A ferris wheel can accommodate 60 people in 25 minutes. How many people
could ride the ferris wheel in 4 hours? What was that rate per hour?

Total earnings < Ticket cost,  this inequality represents this situation.

The inequality, A declaration of relationship between two numbers or algebraic expressions, such as greater than, greater than or equal to, less than, or less than or equal to. Equations and questions can both be used to formulate and answer inequality problems.

Write two values   being compared in the problem in step one. Decide the first value is greater or less than the second value in step two.In step third Insert  inequalities symbol between the first and second values if the first value is greater than the second.

We calculate who earned enough money to buy a ticket,than need to calculate the total amount earned by each friend.

For  the total amount earned by each friend by multiplying the number of hours worked by hourly rate,

In Friend 1; 5 hours x $9.10 per hour = $45.50

In  Friend 2; 4 hours x $9.10 per hour = $36.40

In Friend 3; 7 hours x $9.10 per hour = $63.70

In Friend 4; 3 hours x $9.10 per hour = $27.30

In Friend 5; 6 hours x $9.10 per hour = $54.60

If each friend earned enough money to buy a ticket, than need to compare their total earnings to the cost of a ticket =$75.99. That is, Total earnings ≥ Ticket cost

Now ,substitute their total earnings for each friend,

In,Friend 1; $45.50 ≥ $75.99 that is Not enough money

In Friend 2; $36.40 ≥ $75.99 that is Not enough money

In Friend 3; $63.70 ≥ $75.99 that is Not enough money

In Friend 4; $27.30 ≥ $75.99 that is Not enough money

In Friend 5; $54.60 ≥ $75.99 that is Not enough money

Nobody   of  friends earned enough money to buy a ticket,

therefore ,Total earnings < Ticket cost.

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Answer:

The first one is correct

Step-by-step explanation:

ITs all good

Answer:

Step-by-step explanation:

She chose a line plot because it is an easier way to display the amount of students and how many lines of code they each wrote. That way on a line plot, it displays the number of students, and the frequency amount of times the same number of lines of code were written.

Answer:

All you need to do now is plug the numbers in and use the right units.

Step-by-step explanation:

Answer:

use what u learn from the teacher

Answer:

14 units.

Step-by-step explanation:

2(4y - 3) + 2(3y - 1) = 62  Distribute the 2's.

8y - 6 + 6y -2 = 62  Combine like terms

14y -8 = 62  Add 8 to both sides

14y = 70  Divide both sides by 14

y = 5

Now find side QR:

3y - 1

3(5) - 1

15 - 1

14

Helping in the name of Jesus.

The margin of safety in dollars is $113100

The margin of safety is the value of sales or sales in units that are in excess of the break-even sales or units. The break-even point is where the firm is neither making a profit nor a loss and its total revenue is equal to its total expenses.

The margin of safety can be calculated by deducting the break-even sales value from the budgeted/actual sales value.

The margin of safety in dollars = budgeted/actual sales value - break-even sales value

Margin of safety in dollars = (87 * 13000) - (87 * 11700) = $113100

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Answer:

(4,3)

Step-by-step explanation:

The rule (x,y) → (-x, -y)

Helping in the name of Jesus.

16.5 I relllllllly hope this helps

[tex] \:\:\:\:\: \:\:\:\:\:\:\star\longrightarrow \sf y = x^{x}{}^{²}\\[/tex]

Taking the logarithm on both sides -

[tex] \:\:\:\:\: \:\:\:\:\:\:\longrightarrow \sf log y = log x^{x}{}^{²}\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf log y = x^2 log x\\[/tex]

[tex]\:\:\: \boxed{\sf\pink{\:\:\: loga^b = blog a }}\\[/tex]

Differentiating with respect to x-

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \dfrac{d}{dx} logy = \dfrac{d}{dx} x^2 log x \\[/tex]

[tex] \:\:\:\:\: \:\:\:\:\:\:\longrightarrow \sf \dfrac{1}{y} \times \dfrac{dy}{dx} = x^2 \dfrac{d}{dx} log x + logx \dfrac{d}{dx} x^2\\[/tex]

[tex] \:\:\:\:\boxed{\sf\pink{\dfrac{d}{dx} logx = \dfrac{1}{x}}} \\[/tex]

