how to find a inequality

Answer:The measure of angle RST is 120\°

Step-by-step explanation:

see the attached figure to better understand the problem

we know that

m<RST=(6x+12)\° -----> equation A

m<RST=78\°+(3x-12)\° -----> equation B

equate equation A and equation B

(6x+12)\°=78\°+(3x-12)\°

Answer:

c

Step-by-step explanation:

Percentage is expressed in terms of 100. We were told that out of 2200 people that were surveyed, 1,320 said they would buy that type of car again. This means that 1320 people were satisfied. Thus, the percent of the people surveyed were satisfied with the car would be

1320/2200 x 100

= 60%

60 percent of the people surveyed were satisfied with the car

Sure, I can try to help you with that. Procedural and conceptual understanding are two types of knowledge that are important for learning mathematics and science. Procedural understanding is the ability to perform facts and algorithms, such as adding fractions or balancing chemical equations. Conceptual understanding is the ability to reason and comprehend mathematical concepts, operations and relations, such as why fractions can be added by finding a common denominator or why chemical equations need to be balanced to conserve mass.

An activity where procedural and conceptual understanding co-exist is one that requires students to apply both types of knowledge to solve a problem and explain their reasoning. For example, in geometry, an activity could be to find the area and perimeter of a rectangle with given dimensions, and then explain how the area and perimeter formulas work and why they are useful for real world situations. This activity would involve procedural understanding to select and use the correct formulas, and conceptual understanding to understand what area and perimeter mean and how they relate to the properties of rectangles.

Another example, in chemistry, an activity could be to design an experiment to test how different factors affect the rate of a chemical reaction, such as temperature, concentration, or catalysts. This activity would involve procedural understanding to follow the steps of scientific inquiry, such as formulating hypotheses, measuring variables, controlling confounding factors, and repeating measurements. It would also involve conceptual understanding to understand why these steps are essential for ensuring objectivity, reliability, and validity of the experiment.

To link procedural and conceptual knowledge to the teaching and learning processes, it is important to provide students with opportunities to practice both types of knowledge and receive feedback on their performance and understanding. It is also important to encourage students to make connections between different skills and concepts, and to explain their thinking using appropriate terminology and representations. Some strategies that can help with this are:

- Using multiple representations, such as words, symbols, diagrams, graphs, tables, etc., to illustrate concepts and procedures.

- Asking students to compare and contrast different methods or solutions for solving a problem.

- Providing students with open-ended or non-routine problems that require them to apply their knowledge in new or unfamiliar contexts.

- Asking students to justify their answers or critique the reasoning of others using evidence and logic.

- Providing students with feedback that focuses on both their accuracy and their understanding of the underlying concepts and principles.

Activity: Exploring Quadratic Equations

Content Area: Mathematics

Objective:

To demonstrate how procedural and conceptual understanding can co-exist in solving quadratic equations.

Materials Needed:

Instructions:

By combining procedural steps with conceptual understanding, students develop a solid foundation for solving quadratic equations. This approach helps them not only perform the necessary calculations but also comprehend the underlying concepts and their applications in various contexts.

Answer:

23

Step-by-step explanation:

3(1 + 2(2)) - 2(1) + 10

3(1 + 4) - 2 + 10

3(5) - 2 + 10

15 - 2 + 10 = 13 + 10 = 23

The students need to earn $182 per month in order to accomplish their goals.

Division is the process of dividing a number by a given number.

Given that, the total cost for the class to go to the observatory is $910 and the students need money in 5 months.

To collect $910 in 5 months, students must earn $910/5 per month.

910/5

= 182

Hence, the students need to earn $182 per month in order to accomplish their goals.

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The constant differences between the consecutive terms are 2 (a); 2 (b), -3 (c), 7 (d), 1(e), and 6(f).

In math, the constant difference can be defined as the number that defines the pattern of a sequence of numbers. This means that number that should be added or subtracted to continue with the sequence.

Due to this, to determine the constant difference it is important to observe the pattern and find out the number that should be added. For example, if the sequence is 2, 4, 6, 8, there is a difference of 2 between each of the numbers and this is the constant difference.

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Answer:

28. B

29. D

30. A

Step-by-step explanation:

28.

2 5/8 yd × 5/6 yd =

= 21/8 × 5/6 yd²

= 105/48 yd²

= 35/16 yd²

= 2 3/16 yd²

Answer: B

29.

2641 becomes 6241.

In 6241, the 6 is in the thousands place.

6 × 1000 = 6000

Answer: D

30.

90 + 7 × (7 - 1) =

Use the correct order of operations.

= 90 + 7 × 6

= 90 + 42

= 132

Answer: A

The individual that will be paying the most for their purchase is: B.edgar paid with a credit card and paid the minimum payment each month

The individual that will pay the most according to the data provided is Edgar. Edgar's payment is spread out to the longest length of time. So, he will have to pay the added dues for extending his payment.

Usually, the person who pays cash pays the least amount while the person who pays in installments is charged for additional time spent in making the payment.

