PLEASE HELP!! With explanation/solution please!!

The fraction computed shows that 9/32 of the shapes are circles.

Find the equivalent ratio for the total shapes:

Total Black Shapes : Total White Shapes = 5 : 11

Multiply by 2:

Total Black Shapes: Total White Shapes = 10 : 22

Find the ratio for the white shapes:

White circles : White squares = 3 : 7

Sum of the units = 3 + 7

Sum of the units = 10

Find the equivalent ratio for the total shapes:

Black circles : Black squares = 3 : 8

Multiply by 2:

Black circles : Black squares = 6 : 16

Sum of the units = 6 + 16

Sum of the units = 22

Combine the ratios:

white circles : white squares : black circles : black square = 3 : 7 : 6 : 16

Circles = 3 + 6

Circles = 9 units

Total = 3 + 7 + 6 + 16

Total = 32 units

Find the fraction of all the shapes that are circles:

Fraction = 9/32

Therefore, 9/32 of the shapes are circles

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The equation which represents the relationship between 'h' the number of hours, and c, the total cost is y = 250x+850.

A straight line equation is a mathematical equation that describes the relationship between the coordinate points on that straight line. It can be written in several ways and indicates the slope, x-intercept, & y-intercept of a line.

Now, as per the given question;

The attorney charges price for an initial meeting = $850.

And, the charges for each hour is = $250.

Thus, the equation which shows the given situation is-

y = 250x + 850.

In which, 250 is the value of the slope 'm'.

The y- intercept is shown by 850.

Thus, the total cost will be found out by equation  y = 250x+850.

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According to the Wechsler scales, the middle 50% of scores fall within the broad average range. This means that half of the test-takers will score within this range.

The broad average range is typically defined as having a standard score between 90 and 109. Standard scores are based on a mean of 100 and a standard deviation of 15.

To explain further, the Wechsler scales use a standardization process to compare individual scores to the scores of a representative sample of the population. This allows for a meaningful interpretation of an individual's performance relative to others. The middle 50% range is a measure of dispersion, indicating where the majority of scores fall.

The Wechsler scales provide a useful way to interpret and compare scores on cognitive tests. The middle 50% range offers a reliable indicator of the average performance level, with scores falling between 90 and 109.

It is important to note that the interpretation of scores should always be considered within the context of the specific test and the individual being assessed.

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Answer:

A

Step-by-step explanation:

Slope = +1

Y-int = 2

The total length of craft wire used by Samantha is 10x + 9

What is the scale factor?

A scale factor is defined as the ratio between the scale of a given original object and a new object, which is its representation but of a different size (bigger or smaller).

Let's call the length of the smaller quadrilateral's 6-centimeter side "x".

Then the length of the corresponding side in the larger quadrilateral would be 6+3=9 centimeters, since the scale factor is 3.

To find the total length of craft wire used, we need to add up the lengths of all the sides in both quadrilaterals.

The smaller quadrilateral has four sides, each with a length of x.

The larger quadrilateral also has four sides, but only one of them has a different length (9 cm), while the other three sides are simply 3 times longer than the corresponding sides in the smaller quadrilateral.

So the total length of craft wire used by Samantha is:

4x + 9 + 3x + 3x + 3x

Simplifying this expression, we get:

10x + 9

Hence,  the total length of craft wire used by Samantha is:

10x + 9

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Answer:

\(y=x+4\)

Hope This Helps! :) Please give Brainliest!

Refer to attachment below;

Answer:

1. =2.5759 ; 2. =0.8290 ;  3. =2  ; 4. =1.7959 ; 5. = 3.9138

Step-by-step explanation:

1. Taking logarithm with base 3 on both sides, we get:

b = log₃(17)

b ≈ 2.5759

2. Taking logarithm with base 12 on both sides, we get:

r = log₁₂(13)

r ≈ 0.8290

3. Taking logarithm with base 9 on both sides, we get:

n = log₉(49)

n = 2

4.Taking logarithm with base 16 on both sides, we get:

v = log₁₆(67)

v ≈ 1.7959

5.Taking logarithm with base 3 on both sides, we get:

a = log₃(69)

a ≈ 3.9138

\( \cos 9.28 = \cos \left(\frac{\pi}{187.5}\right) \). we can disregard the \( 4\pi \) term and focus on \( \frac{\pi}{4} \).

a. To express \( \sin \frac{17\pi}{4} \) in terms of \( s \) less than \( 2\pi \) or \( 6.2832 \), we can convert the given angle to an equivalent angle within the range of \( 0 \) to \( 2\pi \).

