Solve for r in word sentence show your work!

12 = r - ( 34 - 2 )

Answer:

this is it......sorry about the painting

Answer:

Step-by-step explanation:

Call your two numbers x and y. Make the given number A. If x+y>A, then the value of the expression would be negative.

Answer:

a = 12 years

Step-by-step explanation:

Mark is 6 years older than his brother Sam. Now, we are asked to represent Sam’s age by a. This means that if Sam is a years old, Mark is (a + 6) years old.

The sum of their ages is 30, this means that when we add their ages together, we get the sum of thirty.

Mathematically this means a + a + 6 = 30

2a + 6 = 30

This is the equation needed to get a. To get a , we proceed to solve the equation to completion.

2a = 30 - 6

2a = 24

a = 24/2

a = 12

Answer:The slope-intercept form is y=mx+b y = m x + b , where m m is the slope and b b is the y-intercept. Add 10 10 to both sides of the equation. Using the slope-intercept form, the y-intercept is 10 .

Step-by-step explanation:

Answer:

One of the most common mistakes students make when working with sequences and functions is misunderstanding the difference between the two. Sequences refer to a list of numbers or terms that follow a specific pattern, while functions are mathematical rules that relate one set of numbers to another. This confusion often arises because some sequences can be described by functions, but not all functions describe sequences.

To avoid this mistake, students should first understand the definitions of sequences and functions and practice identifying whether a given problem involves a sequence or a function. They should also pay attention to the language used in the problem and look for keywords that indicate whether they are dealing with a sequence or a function. Finally, they should practice using different methods to solve problems involving sequences and functions, including graphing, table-building, and algebraic manipulation, to gain a better understanding of the relationships between numbers in a sequence or a function.

Answer:

u need to give more points for thouse kind of questions

Step-by-step explanation:

Therefore, 11 pecks of apples will cost $35.

In mathematics, an equation is a statement that asserts the equality of two expressions. It consists of two expressions separated by an equals sign (=). The expression on the left side of the equals sign is known as the left-hand side (LHS) of the equation, while the expression on the right side is known as the right-hand side (RHS) of the equation. The values of the variables that make the equation true are known as solutions or roots of the equation. Equations can have one or more solutions, or they may have no solutions at all. Equations can be represented in various forms, such as algebraic equations, differential equations, integral equations, and more. Equations are used extensively in various fields of mathematics, science, engineering, economics, and many other disciplines to model real-world phenomena, make predictions, and solve problems.

Here,

We can use the given information to set up an equation for the total cost Y in terms of the number of pecks x:

Y = 5 + 3(x - 1)

The first peck costs $5, and each additional peck costs $3. So, the cost for the first peck is included in the $5 flat fee, and the additional cost for x - 1 pecks is 3(x - 1).

To find the cost of 11 pecks, we substitute x = 11 into the equation:

Y = 5 + 3(11 - 1)

Y = 5 + 3(10)

Y = 5 + 30

Y = 35

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Answer:

Step-by-step explanation:

Think of the triangles separately to write a proportion.

Using the dot product:

For any vector x, we have

||x|| = √(x • x)

This means that

||w|| = √(w • w)

… = √((u + z) • (u + z))

… = √((u • u) + (u • z) + (z • u) + (z • z))

… = √(||u||² + 2 (u • z) + ||z||²)

We have

u = ⟨2, 12⟩   ⇒   ||u|| = √(2² + 12²) = 2√37

z = ⟨-7, 5⟩   ⇒   ||z|| = √((-7)² + 5²) = √74

u • z = ⟨2, 12⟩ • ⟨-7, 5⟩ = -14 + 60 = 46

and so

||w|| = √((2√37)² + 2•46 + (√74)²)

… = √(4•37 + 2•46 + 74)

… = √314 ≈ 17.720

Alternatively, without mentioning the dot product,

w = u + z = ⟨2, 12⟩ + ⟨-7, 5⟩ = ⟨-5, 17⟩

and so

||w|| = √((-5)² + 17²) = √314 ≈ 17.720

Answer:

B

Step-by-step explanation:

Cube has a square as its base.

