What are substitution reactions How are they classified give one example of each?

The way to analyze data using frequency tables will be:

A frequency table is a way to organize and summarize data by counting the number of times each value appears in the data set. To examine and analyze data using a frequency table, you can follow these steps:

You can also use the frequency table to create graphical representation of data like histograms, bar charts, and pie charts to make the data more visually appealing and easier to understand.

Based on the analysis, you can make conclusions about the data and make decisions. Overall, frequency tables can be very useful in understanding the distribution of data and identifying patterns and trends.

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Complete question

How do one examine and analyze data using frequency tables?

The roots of a quadratic equation are the values of x for which the equation holds true. aα^2+bα+c=0 if and only if α is a root of the quadratic equation.

A quadratic equation has the conventional form ax^2+bx+c=0, where a, b, and c are real values and a0.

The coefficient of x^2 is "a." The quadratic coefficient is what it is termed. The coefficient of x is "b." The linear coefficient is its name. The constant term is "c."

The roots of a quadratic equation are the values of x for which the equation holds true. aα^2+bα+c=0 if and only if α is a root of the quadratic equation.

A quadratic equation may have two real roots that are different from one another, two equal roots, or no real roots at all.

The locations where the graph of the quadratic polynomial intersects the x-axis are known as the roots of a quadratic equation graphically.

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Based on the estimates above, they sold 3 left-handed and 17 right-handed gloves.

17 right-handed gloves and 3 left-handed gloves were sold.

We must create a set of equations to address this issue.

The total number of gloves sold was 12, and the total income was 940.

Gloves for the right hand (x) = 45.

gloves for the left hand (y) = 50.

Equations x+y=20...

45x + 50y = 561 is the first equation (ii)

Equation derived from equation I x + y = 12 – y (iii)

Equation (ii) becomes 45x + 50y = 940

by substituting equation (iii):

x = 12 - u 45

(12 - y) + 50y = 940;

540 - 45y + 50y = 940;

540 + 7y = 561;

7y = 21 y = 3

Equation I becomes x + y = 20 for y = 3, x + 3 = 20x, and 20- x = 17.

Based on the estimates above, they sold 3 left-handed and 17 right-handed gloves.

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Answer: $6.90

Step-by-step explanation:

20%  --->  .20

34.50 x .20 = 6.9

The graph of the system of equations y = -2x + 3 and 2x + 4y = 8 is a pair of straight lines passing through the points (2/3, 5/3).

y = -2x + 3 …. (1)

2x + 4y = 8 …. (2)

Substitute eqn (1) in (2)

2x + 4 (-2x + 3) - 8 = 0

Using the multiplicative distributive property, we get

2x - 8x + 12 = 8

By rearranging the above eqn, we get

2x - 8x = 8 - 12

-6x = - 4

Dividing both sides by -2, we get

3x = 2

x = 2/3

Put the value of x in eqn (1)

y = -2 (2/3) + 3

y = -4/3 + 3

y = (-4 + 9)/3

y = 5/3

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Yes, the modulus of a complex number is the same as the absolute value.

The modulus of a complex number, z = x + yi, is represented as |z| = √(x² + y²) and it is a scalar value that gives the distance of the complex number from the origin in the complex plane.

The absolute value of a complex number is the same as its distance from the origin in the complex plane. The absolute value of a complex number is also represented as |z| = √(x² + y²) which is the same as the modulus.

The modulus and the absolute value are often used interchangeably when referring to the magnitude of a complex number.

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Answer:

-25

Step-by-step explanation:

-5 times 5 is -25

Answer: 132 with a remainder of 5

Step-by-step explanation: 137/6 gives us 22 an multiplying 22x6 gives us 132 leaving us with a remainder of 5.

Answer:

He can sell 22 groups of crickets and have 5 left over

Step-by-step explanation:

The required representation of given number line is x ∈ (-10,  ∞).

The idea of inequality, which is the state of not being equal, especially in terms of status, rights, and opportunities, is at the core of social justice theories. However, because it frequently means different things to different people, it is prone to confusion in public discourse.

According to question:

We have number line,

By using baby curve method.

