Bobby’s football team received four five-yard penalties in the first quarter, which meant his team lost yardage in their progress toward the goal line. What was the change in their progression down the field as a result of these penalties?

This looks confusing. Can you try reposting this to make it look clear?

Answer:

[tex]\frac{8}{17}[/tex]

Step-by-step explanation:

The total length of CF is 17 units and the length of DE is 8 units, so the probability of p being on DE is [tex]\frac{8}{17}[/tex]

Answer:

8/17 is correct.

Step-by-step explanation:

To find the solution to the given equation y = -3x - 4 from the provided pairs, substitute the values and solve, giving the solution as (0,-2).

The given equation is y = -3x - 4.

To find which ordered pair is a solution, substitute the given pairs into the equation and check:

(1,0): y = -3(1) - 4 = -3 - 4 = -7

(0,-2): y = -3(0) - 4 = -4

(13,-3): y = -3(13) - 4 = -39 - 4 = -43

Therefore, the ordered pair that is a solution of the equation is (0,-2).

Answer:

45 remainder 3.

Step-by-step explanation:

Answer:

√6/2

Step-by-step explanation:

Answer:45%

Step-by-step explanation:

I believe it’s 45%

Divide 86.4 by 192 and multiply the result by 100 to get the percentage, hence it is 45%.

A figure or ratio that may be stated as a fraction of 100 is a percentage.

If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion, therefore, refers to a component per hundred. Per 100 is what the word percent means.

Here we have to find:

86.4 is what percent of 192

Divide 86.4 by 192:

86.4 / 192 = 0.45

Multiply the result by 100 to convert it into a percentage,

Therefore,

0.45 x 100 = 45%

Hence,

86.4 is 45 percent of 192.

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Answer:

Step-by-step explanation:

Answer:

b 21%

Step-by-step explanation:

good luck and hurry :)

The given 22 teachers from the total of 104 teachers in the survey gives

the teachers who teach math and not English as approximately; 21%

The relative frequency table is presented as follows;

[tex]\begin{tabular}{|c|c|c|c|}&English&Not english & Total\\Math&34&22&56\\Not math&40&8&48\\Total&74&30&104\end{array}\right][/tex]

Required:

The joint relative frequency for teachers teaching math and not English

Solution:

The joint relative frequency is the ratio of the frequency of a given category to the total number of data points within the category.

The number of teachers that teach math but not English = 22

Total number of teachers in the survey = 104

Therefore;

[tex]The \ joint \ relative \ frequency = \dfrac{22}{104} \times 100\approx \mathbf{21\%}[/tex]

Therefore;

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Answer:

-3

Step-by-step explanation:

[tex]3 cis(180^\circ)[/tex] means [tex]3(\cos(180^\circ)+i \sin(180^\circ))[/tex]

What is the [tex]x[/tex]-coordinate value that corresponds to [tex]\theta=180^\circ[/tex]. That value is -1.

What is the [tex]y[/tex]-coordinate value that corresponds to [tex]\theta=180^\circ[/tex]. That value is 0.

So this implies [tex]\cos(180^\circ)=-1 \text{ and } \sin(180^\circ)=0[/tex].

[tex]3 cis(180^\circ)[/tex]  

[tex]3(\cos(180^\circ)+i \sin(180^\circ))[/tex]

[tex]3(-1+i (0))[/tex]

[tex]3(-1+0)[/tex]

[tex]3(-1)[/tex]

[tex]-3[/tex]

Answer:

  z = x^3 +1

Step-by-step explanation:

Noting the squared term, it makes sense to substitute for that term:

  z = x^3 +1

gives ...

  16z^2 -22z -3 = 0 . . . . the quadratic you want

_____

Solutions derived from that substitution

Factoring gives ...

  16z^2 -24z +2z -3 = 0

  8z(2z -3) +1(2z -3) = 0

  (8z +1)(2z -3) = 0

  z = -1/8  or  3/2

Then we can find x:

  x^3 +1 = -1/8

  x^3 = -9/8 . . . . . subtract 1

  x = (-1/2)∛9 . . . . . one of the real solutions

__

  x^3 +1 = 3/2

  x^3 = 1/2 = 4/8 . . . . . . subtract 1

  x = (1/2)∛4 . . . . . . the other real solution

The complex solutions will be the two complex cube roots of -9/8 and the two complex cube roots of 1/2.

