3/5 is the quotient of these fractions in lowest form when 3/10 divides by 2/4
How to divide fractions?When two fractions are divided, the first fraction is multiplied by the second fraction's reciprocal. Finding the reciprocal of the second fraction and this can be obtained by reversing its numerator and denominator—is and then dividing the fractions. Multiply the two numerators after that. Multiply the two denominators after that, After that we need to simplify the fraction to its lowest form.
so in order to find quotient when 3/10 is divided by 2/4 we get:
quotient = (3/10) / (2/4)
=> (3/10) * (4/2)
=> 12/20
so the quotient of this division is 12/20
now we have to find the lowest form of quotient
so gcd(12,20) = 4
where gcd is greatest common divisor
so lowest form of 12/24 = (12/4) / (20/4)
=> 3 /5
so lowest form of the quotient is 3/5
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The quadratic function f(x) has roots of −2 and 3 and point (2, −4) lies on f(x). What is the equation of f(x)? f(x) = 2(x + 2)(x − 3) f(x) = 2(x − 2)(x + 3) f(x) = (x + 2)(x − 3) f(x) = (x − 2)(x + 3)
Using the roots of the quadratic equation the equation is solved to be
f(x) = (x + 2)(x − 3)How to get the equation of the quadratic equationInformation from the problem include
The quadratic function f(x) has roots of −2 and 3 and point (2, −4) lies on f(x)
from the roots
x = -2 and x = 3
x + 2 = 0 and x - 3 = 0
(x + 2)(x - 3)
passing through points (2 , -4)
y = a(x + 2)(x - 3)
-4 = a(2 + 2)(2 - 3)
-4 = a * 4 * -1
-4 = -4a
a = 1
the quadratic equation is f(x) = (x + 2)(x − 3)
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determine the average rate of change in concentration of b from t=0 s to t=222 s.
The average rate of change in concentration of b from t=0 s to t=222 s as calculated from the data given is 0.00916M/s.
The changes happening in A can be found as ,
= 0.140 - 0.650
= -0.510 M
Time = 222 s - 0 s
= 222 s
Therefore the average rate of change of A is
= -0.510 M / 222 s = -0.00229 M/s
Since the value obtained is negative we can conclude that the rate is decreasing.
Using stoichiometry equation we can find the value of B as ,
The average rate of change of B
= 2 x 0.00229
= +0.00458 M/s
-∆[A]/∆t = +1/2∆[B]/∆t
-0.00458 = +∆B/2
∆B = 2x 0.00458 = 0.00916M/s
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What is the mean of 2 4 6 8 10 12?
The mean of the numbers 2 4 6 8 10 12 is 7
What is mean in math ?In mathematics and statistics, the concept of mean is crucial. The most typical or average value among a group of numbers is called the mean.
mean is calculated getting the summation of all the numbers and dividing by the number of times or occurrences of the number are
In this problem the numbers are 6 and the sum is calculated as follows
= 2 + 4 + 6 + 8 + 10 + 12
= 42
the mean is calculated by dividing the summation by number of occurrence
= 42 / 6
= 7
the mean is 7
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Omar studies the effects of a drought on the depth of water in a pond. He takes a reading of the water depth at the same location in the pond every day for the duration of the drought. Which method of displaying data would he most likely use to show changes in water depth?.
Omar would most likely use a line graph to show changes in water depth. A line graph would allow him to plot the water depth readings against a timeline and visualize how the depth changes over the duration of the drought.
A line graph is the most appropriate method of displaying data to show changes in water depth over the duration of the drought. A line graph is a type of chart that plots data points on a two-dimensional coordinate system. It is used to show how one set of data changes over a period of time. Omar would plot the water depth readings along the vertical y-axis and the days of the drought along the horizontal x-axis. A line would then be drawn to connect the data points, depicting the changes in water depth over the period of the drought. Additionally, the data points can also be labeled to provide more detailed information about the water depth readings at each point. This would allow Omar to compare the readings over time and monitor the effects of the drought on the water depth.
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abc is right angled triangle at A which tan B=1 then tan C-sin B cos C=...
Answer:
1/2
Step-by-step explanation:
Given right triangle ABC with right angle A and tan(B) = 1, you want the value of the expression tan(C) -sin(B)cos(C).