The representation of the line is ,

Let the line is x axis

Then

x ≥-10

x ∈ (-10,  ∞)

Thus, the required inequality is  (-10,  ∞).

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[tex]\dfrac{10}{2+3} +\dfrac{6+3}{3}[/tex]

[tex]\dfrac{10}{5} +\dfrac{9}{3}[/tex]

[tex]\dfrac{10}{5} \rightarrow2\\\dfrac{9}{3} \rightarrow3[/tex]

[tex]2+3[/tex]

[tex]=\fbox{5}[/tex]

The following expression shows the main expression after the negative exponents have been eliminated: A. m⁷n³n/m.

In Mathematics, an exponent can be defined as a mathematical operation that is used in conjunction with an algebraic expression to raise a quantity to the power of another and it is generally written as bⁿ.

By applying the property of exponents based on the law of indices for the division of powers, we have the following:

b⁻ⁿ = 1/bⁿ

In this context, the exponent n⁻¹ in the given algebraic expression would be rewritten based on the law of indices for the division of powers as follows;

n⁻¹ = 1/n

Substituting the given parameters into the given algebraic expression, we have the following;

(m⁷n³)/mn⁻¹ = (m⁷n³)/m × n

(m⁷n³)/m × n = (m⁷n³n)/m

(m⁷n³)/mn⁻¹ = m⁷n³n/m

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Answer:

Step-by-step explanation:

its A

A) The price that the store charges its customers for the skis is; $91.20

B) The percent of the original price that is the final price is; 160%

C) The percent INCREASE from the original price to the final price is; 60%

The Percentage increase is defined as the difference between the final value and the initial value, expressed in the form of a percentage.

We are given;

Wholesale price = $57

Markup rate = 60%

From the above information given, the amount of markup will be:

Amount of mark up = 60% × $57

= 0.6 × $57

= $34.20

Therefore, the new price will be:

= $57 + $34.20

= $91.20

In conclusion, the percentage of the original price will be 160% and the percentage increase is 60%.

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Complete question is;

A store that sells skis buys them from a manufacturer at a wholesale price of $57. The store's markup rate is 60%

A. What price does the store charge its customers for the skis?

B. What percent of the original price is the final price?

C. What is the percent INCREASE from the original price to the final price?

The list that gives the sample space for pulling 2 marbles from the bag with replacement is given as follows:

List 4.

A sample space is a set that contains all possible outcomes in the context of an experiment.

The fact that the experiment is with replacement means that for each of the two marbles, there are two possible outcomes.

Then, applying the Fundamental Counting Theorem, the total number of outcomes is given as follows:

4 x 4 = 16.

This means that the correct list is either the list 3 or the list 4.

As there is replacement, it is possible to take two purple marbles, even though there is only one purple marble, as the same can be taken with replacement, and thus the correct list is given by list 4.

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Answer: List 4

Step-by-step explanation: This answer is here to confirm the other answer. It got me 100% on my test.

Also I know the right answer because I got it right

So good luck on y'all's math tests :)

Here is some proof that the answer is List 4

The restaurant owns the 225 forks if 4% of the fork owned by the restaurant.

Percentage are essentially fractions where the denominator is 100. To show that a number is a percent, we use the percent symbol (%) beside the number. For example, if you got 75 questions right out of 100 on a test (75/100), you would have scored 75%.

A dishwasher at a restaurant washes 9 fork.

These fork represent 4% of the fork owned by the restaurant.

Now, Solving the question:

We can get our answer by displaying as an equality

= 9 to 4/100

= x to 100/100

You can multiply 4 by 25 to get 100 so to get the amount of forks, multiply 9 by 25

=9 × 25 = 225

Hence, The restaurant owns the 225 fork.

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[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

Let's solve ~

Ratio of side of bigger rectangle to that to corresponding side of smaller rectangle (as they are similar) is :

[tex]\qquad \sf  \dashrightarrow \: \dfrac{20}{8} [/tex]

[tex]\qquad \sf  \dashrightarrow \: 2.5[/tex]

So, the bigger rectangle is a scaled up version of the smaller version with a scale factor of 2.5

So, our required answer will be :

The degree measures of angles d, e, and f are 64 degrees, 99 degrees, and 17 degrees, respectively.

