The result is 859,375,000.
What does multiplication mean?The result of two numbers being multiplied is known as the product. The multiplier is the number of such equal groups, and the multiplicand is the number of items in each group.Calculating the outcome of successive additions of two numbers is known as multiplication. The multiplication formula is 4 times 2 equals 8.Calculating the sum of two numbers multiplied together is the process of multiplication. Simple tests will be given in addition, subtraction, multiplication, and division. 2. a noncount noun The process or occurrence of something of a certain kind multiplying occurs when their quantity or number increases.Multiplication has the following three characteristics: commutative, associative, and distributive.The market value of Encik Azmi's car:
Get the answer by multiplication.
[tex]=55000*8^{6}[/tex]
=55000*15625
=859,375,000
The market value of Encik Azmi's car is 859,375,000.
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The chance of getting a viral infection is 0.0005. out of 10,000 people, about how many of them are expected to get infected?
The computation shows that the number of people expected to get infected is 5.
How to calculate the value?It should be noted that the chance of chance of getting a viral infection is 0.0005. out of 10,000 people.
Therefore, the number of people expected to get infected will be:
= 0.0005 × 10000
= 5
The number of people expected to get infected is 5.
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Valerie ran three and one-fourth laps yesterday, and her coach wants her to run two and one-half times that many laps today. how many laps will she need to run today? choose the expression needed to solve the problem.
Valerie needs to run [tex]8\frac{1}{8}[/tex] laps.
What are mixed fractions?
A mixed fraction is one that is represented by both its quotient and remainder. A mixed fraction is, for instance, 2 1/3, where 2 is the quotient and 1 is the remainder. An amalgam of a whole number and a legal fraction is a mixed fraction.
You can divide any fraction into two pieces. These are the denominator and numerator. A improper fraction is one in which the numerator is greater than the denominator. The numerator must then be multiplied by the denominator by the students. They will then receive a specific form of a fraction. That is referred to as a mixed fraction.
Given,
Number of laps valerie ran = [tex]3\frac{1}{4}[/tex] laps
Number of times her coach wants her to run = [tex]2\frac{1}{2}[/tex] times
Therefore,
total number of laps she needs to run = [tex]3\frac{1}{4} \times 2\frac{1}{2}[/tex]
[tex]= \frac{13}{4} \times \frac{5}{2}[/tex]
[tex]= \frac{65}{8}[/tex] laps
[tex]=8\frac{1}{8}[/tex] laps.
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I found this proof by induction that all people in canada are the same height, i was wondering what is the incorrect step?
Step 1: In any group that consists of just one person, everybody in the group has the same age, because after all there is only one person!
Step 2: Therefore, statement S(1) is true.
Step 3: The next stage in the induction argument is to prove that, whenever S(n) is true for one number (say n=k), it is also true for the next number (that is, n = k+1).
Step 4: We can do this by (1) assuming that, in every group of k people, everyone has the same age; then (2) deducing from it that, in every group of k+1 people, everyone has the same age.
Step 5: Let G be an arbitrary group of k+1 people; we just need to show that every member of G has the same age.
Step 6: To do this, we just need to show that, if P and Q are any members of G, then they have the same age.
Step 7: Consider everybody in G except P. These people form a group of k people, so they must all have the same age (since we are assuming that, in any group of k people, everyone has the same age).
Step 8: Consider everybody in G except Q. Again, they form a group of k people, so they must all have the same age.
Step 9: Let R be someone else in G other than P or Q.
Step 10: Since Q and R each belong to the group considered in step 7, they are the same age.
Step 11: Since P and R each belong to the group considered in step 8, they are the same age.
Step 12: Since Q and R are the same age, and P and R are the same age, it follows that P and Q are the same age.
Step 13: We have now seen that, if we consider any two people P and Q in G, they have the same age. It follows that everyone in G has the same age.
Step 14: The proof is now complete: we have shown that the statement is true for n=1, and we have shown that whenever it is true for n=k it is also true for n=k+1, so by induction it is true for all n.
The incorrect step in the induction that all people in Canada are the same height is; Step 9
How to prove Mathematical Induction?The principle of mathematical induction as follows:
For example, we have a set of natural numbers. Now, suppose that 1 is in the set. Now, we assume that anytime n is in the set, n + 1 is also in the set. Therefore we can say that every natural number is in the set.
