Two shops, Lidal and Oldi, sell the same brand of toilet rolls but with different package sizes. Calculate the price per 36 rolls for each shop. Write which shop is the best value for money in the comment box. lidals deal is 9 £3.51 oldi deal is 4 £1.52

The given fractions have equal value, so Liam is correct.

Equivalent fractions are defined as fractions that have different numerators and denominators but the same value. For example, 2/4 and 3/6 are equivalent fractions because they are both equal to 1/2. A fraction is part of a whole. Equivalent fractions represent the same part of a whole.  

Liam is claiming that the fraction -(5/12) is equivalent to 5/-12.

Thus, we can say that:

The fraction  -(5/12) can be described as the opposite of a positive number divided by a positive number. A positive number divided by a positive number always results in a positive quotient and its' opposite is always negative.

The fraction 5/-12 can be described as a positive number divided by a negative number which always results in a negative quotient

The fractions have equal value, so Liam is correct

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Answer:

63 hotdogs.

Step-by-step explanation:

Set up a chart. 7/3= x/27. 7x9=63.

Answer:

Step-by-step explanation:

so the question is; A display case of book jackets are marked 15 for $2. If Cathy wants to buy 30 book jackets, how much will Cathy spend (not including tax)? so if we multiply and divide the answer will be 4$:30

Answer:

m= 4

Step-by-step explanation:

3m +2n= 16 -----(1)

m -2n= 0 -----(2)

From (2):

m= 2n -----(3) (+2n on both sides)

subst. (3) into (1):

3(2n) +2n= 16

6n +2n= 16

8n= 16 (simplify)

n= 16 ÷8

n= 2

subst. n=2 into (3):

m= 2(2)

m= 4

d)An error because d cannot be negative.

According to the data, effect sizes such as Cohen's d typically range from 0 to positive values, and negative values do not make sense in this context. Therefore, an effect size of d = -63 is likely an error or a typo.

Assuming that the correct effect size is a positive value, the magnitude of the effect size can be described as follows based on Cohen's convention:

However, it's important to note that the interpretation of effect sizes also depends on the context and the specific field of study.

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The homogeneous equation is given asd²y/dx² - 9y = 0\(d²y/dx² - 9y = 0\)The characteristic equation of the above homogeneous equation is obtained by assuming the solution in the form \(ofy = e^(kx).\)

Substituting this value in the homogeneous equation,.

\(d²y/dx² - 9y = 0d²/dx²(e^(kx)) - 9(e^(kx)) = 0k²e^(kx) - 9e^(kx) = 0e^(kx) (k² - 9) = 0k² - 9 = 0k² = 9k₁ = √9 = 3\) and k₂ = - √9 = -3

Therefore the solution to the homogeneous equation isy_h = \(Ae^(3x) + Be^(-3x)\)We try to obtain the particular solution in the form ofy_p = αe^(4x)Differentiating once,d/dx (y_p) = 4αe^(4x)Differentiating twice,d²/dx²(y_p) = 16αe^(4x)Substituting the values in the given equation,\(d²y/dx² - 9y = e^(4x)16αe^(4x) - 9αe^(4x) = e^(4x)7α = 1α = 1/7The particular solution isy_p = (1/7)e^(4x)\)\(y = y_h + y_py = Ae^(3x) + Be^(-3x) + (1/7)e^(4x)The solution is obtained as y = Ae^(3x) + Be^(-3x) + (1/7)e^(4x) with {k₁, k₂} = {3, -3} and α = 1/7.\)

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Answer:

8.5

Step-by-step explanation:

Standard deviation = √variance = √72.25 = 8.5

Answer: 750

Step-by-step explanation:

3000/4= 750

750

Research on aging uses a **longitudinal** design.

A longitudinal design is a research design in which the same participants are studied over time. This is in contrast to a **cross-sectional** design, in which different participants are studied at different times.

Because age cannot be manipulated as an independent variable, research on aging must use a longitudinal design. This allows researchers to track changes in participants' behavior, cognition, and other factors as they age.

Longitudinal studies can be expensive and time-consuming to conduct, but they can provide valuable insights into the aging process. For example, longitudinal studies have shown that cognitive decline is not inevitable with age, and that certain lifestyle factors, such as exercise and social engagement, can help to protect against cognitive decline.

Here are some examples of longitudinal studies on aging:

* The Baltimore Longitudinal Study of Aging, which has been following a group of adults for over 70 years.

* The Framingham Heart Study, which has been following a group of adults for over 70 years.

* The Study of Adult Development and Aging, which has been following a group of adults for over 80 years.

These studies have provided valuable insights into the aging process, and they continue to be an important source of information for researchers and policymakers.

