Find the missing length indicated

I WILL GIVE BRAINLIEST TO CORRECT ANSWER

Answer:

boys=119, girls= 153

Step-by-step explanation:

let the number of boys and girls be 7x and 9x respectively

Then, ATQ

9x=7x+34

or, 9x-7x=34

or,2x= 34

or, x=17

therefore, the number of boys is 17×7=119

and number of girls is 17×9=153

Answer: parallelograms

Step-by-step explanation:

Answer:

2850

Step-by-step explanation:

We know that only 19% of people prefer the sedans, so we have to find 19% of 15,000. Set up a proportion: \(\frac{19}{100}=\frac{x}{15000}\), cross multiply and get 2850.

Answer:

2850 sedans per month

Step-by-step explanation:

19 % want sedans

They expect to sell 15000 cars

Take the number of cars and multiply by the percent sedans

19% * 15000

Change to decimal form

.19*15000

2850

The items matched in the left column to the items in the right column are

Ratio is the number representing a comparison between two named things or quantities.

1. total to fish

= 8 : 3

2. starfish to fish

= 5 : 3

3. starfish to total

= 5 : 8

4. fish to starfish

3 : 5

In conclusion, the ratio of the total to fish to starfish is 8 : 3 : 5

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Answer:

C. $883.91

Step-by-step explanation:

The market price of one such bond is $883.91 if Osceola County bonds worth $1,000 are selling at 88.391.

Fraction number consists of two parts, one is the top of the fraction number which is called the numerator and the second is the bottom of the fraction number which is called the denominator.

It is given that:

Osceola County bonds worth $1,000 are selling at 88.391

Market price = 1000 × 88.391/100

= $883.91

Thus, the market price of one such bond is $883.91 if Osceola County bonds worth $1,000 are selling at 88.391.

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The steps for subtracting mixed numbers are the transformation of improper fractions, subtraction of denominator, then subtracting numerator, making it the smallest term, and reverse.

Finding the difference between two mixed numbers is required when subtracting mixed numbers. The steps for subtracting mixed numbers are as follows:

Step 1: Transform the mixed values into improper fractions in step 1. To achieve this, divide the total by the denominator, then add the numerator. The new numerator is the outcome, and it is positioned above the denominator.

Step 2: Identify a common denominator in step two. You must identify a common denominator to subtract fractions with various numerators.

Step 3: Subtract the fractions in step three. Subtract the numerators from the fractions while maintaining the same denominator.

Step 4: Make the outcome simpler. Simplify the outcome if you can by breaking the fraction down into its smallest terms. 13/4 in this instance may be expressed as 3 1/4.

Step 5: Reverse the incorrect fraction to a mixed number in step 5. Divide the numerator by the denominator to return the improper fraction to a mixed number. The full number serves as the numerator, and the remainder serves as the quotient.

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The question is -

How to Subtract mixed numbers?

A random variable has a normal distribution with a standard deviation (0) = 3.8. If the probability is 0.9713 that the random variable will take on a value less than 85.6, then 0.0352 is the probability that it will take on a value between 76 and 79.

To solve this problem, we need to use the properties of the normal distribution and standard deviation.
First, we can use a standard normal distribution table (also known as a z-table) to find the corresponding z-score for the probability of 0.9713. This z-score is approximately 2.07.
Next, we need to find the z-scores for the values 76 and 79. To do this, we use the formula z = (x - μ) / σ, where x is the value we're interested in, μ is the mean (which we don't know but can assume to be close to 85.6), and σ is the standard deviation of 3.8.
For x = 76, we have z = (76 - 85.6) / 3.8 = -2.53. For x = 79, we have z = (79 - 85.6) / 3.8 = -1.74.
Now, we can use the z-table again to find the probabilities associated with these z-scores. The probability of getting a z-score less than -2.53 is approximately 0.0057, and the probability of getting a z-score less than -1.74 is approximately 0.0409.
Finally, we can find the probability of the random variable taking on a value between 76 and 79 by subtracting the probability of getting a z-score less than -2.53 from the probability of getting a z-score less than -1.74. This gives us:
P(76 < X < 79) = P(Z < -1.74) - P(Z < -2.53)
≈ 0.0409 - 0.0057
≈ 0.0352
Therefore, the probability that the random variable will take on a value between 76 and 79 is approximately 0.0352.

