What are the coefficients in this expression? 6 a minus three-fourths 7. 5 minus StartFraction b over 3 EndFraction Negative three-fourths and Negative one-third Negative three-fourths and 7. 5 6 and Negative 3 6 and Negative one-third.

4x + 7y < 26;

(3, 2) in this case, x = 3 and y = 2, if we use this values in the inequality:

4x + 7y < 26

4(3) + 7(2) < 26

12 + 14 < 26

26 < 26 is FALSE, so this is NOT a solution of the inequality

(2,3) in this case x = 2 and y = 3, if we use this values in the inequality:

4x + 7y < 26

4(2) + 7(3) < 26

8 + 21 < 26

29 < 26 is FALSE, so this is NOT a solution of the inequality

Answer:

Both ordered pairs are NOT a solution of the inequality

Therefore , the solution of the given problem of linear equation comes out to be 550 minutes she can use her cell phone.

A linear regression model is one that conforms to the algebraic equation y=mx+b. The slope is B, and the y-intercept is m. The previous clause is usually referred to as an "mathematical equation having two variables because both y and x are unique parameters. Two variables make up bivariate linear equations. Linear equations have a variety of applications, all of which have a zero outcome. Y=mx+b, where m stands for the gradient and b for the y-intercept, is the formula for a linear equation.

Here,

Given : 55=0.1(m-500)+50

where m is the number of minute

=> 55=0.1(m-500)+50

=> 55=0.1m-50+50

=>55=0.1m-0

=>55-0=0.1

=>55=0.1

=>0.1=0.1

=>550=m

Therefore , the solution of the given problem of linear equation comes out to be 550 minutes she can use her cell phone.

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Answer:

$36 left

Step-by-step explanation:

42+37=79

115-79=36

The correct answer is (a) event. An event is a subset of outcomes from the sample space. It represents a specific outcome or set of outcomes that we are interested in. Events can be simple, consisting of a single outcome, or they can be compound, consisting of multiple outcomes.

For example, consider rolling a fair six-sided die. The sample space is {1, 2, 3, 4, 5, 6}. Let's say we are interested in the event of rolling an even number. The event in this case would be {2, 4, 6}, which is a subset of the sample space.

Events can also be mutually exclusive, meaning they cannot occur at the same time, or they can be independent, meaning the occurrence of one event does not affect the probability of the other event occurring.

In summary, an event is a subset of outcomes from the sample space and represents a specific outcome or set of outcomes that we are interested in. It is an important concept in probability theory.

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\(\large{\bf Step-by-step~explanation:}\)

To simplify this expression, we combine all the like terms. We cannot solve for x because there is no equal sign and/or no value for x.

Equation: (10x² - 10x - 6) + (x + 6)

\(\bf Step~1:\)

-10x and x are like terms. Remember: there is an invisible 1 behind the variable x. We add these like normal numbers.

\(\bf -10x+1x=-9x\)

\(\bf Step~2:\)

-6 and 6 are also like terms. Again, we add them as written.

\(\bf -6+6=0\)

Since our answer is 0, we do not have to write it in our simplified expression.

\(\bf Step~3:\)

Now, let's add the terms together. Since 10x² doesn't have any like terms, we just let it be. We take our previous number, -9x, and we add it to 10x².

\(\bf 10x^2+-9x\)

\(\large\boxed{\bf Our~final~answer:10x^2-9x}\)

These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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A Markov chain model, also known as a Markov process or simply a Markov model, is a mathematical framework used to describe and analyze systems that evolve over time.

To create a Markov chain model for a rat wandering through the maze, we need to consider the different states the rat can be in and the probabilities of transitioning between these states.

In this maze, the rat can be in different rooms. Let's say there are three rooms: A, B, and the center room (C). The center room is an absorbing state, which means that once the rat enters this room, it will stay there and not move to any other room.

To create the Markov chain, we need to define the transition probabilities between the different rooms. Since the rat is equally likely to leave its current room through any of the doorways, the transition probabilities for each room will be 1/3.

Here is an example of the transition probabilities:

1. From room A:
  - Probability of transitioning to room B: 1/3
  - Probability of transitioning to the center room C: 1/3
  - Probability of staying in room A: 1/3

2. From room B:
  - Probability of transitioning to room A: 1/3
  - Probability of transitioning to the center room C: 1/3
  - Probability of staying in room B: 1/3

3. From the center room C:
  - Probability of staying in room C: 1

Once the transition probabilities are defined, we can represent the Markov chain using a transition matrix. In this case, the transition matrix will be a 3x3 matrix, where each row represents the current room and each column represents the next possible room. The values in the matrix will correspond to the transition probabilities.