The wrong step in the given mathematical Induction is Step 9. This is because;
We might not be to see anyone else in the arbitrary group G other than groups P or Q!
Recall that G is a group of k + 1 people. Thus, provided that k > 1, k + 1 > 2 and that a third person R in G does not exist, then the rest of the proof will work.
The steps above proves that;
S(k) = S(k + 1), for every k > 1.
Thus, we can also say that if S(2) is true, then it equally means S(3) is true and so on till infinity.
From our induction process written so far, we have see that S(1) was true. However, our induction step in the question does not show us that that S(1) = S(2) = true.
So: Thus, from the induction I have done It shows that S(1) not imply S(2) and as a result the proof is fallacious.
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Help me pls this is very hard for me and plus i gotta turn this in tomorrow
Answer: [tex]\Large\boxed{x=40^\circ}[/tex]
Step-by-step explanation:
Given information
∡ 1 = 90°
∡ 2 = 50°
∡ 3 = x°
Total Angle = 180° (Triangle angle sum theorem)
Given formula
∡ 1 + ∡ 2 + ∡ 3 = Total Angle
Substitute values into the formula
(90) + (50) + (x) = (180)
Combine like terms
140 + x = 180
Subtract 140 on both sides
140 + x - 140 = 180 - 140
[tex]\Large\boxed{x=40^\circ}[/tex]
Hope this helps!! :)
Please let me know if you have any questions
PLEASE ANSWER QUICKLY
Answer:
3
Step-by-step explanation:
f(x) = 3x² - 2x + 1
f(x) = ax² + bx + c
a = 3
guys help me please
Answer:
(x + 6, y + 1)
Step-by-step explanation:
Just look at 1 point of ABCD. For example, look at point D.
Point D must become point F.
When you reflect ABCD over the x-axis, point D will end up at (-1, -2).
Now it has to be translated to (5, -1).
For x to go from -1 to 5, you need to add 6.
For y to go from -2 to -1, you need to add 1.
Answer: (x + 6, y + 1)
The angle measurements in the diagram are represented by the following expressions. \qquad \blueD{\angle A=7x + 40^\circ}∠A=7x+40 ∘ start color #11accd, angle, A, equals, 7, x, plus, 40, degrees, end color #11accd \qquad\greenD{\angle B=3x + 112^\circ}∠B=3x+112 ∘ start color #1fab54, angle, B, equals, 3, x, plus, 112, degrees, end color #1fab54 Solve for xxx and then find the measure of \blueD{\angle A}∠Astart color #11accd, angle, A, end color #11accd: \blueD{\angle A} =∠A=start color #11accd, angle, A, end color #11accd, equals ^\circ ∘
⟨A = 7•x + 40° and ⟨B = 3•x + 112°
From a possible diagram of the question, ⟨A = ⟨B, which gives;
x = 18°⟨A = 166°How can the value of x and the measure of ⟨A be found?Given;
⟨A = 7•x + 40°
⟨B = 3•x + 112°
In the diagram from a similar question posted online, we have;
⟨A and ⟨B are corresponding anglesCorresponding angles formed by parallel lines having a common transversal are congruent, therefore;
⟨A and ⟨B are congruentWhich gives;
⟨A = ⟨B7•x + 40° = 3•x + 112°
7•x - 3•x = 112° - 40° = 72°
7•x - 3•x = 4•x = 72°
x = 72° ÷ 4 = 18°
Therefore;
x = 18°Which gives;
⟨A = 7•x + 40°
⟨A = 7 × 18 + 40° = 166°
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Answer:d
Step-by-step explanation:
khan
(50 POINTS!!!) find the total surface area and volume, then multiply by $0.004. please show your work!!
The Total surface area of the square pyramid = 115.2 in.²
The Volume of the square pyramid = 1,024 in.³.
What is the Total Surface Area of a Square Pyramid?The total surface are of a square pyramid is given as: TSA = SA = 1/2(P × l), where:
P = perimeter of the square base
l = slant height of the pyramid
What is the Volume of a Square Pyramid?The volume of a square pyramid = 1/3(a³ × h), where:
a = edge of the square base
h = height of the pyramid
Find the Total surface area of the Pyramid:
P = 4(a) = 4(8) = 32 in.
l = 7.2 in.
