100 POINTS!!! Please help.

Answer: The correct answer is C. Jana has a higher ratio of hits to total attempts, so she has a better batting average. This can be calculated by dividing the number of hits by the number of attempts: Jana's batting average is 7/10 = 0.7, and Tasha's batting average is 10/16 = 0.625. Since 0.7 is greater than 0.625, Jana has a higher batting average.

20 beacuse you need hiking boots to hike

Answer:

25

Step-by-step explanation:

let x = # of participants on the hike

(.80)x = 20

x = 20/0.80 = 25

Answer:

Step-by-step explanation:

You want to know the translation effected by subtracting -2 from the x-coordinate, and subtracting -4 from the y-coordinate of the vertices of a triangle.

You have correctly observed that the triangle vertex (-2, 0) is translated to (0, -4) by the subtraction of the translation matrix. That is, the x-coordinate is increased by 2, moving the point 2 units to the right, while the y-coordinate is decreased by 4, moving the point 4 units down.

The translation is to the right by 2 units, and a translation down by 4 units.

Answer: 2 units right  4 units down

Step-by-step explanation: trust

Therefore , (1, 3), (2, 5), (3, 7) (4, 9) and (1, 3), (2, 3), (3, 3) (4, 3) are the relations that represent a function.  

According to a function's rule, every x value in the domain has one and only one range of y values. Definition. A one-to-one function exists when there is just one and only one value of x such that f(x) = y.

Here,

The relationship is (1, 3), (2, 5), and (2, 7) (4, 9)

Given that 2 is repeated, the connection is not a function.

The relationship is (1, 3), (2, 5), and (3, 7) (4, 9)

Since there are no repeating numbers, the relation is a function.

The relationship stated is (1, 3), (1, 5), and (1, 7). (4, 9)

The relationship is not a 1 repeated function.

The relationships are (1, 3), (2, 3), and (3, 3). (4, 3)

Since there are no repeating numbers, the relation is a function.

The relationship stated is (1, 2), (2, 5), and (2, 1) (4, 5)

As 2 repeated, the relationship is not a function.

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Answer:

40 + 5 = 45

45 ÷ 9 = 5

Therefore, he will have 5 boxes of rocks.

Answer: A. U.S. Landmarks to European Landmarks

Maria has 25 U.S. landmark postcards and 20 European landmark postcards. The ratio of U.S. landmarks to European landmarks can be written as 25:20 or as 25/20.

Alternatively, we can express the ratio as a fraction. If we divide the number of U.S. landmark postcards by the total number of U.S. and European landmark postcards, we get 25/(25+20)=25/45

The last way we can express the ratio as a decimal. By dividing the number of U.S. landmark postcards by the total number of U.S. and European landmark postcards, we can find that the ratio of U.S. landmarks to European landmarks is 25/45 =0.555 or 55.5%

Step-by-step explanation:

The cost of the Bike wholesale after the markup is $236.25

From the question, we have the following parameters that can be used in our computation:

Bike wholesale = $189

Markup = 25%

The cost of the bike wholesale after the markup is then calculated as

Cost = Bike wholesale * (1 + markup)

Substitute the known values in the above equation, so, we have the following representation

Cost = 189 * (1 + 25%)

Evaluate the products

Cost = 236.25

Hence, the cost is $236.25

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The wrist circumference in relation to height tells us how big our body frames are.

The wrist circumference in relation to height tells us how big our body frames are. A man who is above 5' 5" tall and with a wrist measurement of 6" would be considered to have tiny bones.

The following chart can be used to establish whether a person has tiny, medium, or large bones by measuring their wrist with a measuring tape and comparing the results.

Women:

under 5'2" in height"

Medium wrist size is between5.5" and5.75" Small wrist size is less than5.5" "

Large is defined as a wrist size of 5.75 or greater."

between 5'2" and 5'5" tall

smaller than 6 inches around the wrist"

Bracelet size 6 is medium "Medium = wrist size between 6.25" and 6.5" Large

Over 5' 5" in height"

Small wrists measure less than 6.25", Medium wrists measure 6.25" to 6.5," and Large wrists measure over 6.5."

Example :

2(x + 3 ) + 2 (x + 4 ) = (x + 3 )( x + 4)

x² + 7x + 12 = 4x + 14

x² + 3x - 2 = 0

(x + 3 / 2 )² = 17 / 4.

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Step-by-step explanation:

a

sa= 6l²

2000=6l²

l²=333.3

l= 18.2565

b.

v=l³

v= 18.2565³

v= 6084cm³

The action which would be better is the latter since it provides a higher average return in the span of 5 years.

