pleasee help what the area of pool b

Answer: The inequality that shows the minimum number of hours, n, that Ricky should work as a babysitter to earn enough to buy the jacket is 15 + 5n ≥ 45, so n ≥ 6.

This inequality states that Ricky's current savings of $15 plus the amount he earns from babysitting (5n) must be greater than or equal to the cost of the jacket, which is $45. To find the minimum number of hours he needs to work, we set the left side of the inequality equal to $45 and solve for n. 15 + 5n = 45, so n = 6.

Step-by-step explanation:

Answer:

0.175

Step-by-step explanation:

2n > 20 = 5n<60

2n+5n=7n

40/7n= 0.175

n=0.175

Answer:

We can use trigonometry to solve this problem.

Let's call the angle of elevation of the zip-line as "x"

We can use the tangent function to find the angle of elevation:

tan(x) = Opposite/Adjacent

Where opposite is the height of the pole (70 feet) and adjacent is the horizontal distance between the base of the pole and the stake (70 feet).

So we can write:

tan(x) = 70/70

As the adjacent and opposite sides are the same, the tangent of the angle is 1.

The angle of elevation of the zip-line is x = arctan(1) = 45 degrees

To find the amount of cable needed we can use the Pythagorean theorem, as we have a right triangle with the zip-line as the hypotenuse, the height of the pole as one leg, and the horizontal distance between the base of the pole and the stake as the other leg

The cable length is equal to the hypotenuse of the right triangle, which can be calculated as the square root of the sum of the squares of the other two sides:

cable length = √(70² + 70²) = √(4900 + 4900) = √(9800) = 99 feet

So the amount of cable needed to make the zip-line is 99 feet.

(m,n) are chosen uniformly among all relatively prime pairs of integers up to N and then  N→∞

One thing is certain in this case: if m and n are prime numbers other than 2, we can be sure that they are relatively prime since (m, n) = 1. Additionally, since m + n is even, it is impossible for it to be a prime, and the probability in this situation is 0.

We require a sample space before we can discuss the probability of anything. To put it simply, we must comprehend how the relatively prime integers m and n came to be chosen. Questions concerning the likelihood that something will occur have no meaning if not.

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The question is wrong and stands no meaning, the possible question might be

Suppose positive integers m and n are relatively prime. What is the probability that (m + n) is a prime number?

The fact that the sum of two negatives is positive is related to the fact that the inverse of a positive number is that positive number back again.

A negative number in mathematics represents the reverse.

A negative number is one that is less than zero in the real number system.

Negative numbers are frequently used to indicate how great a loss or a shortage is.

One could consider an unpaid debt to be a negative number.

The inverse of a positive number is that positive number back again, which is related to the fact that the product of two negatives is a positive.

A minus sign and a negative sign are combined to form a plus sign when a negative number is subtracted from a negative number (-).

The final output has a positive sign when the magnitude of the second operand is larger than the magnitude of the first operand.

When a negative number is subtracted, the two negatives add up to a positive. −10−(−10) is not −20.

As an alternative, consider how one of the negative signs could be turned upright in order to cross over the other and create a plus.

Therefore, the fact that the sum of two negatives is positive is related to the fact that the inverse of a positive number is that positive number back again.

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If Mrs. Haley washed [tex]\frac{2}{5}[/tex] of her laundry and her son washed [tex]\frac{1}{3}[/tex] of it , then most laundry was washed by Mrs. Haley and the amount of laundry that is still needs to be washed is [tex]\frac{4}{15}[/tex]  .

The fraction of laundry that Mrs. Haley washed is = [tex]\frac{2}{5}[/tex] ;

the fraction of laundry that her son washed is = [tex]\frac{1}{3}[/tex] ;

On comparing both the fraction we get that [tex]\frac{2}{5} > \frac{1}{3}[/tex] ;

So , Mrs. Haley washed more clothes than her son .

In total they both washed ⇒ [tex]\frac{2}{5} +\frac{1}{3}[/tex] = [tex]\frac{11}{15}[/tex] of clothes ;

The amount of laundry that is left to be washed is = [tex]1-\frac{11}{15}[/tex]

On simplifying,

we get ,

= [tex]\frac{4}{15}[/tex] ;

Therefore , there is still [tex]\frac{4}{15}[/tex] of laundry that needs to be washed by them .

The given question is incomplete , the complete question is

Mrs. Haley washed 2/5 of her laundry. Her son washed 1/3 of it. Who washed most of the laundry? How much of the laundry still needs to be washed?

