Rewrite, using the distributive
property.
-4(2x - 7) = ?x + ?

Answer:

25%

Step-by-step explanation:

16*.25= 12

so 25%

Positive distances are those measured in the direction of the incident ray, and negative distances are those recorded in the opposite direction.

An object's distance is determined by its total velocity, regardless of direction.

Regardless of where it started or ended, distance is the amount of space that an object has covered.

We can determine an object's true size by knowing how far it is from us.

Always situate the subject to the left of the lens.

In the mirror, there is a pole from which the distances are calculated.

Distances that are measured in the direction of the incident ray are positive, whereas distances that are measured in the opposite direction are negative.

Therefore, positive distances are those measured in the direction of the incident ray, and negative distances are those recorded in the opposite direction.

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Multiply total members by 75

115 x 75 = 8625

Answer: A. $8,625

62/87,21

y = x + 5

3x + y = 25

Substitute x + 5 for y in the second equation.

Substitute the solution for x into either equation to find y.

The solution is (5, 10).

The base-4 representation of the binary number (11010010)_2 is 0322. When converting a binary number to base-4, we can group the binary digits into sets of two starting from the right and assign each group a base-4 digit.

Similarly, the base-4 representation of the hexadecimal number D is 23. In hexadecimal, D represents the decimal value 13, which is equivalent to the binary number 1101. By grouping the binary digits into sets of two from the right, we have 11 corresponding to 3 in base-4 and 01 corresponding to 2 in base-4. Therefore, the base-4 representation of (D)_16 is 23.

The base-4 representation of the hexadecimal number DDDDDDDD is 33333333. In hexadecimal, each digit represents a group of four binary digits. The hexadecimal digit D corresponds to the binary value 1101, so repeating D eight times gives us 11011101110111011101110111011101 in binary. By grouping the binary digits into sets of four, we can see that each set corresponds to the base-4 digit 3. Hence, the base-4 representation of (DDDDDDDD)_16 is 33333333.

The conversion is relatively easy in these cases because base-4 is a power of 2 (4 = 2^2). This allows us to directly map groups of binary digits to base-4 digits without converting the binary number into a decimal representation. By grouping the binary digits into sets of two or four, depending on whether we are converting from binary or hexadecimal, we can easily assign the corresponding base-4 digits.

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Answer:

it would be d

Step-by-step explanation:

I hope that helps

The roots of the quadratic equation x² + (1-k)x + k-3=0 are real for all real values of k.

The discriminant (D) of the quadratic equation ax² + bx + c = 0 is given by:

D = b² - 4ac

For the given quadratic equation x² + (1-k)x + k-3 = 0, a=1, b=1-k, and c=k-3. Substituting these values into the discriminant formula, we get:

D = (1-k)² - 4(1)(k-3)

D = 1 - 2k + k² - 4k + 12

D = k² - 6k + 13

For the roots of the quadratic equation to be real, the discriminant must be greater than or equal to zero, i.e. D ≥ 0. Therefore, we need to prove that:

k² - 6k + 13 ≥ 0

To find the range of k for which this inequality holds true, we can factor the left-hand side of the inequality as:

k² - 6k + 13 = (k - 3)² + 4

Since the square of any real number is always non-negative, we can see that the left-hand side of the inequality is always greater than or equal to 4, i.e.

(k - 3)² + 4 ≥ 4

Therefore, we have:

k² - 6k + 13 ≥ 0

This inequality holds true for all real values of k. Therefore, the roots of the quadratic equation x² + (1-k)x + k-3=0 are real for all real values of k.

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Full question attached

Answer:

1. Subjects were not aware of the purpose of the experiment.

2. Subjects were not aware of all potential risks.

Subjects were not aware of the purpose of the experiment.

3. Subjects were coerced into participating

Explanation:

Ethics are the moral principles and codes that guide our daily decisions and actions. Ethical issues in conducting experiments or research aim at protecting the dignity of subjects or participants in the research. Major ethical issues in conducting research include: Respect for anonymity and confidentiality, beneficence(should not harm participants), and informed consent(independently volunteers after clear comprehensive information on research).

1. Experiment violates informed consent as participants were not aware of the purpose of research.

2. Experiment violates informed consent and beneficence as participants weren't fully informed and faced the risk of being harmed.

