How many feet are in 30 yards?

__ ft

When it comes to making a valid conclusion, D) No. Students currently taking an art class would be more likely to want to take another art class.

Why can the teachers not make a valid conclusion?

The sample in this case is limited to students who are already enrolled in the art class. Since the survey only includes students from the art class, it might not be representative of the entire student population at Albany Middle School.

Students who have chosen to enroll in the art class may have a specific interest or affinity for art, and their preferences may not be reflective of the broader student body.

If the goal is to determine elective preferences for the entire student population, it would be more appropriate to survey a random and diverse group of students rather than solely focusing on those already in the art class.

Options are:

A) Yes. Most students like to do art.

B) No. Students in middle school would probably like to take drama.

C) Yes. Students in an art class are a good group to get a sample of the general population.

D) No. Students currently taking an art class would be more likely to want to take another art class.

To find the rate at which the volume of the rind is growing, we calculate the volume of the entire watermelon and the volume of the watermelon not including the rind, at the end of the fifth week. Then, calculate the derivative of this volume difference with respect to time.

The topic at hand is related rates in calculus, specifically applied to a growing spherical watermelon. The rate of growth of the radius is given as 2 centimeters per week. The thickness of the rind is always one-tenth the radius, but we're interested in the volume of the rind. We use the formula for the volume of a sphere: V = (4/3)πr³, where r is the radius.

At the end of the fifth week, the radius is 2 cm/week x 5 weeks = 10 cm, therefore the outer radius of the watermelon is 10 cm and the inner radius is 9 cm (since the rind is one-tenth the radius). Therefore, the volume of the rind would be given by the volume of the watermelon minus the volume of the interior of the watermelon not including the rind. We can then calculate the derivative of the volume of the rind with respect to time to find the rate at which the volume is increasing at the end of the fifth week.

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Good evening,

___________________

Step-by-step explanation:

|3x – 5| > 10 ⇔ 3x – 5 > 10 or 3x – 5 < -10.

:)

Answer: 3x-5<-10 or 3x-5>10

Step-by-step explanation:

The correct answer is: 8

Explanation:

Given mixed number:

[tex] 7\frac{4}{5} [/tex]

In order to convert a mixed number into a decimal number, follow the steps mentioned below:

Multiple 7 with 5 and add the numerator to the answer you get by multiplying 7 with 5. After that, write that result in the numerator and divide it with 5:

Step-1:

Multiply 7 with 5.

7*5 = 35

Step-2:

Add numerator value, which is 4 in this case, in 35

35 + 4 = 39

Step-3:

Rewrite the fraction.

[tex] \frac{39}{5} [/tex]

Step-4:

Calculate.

[tex] \frac{39}{5} = 7.8 [/tex]

Now, as the number at the tenth place after the decimal point is greater than 5, we have to round it off to 8.0.

Hence the correct answer is 8.

Rounding 7 4/5 to the nearest whole number gives 8.

To round the fraction 7 4/5 to the nearest whole number, we examine the fractional part (4/5) of the mixed number.

The fractional part, 4/5, is greater than or equal to 1/2. In such cases, when the fractional part is greater than or equal to 1/2, we round the whole number up to the next higher whole number.

In this case, the whole number part is 7. Since the fractional part is greater than 1/2, we round the whole number up to the next higher whole number, which is 8.

Therefore, rounding 7 4/5 to the nearest whole number gives us 8.

In summary, when rounding a mixed number to the nearest whole number, we look at the fractional part. If it is greater than or equal to 1/2, we round the whole number up. If it is less than 1/2, we round the whole number down. In this case, since 4/5 is greater than 1/2, we round 7 up to 8.

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To find y(7) given dy/dt = 4y and y(2) = 400, we can solve the differential equation, find the constant of integration, and substitute the value of t to find y(7).

To solve the differential equation dy/dt = 4y, we can separate the variables and integrate them. Starting with dy/y = 4dt, we get ln|y| = 4t + C, where C is the constant of integration.

Using the initial condition y(2) = 400, we can solve for C: ln|400| = 4(2) + C, C = ln|400| - 8. Now we can find y(7): ln|y(7)| = 4(7) + ln|400| - 8. Exponentiating both sides, we get |y(7)| = e^(28 + ln|400| - 8), and since y(7) is positive, y(7) = e^(28 + ln|400| - 8).

