Certain mineral elements required by plants are classed as macronutrients. Macronutrients are measured in terms of their percentage of the dry weight of the plant. Proportions of each element vary in different species and in the same species grown under different conditions. One macronutrient is sulfur. In a study of winter cress, a member of the mustard family, these data, based on three independent random samples, are obtained:

Answer:

60°

Step-by-step explanation:

In an equilateral triangle all sides are equal so as all angles are same,

3 sided fig. 180÷3= 60°

Answer:

2nd

Step-by-step explanation:

Answer:

12.5 hours

Step-by-step explanation:

100/4=25

25/2=12.5

Answer:

x=25 and c=75

Step-by-step explanation:

(x+5)+(3x)+c=180

x+5+3x+c=180

x+3x+c=175

4x+c=175

c=-4x+175

c=3x

-4x+175=3x

175=7x

x=25

c=3x

c=3(25)

c=75

Answer:

∆ABC and ∆XYZ cannot be proven to be congruent to each other according to the Angle-Side-Angle (ASA) Congruence criteria.

Step-by-step explanation:

The Angle-Side-Angle (ASA) Congruence criteria says that two triangles are congruent to each other if two angles and an included side of one triangle is congruent to two corresponding angles and a corresponding included side of the other triangle.

In the diagram given, the two angles were given (<B and <C), however, the side given (side AB) does not lie in the middle of <B and <C, hence it is NOT AN INCLUDED SIDE. The same applies to ∆XYZ.

Therefore, ∆ABC and ∆XYZ cannot be proven to be congruent to each other according to the Angle-Side-Angle (ASA) Congruence criteria.

Answer:

1/3 of the school in 5 minutes or in 15 minutes he will mop the whole entire school.

Step-by-step explanation:

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

Work Shown:

1/3 of a classroom = 5 minutes

3*(1/3 of a classroom) = 3*5 minutes

1 classroom = 15 minutes

It takes the janitor 15 minutes to mop a full classroom.

The rate is expressed in units of classrooms per minute. This means we'll need to divide both sides by 15 to get

1 classroom = 15 minutes

1/15 classroom = 15/15 minutes

1/15 of a classroom = 1 minute

The janitor's rate is 1/15 of a classroom per minute.

Answer:

No, it cannot.

Step-by-step explanation:

When you multiply a factor 1 or greater, the product gets larger. However, when you are multiplying decimals, the product gets smaller. (Ex. When you multiply 0.1 [or 0.10], you are making the product ten times as small.)

Answer:

380

Step-by-step explanation:

If its a number 4-1 than it stays in the same tenths place if it a number 5- and up than it goes to a new number.

Answer:

She will have saved $195

Step-by-step explanation:

If we had her two paychecks together she will have saved $650.

30% of 650 = 195

We get this by taking 650 times .3

514.8 your welcome

All you have to do is multiply 19.8 x 26

Answer: i think they are all the exact same 6 with a remainder of 1

Step-by-step explanation:

Answer:

the relationship is not a function

Step-by-step explanation:

it's not a function because two of the domains are the same.

The relationship represented by these ordered pairs is not a function.

We have,

To determine whether the relationship is a function, we need to check if each input (x-value) is associated with exactly one output (y-value).

If there is any x-value that is associated with multiple y-values, then the relationship is not a function.

Let's analyze the given set of ordered pairs:

(0, 4), (8, 8), (3, 2), (9, 1), (8, 7)

Here, we can see that the x-value 8 is associated with both y-values 8 and 7.

Therefore, the relationship is not a function because one input (x-value) is mapped to multiple outputs (y-values).

In a function, each input must have a unique output, but in this case, the x-value 8 is associated with both 8 and 7 as the corresponding y-values.

Thus,

The relationship represented by these ordered pairs is not a function.

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Answer:

Max is 17 years old and Bert is 11 years old

Step-by-step explanation:

System of Equations

Let's call

x = current age of Max

y = current age of Bert

x - 5 = age of Max five years ago

y - 5 = age of Bert five years ago

x + 1 = age of Max one year from now

y + 1 = age of Bert one year from now

According to the conditions of the problem:

x - 5 = 2(y - 5)        [1]

x + 1 + y + 1 = 30        [2]

Operating and simplifying [1]:

x - 5 = 2y - 10

x = 2y - 5       [3]

Operating and simplifying [2]:

x + y + 2 = 30

x + y = 28        [4]

Substituting [3] in [4]:

2y - 5 + y = 28

Simplifying:

3y - 5 = 28

3y = 33

y = 33/3

y = 11

From [3]:

x = 2*11 - 5

x = 22 - 5

x = 17

Max is 17 years old and Bert is 11 years old

Answer:

The price would be $51.75.

Step-by-step explanation:

Since Joe is marking up by 15%, the price will increase for the pair of shoes.  Multiply 45 by 1.15 since you are increasing the price by 15% to get your final answer which is $51.75.

Answer:

C

Step-by-step explanation:

Answer: C

Step-by-step explanation: i did it

Answer:A

Step-by-step explanation:

FOIL

The factors of the quadratic equation x²- 5x + 4 are (x - 4)(x - 1) option (A) is correct.

Any equation of the form [tex]\rm ax^2+bx+c=0[/tex] Where x is variable and a, b, and c are any real numbers where a ≠ 0 is called a quadratic equation.

We have a quadratic equation:

= x²- 5x + 4

= x² -x - 4x + 4

= x(x - 1) - 4(x - 1)

= (x - 4)(x - 1)

Thus, the factors of the quadratic equation x²- 5x + 4 are (x - 4)(x - 1) option (A) is correct.

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Answer:

x=5/4, y=7/4

Step-by-step explanation:

This is a similar triangles problem.

The first triangle (the smaller one) has the lengths 5, 8 and 7.

