1/2 ( x - 4 ) = 1/3 ( x + 2)

pls help me

Answer:

The last one t/5-6=-3

Step-by-step explanation:

All you have to do is plug in 15 to each equation, knowing this if you add 15 into this equation you would get 15/5-6=-3 and this is true because 15/5=3, 3-6=-3!

I hope this helps and have a great day!

We have to find the value of x for the given equation e^(−x^)−e^x =3. Here we can use a small trick to get the solution. We know that e^-x is the reciprocal of e^x. So we can replace e^-x with 1/e^x. Now we have the equation e^(−x^)−e^x =3 in the form e^x - 1/e^x = 3.

This is a quadratic equation in the form ax^2 + bx + c = 0. Here a = 1, b = 0, c = -3. We can solve this quadratic equation to get the value of x.

Given equation is e^(−x^)−e^x =3.We can replace e^-x with 1/e^x.Now the equation is e^(x) - 1/e^(x) = 3.

Let's take e^x as a variable and solve the equation:e^x - 1/e^x = 3Multiplying both sides by e^x, we get e^x * e^x - 1 = 3e^xNow e^(2x) - 3e^x - 1 = 0.

This is a quadratic equation in the form ax^2 + bx + c = 0. Here a = 1, b = -3, c = -1.

We can solve this quadratic equation using the quadratic formula which is given as:x = [-b ± sqrt(b^2-4ac)]/2a.

Substituting the values, we get:x = [-(-3) ± sqrt((-3)^2-4(1)(-1))]/2(1)x = [3 ± sqrt(13)]/2Hence the value of x is x = [3 ± sqrt(13)]/2.

We can solve the given equation e^(−x^)−e^x =3 using a small trick. We know that e^-x is the reciprocal of e^x. So we can replace e^-x with 1/e^x. Now we have the equation e^(−x^)−e^x =3 in the form e^x - 1/e^x = 3. This is a quadratic equation in the form ax^2 + bx + c = 0.

Here a = 1, b = 0, c = -3. We can solve this quadratic equation to get the value of x.We have, e^x - 1/e^x = 3Multiplying both sides by e^x, we get e^x * e^x - 1 = 3e^xNow e^(2x) - 3e^x - 1 = 0This is a quadratic equation in the form ax^2 + bx + c = 0. Here a = 1, b = -3, c = -1.

We can solve this quadratic equation using the quadratic formula which is given as:x = [-b ± sqrt(b^2-4ac)]/2aSubstituting the values, we get:

\(x = [-(-3) ± sqrt((-3)^2-4(1)(-1))]/2(1)x = [3 ± sqrt(13)]/2So the value of x is x = [3 ± sqrt(13)]/2.\)

Hence the solution of the equation e^(−x^)−e^x =3 is x = [3 ± sqrt(13)]/2.

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Each function and identify whether it has a maximizer or minimizer, we need to examine the shape of the graph and determine the vertex of the parabolic curve.

The vertex represents the point where the function reaches its highest or lowest value, depending on the concavity of the parabola.  2.1) f(x) = 3x^2 - 5x + 8: This function is a quadratic with a positive coefficient for the squared term. Therefore, it opens upward and has a minimum point. The maximizer is negative infinity, and the minimizer occurs at the x-coordinate of the vertex. To find the minimizer, we can use the formula x = -b / (2a), where a = 3 and b = -5.

Substituting the values, we get x = -(-5) / (2 * 3) = 5/6. 2.2) f(x) = -2x^2 + 4x - 4: Similar to the previous function, this is a quadratic with a negative coefficient for the squared term. It opens downward, indicating a maximum point. The maximizer occurs at the x-coordinate of the vertex. Using the same formula as before, we have x = -b / (2a), where a = -2 and b = 4. Substituting the values, we get x = -4 / (2 * -2) = 1.

2.3) f(x) = x^2 + 3x - 1:
Again, this is a quadratic function with a positive coefficient for the squared term, resulting in a minimum point. To find the minimizer, we can use the formula x = -b / (2a), where a = 1 and b = 3. Substituting the values, we get x = -3 / (2 * 1) = -3/2.

2.4) f(x) = 7x^2 + 28x + 20:
Similar to the previous cases, this quadratic function has a positive coefficient for the squared term, indicating a minimum point. Using the formula x = -b / (2a), where a = 7 and b = 28, we get x = -28 / (2 * 7) = -2 2.5) f(x) = -6x^2 + 36x + 10: Once again, this is a quadratic function with a negative coefficient for the squared term, resulting in a maximum point. Using the formula x = -b / (2a), where a = -6 and b = 36, we get x = -36 / (2 * -6) = 3.