What is the measures of the angles in a triangle?

If we add all three angles in any triangle we get 180 degrees. So, the measure of angle A + angle B + angle C = 180 degrees. This is true for any triangle in the world of geometry.

A) The sum of the angles in a triangle is 180 degrees. Using this fact, we can write:

m∠d + m∠e + m∠f = (4x-4) + (6x-3) + x = 11x - 7

Since this is the sum of the angles in the triangle, it must equal 180 degrees. Therefore, we can write:

11x - 7 = 180

Solving for x:

11x = 187

x = 17

Therefore, x = 17.

B) Now that we know x, we can find the measure of each angle by substituting it into the expressions given for each angle:

m∠d = 4x - 4 = 4(17) - 4 = 64 degrees

m∠e = 6x - 3 = 6(17) - 3 = 99 degrees

m∠f = x = 17 degrees

Therefore, the degree measures of angles d, e, and f are 64 degrees, 99 degrees, and 17 degrees, respectively.

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The production method that breaks a complex job into a series of smaller tasks is called option 1: assembly line.

What is assembly line?

A production method known as an assembly line divides the creation of a good into steps that are finished in a predetermined order.

The most often utilised technique in the mass manufacture of goods is assembly lines. Because they train unskilled workers to complete particular activities, they lower labour costs.

So, in assembly line a large complex job is first divided into small jobs.

Then the trained workers do the smaller jobs and in a fixed order.

Therefore, this process is known as assembly line.

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The number we obtain when we divide one number by another is the quotient.

The quotient is indeed the answer that is obtained when the dividend is divided by the divisor in a division problem.

The quotient can be an integer or a decimal number. When a number is completely divisible by another number, the quotient is a whole number.

When a number is not completely divisible by another number, the quotient is a decimal number.

The number is divided by another number to get a different number as an output.

Dividend = Quotient × Divisor + Remainder

If the remainder is equal to 0, then;

Dividend = Quotient × Divisor

Therefore,

Quotient = Dividend ÷ Divisor

Dividend: The number which is required to be divided

Divisor: The number which divides the given dividend

Remainder: The number which is left after the division method. When a number is completely divided then the remainder is zero.

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A triangle can be formed with the side length of 3.5 cm, 4.5 cm and 7.5 cm.

The one side of the triangle should always measure lower than the sum of remaining two sides of triangle. Based on this concept, let's check the sum and compare it with remaining side to find the possibility of triangle construction.

Side a + side b > side c

3.5 + 4.5 > 7.5

Adding the digits

8 > 7.5

Side b + side c > side a

4.5 + 7.5 > 3.5

Adding the digits

12 > 3.5

side c + side a > side b

3.5 + 7.5 > 4.5

Adding the digits

11 > 4.5

The sums are always greater than remaining side based on the mentioned lengths. Thus, the triangle can be formed.

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Answer: No they cannot

Step-by-step explanation:

6+4.5 = 10.5 which is greater than 7.5 meaning it cannot create a right angled triangle

Answer:

To find the unit price of bananas, we need to divide the total price by the number of bananas.

Unit price = Total price / Number of bananas

In this case, the total price is $3.20 and the number of bananas is 4.

Unit price = $3.20 / 4

Unit price = $0.80

So the unit price of bananas in this grocery store is $0.80 per banana.

Answer:

your answer is 5/12

Step-by-step explanation:

becuase im right

There are an infinite number of planes in a 3 dimensional coordinate system.

The 3 dimensional coordinate system is made up of three axes (x, y, and z) that are all perpendicular to each other. These axes create a 3D space that can be used to plot points and objects. In this 3D space, an infinite number of planes can be created. Planes are defined by a mathematical equation that gives the values of the x, y, and z components. These equations can be manipulated to create planes that are parallel, perpendicular, or angled in relation to the coordinate system axes. Additionally, planes can be shifted up, down, left, right, forward, and backward, creating an infinite number of potential planes in a 3D coordinate system.

