5.6x0.7
HElp I DUnNo hOW TO gEt the ANSWER
Ik it’s 3.92 but hOWWw??

Answer:

$20 is her bonus

Step-by-step explanation:

12 + 12 + 12 = 48

68 - 48 = 20

Exponents, commonly referred to as powers, are symbols used in mathematics to denote repeated multiplication of the same integer. The base of an exponential expression is the multiplied number, and the exponent is the number of times the base has been multiplied by itself.

Given the expression B^2/ab^-3, we can simplify it by using the properties of exponents:

Remember that a^(-n) = 1/a^n. So, b^(-3) = 1/b^3.

Substitute this back into the expression: B^2/(a*(1/b^3)). Now, we can simplify the expression by multiplying B^2 by the reciprocal of the denominator (which is b^3/a): B^2 * (b^3/a).

Apply the properties of exponents and multiply the numerators and the denominators separately: (B^2 * b^3) / a.

Combine the exponents of 'b': B^(2+3) / a.

Finally, the simplified expression is B^5/a.

So, the equivalent expression for B^2/ab^-3 is B^5/a, assuming a≠0 and b≠0.

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The percentage of scores greater than 34 is 0.5398 or 53.98%.

Given that the mean of scores (μ) = 35 and the standard deviation (σ) = 10. We need to find the percentage of scores greater than 34. Since the scores are normally distributed, we can standardize the variable by using the z-score formula.

z = (x - μ) / σ

Here, x = 34, μ = 35 and σ = 10z = (34 - 35) / 10z = -0.1

We need to find the area to the right of the z-score line on the standard normal distribution table. The standard normal distribution table provides the probabilities corresponding to the z-scores, i.e. the area under the curve to the right or left of the z-score line on the distribution table. The area to the right of the z-score line represents the percentage of scores that are greater than the given value. Using the standard normal distribution table, the area to the right of the z-score line -0.1 is 0.5398.

The percentage of scores greater than 34 is 0.5398 or 53.98%.

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If y=-2x+6 were changed to y= 3x+2, how would the graph of the new line compare with the first one: A. The new graph would be steeper than the original-graph, and the y-intercept would shift down 4 units.

In Mathematics and Geometry, a steeper slope simply means that the slope of a line is bigger than the slope of another line. This ultimately implies that, a graph with a steeper slope has a greater (faster) rate of change in comparison with another graph.

In this context, we can reasonably infer and logically deduce that the graph of the new line would be steeper than the original graph because a slope of 3 is greater than a slope of -2.

Also, the y-intercept would shift down 4 units;

y-intercept = 6 - 2

y-intercept = 4 units.

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You would add 5x + 2x = 7x

Substitute 5 for x and that = 5(5)= 35 +2(5)= 10= 45

and do it for  7(5)= 35-1 = 34 too

You can't make them equal

Following the pattern in (5)(3)+(2)(3) = (5+2)(3), we could do the same thing with 5x+2x = (5+2)x.  We're basically un-distributing the common factor from each term.

And now with (5+2)x, we can add the 5 and 2 to get 7x.

If we substitute different values into 5x+2x, it works out to add up to 7 times that same substituted value. For example:

    (5)(9)+(2)(9)=45+18=63

    (7)(9)=63

If we substitute 9 into 7x-1, then we end up with 63-1 = 62.

In fact, any number we put into 5x+2x will always be one more than 7x-1.  So, no, there doesn't seem to be any value of x that would make these equal.  Since 5x+2x=7x, then 7x-1 will always be one less than 7x.

Answer:

x=5

Step-by-step explanation:

\(\frac{10}{x} = \frac{4x}{10}\)

\(4x^{2} =100\\x^{2} =25\\x=5\)

The correct expression to find the volume of a rectangular prism is D. (3 × 6) × 15 = 270 in.3.

Expression is a word, phrase, or gesture that conveys an idea, thought, or feeling. It is an outward representation of an emotion, attitude, or opinion. Expressions can be verbal, physical, or written. They can also take the form of art, music, or dance. Expression is used to communicate and express emotions, thoughts, and ideas. It can be a powerful tool to create a connection with others and build relationships.

