plsssss help if u can 6th-grade math plss

Step-by-step explanation:

hey can I have this question in English write can totally ask your question I don't think that I am doing this for purposes please ask this question and English so I can ask this question please ask this question in English if you I am from India so I don't know this all languages Thank you

Answer:

D

Step-by-step explanation:

We will use the order of operations to evaluate the expression.

From left to right , Multiplication/Division followed by Addition/Subtraction.

21 / 3 + 8 - 4

= 7 + 8 - 4

= 15 - 4

= 11

Therefore, the answer is D

Answer:

D) 11

Step-by-step explanation:

Division and multiplication always comes first in an equation. Since there is no multiplication in the expression, we can divde first.

21 / 3 = 7

Our new expression will be: 7 + 8 - 4

Now we can just add (7) , (8), and (-4) not caring about the order, since they are all addition or subtraction.

I'll do the addition first, but order does not matter.

7 + 8 = 15

15 - 4 = 11

So 11 is our final answer.

Looking at the answer choices, D has 11, so D is our answer for this question.

Answer:

equal in force, amount, or value also : equal in area or volume but not superposable a square equivalent to a triangle.

Step-by-step explanation:

Answer: Ok

Step-by-step explanation:

Step-by-step explanation:

what are y'all doing so sad I can relate

Answer:

C

Step-by-step explanation:

A would be (3, 2)

B would be (2,2)

C would be (3,2)

And

D would be (3,3)

Answer:

htdxdfdfg

Step-by-step explanation:

The value for QCRIT using the HSD test for groups with subjects in each group will be 5.24.

We have,

HSD test for 6 groups,

And,

Subjects for HSD test = 6,

And,

α = 0.01

And,

The HSD test means Honestly Significant Difference test that determines whether the relationship between two data sets is statistically significant, i.e., used to check differences among sample way for significance.

So,

Here,

K = 6 ,

And,

Degree of freedom = 6 × 6 - 6 = 30,

And,

From the HSD table,

Q-critical i.e. QCRIT= 5.24 at level = 0.01

So,

QCRIT is 5.24.

Hence we can say that the value for QCRIT using the HSD test for groups with subjects in each group will be 5.24.

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13

x=15

because of the other one is the only thing

Answer:

Supplementary angles add upto 180 degrees. Since angles L and M are supplementary, the sum the two angles must be 180 degrees.

Step-by-step explanation:

Answer:

x=4, x=-14

Step-by-step explanation:

With a radical

\((x+5)^2=81\)

\(\sqrt{(x+5)^2} =\sqrt{81}\)

\(x+5=9\)

\(x=4\)

\(x+5=-9\)

\(x=-14\)

Hope it helped :)

Answer:

None

Step-by-step explanation:

The solution would be wherever the lines intersect, since they don't, there is no answer.

The population after 11 years will be  56,181.

The rate of increase of the population would be represented with an exponential equation.

An exponential equation can be described as an equation with exponents. The exponent is usually a variable.

The general form of exponential equation is f(x) = \(e^{x}\)

Where:

Population after t years = \(p(1 + r)^{t}\)

Where:

= \(32,000(1 + 0.0525)^{11}\)

= \(32,000(1.0525)^{11}\)

= 56,181

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Coordinate descent may not converge to a stationary point for non-convex functions.

(a) A simple example to show that coordinate descent may not find the optimum of a convex function is f(x,y) = x^2 - y^2. Coordinate descent starting from x will not get to the global minimum of f, which is (0,0).

If we start at (1,1), then the first step is to update x by minimizing f(x,1), which is equivalent to minimizing x^2 - 1. This is minimized at x = 0, so the first step takes us to (0,1).

The second step is to update y by minimizing f(0,y), which is equivalent to minimizing -y^2. This is minimized at y = 0, so the second step takes us to (0,0).

However, this is not the global minimum, which is at (-1,0). Therefore, coordinate descent did not find the global minimum.

(b) No, coordinate descent with exact line search may not always converge to a stationary point for f(x,y) = x^2 + y^2 + 3xy because it is not convex.

In fact, the objective function has a saddle point at (0,0), which is a stationary point but not a local minimum or maximum.

If we start at (1,1), then the first step is to update x by minimizing f(x,1), which is equivalent to minimizing x^2 + x + 1. This is minimized at x = -1/2, so the first step takes us to (-1/2,1).

The second step is to update y by minimizing f(-1/2,y), which is equivalent to minimizing y^2 - (3/2)y + 5/4. This is minimized at y = 3/4, so the second step takes us to (-1/2,3/4).

The third step is to update x again by minimizing f(x,3/4), which is equivalent to minimizing x^2 + (3/2)x + 9/16. This is minimized at x = -3/4, so the third step takes us to (-3/4,3/4).

We can continue this process, but we will never converge to a local minimum because the objective function has a saddle point.

Therefore, coordinate descent may not converge to a stationary point for non-convex functions.

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Answer:

x > -5

Step-by-step explanation:

47.5% between 38 and 52 requests for new lightbulbs have been made.

Given,

The physical plant at the main campus of a large state university receives daily requests to replace fluorescent light bulbs.

The mean of the distribution, μ = 52

Standard deviation, σ = 7

We have to find the  approximate percentage of lightbulb replacement requests numbering between 38 and 52 using empirical rule;

Here,

z score corresponding to 38 and 52

z score = (x - μ) / σ = (38 - 52) / 7 = -2

Now,

z score corresponding to 52

z score = 52 -52 / 7 = 0/7 = 0

We are aware that, in accordance with the empirical rule, 68% of the data are within one standard deviation of the mean and 95% are within two.

By comparing the z-scores of data point 38 and 52, we can observe that data point 38 is at the mean. 38 is therefore -2 standard deviations above the mean. That is -2σ to 2σ

The center of the normal distribution curve is known to be the mean. Therefore, we will divide 95% by 2 to obtain the percentage of data points 2 SD above the mean.

95/2 = 47.5%

As a result, 47.5% between 38 and 52 requests for new lightbulbs have been made.

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Answer:

Step-by-step explanation:

x = -2

F(x)=1.5(2)^x=0.375 , G(x)=-3(1/4)^x=-48

x=0

F(x)=1.5(2)^x=3, G(x)=-3(1/4)^x=-3

x=1/2

F(x)=1.5(2)^x=1.06 , G(x)=-3(1/4)^x=-6

Answer:

43

Step-by-step explanation:

Answer:

43

Step-by-step explanation:

Well, I used the process of elimination at first. I realized that the numbers that mattered in the question were even numbers therefore the only one that would not end in the even number once I added "6" to the next 5 numbers, would be number 43.

Answer: A. (1,4) and (3,12)

Explanation: These ordered pair are the only ones which fit into the given equations when substituted.

(1,4)
4 = 4(1)

4 = 4

4 = 1^2+3

4 = 4

(3,12)

12 = 4(3)

12 = 12

12 = 3^2+3

12 = 12

Answer:

A. (1, 3) and (3, 12).

Step-by-step explanation:

y = 4x

y = x² +3

As y is common on left side:

x^2 + 3 = 4x

x^2 - 4x + 3 = 0

(x - 1)(x - 3) = 0

x  = 1, 3.

When x = 1, y = 4*1 = 4

and when x = 3 , y = 12.

In Algebra, when representing data on two quantitative variables, you can create a scatter plot to visually display the relationship between these variables. The scatter plot consists of points that represent individual data points, with one variable on the x-axis and the other on the y-axis.

In algebra, one important skill is being able to represent data on a scatter plot. This involves plotting two quantitative variables and visually analyzing how they are related.

The variables can be any numerical data points such as height and weight, age and income, or any other pair of quantitative measurements.

By analyzing the scatter plot, we can determine whether the variables have a positive or negative correlation, or whether they are independent of each other.

Understanding how to represent data on a scatter plot and analyzing the relationship between variables is an essential skill in algebra and in many other fields that use data analysis.

By examining the scatter plot, you can determine if there's a positive, negative, or no correlation between the variables, as well as identify any outliers or trends in the data.

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Explanation: 1 / 2 = 9 / 18 Halfway that and 0 would be 4.5 / 18 Since 3 / 18 is below that, we would round to 0

The average speed required to reach the concert in time is 61 miles per hour.

The average speed required to reach school in time is 27.567 miles per hour.

What is the average speed?

The average speed of an object is defined as the total distance travelled by an object in a particular interval of time or average time. Mathematically, average speed = total distance / total time taken. Its SI unit is m/s.

Calculation of the average speed

We are given that a concert starts in 5 hours and is 305 miles away from the house, i.e. time = 5 hours and distance  305 miles

Then the average speed in miles per hour is given by total distance / total time

Average speed = 305 / 5

= 61 miles per hour

Further, the time taken to reach school is 37 minutes which when converted to hours becomes 37 / 60 hour

The distance between school and home is 17 miles

So, the average speed = total distance / total time

= 17 / (37 / 60)

= (17 × 60) / 37

= 27.567 miles per hour

Hence, the average speed required to reach the concert in time is 61 miles per hour.

The average speed required to reach school in time is 27.567 miles per hour.

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Answer: $178.50

Step-by-step explanation:

If Alex is paid a piecework rate of $8.50 per motor, then;

Price per motor assembly = $8.50

By assembling 21 motors Alex gets,

1 motor = $8.50

21 motors = (21 * $8.50) / 1

= $178.50 / 1

= $178.50

By assembling 21 motors,

Alex gets $178.50

The probability of having 7 boys in a family with 7 children is 1 out of 128, as there is only one favorable outcome out of 128 total possible outcomes.