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Step-by-step explanation:

IF  x-4   is a factor, then putting in x = + 4    will make the polynomial = 0

5 ( 4^3) - 20 (4^2) - 5(4)  + 20   =   0    Yes...it is a factor

\(x - 4 = 0 \\ x = 4 \\ \)

substitute value of x in the function to see if it equals to zero , if not it won't be a factor of the function

\(5 {x}^{3} - 20 {x}^{2} - 5x + 20 = 0 \\ 5(4) ^{3} - 20( {4})^{2} - 5(4) + 20 = 0 \\ 5(64) - 20(16) - 20 + 20 = 0 \\ 320 - 320 - 20 + 20 = 0 \\ 0 = 0\)

so (x-4) is a factor for the function

Answer: c

Step-by-step explanation:

The cold will it get if it' 50c outside and the temperature will drop 70c in next 3 hour is -20 c.

Given:

If it' 50 c outside and the temperature will drop 70 c in next 3 hour.

Temperature (cold) = present temperature - temperature in next 3 hour.

= 50 - 70

= -20 c.

Therefore the cold will it get if it' 50c outside and the temperature will drop 70c in next 3 hour is -20 c.

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Answer: X has to be greater than or equal to 15/7 for the inequality to be true.

Step-by-step explanation:

here are the steps to solve the inequality 25-2x≤5(2-x):

Start by simplifying the right side of the inequality: 5(2-x) = 10 - 5x

Now we can substitute this back into the original inequality: 25 - 2x ≤ 10 - 5x

Next, we need to combine like terms on both sides of the inequality: 25 - 7x ≤ 10

Now we'll add 7x to both sides: 25 ≤ 10 + 7x

Subtract 10 from both sides: 15 ≤ 7x

Finally, divide both sides by 7: 15/7 ≤ x

The solution set is x ≥ 15/7.

So x has to be greater than or equal to 15/7 for the inequality to be true.

Answer:

-5 ≥ x  or x ≤ -5

Step-by-step explanation:

25 - 2x ≤ 5(2 - x)

distribute the 5 to eliminate the parentheses:

25 - 2x ≤ 10 - 5x

now combine like terms:

15 - 2x ≤ -5x

15 ≤ -3x

-5 ≥ x  or x ≤ -5

the inequality symbol gets switched whenever you multiply or divide by a negative value

Area of triangle = 1/2 x base x height.

Area = 1/2 x 16 x 1/8

Area = 8 x 1/8

Area = 1 square inch

The area of the triangle calculated using the area formula is 1 in²

Given the Parameters :

Area of a triangle can be obtained using the relation :

Substituting the Parameters into the equation :

Area of triangle = 1/2 × 16 × 1/8 = 1 in²

Therefore, the area of the triangle is 1 in²

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Answer:

\(10 = 4 \\ 25 = x \\ 25 \times 4 = 100 \\ 100 \div 10 = 10s\)

The value of general solutions are X = c1[3,1]\(e^{-3t}\) + c2[1,3]\(e^{6t}\), X = c1[1,1]\(e^{-t}\) + c2[1,2]\(e^{-2t}\), X = c1[5,-3]\(e^{-2t}\) + c2[1,1]\(e^{-2t}\) , X = c1[5,3]\(e^{t}\) + c2[5,-3]\(e^{-5t/5}\),X = c1[1,2]\(e^{-t}\) + c2[1,-1]\(e^{5t}\), X = c1[1,-1]\(e^{-t}\) + c2[1,-1/5]\(e^{3t}\).

To solve the system of equations {x = -18x + 6y, y = -45x + 15y} using matrix method, we can represent the system in matrix form as AX = λX, where

A = [[-18, 6], [-45, 15]]

X = [x, y]

λ = eigenvalue

The eigenvalues of A can be found by solving the characteristic equation

det(A - λI) = 0

|-18-λ 6 |

|-45 15-λ| = (λ+3)(λ-6) = 0

Thus, λ = -3, 6.

To find the eigenvectors, we solve for AX = λX for each eigenvalue

For λ = -3, we have

A - λI = [[-15, 6], [-45, 18]]

[[3], [1]] is an eigenvector for λ = -3.

For λ = 6, we have

A - λI = [[-24, 6], [-45, 9]]

[[1], [3]] is an eigenvector for λ = 6.

