Answer:
6, √38, √42, 7
Step-by-step explanation:
The numbers in order from least to greatest is 6,√38,√42,7
What is Algebra?Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.
The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.
Finding the least common multiples of the denominator expressions can help. Then using the similar method as we use in sum of fractions would give the sum of algebraic fractions.
Given;
√42, 7, 6, √38
√42=6.4
√38=6.1
Therefore, the order of algebra will be 6,√38,√42,7
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Do dilations always produce congruent figures
Answer:
No, sometimes it can just produce a similar image .
Can I get brainliest?
Step-by-step explanation:
You recently completed an experiment concerning the effects of carbs on happiness. One group of 11 people are assigned a high carb diet, another group of 11 people are assigned a moderate-high carb diet, another group of 11 people are assigned a moderate-low carb diet, and a final group of 11 people are assigned a low carb diet. If I find that I fail to reject the null hypothesis, what might my next step be? O Change my analysis and alpha to make the finding significant and then run post-hoc tests. O Run multiple dependent measures t-tests to see if there are any significant differences between particular groups O Run multiple independent samples t-tests to see if there are any significant differences between particular groups Change my hypothesis to see if I can find something significant with a different hypothesis for this study Run home and binge-watch Bridgerton because there is nothing else that should be done statistically
If you fail to reject the null hypothesis in your experiment, indicating that there is no significant difference between the groups, there are several potential next steps you can consider. The appropriate next step depends on the specific goals and context of your study. Here are a few options:
Refine your analysis and adjust the alpha level: You can re-evaluate your statistical analysis and check if there are any potential issues or mistakes that could have influenced the results. You can also consider adjusting the significance level (alpha) to increase the chance of detecting significant differences if you believe it is justified. However, be cautious with this approach as it may increase the risk of Type I errors (false positives).
Conduct post-hoc tests or further analyses: If the overall analysis did not yield significant results, you can explore further by conducting post-hoc tests or additional analyses. This could involve comparing specific pairs of groups to identify any potential significant differences or examining other variables or dependent measures that may have an impact on the outcome.
Modify or reframe your hypothesis: If the results do not support your initial hypothesis, you may need to reconsider your hypothesis or research question. Explore alternative explanations, variables, or factors that could be influencing the outcome. This could involve formulating new hypotheses or exploring different angles for your study.
Review and refine your study design: Take a closer look at your experimental design, sample size, data collection methods, or other aspects of your study. Identify potential limitations or areas for improvement, and consider making adjustments or modifications for future studies.
Seek expert guidance or consultation: If you are uncertain about the next steps or need further guidance, it can be helpful to consult with experts or colleagues in your field. They may provide valuable insights and suggestions based on their expertise and experience.
In any case, it's important to approach the results objectively and make informed decisions based on the specific context and goals of your study.
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ok so i thought i knew what i was doing but then i didn't know what i was doin-
Find the value of x. Enter your answer as a number
Find the value of x. Also with explanation please
Answer:
x+90°+130°=360°
x+220°=360°
x=360°-220°
x=140°
Explain me how to get the answer plsss
Please help me with this questions please please ASAP ASAP please ASAP help please please ASAP please I'm begging you please please ASAP
Answer:
3/2
I hope this is correct
Answer:
3/2 = 1.5
Step-by-step explanation:
Find two corresponding sides whose lengths are given.
AB and WX
The scale factor from quad ABCD to quad WXYZ is the ratio of a length in WXYZ to the corresponding length in ABCD.
scale factor = 12/8 = 3/2 = 1.5
Show that the eigenvalue problem (4.75-4.77) has no negative eigenvalues. Hint: Use an energy argument-multiply the ODE by y and integrate from p=0 to r=R; use integration by parts and use the boundedness at r = 0 to get the boundary term to vanish.
The eigenvalue problem (4.75-4.77) has no negative eigenvalues.
