how do you get the expression?

Answer: 77 °F

Step-by-step explanation: Follow my steps:

25°C × 9/5

= 45

Now, we need to add 32 to 45, so:

45 + 32 = 77

That's how to find the amount of 25 °C to Fahrenheit. I hope this helped!

Answer:21 minutes given the speed of 5 km/h. Calculated as 1.8 km multiplied by 60 mins and then divided by 5 km. .5 is how many minutes? A car travels at 40kmph how far does it travel in 45 minutes? How many minutes are there in 35 km?

Step-by-step explanation:

Etta needs to add the source of the information to better arrange these notes.

A note is a place where information about a specific item is recorded for later reference. The main goals of taking notes are to promote active learning and create study materials for tests. You should be able to organise material into an understandable format that will aid in your learning process by developing note-taking skills.

As a result, it is clear from the question that Etta is making notes for the purpose of creating a webpage about healthy eating. Once her notes have been organised with the relevant facts and information, Etta will need to cite her sources.

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Y= (348+ 2x) / 6     OR     y = (174 + x) / 3

The equation for average is the sum of all the test scores divided by the number of tests. However, the question says that the final grade counts twice as much as each test. The final grade is the unknown, x, but it counts twice in the course average so we add 2x. Also, since it counts as 2 tests, we divide by 6.

So your equation would be:

(91 + 82 + 83 + 92 + 2x) / 6 = 90        

(348 + 2x) / 6 = 90                 Simplify

348 + 2x = 540                      Multiply both sides by 6

2x = 192                               Subtract 348 from both sides

X = 96                                   Divide both sides by 2

So the student will need to get a 96 on the final to get a 90 in the course.

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Each of the top three teams has the greatest possible number of total points: 24. 

There are a total of 15 games in the tournament (6 teams playing each other twice). If a team wins all of its games, it will earn 3 points for each win, for a total of 3 x 6 = 18 points. If a team also earns points for a draw, it can earn an additional 3 points.

Finally, if a team earns points for a loss, it can earn an additional 3 points.

So the greatest possible number of total points for each of the top three teams is:

Step-by-step:

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I can't read that. Please write it neater and bigger, I'm sure I can help you then.

a. The value of x in the equilateral triangle is 27.

b. The value of x in the isosceles triangle is 27.

A triangle is a three sided polygon.

9. In the diagram, we see that the triangles is an equilateral triangle. This means that all its sides and angle are equal. So, we have that

7x + 19 = 11x - 89

7x - 11x = -89 - 19

-4x = -108

x = -108/-4

x = 27

So, the value of x is 27.

10. In the diagram, we see that the triangles is an isosceles triangle. This means that all its base angles are equal and its two of its sides are equal. So, we have that

11x - 65 + 29 + 29 = 180 (sum of angles in a triangle)

11x - 7 = 180

11x = 180 + 7

11x = 187

x = 187/11

x = 17

So, the value of x is 17.

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The fractional part of the volume of the original pyramid that remains in the frustum is 91.65%.

To find the volume of the original pyramid, we can use the formula for the volume of a square pyramid:

          V = (1/3) * B * h

where B is the area of the base and h is the altitude.

The area of the base of the pyramid is:

     32 inches * 32 inches = 1024 square inches, and the altitude is 1 foot = 12 inches, so the volume of the original pyramid is:

     V = (1/3) * 1024 square inches * 12 inches = 4096 cubic inches.

The new pyramid that is cut away from the original pyramid has an altitude of 1/4 of the original pyramid, so the altitude of this pyramid is:

12 inches / 4 = 3 inches.

The volume of this smaller pyramid can be found using the same formula:

          V = (1/3) * 1024 square inches * 3 inches = 341.3333 cubic inches.

The remaining frustum is the original pyramid with the smaller pyramid cut away, so the volume of the frustum is the volume of the original pyramid minus the volume of the smaller pyramid:

V = 4096 cubic inches - 341.3333 cubic inches

   = 3744.6667 cubic inches

To find the fractional part of the volume of the original pyramid, we divide the volume of the frustum by the volume of the original pyramid and multiply by 100%

V(frustum) / V(original)

= 3744.6667 cubic inches / 4096 cubic inches = 0.9165

Therefore, the volume of the remaining frustum is 91.65% fractional part of the volume of the original pyramid.

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We consider two lines as parallel if they never intersect. Many theorems are employed to determine if two lines are parallel to one another or not.