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The circumference of a child's swimming pool with a radius of 3 feet is approximately 18.84 feet. We derive this using the formula for the circumference of a circle, namely C = 2πr.

In the realm of Mathematics, the circumference of a circle can be calculated using the formula C = 2πr, where C represents the circumference, π is a constant approximately equal to 3.14, and r is the radius of the circle. In the case of a child's swimming pool with a radius of 3 feet, we substitute the radius (r) into the formula to get: C = 2*3.14*3= 18.84 feet. Therefore, the circumference of the child's swimming pool is approximately 18.84 feet.

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Answer:  Option '4' is correct.

Step-by-step explanation:

Since we have given that

Total number of games =50

Firstly, he played 20 games.

Percentage of games they won = 60%

Number of games they won is given by

[tex]\dfrac{60}{100}\times 20\\\\=0.6\times 20\\\\=12[/tex]

Remaining number of games = 50-20=30

Percentage of remaining games they won = 80%

So, number of games they won is given by

[tex]\dfrac{80}{100}\times 30\\\\=0.8\times 30\\\\=24[/tex]

So, total number of games they won is given by

12+24 = 36

So, Percentage of games they won for the entire season will be

[tex]\dfrac{36}{50}\times 100\\\\=36\times 2\\\\=72\%[/tex]

Hence, Option '4' is correct.

Answer:

15 :D

Step-by-step explanation:

Well, we know b = 3 so we can rewrite the expression to make it less confusing. So, we change b for 3, which is the same thing but number form:

2(3) + 9

Now we evaluate 2(3) which would be 2 x 3. 2 x 3 is 6, so we rewrite 2(3) as 6.

6 + 9

and finally, 6 + 9 is 15!

♡Hope this helps♡

The solution to 2b+9 when b=3 is 15.

Solutions are the values of an equation where the values are substituted in the variables of the equation and make the equality in the equation true.

We have,

2b + 9

Now,

The value of 2b + 9 when b = 3.

= 2b + 9

= 2 x 3 + 9

= 6 + 9

= 15

Thus,

The solution is 15.

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Answer:

RTP: 1 + cos2x = 2/1+tan^2x

LHS  =  1 + cos2x

        =  1 + 2cos^2x - 1

        =  2cos^2x

RHS = 2/1+tan^2x

        = 2/sec^2x

        = 2 x cos^2x

        = 2cos^2x

2cos^2x=2cos^2x

LHS = RHS

Step-by-step explanation:

A postulate becomes a theorem through logical deduction and proof, starting with the postulates and leading to an indisputably true conclusion. Each step in a proof must follow logically from the ones before it, and the end result is a statement that holds true without premises, recognized universally in mathematics.

A postulate becomes a theorem through a process of logical deduction and proof. In mathematics, a postulate is an assumed statement used as a starting point for further reasoning and arguments. When we begin with our starting definitions and postulates, we can logically deduce new conclusions or theorems. If we can provide a proof of a statement A and show that it is definitely true based on the postulates and previously established theorems, then A becomes a theorem. Each line in a proof must follow from the rules cited, which are based on earlier lines of the proof or established logic. Once we derive the final conclusion, if every line of the proof is legitimate, then the whole proof is legitimate, and the sentence can be considered a theorem.

Moreover, a theorem is a statement that is true without any premises, meaning it derives from logical deductions of the initial assumptions. A theorem is proven via indisputable, step-by-step logical deductions. To illustrate, if an experiment or an established fact contradicts existing theories, it may lead to the development of a new theorem, as was the case with the postulates of Special Relativity. Ultimately, something is recognized as a theorem if it is a tautology—true in all possible models—thus making it a universally accepted truth in mathematics.

Answer:

{(-5, 5), (0, 5), (5, 5)}  Step-by-step explanation:

1.2 kilograms bag of pasta has 20 portions.

The division in mathematics is one kind of operation. In this process, we split the expressions or numbers into the same number of parts.

Given:

One portion of pasta has a mass of 60 grams.

And we have 1.2 kilograms of pasta.

