Simplify (5x - 7-224) + (40 - 2x* + 3).
0-404 +90 - 10
0-434 +1.0 - 4
0 - 4x4 +9x - 4
92 - 4​

Answer:

It means adding the inverse so -3-(-6)=-3+6=3

Answer:

C

Step-by-step explanation:

Let the amount of the 30% solution be x gallons.

Then the amount of the 10% solution is (100 - x) gallons.

The amount of juice in the 30% solution is 0.3x gallons.

The amount of juice in the 10% solution is 0.1(100 - x) gallons.

When the two solutions are mixed, we get 100 gallons of a 12% juice solution, which means:

0.3x + 0.1(100 - x) = 0.12(100)

Simplifying this equation, we get:

0.3x + 10 - 0.1x = 12

0.2x = 2

x = 10

Therefore, 10 gallons of the 30% solution was used.

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the correct answer is a. likely to be due to true differences between the groups.

If we say we have statistically significant results, it means that the results are likely to be due to true differences between the groups. Statistical significance is a term used in hypothesis testing to determine if the observed differences between groups are likely to be real and not due to chance.

When conducting a statistical analysis, researchers compare the data from different groups or samples to see if there is a significant difference between them. This involves calculating a p-value, which represents the probability of obtaining the observed results if there were no true differences between the groups.

If the p-value is less than a predetermined threshold, typically 0.05, then the results are considered statistically significant. This means that the likelihood of obtaining the observed results by chance alone is very low, and it is more likely that the differences between the groups are due to a real effect.

For example, let's say we conduct a study to compare the effectiveness of two different treatments for a medical condition. If we find that the p-value is less than 0.05, we can conclude that there is a statistically significant difference between the treatments, and the observed improvement in one group is likely to be due to the treatment itself rather than random chance.

In summary, when we say we have statistically significant results, it means that the observed differences between groups are likely to be due to true differences rather than chance. This provides evidence for the presence of a real effect or relationship between the variables being studied.

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The company will need 25,877,136 gumdrops to fill 3,234,642 bags.

Explanation:

If a candy company puts 8 gumdrops in each bag, we need to find the total number of gumdrops the company needs to fill 3,234,642 bags.

Step 1: Calculate the total number of gumdrops in one bag.

The company puts 8 gumdrops in each bag.

So, the total number of gumdrops in one bag is 8.

Step 2: Calculate the total number of gumdrops the company needs to fill 3,234,642 bags.

To calculate the total number of gumdrops the company needs to fill 3,234,642 bags, we need to multiply the number of gumdrops in one bag (8) by the number of bags (3,234,642).

Therefore, the calculation is:

Total number of gumdrops = 8 × 3,234,642

Total number of gumdrops = 25,877,136

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Answer:

6898

Step-by-step explanation:

so 78x67 = 900

Step-by-step explanation:

x<-5 is the answer

1.

6x=-30

2.

x=-5

3.

x<-5

Answer:

The radius of the Hemisphere is 15.8 cm.

Explanation:

The formula for the volume of an hemisphere can be written as;

Given that the volume of the hemisphere is;

We can get the radius of the hemisphere using the formula above.

Firstly let us make r the subject of formula;

Lastly let us substitute the given volume V into the derived formula for radius r.

Therefore, the radius of the Hemisphere is 15.8 cm.

Grayson measured the length of a pencil to be 18 centimeters. If he used meters instead of centimeters, he would need fewer than 18 meters to measure the length of the pencil.

The metric system is used for measuring length in most countries, and it has three basic units: meter, centimeter, and millimeter. These units are all interconnected and can be converted from one to another. Grayson measured the length of the pencil to be 18 centimeters, which is equal to 0.18 meters.

if he used meters instead of centimeters, he would need fewer than 18 meters to measure the length of the pencil. Since a meter is a larger unit of measurement than a centimeter, he would require fewer meters to measure the pencil's length.Consequently, it would be an inefficient way to measure the length of a pencil in meters, as this will result in a very long measurement with an unnecessarily large unit.  it is more appropriate to measure the length of a pencil in centimeters.

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Hence, a shift register with a minimum of 8 stages would be necessary to generate the given sequence.

To determine the minimal number of stages of a shift register necessary for generating the given sequence, we need to find the length of the shortest feedback shift register (FSR) capable of generating the sequence.

Looking at the sequence 0 1 0 1 0 1 1 0, we can observe that it repeats after every 8 bits. Therefore, the minimal number of stages required for the shift register would be equal to the length of the repeating pattern, which is 8.

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Answer:

maybe c sorry if wrong

Step-by-step explanation:

This probability that a randomly selected student from the classroom doesn't really play an item is , which equals  or .

Probability is the possibility of something occurring to occur, to clarify. We may talk about the possibility with one result, or the likelihood of several outcomes, when we don't understand how an occurrence will turn out. Biostatistics seems to be the study of things with a probability distribution.

The number one is known as the ace and is denoted by the letter A in the majority of Western card games. The ace scores highest, surpassing even the king, in games predicated on the supremacy of one level over the other, such as the majority of trick-taking games.