3. Experiment violates beneficence and informed consent as participants faced the risk of being harmed and did not independently volunteer for the research.

The total number of third-class people was 709, and 402 of them survived.

In order to create a table and an appropriate graph for each question,

we need data first.

Assuming the data is about the Titanic, let's proceed with the questions.

Percentage of people survived :

To answer this question, we need to have the total number of people who were aboard the Titanic, and how many of them survived.

Let's say the total number of people was 2224, and 722 of them survived.

Using this data, we can create a table as follows:

|                       |   Survived  |   Not Survived  |   Total  ||-------------------|-------------------|----------------------|-----------||   Number of People |   722            |   1502                |   2224  ||   Percentage        |   32.46%       |   67.54%              |            ||-------------------|-------------------|----------------------|-----------|

To create an appropriate graph, we can use a pie chart as follows:

Did women have a better survival rate than men:

To answer this question, we need to have the total number of men and women who were aboard the Titanic, and how many of them survived.

Let's say the total number of women was 887, and 342 of them survived.

Also, the total number of men was 1337, and 380 of them survived.

Using this data, we can create a table as follows:

|                      |   Survived  |   Not Survived  |   Total  ||------------------|-------------------|---------------------|-----------||   Women           |   342             |   545                 |   887   ||   Men               |   380              |   957                 |   1337  ||------------------|-------------------|---------------------|-----------|

To create an appropriate graph, we can use a stacked bar plot as follows:

How does class affect the survival rate.

To answer this question, we need to have the total number of people who were aboard the Titanic, how many of them survived, and their class (first, second, or third).

Let's say the total number of first-class people was 324, and 202 of them survived.

Also, the total number of second-class people was 277, and 118 of them survived.

Finally, the total number of third-class people was 709, and 402 of them survived.

Using this data, we can create a table as follows:|                       |   Survived  |   Not Survived  |   Total  ||-------------------|-------------------|---------------------|-----------||   First-Class         |   202             |   122                  |   324   ||   Second-Class  |   118             |   159                  |   277   ||   Third-Class         |   402             |   307                  |   709   ||-------------------|-------------------|---------------------|-----------|

To create an appropriate graph, we can use a stacked bar plot, facet wrapped by class, as follows:

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Answer:

\(5(x - 2) = x + 1 \\ 5x - 10 = x + 1 \\ 5x - x = 1 0+ 1 \\ 4x = 11 \\ x = \frac{11}{4} \)

A

the length of each pipe

Answer:

24 cans=72 people

1 people = 24÷72 cans

39 people = 24÷72×39 cans

=13 cans

Answer:

To determine how many miles Naomi's car can go on one gallon of gas, we first need to determine how many gallons of gas the car used to travel 15\tfrac{1}{2}15 2 1 ​ miles. We are told that the car used \frac{2}{5} 5 2 ​ of a gallon to travel this distance, so we can multiply this value by 15\tfrac{1}{2}15 2 1 ​ to get the total number of gallons used:

\frac{2}{5} \cdot 15\tfrac{1}{2} = 9

Therefore, the car used 9 gallons of gas to travel 15\tfrac{1}{2}15 2 1 ​ miles. To determine how many miles the car can go on one gallon of gas, we need to divide the total number of miles traveled by the number of gallons used:

15\tfrac{1}{2} \div 9 = \frac{31}{18}

This means that the car can go 31/18 miles on one gallon of gas. Since this fraction is not in simplest form, we can further simplify it by dividing the numerator and denominator by the greatest common factor, which is 3:

\frac{31}{18} \div \frac{3}{3} = \frac{31}{18} \cdot \frac{3}{3} = \frac{31 \cdot 3}{18 \cdot 3} = \frac{93}{54}

Therefore, the car can go 93/54 miles on one gallon of gas. This fraction can be further simplified by dividing the numerator and denominator by the greatest common factor, which is 1:

\frac{93}{54} \div \frac{1}{1} = \frac{93}{54} \cdot \frac{1}{1} = \frac{93 \cdot 1}{54 \cdot 1} = \frac{93}{54}

Therefore, the final answer is that the car can go 93/54 miles on one gallon of gas.

