Suzie had a 49-question quiz, and she received 59.2%, but 12 questions weren't graded yet.

If all 12 questions are correct, what is the new percentage?

Answer:

Hey there!

12x+4(x-1)=60

12x+4x-4=60

16x-4=60

16x=64

x=4

Let me know if this helps :)

Answer:

x=4

Step-by-step explanation:

Answer:

2b+ 9

Step-by-step explanation:

(7−b)+(3b+2)

We can solve this pretty quickly using the order of operations:

P: Parentheses

E: Exponents

M: Multiplication

D: Division

A: Addition

S: Subtraction

P: Parentheses. There is nothing to simplify inside the parentheses, so we can get rid of them

=7−b+3b+2

There are no exponents, multiplication, or division so we can skip those.

Addition/Subtraction will occur if we simply add or subtract like terms. First, it may be helpful to combine like terms so that they are next to each other:

=7+2+3b−b

=9+2b or  2b+9

Anaiah currently spending  $150 on these goods

*He is not spending his entire income  

*His marginal utility per dollar spent is not the same for both goods

What is unit rate?

A unit rate is the cost for only one of anything. This is expressed as a ratio with a denominator of 1. For instance, if you covered 70 yards in 10 seconds, you did so at an average speed of 7 yards per second. Although both of the ratios—70 yards in 10 seconds and 7 yards in one second—are rates, only the latter is a unit rate.

consumption of eggplant

= 20 price of eggplant

= 3

consumption of kiwi is

= 30 price of eggplant

= 3

Formula:

Spending

= price of eggplant*consumption of eggplant + price of kiwi*consumption of kiwi

= 3*20+3*30

= 150

Utility per one dollar spent on the 20th eggplant

=  160

Marginal utility per dollar spent on the 30th kiwi

= 190 utils.

Note that y 160<190

Currently spending= 150

& budget = 180

150<180

According theory of choice consumer need the maximize the utility so answer is

Answer -:

*He is not spending his entire income

*His marginal utility per dollar spent is not the same for both goods

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Answer:

A prime number always hacen TWO factors

1. AABBCCDD: The probability of this happening is \(1/16\), since each parent would need to contribute a dominant allele for each gene.

2. AABBCcDD:  This genotype can be produced in two ways:

a) If both parents are homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D.

The probability of this happening is  = 1/128.

b) If one parent is homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A and B, homozygous dominant for C, and heterozygous for D.

3. The probability of this happening is 1/32.

AaBbCcDd : The probability of this happening is  1/256.

4. aaBBCcDD - This genotype can be produced in two ways:

a) If both parents are homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D. The probability of this happening is  1/128.

b) If one parent is homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A, homozygous dominant for B, homozygous dominant for C, and heterozygous for D.

The probability of this happening is  1/32.

To solve this problem, we need to use the principles of probability and Punnett squares.

For a tetrahybrid cross, we need to consider the four genes independently and combine the probabilities of each gene's alleles.

Assuming that A, B, C, and D are dominant alleles, and a, b, c, and d are recessive alleles, we can create a Punnett square for each gene, which would look like this:

A  |  A  |  a  |  a  

---|-----|-----|----

B  |  B  |  b  |  b  

---|-----|-----|----

C  |  C  |  c  |  c  

---|-----|-----|----

D  |  D  |  d  |  d  

Each box in the Punnett square represents a possible combination of alleles from the two parents.

For example, the top-left box represents offspring that inherit an A allele from the mother and an A allele from the father.

We can use these Punnett squares to calculate the probabilities of each genotype in the F2 offspring.

AABBCCDD - This genotype can only be produced if both parents are homozygous dominant for all four genes.

The probability of this happening is \((1/2)^4 = 1/16\) , since each parent would need to contribute a dominant allele for each gene.

AABBCcDD - This genotype can be produced in two ways:

a) If both parents are homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D.

The probability of this happening is\((1/2)^4 * 1/2 * (1/2)^3 = 1/128\)

b) If one parent is homozygous dominant for A and B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A and B, homozygous dominant for C, and heterozygous for D.