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Answer:

If for every 5 calendars that Josh sold, Laure sold 4, and Josh sold 45 calendars last month.

Lauren sold 4/5 * 45 calendars = 36 calendars last month.

Step-by-step explanation:

Answer:

We know that for every 5 calendars Josh sold, Lauren sold 4. This is a ratio of 5:4, which means that for every 5 calendars Josh sells, Lauren sells 4.

We also know that Josh sold 45 calendars last month. We can use this information to find out how many calendars Lauren sold by using the ratio of 5:4.

We can set up the equation:

5/4 = 45/x

Where x represents the number of calendars that Lauren sold.

We can solve for x by multiplying both sides of the equation by x:

5x = 4*45

x= 4*45/5

x= 36

So Lauren sold 36 calendars last month.

Answer: D and B

Step-by-step explanation:

17. Trying out all of the answers, you can find that D works

18. Also trying out all four answers, you can find that B works

Answer:

x=-2, y=-4

Step-by-step explanation:

Substitute x=y+2

Simplify [ 7y +10 = -18 ]

Substitute y = -4

Simplify x = -2

The inequality that can be used to find the numbers of players the coach may chose if the coach already has 13 players is x ≤ 9.

An inequality is a mathematical statement that compares the value of two expressions using one of the following symbols: < (less than), > (greater than), ≤ (less than or equal to), ≥ (greater than or equal to), ≠ (not equal to).

Inequalities are used to express relationships between numbers and can be used to describe constraints or limitations in real-world problems. They can also be used to define regions or sets of values that satisfy certain conditions. Inequalities can be solved by manipulating the expressions and isolating the variable on one side of the inequality symbol. The solution of an inequality is a set of values that make the inequality statement true.

Let x be the number of additional players the coach may choose.

We can write the inequality as:

13 + x ≤ 22

Subtract 13 from both sides:

x ≤ 22 - 13

x ≤ 9

Hence, the coach may choose between 0 and 9 additional players.

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12 makes up the larger triangle's missing side.

Similar triangles are triangles that have an equal shape, however, their sizes might also additionally vary. All equilateral triangles, squares of any facet lengths are examples of comparable objects. In different words, if triangles are similar, then their corresponding angles are congruent and corresponding facets are in the same proportion 

Given, the two triangles are similar

From the condition of the similar triangle:

There are three sets of matching sides that are proportionate. In addition to being proportional and having equal corresponding angles, two pairs of corresponding sides are also identical.

thus the ratio of the two sides will be the same

? / 15 = 4/5

? = 12

therefore, the Missing side of the bigger triangle is 12.

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We are using ln more than log because, we compare all log with different base value with ln.

The distinction between log and ln is that log is expressed in terms of base 10, while ln is expressed in terms of base e. As an illustration, log of base 2 is denoted by log2 and log of base e by loge = ln (natural log).

As mentioned above, we use natural logs (i.e., logarithms in base e) because coefficients on the natural-log scale may be directly interpreted as roughly proportionate differences: for example, with a coefficient of 0.06, a change of 1 in x corresponds to a roughly 6% change in y, and so on.

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Answer:

Midpoint: ( 8.5, -8.5 )

Step-by-step explanation:

Technically half represents the middle since those numbers are only 1 space away it would be .5 at the end. It is also between 8 and 9 what is the middle of 8 and 9:

8.5…

( Same thing with negatives ;) )

Answer: Midpoint = (8.5,−8.5)

Answer:

$12.99

Step-by-step explanation:

initial cost of the shirt = $12

sales tax on the shirt = 8.25%

So the final price of the shirt would be ,

initial cost + 8.25% of initial cost

That would be,

$12 + 8.25% of $12

$12 + $0.99

$12.99

And we are done!

-Rishabh

Answer: expression A and D have the same answer so option C

Step-by-step explanation:

they both get the answer of -0.86

Answer: there are two anwers to this question.

A and D give the same value, B and C also give the same value.

Answer:

There were 528 students in Greenville school

As per the given measurement the centigrams of protein are in 3d fluid ounces of milk is 8504.86

The term measurement id known as the process of associating numbers with physical quantities and phenomena.

Here we know that one cup of skim milk contains 8 grams of protein.

Now, we have to find the amount of centigrams of protein are in 3d fluid ounces of milk.

As we all know that one ounce is equal to 2834.9553.

