Please Help Me. I really don't understand this question. I attached the question. Please zoom in to see better.​

Answer:7 more games left

Step-by-step explanation:37 - 79=42       42 divided by 6=7

A total of 7 games are left in the season for Devon.

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

In other words, an equation is a set of variables that are constrained through a situation or case.

Let's say the number of games left is t

Now,

He gets 6 tackles per game so

6t will be total tackles left.

Total tackles left = 79 - 37 = 42

So,

6t = 42

t = 7

Hence "A total of 7 games are left in the season for Devon".

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The average conclusion is that since they are monkeys, all wookies are good chess players.

Two premises form the basis for the conclusion. All monkeys are skilled chess players, according to the first postulate. The idea that all Wookies are monkeys is the second premise. The first assumption indicates that all monkeys are brilliant chess players, and since the second premise states that all wookies are monkeys, it follows that all wookies must likewise be good chess players. The conclusion is that since they are monkeys, all wookies are good chess players. This conclusion comes logically from the two supplied premises. The conclusion is also presumptively true because the premises are believed to be true.

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FALSE. For continuous random variables, the probability of being less than or equal to a certain value, x, is the same as the probability of being less than that value, x.

In the case of continuous random variables, the probability is represented by the area under the probability density function (PDF) curve. Since the probability is continuous, the area under the curve up to a specific point x is equivalent to the probability of being less than or equal to x.

Mathematically, we can express this as P(X ≤ x) = P(X < x), where P represents the probability and X is the random variable. The equal sign indicates that the probability of being less than or equal to x is the same as the probability of being strictly less than x.

This property holds for continuous random variables because the probability of landing exactly on a specific value in a continuous distribution is infinitesimally small. Therefore, the probability of being less than or equal to a certain value is effectively the same as the probability of being strictly less than that value.

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To increase real GDP and bring it closer to potential GDP during a recession, the government could increase government spending and/or decrease taxes.

During a recession, when real GDP is below potential GDP, the government can use fiscal policy tools to stimulate economic growth and close the GDP gap. The two options that can be effective in this situation are increasing government spending and decreasing taxes.

Increase government spending: By increasing spending on infrastructure projects, education, healthcare, or other sectors, the government can create demand in the economy, which leads to increased production and employment, ultimately raising real GDP.

Decrease taxes: Reducing taxes can provide individuals and businesses with more disposable income, encouraging consumption and investment. This increased spending and investment can boost aggregate demand, leading to higher production levels and closing the GDP gap.

Decreasing government spending and increasing taxes, on the other hand, would have contractionary effects, potentially exacerbating the recessionary conditions by reducing overall demand in the economy. Therefore, these options are not suitable for increasing real GDP during a recession.

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The slope of line from the points given is 1

The slope of a line is a measure of how steep the line is and the direction it is going. In mathematical terms, it is defined as the ratio of the change in the y-coordinate (rise) to the change in the x-coordinate (run) between two points on the line. Slope is often represented by the letter "m". If (x₁, y₁) and (x₂, y₂) are two points on the line, the slope can be calculated using the formula:

m = (y₂ - y₁) / (x₂ - x₁)

In this problem, we can take the two points and calculate the slope.

m =  (y₂ - y₁) / (x₂ - x₁)

Substituting the values into the formula to find the slope;

m = -5 - 1 / -8 - (-2)

m = 1

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Complete Question; Calculate the slope of the line (-2, 1) and (-8, -5)

Answer:

i believe number 1 is 18 and number 2 is 9.

Step-by-step explanation:

if one full circle represents 6 CDs then on wednesday 18 Cds were sold because 6+6+6=18 and on thursday they sold 9 more Cds than on wednesday because they sold 6+6+6+6+3 which equals 9.

Jeri's reservation wage is $39.8 per week. Jack's optimal choice of hours of leisure is 66.42 hours per week.

For Jeri's reservation wage, we need to find the wage rate at which she would be indifferent between working and not working. Her marginal utility of leisure is given as MUL = 451L^0.1, and her marginal utility of consumption is UU = 4C^0.5. To find the reservation wage, we equate the marginal utility of leisure to the marginal utility of consumption and solve for the wage rate.

Similarly, for Jack's optimal choice of hours of leisure, we need to maximize his utility by choosing the right balance between leisure and work. His marginal utility of consumption is given as MU C = L - 49, and his marginal utility of leisure is MU L = C - 162. We can set up a utility maximization problem by equating the marginal utilities of leisure and consumption and solve for the optimal hours of leisure.

The total number of employed males in the civilian labor force in the U.S. in 2020 can be obtained from the Bureau of Labor Statistics (BLS) website. Without the specific data available, we cannot provide an accurate answer to the number of employed males in 2020. It is recommended to refer to the BLS website or their published reports for the most up-to-date and accurate information.