The probability of this happening is\(2 * (1/2)^4 * 1/2 * 1/2 * 1/2 = 1/32\)

AaBbCcDd - This genotype can be produced in 16 ways, since each gene can be inherited in two different ways (dominant or recessive).

The probability of this happening is \((1/2)^8 = 1/256.\)

aaBBCcDD - This genotype can be produced in two ways:

a) If both parents are homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D. The probability of this happening is\((1/2)^4 * 1/2 * (1/2)^3 = 1/128.\)

b) If one parent is homozygous recessive for A, homozygous dominant for B, heterozygous for C, and homozygous dominant for D, and the other parent is heterozygous for A, homozygous dominant for B, homozygous dominant for C, and heterozygous for D.

The probability of this happening is \(2 * (1/2)^4 * 1/2 * 1/2 * 1/2 = 1/32.\)

Note that we have assumed independent assortment of the four genes, which means that the inheritance of one gene does not affect the inheritance of another gene.

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Answer:

Step-by-step explanation:

Use Pythagorean theorem.

Assign the largest value to 'c'

If a² + b² = c² , then it is right triangle

If a² + b² > c², then it si acute triangle

If a² + b² < c² , then it is obtuse triangle

Here, a = 9 , b = 12 & c = 18

a² + b² = 9² + 12²

           = 81 + 144

a² + b² = 225

c² = 18²

c² = 324

a² + b² < c²

225 < 324

So, 9, 12 , 18 form a obtuse triangle

Answer:

all 3 options are true : A, B, C

Step-by-step explanation:

warning : it has come to my attention that some testing systems have an incorrect answer stored as right answer for this problem.

they say that A and C are correct.

but I am going to show you that if A and C are correct, then also B must be correct.

therefore, my given answer above is the actual correct answer (no matter what the test systems say).

originally the information about the alignment of the point F in relation to point E was missing.

therefore, I considered both options :

1. F is on the same vertical line as E.

2. F is not on the same vertical line as E.

because of optical reasons (and the - incomplete - expected correct answers of A and C confirm that) I used the 1. assumption for the provided answer :

the vertical line of EF is like a mirror between the left and the right half of the picture.

A is mirrored across the vertical line resulting in B. and vice versa.

the same for C and D.

this leads to the effect that all 3 given congruence relationships are true.

if we consider assumption 2, none of the 3 answer options could be true.

but if the assumptions are true, then all 3 options have to be true.

now, for the "why" :

remember what congruence means :

both shapes, after turning and rotating, can be laid on top of each other, and nothing "sticks out", they are covering each other perfectly.

for that to be possible, both shapes must have the same basic structure (like number of sides and vertices), both shapes must have the same side lengths and also equally sized angles.

so, when EF is a mirror, then each side is an exact copy of the other, just left/right being turned.

therefore, yes absolutely, CAD is congruent with CBD. and ACB is congruent to ADB.

but do you notice something ?

both mentioned triangles on the left side contain the side AC, and both triangles in the right side contain the side BD.

now, if the triangles are congruent, that means that each of the 3 sides must have an equally long corresponding side in the other triangle.

therefore, AC must be equal to BD.

and that means that AC is congruent to BD.

because lines have no other congruent criteria - only the lengths must be identical.

Answer:

19 yards

Step-by-step explanation:

75 - 50 = 25

15 * 19 = 285

285 + 25 = 310

It is false as the left and right ends of the normal probability distribution extend indefinitely, approaching but never touching the horizontal axis.

The statement is false because the left and right ends of the normal probability distribution do not extend indefinitely. In reality, the normal distribution is defined over the entire real number line, meaning it extends infinitely in both the positive and negative directions. However, as the values move further away from the mean (the center of the distribution), the probability density decreases. This means that although the distribution approaches but never touches the horizontal axis at its tails, the probability of observing values extremely far away from the mean becomes extremely low. Thus, while the distribution theoretically extends infinitely, the practical probability of observing values far from the mean decreases rapidly.

