the distance between the two cities on the map.

Step-by-step explanation:

Let d = the distance measured on the map in centimeters (cm) between any two locations and let D be the actual distance in kilometers (km) between these same two locations.

Since the scale on the map is 1 cm = 45 km, then the ratio of the distance on the map to the actual distance is equal to 1cm/45 km; therefore the quotient of any measured distance d on the map divided by the corresponding much longer actual distance D would have to maintain (equal) this same ratio; In other words, we can set up the following proportion to solve for d given the actual distance D = 333 km as follows:

1 cm/45 km = d/D

Substituting, we get:

1 cm/45 km = d/333 km

d/333 km = 1 cm/45 km

(d/333 km)(333 km) = (1 cm/45 km)(333 km)

d = (333 km/45 km)(1 cm)

d = 7.4 cm is the distance between the two cities on the map.

Check:

1 cm/45 cm = d/333 km

1 cm/45 cm = 7.4 cm/333 km

1 cm/45 cm = 1 cm/45 km (Therefore, the distance ratio of the map has been maintained

The function given can be classified as a function. That is option C.

Function can be defined as the expression that has both an x domain value and a y range value and it's being classified based on the quality of these values.

A function can be represented based on their roster forms.

Using the function equation given, f(X) = 10.2^2

Here, the first element is the domain or the x value and the second element is the range or the f(x) value of the function.

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Using a system of equations, it is found that there are 147 dimes and 52 quarters in the machine.

A system of equations is when two or more variables are related, and equations are built to find the values of each variable.

In this problem, the variables are:

There are 199 coins, hence:

x + y = 199 -> y = 199 - x.

The value of dimes(each is worth $0.1) is $1.7 more than the sum of the quarters(each is worth $0.25), hence:

0.1x - 0.25y = 1.7.

Since y = 199 - x:

0.1x - 0.25(199 - x) = 1.7.

0.35x = 51.45

x = 51.45/0.35

x = 147

y = 199 - 147 = 52

There are 147 dimes and 52 quarters in the machine.

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The graph and inverse of a function are reflections of each other along the line y = x.

A relation made up of ordered pairs (x, y) has as its inverse the set of all ordered pairs (y, x).

When a point is mirrored over the line y = x, the x- and y-coordinates swap places. Similarly, when a point is mirrored over the line y = -x, the x- and y-coordinates swap places and become negated.

Therefore,

The point (x, y)'s reflection over the line y = x is (y, x).

The point (x, y)'s reflection over the line y = - x is (-y, -x).

Thus, the graph and inverse of a function are reflections of each other along the line y = x.

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The interquartile range is 55.

The interquartile range is the difference between the upper quartile and the lower quartile. In example 1, the IQR = Q3 – Q1 = 87 - 52 = 35. The IQR is a very useful measurement. It is useful because it is less influenced by extreme values as it limits the range to the middle 50% of the values.

Interquartile range = higher quartile - lower quartile

Given data,    50,25,80,10

To arrange the given data in ascending order 10,25,50,80.

Now, we will find the median for the given data.

The median is obtained by first arranging the data in ascending order and applying the following rule.

If the number of observations is even, then the median is [tex]\frac{n}{2}th[/tex] term.

In given data the number of observations is '4'(even)

If the number of observations is even, then the median is [tex]\frac{4}{2} th[/tex] means 2nd term. So median for the given data is 25. It means the value of lower quartile is 25 .

Interquartile range = higher quartile - lower quartile

                                 = 80-25

                                = 55  

Thus, interquartile range  for the given data is 55.

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The above question is not complete.

Answer:

1) [tex]x_1=-1-2\sqrt{2},\ x_2=-1+2\sqrt{2}[/tex]

2) [tex]x_1=\dfrac{-5 - \sqrt{13}}{6},\ x_2=\dfrac{-5 + \sqrt{13}}{6}[/tex]

Step-by-step explanation:

[tex]{\large \textsf{ Quadratic Formula: }}x=\dfrac{-b\pm \sqrt{b^2-4ac}}{2a}\ \Bigg{\|}\ \textsf{when }ax^2+bx+c=0[/tex]

Given quadratic equations:

1. [tex]x^2+2x-7=0[/tex]

2. [tex]4x^2-3=x^2-5x-4[/tex]

1. x² + 2x - 7 = 0

[tex]\implies a=\textsf{1},b=\textsf{2},c=\textsf{-7}[/tex]

Step 1: Substitute the given values into the formula and simplify.

[tex]\begin{aligned}\implies x&=\dfrac{-(\textsf{2})\pm \sqrt{(\textsf{2})^2-4(\textsf{1})(\textsf{-7})}}{2(\textsf{1})}\\\implies x&=\dfrac{-2\pm \sqrt{4-4(-7)}}{2}\\\implies x&=\dfrac{-2\pm \sqrt{4+28}}{2}\\\implies x&=\dfrac{-2\pm \sqrt{32}}{2}\end{aligned}[/tex]

Step 2: Simplify the radicand (under the square root).