Answer:

non renewable you can't renew what you already bought and renewable you can renew what you bought

Answer:

yes

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

Given \(a\), half the length of the major axis, and \(b\), half the length of the minor axis for an ellipse, its eccentricity is \(\displaystyle e=\sqrt{1-\frac{b^2}{a^2}}\), which tells us how close the ellipse is to the shape of a circle or how flat and round it is. An infinitely long ellipse would have an infinitely long major axis, so the greater the \(a\) value, the eccentricity gets infinitely closer to 1.

The inequality used to calculate the number of days t as per given condition is given by option D . 15 × \(3^{t}.\) > 3,000.

Number of people like the video on the day it is posted = 15

Number of people like the video reached more than 3000

Let us analyze the problem step by step,

Initially, on the day the video is posted, 15 people like the video.

After the first day, the number of people who like the video triples.

So on the second day, there will be 15 × 3 = 45 people who like the video.

Similarly, on the third day, the number of people who like the video will triple again, resulting in 45 × 3 = 135 people.

We can observe that the number of people who like the video triples each day.

This implies, if we denote the number of days as 't' the total number of people .

who like the video after 't' days can be expressed as 15 × \(3^{t}.\)

Now, need to find the inequality that represents the condition

The number of people who have liked the video reaches more than 3,000.

The inequality can be written as,

15 × \(3^{t}.\)> 3,000

Simplifying this inequality gives,

\(3^{t}.\)> 200

Therefore, the inequality represents the given situation is equal to option D . 15 × \(3^{t}.\) > 3,000.

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Answer:

Step-by-step explanation:

Arbitrarily choose a couple of x value using the given function, and write your results in  a x-y table as (x, y).  Plot these points.  Connect them with a smooth curve.  if you have any doubts about the shape of the grqph, pick more x values in the neighborhood and plot them also.

Answer:

Sas

Step-by-step explanation:

Because it’s side angle side

\(▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪\)

The given triangles are congruent by :

because two of their sides are equal and the angle between the is equal too (by vertical opposite angle pair).

Answer:

the answer is 11 because there are so many no. repeating so in this case we count total no of terms and say it n if terms are odd then mode

Step-by-step explanation:

mode = n+1÷2

The equation of the line passing through point (2, 4) and perpendicular to the line 3x + 4y - 4 = 0 is 4x - 3y = 4. The equation of the line is  4x - 3y = 4.

First, let's determine the slope of the given line. The equation 3x + 4y - 4 = 0 can be rewritten as 4y = -3x + 4, which implies y = (-3/4)x + 1. Comparing this equation with the standard slope-intercept form y = mx + b, we can see that the slope of the given line is -3/4.

Since the line we are looking for is perpendicular to the given line, the slope of the new line will be the negative reciprocal of -3/4, which is 4/3.

Now, we have the slope of the new line and a point it passes through (2, 4). We can use the point-slope form of a line to find the equation. The point-slope form is given by y - y1 = m(x - x1), where (x1, y1) is the given point and m is the slope.

Substituting the values, we have y - 4 = (4/3)(x - 2). Simplifying this equation gives y - 4 = (4/3)x - 8/3. To obtain the standard form of the equation, we multiply through by 3 to eliminate the fraction: 3y - 12 = 4x - 8.

Rearranging the terms, we get the final equation in the standard form: 4x - 3y = 4.

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Answer:

the height of the tree is 24.

Answer:

D. 36

Step-by-step explanation:

Ratios are a way to represent of how much there is one thing to another. It's a more simplistic representation.

For example, if there were 625 adults and 375 children, we don't say there are 625 adults to 375 children, we say there are 5 adults to 3 children.

All I did was divide both the number of children and adults by 125 and we have a ratio of 5:3 for adults to children respectively.

In this problem, we have a ratio of 3:2 for girls to boys. This 3:2 ratio is a simplistic representation of the number of girls to boys. We know that there are 24 boys.

Dividing 24/2 = 12

12 is the proportion which we multiply by the ratio to get the true numbers for boys and girls.

2 * 12 = 24 boys

3 * 12 = 36 girls

So there are 36 girls in the marching band.

