a. x - 2 = 10

b. s - 4 = 6

c. y - 10 = 24

d. t - 3 = 9

2. Subtraction:

a. x + 2 = 10

b. s + 4 = 6

c. y + 10 = 24

d. t + 3 = 9

3. Multiplication

a. 1/2x = 10

b. 1/4s = 8

c. 1/3t = 6

d. 1/5 y = 20

4. Division

a. 4x = 32

b. 13x = 39

c. 5x = 25

d. 10x = 100

5. Mixed Practice

a. x + 4 = 7

b. 33 - y = 44

c. s + 18 = 26

d. m - 40 = 20

e. z + 100 = 100

f. x + 22 = 23

g. s - 4 = 96

h. 1/4x = 4

i. 24x = 3

j. 1/5x = 50

k. 1/3y = 33

l. t + 12 = 16

m. t - 12 = 16

n. 1/2q = 8

o. 12t = 24

The Simplify the expression is -10, when we use fraction.

What is a fraction?

If the numerator is bigger, it is referred to as an improper fraction and can also be expressed as a mixed number, which is a whole-number quotient with a proper-fraction remainder.

Any fraction can be expressed in decimal form by dividing it by its denominator. One or more digits may continue to repeat indefinitely or the result may come to a stop at some point.

=-5(∛27 *2)/3

=-5(3*2)/3

=-5(6)/3

=-10

Hence the answer will be -10 simplify the expression.

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The difference quotient for the given function is 9 -2/h.

The difference quotient for the given function can be calculated as:

[f(x+h) - f(x)]/h

= [(3(x+h)² - 2(x+h) + 5) - (3x² - 2x + 5)]/h

= (3x² + 6xh + 3h² - 2x - 2h + 5 - 3x² + 2x - 5)/h

= (6xh + 3h² - 2h)/h

= (6x + 3h -2)/h

Simplifying the expression further, we get:

(6x + 3h -2)/h = 6 + 3h/h -2/h

= 6 + 3 -2/h

= 9-2/h

Therefore, the difference quotient for the given function is 9 -2/h.

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"Your question is incomplete, probably the complete question/missing part is:"

Find the difference quotient [f(x+h)-f(x)]/h, where h≠0, for the function below.

f(x)=3x² -2x+5. Simplify your answer as much as possible.

Answer: 7 units

Step-by-step explanation:

tan^-1(4/3) =53 degrees

tanx  = opposite / adjacent

10.5 x tan(53) = 2b

14 = 2b

7 = b

The value of 'b' cannot be determined from the given information 'tanx = 4/3' as there is no relevant context or connection mentioned between them.

In the question provided, the trigonometric function tanx = 4/3. However, the variable b has not been defined or mentioned in the context of this particular question, hence we are unable to find or determine the value of b based on the given information. It's likely there's some missing information or context that needs to be provided in order to solve for b.

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The option that correctly shows the area of the composite figures is:

B: For both figures, A = 6 + 4 + 2 + 2 + 1 = 15 units²

The area of a triangle is given by the formula:

A = ¹/₂ * base * height

Area of rectangle = Length * Width

Area of shape on left = (4 * 2) + (2 * 2) + (¹/₂ * 2 * 1) + (¹/₂ * 2 * 2)

Area of shape on left = 8 + 4 + 1 + 2

Area of shape on left = 15 units²

Area of shape on the right = (¹/₂ * 6 * 3) + (¹/₂ * 4 * 3)

Area of shape on the right = 9 + 6

Area of shape on the right = = 15 units²

Thus, option B is the correct option showing the area of the composite figures.

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Answer:

15.94 meters

Step-by-step explanation:

11/0.69 = 15.942.......

