w + 15 = 29
w=___ ?? HELP

Answer:

$48.

Step-by-step explanation:

$480-$48

=$432

after the discount

True. The element (3) is indeed an element of the set A = {2, 3, 5, 7, 11}.

To determine if (3) is an element of A, we need to check if the number 3 is present in the set A. Upon inspecting the elements of A, we can see that 3 is one of the elements in the set. Therefore, the statement "True" is correct.

In set notation, we represent a set by listing its elements within curly brackets {}. The set A is defined as A = {2, 3, 5, 7, 11}, which means that A contains the elements 2, 3, 5, 7, and 11. Since 3 is one of the elements listed in the set A, we can conclude that (3) is indeed an element of A.

It's important to note that in set theory, elements can be repeated only once in a set. Therefore, even though the number 3 appears twice in the given set A (once as an element and once in the parentheses), it is still considered a single element in the set. Thus, we can confidently state that the element (3) is present in the set A, and the correct answer is "True".

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Answer:

392

Step-by-step explanation:

Answer:

Final answer:  x=0 m:3 and x=-6 m:2

Step-by-step explanation:

1. 4x³(x²+12x+36)- Divide by greatest common factor, to simplify.

2. 4x³(x+6)(x+6)- Factored

3. 4x³ = 0   Set each factor equal to zero

4. x+6=0       x+6=0

So, x= -6, two times, mulitiplicity 2

So, 4x³=0, so x=0 three times, mulitiplicity 3

Final answer:  x=0 m:3 and x=-6 m:2

Answer:

38

Step-by-step explanation:

LN and ON are equal

you do 3x+5=35 to find x

subtract 5 from both sides

3x=30

x=10

substitute it in for 4x-2

4(10)-2

40-2

38

first NL=ON

then value of x come

now (4*x-2)=38m

The option that matches to the given equation is as follows:

a.) Option A

b.) Neither A nor B

C.) Option A

d.) Neither A nor B

e.) Option B

f.) Option B

g.) Option B

h.) Neither A nor B

Option A = 4+3 = 7 can also be written as 7-4 = 3

Option B = 3+3+3+3 =12

= 4(3) = 12

= 12/4 = 3

For question a.)

7 = 3+4 . This represents the diagram of option A.

For question b.)

4-3 = 7 . This doesn't have any representation.

For question C.)

7-4 = 3 . This represents the diagram of option A.

For question d.)

4-3 = 7. This doesn't have any representation.

For question e.)

3+3+3+3 = 12. This represents the diagram of option B.

For question f.)

12= 4÷3. This doesn't have any representation.

For question g.)

12÷4 = 3. This represents the diagram of option B.

For question h.)

3÷3÷3÷3 = 12. This doesn't have any representation.

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The answers to the question are are the equations

y = 0.08x²-1.6x+13

y = 0.08(x-10)²+5

David starts at (20, 13) and skates along a path that can be modeled by a quadratic function with a vertex at (10, 5).

Vertex form of quadratic function is

y = \(a(x-h)^2+k\)

13 = a(x-10)²+5

let x = 20

a(20-10)²+5

13 = 100a + 5

take like terms

13 - 5 = 100a

8 = 100a

divide through by 100

a = 0.08

hence the equation would be

y = 0.08(x-10)²+5

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Here is the whole assignment. Refer to the images for proof.

1st slide

What is the slope of the line that represents the turtle's path?

0.8

What are the values of the constants in the vertex form of the quadratic equation that models the bird's path?

h = 0

k = 20

a = 0.12

Which system of equations could you use to determine where the paths intersect?

Option B: y = 0.8x and y = -0.12x2 + 20

2nd slide

Which system models the height of the tennis ball and the height of the dog's mouth over time?

Option D: h = -16t2 + 18t + 4.5 and h = -16t2 + 21t + 1.5

What does the t-coordinate of the solution to this system represent?

Option C: the time at which the ball and the dog's mouth are at the same height

3rd slide

Which system models this situation?

Option B: y = 26x and y = -0.030(x-500)2+15,900

How many helmets must the company make and sell to break even?

600

How much will it cost the company to make 600 helmets?

