what is 1+2+3+4+5+6+7+8+9..+100

Answer:

(0,1),(0,-1)

Step-by-step explanation:

Sorry, don't know explanation.

Answer:

.166 gallons per day

Step-by-step explanation:

take the half gallon and divide it by the number of days it takes to consume

.5/3=.166

Answer:

1/6

Step-by-step explanation:

Find the rate in gallons per day. Divide

1

2

of a gallon by 3 days.

To divide by 3, multiply by its reciprocal,

1

3

.

1

2

÷3

=

1

2

1

3

=

1

6

The Rudd family drinks milk at a rate of

1

6

of a gallon per day.

Answer:

No.

Step-by-step explanation:

If you plug in the numbers for the X and Y value, you will not receive the correct answer.

y = x - 2

(2, 4)

4 = 2 - 2

So, NO (2, 4) is NOT a solution of the equation y = x - 2.

This would only work if you were using addition instead of subtraction.

Answer:

[tex]\frac{34}{15}[/tex] or [tex]2 \frac{4}{15}[/tex]

Step-by-step explanation:

Let x equal the decimal. Set up two equations such that the digits after the decimal point are identical.

100x = 226.6666...

10x = 22.6666...

Subtracting the two equations, we have:

90x = 204

x = 204/90

Answer:

the answer is option B

Step-by-step explanation:

To find dy/dx the equation here is

first multipled by derivative of second + second multipled by derivative of first

y = x*sinx

dy/dx = x * derivative of sinx + sinx * derivative of x

derivative of x with respect to x is 1

derivative of sinx with respect to x is cosx

therefore

dy/dx = x * cosx + sinx * 1

= x * cosx + sinx

Answer:

A, 3

Step-by-step explanation:

A term can be a constant or a variable or both in an expression.

In this expression we can consider 4ab, 5ab^2, and 1 to be terms.

Answer:

A

Step-by-step explanation:

The reason it has to be A is because you don't have to even thing about the standard deviation right here because the only answer that has a mean of 131 is answer A.

Hope it helps have a great afternoon:)

Answer:

the answer is c

Step-by-step explanation:

1/3a^2h

=1/3x10^2x9

=300 feet^3

Answer: 5 seconds

Step-by-step explanation:

Answer:

No, subtraction is NOT associative in rational numbers.

Step-by-step explanation:

Step-by-step explanation: We are asked to state whether subtraction is associative in rational numbers or not. To explain with an example. The subtraction is NOT associative in rational numbers.

Answer:

B.) 600

Step-by-step explanation:

if you are rounding to the nearest hundred value you would get 600 because the 3 in 638 will round down to 600

it can not be A because it is to far down from the number line

it can not be C or D because they are to far up on the number line

So the correct answer has to be B-600

if the 2nd number is 5 or more you will always round up.

if the 2nd number is 4 or less you will have to round down.

After rounding off Jaime has (B) 600 blocks with him.

So, rounding off 636:

We can easily tell that after rounding off, the number of blocks will be:

Therefore, after rounding off Jaime has (B) 600 blocks with him.

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The correct question is given below:

Jaime has 636 blocks. after rounding off how many blocks does he have?

A. 500

B.600

C.700

D.800

Answer:

12

Step-by-step explanation:

Answer:

second option

Step-by-step explanation:

The area (A) of a rectangle is length × width , thus

A = (4x + 8)(2x + 3) ← expand factors using FOIL

   = 8x² + 12x + 16x + 24 ← collect like terms

   = 8x² + 28x + 24

Answer:

z= 23°

y= 120°

Step-by-step explanation:

For z, the measures of the angles are alternate interior angles, they equal each other. So, the equation would be:

66= 3z-3

Step 1- Add 3 to both sides.

66= 3z-3

+3       +3

69= 3z

Step 2- Divide both sides by 3.

69= 3z

3     3

z= 23°

For y, the measures of 66 and y are alternate exterior angles, they sum up to 180 degrees. So, the equation would be:

180= 60+y

Step 1- Subtract 60 to both sides.

180= 60+y

-60   -60

y= 120°

Hope this helps!

Answer:
The student's score closest to 91 percentile.

Step-by-step explanation:

Since the scores on the standardized test are approximately normally distributed, we would apply the formula for normal distribution which is expressed as

z = (x - µ)/σ

Where

x = test scores.

µ = mean score

σ = standard deviation

From the information given,

µ = 480

σ = 90

If a student has a score of 600, then x = 600

For x = 600,

z = (600 - 480)/90 = 1.33

Looking at the normal distribution table, the probability corresponding to the z score is 0.91

the student's score closest to 91 percentile.