The total of a number of masculine and female pupils involved in sports \($\mathrm{20}+10=30$\) represents the total amount of pupils that don't play an instrument.

The sum of the four numbers in the table, \($12+20+18+10$\) , corresponds to the total amount of pupils in the class, or 60 .

So, \($30/60=1/2\ \mathrm{Or}\ 0.5$\) or  is the likelihood that a randomly selected student from of the class doesn't really play an instrument.

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Complete question:

Answer:

x < 6

Step-by-step explanation:

you're solving for the inequality for x. so isolate the variable by dividing each side by the factors that don't contain the variable.

Answer:

x < 6

Step-by-step explanation:

5 ( x - 2 ) < 3 x + 2

5 x < 3 x + 12

2 x - 12

x < 6

The construction of two congruent angles using a scale and compass can be done by applying the prerequisite knowledge of construction.

What is an angle?

A geometrical figure formed by using two rays, which are known as the sides of angle. These sides share a common vertex. Angle can be of various types including acute, obtuse, reflex,  right, etc.

Explanation of constructing an angle using a scale and compass that is both congruent

Start drawing a line with the scale

Then, using this line or edge of the given angle to construct another corner, with the same vertex, let's call it O

Mark an arc across the sides of the corner using compass

Name the points as A and B, where the arc intersects and extend that arc beyond B

Open the compass to length of AB by setting it to the point B, and then mark an arc that intersects the first arc at point C.

Forthwith, wwe have two congruent components, AB = BC.

As the distance is OA = OB = OC, therefore, ∠AOB and ∠BOC are congruent.

Hence, this is the way of constructing congruent angles using a scale and a compass.

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Answer:

35 degrees

Step-by-step explanation:

In this situation we will be using opposite/hypotenuse, as that is what is shown to us through SohCahToa.

Since we are trying to find the angle we will need to use arcsin.

arcsin(31/54)

the angle is 35 degrees

Answer:

\(\approx35\textdegree\)

Step-by-step explanation:

We need to find the given angle, and we are given the sides opposite to it and the hypotenuse. Therefore, we can use sine. Recall that:

\(\sin(\theta)=opp/hyp\)

Plug in the numbers. The opposite side is 31 while the hypotenuse is 54.

\(\sin(\theta)=31/54\\\theta=\arcsin(31/54)\\\theta\approx35.03\approx35\textdegree\)

(I forgot to mention this last time, but we can only do this because the triangle is a right triangle.)

The required simplified value of the quantity is  1 / 81. Option A is correct.

Given that,
To determine the simplified value of the quantity one-third raised to the second power times one-third raised to the zero power end quantity all raised to the second power.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
According to the question,
= [(1 / 3)² + ( 1 / 3)⁰]²
Simplification,
= (1 / 3)²°²
= (1 / 3)⁴
= 1⁴ / 3⁴
= 1 / 81  (since 3⁴ = 81)

Thus, the required simplified value of the quantity is  1 / 81. Option A is correct.

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Answer:

\(b_2 = \frac{2A}{h} -b_1\)

Step-by-step explanation:

Given

\(A = \frac{1}{2}h(b_1 + b_2)\)

Required

Select equivalent expressions

Multiply through by 2

\(2*A = 2*\frac{1}{2}h(b_1 + b_2)\)

\(2*A = h(b_1 + b_2)\)

\(2A = h(b_1 + b_2)\)

Divide through by h

\(\frac{2A}{h} = \frac{h(b_1 + b_2)}{h}\)

\(\frac{2A}{h} = b_1 + b_2\)

Subtract b1 from both sides

\(\frac{2A}{h} -b_1= -b_1 + b_1 + b_2\)

\(\frac{2A}{h} -b_1= b_2\)

\(b_2 = \frac{2A}{h} -b_1\)

From the list of options, there is only one answer

Answer:   5  1/2

Step-by-step explanation:

Answer:

Step-by-step explanation:

5 1/2

Two angles are complementary when their sum is equal to 90 degrees. The measures of the two complementary angles are 40 degrees and 50 degrees.

In this problem, one angle's measure is 80% of the other. Let's represent the two angles with the variables A and B, where A is the larger angle and B is the smaller angle.
According to the given information, A = 0.8 * B, and the complementary relationship implies that A + B = 90 degrees.
We can use the expression A = 0.8 * B to rewrite the complementary equation as 0.8 * B + B = 90. By combining the terms with B, we obtain 1.8 * B = 90.
Now, we can solve for B by dividing both sides of the equation by 1.8:
B = 90 / 1.8
B = 50
Since we now have the measure of angle B, we can find the measure of angle A by substituting the value of B back into the equation A = 0.8 * B:
A = 0.8 * 50
A = 40

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Answer:  b) {-3, 0.5}

Step-by-step explanation:

The new equation is the original equation plus 6.  Move the original graph UP 6 units.  The solutions are where it crosses the x-axis.

