What is the nth term for 12, 13, 14, 15?

Answer:

A

Step-by-step explanation:

3/5th of a pound each. This is common knowledge but its 100% A

The correct answer is A because everyone will get 3/5 of it

Answer:

The median is 46

Step-by-step explanation:

To find the median, you must first order the numbers, from left to right, lowest to highest:

24, 27, 29, 38, 54, 61, 68, 74

Next, we have to find the number in the middle. We can do this by counting inwards one and crossing out each of the lowest and highest each time we get closer to the middle/center.

24, 27, 29, 38, 54, 61, 68, 74

   ,  27, 29, 38, 54, 61, 68,    

   ,      , 29, 38, 54, 61,      ,    

   ,      ,      , 38, 54,     ,      ,    

Now, if there is no exact middle, we would add them add divide by 2. If there was an exact middle, that would be the answer. But there isn't.

38 + 54 = 92

92 / 2 = 46

The median is 46

the correct answer to the given question about car loan is option D: $2,315.38; $383.22.

To determine the interest and monthly payment for the car loan, we can use the add-on interest formula:

Total Interest = Principal x Rate x Time

where:

Principal = $16,079 (the amount of the loan)

Rate = 3.6% (the add-on interest rate)

Time = 4 years

Total Interest = $16,079 x 0.036 x 4

Total Interest = $2,315.38

So the total amount of interest on the loan is $2,315.38.

To calculate the monthly payment, we can use the following formula:

Monthly Payment = (Principal + Total Interest) / (Number of Payments)

where:

Principal = $16,079 (the amount of the loan)

Total Interest = $2,315.38 (the total interest on the loan)

Number of Payments = 4 x 12 = 48 (since the loan is for 4 years, and there are 12 months in a year)

Monthly Payment = ($16,079 + $2,315.38) / 48

Monthly Payment = $383.22

Therefore, the amount of interest on the loan is $2,315.38 and the monthly payment for the car loan is $383.22.  

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Step-by-step explanation:

(a)

the line for time = 0 minutes starts at y (pounds of candy) = 40 pounds

(b)

as the line goes up, when the time goes up, it is clear that the function result (the amount of candy in the container) increases, as the time increases.

so, the second answer option is correct.

to find the rate of pound of candy per minute, we need to find the slope.

one unit on the coordinate grid in the time (x) direction is 1 minute.

one unit in the pounds of candy (y) direction is 40 pounds (0, 40, 80, 120, ...).

when we look at what corners of the coordinate grid units the line goes through (to find integer numbers of the function), we see that the line goes through e.g.

(0, 40)

(1, 160)

(2, 280)

...

we see that x anyways changes by +1, and y anyways charges by +120.

the slope is therefore +120/+1 = 120.

the increase rate of the amount of candy in the container is 120 pounds per minute

1 is the greatest common factor of 8 and 15 .

GCF stand for greatest common factor.It is a set of numbers is the largest factor that each and all the number share. GCF is also often used to find the common denominator.

First we need to write common factor of each number.

The common factors of 8 = ( 1,2,4,8)

The common factor of  15= (1,3,5,15)

1 is the  only one common factor here which is divides both 8 and 15.

So 1 is the only and GCF of 8 and 15.

Thus, 1 is the right answer.

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Answer:

Angle A = 65 degrees, Angle B = 78 degrees

Step-by-step explanation:

Since a triangle always has its vertices add up to 180 degrees to be a triangle, we can setup an equation on how to solve it. Adding all the vertices together into a formula to equal 180 degrees gives you 5x-5 = 180. Solving this equation will grant you an answer of x = 37 degrees, and taking this value and plugging it in for each requested angle is how to find the exact degree value. Angle A will just be 2(37) - 9, which ends up to be 65 degrees. Angle B is just 2(37) + 4, which becomes 78 degrees. (You can check the answer by taking all values and adding them together to equal 180. 78 + 65 + 37 = 180.) Hope that helps!

Answer: ∠A = 65° ∠B = 78°

The sum of all interior angles = 180°. So, set 180 equal to the angles you were given (in this case, 2x-9, 2x+4, and x), and solve for x.

