Multiple choice answers:

3
1/3
-1/3
-3

Answer:

12

Step-by-step explanation:

8-4= 4 So, 4 is the quotient.

4x3= 12 So 12 is the original number  

12/3 + 4= 8

Answer:

2x + 10

_______

x^3 - 4x

Step-by-step explanation:

this is the answer

Answer:

A Square root of a negative number is not possible because there aren't two numbers that are the same that can be a negative number.

Though, you can simplify it in terms of i (imaginary number), you just change it into

√49 X √-1

The square root of 49 is 7 The square root of -1 is i, So it becomes

7 X i

Thus making the answer 7

Step-by-step explanation:

Answer:

7

Step-by-step explanation:

Simplify the radical by breaking the radicand up into a product of known factors, assuming positive real numbers.  7

9514 1404 393

Explanation:

The vectors representing the diagonals are ...

  AC = C - A = (9, -3) -(-3, 1) = (12, -4)

  BD = D - B = (2, -4) -(4, 2) = (-2, -6)

The dot-product of these vectors is the sum of the products of corresponding coordinates:

  (12)(-2) +(-4)(-6) = -24 +24 = 0

When the dot-product is zero, the vectors are perpendicular. These vectors are different lengths (BD = 1/2·AC), so they are not the diagonals of a square.

__

The midpoints of the diagonals will be in the same place if the quadrilateral is a rhombus.

  (A +C)/2 = (B +D)/2

We can simplify our effort a bit by multiplying by 2.

  A+C = B+D

  (9, -3) +(-3, 1) = (2, -4) +(4, 2)

  (6, -2) = (6, -2) . . . . . . . . . . . . . . . . yes, the midpoints are the same point

__

We have shown the diagonals of the quadrilateral are different lengths and perpendicular bisectors of each other, so the quadrilateral IS A RHOMBUS, NOT A SQUARE.

Answer:

The answer is b

Step-by-step explanation:

The distance traveled by the passenger train and the cattle train is equal to the total distance between them, which is 960 miles. Let x be the time (in hours) traveled by the passenger train and cattle train. Then, the equation that represents this situation is:

55x + 65x = 960

Simplifying the left-hand side of the equation, we get:

120x = 960

Dividing both sides by 120, we get:

x = 8

Therefore, the correct equation is:

B - 65x - 55x = 960

Answer:

90183

Step-by-step explanation:

To find the probability of a company having both a website and a section in the newspaper, we can use the formula for conditional probability.

Let's denote the events as follows:
A: A company has a section in the newspaper
B: A company has a website

We are given the following probabilities:
P(A) = 0.43 (Probability of a company having a section in the newspaper)
P(B|A) = 0.84 (Probability of a company having a website given that it has a section in the newspaper)

The probability of both events A and B occurring can be calculated as:
P(A and B) = P(A) * P(B|A)

Substituting in the values we have:
P(A and B) = 0.43 * 0.84
P(A and B) = 0.3612

Therefore, the probability of a company having both a website and a section in the newspaper is 0.3612 or 36.12%.

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Answer:

m = 2

b = 1

Step-by-step explanation:

The slope formula is y = mx + b where mx is equal to the slope, or rate of change.

In the equation, y = 2x + 1 the slope is equal to 2x.

This means that mx = 2x.

However, you are just looking for m. This means that you must remove the variable and just use the coefficient.

m = 2.

In the formula y = mx + b, b is equal to the y-intercept.

In the equation, y = 2x + 1, the y-intercept is equal to 1.

This means that b = 1

The overall spread of the data analysis is ralph utilizing.

In physical, biological, social, and informational systems, graphs are mathematical structures that are used to model various kinds of linkages and processes.

The strength and direction of relationships between objects in a graph can be determined using analytical tools called "graph analytics" or "graph algorithms."

In graph analytics, pairwise relationships between two objects at once and structural aspects of the graph as a whole are the main topics.

An new method of data analysis called "graph analytics" aids organizations in comprehending the intricate connections between linked entity data in a network or graph.

So, ralph utilizing the overall spread of the data analysis.