Since \( 2\pi \) is equivalent to a full revolution (360 degrees), we can subtract multiples of \( 2\pi \) to bring the angle within the desired range:

\( \frac{17\pi}{4} = \frac{16\pi}{4} + \frac{\pi}{4} = 4\pi + \frac{\pi}{4} \)

Now, let's check how many full revolutions we have in \( 4\pi \). Dividing \( 4\pi \) by \( 2\pi \) gives us 2, which means there are two full revolutions. Therefore, we can disregard the \( 4\pi \) term and focus on \( \frac{\pi}{4} \).

\( \frac{\pi}{4} \) corresponds to an angle of 45 degrees (or \( \frac{\pi}{4} \) radians). Since we want the value within the range of \( 0 \) to \( 2\pi \), there is no need for further adjustment.

Hence, \( \sin \frac{17\pi}{4} = \sin \frac{\pi}{4} = \frac{1}{\sqrt{2}} \).

b. To express \( \cos 9.28 \) in terms of \( s \) less than \( 2\pi \) or \( 6.2832 \), we can convert the given angle to an equivalent angle within the desired range.

Since \( 2\pi \) is equivalent to a full revolution (360 degrees), we can subtract multiples of \( 2\pi \) to bring the angle within the range of \( 0 \) to \( 2\pi \):

\( 9.28 = 2(4.64) + 0.96 \)

Since \( 4.64 \) corresponds to \( 2\pi \), we can ignore the \( 2(4.64) \) term and focus on \( 0.96 \).

To convert \( 0.96 \) to radians, we can multiply it by \( \frac{\pi}{180} \) since there are \( 180 \) degrees in \( \pi \) radians:

\( 0.96 \times \frac{\pi}{180} = \frac{\pi}{187.5} \)

Therefore, \( \cos 9.28 = \cos \left(\frac{\pi}{187.5}\right) \).

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Answer:

37.74 miles per hour

Step-by-step explanation:

The average speed of an object is the total distance traveled by the object divided by the elapsed time to cover that distance

Step one:

Given data

We are told that The first 10 miles of your trip at an average speed of 30 miles per hour

time= distance/speed

time= 10/30

time= 0.33 hours

or 20 minutes

The next 10 miles at an average speed of 50 miles per hour

time= 10/50

time= 0.2 hour or 12 minutes

Step two:

The total time= 0.33+0.2= 0.53

The average speed= total distance/total time

Average speed= 20 /0.53

Average speed= 37.74 miles per hour

An appropriate assignment of digits to carry out the simulation to estimate the number of packages that would need to be randomly selected in order to find a package that was not delivered on time when a shipping company claims that 95% of packages are delivered on time is

01 - 05 = Packages delivered not on time

06 - 100 = Packages delivered on time

Random numbers are numbers selected from a set of limited or unlimited numbers without a particular pattern for prediction. In this case the student can generate random numbers from a limited pool of digits from 1 to 100 using any random number generator like excel.

Given that 95% of packages are delivered on time. Based on this statement we can assign that 95% of these generated random numbers represent packages delivered on time, here that is 06 - 100.

Hence random numbers from 01 - 05, the 5% of generated random numbers represents the packages not delivered on time.

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Answer:

\(x = 21\)

Step-by-step explanation:

We can simplify this equation down until we have x isolated.

\(3x - 17 = 46\)

If we add 17 to both sides:

\(3x = 63\)

Now we can divide both sides by 3:

\(x = 21\)

So \(x = 21\).

Hope this helped!

To solve for the IS-LM equilibrium in an economy, we need to calculate the IS equation, LM equation, equilibrium level of income, and equilibrium level of interest rate. Given the functions for consumption (C), saving (S), investment (I), money supply (Ms), and money demand (Md), we can derive these values.