This is referred to as the concept of increasing a firm's worth to increase the value of stockholders' shares and it is usually considered a long-term goal.

In this scenario, the action which involves the stock price rising from Rs. 1600 to Rs. 3000 provides a higher average return in the span of 5 years which is a long-term goal since it is assumed that shareholders invest in a company to meet their long-term financial goal and the corporate actions which have these general tendencies is lending to people and organizations at a proposed interest rate.

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value of x for all solution is  49.11° or 50° and  230°

Before mastering trigonometry, you should have a working knowledge of algebra and geometry. You ought to be able to work with algebraic expressions and equations without any trouble. The Pythagorean theorem, similar triangles, and a few other concepts from geometry should be familiar to you, but not a lot.

7 cos(2x) = 7 cos² (x) - 4

7 cos² (x) - 7 (2cos² (x)-1)- 4=0

7 cos² (x)- 14 cos² (x)+7-4=0

cos² (x)= 3/7

range given from 0 to 360°.

x=49.11° or 50° and  230°

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Answer:

x = 4

Step-by-step explanation:

i. 8x + 1 = 7x + 5

ii. 8x - 7x = 5 - 1

iii. x = 4

[tex]~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} ~\hspace{4.5em} \cfrac{a^n}{a^m}\implies a^na^{-m}\implies a^{n-m} \\\\[-0.35em] ~\dotfill[/tex]

[tex](-6x^3 y^5 + 11x^3 y^2) \div (-2x^2 y^3)\implies \cfrac{-6x^3 y^5 + 11x^3 y^2}{-2x^2 y^3} \\\\\\ \cfrac{-6x^3 y^5}{-2x^2 y^3}+\cfrac{11x^3 y^2}{-2x^2 y^3}\implies \cfrac{-6}{-2}\cdot \cfrac{x^3 y^5}{x^2 y^3}+\cfrac{11}{-2}\cdot \cfrac{x^3 y^2}{x^2 y^3} \\\\\\ 3\cdot x^3 x^{-2}y^5 y^{-3}+\cfrac{11}{-2}\cdot \cfrac{x^3 x^{-2}}{y^3 y^{-2}}\implies 3x^{3-2}y^{5-3}-\cfrac{11}{2}\cdot \cfrac{x^{3-2}}{y^{3-2}} \\\\\\ ~\hfill {\Large \begin{array}{llll} 3x y^2 -\cfrac{11x}{2y} \end{array}}~\hfill[/tex]

Answer:

47 and 53

Step-by-step explanation:

list of prime numbers to 100:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97

50 is between 47 and 53

Answer:  To calculate the area of each part of the circle, we need to first find the total area of the circle and then divide it by the number of parts.

The formula for the area of a circle is A = πr², where A is the area, r is the radius, and π is approximately equal to 3.14.

In this case, the radius of the circle is 8 cm, so the area of the circle is A = π * 8² = 3.14 * 64 = 200.96 cm².

Since the circle is divided into 6 parts of equal size, the area of each part is equal to the total area of the circle divided by the number of parts. Therefore, the area of each part is 200.96 cm² / 6 = 33.49 cm².

Rounded to 2 decimal places, the area of each part is 33.49 cm² ≈ 33.50 cm².

Step-by-step explanation:

Decomposition of the fraction [tex]1\frac{3}{4}[/tex] =7/4 = 17/4 - 10/4

Here, the numerator, or top number, 7, indicates how many pieces we will examine.

Please look at figure a and pay attention to the three coloured components. The bottom number, our denominator, provides the total number of components. As a result, pay close attention to figure a. There are a total of four parts, numbered 1, 2, 3, and 4. However, since we are working with 7/4, we will just examine the three shaded parts.

7/4 = 17/4 - 10/4

7/4 = 11/4 - 4/4

Unit fraction decomposition will be used. Unit fraction - what is it? What would we focus on if we just looked at one element? It is one in four, or 1/4. Because this is the first of a series that includes 1, 2, 3, and 4. The third component would also be 1/4, and the second piece would be 1/4.

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Answer:

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

Find the legs first:

Find the hypotenuse using Pythagorean:

Find the perimeter:

Correct choice is A.

Answer:

A)  24 units

Step-by-step explanation:

The perimeter of a triangle is the sum of its side lengths.

