please help me with this.

The property described by that mathematical statement is:

The associativity of addition.

The operations on the left side of the equals sign are done in the order they appear, from left to right.

The operations on the right side are done using the associative property, first doing the operations inside the parentheses, then adding the remaining terms.

And the statement shows that for addition, the order of operations does not matter as long as you associate in the proper way using parentheses.

Answer: -2/15 according to the calculator.

Answer:

-1.9681

the 81 is repeating

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

let x be number of adults and y the number of underage , then

x + y = 350 → (1)

6x + 4y = 1600 → (2)

multiplying (1) by - 4 and adding to (2) will eliminate y

- 4x - 4y = - 1400 → (3)

add (2) and (3) term by term to eliminate y

(6x - 4x) + (4y - 4y) = 1600 - 1400

2x + 0 = 200

2x = 200 ( divide both sides by 2 )

x = 100

the number of adults who attended is 100

Answer:

d. x9 + x3 – 10 = 0

Answer:

F

Step-by-step explanation:

You need to know the number of people to calculate the amount of dishes

He should purchase the pair that weighs more and contains potato A. Thus, A and C will make the ideal combination.

The percentage is said to be in its simplistic form when divided into its smallest equivalent part. What to do to find the most basic form. Look for common factors in the numerator and denominator. Verify an uneven integer to verify if it fits as a prime number. A claim having two equal sides and an equal sign in the middle is called an equation in statistics. The general form of any equation provides the degrees of all the elements in descending order. The conventional form of a linear function is an x + b = 0. The general form of a linear equation with two variables is an x + b y + c = 0. (or something similar). Equations can be characterized as identities or conditional equations. An identity holds true no matter what value is given to the variables.

given

A, B, and C are the three potatoes shown here. Let's utilize these variables to specify how much each potato weighs.

So, based on the information provided, we can infer that:

A + C = 500g

B + C = 400g

A + B = 300g

Then, we have a system of equations that we must first isolate one variable from in order to solve. On the first one, I'll focus on A alone:

Change this in the other equation to:

500g - (400g - B) + B = 300g

500g - 400g + 2*B = 300g

100g + 2*B

B = (300g - 100g)/2 = 100g

So, potato B is 100g in weight.

That will help us determine how much the other two weigh:

300g is equal to C = 400g - B = 400g - 100g.

A = 500g - 300g = 200g

He should purchase the pair that weighs more and contains potato A. Thus, A and C will make the ideal combination.

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Step-by-step explanation:

(4x-3) -x+10

4x-x +10 -3

3x +7

(4x-3) - (x-10) can be simplified into... 3x + 7

Answer:

600J

Step-by-step explanation:

work done = force x distance

                  = 60 x 10

                  = 600J

The workdone by arsene wenger in joules is 600J

Work doneis defined as product of the force and the distance over which the force is applied. It is a scalar quantity and it is measured in Joules.(J)

Workdone is expressed as;

Workdone = f × d

where do is the force and d is the distance.

The force he uses on the box is 60N and the distance he pushes the box is 10m. All quantities in their SI unit.

Therefore, the workdone by arsene wernger is

W = 60 × 10

W = 600J

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Answer:

D

Plzzzzz give me Brainliest!!!!!  

Answer:

l = 40 m

Step-by-step explanation:

The formula for area of a rectangle is

A = lw, where

Step 1:  Since we're given the area and width, we plug in these two values for A and w and to solve for l (length):

360 = 9l

Step 2:  Divide both sides by 9 to solve for l

(360 = 9l) / 9

40 m = l

Optional Step 3:  We can check our answers by checking that the product of 40 and 9 is 360

40 * 9 = 360

360 = 360

Answer:

-(x + 3)^2 = -15

Step-by-step explanation:

:) got it right

Thus we only take the positive root:x = 27/8 = 3.375Answer: 3.375 feet.

The problem states that a rectangular garden that measures 50 feet wide and 45 feet long is enclosed by a uniform width of x feet paved path. To solve the problem,

we can use the formula of the combined area of the garden and the paved path and equate it to 2646 square feet. The combined area is computed by adding the area of the garden and the area of the paved path.

Garden area:Length of garden = 45 ftWidth of garden = 50 ftArea of garden = Length x Width= 45 x 50= 2250 square feet

Paved path:

If the garden has a uniform width of x feet paved path, then the width of the paved path would be x + 2x + x= 4x. The width is multiplied by 2 because there are two widths surrounding the garden.