Triangular prism has a triangle as its base.

Rectangle is not a 3-dimensional shape.

Rectangular prism has a rectangle as its base.

Therefore, the triangular prism is the only option that has a triangle as its base.

In a triangular prism, there are two triangles and three rectangles. Then the correct option is B.

A closed solid with two parallel triangular bases joined by a triangle surface is known as a triangular prism.

Some geometries are given below.

In a cube, all the faces of the cube are square.

In a triangular prism, there are two triangles and three rectangles.

All the three rectangle may or may not be same because the base of the rectangle is decided by the side length of the triangle.

The rectangle is a two-dimensional geometry. So, it is a rectangle.

In a rectangular prism, all the faces of the rectangular prism are rectangle.

Then the correct option is B.

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Answer:

0 in both boxes

Step-by-step explanation:

Answer:

81%

Step-by-step explanation:

81 out of 100 is 0.81, which is 81%

Hope this helps plz mark brainliest if correct :D

Answer:

0.800

Step-by-step explanation:

Hope it Helps

Answer:

All you have to do is use the Triangle Inequality Theorem, which states that the sum of two side lengths of a triangle is always greater than the third side. If this is true for all three combinations of added side lengths, then you will have a triangle.

Answer:

C. 252 CUBIC FEET IS THE VOLUME OF THE TRAILER

The statement, When two events are disjoint, they are also independent is false.

In a sample space, we can use probability laws to determine the probabilities of these events and how they relate to each other. Disjoint Events: Two events are non-overlapping or mutually exclusive if they have no common outcome. Mathematically, this can be written as, P(B ∩ A) = 0 --(1)

Independent Events: Events are independent when they do not "affect" the probability of another event occurring. Mathematically written as:

P(B/A) = P(B) P(A and B)

=> P(B ∩ A) = P(B) × P(A) --(2)

(1) ) and (2) events cannot be independent unless they overlap. That is, if events do not overlap, they are also dependent. Hence, disjoint events are not independent that means the above statement is false.

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Answer: x= 3

Step-by-step explanation:

It is true that studying sampling distributions can help to better understand the concepts of 99% confidence, confidence intervals, standard error, and margin of error.

Sampling distributions refer to the distribution of sample statistics, such as the mean or standard deviation, obtained from multiple random samples of the same size from a population. The central limit theorem states that as the sample size increases, the sampling distribution of the mean approaches a normal distribution, regardless of the population distribution.

The concept of 99% confidence refers to the likelihood that a population parameter, such as the population mean, falls within a specific range of values based on the sample mean and standard deviation. This range is known as the confidence interval, and its width is determined by the sample size and level of confidence. By studying the sampling distribution, we can understand how the width of the confidence interval is affected by sample size and level of confidence.

The standard error is the standard deviation of the sampling distribution of the mean. It represents the variability of sample means around the population mean. By studying the sampling distribution, we can understand how the standard error is affected by sample size and population variability.

The margin of error is the range of values that the true population parameter is likely to fall within based on the sample statistic and a specific level of confidence. It is determined by the standard error and level of confidence. By studying the sampling distribution, we can understand how the margin of error is affected by sample size and level of confidence.

Therefore, studying sampling distributions can provide valuable insights into the concepts of 99% confidence, confidence intervals, standard error, and margin of error

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Answer:

0.6778 to 4 dec. places.

Step-by-step explanation:

That is  387 / (184+387)

= 387 / 571

= 0.677758

The number of cookies in the jar initially was 42

To find out how many cookies were in the jar initially, we can use algebra to represent the problem. Let x be the number of cookies in the jar initially. After Latoya took half of the cookies, Mark took 1/3 of the remaining cookies, Kandi took 1/4 of the remaining cookies, and Shannon took 1 cookie, there are 2 cookies left in the jar.