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Itzel would need 180 inches of ribbon for 20 party favors if she uses 9 inches of ribbon for each party favor.

Multiplication is a method of finding the product of two or more numbers

To find the expression for the amount of ribbon Itzel needs for 'n' party favors.

we can multiply the length of ribbon used for each party favor (9 inches) by the number of party favors:

Amount of ribbon needed = 9n

if Itzel makes 20 party favors, she would need:

Amount of ribbon needed = 9 x 20 = 180 inches of ribbon

Therefore, Itzel would need 180 inches of ribbon for 20 party favors if she uses 9 inches of ribbon for each party favor.

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Answer:

240

Step-by-step explanation:

Inscribed Angle = 1/2 Intercepted Arc

60 = 1/2 XZ

Multiply each side by 2

120 = XZ

But we want XYZ

XZ + XYZ = 360

120 + XYZ = 360

XYZ = 360 -120

XYZ = 240

Answer:

The value of x is 45 degree

The value of the function F(3) = 44.

To evaluate the given function, F(x) = 4x² + 5x - 7, for a value of x, substitute the value of x into the function and simplify.

Substituting the value of t for x in the function gives F(t) = 4t² + 5t - 7.

To evaluate F(t), you will need to substitute t into the function and then simplify your result.

So, the answer is option (D) 4t² - 23t + 2.

The steps involved in evaluating F(x) = 4x² + 5x - 7 for a value of x are given below:

Substitute t for x in the function as follows: F(t) = 4t² + 5t - 7

Simplify the expression for F(t) by substituting the value of t in the expression.

For instance, if t = 3, then we substitute 3 for t in the expression to get: F(3) = 4(3)² + 5(3) - 7 = 4(9) + 15 - 7 = 36 + 8 = 44Therefore, F(3) = 44.

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The area of the actual office space is 36 yards if the scale is 1:6 yards.

An item is enlarged in a scale drawing. An expansion increases or decreases the size of an item by multiplying each of its lengths by a scale factor. A scale of 1:5, for instance, indicates that the size of 1 unit in the picture corresponds to the size of 5 units in the actual world.

The scale of office space is 1:6 yards. The scale drawing has an area of 6 square inches. This means that 1 scale represents 6 square inches of office. For the actual area multiply 6 by the area of the scale drawing which will give 36 yards.

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Walking is not safe on the path whenever rabbits have been seen in the area, and berries are ripe along the path. This is formalized by using the →(if-then) and ∧(logical and) operators.

Given information and corresponding atomic propositions:

We need to formalize the given statements in terms of atomic propositions r, b, and w, which are defined as follows:

r: Rabbits have been seen in the area.

b: Berries are ripe along the path.

w: Walking on the path is safe.

Now, let us formalize each of the given statements in terms of these atomic propositions:

a) Berries are ripe along the path, but rabbits have not been seen in the area.

b: Rabbits have not been seen in the area, and walking on the path is safe, but berries are ripe along the path.

c: If berries are ripe along the path, then walking is safe if and only if rabbits have not been seen in the area.

d: It is not safe to walk along the path, but rabbits have not been seen in the area, and the berries along the path are ripe.

e) For walking on the path to be safe, it is necessary but not sufficient that berries not be ripe along the path and for rabbits not to have been seen in the area.

Walking is not safe on the path whenever rabbits have been seen in the area, and berries are ripe along the path.

The formalizations in terms of atomic propositions are:

a) b ∧ ¬r.b) ¬r ∧ w ∧

b.c) (b → w) ∧ (¬r → w).

d) ¬w ∧ ¬r ∧

b.e) (¬r ∧ ¬b) → w.b ∧

Berries are ripe along the path, but rabbits have not been seen in the area.

This is formalized by using the ∧(logical and) operator.

(¬r ∧ ¬b) → w: It means For walking on the path to be safe, it is necessary but not sufficient that berries not be ripe along the path and for rabbits not to have been seen in the area.

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The probability that a student will take no more than 40 minutes to complete tee examination is 0.00.

What is probability?

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

Given:

The length of time it takes students to complete a statistics examination is uniformly distributed and varies between 40 and 60 minutes.

We have to find the probability that a student will take no more than 40 minutes to complete the examination.

As the time required to complete the statistics examination is uniformly distributed and varies between 40 and 60 minutes so no any student will take less than 40 minutes to complete the examination.

P(X ≤ 40) = 0   where 40 ≤ x ≤ 60

Hence, the probability that a student will take no more than 40 minutes to complete tee examination is 0.00.

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A) I only . In order to use t-procedures for constructing a confidence interval, the samples should be approximately normally distributed.