The graph of the scores has normal distribution and percentile would a student be in if they earned an A on the test is 97.72%

An example of a continuous probability distribution is the normal distribution, in which the majority of data points cluster in the middle of the range while the remaining ones taper off symmetrically toward either extreme. The distribution's mean is another name for the centre of the range.

Normal distributions are symmetric, uni-modal, and asymptotic, and the mean, median, and mode are all equal

A data set (when graphed) must follow a bell-shaped symmetrical curve centered around the mean

Given data ,

To determine the percentile a student would be in if they earned an A (a score ≥ 90) on the physics test, we need to calculate the z-score corresponding to the score of 90 and then find the percentile associated with that z-score.

The z-score is a measure of how many standard deviations a particular value is away from the mean in a normal distribution

z = (x - μ) / σ

where x is the value, μ is the mean, and σ is the standard deviation

In this case, we have:

x = 90 (the score for an A)

μ = 70 (the mean)

σ = 10 (the standard deviation)

Plugging these values into the z-score formula

z = (90 - 70) / 10 = 20 / 10 = 2

The z-score of 2 indicates that the score of 90 is 2 standard deviations above the mean in a normal distribution

The percentile associated with a z-score of 2 is approximately 97.72%

Hence , if a student earned a score of 90 or above on the physics test, they would be in the 97.72th percentile

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Answer:

[tex]y-5 = \frac{1}{3}(x-6)[/tex]

Step-by-step explanation:

Point Slope Form:

[tex]y-y_{1} = m(x-x_{1} )[/tex]

where m = slope

First, you have to find the slope of the line which is the difference in y values divided by the difference in x values.

[tex]m = \frac{y_2 - y_1 }{x_2 - x_1}[/tex]

[tex]m = \frac{2-5}{-3-6}[/tex]

[tex]m = \frac{-3}{-9} \\m = \frac{1}{3}[/tex]

Then plug in the values from either point to complete your equation of the line:

[tex]y-5 = \frac{1}{3}(x-6)[/tex]

Answer:

Efficency, for getting work done on time, Skill, for able to do what kind of design is requested to her, A listening and patient ear by understanding what the customer needs and taking down details.

Step-by-step explanation:

Answer:

$12>_$3x4

Step-by-step explanation:

$12/$3=4 containers of milk

so yes he can buy 4 containers of milk for the event

Answer:

you add both the purchases then find 7% of them

Step-by-step explanation:

well the answer is 254.66 if you needed the answer and not just the explanation

Answer:

254.66

Step-by-step explanation:

Total before tax:

225.45 +12.55 = 238

To get tax, you multiply the total times the percent

(7%=.07)

238 x .07 = 16.66 (this is the amount for tax)

16.66 + 238 =

Answer:

choice c

Step-by-step explanation:

C, because the equation of the line matches the equation in the question & the shaded region is under the line, representing that it is less that the equation.

Answer:

1.625

Step-by-step explanation:

13/8 = 1  5/8

Divide 13 by 8

The answer is 1.625

Hope I helped :)

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Answer: 9 Text messages sorry if i'm wrong

Step-by-step explanation: OK so first, this can be answered by using division and variables.

DIVIDE

60 / 10 = 6 which means 6 = 10%

DIVIDE AGAIN

6 / 2 = 3 which is 5%

ADD AND SIMPLIFY

6 + 3 = 9 or 9 = 15%

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Answer:

75° quadrant 1

120° quadrant 2

-30° quadrant 4

-200° quadrant 2

The measure 75° is in Quadrant I, 120° is in Quadrant II, -30° is in Quadrant IV and -200° is in Quadrant III.

Trigonometry is a branch of mathematics that studies relationships between side lengths and angles of triangles.

Angles in standard position are measured in a counterclockwise direction from the positive x-axis.

An angle of 75° is less than 90° and lies between the positive x-axis and the positive y-axis, so it is in Quadrant I.

An angle of 120° is greater than 90° and less than 180°, so it is between the positive y-axis and the negative x-axis, which means it is in Quadrant II.

An angle of -30° is equivalent to a 330° angle (360° - 30°) and lies in Quadrant IV because it is less than 360° and greater than 270°.

An angle of -200° is equivalent to a 160° angle (360° - 200°) and lies in Quadrant III because it is greater than 90° and less than 180°.

Hence, the measure 75° is in Quadrant I, 120° is in Quadrant II, -30° is in Quadrant IV and -200° is in Quadrant III.

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Step-by-step explanation: