What is 3(3t-4)-(2t+10)
plz help

\( \) In a school of 120 students, 75 read English, 55 read science, and 35 read biology. Of the 120 students, 49 students read exactly two subjects.

In a school of 120 students, 75 read English, 55 read science and 35 read biology. Among them, 49 students read exactly two subjects. Using the Venn diagram, we can represent the data as follows:

\(\text{Venn diagram for the given data:}\) \( \) \( \implies \) \(\text{Explanation:}\) \( \) From the given data, we can make the following observations: Students reading only English = 75 - 49 = 26 Students reading only Science = 55 - 49 = 6 Students reading only Biology = 35 - 49 = 14 Students reading English and Science = 49 Students reading Science and Biology = 49 - 6 = 43

Students reading English and Biology = 49 - 26 = 23 Students reading all three subjects =\(120 - (26 + 6 + 14 + 23 + 43) =\)8.  \(\text{Summary:}\)

Using the Venn diagram, we can see that: 26 students read only English, 6 students read only Science, and 14 students read only Biology. 49 students read English and Science, 43 students read Science and Biology, and 23 students read English and Biology

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Centering x values before squaring eliminates the correlation between x and its square term, reducing multicollinearity. This helps to determine independent effects of predictor variables, and can also straighten the curve of a scatterplot.

Centering the x values before squaring is important because it helps to eliminate the correlation between the x variable and its square term. When we square a variable without centering it, we are essentially capturing the effect of both the linear and the quadratic terms.

This can lead to multicollinearity, which occurs when two or more predictor variables are highly correlated with each other.

Multicollinearity can create problems in statistical analyses because it can make it difficult to determine the independent effects of each predictor variable on the outcome variable. Centering the x values before squaring helps to reduce the effects of multicollinearity by eliminating the correlation between the x variable and its square term.

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The value stored in the variable x after the execution of the following code snippet will be b) 2.

The right-click context menu option or a combination of hotkeys can be used to add code snippets, which are compact chunks of reusable code, to a code file. Although try-finally and if-else blocks, for example, are frequently used code blocks found in code snippets, you can also use them to add whole classes or methods.

Learn more about using the templates tool to create reusable emails. Applications and web pages use snippets. Snippets are made to be reusable and to add functionality, like connecting various parts of a program.

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Answer:

—1 ...........................

Answer:

The first 4

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

that is √ 14 which is 27 ×>44.2177

Answer:

Step-by-step explanation:

3     1

9     3

15    5

21     7

Answer:

a rhombus that is the answer

The best describes the figure that is represented by the following coordinates A(-4, 3), B (2,3), (3, -1), and D(-5, -1) will be a rhombus.

Its a parallelogram but all sides of the same length.

A rhombus is a parallelogram whose all sides are of equal lengths.

Its diagonals are perpendicular to each other and they cut each other in half( thus, they're perpendicular bisector of each other).

Its vertex angles are bisected by its diagonals.

The triangles on either side of the diagonals are isosceles and congruent.

The best describes the figure that is represented by the following coordinates A(-4, 3), B (2,3), (3, -1), and D(-5, -1) will be a rhombus.

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The Gary's score after getting stuck in the dust storm will be -35 points.

It is given in the problem that,

The points gained by Gary by jumping over a crater = 20 points

And then,

The points lost by Gary for getting stuck in a dust storm = 45 points

We need to find,

The Gary's score after getting stuck in the dust storm

As in the beginning of the game, Gary's account had 20 points but as he then stuck in the dust storm he lost 45 points, which means he has lost points more than he had. So, now Gary would have negative points left in his account in the game

= 10 - 45

= - 35

Hence, the Gary's score after getting stuck in the dust storm will be -35 points.

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Answer: 10

Step-by-step explanation:

10 * 10 = 100

10 * p = 100

Divide 10 by 100 to get

P=10

Answer:

The answers are A, B, E

Step-by-step explanation:

C and D are less but not greater than-1.6

Answer:

T=48

Step-by-step explanation:

Now since I don’t know the height at the present moment, I’ll just make this ratio (of the tree) be represented as x/36. Which is saying that for every ‘x’ amount of feet, there will be 36 feet of shadow.

so we have 4/3=x/36. If I cross multiply 36 and 4, then divide the product by 3, then ‘x’ will be 48.