Option I suggests that one sample is roughly symmetric and the other is moderately skewed left, but there are no outliers. This suggests that the normality condition may be met and t-procedures can be used. Option II indicates that both samples are roughly symmetric, but one sample has an outlier. This may violate the assumption of normality and t-procedures may not be appropriate.

Option III suggests that both samples are strongly skewed to the right, which also violates the normality assumption and t-procedures are not recommended.

Therefore, the correct answer is A) I only.

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Answer:

Step-by-step explanation:

Since zero of a polynomial function is a value of the variable at which the function's value is 0, 0=4(-1)^3+k(-1)^2-(-1)-1, for the given polynomial q(y)=4y^3+ky^2-y-1

simplifying the above gives: 0= -4+k+0

k=4

Step-by-step explanation:

Hey there!!!

Here,

The point is, (-3,1).

Using one point formula.

(y-1)= m(x+3)....1st equation.

It has said that it is also perpendicular to the line y = 1/3x + 2 .......2nd equation.

Now, the equation with y = mx + c.

We get slope (m2) = 1/3.

Now,

As per the condition of perpendicular lines,

\(m1 \: \times m2 = - 1\)

\(m1 \times \frac{1}{3} = - 1\)

Simplifying them we get,

m1 = -3.

Therefore the slope is -3.

Hope it helps...

18. An infant weighs 11 pounds which is equivalent to 4.98 kg. Using the 100/50/20 Rule, the required amount of fluid per day for an infant between 11-20 kg is 50 ml/kg/day. So, the required amount of fluid per day in ml is 4.98 kg x 50 ml/kg/day = 249 ml/day.

19. A child weighs 31lbs and 8 ozs which is equivalent to 14.21 kg. Using the 100/50/24 Rule, the required amount of fluid per day for a child over 20 kg is 20 ml/kg/day. So, the required amount of fluid per day in ml is 14.21 kg x 20 ml/kg/day = 284.2 ml/day.

If no oral fluids are consumed, the hourly IV flow rate to maintain proper hydration would be: 284.2 ml/day / 24 hours/day = 11.8 ml/hour.

The question is about fluid requirements for infants and children, and it is using the 100/50/20 Rule for Daily Fluid Requirements (DFR) to calculate the required amount of fluid per day for different weight ranges. The 100/50/20 Rule is a guideline used to determine the appropriate amount of fluid that infants and children should receive on a daily basis based on their weight. The rule states that for infants and children up to 10 kg, the recommended fluid intake is 100 ml/kg/day, for those between 11-20 kg it is 50 ml/kg/day, and for those over 20 kg it is 20 ml/kg/day.

The question also asking about the hourly IV flow rate to maintain proper hydration if no oral fluids are consumed.

This subject is part of pediatrics, more specifically in the field of fluid and electrolyte balance and management.

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When using ANOVA procedures, the research hypothesis is: there is no significance difference within the mean values of the groups.

ANOVA procedure compares the mean values of different groups that are administered with treatments. The research hypothesis, such as the null hypothesis would be stated as: no significance difference in the mean values within the groups.

Thus, we can conclude that the research hypothesis when using the ANOVA procedures can be stated as a null hypothesis, which states that: there is no significance difference within the mean values of the groups.

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Answer:

Linear and positive

Step-by-step explanation:

Positive because its going up and linear because its not scattered, its more or less in a line going up

Answer:

33

Step-by-step explanation:

]

Answer:

(3yx+1+2z)/xyz

Step-by-step explanation:

3/x + 1/xyz + 2/xy

3yz/xyz + 1/xyz + 2z/xyz

(3yx+1+2z)/xyz

Answer:

Step One

Use the vertex to determine the basic equation for the parabola.

y = a(x - 2)^2 + 7 Notice the sign change for x. I have provided a graph to show how this would look with a = 1 (in red.)

What it means is the  2 has to be minus in order that the vertex will shift 2 units in the x direction.

Step Two

Use the point to solve for a.

y = a(x - 2)^2 + 7

When x = - 1

Then y = 3

3 = a(-1 - 2)^2 + 7                combine -1 with - 2

3 = a (-3)^2 + 7

3 = 9a + 7                            Subtract 7 from both sides

3 - 7 = 9a

-4 = 9a                                 Divide by 9.

a = -4/9

or                                

a = - 0.4444

y = -0.4444(x + 2)^2 + 7 <<<<< answer

y = - 4/9 (x + 2)^2 + 7

Note: if you have choices, list them please.

Note: The red graph is y = (x - 2)^2 + 7 ; a = 1

The blue graph is y = - 4/9(x - 2)^2 + 7 ; a = - 0.44444

1 It widens the graph

jcherry99 avatar

It turns the graph upside down. The next one is the tough one.

jcherry99 avatar

It gives the parabola two real roots.

jcherry99 avatar

If you thought of others, so much the better.