Total surface area of the square pyramid = 1/2(32 × 7.2)
Total surface area of the square pyramid = 115.2 in.²
Volume of the square pyramid:
a = 8 in.
h = 6 in.
Volume of the square pyramid = 1/3(8³ × 6)
Volume of the square pyramid = 1,024 in.³
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The equation h = 7 sine (startfraction pi over 21 endfraction t) 28 can be used to model the height, h, in feet of the end of one blade of a windmill turning on an axis above the ground as a function of time, t, in seconds. how long is the blade? assume that the blade is pointing to the right, parallel to the ground, at t = 0, and that the windmill turns counterclockwise at a constant rate.
The windmill's blade measures 7 feet in length.
What is an equation?An equation is a formula in mathematics that expresses the equality of two expressions by connecting them with the equals sign =.To find the measure of the windmill's blade:
We have the equation: [tex]h=sin(\frac{\pi }{21t} )+28[/tex]At the time 't' = 0, the end of the blade is parallel to the ground and pointing to the right, indicating that it is the same height as the other end. (Ф = 0°)We may calculate the length of the blade by calculating the greatest height of this end at = 90°.We now know that the general model equation of a circular simple harmonic motion is written as follows: y = A sinωt + kWhere A is the maximum displacement from mean to maximum positionThe angular frequency is ω.When eq1 and eq2 are compared:A = 7As a result, the difference in blade end height at = 0° and = 90° is 7 feet.Therefore, the windmill's blade measures 7 feet in length.
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The correct question is given below:
The equation h=7sin(pi/21t)+28 can be used to model the height, h, in feet of the end of one blade of a windmill turning on an axis above the ground as a function of time, t, in seconds. How long is the blade? Assume that the blade is pointing to the right, parallel to the ground, at t = 0, and that the windmill turns counterclockwise at a constant rate. 7 feet 14 feet 21 feet 28 feet
A major advantage of a ________ is that people whose roles span modules do not have to switch back and forth between old and new modules.
A major advantage of a direct implementation is that people whose roles span modules do not have to switch back and forth between old and new modules.
With this technique, the machine is implemented and tested to make certain it plays well. Then the antique machine is removed and the brand new one is put in its area without any overlap or restricted rollout.
There are three predominant methods used: phased implementation, direct changeover, and parallel going for walks. Phased implementation: A staged technique whereby one part of the overall system that desires change is changed.
Structures implementation is the process of defining how the data device needs to be built (i.e., physical machine design), ensuring that the records gadget is operational and used, and ensuring that the information device meets greatly preferred i.e. nice warranty.
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Please Solve the following #6 and #7. Answer: C, A
6) For the inverse to be a function, f(x) needs to be one to one. To accomplish this, restrict the domain to one side of the axis of symmetry
7) The y-intercept of the inverse is when x=0. This means we want to find when f(x)=0.
[tex]4(1/3)^x = 16 \\ \\ (1/3)^x= 4 \\ \\ x=\log_{1/3}(4) \approx -1.26[/tex]
The student’s t distribution will approach the standard normal distribution as the number of the degrees of freedom goes up.
a. True
b. False
Answer:
True student distribution will approach the standard
The point -2,5 is reflected across the y-axis. Which of these is the ordered pair of the image?
A) (-2,5)
B) (2,5)
C) (-2,-5)
D) (2, -5)
Answer:
B) (2,5)
Step-by-step explanation:
What is the probability that 2 precedes 1 when we randomly select a permutation of {1, 2,. ,n} where n ≥ 4?
The probability is 1/3.
Probability is sincerely how likely something is to show up. whenever we're unsure about the final results of an event, we will communicate about the probabilities of positive consequences—how probably they're. The evaluation of events governed by way of possibility is called information.
Probability is the branch of mathematics concerning numerical descriptions of ways likely an occasion is to arise, or how in all likelihood it's far that a proposition is actual. The opportunity of an event is more than a few among 0 and 1, wherein, kind of talking, zero suggests impossibility of the occasion and 1 shows the truth.
Chance = the wide variety of approaches to achieving achievement. the whole range of viable consequences. as an example, the opportunity of flipping a coin and its being heads are ½ because there may be 1 manner of getting a head and the overall wide variety of feasible results is two (a head or tail). We write P(heads) = ½.