AnglesAngle A is given as 90°.
Angle B is found from ...
tan(B) = 1 ⇒ B = arctan(1) = 45°
Angle C is its complement:
C = 90° -B = 45°
Trig functionsThe relevant trig functions are ...
tan(C) = tan(45°) = 1
sin(B) = sin(45°) = 1/√2
cos(C) = cos(45°) = 1/√2
ExpressionThen the value of the expression is ...
tan(C) -sin(B)cos(C)
= 1 -(1/√2)(1/√2) = 1 -1/2
= 1/2
What is the mean of the modes of the given set of numbers 54 55 55 55 56 57 57 57 58 and 59?
56.6 years is the mean of the modes of the given set of numbers.
What are the mean, median, and example?
The most frequent number, or the one that happens the most frequently, is known as the mode.
Example: Since the number 2 appears three times, more than any other number, it is the mode of the numbers 4, 2, 4, 3, and 2.
The mean is calculated by adding together all the values
= (54+54+54+55+56+57+57+58+58+60+60
= 623
= 56.6 years.
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suppose sat math scores are normally distributed with a mean of 516 and a standard deviation of 115 while act math scores have a normal distribution with a mean of 22 and a standard deviation of 5. anna scored 650 on the sat math and bob scored 29 on the act math. assuming that both tests measure the same kind of ability, who did better in terms of the standardized z-score?
By assuming that both tests measure the same kind of ability, Bob did better in terms of the standardized Z-score.
We have provide a data about two major math's tests.
First Major test : SAT math score normally distributed with
Mean , μ = 516 and
Standard deviations, σ = 115
Second Major test: ACT math score normally distributed with
Mean, μ = 22
Standard deviations, σ = 5
Anna scores in SAT test 650
i.e x = 650
Using Z-Score formula,
Z = (x - μ)/σ
Z = (650 - 516)/115 = 154/115 = 1.17
Also, Bob score on ACT math test is 29 i.e x = 29
Z-Score = (x - μ)/σ
=> Z = (29 - 22)/5 = 7/5
=> Z = 1.4
Since, Z-Score for Bob's ACT math test is high as compared to Anna's SAT math test.
So, Bob did better in terms of the standardized z-score.
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weights, in pounds, of eight students in a class are: student weight (in pounds) student 1 128 student 2 193 student 3 166 student 4 147 student 5 202 student 6 183 student 7 181 student 8 158 using the data above, what is the standard error of the sample mean? answer choices are rounded to the hundredths place.
The standard error of the sample mean is approximately 8.9 pounds.
What is standard error of the sample mean?
Simple division of the standard deviation by the square root of the sample size yields the SEM. By evaluating the sample-to-sample variability of the sample means, standard error determines the accuracy of a sample mean.
To find the standard error of the sample mean, we need to first find the sample mean weight of the students. To do this, we add up the weights of all the students and divide by the number of students:
(128 + 193 + 166 + 147 + 202 + 183 + 181 + 158) / 8 = 171.5
Next, we need to find the variance of the sample. The variance is a measure of the spread of the data around the mean, and is calculated as follows:
[tex]variance = ((weight - mean)^2) / (n-1)[/tex]
where weight is the weight of each student, mean is the sample mean weight, and n is the number of students.
Plugging in the values from our data, we get:
variance = (128 - 171.5)^2 + (193 - 171.5)^2 + (166 - 171.5)^2 + (147 - 171.5)^2 + (202 - 171.5)^2 + (183 - 171.5)^2 + (181 - 171.5)^2 + (158 - 171.5)^2 / 7
= 1096.5
Finally, we can find the standard error of the sample mean by taking the square root of the variance and dividing by the square root of the number of students:
[tex]standard\ error = \sqrt{(variance / n)} \\\\= \sqrt{1096.5 / 8 )\\\\=8.9[/tex]
So, The standard error of the sample mean is approximately 8.9 pounds.
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What age can a child count to 100?
Counting to 100 frequently and accurately can be mastered between the ages of three and a half and five and a half, but no later than the age of six.
What is a child's developmental?The series of physical, language, mental, and emotional changes that occur in a kid from birth to the beginning of maturity is referred to as child development. During this phase, a kid moves from being dependent on their parents/guardians to be more self-sufficient.