Parallel lines are two lines that never cross one another while being in the same plane. No parallel line, no matter how far we extend it, will ever cross another parallel line. They are both evenly spaced apart and inclined.

Parallel lines are straight lines that are always spaced equally apart from one another. Any two lines are considered to be parallel if the corresponding angles they produce are equal. Any two lines are regarded as parallel if the alternate internal angles they produce are equal.

If the opposite exterior angles that two lines produce are equal, then those two lines are said to be parallel. If the successive interior angles on the same side of the transversal are supplementary, any two lines are said to be parallel.

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According to the uniform distribution, there is a 0.625 = 62.5% chance that a randomly chosen passenger will have to wait longer than 2.25 minutes.

The boundaries of a uniform distribution are a and b.

The likelihood of discovering a value greater than x is:

P(X > x)=b-x/b-a

In this issue, the distribution of time is evenly spaced between 0 and 6 minutes, therefore

a=0 b=6

P(X > x)= 6-2.25/6-0

=0.625

0.625 = 62.5% probability that a randomly selected passenger has a waiting time greater than 2.25 minutes.

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The final conclusion is that the null hypothesis, that 90% of Americans check mail daily, is likely true based on the given information.

In statistics, the null hypothesis is a statement that there is no significant difference between a particular measure of a population (such as the proportion of Americans who check their mail daily) and a specific value (in this case, 90%). The initial conclusion, that the null hypothesis reflects the population measure, suggests that the evidence supports the idea that 90% of Americans do check their mail daily. This conclusion can be strengthened or weakened by further statistical analysis, such as a hypothesis test, but with the information given it seems that the null hypothesis that 90% of Americans check mail daily is likely true.

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Extraneous solutions can arise when solving equations that involve operations such as square roots, logarithms, or inverse trigonometric functions. These operations have a restricted domain and when solving an equation using these operations, the solution may be valid within the domain of the operation but not within the domain of the original equation.

For example, when solving the equation √(x+4) = x, the solution is x= -4, but when we check it, we find that x+4 is negative and that the square root of a negative number is not defined, therefore x = -4 is an extraneous solution.

Extraneous solutions also appear when solving rational equations, it happens when solutions found make the denominator of the fraction equal to zero, which is not allowed.

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Answer:-3x+6y=12

Step-by-step explanation:

Answer: (4,7)

Step-by-step explanation:

Find the intersection of the graph and plot it.

The simplified value of  [tex]\sqrt[4]{1296} /25[/tex] is 0.24.

Simply put, to simplify is to make something simpler. Simplifying an equation, fraction, or issue in mathematics entails taking something complex and making it simpler. The issue is made simpler by calculations and problem-solving strategies. We can simplify fractions by removing all common elements from the numerator and denominator and putting the fraction in its simplest/lowest form.

Given  [tex]\sqrt[4]{1296} /25[/tex]

factors of 1296 are = 2⁴ x 3⁴

[tex]\sqrt[4]{1296}[/tex] = [tex](2^{4} *3^{4}) ^{\frac{1}{4} }[/tex]

[tex]\sqrt[4]{1296}[/tex] = 6

[tex]\sqrt[4]{1296} /25[/tex]  = 6/25

[tex]\sqrt[4]{1296} /25[/tex] = 0.24

Hence the value is 0.24.

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The length of DF is 18.

It is a two-dimensional figure which has three sides and the sum of the three angles is equal to 180 degrees.

We have,

From the figure,

∠FEG = ∠DEG

This means,

The side opposite to the angles is also equal.

So,

FG = GD

3a = a + 6

3a - a = 6

2a = 6

a = 3

Now,

DF = 3a + (a + 6)

DF = 4a + 6

DF = 4 x 3 + 6

DF = 12 + 6

DF = 18

Thus,

DF = 18.

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Answer:

80 peeps

Step-by-step explanation:

2√2 units is the distance between the given points (2, 3) and (4, 1).

An object's entire motion, independent of direction, is its distance.

Regardless of where it started or ended, distance is the amount of space that an object has covered.

We can determine an object's actual size by knowing how far it is from us.

To get the distance between two points, one usually uses the formula:

d=((x2 - x1)2 + (y2 - y1)2)

So, we have the formula:

d=((x2 - x1)2 + (y2 - y1)2)

The points are: (2, 3) and (4, 1)

Now apply values in the formula and calculate as follows:

d=((x2 - x1)2 + (y2 - y1)2)

d=√(2−4)2+(3−1)2

d=√(−2)2+22

d=√4+4

d=√8

d=2√2 units

Therefore, 2√2 units is the distance between the given points (2, 3) and (4, 1).

