Evaluate (p√−3)+q when p = 25 and q = 21

Answer:

Second one. He did not factor the first numerator.

Step-by-step explanation:

First, let us factor the first numerator 4x+8 to 4(x+2）

Then both numerator and denominator divided by (x+2)

4(x+2)/x * 5/(x+2)=4/x * 5/1=20/x

p = (+-)12

m = 2

,,,,,,

Answer:

----------------

Number of male is the difference of total and female:

Percentage of male:

Answer:

33.33%

Step-by-step explanation:

First, let us find the number of male students.

Total students = Male students + Female students

Male students = Total students - Female students

Male students = 48 - 32

Male students = 16

Then, let us find the percentage of males.

\(\sf Percentage\:of\: males=\dfrac{No.\:of\:males}{Total\:number\:of\:students} *100\\\\\sf Percentage\:of\: males=\dfrac{16}{48} *100\\\\\sf Percentage\:of\: males=0.3333 *100\\\\\sf Percentage\:of\: males=33.33\)

Answer:

When you buy more expensive items or buildings it will raise your intrest so thats the difference look in between the two.

Step-by-step explanation:

Good luck on the rest of the quiz

Answer:

2km

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer: I Can't Read it

Step-by-step explanation: Its to far

Answer:

1/12 hope this helps

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

5 can be rewritten as \(\frac{5}{1}\)

to divide fractions just multiply them by the reciprocal.

\(\frac{5}{1} / \frac{5}{12}\)

becomes

\(\frac{5}{1}*\frac{12}{5}\)

to multiply fractions multiply the numerator, then the denominators together.

5 * 12 = 60

1 * 5 = 5

60/5 = 12/1

12

The problem can be solved using the simplex method, and the solution can be verified using the graphical method. The optimal solution is X1 = 6, X2 = 0, X3 = 6, Z = 24.

The problem can be solved using the simplex method, and verified using the graphical method. Here are the steps:

Convert the problem to standard form by introducing slack variables:
Min Z = -2X1 - 4X2 - 3X3 + 0S1 + 0S2 + 0S3
St. X1 + 3X2 + 2X3 + S1 = 30
X1 + X2 + X3 + S2 = 24
3X1 + 5X2 + 3X3 + S3 = 60
Xi, Si >= 0

Set up the initial simplex tableau:
| 1 3 2 1 0 0 30 |
| 1 1 1 0 1 0 24 |
| 3 5 3 0 0 1 60 |
| 2 4 3 0 0 0 0 |

Identify the entering variable (most negative coefficient in the objective row): X2

Identify the leaving variable (smallest ratio of RHS to coefficient of entering variable): S1

Pivot around the intersection of the entering and leaving variables to create a new tableau:
| 0 2 1 1 -1 0 6 |
| 1 0 0 -1 2 0 18 |
| 0 0 0 5 -5 1 30 |
| 2 0 1 -2 4 0 36 |

Repeat steps 3-5 until there are no more negative coefficients in the objective row. The final tableau is:
| 0 0 0 7/5 -3/5 0 18 |
| 1 0 0 -1/5 2/5 0 6 |
| 0 0 1 1/5 -1/5 0 6 |
| 0 0 0 -2 4 0 24 |

The optimal solution is X1 = 6, X2 = 0, X3 = 6, Z = 24.

To verify the solution using the graphical method, plot the constraints on a graph and find the feasible region. The optimal solution will be at one of the corner points of the feasible region. By checking the values of the objective function at each corner point, we can verify that the optimal solution found using the simplex method is correct.

In conclusion, the problem can be solved using the simplex method, and the solution can be verified using the graphical method. The optimal solution is X1 = 6, X2 = 0, X3 = 6, Z = 24.

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If Segment AB, with the endpoints A(-3, 15) and B(-9, 12) is dilated by a scale factor of 1/3 centered around the origin then the coordinates of A' are  (-1, 5)

To dilate a point by a scale factor of 1/3 centered around the origin

we simply multiply its coordinates by 1/3.

The coordinates of A are (-3, 15), so the coordinates of A' are:

(x, y) = (1/3 × -3, 1/3× 15)

= (-1, 5)

Hence,  the coordinates of A' is  (-1, 5)

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Your parents would need to save approximately $4,467.56 each year to reach their goal of $160,000 by your 18th birthday. your parents would need to save approximately $40,079.89 each year to reach their new goal of $200,000, assuming a five-year saving period.

a. To calculate the amount your parents would have to save each year to reach a goal of $160,000 by your 18th birthday, we can use the future value of an ordinary annuity formula:

FV = P * [(1 + r)^n - 1] / r

Where:

FV = future value ($160,000)

P = annual savings amount

r = interest rate per period (9.5% or 0.095)

n = number of periods (number of years, in this case, 17 since they start saving on your first birthday until your 18th birthday)

Plugging in the values, we have: $160,000 = P * [(1 + 0.095)^17 - 1] / 0.095

Simplifying the equation and solving for P, we find: P ≈ $4,467.56

b. If your parents decide to save for five years instead of four and aim to have $200,000 saved, we can use the same formula to calculate the new annual savings amount: $200,000 = P * [(1 + 0.095)^5 - 1] / 0.095

Simplifying the equation and solving for P, we find: P ≈ $40,079.89

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Answer:

A

Step-by-step explanation:

Answer:

The answer is C - conjugation

Hope this helps!

