(9x+1)+(-6x{2}-9x-4)

Answer:

question 3= c     question 4= a

Step-by-step explanation:

Answer:

There are $\boxed{3}$ paths from $A$ to $B.$

Answer:

relative minimum would be your awnser

Answer:

Second one :)

Step-by-step explanation:

What he/she said

Answer:

Bro im stuck on the same question

Step-by-step explanation:

The interquartile range (IQR) is a measure of the spread or variability of the middle 50 percent of the data.

The interquartile range (IQR) is a statistical measure that describes the spread or dispersion of the middle 50 percent of the data. It is calculated as the difference between the third quartile (Q3) and the first quartile (Q1) of a dataset.

The quartiles divide a dataset into four equal parts, each representing 25 percent of the data. The first quartile (Q1) represents the lower boundary of the middle 50 percent, while the third quartile (Q3) represents the upper boundary of the middle 50 percent. The IQR captures the range of values within this middle range.

By focusing on the middle 50 percent of the data and excluding the extreme values, the interquartile range provides a measure of variability that is less affected by outliers or extreme values. It is commonly used in descriptive statistics and data analysis to understand the spread and distribution of a dataset, particularly when the data is not symmetrically distributed or contains outliers.

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The function f(x) = 3x⁴ + 2x³ - 12x - 6 is equal to 60 for x = -2.

A mathematical expression is made up of terms (constants and variables) separated by mathematical operators. A mathematical equation is used to equate two expressions. Equation modelling is the process of writing a mathematical verbal expression in the form of a mathematical expression for correct analysis, observations and results of the given problem.

We have the following equation -

\(3x^4+2x^3-12x-6\)

We have -

f(x) = 3x⁴ + 2x³ - 12x - 6

for x = - 2

f(- 2) = 3(-2)⁴ + 2(-2)³ - 12(-2) - 6

f(-2) = 48 - 16 + 24 - 6

f(- 2) = 48 + 8 - 6

f(- 2) = 60

Therefore, the function f(x) = 3x⁴ + 2x³ - 12x - 6 is equal to 60 for x = -2.

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Step-by-step explanation:

a one to one function can pass a vertical line teat and a horizontal line test meaning that for each y input there is only 1 x output and vise versa

Answer:

if the question is -2 (7-15) /4 then the answer would be 4 but the question did not make much sense.. sorry if im wrong

Step-by-step explanation:

use pemdas left to right

The amount of money that will be removed from the account is B. $48.

From the information, the bank charges an out-of-network service fee of $4.00, and you withdraw $40 from each of two out-of-network ATMs.

Since the withdrawal was made in 2 places, the total amount removed will be:

= Amount withdrawn + Charge

= $40 + ($4 × 2)

= $40 + $8

= $48

The correct option is B

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The hypothesis test indicates a significant difference in mean net contents filled by machines 1 and 2. The 95% confidence interval estimates a difference of -0.03456 to -0.02544 liters.


To test the hypothesis that both machines fill to the same net contents, we can perform a two-sample t-test. Here are the steps to calculate the test statistic and interpret the results:
Step 1: State the hypotheses.
- Null hypothesis (H0): The mean net contents filled by machine 1 is equal to the mean net contents filled by machine 2.
- Alternative hypothesis (Ha): The mean net contents filled by machine 1 is not equal to the mean net contents filled by machine 2.
Step 2: Set the significance level (alpha) and degrees of freedom.
The significance level is given as alpha = 0.05. Since we have two samples, we need to calculate the degrees of freedom using the formula:
Df = (n1 – 1) + (n2 – 1) = (25 – 1) + (20 – 1) = 43.
Step 3: Calculate the test statistic.
The test statistic for comparing two sample means is given by the formula:
T = (x1 – x2) / sqrt((s1^2 / n1) + (s2^2 / n2))

Given:
X1 = 2.04 liters (sample average for machine 1)
X2 = 2.07 liters (sample average for machine 2)
S1 = 0.010 (std deviation for machine 1)
S2 = 0.015 (std deviation for machine 2)
N1 = 25 (sample size for machine 1)
N2 = 20 (sample size for machine 2)
Substituting the values into the formula, we get:
T = (2.04 – 2.07) / sqrt((0.010^2 / 25) + (0.015^2 / 20))
Step 4: Determine the critical value or p-value.
Since we have not been given the data to calculate the p-value directly, we will compare the test statistic against the critical value at the chosen significance level and degrees of freedom.
Step 5: Make a decision and interpret the results.
If the absolute value of the test statistic is greater than the critical value, we reject the null hypothesis. Otherwise, we fail to reject the null hypothesis.
Step 6: Construct the confidence interval.
To construct the 95% confidence interval, we will use the formula:
CI = (x1 – x2) ± t_critical * sqrt((s1^2 / n1) + (s2^2 / n2))

