Is 313756 divisible by 9?

Answer:

\( 30\: m^2 \)

Step-by-step explanation:

For triangle:

Base = (4 + 3 +1) m = 8 m

Height = 9 m

For rectangle:

Length = 3 m

width = 2 m

Area of shaded region = Area of triangle - Area of rectangle

\(= \frac{1}{2}\times base\times height-length \times width \\\\= \frac{1}{2} \times (4 + 3 + 1) \times 9 - 3 \times 2 \\ \\ = \frac{1}{2} \times 8 \times 9 - 6 \\ \\ = 4 \times 9 - 6 \\ = 36 - 6 \\ = 30 \: {m}^{2} \)

Using the Pythagoras theorem, the length of the unknown diagonal of the rhombus can be calculated

The diagonals of a rhombus are line segments  drawn between  opposite vertices of the rhombus. The properties of the diagonals of a rhombus are listed below.

The diagonals of a rhombus bisect each other at right angles.

The diagonals of a rhombus may not be  equal.

Two diagonals divide the rhombus into four congruent right triangles.

The length of the diagonals can be calculated by various methods, such as the Pythagorean theorem or  the area of ​​a rhombus.

Example 1: Find the length of the diagonal of a rhombus if the area is 54 units2, and one diagonal is 6 units.

The area of the rhombus = 54 square units; one diagonal (q) = 6 units

We will use the formula for the diagonal of rhombus, p = (2 × Area)/q, where 'p' and 'q' are the two diagonals of the rhombus. Substituting the values, p = (2 × 54)/6 = 18 units.

Answer: Therefore, the length of the unknown diagonal is 18 units.

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Let's call:

a: number of adults

c: number of children

90 people visited a museum, then:

a + c = 90

Tickets to the museum cost $12 for each adult and $7 for each child and the museum collected $950, then:

12a + 7c = 950

Isolating c in the first equation:

c = 90 - a

Replacing it into the second equation:

12a + 7(90 - a) = 950

12a + 7(90) - 7a = 950

5a + 630 = 950

5a = 950 - 630

a = 320/5

a = 64

64 adults visited the museum

The value of the discriminant D is determined as -44.

The discriminant formula is used to find the number of solutions that a quadratic equation has.

Mathematically, the formula for the discriminant of a quadratic equation is given as;

D = b² - 4ac

where;

The given parameters include;

a = 4,

b = -2

c = 3

The discriminant is calculated as;

D = (-2)² - (4 x 4 x 3)

D = 4 - 48

D = -44

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A randomized controlled trial in which each subject is assigned to a combination of at least two independent variables is an example of a Factorial Design.

In statistics, a full factorial experiment is one in which all potential combinations of the levels across all of the factors are taken into account by the experimental units. A full factorial experiment has two or more factors with discrete possible values or "levels" in its design. A fully crossed design is another name for a full factorial design. Using such an experiment, the researcher can examine how each element affects the response variable as well as how different factors interact with one another.

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Answer:

B . 48- 6 = 42.

b =42/6=7

this is your answer

A hypothesis test is the significance test we will do.

Given;

Our goal is to find out whether students' self-reported grade point averages and their transcript-reported GPAs differ from one another. What kind of significant test will you administer to your class of 50 SRS students?

hypothesis test:

To decide or judge the value of a parameter, such as the population mean, hypothesis tests are utilized. A hypothesis test can be conducted using either the critical value approach or the P-value approach. There are two sorts of errors made when doing a hypothesis test: Type I Error and Type II Error. Because a sample statistic is being used to make conclusions or judgments about the value of a parameter, the decision obtained may be incorrect.

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Answer:

14 I think I'm. it completely sure

Answer:

5

Step-by-step explanation:

you keep the sign of the first number

change the minus sign to addition

and the 7 to a positive

-2 +7

is the same as 7 - 2 if you switch the term

The Laplace transform of the given convolution, **e^(-t) * e^t * cos(t)**, is s/(s^2 - 1).

The Laplace transform of the convolution of two functions, **e^(-t) * e^t * cos(t)**, can be evaluated using Theorem 7.4.2. The Laplace transform of the convolution of two functions is equal to the product of their individual Laplace transforms.

To evaluate the given Laplace transform, we can start by finding the Laplace transform of each function separately. Let's consider the Laplace transform of **e^(-t)**, **e^t**, and **cos(t)**.

1. Laplace transform of e^(-t):

Using the formula for the Laplace transform of an exponential function, we have:

L{e^(-t)} = 1/(s + 1)

2. Laplace transform of e^t:

The Laplace transform of e^t is straightforward and can be expressed as:

L{e^t} = 1/(s - 1)

3. Laplace transform of cos(t):

We can use the Laplace transform property for cosine function to find its transform:

L{cos(t)} = s/(s^2 + 1)

Now, applying Theorem 7.4.2, we can find the Laplace transform of the given convolution.

