1 1/2 + ___ = 4

please help really confused.

The division of 6x⁴ + 11x³ + 13x² - 3x + 27 by 3x + 4 will have a quotient of 2x³ + x² +3x -5 and a remainder of 47 using the remainder theorem.

The remainder theorem states that if a polynomial say f(x) is divided by x - a, then the remainder is f(a).

We shall divide the 6x⁴ + 11x³ + 13x² - 3x + 27 by 3x + 4 as follows;

x⁴ divided by 3x equals 2x³

3x + 4 multiplied by 2x³ equals 6x⁴ + 8x³

subtract 6x⁴ + 8x³ from 6x⁴ + 11x³ + 13x² - 3x + 27 will give us 3x³ + 13x² - 3x + 27

3x³ divided by 3x equals x²

3x + 4 multiplied by x² equals 3x³ + 4x²

subtract 3x³ + 4x² from 3x³ + 13x² - 3x + 27 will give us 9x² - 3x + 27

9x² divided by 3x equals 3x

3x + 4 multiplied by 3x equals 9x² + 12x

subtract 9x² + 12x from 9x² - 3x + 27 will give us -15x + 27

-15x divided by 3x equals -5

3x + 4 multiplied by -5 equals -15x - 20

subtract -15x - 20 from -15x + 27 will result to a remainder of 47

using the remainder theorem, x = -4/3 from the the divisor 3x + 4

thus:

f(-4/3) = 6(-4/3)⁴ + 11(-4/3)³ + 13(-4/3)² - 3(-4/3) + 27 {putting the value -4/3 for x}

f(-4/3) = (1536/81) - (704/27) + (208/9) + (12/3) + 27

f(-4/3) = (1536 - 2112 + 1872 + 324 + 2157)/81 {simplification by taking the LCM of the denominators}

f(-4/3) = (5919 - 2112)/81

f(-4/3) = 3807/81

f(-4/3) = 47

Therefore, the quotient of after the division of 6x⁴ + 11x³ + 13x² - 3x + 27 by 3x + 4 is 2x³ + x² +3x -5 and there is the remainder of 47 using the remainder theorem.

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At 8000 feet MSL in the teardrop could a descent to 3,200 feet commence.

What is aircraft?

A vehicle that can fly is known as an aircraft. It does so by getting help from the air. It does this by either employing static lift, the dynamic lift of an airfoil or, in a few rare instances, the downward push from jet engines. Aerial vehicles include, but are not limited to, planes, helicopters, airships (including blimps), gliders, paramotors, and hot air balloons.

As given, your aircraft was cleared for the ils rwy 18 at Lincoln municipal and crossed the Lincoln Vortac at 5,000 feet MSL.

Therefore, at 8000 feet MSL in the teardrop could a descent to 3,200 feet commence.

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Answer:

700.4 cm

Step-by-step explanation:

Use a proportion.

Let x be the vertical distance for the 700 cm pipe.

1 cm is to 30 cm as x cm is to 700 cm

1/30 = x/700

30x = 1 * 700

30x = 700

3x = 70

x = 70/3

Now we need l. We have a right triangle with legs measuring 70/3 cm and 700 cm, and we are looking for the hypotenuse l.

a^2 + b^2 = c^2

(70/3)^2 + 700^2 = c^2

c^2 = 4900/9 + 490000

c = 700.4

l = 700.4 cm

Answer:

You're right! It's -24.

Step-by-step explanation:

Integers do not include fractions, so you are left with:

A. 98

D. -24

Whole numbers do not include negative numbers, though, so A is the only whole number. That leaves you with D.

You're welcome.

In the first question, the statement "Using logarithmic differentiation we obtain that the derivative of the function y = x² satisfies the equation y = 4x log x + 2x" is true.

In the first question, using logarithmic differentiation on the function y = x², we differentiate both sides, apply the product rule and logarithmic differentiation, and simplify to obtain the equation y = 4x log x + 2x, which is correct.