The second triangle (the lager one) has the lengths 5+x, 10, and 7+y

Let's first solve for x

In any similar triangles problem, you can make two ratios (all the ratios of the sides are the same)

since we don't know the measures for x and y first, we can use the ratio of the parallel lines (the bases) as the first ratio (8/10)

For the second ratio, it's smaller/bigger, so it'll be 5/(x+5)

here's the proportion

5/(x+5)=8/10

But before we multiply, we can simplify 8/10 to 4/5

so

5/(x+5)=4/5

Cross multiply

25=4x+20

5=4x

5/4=x

For y, we can do a similar process

We can use 8/10 or 4/5 again

and the ratio of the sides for y will be 7/(y+7)

7/(y+7)=4/5

35=4y+28

7=4y

7/4=y

Hope this helps!

Answer:

0.9, 0.89, 0.81, 0.8, 0.79, 0.09, 0.08

Step-by-step explanation:

Answer: 0.09 , 0.89 , 0.81, 0.08, 0.79 , 0.9, 0.8

Step-by-step explanation:

First find the greatest

0.09, 0.89,0.81, 0.08, 0,79

Then the least

0.9 .0.8

Now put it all together  

0.09, 0.89. 0.81 , 0.08, 0.79 , 0.9, and lastly 0.8

Answer:

I have this question too

Step-by-step explanation:

All i know is that the ASA shows that even when they are rotated or translated due to rigid motions, they are still congruent because it shows that the angles and sides are equal.

Answer:

The answer is - 6 hope this helped

Answer:

15€9 44090 4 lt pi jtnteu

Step-by-step explanation:

Nugyt merhaba Seher vakti geldi artık bu kadar güzel bir haber var 6sınıf merhaba hocam ben Sude ödevim tamam 44482644444 bir

Answer:

Please check the explanation.

Step-by-step explanation:

                                                      Part a)

Given the table

Year             Value ($)

1                    18,000

2                   15,300                

3                   13,005

Let us check the sequence

18000, 15300, 13005,...

Let us find the common ratio 'r' of all the adjacent terms to check whether the sequence represents the geometric sequence or not, using the formula such as:

[tex]\:r=\frac{a_{n+1}}{a_n}[/tex]

[tex]\frac{15300}{18000}=\frac{17}{20},\:\quad \frac{13005}{15300}=\frac{17}{20}[/tex]

As the ratio of all the adjacent terms is the same, so

[tex]r=\frac{17}{20}[/tex]

Therefore, the given sequence is a geometric sequence

                                                  Part b)

Given the sequence

18000, 15300, 13005,...

The nth term of the geometric sequence is

[tex]a_n=a_1\cdot r^{n-1}[/tex]

here

[tex]a_1=18000[/tex]

[tex]r=\frac{17}{20}[/tex]

so

[tex]a_n=18000\left(\frac{17}{20}\right)^{n-1}[/tex]

In order to determine the car worth in the 15th year, substitute n = 15

[tex]a_{15}=18000\left(\frac{17}{20}\right)^{15-1}[/tex]

[tex]a_{15}=18000\frac{17^{14}}{20^{14}}[/tex]

[tex]a_{15}=18000\times \:\:0.10276[/tex]

[tex]a_{15}=1850[/tex] $

Therefore, the worth of a car in the 15th year will be: $1850

Answer:

x > 2

Step-by-step explanation:

x - 5 < 3x - 9

x - 5 + 5 < 3x - 9 + 5

x < 3x - 4

x - 3x < 3x - 4 - 3x

-2x < -4

(-2x)(-1) > (-4)(-1)

2x > 4

2x/2 > 4/2

x > 2

Answer:

x > 2.

The solution in interval notation is (2, ∞).

Step-by-step explanation:

2x - (x + 5) < 3x - 9

2x - x - 5 < 3x - 9

2x - x - 3x < -9 + 5

-2x < -4

Divide both sides by -2

x > 2    (Note that the sign flips because we are dividing by a negative)

Answer:

hello your question lacks the required options but i will provide a general answer to your question

answer : The mean value  and the standard deviation would allow us use a Z-score

Step-by-step explanation:

mean value = 231 minutes

standard deviation ( std ) = 40 minutes

sample size = 40

The parameters that would be applicable while use Z-score are : The given mean value and the standard deviation

This is because the value of a z-score gives us an information on how far we are from the mean score i.e. number of standard deviations

+Zscore means that the score  is above the average value

-Zscore means that the score is below the average value

Answer:

11.21

Step-by-step explanation:

5.9*1.9

9514 1404 393

Answer:

  slope = k/2

Step-by-step explanation:

The slope formula is useful for finding slope.

  m = (y2 -y1)/(x2 -x1)

  m = (5k -7k)/(-3 -1)

  m = -2k/-4

  m = k/2

The slope is k/2.

603

We are given the expression:

9*67

Evaluating the expression:

We can write 67 as (60+7). So, we can rewrite the given expression as:

9*(60+7)

Using the distributive property:

(9*60) + (9*7)

540 + 63

603

Answer:

Step-by-step explanation:

The price of the shirt at the store is $16

12 x .25 = 4

4 + 12 = 16

9514 1404 393

Answer:

  points closest to zero will give the least change; those farthest away will give the greatest change. Listing the points in order by distance from 0 will put them in order by amount of change.

Step-by-step explanation:

The amount of change is the absolute value of the number on the number line. That value is the (positive) distance from 0. The numbers will most easily be compared if they are all put on one side of zero. For example, -1.75 and 1.75 are the same distance from zero, as are -3.25 and 3.25.

Listing the points in order by distance from 0 will put them in order by amount of change. In order, least change to greatest change, the numbers are ...

  -1.75, 2.50, -3.25, -3.50, 4.75