[tex] \:\:\:\:\boxed{\sf\pink{\sf\dfrac{d}{dx}\bigg[f(x)\:g(x)\bigg] = f(x) \dfrac{d}{dx} g(x) + g(x) \dfrac{d}{dx} f(x)}}\\[/tex]

[tex] \:\:\:\:\: \:\:\:\:\:\:\longrightarrow \sf \dfrac{d}{dx} = y \bigg[ x^2 \times \dfrac{1}{x} + logx \times 2x \bigg]\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \dfrac{dy}{dx} = y \bigg[ \cancel{x}\: x \times \dfrac{1}{\cancel{x}} + 2x\:logx \bigg]\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \underline{\dfrac{dy}{dx} = y \bigg[ x + 2x\:logx \bigg]}\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \underline{\dfrac{dy}{dx} = \boxed{\sf x^{x}{}^{²}\bigg[ x + 2x\:logx \bigg]}}\\[/tex]

The smaller amount of total calories consumed is 359 calories.

Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It is a broad area of study that includes a wide range of topics, such as equations, inequalities, functions, polynomials, matrices, and more.

Algebraic expressions are composed of variables, constants, and mathematical operations, such as addition, subtraction, multiplication, division, exponentiation, and logarithms. Equations, on the other hand, are mathematical statements that assert the equality of two algebraic expressions. Inequalities are mathematical statements that assert the relationship between two algebraic expressions using the symbols "<", ">", "<=", or ">=".

Functions in algebra are mappings from one set of numbers to another set of numbers that obey certain rules. These rules may involve properties such as continuity, differentiability, and invertibility.

Jane consumes:

Half a blueberry muffin: 0.5 * 270 = 135 calories

Whole fruit platter: 190 calories

A third of a glass of milk: (1/3) * 102 = 34 calories

So her total calorie intake is: 135 + 190 + 34 = 359 calories (rounded to the nearest whole calorie).

Rob consumes:

Hashbrowns and eggs: 2 * 190 = 380 calories

Half a glass of orange juice: 0.5 * 40 = 20 calories

So his total calorie intake is: 380 + 20 = 400 calories.

Therefore, the smaller amount of total calories consumed is 359 calories.

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Consider the equation |x-4| = 5. This equation has two solutions since the distance of x from 4 on the number line can be 5 units in either direction, giving x = 9 or x = -1.

What is algebra?

Algebra is a branch of mathematics that deals with mathematical operations and symbols used to represent numbers and quantities in equations and formulas.

An absolute value equation is of the form |x| = a, where "a" is a positive number. The absolute value of a number is always non-negative, so the equation |x| = a has two possible solutions, x = a and x = -a.

However, there are three possible cases for how many solutions an absolute value equation could have:

One solution: This occurs when a=0. The only solution is x=0 because |0|=0.

Two solutions: This occurs when a > 0. The two possible solutions are x = a and x = -a, since |a| = a and |-a| = a. For example, the equation |x-3| = 2 has two solutions: x-3 = 2 or x-3 = -2, which gives x = 5 or x = 1.

No solutions: This occurs when a < 0. Since the absolute value of a number is always non-negative, an absolute value equation with a negative number on the right-hand side has no solutions. For example, the equation |x-3| = -2 has no solutions since -2 is negative.

The difference in the number of solutions is due to the nature of absolute values. The absolute value of a number represents the distance of the number from zero on the number line, so an absolute value equation can have two solutions when the distance is equal to a positive number, one solution when the distance is equal to zero, and no solution when the distance is less than zero.

For example, consider the equation |x-4| = 5. This equation has two solutions since the distance of x from 4 on the number line can be 5 units in either direction, giving x = 9 or x = -1.

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Answer: Absolute value equations are important in situations where values cannot be negative, like measuring distance. For example, if you forget which floor your friend lives on and he tells you he's on the fourth floor, and you say you're two floors away, you could be on either the second or sixth floor. Absolute value inequalities are important in determining margins of error or tolerance, especially in manufacturing.

Step-by-step explanation:

When solving an absolute value equation, three possible scenarios could occur. The first scenario is when the absolute value expression equals a positive number. In this case, there will be two solutions, one positive and one negative. The second scenario is when the absolute value expression equals zero. In this case, there will be only one solution, which is zero. The third and final scenario is when the absolute value expression equals a negative number. In this case, there are no solutions, as the absolute value of any number is always non-negative.

