Find the LCM of 24b³ & 12ab²
i need answer asap ​

Answer:

The last 4th one is correct

6x^2-13x+5

= 6x^2-3x-10x+5

= 3x(2x-1) - 5(2x-1)

= (3x-5)(2x-1)

Answer is (3x-5)(2x-1).

Answer:

y = 3/2x + 5

Step-by-step explanation:

y = Rise/Run + y intercept

Answer:

how am i supposed to know this

Step-by-step explanation:

loser

The given probability distribution is a discrete probability distribution.

Given,

 x:    3        4        7

P(X=x): 0.19    0.3    0.51

Discrete probability distribution property;

∑P\((x_{i} )\) = 1

Discrete probability distribution;

The outcomes of events that can be counted or are finite are included in a discrete probability distribution. This differs from a continuous distribution, in which results can occur anywhere along a continuum. The binomial, Poisson, and Bernoulli distributions are typical examples of discrete distributions.

That is,

∑P\((x_{i} )\)

= 0.19 + 0.3 + 0.51

= 1

The property for a discrete probability distribution is thus satisfied.

So, the probability distribution that is being presented is a discrete probability distribution.

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The given question is incomplete. Completed question is given below;

Determine whether or not the distribution is a discrete probability distribution and select the reason why or why not. x −3 4 7 P(X=x) 0.19 0.3 0.51 Answer First, decide whether the distribution is a discrete probability distribution, then select the reason for making this decision.

Step-by-step explanation:

First I would look at the y intercept. In a linear equation, y = mx + b, b is the y-intercept and m is the slope. This means that (0,6) is a point on the line since at a y-intercept, the x value is 0. First you should plot this point.

Next, the slope is 4, meaning that for every 1 unit to the right, the line rises 4 units. You can count 1 to the right and 4 up from the y-intercept, which gives you (1,10), a second point on the line. After this, you can connect the two points and there you go, you have a graph!

Answer:

Triangle - 21 units

Trapezoid - 65 units

Step-by-step explanation:

a. the relative decay rate of radium-226 is 0.000433 per year.

b. The function that models the mass remaining after t years is \(m(t) = 22 * e^(-0.000433*t)\)

c. After 4000 years, only 5.39 mg of the original 22 mg sample of radium-226 will remain.

The relative decay rate r can be calculated using the formula:

r = ln(2) / t1/2

where t1/2 is the half-life of the substance. Substituting the value

r = ln(2) / 1600 = 0.000433

Therefore, the relative decay rate of radium-226 is 0.000433 per year.

(b) The function that models the mass remaining after t years is

\(m(t) = m0 * e^(-r*t)\)

where m₀is the initial mass of the substance, r is the relative decay rate, and e is the base of the natural logarithm.

Substitute the given values

\(m(t) = 22 * e^(-0.000433*t)\)

(c) To find how much of the sample will remain after 4000 years, we can substitute t = 4000 in the above function:

\(m(4000) = 22 * e^(-0.000433*4000)\)

= 5.39 mg

Therefore, after 4000 years, only 5.39 mg of the original 22 mg sample of radium-226 will remain.

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Answer: Yes, there is

Step-by-step explanation:

Answer:

n = 6

x = 3

p = 0.32

q = 0.68

Step-by-step explanation:

Given:

32% are comfortable having drones deliver their purchases.

Suppose we are to find the probability that when 6 consumers are randomly​ selected, exactly 3 of them are comfortable with delivery by drones.

Required:

Find n, x, p, and q.

i) n represents the sample size. Here 6 consumers are selected randomly, therefore the sample size here is 6.

Thus, n = 6

ii) x represents the sample mean or number of successes. Since 3 consumers out of the selected 6 are comfortable with delivery by drones, the sample mean here is 3.

Thus, x = 3

iii) p represents population proportion or probability of success. Here population proportion(success probability) is 32% ≈ 0.32.

Thus, p = 0.32

iv) q represents probability of failure. To find probability of failure, use the formula:

1 - p

Thus,

1 - 0.32 = 0.68

q = 0.68

She sampled 25 patients and obtained a sample average of 179.1 minutes. The null hypothesis (H0) states that the true population mean is equal to 180 minutes.

In hypothesis testing, Stephanie first sets up the null hypothesis (H0) and the alternative hypothesis (Ha). In this case, H0: μ = 180, where μ represents the population mean of exercise minutes per week. The alternative hypothesis Ha would be H1: μ < 180, indicating that the average exercise time is less than 180 minutes.

Stephanie then collects a sample of 25 patients and calculates the sample mean, which is found to be 179.1 minutes. To determine if this sample mean is significantly different from the hypothesized population mean, she performs a hypothesis test using the appropriate statistical method, such as a t-test.

Based on the sample mean and assuming the null hypothesis is true, Stephanie can calculate the test statistic and corresponding p-value. If the p-value is less than the significance level (e.g., α = 0.05), she would reject the null hypothesis in favor of the alternative hypothesis. This would imply that there is enough evidence to support Stephanie's claim that her patients get less than 180 minutes of exercise per week, on average.