Transition matrix:
```
| 1/3   1/3   1/3 |
| 1/3   1/3   1/3 |
|   0     0     1   |
```

Note that the last row of the matrix represents the absorbing state (center room C), where the probability of transitioning to any other room is 0, and the probability of staying in the center room is 1.

By using this Markov chain model, we can analyze the rat's behavior and calculate probabilities of different events, such as the number of periods it takes for the rat to reach the center room or the probability of the rat being in a specific room after a certain number of periods.

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Answer:

elsa received more bows, she received 1 bow greater than Cindy

Step-by-step explanation:

Candice has 40 bowls

She shared the bows between her 2 friends

Cindy has 3/8 of the bow

40×3/8

= 15

Elsa has 2/5 of the bow

40×2/5

= 16

Therefore elsa received more bows, she received 1 bow greater than Cindy

Answer:48.014

Step-by-step explanation:you got to say 48,000 plus 0.014 and you hit the equal button and see what u get and i hit the equal button and i got this answer 48.014 is my answer for this question

Answer:

5mins

Step-by-step explanation:

well i did 1200 divided y 4 then divided that answer by 60

The required general solution of the differential equation in implicit form y = \([(3/2) * (15x + C) * x^{-3}]^{-3/2}\).

The differential equation is a nonlinear equation and cannot be solved exactly by standard methods. One way to approach a solution is to try to find a substitution that transforms the equation into a separable form, where the variables can be separated and integrated separately. A common approach is to make the substitution y = v^(-2/3), which transforms the equation into:

3x^2 * (2/3) * v^(-5/3) * v' + 6x * v^(-2/3) = 15 * v^(-5/3)

Dividing both sides by v^(-5/3), we get:

3x^2 * (2/3) * v' + 6x * 3 * (2/3) * v^(1/3) = 15

This is now a separable differential equation, and we can integrate both sides to find the general solution:

∫(3x^2 * (2/3) * v' dx) = ∫(15 dx) + C

(2/3) * x^3 * v = 15x + C

v = (3/2) * (15x + C) * x^(-3)

Finally, substituting back for y = v^(-2/3), we get the general solution:

y = \([(3/2) * (15x + C) * x^{-3}]^{-3/2}\)

This is the general solution of the differential equation in implicit form. To find an explicit form, one could solve for C using initial or boundary conditions.

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Answer:

B. X

Step-by-step explanation:

the answer is X because access that is -2/5 and we are looking for 6 2/5 so that means that it has to be that one.

Answer:

  ∠ABD = 19.5°

  ∠ABE = 160.5°

Step-by-step explanation:

Given angle ABC = 39° and its bisector BD, you want the measures of angle ABD and ABE, its supplement.

An angle bisector divides an angle into two equal parts, each with half the measure of the whole.

  ∠ABD = 1/2∠ABC

  ∠ABD = 1/2(39°)

  ∠ABD = 19.5°

The angles of a linear pair are supplementary: they total 180°. Angles ABD and ABE form a linear pair.

  ∠ABE = 180° -∠ABD

  ∠ABE = 180° -19.5°

  ∠ABE = 160.5°

We can establish a "work rate" or velocity for Cody. It will represent the fraction of the job he does in an hour, or the "job per hour". If he does 1 job in 87 hours, it means that he does 1/87 of the job in an hour.

Similarly, when both Cody and Patricia work at the same time, they can do 1/58 of the job in an hour.

The combined job velocity (when they work together) is the sum of their individual velocities. Let's call P the velocity for Patricia:

Now we can solve for P, which will give us the fraction of work Patricia is able to do in 1 hour:

We can simplify the fraction, but for now, let's say Patricia does 29/5046 of the work in an hour. The time she would take to do the hob will be the inverse of that: 5046/29, which simplified gives us:

Then, Patricia will take 174 hours to do the job alone.

Answer:

Step-by-step explanation:

The cost of 1.20 kg of carrots is $2.09.

to convert the weight of carrots from pounds to kilograms. There are approximately 2.20462 pounds in 1 kilogram. Therefore, 1.20 kg of carrots is equivalent to 2.64555 pounds.

Next, we can use the given price of $0.79 per pound to calculate the cost of 2.64555 pounds of carrots.

Cost of 2.64555 pounds of carrots = 2.64555 x $0.79

Cost of 2.64555 pounds of carrots = $2.09 (rounded to the nearest cent)

Therefore, the cost of 1.20 kg of carrots is $2.09.

