given the following two point find the the length distance of ab round your asnwer to the nearrest tenth (-4,-6) and b (3,2)

Answer:

Below

Step-by-step explanation:

Here is the equation that can model the first option :

     P = 22000 + 15n

Here is the equation that can model the second option :

     P = 13000 + 25n

To find how many sessions will have equal pay, we can set them to equal each other and then solve :

     22000 + 15n = 13000 + 25n

     25n - 15n = 22000 - 13000

     10n = 9000

         n = 900

Therefore, the pay will be equal at 900 sessions

Hope this helps! Best of luck <3

Answer:

Choice A.

Step-by-step explanation:

y = 10/5 x

becAUSE  10/5 = 2

Answer:

A

Step-by-step explanation:

the equation of proportionality is

y = kx ← k is the constant of proportionality

A

y = \(\frac{10}{5}\) x = 2x ← with k = 2

B

y = \(\frac{2}{2}\) x = 1x ← with k = 1

C

y = \(\frac{2}{4}\) x = \(\frac{1}{2}\) x ← with k = \(\frac{1}{2}\)

D

y = \(\frac{22}{2}\) x = 11x ← with k = 11

The width of the cooling tower at the base of the structure will be A. 36 meters.

From the information given, the towers walls are modeled by x²/324 - (y² - 90)²/1600.

Therefore, the width of the cooling tower at the base of the structure will be:

= 2 × ✓324

= 2 × 18

= 36

In conclusion, the width is 36 meters.

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Answer:

It is actually D

Step-by-step explanation:

Answer:

this list

Step-by-step explanation:

1×12000=12000

2×6000=12000

3×4000=12000

4×3000=12000

5×2400=12000

6×2000=12000

8×1500=12000

10 ×1200=12000

12 ×1000=12000

In word problem , the Total bill including tax = $34.78+$2.08 = $36.86

and  you have to give server one $20 bill , one $10 bill, one $5 bill and two $1 bill, so yo don't get any pennies back.

What is word problem?

Word problems are often described verbally as instances where a problem exists and one or more questions are posed, the solutions to which can be found by applying mathematical operations to the numerical information provided in the problem statement. Determining whether two provided statements are equal with respect to a collection of rewritings is known as a word problem in computational mathematics.

Here the bill = $34.78

Sales tax= 6% of Bill

=> Sales tax = 6% of 34.78

=> Sales tax = \(\frac{6}{100}\times 34.78\)

=> Sales tax = $2.08

Now the Total bill including tax = $34.78+$2.08 = $36.86

Hence you have to give server one $20 bill , one $10 bill, one $5 bill and two $1 bill, so yo don't get any pennies back.

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Answer:

The original price of the shirt was Ksh 500 and it was sold for Ksh 550.

The discount is the difference between the original price and the selling price, which is Ksh 500 - Ksh 550 = Ksh -50.

To find the percentage discount, we can use the formula:

percentage discount = (discount ÷ original price) × 100%

percentage discount = (-50 ÷ 500) × 100%

percentage discount = -10%

Therefore, the percentage discount is 10%.

According to the given data the length of a \(90^{0}\) arc is \(\pi /2\) or approximately \(1.57\) feet.

In geometry, the length of an arc is the distance along the curved line that makes up the arc. It is a measure of the "length" of a portion of a circle's circumference, and it is usually expressed in the same units as the circle's radius.

According to the given information:

The length of a \(90^{0}\) arc in a circle with radius \(1\) foot can be calculated using the formula:

Length of arc = (angle/\(360\)) x \(2\pi r\)

where angle is the central angle of the arc in degrees, r is the radius of the circle, and \(\pi\) is a mathematical constant approximately equal to \(3.14159\).