However, if the p-value is greater than the significance level, Stephanie would fail to reject the null hypothesis. In this case, there would not be sufficient evidence to conclude that the average exercise time is significantly less than 180 minutes. It's important to note that the conclusion of the hypothesis test is based on the calculated p-value and the chosen significance level.

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The sum of the angles in a triangle is 180°, If I remember correctly.

Answer:

Y=7/5x+8

Is the answer to question don't ask me how I know I cheated

The equation y = 7x/5 + b represents a line which is parallel to the line 7x-5y=-30.

In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction.

We have an equation,

7x-5y=-30

Simplifying,

y = 7x/5 + 30/5

y = 7x/5 + 6.

The general formula of line parallel to a given line is,

y = 7x/5 + b, where b is the y-intercept of the line.

Therefore, y = 7x/5 + b is the required line.

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F, E and D are exterior angles.

Exterior angles and corresponding interior angles are suppementary (they add up to 180°)

Use F to find the meaure of C:

Use E to find the measure of B:

The sum of the interiror angles of any triangle is 180°.

Use B and C to find the meaure of A:

Use A to find the meaure of D:

The sum is a binomial with a degree of 6 after adding like terms, and the sum is -2xy⁵ + 3x⁴y option fourth is correct.

Polynomial is the combination of variables and constants systematically with "n" number of power in ascending or descending order.

\(\rm a_1x+a_2x^2+a_3x^3+a_4x^4..........a_nx^n\)

The question is incomplete.

The complete question is in the picture, please refer to the attached picture.

We have two polynomials:

3x²y² - 2xy⁵ and -3x²y² + 3x⁴y

Adding two polynomials:

= (3x²y² -2xy⁵) + (-3x²y² + 3x⁴y)

= -2xy⁵ + 3x⁴y

The expression represents a binomial with degree 6(1+5) because it has two terms.

Thus, the sum is a binomial with a degree of 6 after adding like terms and the sum is -2xy⁵ + 3x⁴y option fourth is correct.

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Answer:

16

Step-by-step explanation:

let boys equal to 5x

and girls equal to 4x

so 4x+5x=36

X=4

so boys are 5*4

boys are 20

and girls are 16

so boys are 4 more than girls

Answer:

16 girls

Step-by-step explanation:

boys : girls : total

5          4        5+4 = 9

take the total number of people and divide by 9

36/9 = 4

Each number should be multiplied by 4

boys : girls : total

5*4        4*4     9*4

20          16        36

There are 16 girls

SOLUTION

Given the question in the image, the following are the solution steps to answer the question.

STEP 1: Draw the given table

STEP 2: Explain how to get the relative frequency

The relative frequency is derived by dividing the columns by the total frequency.

STEP 3: Complete the table

STEP 4; Draw the complete table

STEP 5: Calculate the relative Frequency

STEP 6: Calculate the percentage of customers without smartphones

Hence, the percentage of customers without smartphones is 34%

Answer:

346.38022

Step-by-step explanation:

Using Law of Sines, we know that v=50

\(\frac{34}{sin(36)}=\frac{x}{sin(24)}\)

Area = ab·sin(C) /2

[34x50xsin(24)]/2

=346.38022

Answer:

i think he/she is right

Step-by-step explanation:

Answer:

2,134.57 or the bottom one

Step-by-step explanation:

I found the volume

Answer:

its D i did the Iready

Step-by-step explanation:

We have 3 triangles that are related in the image

We will use the sine relations to determine the value of x

For triangle ABD

For triangle ABC

For triangle ACD

Now solving the system of equations we have

The answer would be x = 4 units

Answer:

A. -3

Step-by-step explanation:

Multiply first then add or minus

3 - 3 x 3 + 3

3 - 9 + 3

-6 + 3

-3

Answer:

i got 2.7

Step-by-step explanation:

Answer: We can use the equation to find the number of dimes in Kendall's pocket:

25g + 10d = 150

25 * 4 + 10d = 150

100 + 10d = 150

10d = 50

d = 5

So Kendall has 5 dimes in her pocket.

Step-by-step explanation:

To solve this problem, we can use the Pythagorean theorem to find the distance between the police cruiser and the speeding car at the given moment. The speeding car is moving at 70 mph.

distance^2 = (0.6 miles)^2 + (0.8 miles)^2
distance^2 = 0.36 + 0.64
distance^2 = 1
distance = 1 mile

Now, we can use the fact that the distance between the two cars is increasing at a rate of 20 mph to set up a related rates problem. Let's call the speed of the speeding car "x".

We know that:

d(distance)/dt = 20 mph
velocity of police cruiser = 60 mph

We want to find:

dx/dt = ?