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Algebraic K-theory is a subject area in mathematics with connections to geometry, topology, ring theory, and number theory.

An inconsistent pair of linear equations is a system of linear equations that has no solution.

Furthermore, a linear equation with two variables has an unlimited number of solutions. Every linear equation in two variables has a straight line as its graph, and each point on the graph (straight line) indicates a solution to the linear equation.

The majority of linear systems have precisely one solution. It is feasible, however, that there are no answers or that there are infinitely many. (It is impossible for there to be exactly two answers.)

In this case, the word unique denotes that there is a solution, and it is the only one.

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The slope of the line joining the points (-2, 6) and (4, 8) is 1/3.

In the given question, we have to find the slope of the line joining the points (-2, 6) and (4, 8).

The point-slope approach is typically used when two points that sit on a specific line are specified.

A line's equation is written as y - y(1) = m(x - x(1)), where y(1) is the Y-axis coordinate, m is the slope, and x(1) is the X-axis coordinate.

Firstly we find the value of m using the formula

m = [tex]\frac{y(2)-y(1)}{x(2)-x(1)}[/tex]

From the given points x(1) = -2, y(1) = 6, x(2) = 4, y(2) = 8.

Now putting the value

m = [tex]\frac{8-6}{4-(-2)}[/tex]

m = [tex]\frac{2}{4+2}[/tex]

m = [tex]\frac{2}{6}[/tex]

m = [tex]\frac{1}{3}[/tex]

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Answer: Letter B.

Step-by-step explanation:

For f(1/2), f(x) = 1/x, if so; is the inverse of the inverse of 2, that is 1/1/2 = 2. As for f(49), f(x) = sqrt(x), and so f(49) = 7, leaving only letter B.

If 5 pounds of raspberries costs 22.50, 1 pound will cost 4.50.

To put it simply, we can take 22.50 and divide it by 5. We do this because we are trying to solve for the price of 1, not 5.

22.50 ÷ 5 = 4.50

Therefore, 1 pound of raspberries costs 4.50.

Answer:

4.50$

Hope this helps!

Step-by-step explanation:

1 pound = $?

5 pounds = $22.50

1 pound * 5 = 5 pounds

$? * 5 = $22.50

$? = $22.50 ÷ 5

$? = 4.50

Answer: either the first option or second option

Step-by-step explanation: This is because congruency is supposed to be similar to the actual product they give you in the first half of the problem.

the inverse of the provided graph on the accompanying set of axes are shown below. Points of the inverse graph are also mentioned below.

A function that reverses the effects of another function is called an inverse function. When y=f(x) and x=g, a function g is the inverse of a function f. (y). Applying f and then g is equivalent to doing nothing, in other words. This may be expressed as g(f(x))=x in terms of the relationship between f and g.

The inverse of a graph is done by reflecting the graph across the line .

See attachment for the inverse graph.

From the given graph, the following 5 points are:

(x₁, y₁) = (4,0)

(x₂, y₂) = (1, 1)

(x₃, y₃) = (0, 1)

(x₄, y₄) = (-2, 2)

(x₅, y₅) = (-5, 3)

Reflect the above points across y = x , to get the inverse function:

(x₁, y₁) = (-4,0)

(x₂, y₂) = (-1, -1)

(x₃, y₃) = (0, -1)

(x₄, y₄) = (2, -2)

(x₅, y₅) = (5, -3)

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a. The population are all subscribers to Bloomberg BusinessWeek in North America.

b. The annual income is a quantitative variable.

c. The ownership of an American Express card is a categorical variable.

d. The study involves cross-sectional data.

e. Bloomberg BusinessWeek might infer that a part of its subscribers who has annual income of $75,000 or more are having an American Express credit card.

The population is the whole set of units from where information is to be obtained and about what inferences are to be made. The population of interest in this study are all subscribers to Bloomberg BusinessWeek in North America.

Quantitative variables are those which can be measured numerically. In this study, the annual income is a quantitative variable because it can be expressed in numbers.

Categorical variables are those which cannot be quantified. Categorical variable can only take on a fixed value. In this case, the question “Do you have an American Express credit card?” can only take on two values, Yes or No. Thus, the ownership of an American Express credit card is a categorical variable.

Cross-sectional data refers to data from many but similar individual groups at a given point in time. For e.g., prices of different varieties of rice on a particular day. In this study, the data gives two different values which describe the same population at the same time. So, it involves cross-sectional data.