With the help of basic algebra we got the correction is 1020.234375 instead of 72.55 use 1020.234375  in 72.55 - 4 x 3.75^2 = 68.55 x 3.75^2 = 68.55 x 14.0625 = 963 984 375 = 963 984

Mathematical expressions can be used to depict situations or issues, and algebra is the field of mathematics that does this. For a mathematical expression to have meaning, it needs to include variables like x, y, and z as well as mathematical operations like addition, subtraction, multiplication, and division. Algebra is used in every area of mathematics, including coordinate geometry, calculus, and trigonometry. In algebra, the symbols are connected to one another through the use of operators. Not only is it a mathematical idea, but it is also a skill that all of us employ on a regular basis without even being aware of it. Since algebra is useful in all other mathematical topics that you will learn in the future or have already studied in the past, understanding algebra as a concept is more crucial than just solving equations and getting the appropriate answer.

Given that : the errors that were made in this calculation 72.55 - 4 x 3.75^2 = 68.55 x 3.75^2 = 68.55 x 14.0625 = 963 984 375 = 963 984

=1020.234375 - 4 x 3.75^2

= 68.55 x 3.75^2

= 68.55 x 14.0625

= 963.984375

= 963.984375

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Answer:

d= -1/8

Step-by-step explanation:

8d+d+3d+2+4d= 16d+2

16d= -2

d= -1/8

Answer:

- 12(x + 2)

Step-by-step explanation:

- 12x - 24 ← factor out the common factor of - 12 from each term

= - 12(x + 2)

The required answer is the current in the second parallel wire is approximately 0.446 A.

we can determine the current in the second wire using Ampere's law. Here's a step-by-step explanation:

1. A vertical straight wire carries an upward 29-A current.
2. The force per unit length between the two wires is given as 8.3×10^-4 N/m.
3. The distance between the two parallel wires is 5.5 cm, which is equal to 0.055 m.
The attractive force per unit length of 8.3×10−4 n/m is exerted by the first vertical wire, which carries an upward 29-aa current, on the second parallel wire located 5.5 cm away.
We'll use Ampere's law to find the current in the second wire. The formula for the force per unit length between two parallel wires is:
F/L = (μ₀ × I₁ × I₂) / (2π × d)

where F is the force, L is the length of the wires, μ₀ is the permeability of free space (4π × 10^-7 T·m/A), I₁ and I₂ are the currents in the wires, and d is the distance between the wires.
Rearranging the formula to find I₂, we get:
I₂ = (2π × d × F/L) / (μ₀ × I₁)
Now, plug in the given values:
I₂ = (2π × 0.055 × 8.3 × 10^-4) / (4π × 10^-7 × 29)
I₂ ≈ 0.446 A

So, the current in the second parallel wire is approximately 0.446 A.

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Using the normal distribution, the probabilities are given as follows:

a. Between 8 and 12 cases with side effects: 0.582 = 58.2%.

b. More than 16 cases with side effects: 0.0174 = 1.74%.

The z-score of a measure X of a normally distributed variable that has mean represented by \(\mu\) and standard deviation represented by \(\sigma\) is given by the equation presented below:

\(Z = \frac{X - \mu}{\sigma}\)

The parameters for the binomial distribution in this problem are given as follows:

p = 0.05, n = 200.

Hence the mean and the standard deviation of the approximation are given as follows:

For item a, using continuity correction, the probability of between 8 and 12 cases with side effects is the p-value of Z when X = 12.5 subtracted by the p-value of Z when X = 7.5, hence:

X = 12.5:

\(Z = \frac{X - \mu}{\sigma}\)

Z = (12.5 - 10)/3.08

Z = 0.81

Z = 0.81 has a p-value of 0.7910

X = 7.5:

\(Z = \frac{X - \mu}{\sigma}\)

Z = (7.5 - 10)/3.08

Z = -0.81

Z = -0.81 has a p-value of 0.2090.

0.7910 - 0.2090 = 0.582 probability.

For item b, the probability of finding more than 16 cases with side effects is one subtracted by the p-value of Z when X = 16.5, hence:

\(Z = \frac{X - \mu}{\sigma}\)

Z = (16.5 - 10)/3.08

Z = 2.11

Z = 2.11 has a probability of 0.9826.