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a group of preschoolers has 2 boys and 30 girls. what os the ratio of boys to all childern
Answer:
1 boy to 15 girls.
Step-by-step explanation:
Since there is only two boys, I divided each number by two and got 1 to 15. Have an amazing day!
The ratio of boys to all children in the group is 1:16.
Given that in a group there are 2 boys and 30 girls.
We need to find the ratio of boys to all children.
To find the ratio of boys to all children in the group, we need to add the number of boys and girls together to get the total number of children.
Then, we can express the number of boys as a fraction of the total number of children.
Number of boys = 2
Number of girls = 30
Total number of children = Number of boys + Number of girls
Total number of children = 2 + 30 = 32
Now, we can express the number of boys as a fraction of the total number of children:
Ratio of boys to all children = Number of boys / Total number of children
Ratio of boys to all children = 2 / 32
To simplify the ratio, we can divide both the numerator and denominator by their greatest common divisor, which is 2:
Ratio of boys to all children = 1 / 16
So, the ratio of boys to all children in the group is 1:16.
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A repeated-measures study comparing two treatments with n = 4 participants produces md = 2 and ss = 75 for the difference scores. what is the estimated standard error for the sample mean difference?
The estimated standard error for the sample mean difference is 2.5 .
According to the question
A repeated-measures study comparing two treatments
n = 4
MD(mean difference) = 2
SS (sum of square) = 75
Now,
error for the sample
Formula for standard error
[tex]S^{2} = \frac{SS}{n-1}[/tex]
by substituting the value
[tex]S^{2} = \frac{75}{4-1}[/tex]
[tex]S^{2} = \frac{75}{3}[/tex]
S² = 25
S = 5 (s is never negative)
Standard error of the estimate for the sample mean difference
As
The standard error of the estimate is the estimation of the accuracy of any predictions.
The formula for standard error of the mean difference
standard error of the mean difference =[tex]\frac{standard\\\ error}{\sqrt{n} }[/tex]
standard error of the mean difference = [tex]\frac{5}{\sqrt{4} }[/tex]
standard error of the mean difference = 2.5
Hence, the estimated standard error for the sample mean difference is 2.5 .
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Which is the graph of the equation y- 1 = (x − 3)?
Answer:
the graph is a linear function
root (2,0) vertical intercept (0,2)
Step-by-step explanation:
A box contains 6 red, 3 white, 2 green, and 1 black (total 12) identical balls. What is the least number of balls nevessary to take out randomly ( without looking) to be sure getting, atleast one red ball?
Answer:
7 balls
Step-by-step explanation:
Look for the worst case scenario:
Get 3 white, 2 green, and 1 black.
That adds up to: 3 + 2 + 1 = 6.
+1 red ball: 6 + 1 =7
7 balls
Please help with this geometry question
It has been proven that of all line segments drawn from a given point not on it, the perpendicular line segment is the shortest.
How to prove a Line Segment?We know that in a triangle if one angle is 90 degrees, then the other angles have to be acute.
Let us take a line l and from point P as shown in the attached file, that is, not on line l, draw two line segments PN and PM. Let PN be perpendicular to line l and PM is drawn at some other angle.
In ΔPNM, ∠N = 90°
∠P + ∠N + ∠M = 180° (Angle sum property of a triangle)
∠P + ∠M = 90°
Clearly, ∠M is an acute angle.
Thus; ∠M < ∠N
PN < PM (The side opposite to the smaller angle is smaller)
Similarly, by drawing different line segments from P to l, it can be proved that PN is smaller in comparison to all of them. Therefore, it can be observed that of all line segments drawn from a given point not on it, the perpendicular line segment is the shortest.
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A map has a scale of 1:5000000000 .
a. A road on the map is 10cm long . What is the real length of the road in km ?
b. The area of a farm of the map is 6 cm square . What is the real area of the farm in hectares ?
( 1 hectare = 10000 m square = 0.01 km square )
Considering the definition of scale, you obtain:
the real length of the road is 500,000 km.the real area of the farm is 300 hectares.Definition of mapA map is the conventional graphical representation of a portion of the earth or another celestial body that shows the size and position of elements of the landscape according to the selected scale and projection. That is, a map is a representation of a place, at a size smaller than the actual size.