Answer: Im pretty sure its B

Step-by-step explanation:

Answer:

A, C, and D

Step-by-step explanation:

The probability of exactly 16 students having jobs in the sample is 0.204 and the probability of 16 or more students having jobs in the sample is 0.334.

Let X be the number of KSU students with jobs in a random sample of 20 students. Since each student in the sample can be either employed or not employed, X follows a binomial distribution with parameters n = 20 (the sample size) and p = 0.50 (the probability of a student having a job).

To find the probability of exactly 16 students having jobs in the sample, we can use the binomial probability mass function

P(X = 16) = (20 choose 16) * 0.5^16 * 0.5^(20-16) = 0.204

To find the probability of 16 or more students having jobs in the sample, we can use the cumulative distribution function

P(X ≥ 16) = 1 - P(X < 16) = 1 - ∑(i=0 to 15) (20 choose i) * 0.5^i * 0.5^(20-i) = 0.334

Based on the sample data, it appears that the proportion of KSU students with jobs is higher than the professor's conjectured value of 0.50. However, we cannot conclusively reject the professor's conjecture based on a single sample of 20 students.

We would need to conduct a hypothesis test with appropriate statistical significance level to determine if the difference between the sample proportion and the conjectured value is statistically significant or not.

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Answer:

Irrational Number

Step-by-step explanation:

Answer:

"The sum of a rational number and an irrational number is irrational."

Step-by-step explanation:

By definition, an irrational number in decimal form goes on forever without repeating (a non-repeating, non-terminating decimal). By definition, a rational number in decimal form either terminates or repeats.

Answer:

Yes

Step-by-step explanation:

10x + 2y > 3

Substitute the point into the inequality

10(4)+2(3) > 3

40+6>3

46>3

This is a true statement so the point is a solution

Answer:

1. the blue one 2. because the blue one have more length.

good luck.

Answer:

1. Blue

2. blue, because i measured both lines with a ruler

3. This one is harder to decide because the blue line was barely longer than the red line

Step-by-step explanation:

I measured the lines with a ruler for this one too.

Answer:

$ 17 off

Step-by-step explanation:

20% is one fifth of the price

So divide 85 by 5  you get 17

Since you only get one 1/5 of the price off you save $17

Just to check and make sure you can do 17 * 5 = 85

Answer:

(0,1) or 1

i think I'm not

sure about it..

HEHEHEHEH

Answer:

240 seats

Step-by-step explanation:

As the number of seats increase by 2 per successive row it will be:

9

11

13

15

17

19

21

23

25

27

29

31

If you had all of these seats of 12 successive rows then the sum will be 240.

Answer:

3.4 kilometers on both days

Step-by-step explanation:

\(1.45+0.5=1.95\)

\(1.45+1.95=3.4\)

The standard deviation is 16.54 if the population of customers ages is 45, 76, 30, 22, 51, 40, 63, 66, and 41.

It is defined as the measure of data disbursement, It gives an idea about how much is the data spread out.

\(\rm SD = \sqrt{\dfrac{ \sum (x_i-X)^2}{N}\)

SD is the standard deviation

xi is each value from the data set

X is the mean of the data set

N is the number of observations in the data set.

It is given that:

The data set:

45, 76, 30, 22, 51, 40, 63, 66, 41

From the formula:

∑(x(i) - X)² = 2463.55

N = 9

SD = √(2463.55/9)

SD = 16.54

Thus, the standard deviation is 16.54 if the population of customers ages is 45, 76, 30, 22, 51, 40, 63, 66, and 41.

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Answer:

12

Step-by-step explanation:

Subtract 5 from both sides to get the equation

1/2z=6

Then, multiply both sides by two.

z=12

Z equals 12 because when you split it in half you will get 6 as the whole number. and 6 plus 5 = 11

The correct answer is c. Line graphs show the change in one or more variables progressively across time.

Histograms show the distribution of data, pie charts show the proportions of a whole, bar charts compare categories or groups, and diagrams show the relationships between different elements.

The correct answer is c. Line graphs show the change in one or more variables progressively across time

A histogram is a visual depiction of data distribution in statistics. The histogram is shown as a collection of neighbouring rectangles, where each bar represents a certain type of data. Numerous fields use statistics, which is a branch of mathematics. Frequency, which can be expressed as a table and is known as a frequency distribution, is the repeating of numbers in statistical data.