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Although part of your question is missing, you might be referring to this full question: A Bloomberg BusinessWeek North American subscriber study collected data from a sample of 2861 subscribers. Fifty-nine percent of the respondents indicated an annual income of $75,000 or more, and 50% reported having an American Express credit card.

a. What is the population of interest in this study?

b. Is annual income a categorical or quantitative variable?

c. Is ownership of an American Express card a categorical or quantitative variable?

d. Does this study involve cross-sectional or time series data?

e. Describe any statistical inferences Bloomberg BusinessWeek might make on the basis of the survey.

The probability that you flipped the two-headed coin given that the flip was head is 2/3.

The probability that you flipped the fair coin is 0.5 and the probability that you flipped the two-headed coin is 0.5. The probability of getting heads when flipping the fair coin is 0.5 and the probability of getting heads when flipping the two-headed coin is 1.0.

Using Bayes' theorem, we can calculate the probability that you flipped the two-headed coin given that the flip was head.

P(two-headed coin | heads) = P(heads | two-headed coin) × P(two-headed coin) / P(heads)

P(heads) = P(heads | fair coin) × P(fair coin) + P(heads | two-headed coin) × P(two-headed coin)

= 0.5 × 0.5 + 1.0 × 0.5 = 0.75

So, P(two-headed coin | heads) = 1.0 × 0.5 / 0.75 = 2/3

Therefore, the probability that you flipped the two-headed coin given that the flip was head is 2/3. It means that if the coin landed on heads, there is a 2/3 chance that the coin was the two-headed coin.

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By studying the characteristics of a polygon, it can be concluded that there are 9 sides in the polygon.

A polygon is a plane figure represented by a finite number of connected straight lines (the sides), thus forming a closed polygonal chain (or polygonal circuit).

Regarding the angles, the characteristics of polygons are:

Now we take a look at the given problem. If we denote x as the exterior angle, then the interior angle is equal to 3.5x.

An exterior and interior angle are supplementary angles, so:

x + 3.5x = 180°

     4.5x = 180°

          x = 180°/4.5°

             = 40°

The sum of the exterior angles is 360°, so the number of the sides (n) can be calculated as follows:

n * 40° = 360°

        n = 360° / 40°

           = 9

Thus, the polygon has 9 sides.

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The monthly payment that Carlos pays will be $5.271.98.

APR on a credit card is a way of saying that the interest you are charged over a year is equal to roughly your balance.

The term loan refers to a sort of credit vehicle in which a sum of money is lent to another party in exchange for the value or principal amount being repaid in the future.

Then the formula of monthly payment (MP) will be

[tex]\rm MP = P \times \dfrac{r(1+r)^n}{(1+r)^n - 1}\\[/tex]

Carlos borrowed 26,000 for a car for 5 years at an APR of 5.52%.

The rate is given as,

r = 5.52 / 1200

r = 0.0046

Then the monthly payment is calculated as,

[tex]\rm MP = \$26,000 \times \dfrac{0.0046 \times (1+0.0046)^5}{(1+0.0046)^5 - 1}\\\\\\MP = \$26,000 \times \dfrac{0.0046 \times 1.0232}{1.0232 - 1}\\[/tex]

Simplify the equation, then we have

MP = $26,000 × (0.0046) × 44.08

MP = $26,000 × 0.2027

MP = $5.271.98

The monthly payment that Carlos pays will be $5.271.98.

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A production possibility curve (PPC) is a graphical representation of the maximum combinations of two, or more, products that can be produced with a set of limited resources.

It is a visual representation of the constraints of production, and is a tool used to illustrate the basic economic problem of "what to produce and how to produce it". A production possibility curve (PPC) is a graphical representation of the maximum combinations of two, or more, products that can be produced with a set of limited resources.

The production possibility curve illustrates the trade-off between two products. The curve shows the maximum possible output of one product (X-axis) for a given quantity of the other product (Y-axis). The curve is drawn under the assumption of full employment and efficient use of resources. Points that lie outside the curve are not possible to achieve with the given resources, and points that lie inside the curve indicate that the resources are not being used efficiently.

The central problem of what to produce and how to produce is illustrated by the production possibility curve. The curve shows that when producing more of one product, there is less available for the other product. To produce more of both products requires an increase in resources, either in terms of labour, capital, or technology, which is ultimately limited. Therefore, the production possibility curve demonstrates the need to make decisions on what to produce and how to produce, in order to make the most efficient use of limited resources.

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