Definition of scaleThe scale of a cartographic representation, or map scale (m), is the relationship of similarity between the real dimensions of the geographical space represented and those of its image on the map. In general, it is also defined as the ratio of the lengths of a linear element in the plane and its representation on the terrestrial reference surface.
That is, the scale of the map is defined as the proportionality relationship that exists between a distance measured on the ground and its corresponding measurement on the map.
Real length of the roadA map has a scale of 1:5000000000. This indicates that 1 unit on the map is equivalent to 5,000,000,000 in reality.
You know that the road on the map is 10 cm or 0.0001 km long (knowing that 1 km= 100,000 cm).
Then you can apply the following rule of three: if by definition of scale 1 km on the map is equivalent to 5,000,000,000 km in reality, 0.0001 km on the map is equivalent to how much distance in reality?
[tex]real length of the road=\frac{0.0001 kmx 5,000,000,000 km }{1 km}[/tex]
real length of the road= 500,000 km
Finally, the real length of the road is 500,000 km.
Real area of the farmYou know that the area of a farm of the map is 6 cm square, 0.0006 m sr 0.00000006 hectares (knowing that 1 cm square= 0.0001 m square and 10,000 m square= 1 hectare).
Then you can apply the following rule of three: if by definition of scale 1 hectare on the map is equivalent to 5,000,000,000 hectares in reality, 0.00000006 hectares on the map is equivalent to how much area in reality?
[tex]real area of the farm=\frac{0.00000006 hectaresx 5,000,000,000 hectares }{1 hectare}[/tex]
real area of the farm= 300 hectares
Finally, the real area of the farm is 300 hectares.
SummaryIn summary, you get:
the real length of the road is 500,000 km.the real area of the farm is 300 hectares.Learn more about scale:
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if a sum of money of rs 25000 increaes by 1/10 of itsself every year what time eill it amount to rs 30000?
pls answer correctly and quickly!
Answer:
the answer is 1.5/10 cause the 5000 is added to 30000
When we use the Distributive
Property, we multiply the number in
front of the parenthesis with each
term inside the parenthesis.
Enter the number that belongs in the green box.
3(4x + 2) = [?]x + [ ]
Answer:
12x+6
Step-by-step explanation:
Can i have brainliest
Answer: 12x + 6
Step-by-step explanation:
In Distributive property, you multiply each of the numbers in the parentheses by the outside number.
Students in 7th grade took a standardized math test that they also took in 5th grade. The results are shown on the dot plot, with the most recent data shown first.
Find and compare the medians.
7th-grade median:
5th-grade median:
What is the relationship between the medians?
Using the median concept, it is found that:
The 5th-grade median is of 13.The 7th-grade median is of 17.The relationship is that 7th grade students have a higher median than 5th grade students.What is the median of a data-set?The median of the data-set separates the bottom half from the upper half, that is, it is the 50th percentile.
Researching the problem on the internet, we have that there are 21 5th grade students. It is an odd number, hence the median is the 11th element, as (21 + 1)/2 = 11. Looking at the dot plot, the median is of 13.
There are 23 5th grade students. It is an odd number, hence the median is the 12th element, as (23 + 1)/2 = 12. Looking at the dot plot, the median is of 17.
The relationship is that 7th grade students have a higher median than 5th grade students.
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a) Solve
4(x-7)= 14
(2)
Answer:
x=14
Step-by-step explanation:
4(x-7)= 14(2)
4x - 28 = 28
4x = 56
x = 14
The graph compares shoe sizes for a group of 100 two-year-old boys and a
group of 60 three-year-old boys.
Two box and whisker plots showing shoes sizes on a number line from 2.5 to 13. The upper plot represents the group of 2 year-old boys. For this upper plot, the minimum number is 3, the maximum number is 9.5, the right side of the box is 7.5, the left side of the box is 3.5, and the bar in the box is at 6. The lower plot represents the group of 3 year-old boys. For this lower plot, the minimum number is 5, the maximum number is 11.5, the right side of the box is 9.5, the left side of the box is 6.5, and the bar in the box is at 8.
About how many more two-year-old boys have a shoe size of 6 or less, compared to the three-year-old boys?
The number of two year old boys that wear a size 6 is greater than the number of three year old boys that wear a size 6 by 35.