Complete Question:

Each of the following people bought a watch that costs $300. Which of the following people will pay the most for their purchase A.Sarah paid cash B.edgar paid with a credit card and paid the minimum payment each month C.susan paid with a credit card and paid the minimum payment plus 30 each month D. Sean paid with a credit card and paid the full balance the first of the month

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Answer:

D. X = 20

..............

Answer:

\(\boxed{\boxed{\sf x>-7}}\)

Step-by-step explanation:

\(\sf -5x-7<28\)

Add 7 to both sides:

Multiply both sides by -1:

Divide both sides by 5:

_________________________________

Answer:

\(H_0 : \mu_1 - \mu_2 = 0\)

\(H_a : \mu_1 - \mu_2 \ne 0\)

Step-by-step explanation:

Let the salted package be represented with 1 and the unsalted, 2.

So:

\(\mu_1:\) Mean of salted package

\(\mu_2:\) Mean of unsalted package

Considering the given options, the null hypothesis is that which contains =.

So, the null hypothesis is:

\(H_0 : \mu_1 - \mu_2 = 0\)

The opposite of = is \(\ne\). So, the alternate hypothesis, is that which contains \(\ne\)

So, the alternate hypothesis is:

\(H_a : \mu_1 - \mu_2 \ne 0\)

By applying basic meaning of mean and standard deviation we got that correct null and alternative hypotheses to test the complaint’s claim are

(i) \(\mu_{1}-\mu_{2} =0\) ; \(\mu1 - \mu2 > 0.\)  and (ii) \(\mu_{1}-\mu_{2} =0\) ; \(\mu1 - \mu2 < 0.\)

Standard deviation is a number used to tell how measurements for a group are spread out from the average (mean), or expected value

Let assume that  salted package are represented by 1 and the unsalted are  represented  by 2 .

So  Mean of salted package is \(\mu_{1}\)

and  Mean of unsalted package is \(\mu_{2}\)

Now the null hypothesis is that which contains same mean for both types

\(\mu_{1}=\mu_{2}\\\\\mu_{1}-\mu_{2}=0\)

And alternative hypotheses is that which contains different mean for both types

\(\mu_{1} \neq \mu_{2}\\\\\mu_{1}-\mu_{2} \neq 0\)

Hence two case are possible for  alternative hypotheses

(i)  \(\mu1 - \mu2 > 0.\)

(ii) \(\mu1 - \mu2 < 0.\)

By applying basic meaning of mean and standard deviation we got that correct null and alternative hypotheses to test the complaint’s claim are

(i) \(\mu_{1}-\mu_{2} =0\) ; \(\mu1 - \mu2 > 0.\)  and (ii) \(\mu_{1}-\mu_{2} =0\) ; \(\mu1 - \mu2 < 0.\)

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Answer:

Step-by-step explanation:

7,3

Answer:

3n-1

Step-by-step explanation:

Answer:

(x) ∠CAB

Step-by-step explanation:

In ΔCOD and ΔBOA

\(\frac{OA}{OB} = \frac{OD}{OC} \\\\\implies \frac{OC}{OB} = \frac{OD}{OA}\)

Also,

∠COD = ∠BOA (vertically opposite angles)

⇒ ΔCOD and ΔBOA are similar

⇒ ∠CDO = ∠BAO

⇒ ∠CDB = ∠BAC

⇒ ∠CDB = ∠CAB

Answer:

The top choice

Step-by-step explanation:

1/2 x -2 > 0

Add 2 to each side

1/2 x -2+2 > 0+2

1/2 x > 2

Multiply each side by 2

1/2 x *2 > 2*2

x > 4

There is an open circle at 4 and the line goes to the right

Answer:

It is the first option everything to the right of 4.

Step-by-step explanation:

Answer:

Step-by-step explanation:

slope = y2-y1 over x2-x1

Answer:

Yes, and if you divide x^3+3x^2-7x-21 with x+3 you will result in x^2-7

Step-by-step explanation:

Hope this helps

And I like your profile pic

The given polynomial is divisible by x+3 because f(-3)=0

So , the remainder is equal to 0

Her conclusion is correct.

Given :

Angie divides the polynomial function

\(f (x)=x^3+3x^2-7x-21\) by (x+3)

Apply remainder theorem to check whether the remainder is equal to 0

If a polynomial p(x) is divisible by  (x-a), the remainder obtained is P(a)

x+3 is the divisor

Lets set the divisor =0 and solve for x

\(x+3=0\\x=-3\)

Now we plug in -3 for x in given f(x) and see whether f(-3) =0

\(f (x)=x^3+3x^2-7x-21\\f (-3)=(-3)^3+3(-3)^2-7(-3)-21\\f(-3)=-27+27+21-21\\f(-3)=0\)

So, f(-3)=0 and hence the remainder is 0

Her conclusion is correct

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Answer:

A. -2, 9

B. -2, 4

C. -8, 4

D. -8, 9

Answer:

97.95% of these nuts will meet the specification limits.

Step-by-step explanation:

Normal Probability Distribution:

Problems of normal distributions can be solved using the z-score formula.