(a) IS equation:

The IS equation represents the equilibrium condition in the goods market. It is derived by equating national income (Y) with aggregate demand (C + I + G), where G represents government spending. In this case, the equation is:

Y = C + I

Substituting the given consumption and investment functions, we have:

Y = (100 + 0.8Y) + (120 - 5r)

Simplifying the equation, we get:

Y = 220 + 0.8Y - 5r

(b) LM equation:

The LM equation represents the equilibrium condition in the money market. It is derived by equating money supply (Ms) with money demand (Md). In this case, the equation is:

Ms = Md

Substituting the given money supply and money demand functions, we have:

120 = 0.2Y - 5r

(c) Equilibrium level of income:

To find the equilibrium level of income, we solve the IS equation for Y. Rearranging the IS equation from part (a), we get:

0.2Y = 220 - 5r

Y = (220 - 5r) / 0.2

(d) Equilibrium level of interest rate:

To find the equilibrium level of interest rate, we solve the LM equation for r. Rearranging the LM equation from part (b), we get:

5r = 0.2Y - 120

r = (0.2Y - 120) / 5

By substituting the equilibrium level of income (Y) into the LM equation, we can find the corresponding equilibrium level of interest rate (r). Similarly, by substituting the equilibrium level of interest rate (r) into the IS equation, we can find the corresponding equilibrium level of income (Y). These values represent the IS-LM equilibrium in the economy.

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Answer:

1. 52

2. 13.6

Step-by-step explanation:

Answer:

see below

Step-by-step explanation:

1. What is 65% of 80

Let's set up an equation.

When we see %, we can put that number over 100.

65% = 65/100 = 0.65

"of" means to multiply.

So, 65% of 80 is

0.65 • 80 = x

Multiply.

x = 52

52

2. 34 is what percent of 40?

"is" symbolizes the equals sign (=)

"of" means to multiply.

"what percent" is our unknown.

34 is what percent of 40

34 = x/100 • 40

Divide both sides by 40.

0.85 = x/100

Multiply both sides by 100.

85 = x

85%

Hope this helps!

Answer:

4

Step-by-step explanation:

When multiplying those fractions, you multiply the top (numerators) by each other and you'll get 60

Then when you divide the denominators you'll get 15.

60 divided by 15 is 4.

10/3 x 6/5 = 4

Step-by-step explanation:

You multiply the numerators together, same with the denominator. You get 60/15. You divide those numbers so you get 4 as your answer. Hope this helps!

Answer:

11+y

Step-by-step explanation:

3/3 evaluates to 1

Y-3/3 evaluates to y-1

So the answer is y-1

Answer: 2

Step-by-step explanation: idek

The scalar equation of the plane is: -3x - 3y + 9z = -33

To find the scalar equation for the plane passing through the point P and containing the line L, we need to follow these steps:

Find the direction vector of the line L.

The direction vector of the line L is given by the coefficients of y, z, and t in the equation of the line. So, the direction vector of the line L is (-3, 1, 3).

Find two vectors in the plane.

Since the plane contains the line L, the direction vector of the line is also a vector in the plane. To find another vector in the plane, we can take the cross product of the direction vector of the line L and any other vector not parallel to it. Let's take the vector (1, 0, 0) as the second vector. Then, the cross product of (-3, 1, 3) and (1, 0, 0) is:

(-3, 1, 3) x (1, 0, 0) = (0, 3, 1)

So, we have two vectors in the plane: (-3, 1, 3) and (0, 3, 1).

Find the normal vector of the plane.

The normal vector of the plane is perpendicular to both vectors in the plane. To find the normal vector, we can take the cross product of the two vectors in the plane. Then, the cross product of (-3, 1, 3) and (0, 3, 1) is:

(-3, 1, 3) x (0, 3, 1) = (-3, -3, 9)

So, the normal vector of the plane is (-3, -3, 9).

Find the scalar equation of the plane.

The scalar equation of the plane can be written as:

ax + by + cz = d

where (a, b, c) is the normal vector of the plane, and (x, y, z) is any point on the plane. To find d, we can substitute the coordinates of the point P into the equation:

-3x - 3y + 9z = d

-3(2) - 3(0) + 9(-3) = d

d = -33

Therefore, the scalar equation of the plane is:

-3x - 3y + 9z = -33

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Answer:-12x

Step-by-step explanation:

just trust me on this

Given that the perimeter of the square base is 32 cm, The surface area of the square pyramid is 304 cm².