In the second question, the statement is false. When using logarithmic differentiation on the function y = (1+x²)²(1 + sin x)²/(1-x²), the derivative is calculated correctly, but the equation given is incorrect. The correct equation after logarithmic differentiation should be y' = (4x/(1 + x²)(1 + sin x))(1-x²) - (2x(1+x²)²(1 + sin x)²)/(1-x²)².

In the third question, the product z²w is calculated correctly as 30-10%.

It is important to accurately apply logarithmic differentiation and perform the necessary calculations to determine the derivatives and products correctly.

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Answer:

\( \frac{ log_{2}(11) }{3} \)

Step-by-step explanation:

\(3x = log_{2}(11) \)\(

x = \frac{ log_{2}(11) }{3} \)

Answer:

yes both are the distance of 99mm

Answer:

yes

Step-by-step explanation:

they are equal in length

True. Comparing two marginal distributions can show if the corresponding two variables are related. This can be done by calculating the correlation coefficient of the two variables.

The correlation coefficient is a numerical measure of the degree of the linear relationship between two variables and can be calculated by dividing the covariance of the two variables by the product of their standard deviations. The correlation coefficient ranges from -1 to 1, where -1 indicates a perfect negative correlation, 0 indicates no correlation and 1 indicates a perfect positive correlation.

If the correlation coefficient is close to zero, then the two variables are not significantly related. If the correlation coefficient is close to -1 or 1, then it can be inferred that the two variables are related.

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Regarding the nature of the variable, it is numerical since it involves measuring the amount of money spent. It is also continuous since the amount spent can take on any value within a range of possibilities.

Population: The population in this example refers to the entire group or set of individuals that the study is focused on, which is the total number of students who spend money on textbooks each semester.

Sample: The sample is a subset of the population that is selected for the study. In this case, the sample consists of the 1,000 randomly chosen students from the population.

Parameter: A parameter is a characteristic or measure that describes the entire population. In this example, a parameter could be the average spending on textbooks for all students in the population.

Statistic: A statistic is a characteristic or measure that describes the sample. In this example, a statistic would be the average spending on textbooks calculated from the data of the 1,000 students in the sample.

Variable: The variable is the characteristic or attribute that is being measured or observed in the study. In this case, the variable is the amount of money spent on textbooks each semester by the students.

Data: Data refers to the values or observations collected for the variable. In this example, the data would be the individual spending amounts on textbooks for each student in the sample.

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Each team member should run 9073.6 miles in the race on Course B.

Let's break down the problem step by step:

1. First, we need to find the length of Course B. We know that Course B is 212 times as long as Course A, and Course A is 214 miles. So, to find the length of Course B, we multiply:
  Course B length = 212 × 214 miles

2. Calculate the length of Course B:
  Course B length = 45368 miles

3. Now, we need to determine the distance each team member should run. There are 5 members on the team, and they need to run an equal distance on Course B. To find the distance for each member, we divide the total length of Course B by the number of team members:
  Distance per member = Course B length / number of members

4. Calculate the distance per team member:
  Distance per member = 45368 miles / 5

5. Finally, we find the distance each team member should run:
  Distance per member = 9073.6 miles

So, each team member should run 9073.6 miles in the race on Course B.

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we would need a sample size of at least 502 for the approximate probability of the random interval (Y1/n - Y2/n) ‡ 0.05 covering pi - p2 to be at least 0.80.

To compute n, we can use the formula:
n = ((zα/2)^2 * 2p*(1-p*)) / (ε^2)
Where zα/2 is the z-score associated with a confidence level of 1-α, p* is the probability of success for a binomial distribution, and ε is the margin of error.
Since we are given that the approximate probability of the random interval (Y1/n - Y2/n) ‡ 0.05 covering pi - p2 is at least 0.80, we can set α = 0.20 to find the corresponding z-score of 1.28.
Using p* = 1/2 as an upper bound for both P1 and P2, we can calculate the margin of error as:
ε = zα/2 * sqrt((p*(1-p*)) / n)
Plugging in the values, we get:
0.05 = 1.28 * sqrt((0.25) / n)
Solving for n, we get:
n = 501.76
Therefore, we would need a sample size of at least 502 for the approximate probability of the random interval (Y1/n - Y2/n) ‡ 0.05 covering pi - p2 to be at least 0.80.