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Answer:

Cumulative price change 105.96%

Average inflation rate 2.36%

Converted amount ($100 base) $205.96

Price difference ($100 base) $105.96

CPI in 1990 130.700

Step-by-step explanation:

Answer:

thx for the free points but I didn't understand your question

Answer:

the distance from Minneapolis to Duluth is 137 miles

Step-by-step explanation:

The computation of the distance from Minneapolis to Duluth is shown below:

Given that

The cost per mile is $0.40

And, the total trip cost is $54.80

So based on the above information

The distance from Minneapolis to Duluth is

= $54.80 ÷ $0.40

= 137 miles

Hence, the distance from Minneapolis to Duluth is 137 miles

The same would be considered

Answer:

x>-1.5

Step-by-step explanation:

Answer:

35

Step-by-step explanation:

f(x)=5x + 2

g(x)=1/2x+4

g(f(12))=

Find f(12) = 5*12 +2 = 60+2 = 62

Then find g(62) = 1/2 (62) +4 = 31+4 = 35

g(f(12) = 35

The final itinerary will depend on your preferences, the specific national parks you plan to visit, and the distances between them.

Let's clarify the itinerary for the 15-day tour visiting 5 national parks.

You have a 15-day tour, and you plan to visit 5 national parks. Each park will have a stay of two days.

When you multiply the number of parks (5) by the number of days spent in each park (2), you get a total of 10 days allocated for staying in those 5 parks.

However, there seems to be a discrepancy in the calculation because allocating 10 days for park stays leaves only 5 days remaining, not 15.

To resolve this issue and ensure a 15-day tour, we need to reevaluate the itinerary. Let's assume you want to spend two days at each park, which gives you a total of 10 days for park stays.

To fill the remaining 5 days, you have a few options:

1. Travel Days: You can allocate a day for travel between each park, which would require an additional 4 days. This accounts for the transportation time and allows you to enjoy the journey between the parks.

2. Additional Park Visits: If there are other nearby national parks or attractions in the area, you can extend your tour to include visits to these places. This would allow you to explore more diverse locations and make the most of your 15-day tour.

3. Rest and Relaxation: Alternatively, you might choose to use the extra days for relaxation or leisure activities. You can spend some time enjoying the amenities and attractions available near the parks, such as hiking trails, wildlife observation, or local cultural experiences.

Ultimately, the final itinerary will depend on your preferences, the specific national parks you plan to visit, and the distances between them. Make sure to consider travel times, desired activities, and any additional locations you wish to explore when creating your 15-day tour.

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Answer:

1479.2

Step-by-step explanation:

The value of a(t) is -1 and b(t) is 55 + \(e^t\)

No, the given equation y' - y = 55 + \(e^t\) is not in the standard form of a first-order linear differential equation.

In the method for solving a first-order linear differential equation, an integrating factor is a function used to transform the equation into a form that can be easily solved.

For an equation in the standard form y' + a(t)y = b(t), the integrating factor is defined as:

μ(t) = e^∫a(t)dt

To solve the equation, you multiply both sides of the equation by the integrating factor μ(t) and then simplify. This multiplication helps to make the left side of the equation integrable and simplifies the process of finding the solution.

To put it in standard form, we need to rewrite it as y' + a(t)y = b(t).

Comparing the given equation with the standard form, we can identify:

a(t) = -1

b(t) = 55 + \(e^t\)

Therefore, The value of a(t) is -1 and b(t) is 55 + \(e^t\)

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The solution to the system of inequalities y ≤ 2x + 2 and y < -2x - 3 can be represented by a graph. The inequality y ≤ 2x + 2 represents a line with a slope of 2 and y-intercept of 2. The inequality y < -2x - 3 represents a line with a slope of -2 and y-intercept of -3. ( The graph attached)

The inequality y ≤ 2x + 2 represents a line in the form y = mx + b, where m is the slope and b is the y-intercept. In this case, the slope is 2 and the y-intercept is 2. To graph this inequality, we can first plot the line by using the y-intercept, which is the point (0,2) on the graph. Then, we can use the slope to find additional points that fall on the line, such as (1,4) or (-1,0). Once we have plotted several points, we can connect them to form the line.