Substituting the given values, we have:

Length of arc = (\(90/360\)) x \(2\pi(1 ft)\)

Length of arc = \((1/4)\) x \(2\pi ft\)

Length of arc = \(\pi /2 ft\)

Therefore, the length of the \(90^{0}\) arc is \(\pi /2 feet\) or approximately \(1.57 feet\)

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the length of the 90° arc is π/4 feet or approximately 0.785 feet

What is arc of circle?

In geometry, an arc of a circle is a portion of the circle's circumference. It is defined by two endpoints and all points along the circle between those endpoints. The measure of an arc is typically given in degrees or radians and can be used to calculate various properties of the circle, such as its length, area, and sector angles.

The formula for the length of an arc is:

L = (θ/360) × 2πr

where L is the length of the arc, θ is the central angle of the arc in degrees, and r is the radius of the circle.

In this case, θ = 90° and r = 1 ft, so we have:

L = (90/360) × 2π(1) = (1/4) × π = π/4

Therefore, the length of the 90° arc is π/4 feet or approximately 0.785 feet (rounded to 3 decimal places).

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Answer:

45,515.36 Japanese Yen

will this help?

Answer: First one

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

You can divide each side length by two to get D

Answer:

The answer is D

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Answer:

The answer is  M< A= -2.

The three solutions are (0,1), (1, -1/2) and (2,-2)

Given the equation below expressed as;

y = -1.5x + 1

If the value of x is zero, then;

y = -3/2(0) + 1

y = 1

Hence one of the solution is  (0, 1)

If the value of x is 1 then;

y = -3/2(1) + 1

y = -3/2 + 1

y = -1/2

Hence another solution is  (1, -1/2)

If the value of x is 2, then;

y = -3/2(2) + 1

y = -3 + 1

y = 0

Hence another of the solution is  (2, -2)

The three solutions are (0,1), (1, -1/2) and (2,-2)

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Answer:

\(\frac{2}{3}\) lbs per book

Step-by-step explanation:

     We can divide 4 pounds by the total number of books, 6, to find out how much each book weighs.

     4 lbs / 6 books = \(\frac{4/2}{6/2}=\frac{2}{3}\) lbs

Each book weighs \(\frac{2}{3}\) lbs

2/3 is equal to about 0.667

Another thing I wanted to note, 2 lbs * 6 = 12 lbs, not 10 lbs.

Answer:

\(The\) \(Answer\) \(Is:\) \(\frac{3}{9}\) \(&\)& \(\frac{5}{15}\)

Step-by-step explanation:

Divide by 4 , 2nd fraction Divide by 5:

3/4 ≠ 4/5

5/6 ≠ 6/5 We can already see it.

Divide by 3. . .

2/4 ≠ 3/4

Divide by 3 , 2nd fraction Divide by 5:

1/3 = 1/3 \(Perfect!\)

The answer is, \(\frac{3}{9}\) & \(\frac{5}{15}\)

Answer:

52

Step-by-step explanation:

Answer for this question as follows

2–2=0

5–2=3

13–5=8

28–13=15

As we observe the difference of the difference is

3–0=3

8–3=5

15–8=7

Here the differnce is increasing by two

X-15=7+2=9

X=24

So the required answer is 28+24=52

Answer:

The proportion of the population used to develop the test that has scores below 1.7 is 0.063.

The proportion of the population used to develop the test that has scores between 1.7 and 2.1 is 0.0662.

Step-by-step explanation:

When the distribution is normal, we use the z-score formula.

In a set with mean \(\mu\) and standard deviation \(\sigma\), the zscore of a measure X is given by:

\(Z = \frac{X - \mu}{\sigma}\)

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

The distribution of ARSMA scores in a population used to develop the test is approximately Normal with mean 3.0 and standard deviation 0.8.

This means that \(\mu = 3, \sigma = 0.8\)

What proportion of the population used to develop the test has scores below 1.7?

This is the pvalue of Z when X = 1.7. So

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{1.7 - 3}{0.8}\)

\(Z = -1.63\)

\(Z = -1.63\) has a pvalue of 0.063

The proportion of the population used to develop the test that has scores below 1.7 is 0.063.