180 = (2x-9) + (2x+4) + x (combine the like terms)

180 = 5x - 5 (isolate 5x by moving -5 to the other side)

5x = 180 + 5

5x = 185 (divide both sides by 5 to isolate for x)

x = 37°

Then, sub in the value of x (in this case, 37°) into ∠A and ∠B.

∠A = (2x-9) = 2(37)-9 = 65°

∠B = (2x+4) = 2(37)+4 = 78°

∴ ∠A = 65° and ∠B = 78°.

7 14/18

4 2/5

5 7/12

5 5/6​

The number that has not been reduced to simplest form is 7 14/18 (7 7/9)

Answer:

8000 lei

Step-by-step explanation:

Ni se spune la întrebarea de mai sus să găsim suma depusă în bancă.

Ni se oferă următoarele valori

R = rata = 2% = 0.02

T = Timp = 1 an

Suma totală = A = 8160 lei

Trebuie să găsim principalul (suma depusă la bancă).

Formula de utilizat este dată ca:

P (Principal) = A / (1 + rt)

P = 8160 lei / 1 + 0.02 × 1

P = 8160 lei / 1.02

P = 8000 lei

Prin urmare, suma depusă în bancă este de 8000 de lei.

Answer:

the two percent of 8160 its 163.2 so its 7996.8

Step-by-step explanation:

Hey there!

5 (-3 + k) = 20

-15 + 5k = 20

5k = 20 + 15

5k = 35

k = 35 ÷ 5

k = 7

Hope it helps ya!

\(\boxed{\underline{\bf \: ANSWER}}\)

\( \tt \: 5( - 3 + k) = 20 \\ \tt = (5 \times - 3 )+( 5 \times k) \\ = \underline{ \bf{ - 15 + 5k}}\)

Hope it helps!

RainbowSalt2222

Answer:

Here are the completed ratio tables for both classes:

Mrs. Washington's class:

Band: 2

Chorus: 3

Total: 2 + 3 = 5

Band-to-Chorus ratio: 2 : 3

Mr. Utley's class:

Band: 5

Chorus: 7

Total: 5 + 7 = 12

Band-to-Chorus ratio: 5 : 7

Based on the ratios, it appears that Mr. Utley's class has a greater ratio of students in band to students in chorus. The ratio in Mr. Utley's class is 5 : 7, while the ratio in Mrs. Washington's class is 2 : 3.

Step-by-step explanation:

Step-by-step explanation:

radius are a special form of fractions. but they are fractions, and a such all rules of calculation and comparison apply.

mrs. Washington's class has a ratio of 2/3 (or 2:3 or 2÷3).

2/3 = 0.666666666...

mrs. utley's class has a ratio of 5/7.

5/7 = 0.714285714...

so, the class of mrs. Utley had a greater ratio.

to compare the ratios (like any fraction) within calculating their decimal value, we need to bring them to the same denominator :

.../3 and .../7

we need to bring both to .../21 :

2/3 × 7/7 = 14/21

5/7 × 3/3 = 15/21

so, we can clearly see that the ratio of mrs. Utley's class is greater, as 15 is greater than 14.

Answer:

AB = 105

Step-by-step explanation:

Since ∠ A and ∠ B  are equal then Δ ABC is isosceles with 2 congruent legs.

AC = BC , substitute values

6x - 7 = 5x + 7 ( subtract 5x from both sides )

x - 7 = 7 ( add 7 to both sides )

x = 14

Then

AB = 7x + 7 = 7(14) + 7 = 98 + 7 = 105

0.5 is the probability that a student ordered a hamburger and a slurpee, in the school cafeteria where students are ordering food and beverage.

Marginal total of hamburger=7+19+12= 38

Total no. of students who ordered hamburger and slurpee= 19

Total 157 students out of which 38  ordered a hamburger.

We can see that 28 of the total students order pizza as well as soda.

The probability that a student also ordered a soda is given as =

Number of Students who ordered hamburger and slurpee/Total number of students who ordered a hamburger

=19/38

=0.5

The probability that a student ordered a hamburger and a slurpee is 0.5.

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Answer:

They are parallel.

Step-by-step explanation:

They have the same slope, 7, and different y-intercepts, 4, -1/4, so they are parallel.