So, number of portions,

= 1200/60

= 120/6

= 20

Therefore, 20 portions are there in a 1.2 kg bag of pasta.

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To write a quadratic function in standard form with zeros 6 and -8, we use the fact that the zeros of a quadratic function are the values of x for which the function equals zero. The quadratic function in standard form with zeros 6 and -8 is x^2 + 2x - 48 = 0.

To write a quadratic function in standard form with zeros 6 and -8, we use the fact that the zeros of a quadratic function are the values of x for which the function equals zero. The standard form of a quadratic function is ax^2 + bx + c = 0. Since the zeros are 6 and -8, the factors of the quadratic function will be (x - 6) and (x + 8). Multiplying these factors gives us (x - 6)(x + 8) = 0. Expanding and simplifying this expression, we get x^2 + 2x - 48 = 0. Therefore, the quadratic function in standard form with zeros 6 and -8 is x^2 + 2x - 48 = 0.

A trend line shows the general pattern of the data, but does not try to connect all the data points.

The correct statement about trend lines is:

A. A trend line shows the general pattern of the data, but does not try to connect all the data points.

A trend line is used to represent the overall trend or pattern in a set of data. It is not necessary for all the data points to fall exactly on the trend line. The trend line provides a visual representation of the relationship between the variables being measured, such as the change over time.

By applying logarithmic properties and solving a resulting quadratic equation, we find the solutions x = 3  and x = -7 for the given logarithmic equation.

To solve the logarithmic equation [tex]\( \log_4(x+5) + \log_4(x-1) = 2 \),[/tex] we can use the properties of logarithms to condense the equation into a single logarithm, then solve for x.

First, we apply the product rule of logarithms, which states that [tex]\( \log_a(b) + \log_a(c) = \log_a(bc) \)[/tex], to condense the two logarithms on the left side:

[tex]\[ \log_4((x+5)(x-1)) = 2 \][/tex]

Now, we have:

[tex]\[ (x+5)(x-1) = 4^2 \][/tex]

[tex]\[ (x+5)(x-1) = 16 \][/tex]

Next, we expand the left side of the equation:

[tex]\[ x^2 - x + 5x - 5 = 16 \][/tex]

[tex]\[ x^2 + 4x - 5 - 16 = 0 \][/tex]

[tex]\[ x^2 + 4x - 21 = 0 \][/tex]

Now, we can solve this quadratic equation for x. We can use the quadratic formula:

[tex]\[ x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a} \][/tex]

For [tex]\( x^2 + 4x - 21 = 0 \), \( a = 1 \), \( b = 4 \), and \( c = -21 \).[/tex]

Plugging in these values, we get:

[tex]\[ x = \frac{-4 \pm \sqrt{4^2 - 4(1)(-21)}}{2(1)} \][/tex]

[tex]\[ x = \frac{-4 \pm \sqrt{16 + 84}}{2} \][/tex]

[tex]\[ x = \frac{-4 \pm \sqrt{100}}{2} \][/tex]

[tex]\[ x = \frac{-4 \pm 10}{2} \][/tex]

[tex]\[ x = \frac{6}{2} \][/tex] or [tex]\( x = \frac{-14}{2}[/tex]

x = 3  or x = -7

So, the solutions to the equation are  x = 3  and x = -7 .

The question probable may be:

Given a log equation solve it:

[tex]\( \log_4(x+5) + \log_4(x-1) = 2 \),[/tex]

The student's question is about simplifying a complex algebraic expression that involves exponents and basic arithmetic operations. The approach to simplification entails applying the rules of exponents and arithmetic operations systematically.

The student's question appears to involve simplifying an algebraic expression with exponents and performing operations such as division and multiplication. While the question contains parts that are not directly relevant to the simplification process, we can still address the general approach to simplify an expression like a^4 divided by 2a^2 and then multiplied by 4a^4 times 8a^3, plus an additional term 1/2a plus 4a^2.

To simplify such an expression, one would apply the rules of exponents and arithmetic operations step by step. For instance, when dividing exponents with the same base, you subtract the exponents, and when multiplying, you add the exponents. This process typically results in a much simpler expression that can easily be understood or further manipulated.