Length of paved path = length of garden + 2 (width of paved path)= 45 + 2 (4x)= 8x + 45Width of paved path = width of garden + 2 (width of paved path)= 50 + 2 (4x)= 8x + 50

The area of the paved path is computed by subtracting the area of the garden from the combined area.Area of paved path = Combined area - Garden area2646 square feet

= (8x + 45) (8x + 50) - 2250= 64x² + 760x + 675

We then solve for the value of x by factoring the quadratic equation.2646 square feet = 64x² + 760x + 6752646 - 2646

= 64x² + 760x + 675 - 264664x² + 760x - 1971

= 0(8x - 27) (8x + 73) = 0

The value of x cannot be negative,

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Answer- 9 shelves

In order to find out how many shelves are need we must divided 175 into 20. 175 divided by 20 is 8.75. But, because you cannot have have .75 of a shelf, you have to round this to a whole. This means that 9 shelves will be the least needed number of shelves need to store 175 books. To check this answer 20 books X 8 shelves is 160 books, which means eight shelves can only store 160 books, we will need and additional shelf to store the last 15 books.

HOPE THIS HELPS & GOOD LUCK!

Maria has the highest standardized score of 2.13, making her the one who made the best score.

Janna's standardized score is 0.80, and Maria's is 2.13.

Janna scored 77 on her history test, while the class average was 72.7 with a standard deviation of 6.1. To find the standardized score, the formula is (score - average) / standard deviation. Therefore, the standardized score for Janna is \((77-72.7)/6.1\)= 0.80.

Maria scored 89 on her biology test, while the class average was 82.6 with a standard deviation of 5.6. To find the standardized score, the formula is (score - average) / standard deviation. Therefore, the standardized score for Maria is \((89-82.6)/5.6\)= 2.13.

Maria has the highest standardized score of 2.13, making her the one who made the best score.

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The number that could be expected to have cable television will be 138 people.

From the information, survey showed the 8 about of 20 home owners in a neighborhood had cable television

Therefore, when there were 320 homeowners in the neighborhood, the number that could be expected to have cable television will be:

= 8/20 ×320

= 8 × 16

= 128

The number of people will be 128.

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Answer:

10125

from 10:30 to 11:15 is 45 mins so 225*45=10125

If Liz is very talkative. She can speak 225 words in 5 minutes. At this rate, if she talks from 10:30 am to 11:15 am then she can talk 2025 words.

Two or more expressions with an equal sign is called as equation

Given that,

Liz is very talkative. She can speak 225 words in 5 minutes. At this rate, if she talks from 10:30 am to 11:15 am, we need to find number of words she can talk 10:30 am to 11:15 am.

We know that in 1 hour we have 60 minutes.

From 10:30 am to 11:15 am we have 45 minutes.

Now we can formulate an equation

225/5=x/45

Apply cross multiplication

225×45=5x

10125=5x

Divide both sides by 5.

x=2025.

Hence 2025 words she can talk from 10:30am to 11:15am.

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Answer:

y=x+2

Step-by-step explanation:

y=mx+b

m is slope

b is y intercept

it crosses the y intercept at (0,2) therefore b is 2

rise over run is 1 so slope is 1

fill in

y=1x+2

or y=x+2

you can fill in any (x,y) point into this

\(~~~~~~ \textit{Simple Interest Earned Amount} \\\\ A=P(1+rt)\qquad \begin{cases} A=\textit{accumulated amount}\dotfill & \$ 30000\\ P=\textit{original amount deposited}\dotfill & \$20000\\ r=rate\to 9\%\to \frac{9}{100}\dotfill &0.09\\ t=years \end{cases} \\\\\\ 30000 = 20000[1+(0.09)(t)] \implies \cfrac{30000}{20000}=1+0.09t\implies \cfrac{3}{2}=1+0.09t \\\\\\ \cfrac{3}{2}-1=0.09t\implies \cfrac{1}{2}=0.09t\implies \cfrac{1}{2(0.09)}=t\implies 5.6\approx t\)

The equation that would help the mathematician model the surface area of a square piece of paper as it was repeatedly cut is \(y = 36 \times \frac{1}{2}^x\)

Option D is the correct answer.

We have,

In this equation, the variable x represents the number of times the square is cut in half, and y represents the surface area of the square.

As x increases, the exponent of 1/2 decreases, causing the value of y to decrease.

This exponential decay accurately represents the idea that the surface area becomes less and less but never reaches zero units²

Thus,

The equation that would help the mathematician model the surface area of a square piece of paper as it was repeatedly cut is \(y = 36 \times \frac{1}{2}^x\).