1 - 0.9826 = 0.0174 = 1.74% probability.

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Answer:

The answer is true

Step-by-step explanation:

Answer:

B) 25

Step-by-step explanation:

√25=±5

Answer:

(a) 6.01 (b) 57.33

Step-by-step explanation:

(a) DF² = 10² + 12² - 2 · 10 · 12 · cos(30°)

=> DF² = 244 - 240 · cos(30°)

=> DF² = 36.154

=> DF = √36.154

=> DF ≈ 6.01

(b) \(\frac{12.8}{sin(63)} = \frac{12.4}{sin (B)}\)

=> sin (B) = sin (63) × 12.4 ÷ 12.8

=> B = sin^-1 (sin (63) × 12.4 ÷ 12.8)

=> B = 59.67355245

180 - 63 - 59.67355245 ≈ 57.33

Law of cosines & sines:

A five-number summary is a useful tool for summarizing a data set. It provides a quick and easy way to see the range of the data, the middle 50% of the data, and the median.

We have to find the five-number summary and draw a box-and-whisker plot of the given data. To find the five-number summary, we need to find the minimum, maximum, median, and first and third quartiles of the data. After that, we can create a box-and-whisker plot using these values.

The given data is not provided. Without the data, we cannot find the five-number summary and draw a box-and-whisker plot. However, we can discuss the steps involved in finding the five-number summary and drawing a box-and-whisker plot.

Let's consider a set of data:

12, 23, 34, 35, 46, 57, 58, 69, 70, 81, 92

To find the five-number summary of the above data, we follow the steps below:

Step 1: Arrange the data in ascending order

12, 23, 34, 35, 46, 57, 58, 69, 70, 81, 92

Step 2: Find the minimum and maximum values

Minimum value (min) = 12

Maximum value (max) = 92

Step 3: Find the median

The median is the middle value in the data. It is the value that separates the lower 50% of the data from the upper 50%. To find the median, we use the following formula:

Median = (n + 1)/2 where n is the number of observations in the data set.

Median = (11 + 1)/2

= 6

The 6th value in the data set is 57, which is the median.

Step 4: Find the first and third quartiles

The first quartile (Q1) is the value that separates the lower 25% of the data from the upper 75%.

To find Q1, we use the following formula:

Q1 = (n + 1)/4

Q1 = (11 + 1)/4

= 3

The 3rd value in the data set is 34, which is Q1.

The third quartile (Q3) is the value that separates the lower 75% of the data from the upper 25%.

To find Q3, we use the following formula:

Q3 = 3(n + 1)/4

Q3 = 3(11 + 1)/4

= 9

The 9th value in the data set is 70, which is Q3.

Now, we can use these values to draw a box-and-whisker plot. The box-and-whisker plot is a graphical representation of the five-number summary of the data. It consists of a box and two whiskers. The box represents the interquartile range (IQR), which is the range between Q1 and Q3. The whiskers represent the range of the data excluding outliers. The median is represented by a line inside the box.

In conclusion, the five-number summary is a useful tool for summarizing a data set. It provides a quick and easy way to see the range of the data, the middle 50% of the data, and the median. The box-and-whisker plot is a visual representation of the five-number summary. It is a useful tool for comparing data sets and identifying outliers.

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Answer:

x=0.333

Step-by-step explanation:

12(3x)=12

36x=12

/36 on both sides

x=0.333

The system can be written as a vector equation as [5, 1, -3] [x1, x2, x3]^T = [8, 0]^T and as a matrix equation as AX = B, where A = [5 1 -3; 0 2 4], X = [x1; x2; x3], and B = [8; 0].

To write the given system as a vector equation, we group the variables and the constants into vectors and write the equations in a matrix form. Thus, the system can be written as [5x1 + x2 - 3x3; 2x2 + 4x3] = [8; 0], which is a vector equation.

To write the system as a matrix equation, we can write the coefficients of the variables in a matrix A, the variables in a vector X, and the constants in a vector B. Thus, the system can be written as AX = B, where A = [5 1 -3; 0 2 4], X = [x1; x2; x3], and B = [8; 0].

We can then solve for X by finding the inverse of A and multiplying both sides of the equation by it.

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Answer:

The hand moved \(\bf \frac{3}{4}\) of a complete turn.