15600

4th slide

Which system models this situation?

Option A: h = 3t+10 and h = -16t2+15t+6

The system has no real solutions. What does this indicate about the worker's arms and the measuring tape?

Option A: They will never be at the same height at the same time.

5th slide

Which system of equations models the paths of the two skaters?

Option A: y = 0.08x2-1.6x+13 and y = 0.08(x-10)2+5

How many real solutions does the system of equations have?

Option D: infinitely many

What can you conclude about the paths of the skaters?

Option C: The skaters are traveling on the same path, but possibly in different directions.

6th slide

Complete the system that models the heights of the ball and the receiver’s hands over time.

h = -16t² + 14t + 6

h = -16t² + 10 t + 8

After 0.5 seconds, the receiver's hands and the ball will be at the same height.

The receiver's hands and the ball are at the same height at 9 ft above the ground.

6, 10, 8, 0.5 , 9

7th slide

The solution of the system is (400, 3,200). How would you interpret this solution?

Sample response: The solution of the system is the point where the graphs intersect, or have the same x and y values. This means that the company's cost to produce 400 caps is the same as the income made from selling 400 caps. Therefore, the company will not make a profit.

After each cycle the frog will cover a distance of 2 feet. To reach up to 16 feet, it will take 8 cycles, but by the 9th leap the frog will cover 19 feet and escape the well.

Frog leaps to move 3 feet up and slide back 1 feet. So the distance covered per leap is 2 feet.

After 1st leap and slide, distance reached = 2 ft

After 2nd leap and slide, distance = 4

After 3rd leap and slide, distance = 6 ft

After 4th it will reach 8 feet, 5th leap at 10 feet, 6th leap at 12 feet, 7th leap at 14 feet, 8th leap at 16 feet.

By the 9th leap, it will reach total 19 feet, because frog would not slide back as it already reached the top.

So, after 9 leaps the frog will reach on top of 19-foot well and escape.

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Por lo tanto, la longitud de la circunferencia con un diámetro de 32 cm sería aproximadamente 100.53 cm.

La fórmula para calcular la longitud de una circunferencia es:

Longitud = π * Diámetro

En este caso, si el diámetro es de 32 cm, podemos calcular la longitud de la siguiente manera:

Longitud = π * 32 cm

El valor de π (pi) es una constante que representa la relación entre la circunferencia de un círculo y su diámetro. Usualmente, se aproxima a 3.14159.

Por lo tanto, la longitud de la circunferencia sería:

Longitud ≈ 3.14159 * 32 cm

Calculando el resultado:

Longitud ≈ 100.53096 cm

Por lo tanto, la longitud de la circunferencia con un diámetro de 32 cm sería aproximadamente 100.53 cm.

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Step-by-step explanation:

Interest=P×R×T/100

= 900×3.5×6/100

= 9×3.5×6. cancelling 900 by 100

= $189 Answer

Answer:

The blank on the top is 0.31 because that is what you multiply 80 by

The blank in the middle is 24.8 because that's what you get when you multiply 80 by 0.31

The blank on the bottom is 0.31 because that is what you multiply 80 by

Step-by-step explanation:

Use proportions to solve

80/100 = x / 31

80*31 = 100x

2480 = 100x

x = 24.8

Answer:

Angle 1 = 115 degrees

Angle 2 = 65 degrees

Step-by-step explanation:

Angle 1: Same-side interior angle of Line 1

Angle 2: Same-side interior angle of Line 2

We know that the difference between the angles is 50 degrees. Since the angles are supplementary, we can write the equation:

Angle 1 + Angle 2 = 180

Now, we need to express the difference between the angles in terms of Angle 1 or Angle 2. We can choose either angle, so let's express it in terms of Angle 1:

Angle 1 - Angle 2 = 50

We can rewrite this equation as:

Angle 1 = 50 + Angle 2

Now substitute this expression for Angle 1 into the first equation:

(50 + Angle 2) + Angle 2 = 180

Combine like terms:

2Angle 2 + 50 = 180

Subtract 50 from both sides:

2Angle 2 = 130

Divide by 2:

Angle 2 = 65

Now substitute this value back into the equation for Angle 1:

Angle 1 = 50 + Angle 2

Angle 1 = 50 + 65

Angle 1 = 115

Therefore, the angles are as follows:

Angle 1 = 115 degrees

Angle 2 = 65 degrees

A T distribution table is a statistical table that provides critical values for the Student's t-distribution. It is used in hypothesis testing to determine the significance of a difference between the sample mean and the population mean.