Compute `rem(112445114155123×331611352, 18)`, explaining all of the steps in your solution.Remainder when `112445114155123×331611352` is divided by `18` is to be calculated. Given that `a = 112445114155123` and `b = 331611352`We have to compute `rem(a*b, 18)`.Split `a` and `b` into their prime factorizations. `a = 7^2*13*83*239*33161` and `b = 2^3*3^3*5*13*19*23`.Now, `a*b = 2^3*3^3*5*7^2*13^2*19*23*83*239*33161`.

The powers of `2, 3, 5, 7, 13` and `19` are all greater than or equal to 1. So, the powers of `2, 3, 5, 7, 13` and `19` will contribute to the remainder.Let us now calculate the remainder:2^3 = 8 mod 18.3^3 = 27 mod 18.5 = 5 mod 18.7^2 = 49 mod 18 = 1 mod 18.13^2 = 169 mod 18 = 13 mod 18.19 = 1 mod 18.23 = 5 mod 18.83 = 11 mod 18.239 = 5 mod 18.33161 = 5 mod 18.So, `a*b = 8*27*5*1*13*1*5*11*5 = 12372000 = 4 mod 18`.

Hence, `rem(112445114155123×331611352, 18) = 4`.Therefore, the remainder when `112445114155123×331611352` is divided by `18` is `4`.(b) What is the value of ϕ ( 18 ) , where ϕ is Euler's ϕ function?`ϕ(n)` is the number of positive integers less than or equal to `n` that are relatively prime to `n`.To find `ϕ(18)`, first factorize 18 into its prime factors as `2*3^2`.Now, `ϕ(18) = 18 × (1 - 1/2) × (1 - 1/3) = 6`.Therefore, the value of `ϕ(18)` is `6`.(c) Knowing that 33161 and 18 are relatively prime, what is the value of `rem(33161ϕ(18) + ϕ(18), 18)`?`ϕ(18) = 6`.So, `33161ϕ(18) + ϕ(18) = 33161*6 + 6 = 198672`.Hence, `rem(33161ϕ(18) + ϕ(18), 18) = rem(198672, 18) = 0`.Therefore, the value of `rem(33161ϕ(18) + ϕ(18), 18)` is `0`.

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Answer: The critical value is a value used in hypothesis testing to determine the rejection or acceptance of a null hypothesis. The critical value is determined based on the significance level of the test and the degrees of freedom. The critical value is usually determined from a table or calculated using statistical software.

Here are the general steps to calculate the critical value:

Determine the significance level, denoted by α. This is the probability of making a Type I error, which is the probability of rejecting a true null hypothesis.

Determine the degrees of freedom, which depend on the specific test and sample size.

Look up the critical value in a table of critical values for the appropriate significance level and degrees of freedom. These tables are available in most statistics textbooks or can be found online.

If a table is not available, the critical value can be calculated using statistical software or a calculator that provides a cumulative distribution function for the appropriate distribution. For example, the critical value for a two-tailed t-test can be calculated in R using the qt function. The syntax is qt(1-α/2, df), where α is the significance level and df is the degrees of freedom.

Note that the critical value will depend on the specific hypothesis test being performed and the null and alternative hypotheses. It is important to choose the correct test and use the appropriate critical value to ensure accurate results.

Step-by-step explanation:

PQ=√(x2-x1)²+(y2-y1)²

x1 = -4,x2 =8,y1= -10 ,y2=6

=√(8+4)²+(6+10)²

=√(12)²+(16)²

=√144+256

=√400

=20

The probability of getting exactly 417 girls in 811 births is approximately 0.0668.

The probability of getting 417 or more girls in 811 births is approximately 0.1349.

a. The probability of getting exactly 417 girls in 811 births is not 1. The correct probability can be calculated using the binomial probability formula:

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

where n is the total number of births, k is the number of girls, p is the probability of a girl birth (assumed to be 0.5 for simplicity), and "n choose k" denotes the binomial coefficient, which is calculated as:

(n choose k) = n! / (k! * (n-k)!)

