Please help me do these inequalities.

Answer:

\( y = \frac{k - ax}{b} \)

Step-by-step explanation:

\(ax + by = k \\ \\ by = k - ax \\ \\ \huge \red{y = \frac{k - ax}{b} }\)

Suppose that we randomly choose pens from a box that contains yellow and green pens until a yellow pen is obtained. Assume that each selected pen is replaced before the next one is drawn. In order to find the probability of picking up a pen at least three times, we need to use the probability formula.

For this problem, the probability of choosing a yellow pen on the first draw is P(Y) = number of yellow pens / total number of pens = y / (y+g), where y is the number of yellow pens and g is the number of green pens. The probability of not choosing a yellow pen on the first draw is P(NY) = g / (y+g).After selecting a pen, if it is not yellow, we need to select a pen again. The probability of selecting a pen that is not yellow on the second draw is the same as the probability of not selecting a yellow pen on the first draw, that is\(P(NY) = g / (y+g).\)

Therefore,

the probability of choosing a yellow pen on the second draw is P(Y and NY) = \(P(Y) × P(NY) = y × g / (y+g)²\).The probability of not choosing a yellow pen on the first two draws is P(NYY) = P(NY) × P(NY) = g² / (y+g)².To calculate the probability of choosing a yellow pen on the third draw, we need to consider two cases: the pen selected on the first two draws is green, and the pen selected on the first two draws is not green.

Case 1: The pen selected on the first two draws is green. The probability of selecting a yellow pen on the third draw is P(Y and NY and G) =\(P(Y) × P(NY) × P(G) = y × g × (y+g) / (y+g)³.\)

Case 2: The pen selected on the first two draws is not green. The probability of selecting a yellow pen on the third draw is P(Y and NY and NY) = P(Y) × P(NY) × P(NY) = y × g² / (y+g)³.Therefore, the probability of picking up a pen at least three times is P(at least 3) = P(NYY) + P(Y and NY and G) + P(Y and NY and NY) = g² / (y+g)² + y × g × (y+g) / (y+g)³ + y × g² / (y+g)³ = g² / (y+g)² + 2y × g / (y+g)³.

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Answer:

8 teams is answer

Step-by-step explanation:

Answer:

i think is D but not 100%

Step-by-step explanation:

Answer:

The answer is 25.13

Step-by-step explanation:

To find the circumference it is pie(3.14) times x the diameter which in the case is 8

Step-by-step explanation:

tan (40) = 1250 / x

x = 1250 / tan 40 = 1490 ft

Step-by-step explanation:    

      The question gives us two points, (87, 91) and (88, -4), from which we can find the slope and later the equation of the line.

Finding the Slope  

The slope of the line (m) = (y₂ - y₁) ÷ (x₂ - x₁)      

                                        =  (91 - (- 4)) ÷ (87 - 88)    

                                        =  - 95

Checking my answer:

Finding the Equation  

We can now use the point-slope form (y - y₁) = m(x - x₁)) to write the equation for this line:  

                                ⇒  y - (-4) =  - 95 (x - 88)

                                       y + 4 =  - 95 (x - 88)

To test my answer, I have included a Desmos Graph that I graphed using the information provided in the question and my answer.

Answer:

115:345:460

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

If the jar of olives had a circumference of 11. 99 cm, the approximate diameter of the jar is 3.82 cm

The circumference of a circle is given by the formula C = 2πr, where C is the circumference, π is the constant pi (approximately equal to 3.14), and r is the radius. The diameter is twice the radius, so we can also write the formula as C = πd, where d is the diameter.

In this case, the circumference is 11.99 cm, so we can set up the equation

11.99 = πd

To solve for d, we can divide both sides by π

d = 11.99/π

Using a calculator, we get

d ≈ 3.82 cm

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Answer:

Step-by-step explanation:

13

Answer:

y = -3

Step-by-step explanation:

In order to answer this, we are going to have to do some division and multiplication. First, we will have to divide -42 by 14 to see how many times 14 can fit into -42:

-42 / 14 = -3

Then, we will replace y with -3 to make sure that this is correct:

14 (-3) = -42

-42 = -42

So, y = -3 is the answer.

Hope this helps! :)

Answer:

7

Step-by-step explanation:

So basically first distribute the -5 to the stuff in the parenthesis and then solve.

Hope I helped!! :)

Answer:

5t

Step-by-step explanation:

Step 1:

- 5( t^5)²/ - 5t^9      Equation

Step 2:

- 5t^10 / - 5t^9        Multiply

Answer:

5t         Subtract and Divide

Hope This Helps :)

Answer:

5t remember sumbtract and divide braine

Step-by-step explanation:

Step 1:

- 5( t^5)²/ - 5t^9      Equation

Step 2:

- 5t^10 / - 5t^9        Multiply

Answer:

Both the angles and sides are congruent.

Answer:

B

Step-by-step explanation:

I think

Demand elasticity came in at -4.6154. The actual markup was 0.2167 as opposed to the desired markup of 0.5789. The increase was therefore not profitable.

