One number is four greater than another number. The sum of two numbers is 78. What are the two numbers?

Answer:

90 times

Step-by-step explanation:

I don't rly know how to explain it but it's 90 and I hope this helps you at least know the answer if not then sorry for wasting your time and may God bless you:)

Answer: The value of q is 7.5.

Answer:

7.5

Step-by-step explanation:

Brainliest?

4(2x-3)=6x+2

8x-12=6x+2

8x-6x=2+12

x=7

Multiply 4 with 2x - 3

Take 6x to LHS and make it negative. And take -12 to RHS and make it positive. This process is called transposition.

Now subtract 6x from 8x, we get 2x. And on the RHS, it will be 14.

Now divide both sides with 2.

2 and 2 gets cancelled out in LHS.

Answer:

x = 7

Hope you could understand.

If you have any query, feel free to ask.

Based on the data all the answers are given below.

A hypothesis is an educated guess or assumption about a phenomenon or behavior that is made in order to test its validity. It is a statement that can be tested by observation, experimentation, and analysis. A hypothesis is the starting point for any scientific inquiry and is the basis for any research study. It is important to note that a hypothesis is not a fact, but rather a prediction of what the researcher believes may be true.

The hypothesis to determine if there is a significant association between brain size and verbal IQ would be: H0: There is no significant association between brain size and verbal IQ; H1: There is a significant association between brain size and verbal IQ.

b) The MiniTab regression analysis results are: t-value = 2.817, p-value = 0.006.

c) Based on the results of the MiniTab regression analysis, the p-value (0.006) is less than 0.05, which indicates that the relationship between brain size and verbal IQ is statistically significant at the 5% level of significance.

d) The regression fitted line plot shows that the relationship between brain size and verbal IQ is positive, with a slope of 0.021. The R2 value is 0.088, which indicates that 8.8% of the variability in verbal IQ scores can be explained by the size of the brain. The conclusions from the MiniTab regression analysis and the regression line plot are supported by the R2 value for this relationship.

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1.125

have a luvly day! :)

Answer: 1.125

Step-by-step explanation: Find the reciprocal of the second fraction (divisor)

Multiply the first fraction (dividend) by the reciprocal of the second fraction (divisor).

35 because you can not multiply both numbers by the same number to get a smaller Greatest common multiple

Answer: $3.79 for 12.5 oz. is cheaper per ounce than $1.00 for 3oz.

Step-by-step explanation: Without much effort we can see that $ 1.00 for 3 oz $4.00 for 12 oz. but you can get more (12.5 oz.) for less than $4.00 (for $3.79) if you buy 12.5 oz. for $3.79

"A researcher is curious about the average IQ of all currently registered voters in the state of Iowa. If the average could be attained, it would be an example of a population parameter."

In statistical terms, a population parameter refers to a characteristic of a whole population. In this case, the researcher is interested in the average IQ of all registered voters in Iowa, which would be a population parameter. The researcher would need to gather IQ data from every registered voter in the state and calculate the mean IQ to obtain the population parameter.

However, it's important to note that obtaining the true population parameter is often impractical or impossible due to logistical constraints, so researchers typically rely on samples to estimate population parameters with a certain level of confidence.

This question should be provided as:

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Answer:

i need help

Step-by-step explanation:

Answer is from/credits= WaywardDelaney

The distance cover by Noah in 1 hour to cover distance is 6.5 miles

Step-by-step explanation:

Given as :

The distance cover by Lin = 2 miles = miles

The time taken to cover distance by Lin = hours

Again

The distance cover by Noah = 8 miles = miles

The time taken to cover distance by Noah = hours

Let the distance cover by Noah in 1 hour = d miles

∵ The distance cover by Noah in hours = miles

∴ The distance cover by Noah in 1 hour =

I.e d = miles

or, d = = 6.5 miles

So, The distance cover by Noah in 1 hour = d = 6.5 miles

Hence, The distance cover by Noah in 1 hour to cover distance is 6.5 miles Answer

Step-by-step explanation:

remember, the domain is the interval or set of all valid x values, the range is the interval or set of all valid y values (functional result values).