Now, let’s calculate the test statistic, critical value, and confidence interval.
Step 3 (continued): Calculate the test statistic.
T = (2.04 – 2.07) / sqrt((0.010^2 / 25) + (0.015^2 / 20))
T ≈ -0.03 / sqrt((0.000004 / 25) + (0.0000225 / 20))
T ≈ -0.03 / sqrt(0.00000016 + 0.000001125)
T ≈ -0.03 / sqrt(0.000001285)
T ≈ -0.03 / 0.001133
T ≈ -26.46
Step 4: Determine the critical value or p-value.
Since the significance level (alpha) is 0.05 and the degrees of freedom (df) are 43, we can find the critical value using a t-distribution table or statistical software. For a two-tailed test, the critical value is approximately ±2.016.
Step 5: Make a decision and interpret the results.
Since the absolute value of the test statistic (26.46
) is greater than the critical value (2.016), we reject the null hypothesis. This means there is sufficient evidence to suggest that the mean net contents filled by machine 1 is different from the mean net contents filled by machine 2.
Step 6: Construct the confidence interval.
Using the formula for a 95% confidence interval:
CI = (x1 – x2) ± t_critical * sqrt((s1^2 / n1) + (s2^2 / n2))
CI = (2.04 – 2.07) ± 2.016 * sqrt((0.010^2 / 25) + (0.015^2 / 20))
CI = -0.03 ± 2.016 * sqrt(0.000004 + 0.000001125)
CI = -0.03 ± 2.016 * sqrt(0.000005125)
CI = -0.03 ± 2.016 * 0.00226
CI ≈ -0.03 ± 0.00456
The 95% confidence interval for the difference in mean net contents is approximately (-0.03456, -0.02544) liters.

In conclusion, based on the results of the hypothesis test, we reject the null hypothesis and conclude that there is a significant difference in the mean net contents filled by machine 1 and machine 2. Additionally, the 95% confidence interval suggests that the true difference in mean net contents lies between -0.03456 and -0.02544 liters.

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Answer:

B

Step-by-step explanation:

Answer:

B. \(\frac{x^2}{3^2} +\frac{y^3}{2^2} =1\)

Step-by-step explanation:

my profile pic go hard. feel free to screenshot

Answer:

147

Step-by-step explanation:

35% of 420

= \(\frac{35}{100}\) × 420

= 0.35 × 420

= 147 ← number of humming birds

To write the equation in proper form, we can divide the entire equation by \(t^9\):

\[y^{(5)} - \frac{t^{-6}}{t^{-12}}y'' + 6t^{-9}y = 0\]

Simplifying further, we can multiply the equation by \(t^{12}\):

\[t^{12}y^{(5)} - t^3y'' + 6y = 0\]

Therefore, the given differential equation is:

\[t^{12}y^{(5)} - t^3y'' + 6y = 0\]

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Answer:

y=4x+14

Step-by-step explanation:

y-2=4(x+3)

y-2=4*x+4*3  ==> use distributive property

y-2=4x+12

y-2+2=4x+12+2

y=4x+14

Answer:

A = 540 m²

Step-by-step explanation:

consider the shape split into 3 rectangles

the length is divided into 3 congruent sections

single dash = 30 m ÷ 3 = 10 m

the width is divided into 3 congruent sections

double dash = 27 m ÷ 3 = 9 m

then area (A) is the total of the 3 rectangular areas

A of left rectangle = 10 × 9 = 90 m²

A of middle rectangle = 10 × (9 + 9) = 10 × 18 = 180 m²

A of right rectangle = 10 × 27 = 270 m²

total area = 90 + 180 + 270 = 540 m²

Answer:  curcular track is 1/4 completing each mile every 1/15 mile

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x= -1±\(\sqrt{-159)\\\) ----------------------------------------- -16

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Step-by-step explanation:

This statement is False as the probability of intersection of two events is always less than the probability of union.

This assertion is untrue. Contrary to popular belief, the likelihood of two occurrences coming together is always higher than or on pair with the likelihood of them colliding.

The chance of two events A and B occurring together can be calculated using the following formula to see why:

According to this equation, the probability of A and B joining together is equal to the total of their individual probabilities less the likelihood of their colliding.

When we rewrite this calculation and focus only on the likelihood of the intersection, we obtain:

Now it is clear that the probability of the intersection is determined by subtracting the probability of their union from the sum of the probabilities of A and B.

P(A) and P(B) are both less than or equal to P(A B), since probabilities can never be negative. P(A + B) is therefore less than or equal to twice P(A + B) when they are added together. Thus, it follows:

This indicates that, contrary to what the original statement implied, the probability of the intersection is not greater than or equal to the probability of the union.

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Base is 2 times A over height= \((base)=\frac{2Area}{height}\).

Area is the amount of space occupied by a two-dimensional figure. In other words, it is the quantity that measures the number of unit squares that cover the surface of a closed figure.