Between 1.7 and 2.1?

This is the pvalue of Z when X = 2.1 subtracted by the pvalue of Z when X = 1.7.

X = 2.1

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{2.1 - 3}{0.8}\)

\(Z = -1.13\)

\(Z = -1.13\) has a pvalue of 0.1292

X = 1.7

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{1.7 - 3}{0.8}\)

\(Z = -1.63\)

\(Z = -1.63\) has a pvalue of 0.063

0.1292 - 0.063 = 0.0662

The proportion of the population used to develop the test that has scores between 1.7 and 2.1 is 0.0662.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

Martin drove 53,558 miles.

Step-by-step explanation:

If you add up the amount of miles his son and wife drove, you get 32,898. To get the answer, you would subtract that from the total number of miles to get 53,558.

The fraction that bears the same ratio to 1/27 as 3/7 does to 5/9 is 27/35.

To find the fraction that bears the same ratio to 1/27 as 3/7 does to 5/9, we can set up a proportion.

Let's represent the unknown fraction as x. The ratio can be configured as follows:

x / (1/27) = (3/7) / (5/9)

To solve this proportion, we can cross-multiply:

(x * 5/9) = (3/7) * (1/27)

Simplifying the right side:

(x * 5/9) = 3/189

To eliminate the fraction on the left side, we can multiply both sides by the reciprocal of 5/9, which is 9/5:

(x * 5/9) * (9/5) = (3/189) * (9/5)

Simplifying further:

x = 27/35

Therefore, the fraction that bears the same ratio to 1/27 as 3/7 does to 5/9 is 27/35.

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The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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Answer:

57.60

Step-by-step explanation:

72/100=0.72, 0.72x80=57.60

Answer:

Answer is..... D

Step-by-step explanation:

every single flipping may two results, head or tail.So last one has equal chance.

Answer:

x = -4.5

Step-by-step explanation:

\(20 = 2 - 4x\)

\(18 = - 4x\)

\( - 4.5 = x\)

The complete question

A model rocket is launched with an initial upward velocity of 50m/s. The rocket's height h (in meters) after t seconds is given by the following. h=50t-5t².

Find all values of t for which the rockets height is 20 meters.

The values of t for which the rockets height is 20 meter are, (10 + 2√21) / 2  and (10 - 2√21) / 2

Velocity is a vector quantity that represents the rate of change of an object's position. It is defined as the derivative of the position vector with respect to time and has units of meters per second (m/s). Velocity includes both speed and direction, and is an important concept in physics and engineering.

We can find the values of t for which the rocket's height is 20 meters by setting h equal to 20 and solving for t.

h = 50t - 5t² = 20

Expanding the equation, we have:

50t - 5t² = 20

Adding 5t² to both sides:

50t = 20 + 5t²

Dividing by 5 both the sides,

10t = 4 + t²

t² - 10t + 4 = 0

t = (10 + 2√21) / 2

and t = (10 - 2√21) / 2

So the values of t for which the rocket's height is 20 meters are

(10 + 2√21) / 2  and (10 - 2√21) / 2

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The transformation from the graph of f(x) = x to the graph of g(x) = (1/9)·x -2, is a rotation and a translation. The correct option is therefore;

The transformation are a rotation and a translation

A translation transformation is a transformation in which there is a displacement of all points on the preimage figure in a specified direction.

The transformation from f(x) = x to f(x) = (1/9)·x - 2, includes a slope reduction by a factor of (1/9), or rotating the graph of f(x) = x in the clockwise direction, and a translation of 2 units downwards, such that the y-intercept changes from 0 in the parent function, f(x) = x to -2 in the specified function f(x) = (1/9)·x - 2, therefore, the translation includes a rotation clockwise and a translation downwards by two units

The correct option is the second option; The transformation are a rotation and a translation

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Answer:

22,4000 answer i tinking