Most parents will notice their children can count to 100 without any assistance around this age.
So it was apparent that they had a lot of practice time and focused specifically on counting to 100. The average age of parents in the discussion cable ranged from tardily 5 to early 6 years old.
Some parents expressed concern about their children not being able to count to 100 by the age of six, but they were apathetic because it was apparent their child was capable of other developmental goals.
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5 men and 5 women are standing in a line. how many possible ways are there to arrange them in a line such that no two men are next to each other?
Can I take the square root of 0?
Yes, we can take the square root of 0, the value of square root 0 is equal to 0.
What is a square root?A number's square root is the amount that, when multiplied by itself, equals the original value.
The square root of 0 is x multiplied by itself to give the number to give 0.
Which means x*x=0.
To get the product of numbers as 0, at least one number should be 0.
Therefore here x=0.
0 × 0 = 0
0² = 0
0 = √0
Hence we can take the square root for 0 and yes, it is defined.
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What is the multiplicity of 5?
The multiplicity of a number is the number of times a number is a factor of another number.
In general, the multiplicity of a number can be determined by dividing the number by the factor. If the result is a whole number, then the multiplicity of the factor is equal to the result of the division. If the result is a decimal or fraction, then the multiplicity of the factor is 0.
For example, if we wanted to find the multiplicity of 5 in 25, we would divide 25 by 5: 25/5 = 5. This means that the multiplicity of 5 in 25 is 5.
The multiplicity of 5 can also be determined by finding the prime factorization of the number. For example, if we wanted to find the multiplicity of 5 in 30, we would factorize 30: 30 = 2 x 3 x 5. This means that the multiplicity of 5 in 30 is 1, because there is only one 5 in the prime factorization of 30.
In summary, the multiplicity of a number is the number of times a number is a factor of another number. The multiplicity of a number can be found by dividing the number by the factor, or by finding the prime factorization of the number.
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Write a fraction in
which the numerator and the
denominator have 1, 2, 4, and 8 as
common factors. Then write the
fraction in simplest form.
A nutritionist collects data from 25 popular breakfast cereals. For each cereal, the number of calories per serving is plotted on the x-axis against the number of milligrams of sodium on the y-axis. The value of r for the resulting scatterplot is 0. 83. How would the value of the correlation coefficient, r, change if sodium was plotted on the x-axis and calories plotted on the y-axis?.
Answer: The answer is B
Step-by-step explanation:
Answer:
Step-by-step explanation:
The pictogram shows information about the houses in a street.
Each house has 3, 4 or 5 bedrooms.
Key:
3-bedroom houses
4-bedroom houses
5-bedroom houses
represents 2 houses
In total, how many bedrooms do these houses have?
The pictogram shows information about the houses in a street. the number of bedrooms each house have is 82 bedrooms
How to find the number of bedroom each house haveUsing the pictogram the number of houses are listed
3-bedroom houses = 9 houses
4-bedroom houses = 10 houses
5-bedroom houses = 3 houses
Multiplying out to get the number of bedroom per house
9 * 3= 27 bedrooms
10 * 4= 40 bedrooms
3 * 5 = 15 bedrooms
Adding the bedrooms together
27 + 40 + 15
= 82 bedrooms
the house has 82 bedrooms
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Converting Real Life Scale.. -Page 2-
NEED HELP ASAPPP 80 POINTS
(picture is linked belowww)
tysm like fr <33
The real-life measurement, if the scale factor is 2, is 4, 4, 1, 18 for the second table.
What is the scale factor?A scale factor, also known as a conversion factor, is a number that is used to increase or decrease the size of a figure without changing its shape. It is used to modify an object's size.
Given:
Scale factor = 2
Calculate the actual measurements as shown below,
[tex]Actual \ measure = Scale \ factor \times Scale \ measurement\ on\ paper[/tex]
Actual measurement = 2 × 2 = 4
Actual measurement = 2 × 2 = 4
Actual measurement = 2 × 0.5 = 1
Actual measurement = 2 × 9 = 18
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What is the mean deviation of 2 4 6 8 10?
When the mean is 6, the mean deviation of a given collection of data is 2.4.
