25 points:)

question 2-3

Answer:

Step-by-step explanation:

The last one

Answer:

p= 36 divided by 6. that is the answer.

Answer: x<2

Step-by-step explanation:

Add 3 to both sides: x<2

Answer:

Step-by-step explanation:

\(\frac{(2x^3y^{-3})^2}{16x^7y^{-2}}\\ =\frac{4x^6y^{-6}}{16x^7y^{-2}}\\ =\frac{1}{4xy^4}\)

Numerator = 1

The correct options about the given polynomial are; C. p(-2) = 22 and

E. The quotient of p(x) & (x + 2) is 3x^2 + 5x - 14 + 22/x + 2

The general form of equation of a Polynomial is ax² + bx + c.

where;

a, b, and c are real numbers with a ≠ 0,

The degree of a polynomial is the highest exponent of the variable in the polynomial.

Option C) Calculation for p(-2)

To get the value of p(-2), at the place of 'x' put (-2) in the polynomial p(x).

p(x) = 3x³ + 11x² - 4x - 6

p(-2) = 3(-2)³ + 11(-2)² - 4(-2) - 6

p(-2) = 22

Thus, option C is correct and option D is incorrect.

A) To calculate the quotient divide the polynomial p(x) by (x +2)

The solution of this is attached in the file.

Therefore, option E is correct and option A is incorrect.

As, we can see from the division of polynomial p(x) by (x + 2) , the p(x) polynomial is not completely divisible by (x +2). Therefore, option B is also incorrect.

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Answer:

each shirt would cost $13≤ unit rate <$36

Step-by-step explanation:

Answer:

the coefficient is 2

2x^4 = 2 * x^4 = 2 is the coefficient

hope that helps

Answer:

2

Step-by-step explanation:

The coefficient of a term is the number that multiplies the variables of the term.

In the term 2x^4, the number multiplying the variables is 2, so the coefficient is 2.

The trigonometric substitution that eliminates the square root and allows the integration to be completed is  x=5sin(θ).

The integral expression is ∫(1 - 25x²)/1 dx.

Now, substitute the value of x in terms of θ, so x = 5sin(θ).

The differential of x with respect to θ is 5cos(θ)dθ.

Therefore, dx = 5cos(θ)dθ.

Substitute the value of x and dx in the integral expression ∫(1 - 25x²)/1 dx, to get  ∫(1 - 25(5sin(θ))²)/1 × 5cos(θ)dθ

The above expression can be simplified as ∫ (1 - 125sin²θ)cos(θ)dθ.

Using the identity cos²(θ) = 1 - sin²(θ), we can simplify the integral expression to ∫ cos(θ) - 125sin²(θ)cos(θ) dθ

The first term of the integral expression is the standard integral of cos(θ) which is sin(θ).

Now we need to evaluate the second term. Since sin²(θ) = (1 - cos(2θ))/2, we can replace sin²(θ) in the second term to get ∫ cos(θ) - 125(1 - cos(2θ))/2cos(θ)dθ.

Next, we simplify the second term, which will give us ∫ cos(θ) - 62.5(1 - cos(2θ))dθ.

To integrate the second term, we can expand cos(2θ) as 1 - 2sin²(θ) and substitute in the integral expression to get ∫ cos(θ) - 62.5 + 125sin²(θ)dθ

Now we can integrate the above expression to get the final answer which is ∫ cos(θ) - 62.5 + 125sin²(θ)dθ = sin(θ) - 62.5θ + (125sin(θ)cos(θ))/2 + C, where C is the constant of integration.

The substitution x=5sin(θ) has successfully eliminated the square root and allowed us to complete the integration.

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Answer:

12 feet

Step-by-step explanation:

To get the volume of a rectangular prism, you must multiply the height, width, and length of the prism. So to get your answer, you must multiply 2 1/2 and 1/2, then divide 15 feet by the answer. 2 1/2 × 1/2 × 12 = 15

Period of the functions: The period of the function f(t) = (7 cos t)² is given by 2π/b where b is the period of cos t.The period of the function f(t) = cos (2φt²/m) is given by T = √(4πm/φ). The period of the function f(t) = (7 cos t)² is given by 2π/b where b is the period of cos t.

We know that cos (t) is periodic and has a period of 2π.∴ b = 2π∴ The period of the function f(t) =

(7 cos t)² = 2π/b = 2π/2π = 1.

The period of the function f(t) = cos (2φt²/m) is given by T = √(4πm/φ) Hence, the period of the function f(t) =

cos (2φt²/m) is √(4πm/φ).

The function f(t) = (7 cos t)² is a trigonometric function and it is periodic. The period of the function is given by 2π/b where b is the period of cos t. As cos (t) is periodic and has a period of 2π, the period of the function f(t) = (7 cos t)² is 2π/2π = 1. Hence, the period of the function f(t) = (7 cos t)² is 1.The function f(t) = cos (2φt²/m) is also a trigonometric function and is periodic. The period of this function is given by T = √(4πm/φ). Therefore, the period of the function f(t) = cos (2φt²/m) is √(4πm/φ).