1.

domain : -infinity < x < +infinity

range : -1 <= y < +infinity

due to the x² term that part can never be negative. the minimum is 0, and then -1 gives us a overall minimum -1. and then up ... the sky is the limit ...

2.

domain : every value of x that does not turn (3x + 5) to 0 and therefore does not cause a 1/0 situation.

the only forbidden value of x is therefore

3x + 5 = 0

3x = -5

x = -5/3

so, (-infinity < x < -5/3) OR (-5/3 < x < +infinity)

range : -infinity < y < +infinity

3.

domain : -infinity < x < +infinity

range : 0 <= y < +infinity

due to the x⁴ term (even exponent) all results will be positive starting with 0. similar to 1.

4.

this is 1/(2x) as I understand it.

similar to 2. we must avoid at 1/0 situation.

so, x must not be 0. everything else is possible

domain : (-infinity < x < 0) OR (0 < x < +infinity)

range : -infinity < y < +infinity

5.

everything is allowed and possible.

domain : -infinity < x < +infinity

range : -infinity < y < +infinity

The probability that a randomly selected school or district uses digital content and uses it as part of their curriculum is 30%.

The probability that a randomly selected school or district uses digital content is 72%. To find the probability that a randomly selected school uses digital content and uses it as part of their curriculum, we need to divide the number of schools that use digital content and use it as part of their curriculum (6) by the total number of schools (20). This gives us 6/20 or 30%. Therefore, the probability that a randomly selected school or district uses digital content and uses it as part of their curriculum is 30%.

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The graph is an illustration of an exponential function

The equation of the graph is: \(y = 25.5 * 0.6^x\)

From the graph, we have the following ordered pairs

(x,y) = (0, 25.5), (1, 15.3) and (2, 9.18)

An exponential function is represented as:

\(y = ab^x\)

When x = 0, we have:

\(25.5 = ab^0\)

\(a = 25.5\)

When x = 1, we have:

\(15.3 = ab^1\)

\(15.3 = ab\)

Substitute 25.5 for a

\(15.3 = 25.5b\\\)

Solve for b

\(b = 0.6\)

So, the exponential equation is:

\(y = 25.5 * 0.6^x\)

Hence, the exponential equation of the graph is: \(y = 25.5 * 0.6^x\)

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g(x) =25.5(0.6)ˣ function best models the number of game consoles sold in millions x years since 2009?

From the given graph we can observe three ordered pairs which are  (0, 25.5), (1, 15.3) and (2, 9.18).

We have to find the function which best models the number of game consoles sold in millions x years since 2009.

This we can find by using exponential function.

y=abˣ

When x = 0, we have:

a=25.5

When x=1, then y should be 15.3

15.3=ab

Substitute 25.5 for a

15.3=25.5b

Divide both sides by 25.5:

b=0.6

So the function is g(x)=25.5(0.6)ˣ

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Answer:

204 in²

Given:

Base: 17 inch

Height: 24 inch

Area of Triangle:

1/2 * Base * Height

1/2 * 17 * 24

1/2 * 408

204 in²

It takes a machine at a seafood company 20 seconds to clean 3 pounds of shrimp. The rate of the machine is 0.15 pound per second

An equation is an expression that shows the relationship between two numbers and variables.

An independent variable is a variable that does not depend on any other variable for its value whereas a dependent variable is a variable that depend on any other variable for its value.

It takes a machine at a seafood company 20 seconds to clean 3 pounds of shrimp. Hence:

Rate of the machine = 3 pounds / 20 seconds = 0.15 pound per second

It takes a machine at a seafood company 20 seconds to clean 3 pounds of shrimp. The rate of the machine is 0.15 pound per second

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The Annual Percentage Yield (APY) in this situation is approximately 2.454%.

To find the Annual Percentage Yield (APY) in this situation, use the formula:

\(APY = (1 + r/n)^n - 1\)

where:

- r is the annual interest rate (APR) expressed as a decimal,

- n is the number of compounding periods per year.

In this case, the APR is 2.42% or 0.0242 (expressed as a decimal), and the interest is compounded monthly, so there are 12 compounding periods per year (n = 12).

