what division problem equals 9/5

Answer:

80p2 - 180r2

20(4p²-9r²)

20(2p+3r)(2p-3r)

Answer:

20(2p - 3r)(2p + 3r)

Step-by-step explanation:

Given

80p² - 180r² ← factor out 20 from each term

= 20(4p² - 9r²) ← difference of squares which factors in general as

a² - b² = (a - b)(a + b)

4p² - 9r²

= (2p)² - (3r)² ← with a = 2p and b = 3r

= (2p - 3r)(2p + 3r)

Thus

80p² - 180r² = 20(2p - 3r)(2p + 3r) ← in factored form

Dimensions of the rectangular plot are 25' × 50'.

The area of a rectangular plot is 1250m.

What is the dimension of the rectangle?

Four perpendicular sides make up the two-dimensional geometric shape of a rectangle. Two of the four sides are distinct, and the other two resemble the distinctive sides. The dimensions of a rectangle are these two distinctive sides.

Here, we have

100 meters fencing

We have to find the dimensions and area of the rectangular plot.

so, 2x + y = 100

y = 100 - 2x

A = xy

A = x (100 - 2x)

A = 100x - 2x²

We differentiate w.r.t x, and we get

A' = 100 - 4x

We put, A'= 0

100 - 4x = 0

x = 25

y = 50

A = xy

A = 25 × 50

A = 1250m

Hence, the dimension of the rectangular plot is 25' × 50'.

The area of a rectangular plot is 1250m.

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Answer:

C. 20

8 cycles for 1 inch, times 2 is 16, + 4 is 20

Equation V + Iwh , I = 32, w = 14, and h = 7, V = -3,136. The correct answer is B.

To solve for V in the equation V + Iwh, we can plug in the given values of I, w, and h, and then isolate V on one side of the equation. Here are the steps:

1. V + Iwh = V + (32)(14)(7)
2. V + 3,136 = V + 3,136
3. Subtract 3,136 from both sides of the equation: V = -3,136

The correct answer is option B: 3,136. Here is the solution in HTML format:

To solve for V in the equation V + Iwh, we can plug in the given values of I, w, and h, and then isolate V on one side of the equation. Here are the steps:

V + Iwh = V + (32)(14)(7)
V + 3,136 = V + 3,136
Subtract 3,136 from both sides of the equation: V = -3,136

The correct answer is option B: 3,136.

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Answer:

I think it would be 2 miles

Step-by-step explanation:

This is because 1/4 of an hour is 15 minutes

so in 15 minutes he swims half a mile

4 x 15 = 60 minutes

so 4 x 1/2 = 2miles

Answer:

15.7 ft

Step-by-step explanation:

You need to find the circumference.

C= 2πr

r= 2.5

C= 2π2.5

C= 15.7 ft

Answer:

- 36

Step-by-step explanation:

(3x)² (y) ← substitute x = 2, y = - 1 into the expression

= (3(2))² (- 1)

= (6)² × - 1

= 36 × - 1

= - 36

The effect of the mentoring program based on the regression output, you would need to look at the coefficient of the variable representing the mentoring program in the regression equation.

1. Identify the variable representing the mentoring program in the regression output. It could be labeled as "Mentoring" or something similar.

2. Look at the coefficient of the mentoring program variable. This coefficient represents the estimated effect of the mentoring program on the outcome variable.

3. Interpret the coefficient. If the coefficient is positive, it suggests that the mentoring program has a positive effect on the outcome variable. If the coefficient is negative, it suggests a negative effect. The magnitude of the coefficient indicates the strength of the effect.

4. Include any statistical measures of significance, such as p-values or confidence intervals, if available. These measures indicate the level of confidence in the estimated effect. A lower p-value or a narrower confidence interval indicates a higher level of significance.

In your report, you can say something like, "Based on the regression analysis, the mentoring program had a [positive/negative] effect on the outcome variable. The estimated effect was [coefficient value]. This effect was found to be [statistically significant/insignificant] with a p-value of [p-value] (or a [confidence level] confidence interval of [lower limit - upper limit])."

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Answer:

f(x) = 1/4x +2

Step-by-step explanation:

The y-intercept formula is y = mx + b. b is the y-intercept. The line crosses the y-axis at 2, so the y-intercept is 2. m is the slope and it is rise/run (rise over run). It rises (from the y-axis) once and runs 4 times. Therefore, the slope is 1/4. The equation is f(x) = 1/4x +2.

Answer:

n = 7

Step-by-step explanation:

Here is how you solve the equation...

n/5 + 0.6 = 2

n/5 = 2 - 0.6

n/5 = 1.4

n = (1.4) * (5)

n = 7

Answer:

7

Step-by-step explanation:

Step-by-step explanation:

There are 36 possible rolls

NONE will result in a '5'  total

0/36    

 there is nothing on the blue die that added to from the green die = 5

Answer:

CE = 21.2

Step-by-step explanation:

CE = CD + DE = 14 + 7.2 = 21.2

Answer: 11

Step-by-step explanation:

By the secant-secant theorem,

\(5(5+7)=(JK)(15)\\\\60=(JK)(15)\\\\JK=4\\\\\implies IJ=15-4=11\)

By applying the simple concept of algebra, the equation showing the number of Kenny's baseball cards (b) is b = 82 + 159. So it can be concluded that the number of Kenny's baseball cards is 241 cards.