Round it to get 15.94

Answer:

48

Step-by-step explanation:

We are given the exponential function:—

\(\displaystyle \large{f(x)=2^x+49}\)

Finding average rate of change from x = 4 to x = 7:—

The formula to find average rate of change:—

\(\displaystyle \large{\frac{f(a)-f(b)}{a-b}}\) or \(\displaystyle \large{\frac{f(x+h)-f(x)}{h}}\)

Let a be 7 and b be 4, therefore:—

\(\displaystyle \large{\frac{f(7)-f(4)}{7-4} = \frac{(2^7+49)-(2^4+49)}{3}}\)

Evaluate:—

\(\displaystyle \large{\frac{(128+49)-(16+49)}{3}}\\\displaystyle \large{\frac{128+49-16-49}{3}}\\\displaystyle \large{\frac{128+16}{3}}\\\displaystyle \large{\frac{144}{3}}\\\displaystyle \large{48}\)

Therefore, the average of change from x = 4 to x = 7 is 48.

Answer:

First blanks: 36 and 36

Second blanks: -7 or 7

Step-by-step explanation:

Simplify (x+6)^2 and you get x^2+12x+36. 36 is what’s missing in that blank, and it needs to be added to both sides. Next, the second set of blanks is what you get when you take the square root of both sides of the equation. Sqrt((x+6)^2)=x+6. Sqrt(49)= -7 or 7. So you have to put 7 and -7 in the second set of blanks.

Answer:

36,36,-7, 7

Step-by-step explanation:

"kahshoot" lol

The side length of the original square is 3.

Let s = side length of the original square

s + 3 = side length of the new square

Area of a square = s²

A = s²

A = (s+3)²

A = s² + 6s + 9

Area multiplied by 4 = 4 × s²

So,

s² + 6s + 9 = 4s²

4s² - s² - 6s - 9 = 0

3s² - 6s - 9 = 0

s² - 2s - 3 = 0

a = 1

b = -2

c = -3

s = -b ± √b² - 4ac / 2a

= -(-2) ± √(-2)² - 4(1)(-3) / 2(1)

= 2 ± √4+12/2

= 2± √16/2

= 2 ± 4/2

= 2+4/2 or 2-4/2

= 6/2 or -2/2

= 3 or -1

side length can not be negative

Therefore, s = 3

A = s²

A = (3)²

= 9

A = (s+3)²

= (3+3)²

= 36

Hence the side length of the original square is 3.

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Answer:

Which polynomial is the correct product?

15y3 + 17y2 + 22y + 15

6y3 + 17y2 + 22y + 15

6y3 + 20y2 + 22y + 15

6y3 + 17y2 + 22y + 25

ANSWER: (D)     6y3 + 17y2 + 22y + 25

Step-by-step explanation:

On Edge

Answer:

Lyssa and Carlos are discussing the expected number of broken or defective bulbs that can be found in a given number of packages of light bulbs. Lyssa believes that if they look at 100100100 packages, they will find a total of about 250250250 broken or defective bulbs. Carlos believes that any given package most likely contains 0.250.250, point, 25 broken or defective bulbs.It is not clear from the information provided whether either of these statements is accurate. To determine the expected number of broken or defective bulbs in a given number of packages, it would be necessary to know the actual number of packages being considered, as well as the actual number of broken or defective bulbs found in those packages. Without this information, it is not possible to verify whether Lyssa's or Carlos's statements are accurate. So, we cannot accurately determine the expected number of broken or defective bulbs in a given number of packages.

Step-by-step explanation:

The probability that a student likes either mathematics or social sciences, given the survey on the fourth - grade class is, 68 %.

The probability that a student would like either mathematics or social sciences in the fourth - grade class, is :

= Probability that student likes math + Probability that student likes social sciences - Probability that student likes both math and social sciences

Probability that student likes math = 64 %

Probability that student likes social sciences = 11 %

Probability that student likes both math and social sciences  = 7 %

The probability that a student likes either mathematics or social sciences is :
= 64 % + 11 % - 7 %

= 68 %

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Full question is :

A survey of a fourth-grade class, resulted in the following information:

64% liked mathematics, 11% liked social studies, and 7% liked both mathematics and social studies.

Find the probability that a student likes either mathematics or social sciences. (write the answer in percentage)

Answer:

9.85 × \(10^{-1}\)

Step-by-step explanation:

a number expressed in standard form is

a × \(10^{n}\)

where 1 ≤ a < 10 and n is an integer

given

\(\frac{985}{1000}\)

= 0.985

= 9.85 × \(10^{-1}\)

(L2) An inscribed circle is one that encompasses a polygon so that it passes by each of the polygon's vertices.