Then if we want the centigram value, then we have to multiply the number with 2834.9553, then we get the result as,

=> 3 x 2834.95

=> 8504.86

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Given a system of two equations in two variables, solve using the substitution method.

Solve one of the two equations for one of the variables in terms of the other.

Substitute the expression for this variable into the second equation, then solve for the remaining variable.

What in mathematics is a linear equation?

A linear equation is a first-order (linear) term plus a constant in the algebraic form y=mx+b, where m is the slope and b is the y-intercept. Sometimes, the aforementioned is referred to as a "linear equation of two variables," where x and y are the variables.

What makes an equation linear?

When a linear equation is graphed, it always produces a straight line since each term in the equation has an exponent of 1. This is the basis for the term "linear equation" being used to describe it.

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Choose three values for x and list them in a table.

Choose three x values and list them in a table to graph the equation. (Hint: choose values that are simple to calculate, such as 1, 0, and 1.) To determine the matching y-coordinate, substitute each value in the equation and simplify. Draw a straight line between the points of the ordered pairs.

Find two points on the line with integer coordinates.

Starting with the point on the left, draw a right triangle connecting the first and second points.

Count the rise and run on the triangle’s legs.

To calculate the slope, divide the increase by the run. M=riserun.

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The  constant of proportionality is  10  

What are direct and indirect variations ?

One quantity directly changes in response to a change in another quantity, which is referred to as direct variation. This suggests that if one quantity increases, the other will follow suit and rise in proportion. In a similar manner, if one quantity declines, the other amount also declines.

When one parameter declines while the other rises or vice versa, this is known as inverse variation. This means that the magnitude or absolute value of one item decreases as the other quantity rises, resulting in a constant value for their product. This item is also referred to as the proportionality constant.

From the table, y values increase as the x values increase.

This is a direct variation and is given by y=kx.

k is the constant of proportionality

k= y/x

Substitute any pair of x and y values

k= 2/(1/5)  = 2*5 = 10

Thus, the  constant of proportionality is  10  

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The vector coordinate's separation from the vector space's origin is determined by the L2 norm. As a result of its calculation as the Euclidean distance from the origin, it is sometimes referred to as the Euclidean norm.

In mathematics, the length of a line segment connecting two points in Euclidean space is known as the Euclidean distance.

It is sometimes referred to as the Pythagorean distance since it can be determined from the points' Cartesian coordinates using the Pythagorean theorem.

The vector coordinate's separation from the vector space's origin is determined by the L2 norm.

As a result of its calculation as the Euclidean distance from the origin, it is sometimes referred to as the Euclidean norm.

Therefore, the vector coordinate's separation from the vector space's origin is determined by the L2 norm. As a result of its calculation as the Euclidean distance from the origin, it is sometimes referred to as the Euclidean norm.

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On the basic of empirical rule, the estimate value of proper Millatti of a zebra living between 16. 6 and 24. 4 years is 0.6826.

We have, the lifespans of zebras in a particular zoo or normally distributed.

Average zebra lives,µ = 20.5 years

Standard deviations,σ = 3.9 years

We have to estimate the proper Millatti of a zebra living between 16. 6 and 24. 4 years.

In line accordance with the empirical rule : is a statistical rule which states that for a normal distribution, almost all observed data will fall within three standard deviations (denoted by σ) of the mean or average (denoted by µ).The rule states that (approximately):

We have to determine value of

P(16.6 < x< 24.4 ). The Z-Score formula, Z is defined as (x - µ)/σ . Now,

Z = (24.4 - 20.5)/3.9

=> Z = 3.9/3.9

=> Z = 1

This value of Z = 1 tells us that row score for 24.4 years is one standard deviations from mean. In other words, 68% of the values between Z = -1 and Z = 1 , i.e., -1 < z < 1. Normal distribution is symmetric, so half area above the Z = 1 and half below Z = -1. So, P( -1 < z < 1) = P(16.6< x<24.4 ).

so the probability of a zebra living between 16. 6 and 24. 4 years is P(16.6 < x< 24.4 ),

= P( -1 < z < 1)

= P( z> 1 ) - P( z< -1)

= 0.68269

Hence, the required probability is 0.6826.

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Answer:

g(6) = 150

Step-by-step explanation:

g(x) = 4[tex]x^{2}[/tex] - x + 12

x = 6

g(6) = 4[tex](6)^{2}[/tex] - (6) + 12

       = 4 (36) - 6 +12

       = 144 - 6 + 12

       =  150

Answer:

Step-by-step explanation:

You too mate. Cheers!