[tex]\begin{aligned}x&=\dfrac{-2\pm \sqrt{16\times2}}{2}\\x&=\dfrac{-2\pm 4\times\sqrt{2}}{2}\\x&=\dfrac{-2\pm 4\sqrt{2}}{2}\end{aligned}[/tex]

Step 3: Separate into two solutions and simplify them.

[tex]\implies x_1&=\dfrac{-2 - 4\sqrt{2}}{2},\ x_2&=\dfrac{-2 + 4\sqrt{2}}{2}[/tex]

[tex]\begin{aligned}\implies x_1&=\dfrac{-2}{2}+\dfrac{- 4\sqrt{2}}{2},\ x_2=\dfrac{-2 + 4\sqrt{2}}{2}\\\implies {x_1&=\boxed{-1-2\sqrt{2}},\ x_2=\boxed{-1+2\sqrt{2}} \end{aligned}[/tex]

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

2. 4x² - 3 = x² - 5x - 4

Step 1: Set the equation to zero (by moving the "x² - 5x - 4" to the left).

4x² - 3 - x² + 5x + 4 = 0 [ Combine like terms. ]

3x² + 5x + 4 = 0

[tex]\implies a=\textsf{3},b=\textsf{5},c=\textsf{1}[/tex]

Step 2: Substitute the given values into the formula and simplify.

[tex]\begin{aligned}\implies x&=\dfrac{-(\textsf{5})\pm \sqrt{(\textsf{5})^2-4(\textsf{3})(\textsf{1})}}{2(\textsf{3})}\\\implies x&=\dfrac{-5\pm \sqrt{25-12}}{6}\\\implies x&=\dfrac{-5\pm \sqrt{13}}{6}\end{aligned}[/tex]

Step 3: Separate into two solutions.

[tex]\implies x_1=\dfrac{-5 - \sqrt{13}}{6},\ x_2=\dfrac{-5 + \sqrt{13}}{6}[/tex]

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The jo's drink have stronger pineapple taste.

Given that fruit punch calls for 333 liters of orange juice and 222 liters of pineapple juice and Jo creates a drink by mixing 444 liters of orange juice with 333 liters of pineapple juice.

In the Recipe for fruit punch calls

The Number of liters of orange juice = 333.

The Number of liters of pineapple juice = 222.

Thus, Total number of liters of juice = 222+333= 555 liters

Now, % of pineapple juice in fruit punch is

P₁=(222/555)×100

P₁=0.4×100

P₁=40%

Further, % of orange juice in fruit punch is

O₁=(333/555)×100

O₁=0.6×100

O₁=60%

In Jo's drink

The Number of liters of orange juice = 444.

The Number of liters of pineapple juice = 333.

Thus, Total number of liters of juice = 444+333= 777 liters

Now, % of pineapple juice in jo's drink is

P₂=(333/777)×100

P₂=0.43×100

P₂=43%

Further, % of orange juice in jo's drink is

O₂=(444/777)×100

O₂=0.57×100

O₂=57%

Hence, the taste of both drinks was not the same, jo's drink will have a stronger pineapple taste and jo's drink will have a lesser orange taste.

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Answer:

30.

Step-by-step explanation:

2 digit Numbers which  have factor of  2:

2*3, 2*5, 2*7, 2*11, 2*13, 2*17, 2*19, 2*23, 2*29, 2*31, 2*37, 2*41, 2*43, 2*47.

That's 14.

Then there are the ones with factor 3:

3*5 ....... 3*31 = 9 numbers.

Then

5*7  to 5*19 = 5 numbers.

7*11 , 7*13 = 2 numbers.

Total is 14 + 9 + 5 + 2

=  30.

There are 30 2-digit numbers that are the product of two different primes.

To determine the number of 2-digit numbers that are the product of two different primes, we first need to identify the primes within the range of 10 to 99. The prime numbers within this range are 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, and 97.

To find the count of 2-digit numbers that are the product of two different primes, we can consider all possible pairs of these primes.

The numbers that yield 2-digit numbers with a multiple of 2 are:

(2, 5), (2, 7), (2, 11), (2, 13), (2, 17), (2, 19), (2, 23), (2, 29), (2, 31), (2, 37), (2, 39), (2, 41), (2, 43), (2, 47).

Total = 14

The numbers that yield 2-digit numbers with a multiple of 3 are:

(3, 5), (3, 7), (3, 11), (3, 13), (3, 17), (3, 19), (3, 23), (3, 29), (3, 31).

Total = 9

The numbers that yield 2-digit numbers with a multiple of 5 are:

distinct: (5, 7), (5, 11), (5, 13), (5, 17), (5, 19).