A number is split in division, which is a straightforward procedure. The simplest way to conceptualize it is as a set of things being distributed among a set of individuals, as in the example given above. In mathematics, division is the process of dividing a number into equal parts and calculating the maximum number of equal parts that may be formed. For instance, dividing 15 by 3 results in the division of 15 into 3 groups of 5 each.

Here,

The demand elasticity,

=[(Q1-Q2)/(Q1+Q2)] / [(P1-P2)/(P1+P2)]

[(8000-5000)/(8000+5000)] / [(9.5-10.5)/(9.5+10.5)]

[(3000/13000)] / [-1/20}

60000/-13000

=-4.6154

The desired markup,

(9.5-4) / 9.5

= 0.5789

The actual markup,

1/4.6154

= 0.2167

The demand elasticity was -4.6154. The desired markup was 0.5789 and actual markup was 0.2167. Hence, The increment was not profitable.

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Answer:

count by 1 to the last number it says

Step-by-step explanation:

Answer:

The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²vvvThe diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²v

Step-by-step explanation:

its E and A

Answer:

The solutions to the inequality are B, E, and F: 25, 36, and 9.

Step-by-step explanation:

The solutions to the inequality √x < 10 are the values of x that make the inequality true when plugged in. To find these values, we can square both sides of the inequality:

√x < 10

x < 10^2 = 100

So, the values of x that make the inequality true are those that are less than 100. The options that satisfy this condition are:

A. 100 (not a solution)

B. 25 (solution)

C. -100 (not a solution)

D. 105 (not a solution)

E. 36 (solution)

F. 9 (solution)

Dividing two polynomials may produce another polynomial only when the divisor has a lower degree than the dividend. Otherwise, it will generally result in a rational function.

No, dividing two polynomials may not result in another polynomial. It can produce a rational function.

A polynomial is an algebraic expression consisting of terms with non-negative integer exponents. When two polynomials are divided, the result is not always a polynomial.

If the degree of the polynomial being divided (dividend) is higher than the degree of the polynomial dividing (divisor), then the result can be a polynomial with a lower degree. However, if the degree of the divisor is equal to or greater than the degree of the dividend, the result will generally be a rational function, which is a ratio of two polynomials.

A rational function has the form P(x)/Q(x), where P(x) and Q(x) are polynomials and Q(x) is not equal to zero. The division can introduce terms with negative or fractional exponents, making the result a rational function rather than a polynomial.

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Answer:

p = 0

Step-by-step explanation:

step 1 (simplify) : 30p-17 = 30p-17 (add 17 to both sides)

step 2: 30p = 0 (divide both sides by 30)

p = 0

Answer:

25 students peer teacher, 22 students per tutor, 4 tutors for 81 students

Step-by-step explanation:

You need to find the unit rate,

for the teachers, to find the unit rate would be 125 divided by 5. For tutors it would be 88 divided by 4.

Then to find how many tutors you need for 81 students you would need 4 tutors because you want to divide 81 by the unit rate we got (22), and since the answer would be a decimal (3.68.....) you would need to round the whole number up to four because you cant have a decimal of a person.

Answer: y = 2/5 --> y = 0.4

Step-by-step explanation:

5y = 2 is a horizontal line at y = 2/5

so the y-value is 2/5 = 0.4 at EVERY x-value.

Statements are False: 1. interchanging rows changes determinant. 2. determinant zero not implies specific rows. 3. determinant not product of diagonal entries. 4. determinant is scalar not matrix.

What is matrix ?

A matrix is a rectangular array of numbers or other mathematical objects, typically arranged in rows and columns. Matrices are often denoted using capital letters, such as A, B, and C. Each element of a matrix is identified by its row and column indices,

1) False, If two row interchanges are made in succession, the determinant of the new matrix is the negative of the determinant of the original matrix.

2) False, If the determinant of a matrix is zero, it does not necessarily mean that two rows or two columns are the same or a row or column is zero, it only means that the matrix is singular, i.e. non-invertible and it also can mean that the matrix is linearly dependent.

3) False, The determinant of a matrix is not always equal to the product of the diagonal entries, it is a scalar value calculated through a specific method called matrix expansion which is based on the entries of the matrix and it depends on the size of the matrix.

4) False, The determinant of a matrix is a scalar value, it cannot be equal to another matrix.

Statements are False: 1. interchanging rows changes determinant. 2. determinant zero not implies specific rows. 3. determinant not product of diagonal entries. 4. determinant is scalar not matrix.

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A graph is the graph of a function if no vertical line intersects the graph at more than one point. This is because a function is a set of ordered pairs (x, y), where each x-value is paired with a unique y-value. If a vertical line intersects the graph at more than one point, then there is more than one y-value for a given x-value, which violates the definition of a function.

To determine whether a graph is the graph of a function, you can use the vertical line test. The vertical line test is a simple test that involves drawing a vertical line through the graph. If the vertical line intersects the graph at more than one point, then the graph does not represent a function.