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Answer:

259.5

Step-by-step explanation:

8.1*12=97.2
Area of trapiezium = 1/2(b+a)h
(2.8+8.1)=10.9
10.9*3/2=16.35
16.35*2=32.7
2.8*12=33.6
33.6+32.7+97.2=163.5
4*12*2=96
163.5+96=259.5

The axis and angle always uniquely defined for a rotation As we know that, From the Euler's rotation theorem

What is Angle?

An angle is a figure created by two rays, known as the angles' sides, that share a common terminus, known as the angle's vertex. Angles formed by two rays are located in the plane containing the rays. Angles are also generated when two planes intersect. These are known as dihedral angles.

a)  As we know that, From the Euler's rotation theorem, we know that any rotation can be expressed as a single rotation about some axis. The axis is the unit vector (unique except for sign) which remains unchanged by the rotation. The magnitude of the angle is also unique, with its sign being determined by the sign of the rotation axis.

b)

\(\sqrt{3/2}x^{2} +1/2(\sqrt{3-1}x^{2} =x^{2} \\\\\sqrt{3/2}x^{2} +\sqrt{3/2} x^{2} - 1/2x^{2} =x^{2}\)

now using x = 0 will get xcube =0 but x cos x square one should be non zero because eigen vector always non zero so take aribatary

A rotation's axis and angle are always uniquely determined. As we know from Euler's rotation theorem,

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If 75 grams of ice cream contains 10 grams of fat, then 150 grams of ice cream would contain 20 grams of fat. The amount of fat is directly proportional to the weight of the ice cream.


We can set up a proportion to solve the problem. Let x represent the unknown amount of fat in 150 grams of ice cream. According to the given information, we have the proportion:
10 grams of fat / 75 grams of ice cream = x grams of fat / 150 grams of ice cream
To solve for x, we can cross-multiply and then divide:
10 * 150 = 75 * x
1500 = 75x
X = 1500 / 75 = 20
Therefore, 150 grams of ice cream would contain 20 grams of fat. This is because the ratio of fat to ice cream remains constant, so we can use this proportion to find the missing value.

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The wοrd "unabated" is used in Narrative οf the Life οf Frederick Dοuglass, An American Slave.

The wοrd "unabated" in this cοntext can be interpreted tο mean "cοntinuing withοut any reductiοn in intensity οr strength." "That cheerful eye, under the influence οf slavery, swοre red with rage; that vice, made all οf sweet accοutrement, changed tο a οne οf harsh and hοrrid discοrd; and that angelic face gave way tο that οf a demοn."

The authοr is describing hοw the slavehοlder's pοwer οver the slaves cοrrupts the wοman's character, turning her previοusly kind demeanοur intο οne οf rage and discοntent. The wοrd "unabated" emphasises hοw persistent and unyielding this transfοrmatiοn is and hοw unlikely it is that it will diminish.

By examining the surrοunding text and cοmmοn usage, I was able tο determine the definitiοn οf the wοrd "unabated." In this sentence, the authοr's descriptiοn οf the slavehοlder's transfοrmatiοn is well-suited tο the wοrd "unabated," which is generally used tο describe sοmething that cοntinues withοut any lοss οf intensity οr strength.

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Volume of the cylinder

\( = \pi {r}^{2} h\)

r = 4

h = 9

Volume

\( = \pi \times {4}^{2} \times 9 \\ = 3.14 \times 16 \times 9 \\ \)

Hope this will help....

Given that the inner product is defined as: u, v = 3u₁v₁u₂v₂and u = (5, 4), v = (-2, 0)We have to find u, v, u, v and d(u, v)We know that for any two vectors u and v in rn, the inner product is defined as:u, v = ∑uᵢvᵢ  u = √41, v = 2, u = (5, 4), v = (-2, 0) and d(u, v) = √65.

where 1 ≤ i ≤ n.

Now, using the given formula for inner product,

u, v = 3u₁v₁u₂v₂= 3(5)(-2)(4)(0)= 0Therefore, u, v = 0.

Then we can compute the norm of vector u and vector v as follows:

u = ||u|| = √(∑uᵢ²) = √(5² + 4²) = √41v = ||v|| = √(∑vᵢ²) = √((-2)² + 0²) = √4 = 2

Therefore, u = √41, v = 2

Now, we have: d(u, v) = ||u - v|| = √(∑(uᵢ - vᵢ)²) = √[(5 - (-2))² + (4 - 0)²] = √(7² + 4²) = √65 Hence, u = √41, v = 2, u = (5, 4), v = (-2, 0) and d(u, v) = √65.

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10% of 2-digit positive integers have a tens digit that is one greater than the ones digit.

To solve this problem, we first need to determine how many 2-digit positive integers there are. Since the smallest 2-digit integer is 10 and the largest is 99, we have a total of 90 integers (99-10+1).