Thus, the general solution is

X = c1[3,1]\(e^{-3t}\) + c2[1,3]\(e^{6t}\)

To solve the system of equations {x = (0 -1) (-2 -3)x} using matrix method, we can represent the system in matrix form as AX = λX, where

A = [[0, -1], [-2, -3]]

X = [x1, x2]

λ = eigenvalue

The eigenvalues of A can be found by solving the characteristic equation

det(A - λI) = 0

|-λ -1|

|-2 -3-λ| = (λ+1)(λ+2) = 0

Thus, λ = -1, -2.

To find the eigenvectors, we solve for AX = λX for each eigenvalue:

For λ = -1, we have

A - λI = [[1, -1], [-2, -2]]

[[1], [1]] is an eigenvector for λ = -1.

For λ = -2, we have:

A - λI = [[2, -1], [-2, -1]]

[[1], [2]] is an eigenvector for λ = -2.

Thus, the general solution is

X = c1[1,1]\(e^{-t}\) + c2[1,2]\(e^{-2t}\)

To solve the system of equations {x1 = x1 + 5x2, x2 = x1 - 3x2} using matrix method, we can represent the system in matrix form as AX = λX, where

A = [[1, 5], [1, -3]]

X = [x1, x2]

λ = eigenvalue

The eigenvalues of A can be found by solving the characteristic equation

det(A - λI) = 0

|(1-λ) 5 |

| 1 (-3-λ)| = (λ+2)(λ-4) = 0

Thus, λ = -2, 4.

To find the eigenvectors, we solve for AX = λX for each eigenvalue

For λ = -2, we have:

A - λI = [[3, 5], [1, -1]]

[[5], [-3]] is an eigenvector for λ = -2.

For λ = 4, we have

A - λI = [[-3, 5], [1, -7]]

[[1], [1]] is an eigenvector for λ = 4.

Thus, the general solution is

X = c1[5,-3]\(e^{-2t}\) + c2[1,1]\(e^{-2t}\)

To solve the system of equations {x = 4x + 5y, y = -x + 2y} using matrix method, we can represent the system in matrix form as AX = λX, where

A = [[4, 5], [-1, 2]]

X = [x, y]

λ = eigenvalue

The eigenvalues of A can be found by solving the characteristic equation

det(A - λI) = 0

|(4-λ) 5 |

| -1 (2-λ)| = (λ-1)(λ+5) = 0

Thus, λ = 1, -5.

To find the eigenvectors, we solve for AX = λX for each eigenvalue:

For λ = 1, we have:

A - λI = [[3, 5], [-1, 1]]

[[5], [3]] is an eigenvector for λ = 1.

For λ = -5, we have:

A - λI = [[9, 5], [-1, -3]]

[[1], [-3/5]] is an eigenvector for λ = -5.

Thus, the general solution is

X = c1[5,3]\(e^{t}\) + c2[5,-3]\(e^{-5t/5}\)

To solve the system of equations {x = (3 2) (-8 -3)x} using matrix method, we can represent the system in matrix form as AX = λX, where

A = [[3, 2], [-8, -3]]

X = [x1, x2]

λ = eigenvalue

The eigenvalues of A can be found by solving the characteristic equation

det(A - λI) = 0

|(3-λ) 2 |

|-8 (-3-λ)| = (λ+1)(λ-5) = 0

Thus, λ = -1, 5.

To find the eigenvectors, we solve for AX = λX for each eigenvalue:

For λ = -1, we have

A - λI = [[4, 2], [-8, -2]]

[[1], [2]] is an eigenvector for λ = -1.

For λ = 5, we have

A - λI = [[-2, 2], [-8, -8]]

[[1], [-1]] is an eigenvector for λ = 5.

Thus, the general solution is

X = c1[1,2]\(e^{-t}\) + c2[1,-1]\(e^{5t}\)

To solve the system of equations {x1 = -2x1 - x2, x2 = x1 - 4x2} using matrix method, we can represent the system in matrix form as AX = λX, where

A = [[-2, -1], [1, -4]]

X = [x1, x2]

λ = eigenvalue

The eigenvalues of A can be found by solving the characteristic equation

det(A - λI) = 0

|(-2-λ) -1 |

| 1 (-4-λ)| = (λ+1)(λ-3)

Thus, λ = -1, 3.

To find the eigenvectors, we solve for AX = λX for each eigenvalue:

For λ = -1, we have

A - λI = [[-1, -1], [1, -3]]

[[1], [-1]] is an eigenvector for λ = -1.