We can use this information to set up the equation:

x/2 - (x/2)/3 - (x/2)/4 - 1 - 2 = 0.

By solving this equation, we get x = 42. This means there were 42 cookies in the jar initially. To find out how many cookies were there before Latoya came, we just add the 2/3 of a cookie that was left over to the 2 whole cookies we know of.

So, 42+2/3 = 42.67 which means 42 cookies were there before Latoya came.

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(a) The octal representation of 11010 is 5422 and the binary representation is 101011001010.  (b) The binary representation of 89.12510 is 1011001.001 and the hexadecimal representation is 59.2.

To convert 11010 to octal and binary using the division method, we start by dividing the decimal number by 8 repeatedly until the quotient becomes 0. The remainders at each step give the octal digits in reverse order.

Dividing 11010 by 8, we get a quotient of 1376 and a remainder of 2. Dividing 1376 by 8, we get a quotient of 172 and a remainder of 0. Dividing 172 by 8, we get a quotient of 21 and a remainder of 4. Finally, dividing 21 by 8, we get a quotient of 2 and a remainder of 5.

Therefore, the octal representation of 11010 is 5422.

To convert 11010 to binary using the division method, we follow a similar process.

Dividing 11010 by 2, we get a quotient of 5505 and a remainder of 0. Dividing 5505 by 2, we get a quotient of 2752 and a remainder of 1. Dividing 2752 by 2, we get a quotient of 1376 and a remainder of 0. Dividing 1376 by 2, we get a quotient of 688 and a remainder of 0. Dividing 688 by 2, we get a quotient of 344 and a remainder of 0. Dividing 344 by 2, we get a quotient of 172 and a remainder of 0. Dividing 172 by 2, we get a quotient of 86 and a remainder of 0.

Dividing 86 by 2, we get a quotient of 43 and a remainder of 0.

Dividing 43 by 2, we get a quotient of 21 and a remainder of 1.

Finally, dividing 21 by 2, we get a quotient of 10 and a remainder of 1.

Therefore, the binary representation of 11010 is 101011001010.

(b) To convert 89.12510 to binary and hexadecimal, we can use the multiplication method for the integer part and the division method for the fractional part.

For the integer part:

To convert 89 to binary using the multiplication method, we repeatedly divide the number by 2 and note down the remainders. The binary representation is obtained by reading the remainders in reverse order.

Dividing 89 by 2, we get a quotient of 44 and a remainder of 1. Dividing 44 by 2, we get a quotient of 22 and a remainder of 0. Dividing 22 by 2, we get a quotient of 11 and a remainder of 0. Dividing 11 by 2, we get a quotient of 5 and a remainder of 1. Dividing 5 by 2, we get a quotient of 2 and a remainder of 1. Finally, dividing 2 by 2, we get a quotient of 1 and a remainder of 0.

Therefore, the binary representation of 89 is 1011001.

For the fractional part:

To convert 0.125 to binary using the division method, we multiply the fractional part by the base (2) repeatedly until the fractional part becomes 0. The integer parts obtained at each step give the binary digits.

Multiplying 0.125 by 2, we get an integer part of 0 and a fractional part of 0.25. Multiplying 0.25 by 2, we get an integer part of 0 and a fractional part of 0.5. Multiplying 0.5 by 2, we get an integer part of 1 and a fractional part of 0.

Therefore, the binary representation of 0.125 is 0.001.

Combining the binary representations of the integer and fractional parts, we get 1011001.001 for 89.12510 in binary.

To convert 89.12510 to hexadecimal, we can split the number into its integer and fractional parts. The integer part, 89, can be converted to hexadecimal by repeatedly dividing it by 16 and noting down the remainders. The fractional part, 0.125, can be converted by multiplying it by 16 and noting down the integer parts.

