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Simplifying

-3x + 25 = 52

Reorder the terms:

25 + -3x = 52

Solving

25 + -3x = 52

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-25' to each side of the equation.

25 + -25 + -3x = 52 + -25

Combine like terms: 25 + -25 = 0

0 + -3x = 52 + -25

-3x = 52 + -25

Combine like terms: 52 + -25 = 27

-3x = 27

Divide each side by '-3'.

x = -9

Simplifying

x = -9

The graph with the same end behavior is the one in option C.

The given function has a numerator with a negative leading coefficient and an odd degree, while the denominator is a quadratic polynomial.

It will mean that as x tends to negative infinity, the function tends to infinity, and as x tends to positive infinity, the function tends to negative infinty, that is the end behavior of the given function.

The graph with that end behavior is the same one than in option C.

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Answer:01-80 + 15= |-65= -65 units

Step-by-step explanation:

Angle EFG is an angle with a measure of 42 degrees is drawn below.

Given that, angle EFG= 42 degrees.

Angle EFG is an angle with a measure of 42 degrees. To draw angle EFG, first draw a line segment and mark two points on the line segment. Label the two points E and F. Then, using a protractor, measure out an angle with a measure of 42 degrees from the line segment EF, starting from point E. Finally, mark the end of the angle as point G.

Therefore, angle EFG is an angle with a measure of 42 degrees is drawn below.

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According to the given data we have the following number:

30,694,000,000,004

The number in words?

The number in words would be as follows:

thirty trillion six hundred ninety-four billion four

Therefore, the right answer for this question would be the E.

Answer:

times 3

Step-by-step explanation:

workouttime³

Answer:

I think its 3w pls correct me if im wrong

The sampling method used by the restaurant manager allows for efficient data collection and a representative sample, it may introduce bias and lacks randomization.

Based on the information provided, we can identify the following statements that are true about the sampling method used by the restaurant manager to evaluate customer satisfaction with the new smoothie:

1. The manager uses systematic sampling: The manager surveys every other customer who orders the new smoothie. This systematic approach involves selecting every second customer, providing a consistent and organized sampling method.

2. The sample is representative: By surveying every other customer who orders the new smoothie, the manager ensures that the sample includes a variety of customers, reflecting the customer population as a whole.

3. The sample size may be smaller than the total customer base: Since the manager surveys every other customer, the sample size may be smaller compared to surveying every customer. This allows for efficient data collection and analysis.

4.The sampling method may introduce bias: The manager may inadvertently introduce bias by only surveying every other customer. Customers who are skipped in the survey may have different preferences or opinions, leading to a potential bias in the results.

5. The sampling method lacks randomization: Randomization is not employed in this sampling method, as the manager systematically selects customers. This could potentially introduce bias or exclude certain types of customers from the sample.

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Step-by-step explanation:

A fraction represented with its quotient and remainder is a mixed fraction. For example, 2 1/3 is a mixed fraction, where 2 is the quotient, 1 is the remainder. So, a mixed fraction is a combination of a whole number and a proper fraction.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

A la sala de cine ingresaron 180 niños y 165 adultos.

De acuerdo con el enunciado, la sala de cine tiene capacidad para 345 espectadores y cobra 3 dólares por cada niño y 5 dólares por cada adulto. Asimismo, esta sala tiene un recaudo diario de 1365 dólares. La situación puede ser sintetizada en la siguiente ecuación algebraica:

3 · x + 5 · (345 - x) = 1365

Donde x es el número de niños que asistieron a la sala de cine.

Ahora despejamos la variable correspondiente mediante propiedades algebraicas:

3 · x + 1725 - 5 · x = 1365

1725 - 2 · x = 1365

2 · x = 1725 - 1365

2 · x = 360

x = 180

Ahora, el número de adultos es:

y = 345 - 180

y = 165

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Answer:

57327392393629324

Step-by-step explanation:

Answer:

Step-by-step explanation:

1. Put the words into math

3  3 1/4 divided by 2 3/8 equals a b/c.= 3 1/4/2 3/8

3 1/4/2 3/8=

1 7/19

2. Answer: 1 7/19

Answer:

-19

Step-by-step explanation:

Previous position in sea + change in position= current position

-26+7= -19

Hope this helps! :)

Answer:

It is -19

Step-by-step explanation:

Well, you would do this -26 + 7 because the diver dove 26 feet BELOW sea level, which is also -26. He then ascends 7 feet, which means he is coming UP. So -26 + 7 = -19.

The numeric value of the function f(x) = 14/[3 + ae^(kx)] at x = 2 is given as follows:

f(2) = 0.172.

The function for this problem is defined as follows:

f(x) = 14/[3 + ae^(kx)]

When x = 0, y = 2, hence we can obtain the coefficient a as follows:

2 = 14/(3 + a)

6 + a = 14

a = 8.