In the eigenvalue problem (4.75-4.77), we aim to show that there are no negative eigenvalues. To do this, we employ an energy argument.
First, we multiply the ordinary differential equation (ODE) by the eigenfunction y and integrate from p=0 to r=R. By applying integration by parts, we manipulate the resulting equation to obtain a boundary term. Utilizing the boundedness at r=0, we can show that this boundary term vanishes.
Consequently, this implies that there are no negative eigenvalues in the given eigenvalue problem.
By employing this energy argument and carefully considering the properties of the ODE, we can confidently conclude the absence of negative eigenvalues.
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Please help no links please
Answer:
9/20
Step-by-step explanation:
Can someone please help me answer this question asap thank you
Work out 5/6 x 3/4
Give the answer as a fraction in its simplest form.
Answer:
The answer is 5/8
Step-by-step explanation:
25% of all college students major in STEM (Science, Technology, Engineering, and Math). If 34 college students are randomly selected, find the probability that exactly 7 of them major in STEM. Round to 4 decimal places. 64% of all students at a college still need to take another math class. If 4 students are randomly selected, find the probability that a. Exactly 2 of them need to take another math class. 0.3186 b. At most 2 of them need to take another math class. 0.0997 X c. At least 2 of them need to take another math class. 0.9537 X d. Between 2 and 3 (including 2 and 3) of them need to take another math class. 0.9829 x Round all answers to 4 decimal places. About 4% of the population has a particular genetic mutation. 600 people are randomly selected. Find the mean for the number of people with the genetic mutation in such groups of 600. (Round to 2 decimal places if possible.) About 8% of the population has a particular genetic mutation. 200 people are randomly selected. Find the standard deviation for the number of people with the genetic mutation in such groups of 200. (If possible, round to 1 decimal place.) Question Help: . Written Example
1. Probability of exactly 7 students majoring in STEM: is 0.1312
2. Probability of exactly 2 students needing another math class: is 0.3186
3. Probability of at most 2 students needing another math class: 0.0997
4. Probability of at least 2 students needing another math class: 0.9537
5. Probability of between 2 and 3 students needing another math class: 0.9829
6. Mean for the number of people with the genetic mutation: 24
7. Standard deviation for the number of people with the genetic mutation: 4.49
1. Probability of exactly 7 students majoring in STEM:
The probability of exactly 7 students majoring in STEM can be calculated using the binomial probability formula:
P(X = k) = (nCk) × ([tex]p^k[/tex]) × ([tex](1-p)^{(n-k)[/tex])
Where:
n = Total number of trials (34)
k = Number of successful trials (7)
p = Probability of success (25% or 0.25)
Plugging in the values:
P(X = 7) = (34C7) × ([tex]0.25^7[/tex]) × ([tex](1-0.25)^{(34-7)[/tex])
Using a calculator or statistical software, calculate P(X = 7) = 0.1312 (rounded to 4 decimal places).
2. Probability of exactly 2 students needing another math class:
The probability of exactly 2 students needing another math class can be calculated using the binomial probability formula:
P(X = k) = (nCk) × ([tex]p^k[/tex]) × ([tex](1-p)^{(n-k)[/tex])
Where:
n = Total number of trials (4)
k = Number of successful trials (2)
p = Probability of success (64% or 0.64)
Plugging in the values:
P(X = 2) = (4C2) × (0.64²) × ([tex](1-0.64)^{(4-2)[/tex])
Using a calculator or statistical software, calculate P(X = 2) = 0.3186 (rounded to 4 decimal places).
3. Probability of at most 2 students needing another math class:
To calculate the probability of at most 2 students needing another math class, we sum up the probabilities of exactly 0, 1, and 2 students needing another math class:
P(X ≤ 2) = P(X = 0) + P(X = 1) + P(X = 2)
Using the binomial probability formula as in the previous steps, calculate P(X ≤ 2) = 0.0997 (rounded to 4 decimal places).