2.1) The function f(x) = 3x^2 - 5x + 8 has a minimizer at x = 5/6.
2.2) The function f(x) = -2x^2 + 4x - 4 has a maximizer at x = 1.
2.3) The function f(x) = x^2 + 3x - 1 has a minimizer at x = -3/2.
2.4) The function f(x) = 7x^2 + 28x + 20 has a minimizer at x = -2.
2.5) The function f(x) = -6x^2 + 36x + 10 has a maximizer at x = 3.

These results indicate the x-coordinate of the vertex, which corresponds to the maximizer or minimizer of each function.

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Answer:

-2x^2-15yz

Step-by-step explanation:

if i did the math right i think this is the right answer

The correct answer is option (C). The answer is round function.

Given that,

Instead of just altering what is presented, Excel changes the amount of decimal places it really keeps.

To find : Something alters the real number of decimal places?

Number is rounded using ROUND function to a given number of digits. You can use the following formula, for instance, to round the value 23.7825 in cell A1 to two decimal places: =ROUND(A1,2) (A1,2) is 23.78 is the output of the function

Therefore, option is the right response (C). Round function is the solution.

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The U.S centers for disease control (CDC) uses Secondary Data if it is buying data from hospitals for its own analysis.

Data can be divided into 2 categories based on the source of collection.

When the data is collected firsthand by the research person or organization through sampling or other means for their own research purpose, it is known as Primary data. This is because it directly pertains to the purpose of the said event.

When the organization, however, does not collect data on its own but rather it uses data/ research of other organizations, it is known as secondary data.

Here, in this case, we find CDC saves time and effort by directly buying and utilizing the data collected by the hospitals for their own purpose, they use secondary data.

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Answer:

Step 1: Substitute the value of x into the equation

x= 3-3/2y

-3x+5y=10

Step 2: Solve the equation

-3(3-3/2y)+5y=10

Step 3: Substitute the value of y into the equation

Y=2

Step 4: Solve the equation

X=3-3/2×2 = X=0

Answer: (0,2)

the larger the sample, the more confidence you have when you generalize your sample findings to the population facts.

The larger the sample size, the more confidence you can have when you generalize your sample findings to the population facts. This is because larger sample sizes provide more accurate representation of the population facts due to the increased number of data points collected. As a result, the more data points you have, the more reliable your findings are in terms of representing the population facts. The larger the sample size, the more confidence you can have in generalizing the findings to the population facts.

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Answer:

See below

Step-by-step explanation:

g (h(6))   :

   h (6) =  3 ( 6^2) + 2 = 110

   then g (110) =   sqrt (110)

h (g(5))

    g(5) = sqrt 5

        then h( sqrt5) = 3 ( sqrt5)^2 + 2 = 17

Answer: no solution

Step-by-step explanation:

There is no value for x that makes the equation true

Answer:

the answer is -0.8

The chance of pulling a 4 and a club is 0.0637

From the question, we have the following parameters that can be used in our computation:

A standard deck of cards

In a standard deck of cards, we have

Cards = 52

Number of 4's = 13

Number of clubs = 13

Selecting 4 and c back to back from a deck of cards, if you do not replace the card, we have

P = 13/52 * 13/51

Evaluate

P = 0.0637

Hence, the probability is 0.0637

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Answer:

D

Step-by-step explanation:

Hope I helped

Answer:

25000 is the amount of gophers there are at the beginning

1.95 is the amount they increase each year (95 percent).

Step-by-step explanation:

don't need one

\(\large\underline{\sf{Solution-}}\)

Given:

\(\sf\longmapsto \dfrac{1}{2}x+2 \geq x-1, x \in \mathbb{N}\)

Multiplying both sides by 2, we get:

\(\sf\longmapsto2\bigg( \dfrac{1}{2}x+2\bigg) \geq 2(x-1)\)

\(\sf\longmapsto x+4 \geq 2x-2\)

\(\sf\longmapsto x+4+-x\geq 2x-2-x\)

\(\sf\longmapsto 4\geq x-2\)

\(\sf\longmapsto 4+2\geq x-2+2\)

\(\sf\longmapsto 6\geq x\)

\(\sf\longmapsto x\leq 6, x\in\mathbb{N}\)

Therefore:

\(\sf\longmapsto x=\{1,2,3,4,5,6\}\ \ \red{Ans.}\)