The reason there are differences in the number of solutions for each case is due to the nature of absolute value. Absolute value always returns a non-negative value, regardless of the sign of the number inside the absolute value expression. Therefore, when the absolute value expression is positive, there are two possible solutions, one positive and one negative. When the expression equals zero, there is only one solution, which is zero. And when the expression is negative, there are no solutions, as there cannot be a negative absolute value.

Given: D = 8 1/2 in.

We know that the diameter of a circle is twice the radius. Therefore, we can find the radius by dividing the diameter by 2:

radius (r) = D/2 = 8 1/2 / 2 = 4 1/4 in.

To find the circumference (C) of the circle, we can use the formula:

C = 2πr

where π (pi) is a constant approximately equal to 3.14.

Substituting the value of r, we get:

C = 2π(4 1/4) = 2π(17/4) = 8.5π

Therefore, the radius is 4 1/4 in. and the circumference is 8.5π in.

A graph of the image of ABC under a dilation whose center is P and scale factor is 2 is shown in the image below.

In Geometry, a dilation can be defined as a type of transformation which typically changes the size of a geometric shape, but not its shape.

In this exercise, we would use an online graphing calculator to plot the image of ABC after a dilation by a scale factor of 2 centered at P.

Based on the image (see attachment), we can logically deduce that each vertex is 2 times as far from center P as the original vertex and each segment is 2 times as long as the original:

Side length A'C' = 8.2 × 2 = 16.4

Side length A'B' = 5.0 × 2 = 10.0

Side length B'C' = 5.8 × 2 = 11.6

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Answer:

x≥ -2

Step-by-step explanation:

−2x + 1 ≥ 5

       -1     -1

-2x ≥ 4

x≥ -2

The ratio of the height of the smaller prism to the height of the larger prism is 1:sqrt(27).

what is prism?

A prism is a geometric solid that has two parallel and congruent polygonal bases, and the sides connecting the bases are parallelograms. These parallelograms are typically rectangles, but they can also be squares or rhombuses. A prism can be named based on the shape of its base, such as a rectangular prism, triangular prism, hexagonal prism, etc.

Since the prisms are similar, their corresponding sides are proportional. In particular, the ratio of the heights of the prisms is the same as the ratio of their volumes.

Let the height of the smaller prism be h1 and the height of the larger prism be h2. Let the volume of the smaller prism be V1 = 15 cm^3 and the volume of the larger prism be V2 = 405 cm^3. Then:

V1/V2 = (h1^2 * 5) / (h2^2 * 5)

V1/V2 = h1^2 / h2^2

sqrt(V1/V2) = h1 / h2

Substituting the given values, we get:

sqrt(15/405) = h1 / h2

sqrt(1/27) = h1 / h2

1/sqrt(27) = h1 / h2

Therefore, the ratio of the height of the smaller prism to the height of the larger prism is 1:sqrt(27), or approximately 1:5.2.

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Answer:

=4.44444444×10UP38

Step-by-step explanation:

that is your answer:)

The axis of symmetry for f(x) is x = 1 and h(x) is x=3.

The axis of symmetry is an imaginary straight line that divides a shape into two identical parts, thereby creating one part as the mirror image of the other part. When folded along the axis of the symmetry, the two parts get superimposed. The straight line is called the line of symmetry/the mirror line. This line can be vertical, horizontal, or slanting.

Assuming that f(x) and h(x) are quadratic functions, here's how to find the axis of symmetry for each function:

f(x) = 2x² - 4x + 1

To find the axis of symmetry for f(x), we first identify the coefficients a, b, and c:

a = 2, b = -4, c = 1

Then, we use the formula:

x = -b / (2a) = -(-4) / (2 * 2) = 1

Therefore, the axis of symmetry for f(x) is x = 1. This means that the graph of f(x) is symmetric with respect to the vertical line x = 1.

h(x) = -x² + 6x - 5

To find the axis of symmetry for h(x), we first identify the coefficients a, b, and c:

a = -1, b = 6, c = -5

Then, we use the formula:

x = -b / (2a) = -6 / (2 * -1) = 3

Therefore, the axis of symmetry for h(x) is x = 3. This means that the graph of h(x) is symmetric with respect to the vertical line x = 3.

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The complete question would be:

Two functions are given below: f(x)=2x² - 4x + 1 and h(x)=-x² + 6x - 5. State the axis of symmetry for each function and explain how to find it.