Answer:

3.2

Step-by-step explanation:

Answer:

pythagorean theorem !!!!!!

Step-by-step explanation:

0.8²+1.6²=3.2²

0.64+2.56=10.24

THAT means the distance is

\( \sqrt{10.24} \)

=3.2miles

Answer:

10.7

Step-by-step explanation:

10.7-3.2 is at most 7.5

We estimate that there are approximately 43 horse beads in the bag.

We can use the method of proportion to estimate how many horse beads are in the bag. We know that Neil randomly selected 14 beads out of a total of 200 beads, which represents 7% of the total.

We can assume that the proportion of horse beads in the bag is the same as the proportion of horse beads in the sample of 14 beads that Neil selected.

Out of the 14 beads that Neil selected, 3 were horse beads. Therefore, we can estimate that the proportion of horse beads in the bag is:

3/14 = 0.214

To estimate how many horse beads are in the bag, we can multiply the proportion by the total number of beads:

0.214 * 200 = 42.8

Rounding to the nearest whole number, we estimate that there are approximately 43 horse beads in the bag.

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Answer:

363.741 feet

Step-by-step explanation:

Let the height of the cliff be represented by x. Applying the appropriate trigonometric function, we have;

Tan θ = \(\frac{opposite side}{adjacent side}\)

Tan \(60^{0}\) = \(\frac{x}{210}\)

cross multiply to have;

   x = 210 × Tan \(60^{0}\)

      = 210 × 1.7321

      = 363.741

The cliff is 363.741 feet high.

There is no difference between the mean IQ levels of people who were reared by their natural parents and those who were not.

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To know which girl ate the most, we have to compare the two fractions.

To be able to compare the fractions, we can:

1.- We convert to decimal numbers.

2.- We modify the fractions such that both fractions have the same denominator.

To compare the fraction we will change them in a way that both have the same denominator.

Recall that a fraction represents the same number if we multiply it and divide it by the same number.

Notice that:

Since both fractions are the same, we can conclude that both girls ate the same amount.

Answer: 3/6 is equal to 4/8.

Both girls ate the same amount

Answer:

\(\displaystyle \tan \frac{\theta}{2} = -\frac{1}{2}\)

Step-by-step explanation:

We are given that:

\(\displaystyle \cos \theta = \frac{3}{5}\text{, where } \frac{3\pi}{2} < \theta < 2\pi\)

(The fourth quadrant).

And we want to find the value of:

\(\displaystyle \tan \frac{\theta}{2}\)

We can start by letting x = θ/2. Then θ = 2x. Hence:

\(\displaystyle \cos 2x = \frac{3}{5}\)

From the double-angle identity, solve for cosine:

\(\displaystyle \begin{aligned} \cos 2x = 2\cos^2 x - 1 & = \frac{3}{5} \\ \\ \cos^2 x & = \frac{4}{5} \\ \\ \cos x& = \pm\frac{2}{\sqrt{5}} \Rightarrow -\frac{2}{\sqrt{5}}\end{aligned}\)

Because:

\(\displaystyle \displaystyle \frac{3\pi}{2} < \theta < 2\pi\text{, then } \frac{3\pi}{2} < 2x< 2\pi\Rightarrow \frac{3\pi}{4} < x < \pi\)

Hence, cosine is always negative, and sine is always positive.

Solve for sine using the Pythagorean Identity:

\(\displaystyle \begin{aligned} \cos^2 x + \sin^2 x & = 1 \\ \\ \left(-\frac{2}{\sqrt{5}}\right)^2 + \sin^2 x & = 1 \\ \\ \sin^2 x & = \frac{1}{5} \\ \\ \sin x & = \pm\frac{1}{\sqrt{5}} \Rightarrow \frac{1}{\sqrt{5}} \end{aligned}\)

Finally, by definition:

\(\displaystyle \tan x = \frac{\sin x}{\cos x}\)

Substitute and evaluate:

\(\displaystyle \begin{aligned} \tan x & = \frac{\left(\dfrac{1}{\sqrt{5}}\right)}{\left(-\dfrac{2}{\sqrt{5}}\right)} \\ \\ & = -\frac{1}{2} \end{aligned}\)

And because x = θ/2, in conclusion:

\(\displaystyle \tan \frac{\theta}{2} = -\frac{1}{2}\)

Yes, all requirements have been satisfied for drawing conclusions from statistics. would note a reduction in stress. whether the prerequisites for inference are present.