The use of algebra in everyday life.

Algebra is a branch of mathematics that uses numbers, symbols, or letters to solve math problems. In everyday life, algebra is often used, starting from simple mathematical operations, to financial planning, calculating time/mileage, and so on.

In the above questions, we can take some notes as follows:

Baseball cards sold (x) = 82 cards.

Remaining baseball cards (y) = 159 cards.

The number of baseball cards owned by Kenny (b):

b = x + y

  = 159 + 82

  = 241 cards

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Answer:

its A

Step-by-step explanation:

have you smiled today? its very important:)

Answer:

A

Step-by-step explanation:

There would be 63,273,600 and 43,524,000 license plates, if repetition is allowed, and not, respectively that can be made using either three uppercase English letters followed by three digits or four uppercase English letters followed by two digits.

Based on the given information, a license plate may either be:

1. three uppercase English letters followed by three digits

26 ways to fill in the first, second, and third letter and

10 ways to fill in the first, second, and third digit

2. four uppercase English letters followed by two digits

26 ways to fill in the first, second, third, and fourth letter and

10 ways to fill in the first and second digit

Thus, by Fundamental Principle of Counting, there are 63,273,600 possible license plates, if repetition is allowed, and 43,524,000 possible license plates, if repetition is not allowed.

(with repetition)

1.  26 x 26 x 26 x 10 x 10 x 10 = 17,576,000

2. 26 x 26 x 26 x 26 x 10 x 10 = 45,697,600

17,576,000 + 45,697,600 = 63,273,600

(without repetition)

1.  26 x 25 x 24 x 10 x 9 x 8 = 11,232,000

2. 26 x 25 x 24 x 23 x 10 x 9 = 32,292,000

11,232,000 + 32,292,000 = 43,524,000

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Answer:

Division

Step-by-step explanation:

Answer:

division

Step-by-step explanation:

when you divide you split into even groups

The total difference between 4 5/6 and 9 1/6 on a number line using shorter jumps to the nearest integers is 4 1/3.

To find the difference between 4 5/6 and 9 1/6 on a number line using shorter jumps to the nearest integers, we can follow these steps:

Step 1: Convert the mixed numbers to improper fractions.

4 5/6 = (6 x 4 + 5) / 6 = 29/6

9 1/6 = (6 x 9 + 1) / 6 = 55/6

Step 2: Find the distance between the two fractions on the number line by taking the absolute value of their difference.

|29/6 - 55/6| = |-26/6| = 26/6

Step 3: Simplify the fraction and convert it back to a mixed number, if necessary.

26/6 can be simplified to 13/3, which is an improper fraction.

To convert 13/3 back to a mixed number, we divide the numerator (13) by the denominator (3) and write the remainder as a fraction:

13 ÷ 3 = 4 with a remainder of 1

So, 13/3 = 4 1/3

Therefore, on a number line with shorter jumps to the nearest integers, the total distance between 4 5/6 and 9 1/6 is 4 1/3.

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The numbers arranged in order from least to greatest is: √146, 12.39, 12.62, 12⅝, and 12¾. The third option is correct.

The ordering of numbers refers to arranging numbers in a specific sequence based on their magnitude or value. The ordering of numbers is determined by their relative values. Comparisons are made between numbers to determine their position in the order.

12⅝ = 101/8 = 12.645

12.62 = 12.62

√146 = 12.0830

12.39 = 12.39

12¾ = 51/4 = 12.75

Therefore, the numbers arranged in order from least to greatest is: √146, 12.39, 12.62, 12⅝, and 12¾.

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Answer:

r = 26

Step-by-step explanation:

C = 2 π r

163.28 = 2 (3.14) (r)

163.28 / 2 / 3.14

26 = r

Answer:

26 yards

Step-by-step explanation:

2πr=163.28

2×3.14×r=163.28

r=163.28÷6.28=26 yards

How much a statistic varies from one sample to another is known as the sampling variability of a statistic.

Testing variability arises due to the reality that exceptional samples of the same size can produce special values of a statistic, although the samples are described from the same populace. the quantum of slice variability depends on the scale of the sample, the variety of the populace, and the unique statistic being calculated.

The end of statistical conclusion is to apply the data attained from a sample to make consequences about the population, while counting for the slice variability of the statistic. ways similar as thesis checking out and tone belief intervals do not forget the sampling variability of a statistic to make redundant accurate consequences about the populace.