To find the probability, we need to calculate n(E) and n(S).

In this case, event E represents the scenario where all 7 children are boys. The sample space S consists of all possible permutations of boys and girls for the 7 children, which is 2^7 = 128.

This is because each child has 2 possibilities (boy or girl), and we multiply these possibilities for all 7 children.

Since event E includes only one specific outcome (all boys), n(E) is equal to 1. Therefore, both n(E) and n(S) are 1 and 128, respectively. The probability of having 7 boys is given by n(E)/n(S) = 1/128.

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a. s⁴+8s³+32s²+80s+100=0: All roots have negative real parts, b. s⁵+10s⁴+30s³+80s²+344s+480=0: One root has a positive real part, c. s⁴+2s³+7s²−2s+8=0: All roots have negative real parts and d. s³+s²+20s+78=0: One root has a positive real part.

To determine the number of roots with positive real parts using Routh's stability criterion, let's construct the Routh array for each equation:

a. s⁴+8s³+32s²+80s+100=0:

Routh array:

  1   32   100

  8   80   0

  30  100  0

  80  0    0

  100 0    0

Since there are no sign changes in the first column of the Routh array, all roots of this equation have negative real parts.

b. s⁵+10s⁴+30s³+80s²+344s+480=0:

Routh array:

  1   30   344

  10  80   480

  10  480  0

  80  0    0

  480 0    0

There is one sign change in the first column of the Routh array. Therefore, there is one root with a positive real part.

c. s⁴+2s³+7s²−2s+8=0:

Routh array:

  1   7    8

  2   -2   0

  2   8    0

  -2  0    0

  8   0    0

There are no sign changes in the first column of the Routh array. Thus, all roots of this equation have negative real parts.

d. s³+s²+20s+78=0:

Routh array:

  1   20   0

  1    78  0

  19   0   0

  78   0   0

There is one sign change in the first column of the Routh array. Therefore, there is one root with a positive real part.

Therefore, a. s⁴+8s³+32s²+80s+100=0: All roots have negative real parts, b. s⁵+10s⁴+30s³+80s²+344s+480=0: One root has a positive real part, c. s⁴+2s³+7s²−2s+8=0: All roots have negative real parts and d. s³+s²+20s+78=0: One root has a positive real part.

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Incomplete question:

Use Routh's stability criterion to determine how many roots with positive real parts the following equations have:

a. s⁴+8s³+32s²+80s+100=0

b. s⁵+10s⁴+30s³+80s²+344s+480=0

c. s⁴+2s³+7s²−2s+8=0

d. s³+s²+20s+78=0

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

If 'he' wins 5 out of 13 games, that's an immediate ratio of 5:13.

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

Let's call him Max :)

Okay, now for the math.

I'm going to try a number line- but first, we have to know how many times 13 goes into 78.

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

78 / 13 = 6

So now we multiply the ratio (5:13) by six...

30:78

That's the answer!

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

Good luck!

~pinetree

Answer:

Rocket can hold maximum 4.5 gallons of water.

Step-by-step explanation:

Volume of the rocket = Volume of the cone on the top + Volume of the cylinder at the bottom

Volume of the cone = \(\frac{1}{3}\pi r^{2}h\)

Here r = radius of the circular base

h = height of the cone

Volume = \(\frac{1}{3}\pi (4)^{2}(14)\)

             = \(\frac{224\pi }{3}\) cubic inch

Volume of the cylinder = \(\pi r^{2}h\)

Here r = radius of the base

h = height of the cylinder

Volume = \(\pi (4)^{2}(16)\)

             = 256π cubic inches

Volume of the rocket = \(\frac{224\pi }{3}+256\pi\)

                                   = \(\frac{992\pi }{3}\)

                                   = 1038.82 cubic inches

Since 231 cubic inches volume of a rocket can hold water = 1 gallon

Therefore, 1038.82 cubic inches space can hold water

= \(\frac{1038.82}{231}\)

= 4.497

≈ 4.5 gallons

Rocket can hold 4.5 gallons of water.

Any value calculated from this survey would be considered a statistic.

To determine whether the given value is a statistic or a parameter, consider the following:

A statistic is a numerical value calculated from a sample of the population, while a parameter is a numerical value that describes a characteristic of the entire population.

In this case, the health and fitness club surveys 40 members. This is a sample of the population, not the entire population.

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The simplified form of the real root  4√810,000 is 3600.

To simplify simply means to make something easier. In mathematics, simplifying an expression, fraction, or problem means taking it and making it simpler. Calculations and problem-solving techniques simplify the issue.

By considering the given root

4√810,000

=4x 900

=3600

Making something simpler means making it less complicated or cluttered. When you explain a complex mathematical concept to a child in terms they can easily understand, you are simplifying. When you eliminate many of the activities that were keeping you busy and stressed out, you have simplified.

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