From inspection of the given right triangle:

As the given triangle is a right triangle, we can use Pythagoras Theorem to calculate the length of the hypotenuse:

[tex]\implies c^2=a^2+b^2[/tex]

[tex]\implies c^2=8^2+6^2[/tex]

[tex]\implies c^2=64+36[/tex]

[tex]\implies c^2=100[/tex]

[tex]\implies c=\sqrt{100}[/tex]

[tex]\implies c=10[/tex]

Therefore, the perimeter of the given triangle is:

[tex]\implies 8+6+10=24 \; \rm units[/tex]

Answer:

To calculate XYZ Company's total assets minus liabilities, you would need to add up all of the assets listed on the balance sheet and then subtract the sum of all the liabilities.

In this case, the total assets would be $45,000 + $41,000 + $134,000 = $220,000. The total liabilities would be $55,000 + $56,000 + $50,000 = $161,000.

So, the total assets minus liabilities would be $220,000 - $161,000 = $59,000.

Step-by-step explanation:

The amount of salt in 3/4 tablespoons is four times that of 3 tablespoons.

A stew recipe uses 3 teaspoons of salt for every 4 cups of water.

There is a ratio issue here.

As X is to three, 3 is to 4.

3 : 4 :: X : 3

To eliminate the fractions, multiply each integer in the ratio by 12.

9 : 12 :: 9X : 12

This is a portion of what is

9 / 12 = 9X / 12

to obtain, cross-multiply.

9 / 12 = 3 teaspoons of salt,

Check: 3 cup of flour yields 3 cups, which is a 4x increase.

The amount of salt in 9/12 tablespoons is four times that of 3 tablespoons.

The amount of salt in 3/4 tablespoons is four times that of 3 tablespoons.

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Answer:

Step-by-step explanation:

Answer:

97611 is the correct answer

Answer:

In the quadratic function "y = -x^2q - 2x + 10", the term "-x^2q" is the coefficient of the quadratic term and is represented by the letter "A". The term "-2x" is the coefficient of the linear term and is represented by the letter "B". The constant term "10" is the coefficient of the constant term and is represented by the letter "C".

The axis of symmetry of the graph of this quadratic function is the line that divides the graph into two congruent halves. It can be found by using the formula "x = -B / 2A". In this case, the axis of symmetry is "x = -(-2) / 2(-x^2q) = x^2q / x".

So in the function "y = -x^2q - 2x + 10", the coefficient of the quadratic term is "A = -x^2q", the coefficient of the linear term is "B = -2x", the coefficient of the constant term is "C = 10", and the axis of symmetry is "x = x^2q / x".

(a) As of the Cartesian vector approach, Moment about axes are [tex]M_x = 13\ Ft-lb[/tex], [tex]M_y = 4\ Ft-lb[/tex] and [tex]M_z = 36\ Ft-lb[/tex].

(b) Using a scalar approach, Moment about axes are [tex]M_x = 13\ Ft-lb[/tex], [tex]M_y = 4\ Ft-lb[/tex] and [tex]M_z = 36\ Ft-lb[/tex].

Vector is defined as the quantities that have both magnitude and direction is called a vector quantity and the nature of the quantity is called a vector.  

here,
[tex]\vec F = 4 \hat i + 12\hat j -3 \hat k\\ \vec B = 4 \hat i + 3\hat j - 2 \hat k\\[/tex]

Scalar approach,
moment about the x-axis is given by,
[tex]M_x = B_yF_z - ZF_y\\M_x = 3(-3)-(-2)(12)\\M_x = 13\ Ft-lb[/tex]

Similarly,
[tex]M_y = 4\ Ft-lb,[/tex] and [tex]M_z = 36\ Ft-lb[/tex]

Vector approach,
Moment about the x-axis is given by,
[tex]M_x = U_x \times[ {\vec B \times \vec F]}\\M_x = \left[\begin{array}{ccc}1&0&0\\4&3&-2\\4&12&-3\end{array}\right][/tex]

The above expression given is of determinate, when solving the above determinate,
[tex]M_x = 13\ Ft-lb[/tex]

Similarly,
[tex]M_y = 4\ Ft-lb[/tex] and [tex]M_z = 36\ Ft-lb[/tex],

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Answer: To determine whether the distance the puck travels per second is constant, we can use the concept of average speed. Average speed is defined as the total distance traveled divided by the time it takes to travel that distance.

If the average speed is constant, then the distance the puck travels per second is also constant. If the average speed is not constant, then the distance the puck travels per second will vary.