Hence:

f(x) = 14/[3 + 8e^(kx)]

When x = 1, y = 1/2, hence the coefficient k is given as follows:

0.5 = 14/(3 + 8e^k)

1.5 + 4e^k = 14

4e^k = 12.5

e^k = 12.5/4

k = ln(12.5/4)

k = 1.14.

Hence:

f(x) = 14/[3 + 8e^(1.14x)]

Then the numeric value of the function at x = 2 is given as follows:

f(2) = 14/[3 + 8e^(1.14(2))]

f(2) = 0.172.

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The expected value of a $2 ticket is $0.63

To calculate the expected value of a $2 ticket, we need to multiply the probability of winning by the value of the prize, then sum those products:

The Probability of winning the grand prize = 1/2000

Product: (1/2000) x $500 = $0.25

The Probability of winning a secondary prize: 3/2000

Product: (3/2000) x $200 = $0.30

The Probability of winning a third level prize: 8/2000

Product: (8/2000) x $20 = $0.08

The sum of the products:

$0.25 + $0.30 + $0.08 = $0.63

So the expected value of a $2 ticket is $0.63, meaning that on average, a person can expect to win $0.63 for every $2 they spend on a ticket.

The charity is expected to make a profit, which is why the answer is negative.

That is -$2 + $0.63 = -$1.37

So the expected profit for the charity per ticket sold is -$1.37, which is approximately the same as the given answer of negative $1.358(rounding off)

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To divide 30 into five parts such that the first and last parts are in the ratio of 2:3, we can follow these steps:

1. Determine the ratio between the first and last parts. In this case, it is 2:3.

2. Add the ratio values together to find the total number of parts: 2 + 3 = 5.

3. Divide the total value (30) by the total number of parts (5) to find the value of each part: 30 / 5 = 6.

4. Multiply the value of each part by the respective ratio values to obtain the individual parts:

- First part: 2 * 6 = 12

- Second part: 6

- Third part: 6

- Fourth part: 6

- Last part: 3 * 6 = 18

Therefore, the five parts of 30, with the first and last parts in the ratio of 2:3, are 12, 6, 6, 6, and 18.

Answer:

57.1428571429 miles per hour Round off the answer to what your teacher asked.

Step-by-step explanation:

Since we want final answer in miles per hour, lets change the 30 mins to 0.5 hours

Phase 1 =25miles per 0.5 hours

Phase 2 = (200miles-25miles) per 3 hours

Speed = distance/time

Average speed = total distance/ time

Total distance is 200miles because both phases say from new york that means it travels 25 miles away from new york then 3 hours later it is 200 miles away from new york

total time =3 hours+0.5 hours = 3.5 hours

Average speed = 200/3.5

Average speed = 57.1428571429 miles per hour

Rate brainliest please

We want to get the average speed between the 30 minute and 3-hour time frame.

The average speed in that time frame is 70 miles per hour.

We will define average speed as the quotient between the distance travelled and the time it takes to travel that distance.

We know that at 30 minutes, the car is 25 miles away from NY

At 3 hours, the car is 200 miles away from NY.

So the distance travelled in that time frame is:

200 miles - 25 miles = 175 miles.

And the time between 30 minutes and 3 hours is just:

3 h - 0.5h = 2.5 h

So the average speed is:

S = (175 mi)/(2.5 h) = 70 mi/h

The average speed is 70 miles per hour.

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Answer:

b is right (simulation)

Step-by-step explanation:

edg

The method of data collection used is the simulation method

A number cube (also known as a die) is a device that is used in simulating probabilities

Below is how to determine the method she used.

From the question, we have the following highlights:

The highlight 3 above implies that the method of data collection used in this question is the simulation method

This is so because the winning team is determined by rolling a number cube

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The final result of the integral is:

∫ (log(1 + x²) / (x + 1)²) dx = log(x + 1) - 2 (log(x + 1) / x) - 2Li(x) + C,

where Li(x) is the logarithmic integral function and C is the constant of integration.

We have,

To solve the integral ∫ (log(1 + x²) / (x + 1)²) dx, we can use the method of substitution.

Let's substitute u = x + 1, which implies du = dx. Making this substitution, the integral becomes:

∫ (log(1 + (u-1)²) / u²) du.

Expanding the numerator, we have:

∫ (log(1 + u² - 2u + 1) / u²) du

= ∫ (log(u² - 2u + 2) / u²) du.

Now, let's split the logarithm using the properties of logarithms:

∫ (log(u² - 2u + 2) - log(u²)) / u² du

= ∫ (log(u² - 2u + 2) / u²) du - ∫ (log(u²) / u²) du.

We can simplify the second integral:

∫ (log(u²) / u²) du = ∫ (2 log(u) / u²) du.