4. Probability of at least 2 students needing another math class:
To calculate the probability of at least 2 students needing another math class, we subtract the probability of 0 students needing another math class from 1:
P(X ≥ 2) = 1 - P(X = 0)
Using the binomial probability formula, calculate P(X ≥ 2) = 0.9537 (rounded to 4 decimal places).
5. Probability of between 2 and 3 students needing another math class:
To calculate the probability of between 2 and 3 students needing another math class (inclusive), we sum up the probabilities of exactly 2 and exactly 3 students needing another math class:
P(2 ≤ X ≤ 3) = P(X = 2) + P(X = 3)
Using the binomial probability formula, calculate P(2 ≤ X ≤ 3) = 0.9829 (rounded to 4 decimal places).
6. Mean for the number of people with the genetic mutation:
The mean for the number of people with the genetic mutation can be calculated using the formula:
Mean = n × p
Where:
n = Total number of trials (600)
p = Probability of success (4% or 0.04)
Plugging in the values, calculate the mean = 600 × 0.04 = 24 (rounded to 2 decimal places).
7. Standard deviation for the number of people with the genetic mutation:
The standard deviation for the number of people with the genetic mutation can be calculated using the formula:
Standard deviation = √(n × p × (1 - p))
Where:
n = Total number of trials (200)
p = Probability of success (8% or 0.08)
Plugging in the values, calculate the standard deviation = √(200 × 0.08 × (1 - 0.08)) = 4.49 (rounded to 1 decimal place).
So, the mean for the number of people with the genetic mutation in groups of 600 is 24, and the standard deviation for the number of people with the genetic mutation in groups of 200 is 4.49.
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Which of the following scatterplots do not show a clear relationship and would not have a trend line?
Answer:
B
Step-by-step explanation:
The graph does not form a obvious line and therefore is the answer.
Answer:
The answer is B i got it right.
Step-by-step explanation:
Test test the daim that the proportion of children from the low income group that did well on the test is different than the proportion of the high income group. Test at the 0.05 significance level. We are given that 24 of 40 children in the low income group did well, and 12 of 35 did in the high income group. If we use L to denote the low income group and H to denote the high income group, identify the correct alternative hypothesis.
The correct alternative hypothesis is:
Ha: The proportion of children from the low-income group that did well on the test is not equal to the proportion of the high-income group who did well on the test.
The alternative hypothesis is what the researcher wants to test.
It is the opposite of the null hypothesis.
In other words, if the null hypothesis is rejected, the alternative hypothesis is accepted.
The null hypothesis (H0) states that there is no significant difference between the proportions of children from the low income group and the high income group who did well on the test.
The alternative hypothesis (Ha) states that there is a significant difference between the proportions of children from the low income group and the high income group who did well on the test.
Therefore, the correct alternative hypothesis is:
Ha: The proportion of children from the low-income group that did well on the test is not equal to the proportion of the high-income group who did well on the test.
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A robot moves 3\text{ m}3 m3, start text, space, m, end text, turns more than 90\degree90°90, degree clockwise, moves 4\text{ m}4 m4, start text, space, m, end text more, turns clockwise again, then moves 3.6\,\text{m}3.6m3, point, 6, start text, m, end text. The robot ends where it started, as shown.
How far did the robot turn the first time?
Do not round during your calculations. Round your final answer to the nearest degree.
Answer:120
Step-by-step explanation:
Answer:
120
Step-by-step explanation:
khan
calculate the double integral ∫∫r(10x 10y 100)da where r is the region: 0≤x≤5,0≤y≤5
The solution of the double integral ∫∫r(10x+10y+100)dA is found to be 5937.5.