The T distribution table is used when the sample size is small (typically less than 30) and the population standard deviation is unknown. The Student's t-distribution is a probability distribution that is used to estimate the population mean when the sample size is small and the population standard deviation is unknown. It is a bell-shaped curve that approaches a normal distribution as the sample size increases.

The shape of the T distribution is determined by a parameter called the degrees of freedom (df), which is equal to the sample size minus 1. The critical values for the T distribution are used to determine the probability of obtaining a sample mean that is significantly different from the population mean.

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(1) It is important to ensure that the sample is representative of the entire population to ensure the accuracy of the results.

(2) correlation does not imply causation.

(3) ∫ (x³ + 7) dx = (x/4) + 7x + C

(4)  s = (1/n - 1)Σ( \(x_i\) - X)

(5) The first partial derivative of f with respect to x is

\(0.9x^{(-0.1)}y^{(1.8)}\) and the first partial derivative of f with respect to y is \(1.8x^{(0.9)}y^{(0.8)}\)

(1) To collect a sample,

We would randomly select a group of first year students from Manchester University Business School.

Then, I would ask them to provide data on their salary and the number of hours they spend studying per week.

Once I have collected the necessary data from the sample, I can analyze it to determine if there is a relationship between salary and hours spent studying.

It is important to ensure that the sample is representative of the entire population to ensure the accuracy of the results.

(2) Possible problems in regression: multicollinearity, heteroscedasticity, autocorrelation.

Expected sign of coefficients depends on the data and the hypothesis being tested.

Positive effect = positive coefficient,

negative effect = negative coefficient.

But correlation does not imply causation.

(3) We have to integrate x³ + 7 dx.

To do that, we can use the power rule of integration,

Which states that the integral of \(x^n\) dx is (\(x^{(n+1)}\))/(n+1) + C,

where C is a constant of integration.

So, applying the power rule to our integral, we get,

⇒ ∫ (x³ + 7) dx = (x/4) + 7x + C

Here, C is the constant of integration,

Which we add to the result because when we differentiate a constant, we get zero, so it does not affect our answer.

Therefore, the solution to the integral ∫ (x³ + 7) dx is (x/4) + 7x + C.

(4) Start with the formula for the sample variance

s = (1/n - 1)  Σ(\(x_i\) - X), where \(x_i\)  is the ith data point and X is the sample mean.

Expand the squared term in the formula,

⇒ (\(x_i\)  - X) = \(x_i\)  - 2\(x_i\) X+ X.

Substitute this into the formula for s,

⇒ s = (1/n - 1)  Σ( \(x_i\) - 2 \(x_i\)X + X)

Use the properties of summation to split the sum into three parts,

⇒ Σ( \(x_i\)) - 2XΣ( \(x_i\)) + nX.

Simplify the middle term using the fact that

⇒ Σ( \(x_i\)) = nX (the sum of all data points equals n times the sample mean). Plug this into the formula for s and simplify further,

⇒ s = (1/n - 1)  [Σ( \(x_i\)) - nX].

Recognize that Σ( \(x_i\)) - nX is the same as Σ( \(x_i\) - X).

Conclude that s = (1/n - 1)Σ( \(x_i\) - X) is an unbiased estimator of the variance of the sample mean,

since the expected value of s is equal to the true variance of the sample mean.

(5) To find the first partial derivative of f with respect to x,

we treat y as a constant and differentiate \(x^{(0.9)\) with respect to x.

The result is,

⇒ \(0.9x^{(0.9-1)}y^{(1.8)}\) = \(0.9x^{(-0.1)}y^{(1.8)}\)

To find the first partial derivative of f with respect to y, we treat x as a constant and differentiate \(y^{(1.8)}\) with respect to y.