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Answer:

15y²-21y-18

Step-by-step explanation:

The equation of the surface of revolution generated by revolving x = (1/z)^z about the z-axis is x = e^(-y).

To find the equation of the surface of revolution, we start with the parametric equation x = (1/z)^z, y = t, z = t. We eliminate the parameter t by substituting z for t in the equation x = (1/z)^z. Simplifying further, we obtain x = e^(-y).

This equation represents the surface of revolution generated by revolving the curve x = (1/z)^z about the z-axis. The exponentiation by e^(-y) signifies that the x-coordinate changes exponentially as the y-coordinate varies.

Therefore, as we revolve the curve around the z-axis, it forms a surface with an exponential decay in the x-direction. Hence, the equation x = e^(-y) describes the surface of revolution.

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Each operation should be matched with the correct conclusion we can draw when testing diagonals in a quadrilateral as follows;

In Mathematics and Geometry, a quadrilateral can be defined as a type of polygon that has four (4) sides, four (4) vertices, four (4) edges and four (4) angles.

In order for a quadrilateral to be a square, the two (2) pairs of its sides must be equal (congruent) and perpendicular to each other.

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Answer:

(a) = 13

(b) = 8

(c) = 5

Step-by-step explanation:

Addition theorems on sets are

Theorem 1 :

n(AuB) = n(A) + n(B) - n(AnB)

Theorem 2 :

n(AuBuC) : = n(A) + n(B) + n(C) - n(AnB) - n(BnC) - n(AnC) + n(AnBnC)

Total number of students in the school is not given

so let there are 60 students in the school

using theorem 2

n(AuBuC) : = n(A) + n(B) + n(C) - n(AnB) - n(BnC) - n(AnC) + n(AnBnC)

let n(A) = Mathematics, n(B) =Physics and n(C) = Chemistry

so putting values,

   60             =    40 + 42 + 38 - 20 - 28 - 25 + n(AnBnC)

60 +73 -120 = n(AnBnC)

         13         = n(AnBnC)

therefore, there are total 13 students who take all three subjects

Number of students who had taken only Mathematics  =
n(A) - n(AnB) - n(AnC) + n(AnBnC)

40 - 20 - 25 + 13

53 - 45 = 8 students

Number of students who had taken only Physics  =

n(B) - n(BnA) - n(BnC) + n(AnBnC)

42 - 20 - 28 + 13

53 - 48 = 5 students

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Answer: the simplest for is -4.25

Step-by-step explanation:

As y varies inversely with square root of x, the value of x when y equals 8.96 is 25.

Given that y varies inversely with square root of x

y ∝ 1/√x

Hence:

y = k/√x

Where k is the constant of proportionality.

First, we find k by substituting the x = 64 and y = 5.6 into the above formula:

y = k/√x

k = y × √x

k = 5.6 × √64

k = 5.6 × 8

k = 44.8

Now, we can determine the value of x when y is 8.96.

y = k/√x

√x = k / y

√x = 44.8 / 8.96

√x = 5

Take the squre of both sides

x = 5²

x = 25.

Therefore, the value of x is 25.

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Answer:

Than the other one is a good idea for the angle measured

Measures of angles 3 and 6 is 60°

Parallel lines are those straight lines that are always the same distance apart from each other.

Given that, line m is parallel to line n and m ∠ 3 = (7x-10) and m ∠ 6=(5x+10)

Since m ║ n then

m ∠ 3 = m ∠ 6

(7x-10) = (5x+10)

2x = 20

x = 10

m ∠ 3 = 7x-10 = 7*10 - 10 = 60°

m ∠ 6 = (5x+10) = 5*10 + 10 = 60°

Hence, Measures of angles 3 and 6 is 60°

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Answer:

100.32

Step-by-step explanation:

1.) 100% + 14% = 114

2.) 114 divided by 100 = 1.14 (the multiplier)

3.) 88 x 1.14 = 100.32

Hi there!

Hope this helps!

y could be anything so I made it less than 4.