The correct expression to find the volume of a rectangular prism is D. (3 × 6) × 15 = 270 in.3. This expression involves multiplying the length, width, and height of the rectangular prism in order to calculate the total volume. In this case, the length is 3, the width is 6, and the height is 15. If these values are multiplied together, the result is 270 in.3, which is the total volume of the rectangular prism.

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Equation of the line:

y = 4x – 4

Slope: 4

Answer:

+4

Step-by-step explanation:

Slope is Rise over Run or the difference in the y values over the difference in the x values.

Rise = difference between 4 and 8 = 4

Run = difference between 2 and 3  = 1

So your slope is 4 and since the line slants upward from left to right, the slope is positive.

Answer:

Option B

Step-by-step explanation:

In order to find the answer you must use the formula for slope, substitute the values, and solve.

\(P = (0,2) = (x1,y1)\)

\(P=(-10,-16)=(x2,y2)\)

\(Slope = \frac{y2-y1}{x2-x1}\)

Substitute:

\(Slope = \frac{-16-2}{-10-0}\)

Solve:

\(-16-2=-16+-2=-18\)

\(-10+0=-10\)

\(=\frac{-18}{-10}\)

Reduce:

\(18\div2=9\)

\(10\div2=5\)

Remember that a negative divided by a positive equals a negative

\(=-\frac{9}{5}\)

Hope this helps

Answer:

x=66

Step-by-step explanation:

Answer: i wanna say -13 but it may be wrong so i dont know

Step-by-step explanation:

The solution to the equation 2x/5 + x/7 = 2 is x ≈ 4.757.

To solve the equation (2x/5) + (x/7) = 2,

Multiplying each term by 35 to clear the fractions, we get:

35 (2x/5) + 35 (x/7) = 35 (2)

(35 . 2x) / 5 + (35  x) / 7 = 70

Now, we can simplify the equation further:

(70x / 5) + (5x / 7) = 70

490x + 25x = 2450

515x = 2450

x = 2450 / 515

x ≈ 4.757

Therefore, the solution to the equation 2x/5 + x/7 = 2 is x ≈ 4.757.

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Answer:

The height is 3

Step-by-step explanation:

The formula to find the volume is pi r^2 h/3

So we change the formula: 400pi is 1256.64 rounded

Divide 1256.64 by pi 20^2 and you get 3

The inherent zero is simply a zero. The three instances for both are-

The absolute zero is another name for the intrinsic zero. This is not included in the interval scale because, while the disparity between the two observations makes sense, the ratio does not because it lacks an inherent zero.

Some key features of inherent zero are-

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Yes, m∠ABC and m∠XYZ are congruent

No, lines FG and DE are not congruent

Yes, OR and OS are congruent

Yes, 2∠ and ∠4 are congruent.

Congruent angles are angles that have the same measure, in degrees and are often represented by the symbol "≅". While congruent line segments are two or more line segments that have the same length.

m∠XYZ = 180° - 140° {supplementary angles}

m∠XYZ = 40°

so;

m∠ABC and m∠XYZ are congruent

line FG = and line DE =

so;

FG and DE are not congruent

OR = 2in and OS = 2in

so;

OR and OS are congruent

∠2 and ∠4 are vertical angles and are equal so;

2∠ and ∠4 are congruent

Therefore, (m∠ABC and m∠XYZ), (2∠ and ∠4), and (OR and OS), are two pairs of angles and line segments respectively which are congruent, while the lines segments FG and DE are not congruent.

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47 students do not study any of the three subjects, and 108 students study only one subject.

In total, eighteen students study all three subjects (A∩B∩C). Now, let's examine the students studying two subjects: thirty students partake in art and biology classes (A∩B);

This implies that twelve learners partake within only art and biology studies (A∩B, but not C).

There are twenty-eight students who indulge in arts and chemistry studies (A∩C), therefore ten individuals purely pursue both of these topics (A∩C, yet not B).

Twenty-three students complete courses in biology and chemistry (B∩C) – thus, five students uniquely undertake solely those disciplines (B∩C, excluding A).

Let us determine the number of students who concentrate on a single area: finance reports that one hundred students take up arts classes (A); accounting for the remaining fractions, sixty students focus solely on art courses (A).

Seventy individuals engage with biology classes (B); consequently, thirty-five people entirely invest in those research fields (B). Forty-six students participate in chemistry studies (C); consequently, thirteen students alone attend to chemistry learning (C).