Step-by-step explanation:

The hand moved from 3 to 12, that is, it moved:

12 - 3 = 9 hours

In a clock, 12 hours represent a complete turn.

∴ Using the unitary method:

12 hours    ⇒     1 turn

1 hour        ⇒     \(\frac{1}{12}\) turns

9 hours     ⇒     \(\frac{1}{12}\)  × 9 = \(\frac{9}{12}\)

                                     = \(\bf \frac{3}{4}\) turns    (simplified)

∴ The hand moved \(\bf \frac{3}{4}\) of a complete turn.

The answer is  \(\boxed{\frac{3}{4}}\).

To find the fraction of a complete turn it moved in this case, take the ratio between hours covered between 3 and 12, and the hours covered in a complete turn.

The quotient rule essentially asserts that we may divide two powers by subtracting the exponents as long as the base is the same. This is a quick way to simplify exponents.

The quotient rule essentially asserts that we may divide two powers by subtracting the exponents as long as the base is the same. This is a quick way to simplify exponents. A power series is an infinite series in mathematics in which a represents the coefficient of the nth term and c is a constant. Power series may be found in mathematical analysis as Taylor series of indefinitely differentiable functions. The power of a number indicates how many times the number may be multiplied. Exponents and Indices are other names for powers. For example, 8^2 might be labeled "8 to the power 2" or "8 to the second power", or simply "8 squared".

Here,

The quotient rule essentially asserts that as long as the base is the same, we may divide two powers by subtracting the exponents. This is a shortcut for simplifying exponents.

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Step-by-step explanation:

If the ratio of boys to girls is 1:2, then for every 1 boy there are 2 girls.

Let's use "x" to represent the number of girls at the summer camp.

So, if there are 9 boys, then the total number of children at the summer camp can be represented as:

9 boys + 2x girls = total number of children

But we don't know what "x" is yet. We can use the ratio to find out.

Since the ratio of boys to girls is 1:2, we know that the number of boys is one-third of the total number of children.

So, we can set up the following equation:

9 = (1/3) * total number of children

To solve for the total number of children, we can multiply both sides by 3:

27 = total number of children

Now we know that there are 27 children at the summer camp in total.

To find the number of girls, we can subtract the number of boys from the total number of children:

27 - 9 = 18

Therefore, there are 18 girls at the summer camp and a total of 27 children.

Answer:The problem involves working out the total number of children at a summer camp, given that there are nine boys and the ratio of boys to girls is 1:2. This problem can be solved using simple ratio and proportion, and basic arithmetic skills.To understand the problem, one needs to know that a ratio is a way of comparing numbers. In this case, the ratio of boys to girl is 1:2, which means that for every one boy, there are two girls.To work out the total children at the summer camp, we need to start by setting up an equation involving the ratio. Let “x” be the number of girls, and “y” be the total number of children in the camp. We know that the ratio of boys to girls is 1:2, so the number of girls is twice the number of boys, that is, x=2(9)=18.Next, we add the number of boys to the total number of children to get y: y = 9 + 18 = 27. Therefore, there are 27 children total at the summer camp.To verify this result, we can check that the ratio of boys to girls is 1:2, which is the same as 9:18. Dividing both sides by 9, we get 1:2, which means that we have worked out the correct answer.In summary, the total number of children at the summer camp is 27. The problem requires the use of ratios as a comparison of numbers, and the use of basic arithmetic skills to calculate the total number of children at the summer camp.

Step-by-step explanation:

Answer:

180

Step-by-step explanation:

i don't

Answer: 180 cedis

Step-by-step explanation: 4:6 is 40% for dora and 60% for dorris

The focus is at (3,3+1/4) and the directrix is the equation of a line is 2.75.

A parabola is defined as the set of all points that are equidistant to the focus (F) and the directrix (d).

In the case of this parabola represented by the equation (y-3)² = 4(x-3), the vertex is located at the point (3,3) which means that this parabola opens horizontally to the left. Since the coefficient of x² is positive the parabola opens up.

The focus is located at the point (3,3+1/4) which is (3,3.25) and the directrix is the line x = 2.75. These two elements are crucial in understanding the shape and behavior of the parabola, The focus is where the parabola bends, and the directrix is where it opens.

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