The period of the function f(t) = (7 cos t)² is 1, and the period of the function f(t) = cos (2φt²/m) is √(4πm/φ).

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The average test scores of students in your school's math class could potentially belong to populations such as all students in your school or all students in your state.

These populations provide different perspectives on math performance, allowing for comparisons and evaluations at various levels.

When considering the sample of the average test scores of students in your school's math class, there are various possible populations to which it could belong.

A population represents a larger group from which the sample is drawn. Let's explore two potential populations:

Population 1: All students in your school.

In this case, the population refers to every student attending your school. The average test scores of the math class students would represent a subset of the larger group.

This population would encompass students from different grades and backgrounds, providing a comprehensive overview of math performance within the school.

Population 2: All students in your state

Here, the population extends beyond your school to include students from other schools across the state.

The average test scores of your math class would serve as a sample representing the performance of students statewide.

This population would provide a broader perspective, comparing your school's math scores with those of other schools in the same state.

It's important to note that the choice of populations may vary depending on the specific context and objectives of the study.

Other possible populations could include all students in a specific district, all students nationwide, or even specific subgroups within a population (e.g., students of a particular age range or socioeconomic background).

Understanding the appropriate population is crucial for making accurate inferences and drawing meaningful conclusions about the math performance of students in your school's math class.

By considering different populations, researchers can gain insights into the performance of specific groups or make comparisons across broader demographics.

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The complete question may be:

For the given sample of the average test scores of students in your school's math class, provide two possible populations they could belong to.

Sample: The average test scores of students in your school's math class.

Answer:

7

Step-by-step explanation:

Answer:

8.69 per pair of glove

Step-by-step explanation:

43.45/5= 8.69

Answer:

0.66

Step-by-step explanation:

1.00 - 0.34 = 0.66

Answer:

y = - 2x + 17

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = - 2, then

y = - 2x + c ← is the partial equation

To find c substitute (6, 5) into the partial equation

5 = - 12 + c ⇒ c = 5 + 12 = 17

y = - 2x + 17 ← equation of line

Answer:

1/125

Step-by-step explanation:

Answer:

\(\boxed{\sf{20x-45}}\)

Step-by-step explanation:

To solve this problem, all you have to do is isolate the x from one side of the equation.

First, you have to combine like terms.

→ -5x+25x-15-30

Then, you subtract the numbers from left to right.

→ -15-30=-45

Rewrite the problem down.

→ -5x+25x-45

By similar, add to elements.

→ -5x+25x=20x

Rewrite the problem down.

⇒ 20x-45

I hope this helps you! Let me know if my answer is wrong or not.

Answer:

20x - 45

Step-by-step explanation:

Start by grouping like terms ( -5x and 25x) , ( -15 and -30):

= -5x + 25x - 15 - 30

Subtract the numbers: -15 -30 = -45

= -5x + 25x - 45

Combine like terms ( 5x and 25x):

= 20x - 45

When receiving ammunition, unit personnel perform three tasks: ensuring items requested match item numbers on DA Form 3151-R, loading and securing the ammunition, and placarding the vehicle.

The first task performed by unit personnel when receiving ammunition is to ensure that the items requested match the item numbers on DA Form 3151-R. This form serves as a record of the types and quantities of ammunition being received. By comparing the requested items with the item numbers on the form, personnel ensure accuracy and prevent any discrepancies or errors in the delivery.

The second task involves the loading and securing of the ammunition. Unit personnel are responsible for safely and efficiently loading the ammunition onto the designated vehicle or storage area. This includes following proper handling procedures, using appropriate equipment, and adhering to safety protocols. The ammunition must be securely stored and arranged to prevent shifting or damage during transportation.

The final task is to placard the vehicle. Placarding involves visibly displaying the necessary warning signs or labels on the vehicle that indicate the presence of ammunition. This step is crucial for safety and compliance purposes, as it alerts other personnel and drivers to exercise caution when approaching or handling the vehicle. Clear and prominent placarding helps prevent accidents and ensures that everyone involved is aware of the potential hazards associated with transporting ammunition.

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Answer:

D

Step-by-step explanation:

to find the 10th term substitute n = 10 into the rule, that is

2(10)² + 3

= 2(100) + 3

= 200 + 3

= 203

the 10th term is 203

The probability of each case required are calculated as approximately:

a. 0.045. b. 0.097. c. 0.031. d. 0.067.

To solve these probability problems, we can use the Poisson distribution formula, as the arrival rate of customers follows a Poisson process. The Poisson distribution is given by the formula:

P(x; λ) = (e^(-λ) * λ^x) / x!