If, on the other hand, the vertical line intersects the graph at only one point at any given x-value, then the graph represents a function.

In other words, a graph is the graph of a function if no vertical line intersects the graph at more than one point. This is because a function is a set of ordered pairs (x, y), where each x-value is paired with a unique y-value. If a vertical line intersects the graph at more than one point, then there is more than one y-value for a given x-value, which violates the definition of a function.

It's important to note that a graph may only represent a function on a certain domain, and may not represent a function on a different domain. Additionally, some functions may be represented by more than one graph. However, using the vertical line test is a useful and reliable way to determine whether a given graph represents a function or not.

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if one of the points of inflection is undefined on the second derivative, it is not considered a point of inflection.

that a point of inflection is where the concavity of a curve changes. This occurs where the second derivative changes sign from positive to negative or vice versa. If the second derivative is undefined at a certain point, it means that the curve has a vertical tangent line there. This indicates a sharp turn in the curve, but it does not necessarily mean that the concavity changes. Therefore, it cannot be considered a point of inflection.

for a point to be considered a point of inflection, the second derivative must exist and change sign at that point. If the second derivative is undefined at a certain point, it cannot be considered a point of inflection.
No, if the second derivative is undefined at a point, that point cannot be considered a point of inflection.

A point of inflection is a point on the graph of a function where the concavity changes. In order to determine whether a point is a point of inflection, you need to analyze the second derivative of the function. A point of inflection occurs when the second derivative changes its sign (from positive to negative, or negative to positive) at that point.

However, if the second derivative is undefined at a particular point, it is impossible to determine whether the concavity changes at that point. Consequently, the point cannot be considered a point of inflection.

If the second derivative is undefined at a point, it cannot be classified as a point of inflection, as there is insufficient information to determine the change in concavity.

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The answers are given in the solution below.

A circle is a round-shaped figure that has no corners or edges. In geometry, a circle can be defined as a closed, two-dimensional curved shape.

Given that, are circles, we need to find the value of x in each of them,

Using the property of circle,

1) ∠ TSU = 1/2(arc LV + arc TU)

98° = 1/2(70° + 25x+1)

196 = 71+25x

25x = 125

x = 5

2) ∠ BAC = 1/2(arc DR + arc CB)

10x-5 = 1/2(4x+18 + 132)

20x-10 = 4x+18+132

16x = 160

x = 10

3) arc FR = 360° - 245°

arc FR = 115°

∠ FSR = 1/2(245-115)

8x+1 = 65

8x = 64

x = 8

4) ∠ EDF = 1/2(arc CF - arc DF)

5x+1 = 1/2(13x+19-4x-5)

5x+1 = 1/2(9x+14)

10x+2 = 9x+14

x = 12

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Answer:

E[X|Y = y] = E[X] (by the definition of independence)

Step-by-step explanation:

To show that E[aX + bY + c] = aE[X] + bE[Y] + c, we can use the linearity of the expected value:

E[aX + bY + c] = E[aX] + E[bY] + E[c] (by linearity of E[ ])

= aE[X] + bE[Y] + c (since E[c] = c for any constant c)

To show that Var(aX + bY + c) = aVar(X) + 2abCov(X, Y) + b2Var(Y), we can use the definition of variance:

Var(aX + bY + c) = E[(aX + bY + c - E[aX + bY + c])^2]

= E[((aX - aE[X]) + (bY - bE[Y]) + c)^2]

= E[(aX - aE[X])^2] + E[(bY - bE[Y])^2] + E[c^2]

+ 2aE[(aX - aE[X])(bY - bE[Y])] + 2cE[aX - aE[X]] + 2cE[bY - bE[Y]]

= a^2 E[(X - E[X])^2] + b^2 E[(Y - E[Y])^2] + c^2 + 2abE[(X - E[X])(Y - E[Y])]

+ 2ac(aE[X] - aE[X]) + 2bc(E[Y] - E[Y])

= aVar(X) + b^2Var(Y) + 2abCov(X, Y)

Finally, if X and Y are independent, then Cov(X, Y) = 0, so:

E[X|Y = y] = E[X] (by the definition of independence)

This means that the expected value of X given a particular value of Y is simply the expected value of X, regardless of the value of Y.

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9514 1404 393

Answer:

  175.2 square feet

Step-by-step explanation:

The lateral area is the total area of the side faces. It excludes the area of the top and bottom "bases" of the prism.

It can be found by adding the areas of the four rectangles. The two you can't see have the same areas as the two you can see.

Since the height of each rectangle is 4 feet. the total area will be the product of that and the perimeter of the prism.

  LA = Ph . . . . perimeter times height

  LA = 2(L+W)h . . . . the perimeter is twice the sum of length and width

  LA = 2(12.3 ft + 9.6 ft)(4 ft) = 2(21.9 ft)(4 ft) = 175.2 ft²

The lateral area of the prism is 175.2 ft².

__

The attachment shows scribbling on two of the faces that contribute to the lateral area. As stated above, the other two faces are the same size as these.