To solve for dx/dt, we can use the formula:

d(distance)/dt = (distance/x) * dx/dt

Plugging in the values we know, we get:

20 mph = (1 mile/x) * dx/dt

Solving for x, we get:

x = 1 mile / (dx/dt / 20 mph)

Since the police cruiser is moving at a constant velocity of 60 mph, we can say that dx/dt = x + 60 mph (the velocity of the speeding car relative to the police cruiser). Substituting this into the equation above, we get:

20 mph = (1 mile/x) * (x + 60 mph)

Simplifying, we get:

20 mph = 60 mph / x + 1

Multiplying both sides by x+1, we get:

20x + 20 = 60 mph

Subtracting 20 from both sides, we get:

20x = 40 mph

Dividing by 20, we get:

x = 2 mph

Therefore, the speed of the other car (the speeding car) is 2 mph.
To solve this problem, we will use the Pythagorean theorem and differentiate it with respect to time to find the speed of the speeding car.

1. Let x be the distance of the police cruiser from the intersection and y be the distance of the speeding car from the intersection. The distance between the cruiser and the speeding car is z.

2. According to the Pythagorean theorem: x^2 + y^2 = z^2

3. Differentiate both sides of the equation with respect to time t: 2x(dx/dt) + 2y(dy/dt) = 2z(dz/dt)

4. We are given the following information: x = 0.6 miles, y = 0.8 miles, dx/dt = -60 mph (the police cruiser is moving south towards the intersection), dz/dt = 20 mph (the distance between the cars is increasing).

5. First, find z using the Pythagorean theorem: 0.6^2 + 0.8^2 = z^2 => z = 1 mile

6. Now, substitute the given values into the differentiated equation: 2(0.6)(-60) + 2(0.8)(dy/dt) = 2(1)(20)

7. Simplify the equation: -72 + 1.6(dy/dt) = 40

8. Solve for dy/dt (the speed of the speeding car): 1.6(dy/dt) = 112 => dy/dt = 70 mph

The speeding car is moving at 70 mph.

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Answer:

I think this is right 5 is x=30

Step-by-step explanation:

4 is a because 2x=6 can simple to x=3

and 5 is x=30

Answer:

37°

Step-by-step explanation:

the rules of a bow theorem is the angles at the bottom are equal and the angles at the top are equal

Engineers can be held most morally blameworthy for foreseeable harms resulting from technological innovations, engineers have a responsibility to anticipate the potential consequences of their work,

and to take steps to mitigate those consequences. If they fail to do so, and their work results in harm, they can be held morally blameworthy. When engineers develop new technologies, they have a responsibility to consider the potential consequences of their work.

They need to think about how their technology could be used, and whether it could be used to harm people or the environment.

They also need to consider how their technology could be misused, and what steps they can take to prevent misuse.

If engineers fail to consider the potential consequences of their work, and their work results in harm, they can be held morally blameworthy. This is because they have a duty to protect the public from harm, and they have failed to fulfill that duty.

For example, engineers who develop new weapons systems have a responsibility to consider the potential consequences of their work. They need to think about how their weapons could be used,

and whether they could be used to kill or injure innocent people. They also need to consider how their weapons could be misused, and what steps they can take to prevent misuse.

If engineers fail to consider the potential consequences of their work, and their weapons are used to kill or injure innocent people, they can be held morally blameworthy. This is because they have a duty to protect the public from harm, and they have failed to fulfill that duty.

It is important to note that engineers cannot be held morally blameworthy for unforeseeable harms. This is because they did not have the opportunity to anticipate the harm, and they could not have taken steps to prevent it.

For example, engineers who develop new medical treatments cannot be held morally blameworthy if the treatments have unforeseen side effects. This is because the engineers did not have the opportunity to anticipate the side effects, and they could not have taken steps to prevent them.

In conclusion, engineers can be held morally blameworthy for foreseeable harms resulting from technological innovations.

This is because they have a responsibility to anticipate the potential consequences of their work, and to take steps to mitigate those consequences.

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The number of eggs Mia will get if she has 15 chickens is 95.

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Answer:

B,C,E,F,G

Step-by-step explanation:

Answer:

What the first person said (good job btw ur right!)

Step-by-step explanation:

The simplified version of (sec a - cosec a) / (sec a + cosec a)  is cosec 2a(cosec 2a - 2) / (sec²a - cosec²a).

The study of correlations between triangles' side lengths and angles is known as trigonometry. The field was created in the Hellenistic era in the third century BC as a result of the use of geometry in astronomical research.

Given:

(sec a - cosec a) / (sec a + cosec a)

Multiply the numerator and denominator by (sec a - cosec a)

(sec a - cosec a) / (sec a + cosec a)  × (sec a - cosec a)

(sec²a + cosec²a -2sec a cosec a) / (sec²a - cosec²a)

As we know,

\(sec^2a + cosec^2a = sec^2a \ cosec^2a\)

sec² a cosec² a - 2sec a cosec a /  (sec²a - cosec²a)

sec a cosec a (sec a cosec a - 2) / (sec²a - cosec²a)

cosec 2a(cosec 2a - 2) / (sec²a - cosec²a)

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