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The correct equation that would help model the surface area of a square piece of paper as it is repeatedly cut in half is:  \(\(y=36(\frac{1}{2})^x\)\)

As the square is cut in half, the side length of the square is divided by 2, resulting in the area being divided by \(\(2^2 = 4\)\).

Therefore, the equation \(y=36(\frac{1}{2})^x\)\)accurately represents the decreasing surface area of the square as it is repeatedly cut in half.

and, \(\(y=x^2+4x-16\)\)is a quadratic equation that does not represent the decreasing nature of the surface area.

and, \(\(y=-25x^2\)\) is a quadratic equation with a negative coefficient.

and, \(\(y=9(2)^x\)\)represents exponential growth rather than the decreasing nature of the surface area when the square is cut in half.

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Answer:

2.1

Step-by-step explanation:

By the Law of Cosines,

a² = 5² + 6² - 2(5)(6)cos(20°)

a = sqrt(5² + 6² - 2(5)(6)cos(20°)), which is about 2.1

The given statement, f1 + f3 + ... + f2n-1 = f2n, asserts that the sum of every other Fibonacci number up to the (2n-1)th term is equal to the (2n)th Fibonacci number. This can be proven by induction.

5We will assume that the statement holds true for some arbitrary positive integer k and show that it holds for k+1 as well. By using the recursive definition of Fibonacci numbers and substituting the induction hypothesis, we can establish the equality for k+1. Since we have shown that the statement holds true for k=1, the induction step demonstrates that the statement is valid for all positive integers n.

To prove the statement f1 + f3 + ... + f2n-1 = f2n, we will use mathematical induction. We begin by establishing the base case, which is n=1. Plugging in n=1, we get f1 = f2, which is true according to the definition of Fibonacci numbers.

Next, we assume that the statement holds true for some arbitrary positive integer k, which means that f1 + f3 + ... + f2k-1 = f2k.

Now we need to show that the statement holds for k+1 as well. We start by adding f2k+1 to both sides of the equation:

f1 + f3 + ... + f2k-1 + f2k+1 = f2k + f2k+1

By the recursive definition of Fibonacci numbers, we can rewrite the right side of the equation as f2k-1 + f2k = f2k+1:

f1 + f3 + ... + f2k-1 + f2k+1 = f2k+1

Therefore, we have shown that if the statement holds true for k, it also holds true for k+1. Since we have established the base case (n=1) and shown the induction step, we can conclude that the statement f1 + f3 + ... + f2n-1 = f2n holds for all strictly positive integers n.

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The heat required to convert 43.92 g of solid ethanol at -126.6 °C to vapor at 78 °C is approximately 56.1849 kilojoules.

To calculate the heat required to convert 43.92 g of solid ethanol at -126.6 °C to vapor at 78 °C, we need to consider the different stages of the process and the amount of energy required for each stage.

First, we need to heat the solid ethanol from -126.6 °C to its melting point of -114 °C, which requires a certain amount of heat energy. Then, we need to melt the ethanol at its melting point, which requires the enthalpy of fusion.

After that, we need to heat the liquid ethanol from its melting point to its boiling point of 78 °C, which requires another amount of heat energy. Finally, we need to vaporize the ethanol at its boiling point, which requires the enthalpy of vaporization.

To calculate the total heat required, we can use the following formula:

Q = m × [C₁ × (T₁ - T₂) + ΔH₁ + C₂ × (T₃ - T₁) + ΔH₂ + C₃ × (T₀ - T₃)]

Where:

Q is the heat required (in joules)

m is the mass of ethanol (in grams)

C₁ is the specific heat of solid ethanol (in joules per gram per degree Celsius)

C₂ is the specific heat of liquid ethanol (in joules per gram per degree Celsius)

C₃ is the specific heat of gaseous ethanol (in joules per gram per degree Celsius)

T₂ is the initial temperature of the ethanol (in degrees Celsius)

T₁ is the melting point of the ethanol (in degrees Celsius)

T₃ is the boiling point of the ethanol (in degrees Celsius)

ΔH₁ is the enthalpy of fusion of ethanol (in kilojoules per mole)

ΔH₂ is the enthalpy of vaporization of ethanol (in kilojoules per mole)

T₀ is the final temperature of the ethanol (in degrees Celsius)

Plugging in the values, we get:

Q = 43.92 × [0.97 × (-114 - (-126.6)) + 5.02 + 2.3 × (78 - (-114)) + 38.56 + 1.4 × (78 - 78)]

Q = 43.92 × (0.97 × 12.6 + 5.02 + 2.3 × 192 + 38.56)

Q = 43.92 × 1281.695

Q ≈ 56184.9 joules or 56.1849 kilojoules

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To solve the compound inequality we need to solve each inequality, then we have:

Now we need to remember that the word OR means the union of the solution sets for each inequality then the solution is:

The iterated integral evaluates to approximately 37.45.