Step-by-step explanation:

Answer:

y = - 4x² - 16x - 9

Step-by-step explanation:

the equaion of a parabola in vertex form is

y = a(x - h)² + k

where (h, k ) are the coordinates of the vertex and a is a multiplier

here (h, k ) = (- 2, 7 ) , then

y = a(x + 2)² + 7

to find a substitute (- 1, 3 ) into the equation

3 = a(- 1 + 2)² + 7 ( subtract 7 from both sides )

- 4 = a(1)² = a

then

y = - 4 (x + 2)² + 7 ← in vertex form

   = - 4(x² + 4x + 4) + 7

   = - 4x² - 16x - 16 + 7

   = - 4x² - 16x - 9 ← in standard form

Answer:

the answer for this question is-4 (negative four)

Answer:

x = 12

I hope it's helps you

Xis the smallest upper bound for -2A (sup CA) and y is the greatest lower bound for A (inf A), we can conclude that sup CA = cinf A.

(a) If A = (-3, 4] and c = -2, then -2A can be written as an interval using interval notation.

To obtain -2A, we multiply each element of A by -2. Since c = -2, we have -2A = {-2a : a ∈ A}.

For A = (-3, 4], the elements of A are greater than -3 and less than or equal to 4. When we multiply each element by -2, the inequalities are reversed because we are multiplying by a negative number.

So, -2A = {x : x ≤ -2a, a ∈ A}.

Since A = (-3, 4], we have -2A = {x : x ≥ 6, x < -8}.

In interval notation, -2A can be written as (-∞, -8) ∪ [6, ∞).

(b) To prove that sup CA = cinf A, we need to show that the supremum of -2A is equal to the infimum of A.

Let x be the supremum of -2A, denoted as sup CA. This means that x is an upper bound for -2A, and there is no smaller upper bound. Therefore, for any element y in -2A, we have y ≤ x.

Since -2A = {-2a : a ∈ A}, we can rewrite the inequality as -2a ≤ x for all a in A.

Dividing both sides by -2 (remembering that c = -2), we get a ≥ x/(-2) or a ≤ -x/2.

This shows that x/(-2) is a lower bound for A. Let y be the infimum of A, denoted as inf A. This means that y is a lower bound for A, and there is no greater lower bound. Therefore, for any element a in A, we have a ≥ y.

Multiplying both sides by -2, we get -2a ≤ -2y.

This shows that -2y is an upper bound for -2A.

Combining the results, we have -2y is an upper bound for -2A and x is a lower bound for A.

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Answer:

192/12=16 per hour

16 x 17 = 272

Step-by-step explanation:

Emilio can make 6 servings of soup.

As Emilio needs 13 3/4 ounces of chicken broth to make one serving of soup, To find the number of servings of soup he can make using 82.5 ounces of chicken broth, we need to divide the total amount of chicken broth by the amount required to make one serving.

So, the number of servings of soup Emilio can make is; Number of servings of soup = Total amount of chicken broth ÷ Amount of chicken broth required for one serving.

Putting the values we get, Number of servings of soup = 82.5 oz ÷ 13 3/4 oz.

We know that, 3/4 oz = 0.75 oz.

Therefore, Number of servings of soup = 82.5 oz ÷ (13 + 0.75) oz.

Number of servings of soup = 82.5 ÷ 13.75.

Number of servings of soup = 6.

Therefore, Emilio can make 6 servings of soup.

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A dotted shape is a type of shape that can be suggested by dots or dashes that don't connect. A shape that can be suggested by dots or dashes that do not connect is known as a Dotted shape.

The term "dotted shape" refers to the shapes that are created by drawing dots or dashes that don't connect. The idea behind this technique is to suggest the shape of an object without drawing its entire outline.The dotted shape technique is commonly used in drawing and graphic design to add a decorative touch to a design. It is also used in children's books and educational materials to teach children about shapes and how to draw them.

There are different types of dotted shapes, including circles, squares, triangles, and rectangles, to name a few. The dotted shape technique can be used to create a variety of designs, from simple to complex, depending on the desired effect.

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The projection system tries to minimize the discrepancies within each zone

Zone width, specific to projection system and location, is typically around 400 miles.

The maximum allowed discrepancy between grid and geodetic distance in ratio depends on the location and the projection system being used.

In general, the discrepancy can range from a few meters to several hundred meters. As for the zone width, it also depends on the projection system and the location.

In the UTM projection, the zone width is typically 6 degrees of longitude or approximately 400 miles at the equator. However, the zone width decreases towards the poles.

It is important to note that the zone width and the discrepancy between grid and geodetic distances are related, as the projection system tries to minimize the discrepancies within each zone.

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