Based on the information provided, none of the given options (a, b, c, or d) accurately represents the percentage for both the United States and Canada.

In the United States, the percentage of 5-year-old children enrolled in group child care or preschool is not 100% (option d).

The actual percentage is lower, and it varies depending on factors such as location, socioeconomic status, and individual choices made by families.

The most recent available data from the National Center for Education Statistics (NCES) shows that for the 2019-2020 school year, around 55% of 5-year-olds in the United States were enrolled in preprimary programs, which includes preschool.

In Canada, the percentage of 5-year-old children enrolled in group child care or preschool is also not 100%.

The actual percentage is higher than in the United States, but it is not 100% (option d).

According to the most recent data available from Statistics Canada for the year 2019, approximately 76% of 5-year-olds were enrolled in some form of early childhood education, which includes child care and preschool programs.

Based on the information provided, none of the given options (a, b, c, or d) accurately represents the percentage for both the United States and Canada.

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The distance between two speakers is important in understanding the phenomenon of interference. In this scenario, we have two loudspeakers, A and B, emitting sinusoidal waves in phase. The frequency of the waves emitted by each speaker is 600 Hz. To move to a point of destructive interference, you need to walk a distance equal to an odd multiple of half the wavelength towards speaker B.

You are standing between the speakers along the line connecting them, and you are at a point of constructive interference.

Constructive interference occurs when the crests of the waves from both speakers align, resulting in a reinforcement of the sound waves. In this case, you are experiencing maximum sound intensity at your position. To move to a point of destructive interference, where the crests of one wave align with the troughs of the other wave, you need to walk towards speaker B.

To determine the distance you need to walk, we can use the concept of the path difference. The path difference is the difference in the distance traveled by the waves from each speaker to reach a given point. In the case of destructive interference, the path difference between the waves from speakers A and B must be equal to an odd multiple of half the wavelength.

Since the frequency is 600 Hz, the wavelength can be calculated using the formula λ = c/f, where c is the speed of sound (approximately 343 m/s) and f is the frequency. Thus, the wavelength is approximately 0.572 m.

For destructive interference, the path difference should be an odd multiple of half the wavelength. Therefore, you need to walk a distance equal to (2n + 1) * λ/2 towards speaker B, where n is an integer.

Let's consider a few examples:

1. If you walk 0.286 m (half the wavelength) towards speaker B, you will reach a point of destructive interference.
2. If you walk 0.572 m (one full wavelength) towards speaker B, you will also reach a point of destructive interference.
3. Similarly, if you walk 1.146 m (two full wavelengths) towards speaker B, you will reach a point of destructive interference.

In conclusion, to move to a point of destructive interference, you need to walk a distance equal to an odd multiple of half the wavelength towards speaker B.

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Answer:

c/-9+6=14

c/-9=14-6

c/-9=8

c=8×(-9)

c= -72

Therefore the answer is (b)

While there is agreement on the use of focus groups for evaluating brand names, there are differences in the methods proposed for identifying symbolism associated with posting selfies and searching for ideas for new applications.

In comparing my initial post with my classmate's initial post, there are both areas of agreement and disagreement regarding the research methods suggested for different scenarios.

Agreement:

Both my initial post and my classmate's post agree on the use of focus groups for evaluating potential brand names for a new app. Focus groups allow for gathering opinions and insights from individuals in a controlled environment, as my classmate mentioned. I also referenced Babin (2019) to support this method.

Disagreement:

In terms of identifying the symbolism associated with posting selfies online, I suggested using detailed interviews, while my classmate proposed depth interviews.

While both methods aim to uncover deeper motivations and intentions, my classmate specifically highlighted the need for probing and asking a series of questions. Both approaches can provide valuable insights, but the emphasis on depth interviews suggests a more targeted and focused approach.

For searching for ideas for new smartphone or tablet applications, I suggested conducting detailed interviews with target customer groups, while my classmate proposed creating an attribute list.