Answer:

x^3 +1

Step-by-step explanation:

bisect = to cut into two equal halves.

so from that theorem Juan used we can derive that once both diagonals bisect each other, the halves of AO = OC and DO = OB.

Answer:

115.1

Step-by-step explanation:

Answer:

Speed of Plane = 600 miles per hour

Speed of Wind = 150 miles per hour

Step-by-step explanation:

The distance equation is D = RT

Where

D is the distance

R is the rate

T is the time

Let rate of airplane be "x" and rate of wind be "c"

Also, note:  rate with wind is airplane's and wind's, so that would be "x + c"

and rate against the wind is airplane's minus the wind's, so that would be "x - c"

Now,

2250 miles with wind takes 3 hours, so we can write:

D = RT

2250 = (x + c)(3)

and

2250 miles against the wind takes 5 hours, we can write:

D = RT

2250 = (x - c)(5)

Simplifying 1st equation:

[tex]2250 = (x + c)(3)\\3x+3c=2250[/tex]

Simplifying 2nd equation:

[tex]2250 = (x - c)(5)\\5x -5c=2250[/tex]

Multiplying the 1st equation by 5, gives us:

[tex]5*[3x+3c]=2250\\15x+15c=11250[/tex]

Multiplying the 2nd equation by 3 gives us:

[tex]3*[5x -5c=2250]\\15x-15c=6750[/tex]

Adding up these 2 equations, we solve for x. Shown below:

[tex]15x+15c=11250\\15x-15c=6750\\---------\\30x=18000\\x=600[/tex]

Now putting this value of x into original 1st equation, we solve for c:

[tex]3x+3c=2250\\3(600)+3c=2250\\1800+3c=2250\\3c=450\\c=150[/tex]

Speed of Plane = 600 miles per hour

Speed of Wind = 150 miles per hour

Step-by-step explanation:

Since SP=TR, the differnce of PR and ST 24-15 divided by 2 is the length of PD (4.5)

Try to understand the rest from the attached picture

Answer:

The unit rate is 1.25 seconds per jump.

Step-by-step explanation:

Given:

Will can jump rope at a rate of 8 jumps for every 10 seconds.

Now, to find the unit rate:

So, by dividing we get the unit rate.

At the rate of 8 jumps Will takes 10 seconds.

Thus, for the rate of 1 jump he will take = [tex]10\div 8=1.25\ seconds.[/tex]

Therefore, the unit rate is 1.25 seconds per jump.

Answer:

see the explanation

Step-by-step explanation:

we know that

The Side Angle Side postulate (SAS) states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then these two triangles are congruent

Remember that if two triangles are congruent, then its corresponding angles and its corresponding sides are congruent

In this problem

PO≅SO ----> given problem

NO≅TO ----> because O is the midpoint NT

∠PON≅∠SOT -----> by vertical angles

so

two sides and the included angle of triangle PON are congruent to two sides and the included angle of triangle SOT

therefore

Triangles PON and SOT are congruent by SAS

hence

∠N≅∠T ----> by definition of congruence (corresponding angles are congruent)

Answer:

 x = 4/3

Step-by-step explanation:

x = amount of flour

 x =  amount of milk / 2.5

 x =(3 1/3) / 2.5

 change both to improper fractions

 x = 10/3 / (5/2)

  invert and mutiply

 x = 10/3 * 2/5

Answer:

Option A

Step-by-step explanation:

When adding two matrices, they should be of the same sizes.

Option A:

Matrix [tex]\left[\begin{array}{c}2&3\end{array}\right][/tex] has 2 rows and 1 column.

Matrix [tex]\left[\begin{array}{c}3&4\end{array}\right][/tex] has 2 rows and 1 column too.

So, these matrices can be added.