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Answer:

good luck

Step-by-step explanation:

i have no clue but plz r8 5

Answer:

Step-by-step explanation:

\(7x^{2} +1 = 15x\) and \(63x^{2} +9x= 135x\)

so, divide because to solve for area you multiply so the opposite of multiplication is division, Anyway so \(135x/15x=9x\)

Hope this helps.

La expresión numérica que representa el número de fósforos según el número de triángulos es: x=2n+1

Vamos a suponer que los triángulos se disponen de la manera mostrada en el diagrama (ver diagrama adjunto)

En este caso vamos viendo un patrón, por cada nuevo triángulo vamos necesitando dos fósforos adicionales.

\(x_{n}=a+d(n-1)\)

En este caso vamos a definir dos variables:

x = número de fósforos

n = número de triángulos

El patrón que vimos arriba se puede escribir de la siguiente manera:

x=3+2n

pero mucho ojo, esta fórmula es válida únicamente si empezamos a contar de n=1 triángulo adicional (osea cuando tenemos 2 triángulos). Si usamos n=1 obtenemos:

x=3+2(1)=5 (el cual es el resultado para 2 triángulos, no 1)

Esto se puede arreglar restándole un 1 a la x para que de esa forma, la fórmula sea válida cuando usamos x=1 triángulo, así que obtenemos:

x=3+2(n-1)

(Esta es la forma general de una secuencia aritmética.)

Ahora bien, esta fórmula puede ser simplificada usando álgebra, así que obtenemos:

n=3+2x-2

lo cual nos da:

n=2x+1

por lo que la expresión numérica que representa el número de fósforos según el número de triángulos es: n=2x+1

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The covariances C0, C1, C2, and C3 were calculated using the provided data. The values are as follows: C0 = 20740.6043023, C1 = 16685.6485218, C2 = 42029.061, and C3 = 0.

In order to calculate the covariances, the formula C,k = Σ(t=k+1 to n) (y₁ₜ - y)(yₜ₋ₖ - y) / n was used. The value of n is given as 10, and the data provided for the variable y is constant at 203.7 throughout the calculations.

The first covariance, C0, represents the sum of squared deviations from the mean divided by n, which is essentially an estimate of the variance. It was computed by summing the squared differences between each data point and the mean, and then dividing by 10.

The second covariance, C1, measures the relationship between the current data point and the preceding one. It was calculated by multiplying the differences between y values at different time points and then summing them up for the range of t from 2 to 10, divided by 10.

Similarly, C2 represents the covariance between the current data point and the one two time steps before. It was computed by multiplying the differences between y values at different time points and summing them up for the range of t from 3 to 10, divided by 10.

Finally, C3 represents the covariance between the current data point and the one three time steps before. As there is no data available for t - 3, the covariance is zero.

These calculations provide insights into the relationships and dependencies between the data points, helping to understand patterns and trends in the dataset.

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Answer:

Step-by-step explanation:

Parent function has been given as,

f(x) = x²

If the parent function is reflected across x-axis,

g(x) = -f(x)

      = -x²

Further this function is vertically stretched by 2 units then the new function will be,

e(x) = -2x²

Therefore, parent function 'f' is reflected across x-axis and vertically stretched by scale factor of 2.

Answer:

2.5

Step-by-step explanation:

EG = EF + FG;

5x-8 = 2 + 3x-5

2x = 5

x = 2.5

FG = 3x-5 = 2.5

Answer:

177

Step-by-step explanation:

All Done! Please mark as Brainliest :)

Answer:

177

Step-by-step explanation:

The tenth is 9 which means you round up so the correct answer is 177.

Hope It Helps Sorry If I'm Wrong

The amount of horizontal shift is positive because the function is shifted to the right. Thus, the phase shift is described as a horizontal shift of five units to the right.

In the function \(g(t) = f(t - 5),\) the value of h is -5. This function is a horizontal phase shift of five units to the right (as the positive value of h would result in a horizontal phase shift to the left).