Next, we need to determine how many of these integers have a tens digit that is one greater than the ones digit. To do this, we can create a chart and list out all possible combinations:

10, 21, 32, 43, 54, 65, 76, 87, 98

There are a total of 9 such integers. Therefore, the percentage of 2-digit positive integers that have a tens digit that is one greater than the ones digit is:

9/90 * 100% = 10%

So, 10% of 2-digit positive integers have a tens digit that is one greater than the ones digit.
To answer your question, let's first identify the range of 2-digit positive integers and determine the number of combinations where the tens digit is one greater than the ones digit.

The range of 2-digit positive integers is from 10 to 99. Now, we need to find the pairs of digits where the tens digit is one greater than the ones digit. The possible pairs are:

(1,0), (2,1), (3,2), (4,3), (5,4), (6,5), (7,6), (8,7), and (9,8)

There are 9 pairs that meet the condition. Now we need to find the total number of 2-digit positive integers:

99 (the last 2-digit integer) - 10 (the first 2-digit integer) + 1 = 90

So, there are 90 two-digit positive integers in total.

Now, we can calculate the percentage of the 2-digit positive integers that have a tens digit one greater than the ones digit:

(9 / 90) * 100 = 10%

Therefore, 10% of 2-digit positive integers have a tens digit that is one greater than the ones digit.

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Approximately 4.44% of 2-digit positive integers have a tens digit that is one greater than the ones digit.

Let's consider the possible pairs of tens digit and ones digit that satisfy the condition. There are 4 such pairs: \((1, 0)$, $(2, 1)$, $(3, 2)$\), and \((4, 3)$.\) For each tens digit, there is exactly one ones digit that satisfies the condition. So, out of the 90 possible two-digit positive integers (ranging from 10 to 99), only 4 of them have a tens digit that is one greater than the ones digit.

Therefore, the percentage of 2-digit positive integers that have a tens digit that is one greater than the ones digit is:

\($\frac{4}{90} \cdot 100% \approx 4.44%$\)

So, approximately 4.44% of 2-digit positive integers have a tens digit that is one greater than the ones digit.

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If the base of the right triangle is 6 and the perpendicular height is 8 , then the length of the hypotnuse is  10 .

In the question ,

it is given that ,

the base of the right triangle is 6 , and

the height of the perpendicular is 8 ,

let the length of the hypotnuse of the given triangle be = h

Since the triangle is a right triangle , So , it follows Pythagoras Theorem ,

that means ,

h² = 6² + 8²

h² = 36 + 64

h² = 100

Simplifying further ,

we get ,

h = 10

Therefore , the length of the hypotnuse is = 10 .

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Step-by-step explanation:

it can not be determined

Answer:

hope this helps you a lot

have a great day

When comparing means of three or more conditions, an analysis of variance (ANOVA) should be used instead of multiple t-tests. This is because using multiple t-tests increases the risk of a type I error, where a significant difference is found when there is none. ANOVA controls for this by using a single test to determine if there is a significant difference between the means. Additionally, using multiple t-tests increases the risk of a type II error, where a significant difference is not found when there is one.

ANOVA is also more likely to detect statistical significance between the means because it takes into account the variability within each condition as well as the variability between conditions. This increases the power of the test and reduces the chances of missing a significant difference between the means.

When using ANOVA, the results can indicate that there are no differences between any of the population means (option a), that at least one of the three population means is different from another population mean (option b), that all three of the population means are different from each other (option c), or that one population mean is different from one of the other population means, but not the other population mean (option d).

Finally, ANOVA provides a measure of effect size, typically reported as r2, which indicates the proportion of variability in the data that can be attributed to the differences between the conditions. This can be useful in determining the practical significance of the results.

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An inequality that can be written in the form ax + by < c (where a and b are not both zero) is called a linear inequality in two variables.

An inequality that represents a line in a two-dimensional coordinate system is referred to as a linear inequality. The set of points that satisfies the inequality is a half-plane bounded by a line that may be dashed or solid.

In contrast to a linear equation, which represents a line, a linear inequality represents a half-plane. The points on one side of the line, rather than the points on the line, are solutions to the inequality.

The method of shading is used to graph a linear inequality in two variables. First, graph the boundary line, which is usually represented by a solid or dashed line, and then select a test point on one side of the line. Shaded regions of the half-plane containing the test point satisfy the inequality.

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Answer:

mean 38.22

median 34

mode 13 & 34

range 56

Step-by-step explanation:

mean- add all values together and divide by number of values

median- order from least to greatest find the middle value

mode- the value that appears most often, can be more than one value

range- smallest value subtracted from the largest