Using the power rule for integration, we can integrate both terms:

∫ (log(u² - 2u + 2) / u²) du = log(u² - 2u + 2) / u - 2 ∫ (log(u) / u³) du.

Now, let's focus on the second integral:

∫ (log(u) / u³) du.

This integral does not have a simple closed-form solution in terms of elementary functions.

It can be expressed in terms of a special function called the logarithmic integral, denoted as Li(x).

Therefore,

The final result of the integral is:

∫ (log(1 + x²) / (x + 1)²) dx = log(x + 1) - 2 (log(x + 1) / x) - 2Li(x) + C,

where Li(x) is the logarithmic integral function and C is the constant of integration.

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The solution of the equation -x² + 4 = x + 2 is at x = -2 and x = 1

An equation is an expression that shows how numbers and variables are related to each other.

Given the quadratic equation:

-x² + 4 = x + 2

Collecting like terms:

x² + x - 2 = 0

Plotting using a graph; the solution of the equation can be gotten by getting the point the graph crosses the x axis.

The solution is at x = -2 and x = 1

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Answer:

There are 2,598,960 ways to receive 5 cards from a deck of 52.

Step-by-step explanation:

The order in which the cards are chosen is not important, which means that the combinations formula is used to solve this question.

Combinations formula:

\(C_{n,x}\) is the number of different combinations of x objects from a set of n elements, given by the following formula.

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

a. How many ways are there to receive 5 cards from a deck of 52?

\(C_{52,5} = \frac{52!}{5!(47)!} = 2598960\)

There are 2,598,960 ways to receive 5 cards from a deck of 52.

The Function is linear with a common first difference of 2.

We have,

x     y

-3   -2

-2   0

0    4

4    12

For the first set of points

m=(0-(-2))/(-2--3)

m = (0+2)/(-2+3)

m= 2/1 = 2

For the second set of points

m = (4-0)/(0-(-2))

m = 4/(0+2)

m = 4/2 = 2

For the third set of points

m = (12-4)/(4-0)

m = 8/4

m = 2

Thus, the function is linear with a common first difference of 2.

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Answer: 3 students

Step-by-step explanation:

15% of 20

Answer:

Step-by-step explanation

In your fourth year on the job, you can expect to earn $41,327.

Simple interest is a method of calculating the interest charge. Simple interest can be calculated as the product of principal amount, rate and time period.

Simple Interest = (Principal × Rate × Time) / 100

Compound interest is a method of calculating the interest charge. In other words, it is the addition of interest on interest.

Compound Interest =P(1+r/n)^rt

We are given that;

In this case, P = 34,000, r = 0.05, and n = 4.

Plugging these values into the formula, we get:

A = 34,000(1 + 0.05)^4

A = 34,000(1.05)^4

A = 34,000(1.2155)

A = 41,327

Therefore, by the simple interest the answer will be $41,327.

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Answer:

30 m^3

Step-by-step explanation:

Answer:

B. 20m3

Step-by-step explanation:

i dont know if its correct, hope it is tho

Answer: Exact form: 6/5 Decimal form: 1.2 Mixed Number form: 1 1/5

hope this helps! :)

Answer:

The answer is 6

Step-by-step explanation:

ABC is 72, 66, 42 and DEF is 12, 11, 7

simply divide the largest shape measurements by the smaller one.

72÷12

66÷11

42÷7

you get 6 in all of them, this technique may not work all the time.

Plot 1: -0.92

Plot 2: -0.76

Plot 3: 0.00

Plot 4: 0.66

Plot 5: 0.82

In order to determine the Pearson correlation coefficient for each scatter plot, you should consider the direction of the relationship and how closely the points fit the line.

For the first scatter plot with a Pearson correlation coefficient of -0.92, you can see that there is a strong negative relationship between the variables. This means that as the values of one variable increase, the values of the other variable decrease. The points in the scatter plot fit the line very closely, indicating a strong correlation.

For the second scatter plot with a Pearson correlation coefficient of -0.76, you can see that there is a negative relationship between the variables, but the points do not fit the line as closely as in the first scatter plot. This indicates a weaker negative correlation.

For the third scatter plot with a Pearson correlation coefficient of 0.00, you can see that there is no relationship between the variables. The points are scattered randomly and do not follow a discernible pattern. This indicates a correlation of 0.

For the fourth scatter plot with a Pearson correlation coefficient of 0.66, you can see that there is a positive relationship between the variables. This means that as the values of one variable increase, the values of the other variable also increase. The points fit the line fairly closely, indicating a moderate positive correlation.

For the fifth scatter plot with a Pearson correlation coefficient of 0.82, you can see that there is a positive relationship between the variables, and the points fit the line very closely. This indicates a strong positive correlation.

Based on these observations, you can match the Pearson correlation coefficient with the corresponding scatter plot as follows:

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