The inequality y < -2x - 3 represents a similar line, but with a different slope and y-intercept. In this case, the slope is -2 and the y-intercept is -3. To graph this inequality, we can use the same process as before by first plotting the y-intercept (0,-3), and then using the slope to find additional points that fall on the line.

The solution to the system of inequalities is the area that lies on one side of the first line and the opposite side of the second line, which is the area between the two lines. This area can be represented by shading the region below the first line and above the second line on the graph. It is important to note that the solution region is not including the lines themselves, because the inequalities are strict inequalities.

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The formula or equation used to determine the slope of a straight line is as follows:

m = (Y₂-Y₁)/(X₂-X₁)

An equation is about two expressions, either arithmetic or algebraic, that are related with a "=" sign that indicates equality of expressions.

Equations can be graphed, they are used to model many problems and theories.

The straight lines are characterized by a finite succession of points, when they have an inclination they adopt a slope value different from 0, and to determine that slope it is necessary to know two points of the line and use the following equation:

m = (Y₂-Y₁)/(X₂-X₁)

Where the points are:

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A square has an area of 15 square feet. Two ways of expressing its side length are given below:Solution 1.

We know that the area of a square is given by the formula:

A = a2 where a is the side length of the square.Since we are given the area of the square as 15 square feet, we can set up the equation as:

15 = a2 To find the value of a, we take the square root of both sides. Therefore, a = sqrt(15) feet.So one way of expressing the side length of the square is a = sqrt(15) feet.

Solution 2: We know that a square has all its sides equal. Therefore, if we can find the square root of the area, it will give us the length of one side of the square. Since the area of the square is 15 square feet, the length of one side is sqrt(15) feet. Alternatively, we can also express the side length using decimal approximation. We have:

sqrt(15) = 3.87 (approx.)Therefore, the side length of the square is either

a = sqrt(15) feet or

a = 3.87 feet (approx.).

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In this problem, we are dealing with a random variable related to people's opinions on a new building project. We are given four options for the correct wording of the random variable and need to determine the correct one. Additionally, we are asked to calculate probabilities associated with the number of people who favor the new building project, ranging from exactly 4 to at most 6.

a) The correct wording for the random variable is "rv = the number of people who are in favor of a new building project." This wording accurately represents the random variable as the count of individuals who support the project.

b) To calculate the probability that exactly 4 people favor the new building project, we need to use the binomial probability formula. Assuming the probability of a person favoring the project is p, we can calculate P(X = 4) = (number of ways to choose 4 out of 10) * (p^4) * ((1-p)^(10-4)). The value of p is not given in the problem, so this calculation requires additional information.

c) To find the probability that less than 4 people favor the new building project, we can calculate P(X < 4) = P(X = 0) + P(X = 1) + P(X = 2) + P(X = 3). Again, the value of p is needed to perform the calculations.

d) The probability that more than 4 people favor the new building project can be calculated as P(X > 4) = 1 - P(X ≤ 4) = 1 - (P(X = 0) + P(X = 1) + P(X = 2) + P(X = 3) + P(X = 4)).

e) The probability that exactly 6 people favor the new building project can be calculated as P(X = 6) using the binomial probability formula.

f) To find the probability that at least 6 people favor the new building project, we can calculate P(X ≥ 6) = P(X = 6) + P(X = 7) + P(X = 8) + P(X = 9) + P(X = 10).

g) Finally, to determine the probability that at most 6 people favor the new building project, we can calculate P(X ≤ 6) = P(X = 0) + P(X = 1) + P(X = 2) + P(X = 3) + P(X = 4) + P(X = 5) + P(X = 6).

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Answer:

the better one to buy is a box of 36 pens for $5.76. because it is cheaper per pen.

Step-by-step explanation:

4.32 / 24 = 0.18 cents a pen

5.76 / 36 = 0.16 cents a pen

Answer: m=3

Step-by-step explanation:

ABCD ~ QRST

Therefore m=3 as QT is also 3.

As per the 95% confidence interval, the true average age of all students in the university is approximately 23 to 24.

Confidence interval

Confidence interval means the interval calculation, obtained from the observed data that holds the actual value of the unknown parameter.