The value of h in each translation is determined by the amount of horizontal or vertical shifting of the function's graph. The function g(t) = f(t - 5) represents a horizontal phase shift of five units to the right. The original function f(t) has been shifted horizontally by h = 5 units to the right to form g(t).

The amount of horizontal shift is positive because the function is shifted to the right. Thus, the phase shift is described as a horizontal shift of five units to the right.

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Answer:

x = 17

Step-by-step explanation:

the sum of the 3 angles in the triangle = 180° , that is

50 + 75 + 3x + 4 = 180

3x + 129 = 180 ( subtract 129 from both sides )

3x = 51 ( divide both sides by 3 )

x = 17

Answer:

20 maybe

Step-by-step explanation:

Answer:

20 because you have to cross multiple

Answer:

56 sq cm

Step-by-step explanation:

SA = Area of Base + 1/2·(Perimeter of Base)·(Slant height)

= 4² + 1/2(4x4)(5)

= 16 + 1/2(16)(5)

= 16 + 40

= 56

The goal of hypothesis testing is to gather sample data and evaluate whether it provides enough evidence to reject the null hypothesis in favor of the alternative hypothesis.

a. Expressing the original claim in symbolic form: Let μ be the population mean pulse rate of adult males.

b. Identifying the null and alternative hypotheses:

Null hypothesis (H₀): The population mean pulse rate of adult males is equal to 69 bpm. (μ = 69)

Alternative hypothesis (H₁): The population mean pulse rate of adult males is not equal to 69 bpm. (μ ≠ 69)

In this case, the original claim is that the mean pulse rate of adult males is equal to 69 bpm. To express this claim symbolically, we use the population mean μ. Therefore, the claim can be expressed as μ = 69.

For hypothesis testing, we have the null hypothesis (H₀) stating that the population mean pulse rate is equal to 69 bpm, and the alternative hypothesis (H₁) stating that it is not equal to 69 bpm. The null hypothesis is typically the assumption we want to test and challenge with evidence. In this case, the null hypothesis is μ = 69, while the alternative hypothesis is μ ≠ 69.

The goal of hypothesis testing is to gather sample data and evaluate whether it provides enough evidence to reject the null hypothesis in favor of the alternative hypothesis.

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The negative correlation coefficient of -0.73 between consumption of vitamin A and the cancer rate of a particular type of cancer suggests that as vitamin A consumption increases, the cancer rate tends to decrease.

A correlation coefficient measures the strength and direction of the linear relationship between two variables.

In this case, a correlation coefficient of -0.73 indicates a negative correlation between consumption of vitamin A and the cancer rate.

Interpreting this correlation, it can be inferred that there is an inverse relationship between the two variables. As consumption of vitamin A increases, the cancer rate tends to decrease.

However, it is important to note that correlation does not imply causation.

It would be incorrect to conclude that consuming more vitamin A causes this type of cancer. Correlation does not provide information about the direction of causality.

Other factors and confounding variables may be involved in the relationship between vitamin A consumption and cancer rate.

To establish a causal relationship, further research, such as experimental studies or controlled trials, would be necessary. These types of studies can help determine whether there is a causal link between vitamin A consumption and the occurrence of this particular cancer.

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Answer:

y=3+4x

y=3x-4

Step-by-step explanation:

-4x+y=-3

Add 4x to both sides

y=4x-3

-6x+2y=-8

Add 6x to both sides

2y=6x-8

Divide by 2 on both sides

y=3x-4

Answer:

I would assume it to be the second option, or B.

'The bogs the moose lived in became so soggy that only moose with the largest feet could successfully walk on the bog'

Step-by-step explanation:

Answer:

Second one

Step-by-step explanation:

It best explains why moose developed larger feet.

Answer:

Y=X+2

Step-by-step explanation:

To solve for a variable means to ISOLATE the variable on one side of the equation. To do so, divide both sides by the coefficient of y.

Look:

2y/2 = (-x+7)/2

Answer: y = (-x + 7)/2

The answer can also be written as

y = -(x/2) + (7/2)

Both answers mean the same thing.