Substituting these values into the formula,

\(APY = (1 + 0.0242/12)^{12} - 1\)

Calculating this expression:

\(APY = (1 + 0.002017)^{12} - 1\)

  \(= (1.002017)^{12} - 1\)

   ≈ 0.02454 or 2.454%

Therefore, the Annual Percentage Yield (APY) in this situation is approximately 2.454%.

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Answer:

6 pairs of jeans for 119.75 means 1 pair of jeans is equal to 119.75/6= $19.96

7 pairs of jeans for $131.80 means that 1 pair of jeans is equal to 131.80/7= $18.83.

(Answers are rounded to the nearest hundredth.)

The better buy is 7 pairs of jeans for $131.80.

Answer:

y = mx+b

Step-by-step explanation:

m is the slope, and

b is the y-intercept

Answer:

The rise would be 8

Step-by-step explanation:

The rise is y2-y1

Rise = 8 - 0

       = 8

A differential equation's existence and uniqueness in mathematics refers to the existence of a single, clearly defined solution that meets a certain set of requirements.

A differential equation is a type of mathematical equation that links a number of known functions or variables to an unknown function and its derivatives. If a differential equation has existence and uniqueness of solution, it means that there is only one function that satisfies the equation and corresponds to the given conditions for a given set of beginning circumstances.

The terms and structure of the differential equation, such as linearity and initial conditions, decide whether or not a solution exists. The Piccard-Lipschitz theorem, which asserts that if a function and its derivatives are locally Lipschitz continuous, then the solution to the differential equation is unique in a neighbourhood of the initial conditions, frequently ensures the uniqueness of the solution.

In conclusion, the existence and uniqueness of a solution in differential equations is a crucial idea in mathematical modelling and aids in making sure that the solutions to a given problem are clear-cut and consistent with the underlying conditions.

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Answer:

NO

Step-by-step explanation:

b/c when u say (5x)³ u will multiple 5x 3 times by itself . but when we say 5x³ you will multiple x 3 time . so they are d/t and you can't write 5x³ instade of (5x)³ .

Answer:

14/17

Step-by-step explanation:

14/17 as a fraction can't be simplified. 17 is a prime number, so it can't be divided by anything except 1.

If the question you're asking is 14-17, the answer would be -3...

I hope this helped you out!! Have an awesome day C:

Step-by-step explanation:

if you are subtracting it is -3

if you are dividing it is 0.823

if you are looking for an equivalent fraction it is 28/34

There are 1,152 arrangements of "MATHEMATICS" in which each consonant is adjacent to a vowel.

To find the number of arrangements of the word "MATHEMATICS" in which each consonant is adjacent to a vowel, we can treat the consonants (M, T, H, M, T, C, and S) and vowels (A, E, A, I) as separate groups and arrange them in a way that each group of consonants is next to a group of vowels

We have two groups of vowels (A and E, and A and I) and three groups of consonants (MTHM, TC, and S). We can arrange the two vowel groups in 2! = 2 ways, and then arrange the three consonant groups in 3! = 6 ways. Within each group, the letters can be arranged in a total of 4! = 24 ways for the MTHM group, 2! = 2 ways for the TC group, and 1 way for the S group.

Therefore, the total number of arrangements in which each consonant is adjacent to a vowel is:

2! x 6 x 24 x 2 x 1 = 1,152

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To reduce the third-order ordinary differential equation y - y" - 4y + 4y = 0 into a companion system of linear equations, we introduce new variables u and v:

Let u = y,

v = y',

w = y".

Taking the derivatives of u, v, and w with respect to the independent variable (let's denote it as x), we have:

du/dx = y' = v,

dv/dx = y" = w,

dw/dx = y"'.

Now we can rewrite the given differential equation in terms of u, v, and w:

u - w - 4u + 4u = 0.

Simplifying the equation, we get:

-3u - w = 0.

This equation can be expressed as a system of first-order linear differential equations as follows:

du/dx = v,

dv/dx = w,

dw/dx = -3u - w.

Now we have a companion system of linear equations:

du/dx = v,

dv/dx = w,

dw/dx = -3u - w.