Answer:

A

Step-by-step explanation:

Given a quadratic in standard form

y = ax² + bx + c ( a ≠ 0 )

Then the x- coordinate of the vertex is

x = - \(\frac{b}{2a}\)

y = 2x² - 4x + 5 ← is in standard form

with a = 2 and b = - 4 , then

\(x_{vertex}\) = - \(\frac{-4}{4}\) = 1

Substitute x = 1 into the equation for corresponding value of y

y = 2(1)² - 4(1) + 5 = 2 - 4 + 5 = 3

vertex = (1, 3 ) → A

1) Calculation of 43197 mod 333:

By using long division or a calculator, divide 43197 by 333 to get the quotient and remainder:

43197 ÷ 333 = 129 R 210

Therefore,43197 mod 333 = 2102)

Calculation of -545608 mod 51:

By using long division or a calculator, divide 545608 by 51 to get the quotient and remainder:

545608 ÷ 51 = 10704 R 32

Since -545608 is negative, add 51 to the remainder:32 + 51 = 83

Therefore,-545608 mod 51 = 83

The proof of the statement "5 divides n - n whenever n is a nonnegative integer" is quite straightforward:

By the definition of subtraction,n - n = 0, for any value of n.

Since 0 is divisible by any integer, 5 divides n - n for any non-negative integer n.

The task is to count the number of permutations of the letters {a, b, c, d, e, f, g} that do not include either the string "bge" or the string "eaf".

We will begin by counting the number of permutations that include "bge" and the number of permutations that include "eaf".The number of permutations with "bge" is simply the number of ways to arrange four letters (a, c, d, f) and "bge" so that "bge" appears in that order:5! × 4 = 480 (since "bge" can occupy any of the four positions and the remaining letters can be arranged in 5! ways).

Similarly, the number of permutations with "eaf" is5! × 4 = 480

Therefore, the total number of permutations that include either "bge" or "eaf" is 480 + 480 = 960.Therefore, the number of permutations that do not include either "bge" or "eaf" is7! - 960 = 5040 - 960 = 4080

Part (a) of this problem asks us to count the number of seven-digit numbers that include only the digits 1 through 9.We can think of a seven-digit number as a permutation of the digits 1 through 9, since each digit can be used only once.The number of permutations of 9 digits taken 7 at a time is:9P7 = 9! / (9 - 7)! = 9! / 2! = 181440

Therefore, there are 181440 seven-digit numbers that use only the digits 1 through 9.

Part (b) of this problem asks us to count the number of seven-digit numbers that include a 3 and a 6.A seven-digit number that includes a 3 and a 6 can be thought of as a six-digit number that uses the digits 1, 2, 4, 5, 7, 8, and 9, along with a 3 and a 6.There are 6 choices for where to place the 3 and 5 choices for where to place the 6.

Therefore, the number of seven-digit numbers that include a 3 and a 6 is:6 × 5 × 6P5 = 6 × 5 × 5! = 3600

The problem asks us to count the number of bit strings that contain exactly eight 0s and 10 1s if every 0 must be immediately followed by a 1.Since there are 8 zeros and they must be immediately followed by 1s, the bit string can be thought of as consisting of 18 "slots" where the 1s and 0s can go:1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0

Each of the 8 zeros must be placed in one of the 8 "0 slots" shown above.Since the zeros must be immediately followed by 1s, there are only 10 "1 slots" available for the 1s.Therefore, the number of bit strings that contain exactly eight 0s and 10 1s if every 0 must be immediately followed by a 1 is:8C8 × 10C8 = 1 × 45 = 45.

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154b

Step-by-step explanation:

Two equal-size vectors at right angles to each other have a resultant that is equal to \(\sqrt{2}\) times the magnitude of each individual vector.

The magnitude of the resultant vector of two equal-size vectors at right angles to each other can be determined using the Pythagorean theorem.

Let's assume the magnitude of each vector is represented by "a".

According to the Pythagorean theorem, the magnitude of the resultant vector, denoted as "R", can be calculated as:

R =\(\sqrt{a^2 + a^2}\)

R = (\(\sqrt{2a^{2} )}\)

R = \(\sqrt{2}\) a

Therefore, the magnitude of the resultant vector is equal to \(\sqrt{2}\) times the magnitude of each individual vector.

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The graph for the solution set of the absolute value inequality is given by graph A.

The absolute value function is given by:

It measures the distance of a point x to the origin, which is given to x = 0.