Plugging in the values, we have:

P(X = 417) = (811 choose 417) * 0.5^417 * 0.5^(811-417)

Using a calculator or software, we can simplify and evaluate this expression to find:

P(X = 417) ≈ 0.0668

So the probability of getting exactly 417 girls in 811 births is approximately 0.0668.

b. To find the probability of getting 417 or more girls in 811 births, we need to calculate the cumulative probability from 417 to 811:

P(X ≥ 417) = P(X = 417) + P(X = 418) + ... + P(X = 811)

We can use software or a calculator to calculate this sum, or we can use the complement rule:

P(X ≥ 417) = 1 - P(X < 417)

To calculate P(X < 417), we can use the cumulative distribution function (CDF) of the binomial distribution:

P(X < 417) = sum(i=0 to 416) (811 choose i) * 0.5^i * 0.5^(811-i)

Again, using software or a calculator, we can evaluate this expression to find:

P(X < 417) ≈ 0.8651

So the probability of getting 417 or more girls in 811 births is:

P(X ≥ 417) = 1 - P(X < 417) ≈ 1 - 0.8651 ≈ 0.1349

Rounding to four decimal places, the probability of getting 417 or more girls in 811 births is approximately 0.1349.

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Answer:

The last option:  \(3 x^{^{\frac{9}{2}}}y^{^{\frac{3}{2}}}\)

Step-by-step explanation:

Main concepts:

Concept 1. Parts of a Radical

Concept 2. Radicals as exponents

Concept 3. Exponent properties

Concept 4. How to simplify a radical

Concept 1. Parts of a Radical

Radicals have a few parts:

If the index isn't shown, it is the default index of "2".  This default index for a radical represents a square root, which is why people sometimes erroneously call the radical symbol a square root even when the index is not 2.

In this situation, the radical's index is 4, and the radicand is 81 x^18 y^6.

Concept 2. Radicals as exponents

For any radical, the entire radical expression can be rewritten equivalently as the radicand raised to the power of the reciprocal of the index of the radical.  In equation form:

\(\sqrt[n]{x} =x^{^{\frac{1}{n}}}\)

So, the original expression can be rewritten as follows:

\(\sqrt[4]{81x^{18}y^{6}}\)

\((81x^{18}y^{6})^{^{\frac{1}{4}}}\)

Concept 3. Exponent properties

There are a number of properties of exponents:

Continuing with our expression, \((81x^{18}y^{6})^{^{\frac{1}{4}}}\), we can apply the "distributive" property since all of the parts are multiplied to each other...

\((81)^{^{\frac{1}{4}}}(x^{18})^{^{\frac{1}{4}}}(y^{6})^{^{\frac{1}{4}}}\)

Applying the "Bases raised to powers, raised again to another power, multiplies powers" rule for the parts with x and y...

\((81)^{^{\frac{1}{4}}}(x^{^{\frac{18}{4}}})(y^{^{\frac{6}{4}}})\)

Reducing those fractions, (both the numerators and denominators have a factor of 2)...

\((81)^{^{\frac{1}{4}}}(x^{^{\frac{9}{2}}})(y^{^{\frac{3}{2}}})\)

Rewriting the exponent of the "81" back as a radical...

\(\sqrt[4]{81} x^{^{\frac{9}{2}}}y^{^{\frac{3}{2}}}\)

Concept 4. How to simplify a radical

For any radical with index "n", the result is the number (or expression) that when multiplied together "n" times gives the radicand.

In our case, the index is 4.  So, we're looking for a number that when multiplied together four times, gives a result of 81.

One method of simplifying radicals is to completely factor the radicand into prime factors, and forms groups (each containing an "n" number of matching items).

Note that 81 factors into 9*9, which further factors into 3*3*3*3

This is a group of 4 matching items, and since the index of the radical is 4, we have found a group that can be factored out of the radical completely:

\(\sqrt[4]{81} =\sqrt[4]{(3*3*3*3)}=3\)

So, our original expression, simplifies finally to \(3 x^{^{\frac{9}{2}}}y^{^{\frac{3}{2}}}\)

This is the last option for the multiple choice.

Answer:

Miguel has 28 pencils.

Step-by-step explanation:

Miguel = pencils

Imani = 2+3 pencils

Altogether = 87 pencils

2+3+ = 87

=3+3 = 87

=3 = 84

= = 84 ÷ 3

= = 28

The value of x from the given expression is 5 and the property used are addition and division property

Given the equation below

2x - 30 = -20

Add 30 to both sides (Addition property)

2x - 30 + 30 = -20 + 30

2x = -20 + 30

2x = 10

Divide both sides by 2

2x/2 = 10/2

x = 5

Hence the value of x from the given expression is 5 and the property used are addition and division property

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