The surface area of a square pyramid can be calculated using the formula: SA = B + (1/2)Pl, where B is the area of the base, P is the perimeter of the base, l is the slant height, and SA is the total surface area.

Given that the perimeter of the square base is 32 cm, we can divide it by 4 to find the length of each side: 32 cm / 4 = 8 cm.

Now, we can calculate the area of the base by squaring the length of a side: B = (8 cm)² = 64 cm²

Using the given slant height of 15 cm, we can plug in the values into the formula for SA: SA = 64 cm² + (1/2)(32 cm)(15 cm) = 64 cm² + 240 cm² = 304 cm².

Therefore, the surface area of the square pyramid is 304 cm².

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Answer:

2/3x

Step-by-step explanation

Answer:

(x³-3x²-3x-1) / (27x³)

Step-by-step explanation:

((x-1) / (3x))³

= (x-1)³ / /3x)³

(x-1)³ = (x-1)(x-1)(x-1) = x³ - 3x² - 3x - 1

then:

(x-1)³ / (3x³) = (x³-3x²-3x-1) / (27x³)

Answer:

It should be A.

Step-by-step explanation:

Step-by-step explanation:

Given function:

The transformation of f(x) is g(x):

The graph of g(x) is attached below

The simples radical form in which the line divides quadilateral is 4 + √ 5

Congruent quadrilaterals are quadrilaterals that have the same size and shape. They have corresponding sides and angles that are equal in measure. In other words, if one quadrilateral can be superimposed on another, they are congruent.

y  =  x/2

This line will  intersect the square at x values  -a  and a

So....the associated y values are:

y =  (-a)/2  =  -a/2     and   (a)/2  

So....the perimeter of one of the quadrilaterals is

=> 2a  +  [(a) -  (-a/2)] + [(a) - a/2 ]  + √  [ ( a - (-a)) ^2 + ( a/2 - (-a/2)^2]  =

=> 2a  + 3a/2  + a/2  + √  [ 4a^2  + a^2 ]  

4a  +  a√ 5  

dividing the above equation by a  produces  = 4  + √ 5

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Complete question:

The square with vertices (-a, -a), (a, -a), (-a, a), (a, a) is cut by the line y = x/2 into congruent quadrilaterals. The perimeter of one of these congruent quadrilaterals divided by a equals what? Express your answer in simplified radical form.

Answer:

600 and 600

Step-by-step explanation:

Answer:

Decimal= 6   Mixed number = 6

Step-by-step explanation:

Answer:

u are fricked my dude

Step-by-step explanation:

Answer:

x = ±√7  and   x=±i√2

Step-by-step explanation:

x^4-5x^2-14=0

Factor

(x^2 - 7) ( x^2 +2) =0

Using the zero product property

x^2 -7 =0     x^2 + 2 =0

x^2 =7            x^2 = -2

Taking the square root of each side

(x^2)^1/2 =7^1/2           ( x^2)^1/2 = (-2)^1/2

x = ±√7                              x=±i√2

Answer:

x = -3

y = 9

Step-by-step explanation:

you can add the equations after multiplying the first one by 8

8x - 8y = -96  added to -8x - 4y = -96

'x' eliminated;  -12y = -108;  y = 9

Solve for 'x':

x - 9 = -12

x = -12 + 9

x = -3

The term for this kind of sample is cluster sampling

Given

that, At a major ten university, 200 of the 30,000 undergraduate students and 100 of the 5,000 graduate students are chosen to represent a sample of student opinion.

What is cluster sampling ?

Cluster sampling involves breaking up a population into smaller units called clusters. Then, they randomly select a sample from each of these clusters. Cluster sampling is a probability sampling technique that is frequently used to examine large populations, especially those that are widely geographically dispersed.

Researchers frequently refer to pre-existing groups like cities or schools when referring to clusters. With an SRS of 200 students and an SRS score of 100, clusters have been utilized in this instance. Cluster sampling is the name given to this type of sample as a result.

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