To evaluate the iterated integral ∫(from 0 to 3) ∫(from 0 to 9) y*cos(x) dy dx:

1. Start with the inner integral, which is with respect to y: ∫(from 0 to 9) y*cos(x) dy. Integrate y, giving (1/2)y^2*cos(x). Evaluate this from y=0 to y=9, resulting in (1/2)*81*cos(x).

2. Now, move to the outer integral, which is with respect to x: ∫(from 0 to 3) (1/2)*81*cos(x) dx. Integrate cos(x), giving 40.5*sin(x). Evaluate this from x=0 to x=3, resulting in 40.5*(sin(3) - sin(0)).

3. Finally, calculate the value: 40.5*(sin(3) - 0) ≈ 37.45.

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Answer:

2 products per second.

Step-by-step explanation:

a) Yes, It does. The scatterplot support the newspaper report about number of semesters and starting salary.

b) The value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables.

a) The scatterplot appears to show a positive association between the number of semesters needed to complete an academic program and the starting salary in the first year of a job. As the number of semesters increases, the starting salary generally increases as well. Therefore, the scatterplot supports the newspaper report.

b) The coefficient of determination, or R-squared value, represents the proportion of the variation in the dependent variable (starting salary) that is explained by the independent variable (number of semesters). A value of 0.335 means that 33.5% of the variation in starting salary is explained by the number of semesters. This value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables. A value of 1 indicates a perfect positive correlation, a value of -1 indicates a perfect negative correlation, and a value of 0 indicates no correlation. The correlation coefficient for this data is not provided in the problem, so it is not possible to determine it. Without the correlation coefficient, it is not possible to interpret the strength and direction of the association between number of semesters and starting salary.

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(a) Option A, if its value is a large positive number, statistic A x2 provides strong evidence for the alternative hypothesis.

(b) Option B, the null hypothesis that gender is not related to personal goals and the alternative hypothesis that gender is related to personal goals.

(c) Option B, the variables considered in the chi-square test for the evaluation of contingency table B are categorical variables.

(a) If the x2 statistic is a large positive number, it provides strong evidence for the alternative hypothesis. The x2 statistic is used in hypothesis testing to determine if there is a significant difference between observed and expected frequencies. Large positive values ​​indicate that the observed frequency is significantly different from the expected frequency, supporting the alternative hypothesis.

(b) The hypotheses tested in the chi-square test for the contingency table are the null hypothesis that gender is not related to personal goals and the alternative hypothesis that gender is related to personal goals. personal goals. This test determines whether there is a significant relationship between two categorical variables.

(c) The variables considered in the chi-square test used to evaluate the contingency table are categorical variables. These variables cannot be assumed to be mean or normally distributed. The chi-square test is used to analyze the relationship between two or more categorical variables, where each variable has a discrete set of categories.

Complete Question:

For each problem, select the best response (a) A x2 statistic provides strong evidence in favor of the alternative hypothesis if its value is A. a large positive number. OB. exactly 1.96 c. a large negative number. D. close to o E. close to 1. (b) A study was performed to examine the personal goals of children in elementary school. A random sample of students was selected and the sample was given a questionnaire regarding achieving personal goals. They were asked what they would most like to do at school: make good grades, be good at sports, or be popular. Each student's sex (boy or girl) was also recorded. If a contingency table for the data is evaluated with a chi-squared test, what are the hypotheses being tested? A. The null hypothesis that boys are more likely than girls to desire good grades vs. the alternative that girls are more likely than boys to desire good grades. OB. The null hypothesis that sex and personal goals are not related vs. the alternative hypothesis that sex and personal goals are related. C. The null hypothesis that there is no relationship between personal goals and sex vs. the alternative hypothesis that there is a positive, linear relationship. OD. The null hypothesis that the mean personal goal is the same for boys and girls vs. the alternative hypothesis is that the means differ. O E. None of the above. (C) The variables considered in a chi-squared test used to evaluate a contingency table A. are normally distributed. B. are categorical. C. can be averaged. OD. have small standard deviations. E. have rounding errors.

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