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A group is a set equipped with a binary operation that follows certain algebraic rules. For a given set, it may be tough to decide whether it forms a group or not. In order for a set to be a group, it must satisfy certain requirements. Given below is an answer to the practice problem 5:

A) G= {XER 10: G = {xER | x < 10}

Let's see if G is a group or not.

i. Closure property: If a and b are two elements of G, then a*b is also in G.

Let a, b be two elements of G such that a, b < 10. Then a+b < 10 (since the sum of two numbers less than 10 is also less than 10). Therefore, a+b is in G. Thus G has closure property under addition. Hence the first requirement is met.

ii. Associative property: For all a, b, c, elements of G, a*(b*c) = (a*b)*c

Associative property is a fundamental property of addition and it is also satisfied in G since G is a subset of the real numbers with addition, and addition is associative for real numbers.

iii. Identity property: There exists an element e in G such that a*e = e*a = a.

In this case, 0 is the identity element since for any element a < 10, a+0 = a. Hence the identity property is met.

iv. Inverse property: For every element a in G, there exists an element b in G such that a*b = b*a = e, where e is the identity element.
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Answer:

No because y repeats with a diffirent x i think

Step-by-step explanation:

If it doesn't bother you would you let me know if i was right?

The matrix A represents the flow constraints of the network flow problem, and the network simplex algorithm it used to find the optimal solution to the problem.

The matrix A is known as the constraint matrix, which represents the flow constraints of the network flow problem. It is typically an m x n matrix, where m is the number of constraints, and n is the number of decision variables. In the network flow problem, the constraint matrix A specifies the flow conservation constraints and the capacity constraints for the arcs.

The network simplex algorithm is an iterative procedure used to find the optimal solution to a network flow problem. It starts with an initial feasible solution and iteratively improves the solution until the optimal solution is found. The algorithm maintains a spanning tree of the network and identifies the entering and leaving arcs to improve the solution.

To solve the problem using the network simplex algorithm, we start with an initial feasible solution represented by the tree indicated by the dashed arcs in the figure. Then, we iterate the following steps until the optimal solution is found:

1.Compute the reduced costs of the non-basic arcs

2.Select the arc with the most negative reduced cost as the entering ar

3.Etermine the leaving arc by applying the minimum ratio test

4.Update the tree by replacing the leaving arc with the entering arc.

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According to the question The height of the cone that can be created by rolling one of the congruent sectors is approximately 6.32 cm.

To find the height of the cone that can be created by rolling one of the congruent sectors of the circular sheet, we need to calculate the circumference of the base of the cone.

The circumference of the base is equal to the length of the sector's arc, which can be calculated using the formula:

\(\[ \text{Arc Length} = \left(\frac{\text{Central Angle}}{360^\circ}\right) \times \text{Circumference of the Circle} \]\)

Since the sector is one-third of the circle, the central angle of the sector is  \(\( 120^\circ \) (\( \frac{360^\circ}{3} \)).\)

The circumference of the circle is given by the formula:

\(\[ \text{Circumference} = 2 \pi \times \text{radius} \]\)

Substituting the values, we have:

\(\[ \text{Circumference} = 2 \pi \times 6 \, \text{cm} = 12\pi \, \text{cm} \]\)

Now, we can calculate the arc length:

\(\[ \text{Arc Length} = \left(\frac{120^\circ}{360^\circ}\right) \times 12\pi \, \text{cm} = 4\pi \, \text{cm} \]\)

When the sector is rolled to form a cone, the arc length becomes the circumference of the base of the cone.

The circumference of the base of the cone is also equal to \(\( 2\pi \times \text{radius of the cone} \).\)

Therefore, we can equate the two circumferences and solve for the radius of the cone:

\(\[ 2\pi \times \text{radius of the cone} = 4\pi \, \text{cm} \]\)

Dividing both sides by \(\( 2\pi \)\), we find:

\(\[ \text{Radius of the cone} = 2 \, \text{cm} \]\)

Now, the height of the cone can be calculated using the Pythagorean theorem:

\(\[ \text{height}^2 = (\text{radius of the cone})^2 + (\text{radius of the base})^2 \]\)

\(\[ \text{height}^2 = 2^2 + 6^2 = 4 + 36 = 40 \]\)

Taking the square root of both sides, we get:

\(\[ \text{height} \approx \sqrt{40} \approx 6.32 \, \text{cm} \]\)

Therefore, the height of the cone that can be created by rolling one of the congruent sectors is approximately 6.32 cm.

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Step-by-step explanation:

With reference angle theta

perpendicular (p) = 20

base (b) = 50

tan theta = p/b

= 20/ 50

So the height of the tree is 20 feet

Answer:

7,-10

Step-by-step explanation:

Answer:

\( = { \tt{(0, \: 0)}}\)

Step-by-step explanation:

Let:

\({ \bf{ - x - 2y = 0 - - - (a)}} \\ { \bf{y = - 8x - - - (b)}}\)

Substitute for y in equation (b) to equation (a):

\({ \tt{ - x - 2( - 8x) = 0}} \\ { \tt{ - x + 16x = 0 }} \\ { \tt{x = 0}}\)

Also, y = 0

True.The given statement "If the alternative hypothesis includes the symbol <, the rejection region is in the upper tail" is true.

If the alternative hypothesis involves less than the symbol <, the rejection region would be in the upper tail.There are two possibilities for the alternative hypothesis, one is that it is two-sided (≠), and the other is that it is one-sided (< or >).

When the null hypothesis is true, a one-tailed test is more efficient than a two-tailed test because it is more likely to detect a real difference. A one-tailed test is appropriate when we want to test whether a parameter is greater than or less than a certain value.

The hypothesis test's alternative hypothesis is a statement that is accepted if the null hypothesis is rejected. A one-tailed test is a hypothesis test in which the region of rejection is located on only one side of the distribution.As a result, if the alternative hypothesis includes the symbol <, the rejection region is in the upper tail. The alternative hypothesis is typically denoted by H1, while the null hypothesis is denoted by H0.

It is necessary to specify the rejection region in the alternative hypothesis, which can be one-tailed (one-sided) or two-tailed (two-sided).If the alternative hypothesis involves less than the symbol <, the rejection region would be in the upper tail. The null hypothesis and the alternative hypothesis must be mutually exclusive and collectively exhaustive; that is, they must cover all possibilities. We cannot test both hypotheses at the same time because they are contradictory; instead, we must determine which hypothesis is more likely to be true based on the sample data.The null hypothesis assumes that there is no distinction between the population parameters and the sample statistics. The alternate hypothesis assumes that the sample statistics vary from the population parameters.

As a result, the alternative hypothesis can be written as Ha: µ < µ0 or Ha: µ > µ0 if the rejection region is one-sided.

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Answer:

the roots of the equation are x = 3.6444 and x = -3.6444.

Step-by-step explanation:

To solve this equation, we need to find the value of x that makes the equation true.

First, we can simplify the left side of the equation by combining like terms:

x² + x(6-2x) = x² - 2x² + 6x = -x² + 6x

Next, we can simplify the right side of the equation by expanding the product:

(x-1)(2-x) - 2 = 2x - x - x + 1 - 2 = x - 1 - 2 = -x + -1

Now that we have simplified both sides of the equation, we can set them equal to each other:

-x² + 6x = -x + -1

To solve this equation, we can start by adding x to both sides to get rid of the negative x term on the right side:

-x² + 6x + x = -x + -1 + x

This simplifies to:

-x² + 7x = -1

Next, we can add 1 to both sides to get rid of the negative 1 on the right side:

-x² + 7x + 1 = -1 + 1

This simplifies to:

-x² + 7x + 1 = 0

Now we have a quadratic equation in standard form, which we can solve using the quadratic formula:

x = (-7 +/- sqrt(49 - 4(-1)(1))) / (2(-1))

Plugging in the values, we get:

x = (-7 +/- sqrt(49 + 4)) / -2

This simplifies to:

x = (-7 +/- sqrt(53)) / -2

Finally, we can solve for x by finding the square root of 53:

x = (-7 +/- 7.2887) / -2

This gives us two solutions:

x = -7.2887 / -2 = 3.6444

x = 7.2887 / -2 = -3.6444

Thus, the roots of the equation are x = 3.6444 and x = -3.6444.

I hope this helps! Let me know if you have any questions.

Answer:

-4/3

Step-by-step explanation:

given eqn,

x²+x(6-2x)=(x-1)(2-x)-2

or,x²+6x-2x²=2x-x²-2+x-2

or,-x²+6x=3x-4-x²

or,-x²+x²+6x-3x+4=0

or,3x+4=0

or,3x=-4

or,X=-4/3(which is req. root)

The interest rate for the savings account is 5% after 4 years, $20,000 deposited in a savings account with simple interest earned $800 in interest.

We can use the formula for simple interest to solve the problem:

Simple interest = (Principal * Rate * Time) / 100

where Principal is the initial amount deposited, Rate is the interest rate, and Time is the time period for which the interest is calculated.

We know that the Principal is $20,000 and the time period is 4 years. We are also given that the interest earned is $800. So we can plug in these values and solve for the interest rate:

$800 = (20,000 * Rate * 4) / 100

Multiplying both sides by 100 and dividing by 20,000 * 4, we get:

Rate = $800 / (20,000 * 4 / 100) = 0.05 or 5%

Therefore, the interest rate for the savings account is 5%.