The result is,

⇒\(1.8x^{(0.9)}y^{(1.8-1)} = 1.8x^{(0.9)}y^{(0.8)}\)

So the first partial derivative of f with respect to x is

\(0.9x^{(-0.1)}y^{(1.8)}\) and the first partial derivative of f with respect to y is \(1.8x^{(0.9)}y^{(0.8)}\)

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Answer:

i dont know

Step-by-step explanation:

To determine the optimal order quantity for Rocky Mountain Tire Center, you must consider ordering costs, storage costs, and the purchase price of the tires. The order quantity should minimize the total cost including both ordering cost and storage cost.

The EOQ formula is given by: EOQ = √((2DS) / H)

Where: D = Annual demand (7,000 go-cart tires)

S = Ordering cost per order ($40) H = Holding cost - percentage of the purchase price (40% of the purchase price)

we need to determine the purchase price per tire based on the quantity ordered.

EOQ = √((2 * 7,000 * 40) / (0.4 * 15))

=118 tires

they should order approximately 118 tires.

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Answer:

7x+33°+70°=180°

7x= 180°-103°

7x= 77°

x= 11°

..............

The number of devices produced is 59.

The first step is to find the cost of producing one device, which is equal to:

Cost of producing one device: 1035 + 4140 - 1725 (this money is being saved)

Cost of producing one device= 3450

Now, you can determine the number of devices using the formula

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Answer:

-8m + (-7.7n - 6)

Step-by-step explanation:

You distribute the negative in front of the parentheses, to everything inside of the parentheses, and change the sign to addition.

Answer:

279 miles

Step-by-step explanation:

First, subtract the base fee from his total charge:

248.52 - 16.95

= 231.57

Divide this by 0.83 to find how many miles he drove:

231.57/0.83

= 279

So, he drove 279 miles

Markov analysis is used for analyzing the performance and reliability of complex systems, while replacement charts are used for optimizing the replacement timing of deteriorating assets.

Markov Analysis:

Markov analysis is a probabilistic model that is used to predict the future state of a system based on its current state.

It involves the use of Markov chains to model the transitions between different states of a system over time.

Markov analysis is commonly used when the equipment or system under consideration can be in multiple states with varying probabilities of transition.

It is suitable for analyzing systems that have a continuous or non-repairable nature, such as complex machinery, infrastructure, or systems with multiple failure modes.

The primary objective of Markov analysis is to assess the reliability, availability, and performance of the system and make decisions regarding maintenance, replacement, or repair strategies.

Replacement Chart:

A replacement chart, also known as a replacement model or replacement policy, is a decision-making tool used to determine the optimal time to replace a piece of equipment or system.

It involves comparing the costs associated with continuing to use the existing equipment (including maintenance and repair costs) with the costs of replacing it.

The replacement chart provides a visual representation of the costs over time and helps identify the point at which replacement becomes more cost-effective than continued use.

Replacement charts are commonly used for assets that are subject to wear and tear, aging, or deterioration over time, such as vehicles, machinery, or equipment with a defined lifespan.

The primary objective of a replacement chart is to minimize costs associated with the asset's life cycle by optimizing the replacement timing.

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Answer:

20

Step-by-step explanation:

617/28=  22 (rounded too)

617/32= 19 ( rounded too)

19-22 is teh amount of classes that can be filled with 28 to 32 students.

20 is correct because it is around the amount of classes that there can be. !4 is too little so the number of students should be smaller.

30 and 60 classes are to big. there would only be about 10 or 20 kids per class

The acronym used in assessing a patient's level of consciousness is A. AVPU.

AVPU stands for Alert, Voice, Pain, and Unresponsive. This mnemonic is commonly used by healthcare professionals to quickly and easily assess a patient's level of consciousness. Here's a brief explanation of each level:

1. Alert: The patient is fully awake, responsive, and aware of their surroundings.
2. Voice: The patient responds to verbal stimuli but may not be fully alert.
3. Pain: The patient responds only to painful stimuli, such as pinching or applying pressure.
4. Unresponsive: The patient does not respond to any stimuli, indicating a potentially critical condition.