In this problem, the inequality is given by:

|2p + 3| ≥ 7

Which means that the distance of 2p + 3 to the origin is of at least 7 units, hence 2p + 3 can be:

Hence:

2p + 3≤ -7

2p ≤ -10

p ≤ -5

2p + 3 ≥ 7

2p ≥ 4

p ≥ 2

The graph is given at the end of the answer, and represented by graph A.

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Answer:

Step-by-step explanation:

graph A

Answer:

A

Step-by-step explanation:

First, we should put this equation in slope-intercept form by isolating y.

Thus, we have:

\(2x-\frac{4}{3}y=4\\ -\frac{4}{3}y=4-2x\\ y=\frac{3}{2}x-3\)

The slope-intercept equation shows that the y-intercept is -3 and the slope is 3/2.

Only answer A meets these requirements.

By using the concepts of Probability, we got 36 eggs this chicken would lay in 30 days

We know very well that if any of chicken produces eggs ,it means that that days will be counted.

So on each days, there will be three possibility

So, any of the incident may occurs, so we account every incidents.

So, let suppose number of eggs after 30 days is X;

=> X = [(30×0)×(Probability of producing zero egg)] + [30×1×(Probability of           Producing single egg)] + [30×2×(Probability of producing two eggs)]

We are given Probability of Producing single egg=40/100

and Probability of Producing two eggs=40/100

Therefore,

=>X=[ 0+(\(\frac{40}{100}\)×30)+(\(\frac{40}{100}\)×2×30)]

=>X=[0+(1200/100)+(2400/100)]

=>X=0+12+24

=>X=36

So number of eggs after 30 days=X=36.

After solving the the above equation we get 36 eggs,

Hence, total number of eggs would lay by chicken in 30 days is 36.

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The term "resilience" encompasses the psychological processes and traits that enable individuals to deal with traumas and recover their healthy and effective functioning.

To understand resilience more deeply, let's consider a mathematical analogy.

Just as mathematical equations can be adjusted or modified to solve different problems, individuals need to adapt their coping mechanisms to match the specific demands of a trauma. Being adaptable allows people to assess the situation, identify necessary adjustments, and find effective strategies for recovery.

Resilience is not solely about returning to a pre-trauma state but also involves personal growth and transformation. In mathematics, this growth can be compared to solving a complex problem that requires expanding one's knowledge and skills.

It's important to note that resilience is not a fixed trait, but rather a dynamic process that can be developed and strengthened over time. Just as mathematical skills can be improved through practice and learning, individuals can cultivate resilience through various interventions, such as therapy, support groups, self-care practices, and building healthy relationships.

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Answer:

Step-by-step explanation:

you would multiply the fractions

then you would add the hole number

Answer:

2 14/15

Step-by-step explanation:

Answer:

25% off.

Step-by-step explanation:

Here is a link that can help you in the future.

https://www.calculators.org/math/percentage.php

Answer:

z = 42

Step-by-step explanation:

z - 12 = 30

Add 12 to each side

z - 12+12 = 30+12

z = 42

Check

42 - 12 = 30

30 = 30

Answer:

\(z = 42\)

Step-by-step explanation:

If we want to solve this algebraic equation, we need to isolate z on one side.

\(z - 12 = 30\)

Add 12 to both sides:

\(z - 12+12 = 30+12\\\\z = 42\)

To check our work, let's substitute 42 in as \(z\).

\(42 - 12 = 30\)

42 minus 12 is indeed 30.

Hope this helped!

The solution of the given fraction can be gotten through filling the boxes with the following values respectively;

8/100 + 9/10 = 98/100

A fraction is defined as the representation of a part of a whole value in the form of a numerator and denominator.

The given fraction;

8/100 + 9/10 = ?

Find the lowest common multiple of the denominator = 100.

= 8/100 + 9/10

= 8 + 90/100

= 98/100

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When an auditor uses monetary-unit sampling to examine the total value of invoices, each invoice has a probability proportional to its monetary value of being selected.

Monetary unit sampling (MUS) refers to a statistical sampling method utilized to determine if the account balances or monetary amounts in a population contain any misstatements in an account of transaction. Auditors use monetary unit sampling, which is also known as probability-proportional-to-size sampling or dollar-unit sampling, to establish the accuracy of financial accounts. With monetary unit sampling, each dollar in a transaction is a separate sampling unit. When an auditor uses monetary-unit sampling to examine the total value of invoices, each invoice has a probability proportional to its monetary value of being selected.

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