HELPPPPP PLZZZZZZZZZZZZZZZZ WILL MARK BRAINLIEST

Answer:D

Step-by-step explanation:

Answer:

-12 is the answer.

Step-by-step explanation:

-12 - (-5) = -7

The two negative one right after another turns into a plus, or +.

-12 + 5 = -7

Think of 5 positive things and -12 negative things.

O O O O O

P  P  P  P  P  P  P  P  P  P  P  P

5 of the positive things will cancel out 5 of the negative things, leaving behind 7 negative things.

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Assuming that x ≥ 0 and y ≥ 0, the situation is infeasible: True.

In Mathematics, these rules are generally used for writing and interpreting an inequality or system of inequalities that are plotted on a coordinate plane:

In this context, we can logically deduce that the given system of inequalities 5x+3y ≤ 15 and y ≥ 6 would not have a feasible solution set if they are subjected to x ≥ 0 and y ≥ 0:

Assuming the ordered pair (1, 2), we have:

y ≥ 6

2 ≥ 6 (False).

5x+3y ≤ 15

5(1) +3(2) ≤ 15

5 + 6 ≤ 15

11 ≤ 15 (True).

Therefore, it is not a feasible solution.

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Answer:

2.) Infinitely many solutions

3.) No solutions

Step-by-step explanation:

To solve systems of equations graphically, you need to find where they intersect

2.) First put each equation in the form y=mx+b

x-y=6 -> y= x-6

2x=12+2y -> y= x-6

Then, graph each line

Since we have the same equation, the lines are on top of each other so there are infinitely many solutions as they intersect everywhere.

To check, plug a point in from the graph into both equations and you should get 0=0

3.) First put each equation in the form y=mx+b

1/2x-y=4 -> y=1/2x-4

2y=x+6 -> y=1/2x+3

Then, graph each line

Since the lines have the same slope but a different y intercept, the lines are parallel. Therefore, there are no solutions as they do not intersect.

To check your answer, you would one equation as the y in the other equation.

2(1/2x-4)=x+6, then solve for x

Then plug that x into the original equations, and you'll see they are not equal. Hope that helps!

Therefore, the solution to the differential equation with the given initial condition is: u(t) = -1/4 ln(6t² + e⁻⁶⁸)) - 1/4 ln(2).

Initial value problems are another name for differential equations with initial conditions. The example dydx=cos(x)y(0)=1 is used in the video up above to demonstrate a straightforward starting value issue. You get y=sin(x)+C by solving the differential equation without the initial condition.

For the separable differential equation to be solved:

\(u du/dt = e^(4u) 6t\)

The variables can be rearranged and divided:

\(u du e^(-4u) du = 6t dt\)

Integrating both sides, we get:

\((1/2)e^(-4u) = 3t^2 + C\)

where C is the integration constant. We utilise the initial condition u(0) = 17 to determine C:

\((1/2)e^(-4(17)) = 3(0)^2 + CC = (1/2)e^(-68)\)

When we put this C value back into the equation, we get:

\((1/2)e^(-4u) = 3t^2 + (1/2)e^(-68)\)

After taking the natural logarithm and multiplying both sides by 2, we arrive at:

\(-4u = ln(6t^2 + e^(-68)) + ln(2)\)

Simplifying, we have:

\(u = -1/4 ln(6t^2 + e^(-68)) - 1/4 ln(2)\)

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Answer:

7

Step-by-step explanation:

h,n

m,n

n,o

j,k

k,l

k,i

Answer:

243 cm³

Step-by-step explanation:

A cube has the same measure in length, width and height. So, we know that the area of the top face of a cube is 9 square centimeters, this means that

Length x width = 9 square centimeters

But, since length and width are the same, we have that they are equal to \(\sqrt{9} =3\) cms (since 3² = 9).

Thus, the volume of each cube is 3³ = 27 cm³

We are going to use 9 of these cubes to make a rectangular prism, therefore, the volume of this prism is going to be 9 times the volume of each cube.