For λ = 3, we have:

A - λI = [[-5, -1], [1, -7]]

[[1], [-1/5]] is an eigenvector for λ = 3.

Thus, the general solution is

X = c1[1,-1]\(e^{-t}\) + c2[1,-1/5]\(e^{3t}\)

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-- The complete question is given below

" Solve the following systems of equations by matrix method (i.e., by solving the eigenvalue problem). (a) { x=−18x+6y

y=−45x+15y}

​(b) x =(0−1)

(-2 −3)x

(c) {x1 =x1 + 5x2

​ x2 =x1 − 3x2} (d) {x =4x+5y

y =−x+2y}

(e) x = (3 2

−8 −3)x

(f) {x1 =−2x1 - x2 x2 = x1 − 4x2}"--

Answer:1) D 2) A 3)D and the last one is b

Step-by-step explanation:

Answer:

A,C,F is the answer to this problem

The number of ways the books can be arranged on the bookshelf is determined by the principle of permutations.

To find the number of ways the books can be arranged, we need to consider the total number of books and their distinct categories. In this case, we have 4 different novels, 3 different mathematics books, and 1 biology book.

Since the books are distinct within their categories, we can treat each category separately.

For the novels, we have 4 options and can arrange them in 4! (4 factorial) ways. Similarly, for the mathematics books, we have 3 options and can arrange them in 3! (3 factorial) ways. Lastly, the biology book can only be arranged in one way since there is only one book in that category.

To determine the total number of arrangements, we multiply the number of arrangements for each category together.

Therefore, the total number of ways the books can be arranged on the bookshelf is:

4! * 3! * 1 = 24 * 6 * 1 = 144 ways.

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The final itinerary will depend on your preferences, the specific national parks you plan to visit, and the distances between them.

Let's clarify the itinerary for the 15-day tour visiting 5 national parks.

You have a 15-day tour, and you plan to visit 5 national parks. Each park will have a stay of two days.

When you multiply the number of parks (5) by the number of days spent in each park (2), you get a total of 10 days allocated for staying in those 5 parks.

However, there seems to be a discrepancy in the calculation because allocating 10 days for park stays leaves only 5 days remaining, not 15.

To resolve this issue and ensure a 15-day tour, we need to reevaluate the itinerary. Let's assume you want to spend two days at each park, which gives you a total of 10 days for park stays.

To fill the remaining 5 days, you have a few options:

1. Travel Days: You can allocate a day for travel between each park, which would require an additional 4 days. This accounts for the transportation time and allows you to enjoy the journey between the parks.

2. Additional Park Visits: If there are other nearby national parks or attractions in the area, you can extend your tour to include visits to these places. This would allow you to explore more diverse locations and make the most of your 15-day tour.

3. Rest and Relaxation: Alternatively, you might choose to use the extra days for relaxation or leisure activities. You can spend some time enjoying the amenities and attractions available near the parks, such as hiking trails, wildlife observation, or local cultural experiences.

Ultimately, the final itinerary will depend on your preferences, the specific national parks you plan to visit, and the distances between them. Make sure to consider travel times, desired activities, and any additional locations you wish to explore when creating your 15-day tour.

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Given:

solution :

so answer is 75.

Answer:

75

Step-by-step explanation:

Answer:

256= 4 power 4 and 125 = 5 power 3

The domain and range are

1. the domain is (-∞, +∞). and range of h(x) is [3, +∞)

2. the domain is (-∞, +∞). and the range of g(x) is (-∞, +∞)

3. the domain is (-∞, +∞). and range of g(x) is [0, +∞)

For the function h(x) = |x + 5| + 3:

Domain: The function h(x) can accept any real number as input since there are no restrictions on the value of x. Therefore, the domain is (-∞, +∞).

Range: The absolute value function |x + 5| always results in a non-negative value. Adding 3 to a non-negative value will also yield a non-negative value. Hence, the range of h(x) is [3, +∞).

For the function g(x) = -2x - 10:

Domain: The function g(x) can accept any real number as input since there are no restrictions on the value of x. Therefore, the domain is (-∞, +∞).

Range: The function g(x) is a linear equation with a negative slope (-2). As x increases, the value of -2x decreases. Thus, the range of g(x) is (-∞, +∞).

For the function g(x) = 7x²:

Domain: The function g(x) can accept any real number as input since there are no restrictions on the value of x. Therefore, the domain is (-∞, +∞).