A circumcircle, not an inscribed circle, is a circle that encircles a polygon at each vertex. A circle that is enclosed within a polygon and intersects each side of the polygon exactly once is said to be inscribed. A circumcircle, on the other hand, is a circle that goes through every vertex of the polygon, with its center located at the point where the perpendicular bisectors of the polygon's sides converge. The greatest circle that can be drawn within a polygon is the circumcircle, while the largest circle that can be drawn inside a triangle is the inscribed circle.

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Answer:

Width =15

Length =33

Step-by-step explanation:

Take width as x

And length as 2x+3

Perimeter as 96

Formula of the perimeter of a rectangle is 2l+2w

X+×+2×+3+2×+3=96

6x+6=96

6x=96-6

6×=90

X=15

Width =x and x =15 so width =15 while length =33

Answer:

Step-by-step explanation:

acceleration = change of velocity / time

= 238/1.2

= 198.3 m/s/s.

Answer:

Its B...

Step-by-step explanation:

Answer:

Step-by-step explanation:

5(8) = 5 × 5 × 5× 5×5×5×5= 40

Answer:

284 cm

Step-by-step explanation:

See picture. We want to solve for x

Using SOH

sin(64)=255/x

x=255/sin(64)

x= 283.71 = 284

Answer:

Step-by-step explanation:

u = kx + ух

First of all factorize x out at the right side of the equation

That's

u = x(k + y)

Divide both sides by ( k + y) to make x stand alone

That's

We have the final answer as

Hope this helps you

The values of a measured at two different heights may or may not be the same, depending on the nature of the thing being measured and the conditions of the measurement.

Why may or may not the values of a measured thing at two different heights be the same?

The value of a measured quantity depends on various factors such as the measurement instrument, the conditions of the measurement, and the nature of the thing being measured. In some cases, the values of a measured thing at different heights may be the same, while in other cases they may differ.

Factors that effect the measurement :
Whether the values of a measured thing at two different heights will be the same depends on the nature of the thing being measured and the conditions of the measurement. For example, if we measure the air pressure at two different heights, we may expect the values to be different, as air pressure decreases with increasing altitude. On the other hand, if we measure the temperature of a room at two different heights, we may expect the values to be approximately the same, as the temperature is usually well-mixed throughout the room.

Similarly, the values of other measured quantities such as sound intensity, light intensity, and humidity may also differ or be the same at different heights, depending on the conditions of the measurement and the nature of the thing being measured. Therefore, it is important to consider these factors when making measurements and interpreting their results.

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Answer:

-7.11111111111

Step-by-step explanation:

Answer:

Probability [selected donuts a jelly-filled donut] = 2 / 23

Step-by-step explanation:

Given:

Total number of donuts = 92

Number of jelly-filled donuts = 8

Find:

Probability [selected donuts a jelly-filled donut]

Computation:

Probability [selected donuts a jelly-filled donut] = Number of jelly-filled donuts / Total number of donuts

Probability [selected donuts a jelly-filled donut] = 8 / 92

Probability [selected donuts a jelly-filled donut] = 2 / 23

The population proportion who participated in voting (63%) is higher than the sample proportion from this survey (58.91%).

To determine whether the population proportion who participated in voting or the sample proportion from the survey is higher, we need to compare the percentages.

The population proportion who participated in voting is given as 63% of all registered voters.

This means that out of every 100 registered voters, 63 participated in voting.

In the survey of retired voters, 162 out of 275 participants voted. To calculate the sample proportion, we divide the number of retired voters who participated (162) by the total number of retired voters in the sample (275) and multiply by 100 to get a percentage.

Sample proportion = (162 / 275) \(\times\) 100 ≈ 58.91%, .

Comparing the population proportion (63%) with the sample proportion (58.91%), we can see that the population proportion who participated in voting (63%) is higher than the sample proportion from this survey (58.91%).

Therefore, based on the given data, the population proportion who participated in voting is higher than the sample proportion from this survey.

It's important to note that the sample proportion is an estimate based on the surveyed retired voters and may not perfectly represent the entire population of registered voters.