Where:

P(x; λ) is the probability of having exactly x events in a given interval,

e is the base of the natural logarithm (approximately 2.71828),

λ is the average rate of events,

x is the actual number of events.

a. Probability of receiving exactly 30 customers in a 60-minute interval:

λ = 42 customers per hour

x = 30 customers

P(30; 42) = (\(e^{(-42)} * 42^{30\)) / 30!

P(30; 42) ≈ 0.045

b. Probability of receiving exactly 36 customers in a 60-minute interval:

λ = 42 customers per hour

x = 36 customers

P(36; 42) = (\(e^{(-42)} * 42^{36}\)) / 36!

P(36; 42) ≈ 0.097

c. Probability of between 20 and 25 guests arriving in a 60-minute interval:

We need to calculate the probability of having 20, 21, 22, 23, 24, or 25 guests.

λ = 42 customers per hour

P(20-25; 42) = P(20; 42) + P(21; 42) + P(22; 42) + P(23; 42) + P(24; 42) + P(25; 42)

Calculating each term:

P(20; 42) = (\(e^{(-42)} * 42^{20\)) / 20!

P(21; 42) = (\(e^{(-42)} * 42^{21\)) / 21!

P(22; 42) = (\(e^{(-42)} * 42^{22})\) / 22!

P(23; 42) = (\(e^{(-42)} * 42^{23\)) / 23!

P(24; 42) = (\(e^{(-42)} * 42^{24\)) / 24!

P(25; 42) = (\(e^{(-42)} * 42^{25\)) / 25!

Calculating the sum:

P(20-25; 42) ≈ P(20; 42) + P(21; 42) + P(22; 42) + P(23; 42) + P(24; 42) + P(25; 42) ≈ 0.031

d. Probability of having exactly 10 customers in a 30-minute interval:

We need to adjust the arrival rate to a 30-minute interval.

λ = (42 customers per hour) * (0.5 hours)

P(10; 21) = (\(e^{(-21)} * 21^{10\)) / 10!

P(10; 21) ≈ 0.067

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Answer:

i believe it is c

Step-by-step explanation:

took test on edge

The second picture represents the addition of two vectors u and v by the parallelogram method for vector addition.

It is defined as the quantity that has magnitude as well as direction also the vector always follows the sum triangle law.

We have:

Two vectors u and v

The resultant vector will be u + v

As we know, in the parallelogram method for vector addition

We have to place two vectors at the same starting point.

Then complete the parallelogram.

The diagonal of the parallelogram represents the addition of the vector.

Thus, the second picture represents the addition of two vectors u and v by the parallelogram method for vector addition.

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Step-by-step explanation:

The slope of a line characterizes the direction of a line. To find the slope, you divide the difference of the y-coordinates of 2 points on a line by the difference of the x-coordinates of those same 2 points .

Answer:

To find the slope, you will have to divide the difference of the y-coordinates of 2 points on a line by the difference of the x-coordinates of those h same 2 points .

Step-by-step explanation:

Therefore, we can create a postage amount of n using these stamps. This completes the induction step, so by the principle of strong induction, any postage amount greater than or equal to 1 can be created using these stamps.

Given that 3 and 8 cent stamps are available, we need to find out the postage that can be created using these stamps.To prove that a postage of n cents can be created using these stamps, we will use strong induction.Induction basis: We can create postage of 1, 2, 3, 4, 5, 6, 7, and 8 cents using these stamps.Because we have 3 and 8 cent stamps available to us, we can create any postage amount greater than or equal to 9 by adding a 3 cent stamp to a postage amount that we can create using these stamps.Induction hypothesis: For all n > 8, any postage amount less than n that is greater than or equal to 1 can be made using these stamps.Induction step: We must show that any postage amount greater than or equal to 9 can be created using these stamps.Suppose that a postage amount k can be created using these stamps for all 8 < k < n. Since we have 3 and 8 cent stamps, we can create a postage amount of n by adding a 3 cent stamp to a postage amount of (n - 3) that can be created using these stamps. Since (n - 3) is less than n and greater than or equal to 9, by the induction hypothesis, we know that a postage amount of (n - 3) can be created using these stamps. Therefore, we can create a postage amount of n using these stamps. This completes the induction step, so by the principle of strong induction, any postage amount greater than or equal to 1 can be created using these stamps.

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Answer:

43

Step-by-step explanation:

just subract 60 and 17

Answer:

m=11

Step-by-step explanation:

Add 17 from 60

then divide 77 by 7

equals 11.

Answer:

1:(1/6) where n = 1/6

Answer: L (1, -2)     K (3, -4)     M (1, -5)

Answer:

b

Step-by-step explanation:

Each value inside the parenthesis is raised to the exponent outside , then

\(abc)^{4}\)

= \(a^{4}\)\(b^{4}\)\(c^{4}\) → b