In assessing a patient's level of consciousness, the acronym AVPU is the most suitable choice among the options provided. It allows healthcare professionals to quickly evaluate a patient's responsiveness to various stimuli and determine their level of consciousness.

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The time it takes 2 minute only when the volume is zero i.e. pot is empty.

To determine when the through is empty, we need to find the value of x that makes the volume equal to zero.

So, we can set the expression equal to zero and solve for x:

10x^2 - 22x + 4 = 0

We can simplify the equation by dividing both sides by 2:

5x^2 - 11x + 2 = 0

Now we can use the quadratic formula to solve for x:

x = (-b ± sqrt(b^2 - 4ac)) / 2a

where a = 5, b = -11, and c = 2.

Thus,

x = (-(-11) ± sqrt((-11)^2 - 4(5)(2))) / 2(5)

x = (11 ± sqrt(121 - 40)) / 10

x = (11 ± sqrt(81)) / 10

x = (11 ± 9) / 10

So, x = 2or x = 0.2

Since we are only interested in the integer value of x, we can discard the solution x = 0.2

Therefore, the time it takes for the through to empty is 2 minute.

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The given statement is FALSE.

In a two-dimensional array, both dimensions do not necessarily have to have the same number of elements. The syntax [10][10] implies a two-dimensional array with 10 elements in each dimension, resulting in a square matrix of size 10x10.

However, it is possible to have a two-dimensional array where the number of elements in each dimension differs. For example, an array declared as [5][3] would have 5 elements in the first dimension and 3 elements in the second dimension, resulting in a matrix with 5 rows and 3 columns.

The dimensions of a two-dimensional array represent its structure and the arrangement of its elements in rows and columns. It is common for arrays to have different sizes in each dimension to accommodate specific data requirements. This flexibility allows for more dynamic storage and manipulation of data.

For instance, you might need a two-dimensional array to store data in a tabular format, where the number of rows can vary while the number of columns remains constant.

Hence, it is not necessary for both dimensions of a two-dimensional array to have the same number of elements. Arrays can have different sizes in each dimension, providing flexibility in storing and organizing data based on specific requirements.

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Bucket number 2 will contain 45 after sorting the data.

According to the statement, we are given that a data list is sorted using bucket sort with 4 buckets and we have to find which bucket will contain the number 45.

So, the given data list is:

76, 56, 93, 24, 45, 88, 13, 7, 37

The list of data is sorted into buckets and the data contains numbers from 0 to 100.

We know that the 100 numbers are being sorted with 4 buckets which means each bucket contains 25 numbers.

So, let us consider

BUCKET 1: 0 to 25

It contains data numbers 7, 13, and 24.

Now,

BUCKET 2: 25 to 50

It contains data numbers 37 and 45.

Now,

BUCKET 3: 50 to 75

It contains data number 56.

Now,

BUCKET 4: 75 to 100

It contains data numbers 76, 88, and 93.

From sorting, the 45 number sort in bucket 2.

So, bucket number 2 will contain 45 after the list is sorted.

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Given data

Area of a square = 64 square feet

To find the perimeter of a rectangle, you need the length of its sides.

You can find the length of a square from the area of the square given below.

Use the formula below to find the perimeter.

The perimeter of a square = 4L

= 4 x 8

= 32 feet

Answer:

28 > x

Step-by-step explanation:

7>x/4

Multiply each side by 4

4*7 > x/4 *4

28 > x

Answer:

28 > x

Step-by-step explanation:

7>x/4

Multiply each side by 4

4*7 > x/4 *4

28 > x28 > x

Answer:

The “1” in the quotient represents the number of tens in each of the 5 groups.

Since only 5 tens could be divided evenly among the groups, Hailey subtracted 5 from 9 to find out how many tens were left over.

Step-by-step explanation:

Given:

92÷5

Hailey's workings:

92 divided by 5.

5 goes into 9 1 time.

9 minus 5 = 4.

5 goes into 42 8 times.

42 minus 40 = 2.

The answer is 18 R 2.

The true statements about Hailey's work are:

The “1” in the quotient represents the number of tens in each of the 5 groups.

Since only 5 tens could be divided evenly among the groups, Hailey subtracted 5 from 9 to find out how many tens were left over.