The result will be

[tex]\left[\begin{array}{c}2+3&3+4\end{array}\right]=\left[\begin{array}{c}5&7\end{array}\right][/tex]

Answer:

A

Step-by-step explanation:

E2020

Answer: Two lines of equal length

A point equidistant from two end points

Step-by-step explanation:

The mid - point of a line segment  is the point on the segment that is equidistant from the endpoints.

It is not equidistant to all point on the segment , it is only equidistant from the endpoints.

With this , the first option is out.

The midpoint of a line divides the line into two equal part , so the second option holds and the third option holds too.

Answer:

Angle = 64 Degrees

Supplement of Angle = 116 Degrees

Step-by-step explanation:

Let the angle be "x"

We know

The complement of the angle is "90 - x"

and

The supplement of the angle is "180 - x"

From the statement given, we can write:

supplement is 12 LESS THAN twice the angle

The equation would be:

180 - x = 2x - 12

Now, we solve this for x:

[tex]180 - x = 2x - 12\\180+12=2x+x\\192=3x\\x-\frac{192}{3}\\x=64[/tex]

The angle is 64 degrees

The supplement of the angle is 180 - 64 = 116 degrees

Answer:

The amount invested at 9% was $3,200 and the amount invested at 13.5% was $1,800

Step-by-step explanation:

Let

x ----> the amount invested at 9% (first fund)

5,000-x ----> the amount invested at 13.5% (second fund)

Remember that

[tex]9\%=9/100=0.09[/tex]

[tex]13.5\%=13.5/100=0.135[/tex]

The total interest earned is equal to

[tex]\$5,531-\$5,000=\$531[/tex]

we know that

The amount earned by the first fund at 9% plus the amount earned by the second fund at 13.5% must be equal to $531

so

the linear equation that represent this situation is equal to

[tex]0.09x+0.135(5,000-x)=531[/tex]

solve for x

[tex]0.09x+675-0.135x=531[/tex]

[tex]0.135x-0.09x=675-531[/tex]

[tex]0.045x=144[/tex]

[tex]x=\$3,200[/tex]

so

[tex]\$5,000-x=\$5,000-\$3,200=\$1,800[/tex]

therefore

The amount invested at 9% was $3,200 and the amount invested at 13.5% was $1,800

Answer:

see explanation

Step-by-step explanation:

A translation of 4 units down means subtract 4 from the y- coordinate of the original point and a translation of 3 units left means subtract 3 from the original x- coordinate, thus translation rule is

(x, y ) → (x - 3, y - 4 )

Thus

C(8, 3 ) → C'(8 - 3, 3 - 4 ) → C'(5, - 1 )

Answer:

Step-by-step explanation:

If we are looking to find the composition of g(f(4)), we start at the innermost part of the problem which is to evaluate f(4).

If f(x) = x - 7, then f(4) = 4 - 7.  f(4) = -3.

Now take that -3 and evaluate the g(-3).

If g(x) = x^2, then g(-3) = (-3)^2 which is 9.

Therefore, f(g(4)) = 9

Answer:

9

Step-by-step explanation:

edg 2020

Answer:

The equation of the line is 5x + y + 19 = 0

Step-by-step explanation:

The equation of the line with slope 'm' and given a point (x₁, y₁) passing through it we use the Slope - one - point form which is given by:

                                    y - y₁ = m(x - x₁)

The point given is: (-3, -4) and the slope is -5.

We get the equation of the line to be:

y - (-4) = -5(x - (-3))

⇒ y + 4 = -5(x + 3)

⇒ y + 4 = -5x - 15

⇒ 5x + y + 19 = 0. is the required equation of the line.

Answer:

$15.00

A $10.00 and a $5.00 dollar bill

Step-by-step explanation:

Answer:$80

Step-by-step explanation:

3 times 20=60

2 times 10=20

either 1, $10 and 1, $5, or 3, $5 or 15, $1

Answer:

The zeros are 4, -6, and 1.

Step-by-step explanation:

Given f(x) = x³ + x² - 26x + 24

(x - 4) is a factor of f(x). That means it is a zero of f(x).