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Line graphs show the change in one or more variables progressively across time. C

A line graph is a type of chart that displays data as a series of data points connected by straight lines.

The horizontal axis of the graph typically represents time, while the vertical axis represents the value of the variable being measured.

By connecting the data points with lines, a line graph can show the trend or pattern of change in the variable over time.

Line graphs are commonly used in fields such as economics, finance, and science to visualize trends in data over time.

They can be used to identify patterns, compare different variables, or forecast future trends.

In contrast, histograms, pie charts, bar charts, and diagrams are different types of charts that are used to display data in different ways.

Histograms are used to show the distribution of data within a single variable, while pie charts and bar charts are used to compare different categories or groups of data.

Diagrams are used to represent complex systems or relationships, often using visual symbols or icons to represent different components.

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Answer:

I cannot see image

Step-by-step explanation:

The measure of the angle ABC from the diagram is equivalent to 78 degrees.

We need to find <ABC

Let us produce BA to meet PR at point G.

It is given that BG || PQ

Thus, <RGB and <QPR are corresponding angles.

This shows that <RGB = <QPR since they are corresponding angles.

On the other hand, <QPR = 102 degrees and <ABC are <RGB consecutive interior angles, then:

<ABC + <RGB = 180

<ABC + 102 = 180

<ABC = 180 - 102

<ABC = 78 degrees

Hence the measure of the angle ABC from the diagram is 78 degrees.

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Answer:

is finding the square root

The inverse operation of squaring a number is finding the square root of that number. The square root of a number "x" is the value that, when squared, gives the original number.

When a number is squared, it is multiplied by itself. For example, squaring the number 4 gives 4^2 = 16.

The inverse operation undoes the effect of squaring and returns you to the original number. In this case, finding the square root of a number is the inverse operation of squaring.

The square root of a number "x" is a value that, when squared, gives the original number. It is denoted by the symbol √x.

For example, if you have the number 25 and you want to find its square root, you calculate:

√25 = 5

5 is the square root of 25 because when you square 5 (5^2), you get 25.

The inverse operation of squaring a number is finding the square root of that number. The square root of a number "x" is the value that, when squared, gives the original number. The concept of square root and squaring are inverse operations that are used in various mathematical calculations and problem-solving.

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To prove that for every positive integer n, the sum of the terms 123 + 234 + ... + n(n+1)(n+2) is equal to n(n+1)(n+2)(n+3)/4, we can use mathematical induction.

We will show that the equation holds true for the base case of n = 1 and then assume it holds for some arbitrary positive integer k. By proving that the equation holds for k+1, we can conclude that it holds for all positive integers n.

Base Case (n = 1):

When n = 1, the left-hand side of the equation is 1(1+1)(1+2) = 1(2)(3) = 6.

The right-hand side is n(n+1)(n+2)(n+3)/4 = 1(1+1)(1+2)(1+3)/4 = 6/4 = 3/2.

Since both sides of the equation evaluate to the same value of 6, the equation holds true for n = 1.

Inductive Hypothesis:

Assume that for some positive integer k, the equation holds true:

123 + 234 + ... + k(k+1)(k+2) = k(k+1)(k+2)(k+3)/4.

Inductive Step (n = k+1):

We want to prove that the equation holds true for n = k+1.

123 + 234 + ... + k(k+1)(k+2) + (k+1)(k+2)(k+3) = (k+1)(k+1+1)(k+1+2)(k+1+3)/4.

Using the inductive hypothesis, we have:

k(k+1)(k+2)(k+3)/4 + (k+1)(k+2)(k+3) = (k+1)(k+1+1)(k+1+2)(k+1+3)/4.

Factoring out (k+1)(k+2)(k+3) from both sides of the equation, we get:

(k+1)(k+2)(k+3)[k/4 + 1] = (k+1)(k+2)(k+3)(k+1+1)(k+1+2)/4.

Simplifying both sides, we have:

k/4 + 1 = (k+1)(k+1+1)(k+1+2)/4.

Expanding the right-hand side, we get:

k/4 + 1 = (k+1)(k+2)(k+3)/4.

Therefore, the equation holds true for n = k+1.

By establishing the base case and proving the inductive step, we conclude that the equation holds for all positive integers n.

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Answer:

\(15x^2 + 8x -12\)

Step-by-step explanation:

(5x+6)(3x-2)

"foil" it out

F: 5x * 3x  = 15x^2

O: 5x * -2  = -10x

I: 6*3x = 18x

L: 6 * -2 = -12

Answer:

15x² + 8x - 12

Step-by-step explanation:

(5x + 6)(3x - 2)

Each term in the second factor is multiplied by each term in the first factor, that is

5x(3x - 2) + 6(3x - 2) ← distribute both parenthesis

= 15x² - 10x + 18x - 12 ← collect like terms

= 15x² + 8x - 12