Total = 5

The numbers that yield 2-digit numbers with a multiple of 7 are:

Distincts: (7, 11), (7, 13)

Total = 2

Therefore, the total numbers of pairs are 14 + 9 + 5 + 2 = 30.

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Answer:

-1/2

Step-by-step explanation:

cos(x+pi) = -cos(x), so the answer is -1/2.

a)15000 square cm or 1.5 square meter

b)32

c)80 GSM

d)0.405 gram

refer to the following images for solutions :

Index cards are used for a wide range of applications and environments: in the home to record and store recipes, shopping lists, contact information, and other organizational data; in business to record presentation notes, project research and notes, and contact information; in schools as flashcards or other visual.

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The equation that describes how the parent function, y = x³, is vertically stretched by a factor of 4 is y = 4x³.

When an equation is vertically stretched, it means that the parent equation has been multiplied by a number that is more than one.

This means that the equation is multiplied by some factor.

It is given that we should describe how the parent function is vertically stretched by a factor of 4.

The parent function is given as y = x³.

Since the equation is said to be vertically stretched by a factor of 4, we must multiply the parent equation by 4 to stretch it.

Therefore, we have found the equation that describes how the parent function, y = x³, is vertically stretched by a factor of 4 to be y = 4x³.

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Answer: C

Step-by-step explanation:

Just C

Answer:

4 is the smallest possible number of integers in the list.

Answer:

Step-by-step explanation:

Answer:

35.7 megabytes

Step-by-step explanation:

Let's first find 10% of the percent needed. If it is 234 megabytes and 10% has downloaded so far, we conclude that 10% of the download is 23.4 megabytes (since we move the decimal point one spot to the left to find ten percent).

To get to 15% of the percent needed, let's split 10% in half to get the amount of megabytes per every 5%.

23.4/2 = 11.7

We can now conclude that 5% = 11.7. Therefore, 15% will equal (23.4 + 11.7) 35.1 megabytes.

To find the remaining 3.5% left of the percent needed, we use a calculator.

3.5% x 18 = 0.63.

We will add that to the 35.1 megabytes, but we need to round to the nearest tenth, as the question stated. Therefore, we round to 0.6, add it to 35.1, to get a total of 35.7 megabytes.

For 18.5% of the download, it will be 35.7 megabytes.

Answer:

Step-by-step explanation:

g(x) = [tan( 4x-1)]2

The radius of this circle is (B) 4.9 cm.

To solve this problem, we need to, first of all, convert the angle from radians to degrees.

data;

[tex]\frac{7\pi }{6rads} =210^{0}[/tex]

Length of an Arc:

The formula for the length of an arc is given:

[tex]l_{arc} =[/tex] θ/360 × [tex]2\pi r[/tex]

Let's substitute the values and solve:

[tex]18=\frac{210}{360} *2\pi r\\18=3.663r\\r=\frac{18}{3.663} \\r=4.9cm[/tex]

From the calculations above, the radius of this circle is 4.9cm.

Therefore, the radius of this circle is (B) 4.9 cm.

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Complete question

A circle has a central angle measuring 7pi/6 radians that intersects an arc of length 18 cm. What is the length of the radius of the circle? Round your answer to the nearest tenth. Use 3.14 for pi.

(A) 3.7 cm

(B) 4.9 cm

(C) 14.3 cm

(D) 15.4 cm

The algebraic expression for the given statement is: 2x² - 3 = y.

To wrote an algebraic expression is translate a statement using numbers, variables, and mathematical sign into a mathematical statement.

Square of x is: x²

Product of x² and 2 is: 2x²

Thus, we would have:

2x² - 3 = y

The algebraic expression is: 2x² - 3 = y.

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Inequality are expressions not separated by an equal sign. The inequality shown has no solution

Inequality are expressions not separated by an equal sign. Given the inequality expression

2(x-3) ≤ 3 + 2x

Expand

2x - 6 ≤ 3 + 2x

2x - 2x ≤ 3 +6

0x ≤ 9

x≤9/0

Hence the inequality shown has no solution

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Answer:

Slope: -1/3

Y-intercept: 0

Step-by-step explanation:

The lines passes the y-axis at 0, and since the line is going downwards, the slope will be negative.

I hope it helps! Have a great day!

bren~

Question 4

1) [tex]\overline{AC} \cong \overline{AE}, \overline{AB} \cong \overline{AD}[/tex] (given)

2) [tex]\angle A \cong \angle A[/tex] (reflexive property)

3) [tex]\triangle ABC \cong \triangle ADC[/tex] (SAS)

Question 5

3) [tex]\angle ABC \cong \angle DCB[/tex] (all right angles are congruent)

4) [tex]\overline{AC} \cong \overline{AC}[/tex] (reflexive property)

5) [tex]\triangle ABC \cong \triangle DCB[/tex] (AAS)