What is mean deviation?The deviation is a metric used in statistics and mathematics to discover the difference between the actual and predicted values of a variable. The deviation is just the distance from the central point. The mean deviation is a statistical metric that computes the average departure from the mean value of a given data collection. Using the following approach, you can simply determine the mean deviation of the data values. We categorize the data and describe the frequency distribution of each group to provide it in a more concise way. These are referred to as class intervals.
Here,
To find out the mean deviation, just follow the steps given below.
Step 1: Find the mean for the given set of values
Step 2: Find the distance. (i.e) Subtract the mean value from each given values, and ignore minus symbol if any
Step 3: Finally, find the mean of the obtained distance, which is called the mean deviation.
=(2+4+6+8+10)/5
=6
mean deviation,
=(4+2+0+2+4)/5
=2.4
The mean deviation of given set of values is 2.4 when mean is 6.
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Please help answer this. I really need a detailed answer using Side angle side or SSS thanks!
Wrong, or incomplete answers will be reported
Answer: X=20 Y=70
Step-by-step explanation:
There’s no labels so it might be hard to explain this one otherwise
-We’ll call the point at the top left with y°: A
-the bottom right point with x°: C
-the point in between them with 40°: B
-the bottom left point with the right angle: D
angle DBC = 140° because angles on a straight line sum to 180°
so x must equal 20 because the other angles in an isosceles triangle are equal and 180-140=40 and 40/2=20
90-20=70 so angle ADB=70
meaning that y must equal 70 because 70+40=110 and 180-110=70
About 13 out of 24 homes have a personal computer. On a street with 96 homes, how many computers would you expect to have?
Answer: 52 computers
Step-by-step explanation:
First, take 96 divided by 24 = 4
Then take 13 times 4 = 52 computers
Answer: 52 computers
Step-by-step explanation: 96 is four times 24, meaning the expected amount of computers can be identified by multiplying the numerator by 4:
13 × 4 = 52
24 × 4 = 96
Our fraction is 52/96, which can be reduced to 13/24.
On a street with 96 people, 52 computers are expected throughout all 96 houses.
Josh tells Greg that the temperature where he lives is currently 77°F. Greg tells Josh that the temperature where he lives is currently 30°C. Josh says it is warmer where he lives, and Greg says it is warmer where he lives. Who is correct? Explain your reasoning
Answer:
Greg is correct
Step-by-step explanation:
To determine which of them is experiencing warmer weather, you need to compare the temperatures in the same unit of measurement. 77°F is equivalent to 25°C, while 30°C is equivalent to 86°F. Therefore, Greg is experiencing warmer weather than Josh.
The difference in the temperatures they reported is due to the fact that they are using different temperature scales. The Fahrenheit scale is used in the United States, while the Celsius scale is used in most other countries. The two scales are related by the equation:
C = (F - 32) / 1.8
To convert from Fahrenheit to Celsius, you can use this equation to determine the temperature in Celsius. To convert from Celsius to Fahrenheit, you can use the equation:
F = C * 1.8 + 32
Using these equations, you can compare temperatures in different scales to determine which is warmer.
7. What is the converse of the following conditional statement?
If x= 12, then 2x - 5 = 19.
O
O
If x= 12, then 2x - 5 < 19.
If 2x - 519, then x = 12.
If 2x - 5 = 19, then x = 12.
If the value x =12 then 2x - 5 = 19 the statement is true if 2x -5 = 19 then x = 12. The correct options are A and D.
What is an expression?The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.
Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.
Given that the statements are:-
x = 12, then 2x - 5 = 19.
2x - 5 = 19
(2 x 12 ) - 5 = 19
24 - 5 = 19
19 = 19
If 2x - 5 = 19, then x = 12. The value of x will be calculated as,
2x - 5 = 19
2x = 19 + 5
2x = 24
x = 24 / 2
x = 12
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72,12,2 simplest form
Answer:
456748
Step-by-step explanation:
you 463uy2iuswhk then 13456
What is the solution to the system of equations?
-2x-y-3x = -1
3x - 2yz = -13
2x + 4y -z = −4
Which graph shows this system of equations? =13+12 y = 1 3 x + 12 =3+4
The graph of the simultaneous linear equation
[tex]y = \frac{1}{3}x + 12\\[/tex]
y = 3x + 4
is the graph given in the third option.
What is simultaneous linear equation?