The value of x is √589. The ladder will reach √589 feet up of the wall.

What is the right triangle?

A right triangle or right-angled triangle, or more formally an orthogonal triangle, formerly known as a rectangle triangle, is a triangle with one right angle, i.e. two perpendicular sides. Trigonometry is founded on the relationship between the sides and other angles of a right triangle.

Given that a ladder is placed against a wall. The length of the ladder is 25 feet. The distance of the ladder from the wall is 6 inches. Thus it forms a right triangle.

Assume that by using the ladder a man reaches x feet up the wall.

Then the base of the right triangle is 6 inches.

The hypotenuse is 25 inches. The height of the right triangle is x inches.

Applying Pythagorean theorem:

6² +x² = 25²

36 + x² = 625

x² = 625 -36

x² = 589

Taking square root on both sides:

x = √589 feet

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The degree of polynomial 3x^4-0x^3+0x^5 is 4

Degree of a polynomial is the highest power that its terms pertain (for multi-variables, the power of term is addition of power of variables in that term).

Thus, in

x^3+3x+5

, the degree of the polynomial is 3 as the highest power in its terms is 3.

(power and exponent are same thing)

Given;

Polynomial= 3x^4-0x^3+0x^5

The highest degree from first observation seems to be 4 but the term with exponent 4 is being multiplied with zero so the degree is then 4;

Therefore, the correct degree will be 34

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Answer:

also Y=mx+b

Step-by-step explanation:

for stater X1=3 X2=1 and Y1=8 Y2=4

              m=rise run=ΔyΔx

               m=y2−y1x2−x1

                     m=4-1/8-3

                       m=3/5

An expression (5 - 22x) must be added to polynomial 4x⁴ - 2x³ - 6x² + x - 5 so that the result is exactly divisible by a polynomial 2x² + 3x - 2.

Here we have been given two polynomials.

Let us assume that f(x) = 4x⁴ - 2x³ - 6x² + x - 5 and g(x) = 2x² + 3x - 2

​we need to find an expression (polynomial) that should be added to 4x⁴ - 2x³ - 6x² + x - 5 so that the result is exactly divisible by 2x² + 3x - 2

If we divide a polynomial  f(x) = 4x⁴ - 2x³ - 6x² + x - 5 by g(x) = 2x² + 3x - 2 using polynomial long division method, the result is:

f(x) / g(x)

= ( 4x⁴ - 2x³ - 6x² + x - 5) ÷ (2x² + 3x - 2)

= [(2x² + 3x - 2) × ( 2x² - 4x + 5)] + (5 - 22x)

This means, the quotient is  ( 2x² - 4x + 5) and the remainder is (5 - 22x)

(see in attachment)

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The complete question is:

What must be subtracted from 4x⁴-2x³-6x²+x-5 so that the result is exactly divisible by by 2x²+3x-2​?

The quarterly decay rate is given by \rm P = 200(0.9875)^n  and this can be determined by using the exponential decay function.

In mathematics, exponential decay refers to the process of decreasing an amount at a constant percentage rate over time. It may be stated as y=a(1-b)x, where y is the final amount, an is the original amount, b is the decay factor, and x is the time elapsed.

A school of fish has a population of 200.

The population is decreasing at a rate of 5% a year.

The formula of exponential decay is given by the equation:

[tex]\rm P = P_0\left(1- \dfrac{r}{100}\right)^n ----- (1)[/tex]

where n is the number of quarters for total decay, r is the rate of decay per quarter,P_0 is the initial population and P is the final population.

Now, put the values of known terms in the equation (1).

[tex]\rm P = 200\left(1-\dfrac{1.25}{100}\right )^n\\\rm P = 200(1-0.0125)^n\\\rm P = 200(0.9875)^n[/tex]

The quarterly decay rate is given by [tex]\rm P = 200(0.9875)^n .[/tex]

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The equation of the line can be calculated using the formula y = mx + c where 'm' represents the slope and 'c' represents the y-intercept of the line.

As given in the question,

Standard equation of the line for grade 9 is given by :

y = mx + c

Here 'm' represents the slope of the line.

Slope of the line = ( y₂ - y₁ ) / ( x₂ - x₁ )

( x₁ , y₁ ) and ( x₂ , y₂ ) are any two coordinates on the line.

And 'c' is known as the y - intercept of the line which is calculated where line cuts the y-axis.

Therefore, the required equation of the line can be calculated using the standard formula y = mx + c.

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