L{e^(-t) * e^t * cos(t)} = L{e^(-t)} * L{e^t} * L{cos(t)}

                           = (1/(s + 1)) * (1/(s - 1)) * (s/(s^2 + 1))

Simplifying this expression, we can obtain the final Laplace transform:

L{e^(-t) * e^t * cos(t)} = s/(s^2 - 1)

Therefore, the Laplace transform of the given convolution, **e^(-t) * e^t * cos(t)**, is **s/(s^2 - 1)**.

By utilizing Theorem 7.4.2, we have evaluated the Laplace transform without evaluating the convolution integral beforehand.

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Answer:

Step-by-step explanation:

9t = 9                We can't see the entire image, but I assume 9 and the number of ts are of the same length. If this assumption is incorrect, please leave a note.

Excessive punishment or negative reinforcement can harm a child's math achievement by creating fear, undermining confidence, and discouraging engagement with the subject. Positive discipline techniques and a supportive environment are crucial for fostering math success.

Excessive punishment or negative reinforcement as a discipline technique can have detrimental effects on a child's math achievement. When a child makes mistakes or struggles with math concepts, responding with punishment, criticism, or harsh consequences can create a negative association with math. This can lead to anxiety, fear, and a lack of motivation to engage with the subject.

Mathematics requires a growth mindset, where mistakes are seen as opportunities for learning and improvement. By punishing or negatively reinforcing a child's math mistakes, we discourage them from taking risks, trying new strategies, and seeking help when needed. It hampers their ability to develop problem-solving skills and critical thinking abilities.

Furthermore, negative discipline approaches can damage a child's self-esteem and confidence in their mathematical abilities. They may develop a belief that they are "bad at math" or incapable of improving, leading to a self-fulfilling prophecy where their performance suffers.

To support a child's math achievement, it is essential to employ positive discipline techniques. This includes providing constructive feedback, offering assistance and guidance, creating a safe and supportive learning environment, and promoting a growth mindset. Encouraging effort, perseverance, and celebrating small successes can foster a positive attitude towards math and enhance a child's mathematical abilities.

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When you create a dot plot, the operations that you have to do are:

c. Place a dot along a horizontal scale for each observation.

d. "Pile up" dots that are too close to show separately

A dot plot is a simple way of representing numerical data. It consists of a horizontal axis and a series of dots that are placed along it to represent the values of individual observations. Each dot corresponds to one observation, and its position along the axis represents its value.

Option (a) is not correct because a dot plot typically does not have a vertical axis showing frequency of observations. Option (b) is not correct because connecting adjacent dots to create a polygon is not a common practice in dot plots. Instead, each dot represents a single observation, and dots are placed along a horizontal scale to show their value. If multiple observations have the same value, they are "piled up" on top of each other to avoid overcrowding the plot.

Therefore, the correct options are (c) Place a dot along a horizontal scale for each observation and d. "Pile up" dots that are too close to show separately

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The ordered pairs represent (x,y)

To know what ordered pair is a solution we need to substitute the values of x and y with the ordered pair and if the result is equal we have a solution to the equation

For example

(0,-7)

x=0

y=-7

-7=5(0)-7

-7=0-7

-7=-7

Due the result is equal the ordered pair (0,-7) is a solution of y=5x-7

Answer:

120 minutes

Yes my answer makes sense

Step-by-step explanation:

This question has to do with Lowest Common Multiples

1) After how many minutes will both lights change at the same time again?

Step 1

We would find and list multiples of each number until the first common multiple is found.

Multiples of 30:

30, 60, 90, 120, 150, 180

Multiples of 40:

40, 80, 120, 160, 200

Step 2

The first common multiple of 30 aand 40 is the lowest common multiple.

Therefore,

LCM(30, 40) = 120

Therefore, both lights will change at the same time after 120 minutes.

2) Why does your answer make sense?

Lowest common multiple is a methodology used in mathematics to show the relationship between two numbers based on their multiples.

My answer makes sense because the only way both traffic light would come up at the same time can only be determined using the methodology of Lowest Common Multiple.

Hence, both lights will change at the same time after 120 minutes.

If the area to the right of z, given that it is a standard normal random variable, is 0.1112, then the value of z is 1.22. The answer is C.

A standard normal random variable has a mean of 0 and a standard deviation of 1. The area to the right of a value for a standard normal random variable can be found using a standard normal table or a calculator with a normal cumulative distribution function (CDF).