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Answer:

D.

Step-by-step explanation:

-1 + 1 = 0

The t value needed to develop the 95% confidence interval for the population mean sat score is 1.998.

We are given the sample of 64 sat scores, which is n=64.

Average score is given as 1200.

Sample Standard deviation of sat scores is 200.

We have to find the t value to develop 95% confidence interval.

We will use t test, as population standard deviation is not known.

To find t value, first we will calculate the degrees of freedom,

Degrees of freedom, df=n-1

df=64-1

df=63

From the t table for  df=63 and 95% confidence Level, we have the t value as 1.998.

Therefore, the t value needed to develop the 95% confidence interval for the population mean sat score is 1.998.

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The missing answer is 8:12. Here are three equivalent ratios of 2/3: 4:6 (divide 2 by 0.5 and 3 by 0.5), 6:9 (divide 2 by 0.333 and 3 by 0.333) and 8:12 (divide 2 by 0.25 and 3 by 0.25).

To track down comparable proportions of 2/3, you want to increase or separation both the numerator and denominator by a similar element. For instance, you could duplicate both by 2 to get 4/6 or separation both by 3 to get 2/3. One more method for finding identical proportions is to improve on the part to least terms and afterward duplicate both the numerator and denominator by a similar element. For this situation, 2/3 is now in least terms, so you can simply duplicate both by 2 to get 4/6 or by 4 to get 8/12. In this manner, the three identical proportions of 2/3 are 4:6, 6:9, and 8:12.

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Answer:

The mass of 3.5 moles of Ca (Sodium)  is 140 g to two significant figures.

We have to convert the height, that is in feet and inches, to inches alone.

We know that 1 ft is 12 inches, so we can write:

Answer: the tree height is 91 inches.

Answer:

64°

Step-by-step explanation:

So supplement angles are equal to 180, so first our two angles added together will be 180:

x + x = 180

Now one of these angles is 6 greater than half:

x + (x/2 + 6) = 180

Then we will solve for x:

x + (x/2 + 6) = 180

x + x/2 + 6 = 180

x + x/2 = 174

\(\frac{3}{2}\)x = 174

x = 116

Plug it back in:

x + (x/2 + 6) = 180

         /\

     x/2 + 6

   (116)/2 + 6

        64

To check:

116 + 64 = 180 ✓

The number of ways you can select n elements from N elements by using factorial (!) when n=2 and N=10 is 45.

Factorial is a crucial mathematical operation that is used to determine the number of possible arrangements or the ordered set of numbers. Daniel Bernoulli is credited with discovering the factorial function's well-known interpolating feature. Numerous mathematical ideas, including probability, permutations and combinations, sequences and series, etc., use the factorial concept. A factorial function, in essence, multiplies a number by each number below it until it equals 1. For instance, the factorial of 3 is equal to 6 and reflects the multiplication of the integers 3, 2, and 1.

Now,

The number of ways you can select n elements from N elements when n=2 and N=10 is \(\frac{N!}{n!(N-n)!}\)

=\(\frac{10!}{2!(8)!}\)

=\(\frac{10 \times 9 \times \times 8!}{8! \times 2 !}\)

=45

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Answer: Yes

Step-by-step explanation:

one is just bigger than the other if you blow the little one up than you can see they are the same!

The simplified expression after rationalizing the denominator is \(3\sqrt{55} / 11\).

The given expression is,

\(3\sqrt{5} /\sqrt{11}\)                                                equation 1

Name the given expression as equation 1.

To simplify the given expression first we need to rationalize the denominator that is \(\sqrt{11}\) .

To rationalize the denominator we need to multiply and divide the given equation 1 by \(\sqrt{11}\) . On multiplying and dividing the given equation 1 by \(\sqrt{11}\), we will get

\(3\sqrt{5} /\sqrt{11}\) = ( \(3\sqrt{5}\) ×\(\sqrt{11}\))/(\(\sqrt{11}\) ×\(\sqrt{11}\))

On further simplifying the expression , we will get

= (\(3\sqrt{5}\) × \(\sqrt{11}\))/11 = \(3\sqrt{55} / 11\)

So, we can conclude that the simplified expression after rationalizing the denominator is \(3\sqrt{55} / 11\).

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Answer:

(x+1)²= 49, the answer is B

Step-by-step explanation:

x² + 2x = 48

x² + 2x + (2/2)² -  (2/2)²= 48 --[what we are trying to do is to complete a square by adding (2/2)² -  (2/2)²]

(x+1)²= 49, the answer is B

Answer:

hey I'm pretty sure it's B. (x+2)²=49

Step-by-step explanation:

x²+2x+(2\2)²=48 + (2\2)²

(x+1)²=49

2 over 2 by the power of 2 = 1