There is no x-coordinate where the graph of the function [tex]f(x) = e^{-x^{2}}[/tex] has a slope of 0. However, the best answer would be (A) 0.

Answer:

(H)

Step-by-step explanation:

Recall that [tex]V-E+F=2[/tex].

Setting [tex]V=F=4[/tex] yields [tex]E=6[\tex].

Answer:

A + B + C = 68

Step-by-step explanation:

A : B = 1 : 2

B : C = 3 : 4

Find the LCM of 2 and 3. LCM = 6

Multiply A : B by 3 and B : C by 2      

[tex]\dfrac{A}{B}=\dfrac{1}{2}=\dfrac{1*3}{2*3}=\dfrac{3}{6}\\\\\\\dfrac{B}{C }=\dfrac{3}{4}=\dfrac{3*2}{4*2}=\dfrac{6}{8}[/tex]

A : B = 3 : 6    &   B : C = 6 :8

A : B : C = 3 : 6 : 8

A = 3x

B = 6x

C = 8x

It is given that C is 32.

         8x = 32

Divide both sides by 8

          x = 32÷ 8

          x = 4

A = 3*4 = 12

B = 6 * 4 = 24

Sum of three numbers = 12 + 24  + 32

                                      = 68

The graph of the original triangle and the after the dilation are shown below:

Triangle dilation graph 8.

Dilation refers to the process of expanding or stretching an object or a space in one or more directions. In mathematics, dilation is a geometric transformation that changes the size of an object or a figure by either enlarging or reducing its dimensions, while preserving its shape and orientation.

In the context of image processing and computer vision, dilation is an operation that is commonly used to enhance and extract features from images. It involves convolving an image with a small structuring element or kernel, which slides over the image and replaces each pixel with the maximum value within the kernel.

For a dilation with a scale factor of 0.5 and centered at the origin, each coordinate of the triangle will be multiplied by 0.5. Thus:

J(8,0) will become J'(4,0)

L(-2,0) will become L'(-1,0)

K(4,4) will become K'(2,2)

The graph of the original triangle and the image after the dilation are shown below:

Triangle dilation graph 6

For a dilation with a scale factor of 2 and centered at the point (8,3), each coordinate of the triangle will be multiplied by 2 and then translated by the vector (8,3). Thus:

A (9,8) will become A'(26,14)

C (0,2) will become C'(8,7)

G (3,3) will become G'(14,9)

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we have shown that [tex]$(a^m)^n = a^{mn}$[/tex] for all [tex]$a \in G$[/tex] and [tex]$m, n \in \mathbb{Z}$[/tex].

To prove that in a group G, [tex]$(a^m)^n = a^{mn}$[/tex] for all [tex]$a \in G$[/tex] and [tex]$m, n \in \mathbb{Z}$[/tex], we need to show that both sides of the equation are equal.

We start by simplifying the left-hand side:

[tex]$(a^m)^n = a^{mn}$[/tex]

This is because raising a to the power of m and then to the power of n is the same as raising a to the power of mn. This property is known as the associative property of exponents.

Next, we need to show that the right-hand side of the equation is also equal to [tex]$a^{mn}$[/tex]:

[tex]$a^{mn} = a^{nm}$[/tex]

This is because multiplication is commutative in [tex]$\mathbb{Z}$[/tex], which means that [tex]$mn = nm$[/tex]

Therefore, we have shown that [tex]$(a^m)^n = a^{mn}$[/tex] for all [tex]$a \in G$[/tex] and [tex]$m, n \in \mathbb{Z}$[/tex].

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The statement that is NOT true is: "The y-intercept of the line of best fit means that it cost $9,994 to build the house."

Hi! Based on the given information and without a visual of the graph, I will provide a general answer using the terms provided. Please note that an accurate response may require additional information or context.

The slope of the line of best fit indicates the rate of change in the value of the house over time, and a positive slope signifies that the value has increased. However, the y-intercept of the line of best fit does not necessarily mean that it cost $9,994 to build the house.

The y-intercept represents the estimated value of the house when the independent variable (usually time) is zero, but it does not account for factors like construction costs, inflation, or changes in the real estate market.

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Answer:

3) x = 19

4) x = 4

Step-by-step explanation:

3) Co interior angles are supplementary.