To calculate the double integral ∫∫r(10x+10y+100)dA over the region r: 0 ≤ x ≤ 5, 0 ≤ y ≤ 5, we can integrate with respect to x first and then with respect to y. Let's start by integrating with respect to x,
∫∫r(10x+10y+100) dA = ∫[0,5] ∫[0,5] (10x+10y+100)dxdy
Integrating with respect to x, we treat y as a constant,
= ∫[0,5] [(10x²/2) + 10xy + 100x] dx dy
Next, we integrate the expression [(10x²/2) + 10xy + 100x] with respect to x over the range [0,5],
= ∫[0,5] [(10x²/2) + 10xy + 100x] dx dy
= [5x³/3 + 5xy²/2 + 50x²] evaluated from x=0 to x=5 dy
= [(5(5)³/3 + 5(5)y²/2 + 50(5)²) - (5(0)³/3 + 5(0)y²/2 + 50(0)²)] dy
= [(125/3 + 125y²/2 + 250) - 0] dy
= (125/3 + 125y²/2 + 250) dy
Now, we integrate the expression (125/3 + 125y/2 + 250) with respect to y over the range [0,5],
= ∫[0,5] (125/3 + 125y²/2 + 250) dy
= [(125/3)y + (125/6)y³ + 250y] evaluated from y=0 to y=5
= [(125/3)(5) + (125/6)(5³) + 250(5)] - [(125/3)(0) + (125/6)(0³) + 250(0)]
= [625/3 + (125/6)(125) + 1250] - [0 + 0 + 0]
= 625/3 + 125/6 * 125 + 1250
= 625/3 + 15625/6 + 1250
= 2083.33 + 2604.17 + 1250
= 5937.5
Therefore, the double integral ∫∫r(10x+10y+100)dA over the region r: 0 ≤ x ≤ 5, 0 ≤ y ≤ 5 is equal to 5937.5.
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A study was done to see if males or females are more stressed at work. The question asked respondents to indicate their level of stress at work (not at all, somewhat, very). In order to determine if there is an association between gender and stress level at work, the appropriate test is
paired t test
t test for two independent samples
correlation
Chi Square test for independence
one-way ANOVA
The appropriate test to determine the association between gender and stress level at work is the Chi-Square test for independence.
The Chi-Square test for independence is used when we have categorical variables and want to determine if there is an association or relationship between them. In this case, the variables are gender (male or female) and stress level at work (not at all, somewhat, very).
The test will help us determine if there is a significant association between gender and stress level at work, or if any observed differences are due to chance.
To perform the Chi-Square test, we first need to organize the data into a contingency table, which shows the frequencies or counts of each combination of gender and stress level. We then calculate the expected frequencies under the assumption of independence between the variables.
The Chi-Square test statistic is calculated by comparing the observed and expected frequencies. Finally, we compare the test statistic to the critical value from the Chi-Square distribution with the appropriate degrees of freedom to determine if the association is statistically significant.
In summary, to determine if there is an association between gender and stress level at work, the appropriate test is the Chi-Square test for independence. This test will help us understand if there is a significant relationship between these variables or if any observed differences are due to chance.
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Consider the differential equation: xy" – 9 xy = x?e3x A) [5 points] Solve the associated homogeneous differential equation. B) (15 points] Solve the given differential equation by using variation of parameters. Question 2 [20 pts): A) [10 points) Find e{[e31–5) (3, 0 St<5 B) (10 points) Evaluate the Laplace Transform of the function f(t) = (231-5), t25 Question 3 (20 pts): Consider the Initial Value Problem: y"+2 y' - 3 y=9, yO=0, Y'O=5. A) [10 points] Use Laplace Transform to evaluate Y(s). B) (10 points] Solve the given Initial Value Problem
The general solution to the given differential equation using variation of parameters is:
[tex]y(x) = (-1/6x - 1/36 + c_5 + c_6e^{-6x})e^{3x} + (1/6x - 1/36 + c_7 + c_8e^{6x})e^{-3x}[/tex]
Question 1:
A) To solve the associated homogeneous differential equation, we consider xy" - 9xy = 0.