For the integer part:

Dividing 89 by 16, we get a quotient of 5 and a remainder of 9. Dividing 5 by 16, we get a quotient of 0 and a remainder of 5.

Therefore, the hexadecimal representation of the integer part (89) is 59.

For the fractional part:

Multiplying 0.125 by 16, we get an integer part of 2.

Therefore, the hexadecimal representation of the fractional part (0.125) is 0.2.

Combining the hexadecimal representations of the integer and fractional parts, we get 59.2 for 89.12510 in hexadecimal.

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Answer:

C

Step-by-step explanation:

The dilated point R' of the given point will be (-12,-24). The correct option is A.

Dilation is the process of increasing the size of an object while maintaining its shape. Depending on the scale factor, the object's size can be increased or decreased.

Given that If QRS is dilated by a scale factor of 6 through the origin, the coordinate will be calculated as:-

The dilation factor is 6 then multiply the coordinates of R by 6 to calculate the value of dilated coordinate.

( -2 , -4) ⇒ Dilated ( -2 x 6 , -4 x 6 )

( -2 , -4 ) ⇒ Dilated ( -12, -24 )

Therefore, the dilated point R' of the given point will be (-12,-24). The correct option is A.

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Answer:

This property is known as the associative property

Step-by-step explanation:

In the associative property, you rearrange the numbers so they make the most sense in what position they are in.

Hope this helps! :)

Answer:

associate property

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Answer:

no because you can put 2 into 5/2 2 times so it would be 2 and 1/2 and 9 is bigger then that

A) The lower bound of the 95% confidence interval for the difference in the mean satisfaction scores is 0.32.

B) The upper bound of the 95% confidence interval for the difference in the mean satisfaction scores is 1.08.

To calculate the confidence interval, we can use the two-sample t-test formula and a t-distribution with 30 degrees of freedom. The point estimate for the difference in the mean satisfaction scores is 4.5 - 3.9 = 0.6. The standard error of the difference is calculated as:

SE = \(\sqrt{(0.85^2/16) + (1.5^2/16)}\)= 0.479

Using a t-distribution with 30 degrees of freedom and a 95% confidence level, the critical value is 2.042. Therefore, the 95% confidence interval is:

0.6 ± (2.042 × 0.479) = (0.32, 1.08)

This means that we can be 95% confident that the true difference in mean satisfaction scores for all employees is between 0.32 and 1.08, and employees with the hybrid computers have a significantly higher satisfaction level than those with the standard laptops.

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Complete Question:

The purchasing department has suggested your company switch to a new hybrid tablet and laptop. As CEO, you want data indicating that employees will like these new hybrids over the old laptops. You designate the next 32 employees needing new laptops to participate in an experiment in which 16 will be randomly assigned to receive the standard laptop, and the remainder will receive the new hybrid tablet and laptop.

After a month of use, these employees will express their satisfaction with their new computers by responding to the statement "I like my new computer" on a scale from 1 to 5,, where

1 represents "strongly disagree,"

2 is "disagree,"

3 is "neutral,"

4 is "agree," and

5 is "strongly agree.

"The employees with the hybrid computers have an average satisfaction score of 4. 5 with standard deviation 0. 85. The employees with the standard laptops have an average of 3. 9 with standard deviation 1. 5Give a 95% confidence interval for the difference in the mean satisfaction scores for all employees.

A. )What is the lower bound of the confidence interval?

B. )What is the upper bound of the confidence interval?

Answer:

3

x

2

−

x

−

6

Step-by-step explanation:

Answer:

x = 9

Step-by-step explanation:

See the attachment for step-by-step

Answer: C

Step-by-step explanation: 2+2 which is 4

So here is the example for you:))

You have 2 apples and I gave you 2 more apples add all them together how many TOTAL apples you have now?

If 1 plus (+) 1 is 2(two) then 2 plus(+) 2 Is 4

Hope you get it have a good time :))