Volume of prism = 9 (27) = 243 cm³

Answer:

243 cm³

Step-by-step explanation:

Hope this helps

Answer:

This can lead to cyclical patterns of predator and prey abundance, where prey increase in number and then, with abundant food, predator number increases ...

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

The problem can be modeled as a linear programming problem. We need to minimize the total cost of shipping the boots, which can be represented as a linear combination of the shipment quantities.

Thus, the objective function to be minimized can be written as:

Minimize Z = 4x11 + 5x12 + 7x13 + 6

32 + y33 ≤ 40 (capacity limit at warehouse 3)

y41 + y42 + y43 ≤ 30 (capacity limit at warehouse 4)

y51 + y52 + y53 ≤ 45 (capacity limit at warehouse 5)

xij, yjk ≥ 0 (non-negativity constraint)

Thus, the complete linear programming problem can be formulated as:

Minimize Z = 4x11 + 5x12 + 7x13 + 6x21 + 4x22 + 5x23 + 4y11 + 3y12 + 6y13 + 5y21 + 5y22 + 4y23 + 6y31 + 7y32 + 5y33 + 4y41 + 6y42 + 5y43 + 5y51 + 4y52 + 6y53

Subject to:

x11 + x12 + x13 ≤ 60

x21 + x22 + x23 ≤ 90

x11 + x21 = y11 + y21 + y31 + y41 + y51

x12 + x22 = y12 + y22 + y32 + y42 + y52

x13 + x23 = y13 + y23 + y33 + y43 + y53

y11 + y12 + y13 ≤ 35

y21 + y22 + y23 ≤ 50

y31 + y32 + y33 ≤ 40

y41 + y42 + y43 ≤ 30

y51 + y52 + y53 ≤ 45

xij, yjk ≥ 0

Solving this linear programming problem using a suitable solver will provide us with the optimal values of xij and yjk, which will help us in determining the minimum cost required for shipping the boots while satisfying all the constraints.

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The relationship between the standard deviation and variance is that the standard deviation is the square root of the variance.

The correct option is -C

Hence, the correct option is (c) Standard deviation is the square root of the variance. Variance is the arithmetic mean of the squared differences from the mean of a set of data. It is a statistical measure that measures the spread of a dataset. The squared difference from the mean value is used to determine the variance of the given data set.

It is represented by the symbol 'σ²'. Standard deviation is the square root of the variance. It is used to calculate how far the data points are from the mean value. It is used to measure the dispersion of a dataset. The symbol 'σ' represents the standard deviation. The formula for standard deviation is:σ = √(Σ(X-M)²/N) Where X is the data point, M is the mean value, and N is the number of data points.

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Answer:   \(\huge\boxed{\ m=7 }\)

Step-by-step explanation: We can break this problem down to understand it.  Let the number be m. Three times the number 'm ' is 3.m or 3m. 3 ( m ) - 6 = 15. 3m -6 = 15 add 6 to both sides; 3m -6 + 6 = 15 + 6 3m = 21 dividing both the sides by 3 ,and  we get; 3m /3 = 21 / 3 m=7 .

Best of Luck!

Step-by-step explanation:

2x +34 =64

2x=30

X=30/2

X=15

Answer:

\( \boxed{x = 15} \)

Step-by-step explanation:

\( = > 2x + 34 = 64 \\ \\ = > 2x = 64 - 34 \\ \\ = > 2x = 30 \\ \\ = > x = \frac{30}{2} \\ \\ = > x = 15\)

The probability of having 63 or more successes in the sample is approximately 0.0266, or 2.66%.