Area of a triangle is given by the formula;

                               \(A=\frac{1}{2} base * height\)

Now, we need to solve for b. We multiply the right side, cross multiply,  and follow rules of algebra to isolate b. Shown below:

                         \(A=\frac{1}{2} base*height\\A=\frac{bh}{2} \\2A=bh\\b(base)=\frac{2A}{h}\)

Thus, Base is 2 times A over height= \((base)=\frac{2Area}{height}\).

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Answer:

The answer is B

Step-by-step explanation:

Answer:

XZ = 22.5 inches

Step-by-step explanation:

since the triangles are similar then the ratios of corresponding sides are in proportion, that is

\(\frac{XZ}{PR}\) = \(\frac{XY}{PQ}\) ( substitute values )

\(\frac{XZ}{15}\) = \(\frac{9}{6}\) ( cross- multiply )

6 × XZ = 15 × 9 = 135 ( divide both sides by 6 )

XZ = 22.5 inches

Answer:

(-2,-6)

-2

Step-by-step explanation:

To get the vertex take the number that's in the parathenses with the x and flip it's sign (in this case to a negative) which means we have

-2

 this is the x coordinate of the vertex.

Next take the number that's being subtracted (or added) on the outside and leave that as is (-6)

This is the y coordinate

which means we have (-2,-6)

the axis of symmetry is just the x coordinate of the graph

which is -2

Answer:

y ≥-3.5

Step-by-step explanation:

the hollow circle means equal too and the arrow is pointing towards the positive side so y can only be bigger than or equal to -3.5

Answer:

25 ≤ 2.5n

Step-by-step explanation:

Total budgeted amount = $25

Cost per pack of = $2.50

To represent the relationship using inequality :

Let the Total number of packs purchased = n

Hence,

Total budgeted amount ≤ (cost per pack * number of packs)

25 ≤ 2.5n

This means the total actual purchase made should be less than or equal to the budgeted amount.

The expression (3.6 * 10^-5) / (1.8 * 10^2) can be calculated as = 2 * 10^-7

A canonical, normal, or standard form of a mathematical object is a conventional manner of presenting that item as a mathematical expression in mathematics and computer science. It is frequently the one that gives the simplest representation of an item and allows it to be identified in a unique fashion.

A quantity is said to be stated in standard form if it is written as the product of a power of ten and a number higher than or equal to one but less than ten (or scientific notation).

The expression (3.6 * 10^-5) / (1.8 * 10^2) can be calculated as follows:

=3.6 * 10^-5 / (1.8 * 10^2)

= (3.6 / 1.8) * (10^-5 / 10^2)

= 2 * 10^-7

Therefore, the answer in standard form is 2 * 10^-7.

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Based on the information, we can determine convergence or divergence of series.The given options do not provide a clear representation of potential outcomes.It is not possible to select correct option.

The given series is "nvž enn |||-) En=12 100 1-) Σπίο 3* 2"-1 ||-) En=2 n". In the series, we have the characters "nvž enn |||-)" which indicate the series notation. The characters "En=12 100 1-" suggest that there is a summation of terms starting from n = 12, with 100 as the first term and a common difference of 1. The characters "Σπίο 3* 2"-1 ||-) En=2 n" indicate another summation, starting from n = 2, with a pattern involving the operation of multiplying the previous term by 3 and subtracting 1.

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Answer:

1.

7/8 of a ounce is 0.875 oz

0.875 divided by 8.5 is 9.7

9.7 is the serving in the whole bag

9.7 times the amount of calories

it would be 1746 cals

Step-by-step explanation:

Answer:

equilateral

Step-by-step explanation:

all sides are even to each other

Answer: Equilateral triangle

Step-by-step explanation: This is because it has 3 equal sides

The dependent variable of interest in examining whether the degree of parental involvement differs based on students' grade in school is the degree of parental involvement.

In this scenario, the independent variable is the students' grade in school (i.e., first, second, third, etc.). The dependent variable is the variable that is expected to be influenced by the independent variable. In this case, the dependent variable of interest is the degree of parental involvement.

The degree of parental involvement refers to the level or extent to which parents are engaged in their child's education and school-related activities. It can encompass various aspects, such as attending parent-teacher meetings, volunteering at school, helping with homework, and participating in school events.

By examining whether the degree of parental involvement differs based on students' grade in school, researchers or educators aim to explore any potential patterns or differences in parental involvement as children progress through different grade levels. This investigation can provide insights into how parental involvement may vary across grade levels and inform strategies to enhance parental engagement in education at specific stages of a child's schooling. Thus, the dependent variable of interest is the degree of parental involvement.

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Answer: 0.076923076923077 or .076

Step-by-step explanation:

Simply divide the numerator by the denominator:

= 1/13

= 1 ÷ 13

= 0.076923076923077 This should be the most accurate answer based on the question you provided.