It is common practice to start with a statistical population or a statistical model that needs to be investigated when applying statistics to a problem in science, business, or society. The field of statistics is concerned with the collection, arrangement, organization, analysis, interpretation, and presentation of data.

The conditions for making judgments about a single proportion are Random: A random experiment or sample must have produced the data. For the sample distribution of pp with hat on top to be considered normal, there must be nearly equal numbers of expected successes and failures.

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Answer:x=125

Step-by-step explanation:

180-55=125

Answer:

Step-by-step explanation:

x+55=180[Sum of linear pair]

x=180-55

x=125

The  preservation/list school, led by naturalist John muir, wanted wilderness areas on some public lands to be left untouched.

A naturalist lifestyle is a term that connote that a person is making or developing values that makes or forms empathy and caring in regards to nature.

Therefore, The  preservation/list school, led by naturalist John muir, wanted wilderness areas on some public lands to be left untouched.

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Answer:

X<4.5

Step-by-step explanation:why not

If the population density for the area is 18.8 residents per square mile, to the nearest hundred, approximately 34,000 residents would be infected.

When a virus is accidentally released from a CDC lab, and it infects everyone within a 24-mile radius from the CDC lab, then if the population density for the area is 18.8 residents per square mile, to the nearest hundred, how many people were infected.

The number of people infected within the 24-mile radius from the CDC lab is calculated as follows:

The area of a circle with a radius of 24 miles is A = πr²,

which is A = π(24²) = 1,809.56 square miles, and the population density for the area is 18.8 residents per square mile.

Therefore, the number of people infected is calculated by multiplying the area by the population density:

Residents infected = area x population density

= 1,809.56 x 18.8 ≈ 34,037.

Approximating to the nearest hundred yields 34,000.

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This is the answer to your problem

the total parcel size is 88 acres.

Let's denote the total parcel size as X acres.

According to the given information, 1/4 of the land is allocated to shopping, which amounts to 22 acres. Therefore, we can set up the following equation:

(1/4) * X = 22

To find the value of X, we need to solve this equation for X.

Multiplying both sides of the equation by 4, we get:

X = 22 * 4

X = 88

Therefore, the total parcel size is 88 acres.

what is equation?

In mathematics, an equation is a statement that asserts the equality of two expressions. It consists of two sides, known as the left-hand side (LHS) and the right-hand side (RHS), connected by an equals sign (=).

The general form of an equation is:

LHS = RHS

The LHS and RHS can contain variables, constants, mathematical operations (such as addition, subtraction, multiplication, and division), functions, and other mathematical expressions.

The goal when working with equations is to find the values of the variables that satisfy the equation, making both sides equal. This process is often referred to as solving the equation.

For example, the equation "2x + 5 = 13" states that the expression "2x + 5" is equal to 13. To find the value of x that satisfies this equation, we can manipulate the equation to isolate the variable:

2x + 5 - 5 = 13 - 5  (subtract 5 from both sides)

2x = 8

2x/2 = 8/2  (divide both sides by 2)

x = 4

In this case, the value of x that satisfies the equation is 4.

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The figure is attached.

The axis of symmetry is a straight line that makes the shape of the object symmetrical. The axis of symmetry creates the exact reflections on each of its sides.

Given that, draw line segment AB and find its axis of symmetry​

Let's first draw a line segment of length 7.3 cm.

1) Draw a line l, mark point A on it.

2) Since length is 7.3 cm, we measure 7.3 cm using ruler and compass.

3) Now, keeping compass opened the same length, we keep pointed end at point A and draw an arc on line l.

So, the required line segment is AB = 7.3 cm.

Now, we need to find its axis of symmetry.

1) Given a line segment AB.

2) Now with A as centre, and radius more than half AB, draw an arc on top and bottom of AB.

3) Now with B as centre, and same radius, draw an arc on top and bottom of AB.

4) Where the two arcs intersect above AB is point C and where the two arcs intersect below AB is point D.

Join CD.

CD is the line of symmetry of line segment AB.

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