To use the normal approximation to find the probability P(X ≥ 63) for a sample size of n = 90 and population proportion of successes p = 0.6, follow these steps:

Step 1: Calculate the mean (μ) and standard deviation (σ) for the binomial distribution.
\(μ = n * p\) = 90 * 0.6 = 54
\(σ = \sqrt{(n * p * (1 - p))} = \sqrt{(90 * 0.6 * 0.4) }\)= √21.6 ≈ 4.65

Step 2: Use the normal approximation.
To find P(X ≥ 63), first convert X to a z-score:
z = \((X - μ) / σ\) = (63 - 54) / 4.65 ≈ 1.93

Step 3: Find the probability using a z-table or calculator.
Using a z-table or calculator, find the probability of a z-score less than 1.93 (since we want P(X ≥ 63), we need to find the area to the right of the z-score):
P(Z ≤ 1.93) ≈ 0.9734

Step 4: Calculate the complement probability.
Since we want P(X ≥ 63), we need to find the complement probability (1 - P(Z ≤ 1.93)):
P(X ≥ 63) = 1 - 0.9734 = 0.0266

So, the probability of having 63 or more successes in the sample is approximately 0.0266, or 2.66%.

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Answer: d. No, because the study was not taken from a random sample of scholarship athletes.

Step-by-step explanation:

Since the study only focuses on basketball players, the sample may not be representative of all scholarship athletes in the university. This can cause bias in the results and make it difficult to generalize the findings to the larger population of scholarship athletes. Therefore, the university administration should not fully trust the results of this study.

When someone describes a distribution as having a floor effect, it means that the distribution is characterized by a significant clustering of values at the minimum value, creating a skewed distribution with a long tail on the higher end.

This phenomenon is often observed in situations where there is a lower limit or minimum value that restricts the possible range of values that can be observed. The floor effect can be seen in various domains such as clinical trials, educational testing, psychological assessments, and market research, to name a few.

For instance, in a clinical trial, the use of an intervention that is highly effective in reducing symptoms may lead to a large number of participants reaching the minimum score, making it difficult to differentiate between groups in terms of treatment response.

Similarly, in educational testing, a poorly designed test or a test that is too easy for the group being tested may result in a floor effect, where students cluster around the lowest score and scores do not differentiate between students with different levels of knowledge.

A floor effect can be problematic because it can limit the ability to detect differences or changes in scores or performance, which can have implications for interpreting and comparing results across different groups or time points.

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Answer:

i do believe they are right, i got b too.

Step-by-step explanation:

The solution to the equation is x = 17/30.

To solve the equation, start by combining like terms on both sides.

On the left side, we have the fraction 2/3 and the term -4x.

On the right side, we have the fraction 7/2 and the term -9x.

To combine the fractions, we need a common denominator.

The least common multiple of 3 and 2 is 6.

So, we can rewrite 2/3 as 4/6 and 7/2 as 21/6.

Now, the equation becomes:

4/6 - 4x = 21/6 - 9x

Next, let's get rid of the fractions by multiplying both sides of the equation by 6:

6 * (4/6 - 4x) = 6 * (21/6 - 9x)

This simplifies to:

4 - 24x = 21 - 54x

Now, we can combine the x terms on one side and the constant terms on the other side.

Adding 24x to both sides gives:

4 + 24x - 24x = 21 - 54x + 24x

This simplifies to:

4 = 21 - 30x

Next, subtract 21 from both sides:

4 - 21 = 21 - 30x - 21

This simplifies to:

-17 = -30x

Finally, divide both sides by -30 to solve for x:

-17 / -30 = -30x / -30

This simplifies to:

x = 17/30

So the solution to the equation is x = 17/30.

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Answer:

The answer is :

D. a pair of corresponding angles with measures of 60° and 60°

The following scenarios is NOT a possible result that is a pair of corresponding angles with measures of 60° and 60°. so the correct option is D.

The Exterior angle is an measure of rotation between one extended side(we extend it virtually) of the polygon with its adjacent side which is not extended.

Also, due to polygon being regular, let it be having 'n' sides, all the exterior angles are of same measure, and therefore, their measure is (360/n)°.

It is given that Two parallel lines were cut by a transversal.