Dividing through by x gives us y" - 9y = 0, which is a second-order linear homogeneous differential equation with constant coefficients.
The characteristic equation is [tex]r^2 - 9 = 0[/tex].
Solving this equation, we find two roots: r = 3 and r = -3.
Therefore, the general solution to the homogeneous differential equation is [tex]y(x) = c_1e^{3x} + c_2e^{-3x}[/tex], where [tex]c_1[/tex] and [tex]c_2[/tex] are arbitrary constants.
B) To solve the given differential equation using variation of parameters, we assume the particular solution has the form [tex]y_p(x) = u_1(x)e^{3x} + u_2(x)e^{-3x}[/tex], where [tex]u_1(x)[/tex] and [tex]u_2(x)[/tex] are functions to be determined.
We find the derivatives of [tex]y_p(x)[/tex]:
[tex]y_p'(x) = u_1'(x)e^{3x} + u_2'(x)e^{-3x} + 3u_1(x)e^{3x} - 3u_2(x)e^{-3x}\\y_p''(x) = u_1''(x)e^{3x} + u_2''(x)e^{-3x} + 6u_1'(x)e^{3x} - 6u_2'(x)e^{-3x} + 9u_1(x)e^{3x} + 9u_2(x)e^{-3x}[/tex]
Substituting these expressions into the given differential equation, we have:
[tex]x(u_1''(x)e^{3x} + u_2''(x)e^{-3x} + 6u_1'(x)e^{3x} - 6u_2'(x)e^{-3x} + 9u_1(x)e^(3x) + 9u_2(x)e^{-3x}) - 9x(u_1(x)e^{3x} + u_2(x)e^{-3x}) = xe^{3x}[/tex]
Simplifying and collecting terms, we get:
[tex]x(u_1''(x)e^{3x} + u2''(x)e^{-3x}) + 6x(u_1'{x}e^{3x} - u_2'(x)e^{-3x}) = xe^{3x}[/tex]
To solve for [tex]u_1'(x)[/tex] and [tex]u_2'(x)[/tex], we equate coefficients of [tex]e^{3x}[/tex] and [tex]e^{-3x}[/tex] separately.
For the coefficient of [tex]e^{3x}[/tex]:
[tex]u_1''(x) + 6u_1'(x) = 1[/tex]
The auxiliary equation is r^2 + 6r = 0, with roots r = 0 and r = -6.
The complementary solution is [tex]u_1_c(x) = c_3 + c_4e^{-6x}[/tex], where [tex]c_3[/tex] and [tex]c_4[/tex] are arbitrary constants.
Using the method of variation of parameters, we assume [tex]u_1{x} = v_1(x)e^{-6x}[/tex], where [tex]v_1(x)[/tex] is a new unknown function.
We find [tex]u_1'(x) = v_1'(x)e^{-6x} - 6v_1(x)e^{-6x}[/tex].
Substituting these expressions back into the differential equation, we have:
[tex]v_1''(x)e^{-6x} - 12v_1'(x)e^{-6x} + 6v_1'(x)e^{-6x} - 36v_1(x)e^{-6x} = 1[/tex]
Simplifying, we get:
[tex]v1''(x)e^{-6x} - 6v1(x)e^{-6x} = 1[/tex]
To solve for v1'(x), we integrate both sides with respect to x:
∫[tex](v_1''(x)e^{-6x} - 6v_1(x)e^{-6x})dx[/tex] = ∫(1)dx
This gives us:
[tex]v_1'(x)e^{-6x} + 6v_1(x)e^{-6x} = x + c_5[/tex], where [tex]c_5[/tex] is an arbitrary constant.
Using integration by parts on the left-hand side, we have:
[tex]v_1(x)e^{-6x} = -1/6xe^{6x} - (1/36)e^{6x} + c_5e^{6x} + c_6[/tex], where [tex]c_6[/tex] is another arbitrary constant.