To determine the average speed, we need to know the total distance traveled and the time it took to travel that distance. Once we have this information, we can calculate the average speed by dividing the total distance traveled by the time it took to travel that distance. If the resulting value is constant, then the distance the puck travels per second is also constant.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Dans le calcul d'une somme, ou d'un produit, de deux nombres, on peut échanger la place de deux nombres. Dans le calcul d’une somme, ou d'un produit, de trois nombres (ou plus), on peut associer de différentes façons les nombres deux par deux. Pour calculer le produit d’une somme par un nombre, on peut calculer le produit de chacun des termes par ce nombre, puis calculer la somme des résultats obtenus.

The trinomial (x - 12)² in standard form is x² - 24x + 144

From the question, we have the following parameters that can be used in our computation:

(x-12)^2

Express properly

So, we have the following representation

(x - 12)²

Expand the expression

This gives

(x - 12)² = (x - 12) * (x - 12)

Open the brackets

This gives

(x - 12)² = x² - 12x - 12x + 144

Evaluate the like terms

(x - 12)² = x² - 24x + 144

Hence, the trinomial is x² - 24x + 144

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Answer:

Domain is all real numbers (basically any number)

Step-by-step explanation:

Step 1: Simplify the expression first

y = 2(x+1)-(3x-2)

y = 2x + 2 -3x + 2

y = -x + 4

Step 2: Observe the graph

y = -x + 4 is simply a linear graph with a negative fixed gradient of -1, with a y-intercept of 4.

Step 3: Identify the domain

For linear graphs, domain is all real numbers.

(No restrictions on the graph according to question)

The equation of the line passing through the points (-2,9) and (1,3) is

y = -2x + 11 where the slope is -2 and the y-intercept is +11

The equation of a line can be formed with the help of the slope of the line and a point on the line. The slope of the line is the inclination of the line with the positive x-axis and is expressed as a numeric integer, fraction, or the tangent of the angle it makes with the positive x-axis. The point refers to a point in the coordinate system with the x coordinate and the y coordinate.

m = (y2 - y1) / (x2 - x1)

y1 = 9

y2 = 3

x1 = -2

x2 = 1

m = (3 - 9) / (1 - (-2))

m = - 6 / 3

m = - 2

The equation of the line;

m = (y - y1) / (x - x1)

-2 = y - 9 / x - 1

y - 9 = -2(x - 1)

y - 9 = -2x + 2

y = -2x + 11

Therefore the y-intercept is +11.

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Answer:

31 hecause the èattern is adding 3

Step-by-step explanation:

Answer:

[tex]\frac{6}{10}, \frac{7}{10}, \frac{8}{10},\frac{9}{10}[/tex] (in general, the numerator has to be greater than half the denominator)

Step-by-step explanation:

There are an infinite number of fractions greater than 1/2, but we can generally form a rule to figure out whether a fraction is greater than 1/2, which will help us find those fractions!

Let's first just express a fraction in the form: [tex]\frac{a}{b}[/tex], and we have to ask our self, what determines whether this is 1/2? Well we know if we have 1/2, and multiply it by two, then we have a whole, or one, but the only case where we have a whole, or one, in fraction form, is where the numerator and denominator are equal.

This means, multiplying the numerator "a" by 2, will result in it being equal to the denominator "b". From here, it can be determined that for the fraction: [tex]\frac{a}{b}[/tex], to be 1/2, then the numerator "a" has to be half the denominator "b". But this is just telling us what "a" and "b" need to be, for the fraction to be equal to 1/2, not greater than 1/2. This is still useful, since in general the following is true: [tex]\frac{a+1}{b}[/tex], if we add one to the numerator, the fraction becomes bigger. So if we want the fraction to be bigger than 1/2, the numerator "a" just needs to be bigger or larger than the half the denominator "b".

Let's select a denominator, and from there find numerators that make the fraction bigger than 1/2. For this example let's just select "9". In this case, for a fraction to be 1/2, the numerator just has to be larger than 9/2 or 4.5, but since we can't have decimals in fractions, or at least proper fractions, we just need the numerator to be greater than or equal to 5 (5 is included, since it's still bigger than 4.5)

[tex]\frac{4}{5}[/tex] is actually the only proper fraction, since 5/5 would just simplify to one.

Let's do another example, in this case let the denominator be 10. For the fraction to be considered greater than 1/2, the numerator, has to be greater than half the denominator, 10/2 = 5.

[tex]\frac{6}{10}, \frac{7}{10}, \frac{8}{10},\frac{9}{10}[/tex] would all be valid answers (although some do simplify further). But all of them represent fractions which have a greater value than 1/2