Thus, the following scenarios is NOT a possible result that is a pair of corresponding angles with measures of 60° and 60°.

Hence, the correct option is D.

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Rearranging this equation gives a quadratic equation\(length^2 - 3 length - 75 = 0\)

Let's start by using the formula for the volume of a rectangular prism:

Volume = length x width x height

We know that the volume is 900 cubic meters and the width is 12 meters. Let's substitute these values into the formula:

\(900 = length \times 12 \times height\)

Now we need to use the information about the height. We know that the height is 3 meters shorter than the length, so we can write:

height = length - 3

Substituting this into the formula gives:

\(900 = length \times 12 \times (length - 3)\)

Simplifying this equation gives:

\(900 = 12 length^2 - 36 length\)

Dividing both sides by 12 gives:

\(75 = length^2 - 3 length\)

Therefore, Rearranging this equation gives a quadratic equation:

\(length^2 - 3 length - 75 = 0\)

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Answer:

1/12 mile

Step-by-step explanation:

He walks 7/12 mile in 7 minutes.

In 1 minute, he walks 1/7 of the distance.

1/7 of 7/12 mile = 1/12 mile

The dimensions of the rectangle are 10 feet (length) and 8 feet (width).

To find the dimensions of the rectangle with an area of 80 square feet and a width that is 2 feet less than the length,

follow these steps:

1. Let the length of the rectangle be L feet and the width be W feet.

2. According to the given information, W = L - 2.

3. The area of a rectangle is calculated by multiplying its length and width: Area = L × W.

4. Substitute the given area and the relationship between L and W into the equation: 80 = L × (L - 2).

5. Solve the quadratic equation: 80 = L² - 2L.

6. Rearrange the equation: L² - 2L - 80 = 0.

7. Factor the equation: (L - 10)(L + 8) = 0.

8. Solve for L: L = 10 or L = -8 (since the length cannot be negative, L = 10).

9. Substitute L back into the equation for W: W = 10 - 2 = 8.

So, the dimensions of the rectangle are 10 feet (length) and 8 feet (width).

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Answer:

  ∆STU≅∆S'T'U'

Step-by-step explanation:

You want a congruency statement for triangle STU and its translated image.

A congruence statement lists the original figure vertices and the congruent image vertices in the same order.

  ∆STU≅∆S'T'U'

The probability was broken by Bob is, 0.003 or 3%.

What is probability?

Mathematical explanations of the likelihood that an event will occur or that a statement is true are referred to as probabilities. A number between 0 and 1 represents the likelihood of an event, with 0 generally denoting impossibility and 1 denoting certainty.

Alonzo, Bob, and Casper are each assigned three chances to bus tables and to fix any broken dishes, respectively.

P(Alonzo bussing tables) = 50% = 0.5

P(Bob bussing tables) = 15% = 0.15

P(Casper bussing tables) = 35% = 0.35

P(Alonzo breaking a dish) = 6% = 0.06

P(Bob breaking a dish)  = 2% = 0.02

P(Casper breaking a dish)  = 4% = 0.04

As the likelihood of dish breakage does not change with the busing of the tables, this is all about independent events.

Consequently, P(A and B) = P(A) + P (B)

So, if a dish is broken, the likelihood that Bob broke it is;

P(Bob breaking dishes and busing tables) = P(Bob busing tables) x P (Bob breaking a dish)

                                                                       = 0.15 x 0.02

                                                                       = 0.003

P(Bob breaking dishes and busing tables)  = 0.003 0r 0.3%

Hence, the probability was broken by Bob is, 0.003 or 3%.

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Answer:

necesitas pensar profesor porque todavía no entiendo bien si quieres

Answer:

the answer

Step-by-step explanation:

y=77 since I am smart

Answer:he's right

Step-by-step explanation:

Answer:

B. The slope is -2, and the y-intercept is 12

Step-by-step explanation:

did it on edge 2020