         6x - 30 + 96 = 180

   Combine like terms,

                  6x  + 66 = 180

 Subtract 66 from both sides,

                          6x = 180 - 66

                          6x = 114

Divide both sides by 6,

                            x = 114 ÷ 6

                            [tex]\boxed{\bf x = 19}[/tex]

4) When two lines are intersected by a transversal, alternate exterior angles are equal.

             7x + 5 = 33

Subtract 5 from both sides,

                   7x = 33- 5

                  7x = 28

Divide both sides by 7,

                  x = 28 ÷ 7

                  [tex]\boxed{\bf x = 4}[/tex]

The angles and their converse are:

a) ∠9 ≅ ∠22

Parallel lines: q and r.

Converse: if two lines are parallel, then their corresponding angles are congruent.

b) m∠8 + m∠13 = 180

Parallel lines: p and q.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

c) ∠1 ≅ ∠17

Parallel lines: p and r.

Converse: if two lines are parallel, then their corresponding angles are congruent.

d) ∠16 ≅ ∠20

Parallel lines: q and r.

Converse: if two lines are parallel, then their alternate angles are congruent.

e) m∠2 + m∠22 = 180

Parallel lines: p and r.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

f) ∠10 ≅ ∠13

No lines are parallel.

Converse: if two angles in a quadrilateral are adjacent then they are said to be congruent.

g) ∠5 ≅ ∠15

Parallel lines: p and q.

Converse: if two lines are parallel, then their opposite angles are congruent.

h) m∠2 + m∠16 = 180

Parallel lines: p and q.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

a) ∠9 ≅ ∠22

The parallel lines for this to be true are lines q and r.

Converse is if two lines are parallel, then their corresponding angles are congruent.

b) m∠8 + m∠13 = 180

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

c) ∠1 ≅ ∠17

The parallel lines for this to be true are lines p and r.

Converse is if two lines are parallel, then their corresponding angles are congruent.

d) ∠16 ≅ ∠20

The parallel lines for this to be true are lines q and r.

Converse is if two lines are parallel, then their alternate angles are congruent.

e) m∠2 + m∠22 = 180

The parallel lines for this to be true are lines p and r.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

f) ∠10 ≅ ∠13

No lines are parallel.

Converse is if two angles in a quadrilateral are adjacent then they are said to be congruent.

g) ∠5 ≅ ∠15

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their opposite angles are congruent.

h) m∠2 + m∠16 = 180

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

3) The co interior angles are supplementary.

Thus:

6x - 30 + 96 = 180

6x  + 66 = 180

Subtract 66 from both sides,

6x = 180 - 66

6x = 114

Divide both sides by 6,

x = 24                        

4) When two lines are intersected by a transversal, the alternate exterior angles are equal.

7x + 5 = 33

Subtract 5 from both sides,

7x = 33- 5

7x = 28

Divide both sides by 7,

x = 4

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Answer:

[tex]625 \: {in}^{3} [/tex]

Step-by-step explanation:

This figure is formed from a cube and a rectangular prism

First, we can find the volume of the cube:

(l (side length) = 5 in)

[tex]v(cube) = {l}^{3 } = {5}^{3} = 125 \: {in}^{3} [/tex]

Now, let's find the volume of the rectangular prism:

(h = 5 in; a (base area) = 20 × 5 = 100 in^2)

[tex]v(prism) = a(base) \times h[/tex]

[tex]v(prism) = 100 \times 5 = 500 \: {in}^{3} [/tex]

In order to find the total volume of this figure, we have to add these two volumes together:

[tex]v(total) = v(cube) + v(prism)[/tex]

[tex]v(total) = 125 + 500 = 625 \: {in}^{3} [/tex]

Answer:

Using the formula for compound interest: A = P(1 + r/n)^(nt) where: A = the balance after the investment period P = the principal amount (the initial deposit) r = the annual interest rate (as a decimal) n = the number of times the interest is compounded per year t = the time the money is invested (in years) We can plug in the values given in the problem: P = $1856 r = 0.0242 (2.42% expressed as a decimal) n = 4 (quarterly compounding) t = 6/12 (6 months expressed as a fraction of a year) A = $1856(1 + 0.0242/4)^(4 * 6/12) A = $1856(1.00605)^2 A = $1931.

Answer:

The number you provided is **9,876 ,540,000**. The significant figures of this number are **10**¹.

The trailing zeros in this number are not significant, so they do not count toward the total number of significant figures