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The answers are:

1. 2(x2 + 6x + 9) = 3 + 18

2. 2(x2 + 6x) = 3

Quadratic equation is a second-order polynomial equation in a single variable x ax2+bx+c=0. with a ≠ 0 . Because it is a second-order polynomial equation the fundamental theorem of algebra guarantees that it has at least one solution

Let's take a look at the first choice:

2(x² + 6x + 9) = 3 + 18

Now, we will multiply 2 with every member of the other multiplier on the left side:

2·x² + 2·6x + 2·9 = 3 + 18

2x² + 12x + 18 = 3 + 18

2x² + 12x - 3 = 18 - 18

2x² + 12x - 3 = 0

Let's take a look at the second choice:

2(x² + 6x) = 3

Now, we will multiply 2 with every member of the other multiplier on the left side:

2·x² + 2·6x = 3

2x² + 12x = 3

2x² + 12x - 3 = 0

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=====================================================

Reason:

Subtract 5 from both sides

[tex]\sqrt{\text{x}}+5 = 0\\\\\sqrt{\text{x}}=-5\\\\[/tex]

But recall that the range of the parent square root function is the set of nonnegative values. There's no way to have [tex]\text{y} = \sqrt{\text{x}}[/tex] produce a negative number.

Therefore, the equation [tex]\sqrt{\text{x}}=-5[/tex] has no solutions.

----------------------------

Here's what happens if we squared both sides

[tex]\sqrt{\text{x}}=-5\\\\(\sqrt{\text{x}})^2=(-5)^2\\\\\text{x}=25\\\\[/tex]

That's the potential answer, but we need to verify.

[tex]\sqrt{\text{x}}+5 = 0\\\\\sqrt{25}+5 = 0\\\\5+5 = 0\\\\10 = 0\\\\[/tex]

We get a contradiction, which rules out x = 25 being a possible solution.

----------------------------

If you are a visual learner, then check out the graph below.

The curve [tex]\text{y} = \sqrt{\text{x}}+5[/tex] never touches the x axis; this means there's no way for it to have a root and it verifies why [tex]\sqrt{\text{x}}+5 = 0[/tex] has no solutions.

I used GeoGebra to make the graph, but Desmos is another useful option.

Therefore ,the solution of unitary method is monthly salary for the gym employee will be $1500.

Finding the variable value of a single unit and multiplying it by the number of units is the unitary method's formula for arriving at the required value.

Here,

Given:

the amount that he earns monthly would be

= Total amount / Number of months

= $4500 / 3

= $1500

Thus He earns $1500 monthly.

The money that; the gym employee earns in 5 months would be:

= 7 × $1500

= $10500.

Therefore ,the solution of unitary method is monthly salary for the gym employee will be $1500. The employee at the gym will make $10500 over the course of five months.

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The  range of this absolute value function is 5 ≤ y < ∞, the correct option is C

Domain is the set of values for which the given function is defined.

Range is the set of all values which the given function can output.

We start by determining the vertex of the absolute value function

Given;

A graph of the function

Now,

From the graph we can observe that the starting of function in y axis is from 5 and ending is at infinite

Therefore the range will be 5 ≤ y < ∞.

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If swimming 1/4 of a mile uses about the same number of calories as running 1 mile.

a.  The distance her sister have to swim to use the same number of calories Gilda used during the marathon is 6 1/2 mile.

b. The number of miles that he would have to run to use the same number of calories used during his swim is 20 miles.

a. Number of miles:

1/4 swim / 1 run = x swim / 26 run

Cross multiply

= 6 1/2 mile

b.  Number of miles:

1/4 swim / 1 run = 5 swim/x

Cross multiply

x = 20 miles

Therefore the number of mile is 6 1/2 miles and 20 miles.

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The complete question is:

Swimming 1/4 of a mile uses about the same number of calories as running 1 mile.

a. Gilda ran a 26 mile marathon. About how far would her sister have to swim

to use the same number of calories Gilda used during the marathon?

b. Juan swims 5 miles a day. About how many miles would he have to run to

use the same number of calories used during his swim?