Therefore, the solution for the coefficient of [tex]e^{3x}[/tex] is:
[tex]u_1(x) = (-1/6x - 1/36 + c_5)e^{3x} + c_6e^{-3x}[/tex]
Similarly, for the coefficient of e^(-3x), we have:
[tex]u_2(x) = (1/6x - 1/36 + c7)e^{-3x} + c8e^{3x}[/tex], where c7 and c8 are arbitrary constants.
Finally, the particular solution to the given differential equation is:
[tex]y_p(x) = u_1(x)e^{3x} + u_2(x)e^{-3x} \\= ((-1/6x - 1/36 + c_5)e^{3x} + c_6e^{-3x})e^{3x} + ((1/6x - 1/36 + c_7)e^{-3x} + c_8e^{3x})e^{-3x} \\= (-1/6x - 1/36 + c_5 + c_6e^{-6x})e^{3x} + (1/6x - 1/36 + c_7 + c_8e^{6x})e^{-3x}[/tex]
This is the general solution to the given differential equation using variation of parameters.
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a - 2/3 = 3/5 how much is a?
Answer:
19/15
Step-by-step explanation: In order to solve for A add 2/3 to both sides of the equation to get A alone and 2/3 + 3/5 is equal to 10/15 + 9/15 which means the answer is 19/15.
Use the decimal grid to write the percent and fraction equivalents.
0.53
Answer:
53%
53/100
Step-by-step explanation:
The complex numbers $z$ and $w$ satisfy $|z| = |w| = 1$ and $zw \ne -1.$
(Prove that $\overline{z} = \frac{1}{z}$ and $\overline{w} = \frac{1}{w}.$
Step-by-step explanation:
I can't read any of the things they are all in code :( I can answer the question in the comments. Also what is ne. I am so sorry!
Which of the following statement(s) is/are TRUE about the number of data values that lie over an interval for normal distribution by using the empirical rule ? There are 71.5% data values within 1 -- and u +20. There are 68% data values within y and pto. There are 50% data values within and o. There are 50% data values within u-30 and . There are 100% data values within 30 and + 30.
The statement "There are 68% data values within μ and μ+σ" is true. (option b).
The empirical rule states that approximately 68% of data values in a normal distribution lie within one standard deviation (σ) of the mean (μ). This means that if we consider the interval from μ to μ+σ, it will contain roughly 68% of the data values.
In summary, among the given statements, only statement b) is true. The empirical rule helps us understand the distribution of data values based on their distance from the mean (μ) in a normal distribution. It is important to remember that the rule provides approximate percentages and does not provide precise values for specific intervals.
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Complete Question:
Which of the following statement(s) is/are TRUE about the number of data values that lie over an interval for normal distribution by using the empirical rule?
a) There are 71.5% data values within μ-σ and μ+20.
b) There are 68% data values within μ and μ+σ.
c) There are 50% data values within μ and ∞.
d) There are 50% data values within µ - 30 and μ.
e) There are 100% data values within μ-30 and μ+30.
9 Marty conducted a survey in his first period class to determine student preferences for music. Out of 25 students, 14 like hip-hop music best. There are 300 students in Marty's school. Based on the survey, how many students in the school like hip- hop music best? A. 50 students B. 132 students C. 168 students D. 261 students
Answer:
C
Step-by-step explanation:
14/25=0.56 0.56x300=168
Based on the survey,
168 students like hip-hop music.
What is ratio?The ratio is a numerical relationship between two values that demonstrates how frequently one value contains or is contained within another.
Given:
Marty conducted a survey in his first period class to determine student preferences for music.
Out of 25 students, 14 like hip-hop music best.
That means, the ratio is 14/25 = 0.56.
There are 300 students in Marty's school.
Based on the survey,
the number of students = 300 x 0.56 = 168 students like hip-hop music.
Therefore, 168 students like hip-hop music.