One hundred eight learners are solely dedicated to one area.

Finally, let's ascertain how many students do not study any of the three subjects by subtracting the sum of pupils engaging with at least one subject from the major amount of overall students: two hundred items is the entire number of students.

Subsequently, one hundred fifty-three people explore at least one field of study (sixty [only A], thirty-five [only B], thirteen [only C], twelve [A∩B], ten[A∩C], and five[B∩C] plus eighteen [A∩B∩C]).

Therefore, forty-seven students fail to check out any of the three topics.

In conclusion, 47 students do not study any of the three subjects, and 108 students study only one subject.

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constraints in mathematical modeling can be represented using equations or inequalities, as well as systems of equations and/or inequalities.

In mathematical modeling, constraints are conditions or limitations that restrict the possible values or solutions of a problem. They can be represented using equations or inequalities, as well as systems of equations and/or inequalities. The solutions to these constraints can then be interpreted as viable or non-viable options within the context of the model.

Here are a few examples to illustrate the representation of constraints and the interpretation of solutions:

Example 1: Production Constraints

Let's say we are modeling a production process where we have limited resources. We have a constraint that the total number of units produced cannot exceed 100. We can represent this constraint as an inequality:

x ≤ 100

where x represents the total number of units produced. The solution to this constraint would be any value of x that is less than or equal to 100. Any value greater than 100 would be a non-viable option within the context of the production process.

Example 2: Budget Constraints

Suppose we are creating a budget for a project and have a constraint that the total expenses cannot exceed $5000. We can represent this constraint as an equation:

x + y + z = 5000

where x, y, and z represent different expense categories. The solution to this constraint would be any combination of values for x, y, and z that sum up to 5000. Any combination that exceeds 5000 would be non-viable within the budget constraints.

Example 3: Optimization Problem

Consider an optimization problem where we want to maximize a certain objective function subject to certain constraints. For instance, suppose we want to maximize the area of a rectangular garden while having a fixed perimeter of 40 meters. We can represent this problem using equations and inequalities:

2x + 2y = 40 (perimeter constraint)

Area = x * y (objective function)

The solution to this problem would be the values of x and y that satisfy the perimeter constraint while maximizing the area. These solutions would be the viable options within the context of the garden design.

In summary, constraints in mathematical modeling can be represented using equations or inequalities, as well as systems of equations and/or inequalities. The solutions to these constraints represent the viable or non-viable options within the context of the model, and they help guide decision-making and problem-solving processes.

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Answer:

Hello! Answer: $72.00 ÷ $9.00 = 8 hours

So Michelle worked for 8 hours

Answer:

Sorry but this equation gives me 6x-12=6x-12

Step-by-step explanation:

Hope u don't mind me asking but have u tried it out yet and what did you get???

Is that a negative b4 4x??

__________

\( \: \)

-4x + 2(5x - 6) = 6(x - 2)

-4x + 10x - 12 = 6x - 12

6x - 12 = 6x - 12

6x - 6x = -12 + 12

0 = 0

Soo, answer for Question is no answered.

Answer:

C is the answer

Step-by-step explanation:

Answer:

C) The results of the poll are likely an underestimation of the number of high school students who play the game.

Step-by-step explanation:

I got it correct.

To solve this problem, we can use the method of Lagrange multipliers. This method allows us to find the maximum or minimum of a function subject to constraints.

In this case, the function we want to maximize is Z = 2x + 3y and the constraints are x = 24, y = 25, and 3x + 2y = 52.We begin by setting up the Lagrangian function, which is given by:L(x, y, λ) = Z - λ(3x + 2y - 52)where λ is the Lagrange multiplier. We then take the partial derivatives of the Lagrangian with respect to x, y, and λ and set them equal to zero.∂L/∂x = 2 - 3λ = 0∂L/∂y = 3 - 2λ = 0∂L/∂λ = 3x + 2y - 52 = 0Solving for λ, we get λ = 2/3 and λ = 3/2. However, only one of these values satisfies all three equations. Substituting λ = 2/3 into the first two equations gives x = 20 and y = 22. Substituting these values into the third equation confirms that they satisfy all three equations. Therefore, the maximum value of Z subject to the given constraints is Z = 2x + 3y = 2(20) + 3(22) = 84.