Given that the area to the right of z is 0.1112, we can use a standard normal table or normal CDF calculator to find the value of z such that the area to its right is 0.1112. This value will be approximately equal to 1.22.

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Answer:

0.05x + 0.10y = 34.40

x + y = 468

Step-by-step explanation:

Step-by-step explanation:

The The guy above is correct

Answer:

C.

–5; –135; –10,935

Step-by-step explanation:

Answer:

C. -5; -135, -10,935

Step-by-step explanation:

...............................................................................................................................................

Answer: P(X=28) ≈ C(100, 28) * (1/4)^28 * (3/4)^72 ≈ 0.0368 (rounded to 4 decimal places)

Step-by-step explanation:

Using the binomial probability formula:

P(X=k) = C(n, k) * p^k * (1-p)^(n-k)

Where:

n = 100 (number of trials)

k = 28 (number of successes)

p = 1/4 (probability of success for each trial, since there are 4 sides)

C(n, k) = n! / (k! * (n-k)!)

Plugging the values:

P(X=28) ≈ C(100, 28) * (1/4)^28 * (3/4)^72 ≈ 0.0368 (rounded to 4 decimal places)

1. Building Supply Company:

Let's define the variables:

Let B represent the number of pallets of bricks.

Let R represent the number of pallets of roofing material.

According to the problem, we have the following restrictions:

At least 30 pallets of brick: B ≥ 30

Each brick pallet weighs 900 pounds: 900B ≤ 34,000 (load capacity of the truck)

At least 20 pallets of roofing material: R ≥ 20

Each roofing material pallet weighs 650 pounds: 650R ≤ 34,000

The first inequality ensures that the company has at least 30 pallets of bricks.

The second inequality guarantees that the total weight of bricks (900B) does not exceed the load capacity of the truck, which is 34,000 pounds.

The third inequality ensures that the company has at least 20 pallets of roofing material.

The fourth inequality guarantees that the total weight of roofing material (650R) does not exceed the load capacity of the truck.

2. Effective Interest Rate Calculation:

To calculate the effective interest rate compounded monthly, we use the formula:

Effective Interest Rate = (1 + (Annual Interest Rate / Number of Compounding Periods)) ^ Number of Compounding Periods - 1

In this case, the annual interest rate is 8.1% (0.081) and it is compounded monthly. Therefore, we have:

Effective Interest Rate = (1 + (0.081 / 12))^12 - 1 = 8.44%

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24 thats my answer to everything

The critical points for the given expressions are needed to determine the extreme values. We are given the following expressions:

We will find the critical points for the given expressions: Taking partial derivative w.r.t x:8x - y + 3x²y + y³ = 0Partial derivative w.r.t y:-x + 8y + x³ + 3xy² = 0On solving above equations, we get two critical points:(-2, -1) and (0, 0)(ii) x³y²(12-3x - 4y) Taking partial derivative .

Partial derivative On solving above equations, we get one critical point: Taking partial derivative Partial derivative w.r.t y:1 / x = 0On solving above equations, we get one critical point:(0, 4)(v) (x² + y²) e6x+2x²Taking partial derivative Partial derivative  The above critical points are the potential candidates for the extreme values of the expressions.

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The length of the diagonal crossbar of the old wooden gate is 5 feet.

To find the length of the diagonal crossbar of the old wooden gate, we can use the Pythagorean theorem. The gate is a rectangle with dimensions of 3 feet by 4 feet.

Let's represent the sides as 'a' and 'b', and the diagonal (crossbar) as 'c'.

According to the Pythagorean theorem, a²+ b² = c².

In this case, a = 3 feet and b = 4 feet.

So, we have:

(3)² + (4)² = c²

9 + 16 = c²

25 = c²

To find the length of the diagonal (c), we take the square root of 25:

c = √25

c = 5 feet

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a) We would need to perform about 845 tests to find 650 acceptable circuits on average.

b) The probability of finding at least 650 acceptable circuits in a batch of 845 circuits is approximately 0.4758.