\(\text{Original equation:}\quad f(x)=\dfrac{15}{x}-\dfrac{9}{x^2}\\\\\\\text{New equation:}\quad\dfrac{15}{x}+6=\dfrac{9}{x^2}\\\\\\.\qquad \qquad f(x)= \dfrac{15}{x}-\dfrac{9}{x^2}+6\)

+6 means it is a transformation UP 6 units.  

Solutions are where it crosses the x-axis.

The curve now crosses the x-axis at x = -3 and x = 0.5.

In order to know if a triangle is a right triangle on a coordinate plane, you can find the lengths of all three sides of the triangle using the distance formula and apply the Pythagorean theorem.

Find the lengths of the three sides of the triangle using the distance formula.

Once you have the lengths of the sides, check if any of the three sides satisfy the Pythagorean theorem, which states that in a right triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides. In other words, if a² + b² = c², where c is the longest side, then the triangle is a right triangle.

If one of the sides satisfies the Pythagorean theorem, then the triangle is a right triangle.

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A systematic random sample is obtained by choosing a random starting point and then selecting every kth individual from a population to participate in the study. The number of random numbers that must be produced to recognize individuals who are part of the sample is determined by the following formula:n/k is the number of random numbers required to identify the sample population of size n drawn from a population of size N by systematic random sampling.

To provide an example, consider a population of size N= 1000 and a sample of size n= 50. Assume that we must use systematic random sampling with a k=20. The population should be numbered, and the first random number between 1 and 20 is selected. The kth person after the first random number is chosen. This process is repeated for the entire population, with every kth person included in the sample. The number of random numbers generated would be 1000/20= 50. Therefore, to obtain a sample of 50 individuals, we must generate 50 random numbers to recognize each individual who will be included in the sample.

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By definition of the volume of cube, the side length of the cubic quart container is approximately equal to 9.818 centimeters.

A quart means a quarter of gallon and is equal to 946.353 cubic centimeters. The volume of the cube is equal to the cube of the side lengt, then:

x³ = 946.353

x = ∛946.353

x ≈ 9.818

By definition of the volume of cube, the side length of the cubic quart container is approximately equal to 9.818 centimeters.

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Answer:

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

AAS congruence theorem states that:

We can see two angles and the non-included side are marked as congruent:

Hence the triangles are congruent:

Therefore the correct choice is C.

One change that can be made to one value in Dylan's plan to ensure the assignment is completed is to change hours worked to 4. 20 hours a day.

The current number of paper flowers that the team can make is:

= 4 x 3 hours a day x 12 people x 5 days per week x 2 weeks

= 1, 440 flowers

One change that can be made would be to increase the number of hours worked to 4. 20 hours.

This would give a total number of flowers of :

= 4 x 4. 20 hours a day x 12 people x 5 days per week x 2 weeks

= 2, 016 flowers

They would then meet the target.

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Step-by-step explanation:

hope it will help you ....

The probability that the proportion of flops in a sample of 506 released films would differ from the population proportion by greater than 3% is approximately 0.0192 or 1.92% (rounded to four decimal places).

Given:

Population proportion of flops: p = 9% = 0.09

Sample size: n = 506

First, let's calculate the standard deviation (σ) of the sampling distribution, which represents the standard error of the proportion:

σ = √[(p * (1 - p)) / n]

  = √[(0.09 * (1 - 0.09)) / 506]

  ≈ √[(0.0819) / 506]

  ≈ √[0.000161955]

  ≈ 0.012736

Next, we need to find the z-score associated with a difference of 3% from the population proportion:

z = (0.03 - 0) / σ

  = 0.03 / 0.012736

  ≈ 2.3542

Using a standard normal distribution table or calculator, we can find the probability associated with the z-score of 2.3542. However, since we are interested in the probability that the proportion differs from the population proportion by greater than 3%, we need to consider both tails of the distribution.

The probability of a difference greater than 3% is equal to the probability of a z-score less than -2.3542 or greater than 2.3542.

P(z < -2.3542) + P(z > 2.3542)

Looking up the values in the standard normal distribution table or using a calculator, we find:

P(z < -2.3542) ≈ 0.0096

P(z > 2.3542) ≈ 0.0096

Adding these probabilities:

0.0096 + 0.0096 ≈ 0.0192

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Answer:

(1,∞)

Step-by-step explanation:

This function gonna go forever up, but since it has a + 1 we know that it will be larger than 1 and smaller than infinity.

So, the range is (1,∞)

Maya achievements in mathematics were closely related to astronomy.

How were Maya achievements closely related to astronomy?

The Maya civilization made advancements in both mathematics and astronomy and these two fields were intricately interconnected in their culture. The Maya developed a highly sophisticated numerical system  which allowed them to perform complex calculations and create precise astronomical predictions.

They meticulously observed celestial bodies and recorded their movements, developing calendars and astronomical tables that aided in agricultural planning, religious rituals, and governance. By studying the stars, planets and celestial events, the Maya not only expanded their understanding of the universe but also used mathematical principles to navigate time and space.

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