Range: The function g(x) is a quadratic function with a coefficient of 7 in front of x². Since the coefficient is positive, the parabolic graph opens upwards. Hence, the range of g(x) is [0, +∞). The function can achieve any non-negative value or zero, but it does not reach negative values.

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Answer:

A, B, and D.

Step-by-step explanation:

When one X-Intercept has two different Y-Intercepts, it is not a function.

The answer to the question is no, there is not convincing evidence of a difference between the population proportions.

Confidence intervals are used to estimate the range of possible values of an unknown population parameter based on a sample. If the confidence interval does not contain 0, it means that the difference between the sample proportions is statistically significant, which suggests that the difference between the population proportions may also be statistically significant. However, to conclude that there is convincing evidence of a difference between the population proportions, it is important to make sure that the conditions for performing the hypothesis test have been met, such as the independence of the sample and the normality of the population.

In this case, it seems that the conditions have not been met, so we cannot use this interval to conclude that there is convincing evidence that the true proportion of men who can identify Egypt on the map is different from the true proportion of women that can identify Egypt on a map.

Therefore, the answer to the question is no, there is no convincing evidence of a difference between the population proportions.

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The answer to the question is no, there is not convincing evidence of a difference between the population proportions.

Confidence intervals are used to estimate the range of possible values of an unknown population parameter based on a sample. If the confidence interval does not contain 0, it means that the difference between the sample proportions is statistically significant, which suggests that the difference between the population proportions may also be statistically significant. However, to conclude that there is convincing evidence of a difference between the population proportions, it is important to make sure that the conditions for performing the hypothesis test have been met, such as the independence of the sample and the normality of the population.

In this case, it seems that the conditions have not been met, so we cannot use this interval to conclude that there is convincing evidence that the true proportion of men who can identify Egypt on the map is different from the true proportion of women that can identify Egypt on a map.

Therefore, the answer to the question is no, there is no convincing evidence of a difference between the population proportions.

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Answer:

x=20% discount

y=$5 discount

Step-by-step explanation:

let

x= % of discount

y= amount of discount

Price of t shirt in store S=20 - 20x

Price of t shirt in store T= 20 -y

Rose spends $63 for three T-shirts from store S and one from Store T

Store S=20-20x

Store T=20-y

3 shirts from store S=3(20-20x)

1 from Store T=20-y

3(20-20x) + (20-y)=63

60 - 60x + 20-y=63

-60x - y= -17 (1)

Manny spends $140 on five T-shirts from store S and four from Store T

5(20-20x)+4(20-y)=140

100-100x+80-4y=140

-100x - 4y= -40 (2)

Solve eq 1 and 2

-60x - y= -17

-100x - 4y= -40

Multiply (1) by -4

-4(-60x-y)= -17*-4

240x+4y=68 (3)

-100x-4y=-40 (2)

Subtract (2) from (3)

140x=28

x=28/140

x= 0.2

substitute the value of x in (1)

-60x - y= -17

-60(0.2)-y=-17

-12-y=-17

-y=-17+12

-y=-5

Divide both sides by -1

-y/-1=-5/-1

y=5

Therefore,

x=0.2=20% discount

y=$5

Answer:

i) Total Profit =  ₹ 33,000

ii) Number of White Cement bags company has to sell = 3000

Step-by-step explanation:

Let

Total number of white cement bags = x

Total number of grey cement bags = y

Profit for White Cement =   ₹ 9 / bag

Profit for x number of white cement bags = 9x

As "LOSS" can also be written as "- PROFIT"

Profit for Grey Cement =  -₹ 5 / bag

Profit for y number of Grey cement bags =  -5y

Total Profit = 9x - 5y

(If value of Total Profit is negative, it is a Loss)

x = 7000

y = 6000

Total Profit = 9x - 5y

Total Profit = 9(7000) - 5(6000)

Total Profit =  ₹ 33,000

y = 5400

Total Profit = 0

Total Profit = 9x - 5y

0 = 9x - 5(5400)

9x = 5(5400)

x = 5(54000/9

x = 3000 bags

Answer:

Df=9x-15

Step-by-step explanation:

The answer is on the question

Answer:

. Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens?

Step-by-step explanation:

. Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.t up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the following proportion: Pens are 3 for $0.69 at the supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens? . Set up the followie supply store. What proportion can be used to find p, the amount it will cost Mrs. Faber to buy 180 pens?