To solve this system completely, we need to find the solutions for u, v, and w. By solving the system of differential equations, we can obtain the solutions for u(x), v(x), and w(x), which will correspond to the solutions for y(x), y'(x), and y"(x), respectively.

The exact solutions for this system of differential equations depend on the initial conditions or boundary conditions that are given. By applying appropriate initial conditions, we can determine the specific solution to the system.

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The probability that student chosen at random is 16 years is 0.28.

The table shows the distribution of student by age in a high school with 1500 students. Therefore, the probability that randomly chosen student is  16 years can be found as follows:

Therefore,

probability = number of favourable outcome to age / total number of possible outcome

Hence,

probability that student chosen at random is 16 years =  420 / 150

probability that student chosen at random is 16 years = 0.28

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Based on the given options, the diagram that best represents the activity of a sales clerk manually preparing a sale receipt during a power outage would be option D.

A trapezoid could represent the shape of a receipt, a curved side rectangle could represent the shape of the clerk's desk or the paper she is using, and a circle could represent the shape of a calculator or cash register. Therefore, a trapezoid to a curved side rectangle to a circle could represent the process of the clerk manually calculating and recording the sale amount and inputting it into a calculator or cash register to produce a receipt.

It is important to note that during a power outage, technology-dependent activities such as electronic sales and transactions may be disrupted, and manual methods may have to be used as a backup. This highlights the power of technology in our daily lives and the impact that power outages can have on businesses and individuals.
The question is about selecting the correct diagram that represents the sales clerk manually preparing a sale receipt due to a power outage. Given the options:

a. trapezoid to curvy side rectangle to curved rectangle
b. curved side rectangle to circle to curved rectangle
c. circle to curved side rectangle to curved rectangle
d. trapezoid to curved side rectangle to circle

The appropriate answer for this question cannot be determined based on the provided information. Diagrams typically require visual representation, and the description of the shapes alone is insufficient to convey the activity of preparing a receipt manually. Moreover, the terms "power," "outage," "clerk," "receipt," "trapezoid," "curved," and "curved" don't necessarily correspond to the shapes given in the options.

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The dimension of the subspace of all vectors in R8 i.e., w = (a1, a2, a3, a4, t, a6, t, a8) whose fifth and seventh entries are equal is 3 as the basis {w1, w2, w3} contains three vectors.

Step 1: Define the subspace

Let W be the subspace of all vectors in R8 whose fifth and seventh entries are equal. For any vector in W, the fifth and seventh entries must be the same. We can represent a vector in W as follows:

w = (a1, a2, a3, a4, t, a6, t, a8)

where t is a constant value that represents the fifth and seventh entries in the vector. Every vector in W can be written in this form.

Step 2: Find a basis for the subspace

To find the basis for W, we need to identify a set of linearly independent vectors that spans W. Here are three vectors that belong to W:

w1 = (1, 0, 0, 0, 1, 0, 1, 0)

w2 = (0, 1, 0, 0, 1, 0, 1, 0)

w3 = (0, 0, 1, 0, 1, 0, 1, 0)

Notice that w1, w2, and w3 are linearly independent because none of them can be expressed as a linear combination of the other two. Also, these three vectors span W because any vector in W can be expressed as a linear combination of w1, w2, and w3. To prove this, suppose we have a vector w in W. Then we can write:

w = (a1, a2, a3, a4, t, a6, t, a8) = a1w1 + a2w2 + a3w3

So w can be expressed as a linear combination of w1, w2, and w3, which shows that w1, w2, and w3 span W. Therefore, {w1, w2, w3} is a basis for W.

Step 3: Count the basis vectors

Finally, we can count the basis vectors to determine the dimension of W. The basis {w1, w2, w3} contains three vectors, so the dimension of W is 3. Therefore, the dimension of the subspace of all vectors in R8 whose fifth and seventh entries are equal is 3.

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The general for of linear equation is ;

y= mx + c where m is the slope and c is the y-intercept

The equation is :

y= 2x -5 ------compare with the genaral equation as

y=mx + c

This shows m, slope = 2 and the y-intercept , c is -5

Answer

Slope = 2

y-intercept = -5