At first it is important to know about linear equation
Equation shows the equality between two algebraic expressions by connecting the two algebraic expressions by an equal to sign.
A one degree equation is known as linear equation.
Two or more linear equations, which can be solved together to obtain common solution are known as simultaneous linear equation.
The simultaneous linear equation are
[tex]y = \frac{1}{3}x + 12\\[/tex]
y = 3x + 4
Now,
[tex]y = \frac{1}{3}x + 12\\[/tex]
At x = 0, y = 12
The graph passes through (0, 12)
First option is wrong
y = 3x + 4
At x = 0, y = 4
The graph passes through (0, 4)
Second option is wrong
So the third option is correct.
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Where is the 60 degree parallel?
The parallel marks the northern limit of the Southern Ocean (though some organisations and countries, notably Australia, have other definitions) and of the Antarctic Treaty System.
Parallel lines are straight lines that never meet each other no matter how long we extend them
Parallel lines are any two or more lines that all lie in the same plane and never cross one another. They are equally spaced apart and have the same incline.
Numerous pairs of angles are created when a transversal line intersects any two parallel lines. While some angles are additional, others are congruent (equal).
The fundamental characteristics listed below make it simple to recognise parallel lines.
Parallel lines are defined as straight lines that are always the same distance apart.
No matter how far apart they are from one another, parallel lines can never intersect.
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What is the value of − 4?
The value of the expression a^4 depends on "a". It is different for every "a" which can be any numerical value.
What is meant by variable?A symbol (often a letter) used in mathematics to represent an unknowable numerical value in an equation or algebraic statement. A variable can be defined as a quantity that is changeable and not fixed. Variables are crucial since they make up a significant portion of algebra.
What are three types of variable?Dependent, independent and controlled are three types of variable.
The given expression a^4 can be written as:
a^4= a*a*a*a
And the value of this expression depends on "a". It is different for every "a" which can be any numerical value.
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How do you write numbers less than 10?
The rule is that words, not numerals, should be used to represent numbers and ordered events that are less than 10 in total.
what are numbers ?An arithmetic value known as a number is used to calculate and represent a quantity. Numerical writings, such as the letter "3," are used to represent numbers. A number system is a way of writing numbers that uses logical symbols or digits to represent them.
here
There are occasional exceptions, but generally speaking, numbers and ordered events that are less than 10 in total should be expressed as words.
Except for when they are the first digit of a phrase, numbers with two or more digits should be written as numerals.
The rule is that words, not numerals, should be used to represent numbers and ordered events that are less than 10 in total.
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How many quadrilaterals can I construct with the following data quadrilateral PQRS with PQ 4.5 cm angle P 70 ∘ angle Q 100 ∘ angle r 80 ∘ and angle S 110 ∘?
Therefore, we can construct the only one quadrilateral can I construct with the following data quadrilateral PQ 4.5 cm angle P 70 ∘ angle Q 100 ∘ angle r 80 ∘ and angle S 110 with the above diagram.
Describe the quadrilateral.An example of a closed quadrilateral is a polygon, which has four sides, four vertices, and four angles. It has four non-collinear points that are joined together. The interior angles of quadrilaterals are all sums of 360 degrees.
Here,
the following construction steps:
I Build a line segment with a QR of 4.5 cm.
(ii) Create a ray QX with an angle of 80 degrees and cut off QP = 4 cm at the point Q.
(iii) Create a ray at the point R that forms an angle of 110 degrees, and then cut it off at RS = 4.5 cm.
Now join PS. (iv)
PQRS is hence the necessary quadrilateral.
Therefore, we can construct the quadrilateral can I construct with the following data quadrilateral PQ 4.5 cm angle P 70 ∘ angle Q 100 ∘ angle r 80 ∘ and angle S 110 with the above diagram.
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Giving 25 points!!!!!! PLEASE HELP
describe the correlation for this scatter plot
Answer:
Step-by-step explanation:
This scatter plot has a moderate negative correlation.
caliper which tile is missing
The second tile represents the missing alternatives.
What is sequence of objects?In mathematics, a sequence is an enumerated collection of objects in which repetitions are allowed and order matters
Given is a square array of tiles as shown in the image attached.
The tile given at the second number is the missing tile of the given alternatives.
Therefore, the second tile represents the missing alternatives.
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