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Answer:

he made a good choice, the width is: 4 inches

Step-by-step explanation:

12 x 8 x _4_ = 384

Step-by-step explanation:

this relation is not a function cuz each x pair (domian) has only one image in y pair (codomain) so we will have all the ×-axis pairs meeting with y-axis in only one point as they have one image as this is the rule of having a function so what in front of us the positive part of x-axis has two images in y-axis

u can knew it by another way draw a vertical line and if it meets in two point or more than one then the relation is not a function s o if we draw a vertical line in the right part of the graph it will meats in two points then not a function

the domain is all the pairs of this relation taken in x-axis which are [0,infinity[ and range is the y-axis images if the fomain in x-axis which are ]-infinity, infinity[

The total Number of ways to select five students out of 11 boys and 18 girls will be=104642

We have, total number of boys = 11, while the total number of girls = 18

Let us assume that,

X = total number of boys chosen

As it is given,

P(X>=4)=1

-P(X<=3)

Where, P(at most 3 boys are chosen) needs to be found out

As we know,

Here, the total number of ways to get at most 3 boys= Number of ways to get three boys and two girls + number of ways to get one boy and four girls + Number of ways to get two boys and three girls + Number of ways to get zero boys and five girls

Making the combination as per above arrangements:

We will get it as:

=11C3*18C2+11C1*18C4+11C2*18C3+11C0*18C5

As we know,

The formula of combination is:

\($${ }_n C_r=\frac{n !}{r !(n-r) !}$$\)

\(${ }_n C_r=$\) number of combinations

n= total number of objects in the set

r= number of choosing objects from the set

So, applying the concept of combination in the above,

=11C3*18C2+11C1*18C4+11C2*18C3+11C0*18C5

\(= \frac{11!}{8! \times 3!} \times \frac{18!}{16! \times 2!}+\frac{11!}{9! \times 2!} \times \frac{18!}{15! \times 3!}+\frac{11!}{10! \times 1!} \times \frac{18!}{14! \times 4!}+\frac{11!}{11! \times 0!} \times \frac{18!}{13! \times 5!}\)

\([\frac{11 \times 10\times9\times8! }{8!\times 6} \times \frac{18\times17\times16!}{16!\times2}]+[\frac{11\times10\times9!}{9!\times2} \times \frac{18\times17\times16\times15!}{15!\times6}]+[\frac{11\times10!}{10!} \times \frac{18\times17\times16\times15\times14!}{14!\times24}]+[\frac{1}{1} \times \frac{18\times17\times16\times15\times14\times13!}{13!\times120}]\)

\(=(165 \times153)+(55\times816)+(11\times3060)+(1\times856.8)\)

=25245+44880+33660+856.8

=104641.8 = 104642 (approx)

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The relative importance of unique events may decrease as the probability of a super event increases, it is important to consider all potential risks and their unique characteristics in a comprehensive approach to risk management.

The relationship between the probability of a super event and the importance of a unique event is complex and depends on several factors. Generally speaking, as the probability of a super event increases, the importance of a unique event may decrease in relative importance.

This is because the focus shifts from rare events to more probable ones. As the probability of a super event increases, there may be a greater need to allocate resources toward preventing or mitigating the effects of such events. This can mean that resources that were previously allocated to mitigating the risks of unique events may be redirected towards addressing the more significant risk posed by the super event.

However, it is important to note that the importance of unique events should not be overlooked or underestimated. These events may still pose significant risks and may require specific measures to prevent or mitigate their effects. Additionally, unique events may have consequences that cannot be addressed by measures intended to address super events.

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Based on the given statement, the correct answer would be:

option A. The statement makes sense. Sally listens to music when she is depressed. If she is listening to music, then Sally must be depressed.

The given statement is discussing a potential relationship between Sally's emotional state of being depressed and her behavior of listening to music. The question asks whether the statement makes sense, is clearly true, or does not make sense, and provides four options to choose from.

Option A states that the statement makes sense and suggests that if Sally is listening to music, then she must be depressed. This option is reasonable because the statement establishes a connection between Sally's depression and her behavior of listening to music. It implies that listening to music is a coping mechanism or an activity she engages in when she experiences depressive feelings.

Therefore, if someone observes Sally listening to music, it can be inferred that she might be in a depressed state at that moment.

On the other hand, options B and C can be eliminated because they make extreme and unsupported claims. Option B suggests that Sally only listens to music when she is depressed, which is not explicitly stated in the given statement. Option C states that if Sally is listening to music, then she must not be depressed, which contradicts the initial connection established between depression and listening to music in the statement.

Option D highlights the incomplete nature of the statement but does not render it entirely senseless. It acknowledges that the statement mentions Sally's behavior of listening to music when she is depressed but does not provide information about other potential reasons she might listen to music.

In summary, option A is the most appropriate choice as it aligns with the established correlation between Sally's depression and her listening to music, while considering the possibility of other reasons for her music listening behavior.

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Answer: The answer is 121

The equation shows a correct trigonometric ratio for angle A in the right triangle  is cos A = 15/17. Option 3

To determine the ratio, we need to know the different trigonometric identities.

These identities are;

The different ratios of these identities are;

sin θ = opposite/hypotenuse

cos θ = adjacent/hypotenuse

tan θ = opposite/adjacent

From the diagram shown, we have that;

Opposite = 8cm

Adjacent = 15cm

Hypotenuse = 17cm

Using the cosine identity, we have;

cos A = 15/17

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