How many more two year olds wear a size 6?A box plot is used to study the distribution and level of a set of scores. The box plot consists of two lines called the whiskers and a box. The whiskers represent the minimum and maximum scores.
On the box, the first line to the left represents the lower (first) quartile. 25% of the score represents the lower quartile. The next line on the box represents the median. 50% of the score represents the median. The third line on the box represents the upper (third) quartile. 75% of the scores represents the upper quartile
50% of the two year olds wear a size 6 = 50% x 100 = 50
25% of the three year olds wear a size 6 = 25% x 60 = 15
Difference in the number : 50 - 15 = 35
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The probability of winning on an arcade game is 0. 659. if you play the arcade game 30 times, what is the probability of winning exactly 21 times? round your answer to two decimal places
The probability of winning exactly 21 times is:-0.32
Given,
The probability of winning on an arcade game, p = 0.659
Number of times you play arcade game, n = 30
By assuming this as a normal distribution, we get
Mean=μ=30×0.659 =19.77
Standard deviation, σ = [tex]\sqrt{np(1-p)}[/tex]
= [tex]\sqrt{30(0.659)(1-0.659)}[/tex]
≈ 2.60
Let X be a binomial variable
Then, the z score for x = 21 will be:
z = (x - μ) / σ = [tex]\frac{21-19.77}{2.60}[/tex]
≈ 0.47
Now, the probability of winning exactly 21 times
P (x ≥ z) = P (21 ≥ 0.47) = 0.32
Hence the probability of winning exactly 21 times is 0.32
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Select the correct answer. sean used cross multiplication to correctly solve a rational equation. he found one valid solution and one extraneous solution. if 1 is the extraneous solution, which equation could he have solved?
The equation that Sean woul have solved using the cross multiplication would be option a.
How to solve the question through the use of cross multiplication[tex]\frac{10}{x^2-1} =\frac{15}{3x-3}[/tex]
We have to open the equation by using cross multiplication
10(3x - 3) = 15(x² - 1)
= 30x - 30 = 15x² - 15
we would have to factorize
30(x-1) = 15(x-1)(x+1)
We have to divide by 15(x-1)
2 = x + 1
take the like terms
2 -1 = x
x = 1
Hence the equation that has the extraneous solution is option a because the solution is 1.
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A cube. the top face has points a, g, e, f and the bottom face has points b, h, d, c. the diagonal from a to e is startroot 288 endroot inches and the diagonal from a to d is startroot 432 endroot inches. what is the length of ed in the given cube? round to the nearest tenth of an inch if necessary. in.
The length of the line ed according to the description of the cube is; 8.5.
What is the length of ed in the given Cube?First, since the shape is a cube, it follows that the diagonal of the top face can be used to determine the length of the sides of the top face.
Therefore , we have; length of each side of the top face;
ag = ge = ef = fa = √288/2 = 6√2.
Also, the diagonal of a to d is; √432 = 12√3.
Hence, the length of ed in the group as evident from the length of sides of the cube's top face in which case,
Consequently, the length of line ed is;√432 × 8.5.
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I dive to 56 feet for 47 minutes. After a 30 minute surface interval I do a second dive to 56 feet. Losing track of time, I notice my bottom time is now 25 minutes. According to the General Rules, what should I do
According to general rules, what you can do now is; Ascend right away to 15 feet and stay there for 8 minutes before going to the surface and not dive for 6 hours
How to solve algebra word problems?We are given;
Initial distance dived = 56 feet
Time for initial dive = 47 minutes
Time from finishing of initial dive to start of second dive = 30 minutes
Second dive distance = 56 ft
Her current bottom time is now 25 minutes
Now, bottom time is defined as the total time, in minutes, from the beginning of a descent to the beginning of an ascent.
Thus, according to general rules, what you can do now is to Ascend right away to 15 feet and stay there for 8 minutes before going to the surface and not dive for 6 hours
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Consider these situations. in each situation, is the demand for the good elastic or inelastic? as the price of flat-screen televisions decreases, the quantity demanded increases significantly. as the price of bread decreases, the quantity demanded changes only slightly. as the price of a drug used to treat heart disease increases, the quantity demanded remains unchanged.
Answer:
Step-by-step explanation:
elastic, inelastic, inelastic
Answer: elastic, inelastic, inelastic
Step-by-step explanation: