A noticeably different form or state of the same substance.
a. kinetic energy
b. molecule
c. temperature
d. phase
e. freedom of movement

Answer:

a+b

Step-by-step explanation:

or any letter as long as it has the plus sign

The required expression for the given property is 8(9 + 3).

The distributive property for the product of a sum of numbers to other numbers states that it is equivalent to the sum of individual products. It can be written as a(b + c) = ab + ac.

The given expression is 72 + 24

In distributive form it can be written as,

GCF of 72 and 24 is 8.

Then, 72 = 8 × 9 and 24 = 8 × 3

Now, the given expression can be rewritten as below,

8 × 9 + 8 × 3

Take 8 as common to get,

8(9 + 3)

Hence, the expression that represents the distributive property is 8(9 + 3).

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The volume of cube with a side length of 5 meters is 125 cubic meters, while volume of cube with side length of 4 meters is 64 cubic meters. The difference between the volumes of two cubes is 61 cubic meters.

The volume of a cube is given by V = \(s^3\), where s is the side length of the cube. To find the difference between the volumes of two cubes, we can subtract the smaller volume from the larger volume.

So, the volume of the cube with side length 5 meters is V1 = \(5^3\) = 125 cubic meters, and the volume of the cube with side length 4 meters is V2 = \(4^3\) = 64 cubic meters.

The volume of a cube is given by \(s^3\), where s is the length of the side of the cube. The volume of a cube with a side length of 5 meters is \(5^3\) = 125 cubic meters, and the volume of a cube with a side length of 4 meters is \(4^3\) = 64 cubic meters.

The difference in volumes is V1 - V2 = 125 - 64 = 61 cubic meters. Therefore, the difference in volumes of the two cubes is 61 cubic meters.

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Answer:

Step-by-step explanation:When two triangles are congruent they will have exactly the same three sides and exactly the same three angles. The equal sides and angles may not be in the same position (if there is a turn or a flip), but they are there.

Answer:

Using the equation ŷ = 5.4 + 1.7x, we can say that if x is 1.2, the predicted value will be 7.44.

Step-by-step explanation:

y=5.4+1.7(1.2)

Multiply 1.7 and 1.2 to get 2.04.

y=5.4+2.04

Add 5.4 and 2.04 to get 7.44.

y=7.44

There you go!

(Sources cited from Microsoft Math Solver.)

It is the correction in the given question:

At the place of DD, it will be DF

So, please correct it

The value of DE = EF = 13 and DF = 26

Since E is the midpoint of DF, DE and EF are two halves of DF. First, let's write down what we know.

DE = 3x + 4

EF = 5x - 2

DE = EF

DE + EF = DF

Now, let's plug our values for DE and EF into our first expression.

3x + 4 = 5x -2

Add 2 to both sides and subtract 3x from both sides.

6 = 2x

Divide both sides by 2

3 = x

Let's plug 3 in for x into DE.

DE = 3x + 4 = 3(3) + 4 = 9 + 4 = 13

DE = EF = 13

We can plug 13 in for DE and EF to get DF

DF = DE + EF = 13 + 13 = 26

Hence, The value of DE = EF = 13 and DF = 26

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Answer:

Step-by-step explanation:first you would multiply 0.88 by 300 and go all the way down the list and then add you answers

Answer:

A=2356 Miles. B=$2073.28. C=$373.1904 D=$2446.4704

The value of y when x1 = 3, x2 = 5, and c = 6 is 1080. When x1 = 3, x2 = 5, and c = 6, the value of y is 1080. The solution is obtained by substituting the given values into an equation.

To find the value of y when x1 = 3, x2 = 5, and c = 6, we can substitute these values into the given equation, y = 12(x1 x2)c.
First, let's calculate (x1 x2), which means multiplying x1 and x2 together: x1 x2 = 3 * 5 = 15. Now we can substitute this value back into the original equation: y = 12(15) c. Next, we substitute the value of c, which is 6: y = 12(15)6. Now, we can calculate the value inside the parentheses: y = 12 * 90. Multiplying these numbers, we get y = 1080. So, the value of y when x1 = 3, x2 = 5, and c = 6 is 1080. y = 1080.

To find the value of y when x1 = 3, x2 = 5, and c = 6, we start by substituting the given values into the equation, y = 12(x1 x2) c.

First, we calculate (x1 x2) by multiplying x1 and x2 together, resulting in 15. Next, we substitute this value back into the original equation, which gives us y = 12(15) c.

Then, we substitute the value of c, which is 6, into the equation, y = 12(15)6. Now, we can calculate the value inside the parentheses, which is 12 multiplied by 90, resulting in 1080.

Therefore, the value of y when x1 = 3, x2 = 5, and c = 6 is 1080. When x1 = 3, x2 = 5, and c = 6, the value of y is 1080.

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Answer:

product is a ⋅ c = 3 ⋅ − 6 = − 18 and whose sum is b = − 7 .

Step-by-step explanation:

Factor

− 7 out of − 7 x .

3 x 2 − 7 ( x ) − 6

Rewrite

−7 as 2 plus −9

3 x 2 + (2−9) x −6

Apply the distributive property.

3 x 2 + 2 x − 9 x − 6

Answer:

\(y = a {x}^{2} + bx + c \\ y = - 2 {x}^{2} + 6x - 8 \\ so \\ a = - 2 \\ b = 6 \\ c = - 8\)

A(n) "correlational" design is used when the researcher wants to test a relationship between existing variables. This design aims to determine the degree to which two variables are related or associated with each other. In a correlational design, the researcher measures the variables of interest and examines the statistical relationship between them, typically using correlation coefficients.

On the other hand, a(n) "experimental" design is used when a researcher wants to test a causal link between variables. In an experimental design, the researcher manipulates one or more independent variables and measures the effect on a dependent variable. By controlling for confounding variables and using random assignment, an experimental design allows for causal inferences to be made.

It's important to note that while correlational designs can provide valuable insights into the relationships between variables, they do not establish causality. Experimental designs, on the other hand, provide stronger evidence for causal relationships by systematically manipulating variables.

A(n) \(\textbf{correlational}\) design is used when the researcher wants to test a relationship between existing variables.

A(n) \(\textbf{experimental}\) design is used when a researcher wants to test a causal link between variables.

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Answer: coplanar

Since they are perpendicular to the same plane, they are considered coplanar.

Answer:

8 4 8 4 8 4 jdndsjssjsnnssjnss

The probability that they can be arranged into a group of three consecutive cards, all of the same suit, is 0.002.

Probability is a measure of the likelihood of an event occurring. It is expressed as a number between 0 and 1, with 0 indicating that the event will not occur and 1 indicating that the event will definitely occur.

If 3 cards are chosen at random from a standard 52-card deck, then the total number of possible outcomes is:

52C3 = 22100

For a single suit, there are 11 possible ways for three cards to be consecutive cards. So, the total number of desired outcomes is:

11 x 4 = 44

Solve for the probability.

p = 44 / 22,100 = 0.002

Therefore, the probability is 0.002.

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Answer:

89% of Angel's action figure collection keeps on his wall.

Step-by-step explanation:

Percentages

To calculate the X% of a quantity Y, we must multiply both numbers and divide by 100:

X% of Y = X * Y / 100

For example, 15% of 780 = 15 * 780 / 100 = 117

If we want to know what percentage is m with respect to n, we proceed as follows:

percentage = m / n * 100%

Anges has a 300 action figures collection, 267 of which are kept on his wall. Here m=267, n=300, thus:

percentage = 267 / 300 * 100% = 89%

89% of Angel's action figure collection keeps on his wall.

Answer:

2.4 m

Step-by-step explanation:

1 meter is equal to 1000 millimeters

So 2.4 meters is bigger since just 1 meter is bigger that 240mm

Hopes this helps please mark brainliest

Answer:

2.4 m

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

Step-by-step explanation:

Let's test it out by converting each one to inches

To convert meters to inches, multiply the length value by 39.37

2.4 x 39.37 = 94.4882 inches

To convert millimeters into inches, divide the length value by 25.4

240/25.4 = 9.44882 inches

94.4882 > 9.44882

So, 2.4m > 240mm

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

Answer: 2.4 m

Answer:

All are rational except 47.444...

It looks like you want to find

\(\displaystyle \int_1^4 x f''(x) \, dx\)

Integrate by parts:

\(u = x \implies du = dx\)

\(dv = f''(x) \, dx \implies v = f'(x)\)

Then

\(\displaystyle \int_1^4 x f''(x) \, dx = x f'(x) \bigg|_{x=1}^{x=4} - \int_1^4 f'(x) \, dx\)

By the fundamental theorem of calculus,

\(\displaystyle \int_1^4 f'(x) \, dx = f(4) - f(1)\)

so that

\(\displaystyle \int_1^4 x f''(x) \, dx = 4 f'(4) - f'(1) - f(4) + f(1) = 12 - 7 - 8 + 4 = \boxed{1}\)

0.3514 * 380 ≈ 133.7 To find out how many students had scores between 35 and 61, we need to first calculate the interquartile range (IQR) which is the difference between the third quartile (Q3) and the first quartile (Q1).
Q1 is the median of the lower half of the data, which in this case is (11+35)/2 = 23.
Q3 is the median of the upper half of the data, which in this case is (70+79)/2 = 74.5.
So, IQR = Q3 - Q1 = 74.5 - 23 = 51.5.

Scores between 35 and 61 fall within one IQR from Q1. So, we need to find out what proportion of the scores fall within this range.
To do this, we need to calculate the z-scores for 35 and 61, using the formula z = (x - μ)/σ, where x is the score, μ is the mean, and σ is the standard deviation.
We don't have the mean and standard deviation, but we can estimate them using the five-number summary. The median (Q2) is (61+35)/2 = 48, and the mean is likely to be close to this value since the data is roughly symmetric. The range (max-min) is 79-11 = 68, so the standard deviation is roughly σ = range/4 = 17.
Using these estimates, we can calculate the z-scores as follows:
z1 = (35 - 48)/17 = -0.76
z2 = (61 - 48)/17 = 0.76

We can look up the proportion of scores between these two z-scores in a standard normal distribution table, or use a calculator or software to calculate it. It turns out to be about 0.3514, or 35.14%.
To find out how many students had scores between 35 and 61, we can multiply this proportion by the total number of students:
0.3514 * 380 ≈ 133.7
So, the answer is not one of the choices given.

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The answer is not one of the choices given.0.3514 * 380 ≈ 133.7 To find out how many students had scores between 35 and 61, we need to first calculate the interquartile range (IQR) which is the difference between the third quartile (Q3) and the first quartile (Q1).

Q1 is the median of the lower half of the data, which in this case is (11+35)/2 = 23.

Q3 is the median of the upper half of the data, which in this case is (70+79)/2 = 74.5.

So, IQR = Q3 - Q1 = 74.5 - 23 = 51.5.

Scores between 35 and 61 fall within one IQR from Q1. So, we need to find out what proportion of the scores fall within this range.

To do this, we need to calculate the z-scores for 35 and 61, using the formula z = (x - μ)/σ, where x is the score, μ is the mean, and σ is the standard deviation.

We don't have the mean and standard deviation, but we can estimate them using the five-number summary. The median (Q2) is (61+35)/2 = 48, and the mean is likely to be close to this value since the data is roughly symmetric. The range (max-min) is 79-11 = 68, so the standard deviation is roughly σ = range/4 = 17.

Using these estimates, we can calculate the z-scores as follows:

z1 = (35 - 48)/17 = -0.76

z2 = (61 - 48)/17 = 0.76

We can look up the proportion of scores between these two z-scores in a standard normal distribution table, or use a calculator or software to calculate it. It turns out to be about 0.3514, or 35.14%.

To find out how many students had scores between 35 and 61, we can multiply this proportion by the total number of students:

0.3514 * 380 ≈ 133.7

So, the answer is not one of the choices given.

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Al-Fatihah is an Islamic prayer recited during the five daily prayers. Comparing radio and television in reading Al-Fatihah from its beginning requires an analysis of how each medium conveys the prayer to its audience. Radio precedes television in reading Al-Fatihah from its beginning.

This is because radio broadcasting began in the early 1900s while television broadcasting began in the late 1940s.

This delay can range from a few seconds to a few minutes depending on several factors such as the geographical location of the audience, the strength of the signal, and the quality of the receiver. Therefore, the time difference between radio and television in reading Al-Fatihah can vary depending on the factors mentioned above.

Mathematically, the time difference between radio and television can be calculated using the formula: d = s / tWhere d is the distance between the transmitter and the receiver, s is the speed of the signal, and t is the time it takes for the signal to reach the receiver.

In this case, d is the distance between the broadcasting station and the audience, s is the speed of the signal which is constant (i.e., the speed of light), and t is the time it takes for the signal to reach the audience. Since the speed of light is approximately 299,792,458 m/s, the time it takes for the signal to reach the audience can be calculated using the following formula:t = d / s

Therefore, the time difference between radio and television in reading Al-Fatihah can be calculated by subtracting the time it takes for the radio signal to reach its audience from the time it takes for the television signal to reach its audience. This difference can range from a few milliseconds to a few minutes depending on the factors mentioned above.

In network concepts, the time difference between radio and television in reading Al-Fatihah can be affected by the bandwidth of the network. The bandwidth is the amount of data that can be transmitted over a network in a given time. If the bandwidth is low, it can cause a delay in the transmission of the signal which can affect the time difference between radio and television.

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There are 7 months in the year that have thirty-one days.

These months are January, March, May, July, August, October, and December.

There are seven months in the Gregorian calendar that have thirty-one days: January, March, May, July, August, October, and December.

This pattern of months with 31 days followed by months with fewer days repeats throughout the year.

This pattern was established by the Roman calendar, which had ten months totaling 304 days in a year.

The months of January and February were later added by King Numa Pompilius to align the calendar with the lunar year.

The months of January and February initially had 29 and 28 days respectively, but in 45 BC, Julius Caesar added one day to January and one day to August, which was originally a 30-day month, to make them both 31-day months.

In the Gregorian calendar, which is the most widely used calendar in the world, January, March, May, July, August, October, and December all have 31 days.

The remaining five months have fewer days, with February having 28 days most of the time, and 29 days in a leap year.

Knowing the number of days in each month is important for various reasons, such as planning events, scheduling appointments, and calculating pay periods.

There are several mnemonics used to remember the number of days in each month, such as "30 days hath September, April, June, and November, all the rest have 31, except February, with 28 days clear, and 29 in each leap year."

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Answer:

48cm

Step-by-step explanation:

96/12=8

This means that 8 is the factor by which the diagram and the actual ramp vary

so then you multiply 8 times the height on the diagram to find the true height

8x6=48

Here is a solution to define a function h that determines the total amount of money Guadalupe makes each week (when working both jobs) in terms of the number of hours x she works as a waitress.

The income that Guadalupe earns in a week depends on the number of hours she works as waitress.

Let's call the number of hours that Guadalupe works as a waitress per week "x".

Thus, if she works x hours per week as a waitress, then she works (30 - x) hours per week as a tutor.

Her income, then, is $12 per hour as a waitress and $20 per hour as a tutor.

Therefore, the total amount of money Guadalupe makes each week is given by the function:

Total amount of money = (income from tutoring) + (income from waitressing)

Total amount of money = $20(30 - x) + $12x

Total amount of money = $600 - $20x + $12x

Total amount of money = $600 - $8x

The function h(x) is defined as follows:

h(x) = $600 - $8x

Therefore, the function h determines the total amount of money Guadalupe makes each week (when working both jobs) in terms of the number of hours x she works as a waitress.

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Answer:

x = 25

Step-by-step explanation:

From the picture attached,

ΔABC and ΔADE are the similar triangles.

Therefore, their corresponding sides will be in the same ratio.

\(\frac{\text{AB}}{\text{AD}}=\frac{\text{AC}}{\text{AE}}=\frac{\text{BC}}{\text{DE}}\)

\(\frac{\text{AB}}{\text{AD}}=\frac{\text{BC}}{\text{DE}}\)

And AB = AD + DB

             = 2(AD) [Since, AD = DB]

By substituting these values,

\(\frac{\text{2AD}}{\text{AD}}=\frac{\text{34}}{\text{(x-8)}}\)

2 = \(\frac{34}{x-8}\)

x - 8 = \(\frac{34}{2}\)

x - 8 = 17

x = 17 + 8

x = 25

Answer:

B. 400

Step-by-step explanation:

4×4 =16

5^2 = 25

25×1= 25

16×25= 400

The area of the parallelogram is \(\sqrt{132}\).

A parallelogram is a quadrilateral with two pairs of parallel sides. The opposite sides of a parallelogram are equal in length, and the opposite angles are equal in measure. Also, the interior angles on the same side of the transversal are supplementary. Sum of all the interior angles equals 360 degrees.

Given that,

vertices k(1, 1, 3), l(1, 3, 5), m(6, 9, 5), and n(6, 7, 3)

Area of Parallelogram = |KL × KN|

KL = (1, 1, 3) - (1, 3, 5) = (0, 2, 2)

KN = (1, 2, 3) - (3, 7, 3) = (2, 5, 0)

Area of the parallelogram = cross product of two vectors, represented by the adjacent sides.

Area of Parallelogram = |(0, 2, 2) × (2, 5, 0)|

                                    = |i(2 × 0 - 5 × 2) - j(0 × 0 - 2 × 2) + k(0 × 5 - 2 × 2)|

                                    = |i(-10) - j(-4) + k(-4)|

                                    = |-10i + 4j - 4k|

                                    = \(\sqrt{(-10)^{2}+(4)^{2}+(-4)^{2} }\)

                                    = \(\sqrt{100+16+16}\)

                                    = \(\sqrt{132}\)

Hence, The area of the parallelogram is \(\sqrt{132}\).

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Answer: 586.20

Step-by-step explanation:

you add the balance on june 5th with the amount withdrawed to get the past balance

Answer:

\(a. \: \: x = 3 \: \: and \: 5\)

Step-by-step explanation:

\(a. \: \: \: x^2-8x+ 15 = 0 \\ {x}^{2} - 5x - 3x + 15 = 0 \\ x(x - 5) - 3(x - 5) = 0 \\ (x - 3)(x - 5) = 0 \\ x = 3 \: and \: 5\)

\(b. \: \: 2x^2 - 5x - 6 =0 \\ x = \frac{5± \sqrt{73} }{4} \)

Answer:

-300

Step-by-step explanation:

Step 1:  Find the amount Elmer's funds decreased after purchasing the rabbits:

Let x represent Elmer's funds.

Since Elmer bought five rabbits for $10 each, he lost $10 5 times.

x - (10 * 5)

x - 50

Thus, Elmer lost (spent) $50 for the 5 rabbits.

Step 2:  Find the amount Elmer's funds decreased after purchasing the  cupboards:

Since Elmer bought four cupboards for $70 each, he lost $70 4 times:

x - (50 + (70 * 4))

x - (50 + 280)

x - 330

Thus, after purchasing the rabbits and cupboards, Elmer lost $330.

Step 3:  Find the amount Elmer's funds increased after finding the twenty-dollar bill:

Since Elmer found a twenty-dollar bill, he gained $20

x - (330 + 20)

x - 310

Step 4:  Find the amount Elmer's funds increased after returning one rabbit:

Since Elmer returned one rabbit, he gained $10:

x - (310 + 10)

x - 300

Thus, Elmer's funds changed totally by -$300.

Putting all the information together, we have:

x - 10 - 10 - 10 - 10 - 10 - 70 - 70 - 70 - 70 + 20 + 10

x - 50 - 280 + 30

x - 330 + 30

x - $300

As per the concept of subtraction, the integer number that representing the change in population is y - x = 1,379,048

Subtraction:

Subtraction means the difference or change between two or more things.  Basically, it is the process of taking away a number from another. It is a primary arithmetic operation that is denoted by a subtraction symbol (-).

Given,

Between July​ 1, 2011, and July​ 1, 2012, the population of a specific country increased by approximately 1,379,048.

Here we need to find the change in the population.

In order to find the change in the population, we have to subtract one from another,

Such that,

Change = Population in July 1, 2011 - Population in July 1, 2012

Here the changed value is only presented in the question, so let us consider that

Population in July 1, 2011 as x and

Population in July 1, 2012 as y,

Then we get, the equation as,

y - x = 1,379,048

Here we first placed the y because the population is increasing.

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