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The maximum value of Z = 2x + 3y, subject to the conditions x ≤ 24, y ≤ 25, and 3x + 2y = 52, is 96.

To maximize the function Z = 2x + 3y, subject to the conditions x ≤ 24, y ≤ 25, and 3x + 2y = 52, we will use the method of linear programming.

Let us first graph the equation 3x + 2y = 52.

The intercepts of the equation 3x + 2y = 52 are (0, 26) and (17.33, 0).

Since the feasible region is restricted by x ≤ 24 and y ≤ 25, we get the following graph.

We observe that the feasible region is bounded and consists of four vertices:

A(0, 26), B(8, 20), C(16, 13), and D(24, 0).

Next, we construct a table of values of Z = 2x + 3y for the vertices A, B, C, and D.

We observe that the maximum value of Z is 96, which occurs at the vertex B(8, 20).

Therefore, the maximum value of Z = 2x + 3y, subject to the conditions x ≤ 24, y ≤ 25, and 3x + 2y = 52, is 96.

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The solution of the given fill ups is that  1.9 L is approximately equal to 2.0027088 quarts.

The conversion factor between liters and quarts is 1 liter = 1.05668821 quarts.

Liter is a unit of volume which is used to calculate the volume of a liquid , gases . It is denoted by "L" in upper case and "l" in lower case .

Quarts is a unit to measure the liquid .

As if we compare Quarts and Liter , we can conclude that liter is a little bigger than quarts.

We know that;  

1 liter = 1.05668821 quarts.

Now to find for 1.9 L we get ,

\(1.9 L \times 1.05668821\)  \(\dfrac{qt}{L}\) = 2.0027088 qt (rounded to the appropriate decimal places)

So, 1.9 L is approximately equal to 2.0027088 quarts.

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The probability of an adult getting a NEG result and truly having tuberculosis is 0.01725, which is closest to option (A) 0.0373.

Let's use the following notation:

P(TB) represents the probability that an adult has tuberculosis, which is given as 0.05.

P(POS|TB) represents the probability that the test is positive given that an adult has tuberculosis, which is given as 0.746.

P(NEG|TB) represents the probability that the test is negative given that an adult has tuberculosis, which is 1 - P(POS|TB) = 0.254.

We are asked to find the probability of an adult getting a NEG result and truly having tuberculosis, which can be calculated using Bayes' theorem as follows:

P(TB|NEG) = P(NEG|TB) * P(TB) / P(NEG)

We can calculate P(NEG) using the law of total probability, which considers the two possible cases for an adult: having tuberculosis (TB) or not having tuberculosis (TB').

P(NEG) = P(NEG|TB) * P(TB) + P(NEG|TB') * P(TB')

= 0.254 * 0.05 + 0.7653 * 0.95

= 0.7352

Now we can substitute the values into Bayes' theorem:

P(TB|NEG) = 0.254 * 0.05 / 0.7352

= 0.01725

Therefore, the probability of an adult getting a NEG result and truly having tuberculosis is 0.01725, which is closest to option (A) 0.0373.

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Answer:

$25.20

Step-by-step explanation:

This is the answer because:

1) 10 + 10 + 5 = 25

2) Next, dimes are equal to 0.10

25 + 0.10 + 0.10 = 25.20

Hope this helps! :D

The function increasing on interval  [0, 3] and decreasing on the interval  [-6, 0] ∪ [3, 5].

What is increasing and decreasing function?

For a given function, y = F(x), the function is known as an increasing function if the value of y increases as the value of x increases, and the function is known as a decreasing function if the value of y decreases as the value of x increases.

F is rising on the interval if f′(x) > 0 on an open interval.

F is decreasing on the interval if f′(x) < 0 on an open interval.

We have to find the intervals of increasing and decreasing function from the given graph.

From graph we can see that graph is increasing on the interval [0, 3].

And decreasing on the interval [-6, 0] ∪ [3, 5].

Hence, the function increasing on interval  [0, 3] and decreasing on the interval  [-6, 0] ∪ [3, 5].

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\(\huge \boxed{\sf x < -3} \\\\\\ \displaystyle \sf 15 < -5x \\\\ Divide\ each\ side\ by\ -5\ and\ switch\ the\ symbol. \\\\ \frac{15}{-5} > \frac{-5x}{-5} \\\\-3 > x\)