Given,

A random sample of 64 students at a university showed an average age of 23 years and a sample standard deviation of 3 years.

And we need to find the 95% confidence interval for the true average age of all students in the university.

While we looking through the given question we have identified the following,

Number of samples = 64

Average age = 23

Standard deviation = 3

Confidence interval = 95%

Based on this confidence interval, the z score is 1.96

According to the formula,

u = 23 ± 1.96 x 3/√64

u = 23  ± 1.96 x (3/8)

u = 23  ± 1.96 x 0.375

u = 23  ± 0.735

u = 23.735, 22.635

Therefore, the average age of the student is approximately 23 to 24.

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The given operational problem relates to production or manufacturing, with decision variables representing the quantities of the two products to be produced and an objective function representing the specific goal to be achieved (such as maximizing profit or minimizing costs).

Based on the information provided, it appears that the given scenario relates to a production or manufacturing problem. The problem involves the production of two different products, Product 1 and Product 2, and requires specific quantities of different resources or components.

Decision Variables:

The decision variables in this operational problem could include the quantities or amounts of each product to be produced. For example, let's denote the quantity of Product 1 as x and the quantity of Product 2 as y.

Objective Function:

The objective function represents the goal or objective of the problem. In this case, the objective could be to maximize or minimize a certain aspect, such as profit, production efficiency, or resource utilization. The specific objective function would depend on the specific goal of the problem. For example, if the objective is to maximize profit, the objective function could be expressed as a linear combination of the quantities produced and the associated costs and revenues.

Since the specific objective function is not provided in the question, it is not possible to determine it accurately. However, it could involve maximizing profit, minimizing production costs, or maximizing resource utilization efficiency, among other possibilities.

In summary, the given operational problem relates to production or manufacturing, with decision variables representing the quantities of the two products to be produced and an objective function representing the specific goal to be achieved (such as maximizing profit or minimizing costs).

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There are 35 possible samples of size 3 that can be taken without replacement from this finite population as Here a finite population p = {3, 6, 9, 12, 15, 18, 21}

We want to get how many samples of size 3 can be taken without replacement.
To get the number of samples of size 3, we will use the combination formula: C(n, k) = n! / (k!(n - k)!)
Where n is the population size, k is the sample size, and ! denotes the factorial.
In this case, n = 7 (since there are 7 numbers in the population) and k = 3 (since we want samples of size 3).
Plugging these values into the formula:
C(7, 3) = 7! / (3!(7 - 3)!)
C(7, 3) = 7! / (3!4!)
C(7, 3) = (7 × 6 × 5 × 4 × 3 × 2 × 1) / ((3 × 2 × 1) × (4 × 3 × 2 × 1))
C(7, 3) = (7 × 6 × 5) / (3 × 2 × 1)
C(7, 3) = 210 / 6
C(7, 3) = 35
There are 35 possible samples of size 3 that can be taken without replacement from this finite population.

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Answer:

true

Step-by-step explanation:

Answer: Ken has 22 coins, some of which are dimes and the rest are quarters

Step-by-step explanation:Step 1. Let x be the number of dimes and let 25-x be the number of quarters.

Step 2. Let 0.10x be the total cost for x number of dimes

Step 3. Let 0.25(25-x) be the total cost for 25-x number of quarters.

Step 4. Since the man has $4.60, then 4.60=0.10x+0.25(25-x). Solving for x yields the following steps

Answer:

\(m = \frac{ - 5 - 1}{2 - ( - 3)} = - \frac{6}{5} \)

Answer:

\(\dfrac{6x+2}5}\)

Step-by-step explanation:

The given expression is :

\(\dfrac{3x}{5}+\dfrac{2}{5}+\dfrac{3x}{5}\)

We need to write the equivalent expression for the above expression.

Taking like terms together,

\(=(\dfrac{3x}{5}+\dfrac{3x}{5})+\dfrac{2}{5}\\\\=\dfrac{3x+3x}{5}+\dfrac{2}{5}\\\\=\dfrac{6x}{5}+\dfrac{2}{5}\\\\=\dfrac{6x+2}5}\)

So, the equivalent expression is \(\dfrac{6x+2}5}\).