While my suggestion focuses on gathering specific customer preferences and needs through direct interaction, my classmate's suggestion of attribute listing involves breaking down existing products and recombining their attributes to generate new ideas. These are two different approaches to idea generation, and the choice depends on the specific context and objectives of the research.

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The integral \(\int \frac{{2x+1}}{{(x+4)^6(x-3)^6}} dx = \frac{1}{210} \left(\frac{1}{{(x+4)^5}} - \frac{1}{{(x-3)^5}}\right) + C\)

\(\int \frac{{2x+1}}{{(x+4)^6(x-3)^6}} dx\)

To evaluate this integral, we can use partial fraction decomposition. First, we express the denominator as a sum of two fractions:

\(\frac{1}{{(x+4)^6(x-3)^6}} = \frac{A}{{(x+4)^6}} + \frac{B}{{(x-3)^6}}\)

To find the values of A and B, we need to find a common denominator for the fractions on the right side:

\(1 = A(x-3)^6 + B(x+4)^6\)

Now, we can expand the right side and equate the coefficients of corresponding powers of x:

\(1 = A(x^6 - 18x^5\cdot3 + \ldots) + B(x^6 + 6x^5\cdot4 + \ldots)\)

Comparing the coefficients, we find:

Coefficient of \(x^6\): A + B = 0

Coefficient of \(x^5\): -18A + 24B = 0

Solving these equations, we get \(A = -\frac{1}{42} and B = \frac{1}{42}\).

Now, we can rewrite the integral as:

\(\int \frac{{2x+1}}{{(x+4)^6(x-3)^6}} dx = \int \left(-\frac{1}{42}\right) \frac{1}{{(x+4)^6}} + \left(\frac{1}{42}\right) \frac{1}{{(x-3)^6}} dx\)

To integrate these terms, we can use the power rule for integration:

\(\int \frac{1}{{(x+4)^6}} dx = -\frac{1}{5} (x+4)^{-5}\)

\(\int \frac{1}{{(x-3)^6}} dx = -\frac{1}{5} (x-3)^{-5}\)

Integrating each term, we get:

\(\int \frac{{2x+1}}{{(x+4)^6(x-3)^6}} dx = -\frac{1}{42} \cdot -\frac{1}{5} (x+4)^{-5} + \frac{1}{42} \cdot -\frac{1}{5} (x-3)^{-5} + C\)

Simplifying further, we have:

\(\int \frac{{2x+1}}{{(x+4)^6(x-3)^6}} dx = \frac{1}{210} \left(\frac{1}{{(x+4)^5}} - \frac{1}{{(x-3)^5}}\right) + C\)

Therefore,

\(\int \frac{{2x+1}}{{(x+4)^6(x-3)^6}} dx = \frac{1}{210} \left(\frac{1}{{(x+4)^5}} - \frac{1}{{(x-3)^5}}\right) + C\)

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Answer:

u reseach in xauthmath

Step-by-step explanation:

i thin 1+n

The measure of angle FCD is 130 degrees.

What is an angle?

In planar geometry, an angle is a shape made up of two rays or lines that share an endpoint. The Latin word "angulus" (which means "corner") is where the word "angle" first arose.

The pair of alternative internal angles that are congruent must first be found. The angles formed on the opposing sides of the transversal EF are known as alternate internal angles since AB and CD are parallel lines. We possess

Angle AGE and angle FCD are alternate interior angles.

Angle AGE measures 130 degrees.

Therefore, we can conclude that angle FCD also measures 130 degrees. So, the measure of angle FCD is 130 degrees.

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Answer: Rational

Step-by-step explanation:

3.21 is rational because it is not an infinite decimal number or a square root that is not whole.

Answer:

The matrix does not have an inverse (D)

Step-by-step explanation:

The matrix is singular, therefore doesn't have an inverse

Answer:

4.

Step-by-step explanation:

A and D are opposite.

A is in the negative side and d is in the positive side.

Answer:

no it is not perpedicular

Step-by-step explanation:

I plugged the equation into a graphing calculator and the line does not appear to be perpendicular

Answer:

3y = 5x+4

3y=9x

yx=9/3

yx=3