In a set with mean \(\mu\) and standard deviation \(\sigma\), the z-score 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 p-value, we get the probability that the value of the measure is greater than X.

The offsetting machine used to make these nuts has been producing nuts with an average locking torque of 8.62 in-lb and variance of 4.49 squared in-lb.

This means that \(\mu = 8.62, \sigma = \sqrt{4.49}\)

Torque is normally distributed. If the upper specification is 13.0 in-lb and the lower specification is 2.25 in-lb, what percent of these nuts will meet the specification limits?

The proportion is the p-value of Z when X = 13 subtracted by the p-value of Z when X = 2.25. So

X = 13

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

\(Z = \frac{13 - 8.62}{\sqrt{4.49}}\)

\(Z = 2.07\)

\(Z = 2.07\) has a p-value of 0.9808.

X = 2.25

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

\(Z = \frac{2.25 - 8.62}{\sqrt{4.49}}\)

\(Z = -3.01\)

\(Z = -3.01\) has a p-value of 0.0013.

0.9808 - 0.0013 = 0.9795

0.9795*100% = 97.95%

97.95% of these nuts will meet the specification limits.

Answer:

Step-by-step explanation:

-15-9 = -24

I would think about it as adding 15 and 9, but just make the answer negative.

Answer: 50% decrease

Step-by-step explanation:

50% of 310 = 155

310-155=155

50% decrease :)

ANSWER: 50% decrease

SOLUTION:

50% of 310 = 155

310-155=155

So in all the answer is.......

50% decrease  :)))))

-XOXOXO:)

Answer:

The length is 15 and the width is 10

Step-by-step explanation:

Let l = length

w = l-5

We know the area is 150

A = l*w

150 = l ( l-5)

150 = l^2 - 5l

Subtract 150 from each side

0 = l^2 - 5l - 150

Factor

0= ( l+10) ( l-15)

Using the zero product property

l+10 =0  l-15=0

l = -10    l = 15

Since we cannot have a negative length

l = 15

w = 15-5 = 10

The length is 15 and the width is 10

let the length and width of the rectangle be L and w

given:

w = L-5

Area = 150 sq inches

area of the rectangle = L*w

150 = L*(L-5)

150 = L squared -5l

L squared  - 150 = 0

L squared - 15L+10L -150 = 0

L(L-15)+10(L-15)= 0

(L+10)(L-15)=0

(L+10 )= 0 or (L-15) = 0

L = -10 is not possible as there wont be negative lengths

so L = 15

there fore w = L - 5 = 15 - 5 = 10

L = 15 in and w = 10 in

Answer:

who asked

Step-by-step explanation:

A function that represents a reflection of \(f(x) = \frac{3}{8} (4)^x\) across the y-axis include the following: D. \(g(x) = \frac{3}{8} (4)^{-x}\).

In Mathematics and Geometry, a reflection over or across the y-axis or line x = 0 is represented and modeled by this transformation rule (x, y) → (-x, y).

This ultimately implies that, a reflection over or across the y-axis or line x = 0 would maintain the same y-coordinate while the sign of the x-coordinate changes from positive to negative or negative to positive.

By applying a reflection over the y-axis to the parent exponential function, we would have the following transformed exponential function:

(x, y)                                              →                 (-x, y).

\(f(x) = \frac{3}{8} (4)^x\)                               →              \(g(x) = \frac{3}{8} (4)^{-x}\)

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Answer:

2546

Hope this helps

Answer:

If you would like to solve x^3 - 3 * y when x = - 3 and y = 4, you can do this using the following steps:

x = - 3

y = 4

x^3 - 3 * y = (-3)^3 - 3 * 4 = -27 - 12 = - 39

The correct result would be A -39.

Step-by-step explanation:

pa answer PO Ng question ko plss BRAINLYES Naman dyan

The length and width of another rectangular lot that has the same perimeter but a smaller area is

length = 150 m

width = 60 m

The perimeter of a rectangle is solved by the formula

= 2(Length, L * width, w)

= 2(L + w)

The length is given to be = 130 meters

The width is given to be = 80 meters

The perimeter, P

P = 2(130 + 80)

P = 420 meters

Area pf a rectangle = L * w

= 130 * 80

= 10400 meters squared

smaller area is gotten by going away from squareness

say length + 20 and width - 20

L = 150

w = 60

new perimeter

P = 2(150 + 60)

P = 420

new area = 150 * 60

= 9000 squared meters

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Allison ran 3/8 km (0.375 km) in 3 minutes.

Set up a proportion to find how long it takes for her to run 1 km

\(\frac{0.375\textrm{km}}{3 \textrm{min}} = \frac{1\textrm{km}}{x \textrm{min}}\)

Cross multiply to get:

\(3 = 0.375x\)

Solve:

\(x = \frac{3}{0.375}\)

x = 8 minutes

Given:

JC saves $8 a week.

JC saves for 10 weeks.

Find-: How much will he have saved.

Sol:

JC saves $8 each week

For 10 weeks

The total amount saved in 10 weeks is:

In 10 weeks, JC saves $80.