a)The probability of passing the quality test is 0.77. Therefore, the probability of failure is 1 - 0.77 = 0.23. Let X denote the number of tests required to find 650 acceptable circuits.The expected number of tests needed to find 1 acceptable circuit can be computed as E(X) = 1/p where p is the probability of success (in this case, p = 0.77). Therefore, we have E(X) = 1/0.77 = 1.2987012987.Then, we can use the formula for the expected value of a binomial distribution to find the expected number of tests necessary to find 650 acceptable circuits: E(X) = n * p, where n is the number of trials (tests) and p is the probability of success. Solving for n, we get:n * 0.77 = 6501n = 650/0.77n ≈ 844.1564Therefore, we would need to perform about 845 tests to find 650 acceptable circuits on average.b)The sample size is n = 845 and the probability of success is p = 0.77. Let X be the number of acceptable circuits in the sample. Then X follows a binomial distribution with mean μ = np = 845 * 0.77 = 650.65 and variance σ² = np(1 - p) = 845 * 0.77 * 0.23 ≈ 151.0035.Using the central limit theorem, we can approximate X with a normal distribution. That is, X ~ N(650.65, 12.276). Then, we have:P(X ≥ 650) = P(Z ≥ (650 - 650.65)/sqrt(151.0035))= P(Z ≥ -0.4338), where Z is a standard normal random variable with mean 0 and standard deviation 1.We can use a standard normal table to find that P(Z ≥ -0.4338) = 0.6664.Using continuity correction, we adjust this probability to account for the fact that X is a discrete random variable:P(X ≥ 650) ≈ P(Z ≥ -0.4338 + 0.5) = P(Z ≥ 0.0662) ≈ 0.4758.Therefore, the probability of finding at least 650 acceptable circuits in a batch of 845 circuits is approximately 0.4758.

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No, the power set of {2, 3, 4, 5} is not a subset of the power set of {1, 2, 3, 4, 5, 6}.

Because the power set of {2, 3, 4, 5} has only elements which are subsets of {2, 3, 4, 5}, whereas the power set of {1, 2, 3, 4, 5, 6} has elements which are subsets of {1, 2, 3, 4, 5, 6}. Therefore, the power set of {2, 3, 4, 5} cannot be a subset of the power set of {1, 2, 3, 4, 5, 6}.

The power set of a set is the set of all subsets of that set. For example, the power set of {2, 3, 4, 5} is the set of all subsets of {2, 3, 4, 5}, which would include {2}, {3}, {4}, {5}, {2, 3}, {2, 4}, {2, 5}, {3, 4}, {3, 5}, {4, 5}, {2, 3, 4}, {2, 3, 5}, {2, 4, 5}, {3, 4, 5}, and {2, 3, 4, 5}. Similarly, the power set of {1, 2, 3, 4, 5, 6} would include all subsets of {1, 2, 3, 4, 5, 6}, such as {1}, {2}, {3}, {4}, {5}, {6}, {1, 2}, {1, 3}, and so on, which would not be included in the power set of {2, 3, 4, 5}.

Therefore, it is not possible for the power set of {2, 3, 4, 5} to be a subset of the power set of {1, 2, 3, 4, 5, 6}.

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Answer:

both are equal

Step-by-step explanation:

There is a circle with the center \((6,-8)\) and radius = \(20\) units

We have to find whether the points given in the options will not lie inside the circle if the radius of the circle is halved.

"If a point lies inside the circle, distance between the center and the given point will be less than the radius of the circle".

To find the distance between two points \((x_1,y_1)\) and \((x_2,y_2)\) is given by,

Distance = \(\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

If a point lies inside the circle with radius 10 units, distance between the point and the center will be less than 10 units.

Option A

Distance between the points \((-\frac{1}{20},0)\) and \((6, -8)\)

= \(\sqrt{(6+\frac{1}{20})^2+(-8-0)^2}\)

= \(\sqrt{100.6025}\)

= \(10.03\) units

Since, \(10.03>10\) units

Therefore, \((-\frac{1}{20},0)\) will lie outside the circle.

Option B

Distance between \((\frac{1}{20},0)\) and \((6,-8)\) = \(\sqrt{(6-\frac{1}{20})^2+(-8-0)^2}\)

                                                            = \(\sqrt{99.4025}\)

                                                            = \(9.97\) units

Since, \(9.97<10\) units

Therefore, \((\frac{1}{20},0)\) will lie inside the circle.

Option C

Distance between \((-\frac{1}{10},-6)\) and \((6,-8)\) = \(\sqrt{(6+\frac{1}{10})^2+(-6+8)^2}\)

                                                                 = \(\sqrt{41.21}\)

                                                                 = \(6.42\) units

Since, \(6.42<10\) units

Therefore, \((-\frac{1}{10},-6)\) will lie inside the circle.

Option D

Distance between \((8,10)\) and \((6,-8)\) = \(\sqrt{(8-6)^2+(10+8)^2}\)

                                                            = \(\sqrt{328}\)

                                                            = \(18.11\) units

Since, \(18.11>10\) units

Therefore, \((8, 10)\) will lie outside the circle.

Now we can conclude that \((-\frac{1}{20},0)\) and \((8,10)\) will lie outside the circle.

Options (A) and (D) will be the correct options.

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Answer:

-1 and 0

Step-by-step explanation:

the slope of 5 is 0 because these two points have the same y (2) which means the line goes straight across (Horizontal).