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Given:

The system of equations is

\(5g+4k=10\)

\(-3g-5k=7\)

To find:

The solution of given system of equations.

Solution:

We have,

\(5g+4k=10\)        ...(i)

\(-3g-5k=7\)         ..(ii)

Multiply (i) by 5 and (ii) by 4.

\(25g+20k=50\)        ...(iii)

\(-12g-20k=28\)         ..(iv)

Adding (iii) and (iv), we get

\(25g-12g=50+28\)

\(13g=78\)

Divide both sides by 13.

\(g=\dfrac{78}{13}\)

\(g=6\)

Put g=6 in (i).

\(5(6)+4k=10\)

\(30+4k=10\)

\(4k=10-30\)

\(4k=-20\)

Divide both sides by 4.

\(k=-5\)

So, the solution of the system of equation is (6,-5).

Therefore, the correct option is A.

Answer:

\(\displaystyle y = 4x + 2\)

Step-by-step explanation:

\(\displaystyle y = mx + b\)

The variable b is the y-intercept [initial value], and the rate of change [slope] is represented by m.

I am joyous to assist you at any time.

Answer:

140

Step-by-step explanation:

30+30=60

40+40=80

60+80=140

Answer:

140

Step-by-step explanation:

I got it right on edge

Answer:

B

Step-by-step explanation:

Please see the attached picture for the full solution.

To find the probability that the amount of pollutant in a given sample will exceed 1/2 for the smokestack with the filter installed, you need to determine the distribution of the pollutant levels and then calculate the probability based on that distribution.

To find the probability that the amount of pollutant in a given sample will exceed 1/2 when a filter is installed in the smokestack, we need to use the information provided in the question. However, we do not have any specific information on the distribution of the pollutant levels, so we cannot calculate the exact probability.
Instead, we can make some assumptions based on the purpose of the filter. Filters are typically installed to reduce the amount of pollutants emitted into the air, so it is reasonable to assume that the filter will decrease the amount of pollutant in each sample. Therefore, we can expect the probability of the pollutant level exceeding 1/2 to decrease when a filter is installed.
Without more information, we cannot give an exact probability, but we can say that it is likely lower than the probability without a filter. We would need to know more about the specific characteristics of the filter and the pollutant to make a more accurate estimate.

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The image of the square S under the given transformation is a parallelogram in the (x, y) plane, defined by the points (0, 0), (1, 0), (0, 1), and (1, 1).

To find the image of the set S under the given transformation, we substitute the coordinates of the points in S into the transformation equations. The set S is a square bounded by the lines u = 0, u = 1, v = 0, and v = 1.

Let's consider the four corners of the square:
Corner 1: (u, v) = (0, 0)
Corner 2: (u, v) = (0, 1)
Corner 3: (u, v) = (1, 0)
Corner 4: (u, v) = (1, 1)

For each corner, we apply the transformation:
Corner 1: (x, y) = (v, u(1 - v^2)) = (0, 0)
Corner 2: (x, y) = (v, u(1 - v^2)) = (1, 0)
Corner 3: (x, y) = (v, u(1 - v^2)) = (0, 1)
Corner 4: (x, y) = (v, u(1 - v^2)) = (1, 1)

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The given statement "In performing a lower-tailed z-test for one mean, the value of the test statistic was z=0.51, which would yield a p-value of 0.695." is true because we perform null hypothesis.

In a lower-tailed z-test for one mean, we test a null hypothesis that the population mean (μ) is greater than or equal to a certain value, against an alternative hypothesis that the population mean is less than that value.

To perform the test, we calculate the z-test statistic using the sample mean, sample standard deviation, sample size, and the hypothesized population mean. If the calculated z-test statistic falls in the rejection region (below the critical value), we reject the null hypothesis and conclude that the population mean is less than the hypothesized value.

In this case, the calculated z-test statistic is 0.51, which falls in the non-rejection region (above the critical value) for a lower-tailed test with a significance level of 0.05. Therefore, the p-value is greater than 0.05, and we do not reject the null hypothesis. The statement that the p-value is 0.695 is consistent with this conclusion.

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