To find the remaining factors algebraically, we take out the factor (x - 4) from f(x).

That is, [tex]$ f(x) = x^3 + x^2 - 26x + 24 $[/tex]

[tex]$ \implies x^3 - 4x^2 + 5x^2 - 20x - 6x + 24 $[/tex]

Taking [tex]$ x^2 $[/tex] out, we have:

[tex]$ = x^2(x^2 - 4) + 5x(x - 4) - 6(x - 4) $[/tex]

Taking (x - 4) common out, we have:

[tex]$ = (x - 4) \{x^2 + 5x - 6\} $[/tex]

[tex]$ = (x - 4)(x^2 + 6x - x - 6) $[/tex]

[tex]$ = (x - 4)\{x(x + 6) -1(x + 6)\} $[/tex]

[tex]$ = (x - 4)(x + 6)(x - 1) $[/tex]

This means the zeros are 4, -6, & 1.

Answer:

y=-1/3x+5/2

Step-by-step explanation:

Slope intercept form makes this a breeze. Essentially, just plug these values into the following formula:

y = [SLOPE]x + [Y-INTERCEPT]

Answer:

y=-1/3x+5/2

Hope this helps

Answer:

The scale is [tex]\frac{1}{60}[/tex]

Step-by-step explanation:

The correct question is

An artist is making a mural by reproducing a painting at a different scale. the original painting is 10 1/2 inches long and 4 inches wide. the mural will cover an entire wall that is 52.5 feet long and 20 feet wide. what will be the scale that relates to the original painting to the mural?

we know that

To find out the scale divide the measure of the original painting by the measure of the mural

so

Long

[tex]\frac{10.5}{52.5}\ \frac{in}{ft}[/tex]

Remember that

[tex]1\ ft=12\ in[/tex]

Convert feet to inches

[tex]\frac{10.5}{52.5*12}=\frac{10.5}{630}\ \frac{in}{in}=\frac{10.5}{630}[/tex]

simplify

[tex]\frac{1}{60}[/tex]

That means ----> 1 unit in the original painting represent 60 units in the mural

Verify the scale with the wide (both scale must be equals)

wide

[tex]\frac{4}{20}\ \frac{in}{ft}[/tex]

Remember that

[tex]1\ ft=12\ in[/tex]

Convert feet to inches

[tex]\frac{4}{20*12}=\frac{4}{240}\ \frac{in}{in}=\frac{4}{240}[/tex]

simplify

[tex]\frac{1}{60}[/tex]

That means ----> 1 unit in the original painting represent 60 units in the mural

Answer:

[tex]y=-4x-8[/tex]

Step-by-step explanation:

we know that

The equation of the line in slope intercept form is equal to

[tex]y=mx+b[/tex]

where

m is the slope

b is the y-intercept

so

1) Find the slope of the given line [tex]y=10-4x[/tex]

The slope is [tex]m=-4[/tex]

2) Find the y-intercept of the given line  [tex]y=-9x-8[/tex]

The y-intercept is [tex]b=-8[/tex]

therefore

The equation of the line with

[tex]m=-4[/tex]

[tex]b=-8[/tex]

is equal to

[tex]y=-4x-8[/tex]

Answer:

7.125

Step-by-step explanation:

The average weight per bushel of fruits that Justin picked is calculated as the sum of all weights divided by the number of bushels, which comes out to be 7.125 pounds per bushel.

To calculate the average weight per bushel when Justin picks 3 bushels of fruits weighing 8 1/4 pounds, 6 1/2 pounds, and 6 5/8 pounds, we need to add up the weights of the bushels and then divide by the number of bushels. Here are the steps:

First, convert all fractions to decimals or common denominators for easier addition:
8 1/4 = 8.25 pounds
6 1/2 = 6.5 pounds
6 5/8 = 6.625 pounds

Add up the weights of the three bushels:
8.25 + 6.5 + 6.625 = 21.375 pounds

Finally, divide the total weight by the number of bushels to find the average:
21.375 pounds \/ 3 bushels = 7.125 pounds per bushel

The average weight per bushel that Justin picks is 7.125 pounds.