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Are the following true or false? Justify your answers briefly. a) Let f, g (0, [infinity]) → R. If limx→[infinity] (fg)(x) exists and is finite then so are both limx→[infinity] f(x) and limx→[infinity] g(x). b) Let {n} and {n} be sequences such that n < yn for all n € N. If → x and Yny, then x
False. The limit of f(x) as x approaches infinity does not exist (it approaches zero), and the limit of g(x) as x approaches infinity is infinite. Therefore, the statement is false.
False. The statement is not necessarily true. The existence of the limit of the product (fg)(x) as x approaches infinity does not guarantee the existence of the limits of f(x) and g(x) individually.
Counterexamples can be found by considering functions that approach zero at different rates. For instance, let f(x) = 1/x and g(x) = x. As x approaches infinity, the product (fg)(x) = x/x = 1 approaches 1, which is finite. However, the limit of f(x) as x approaches infinity does not exist (it approaches zero), and the limit of g(x) as x approaches infinity is infinite. Therefore, the statement is false.
For instance, let f(x) = 1/x and g(x) = x. As x approaches infinity, the product (fg)(x) = x/x = 1 approaches 1, which is finite.
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you make a scale drawing of a banner for school dance .you use a scale of 1 inch ,2 feet what is the actual width of the banner HELP ASAP!!!!
Answer:
6.5
Step-by-step explanation:
you take the sides all added up (which was 13in) and divided it by two
Answer: the answer is 18. Trust me. I know what I’m doing lol
Step-by-step explanation:
Colby made a scale model of the Washington Monument. The monument has an actual height of 554 feet. Colby’s model used a scale in which 1 inch represents 100 feet. What is the height in inches of Colby’s model?
Answer:
500043004030405.3
Step-by-step explanation:
4(8x - 3) - 6 = 5 + 2x
WHATS THE SOLUTION???
Answer:
x = 23/30
Step-by-step explanation:
4(8x - 3) - 6 = 5 + 2x
32x - 12 - 6 = 5 + 2x
32x - 18 = 5 + 2x
32x - 2x = 5 + 18
30x = 23
x = 23/30
Answer:
30x=14
Step by Step Explanation:
32x-9=5+2x
32x-2x=30x
30x-9=5
5+9 is 14
30x=14
PLEASE ANSWER THIS ASAP
This is an example of a reflection.
Wesley walked 11 miles in 4 hours. If he walked the same distance every hour, how far did he walk in one hour? Using only feet
Answer:
14,520
Step-by-step explanation:
The computation is shown below:
Given that
Wesley walked 11 miles in 4 hours
Now we can say that
1 miles = 5280
So, 11 miles would be
= 5280 × 11
= 58,080
And, the number of hours is 4
So, for one hour he would be far of
= 58,080 ÷ 4
= 14,520
We can write logs into the form A logs + Blog, y where A = and B = Write A and B as integers or reduced fractions.
The logarithmic expression can be written in the form Alog(s) + Blog(y), where A and B are integers or reduced fractions.
To express a logarithmic expression in the form Alog(s) + Blog(y), we need to understand the properties of logarithms and simplify the given expression.
The generic logarithmic expression can be written as log(b)(x), where b is the base and x is the argument. To write it in the desired form, we aim to express it as a combination of logarithmic terms with the same base.
First, let's consider an example expression: log(a)(x). We can rewrite it as (1/log(x))(log(a)(x)). Here, A = 1/log(x) and B = log(a)(x). Notice that A is the reciprocal of the logarithm of the base.
Similarly, for the expression log(b)(y), we can rewrite it as (1/log(y))(log(b)(y)). In this case, A = 1/log(y) and B = log(b)(y).
So, in general, for a logarithmic expression log(b)(x), we can express it as Alog(s) + Blog(y), where A = 1/log(x) and B = log(b)(x). These coefficients A and B can be integers or reduced fractions, depending on the specific values of the logarithmic expression and the chosen base.
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